VAN HULPVRAAG TOT INTERVENTIE: PSYCHODIAGNOSTIEK 2
 
Lectured in 2nd year Social worksection psychology assistant
Theory [A] 18.0
Exercises [B] 18.0
Training and projects [C] 54.0
Studytime [D] 168
Studypoints [E] 6
Level specialized
Language of instruction Dutch
Lecturer Piet VANCLOOSTER
Reference SGSWKT02A00006
 
Key words
Psychodiagnostics, medical model thinking, biopsychosocial model, psychodiagnostic tests and questionnaires, and Statistics II

Objectives
Partim 1:
This subject expedites the learning of, among other things, the following cross-curricular core skills which a recently-graduated bachelor in applied psychology would be expected to possess. The newly-qualified bachelor in AP will – besides his (or her) meta-cognitive skills – be able: - regarding his (or her) diagnostic actions, to observe, diagnose, report (oral and written) and advise in response to a request made by a client, principal or client system, this in a professional, critical, deontological and ethically sound way. - - regarding his (or her) diagnostic actions, to select and hold job-specific psychological tests and put the clinical observations in order and interpret them statistically. - regarding the giving of information and advice, to objectively consult and use relevant, evidence-based literature and tools, databases, digital information and software. – in the research sphere, to collaborate, in a scientifically sound way, on psychological research as regards the planning, preparation, execution, processing of the results and reporting on the findings. - in the research sphere, to follow recent scientific advances and trends and implement them. – in respect of his/her general world view and attitudes, (s)he has an open mind, a readiness to take decisions and a capacity for creative thought - in respect of his/her general world view and attitudes, s(he) is suitably motivated to acquire new skills throughout his/her working life.

Partim 2:
Theory of probability: The students · are well-grounded in the concepts of a random variable, probabilities and the distribution of probability · Can apply variance reduction techniques with facility · Comprehend bivariate distributions · Can apply association techniques with facility · Are familiar with the characteristics of a binomial random variable · Can use a binomial random variable · Are familiar with the normal random variable · Can use the normal distribution · Have heard of the Х² distribution, the t-distribution, the F-distribution and inductive statistics: The students · Comprehend point estimation · Comprehend interval estimation · Are familiar with theoretical hypothesis, statistical hypothesis and null hypothesis · Comprehend the test statistic and reliability · The choice of the test statistic SPSS: The students · Can use SPSS as a useful tool

Topics
Partim 1:
This course considers the different scientific advances the world has seen during the twentieth century in psychodiagnostics and the therapeutic intervention techniques relating thereto. In that regard, we focus on: 1) the opposition that developed during this period between the rival schools of ‘quantitative-psychiatric’ and ‘qualitative’ psychodiagnostics; and 2) the controversies between both schools which are as vigorous nowadays as they ever were! We also examine the respective paradigms that underpin these forms of psychodiagnostics/intervention. More specifically, as regards this first form of psychodiagnostics (the ‘quantitative’), the following topics are discussed: - Kraepelin’s nosological (medical model) thinking within psychiatry; the basic principles which underpin it and the objective they set in that respect, namely to delineate the clinical entities, with a clear-cut symptomatology, pathological process and treatment. - The modern diagnostic classification systems (in particular, the Diagnostic and Statistical Manual DSM in its consecutive editions), which are based on nosological thinking. - The psychopharmacological treatment strategies; the possibilities and limitations thereof. - The criticism that this medical model thinking comes in for these days from authors such as Van Praag, Van den Hoofdakker and Zarifian and the alternatives they suggest: in particular, the biopsychosocial model based on system-theoretical principles. As for the ‘qualitative’ strand, we go more deeply into: - The theoretical principles of structural, psychodynamic psychodiagnostics (the various psychic structures: neurosis, psychosis and perversity are broached in that regard). Both forms of psychodiagnostics, the quantitative-psychiatric and the qualitative-psychodynamic, are lined up against each other in the light of the topical debate on ‘psychopharmacological treatment and/or psychotherapy’. Which brings us neatly to the body/mind issue. Also reviewed in the ‘quantitative psychodiagnostics’ part, are the main tests and questionnaires in current use.

Partim 2:
Statistics: Distributions of probability. Statistical estimations. Statistical tests. After a brief introduction in which the key principles and basic concepts of statistics are reviewed – and after the descriptive statistics seen in Year 1 – the theory of probability and inductive statistics become the principal part of this second year course. Sampling and sample populations, the reliability of sampled data and the standard error of measurement of various statistical dimensions, significance levels, alpha and beta errors,... constitute the indispensable preparation to the theory and application of the various basic test models which are then discussed in the subsequent sections. After determining the confidence coefficient of a single score, the student can progress to the mutual comparison of two values originating from comparable random samples. The theoretical course content (illustrated with worked examples and exercises) comprises: the significance of differences between means, medians, standard deviations, variances, proportions and correlation coefficients.

Prerequisites
Partim 1:
Fully conversant with the subject-matter of ‘biological basis of human behaviour 1’ and ‘psychodiagnostics 1’. An adequate knowledge of the main philosophical dilemmas and, in particular, the body/spirit issue.

Partim 2:
Statistics I; Introduction to SPSS

Final Objectives
Partim 1:
The students: Can explicitly characterize the two forms of psychodiagnostics, namely the ‘quantitative-psychiatric’ (DSM), on the one hand, and the ‘qualitative’, structural psychodiagnostics, on the other and their respective theoretical bases, namely medical model thinking and the psychodynamic paradigm. Can argue persuasively, with the requisite insight, on the possibilities and limitations of psychopharmacological treatment and psychotherapy. Can objectively digest the studied, relevant literature on psychodiagnostics and psychological therapies. Can conduct, in a qualitative & professional way and at the pre-service level, the key psychodiagnostic tests and questionnaires in current use. Can state correctly the practical limitations of the currently most popular psychodiagnostic tests and questionnaires.

Partim 2:
For bachelors in applied psychology, statistics forms an essential part of their three-year course. The interpretation of test- and school results, quantitative data on attitudes, motives, people’s character... is only possible if the student is able to put this data in a frame of reference. For that, an intimate knowledge of statistical methods and being able to apply the correct processing routines is of vital importance. This course component expedites the learning of the following exit-level skills: · s(he) possesses the knowledge, skills and attitudes at the level of scientific research. · s(he) is able to choose and correctly apply the relevant methods and techniques for scientific research and data analysis in specific fields.

Materials used
Partim 1:
The syllabus (scientific papers). The student’s own notes. Reference manuals containing psychodiagnostic tests and questionnaires.

Partim 2:·
The syllabus (extracts from which are also put up on the blackboard) · suggested references in the literature (put up on the blackboard) · the student’s own notes · recommended reading: o statistics: o SPSS: · possible applications (also put up on the blackboard)

Study costs
Partim 1:
± 10.00 euros (for the syllabus)

Partim 2:
Courseware: € 10

Study guidance
Partim 1:
A monitoraat by appointment only and whole-class supervision of the tutorials and discussion groups.

Partim 2:
- interaction is possible via email and/or the blackboard - sample exam questions and answers

Teaching Methods
Partim 1:
Lectures. Tutorials in which psychodiagnostic tests and questionnaires are gone through thoroughly and discussion groups in which the relevant literature is reviewed.

Partim 2:·
A lecture whose aim is to create a learning environment that is as interactive as possible. Formulation of the problem and communicating it clearly based on numerical data followed by the theoretical underpinning.
· Problem-driven education, drawing on case histories, texts and numerical data in tutorials and supervised independent learning.

Assessment
Partim 1:
Half of the marks for the ‘lectures’ part: a written examination. The other half of the marks for the ‘tutorials and discussion groups’ part: continuous assessment.

Partim 2:
Continuous assessment (5 marks): Making the applications concerned compulsory; a critical discussion and processing of the numerical data; A written examination (statistics): free-response questions (10 marks), a PC-based examination (SPSS): and a test application (5 marks)

Lecturer(s)
Partim 1:
Piet Van Clooster

Partim 2:
Alain Lescur