The aim of the course is twofold. First we aim to make the students familiar with the major concepts and theories regarding emotion and the state of the art regarding scientific research on emotion, its antecedents, correlates, and its consequences. Second, we aim to show how emotions and (dysfunctional) emotion regulation is dealt with in clinical practice.|
1. The student can discriminate the various psychological theories of emotion and compare them regarding their: (i) focus, (ii) approach, (iii) view on the origins and functions of emotions, and (iv) applicability on the theory and treatment of various forms of psychopathology.
2. The student can relate the general theories and empirical findings on emotion, emotional expression, and emotion regulation to the specific behaviour of human crying.
3. The student can relate various forms of emotion, emotional expression and emotion regulation to cortical and subcortical brain function.
4. The student is able to evaluate the role of emotions in adaptability from the perspective of evolutionary psychological and cultural psychological theories and compare their views on this matter.
5. The student can describe the evolutionary background, developmental aspects, and functions of communication of emotions, including crying, and indicate its relevance for healthy personal and social functioning.
6. The student is able to evaluate the relationship between emotion and emotion regulation on the one hand and cognitive processes, including cognitive appraisal, judgments, etc., on the other hand, and indicate their relevance to adaptive functioning.
7. The student is able to relate individual differences in emotion recognition, emotion expression, and emotion regulation to person characteristics, such as personality, temperament, and emotional intelligence, as well as relate these person characteristics to psychological well-being and psychopathology.
8. The student is able to evaluate the role of adaptive cognitive processes, such as mindfulness and psychological flexibility, to emotion, emotion regulation, psychological well-being, and psychopathology.
9. The student is able to explain in which ways psychological interventions (cognitive behavioural therapy, emotion-focused therapy, mindfulness-based treatments, etc.) are applicable to emotional problems and in what ways these interventions differ regarding their approach to emotion regulation and efficacy for different problems.
10. The last learning goal is dependent on the preference of the student, choosing one of two practicals (see below): (i) being able to apply mindfulness techniques on oneself and reflect on one's experience, also related to the theory, or (ii) being able to search, study, and present a scientific article describing the state of the art with respect to one specific emotion of one's choice (e.g., anger, jealousy, revenge, pride, etc.).
First, in 10 lectures, different theoretical approaches of emotions will be discussed, including the evolutionary, social, cognitive, developmental, and psychophysiological approaches. These various approaches are concerned with the origins and functions of phenomena such as emotion recognition, emotion expression, and emotion regulation, both in adaptive functioning and in psychopathology. The state of the art of scientific research in these areas will be discussed.|
Further, in 4 lectures, clinicians working with patients with various psychopathologies will give guest lectures in which the focus is on how emotions and (dysfunctional) emotion regulation is being dealt with in clinical practice. For example, there may be lectures on approaches from Cognitive Behavioural Therapy (CBT), Emotion-Focused Therapy (EFT), Mentalization-Based Treatment (MBT), Eye Movement Desensitisation and Reprocessing (EMDR), and Mindfulness Based Stress Reduction (MBSR). Occasionally, clients from the mental health services may be present to talk about how they experienced the treatment.
Finally, students will choose one of two smaller practical sessions to deepen their knowledge and/or experience in either:
i) learning to apply mindfulness techniques on oneself. A number of fundamental mindfulness techniques will be practiced (also at home), experiences regarding the effects on thinking, emotion, and emotion regulation will be shared and reflected upon, also related to theory (supervision by dr. I. Nyklicek), or
ii) learning to search, study, and present a recent article on the state of the art of research with respect to one specific emotion of one's choice (e.g., anger, joy, pride, jealousy, etc.). In addition, a setup for a future study in the field will be designed (research question, study methods, and expected results) and presented (supervision by prof. dr. A. Vingerhoets).
|Written test opportunities|
|Written test opportunities (HIST)|
|Schriftelijk / Written||EXAM_01||BLOK 2||1||18-12-2018|
|Schriftelijk / Written||EXAM_01||BLOK 3||2||01-04-2019||Required materials|
|Author||:||Keltner, D., Oatley, K., & Jenkins, J.M.|