HEPL

None

The objective of this course is to familiarize the assistants in psychology with the neurophysiology and the neuropsychology. This knowledge should make it possible to the students to interact and collaborate with doctors specialists in the central nervous system (neurologist, neuropsychiatrist, neurosurgeon, etc) and with others (for example, neuropsychologist) confronted with patients suffering from various cerebral pathologies. It will be able to thus locate its intervention compared to the suffering subject of neurological disorders by affirming the importance of the motivation, the communication, socialization and autonomy.

 Neurophysiology

• Subdivisions of the nervous system
• Sensorial and motor systems
• Brain and behavior

 Neuropsychology

• Definition
• Assumptions and methods
• Working memory
• Long-term memory
• Attention
• Agnosia
• Hemineglect
• Disorders associated with frontal lobe
• Apraxia
• Technical assessment and rehabilitation in neuropsychology
• Dementias

Bear, M.F., Connors, B.W. & Paradiso, M.A. (2007). Neurosciences à la découverte du cerveau. Editions Pradel.

Meulemans, T., Desgranges, B., Adam, S., & Eustache, F. (2003). Evaluation et prise en charge des troubles mnésiques. Marseille : Solal.

Seron X., Neuropsychologie cognitive, éd. PUF, coll. Que sais-je ?

Seron, X. & Van der Linden, M. (2000). Traité de neuropsychologie clinique, SOLAL Editeurs.

To lead the student to develop his knowledge (to make and to know to be) during its training course

Groups discussions  around situations met on the place of training course

Groups discussions 

Report of training course at the end of the year

Command of the language skills developed in the first course unit.

Further practice of genuine English-language reading  material specific to the option, scientific abstract writing and information retrieval at a more advanced level

Reading practice of English as used in the field of psychology at a more advanced level.

Grammar review in connection with the documents discussed in class.

Practice of scientific abstract writing.

The glossary of the most commonly used technical terms in the field of psychology and other related sciences – started in the first course unit – will be pursued.

British and American press : The Guardian, The Times, The New York Times, Time, Newsweek.

Scientific journals and magazines : American Psychological Association (www.apa.org) , National Institute of Mental Health (www.nimh.nih.gov) , Journal of the American Medical Association (www.jama.ama-assn.org), The Lancet , The British Medical Journal (www.bmj.com ).

Reference books:

Collins Cobuild, English Dictionary for Advanced Learners, Harper Collins Publishers

English grammar in Use, Raymond Murphy, Cambridge

Online dictionaries: www.m-w.com, ' le grand dictionnaire', 'eurodicautom'

Much emphasis is put on the students’ regular attendance.

Students are also expected to take an active part in the classroom activities.

At the beginning of each academic year, students are given detailed course guidelines on the teaching, learning and assessment methods.

None

On completion of the course, the student will be able to

- define and criticize the education and rehabilitation concepts as well as put them into practice in class and on the field;

- transpose the exercises practised in class to the placement and workplace;

- take part in team-work.

Unit 1 : Theories of P. Osterrieth and E. Chaulet

Unit 2 : Group exercises and exchanges between actors

Unit 3 : Field writing report and oral defence

Unit 4 : A few useful methodological tools

CHAULET, E., Manuel de pédagogie spécialisée, éd. Dunod, Paris, 1998, Avant- propos, Une seule pédagogie pour tous, Chapitre1 La parole réparatrice. Les exercices fondamentaux. Chapitre 4 L’outil de l’intelligence. L’éducation de la main. Chapitre 5 L’intelligence en marche. Exercices didactiques.

OSTERRIETH, P., Faire des adultes, éd. Mardaga, Chapitre 1, Le but de l’éducation et Chapitre 2, Changer,

Exchanges. Speeches. Reports. Group exercises.

None

On completion of the course, the student will be able to

- Put the notions of what is normal and pathological into perspective in the field of clinical psychology

- Compare the different approaches in the field of child psychopathology

- Identify the different psychic disorders with the toddler, the child and the teenager

- Introduction to psychopathological issues in the field of child clinical psychology

- Psychopathology linked to the newborn

- Child psychopathology

- Adolescent psychopathology

- Psychic disorders related to somatic effects

PELSER R. Manuel de psychopathologie de l'enfant et de l'adolescent. Editions Gaëtan Morin, 2001.

DESPINOY M., Psychopathologie de l'enfant et de l'adolescent, Ed. Armand Colin, 1999

case study

None

On completion of the course, the student will be able to :

- define what is social and collective psychopathology in relation to individual psychopathology;

- know and recognise the main disorders inherent to social and collective psychopathology;

- identify the psychopathological origin of a disorder while taking into account the different potential factors and their intricacy.

Unit 1 : Definition and specificity of collective psychopathology

Unit 2 : Social maladjustment and misfitting

Unit 3 : Collective upheavals

Unit 4 : Resolutive phenomenons of conflicts

Unit 5 : Active marginalization

Unit 6 : Civilization, social and group malaises

Unit 7 : Collective neuroses and psychoses

MANNONI, P., La psychopathologie collective, éd. P.U.F., coll. Que sais-je ?, Paris, 1997

Video.

Command of the mother tongue

To prepare the students to various test approaches.

On completion of the course, the student will be able to

- describe the main characteristics and qualities of a test

- interpret simple indicators (IQ, mental age)

- be aware of the limitations and usefulness of tests

Historic, application domains

Limits and interests of tests

Quantitative aspects of tests

Qualitative aspects of tests

Different phases of psychological examination

BERNAUD J.-L., Les méthodes d’évaluation de la personnalité, Dunod, collection « Les topos », Paris, 1998.

GUILLEVIC C. & VAUTIER S., Diagnostic et tests psychologiques, Nathan, collection 128, Paris, 1998

LIEF J. & al., Psychologie et éducation/ Notions de psychométrie, tome III, Nathan, Paris, 1968

MUCCHIELLI R., L’examen psychotechnique, ESF, 1969

PICHOT P., Les tests mentaux, P.U.F, Collection « Que sais-je ? », Paris, 1997

PLANCHARD E., Théorie et pratiques des tests, Editions Nauwelaerts, 1972

Theoretical talks intersected with pauses of personal integration

psychopathological notions

Analyse and interpret material obtained through different projective techniques and draw appropriate conclusions.

Relate these to others data, such as anamnesis, clinical contact, other personality tests and possibly efficiency tests.

Introduction and theory :

- History

- Projection notion in psychology

- Problems and validation of techniques

- Perception and projection in projective techniques

- Psychoanalytical notions and their interaction with projective techniques

- Thematic and structural techniques

Methodology :

- Use. Test scaling

Anzieu, D., & Chabert, C. (1961). Les méthodes projectives. Paris : P.U.F.

Beizmann, C. (1974). Le Rorschach de l’enfant à l’adulte. Neuchâtel : Delachaux & Niestlé.

Brelet, F. (1986). Le T.A.T. (Thematic Apperception Test). Fantasme et situation projective : Narcissisme, fonctionnement limite, dépression. Paris : Dunod.

Chabert, C. (1997). Le Rorschach en clinique adulte : Interprétation psychanalytique. Paris : Dunod.

Exner, J.E. (1995). Le Rorschach : Un système intégré. Paris : Editions Marco Pietteur.

Exner, J.E. (1993). Manuel de cotation du Rorschach pour le système intégré. Paris : Edition Frison-Roche.

Rausch de Traubenberg, N. (1970). La pratique du Rorschach. Paris : Presses Universitaires de France.

Shentoub, V. (1990). Manuel d’utilisation du T.A.T. (Approche psychanalytique). Paris : Dunod.

Stern, E. (1960). Le test d’aperception thématique de Murray (T.A.T.) : Description, interprétation, valeur diagnostique. Neuchâtel : Delachaux & Niestlé S.A.

Clinical case studies. Students are expected to take an active part in test scaling and protocol analysis.

Test scaling and protocol analysis.

Notions in child and adult psychopathology

On completion of the programme, the student will be able to analyze the child psychic functioning and identify the relationships he has developed with kith and kin. The results collected specify the diagnosis.

1. child drawings
2. fables of DUSS
3. CAT
4. etc...

BOEKHOLT M., Epreuves thématiques en clinique infantile, Dunod, 1999.

CARLIEZ L., Les fables de Louisa Düss chez les enfants de 4 à 5 ans, Revue belge de Psychologie et de Pédagogie, n°141,1973.

CORMAN L., Le test du dessin de famille, PUF, 1974

Seminars, analysis of clinical cases

Written project to be handed in and oral presentation

None

To awaken and develop the professional skills by applying the theories studied during the field placement.

The placement is 7 weeks long, from monday to thuesday included.

The student finds the placement places and makes the preliminary contacts.

Once the placement is defined, an appointment is made with the external supervisor. The student is given a “term-and-condition workbook” containing:

- legal and general information about the psychology assistant curriculum ;

- a contract signed by all the parties and presented in due time ;

- an assessment grid to be filled in by the external supervisor.

The teaching project of the institution where the trainee is accomodated. Legislative texts concerning the sector chosen, of theoretical research on the situations met on the place of training course,...

The student is framed by the Master of training course of the institution.Two individual supervisions (and more if it is necessary) are organized within the High School by the internal supervisor who envisages also at least a visit on the place of training course.

The evaluation of the Master of training course is defined according to a grid available in the notebook of training course. Its opinion is advisory and is supplemented by that of the internal supervisor.

This total note takes into account:

- the attitude of the student in training course and during the supervisions ;

- a report/ratio of training course of 20 maximum pages is required, it must include a presentation of the service and activities undertaken, a total assessment of the trainings that the training course made it possible to realize, two analyses (case, situations or individualized projects) and a critical analysis of its own behavior (feelings compared to the training course, difficulties, personal reflexion, its capacities of evolution and handing-over in question,...) ;

- a meeting between the internal supervisor and the student in order to clear up and/or look further into aspects of the report of training course which require it.

2^nd year course in Interview techniques

Capacity to guide people toward a kind of dialog appropriate to their expectations and/or the needs of the organization.

Capacity to advise and guide persons toward appropriate psycho-therapists.

Capacity to lead structured interviews with an aim of social anamnesis, and with motivational and family functions.

Capacity to recognize major communication problems of pathological origin in the course of these interviews.

Capacity to provide non-directive support and to assess its indications and limits.

Student must be aware of any obstacle to communication.

The different types of structured interviews.

Reception and analysis of expectations.

Non-directive interviews : obstacles to communication.

Patient self-sufficiency, understanding life experience, reformulation, empathy.

Interviews with children and young people.

Systemic interviews : couples, families, constructing a genogram.

Psycho-analytical cure model.

Introduction to induction practice in hypnotic suggestion.

FREUD, S., La technique de la psychanalyse, éd. PUF.

MAC GOLDORICK, M., Génogramme et entretien familial, éd. E.S.F.MUCCHIELLI, R., L’entretien en face à face dans la relation d’aide, éd. ESF.

PILLOT, J, L’écoute dans l’accompagnement de la souffrance, in JALMALV, n°37, juin 1994

VANNESSE, A, Ecouter l’autre, tant de choses à dire, éd Chronique Sociale, Lyon, 1998

Audiovisual methods. Role games. Written exercises. Testimony of invited speakers : therapists of different obedience.

1^st year course on Developmental psychology

At the end of the course, students will be able to :

- describe the main types of handicaps and services for handicapped persons ;

- to rid of its prejudices concerning the handicap.

- Introduction : definitions, prevention, etiology,…

- Sensory handicaps : audio an visual deficiencies.

- Physical handicaps : cerebral palsy, spinabifida, muscular dystrophy,…

- Mental handicaps : Down syndrome, autism.

For each type of handicap, description of symptoms and associated disorders, etiology and prevention, psychological developments.

- Discussion of various issues : mobility, sexuality,…

- Comblain A. et Rondal J.A., 2001, Manuel de psychologie du handicap. Sprimont, Mardaga.

- Dalla Piazza S. et Dan B., 2001, Handicaps et déficiences de l’enfant. Bruxelles, De Boek.

- Guidetti M. et Tourrette C., 1996, Handicaps et développement psychologique de l’enfant. Paris, Colin/Masson.

Written examination referring to the objectives and matters approached to the course and report of their encounter with a handicapped person.

Elementary mathematics, resolution of equations, systems of equation

The student will be able to apply the descriptive statistical methods, to correctly use the correlation and regression formulae

The student will be able to apply the sampling methods, to use the normal distribution correctly and to compare 2 samples

Quantitative and qualitative variables, presentation of data, graphics representation

Means and dispersion parameters

Correlation. The Bravais-Pearson correlation coefficient and the Spearman rank order cefficient

 Notions of probability. Probability laws : binomial distribution, normal distribution

Sampling

Hypotheses tests.

Masiéri, Statistique et calcul de probabilités, Sirey éd Dalloz

Rude, N et Retel, O ,Statistique en psychologie, éd. In press

practical exercises and interpretation of results

1.The student will be able to make a difference between the different types of interviews and to adequately apply them to the situation.

2.On the basis of the theoretical part of the course, the student will be able to identify and adopt the appropriate attitudes as well as the suitable communication and interview techniques.

3.The student is expected to become aware of his or her own reference frames, opinions and prejudices to make it easier for the consultants to express their ideas.

-become aware of his or her working method and be able to find ways of improving it

-be able to observe him or herself, to stand back in order to assess and criticize him or herself

-be able to exchange his or her practices

First module: The interview : definitions Second module: The different types of interviews

• Journalistic interviews
• Hiring interviews
• Information interviews
• Anamnesic interviews
• Assessment interviews
• Guidance interviews
• Helping and psychtherapical interviews

Third module: Interviews with parents of children in the school environment: guidance

• First contact
• First interview
• Assessment
• Conclusions and indications

Fourth module: The helping relationship

• World overview. The universes of signification
• The helping relationship according to C. Rogers: the facilitating attitudes
• Definition and specificity of the helping relationship
• The non facilitating verbal attitudes and interventions
• Rewording: basic technique of the helping interview

BLANCHET A. et al, L'entretien dans les sciences sociales, éd. Dunod, Paris, 1985.

CORRAZE, J., Les communications non verbales, éd. P.U.F., Paris, 1992.

DERIVIERE, R., PARTOUNS, M., KEMPENEERS, T., Les entretiens de guidance, L'information psychologique - L'entretien - éd. Editest, n°41, 1971.

MUCCHIELLI, R., L'entretien de face à face, éd. ESF, Paris, 1998.

ROGERS, C., Le développement de la personne, éd. Dunod, Paris, 1973.

A psychology assistant is a field worker who has to intervene personally to solve matrimonial problems as well as family and organisation problems. For that purpose he or she has to master some concepts and transversal tools.

At the end of the first year the student will be able

-to define and use some key concepts enabling him or her to elaborate an operational intervention system within the framework of the social work and its organisation

-to use relevant interviewing techniques within the framework of his or her interventions

-to analyse a request

The course is divided into three parts:

First module: General principles of systemic approach of the interactions

• Verbal and non verbal communication
• Axiomatics
• Levels of reality, …

Second module: key concepts concerning the intervention in social work and organisations

• Potential staff / Actual staff
• Context
• General demands
• Demands from institutions
• Demands from judicial authorities

Third module:  guidelines about self-questioning

Amiguet O, Travail social et sysmétique : contexte et/ou épistémologie, in

Travail social et systématique, Amiguet et Julier, Les EditionsIES, Genève, 1994, pp.11-36

Ausloss G, "Secret de famille", in Changement systémiques en thérapie familiale, Haley, Caillé, Ausloss, Ferreira, Sluski, Véron, ESF , Paris, 1980, pp62-80

Bateson G, "Vers une écologie de l'esprit", Seuil, Paris, 1980

Watzlawick P, Weakland J., Fisch R, "Changements, paradoxes et Psychothérapie", Seuil, Paris, 1975 

Interactive course consisting of

-talks given by the students

-debates

-case analyses

-role playing

with the help of audiovisual aids

Oral assessment including questions

• about theory
• requiring the application of theory in a given situation
• inciting the students to make a choice between the set of theoretical concepts  that are necessary to react to a specific situation

A good command of the mother tongue.

To encourage the students to develop ethical consciousness for first-rate professional interventions

To present different aspects of ethical codes of Belgian and French psychologists while illustrating them by concrete situations.

To warn students against possible consequences of a loose practice.

To put the stress on this last point before the placement.

Study of concepts such as morals, ethics and deontology. Analysis of the moral or ethic aspects of spontaneous conducts.

Analysis of the conditions that legitimate professional psychological intervention.

Analysis of concrete situations.

D. CASTRO, M. SANTIAGO-DELFOSSE. Pratiques déontologiques en psychologie. Ed. Martin Média, Hommes et Perspectives, 2001.

B. VERGELY Les grandes interrogations morales. Ed. Milan, 1999.

O. PAYCHENG, S. SZERMAN, A la rencontre de l'éthique. Ed. Heures de France, 1997.

J.P. ROSENCZVEIG, P. VERDIER, Le secret professionnel en travail social. Ed. Dunod, 1999.

None

On completion of the course, the student will be able to

- Know, define and use psychoanalytical concepts accurately

- Apply them to clinical cases found in books

- Introduction

- Birth of psychoanalysis

- Chart summing up the differences between psychoanalysis and psychotherapies

- First and second Freudian subdivisions

- The expressions of the unconscious

- Lacan’s concept

- The need, want, demand

ALBERTI, C., SAURET, M.-J., La psychanalyse, éd. Les Essentiels de Milan.

FREUD, S., Les cinq leçons sur la psychanalyse, Petite Bibliothèque Payot, 1966.

FREUD, S., Sur le rêve, éd. Gallimard, coll. Folio, 1988.

SAURET, M.-J., Freud et l’Inconscient, éd. Les Essentiels de Milan.

Text reading and comments

None.

At the end of the course, the student will be able to

1. differentiate and put the notion of normality into perspective;
2. define and spot the different psychic structures and identify the different psychic disorders within these structures;
3. analyse therapeutic strategies.

Unit 1 : Introduction

Unit 2 : The different current approaches in psychopathology

Unit 3 : Structure integration

Unit 4 : Structures

Unit 5 : Neuroses

Unit 6 : Psychoses

Unit 7 : Perversions

CARALP E., Les maladies mentales nommées folie, éd. Essentiels de milan

FREUD S., Les cinq psychanalyses, PUF

BARNES M. et BERKE J., Voyage à travers la folie, ed.Seuil.

Speeches . Case study.