Developmental psychology and child psychology: study assistance, study summaries and student internships abroad

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Developmental psychology and child psychology

INTRO   SUMMARIES AND STUDY ASSISTANCE   ACTIVITIES AND TIPS   ORGANIZATIONS   SPOTLIGHT   SEARCH

PAGE INTRO

Table of contents:

Developmental psychology and child psychology: study and knowledge
  • What is developmental psychology, and child psychology?
  • Why study developmental psychology, and where is the best place to study, intern, or work abroad?
  • Why study child psychology and where is the best place to study, intern, or work abroad?
Developmental psychology and child psychology: summaries and study assistance
  • What are the best textbooks for developmental and child psychology summarized?
  • What are the best scientific articles for developmental and child psychology summarized?
  • What are the practice exams and study tips for developmental and child psychology summarized?
Developmental psychology and child psychology: summaries per related study field
Developmental psychology and child psychology: study and work skills
  • How to improve your study skills in the field of developmental and child psychology?
  • Which skills are related to the field of developmental and child psychology?
Developmental psychology and child psychology: study abroad, intern abroad, and work abroad
  • Which activities, internships, and vacancies abroad are related to the field of developmental and child psychology?
  • Which organizations offer internships and activities in the field of developmental and child psychology?
Developmental psychology and child psychology: shared experiences
  • What are the related spotlight blogs and contributions of other WorldSupporters?
Developmental psychology and child psychology: shared content
  • All shared content related to developmental and child psychology: jobs, tips, summaries, organizations, and blogs
  • Search all shared content

Study & Summaries  Study & Skills   Study, Intern & Work Abroad  Study & Experiences

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What is developmental psychology, why would you study it, and where is the best place to study, intern or work abroad?

What is developmental psychology, why would you study it, and where is the best place to study, intern or work abroad?

Developmental psychology: what is it, why would you study it, and where is the best place to study or intern abroad?

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What is developmental psychology as study field?

  • Developmental psychology studies how people change across the life course, from early biological development to ageing, family life, learning, identity, relationships, and social participation.
  • The field connects individual development with wider contexts such as education systems, healthcare, culture, parenting practices, migration, poverty, technology, and public policy.
  • Internationally, developmental psychology is relevant wherever societies try to understand how people grow, adapt, learn, care for others, and remain psychologically healthy across different stages of life.
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What are the main reasons for study or intern in the field of developmental psychology

  • Developmental psychology offers a structured way to understand human change across childhood, adolescence, adulthood, and later life.
  • The field often attracts people who are interested in the interaction between biology, family, culture, education, and social environment.
  • It is relevant in contexts where children, young people, families, older adults, or vulnerable groups need thoughtful support and careful observation.
  • Study or internship experience abroad can show how ideas about care, learning, independence, family roles, and ageing differ between societies.
  • The discipline provides a basis for work in education, child welfare, research, mental health, community support, policy, and ageing-related services.
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What skills do you need for developmental psychology

  • To analyse: developmental psychology requires careful interpretation of behavior, developmental patterns, family context, research findings, and life-stage differences.
  • To be empathic: the field often involves understanding children, parents, adolescents, older adults, and caregivers without reducing their experience to a single problem.
  • To communicate: clear communication matters when translating psychological knowledge for families, teachers, care workers, researchers, or community organizations.
  • To be aware of your surroundings: developmental work depends on noticing social, cultural, institutional, and environmental factors that shape development.
  • To collaborate: the field commonly brings together psychologists, educators, social workers, health professionals, families, and policy actors.
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What motivates people to study or intern in developmental psychology

  • Be and feel empathetic: the field tends to appeal to people who want to understand development from the perspective of children, families, adolescents, and older adults.
  • Be and feel helpful: developmental psychology is often chosen by people who want knowledge that can support education, care, prevention, and early intervention.
  • Be and feel meaningful with a sense of purpose: the discipline is connected to questions about healthy childhoods, social inclusion, family support, and ageing well.
  • Be and feel self-aware: studying development often invites reflection on one’s own upbringing, learning history, relationships, culture, and life transitions.
  • Be and feel involved: the field is closely connected to schools, families, communities, care settings, and social organizations.
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What are the best countries and locations to study, intern or work in developmental psychology abroad?

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Where can you find work experience and vacancies for jobs, internships, and voluntary work in developmental psychology abroad?

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What are things to consider when studying or working abroad in developmental psychology

  • Developmental norms are not culturally neutral; expectations around independence, parenting, schooling, emotion, ageing, and family responsibility vary widely.
  • Work with children, families, or vulnerable adults often requires background checks, ethical approval, safeguarding procedures, confidentiality, and careful supervision.
  • Language and communication matter strongly, especially when observing behavior, discussing sensitive topics, or interpreting family and educational contexts.
  • Internships may involve support, observation, research, or educational assistance rather than direct psychological treatment, depending on local regulations.
  • Reliable practice depends on humility: international experience should deepen contextual understanding rather than treat one model of development as universal.
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Further depth: What is developmental psychology as a discipline?

Developmental psychology examines how people grow, change, and adapt across the whole lifespan. It studies physical maturation, thinking, emotion, relationships, moral understanding, identity, and social participation from the earliest stages of life to old age.

The discipline looks at development as a dynamic process. Biological predispositions matter, but so do families, schools, cultures, peer groups, institutions, economic conditions, and historical moments.

What are the main features of developmental psychology

Developmental psychology is broad because human development does not take place in one domain at a time. Changes in the body, mind, emotions, and social world often influence each other.

  • Lifespan perspective: development is studied from prenatal life and infancy through childhood, adolescence, adulthood, and later life.
  • Multidimensional focus: the field considers physical, cognitive, emotional, social, and moral development as connected but distinguishable areas.
  • Nature and nurture: developmental psychologists examine how genetic, biological, cultural, relational, and environmental influences interact.
  • Continuity and change: the discipline asks whether development unfolds gradually, through recognizable stages, or through a combination of both.
  • Contextual understanding: development is interpreted in relation to family life, education, health, culture, social structures, and historical conditions.

What are important sub-areas of developmental psychology

Sub-areas are often organized around life phases, although many developmental questions cross age boundaries. Each phase brings its own patterns of growth, vulnerability, learning, and adaptation.

  • Prenatal development: the study of growth before birth, including the early biological foundations of later development.
  • Infancy and childhood: a period of rapid change in movement, perception, attachment, language, learning, emotion, and social interaction.
  • Adolescence: the study of puberty, identity, peer relations, autonomy, cognitive change, risk, belonging, and social transition.
  • Emerging adulthood: a phase often linked to identity exploration, education, relationships, work choices, and gradual independence.
  • Middle adulthood: the study of development in relation to health, family roles, work, caregiving, cognition, and social responsibility.
  • Late adulthood: a field concerned with ageing, cognitive change, social connection, loss, resilience, care, and quality of life.

What are key concepts of developmental psychology

  • Critical period:
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What is child psychology, why would you study it, and where is the best place to study, intern or work abroad?

What is child psychology, why would you study it, and where is the best place to study, intern or work abroad?

Child psychology: what is it, why would you study it, and where is the best place to study or work abroad?

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What is child psychology?

  • Child psychology is the study of how children develop mentally, emotionally, socially, and cognitively from before birth through adolescence.
  • The field looks at children in context: within families, schools, care systems, communities, cultures, and changing social conditions.
  • As an international study field, child psychology connects research on development with practical questions about care, education, protection, health, and inclusion.
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What are the main reasons for being active in the field of child psychology?

  • The field offers a structured way to understand how early experiences, relationships, learning environments, and social conditions shape development.
  • It is relevant in countries where schools, health services, NGOs, and family-support organizations work with children in diverse cultural settings.
  • Child psychology often attracts people who want to understand behavior without reducing children to problems or diagnoses.
  • The discipline helps connect individual development with broader issues such as migration, poverty, disability, trauma, education, and child rights.
  • Study or internship experience abroad can make visible how ideas about childhood, parenting, learning, and care differ across societies.
Back to top

What skills do you need to participate in child psychology?

  • To be empathic: the field requires careful attention to children’s emotions, perspectives, and ways of expressing themselves, including non-verbal forms of communication.
  • To analyse: child psychology involves interpreting developmental patterns, family dynamics, learning behavior, and social influences without jumping to quick conclusions.
  • To communicate: the work commonly involves clear and sensitive communication with children, parents, teachers, caregivers, and other professionals.
  • To be aware of your surroundings: children’s behavior is strongly shaped by setting, culture, safety, routines, relationships, and expectations.
  • To have integrity: working with children requires trust, confidentiality, ethical boundaries, and respect for vulnerability.
  • To collaborate: child development is rarely addressed by one person alone; it often involves families, schools, health workers, welfare organizations, and community networks.
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What motivates people to study or work in child psychology?

  • Be and feel empathetic: many people are drawn to the field because it asks for serious attention to how children experience the world.
  • Be and feel helpful: the discipline is often connected to support, prevention, early intervention, and the improvement of everyday environments for children.
  • Be and feel meaningful with a sense of purpose: child psychology can feel meaningful because it concerns development during formative periods of life.
  • Be and feel involved: the field often appeals to people who want to understand social issues through close contact with families, schools, and communities.
  • Be and feel self-aware: working with children also asks adults to reflect on their own assumptions about childhood, care, authority, and communication.
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What are the best countries and locations to study, intern or work in child psychology abroad?

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Where can you find work experience and vacancies for jobs, internships, and voluntary work in child psychology abroad?

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What are things to consider when studying or working abroad in child psychology?

  • Ethical boundaries are central: work with children requires safeguarding awareness, confidentiality, informed consent, and respect for local child-protection procedures.
  • Concepts such as independence, discipline, attachment, play, school readiness, and family responsibility may be understood differently across cultures.
  • Language matters: children may express distress, curiosity, fear, or trust through local idioms, behavior, silence, play, or relationships rather than direct explanation.
  • Many roles require supervision, background checks, formal qualifications, or restrictions on direct therapeutic work, especially in clinical or school settings.
  • Good practice often means observing first, learning local routines, and understanding how families, teachers, health workers, and communities already support children.
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Further depth: what is child psychology as a discipline?

What are the main features of child psychology?

Child psychology is a specialized area within developmental psychology. It focuses on how children grow, learn, relate, feel, and think from prenatal development through adolescence.

  • It studies childhood as a distinct phase of life, with its own developmental tasks, vulnerabilities, strengths, and forms of expression.
  • The field is broad: it includes emotional development, cognitive growth, social relationships, moral understanding, behavior, learning, and identity formation.
  • Development is usually understood in stages, but without assuming that all children move through life in exactly the same way or at the same pace.
  • Play, exploration, imitation, language, and social interaction are treated as central ways in which children learn and make sense of the world.

What are important sub-areas of child psychology?

The discipline covers several periods of development. Each period brings different questions about growth, care, learning, relationships, and risk.

  • Prenatal development examines how conditions before birth can influence later physical, emotional, and cognitive development.
  • Infant development focuses on the first year of life, when rapid changes occur in attachment, perception, movement, communication, and early social contact.
  • Early childhood development looks at the years from around age 2 to 6, including language, play, self-regulation, imagination, and early peer relationships.
  • Middle childhood development studies the school years, when children develop more complex thinking, friendships, moral reasoning, academic skills, and self-understanding.
  • Adolescence examines puberty, identity formation, autonomy, peer influence, emotional intensity, and the transition toward adult roles.

What are key concepts of child psychology?

  • Attachment refers to the early emotional bonds between children and caregivers, and to how these bonds influence security, trust, and later relationships.
  • Developmental milestones describe the skills and abilities that often appear at certain ages, while allowing room for individual and cultural variation.
  • Cognitive development concerns how children acquire knowledge, solve problems, use language, remember, imagine, reason, and understand cause and effect.
  • Social development focuses on how children learn to interact, cooperate, negotiate, form friendships, understand rules, and respond to others.
  • Play therapy uses play
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Developmental psychology and child psychology: home bundle

Developmental psychology and child psychology: home bundle

Main content and contributions related to developmental psychology and child psychology

What is developmental psychology, why would you study it, and where is the best place to study, intern or work abroad?

What is developmental psychology, why would you study it, and where is the best place to study, intern or work abroad?

Developmental psychology: what is it, why would you study it, and where is the best place to study or intern abroad?

Back to top

What is developmental psychology as study field?

  • Developmental psychology studies how people change across the life course, from early biological development to ageing, family life, learning, identity, relationships, and social participation.
  • The field connects individual development with wider contexts such as education systems, healthcare, culture, parenting practices, migration, poverty, technology, and public policy.
  • Internationally, developmental psychology is relevant wherever societies try to understand how people grow, adapt, learn, care for others, and remain psychologically healthy across different stages of life.
Back to top

What are the main reasons for study or intern in the field of developmental psychology

  • Developmental psychology offers a structured way to understand human change across childhood, adolescence, adulthood, and later life.
  • The field often attracts people who are interested in the interaction between biology, family, culture, education, and social environment.
  • It is relevant in contexts where children, young people, families, older adults, or vulnerable groups need thoughtful support and careful observation.
  • Study or internship experience abroad can show how ideas about care, learning, independence, family roles, and ageing differ between societies.
  • The discipline provides a basis for work in education, child welfare, research, mental health, community support, policy, and ageing-related services.
Back to top

What skills do you need for developmental psychology

  • To analyse: developmental psychology requires careful interpretation of behavior, developmental patterns, family context, research findings, and life-stage differences.
  • To be empathic: the field often involves understanding children, parents, adolescents, older adults, and caregivers without reducing their experience to a single problem.
  • To communicate: clear communication matters when translating psychological knowledge for families, teachers, care workers, researchers, or community organizations.
  • To be aware of your surroundings: developmental work depends on noticing social, cultural, institutional, and environmental factors that shape development.
  • To collaborate: the field commonly brings together psychologists, educators, social workers, health professionals,
.....read more
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What is child psychology, why would you study it, and where is the best place to study, intern or work abroad?

What is child psychology, why would you study it, and where is the best place to study, intern or work abroad?

Child psychology: what is it, why would you study it, and where is the best place to study or work abroad?

Back to top

What is child psychology?

  • Child psychology is the study of how children develop mentally, emotionally, socially, and cognitively from before birth through adolescence.
  • The field looks at children in context: within families, schools, care systems, communities, cultures, and changing social conditions.
  • As an international study field, child psychology connects research on development with practical questions about care, education, protection, health, and inclusion.
Back to top

What are the main reasons for being active in the field of child psychology?

  • The field offers a structured way to understand how early experiences, relationships, learning environments, and social conditions shape development.
  • It is relevant in countries where schools, health services, NGOs, and family-support organizations work with children in diverse cultural settings.
  • Child psychology often attracts people who want to understand behavior without reducing children to problems or diagnoses.
  • The discipline helps connect individual development with broader issues such as migration, poverty, disability, trauma, education, and child rights.
  • Study or internship experience abroad can make visible how ideas about childhood, parenting, learning, and care differ across societies.
Back to top

What skills do you need to participate in child psychology?

  • To be empathic: the field requires careful attention to children’s emotions, perspectives, and ways of expressing themselves, including non-verbal forms of communication.
  • To analyse: child psychology involves interpreting developmental patterns, family dynamics, learning behavior, and social influences without jumping to quick conclusions.
  • To communicate: the work commonly involves clear and sensitive communication with children, parents, teachers, caregivers, and other professionals.
  • To be aware of your surroundings: children’s behavior is strongly shaped by setting, culture, safety, routines, relationships, and expectations.
  • To have integrity: working with children requires trust, confidentiality, ethical boundaries, and respect for vulnerability.
  • To collaborate: child development is rarely addressed by one person alone; it often involves families, schools, health workers, welfare organizations, and community networks.
Back
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Summaries: the best textbooks for developmental psychology and child psychology summarized

Summaries: the best textbooks for developmental psychology and child psychology summarized

Summaries and Study Assistance with Developmental psychology and child psychology

Table of content

  • Summary with the book: A Critical Introduction to Sport Psychology by Moran and Toner - 3rd edition
  • Summary with the book: Abnormal Child and Adolescent Psychology by Wicks-Nelson and Israel - 8th edition
  • Summary with the book: Adolescence by Steinberg - 12th edition
  • Summary with the book: An Introduction to Developmental Psychology by Slater and Bremner - 3rd edition
  • Summary with the book: Child and Adolescent Therapy: Cognitive-Behavioral Procedures by Kendall - 4th edition
  • Summary with the book: Cognitive Behaviour Therapy for Children and Families by Graham and Reynolds - 3rd edition
  • Summary with the book: How Children Develop by Siegler a.o. - 6th edition
  • Summary with the book: Life-Span Human Development by Sigelman and Rider - 9th edition
  • Summary with the book: The boy who was raised as a dog by Perry

About developmental psychology and child psychology

  • Developmental psychology is the scientific study of how people change and grow throughout their lifespan. Child psychology is a subfield of developmental psychology that focuses specifically on the cognitive, social, and emotional development of children.
Summary of A Critical Introduction to Sport Psychology by Moran and Toner - 3rd edition
Summary with Abnormal Child and Adolescent Psychology by Wicks-Nelson and Israel - 8th edition - Exclusive
Summary of Adolescence by Steinberg - 12th edition - Exclusive
Summary of An Introduction to Developmental Psychology by Slater and Bremner - 3rd edition - Exclusive
Book summary of Child and Adolescent Therapy: Cognitive-Behavioral Procedures - Kendall - 4th edition
Summary of Cognitive Behaviour Therapy for Children and Families by Graham and Reynolds - 3rd edition - Exclusive
Summary of How Children Develop by Siegler a.o. - 7th edition - Exclusive
Summary of Life-Span Human Development by Sigelman and Rider - 10th edition - Exclusive
Summary of The boy who was raised as a dog by Perry
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Summaries: the best scientific articles for developmental psychology summarized

Summaries: the best scientific articles for developmental psychology summarized

Article summaries developmental psychology

What is this page about?

  • Type: summaries of scientific articles and academic papers
  • Language: English
  • Access: public

Where to go next?

Read ahead for the summaries per article

Article summary with Dynamics of Affective Experience and Behavior in Depressed Adolescents by Sheeber - 2009
Article summary with Prosocial behavior during adolescence and the transition to adulthood by Padilla-Walker & Van der Graaff - 2023
Article summary with How Children Construct Views of Themselves: A Social-Developmental Perspective by Thomaes & Brummelman - 2017
Article summary with Institutionalisation and deinstitutionalisation of children 1: a systematic and integrative review of evidence regarding effects on development by Van IJzendoorn e.a. - 2020
Article summary with Rumination and Psychopathology: Are Anger and Depressive Rumination Differentially Associated with Internalizing and Externalizing Psychopathology? by Du Pont et al - 2018
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Ontwikkelingspsychologie en persoonlijkheidspsychologie: basisbundel

Ontwikkelingspsychologie en persoonlijkheidspsychologie: basisbundel

Psychology and Behavioral Sciences: home bundle

Psychology and Behavioral Sciences: home bundle

Main content and contributions related to psychology and behavioral sciences

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Summaries & Study assistance

Summaries: the best textbooks for developmental psychology and child psychology summarized

Summaries: the best textbooks for developmental psychology and child psychology summarized

Summaries and Study Assistance with Developmental psychology and child psychology

Table of content

  • Summary with the book: A Critical Introduction to Sport Psychology by Moran and Toner - 3rd edition
  • Summary with the book: Abnormal Child and Adolescent Psychology by Wicks-Nelson and Israel - 8th edition
  • Summary with the book: Adolescence by Steinberg - 12th edition
  • Summary with the book: An Introduction to Developmental Psychology by Slater and Bremner - 3rd edition
  • Summary with the book: Child and Adolescent Therapy: Cognitive-Behavioral Procedures by Kendall - 4th edition
  • Summary with the book: Cognitive Behaviour Therapy for Children and Families by Graham and Reynolds - 3rd edition
  • Summary with the book: How Children Develop by Siegler a.o. - 6th edition
  • Summary with the book: Life-Span Human Development by Sigelman and Rider - 9th edition
  • Summary with the book: The boy who was raised as a dog by Perry

About developmental psychology and child psychology

  • Developmental psychology is the scientific study of how people change and grow throughout their lifespan. Child psychology is a subfield of developmental psychology that focuses specifically on the cognitive, social, and emotional development of children.
...more on this page, or read on below >>
Summary of A Critical Introduction to Sport Psychology by Moran and Toner - 3rd edition
Summary with Abnormal Child and Adolescent Psychology by Wicks-Nelson and Israel - 8th edition - Exclusive
Summary of Adolescence by Steinberg - 12th edition - Exclusive
Summary of An Introduction to Developmental Psychology by Slater and Bremner - 3rd edition - Exclusive
Book summary of Child and Adolescent Therapy: Cognitive-Behavioral Procedures - Kendall - 4th edition
Summary of Cognitive Behaviour Therapy for Children and Families by Graham and Reynolds - 3rd edition - Exclusive
Summary of How Children Develop by Siegler a.o. - 7th edition - Exclusive
Summary of Life-Span Human Development by Sigelman and Rider - 10th edition - Exclusive
Summary of The boy who was raised as a dog by Perry
Access: 
Public
Summaries: the best scientific articles for developmental psychology summarized

Summaries: the best scientific articles for developmental psychology summarized

Article summaries developmental psychology

What is this page about?

  • Type: summaries of scientific articles and academic papers
  • Language: English
  • Access: public

Where to go next?

Read ahead for the summaries per article

...more on this page, or read on below >>
Article summary with Dynamics of Affective Experience and Behavior in Depressed Adolescents by Sheeber - 2009
Article summary with Prosocial behavior during adolescence and the transition to adulthood by Padilla-Walker & Van der Graaff - 2023
Article summary with How Children Construct Views of Themselves: A Social-Developmental Perspective by Thomaes & Brummelman - 2017
Article summary with Institutionalisation and deinstitutionalisation of children 1: a systematic and integrative review of evidence regarding effects on development by Van IJzendoorn e.a. - 2020
Article summary with Rumination and Psychopathology: Are Anger and Depressive Rumination Differentially Associated with Internalizing and Externalizing Psychopathology? by Du Pont et al - 2018
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Public
Exams: Practice exams and study tips for Developmental psychology and child psychology

Exams: Practice exams and study tips for Developmental psychology and child psychology

Practice exams and study tips for Developmental psychology and child psychology

Examtests with How Children Develop by Siegler a.o. - 6th edition

Examtests with How Children Develop by Siegler a.o. - 6th edition

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Why do we study the development of children? - ExamTest 1

Questions with chapter 1

Question 1

Which statement is true?

1. It is not possible to suppose that children tell the truth in court.

2. Specifically, young children are susceptible for suggestive questioning, when questions are repeated again and again.

  1. Only statement 1 is true.
  2. Only statement 2 is true.
  3. Both statements are true.
  4. Both statements are false.

Question 2

Which statement is true? Children can experience negative effects when they...

  1. Have been in an unstable environment longer than 1 month after birth.
  2. Have been in an unstable environment longer than 3 months after birth.
  3. Have been in an unstable environment longer than 6 months after birth.
  4. Have been in an unstable environment longer than 1 year after birth.

Question 3

Which general conclusion can be drawn about continuous/discontinuous development, despite some disagreement over the topic?

  1. Development is mainly a continuous process.
  2. Development is mainly a discontinuous process, as proved in the stage theories.
  3. It depends on how you look at it and how often you look.
  4. Development is sometimes a continuous and sometimes a discontinuous process.

Question 4

Which research design has the advantage of being able to observe the change of individuals over time and the disadvantage that repeated testing reduces external validity?

  1. Longitudinal research
  2. Observational research
  3. Cross-sectional research
  4. Correlational Research

Question 5

The "turtle shell" technique is an example of a successful intervention that helps preschoolers cope with ...

  1. The sense of isolation.
  2. Feelings of embarrassment.
  3. Bullying from peers.
  4. Their own anger.

Question 6

What is meta-analysis?

  1. The reproduction of a past study in order to confrim or debunk the results.
  2. A philosophical exploration of an experiment or case study.
  3. A method for combining and analyzing the results from several independent studies.
  4. A list of all published articles related to a specific area of research.

Question 7

Studies have shown that children's testimony is usually accurate when which of the following conditions are met?

  1. The interviewer does not ask leading questions.
  2. One of the child's parents is present.
  3. The child and the interviewer are alone when the testimony is given.
  4. The child is
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ExamTickets - How Children Develop from Siegler e.a. - 5th edition

ExamTickets - How Children Develop from Siegler e.a. - 5th edition

Exam Tickets

  • Genotype and phenotype can be separated because in genotype the word 'gene' is present. Phenotype begins with the 'ph' = physical: external characteristics.
  • A tip to keep crystallized and fluid intelligence apart: a crystal needs a long time to form, so crystallized intelligence is the form of intelligence that gradually gets higher and higher during life, because more and more knowledge is being collected. On the other hand, fluid intelligence has a peak during the 20th year of life, which you can remember when you are around your 20th life year in your most optimal physical state, in which (among other things) your sporting performances will be at its peak. In addition, fluid intelligence requires a certain degree of flexibility because it is about understanding relationships between concepts that are new. Flexibility also decreases with aging.
  • Chapter 16 is one of the most important chapters from the entire book. Here the core principles from the book are treated once again; in addition, connections are made between all the different subjects. This chapter is therefore important to understand and know well.
  • Three reasons why the development of children is studied: (1) to help parents learn how to deal with negative emotions of their children, (2) to develop a responsible policy and (3) to better understand the nature of people.
  • A tip for separating and visualizing reliability and validity. Imagine yourself a dartboard, you want to get your darts in the bullseye. Imagine, you have ten arrows ('measurements') and you throw them all in the bull's eye: in the statistics your research would now be both valid (because you have thrown them all into the bullseye) and are reliable (all measurements sit at the same point). However, suppose that the measurements are all at the top left of the dartboard, your measurement is reliable (repetition provides the same result), but not valid (not in the rose).
  • The development process of the fertilized egg consists of four processes, to be remembered with the letters M-Cm-Cd-A: M itose: cell division, this takes place from 12 hours after fertilization; Celmigration: the displacement of newly formed cells away from their original location; Celdifferentiation: all embryonic stem cells can develop in any type of cell, these cells will now specialize in structure and function; Apoptose: cell killing, here, for example, the membranes between fingers and toes are removed.
  • REM and non-REM sleep can be distinguished by remembering that the letters REM represent Rapid Eye Movement, REM sleep is characterized by rapid eye movements and is thus an active sleep phase, while the non-REM sleep is not.
  • Piagets theory consists of the following stages, which are to remember with S - PO - CO - FO: the phase sensorimotoric, preoperational phase, the concrete operational phase, and the formal operational phase.
  • To summarize how the different theories, describe learning of the child: Piaget's theory sees a child
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ExamTickets with How Children Develop by Siegler a.o. - Exclusive

ExamTickets with How Children Develop by Siegler a.o. - Exclusive

ExamTickets with How Children Develop by Siegler a.o.

  • Three reasons why the development of children is studied:

    • 1) to help parents learn how to deal with negative emotions of their children

    • 2) to develop a responsible policy

    • 3) to better understand the nature of people

  • A tip to distinguish and visualize reliability and validity. Imagine a dartboard for yourself, you want your arrows to shine. Suppose you have ten arrows ('measurements') and you throw them all in the spotlight: in statistics your research would now be both valid (because you have thrown them all in the rose) and reliable (all measurements are at the same point). However, suppose the measurements are all in the upper left corner of the dartboard, your measurement is reliable (repetition ensures the same result), but not valid (not in the bull's eye).

  • The development process of the fertilized egg consists of four processes, remembered with the letters M-Cm-Cd-A: Mitosis: cell division, this takes place from 12 hours after conception; Cell migration: the displacement of newly formed cells away from their original location; Cell differentiation: all embryo stem cells can develop into any type of cell, these cells will now specialize in structure and function; Apoptosis: cell killing, for example, the membranes between fingers and toes are removed.

  • REM and non-REM sleep can be separated by remembering that the letters REM stand for Rapid Eye Movement, REM sleep is characterized by, among other things, rapid eye movements and is therefore an active sleep phase; non-REM sleep is therefore non-active sleep.

  • Genotype and phenotype can be separated because genotype contains the word 'gene'. Phenotype starts with the 'P', physical: external characteristics.

  • Piaget's theory consists of the following stages, which can be remembered with S-PO-CO-FO: the sensorimotor phase, preoperational phase, the concrete operational phase, and the formal operational phase.

  • How the different theories see the way of learning of the child:

    • Pitchet's theory sees a child as a researcher. Knowledge theories see children as active students, an adapted product of evolution.

    • Vygotsky’s theory (socio-cultural theories) sees a child as a social learner.

    • Klahr (information processing theories) sees the child as a problem solver. Dynamic system theories state that children are internally motivated to learn about the world around them.

  • The eight forms of learning can be remembered with the initial letters that you can make a 'word': HAPRIOSC / SHACIROP / CAPRIOSH: Habituation, Active Learning, Perception Learning, Rational Learning, Instrumental Conditioning or Operant Conditioning, Observational Learning / Imitation, Statistical learning and classical conditioning.

  • The steps in the process of how children learn a language:

    • 1) The first step in language learning is the perception of speech.

    • 2) As a second step, a child begins to prepare for language production (babbling).

    • 3) The first words are the

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Examtests with Abnormal Child and Adolescent Psychology by Wicks-Nelson & Israel - 8th edition - Exclusive

Examtests with Abnormal Child and Adolescent Psychology by Wicks-Nelson & Israel - 8th edition - Exclusive

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When is behavior abnormal? - ExamTest 1

MC questions with chapter 1

MC question 1

Which term is described here?

There is a clinically significant pattern in an individual, this can be done on a psychological and behavioral level.

  1. Abnormal behavior

  2. A disorder

  3. Psychopathology

  4. Development standard

MC question 2

Which of the following statements are true?

  1. Disorders are more common in men than in women.

  2. Men suffer more from externalizing problem behavior and women from internalizing problem behavior.

    1. Only claim 1 is true.

    2. Only claim 2 is true.

    3. Both statements are true.

    4. Both statements are not true.

MC question 3

To which person does the following statement belong?

Different symptoms together form syndromes that probably have a common biological basis.

  1. Freud

  2. Watson

  3. Thorndike

  4. Kraeplin

MC question 4

Freud stated that we all have a (1) ID , a (2) ego and a (3) superego. Put the correct definition with the correct number.

  1. The problem-solving part of the mind

  2. The impulsive part

  3. The part that controls the unacceptable impulses

MC question 5

Arrange the phases of Freud's psychosexual stage theory in the correct order.

  1. Phallic phase

  2. Oral phase

  3. Genital phase

  4. Latent phase

  5. Anal phase

MC question 6

To which of the following terms does the following definition belong:

Mental disorders are due to an imbalance or failure of the body.

  1. Demonology.

  2. Somatogenesis.

  3. Behaviorism.

  4. Psychoanalytical theory.

MC question 7

Which of the following statements is true?

  1. It is important when working with young people and their families, to develop and verify prevention programs.

  2. It is not important to take the level of development of young people into account.

  3. Observation is not common when working with young people and their families.

  4. It is more important to collect data than to be sensitive to family roles and social status.

Open questions with chapter 1

Open question 1

Name 4 of the 8 indicators of a

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Examtests with Introduction to Personality, Clinical and Health Psychology by - 1st Custom LU Edition

Examtests with Introduction to Personality, Clinical and Health Psychology by - 1st Custom LU Edition

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What does abnormality mean? - ExamTests 1

MC-questions with chapter 1

MC question 1

As what kind of theory of abnormality could the old Chinese theory of the breath of life be labeled?

  1. A biological theory

  2. A supernatural theory

  3. A psycho-social theory

MC question 2

Which term is described here? Behavior that is followed by positive consequences will be repeated more often than behavior that is followed by negative consequences.

  1. Classical conditioning

  2. Operant conditioning

  3. Learning through observation

  4. Learning through punishment and rewarding

MC question 3

What does 'cultural relativism' mean?

  1. That there are no universal standards or rules to classify behavior as abnormal, behavior can only be abnormal according to prevailing standards.

  2. That in different cultures very different disorders can occur, which you have to take into account in the assessment.

Open questions with chapter 1

Open question 1

Name the four D's of abnormality and explain what they mean.

Answers MC-questions with chapter 1

MC question 1

A. A biological theory. This theory assumes that human emotions were controlled by internal organs. When the life air flowed through one of these organs, a certain emotion belonging to that organ was experienced.

MC question 2

B. Operant conditioning

MC question 3

A. That there are no universal standards or rules to classify behavior as abnormal, behavior can only be abnormal according to prevailing standards.

Example answers Open questions with chapter 1

Open question 1

Dysfunction, Distress, Deviance and Dangerousness.

  • Behavior and feelings are dysfunctional when they interfere with someone's functioning in daily life. The more dysfunctional the behavior, the greater the chance that this is labeled as abnormal.
  • Behavior and feelings that cause distress to the individual and the persons around him are also often regarded as abnormal.
  • Strongly deviant behaviors, such as chronic lying and stealing, lead to assessments of abnormality.
  • Behaviors that are dangerous to the individual, such as self-harm, or to others, such as serious aggression, are also seen as abnormal.
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Which theories and treatments of abnormality exist? - ExamTests 2

MC-questions with chapter 2

MC question 1

Which approach to explaining psychological complaints is based

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Home page for the use of summaries on WorldSupporter

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Skills & Competences

Related competences, skills and values
Improving your study skills
Study skills

Study skills

Study skills

To be empathic

To be empathic

To be empathic

Discover or develop competencies, qualities, traits and signals

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To communicate

discover or develop competencies, qualities, traits and signals

To act professionally

To act professionally

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To act professionally: discover or develop competencies, qualities, traits and signals

 

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What is professionalism?

  • professionalism  is the degree of possession of substantive professional knowledge, expertise and skills required to adequately practice the profession.
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What are related competencies to professionalism and professionalism?

  • To show professionalism
  • To be competent
  • Working professionally
  • Showing initiative within one's field of expertise
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Skills: suggestions and summaries on academic skills

Suggestions and summaries of Worldsupporters on academic skill improvement

 

Book summary of Critical Thinking - Moore & Parker - 12th edition

Book summary of Critical Thinking - Moore & Parker - 12th edition

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What is critical thinking? - Chapter 1

[TOC]

What is the importance of critical thinking?

For us humans, there is an importance in critical thinking because it aids us in making good decisions. Often we do not realise how irrational our decisions can be, and this is where critical thinking comes in. Critical thinking basically means thinking about our thinking. We make use of logic and reason to determine whether or not a claim is true, if the reasoning behind it is sound and if we can draw a correlation or connection. It is not necessarily about coming up with claim as much as evaluating the correctness of claims that have been made and try to form a proper conclusion.

To achieve this, we evaluate our thinking on the basis of rationality. When we understand how critical thinking works, we can use this knowledge to be critical in multiple subjects and situations in our daily lives. It is, however, important to understand that criticising other people’s claims and ideas does not mean that we want to attack other people, only that we are trying to find the logic in them. Also, criticising other people in not always a case of critical thinking. People can criticise in the most illogical and unreasonable ways, without considering whether or not their claims are true or their reasoning sound.

When we come to a conclusion at the end of a reasoning, we call that a belief. Beliefs are prepositional and can be either true or false. Beliefs can be compared to a judgement or an opinion. When a belief is stated in a declarative way, that is when we start calling it a claim or statement. Claims are things that we can think critically about.

What are important elements of critical thinking?

Within critical thinking, there are three important parts: claims, issues and arguments. These parts can be analysed once they have been determined in conversation or writing.

Claims

Claims are things that we write or declare, to bring across information. With claims we often deal with statements, opinions or beliefs. Claims can be true

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Summary of Critical Thinking: A Concise Guide by Bowell - 5th edition - Exclusive

Summary of Critical Thinking: A Concise Guide by Bowell - 5th edition - Exclusive

Summary with Critical Thinking: A Concise Guide

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    How to deal with fallacies and other erroneous reasoning? - Chapter 7 - Exclusive
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    Glossary of Academic Skills for the Social and Psychological Sciences

    Glossary of Academic Skills for the Social and Psychological Sciences

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    Chapter 1: Literature

     

    Literature review A detailed overview of the significant literature available about your chosen topic, providing a discussion and critical evaluation, and using clear argument to contextualise and justify your research. (p. 4)

    Peer review The process of evaluating an article by experts to ensure the article meets quality criteria before being accepted for publication. (p. 9)

    Textbooks Written specifically for audiences such as students or professionals. Material usually presented in an ordered and relatively accessible form. Often draw on a wide range of sources including peer-reviewed academic journal articles. Useful, particularly as an introductory source to get an overview of your research topic and find out who are the recognised experts. (p. 10)

    Peer-reviewed academic journal articles Provide detailed reports of research. Articles written by experts in the field and evaluated by other academics (peer reviewers) to assess quality and suitability. Pay rigorous attention to detail and verification of information. Usually contains extensive list of references. Before publication, have usually been revise in response to comments. This is the most useful type for your literature review. Not all academic journal articles are peer-reviewed. (p. 10)

    Non-refereed academic journal articles Articles may provide detailed reports of research. Articles selected by an editor or editorial board with subject knowledge. Relevance and usefulness varies considerably. Beware of possible bias. (p. 10)

    Professional and trade journal articles Articles written for members of professional or trade organisations, so related to their needs. Consist of a mix of news items and more detailed accounts of a practical nature. Articles rarely based on research, although some provide summaries of research. Can provide useful insights into practice, although may be biased. Need to be used with considerable caution. (p. 10)

    Newspaper articles Articles written for members of public, most newspapers addressing a particular market segment. News presented is filtered dependent on events, priority being given to headline-grabbing stories that are likely to appeal to the readers. Good source of topical events and developments. May contain bias in reporting and coverage. (p. 10)

    Conference proceedings Articles consist of selected papers presented at a conference, often published as a book or special edition of a journal. Usually peer-reviewed. Increasingly available online. Sometimes difficult to find. Very useful if the theme of the conference matches your research. (p. 10)

    Reports Reports on specific topics written by academics and various organisations, including market research organisations and government departments. Beware of possible bias. May not have gone through same review process as peer-reviewed academic journal articles, but those from established organisations are often of high quality. Often difficult to access or expensive to purchase. Can be a useful source of information when

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    How do you write a paper or scientific article?

    How do you write a paper or scientific article?

    Stats for students: Simple steps for passing your statistics courses

    Stats for students: Simple steps for passing your statistics courses

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    How to triumph over the theory of statistics (without understanding everything)?

    Stats of students

    • The first years that you follow statistics, it is often a case of taking knowledge for granted and simply trying to pass the courses. Don't worry if you don't understand everything right away: in later years it will fall into place, and you will see the importance of the theory you had to know before.
    • The book you need to study may be difficult to understand at first. Be patient: later in your studies, the effort you put in now will pay off.
    • Be a Gestalt Scientist! In other words, recognize that the whole of statistics is greater than the sum of its parts. It is very easy to get hung up on nit-picking details and fail to see the forest because of the trees
    • Tip: Precise use of language is important in research. Try to reproduce the theory verbatim (i.e. learn by heart) where possible. With that, you don't have to understand it yet, you show that you've been working on it, you can't go wrong by using the wrong word and you practice for later reporting of research.
    • Tip: Keep study material, handouts, sheets, and other publications from your teacher for future reference.
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    How to score points with formulas of statistics (without learning them all)?

    • The direct relationship between data and results consists of mathematical formulas. These follow their own logic, are written in their own language, and can therefore be complex to comprehend.
    • If you don't understand the math behind statistics, you don't understand statistics. This does not have to be a problem, because statistics is an applied science from which you can also get excellent results without understanding. None of your teachers will understand all the statistical formulas.
    • Please note: you will probably have to know and understand a number of formulas, so that you can demonstrate that you know the principle of how statistics work. Which formulas you need to know differs from subject to subject and lecturer to lecturer, but in general these are relatively simple formulas that occur frequently, and your lecturer will likely tell you (often several times) that you should know this formula.
    • Tip: if you want to recognize statistical symbols, you can use: Recognizing commonly used statistical symbols
    • Tip: have fun with LaTeX! LaTeX code gives us a simple way to write out mathematical formulas and make them look professional. Play with LaTeX. With that, you can include used formulas in your own papers and you learn to understand how a formula is built up – which greatly benefits your understanding and remembering that formula. See also (in Dutch): How to create formulas like a pro on JoHo WorldSupporter?
    • Tip: Are you interested in a career in sciences or programming? Then take your formulas seriously and go through them again after your course.
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    How to practice your statistics (with minimal effort)?

    How to select your data?

    • Your teacher will regularly use a dataset for lessons during the first years of your studying. It is instructive (and can be a lot of fun) to set up your own research for once with real data that is also used by other researchers.
    • Tip: scientific articles often indicate which datasets have been used for the research. There is a good chance that those datasets are valid. Sometimes there are also studies that determine which datasets are more valid for the topic you want to study than others. Make use of datasets other researchers point out.
    • Tip: Do you want an interesting research result? You can use the same method and question, but use an alternative dataset, and/or alternative variables, and/or alternative location, and/or alternative time span. This allows you to validate or falsify the results of earlier research.
    • Tip: for datasets you can look at Discovering datasets for statistical research

    How to operationalize clearly and smartly?

    • For the operationalization, it is usually sufficient to indicate the following three things:
      • What is the concept you want to study?
      • Which variable does that concept represent?
      • Which indicators do you select for those variables?
    • It is smart to argue that a variable is valid, or why you choose that indicator.
    • For example, if you want to know whether someone is currently a father or mother (concept), you can search the variables for how many children the respondent has (variable) and then select on the indicators greater than 0, or is not 0 (indicators). Where possible, use the terms 'concept', 'variable', 'indicator' and 'valid' in your communication. For example, as follows: “The variable [variable name] is a valid measure of the concept [concept name] (if applicable: source). The value [description of the value] is an indicator of [what you want to measure].” (ie.: The variable "Number of children" is a valid measure of the concept of parenthood. A value greater than 0 is an indicator of whether someone is currently a father or mother.)

    How to run analyses and draw your conclusions?

    • The choice of your analyses depends, among other things, on what your research goal is, which methods are often used in the existing literature, and practical issues and limitations.
    • The more you learn, the more independently you can choose research methods that suit your research goal. In the beginning, follow the lecturer – at the end of your studies you will have a toolbox with which you can vary in your research yourself.
    • Try to link up as much as possible with research methods that are used in the existing literature, because otherwise you could be comparing apples with oranges. Deviating can sometimes lead to interesting results, but discuss this with your teacher first.
    • For as long as you need, keep a step-by-step plan at hand on how you can best run your analysis and achieve results. For every analysis you run, there is a step-by-step explanation of how to perform it; if you do not find it in your study literature, it can often be found quickly on the internet.
    • Tip: Practice a lot with statistics, so that you can show results quickly. You cannot learn statistics by just reading about it.
    • Tip: The measurement level of the variables you use (ratio, interval, ordinal, nominal) largely determines the research method you can use. Show your audience that you recognize this.
    • Tip: conclusions from statistical analyses will never be certain, but at the most likely. There is usually a standard formulation for each research method with which you can express the conclusions from that analysis and at the same time indicate that it is not certain. Use that standard wording when communicating about results from your analysis.
    • Tip: see explanation for various analyses: Introduction to statistics
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    Recognizing commonly used statistical symbols: greek, latin and mathematical
    Hoe maak je formules als een pro op JoHo WorldSupporter?
    Discovering datasets for statistical research
    Startmagazine: Introduction to Statistics
    Study Guide for summaries with Academic Writing Skills by Van der Molen a.o.

    Study Guide for summaries with Academic Writing Skills by Van der Molen a.o.

    Study Guide with summaries and study assistance for:

    • Booktitle: Academic Writing Skills
    • Authors: Van der Molen; Ackermann; Osseweijer; Schmidt; van der Wal; de Boer; Polak
    • Edition: 3rd

    Summaries expected September 24th

    Supersummary of Academic writing skills by van der Molen a.o.
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    Summary of Writing Psychology Research Reports by Starreveld - 1st edition - Exclusive

    Summary of Writing Psychology Research Reports by Starreveld - 1st edition - Exclusive

    Summary with Writing Psychology Research Reports

      Read ahead for the summaries per chapter

      What is a scientific text? - Chapter 1 - Exclusive
      How do you write a scientific text? - Chapter 2 - Exclusive
      How does a literature review come about? - Chapter 3 - Exclusive
      How can research be described? - Chapter 4 - Exclusive
      How do you write a literature review? - Chapter 5 - Exclusive
      How do you write a research report? - Chapter 6 - Exclusive
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      Summary of What is this thing called Science by Chalmers: 4th edition

      Summary of What is this thing called Science by Chalmers: 4th edition

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      Does knowledge consist of facts that have come from experience? - Chapter 1

      What is the common sense view of science?

      In the first four chapters of this book, the statement "science is derived from facts" is critically analyzed. Throughout the book, this statement's meaning changes slightly. Facts are statements about the world that can be sensed. Facts are neither personal opinions nor speculative ideas. If the world is perceived accurately and without prejudice, the facts that are established are, therefore, a reliable and objective basis for science. Scientific knowledge is reliable and objective if the facts guide conclusive reasoning to laws and theories that make up the basis for scientific knowledge. Before the 17th century, science was primarily based on authorities such as the Bible and Aristotle. Due to people like Galileo, this idea changed in the 17th century. People started to see observation as the basis of science.

      Empirists (such as Berkeley, Locke, and Hume) and positivists held the idea that we can see facts as indisputably correct through observation. It follows from this reasoning that knowledge derived from this is objective and reliable. However, it is doubtful that science is based on observable facts. The problem that arises following the statement that science can be deduced from the facts relates to:

      1. The nature of the 'facts' and the way in which scientists have access to those facts;
      2. The way in which laws and theories can be derived from the facts, once we know those facts.

      Some believe that facts are at the basis of science because they have the following assumptions:

      • Facts are directly accessible through the senses to all unbiased observers;
      • Facts precede the theory and are independent of it;
      • Facts are
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      What is the study field and working area of professional skills in pedagogics?

      What is the study field and working area of professional skills in pedagogics?

      Professional skills in pedagogy encompass the knowledge, abilities, and attitudes that educators and educational professionals need to effectively work with children, young people, and adults. These skills are essential for guiding learning processes, creating safe and stimulating learning environments, and ensuring the optimal development of individuals.

      What are the main features of professional skills in pedagogics?

      • Scientific Foundation: Skills are based on research in learning, development, and effective teaching practices.
      • Reflection and Critical Thinking: Educators can reflect on their practice, critically evaluate their work, and continuously develop their knowledge and skills.
      • Communication and Collaboration: Effective communication with students, parents, colleagues, and others is crucial. Collaboration is key to creating optimal learning environments.
      • Diversity Awareness: Recognizing and valuing differences, educators can work effectively with learners from diverse backgrounds, cultures, and needs.
      • Ethics and Professionalism: Educators act in accordance with ethical principles and professional codes of conduct.

      What are the most important sub-areas of professional skills in pedagogics?

      • Instructional Science: Teaching skills, lesson planning, assessment methods, learning processes.
      • Developmental Psychology: Cognitive, social, emotional, and physical development of children and young people.
      • Educational Sciences: Educational styles, parental involvement, managing challenging behaviors.
      • Classroom Management: Creating safe and stimulating environments, classroom management techniques.
      • Special Education: Supporting learners with special educational needs.

      What are the most important concepts of professional skills in pedagogics?

      • Learning: How people learn in different ways and how to optimize learning processes.
      • Development: The stages of physical, cognitive, social, and emotional development.
      • Education: The principles and practices of effective teaching.
      • Inclusion: Creating learning environments where all students feel welcome, valued, and challenged.

      Who are the most influential figures of professional skills in pedagogics?

      • John Dewey: American philosopher and educator, advocated for experiential learning.
      • Jean Piaget: Swiss psychologist, known for his theory of cognitive development.
      • Lev Vygotsky: Russian psychologist, emphasized the role of social interaction in learning.
      • Paulo Freire: Brazilian educator, proponent of critical pedagogy.
      • Maria Montessori: Italian physician and educator, developer of the Montessori method.

      Why is professional skills in pedagogics important?

      Professional skills in pedagogy are crucial for:

      • Promoting the optimal development of children, young people, and adults.
      • Guiding effective learning processes.
      • Creating safe and stimulating learning environments.
      • Addressing diversity and inclusion.
      • Acting ethically and professionally.

      What are applications of professional skills in pedagogics in practice?

      Pedagogical professionals with strong skills work in diverse settings, including:

      • Schools: Teachers, lecturers, educational support staff.
      • Early Childhood Education: Educators, childcare providers.
      • Youth Work: Youth workers, youth coaches.
      • Special Education: Educational support staff, pedagogues.
      • Other Educational Settings: Trainers, instructional designers, curriculum developers.
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      Studievaardigheden en stagecompetenties - paginabundel

      Studievaardigheden en stagecompetenties - paginabundel

      Skills & Motivations: home bundle

      Skills & Motivations: home bundle

      Content and contributions related to competencies, feelings, motivations and skill improvement

      ...to help another, travel with care, work together, learn to share and inspire with your experience

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      Study & Intern Abroad

      Organizations: for psychological assistance and mental health care abroad

      Organizations: for psychological assistance and mental health care abroad

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      Activities, internships, paid work, services or volunteer work in psychological assistance, coaching and mental health care abroad

      Psychological assistance, coaching and mental health care abroad: by position

      For job roles and duties related to activities, internships and jobs abroad, see:

      Psychological assistance, coaching and mental health care abroad: favorite countries and destinations:

      What is insurance for studying abroad, and why should you take out specialized travel insurance for your education abroad?

      Studying abroad with the right insurance

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      What is insurance for studying abroad?

      • Insurance for studying abroad means that you take out insurance that continues to provide coverage during your studies, your education, and your related activities abroad.
      • Insurance for studying abroad is also referred to as study insurance. This study insurance is specifically for when you go abroad for a long period of time to take courses, study, or conduct research abroad.
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      Why should you take out specialized travel insurance for a study abroad?

      • Study insurance is specifically designed for studying abroad, whereas regular travel insurance policies may offer coverage on paper but handle this situation differently in practice.
      • Study insurance offers coverage for longer stays than regular (vacation) travel insurance.
      • Study insurance is also suitable for many types of activities, ranging from various sports to hiking at high altitudes.
      • Study insurance continues to provide coverage if you start working during your trip, whether planned or unplanned. If you have not taken out insurance before departure that allows you to work, there is no guarantee that you will be able to take out insurance abroad that provides coverage.
      • Study insurance continues to provide coverage if your own country's health insurance no longer provides coverage.
      • Student insurance also covers your healthcare costs above the rates in your own country; with regular insurance, you have to pay the extra costs yourself.
      • Student insurance can also continue to provide coverage if (study) visa issuers impose additional requirements on how you insure yourself, for example if you are going to the US and applying for a J-1 visa.
      • Student insurance continues to provide coverage if you are staying abroad for a longer period of time and want to visit your own country in between.
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      What is important to insure when you are going to study abroad?

      • That you have insurance that is valid in the country or countries where you are going to travel and work.
      • That you are adequately insured for the sports and activities you are going to participate in during your period abroad
      • That you are insured for emergency assistance and early return if something happens to you or your immediate family.
      • That your medical expenses are insured up to the actual cost and not just for the standard costs. The costs per medical treatment vary greatly between countries.
      • That you insure your luggage and take sufficient precautions against theft or damage.
      • That you are well insured against personal liability.
      • That you are well insured in case of accidents.
      • That you only insure yourself for legal assistance if there is an immediate reason to do so, unless coverage is already automatically included in the insurance.
      • That you pay close attention to choosing the right coverage when performing work alongside your studies.

      Check out more about international insurances

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      Skills: suggestions, summaries and tips of Worldsupporters on values and skills improvement

      Suggestions, summaries and tips of WorldSupporters related to competencies and skills improvement

       

       

      What are the 13 conditions for balance and fulfillment in study, work and private life

      What are the 13 conditions for balance and fulfillment in study, work and private life

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      What are the 13 preconditions for balance and fulfillment in study, work and private life

      1. Help yourself by helping others
      2. Create perspective by opening new doors
      3. Don't give up but care about something
      4. Use your empathic skills
      5. Stay with yourself and leave that herd behind you
      6. Focus on your journey and not your destination
      7. Actively deal with your negative emotions
      8. Appreciate and celebrate your small successes
      9. Let others walk their own path
      10. Establish and maintain social contacts
      11. Feel unlimited and not limited
      12. Discover your qualities, take advantage of your opportunities and avoid cliffs
      13. Seek fulfillment in study, work, travel and the world around you

      Signed en researched by

      • The JoHo WorldSupporter team

       

      The science of happiness and the secrets of a meaningful life - Theme
      Discovering and improving personal values, skills, qualities and emotions
      World habits, food customs and country philosophies - Theme
      Themes: main theme pages for personal competences, skills and values
      Glossary of Academic Skills for the Social and Psychological Sciences

      Glossary of Academic Skills for the Social and Psychological Sciences

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      Chapter 1: Literature

       

      Literature review A detailed overview of the significant literature available about your chosen topic, providing a discussion and critical evaluation, and using clear argument to contextualise and justify your research. (p. 4)

      Peer review The process of evaluating an article by experts to ensure the article meets quality criteria before being accepted for publication. (p. 9)

      Textbooks Written specifically for audiences such as students or professionals. Material usually presented in an ordered and relatively accessible form. Often draw on a wide range of sources including peer-reviewed academic journal articles. Useful, particularly as an introductory source to get an overview of your research topic and find out who are the recognised experts. (p. 10)

      Peer-reviewed academic journal articles Provide detailed reports of research. Articles written by experts in the field and evaluated by other academics (peer reviewers) to assess quality and suitability. Pay rigorous attention to detail and verification of information. Usually contains extensive list of references. Before publication, have usually been revise in response to comments. This is the most useful type for your literature review. Not all academic journal articles are peer-reviewed. (p. 10)

      Non-refereed academic journal articles Articles may provide detailed reports of research. Articles selected by an editor or editorial board with subject knowledge. Relevance and usefulness varies considerably. Beware of possible bias. (p. 10)

      Professional and trade journal articles Articles written for members of professional or trade organisations, so related to their needs. Consist of a mix of news items and more detailed accounts of a practical nature. Articles rarely based on research, although some provide summaries of research. Can provide useful insights into practice, although may be biased. Need to be used with considerable caution. (p. 10)

      Newspaper articles Articles written for members of public, most newspapers addressing a particular market segment. News presented is filtered dependent on events, priority being given to headline-grabbing stories that are likely to appeal to the readers. Good source of topical events and developments. May contain bias in reporting and coverage. (p. 10)

      Conference proceedings Articles consist of selected papers presented at a conference, often published as a book or special edition of a journal. Usually peer-reviewed. Increasingly available online. Sometimes difficult to find. Very useful if the theme of the conference matches your research. (p. 10)

      Reports Reports on specific topics written by academics and various organisations, including market research organisations and government departments. Beware of possible bias. May not have gone through same review process as peer-reviewed academic journal articles, but those from established organisations are often of high quality. Often difficult to access or expensive to purchase. Can be a useful source of information when

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      Leadership competencies for implementing planned organizational change - Battilana, Gilmartin, Sengul, Pache & Alexander - 2010 - Artikel

      Leadership competencies for implementing planned organizational change - Battilana, Gilmartin, Sengul, Pache & Alexander - 2010 - Artikel

      De meeste leiderschapsstudies houden zich niet bezig met de complexiteit van intra-organisatorische processen, waaronder veranderingsimplementatie processen, die verschillende activiteiten met zich mee brengen. In deze studie wordt er beweerd dat het waarschijnlijk is dat managers verschillende activiteiten benadrukken in de geplande organisatieverandering implementatie, afhankelijk van de mix van hun leiderschapscompetenties.

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      Effectief leiderschap en de bekrachtiging van geplande organisatieverandering

      In deze studie wordt het taak-georiënteerde en persoons-georiënteerde model gebruikt. Taak-georiënteerde vaardigheden zijn gerelateerd aan organisatie structuur, ontwerp en controle en het vaststellen van routines om organisatiedoelen en doelstellingen te halen. Persoons-georiënteerde vaardigheden omvat gedrag dat collaboratieve interactie tussen organisatiewerknemers stimuleert, een ondersteunend sociaal klimaat vaststelt en managementpraktijken stimuleert die gelijke behandeling van werknemers verzekert.

      Effectiviteit van de twee verschillende soorten vereist verschillende, maar gerelateerde groepen bekwaamheden. Effectiviteit van taak-georiënteerd gedrag staat of valt met het vermogen om taakeisen duidelijk te maken en taken te structureren rondom de missie en doelen van de organisatie. Effectiviteit van persoons-georiënteerd gedrag berust op het vermogen om rekening te houden met anderen als ook het rekening houden met je eigen emoties en die van anderen. Afhankelijk van de mix van deze leiderschapscompetenties wordt er een verschillende nadruk gelegd op de activiteiten die nodig zijn bij het implementeren van organisatieverandering.

      Deze activiteiten bestaan uit communiceren, mobiliseren en evalueren. Communiceren: activiteiten die leiders uitvoeren om de noodzaak van verandering uit te leggen en hun visie te delen met de werknemers. Mobiliseren: acties die leiders uitvoeren om support van collega’s te krijgen en de inwerkingtreding van nieuwe werkroutines te aanvaarden. Evalueren: maatstaven die leiders gebruiken om de impact van de implementatie te volgen en vast te stellen en veranderingen te institutionaliseren.

      Communiceren van de noodzaak van organisatieverandering

      Leiders die veranderingen doorvoeren moeten de noodzaak van deze verandering communiceren met hun werknemers. De werknemers moeten begrijpen waarom gedrag en routines moeten worden veranderd.

      Hypothese 1a: leiders die meer persoons-georiënteerd zijn, zijn beter in het communiceren van de noodzaak van verandering dan andere leiders.

      Hypothese 1b: leiders die meer taak-georiënteerd zijn, zijn minder goed in het communiceren van de noodzaak van verandering dan andere leiders.

      Mobiliseren van anderen om verandering te accepteren

      Tijdens implementatie moeten leiders hun werknemers mobiliseren om de veranderingen te accepteren en toe te passen in hun dagelijkse routines. Mobiliseren is moeilijk doordat er verschillende persoonlijke en beroepsdoelen zijn, en dus verschillende opvattingen over de verandering. Mobiliseren brengt zowel taak als persoons-georiënteerde vaardigheden met zich mee.

      Hypothese 2a: leiders die meer persoons-georiënteerd zijn, zijn beter in staat werknemers te mobiliseren dan andere leiders.

      Hypothese 2b: leiders die meer taak-georiënteerd zijn, zijn beter in staat werknemers te mobiliseren dan andere leiders.

      Evalueren van de implementatie van de verandering

      Leiders moeten evalueren in hoeverre organisatieleden routines, werkwijzen en gedrag uitvoeren dat

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      How do stress, coping, adaptation and health affect personality? - Chapter 18 - Exclusive

      How do stress, coping, adaptation and health affect personality? - Chapter 18 - Exclusive

      Health psychology focuses on the influence of psychological and behavioral factors on health, often in combination with the environment. Stress is central to this.

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      What models of personality are there?

      What is the interactional model?

      The interactional model suggests that personality factors determine the impact of events, because they determine how someone deals with the situation. Personality would thus influence coping. How someone deals with an event determines the degree of stress caused by that event. However, a limitation of this model is that stable coping strategies have never been found.

      What is the transactional model?

      The transactional model does things differently. According to this model, personality has three potential effects:

      1. Personality can influence coping.
      2. Personality can affect how the person interprets an event.
      3. Personality can influence the event itself.

      It is not the event that causes stress here, but rather how it is dealt with. This model is called transactional because of the person's influence on the event and the person's appreciation. There is mutual influence.

      What is the health and behavior model?

      A third model is the health and behavior model. This assumes that personality does not directly influence the degree of stress or illness, but that it indirectly influences stress or illness through certain behaviors, such as unsafe sex or overeating. The less healthy someone is, the greater the chance of experiencing more stress.

      What is the disease and behavior model?

      Another model is the disease and behavior model. In this model, disease is explained as the presence of an objectively measurable abnormal physiological process, such as fever, high blood pressure, or a tumor. Abnormal or sick behavior is about the way people behave when they think they are sick. Personality determines the degree of sick behavior, whether or not in combination with a real illness.

      According to the predispositional model, associations exist between personality and illness because of a third variable that affects both, namely predisposition. The predisposition can exist for stable individual personality differences and for specific illnesses.

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      What is stress?

      Stress is a subjective feeling that is the result of uncontrollable and threatening events (stressors). These are often extreme situations with unpleasant consequences that cannot be influenced. Stress can be divided into low sources of stress in daily life (daily hassles) and important life events (major life events). Major life events are associated with intensity, conflict and uncontrollability. Positive things can also be very stressful, for example a marriage, a move or a promotion. People with a lot of stress in their lives have many psychological and physiological symptoms. Possible responses to stress may include palpitations, increased blood pressure, sweaty hands and feet, and

      .....read more
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      Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look (second edition) – Book summary

      Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look (second edition) – Book summary

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      This bundle contains a summary of the following chapters for the book Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look: 2, 5, 6, 7,

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      Skills & Motivations: home bundle

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      Image Studiegids voor samenvattingen bij Disorders of Childhood: Development and Psychopathology van Parritz en Troy
      Studiegids met samenvattingen en studiehulp voor: Boektitel: Disorders of Childhood Subtitel: Development and Psychopathology Auteurs: Parritz en Troy Druk: 4e druk, 3e...
      Image Extra Oefententamen bij het vak Ontwikkelings- en onderwijspsychologie aan de Universiteit van Leiden
      Wat gebeurt er in welk stadia?0-2 weken; zygoot3-8 weken; embryo9> weken; foetus Welke term verwijst naar moeders die tijdens de zwangerschap alcohol nuttigden,...
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      Samenvatting van Parenting: A dynamic perspective van Holden - 1e druk
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      How do nature and nurture play a role?The first studies on development are trying to answer the question which of the following is more ifluental on the childs...
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      There are five different theories about the cognitive development of a child that will be discussed in this chapter.What is the focus in Piaget's theory?Piaget's theory...
      Image Artikelsamenvatting bij Adolescence-limited and life-course persistent antisocial behaviour: a developmental taxonomy van Moffit - 1993
      Artikelsamenvatting bij Adolescence-limited and life-course persistent antisocial behaviour: a developmental taxonomy van Moffit - 1993
      Image The connection between seeing, thinking and doing? - Chapter 5
      How does perceptual development work?There is a difference between perception and sensation. Sensation is the processing of basic information from the external world,...
      Image TentamenTests 1 bij Ontwikkelingspsychopathologie aan de Universiteit Leiden - 2012/2013
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      TentamenTests 2 bij Ontwikkelingspsychopathologie aan de Universiteit Leiden - 2012/2013
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      College-aantekeningen bij School Psychology aan de Universiteit Leiden
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      Activities abroad

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        What social activities can you do abroad?

        • Opportunities are found in the areas of helping, learning or studying. You can get involved to volunteer in a social project at a school in Africa, Asia or Latin America. You can get involved in nature, in a project with animals or cleaning the sea or beaches. Those who want to learn more can choose for example a language course in Latin America, Spain or South Africa.
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        What work related activities can you do abroad?

        • If you want to gain work experience, and/or also earn money, go and work abroad. You can combine backpacking in Australia with temporary work. You can work on campsites in Europe or bush camps in Africa. You can pretty much go all over the world to work in the hospitality industry, hotels and hostels, in the healthcare sector or for example at a diving school.
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        What sports activities to do abroad?

        • Have you ever thought of mountain biking, rafting (going down a wild river on a raft or rubber dinghy, climbing or canoeing), survival (which involves building rafts, climbing or canoeing), abseiling (descending a rock face while secured to ropes), zip-lining (whizzing down a cable), canyoning (starting at the top of a river and then climbing, swimming, diving down the bed) or caving (scrambling, wriggling and crawling through caves and crevices)?
        • Maybe you feel more comfortable on a bodyboard (on a half-wave surfboard, you surf the high waves lying down-with flippers), on a hang glider or while paragliding (with a parachute you float down a mountain or dune), hydrospeeding (on a bodyboard with flippers and a wetsuit on you go down a wild river via rapids) or Tiefschneeskiing (racing down through powder snow)?

        Check the pages below for more activities and inspiration and where to go and how to arrange it

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          SPOTLIGHT & FAVORITES

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          Icon Psychology Bachelor - Developmental Specialization
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          What can I find on this page? On this page, you can find a summary for all the study materials you need for the developmental specialization of the Psychology bachelor's programme at the University of Amsterdam. There is a link for all the separate courses. The courses have been organized into ...

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          Developmental psychology is the study field that explores the lifespan changes in human beings. It delves into the physical, cognitive, social, emotional, and moral development that individuals experience from conception to death. Child psychology is a specialized field within developmental psychology that focuses specifically on the mental, emotional, social, and cognitive development of children from prenatal development through adolescence.

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