Psychology Majors

This course aims to raise students' awareness of the conceptual issues that have shaped psychology, through its history and its relationship with philosophy. What is a mental state, a mental faculty? What is the link between thought and the body, the mental and the physical? How can thought move the body? How can we approach the study of the psyche? These are some of the major questions we will ask ourselves, which have structured contemporary psychology and which continue to fuel debates in philosophy and the epistemology of psychology.

Objectives: Acquire a critical view of psychology and its history to better guide your future practice. Enrich your general culture through the presentation of the great authors and events that marked the birth of the major directions of psychology and the questions that arise today.

Schedule: 24 hours of CM per semester (2 hours of CM per week)

Course Outline:

CM1 AT THE SOURCES OF THE “NEW PSYCHOLOGY”: Théodule RIBOT, first historian of psychology and founding figure of pathological psychology

CM2 MIND vs. BODY: The German psycho-physics of G. T. Fechner and the study of the relationships between the soul and the body

CM3 PSYCHOLOGY OF MENTAL FACULTIES: Mapping of the mind and cerebral localizations. Towards a new phrenology

CM4 ASSOCIATIONISM AND STRUCTURALIST PSYCHOLOGY: W. Wundt and the institutionalization of scientific psychology

CM5 AMERICAN FUNCTIONALIST PSYCHOLOGY: The importance of the notions of evolution and heredity

CM6 ALFRED BINET’S INDIVIDUAL PSYCHOLOGY: The beginnings of differential psychology

CM7 MEASURING THE MIND AND PSYCHOMETRY: The history of the testing method

CM8 APPLICATIONS OF PSYCHOLOGY: The beginnings of applied psychology in France

CM9 TEACHING PSYCHOLOGY: History of the French situation

CM10 THE MAJOR CURRENCIES OF PSYCHOLOGY AND FRENCH PSYCHOLOGY IN THE 20TH CENTURY

CM11 COLLECTIVE PSYCHOLOGY: Between psychology and sociology CM12 THE FRONTIERS OF PSYCHOLOGY

Approach to psychotic, neurotic and borderline issues. Theoretical and clinical articulation, diagnostic methodology and therapeutic approaches based on case studies.

Objectives: Acquire fundamental knowledge in psychoanalytic clinical psychopathology. From symptomatology to psychological functioning, understand psychological suffering and problems in adults as well as their therapeutic approaches.

Course Schedule: 15 hours of CM + 15 hours of TD per semester (1.25 hour CM + 1.25 hour TD per week)

Course outline

CM1 The psychodynamic approach, the psychopathological approach, defense mechanisms/symptoms

TD1 Introduction to the work of TDs and the psychoanalytic clinical approach to the psychic functioning and psychopathology of the adult subject (case study)

CM2 The question of delusion in different organizations

TD2 Schizophrenic disorders - therapeutic approach (case study)

CM3 Schizophrenic disorders - therapeutic approach

TD3 Video the "great turning point", extract of approximately 40 minutes

CM4 Paranoia - therapeutic approach

TD4 Paranoia - therapeutic approach (case study)

CM5 Transference neuroses: hysteria, phobia - therapeutic approach

TD5 Transference neuroses: hysteria, phobia - therapeutic approach (case study)

CM6 Transference neuroses: obsessive neurosis, obsessive personality/trait - therapeutic approach

TD6 Transference neuroses: obsessive neurosis, obsessive personality/trait - therapeutic approach (case study)

CM7 From Oedipus to narcissism: issues, gap and continuity

TD7 Borderline issues/narcissistic issues (case study)

CM8 Borderline issues/narcissistic issues

TD8 Clinical and therapeutic approaches to borderline states (case study)

CM9 Clinical and therapeutic approaches to borderline states

TD9 Depressiveness, depression, bipolarity and melancholy - therapeutic approach (case study)

CM10 Depressiveness, depression, bipolarity and melancholy - therapeutic approach

TD10 Revisions

This course is dedicated to professional practices in neuropsychology and gerontological psychology. This course presents the objectives of the interview with neurological patients and/or their relatives, on the one hand, during the anamnesis and the observation/identification of clinical signs, and on the other hand, during the care of the patient and the assistance to his entourage. It offers an introduction to neuropsychological assessment in adults and children and presents the role of the psychologist in different intervention contexts. The TDs help to better understand the neuropsychological assessment and its issues: clinical interview and nature of the complaint, main tests and questionnaires, summary and transmission of results.

Objectives: Learn about neuropsychology examination strategies through the presentation of clinical cases in different periods of life. Identify symptoms, identify dissociations based on test performance, reflect on differential diagnosis. Become familiar with the know-how and interpersonal skills of the psychologist (in particular through role-playing) with regard to the ethical and professional issues of the profession.

Schedule: 24 hours of CM + 20 hours of TD per semester (2 hour CM + 2 hour TD each week)

Course outline:

CM1 General introduction to professional practices in clinical neuropsychology. Information on internships.

TD1 Virtual game and interview simulation with a patient presenting a memory complaint

CM2 The neuropsychology interview and the identification of disorders

TD2 Illustration of the assessment in adults (situation with an example of assessment of executive functions);

CM3 Conducting the interview in clinical neuropsychology. Presentation of the main tools and tests in adults.

TD3 Gerontological psychology (2): the psychologist in memory consultation (presentation of specific assessment tools, e.g. MMSE, geriatric depression scale)

CM4 Neuropsychology of aging: specificities of the interview and assessment with the elderly; missions of the psychologist-neuropsychologist in gerontological psychology

TD4 Gerontological psychology (1): demographic aspects of aging, a heterogeneous and multi-determined process. Skills and contexts of intervention of the psychologist specializing in gerontology.

CM5 The differential diagnosis approach illustrated in the context of neurodegenerative pathologies

TD5 Gerontological psychology (3): the psychologist in EHPAD, behavioral disorders, support. Presentation of government plans and research in aging

CM6 Test methods; psychometric approach to testing in neuropsychology; quantitative analysis and limits

TD6 Illustration of the neuropsychological assessment in children (Wechsler scale) in the context of learning disorders. Reflection on performance dissociations.

CM7 Continuous assessment n°1

CM8 Child neuropsychology and learning disorders

TD7 Presentation of neuropsychological assessment batteries in children (NEPSY-II). Clinical illustrations

CM9 Conducting the neuropsychological assessment in children

TD8 Gerontological psychology (1): demographic aspects of aging, a heterogeneous and multi-determined process. Presentation of the skills and contexts of intervention of the psychologist specialized in gerontology.

CM10 Early neurodevelopmental disorders in the intellectual and communication domain

TD9 Virtual game and interview simulation with a child with ADHD and his parents

CM11 Announcement of disability and support for patients & professional activities

TD10 Virtual game and interview simulation with a patient presenting a cognitive complaint and/or depression

CM12 Continuous assessment n°2

In the 3rd year Developmental Psychology EU (DEV3), we will cover the areas of application of developmental psychology, i.e., (i) the world of education (school learning) and (ii) pathologies (neurodevelopmental disorders). First, we will cover general learning mechanisms (memorization, concentration, learning strategies), then specific school learning, in particular how children learn to read and count. The pathologies associated with these school learnings – dyslexia, dyscalculia – will also be presented. Then, we will cover, through the WISC V test, the psychological assessment of children. Through the presentation of this intelligence test, we will discuss children with intellectual disabilities and children with high potential. Finally, we will present the importance of the developmental approach in understanding neurodevelopmental disorders and in particular learning disorders (Attention Deficit Hyperactivity Disorder) and social cognition (autism).

Objectives: Be able to make a critical analysis of a scientific article – relating to the fields of application of developmental psychology (education, neurodevelopmental disorders) – through the QALMRI method. Be able to construct an argument – ​​on the importance of the developmental approach to understand learning mechanisms (general and specific [reading, counting]) and developmental disorders – by selecting the most relevant information from those presented in class. Become familiar with the psychological assessment of a child through the use of the WISC V. Be able to use classic tests assessing reading and arithmetic skills.

Schedule: 15 hours of CM + 15 hours of TD per semester (1.25 hour CM + 1.25 hour TD each week)

Course outline

CM1 Learning strategies and cognitive sciences

TD1 General learning mechanisms

CM2 Learning to read

TD2 Classic tasks for testing reading skills

CM3 Reading disorders

TD3 Predictors of the development of reading skills

CM4 Mathematical cognition: development of skills on numbers (1st part)

TD4 The development of arithmetic skills

CM5 Mathematical cognition: development of skills on numbers (2nd part)

TD5 Classic tasks in numerical cognition: cases of children with difficulties in mathematics

CM6 Developing intelligence

TD6 Familiarization with the Wechsler Intelligence Scale for Children V (WISC V)

CM7 Disorders of the development of social cognition (1st part)

TD7 What are the means to combat impairments in communication and social interactions in children with autism spectrum disorders?

CM8 Disorders of the development of social cognition (2nd part)

TD8 Particularities of sociocognitive development in children with ASD

CM9 Attention Deficit Disorder (1st part)

TD9 Familiarization with the Test of Everyday Attention for children (TEA-ch)

CM10 Attention Deficit Disorder (2nd part)

TD10 Attention Deficit Disorder with or without Hyperactivity and executive functions

The teaching focuses on the approach of "social cognition" which studies how the individual understands the social world. In this context, we will focus on cognitive representations about oneself and about others, as well as their acquisition, activation, use and modification. An important place will be reserved for the historical perspective of the approach of social cognition in the evolution of experimental social psychology. 

Keywords: Social cognition, social psychology, social perception

Objectives: In this course, the objective is to provide students with a solid foundation of knowledge on the social cognition approach that will enable them to understand, evaluate and criticize current research in social psychology.

Schedule: 15 hours of CM + 15 hours of TD per semester (1.25 hour CM + 1.25 hour TD per week)

Course outline

CM1 Introduction/Historical look at experimental social psychology

TD1 Categorization and Emotion 1

CM2 Attribution (Human being: rational), Processes (normative) to explain behaviors

TD2 Categorization and Emotion 2

CM3 Errors and biases of attribution and Errors in information processing (heuristics, Law of large numbers, judgment of covariation, non-compliance with the logical law)

TD3 Self-Perception and Motivation 1

CM4 Social cognition (Characteristics of the approach, Human being: Cognitive miser)

TD4 Self-Perception and Motivation 2

CM5 Perception of others: Attention, Interpretation: categorization and schema 1

TD5 Inhibition/Suppression and Stereotype Rebound 1

CM6 Perception of others: Attention, Interpretation: categorization and schema 2

TD6 Inhibition/Suppression and Stereotype Rebound 2

CM7 Perception of others (Schema and recall + recall errors)

TD7 Self-Construction and Information Processing 1

CM8 Self-perception: Acquisition of knowledge about oneself, Self-schema

TD8 Self-Construction and Information Processing 2

CM9 Self-perception: Malleability and stability of the self, Recall of autobiographical memories

TD9 Applied Social Cognition 1

CM10 Re-integration of motivation into cognitive processes (Human Being: Motivated Tactician)

TD10 Applied Social Cognition 2

Following on from NEURO 1 and NEURO 2, this UE is an in-depth study of neuropsychological syndromes that will also be covered in relation to the major cognitive models. The major principles of psychometrics (validity, reliability, sensitivity, standardization/calibration) on which the approach of the psychologist specializing in neuropsychology is based will also be presented. The TD illustrates the reflection on cognitive models based on documented clinical cases. These also allow us to understand the clinician's approach. Students may also be asked to comment on scientific articles.

Master the characteristic signs of the major neuropsychological syndromes. Acquire theoretical bases on the major cognitive models of neuropsychology. Become familiar with the main psychometric concepts necessary for the interpretation of performance on neuropsychological tests. Become familiar with some classic neuropsychological assessment tests in adults.

Schedule: 15 hours of CM + 15 hours of TD per semester (1.25 hour CM + 1.25 hour TD each week)

Course outline:

CM1 Clinical neuropsychology and cognitive neuropsychology: introduction

TD 1 Introductory text to cognitive neuropsychology taken from “Cognitive neuropsychology”, X. Seron (2002)

CM2 The major amnesic syndromes and memory models

TD 2 Study of the text “The memories of a forgetful person: the point of view of an amnesiac” (Thomas-Antérion, 2017) to illustrate an amnesic syndrome and to deepen the modeling of the human memory

CM3 Clinical dissociations and organizations of semantic knowledge

TD3 Cases of category-specific deficit in semantic memory

CM4 Visual agnosias and prosopagnosia

TD4 Illustrations of disorders of recognition of familiar objects

CM5 Unilateral spatial neglect: symptomatology and explanatory models

TD5 Unilateral spatial neglect

CM6 Gestural apraxias

TD6 Function and Manipulation Tool Knowledge in Apraxia

CM7 Language disorders

TD7 Illustration of language and reading disorders (study of patient EST by Kay & Ellis, 1987)

CM8 Auditory agnosias

TD8 Illustration of cases of amusia

CM9 The major models of executive functioning

TD9 Distinct executive disorders following frontal lesions? Study of 3 patient cases (Shallice & Burgess, 1991)

CM10 Fundamentals of psychometrics applied to clinical neuropsychology

TD10 Practical exercises in manipulating norms (Z scores, percentile, sensitivity and specificity calculations)

Presentation of the integrative approach and the question of normal and pathological. Different proven psychopathological disorders or personality disorders that fall within the field of anxiety will be studied (histrionic personality and hysterical neurosis; avoidant and dependent personality; panic disorder and generalized anxiety; phobias; obsessive personality and obsessive compulsive disorder; post-traumatic stress episodes; borderline personality). The semiology, the different theories that allow us to understand their appearance and their installation, as well as the intervention methods are presented. In the TD, case studies illustrating these different disorders are worked on.

Objectives: Continue the training of students in clinical psychology and adult psychopathology in an integrative approach. The theoretical elements presented in CM, and the work on case studies in TD must allow students to be able to make a rigorous semiological analysis and propose a psychopathological diagnosis. They must subscribe to an integrative approach, that is to say refer to the theory that seems the most relevant to understand the patient's disorders, or discuss the interest of different approaches, and propose a relevant psychological intervention.

Schedule: 15 hours of CM + 15 hours of TD per semester (1.25 hour CM + 1.25 hour TD each week)

Course outline:

CM1 Distinction between psychiatric disorders, personality disorders and personality traits / Integrative perspective in psychopathology: models and interventions 

TD1 Presentation of the code of ethics. Clinical vignettes that illustrate the distinction between personality traits, personality disorders and mental disorder

CM2 From neuroses to anxiety disorders

TD2 A case study presented according to different theoretical and therapeutic approaches

CM3 Hysteria and histrionic personality

TD3 Case studies of hysteria and histrionic personality disorder

CM4 Obsessive compulsive disorder

TD4 Case studies of obsessive compulsive disorder

CM5 Panic disorder and generalized anxiety

TD5 Case studies of panic attack and generalized anxiety

CM6 Phobias

TD6 Case studies of phobias

CM7 Obsessive, avoidant and dependent personalities

TD7 Case studies of obsessive, avoidant and dependent personalities

CM8 Trauma and post-traumatic stress disorder

TD8 Case studies of post-traumatic stress disorder

CM9 Borderline personality 1

TD9 Case studies of borderline personality

CM10 Borderline personality 2

TD10 Case studies of borderline personality