INTERNATIONAL HIGH SCHOOL OF PRACTICAL PSYCHOLOGY
PROFESSIONAL HIGHER EDUCATION STUDY
PROGRAMME “PRACTICAL PSYCHOLOGY”:
ACQUISITION OF PROFESSIONAL BACHELOR
DEGREE IN PSYCHOLOGY AND QUALIFICATION OF A
PSYCHOLOGIST ASSISTANT
RIGA, 2010
Content
Self-assessment of the professional higher education study programme
of the IHSPP (SPPA) “Practical psychology”: acquisition of
professional Bachelor degree in psychology and qualification of
psychologist assistant
1. Goals and objectives of the higher education study programme, the 5.p.
results expected after completion of higher education programme in
the area of knowledge, skills and attitudes
2. Organization of the higher education study programme (changes in 7. p.
the structure of higher education programme within the framework of
self-assessment period), compliance of the higher education plan with
the goals and objectives of the higher education establishment, as well
as internal quality mechanism of the study programme
3. Higher education study programmes and annotations of study
courses, practical activities, seminars and other study events
2
3.1. Annotation of Professional Bachelor’s degree study
programme in IHSPP (SPPA)
3.2. Professional Bachelor’s degree higher education programme
“Practical psychology”
3.2.1. Full-time studies
3.2.2. Summary table
10. p.
3.2.3. Part-time studies
15. p.
3.2.4. Summary table
3.3. Content, volume and structure of the Professional Bachelor’s
degree higher education programme of the IHSPP (SPPA)
17. p.
17. p.
3.4. Comparison of the professional Bachelor study programme in
psychology of the IHSPP (SPPA) with similar higher
education programmes in Latvia.
3.5. Comparison of the professional Bachelor study programme in
psychology of the IHSPP (SPPA) with higher education
programmes abroad
4. Grading system (reasons of choice of grading methods and result
analysis)
20.p.
12. p.
14. p.
24. p.
4.1. Grading system
4.2. Control forms and and procedure
28. p.
29. p.
4.3. Control procedure of students study activities
4.4. Academic staff control procedure
4.5. Information of the effectiveness of study process
30. p.
30. p.
30.p.
3
5. Practical implementation of the study programme of higher
education programme (study methods and forms, research work of the
academic staff and its influence on the study work, involvement of
students into research projects)
6. Evaluation of the perspective of the study programme of higher
education programme, taking into account objectives of Latvia in
implementation of the European Union common strategies.
Evaluation criteria
6.1. Perspectives of programme development
6.2. Compliance of the professional Bachelor study programme to
the State Standard for the Second Level Professional Education and
the Profession Standard
7. Bachelor’s students
31. p.
7.1. The total number of the Bachelor’s students
7.2. The number of the 1st year students matriculated for the study
programme
7.3. The total number of the Bachelor’s graduates
7.4. Bachelor’s student questionnaires and their analysis
39. p.
39. p.
7.5. Bachelor’s graduates questionnaires and their analysis
41. p.
34.p.
34.p.
34. p.
39. p.
39. p.
7.6. Students’s participation in the improvement of the study
process
8. Evaluation of the academic staff of the study programme of higher
education
8.1. Number of academia staff, pointing the number of academic
positions and a number of persons who have Doctor scientific degree
or Master degree
8.2. Compliance of the qualification of the academic staff to
implementation of the goals and objectives of structural units (project
management, research directions and their results), underlining that
there are at least 50% of the elected academic staff working in the
higher education study programme of higher education, not including
elective parts of the programme, practice, implementation of final and
state examination
8.3. There are at least two Doctors or professors in that field of
science where the higher education programme is conducted
42. p.
8.4. Policy of selection, renewal, training and development of the
academic staff for the next six years
45. p.
8.5. The academic staff involved into the programme of the
IHSPP (SPPA) has to be highly qualified and competent in order to
ensure that students learn the necessary scientific skills, theoretic
knowledge and acquisition of skills and competences
46. p.
9. Financial sources and infrastructural support
46. p.
42. p.
43. p.
45. p.
10. Public relations
10.1. Cooperation with employers
10.2. Cooperation with Latvian and foreign higher education
establishments that have similar higher education programmes
48. p.
49. p.
11. Documents that confirm that in case of liquidation of the higher
education programme, the announcer will ensure the students a
possibility to prolong acquisition of education of a concrete study
programme in other higher education institution or choosing other
programme
12. Development plan of the higher education programme
52. p.
Appendices
1. Profession standard
2. Standard of the issued diploma and appendix
3. Annotations of study courses
4. CVs of Academic personnel
5. List of scientific researches and creativity achievements of the
academic staff that was involved into programme realization
4
52. p.
THE PROFESSIONAL HIGHER EDUCATION STUDY PROGRAMME
“PRACTICAL PSYCHOLOGY”: ACQUISITION OF PROFESSIONAL
BACHELOR’S DEGREE IN PSYCHOLOGY AND QUALIFICATION AS A
PSYCHOLOGIST ASSISTANT
1. The goals and objectives of the higher education study programme, the results
expected after completion of higher education programme in the area of
knowledge, skills and attitudes.
1.1. The goal of the Higher School.
Implement higher education study programme in coherence with scientific research work, involving
effective methods of activity and the best foreign
experience in professional activity. Prepare
specialists of international level, organize improvement of professional skills and qualification
improvement of specialists in whole Higher School representative
spheres.
1.2. The objective of the Faculty
Within the frame of the Higher School to create material and educational conditions for training
specialists of the fifth level of qualification.
1.3. The goals and objectives of the IHSPP (SPPA) professional Bachelor’s degree in
Psychology.
The Second Level Higher Professional Education Bachelor’s degree study programme in
Psychology is organised according to the Law on Education and the Law on Higher Education
Establishments of the Republic of Latvia, the regulations of the Cabinet of Ministers No.481,
Constitution of IHSPP (SPPA), as well as other normative acts concerning requirements of the
programmes for the second level higher professional education.
1.3.1. The goal of the study programme:
To orient students to knowledge and acquiring skills and abilities necessary for effective
professional activities and professional abilities providing level of competence needed to obtain a
Bachelor's degree and the qualification of psychologist assistant, for further personal development,
5
further education, competitiveness as a specialist.
1.3.2. The objectives of the study programme:
1. To develop cognitive, educational and professional motivation and motivation of personal
development.
2. To develop cognitive, educational and professional skills and abilities to acquire the
basic block of knowledge in the speciality.
3. To develop skills to study materials individually.
4. To develop skills to process and to batch theoretical and practical i nformation.
5. To develop the skills to deal with professional tasks and to accomplish educational study
tasks.
6. To develop skills to analyse formulation, process and results to accomplishing professional
tasks.
7. To develop skills to organise research and project activities.
1.4. The results expected after completion of higher education programme in the area of
knowledge, skills and attitudes.
Planned results of studies:
Knowledge:

successful acquisition of academic knowledge in the main fields of psychology (developmental
psychology, social psychology, general psychology, clinical psychology, labour psychology,
pedagogical psychology, personal psychology);

quantitative and qualitative research methods in psychology;

data statistics reduction and methods of analysis (simple and multiple);

biological basics of psyche;

history of psychology;

psychologist’s ethics.
Skills:
 choose adequate psychological assessment and perform psychological assessment of the client;
 under the supervisor’s supervision choose the method of psychological counseling according to
6
the client's problem and provide psychological information to the client.
 under the supervisor’s supervision work out the adaptation development program of the client.
 under the supervisor’s supervision evaluate psychological changes of the client.
Attitude:
Professional point of view to society, clients, oneself.
Students who successfully complete the programme acquire professional Bachelor's degree in
Psychology and attain a qualification of psychologist assistant corresponding to the state standard
for the second level higher professional education and the standard for profession of psychologist
assistant. The acquired knowledge and practical skills let students work independently in various
spheres of social activity.
2. Organisation of the higher education study programme (changes in the
structure of higher education programme within the framework of selfassessment period), compliance of the higher education study programme
plan with the goals and objectives of the higher education establishment, as
well as internal quality mechanism of the study programme.
2.1. Organisation of the IHSPP (SPPA) professional higher education Bachelor’s study
programme in Psychology.
The total duration of full-time study programme is 4 years (8 semesters) and part-time study
programme is 4.5 years (9 semesters).
Classes are conducted according to schedule and study programmes. A full-time study
workload is 40 academic study hours per week.
Ratio of the volume of contact hour work to the volume of individual work is about 50% - 50%.
Ratio of the volume of part-time study to the volume of individual work is about 25% - 75%.
There are different forms and methods used in the study process: lectures, seminars, practical
classes, project work, work in laboratories, trainings, etc.
Studies are carried out in corps of Riga, in the country or abroad.
The students are supplied with necessary aids for study activities (study materials and books,
7
computers, photo and audio-video techniques).
A part of individual work of students is conducted in Resource Centre.
The study programme is conducted by academic staff with scientific qualifications, as well as
experts with great practical professional work experience.
The study process is organised according to normative documents of the Republic of Latvia, the
Constitution of IHSPP (SPPA), as well as study regulated documents accepted by The Senate of
IHSPP (SPPA).
2.2. Changes of the structure/content of the study programme within the framework of selfassessment period.
During the period of academic year 2007-2008, there were no changes in professional Bachelor's
degree study programme „Practical psychology” in comparison with the academic year 2006-2007.
From the period of the accreditation procedure in 2006 till 2009 there have not been changes in the
volume of the study programme, study duration, and other characteristics.
Some changes have been made in the structure and content of the study programme:
2.2.1. Section 1 Propaedeutical Course (5 CP) has been removed. The courses of this section are
included as components of the course block Field professional specialization courses. (Introduction
to psychology course has been removed).
Table 1
No
1.
2.
3.
8
Section „ Propaedeutical Course”
(Academic Year Programme 2006)
Section „Field professional specialisation
courses”
(Academic Year Programme 2009)
Introduction to study activity (1CP)
Introduction to study activity (1CP)
Introduction to professional activity (1 Ethics for psychologist and professional
CP)
activity (2 CP)
Ethics for psychologist (1CP)
Introduction to practical psychology Introduction to practical psychology (2CP)
(1CP)
2.2.2 Changes in practical training content and structure
Table 2.
Practical training structure
(Programme of 2006 academic year)
1.Psychological research practise
2.Practice in psychodiagnostics
3. Practice in development
psychology
4. Consultative practice
CP
12
4
6
4
Practical training structure
(Programme of 2009 academic year)
1. Practice in psychodiagnostics
2.Practice in development
psychology
3. Consultative practice
4.Pedagogical practice
CP
4
4
6
2
Resumptive practical training result is qualification work (10 CP).
The programme structure has been changed according to

The study course with similar content and practice integration;

enhancement of the logic of professionalization;

enhancement of logic of study material success.
2.2.3. „General education study courses” block has been updated.
2.3. Internal quality assurance mechanism of the study programme.
The Senate worked out and accepted the Regulation on Quality Monitoring of Specialists'
Training Process of IHSPP (SPPA). According to the Regulation monitoring or evaluation of quality
of work is implemented in 10 directions, which include all kinds of educational and economic
activities of IHSPP (SPPA).
(The documentation is available at the office of the higher school).
9
3. Higher education study programmes and annotations of study courses,
practical trainings, seminars and other study events.
3.1. Annotation of professional Bachelor’s degree study programme in Psychology of IHSPP
(SPPA)

The regulations of the Cabinet of Ministers on 20 November, 2001 No.481 regarding the State
Standard for the Second Level Higher Professional Education.

Profession standard Registration No. PS 0176, approved by order of the Ministry of Education
and Science, No. 262, June 3, 2003.
The requirements for previously acquired education.
According to the Regulations of Selection and Rules of Matriculation (ratificated IHSPP Senate
session on 30 September, 2009) person with secondary education gives the right to enter higher
school. Applicants should submit results of centralised exams (CE) (Latvian language and foreign
language with performance levels A to E).
.
Professional training.
Basic courses of professional training – practical psychology (psychological support, diagnostics,
correction and development).
Study duration.
The total duration of full-time study programme is 4 years (8 semesters) and part-time study
programme is 4.5 years (9 semesters).
Accounting unit of studies.
Accounting unit of studies is a credit point (CP), which corresponds to a student’s work load of
40 academic study hours (or one week of studies).
Volume of the study programme.
Volume of the study programme – 160 credit points (240 ECTS)
Obtained qualification.
Graduates, who have successfully acquired the study programme, will be awarded professional
10
Bachelor’s degree in psychology and assistant psychologist qualification.
According to the requirements for proceeding evaluation documents we attach
detailed model of the Diploma and enclosure to the diploma (name and surname of a person are
simulated), which can be seen in Appendix 4.
Academic staff.
The study programme of IHSPP (SPPA) is provided by the lecturers and professional practitioners
and other specialists who work in clinics, schools, and other institutions.
11
3.2. Professional Bachelor’s degree higher education programme
„Practical psychology”
3.2.1. (Full-time study)
Assessment
Credit points per semester
No
Study course title
CP
ECTS
1st
sem.
2nd
sem.
3rd
sem.
4th
sem.
5th
sem.
6th
sem.
7th
sem.
8th
sem
Exam
tes
t
1. General education study courses – 20 credit points
1.
2.
3.
4.
5.
6.
Philosophy
Methodology of scientific
researches
Foreign language
Principles of visual culture
Aspects of verbal culture
Theory and history of art
Total
2
2
3
3
2
6
4
4
2
9
6
6
3
2
2
2
2
2
2
1
1
1
20
30
8
6
2
2
2
3
3
3
1
2
1
1
2
2
2
2
2
2
6
2
2.Theoretical basic courses - 36 credit points
1.
2.
3.
4.
5.
6.
7.
Developmental psychology
Social psychology
Clinical psychology
Labour psychology
General psychology
Pedagogical psychology
Personality psychology
Total
10
3
4
2
10
3
4
15
4,5
6
3
15
4.5
6
36
54
2
3
2
2
2
1
1
1
2
1
1
9
6
9
2
3
3
3
5
2
5
2
2
2
8
1
2
1
3. Professional specialisation courses – 60 credit points
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Experiment in social
psychology
Principles of development of
sociopsychological projects
Practical work with family
Principles of
neuropsychology
Principles of psychological
counselling
Introduction to practical
psychology
Ethics for psychologist and
professional activity
Specificity of psychologist
work in organisation
Anatomy and physiology
Psychophysiology
Cognitive psychological
process
12
2
3
2
3
2
2
3
3
4
6
2
3
2
3
2
3
2
2
2
3
3
3
2
1
2
1
2
2
1
1
2
2
1
2
1
1
1
1
2
2
2
2
2
1
1
1
1
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Principles of differential
psychology
History of psychology
Introduction to study activities
Methods of psychological
researches and evaluation
Experimental method in
psychology
Methods of personal
researches
Group research methods
Research methods for
organisations
Psychometrics
Mathematical statistics
Term papers (3)
Total
2
3
2
1
4
3
1.5
6
4
6
4
6
3
3
4.5
4.5
2
2
9
3
3
13.5
60
90
2
1
2
1
2
1
2
2
2
2
2
3
1
1
1
1
1
1
1
1
1
3
2
1
1
1
2
2
1
2
1
2
8
8
11
8
5
10
def.
10
14
13
4. Professional specialisation elective courses – 6 credit points
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Communication psychology
Management psychology
Professional choice
Advertising psychology
Health psychology
Psychology of sexuality and
sexual relations
Deviant behaviour psychology
Introduction to psychiatry
Deviant behaviour psychology
Visual communication
2
2
2
2
2
2
3
3
3
3
3
3
2
2
2
2
3
3
3
3
2
1
1
1
1
1
1
2
2
2
2
2
2
2
1
1
1
1
2
2
5. Practical training – 26 credit points
1.
2.
3.
4.
5.
Practice in development
psychology
Practice in psychodiagnostics
Consultative practice
Pedagogical practice
Qualification work
Total
4
6
4
6
2
10
6
9
3
15
26
39
1
1
2
3
2
2
2
2
2
8
4
4
10
2
3
1
2
2
1
1
2
4
def.
9
6. Qualification exam, Bachelor’s thesis – 12 credit points
1.
2.
Qualification examination
Bachelor’s thesis
Total
13
2
10
3
15
2
2
8
1
def.
12
18
2
10
1
3.2.2. Summary table (full-time study)
Main components of study
Total
programmes
number
Semester
1
2
3
4
5
6
7
8
of credit
points
1. General education study courses
20
8
6
2
2
2. Theoretical basis courses
36
3
5
5
8
9
6
3. Professional specialisation courses
60
8
8
11
8
5
10
4. Professional specialisation elective
6
2
2
2
10
2
courses
5. Practice
26
6. Qualification examination
2
Bachelor thesis
1
2
4
4
160
4
10
2
10
Total
14
1
20
20
20
20
20
20
2
8
20
20
3.2.3. Professional Bachelor’s degree higher education programme
„Practical psychology” (part-time study)
Study course title
No.
CP
ECTS
1st
sem.
Exam
Credit points per semester
Exa
4th
5th
6th
m
sem. sem. sem.
Assessment
7th
sem.
8th
sem
9th
sem.
Eks.
Iesk.
1. General education study courses – 20 credit points
1.
2.
3.
4.
5.
6.
Philosophy
Methodology of scientific
researches
Foreign language
Principles of visual
culture
Aspects of verbal culture
Theory and history of art
Total
2
2
3
3
2
2
6
4
9
6
2
2
2
2
4
2
6
3
2
2
20
30
8
1
1
1
1
1
1
6
2
2
2
3
3
2
2
2
2
2
2
3
9
2
2
2.Theoretical basic courses - 36 credit points
1.
2.
3.
4.
5.
6.
7.
Developmental
psychology
Social psychology
Clinical psychology
Labour psychology
General psychology
Pedagogical psychology
Personality psychology
Total
10
15
3
4
2
10
3
4
4.5
6
3
15
4.5
6
36
54
2
3
3
2
2
1
1
1
2
1
1
9
6
9
2
3
3
3
5
2
5
2
2
2
8
1
2
1
6
3. Professional specialisation courses – 60 credit points
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Experiment in social
psychology
Principles of development
of sociopsychological
projects
Practical work with
family
Principles of
neuropsychology
Principles of
psychological counselling
Introduction to practical
psychology
Ethics for psychologist
and professional activity
Specificity of
psychologist work in
organisation
Anatomy and physiology
Psychophysiology
Cognitive psychological
process
15
2
3
2
3
2
3
2
3
4
6
2
3
2
3
2
3
2
2
2
3
3
3
2
1
2
1
2
1
2
1
2
2
1
2
1
1
2
2
2
2
2
1
1
1
1
1
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Principles of differential
psychology
History of psychology
Introduction to study
activities
Methods of psychological
researches and evaluation
Experimental method in
psychology
Methods of personal
researches
Group research methods
Research methods for
organisations
Psychometrics
Mathematical statistics
Term papers (3)
Total
2
3
2
2
1
3
1.5
1
4
6
2
4
6
4
6
3
3
4.5
4.5
2
2
9
3
3
13.5
60
90
1
2
1
1
2
2
2
2
2
3
1
1
1
1
1
1
1
1
3
2
1
1
1
2
2
1
2
1
2
8
8
11
8
5
9
def.
9
2
13
12
4. Professional specialisation elective courses – 6 credit points
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Communication
psychology
Management psychology
Professional choice
Advertising psychology
Health psychology
Psychology of sexuality
and sexual relations
Deviant behaviour
psychology
Introduction to psychiatry
Deviant behaviour
psychology
Visual communication
2
3
2
2
2
2
2
3
3
3
3
3
2
3
2
2
3
3
2
3
2
1
2
2
1
1
1
1
1
2
2
2
2
1
2
2
1
1
2
1
5. Practical training – 26 credit points
1.
2.
3.
4.
5.
Practice in development
psychology
Practice in
psychodiagnostics
Consultative practice
Pedagogical practice
Qualification work
Total
4
6
4
6
6
2
10
9
3
15
26
39
1
1
2
2
3
2
1
2
1
1
4
5
2
3
2
2
8
5
10
3
1
def.
9
6. Qualification exam, bachelor thesis – 12 credit points
1.
2.
Qualification
examination
Bachelor thesis
2
Total
16
3
2
1
10
15
10
def.
12
18
12
1
3.2.4. Summary table (part-time study)
Total
Main components of study
number
programmes
of credit
Semesters
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
points
1. General education study courses
20
8
6
2
2
2. Theoretical basis courses
36
3
5
5
8
9
6
3. Professional specialisation courses
60
8
8
11
8
5
9
4. Professional specialisation elective
courses
5. Practice
6
26
6. Qualification examination
2
2
10
10
Bachelor thesis
Total
160
2
2
1
20
1
20
4
20
18
18
5
20
9
2
2
2
5
10
18
14
12
3.3. The content, volume and structure of the Bachelor’s study programme of IHPS (SPPA),
the division of time for the acquisition thereof.
Logics of the study course assessment is determined by the main content directions of professional
training.
(The annotations of study courses can bee seen in Appendix No. 5)
Programme content:
1. General education study courses– 20 CP (30 ECTS)
Studying General education courses students acquire the subjects necessary for psychologist
professional activities such as foreign language, philosophy, theory and history of art, aspects of
verbal culture, etc.) These courses develop social and communicative basic skills, increase general
education preparation sphere, help students develop inner-subject relations, facilitate student
personal self-determination.
17
2. Field theoretical basic courses – 36 credit points (54 ECTS)
This section consists of 7 basic study courses (developmental psychology, social psychology,
clinical psychology, general psychology, pedagogical psychology, labour psychology, personality
psychology), which are concretized in each academic year programme, annotations of study courses
(See Appendix No.5), lecture designs.
Basic courses:
1. Give historical review on researches of the appropriated field of psychology;
2. Introduce students to famous and specific principles, issues, methods empirical models,
accrued data, authors of researches and theoretical generalizations.
3. There is a scientific basis for further practical or research works.
3. Field professional specialisation courses – 60 credit points (90 ECTS)
Section contains professional specialisation courses, each of them is represented by the field of
psychology and specify forms of students individual works.
During professional specialisation courses students acquire knowledge of sub-sectors of psychology,
as well as practical skills in psychodiagnostics, psychological counselling, group management and
other practical skills and knowledge for professional activities, for instance:
- Social psychology, organisation psychology, labour psychology study courses („Experiments in
social psychology”, „ Principles of development of sociopsychological projects”, „ Practical work
with family”, „Specificity of psychologist work in organisation”, etc.);
- General psychology study courses („Psychophysiology”, „Cognitive psychological processes”, „
Principles of differential psychology”, etc.).
Study skills and abilities have been implemented not only by special study courses, but in the
context of specificity of study organisation, where integrative.
There are professional specialisation courses connected with organisation of students research
and project works („Methods of psychological research and evaluation”, „Experimental method in
psychology”, „Mathematical statistics”), with personality, group and organisation research methods.
4. Field professional specialisation elective courses – 6 credit points (9 ECTS)
There are professional specialisation courses, which students can choice, for example, in the field of
social psychology: Communication psychology, Advertisement psychology, in the field of clinical
18
psychology: Health psychology, Introduction to psychiatry, Psychology of sexuality and sexual
relations, etc.
5. Students’ practical training – 26 credit points (39 ECTS)
Practice is essential component of the study programme.

The main aim of practice is to develop psychologist’s professional posture and ensure skills and
knowledge necessary for professional and practical activity. IHSPP (SPPA) has entered into
agreements with educational and medical establishments and organisations in order to success
practice implementation. (See Appendix No. 8).
Resumptive practical training result is qualification work
Practical training includes:
Practice in developmental psychology –4 CP (6 ECTS)
Main tasks:

Personality research and formation of psychological characteristic;

Development of corrective and developmental programmes according to the characteristic.
Practice in psychodiagnostics – 4 CP (6 ECTS)
Main tasks:
During this practice, students should learn how to solve psychological problems, formulate them in
the way of tasks,
choose and put in practice psychodiagnostical methods appropriated to the
situation to research and put forward problem solving methods, in the way of correction and
development tasks.
Consultative practice – 6 CP (9 ECTS)
Main tasks:
Acquisition of basic skills of professional psychological counselling (skills to listen empathetically
and distinguish the main client problem, analyse it and help the client to work without assistance);
Pedagogical practice – 2 CP (3 ECTS)
Main tasks:
19

Main pedagogical skills nomination, exploration and “finishing”.

Concretisation of main pedagogical knowledge during the pedagogical work

Development of pedagogical position.
Final tests

Qualification exams – 2 CP (3 ECTS)

Development and defence of qualification work - 10 CP (15 ECTS)

Development and defence of Bachelor’s thesis – 10 CP (15 ECTS)
3.4. Comparison of the professional Bachelor’s degree study programme in Psychology of
IHSPP (SPPA) with similar higher education programmes in Latvia and abroad.
3.4.1. Comparison of the IHSPP (SPPA) professional Bachelor’s degree study programme in
Psychology with the professional Bachelor’s degree study programme of the University of
Latvia (LU) and Higher School of Psychology (HSP).
Table 3.
IHSPP
LU
HSP
Training directions
Bachelor’s graduates gain qualification of professional Bachelor’s degree in Psychology
as a psychologist assistant.
Study duration
Full-time study – 4 years; part-time study – 4.5 years
Volume of the study programme
Volume of the study programme is 160 CP (240 ESTC), each semester volume is 20 CP
(30 ESTC)
Volume of practice training
Volume of practice training is 26 CP (39 ESTC)
Structure of the study programme
Thematic sections satisfy the state and profession standards.
Final tests
Bachelor’s thesis
20
Report on practice training, that is qualification work for
gaining qualification as a psychologist assistant.
Qualification exam
Accounting unit of studies
Accounting unit of studies is CP (ECTS) credit points.
3.4.2.
Table 4 shows comparison of the study programme with the Bachelor’s degree study
programme of Latvian University (LU) and Higher School of Psychology, taking into account the
courses which are similar to study courses of IHSPP (SPPA).
Study courses of IHSPP
professional Bachelor’s
degree programme
CP
Study courses of LU
professional
Bachelor’s degree
programme
CP
Field theoretical courses
36
Field theoretical
courses– Part A
36
Development psychology
10
Development psychology
Social psychology
3
Clinical psychology
4
Labour psychology
2
General psychology
10
Pedagogical psychology
Personal psychology
Study courses of HSP
professional Bachelor’s
degree programme
CP
36
4
Field theoretical courses
and courses of
information technologies
Development psychology
Social psychology
4
Social psychology
4
Patopsychology
4
Clinical psychology
2
6
General psychology
4
3
Introduction to
psychology
Pedagogical psychology
2
Pedagogical psychology
2
4
Personal psychology
4
Personal psychology
4
Professional
specialisation courses –
Part B
60
Field professional
specialisation courses
60
Professional specialisation
courses
4
Experiment in social
psychology
2
Principles of development of
sociopsychological projects
Practical work in family
2
2
Family psychology
2
Family psychology
2
Principles of
neuropsychology
Principles of psychological
counselling
2
Neuropsychology
2
Neuropsychology
2
4
Psychological
counselling (I, II)
4
Introduction to
psychological counselling
2
Specificity of psychologist
work in organisation
Psychophysiology
2
Organisation psychology
3
Organisation psychology
2
2
Psychophysiology
2
Psychophysiology
2
Cognitive psychological
processes
Principles of differential
psychology
2
Cognitive psychology
4
Cognitive psychology
2
2
Differential psychology
2
Differential psychology
2
21
Anatomy and physiology
2
History of psychology
2
Ethics for psychologist and
professional activity
Introduction to practical
psychology
Methodology of scientific
researches (General
education study courses)
Methods of psychological
researches and evaluation
Mathematical statistics
2
2
Ethics for psychologist
and professional activity
2
4
2
2
4
2
Experimental methods in
psychology
4
Methods of personal research
4
Group research methods
3
Research methods for
organisations
3
Psychometrics
2
Professional specialisation
elective courses
Communication psychology
6
2
Introduction to psychiatry
2
Psychology of retarded
children
Deviant behaviour
psychology
2
Health psychology
2
Psychology of sexuality and
sexual relations
2
Research methodology in
psychology (Part A)
Methods of psychological
researches
Mathematical statistics in
psychology (Part A)
2
4
Advertising psychology
2
Visual communication
2
Professional choice
2
Practice training
General education study
courses
26
Foreign language
Philosophy
2
Work ethics for
psychologist
Introduction to speciality
2
Methodology of
psychological research
(Part I)
2
1
4
Statistical methods in
psychology
4
Experimental psychology
2
Psychodiagnostics (I, II)
2
4
Research psychological
methods for organisations
2
2
Psychometrics (Part I)
2
2
Introduction to psychiatry
2
Communication
psychology
Introduction to psychiatry
Psychology of retarded
children
2
Psychodiagnostics (I,II)
Psychometrics (Part A)
6
2
2
Biological principles of
psyche
History of psychology
3
Experimental psychology
Management psychology
22
Biological principles of
psyche
History of psychology
Health psychology
2
Work with dependent
people (free elective
course)
Health psychology
Psychology of sexuality
(free elective course)
Psychological
technologies of personnel
management
Professional career
choice
2
1
2
2
2
Professional career choice
2
1
Practice training
General education and
communication skills
gaining courses (Part A)
26
20
Practice training
General education study
courses
6
Foreign language
4
Foreign language
4
2
Principles of philosophy
4
Philosophy
2
20
26
20
Term papers (I,II,III)
9
Qualification exam
2
Bachelor’s thesis
10
Term paper (I,II)
6
Bachelor’s thesis (Part
A)
12
Study paper (I,II,III)
6
Bachelor’s thesis
12
As can we see, the IHSPP professional Bachelor’s degree programme is similar to professional
Bachelor’s degree programmes of LU and HSP .
In common:

Volume of study programme and thematic sections;

List of study courses;

duration of the study process;

All graduates of the higher schools defend Bachelor’s thesis (Graduates of SPPA and LU
prepare analytic reports on professional practice, that is qualification work for gaining
qualification as a psychologist assistant);

After successful completion of the professional Bachelor’s degree programme graduates
gain professional Bachelor’s degree in Psychology and qualification as a psychologist assistant.
Differences:
There are different volume of credit points in basic courses and various kind of work which are
similar in these study programmes, for instance:
Table 5.
Volume of course/ kind of work (CP)
Course/ kind of work
Nr.
title
1. Developmental
psychology
2. General psychology
3.

23
Term paper
SPPA
LU
PA
10
4
4
10
6 (Introduction to
psychology)
4
(3) 9
(2) 6
Just graduates of IHSPP (SPPA) take qualification exams.
I – 1 CP ,
II -2 CP,
III – 3 CP
3.5.
3.5.1. Table 6 Professional Bachelor’s study programme of IHSPP (SPPA) is compared with
psychology programmes of Vilnius University (Lithuania) and the University of Lyon 2 (France).
Bachelor’s degree study
programme of IHSPP
Bachelor’s degree study
programme of VU
Bachelor’s degree study
programme of the University
of Lyon 2
Training directions
Practical psychology
In the programme there is a
possible specialisation in
psychopathology and clinical
psychology
Study duration
4 years
3 years
Volume of programme
240 ECTS
240 ECTS
180 ECTS
Structure of programme
The programmes make thematic blocks, which contain corresponding subjects: basic subjects,
professional courses, general education subjects, elective courses.
Study courses connected with
student research works are
integrated into the block
„Methodology”
Practice training
Practice training
Practice training
4 years
Accounting unit of studies
Accounting unit of studies is a credit point (CP).
3.5.2. Professional Bachelor’s study programme of the IHSPP (SPPA) is compared with
psychology programmes of Vilnius University (Lithuania) and the University of Lyon 2
(France).
Table 7 shows comparison of the study programme with the Bachelor’s degree study programme of
Vilnius University (VU), taking into account the courses which are similar to study courses of
IHSPP (SPPA).
24
Courses of IHSPP professional
Bachelor’s degree study
programme in Psychology
Field theoretical basic courses
CP
Courses of VU professional
Bachelor’s degree study
programme in Psychology
CP
36
Developmental psychology
Social psychology
Clinical psychology
Labour psychology
General psychology
Pedagogical psychology
Personality psychology
10
3
4
2
10
3
4
Developmental psychology
Social psychology
Clinical psychology
6
5
4
Introduction to psychology
Pedagogical psychology
Personality psychology
14
4
6
Field professional specialisation
courses
60
Experiment in social psychology
Principles of development of
sociopsychological projects
Practical work with family
Principles of neuropsychology
Principles of psychological counselling
Specificity of psychologist work in
organisation
Ethics for psychologist and professional
activity
Anatomy and physiology
2
2
2
4
2
Family psychology
Neuropsychology
Psychological counselling
4
3
3
2
Professional ethics for psychologist
2
2
Anatomy and physiology of nervous
system
Psychophysiology
2
Psychophysiology
Cognitive psychological processes
Principles of differential psychology
History of psychology
Methods of psychological researches and
evaluation
2
2
2
2
2
History of psychology
Qualitative research methods
4
2
Group research methods
3
Experimental methods in psychology
4
Experimental psychological methods
3
Personality research methods
Research methods for organisations
4
3
Psychological research
Organisation psychological practical
training
3
3
Psychometrics
Mathematical statistics
2
2
Mathematical methods of statistics (Part A)
3
Professional specialisation
elective courses
6
Introduction to psychiatry
Psychology of retarded children
Deviant behaviour psychology
2
2
2
Introduction to psychiatry
Children's developmental disorders
3
2
Health psychology
2
Health psychology
2
25
2
2
Methodology of scientific research
(General education courses)
2
Methodology of psychological research
3
Is not
provided
Practical training
26
Practical training
General education elective courses
20
Foreign language
6
Foreign language
8
Philosophy
Theory and history of art
2
2
Introduction to philosophy
3
Term papers (3)
9
Term paper (I, II)
4
Qualification examination
Bachelor’s thesis
2
10
Bachelor’s thesis
5
3.5.3. Comparison of the IHSPP (SPPA) professional Bachelor’s degree study programme
with higher education programmes in psychology of The University of Rennes 2
Table 8 shows comparison of the study programme with the Bachelor’s degree study
programme of the University of Rennes 2, taking into account the courses which are similar to study
courses of IHSPP (SPPA). Comparison is given in ECTS credit points.
Courses of IHSPP professional
Bachelor’s degree study
programme in Psychology
CP
(ECTS)
Courses
of
professional
CP
Bachelor’s
degree
study (ECTS)
programme in Psychology of the
University of Rennes 2.
Block of main subjects
Field theoretical basic courses
Developmental psychology
15
Developmental psychology
10
Social psychology
4.5
Social psychology
15
Clinical psychology
6
General psychology
Cognitive psychological processes
Experiments in social psychology
Principles of differential
psychology
Psychometrics
15
3
3
3
Principles of neuropsychology
3
26
3
Children psychopathology and
clinical psychology
General cognitive psychology
Cognitive psychology
Introduction to differential
psychology
Differential psychology and
psychometrics
Behavioural neuroscience
13.5
6
7
7
6
10.5
Field professional
specialisation courses
Methods of psychological
researches and evaluation
Personality research
Group research methods
Methodology of scientific research
(General education courses)
Mathematical statistics
Principles of sociopsychological
projects
Practical training
3
6
4.5
4.5
3
3
39
General education courses



Foreign language
Philosophy
Theory and history of art
Introduction to methods
6
Methodology and statistics
Introduction to research
6.5
Development of study and
professional projects
2
Practical training
15
3
General education courses
9
3
2



Foreign language
Philosophy
History of art
11
As it can be seen in Tables 7 and 8:

These study courses of International Higher School of Practical Psychology and Vilnius
University are mostly similar both in content and volume. There is an insignificant difference in
titles of study courses and credit points;

Many study courses of IHSPP (SPPA) and the University of Rennes 2 are similar in content. The
volume of the study programme of the higher school of France is a little bit bigger in social
psychology, differential psychology, and clinical psychology. It is connected with further
specialisation in Master’s studies. Both higher education establishments take great attention to
studying foreign language:

Volume of practice:
-IHSPP (SPPA) – 26 CP (39 ECTS) (satisfies State standards),
- the University of Rennes 2 – 15 (ECTS);
- VU – is not provided.

27
Number and volume of term papers:
- IHSPP (SPPA) – 3 (9 CP),
- VU – 2 (4CP),
- the University of Rennes 2 – is not provided.

IHSPP students develop and defence qualification work, pass qualification exam

Volume of Bachelor’s thesis:
- IHSPP (SPPA) – 10 CP,
- VU – 5 CP;
- The University of Rennes 2 – is not provided.
 The Bachelor’s graduates of Vilnius University after completing a four-year Bachelor’s study
programme in Psychology and the Bachelor’s graduates of the University of Rennes 2 after
completing a three-year Bachelor’s study programme, unlike the Bachelor’s graduates of IHSPP
(SPPA), do not gain qualification.
4. Grading system (reasons of choice of grading method and results analysis).
4.1. Grading system
Educational achievements are assessed in a ten-point system. 4 is the pass mark.
Achievement level
very high
high
medium
low
28
Grade
10
9
8
7
6
5
4
3–1
Meaning
Approx.
grade
with distinction
excellent
very good
good
almost good
satisfactory
almost satisfactory
unsatisfactory
A
A
B
C
D
E
E/FX
Fail
ECTS
Knowledge of Master’s students is evaluated during classes, seminars, tests and individual works.
Evaluation is given according to a 10-point scale or with a word “passed” together with the mark
(“failed” together with the mark).
10 - with distinction – Knowledge of the student is substantially higher than the estimated normal
level, it indicates individual research and fundamental understanding of the key issues;
9 - excellent – the study programme requirements are fully obtained, skills of implementation of
obtained knowledge;
8 - very good - knowledge corresponds to the highest expected level, but sometimes there is a lack
of profound understanding and skills for independent implementation of knowledge concerning
difficult questions;
7 - good – study programme requirements are fulfilled, but in the same time there can be some lack
of knowledge observed;
6 - almost good – the student has generally succeeded in the course within the required limits, but
there are greater lacks of acquired knowledge, without understanding profound questions;
5 - satisfactory – the study programme requirements are fulfilled without going into details on the
course, there is a lack of profound understanding of certain important problems;
4 - almost satisfactory – study programme requirements are fulfilled without going into details on
the course, there is a lack of profound understanding of many important problems, there are
difficulties in practical implementation of theoretical knowledge;
3 - unsatisfactory – the study programme is acquired superficially and there are no skills in
implementation of acquired knowledge;
2 - unsatisfactory – the main problems described in a study programme are superficially acquired,
but there is no orientation in other important problems of the course;
1 - unsatisfactory – there is no understanding the subject problem.
4.2. Control forms and procedure
Control forms
1. Every month: pedagogical tests.
2. At the end of each semester: tests with a mark, exams, reports on practice.
3. At the end of academic year: study activity report – pedagogic dosje, term paper defence.
4. At the end of studies: qualification work, qualification exam, Bachelor’s thesis defence
29
4.3. Control procedure of students’ study activities:
Every week:

lecture attendance (filling out attendance forms)
Every month:

progress in acquiring knowledge (results of pedagogical tests are recorded in special tables).
At the end of each semester:

The results of individual work are recorded in specially-designed tables;

Exam Record Forms are used to officially record the exam results of each student, which are
recorded in a special register book;
At the end of the academic year:

The students give their reports on work performed during the academic year (pedagogical
„dosje”);

The results of term paper defence are recorded in test protocols

Information on dynamics of student progress (specially-designed forms are filled in).
At the end of study period:

The results qualification work, qualification exam and the results of Bachelor’s thesis defence
are recorded in Final Test Protocols.
4.4. Control procedure of lectures’ activities:
During the academic year:

video recording classes;

administration attending classes (filling out attendance forms);

inter-attending classes (filling out attendance forms).
At the end of each semester:

report on work performed.
- special form is filled out,
- report preparation for the methodical conference „Methodical project festival”.
4.5.Obtaining information on the effectiveness of the study process:
Every week:
30

providing consultations to students with dean's Office staff;

analyzing student's questions.
Every month:

Organising students’ meetings;

Organising meetings with lecturers
During the academic year:

Psychological Service activities.
At the end of each semester:

conducting student questionnaires.
At the end of study period:

conducting graduate questionnaires,

conducting employee questionnaires.
Information on the results is discussed at

students’ meetings;

lecturers’ meetings, administration conferences;

Faculty Senate meetings;

Senate meetings;

Scientific-Methodical and Pedagogical Council meeting.
5. Practical implementation of the study programme of IHSPP (SPPA) (study
methods and forms, research work of the academic staff and its influence on the
study work, involvement of students into research projects).
5.1. Methods and forms used in the study process.
The study process is organised in form of lectures, seminars, practical lessons, practical
trainings, using traditional and modern working methods and forms, for instance, during a lecturedialogue; individual work of Bachelor’s students in the Resource centre, presentation of research
and project works, etc.
Compared to 2006/2007 academic year study forms have been improved and the volume of
interactive methods, used in the study courses, has been enlarged (discussions, analysis of
31
individual counselling, trainings, work in the laboratories, and methodological and scientific
practical conferences).
In order to provide the students with individual work the lecturers work out methodical materials
(study programmes, annotations, each lesson plans, and methodical recommendations) There are
worked out materials concerning organisation of research works, regulations for practice, etc. These
materials can be found at the Resource centre and the library.
In the Resource Centre there are following study materials for student individual work:
 thematic materials for individual work and for testing levels of knowledge acquisition;

control tests;

thematic collections;

thematic audio and video tapes;

dictionaries and other materials.
The consultants work in the Resource centre.
5.2. Research works of the academic staff and their influence on study activities.
5.2.1. Research works of IHSPP (SPPA) are conducted in five directions:

life race;

image semantics;

silence psychology;

humour psychology;

intercultural relations.
Within the framework of these directions

the study, methodical and scientific conference has been organised;

laboratories and Student creative research union have been working

study materials and aids have been prepared.
Work integration of students and lecturers is in all the directions of research activities.
5.2.2. Some of the lecturers have been involved in the Latvian and international research projects.
(See Appendix 7).
32
For instance, in 2006 the lecturer J. Mihailovs took part in International Intercultural Research
Association, International Higher School of Practical Psychology (IHSPP), project of the French
Cultural Centre „ Research Methodology of Intercultural Room”
In 2009 - 2012 the lecturer Dz. Meikshane have been taking part in the research grant funding
program of Research Council of Latvia „Social psychological and medical biological indicators of
health ageing and its optimization possibilities with people working in system “man-man”.
5.2.3. Some lecturers were engaged in research within the framework of development of their
Doctor’s thesis. (See Appendix No. 7)
Four lecturers (S. Bierande, J.Liodorova, J.Levina, J.Vikulina) do Doctoral studies and conduct
research work within the framework of development of their Doctor’s thesis.
5.2.4. Lecturers present their scientific activity results at scientifically practical international
conferences, in Latvia (including IHSPP (SPPA)), as well as in local and foreign publications,
within the framework of their course.
The publications of the academic staff can be seen in Appendix No. 7.
5.3.Student involvement in research projects.
The students have been carrying out research works since the first year of the study.
During the study process, the students write three term papers, the Bachelor’s thesis and acquire
the skills necessary for working out research works.
There is provided the academic feedback procedure including weekly group feedback
consultations, special courses on Methodology of research works that make it possible for the
students to discuss their research topic with lecturers of the corresponding.
The first-year students submit their research works (no less than 20 pages). The fourth-year
students develop their Bachelor’s thesis (no less than 50 pages) Hence during four years of study
the students prepare their research works (150 pages and about 250 pages with Appendix).
Some students take part in activities of the laboratories and Student creative research union.
33
6. Evaluation of the perspective of the study programme of IHSPP (SPPA),
taking into account objectives of Latvia in implementation of the European
Union common strategies. Evaluation criteria:
6.1. Perspectives of programmes development:

Programme coordination with similar programmes in Latvia and abroad.


Enhancement of market-oriented study programme.
Integration of research work of students and lecturers in the scope of European researches.

Enhancement of inter-subjects links within the framework of the study programme.

Development of students’ motivation for further study and advanced training.
6.2. Compliance of the study programme of IHSPP (SPPA) to the State Standard for the
Second Level Higher Professional Education and the Profession Standard.
The Professional Bachelor’s degree study programme of IHSPP (duration of the programme is 4
years) is the first step towards acquiring necessary professional, theoretical, research knowledge,
skills, and abilities. After completing this programme, students gain qualification as a psychologist
assistant, that gives them rights to work under supervision of practised psychologists, and to
continue the professional Master’s degree study programme in Psychology Counselling psychology
(duration of the programme is 2 years).
These education requirements satisfy Profession Standards of Latvia, which requirement of
duration of professional education in psychology is at least 6 years, that satisfies the requirements of
European Federation Psychologists.
6.2.1. Table 9. Compliance of the IHSPP (SPPA) professional Bachelor’s degree study
programme to the State Standard for the Higher Professional Education
Requirements of the regulations of the
Cabinet of Ministers No.481, „The State
Standard for the Second Level Higher
Professional Education”
The volume of professional Bachelor’s degree
programme is at least 160 credit points.
34
IHSPP (SPPA) Professional Bachelor’s
degree study programme in Psychology
The volume of study programme is 160
credit points.
The total duration of studying for the
acquisition of a higher professional education
Bachelor’s degree programme is at least 4
years.
The volume of general education study
courses is at least 20 credit points.
The duration of Bachelor’s degree study
programme in Psychology is 4 years, gaining
Bachelor’s degree and qualification as a
psychologist assistant.
The volume of general education study
courses is 20 credit points.
The volume of Field theoretical courses and
courses of information technologies is at least
36 credit points.
Volume of Field professional specialisation
courses is at least 60 credit points.
The volume of Field theoretical courses is at
least 36 credit points.
Volume of practice is at least 26 credit points.
Volume of practice is 26 credit points.
Volume of Field professional specialisation
courses is at least 60 credit points
Volume of free elective courses is at least 6 Volume of Professional specialisation
elective courses is 6 credit points.
credit points.
The components of State examination are Volume of Bachelor’s thesis is 10 credit
development and defence of Bachelor’s thesis points and volume of qualification
or term paper (diploma project), its volume examination is 2 credit points.
should be at least 12 credit points.
During the period of acquiring a Bachelor's Develop and defend 3 term papers and
programme, it is necessary to develop and Bachelor’s thesis.
defend at least 3 study works.
After completing the Bachelor’s study
programme graduates acquire a 5th level of
professional qualification and Bachelor’s
degree in a corresponding field.
After completing the study programme
graduates obtain Bachelor’s degree in
Psychology and qualification as a
psychologist assistant.
The professional Bachelor’s study programme of IHSPP (SPPA) satisfies:
- The regulations of the Cabinet of Ministers on 20 November, 2001 No.481 regarding the
“State Standard for the Second Level Higher Professional Education”:

The volume of programme (see Paragraph 7);

The contest and volume of each part (see Paragraph 9.1.-9.5);

Final control forms (see Paragraph 9.6);

Awarding with the grade and qualification (see Paragraph 15).
After completing the programme the Bachelor’s graduates conduct an additional training and
get a certificate in a corresponding professional association. After acquiring the programme the
Bachelor’s graduates have the right to continue education in academic or professional Master’s
35
study programmes. (See Paragraph 16).
6.2.2. Table 10. Compliance of the study programme of IHSPP (SPPA) to the necessary skills
list of Profession Standard of psychologist assistant
IHSPP (SPPA) courses of the
programme
Specific requirements for profession
Principles of psychological counselling,
Communication psychology, Principles
of self-presentation, Practical training
Maintain contact with clients
During the interview identify client's requirements
Choose appropriate psychological research
methods up to the research requirements for
clients
Conduct psychological research/ evaluation of
client
Principles of psychological counselling,
Practical training
Methods psychological research and
evaluation, Personality research
methods, Group research methods,
Research methods for organisations,
Practical training
Principles of psychological counselling,
Talk over and explain psychological information Practical
work
with
family,
to clients in words of one syllable
Communication psychology, Practical
training
Evaluate your professional
conducting specific tasks
competence
in
Ethics of psychologist and professional
activity
Supervisor monitoring:
Choose appropriate psychological research
methods up to the client solution to the problem
Carry out psychological counselling for clients
Evaluate results of psychological counselling
Provide client’s psychological rehabilitation care
36
Principles of psychological counselling,
Practical training
Principles of psychological counselling,
Practical training
Practical training
Give reasons for preference of psychological
research methods, counselling, and rehabilitation
care
Draw up client’s adaptation programme or
development programme in collaboration with
other specialists and implement plan
Evaluate client’s psychological changes
Principles of psychological counselling,
Methods psychological research and
evaluation, Personality research methods
Practical training
Practical training
Principles of psychological counselling,
Practical training
6.2.3. Table 11 Compliance of the study programme of IHSPP (SPPA) to the list of
theoretical knowledge of Profession Standard of psychologist assistant (including) the
Profession Standard)
Theoretical knowledge
Fields of psychology and sphere of
professional activity
Methodology of qualitative and quantitative
research and methods in Psychology
Statistical data processing and methods of
analysis
Biological principles of psyche
General psychology
History of psychology
Ethics for psychologist
Cognitive psychology
Neuropsychology
Developmental psychology
Social psychology
Personality psychology
differential psychology
37
Study courses of the IHSPP (SPPA)
programme
Social
psychology,
Developmental
psychology, Principles of development
of
sociopsychological
projects,
Psychology of retarded children, Deviant
behaviour psychology, Psychology of
sexuality and sexual relations, Profession
choice, Advertising psychology, Visual
communication, etc.
Methodology of scientific researches,
Methods of psychological research and
evaluation, Mathematical statistics
Mathematical statistics
Anatomy and physiology
General psychology
History of psychology
Ethics for psychologist and professional
activity
Cognitive psychological processes
Principles of neuropsychology
Developmental psychology
Social psychology
Personality psychology
Principles of differential psychology
Pedagogical/educational psychology
Organisation psychology
Labour psychology
Clinical psychology / Patopsychology
Health psychology
Psychology of family
Psychological counselling
Psychometrics
Methods of psychological research and
evaluation,
Development of scientific paperworks
Foreign language
Principles of philosophy
-
Pedagogical psychology
Specificity of psychologist work in
organisation
Labour psychology
Clinical psychology, Introduction to
psychiatry
Health psychology
Practical work with family
Principles of psychological counselling
Psychometrics
Experimental method in psychology,
Experiment in social psychology,
Methods of psychological research and
evaluation, Personality research
methods, Group research methods,
Research methods for organisations
Methodology of scientific researches
Foreign language
Philosophy
Professional standards of assistant psychologist according to:
 List of the courses prescribed and themes;
 List of professional general and special skills.
(The Profession Standards can be seen in Appendix Nr. 3).
6.2.4. Employer questionnaire about the employment of graduates for the next six years.
In order to form a judgement about level of professional competence of graduates, employers
of graduates of the IHSPP (SPPA) are questioned every academic year. In 2009 14 institutions and
organizations took part in the questionnaire: the State Inspectorate for Protection of Children's
Rights, general education schools, special schools, rehabilitation centres, social organizations
(„Mārtiņa fonds”), the State Employment Service, etc.
Employers admit that the level of professional and academic background of graduates of the
IHSPP (SPPA) is high, estimating such personality traits as a high sense of responsibility, a creative
approach to work, efficiency, empathy, good communication skills, abilities to work effectively both
in groups and individually with clients.
The majority of employers (89%) evaluate professional skills and knowledge of
psychologists of the IHSPP (SPPA) as excellent, 10% as good.
38
Employers advise students during the period of academic activities to pay great attention to
pedagogical courses, because working in schools they can face not only psychological questions but
especially pedagogical.
Analysing employer questionnaires it can be seen that graduates of the IHSPP (SPPA) are
motivated, they adapt at the working place very fast, apply various forms of activities such as
counselling, diagnostic, training, corrective development, etc.
Employers emphasise that graduates of the IHSPP (SPPA) are ready to solve professional
tasks when they start their job, moreover, in the course of the work they progress in their
professional development through postgraduate of study with Master-degree, attending courses,
seminars, taking part in conferences.
References for students are available at the office of IHSPP (SPPA).
7. Bachelor’s students:
7.1. The total number of the Bachelor’s students:
The total number of the Bachelor’s students in the programme is 100.
7.2. The number of first year Bachelor’s students matriculated for the study programme.
The number of first year Bachelor’s students matriculated for the study programme (academic year
2009/2010) was 38.
7.3. The total number of the Bachelor’s graduates.
During the academic year 2007- up to now, there are 163 graduates.
7.4. Bachelor’s student questionnaires and their analysis.
Information on students’ point of view is regularly obtained, students are questioned at the
end of every semester. Students express their point of view about the study process in general,
psychological climate, aspects of study and organizing work, study programmes, quality of offered
courses, out of school activities, as well as students suggest ways to improve the study process of
the IHSPP (SPPA).
The questions of the questionnaires are formulated in a way that students not only express
their point of view, but explain their opinion, because this makes it possible to know the reasons that
open up possibilities for improving the study process, applying necessary corrections.
The results of the questionnaire carried out in 2009 where students could present their
39
opinion about their perspectives on the job market after graduation showed that they were sure that
they would have a job: 74% of the respondents estimated their perspectives as very good, because a
psychologist is a marketable profession, there is a problem in the society and after financial crisis a
lot of people will require psychological aid, the high school prepare for practical activities very well
and lecturers are experienced specialists. 24% of the students estimated them as good enough and
just 2% of the respondents estimated their perspectives on the job market as satisfactory.
42% of the respondents are satisfied with the content of the programme, pointing out that
offered courses prepare students with the theoretical and practical basis, 53% of the students are
satisfied with the study process, because there is a huge amount of subjects, to get a profession it is
necessary to study individually, to read the latest information on psychology. Some students (5%)
are partially satisfied with the content of the programme, especially pointing out that they wish to
have more guest lecturers, as well as to get study materials in electronic way. In general, the
students admit that this study programme prepare well for psychology field.
Students have highly evaluated the quality of lecturers, pointing out, that lecturers are
experienced and want students to be the same, lecturers teach students a lot of practical skills,
situations have been analysed, examples have been mentioned, some lecturers enamour by their
fantastic attitude to work, there is a great professional contribution of lecturers, lectures are very
interesting and professional.
There were questions about forms of work applied to the study process, students admit the
efficiency of group works and seminars (78%), because these educational forms succeed increase of
communication skills, active listening skills, they have got new experience, they have been involved
in self-deepening and deepening consciousness, as well as in practical and project works (63%),
because it is possible to improve practical skills, to structure work, there is an opportunity for
creative self-realization, for developing professional experience. To find more optimal methods of
teaching that will prepare students for their future profession in the most effective way, each
semester both administrative personnel and lecturers analyse forms of work, taking into account
students' point of view.
At the end of every academic year, students carry out a short self-analysis, realizing what
they have developed and have improved for themselves during the study process. Students often
mention such skills as empathy, skills to analyse, self-confidence, objectifying attitude,
organisational skills, skills and ability to understand themselves better, their problems, skills to
40
structure and to concretise.
The majority of the students (94%) are satisfied with chosen specialist field and chosen
educational institution, pointing out a good practical programme, the professionalism of lecturers, a
strong theoretical base, a suitable timetable arrangement, flexibility, interesting and useful practical
works, high levels of theoretical and practical training.
7.5. Bachelor’s graduate questionnaires and their analysis.
28 graduates who had graduated from the high school from 2007 to 2008 took part in this
questionnaire. The results of the questionnaire show that 96% of the graduates work according to
their speciality under the supervision of professional psychologists: 38% of the respondents are
psychologists in private practices, 32% of the graduates are school psychologists, some graduates
are hotline consultants, some of them work in state employment agencies, health care institutions,
various organizations as psychologist consultants, staff selection specialists. Graduates found jobs
quickly - immediately or within 1-2 months of their graduation.
The most applicable forms of work of graduates are individual consultations, diagnostics,
organising and carrying out social-psychological trainings, carrying out group works (professional
orientation, adaptation, time management, etc.) educational activities. Graduates organise their work
on their own or adjust it to the specific features of their work place and conditions of employer.
When they started working, they faced various difficulties such as choosing forms of work,
because work process is connected with people of various age groups, but those who started their
private practice faced difficulties in finding office space to rent and their clients, but owing to their
professional preparation, initial difficulties had been solved.
Graduates go on to further study to improve their qualifications by continuing their
education in master's degree programs (18 people), attending courses and seminars related to their
professional specificity, reading professional literature, attending supervisions and
individual
counselling.
Graduates mention that studying at the IHSPP (SPPA) helped them to become independent, selfconfident, empathic, introspective, self-motivated, to find creative approaches, to develop
organizational and self-presentational skills.
Graduates emphasise that the study process encouraged exactly their personality
41
development, graduates highlight that individual counselling, introspection under the supervision of
professional psychologists, professional practice, discussions with lecturers helped them in their
development very much.
7.6. Students' participation in the improvement of the study process.
The administrators of the department pay a great deal of attention to student involvement in
the study process.
There is a student representation in every structure and it is responsible for management of the study
process: in the Constitution Meeting, Senate, Faculty Council, Student Council – students represent
the faculty in the commission about study crediting.
In the beginning of every term, informative meetings take place, during these meetings
students get information about the study content and specifics in the actual period, about topical
questions of the research project work and practice.
Monthly meetings with students are organised according to schedule.
8. Evaluation of the academic staff of IHSPP (SPPA):
8.1. The number of the academic staff, pointing out the number of academic positions and the
number of Doctor’s degree or Master’s degree:
The study programme of IHSPP (SPPA) is implemented by 30 lecturers:
20 (69 %) lecturers out of 35 are the elected academic staff:
The study programme of IHSPP (SPPA) is implemented by 10 (33.3%) Doctors, 18 Masters.
8.2. Compliance of qualifications of the academic staff to implementation of the goals and
objectives of structural units (project management, directions of researches, and their results),
underlining that there are at least 50% of the elected academic staff work in the higher
education study programme, not including the elective part of the programme, practice,
implementation of final and state examination.
The level of professional qualification and competence of the lecturers satisfies the goals and
objectives of the faculty: during the last six years, there have been 8 lectures out of 30 lecturers
involved in Latvian scientific projects, 13 lecturers have prepared materials for publications in
42
Latvian or foreign publishing houses, 4 lecturers have been carrying out research work within the
framework of preparation of doctorate, and 4 lecturers have been involved in getting their doctorate.
All lecturers organise project or research works of their students within the framework of
their courses.
19 lecturers out of 20 elected lecturers offer courses on the professional specialisation field and
basic theoretical courses.
The elected academic staff members.
Nr.
Surname, name
Scientific
degree,
Study courses
position
1.
Abele Uldis
Mag.psych.,
lecturer
2.
Blusha Maira
Mag.psych.,
lecturer
3.
Derjabo Ludmila
Mag.psych.,
lecturer
4.
Ivanova Natālija
Dr. psych.,
docent
5.
Kamišāne Marina
Lecturer
6.
Koļadko Svetlana
Mag. psych.,
lecturer
7.
Korsakova Jeļena
Dr. psych.,
lecturer
8.
Krumina Inara
9.
Lapiņa Dace
10.
Liepiņa Skaidrīte
43
Dr. psych.,
docent
Mag. psych.,
lecturer
Dr. psych.
docent
Psychometrics
Personality research methods
Experimental methods in psychology
Personal psychology
Practical work with family
Psychologist ethics and professional activity
Methods of scientific research
Research work
Developmental psychology
Principles of psychological counselling
Introduction to practical psychology
Project work
Personality research methods
Methods of psychological researches and
evaluation
Psychophysiology
Principles of neuropsychology
Clinical psychology
Pedagogical psychology
History of psychology
Practical training
General psychology
Research work
Developmental psychology
General psychology
Cognitive psychological processes
Research work
Psychology of retarded children
Practical training
11.
Licovs Dmitrijs
Mag. psych.,
lecturer
12.
Malisheva Jelena
13.
Meikshane Dzidra
Mag. psych.,
assistant
Dr. psych.
14.
Mihailovs Jānis
15.
Petrova Inese
16.
Dr. psych., docent
Mag. Psych.,
lecturer
Rastorgujeva Jūlija
Professional MA in
Translation
Technologies,
lecturer
Dr.med.,
docent
17.
Roja Ināra
18.
Savoņa Inna
Mag. psych.,
lecturer
19.
Skachkova Olga
20.
Soldatenko
Nadežda
Dr.philol.,
docent
Mag. Paed.,
lecturer
Methods of psychological researches and
evaluation
Research work
Introduction to study process
Communication psychology
Methods of scientific researches
Methods of psychological researches and
evaluation
Research work
Visual communication
Research and project works
Developmental psychology
English language
Anatomy and physiology
Psychophysiology
Principles of neuropsychology
Social psychology
Experiment in social psychology
Group research methods
Principles of development of
sociopsychological projects
English language
General psychology
Principles of diferencial psychology
The lecturers employed on a short-term contract
1.
Apsite Ludmila
2.
Arnese-Lihačova
Jeļena
Bierande Signe
3
44
Dr.phil.
Philosophy
Mag. psych.
Clinical psychology
Health psychology
Labour psychology
Research methods for organisations
Specificity of psychologist work in organisation
Mag.sc.soc.
4.
Gorjačeva Margarita
Mag. psych.
5.
Liodorova Julija
Mag.sc.soc.
Management psychology
Profession choice
Advertising psychology
Mathematical statistics
6.
Levina Jelena
Mag. psych.
Developmental psychology
7.
Spīre Diāna
Mag. philol.
Aspects of verbal culture
8.
9.
Shcherbakovs
Nikolajs
Vikulina Jekaterina
10. Uzhule Kristine
Practitioner of
medicine
Mag.art.
Dr.psych.
Deviant behaviour psychology
Psychology of sexuality and sexual relations
Introduction to psychiatry
Art theories and history
Elements of visual culture
Aspects of verbal culture
Scientific biographies of the Academic staff (Curriculum Vitae) can be seen in the Appendix.6.
8.3. There are at least two Doctors or professors in that field of science where the higher
education programme is conducted.
For implementation of a programme, there are 6 Doctors of Psychology, 5 of them have been
elected.
8.4. The policy of selection, renewal, training and development of the academic staff for the
next six years.
Strategies for personnel selection and renewal:
 Placement of the brightest leading practitioners in their field;
 Invitation of doctors and PhD graduates of other higher education establishments into the IHSPP
(SPPA), if their interests correspond with interests of IHSPP (SPPA).
 Invitation of foreign specialists into programme implementation on a contractual basis.
 Preparation of new lecturers from the most perspective graduates of IHSPP (SPPA);
Strategies for personnel training and development:

Research activities of lecturers in projects of Latvian Council of Science (LCS) (grant
programme) or in other projects (including international projects);
 Lecturer exchange with foreign partners and in the sphere of scientifically thematic;
45

Organisation and management of methodological seminars and conferences;

Organisation of specialised courses for improvement of professional skills and seminars;

Exchange of pedagogic experience in methodological meetings and within the framework of the
laboratory job;

Continuation of research work during the doctoral studies;

Analysis of the work experience of the personnel in the context of monitoring of the quality of
the study process.
8.5. The academic staff involved into the programme of IHSPP (SPPA) has to be highly qualified
and competent in order to ensure that students learn the necessary scientific skills, theoretic
knowledge and acquisition of skills and competences.
The information on qualification and competence of the academic staff can be seen in paragraph
8.
9. Financial sources and infrastructural support.
Organisational and technical support of the programme is provided by:
Real estate:
1.
Rīga, Bruņinieku iela 65 (2800 m 2 ),
2. Rīga, Gogoļa iela 12 (450 m 2 ),
3. Gulbene District, Stāmeriena, „Kampuss” (2100 m 2 ),
4. In Lubāna (450 m 2 ),
5. In Valkā (450 m 2 ),
Rooms:
2
1. Gulbene (250 m )
2
2. Rīga, Akadēmijas laukums 1 (30 m )
Structural subdivision:
46
1. Two Recourse centres - Psychological Resource Centre (66 m 2 ), Foreign Language Resource
Centre (47 m 2 ) and a methodological cabinet (45 m 2 ).
2. Three computer rooms (66 m 2 , 45 m 2 , 45 m 2 ), there are 45 PC computers with Internet
connection and 16 Apple system computers.
3. 3. The library with the reading room (180 m 2 ) and rooms with internet facilities (66 m 2 );
Technical facilities:
The following audio, visual and other technical equipments are used for the
implementation of the programme: 103 computers, 15 printers, 4 scanners, 35 TV-sets, 1
video-projector for demonstrating materials in a big lecture-room, 3 LCD TV-sets, 17 videorecorders, 27 dictophones, 20 digital photo-cameras, 10 digital video-cameras, a system for
binding books and brochures, 3 copying machines, 2 overhead projectors.
There is an audio and video library. There are materials systematised in the way that they can
be used in the most effective way during the study process.
The funds of the library and Resource centre:
At the moment there are 15000 items at the library and the fund of the Resource centre of
IHSPP.
There are following psychological journals in English available in electronic format: „Communication
Theory”, „Psychologies Magazine”, „Humor”, „Educational Psychology in Practice”, „European
Journal of Work and Organizational Psychology”, „British Journal of Guidance and Counselling”,
„Self and Identity”, „Journal of Phenomenological Psychology”.
There are also editions in English, Latvian and Russian languages in the fund: European Journal
of Cognitive Psychology, Visual Cognition, Cognitive Behavioral Therapy, International
Journal of Psychotherapy, International Journal of Psychiatry in Clinical Practice, Applied
Psychology, Learning and Instruction, Human development, Behavioural psychotherapy,
Clinical Psychology and Psychotherapy, Clinical Psychology. Science and Practice, Journal of
clinical child psychology, Baltijas Psiholoģijas žurnāls, Psiholoģijas pasaule, Psiholoģija mums,
Московский Психотерапевтический журнал Вопросы психологии, Психологический журнал,
Вестник Московского университета, Психология для нас, Журнал практического психолога,
Психолог в детском саду, Семейная психология и семейная терапия.
The students have the opportunity to use the electronic data base Europeana and the electronic data base
47
EBSCO that contains special bases for psychologists – Academic Search Complete.
Application dynamics at the library without traditional catalogues is provided by business computer
programme that includes books database.
Students have the opportunity to use other Latvian scientific library funds (for instance, Scientific
Library funds of the University of Latvia, the funds of the Latvian Academic Library, the funds of
Misins Library, etc.).
Electronic resources:
Students have the opportunity to use the electronic data base European and the electronic data base
EBSCO that contain special bases for psychologists – Academic Search Complete.
It is anticipated to cover study programme expenses from the study payment, which is defined
from 720 LVL to 1116 LVL per annum, depending on the study form.
10. Public relations:
10.1. Cooperation with employers.
Cooperation with employers is developed through implementation of practice and students
assignment to practice in various establishments and organisations. Students can undertake practice
training and obtain employment in the following organisations with whom the contracts have been
signed:

Riga special elementary school, the Centre for Development

„Martina fund”,

Riga Secondary school No 32,

Kalniena primary school,

Veclaicene primary school,

the Social Correction and Educational Institution “Naukseni”,

National rehabilitation centre VAIVARI,

Riga Secondary school No. 72
Employers take part in:

activity of the State inspection commission,

conferences,

development of normative documentation,
48

questionnairing on effectiveness of practice course.
10.2. Cooperation with Latvian and foreign higher education establishments that have similar
higher education programmes.
10.2.1. There have been cooperation agreements conducted with the following Latvian and foreign
higher education establishments:

Lumière University Lyon 2, the Institute of Psychology (France),

the Institute of Humanistic and Existential Psychology (Lithuania),

Daugavpils University (Latvia),

Riga High School of Pedagogy and Education Management (Latvia),

Higher school of psychology (Latvia),
(The agreements can be seen in Appendix No. 9).
There have been cooperation agreements conducted with the following professional organisations
and associations:

the International Association of Intercultural Research,

Baltic Association of Psychological Counselling,

the Register of Psychological Phenomena,

Ontopsychology Association.
(Documents are available at the office of IHSPP).
10.2.2.
Professors of the Institute for Psychology of the Lumière University Lyon 2, M. Lalu, B. Šuvje
and others, organise seminars on clinical psychology, psycho-diagnostics, questions of
psychological methods of intercultural relations, as well as they participate in annual scientific
practical conferences – Summer Universities.
So in 2009 professors M. Lalu and B. Suvje took part in International scientific-practical conference
of IHSPP (SPPA) „Transitional Psychology”.
In 2006 the dean of the faculty of Psychology of IHSPP (SPPA), J. Mihailovs participated in
International conference „Corps. Act. Symbolisation” (Lyon, France), in 2005 he took part in
International conference „Child experience” (the Institute for Psychology of the Lumiere-Lion 2
49
University).
10.2.3.
According to the co-operation contract with the University of Daugavpils there is a periodic
practice of student and lecturer attendance in seminars and conferences.
For instance, professor A. Vorobyow gave a lecture “Global development tendencies of
psychology” to the IHSPP (SPPA) students, lecturer A. Ruža gave a lecture „Phenomenon of global
development of psychology”.
In 2007 the students of Daugavpils University, as well as the students of IHSPP (SPPA)
participated in the conference „Inter-establishments research dialogue”, organised by IHSPP (SPPA)
and Latvian Association of psychologists.
10.2.4.
Some lecturers and students of IHSPP (SPPA) studied in Institute of Humanistic and
Existential Psychology (Lithuania).
In 2006 in this Institute lecturer N.Ivanova obtained supervisor qualification and regularly
participate in seminars on supervisor activities.
In 2009 in this Institute the lecturer I. Savoņa finished studies at the professional level. The
Bachelor’s degree and Master’s degree graduates of IHSPP (SPPA) S.Lauka and E.Rozenlauka
acquire basic level of programme and now continue studying at the professional level.
In 2006 lecturers J.Mihailovs participated at the conference “Existential dimension in
psychological consultation and psychotherapy” (Lithuania).
10.2.5. Students that have been studying abroad within the framework of the study exchange
programme.
Within the framework of the “Erasmus” two students acquired the first year Master’s degree
programme at the Lumière University Lyon 2.
In 2009 a fourth-year student Anastasija Reine is going to acquire the study programme of the
Lumière University Lyon 2.
50
10.2.6.
A student from the University of Lyon (France) acquired the study programme within the
framework of the Erasmus-Socrates programme.
10.2.7. Cooperation with various organisations and professional associations.
The lecturers involved in the programme have been involved in professional association and
their activities. The lecturers take part in Latvian Association of psychologists, Latvian Clinical
Psychologists Association, Baltic Association of psychological counselling, Association of school
psychologists, Family psycho therapeutists of Latvia, and other associations and they use available
information of these organizations to improve the content of the study.
For instance, in 2007 IHSPP (SPPA) and Latvian Association of psychologists organised the
conference „Inter-establishments research dialogue”, where the students of faculty of Psychology of
Latvian higher education establishments, such as LU, DU, HSP, RTTEMA, took part.
10.2.8. Some lecturers of IHSPP (SPPA) (Maira Blusha, Dace Lapina) cooperate with Riga
City Council Education, Youth and Sports Department, and they have contracts of employment.
Faculty lecturers are qualified to give master-classes within the framework of the programme.
In 2008 and 2009 the lecturers drew up and conducted the programme „Nowadays cooperation
implementation between lecturers and students, taking into account students’ individuality
development, their interests and needs”. This programme was conducted by 12 pedagogic groups: 7
groups from Riga, 2 groups from Liepaja, 1 group from Talsi, 1 group from Bauska and 1 from
Jelgava.
The lecturer Dace Lapiņa took part in various projects, for instance, in Representation of the
European Commission in Latvia she conducted Team formation and cohesion training and Time
management course (2007.g.-2008.g.), in Representation of the European Commission in
Luxembourg she conducted Team formation and cohesion training and Stress management course
for interpreters, in the tourism company TEZ TOUR, Spain, she conducted the following courses for
company directors and guides: Staff motivation in companies, Selling techniques, Company
belonging, and Specificity manager's work style (2007 – 2008).
51
11. Documents that confirm that in case of liquidation of the higher education
programme, the announcer will ensure the students a possibility to prolong
acquisition of education of a concrete study programme in other higher
education institution or choosing other programme.
IHSPP (SPPA) has signed the agreements with Daugavpils University, RTTEMA (RPIVA), Higher
School of Psychology on the understanding that if the IHSPP (SPPA) study programme functioning
is interrupted, the above-mentioned higher establishments agree to provide study opportunities for
students to obtain this programme. (See Appendix No. 9)
12. Development plan of study programme
12.1. In the previous Accreditation Commission Evaluation Report on the IHSPP study programme
in Psychology (2006) there were suggestions and recommendations that could improve the quality
of the study programme in Psychology. Comparison of weaknesses and recommendations recorded
by Evaluation Commission experts with implementations made during the reporting period can be
seen from Table 12.
.
Table 12.. Comparison of weakness and recommendations registered by Evaluation
Commission experts with implementations made during the accreditation period.
Experts’ evaluation
52
Implementations made during the reporting period

There is no information on 
development of Master’s
degree and Bachelor’s 
degree
professional
preparation and academic
programmes,
Bachelor’s
programme connection with
accredited Master's degree
preparation programme „
Counselling psychology”
Academic Bachelor’s degree programme and academic
Master’s degree programme were closed down.
Now there is the following system of preparation of
specialists:
- Professional Bachelor’s programme, that is a base and a
logical reason of further studying. Then graduates award
professional Bachelor’s degree in Psychology and obtain
the qualification of assistant psychologist that satisfies the
State and Profession Standards.
- Master's degree programme „Counselling psychology”
(The duration of study is 2 years), Professional Master’s
degree in Counselling psychology;

The content of the course 
does not provide enough
information on main
knowledge
students
acquire.
The annotations of the study courses have been added by
detailed course description-designs, lists of Reference
literature have been updated and.

The
procedure
for 
monitoring the individual
activities of students is not

clear enough.
Monthly pedagogical tests on study materials, analysing
results of research and project works and estimation in
stages;
at the end of each semester: presentation of examinations,
results of project works and reports;
at the end of the academic year– study activity report –
pedagogic “dosje”, term paper defence
at the end of study period – qualification work,
qualification examination, Bachelor’s thesis defence,
(See Paragraphs 4.2- 4.3).



Accurately formulate
practical objectives of the
Bachelor’s and Master'slevel preparation.

The goals and objectives have been defined and
supplemented
12.2 Table13. Self-evaluation of the strengths and weaknesses of the professional Bachelor’s
degree study programme
Strengths
53
Weaknesses











Market-oriented study programme.

Active learning methods are used in the
study process; students carry out qualified
scientific research and project works.
The project methods are used in

realisation of the programme.
The system of independent monitoring of

quality has been developed.
Individual and group works are constantly
carried out in the organic unity. Due to the
fact that the study process is carried out in
the form of small groups, it is possible to
ensure individual approach.
There is the Psychological Service and the
laboratories.
Opportunities
Cooperation with higher education
establishments in Latvia and abroad,
lecturer/student exchange programmes and
project implementation have not been
raised to the appropriate level.
Not all lecturers are actively involved in
scientific research work;
There are not enough publications related
to orientation of higher education
establishment and lecturers to practical
work.
Encourage
active
academic
staff 
involvement in scientific research projects
and to involve students in these projects.
Intensify activity in the laboratories;
Encourage lecturers to reflect the results
of their scientific researches in scientific
publications;
Develop cooperation with the Latvian and
foreign universities that signed the
contract; actively practice inviting
lecturers and leading specialists to
conduct courses;
Promote international student and lecture
exchange programmes;
Increase the quantity of lecturers with
Doctor's degree involved in the study
process.
Reduction in the number of students as a
result of demographic situation.
Threats
12.3. Development plan of Master’s degree study programme in Psychology for further 6
years:
1. Involve lecturers and students in research of the market of psychological service, taking
54
into account information of implementation of the definite course.
2. Develop cooperation with other higher education establishments of Latvia and abroad,
which propose similar study programmes, as well as other education and scientific
research establishments, municipal enterprises and professional associations. Encourage
lecturers and students to use the opportunities of exchange programmes from other
institutions.
3. Encourage lecturers to take part in various research and scientific projects, financed
research projects of Latvian Council of Science and international programmes.
4. Encourage lecturers to reflect the results of their scientific researches in scientific
publications.
5. Carry out pedagogical systematic development monitoring with the aim to create
“pedagogical command”.
6. Improve the quality of study process, apply new interactive forms and methods of
learning.
7. Inform students with modern psychological development tendencies and directions,
inviting guest lecturers.
8. Actively involve students in research and scientific activities within the scope of
Student’s creative research societies and scientific labs.
9. Operatively provide students’ development monitoring (every semester).
10. Develop material and technical resources to provide a high level of the study process.
Dean of the Faculty of Psychology
55
J.Mihailovs
Appendix Nr. 1
PROFESSION STANDARD
PSYCHOLOGIST ASSISTANT PROFESSIONAL STANDARDS
Profession
56
Psychologist assistant
Qualification level
5
Job description
An assistant psychologist works in an organization and/or in private
practice and renders psychological services to an individual, and/or to a
group, and/or to an organization only under the supervision of a
psychologist. An assistant psychologist under the supervision of a p
psychologist performs psychological assessment, counseling,
rehabilitation in crisis and after trauma, promotes psychological
adaptation and development, accomplishes scientific research, presents it,
and is responsible for his/her own professional development in the
chosen field of school, clinical, social, organizational/work, forensic, etc.
psychology. An assistant psychologist acquires and uses specified
scientifically based assessment and research methods, consulting
methods, rehabilitation methods, and development promotional methods
in the chosen field, and renders other psychological services in
conjunction with the psychologist’s work ethic.
Responsibilities and tasks
Responsibilities and tasks for psychologists in various fields are similar, but the methods of
implementation for studying the objects (personality features, intelligence, etc.), and subjects (individual,
group, and/or organization) are different. The choice is determined by the theory and practice of each field
of psychology.
Responsibilities
Tasks
1.1. Inform clients, employers, and other specialists about
1. Follow psychologists’
work ethic
ethical principles in psychologists’ work.
1.2.In conflict situations act according to the requirements of
the Code of Psychologists’ Ethics.
2. Psychological
assessment (of the
individual, group, and/or
organization).
3. Psychological
counseling (of the
individual, group, and/or
organization).
57
2.1. Indicate the goal of the assessment.
2.2. Choose appropriate research methods, develop assessment plan.
2.3. Perform data collection, analysis, and interpretation.
2.4. Process the results and conclusions of the obtained assessment.
2.5.Discuss and explain the obtained conclusions to the client in an
understandable way.
3.1. Collect and specify information about the problem.
3.2. Define the problem, set goals and work out the counseling plan.
3.3. Choose appropriate counseling methods.
3.4. Conduct the counseling process.
3.5.Discuss and explain counseling process and the results to the client
4.1. Define the problem (re-assess the reasons for non-adaptation).
4.2. Set the adaptation or development promotion program goals and
4. Promotion of
psychological adaptation
and development. *
plan.
4.3. Co-operate with other specialists in the program.
4.4. Implement the program.
4.5.Appraise the changes.
5.1. Assess the psychological consequences of trauma and/or crisis and
set rehabilitation goals.
5.2. Choose adequate rehabilitation methods.
5. Psychological
rehabilitation in crisis and 5.3. Perform rehabilitation activities in co-operation with other
trauma aftereffects. **
specialists.
5.4. Appraise the changes.
6. Professional growth.
6.1. Participate in scientific conferences, workshops, courses, training
sessions.
6.2. Follow new developments described in professional literature.
6.3. Participate in supervisory activities and in personal psychotherapy.
7. Performing scientific
research in psychology.
7.1. Indicate the problem and goal of the research.
7.2. State the theme and analyze scientific literature on the chosen
topic.
7.3. State the research hypothesis or the research question.
7.4. Choose the research design, develop the plan
7.5. Collect data.
7.6. Process, analyze, and interpret the data.
7.7. Write a report on the research results and present it.
8. Developing the
psychological research
data base.
8.1. Maintain and systematize materials of psychological research.
8.2. Collect psychological research materials to add to the Latvian data
base (for test standardizing, for instance), observing confidentiality and
principle of voluntary participation.
* these responsibilities are for school and clinical psychologists
** this responsibility is for clinical psychologists only
Specific factors of work environment
Organizational factors - work is done individually, in pairs, or in task groups. The psychologist is the
supervisor of the assistant.
Office equipment - to counsel groups and individuals the psychologist needs a specially equipped office
(isolated from outer noises) with at least one table, comfortable chairs, computer, and a filing cabinet for
keeping papers. The psychologist needs psychological assessment equipment and other working materials,
and other equipment for his professional activities.
•No Physical •No Biological •No Chemical
Specific requirements for completing tasks
In cases where education has not been obtained under educated specialists in a special study program a
special official certificate attesting the background of the psychologist is required for the application of
58
complicated psychological research and evaluation methods, consulting, and rehabilitation methods.
Skills
Division into common and specific skills:
 Common skills are skills used in diverse fields of psychology (school, clinical, social,
organizational/work, and other fields) and they are the basis for specific skills required for performing
professional activities.
 Specific skills are skills similar by the designation to several fields of psychology, but specific by
the content, and appropriate to the theoretical basis, practice, and type of client of those fields of
psychology.
59
Common skills in the field
• Choose an adequate way to
communicate with
representatives of diverse age
and social groups.
• Use various modes of
contact.
• Evaluate factors of
environment, culture, and
social background of the
client.
• Recognize the client's
personality traits and
expression of mental
condition in his/her behavior.
• Base professional activities
on scientifically based
psychological theories.
• Reassess critically the
validity and reliability of
various methods.
• Follow professional ethics
and psychohygiene.
• Use various psychological
methods adequately to obtain
psychological information
(observation, questionnaire,
testing, interview, etc.)
• Process, analyze, and discuss
psychological assessment
information.
• Develop research projects in
psychology, and implement
them.
• Write reports on scientific
research.
• Use computer programs for
statistics data processing and
analyzing.
• Make contact with client*
 Define the needs of client
during the interview.
 Choose adequate
psychological assessment.
 Perform psychological
assessment of the client.
 Discuss and explain
psychological information to
the client in an
understandable way.
Under the supervision of a
psychologist
 Choose the method of
psychological counseling
according to the client's
problem.
 Provide psychological
information to the client.
 Evaluate the results of
psychological counseling.
 Perform psychological
rehabilitation of the client**
 Motivate the choice of
psychological assessment,
counseling, and
rehabilitation** methods.
 Work out the adaptation
development program of the
client in cooperation with
other specialists, and
implement it
 Evaluate psychological
changes of the client.
 Evaluate own professional
competence to perform
specific tasks.
* client may be an individual, group, or organization
** rehabilitation methods used in clinical psychology
60
General skills / abilities
Specific skills in the field
•



Communication skills.
Work independently.
Cooperate in a team/group.
Plan and organize tasks, and
indicate priorities.
 Plan, organize, and guide
the work of professional
group.
 Convince others and justify
own opinions.
 Use information sources
and selection criteria.
 Process, systematize, and
store the applied
documents.
 Creativity and research
skills
 Conflict solving.
 Follow general ethics
principles.
 Follow the requirements of
work safety and hygiene.
 Communicate in Latvian
and acquired foreign
languages.
 Upgrade professional
knowledge and skills in the
process of continuing
education.
 Make decisions and take on
responsibility.
 Present information about
the current theme, and
explain it to others (orally
and in writing).
 Use computer in order to
store and process
information.
Stage of knowledge
Basic Understanding Application
Knowledge
Branches of psychology and areas of
professional activities
Methods and Methodology of
Quantitative and
Qualitative Research
Methods of Data Processing and
Analysis
(simple and multifactorial)
Biological Basis of Mental Processes
General Psychology
History of Psychology
Ethics in Psychology
Cognitive Psychology
Neuropsychology
Developmental Psychology
Social Psychology
Personality Psychology
Differential Psychology
Educational Psychology
a
b
Organizational Psychology
Work Psychology
b
Clinical/Abnormal Psychology
c
Health Psychology
Family Psychology
c
Psychological Counseling
Psychometrics
61
Psychological Assessment
Development of Scientific Thesis
Foreign Languages
Computers for Data Analysis
Labour Legislation
b
b
Basic Economics
Human Rights Basics
Introduction to Philosophy
Courses in other branches of
d
psychology
a
b
c
d
mostly for school psychologists
mostly for organizational/work psychologists
mostly for clinical and school psychologists
for psychologists of specific branches of psychology (forensic, environmental, sports, etc.
psychology)
Psychologists’ Professional Standards Development Working Group:
62
Malgožata Raščevska, leader of tte working group, Dr.psych., assoc. prof., University of Latvia, Faculty of Pedagogy
and Psychology, director of Psychology Dept.
Inga Ezera, secretary of the working group, MA. Psych., delegate of Latvian Association of Organizational
Psychologists
Ilāna Bistrova, MA. Psych., Latvian Association of Organizational Psychologists, director of the Board
Pāvels Tjurins, Dr.psych., College of Psychology assoc. prof., head of State Police Psychological Services
Ludmila Kaļiņņikova, Dr. psych., College of Psychology assoc. prof., chair of the Developmental Psychology
Dept, member of the Association of Professional Psychologists
Natālija Šmeļova, lecturer at College of Psychology, head of Psychological and Psychiatric Counseling Services
Centre, Psychologcial and Psychiatric Counseling Centre psychologist
Geršons Breslavs, Dr. habil. Psych., College of Social Technologies, chair of Dept. of Psychology, dirtector of
Professional Psychology Studies Program
Guntis Tomsons, vice-president of International Applied Psychology Institute
Tamāra Čaikovska, International Applied Psychology Institute, delegate of Applied Psychologist Association
Kristīne Maslovska, MA psych., Association of Latvian Psychologists, chair of the Board, psychologist at State Police
Psychological Services
Anda Kauliņa, MA. Psych., Riga College of Pedagogy and Education Management, director of Professional
Psychology Studies Program
Inese Platpīre, MA psych., delegate of Association of Latvian School Psychologists, psychologist at Riga College of
Culture
Ingūna Upzare, MA psych., head of the Association of Latvian School Psychologists, psychologist with Riga School
Board Psychology Services
Evija Strika, MA psych., delegate of the Association of Clinical Psychologists, senior psychologist at BOV SIA
“Psihiatrijas centre"
Anda Fenogenova, MA. Psych., University of Latvia, Faculty of Pedagogy and Psychology, Dept. of Psychology,
director of Psychology Assistant Professional Programme
63
Appendix Nr. 2
STANDARD OF THE
ISSUED DIPLOMA AND THE
SUPPLEMENT
64
65
Ar valsts pārbaudījuma komisijas
200_. gada ___. _____ lēmumu Nr. ___
Vārds Uzvārds
(personas kods xxxxxx-xxxxx)
ieguvis (-usi)
PROFESIONĀLO BAKALAURA
GRĀDU PSIHOLOĢIJĀ
un
PSIHOLOGA ASISTENTA KVALIFIKĀCIJU
Iegūtā kvalifikācija atbilst piektajam
profesionālās kvalifikācijas līmenim
Z.v.
Rektors
__________ (vārds, uzvārds)
Valsts pārbaudījuma
komisijas priekšsēdētājs
Rīgā
200_. gada __. _____
Reģistrācijas Nr. xxxx
66
_________ (vārds, uzvārds)
INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY
Reg. Nr. 40003011275
Bruninieku Str. 65, Riga, LV–1011
tel. 67803922, e-mail: sppa@sppa.lv
Diploma supplement
Diploma series PDE Nr. xxxx
This Diploma Supplement follows the model developed by the European Commission,
Council of Europe and UNESCO/CEPES. The purpose of the Supplement is to provide
sufficient independent data to improve the international “transparency” and fair academic and
professional recognition of qualifications (diplomas, degrees, certificates etc.).
It is designed to provide a description of the nature, level, context and status of the
studies that were pursued and successfully completed by the individual named on the original
qualification to which this supplement is appended. It should be free from any value
judgements, equivalence statements or suggestions about recognition. Information in all eight
sections should be provided. Where information is not provided, the reason should be
explained.
1.
INFORMATION IDENTIFYING THE HOLDER OF THE QUALIFICATION:
1.1.
1.2
1.3
1.4
Family name: xxxxxxxx
Given name: xxxxx
Date of birth: xx/xx/xxxx
Personal code: xxxxxx–xxxxx
2.
INFORMATION IDENTIFYING THE QUALIFICATION:
2.1. Name of qualification (in original language) and title conferred: psihologa asistents (assistant
psychologist)
2.2. Main field of study for the qualification: practical psychology
2.3. Name (in original language) and status of awarding institution: Starptautiskā Praktiskās
psiholoģijas augstskola (International Higher School of Practical Psychology), private, term less
state certified higher school (Resolution Nr. 5 of LR Supreme Council of Education, 22.01.2004.)
2.4. Name and status of institution administering studies: ref. 2.3.
2.5. Language of instruction/examination: Latvian
3.
INFORMATION ON THE LEVEL OF THE QUALIFICATION:
3.1. Level of qualification: professional Bachelor’s higher educational program (5th level)
3.2. Official length of programme, start and end date of the acquisition of the programme: 4 years (160
credits, 240 ECTS credits), one credit corresponds to 40 hours including tutorial and individual
work, began studies 200_, finished studies 200_.
3.3. Access requirements: secondary education
4.
INFORMATION ON THE CONTENTS AND RESULTS GAINED:
4.1. Mode of study: full time studies
4.2. Programme requirements: in accordance with the standard on the profession of assistant
psychologist (PS0176) 5th level of qualification, the students acquire the specific knowledge and
skills necessary for professional activities. In the end of studies Qualification Examination on the
subject “psychology” should be passed, Bachelor Paper should be defended and Qualification
Paper (Analytical Report on professional practice) should be defended.
4.3. Programme details and the individual grades/marks/credits obtained:
Titles of courses
Credits
Comprehensive courses
Basic philosophy
2
Methodology of scientific research
2
Foreign language
6
Principles of visual culture
4
Aspects of verbal culture
4
Art theories and history
2
Basic theoretical courses of the branch
Developmental psychology
10
Social psychology
3
Clinical psychology
4
Labour psychology
2
General psychology
10
Pedagogic psychology
3
Personality psychology
4
Professional specialization courses of the branch
Experiment in social psychology
2
Principles of socially psychological
2
project development
Practical work with family
2
Principles of neuro-psychology
2
Principles of psychological consultation
4
Introduction to practical psychology
2
Psychologist ethics and professional
2
activity
Labour specifics of a psychologist in
2
organization
Anatomy and physiology
2
Psycho-physiology
2
Cognitive psychological processes
2
Principles of differential psychology
2
History of psychology
2
Introduction to study process
1
Methods of psychological research and
2
evaluation
Experimental method in psychology
4
Personality research methods
4
68
ECTS credits
3
3
9
6
6
3
15
4.5
6
3
15
4.5
6
3
3
3
3
6
3
3
3
3
3
3
3
3
1.5
3
6
6
Grade
Group research methods
3
4.5
Organization research methods
3
4.5
Psychometrics
2
3
Mathematical statistic
2
3
Professional specialization alternative courses of the branch
Psychology of interaction
2
3
Management psychology
2
3
Professional choice
2
3
Advertisement psychology
2
3
Health psychology
2
3
Psychology of sexuality and sexual
2
3
relations
Psychology of retarded children
2
3
Introduction into psychiatry
2
3
Psychology of deviant behavior
2
3
Visual communication
2
3
Research works
Research work
Credits
ECTS credits
1st year
2nd year
3rd year
3
3
3
4.5
4.5
4.5
Grade
Practice
Nr.
Type of practice
Credits
ECTS credits
1.
Practice in developmental
psychology
4
6
2.
Practice in psycho-diagnostic
4
6
3.
Consultative practice
6
9
4.
Pedagogical practice
2
3
Credits
ECTS credits
10
15
Credits
ECTS credits
2
3
Credits
ECTS credits
10
15
Qualification Paper
Qualification Examination
Bachelor Paper
Theme of Bachelor Paper: xxxxxxxxx
69
Grade
Grade
Grade
Grade
4.4. Grading scheme and grade distribution guidance:
10 – with distinction
9 – excellent
8 – very good
7 – good
6 – almost good
5 – satisfactory
4 – almost satisfactory
3 – unsatisfactory
2 – unsatisfactory
1 – unsatisfactory
Successful knowledge corresponds to the grades almost satisfactory (4) and higher.
Average grade of qualified person: xxxx
4.5. Overall classification of the qualification: not defined
5.
INFORMATION ON THE FUNCTION OF THE QUALIFICATION:
5.1. Access to further study: “Practical Psychology” professional Bachelor’s study programme with the
qualification of a assistant psychologist gives rights to continue education taking academic
Master’s or professional Master’s study programmes.
5.2. Professional status: applicable status of professional psychologist association providing a
certificate.
6.
ADDITIONAL INFORMATION:
6.1. Additional information: according to the resolution Nr. ____ dated _______ __ _____ of the State
Qualification Commission (name, surname) is granted the Bachelor’s degree in psychology and the
Qualification of psychologist assistant and is given the Diploma of the series PDE Nr. xxxx.
6.2. Further information sources: http://www.sppa.lv
7.
CERTIFICATION OF THE SUPPLEMENT:
7.1. Date: xx.xx.xxxx.
7.2. Signature: _____________________ (name, surname)
7.3. Capacity: The rector of IHSPP
7.4. Official stamp:
70
8.
INFORMATION ON THE NATIONAL HIGHER EDUCATION SYSTEM:
The secondary education is required for the admission to studies in a university/college. All holders of
certificates and diplomas the general secondary education or vocational secondary education meet the
general admission requirements. However, the universities/colleges are free to set specific admission
requirements e.g. additional subjects that had to be taken at the school level to quality for admission to a
particular programme.
Bachelor (bakalaurs) and master (maģistrs) degrees are awarded in both, in academic and professional
higher education programmes.
The objectives of academic higher education (HE) are to prepare graduates for an independent research,
as well as to provide theoretical background for professional activities.
Academic programmes, leading to a bachelor degree, comprise 120 – 160 credits1: compulsory part – >
50 (75 ECTS) credits, electives >20 (30 ECTS) credits, thesis >10 (15 ECTS) credits, and the rest is left
for students as free choice. Duration of full-time studies is 6 – 8 semesters.
Academic programmes, leading to a master degree, comprise 80 (120 ECTS) credits, of which > 20 (30
ECTS) credits are allocated for thesis, compulsory part of the programme includes theoretical aspects of
the specific field of scientific discipline > 30 (45 ECTS) credits and their practical application in solving
of actual problems >15 (22,5 ECTS) credits.
Academic education programmes are implemented according to the state standard of academic education.
Higher education (HE)
The objectives of professional HE are to provide in-depth knowledge in a particular field, preparing
graduates for desing or improvement of systems, products and technologies, as well as to prepare them
for creative, research and teaching activities in this field.
Professional HE programmes, leading to a professional bachelor degree, are designed to ensure
professional competence, they comprise at least 160 (240 ECTS) credits and they consist of: general
courses >20 (30 ECTS) credits, theoretical courses of the chosen field >36 (54 ECTS) credits,
specialization courses >60 (90 ECTS) credits, optional courses >6 (9 ECTS) credits, practical placement
>26 (39 ECTS) credits, and state examinations including thesis >12 (18 ECTS) credits.
Professional HE programmes, leading to a professional master degree, comprise no less than 40 (60
ECTS) credits: up-to-date achievements in the field – in theory and in practice >7 (10,5 ECTS) credits,
practical placements >6 (9 ECTS) credits, state examinations including thesis >20 (30 ECTS) credits as
well as research training, courses of design, management, psychology etc.
71
Graduates of both types of the bachelor degree have access to master studies, graduates of the master
degree – to doctoral studies.
Studies in medicine, dentistry and pharmacy professional studies (5 and 6 year studies), are equal to the
master degree and the graduates can continue their studies in doctoral level programmes.
Apart from the programmes, leading to bachelor and master degrees, there are other types of professional
higher education programmes.
• first-level professional HE (university college) programmes comprise 80–120 (120–180 ECTS) credits
and lead to the 4th level professional qualification. These programmes are targeted mainly to the labour
market. Yet, the graduates of the first-level programmes can continue their studies in second-level
professional programmes.
• second-level professional HE programmes lead to the 5th level professional qualification. Such
programmes can comprise either at least 40 (60 ECTS) credits for holders of the bachelor degree or at
least 160 (240 ECTS) credits for secondary school leavers. In both cases programmes should include a
practical placement of at least 26 (39 ECTS) credits and graduation examinations including thesis >10 (15
ECTS) credits. Graduates of programmes including the 70 (105 ECTS) credits compulsory part of the
bachelor programme, have access to master studies.
Doctoral studies
From January 1, 2000 a single type of doctoral (doktors) degree is being awarded in Latvia. The degree
of master is required for admission to doctoral studies. Doctoral degree is awarded after public defence of
doctoral thesis and successfully passed exams in the chosen scientific discipline. The doctoral thesis has
to include original results of the research and new cognitions in the scientific discipline and may be a
result of three to four years of doctoral studies at a higher education institution or an equivalent amount of
independent research. The doctoral thesis may be a dissertation, assemblage of topically single peer
reviewed publications or monograph. The rights to award the doctoral degree are delegated by decision
of the Cabinet of Ministers to promotion councils established at the universities. The procedure for
awarding the doctoral degree is controlled by the Commission of the Scientific Qualification.
Grading system: a 10-point grading scheme for knowledge assessment.
Achievement level
very high
high
medium
low
Grade
10
9
8
7
6
5
4
3–1
Meaning
izcili (with distinction)
teicami (excellent)
ļoti labi (very good)
labi (good)
gandrīz labi (almost good)
viduvēji (satisfactory)
gandrīz viduvēji (almost satisfactory)
negatīvs vērtējums (unsatisfactory)
Approx. ECTS
grade
A
A
B
C
D
E
E/FX
Fail
Quality assurance. According to the Latvian legislation, state-recognized degrees/diplomas may be
awarded upon completion of an accredited programme in an accredited HE institution holding a stateapproved Satversme (By-law) or college statute. Decisions on programme accreditation are taken by the
Accreditation Board, while those on institutional accreditation – by the Higher Education Council.
More information:
1. On educational system – http://www.izm.lv; http://www.aic.lv; www.eurydice.org
2. On status of programmes / institutions: http://www.aiknc.lv
1
Latvian credit point is defined as a one-week full-time study workload. An average workload of a fulltime study year in most HE programmes is 40 credits. Latvian credit point system is compatible with
ECTS. The number of ECTS credits is found by multiplying the number of Latvian credit points by a
72
factor of 1.5.
73
Appendix Nr. 3
ANNOTATIONS
OF STUDY COURSES
74
Study Programme Course Description
Course title
Credits
ECTS credits
Contact hours
Individual work
Field of science
Sub-field of science
Basic philosophy
2
3
40
40
Philosophy
Philosophy
Course lecturer:
Ludmila Apsite
Course annotation:
The aim of the course of „philosophy” is to acquaint students with the most considerable concepts of world
outlook, systems of theoretical thinking and methodological principles that have been worked out during the
development of culture. There is reflected the formation process of spiritual experience of mankind from the very
beginning of civilisation till now. The main attention is given to tracking of historical destinies of the European
spiritual culture, proportionally giving a bigger space for the analysis of contemporary philosophical theories.
Course description-design:
1.Subject of philosophy and its beginnings.
2.Classical concepts of ancient greek philosophy.
3.Late ancient philosophy and spiritual life
4.Philosophy and spiritual life in the medieval and renaissance Europe.
5.Modern philosophy.
6.Classical german philosophy.
7.Contemporary philosophy of science.
8.Philosophy of life.
9.Psychoanalysis.
10.Phenomenology and existentialism.
11.Philosophy of the end of XX th century and postmodernism.
12.Eastern philosophy.
Requirements to receive credits
Class attendance — not less than 75%, independent work with textbooks, textbook tests, the differentiated test,
exam, essay, report about practical work (in written), public presentation.
Reference literature (01-teaching materials)
1.Kūle, M., Kūlis, R. (2002) Filozofija. Rīga
2.Бессонов, Б.Н. (2006) Философия. История и современные задачи. Учебник для вузов.Москва:Норма
Reference literature (02- additional literature)
1.Vitgenšteins, L. (1997) Filosofiskie pētījumi. Rīga, minerva
2.Всемирная энциклопедия: философия. Москва, Минск, 2001
3.Copleston, F. (2003) A History of Medieval Philosophy.-London
4.http://bjps.oxfordjournals.org/
5.http://journals.cambridge.org/action/displayJournal?jid=PHI
75
6.http://www.journalofphilosophy.org/
7.http://www.philosophyprofessor.com/library.php
76
Study Programme Course Description
Course title
Credit points
ECTS credit points
Contact hours
Individual work
Field of science
Field of sub- science
Methodology of scientific
researches
2
3
40
40
Psychology
Methodology
Course lecturers:
Ludmila Derjabo, Dzidra Meikshane
Course annotation:
The aim of the course is to introduce students to experimental and non-experimental research methods in
psychology. Within the framework of the course the students are provided with the nature of scientific method, its
process and stages. Students acquire skills in formulating the scientific apparatus of research work, to raise research
problems, and to create a research hypothesis. Substantiate interconnections between apparatus components.
Course description-design:
1. Difference between scientific researches and everyday-life information seeking. Specificity of scientific
researches in psychology.
2. Theory and its main functions. Theoretical and empirical researches.
3. Research problem raising based on casual or purposive observations, resources of research ideas.
4. Quantitative and qualitative researches.
5. Variable length research, forms of variable length, hypothesizing, research problem raising.
6. Forms of selection and representation. Development of selection.
7. Experimental and descriptive researches.
8. Selection of research methods. Hypothesis testing.
9. Internal and external validity. Factors influencing validity.
10. Data aggregation, data analysis and interpretation.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical
work, assignments, public speaking, and presentation.
Reference literature (01-teaching materials)
1. Raizs, L.,(2000) Matemātiskās metodes sociālajās zinātnēs. R.
2. Гудвин, Дж. (2004) Исследования в психологии. Методы и планирование. – СПб; Питер
3. Solso, R., MacLin, K. (2002) Experimental psychology. – Boston. London., by Allen&Bacon
Reference literature (02- course books)
1. Geske, A., Grinfelds. A. (2006) Izglītības pētniecība. – Rīga, LU Akademiskais apgāds
2. Cropley, A. (2002) Qualitative research methods. –Rīga: Zinātne
Reference literature (03- additional literature)
1. Journal of Experimental Psychology
2. Хок, Р. (2003) 40 исследований, которые потрясли психологию.Секреты выдающихся
экспериментов. – СПб.
77
Study Programme Course Description
Course title
Credit points
ECTS credit points
Contact hours
Individual work
Field of science
Field of sub- science
Foreign language
6
9
120
120
Linguistics
Philology
Course lecturers:
Julija Rastorgujeva, Olga Skachkova
Course annotation:
The aim of the course is to improve the students' basic knowledge and skills of foreign language to a level that
enables them to discuss professional and topical issues in their professional environment, to prepare students to use
foreign language professional explanatory dictionaries and reference materials.
Course description-design:
1.Written and oral communication skills observing regulations of interaction culture.
2.Reading, analysing and discussing the text.
3.Skimming the text for main idea, scanning the text for specific information, writing annotations.
4.Translating scientific literature in students’ speciality.
5.Reading, translating (independent home reading), writing annotations.
6.Skimming the scientific text for main idea, interpreting the scientific text for interferences.
7.Listening activities, reviewing terminology.
8.Listening, comprehending, and note-taking.
9.Note-taking and summarizing.
10.Home reading examination.
11.Reviewing professional periodicals.
12.Biographies. Resolving disputes and speaking in public.
13.Book presentation.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Kulikova, N.V., et. Al. (1998) English for Psychology Students. - M.
2. English for Psychology Students, ред. Богословская З.Э., «Психология», 1999.
Reference literature (02- course books)
1. Don, Pennington, Richard, Smithson. (2002.) Introducing Psychology: Approaches, Topics and Methods. Hodder & Stoughton,
2. Nigel C. Benson. (2007.) Introducing Psychology. – Cambridge: Icon Books Ltd.
Reference literature (03- additional literature)
1. Psychology Today.
2. Journal of Environmental Psychology.
3. A Biographical Dictionary of Psychologists, Psychiatrists and Psychotherapists. McFarland & Co Inc,
2008.
4. The Penguin Dictionary of Psychology. – London: Penguin Books, 2006.
5. McCarthy M.,O`Dell F. (2001)English Vocabulary in Use.-Cambridge University Press.
78
Study Programme Course Description
Course title
Credit points
ECTS credit points:
Contact hours:
Individual work
Field of science:
Principles of visual culture
4
6
80
80
Arts
Course lecturer:
Jekaterina Vikulina
Course annotation:
Visual communication focuses on the transmission of information through visual aid and captures this information, as well as
tools and techniques used to create the visual information. Aspects of visual culture rely on visual images, not concepts:
visual materials play a dominant role, so they take the place of words. Visual culture is a historical subject that comes to the
conclusion that visual image (symbol) is not persistent, it changes according to connection with reality in due time.
Postmodernism developed tendency when things and beings were visualised, but they had not been visualised before. So
visualisation allows them to distort reality, to assemble images using computers.
This is an introduction course that helps students acquire main ideas, interpret various art phenomena, and realise main
elements and regularities: visualisation distinguishes contemporary society from society of antique and the early Middle
Ages, because images of these historical periods are connected with objects, identical to them, not as nowadays, when an
image is reflection and demonstration of objects. One of the main objects of visual culture is to realise the connection
between these sophisticated images. Visual culture steers our attention away from structured and formal viewing situations,
such as cinema or art gallery, into visual experience centricity in our daily life. So the objective of the course is to teach
students to use practically these regularities for solving and forecasting various arts.
Course description-design:
1. View of various cultures and learning cultured images.
2. Analysing separate events of visual culture.
3. Dependence of facts of visual culture on mediation (oil paintings, sculpture, graphic models, cinematography, internet,
etc.)
4. Visual culture is a new method which can be used in various spheres.
5. Criteria and reasons of popularity of visual culture.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical work, assignments,
public speaking, presentation.
Reference literature (01-teaching materials)
1. Cielava, S. (2004) Vispārīgā mākslas vēsture: mācību līdzeklis – Rīga : Zvaigzne ABC, – 239 lpp.
2. Gombrihs, E. H. (1997) Mākslas vēsture – Rīga : Zvaigzne ABC, – 688 lpp.
3. Kačalova, T., Pētersons, R. (2005) Mākslas vēstures pamati. – 3. izd. – Rīga: Zvaigzne ABC, – 432 lpp.
Reference literature (02- course books)
1.Bremša, L., Brasliņa, A., Bruģs, D., Pelše, S., Pujāte, I. (2004) Latvijas mākslas vēsture – Rīga:
Pētergailis, - 543 lpp.
2.Lanerī-Dažāna N. (2004) Glezniecības enciklopēdija: Žanri. Kompozīcija. Zīmējums un krāsa. Stili.
– Rīga: Jumava, – 272 lpp.
3.Latvijas māksla starptautisko sakaru kontekstā / Sast. Silvija Grosa. (2000) – Rīga: Neputns, 196 lpp.
4.Anspaks, J. (2004) Mākslas pedagoģija. – Rīga: Raka.
5.Duttmann G.A. (2002) The ABC of visual culture, or a new decadence of illiteracy // Journal of Visual Culture. –
SAGE Publications. – Vol.1.
6.Lejasmeijere, I. (2006) Saruna ar grāmatu izdevējiem par grāmatu dizainu. – Dizaina Studija. Nr. 1.
7.Mircefs N. Ko nozīmē jēdziens vizuālā kultūra? – http://rixc.lv/reader/
79
Study Programme Course Description
Course title
Credit points
ECTS credit points:
Contact hours:
Individual work
Field of science:
Field of sub- science
Aspects of verbal culture
4
6
80
80
Linguistics
Philology
Course lecturers:
Diana Spire, Kristine Uzhule
Course annotation:
To develop correlation between language and mentation. To develop correlations between language, mentation and speech.
To develop conception of language and people’s mentality, and inseparability of culture. To stimulate desire for selfactualization orally and in written form. To develop abilities participate in different communication situations. (to talk tête-àtête, to speak in public, to oppose different opinions, to justify one's position, etc.). To facilitate conception of intentional
language regularities and practical application. To improve practice of language culture, to facilitate conception of language
as an principal component of being and individual’s mental culture. To improve conception of application of language
means of expression in various ways.
Course description-design:
1.The main functions of language are communicative, expressive, emotionally aesthetic.
2.The culture of language as one of the main aspects of a person life.
3.Conceptions of the culture of language, levels of the culture of language. Remarkable interconnections of the culture of
language.
4.Aspects of communication. Principal ways and methods of communication. Aspects of communication of the 21st century.
5.Verbal communication: skilful application of the organ of speech, integrity of a language, accuracy in a thought
communication.
6.Written communication. Verbal communication. Difference between written and oral texts.
7.Verbal message as a thought, but not a combination.
8.Functional styles of language, spheres of their application and means of expression.
9.Communicative, interactive, and perceptive processes. Specific characters of a reference process. A text and a subtext.
10.Aesthetics and colour of a language. Various expressions of a language colour, a language colour and a personality of
language native-speakers.
11.Aesthetics and non-aesthetics in languages.
12.Expressivity of contemporary languages.
13.Types of visual materials. Formation of visual materials. Colours in presentation.
14.Mass media and its influence.
15.Intercultural communication.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical work, assignments,
public speaking, presentation.
Reference literature (01-teaching materials)
1.Freimane, I. (2000) Valodas kultūra teorētiskā skatījumā. – R.
2.Dubkevičs, L.; Ķestere, I. (2003) Saskarsme. Lietišķā etiķete. – Rīga
3.Pīzs, A. (1997) Ķermeņa valoda. – Rīga
Reference literature (02- course books)
1.Materiāli par Latvijas kultūrvidi: fakti un uztvere / Sast. A. Rožkalne. – Rīga, 2000.
2.Rozenbergs, J. (2000) Latviešu valodas stilistika. – Rīga
3.Rubīna, A. (2005) Latviešu valodas rokasgrāmata. Valodas kultūra teorijā un praksē. – Rīga
4.www.liis.lv
5.www.vvk.lv
80
Study Programme Course Description
Course title
Credit points
ECTS credit points:
Contact hours:
Individual work
Field of science:
Art theories and history
4
6
80
80
Arts
Course lecturer:
Jekaterina Vikuļina
Course annotation:
Get acquainted with art values created by the man starting from ancient times till nowadays. Understand
art direction and style, changes, succession coincidences, their effecting factors and meaning in the
process of development of human awareness.
Provide an idea of the versatility of implementation of artistic images in the work of a practical
psychologist; teach students to orient themselves to psychological principles in literature; build skills to
analyse emotional state, feelings, behavioural motives, and psychological structure of fictitious
characters.
Course description-design:
1. Main periods, styles, schools of world art and its brightest representatives in the past and today.
2. History of Latvian art and modern art.
3. Uprise and development of various techniques. New forms of art – installation products, multimedia
products, the place for easel art in these forms of art.
4. Trends in development of the classic art and perspectives nowadays.
5. Psychological principles of decorative art.
6. Analysis of psychological features of decorative images – one of the ways how to make thinking,
creative approach to real estimation of personality and perception.
7. Psychology of art.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report
of practical work, assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1.Cielava, S. (1998.-2000) Vispārīgā mākslas vēsture. 3 sēj. R., Zvaigzne ABC.
2.Kačalova, T., Pētersons, R. (1993) Mākslas vēstures pamati II. Rīga: Zvaigzne
Reference literature (02- course books)
1.Walter, I.F., et.al. (1998) Art of the 20th Century. 2 volumes. Koln, Benedikt Taschen Vrl
Reference literature (03- additional literature)
1.Latviešu mākslinieku teorētiskie raksti. R., Neptuns, 2002.
2.Bucholz, E., L.Kaeppele, S., Hille, K, Stotland, I. (2007) Art;World History. Abrams Books
3.Wilkins, D.,G. (2005)The Collins Big Book of Art: From CaveArt to Pop Art. Collins Design
4.Левин, В. (2000) Воспитание творчества. – М., 1992
81
Study Programme Course Description
Course title:
Credit points:
ECTS credit points
Contact hours
Individual work
Field of science
Sub-field of science:
Developmental psychology
10
15
200
200
Psychology
Developmental psychology
Course lecturers:
Natalija Ivanova, Dace Lapiņa, Jelena Ļevina, Inese Petrova
Course annotation:
Within the framework of the course the students are provided with the concept of psychical developmental
processes and regularities consisting of the process of knowledge, strong-willed and emotional spheres, cognitive
development, self-assurance, identity development behavioural expressions in phylogenetic and ontogenetic
development.
The aim of the course is to cognise, to analyse, to study developmental dynamics paying attention to personality
individual features and importance of life, that develop students’ skills to perceive and to appreciate features of
psychological age of the individuum in practical life situations, to appreciate function regularities of psychical
phenomena, to perceive possibilities of valuable development. Within the framework of the course the students
study that each development stage, biological and social aspects have vital importance in people development.
Course description-design:
1. Developmental psychology, objectives and methods. Importance of developmental psychology.
2. The concept of development. Childhood in phylogenesis. Specificity of psychical development.
3. Biological and social elements in personality development. Dynamics of psychical development.
4. Connection of developmental psychology with other sciences.
5. The periodisation problem of developmental psychology in psychology. Periodisation of developmental stages.
The concept of psychological age.
6. Crisis phenomenon, its role on personality development and specificity of periods of life.
7. Main personality developmental aspects in ontogenesis: development of intellectual, strong-willed and emotional
spheres, identity development, etc.).
8. Freudian psychoanalysis of specific characters of psychical development.
9. Psychical structure and mechanisms of psychological protection.
10. Epigenetic theory of personality development (Erik Erickson)
11. Phenomena of self-identification and group identification in the personality psychic developmental concept of
Erickson.
12. Social study theories of regularities of personality development in the socialisational process. The importance
of imitation in personality psychical development. The phenomenon of psychological affection and dependency.
Phenomenon of intensification.
13. Intellectual personality development in the theory of Jean Piaget: regularities, mechanisms, and stages.
14. Cultural historical method of Lev Vygotsky.
15. The phenomena of child egocentric positions in the conception of Jean Piaget and the phenomena of
egocentric speech. Theory of Lev Vygotsky. Mutual determinisation problem of development and teaching in the
theories of Jean Piaget and Lev Vygotsky.
16. Researches on moral development of personality in ontogenesis.
17. Leading action, its specificity. Importance of games and plays.
18. Development of people in various periods of life: antenatal life, sucking period, period of infanthood,
preschool age, school age, age of adolescence, psychology of older people.
19. The latest researches, publications on phenomena of transition period and development al psychology.
82
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical
work, assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1.Крайг, Г., Бокум, Д. (2005) Психология развития.- Питер
2.Слободчиков, В.И., Исаев, Е.И. (2000) Психология развития человека.- Mocквa
Reference literature (02- course books)
1.Boulbijs, Dž. (1998) Drošais pamats.- Rīga, Rasa ABC
2.Eriksons, E. (1998) Identitāte: jaunības krīze.- Rīga, Jumava
3.Piažē, Ž. (2002) Bērna intelektuālā attīstība.- Rīga, Pētergailis
4.Vigotskis, Ļ (2002) Domāšana un runa.- Rīga, Eve
5.Freid, A. (1998) Normality and Pathology in Childrenhood: Assessments of Development. – New York,
6.Piaget, J., Weaver ,H. (2000) The Psychology of the Child. – Basic Books
7.Mahler, M. S., Pine, F., & Bergman, A. (1975). The Psychological Birth of the Human Infant. London:
Hutchinson.
8.Эpиксон, Э. (2000) Детство и o6щество.- Caнкт - Петер6ypг
9.Фрейд , A. (1991) Bвeдeниe в детский пcиxоанализ.- Mocквa
Reference literature (03- additional literature)
1.Liepiņa, S. (1998) Gerontoloģijas psiholoģiskie aspekti.- Rīga, Raka
2.Svence, G. (2003) Pieaugušo psiholoģija.- Rīga, Raka
3.Journal of Developmental Psychology
4.Journal Child Development
5.Miller, P. A. (2001). Theories of Developmental Psychology. New York: Worth Publishers.
83
Study Programme Course Description
Course title:
Credit points:
ECTS credit points
Contact hours
Individual work
Field of science
Sub-field of science:
Social psychology
3
4.5
60
60
Psychology
Social psychology
Course lecturer: Inna Savoņa
Course annotation:
The aim of the course is to introduce students to main modern theoretical approaches of social psychology for the
latest theoretical and practical conclusions.
After completing this course, students will be able to recognize socially psychological phenomena in practice,
analyse their causes and possible results.
Course description-design:
1. History of social psychology, its present-day status. Main theoretical approaches in contemporary social
psychology. The latest researches in social psychology.
2. The self-conception in social psychology.
3. Attribution. The conception of attribution. The process of causal attribution. Errors in attribution.
4. Social cognition and social judgement. Stereotypes and preconceptions.
5. Social attitude. Functions of attitude. Attitude theory. Attitude and behaviour. Attitude change.
6. Aggression. Theories of aggression. Factors of aggression and possibilities of aggression reduction.
7. Social groups. Group dynamic and process in group dynamic.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical
work, assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Vorobjovs, A. (2002) Sociālā psiholoģija-Rīga
2. Майерс, Д.(2007). Социальная психология. ПИТЕР
3. Андреева, Г. (2008). Социальная психология. М., Аспект Пресс.
4. Stephen L Franzoni (2001). Social Psychology.
Reference literature (02- course books)
1. Michael A Hogg, Graham M Vaughan (1998). Blackwell Handbook of Social psychology.
2. Fletcher, G.I.O., Clark, M. (2001) Blackwell Handbook of Social psychology: Interpersonal
Processes. London: Blackwell Publishers
Reference literature (03- additional literature)
1. Лебон, Г. (1998) . Психология толпы. М., Ин-т психологии РАН. КСП+
2. Лоренц, К. (1994). Агрессия. М., Прогресс
3. Хьюстон, М., Штребе, В. (2004). Введение в социальную психологию. Европейский
подход. М., Юнити.
4. Аронсон. Э. (2007). Общественное животное. Введение в социальную психологию
5. Богомолова, Н.., Андреева, Г., Петровская, Л. (2002). Зарубежная социальная
психология ХХ столетия: теоретические подходы. Аспект Пресс
6. Аронсон, Э., Уилсон, Т., Эйкерт, Р. (2008). Большая психологическая энциклопедия.
Психологические законы человеческого поведения. Прайм-Еврознак
7. www. koob.ru/social_psyhology
84
Study Programme Course Description
Course title
Credit points
ECTS credit points
Contact hours (per semester)
Individual work
Field of science
Clinical Psychology
4
6
80
80
Psychology
Course lecturer:
Jeļena Arrnes-Lihachova, Svetlana Koļadko
Course annotation:
The aim of the course is to introduce students to the medical psychological basic knowledge and the
opportunities of its practical use; to develop basic methods of acquisition of human mental process researches;
to introduce students to basic laws of clinical studies, techniques and criteria in psychology; to introduce
students to basic criteria of mental norms and disorders.
Course description-design:
1.Clinical psychology, objectives, connection with other fields of science.
2. Norms and pathologies of attention, attention disorders. Methods for testing attention.
3. Memory - norm and pathology, memory disorders. Methods for testing memory.
4. Sensation, perception - norm and pathology.
5.Tinking disorders. Methods for testing thinking.
6.Emotional disorders.
7.Mental disorders - mental retardation, its characteristics. Acquired mental deficiency. Intellect testing.
8.Character accentuation, its characteristics. Personality disorders, their characteristics.
9. Schizophrenia, psychic process activities, personality changes in schizophrenia.
10. Epilepsy, psychic process activities, personality changes in epilepsy.
11. Neurosis, specific characters of personality and psychic processes.
12. Addictions: drug addiction, computer addiction, and problem gambling. Addiction risk factors, Stages of
development. Specific characters of rehabilitation.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical
work, assignments, public speaking, and presentation.
Reference literature (01-teaching materials)
1. Utinans, A.(2004) Cilvēka psihe –R.
2.Учебник «Клиническая психология» под ред. Б.Д.Карвасарского (2004) «Питер»
Reference literature (02- additional literature)
1.
2.
3.
4.
5.
6.
85
Косенко, В., Смоленко, Л., Чебуракова, Г. (2002) «Медицинская психология», «Феникс»
Середина, Н. Шкуренко, Д. (2003) «Основы медицинской психологии» Ростов на Дону, «Феникс»
Блейхер, В. Крук, М. Боков, С. (2000) Практическая патопсихология, Ростов-на-Дону
Ролло Мэй (2003) Проблемы тревоги, Москва, ЭКСМО-ПРЕСС
Wetterberg, L. (2003) Psihiatrija, Karolinska institūts, Stokholma, Zviedrija
Cullberg, J. (2003) “Dynamisk Psykiatri” Copyright Johan Cullberg and Bokfelaget. Natur och Kultur.
Stockholm. Sweden.
Study Programme Course Description
Course title:
Credit points:
ECTS credit points:
Contact hours:
Individual work:
Field of science:
Sub-field of science:
Labour psychology
2
3
40
40
Psychology
Labour psychology
Course lecturers:
Signe Bierande
Course annotation:
To provide knowledge of cognition of labour psychology according to Latvian social and economical context, and
to improve skills to make sense of psychosocial processes in work environment.
Course description-design:
1. Forms of organisations. Factors of structures of organisations. Size of organisations. Social image of
organisations. Location of organisations.
2. Personality organisation. Work motivation. Work satisfaction. Work place organisation.
3. Work requirements. Personal features of the character. Stress. Definition and factors. Symptom expression.
4. Burnout syndrome. Mobbing behaviour in the workplace.
5. Definition and goals of ergonomics. Projects of ergonomics. Organisation as an industrial habitation.
6. Internal and external environmental relations. Social facilities.
7. Psychoemotional load. Prevention of psychoemotional tiredness.
8. Training as a mean of psychosocial influence.
9. Psychophysiologic principles of work.
10. Colours and music in manufacturing.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1.Garleja, R. (2003) Darbs, organizācija un psiholoģija. Rīga:RaKa
2.Джордж Дж. М. Организационное поведение: основы управления: учеб.пособие для вузов
Москва: UNITY
Reference literature (02- course books)
1. Silvester J. Work Psychology: Understanding Human Behaviour in the Workplace. NY:
Guilford
2. Hargie O. Communication Skills for Effective Management. New York : Palgrave
3. West M.A. Effective teamwork: practical lessons from organizational research, Oxford: BPS Blackwell
Reference literature (03- additional literature)
1. Eglīte M. (2000) Darba medicīna. Rīga
86
Study Programme Course Description
Course title:
Credit points:
ECTS credit points:
Contact hours:
Individual work:
Field of science:
General psychology
10
15
200
200
Psychology
Course lecturer:
Ināra Krūmiņa, Dace Lapiņa, Nadežda Soldatenko
Course annotation:
The task of the course is to give students a broad overview of psychic phenomenon, features of a psychic process,
regularities. The understanding of the process of subjective reflection of regularities of the objective world arises
from the process of cognition of the essence of psyche itself, person’s individual peculiarities and the role of
interaction of biological and social factors. The aim of the course is not just to enable students to get information
about specific aspects of psychic process, individual–typological peculiarities of personality, but rather practically
acquire the basic skills in research methods and apply these skills to their professional activity.
Course description-design:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Historical review of development of general psychology.
Study methods of general psychology, experimental methods.
Cognitive processes, empirical and nativistic theory of its development.
Perceptive specific characteristics of psyche. Structure of the nervous system.
Structure of the psyche. Consciousness and its functions.
Personality, its aspects of development process in personal theory.
Temperament. Temperament theory.
Character, its structure.
Needs. Theory of needs.
Ability and intellect. Ability and creativeness.
Emotions and feelings. Theory of emotions.
Volition. Structure of volition, its functions.
Motivation. Classification of motivation types, mechanisms of motivation.
Activity. Structure of activity, its motive and forms.
Skills, abilities, their correlation.
Methods for personality research, specificity of their practical application and possibilities.
The latest studies on topical problems of general psychology.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Borns, L. (2001) Psiholoģija. – Rīga
2. Vorobjovs, A. (2000) Vispārīgā psiholoģija.– Rīga
3. Dūka, M. (2003) Psihes bioloģiskie pamati.- Rīga.
4. Немов, Р. (2007) Общая психология.– Питер.
5. Saundra Ciccarelli, J. (2008) White psychology. – Prentice Hall
Reference literature (02- course books)
1. Ādlers, A. (1992) Psiholoģija un dzīve.– Rīga.
2. Freids, Z. (1994) Psihoanalīzes nozīme un vēsture. - Lielvārds.
3. Jungs, K.G. (1996) Psiholoģiskie tipi. .– Rīga
4. Фрейд, З. (1990) Психология бессознательного.- Москва.
Reference literature (03- additional literature)
87
Žurnāls "Psiholoģijas pasaule"
Study Programme Course Description
Course title:
Credit points:
ECTS credit points:
Contact hours:
Individual work:
Field of science:
Sub-field of science:
Pedagogical psychology
3
4.5
60
60
Psychology
Pedagogical psychology
Course lecturer:
Maira Blusha, Jeļena Korsakova
Course annotation:
The task of the course is to reveal psychological correlations in pedagogical process when interpreting various
theories; to reach understanding on formation of knowledge, skills, attitudes, motivation, their characteristic of
different age group, to emphasise respect for individual specific needs of children in the pedagogical process, to
reach understanding on deviant behaviour as a regular result of an educational process that ignores child’s
development, to reach understanding of influence of individual features of teacher’s personality on pupils during
the pedagogical process.
Course description-design:
1. The subject of pedagogical psychology in the interpretation of various philosophical and psychological schools
of education (essentialism, progressivism, perennialism, existentialism, behaviourism, activity psychology,
psychoanalysis, humanism, inclusive educational approach as the optimum model of contemporary humanistic
education).
2. Teaching and learning – a quest for optimum interaction of both processes. Attitude and motivation as the main
stimuli of a learning process. Psychological basis for the formation of knowledge, skills, and habits.
Pedagogical guidance of this process in various age intervals.
3. Psychological advantages and restrictions of various learning models (cognitive, process-oriented, pupiloriented, communicative, oriented on emotional experience, etc.).
4. Psychological foundation of education in the interpretation of various psychological and philosophical schools.
Styles and methods of education. Formation and motivation using various stimuli of education.
5. Description of teacher’s personality features, interaction of personal and professional levels. Influence of
teacher’s personality on the pupil’s consciousness and emotional spheres.
6. Methods of resolving conflicts in a learning process. Necessary basic skills for effective teacher-pupil
interaction.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1.Успенский, В.Б., Чернявская, А.П. (2003) Введение в психолого-педагогическую деятельность
2.Geidžs, R., Berliners, V. (1999) Pedagoģiskā psiholoģija. - R.
Reference literature (02- course books)
1.Seifert,Kelvin L. (2002) Constructing a Psychology of Teaching and Learning.Eric No ĒD 431725
Reference literature (03- additional literature)
1.Hargreaves, A. (2001) Changing teachers, changing times. - Canada
2. Rimma, S. (2000) Sekmīgas mācīšanās noslēpumi. - R.
88
3. Lieģeniece, D. (2000) Kopveseluma pieeja audzināšanā. - R.
4.Beļickis, I., (2001) Izglītības alternatīvās teorijas, R.
Study Programme Course Description
Course title:
Credit points:
ECTS credit points:
Contact hours:
Non-contact hours:
Field of science:
Psychology of personality
4
6
80
80
General psychology
Course lecturer:
Maira Blusha
Course annotation:
This course gives students the opportunity to get acquainted with the psychology of personality of the nineteenth
century, to pay particular attention to the latest approaches, to get in-depth study of these theories. The classical
theories of personality in the context of contemporary researches are reviewed, applied opportunities in
psychodiagnostics, art, politics and other sphere of life are demonstrated in this course. The students are provided
with contemporary theory of personality, students’ readiness for individual acquisition of this theory.
Course description-design:
1.Two approaches to appreciation of personality. „Understanding psychology” of Wilhelm Dilthey. Stern’s
personalism.
2. Psychotherapy practice at the beginning of the nineteenth century and un Sigmond Freud’s Professional
activities. Psychology of personality and psychotherapy.
3. Methods of personality diagnosis. Personal data modeling (L-data, O-data, T-data, S-data). Scientific and ethic
requirements in personality research.
4. Classical psychoanalysis.
5. Freud's successors and contemporary psychoanalysis (M.Klein, A.Freud, K.Horney, H.Sullivan, E. Ericsson,
E.Fromm).
6. Analytical psychology. Word association method.
7. Individual psychology.
8. Kelley’s theory and Personal construct theory and repertory grid techniques.
9. Humanistic psychology. The self-actualization test.
10. Socialcultural approach to appreciation of personality (G.Mead, L.Vygotsky, U. Bronfenbrenner, A.Leontyev,
V.Petrovsky).
11. Pesonality as appreciation of a complex of qualities. The personality tests of Cattell and Eysenck. Michel.
12. Levin School (Experimental researches of goal attraction and motivation). Motivation research in Soviet
psychology.
13. Motivation models. Synthesis of behavioural and topological models. Control and self control of activities.
Gained motivation.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Хьелл., Зиглер Д., (1997) Теории личности, Санкт- Петербург
2. Karpova, Ā., (1998) Personība. Teorijas un to radītāji. Rīga: Zvaigne ABC
89
Reference literature (02- course books)
1. Мадди (2003). Теории личности. СПб.: Питер.
2. Фернхем А., Хейвен П. (2001). Личность и социальное поведение. М.: Питер.
3. Фрейджер Р., Фейдимен Дж. (2001). Личность: Теории, эксперименты, упражнения. СПб.: праймЕВРОЗНАК.
Reference literature (03- additional literature)
1. Bronfenbrenner U. (1995) Developmental ecology: through the space and time. In Ph.Moen, G.Elder &
K.Lusher (eds.) Examing Living in Context. Washington: APA Press, pp. 617-644.
2. Striving and Feeling (1996) L.L.Martin & A.Tesser (eds.) Mahwah, NJ.: LEA Publ.
3. Tyson, Ph. & Tyson, R. (1990). Psychoanalytic Theories of Development: an Integration. New Haven:
Yale Univ. Press.
90
Study Programme Course Description
Course title:
Credit points:
ECTS credit points:
Contact hours:
Individual work:
Field of science:
Sub-field of science:
Principles of development of
sociopsychological projects
2
3
40
40
Psychology
Social psychology
Course lecturer:
Inna Savoņa
Course annotation:
Social psychology focuses on seeking solutions to real-life problems of concrete social objects such as a person,
groups, and organizations.
The aim of the course is to develop students' skills in solving social psychological problems within the context of
life and social psychological knowledge.
The tasks of the course are to introduce students to the fields of practical social psychology, a typology of social
psychological problems, specificity of these problems and methods of their solutions, as well as development of
student projects on social psychological problems, practical implementation of projects and their estimate of
efficiency.
Course description-design:
1. Fields of practical social psychology. Connections between social psychology and other fields of social
knowledge.
2. Problems of practical social psychology. Specificity of formulating problems in the field of social
psychology.
3. Principal strategies of social psychologist activities. Psychologist-practician position in working with clients.
Specificity of social psychologist work with a client.
4. Methods of practical social psychology.
5. Monitoring development of social psychological projects.
6. Specific and non specific factors in the effectiveness of social psychological work.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Жуков, Ю. (2004). Методы практической социальной психологии. Аспект Пресс
2.“ Введение в практическую социальную психологию”под редакцией Ю. Жукова,
Л. Петровской, О. Соловьевой. (1999) М., Смысл
3. Stephen L. Franzoni (2001) Social psychology
Reference literature (02- course books)
1. Солсо, Р. (2006) Экспериментальная психология. Прайм-Еврознак
2. Reiss, H (2000). Handbook of Research Methods in Social and Personality Psychology.
Cambridge
3. Snyder, C., Forsyth, D. (2001). Handbook of Social and Clinical Psychology. New York
Reference literature (03- additional literature)
1.Евтихов, О.(2004). Практика психологического тренинга. СПб, Рeчь
2. Фоломеева, Т. (2009). Социальная психология. Практикум. Проспект
3. Шапарь, В. (2003). Методы социальной психологии. Феникс
91
4. Горбатов, Д. (2003). Практикум по психологическому исследованию.
5.“Экспериметальная психология. Практикум» под редакцией С. Смирнова,
Т. Корнилова, М., 2002
92
Study Programme Course Description
Course title:
Credit points:
ECTS credit points:
Contact hours:
Individual work:
Field of science:
Sub-field of science:
Practical work with family
2
3
40
40
Psychology
Social psychology
Course lecturer:
Maira Bluša
Course annotation:
The central idea of the course is to introduce students to the concept of family as a complicated historic,
social and psychological system. Parent-child relationships are like a mirror that reflects the internal
structure of family. Affectively emotional relationships in a family are the main parts of its psychological
portrait. Love is the basis for the welfare of a family and for parent-child relationships.
Course description-design:
1. Family, development of function of parent-child in historical aspect.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Family development: periods and crisis.
Family and child development, upbringing tasks.
Affectively emotional relationships in a family. Conflicts and ways of resolving conflicts.
Practical psychologists work with a family.
Psychoanalytic approach to family problems.
Age peculiarities of child's development and peculiarities of parent-child relationships.
Deprivation, its forms and its significance in upbringing process.
Child sexual development, father and mother’s role.
Problems and crisis in children development, role of parents in its resolving.
Main schemes and methodes of psychologists of controlling preschool children and school children.
Consequences of non-observance of upbringing process. Research methods of deviation of upbringing.
Types of upbringing in a family. Diagnostics.
Psychologists work to correct parent-child relationships in a family.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Karpova, Ā. (2000) Ģimenes psihologija. - RaKa
2. Эйдемиллер Э., Юстицкий, В., (2001)Психология и психотерапия семьи. С.-Пб.
3. Сатир В., (1997) Как строить себя и свою семью. М.
4. Edvard H., Jakobs D., (2000) Helping Parents Help Their Children. Jason Aronson.
Reference literature (02- course books)
1.Руководство практического психолога: психическое здоровье детей и подростков.- М.- 1997.
2.Robert H., Lauer Phd., Jeanette C., (1999) Becoming Family: How to Build a Stepfamily that Really Works.Augsburg Fortess Publicers
3.Karen,V., Harpen- Darton, M. H., (1999) Working with Children and their Families.- Lyceum Books
93
Study Programme Course Description
Course title:
Credit points
ECTS credit points
Contact hours:
Individual work:
Field of science:
Elements of psychological counseling
4
6
80
80
Psychology
Course lecturer:
Natalja Ivanova
Course annotation:
This course gives students the opportunity to get acquainted with the process of counseling and its structure, to gain
an insight into particular qualities of counseling psychologist position. During the study process students
have the opportunity to find out the specificity of counseling contact and its significance, distinction of
counseling from psychotherapy, responsibilities of a counseling psychologist and a client. The course
offers students the opportunity to take a crack at empathic listening and active listening, analysing client
difficulties, and developing personal resources
Course description-design:
1.
2.
3.
4.
5.
6.
7.
Goals and objectives of psychological counseling.
The role of counseling psychologist. Requirements for personality of counseling psychologist.
Counseling psychologist – client agreement in the counseling process.
Counseling contact and skills for its supporting.
The structure of the process of counseling. Empathic listening and active listening.
Analysis of client complaints, identification of problems and goals for work.
Developing personal resources.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical
work, assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. А.М. Айламазян. (1999) Метод беседы в психологии.М.
2. Р.Кочюнас. (1999) Основы психологического консультирования.М.
Reference literature (02- course books)
1. Роджерс К. (1999) Консультирование и психотерапия: новейшие подходы в области
практической работы./Пер. с англ. М., Апрель Пресс: Эксмо Пресс.
2. Алан Е. Айви, М.Б.Айви, Л.Саймэн-Даунин. (1999) Психологическое консультирование и
психотерапия: методы, теории, техники.М.
3. van Deurzen, E. (2002) Existencial Counselling&Psychotherapy in Practice, SAGE Pub.
Reference literature (03- additional literature)
1. James F.T. Bugental, Ph.D.(2000) The art of the psychotherapist W.W.Norton&Company New York,
London
2. Jeffrey A.Kottler, Robert W.Brown. (2002) Introduction to Therapentic Counseling. Wardsworth
94
Study Programme Course Description
Course title
Credit points
ECTS credit points
Contact hours
Individual work
Field of science
Field of sub- science
Introduction to practical
psychology
2
3
40
40
Psychology
General psychology
Course lecturer:
Natālija Inanova
Course annotation:
This course gives students the opportunity to get acquainted with the basic ideas of practice psychology and
psychological practice, main directions of practical psychologists activities. It provides students with modes of
practical psychologist work, individual and group alternative preconditions. This course gives students the
opportunity to study major requirements which develop personality of psychologist and to get acquainted with
specialist developed model, special features of psychologist individual work stile and psychologist professional
stages of development; to analyse complex of qualified psychologists activities characteristics in comparison with
complex of non-qualified psychologists activities characteristics. To take notice, that practical psychology is a
phenomenon of self-actualisation and interesting life, its formulisation in the context of scientific knowledge and
the unit of practical activities.
Course description-design:
1. The goals and objectives of the special course of study. Strategies. Techniques.
2. Personal psychological readiness to the psychologists work. The significance of psychologist activities and
personal significance of psychologist profession for students.
3. Basic principles and specific characteristics of qualified psychologist work. Professional ethics.
4. Varied spheres of psychologist activities in varied fields of human life (psychologists in sports, services sectors,
medicine, court, etc.).
5. A model projection of psychologist activities in varied spheres of human life. .
6. Objective and subjective conditions for successful progress of psychologist activities.
7. The image of qualified psychologist. Psychologist personal professionally significant characteristics.
8. Psychologist as a personality, the portrait of a qualified psychologist, professionally significant characteristics
(ideal and real correlations). Objective and subjective conditions for psychologist effective activities in his/her
profession.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Грановская, Г. (1998) Введение в практическую психологию, Москва
2. Абрамова, Г. (2001) Введение в практическую психологию. – М.
Reference literature (02- additional literature)
1. Hartley J., Brantheaite, A.(2000) The applied Psychologist (2nd edition ) – Open Univ.Pr..
2. Parsons, R.D. (2000) The Ethics of Professional Practice. – Allyn&Bacon,
3. McBurney,D.H.(2001) How to think like a psychologist: Critical Thinking in Psychology. –
Prentice Hall,
95
Study Programme Course Description
Course title:
Credit points
ECTS credit points
Contact hours:
Individual work
Field of science
Sub-field of science:
Psychologist ethics and
professional activity
2
3
40
40
Psychology
Work psychology
Course lecturer:
Maira Blusha
Course annotation:
The main idea of the course is to provide students with the concept of the specificity of psychologist activities in
the workplace. To help students realise values and priorities in professional activities. To help them acquire skills
to be competent in conditions of psychologist work and to have a professional position in attitude to administration
staff, to evaluate requirements of administration staff and colleagues, to select the most important tasks. Within the
framework of the course to introduce students with main principles of the code of ethics, the principles of
organisation of psychologist work, to provide cooperation with customers, clients, colleagues and representatives of
other professions. The goal of the course is to analyse procedural laws and principles of ethics accepted in Latvia,
to study to apply practically ethical principles and standards analysing controversial situations.
Course description-design:
1. Course goals and tasks. Work strategy and tactics. Students expectation.
2. Psychologist self-presentation to administration and work collective. Information on service forms of
psychologists.
3. Contracts among a psychologist, an employer, and colleagues-psychologists (a subject matter of contracts).
Determination of zone of influence and limits of responsibility.
4. Stereotype and myths about psychologist activities. Expectations of a psychologist and how it should be
explained. Specificity of a psychologist position in the work collective.
5. Professional ethics. Importance of professional associations.
6. Situations of moral choice. Social status of a professional psychologist and position in social relationships,
differences between psychologist professional activities and other communication forms.
7. Human values, moral principles – principles of code of ethics. Structure and contest of the Latvian Association
of Professional Psychologists Code of Ethics.
8. Analysing various ethical situations (in accordance with definite principles), abreaction of psychological
situations in groups.
9. Adaptation of psychologist in the work place. Typical difficulties related with start of work.
10. Main aspects of psychologist activities and their consequence. Results of psychologist activities; criteria and
ways of their determination.
11. Possibility and necessity of presentation of work results to employers and colleagues.
12. Phenomenon of professional burn-out and necessity of psycho-hygiene in psychologist activities.
13. Supporting group forming for psychologists who start their activities. Functions of supervision, aspects and
consequence in psychologist work.
14. Anxiety, worry, and doubt start professional psychologist activities. Psychological readiness to start working as
a psychologist. Discussions on the questions connected with psychologist activities.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
96
1.Вачков, И. Гриншпун, И., Пряжников, Н. (2004) Введение в профессию „психолог”.- Москва- Воронеж
2.Psihologa profesijas standarts, (2002) Izglītības un Zinātnes ministrija.
Reference literature (02- course books)
1.Карандашев, В. (2000) Психология: введение в профессию.- Москва
2.Parsons, R. D. (2000) The Ethics of Professional Practice.- Allyn&Bacon
3.Code of Ethics of Practice. (2002) American Counselling Association
Reference literature (03- additional literature)
1.Decenzo, D. A., O`Neil, S. L., De Cenzo, D. A. (2000) Human relations: Personal and Profesional
Development.- Prentice Hall
2.Hartley, J., Branthwaite, A. (2000) The Applied Psychologist (2 nd edition).- Open Univ. Pr.
3.Standing Committee of Ethics.(2001) General Assembly in London
4.Карандашев, В. (2000) Психология: введение в профессию.- Москва
97
Study Programme Course Description
Course title:
Credit points
ECTS credit points
Contact hours:
Individual work
Field of science
Sub-field of science:
Psychologist work specifics
in organization
2
3
40
40
Psychology
Work psychology
Course lecturer:
Signe Bierande
Course annotation:
To provide students with the concept of main psychological positions of organisations, affectivity of work
of organisation and development influencing factors, to introduce students to motivation theories,
communication process, group influence, culture of organisation leading theories, forms pf conflicts in
organisations. To analyse various conflicts of organisations, to research influencing factors of motivation of
employees, communication process and culture of organisation in X organisation.
Course description-design:
1. General description of organisations. What the organisational psychology is. Connection of organisation with
other sciences.
2. View of historical development of psychology of organisations, developmental perspectives.
3. Types of organisations and communication process.
4. Theories of work motivation. Personal motivation: work satisfactory, principles of justice and fairness, goals and
working efficiency, efficiency of expectations, motivation, and feedback.
5. Groups in organisations: formal, non-formal groups, group influence.
6. A leader, power, ethics, political organisations. A leader in organisations, the leading theories.
7. Culture of organisation, its content, change and development.
8. Conflicts in organisations, strategies of behaviour in the conflict situation.
9. Development and modification of organisation.
10. Ethical aspects of organisation of psychologists activities.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1.Pikeringa, P (2004) "Personāla vadība", J. Rozes apgāds
2.Бодалёв, А.(1999) Личность и общение.
Reference literature (02- course books)
1.Gatewood, R.D., Field, H.S. (2003) Human resources selection. – Dryden
2.Graham, B. (2000) Human resources management. – Pitman publishing
Reference literature (03- additional literature)
1.Garleja, R., Vidnere, M. (2000) «Psiholoģijas un sociālās uzvedības aspekti ekonomikā»,
Raka,
2.Rookes, P. (2002) "Perception: Theory, Development and Organisation"
3.Bossid, L. (2001) «Execution: The Discipline of Getting Thing Done»
98
Study Programme Course Description
Course title
Credits
ECTS credits
Contact hours
Private study
Scientific discipline
Anatomy and physiology
2
3
40
40
General psychology
Course lecturers:
Svetlana Koļadko, Ināra Roja
Course annotation:
The aim of the course is to render basic knowledge of anatomy and physiology. By understanding structure and
functions of the organism student will be able to penetrate into psychological processes of the person. The main
attention will be given to mastering of regulating and coordinating systems (nervous system and endocrine glands)
of organism, structure and functions of sensory systems.
The teaching material will be divided by themes and taught in the form of lectures, seminars and practical training.
Also control questions for operative examination will be prepared.
Course description-plan:
1. Introduction — anatomy and physiology discipline. Cellular structure of organism, meaning of cell
differentiation.
2. Morphological and functional division of the nervous system. Reflex circle, efferentation. Structure and
functions of synapse.
3. Structure and functions of spinal cord. Spinal nerves, spinal shock, spinal cord membranes, liquor.
4. Brain development, classification, structure and functions of the parts of brain stem ― medullary brain and
afterbrain.
5. Midbrain, its centres, structure and function of interbrain.
6. Brain stem reticular formation, its influence on other parts of the brain. Structure of cerebral hemisphere,
classification, primary, secondary and tertiary fields of cortex.
7. Limbic system of cerebral hemispheres, nuclei basales.
8. Vegetative nervous system, classification, structure and functions.
9. Regulation of humoral functions, hormone influence spectrum. Role of neural and humoral regulation in
function regulation.
10. Hypophysis, its regulating role. Stress reactions, their connection to vegetative nervous system and to
functions of endocrine glands.
11. Structure of sensory system. Sensory system of vision, light perception mechanism, sight ways.
Requirements to receive credits
Class attendance — not less than 75%, independent work with textbooks, textbook tests, the differentiated test,
exam, essay, report about practical work (in written), public presentation.
Reference literature (01-teaching materials)
1. Apinis, P. (1998) Cilvēks. Anatomija, fizioloģija, pataloģija. – Rīga
2. Dūka, M. (2003) Psihes bioloģiskie pamati.- RaKa
3. Bruce V. (2000) Visual perception. Physiology, psychology and ecology (3rd ed.) - Green P & Georgenson
M.
Reference literature (02- course books)
1.Zigmond, M., Bloom, F., Landis, S., Roberts, I., Squire, L. (2001) Fundamental
Neuroscience. – Academic Press, USA
99
Study Programme Course Description
Course title:
Credit points
ECTS credit points
Contact hours:
Individual work:
Field of science:
Psychophysiology
2
3
40
40
Medicine
Course lecturers:
Svetlana Koladko, Inara Roja
Course annotation:
There is a physiological base of psychic processes and psychic conditions analysed in this course. The task of
psychophysiology is to give knowledge and understanding of the functional condition of an organism in
generalized and motivates reactions.
Course description-design:
8. The subject of psychophysiology.
9. Nerve tissues. Neurons. Neuralgia.
10. Membrane peace potencial. Natrium-potassium ions group. Work potencial. Nerves.
11. Formation of nerve ends. Synopses. Structure of chemical synopses.
12. Information coding in nerve system.
13. Peculiarities of nerve centre. Irradiation. Dominant.
14. Dreams. Kinds of dreams. Stages of dream. Brain structures connected with dreaming. Significance of
dreaming.
15. Emotions. Classification and functions of emotions. Brain structures connected with emotions. Person
individual peculiarities connected with emotions.
16. Memory. Classification of memory, explanatory hypothesis of short-term memory mechanisms.
Explanatory hypothesis of long-term memory mechanisms
17. Consciousness and abstract thinking. Explanatory hypothesis of consciousness mechanisms.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Данилова, Н.(1999) Психофизиология. – М.: Аспект Пресс
2. Александров, Ю. (1998) Основы психофизиологии. М.: ИНФА-М.
Reference literature (02- course books)
1. Zigmond, M. J., Bloom, E. F., Landis, S. C., Roberts, J., Squire, L. R.(1999) Fundamental
Neuroscience, Deluxe Version, Masao Ito
Reference literature (03- additional literature)
1. Carlson, N. R. (1998) Physiology of behaviour 6 (th. ēd.), Boston: Allyn & Bacon,
100
Study Programme Course Description
Course title
Credit points
ECTS credit points
Contact hours
Individual work
Field of science
Field of sub- science
Cognitive psychological processes
2
3
40
40
Psychology
General psychology
Course lecturer:
Dace Lapiņa
Course annotation:
Within this course students acquire knowledge about cognitive processes: function regularities of sensation,
perception, attention, memory, thinking, and imagination. Students get to know the process of knowledge
perception and processing, its impact on personal position, attitude to himself or other people, which in turn
becomes apparent in behavioural activities.
The aim of the course is to find out, analyse and study how a man processes acquired knowledge, develops
schemes, systems, cognitive models of internal activities from the point of view of different cognitive theories.
Within this course students acquire knowledge how to identify phenomena of cognitive process, its
development, specificity of activities, structure, to acquire diagnostic opportunities of cognitive process, as well as
to provide development of this process by remedial and development activities. The course gives students the
opportunity to be competent in individual peculiarities, to find ways, conceive methods, responding to development
of development programme of cognitive abilities, having regard to individual characteristics of different age
groups.
Course description-design:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Development of cognitive psychology, studies.
Sensation. Types and qualities of sensation.
Perception. Types, qualities, and theories of perception.
Attention. Types, special functions, and theories of attention.
Memory. Structure, basic processes, and regularity of memory.
Imagination. Types of synthesis of imagination. Imagination and creativity.
Language, language acquisition.
Thinking. Ways, forms, operations, and qualities of thinking.
Development of children’s thinking.
The relationship of cognitive processes.
Intelligence. The factors of intelligence development. The concepts of intelligence.
Intelligence and abilities. Artificial intelligence. Intelligence and creativity.
Diagnostic methods of cognitive processes.
Cognitive models and schemes from point of views of different authors (Leon Festinger, John Kelley, Fritz
Heider, ets). Leadership theories in cognitive psychology.
Reference literature (01-teaching materials)
1. Anderson, B. F. (). Cognitive Psychology. New York: Academic Press, 1985.
2. Солсо Р.Л. Когнитивная психология – Москва, 2002
Reference literature (02- course books)
1. Piažē Ž. Bērna intelektuālā attīstība.- Rīga, Pētergailis, 2002.
2. Vigotskis Ļ Domāšana un runa.- Rīga, Eve, 2002.
3. Sternberg, R. J. Encyclopaedia of Human intelligence. New York: Macmillian, 1997.
4. Sternberg, R. J. Cognitive Psychology. Fort Worth: Harcourt Brace, 2002
101
Reference literature (03- additional literature)
1. Journal of Cognitive Psychology Review of Psychology
2. Gardner, H. (1999). Intelligence reframed: Multiple intelligence for 21st century. New York: Basic
BooksMedin O. &Markman A.
102
Study Programme Course Description
Course title
Credit points
ECTS credit points
Contact hours
Individual work
Field of science
Principles of differential psychology
2
3
40
40
Psychology
Course lecturer:
Nadežda Soldatenko
Course annotation:
Acquaintance with the general psychological research theory of a personality in order to understand differential
features of a personality. Acquaintance with the general theory of psychological changes. Acquaintance with
various special methods and putting them into practice. Teaching students how to evaluate gained characteristic
entities according to gained empiric data, as well as to evaluate them with real behaviour of the proved one.
Course description-design:
1. A brief historical survey of development of differential psychology. Object, tasks and methods of differential
psychology.
2. Biological and social surveys in humans.
3. Heterochrony of individual development as natural sequence of development of various functions.
4. Changes of human physiological and psychological characteristics in phylogenesis.
5. Manifestation of individual differences at various stages of ontogenesis.
6. Upbringing and training as social determinants of individual differences.
7. Practical activities for determination of individual differences, which determine a person in professional,
ethnic and sexual orientations.
8. Practical activities for determination of differences – determination of heterochrony of individual
development.
9. Theories which connect determination of individual differences and the mechanism of the body and behaviour.
10. Practical task. Observing and testing human groups with various mechanisms of the body, determination of
differences and likenesses.
11. Gender differences. Manifistation of these differences in various social groups – in behaviour, in personal
characteristics.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Анастази, А. (2001) Дифференциальная психология. Индивидуальные и групповые различия в
поведении. – Москва: Апрель Пресс, ЭКСМО-Пресс
2. Amelang, M. (2002) Differentielle Psychologie und Persönlichkeitsforschung. – Stuttgart: Kohlhammer
3. Claus, Günter. (2001) Differentielle Lehrpsychologie. – Berlin: Volkseigener Verlag
Reference literature (02- course books)
1. Ильин, Е.П. (2001) Дифференциальная психофизиология. «Питер» Санкт-Петербург, Москва
2. Носс, И.Н. (2000) Психодиагностика. – Москва: КСП+
3. Дружинин, В.Н. (1999)Структура и логика психологического исследования. – Москва: ИП РАН
103
Study Programme Course Description
Course title
Credit points
ECTS credit points
Contact hours
Individual work
Field of science
History of psychology
2
3
40
40
General psychology
Course lecturer:
Jeļena Korsakova
Course annotation:
Students will get theoretical knowledge about mental phenomenon by understanding regularities of development in
the historical process of humanity. They will be able to evaluate present and future psychological achievements.
Students will be able to analyse
author's manuscripts as contemporaries and to make topical suggestions for appropriate practical use.
Course description-design:
1. History of general psychology. General characteristics of stages of development of psychology knowledge.
Principles and methods of history of psychology.
2. Concepts of psyche in antique philosophy and medicine.
3. Development of psychological thought in the Middle Ages and the Epoch of Renaissance.
4. Psychology as a formation of independent science. W. Wundt, F. Bretano, I. Secenov, H. Ebbinghaus
5. Main tendencies of development of psychology at the end of the 19th century.
6. Psychology as a formation of experimental science.
7. Schools, trends in development of psychology. Behaviorism. Gestalt psychology. Psychoanalysis.
Concepts of S. Freud, C.G. Jung, A. Adler. Neofreudism. K. Horney, E. Fromm, E. Erikson, H.S. Sullivan.
8. Action psychology. Cognitive psychology. Existential psychology. Humanistic theory in psychology, etc.
9. Convergence of schools, the tendency of transformation.
10. Academic and practical development of psychology in Latvia. Influnce of psychological ideas of foreign
authors. Elements of research. Trends in psychology in 19th-century Latvia. Laboratory of experimental
psychology founded by P. Dale in the University. P. Bikerta’s contribution to folk psychology. M.Liepina’s
psychosomatic researches.
11. J.A. Students’s conclusions in child, adolescent and youth developmental psychology.
12. Researches of pedagogical and developmental psychology problems in studies of K. Velmers, V. Avotins,
I. Plotnieks, etc. Possibilities of using Latvian psychologists research findings.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Vorobjovs, A., Kudiņš, A. (2005) No domas līdz zinātnei. – Psiholoģijas vēsture. Rīga: SIA izglītības soļi;
2. Svence, G. (2009) Ievads Latvijas psiholoģijas vēsturē, - Rīga, RaKa.
Reference literature (02- course books)
1. Vorobjovs, A. (1998) Psiholoģijas vēsture.- Rīga: Daugavpils pedagoģijas universitāte
2. Huber, R.J. (2000) Cornerstones of Psychology: Reading in the History of Psychology. – Harcourt College
Publishers.
3. Schultz, D.P., Schultz, S.E. (2002) History of Modern Psychology. – Harcourt Brace&Publishers
Reference literature (03- additional literature)
1. Шультц, А., Шультц, Д. (1998) История психологии. – СПб.
2. Ярошевский, М. (1996) История психологии. – Москва; Academia
104
Study Programme Course Description
Course title:
Credit points:
ECTS credit points:
Contact hours:
Individual work:
Field of science:
Sub-field of science:
Introduction to study process
1
1.5
20
20
Psychology
Pedagogical psychology
Course lecturer:
Jelena Malisheva
Course annotation:
To introduce students to popular didactic theories, to learn self-education methods, to find essential
sources of information. To help students considering into account their self-esteem and individual
features, to develop their own way of study process; to acquire public speaking and presentation skills,
skills of asking questions, making notes, annotating, skills of making thesis and reports, skills of
conducting project works in groups; To learn how to use informative materials in study process. To
present acquired information, the most interesting „findings” to the group, to organise conferences,
discussions on sharing experiences, presentations of reports on various study topics.
Course description-design:
1. Contemporary study process. Study work in psychology. Psychology of study work.
2. Teaching method. Aspects of study work. Questionnaires. Annotating. Making a thesis and discussing.
Making notes. Discussing notes.
3. Precis-writing
4. Individual work with source books, sources of information.
5. Self-education in communication. Individuality in communication. Individual features and
communication.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Karpova, Ā. (1994) Personība un individuālais attīstības stils. R.
2. Роботова, А.С.., Леонтьев, Т.В. (2006) Введение в учебную деятельность: Учебное пособие для
студентов педагогических вузов. Издание 3-е
Reference literature (02- additional literature)
1.Metodiskais mācību līdzeklis ‘’Ievads mācību darbībā’’ SPPA.,2008
2.Панфилова, А.П. (2005) Деловая коммуникация в профессиональной деятельности
3.Развитие исследовательской деятельности учащихся. Методический сборник., МГУ 2001
105
Study Programme Course Description
Course title
Credit points
ECTS credit points
Contact hours
Individual work
Field of science
Methods of psychological research and
evaluation
4
6
80
80
General psychology
Course lecturers:
Marina Kamishane, Dmitrijs Ļicovs, Dzidra Meikshane
Course annotation:
The aim of the course is to introduce students to psychological research and evaluation methods as well as
their theoretical principles. Within this course students acquire skills to put these methods into practice:
observation, questionnaire, interview, and test. Students acquire skills to conduct research projects, to
analyse, and to evaluate studies. Select research methods on the back of validity criteria.
Course description-design:
1. Aspects of psychological researches. Ethical rules and professional relations in a psychologist's
activity.
2. Interview as a research method. Types of interview, its aims and tasks. Principles that interviewers
should follow. Data aggregation and interpretation.
3. Observation, its aims and tasks. Arrangement of observation process according to observation
aims. Results collection and interpretation.
4. Questionnaire. Questionnaire design. Open and closed questions for verifying the hypothesis. .
Results collection and interpretation.
5. The most common methods of psychological research: the methods of Rockich, Bass-Darcy,
Spilberg, Thomas-Kilmann, Hanin, etc. Results collection and interpretation.
6. Peculiarities of individual and group researches.
7. Psychological aspects of research and specific features in different environments (kindergarten,
school, hospital).
8. Investigate life history of two people, analyse them, record the most vital life-changing moments
and regularities.
9. Apply gain knowledge to a term paper, present a seminar.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Groth-Marnat, G. (2003) Handbook of Psychological Assessment. – New-York
2. Cropley, A. (2002) Kvalitative research methods. – Riga
3. Солсо, Р.(2002) Экспериментальная психология: практический курс. – СПб.
Reference literature (02- course books)
1. Анастази, А., Сьюзан, И. (2006) Психологическое тестирование. – СПб.: Питер
Reference literature (03- additional literature)
106
1. Journal of Psychological Assessment
2. Хок, Р. (2003) 40 исследований, которые потрясли психологию.Секреты выдающихся
экспериментов. – СПб.
107
Study Programme Course Description
Course title:
Credit points:
ECTS credit points:
Contact hours (per semester)
Individual work
Field of science
Field of sub- science
Experimental methods in psychology
4
6
80
80
Psychoogy
General psychology
Course lecturer:
Uldis Ābele
Course annotation:
The aim of this course is to introduce students to theoretical principles of psychological researches, design
and organisational principles of experimental researches, and in practical activities to integrate students’ theoretical
knowledge into experimental psychology, general psychology and principles of statistical theory; to develop
abilities to collect, to process, to analyse, and to interpret the results of psychological researches and to write out
the research report.
Course description-design:
1. Subject: Experimental psychology, its objectives. Scientific methodology.
2. The experiment situation. Influence of experimentator on results of the research..
3. Stages of research, content of the study. Experimental research, signs of causal relationship.
Variable value of the research, its types, operational notation.
4. Ideal and real experiments. Internal and external validity of experimental research. Threats to validity.
5. Collection of research units. Collection. Arrangement of research units into experimental groups Experiment
method.
6. Variable control. Determination of external variables.
7. Experimental plans or designs. Factors plans of intragroups and intergroups. Plans for one research.
8. Quasi-experiments, ex post factum control. Correlative research studies. Forming judgement on variable
connection.
9. Principles of presentation of the research results. Reporting structure.
10.Analysis of experimental researches. Organisation of researches and testing validity of judgement.
11. Experimental researches design. Discussion in a group.
12. Experimental research of process of knowledge (memory, perception, attention, thinking)
13. Experimental research of reaction.
Requirements for obtaining credit points
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical work,
assignments, public speaking, and presentation.
Reference literature (01-teaching materials)
1. Дружинин, В.(2000) Экспериментальная психология. – М.: ИНФРА – М
2. Клайн, П. (2001) Справочное руководство по конструированию тестов. – Киев
3. Kline, P. (2000) The New Psychometrics: Science, Psychology and Measurement, - Routledge
Reference literature (02- course books)
1.Blaxter L., Hughes E., Tight M. How to research. – Bristol, 2001.
2.Solso R.L., Johnson H.H., Beal M.K. Experimental Psychology: A Case Approach. – Addison-Wesley Pub Co,
2000
Reference literature (03- additional literature)
1. Journal of Experimental Psychology
108
Study Programme Course Description
Course title
Credit points
ECTS Credit points
Contact hours
Individual work
Field of science
Field of sub- science
Research methods in personality
4
6
80
80
Psychology
General psychology
Course lecturer:
Uldis Ābele
Course annotation:
The aim of the course is to introduce students to the research methods in personality and develop
skills of application: to collect, to process, to analyse, to interpret results of psychological research methods.
Course description-design:
1. Theoretical aspects of personality research. Ideographic and nomothetic approach. Questionnaire on specific
features of personality.
2. Research focused on the role of reactivity. Strelau's questionnaire.
3. Cattell's 16 Factor Test.
4. Interpersonal relationship questionnaire.
5. MMPI test. Standardised multiple research method for identifying personality structure.
6. Leonhard-Schmieschek adopted Qquestionnaire for determination of accentuated personality traits.
7. Life meaning orientations test by D. Leontiev
8. Research of interests. Interest questionnaire. The Holland questionnaire. Structure of Interest Questionnaire.
9. Projective methods. Theoretical aspects.
10. The house-tree-person test (HTP)
11. Thematic apperception test
12. Family drawing
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1.Анастази, А., Урбина, С. (2001). Психологическое тестирование. СПб.: Питер.
2.Бурлачук, Л.Ф.(2003) Психодиагностика: учебник для вузовю - СПб.: Питер
Reference literature (02- course books)
1.Raščevska, M. (2005) Psiholoģisko testu un aptauju konstruēšana.-R: RaKa,
2.Батаршев, A.B. (2001) Темперамент и характер: Психологическая диагностика. — М: ВЛАДОС-ПРЕСС.
3.Елисеев, О. (2001) Практикум по психологии личности. — СПб.: Питер,
4.Леонтьев, Д.(2000) Тест смысложизненных ориентации (СЖО). 2-е изд. — М.: Смысл,
5.Моисеева, О. (2007) Психодиагностика индивидуальных особенностей личности. Часть 2.
Психодиагностика характера: Учебно-методическое пособие. – Владивосток: Мор.гос. ун-т
Reference literature (03- additional literature)
1.Archer, R., Smith, S., (2008) Personality assessment. - NY.: Routledge,
2.Boeree, G., (2006) Personality theories., Extracted from
http://webspace.ship.edu/cgboer/perscontents.html (e)
3.Costa, P, Jr., McCrae, R., (2008) The Revised NEO personality Inventory (NEO-PI-R). Personality theory and
assessment.- SAGE Publications,
4.Wiggins, J.,(2003) Paradigms of personality assessment. - NY.: Guilford Press
109
Study Programme Course Description
Course title
Credit points
ECTS Credit points
Contact hours
Individual work
Field of science
Field of sub- science
Methods of group research
3
4.5
60
60
Psychology
Social psychology
Course lecturer:
Inna Savoņa
Course annotation:
A small group is „an environment, where the ineraction process takes place within the closest distance” (T.
Parsons). A small group is a specific macro model of social psychological mechanisms. Small group techniques can
be used for social psychological researches of experimental labs, as well as for making new forms of behaviour.
The aim of the course is to provide knowledge about methods research group; practically to conduct the
approbation of methods.
Course description-design:
1.Methods in practical social psychology.
2.Methods of observation. Definition of observation. Types of observation. Stages of conducting an observation.
Observation units and categories. Ways of recording observation results (an observation protocol and diary). The
principle of abstinence. The methods of group observation and measurement of interaction processes by Robert
Freed Bales.
3.Interrogation methods. Definiton and types of interrogation methods. Interview, types of interviews.
Questionnaire survey. Respondent selection methods. Basic principles of questionnaire design.
4.Focus groups as a qualitative research method in applied social psychological researches. Definition of focus
group. Advantages and lemitations of focus groups. Focus group training. Respondent selection: selection criteria.
Moderator's role in conducting focus groups.
5.Sociometry as a method of measuring emotional structure of a group. Total contents of the method. Preparatory
stage of sociometric research: requirements to the group, types of sociometric criteria. Conducting a sociometric
procedure. Analysing the results. Limitations of sociometry.
6.Qualitative/quantitative data analysis (content analysis).
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Жуков, Ю. (2004). Методы практической социальной психологии. Аспект Пресс
2. “ Введение в практическую социальную психологию”(1999) под редакцией Ю. Жукова, Л.
Петровской, О. Соловьевой. М., Смысл
3. Reiss, H (2000). Handbook of Research Methods in Social and Personality Psychology.
Cambridge
Reference literature (02- course books)
1. Фоломеева, Т. (2009). Социальная психология. Практикум. Проспект
2. Битянова, М. (2008). Социальная психология. ПИТЕР
3. Ядов, В. (2007). Стратегия социологического исследования. Омега-Л.
4. “Экспериметальная психология. Практикум» (2002) под редакцией С. Смирнова,
Корнилова, М.
5. Горбатов, Д. (2003). Практикум по психологическому исследованию.
6. Коломинский, Я (2001). Психология взаимоотношений в малых группах. Тетра-Системс
7. Snyder, C., Forsyth, D. (2001). Handbook of Social and Clinical Psychology. New York
8. www.sociograd.ru/artfiles/1427/bales.doc
110
9.
www. myword.ru
Study Programme Course Description
Course title
Credit points
ECTS Credit points
Contact hours
Individual work
Field of science
Field of sub- science
Methods of organisation research
3
4.5
60
60
Psychology
Labour psychology
Course lecturer:
Signe Bierande
Course annotation:
The course is designed to introduce students to various types organisations (industrial organisations, education
organisations), the causes of conflict, low job satisfaction, negative relationship between the members of the staff
in research methods, implementation of socio-psychological methods - experiments, surveys, assessment of a group
personality, methods of competent judges.
Course description-design:
1.Actuality of relationship-focused problems of organisation. Directions of methods of organisation research:
discussion methods, role playing, selective training, estimation of effectiveness of leader activities.
2. Research methods of functioning spheres of organisation.
3. Employees training methods of solution of group tasks, such as Aquarium, Brainstorming (Kari Helena).
4. Methods of research of personal and business characteristics of organisation leader. Aassessment of a group
personality as an aspect of determination of personal and business characteristics of organisation leader according
to the staff opinion survey. Opportunities for the implementation of procedure of personnel selection (M. Forwergs,
R. Likert).
5. Ppersonality factors identified by 16 PF Questionnaire of R. Cattell (implementation of methods of scale
construction).
6. Implementation of methods of estimation bipolarisation (F. Fiedler) evaluating leader activities in organisations.
7. Systematic use of expert opinions by Olaf Helmer. The value of prognostic evaluation of experts. Measurement
of credibility system of experts.
8. Style of management of the staff (V. Zakharov, A. Zhuravlyovs).
9. Methodology for determining behavioural style of a leader in situations of strain: projective method.
10. Estimation of effectiveness of leader activities. (Z. Zigert, V. Lang).
11. Determination of a personality profile of candidates for a leader position. Manager profile deletion. Personality
testing (H. Sievert) and Stress testing.
12. Methods for researching socio-psychological climate of organisation.
13. Diagnostic method of emotional burning down level to make emotional contacts (V. Boiko).
14. Role playing method for correcting socio-psychological climate in organisations.
15. Strategy determination of organisation management in conflict situations.
16. Determination of leader disposition and inclination in solving leader’s problems and making contacts with
people.
17. Methods for stimulating motivation to work and to succeed at work.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical work,
assignments, public speaking, presentation.
111
Reference literature (01-teaching materials)
1. Garleja R., Vidnere M. (2000) Psiholoģijas un sociālās uzvedības aspekti ekonomikā: Raka
2. Бодалёв А.А. (1999) Личность и общение.
3. Зайцева Л.Г., Соколова М.И. (2006) «Организационное поведение», Москва Экономист
Reference literature (02- course books)
1. Rookes, P. (2000) Perception:Theory, Development and Organization
2. Graham B. (2000) Human resources management. – Pitman publishing
Reference literature (03- additional literature)
1. Гедерт Д., Фон Розеншталь Л.(2006) «Организационная психология», Гуманитарный центр,
Харьков
2. Bossid, L.(2001) Execution:The Disciplineof Getting Thing Done
112
Study Programme Course Description
Course title
Credit points
ECTS Credit points
Contact hours
Individual work
Field of science
Field of sub- science
Psychometrics
2
3
40
40
Psychology
General psychology
Course lecturer:
Uldis Ābele
Course annotation:
The aim of the course is to introduce students to psychological research methods, features of
psychometric measurement tools, to nurture skills of critically appraising available research instruments
and to know development principles of reliable methods.
Course description-design:
1.Concept of Psychometrics. research methods requirement. Validity. Reliability. Discriminativity.
2. Classical test theory and Item Response Theory
3. Description of the effective psychological test. Requirements for test performance.
4. Use of measurement scales in psychometrics
5. Determination of methods of criteria validity
6. Formulation of questions. Task Complexity Index and measure of discriminativity.
7. Determination of intraclass correlations. Cronbach's α (alpha), Kuder-Richardson Formula.
8. Method standardisation. Main characteristics. Scales of standardisation.
9. Presentation and discussion of developed methods.
Requirements for obtaining credit points
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical
work, assignments, public speaking, and presentation.
Reference literature (01-teaching materials)
1. Клайн, П.(2001) Справочное руководство по конструированию тестов (Введение в
психометрическое проектирование). - Киев
2. Kline, P., (2000) The New Psychometrics: Science, Psychology and Measurement. – Routledge.:
Reference literature (02- course books)
1. Анастази, А., Урбина, С. (2001) Психологическое тестирование. - СПб.: Питер,
Reference literature (03- additional literature)
1. Бурлачук, Л.Ф. (2003) Психодиагностика: учебник для вузов. - СПб.: Питер
2. Бурлачук,Л.Ф., Морозов, С.М. (1999) Словарь-справочник по психологической
диагностике. 2 -е изд. - СПб.: Питер
3. Cohen, R., Swerdlik, M. E. , Swerdlik, M., (2004) Psychological Testing and
Assessment: An Introduction to Tests and Measurement.- McGraw-Hill College.:
4. Roderick, P. McDonald., (2005) Contemporary Psychometrics: A Festschrift for Roderick P.
McDonald., - Lawrence Erlbaum Assoc Inc.:
113
Study Programme Course Description
Course title
Credit points
ECTS credit points
Contact hours
Individual work
Mathematical statistics
2
3
40
40
Course lecturer:
Julija Liodorova
Course annotation:
Acquisition of this course succeeds development or rational search skills and objective observation skills
among students of psychology.
Course description-design:
1. Introduction lecture. Relation of mathematical statistics to scientific research methods in psychology.
2. Types of data in psychological research and its measurement scales. Statistical terms and mathematical
signs.
3. Empirical divisions. Arrangement of data rows and distribution in gaps. Calculation of relative and
cumulative frequency.
4. Graphical image of empirical division. Hystograms, polygons, columns and ring diagrams.
5. The most important indices of descriptive statistics (main tendency, variation, asymmetry and excess).
6. Usage of selection in evaluation of population parameters.
7. Elements of combinations. Main concepts of the possibility theory. Calculation of A (classical apriori)
and A (statistical posteriori) possibility.
8. Theoretical divisions, their features and application for empirical divisions.
9. Statistical hypothesis and its checking methods (parametrical and nonarametrical).
10.Applications of dispersion analysis.
11.Methods of interrelation research. Analysis of correlation. Regression.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Raizs,L (2000) Matemātiskās metodes sociālajās zinātnēs.- R.
2. Arhipova,L., Bāliņa,S. (1999) Statistika ar Microsoft Excel ikvienam.- R.
Reference literature (02- additional literature)
1. Sirkin,R.M. (1999) Statistics for social science.- Thousand Oaks[etc.]: Sage Publ.
2. Krastiņš.O. (1997) Neparametriskās statistikas metodes.- R.
114
Study Programme Course Description
Course title
Credit points
ECTS Credit points
Contact hours
Individual work
Field of science
Field of sub- science
Communication psychology
2
3
40
40
Psychology
Social psychology
Course lecturer:
Jelena Malisheva
Course annotation:
This is an introductory course, which allows students to acquire the main concepts and regularities of
communication, to explain own communication and to understand the surrounding better. Psychology science
includes many different topics, and views upon various topics may be disputable. So the aim of the course is
acquisition of main skills, ability to work with literature, ability to express thoughts in written and in oral speech, to
help students to apply theory to the practice.
Course description-design:
1.Basic aspects of communication, and its levels of study.
2.Structural unit of communication. Verbal communication, its forms. Dialogues. Methods of beginning a dialogue,
control of a dialogue session, argumentations, speculative methods. Monologue. Psychological mechanisms of
giving a lecture. Psychological barriers. Observation of individual features of personality in monologues.
Nonverbal communication.
3.Structural unit of interactive communication. Forms of interaction. Profits and losses in a communication
relationship.
4.Self-position and its changes in communication situations. Eric Berne's transactional analysis.
5.Structural unit of interactive communication. Initial impression. Main parameters of social perception,
significance of perception in communication. Basic mechanisms of social perception (identification,
stereotypization, reflection, empathy, etc.).
6.Group theory. Types of groups. Stages of groups development and its organization. Group classification on the
ground of social factors. Classifications in types of members of groups on the ground of social status. Stages of
group development.
7.Social behaviour. Organizational structure of social behaviour and mechanisms. Culture of behaviour as a social
value.
8.Conflicts in social behaviour. Conflict classification. Psychological mechanisms of conflict resolution.
9.Conception of stress in communication. Stress management. Practical tips in managing stress.
10.Self-education and communication. Personality and communication style. Individual characters and
communication.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Sietniece, I.,Kupše,S.,Bralītis,V.,Dubkevičs,L.(2002) Saskarsme. – R.. Jumava
2. Myers D.G. (2000) Social Psychology.
3. Андреева Г. (2002) Социальная психология. – М.
Reference literature (02- course books)
1. Hewstone, Stroebe & Stephenson (Eds.)(2000). Introduction to Social Psychology. New York: Addison.
2. Реан А. А. , Коломинский Я. Л. (2000) Социальная педагогическая психология. – СПб
Reference literature (03- additional literature)
1. Psiholoģijas pasaule.
115
2. Journal of Social Psychology.
3. Тренинг – навыки конструктивного взаимодействия с подростками (1999), М.
4. Психология воспитания. (1995) Под ред. Петровского В.А. - М.
116
Study Programme Course Description
Course title
Credit points
ECTS Credit points
Contact hours
Individual work
Field of science
Field of sub- science
Management psychology
2
3
40
40
Psychology
Social psychology
Course lecturer:
Margarita Gorjacheva
Course annotation:
Give students an idea of basic concepts of management psychology, factors that affect the efficiency
of organization activity and goal achievement. Introduce students to management styles, functions, roles
and tasks of a manager. Practical analysis of main approaches of management psychology, management
styles, development of proficiency criteria of a modern manager.
Course description-design:
1. The object and the subject of the course.
2. Personality as an object of management.
3. Personality as a subject of management.
4. An organization and a social group as a management object.
5. Mechanisms of group dynamics.
6. Interaction management.
7. Psychology of conflict and its solution methods.
8. Psychology of communication process.
9. Creating images as a part of interaction culture.
10. Advertising psychology.
11. Psychology of management decision making.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical
work, assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Kernberg O.F. (2001) Ideology, Conflict and Leadership in Groups and Organizations Yale Univ.
Pr.
2. М.Нельсон Б., Экономи П. (2000) Умение управлять. - М.
Reference literature (02- course books)
1. Ильин Е.П. (2000) Мотивация и мотивы. - С.-П.
2. Pikeringa P. (2002) „Personālā vadība”, J.Rozes apgāds
Reference literature (03- additional literature)
1. Kupčs J. (2002) Saskarsmes būtība. - Rīga: Zvaigzne ABC
117
Study Programme Course Description
Course title
Credit points
ECTS Credit points
Contact hours
Individual work
Field of science
Field of sub- science
Professional choice
2
3
40
40
Psychology
Social psychology
Course lecturer:
Margarita Gorjacheva
Course annotation:
Prepare students for client counseling in questions of education and career choice, as well as in questions of
utilization of various forms of work: individual counseling, group counseling motivating for career planning, giving
information about educational institutes and professions, helping clients to get now themselves better, develop
interests, skills, their own working spheres, their strong and weak sides, helping develop action plans.
Course description-design:
1.Importance of career choice. Professional orientation development history. Professional orientation in
Latvia and adroad.
2.Career choice in different ages. Factors and circumstances influencing effective choice of profession.
3.Interests and their research techniques, kinds of activities. Skills and abilities effecting Professional
choice. Tests and methodics.
4.Charecter, temperaments, self-evaluation, decision making. Kinds of vocational counseling:
informative, diagnostical, psychological, psychologically pedagogical, medical and group counseling.
5.Research of psychophysiological characteristics and their application in vocational counseling.
6.Personnel selection. Different kinds of seelection.
7. Work with unemployed (individual and group).
8.Career planning.
9. Concepts of career choice in Latvia.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Пряжников, Н.С. (1997) Психологический смысл труда.- Москва, Воронеж.: «Институт
практической психологии»
Reference literature (02- course books)
1. Educational and Vocational Guidance. Bulletin. IAEVG (In ternational Association for Educational
and Vocational Guidance), Published by the International Association for Educational and Vocational
Guidance, 2002.
2. Nilsson, P., Akerblom, P. (1999) Career Life Counselling - A Future Counselling Method?
Past-Present-Future come together in counselling. - Samhall Midland AB, Ostersund
Reference literature (03- additional literature)
1. Profesiju klasifikators. Latvijas Republikas normatīvie dokumenti.- Rīga: BO VSIA „Latvijas vēstnesis”,
2002
2. Daudzpusīgā intelekta teorijas skola. Pieredzes materiāls.-Rīga: Avots, 2000
3. Пряжников, Н.С. (1997) Игровые профориентационные упражнения.- Москва.:Изд-во
«Институт практической психологии»
4. Дружинин, В.Н. (2000) Психология общих способностей. – Санкт-Петербург: Питер
118
Study Programme Course Description
Course title
Credit points
ECTS Credit points
Contact hours
Individual work
Field of science
Field of sub- science
Advertisement psychology
2
3
40
40
Psychology
Social psychology
Course lecturer:
Margarita Gorjacheva
Course annotation:
Acquisition of this course facilities development of communication skills by students of psychology on
the basis of an example of psychological aspect of advertising activity. Inform students about main
advertisement forms.
Course description-design:
1.Advertising psychological subject. Advertisement history, role in society, targets and functions, forms
and possibilities of placement, law and ethic aspects.
2.Advertisement psychology theories, methods and models. Advertisement psychology theory structure.
Research methods in advertisement psychology. Evaluation and analysis of advertisement success.
3.Perception processes in advertisement psychology. Preconditions of advertisement perception.
Subconsciously perceived irritation usage possibilities in advertisement. Interrelation between perception
and emotional process.
4.Acquisition and preservation of advertisement content. Concepts of cognitive study theory usage in
advertisement creation.
5.Image of advertised object. Change of concepts using advertisements. Positioning of image.
6. Social factor in effect of advertisement. Decision-making group. Mass media. Personal communication
as intermediary of advertisement content.
7.Psychological aspects of self-advertising. Personality and self-advertisement. People behaviour strategy
in the content of self-advertising.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1.Уэллс, У.\ Бернет, Дж. \ Mopuapтu, С. Реклама - теория и практика СПб., 1999.
2.Veide M. Reklāmas psiholoģija. Jumava, 2006.
Reference literature (02- course books)
1.Wilmshurst,J. \ Mackay, A. The fundamentāls of advertising.- Oxford, 1999.
2.Лебедев - Любимов,А. Психология рекламы.- СПб., 2002.
3.Berger,R. Advertising today.- London, NY., 2001.
Reference literature (03- additional literature)
1.Pētersons, R. Reklāmas psiholoģiskie pamati un organizācija.- R., 1933.
2.Denisons,D. \ Tobi,L. Ievads reklāmā.- R., 2000.
119
Study Programme Course Description
Course title
Credit points
ECTS Credit points
Contact hours
Individual work
Field of science
Field of sub- science
Health psychology
2
3
40
40
Psychology
Clinical psychology
Course lecturers:
Jelena Arnese-Lihachova
Course annotation:
Research of those psychological and social factors that are directly connected with health and influence it.
Show the connection of the psychic and somatic, both from the point of view of health (norm) and
decease (pathology). Analyze of didactogenic and iatrogenic illness – cases of psychic and somatic
correlation – cases.
Course description-design:
1.Concept of psychosomatics, historical aspects of problem research.
2. Principles of human organism functioning – central and peripheral nerve system.
3. Periferal nerve system – structure, functions, problems.
4. Research methods of peripheral nerve system.
5. Connection between psychosomatic and peripheral system, personality and psychosomatics.
6. Emotions, stress, its influence on psychosomatic symptoms.
7. Conception of psychosomatic illness and disorders.
8. Work of practical psychologist with the psychosomatic patients.
9. Psychodynamic psychotherapy working with psychosomatics.
10.Group psychotherapy in cases of psychosomatic illness.
11.Positive psychotherapy, its relation to psychosomatics.
12. Main psychosomatic illnesses: high pressure, alcer, fathness, anorexy etc.
13. Psychological correction. The method of „biological feedback”.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Pipere, A. (2005) Veselības psiholoģij:Cilvēks. Vide. Perspektīvas:mācību līdzeklis/Anita Pipere; rec. Irene
Kokina {u.c.}.- Daugavpils: Saule, 2005
2. Гарбузов В. И. (1999) Практическая психология. – С-Петербург
Reference literature (02- course books)
1. Пезешкиан Н. (2000) Психосоматика и позитивная психотерапия. - Москва: Медицина,
Reference literature (03- additional literature)
1. Тополянский В. Д., Струвальская М. Д. (2001) Психосоматические расстройства. М.: Мед
2. Семинар с доктором Милтоном Г. Эриксоном.(1999) М.
3. Rabavilas A., Vaslomatzis G. (2004) The Edge of Experience: Borderline and Psychosomatic
Patients in Clinical Practice. - Karnac Books
4. Roes, N.A. (2002) Solutions for the “Treatment Resistant”. Addicted Client: Therapeutic
Techniques for Engaging Difficult. – London: Harsorth
120
Study Programme Course Description
Course title
Credit points
ECTS Credit points
Contact hours
Individual work
Field of science
Field of sub- science
Psychology of sexuality and sexual relations
2
3
40
40
Psychology
Clinical psychology
Course lecturer:
Nikolaj Shcherbakovs
Course annotation:
Inform students about the main sexual expressions (norm, pathology, forms of man’s sexual life,
psychological research methods in sexology, sexual disorders). In the frames of this course students
receive the concept of sexual disharmony and of psychological help in disorders cases.
Course description-design:
1.Introduction to sexology. Sexology development history. Concept of norm in sexology.
Individual and partner norms.
2. Expressions of sexuality. Person’s sexual life. Family development.
3. Men and women sexual expressions. Main sexological fenomena.
4. Psychology of sexuality.
5. Psychosexuality development. Psychosexual development disorders.
6. Men and women sexual disorders.
7. Sexual deviation. Sexual crime – agression and violence.
8. Atipical sexual orientation – homosexuality.
9. Sexual disorders therapy. Methods of couple research.
10. Psychotherapy of family sexual disfunction. Sexual therapy.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Каприо Ф. (2000) Многообразие сексуального поведения. – М.
2. Human Sexuality. (2002) William H. Masters, Virginia E, Johnson, Robert C. Kolodny. –
Published by arrangement with Harper Collins College Publishers
Reference literature (02- course books)
1. Кон И.С. (1999) Введение в сексологию. М.
2. Masters W., Johanson V., Kolodny R. (2000) Human sexuality/IV addition Harper Collins
Publihers
Reference literature (03- additional literature)
1. Ногаев А.В. (2000) В лабиринтах сексуального многообразия, - М.
2. Владимир Доморацкий (2009) «Медицинская сексология и психотерапия сексуальных
расстройств» Издат:Академический проект,Культура.
121
Study Programme Course Description
Course title
Credit points
ECTS Credit points
Contact hours
Individual work
Field of science
Field of sub- science
Psychology of retarded children
2
3
40
40
Psychology
Clinical psychology
Course lecturer:
Skaidrite Liepina
Course annotation:
The aim of the course is to introduce students to the conception of disorders of mental development, causes, clinical
forms, levels and structures of disorders that cause the appropriate individual method of research of mental
development, as well as the necessity of selection of methods of the appropriate psychologically pedagogical
corrections or compensations.
Course description-design:
1. Study of Psychology of retarded children.
2. Clinical forms of disorders of mental development, causes of disorders. Characteristics of nervous
system disorders.
3. Levels of disorders of mental development, its classification of 20th century and the beginning of 21st
century.
4. Distinctive features of mental disorders and their manifestations.
5. Characteristics of cognitive processes (sensation, perception, memory, mentation) of children with
retarded mental development.
6. Particularities of language acquirement.
7. Characteristics of attention and activity.
8. Particularities of formation of the retarded children’s individuality.
9. Characteristics of emotional sphere and the sphere of volition.
10. Specifity of psychologist and social pedagogue’s activities.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Liepiņa, S. 92008) Speciālā psiholoģija.- R.,; RaKa, 2. izd., 397 lpp.
2. Петрова, В., Белякова, И. (2002) Психология умственно отсталых школьников.- М.,
Academia,
Reference literature (02- course books)
1. Выготский, Л. (2003) Основы дефектологии. СПб.: Лань
Reference literature (03- additional literature)
1. Abnormal Psychology. An Intergrative Approach. David H.Barlow. New York: International
Thomson Publishing Company, 2002.
2. Commer, R. (2002) Fundamental of Abnormal Psychology. 3rd edition. New York: Princetown
Publishers
3. Аномальное развитие ребенка. Хрестоматия./Сост.В.М.Астапов, М., 2002.
4. Основы специальной психологии:Учебное пособие для студентов. Под ред.
Л.В.Кузнецовой.М., (2006) Academia
122
5. Иванов, Е., Исаев, Д. (2001) Умственная отсталость. СПб.
6. Специальная психология. (2006) Под ред. В.М.Лубовского, М., Academia
7. Усанова, О. (2006) Специальная психология. СПб., Питер
123
Study Programme Course Description
Course title
Credits points
ECTS credit points
Contact hours
Individual work
Field of science
Sub-field of science
Introduction to psychiatry
2
3
40
40
Medicine
Psychiatry
Course lecturer:
Nikolaj Schcherbakovs
Course annotation:
This is a course that will allow to acquaint students with the main expressions (symptoms nd syndromes) of psychic
dysfunctions, with terminology, principles of advisory interviews, with diagnostic elements of psychic dysfunctions
within psychological consultations.
Course description-plan:
1. Introduction to psychiatry. Science about historical development of psychic dysfunctions.
2.Inspection of mentally ill people.
3.Neurotic syndromes. Conflicts. Types of psychological protection
4. Affective dysfunctions: depressions, manias.
5.Delirium dysfunctions: paranoia, paranoid.
6.Dysfunctions of perception — illusions.
7.Dysfunctions of will and movement sphere (catatonic dysfunctions).
8.Stunned consciousness syndrome.
9.Schizophrenia ― the beginning, process, types, results.
10.Epilepsy (types, process).
11.Neuroses. Psychopathy.
12.Mental illnesses of late age.
13.Psychic dysfunctions of chronic alcoholic and drug poisoning.
14.Reactive states.
15.Classification of psychic dysfunctions — ICD— 10.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical
work, assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Kulbergs J. Dinamiskā psihiatrija, Rīga, Zvaigzne ABC, 2001.
2. Каплан Г.И., Сэдок Дж. Клиническая психиатрия. – 2 части. – М., 2000.
Reference literature (02- course books)
1. Harold I., Kapcars M.D., Benjamin I., Sadock M.D. Clinical psychiatry from svnopns of
Psychiatry. – Baltimore, Hongkong, London, Sydney: Williams&Wilkins, 1999.
2. Bolton, Derek “ What is mental disoders?” Oxford, New York: Oxford University Press,2008.
Reference literature (03- additional literature)
1.Eglītis I. Psihiatrija ārstiem nepsihiatriem. – R.: Zvaigzne, 1999.
2.Питер Б.Джонс, Питер Ф.Бакли «Шизофрения» Издат: МЕДпресс-информ,2008
124
3. Рой Портер «Краткая история безумия» Издат: Астраль,АСТ,2009.
4.Райнер Телле. Психиатрия. – Минск: «Вышэйшая школа», 1999.
125
Study Programme Course Description
Course title
Credit points
ECTS credit points
Contact hours
Individual work
Field of science
Sub-field of science
Psychology of deviant behaviour
2
3
40
40
Psychology
Clinical psychology
Course lecturer:
Nicolay Shcherbakovs
Course annotation:
Inform students about the situation according to the use of alcohol and drugs and their consequences both,
in Latvia and in the world. Expand the knowledge of students about causes why people start using
addictive substances and why it is difficult to resist them. With the growing tendency of drug and
psychotropic substance usage, students should be aware of effects and danger of these substances and
their use. Students should be aware of a bio-psychosocial approach in the system of assistance. Students
should master basic principles of interviewing addictive patients. Students have to be aware of the
Minnesota programme (a programme for psychological rehabilitation) designed for alcohol addicts in a
clinic. The curriculum should substantiate psychologist’s diverse and significant role in the rehabilitation
process of alcohol and drug addicts.
Course description-design:
1. Alcohol and drugs in Latvia and abroad.
2. Alcohol addiction as a medical problem.
3. Alcoholism as a family problem.
4. Alcoholism as feeling disease.
5. Symbol of postacute abstention.
6. Relapse preventive measures.
7. Clinical treatment of drug addiction.
8. Programs of psychotherapeutic assistance for chemically dependent in Latvia.
9. Alcohol and drugs at work place.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, essay, report of practical work,
assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1. Шорохова О.А. Жизненные ловушки зависимости и созависимости. – С.-Пб.: Речь, 2003
Reference literature (02- course books)
1. Substance Use and Misuse. Nature and Clinical Interventions./Red. G. Husein Rassool. – Blackwell
Science Science Ltd., 2000.
2. Roes N.A. Solutions for the „Treatment Resistant”. Addicted Client: Therapeutic
Techniques for Engaging difficult Clients. – London: Harsorth, 2002.
Reference literature (03- additional literature)
1. Maisto S., Galizio M., Connor I.G. Drug Use and Abuse. – Hbj College&School Div., 2001.
126
Study Programme Course Description
Course title
Credit points
ECTS credit points
Contact hours
Individual work
Field of science
Sub-field of science
Visual communication
2
3
40
40
Psychology
General psychology
Course lecturer:
Janis Mihailovs
Course annotation:
To provide aspects of cognition and non-verbal communication methods. To demonstrate dependence
connection between organisation level of image and emotional levels of influence of image.
Course description-design:
1. The concept of visual image (illustration, photography, picture, cinema, television), its origin, structure
and functioning in various forms.
2. Difference between cognitive and ontological sides of the image.
3. Positive and negative images (according to their influence on mental health).
4. Symbolical plans of images in literature, cinematography, and painting.
Requirements for obtaining credit points:
Regularity of attendance of classes no less than 75%, private work, tests, exam, essay, report of practical
work, assignments, public speaking, presentation.
Reference literature (01-teaching materials)
1.Стюарт, В. (1998) Работа с образами и символами в психологическом консультировании. – М.:
«Класс»
2. Forester, M. (2000) Psychology of the Image. – London: Routledge
Reference literature (02- course books)
1.Cadet, C., Charles, R., Galus, S.-Z. (2001)La Communication par l’image. – Paris, Ed. Nathan,
2.Meneghetti, A. (1999) L’immagine come l’alfabeto dell’ eneriga. – Roma
Reference literature (03- additional literature)
1.Hibnere, V., Grasmane, L. (2000) Bērna vizuālā darbība. – Rīga: “RaKa”
2.Ozoliņa, A., Vidnere, M. (1999) Māksla un pašatklāsme. – Rīga: “ABC”
127
Appendix Nr. 4
CVs OF ACADEMIC STAFF
128
CURRICULUM VITAE
Personal data
LUDMILA APSĪTE
Date of birth, place: December 7, 1945, Riga
Address: Eksporta 2a -21, Riga
Education:
1980 -1983
Latvian State University, Faculty of History and Philosophy, Sub-department of
Historical Materialism and History of Philosophy, post-graduate studies
1971 -1973
Moscow State University, Faculty of Philosophy
1969 -1971
Latvian State University, Faculty of History and Philosophy
Scientific degree:
1992.
Doctor of Philosophy (Dr.phil.)
1987
Candidate of Science (Cand. Sc.)
Academic titles:
1996
Member of the Humanitarian Academy of Sciences, St. Petersburg
1995
Associate professor, University of Latvia
Work experience:

2004 – up to now
associate professor, University of Latvia, Pedagogical and Psychological
Faculty, Department of Educational Science and Information Science

2002 – 2004
associate professor, University of Latvia, Pedagogical and Psychological
Faculty, Sub-department of Adult Education

1998 - 2000
associate professor, Riga Teacher Training and Educational Management
Academy

1994 - 2000
associate professor, Riga Humanitarian Institute

1991 - 2002
associate professor, University of Latvia, Faculty of History and Philosophy,
Sub-department of History of Philosophy

1988 - 1991
associate professor, Latvian State University, Faculty of History and Philosophy,
Sub-department of Dialectical and Historical Materialism


1983 - 1988
assistant professor, Latvian State University, Faculty of History and
1973 - 1983
Philosophy, Sub-department of Dialectical and Historical Materialism
head of study, Latvian State University, Faculty of History and Philosophy,
Sub-department of Historical Materialism and History of Philosophy
Teaching Experience:
Educational sociology. Educational science, Master’s study programme
129
Part A
4 credit
points
Cultural sociology. Educational science, Master’s study programme
Part A
4 credit
points
Identity in processes of social transformation. Educational science, Master’s Part B
study programme
2 credit
points
Philosophy. Library and information science, Bachelor’s study programme
Part A
4 credit
points
Fundamental philosophy. Professional Bachelor’s study programme Teacher
Part A
4 credit
points
Philosophy. International Higher School of Practical Psychology
2 credit
points.
Scientific activities:
2006 - 2007
Latvian Council of Science, grant No. 904
Academic activities:

Supervising and recensing Master’s thesis of students of University of Latvia, Pedagogical and
Psychological Faculty; supervising Doctor's thesis
Publications:
 Preface to lectures of M. Mamardashvili// Russian world and Latvia. Krievu pasaule un Latvija.
Русский мир и Латвия. Rīga 2006.

Problems of Culture and Freedom in Educational Philosophy (Russian language). //Literature and
culture: process, interaction, problems. Collection of scientific articles VII pp. 320-328. Daugavpils
2006.

Education in Latvia: Problems and Outlooks (Russian language) Presentation theses for the IV
Russian Philosophy Congress, Moscow 2005.

Educational Philosophy. Article for Globalistica: International Encyclopaedic Dictionary 2005.

Philosophy of West Europe of the 18th Century.// Philosophy of West Europe of the 14-16th century
R. 2000. 3 iesp.l.

Sophists, Socrat, the Socratic Schools.// Antique and Medieval Philosophy. R. 1997. 0,5 iesp.l.

Culture and Mankind in Kant’s Philosophy. Academy of Sciences,1990. 0,5 iesp.l.

Concept of Evolution of Culture in Kant’s Philosophy. LU 1990. 0,5 iesp.l.

Kant's Doctrine of methodological approach to cultures (Russian language). USSR Academy of
Sciences 1987. 1 iesp.l.
Ludmila Apsīte
November 30, 2009.
130
CURRICULUM VITAE
Personal data
ELENA ARNESE-LIHACHOVA
Date of birth, place: 29.01.1971, Riga
Address: 99-6 Jurmalas gatve, Riga, LV-1029, tel. 29716874, e-mail: arness@inbox.lv
Education:
 2000 – 2002
 1996 - 1998
 1992 - 1996
 1988 - 1990
 1986 - 1990
Latvian University, post-graduate course „Psychology”
Latvian University, bachelor’s degree in psychology
Institute of social Technology, speciality of psychologist
Riga medical school Nr.4
School Nr.30 of Northern military union (Poland)
Additional education:
2006 – up to now leader training in psychodrama, sociometering and group psychotherapy in
Moreno institute in Latvia
2002 – 2004
assistant qualification in psychodrama, sociometering and group
psychotherapy in Moreno institute in Latvia
Scientific degree:
Social science Master’s degree in psychology, Latvian University (2002)
Work experience:
 2003 – up to now International Higher school of practical psychology, lecturer
 1997 – 2007
State agency of narcology, psychologist
 1996 – up to now VSIA „Riga centre of psychiatry and narcology”, certified court expertise
psychologist
 1990 – 1996
„Linezers” clinics, nurse
Pedagogical experience:
 Developed and delivered study course „Clinical psychology” involved in SPPA bachelor’s
study program in „Psychology” (4 c.p.)
Participation in public and
professional organizations:
2002 – Latvian association of clinical psychologists, member
Courses:
2007 Study courses „International intelect research test by Woodcock-Johnson”, Riga;
2005, 2006 Courses of Latvian Police Academy „Protection of children rights”;
2005, 2006 Courses of Latvian police Academy „Psychologically pedagogical interaction with minors”;
2004 Courses of court psychological expertise „The Primary Course of Forensic psychological Examination”.
Language skills:
 Latvian language – good
 Russian language - fluent
 English language – colloqual skills
Additional information:
Experience in work with computer (MS Office)
Elena Arnese-Lihachova
29.04.2009
131
CURRICULUM VITAE
Personal data
ULDIS ĀBELE
Date of birth, place: December 11, 1971.
Addresse: Vangaļu ceļš 3g, Jelgava, LV-3003, 29636643
Education:
 2001 - 2006

1995 – 1997

1991 – 1995

1979 – 1990
Scientific degree:
Psychology (1997)
University of Latvia, Faculty of Pedagogy and Psychology, Doctor's study
programme
University of Latvia, Faculty of Pedagogy and Psychology, Master’s
Degree in Psychology, specialisation in Clinical Psychology
University of Latvia, Faculty of Pedagogy and Psychology, Bachelor’s
Degree in Psychology
Jelgava Secondary School No. 1, general secondary education
University of Latvia, Faculty of Pedagogy and Psychology, Master’s Degree in
Work experience:
 2009 – up to now Lecturer, Riga Teacher Training and Educational Management Academy;
study course „ Experimental method in psychology”, „ Personality research
methods”, „Psychometria”
 2001- up to now Private practice psychologist and psychotherapist, child and adult
psychological counseling, psychological research
 2001- up to now Psychologist, Child & Family Support Centre of Allaži; psychological
counselling, psychodiagnostics, , rehabilitation of victims of violence,
social adaptation programme for women victims of violence
Contract with Data Serviss, Ltd.. Development of research methods, data
 2007 - 2009
analysis and its presentation to clients, client counseling in designing and
developing a brand
Lecturer, Riga Teacher Training and Educational Management Academy;
 1998 – 2006
ctudy course „Experimental Psychology”
Head of Experimental Psychology Lab of Riga Teacher Training and
 2001. – 2006.
Educational Management Academy; laboratory development and
management, coordination of scientific work, methodical support of
studying process
Lecturer, International Practical Psychology Institute; study course
 2002 - 2005
„Experimental Psychology”
Counseling psychologist, Family Support Centre of Riga Teacher Training
 1998 – 2000
and Educational Management Academy; psychological counseling,
psychodiagnostics
Counseling psychologist, LU Psychological Aid Centre; psychological
 1997 – 2000
counselling, psychodiagnostics
Psychologists, Brasa Prison; psychological counseling, psychodiagnostics
 1995 – 1998
Academic activities:
132
1998 - 2006
Supervising Bachelor’s thesis and Master’s thesis of students. Central themes:
adaptation of psychological research methods, studying practically important
problems
Research work experience:

2007 - 2009

2006

2006

2006
Development of research methods, development of research methods of
individuality of brand archetype, research data analysis
Authorised representative of Riga Teacher Training and Educational
Management Academy, cooperation agreement with Road Traffic Safety
Department on research of development of pedestrian safety programme.
Qualitative and quantitative research. Developing and coordinating research
methods, data processing and analysis (SPSS), presentation of the research
reports
Head of research of Narcology State Agency, in the pilot study of Riga
Teacher Training and Educational Management Academy and Road Traffic
Safety Department called „Use of The Vienna Test System (VTS) in
medical examination of drivers”. VTS test administration, data processing and
analysis, and presentation for managers of Latvian narcology commission.
Adaptation of Mayer-Salovey-Caruso Emotional Intelligence Test in Latvia;
head of research group
Participation in projects:
 1998 - up to Developing and conducting psychological trainings and.
The most important and significant trainings: video trainings „Communication
now
with clients”, „Conflict solution”, „Specific features of interaction with
mentally unbalanced clients in workplace”
Head of the project „Significance of educators and work specificity in
 1998
children's home”
„Judgement and rehabilitation or cognitive abilities”(1999) – translation of
 1999
rehabilitation programmes for transgressors
 2005 - 2008 „Rehabilitation programme for women victims of violence”, developing,
coordinating the programme and psychological counseling
„Development of monitoring methodology of ethnic tolerance of society”,
 2008
expert, data collection and analysis
Trainings, qualifications:
Certified psychotherapist, register No. 0132,
 9.05.2008
(http://psihoterapija.lv/index.php/psihoterapeitu_registrs/)
Application training of The Woodcock-Johnson Tests of Cognitive Abilities
 02.2007
 1998 - 2003 French School of Psycho-Organic Analysis, specialisation “Psychotherapy for
children”
 1993 – 1998 French School of Psycho-Organic Analysis, basic education in psychotherapy
 2000 – 2001 Participation in seminars – set of practical lectures “Psychological counseling
(solution-oriented counseling course)”
Language skills:
 Latvian language – Mother tongue
 Russian language - fluent
 English language –good
133
Additional skills and abilities:
Computer skills: Ms Office, SPSS, Statistica
Uldis Ābele
November 1, 2009.
134
CURRICULUM VITAE
Personal data
SIGNE BIERANDE
Date of birth, place: 16.04.1971, Cesis, Latvia
Address: 115-10 Dzirnavu str., Riga, LV-1011, tel. 29469059
Education:
 2006 – up to now Latvia University of Agriculture, doctoral studies in Pedagogics
 2001 – 2003
University of Latvia, Faculty of Economics and Management , Master
studies in social sciences in social management
 1995 - 2000
High School of Pedagogy and Education Management, Higher professional
education, qualification of a psychologist
 1989 – 1991
University of Latvia, Faculty of Philology
 1986 – 1989
Secondary School of Priekuli, district of Cesis
Scientific degree:
Master degree in social sciences in social management (2003)
Work experience:
 2008 – up to now
 2002 – 2008




Money Planning Centre, manager
Client reception office of legal department of Riga
Municipality Agency "Rigas majoklis", department manager
2002 – up to now International Higher School of practical psychology, lecturer
2000 – 2002
Ministry of Education and Science of the Republic of Latvia, Minister
assistant.
1998 – 2000
„ULD” Ltd. Office executive, personnel department executive.
1993 – 1998
„MITA” stock company / secretary.
Pedagogical experience:
 delivers self-developed study course on „Work psychology” involved in SPPA bachelor’s study
program „Psychology” (2 c.p.);
 delivers self-developed study course on „Psychologist work specifics in organization” involved in
SPPA bachelor’s study program „Psychology” (2 c.p.);
 Course of lectures for Riga municipal formative educational seminārs on management psychology,
Riga, RM.
Reviewing:
 2007 Study methods „Goals and their achievements”, professional training program for teachers of
economics, Riga, LUMA, reviewer
 Study methods „Interaction”, Professional improvement program for teachers, „Career”, Riga, expert
Scientific work:
 Master’s paper „Satisfaction with labour among different employees in the state administration”
2003
 Doctor disertation theme „Possibility of lifelong studying for rural population of Latvia” (ready for
defence)
Publications:
135






Bierande S. (2008) Understanding motivation for lifelong studying// Society, motivation, education,
International scientific conference. Issue of publications.- Rēzekne: RA, 2008.
Bierande S., Aizsila A. (2007), Lifelong studying as a component of life experience.// 5th
International scientific conference. . Issue of publications. – Liepāja:LiePa – 5.-8. Lpp
Aizsila A., Bierande S.(2007) Problems and solutions of lifelong studying process.// Society,
motivation, education, International scientific conference. . Issue of publications.- Rēzekne: RA,
2007.
Bierande S. Lifelong studying or how to help yourself /Druva 2006. No. 139 (10184).
Bierande S. The key to labour market door / newspaper Latvijas Vēstnesis Plus 2006. No.1 27 (155).
Bierande S., Aizsila A. (2006) Necessity of providing lifelong studying support in the 21st century.//
The role of higher educational establishments in development of lifelong studying. Academic
conference abstracts collection. Rēzekne:RATC, 2006.
Participation in conferences:
 2009 International scientific conference „Society, integration, education”, Rezekne
 2008 International scientific conference „Society, integration, education”, Rezekne
 2007 Liepaja Pedagogical academy 5th International scientific conference „Pedagogy: theory and
practice”, Liepaja
 2007 International scientific conference „Society, integration, education”, Liepaja
 International University conference for doctors „Studies on research structure, methods and results”,
Riga, LU, PPF
Seminars, courses:
 2008 Seminar „Why company needs motivated employees?” Academy of communication
 2007 Seminar „Development of integration program in municioal with the participation of residents”,
Jelgava
 2005 Seminar „Resolving conflicts”, Rajos
 2003 Seminar „Staff management. Conflicts. Making decision”, Triviums
 2003 Study course „Public relations as communication management”, Academy of communication
Language skills:
 Latvian language – mother tongue
 Russian language – fluent
 English language – colloqual
Signe Bierande
15.02.2010
136
CURRICULUM VITAE
Personal data
MAIRA BLUSHA
Date of birth, place: 23.05.1961, Bauska region, Viesturi settlement, Latvia
Address: 198-40 Slokas str., Riga, LV-1067
Education:
 2002 – 2004

1995 – 2000


1979 - 1982
1979
Riga High School of Pedagogy and Education Management , Master Studies of
Social sciences in psychology
Riga High School of Pedagogy and Education Management, Faculty of
psychology, school and family psychologist
University of Latvia / Faculty of Philology
Bauska Secondary school Nr. 1
Additional education:
2006 – 2008 Humanistic and existencial psychology institute, speciality „Group
psychotherapy”, Lithuania
Scientific degree:
Master degree in psychology, 2004
Work experience::
 2005 – up to now
 2003 – up to now
 2000 – 2005
 1999 – 2000
 1990 – 1999



1989 – 1990
1982 – 1989
1980 - 1982
International Higher School of practical psychology, lecturer
Hanza secondary school, psychologist
Riga A.Pumpura elementary school Nr.11, psychologist
Publishers „Aplis”, director’s deputy, editor
District of Bauska, Methodist of the Centre of children and juveniles, head
of the Model School
District of Bauska SPK club, leader of artistic department
Bauska day-care centre „Saulīte”, teacher
Latvian TV and Radio committee / radio correspondent
Pedagogical experience:
 developed and delivered study course on „Introduction to professional activities” involved in SPPA
bachelor’s study program „Psychology” (1 c.p.);
 developed and delivered study course on „Personality psychology” involved in SPPA bachelor’s
study program „Psychology” (4 c.p.);
 developed and delivered study course on „Pedagogical psychology” involved in SPPA bachelor’s
study program „Psychology” (3 c.p.);
 developed and delivered study course on „Practical work with family” involved in SPPA postgraduate study program „Psychology” (2 c.p.);
 developed and delivered lectures and trainings for teachers „Modern teachers and pupils cooperation
formation considering pupils perception peculiarities, interests and needs”, organized by RD IJSD
IAN
Scientific work:
 Master paper “Dynamics and aspects of younger teen experience in comprehensive schools, coming
137
from the elementary into basic school” (RTTEMA (RPIVA)), 2004
Participation in public and
professional organizations:
 Latvian school psychologists association;

Baltic professional psychologists association
Publications:
 Article „Skolēnu pārdzīvojumi, pārejot no 4. uz 5. klasi” // „Skolotajs” Nr. 4., Raka, 2004
 „4. Klases skolēns ceļā uz pamaskolu”//”Skolotājs” Nr.3., Raka, 2004.g. jūnijs
Participation in conferences:
 Supervision basing on principles of existential therapy” SIC, moderator N. Ivanova, 2005, septemberdecember;
 „Creativity research and undoing” (RTTEMA (RPIVA)), 2004, november;
 Supervision basing on principles of existential therapy” SIC, moderator N. Ivanova, 2004, januaryMay;
 “Studies of kids with attention distraction in comprehensive school” (Riga), 2003, october
Courses:
 „Usage of sand therapy in critical situation”, SPMC „Vainode”, superviser T.Grabenko, 2007, may;
 Application training of cognitive game test by Woodcock-Johnson, IIA, superviser I.Paleja, 2006,
oktober;
 „Theory of family system and a short therapy aimed at problem solution”, SIC, superviser L.Ruperte,
2004, july.
Language skills:
 Latvian language – mother tongue
 Russian language – fluent
 English language – colloqual
Maira Blusha
12.02.2010
138
CURRICULUM VITAE
Personal data
LUDMILA DERJABO
Date of birth, place: 31.03.1968, Daugavpils
Address: Uzvaras 14-14, Baloži, Riga District, LV- 2128, t. 29597476
e-mail: ludmilader@inbox.lv
Education:
 2007 - 2009

2003 - 2007


1981- 1986
1971 – 1981
International Higher School of Practical Psychology, Faculty of Psychology,
Master’s degree in Psychology
International Higher School of Practical Psychology, Faculty of Psychology,
Bachelor’s degree in Psychology, qualification of practical psychologist
Riga Technical University, Faculty of Automatics and Computers Science
Daugavpils Mathematical School
Additional Education
 2002
RTU, Modern English for Baltic Adults (MEBA)
 2002
Baltic Computer Academy (improvement of professional skill)
 2000
International Correspondent Course (English language)
Scientific degree:
Master’s degree in Psychology, International Higher School of Practical Psychology (2009)
Work experience:
 2009 – up to now
 2009 - up to now
2009 – 2008.

2007 – 2009

2005- 2006

2003 – 2004

1998. – 2003.

1993. – 1998.

1988. – 1993.
139
International Higher School of Practical Psychology, lecturer
Private practice, consulting psychologist
Research project „Development of monitoring methods of social
ethnic tolerance (ESF Grant agreement No.: 2005/017-495-03-01/31/50), researcher
Research project Concerning cooperation in providing scientific
Study of the third cycle of OECD Programme for International Student
Assessment (SSNP 2007 – 2009)
Research project of Latvian Council of Science (LCS) No. 1-23/25,
No. 2188 Concerning cooperation in providing scientific
Study of the third cycle of OECD Programme for International Student
Assessment
(SSNP 2004 – 2007). (Translation of research tools and
adaptation to Russian language. First stage of data processing)
Research project of Latvian Council of Science (LCS) No. 1-23/98,
LU No. 2156, ‘Concerning cooperation aimed to provide
collaboration in scientific research projects of OECD Programme
for International Student Assessment’’. Tasks: translation of
research tools and adaptation to Russian language. First stage of
data processing
German-Latvian joint venture „RIKON-LG”, Ltd.,
business manager
German-Latvian joint venture „RIKON-LG”, Ltd.,
programmer (data base)
State special design bureau, ingeneer, microprocessor-based
computer programming

1987. – 1988.
RTU, laboratory assistant
Pedagogical experience:
 Designing and holding the study course „Methodology of a scientific study” involved in SPPA
bachelor’s study programme „Psychology”” (2 CP)
Scientific work:
Master's thesis „Notion of emotional comfort needs in marital relationships”
(2009)
Participation in public and
professional organizations
2006 – up to now Association ”Par garīgo veselību. SALUS”, member of the board
Publications:
Co-author of the book „Are we tolerant?” – Riga, 2008
Conferences:
 2008
Crisis and its consequences. Forms of psychological aids. International conference.
Seminars:
 2009
 2009






Psychological counseling using Internet technologies (V.Menovshikovs, Moscow)
Methods of family psychological counseling and diagnostics (I.Nikolska, St.
Petersburg)
2009
The Balint groups (I.Nikolska, St. Petersburg)
2008
Love and other interpersonal relationships (S.Petrushin, Russia)
2007
Family clinical psychology (I.Nikolska, St. Petersburg)
2008
Factors of psychologist work with shock trauma (E.Krasnovska, Maskava)
2006-2007 Seminar cycle (centre „Vaiņode”): 1)SMIL – method ; 2) Methods of dream
analysis; 3) Projective methods; 4) Elements of Orthodox psychology;
5) Professional burnout syndrome; 6) Psychology of stress. Diagnostics of stress
resistance.
2006 -2007 Posttraumatic syndrome: clinic, psychocorrection, work, psychotherapy
(I.Dobrjakov, I.Nikolska, St. Petersburg)
2005
Theoretical foundations un technological alphabet in understanding psychotherapy
(F.E. Vasiljuk, Moscow)
Qualification courses:

2005 – 2007 Short and long-term counselling in fairytale therapy (T.D. Zinkevich- Yevstigneyeva, St.
Petersburg). Qualification – fairytale therapeutist
Language skills:
 Latvian language – fluent
 Russian language – Mother tongue
 English language – fluent
Additional skills:
140
Windows 95/98/2000/XP, MS DOS, MS Word, MS Excel, MS PowerPoint, MS Internet Explorer, MS
Outlook, ACCOR , SPSS – professionally.
Ludmila Derjabo
27.11.2009
141
CURRICULUM VITAE
Personal data
MARGARITA GORJACHEVA
Date of birth, place: 01.02.1979, Riga
Address: 2-16 Upes str., Riga, tel. 29634655
Education:
 2001 – 2003

1997 – 2001

1997 – 2001


1994 – 1997
1986 – 1994
Latvian University, post-graduate course, speciality – organizational
psychologist
International Higher School of practical psychology, bachelor’s degree in
psychology and qualification of practical psychologist
Riga Higher school of pedagogy and educational management, speciality –
school and family psychologist
Riga secondary school No. 16
Riga French lycee
Additional education:
 1998 – 2000 Certified group psychotherapy, study program „Human study center”,
Lithuania (G. Homentauskas)
 1986 – 1994 Piano department of Jazep Medinsh music school
Scientific degree:
Social science master’s degree in psychology (2003)
Work experience:
 2008 – up to now
 2007 – up to now
 2003 – up to now
 2002 – 2006
 2003 – 2004
International Higher School of practical psychology, lecturer
„Sadko” children development centre, director
International Higher School of practical psychology, lecturer
„Dara” psychological centre, councellor
„Latvian Loto”, organizational psychologist
Pedagogical experience:
 delivers self-developed study course on „Management psychology” involved in SPPA bachelor’s
study program „Psychology” (2 c.p.);
 delivers self-developed study course on „Career choice” involved in SPPA bachelor’s study program
„Psychology” (2 c.p.);
 delivers self-developed study course on „Advertisement psychology” involved in SPPA bachelor’s
study program „Psychology” (2 c.p.).
Scientific work:
Master’s thesis „The effect of musical therapy on man’s behaviour” (2003)
Participation in public and
professional organizations:
 Baltic psychological councelling association, member
 International Academy of psychological science, member-correspondent
142
Titles and awards:
Awarded with honorary deed for input in psychological development (International Academy
of psychological science), 2007
Publications:
 M.Gorjacheva Under the mask. Hide or reveal? The world of psychology, Riga, 2003
 M.Gorjacheva Musical therapy as anxiety regulator. Herald of integration psychology, 1, 35-38, 2003
Participation in conferences:
 Conference „Practical aspects of integration psychology”, Jaroslavl, Russia, 2007;
 International summer Art Therapy conference. Riga, 2005. Practical aspects of integrative
psychology;
 International summer Art Therapy conference (Riga, 2003). Music theory and praxis. Presentation of
music therapy research results.
Courses:
 2004 – 2006 Qualification rising in integration psychology at the International Academy of
psychological science.
Language skills:
 Latvian language – upper intermediate
 Russian language – mother tongue
 English language – colloqual
 French language - colloqual
Margarita Gorjacheva
143
CURRICULUM VITAE
Personal data
NATALIJA IVANOVA
Date of birth, place: 17.08.1958, Riga
Address: 16-25 Eksporta str., Riga, LV-1010, tel. 26517229
Education:
 1991 – 1994
 1989 – 1990

1976 - 1981
Moscow State University, post-graduate
Moscow State University, Faculty of psychology, psychologist in educational
system
Kostroma Pedagogy Institute, Faculty of History and Pedagogy
Additional education:
 2005 – 2006 Institute of humanistic and existencial psychology (Lithuania), superviser
program, superviser of existential psychotherapy
 1996 – 2001 Institute of humanistic and existencial psychology (Lithuania), existencial
psychotherapist
Scientific degree:
Doctor of Philosophy in Psychology (1994)
Academic title:
International Higher School of practical psychology, docent (2002, 2008)
Work experience::
 1995– up to now International Higher School of practical psychology, lecturer
 1999 –up to now Latvian Practical psychologists association and Latvian School
psychologists association, superviser
 2005 – up to now Institute of humanistic and existencial psychology , superviser and
psychotherapist
 2003 – up to now Psychological support association „Vigor”, scientific adviser
 2003 – 2005
Family psychological support centre „RenessanseS”, scientific adviser
 1996 – 2003
Riga Secondary school Nr.32, psychologist
 1995 – 1996
Riga 1st elementary school, psychologist
 1992 – 1994
Russian Education Academy, Institute of Pedagogy Innovation, new
scientific co-worker
 1990 – 1991
Riga 1st elementary school, psychologist
Pedagogical experience:
 developed and delivered study course on „Developmental psychology” involved in SPPA bachelor study
program „Psychology” (10 c.p.);
 developed and delivered study course on „Psychology of person’s life” involved in SPPA master study
program „Counselling psychology” (1 c.p.);
 developed and delivered study course on „Basics of psychological counselling” involved in SPPA bachelor
study program „Psychology” (4 c.p.) and „Psychological counselling” in master programs (4 c.p.);
 developed and delivered study course on „Introduction to practical psychology ” involved in SPPA bachelor
study program „Psychology” (2 c.p.);
 developed and delivered study course on „Specifics of practical psychology: fields of activities, tasks,
evaluation criteria” involved in SPPA master study program in psychology” (2 c.p.);
 developed and delivered study course on „Art therapy and its basics” involved in SPPA bachelor study
program „Psychology” (2 c.p.) and master study program „Counselling psychology” (2 c.p.);
 developed and delivered study course on „Interviews and observance methods in activities of psychologists”
144
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involved in bachelor study program „Psychology” (1 c.p.);
developed and delivered study course on „Impathic listening” involved in bachelor study program
„Psychology” (1 c.p.);
developed and delivered study course on „Psychological help to people experiencing loss” involved in master
study program in „Counselling psychology” (1 c.p.).
Scientific work:
 Ministry of Education and Science grant „Specifics of personality conception about self-realization possibilities
and one-self in multicultural society (in the age of teens and maturity)” moderator (2003 – 2004)
Scientific advisory:
 Adviser of 1 promotion work (University of Latvia), adviser of masters works (IHSPP – 23, LU – 3, RPIVA –
3)
Participation in public and
professional organizations:
 IHSPP Senate member
 IHSPP Dome member
 Institute of humanistic and existencial psychology (Lithuania), superviser
 International scientific practical conference committee, Astrakhan, Russia, 2007, member
 Superviser of Latvian Professional psychologists association and member of certification commission
 Latvian school psychologists association, superviser
 Psychological support centre „Vigor”, scientific councellor
Publications:
 I-conception:unidimensional and multidimensional models: theoretical aspects and methods of research
(coauthor J.Ļevina), 2010,
 Gifts of Arteck life. Psychological view on Arteck pedagogy //Collection «Pedagogical journey to Arteck”
Simpheropol, 2010,
 Supervision as developing educational space for professionals.// Psychological councelling and psychotherapy:
scientific, age, cultural crossroads. Materials of international scientific practical conference, Astrakhan, 2007,
67-69;
 Supervision as a dialogue developing space for professionals// Psychology of interaction: humanism training.
Materials of international scientific practical conference, Moscow, 2007, 206-209;
 „Specificity of self-actualization of teachers with different directions of professional activity”.//ATEE Spring
University. Conference „Teacher of the 21st century: Quality Education for Teaching.2006.”
 “Supervision as a developing educational sphere of professionals”.//ATEE Spring University. Conference
„Teacher of the 21st century: Quality Education for Teaching. 2006.”
 “Supervision of the work of a psychologist-consultant: essence, important functions and meaning”.//World of
Psychology, 2003 No.9.
 “How to help a client to define a psychotherapeutic aim”// Moscow psychotherapeutic journal, 2004, No.1.
 „How to help a client to define a psychotherapeutic aim”// Existential Dimension in Counseling and
Psychotherapy”, Lithuania, Birstonas, 2003, pp.136-156.
 “Solution of a valuable contradiction as a condition for the personal development of a teacher”//Changing
education in a changing society. ATEE Spring University, Riga, LU, 2003, pp. 94-100.
Participation in conferences:
 „Going through a crisis after having a stroke and possibilities of psychological rehabilitation”. // LAPP
scientific practical conference „Crisis and its effects. Forms of psychological aid.” Riga, 2008.
 „Supervision as a dialogue developing space for professionals”.// Communication Psychology: humanism
training. Materials of international scientific practical conference, Moscow, 2007.
 Dynamics of orientation of teachers’ values. What makes a modern teacher feel funny or sad?// Man's
renaissance.// 2nd International humanitarian forum. Ukraine, Artek, 2007.
145
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„Supervision as developing educational space for professionals”.// Psychological counseling and
psychotherapy: at the cross-roads of sciences, epoches and cultures. International scientific practical
conference. Astrakhan, Russia, 2007.
Possibilities of psychological support for educational organisations. //LAPP conference „ Problems of
professional activities of psychologists in social care and education organisations” Rīga, 2007.
Specificity of self-actualization of teachers with different directions of professional activity. // ATEE Spring
University. Conference „Teacher of the 21st century: Quality Education for Teaching.”, 2006.
Supervision as development educational activity of professionals. // ATEE Spring University. Conference
„Teacher of the 21st century: Quality Education for Teaching.”, 2006.
The meaning of life events in person’s past, present and future experience. //IHSPP scientific conference
„Events in the context of life race”, 2004.
Conference „Existential Dimension in Counseling and Psychotherapy”, Lithuania, Birstonas 2004.
ATEE Spring University. Conference „Changing Education in a Changing Society”, Riga (2003).
Improvement of professional skills:
 Seminar “Using art therapy methods in individual and group work” (20 hiurs), 2009.
 Seminar “Theory and practice of psychological counseling” (20 hours), 2008.
 Seminar “Specific characters of psychologist work with shock trauma” (16 hours), 2008.
 Theoretical practical seminar “Focusing on psychological counseling” (16 hours), 2007.
 Existential therapy supervisor training programme (290 hours), 2005-2006.
 Seminar „Psychological security and coping behaviour” (40 hours), 2005.
 Seminar „ Personality life goals and needs” (32 hours), 2003.
 Course of Eastern Europe Association for existential therapy “Existential therapy with capabilities of children
and teenagers (22 hours), 2002.
 Seminar „Relationships between parents and children in counseling practice” (Adler's theory of Individual
Psychology) under the supervision of specialists from the USA and Switzerland (95 hours), 2000 – 2001.
 Seminar-workshop of E.Chesnokova un A.Lihtarnikov (Hertzen State Pedagogical University, St. Petersburg)
„Principles of counseling. Method of problem focusing” (240 hours), 1999 – 2001.
 Institute of Humanistic and Existential Psychology, course „Existential psychotherapy: professional standard”
(1340 hours), 1996 – 2001.
Language skills:
 Latvian language – fluent
 Russian language – mother tongue
 English language – colloquial
Natalija Ivanova
18.02.2010
146
CURRICULUM VITAE
Personal data
MARINA KAMISHANE
Date of birth, place: 08.04.1951, Vladivostock, Russia
Address: 2-54 Atputas str., Riga, tel. 26176523
Education:
1970 – 1975
Work experience:
 2003, 2009
 1995 - 2000
 1993 – 2001
 1995 – 1997
 1992 – 1996
 1989 – 1997



1977 – 1993
1976 – 1977
1975 – 1980
Moscow State University, Faculty of psychology, psychologist, psychology
teacher
International Higher School of practical psychology, lecturer
International Higher School of practical psychology, lector
Social Technology High School , lecturer
Riga Aviation Institute, International commercial college, lecturer
Psychology help office / practical psychologist
Institute of improvement of professional skills of national economy leaders,
Department of Management High school, practical psychologist, diagnosis
leader and consultant
Riga Polytechnical Institute (Riga Technical University), leading specialist.
Riga technical aviation school ,head of psychology laboratory
Conservatorium of Latvia, lecturer
Pedagogical experience:
 developed and delivered study course on „Personality research methods” involved in SPPA bachelor’s
study program „Psychology” (4 c.p.);
 developed and delivered study course on „Methodology of psychological research and valuation”
involved in SPPA bachelor’s study program „Psychology” (2 c.p.);
 developed and delivered study course on „Psychodiagnostics in practical psychologist activities”
involved in SPPA master study program „Psychology” (2 c.p.).
Participation in public and
professional organizations:
Latvian association of Professional psychologists, member, supervisor
Participation in conferences:
 Seminar-training „Usage of art therapy methods in individual and group work”, superviser
V.Kokorenko (St.-Peterburg), Riga, 2009;
 Seminar-training „Technology of humanism: coaching and psychotherapy in the XXI century”,
superviser I.Schonebeck (Germany), Riga, 2009;
 Seminar-training „Psychosomatic disorders with children and teenagers. Peculiarities of
neuropsychological correction in work with such clients”, superviser J. Schevchenko, V.Kornejeva
(Moscow), Riga, 2009;
 Seminar-training „Usage of psychodrama methods in individual counselling”, superviser V.Semjonov
(Moscow), Riga, 2008;
 Seminar „Comprehension as peculiarity, its diagnostics and development”, superviser N. Amjaga
147
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


(Moscow), Riga, 2008;
Seminar-training „Theory and practice of psychological counselling”, I.Nikolskaya (Moscow), Riga,
2008;
Seminar „Agression and autoagression:clinical-psychological aspects”, superviser A.Jegorov (St.Peterburg), Riga, 2008;
„Psychological security and coping-behaviour” – I.Nikolska, 2005;
„Psychological development” – I.Dobrjakow (St.-Petersburg), 2005;
„Educational and projective games in sand, sand and tale therapy” – T.Zinkevicha-Jevstignejeva,
T.Grabenko (St.-Petersburg), 2004;
Seminar „Theory and praxis of life scenario change”, moderator V.Jesaulovs (Moscow), Riga, 2003;
Seminar „Psychotherapy of eating habits”, moderator V.Jesaulow (Moscow), Riga, 2003;
Seminar „Personality: crisis conditions, diagnosis methods, correction of overcoming”, moderator
V.Kozlow (Yaroslavl), Riga, 2003;
Seminar „Methodology and praxis of correction work organization”, moderator O.Karabanova
(Moscow), Riga, 2003.
Language skills:
 Latvian language – fluent
 Russian language – mother tongue
 English language – colloqual
Marina Kamishane
18.02.2010
148
CURRICULUM VITAE
Personal data
SVETLANA KOLADKO
Date of birth, place: 02.07.1961, Russia
Address: 21-1 Baznicas str., Jurmala, tel. 29517795
Education:
 1999 – 2001 Post-graduate course in the University of Latvia
 1992 – 1995 International Higher School of practical psychology, faculty of psychology,
degree of bachelor in psychology, qualification of practical psychologist
1985 - 1987 Clinical hospital, doctor
1975 – 1985 Riga medical institute, paedriatrician
Scientific degree:
Master’s degree of social science in psychology (2001)
Work experience:
 2003, 2009 International Higher School of practical psychology, lecturer
 2001 – up to now International Higher School of practical psychology, lecturer
 2002 – up to now SIA „Telegrup”, concelling psychologist
 1991 – 2003 „Gailezers” hospital, manager of rehabilitation department
 1987 – 1991 „Gailezers” hospital, doctor
Pedagogical experience:
 delivers self-developed study course „Practical Work with the family” involved in SPPA bachelor’s study
program in „Psychology” (2 c.p.);
 delivers self-developed study course „Anatomy and Physiology” involved in SPPA bachelor’s study program
in „Psychology” (2 c.p.);
 delivers self-developed study course „Psychopsysiology” involved in SPPA bachelor’s study program in
„Psychology” (2 c.p.);
 delivers self-developed study course „Basics of neuropsychology” involved in SPPA bachelor’s study program
in „Psychology” (2 c.p.);
 delivers self-developed study course „Clinical psychology” involved in SPPA bachelor’s study program in
„Psychology” (4 c.p.).
Participation in public and
professonal organizations:
1996 – up to now Baltic association of practical psychologists, member
Participation in conferences:
 2009. – „Art to be in form. Two sides of life – health and desease” Conference “Masterprojekts”, INSPP, Rīga
 2008. - Methods of compression of study material Festival of metodic projects, IHSPP, Rīga
Language skills:
 Latvian language – fluent
 Russian language - mother tongue
 English language – colloqual skills
Additional skills:
Computer skills (MS Word, MS Excel, Internet)
Driver’s licence of B category
12.02.2010
149
Svetlana Koladko
CURRICULUM VITAE
Personal data
JELENA KORSAKOVA
Date of birth, place: 02.06.1953, Krievija
Address: 5-22 Talavas gatve, Riga, LV-1029, tel. 26800084
Education:
 1981 – 1985 Moscow Academy of Pedagogical Science, general and pedagogical psychology,
post-graduate course
 1971 – 1976 Jaroslavl State University, faculty of psychology, psychologist, lecturer
Additional education:
2006 Latvian Christian academy, distant course „Creation of positive environment in work
with children”
2002 Moscow State Pedagogical University, distant course „schoolchildren research and
correction work”
Scientific degrees:
2007 Doctor of science in psychology
2007 International Psychology Science Academy, correspondent member
Work experience:
 2008 – up to now International Higher School of practical psychology
 1991 – 2007
Riga secondary schools (Nr. 68, 76, 96), psychologist, teacher
 1978 – 1990
Riga economic institute, senior lecturer
 1975 – 1978
Jaroslavl State University, laboratory of psychological faculty, assistant
 1970 – 1971
Jaroslavl Medical institute, laboratory, laboratory worker
Pedagogical experience:
 developed and delivered study course „Pedagogical psychology” involved in SPPA bachelor’s study program
in „Psychology” (3 c.p.);
 developed and delivered study course „History of psychology” involved in SPPA bachelor’s study program in
„Psychology” (2 c.p.).
Scientific research:
Promotion work „Activisation of social psychological activity circumstances with secondary
school pupils”. (2007)
Main publications:
2006 J.I.Korsakova, O.V. Kamalova „Study activities in the form of collective gametraining”, Jaroslavl –Minsk
2006 J.I.Korsakova, V.V.Novikov „School lesson as means of group integration formation”,
Jaroslavl – Minsk, MAPN, JarGU
Participation in conferences:
2009 International scientific research conference „Psychology, business and social work
perspectives in modern Europe”, Riga
2006 International scientific research conference „Contemporary problems in integrative
psychology”, Jaroslavl, Moscow
Language skills:
 Latvian language – fluent
 Russian language - mother tongue
 English language – fluent
150
Jelena Korsakova
CURRICULUM VITAE
Personal data
INARA KRUMIŅA
Date of birth, place: 14.10.1942, Riga
Address: Dzelzavas iela 101-27, Riga, LV-1084, t. 29400747
Education:
 1964 - 1969 Leningrad State University, Faculty of psychology, psychologist
Scientific degree:
Doctor of Psychology (1992)
Work experience:
 2010 – up to now International Higher School of Practical Psychology, associate professor
 2003 – 2009 University of Latvia, associate professor
 1996 - 2003 University of Latvia, associate professor
 1983.- 1996 University of Latvia, Faculty of Education and Psychology, associate professor
Pedagogical experience:
 Developed and conducted the study courses of University of Latvia, Faculty of Education and
Psychology, Department of Psychology: „General psychology”, „Processes of knowledge in
psychology”, „Developmental diagnostics of personality and group”, „Practical works in cognitive
psychology”.
Scientific activities:
 2003 – 2005 grant „Emotional, intellectual and social processes in cognitive activities and cognitive
quality” (supervised by I.Tunne, associate professor);
 2000 – 2003 grant supervisor of Features of personal development in multicultural society un
intercultural researches.
Academic advising:
Supervision of 5 doctoral candidates works in Pedagogy
Membership in social and professional organisations:
 Latvian Professional Psychologists Association, member
 Latvian Professional Psychologists Association, chairman of certification psychology commission
Honorary title, awards:
 Gratitude of Den of Faculty of Pedagogy and Psychology, University of Latvia, 2009;
 Gratitude of head of the University of Latvia in 2002, 2004, 2007 (silver order of honour pink).
Publications:
 Written part about Dz.Meikšāne „Epoch and personality” Collection of nine articles. RaKa 2008, pp.
295 – 296.
 Marina Čigarina, Ināra Krūmiņa. Self-sentiment of teachers’ children at school. ATEE Spring
University Riga 2006, pp. 871- 876.
151
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Hadaņonoka I., Krūmiņa I., Sloka A., Vidnere M. Integration of children with language system
impairments into society. Family and school psychology. 2005. H 2 March/April pp. 14-18; 2005 H 3
May/June pp. 21-26.
I.Krūmiņa, I.Tunne, A.Lasmane, A.Ābele Personal development in multicultural society, RTU, Rīga,
2003
Participation in conferences:
 Conference 67, University of Latvia, „Integration of psychological principles in psychological
pedagogy”, Rīga, 2009
 Participation in A.Ananyev reading, Saint Petersburg, Russia, 2006
 International reading of doctoral candidates works, Saint Petersburg State University, 2004
 Conference Teachers, Students and Pupils in Learning Society, Riga, May 2-3 2003
Language skills:
 Latvian language – Mother tongue
 Russian language - fluent
 English language – good
Ināra Krūmiņa
February 15, 2010.
152
CURRICULUM VITAE
Personal data
DACE LAPINA
Date of birth, place: 06.11.1971, Jekabpils region, Kalna settlement, Latvia
Address: 1-91 Aviacijas str., Riga, tel. 28260476
Education:
 2002 – 2004

1990 – 1995

1987 - 1990
Riga Teacher Training and Educational Management Academy, Master Studies
in Psychology
University of Latvia, Faculty of Psychology, bachelor’s degree in psychology,
qualification psychologist
Jekabpils state gymnasium
Scientific degree:
Master Degree of Social Sciences in Psychology (2004)
Work experience::
 2008 – up to now International Higher School of practical psychology, Psychological service,
director
 2008 – up to now Contract works for Riga Dome education, youth and sport department
 2007 – up to now International Higher School of practical psychology, lecturer
 2007 – up to now Representation of European commission in Latvia, group training superviser
 2006 – up to now Travelling company „TEZ TOUR”, group therapy superviser
 2005 – up to now International Higher School of practical psychology, lecturer
 1999 – up to now psichologist-counsellor
 2001 – 2004
Contract works for Riga School Board
 1995 – 2006
Riga evening gymnasium, psychologist and teacher
Pedagogical experience:
 developed and delivered study course on „Development psychology” involved in SPPA bachelor’s
study program „Psychology” (10 c.p.);
 developed and delivered study course on „General psychology” involved in SPPA bachelor’s study
program „Psychology” (10 c.p.);
 developed and delivered study course on „Cognitive psychological processes” involved in SPPA
bachelor’s study program „Psychology” (2 c.p.).
Scientific work:
 Master thesis „Dynamics and spectrum of young teenagers experience from comprehensive schools
when changing primary school to basic one” (2004)
Scientific advisory:
Adviser of 11 promotion works – 6 in pedagogy, 5 in psychology
Participation in projects:
 Team making and cooperation training „Time management”, „Professional career in
organization”, Reresentation of European commision in Latvia, manager and
expert
(2007-2009)
 „Personal motivation in company”, „Typical scenario of cooperation”, „Selling methods”, „Belonging
153
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to a company”, „Specifics of managerial work style” travelling company TEZ TOUR (Spain),
manager and expert (2006-2009);
„Cooperation formation of modern teachers and pupils observing pupils’s development peculiarities,
interests, needs”, Riga Dome education, youth and sport department, 2008.
Participation in conferences:
 International scientific practical conference „Crises and its consequences. Kinds of psychological
help”, Latvian Professional psychological association, 2008;
 Socialpsychological training „Effective communication”, Riga Dome education, youth and sport
department, Riga, 2005;
 Supervisions based on psychoorganic psychotherapy principles, superviser, MA psych.
A.Baltmugure, Riga Dome education, youth and sport department, Riga, 2004;
 Courses „Leadership”, Riga, Pedagogy and educational management higher school, 2004;
 Supervisions based on existential psychotherapy principles, superviser Ph.D.N.Ivanova, Riga Dome
education, youth and sport department, 2003.
Language skills:
 Latvian language – mother tongue
 Russian language – fluent
 English language – colloqual
Dace Lapina
15.02.2010
154
CURRICULUM VITAE
Personal data
JEĻENA ĻEVINA
Date of birth, place: 10.12.1976, Ukraine
Address: Zvaigznāju gatve 6-5, Rīga LV- 1082, t. 26804475
e-mail: elena.levina@inbox.lv
Education:
 2005-up to now
 2001-2004
 1995-2000

1983-1995
University of Latvia, Doctorate in Psychology
University of Latvia, Social Science Master's Degree in Psychology
International Institute of Practical Psychology, Psychology Bachelor's
Degree and Practical Psychologists Qualification
Riga Secondary School No 80
Scientific degree:
Social Science Master's Degree in Psychology, University of Latvia (2004)
Bachelor’s degree in Psychology, International Institute of Practical Psychology (2000)
Work experience:
 2010– up to now




2006– up to now
2008-2009
2006-2007
2000-2006





2003-2004
1999-2004
1999-2003
1999-2000
1999-2000

1999-2000
International Higher School of Practical Psychology, Faculty of
Psychology, lecturer
Riga Secondary School No 96, school psychologist
Riga Secondary School No 61, school psychologist
Private School, school psychologist
International Higher School of Practical Psychology, scientific research
assistant, lecturer, counseling psychologist
Gross buh, Ltd., psychologist (personality development trainings)
Private School „Klasika”, psychologist
Private college «Evrika», psychologist
Mežmale Secondary School, school psychologist
International Stylist School of Biruta Magele, lecturer (course of
lectures and seminars „Psychology for stylists”)
Advertisement Agency „Twins A”, psychologist (social-psychological
trainings, staff development)
Pedagogical experience:
 developed and conducted study course „Developmental psychology” involved in SPPA Bachelor’s
study programmme „Psychology” (2010)
 developed and conducted study course „ Individuality psychology” involved in SPPA Bachelor’s
study programmme „Psychology” (2004-2006)

developed and conducted study course „ Introduction to professional activity” involved in SPPA
Bachelor’s study programmme „Psychology” (2004-2006)


155
developed and conducted study course “Methodology of scientific work” involved in SPPA
Bachelor’s study programmme „Psychology” (2004-2006)
developed and conducted study course „ Methodology of research work” involved in SPPA
Bachelor’s study programmme „Psychology” (2004-2006)
Scientific activities:
 Promotion work „Self-conception of leaders at the age of adolescence” (2005 - up to now)
 Master’s thesis „Specificity of adolescent self-attitude and status in a class” (2004)
 Scientific projects “Specificity of personality concept of possibilities of self-realisation and of
yourself in multicultural society (at a mature and adolescent age)/ project leader dr.psyh.N.Ivanova//
Academy of Sciences – project co-author (2003-2004)
Publications
Горбунов А., Левина Е. Study of the image of towns of Latvia, Russia and Europe among the youth of
Latvia// Youth. A Life in Politics and Politics in a Life: Materials of The fifth International Scientific
Conference of Students /scientific editing T. Anisimova. – St. Petersburg : publishing house
«Знаменитые университеты», 2004. – pp. 49-56.
Practical trainings, participation in conferences:
Conferences (presenting reports)

University of Latvia, Conference 68 (2010) – Report „Unidimensional and multidimensional models
of self-conception: theoretical methods and research methods”.

IHSPP, 2005 - Ļevina J. Silence as asymmetry symbol in adolescent interaction// scientific
practical conference “Semantics of silence and stillness” - IHSPP: Nr.18

IHSPP, 2005 - Ļevina J. The role of the object in drama of interpersonal relationship// scientific
practical conference “A man in word of objects. Object – Portrait” - IHSPP: No.17

IHSPP, 2004 - Ļevina J. Student as a consumer of a study process// scientific practical conference
“Cult and culture of consumption” - IHSPP: No.16

IHSPP, 2004 - Ļevina J. Scenario behaviour and un psychological research practice// scientific
practical conference “Events in the context of life race” - IHSPP: Nr.15

IHSPP, 2004 - Ļevina J. Subjective significance of “incidental” object // scientific practical
conference “A man in word of objects. Object – Destiny” - IHSPP: No.13

IHSPP, 2003 - Ļevina J. From students to lecturers: creativity in development study and training
experience// scientific practical conference “Creative activities in pedagogic process” - IHSPP:
No.12

IHSPP, 2003 - Ļevina J. Determination of applicants sense of humour as precondition of effective
communication in a group// scientific practical conference «Humour in pedagogic process» IHSPP: No.8

IHSPP, 2003 - Ļevina J. The object on the theatrical stage: properties and character// scientific
practical conference “A man in word of objects. Object and nature” - IHSPP: Nr.7

IHSPP, 2002 - Ļevina J. Academic competition as a student tool of evaluation of study
achievements// scientific practical conference “Alternative forms of testing and controlling
student knowledge” - SPPA: No. 6

IHSPP, 2002 - Ļevina J., Metelova S. Humour in communication as a factors of a group
identification/ scientific practical conference “Laughing and body, dialogue of culture and
language” - IHSPP: Nr.6

IHSPP, 2002 - Ļevina J. The object on the theatrical stage: its psychological signification //
scientific practical conference “A man in word of objects” - IHSPP: No. 5

IHSPP, 2002 - Ļevina J. Interconnection of sense of personal safety and sociometric status//
scientific practical conference “Semantics of language, communication, and culture” - IHSPP:
No. 5
156
Continuing education courses:
The Education, Youth and Sports Department of the Riga Council, „ Supervision
 2008
of professional activities of educational psychologist, on the ground of basic
principles of existential psychotherapy” (Lecturer N.Ivanova)
The Education, Youth and Sports Department of the Riga Council, „ Supervision
 2007
of professional activities of educational psychologist, on the ground of basic
principles of existential psychotherapy” (Lecturer N.Ivanova)
The Education, Youth and Sports Department of the Riga Council, „ Supervision
 2006
of professional activities of educational psychologist” (Moderator N.Ivanova)
Language skills:
 Latvian language – fluent
 Russian language – mother tongue
 English language – fluent

Additional knowledge:
Windows 95/98/2000/XP, MS DOS, MS Word, MS Excel, MS PowerPoint, MS Internet Explorer, MS
Outlook, SPSS – professionally.
February 15, 2010
157
Jeļena Ļevina
CURRICULUM VITAE
Personal data
SKAIDRITE LIEPINA
Date of birth, place: 05.09.1928, Argentina
Address: 31a-2 Kr.Barona str., Riga, LV-1011, tel. 67289670
Education:
 1974 – 1977
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1953 – 1956
1948 - 1952
Distant post-graduate course in defectology institute of Pedagogical Science
Academy;
Post-graduate course in Latvian State Pedagogical institute
Faculty of pedagogy in Latvian State Pedagogical institute, speciality:
secondary school teacher in pedagogy and psychology
Scientific degree:
Doctor of psychology, LU (1992)
Bachelor of science in psychology, PZA, (1977)
Academic title:
SPPA docent (2003, 2009)
Work experience:
 2003 – 2009
International Higher School of practical psychology, docent
 1992 - up to now International Higher School of practical psychology, lecturer
 1991 – 1996
Psychological department in pedagogy and psychology faculty of Latvian
University, docent
 1965 – 1991
Director of special school department in the Institute of raising teachers
qualification and lecturer of the department of psychology
 1960 – 1965
LPSR IM school and children institutions management, inspector
 1957 – 1960
Department of pedagogy and psychology in Daugavpils state pedagogical
institute, lecturer
 1956 – 1957
Department of pedagogy in Riga pedagogical institute, assistant
 1952 - 1953
Teacher in Viljaka secondary school and director of TIN methodical
department
Pedagogical experience:
 delivers self-developed study course on „Psychology of retarded children” involved in SPPA
bachelor’s study program „Psychology” (2 c.p.);
 delivers self-developed study course on „Working out of personality development program” involved
in SPPA post-graduate study program „Psychology” (2 c.p.).
Publications:
 „Special psychology”, Riga, Raka, 2008 (II.edit.)
 „Special psychology”, Riga, Raka, 2003
Participation in public and
professional organizations:
 Latvian Professional psychologists association, member
 Latvian school psychologists association, member
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Participation in conferences:
 „Tactile stimulation – a support method of special education”, LU, Velku fund, 2009, february;
 „Psychological psychology”, LU conference, 2009, february;
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„Assitance to families with children having autism range and study disorders”, LU, Latvian autism
association, 2008, april;
Conference”School for everybody-2” IAC, British and Latvian experience with children having
special needs introduction into comprehensive school, Riga, 2004, november.
Language skills:
 Latvian language – mother tongue
 Russian language – fluent
 English language – colloqual
Skaidrite Liepina
23.02.2010
159
CURRICULUM VITAE
Personal data
DMITRIJS ĻICOVS
Date of birth, place: 12.05.1965.
Address: 5-41 Varaviksnes gatve, Riga, t. 26068458
e-mail: spigel@inbox.lv
Education:
 2007 - 2008
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International Higher School of Practical Psychology, Master's degree programme
„Practical Psychology”, Master’s degree in Psychology
2003.-2007. International Higher School of Practical Psychology, Faculty of Psychology,
Bachelor’s degree in Psychology, qualification of practical psychologist
1988 – 1991 RTU, engineer - Automated Project Management System (APMIS)
1982 – 1987 Moscow Institute of Steel and Alloys "MISIS", metallurgic engineer
Additional education:
 Institute of Humanistic and Existential Psychology (Lithuania) - existential psychotherapy
(professional level).
 2006 – 2008 Institute of Humanistic and Existential Psychology (Lithuania) - existential
psychotherapy (basic level).
Scientific degree:
Master’s degree in Psychology, International Higher School of Practical Psychology (2008)
Work experience:
 2007 – up to now
 2004 – up to now
 1992 – 2004
 1987 – 1992
private practice, consulting psychologist
POSTUMS EKO LTD., director
POSTUMS LTD, director
RVR, facility design engineer
Pedagogical experience:
 Designing and holding the study course „Methodology of a scientific study” involved in SPPA
bachelor’s study programme „Psychology”” (2 CP)
Scientific work:
 Master's thesis „Specificity Humour perception in people of different types of behavior
” (2008)
Participation in public and
professional organisations:
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2009 – up to now
2007 – up to now
Seminars:
 2009
 2009
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Latvian Association of Psychotherapists
East European Association for Existential Therapy
Psychological counseling using Internet technologies (V.Menovshikovs, Moscow)
Methods of family psychological counseling and diagnostics (I.Nikolska, St.
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Petersburg)
2009
The Balint groups (I.Nikolska, St. Petersburg)
2008
Love and other interpersonal relationships (S.Petrushin, Russia)
2007
Family clinical psychology (I.Nikolska, St. Petersburg)
2006-2007 Elements of Orthodox psychology (St. Apostle Ioan Bogoslov's Orthodox
Theological Institute, Moscow)
2006-2007 Seminar cycle (centre „Vaiņode”) : 1)SMIL – method ; 2) Methods of dream
analysis; 3) Projective methods; 4) Elements of Orthodox psychology;
5) Professional burnout syndrome; 6) Psychology of stress. Diagnostics of stress
resistance.
2006 -2007 Posttraumatic syndrome: clinic, psychocorrection, work, psychotherapy
(I.Dobrjakov, I.Nikolska, St. Petersburg))
Qualification courses:
2005 – 2007 Short and long-term counseling in fairytale therapy (T.D. Zinkevich- Yevstigneyeva,
St. Petersburg). Qualification – fairytale therapeutist.
Additional skills:
Windows 95/98/2007/XP, MS DOS, MS Word, MS Excel, MS PowerPoint, MS Internet Explorer, MS
Outlook, ACCOR.
Language skills:
 Latvian language – fluent
 Russian language – mother tongue
 English language – fluent
Dmitrijs Ļicovs
27.11.2009
161
CURRICULUM VITAE
Personal data
JULIJA LIODOROVA
Date of birth, place: 09.05.1980, Daugavpils
Address: 3a-109 Visvalzha str., Riga, LV-1010, tel. 29903238
e-mail: Julija.Liodorova@ec.vp.gov.lv
Education:
 2006 - up to now Accounting institute of Latvian University, doctorate stude on „Economics”
 2004 – 2006 Economics and management institute of Latvian University, study program
„Finances and credits”, post-graduate degree
 2003 - 2004 Information and technology institute of Riga Technical University, financial
information technology, qualification engineer (credits and insurance analyst)
 1999 - 2003 Riga Technical University, speciality of information technologist/bachelor’s
degree
 1995 – 1999 Daugavpils railway transport technical school, economist in the field of national
economy
 1986 – 1995 Daugavpils secondary school Nr.3, student of mathematics and informatics
Scientific degree:
Social science Master’s degree in economics, Institute of economics and management theory of
Latvian University (2006)
Work experience:
 2008 – up to now International Jigher school of practical psychology, lecturer
 2007 – up to now Latvian University, lecturer on accounting
 2006 – up to now seminars to society leaders, accountants and audit on inner control, inner audit
and inspection of state institutions
 2005 – 2006
College of Career Development, program manager, lecturer on economics and
accounting
 2004 – up to now Accounting department of State police criminalistic administration, expert in
acoounting and economics problems
 2004
A/S Parex bank, casher
 2003 – 2004
Boutique, chief accountant
 2002 - 2003
Food retail shops network, annual repaorts (balance) preparation
 2001 – 2004
SIA Felkons, chief accountant
 2000 - 2001
SIA Memele, financial director
 1999 - 2000
SIA Vetra, assistant of chief accountant
 1997 - 1998
assistant of auditor
 1996
A/S Dinaz, economist-trainee
Pedagogical experience:
 developed and delivered study course „Mathematical statistics” involved in SPPA bachelor’s study
program in „Psychology” (2 c.p.);
 developed professional higher education program of the first level „Insurance” (80 c.p.);
 developed professional higher education program of the first level „Finances and banking” (80 c.p.);
 developed and delivered study course „Business economy” (2 c.p.), College of Career Development;
 developed and delivered study course „Taxes and duties” (1 c.p.), Albert college;
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developed and delivered study course „Accounting and audit basics” (4 c.p.);
developed and delivered study course „Economical analysis of national economy” (2 c.p.);
developed study course „Insurance basics” (1 c.p.);
developed study course „Bank theory” (2 c.p.);
developed study course „Risk theory” (3 c.p.);
developed study course „Stock market” (2 c.p.);
developed study course „Insurance system and legislation” (6 c.p.);
developed study course „Kinds of insurance” (5 c.p.);
developed study course „Risk management in insurance” (4 c.p.);
developed study course „Microeconomy” (2 c.p.), College of Career Development;
developed study course „Financial accounting” (3 c.p.), Albert College, Latvian University
developed study course „Management accounting” (3 c.p.), Albert College;
developed study course „Accounting system” (3 c.p.), Albert College;
developed study course „Introduction to economical statistics” (2 c.p.), Albert College
Scientific work:
 Master thesis „Riga apartment prices and analysis of macroeconomical indices mutual influence
using VAR model” (2006);
 Promotion work „Identification of factors causing inability of creditworthiness serving as a proof of
fraud” (prepared for defence)
Advising and reviewing scientific works:
 Career Development College: scientific papers on finances (management);
 Albert College: scientific papers, practice reports and diploma works on accounting (advisor);
 Latvian University: reports on practice and bachelor works on economics and accounting (advising
and reviewing);
 State agency of social integration (in the frames of Project): developed study materiāls in economics,
accounting and statistics (reviewing).
Main publications:
 Collection of scientific articles in Liepaja Pedagogical Academy, reviewed article „Inability of
creditworthiness as counterpart fraud mechanism”, 2008
 Collection of articles from 10th Professional conference, reviewed article „Realised and unrealised
accounting mistakes”, 2007
 V volume collection of scientific articles „Contemporary problems of psychological, business and
public social sphere- theory and practice”, Reviewed article „Psychology of superiors facultating
criminal activities and creditworthiness of enterprises”, 2006
Participation in conferences:
 11 International scientific congress „Society and culture. Social partnership and dialogue”, Liepaja
Pedagogical Academy, 2008
 International scientific professional conference „Audit, taxes and accounting”, 2007
 International scientific professional conference „Psychology, business and social field of society:
actual problems of modern world”, 2006
Courses:
 2009 Is planned to finish Russian Federation University courses on accounting and financial analysis
for court eksperts;
 2008 Latvian University, courses „Higher school didactics: modern theory and practice”;
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2007 Latvian University, faculty of modern languages, „Business English” course;
2007 Course „Ispection”, association of state accountants;
2006 Courses „ES social fund”, „Creating trustability organisational culture”, school of state
administration;
2005 Courses „State secrets protection in the office”, „Public speech, management of communication
and meetings”, „Evaluation of corruption”, „Inner control”, „State administration school”
2005 Computer program on accounting „1-C Company”, study centre „Latvikon”
2004 Courses „Psychological training”, „Internetbanka”, „Legalisation of illegaly acquired financial
means”, „Bank products”, „Currency”, „Work with cash”, „Account service”, AS Parex banka
Language skills:
 Latvian language – fluent
 Russian language - fluent
 English language – fluent
Additional information:
 Experience in work with computer (advanced MS Office, Open Office, ACCOR, GRIN, Logs, 1-C
Company, Tildes Jumis, Zalktis, Apsvarsnis, Globuss)
Julija Liodorova
15.02.2010
164
CURRICULUM VITAE
Personal data
ELENA MALISHEVA
Date of birth, place: 9.10.1978, Riga
Address: 38-27 Pirma st., Adazhi, Riga region, LV-2164, tel. 26850438
Education:
 2005 – 2008 International Higher School of practical psychology, post-graduate course on
„Councelling psychology”
 1995 - 1999 International Higher School of practical psychology, faculty of psychology,
bachelor’s degree in psychology, qualification of practical psychologist
 1985 – 1995 Riga secondary school Nr. 16
Scientific degree:
Master’s degree in counselling psychology (2008)
Work experience:
 2009 – up to now International Higher School of practical psychology, lecturer, game practice
counsellor
 2007 – up to now Pushkin lycee, teacher of psychology
 2007 – up to now International Higher School of practical psychology, manager of library’s
methodical centre
Pedagogical experience:
 delivers self-developed study course „Presentation art basics” involved in SPPA bachelor’s study
program in „Psychology” (4 c.p.);
 delivers self-developed study course „Introduction into study activities” involved in SPPA bachelor’s
study program in „Psychology” (1 c.p.).
Scientific work:
Master’s thesis „Specifics of loneliness experience with 15-17 years of age teenagers” (2008)
Participation in public and
professonal organizations:
Baltic practical psychologists association, member
Language skills:
 Latvian language – fluent
 Russian language - mother tongue
 English language – colloqual level
Elena Malisheva
23.04.2009
165
CURRICULUM VITAE
Personal data
DZIDRA MEIKSHANE
Date of birth, place: 04.05.1928, Liepaja region, Virgas settlement, Latvia
Address: 3/1-25 Tirzas str., Riga, LV-1024, tel. 29114179
Education:
 1952 – 1957
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1948 – 1952

1948
Latvian State Pedagogical institute, department of pedagogy and psychology,
post-graduate
Latvian State Pedagogical institute, faculty of pedagogy, secondary school
teacher of pedagogy and psychology
Liepaja secondary school Nr. 1
Scientific degree:
Degree of habilitated doctor in pedagogical science, Latvian University, council of habilitation
and promotion
Academic title:
Professor in pedagogical speciality, 26.07.1990
Work experience:
 2000 – up to now
 1989 - 2000
 1984 – 1989
 1973 – 1984
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1968 – 1973
1957 – 1968
1954 – 1957
International Higher School of practical psychology, professor
LU pedagogy and psychology institute, professor
LU pedagogy and psychology department, lecturer
Director of psychology department in Republic teachers qualification raising
institute
LU pedagogy and psychology department, docent
Scientific research institute of pedagogical theory and history, director
Latvian State Pedagogical institute, lecturer
Pedagogical experience:
 delivers self-developed study course on „History of psychology” involved in SPPA bachelor’s study
program „Psychology” (2 c.p.);
 delivers self-developed study course on „Methodology of scientific research” involved in SPPA
bachelor’s study program „Psychology” (2 c.p.);
 delivers self-developed study course on „Methodology of psychological research and valuation”
involved in SPPA bachelor’s study program „Psychology” (2 c.p.);
 delivers self-developed study course on „Working out of personality development program” involved
in SPPA post-graduate study program „Psychology” (2 c.p.);
Scientific work:
 Latvian scientific council granted research „Social, psychological, medical and biological indicators
of healthy aging and possibilities of their optimisation for those involved in the system „man-man”,
leading researher (2009 - 2012);
 participation in the EU financed international project „internationales Lerner” (2003-2005);
Scientific advisory:
Adviser of 11 promotion works – 6 in pedagogy, 5 in psychology
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Participation in public and
professional organizations:
 Social science profesor council of Stradinya University, expert;
 International Higher School of practical psychology, Chairman of Senate;
 12 experts commission of Latvian Council of Science, Vice-Chairman;
 Professors association of Latvian Higher schools, member of council, 1990-2000;
 Specialized council for awarding scientific post-graduate degree of Latvian State University of
P.Stuchka, scientific secretary, 1989-1990;
 Council of pedagogical habilitation and promotion, member, 1993-2000;
 Council of psychological habilitation and promotion, member, 1993-2000;
 Latvian association of professional psychologists, member.
Titles and awards:
LU profesor honoured name (1993)
Publications:
 Article Integration of psychological concepts in pedagogy, „Skolotājs” journal (2009);
 Article Emotional and rational processing of event as personality’s different expansion
mechanisms://SPPA collection: No 14. Event in the context of life way, SPPA (2004);
 Article Psychological integration problems in professional education // SPPA collection No 14.
European quality in Professional higher education, criteria of valuation and development dynamics. –
R: SPPA, No 14 (2004);
 Article Dialectics of theory and practice in psychology// SPPA collection: No 12, Creation in
pedagogical process.-R.:SPPA (2003);
 Internationale Tagung – Jugendliche zwischen europaischer und regionaler Orientierung, Tubingen
(2003).
Participation in conferences:
 International conference in Zigmund Freid’s University, theme „Eastern and Western Mentality”,
Austria, Vien, 2009;
 LU 67 conference „Integration of psychological principles in psychological pedagogy”, Riga, 2009;
 Internationale Tagung – Jugendliche zwischen europaischer und regionaler Orientierung, Tubingen,
Germany (2003, april).
Language skills:
 Latvian language – mother tongue
 Russian language – fluent
 German language – fluent
 English language – colloqual
Dzidra Meikshane
15.02.2010
167
CURRICULUM VITAE
Personal Data:
JANIS MIHAILOVS
Place and date of birth: October 15, 1939, Ape, Aluksne district.
Addresse: Bruņinieku 65, Rīga, LV-1011
Education:
 1972 – 1975 USSR Academy of Pedagogical Sciences, postgraduate course of Scientific-Research
Institute on general and pedagogical psychology
 1960 – 1965 Leningrad State University, Philologist-romanist, translator
Academic Degree:
Dr.psych. (1975)
Work Experience:
 2004 – present Dean, Faculty of Psychology, International Higher School of Practical
Psychology
 1991 - 2003
Rector, International Higher School of Practical Psychology
 1975 – 1991
Associate Professor, Department of Pedagogy and Psychology, University of
Latvia
 1969 – 1972
Methodologist, Professional Education Centre, LR Ministry of Education and
Science
 1967 –1969
Editor, „Zinātne” Publishing House, LR Academy of Sciences
 1965 –1967
Lecturer, Cheboksary State University
Academic Title:
Academician, International Academy of Psychological Sciences (2003)
Teaching Experience:
 developed and conducted a course of study „Methodology of Researches in Practical Psychology” of
professional Master’s study programme “Practical Psychology” (4 CP) of IHSPP (SPPA);
 developed and conducted a course of study „Methodology of Project Work” of professional Master’s
study programme „Practical Psychology” (4 CP) of IHSPP (SPPA);
 developed and conducted a course of study „Psychology of Image Research” of professional Bachelor
study programme „Psychology” (2 CP) of IHSPP (SPPA);
 courses „General Psychology”, „Human Psychology”, „Social Psychology” for students of LU
(University of Latvia).
Academic Activities:
Psychology of Intercultural Communication, Psychology of Humor, Image Psychology
Social Activities:
 Director, Association of The Third Age
 Director, Italian Language and Culture Centre
Membership in Social and Professional Organizations:
 Board Member, Ontopsychology Association of Latvia
 Member, Baltic Association of Psychology Consulting
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Publications:
 2008 Colloquio Internazionale „Il Dialogo Tra Le Reti Internazionali Questioni Y
prospettive” , Messina, Italia
 2007 „Research Methods of Phraseological Units”, IHSPP (SPPA), Riga
 2006 „Education and Culture: Association or Dissociation? (event study method in research
of the influence of culture)”. Abstracts of European colloquium on inercultural
communication „Research Methodology of Intercultural Room”,
Newsletter No.20, IHSPP (SPPA), Riga.
 2006 „Pedagogic aspects of project work activities”, „Principles of the Project Approach in
Solution of Professional Tasks», „Psychological Principles of Project Thinking”.
Abstracts of Science-practical conference „Project-Oriented Thinking and Realization
Techniques”, IHSPP (SPPA), Riga.
 2005 „Psychological Instrumentation in Historical Context”. Abstracts of International
science-practical conference „A Man in the World of Things. Thing – Portrait”,
Newsletter No.17, IHSPP (SPPA), Riga.
 2005 „Silence As Object of Reflection and Empirical Researches”. Abstracts of International
Science-practical conference „Semantics of Silence and Stillness”, Newsletter No.18,
IHSPP (SPPA), Riga.
 2004 „The Cult of Consumption in the Cultural Context”. Abstracts of Science-practical
conference „The Cult and Culture of Consumption”, Newsletter No.16, IHSPP (SPPA),
Riga.
 2004 „Motivation Structure of Professional Suitability: Holistic Approach”. Abstracts of
International science-practical conference „European Quality of Higher Professional
Education: Estimation Criteria and Development Dynamics”,
Newsletter No.14, IHSPP (SPPA), Riga.
 2004 „Image of Training Room”, „Energy of Presentation”. Abstracts of International
science-practical conference „A Man in the world of Things. Thing - Destiny”,
IHSPP (SPPA) Newsletter No.13, Riga.
 2004 „Event as Unit of Description of the Race of Life”. Abstracts of International sciencepractical conference „Event in context of the race of life”, Newsletter
No.15, IHSPP (SPPA), Riga.
 2003 „Position of an Observer in the Context of Life Events”. Abstracts of International
science-practical conference „A Man in the World of Things. Thing and
Character”, Newsletter No.7, IHSPP (SPPA), Riga.
 2003 „On Butterfly Wings in the Flow of Air”. Abstracts of International science-practical
conference „Creativity in the Educational Process”, Newsletter No.12, IHSPP (SPPA),
Riga.
Participation in Conferences:
 2009 Conference „Transitional psychology”, Dialogue in study process – Student, Lecturer, Client”
 2008 Colloquio Internazionale „Il Dialogo Tra Le Reti Internazionali Questioni Y
prospettive” , Messina, Italia
 2006 International Conference „Corps. Act. Simbolisation” Lyon, France
 2006 European Colloquium on Inercultural Communication „Methodology of Study of
Intercultural Space”, Riga
 2006 Science-practical conference „Project-Oriented Thinking and Realization Techniques”,
Riga
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2005
2005
2004
2004
International Conference „Researches in the Area of Intercultural Relations” (Algiers).
International Conference „A Child's Experience” (The Lumière University Lyon 2).
International Conference „Health Psychology” (Goa, India).
International Science-practical conference „European Quality of Higher Professional
Education: Estimation Criteria and Development Dynamics”, Riga
Qualification Level Raising:
Amiens (France), Rome (Italia), Rostock (Germany), Moscow, Saint-Petersburg (Russia)
Language Skills:
 Russian - Mother tongue
 French – Excellent
 Italian – Excellent
 German – conversational
Janis Mihailovs
February 18, 2010.
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CURRICULUM VITAE
Personal data
INESE PETROVA
Date of birth, place: 11.10.1956, Riga
Address: 56a-43 Lubanas str., Riga, Latvia, tel. 29458294, e-mail: heta@mail.ru
Education:
 2003 – 2005 International Higher School of practical psychology, professional master’s
program on councelling psychology
 1998 - 2003 International Higher School of practical psychology, faculty of psychology,
degree of bachelor in psychology, qualification of practical psychologist
 1972 – 1982 Riga secondary school Nr. 70
Scientific degree
Professional master’s degree in councelling psychology (2005)
Work experience:
 2007 – up to now
 2007 – up to now
 2006 – up to now
 2003 – 2006
 1999
 1989
 1988
 1986 – 1988
International Higher School of practical psychology, lecturer
Baltic regional transport agency, consultant
International Higher School of practical psychology, lecturer
SIA „Vind Pluss”, psychologist
Mezhmala secondary school’s psychological centre, assistant
principal of study department in „Contact” study centre
master of professional training in „OSVOD” Riga study centre
master of professional study training in „DOSAAF” Riga study centre
Pedagogical experience:
 delivers self-developed study course „Development psychology” involved in SPPA bachelor’s study program
in „Psychology” (10 c.p.)
Scientific work:
Master’s thesis „The difference of youth concepts about self-realisation possibilities with
different degrees of will self-regulation formation” (2005)
Participation in conferences:
 2009 Conference „Transitional psychology”, „The transition from subjective experience to real life events”
 LIBRUM integrational psychology centre, 1-2 level of basic course in intensive integrational psychotechnology
program (2008-2009), Galina Labkovskaya (S.-Pb);
 International Higher School of practical psychology conferences, 2006-2008;
 „Vainode”professional training centre „Sensualmotor, correction in professional work space of psychologist” J.
Shevchenko (Moscow), V. Korneeva (Moscow), December 2005;
 SPPA „Creativity and crisis in professional work space of councelling psychologist”, S.Kuznecova (Estonia),
April 2004:
 SPPA „Sensabilisation a l’Approche Psychanalytigue Groupale de la Famille”, Christian Joubert (France),
Oktober 2003
Language skills:
 Latvian language – fluent
 Russian language - mother tongue
 English language – colloqual skills
Additional information:
Computer skills (MS Word, MS Excel, Internet)
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Driver’s licence of B category
18.02. 2010
172
Inese Petrova
CURRICULUM VITAE
Personal data
JULIJA RASTORGUJEVA
Date of birth, place: 22.07.1977, Riga
Address: 17/2-125 Uzvaras avenue, Titurga, Riga region, LV-2128, tel. 29144948
e-mail: jr_info@inbox.lv
Education:
 2006 - 2008
 1995 – 1999
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1990 - 1995
1984 – 1990
International Higher School of practical psychology, post-graduate
International Higher School of practical psychology, faculty of translators,
qualification – translator, interpreter
Riga secondary school Nr. 67
Secondary school of Embassy of the Russian Federation (USSR) in Ethiopia,
Addis Ababa, Ethiopia
Additional education:
2009 – up to now Institute of Education, London (distant learning program „MA
Teaching of English to Speakers of Other Languages
Scientific degree:
Professional master’s degree in translation technology (2008)
Work experience:
 2009 – up to now
International Higher School of practical psychology, lecturer
 2006 – up to now „Leontine” translatiom bureau, translator
 2004 – up to now “Detki.lv” magazine for parents, translator
 2001 - 2005
„OMEGA” financial group, translator
 1999 – 2001
International Higher School of practical psychology, faculty of translators,
manager of language resourse centre
 1996 – 1997
Daugavgriva secondary school, teacher of English langauge
Pedagogical experience:
 delivers self-developed study course on „English language” involved in SPPA bachelor’s study
program „Psychology” (10 c.p.).
Scientific work:
Master’s thesis „Linguistic Features of Electronic Discourse in the English Language and the
Russian Language” (2008.g.)
Participation in conferences:
 Seminar „V.Meshcheryakova methodical centre”(N.Derbina), 2009
 Conference „The day of European languages 2007”, 2007
 Seminar of state language commission „Bilingualism from psycholinguistic point of view”,
conference „The day of European languages 2006”, 2006
Language skills:
 Latvian language, french language – good
 Russian language – mother tongue
 Spanish language – colloqual
 English language – fluent
173
Additional information:
 Experience in work with computer (MS Word, Excel, PowerPoint, MS Internet Explorer, Opera,
Outlook Express, TRADOS);
 Driver’s licence B category
Julija Rastorgueva
174
CURRICULUM VITAE
Personal data
INARA ROJA
Date of birth, place: 29.04.1946, Riga
Address: 46/48 Stabu str., Riga, LV-1011, tel. 29822588
e-mail: inararoja@navigator.lv
Education:
 1970 – 1971

1964 – 1970
Mental desease department of Riga clinical AMP hospital , clinical neurology,
intern
Riga Medical institute, treatment faculty, doctor
Additional education:
2001 – 2004 Hypnotherapy treatment association institute in France, World
hypnotherapy association union, Diploma of international hypnotherapy
doctor
Scientific degree:
LR physician scientific degree in Riga Stradinya University (2006)
Work experience:
 2008 – up to now
 2007 – up to now
 2007 - up to now
 2006 – up to now

2005 - up to now

1983 – 2005



2004
2003
1999 – up to now


1989 – up to now
1971 – 1983
International Higher School of practical psychology, lecturer
International Higher School of practical psychology, lecturer
State agency of sport medicine, neurologist
Family medicine Studio of Riga Stradinya University, research and
organization centre, lecturer
„Gailezers” clinical university hospital, certified physician-hypnotherapist,
sexologist, sexopathologist
Physician commission of health and labour expertise, certified neurologistexpert
Riga Stradinya University, institute of family medicine, lecturer
Rīga Stradinya University, institute of family medicine, lecturer
SIA Riga 1 hospital polyclinics department, certified physician –
hypnotherapist, certified doctor-sexologist, sexopathologist
SIA Riga 1 hospital polyclinics department, certified physician-neurologist
Policlinics of Jurmala, neirologist-consultant
Pedagogical experience:
 developed and delivered study course on „Anatony and physiology” involved in SPPA bachelor’s study
program „Psychology” (2 c.p.);
 developed and delivered study course on „Psychophisiology” involved SPPA bachelor’s study program
„Psychology” (2 c.p.);
 developed and delivered study course on „Basics of neuropsychology” involved in SPPA bachelor’s study
program „Psychology” (2 c.p.);
 developed and delivered study course on „Clinical psychology” involved in SPPA bachelor’s study program
„Psychology” (4 c.p.);
 Family medicine research study and organization centre of Riga Stradinya University (RSU) – lecturer:
lectures, trainings, seminārs in Latvian and English on the theme „Medical sexology. Sexual health and
problems” – A category of course, Basics of family medicine for 6 year students of RSU medical faculty (2006
-);
 Family medicine institute of Riga Stradinya University, lecturer on treatment transology and sexology,
sexopathology for RSU 6th year students of medical faculty (2003-2004);
175

Advanced study course of Latvian transological psychotherapy association and Latvian sexologists association
at medical faculty of Latvian University, lecturer on treatment hypnotherapy, sexology, sexopathology (20002004).
Scientific work:
 Treatment hypnotherapy modalities – usage of cognitive hypnodrama for patients of different age with neurotic
and psychosomatic health problems in Latvia – SIA Riga 1 hospital, polyclinic department (1999 – 2006);
 Clinical research in SIA Riga 1 hospital, polyclinic department using electroencefalofgaphy, monitoring of
heart beats, stress and muscle strain monitoring (1999-2008);
 Usage of short term hypnotherapy of psychodynamical treatment and clinical research at the time of this
therapy for mentally ill or having psychosomatic health problems patients according to bioethics standart
(Latvain Association of hypnotherapists and sexologists and scientific research laboratory of France
hypnotherapists association, institute in Paris, Salpetrier clinics (2004).
Participation in congresses, conferences:
 Latvian association of ergonomics, „Computer and health. The syndrome of chronical exhaustion. Treatment
and prevention”, 2007;
 IV Interdisciplinary conference of Latvian physician association, 2007;
 „Society, health, well-being”, International interdisciplinary scientific conference, Riga, 2007;
 European sexologists federation 8 congress, 2006;
 Baltic state neurologists 5 congress, 2006;
 Latvian association of vacational diseases, „Vocational oncological diseases”, 2005;
 Obligatory health examinations and their importance for working people health protection, RAJOS, 2004.
Participation in public and
professional organizations:
 Latvian ergonomics association, member, (2008 - )
 International hypnotists association (IHS), member, (2007 - )
 Latvian psysicians hypnotherapists certified commision, Chairman, (2006 -)
 Latvian psysicians hypnotherapists, sexologists and sexopathologists association, board Chairman, (2004 –)
 France hypnotherapy association, honoured member (2004 -)
 Latvian sexologists and sexopathologists association (LSSA), President, (2001 – 2004);
 Psychotherapeutic journal „Transology almanach” and journal „Midwifery and gynecology” (Latvia), member
of editorial board (2001 – 2003);
 Latvian pain research and treatment association, member, (2000 - );
 Latvian psychotherapy association union (LPAA), member of certification commission, (2000 – 2004);
 European psychotherapy association (EPA), member, (2000-2004);
 Latvian transological psychotherapy association (LTPA), vice-president, (1999-2004);
 Latvian headache association, member (1999-2000);
 Latvian transology psychotherapy association (LTPA, hypnologists), member, (1997-2004);
 European neurologists association federation, member (1995 -);
 Latvian physicians-experts association, member (1993 - );
 Latvian neurologists association (1971 - )
Publications (books and broshures):
 Cognitive hypnodrama in treatment hypnotherapy, I.Roja, Riga, SIA „Europrint tipogrāfija”, 2007, p.79
 Pain therapy of being awake, I.Roja,
 Autogenetic training, I.Roja, Bertholds M., Zaļkalns J., Roja Z., Riga, 2006, p. 34
 Cognitive hypnodrama, I.Roja, Riga, 2006, p 78
 Stress and violance at work, Roja I., Roja Z., Kalkis H., Riga, 2006, p 46
Publications (scientific issues):
 Roja I., Roja Z. Combined treatment in heterosexual and homosexual working aging male patients with erectile
176










dysfunction and body dissatisfaction. Abstracts of the Joint meeting of the European (ESSM) and International
(ISSM) Societies for Sexual medicine. The Journal of Sexual Medicine. USA, Plymouth, 2008/12:84-85
Roja I., Roja Z. Use of cognitive hypnodrama, couple therapy for female patient with psychogenic vaginisms.
Book of abstracts. 11th Congress of the European Society of Hypnosis (ESH). Meg-Stiftung, Konradstr., 16,
80801 Munchen, 2008/09:63
Roja I., Roja Z. Short-term Psychotherapy Treatment in Working Adults with Trichotillomania. LADV,
BADV&CEEDVA Conference of Dermatovenerology. Abstract book. 2008/06:47
Roja I., Zalkalns J., Roja Z., Kalkis H., Bertholds M.G. Gerontopsychotherapy in Working Aging male and
female. International Conference “Healthy Ageing-Active Ageing-II”, Jurmala, Latvia, 2008, Abstract Book,
2008.
Roja I., Zaļkalns J., Roja Z Usage of cognitive hypnotherapy for teenagers having suffered from sexual abuse
in family. 7th scientific conference in Riga Stradinya University, collection of thesis, 2008:251
Roja Z., Roja I., Zalkalns J., Svirksts J., Kalkis H. Mobbing and Bossing as a Factor of Unhealthy Ageing for
Working Acadmic Educators. International Conference “Healthy Ageing-Active Ageing-I”, Parnu, Estonia.
Abstract Book, 2007.
Roja I., Roja Z., Zalkalns J. Medical hypnotherapy treatment in adults with atopic dermatitis. 7TH Congress of
the Baltic Association of Dermatovenerology. Riga, abstract Book, 2007:67.
Roja I., Zalkalns J., Roja Z. Use of Cognitive Hypnodrama, Couple Therapy and Antidepressant in the
Combined Treatment of the Aging Male and Female, who suffered from Mobbing and Bossing at Workplace.
Rīgas Stradiņa universitātes 6. zinātniskā conference. Tēžu krājums, 2007:24.
Roja I., Roja Z. Cognitive psychodrama in a Case of Psychogenic Pain. European Journal of Clinical Hypnosis.
London, 2007, volume 7, issue 4:13-20.
Roja I., Roja Z. Treatment of aging patients with hypoactive sexual desire using psychodynamic hypnosis and
medicine. European Journal of Sexual Health, 2006: 15: 81-82.
Roja I. An integrative therapy in case of neurotic depression with alert, sleep disorders and decreased sexual
inclination. 5th Baltic Congress of Neurology. Riga, June 1-3, 2006:27-28.
Training abroad:
 Courses on psychodynamic hypnotherapy (2004) Switzerland, Lugano, Askona fund of psychosomatic and
social medicine
Language skills:
 Latvian language – mother tongue
 Russian language – fluent
 English language – colloqual
Inara Roja
30.04.2009
177
CURRICULUM VITAE
Personal data
INNA SAVONA
Date of birth, place: 20.05.1964, Riga
Address: 31a-18 Bullu str., Riga, LV-1055, tel. 26529323
Education:
 2003 – 2005
 1994 – 1996

1981 - 1987
Latvian University, Faculty of Pedagogy and Psychology, post-graduate course
International Higher School of practical psychology (SPPA), faculty of
psychology, bachelor degree in psychology and qualification of practical
psychologist
Riga Institute of Medicine, faculty of health care, doctor – therapist
Additional education:
 2007 – up to now Institute of Humanistic and Existential Psychology, programme “Existential
psychotherapy”, professional level
 2005 – 2007
Institute of Humanistic and Existential Psychology, programme “Existential
psychotherapy”, basic level
Scientific degree:
2005 Master degree of Social sciences in Psychology
Work experience::
 2005 – up to now International Higher School of practical psychology, lecturer
 1996 - 1999
Riga Aviation University / Laboratory of practical psychology - psychologist
– consultant; ISMA / lyceum “Briva attīstība” – lecturer
 1994 – 1996
„ASPTR” Ltd. - consultant
 1991 – 1994
Medical Centre “Plavnieki” – doctor – therapist
Pedagogical experience:
 developed and delivered study course on „Social psychology” involved in SPPA bachelor’s study program
„Psychology” (3 c.p.);
 developed and delivered study course on „Experimental social psychology” involved in SPPA bachelor’s study
program „Psychology” (2 c.p.);
 developed and delivered study course on „Group research methods” involved in SPPA bachelor’s study
program „Psychology” (3 c.p.);
 developed and delivered study course on „Socialpsychological projects development basics” involved in SPPA
bachelor’s study program „Psychology” (2 c.p.).
Scientific work:
2005 Master paper “(In)dependence of women in terms of eating habits and body weight”.
Participation in public and
professional organizations:
 2008 – Latvian association of psychotherapists
 2007 – Existencial psychotherapy association of Eastern Europe, member
Participation in conferences:
V International Conference „Existencial Dimension in Counselling and Psychology”,
Lietuva, 2008
Language skills:
 Latvian language – fluent
 Russian language – mother tongue
 English language – colloqual
178
Inna Savona
15.02.2010
179
CURRICULUM VITAE
Personal data
NADEZHDA SOLDATENKO
Date of birth, place: 24.09.1941, Krasnodar region, Russia
Address: 23-31 Salacas str., Riga, tel. 67248676
Education:
 1996 – 1997
 1973 – 1976
 1964 – 1970
 1960 – 1962
Latvian University, post-graduate course in pedagogy
University of Leningrad, doctorate
University of Leningrad, Faculty of psychology, qualification - psychologist
Riga pedagogical school
Scientific degree:
Master’s degree in pedagogy at Latvian University (1997)
Work experience:
 2003, 2009
 1992 – up to now
 1991 – up to now
 1988 – 1991


1984 – 1988
1983 – 1984

1970 – 1983
International Higher School of practical psychology, lecturer
Pushkin lycee, psychologist
International Higher School of practical psychology, lecturer
Riga youth centre, professional orientation and adaptation department, chief
department
Riga’s Moscow district study-production enterprise, engineer psychologist
Riga executive committee, people educational department for professional
orientation and councelling, methodist-psychologist
Latvian University, scientific worker, lecturer of social psychology
Pedagogical experience:
 delivers self-developed study course on „General psychology” involved in SPPA bachelor’s study
program „Psychology” (10 c.p.);
 delivers self-developed study course on „Cognitive psychological processes” involved in SPPA
bachelor’s study program „Psychology” (2 c.p.);
 delivers self-developed study course on „Basics of differential psychology” involved in SPPA
bachelor’s study program „Psychology” (2 c.p.).
Participation in conferences:
 2009 – „Person. Miracle. Eccentric”.
Conference „Projects: Talants testing” IHSPP, Riga
 2009 - „Miracle in the child’s eyes ”. Conference „Master-projekts”, IHSPP Rīga
 - „Logics of methodical analysis of the project work ”. Festival of methodical projects, IHSPP, Riga
Language skills:
 Latvian language – fluent
 Russian language – mother tongue
 German language – good
Nadezhda Soldatenko
18.02.2010
180
CURRICULUM VITAE
Personal data
DIANA SPIRE
Date of birth, place: 13.04.1980, Aizpute, Latvia
Address: 24-38 Kveles str., Riga, LV-1064, tel. 26724181,
e-mail: dianat@navigator.lv
Education:
 2003 – 2005 Pedagogical academy of Liepaja, faculty of philology, post-graduate course
 2002 - 2003 Pedagogical academy of Liepaja, qualification of Latvian langauge and literature
teacher
 1998 - 2002 Pedagogical academy of Liepaja, bachelor’s degree in philology
 1995 - 1998 Friendly invitation school Nr.5 of Liepaja (German language)
 1986 - 1995 Aizpute secondary school (basic education)
Scientific degree:
Humanitarian science Master’s degree in philology (2005)
Work experience:
 2005 – up to now International Higher school of practical psychology, lecturer
 2003 – 2008 Latvian Academy of Science, development of Latvian dialects dictionary
 2003 – 2007 Riga secondary school Nr.45, teacher of Latvian language and literature
Pedagogical experience:
 developed and delivered study course „Aspects of verbal culture” involved in SPPA bachelor’s study program
in „Psychology” (4 c.p.);
 developed and delivered study course „Verbal and nonverbal communication” involved in SPPA bachelor’s
study program in „Advertisement and public relations” (4 c.p.);
 developed and delivered study course „Mother tongue” involved in SPPA bachelor’s study program in
„Advertisement and public relations” (4 c.p.);
 developed and delivered study course „Advertisement texts” involved in SPPA bachelor’s study program in
„Advertisement and public relations” (2 c.p.);
 developed and delivered study course „Advertisement texts’s semiology and pragmatic ” involved in SPPA
bachelor’s study program in „Advertisement and public relations” (2 c.p.);
 developed and delivered study course „Semantics and semiology” involved in SPPA bachelor’s study program
in „Advertisement and public relations” (2 c.p.);
 developed and delivered study course „Referation and annotation” involved in SPPA bachelor’s study program
in „Advertisement and public relations” (2 c.p.).
Scientific work:
Master’s thesis „Sarunas sintaktiská izveide latvießu tautasdziesmas” (2005)
Participation in conferences:
International Higher school of practical psychology, annual festival of methodical projekts,
2007
Language skills:
 Latvian language – mother tongue
 Russian language - colloqual skills
 English language – colloqual skills
 German language - colloqual skills, good skills in technical translation
Additional information:
Experience in work with computer
181
Driver’s licence of B category
15.02.2010
182
Diana Spire
CURRICULUM VITAE
Personal data
NIKOLAI SHCHERBAKOWS
Date of birth, place: 03.02.1957, Liepaja
Address: 24/1-28 Ozolciema str., Riga, Latvija, tel. 29289732
Education:
 1977 – 1983
 1967 – 1977
Riga Medicine Institute, doctor
Liepaja secondary school Nr. 2
Additional education:
 1999 - 2006 Riga Geshtalt institute, therapist
 1991
specialization in primary sexology, Ukraine
 1983 - 1984 primary specialization in psychiatry, Riga psychoneurological hospital,
qualification psychiatrist
Work experience:
 2008 – up to now
 2006 – up to now
 2000 – up to now
 2000 – up to now
 1997 – up to now
 1992 – up to now
 1990 – 1997
 1984 – 1990
Riga Geshtalt institute, lecturer
Latvian transologists and hypnotherapists association courses, lecturer
Baltic International Academy, lecturer
Latvian Independent Eksperts association, expert
private praxis of psychiatry, psychotherapy
International Higher school of practical psychology, lecturer
Riga psychoneurological hospital, department manager, court expert
Riga Emergency Station, psychiatrist
Pedagogical experience:
 developed and delivered study course on „Introduction into psychiatry” involved in SPPA bachelor’s
study program „Psychology” (2 c.p.);
 developed and delivered study course on „Sexuality and sexual relationships psychology” involved in
SPPA bachelor’s study program „Psychology” (2 c.p.);
 developed and delivered study course on „Psychology of deviant behaviour” involved in SPPA
bachelor’s study program „Psychology” (2 c.p.).
Participation in public and
professional organizations:
 Latvian association of psychiatrists, member
 Latvian association of transologists, member
 Latvian sexologists and sexopathologists association, member
 Latvian association of psychotherapists association, member
Trainings, participation in conferences:
 International conference „East European versus West european Mentalities: Can We Hope to
Understand One Another?”, Austria, Vien, 2009, march;
 Seminar „Work withinner phenomenology”, Harms Simenss, 2008;
183

Conference in Riga Geshtalt institute, 2005, april
Courses:
 „Practice of Palliative Medicine” Vilnus, EEAET, 2005, june
 Gestalt-Institute EAGT St.-Petersburg – Amsterdam / qualification – gestalt-practitioner
 „Didactics: theory and practice” University of Latvia, 2004
 Seminar “Work at contact boarder in Gestalt-therapy ” Harms Simons, director of Amsterdam
Gestalt-therapy Institute (St.-Petersburg), 2003, april
 studies at the Riga Gestalt-Institute, 2000-2003
Language skills:
 Latvian language – fluent
 Russian language – fluent
 English language – colloqual
Nikolai Shcherbakows
28.04.2009
184
Dr Kristine Uzule
14 Ogres st, Riga, LV-1019
home. 67145804
Kristine_uzule@yahoo.com
http://www.delc.ed.ac.uk/russian/staff/K_Uzule.html
HIGHER EDUCATION DEGREES
09/2005-07/2009
PhD: Psychology, University of Birmingham, UK
09/2001-05/2003
10/1997-07/2001
MA: Linguistics, State University of New York at Stony Brook, USA
BA: English Teaching, University of Lodz, Poland
SCHOLARSHIPS
09/2005-09/2008
PhD: Psychology, University of Birmingham, UK
09/2001-05/2003
MA: Linguistics, State University of New York at Stony Brook, USA
06/2001
Summer Workshop: Cognitive & Neurocognitive Sciences, University of Pennsylvania, USA
10/1996-06/2001
BA & Polish Language Studies: Polish Government, Poland
10/2000-06/2001
BA: Mayor of the City of Lodz, Poland
10/1998-06/1999
BA: University of Lodz, Poland
GRANTS
01/2009-01/2010
Post-Doctoral: Centre for Russian, Central and East European
Studies, University of Glasgow, UK
Grant to Work on Integration of Minorities in Latvia
07/2004
Hornby & British Council Summer School: British Council Latvia, Latvia
Grant to Attend this Summer School in English Teaching
PREVIOUS EMPLOYMENT
01/2009-01/2010
Post-Doctoral Teaching and Research Fellow
University of Edinburgh, Russian Studies, UK
Courses Taught: Russophones in Latvia and Ukraine: Psychological, Political, Sociological and
Linguistic Perspectives, Translation, Russian
11/2006-03/2007
Tutor: English (ESOL), Workers’ Educational Association, Birmingham, UK
185
10/2005-12/2006
Teaching Assistant: Psychology, University of Birmingham, UK
Courses Taught: Psychological Disorders, Research Methods
09/2003-08/2005
Lecturer: English & Translation, Translation, International Higher School of Practical Psychology
Latvia
Courses Taught: Translation, English, Linguistics
02/2004-06/2005
Instructor: Polish & Linguistics, Slavonic Languages & Literatures, University of Latvia, Latvia
Courses Taught: Translation, Linguistics, Polish
12/2004-03/2005
Co-Author: Latvian State Exams in Polish Language & Literature, Testing Service, Latvia
Ministry of Sciences and Education, Latvia
02/2003-05/2003
Tutor: English (ESOL), Linguistics, Sate University of New York at Stony
Brook, USA
09/2002-05/2003
Teaching Assistant: Child & Family Studies, State University of New York at Stony Brook, USA
Courses: Children’s Play, Child’s Development
09/2001-05/2002
Teaching Assistant: Department of Linguistics, State University of New York at Stony Brook
USA
Course: Language in the USA
INVITED LECTURES / SEMINARS
09/2009
Ethnic Coexistence in Latvia: Psychological & Linguistic Theories
Translation, Baltic International Academy, Latvia
09/2009
How Psychological & Linguistic Theories Can Help Account for
Social Processes: Ethnic Coexistence in Latvia & Western Europe
Higher School of Psychology, Latvia
07/2009
Ethnic Integration in Latvia: Psychological & Linguistic Theories
Summer School in Perspectives on Political Transformation in Central and Eastern Europe: Past
and Present
Centre for Russian, Central & East European Studies, University of Glasgow, UK, &
University of Tartu, Estonia
ACADEMIC TRAINING PROGRAMS
08/2003
Generative Grammar: Central European Summer School, Poland
06/2001
Cognitive & Neurocognitive Sciences: Undergraduate Summer Workshop, University o
Pennsylvania, USA
08/2000
Generative Grammar: Central European Summer School, Bulgaria
01/2000-03/2000
Public Relations as a Marketing Tool: Course, New York University, USA
10/1996-06/1997
Polish Language & Culture: Program, University of Maria Curie-Sklodowska, Poland
PROFESSIONAL TRAINING COURSES / WORKSHOPS
12/2008
The Russian Language of Business Communication: Current Trends in Psychology: B
International Academy, Latvia
186
05/2008
Engaging Students in Seminars: Psychology, Higher Education Academy, UK
11/2007
Engaging 1st Year Students: Psychology, Higher Education Academy, UK
11/2007
Teaching Russian as a Foreign Language: Lomonosov Moscow State University, Russia, held
at Baltic International Academy, Latvia
11/2007
10/2006
Teaching Russian as a Foreign Language: Baltic International Academy, Latvia
Small Group Teaching: Psychology, Higher Education Academy, UK
11/2005
Teaching Research Methods, Statistics, Assessment of Students’ Essays: Psychology,
Higher Education Academy, UK
10/2005
Survival Skills for Teaching: University of Birmingham, UK
07/2004
Teaching English to Professionals: Hornby & British Council Summer School, Czech Republic
10/2003
Teaching Science in English: British Council Latvia & Science Across the World, Latvia
CONFERENCE PRESENTATIONS
05/2009
Integration of Russophones in Latvia: Psychological & Linguistics Theories
3rd Forum of the Centre for Russian, Central & East European Studies
University of Glasgow, UK
09/2008
Priming Local Syntactic Structure in Speech Production: An Online Study
14th Annual Conference on Architectures and Mechanisms for Language Processing; (with L
Wheeldon & A. Meyer)
Cambridge University, UK
07/2008
Encoding of Local Structure Proceeds Independently of the Global Structure: Online Priming Study
Experimental Psychology Society Meeting; (with L. Wheeldon & A. Meyer)
University of Liverpool, UK
07/2008
Linguistic Identity of Russian Speakers in Contemporary Latvia
Empires & Nations Conference
Ecole Doctorale of Sciences Po in Paris, France
08/2007
Case Distribution in the Latvian Debitive Mood
2nd Annual Congress of the Slavic Linguistic Society
Zentrum für Allgemeine Sprachwissenschaft, Typologie & Universalienforschung
(ZAS), Germany
06/2007
Youth Employment: Transition from Education to Work; (with V. Uzulis)
World-Public Forum: Dialogue of Civilizations, Finland
02/2005
Latvian Russian: Myth or Reality?
International Scientific Conference to Commemorate 132th Birthday of Academic Janis Endzelins
University of Latvia, Latvia
01/2005
Teaching & Learning of the Polish Language in Latvia
XV International Conference in Humanities
Daugavpils University, Latvia
12/2004
Subjective & Objective Assessments of Students’ Academic Progress
International Seminar on the Russian Language in the Baltic Sea Region
University of Latvia, Latvia
03/2004
Dative Subjects in Latvian
187
XXXIII International Philological Conference
St. Petersburg State University, Russia
01/2004
Case Distribution of Nominative and Dative DPs in the Latvian Debitive Mood within Generativ
Grammar Framework
XIV International Conference in Humanities
Daugavpils University, Latvia
06/2002
Nominative Object in the Latvian Debitive Mood
18th International Conference on Baltic Studies
John Hopkins University, USA
WORK IN PROGRESS (PREPARATION OF PUBLICATIONS)
Study of Social Phenomena using Sociological, Political Science, Psychological & Linguistic Findings, Theories & using Quantitative
Qualitative Methods, Media Resources
Linguistic Integration of Russian Speakers
Minority Language in the Majority Population in Latvia
Linguistics Identity of Russian Speakers in Latvia
Liasion Magazine (target): Languages, Linguistics & Area Studies, Higher Education Academy, UK
Language Issues in Post-Soviet Territories
PAPER PUBLICATIONS
Submitted
Ethnic Coexistence Patterns in Latvia
CommunicatoR
Submitted
(Comments received)
Linguistic Integration of Russian Speakers in Latvia
Nationalities Papers (with V. Uzulis)
To appear
Psycholinguistic Findings in Explaining Case Distribution in the Latvian Debitive Mood
In Dvorak, B. & E. Gorishneva (eds.), “SLS 2007: Collected Papers of the Second Congress of th
Slavic Linguistics Society. Berlin Meeting.” Berlin: De Gruyter
2008
Non-Academic Employment after PhD Graduation
PsyPAG Quarterly. UK: Psychology Postgraduate Affairs Group, 66, 19-23
2004
Latvian Dative Subjects
Proceedings to 33 International Philological Conference: Applied & Math
Linguistics. Russia: Saint-Petersburg State University, 25/1: 51-56
BOOK TRANSLATION
2005
Co-Translation from Latvian to Polish
In Usenko, M. & Fisbah, T. (eds.), “Powrót do Eiropy Śpiewającą Rewolucją.” Riga: Museum of th
Latvian People’s Front
CO-ORGANIZER OF EVENT
188
04/2010
Russian outside the Nation: Speakers & Identity Conference
Russian Studies, University of Edinburgh, UK
ORGANIZER OF EVENT
02/2003-05/2003
Linguistic Brown Bag Talks
Linguistics, State University of New York at Stony Brook, USA
RESEARCH SKILLS
Statistics
Research design
SPSS (Statistical Package for Social Sciences)
Quantitative, Qualitative, Experimental Methods
Priming Paradigm, Blocked & Random Designs
LANGUAGES
Russian
English
Polish
Latvian
Native language (primary & secondary education)
Fluent (MA & Ph.D. obtained in English in the USA & the UK)
Good (one-year university program; BA studies in Poland)
Good (basic music education)
REFERENCES
Prof. Antje Meyer
Professor, Co-supervisor of my PhD
Psychology, University of Birmingham, UK
Dr. Linda Wheeldon
Senior Lecturer, Co-supervisors of my PhD
Psychology, University of Birmingham, UK
l.r.wheeldon@bham.ac.uk
Prof. Ludmila Sproge
Professor, Director of Slavonic Languages & Literatures, Former Employer
Slavonic Languages & Literatures, University of Latvia, Latvia
ls@lanet.lv, ls@lu.lv
MORE REFEREES
Available on request
189
CURRICULUM VITAE
Personal data
JEKATERINA VIKULINA
Date of birth, place: September 1, 1976, Rīga
Addresse: Lomonosova iela 14-66, Rīga, t. 29786045
e-mail: ekaterina.vikulina@gmail.com
Education:
 2001 – 2005

1994 – 2000
The European University at Saint Petersburg (Saint Petersburg, Russia)
doctoral studies (Faculty of arts)
The Saint Petersburg Academy of Arts (Saint Petersburg, Russia). Faculty of arts
Spheres of professional interest:
Art photography, theory and history of photography, body and its practical visualisation in art, theory and
history of cinematography. Architecture, culture studio, gender studies, everyday life sociology.
Participation in conferences and seminars:
 2004 – 2006 Visual and culture studio. Minsk (Belarus), Vilnius (Lithuania).
 2004 – 2005 Bauhaus Kolleg VI Seminar „Transnational Spaces”. Dessau (Germany).
 2004
The Fulbright programme. Summer School in Humanitarian Science. Moscow
(Russia).
 2003
7th International Summer School on Gender Studies. Foros (Ukraine).
 2001
Conference „ Shamanism today”, Kyzyl (Tuva Republic)
Participation in photo exhibitions:
2005
group exhibition Doppelpack. Galerie Homberg, Germany
2005
curator of photo exhibition of Viļņa Vītoliņa „VOL II” Gallery “A.Sūns”, Rīga
2003
participant of the project „Movement” SKIF-7 (Sergey Kuryokhin International
Festival, Saint Petersburg, Russia
participant of the group exhibition „Game Association”. The Centr of photography, Saint
Petersburg, Russia, Center museum photogallery of Krasnoyarsk, Krasnoyarsk, Russia.
2000
participant of the exhibition „Things”, Gallery „Noass”, Rīga
1998
participant of the group exhibition Panacea., Saint Petersburg, Russia
1997
personal exhibitions „To go towards the north”, „ Secret experiment”, Rīga
Publications:
 2006 – up to now
 2005 - 2007
 2001 - 2004
 1996 – 2001
„Foto Kvartāls”, „Business.lv”
magazine „Ļubļu”
magazine Art&Time (Saint Petersburg), visual art magazine „Studio”
newspapers „Chas” and „Business&Baltia”
Publications in collections of scientific articles:
The body of ‘snowbreak’: amateur photographer’s look //Visual aspects of culture. Izhevsk, 2005
Work experience:
 1999 – 2001 Photographer. Newspaper „Chas”
 1997 - 1999 Photographer. Newspaper „Vakara ziņas”
Membership in professional organisations:
190


191
2004 – up to now Association of art scientists (organisation of Commonwealth of Independent States)
1998 - up to now The photo league, Saint Petersburg
Jekaterina Vikuļina
Appendix Nr. 5
LIST OF SCIENTIFIC RESEARCHES
AND CREATIVITY ACHIEVEMENTS
OF THE ACADEMIC STAFF THAT
WAS INVOLVED INTO PROGRAMME
REALIZATION
192
List of achievements in creative activity and scientific research of academic personnel
that is involved in realization of the study programme
Participation of academic staff in Latvian and international scientific projects
1.
2.
Dr.phil.
Ludmila Apsite
Mag.psych.
Uldis Abele
2006 - 2007


3.
Mag.psych.
Ludmila Derjabo



4.
Dr. psych.
Natalija Ivanova

5.
Mag.psych.
Dace Lapiņa



193
Latvian Council of Science, grant No. 904
2005 – 2008 „Rehabilitation programme for women
victims of violence”, developing, coordinating the
programme and psychological counselling
2008 „Development of monitoring methodology of
ethnic tolerance of society”, expert, data collection and
analysis
2008 – 2009 Research project „Development of
monitoring methods of social ethnic tolerance (ESF
Grant agreement No.:
2005/017-495-03-01/3-1/50),
researcher
2007 – 2009 Research project Concerning cooperation in
providing scientific Study of the third cycle of OECD
Programme for International Student Assessment (SSNP
2007 – 2009)
2005 – 2006 Research project of Latvian Council of
Science (LCS) No. 1-23/25, No. 2188 Concerning
cooperation in providing scientific
Study of the third cycle of OECD Programme for
International Student Assessment (SSNP 2004 –
2007). (Translation of research tools and adaptation
to Russian language. First stage of data processing)
Ministry of Education and Science grant „Specifics of
personality conception about self-realization possibilities
and one-self in multicultural society (in the age of teens
and maturity)” moderator (2003 – 2004)
Team making and cooperation training „Time
management”,
„Professional
career
in
organization”, Reresentation of European commision in
Latvia, manager and
expert (2007-2009)
„Personal motivation in company”, „Typical scenario of
cooperation”, „Selling methods”, „Belonging to a
company”, „Specifics of managerial work style”
travelling company TEZ TOUR (Spain), manager and
expert (2006-2009);
„Cooperation formation of modern teachers and pupils
observing pupils’s development peculiarities, interests,
needs”, Riga Dome education, youth and sport
department, 2008.
6.
Dr.habil.paed.
Dzidra Meikshane


194
7.
Dr.psych.
Mihailovs Janis

8.
Dr.psych.
Kristine Uzhule

Latvian scientific council granted research „Social,
psychological, medical and biological indicators of
healthy aging and possibilities of their optimisation for
those involved in the system „man-man”, leading
researher (2009 - 2012);
participation in the EU financed international project
„internationales Lerner” (2003-2005).
2006
International Association of Intercultural
Researches (ARIC), International High School of
Practical Psychology (SPPA), Culture Centre of France
(CCF) – “Methodology of research of intercultural room”
2009.- 22009 – 2010 Post-Doctoral: Centre for Russian, and
East European Studies, University of Glasgow, UK Grant to
Work on Integration of Minorities in Latvia
Academic staff participation in conferences
Nr.
1.
Docētāji
Mag.psych.
Arnese-Lihačova Jeļena


2.
Mag.sc.soc.
Bierande Signe





3.
Mag.psych.
Blusha Maira



4.
Mag.psych.
Ludmila Derjabo
5.
Mag.psych.
Gorjacheva Margarita
Supervision basing on principles of existential
therapy” SIC, moderator N. Ivanova, 2005,
October
-december;
„Creativity research and undoing” (RTTEMA
(RPIVA)), 2004, October ;
Supervision basing on principles of existential
therapy” SIC, moderator N. Ivanova, 2004,
October-May;
“Studies of kids with attention distraction in
comprehensive school” (Riga), 2003, October

2008 Crisis and its consequences. Forms of
psychological aids. International conference.

Conference „Practical aspects of integration
psychology”, Jaroslavl, Russia, 2007;
International summer Art Therapy conference.
Riga, 2005. Practical aspects of integrative
psychology;
International summer Art Therapy conference
(Riga, 2003). Music theory and praxis.
Presentation of music therapy research results.


195
Konferences
IHSPP Conference “Transitional Psychology”
2009
2009 International scientific conference „Society,
integration, education”, Rezekne
2008 International scientific conference „Society,
integration, education”, Rezekne
2007 Liepaja Pedagogical academy 5th
International scientific conference „Pedagogy:
theory and practice”, Liepaja
2007
International scientific conference
„Society, integration, education”, Liepaja
International University conference for doctors
„Studies on research structure, methods and
results”, Riga, LU, PPF
6.
Dr.psych
Ivanova Natalija












196
ATEE conference, 2010
“The way to insite” IHSPP Conference
“Transitional Psychology” 2009
„Going through a crisis after having a stroke and
possibilities of psychological rehabilitation”. //
LAPP scientific practical conference „Crisis and
its effects. Forms of psychological aid.” Riga,
2008.
„Supervision as a dialogue developing space for
professionals”.// Communication Psychology:
humanism training. Materials of international
scientific practical conference, Moscow, 2007.
Dynamics of orientation of teachers’ values.
What makes a modern teacher feel funny or
sad?// Man's renaissance.// 2nd International
humanitarian forum. Ukraine, Artek, 2007.
„Supervision as developing educational space for
professionals”.// Psychological counseling and
psychotherapy: at the cross-roads of sciences,
epoches and cultures. International scientific
practical conference. Astrakhan, Russia, 2007.
Possibilities of psychological support for
educational organisations. //LAPP conference „
Problems
of
professional
activities
of
psychologists in social care and education
organisations” Rīga, 2007.
Specificity of self-actualization of teachers with
different directions of professional activity. //
ATEE Spring University. Conference „Teacher
of the 21st century: Quality Education for
Teaching.”, 2006.
Supervision as development educational activity
of professionals. // ATEE Spring University.
Conference „Teacher of the 21st century: Quality
Education for Teaching.”, 2006.
The meaning of life events in person’s past,
present and future experience. //IHSPP scientific
conference „Events in the context of life race”,
2004.
Conference
„Existential
Dimension
in
Counseling and Psychotherapy”, Lithuania,
Birstonas 2004.
ATEE Spring University. Conference „Changing
Education in a Changing Society”, Riga (2003).
8.
Mag.psych.
Svetlana Koladko


9.
Dr.psych.
Liepina Skaidrite




10.
Maf.psych.
Jelena Levina



11.
Mag.psych.
Dmitrij Licov

12.
Dr.paed.
Meikshane Dzidra



197
2009. – „Art to be in form. Two sides of life –
health and desease” Conference “Masterprojekts”, INSPP, Rīga
2008. Methods of compression of study
material Festival of metodic projects, IHSPP,
Rīga
„Tactile stimulation – a support method of special
education”, LU, Velku fund, 2009, february;
„Psychological psychology”, LU conference,
2009, february;
„Assitance to families with children having
autism range and study disorders”, LU, Latvian
autism association, 2008, april;
Conference”School for everybody-2” IAC,
British and Latvian experience with children
having special needs introduction into
comprehensive school, Riga, 2004, november.
University of Latvia, Conference 68 (2010) –
Report „Unidimensional and multidimensional
models of self-conception: theoretical methods
and research methods”.
IHSPP, 2005 - Ļevina J. Silence as asymmetry
symbol in adolescent interaction// scientific
practical conference “Semantics of silence and
stillness” - IHSPP: Nr.18
IHSPP, 2005 - Ļevina J. The role of the object
in drama of interpersonal relationship// scientific
practical conference “A man in word of objects.
Object – Portrait” - IHSPP: No.17
Conference
„Transitional
psychology”
Starptautiskā Praktiskās psiholoģijas augstskola,
2009
International conference in Zigmund Freid’s
University, theme „Eastern and Western
Mentality”, Austria, Vien, 2009;
LU 67 conference „Integration of psychological
principles in psychological pedagogy”, Riga,
2009;
Internationale Tagung – Jugendliche zwischen
europaischer und regionaler Orientierung,
Tubingen, Germany (2003, april).

13.
Dr.psych.
Mihailovs Janis








14.
Mag.psych.
Inese Petrova



15.
Dr.med
Roja Inara







198
2009 Conference „Transitional psychology”,
Dialogue in study process – Student, Lecturer,
Client”, IHSPP
2008 Colloquio Internazionale „Il Dialogo Tra
Le
Reti
Internazionali
Questioni
Y
prospettive” , Messina, Italia
2006
International Conference „Corps. Act.
Simbolisation” Lyon, France
2006
European Colloquium on Inercultural
Communication „Methodology of Study of
Intercultural Space”, Riga
2006
Science-practical conference „ProjectOriented Thinking and Realization Techniques”,
Riga
2005 International Conference „Researches in
the Area of Intercultural Relations” (Algiers).
2005
International Conference „A Child's
Experience” (The Lumière University Lyon 2).
2004
International Conference „Health
Psychology” (Goa, India).
2004
International Science-practical
conference „European Quality of
Higher
Professional Education: Estimation Criteria and
Development Dynamics”, Riga
2009 Conference „Transitional psychology”,
„The transition from subjective experience to real
life events”
2006 – 2008 Conferences at IHSPP
Latvian association of ergonomics, „Computer
and health. The syndrome of chronical
exhaustion. Treatment and prevention”, 2007;
IV Interdisciplinary conference of Latvian
physician association, 2007;
„Society, health, well-being”, International
interdisciplinary scientific conference, Riga,
2007;
European sexologists federation 8 congress,
2006;
Baltic state neurologists 5 congress, 2006;
Latvian association of vacational diseases,
„Vocational oncological diseases”, 2005;
Obligatory health examinations and their
importance for working people health protection,
RAJOS, 2004.
16.
Mag.psych.
Savona Inna
17.
Mag.paed.
Nadezhda Soldatenko

V
International
Conference
„Existencial
Dimension in Counselling and Psychology”,
Lietuva, 2008

2009 – „Person. Miracle. Eccentric”.
Conference „Projects: Talants testing” IHSPP,
Riga
2009 - „Miracle in the child’s eyes ”. Conference
„Master-projekts”, IHSPP Rīga
2008 - „Logics of methodical analysis of the
project work ”. Festival of methodical projects,
IHSPP, Riga
2009 Integration of Russophones in Latvia:
Psychological & Linguistics Theories 3rd Forum
of the Centre for Russian, Central & East
European Studies
University of Glasgow, UK
2008 Priming Local Syntactic Structure in
Speech Production: An Online Study 14th
Annual Conference on Architectures and
Mechanisms for Language Processing; (with L.
Wheeldon & A. Meyer)
2008 Encoding of Local Structure Proceeds
Independently of the Global Structure: Online
Priming Study
2008 Linguistic Identity of Russian Speakers in
Contemporary Latvia


18.
Dr.psych.
Kristine Uzhule




199
Publications of the academic staff in Latvian or foreign edition
1.
2.
Dr.phil.
Ludmila Apsite
Mag.sc.soc.
Signe Bierande

Priekšvārds M.Mamardašvili lekcijai// Krievu
pasaule un Latvija. Русский мир и Латвия. Rīga
2006.g.

Kultūra un brīvības problēma izglītības filozofijā.
(krievu val.) //Literatūra un kultūra: process,
mijiedarbība, problēmas. Zinātnisko rakstu krājums
VII. 320.-328.lpp. Daugavpils 2006.g.

Izglītība Latvijā: problēmas un perspektīvas.
(krievu val.) Uzstāšanas tēzes IV Krievijas
filozofijas kongresā Maskava 2005.g.
Bierande S. (2008) Understanding motivation for
lifelong studying// Society, motivation, education,
International scientific conference. Issue of
publications.- Rēzekne: RA, 2008.
Bierande S., Aizsila A. (2007), Lifelong studying
as a component of life experience.// 5th
International scientific conference. . Issue of
publications. – Liepāja:LiePa – 5.-8. Lpp
Aizsila A., Bierande S.(2007) Problems and
solutions of lifelong studying process.// Society,
motivation, education, International scientific
conference. . Issue of publications.- Rēzekne: RA,
2007.
Bierande S. Lifelong studying or how to help
yourself /Druva 2006. No. 139 (10184).
Bierande S. The key to labour market door /
newspaper Latvijas Vēstnesis Plus 2006. No.1 27
(155).
Bierande S., Aizsila A. (2006) Necessity of
providing lifelong studying support in the 21st
century.// The role of higher educational
establishments in development of lifelong studying.
Academic
conference
abstracts
collection.
Rēzekne:RATC, 2006.






3.
Mag.psych.
Maira Bluša


4.
Mag.psych.
Margarita Gorjačeva


200
Article „Skolēnu pārdzīvojumi, pārejot no 4. uz 5.
klasi” // „Skolotajs” Nr. 4., Raka, 2004
„4. Klases skolēns ceļā uz pamaskolu”//”Skolotājs”
Nr.3., Raka, 2004.g. jūnijs
M.Gorjacheva Under the mask. Hide or reveal? The
world of psychology, Riga, 2003
M.Gorjacheva
Musical therapy as anxiety
regulator. Herald of integration psychology, 1, 3538, 2003
5.
Dr.psych.
Natālija Ivanova










6.
Dr.psych.
Jeļena Korsakova


201
I-conception:unidimensional and multidimensional
models: theoretical aspects and methods of research
(coauthor J.Ļevina), 2010,
Gifts of Arteck life. Psychological view on Arteck
pedagogy //Collection «Pedagogical journey to
Arteck” Simpheropol, 2010,
Supervision as developing educational space for
professionals.// Psychological councelling and
psychotherapy: scientific, age, cultural crossroads.
Materials of international scientific practical
conference, Astrakhan, 2007, 67-69;
Supervision as a dialogue developing space for
professionals//
Psychology
of
interaction:
humanism training. Materials of international
scientific practical conference, Moscow, 2007, 206209;
„Specificity of self-actualization of teachers with
different
directions
of
professional
activity”.//ATEE Spring University. Conference
„Teacher of the 21st century: Quality Education for
Teaching.2006.”
“Supervision as a developing educational sphere of
professionals”.//ATEE
Spring
University.
Conference „Teacher of the 21st century: Quality
Education for Teaching. 2006.”
“Supervision of the work of a psychologistconsultant: essence, important functions and
meaning”.//World of Psychology, 2003 No.9.
“How to help a client to define a psychotherapeutic
aim”// Moscow psychotherapeutic journal, 2004,
No.1.
„How to help a client to define a psychotherapeutic
aim”// Existential Dimension in Counseling and
Psychotherapy”, Lithuania, Birstonas, 2003,
pp.136-156.
“Solution of a valuable contradiction as a condition
for
the
personal
development
of
a
teacher”//Changing education in a changing
society. ATEE Spring University, Riga, LU, 2003,
pp. 94-100.
J.I.Korsakova, O.V. Kamalova „Study activities in
the form of collective game-training”, Jaroslavl –
Minsk
2006 J.I.Korsakova, V.V.Novikov „School lesson
as means of group integration formation”,
Jaroslavl – Minsk, MAPN, JarGU
7.
Dr.psych.
Inara Krumina


8.
Dr.psych.
Skaidrite Liepina


9.
Dr.habil.paed.
Dzidra Meikshane





202
Raksta daļa par Dz.Meikšāni „Laikmets un
personība” 9 Rakstu krājums. RaKa 2008, 295.296. lpp.
Marina Čigarina, Ināra Krūmiņa. Skolotāju bērnu
pašizjūta skolā. ATEE Spring University Riga
2006, 871.-876. lpp.
„„Special psychology”, Riga, Raka, 2008 (II.edit.)
„Special psychology”, Riga, Raka, 2003
Article Integration of psychological concepts in
pedagogy, „Skolotājs” journal (2009);
Article Emotional and rational processing of event
as
personality’s
different
expansion
mechanisms://SPPA collection: No 14. Event in the
context of life way, SPPA (2004);
Article Psychological integration problems in
professional education // SPPA collection No 14.
European quality in Professional higher education,
criteria of valuation and development dynamics. –
R: SPPA, No 14 (2004);
Article Dialectics of theory and practice in
psychology// SPPA collection: No 12, Creation in
pedagogical process.-R.:SPPA (2003);
Internationale Tagung – Jugendliche zwischen
europaischer
und
regionaler
Orientierung,
Tubingen (2003).
10.
Dr.psych.
Jānis Mihailovs










203


2008 Colloquio Internazionale „Il Dialogo Tra
Le Reti Internazionali Questioni Y
prospettive” , Messina, Italia
2007 „Research Methods of Phraseological
Units”, IHSPP (SPPA), Riga
2006 „Education and Culture: Association or
Dissociation? (event study method in research
of the influence of culture)”. Abstracts of
European colloquium on inercultural
communication „Research Methodology of
Intercultural Room”, Newsletter No.20, IHSPP
(SPPA), Riga.
2006 „Pedagogic aspects of project work
activities”, „Principles of the Project Approach in
Solution of Professional Tasks», „Psychological
Principles of Project Thinking”. Abstracts of
Science-practical conference „Project-Oriented
Thinking and Realization Techniques”, IHSPP
(SPPA), Riga.
2005 „Psychological Instrumentation in
Historical Context”. Abstracts of International
science-practical conference „A Man in the World
of Things. Thing – Portrait”, Newsletter No.17,
IHSPP (SPPA), Riga.
2005 „Silence As Object of Reflection and
Empirical Researches”. Abstracts of International
Science-practical conference „Semantics of Silence
and Stillness”, Newsletter No.18, IHSPP (SPPA),
Riga.
2004 „The Cult of Consumption in the Cultural
Context”. Abstracts of Science-practical
conference „The Cult and Culture of
Consumption”, Newsletter No.16, IHSPP (SPPA),
Riga.
2004 „Motivation Structure of Professional
Suitability: Holistic Approach”. Abstracts of
International science-practical conference
„European Quality of Higher Professional
Education: Estimation Criteria and Development
Dynamics”, Newsletter No.14, IHSPP (SPPA),
Riga.
2004 „Image of Training Room”, „Energy of
Presentation”. Abstracts of International
science-practical conference „A Man in the world
of Things. Thing - Destiny”, IHSPP (SPPA)
Newsletter No.13, Riga.
2004 „Event as Unit of Description of the Race of
Life”. Abstracts of International sciencepractical conference „Event in context of the race
of life”, Newsletter No.15, IHSPP (SPPA), Riga.
2003
„Position of an Observer in the Context of
Life Events”.
Abstracts
of
International
science-practical conference „A Man in the World
of Things. Thing and Character”, Newsletter No.7,
IHSPP (SPPA), Riga.
2003
„On Butterfly Wings in the Flow of Air”.
11.
204
Dr.med.
Inara Roja
Publications (books and broshures):
 Cognitive hypnodrama in treatment hypnotherapy,
I.Roja, Riga, SIA „Europrint tipogrāfija”, 2007,
p.79
 Pain therapy of being awake, I.Roja,
 Autogenetic training, I.Roja, Bertholds M.,
Zaļkalns J., Roja Z., Riga, 2006, p. 34
 Cognitive hypnodrama, I.Roja, Riga, 2006, p 78
 Stress and iolence at work, Roja I., Roja Z.,
Kalkis H., Riga, 2006, p 46
Publications (scientific issues):
 Roja I., Roja Z. Combined treatment in
heterosexual and homosexual working aging male
patients with erectile dysfunction and body
dissatisfaction. Abstracts of the Joint meeting of the
European (ESSM) and International (ISSM)
Societies for Sexual medicine. The Journal of
Sexual Medicine. USA, Plymouth, 2008/12:84-85
 Roja I., Roja Z. Use of cognitive hypnodrama,
couple therapy for female patient with psychogenic
vaginisms. Book of abstracts. 11th Congress of the
European Society of Hypnosis (ESH). MegStiftung, Konradstr., 16, 80801 Munchen,
2008/09:63
 Roja I., Roja Z. Short-term Psychotherapy
Treatment
in
Working
Adults
with
Trichotillomania.
LADV,
BADV&CEEDVA
Conference of Dermatovenerology. Abstract book.
2008/06:47
 Roja I., Zalkalns J., Roja Z., Kalkis H., Bertholds
M.G. Gerontopsychotherapy in Working Aging
male and female. International Conference
“Healthy Ageing-Active Ageing-II”, Jurmala,
Latvia, 2008, Abstract Book, 2008.
 Roja I., Zaļkalns J., Roja Z Usage of cognitive
hypnotherapy for teenagers having suffered from
sexual abuse in family. 7th scientific conference in
Riga Stradinya University, collection of thesis,
2008:251
 Roja Z., Roja I., Zalkalns J., Svirksts J., Kalkis H.
Mobbing and Bossing as a Factor of Unhealthy
Ageing for Working Acadmic Educators.
International Conference “Healthy Ageing-Active
Ageing-I”, Parnu, Estonia. Abstract Book, 2007.
 Roja I., Roja Z., Zalkalns J. Medical hypnotherapy
treatment in adults with atopic dermatitis. 7TH
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