Course Syllabus

Neuropsychology of Brain Injury

Description of Course

Acquired brain injury leads to significant changes in cognition, emotion, behavior and experience of self and others. This course focuses on these changes in relation to brain systems and the psychosocial context. Key disorders such as agnosia, amnesia, and unilateral neglect are explored as regards brain-behavior relationships. Emphasis is placed on case studies to explore the complex and integrative aspects of  key disorders and treatment challenges. Research perspectives are included to address key elements in rehabilitation.

A key focus of the course is neuropsychological assessment, and students will gain hands-on experience with assessment methods. The course also addresses neuropsychological interventions, including cognitive rehabilitation and interventions targeting affective consequences of brain pathology, such as anxiety and depression.

Note that the course emphasizes that student learn the fundamental principles of neuropsychology, syndromes and assessment. As such, it does not aim to provide exhaustive coverage of all neurological conditions but will focus on acquired brain injury and selected neurological conditions that illustrate key principles.

Themes

The course material is divided into 4 broad themes.

Theme 1: Neuropsychology and brain injury

• Neuropsychology in theory and practice.
• Brain injury types and basic neuroanatomy.
• Cognitive functions.
• Brain-behavior relationships.
  
  

Theme 2: Syndromes and comorbidities

• Case examples.
• Disorders of attention.
• Unilateral neglect, agnosias, amnesia, awareness.
• Anxiety and depression.
  
  

Theme 3: Neuropsychological assessment

• Cognitive testing.
• Challenges in evaluations.
• Hands-on practice with cognitive testing.
  
  

Theme 4: Neuropsychological rehabilitation

• Psychological interventions.
• Interdisciplinary and holistic interventions.
• Working with families.
• Return to work.

Learning Objectives

Increased understanding of acquired brain injury with regards to: 

• Cognitive, emotional and social implications.
• Assessment approaches and methodological/ethical considerations.
• Neuropsychological intervention/rehabilitation.
• The ability to critically evaluate research findings and relate them to clinical practice.

Faculty

André Beyer Mathiassen, PhD
M.Sc. in Psychology (cand.psych.), University of Southern Denmark, 2015. Licensed Psychologist, 2018. Specialist in Clinical Neuropsychology, 2022. Ph.D. in Neuroscience, University of Copenhagen, 2025. Neuropsychologist, Centre for Communication Disorders, 2017-2018. Neuropsychologist, BOMI Centre for Rehabilitation and Brain Injury, 2019-2020. Neuropsychologist, Neurological and Psychiatric Dpt., Innlandet Hospital, Norway, 2019-2021. Ph.D. student, Centre for Neuropsychiatric Depression Research (CNDR), 2021-2025. Postdoc, CNDR, 2025-present. With DIS since 2026.

Andreas Kirknæs Færk, PhD
PhD Neuroscience, University of Copenhagen, 2025; Cand.psych.(aut.), University of Southern Denmark, 2019. Clinical Neuropsychologist, Dept. of Neurology, Herlev Hospital, 2025 – present; Neuropsychologist, Danish Multiple Sclerosis Center, Department of Neurology, Copenhagen University Hospital (Rigshospitalet), 2022 – 2025; Clinical Neuropsychologist, Department of Neurology, Odense University Hospital & Svendborg Sygehus, 2019 – 2022. With DIS since 2026.

Readings

Book Chapters  (required)

Selected chapters available on canvas and physical textbook available on reserve in Student Hub)

Kolb, B & Whishaw I.Q. (2021) Fundamentals of Neuropsychology  (8th Ed). New York: Worth

Recommended  Reading

Examples:

• Ownsworth, T. (2014). Self-Identity after Brain Injury (Neuropsychological Rehabilitation: A Modular Handbook) . Taylor and Francis. 
• Parsons, M. W.  , &   Hammeke, T. A. (2014)Clinical Neuropsychology: A Pocket Handbook for Assessment, Third Edition.  American Psychological Association.
• Ramachandron, V. S. & Blakeslee, S. (1998). Phantoms in the brain: Human nature and  the architecture of the mind. London: Fourth Estate
• Sacks, (1998) O. The man who mistook his wife for a hat and other clinical tales. London: Touchstone Books
• Wilson, B. A., Gracey, F., Evans, J.J., Bateman, A. (2009). Neuropsychological Rehabilitation: Theory, Models, Therapy and Outcome . Cambridge University Press

Articles  (Required  or  Recommended) - see Canvas for details

• Arnould A, Dromer E, Rochat L, Van der Linden M^,Azouvi P. (2016). Neurobehavioral and self-awareness changes after traumatic brain injury: Towards new multidimensional approaches. Ann Phys Rehabil Med. 2016 Feb;59(1):18-22. doi: 10.1016/j.rehab.2015.09.002.

• Chang, E. F., Kunal P. Raygor, AB, and Mitchel S. Berger, M (2015) Contemporary model of language organization: an overview for neurosurgeons J Neurosurg 122:250–261
• Corbetta, M. Shulman, G. L  (2011). Spatial Neglect and Attention Networks. Annual review of neuroscience. , 2011, Vol.34 (1), p.569-599
• Davey, C. G., Pujol, J. Harrison, B. J. (2016). Mapping the self in the brain's default mode network. NeuroImage 132 (2016) 390–397
• Davis, K. L., & Panksepp, J. (2011). The brain's emotional foundations of human personality and the Affective Neuroscience Personality Scales.Neuroscience & Biobehavioral Reviews, 35(9), 1946-1958.
• De Gutis, J. M., Chiu, C. Grosso, M.E: & Cohan, S. (2014) Face processing improvements in prosopagnosia: successes and failures over the last 50 years. Frontiers in Human Neuroscience (8), 1-14
• Fonseca, J., Ferreira, J. & Pavão Martins, I. (2016) Cognitive performance in aphasia due to stroke: a systematic review. International Journal on Disability and Human Development, 16(2), pp. 127-139.Gasquoine, G. (2016)Blissfully unaware: Anosognosia and anosodiaphoria after acquired brain injury. Neuropsychological Rehabilitation . Vol. 26, 2 Issue 2, 261-285 
• Hanna, K. L. Hepworth, L. R., J. Rowe, F. J  (2017) The treatment methods for post-stroke visual impairment: A systematic review (2017) Brain and Behaviour 7, 1-26

• Heutink, J., Indorf, D. L  & Cordes, C. (2019) The neuropsychological rehabilitation of visual agnosia and Balint’s syndrome, Neuropsychological Rehabilitation, 29 (10,) 1489-1508, DOI: 0.1080/09602011.2017.1422272

• Joost H, Indorf , D-.L & Cordes, C. (2019) The neuropsychological rehabilitation of visual agnosia and Balint’s syndrome, Neuropsychological Rehabilitation, 29 (10,) 1489-1508, DOI: 0.1080/09602011.2017.1422272

• Johnston, M. V., Vanderheiden, G. C., Farkas, M. D., Rogers, E. S., Summers, J. A., & Westbrook, J. D.,The NCDDR Task Force on Standards of Evidence and Methods. (2009). The challenge of evidence in disability and rehabilitation research and practice: A position paper. Austin, TX: SEDL. pp 1-7
• Karnath, H.-O., & Rorden, C. (2012). The anatomy of spatial neglect. Neuropsychologia, 50(6), 1010–1017. http://doi.org/10.1016/j.neuropsychologia.2011.06.027
• Kerry Louise Hanna | Lauren Rachel Hepworth | Fiona J. Rowe (2017)The treatment methods for post-stroke visual impairment: A systematic review. Brain and Behaviour, 7, 1-26
• Kim,Y.M.,Chun,M.H.,Yun,G.J.,Song,Y.J.,andYoung,H.E.(2011).The  effect of virtual reality training on unilateral spatial neglect in stroke patients. Ann.Rehabil.Med. 35, 309–315.
• Lee,B., Pyun, S-B.  (2014) Characteristics of Cognitive Impairment in Patients With Post-stroke Aphasia. Ann Rehabil Med.;38(6):759-765
•  Gary KW, Neimeier JP, Ward J, Lapane KL (2012) . Randomized controlled trials in adult traumatic brain injury. 26 (13-14):1523-48.
• Neumann D, Babbage DR, Zupan B, Willer B. (2015). A randomized controlled trial of emotion recognition training after traumatic brain injury. Journal of Head Trauma Rehabilitation. May-Jun;30(3):E12-23
• Ochsner, K. N. , Silvers, J.A. and Buhle, J.T. (2012) Functional imaging studies of emotion regulation: A synthetic review and evolving model of the cognitive control of emotion. Ann N Y Acad Sci. March; 1251: E1–24.
• Pedroli, E., Serino, S., Cipresso, P., Pallavicini, F., & Riva, G. (2015). Assessment and rehabilitation of neglect using virtual reality: a systematic review. Frontiers in Behavioral Neuroscience, 9, 226. http://doi.org/10.3389/fnbeh.2015.00226
• Pessoa, L. & Mc Menamin, B. (2016) Dynamic Networks in the Emotional Brain. The Neuroscientist 1–14.
• Petersen, S. E., & Posner, M. I. (2012). The Attention System of the Human Brain: 20 Years After. Annual Review of Neuroscience, 35, 73–89. http://doi.org/10.1146/annurev-neuro-062111-150525
• Price CJ¹.(2010). The anatomy of language: a review of 100 fMRI studies, Ann N Y Acad Sci.2010 Mar;1191:62-88. doi: 10.1111/j.1749-6632.2010.05444.
• Ramachandran V. S. & Blakeslee S. (1998).  Phantoms in the Brain: Nature and the Architecture of the Mind. London: Harper Collins
• Richter, K. M., Mödden, C., Eling, P., & Hildebrandt, H. (2018). Improving Everyday Memory
  Performance After Acquired Brain Injury: An RCT on Recollection and Working Memory Training.
  Neuropsychology. . Advance online publication. http://dx.doi.org/10.1037/neu0000445
•  Rivest, J.  Svoboda, E.  McCarthy, J.  & Moscovitch , M. (2016): A case study of topographical disorientation: behavioural intervention for achieving independent navigation, Neuropsychological Rehabilitation, DOI: 10.1080/09602011.2016.1160833
• Shirley A Thomas1, Marion F Walker1, Jamie A Macniven2, Helen Haworth3 and Nadina B Lincoln1 Communication and Low Mood CALM): a randomized controlled trial of behavioural therapy for stroke patients with aphasia. (2012) Clinical Rehabilitation 27(5) 398–408
• Schrijnemaekers, A-C., et al  (2014) Treatment of Unawareness of Deficits in Patients With Acquired Brain Injury: A Systematic Review. Journal  Head Trauma Rehabilitation. Vol. 29, No. 5, pp. E9–E30
• Spikman, J. M., Timmerman, M. E., Milders, M. V., Veenstra, W. S., & van der Naalt, J. (2012). Social cognition impairments in relation to general cognitive deficits, injury severity, and prefrontal lesions in traumatic brain injury patients. Journal of Neurotrauma, 29(1), 101-111.
• Squire LR, Wixted JT. (2011) . The cognitive neuroscience of human memory since H.M. Annual Review Neuroscience 11;34:259-88. doi: 10.1146/annurev-neuro-061010-113720.
• Spreij L. A., Visser-Meily, J., van Heugten, C.M., Nijboer, T. (2014) Novel insights into the rehabilitation of memory post acquired brain injury: a systematic review. Frontiers in Human Neuroscience  Vol 8, Article 993 , 1-19  DOI=10.3389/fnhum.2014.00993 
• Terneusen, A., Winkens, I., van Heugten, C. et al. Neural Correlates of Impaired Self-awareness of Deficits after Acquired Brain Injury: A Systematic Review. Neuropsychol Rev (2022). https://doi.org/10.1007/s11065-022-09535-6
• Tornås, S.  et.  al (2016). Rehabilitation of Executive Functions in Patients with Chronic Acquired Brain Injury with Goal Management Training, External
  Cuing, and Emotional Regulation: A Randomized Controlled Trial. Journal of the International Neuropsychological Society. 22, 436–452
• Tracy, J.L. & Randles, D. (2011).Four Models of Basic Emotions: A Review of Ekman and Cordaro, Izard, Levenson, and Panksepp and Watt. Emotion Review Vol. 3, No. 4 (October) 397–405
• Turner-Stokes L, Pick A, Nair A, Disler PB, Wade D. (2015) TMulti-disciplinary rehabilitation for acquired brain injury in adults of working age (Review).The Cochrane Library, 2015, Issue 12. 1-67
• Vossel, S. Geng, J.J.,& R. Fink, G. R  (2014) Dorsal and Ventral Attention  Systems: Distinct Neural Circuits but Collaborative Roles. The Neuroscientist 2014, Vol. 20(2) 150 –159

Research  Report:

• National Board of Health Brain Injury – A Health Technology Assessment
  Copenhagen: National Board of Health, Danish Centre of Health Technology Assessment (DACEHTA),
  2011

Field Studies

See course schedule for details.

Guest Lecturers

E.g. experts in the field will be invited to discuss Danish/European perspectives pertaining to clinical practice and conducting research. Implications and challenges within the field will also be considered.

See course schedule for details.

Approach to Teaching

Interactive learning will be emphasized with various approaches during each class: 

• Lectures
• Discussions
• Group work
• Trying assessment methods
• Videos, cases, dilemmas

Expectations of the Students

This course explores the complexity of acquired brain injury across cognitive, emotional, and social dimensions, and learning is supported through shared discussion and collaborative inquiry. Students are expected to complete the required readings before class, attend the session on time, and actively contribute in ways that feel natural to them. Together we will work to create an inclusive, supportive environment that encourages curiosity, creativity, and respectful engagement. Laptops should be used only for class-related purposes to maintain focus and consideration for one another. Absences should be communicated to one of the instructors prior to class; except in cases of documented illness, they will be considered unexcused and will affect participation grades. All assignments must be submitted on time, as late work cannot be accepted without documented illness. 

Class representatives

Class representatives will be elected at the beginning of the semester to help facilitate communication between students and faculty throughout the term.

Evaluation and Grading

For further details on each assignment, please see the Assignments tab on the left.

Academic Accommodations

Your learning experience in this class is important to us.  If you have approved academic accommodations with DIS, please make sure we receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways we can support your learning, please don't hesitate to talk to us. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk

Academic Regulations

Please make sure to read the Academic Regulations. on the DIS website. There you will find regulations on:

• Course Enrollment and Grading.
• Academic Expectations and Honor Code.

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