Outline of the Programme 
 

Profile of the Master’s programme

The Master’s in Mental Health is a professionally oriented academic level Master's degree programme focusing on the field of mental health. The programme is characterised by a multidisciplinary, scientific approach to mental health issues and builds further on the knowledge and skills already acquired regarding psychological disorders, theoretical models and therapeutic approaches developed during the Bachelor’s phase.

In addition to knowledge acquisition, the Master’s programme in Mental Health focuses on learning essential skills in the areas of diagnostics, intervention and research. The various courses therefore also include skills training. In addition, the programme gives students the opportunity to follow a clinical internship. Students develop research skills by critically examining research literature, carrying out individual and group assignments, and following the research internship and master thesis. In addition, students have the option of taking elective courses in the area of skills training.

The social and professional field

Psychological disorders are a growing health problem in the Western world. Like in the US and other Western European countries, a little over 40% of the population of the Netherlands will suffer from some kind of psychological disorder during their lifetime (WHO, 2000). A significant percentage of these people end up making use of mental health care. In the Netherlands, no less than €2.5 billion is spent on mental health care, which is 9% of the total costs of health care (Ministry of Health Welfare and Sports, 2000). In addition to the direct costs of health care, psychological disorders also lead to significant costs in terms of absenteeism from work. In order to make the most effective use of the resources available for minimising psychological suffering, there is an urgent need for effective forms of psychotherapeutic and other treatment. Health insurance companies are increasingly demanding that the balance between the costs and the effectiveness of a treatment meet certain requirements. Knowledge of the symptomatology, aetiology and development of the various disorders is needed in order to develop new diagnostic and intervention techniques or to improve existing techniques. The Master’s programme in Mental Health fills the need for training people who have both the clinical expertise as well as the thorough theoretical background needed to deal effectively with mental health problems.

The Master’s programme in Mental Health is intended for students wishing to pursue a career in the field of mental health. Graduates of the programme often find employment in junior positions or trainee positions at mental health care facilities such as RIAGG centres or in hospitals. In combination with courses followed earlier during the Bachelor’s phase, the Master’s programme in Mental Health allows graduates to continue their studies by following the legally recognised postgraduate professional training programme for health care psychologists (GZ-psycholoog) within the framework of the Individual Health Care Professions Act (BIG). Graduates of the Master’s programme may also find employment in the educational sector or in research or policy positions.

Structure of the programme

The Master’s in Mental Health is a one-year programme and is structured in blocks of 8 weeks. During each block, two elements are dealt with concurrently. This structure makes it possible to follow the programme on a part-time basis, in which case it takes two years.The programme consists of three compulsory education courses (for a total of 18 ECTS), focusing on various disorders, three elective courses or a clinical internship (18 ECTS), and the research work and Master’s dissertation required to complete the degree (24 ECTS).  In a schematical overview: 
 

 The various components are described further below.

Three compulsory courses dealing with disorders (18 ECTS)

The disorders dealt with in the Master’s programme in Mental Health (neuropsychological disorders, psychotic disorders and personality disorders) are among the most complex disorders within mental health care. The material presented in the programme builds further on the knowledge acquired previously during the Bachelor’s programme in Health Sciences with a specialisation in Mental Health Science (or a related Bachelor’s programme). Since it is essential for graduates of the programme to have the required level of competence, a great deal of attention is devoted to skills-related teaching methods. The focus here lies not only on acquiring knowledge but also on learning how to apply that knowledge. New, PBL-related teaching methods that confront students with a problem to be solved are used. In addition, these courses include two skills trainings focusing on the diagnosis of the complex disorders dealt with (i.e. neuropsychological testing and SCID-II training).

Electives/Clinical Internship (18 ECTS)

In principle, students are free to fill in the three elective courses as they wish. Students can choose study units at other capacity groups (departments), faculties or universities. However, the elective courses chosen must be presented to the programme coordinator for approval. One elective course that is highly recommended is Prevention of Mental Health Problems, carried out in close cooperation with the Department of Health Education and Health Promotion. The possibilities and experiences in the prevention of psychological problems are central to this course.

If students wish to fulfil the prerequisites for the postgraduate professional training programme for health care psychologist within the context of the Individual Health Care Professions Act, they will have to choose a clinical internship for the elective study units. In order to be able to undertake an internship, students must comply with all the other prerequisites for the postgraduate professional training programme. Students’ internships will be assessed on the basis of 10 peer supervision meetings, three reports, and an assessment by the supervisor of the institution at which they do the internship. The internships are coordinated by the internship coordinator.

Final research project and master thesis (24 ECTS)

The research internships are coordinated by the research internship coordinator. Various types of research internships are possible. The research internship results in a research thesis, which will be assessed according to the applicable criteria. The writing of a thesis is done individually by each student.

The Master’s programme closely follows scientific developments within the international field of mental health science. In that regard, the teaching offered makes ample use of relevant research themes from the Institute of Experimental Psychopathology (EPP). The final research project carried out to complete the degree requirements is generally related to the research currently being done within the faculty or the research institute. However, students can also conduct their research elsewhere, within a different research group at the university, or at another university or educational institute within or outside the Netherlands. In all cases, two lecturers from Maastricht University, at least one of whom is connected to the Master’s programme in Mental Health, will be involved in setting up and evaluating the research.

Basic literature

-         Seligman, M.E.P., Walker, E.F. & Rosenham, D.L. (2001, 4th edition). Abnormal Psychology. New York: Norton.

-         American Psychiatric Association (2000). Diagnostic and Statistical Manual of mental disorders (4^th edition, text revision). Washington, DC: Author.

Course Neuropsychological Disorders

Course coordinator

Dr. Pauline Dibbets

Department of Clinical Psychological Science

T: 043  3881597

E: Pauline.Dibbets@maastrichtuniversity.nl

L: Uns40, room 3.771

1. Summary of course plan 

This course focuses on the psychological consequences of (congenital) brain damage. More specifically, the course studies the relationship between brain function, cognition, and behaviour. Within the field of neuropsychological research and practice, the emphasis thereby lies on either the psychological description or the neurological mechanisms. An attempt is made throughout to acquire more insight into how specific brain structures influence human behaviour and how behaviour becomes disturbed as a result of damage to the brain. By studying functional disorders and disturbed behaviour in patients, knowledge can also be obtained about non-deviant behaviour. Such knowledge enables psychologists and other health care professionals to make a better contribution to diagnosing, treating, and assisting people with functional disorders. Neuropsychology has become a multidisciplinary science in which knowledge of psychological phenomena is integrated with knowledge of biological and medical variables. This knowledge will be accomplished by presenting skills training, practicals, lectures, and assignments (problem-based-learning). 

2. Specification of content

Place of the course within the programme

This is the first of three core courses in the Master’s programme in Mental Health Sciences. Each of these three courses builds further on each other and on knowledge acquired in previous courses. The Master’s course “Personality disorders” builds further on the knowledge regarding psychopathy acquired in this first course. The “Psychotic disorders” course requires the neuropsychological and neuro-anatomical knowledge obtained in this first course. This course also builds further on the knowledge acquired in the Bachelor’s programme in Health Sciences (with a specialisation in Mental Health Science), and in particular on the topics dealt with in course 2.5.5th (Psycho diagnostics) and 2.2.5 (Learning, Cognition and Personality) as well as into a topic covered in the Bachelor’s course 2.6C (Children and Young People II: Psychopathology) focusing on the relationship between conduct disorder among children and the development of psychopathy in adulthood.

Course contents

The course is composed of six assignments and can be divided into three components. The first two assignments are also the first component and deal with the anatomy, development, and physiology of the brain as well as several theories on how the brain functions and various neuroimaging techniques to visualize the anatomy and functions of the brain. The second component of the course (assignments 3 to 5 inclusive) focuses more on applying knowledge. Via case histories, specific areas of brain function (e.g. language, memory, planning, attention, executive functions etc.) will be investigated. The third component (assignment 6) deals with psychopathology and the brain (e.g. Gilles de la Tourette, OCD etc.). This area will also be dealt with using familiar practical situations.    

Overview of subjects and lectures

International context

The course is offered in English, with the exception of the skills training, which is offered in Dutch, and a movie presented during the dementia lecture (gebroken vlinder). Current international (English-language) professional literature is used in the course.

3. Practicals and skills training

 This course includes a practical titled “Brain and behaviour” and a skills training entitled “Neuropsychological testing”. The aim of the practical is to provide students with insight into the anatomy of the brain and the relationship between brain and behaviour. The skills training included in this course aims to train students in diagnostic skills with regard to neuropsychological disorders. The training consists of three meetings.

It is important to note that the skills training “Neuropsychological testing”  is in Dutch. This training is entirely based on Dutch materials and specifically aimed at the Dutch Mental Health Care system. Non-Dutch speaking students will receive a substitute assignment from the course coordinator.

4. Teaching methods

 Structure

The following teaching methods will be used in this course: tutorial groups, a practical, skills training, and lectures. Each week, one task will be dealt with and a lecture and/or skills training will be offered. During the various assignments, students will be expected to formulate learning goals with regard to the clinical picture, diagnostics, aetiology, and treatment options. A list with literature suggestions will be made available. In addition, one or two basic books will be recommended. Within the framework of the Problem-Based Learning (PBL) system, students will be encouraged to search for (additional) literature on their own. 

Language

The language of instruction in the course is English; however, the skills training and movie will be in Dutch. All literature is in English.

Credits

Students will receive credits for the course if they successfully complete the examination as well as the training. The training and practicals will be evaluated on the basis of 100% attendance. The final mark is determined by the written course exam consisting of 4 essay questions (50% of the final mark) and 40 multiple-choice questions (50% of the final mark). The final mark is given in whole numbers. The rounding off rule is as follows: 0.5 or more is rounded up, and less than 0.5 is rounded down. An unsatisfactory course examination must be compensated by a satisfactory mark for the resit. Unsatisfactory attendance at the skills training sessions or practicals must be compensated by a substitute assignment.

5. Literature

Basic literature

Additional basic books

 In addition to the basic book, journal articles will be provided, as the basic book does not always cover all the material presented.

Course  Psychotic Disorders

Course coordinator

Drs. R. Kreutzkamp

Department of Clinical Psychological Science

T: 043  3881605

E: R.Kreutzkamp@maastrichtuniversity.nl

L: Uns40, room 5.731

1. Summary of course plan

The course – Psychotic disorders – deals with disorders in processes involving perception and thinking, in particular with disorders in the realm of psychoses. In films or books, psychotic characters usually have bizarre and unpredictable behavior that we find it difficult to identify with, and they are capable of all kinds of frightening actions. Most people therefore feel rather uncomfortable around someone who is (or has been) psychotic and tend to avoid such people.

Our aim in this course is to make psychotic disorders more understandable, more predictable and less bizarre for you and in particular to allow you to view such disorders within the context of experiences you yourself are familiar with. In principle, anyone can become psychotic, but some people are more likely to become so than others and in some people such disorders are more likely to become chronic than in others.

To do so, we have chosen to use a broad-based approach from a variety of perspectives, so many perspectives that there is a risk that you, as a student, will become confused. In order to introduce a certain degree of structure, we would therefore like to draw the attention to the discussion between de categorical and the dimensional approach to schizophrenia.

Theories , etiological models and therapeutic interventions are studied while using these two points of view.

2. Explanation of the objectives with respect to content

 2.1 Acquiring knowledge about psychotic disorders, etiologic models and treatment plans

The ‘case history’ of Karel Doorenbosch is the unifying element throughout the course. We follow Karel during several years of his life. Based on several different points in time when he comes into contact with medical assistance authorities, we try to form an image of the clinical picture of schizophrenia and the various etiologic models and the opportunities and limitations they offer regarding treatment.

Based on the various contacts with medical assistance experienced by Karel, the following topics will be discussed:

These topics are also the topics of the lectures that are planned in this course.

During the various contacts experienced by Karel, the above topics will arise several times. The assignments based on these contacts will also deal with as many of the course topics as possible. These assignments will be dealt with in part by the group as a whole and in part individually (see further section on exams and assessments). At the end of the course, every student should therefore have a basic knowledge and insight with regard to the above topics and their interrelationship (In this context, we - as a planning group - refer you to the diathesis-stress model as a central organising principle.).

2.2 Acquiring insight into the strengths and limitations and interdependence of the various etiologic models of schizophrenia

During this course, it will become evident that relatively little in the way of ‘hard empirical facts’ are known about psychoses in general and schizophrenia in particular. As a result, there is still not much consensus about how psychoses should be viewed. Another factor in present-day society, which is increasingly becoming more multicultural in nature, is that psychoses can also have a different significance depending upon the cultural context. In this sense, you will therefore be dealing with a large number of theoretical approaches, and you will be expected to delve into the various theories with their strengths and limitations to a greater degree than in the bachelor’s courses.

2.3 Applied knowledge and insight

Being able to formulate a well motivated diagnostic plan for psychotic disorders on the basis of the information presented. The aim of this course is not only that students learn a lot and therefore know a lot at the end, but also that they are able to use this knowledge. More specifically, the objective is for students to be able, based on information from the life of Karel Doorenbosch, to initiate the appropriate procedures in order to be able to arrive at a good analysis of the problem for that moment in time.

Being able to formulate a well motivated treatment plan for patients with psychotic disorders on the basis of the information presented. The aim of this course is not only that students learn a lot and therefore know a lot at the end, but also that they are able to use this knowledge. More specifically, the objective is for students to be able, based on information from the life of Karel Doorenbosch, to initiate the appropriate procedures in order to be able to arrive at a well motivated intervention plan for that moment in time.

2.4 Communication skills

Learning to work independently within a project group. In this course, you will be working in project groups instead of tutorial groups. You will be working in small groups (5 to 7 students) without assistance from a tutor. Important skills in this regard include: cooperating, learning to trust your fellow group members, making agreements and fulfilling them, working with deadlines, solving problems within the group, determining your own working method etc.

These skills are also called upon in practical situations, for example while working in a multidisciplinary team. Acquiring more experience in writing group reports as well as individual reports in accordance with scientific guidelines. In this course, the group will have to carry out various group assignments. The students will also complete the course with an individual paper. When writing these assignments/reports, the guidelines applying to scientific papers must be complied with.

3. Practical Skills Training : Crisis intervention

 In this course two workshops are planned concerning crisis intervention in psychiatry and especially in case of psychotic pathology.  Students learn evidence based interventions, and to act on basis of a minimum of information aiming to stop the situation from getting out of hand. The workshop will take a lecture on this subject and two meetings of four hours each. Students have to write a report on the crisis-case.

It is important to note that the practical skills training “Crisis intervention”  is in Dutch. This training is entirely based on Dutch materials and specifically aimed at the Dutch Mental Health Care system. Non-Dutch speaking students will receive a substitute assignment from the course coordinator.

4. Working method

 Psychotic disorders is based on working in  Project groups. These project groups differ in several respects from the traditional tutorial groups. A project group as referred to here consists of  5 to 7 members. These members will be expected to work independently, without assistance from a tutor. The group works together on an overall project (i.e. various group assignments within the framework of the overall assignment) instead of on assignments that are prepared beforehand individually by the members. As a result, students are more dependent upon each other, but at the end of the course they will have been exposed to a broader range of topics.

It is important that the group members discuss and agree on this clearly beforehand and that they evaluate matters with each other on a regular basis. Obviously, the last thing we want to happen is for some students to ‘coast along’ on the strength of the work done by others in the group. The working method and the distribution of roles will no longer take place according to the ‘seven steps’ process but will be determined by the group itself. Several suggestions in this regard are given in the course information of this course. The course will focus on a single large overall assignment, consisting of various components (medical assistance contacts) spread out over several years. It will therefore be an ongoing story. During the project-group meetings a teacher is available on demand.

During the course 6 lectures are planned. Based on last year’s evaluation we prefer to do the lectures in Dutch, because all kind of practical examples are not available in English. The course will not be concluded with a course exam. The assessment will consist of various assignments. The final mark depends on these various assignments: in part on the group assignments and in part on the individual paper that you must hand in at the end of the course. Based on two years of experience using this working method, the decision is made to get more grip on the group process during the course. Every project group has to report at least two times how they proceed in the group assignments, and during these meetings feedback will be given on the results of their assignments.

5. Assessment

 During this course the project-groups have to hand in 6 group assignments. These assignments are aimed at application of knowledge and count for 40% of the final score of the course. Halfway the course an Individual assignment will be given to the students. This individual assignment consists of a complex case with seven or eight theoretical questions and this assignment counts for 60% of the final score of the course.

6. Literature

The planning group recommends the following book as general basic study book:  M. Foster Green 2003).  Schizophrenia revealed, from neurons to social interactions.  New York: Norton.

Two other books that are definitely worthwhile: C.G. Costello (1993). Symptoms of schizophrenia. New York: John Wiley. And  H. Hafner, F. Resch, J. Schroder, W. Der Heiden, James B. Stiehl (2003, Editors). Risk and Protective Factors in Schizophrenia. ISBN: 3798513651

 Furthermore there will be an E-reader available in this course.

Course Personality Disorders

Course coördinator

Dr. Jill Lobbestael

Department of Clinical Psychological Science

T: 043  3881611

E: Jill.Lobbestael@maastrichtuniversity.nl

L: Uns40, room 5.741

1. Summary of course plan

This module focuses on one of the biggest mental health problems: personality disorders. Personality disorders are found in approximately 10% of the adult population and in approximately 30-70% of the outpatient mental health care population. Within the forensic field, the prevalence of personality disorders is around 80%, with Cluster B disorders such as antisocial and borderline personality disorder being the most common. Forensic psychologists are expected to possess knowledge of these disorders, including assessment, epidemiology, theories, and possible treatments.

The following topics will be emphasized:  

 The module includes a skills training.

2. Specification of content

This module deals with one of the biggest problems in forensic mental health: personality disorders. The extent and seriousness of the problem justify a specialist module as part of the Master of Science in Mental Health.

Personality disorders are found in approximately 10% of the adult population and approximately 80% of the forensic psychiatric and prison population. Personality disorders are a group of mental disorders that cause long-term dysfunctional behavior.  Personality disorders, which are described on DSM-IV Axis II, are ascribed more to the character of the person – that is, longstanding, maladaptive personality traits -- than to symptoms.  Psychiatric symptoms, on the other hand, are fluctuating and episodic, and described on DSM-IV Axis-I.  People with personality disorders often consider their personality traits to be normal.  They may perceive some of the effects of the disorder as undesirable; however, the traits themselves are ‘ego-syntonic’: the person doesn't perceive his/her thoughts, feelings and actions as odd, but rather as something that fits in his/her character. In many cases the people around the person suffer more from the personality disorder than the person in question. Consequently, there is often at first no clear request for help to effect a personality change. At times clients only start treatment under pressure or force (for instance, the law) from their environment.  Personality disorders can only be diagnosed in adulthood, beginning at age 18, because before that, personality has not yet sufficiently consolidated.

Historically, personality disorders have always had a negative connotation.  People suffering from these disorders are generally perceived as untreatable, and the term ‘personality disorders’ is also abused to refer to very troublesome people. The introduction of a separate axis in the DSM-III to diagnose these disorders – Axis II, introduced in 1980 -- attracted much attention from researchers.  Part of this research has put a number of prejudices in perspective: some people with a personality disorder are in fact treatable, both for Axis-I symptoms, and for their Axis-II disorders. On the other hand, the concept of personality disorders has given rise to much criticism from researchers.  Some question whether personality disorders actually exist, or view personality disorders as complex variations of Axis I symptoms.  The method for diagnosing personality disorders in the DSM has also been criticized, and alternative, dimensional models proposed. Whatever the results of future developments, it is clear that much still remains to be learned about personality disorders.

Overview of tasks

Overview of lectures

3. Skills Training

A skills training, which consists of 3 training sessions, is part of the module.  The training focuses on the diagnosis of personality disorders. It is taught by means of a semi-structured clinical interview, the SCID-II.  The module and training are an integrated part of the course and both must be completed successfully in order for the course to be signed off.

It is important to note that the practical skills training “SCID-II”  is in Dutch. This training is entirely based on Dutch materials and specifically aimed at the Dutch Mental Health Care system. Non-Dutch speaking students will receive a substitute assignment from the course coordinator.

4. Teaching methods

Structure

In 8 tutorial group sessions, students are presented with cases illustrating one or more of the DSM-IV personality disorders. Students use these cases as a starting point to formulate and discuss learning goals concerning manifestations (“phenomenology”), assessment (including differential diagnosis), co-morbidity, etiology, and treatment of the personality disorders in question. Students are assigned readings in a basic text, and additional articles and book chapters are provided.  Lectures provide further information, and help students consolidate their learning.

Grading

The unit test consists of several essay questions covering the major themes discussed during this course. A final mark of 5.5 or higher is required to pass.  Tutors, circa 6 (6 x 30 = 180 hours). 6 trainers (6 x 20 = 120 hours)

5. Literature

The basic textbook for this course is: Millon, T. et al. (2004, 2^nd edition). Personality Disorders in Modern Life. New York: Wiley.
Additional literature is provided on e-reader.

Appendix

 Master Mental Health for Non-Dutch speaking students

Admission requirements

The admission requirements for the Master Mental Health is a bachelor (or masters) degree in psychology with sufficient clinical psychology training. The master deals with complex psychopathological problems (e.g. personality disorders, schizophrenia) and supposes that students already have knowledge of more common psychopathological disorders like anxiety or depression.

Language requirements

The master of Mental Health is an English language program. In principle, all study material and instruction is English. Nevertheless, there are several obstacles in the program for non-Dutch speaking students. First of all, some of the clinical trainings are given in Dutch (e.g. neuropsychological test diagnostics that uses Dutch language tests). We will offer an alternative for non-Dutch speaking students, but this will deviate from the normal program.

Most problematic will be the clinical internship that runs parallel with the course work. We offer positions in Dutch Mental Health care institutions, which of course requires proficiency in Dutch. Students may be allowed to do their clinical internship in their home country, but than the internship has to be moved to a later point in time since the three courses that are offered from beginning September to the end of Februari are mandatory. This will probably mean that the master cannot be completed within one year.

The internship may also be replaced by electives, but we do not offer electives ourselves, so students have to take them elsewhere.
It is important to note, that so far it has turned out to be nearly impossible to complete the master of Mental Health for non-Dutch speaking students. Therefore, it is advised against taking this master course in case of non-Dutch speaking students.

Research master

The Maastricht University also offers a 2-year international research master program in Abnormal Psychology. Information on this program can be found on the website of the faculty of Psychology of Maastricht University. All instruction and skills trainings are English in the research master and the clinical internship takes place in the second half of the second year and can be completed abroad.

There is however limited admission to this program (20 students a year), based on grades, CV and interview.