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Psychology AU Amsterdam: Assortmentpointer for summaries and study assistance with the Bachelor and Masters

Psychology AU Amsterdam: Assortmentpointer for summaries and study assistance with the Bachelor and Masters

Assortment of summaries and study assistance

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Bachelor 1:

  • Introductory Psychology; Brain and Cognition; Research Methods and Statistics; Developmental Psychology; Work and Organisational Psychology; Social Psychology; Clinical Psychology; Neuropsychology; First year thesis

Bachelor 2 Shared Program:

  • Scientific and Statistical Reasoning; Practical training: Psychological Communication; Practical training: Psychological Research; Fundamentals of Psychology

Specialisations:

  • various courses, a.o.: Current Topics: Introduction to Cultural Psychology; Youth Interventions: Theory, Research and Practice; Clinical Skills: Developmental Psychology; Adolescence: Developmental, Clinical and School Psychology; KNP Diagnostiek; Psychotherapy and Therapeutic Skills; Teams in Organisations; Emotion

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Assortment per course with Psychology Bachelor 1 University of Amsterdam
Assortment per course with Psychology Bachelor 2: Shared Programme University of Amsterdam
Assortment per course with Psychology Specialisations University of Amsterdam
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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 1 summary

Psychotherapy refers to any interventions that is designed to reduce distress or maladaptive behaviour or enhance adaptive functioning and uses means such as counselling and structured and other planned psychosocial interventions. The goals include improving adjustment and functioning in both intrapersonal and interpersonal spheres. Next, the goal is to reduce maladaptive behaviours and psychological and/or physical complaints.

Nowadays, guidelines for making studies to evaluate psychotherapy exist. There is no consensus for when something can be considered evidence-based psychotherapy (EBP). Most guidelines includes something as evidence-based when there are at least two studies with the following:

  • Careful specification of the patient population.
  • Random assignment of participants to conditions.
  • Use of treatment manuals that document the procedures.
  • Multiple outcome measures including a measure for the disorder.
  • Statistically significant differences between treatment and a comparison group after treatment.
  • Replication of outcome effects.
.........Read more
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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Book summary

This bundle contains a book summary of the book Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition). It contains the following chapters:

- 1, 2, 4, 12, 13, 15, 16, 17, 20, 29

Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 1 summary
Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 2 summary
Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 4 summary
Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 12 summary
Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 13 summary
Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 15 summary
Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 16 summary
Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 17 summary
Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 20 summary
Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 29 summary
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Youth Interventions: Theory, Research, and Practice – Lecture summary (UNIVERSITY OF AMSTERDAM)

This bundle contains all the lectures of the course "Youth Interventions: Theory, Research, and Practice" given at the "University of Amsterdam". All the lectures have the corresponding articles incorporated in there.

Youth Intervention: Theory, Research, and Practice – Lecture 0 (UNIVERSITY OF AMSTERDAM)
Youth Intervention: Theory, Research, and Practice – Lecture 1 (UNIVERSITY OF AMSTERDAM)
Youth Intervention: Theory, Research, and Practice – Lecture 2 (UNIVERSITY OF AMSTERDAM)
Youth Intervention: Theory, Research, and Practice – Lecture 3 (UNIVERSITY OF AMSTERDAM)
Youth Intervention: Theory, Research, and Practice – Lecture 4 (UNIVERSITY OF AMSTERDAM)
Youth Intervention: Theory, Research, and Practice – Lecture 5 (UNIVERSITY OF AMSTERDAM)
Youth Intervention: Theory, Research, and Practice – Lecture 6 (UNIVERSITY OF AMSTERDAM)
Youth Intervention: Theory, Research, and Practice – Lecture 7 (UNIVERSITY OF AMSTERDAM)
Youth Intervention: Theory, Research, and Practice – Lecture 8 (UNIVERSITY OF AMSTERDAM)
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Youth Interventions: Theory, Research, and Practice – Article overview (UNIVERSITY OF AMSTERDAM)

This bundle contains all the articles that have been discussed and were part of the mandatory literature for the course: "Youth Interventions: Theory, Research, and Practice" given at the University of Amsterdam. It contains the following articles:

  • “Prins, Ollendick, Maric, & MacKinnon (2015). Moderators and mediators of youth treatment outcomes.” – Article summary 
  • “Weersing, Schwartz, & Bolano (2015). Moderators and mediators of youth treatment outcomes.” – Article summary
......Read more
Prins, Ollendick, Maric, & MacKinnon (2015). Moderators and mediators of youth treatment outcomes.” – Article summary
Weersing, Schwartz, & Bolano (2015). Moderators and mediators of youth treatment outcomes.” – Article summary
Hudson et al. (2015). Comparing outcomes for children with different anxiety disorders following cognitive behavioural therapy.” – Article summary
Telman et al. (2020). Modular CBT for youth social anxiety disorder: A case series examining initial effectiveness.” – Article summary
Koegel, Koegel, Ashbaugh, & Bradshaw (2014). The importance of early identification and intervention for children with or at risk for autism spectrum disorders” – Article summary
Schreibman et al. (2015). Naturalistic developmental behavioural interventions: Validated treatments for autism spectrum disorder”. – Article summary
Daley et al. (2014). Practitioner review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with ADHD” – Article summary
Evans et al. (2021). The efficacy of cognitive video game training for ADHD and what FDA clearance means for clinicians.” – Article summary
Staff et al. (2021). Effectiveness of specific techniques in behavioral teacher training for childhood ADHD: A randomized controlled microtrial.” – Article summary
Van der Pol et al. (2019). Common elements of evidence-based systemic treatments for adolescents with disruptive behaviour problems.” – Article summary
Price & Ansari (2013). Dyscalculia: Characteristics, causes and treatments.” – Article summary
Vellutino, Scanlon, Zhang, & Schatschneider (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties.” – Article summary
Dunning et al. (2019). Research review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents – A meta-analysis of randomized controlled trials.” – Article summary
Lynch et al. (2006). Mechanisms of change in dialectical behavior therapy: Theoretical and empirical observations.” – Article summary
De Roos et al. (2017). Comparison of eye movement desensitization and reprocessing theory, cognitive behavioural writing therapy, and wait-list in pediatric posttraumtic stress disorder.” – Article summary
Maric, Willard, Wrzesien, & Bögels (2019). Innovations in the treatment of childhood anxiety disorders: Mindfulness and self-compassion approaches." - Article summary
Van der Oord, Lucassen, van Emmerik, & Emmelkamp (2010). Treatment of post-traumatic stress disorder in children using cognitive behavioural writing therapy
McCauley et al. (2018). Efficacy of dialectical behavior therapy for adolescents at high risk for suicide: A randomized clinical trial.” – Article summary
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Childhood: Clinical and School Psychology – Lecture 7 (UNIVERSITY OF AMSTERDAM)

Specific learning disabilities are detrimental to one’s well-being. The repeated academic failure associated with this continues to haunt people for years after formal schooling.

A specific learning disability originally included a discrepancy-based definition. This included a discrepancy between IQ and achievement (e.g. high IQ, low reading achievement). However, the degree of discrepancy is arbitrary. This definition favours older children and children with a higher IQ. It is failure-based (e.g. waiting for children to show failure in academics).

The current definition is focused on identification with response to intervention (RTI). It includes achievement in key academic areas that is substantially below the age norm and in excess of sensory deficit (1), linguistic processes (2), attention (3) and memory (4). The prevalence rate is about 2% to 10%.

There are often social deficits in people with SLD but this may be

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Childhood: Clinical and School Psychology – Lecture 6 (UNIVERSITY OF AMSTERDAM)

Multilingualism refers to speaking multiple languages. It is not just a technical task which only requires a cognitive dimension as it also has emotional, social and cultural significance. There are three dimensions for describing people’s associations with the languages they speak:

  • Expertise
    This refers to the degree of proficiency in a language.
  • Affiliation
    This refers to the affective relationship with a language.
  • Inheritance
    This refers to the membership of a certain language group (e.g. by birth; family; community).

Simultaneous multilingualism (i.e. balanced bilingual) refers to learning the first and second language simultaneously. Both languages are learned in the home environment and the level of both languages is maximal depending on socioeconomic status and input. Successive multilingualism (i.e. functional bilingual) refers to learning the first language first and the second language after mastering the first one. The first language is

.........Read more
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Childhood: Clinical and School Psychology – Lecture 5 (UNIVERSITY OF AMSTERDAM)

The WISC-IQ test measures the following:

  • It measures how well somebody can learn.
  • It measures what somebody knows.
  • It measures what somebody can do.
  • It assesses what a person’s strong skills are.
  • It assesses what a person’s weak skills are.

The focus of an IQ test is on school-based skills (e.g. language; math; understanding; spatial skills; planning; problem-solving; logical skills) and it also measures acquired knowledge and skills. This means that an IQ test does not only measure potential but also current intelligence. It is important to assess whether deficits are the results of lack of opportunities (i.e. deprivation) or limitations in capacity.

There is not a perfect relationship between school performance and IQ as school performance may be lower than somebody’s IQ due to socio-emotional circumstances (e.g. being bullied) or other issues

.........Read more
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Hulp nodig bij Statistiek en Onderzoeksmethoden? Check out de Methodologiewinkel van de Universiteit van Amsterdam! Op deze wiki vind je informatie over de statistische aspecten van wetenschappelijk onderzoek. Deze wiki is gemaakt door researchmaster studenten van de opleiding psychologie. Zij hebbe...

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What can I find on this page? On this page, you can find a summary for all the study materials you need for the developmental specialization of the Psychology bachelor's programme at the University of Amsterdam. There is a link for all the separate courses. The courses have been organized into ...

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