Courses in English - Spring 2018

 

The courses offered are subject to change. Time, syllabus and descriptions to be updated...

Bachelor's Level

Master's Level


Courses: Bachelor's level

Social Psychological Theory (15 ECTS)

Mondays 3pm-6pm, CSS room 2.2.30, 14 weeks, starts week 6

Kristian Østergaard Melby

The course introduces the students to the subject field of social psychology where the central attention is the relationship between the individual and the society. In answering the question of social integration, the course deals with two different overarching approaches: The psychological social psychology where the individual is the main focus, and sociological social psychology where it is the society. Based on group work, student and teacher presentations, we explore older and contemporary social psychological theories focusing on concepts such as individualisation processes, groups, attitudes, roles etc. In applying the theories, topics such as family, youth, integration, identity, culture and ethnicity are discussed.

Literature

Brain plasticity and neurorehabilitation: ” I want my life back” - neuropsychological rehabilitation from a research perspective (5 ECTS)

Tuesdays 8am-10am, CSS room 2.2.30, 14 weeks, starts week 6

Hana Mala

Recent years have been in the light of great advances regarding our understanding of the brain and the way it is being formed and shaped during the entire life. This course will explore the current knowledge about brain plasticity together with its potentials and limitations. We will discuss the mechanisms of brain plasticity across life span, learning and experiential influences, normal and pathological aging of the brain, as well as neuroprotection and brain repair. The implications of brain plasticity for the rehabilitation treatment of brain disease (such as acquired brain injury and neurodegenerative conditions) will form the common thread during the entire course. We will search answers for questions like ‘What does it take to change the structure of the brain and what is the evidence?’ ‘Can brain plasticity be supported by other means, such as exercise and pharmacology’, ‘Is the change in neural networks always paralleled by changes in behaviour?, and ‘How do we implement research findings into clinical practice?’. The course is built around knowledge from basic, pre-clinical and applied, clinical research with special focus on cognitive and social functions. It will emphasize converging evidence and aspects determining the translation of knowledge from bench to bedside. 

Literature

Psychosocial Job Stress and Chronic Disease (5 ECTS)

Tuesdays 3pm-5pm, CSS room 2.2.24, 14 weeks, starts week 6

Jesper Kristiansen

Can psychosocial conditions at work cause disease? What are the mechanisms? How do we assess and quantify psychosocial conditions and their effects? How can we intervene against job stress? These and other questions are the topics for the course. The course is interdisciplinary, and will introduce commonly used models of work-related stress, as well as broadly applicable methods for measuring the physiological effects of stress on the body. These methods are useful in understanding the effects of job stress and psychosocial stressors on health and wellbeing, with applications for cardiovascular disease (CVD), depression, metabolic illness, and other chronic diseases. The course includes both structured lectures that introduce and review various concepts and methods, and group work were where students are encouraged to engage with fellow students and researchers. These lectures and group work cover topics such as models of psychosocial job stress, mechanisms between psychosocial job stress and health, critical discussion of the association between job stress and chronic diseases, and job stress interventions. 

Literature

Intimate Relationships - Attractiveness & Sexual Selection

Wednesdays 1pm-3pm, CSS room 2.2.36, 14 weeks, starts week 6

Christoph Schild

Students will learn about the topics of attractiveness, sexual selection, and intimate relationships based on the evolutionary psychology approach. The course aims to provide a broad overview of the current knowledge in these fields, using studies with  different methodological approaches and research designs. The course offers insights into diverse topics and research questions, such as “what visual cues do people use when judging attractiveness?” or “are there sex differences in strategies to find a short- or long-termed partner?”.

Literature

Feedback Informed Treatment (FIT)

Tuesdays 12pm-3pm, CSS room 2.2.30, 10 weeks, starts week 6

Rikke Papsøe

Feedback Informed Treatment (FIT) is an evidence-based, pan-theoretical practice. It is a way of routinely monitoring the effect of therapy. The objective of FIT is to improve the quality and effectiveness of therapy. Through the use of two simple scales in each therapeutic conversation, the therapist can: 1) Monitor the client's progress in therapy, e.g.: Is the client getting better through therapy? Worse? Is there no development? 2) Get continuous, formalized feedback from the client on the alliance between therapist and client. Through this feedback the therapist is able adjust his/her methods of therapy so that he/she will be more helpful to the particular client. This approach to therapy has been shown to halve "drop-outs" from the therapy, to enhance the effect of the therapy significantly, and to reduce the risk of deterioration. 

This course will cover the research behind FIT, including an overview of what works in therapy. The FIT scales (Outcome Rating Scale and Session Rating Scale) will be introduced. Through case material we will practice understanding of the graphical representation of different therapeutic courses, and how these can be used to tailor the therapy to each client so that the therapy becomes more efficient. Finally the course will focus on the characteristics of the most skilled therapists, and how to work towards becoming a top therapist. The course will consist of a mixture of theoretical presentations, case material, practical exercises, and reflection.  

Literature

The Feeling of Being: Theoretical and Empirical Approaches to the Study of Human Consciousness

Thursdays 3pm-6pm, CSS room 7.0.40, 10 weeks, starts week 7

Claudia Carrara-Augustenborg

This course introduces the main theoretical models and the empirical methods employed to explain and measure consciousness. Students are offered the opportunity to learn about the neurobiological mechanisms possibly underlying the emergence of consciousness and to grasp why science needs to embrace also conceptual and philosophical levels of analysis. The course outlines the multi-faceted nature of consciousness by discussing different aspects of the phenomenon in normal as well as in abnormal conditions. Students are encouraged throughout the course to actively participate in discussions and to make critical thinking regarding the current state of knowledge about how the brain relates to the mind. 

Literature

Culture, Communication and Learning

Wednesdays 8am-10am, CSS room 2.2.30, 14 weeks, starts week 6

Kyoko Murakami

This course will introduce key social scientific concepts and theories, which can be applied to the study of the relationship between culture, communication and learning. It will explore the complexities of the vast theory base underpinning the role of communication and language in learning settings. Its aims are to introduce to students issues concerning (1) the dynamic role of social interaction in language use, culture as resource for development of children and young people, (2) language use and thinking and remembering together and the process of socialisation (3) learning as communicative action and (4) gender issues in language and literacy practices or disability issues. It will enable a critical assessment of the construction of problems and proposed solutions in practices in psychology, education and other related fields. 

Literature

Sports Psychology

Mondays 1pm-3pm, CSS room 2.2.36, 14 weeks, starts week 6

Ingo Zettler and Christoph Schild

Sport is a crucial aspect of people's lives. Doing sport affects one’s emotions and feelings, fitness, self-view, social relations etc. In a similar vein, watching sport can have significant impact on one’s life. In fact, most people do, watch, and/or talk about sport. 

In this seminar, we will learn about different (psychological or psychological-based) aspects related to sport. Examples of topics, which are all discussed from a sports angle, are cognitions, emotions, leadership, motivation, performance, social relations, stress, team composition, or team dynamics. 

Although the main focus of the seminar is on “traditional” sports, we will also discuss aspects related to eSports. 

Literature


Courses: Master's level

Seminarclass 1: The psychosocial work environment, well-being, stress and organizational behaviours (7,5 ECTS)

Mondays 8am - 12pm, CSS room 2.2.49, 7 weeks, starts week 10

Paul M. Conway 

Which factors of the psychosocial work environment can lead to stress, poor work-related well-being, and negative organizational behaviours? And which factors are conducive to positive outcomes instead? How to assess the psychosocial work environment in work organizations, and which elements should be considered when developing and evaluating interventions? 

These are common questions facing occupational psychologists why they deal with issues related to the psychosocial work environment. The aim of this seminar is to introduce students to theories and methods relevant to the understanding and handling of specific problems connected with the quality of the psychosocial work environment in work organizations.  

Key topics addressed in the course are:                          

  • theoretical and methodological approaches to the understanding of different aspects of the psychosocial work environment and their association with employee well-being and behaviour;
  • measurement of the psychosocial work environment;
  • the content and process elements of occupational health intervention. 

Exam regulations:
Students must deliver three written assignments in all.

For each of the first two assignments (max. 2 pages), students must choose and discuss a specific problem related to a theme covered during the seminar. In class, students are expected to present and discuss the two chosen themes and use the feedback received to revisit their written assignments.

For the last written assignment (max. 4 pages), the students  should demonstrate that they can profitably use the theories and methods learnt during the seminar to analyse a concrete problem (self-chosen by the students) related to the course topics.   

The 200 pages of self-selected literature should be distributed across the three assignments. The students are expected to select primary literature reflecting the state of the art of knowledge in the relevant research fields.  

Students will also be requested to actively participate in case-based learning activities in class. The outputs of the casework will be presented and discussed by the students in class.

Each student must keep an assessment portfolio that includes all the written assignments, the self-chosen literature and a short reflection on the group activities they partook in during the course. The assessment portfolio must be handed in to the teacher at the end of the seminar. 

The pass/fail decision will be taken based on an overall assessment of the student's active participation in the classes, the relevance of the subjects covered in the written assignments, and the level of command demonstrated in using relevant literature, theories and methods to analyze key questions relevant to the course topics.

Literature

Discourse Analysis (7,5 ECTS)

Thursdays 10am - 12pm, CSS room 2.2.30, 14 weeks, starts in week 6

Kyoko Murakami

This course introduces some of the main themes and issues in discourse research using research in discursive psychology. Through this it examines the role of discourse in shaping social interaction and its psychological implications for the study of minds, selves, sense-making and other topics in psychology. The course is concerned mainly with how talk (and text) works in general, about the construction of identity,  about language and how it works, and about the sources of the order and patterning in social interaction. The course aims to demonstrate that we study social life in studying discourse.

On completion of this course, you should be able to:

  • identify some key themes in discourse analysis;
  •  appreciate the consequences of discourse research for some key topics in social science, such as indentity, interaction and subjectivity;
  •  be familiar with some discourse analytical techniques and their consequences for analysing social interactions.

Literature

Feedback Informed Treatment (FIT)

Tuesdays 12pm-3pm, CSS room 2.2.30, 10 weeks, starts week 6

Rikke Papsøe

Feedback Informed Treatment (FIT) is an evidence-based, pan-theoretical practice. It is a way of routinely monitoring the effect of therapy. The objective of FIT is to improve the quality and effectiveness of therapy. Through the use of two simple scales in each therapeutic conversation, the therapist can: 1) Monitor the client's progress in therapy, e.g.: Is the client getting better through therapy? Worse? Is there no development? 2) Get continuous, formalized feedback from the client on the alliance between therapist and client. Through this feedback the therapist is able adjust his/her methods of therapy so that he/she will be more helpful to the particular client. This approach to therapy has been shown to halve "drop-outs" from the therapy, to enhance the effect of the therapy significantly, and to reduce the risk of deterioration. 

This course will cover the research behind FIT, including an overview of what works in therapy. The FIT scales (Outcome Rating Scale and Session Rating Scale) will be introduced. Through case material we will practice understanding of the graphical representation of different therapeutic courses, and how these can be used to tailor the therapy to each client so that the therapy becomes more efficient. Finally the course will focus on the characteristics of the most skilled therapists, and how to work towards becoming a top therapist. The course will consist of a mixture of theoretical presentations, case material, practical exercises, and reflection.

Literature

The Feeling of Being: Theoretical and Empirical Approaches to the Study of Human Consciousness

Thursdays 3pm-6pm, CSS room 7.0.40, 10 weeks, starts week 7

Claudia Carrara-Augustenborg

This course introduces the main theoretical models and the empirical methods employed to explain and measure consciousness. Students are offered the opportunity to learn about the neurobiological mechanisms possibly underlying the emergence of consciousness and to grasp why science needs to embrace also conceptual and philosophical levels of analysis. The course outlines the multi-faceted nature of consciousness by discussing different aspects of the phenomenon in normal as well as in abnormal conditions. Students are encouraged throughout the course to actively participate in discussions and to make critical thinking regarding the current state of knowledge about how the brain relates to the mind. 

Literature

Culture, Communication and Learning

Wednesdays 8am-10am, CSS room 2.2.30, 14 weeks, starts week 6

Kyoko Murakami

This course will introduce key social scientific concepts and theories, which can be applied to the study of the relationship between culture, communication and learning. It will explore the complexities of the vast theory base underpinning the role of communication and language in learning settings. Its aims are to introduce to students issues concerning (1) the dynamic role of social interaction in language use, culture as resource for development of children and young people, (2) language use and thinking and remembering together and the process of socialisation (3) learning as communicative action and (4) gender issues in language and literacy practices or disability issues. It will enable a critical assessment of the construction of problems and proposed solutions in practices in psychology, education and other related fields. 

Literature

Sports Psychology

Mondays 1pm-3pm, CSS room 2.2.36, 14 weeks, starts week 6

Ingo Zettler and Christoph Schild

Sport is a crucial aspect of people's lives. Doing sport affects one’s emotions and feelings, fitness, self-view, social relations etc. In a similar vein, watching sport can have significant impact on one’s life. In fact, most people do, watch, and/or talk about sport. 

In this seminar, we will learn about different (psychological or psychological-based) aspects related to sport. Examples of topics, which are all discussed from a sports angle, are cognitions, emotions, leadership, motivation, performance, social relations, stress, team composition, or team dynamics. 

Although the main focus of the seminar is on “traditional” sports, we will also discuss aspects related to eSports. 

Literature