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• Course title: Advanced research methods (Vertiefung in Forschungsmethoden)
• Number of ECTS: 3
• Course code: MAPI-39
• Module(s): Modul: Research methods
• Language: DE, EN
• Mandatory: Yes

The course provides the student basic knowledge necessary to develop and conduct a scientific research project. The course follows the steps of empirical studies and imparts knowledge and competencies for informed decisions on key questions arising in the planning of a research project. After passing the course, students will be able (a) to critically read scientific texts to develop new research questions based on previous studies in a given field, (b) to name and to define the main theoretical constructs involved in a research question at hand and to generate a theoretical working model, (c) to evaluate the advantages and disadvantages of different study designs and measurement approaches and to decide on the most appropriate approach for answering the research question, (d) to decide which types of data analysis are suitable for a given data structure, (e) to interpret the results of data analyses in the light of the research question, and (f) to identify strengths and limitations of their chosen research design. To foster learning and autonomous decision making, decisions on each planning step are made within the working groups under the guidance of the lecturers.����

Current psychological research is predominantly based on empirical data, and development of knowledge in psychology results from a constant interaction between theory and empirical data. Research questions are deduced from theory, investigated in empirical studies, which in turn lead to conclusions and implications for the modification of the theoretical state-of-the-art. Psychological research methodology provides the knowledge and tools necessary within this process. Thus, research methodology states a broad field covering various subdomains, ranging from measurement theory and procedures (e.g. observations, questionnaires), qualitative and quantitative designs to statistical analysis procedures. Within this course, each step in the research process is discussed which specific examples and exercises for the students. Beside regular attendance and active participation, students are supposed to develop an exemplary research project within small working groups during the course period. A description of the developed research project, including theoretical framework and methodology, will be written by the students in the style of a scientific journal article. The article is subject to the assessment of the student performance in the course and is mandatory for passing the course.����

presentation and report

Bibliography

Brough, P. (ed.) (2018). Advanced research methods for applied psychology. Design, analysis and reporting. Routledge.
Coolican, H. (2014). Research methods and statistics in psychology (6th ed.). Psychology Press.
Eid, M., Gollwitzer, M., Schmitt, M. (2017). Statistik und Forschungsmethoden (5. Aufl.). Beltz.
Goodwin, K. A., Goodwin, C. J. (2017). Research in psychology. Methods and design (8nd ed.). Wiley.
Gorard, S. (2013). Research design. Creating robust approaches for the social sciences. Sage.
Reis, H. T., Judd, C. M. (eds.) (2014). Handbook of research methods in social and personality psychology (2nd ed.). Cambridge: 8xav�������� Press.

• Course title: Enhanced data analysis (Vertiefung in Datenanalyse)
• Number of ECTS: 3
• Course code: MAPI-27
• Module(s): Modul: Research methods
• Language: DE
• Mandatory: Yes

The students will learn the basics of programming with R and how to conduct enhanced data analysis. After the finishing the course, the students will have the knowledge to import their data into R and to transform old and create new variables. Furthermore, they will have the expertise to describe their data and provide univariate coefficients and calculate bivariate associations. Moreover, they are able to conduct multiple regression analysis, with moderation and mediation analysis as special cases and how to test different model assumptions (e.g., normal distribution or residuals, linearity). Additionally, they will have the expertise to create informative graphs for univariate (e.g., boxplots, histograms, violinplots), bivariate (e.g., scatterplots with fitted regression lines) and multivariate data analysis (e.g., interaction plots).��

This course gives an introduction in the statistical open-source software R Statistics and RStudio, an integrated development environment for R. R provides a general language for interactive computations, supported by techniques for data organization, graphics, numerical computations, model-fitting and many other tasks. At first, the different data types and their handling and transformation are discussed. Furthermore, statistical tests, coefficients (of central tendency and dispersion) and the creation of graphs for univariate data analysis are presented. Moreover, bivariate data analysis procedures are shown. Additionally, the course provides an introduction in regression analysis techniques and how to do mediation and moderation analysis. Moreover, the course provides tests to check for model assumptions.��

100% report

Bibliography

Eid, M., Gollwitzer, M., Schmitt, M. (2017). Statistik und Forschungsmethoden (5. Aufl.). Beltz.
Ekstrom, C. T. (2017). The R primer (2th Ed.). CRC Press.
Field, A., Miles, J., Field, Z. (2012). Discovering Statistics Using R. Sage.
Luhmann, M. (2015). R für Einsteiger: Einführung in die Statistiksoftware für die Sozialwissenschaften (4. Aufl.). Beltz Verlag. Wollschläger, D. (2013). R kompakt. Der schnelle Einstieg in die Datenanalyse. Berlin u.a.: Springer.

• Course title: Psychological network systems
• Number of ECTS: 0
• Course code: MAPI-54
• Module(s): Modul: Research methods
• Language: EN
• Mandatory: No

At the end of this seminar:


It is expected that attendees gain a general understanding of what a psychological network system is and how it can be assessed empirically.


It is furthermore expected that attendees can derive research questions and hypotheses that can be tested in data using R.


It is likewise expected that attendees can identify situations or domains in which psychological network systems can be applied.


Attendees oriented towards an academic career, benefit from this seminar in that they become familiarized with state-of-the-art theory and methodology.


Attendees oriented towards practice, benefit from this seminar in that they become familiarized with alternative ways of thinking about mental health symptoms or other observed psychological phenomena.

Recent theoretical and methodological advances promote a radical new way of conceptualizing psychological constructs such as mental illness symptomatology, attitudes, and beliefs of people. This radical thinking suggests that psychological constructs are emergent from causal dynamics between constitutive elements as opposed to psychological constructs being the common influence on observable constructs. Throughout this seminar, we will address theory and methodology in equal parts. First, we will discuss from a theoretical stance the very notion of a psychological network system: what is a psychological network system, what are its constitutive elements as well as how can it be assessed empirically. We will furthermore draw parallels between psychological network systems and factorial analyses highlighting the added value of the former method. In the second part of this seminar, we will work with data and derive and test our own hypotheses and interpret the results. We will use R for data analysis (no previous knowledge required). We will do the practical part in small groups (2 to 3 members per group) and present the initial results to the class at the end of the seminar.Most of the examples and literature used throughout the seminar stem from abnormal psychology, personality psychology, and social psychology.

No assessment

Bibliography

Borsboom, D., Deserno, M.K., Rhemtulla, M., Epskamp, S., Fried, E.I., McNally, R.J., Robinaugh, D.J., Perugini, M., Dalege, J., Costantini, G., Isvoranu, A.-M., Wysocki, A.C., van Borkulo, C.D., van Bork, R., Waldorp, L.J. (2021). Network analysis of multivariate data in psychological science. Nature Reviews, 58.
https://doi.org/10.1038/s43586-021-00055-w
(open access)
Brandt, M.J. Sleegers, W.W.A. (2021). Evaluating belief system networks as a theory of political belief system dynamics. Personality and Social Psychology Review, 25(2), 159-185.
https://doi.org/10.1177/1088868321993751
(available via: LLC)

• Course title: Assessment process: judgment and decision (Diagnostischer Prozess: Urteil und Entscheidung)
• Number of ECTS: 3
• Course code: MAPI-30
• Module(s): Modul: Psychological assessment
• Language: DE
• Mandatory: Yes

Am Ende des Kurses kennen die Teilnehmer verschiedene diagnostische Verfahren aus verschiedenen Anwendungsgebieten und sind mit der Anwendung dieser Verfahren vertraut. Sie können Ergebnisse diagnostischer Verfahren interpretieren, kritisch beurteilen und für die weitere Beratung nutzen. Die Studierenden lernen anhand eines Fallbeispiels, den diagnostischen Prozess selbständig in Form eines psychologischen Gutachtens zu dokumentieren.

Der Kurs beschäftigt sich mit der psychologischen Diagnostik im Beratungskontext und geht dabei auf den diagnostischen Prozess, diagnostische Strategien sowie auf ausgewählte diagnostische Verfahren ein. Nach einer kurzen Wiederholung der Grundlagen der psychologischen Diagnostik (klassische Testtheorie; Testgütekriterien) richtet sich der Fokus dieses Kurses verstärkt auf Anwendungsfragen. Folgende Themenbereiche werden vertieft behandelt: Aufgaben und Ziele von Diagnostik, Arten von Diagnostik, Phasen im diagnostischen Prozess, psychologisches Gutachten. Insbesondere werden auch Kriterien zur Beurteilung von diagnostischen Verfahren vorgestellt, sowie Probleme und ethische Aspekte bei der Anwendung diagnostischer Verfahren thematisiert. Dabei wird auf mögliche Fehlerquellen und Grenzen von Diagnostik hingewiesen und eine kritische Auseinandersetzung angestrebt. Die Studierenden werden dazu angeregt, ihre eigene Rolle im diagnostischen Prozess zu reflektieren. Ausgewählte diagnostische Verfahren für die Beratung in verschiedenen Bereichen werden besprochen und anhand von Fallbeispielen illustriert.��

presentation and
report

Bibliography

Fisseni, H. (2004). Lehrbuch der psychologischen Diagnostik: Mit Hinweisen zur Intervention. Göttingen: Hogrefe. ��
Klann, N., Hahlweg, K. Heinrichs, N. (2003). Diagnostische Verfahren für die Beratung: Materialien zur Diagnostik und Therapie in Ehe-, Familien- und Lebensberatung (2. Aufl.). Göttingen: Hogrefe. ��
Petermann, F. Eid, M. (Hrsg.) (2006). Handbuch der Psychologischen Diagnostik. Göttingen: Hogrefe. ��
Westhoff, K. Kluck, M.-L. (2003). Psychologische Gutachten: schreiben und beurteilen (4. Aufl.). Berlin: Springer.

• Course title: Intervention methods: training programs (Interventionsmethoden: Trainingsprogramme)
• Number of ECTS: 3
• Course code: MAPI-37
• Module(s): Modul: Intervention Methods
• Language: DE
• Mandatory: Yes

Students gain knowledge in essential topics in psychology on interventions by training programs; students are able to develop a critical perspective on psychological training programs. Students will also be able to identify significant issues, help design and implement changes which address those issues, and evaluate those changes. Students will have a solid base of knowledge of the core theories, concepts, methods, findings, and principles of interventions in psychology with training programs, allowing them to pursue their specialized interests.��

The course provides a comprehensive and thorough grounding on psychological interventions based on standardized training programs. Diverse (research) theories and models to answer questions related to training program issues will be discussed. Especially the pursuit of advanced research, as well as the design and evaluation of different training programs that aim to change human behavior will be pick out as central themes. The course will prepare students to understand a wide range of issues in the training programs. Fundamentals of different psychological training programs will be outlined and students will learn to use some elements of training interventions. Finally, every student will prepare a written report about a specific training program.����

written report

Bibliographical references will be advised in the course

• Course title: Adult mental health (Psychische Gesundheit von Erwachsenen)
• Number of ECTS: 3
• Course code: MAPI-5
• Module(s): Modul: Clinical Psychology
• Language: DE
• Mandatory: Yes

At the end of the course the student will have developed an understanding of the different ways in which abnormal behaviour has been conceptualised and their implications. The student will be familiar with the rationales of psychiatric classification systems, and the diagnostic criteria for major mental disorders; The student will be able to critically evaluate theory and research on biological, social and psychological factors in the aetiology and course of mental disorders;HE/She has developed an understanding of the methodological issues in evaluating treatment outcomes and is familiar with different types of and theoretical perspectives on the main mental disorders, and approaches to treatment.

In this course, you will be familiarised with DSM disorders while working on clinical cases. On the one hand, basic knowledge on epidemiology, diagnostic criteria, aetiological models, and current approaches to treatment will be conveyed. Controversies about categorical diagnostic classification and differences between classification systems��
(DSM vs. ICD) will be discussed. We will critically assess the state of the literature regarding aetiological models and interventions for adult mental disorders. On the other hand, you will learn how to apply this knowledge to actual clinical cases. The basic elements of clinical case formulations will be explored in hands-on exercises and role-plays. This course is conceptually linked to the course “Foundations of Clinical Psychological Interventions”, which is held in the summer semester. Full ECTS will only be awarded after successful completion of both courses, including a presentation and a written case formulation.��

Presentation of research paper

Bibliography

Kring, A.M., Johnson, S., Davison, G.C. Nealr, J.M. (2014). Abnormal Psychology, 12th Edition. Wiley.

Johnstone, L. Dallos, R. (Eds.) (2014). Formulation in psychology and psychotherapy: making sense of people’s problems (2nd edition). Hove: Routledge.

• Course title: Mental disorders in childhood (Psychische Störungen in der Kindheit)
• Number of ECTS: 3
• Course code: MAPI-6
• Module(s): Modul: Clinical Psychology
• Language: DE
• Mandatory: Yes

Am Ende der Lehrveranstaltung verfügen die Studierenden über Grundkenntnisse der Entwicklungspsychopathologie sowie der wichtigsten Klassifikationssysteme und Ätiologiemodelle psychischer Störungen im Kindes- und Jugendalter. Sie kennen evidenzbasierte Behandlungsansätze für die wichtigsten psychischen Störungen und wissen um die prädiktive Rolle psychischer Störungen des Kindesalters für psychische Störungen des Erwachsenenalters.

Im Seminar wird eine Einführung in das Gebiet der Klinischen Kinder- und Jugendpsychologie gegeben. Insbesondere sollen anhand von Vorträgen und Kleingruppenarbeiten die folgenden Themen bearbeitet werden: (1) Relevanz der klinischen Kinder- und Jugendpsychologie, (2) Definition psychischer Störungen des Kindes- und Jugendalters und Einführung altersspezifischer Klassifikationssysteme für diese Altersgruppe, (3) Modelle zur Entstehung und Aufrechterhaltung psychischer Störungen im Kindes- und Jugendalter am Beispiel der häufigsten Störungsbilder, (4) Überblick über evidenzbasierte Psychotherapie mit Kindern und Jugendlichen am Beispiel der häufigsten Störungsbilder.

Presentation

Bibliography

Schneider, S. Margraf, J. (Hrsg.) (2009). Lehrbuch der Verhaltenstherapie. Störungen im Kindes- und Jugendalter. Berlin: Springer.

• Course title: Health Psychology A: theories and models (Gesundheitspsychologie A: Theorien und Modelle)
• Number of ECTS: 3
• Course code: MAPI-7
• Module(s): Modul: Health Psychology
• Language: DE
• Mandatory: Yes

The students are able (a) to understand biopsychosocial processes associated with health behaviour and health outcome; (b) to understand and evaluate theoretical and empirical research in health psychology; (c) to practically apply theories on health psychology in psychological intervention; and (d) to formulate and to discuss original research questions in health psychology, which is necessary to complete a thesis in the area of health psychology.

Health psychology is a psychological sub-discipline on human cognition and behaviour in relation to health. This covers the maintenance and promotion of health, psychological processes that are associated with the experience of health risks, diseases, and disability, as well as how cognition and behaviour may affect health, stress, resilience, disease and recovery. The lecture addresses relevant theories and models that explain (I) the perspective of health psychology as compared to related sub-disciplines, such as clinical, work, biological or social psychology, (II) psychosocial and psychobiological factors that are associated with health behaviour and health outcome, (III) the experience, coping and prevention of stress as one major factor which may impair health, (IV) cognitive and behavioural processes that are associated with health risks and promotion, as well as the experience of health impairment. This course will provide the theoretical background for subsequent courses within the module of health psychology, such as ‘Methods and Assessment’, ‘Professional Issues’ or ‘Applications’.��

presentation

Bibliography

Ehlert, U. von Känel, R. (2011). Psychoendokrinologie und Psychoimmunologie. Berlin: Springer.
Ehlert, U. (2016). Verhaltensmedizin. Berlin: Springer.
Faltermaier, T. (2017). Gesundheitspsychologie (2. Aufl.). Stuttgart: Kohlhammer.
Friedman, H.S. (2011). The Oxford Handbook of Health Psychology. Oxford: Oxford 8xav�������� Press.
Hurrelmann, K. et al. (2018). Referenzwerk Prävention und Gesundheitsförderung: Grundlagen, Konzepte und Umsetzungsstrategien. Göttingen: Hogrefe.
Knoll, N. et al. (2017). Einführung Gesundheitspsychologie. München: UTB.
Kohlmann, C. W. et al. (2018). Psychologie in der Gesundheitsförderung. Göttingen: Hogrefe.
Renneberg, B. Hammelstein, P. (2006). Gesundheitspsychologie. Heidelberg: Springer.
Rensing, L., Koch, M., Rippe, B. Rippe, V. (2006). Mensch im Stress. München: Elsevier.
Vögele, C. (2008). Klinische Psychologie: Körperliche Erkrankungen. Weinheim: Beltz.

��

• Course title: Health Psychology: professional issues (Gesundheitspsychologie: Berufliche Anforderungen)
• Number of ECTS: 3
• Course code: MAPI-8
• Module(s): Modul: Health Psychology
• Language: DE
• Mandatory: Yes

Awareness of potential professional issues in the healthcare sector; Methodical and ethical reflexivity in the domain of Applied Health Psychology; Problem conceptualisation (incl. case formulation) and intervention planning competency in the fields of Clinical, Occupational and Public Health Psychology; Motivational skills for the healthcare context.

Health Psychology studies the psychological and behavioural factors influencing wellbeing and illness, and uses this knowledge for health promotion and disease prevention. This course analyses the professional issues (i.e. contextual, ethical, legal, etc.) and practical obstacles (i.e. communicational, motivational, organisational, etc.) encountered by practising health psychologists (e.g. how to design and to deliver health promotion/education programmes, how to interact with other health professionals, how to motivate non-adherent patients, etc.) in various healthcare settings (i.e. hospitals and clinics, workplace and public health departments, etc.). The course involves directed reading, oral presentations and group discussions.

presentation

Bibliography

Cohen, L. M., McChargue, D. E., Collins, F. L. (Eds.). (2003). The Health Psychology Handbook. Practical Issues for the Behavioral Medicine Specialist. London: SAGE Publications.

• Course title: Epigenetics and health
• Number of ECTS: 3
• Course code: MAPI-50
• Module(s): Modul: Applied Psychology
• Language: DE
• Mandatory: No

• 
  Verständnis der grundlegenden Mechanismen epigenetischer Regulation (DNA Methylierung, Histonmodifikation).
  


• 
  Verständnis der Zusammenhänge zwischen ungünstigen Umwelterfahrungen in frühen Entwicklungsphasen (pränatal, Kindheit) und Krankheitsprozessen im Erwachsenenalter.
  


• 
  Verständnis der methodischen und konzeptuellen Herausforderungen des jungen Forschungsfelds der Epigenetik.
  

Der Forschungszweig der Epigenetik gewinnt zunehmend an Relevanz für die Psychologie und Psychopathologie. Die Epigenetik beschäftigt sich mit grundlegenden Mechanismen der Genregulation und geht der Frage nach, wie die Expression von Genen gesteuert wird und welche Einflussfaktoren – von Genetik bis zu Umweltfaktoren – diese Prozesse kurz- und langfristig beeinflussen. Epigenetische Prozesse werden als eine entscheidende Schnittstelle in der Interaktion zwischen Genetik und Umweltfaktoren wahrgenommen.

In diesem Seminar sollen Forschungsergebnisse von Tier- und Humanstudien diskutiert werden, die zeigen, dass epigenetische Prozesse durch spezifische Umwelteinflüsse wie Umweltgifte, Ernährung und psychischen Stress beinflussbar sind und somit Relevanz für die körperliche und psychische Gesundheit des Menschen haben. Es soll der Frage nachgegangen werden, wie sich frühe Umweltfaktoren „biologisch festschreiben“ (biological embedding of experience), und welche Rolle dabei epigenetische Prozesse spielen. Außerdem soll diskutiert werden, ob psychologische Interventionen epigenetische Prozesse im Erwachsenenalter beeinflussen können. Aktuelle Publikationen werden besprochen und methodenkritisch analysiert.

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Bibliographie

Die genaue Auswahl der Literatur findet in Absprache mit den Teilnehmern statt.

• 
  Barker ED, Walton E, Cecil CAM. (2018). Annual Research Review: DNA methylation as a mediator in the association between risk exposure and child and adolescent psychopathology. J Child Psychol Psychiatry. 2018 Apr;59(4):303-322
  


• 
  Hertzman C. (2012). Putting the concept of biological embedding in historical perspective. Proc Natl Acad Sci U S A. 2012;109 17160-7.
  


• 
  Jones MJ, Moore SR, Kobor MS.
  (2018). Principles and Challenges of Applying Epigenetic Epidemiology to Psychology.
  Annu Rev Psychol. 69:459-485.
  


• 
  Kumsta, R. (2019). The role of epigenetics for understanding mental health difficulties and its implications for psychotherapy research. Psychology and Psychotherapy: Theory, Research and Practice 92(2):190-207.
  

• Course title: Introduction to Global Mental Health
• Number of ECTS: 3
• Course code: MAPI-55
• Module(s): Modul: Applied Psychology
• Language: EN
• Mandatory: No

By theendof thiscourse,students willbe able to:

1. 
   Gain a critical understanding of the Global Mental Health area, knowledge of mental health epidemiology, and features of the treatment gap;
   


2. 
   Understand the “mental health in all policies” approach and policy-plan-programmes and “theory of changes” frameworks;
   


3. 
   Understand the role of social determinants of mental health in application to countries with different socio-economical levels;
   


4. 
   Describe the impact of the role of culture on shaping the perception of mental health, the impact of stigma on the accessibility of mental health services;
   


5. 
   Explain the economic benefits of increased mental health of a population and understand the method of cost-effectiveness assessments;
   


6. 
   Displayfoundational skills for mental health advocacy and engaging in science-policy dialogues;
   


7. 
   Display basic skills in developing mental health promotion and prevention campaigns;
   


8. 
   Understand the fundamental principles and approaches in mental health and psychosocial support in emergencies;
   

Advocate the role of scalable psychosocial interventions and task-sharing approach in increasing access to mental health services.

Mental health is steadily becoming a global priority, alongside the endorsement of the comprehensive multidisciplinary approach, especially in the EU, following the EC Communication “A comprehensive approach to mental health” (7 June 2023) and European Parliament resolution of 12 December 2023 on mental health. However, the global burden of mental health conditions is growing as well, creating the need to address this challenge and bridge the gap between the number of people in need of support and the possibilities of mental health systems to respond to these needs. Global Mental Health is an evolving field of research and practice that aims to alleviate mental suffering through the prevention, care and treatment of mental and substance use disorders and to promote and sustain the mental health of individuals and communities around the world. It prioritises equity and is informed by many disciplines, including neuroscience, genomics, social sciences (especially psychology, medical anthropology and sociology), epidemiology, health services research, and implementation science [1] . This course, dedicated to an introduction to Global Mental Health, is designed to help students analyse the treatment gap at different levels, from national to the community, critically assess the different approaches to mental health policies and systems, conduct needs assessments, select and combine best evidence-based practices, and model their delivery to communities. Students will delve into the analysis of national and local mental health policies, best practices in the organisation of services for mental health promotion, prevention, treatment, and rehabilitation, development and implementation of mental health action plans, mental health advocacy, planning and implementation of mental health capacity-building activities, and addressing the social determinants of mental health across the globe, with focus on the Low and Middle-Income Countries.

[1] Collins, P. Y. (2020). What is global mental health?.��World Psychiatry,��19(3), 265.

The course will be assessed on the basis of written work.

Bibliography

Collins, P. Y., Patel, V., Joestl, S. S., March, D., Insel, T. R., Daar, A. S., … Walport, M. (2011). Grand challenges in global mental health.��Nature,��475(7354), 27-30. doi:��
10.1038/475027a
GBD 2019 Mental Disorders Collaborators. (2022). Global, regional, and national burden of 12 mental disorders in 204 countries and territories, 1990–2019: a systematic analysis for the Global Burden of Disease Study 2019.��The Lancet Psychiatry,��9(2), 137-150.
https://doi.org/10.1016/S2215-0366(21)00395-3
Hewlett, E.��and��V. Moran (2014),��Making Mental Health Count:��The Social and Economic Costs of Neglecting Mental Health Care, OECD Health Policy Studies, OECD Publishing, Paris,��
https://doi.org/10.1787/9789264208445-en
.
Klymchuk, V.
,��
Vysotska, K.
��and��
Gorbunova, V.V.
��(2022), “Decentralisation and community stakeholders’ engagement for better mental health services development in the conflict-affected regions of Ukraine”,��
Journal of Public Mental Health
, Vol. 21 No. 4, pp. 288-302.��
https://hdl.handle.net/10993/53338
����
McDaid, D.,��E. Hewlett��and��A. Park (2017), “Understanding effective approaches to promoting mental health and preventing mental illness”,��OECD Health Working Papers, No. 97, OECD Publishing, Paris,��
https://doi.org/10.1787/bc364fb2-en
.
Patel, V., Minas, H., Cohen, A., Prince, M. (Eds.). (2013).��Global mental health: Principles and practice. Oxford 8xav�������� Press, USA.
https://www.researchgate.net/publication/256446998_Global_Mental_Health_Principles_and_Practice
Patel, V., Saxena, S., Lund, C., Thornicroft, G., Baingana, F., Bolton, P., … Unützer, J. (2018). The Lancet Commission on global mental health and sustainable development.��The lancet,��392(10157), 1553-1598. DOI:
https://doi.org/10.1016/S0140-6736(18)31612-X
Quirke, E., Klymchuk, V., Gusak, N., Gorbunova, V., Sukhovii, O. (2022). Applying the national mental health policy in conflict-affected regions: towards better social inclusion (Ukrainian case).��Mental Health and Social Inclusion,��26(3), 242-256.
https://hdl.handle.net/10993/53339
��

Further references will follow in the course of the teaching.

• Course title: Mixed Models
• Number of ECTS: 3
• Course code: MAPI-53
• Module(s): Modul: Research methods
• Language: EN
• Mandatory: Yes

Students will learn how to apply and interpret linear mixed models:

– how to format relevant statistical hypotheses into a linear model
– how to capture dependencies between data points with random effects
– how to implement these models in R for:
�������������� – model definition
�������������� – inference
�������������� – and statistical tests
Additionally they will learn about a Bayesian interpretation of these models

In this Seminar students will learn about mixed models and their applications in psychology and learn how to apply them practically using R. The course will start with a reminder how the general linear model covers most statistical methods that students are familiar with at this point including (multiple) linear regression, ANOVA & t-tests. We will then learn about the generalization to cover non-normal distribution predictions and Bayesian statistics for these models. Then we will cover the generalization to mixed models, which handle data points that are not independent, for example because they were measured with the same experimental subjects. For these models we will also cover the interpretation as hierarchical Bayesian models and how to produce reliable tests under a Frequentist framework.

3 kürzere Hausarbeiten in Laufe des Semesters und eine end-of-term Hausarbeit

Bibliography
Demidenko, E. (2013).��Mixed models�� : theory and applications with R /��(2nd ed.). Wiley.


Vik, P. W. (2013). Regression, ANOVA, and the General Linear Model: A Statistics Primer (1st ed.). SAGE Publications, Inc.


Bortz, J., Schuster, C. (2016). Statistik für Human- und Sozialwissenschaftler. Springer. Kapitel 21 22


Bates, D. M. (2010). lme4: Mixed-effects modeling with R.


Luke, S.G. Evaluating significance in linear mixed-effects models in R.��Behav Res��49, 1494–1502 (2017).��


��


Used R packages:


https://github.com/lme4/lme4/


https://cran.r-project.org/web/packages/lme4/vignettes/lmer.pdf


https://cran.r-project.org/web/packages/lmerTest/lmerTest.pdfhttps://doi.org/10.3758/s13428-016-0809-y


https://paul-buerkner.github.io/brms/

• Course title: SEM – Structural Equation Models II
• Number of ECTS: 3
• Course code: MAPEA-80
• Module(s): Modul: Research methods
• Language: EN
• Mandatory: Yes

Students will learn how to interpret and how to apply advanced statistical procedures They will be introduced to new topics and learn ways to analyse and understand data beyond what basic statistical procedures have to offer.

In this course students will learn the basics of structural equation modeling, its everyday use, and its benefits in analysing empirical data. The course is aimed at developing a practical understanding and will allow students to master basic and advanced models by themselves.
The following classes of models will be covered within in the course:
Path analysis
Confirmatory factor analysis
Structural equation models (i.e., latent regression models)
On all these topics, background information will be given, but the course focuses on hands-on examples. Further, opportunity to use own data sets and to discuss them in class will be given. Specifically, students will get an in-depth understanding of the underlying statistical model and the most widely used software package Mplus among social scientists. No prior knowledge on latent modeling is needed, however, knowledge of basic statistic concepts (descriptive statistics, inference testing, linear and multiple regression, exploratory factor analysis) is required, which was covered in the first part of this course in the previous semester.

Selected Bibliography

��

• Kline, R. B. (2010). Principles and Practice of Structural Equation Modeling.

• Course title: Analysis of change (Veränderungsanalyse)
• Number of ECTS: 3
• Course code: MAPI-14
• Module(s): Modul: Psychological Assessment
• Language: EN
• Mandatory: Yes

Change is both inevitable and constant and thus has been a focus of psychological research for decades. The notion of change has been predominant in developmental psychology as by observing children’s behaviour we are interested in capturing the process of their development, be it cognitive or socio-emotional. Longitudinal data are mirroring the measurement of change. We are interested in within-individual change or how person changes over time and interindividual differences or what predicts differences among people in their change. In order to capture change statistically we need: (1) the availability of multiple waves of data, (2) a metric of time, and (3) an outcome that changes systematically
(Singer Willett, 2003). This course will introduce the concept of change and stability by using the statistical tools such as multivariate analysis of variance with repeated measures, multiple regression, and modelling. The students will have the opportunity to actively participate in the course by working with the real data and pertinent research questions about change and stability processes.

Learning outcomes are reflected in understanding the different meanings underlying the concepts of change and stability in psychology. Students will be able to conceive studies that will test these notions at different levels. More specifically, students will be able to understand and perform statistical procedures that tackle stability and change and interpret its results.

Change is both inevitable and constant and thus has been a focus of psychological research for decades. The notion of change has been predominant in developmental psychology as by observing children’s behaviour for example we are interested in capturing the process of their development, be it cognitive or socio-emotional. Longitudinal data are mirroring the measurement of change. We are interested in within-individual change or how person changes over time and interindividual differences or what predicts differences among people in their change. In order to capture change statistically we need: (1) the availability of multiple waves of data, (2) a metric of time, and (3) an outcome that changes systematically
(Singer & Willett, 2003). This course will introduce the concept of change and stability by using the statistical tools such as multivariate analysis of variance with repeated measures, multiple regression, structural equation and multilevel modelling. The students will have the opportunity to actively participate in the course by working with the real data and pertinent research questions about change and stability processes.

essay

Bibliography

Hertzog, C. Nesselroade, R. (2003). Assessing psychological change in adulthood: an overview of methodological issues. Psychology and Aging, 18(4), 639-57. doi:�� 10.1037/0882-7974.18.4.639
Hox, J. (2010). Multilevel analysis: Techniques and applications. London: Routledge.
Singer, J., Willett, J.B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. London: Oxford 8xav�������� Press. ��
Tabachnick, B. G., Fidell, L.S. (2013). Using multivariate statistics. Boston: Pearson Education.
Weiss, R. (2003). Modeling longitudinal data. New York: Springer.

• Course title: Advanced psychological measurement theory (Vertiefung in psychologischer Messtheorie)
• Number of ECTS: 3
• Course code: MAPI-2
• Module(s): Modul: Psychological Assessment
• Language: EN
• Mandatory: Yes

Outcomes of this course are threefold: Students will be equipped with a profound understanding of most common measurement theories that are used to develop tests, the ability to practically apply these models to data, and to judge their implications on real-world diagnostic settings. The course builds up and substantially extends knowledge to responsibly apply and interpret psychological tests and questionnaires.

��

This course builds on and extends basic knowledge in measurement of psychological attributes. We will tackle the question what measurement in the field of psychology actually means and if it is possible at all. After (re-)visiting different measurement models, ranging from true-score theory to item response theory, we will discuss their implications for test development in general and the development of items making up such tests specifically. Special emphasis will be laid on theoretical underpinnings of test score interpretation, e.g. in clinical settings. All discussed models will be applied to data sets to demonstrate their advantages, potential, but also limitations. Throughout the course, concrete examples of measurement instruments and measurement contexts will be used in order to exemplify the theoretical contents.��

25% presence and 75% exam

Bibliography
Markus, K. A., Borsboom, D. (2013).
Frontiers of test validity theory: Measurement, causation and meaning. Routledge.��
Rost, J. (2004).
Lehrbuch Testtheorie, Testkonstruktion (2nd ed.).
Bern: Huber.

• Course title: Interventions at the organizational level – systems (Intervention auf organisatorischer Ebene – Systeme)
• Number of ECTS: 3
• Course code: MAPI-19
• Module(s): Modul: Intervention Methods
• Language: EN, DE
• Mandatory: Yes

Students should gain knowledge on how to design, implement, and evaluate interventions on different levels in organizations

Students should learn about the role of different stakeholders when conducting interventions in particular when faced with organizational changes and restructurings

Students should get an idea about how leaders can be sensitized and trained to foster health of their followers as well as organizational performance outcomes as creativity and innovation

Students should be aware of various work-shop methods which are appropriate for different goals and settings

Nowadays, organizations are faced with more changes than ever before and these changes take place in closer succession. Since Kurt Lewin formulated his change model in 1951 the frequency and dynamics of organizational changes have been exploded. His stage model included the phases unfreezing, changing (transitions), (re-)freezing. However, it can be doubted whether organizations today ever come into the “frozen” state. It seems that change management today rather needs to look for meta-routines within ongoing change processes, in order to bring some stability in insecure times. We focus in this seminar on theoretically well-founded and evidence-based management of interventions at different levels in organizations (e.g., from the development of teams and leaders to transformational changes as mergers or offshoring activities). Interventions are necessary to foster organizational development by dealing with structural changes (e.g., merging of teams, implementations of new technology) as well as personnel changes (e.g., increase in the amount of temporary workers or freelancers, downsizing). Based on the most current knowledge in the field, it focuses on “hands-on”-methods for designing, implementing, monitoring, and evaluating real life intervention programs in organizations. Based on a constructivistic understanding of learning, students will get the opportunities, the space, and time to work out detailed project plans together in small teams using case studies. The didactic concept of the seminar includes a broad variety of classroom activities, ranging from small group work, world cafe methods, moderated group discussions, presentations, to role-plays.

100% report

The literature will be provided during the seminar.

• Course title: Interventions for acute mental crisis (Interventionen bei akuten psychologischen Krisen)
• Number of ECTS: 3
• Course code: MAPI-45
• Module(s): Modul: Intervention Methods
• Language: DE
• Mandatory: Yes

Die Studierenden erwerben grundlegendes Wissen zur Symptomatologie und Ätiologie psychischer Krisen sowie vertiefte Kenntnisse über den Zusammenhang zwischen theoretischen Annahmen und praktischen Interventionen. Ziel ist die Förderung der Kompetenz, dieses Wissen in praktischen Fällen konkret anzuwenden. Die Studierenden machen erste praktische Erfahrung in der Anwendung von Interventionstechniken. Sie können bei Betroffenen Stabilisierung und Entlastung bewirken und kennen die Möglichkeiten und Grenzen ambulanter Krisenintervention.

In diesem Seminar werden zunächst zentrale Theorien und Konzepte zur Entstehung und Aufrechterhaltung akuter psychischer Krisen behandelt. Verlaufsformen psychischer Krisen und deren spezifische Gefahren (z.B. Suizidalität) werden vorgestellt und diskutiert. Anschließend werden vertiefte Kenntnisse über Methoden der Krisenintervention sowie spezielle Aspekte der Krisendiagnostik und -intervention vermittelt. Zur Vertiefung bzw. praktischen Anwendung des Erlernten werden verschiedene Übungen durchgeführt. Dafür werden konkrete Fälle aus der Praxis exemplarisch eingebracht. Anwendungen werden erprobt und die Bedeutung für unterschiedliche Anwendungskontexte erarbeitet.

written report

Bibliography

Kunz, S., Scheuermann, U., Schürmann, I. (2009). Krisenintervention: ein fallorientiertes Arbeitsbuch für Praxis und Weiterbildung. Beltz Juventa.

Riecher-Rössler, A., Berger, P., Yilmaz, A. T., Stieglitz, R. D. (Hrsg.). (2004). Psychiatrisch-psychotherapeutische Krisenintervention: Grundlagen, Techniken und Anwendungsgebiete. Hogrefe Verlag.

Rupp, M. (2003). Notfall Seele: ambulante Notfall- und Krisenintervention in der Psychiatrie und Psychotherapie. Georg Thieme Verlag.

Sonneck, G., Kapusta, N., Tomandl, G., Voracek, M. (
Hrsg
.).
(2016). Krisenintervention und Suizidverhütung. UTB.

• Course title: Adult mental health II (Psychische Gesundheit von Erwachsenen)
• Number of ECTS: 3
• Course code: MAPI-16
• Module(s): Modul: Clinical Psychology
• Language: EN, DE
• Mandatory: Yes

At the end of the course students will: have developed an understanding of the different ways in which abnormal behaviour is conceptualised and their implications; be familiar with the rationales of classification systems for mental disorders, and the diagnostic criteria for major mental disorders; be able to critically evaluate theory and research on biological, social and psychological factors in the aetiology and course of mental disorders; have developed an understanding of the methodological issues in evaluating treatment outcomes; be familiar with different types of and theoretical perspectives on the main mental disorders, and approaches to treatment; be aware of the different components of case formulations and know how to apply them to clinical cases.

��

This course is the continuation of the seminar “Adult Mental Health” of the preceding winter semester. We will continue to study DSM disorders on the basis of clinical cases. In addition to basic knowledge on epidemiology, diagnostic criteria, aetiological models, and current approaches to treatment, this course will have a stronger focus on case formulations. We will extend the concept as introduced during the winter semester by exploring micro and macro analysis and applying these techniques to actual clinical cases. We will critically assess the state of the literature regarding aetiological models and interventions for adult mental disorders, and the challenges of applying this knowledge in practice.

Bibliography

Kring, A.M., Johnson, S., Davison, G.C. & Neale, J.M. (2019). Abnormal Psychology, 14th Edition. Wiley.Johnstone, L. & Dallos, R. (Eds.) (2014). Formulation in psychology and psychotherapy: making sense of people’s problems (2nd edition). Hove: Routledge

100% presentation

• Course title: Clinical interviewing (Klinische Gesprächsführung)
• Number of ECTS: 0
• Course code: MAPI-43
• Module(s): Modul: Clinical Psychology
• Language: DE
• Mandatory: No

In diesem Seminar soll ein allgemeines Verständnis für die Durchführung therapeutischer Gespräche entwickelt werden.
Die Studierenden sind danach befähigt die unterschiedlichen Ansätze einer therapeutischen Gesprächsführung zu erkennen und zu differenzieren, sowie in einem begrenzten Umfang auch umzusetzen. Zudem verfügen die Studierenden über ein Grundverständnis über die konzeptuellen Grundlagen der therapeutischen Gesprächsführung.

Dieses Seminar vermittelt die konzeptuellen Grundlagen der therapeutischen Gesprächsführung. Neben der therapeutischen Beziehung und Gesprächsführung werden die Merkmale und Ziele einer therapeutisch hilfreichen Gesprächsführung aufgegriffen. Vertieft werden die Grundbedingungen von der therapeutischen Gesprächsführung: Empathie, Akzeptanz, Kongruenz/Präsenz, Validieren, Aktives Zuhören, Gute Fragen formulieren. Ressourcenaktivierung, nonverbale Aspekte der Gesprächsführung, Einbezug von Achtsamkeit werden ebenso fokussiert. Praktisches Üben der Gesprächsführung anhand von Arbeitsblättern, Rollenspielen, Fallbeispielen sowie dem Strukturieren des Gesprächs, dem Umgang mit schwierigen Situationen in Diagnostik und Therapie. Das Anschauen von Lehrvideos zu einzelnen Störungsbildern und schwierigen Situationen sowie das Kennenlernen der Motivierenden Gesprächsführung und von Commitment-Strategien soll die Förderung von Veränderungsmotivation und Veränderungszuversicht verdeutlichen.

Bibliography

Jähne, A. Schulz, C. (2018). Grundlagen der Motivierenden Gesprächsführung. Paderborn: Junfermann.
Behr, M., Hüsson, D., Luderer, H. Vahrenkamp, S.�� (2017). Gespräche hilfreich führen: Band 1 Praxis der Beratung und Gesprächspsychotherapie. Weinheim: Beltz Juventa.

• Course title: Health Psychology B: methods and assessment (Gesundheitspsychologie B: Methoden und Beurteilung)
• Number of ECTS: 3
• Course code: MAPI-17
• Module(s): Modul: Health Psychology
• Language: DE, EN
• Mandatory: Yes

Gain understanding of relevant questionnaire-based, psychophysiological, psychoendocrinological and psychoimmunological indicators of health, stress and disease. Develop up-to-date and critical skills in evaluating the strengths and limitations of these methods, and understand their range of application in science and practice. Acquire in-depth- knowledge in evaluating the appropriateness of health-associated measures and the effectiveness of possible interventions.

Health psychology is a psychological sub-discipline on human cognition and behaviour in relation to health. This lecture represents the complement to the lecture “Health Psychology A: Theories and Models”. While in the former lecture, theoretical aspects of health promotion, health risks, as well as behaviour in mental and somatic stress and diseases were addressed, in this course methods to assess psychological and biological indicators relevant for health are discussed. These methods include (a) common questionnaires for the assessment of stress, coping processes, risk perception and behaviour, personality and social factors interacting with health, (b) psychophysiological, psychoendocrinological and psychoimmunological indicators of health, stress and disease, (c) methods of prevention, intervention, evaluation and quality management.

Presentation and exam

Bibliography

Ehlert, U. von Känel, R. (2011). Psychoendokrinologie und Psychoimmunologie. Berlin: Springer.
Ehlert, U. (2016). Verhaltensmedizin. Berlin: Springer.
Faltermaier, T. (2017). Gesundheitspsychologie (2. Aufl.). Stuttgart: Kohlhammer.
Friedman, H.S. (2011). The Oxford Handbook of Health Psychology. Oxford: Oxford 8xav�������� Press.
Hurrelmann, K. et al. (2018). Referenzwerk Prävention und Gesundheitsförderung: Grundlagen, Konzepte und Umsetzungsstrategien. Göttingen: Hogrefe.
Knoll, N. et al. (2017). Einführung Gesundheitspsychologie. München: UTB.
Kohlmann, C. W. et al. (2018). Psychologie in der Gesundheitsförderung. Göttingen: Hogrefe.
Renneberg, B. Hammelstein, P. (2006). Gesundheitspsychologie. Heidelberg: Springer.
Rensing, L., Koch, M., Rippe, B. Rippe, V. (2006). Mensch im Stress. München: Elsevier.
Vögele, C. (2008). Klinische Psychologie: Körperliche Erkrankungen. Weinheim: Beltz.

• Course title: Learning and learning difficulties – literacy (Lernen und Lernprobleme: Lesefertigkeiten)
• Number of ECTS: 3
• Course code: MAPI-56
• Module(s): Modul: Applied Psychology
• Language: EN
• Mandatory: No

1)Acquisition of up-to-date theoretical frameworks and conceptual knowledge related to learning to read and reading difficulties.

2) Knowledge, understanding and critical approach to the research methods deployed to investigate the development of reading and associated cognitive functions.

3)Theoretical knowledge and practical experience on the procedures that are currently used to assess reading abilities, as well as the interventions that have recently been developed.

This course will be concerned with typical and atypical development of literacy from young childhood to adulthood. Based on the recent literature and scientific findings, theoretical frameworks and concepts related to reading, its development, and its neural bases, will be presented and discussed. Individual differences in reading skills, related to language profiles (shallow/ deep orthographies, bilingualism), or methods for learning to read, will also be discussed. A special focus will lie on the theory, diagnose and intervention of developmental dyslexia. Other specific learning difficulties, such as attention deficits or dyscalculia, will be presented and discussed as co-morbidities observed in combination with reading difficulties. All main course topics will systematically be approached from a theoretical (scientific knowledge and methods) as well as a practical (diagnose and intervention) point of view.

written exam

Bibliography

Castles, A., Rastle, K., Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert.��Psychological Science in the Public Interest,��19(1), 5-51.
Butterworth B, Kovas Y. (2013) Understanding neurocognitive developmental disorders can improve education for all. Science. 2013 Apr 19;340(6130):300-5.��
Dehaene, S. (2010) Reading in the brain: the new science of how we read. Penguin Books. ��
Ramus F, Altarelli I, Jednoróg K, Zhao J, Scotto di Covella L. Neuroanatomy of developmental dyslexia: Pitfalls and promise. Neurosci Biobehav Rev. 2018 Jan;84:434-452.��
Ziegler, J. C., Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.��Psychological Bulletin, 131(1), 3–29.

• Course title: School Psychology (Schulpsychologie)
• Number of ECTS: 3
• Course code: MAPI-21
• Module(s): Modul: Applied Psychology
• Language: DE, EN
• Mandatory: No

By the end of the seminar, students will be able to… (1) Describe the scope of school psychology, core principles (e.g., confidentiality, neutrality), and collaboration with key actors. (2) Analyze typical school cases and link problem formulations to evidence-informed options at individual, class, and school levels. (3) Apply basic assessment and consultation routines to formulate cases and communicate recommendations to different actors. (4) Plan feasible preventive or targeted interventions and collaborate in multi-professional teams using data-based decisions. (5) Prepare the CSP case report: present one practice case, justify recommendations, and outline how impact will be checked.

This seminar offers a practice-oriented introduction to school psychology as an applied psychological service for schools. Grounded in scientific psychology, it surveys the core questions and cases that bring school psychologists into contact with students, parents/caregivers, teachers, school leaders, education authorities, and external support systems. Work is considered across individual, class, and school levels, integrating prevention, intervention, and evaluation. Using case vignettes and guided exercises, the course addresses recurring topics such as learning and developmental difficulties, socio-emotional and behavioral concerns, inclusion and special educational needs, classroom climate and bullying, crisis counseling and response, teacher wellbeing, and contributions to school development (consultation, mediation, and training). Professional principles (e.g., confidentiality and neutrality) and multi-professional collaboration connect scientific evidence to day-to-day practice. Within the “Certificate in School Psychology”, the seminar also functions as a case lab: students present and discuss one practice case and prepare the formal case report associated with the program’s “Case Project” component

Students are assessed via an individual written assignment—either a case report on a practice case or a topic paper on a defined issue in school psychology—demonstrating evidence-informed reasoning, practical feasibility, and professional communication

Bibliography

Pfetsch, J., Steffgen, G., Böhmer, M. (Eds.). (2025). Schulpsychologie: Ein Lehrbuch für die Praxis. ��������������
Springer.

Seifried, K., Drewes, S., Hasselhorn, M. (Eds.). (2021). Handbuch Schulpsychologie: Psychologie für die Schule (3., überarb. Aufl.). Kohlhammer.

• Course title: Cultural psychology: theories and applications (Kulturpsychologie: Theorien und Anwendungen)
• Number of ECTS: 3
• Course code: MAPI-38
• Module(s): Modul: Applied Psychology
• Language: DE, EN
• Mandatory: No

Die Studierenden können die Rolle von Kultur für die individuelle Entwicklung einschätzen und kennen typische
Entwicklungsaufgaben und -probleme für verschiedene Lebens- und Altersbereiche im kulturellen Kontext; sie haben
die Fähigkeit zum Analysieren von Entwicklungsproblemen und Generieren von Lösungsansätzen unter
Berücksichtigung des kulturellen Kontexts, Akkulturation und ethnischer Diversität; sie verfügen über interkulturelle
Kompetenzen im Bereich der Entwicklungsberatung

Der Kurs beschäftigt sich mit der Rolle von Kultur für die menschliche Entwicklung mit Blick auf die Lebensspanne und
unter Berücksichtigung kulturpsychologischer und kulturvergleichender Ansätze. Nach einer Einführung in Theorien
und Methoden des Kulturvergleichs sowie der Kulturpsychologie werden anhand von empirischen Originalarbeiten
Forschungsergebnisse zur Bedeutung des kulturellen Hintergrunds für Denken, Fühlen, Erleben und Verhalten des
Menschen diskutiert. Dabei werden ausgewählte Themenbereiche aus unterschiedlichen psychologischen
Teildisziplinen behandelt (z.B. Selbstregulation; Autonomie und Verbundenheit; Migration und Akkulturation;
kulturelle Identität; subjektives Wohlbefinden & Gesundheit; interkulturelle Kommunikation). Mit Bezug auf die
angewandte Entwicklungspsychologie werden abschließend grundlegende Fragen und Aufgaben der Fallpraxis
besprochen.

50% presentation and 50% written exam

Bibliography

Poortinga, Y.H. (2015). Cross-cultural psychology. In J.D. Wright (Ed.), International encyclopedia of the social
behavioral sciences (2nd ed., pp. 311–317). Oxford: Elsevier.
Schwartz, S.J. Unger, J. (Eds.). (2017). The Oxford handbook of acculturation and health. Oxford: Oxford 8xav��������
Press.
Tesch-Römer, C. Albert, I. (2012). Kultur und Sozialisation. In W. Schneider U. Lindenberger (Eds.,
Oerter/Montada), Entwicklungspsychologie (7. Auflage, pp. 137-156). Weinheim: Beltz Verlag.
Valsiner, J. (2014). An invitation to cultural psychology. London, UK: Sage Publishers.

• Course title: Internship preparation (Praktikumsvorbereitung)
• Number of ECTS: 0
• Course code: MAPI-20
• Module(s): Internship
• Language: DE
• Mandatory: No

Klärung der eigenen Erwartungen und Wünsche an das Praktikum

Befähigung zur Reflexion über die eigenen praktikumsbezogenen Zielsetzungen

Kenntnisse über die erforderlichen sozialen, personalen und fachbezogenen Kompetenzen

Befähigung zur Reflexion über den Stellenwert der universitären Ausbildungsinhalte in Bezug auf psychologische Interventionen in unterschiedlichen praxisbezogenen Kontexten

Jeder Studierende des MPI hat eine Praktikumsstelle in einem Anwendungsbereich der Psychologie zu suchen. In Vorbereitung des zwölfwöchigen Praktikums hat der Studierende einen kurzen Bericht über die Vorgehensweise hinsichtlich der Praktikumssuche sowie die Zielsetzungen des eigenen Praktikums darzulegen. Im Rahmen der Vorbereitung des Praktikums werden die individuellen Zielsetzungen, die geplanten Tätigkeiten sowie die Reflektionsrichtlinien zur Beurteilung des Praktikums besprochen. Wesentlicher Aspekt ist der Transfer und Umsetzung psychologischer Konzepte in der Praxis von Psychologen.

100 report

Den Studierenden wird im Rahmen der Lehrveranstaltung ein Leitfaden zur Erstellung eine Berichts zur Zielsetzung des Praktikums vorgelegt.��

• Course title: Thesis preparation (Masterarbeitvorbereitung)
• Number of ECTS: 0
• Course code: MAPI-52
• Module(s): Thesis
• Language: DE
• Mandatory: No

• Course title: Enhanced test evaluation (Vertiefung in Testevaluation)
• Number of ECTS: 3
• Course code: MAPI-34
• Module(s): Modul: Psychological Assessment
• Language: DE
• Mandatory: Yes

Die Studierenden werden lernen psychologische Testverfahren gezielt auszuwählen. Nach erfolgreicher Teilnahme am Seminar sollen die Studierenden in der Lage sein, aus der großen Menge an verfügbaren Tests ein Verfahren auszuwählen, das für die Beantwortung ihrer diagnostischen Fragestellung angemessen ist. Es werden Kenntnisse vermittelt, wie Testmanuale selbstständig erarbeitet und die darin enthaltenen Informationen zu Testmaterial, Auswertung und Gütekriterien bewertet werden können. Die Studierenden werden erlernen, die Stärken und Schwächen eines Tests sorgfältig abzuwägen, deren Implikationen für die Beantwortung ihrer diagnostischen Fragestellung zu erkennen und in ihren Entscheidungsprozess einfließen lassen.

Im Seminar wird systematisch erlernt, Manuale von psychologischen Testverfahren kritisch zu lesen und die Eignung der Tests für die Beantwortung bestimmter diagnostischer Fragestellungen zu beurteilen. Dabei werden Kenntnisse aus der Testtheorie (insbesondere psychometrische Gütekriterien), der Persönlichkeitspsychologie (z.B. Persönlichkeits- und Intelligenzmodelle) und den Forschungsmethoden (z.B. Korrelation, Regression, Faktorenanalyse) praktisch angewendet. Diese üblicherweise im Bachelor Psychologie vermittelten Kenntnisse, sind die wesentlichen Grundlagen für eine erfolgreiche Teilnahme am Seminar. Die Evaluation von Testverfahren wird anhand zweier in der psychologischen Berufspraxis sehr häufig eingesetzter Tests, einem kognitiven Test
(Gundintelligenztest Skala 2, CFT-20) und einem Persönlichkeitstest (Myers-Briggs-Typen Indikator, MBTI), geübt. Abschnitte des Testmanuals werden in Heimarbeit und im Seminar systematisch durchgearbeitet und besprochen. Kritische Fragen werden im Plenum diskutiert. Die umfassende Reflektion der Stärken und Schwächen der beiden Testverfahren soll Kenntnisse und Fertigkeiten vermitteln, die auch auf die Evaluation anderer Testverfahren angewendet werden können.

Report

Bibliography

Bents, R., Blank, R. (1995). Myers-Briggs Typenindikator, MBTI. Göttingen: Beltz Test. ��
Kemper, C. J., Ziegler, M., Krumm, S., Heene, M., Bühner, M. (2015). Testkonstruktion. In G. Stemmler J. Margraf-Stiksrud (Hrsg.), Lehrbuch Psychologische Diagnostik (S. 157–221). Bern: Verlag Hans Huber.
Weiß, R. H. (2006). Grundintelligenztest Skala 2 – Revision. Göttingen: Hogrefe.
Ziegler, M. (2014). Stop and state your intentions!: Let’s not forget the ABC of test construction. European Journal of Psychological Assessment, 30(4), 239–242.

Weitere Literatur wird zu Beginn der Lehrveranstaltung bekannt gegeben

• Course title: Counseling in gerontological contexts (Beratung in gerontologischen Kontexten)
• Number of ECTS: 3
• Course code: MAPI-48
• Module(s): Modul: Intervention Methods
• Language: DE
• Mandatory: Yes

(1) Die Studierenden werden für die Themen und Problematiken sensibilisiert, die eine alternde Bevölkerung für die psychologische Beratung mit sich bringt und kennen den aktuellen Forschungsstand. (2) Die Studierenden können spezifische Themen identifizieren, die im höheren Lebensalter für die Beratung und Intervention von Bedeutung sind und kennen Lösungsansätze und Techniken für diese Problematiken. (3) Die Studierenden können sich kritisch mit dem Thema Beratung in gerontologischen Kontexten auseinandersetzen und die Vor- und Nachteile spezifischer Angebote identifizieren.

Das Seminar fokussiert auf Beratung in gerontologischen Kontexten. Der wachsende Anteil von älteren Menschen an der Bevölkerung bringt auch gestiegenen Beratungs- und Interventionsbedarf in und für diese Zielgruppe mit sich. In dem Seminar werden nach einer allgemeinen Einführung Beratungsangebote, Theorien und Techniken zum Umgang mit altersbedingten Veränderungen (wie z.B. dem Eintritt in den Ruhestand, alternde Netzwerke etc.) und altersspezifischen Problemen (z.B., gesundheitliche Veränderungen, Mobilitätseinschränkungen) behandelt. Des Weiteren werden die Spezifika und Bedarfe älterer Klient*innen in Bereichen der psychologischen Beratung und Intervention behandelt (z.B. Psychotherapie im Alter). Die Themen werden anhand aktueller wissenschaftlicher Literatur erschlossen und im Rahmen der Veranstaltung präsentiert und diskutiert.��

50% �ʰ�ä����Գٲ��پ��Dz� und 50% schriftliches Examen

Bibliography

Wird in der Veranstaltung bekannt gegeben.

• Course title: Basic intervention techniques (Grundlegende Interventionstechniken)
• Number of ECTS: 3
• Course code: MAPI-25
• Module(s): Modul: Clinical Psychology
• Language: DE, EN
• Mandatory: Yes

By the end of the course, students will be able to:
– explain the theoretical framework of cognitive behavioral therapy and basic principles of selected evidence-based psychological interventions
– apply strategies for facilitating a strong therapeutic relationship
– develop a case formulation based on cognitive behavioral principles
– competently implement effective intervention techniques of cognitive behavioral therapy ��

The course ‘basic intervention techniques’ is built around the theoretical framework of cognitive behavioral therapy (CBT) using experiential learning to effectively build up psychotherapeutic competencies. After briefly repeating the basic principles of CBT and strategies for building a strong therapeutic relationship, a standard procedure of cognitive behavioral analysis is introduced to assess psychological problems and maladaptive behavior. Based on the cognitive behavioral analysis, a case conceptualization is developed and basic intervention techniques of CBT are derived to address common cognitive and behavioral problems. Selected evidence-based psychological interventions to promote cognitive and behavior change (e.g., exposure-based interventions, cognitive techniques, mindfulness exercises, relaxation, social skills training, stress reduction, and behavioral activation) are discussed and practiced in the course.

Bibliography

Beck, J. S. (2013). Praxis der kognitiven Verhaltenstherapie: mit Online-Materialien. Weinheim, Basel: Beltz.

Leahy, R. L. (2007). Techniken kognitiver Therapie: Ein Handbuch für Praktiker. Paderborn: Junfermann Verlag GmbH.

Margraf, J., Schneider, S. (2018). Lehrbuch der Verhaltenstherapie, Band 1: Grundlagen, Diagnostik, Verfahren und Rahmenbedingungen psychologischer Therapie.
Berlin, Heidelberg: Springer-Verlag.

• Course title: Case Studies and Core Clinical Skills (Fallstudien)
• Number of ECTS: 0
• Course code: MAPI-40
• Module(s): Modul: Clinical Psychology
• Language: EN
• Mandatory: No

Students will develop an understanding of how information gathered through history taking and clinical assessment helps to establish a diagnosis, develop a formulation and informs a treatment plan. Students will be required to take histories, perform mental state examinations, present case formulations and suggest evidence based treatment plans. The seminar will develop basic clinical skills required for assessment and treatment, useful for those wanting to pursue a clinical career.

These seminars will utilise case studies of people presenting with psychological/psychiatric difficulties to build up clinical skills. The course leader will cover essentials of history taking, assessment of psychopathology and relevant theoretical frameworks to formulate case scenarios. Essentials of risk assessments will be covered. There will be a revision of basic interview skills with role-plays. Students will learn how to conduct a mental state examination, an essential clinical skill in many mental health settings. This will include the use of teaching videos. Students will be expected to prepare one short presentation each. Drawing on case scenarios, students will practice history taking and develop psychological formulations. There will be room for topics of interest relevant to the overall course aims. These will be agreed at the first session with the group.

50% presence / 50% presentation

Guidelines:

www.nice.org.uk
http://www.dgkjp.de/leitlinien-top (German)

DSM5, ICD10

• Course title: Applications (Anwendungen)
• Number of ECTS: 3
• Course code: MAPI-23
• Module(s): Modul: Health Psychology
• Language: EN
• Mandatory: Yes

Students have an understanding of the main processes involved in the design, implementation and evaluation of interventions for health behaviour change.
��
They understand the use of theory in behaviour change.
��
They understand the barriers and facilitators individuals may face when trying to change their behaviour through experiential use of data collection around the implementation of frequently used behaviour change techniques

Our behaviour has a significant influence on our health and wellbeing. Globally, the major causes of death and morbidity are closely linked with health related behaviour of individual people, families, communities and health professionals. As a consequence, interventions to improve health and reduce the burden of disease require individuals, families, communities and health professionals to change behaviour. Such interventions are often complex. ��This course will review behavior change theories, and consider the necessary ingredients of interventions for health behaviour change. Through presentations and small group tasks students will gain an understanding of the development, implementation and evaluation of interventions. Students will also be introduced to and be provided with opportunities to practice the communication techniques used in behaviour change interventions.��Students will be introduced to a taxonomy of behaviour change techniques working in small groups to apply their understanding to design an intervention to address a particular health problem.

Report

Bibliography

��

Michie S, van Stralen MM, West R. The behaviour change wheel: a new method for characterising and designing behaviour change interventions.��
Implement Sci
. 2011;6:42. Published 2011 Apr 23. doi:10.1186/1748-5908-6-42

��
Michie, S. et al, (2013) The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an
international consensus for the reporting of behavior change interventions. Ann Behav Med. 46(1):81-95. doi: 10.1007/s12160-
013-9486-6. (http://link.springer.com/article/10.1007%2Fs12160-013-9486-6)

23

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• Course title: Emotion regulation in social and clinical contexts (Emotionsregulation in sozialen und klinischen Kontexten)
• Number of ECTS: 3
• Course code: MAPI-35
• Module(s): Modul: Applied Psychology
• Language: EN
• Mandatory: No

Students will develop in-depth knowledge that is based on current emotion regulation research. They will be able to critically analyse and highlight the relevance of emotion regulation in some of the most essential areas related to applied social psychology as well as clinical psychology. By identifying the importance and applicability of emotion regulation in diverse areas, they will learn to critically evaluate different state of the art emotion regulation interventions and identify issues regarding design and outcome. Aside from building a strong knowledge base around the core theories, methodologies and findings on emotion regulation, students will be able to effectively communicate scientific findings on emotion regulation in line with their specialised interests.��

��

Emotion regulation in social and clinical contexts aims to provide students with a comprehensive and thorough overview of theoretical and empirical approaches to emotion regulation. By investigating how and under which circumstances individuals regulate their own and others’ emotions, the course will look at the purpose of emotion regulation and the consequences of emotion dysregulation in various contexts.����
Diverse theories and models regarding emotional issues will be discussed and current research findings on the design, implementation and evaluation of intervention programs will be addressed. A particular focus will be put on how emotion regulation can be used in psychological interventions to improve emotional wellbeing and to target emotional difficulties that underlie a multitude of mental health issues and problem behaviour.����
Students will specialize in a preferred topic which they will present and for which they will prepare a written report that critically evaluates emotion regulation research as applied to social and/or clinical psychology.��

50% presentation and 50% written report

Bibliography
��
Gross, J. J. (2014). Handbook of emotion regulation (second edition). NY: Guilford Press.
Nyklíček, I., Vingerhoets, A., Zeelenberg, M. (2011). Emotion regulation and well-being.
NY: Springer.
Vandekerckhove, M., von Scheve, C., Ismer, S., Jung, S., Kronast, S. (2008).
Regulating emotions: Culture, social necessity, and biological inheritance
. MA: Blackwell Publishing.
Vingerhoets, A., Nyklíček, I. Denollet, J. (2008). Emotion regulation: Conceptual and clinical issues. NY: Springer.

• Course title: Learning and learning difficulties – numeracy (Lernen und Lernprobleme: Rechenfertigkeiten)
• Number of ECTS: 3
• Course code: MAPI-18
• Module(s): Modul: Applied Psychology
• Language: EN
• Mandatory: No

Acquisition of up-to-date theoretical frameworks and conceptual knowledge related to numerical and mathematical learning and learning difficulties.���������� ��
Knowledge, understanding and (constructive) critical approach to the research methods deployed to investigate the development of numerical cognition and associated cognitive functions.���������� ��
Theoretical knowledge and practical experience on the procedures that are currently used to assess numerical and mathematical abilities, diagnose specific learning difficulties, as well as the interventions that have recently been developed to foster and revalidate typical and atypical mathematical development.

This course will be concerned with typical and atypical development of numeracy from young childhood to adulthood. Based on the recent literature and scientific findings, theoretical frameworks and concepts related to numerical and mathematical cognition and its development will be presented and discussed. A special focus will lie on the theory, diagnose and intervention of developmental dyscalculia and mathematical learning difficulties. Other specific learning difficulties, such as attention deficits with our without hyperactivity disorder and dyspraxia, will be presented and discussed as co-morbidities observed in combination with numerical difficulties. Non-cognitive factors that potentially explain individual differences in numerical and mathematical skills (such as math anxiety and gender) will also be discussed. All main course topics will systematically be approached from a theoretical (scientific knowledge and methods) as well as a practical (diagnose and intervention) point of view

25% report and 75% exam

Bibliography

Landerl K., and Kaufmann, L., Dyskalkulie, 2. Auflage, Ernst Reinhardt, 2013���������� ��
Habib, M., La constellation des Dys, De Boeck Supérieur, 2014���������� ��
Fayol, M. L’acquisition du nombre, Presses Universitaires de France, 2013���������� ��
Blakemore, S.-J.; Frith, U., The learning brain: Lessons for education. Malden: Blackwell Publishing, 2005 Goswami, U. Cognitive development. The learning brain. Psychology Press, 2008���������� ��
Butterworth, B. and Kovas, Y. Understanding Neurocognitive Developmental Disorders Can Improve Education for All. Science. Vol. 340, 2013

• Course title: Internship (Praktikumsnachbereitung)
• Number of ECTS: 18
• Course code: MAPI-31
• Module(s): Internship
• Language: DE
• Mandatory: Yes

Nach erfolgreichem Abschluss des Praktikums sowie der Lehrveranstaltung „Nachbereitung des Praktikums“ sind die Studierenden befähigt: a) die beruflichen Tätigkeiten eines/r Psychologe/in aus einem spezifischen Berufsfeld differenziert darzustellen, b) die im Studium erworbenen Kenntnisse und Fertigkeiten mit den berufspraktischen Erfordernissen zu verknüpfen und einzusetzen, c) Kompetenzen unter (supervidierter) Anwendung psychologischer Interventionsmethoden aufzuzeigen, d) die eigenen psychologischen Handlungen kritisch zu analysieren und zu reflektieren, e) einen ausführlichen und detaillierten Erfahrungsbericht zu erstellen und vorzutragen.

Jeder Studierende des MPI hat einen eigenständig verfassten Erfahrungsbericht über sein dreimonatiges Praktikum zu erstellen. Jeder Studierende präsentiert mittels Referat sein Praktikum sowie seine Praktikumserfahrungen. Die jeweiligen Erfahrungen der Studierenden werden im Rahmen der Lehrveranstaltung reflektiert und diskutiert. Eingegangen wird unter anderem auf die Frage, inwieweit die beruflichen Pläne durch das durchgeführte Praktikum bestärkt oder verändert wurden, inwieweit psychologische Interventionsmethoden (wirksam) eingesetzt werden konnten, inwieweit theoretische Konzepte in der praktischen Tätigkeit umgesetzt wurden, welche Aspekte der beruflichen Tätigkeit die Selbstreflexion geweckt und gefördert haben und welche persönlichen und fachlichen Schlussfolgerungen aus den Praktikumserfahrungen gezogen wurden

Bibliography

Den Studierenden wird zu Beginn der Lehrveranstaltung ein Leitfaden zur Erstellung des Praktikumsberichts ausgehändigt.

• Course title: Quantitative Research Practicum: How to clean, analyse, and write up data
• Number of ECTS: 0
• Course code: MAPI-57
• Module(s): Modul: Research methods
• Language: EN
• Mandatory: No

1. 
   Manage and prepare datasets for analysis by applying appropriate data cleaning, coding, and screening techniques in SPSS and JASP.
   


2. 
   Identify and formulate research questions and hypotheses aligned with quantitative methods.
   


3. 
   Select and justify appropriate statistical analyses (e.g., correlation, regression, ANOVA, factor analysis) based on research design and variable types.
   


4. 
   Conduct descriptive and inferential analyses using SPSS and JASP, and correctly interpret the resulting output.
   


5. 
   Evaluate the assumptions and limitations of statistical techniques to ensure the validity and reliability of findings.
   


6. 
   Translate analytical findings into written results sections following APA reporting standards.
   


7. 
   Critically reflect on data quality, measurement, and ethical issues involved in quantitative psychological research.
   

This course provides hands-on experience with the full cycle of quantitative research in psychology, from raw data to published results. Using real-world datasets, students will learn practical skills in data management, cleaning, and preparation, followed by the selection and execution of appropriate statistical analyses in SPSS and JASP. Emphasis is placed on developing research questions, interpreting output, and writing APA-style methods and results sections suitable for empirical reporting. The course serves as a practical preparation tool for the master’s thesis, equipping students with the competence to conduct independent quantitative research—from dataset to written report—with methodological rigour and transparency. The course will be taught in English.

No assessment

Bibliography

Field, A. (2024).��Discovering statistics using IBM SPSS statistics. Sage publications limited.
Field, A., Field, Z., Miles, J. (2012). Discovering statistics using R. Sage publications limited.
Klein, O., Hardwicke, T. E., Aust, F., Breuer, J., Danielsson, H., Mohr, A. H., … Frank, M. C. (2018).
A practical guide for transparency in psychological science.��Collabra: Psychology,��4(1), 20.
Osborne, J. W. (2012).��Best practices in data cleaning: A complete guide to everything you need to do before and after collecting your data. Sage publications.

• Course title: Thesis
• Number of ECTS: 30
• Course code: MAPI-32
• Module(s): Thesis
• Language: DE, EN, FR
• Mandatory: Yes