Only open to master’s students in Psychology. Students are strongly advised to first follow the course in Advanced Psycho-diagnostics, but this is not obligatory.
This course extends students’ knowledge of abnormal development from infancy through to adolescence, and simultaneously apply this knowledge around the approaches to assessment, prevention and intervention for clinical problems arising during this time.
Representative problems covered in the course include: Anxiety, Attention-Deficit / Hyperactivity Disorder (ADHD), Personality Disorders, Schizophrenia, Attachment disorders, Eating Disorders, and others.
During the course emphasis is given to:
1. The requirements to properly set a diagnosis; One requirement is a symptom case history. A symptom case history considers the child’s or adolescent’s symptoms and problems in different contexts (e.g., family, school, free-time). The importance of attending to symptom presentation in these different contexts for assessment, diagnostics and treatment are discussed.
2. Different forms of treatment and treatment planning;
3. Critical evaluation of (scientific) information, e.g. related to the effectiveness of different forms of intervention and treatment.
The main course objective is to develop the academic skills necessary for psychologists to critically evaluate and analyse clinical case studies within the field of Child and Adolescent Psychiatry. Specifically, after course completion it is expected that students will be able to:
explain how symptom presentation in different contexts can influence the diagnostic process.
critically evaluate the scientific issues, developments, or trends associated with child and adolescent psychiatric disorders;
formulate a basic analysis of a clinical case study in the form of a descriptive diagnosis, diagnosis hypotheses and a treatment plan
For the timetable of this course please refer to MyTimetable
Students must register themselves for all course components (lectures, tutorials and practicals) they wish to follow. You can register up to 5 days prior to the start of the course.
You must register for each exam in My Studymap at least 10 days before the exam date. You cannot take an exam without a valid registration in My Studymap. Carefully read all information about the procedures and deadlines for registering for courses and exams.
Exchange students and external guest students will be informed by the education administration about the current registration procedure.
Mode of instruction
The course consists of 7 lectures, which last 2 hours each. The course starts with one introductory lecture, and we will discuss one different theme in the next 6 lecture sessions, incorporating a critical discussion of the literature and clinical cases with an expert in the field. Attendance during each of the 7 lectures is mandatory.
The final grade is based on a written exam (70% of final mark) and a case report written in duos (30% of final mark)
Active participation in the workgroups is required but not officially assessed.
The Institute of Psychology follows the policy of the Faculty of Social and Behavioural Sciences to systematically check student papers for plagiarism with the help of software. All students are required to take and pass the Scientific Integrity Test with a score of 100% in order to learn about the practice of integrity in scientific writing. Students are given access to the quiz via a module on Brightspace. Disciplinary measures will be taken when fraud is detected. Students are expected to be familiar with and understand the implications of this fraud policy.
Literature related to each workgroup topic will be provided during the course. A few examples:
Constantino J.N. & Charman T. (2016). Diagnosis of autism spectrum disorder: Reconciling the syndrome, its diverge origins, and variation in expression. Lancet Neurology, 15, 279-291.
Hay, P. et al. (2014). Royal Australian and New Zealand College of Psychiatrists clinical practice guidelines for the treatment of eating disorders. Australian & New Zealand Journal of Psychiatry, 48, 977-1008.
Molina et al. (2009). The MTA at 8 years: Prospective follow-up of children treated for combined-type ADHD in a Multisite study. J. Am. Acad. Child Adolesc. Psychiatry, 48:5I, 484-500.
Dr. A.M. Klein email@example.com