Advanced Child and Adolescent Psychiatry
|Period:||Semester 2, Block III||Hours of study:||20:00 hrs|
- Yes Elective choice
- No Contractonderwijs
- Yes Exchange
- Yes Study Abroad
- No Evening course
- No A la Carte
- No Honours Class
Only open to master’s students in Psychology. Students are strongly advised to first follow the course in Advanced Psycho-diagnostics.
This course extends students’ knowledge of abnormal development from infancy through to adolescence, and simultaneously builds 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 and competencies necessary for psychologists to both critically and professionally participate in the decision making processes within the field of Child and Adolescent Psychiatry. Specifically, after course completion it is expected that students will be able to:
• critically evaluate the scientific issues, developments, or trends associated with child and adolescent psychiatric disorders using the assigned reading, group presentation, written paper and workgroup discussions;
• formulate a basic analysis of a patient case study in the form of a descriptive diagnosis, diagnosis hypotheses and a treatment plan achieved through case study analysis during workgroups and in the written paper;
• understand how symptom presentation in different contexts can influence the diagnostic process, achieved through class discussion of case studies.
For the timetables of your lectures, work groups and exams, please select your study programme in:
Students need to enroll for lectures and work group sessions.
Master’s course registration
Mode of instruction
The course consists of:
8 2-hour workgroup sessions (incorporating critical discussions with an expert in the field)
The final grade is based on:
* a digital presentation (30% of final mark)
* a written paper (70% of final mark)
* active participation in the workgroups (required - but not officially assessed).
For the group digital presentation students are allocated to one of 8 groups before the course commences. Registration for the course therefore requires that you actually follow the course.
**Take this into consideration before registering. **
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. Disciplinary measures will be taken when fraud is detected. Students are expected to be familiar with and understand the implications of this fraud policy.
- Rutter, M. a.o. Rutter’s Child and Adolescent Psychiatry 5th ed. 2008 Blackwell Publishing (Textbook can be purchased from study association Labyrint with significant reduction).
Additional literature related to each seminar topic will be provided during the course. A couple of examples:
* Weersing VR, Jeffrey M, Do MT, Schwartz KT & Bolano, C. Evidence base update of psychosocial treatments for child and adolescent depression. Journal of Clinical Child and Adolescent Psychology, 2017, Jan-Feb; 46 (1) pages 11-43.
* Crowell SE, Beauchaine TP, Linehan MM. (2009). A biosocial developmental model of borderline personality: Elaborating and extending Linehan’s theory. Psychological Bulletin 2009 May;135(3):495-510.
* Benes, F.M. (2003). Why does psychosis develop during adolescence and early adulthood? Editorial review. Current Opinion in Psychiatry, -16, 317–319
Dr. A. C. Miers
|Is part of||Programme type||Semester||Block|
|Exchange Psychology||Exchange and Study Abroad Students||2||III|
|Psychology: Child and Adolescent Psychology||Master||2||III|