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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

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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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“Watkins et al. (2018). Treating PTSD: A review of evidence-based psychotherapy interventions.” – Article summary

Trauma-focused interventions refer to interventions that directly address memories of the traumatic event or thoughts and feelings related to the traumatic event (e.g. EMDR). Non-trauma focused interventions refer to interventions that do not directly address memories of the traumatic event or thoughts and feelings related to the traumatic event (e.g. stress inoculation training).

A combination of medication and psychotherapy is not recommended for the treatment of PTSD. Treatment of PTSD needs to focus on the focus of reexperiencing symptoms. This is the index trauma. Treatment drop-out appears to be lower in present-centred treatments than in trauma-specific treatments.

There are several strongly recommended treatments for PTSD:

  1. Prolonged exposure (PE)
    This treatment suggests that traumatic events are not processed emotionally at the time of the event. It attempts to alter the fear structures. Treatment typically consists of 8-15 sessions and includes psychoeducation about PTSD
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“Van Emmerik & Kamphuis (2015). Writing therapies for post-traumatic stress and post-traumatic stress disorder: A review of procedures and outcomes.” – Article summary

For PTSD treatment, it is important to spend sufficient time on psychoeducation. The patient should understand the likely causes of their symptoms and how the treatment is supposed to alleviate these symptoms.

Writing therapy is effective for the treatment of PTSD and consists of three phases:

  1. Imaginal exposure to traumatic memories
    This includes exposing patients to traumatic memories to achieve habituation and extinction of the fearful and other negative emotional responses that are the result of reactivation. In this phase, the patients write in first person as if the event was currently happening. The clinician reads and identifies the most painful facts and feelings with the patient.
  2. Cognitive restructuring and coping
    This targets maladaptive cognitions and coping behaviours that may underlie the symptoms. The patient has to write advice to a close friend or associate who has experienced the same
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“Van den Hout & Engelhard (2012). How does EMDR work?” – Article summary

Eye movement desensitization and reprocessing (EMDR) is an effective treatment for alleviating PTSD symptoms. In EMDR, the patient recalls traumatic memories while simultaneously making horizontal eye movements. There are three hypotheses as to why and how EMDR works:

  1. EMDR works by recalling aversive memories and eye movements are not necessary
    This states that prolonged exposure as a result of the traumatic memories leads to the positive results of EMDR (e.g. imaginal exposure therapy). However, research shows that eye movements do have an additive effect.
  2. EMDR works by stimulating “interhemispheric communication”
    This states that eye movements increase communication between left and right brain hemispheres. This is believed to enhance the ability to remember an aversive event while not being negatively aroused. This indicates that the stimulus does not matter as long as it is left and right. However, vertical eye movements are also
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“Nadkarni & Hofmann (2012). Why do people use Facebook?” – Article summary

Social networking sites (SNS) refer to internet-based services that give individuals three major capabilities:

  1. The ability to construct a public or semi-public profile.
  2. The ability to identify a list of other users with whom a connection is shared.
  3. The ability to view and track individual connections as well as those made by others.

The use of Facebook varies according to a user’s gender (1), ethnicity (2) and parental educational background (3). There are several characteristics of Facebook usage for people who score high on extraversion:

  • They are more likely to use Facebook as a social tool but not as an alternative to social activities.
  • They use social networking sites more.
  • They show addictive tendencies when using social networking sites.

These characteristics may arise due to extraverted people’s need for a high level of stimulation and a

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“Forest & Wood (2012). When social networking is not working: Individuals with low self-esteem recognize but do not reap the benefits of self-disclosure on Facebook.” – Article summary

There is no difference between people with a high and a low self-esteem with regards to the desire for connection. However, compared to people with a high self-esteem, people with a low self-esteem have several characteristics.

  • They feel lonelier.
  • They have less satisfying and stable relationships.
  • They are more shy.
  • They are more socially anxious.
  • They are more introverted.

One essential part of the development of intimacy is self-disclosure. However, people with a low self-esteem may be self-protective. They focus on avoiding revealing their flaws rather than focusing on their good qualities. This orientation guides a lot of the behaviours of people with low self-esteem and leads them to self-disclose less. Self-disclosure is positively associated with likability (1), relationship quality (2) and relationship stability (2).

Both people with a low and high self-esteem view Facebook as offering opportunities to

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“Ehlers & Clark (2000). A cognitive model of posttraumatic stress disorder.” – Article summary

Ehler and Clarke’s cognitive model of PTSD states that persistent PTSD only occurs if individuals process the traumatic event and/or consequences in a way which produces a sense of serious, current threat. People with persistent PTSD are unable to see the trauma as a time-limited event that does not have global implications for their future. There are two key processes that lead to this sense of threat:

  • Individual differences in the appraisal of trauma and its consequences.
  • Individual differences in the nature of the memory for the event and its link to other autobiographical memories.

The perception of current threat is accompanied by intrusions and other re-experiencing symptoms when activated. This motivates a series of behavioural and cognitive responses that are intended to reduce perceived threat and distress in the short-term but prevent cognitive change. This maintains the disorder.

There are

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“Schaver & Mikulincer (2011). An attachment-theory framework for conceptualizing interpersonal behaviour.” – Article summary

Both Bowlby’s and Ainsworth’s attachment theory are used to conceptualize close interpersonal relationships. This theory states that people have core systems (i.e. attachments) and this is modifiable by experience.

Bowlby’s attachment theory states that humans have an innate attachment behavioural system. This motivates them to seek proximity to significant others (i.e. attachment figures). The main goal is to maintain adequate protection and support. Though the attachment system remains active over a lifespan, people become increasingly able to gain comfort from internal representations of attachment figures (i.e. attachment figure does not have to be physically present).

Attachment working models refer to the mental presentation of the self and others. These working models include procedural knowledge about how social interactions unfold and how one can best handle stress and distress;

  1. Secure-base script (secure attachment)
    This refers to a positive relational if-then script (e.g.
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“Pincus & Gurtman (2006). Interpersonal theory and the interpersonal circumplex.” – Article summary

According to Sullivan, personality refers to the relatively enduring pattern of recurrent interpersonal situations which characterize a human life. This emphasizes the interpersonal situation. The interpersonal theory has two assumptions:

  • The most important expressions of personality occur in interpersonal situations.
  • Interpersonal is a fundamental concept and not necessarily observable (i.e. interpersonal refers to a sense of primacy).

Integrating tendencies bring people together in mutual pursuit of satisfaction (1), security (2) and self-esteem (3). Dynamisms refers to the dynamic between the self and the interacting partner. This gives rise to long-lasting concepts of the self and the other.

Each situation ranges from rewarding to very anxious (i.e. on an anxiety gradient). Interpersonal learning of self-concept and social behaviour is based on an anxiety gradient. The interpersonal situation underlies genesis (1), development (2), maintenance (3) and mutability (4) of personality through the continuous

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“Ozer, Lipsey, & Weiss (2003). Predictors of posttraumatic stress disorder and symptoms in adults: A meta-analysis.” – Article summary

There was no clear recognition of the chronic, long-term post-traumatic stress reactions before the diagnosis of PTSD. The amygdala (1), hippocampus (2) and HPA axis (3) are imperative in the development and maintenance of PTSD. The hippocampus and amygdala are involved in the registration of dangerous events and the formation of memories about this.

Memories formed under emotionally arousing situations behave differently from those that are not. Memory formation can be altered by the blocking effects of adrenalin. This means that the degree of arousal during or directly after a traumatic event has fundamental importance for the development of intrusive and hyperarousal symptoms.

Acute stress disorder (ASD) is a good predictor of PTSD but does not necessarily lead to the development of PTSD. The prevalence of PTSD is higher for women and minority groups, potentially due to their high exposure to traumatic events (e.g. sexual

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“DSM-5. Posttraumatic stress disorder.” – Article summary

The clinical presentation of PTSD varies. It is not entirely clear what is seen as a traumatic event and what is not. A life-threatening illness or medical condition is not seen as trauma but medical incidents can qualify as traumatic events (e.g. waking up during surgery), same as a medical catastrophe in one’s child.

Intrusive recollection is not the same as depressive rumination. Intrusive recollection applies to involuntary and intrusive distressing memories. It can be short (e.g. flashback) but can lead to prolonged stress and heightened arousal.

In PTSD, there often is a heightened sensitivity to threats. Developmental regression (e.g. loss of language) may occur in children. PTSD can lead to difficulties in regulating emotions or maintaining stable interpersonal relationships.

The lifetime prevalence of PTSD is 8.7% in the United States and the twelve-month prevalence is 3.5%. These estimates are lower in many

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  • VSPA is the study association for the Psychology students ​at the University of Amsterdam.
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UvA Methodologiewinkel Wiki

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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Monads are (according to Leibniz) but energy-laden and soul-invested units. He believed there are four types of monads.

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Response style: a tendency to respond to a test item or interview question in some characteristic manner regardless of the content of the item or question.

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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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What can I find on this page? On this page, you can find a summary for all the study materials you need in the second year 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 so-called bundles, whic...

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