| Description |
Children and adolescents differ in their ability to perceive and process information about their environment, that is in their environmental sensitivity. This means that some children and adolescents are generally more sensitive to features of their developmental context, such as parenting quality. For a long time, much research has focused on variability in sensitivity to negative environments (e.g., trauma) resulting in maladaptation in the form of psychological problems (e.g., depression). However, more sensitive children seem also more sensitive to positive environments (e.g., supportive parenting) resulting in a better adaptation to the environment (e.g., better responses to psychological interventions).
Individual differences in environmental sensitivity can be situated at three levels of analysis: the phenotypic level (e.g., temperament), physiological level (e.g., stress reactivity), and genetic level (e.g., risk genes). In this seminar, we will discuss: (a) theoretical backgrounds regarding individual differences in environmental sensitivity, (b) different levels at which children and adolescents can differ in their sensitivity, and (c) how these sensitivities are related to increased sensitivity towards psychopathology. From a clinical point of view, we will apply these findings to tailor prevention and psychological treatment interventions. These findings may guide clinicians, teachers, and parents to raise awareness of individual differences in environmental sensitivity, develop personalized interventions (e.g., what works for whom), make specific adaptations to the environment (e.g., noise-canceling headphones), and increase the benefit of being more sensitive (e.g., taking advantage of being more empathetic).
In the first part of this seminar, we will discuss the theoretical background of individual differences in environmental sensitivity in an interactive way. In the second part, students will choose a topic relevant to the theories (e.g., How can we apply empirical findings on environmental sensitivity to daily life problems?) and clinical implications (e.g., How can we personalize existing interventions ? How can we prevent misdiagnosis?) discussed in the seminar. Students will prepare a presentation and written assignment on this topic in small groups and present this topic in class. Students will be asked to peer-review the presentations of the other groups and write some critical reflections and suggestions. The seminar will be very interactive and there is room for own contributions and creativity.
This seminar is recognized as a seminar with psychopathological content. |
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