Programmaboek_isc_ICAP

1 2
EXIT
XPO KORTRIJK
EXIT 2 ZUID
XPO KORTRIJK
VIVES
campus Kortrijk
KORTRIJK
BRUGGEROESELARE
BRUGGE
DOORNIK DOORNIKE403
R8
N8
E17
A19
GENT
ANTWERPEN
LILLE
PARIS
IEPER
MENEN
MOUSCRON
GENT
E403
N43
N43
N50
N50
Us and them: our in-group
and their out-group in a
globally connected world
international study conference
for applied psychology
november 26th
- 30th
2018
campus Kortrijk
Sociaal-Agogisch Werk
Doorniksesteenweg 145
8500 Kortrijk
vives.be
MORE INFORMATION
Eveline Le Roy
+32 477 32 20 85

3 4
CONTENT
WELCOME 5
KORTRIJK AND VIVES UNIVERSITY COLLEGE 6
KEMMEL, DE WESTHOEK AND ITS SINISTER HISTORY 7
HOW DO I GET THERE? 8
WHAT TO EXPECT ON THIS INTERNATIONAL STUDY CONFERENCE? 9
OUR TEAM AND CONTACTS 10
WEEK SCHEDULE 11
CODE OF CONDUCT 12
FLOOR PLANS 13
ABSTRACTS OF THE WORKSHOPS 17
NOTES 38

5 6
WELCOME
As our world enlarges and our perspective
broadens, we get to know more and more
different people, distant cultures, unfamiliar
habits, diverse religions. These encounters
are opportunities to new experiences and
eye-openers, but so often we consider them
as threats; strange traditions that sometimes
scare us. We don’t understand them and at
first sight they don’t seem to match with our
way we see the world.
We usually consider our own customs as
better, as superior to the other person’s
view. We often think of our own group (the
‘in-group’) as more sophisticated, more moral,
more hard-working, more reasonable.... Of
course,
the other group (the ‘out-group’ to us) has the
opposite opinion.
Furthermore: we tend to think that the
members of the other group are all the
same. They all have the same [right or
wrong] behaviours, the same style, the same
beliefs and they even look very similar. We,
on the other hand, are very diverse, we are
individuals.
These automatic mechanisms are very likely
to occur when we see ourselves as a member
of any particular group. These beliefs intensify
when we meet people who don’t seem to be
part of our in-group.
It’s a behaviour that has been studied in
various researches and experiments and
the results of these studies explain a lot of
interpersonal reactions and conflicts, nearby
and all over the world, and throughout history.
During the ICAP week in Kemmel these topics
will be part of the content and experience of
the conference. Let’s become more aware of
the mechanisms that define us in who we are
and what we make of one another.
Learn, but don’t forget to enjoy!
Sylvie Steenhaut
Manager Bachelor of Applies Psychology
VIVES University of Applied Sciences
KORTRIJK AND VIVES UNIVERSITY OF APPLIED SCIENCES
VIVES University of Applied Sciences, with
its modern and competence-based higher
education, its innovative practical research,
and its services provided to society, offers
an adequate response to today’s and
tomorrow’s social challenges. VIVES is an
appreciative, friendly, and people-oriented
university college which concentrates on
professionally oriented Bachelor Degrees
and Associate Degrees. In doing so the
University ensures that its students contribute
to the globalised world both as human
beings and as professionals. VIVES is fully
and actively committed to the development
of competences. Students are given every
opportunity to work on their future. Design
Your Future -as the baseline of the University-
underlines this. VIVES opts to give centre
stage to responsibility and ownership,
and appreciation and respect for each
individual. Sustainability is another important
commitment for VIVES. VIVES aims to be a
trendsetter in higher professional education
through innovation.
Drive, connection & innovation: Our take on education

7 8
KEMMEL, DE WESTHOEK AND ITS SINISTER HISTORY
The venue where the 2018 International
Conference of Applied Psychology will take
place is Kemmel. Kemmel, a tiny village
between the hills of Heuvelland in the west
of Flanders, is part of the Westhoek, near the
French border. This is a region between the
Channel and the river IJzer, which played an
important role in the First World War.
A hundred years ago, this part of Europa
was one of the parts of Europe where WWI
showed its most violent face. Around the city
of Ieper there arose a position war which
lasted almost throughout the whole duration
of the four years of the World War. With the
German and Austrian-Hungarian troops who
tried to reach the channel in order to attack
the British Empire on one side of the battle
field and the Western allies on the other, there
were hardly any movements in their positions,
in spite of the nearly half a million casualties
in the trenches. This part of Europe sadly was
also the first place where chemical weapons
were used on a battle field, in 1917. The gas
the Germans used was called sulfur mustard
or mustard gas, but it was also known by the
name Yperiet because of the use of it near the
city of Ieper (Ypres).
This region is still visited by approximately 330
000 ‘war tourists’ each year, mostly British
offspring of the veterans and fallen soldiers
of the first World War, but the last years the
number of visitors breaks all records. In 2014,
the year of the hundredth anniversary of the
start of the war, almost 800 000 people payed
a visit to the battle fields, war cemeteries and
the city of Ieper.
For many of them, the Last Post beneath the
Menenpoort in Ieper is the highlight and
one of the most emotional events on their
trip: every day at 8 PM the buglers of the
Fire Department of Ieper have a ceremony to
honour the fallen of the war of 1914-1918. They
never missed a day, except during the Second
World war when this salute was forbidden by
the German occupiers.
But Kemmel, Heuvelland and de Westhoek are
more than just reminders of these tragic years.
It’s also a region with lots of green, agriculture,
vineyards, cycling routes and cycling races,
hills and valleys and beautiful panoramic
views.
HOW DO I GET THERE?
Kattekerkhofstraat 2
8950 Kemmel
http://www.delork.be
Tel. 057/44.59.70
lork@cjt.be
By public transport
The nearest train stations are Poperinge
and Ieper. Ieper is probably the best train
destination. To plan your journey, you can find
all info on www.nmbs.be.
We will provide a few bus transfers from the
trainstation of Ieper to Kemmel ourselves.
More info will follow.
By car
We promote sustainable travelling so if not
necessary, don’t take the car. However, if you
do deceide to take the car, please carpool
with your fellow students and follow these
directions.
Parking possibilities in “de Lork” are very
limited. There is a small parking near the
building that is reserved for incoming
teachers, workshop leaders and organizing
teams of students. There is a small public
parking in the Bergstraat, by the foot of the
Kemmelberg.
· If you come from the Netherlands (or
Antwerpen, Gent, Kortrijk), your best option
is Antwerpen -> E 17 -> Gent -> E 17 -> Kortrijk
-> A 19 -> Ieper -> N 37 -> N 336 -> N 331 ->
Kemmel.
· From Brugge you would probably best take
the E 403 to Kortrijk -> A 19 -> Ieper -> N 37
-> N 336) -> N 331 -> Kemmel.

9 10
WHAT TO EXPECT ON THIS INTERNATIONAL STUDY CONFERENCE?
During this week in Kemmel, some of these
aspects from the field of social psychology will
be part of the content of the conference. The
aim is that all of us could be more aware of
these mechanisms that make us who we are
and what we make of each other.
You will get the chance to attend workshops
that look at psychology, interpersonal
behavior, intercultural themes and global
connectivity from very different angles, offered
by professionals from within our colleges and
from the work field of psychology.
As a surplus to these workshops there will
be a menu of ‘fun shops’, activities in and
around our location of residence that have
the purpose of leisure as well as connectivity.
These bonding activities certainly will bring
your international competences to a higher
level!
You’ll be offered some entertaining activities
in the evenings as well: yep, it’s going to be a
very tiresome week…
And if that’s not enough: halfway the ISC we
will go out for a day: in the morning you’ll
visit a lecture by a keynote speaker and in the
afternoon and evening we will visit the city of
Ieper.
The central theme of this week is ‘Us and
them: our in-group and their out-group in a
globally connected world’. One of the main
subjects in the study field of social psychology
is the way we behave when think of ourselves
as members of a group and we meet people
who belong to a different group. Or more
specifically: when we think the other person is
different from us.
The entire conference takes place in the
region in which one of the most violent wars
in the history of man took place. Furthermore,
also the Cold War from the second half
of the twentieth century and one of the
consequences of World War II has left some
relics near the facilities where we are staying.
Could there be a more suitable location for
this topic?
It will be a very educational week, that’s for
sure. So: learn! Learn about yourself and about
others but don’t forget to enjoy!
OUR TEAM AND CONTACTS
Main telephone number
+32 495 2 498 87
Organizing team
Eveline Le Roy +32 477 32 20 85
Alan Veys +32 486 11 53 67
In case of emergency
International emergency number 112
Medical doctor Daniël Vandeweghe
057 44 41 11
Stijn Meuleman +32 486 49 12 78
Julia Mármol Serrano +34 690 28 13 61

11 12
WEEK SCHEDULE
Monday
26-11
Thuesday
27-11
Wednesday
28-11
Thursday
29-11
Friday
30-11
8:00-9:00BreakfastBreakfastBreakfastBreakfast
9:00-11:30Worksop1KeynoteWorkshop3Finalactivity
11:45-12:45LunchLunchLunchTake-awaylunch
13:30-16:00WelcomingWorkshopt2ActivityinIeperWorkshop4Take-off
16:004o’clocksnack4o’clocksnackFreetime4o’clocksnack
16:00-18:00IcebreakerFunshop1FreetimeFunshop2
18:30-19:30DinnerDinnerFreetimeDinner
20:00-...QuizBoombalTheLastPostParty
CODE OF CONDUCT FOR ICAP
1. You are responsible for and have correct
knowledge of your study program. That
means you are professional about the
way you express yourself about your
study program towards others.
2. Be well prepared for your visit and the
activities, show respect and hence
genuine interest for all participants:
lecturers, organizers, fellow students and
so forth, of the conference. Listen with
attention and participate actively for your
own development (with fun) and that of
others.
3. During workshops, lectures and so forth,
you switch off your mobile telephone and
stow it away unless the usage of your
device is officially part of the activity.
4. During excursions and transportation no
one eats nor drinks unless this is either
explicitly approved or offered by the host
organization.
5. Guest lecturers, workshop leaders and
other professional speaker are addressed
in a formal way, unless they themselves
indicate that you may address them by
their first name.
6. You participate in every part of the
program. It is your own responsibility
to be there on time at the correct
location. In case of an organized joint
transportation: if you are too late,
you organize immediately your own
transportation at your own expense
to the next location. Additionally, you
instantly inform the organizers of this
incident.
7. In case you cannot participate in part
of the conference due to unforeseen
circumstances, always notify the
organizers with the reasons for your
absence.
8. Where applicable every student in
advance and during the conference gets
familiarized with the culture (practices,
rules, etcetera) of the host country and
will respect these.
9. You do not cause any noise nuisance.
Therefore, at all times consider other
guests. After the agreed or otherwise
indicated time in your accommodation
where you sleep overnight, it is quiet
and calm in the corridors and your room
where you spent the night.
10. It is prohibited to have, own, use or buy
drugs at any time during the conference
period.
11. Smoking in the conference building is
prohibited. Be informed of smoking bans
and related rules at other locations as
well, both inside the building(s) and
outside of it.
12. It is prohibited to bring your own
alcoholic beverages.
13. During the day no alcohol is consumed.
14. VIVES is not responsible or accountable
for excessive use and abuse of alcohol by
students during the conference period,
nor for any possible consequences of this
behavior.
15. Leave your room tidy and clean and take
all your belongings with you at departure.
Follow house rules and instructions of the
staff of your accommodation.

17 18
ABSTRACTS OF THE WORKSOPHS
Titel - The grattitude letter
Tutor - Janneke van den Heuvel
Max. # of students - 10
Specific aims of this workshop
Gratitude is one of the most important things
for a flourishing life. This exercise will make you
feel truly grateful and it will increase your level
of happiness
Background of the tutor
Clinical psychologist and lecturer at Fontys
Apllied Psychology. Coordinator of a Social
Innovation Lab at Fontys Applied Psychology.
What you will do in this workshop
Call to mind someone who did something
for you for which you are extremely grateful
but to whom you never expressed your deep
gratitude. This could be a relative, friend,
teacher of colleague. Try to pick someone who
is still alive and could meet you face-to-face in
the next week. It may be most helpful to select
a person or act that you haven’t thought about
for a while – something that isn’t always on
your mind.
Now write a letter to this person in which you
express your gratitude.
Recommended reading of this workshop
None
Titel - Appreciative Inquiry: what’s in it for you?
Tutor - Sytske Buwalda
Language - English
Preferred number of participants - 20
The aim of this workshop is to teach the
participants how to ask positive questions and
conduct an appreciative interview.
A second aim is to teach the participants how
to use the other principles of appreciative
inquiry in order to create a different
perspective on a situation/issue that is
important to them, so that they leave with
tangible positive goals for the future and have
a clear idea of how to apply this principles in
work settings.
Background
Reality doesn’t exist. The world as we know it
doesn’t exist. It’s all in the eye of the beholder.
In this interactive workshop you will learn to
look at things from different perspectives. We
will be using the Appreciative Inquiry method
to do so.
The focus of appreciative inquiry is on what
works for you (at work, in your studies, etc.),
on what you consider as important, on your
vision of the future and on formulating specific
actions to realise this future behaviour.
Appreciative inquiry focuses above all
on positive change of individuals and
organisations and not on analysing problems.
Therefore this method belongs to the field
of Positive psychology, a relatively young
branch on the tree of the scientific study of
psychology. Positive psychology as meant by
its founder Martin Seligman (1998), is seen as
an addition to mainstream psychology, which
is more problem focused.
In the 1980’s, years before Positive
Psychology was acknowledged as a new field
in psychology, David Cooperrider developed
Appreciative Inquiry as a method for realizing
positive change in organisations and teams.
Nowadays the method and principles of
appreciative inquiry are applied in a wide
range of areas, like organisational change,
education, health, community development
and coaching.
So what’s in it for you?
In this workshop the participants will learn
about the principles of Appreciative Enquiry
and the main part of the workshop they
will experiment with different techniques
that are being used in practice to realize
positive change in individuals and groups (in
organisations).

19 20
Titel - Deep Democracy: using the wisdom of the minority
Tutor - Annemiek Sinnema
Language - English
In this workshop you will learn the skills of
deep democracy (neutrality, compassion and
‘super listening’) and the 5 steps of the Lewis-
method on a basic level.
Background
In June 2016 the British people voted by
referendum to leave the EU, that is 51.9%
of the people! So Britain is out, the majority
decides! A lot of decision making is indeed
being done by raising hands or by voting,
not only in politics but also in the workplace.
But is this real democracy? Is it fair that the
majority rules in a democracy? And what does
the minority do? Do they accept the decision
and go along with it, do they sabotage or
slow down the decision or do they withdraw
completely. More and more people in our
society do the latter. They feel disillusioned.
What can we do to include everyone? More
inclusion leads to more wellbeing in the
workplace.
Deep democracy is all about listening to the
minority and making use of their wisdom. Our
society is much more diverse than ever before.
Listening to the minority is essential in good
decision making. The issues of today ask for
reflection, working together, diversity and
synergy. Deep democracy helps to utilise the
potential of the group.
You will get insight in deep democracy through
learning by doing. Together you will tackle
a problem by using the knowledge of deep
democracy. You will not only get theoretical
insight in deep democracy but you will actually
feel what it is about!!
Titel - Competency cards: come on in and play!
Tutor - Helga Peeters
Background: Job analysis is often called
the keystone of HRM. Job descriptions
and competency profiles are needed
for recruitment & selection activities, to
discover and meet training needs, to collect
performance evaluations, etc.
In order to develop competency-based
job profiles, the core and job-specific
competencies should be defined in a reliable
and valid manner. Therefore, consultancy firms
and HR departments often use ‘competency
card’ systems. A set of competency cards
consists of approximately 40-50 cards, each
containing the name of the competency,
a clear definition and several behavioural
indicators.
In small subgroups, a basic job description
(tasks & responsibilities) will serve as the
starting point. Q-sort principles will be used,
to result in a normally distributed sort of
cards. In other words, you will sort the cards
ranging from competencies which are not
at all important for the job, to competencies
which are crucial for the job. In an interactive
manner, the ideal competency profile will be
chosen and difficulties will be discussed.
On an individual basis, the cards can also
be used to provide self-descriptions. You
will be asked to sort the cards, ranging from
competencies which are ‘least like you’ to
competencies which are ‘most like you’. This is
an easy way to compare your self-description
to a recruiting profile.
So, come on in and play
Aims: The student is introduced in a specific
methodology to develop competency-based
job profiles, namely using competency card
systems.
Helga Peeters is dr. in Psychology and lecturer
at the department of Applied Psychology
of Howest. Here main interest and domains
of expertise are HRM, more specifically
recruitment & selection.
The student will be confronted with the
strengths and difficulties of this methodology.
· Introduction: concepts of job analysis, job
descriptions and competency profiles
· Competency models, card systems & Q-sort
technique: a brief explanation
· Playing cards - exercise 1: from job
description to competency profile
· Playing cards - exercise 2: from self-
description to competency gap
· Discussion & debriefing
None

21 22
Titel - And the social media awareness award goes to…?
Tutor - Kim Maes
Alternative dispute resolution (ADR) refers to
a variety of processes that help parties resolve
disputes without a trial. Family mediation is
a form of ADR. As a divorce mediatior you
focus on providing a resolution mechanism to
couples in divorce situations. A specific kind
of mediation in divorce situations is parenting
mediation. In this lecture I will provide
you some insights in family and parenting
mediation.
Background
Lecturer at Howest – Applied Psychology in
Bruges.
Family mediator.
First part of the workshop:
We’ll start the workshop with discussing
personal experiences with conflicts in general.
After sharing this ij group, we’ll have a closer
look at (family) mediation as an alternative
dispute resolution. We’ll be looking at
mediation from a psychological and juridical
point of view.
Second part of the workshop:
You will learn the basics of mediation and
some techniques of family mediation.
We’ll have a look at a real mediation situation.
None
Titel - Hold me thight and love me: How to work with couples in distress
Tutor - Petra De Vlieger
· Conflict is an inherent part of human
relationships, I will present some models
that can help professionals to have a better
understanding of the origins of conflict and
the processes that enhance escalation and
dissolution (Gottman, 2007; Johnson, 2004,
2008).
· Love is an essential part of partner
relationships. I will go into the subject and
demonstrate which interventions can help
distressed couples to rediscover their love
for each other.
Partner relationships are at the one hand the
most important relationships people have,
at the other hand we see that divorce rates
are still augmenting to about 40% to 45%
of all committed relationships. Relationship
dissolution is characterized by a lot of strain,
fights and emotional outbursts. Professionals
who coach or counsel partners with relational
problems must be able to handle these
conflicts and emotional episodes effectively in
the session.
· Exchange of personal ideas about love and
relationships
· Presentation of some theoretical models on
love and conflict
· Exercises in talking to couples and in conflict
management
· Gottman, J. (2004). De zeven pijlers van een
goede relatie. Utrecht - Antwerpen: Kosmos.
· Johnson, S. (2004). The practice of
Emotionally Focused Couple Therapy:
Creating connection, Brunner/Routledge.
· Johnson, S. (2008). Houd me vast: Zeven
gesprekken voor een hechtere en veiligere
relatie. Utrecht - Antwerpen: Kosmos.

23 24
Titel - Career Coaching
Tutor - Arne Van den Berghe
Language - English
Career development and career coaching
will be a real issue in the coming decades.
Employability and accepting of personal
responsibility in developing a career will be
crucial for professional success. People should
be able to understand the dynamics of a
rapidly changing labour market.
This WS will help you understand and help
people struggling with this important issue. It
will also offer students a beginning of personal
introspection in important factors that matter
in career choice.
Key elements of the WS: career development,
self-assessment and personal branding.
Active participation is expected!
· Hoogendijk A. (2008). Loopbaanzelfsturing.
Amsterdam, uitgeverij Business Contact.
Already the 13th reprint.
· Yates J. (2014). The Career Coaching
Handbook. New York, Routledge.
Titel - How do I survive role-playing?
Tutor - Diane Manuhuwa, Msc.
· Feeling comfortable in playing a role.
· Being competent in teaching communication
skills through the use of role-play
Diane Manuhuwa is a postmaster educated
psychologist and educational technologist
and works as a lecturer/reseacher at Saxion
applied university.
Diane has worked as a psychologist at her
own practice and has given several kinds of
courses during the last 25 years.
Role-playing can be a powerful instrument
to experience and learn communication
skills. But not everyone feels comfortable
as a professional in either playing a role or
effectively guiding a role-playing session.
During this workshop you will experience how
you can deepen a role you need to play as part
of a grouptraining or an individual session
with a client. We will use improvise techniques
and the theory of the Rose of Leary.
Also, we’ll practice with the steps of teaching
assertive communication skills through the
use of role-play.
· Jackson, V.A. & Back, A.L. (2011). Teaching
Communication Skills Using Role-Play: An
Experience-Based Guide for Educators.
Journal of palliative medicine, 14(6), 775-780.
https://www.ncbi.nlm.nih.gov/pmc/articles/
PMC3155105/pdf/jpm.2010.0493.pdf
· Susilo AP, Eertwegh V.v, Dalen J.v &
Scherpbier A (2013). Leary’s rose to
improve negotiation skills among health
professionals: Experiences from a Southeast
Asian culture. Educ Health, 26, 54-9.
Downloaded free from:
http://www.educationforhealth.net/temp/
EducHealth26154-1181529_031655.pdf

25 26
Titel - Ethical ramifications of today’s individualism
Tutor - Roger Wolf
In 2013, Yahoo CEO Marissa Mayer issued
a company-wide memo forbidding working
from home. She argued that working from
home creates a group of individuals rather
than a working collective. “Some of the best
decisions and insights come from hallway and
cafeteria discussions, meeting new people,
and impromptu team meetings,” (the memo)
says. “Speed and quality are often sacrificed
when we work from home.”
Today’s society appears to cater to the
individual more than ever. Facebook, Twitter,
Instagram and Snapchat are all examples of
media that place the individual at the zenith
of the ‘food chain’. Everything and everyone
else is only there to accommodate the longing
for recognition. Interpersonal relations appear
to have become a consumable commodity, to
be used while they serve their purpose after
which they are discarded like a crumpled crisp
packet. Society has become a mechanism of
feeding each other attention, to replace the
actual relationships that existed before the
smartphone revolution.
But is this actually true? And if it is, is it
necessarily a bad thing? Can it even be
stopped or reversed if we as a society
collectively decide that we have taken a
wrong turn somewhere up the road? Different
branches of ethics would have different
things to say. For example, deontological
ethics (of which Immanuel Kant was the
biggest proponent) might suggest that if an
entire society wished for such individualism
at the cost of interpersonal relations, then
it is apparently in accordance with the
universalizability principle, and should thus
be considered morally acceptable. However,
Jeremy Bentham’s utilitarianism would
simply look at the results of such an action.
Let us therefore assume that happiness is
measurable. In which situation would the total
happiness of society be greatest? If every
individual is happier in the current situation,
then a change thereof is unjustifiable. But
if exactly half of society benefits from the
old ways, then whose happiness should be
considered more important?
Of course, such complex societal issues
cannot be captured in simple black-and-white
statements. We can however discuss them
at length, to gain a more informed opinion
both from your own perspective and the
perspective of your peers. Does working from
home negatively impact the relations with
both employer and colleagues? And if so, does
it reduce productivity? Does the increased use
of the smartphone affect your own happiness,
and that of society as a whole? These and
more issues will be discussed both group-
wide and in subgroups, using several ethical
theories as guidelines.
· Introducing several ethical theories that can
be used as guidance for the formation of an
opinion
· Discussing a number of ethical dilemmas in
groups and subgroups
· Providing (further) insight in both your own
behaviour and the behaviour of others, and
the ramifications thereof
None

27 28
Titel - Ecotonos; solving problems in a multicultural setting
Tutor - Connie Oldenhuis Arwert
Language - English
Ecotonos is an simulation game focussed
om problem solving an decision making in
a multicultural setting. As an ECOTONOS
participant, you will be assigned to play a very
specific role as a member of an imaginary
culture. You’ll need to learn and practice the
rules and solve problems with other members
of your new ‘culture’. Then the fun begins as
you attempt to solve those same problems
across culture and communication boundaries
with members of other new ‘cultures’. This
activity is high-impact with lots of useful
takeaways. Whether you are just starting out
on your own intercultural and international
adventures or are a seasoned globe-trotting
professional, this high-energy intercultural
communication simulation will help you
become a more effective communicator and
problem-solver across language and cultural
boundaries!
After a brief theoretical introduction on
intercultural communication we will play
Ecotonos. After the game we share our
experiences and discus important outcomes
and topics.
Titel - It’s a matter of seconds
Tutor - Wendy Van Tongerloo
Max. # of students -
It is no secret: first impressions are formed in
a matter of seconds, but the first few moments
of any interaction go a long way in influencing
our opinions and decisions and therefore have
a direct impact on our success rate.
In this workshop, we will work on a basic
toolkit to help you prepare for these first
seconds. Be ready to create a positive and
authentic impression that sets the tone for
what you represent as you make contacts and
build relationships that will last.
Wendy Van Tongerloo has more than 10 years
of experience in different HR roles.
In 2017, she joined the department of
Occupational & Organisational Psychology
of Thomas More. She combines the clarity,
accountability and support of an HR coach
with the more technical knowledge & (HR)
skills-set of a Business consultant.
Discover your first impression.
How does (your) body language and
appearance influence the above?
Learn what to say when you have to introduce
yourself in 10 seconds or less at networking
events, interviews, presentations, .. .
Take your first steps in your own personal
branding when getting ready for a first
interview.
None
Other comments
Invite the students to bring a recent picture
of themselves that they feel would be a good
one to put on a CV and/or to use on Linked-in.

29 30
Titel - Introduction in sport mental skill training
Tutor - Karen Verniers
How many times have you seen athletes and
coaches attribute their poor performances to
reasons as losing motivation or tightening up
under pressure?
In any sport a player’s success (or failure)
results from a combination of physical and
mental abilities, body ánd mind. Many
athletes typically spend hours a week to
physical and technical practice, and little,
if any, to mental practice. However, similar
to physical skills training, psychological
skills such as maintaining and focusing
concentration, regulating arousal levels,
and maintaining motivation also need to
be systematic practiced. These skills are
very important in order to achieve a peak
performance.
· Understanding the importance of
psychological skill training in sports.
· Getting knowledge of different techniques
used in the area of sport psychology
· Practical training of the techniques
Karen Verniers is a lecturer at Thomas More
in the department of Applied Psychology.
Beside her function as coordinator
Internationalisation, she teaches courses in
the domains of clinical psychology and sport
psychology. She worked as sport psychologist
and has experience with athletes and coaches
in different sports.
This workshop introduces you in psychological
skills training in sports. Some of the most
important and used techniques as relaxation,
breathing exercises, imagery, focusing,
positive self-talk, will be explained. After a
short theoretical introduction, each technique
will be illustrated through video material
and exercises, in which you will participate
actively.
· Cox, R.H. (2007). Sport Psychology: Concepts
and Applications (6th ed.). New York:
McGraw-Hill.
· Horn, T.S. (2002). Advances in Sport
Psychology (2nd. ed) (pp.529 – 553).
Champaign, IL: Human Kinetics.
· Weinberg, R.S., & Gould, D. (2015).
Foundations of Sport and Exercise
Psychology (6rd ed.). Champaign, IL: Human
Kinetics.
Titel - Crossing boundaries: Using the flag system to protect children’s sexual integrity
Tutor - Tine Vertommen
· Giving an insight into the prevalence of
unacceptable sexual behaviour
· Offering an educational framework to assess
sexuality and sexual harassment and abuse,
based on six criteria and four flags
· Offering a language to discuss and react to
unacceptable behavior towards and among
children, and thereby breaking the taboo
surrounding sexual behavior
Dr. Tine Vertommen holds a MA in Ethics,
a MSc in Criminology and a PhD in Health
Sciences. She works as a lecturer and
researcher at the Thomas More University
College, Belgium. Tine’s research focusses
on the prevalence and prevention of violence
against child athletes. Tine was involved as a
core team researcher in the European study on
gender-based violence in sport and currently
leads the Belgian partnership in the European
VOICE project on sexual violence narratives.
She is co-author and licensed trainer of
the Flag System ‘Sport with boundaries’, a
pedagogical tool to assess and react to sexual
behavior of adults and children in sport.
Sexual harassment and abuse are prevalent
problems in every area of our society.
Recently, several high profile cases of child
sexual abuse and sexual harassment in the
Catholic Church, sports, the film industry and
mental health services have been covered by
media worldwide. It is thus very likely that you,
as a future mental health professional, will
be confronted with a situation or a survivor
of sexual violence. During this workshop, we
will look into the definition and prevalence
of sexual violence against children. The core
of the workshop will be the introduction of
a pedagogical tool, called the Flag System,
which can assist you to properly assess and
react to any transgressive behaviour towards
children. By using real life cases of harassment
and abuse, you learn to assess the behaviour
and proper reactions using a system of six
criteria and four flags. There will be room to
discuss our differences in gut feeling, opinion,
experiences, norms and values.
https://flagsystem.org/

31 32
Titel - A picture is worth a thousand words
Tutors - Ine Debo & Dries Celis (VIVES)
A picture is worth a thousand words.
Nevertheless trainers and coaches mostly
prefer verbal methods. Working with images
is a very powerful way to get in touch with
your own and other people’s thoughts and
emotions.
Applying photography in coaching and
therapy is nothing new. Documents prove that
therapists first experimented with this medium
in 1856. When photography got digitalized,
more people got the opportunity to work with
it. Nowadays it becomes even more accessible
thanks to the compact camera and the
smartphone.
Background of the tutors
Ine Debo is an organizational psychologist and
career coach. Dries Celis is a social worker and
visual artist. They both love photography.
In this workshop we will explore what
photography can mean in a coaching context.
To bring:
· a camera or smartphone which can be
adapted to a laptop (SD-card or USB-cable)
· one picture of yourself in a very happy/
powerful mood
· hibaut, H., Van Handenhoven, W. (2012).
Pixels in beeld: empowerend werken met
foto’s en fotografie. Jaarboek ergotherapie
2012. Leuven: Uitgeverij Acco
· Wang, C. & Burris, M.A. (1997). Photovoice:
concept, methodology, and use for
participatory needs assessment. Health
Education & Behaviour, 24 (3), 369-387
· Zadoks, J., den Bode, P. (2007). Ruimte door
beelden. Bunnik: Drukkerij Libertas.
http://www.phototherapy-centre.com/
Titel - Working in ‘bad surroundings’.
Case study: Women’s work in East-Africa’s gold mining towns.
Tutor - Hannelore Verbrugge (VIVES)
To think critically about gender and women’s
labour in a development context;
To reflect on your own stratified position in
society;
To learn about the relationship between
human rights and psychology;
To uncover the psychological implications
of injustice and poverty and their relation to
human rights violations.
Current: Lector at VIVES University College,
Bachelor in Applied Psychology
CV:
· Ph.D. in Social and Cultural Anthropology
(KU Leuven)
· Master in Anthropology
· European certificate in anthropology of
social dynamics and development
· Bachelor in Applied Psychology
This workshop explores gold mining and
women’s work in and around mines in
Tanzania. It tackles the psychological
implications of working in these ‘bad
surroundings’ for women and their families.
Next, the students are invited to participate in
an exercise that is designed to confront them
with the ways in which society privileges some
individuals over others. Thereafter, we discuss
the relationship between human rights and
psychology, the cross-cultural differences in
the conception of human rights and human
rights in the practice of psychology. We
conclude this workshop with a game that
simulates the struggle for money and power in
the world.
Verbrugge H., Van Wolputte S. (2015). Just
picking up stones: Gender and technology in
a small-scale gold mining site. In: Momsen J.,
Gray L., Coles A. (Eds.), Routledge Handbook
of Gender and Development., Chapt. Part
II: Mining Resources, (pp. 173-182) Taylor &
Francis.

33 34
Titel - What it means to be human : reflections from solo travel
Tutor - Steven Mestdagh
We are living in times of turbulence, times
of anger. Times were superficial boundaries
between people are blown up to disturbing
proportions. But underneath the categories
that separate ‘us’ from ‘them’ there is an
undeniable basic human condition that
is remarkably similar across the globe.
Everybody aspires for the same things.
Everybody wants to be human. Everybody
wants to be free from suffering. Everybody
wants to have some fun on saturday.
Everybody likes to have a friend.
Psychological science though can only offer
so much insight on what really connects us.
So sometimes you have to close your books,
pack your bags, and see for yourself. Just walk
around, shake hands, and look people in the
eyes. Because, in the words of Henry Rollins,
academic knowledge without mileage equals
bullshit.
Steven Mestdagh travels around the world,
often solo and explores what being human
means in different cultures, for different
people.
Travelling solo means you step into the dark,
not knowing what will come, that you are open
minded and receptive for new experiences.
Let yourself be surprised and step into the
unknown, you can start by choosing this
workshop.
None
Titel - Going underground
Tutors - Hannelore Verbrugge/Stijn Meuleman/Alan Veys
The accommodation ‘De Lork’ is situated
on top of one of the hills in Kemmel. Below
the hill lies a historic bunker. The command
bunker under Mount Kemmel dates from the
1950s and was for a long time one of the best
kept secrets in the region.
After WWII, France, Great Britain, Belgium,
the Netherlands and Luxemburg decided to
develop a joint air defence system.
Three huge underground bunkers were
constructed as part of this system, with one of
them - in Kemmel, started in 1952 - serving as
the command post.
Today the Command bunker is a witness
museum. It explains the origins of NATO, the
Warsaw pact and the role of Belgium during
the cold war. During this visit, we will enter two
of the underground levels, where some of the
more than 50 rooms have been turned into a
museum. Wherever possible, the rooms have
been left as they were during the Cold War, so
that visitors can sample the authentic 1950s
atmosphere.
You will be accompanied by a teacher of
VIVES.
We hired a local guide to tour you around.
You will visit the bunker and get a feel of
what effects escalating conflict could have.
We reflect on how ‘us vs them thinking’ took
place during this historic period and try to find
strategies to ‘disarm’ conflicts in our own lives
and in the lives of people around us.
http://www.berlinerkolleg.com/en

35 36
Titel - World order and order at the playground: what ‘s the difference?
Tutor - Jetske Vandormael
On the basis of an interactive game students
experience how power works and how
the taste of power make people greedy or
helpless. They get to know the forces that lead
to abuse of power. They experience also that
the background they were born in, determines
their chances in the life.
Organizational psychology – group dynamics.
Interactive game.
None
Titel - My white privileges
Tutor - Els Gheldof
· exploration and strengthening of our own
intercultural competence
· focusing on a multiple perspective towards
the needs of socially diverse vulnerable
people
· introduction of the concept of white privilege
and doing the ‘privilege walk’
Master in psychology (Phd)
Experience with contents of cross-cultural
psychology and intercultural work
In this workshop, we explore and strengthen
our own intercultural competence, focusing
on a multiple perspective towards the needs
of socially diverse vulnerable people. Included
is an acquaintance with several diversity
approaches and opportunities for social
connection in a super-diverse context. We
become familiar with a pluralistic attitude and
learn how we can choose to take a multiple
view towards the person(s) at stake. We
also introduce an action framework towards
‘multiple connection’, based on several pillars
(i.e. exploring problems ‘culture sensitively’,
importance of intercultural communication,
connecting through empowerment, working
meaningfully with life stories, building an
inclusive society,…). Further, we introduce the
concept of ‘white privilege’. White privilege is
like the air we breathe: we don’t really know
it’s around us unless it’s unavailable. For those
who don’t have access to it and be part of
a marginalized group, those ‘privileges’ are
very real, pervasive, and harmful. In order to
understand how white people benefit from
these invisible and often unspoken (or even
denied privileges), let’s do the privilege walk!
Discussion and debriefing.
None

37 38
Titel - Differences in personality according to Myers-Briggs Type Indicator®; or “why the
restaurant’s menu is a stressor to me, and completely irrelevant to my husband”.
Tutor - Liselotte Oyen
In this workshop we explore differences in
personality according to the Myers-Briggs
typology. We aim high! Our goal is for the
students to increase self-awareness, self-
knowledge, self-esteem. By gaining insight
in their own motives and drives, and those
of others, we aim to increase respect among
students.
Liselotte is teacher at VIVES, psychologist,
certified MBTI trainer.
Explore the MBTI typology, explore the own
and other’s personality and differences.
Students should fill in the personality test in
the attached link. Bring your results with you.
Tip: if you cannot print the page, a print screen
is a good alternative. This questionnaire is
not the official MBTI test (this is an expensive
one), but a short and free version. We use it as
a tool to get started with.
https://www.16personalities.com/free-
personality-test
NOTES

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