Course Syllabus

 

Neuropsychology of Brain Injury B

 

Semester & Location:	Spring 2026 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Neuroscience, Psychology
Prerequisite(s):	One course in neuroscience, physiological psychology, or biological psychology at university level.
Faculty Members:	Maria Özden (current students please contact via the Canvas Inbox)
Program Contact:	Department email address psy.cns@dis.dk
Time & Place:	Tuesdays 14:50-17:45 Classroom: N7-B13

1. Description of the 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 neural structures and the psychosocial context. Various symptoms, disorders and brain-behavior relationships will be uncovered. Case studies will be included to explore the complex and integrative aspects of assessment and treatment strategies. Research aspects will be included to address rehabilitation perspectives and challenges.

Structure:

Theme 1: Framing neuropsychology and brain injury

• Neuropsychology in theory and practice
• Brain injury types and conditions
• Cognitive functions
• Brain-behavior relationships

Theme 2: Consciousness, syndromes and comorbidities

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

Theme 3: Neuropsychological assessment

• Cognitive testing
• Cross-cultural assessment
• Challenges in evaluations
• Hands-on practice with cognitive testing

Theme 4: Cognitive rehabilitation after brain injury

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

2. Learning Objectives

Increased understanding of acquired brain injury with regards to: 

• Cognitive, emotional and social implications
• Assessment approaches and methodological/ethical considerations
• Neuropsychological rehabilitation
• The ability to integrate research findings and clinical challenges

3. Faculty

Maria Özden, clinical neuropsychologist

Currently working at The Center for Rehabilitation after Brain Injury in Copenhagen and in the process of specializing in clinical neuropsychology. Previously the National Hospital of Denmark. Certified MSc in psychology from University of Copenhagen, Denmark. With DIS since 2022.

4. 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. Chapters: See under Canvas Calendar and/or Files.
• Ogden, Jenny A. (2005) Fractured minds. A case study approach to clinical neuropsychology. 2nd edition. Oxford: Oxford University Press. Chapter 1.
  • Chapters 2, 3, 5, 7 and 11 in Ogden (2005) to be used in class.

Hodges, J. R. (2007). Cognitive assessment for clinicians. Oxford University Press. Selected chapters to be used in class. 

Turnbull, O., Coetzer, R. & Salas, C. (2023). Mistakes in Clinical Neuropsychology. Oxon: Routledge. Selected chapters to be used in class (full e-book available under Files).

Articles: All available under Canvas Files and/or Calendar.

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.

Cicerone, K. D et al (2019). Evidence-Based Cognitive Rehabilitation: Systematic Review of the Literature From 2009 Through 2014. Archives of physical medicine and rehabilitation, 100(8), 1515–1533.

Gammeri, R., Iacono, C., Ricci, R., & Salatino, A. (2020). Unilateral Spatial Neglect After Stroke: Current Insights. Neuropsychiatric disease and treatment, 16, 131–152. https://doi.org/10.2147/NDT.S171461.

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.

Ownsworth, T. (2014). Self-Identity after Brain Injury (Neuropsychological Rehabilitation: A Modular Handbook) . Taylor and Francis. Chapter 27.

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.

Rune Nielsen, T., Jørgensen, K., Canevelli, M., Pomati, S., Delgado-Álvarez, A., Franzen, S., ... & Waldemar, G. (2025). Validation of the Brief Assessment of Impaired Cognition and Brief Assessment of Impaired Cognition Questionnaire in a multicultural memory clinic sample across six European countries. Journal of Alzheimer’s Disease, 104(3), 823-834.

Nielsen, T. R., Jørgensen, K., Delgado-Álvarez, A., Franzen, S., Lozano-Ruiz, A., Özden, M., ... & Waldemar, G. (2025). Comparison of the diagnostic accuracy of five cross-cultural cognitive screening instruments for dementia and mild cognitive impairment in a multicultural memory clinic sample. Journal of Alzheimer’s Disease, 13872877251351037.

Prigatano, G. P., & Sherer, M. (2020). Impaired self-awareness and denial during the postacute phases after moderate to severe traumatic brain injury. Frontiers in Psychology, 11, Article 1569.

Schnakers, C. (2012). Clinical assessment of patients with disorders of consciousness. Archives italiennes de biologie, 150(2/3), 36-43. Chapter 1.

Terneusen, A., Winkens, I., van Heugten, C., Stapert, S., Jacobs, H. I., Ponds, R., & Quaedflieg, C. (2023). Neural correlates of impaired self-awareness of deficits after acquired brain injury: a systematic review. Neuropsychology Review, 33(1), 222-237.

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.

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.

Scales for rating disorders of consciousness (will be available in canvas):
Galveston Orientation and Amnesia Test
JFK Coma Recovery Scale

5. Field Studies

Visit to the Centre for Neurorehabilitation of Brain Injury (center for hjerneskade, Amager, Copenhagen).

See course schedule and Canvas calendar for details.

6. Guest Lecturers

Mindfulness as a tool for managing mental fatigue in neurorehabilitation - Simon Hünermund, clinical psychologist and external lecturer at UCPH. 

Cerebellar lesions - what symptoms to expect? - Dan-Anders Jirenhed, MSc in Cognitive Science and PhD in Neurophysiology.

7. Approach to Teaching

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

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

8. 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 all assigned readings before class, attend every session punctually, 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 and phones should be used only for class-related purposes to maintain focus and consideration for one another. Absences must be communicated to the instructor 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. 

9. Class representatives

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

10. Evaluation and Grading

Assignment	Percentage
Attendance and engaged participation - individual	20%
Discussion board, video or podcast - group	20%
Field study creative assignment - group	20%
Notebook work during the semester - individual	20%
Final presentation (slideshow or poster) - group	20%
Total	100%

 

For further details on each assignment, please see under Assignments on canvas.

11. Academic Accommodations

Your learning experience in this class is important to me. If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please let me know. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk.

12. 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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