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190010 KU BM 7 Applied Methodology I (PP+SP) (2023W)
Forschungsmethoden im Spektrum von Bindungstheorie und Psychoanalytischer Pädagogik
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Fr 01.09.2023 06:30 to We 20.09.2023 09:00
- Registration is open from Mo 25.09.2023 06:30 to Th 28.09.2023 09:00
- Deregistration possible until Mo 16.10.2023 09:00
Details
max. 20 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
- Monday 02.10. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 09.10. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 16.10. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 23.10. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 30.10. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 06.11. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 13.11. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 20.11. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 27.11. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 04.12. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 11.12. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 08.01. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 15.01. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 22.01. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Monday 29.01. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
Minimum requirements and assessment criteria
At least 80% attendance, continuous participation and positive assessment of all partial achievements as a prerequisite
Minimum criterion for a positive assessment: 60% of the maximum achievable points
Grade 1: from 90 %
Grade 2: 80 – 89.9 %
Grade 3: 70 – 79.9 %
Grade 4: 60 – 69.9 %
Negative assessment: less than 60% of the achievable points
Minimum criterion for a positive assessment: 60% of the maximum achievable points
Grade 1: from 90 %
Grade 2: 80 – 89.9 %
Grade 3: 70 – 79.9 %
Grade 4: 60 – 69.9 %
Negative assessment: less than 60% of the achievable points
Examination topics
Oral presentations
Project presentation
Project presentation
Reading list
Literature:
Adamo, S. M. G. (2012). Group learning in a young child observation seminar. Infant Observation, 15 (1), 115-131.
Adamo, S. M. G., & Rustin, M. (2014). Young child observation: a development in the theory and method of infant observation. Boca Raton, FL: Routledge, an imprint of Taylor and Francis.
Ahnert, L., Eckstein-Madry, T., Supper, B., Bohlen, U., Suess, E.S., & Suess, G.J. (2012). Waters’ Attachment Q-Sort according to German translation and application. Department of Developmental Psychology of the University of Vienna (Unpublished manuscript).
Datler, W., Hover-Reisner, N., Fürstaller, M., u.a. (2014). Young Child Observation used as a research tool: investigating toddlers’ development in day care nurseries. In: Adamo, S., Rustin, M. (Hrsg.): Young Child Observation. A Development in the Theory and Method of Infant Observation. Karnac: London.
Rustin, M. (2006). Infant observation research: What have we learned so far? In: Infant Observation: International Journal of Infant Observation and Its Applications, 9 (1), 35-52.
Van IJzendoorn, M. H., Vereijken, C. M., Bakermans‐Kranenburg, M. J., & Marianne Riksen‐Walraven, J. (2004). Assessing attachment security with the attachment Q sort: Meta‐analytic evidence for the validity of the observer AQS. Child Development, 75(4), 1188-1213.
Waters, E. (1995). Appendix A: The attachment Q-set (version 3.0). Monographs of the society for research in child development, 234-246.Methodological knowledge:
Baur, N., & Blasius, J. (2022). Handbuch Methoden der empirischen Sozialforschung. Wiesbaden: Springer Fachmedien.
Hussy, W., Schreier, M., & Echterhoff, G. (2013). Forschungsmethoden in Psychologie und Sozialwissenschaften für Bachelor. Berlin Heidelberg: Springer-Verlag.
Mey Günter, Mruck Katja (Hg.) (2010). Handbuch Qualitative Forschung in der Psychologie. Wiesbaden: VS Verlag für Sozialwissenschaften.
Wichmann, A. (2019). Quantitative und Qualitative Forschung im Vergleich. Denkweisen, Zielsetzungen und Arbeitsprozesse. Berlin: Springer-Verlag.
Adamo, S. M. G. (2012). Group learning in a young child observation seminar. Infant Observation, 15 (1), 115-131.
Adamo, S. M. G., & Rustin, M. (2014). Young child observation: a development in the theory and method of infant observation. Boca Raton, FL: Routledge, an imprint of Taylor and Francis.
Ahnert, L., Eckstein-Madry, T., Supper, B., Bohlen, U., Suess, E.S., & Suess, G.J. (2012). Waters’ Attachment Q-Sort according to German translation and application. Department of Developmental Psychology of the University of Vienna (Unpublished manuscript).
Datler, W., Hover-Reisner, N., Fürstaller, M., u.a. (2014). Young Child Observation used as a research tool: investigating toddlers’ development in day care nurseries. In: Adamo, S., Rustin, M. (Hrsg.): Young Child Observation. A Development in the Theory and Method of Infant Observation. Karnac: London.
Rustin, M. (2006). Infant observation research: What have we learned so far? In: Infant Observation: International Journal of Infant Observation and Its Applications, 9 (1), 35-52.
Van IJzendoorn, M. H., Vereijken, C. M., Bakermans‐Kranenburg, M. J., & Marianne Riksen‐Walraven, J. (2004). Assessing attachment security with the attachment Q sort: Meta‐analytic evidence for the validity of the observer AQS. Child Development, 75(4), 1188-1213.
Waters, E. (1995). Appendix A: The attachment Q-set (version 3.0). Monographs of the society for research in child development, 234-246.Methodological knowledge:
Baur, N., & Blasius, J. (2022). Handbuch Methoden der empirischen Sozialforschung. Wiesbaden: Springer Fachmedien.
Hussy, W., Schreier, M., & Echterhoff, G. (2013). Forschungsmethoden in Psychologie und Sozialwissenschaften für Bachelor. Berlin Heidelberg: Springer-Verlag.
Mey Günter, Mruck Katja (Hg.) (2010). Handbuch Qualitative Forschung in der Psychologie. Wiesbaden: VS Verlag für Sozialwissenschaften.
Wichmann, A. (2019). Quantitative und Qualitative Forschung im Vergleich. Denkweisen, Zielsetzungen und Arbeitsprozesse. Berlin: Springer-Verlag.
Association in the course directory
BM 7 I (PP+SP)
Last modified: Su 01.10.2023 12:07
(1) Psychoanalytic, empirical-qualitative observation method 'Young Child Observation' based on the Tavistock concept (Adamo & Rustin, 2014; Datler et al. 2014)
(2) Empirical-quantitative observation method 'Attachment Q-Sort' (Ahnert et al., 2012; Waters, 1995)In small groups, students will become familiar with one out of the two observation methods and apply it independently. In this course, students acquire knowledge about the development and application of the respective observation method under scientific supervision.
In addition, we will reflect on both research methodology, underlying similarities and differences, and scientific quality criteria. We will explore possibilities but also limits of observation methods in research.
Using the example of the two observation methods, a broad knowledge of the prerequisites, possibilities and limits of qualitative and quantitative observation methods is developed, and fields of application are specified.