A broader perspective on psychosocial development

Content
In this course ‘A broader perspective on psychosocial development”/“Een bredere kijk op psychosociale ontwikkeling’ you will learn skills that can be used in clinical practice and scientific research. These skills contribute to a professional attitude and the integration of clinical practice and scientific research with a focus on the transactional model (risk and protective factors), the psychopathology continuum, assessment and interventions, not only for youth but also for parents.
For clinical work it is important to have knowledge about the psychosocial development; when does a child has no psychopathology, when do complaints become subclinical and when do complaints become a clinical diagnosis? This classification can be made by means of applying the transactional model or using diagnostics. Dependent on the kind of psychopathology, we can also choose which intervention is most suitable. Also, the role of the parents and families in diagnostics and interventions is part of the course.

In this course, the focus is on the integration of theory, science and clinical skills. In the lectures, we will discuss the latest research and findings related to the psychosocial development of youth and their parents. We will discuss symptomatology, assessment, risk factors, protective factors and interventions including the parents. Each week we address a specific topic such as the transactional model and the psychopathology continuum, family, eating(problems), depression, sexuality, grief and evidence-based clinical work will be discussed. These topics will be addressed in the lectures, followed by workgroups. In the workgroups, the focus is on strengthening your clinical abilities; conversation skills and professional attitude that are required in clinical practice based on scientific research. Students learn to assess questionnaires and interviews, conduct conversations, exercises and apply intervention methods with children, adolescents and parents. This is done by means of role-play, case studies, videos, feedback and reflection assignments. At the end of the course, students will do a case study in which all elements of the course will be brought together; case conceptualization and making evidence-based choices for diagnostics and interventions.
body { font-size: 9pt; font-family: Arial } table { font-size: 9pt; font-family: Arial }

Learning goals
At the end of the course:

1. The student is able to place the psychosocial development of youth on a continuum ; no psychological problems, subclinical psychological problems and clinical psychological problems.
2. The student is able to apply the transactional mod el of the development of psychopathology.
3. The student has gained both theoretical and practical knowledge of the assessment of psychopathology.
4. The student has gained both theoretical and practical knowledge of interventions for psychopathology based on evidence-based scientific knowledge.
5. The student is able to apply scientific knowledge to a practical case study.
6. The student trains his/her conversation skills .
7. The student learns to reflect on his/her role as a professional.
   .
   Relationship between tests and goals

• The student learns to integrate theory, academic skills and professional skills during role-plays in the workgroups, assignments for the workgroup, the open book exam and the case study .
• In the case study and the exam all of the above mentioned goals will be assessed

body { font-size: 9pt; font-family: Arial } table { font-size: 9pt; font-family: Arial }

You must meet the following requirements

• Literature Wordt nog nader bekendgemaakt.
• Items Wetenschappelijke artikelen (o.a. empirische onderzoeksartikelen, literatuur reviews, meta-analyses).