We are looking for a graduate research assistant / PhD candidate (TVL.13, 50%). For further information, please see the job advertisement under the following link:
If you have any questions, please contact stefan.m.schulzuni-trierde or call +49 651 201-1918.
We look forward to receiving your application!
We apply psychological methods and theories for solution-oriented approaches to improve the psychosocial health of patients and caregivers with the aim of sustainable, sustainable, health-promoting and evidence-based effective health management. This strengthens the scientific basis for self-effecacy and thus self-confident nursing action, which in turn promotes resource-oriented positive health goals and the participation and empowerment of the actors in a multi-professional setting in the sense of the Ottawa Charter for Health Promotion formulated by the WHO in 1986. The health sciences focus on the analysis of "determinants and courses of health and disease processes and the derivation of needs-based care structures and their systematic evaluation from the point of view of efficiency" (Hurrelmann & Razum, 2012).
In our research, we combine the approach of experimental psychopathology in the biopsychosocial model (including heart-brain interaction, interoception in the predictive coding framework, stress reactivity and coping) with application-oriented clinical research (including psychological stress in heart patients, mechanisms of action in the course of therapy). Methodologically, innovative technologies (combination of EEG, fMRI, NIRS, peripheral-physiological measures, Internet, VR) and research methods (precision treatment and prevention, MI, ML and AI) are used.
Our approach to teaching is committed to the fundamental principles of appreciation, empathy, authenticity, transparency and the emphasis on evidence over "eminence". In addition to the "classic" imparting of knowledge and skills, meta-knowledge, generating understanding of the underlying teaching strategy and methodology are also important. From this perspective, learning does not lead to an indisputable status as an expert, but means to represent your own strengths confidently, but also to develop problem awareness and the ability to question yourself constructively. In an ideal situation, the ability for independent further development is fostered by meta-knowledge and the formal guidance of scientific research as quality-assuring elements.