no module examination

Examiner: Christopher Milde and Susanne Weis
Exam type: Written exam (multiple choice), 120 minutes
Exam material: Contents of the lectures in the module
Exam literature:
Introduction to Psychological Research Methods:
The contents of the slides marked as shown in the introductory slide set are relevant for the exam. The literature indicated on these slides or elsewhere serves to deepen the content.
Experimental design:
Eid, M., Gollwitzer, M. & Schmitt, M. (2017). Statistics and research methods (5th ed.). Weinheim: Beltz. [Chap. 2, 3, 4]
Hussy, W., Schreier, M. & Echterhoff, G. (2013). Research methods in psychology and social sciences for bachelor students (2nd, revised ed.). Berlin: Springer. [Ch. 1, 3, 5]
Myers, A. & Hansen, C. (2012). Experimental psychology (7th international ed.). Belfort, CA: Wadsworth. [Ch. 8-11]
[Detailed information on the relevant (sub)chapters and their assignment to the lecture content can be found in the semester overview of the lecture of the current winter semester]

Authorized examiners: Tanja Lischetzke, Charlotte Ottenstein, Axel Zinkernagel
Type of examination: Written examination (multiple choice), 120 minutes
Examination material: Contents of the module lecture and selected contents of the module exercise (interpretation of analysis results
Examination literature: Eid, M., Gollwitzer, M. & Schmitt, M. (2017). Statistics and research methods (5th ed.). Weinheim: Beltz.
[Detailed information on the (sub)chapters and their assignment to the topics of the lecture can be found in the semester overview of the lecture of the current summer semester]

Authorized examiners: Tanja Lischetzke, Charlotte Ottenstein
Exam type: Written exam (multiple choice), duration 90 minutes
Exam material: Contents of the module lecture and selected contents of the module exercise (interpretation of analysis results)
Exam literature: Eid, M., Gollwitzer, M. & Schmitt, M. (2017). Statistics and research methods (5th ed.). Weinheim: Beltz.

[Detailed information on the (sub)chapters and their assignment to the topics of the lecture can be found in the semester overview of the lecture of the current winter semester]

no module examination

Examiner: Eunike Wetzel
Exam type: Written exam (multiple choice and open questions), duration 90 minutes
Exam material: Contents of the lectures B.F.1 Fundamentals of Diagnostics and B.F.2 Fundamentals of Test Theory as well as selected contents of the exercise (calculation of characteristic values, interpretation of analysis results)
Exam literature: Moosbrugger, H. & Kelava, A. (2020). Test theory and questionnaire construction (3rd ed.). Berlin: Springer.
Schmidt-Atzert, L. & Amelang, M. (2012). Psychological diagnostics (5th ed.). Berlin: Springer.
Strobl, C. (2015). The Rasch model (3rd ed.). Munich: Rainer Hampp Verlag.
Ziegler, M. & Bühner, M. (2012). Fundamentals of psychological diagnostics. Wiesbaden: Springer VS.
The lecture slides contain detailed information on which chapters are relevant to which lecture for the exam.

no module examination

The examination modalities for the B.H. module can be foundhere.

The examination modalities for the B.H. module can be foundhere.

Examiner: Prof. Dr. Ulrike Basten
Exam type: Written exam (multiple-choice and open questions), duration: 90 minutes
Exam material: Contents of the module lectures (B.I.1 and B.I.2)
Exam literature:

Schandry, R. (2016). Biological psychology (4th edition). Beltz.

Additionally recommended for in-depth study:

Bear, M. F., Connors, B. W., & Paradiso, M. A. (2018). Neuroscience (A. K. Engel, Ed.; 4th edition). Springer Spectrum.

Birbaumer, N., & Schmidt, R. F. (2010). Biological psychology (7th edition). Springer.

The written materials for the lecture contain more specific recommendations of individual chapters of the textbooks listed here for the preparation of certain topics. The three textbooks are available as electronic resources in the university library.

Authorized examiners: Prof. Dr. Julia Karbach, Dr. Tanja Könen

Type of examination: Written examination
Examination material: Contents of the lectures B.K.1 and B.K.2 as well as the examination literature listed below.

Examination literature until summer semester 2024:

The contents covered in the lecture (see slides) as well as the following basic literature will be examined:

Craik, F. I., & Bialystok, E. (2006). Cognition through the lifespan: Mechanisms of change. Trends in Cognitive Sciences, 10, 131-138.

Freund, A.M. (2008). Successful aging as management of resources: The role of selection, optimization, and compensation. Research in Human Development, 5, 94-106.

Hasselhorn, M. & Schneider, W. (1998). Tasks and methods of differential developmental psychology. In H. Keller (Ed.), Textbook of developmental psychology (pp. 295-316). Berne: Huber.

Karbach, J., Schmiedek, F. & Hasselhorn, M. (2015). Cognitive training. In D. Rost, J. Sparfeldt & S. Buch, Handbook of educational psychology (pp. 345-353). Weinheim: Beltz.

Karbach, J., & Unger, K. (2014). Executive control training from middle childhood to adolescence. Frontiers in Psychology, 5: 390. doi: 10.3389/fpsyg.2014.00390

Petermann, F. & Macha, T. (2008). Developmental diagnostics. In F. Petermann & W. Schneider (Eds.), Applied developmental psychology (Encyclopedia of psychology C/V/7) (pp. 18-60). Göttingen: Hogrefe.

Schneider, W. & Lindenberger, U. (2012). Developmental psychology (Chapters 1, 3, 4, 16-23, 28, 29, 36, 37). Weinheim: Beltz.

Wiebe, S.A. & Karbach, J. (2017). Executive Function: Development Across the Life Span (Ch. 9 and 11). Routledge.

For students who have attended the courses up to and including SoSe 2024, a module examination will be offered up to and including SoSe 2025 according to the literature up to SoSe 2024.

Examination literature from WS 24/25:

The contents covered in the lecture (see slides) and the following basic literature will be examined:

Hagmann-von Arx, P., Reimann, G. & Grob, A. (2018). Developmental diagnostics. In S. Schneider & J. Margraf (Eds.), Lehrbuch der Verhaltenstherapie, Band 3: Psychologische Therapie bei Indikationen im Kindes-und Jugendalter. Springer.

Kray, J., Karbach, J. & Ferdinand, N. (2024). Developmental psychology of adulthood and the life span. Kohlhammer.

Schneider, W. & Lindenberger, U. (Eds.) (2018). Developmental psychology (ch. 28 and 37). Beltz.

Association for Interdisciplinary Early Intervention & Professional and Specialist Association for Curative Education (2019). Specialist information on early intervention. Association for Interdisciplinary Early Intervention & Professional and Specialist Association for Curative Education.

Wiebe, S.A. & Karbach, J. (2017). Executive Function: Development Across the Life Span (Chapters 9 and 11). Routledge.

The examination for module 20_B.L. can be taken as soon as the lectures belonging to the module have been attended.

Examiner: Elisabeth Prestele, Eunike Wetzel
Type of examination: Written examination (90 minutes: multiple choice and open questions)
Examination material: Content of lectures 20_B.L.1 and 20_B.L.2
Examination literature: Lecture slides and other examination literature, which will be announced in the first lecture session.

Authorized examiners: Melanie Steffens, Selma Rudert

Type of examination:

There will be a written exam following the summer semester on the content of both lectures. The exam should be written immediately after attending both lectures. Every six months there is the possibility of a follow-up exam. The exam is written, 1 hour long, there are about 10 questions (partly divided into a, b etc., i.e. more questions in total). There are the following types of questions:

• Multiple choice questions
• Open, targeted questions that can be answered in one sentence (e.g. "Name one main result of the classical experiment by ... on ...", "Name one point of criticism that has been raised against the theory ...").
• Semi-open questions that can be answered in a half-sentence or with a term (e.g. I write a definition, you complete the defined term).
• Graphs that need to be completed (e.g. the label is missing or the results are missing).
• Assignment questions in which you use connections to indicate which concepts "belong together".
• Sentences in which you should delete the information that does not apply.

There may be other types of questions that can be evaluated objectively in a similar way to those mentioned here.

The best preparation for the exam are the control questions at the end of each lecture and the self-tests in OLAT.

Binding examination literature:
The subject of the exam is the content covered in the lecture, which is taken from the textbook by Ullrich et al. (2023). The further literature used is listed for each lecture. The additional literature is to be understood as supplementary and illustrative. The overlaps between lecture content and this textbook form the examination material.

Textbooks used:
Ullrich, J., Stroebe, W., & Hewstone, M. (Eds.). (2023). Social Psychology. Heidelberg: Springer.
Aronson, E., Wilson, T. D., & Akert, R. M. (2014). Social psychology. Munich: Pearson Studium.
Baron, R. A., Branscombe, N. R., & Byrne, D. (2009). Social psychology. Boston: Pearson.
Hogg, M. A., & Vaughan, G. M. (2018). Social psychology. Harlow: Pearson.

Exam formats: No module exam required

ExamSupervisors: Prof. Dr. Julia Glombiewski, Prof. Dr. Sarah Schäfer, Prof. Julia Karbach, Prof. Ulrike Basten, Dr. Daniela Schwarz, Dr. Jens Heider, Dr. Lea Schemer, Dr. Raphael Gutzweiler, Dr. Simone Pfeiffer, Dr. Saskia Scholten, Marcus Rautenberg
Exam format: 90-minute written online exam with multiple-choice questions and open-ended response questions (e.g., defining terms).

Exam material: The content from courses B.O.1, B.O.2, B.O.3, and B.O.4, as well as the required reading listed here

Exam Reading List:

Professional Law and Ethics:

• Rief/Schramm/Strauß (eds.) (2021). Psychotherapy—A Competency-Oriented Textbook. Munich: Urban & Fischer.
  Chapter 39: Systemic Health Care for Mental Illnesses
  Chapter 40: Administrative Tasks
  Chapter 41: Ethics in Psychotherapy
  Chapter 42: Professional Law for Psychotherapists
  Chapter 43: Institutional Support in Psychotherapy with Children and Adolescents
  
• Maur/Lehndorfer/Stellpflug (2023): Professional Ethics and Professional Law in Child and Adolescent Psychotherapy. Stuttgart: Kohlhammer
  Chapter 3: Fundamental Ethical and Professional Legal Aspects in Psychotherapy with Children and Adolescents (pp. 34–72)
  
• Code of Professional Conduct of the Rhineland-Palatinate State Chamber of Psychotherapists (https://www.lpk-rlp.de/fileadmin/user_upload/Berufsordnung_Neufassung_2026.pdf)
  
• Background Literature (do not memorize): Stellpflug, M. H. & Berns, I. (2020). Model Code of Professional Conduct for Psychotherapists: Text and Commentary. Heidelberg: Psychotherapeuten Verlag.
  

Prevention and Rehabilitation

* Bürger, A. & Kaess, M. (2021). Universal and Selective Prevention.
In J. Fegert et al. (Eds.), Psychiatry and Psychotherapy of
Childhood and Adolescence, Springer Reference Medicine,
https://doi.org/10.1007/978-3-662-49289-5_67-1
<https://doi.org/10.1007/978-3-662-49289-5_67-1>
*

* Schuntermann, M. F. (2015). Limitations of the ICD and the ICF Approach. In
G. Schmid-Ott, S. Wiegand-Grefe, C. Jacobi, G. H. Paar, R. Meermann
& F. Lamprecht (Eds.), /Rehabilitation in Psychosomatics:
Care Structures – Treatment Options – Quality Management/
(2nd ed.). Schattauer.
*

* Buschmann-Steinhage, R., & Widera, T. (2020). Fundamentals of
Rehabilitation. In J. Bengel & O. Mittag (Eds.), /Psychology in
Medical Rehabilitation: Somatopsychology and
Behavioral Medicine/ (2nd ed.). Springer.
*

Fundamentals of Pharmacology

• Benkert, O., Hautzinger, M., & Graf-Morgenstern, M. (2016). A Guide to Psychopharmacology for Psychologists and Psychotherapists. Springer-Verlag Berlin.
  
• Laux, G., & Müller, W. E. (2021). A Concise Guide to Psychopharmacology and Psychopharmacotherapy. Wissenschaftliche Verlagsgesellschaft Stuttgart.
  

Introduction to Educational Psychology for Prospective Psychotherapists

• The content of the lectures (see slides) is relevant to the exam.

For students who began their studies in or after the Winter Semester 20/21. The modules B.P. and B.Q. will be assessed in a single combined exam for the first time starting in the Summer Semester 2022. The exam in the summer semester thus concludes the cycle of lectures from the winter and summer semesters. The subsequent exam in the winter semester is a retake exam and is based on the same reading list and course content. Valid for students starting in the 2020–2021 winter semester.

ExamAdministrators:
Staff of the Department of Clinical Psychology and Psychotherapy

Exam Format:
For students starting in the 2020/2021 winter semester: 120-minute written online exam with multiple-choice questions and open-ended response format (e.g., defining terms).

Reading List
1. Margraf, J.; Schneider, S. (Eds.) (2018, 4th ed.). Textbook of Behavioral Therapy, Volume 1: Fundamentals, Diagnostics, Methods, and Context of Psychological Therapy

Specifically, the following chapters:
Classification of Mental Disorders (Chapter 9)
Problem and Behavioral Analysis (Chapter 18)
Exposure Therapy (Chapter 28)
Cognitive Therapies According to Beck (Chapter 35)

2. Margraf, J.; Schneider, S. (Eds.) (2018, 4th ed.). Textbook of Behavioral Therapy, Volume 2, Psychological Therapy for Conditions in Adulthood

From this, the following chapters:
Panic Disorder & Agoraphobia (Chapter 1)
Social Phobia (Chapter 3)
Obsessive-Compulsive Disorder (Chapter 4)
Posttraumatic Stress Disorder (Chapter 6)
Depression (Chapter 7)
Chronic Pain (Chapter 13)
Anorexia Nervosa & Bulimia Nervosa (Chapter 14)
Substance Use Disorders (Chapter 17)
Schizophrenia (Chapter 20)
Personality Disorders (Chapter 24)

3. To supplement the lecture content, the textbook “Textbook of Clinical Child and Adolescent Psychology and Psychotherapy” (J. Asbrand & J. Schmitz, 2023) be used to delve deeper into and better understand the topics covered in the lecture. A campus license is available for the textbook.
Exam questions that refer exclusively to content from the textbook and were not covered in the lecture will only be asked on the following topics or chapters:

Developmental Psychopathology
Selective Mutism
Obsessive-Compulsive Disorder
Trauma-Related Disorders

4. ICD-11/DSM-5 Criteria for

Panic Disorder & Agoraphobia, Social Anxiety Disorder, Separation Anxiety Disorder, ADHD, Tic Disorder, Obsessive-Compulsive Disorder, Generalized Anxiety Disorder, Post-Traumatic Stress Disorders, Depressive Disorders, Somatic Stress Disorders, Anorexia Nervosa & Bulimia Nervosa, Binge-Eating Disorder, Disorders Related to Psychotropic Substances (Alcohol & Illegal Drugs), Psychotic Disorders, Personality Disorders,


5. In addition, students are expected to be familiar with the content covered in the courses of Modules B.P. and B.Q. This includes not only the advanced seminars but also the content of the seminar on clinical-psychological diagnostics.

6. This exam syllabus applies to all students who began their bachelor’s program in the winter semester of 2020/21 or later.

ExamAdministrators: Prof. Dr. Stephan Winter, Dr. Pascal Merz

Exam Format: Modules B.R. (Basic Module) and B.S. (Advanced Module) each conclude with their own final module exam. The exam takes the form of a written test (3 open-ended questions
and 10 multiple-choice questions).

You can find the required reading list for the B.R. module here

The required reading for the B.S. module can be found here

Information on the B.T. and B.U. Educational Psychology module examination from summer semester 2024

The examination for the module B.T./B.U. can be taken as soon as the courses belonging to the module have been attended and the required performance has been achieved.

Authorized examiners: Prof. Dr. Julia Karbach; Dr. Tanja Könen; Dr. Stephanie Reuter

Type of examination: MC exam

Examination material: Contents of the courses and the examination literature listed below.


1) Teaching and learning

Renkl, A. (2020). Acquisition of knowledge. In E. Wild & J. Möller (Eds.), Educational Psychology, pp. 3-24. Berlin, Heidelberg: Springer.

Gruber, H. & Stamouli, E. (2020). Intelligence and prior knowledge. In E. Wild & J. Möller (Eds.), Educational Psychology, pp. 25-44. Berlin, Heidelberg: Springer.

Perels, F., Dörrenbächer-Ulrich, L., Landmann, M., Otto, B., Schnick-Vollmer, K. & Schmitz, B. (2021). Self-regulation and self-regulated learning. In E. Wild & J. Möller (Eds.), Educational psychology, pp. 45-68. Berlin, Heidelberg: Springer

Leutner, D., & Wirth J. (2018). Instructional psychology. In D. Rost, J.R. Sparfeldt & S. R. Buch (Eds.), Handwörterbuch Pädagogische Psychologie, pp. 269 - 278. Weinheim: PVU.

Lipowsky, F. (2020). Teaching. In E. Wild & J. Möller (Eds.), Educational Psychology, pp. 70-118. Berlin, Heidelberg: Springer.

Seidel, T.(2020). Classroom management. In E. Wild & J. Möller (Eds.), Educational Psychology, pp. 120 - 131. Berlin, Heidelberg: Springer.

2) Emotion and motivation

Frenzel, A.C., Götz, T. & Pekrun, R. (2020). Emotions. In E. Wild & J. Möller (Eds.), Educational Psychology, pp. 211-236. Berlin, Heidelberg: Springer.

Möller, J. (2018). Attributions. In D. Rost, J.R. Sparfeldt & S. R. Buch (Eds.), Handwörterbuch Pädagogische Psychologie, pp. 30 - 36. Weinheim: PVU.

Möller, J. & Trautwein, U. (2020). Self-concept. In E. Wild & J. Möller (Eds.), Educational Psychology, pp. 187-210. Berlin, Heidelberg: Springer.

Schiefele, U. & Schaffer, E. (2020). Motivation. In E. Wild & J. Möller (Eds.), Educational Psychology, pp. 163-186. Berlin, Heidelberg: Springer.

3) Methods, diagnostics and evaluation

Perels, F., Otto, B. & Schmitz, B. (2008). Special evaluation methods in educational psychology. In W. Schneider & M. Hasselhorn (Eds.), Handbook of Educational Psychology, pp. 712-720. Göttingen: Hogrefe.

Wilhelm, O. & Kunina-Habenicht, O. (2020). Educational-psychological diagnostics. In E. Wild & J. Möller (Eds.), Educational Psychology, pp. 311-334. Berlin, Heidelberg: Springer.

Köller, O. (2020). Evaluation of educational-psychological measures. In E. Wild & J. Möller (Eds.), Educational Psychology, pp. 335-348. Berlin, Heidelberg: Springer.

4) Intervention

Fries, S. & Souvignier, E. (2020). Training. in E. Wild & J. Möller (Eds.), Educational Psychology, pp. 405 - 424. Berlin, Heidelberg: Springer.

Karbach, J., Schmiedek, F. & Hasselhorn, M. (2018). Cognitive training. In D. Rost, J. Sparfeldt & S. Buch, Handwörterbuch Pädagogische Psychologie, pp. 345-353. Weinheim: Beltz.

Johann, V.E. & Karbach, J. (2021). Educational Application of Cognitive Training. In T. Strobach & J. Karbach, Cognitive training - An overview of features and applications, 2nd edition, pp. 333-350. Cham: Springer International.

Drewes, S. & Seifried, S. (2021). Tasks and organizational forms of school psychology in Germany. In K. Seifried, S. Drewes & M. Hasselhorn (Eds.), Handbook of school psychology, pp. 42 - 55. Stuttgart: Kohlhammer Verlag.

Gerich, M., Bruder, S., Hertel, S., Hascher, T. & Schmitz, B. (2014). Counseling, intervention, supervision. In T. Seidel & A. Krapp (Eds.), Educational Psychology, pp. 517- 542. Weinheim: Beltz Verlag.

5) Education

Smetana J.G. (2017). Current research on parenting styles, dimensions, and beliefs. Current Opinion in Psychology, 15, 19-25.

Wild, E. & Walper, S. (2020). Family. In E. Wild & J. Möller (Eds.), Educational Psychology, pp. 237 - 268. Berlin, Heidelberg: Springer.

6) Giftedness, learning and behavioral disorders

Rost, D.H., Schermer, F.J. & Sparfeld, J.R. (2018). Performance anxiety. In D. Rost & J.R. Sparfeldt (Eds.), Handwörterbuch Pädagogische Psychologie, pp. 424 - 439. Weinheim: PVU.

Grube, D. & Ricken, G. (2021). Dyscalculia and dyscalculia. In K. Seifried, S. Drewes & M. Hasselhorn (Eds.), Handbook of school psychology, pp. 183 - 191. Stuttgart: Kohlhammer Verlag.

Schuchardt, K. & Mähler, C. (2021). Reading and spelling disorder. In K. Seifried, S. Drewes & M. Hasselhorn (Eds.), Handbook of school psychology, pp. 173 - 182. Stuttgart: Kohlhammer Verlag.

Rost, D.H. & Buch, S.R. (2018). Giftedness. In D. Rost, J.R. Sparfeldt & S. R. Buch (Eds.), Handwörterbuch Pädagogische Psychologie, pp. 226 - 242. Weinheim: PVU.

Schwenck, C. (2018). Externalizing and internalizing behaviour disorders in childhood and adolescence. In W. Schneider & U. Lindenberger (Eds.), Developmental Psychology, pp. 637-650 Weinheim: Beltz.

Heine, S. & Exner, C. (2021). Attention-deficit/hyperactivity disorder (ADHD) in adulthood. Journal of Neuropsychology, 32 (3), pp. 141-157.

Huber, A. (2021). Bullying among pupils. In K. Seifried, S. Drewes & M. Hasselhorn (Eds.), Handbook of school psychology, pp. 239 - 250. Stuttgart: Kohlhammer Verlag.

Authorized examiners: Claudia Niedlich, Ottmar Braun

Type of examination:
The modules BV and BW each conclude with their own final module examination.

There is one partial exam each at the end of the summer and winter semester on the contents of the book chapters in the respective semester. Each exam is written and lasts 60 minutes.

Possible question types are

• Single-choice questions
• Open, targeted questions that can be answered in one sentence
• Graphics that need to be completed

Subject of the examination:
The subject of the examination is the content covered in the lecture, which is taken from the two textbooks. It is recommended to attend the lecture.

Final module examination of the basic module BV:
Bachelor Psychology - Business Psychology, basic module

Type of examination:
Written, 60 minutes, single-choice questions (1 out of 4) and open questions

Binding examination literature:

• Kauffeld, S. (2019). Work, organizational and personnel psychology. Berlin: Springer. (without web digressions)
• Chapter 1 "Introduction to A, B, O and P psychology"
• Chapter 2 "Past and future of work and organizational psychology"
• Chapter 9 "Job satisfaction and work motivation"
• Chapter 10 "Work analysis and design"
• Chapter 11 "Work and health"

Kauffeld, S. (2011). Work, organizational and personnel psychology. Berlin: Springer. (without web digressions)

• Chapter 8 "Intercultural communication and cooperation"
• Lecture slides for the topic "Diversity in the work context"
  Felser, G. (2015). Advertising and consumer psychology. Heidelberg: Spektrum.
• Chapter 1 "Advertising and buying, an introduction"
• Chapter 8 "Principles of the purchase decision"
• Chapter 17 "Design of advertising"

Final module examination of the advanced module BW:
Bachelor Psychology - Business Psychology, advanced module

Type of examination:
Written, 60 minutes, single-choice questions (1 out of 4) and open questions

Binding examination literature:
Kauffeld, S. (2019). Work, organizational and personnel psychology. Berlin: Springer. (without web digressions)

• Chapter 3 "Organization"
• Chapter 4 "Organizational development"
• Chapter 5 "Leadership"
• Chapter 6 "Personnel selection"
• Chapter 7 "Personnel development"
• Chapter 8 "Teams and their development"

Felser, G. (2015). Advertising and consumer psychology. Heidelberg: Spektrum.

• Chapter 11 "Psychological consistency and reactance"
• Chapter 12 "Evaluation and the construction of human satisfaction"
• Chapter 18 "Content of advertising and product design"

Steffens, M., & Eber, I. D. (2016). Women-men careers: A social psychological perspective on women in male-dominated work contexts. Wiesbaden: Springer.

• Chapter 4 "Effects of stereotypes on judgments about others"