On this page you will find the examination modalities for the Master's degree program in Psychology according to the curriculum for students starting their studies up to and including the winter semester 2022/23.

Current examination dates can be found in KLIPS

Module M.A. Research Methods and Evaluation

Examiner: Tanja Lischetzke, Susanne Weis

Exam type: Written exam (multiple choice), duration 120 minutes

Exam material: Contents of the lectures M.A.1 Multivariate Methods and M.A.3 Fundamentals of Evaluation Research.

Examination literature: The examination literature for the two sub-areas is listed in the semester overview (MA1) or the slides (MA3) of the lectures from the academic year 2022/23 (see OLAT courses of the two lectures).

The OLAT courses of the lectures from WS 22/23 (MA1) and SoSe23 (MA3) remain in place and can still be used (access information is available from Prof. Lischetzke, tanja.lischetzke(at)rptu.de, or Dr. Weis, susanne.weis(at)rptu.de, if required).

Module M.B. Consolidation of diagnostics

Examiner: Tanja Lischetzke and Eunike Wetzel

Type of examination: Written examination (consisting partly of open questions, partly of multiple-choice questions), duration 120 minutes

Examination material: Contents of the lectures M.B.1 Advanced Diagnostics and M.B.3 Advanced Test Theory as well as the currently valid examination literature

Examination literature:

For M.B.1 (in-depth diagnostics):

MacCann, C., Ziegler, M., & Roberts, R. D. (2011). Faking in personality assessment. In M. Ziegler, C. MacCann, & R. D. Roberts (Eds.), New perspectives on faking in personality assessment (pp. 309-329). New York: Oxford University Press.

Moosbrugger, H. & Kelava, A. (2020). Test theory and questionnaire construction (3rd ed.). Heidelberg: Springer.

Chapters 6, 9.3, 9.4, 20, 25

Schmidt-Atzert, L. & Amelang, M. (2012). Psychological diagnostics (5th ed.). Berlin: Springer.

Chapters 4.2 to 4.4, 11.2

Strobl (2012). The Rasch model: An understandable introduction for study and practice. Munich: Rainer Hampp Verlag.

Chapter 2 (without derivations), Chapter 3.1 (without derivations), Chapter 3.2, Chapter 5.2, Chapter 5.3, Appendix B.2

Trull, T. J., & Ebner-Priemer, U. (2013). Ambulatory assessment. Annual review of clinical psychology, 9, 151-176 [without application examples].

Wetzel, E., Frick, S. & Greiff, S. (2020). The multidimensional forced-choice format as an alternative for rating scales: Current state of the research. European Journal of Psychological Assessment, 36, 511-515.

Ziegler, M. & Bühner, M. (2012). Basics of psychological diagnostics. Wiesbaden: Springer.

Chapters 1, 2, 3.1, 3.2, 4, 5, 6

Zimmermann, J., Brakemeier, E.-L. & Benecke (2015). Alternative DSM-5 model for the classification of personality disorders. Psychotherapist, 60, 269-278.

For M.B.3 (in-depth study of test theory):

The examination literature can be found in the semester overview from SoSe 2023 (lecture MB3).

The OLAT course of the lecture M.B.1 from WS 22/23 can still be used (access information from Prof. Wetzel). The OLAT course of the lecture MB3 from SoSe23 remains and can still be used (access information is available from Prof. Lischetzke, tanja.lischetzke(at)rptu.de, if required ).

M.D. Causes and treatment of mental disorders; psychotherapy research (clinical profile)
or
M.N. Causes and treatment of mental disorders; psychotherapy research (compulsory elective for students with a different profile)

Valid from summer semester 2019

The M.D./M.N. module is examined as a multiple-choice written exam (50 questions).

An examination date is offered for the M.D./M.N. module examination. This date usually takes place in the third week after the end of the semester courses.

Authorized examiners:
Prof. Dr. Annette Schröder, Prof. Dr. Tina In-Albon, Prof. Dr. Julia Glombiewski, Dr. Jens Heider, Dr. Daniela Schwarz
Type of examination: 60-minute written e-examination

Examination material:
The basis for the examination are the courses:
- M.D.1/M.N.1: Main forms of psychotherapy
- M.D.2/M.N.2: Clinical psychology I: Disorders and interventions in children and adolescents
- M.D.3/M.N.3: Evaluation of clinical-psychological interventions

The curriculum for the M.D./M.N. module requires students to first attend the lecture in the winter semester and then participate in the seminar in the summer semester.
Therefore, the examination in the summer semester is the examination that concludes this cycle. The examination in the winter semester is the respective repeat examination and therefore covers the same courses as the examination in the summer semester.

For the courses M.D.1/M.N.1 and M.D.2/M.N.2 there will be 17 questions each
and for the course M.D.3/M.N.3 there will be 16 questions.

Examination literature:
In addition to the knowledge from the above-mentioned courses, the following chapters must be prepared for in-depth study:

M.D.1/M.N.1: Main forms of psychotherapy

Overview

• Wittchen, H.U et al. (2011). Clinical-psychological and psychotherapeutic procedures at a glance. In Wittchen, H.U. & Hoyer, J. (Eds.). Clinical Psychology and Psychotherapy pp. 449-475. Berlin: Springer.
• Narciss, S. (2011). Behavior analysis and behavior modification on the basis of learning psychology findings. In Wittchen, H.U. & Hoyer, J. (Eds.). Clinical Psychology and Psychotherapy pp. 419-433. Berlin: Springer.

Exposure therapy

• Neudeck, P (2011). Stimulus confrontation methods. In: Wittchen, H.U. & Hoyer, J. (Eds.). Clinical Psychology and Psychotherapy pp. 529-542. Berlin: Springer.

Narrative exposure therapy

• Schauer, M., Elbert, T., & Neuner, F. (2017). Narrative exposure therapy (NET) for people after violence and escape. Psychotherapist, 62, 306-313.

Cognitive therapy

• Mühlig, S. (2011). Cognitive therapy methods. In Wittchen, H.U. & Hoyer, J. (Eds.). Clinical Psychology and Psychotherapy pp. 543-564. Berlin: Springer.

Further developments and their evaluation using the example of ACT

• Öst, L. G. (2014). The efficacy of Acceptance and Commitment Therapy: an updated systematic review and meta-analysis. Behav Res Ther, 61, 105-121. doi: 10.1016/j.brat.2014.07.018
• Atkins, P. W. B., Ciarrochi, J., Gaudiano, B. A., Bricker, J. B., Donald, J., Rovner, G., Smout, M., Livheim, F., Lundgren, T., & Hayes, S. C. (2017). Departing from the essential features of a high quality systematic review of psychotherapy: A response to Öst (2014) and recommendations for improvement. Behavior Research and Therapy, 97, 259-272. DOI: 10.1016/j.brat.2017.05.016
• Öst, L. G. (2017). Rebuttal of Atkins et al. (2017) critique of the Ost (2014) meta-analysis of ACT. Behav Res Ther, 97, 273-281. doi: 10.1016/j.brat.2017.08.008

Placebo, nocebo & expectations

• Rief, W. & Bingel, U. (2015). Placebo and nocebo mechanisms as a mirror of psychobiological interactions. In: Rief, W. & Henningsen, P. (Eds.). Psychosomatics and behavioral medicine. Pages 232-248, Schattauer.

Psychodynamic procedures

• Benecke, C. (2014). Clinical psychology and psychotherapy. An integrative textbook. Stuttgart: Kohlhammer.
  from:
  Chap.: 6 Psychoanalytic models p. 109-151 and
  Chap.: 31.1; 31.2, 31.3.1 Psychoanalytic therapy p. 453-481

Borderline personality disorder & DBT

• Bohus, M. (2018). Borderline personality disorder. In: Margraf, J. & Schneider, S. (Eds.). Lehrbuch der Verhaltenstherapie Band 2 -Psychologische Therapie bei Indikationen im Erwachsenenalter. Pages 471-505. Berlin: Springer.
• Linehan, M.M., Korslund, K.E., Harned, M.S., Gallop, R.J., Lungu, A., Neacsiu, A.D., McDavid, J.,Comtois, K.A., & Murray-Gregory, A.M. (2015). Dialectical behavior therapy for high suicide risk inindividuals with borderline personality disorder - a randomized clinical trial and component analysis. JAMA Psychiatry, 72(5). 475-482. doi:10.1001/jamapsychiatry.2014.3039

Pain disorders

• Kröner-Herwig, B. (2018). Chronic pain. In: Margraf, J. & Schneider, S. (Eds.). Textbook of Behavior Therapy Volume 2 -Psychological therapy for indications in adulthood . Pages 261-275. Berlin: Springer.
  

M.D.2/M.N.2: Clinical psychology I: Disorders and interventions in children and adolescents

• Petermann, F. & Ulrich, F. (2019). Developmental psychopathology. In S. Schneider & J. Margraf. (Eds.), Textbook of behavior therapy (Vol. 3, 2nd ed.) (pp. 23- 40). Heidelberg: Springer.
• Pössel, P. (2019). Depression/suicidality. In S. Schneider & J. Margraf. (Eds.), Textbook of behavior therapy (Vol. 3, 2nd ed.) (pp. 675-696). Heidelberg: Springer.
• Schneider, S. (2019). Specific phobias. In S. Schneider & J. Margraf. (Eds.), Textbook of behavior therapy (Vol. 3, 2nd ed.) (pp. 523- 549). Heidelberg: Springer.
• Heinrichs, N. (2019). Social anxiety disorders. In S. Schneider & J. Margraf. (Eds.), Textbook of behavior therapy (Vol. 3, 2nd ed.) (pp. 551- 568). Heidelberg: Springer.
• Döpfner, M. (2019). Hyperkinetic disorders. In S. Schneider & J. Margraf. (Eds.), Textbook of behavior therapy (Vol. 3, 2nd ed.) (pp. 453-474). Heidelberg: Springer.
• Schlottke, P.F., Strehl, U., Christiansen, H. (2019). Attention deficit disorder. In S. Schneider & J. Margraf. (Eds.), Textbook of behavior therapy (Vol. 3, 2nd ed.) (pp. 429- 453).

M.D.3/M.N.3 Evaluation of clinical-psychological interventions

• Jacobi, F. (2011). Development and assessment of therapeutic interventions. In H.-U. Wittchen & J. Hoyer (Eds.), Clinical psychology and psychotherapy (2nd ed.) (pp. 609-640). Berlin: Springer.
• Wittchen, H.-U., Hoyer, J., Fehm, L., Jacobi, F., Junge-Hoffmeister, J. (2011). An overview of clinical psychological and psychotherapeutic procedures. In H.-U. Wittchen & J. Hoyer (Eds.), Clinical psychology and psychotherapy (2nd ed.) (pp. 449-475). Berlin: Springer.
• Lippert, M.W. & Schneider, S. (2019). Psychotherapy research with children and adolescents. In S. Schneider & J. Margraf (Eds.), Textbook of behavior therapy (Vol. 3, 2nd ed.) (pp.157-180). Heidelberg: Springer.
• Arean, P. & Kraemer, H.C. (2013). High-quality psychotherapy research: from conception to piloting to national trials. Oxford: Oxford University Press. (the whole book).

M.E. Basic psychotherapeutic skills

The M.E. module is assessed by an oral examination lasting 20 minutes.
In addition to the content of the relevant courses and the literature references listed at
, the examination is based on a case vignette. The
examinee has 30 minutes to prepare the case vignette.

For the examination, you can choose between the two focal points children/adolescents and
adults.

The examiners for the adult focus are Prof. Dr. Annette Schröder, Prof. Dr. Julia Glombiewski, Dr. Jens Heider.

Examiners for the children/adolescents specialization are: Prof. Dr. Tina In-Albon, Dr. Daniela Schwarz

The basis for the examination are the courses:

M.E.1: Clinical-psychological diagnostics
M.E.2: Case conceptualization
M.E.4: Selected psychotherapeutic interventions
The contents of the courses in the M.D. module are assumed to be known.

Examination literature:

Focus on children and adolescents

Lauth, G.W. & Linderkamp, F. (2018). Behavior therapy with children and adolescents Weinheim, Basel: Beltz, 4th edition.

From this the following chapter:

• Contingency management (reinforcement schedules) (pp.642-659)
  

Schneider, S. & Margraf, J. (2019). Textbook of Behavior Therapy, Volume 3, Psychological Therapy for Indications in Childhood and Adolescence. Berlin, Heidelberg: Springer.

From the following chapters:

• Operant methods (pp.209-220),
• Cognitive methods (pp.221-232),
• Initial contact and relationship building with children and adolescents (pp.181-189),
• Diagnostic procedure (pp.121-143),
• Psychoeducation (pp.191-207),
• Obsessive-compulsive disorder (pp.641-658),
• Non-suicidal self-harm and borderline personality disorder (pp.697-714),
• Parent training to increase parenting skills (pp.261-282)
  

Focus on adults

Schneider, S. & Margraf, J. (2018). Lehrbuch der Verhaltenstherapie, Band 1, Grundlagen, Diagnostik, Verfahren und Rahmenbedingungen psychologischer Therapie. Berlin, Heidelberg: Springer.

From the following chapters:

• Indication for therapy (pp.161-170),
• Classification of mental disorders (pp.143-160),
• Failures in psychotherapy (pp.197-212),
• Diagnosis of mental disorders with structured interviews (pp.273-286),
• Relationship building and dealing with resistance (pp.381-393),
• Problem and behavior analysis (pp.287-297),
• Cognitive procedures according to Beck (pp.499-513),
• Behavioral activation (p.515-526),
• Exposure procedures (pp.411-424),
• Social skills training (pp.477-485)
  
  

M.F. - Fundamentals of psychological personnel, team and organizational development (basic subject)

The M.F. module concludes with its own final module examination

Final module examination of the basic module M.F.

Master Psychology - Business Psychology, basic module

Type of examination: Written, 60 minutes, 30 questions

Binding examination literature:

Nerdinger, F. W., Blickle, G. & Schaper, N. (2019). Work and organizational psychology.4th edition. Heidelberg: Springer.

M.G. - Psychological personnel, team and organizational development (application subject)

The M.G. module concludes with its own final module examination .

Final module examination of the advanced module M.G.

Master Psychology - Business Psychology, advanced module

Type of examination: Written, 60 minutes, 30 questions

Binding examination literature:

Examination literature for the module M.G.

1. Mangelsdorf, Judith (2020). Positive psychology in coaching. Heidelberg: Springer.
2. Braun, O.L. (ed.) (2020). Positive psychology, competence development and mental strength. Promoting health, motivation and performance. Chapters 1, 2, 5, 6, 9. Heidelberg: Springer.
3. Schuler, H. (2018). The attitudinal interview, Ch. 9: The multimodal interview. Göttingen: Hogrefe.
4. Eck, C.D., Jöri, H. & Vogt, M. (2016). Assessment Center. Heidelberg: Springer.
5. Seifert, J. (2019). Visualizing, presenting, moderating. 31st edition. Offenbach: GABAL.
6. Groß, H. (2022). Developing and conducting effective learning seminars. Offenbach am Main: GABAL.

Modules M.H. and M.O. Communication and media psychology

The following examination modalities apply to the modules M.H. ("Communication and Media Psychology" as part of the Communication Psychology profile) and M.O. ("Communication and Media Psychology" as a compulsory elective module) from the start of the winter semester 2014-15.

You have two options for taking the module examination:

1) Project work
You can write a scientific project work on a question from the seminar in one of the three courses to be taken in the respective module. The topic, structure, key literature, deadline etc. are determined in consultation with the respective lecturer. The duration of the project work is 3 months. The thesis must be a minimum of 10 and a maximum of 15 pages (including bibliography) and must be written in accordance with the APA design guidelines.

2) Oral examination at the end of the module
You can take an oral examination at the end of the module. The prerequisite for this is successful participation in the three courses of the respective module. The duration of the examination is 20 minutes. The lecturers in the M.H. and M.O. modules are authorized to conduct the examination.

The list of currently valid examination literature can be found on the intranet (Samba folder lehrpsyc):
\01BA_MA_Psych_abWS14-15\MA\M.H. Kommunikations- und Medienpsychologie\Prüfungsliteratur
or:
\01BA_MA_Psych_abWS14-15\MA\M.O. Communication and media psychology\Examination literature

The main topic(s) of the examination and, if necessary, further examination literature will be discussed with the chosen examiner at least 4 weeks before the examination.

Module M.I. Political Psychology and Communication

Examiner:
Tobias Rothmund

Type of examination: Oral examination or project work or term paper

Examination material:
For examination literature for the oral examination, see below.

Examination literature seminar M.I..docx

M.J. Cognitive Psychology

M.K. "Cooperation and Conflict"

Written term paper

In the course M.K.1 or M.K.2 you can write a scientific term paper on a topic of the seminar. Information on the topic, structure, key literature and deadline will be announced at the beginning of the course.

Authorized examiners: Gerhard Reese, Nadine Knab, Melanie Steffens

M.L. Applied Developmental Psychology

The examination is an oral examination (duration: 30 minutes). The examination material is based on the contents of the seminars M.L.1, M.L.2 and M.L.3 and includes the following literature.

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

Basic literature

Adolph, K. E., Robinson, S. R., Young, J. W., & Gill-Alvarez, F. (2008). What is the shape of developmental change? Psychological Review, 115, 527-543.

Brehmer, Y., Li, S. C., Müller, V., von Oertzen, T., & Lindenberger, U. (2007). Memory plasticity across the life span: uncovering children's latent potential. Developmental Psychology, 43, 465.

Guye, S., Röcke, C., Mérillat, S., von Bastian, C. C., & Martin, M. (2016). Adult lifespan. In T. Strobach & J. Karbach (Eds.), Cognitive training (pp. 45-55). Cham: Springer.

Jones, S., Nyberg, L., Sandblom, J., Neely, A. S., Ingvar, M., Petersson, K. M., & Bäckman, L. (2006). Cognitive and neural plasticity in aging: General and task-specific limitations. Neuroscience & Biobehavioral Reviews, 30, 864-871.

Lövdén, M., Bäckman, L., Lindenberger, U., Schaefer, S., & Schmiedek, F. (2010). A theoretical framework for the study of adult cognitive plasticity. Psychological Bulletin, 136, 659-676.

Karbach, J., Könen, T., & Spengler, M. (2017). Who benefits the most? Individual differences in the transfer of executive control training across the lifespan. Journal of Cognitive Enhancement, 1, 394-405.

Karbach, J., & Kray, J. (2016). Executive functions. In T. Strobach & J. Karbach (Eds.), Cognitive training (pp. 93-103). Cham: Springer.

Karbach, J., & Verhaeghen, P. (2014). Making working memory work: A meta-analysis of executive-control and working memory training in older adults. Psychological Science, 25, 2027-2037.

Katz, B., Jones, M. R., Shah, P., Buschkuehl, M., & Jaeggi, S. M. (2016). Individual differences and motivational effects. In T. Strobach & J. Karbach (Eds.), Cognitive training (pp. 157-166). Cham: Springer.

Könen, T., & Karbach, J. (2015). The benefits of looking at intraindividual dynamics in cognitive training data. Frontiers in Psychology, 6, 615.

Nesselroade, J. R. (1991). The warp and the woof of the developmental fabric. In R. M. Downs, L. S. Lybben, & D. S. Palermo (Eds.), Visions of aesthetics, the environment & development: The legacy of Joachim F. Wohlwill (pp. 213-240). Hillsdale, NJ: L. Erlbaum Associates.

Nesselroade, J. R., & Molenaar, P. C. M. (2010). Emphasizing intraindividual variability in the study of development over the lifespan. In W. F. Overton (Ed.), Cognition, Biology, and Methods across the Lifespan. Volume 1 of the Handbook of life-span development (pp. 30-54), Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.

Petermann, F. & Schneider, W. (2008). Encyclopedia of psychology - Applied developmental psychology. Göttingen: Hogrefe. (Chapters 1, 3, 4, 5, 12, 14, 15, 26, 27, 28)

Ram, N. & Gerstorf, D. (2009). Time structured and net intraindividual variability: Tools for examining the development of dynamic characteristics and processes. Psychology and Aging, 24, 778-791.

Rebok, G. W., Carlson, M. C., & Langbaum, J. B. (2007). Training and maintaining memory abilities in healthy older adults: traditional and novel approaches. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 62, 53-61.

Rueda, M. R., Cómbita, L. M., & Pozuelos, J. P. (2016). Childhood and adolescence. In T. Strobach & J. Karbach (Eds.), Cognitive training (pp. 33-44). Cham: Springer.

Schmiedek, F. & Lindenberger, U. (2012). Methodological foundations. In W. Schneider & U. Lindenberger (Eds.), Developmental psychology (pp. 97-116). Weinheim: Beltz.

Siegler, R., Eisenberg, N., DeLoache, J., & Saffran, J. (2016). Conclusion. In S. Pauen (Ed.), Developmental psychology in childhood and adolescence (4th ed., pp. 619-640). Berlin: Springer.

Sliwinski, M. J. (2008). Measurement-burst designs for social health research. Social & Personality Psychology Compass, 2, 245-261.

Zinke, K., Zeintl, M., Rose, N. S., Putzmann, J., Pydde, A., & Kliegel, M. (2014). Working memory training and transfer in older adults: effects of age, baseline performance, and training gains. Developmental psychology, 50, 304-315.

Module M.M. Man and Environment / Environmental Psychology

The module is taught in English. The written assignments must also be written in English.

Examiner: Claudia Menzel

Type of examination:
Project work, presentation and report in the project seminar M.M.3.

Examination content:
The project report deals with the study carried out in the project seminar M.M.3, its results and discussion. The project report should consist of both group work (introduction, method, results) and individual work (discussion), taking into account the knowledge acquired in the module.

Examination literature:
Mostly original scientific literature, which is presented and worked on in the courses, as well as articles that are researched by the students themselves. As an overview work Steg, L., & de Groot, J. I. M. (Eds.). (2018). Environmental Psychology: An Introduction. John Wiley & Sons, Ltd. can be used.

M.Q. Internet-based research methods

The examination modalities for the M.Q. module can be found here.