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Am 18.06.2026 erwartet die Göttinger Psychologiestudierenden eine spannende Mischung an Einblicken in berufliche Felder für Psycholog*innen! Den Auftakt macht Andreas Biskup - ein sehr erfahrener Coach für Führungskräfte, Teams und Leistungssportler*innen. Als zweites geben Henrike Krahl und Ronja Wiesenmüller Einblicke in die vielfältige Tätigkeit von Schulpsycholog*innen. Als nächstes berichtet die zertifizierte und erfahrene Reittherapeutin Jessica Angermann aus ihrer beruflichen Praxis mit pferdegestützten Interventionen. Den Abschluss des Tages bildet der Vortrag von Yesim Demiran - der Inhaberin einer Praxis für Psychotherapie sowie einer Coaching- und Consultinggesellschaft.
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Open science practices are gaining increasing importance. However, applying open science practices in one's research can be challenging. And yet, it is becoming increasingly necessary to take a stance on this. To support our colleagues in clinical psychology to take a stance on open science practices and to motivate them to apply these practices in their research, we describe here how the use of open science practices benefits or can benefit clinical psychology science and practice and provide some perspective on why we believe that the increasing use of open science practices is consistent with good scientific practice and the ethical standards of our profession. In addition, we discuss how calls for increased implementation of open science practices in psychological research can be reconciled with some of the challenges, concerns, and conflicts that can arise around open science practices, especially in clinical psychology. Finally, we extend open science's inclusive and collaborative stance to include "experts by experience" in the research process. Including our research topics in the research process is a specific facet of the open science approach in clinical psychology that has been overlooked.
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Wissenschaftliche Mitarbeitern im Projekt STRIKE
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PsychArchives is a disciplinary repository for psychological science and neighboring disciplines.
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Background Cognitive processes play a significant role in fear extinction. Contingency instructions (CIs) about the non-occurrence of an unconditioned stimulus (UCS) can be used to promote fear extinction learning and extinction retrieval. However, previous research has mainly been performed with healthy individuals, and a systematic study on the effects of CIs administered during different phases of the extinction memory acquisition in patients with anxiety disorders (ADs) is lacking. Methods We investigated the effects of CIs administered before and/or after fear extinction training on extinction learning and retrieval processes in 240 participants (120 patients with ADs, 120 healthy control participants) using a 3-day fear conditioning paradigm. Skin conductance responses (SCRs), conditioned stimulus (CS) valence, and UCS expectancy ratings served as readout measures. Results CIs before extinction training enhanced extinction learning for both patients with ADs and healthy control participants as indexed by SCRs and affective measures. Similarly, postextinction CI administration led to reduced CS differentiation in SCRs and UCS expectancy during extinction retrieval in healthy control participants and patients. After reinstatement, postextinction CI administration also diminished fear relapse in the original acquisition and novel context. Here, time-dependent effects of CIs seemed to further depend on contextual cues established during initial fear acquisition and extinction. Conclusions Our findings contribute to the existing knowledge on the role of time-dependent administration of CIs in fear extinction and offer novel insights into how cognitive interventions can be integrated to augment existing therapeutic approaches for ADs.
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Interpretation biases (IBs) are thought to play a central role in body dissatisfaction (BD) and eating disorder (ED) psychopathology, yet validated assessment tools are limited. This study validated a newly developed German scenario based task (Body Dissatisfaction Interpretation Task; BDIT) designed to assess IBs in the context of BD. An online sample of cisgender women completed the BDIT and self report measures at two time points separated by 14 days (T1: N = 244; T2: N = 176). The task comprises 24 ambiguous everyday scenarios (distributed across three booklets) followed by BD related, negative non BD-related, and neutral interpretations. The BDIT demonstrated excellent internal consistency (α = .85-.96), high test-retest reliability (ICC = .82-.91), and strong agreement across the three booklets (ICC = .83-.89). Convergent validity was supported by strong associations with BD and ED symptoms (r = .69-.79). Divergent validity was mixed, with weak correlations for unrelated constructs (alcohol consumption; spider anxiety; r = .10-.25), but moderate associations with anxiety‑related measures (agoraphobic cognitions; social anxiety, r = .44-.60), consistent with models conceptualizing IBs as partly transdiagnostic but showing graded specificity. The BDIT explained unique variance in BD beyond age, BMI, and ED symptoms, and showed a small, non-significant prospective effect over 14 days (β = .10, p = .092). These findings provide preliminary support for the BDIT as a reliable, valid, and easily implementable tool for assessing (changes in) IB in the context of BD, with potential applications in intervention studies evaluating cognitive change.
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Cognitive Bias Modification – Interpretation (CBM-I) aims to alter maladaptive interpretations in social anxiety, yet effects are often small and outcome measures are diverse. Although CBM-I has shown promise, its underlying mechanisms remain unclear and integration with psychophysiological and neural measures has been limited. In this randomized controlled trial, eighty-eight participants with high levels of social anxiety completed two lab sessions, an online training in between, and online follow-up. Participants filled out questionnaires, completed interpretation bias tasks, and underwent neuro-psychophysiological assessments. Active CBM-I trained positive resolutions of ambiguous social scenarios, while the sham version used neutral scenarios. The primary outcome, i.e., scores on the Liebowitz Social Anxiety Scale (LSAS), decreased across time in both groups, without group differences. However, the Brief Fear of Negative Evaluation decreased only in the active group. Interpretation bias shifted more strongly toward positive outcomes in the active group. Autonomic measures confirmed sensitivity to stress induction but did not differentiate between conditions. Electrophysiological results paralleled subjective ratings, as participants exhibited ambivalent responses to socially relevant stimuli but clearly differentiated responses toward neutral stimuli. Baseline correlations indicated strong convergence across self-report and interpretation tasks. Mediation analyses showed that reductions in negative interpretations mediated the effect of the training group on LSAS scores at follow-up. These findings identify interpretation bias as a modifiable mechanism underlying social anxiety and underscore its role as a transdiagnostic marker. Targeting interpretation bias through easily accessible and applicable online interventions may strengthen preventive and therapeutic approaches for social anxiety and related disorders.
