Assortimentwijzer Sociale Wetenschappen Keuzevakken - Semester 1 UU Utrecht: 2023-2024
Assortimentwijzer Keuzevakken Sociale Wetenschappen semester 1 aan de Universiteit Utrecht
Assortimentwijzer Keuzevakken Sociale Wetenschappen semester 1 aan de Universiteit Utrecht
Assortiment van samenvattingen en studiehulp voor keuzevakken in semester 2 van sociale wetenschappen aan de Universiteit Utrecht
The literature of this course consists of journal articles and book chapters. Students can download these full-text articles and/or book chapters through the UU library website. The lecturers/supervisors will indicate which literature needs to be read before their lecture and the seminars. Students who follow this study scheme can get the most out of the lectures and seminars.
De voorgeschreven studiestof van Key challenges to the welfare state: Social policy and Social change bestaat uit de volgende artikelen:
Lecture 1: Introduction
Lecture 2: Post-industrialisation
Lecture 3: Individualisation
Lecture 4: Ageing
Lecture 5: Migration
Lecture 6: Gender
Lecture 7: Conclusion
De voorgeschreven studiestof voor het vak Cultural Diversity: Policy, Care and education in multicultural societies is de volgende literatuur:
De voorgeschreven studiestof voor het vak: Voice of Youth is de volgende literatuur:
Week 1: Introduction – An introduction to the voice of youth and key concepts: participation, agency, power, empowerment, citizenship, voice
The literature of this week consists of an introduction to the course, we will discuss several key concepts related to the Voice of Youth: youth participation, agency, power, empowerment, citizenship and voice. What is meant with these concepts? And why are they so important when discussing youth participation?
Week 2: What are youth capable of?
Are youth capable to participate more in society? To what extent are they capable of making important decisions? These are questions that are asked in the readings for this week.
When you are interested to learn more about the development of youth engagement you can read the following optional reading:
Dawes, N. P., & Larson, R. (2011). How youth get engaged: Grounded-theory research on motivational development in organized youth programs. Developmental Psychology, 47(1), 259-269. (10 pages)
Week 3: Children’s’ rights
The lecture and the literature of this week will focus on children’s rights. What rights do children have in terms of participation? Among other things, the voice of children in parental divorce is being discussed. The question is being asked which role should, could and are children currently taking in important life decisions, such as a divorce?
If you would like to learn more about children’s rights in family law proceedings, you can read this optional reading:
Mol, C.R. (2019). Children’s Representation in Family Law Proceedings - A Comparative Evaluation in Light of Article 12 of the United Nations Convention on the Rights of the Child. International Journal of Children's Rights, 27 (1), (pp. 66-98). (22 pages)
Week 4: Critical pedagogy
Critical pedagogy is a philosophy, introduced by Paolo Freire in 1968, with the goal to improve emancipation by stimulating the critical consciousness of people. Critical pedagogy views teaching as a political act promoting inequality in society. By being aware of this and stimulating the critical consciousness of people, people can be given a voice to together make this world a better place. Critical pedagogy forms the base of a large variety of theories promoting emancipation and therefore also the emancipation and participation of youth. This week’s readings will give you more insights into the theories by Paolo Freire and ideas of his colleague Henry Giroux. Your lecturer of this week, Dr. Louise Sheridan, uses critical pedagogy to look at youth participation practices in Scotland, which gives you a great opportunity to see and application of Freire’s theory in a current debate about youth participation. In case you would like more information and explanation on critical pedagogy and the work of Freire and Giroux before the lecture we recommend you to watch some explanatory videos on YouTube (for example: https://www.youtube.com/watch?v=LCMXKt5vRQk&t=1s, https://www.youtube.com/watch?v=tyZEJHcY6q8) .
Week 5: Models of youth participation
Over the past few years, young people across the world have inspired each other to join climate protests to call their governments to action. Who are these protesters and what motivates them? We will discuss climate activism in light of adolescents’ developmentally enhanced desire to establish autonomy and gain peer status.
In this week different models for youth participation are being discussed. The authors of this week discuss two approaches: the social justice approach (Ginwright & Cammrota, 2002) and the culturally sustaining civic engagement pedagogy (Kuttner, 2016). The chapter by Micha de Winter (1996), which we read for Week 1, is also very relevant for this week’s theme.
Week 6: Monitoring and evaluation of child/youth participation
An important theme we discuss in this course is the theme of ‘agency’, to what extent do youth have agency? In a day and age in which large parts of youth’s lives take place online we ask the question today: to what extent do youth have agency in their online social media worlds? We will go into this topic by learning more about the Filter bubble project. In the project we ask the question: to what extent are youth aware of the filtering of their online content? And are they aware of the possible influence of these so-called ‘filter bubbles’?
Today we will also participate ourselves in an activity to get out of our own ‘bubble’ by participating in an online dialogue with someone with a different opinion and ideas. To what extent are we aware of our own ‘filter bubble’?
In our seminar we have a closer look into how we can monitor and evaluate youth participation. Hart (1992) developed a framework through which youth participation can be classified. Save the Children (2014) provides us with a practical guide for evaluating youth participation which could be of use in case you will work in a youth related field.
Week 7. Youth participation in research
In today’s lecture Margot Peeters will presents her research on school stress and school dropout. She will discuss the different perspectives on the same issue, the perspective of youth and of the professionals. She will also focus on how research can be translated into policy advise.
Week 8: The voice of youth: some considerations on societal issues
In this week’s lecture Jolien van der Graaff focuses on how prosocial behavior and empathy develop during adolescence and young adulthood. She also discusses youth’s prosociality during hard times, like the COVID pandemic.
Padilla-Walker L. M. & Van der Graaff, J. (2023). Prosocial behavior during adolescence and the transition to adulthood. In L. Crockett, G. Carlo, & J. Schulenberg (eds.) APA Handbook of Adolescent and Young Adult Development. American Psychological Association. (9 pages)
De voorgeschreven studiestof van het vak: Migrants and integration bestaat uit de volgende literatuur:
Lecture 1: Immigration and policy (week 7)
Suggested reading:
Lecture 2: International migration: definitions, types, trends, and theories (week 8)
Suggested reading:
Lecture 3: Integration policies (week 9)
Suggested reading:
Lecture 4: Socio-economic integration (week 10)
Lecture 5: Socio-cultural integration (week 11)
Lecture 6: Transnationalism among people with an immigrant background (week 12)
Lecture 7: (Mental) health among people with immigrant background (week 13)
Suggested reading:
Grondslagen van de klinische psychologie
Boeken voor het tentamen (60%)
Artikelen voor het tentamen (60%)
Boeken voor de literatuuropdracht (40%)
Artikelen voor de literatuuropdracht (40%)
Voorgeschreven studiestof bij Diagnostiek in de klinische psychologie
Toetsing
Literatuur
Voorgeschreven studiestof bij Diagnostiek in de klinische psychologie
Toetsing
Nieuwe literatuur:
Al eerder bekende literatuur:
De toetsing bestaat uit een tentamen wat 65% meetelt en een groepsopdracht waarbij een wetenschappelijk voorstel geschreven wordt voor 25% en waarbij het voorstel gepitcht wordt voor 10%.
De artikelen voor youth & sexuality bestaat uit:
Lecture 1a:
Lecture 1b:
Lecture 2a:
Lecture 2b:
Lecture 3a:
Lecture 3b:
Lecture 4:
Lecture 5a:
Lecture 5b:
Lecture 6:
Je vertrek voorbereiden of je verzekering afsluiten bij studie, stage of onderzoek in het buitenland
Study or work abroad? check your insurance options with The JoHo Foundation
Je vertrek voorbereiden of je verzekering afsluiten bij studie, stage of onderzoek in het buitenland
Study or work abroad? check your insurance options with The JoHo Foundation
BLOK 2 - Sociale Wetenschappen Keuzevakken
Beleid en evaluatie-onderzoek
Challenges in work, health and well-being
Cognitieve neurowetenschappen
Comparing cultures: Theory and research
Conducting a survey
Diagnostische besluitvorming in de klinische Ontwikkelingspsychologie
Jeugdrecht
Justitiële interventies
Religion, media and popular culture
Science of Happiness
Self-regulation
Verdieping in onderzoeksmethoden en statistiek voor pedagogen
Youth culture in a digital world