The central theme of this course is the gap between research and practice in (child) clinical/health psychology, youth care and education. The objective is to discuss what it means to be a ‘scientist-practitioner’, and what the difficulties are that still faces evidence-based practice.
In this course we address the reciprocal relationship between scientific empirical research and clinical practice in (child) psychology and educational science. We study the ways science can improve practice and how practice can fuel science by looking at the benefits and disadvantages of evidence based science and practice based evidence as described in the scientist-practitioner model. This concerns for example the implementation of evidence-based or empirically supported treatments, of scientifically proven methods of assessment, the use of classification and labelling and of the use of individualized feedback systems. Reasons why this relationship may be difficult are, among other things, a lack of knowledge about actual clinical practice with the researcher and a lack of motivation of the clinician to listen to researchers.
At the end of the course students will be aware of: errors in judgments and decisions in assessment and therapy; of the influence of culture and context on clinical practice; of the state of the art in clinical research. When they have finished the course successfully, students will be able to take part in the scientist-practitioner discussion and to indicate problems and opportunities in the relationship between research and practice. |
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Lecturers: Dr. Mathijs Vervloed, Prof. dr. E.S. Becker, prof. dr. A. van Minnen, prof. dr. J. Spijker, prof. dr. B.G. Tiemens, prof. dr. R. Otten, prof. dr. Bea Tiemens.
Topics, all discussed from both a theoretical and a practical perspective, are:
• Cognitive Bias Modification (prof. Eni Becker)
• Anxiety and Depression: exposure and therapist rotation (prof. Agnes van Minnen)
• Implementing depression guidelines (prof. Jan Spijker)
• Prediction - more than reading tea-leafs: how to best make use of clinical and epidemiological knowledge! (prof. Bea Tiemens)
• Designing interventions and the role of time, culture, and theories of pathology on treatment goals (dr. Mathijs Vervloed)
• Research in a real-world treatment context.. challenges and opportunities (prof. dr. Roy Otten)
Teaching format
In the lectures, the lecturers will present theoretical and practical aspects of the lecture topic, and there will be a discussion based on discussion points that the students send in the day before the lecture.
Students will design and present a poster about a related topic. In one meeting proposed posters will be discussed and feedback will be given; in the last meeting, the posters will be presented.
Attending all meetings is compulsory.
Exam information
For each meeting students will complete written reading assignments for each lecture based on the paper(s) assigned for that lecture, which will be graded on a 1-10 scale by the lecturer. Student prepare a class assignment at home so they can participate in a discussion on this assignment in class. Finally, in the last meeting students will present a poster, with a pitch in a real or simulated conference setup. Both pitch and poster will be graded on a 1-10 scale. The poster must be printed (powerpoints do not work at a conference) and handouts must be available for teachers and conference visitors.
The final grade is based for 60 % on the reading assignments and for 40 % on the poster and pitch. Both have to be minimally 5.5.
For assignments not handed in at the required time, a grade of 0 will be assigned.
A poster not completed on time or failing to meet quality standards, will have to be re-designed.
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