International Higher School Of Practical Psychology

International Higher School of Practical Psychology

Syllabus of higher professional education in practical psychology with an integrated bachelor’s standard of social sciences in psychology

Riga, 2003

1 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY

The List of Documents Presented on Curriculum of Higher Professional Training in Practical Psychology with an included Bachelor’s Standard Accreditation

Pp. 1. An excerpt from the protocol of the IHSPP Senate sitting - (The materials is kept in the IHSPP chancery) 2. Accreditation pages No. 021 of 07.06.2001, Appendix No. 021-0290 - (The materials is kept in the IHSPP chancery) 3. Contracts on bilateral cooperation in academic and research work - (The materials is kept in the IHSPP chancery) 4. Syllabus of higher professional education in practical 4 psychology with an integrated bachelor’s standard of social sciences in psychology 5. Publicity and informative edition 8 about the possibilities to study 6. Perspective evaluation of the syllabus 8 with relation to the interests of the Latvian State 6.1. Adequacy of the syllabus to the standard of the profession 8 and the standard of higher professional education 6.2. Results of the employers’ inquiry 9 7. Evaluation of the syllabus 9 7.1. The aims and tasks of the syllabus 9 7.2. Organisation of the syllabus 9 7.2.15. The material support of the syllabus 12 7.3. Practical implementation of the syllabus (the applied 13 methods and forms of the research activity of the academic staff and their impact on the work of studies, involvement of the students into research projects) 7.4. The system of evaluation (justification of the choice 15 of methods and the analysis of the results) 7.5. Students 16 7.5.1. The number of students according to the syllabus 16 7.5.2. The number of students matriculated in the first year 16 7.5.3. The number of graduates 16 7.5.4. The students’ inquiries and their analysis 16 7.5.5. The graduates’ inquiries and their analysis 17 7.5.6. The students’ participation in the improvement 17 of the process of studies 7.6. The academic staff engaged in the syllabus 18 7.6.1. The number of the academic staff and the number 18 of the academic staff indicating the number of the academic positions and the number of those persons who have

2 a Doctor of Science’s, Habilitated Doctor’s or Master’s degree 7.6.2. Adequacy of the proficiency of the academic staff 21 to the aims and tasks of the structural unit (scientific biographies of the academic staff, project leadership, directions of research and its results) 7.6.3. The policy of the selection, renovation of the academic staff, 21 teaching and development 7.7. Sources of finance and support of the infrastructure 22 7.8. External contacts 22 7.8.1. Contacts with the employers 22 7.8.2. Cooperation with similar syllabi in Latvia and abroad 23 7.8.3. Academic staff who have worked at foreign educational 25 establishments, or carried out scientific or research work abroad 7.8.4. The number of visiting lecturers from abroad in the syllabus 26 7.8.5. The number of students studying abroad within 26 The framework of exchange programmes 8. The plan for the development of the syllabus 26

Appendices: Pp.

1. The annotations of the courses of studies 28

2. Standard of Professions PS 0078 - (The materials is kept in the IHSPP chancery)

3. Information about the lecturers’ research works in 2000. - 2003. 107

4. List of scientific and practical conferences 108

5. CV of the academic staff 109

6. The supports of the infrastructure as well as the balance - (The materials is kept in the IHSPP chancery)

7. Seminars and training classes offered to the students 150 of the IHSPP by foreign visiting lecturers. 2000. - 2003.

8. The system of evaluation of the syllabus - (The materials is kept in the IHSPP chancery)

9. References for the work of the IHSPP graduates - (an excerpt from documentation) (The materials is kept in the IHSPP chancery)

INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY 3 4. Syllabus of higher professional education in practical psychology with an integrated bachelor’s standard of social sciences in psychology Confirmed at the meeting of the Senate 21.05.2003.

Qualification: practical psychologist LR occupational classification: 2445 10

Total number Number Total number Form of of academic hours of contact of credits testing No. Names of courses Terms In lecture rooms hours per Indep. pract. cred. week lect. work term total exam. classes test A B C D E F G H I J K 1. Comprehensive courses – 20 credits. 1.1. Compulsory comprehensive courses – 18 credits. 1. Foundations of philosophy 2 2 28 20 32 2 2 1 2. Logic 1 2 28 20 32 2 2 1 3. Foreign language 1-4 2 192 128 2 8 2 2 4. Anatomy and physiology 1 2 32 16 32 2 2 1 5. Mathematical statistics 2 2 16 24 40 2 2 1 6. Informatics 1 2 16 32 32 2 2 1 1.2. Comprehensive optional courses – at least 2 credits. Latvian language in 7. professional 1-4 2 64 96 1 4 2 2 communications 8. Personality philosophy 4 2 26 22 32 2 2 1 9. Sociology 5 2 26 22 32 2 2 1 10. Foundations of economics 2 2 26 22 32 2 2 1 Foundations of self- 11. 1 2 14 18 8 1 1 1 presentation 2 Basic theoretical courses of the branch – 36 credits. 1. Social psychology 4 4 48 16 56 3 3 1 2. Labour psychology 6 4 28 36 56 3 3 1 3. Pedagogical psychology 5-6 2 40 24 56 1,5 3 1 1 1-2 2 4. General psychology 4 128 80 192 10 2 2 3-4 3 2-3 2-3 5. Developmental psychology 4 96 128 176 10 2 2 4-5 2-3 6. Clinical psychology 5-6 4 62 26 72 2 4 1 1 7. Personality psychology 5-6 2 30 34 56 1,5 3 1 1 3. Courses of professional specialisation of the branch – 60 credits. 3.1. Compulsory courses – 58 credits. 1. Social psychology:  Experimental social 5 4 20 44 56 3 3 1 psychology  1 2 22 26 32 2 2 1 Psychology of human contacts  Group research methods 6 4 30 34 56 3 3 1  Family psychology 7 2 24 16 40 2 2 1 4 Total number Total number of Form of Number of of academic hours credits testing contact No. Names of courses Terms In lecture rooms hours per Indep. cred. pract. term total exam. week lect. work test classes A B C D E F G H I J K 2. Labour psychology:  Organisational psychology: 7 2 22 26 32 2 2 1  Research methods of organisations 7 4 22 42 56 3 3 1  Introduction into speciality 1 2 6 34 40 2 2 1  Introduction into professional activity 8 2 14 18 48 2 2 1  Psychologist’s ethics 8 2 20 12 8 1 1 1 3. Pedagogical psychology:  Methodology of teaching psychology 7 2 20 28 32 2 2 1 4. General psychology:  Investigation study of psychical processes 5 2 26 22 32 2 2 1 (cognitive psychology)  History of psychology 3 2 20 12 48 2 2 1  Biological foundations of mind mentality (psychophysiology, 2-3 2 68 28 64 2 4 2 neuropsychology)  Psychology of individual differences (differential 3-4 2 40 56 64 2 4 1 1 psychology, psychometrics)  Experimental psychology 3-4 4 52 60 48 2 4 1 1  Methodology of scientific research 1 2 32 16 32 2 2 1  Research and evaluation methods in psychology 2 2 20 28 32 2 2 1 5. Developmental psychology:  Research methods of the peculiarities of psychic development in different age 4-5 2 12 20 48 1 2 2 groups 6. Clinical psychology:  Psycho diagnostics in clinical psychology 5-6 2 8 16 56 1 2 2  Research methods of personality 5-6 4 30 50 80 2 4 1 1  Psychological counselling 7 6 48 88 104 3 6 2  Foundations of group psychotherapy 7 4 18 42 20 2 2 1 3.2. Optional courses of professional specialisation of the branch – at least 2 credits. 1. Social psychology:  Psychology of business-like contacts 6 2 12 44 24 2 2 1  Methodology of social psychological training 8 2 12 36 32 2 2 1 2. Labour psychology:  Management psychology 8 2 30 18 32 2 2 1  Psychological foundations of choosing one’s career 6 2 26 22 32 2 2 1  Introduction into advertising 2 2 18 14 48 2 2 1 psychology A B C D E F G H I J K 3. Pedagogical psychology:  Psychology of the process of 1 2 18 14 48 2 2 1 studies  Psychological and 7 2 20 12 48 2 2 1 pedagogical correction  Pedagogy 8 2 12 20 48 2 2 1 4. General psychology:  Psychology of image 3-4 2 26 30 64 1,5 3 1 1 research 5. Developmental psychology:  Children’s psychodiagnostics 7 4 30 34 56 3 3 1 6. Clinical psychology:  Introduction into psychiatry 3-4 2 44 20 16 1 2 2  Family psychotherapy 7 2 24 16 40 2 2 1  Foundations of the game 7 2 14 18 48 2 2 1 therapy  Retarded children’s 5 2 30 18 32 2 2 1 psychology  Psychology of deviant 8 2 28 12 40 2 2 1 behaviour  Psychology of health 8 2 24 16 40 2 2 1 Total number in the 3rd division: offered courses – 40 credits – 92

A B C D E F G H I J K 4. Courses of free choice – 6 credits. 1. Social psychology:  Research methods of 3-4 2 48 48 64 2 4 2 a visual image in a group  Research methods of 1 2 16 16 8 1 1 1 a verbal image in a group 2. Labour psychology:  Foundations of the 3 2 26 22 32 2 2 1 management theory  Self-presentation of an 4 2 26 22 32 2 2 1 organisation  Labour legislation 8 2 20 12 8 1 1 1  Foundations of commercial 7 2 22 18 40 2 2 1 and human rights 3. Pedagogical psychology:  Methods for the development of the cognition 1 2 12 20 48 2 2 1 processes 4. Clinical psychology:  Foundations of children’s 8 2 24 16 40 2 2 1 and juveniles’ psychotherapy  Psychophysical self- 2 2 12 20 8 1 1 1 regulation  Psychology of sexuality and 7 2 20 12 8 1 1 1 sexual relations 6 Total number Total number Form of testing No. Terms of credits Names of courses of acad. hours term total exam cred. test A B C D E G H I 5. Practices. – 76 credits. 1. Pedagogical psychology:  Information retrieval practice 1-6 80 2 1  Pedagogical practice 1-8 160 4 3 2. General psychology:  Psychological practice 5-8 80 2 1  Research practice : Preparation of course papers (3) 1-6 600 15 defen. Preparation of the diploma work 7-8 400 10 defen. 3. Developmental psychology:  Corrective developing practice 5-8 40 1 1 4. Clinical psychology:  Counselling practice 1-8 80 2 2 5. Probation 9-10 1200 15 30 Preparation of the competency 6. 9-10 400 5 10 defen. work (diploma project) Total number of acad. hours and credits 3040 76 6. Competency examination – 2 credits 1. Competency examination 8 80 2

Probation and the Total number of credits: Syllabus of 4-year studies preparation of the competency work 200 160 40

7 The duration of studies for the persons with secondary education – 4 years and one probation year. For the day department the syllabus is implemented in the form of full-time studies and is envisaged for 32 working weeks a year with a load of 40 academic hours a week (from them 24 are intended for contact hours, 16 – for independent work). The length of half-time studies for the persons with secondary education is 5 years, the ratio of the classroom hours to independent work being 1:3. On the average, 50% of all the contact hours are in the form of lectures and seminars, 50% - practical work. The unit of accountancy of studies is 1 credit, which corresponds to 40 academic hours. The annual load of studies 40 credits. For annotations of the courses of studies see Appendix 1, p. 28.

8 5. Informative and publicity editions about the possibilities to study For advertising the mass media and the Internet are extensively used (the informative material in the Website www.sppa.lv ), notices and topical materials in the press, psychological counselling, interviews over the radio and in the TV programmes with the participation of the people from the higher school and its graduates. Every year a special edition about the higher school is prepared as an advertising supplement in the newspaper “Izglītība un Kultūra”. For the secondary school leavers advertising booklets and a collection of articles about the higher school are prepared. Once a week, from May to August, there are “information days”. Senior students participate with informative actions at the Latvian exhibitions on education (this year such a work from May 6 to 9 was carried out at the national exhibition “School” 2003”). Within the framework of a short-term professional practice the students do educational and corrective work under the guidance of counsellors at educational establishments. Series of psychological lectures (about 150 a year), conversations, discussions, presentations of advertising nature raise interest of senior pupils in psychology. The young teachers and senior students hold psychological Olympiads at schools (contests in the knowledge of psychology and psychological thinking). Approximately 800 pupils take part in psychological Olympiads a year. Their winners are offered allowances for entering the higher school.

6. Perspective evaluation of the syllabus with relation to the interests of the Latvian State.

Now that Latvia is getting ready to enter the European Union, changes are proceeding in the country in many spheres of life – economics, politics, education etc. These dynamic processes create a necessity to form special psychological structures which, working professionally with people, would alleviate tension and frustration, promote efficient communication and the development of personal resources, would help to choose one’s career, selection of the personnel in organisations and offices. Society’s economic requirements determine the need for qualitative transformation of the psychological structure of any activity, to raise the importance of the human factor, to promote the development of the creative potential, to raise the working capacity. The syllabus of the IHSPP for psychological studies offers the students a wide range of subjects, which ensure the acquisition of knowledge and skills in various directions of psychology: family psychology, children’s psycho diagnostics, psychology of business communication, psychological foundations of choosing one’s career, methods organisational research, foundations of psychological counselling, group research methods, foundations of group psychotherapy, management psychology, etc. Thus the IHSPP syllabus for psychological studies ensures training of practically oriented psychologists whose qualifications and the level of professional knowledge meets todays and perspective requirements of the state for psychological aid in various spheres of public and economical activity.

6.1. Adequacy of the syllabus to the standard of the profession and the standard of higher professional education.

The syllabus of higher professional education in practical psychology meets the professional standard (Professional standard PS 0078, confirmed by the order Nr. 351 of the Ministry of Science and Education of June 6, 2002), regulations Nr. 481 of the LR Cabinet of Ministers of November 20, 2001 – “Regulations on the standard of the second-level professional higher education” and the order Nr. 265 of the LR Ministry of Welfare of December 16, 2002 – “On the changes in the occupational classifier”.

9 6.2. Results of the employers’ inquiry

19 offices and organisations took part in the employers’ inquiry with the evaluation of the professional activity of the IHSPP graduates: SIA “The Group of Practical Psychologists”, the “Dara” Psychological Centre, Riga Special Elementary School – the centre of development, Vangaži Vocational School, the Central Commission of Medical Expertise of the Ministry of Internal Ministry, the Republic of Latvia, Riga Secondary School Nr.10, Mārupe Secondary School, Riga Secondary School Nr.85, Riga Secondary School Nr.89, public organisation “Mārtiņa Fonds” (aid to the children with hematooncologic diseases), Riga Secondary School Nr.32, the “Mēmele” Specialised State Social Care Centre, Riga Mežaparks Secondary School, SIA “Telegroup”, Belorussija Sanatorium, the Naukšēni Educational and Reclamation Institution, etc. The employers recognise that the graduates from the higher school are honest, knowing specialists with a responsible attitude to work. The analysis of the employers’ questionnaires show that in almost any case the theoretical knowledge of the graduates from the IHSPP are very good, as little lower are evaluated their practical skills; however almost everywhere the employers appreciate the tangible professional growth of the graduates from the IHSPP (in comparison with that at the beginning of their activity at the organisation or institution). This, in its turn, witnesses good adaptation ability. In individual cases the evaluation is lower for the graduates’ to work in a team (in 1 case of 19), communicability (in 4 cases of 19) and self-confidence (in 5 cases of 19), as well as the respect for the other people’s opinion (in 3 cases of 19). Several recommendations (improvement of the habits of practical work; application of recent methods increasing the efficiency of human communication; doing research work) mark those directions in which the graduates from the IHSPP should improve their proficiency. The questionnaires can be found in the high school office.

7. Evaluation of the syllabus: 7.1. The aims and tasks of the syllabus

The aim of the syllabus is to ensure the students’ training for a practicing psychologist’s job and the required academic and professional preparedness to be able to continue education at the IHSPP and other Latvian and foreign higher schools; to motivate them to lifelong education improving a psychologist’s professional skills. The tasks of the syllabus: o To train the students’ skills of studying and research, o To develop the students’ academic and professional thinking o To develop the students’ basic professional skills and personal resources, o To form the students’ professional position The training process is organised in compliance with the Law on higher school and other normative acts, accepted in LR, with the Constitution of the higher school, decisions of the Senate of the IHSPP, which are of regulatory character.

7.2. Organisation of the syllabus During the first two years of studies the main attention is devoted to extensive academic training (acquisition of the basic subjects). In senior courses great attention is focused on professionalism and development of professional skills. Professional self-determination is favoured by the fact that the students acquire specialised optional courses which are closely related to their professional interests, define the themes of research papers, the places of practice, as well as accumulation of practical experience during the supervision practice. 10 Acquisition of the courses is envisaged which enhance the improvement of the students’ overall standards of education, perfection of humanitarian knowledge, basic communicative and organisational abilities. During the summer period there are continued a series of seminars and specialised courses for the students who are interested in raising their personality potential, broadening their range of vision and professional skills and deepening their knowledge. For the students of the half-time learning department there is a possibility to acquire the courses they are interested in (comprehensive and specialised) at their option. The syllabus is implemented both by the lecturers of the higher school and practitioners; and many foreign specialists (from Italy, France, Germany, Russia, Lithuania) are involved in its implementation. Having completed their studies, the graduates submit a work of competency, which consists of the oral part (a professional efficiency examination) and the written part (the diploma and the professional efficiency work), as well as defend their diploma works. The graduates who have acquired the syllabus successfully receive the qualifications of a “practical psychologist” with a right to continue their Master studies. Depending on the aims and tasks of the syllabus, the contents, forms and methods of training are defined.

7.2.1. The structure of the academic courses.

The syllabus consists of six cycles of basic subjects (social, general, pedagogical, developmental, clinical, personality, labour psychology):  presented in all the divisions except the comprehensive one;  oriented to three tasks (academic training, professional training, the research work). The syllabus is restructured in agreement with the Regulations of the LR Cabinet of Ministers Nr. 481 of November 20, 2001 – “Regulations on the standard of the second-level professional higher education”. “Amendments of the structure of the syllabus”

7.2.2. The syllabus consists of two blocks: the academic and the professional parts which ensure a degree of acquisition of academic knowledge, professional skills, habits and relations meeting modern requirements.

7.2.3. The academic part of the syllabus in psychology includes a material providing a scientifically substantiated view of the object of psychology, the specificity of humanitarian knowledge, the evolution of theories, the philosophical, economical and social preconditions of personality development.

7.2.4. Division “Comprehensive courses” (20 credits) is a group of humanitarian-profile courses (philosophy, sociology, personality philosophy, logic, a foreign language, etc.) aimed at the expansion of the students’ horizon, the development of the overall level, as well as their social, communicative, organisational skills (“Foundations of self-presentation”, “Foundations of economics”).

7.2.5. Division “Basic theoretical courses of the branch” (36 credits) includes the dominating subjects which: 1) provide a historical review of investigations in the basic branches of psychology (general psychology, social psychology, developmental psychology, etc.), 2) acquaint with the general scientific and the specific principles, problems, methods, experimental models, accumulated data, the authors of the investigations and their theoretical generalisations, 3) provide a general scientific basis for psychologists’ further practical and research work. 7.2.6. Having acquired the academic part of the syllabus, the students are able:

11 a) to use multifarious theoretical models of analysis of the same phenomenon as the basis for efficient work of a practicing psychologist, b) to see the advantages and restrictions of various theoretical models by analysing a particular situation, which is a precondition for creative professional activity, c) to treat the theoretical material in the context of practical activity.

7.2.7. The professionally oriented part of the syllabus is aimed at the development of the skills and habits that are necessary for professional activity.

7.2.8. Division “The courses of professional specialisation of the branch” (60 credits) includes the following subjects: “Experimental social psychology”, “Methods of group research”, “Psychological foundations of choosing one’s career”, “Children’s psychodiagnostics”, “Methods of organisational research”, “Experimental psychology”, “Research methods of the peculiarities of psychic development in different age groups”, “Psychodiagnostics in clinical psychology”, “Methods of psychological research and evaluation”, “Research methods of personality”, and others, connected with the research of organisations, diagnostics, correction, development, counselling, expertise, supervision, research work, etc. Besides this division includes the courses in which the students get acquainted with the specificity of a psychologist’s job:  Within the framework of the course “Introduction into speciality” the first-year students, in contrast to other spheres, get acquainted with the ethical principles of a psychologist’s activity and the respective professiographic material.  During the fourth year of studies the students, acquiring the subject “Introduction into professional activity”, get acquainted with the specificity and concrete conditions of the psychologist’s in his workspace, organisation of a psychologist’s job, presentation possibilities of his work and the concluded contracts with the employers. 7.2.9. On the whole, this division comprises 40 academic courses with the total amount of 92 credits, 24 of which (for the completion of which the students receive 58 credits) are compulsory but the remaining courses are at the students’ option. Analysis of the ratio of the students’ forms of work witnesses that the practically oriented courses constitute approximately 45% of the syllabus.

7.2.10. To the professionally oriented part of the syllabus belong the students’ practices. The principal aim of practice is to develop a skill to develop the professional position of the students of psychology, the knowledge and skills that are useful for professional and practical application. The structure of practice has 3 levels: 1. Training practices (the practice of information retrieval, the pedagogical practice). 2. Short-term professional practices outside the educational establishment. 3. Long-term practice at the place of probation (a one year).

7.2.11. On the whole, the amount of the practice is 76 credits, including for the practice carried out on the first two levels (here belong preparation of three course papers and the diploma work), which has 36 credits, and the annual probation during which the competency work is prepared – 40 credits. In order the students could undergo their practices, the higher school has concluded agreements with educational and medical institutions, as well as with the organisations of the service sphere. (The respective documents can be found in the office of the higher school).

7.2.12. Division “The courses of free choice” (6 credits) includes the subjects which: 1) expand the sphere of their overall training, 2) help the students establish inter-subject links, 3) promote the students’ self-determination,

12 4) promote the students’ personal and professional self-determination.

7.2.13. During one academic year the students are offered 40 credits (60 credits according to the European system), which makes 200 credits in a 5-year period of studies (300 credits according to the European system).

7.2.14. Competencies acquired in the process of studies

The standard of the specialist’s professional competence is determined according to the Standard of Professions PS 0078 (Confirmed by Order Nr. 321 of the Ministry of Education and Science of June 6, 2002), which was worked out by a workgroup including as members G.Tomsons, Vice Rector of the IHSPP, T.Čaikovska, a lecturer, and N.Ivanova, a doctor of psychology of the IHSPP as an expert. The students’ competence during the process of studies is evaluated: oral and written credit tests and examinations, pedagogical tests, estimation of the independent work, promotion examinations and work. Evaluation of the graduates’ professional competence is reflected in the results of the employers’ inquiry, the graduates’ self-evaluation of their competence, dynamics of the professional and personality growth – in the results of the graduates’ inquiry.

7.2.15. The material support of the syllabus

The material support of the syllabus consists of a building at 65 Bruņinieku Street (2800 m2), a house at 12 Gogoļa Street (450 m2) – these two buildings with the surrounding landform the property of the higher school. Premises for the management are rented in the skyscraper at 1 Akadēmijas Square (24 m2). Basically the implementation of the syllabus takes place at 65 Bruņinieku Street where, besides the rooms for lectures and recreation, there are also 5 flats for professors enabling regular work for the foreign visiting lecturers as well. A separate block of the building is the library, a reading hall and a book storage (180 m2). There are four computer rooms at 65 Bruņinieku Street (66 m2, 45 m2, 45 m2 and 25 m2) where there are 61 PC computers with a connection to the Internet and 11 Apple computers. Peripheral devices, too, are used in the process of studies – 2 black-and-white A4 format laser printers, 2 A4 format and 1 A2 format colour jet printers, 3 scanners. Altogether the higher school has 94 computers and 8 printers. To implement the syllabus, use is also made of audio visual and other technical means - 24 TV sets, including one cine-projector for viewing video materials in a large lecture room, 1 video- projector, 17 video tape recorders, 27 dictaphones, 2 digital photographic cameras, 1 digital video camera, an equipment for binding books and brochures, 6 copiers, 2 codoscopes. 3 cine-cameras, a layout table and the lighting equipment ensure the work of the cine- laboratory. There is a large audio- and video library the material of which is systemised so that it could be used as efficiently as possible in the process of training. The IHSPP has two Resources centres – of psychology and foreign languages (66 m2 and 47 m2), and a methodological lab (45 m2). The library complex is used for the methodological support of the syllabus including the library with a reading hall (180 m2) and the Internet hall (66 m2). At present the stock of the higher school library and the resource centres has 11877 books, among them are books in foreign languages: 1300 books on psychology and 1054 books at the Language Resources Centre. A subscription is taken of 12 periodicals including 9 magazines on psychology in the English and French languages, 1 – in Latvian, 1 – in Russian, the newspaper “Izglītība un kultūra”. In addition to the conventional catalogues, an applied computer programme that has two databases ensures dynamic use of the library stock: books and the methodological material.

13 The students have also a possibility to use the stock of other scientific libraries in Latvia (for instance, the stock of the LU Scientific Library, the stock of the Academic Library, the stock of Misiņš’ Library, etc.). For recreation purposes the complex includes a gymnastics hall (60 m2), a bodybuilding hall and a shower room. There is students’ canteen and a recreation complex in the building with a café and a disco room.

7.3. Practical implementation of the syllabus (the applied methods and forms of the research activity of the academic staff and their impact on the work of studies, involvement of the students into research projects)

7.3.1. Both conventional (discussions, seminars) and various innovative forms of studies (a project week, trainings, role-playing, self-analysis, the students’ drawings, essays, video recordings with subsequent analysis, interpretation of the research results) are used at the classroom lectures and practical classes. The choice of forms and methods depends on the specificity of the academic subject, the level of training, the potential, the scope of interests of any students’ group.

7.3.2. To enable the students’ orientation in the contents and structure of the academic courses, organisation of their individual work, the lecturers of the Faculty have drawn up teaching and methodological material (programmes and annotations of courses, plans-checkpoints for every lesson, methodological recommendations). There are worked out methodological materials on the ways of organisation of the research activity, regulations on practices, parameters of requirements, criteria for examinations, the diploma work and the competency work. All these materials are stored in the library and in the Resources Centre.

7.3.3. At the Resources Centre the students have a possibility to watch video records of psychological seminars conducted by foreign guest lecturers, topical videocassettes about the psychological work (approximately 1000 cassettes). The students can acquaint themselves with graph transparencies worked out as a methodological material by the students themselves (about 3000 graphs), psychological methodical aids, descriptions of psychological phenomena, there is a stand of reference materials, a collection of the professiographic material about the psychologist’s job, etc. The students receive advice of a consultant working at the Resources Centre.

7.3.4. An important stage in the academic work of the IHSPP is the research work of the students and lecturers.

7.3.4.1. Many lecturers work basically by individual research plans, some of them are involved into in the Latvian and international research projects. On the whole, in the period from 2000 till 2003 9 lecturers have participated in 11 different long-term research projects, 5 lecturers took part in six projects granted by the Latvian Council of Sciences, 3 lecturers being managers of these projects, 4 lecturers participated in various international scientific programmes (see “Information about the lecturers’ research works in 2000. -2003.” in Appendix, pp. 107). A team of lecturers of the higher school under the guidance of N.Ivanova, Doctor of Psychology, conduct an investigation by the grant of the Latvian Council of Science on the theme “Formation of personality concepts about oneself at different ages in a multi-cultural society”. It is intended to attract to this work approximately 15 third- and fourth-year students.

7.3.4.2. The students’ research work starts from the first year of their studies.

14 The academic support for their research work the students receive weekly group consultations, in specialised courses on the methodology of the research work they discuss the themes of their investigations together with the lecturers of the respective course. In the first academic year the students present the text of their investigation the amount of which is not less than 20 pages. In the fourth academic year the amount of the prepared text (the diploma work) is not less than 50 pages; in the fifth academic year the amount of the presented competence work or project is also more than 50 pages. In such a way, during five years of studies the student prepares the text of his research of about 200 pages (together with appendices – about 300 pages).

7.3.4.3. At the end of the academic year the students’ conferences take place at which the research works and the practice results of the best students are represented. At the conference of 2002 “Enhancement of the juveniles’ and youths’ social integration. 10 students handed in Theory and practice” accounts of the conducted practical work. 5 students from the Faculty of Psychology publicised the results of their research work at the conference of May 2003 on “Semantics of verbal figurative communication”. Altogether, during the years from 2002 till 2003, 8 different-profile conferences were held at the IHSPP with active participation of the lecturers and students (See. “List of scientific and practical conferences”, Appendix 4, p. 108 ). In June 2003 an international conference – the thematic Summer University - took place on “Psychology of keeping silent”.

7.3.4.4. There is a laboratory at the Faculty “The study of the student’s personality as a subject of the training process”, in which engages 6 researchers and students from the higher school take part.

7.3.5. In order to integrate various subjects of studies and practices alongside with the other forms of the students’ individual work, efficient use is made of the students’ topical project weeks. For this purpose the students of different courses join into creative teams and, under the guidance of lecturers, conduct investigations on a certain theme considering the general list of themes of the Faculty and the contents of the particular subject of studies.

The themes and the possible directions of the work with projects are confirmed at the sittings of the Scientific and Methodological Council

In the first term of the academic year 2002/2003 the direction of this work was labelled as “I, as a psychologist”, in the second term – “Human communication as an instrument of a psychologist’s work”.

7.3.5.1. In their creative teams the students, under the guidance of their teachers, conducted an investigation on theme “Psychological and somatic portrait of a personality” and a methodological approbation, “Business communication as an evaluation form of the personnel of an organisation”, a self-study programme “My vision of the psychologist’s image”, “Name as an expression of I- conception”, “Manifestations of the features of my character in family and society” “Two aspects of my Self. Manifestation of my traits of character in the family and society”; the students prepared a role-play programme on the themes: ”My position in human communication”, “Games in professional orientation”, etc. Such a project work performed together promotes raising their educational and creative activities, as well as develops their abilities of working in a team.

7.3.5.2. Altogether, in the academic year 2002/2003 14 projects were prepared in which the 1st - 4th – year students took part, 18 presentations were made about the results of the work – they took 15 place in the form of higher school conferences, role-plays, exhibitions of pictures, fragments of trainings, demonstrations of advertisements prepared by the students etc. The materials of the project works, compiled in thematic collections, reflected in audio and video records, vocabularies, albums, are presented at the Resources Centre.

7.3.6. The senior students carry out educational work at one of the complementary structures of the higher school – the „Third Age” University for the middle-aged people. The listeners of the University are delivered lectures training courses are conducted, topical events are organised. In the academic year 2002/2003, within the framework of the competence work, the students conducted classes in five developing programmes of this structure.

7.3.7. Within the framework of practical training in the course “Developmental psychology”, using the “Observation and conversation method”, each second-year student takes part in the study of the psychological peculiarities of one 5 to 6-year old child revealing its emotional-volitional sphere, the peculiarities of intellectual activity, behaviour and self- consciousness. The main aims of the practical training are: the development of the students’ theoretical knowledge, as well as practical skills and habits that are necessary for the psychologist’s work (defining the tasks and the object of research, establishing contacts between the child and the adults, the parents and pedagogues, organisation of observations and thematic discussions, comparison, systematisation, analysis and presentation of the results). Every year a students’ thematic conference takes place, and an exhibition of the best students’ observations, children’s characteristics and other materials of the practical work is organised. The work is performed under the guidance of the teachers of developmental psychology:  N.Ivanova, Doctor of Psychology, I.Pišinska, a doctoral student from LU, and D.Medne a student for the Master’s Degree;  Methodological recommendations have been developed (“A manual for the beginning psychologist-observer”, “A manual for the beginning interviewer”, “Specificity of a conversation with a child”, “How to discuss the research results of the parents and the pedagogue”);  Packages of methodical aids have been prepared – three for subject of research; . Collections of methodological material are prepared for each stage; their scientific revisers were members of the Scientific and Methodological Council of the higher school – Dz.Meikšāne, I.Krūmiņa, N.Soldatenko, and M.Kamišāne. It is intended to sum up this material and prepare the methodical aid for publication.

7.4. The system of evaluation (justification of the choice of methods and the analysis of the results)

In order to check and evaluate the students’ knowledge and skill the following methods are used at the higher school, namely:  Examinations or credit tests (with a mark) are carried out in an oral, written or else in a combined form. The results are fixed in the students’ examination sheets and record-books. Each lecturer marks the degree of the students’ professional knowledge and skills in separate tables.  Independent lecturers do parallel evaluation of the students’ knowledge.  An intermediate control of knowledge takes place in the form of express-methods; first of all, they are pedagogical tests and the checking the knowledge of terminology, which enables the lecturers to correct the layout of the material in an operative way during their courses.

16  The students are given creative assignments at the academic courses and seminars (the work of a diagnostic nature, social and psychological investigations, expert analysis of problem situations, drawing up of graphic schemes on the basis of verbal material, psychological crosswords, writing reports, analysis of topical interviews).  Defence of individual and collective projects and participation in collective projects. The students’ participation in conferences, public actions, the students’ life is taken into account. Information about the students’ public activity is fixed in his/her record-book. A differentiated system for the evaluation of knowledge has been worked out for each academic course. During each term the students take part in 2-3 types of practice, prepare, on the average, not less than 30 pages of a written text, pass 4 – 5 credit tests and 3 – 4 examinations; every year, starting from the first till the third year, the students write a course paper. At the end of their studies the students are “subjected” to three types of attestation:  the students take a competence examination;  they defend their diploma work;  they defend their competence work. Evaluation of the results of studies takes place by a ten-point scale (Order Nr.208 of the LR Ministry of Education and Science of April 14, 1998 “On unified evaluation of the results of studies”) corresponding to the standards adopted in Latvia, as well as ECTS (European Credit Transfer System) standards. The lowest successful mark of knowledge is 5 points (foundation: decision of the IHSPP Senate of May 25, 1998). Information on the criteria of putting marks is given also in the students’ record books. The student is admitted to an examination or a credit test and receives an adequate credit if he/she has completed all the necessary assignments fully and in time and has attended at least 2/3 of the classes of the particular course of studies. The students’ work in seminars held all the year and in the summer period is completed by the preparation and presentation of the practical, work. The student receives a certificate for it.

7.5. Students

7.5.1. The number of students according to the syllabus. At present the total number of students in the syllabus is 512.

7.5.2. The number of students matriculated in the first year. The number of students matriculated in the first year of studies in the academic year 2002/03 was 195.

7.6.3. The number of graduates. Since 1995 till 2002 the number students who have graduated from the Faculty is 186.

7.5.4. The students’ inquiries and their analysis. To get a feedback about the quality and efficiency of the process of studies inquiries of the students are regularly carried out. The aim of the inquiry conducted in 2003 was to obtain information about the students’ attitude to the syllabus, various organisational aspects of the process of studies and the students’ life, how the students estimate the quality of teachers’ work. The questionnaire included also questions concerning the dynamics of the students’ personality growth. The 1st - 4th – year students took part in the inquiry. About 82% of the respondents were satisfied with the contents of the syllabus and with the fact that are studying at the IHSPP. 87% of the respondents were satisfied with the lecturers’ work, more than 76% of the respondents - with the psychological atmosphere at the higher school. Most respondents gave a positive evaluation of the organisation of studies and distribution of the academic load (82% of the respondents recognised that the academic load is sufficient).

17 Approximately 65% of the respondents remarked that positive changes had take place in them and associated them with:  the development of professional skills – 98%;  increased erudition and awareness – 62%;  increased level of self-esteem – 38%;  the growth of creative abilities – 36%;  the development of human communication habits – 42%;  the development of a skill to solve practical tasks – 36%. At the end of the course of studies an express inquiry takes place about the efficiency of delivering knowledge (the results of the inquiry are kept in the office of the higher school).

7.5.5. The graduates’ inquiries and their analysis. 30 graduates from the higher school took part at the inquiry in the period from 1995 till 2002. The results of the inquiry show that practically all the participants of the inquiry work in their speciality (94%). Approximately one third are psychologists engaged in private practice, one more part of them work at educational establishments, as well as in the system of Internal Affaires, at medical and social care institutions. Almost all the students have found their job at once – during the first month after graduating from the higher school-starting search of work. The graduates can independently set professional tasks, to fix the directions of activities: the forms of work most often used are individual counselling, group trainings, as well as organiser’s and lecturer’s job. The respondents remark that at the beginning of work they felt sufficiently ready to solve professional tasks although some of them met with such difficulties as the sense of uncertainty because of the lack of experience. In most cases the graduates are satisfied with their jobs. They all raise their qualification: continue studies for the Master’s Degree (4 people have completed their master’s studies in psychology, 12 are still studying), the Doctor’s Degree (1 person), they regularly attend seminars at their option on professional practical specialisation: Gestalt psychology, existential psychology, psychoanalysis, psychodrama, etc. The graduates admit that the studies in the higher school have promoted the development of their personality, have helped to understand oneself and others. (The questionnaires are found in the office of the higher school).

7.5.6. The students’ participation in the improvement of the process of studies.

7.5.6.1. The management of the Faculty pays great attention to the involvement of the students into the perfection of the process of studies. The students’ representation is ensured in all the management structures of studies:  Constitutional Assembly (student I.Veigule);  Senate (student Y.Miklaševič);  The Faculty Council (students D.Lāce and A.Sirova);  The Students’ Council (11 people including Indra Veigule, Chairman of Faculty, are the students of the Faculty of Psychology);  Students L.Plēsuma and Y.Miklaševič represent the Faculty in the students’ crediting commission of studies.

7.5.6.2. At the beginning of each term information assemblies take place where the students are provided with information about the contents and specificity of studies at the present stage, urgent problems of the research work and practice, the lecturers present new academic courses.

7.5.6.3. Every month meetings of every group of students take place with the participation of the management representatives. At these meetings are discussed the current issues, the students’ suggestions and wishes concerning the improvement of the process of studies. There is a possibility for the students to discuss in an individual manner their proposals and problems with the rector, the

18 vice-rector; besides, once in two weeks talks are organised for the interested students with the rector in informal circumstances to discuss the issues of the syllabus, the development of the higher school, various psychological problems.

7.5.6.4. A questionnaire system is worked out and an order confirmed at the Senate (the Senate meeting of February 5, 2003) how to examine the students’ suggestions. An inquiry system has been created giving the students a possibility to express freely their views on the contents and quality of the process of studies.

7.6. The academic staff engaged in the syllabus:

7.6.1. The number of the academic staff and the number of the academic staff indicating the number of the academic positions and the number of those persons who have a Doctor of Science’s, Habilitated Doctor’s or Master’s degree.

Implementation of the syllabus is ensured by academic lecturers, including foreign specialists, practising psychologists, psychotherapists, and physicians. There are 40 lecturers at the Faculty, among them:

 Habilitated doctors – 3; Altogether 42,5 %  Doctors – 14;  Masters – 15;  Three people are doctoral students;  Member of the International Academy of Psychological Sciences – 1;  Professors - 3;  Associated professors – 4;  Assistant professors – 4;  Lecturers – 5.

I. Permanent lecturers

No Scientific degree, Delivered course, Surname, name position Scientific and methodological activity A B C D 1. Arhangeļska Emma Dr. philol., Pedagogy assist. prof. 2. Gusevs Aleksandrs Dr. paed., Latvian language assoc. prof. in professional communication Leader of the literary studio of the students’ creative activity Leader of the students’ information retrieval practice 3. Kamišāne Marina Certified Personality research methods professional psychologist, lecturer 4. Koļadko Svetlana Mag. psych., Anatomy and physiology lecturer Family psychology Psychophysiology Neuropsychology Psychology of health Psychophysical self-regulation

19 A B C D 5. Koļesņikova Larisa Mag. psych., Social psychology certificied Experimental social psychology psychotherapist, Group research methods lecturer Psychology of human communication Psychology of business communication Foundations of group psychotherapy 6. Liepiņa Skaidrīte Dr. psych., Retarded children’s psychology assist. prof. 7. Ļevina Jeļena Mag. psych., Personality psychology Research methods of verbal image in a group 8. Markots Jānis Dr. philol., English language assist. prof. 9. Meikšāne Dzidra Dr. habil. paed., Leader of the students’ research work, participates in prof. emeritus the work of the group of experts evaluating the quality of the students’ knowledge, coordinates a series of academic subjects “Pedagogical psychology”. 10. Mihailovs Jānis Dr. psych., Personality psychology Member of the Psychology of the image research International Leader of the students’ research work Academy of Psychological Sciences 11. Pišinska Inna Mag. psych., Foundations of group psychotherapy LU doctoral Personality research methods student, Research and evaluation methods in psychology certified psycho Methodology of scientific investigations

12. Plotniece Andra Certified Psychology of human communication practicing Introduction into speciality psychologist Leader of the students’ corrective developing practice in re-educational establishments 13. Veide Mārtiņš Dr. psych., Mathematical statistics assist. prof. Introduction into advertising psychology

14. Voronova Natālija Mag. psych., Self-presentation of an organisation lecturer Management psychology

II. Lecturers combining jobs

A B C D 15. Ābele Uldis Mag. psych., Experimental psychology LU doctoral student 16. Ābelīte Larisa Mag. psych., Psychological foundations of choosing one’s career LU doctoral student 17. Ābeltiņa Anna Dr. oec. Foundations of economics Foundations of the management theory

20 A B C D

21 18. Bērziņa Dace Mag. psych. Pedagogical psychology Psychological and pedagogical correction

19. Blumberga Solveiga Mag. psych. Labour psychology Organisational psychology Methods of organisational research Management psychology Methodology of teaching psychology 20. Broks Jānis Dr. phil. Foundations of philosophy 21. Caune Mintauts Dr.habil.med., Introduction in psychiatry prof. 22. Čaikovska Tamāra Certified Clinical psychology practicing Psychodiagnostics in clinical psychology psychologist 23. Čupāne Gunta Mag. paed., English language LU doctoral student 24. Girsova Laila Lecturer Social psychology Experimental social psychology Group research methods Methodology of social psychological training History of psychology 25. Gudzuka Sandra Mag. psych. Psychological counselling 26. Hajenko Svetlana Arts scientist Research methods of a visual image in a group Foundations of self-presentation 27. Ivanova Natālija Dr. psych., Developmental psychology certified Research methods of the peculiarities of psychic psycho development in different age groups therapist, Psychological counselling assoc.prof. Introduction into speciality Introduction into professional activity Coordinates a series of academic subjects “Developmental psychology”, gives advice to students carrying out the research work in this field 28. Krūmiņa Ināra Dr. psych., General psychology asoc.prof. Cognitive psychology Coordinates a series of academic subjects “General psychology”, gives advice to students carrying out the research work in this field 29. Lasmane Anita Dr. psych. General psychology Personality psychology Psychology of the process of studies Methods for the development of cognitive processes Leads the students’ pedagogical practice 30. Leitāne Aija Mag.jur. Labour legislation Foundations of commercial and human rights 31. Mārtinsone Kristīne Dr. psych. Foundations of group psychotherapy Psychometrics Personality research methods Research and evaluation methods in psychology Methodology of scientific investigations A B C D

22 32. Pļaviņa Iveta Physician, Family psychotherapy certified Foundations of children’s and juveniles’ psycho psychotherapy therapist Introduction into psychiatry Foundations of the game therapy 33. Porozovs Juris Dr. biol. Anatomy and physiology Psychophysiology Neuropsychology

34. Putniņš Ēriks Mag. paed. Informatics 35. Rutka Lūcija Dr.psych. Psychologist’s ethics 36. Samoilova Irina Certified Clinical psychology professional Psycho diagnostics in clinical psychology psychologist Leads the students’ counselling practice, gives advice to the students in the problems of self-cognition, self- research 37. Soldatenko Nadežda Mag. paed. Labour psychology Organisational psychology Methods of organisational research General psychology Cognitive psychology Experimental psychology Differential psychology Psychometrics Children’s psychodiagnostics Leads the students’ psychological practice at school 38. Ščerbakovs Nikolajs Physician Psychology of deviant behaviour Psychology of sexuality and sexual relations Introduction into psychiatry 39. Vedins Ivans Dr. habil. phil., Logic prof. Personality philosophy Psychology of business-like communication Sociology 40. Zalcmanis Kalvis Master of Arts, Research methods of a visual image in a group assoc. prof.

7.6.2. Adequacy of the proficiency of the academic staff to the aims and tasks of the structural unit (scientific biographies of the academic staff, project leadership, directions of research and its results). (See. “CV of the academic staff”, Appendix 5, p. 109).

7.6.3. The policy of the selection, renovation of the academic staff, teaching and development. The work with the academic staff proceeds in the following directions:  A project is implemented of training young lecturers from the most perspective graduates of the IHSPP (Now there are already 6 staff lecturers from the graduates of the higher school).  A system of financial benefits has been worked out for those graduates from the IIHSPP who wish to continue their studies for the Master’s Degree (at the present time from 27 students for the Master’s Degree 9 are graduates from our higher school).

23  A probation possibility is envisaged, as well as mutual exchange of lecturers with foreign higher schools. For the staff as well as an exchange of lecturers from foreign higher schools. Thus, in 2001 – 2002 the higher school partly financed the studies of lecturer N.Ivanova at a seminar in Lithuania. In May 2003, within the framework of the Erasmus Programme, a seminar was held in Riga named “Photo language. The work with images and symbols” under the guidance of Professor Claudine Vachre from the Institute of Psychology of Lyons University (France). In 2003 – 2004, within the framework of the same programme, a visit is envisaged of two lecturers from the IHSPP to France to read lectures at Lyons University.  Further career of talented creative lecturers is ensured, and they are promoted to the positions of assistant professors and associated professors. A.Gusevs, N.Ivanova, I.Krūmiņa were elected associated professors.  Raising the scientific and professional standards, the lecturers’ proficiency is favoured by their participation in regular practical seminars held at the higher school with the attachment of foreign lecturers, presentation of the material about one’s research work at conferences at the IHSPP and abroad (in France, Germany, Russia, Austria). (See pp. 21-22)  The teaching staffs of the Faculty have also a possibility to work in the scientific and methodological council of the higher school and to share their experience there in the scientific research and methodological work, as well as to organise annual international conferences by themselves (J.Mihailovs, A.Gusevs, N.Ivanova, I.Krūmiņa).  The lecturers of the Faculty have prepared methodical publications (A.Lasmane “Personality theories. An orienting material”, L.Girsova “A methodical help in practical social psychology”, J.Broks “The work with a philosophical text”, “A material for the students’ orienting in the course “Philosophy”, and others). In the future it is supposed to extend the staff of lecturers working mainly at the higher school, yet this does not mean that the higher school will repudiate specialists who will work at the IHSPP on a contract basis.

7.7. Sources of finance and support of the infrastructure

The source of finance is the tuition fee – Ls 655, - a year. The supports of the infrastructure as well as the balance for January 1, 2003 can be found in the office of the higher school.

7.8. External contacts

7.8.1. Contacts with the employers

Contacts with the employers’ takes place by means of personal contacts (meetings, correspondence), their inquiries as well as by jointly preparing a number of arrangements. For instance, when organising the students’ scientific and practical conference “Enhancing social integration of juveniles and youths. Theory and practice” in March 2002 where the results of the students’ practice were analysed in support organisations, I.Briņķe, director of Vangaži Vocational School, and L.Ceriņa, assistant director of Naukšēni Reformatory, took an active part in the work and delivered reports about the students’ work at the conference. In November 2002 at the conference “Alternative control and evaluation forms of the achievements in the studies of pupils and students” S.Zaķe and A.Isakoviča, workers from Jūrmala School Psychological Assistance Centre took part. The theme of S.Zaķe’s report was “Game as an evaluation form of hyperactive children’s knowledge”. Five employers – I.Briņķe, director of Vangaži Vocational School, O.Isakova, Dr.paed., director of Riga “Maksima” private gymnasium, I.Jansone, director of the Development Centre of Riga Special Primary School, M.Kuzņecova, Mag.paed., director of Riga Secondary School No. 32 and V.Reinkaite chairman of Jūrmala School Board – take part at the work in the State Examinations commission.

24 7.8.2. Cooperation with similar syllabi in Latvia and abroad

7.8.2.1. Agreements have been concluded on cooperation between the Lumiere-2 Institute of Psychology of Lyon University (France), the Faculty of Psychology of M.V.Lomonosov Moscow State University (Russia), the Institute of Psychology in Saint Petersburg (Russia), Daugavpils University, Liepāja Pedagogical Academy, the Baltic Russian Institute (Latvia).

7.8.2.2. In compliance with the clauses of these agreements on cooperation exchange of lecturers takes place for reading lectures, holding seminars; their attendance at scientific conferences takes place. Thus, Professor A.Gidoir and Professor M.Lalou from the Institute of Psychology of Lyon Lumiere-2 University, and others hold annual seminars at our higher school on clinical psychology, psycho diagnostics, psychological methods of studying inter-cultural relations, as well as deliver reports at the Summer Universities.

7.8.2.3. In 2001and 2002 J.Mihailovs, Rector of the IHSPP, participated at international conferences at Lyon Lumiere-2 University, Rome University. In 2003 – at the 9th World Congress (J.Verne University of Picardie, Amiens, France) the organiser of which was International Association of Inter-Cultural Resesrach; at the international conference “Psychological aspects of ergonomics (Moscow-Tver)”.

7.8.2.4. Together with Amiens University (Doctor of Psychology Béatrice Madiot) a research is conducted in the problems of national identification of the population of Latvia and France, joint publications have been prepared: 1) B. Madiot, J. Mihailov. Represéntation sociale et langage // Journal des psychologies – Paris, decembre 2001 p.7; 2) Béatrice Madiot et Janis Mihailov. La Lettonie: entre consensus at particularités identitaires. // Transition et sociétés. Les pays Baltes. Nr. 2. – France, 2002.)

7.8.2.5. A psychotherapeutic workshop on the issues of individual psychotherapy is operating at the higher school guided by Professor F.Vasilyuk, dean of the Faculty of Psychological Counselling, Moscow Psychological and Pedagogical University.

7.8.2.6. Regular seminars on the methodology and practice of the corrective work, and age- group counselling are held by O.Karabanova and E.Zaharova, Doctors of Psychology (M.V.Lomonosov Moscow State University, Russia); seminars in personality theory – by Professor B.Bratus, Head of the Chair of General Psychology, Faculty of Psychology, Moscow State University, etc.

7.8.2.7. within the scope of the agreement on cooperation with Daugavpils University short- term mutual exchange is practised of lecturers and students; there are seminars with the participation of the representatives from both sides. For instance, S.Vorona, a lecturer from Daugavpils University took part in a seminar held by Professor B.Bratus from Moscow State University in April 2003 on the theme “Personality as an object of general psychology and psychological practice. Comparative analysis”, but M.Cerusa and I.Paškeviča, third-year students from the IHSPP, participated in the work of the seminar organised by Klaus Dieter Scheer (Germany) on the theme “Causistics”, which took place at Daugavpils University in May 2003. In February 2003 a presentation of the book “Social psychology” by Professor A.Vorobjovs from Daugavpils University took place at the IHSPP.

7.8.2.8. Comparison of syllabi.

The contents and organisation of the IHSPP syllabus was compared with similar syllabi of the higher schools in Latvia and abroad.  In Latvia a similar syllabus is at Daugavpils University. 25 When making a comparative analysis of the syllabi of both higher schools, one should take into consideration the circumstance that, there being equal duration of training at both higher schools (four years), the syllabus of studies for the Bachelor’s Degree of Psychology at Daugavpils University (further – DU) is implemented in three years but the fourth year of studies is devoted to professional training; at the International Higher School of Practical Psychology (further - IHSPP), however, the syllabus of professional studies integrates both the academic and professional training and implements it simultaneously during the whole period studies. The duration of studies is 4 + 1 years, where the fifth year is the year of probation. The choice of specialised academic courses at DU is mainly oriented to the professional training of one-direction specialists – “a psychologist of education”. Section “The courses of professional specialisation of the branch” of the IHSPP structure of academic subjects is more flexible, it includes several such academic courses which creates for the students a possibility of self –actualisation already in the third year of studies. Comparison the students’ practical work at both higher schools leads to a conclusion that the amount of the DU syllabus is 6 credits, and it is intended for psychological investigations at educational and upbringing institutions, practice of psychological research (7 credits) is included into the syllabus of professional training. Practical orientation of the studies at the IHSPP is reflected in the vast syllabus of the students’ independent work. It comprises ten various practices with the total amount of 36 credits and the annual probation with the amount of 40 credits.

 The contents of the IHSPP syllabus is compared with the psychological syllabi of Bristol University in Great Britain, Bergen University’s Faculty of Psychology in Norway, L.Pasteur University (Strasbourg), Lumiere Lyon -2 University and J.Verne Amiens University in France and the Irish National University’s Faculty of Psychology.

I. Common features:

 The methods of training applied in all the syllabi mentioned above are directed mainly in such a way that the students would acquire during their process of studies a habit to work independently and would know how to apply the knowledge and skills acquired in non-academic situations. During the studies great attention is paid to the students’ involvement in the research work.

 Within the scope of the Bachelor’s programme the subjects of studies in the speciality are presented mainly in the form of lectures. The students acquire knowledge and skills both during the lectures and practical classes, involving into and drawing projects and independent works.

 At these higher schools, as at the IHSPP, definite aims and tasks are directed so that the students would gain practical knowledge, would learn how to evaluate critically the available information, as well as to apply the acquired knowledge and practice in other spheres.

 On the Bachelor’s level, their syllabi, as that of the IHSPP, are well-structured, they justify the goals set for them, they offer the students the knowledge of a respective level in their speciality; the syllabi include, in a balanced amount, both the acquisition of theoretical knowledge and their application in practice, performing independent investigations.

 As at the IHSPP, the purpose of the offered syllabi is to ensure good-quality research-based higher psychological education on the level of a Bachelor’s programme. The students are offered theoretical knowledge in various branches of psychology and methods of research in order to conduct practically their investigations. The students are provided with fundamental knowledge in psychology thus forming a basis for further studies, investigations and the work in this sphere. The

26 students are given a possibility to work beyond the limits set by the syllabus. The students are taught to analyse in a systematic and scientific manner the principles of human behaviour.

 All the higher school, including the IHSPP, a system is worked out for constant provision and improvement of the teaching quality. This system includes annual revision and perfection of the syllabi, the faculties are responsible for the ensuring of the teaching quality, they are engaged in the issues of the quality of studies, review the estimations uttered by students and the invited experts.

 Great attention is paid to raising the lecturers’ qualification. The students for the Master’s degree have possibilities to work with the students for the Bachelor’s degree.

 Inspection of the colleagues’ work is widely practiced. There is collaboration among the lecturers, the senior and more experienced lecturers evaluating the results of their junior colleagues.

II. Different features:

 The students of the Faculty of Psychology of the Irish National University receive a Bachelor’s diploma after 3 years of studies having defended the research work in their speciality.

 The studies at above-mentioned French higher schools are divided into several cycles. After completing each cycle, the students receive a separate diploma. General training (Cycle 1) lasts 2 years, cycle 2 – also 2 years. The students receive a DEUG diploma. Two types of training are possible in the third cycle: - Special higher education (master) is conferred after one-year studies; - Deeper professional education with involvement into scientific work (defending the doctoral thesis).  At the Faculty of Psychology of Bergen University, Norway, the Bachelor’s professional degree is conferred after five years of studies. Starting from the sixth term the students practice 18 weeks at the places of practice outside the educational establishment.

7.8.3. Academic staff who have worked at foreign educational establishments, or carried out scientific or research work abroad

The lecturers of the Faculty of Psychology, IHSPP regularly participate in international research projects and conferences:

L. Ābelīte In 2002, participation in the project of the Soros foundation “The development of the professional orientation system of prisoners in Latvia”.

S. Blumberga In 2002 – 2005, participation in the international project “Leonardo” (Latvia, England, Poland, Turkey) – development of the teaching material on marketing.

M. Caune New Generation Antidepressant Drugs (NGAD): Duration of In- hospital Treatment of Depression, Most Frequently Used Drugs in Latvia. – In: Programme & Abstracts III Baltic Regional Symposium of Biological Psychiatry. October 10-12, 2002. Klaipeda – Palanga. On various topical issues of introducing into psychiatric practice antidepressants of the new generation. – In: Theses of the Scientific Conference RSU 2003, Medicine. Riga, March 7, 2003. 27 K. Mārtinsone 24th International School Psychology Association (ISPA) Colloquium. Dinan, France, 2001. Statement – “Crisis After Loss in Human Life”. 25th International School Psychology Association (ISPA) Colloquium. Nyborg, Denmark, 2002. Statement “Women After Loss: Individual Narratives”

Dz. Meikšāne Participation in the international project (Germany, Greece, the Netherlands, Croatia, Latvia), the theme: “Global and local trends in the orientation of the youth”, 2000 – up to now. J. Mihailovs, S. Mihailova International congress at Rome University, Faculty of Psychology (Italy), 2002. Report “Film a soggetto come un sogno collettivo: criteri d’interpretazioni” (“Feature film as a collective vision: the criteria of interpretation”). International conference “Histoires Familiales, Identité, Citoyenneté” at the Institute of Psychology of Lumier Lyon 2 University, 2002. Report “Les problèmes d’identité et de citoyenneté en Lettonie ou le phénomène d’exil dans le for intérieur”. 9th World Congress (J.Verne University of Picardie, Amiens, France) the organiser of which was the International Association o Intercultural Research; international conference “Psychological aspects of ergonomics” (Moscow – Tver). L.Rutka Participation in the joint project of the Canadian United Association of Colleges and Universities (AUCC) and Latvia on psychological training of the workers of Cēsis juvenile reformatory, academic year 2001/2002.

M. Veide 2003 working seminars at Prague University and Zagreb University within the framework of the project “Internationales Lernen” (Czechia, Croatia).

7.8.4. The number of visiting lecturers from abroad in the syllabus In the period from 2000 till 2003 14 foreign lecturers took part in the implementation of the syllable with 22 programmes (see Appendix 7, “Seminars and training classes offered to the students of the IHSPP by foreign visiting lecturers. 2000 – 2003”, p .150).

7.8.5. The number of students studying abroad within the framework of exchange programmes

Within the framework of the Erasmus Programme of September, 2003 Asja Sirova and Karīna Cēlājs, two fourth-year students, will go to study at the Institute of Psychology of Lumier Lyon 2 University since September 2003 for the one-term studies in the academic year 2003/2004.

8. The plan for the development of the syllabus

To organise the syllabus so that it agreed with the European professional Bachelor’s standards considering the fact that individual students could do part of their studies abroad since the entrance of Latvia into the European Union. 28 To emphasise the scientific, technical and professional aspect in the syllabus of courses, the Resources centre and library by increasing significantly the resources of books and magazines for the Bachelor’s and Master’s studies. To create a database for the psychological research corresponding to the process of the Bachelor’s studies (taking into account the principals of the Code of a Psychologist’s Ethics). To extend significantly the role of professional psychologists in supervision forming at least 5-6 specific institutions for the students’ professional training by concluding complementary contracts with these institutions. To increase significantly the number of students and teachers in long-term scientific projects financed by the Latvian Council of Science through allotted grants and involve oneself into other international scientific programmes. To incite the lecturers’ more active participation publishing their investigations in indexed, revised scientific publications by material support in the preparations of the publications and partly covering the related expenses. To transform the syllabus of higher vocational education in practical psychology with an included Bachelor’s standard into a professional Bachelor’s syllabus in practical psychology.

The self-evaluation was prepared by:

Deputy dean: N.Salijenko Chairman of the Faculty Board, Professor: Dz.Meikšane Member of the Faculty Board as. Professor: N.Ivanova Rector: J.Mihailovs Vice Rector: G.Tomsons Lecturer: I.Pišinska

29 The annotations of the courses of studies

Foundations of Philosophy

ANNOTATION

Lecturer– J. Broks

Basic idea of the course; its aim and tasks: In spite of quick differentiation and development of independent sciencies and applied research branches going on during the last centuries, the understanding of the fundumental relationships between a person and the world, that is the field of philosophy, retains its significance. The aim of the course is to introduce students to the basic principles of intellectual experience, to encourage the formation of cultural consciousness. It is achieved through the understanding of principles of reasoning system and methodology and their practice.

Creative home assignments: to give a summarizing account of thinkers and intellectual traditions discussed within the course; to formulate answers on the most significant questions of cognition from perspectives of different intellectual traditions; to make a comparative analisys of the widely spread philosophical ideas in the contemporary world.

The course provides for the acquisition of the following theoretical knowledge and practical skills: Orientation in the historico-cultural process of human formation and basic philosophical concepts; ability to relate their essence and to explain existance and the course of human life in their terms; philosophical and general methods of theoretical thinking, terminology, introduction to the ways of argumentation; skills in its practice; the ability to analyze a philosophical text and find its focus, main postulates, to give its general content, argumentatively discuss its problemaitcs.

Form of testing: an examination

Total number of credits: 2

Basic literature:

1. Cooper D.E. World Philosophies. An Historical Introduction. Oxford, UK, 2003. 2. Pojman L. Classics of Philosophy. N.-Y., Oxford, 2003. 3. Kunzmann P., Burkard F.-P., Wiedemann F. Dtv-Atlas Philosophie. München, 2002. 4. Kūle M., Kūlis R. Filosofija. – R., 1999.

31 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Logic

ANNOTATION

Lecturer – I. Vedins

Basic idea of the course: Logically correct, consistent and non-contradictory thinking is a precondition for all kinds of creative activity.

Aim and tasks of the course: Raising the culture of thinking and habituate to the thinking discipline. Acquisition of the habit of logically correct, i.e., consistent internally non-contradictory and well-grounded thinking.

Creative home assignments: To acquire actively the course of studies, every student has to do logical exercises for each basic topic. For the recurrent practical class (seminar) the students should write at least 3 exercises in each of the corresponding topic inserted in the textbook.

The course provides for the acquisition of the following theoretical knowledge and practical skills: Theoretical knowledge in the basic issues of classical formal logic according to syllabus of the course of studies, as well as practical skills of correct division (classification) and definition of notions in the analysis of judgements and conclusions, in the art of argumentation and polemics.

Basic literature:

1. Bochenski I. M. A history of formal logic. – New York, 1999. 2. Klaus G. Moderne Logic. – Berlin, 2000. 3. Prior A. H. Formal logic. – Oxford, 1999. 4. Vedins I. Loģika: Mācību grāmata augstskolām. – Rīga: Avots, 2000. 5. Рузавин Г.И. Логика и аргументация. - Москва, 2002.

The English Language

ANNOTATION

Lecturers– J. Markots, G.Čupāne

Basic idea of the course: To teach students various types of reading and the basis of making abstracts, as well as to involve students in making of the professionally oriented generalizations in the foreign language and search for information.

Aim and tasks of the course: To acquire background knowledge of grammar and vocabulary; to learn to use dictionaries and information literature; to master terminology in order to read English specific texts; to learn different types of reading and analysis; to acquire skills in summarizing of material.

The course provides for the acquisition of the following theoretical knowledge and practical skills: Gradual work on the complex of the main grammatical themes using theoretical knowledge in practice; the understanding of text structure on the basis of a sentence and as a whole; linguistic integrity; identification of higher and lower predication to easy orientation in the text; mastering of reading with the aim to receive information and its following processing; compression elements of the meaning of the text; stimulating of spontaneous speech; group discussions.

Expected results: Skills in the special terminology and its interpretation. Passive vocabulary in speciality (about 250 terms). An annotation to any original scientific text (10 pp). The annotation to a term paper or bachelor’s paper; writing of theses.

Form of testing: an examinaton

Basic literature:

1. Kulikova N.V., Melnik L.A., Zenkevich E.B. English for psychology students.- M., 1998. 2. Учебное пособие по чтению для студентов – психологов. Под ред. Шишкиной Т.Н. – М., 1999.

Anatomy and physiology

ANNOTATION

Lecturers– S.Koļadko, J. Porozovs

Basic idea of the course: To give basic knowledge of the structure and functions of human body. The logical structure of the discussed material is meant to show that the central place of all organism functions and reactions of adaptation to environment is ascribed to the mechanisms of neurohumoral regulations.

Aim and tasks of the course: 1. to adopt the idea of the human organism as a whole. 2. to learn the notions of ‘organism inner state’, ‘homeostasis’, in order to understand vitally important processes going on in the organism. 3. to learn the basic characteristics of living tissue – physiological conditions of initiation, delay, etc. 4. to master the structure of the central nervous system, the interconnection between its components, and the regulation of somatic an psychic functions. 5. to get the understanding of the sensational mechanism, external and internal irritants. 6. to learn the humoral regulation of body functions, its relations to the nervous system and influences on physical functions. 7. to get the notion of the nervous system and hormonal mobilization stimuli in tension, pains.

Creative home assignments: Tables and reports on the following themes: 1. body tissue – its structure and functions. 2. Viscera and the visceral processes. 3. Synapse, its types, circle of reflex. 4. pictures of CNS components. 5. The functions of CNS separate parts. 6. The regulating functions of the main endocrine glands. 7. Sensory system components and their functions.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. to understand main principles of body constitution. 2. to master viscera and visceral processes. 3. to know the structure of nervous system parts and their functions. 4. to learn humoral regulation of body functions. 5. to orient oneself in structure and functions of sensory system.

Basic literature:

1. Bruce V. Visual perception. Physiology, psychology and ecology (3rd ed.) - Green P & Georgenson M., - 2000. 2. Zigmond M.I., Bloom F.E., Landis S.C., Roberts I.L., Squire L.R. Fundamental Neuroscience. – Academic Press USA, 1999. 3. Apinis P. Cilvēks. Anatomija, fizioloģija, patoloģija. – Rīga, 1998

Methodology of scientific research

ANNOTATION

Lecturer – K.Mārtinsone

Basic idea of the course: As a science, psychology sets requirements for the internal and external validity of a research. To develop the students’ understanding of the difference between scientific and everyday psychology.

Aim of the course: To familiarise the students with various research designs, their characteristics, conditions of choice, advantages and restrictions.

Tasks of the course: 1. To develop an understanding of psychology as a science. 2. To acquaint the students with the essence of a qualitative and quantitative investigation, the common and the different features. 3. To acquire various possibilities of a quantitative investigation: an experiment, a quasi- experiment, a corrective study. 4. To acquire the stages of research. 5. To develop an ability to formulate the scientific apparatus of a research work, to develop research projects. 6. To familiarize with scientific publications.

Creative home assignments: 1. To prepare three references – a scientific, popular science and a unscientific reference. 2. To find three publications in which various methods of empirical data collection are used. 3. In scientific articles to get acquainted with the part of the discussion, to mark the listed items. 4. To develop a research project.

The course provides for the acquisition of the following theoretical knowledge and practical skills: - The students acquire various research models, a skill to select a certain research design for his or her practical investigation, to work out a research project.

Form of testing: a credit test

Basic literature: 1. Raščevska, M., Kristapsone, S. Statistika psiholoģijas pētījumos. – Rīga, 2000. 9 – 29. 2. Сонсо P. Экспериментальная психология: практический курс. Снб. 2002. 3. Kropley A. Analitative research methods. R., 2002.

Informatics

ANNOTATION

Lecturer – Ē.Putniņš

Basic idea of the course: Acquisition of the course helps the student to apply independently modern computer technologies (computers) to scientific and practical psychological research.

Aim and tasks of the course: To stimulate the development of the future students' habits of research, critical approach, objective appraisal and the self-appraisal ability of their individual activity; to promote the formation of the students' competence in the organisation of a psychological investigation (planning, procedure, methods, etc.); to raise the students' grounding in the methods of statistic processing and analysis of the data obtained from a psychological research, and general principles of using statistical packages.

Creative home assignments: Designing and description of the introduction to the research. Explanation of the method(s) applied to data processing and analysis. Computerised execution of the method(s) of data processing and analysis.

The course provides for the acquisition of the following theoretical knowledge and practical skills: Procedures of processing information obtained from a psychological research (smoothing, ranking, interpolation, extrapolation, approximation, etc./ Statistics that characterise data distribution (average, arithmetic average, dispersion, mode, median,...). Statistics that characterise the data movement dynamics (dispersion analysis, regression analysis,). Statistics that characterise data correlation (correlation analysis, factor analysis, methods of data extraction comparison...). Application of new information technologies in data recording, processing and analysis; their scope and limits. Application of the Excel spreadsheet programme to data recording and statistical pre-processing. Application of the SPSS statistical package to data recording, primary and secondary statistical processing.

Total number of credits: 2.

Basic literature:

1. Mark Dodge, Chris Kinata, Craig Stinson “Running Microsoft Excel 97 for Windows” // The Cobb Group and Microsoft Press, 1999. 2. “SPPS 8.0 Guide To Data Analysis” // Chicago, SPSS Inc., 2000, ISBN Number 0-13-687484-3. 3. A.Lasmanis. Datu ieguves, apstrādes un analīzes metodes pedagoģijas un psiholoģijas pētījumos. // Rīga, “Mācību apgādes NT”, 2002., 190 lpp., ISBN-9984-617-58-0.

36 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Latvian language in professional communications

ANNOTATION

Lecturer – A. Gusevs

Basic idea of the course: The knowledge of languages improve a man as a personality, help in one’s professional activity in contacts with the people.

Aim and tasks of the course: 1. To ensure a high competence level of the Latvian language which is necessary in professional work with the people. 2. To acquaint the students with the cultural heritage of the Latvian people, its history, traditions, philosophy, which expands man’s world outlook, enriches his intellect, helps understand Latvian mentality.

Creative home assignments: 1. To write a small report on a psychological theme (for the recommended themes for reports see Appendix) 2. Compiling of an explanatory vocabulary for a psychologist (~ 50 words) 3. “ Looking through the pages of ...”. The study and analysis of a press edition in a longer period of time (~ 4 – 6 months) 4. “ Discussing the new law on education”. Preparation for a role-play – a dispute with 10 already prepared and substantiated proposals, ideas. To prepare a 10-minute speech.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. To speak freely on different-level topics; 2. To understand freely selected texts; 3. To write texts connected with doing one’s duties.

Basic literature:

1. Ceplīte T., Ceplītis Z. Latviešu valodas praktiskā gramatika. – R.: Zvaigzne, 1999. 2. Lauriņa E., Liepa Ā. Es mācos. Mācību līdzeklis latviešu sarunvalodas apguvei. – R.: Firma “Lated”, 1998. 3. Psiholoģijas vārdnīca./G. Breslava red. – Apgāds “Mācību grāmata” SIA, 1999.

Personality philosophy

ANNOTATION

Basic idea of the course: Self-actualisation is the acquisition of sense realities of the values of existence based on the dialectic unity of work and creation.

Aim and tasks of the course: To form the students’ conceptual idea of the basic phenomena of a personality’s existence in an ontological (a personality in the world), social (a personality in society) and axiological (a personality’s value orientation) aspects. All these problems are regarded in the context of a personality’s self-actualisation. Preconditions for the acquisition of the course are the courses of logic, history of philosophy and cognitive philosophy.

Creative home assignments: During the studies two theoretical conferences are envisaged with the students’ reports on personality problems.

The course provides for the acquisition of the following theoretical knowledge and practical skills: Theoretical knowledge of the basic problems of personality philosophy according to the problem of the course, as well as practical skills of personality existence analysis in a self-actualisation aspect.

Basic literature:

1. Beauchamp T.L. Philosophical ethics: an introduction to moral philosophie. 3rd ed. - New York, 1999. 2. Hjelle Larry A., Ziegler Daniel I. Personality theories. – N. Y., 2000. 3. Klīve V.V. Rīcības ceļos. Rīga, 1999.

Sociology

ANNOTATION

Basic idea of the course: Social existence as a systemic unity of economic social policy and intellectual life.

Aim and tasks of the course: Understanding of society’s relationships in a functional aspect of the socio-cultural system, the knowledge of society’s social structure, social institutions, the problems of social equality, as well as contemporary social processes and changes in society.

Creative home assignments: Two theoretical conferences are envisaged during the studies with the students’ reports on the urgent problems of contemporary sociology.

The course provides for the acquisition of the following theoretical knowledge and practical skills: Theoretical knowledge in sociology in accordance with the programme of the course, as well as practical skills of analysing contemporary social phenomena and methodology of concrete sociological studies.

Basic literature:

1. Giddens A. Sociology. – Oxford: Oxford University Press, 2002. 2. Henecka H. P. Grundkurs Soziologie. – Oplanden: Leske+Budrich, 2001. 3. Mūrnieks E. Vispārējā socioloģija: Lekciju konspekts. Rīga, 1999. 4. Кравченко Л.И. Введение в социологию: Учебное пособие. 2 изд. Москва, 1999.

Foundations of economics

ANNOTATION Lecturer – A. Ābeltiņa

Basic idea of the course: Acquisition of this course allows understanding of the essence of business activity and apply the acquired knowledge as an instrument for the achievement of the economic goals of the enterprise, to sponsor management orientation to the satisfaction of the consumers’ needs.

Aim and tasks of the course: To study the essence of business activities in a theoretical aspect and form skills for practical application of the knowledge acquired. To acquaint the students with the principal normative acts that regulate business activity; the spheres and types of business; the factors affecting organisation of an enterprise and existence; the types and methods of planning the work of an organisation; the concept of goods, their distinctive features and the problems of monitoring their quality; the main types of resources that are necessary to conduct business and the peculiarities of efficiency indices and accountancy.

Creative home assignments: 1. Solution of problems. 2. Analysis of situations. 3. Drawing up of a draft plan for the organisation and economic functioning of an enterprise.

The course provides for the acquisition of the following theoretical knowledge and practical skills: To acquire the chief categories and concepts of business activity; to master the main normatives which regulate business and a system of measures to ensure real functioning of the enterprise, the possibility to lead it and implement its goals; to acquire the skills and a set of instruments of planning the work of an enterprise, of analysing its economic activity and finances.

Basic literature: 1. Rurāne M. Finansu vadība. – R.: Turības mācību centrs, 1999. 2. Vedļa A. Uzņēmējdarbības kurss. – R.: “Petrovskis & Ko”, 2000. 3. Živitere M. Komercdarbības (biznesa) plāns. – R.: KIF “Biznesa komplekss”, 1999.

Foundations of self-presentation

ANNOTATION

Lecturer - S. Hajenko

Basic idea of the course: Knowledge of etiquette and the skill of its application sponsors the formation and consolidation of man’s character, promotes his beneficial, reverent attitude to the surrounding people, allows a correct form of inter-personal contacts corresponding to the real situation.

Aim and tasks of the course: Acquisition of the rules of non-verbal and verbal communication, the norms of behaviour that are necessary in various situations and the choice of one’s own model of behaviour corresponding to one’s “ego” peculiarities; acquisition of the skill to “read” the information provided by the partner; analysis of the social role and adequacy of the visual image of popular politicians, TV programmes pop stars; formation of one’s own ideal image in various social roles.

Creative home assignments: Analysis of the adequacy of the visual image to the social role taking as an example presentations of popular politicians, TV speakers and pop stars. – “Drawing” one’s own ideal image, as it is observed in various situations. Situation modelling on the given theme (“The art of the compliment”, “Businesslike meetings”, “A dialogue by phone”, etc.).

The course provides for the acquisition of the following theoretical knowledge and practical skills: changing one’s own individual image considering the socium of the inter-personal contacts (staring from the one’s job to the family), a skill to observe reasonably the norms of behaviour in everyday life, businesslike contacts.

Basic literature: 1. Asher M. Body Language. – Carlton Books, 2000. 2. Kovecses Z. Metaphor and Emotion: Language, Culture, and Body in Human Feeling (Studies in Emotion and Social Interaction). – Cambridge Univ. Pr., 2000. 3. Холопова Т. Протокол и этикет для деловых людей. – Москва, 1999. 4. Шепель В. Имиджелогия. - М., 1999.

Social Psychology

ANNOTATION

Lecturer – L.Girsova

Basic idea of the course; aim and tasks: Social psychology studies personalities as the development of social organism and psychological regularities of functioning, as well as functioning of society (social group, community, institute) and psychological mechanism of development. Using general psychological and sociological experimental methods and methodological principles, social psychology is able to trace regularities in macro- and microcosmic functioning, to forecast their development, as well as to solve an ascertained problem. The aim of the course is to form the professional view on psychological mechanisms of social processes, to develop practical skills for analysis, control and prognosis. The task of the course is to acquaint with the main socio-psychological concepts, theoretical schools and practical methods.

Creative home assignments: Scientific literary annotation – review. Prolonged observation of socio-psychological phenomenon with its reflection in the form of protocol. Reports on themes discussed in the course.

The course provides for the acquisition of the following theoretical knowledge and practical skills: The ability to analyze professionally personalities and psychological mechanisms in society, to make independent conclusions, to forecast psychological dynamics of the development of social organism. The ability to orient oneself in professional literature and information; good knowledge of the main theoretical tendencies in contemporary social psychology, and the main methods of experimental research.

Basic literature

1. Reiss Harry T. Handbook of Research Methods in Social and Personality Psychology.– Cambridge Univ. Pr., 2000. 2. Андреева Г. Социальная психология. – МГУ, 2002. 3. Майерс Д. Социальная психология. – СПб, 1999.

Social Psychology

ANNOTATION

Lecturer - L.Koļesņikova

The basic idea of the course: Man is developing and expressing himself only in a social group. The object of studying social psychology are principles of human behaviour and activities that determine Man’s incorporation into social groups, as well as the psychology of these groups.

Aim and tasks of the course: – To give an idea of the principal correlations in human development, behaviour, thinking and activity. – To acquaint the students with correlations of the development and functioning of a social group as one entirety, to give the students a concept of the mutual influence between an individual and a social group to which he belongs. – To give the students the chance of possibilities to apply their theoretical knowledge in practical work as a counselling psychologist and a group leader.

Creative home assignments: 1.A creative work – self-research “”I”-conception”. 2. To describe the peculiarities of Man’s non-verbal behaviour acting out a situation in roles. 3.Analysis of a real conflict situation using the Conflict Cartography methods. 4. To prepare independently a fragment of a sociopsychological training.

The course provides for aquisition of the following theoretical knowledge and practical skills: the students will get an idea of social psychology as a living, evolving science, sociopsychological research and its main principles and stages; will learn to see a link between the social and psychological factors, will learn how to apply theoretical concepts of social psychology in the psychologist’s practical work.

Form of testing: an examination.

Basic literature:

1. Reiss H.T. Handbook of Research Methods in Social and Personality Psychology.– Cambridge Univ. Pr., 2000. 2. Андреева Г. Социальная психология. – МГУ, 2002. 3. Майерс Д. Социальная психология. – СПб, 1999. 4. Шибутани Т. Социальная психология. – Ростов-на-Дону, 1998.

43 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Labour psychology ANNOTATION Lecturer – N. Soldatenko, S. Blumberga

Basic idea of the course: Labour psychology studies one of the forms of man’s interaction with environment. Personality’s mental processes and states are investigated through labour activity as factors promoting or impeding its efficiency. Application of the most up-to-date technology in labour activity does not reduce the human factor but increases the need for the study of its psychological and physiological peculiarities in order to determine human possibilities as the subject of labour. Aim and tasks: To acquaint the students with the impact of the conditions of labour activity (monotony, lighting, noise) on the procedure of mental processes and emotional states of the employees. To teach the principles of drawing a methodological toolkit and conducting examination of the individual psychological peculiarities of the people with an aim of their professional orientation and professional selection. To acquaint the students with the theoretical and practical research in the labour motivation, with the foundations of ergonomics, the reasons of tiredness, the basic rules of training the habits of work, psychological requirements for the organisation of work and rest at an enterprise, the issues of labour and prognosticating expertise. Creative assignments for the students: 1. Drawing recommendations on psychological problems how to improve labour activity of the people in a particular profession. 2. The study of the duration and frequency of fluctuations (of attention of the workers at the beginning and at the end of the working day). 3. Determination of monotony stability. 4. Drawing professional charts for professions having various objects of work. 5. Drawing a plan for the rationalisation of the working place considering the psychological requirements and man’s abilities. The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. The knowledge of the specificity of mental processes and states in and out of labour activity. 2. The knowledge of the conceptual characteristics of psychic phenomena arising during labour activity: perseveration, interference, fluctuation, saturnation, monotony, etc. 3. The knowledge of the basic demands of a profession raised for man, his mental abilities, the knowledge to draw a professional chart for a particular profession. 4. On the basis of the characteristics of human cognitive processes and personality features to know how to carry out a prognosticating expertise of this man’s possibilities to be a success in this or that professional activity, his predisposition to accidents, occupational diseases. Form of testing: an examination Total number of credits: 3 Basic literature: 1. Зинченко В.П., Мунипов В.М. Эргономика: человеко-ориентированное проектирование. – Москва: Логос. 2000. 2. Котелова Ю.В. Очерки по психологии труда. – Москва: МГУ. 2001. 3. Burke W.W. Organization development. A Normative View. – NY. 2000. 4. Muchinsky P.M. Psychology Applied to Work. An Introduction to Industrial and Organizational Psychology. – NY: Brook/Cole Publishing Company. 1999.

44 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Pedagogical Psychology ANNOTATION Lecturer – D. Bērziņa

Basic idea of the course: 1. Different interpretations of the pedagogical process in various philosophical and psychological schools. The choice of the principles and methods of teaching and education is connected with the philosophical basis of a particular approach. 2. Teaching and learning, education and self-development - the connection of these processes and understanding of interrelations is the foundation of the pedagogical process. 3. Individual features of the pupil’s and the teacher’s personalities are the decisive factors in the pedagogical interaction.

Aim and tasks of the course: 1. To reveal psychological correlations in the pedagogical process in the interpretation of various theories. 2. To reach understanding about the formation of knowledge, skills, attitudes, motivations, their characteristics for different age groups. 3. To emphasise the respect for the children’s individual specific needs in the pedagogical process, to form an understanding about deviant behaviour as a regular result of an educational process that ignores the child’s development. 4. To arrive at understanding about the influence of the individual features of a teacher’s personality on the pupil during the pedagogical process.

Creative home assignments: 1. An essay “My philosophy of education (which principles from the world-wide philosophical and psychological views on education I support)”. 2. Independent analysis of one teaching model (at option) by clarifying the advantages and weak points of the model, possibilities for the application of various teaching methods within the framework of a particular model, motivation of one’s point of view and its defence in a group discussion.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 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 the 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, the process-oriented, the pupil-oriented, communicative, oriented to emotional experience, etc.). 4. The psychological foundation of education in the interpretation of various psychological and philosophical schools. The styles and methods of education. Formation of motivation using various stimuli of education. 5. Description of the teacher’s personality features, interaction of the personal and the professional levels. The influence of the teacher’s personality on the pupils’ consciousness and emotional sphere.

Total number of credits: 3 Basic literature: 1. Hargreaves A. Changing teachers, changing times. – Canada, 1999. 2. Birzkops J. Muzicēšana kā labākā intelektuālo spēju attīstītāja. – R., 1999. 3. Geidžs R., Berliners V. Pedagoģiskā psiholoģija. – R., 1999. 4. Lieģeniece D. Kopveseluma pieeja audzināšanā. - R., 1999. 5. Rimma S. Sekmīgas mācīšanās noslēpumi. – R., 2000. 45 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY

General psychology ANNOTATION Lecturers – N. Soldatenko, I. Krūmiņa, A. Lasmane

Basic idea of the course: The knowledge of psychic phenomena, their understanding as specific, non-material phenomena arising in the process of subjective reflection of the objective world. The knowledge of the regularities of this reflection defined both by the essence of psyche itself and man’s individual peculiarities.

Aims and tasks of the course: Formation of the students’ integral overview of psyche as a highly complicated mechanism, arising in the process of man’s long-term evolutionary adaptation to the variable environment. Acquisition of knowledge about the interaction of biological and social factors in mental phenomena. Teach how to reveal the psychic phenomena hidden from direct observation behind the external behaviour.

Creative assignments for the students: 1. To carry out a research in the peculiarities of human temperament (of a single person or a group of people) and to find out the compensation possibilities at the expense of the characteristic features of individual temperamental qualities: low emotional stability, anxiety, etc. 2. To trace the development of the features of character in ontogenesis, to uncover the environmental factors, which have affected the formation of the dominant features. 3. To reveal a man’s disposition to develop concrete abilities in the form of inclinations that appear in childhood.

Expected results: 1. The knowledge of the dynamics of the formation of psychic phenomena, from simple sensual ones (sensations, perceptions) to complex psychological formations (temperament, character). 2. The knowledge of psychological facts, regularities and phenomena in which they manifest themselves. 3. The knowledge of the basic methodologies designed for the examination of personality features, 4. Ability to give a qualitative interpretation based on the quantitative indices of empirical studies of a personality’s characteristics. 5. Mastering the basic terms of general psychology, their origin.

Basic literature: 1. Matlin W.M. Cognition. – New York: Harcourt Brace College Publishers, 2000. 2. Абульханова К.А. Психология и сознание личности. – Москва: МПСИ, НПО «Модэк», 1999. 3. Березина Т.Н. Многомерная личность. Внутренний мир личности. – Москва, 2001. 4. Практикум по общей, экспериментальной и прикладной психологии / Под ред. А.А. Крылова, С.А. Маничева. – Санкт-Петербург: Питер, 2000. 5. Современная психология / Отв. редактор В.Н. Дружинин. – Москва: ИНФРА-М, 1999.

Developmental Psychology ANNOTATION Lecturers - N. Ivanova, I.Pišinska

Basic idea of the course: 1. Personality has always been a person in development; therefore he should be studied only in dynamics. 2. Development is not a fatal process, however in man’s life any stage is of some significance (it is sensitive to certain new psychic formations), and this leaves traces which affect further development. 3. Psychic development has its own tempo and rhythm that do not coincide with objective time. 4. A child is not a small adult person. A child’s psyche has its specificity manifesting itself in speech, thinking, perception and other aspects. 5. A subject’s activity is the locomotive power of psychic development. 6. Development unfolds in various directions (which in different periods of man’s life may be a development of various levels) in the main aspects of human life: the emotional sphere and the sphere of will, intellectual and behavioural that determine each other.

Aim and tasks of the course: To develop the students’ faculty to analyse the dynamics of human development from the view point of psychological maternity, as well as the skills of the age psychology analysis.

Creative home assignments: 1. Thematic psychological self-investigation (TPSI). 2. Comparative characteristics of different approaches to the solution of the same question. 3. Drawing up tables and schemes of summarisation. 4. Illustration of one’s own sensations on a definite psychological phenomenon. 5. Reports (e.g. “My child’s development. The sphere of intellect”). 6. A psychological monologue of a definite phenomenon. 7. Crossword puzzles.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. General skills of studying: - independent work with literary references, -analysis of facts and phenomena, - synthesis of concepts on a phenomenon, - comparison of attitudes by essential features etc. 2. Over the duration of this course the following specific skills are acquired: - to characterise a definite psychological age, or, vice versa, to determine the psychological age by the features: - to build a hypothesis about the possible reasons of the actual development of personality; - to correlate the level of development with individual lines; - to determine the optimum conditions of psychic development and the moments obstructing them in a particular age; - to see the problems of development, the contradictions not yet removed, critical states hidden behind the existing difficulties; - the ability to apply terms, notions and the scientific apparatus. 3. Skills promoting a person’s development: - personal reflection on one’s own development and dynamics of the actual level; - decentring from one’s own position; - assumption of a position different from one’s own position; - acceptance of oneself (authenticity). 4. Skills promoting self- determination of a student’s personality and professionalism: - checkpoints for the development of approach to various psychological schools; - offering independent opinions based on the concept of a particular psychological school.

The total number of credits: 10

Basic literature: 1. Freid A. Normality and Pathology in Childrenhood: Assessments of Development. – New York, 1998. 2. Piaget J., Weaver H. The Psychology of the Child. – Basic Books, 2000. 3. Выготский Л.С. Собрание сочинений в 6-ти томах. – М., 2002. (т. 2, 3, 4, 6 – избранные статьи в соответствии с программой).

Clinical Psychology

ANNOTATION

Lecturer - T.Čaikovska

Basic idea of the course: Man's psychic activity manifests itself in multifarious forms, different types of behaviour, psychic diseases and psychological features. All this can be evaluated from the angle of purposefulness, adequacy and adaptation ability to the social environment.

Aim and tasks of the course: 1. To familiarise with the potencies of clinical psychology in medicine, pedagogy and legal practice. 2. To give an idea of clinical psychology. 3. To acquaint with the concepts, methods and problems of clinical psychology. 4. To help the students master the methods of clinical psychology.

Creative home assignments: 1. Each student's self-diagnosis by applying the methods of clinical psychology (studying the peculiarities of attention, memory, the thinking process). To format the results as a protocol by the given model. 2. Independent preparation for seminars on themes "Accentuations of characters" and "Psychopathies".

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. To master the skill of using the methods of clinical psychology in order to diagnose pathologies. 2. To become aware of the ways how psychological problems are solved in clinical psychology.

Basic literature:

1. Lennart Wetterberg. Psihiatrija. Karolinska institūts, Stokholma, Zviedrija, 2002. 2. Johan Cullberg. Dynamisk Psykiatri. Copyright 2001. Johan Cullberg and Bokfelaget. Natur och Kultur. Stockholm, Sweden. 3. Ролло Мэй. Проблемы тревоги. Москва. ЭКСПО-ПРЕСС. 2001. 4. Мягков И. Ф., Боков С.Н. Медицинская психология. – Москва: Логос, 1999. 5. Блейхер В.М., Крук Н.В., Боков С.Н. Практическая патопсихология. Ростов на Дону, 1999.

Clinical Psychology ANNOTATION

Lecturer - I. Samoilova

Basic idea of the course: Although psychological activity has manifold forms, the psychological features, different behaviour and realisation of the psychic activity of an individual can be evaluated from the viewpoint of their purposefulness and adequacy to the social environment.

Aim and tasks of the course: The programme has been set up in such a way that the students could acquire basic knowledge in medical psychology and acquire skills of self-sufficient work in psychodiagnostics, habits to investigate psychic processes and individual features of a personality in order to differentiate the norms from deviations and pathologies. The tasks of the course: to introduce to the specifics of the clinical psychology tests; to introduce in the principles, rules and criteria of psychodiagnostics.

Creative home assignments: Psychodiagnostic examination. Statement and compilation of psychological knowledge. Peculiarities of one’s own psychic sphere and personality.

The course provides for the acquisition of the following theoretical knowledge and practical skills: Professional fitness for independent work in the field of medical psychology. The skill to carry out a psychodiagnostic examination correctly and write a complete psychological conclusion about the psychic peculiarities of the subject’s personality.

Basic literature:

1. Lennart Wetterberg. Psihiatrija. Karolinska institūts, Stokholma, Zviedrija, 2002. 2. Johan Cullberg. Dynamisk Psykiatri. Copyright 2001. Johan Cullberg and Bokfelaget. Natur och Kultur. Stockholm, Sweden. 3. Ролло Мэй. Проблемы тревоги. Москва. ЭКСПО-ПРЕСС. 2001. 4. Мягков И. Ф., Боков С.Н. Медицинская психология. – Москва: Логос, 1999. 5. Блейхер В.М., Крук Н.В., Боков С.Н. Практическая патопсихология. Ростов на Дону, 1999.

Personality Psychology ANNOTATION

Lecturer - J. Mihailovs

The basic idea, aim and tasks of the course: To help students combine their existential and introspective experience with the conceptual schemes of human description existing in psychology. The aims of the course: 1. To offer a review of basic personality concepts (Freud, Jung, Adler, James, Stern, Kretschmer, Sheldon, Allport, Moreno, Leontyev, Assagioli, Rogers, Menghetti, etc.). 2. Together with students, to study one of the chief books on personality theory. 3. By analysing the creative assignments, to find a link between the experience from the students’ life and theoretical descriptions of human development. The main contents of the course: When analysing the contradictions between the natural and social, individual and public, the antinomies “for myself” and “for others”, to trace the main mechanisms of personality development, its types, stages and forms. Principal attention is drawn to the description of characteristic features of a healthy and a neurotised personality, to the problems of personality research, means of correction, way of life.

Creative home assignments: 1. To describe in an interesting manner the biography of a well-known psychologist – elaborator of a personality theory. 2. To work out a scheme for the research of a popular person’s biography.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. The skill to distinguish (differentiate) the principal psychological personality theories. 2. The skill to find examples illustrating this or that personality concept. 3. The skill to find adequate means for the research and description of another man as a personality. 4. The skill to analyse from developmental positions oneself and one’s situation. 5. Mastering the biographical method for the research and description of man’s way of life.

Basic literature:

1. Derlega V., Winstead B., Jones W. Personality: Contemporary Theory and Research. – Wadsworth Pub. Co., 1999. 2. Lawence P.A., Oliver J.P. Handbook of Personality: Theory and Research. – Guilfor Pub., 2000. 3. Liebert R.M., Spiegler M.D. Personality: Strategies and Issues. – Wadsworth Pub. Co., 1999. 4. Ryckman M. Theories of personality. – California, 1999. 5. Хьелл А. Теории личности. - М.: Прогресс, 2000.

50 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Personality Psychology ANNOTATION Lecturers - A.Lasmane, J.Ļevina

Basic idea of the course: The acquisition of the course motivates the students to comprehend the miscellaneous personality theories, to get an understanding of the methodological pluralism in the solution of personality problems in psychology. The student finds and opportunity to reveal how a personality's way and style of life forms the uniqueness of the personality, incites or inhibits him to be the implementer of the unique possibilities of one's personality. Aim and tasks of the course: The aim of the course is to familiarise the students with the main world-known approaches to the study of personality, to offer the students a chance to discover the peculiarities of these theories, to acquaint themselves with the chief methods of investigation; to develop an idea of the application of theoretical conclusions in the psychologist's work; to develop a creative approach to the analysis of the personality structure, criteria and typology. The tasks of the course: - to learn to understand the principal questions of the personality psychology, the distinctive features of various directions and the role in studying personality. - To comprehend the basic conditions and factors for the development of personality, their role in the psychologist's work, - To familiarise oneself with the most significant personality research methods, - To perfect the self-analysis skill of one's personality. Creative home assignments: - An oral presentation "Personality theory - "for" and "against"" is prepared for each seminar; - Essays "My way of self-development", "I as a consultant in the process of another person's self- development", - A report - a comparison of two personality theories and the analysis of the advantages of one research method, and the possible "traps". The course provides for the acquisition of the following theoretical knowledge and practical skills: - Basic problems of the personality psychology - its definition, the problem of structure, its historical development, personality criteria, typology, the problem of the personality nucleus, the activity question, the main directions and theories of the personality psychology. - Understanding of the personality concept in the main directions of the personality theories: behaviourism, cognitive psychology, the biological typology theory, the humanistic psychology, operational (action) psychology. - An idea of the prevalent directions in the development of personality theories nowadays; understanding and research in the personality psychology in Latvia. - An ability to make a theoretical comparison of different viewpoints on the personality concept in psychology, to substantiate one's conclusions, to represent them to others in order to incite them to make a theoretically substantiated and systematic self-analysis; an understanding of the possibilities to apply theoretical knowledge in the practical work of a psychologist. Form of testing: an examination Total number of credits: 3 Basic literature: 1. Ryckman M. Theories of personality. – California, 1999. 2. Fisseni H. J. Persönlichketspsychologie. Ein Theorienüberblick. Hogrefe. Verlag für Psychologie Götingen. – Toronto, Zürich, 2000. 3. Karpova Ā. Personība. Teorijas un to radītāji. – R., 1998. 4. Personības psiholoģija. / D. Raigorodska red. 1. un 2. sējums. – Samara, 1999. (krievu val.)

51 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Experimental social psychology ANNOTATION Lecturers – L.Girsova, L.Koļesņikova

Basic idea of the course: experimental social psychology is, in fact, the basic form of the existence modern social psychology – using the variety of experimental methods, it studies the psychological mechanisms of functioning of various social systems, the relationships of social phenomena and processes, it simulates social situations for research purposes and is able to check many hypotheses in an empirical way.

Aim and tasks of the course: to give the students an idea of the methodology of a social psychological experiment and the principles of its organisation. The tasks – to acquaint them with the history of experimental social psychology and its recent achievements. To develop a skill to draw objective conclusions about the results of the experiment. To form elementary practical habits in planning and organisation of a social psychological experiment.

Creative home assignments: 1. To sum up the literature about the experience of the experimental research of some social psychological phenomenon. 2. To draw up a programme for the experimental research of a social psychological phenomenon, to implement separate stages of this programme and to summarise its results. 3. To develop a programme for the scientific observation of a social psychological phenomenon, to implement its separate stages and draw conclusions.

The course provides for the acquisition of the following theoretical knowledge and practical skills: the students should be aware of the experience of experimental social psychology; to know the main methodological and procedural principles of the experimental process; to be able to evaluate objectively and analyse the results obtained during the process of the experiment by applying the methods of mathematical statistics for data processing; to be able to draw scientifically justified conclusions. They should be able to simulate an elementary experimental situation both in the laboratory and natural environment.

Total number of credits: 3 Basic literature:

1. Reņģe V. Sociālā psiholoģija. Rīga, 2002. 2. Chester A. Insko, John Schopler. Experimental Social Psychology. New York, London, 2001. 3. Андреева Г.М., Богомолова Н.Н., Петровская Л.А. Зарубежная социальная психология в ХХ столетии. Москва, 2001. 4. Милграм С. Эксперимент в социальной психологии. «Питер», 2000. 5. Социальная психология в современном мире. Под ред. Андреевой Г.М. и Донцова А.И. Москва, 2002.

Psychology of human contacts

ANNOTATION

Lecturers — A.Plotniece, L.Koļesņikova

Basic idea of the course: This is an introductory course which allows the students to acquire the basic concepts and correlations about interpersonal contacts, to explain their relations and to understand better the surrounding people. The science of psychology includes many different topics, and the views on these topics may be disputable.

Aim and tasks of the course: 1. Acquisition of the basic skills of learning. 2. A skill to work with references. 3. To express one’s thoughts in a written and an oral form. 4. To stimulate the students to apply the acquired ideas in practical activity. The main tasks - 1. To provide the necessary theoretical knowledge finding out the basic problems of interpersonal contacts. 2. To teach how to use the acquired ideas for better understanding of the other people and oneself. 3. To acquaint with methods of psychological research (inquiries, tests, etc.).

Creative home assignments: 1. To prepare a presentation (5-7 min.) considering theoretical knowledge on the theme “A monologue in interpersonal contacts”. 2. To prepare a written message about one’s presentation (self-analysis) and evaluate the presentation of one coursemate by definite parameters. 3. To keep observations of interpersonal situations and fix the typical errors in the process of interpersonal contacts. 4.To carry out the analysis of a conflict situation after a written class. 5. During the term to prepare a chapter of a brochure on one of the selected themes (5 – 7 people in the group). At the end of the term the brochure is defended. 6. To fill in a questionnaire and conduct an inquiry on the theme chosen. To carry out the analysis and interpretation of the obtained data.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. Defining the basic concepts and relationships. 2. Comprehension of the chief aims of interpersonal contacts. 3. A skill to apply the acquired theoretical knowledge in practical activity. 4. A skill to use the research methods provided by the course, a skill to process and interpret the obtained data.

Basic literature:

1. Myers D.G. Social Psychology. – 2000. 2. Андреева Г. Социальная психология. - М., 2002. 3. Берн Э. Игры, в которые играют люди. - М., 2002.

Group Research Methods

ANNOTATION

Lecturers - L. Girsova, L. Koļesņikova

Basic idea, aim and tasks of the course: A small group - "an environment where communication takes place at close quarters" (T. Parsons) is a specific sample of the psychological "clock-work" of society at large. At the same time it can be used as an experimental laboratory for sociopsychological psychotherapeutic investigations and development of new models of behaviour. Professional understanding of the social dynamics regularities in a group helps to optimize management and solve arising problems.

Creative home assignments: To make psychographs, using the psychodiagnostic method. Developing a social psychology practice proposal. Preparing a blueprint and a questionnaire for a social psychology. Working-out the development of an image adjustment scheme. Examination of a problematic situation (social psychology at organizations).

The course provides for the acquisition of the following theoretical knowledge and practical skills: The skill to compile several psychodiagnostic methods in making a person's psychograph according to the criteria indicated by the client. The skill to understand the psychological processes in a group, predict, manage and adjust their dynamics. To act as an expert in problematic situations (conflicts). The skill of psychological selection and certification of staff members. Being able to organize psychological research and psychographics.

Basic literature:

1. Reiss H.T. Handbook of Research Methods in Social and Personality Psychology. – Cambridge Univ. Pr., 2000. 2. Snyder C.R., Forsyth D.F. Handbook of social and clinical psychology: The health perspective. – N.Y., 2001. 3. Елисеев О. Конструктивная типология и психодиагностика личности. – Псков, 1999.

54 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Family Psychology

ANNOTATION Lecturer - S. Koļadko

Basic idea of the course: 1. Family - a complicated historical, social and psychological system. 2. Relationship between parents and children is a mirror reflecting the inner structure of the family. 3. Affectionately emotional relations in the family is the main component of its psychological portrait. 4. Love - the basis of well-being of the family and the relations between children and parents.

Aim and tasks of the course: To acquire skills and habits of work with the family, in general, to be able to analyse various problem situations in the relations between the children and their parents, on the basis of the data obtained, to do a psychological correction of children’s – parents’ relations.

Creative home assignments: 1. To make an analysis of one's family, by investigating the structure of roles, conflict situations and different types of reciprocal influence. 2. To draw up a psychoanalytic scheme (Skinner scheme) of the parents family, stressing the "stages" of the child's development. 3. To investigate the relations in between parents and children in one's own family or those of relatives accord once with Shefer scheme. 4. To diagnose the types of upbringing in 2-3 families (by the method of E. Deimiller).

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. The skill of a practical psychologist to work with the whole family. 2. The skill of psychological examination of children of different age groups in order to find out the problems of relations between parents and children. 3. The skill applying projective methods and questionnaires for the investigation of relationship between the children and their parents. 4. The skill of a practical psychologist to deliver lectures and give instructions on problems of the relations between children and their parents and issues of upbringing. 5. The skill to make psychological corrections of children and parents relations.

Basic literature: 1. Edward H., Ph. D. Jacobs. Adhd: Helping Parents Help Their Children. – Jason Aronson, 2000. 2. Karen V., Harpen-Darton M.H. Working with Children and their Families. – Lyceum Books, 1999. 3. Robert H., Lauer Phd., Jeanette C. Becoming Family: How to Build a Stepfamily that Really Works. – Augsburg Fortress Publishers, 1999. 4. Сатир В. Как строить себя и свою семью. - М., 1997. 5. Эйдемиллер Э., Юстиулис В. Психология и психотерапия семьи. С-Пб., 2001.

55 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Organisational psychology ANNOTATION Lecturer — S. Blumberga

Basic idea of the course: the choice of factors that determine the transformation of an unorganised group of people into an organisation, within the framework of which purposefully planned activities take place to achieve the goals of the organisation.

Aim and tasks of the course: to give the students an idea of the basic concepts of organisational psychology, the factors affecting the efficiency of the organisational work and development, to give a brief insight into the motivation theories, the process of communication, group influence, the culture of an organisation, leadership conflicts, the types of conflicts in an organisation. To make practical analysis of several conflicts in organisations, to study the factors affecting the employees’ motivation, the process of communication and the culture of organisation in an organisation.

Creative home assignments: preparation and participation in seminars “Theories of motivation”, "Communication barriers"; analysis of various conflicts in organisations, deeper investigation of one theme (organisational psychology) and its presentation in the group, independent analysis of references, acquaintance with the recent literature on the Internet.

The course provides for the acquisition of the following theoretical knowledge and practical skills: after completing the course the students get an idea of the types of organisations, the trends of communications, barriers, the employees’ motivation, group influence, the styles of leadership, the culture of an organisation. They will acquire the skill to diagnose, to study the employees’ motivation, the types of organisations, the process of communications, the culture of an organisation; to analyse the causes of conflicts in an organisation and recommend the ways of their resolution. They will acquire the skill of compiling data and use them for making recommendations how to improve the efficiency of organisational efficiency.

1. V. Reņģe, "Organizāciju psiholoģija", Kamene, 1999. 2. P. Pikeringa, "Personāla vadība", J. Rozes apgāds, 2002. 3. R. Garleja, M. Vidnere, «Psiholoģijas un sociālās uzvedības aspekti ekonomikā», Raka, 2000. 4. P. Rookes, "Perception: Theory, Development and Organisation", 2000. 5. L. Bossid, «Execution: The Discipline of Getting Thing Done», 2001.

Organisational Psychology

ANNOTATION

Lecturer – N.Soldatenko

Basic idea of the course: Studying the peculiarities of psychic processes in labor activity and interrelation between the subjective and objective factors helps to provide recommendations for man’s adaptation to the working conditions, raising its efficiency and communication among all the units of an organization.

Aim and tasks of the course: To give an idea about the interdependence of the means and methods of management efforts, psychological regulation of human behaviour and activity.

Creative home assignments: 1. To work out the criteria for a sociometric questionnaire allowing to state the social and psychological climate in a team of workers. 2. To determine the management type of an organisation and its impact upon the inter-personal relations within the organisation. 3. To investigate the communications in an organisation.

The expected results: Mastering the principal tasks, concepts and methods studied during the course; knowledge of the peculiarities of cognitive processes in the labour activity and violations of their functioning: perseveration, fluctuation, interference. An ability to apply the basic procedures of studying organisational psychology in practice: group evaluation of a personality, the method of expert evaluation, modelling, sociometry. The knowledge of principal requirements set for one’s workplace and the control panel. A skill to prognosticate potential conflict situations, both in vertical and horizontal sections, and state the means of their prophylaxis and solution.

Basic literature: 1. Graham B. Human resources management. – Pitman publishing, 2000. 2. Gatewood R.D., Field H.S. Human resources selection. – Dryden, 2001. 3. Методики диагностики психических состояний и анализ деятельности человека / Под ред. Л.Г. Дикой. – М.: ИП РАН, 1999. 4. Методики социально – психологического исследования личности и малых групп / Под ред. А.Л. Журавлева и Е.В. Журавлевой. – М.: ИП РАН, 1998.

Research Methods of Organisations

ANNOTATION

Lecturers – N.Soldatenko, S.Blumberga

Basic idea of the course: Adequacy of the partners of business communication for interpersonal roles which they intend to realize themselves and expect from others favors the satisfaction with one’s work and interpersonal communication in a labor and educational collective.

Aim and tasks of the course: To acquaint the students with the research methods of organisations (productive, educational), the causes of conflicts, low satisfaction with one’s job, adverse interrelations in a productive or educational collective to be studied using such social and psychological methods as experiment, questionnaire, group evaluation of a personality, the method of competent experts.

Creative home assignments: 1. To work out a programme for an experiment to study the impact of the management style upon the contentment with one’s work in a collective. 2. Elaboration of group evaluation criteria for a personality by the head of the collective. 3. Drawing up of a questionnaire with an aim to determine the workers’ labour motivation. 4. Drawing up of an evaluation scale in order to determine the communicative abilities of the leader in a group. 5. Selection of procedures to determine the adequacy of the members in the team performing particular labour tasks.

The expected results: On the basis of unbiased assessment of the results obtained during the research to be able to work out recommendations for the conflict prophylaxis in a productive or educational team, to find out the optimum management style of the collective, to arrange interpersonal relations in the organisation studied.

Basic literature:

1. Gatewood R.D., Field H.S. Human resources selection. – Dryden, 2001. 2. Graham B. Human resources management. – Pitman publishing, 2000. 3. Бодалев А.А. Личность и общение. – 1999.

58 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Introduction into Speciality

ANNOTATION

Lecturer - N.Ivanova

Basic idea of course: 1. The psychologist’s profession means a harmony of Man’s individual features and skills of qualified professional activity. 2.The professional growth and formation of a psychologist is a continual process in which reflection is needed. 3. Apart from the environment and contents of the psychologist’s activity, his orientation towards a certain psychological school and methods of work, there exists a psychologist’s ethics with the underlying principle: “Don’t do any harm!”

Aim and tasks of the course: To advance the would-be psychologists’ personality and professional self-determination. The tasks: 1.To create preconditions for the students to orient in the values of their personality. 2.To comprehend the optimum professional position of a psychologist’s personality and correlate it with his own position in life. 3.The aims, principles, spheres and contents of a psychologist’s self- determination activity. 4.Sef-determination in strategies, required and desired, for the professional growth of personality (determination of “the closest development zone”).

Creative home assignments: To elaborate a model of a psychologist’s professional work in a certain sphere of a person’s life or activity (by choice): - in health service; - national education; - legal bodies; - sports, etc. To consider the strategy of one’s own personality and professional development (as a psychologist’s closest development zone).

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1.To determine the sense of one’s own professional activities. 2. Reflection of one’s own, personal essential features (correlating with the ideal ones). 3. To design one’s own professional growth. 4. To model the psychologist’s work in certain spheres of human life. The students will understand the concept: 1.Of the personal features that are essential for a psychologist. 2.About the specificity of the psychologist’s professional position in relation to the client in contrast to the position of a physician, pedagogue, lawyer, etc. 3.About the psychologist’s professional ethics and corresponding basic principles in his work. 4.About the specific features of the psychologist’s work in various spheres of human life. 5.About the objective and objective circumstances which determine the success of a psychologist’s work.

Form of testing: a credit test.

Basic literature: 1. McBurney D.H. How to Think Like a Psychologist: Critical Thinking in Psychology. – Prentice Hall, 2001. 2. Parsons R.D. The Ethics of Professional Practice. – Allyn&Bacon, 2000. 3. Абрамова Г.С. Введение в практическую психологию. – М., 1999. 4. Введение в практическую социальную психологию./ Под ред. Жукова Ю.М., Петровской Л.А., Соловьева О.В. – М., 1999.

59 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Introduction into Speciality

ANNOTATION

Lecturer – A. Plotniece

Basic idea of the course: The psychologist’s profession combines not only good theoretical and practical knowledge and habits but also defining his personal qualities. Only when these features are in harmony, one can speak about the professional training of a psychologist. This process is endless, and the main idea of this course is to define its basic directions.

Aim and tasks of the course: To create conditions for professional training of the future psychologists: - the students’ orientation in self-research; - the psychologist’s professional and personal position in life in the research of its basic aspects; - defining the immediate development zone.

Creative home assignments: - essays “I and psychology”, “I and the others” (motivation, ability to specify one’s thoughts, emotions); - the work with negative emotions (fixation, creating chains of negative emotions, etc., self- research); - an individual schedule for one’s immediate activity (the immediate development zone).

The course provides for the acquisition of the following theoretical knowledge and practical skills: An understanding of: - qualities that are essential for the psychologist’s job; - the difference between a professional psychologist and a physician, lawyer, clergyman, etc.; - professional ethics; - the range of a psychologist’s responsibilities; - objective and subjective factors that determine the quality of a psychologist’s work; - one’s own features in connection with the ideal, professionally important ones.

Basic literature: 1. Burley – Allen Madelyn. Listening the forgotten skill. A self – teaching quide. – John Wiley & Sons INC, 2001. 2. Maslow A.H. The father Reaches of Human nature. – Penguin Book, 2000. 3. Rogers Carl R. On becoming a person. A therapist’s view of psychoterapy. – Boston: Houchton Mifflen Company, 2002. 4. Jungs K.G. Psiholoģiskie tipi. – R.: Zvaigzne ABC, 1999. 5. Pīzs A. Ķermeņa valoda. – R.: Jumava, 1999.

Introduction into Professional Activity

ANNOTATION

Lecturer - N. Ivanova

Basic idea of the course: To give students an idea of the fact that self- formation of a psychologist as a personality and a professional is determined by: - awareness of one's possibilities and priorities of values - foreseeing the possible results of work - efficiency in solving organizational problems with the administration - orientation in the specificity and circumstances of the given activity - knowledge of professional ethics

Aim and tasks of the course: To work out, together with the students, the scheme of primary orientation at the work - place. To help the students become aware of their doubts as to their future activities, and help in their search for a constructive position to overcome the difficulties and elaborate a program of action.

Creative home assignments: To mould the psychological portrait of a successful psychologist: role - play of a situation (selfpresentation etc.) to compile a questionnaire to find out what the potential clients expect from the psychologist.

The course provides for the acquisition of the following theoretical knowledge and practical skills: The students will get an idea of the specificity of the activities of a psychologist at a concrete work - place. Awareness of their value priorities in the sphere of professional work. Efficiency of orientation in the conditions of work and taking a stand in regard to the administration. Ability to reform an order given by the administration and collaborators and choose the priority task.

Basic literature: 1. Decenzo D.A., O’Neil S.L., De Cenzo D.A. Human Relations: Personal and Professional Development. – Prentice Hall, 1999. 2. Hartley J., Branthwaite A. The Applied Psychologist (2nd edition). – Open Univ. Pr., 2000. 3. Parsons R.D. The Ethics of Professional Practice. – Allyn&Bacon, 2000. 4. Абрамова Г.С. Введение в практическую психологию. – Москва, 1999.

Psychologist’s ethics

ANNOTATION

Lecturer – L.Rutka

Basic idea of the course: A psychologist organises his/her professional activity in accordance with the psychologists’ ethical code. The ethical, moral and legal aspects embodied into it are the conditions that regulate a psychologist’s activity.

Aim and tasks: To review various approaches and views on the problems concerning the psychologist’s and the patient’s relations. To get acquainted with the psychologist’s ethical code, to acquire and learn how to apply the ethical principles and standards. To analyse the ethical and procedural laws and principles adopted in the State of Latvia.

Creative home assignments: To prepare a presentation on the concepts of a psychologist’s ethical, moral and legal aspects. To do an individual research by interviewing 5 patients, keeping to professional ethics and legal aspects of a psychologist’s activity to be reflected in the reporting material. To prepare and participate in a discussion devoted to the analysis of the ethical and legal aspects to the psychologist’s practice.

The course provides for the acquisition of the following theoretical knowledge and practical skills: A skill to orient oneself in the theoretical concepts of a psychologist’s ethics, moral and rights, to have a good knowledge of the psychologist’s ethical code, to be able to recognise dilemma situations and make adequate decisions for their solution.

Basic literature:

1. Parsons R.D. The Ethics of Professional Practice. – Allyn & Bacon, 2000. 2. Code of Ethics of Practice. American Counseling Association, 2002. 3. Standing Committee of Ethics. General Assembly in London, 2001. 4. Augusts Milts. Ētika. Kas ir ētika. – R.: Zvaigzne ABC, 1999. 5. Latvijas profesionālais psihologu ētikas kodekss (1996. gads). 6. Psihologa profesijas standarts, izglītības un zinātnes ministrija, 2002. 7. Skolu psihologu ētikas kodekss (1999. gads). 8. Шрейдер Ю.А. Этика. Введение в предмет. М.: Текст, 1998.

62 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Methodology of Teaching Psychology

ANNOTATION

Lecturer - S.Blumberga

Basic idea of the course: Research in the contemporary methods of teaching psychology will enable the students to make a complex analysis of the pedagogical processes and evaluate their efficiency, to carry out psychological and pedagogical correction, to prepare themselves for the application of psychological ideas in practice teaching psychology in secondary and higher schools.

Aim and tasks of the course: The students should acquire theoretical knowledge and practical skills required in order to select the matter, form and methods of teaching psychology and to learn how to apply them in practical activity. To consummate humanistic, empathic, pedagogical culture of communication, to learn how to advance self-perfection and growth of the partners of the pedagogical process (pupils, students).

Creative home assignments: 1. To make a conspectus of a lesson in psychology on the topic for his/her pedagogical practice. 2. To prepare a report on one of the methods of teaching psychology. 3. To prepare and present three visual aids for teaching psychology with the descriptions for their use. 4. To attend a lecture delivered by a psychology teacher (a school at option), to prepare the analysis and efficiency of a lesson. 5. To find information in the Internet about the new literature on the methods of teaching psychology.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. Knowledge of psychology as an academic subject, the common and specific features of psychology and other academic subjects, psychology as a science and an academic subject, the purpose and tasks of teaching psychology at school, documentation of the matter (the programme, text-books), teaching methods, and forms. 2. An ability to prepare and conduct a lesson in psychology. 3. A skill to develop a feedback, to evaluate the efficiency of teaching forms and methods, to plan and carry out a pedagogical and psychological correction. 4. An ability to analyse individual situation of teaching psychology, communication between the pedagogue and the pupils.

Basic literature: 1. Mācīsimies sadarboties. R, Sorosa fonds, 1998. 2. Zelmenis V. Pedagoģijas pamati. - R., RaKa, 2000. 3. Gage N. L., Berliner D.C. Educational Psychology. USA, Boston, 1998. (tulkojums latviešu valodā “Pedagoģiskā psiholoģija”. – R., Sorosa fonds, 1999.). 4. Кларин М. Инновации в мировой педагогике. – Р., Эксперимент, 1999.

Cognitive psychology

ANNOTATION

Lecturers – N. Soldatenko, I. Krūmiņa

Basic idea of the course: Accumulation of knowledge lays the foundation for the development of man, his individuality. This process is possible if the cognitive processes are functioning, such as sensations, perception, attention, memory, thinking and imagination. Knowledge determines man’s motivation, his attitude to the surrounding world and himself, and, consequently, his behaviour. In order to understand the motives of human behaviour, it is important to study how information is accumulated by means of cognitive processes, how it is integrated into a uniform system of human knowledge about the world.

Aims and tasks of the course: Acquaintance of the students with the structure of each cognitive process, the level of knowledge that ensures the cognitive process – the sensory or the abstract one. Mastering the knowledge by the students of the relationships according to which cognitive processes, integration of information obtained as a result of the interaction of these processes take place. Familiarisation with the research methods of cognitive processes, the degree of their development, the peculiarities of their proceeding under various conditions, their individual characteristics.

Creative assignments for the students: 1. Determination of the level of development synesthesia with the people having pronounced musical abilities and the people without such abilities. 2. Determination of compensatory psychic mechanisms when the functions of some of the cognitive processes are weakened. 3. Clarification of the dominating type of memory with a group of students and the methods of memorisation used by them. 4. Finding out the peculiarities of the contents of perceptions of the same objects with the people having different orientation of the thinking processes: the rational – emotional.

The course provides for the acquisition of the following theoretical knowledge and practical skills: Acquisition of theoretical knowledge of the cognitive processes, their importance and place in human life. The knowledge of psychological mechanisms and functional regularities of cognitive processes. The knowledge of the measurement methods of cognitive processes, their application and making recommendations according to the results of their examination.

Basic literature: 1. Hebl M.R., Brewer C.L.Handbook of Teaching Introductory Psychology. – Lawrence Erlbaum Assoc., 2000. 2. Современная психология / Под ред. В.Н. Дружинина. – Москва: ИНФР-М, 1999. 3. Солсо Р.Л. Когнитивная психология. – Москва: Тривола, 1996.

History of Psychology

ANNOTATION

Lecturer - L. Girsova

Basic idea, aim and tasks of the course: To master psychology one should also know how its ideas evolved, its inheritance and the historic environment in which its theories developed. If one lacks such knowledge, he just sees psychology as a set of trivial and primitive methods applicable in a narrow way, he cannot grasp its scientific nature, its past, present and future. The objective of the course: understanding the evolution of psychological problems in their environment.

Creative home assignments: 1. Development of "historic" psychological concepts by imitating the philosophical and scientific reasoning of the Antiquity, the Middle Ages and the Renaissance. 2. A scientific essay on any of game theories in the history of psychology.

The course provides for the acquisition of the following theoretical knowledge and practical skills: Development of a professional understanding of historic psychological writings; together with the skill of finding one's way among various methodological and theoretic teachings, understanding the general historic regularities of their development.

Basic literature:

1. Huber R.J. Cornerstones of Psychology: Readings in the History of Psychology. – Harcourt College Publishers, 2000. 2. Schultz D.P., Schultz S.E. A History of Modern Psychology. - Harcourt Brace & Publishers, 2000. 3. Vorobjovs A. Psiholoģijas vēsture. – R., 1998. 4. Петровский А., Ярошевский М. История психологии. – М., 1999.

Psychophysiology

ANNOTATION

Lecturers – S.Koļadko, J.Porozovs

Basic idea of the course: Psychophysiology is a science about the effect of the psychic processes upon other functions of the organism, i.e. the correlation between psyche and the body.

Aim and tasks of the course: The course offers an analysis of the physiological foundation of the psychic processes and psychic states. The task of psychophysiology is to provide knowledge and understanding of the functional condition of the organism both in generalized and motivated reactions.

Creative home assignments: 1. Self-regulation schemes of various acts of behaviour according to the functional system theory. 2. To give the humoral regulation scheme of psychic reactions. 3. To find and choose an appropriate method how to observe the effect of psychic processes on internal organs.

The course provides for the acquisition of the following theoretical knowledge and practical skills: understanding the essence of the subject, its opportunities and methods applied. The students should understand the significance of an individual approach to any individual person. The student should discern the fundamental processes caused by psychic irritations.

Basic literature:

1. Carlson N.R. Physiology of behavior (6th ed.). – Boston: Allyn & Bacon, 1998. 2. Zigmond M. J., Bloom E.F., Landis S.C., Roberts J., Squire L.R. Fundamental Neuroscience, Deluxe Version. – Masao Ito, 1999. 3. Данилова Н.Н. Психофизиология. – М.: Аспект Пресс, 1999.

Neuropsychology ANNOTATION

Lecturers – S.Koļadko, J. Porozovs

Basic idea of the course: Interaction of the body with the internal and external media manifests itself on the functional basis of the principal mechanisms and regularities of the brain. In cases of local damage of the brain and neurological syndromes a neuropsychological analysis of the higher psychic functions, testing of the functional condition of the brain, etc. are made. Information about it is obtained during the course of neuropsychology.

Aim and tasks of the course: To generalise and expound the principal mechanisms and regularities of the brain in the interaction of the body with the internal and external media. To acquaint the students with the localisation of the higher psychic functions in the brain, the regularities of their proceeding, the neuropsychological analysis of the higher psychic functions in cases of local damage of the brain and describe neuropsychological syndromes. Considering the growing number of various brain pathologies, to teach the students how to orient themselves in these pathologies, to carry out the tests of the functional condition of the brain using the method of electroencephalography.

Creative home assignments: to do independent testing of functions of the higher nervous system, as well as to determine the level of neurotisation.

The course provides for the acquisition of the following theoretical knowledge and practical skills: After completing the course of neuropsychology the students will be able: 1. To orient themselves in the regularities of the physiological functions of the brain, localisation of the higher psychic functions and neuropsychological analysis in cases of local damage of the brain, the method of electroencephalography. 2. To interview patients and orient themselves in such violations of behaviour the treatment of which needs an analysis of the electrophysiological functions of the brain. 3. To improve purposefully the peculiarities of the external manifestations of attention, will, memory and emotions, to work out positive habits and impede the formation of negative habits. 4. To evaluate one’s faculties and improve the biological functions, controlled and uncontrolled by will. 5. To estimate the type of the higher nervous activity and the level of neurotisation.

Basic literature: 1. Carr A. The handbook of child and adolescent clinical psychology. – London: Routledge, 1998. 2. Robert J. Sternberg. In search of the Human Mind. – Yale University, 1998.

Differential psychology

ANNOTATION

Lecturer – N. Soldatenko

Basic idea of the course: The personality of any man is an integral formation in which the individual and social, the congenital and acquired are combined in a peculiar, unique way. This is the foundation of man’s differential characteristics the study of which is important in order to understand different behaviour of the people in similar situations of communication, activity and prognostication of their behaviour in the future.

Aims and tasks: Acquaintance of the students with the general theory of a personality’s psychological study in order to reveal his/her differential characteristics. Acquaintance with the general theory of psychological changes. Familiarisation with particular methodologies and their application. On the basis of the obtained empirical data to teach the students how to evaluate the measurable characteristics, to relate them to the real behaviour of the subject of investigation.

Creative assignments: 1. To determine a personality’s differential peculiarities by means of the methodologies of the factor analysis (the use of the methodologies based on the theory of human strains). 2. By using intelligence tests, to determine the differential peculiarities of the representatives of different professions in the field of spatial perception, the features of memory, picturesque memory, etc. 3. Using projective tests (interpretative – ТАТ, CАТ, expressive – DDCh, the Family Pattern, additive – completion of the sentence, story) to reveal the dominant problem of the subject of experiment and to make a prognosis of its behaviour in a significant situation.

The course provides for the acquisition of the following theoretical knowledge and practical skills: Consolidation of the students’ knowledge of various theories substantiating the people’s differential peculiarities. The knowledge of methodologies and ability to apply it in order to find out the individual and personality features. To know how relate the evaluated characteristics to the observed behaviour.

Form of testing: an examination.

Basic literature:

1. Анастази А. Дифференциальная психология. Индивидуальные и групповые различия в поведении. – Москва: Апрель Пресс, ЭКСМО-Пресс, 2001. 2. Носс И.Н. Психодиагностика. – Москва: КСП+, 2000. 3. Дружинин В.Н. Структура и логика психологического исследования. – Москва: ИП РАН, 1999. 4. Amelang M. Differentielle Psychologie und Persönlichkeits Forschung. – Stuttgart: Kohlhammer, 2002. 5. Claus Gunter. Differentielle Lerhpsychologie. – Berlin: Volkseigeher Verlag, 2001.

Psychometrics

ANNOTATION

Lecturers - N. Soldatenko, K. Mārtinsone

Basic idea of the course: Psychometrics allows to differentiate between the phenomena studied, their peculiarity and dynamics. The psychometric toolkit provides a possibility to determine the precision, reliability, adequacy of the methodology to the obtained results, on the basis of which interpretation of the combination of events of the empirical study is possible.

Aims and tasks: The measurement of the peculiarities of human behaviour in order to find out their different aspects through the qualities and characteristics of the cognitive processes, emotional states, social characteristics, relate an individual to a certain personality type and set directions for further work with the subject of measurement depending on the research problem in the sphere of the psychological science: general, medical, social, etc

Creative home assignments: 1. To establish the experimental effect by using psychometrics in intra-individual and inter- group investigations. 2. To work out several psychometric problems with an aim to create psychological scales and determine the experimental effect. 3. To calculate the statistical authenticity assessment of the differences of the dependent variables obtained during the experiment in various samplings and to interpret them in a qualitative way. 4. To conduct a research by means of scales using parametric and non-parametric criteria. 5. By means of psychometrics to go through one of the procedures: ranking, classification, evaluation of external factors affecting the subjects, their psychic states, etc.

The course provides for the acquisition of the following theoretical knowledge and practical skills: After concluding the course “Psychometrics” the students should: 1) acquire the theoretical knowledge and practical skills to establish significant correlations among the variables; 2) know how to find the difference in the dependent variable, determined by the peculiarities of experimental and reference conditions; by choosing the measures of correlations among the variables, the students should know how to establish which correlation coefficient corresponds to the measurement scales of psychological variables; which statistical criterion is more adequate from the viewpoint of possible correspondences among different presentation types of the empirical results and assumptions about the causal dependence.

Basic literature: 1. Big Five Assessment/Edited by B.Raad, M.Perugini. – Seattle; Hogrefe & huber publishers, 2002. 2. Klihe P., lapham S.L. The Validity of the V scale of the PPQ. – new Jork: psychological Corporation, 2001. 3. Агафонов А.Ю. Человек как смысловая модель мира. Самара – «Бахрак - М», 2000. 4. Шошин П.Б. Психологические измерения.Ч.1. М.: МГУ, 2001.

Experimental Psychology

ANNOTATION

Lecturers – N. Soldatenko, U.Ābele

Basic idea of the course: Formulation of the problem in experimental psychology restricts the search for its possible solutions and helps to formulate a scientific hypothesis.

Aim and tasks of the course: On the basis of the knowledge of cognitive, clinical, developmental psychology, etc., using the knowledge of mathematical statistics and the theory of measuring, the students should be able to conduct empirical research. To acquaint the students with the methods of scientific research, to develop the faculty of combining the techniques and operations of theoretical and practical coping with reality.

Creative home assignments: 1. To work out schedules of scientific research. 2. To formulate the hypothesis, tasks, expected results for the given subject. 3. To determine the dependent and the independent variables in the experiment. 4. To carry out the verification of the proposed research results. 5. To substantiate the research methods of the advanced problem and hypothesis.

The expected results: To know the principal concepts of experimental psychology. To be able to conduct a scientific research, using the methods of experiment, observation, «the archive method », etc. To be aware and able to avoid the errors of observation: the halloeffect, the indulgence effect, the contrast error, etc. To know how to present the results of practical research, after their mathematical processing, in tables and graphs. By interpreting the results of research, to know how to establish principal regularities, to draw conclusions and work out recommendations.

Basic references:

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. 3. Дружинин В.Д. Экспериментальная психология. – М.: ИНФРА – М, 2000. 4. Клайн П. Справочное руководство по конструированию тестов. – Киев, 2001.

70 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Research and evaluation methods in psychology ANNOTATION Lecturer – K.Mārtinsone

Basic idea of the course: Adequacy of the selected research method to the research, and the validity of research.

Aim of the course: To develop the students’ understanding of the variety of theoretical and empirical research methods in psychology, their specificity and the conditions of choice.

Tasks of the course: 1. To develop an understanding of theoretical research methods in psychology. Analysis of references. 2. To develop an understanding of the empirical data collection methods – a test, a questionnaire, an observation, the analysis of archival material, the conditions of their choice, advantages and drawbacks. 3. To develop practical skills in drawing questionnaires, data collection, compilation and interpretation of results. 4. Methods of mathematical statistics as a form of empirical data processing.

Creative home assignments: 1. To draw up one questionnaire and one interview, to conduct a pilot research. 2. To sum up the obtained results.

The course provides for the acquisition of the following theoretical knowledge and practical skills: - understanding of theoretical and empirical methods under optional conditions, their specificity and types; - a skill to conduct a questionnaire by quantitative and qualitative summing up of the obtained results.

Total number of credits: 2 Basic literature: 1. Raščevska, M., Kristapsone, S. Statistika psiholoģijas pētījumos. – Rīga, 2000. 11 – 29. 2. Сонсо Р. Экспериментальная психология: практический курс. Снб. 2002. 3. Анастази А. Психологическое тестирование. Снб. 2002. 4. Бурлачук Л.Ф. Психологическое тестирование. Снб. 2002. 5. Kropley A. Analitative research methods. – R., 2002.

INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY

Mathematical statistics

ANNOTATION

Lecturer – M. Veide

Basic idea of the course: acquisition of this course enhances the development the skills of rational research and objective observation of students in the speciality of psychology.

Aim and tasks of the course: 1.To promote mastering the knowledge about the methods of statistical processing methods and analysis of the data obtained in psychological investigations. 2. To learn how to apply computer programmes as a practical instrument for the processing, analysis and presenting of empirical statistical data. 3. To promote understanding of the relationships between the methods of processing the data empirically obtained in a practical situation and the theoretical mathematical methods, i.e., the mathematical models of empirical data. 4. To develop a skill to see the possibilities to apply the same basic mathematical principle (concrete intellectual technique) to the solution of various problems.

Creative home assignments: 1.The use of the MS Excel data analysis tools and their application to the processing of the measurement results. 2. Assignments on the formation of empirical distributions. 3. Constructing a histogram and cumulate by using the MS Excel data analysis tools. 4. The use the MS Excel command Insert Chart for a visual data representation. 5. Checking of a hypothesis using the MS Excel data analysis tools t-TEST. 6. Building a correlation diagram in the MS Excel environment.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. Knowledge about the statistical methods and analysis of processing the data obtained during psychological investigations. 2. Practical skills of using computer programs in processing, analysis and presentation of the empirical statistical data.

Form of testing: a credit test.

Basic literature:

1. Raščevska M., Kristapsone S. Statistika psiholoģijas pētījumos. – R., 2000. 2. Raizs L. Matemātiskās metodes sociālajās zinātnēs. – R., 2000. 3. Arhipova I., Bāliņa S. Statistika ar Microsoft Excel ikvienam. – R., 1999. 4. Lasmanis A. Datu ieguves, apstrādes un analīzes metodes pedagoģijas un psiholoģijas pētījumos. – R., 2002. 5. Sirkin R.M. Statistics for social science. – Thousand Oaks [etc.]: Sage Publ., 1999.

Research methods of the peculiarities of psychic development in different age groups

ANNOTATION

Lecturers – N. Ivanova, I. Pišinska

Basic idea of the course: In the process of practical work of the students with the people of different ages integration takes place of understanding theoretical aspects of personality development and their reflection in the real person. Conversation and observation are the basic methods for a professional psychologist in any sphere of activity.

Aim and tasks of the course: To create conditions for the students to use the knowledge of psychological correlations of development in professional interaction with the people of different ages, as well as, through the methods of conversation and observation, to develop the skills which are necessary in a psychologist’s work.

Creative home assignments: Keeping a diary of observation; completion of a working protocol of the observations and conversations; the reflexive analysis of conversations; completion of generalised characteristics.

The course provides for the acquisition of the following theoretical knowledge and practical skills: To learn to identify the object and tasks of research, to make up a programme of research, as well as to know how to compare, systematise, interpret, analyse and present the obtained data. To learn how to establish and maintain a contact with the people of different ages, to keep a neutral, autonomous position in conversation.

Basic literature:

1. Айламазян А.М. Метод беседы в психологии. – Москва: МГУ, Смысл, 1994. 2. Регуш Л.А. Практикум по наблюдению и наблюдательности. – Санкт-Петербург: Питер, 2001. 3. Cropley A. Qualitative Research Methods. – Rīga: Zinātne, 2002.

Psychodiagnostics in clinical psychology

ANNOTATION

Lecturer — I. Samoilova, T. Čaikovska

Basic idea of the course: The study and diagnosing of a personality’s behaviour and peculiarities of the psychic sphere allows to judge about man’s adaptations ability in the socium.

Aim and tasks of the course: Formation of professional skills by carrying out independent psychodiagnostic examination, using one’s own individual style of work and creative potential, and the methods of clinical psychology in the work with the subject of the experiment.

Creative home assignments: To carry out eight separate experimental psychodiagnostic examinations and draw a complete psychological conclusion about the personality and the peculiarities of the psychic sphere. To hand in an account about the performed work in the form of a “Protocol”.

The course provides for the acquisition of the following theoretical knowledge and practical skills: Formation of professional skills in the field of psychodiagnostics, their realisation in practical work with the subject of the experiment.

Basic literature:

1. Lennart Wetterberg. „Psihiatrija". Karolinska institūts, Stokholma, Zviedrija, 2002.g. 2. Johan Cullberg. „Dynamisk Psykiatri". Copyright 2001. Johan Cullberg and Bokfelaget. Natur och Kultur. Stockholm, Sweden. 3. Ролло Мэй. „Проблемы тревоги". Москва. „ЭКСПО-ПРЕСС". 2001.г. 4. Мягков И.Ф., Боков С.Н. Медицинская психология. - Москва: Логос, 1999т. 5. Блейхер В.М., Крук Н.В., Боков С.Н. Практическая патопсихология. - Ростов на Дону, 1999.г.

Research methods of personality

ANNOTATION

Lecturer - M. Kamišāne

Basic idea of the course : All-round research of personality. To master a personality’s psychological conceptions and counseling according to the results of psychodiagnostics. To form an entity from the fragments of a personality’s character. Entity building in the personality research.

Aim and tasks of the course: 1. Mastering the theory of personally psychodiagnostics and counseling. 2. The basic practical skills a psychologist needs to assess personality, process, analyse and interpret the results. 3. Counselling takes place in compliance with the results of psychodiagnostics.

Creative home assignments: 1. Interpretation of the data of independently performed testing. 2. Comparison of data acquired by different methods. 3. Reflection of data analysis with the patient.

The course provides for the acquisition of the following theoretical knowledge and practical skills: The knowledge of the theoretical concepts of psychodiagnostics and counseling skills. Data processing (analysis, interpretation and comparison) skills.

Basic literature: 1. Carr A. The handbook of child and adolescent clinical psychology. – London: Routledge, 1999. 2. Cohen R.J., Mark E. Psychological Testing and Assessment: an Introduction to Tests and Measurement. – Swerdlik, 2000. 3. Rust J., Golombok S. Modern Psychometrics. – London, 1998. 4. Бурлачук Л.Ф. Психодиагностика. Спб. 2002.

Research methods of personality

ANNOTATION

Basic idea of the course: A holistic approach to the personality research by mastering various models of personality studies, the specificity of their application. To acquire various methods of collecting empirical data by comprehending the possibilities of their analysis and interpretation.

Aim of the course: To familiarise the students, both theoretically and practically, with various approaches to and the methods of the personality research, to develop understanding of the application specificity of these methods, to acquire various methods of research.

Tasks of the course: 1. To familiarize the students with the variety of the personality research methods, the specificity of their application. 2. To develop an understanding of psychological studies and psychodiagnostics. 3. To comprehend the essence of a test as a personality research method, its features, qualities, types. 4. To acquaint the students with other research methods and the practical questionnaire method, interviewing, observation, to analyse the obtained results. 5. To master practically and use tests, to make the analysis and interpretation of the obtained results. 6. To know how to draw a conclusion about an individual on the basis of the research material and form recommendations.

Creative home assignments: 1. Analysis and interpretation of the results obtained by independent testing, questioning, interviewing, observation. 2. Comparison of various results obtained by the testing method. 3. Drawing a conclusion about an individual and a feedback to the respondent.

The course provides for the acquisition of the following theoretical knowledge and practical skills: - acquisition of the theoretical foundation of the personality research and psychodiagnostics; - skills of choosing a research method, data collection, their processing, analysis, interpretation.

Basic literature: 1. Cohen R.J., Mark E. Psychological Testing and Assessment: an Introduction to Tests and Measurement. - Swerdlik, 1998. 2. Rust J., Golombok S. Modern Psychometrics. - London, 1998. 3. Анастази А. Психологическое тестирование. Спб, 2001. 4. Бурлачук Л.Ф. Психодиагностика. Спб. 2002.

Psychological Counselling

ANNOTATION

Lecturer - S. Gudzuka

Basic idea, aim and tasks of the course: Psychological counselling is one of the basic forms of a psychologist’s activities. The course trains students for advisory practice. It acquaints them with the advisory situation, process and contents. It develops skills of advisory conversation, the skill to formulate and analyze psychological problems. Much attention is paid to relations between the psychologist and the client, conditions of mutual agreement. The programme of the course copprises of introductory theoretical lectures the contents of which help develop skills of a professional advisor – conducting the conversation, the analysis of the problem, psychological correction. The practical part of the course includes the modeling of the advisory situation, its analysis, interpretation of the results of observation, as well as supervision of the analysis of any individual case.

Creative home assignments: To prepare a description of a particular case (man, organisation, life), to formulate the psychological problem and the ways of its solving. To prepare and conduct an advisory conversation, being aware of the purpose and phases of the conversation.

The course provides for the acquisition of the following theoretical knowledge and practical skills: the student should know: the basic principles of psychological counselling; ethical norms of an advisory psychologist’s activities; various methods of counselling, conceptions of psychological correction. The students should know how to: conduct an advisory conversation; be aware of the character of one’s client’s and one’s own mutual relations; apply adequate psychotechnical methods; interpret, analyse the situation, the problem; ensure a psychological feedback; do a psychological design.

Basic literature:

1. Nelson-Jones R. The Theory and Practice of Counselling. – London: Cassell, 2000. 2. Алешина Ю. Индивидуальное и семейное психологическое консультирование. – М., 1999. 3. Лестер Тобиас. Психологическое консультирование и менеджмент. – Москва, 1999.

77 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Psychological Counselling

ANNOTATION

Lecturer - N. Ivanova

Basic idea of the course: A man cannot be taught, he can be only given the opportunity to learn (among them how to solve problems and overcome difficulties). Organization of a client's selfcognition is help in "self-assistance". Selfcognition allows actualization the essence and values of the client's personality as a basis for choosing and making a decision.

Aim and tasks of the course: To create conditions for students to master the different forms and methods of selfcognition: forms and methods of selfcognition of the real and ideal "I image"; forms and methods of selfcognition of most important values and meanings; forms and methods of selfcognition of one's own system of mutual relations with other people and one's satisfaction with the relations in the family; selfcognition of abilities of readiness to cooperate with other people. To demonstrate application of forms and methods of selfcognition. Tasks: to provide the opportunity for everyone to acquire experience while working with the methods achieving a constructive reverse bond; to analyze the possibility of application of every method and the limitations and typical mistakes in work.

Creative home assignments: Approbation of every method in the process of selfcognition and work with a client and a psychological analysis of the work performed (dynamics of the client, the therapeutic situations, an analysis of his own position and the difficulties). The course provides for the acquisition of the following theoretical knowledge and practical skills: The students get an idea about the signification and possibilities of selfcognition during consultation practice; about the necessary preconditions for actuation of selfcognition and actualization of reflection; about the sources of selfcognition, the genesis of selfcognition (according to the psychological age); about the forms and methods of selfcognition. To establish contacts of trust with the client paying utmost attention to him: to distance oneself from the client's problems: "listen" to one's own feelings and emotions, verbalize them and the feelings of the client; consider one's successes and mistakes; focus the difficulties (problem) of the client; variegate the use of procedure depending on the peculiarities of the client's problems etc.

1. Mruk C.J. Self-Esteem: Research, Theory and Practice. (2nd edition). – Springer Pub. Co., 1999. 2. Purkey W.W. Schmidt J.J. Invitational Counseling: A Self-Concept Approach to Professional Practice. – Wadsworth Pub. Co., 2000. 3. Роджерс К. Взгляд на психотерапию. Становление человека. - М., 2001.

Foundations of Group Psychotherapy

ANNOTATION

Lecturer - L. Koļesņikova

Basic idea of the course: The main factor influencing the psychotherapeutic group is the group itself. The major aim of the course is the mastering of basic principles of group psychotherapy, formation of skills for group leadership.

Aim and tasks of the course: 1. To acquaint students with the basic theoretical concepts of group psychotherapy, with the differences between it and the individual psychotherapy, with the advantages of group therapy. 2. To acquaint the students with the main stages of the group's development and the peculiarities of the psychoterapeutist's work at every stage. 3. To acquire the skills of supervising psychotherapeutic groups.

Creative home assignments: Preparation of a fragment of group psychocorrection and its guidance.

The course provides for the acquisition of the following theoretical knowledge and practical skills: The students should form a concept of group psychotherapy and its advantages, of the principles of the supervisor's work with a psychotherapeutic group; during the practice and acquire the major skills of conducting a group.

Basic literature:

1. Fehr Scott Simon. Introduction to Group Therapy: A Practical Guide (Advances in Psychology and Mental Health). – Haworth Pr, 1999. 2. Рудестам К. Групповая психотерапия. - М., 2000. 3. Ялом И. Теория и практика групповой психотерапии. – СПб., 1999-2000.

Foundations of group psychotherapy

ANNOTATION

Basic idea of the course: The variety of therapeutic and t–groups reflect the models of interpersonal relations existing in society – in the cognitive, emotional and behavioural spheres. The group as a model helps to become aware, analyse and change one’s concepts, attitudes and inefficient behaviour.

Aim of the course: To create an idea of the variety of therapeutic and t–groups emphasising the basic principles of group therapy; to form the chief group management skills.

Tasks of the course: 1. To acquaint the students with different directions of group therapy, their classification. 2. Advantages and shortcomings of the individual and group therapy. 3. The stages of the group work and development. 4. Ethical conditions in the group work. 5. To acquire the group management skills in practice.

Creative home assignments: 1. Preparation and discussion of a problem issue in connection with the group work. 2. Preparation and performing of three group assignments.

The course provides for the acquisition of the following theoretical knowledge and practical skills: The students should get an idea of various types of groups, understand their specificity; they should know the stages of the development of a group, the peculiarities of the work of the group leader in each of them; to comprehend the principles of the group leader’s work; to acquire practically the basic skills of group management.

Basic literature: 1. Fehr Scott Simon. Introduction to Group Therapy: A Practical Guide (Advances in Psychology and Mental Health). - Haworth Pr, 1999. 2. Рудестам К. Групповая психотерапия. - M., 2000. 3. Ялом И. Теория и практика групповой психотерапии. - СПб., 1999-2000.

80 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Psychology of Business-like Contacts

ANNOTATION

Lecturers - L. Koļesņikova, I. Vedins

Basic idea of the course: competence in maintaining contacts is one of the most important qualities of a person engaged in a social sphere. Psychology of business-like contacts is a complex of psychological methods and ways that allow making the contacts more efficient: to establish a contact with a partner, to control business-like conversations, to influence the partner and to solve conflicts.

Aim and tasks of the course: The purpose – to acquire directly, practically efficient habits of business-like contacts, to master the ability of solving conflicts that have arisen during the communication, as well as skills to raise self-confidence. The tasks: 1. To acquire efficient habits of business-like contacts in practice. 2. To acquire skills to read the language of gestures and mimicry, to find a contact with the partner. 3. To approbate efficient conduct and behaviour in business games. 4. To develop the habits of self-presentation and public speech. To provide the students with elementary orientation in the art of the speech logic and philosophic culture, argumentation and polemics. 5. To develop skills to convince the partner of the business-like contact and give arguments for one’s point of view. 6. To check the ability of solving a conflict situation, etc. in practice.

Creative home assignments: offering a goods advertisement to people with various mataprogrammes and representative systems. Each student must prepare a ten-minute oral report followed by its public discussion. The subject of the report is an important problem of practical psychology.

The course provides for the acquisition of the following theoretical knowledge and practical skills: the students should get an idea of the psychology of business-like contacts, the main components of efficient business-like contacts; they should master a skill to establish a contact with the partner, to master the habits of self-confident behaviour and self-presentation, the method of carrying on a conversation, a skill to convince and give arguments, to analyse and solve conflicts; the students should acquire knowledge about the main stages of a group-like discussion, how to control the decision making process in the group. During the classes the students should learn how to raise their self-confidence and become aware of their strong and weak points in a contact situation.

Basic literature: 1. Grennan W. Argument Evolution. – N. Y., L., 2000. 2. Toulmin S.B. The Uses of Argument. – Cambridge, 1999. 3. Бороздина Г.В. Психология делового общения. - М., 1998. 4. Фишер Р., Эртель Д. Подготовка к переговорам. - М., 1999

Methodology of Social Psychological Training

ANNOTATION

Lecturer - L. Girsova

Basic idea, aim and tasks of the course: A psychological training group (T-group) is an ideal laboratory for exploration and experimentation in the selfcognition of a personality for correction and development. The aim of the course is to acquaint the students with the specific nature of T-groups for different purposes.

Creative home assignments: Elaboration of a T-group programme. Organization, guidance and supervision of T-group training.

The course provides for the acquisition of the following theoretical knowledge and practical skills: The ability to independently conduct different T-groups. To secure supervision of the groups conducted by others. In case of necessity the rendering of the necessary minimal assistance to members of the group.

Basic literature:

1. Rudestam K.E. Experiential Groups in Theory and Practice. (Рудестам К. Групповая психотерапия. - СПб, 2000.) 2. Игры: Обучение, тренинг, досуг / под ред. Пертрусинского В.В. – M., 1999. 3. Марасанов Г.И. Социально - психологический тренинг. - М., 2001. .

Management psychology

ANNOTATION

Lecturer: S. Blumberga

Basic idea of the course: The research of factors affecting the efficiency of the activity of an organisation, setting goals, their achievement, transformation of resources using management.

Aim and tasks of the course: To give the students an idea of the basic concepts about the management psychology, the factors affecting the efficiency of the activity of an organisation and setting goals. To acquaint the students with the styles of management, the manager’s functions, roles, tasks. To analyse in a practical way the main approaches to management psychology, the styles of management, to develop the proficiency criteria of a modern manager.

Creative home assignments: 1) Preparation and participation in 2 seminars on the themes “The main approaches to management psychology” and “The styles of management”. 2) Working out a project in the group “The proficiency criteria of a modern manager”. 3) Independent analysis of literature; analysis of the work of one modern author (in management psychology) and its presentation in the group (for example, Larry W. Stout). 4) Acquaintance with the recent available literature in the Internet.

The course provides for the acquisition of the following theoretical knowledge and practical skills: At the of the theoretical course the students will acquire the concepts of management, the styles of management, the manager’s functions in an organisation, the proficiency criteria, the manager’s roles. They will acquire the skill to diagnose the management style, to determine and analyse the levels of management in an organisation, to study the manager’s features, to summarise data and make recommendations how to form a more efficient management style in an organisation in order to achieve its goals.

Basic literature:

1. P. Pikeringa, "Personāla vadība", J.Rozes apgāds, 2002. 2. R. К. Cooper, "The Other 90%: How to Unlock Your Vast Untapped Potential for Leadership and Life", 2001. 3. E. Laskin, H. E. Gardner: "Leading Minds: An Anatomy of Leadership", 2000. 4. В. А. Разанова, «Психология управления», Москва, 2000.

Management Psychology ANNOTATION

Lecturer – N.Voronova

Basic idea of the course: Knowledge of psychological principles in the personnel management considering the corporative culture of the organisation is the basic moment in positive development of the company itself and its workers.

Aim and tasks of the course: Studying the psychological principles of the management art of the personnel, organisations; formation of the skills to use the principles studied in the work with the personnel, company administration, and enterprises. Familiarisation of the students with the basic theoretical concepts of psychological peculiarities of the personnel and organisational management, with the basic applications of psychological knowledge and skill.

Creative home assignments: 1. To conduct a group discussion on the theme “Possibilities of psychology in the sphere of the personnel management”. 2. To develop a strategy of one’s own participation in the resolution of conflict situations. 3. To conduct a lesson with senior-form students in a secondary school on the subject “Training of practising psychologists at the IIPP ”. 4. To work out a variant for the application of motivation theories by A.Maslow, M.Woodcock, D.Francis, using as an example one’s own readiness for the academic session.

The course provides for the acquisition of the following theoretical knowledge and practical skills: The students should obtain an idea about the psychological peculiarities of organisational and personnel management; to develop skills to analyse and solve psychological problems and conflict situations.

Basic literature:

1. Kernberg O.F. Ideology, Conflict and Leadership in Groups and Organizations. - Yale Univ. Pr., 2000. 2. Reņģe V. Organizāciju psiholoģija. – Kamene, 1999. 3. Ильин Е.П. Мотивация и мотивы. – С.-П., 2000. 4. Мордовин С.К. Управление человеческими ресурсами. – М., 1999. 5. Нельсон Б., Экономи П. Умение управлять. – М., 2000.

84 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Psychological Foundations of Choosing One’s Career ANNOTATION

Lecturer - L.Ābelīte

Basic idea of the course: Any process of occupational selection is bound with profound individual psychological development for, under the present changing economic conditions, such a person is particularly important who is aware of his or her interests, biases, abilities and opportunities, a person who is growing, developing and acquiring new skills.

Aim and tasks of the course: To train students for consulting customers on the topics of educational and vocational guidance, for the application of various forms of work - individual consulting, i.e.: • To motivate the choice of one's career, • To provide information about training institutions and professions, • To help the customers learn themselves, get aware of one's interests, abilities, one's field of activity, one's strong and weak points, • To help them draw up the action programme. Creative home assignments: 1. To bring the guiding vocational consultation to every pupil and write a conclusion on his interests, biases and inclinations. 2. To draw up a professional chart for one profession using one general-purpose diagram. 3. To work out and conduct one aptitude methodology in a group of pupils (20 people) and, using the quantile method, to write conclusions. 4. To compile a self-evaluation methodology and a list of tests. 5. To write a work plan and operating programme for the professional selection of one particular vocation. The course provides for the acquisition of the following theoretical knowledge and practical skills: Within the scope of the course the students familiarise themselves with the concept of the career development, acquire the skills of vocational guidance and consultation, the work with information, to master the principal aspects of psychological consulting the unemployed and the chief psychological features in the unemployment situations.

Total number of credits: 2 Basic literature: 1. Educational and Vocational Guidance. Bulletin. IAEVG (International Association for Educational and Vocational Guidance), Published by the International Association for Educational and Vocational Guidance, 2002. 2. Nilsson P., Akerblom P. Career Life Counselling – A Future Counselling Method? Past – Present – Future come together in counselling. – Samhall Midland AB, Ostersund, 1999. 3. Profesiju klasifikators. Apstiprināts ar Labklājības ministrijas 1998. gada 9. oktobra rīkojumu Nr. 246 (Labklājības ministrijas 2000. gada 30. novembra rīkojuma Nr. 328 redakcijā). Latvijas Vēstnesis, Rīga, 2000. 4. 2001. gada darba pārskats. VBO Profesionālās karjeras izvēles centrs. Rīga, 2002. 5. Latvijas Profesiju Reģistrs ar to raksturojošo pazīmju kodiem. – Rīga: Profesionālās karjeras izvēles centrs, 1995.

Introduction into advertising psychology

ANNOTATION

Lecturer – M. Veide

Basic idea of the course: Acquisition of this course helps the students specialising in psychology develop communication skills based on an example of the psychological aspects of advertising activity.

Aim and tasks of the course: 1. To promote the acquisition of knowledge about the methods of various psychological investigations and the results in the sphere of advertising, the mechanisms of its influence and the degrees of its efficiency. 2. To promote understanding of the positive and the negative impact of advertising upon culture, its potential ability to assume the form of a dialogue. 3. To develop self-presentation skills and an ability to observe the manifestations of self-advertising in the public.

Creative home assignments: 1. A research in one of the psychological aspects of advertising at the student’s option. 2. Analysis of the psychological aspects of advertising using the advertisements inserted in the mass media.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. Knowledge of the methods of various psychological investigations and the results in the sphere of advertising. 2. Knowledge of the mechanisms of its influence and the degrees of its efficiency. 3. Practical habits in connection with checking and analysis of the conditions that determine the influence of advertising. 4. Self-presentation skills and an ability to observe the manifestations of self-advertising in the public.

Basic literature:

1. Wilmshurst J., Mackay A. The fundamentals of advertising. – Oxford, 1999. 2. Berger R. Advertising today. – London, NY, 2001. 3. How advertising works: the role of research. – Thousand Oaks, etc.: SAGE, 1998. 4. Лебедев-Любимов А. Психология рекламы. – С.-Пб., 2002. 5. Уэллс У., Бернет Дж., Мориарти С. Реклама – теория и практика. – С.-Пб., 1999. 6. Denisons D., Tobi L. Ievads reklāmā. – R., 2000.

86 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Psychology of the process of studies ANNOTATION

Lecturer– A. Lasmane

Basic idea of the course: A psychologist’s job is the analysis of a process, designing, eternal creation. The facts and regularities of consciousness are cognisable to us not more than the other regularities of nature. Therefore the student’s activities within the framework of this course is to ensure a possibility to learn how to avoid making the improvement of one’s professional skills haphazard, how to find out which way of learning for any student is more productive, how to make a systematic progress from ignorance to knowledge during the high-school course of studies.

Aim and tasks of the course: To acquaint the students with the most popular theories dealing with the specificity of learning, to ensure that the students could prepare themselves for a professional activity integrating the components of cognition and performance, to perfect the habits of investigation and self-research. To clarify one’s style of learning, its importance in the high-school course of studies; to perfect and present the skills of abstracting a lecture, the contents of a seminar, to present the matter worked out during the library practice, to analyse them; to develop abilities of leading the group work, to speak and listen, put essential questions.

Creative home assignments: the analysis of a text-book in connection with one’s style of thinking and formation of skills, a reflexion on the classes observed, self-reflexion on the success and difficulties that appear during various courses of high-school studies, drawing up of an individual chart of studies – the development of the learning skills, the development of an ability to control one’s emotions.

The course provides for the acquisition of the following theoretical knowledge and practical skills: - understanding of the learning styles, being aware of their efficiency on the level of an individual, understanding of how particular learning methods stimulate or hamper the formation of a psychologist’s professionalism and uniqueness of personality, - an ability of systematic self-observation and awareness, a skill to envisage particular measures how to improve one’s learning habits, a skill to become aware of the causes of one’s success and failures during the learning process – to draw up a self-development programme.

Basic literature: 1. Seifert, Kelvin L. Constructing a Psychology of Teaching and Learning. - Eric No ED 431725, 2001. 2. Karpova Ā. Personība un individuālais attīstības stils. – R., 1994. 3. Vourinens R., Tūnala E., Mikonens V. Psiholoģijas pamati. – R., 1999.

Psychological and Pedagogical Correction

ANNOTATION

Lecturer – D.Bērziņa

Basic idea of the course: 1. Individual features of a pupil is one of the decisive factors in the pedagogical interaction. 2. Interpretation of a pupil’s specific needs and learning difficulties in contemporary pedagogical psychology comprises a much wider scope of problems than the traditional conceptions.. 3. Inclusive education based on the ideas of humanism is the optimum model of the pupils’ teaching effecting the systemic ecological approach.

Aims and tasks of the course: 1. To reveal the widest range of the children’s specific needs, to analyse their reasons: biological and social. 2. To emphasise the respect for the children’s individual specific needs in the pedagogical process. 3. To form an understanding about deviant behaviour as a regular result of an educational process that ignores the child’s development. 4. To analyse the possibilities for the correction of learning difficulties and deviant behaviour.

Creative home assignments: 1. Diagnostics and description of the possible specific needs of 2-3 pupils using the methods of the student’s purposefully selected methods of diagnostics. Describe which of these pupils’ individual features should be respected in the pedagogical process. 2. Analysis of references: pedagogical correction of one specific need of a child (at the student’s option).

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. The approach of inclusive education as the optimum model of humanistic education that ensures the children’s specific need for education. 2. Interpretation of the children’s specific needs in the aspect of contemporary pedagogical science, classification of specific needs (various learning difficulties, problems of emotional and behavioural nature, physical problems). 3. The reasons and regularities of adequate and deviant behaviour. 4. Possibilities for the correction of learning difficulties and behavioural problems. 5. The role of the teacher’s personality in ensuring the pupils’ specific needs for education.

Form of testing: a credit test Total number of credits: 2 Basic literature: 1. Noble C., Bradford W. Getting it right for boys…and girls. – London, 2000. 2. Rutter M. Helping troubled children. – London, 1999. 3. Birzkops J. Muzicēšana kā labākā intelektuālo spēju attīstītāja. – R., 1999. 4. Geidžs R., Berliners V. Pedagoģiskā psiholoģija. – R., 1999. 5. Rimma S. Sekmīgas mācīšanās noslēpumi. – R., 2000.

Pedagogy

ANNOTATION

Lecturer – E.Arhangeļska

Basic idea of the course: Pedagogy as a promoter of any personality’s development potential and advancement towards the goal of professional activity.

Aim and tasks of the course: To promote the students readiness for creative professional activity. To ensure possibilities for free self-education, to advance continual development of the cognition potential, to promote all-round self-development of human abilities and interests, to support steady development of the skills of innovative and research activity.

Creative home assignments: At the student’s option to work out an extended digest of lectures on one theme and to present it in the group.

The course provides for the acquisition of the following theoretical knowledge and practical skills: A faculty to orient oneself in the theory and methodology of pedagogy and education, to reveal causal relationships and regularities concerning the social essence and development of pedagogical problems, to motivate the cognition of its humane orientation, contents, methods, forms.

Basic literature:

1. Z.Čehlova. Izziņas aktivitāte mācībās. Rīga, Raka, 2002.g., 135 lpp. 2. I.Žogla. Didaktikas teorētiskie pamati. Rīga, Raka, 2001.g., 275 lpp. 3. Jeanne Ellis Ornsrod. Human Learning (3rd edition). – Prentice Hall, 2001. – 557 p.

Psychology of Image Research

ANNOTATION

Lecturer - J. Mihailovs

Basic idea of the course: To exhibit the link of dependence on the level of the image organisation and between the levels of emotional effect of the image.

Aim and tasks of the course: To reveal the specificity of non-verbal means of cognition and communication. 1.To give an idea about the origin of a visual image (presence, drawing, photograph, painting, cinema, and television), various forms of its structure and functioning. 2. To describe the specificity of ten types of non- verbal communication (intercourse). 3. To activate the figurative cognition of another man and oneself (to describe a person as an image and by means of an image).

Creative home assignments: 1. To describe and analyse one of the favourite postures of your acquaintance (or parents). 2. To analyse one work of art - cinema or painting, or literature – in the aspect of symbols used. 3. To describe and analyse one of the dreams that you have seen.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. To see the distinctive features between the cognitive and the ontological side of the image. 2. To differentiate between the positive and the negative images (by their effect on a man’s psychic health). 3. To know how to put forward the symbolic plan of images in literature, painting, cinema.

Basic literatures:

1. Cadet C., Charles R., Galus S.-Z. La Communication par l’image. – Paris, Ed. Nathan, 2001. 2. Forester M. Psychology of the Image. – London: Routledge, 2000. 3. Meneghetti A. L’immagine come l’alfabeto dell’ eneriga. – Roma, 1999. 4. Hibnere V., Grasmane L. Bērna vizuālā darbība. – Rīga: “RaKa”, 2000. 5. Ozoliņa A., Vidnere M. Māksla un pašatklāsme. – Rīga: “ABC”, 1999. 6. Стюарт В. Работа с образами и символами в психологическом консультировании. – М.: «Класс», 1998.

Childrens’ Psychodiagnostics

ANNOTATION

Lecturer - N. Soldatenko

Basic idea of the course: Children diagnostics is a part of general psychodiagnostics as a branch of psychological knowledge to attend to the practical issues in various fields, such as forecasting of social behaviour, vocational guidance, psychological help etc.

Aim and tasks of the course: Child psychodiagnosing is concerned with the studies of various observable psychic phenomena and their dynamics, consulting for children about the problems with peers, parents and teacher in order to find approaches how to settle them. Among the main tasks of child psycho diagnostics there are the diagnosis of actual psychic development of a child, the prognosis of the child's further development, the application of specific methods of diagnostics, finding the appropriate psychological and pedagogical means to correct the children's behavior.

Creative home assignments: To compile a plan of assessment for a child with problems in communication and learning; to work out the recommendations for the teachers, educators and parents how to communicate with insecure, shy, autistic children to make up a plan of psychological work with a retarded child.

The course provides for the acquisition of the following theoretical knowledge and practical skills: Corrective work and consulting with a group of children and an individual child; psychological help for parents and teachers; to apply the methods of differential psychometrics to find out interpersonal differences.

Basic literature: 1. Trevarthen C., Aitken K., Papoudi D. Children With Autism: Diagnosis and Interventions to Meet Their Needs. – Jessica Kingsley Pub., 2001. 2. Robin A.L., Russell A.B. Adhd in Adolescents: Diagnosis and Treatment. – Guilford Press. – 1999. 3. Шевандрин Н.И. Психодиагностика, коррекция и развитие личности. – Москва: «Владос», 1999.

Introduction into psychiatry ( Part I )

ANNOTATION

Lecturers – I. Pļaviņa, N. Ščerbakovs

Basic idea of the course: "Psychiatry is a science that deals with the causes of psychic diseases (etiology), their origin (pathogenesis), describes the descent of a disease (phenomenology), works out the nosological classification (diagnosis), as well as works out the means which help avoid diseases (prophylaxis)." (Lennart Wetterberg, a professor from the Karolinka Institute of Psychiatry). During the course the students get acquainted with the concepts of psychiatry (terms), acquire the possible manifestations (symptoms, syndromes) of psychic diseases, thus being able to foresee in their practice the possibility of serious psychic illnesses and send the patients to the specialist.

Creative home assignments: 1. A theme of a report on one of psychic diseases (5 typewritten pages). The work requires the use additional references, the recent research data. 2. To sum up the lecture and seminar material in the form of visual tables.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. Comprehension of psychiatry, psychotherapy, psychology, the differences among these branches and the specificity of a specialist’s job. 2. A skill to foresee the possibility of an illness in a conversation with the patient. 3. A skill to orient oneself in the specific psychiatric terms and apply them in one’s vocabulary. 4. A skill to orient oneself in various psychic diseases in order to obtain a general idea of psychiatry as a science. 5. A skill to see specific symptoms in children’s psychopathology.

Basic literature:

1. Harold I. Kapcars M. D., Benjamin I. Sadock M. D. Clinical psychiatry from synopns of psychiatry. – Baltimore, Hongkong, London, Sydney: Williams & Wilkins, 1999. 2. Eglītis I. Psihiatrija ārstiem nepsihiatriem. - R.: Zvaigzne, 1999. 3. Каплан Г. И., Сэдок Дж. Клиническая психиатрия. - 2 части. - М., 2000.

Introduction into psychiatry ( Part II)

ANNOTATION

Lecturer – M.Caune

Basic idea, aim and tasks of the course: To provide the students with the knowledge of the mental and neurotic disorders, as well as the aetiology and pathogenesis of the addiction to alcohol, drugs and medicaments, the clinical presentations, procedure and basic principles of treatment of these disorders, paying particular attention to the so-called marginal disorders - neuroses, personality disorders and psychological responses to stress. After completing the practice in psychiatry, the students will know how to reveal and recognise the symptoms and characteristics of the neurotic and psychic disorders, they will be able to differentiate between the psychotic and non-psychotic disorders, to render the first psychological and medical aid in emergency situations and acute psychotic states.

Creative assignments for the students: The students are given an analysis of the mental state of the examined patients and the literature on the related subject, situational assignments, tests with multi-variant keys.

The course provides for the acquisition of the following theoretical knowledge and practical skills: During the practical classes the students will acquire the knowledge of the aetiology of psychiatric, narcological, neurotic and behavioural disorders, they will know how to diagnose the clinical presentations of the above disorders, to differentiate from the psychotic disorders from the non-psychotic ones, they will know the general principles of treating these diseases and disorders, and the principles of psychosocial rehabilitation.

Basic literature: 1. Harold I. Kapcars M.D., Benjamin I. Sadcock M.D. Clinical psychiatry from synopsis of psychiatry. – Baltimore, HongKong, London, Sydney: Williams & Wilkins, 1999. 2. Eglītis I. Psihiatrija ārstiem nepsihiatriem. – R.: Zvaigzne, 1999. 3. Каплан Г.И., Сэдок Дж. Клиническая психиатрия. – 2 части. М., 2000.

Family Psychotherapy

ANNOTATION

Lecturer - I. Pļaviņa

Basic idea, aim and tasks of the course: In family therapy the whole family is the client. Each of us is a part of the family system and each of us is connected by family ties with other family members. If one falls ill the whole family is in pain. Each one has an impact on all the others. Family therapy deals with the limitations, roles, laws, family secrets and family sub-systems. Family therapy is concerned with the family's present situations. The past is considered but the main emphasis is not on the past.

Creative home assignments: 1. Describe an interview with a family at the student's option. 2. The drawing analysis in family therapy. 3. The family tree analysis (according to given principle of description).

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. The ability to reconsider one's own family model and family ties. 2. To understand the family system and to see its impact on all family members. 3 .To understand various psychological family issues and to assess the family as a system. 4. To acquire a range of family intervention skills (family sculpture, genogramma, life line, sub- systems analysis, sand game, externalization issues etc.). 5. The ability and skills to conduct a family consultation and, if needed, to refer it to psychiatric help.

Basic literature:

1. Carl A. Whitakes, William M. Bumberry. Dancing with the family. – New York: Brunner/Masel publishers, 2001. 2. The practice of Child therapy. / Edited by Richard I. Morris, Thomas R. Kratochwill. 3 rd ed. – Boston, London, Toronto, Sydney, Tokyo, Singapore: Allyn and Bacon, 2000. 3. Винникот Д. Разговор с родителями. - Москва: Класс, 1999. 4. Скиннер Р., Клинз Дж. Семья и как в ней уцелеть. - Москва: Класс, 2000.

Foundations of Game Therapy ANNOTATION Lecturer – I.Pļaviņa

Basic idea of the course: The essence of a game, game activity and their classification. The course provides a possibility for purposeful choice of a game if the therapeutic possibilities of the game are understood. This deepens the students’ knowledge of children’s therapy. Active participation and leading plays improves the students’ understanding of the difference between the directive and the non-directive game therapy, the choice of a game for solving problems.

Aims of the course: 1. To create understanding of the game, game activity, classification of games. 2. To develop a skill of purposeful choice of a game, to lead and analyse it. 3. To demonstrate the difference of the leader’s activity in a group game therapy and an individual game therapy.

The tasks of the course: 1. To provide theoretical knowledge about games, game activity, classification of games. 2. To develop understanding of the therapeutic functions of the game. 3. To train students to lead and analyse the game in a group. 4. To train students to reflect, to listen actively, to follow the child in the individual game. 5. To acquaint them with the sand game therapy.

Creative home assignments: To make a 2-hour game programme for a group, to create a game catalogue.

The course provides for the acquisition of the following theoretical knowledge and practical skills: The students will get an idea about the types of games, the directive and the non-directive game therapy, will learn how to lead a game – giving instructions, guiding of the process, conducting the analysis. In the individual game therapy the students will acquire reflection, active listening, “following” the child.

Basic literature: 1. Steffens C., Gorin S. Learning to Play, Playing to Learn: Games and Activities to Teach Sharing, Caring and Compromise. – Lowell House, 2000. 2. Timberlake E.M., Cutler M.M. Developmental Play Therapy in Clinical Social Work. – Allyn & Bacon, 2000. 3. Švarca B. Mācīšanās ar rotaļām un spēlēm. – Rīga: Sorosa fonds, 1999. 4. Эльконин Д.Б. Психология игры. – М., 2000. 5. Экслайн В. Игровая терапия.- М., Апрель Пресс, 2000.

95 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Retarded Children’s Psychology ANNOTATION Lecturer — S. Liepiņa

Basic idea of the course: The development of the retarded children proceeds according to the same relationships as that of the normal children, but the disorders of the activity of their higher nervous system determine the peculiarities of this development. Each child has a characteristic different malformation structure, which causes a necessity to choose differentiated, individual methods and means of investigation, correction and compensation. Each child’s individual activity is important for the correction of its defects because development takes place only in activity.

Aim and tasks of the course: To give the students knowledge about the causes of the disorders of the cognition process of the retarded children, their structure and the possibilities of their correction.

Creative home assignments: l. To prepare a project of acquaintance with one pupil from a special school. 2. To observe the pupils of a special school at the lessons and make an analysis of the facts obtained during these observations based on the theoretical knowledge about the cognitive peculiarities of the retarded children. 3. To examine, using several methods and means, one of the special school pupils and draw up his psychological characteristics. 4. To prepare for a discussion “Special schools in Latvia - to be or not to be ".

The course provides for the acquisition of the following theoretical knowledge and practical skills: General skills of studies: independent work with literature, analysis of facts, phenomena. Specific knowledge and skills of studies: to acquire knowledge of the disorders of intellectual development and their reasons, depth and possibilities of compensation. To learn how to make psychodiagnostic observations of the retarded children, to choose the methods and means corresponding to the structure and degree of the individual’s defect. To acquire skills to contact oligophrenic children, to carry out their inspection and make their psychological characteristics.

Total number of credits: 2 Basic literature: 1. Liepiņa S. Speciālā psiholoģija. – Rīga; Raka, 2003. – 312 lpp. 2. Stanley L, Md. Greenspan, Serena, Ph.D. Weider, Robin Simon, Serena Wieder. The Child With Special Needs: Encouraging Intellectual and Emotional Growth. — Perseus Pr, 1998. 3. Jaguelyn McCandless. Children With Starving Brains: A Medical Treatment Guide for Autism Spectrum Disorder. – Boston: Bramble Co, 2003. – 294 p.

Psychology of Deviant Behaviour

ANNOTATION

Lecturer – N.Ščerbakovs

Basic idea of the course: In Latvia the traditions and consequences from using alcohol have become a serious problem for society, family and the individual. Abuse of drugs and alcohol impinges man’s life in the physical, mental, social, ethic, and emotional aspects. Doctors, psychologists, family doctors, social workers – all of them have their particular place and part in the rehabilitation process. Life without drinking and using narcotics means not only health - abstinence is also a precondition for psychological rehabilitation. Rehabilitation is a lasting process.

Aim and tasks of the course: To inform the students about the situation with the use of alcohol and narcotics and their consequences in Latvia and in the world. To expand the students’ knowledge about their causes why the people start using addictive substances and why it is difficult to drop them. With the growing tendency to use narcotic and psychotropic substances, the students should be aware of the effect of these substances and danger of their use. The students should know the biopsychosocial approach in the system of assistance. The students should master the basic principles of interviewing addictive patients. The students familiarise themselves with the Minnesota programme (a programme for psychological rehabilitation) designed for the alcohol addicts in the clinic. The curriculum should substantiate the psychologist’s omnifarious and significant role in the rehabilitation process of alcohol and drug addicts.

Creative home assignments: The work with the book by Ilona Adamaite, Egīls Šņore Kur slēpjas atkarība (The ulterior motives of addiction) (An experimental practical work on drugs for the 5th-9th form pupils, allowed for use by the LR Ministry of Education and Science) – R., Zvaigzne ABC, 1997. Analysis of the publications in the leading newspapers and magazines of some countries on the addiction problems. A Letter to Alcohol is a student’s contemplation, his own experience. Tests of concurrent addiction (tests using the material of the family self-assistance movement Al-Anon (USA). Are You a concurrent addict? Are You brought up with the drinking problems?).

The course provides for the acquisition of the following theoretical knowledge and practical skills: The students have an idea of the alcohol and addiction concurrency in the country and its consequences. The students have an understanding about the risk factors from using alcohol and drugs for the individual and the family. The students have basic knowledge about the clinical manifestations of addictive substances. The students make certain of the advantages of psychological rehabilitation methods in contrast to other methods (medicamental, suggestive, etc.). The students’ awareness of the problems in the work with addictive patients. The psychologist’s interest in the rehabilitation work with addicts.

Total number of credits: 2 Basic literature: 1. Maisto S., Galizio M., Connor I.G. Drug use and Abuse. - Hbj College & School Div., 1999. 2. Substance Use and Misuse. Nature and Clinical Interventions. /Red. G. Husein Rassool. – Blackwell Science Ltd., 1998. 3. Roes N.A. Solutions for the “Treatment Resistant”. Addicted Client: Therapeutic Techniques for Engaging Difficult Clients. London, Harsorth, 2002. 4. Шорохова О.А. Жизненные ловушки зависимости и созависимости. С.-Пб.,Речь, 2002. 97 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY

Psychology of health

ANNOTATION

Lecturer – S.Koļadko

Basic idea of the course: 1. Health is a state which can be measured by the degree of the physical, mental and social welfare. 2. There are different factors (personality, social, behavioural, situational, etc.) that determine the reactions of the human body when solving the problem of the state “health-illness”. 3. The difference between health and illness is that in the latter case the harmony of the interrelations between the functions of the body and between the mind and “soma” is violated.

Aims and tasks of the course: To study the psychological and social factors directly related to human health and affecting it. To show the interrelation and interdependence between the mental and the somatic both in the aspect of health (norm) and illness (pathology). To consider the reasons of the origin of the didactogenetic and iatrogenic diseases as interaction of the mental and the somatic cases.

Creative assignments for the students: 1. To work out an individual chart of health self-examination. 2. To make an analysis of the factors affecting the choice “health-illness” (self- analysis and examination of one person). 3. To draw one’s own programme to maintain harmonious psychosomatic interaction.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. To develop an ability to determine the state of human health from the viewpoint of correlations between the personality characteristics, functional states and mental processes. 2. An ability of counselling (interviewing) the people having psychosomatic disorders. 3. An ability to draw a complex correcting programme for a person suffering from psychosomatic diseases. 4. An ability of self-evaluation and self-regulation of the interrelations “psyche-soma” from the harmonisation viewpoint of these relations.

Basic literature: 1. Rabavilas A., Vaslomatzis G. The Edge of Experience: Borderline and Psychosomatic Patients in Clinical Practice. – Karnac Books, 2000. 2. Гиссен Л.Д. Время стрессов. – Москва: Медицина, 1999. 3. Пезешкиан Н. Психосоматика и позитивная психотерапия. – Москва: Медицина, 1998. 4. Ферручи П. Кем мы можем быть. – Москва, 1999.

Research methods of a visual image in a group

ANNOTATION

Lecturer – S. Hajenko, K. Zalcmanis

Basic idea, aim and tasks of the course: to ensure understanding of the basic theoretical principles of how to form a psychologically justified visual image. To develop the habits of harmonious combining the components of a visual image, considering a personality’s psychological peculiarities.

Creative home assignments: by using the photo- and video material, to describe and characterise a modern style (at the student’s option). To write a composition on the topic “How the features of character and temperament manifest themselves in my visual image”. A dramatised performance “The modern 20th century images” (the work in groups). “The topical images of today” (to embody the visual image given by the teacher and “to defend” it at the presence of the audience).

The course provides for the acquisition of the following theoretical knowledge and practical skills: an idea of the psychological foundations of forming a visual image, a skill to create a psychological image considering a personality’s chief psychological features.

Basic literature:

1. Thompson K.J., Heinberg L.J. Exzcting Beauty: Theory, Assessment, and Treatment of Body Image Disturbance. – American Psychological Association, 1999. 2. Davis P. Your Total Image. - London: Piatus, 2001. 3. Леонтьев А. Психологические особенности деятельности. – М., 2000.

Research methods of a verbal image in a group ANNOTATION

Lecturer – J. Ļevina

Basic idea of the course: Rhetoric occupies a significant place both in the world culture and in the life of any individual person in various situations. Rhetoric is an index of a personality’s spiritual development, his intellect, education, the work with oneself. The word is a psychologist’s main instrument in contacts with people, therefore it is important to follow one’s speech, its rhythm, intonation, adjusting it to the real situations in the work with people.

Aim and tasks of the course: 1. To develop language, speech - the manifestation of the spiritual (internal) culture and apply it to practical work. 2. To give practical exercises, to correct the language mistakes. 3. To develop the students’ technically consummate, logical, emotional speech. 4. By means of exercises, to develop practical habits of speech formation. 5. Considering specialisation, to draw in the development of voice, strength of voice, durability. 6. Speech logic – logical emphasis, pause, concepts, subtext, emotionality.

Creative home assignments: 1. My language (critical evaluation of one’s language) – a practical work. 2. A dialogue – to form an effective dialogue with the partner. 3. On the material of classical prose, to acquire the figurativeness of language. 4. Emotionality in the verse performance.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. To acquire correct sound articulation and pronunciation. 2. Perfection of voice, a skill to change the speed of speech, intonation, various speech shades that are adequate to a concrete situation. 3. To know how to use language emotionality in one’s work corresponding to circumstances. 4. A skill to discourse, forming a dialogue with another person.

Basic literature: 1. Pinker S. The Language Instinct: How the Mind Creates Language. – Harperperennial Library, 2000. 2. Līsijs. Tiesas runas. - Rīga: Zvaigzne, 1998.

Foundations of the Management Theory

ANNOTATION

Lecturer– A. Ābeltiņa

Basic idea of the course: The acquisition of the management theory stimulates the process of the development of a manager thus facilitating his/her entrance in the milieu of a market economy.

Aim and tasks of the course: To give students the background knowledge in the theory of management, its development and prospects, which are necessary for the performance of managerial functions. To acquaint students with the following: main conclusions of the theory of management, the ways of its practical implementation, the methods of decision making, the style of leadership and its efficiency, basic requirements to a manager, psychological knowledge and the fields of its practical implementation. To develop students’ skills to reach their goals and to settle conflicts in a working group.

Creative home assignments: 1. To analyse a structure and a content of a business plan. 2. To analyse and develop a structures of company management. 3. To work out an executive’s mode of action. 4. To evaluate a style of leadership and working methods of a given executive. 5. To design an effective technology for the realisation of managerial tasks.

The course provides for the acquisition of the following theoretical knowledge and practical skills: to get the understanding of the management theory, principles of an enterprise, its structure, ways of leadership, as well as to acquire skills for resolution of practical problems.

Basic literature:

1. Neville Bain. Successful Management. – London: Macmillan Press Ltd., 2001. 2. Mike Davidson. The Transformation of Management. - London: Macmillan Press Ltd., 1999. 3. Praude V., Beļčikovs I. Menedžments. – Rīga: Vaidelote, 1999.

Self-presentation of an Organization

ANNOTATION

Lecturer– N. Voronova

Basic idea of the course: To introduce modern ideas, methodological basis, and practical recomendations that form and regulate relations between organization and society and administration of its informational field.

Aim and tasks of the course: to teach methods which form the opinion of and attitudes in society, as well as organize purposeful interaction with different groups of society: partners, mass media, governmental institutions, personnel of organization.

Creative home assignments: 1. to form ‘compositional’ public relations (clips, animated cartoons, logos, etc.) changing chanals of perception. 2. presentations, conferences, assembly of ‘round table’ in order to raise the object – International Institute of Practical Psychology – in public opinion. 3. planning of public relations activity for a particular organization.

The course provides for the acquisition of the following theoretical knowledge and practical skills: The ability to plan the work on public attitudes in an organization, skills in evaluation of the influence of public relations on society, to choose appropriate methods of influence in each concrete situation.

Basic literature:

1. Glosiene A. Sabiedrisko attiecību ABC bibliotekāriem. – Rīga: Zvaigzne ABC, 2001. 2. Jefkins F. Public relations. – London: M&E, Pitman publishing, 1998. 3. Gobe M. Emotional Branding. New York, Allworth Press, 2001. 4. Краско Т.И. Психология рекламы. – Харьков, 2002. 5. Лэйхифф Дж., Пенроуз Дж. Бизнес коммуникации. – С-Пб.: Питер, 2001.

Labour legislation

ANNOTATION

Lecturer - A.Leitāne

Basic idea of the course: labour legislation and protection as an integral and essential part, a minimum of jurisprudence.

Aim and tasks: To acquaint the students with the chief provisions and liabilities assumed by the employer and the employee in the aspects of employment, labour protection and social insurance. To train the future specialists in the application of normative acts to the legal labour relations.

Creative home assignments: There are two seminars envisaged with the reports on the labour contract and the collective agreement prepared by the students during their studies.

The course provides for the acquisition of the following theoretical knowledge and practical skills: theoretical knowledge of labour relations and protection in compliance with the syllabus, as well as practical skills in drafting and editing a labour contract and collective agreement.

Basic literature:

1. Darba likums /informatīvā sistēma NAIS/. 2. Gailums I. Darba likums ar komentāriem, l.,2.,3. daļa. 3. Darba aizsardzības likums, LV Nr. 105, 06.07.2001. 4. Chapter 16, Labour Law, p.535-325, 15 Chapter 20, - Labour and Employment Law, p.535- 562.

Foundations of commercial and human rights

ANNOTATION

Lecturer - A.Leitāne

Basic idea of the course: To be able to compete under the conditions of the developing free market keeping to the norms incorporated into the new branch of the rights – commercial rights, and retaining and comprehending the position and role of human rights among the other branches of the legal science.

Aim and tasks: To create a concept and understanding of how the norms and principles of human rights affect /should affect/ the relations between the individual and the employer, the employer and the state, the individual and the state in a democratic country of the market economy. To review the main institutions of commercial and social rights.

Creative home assignments: During the studies there are two seminars envisaged on the basic institutions of commercial and social rights, and one work of studies on Human rights and private relations.

The course provides for the acquisition of the following theoretical knowledge and practical skills: theoretical knowledge in commercial and human rights, according to the syllabus, as well as practical skills in the establishment of firms, enterprises, private commercial corporations.

Basic literature:

1. Komerclikums. Komerclikuma spēkā stāšanās kārtības likums, LV, 2002. 2. Ziemele I. redakcijā, Cilvēktiesības pasaulē un Latvijā., Rīga 2000. 3. Bojārs J., Starptautiskās tiesības, Zvaigzne, Rīga, 1997.

Methods for the Development of the Cognition Processes

ANNOTATION

Lecturer – A.Lasmane

Basic idea of the course: In order to foresee the future one should understans the past. And not only schematically, but on the level of sensory experience. The development of intuition is the way, and intuition can be mastered with the development of memory employing images (eidetic memory).

Aim and tasks of the course: The course is envisaged to teach students informational perception and nonstandard methods of recollection; to show the difference and connection between abstract logical thinking and one employing images, positive and negative stereotypes. To master skills which allow to develop seeing, hearing, sense of touch, and other special kinds of memory.

Creative home assignments: 1. to form an abstract notion –pictograph of a word or a complex term. 2. to form an image of a number from significant numbers, historical dates or phone numbers.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. The volume of operating memory grows averagely in 1.5 – 2 times. 2. Skills in independent application of mnemonics employing images and the competency to teach the principles other people; the ability to apply working memory for training.

Basic literature:

1. Baddeley A. Human Memory: Theory and Practice. – Allyn & Bacon, 2000. 2. Lapp D. C. Maximizing Your Memory Power. – Barrons Educational Series, 2001. 3. Андреев О., Хромов Л. Техника тренировки памяти. – Екатеринбург, 1999.

Foundations of Children’s and Juveniles’ Psychotherapy

ANNOTATION

Lecturer - I.Pļaviņa

Basic idea, aim and tasks of the course: * A child is not an adult’s copy, therefore children’s psychopathology is different from that of the adult’s. * A game for the child is a symbolic tongue to express oneself. * By means of toys the child can demonstrate – how he relates to himself, - how he relates to the adults who are significant in his life, - how he relates to the events in his life.

Creative home assignments: psychological evaluation of a child and a description of a psychopathological symptomatic.

The course provides for the acquisition of the following theoretical knowledge and practical skills: 1. To create a concept of psychic disorders in children and teenagers’ so that the students can recognise them and, in case of necessity, to send the child to the children’s psychiatrist for a consultation or therapy. 2. To create a safety sensation in understanding and applying terminology.

Basic literature:

1. Psychotherapies with Children and Adolescents / John D. O'Brien M.D., Daniel J. Pilowsky, M.D., Owen W. Lewis, M.D. - Washington D.C., 2000. 2. Каплан Г. И., Сэдок Б. Дж. Клиническая психиатрия. - Москва: Медицина, 1999. 3. Лэндрет Г. Л. Игровая терапия: искусство отношений. - Москва, 1999. 4. Юнг И. Г. Конфликты детской души. - Москва: Купон, 2000.

Psychophysical self-regulation

ANNOTATION

Lecturer – S. Koļadko

Basic idea of the course: The human being is a self-regulatory “system”. The forms of physical coercion (massage, physical exercises, variations in the mode of movements) act upon the man’s psychic state (mood, emotions, etc.). As a factor of psychic impact, self-inspiration extremely affects man’s physical condition: his state of health, capacity for work, the functioning of internal organs.

Aim and tasks of the course: To form practical habits of self-regulation and teach the students how to use them in order to improve general state of the body, to raise their capacity for work, to centre one’s strength for the achievement of particular goals.

Creative home assignments: Writing a weekly diary on self-observations and the analysis of the physical and psychic characteristics of one’s body. An analysis of various breathing methods as means of self-regulation and their impact on the psychic processes (attention, memory, thinking, emotions). A survey of the acquisition of the autogenic training (self-observation experience).

The course provides for the acquisition of the following theoretical knowledge and practical skills: The skills of meditation, self-inspiration, self-massage, as well as the habits of breathing adjustment with a purpose to regulate the psychic and functional state; a skill to prevent tension caused by fatigue and stress, to build up one’s physical and psychic forces for the implementation of a particular task; a skill of using dietetics for psychophysical self-regulation.

Basic literature:

1. Luthe W. Schultz J. “Autogenic Therapy”. London, 2000. 2. Klumbies G. “Psychotherapie in der Inneren und Allgemeinmedizin”. Leipzig, 1999. 3. Селье Г. Стресс без болезней. – М., 1999.

Psychology of sexuality and sexual relations

ANNOTATION

Lecturer – N. Sčerbakovs

Basic idea of the course: Human sexuality is closely associated with the other aspects of personality. Sexuality is a specific kind of interpersonal contacts, and it can be conceived only as a joint approach, considering the biological and psychological process and the dynamics of interpersonal relations. Natural sexuality is based on the ability to love and being loved, which is essential for the functioning of a healthy personality.

Aim and tasks of the course: to give the students knowledge of the foundations of sexology and sexopathology, sexological phenomenology, the variety of sexual manifestations, the development of sexuality and psychosexuality.

Creative home assignments: to prepare a short report on urgent themes of sexology.

The course provides for the acquisition of the following theoretical knowledge and practical skills: the knowledge of sexual and psychosexual development, on the conventional norms adopted in sexology (the individual norm, the couple norm, sexual constitution and its characteristics), pathology, deviations and perversions. It is envisaged to acquire practical habits in the examination of sexual patients (in the form of interviews and tests).

Basic literature:

1. Masters W., Johanson V., Kolodny R. Human sexuality./ IV addition. – Harper Collins Publisher, 2000. 2. Ногаев А.В. В лабиринтах сексуального многообразия. – М., 2000. 3. Кон И. С. Введение в сексологию. – М., 1999.

108 INTERNATIONAL HIGHER SCHOOL OF PRACTICAL PSYCHOLOGY Information about the lecturers’ research work in 2000. - 2003. Faculty of Psychology

Lecturer’s name, Deadline of the Name of the programme Name of the project surname project Grant of the Latvian Council of 1. Uldis Ābele Development of the portal of Latvian psychology in the Internet 2002 - 2003 Science Development of the system of prisoners’ professional orientation in 2. Larisa Ābelīte the Soros foundation 2002 Latvia Forms of overcoming crises of women in various stages of life in Grant of the Latvian Council of 3. Kristīne Mārtinsone 2000 -2003 Latvia Science

Impact of air pollution and its transborder transmission on the health 4. Kristīne Mārtinsone the SIA ITA project 2003 of the population in Saldus Region

Development of the maturation and functioning criteria of the 5. Grant of the Latvian Council of Juris Porozovs nervous system with the preschool children and elaboration of 2000-2005 Science computerised express diagnostics programmes Psychological and social factors of the quality of the working life in Grant of the Latvian Council of 6. A.Lasmane December, 2003 Latvian organisations Science

A.Lasmane Studies of the personality development in a multi-cultural society Grant of the Latvian Council of 7. December, 2003 I.Krūmiņa and inter-cultural investigations Science

A.Lasmane Grant of the Latvian Council of 8. Development of a personality identity in Latvia 2000 -2001 I.Krūmiņa Science German Ministry of Science 9. Dzidra Meikšāne Global and local trends in the youth orientation 1998 - 2003 /EU project/ Joint project of the Canadian United Association of Colleges 10. Lūcija Rutka Psychological training of the workers of Cēsis juvenile reformatory 2001 – 2002 and Universities (AUCC) and Latvia International project 11. Solveiga Blumberga “Psychology of marketing” “Leonardo” (Latvia, England, 2002 – 2005 Poland, Turkey)

109 List of scientific and practical conferences

Acad. year 2001/2002.

No. Theme Date The students’ scientific and practical conference 1. “Promotion of teenagers’ and juveniles’ social 07.03.02. integration. Theory and practice” The students’ scientific conference “Semantics of 2. 09.04.02. laaanguage, human communication, culture” Scientific and practical conference “Man in the 3. 10.-11.05.02. world of things” The 12th Summer University “Laughter as a 4. 19.-21.06.02. dialogue of the body, language and culture”

Acad. year 2002/2003.

No. Theme Date Scientific and practical conference “Alternative 1. forms of control in the evaluation of the pupils’ 29.11.03. and students’ results” Scientific and practical conference “Man in the 2. 06.02.03. world of things (a thing and the character)” Scientific and practical conference “Humour in 3. 25.04.03. pedagogy” Scientific and practical conference “Semantics of 4. 30.05.03. verbal and figurative communication” Scientific and practical conference “The art of 5. 19.-22.06.03. keeping silence (the 13th Summer University) Academic staff’s CV

111 Curriculum vitae

NAME: Emma SURNAME: Arhangelska YEAR OF BIRTH: 1951 IDENTY NO: 200351 – 10313 HOME ADDRESS: O.Vaciesa street 12 – 96, Riga, Latvija PHONE NO: 9159781 EDUCATION: Higher, 1973 SCIENTIFIC DEGREES: Doctor of Philology, 1993 FIELD OF SPECIALIZATION: Philology, education PROFESSIONAL EXPERIENCE: Since 1992 Latvian University – Assistant professor at the chair of Slavonic Languages; since 2002 IHSPP – Assistant professor

COURSES TAUGHT: Pedagogy

SCIENTIFIC RESEARCH Word Formation as an Active Language DURING RECENT FIVE Process YEARS: MAIN PUBLICATIONS 1. Sociocultural Elements in the Concept of DURING RECENT FIVE the Educational Package “Simply in YEARS: Russian”. Tartu. The Language of Diasporas. Problem and Perspectives. IV, 2002. 2. Textbook as a Factor of Intercultural Communication. International conference “Language and Culture”. Мoscow, p. 14 – 17, 2001. Synapsis of Reports, p. 291 – 252. 3. “ Simply in Russian”. Workbook Second year of learning. – Retorika A, 2001, part 1, part 2. PARTICIPATION IN Tartu, 2002; Kaunas, 2002; Moscow, 2001; SCIENTIFIC CONFERENCES Voronez, 2001. DURING RECENT FIVE YEARS: FURTHER STUDIES: 2002 Tartu and Kaunas 2001 Moscow and Voronez

NAME: Uldis SURNAME: Ābele YEAR OF BIRTH: 1971 PLACE OF BIRTH: Jelgava IDENTITY NO: 111271-10025 HOME ADDRESS: 4 Asteru Street, flat 14, Jelgava, LV-3001 TELEPHONE: 9636643 EDUCATION: Higher, LU Faculty of Pedagogy and Psychology SCIENTIFIC DEGREES: Master of Psychology FIELDS OF Psycho organic analysis, children’s psychotherapy, SPECIALISATION: experimental psychology PROFESSIONAL Since 2001 IHSPP EXPERIENCE: Since 2001 a psychologist – adviser at the Allaži Children’s and Family Support Centre Since 1998 RTTEMA COURSES TAUGHT: Experimental psychology SCIENTIFIC RESEARCH In 1999 project director of the Soros foundation – Latvia DURING RECENT FIVE “Particular role of a pedagogue and specificity of work in YEARS: a children’s home”

MAIN PUBLICATIONS “Acmeologic aspects of teachers’ professional DURING RECENT FIVE motivation” (together with G.Svence). The article YEARS: submitted to and accepted at the International Conference “Education Reform and Teacher Training”, 2002 in Vilnius; “Reasoning and rehabilitation” a translation from English supported by the Soros foundation – Latvia for a methodological handbook /programme “Reasoning and rehabilitation”, authors F.Porporino, E.Fabiano. Riga, 2002.

PARTICIPATION International conference “Education Reform and Teacher IN SCIENTIFIC Training”, Vilnius, July 1-4, 2002 CONFERENCES DURING RECENT FIVE YEARS: FURTHER EDUCATION: Studies at the French School of Psycho organic Analysis, 1998 – 2003, specialisation “Psychotherapy for children”, since May 2003 a certified psychotherapist in psycho organic analysis of the Latvian Union of Psychotherapy Associations. Since 2001 studies for the doctoral degree of psychology according to the programme at LU PPI. 2000 – 2001 participation in the cycle of seminars- practical classes “Psychological counselling”. 1993 – 1998 studies at the French School of Psycho organic Analysis, basic training in psychotherapy. 113 Curriculum vitae

NAME: Larisa SURNAME: Ābelīte YEAR OF BIRTH: 1964. PLACE OF BIRTH: Riga PASSPORT DATA: LVA 1593958 IDENTITY NO: 300364-10106 HOME ADDRESS: 11 Veldres Street, flat 57, Riga, LV - 1064 TELEPHONE: 7702191 EDUCATION: Higher, LU Faculty of Pedagogy and psychology SCIENTIFIC DEGREES: Master of Psychology FIELDS OF Pedagogy, psychology, choice of the career SPECIALISATION: PROFESSIONAL Since 1998 at the IHSPP EXPERIENCE: Since1995 the chief psychologist at the Centre for the Choice of Professional Career 1992 – 1995, Riga Secondary School No.16, a psychologist, a teacher of psychology COURSES TAUGHT: Psychological foundations of choosing one’s career

SCIENTIFIC RESEARCH 2002, participation in the project of the Soros foundation DURING RECENT FIVE “The development of the professional orientation system YEARS: for the prisoners in Latvia” (project leader T.Favorska)

MAIN PUBLICATIONS 2001, Higher School of Psychology. Urgent problems of DURING RECENT FIVE psychology: theory and practice. “Orientation of the sense YEARS: of life and the choice of a career for the senior class pupils”. Riga, SIA “JUMI”, p. 82 – 107.

PARTICIPATION May,1998, international conference in Estonia AT SCIENTIFIC “Consulting of the career development at present and in CONFERENCES DURING the future”. RECENT FIVE YEARS:

FURTHER EDUCATION:

NAME: Anna

SURNAME: Ābeltiņa

YEAR OF BIRTH: 1948

PLACE OF BIRTH: Riga

IDENTITY NO: 100948-10660

HOME ADDRESS: 27 Skolas Street, flat 2, Riga, LV – 1010

TELEPHONE: 7298010, mob. 6552945

EDUCATION: Higher, LU Faculty of Economics 1973, Institute of Economics of the Estonian Academy of Sciences (doctoral these) 1989.

SCIENTIFIC DEGREES: Dr. oec.

FIELDS OF Economics SPECIALISATION: PROFESSIONAL Since 2003 the director of the economics and business EXPERIENCE: programme of the Faculty of RSU European Studies. Since 1999 an assistant professor at the Chair of Economics of the Business Higher School Turība, since 2002 the dean of the Faculty of Economics Since 1998 a lecturer at the IHSPP

COURSES TAUGHT: Foundations of economics, foundations of the management theory

FURTHER EDUCATION: Analysis and planning of business activity (24 acad.h.), 26.10.2001. Centre for Business Education. International business contracts, June 27-28, 2002, a Merkūrijs advisor.

NAME: Dace SURNAME: Bērziņa YEAR OF BIRTH: 1956 PLACE OF BIRTH: Riga PASSPORT INFORMATION: LVA 0508815 IDENTITY NO: 080656 – 11598 HOME ADDRESS: Kekava, „Licupes” – 13, Riga region, Latvia PHONE NO: 2936963 (home), 9482233 EDUCATION: 1974 – 1980 Department of Physics and Mathematics, Latvian University. Qualification: mathematician, lecturer. Graduation paper: “Mathematical processing of social and psychological research data”. 1998 – 2000 Studies at Daugavpils Pedagogical University, Department of Psychology for the Master’s degree in psychology. 1993 – 1996 Studies at Adult Education Centre of the Department of Education and Psychology of the Latvian University for the Bachelor’s degree in psychology SCIENTIFIC DEGREES: Master of Psychology, 2000. FIELD OF SPECIALIZATION: Developmental psychology, Psychological correction, Educational psychology PROFESSIONAL 2000 – present IHSPP EXPERIENCE: 1997 Lecturer at Riga Teacher Training and Educational Management Academy 1998 – 2000 Psychologist at Grasu Orphanage, Madonas region 1995 – 2000 Lecturer at in- service teacher training courses organised by Madona, Limbaži, Bauska, Cēsis, Valmiera and Riga school boards COURSES TAUGHT: Pedagogical psychology, psychological and pedagogical correction MAIN PUBLICATIONS Developmental Crises in Different Age Groups of Pupils. Riga, DURING RECENT FIVE Soros Foundation, 1996. YEARS: Emotional Environment in Family. Its influence on aggressive behaviour on autism. Riga, Soros Foundation, 1996. PARTICIPATION IN 2001 Elimination of Bullying at School: Vienna Consultative SCIENTIFIC CONFERENCES Model in Vienna DURING RECENT FIVE 2000 RTTEMA International conference Social Pedagogy and YEARS: Psychological Adaptation of a Personality to the Changing Environment in Riga. 1999 Courses- seminar Consultative approach to the Integration of Children With Special Needs in Ordinary Schools organised by EU Comenius programme in Belgium. 1998 XXI International Conference of School Psychologists in Jurmala.

FURTHER EDUCATION: 2001 Vienna 2000 International seminar Therapy and Practice of Gesthalttherapy, Riga 2000 Manchester (Great Britain) International Congress of Special Education

NAME: Solveiga SURNAME: Blumberga YEAR OF BIRTH: 1962 PLACE OF BIRTH: Riga PASSPORT LB 0650819 INFORMATION: IDENTITY NO: 240162 – 12902 HOME ADDRESS: Martas Rinkas Street 4 – 15, Riga PHONE NO: mob. 6461229 EDUCATION: University of Latvia, Institute of Education and Psychology, 2002 SCIENTIFIC DEGREES: Master of Social Sciences in psychology FIELD OF Marketing, organisational psychology SPECIALISATION: PROFESSIONAL Since 1999 to present Riga Teacher Training and Educational EXPERIENCE: Management Academy; since 1999 to present teacher of psychology and English at Riga Secondary School No. 31; 2001 – 2003 Adros Baltija (Human Resource Solutions); Since 2000 to present Ventspils Higher School; Since 2002 IHSPP.

COURSES TAUGHT: Labour psychology, organisational psychology; methodology of teaching psychology; management psychology; research methods of organisation

SCIENTIFIC RESEARCH 2002 to present– participation in the international project (recent five years): “Leonardo” (Latvia, UK, Poland, Turkey).

MAIN PUBLICATIONS 2003 What Should a Contemporary Leader Know about (recent five years): Leadership?- article in Psychology World; 2002 The Expression of Teenagers’ Antisocial Behaviour and Need for Self-actualization in the Context of Modern Society – publications of the scientific conference at RTTEMA; 2000 The Psychological Influence of Mass Advertising on the Customer- publications of the international conference Social Pedagogy and Psychological Adaptation of a Person to the Changing Social Environment at RTTEMA

PARTICIPATION IN 2002 international scientific conference at RTTEMA in Riga – SCIENTIFIC Theory and Practice of Teacher Education; CONFERENCES March 9- 10, 2000 the international conference Social Pedagogy (recent five years): and Psychological Adaptation of a Person to the Changing Social Environment at RTTEMA

FURTHER STUDIES: 2003 to present studies in the professional programme Methodology (recent five years) of Conducting a Training( StPetersburg Academy of Acmeology); June 4- 5, 2001certificate of participation in the international seminar in Lithuania Best Schools of Group Psychotherapy; January 8- 12, 2001 certificate of participation in the third level Intensive Group Therapy seminar in the Republic of Lithuania, Vilnius

NAME Jānis

SURNAME: Broks

YEAR OF BIRTH: 1956

PLACE OF BIRTH: Madona district, Latvia

IDENTITY No: 081156-10332

HOME ADDRESS: Jekabpils street 2-45, Riga, LV-1003.

PHONE No: 7140555

EDUCATION: Higher - Latvian State University Faculty of History and Philosophy ,1980.; Academy of Sciences of Latvian SSR correspondence masters course, 1986

SCIENTIFIC Doctor of Philosophy 1992. DEGREES: FIELD OF Philosophic antropology, history of philosophy, sociology SPECIALISATION: PROFESSIONAL Lecturer at IHSPP, since 1993 assistant professor at ACTIVITIES: Philosophy Chair of the Police Academy of Latvia

COURSES Foundations of philosophy TAUGHT: SCIENTIFIC Since 1997 “Concept of Nature in Modern Philosophy” RESEARCH: Grant of the Science Council of Latvia (recent five years) since 1997 “Changing National, State and Regime Identities in Latvia.” Grant of the Central European University

MAIN AArt of Living as a Compromise between Natural and PUBLICATIONS: Artificial // LPA Raksti 5. 1998. (recent five years) - Pre-conditions and Prospects of Stability of Democracy in Latvia (with coauthors) // Sabiedrības pārmaiņas Latvijā. Rīga, 1998. pp.142-173. - PARTICIPATION Modelling of Social Reality in modern Latvia // RTU IN SCIENTIFIC Scientific conference. Riga, 20. 03.1998. CONFERENCES: - Natur als ob das Phaenomen. // Self notion of Philosophy (recent five years) in Comprehensive and Cultural Context. Conference of Philosophers society of Latvia and Germany Riga,19- 20.09.1997.

NAME: Mintauts SURNAME: Caune YEAR OF BIRTH: 1929 PLACE OF BIRTH: Riga PASSPORT DATA: P LVA Nr. 0512562 issued on 05.12.94. Pļavnieki Police Department, Riga City IDENTITY CODE : 240929 – 11262 HOME ADDRESS : 99 Ilūkstes Street, flat 58, Riga, LV – 1082 TELEPHONE : 7597921 EDUCATION : Higher, physician (1954, Riga Medical Institute, Faculty of Medical Treatment) ACADEMIC DEGREES : 1992, Dr. habil. med.; 1990, Professor at the Chair of Psychiatry, Narcology and Medical Psychology; 1988, Dr.sc.med.; 1967, Cand. Sc.Med. FIELDS OF Clinical psychiatry, narcology, medical psychology SPECIALISATION: PROFESSIONAL a lecturer of clinical psychiatry, medical psychology ACTIVITIES: and narcology at the IHSPP and LMA; medical and scientific research activity in the clinic of psychiatry COURSES TAUGHT: Introduction into psychiatry MAIN PUBLICATIONS: Sertifikācija psihiatrijā. Uzdevumu krājums. (the last five years) „Zinātne”, Riga, 2003. 243 . R.Andrezina, M.Caune. Psychiatric Research in Latvia in Post-Soviet Period (Peculiarities, Tasks and Results). – In: XI World Congress of Psychiatry “Psychiatry on New Thresholds.” Abstracts, vol.2, p.55. Hamburg, August 6 – 11, 1999. Caune M., Rage K., Ancane S., Petersone A. Duration of Hospital Treatment of Patients with Depression in Riga in 1997-99. – In: Abstracts of 1st Baltic Regional Symposium of Biological Psychiatry “Seasonal Affective Disorders – Fiat Lux”, November 10 – 12, 2000. p.30. Vilnius. New Generation Antidepressant Drugs (NGAD): Duration of In-hospital Treatment of Depression, Most Frequently Used Drugs in Latvia. – In: Programme & Abstracts III Baltic Regional Symposium of Biological Psychiatry. October 10-12, 2002. Klaipeda – Palanga. Co-author: V.Lāce. Par dažādiem aktuāliem jautājumiem, ieviešot psihiatrijas praksē jaunās paaudzes antidepresantus. – In: RSU 2003.gada Medicīnas nozares Zinātniskās konferences tēzes. Riga, 2003. March 7 14 p. Co- author: V.Lāce. PARTICIPATION 3 conferences of Swedish – Latvian psychiatrists, AT SCIENTIFIC Conference of the Baltic Sea psychosomatics in CONFERENCES: Germany. (the last five years) IMPROVEMENT OF German and Swedish psychiatric clinics in 1998 PROFESSIONAL SKILL: and 1999 (reforms of psychiatry, mobilisation, (the last five years) rehabilitation). 119 Curriculum vitae NAME: Tamāra

SURNAME: Čaikovska

YEAR OF BIRTH: 1953

PLACE OF BIRTH: Jelgava

PASSPORT DATA: 0715790

HOME ADDRESS: 1 Hospitāļu Street, flat 30, Riga

TELEPHONE: 7361487, mob. phone 6596040

EDUCATION: Higher, IHSPP

SCIENTIFIC DEGREES: Bachelor of psychology

FIELDS OF SPECIALISATION: Clinical psychology, Psychodiagnostics in clinical psychology

PROFESSIONAL EXPERIENCE: Lecturer at the IHSPP, a psychologist- psychophysiologist of the Central Medical Expertise Commission, Ministry of Internal Affairs, a psychologist at the SIA SAC “Ezerkrasti”

COURSES TAUGHT: Clinical psychology, psychodiagnostics in clinical psychology

PARTICIPATION Annual conferences of Latvian IN SCIENTIFIC CONFERENCES psychologists DURING RECENT FIVE YEARS:

FURTHER EDUCATION: Monthly professional seminars organized by the IHSPP Š.Amanašvili “Humānā pieeja bērna individuālajā audzināšanā” 2000.g.

NAME: Gunta

SURNAME: Čupāne

YEAR OF BIRTH: 1952

PASSPORT INFORMATION: LB 0515279

HOME ADDRESS: Brīvības Street 172, flat 8, Riga LV 1012, Latvia

PHONE NO: 9476616 E-mail: [email protected]

EDUCATION: 1996-1997 Master’s studies at LU Institute of Education and Psychology 1971-1977 Latvia State University, Faculty of Foreign Languages, Department of the English language and Literature, qualification- teacher of the English language and literature

SCIENTIFIC DEGREES: 1997 Master’s degree in Education

FIELD OF SPECIALIZATION: English language and literature

PROFESSIONAL Since 2002 IHSPP - lecturer EXPERIENCE: Since 2002 Riga Teacher Training and Educational Management Academy, lecturer, director of the study programme Teacher of English in Basic School

COURSES TAUGHT: English language

SCIENTIFIC RESEARCH 2002- 2005 Participation in PRESETT Partnership Project, work DURING RECENT FIVE on core methodology course for pre-service teacher education YEARS: August, 2000 Research work at the Resource Centre of the Roehampton Institute, University of Surrey

FURTHER EDUCATION: 2002 Studies for the Doctor’s degree at LU Institute of Education and Psychology September, 2001 In-service training at Malmo University, School of Teacher Education, Sweden May, 2000 Seminar Interaction for Better Teaching Skills at Vastra Nylands folkhogskola, Finland February, 2000 Course on Neuro Lingvistic Programming in Education at the Norwich Institute for Language Education, Diploma in the Art and Science of Neuro Linguistic Programming 1997-1999 In-service training at the Small Academy of Riga Teacher Training and Educational Management Academy and the Latvian Association of Teachers of English

NAME: Laila

SURNAME: Girsova

YEAR OF BIRTH: 1965

IDENTITY NO: 251265 – 10104

HOME ADDRESS: Kr. Valdemara Street 39 - 20, Riga

PHONE NO: 7227393

EDUCATION: Higher, Moscow State University, Faculty of Philosophy, 1989

FIELD OF Social, management and communication psychology SPECIALIZATION: PROFESSIONAL lecturer at IHSPP and Riga Technical University, EXPERIENCE: Department of Social Sciences and Education

COURSES TAUGHT: Social psychology, experimental social psychology, group research methods, methodology of social psychological training, history of psychology

MAIN PUBLICATIONS 2003 – RTU International conference “Stratagems of DURING RECENT FIVE Social Influences in Modern Ideological Dualism” YEARS: 2002 - IHSPP methodological material “Fundamentals of Group Research” 1998 – RTU “Mythologism in Thinking and Social Reformation”

PARTICIPATION IN 1998– methodological seminar “Problems of the SCIENTIFIC Development of the State of Latvia and its Educational CONFERENCES DURING System” RECENT FIVE YEARS: 2001-2003 – RTU International scientific conference 2002 – IHSPP conference “Man in the World of Things” 2001- International scientific conferences at Rezekne Higher School and Liepaja Pedagogical Academy

NAME: Sandra

SURNAME: Gudzuka

YEAR OF BIRTH: 1958

HOME ADDRESS: 39 Kr. Valdemāra Street, flat 20, Riga, LV-1010

TELEPHONE: 7227393, mob. 9412999

EDUCATION: Higher, 1996. LU PPI studies for the master’s degree of psychology, 1984. A lecturer of Psychology at the Faculty of Psychology, Leningrad State University SCIENTIFIC DEGREES: Master of Psychology

FIELDS OF Social, management and human communication SPECIALISATION: PROFESSIONAL IHSPP, Riga Technical University, an assistant EXPERIENCE: professor at the Chair of Sociology and Pedagogy COURSES TAUGHT: Psychological counselling

SCIENTIFIC RESEARCH 1995-1999 realisation of projects in cooperation DURING RECENT FIVE with the Latvian Academy of Management for YEARS: the shops “Bergs”, “Burda Moden”, “Balt Com” MAIN PUBLICATIONS Psychological aspects of the selection of the DURING RECENT FIVE personnel. RTU Transactions: Humanities. YEARS: Series 8, Volume 1, Riga, 2002. Group decision-making. Met. Collection of papers: Industrial relations, RTU, 2001. Communicative competence of pedagogues and the problems of human communication. Collection of scientific papers. Personality. Time. Communication. Rēzekne, 2001. FURTHER EDUCATION: 2000 – 2002. Ministry of Science and Education, international project “Shift of emphasis in vocational education”

NAME: Aleksandrs SURNAME: Gusevs YEAR OF BIRTH: 1934 PLACE OF BIRTH: Dzambul (Kazahstan) PASSPORT INFORMATION: II-ME No 571198, issued by Riga Executive Committee, Department of Interior Affairs on 21.09.1976. IDENTITY NO: 240234 – 11589 HOME ADDRESS: Baldone, „Noras” 6, LV – 2125 PHONE NO: 9486547 EDUCATION: Higher, qualification: teacher of the Russian language and literature ,1957 SCIENTIFIC DEGREES: Dr. Ed. FIELD OF SPECIALIZATION: Art psychology, information search/supervision of library practice PROFESSIONAL EXPERIENCE: IHSPP head of the literary studio, professor at the University of Latvia, Academy of Culture of Latvia and IHSPP COURSES TAUGHT: Latvian language in professional communication SCIENTIFIC RESEARCH DURING Topics of scientific research: art psychology; integration RECENT FIVE YEARS: process in literature and art; methodology of teaching literature; theory and practice of literature textbooks MAIN PUBLICATIONS DURING Articles and methodological recommendations for Russian RECENT FIVE YEARS: language and literature teachers; textbooks in Russian literature; Books: “Expressive Word at the Lessons of Literary Reading”, Riga, Zvaigzne ABC, 1998., 93 p “ Integration at Literature Lessons”, Zvaigzne ABC, 2000., 118 p. PARTICIPATION IN SCIENTIFIC Several scientific conferences in Latvia and abroad about CONFERENCES DURING RECENT teaching Russian literature in Moscow and St. Petersburg FIVE YEARS: All scientific conferences at IHSPP FURTHER EDUCATION: Conducting and organisation of philology course for teachers of Latvia, 1998-2002 Work at III International seminar Language of Diaspora, 2000 L. Fleming’s (USA) seminar, 2000

NAME Svetlana

SURNAME: Hajenko

YEAR OF BIRTH: 1941

PLACE OF BIRTH: Moscow

PASSPORT Nr. 0561129 INFORMATION: IDENTITY No: 220541 - 10115

HOME ADDRESS: Juglas street 5/1 – 29, Riga

PHONE No: 7521213

EDUCATION: higher – Liepaja Pedagogical Institute, Academy of Art

FIELD OF Modern Latvian Art SPECIALISATION: PROFESSIONAL Lecturer at IHSPP, Art Union ACTIVITIES: COURSES TAUGHT: Research methods of a visual image in a group, foundations of self-presentation

MAIN PUBLICATIONS: «Город Эдгара Микельсона», журнал «Даугава», 2002 (recent five years) №4, стр. 98-106. Krājums “Māksla un arhitektūra”. Rīga, Dia-Pro, 2000. Albums “Rīga. Vecpilsētas portrets”. Rīga, Bergesen, 2000. «За букетом крапивы вдаль трамвайных путей», журнал «Даугава», 1999 5\6, стр. 176-179. Albums “Arthur Nikitin”. Rīga, Lapa galery, 1999. Albums “Jeļena Antimonova”. Rīga, Lapa galery, 1998.

PARTICIPATION IN Scientific conference at IHSPP “Man in a world of things”, SCIENTIFIC 2002. CONFERENCES International scientific conference at BRI, 2002. DURING RECENT FIVE YEARS: FURTHER EDUCATION International “Mathew readings” of art historians and DURING RECENT FIVE scientists, Riga, 1998. YEARS::

NAME: Natalija SURNAME: Ivanova YEAR OF BIRTH: 1958 IDENTITY NO: 170858-10302 HOME ADDRESS: Eksporta Street 16 - 25, Riga, Latvia PHONE NO: 6517229 EDUCATION: 1976-1981 Kostrom Pedagogical Institute 1989-1990 Moscow State University 1991-1994 Moscow State University – postgraduate student SCIENTIFIC DEGREES: 1994 - Doctor of Philosophy in Psychology 2001 - IHSPP associated professor FIELD OF SPECIALIZATION: Developmental psychology, existential psychotherapy PROFESSIONAL EXPERIENCE: 1990-1991 - Riga Primary School No 1, psychologist 1992-1994 - Russian Educational Academy, Institute of Educational Innovation, junior research assistant 1995-1996 - Riga Primary School No 1, psychologist Since 1995 - International Higher School of Practical Psychology Since 1996 - Riga Secondary School No 32, psychologist Since 1999 - Supervision group tutor COURSES TAUGHT: Developmental psychology, research methods of the peculiarities of psychic development in different age groups, psychological counselling, introduction into speciality, introduction into professional activity

MAIN PUBLICATIONS DURING «Как помочь клиенту определить психотерапевтическую цель» // RECENT FIVE YEARS: Экзистенциальное измерение в консультировании и психотерапии. Бирштонас, Вильнюс, 2003., c. 136 – 156. «Разрешение ценностного противоречия как условие личностного развития педагога» // Changing education in a changing society. ATEE Spring University, Riga, LU, 2003., p. 94 – 100. “Bērna psiholoģiski pedagoģiskā iedrošināšana pārejot no sākumskolas uz pamatskolu: atbalsts, sadarbība, palīdzība” – grāmatas atbildīgā redaktore un autore. Rīgas pilsētas izglītības jaunatnes un sporta departaments. Rīga, 253 lpp., 2002.

PARTICIPATION IN SCIENTIFIC 2002 Existential Approach to the Work with Children and CONFERENCES DURING Adolescents. Helping the Child to Deal with Sorrow. Lithuania. May, RECENT FIVE YEARS: 2003 Resolution of Value Contradictions as a Precondition for the Development of the Teacher’s Personality. Riga, LU( theses of the presentation)

FURTHER EDUCATION: 1996-2001 - Institute of Humanistic and Existentialist Psychology – a course in Existentialist Therapy: Professional Level (1340 h) 1999-2001 - St. Petersbourg Pedagogical University – Workshops with J.Tchesnakova and A.Lihtarnikov The Fundamentals of Consultancy. The Method of Problem Focusing (240 h) 2000-2001 - Workshops with specialists from the USA and Switzerland Children – Parent Relationship in Practical Counselling (A.Adler’s Individual Counselling Methods) (95 h) 2002 - East European Association of Existentialist Therapy The Possibilities of Children and Adolescent Existential Therapy (22 h)

126 Curriculum vitae NAME: Marina

SURNAME: Kamišāne

YEAR OF BIRTH: 1951

PLACE OF BIRTH: Vladivostok

PASSPORT DATA: PN LVA Nr. 1188805, issued 20.04.1998

HOME ADDRESS: 2 Atpūtas Street 2, flat 54, Riga

HOME TELEPHONE: 7616502

EDUCATION: Higher, 1975. Moscow State University, Faculty of Psychology FIELDS OF Psychological service in a higher school, SPECIALISATION: counselling, psycho diagnostics PROFESSIONAL IHSPP, BRI EXPERIENCE: COURSES TAUGHT: Research methods of personality PARTICIPATION Scientific conferences at the IHSPP AT SCIENTIFIC CONFERENCES: (recent five years) FURTHER EDUCATION: Seminar “Theory and practice of the changes of life scenarios”, leader V.Jesaulov (Moscow), Riga, 2003. Seminar “Psychotherapy of eating habits”, leader V.Jesaulov (Moscow), Riga, 2003. Seminar “Personality: the states of crises, methods of diagnostics, correction of suppression”, leader V.Kozlov (Jaroslavl), Riga, 2003. Seminar “Methodology and practice of the organisation of the correction work”, leader O.Karabanova (Moscow), Riga, 2003. Seminar “Theory and technique of individual psychotherapy”, leader F.Vasilyuk (Moscow), Riga, 2002. Seminar “Psychotherapy in psychosomatics”, leader V.Jesaulov (Moscow), Riga, 2001.

NAME: Svetlana SURNAME: Koļadko YEAR OF BIRTH: 1961 PLACE OF BIRTH: Russia, Taganrog PASSPORT DATA: LF 0865994 IDENTITY NO: 020761 - 11516 HOME ADDRESS: 21 Daugavpils Street 21, flat 22, Riga TELEPHONE: 7205093 EDUCATION: Higher, 2001, LU, 1995 IIPP, 1985 Riga Medical Institute

SCIENTIFIC DEGREES: Master of psychology FIELDS OF SPECIALISATION: Clinical psychology PROFESSIONAL EXPERIENCE: IHSPP

COURSES TAUGHT: Anatomy and physiology, family psychology, psychophysiology, neuropsychology, psychology of health, psychophysical self- regulation.

SCIENTIFIC RESEARCH Master’s thesis: “Socio-psychological DURING RECENT adaptation and vegetative regulation of the FIVE YEARS: body”, 2001.

PARTICIPATION IHSPP scientific conferences AT SCIENTIFIC CONFERENCES: (recent five years) FURTHER EDUCATION: Seminar Group psychotherapy 1998, Vilnius

NAME: Larisa

SURNAME: Koļesņikova

YEAR OF BIRTH: 1967

PLACE OF BIRTH: Russia

PASSPORT DATA: Nr. 1128991

HOME ADDRESS: 26/2 Duntes Street, flat 33, Riga

HOME TELEPHONE: 7354600, mob. 9240794

EDUCATION: higher, IHSPP

SCIENTIFIC DEGREES: Master of Psychology

FIELDS OF Social psychology, business communication, group SPECIALISATION: therapy PROFESSIONAL IHSPP, leader of psychological training EXPERIENCE: COURSES TAUGHT: Social psychology, experimental social psychology, group research methods, psychology of human contacts, psychology of business-like contacts, foundations of group psychotherapy,

SCIENTIFIC RESEARCH 2003. Master’s thesis: “The connection between the DURING RECENT FIVE subjective control level and the satisfaction with the YEARS: technical specialists of works at the age from 25 to 45 years” PARTICIPATION Scientific conferences at the IHSPP IN SCIENTIFIC CONFERENCES: (recent five years) FURTHER EDUCATION: 2001 – 2003 studies for the Master’s Degree of Psychology at LU 1997 – 1998 studies at the Centre of Human Studies (Vilnius), the course” Group therapy”.

NAME: Ināra

SURNAME: Krūmiņa

YEAR OF BIRTH: 1942 PLACE OF BIRTH: Riga PASSPORT INFORMATION: LA 0675050, issued on 04.01.1993. IDENTITY NO: 141042 – 10510 HOME ADDRESS: Dzelzavas Street 101 – 27, Riga, LV – 1084 PHONE NO: 7574702 EDUCATION: Higher, Leningrad State University 1969 SCIENTIFIC DEGREES: Dr. psychol., 1997 FIELD OF SPECIALISATION: General psychology; clinical psychology; psychology of interaction. PROFESSIONAL EXPERIENCE: Assoc. prof. at IHSPP, Institute of Education and Psychology at the University of Latvia COURSES TAUGHT: General psychology, cognitive psychology SCIENTIFIC RESEARCH DURING From 2000 leader of the grant The Development of RECENT FIVE YEARS: Personality in Multicultural Society and Intercultural Research. 1997 – 2000 leading researcher of the grant The Development of the Identity of Personality in Latvia. MAIN PUBLICATIONS DURING 1. Tunne I., Krūmiņa I., Kraukle I. Skolēnu skolas RECENT FIVE YEARS: somas svara un mācību grāmatu poligrāfiskā noformējuma ietekme uz skolēnu veselību.// Mainīgā izglītība mainīgajā sabiedrībā. Rīga, 2002. 2. Tādu darbietilpību var tikai apbrīnot!// uzticība pedagoģijai. Rīga, RaKa, 2000. (142. – 143. lpp.) 3. Šibajevs V., Krūmiņa I. Profesionālā kompetence kā pedagoga personības priekšnosacījums.// Bērna audzināšana demokrātiskai sabiedrībai. RPIVA, SIA “Izglītības soļi”, 2000 (249. – 300. lpp.) 4. Identitātes un tās izpausmes apzināšanās pusaudžu vecumā.// Sociālā pedagoģija un personības psiholoģiskā adaptācija mainīgajā sociālajā vidē. Rīga, “Vārti”, 2000. (200. – 205. lpp.) 5. Skolēni par savu pašizjūtu.// Personības pašizjūta un identitāte. Rīga, SIA “Mācību apgāds NT”, 1998. (121. – 132. lpp.)

PARTICIPATION IN SCIENTIFIC 2002 ATEE Spring University. CONFERENCES DURING RECENT 2001 2nd Congress of World Latvian Scientists. FIVE YEARS: 2000 International Conference BRO-S, Sweden. 2000 International conferences at RTTEMA

FURTHER EDUCATION: 2002 Ludwig Maximillian Munich University. 2002 LU LX Conference, Section of Psychology. 1999 USA, Mariland , course conducted by prof. A.O.Nucho.

Curriculum vitae 130 NAME: Anita SURNAME: Lasmane YEAR OF BIRTH: 1954 PLACE OF BIRTH: Latvia PASSPORT DATA: LE 0651407, Passport Department of Tukums Region, 10.06.97. IDENTITY NO: 111154-12851 HOME ADDRESS: Tukums Region, Slampes Pagasts, “Kurši” farmstead TELEPHONE: 9115177 EDUCATION: Higher, Daugavpils Pedagogical Institute, Faculty of Philology SCIENTIFIC DEGREES: Dr. psych. FIELDS OF Pedagogical, personality, social psychology, history of psychology SPECIALISATION: PROFESSIONAL IHSPP, since 1998 an assistant professor at Riga Teacher Training and EXPERIENCE: Educational Management Academy, since 2002 the programme director of the Master of Social Sciences in psychology, since 2002 the head of the Chair of Organisational Psychology at RTTEMA COURSES TAUGHT: General psychology, personality psychology, psychology of the process of studies, methods for the development of the cognition processes SCIENTIFIC RESEARCH Development of psychology in Latvia; interrelations between DURING RECENT FIVE personality self-conceptions and identity formation; the conditions for YEARS: the identity formation of a teacher and a pupil, and interrelations in the pedagogical process, research in organisational culture; Participation in the investigations of the grant of the Latvian Council of Science „Personality self-feeling and identity”, „Personality development in a multi-cultural environment”, leader of the grant of the Latvian Council of Science „Research of the efficiency of Latvian organisations” MAIN PUBLICATIONS 1. The teacher – an initiator of the pupil’s personality development, DURING RECENT FIVE 1998. YEARS: 2. The conditions of the identity formation in the teacher’s and the pupil’s communication, 1998, Riga. 3. Formation of the pupil’s identity in the process of the choice of his career, 1998, Riga. 4. An article „Relationships of the development of the personality identity and creativity”, in the collection „Creative personality”, Riga, RTTEMA, 2000. 5. An article „Correlations of self-realisation of the leader of the organisation and organisational culture”, in the collection „Theory and practice in the teachers’ education” (the material of the international conference), Riga, RTTEMA, 2002, pp.609-613. PARTICIPATION International conferences „Development of creative personality” 2000, AT SCIENTIFIC 2001, Riga, RTTEMA. CONFERENCES DURING The conference of European psychotherapists „The West-The East“, RECENT FIVE YEARS: 2001, Moscow. International conference „Unconscious staging”, 2001, Cannes. International conference „Theory and practice in the teachers’ education”, 2002, Riga, RTTEMA. International congress „Ontopsychology and memethics”, 2002, Milan. The conference of the Baltic psychologists, 2002, Tartu. FURTHER EDUCATION: Latvian Counsellors’ Association of Vocational Education and the Choice of Profession,1999. Workshop in psychotherapy of the Academy of Practical Psychology, Moscow University. Courses „Psychological counselling”, St-Petersburg Pedagogical Academy. 2001. Studies at the Faculty of Psychology, St-Petersburg University to acquire a new specialisation.

131 CURRICULUM VITAE

Aija Leitāne - identity code 141051-12066 phone 3927223/autoanswer/, mob.5997978, Latvian fax 3950225 e/mail - [email protected].

Aim – a lecturer’s job at the International Higher School of Practical Psychology, in the field of jurisprudence – staff employee

Education – In 2002 - BAT - personnel management-practical project management In 1998 – master’s degree of juridical sciences In 1986 – a certified lawyer LU In 1974 – a bookkeeper-accountant at the RPR Trade T

Further education BAT a certificate in the personnel training organisation A certificate for the computer knowledge /Ms Word, Ms Office, Power Point, Ms Project/ Psychological courses /lecturer S.Omarova/ Record keeping courses /computerised record keeping / Driver’s licence, category В

Work experience 1999-2003, a lecturer at the BAT – criminal law, criminal procedure, psychology of human contacts, institutions of legal protection, legal theory, employment rights /for the groups of lawyers/, public and civil rights, commercial law, personnel management /for financiers/ 1994-2002 chief prosecutor /19 subordinate and 250 supervised persons/ 1986-1994 a judge till 1986 the work at enterprises – a lawyer, a zone manager in trade, Bauska Region /18 spots supervised/

Additional work Director of the board of the "12 Kaimiņi" housing co-operative A lecturer at the State Administration School, ''civil servants’ training,'' employment rights, civil process, administrative, civil rights, criminal law, institutions of legal protection lecturer ar Saulaine Technical School, civil rights, employment rights Prosecutor’s job – a member of the board of experts / a prosecutor’s examination in law

The knowledge of languages Latvian - native Russian – perfect German – on the level of spoken language

March 20, 2003 A.Leitāne

NAME: Skaidrīte

SURNAME: Liepiņa

YEAR OF BIRTH: 1928

PLACE OF BIRTH: Argentina

PASSPORT INFORMATION: P LVA No 0565555 Latgale suburb

IDENTITY NO: 050928 – 11815

HOME ADDRESS: Riga, LV – 1011, Avotu Street 5 – 6

PHONE NO: 7289670

EDUCATION: Higher

SCIENTIFIC DEGREES: Doctor of Psychology

FIELD OF SPECIALIZATION: Developmental psychology

PROFESSIONAL Assistant professor at IHSPP EXPERIENCE: COURSES TAUGHT: Retarded children’s psychology

SCIENTIFIC RESEARCH Psychology of retarded children, special psychology (recent five years):

MAIN PUBLICATIONS Special Psychology, published by RAKA 2003 (recent five years):

PARTICIPATION IN The Congress of the World’s Latvian Scientists, SCIENTIFIC CONFERENCES: conferences of educators, Munster-2, Munster-3, the (recent five years): psychology conference of the Baltic States in Lielupe, Liepaja conference Vital problems of Special Pedagogy, international conferences at RTTEMA

FURTHER STUDIES: 2002 LX Conference Psychology section at the (recent five years) University of Latvia 2001 2nd Congress of the World’s Latvian Scientists

NAME: Jeļena SURNAME: Ļevina YEAR OF BIRTH: 1976 PLACE OF BIRTH: Ukraine PASSPORT INFORMATION: Nr. 1290469 IDENTITY NO: 101276-10113 HOME ADDRESS: Zvaigznaju Alley 6-5, Riga PHONE NO: Mob. 9251897 EDUCATION: Higher, IIPP SCIENTIFIC DEGREES: Master of Psychology FIELD OF SPECIALISATION: Practical psychology PROFESSIONAL IHSPP EXPERIENCE: COURSES TAUGHT: Personality psychology, research methods of a verbal image in a group

SCIENTIFIC RESEARCH Master’s paper: “Personal status and self- DURING RECENT FIVE attitude of pupils” YEARS:

MAIN PUBLICATIONS Thematic publications, interviews in the press DURING RECENT FIVE YEARS:

PARTICIPATION IN IHSPP scientific conferences SCIENTIFIC CONFERENCES DURING RECENT FIVE YEARS:

FURTHER EDUCATION: 2001 – 2003 studies for the Master’s Degree of Psychology at the Latvian University

NAME Jānis

SURNAME: Markots YEAR OF BIRTH: 1943

PLACE OF BIRTH: Preili Region, Livani Village

IDENTITY NO: 080543 - 11565

HOME ADDRESS: Riga reg., Stopini village, Ulbroka, Institūta Street 8 - 3, LV - 2130 PHONE NO: 7910068

EDUCATION: Higher- 1962-1968 University of Latvia, Faculty of Foreign Languages; 1983-1987 Institute of Foreign Language Pedagogy in Minsk

SCIENTIFIC DEGREES: Doctor of Philology 1991

FIELD OF SPECIALISATION: The semantic aspects of the English language

PROFESSIONAL Lecturer at IHSPP, translations on request ACTIVITIES:

COURSES TAUGHT: English language

SCIENTIFIC RESEARCH: Usage of theoretical issues in the practical and (recent five years) theoretical courses for the students in translation

MAIN PUBLICATIONS: Five books for the publishing house "Zvaigzne (recent five years) ABC" (translator)

PARTICIPATION IN Interpreter at the seminar of Northern countries SCIENTIFIC CONFERENCES: agriculture engineers, Pjarnu 1997 (recent five years) Interpreter at international activities in the Agriculture Scientific Research Institute

FURTHTER STUDIES: Methodological and study materials for (recent five years) interpreter speciality students

NAME: Kristine SURNAME: Martinsone YEAR OF BIRTH: 1970 PLACE OF BIRTH: Riga PASSPORT INFORMATION: LB 0814983 IDENTITY NO: 020870-12759 HOME ADDRESS: Keguma 50-2, Riga PHONE NO: 9256229 EDUCATION: Higher, University of Latvia SCIENTIFIC DEGREES: Dr. psychol FIELD OF SPECIALISATION: Social and personality psychology; methodology of research PROFESSIONAL EXPERIENCE: Since 1998 assistant professor at the University of Latvia. Since 2000 director of bachelor programmes in psychology at the University of Latvia. Since 2001 assistant professor at RTTEMA. Since 2002 lecturer at IHSPP. COURSES TAUGHT: Foundations of group psychotherapy ; psychometrics; research methods of personality; research and evaluation methods in psychology ; methodology of scientific research SCIENTIFIC RESEARCH DURING Theses on adolescents’ emotionally evaluating attitude towards RECENT FIVE YEARS: themselves. Since 2002 Latvian Scientific Board grant for the research Strategies for Resolution of Crisis for Women MAIN PUBLICATIONS DURING Krīze: vēsturiskie aspekti. Aktuaļnije probļemi psihologii: Teorija i praktika. RECENT FIVE YEARS: T.2.(2002). Pārdzīvojums pēc zaudējuma: kopīgais un atšķirīgais tuva cilvēka nāves un šķiršanās situācijā. Aktuaļnije probļemi psihologii: Teorija i praktika. T.1. (2001). Emotional attitude toward Self as an Identify Component. Identity and Self- esteem. R., 51-59. (1999). Identitātes kā personības kodola veidošanās ontoģenēzē (integratīvā skatījumā). Zinātnisko rakstu krājums: Personības attīstība ģimenē, skolā un augstskolā. – R., 32-39. (1999). Savas pozīcijas grupā pašvērtējuma un citvērtējumu savstarpējās sakarības jauniešu vecumā. Rakstu krājums: Personības attīstība skolēnu un studentu personības veidošanās mācību un audzināšanas procesā. – R., 74-78. (1999). Emocionāli vērtējošās attieksmes pret sevi būtība un nozīme personības struktūrā. – R.,52. (1998). Adekvāts pašnovērtējums – optimālas pašizjūtas un savas identitātes veidošanās garants. Personības pašizjūta un identitāte. – R., 27-40. (1998).

PARTICIPATION IN SCIENTIFIC LU 60th Scientific Conference, 2002, report Crisis on the Occasion of Loss of Near CONFERENCES DURING RECENT Relation or Divorce, Similarities and Dissimilarities. FIVE YEARS: Changing Education in a Changing Society, Latvia, Riga, 2002. Report Theoretical aspects of understanding crisis. International conference at LU Institute of Education and Psychology, Riga, Latvia , 2002. Report Emotional Experience after Loss: Crisis on the Occasion of Loss of Near Relation or Divorce, Similarities and Dissimilarities. 25th International School Psychology Association (ISPA) Colloquium. Nyborg. Denmark, 2002, Report – Women After Loss: Individual Narratives. 24th International School Psychology Association (ISPA) Colloquium. Dinan, France, 2001, report – Crisis After Loss in Human Life. International Conference Identity and Education in Global Context. Riga, Latvia, 1999, report – Adolescents’ Emotionally Evaluating Attitude towards themselves as One of the Aspects of Personal Identity International School Psychology Association XXII Annual Colloquium. Switzerland, 1999, report – Correlation between Emotionally Evaluating Attitude toward Self and Sociometric Status in the Group of Adolescents. XXI International School Psychology Colloquium. Jurmala, Latvia, 1998, Report – “Identities as Personality Core Formation Ontogenesis.”

FURTHER EDUCATION: Lithuanian Association of Psychotherapy – certificate of group psychotherapist. StPetersburg Institute of Personality – certificate of art therapist. Different courses.

NAME: Dzidra SURNAME: Meiksane YEAR OF BIRTH: 1928 PLACE OF BIRTH: Liepaja reg., Priekule village

PASSEPORT INFORMATION: LB 0560786; issued 10.08.93. by Vidzeme suburb

IDENTITY NO: 040528 - 12755

HOME ADDRESS: Liduma street 8 – 49, Riga PHONE NO: 7528088; 9114179 EDUCATION: Higher State University of Latvia, Institute of Pedagogy Faculty of Pedagogy 1952 SCIENTIFIC DEGREES: 1988 Dr.paed., 1993 Dr.habil.paed. FIELD OF SPECIALIZATION: Developmental psychology PROFESSIONAL EXPERIENCE: Lecturer of IHSPP, professor at the University of Latvia 1990, prof.emeritus 1993 SCIENTIFIC RESEARCH 1998-2000 LZP grant “Personality identity development in DURING RECENT FIVE YEARS: Latvia” Participation in international project (Germany, Holland, Greece, Horvatia, Latvia) 2000 up to now - Global and local tendencies in youth orientation MAIN PUBLICATIONS DURING “Personality and Self-feeling” published in Riga by SIA RECENT FIVE YEARS: Macibu apgads, 1998, p. 193-197. Verhaltens stereotype von jugendlichen und die pädagogische Förderung von Toleranz// Jugend Zwischen Ausgrenzung und Integration: -Zagreb, 1997., 75. – 80. bc PARTICIPATION IN Internationale Tagung – Jugendliche zwischen SCIENTIFIC CONFERENCES europäischer und regionaler Orientierung, 2003., april, DURING RECENT FIVE YEARS: Tübingen

FURTHER STUDIES: 2000 – Free University of Germany 2002 – Ludwig Maximillian University in Munich

NAME: Janis SURNAME: Mihailovs YEAR OF BIRTH: 1939 PLACE OF BIRTH: Aluksne Region PASSPORT INFORMATION: No 0846562, issued by Riga 2nd Passport Department

IDENTITY NO: 151039- 10448

HOME ADDRESS: Zentenes Street 17 – 26, Riga, LV – 1069

PHONE NO: 7298722

EDUCATION: Higher – Leningrad University, 1961.

SCIENTIFIC DEGREES: Doctor of Psychology FIELD OF Personality psychology SPECIALISATION: PROFESSIONAL Rector of the International Higher School of Practical Psychology EXPERIENCE: COURSES TAUGHT: Personality psyhology, psychology of image research SCIENTIFIC RESEARCH Psychological aspects of image and personality research (recent five years): MAIN PUBLICATIONS Janis Mihailovs, Svetlana Mihailova. Les problèmes d’identité et (recent five years): de citoyenneté en Lettonie ou le phénomène d’exil dans le for intérieur // Histoires Familiales, Indentité, Citoyenneté (compilation of theses) – Lyon: Limonest, 2002. p.205 – 211 Fiction film as group dreaming: criteria, interpretations // Funzione Gamma Journal Nr 9. http:/www.funzionegamma.edu/magazine/numero9/copertina.htm Béatrice Madiot et Janis Mihailov. La Lettonie: entre consensus et particularités identitaires. // Transition et sociétés. Les pays Baltes. Nr. 2. – France, 2002. B. Madiot, J. Mihailov. Represéntation sociale et langage // Journal des psychologies – Paris, decembre 2001. p.7

PARTICIPATION IN Congress of UPLEGESS, Brest, France, 2000. SCIENTIFIC July 6- 9, 2002 Mito, sogno e gruppo. International conference at CONFERENCES (recent five Rome University, Faculty of Psychology, Italy; years): November 22- 23, 2002 International conference at Lyons University «Histoires Familiales, Indentité, Citoyenneté» March 8- 9, 2001 international colloquium at Lyons University, France La réalité. Ses figures et ses récits.

FURTHER STUDIES: Amiens (France), Rome (Italy), Rostock(Germany), Moscow, (recent five years) StPeterburg (Russia)

NAME: Inna

SURNAME: Pišinska

YEAR OF BIRTH: 1970

PLACE OF BIRTH: Alūksne

HOME ADDRESS: Kūdras Street 11, flat 15, Olaine, Riga Region

TELEPHONE: 7965249, mob. 9145316

EDUCATION: Higher, Faculty of Philology of Daugavpils Pedagogical University, 1993, Bachelor of Psychology 1993, Master of Psychology 1996. SCIENTIFIC DEGREES: Master of Psychology

FIELDS OF SPECIALISATION: Age psychology, pedagogical psychology

PROFESSIONAL EXPERIENCE: IHSPP lecturer since 2002, LU PPI since 2000.

COURSES TAUGHT: Developmental psychology, research methods of the peculiarities of psychic development in different age groups

SCIENTIFIC RESEARCH LU doctoral thesis: “Concepts of 30 – 40 year-old adults DURING RECENT FIVE about the peculiarities of a mature personality”. YEARS: 2001 – UNO UNDCP project “Development of teaching aids for the drug prophylaxis and training of corresponding teachers in the Baltic States”.

FURTHER EDUCATION: Since 2002 doctoral studies of psychology at LU. Since 2001 studies at the Institute of Humanistic and Existential Psychology, Existential Therapy (the upper level). 2000 – IHSPP, a psychological seminar “Existential psychology”. 2000 – a programme of the public organisation “Centre against violation in support of the child and family” for training psychologists, psychotherapists and social workers in the rehabilitation of the children – the victims of violence. 1996 -1999 studies at the Institute of Humanistic and Existential Psychology, Existential Therapy (basic level). 1999 – a training programme for the Latvian Association of Practical Psychologists “The self ecology”. 1998 – SPAF international practical and theoretical seminar on psychotherapy “Domestic and wild psychotherapy”.

Curriculum vitae 139 NAME: Iveta

SURNAME: Pļaviņa

YEAR OF BIRTH: 1961 PLACE OF BIRTH: Riga PASSPORT DATA: LB 0802137 IDENTITY NO: 120961-11803 HOME ADDRESS: 12 Margrietas Street, flat 3, Riga TELEPHONE: 9408985 EDUCATION: Higher, Riga Medical Institute, 1986. FIELDS OF Psychiatry, psychotherapy, psychosomatics SPECIALISATION: PROFESSIONAL IHSPP; 1994-1996 Resident of the LMA course of EXPERIENCE: psychosomatics and psychotherapy; 1992-1994 Doctor-psychiatrist at the Children’s Clinical Hospital “Gaiļezers”.

COURSES TAUGHT: Family psychotherapy, foundations of children’s and juveniles’ psychotherapy, introduction into psychiatry, foundations of game therapy.

PARTICIPATION 1998 international conference on children’s IN SCIENTIFIC psychiatry, Venice, Italy. CONFERENCES: (recent five years) FURTHER EDUCATION: May 2003, seminar “Children’s and family game therapy” (M.Ring, visiting lecturer from the USA), Riga. 2001. seminar “Family reconstruction” (A. and V. Nerin, visiting lecturers from Washington, the USA), Riga. 1996 – 2000. training in family psychotherapy at Osnabrück University, Germany. April – May 1998 seminar “Organisation of psychiatric and psychotherapeutical aid to the children and families”, Meninger’s clinic, the USA, Kansas. April 1998 seminar “The problems of development in early childhood and infant age and their psychological correction”, Washington, the USA.

NAME: Andra SURNAME: Plotniece YEAR OF BIRTH: 1958 PLACE OF BIRTH: Riga PASSPORT DATA: LK 0606435 IDENTITY NO: 220958-10142 HOME ADDRESS: 65 A Čaka Street, flat 5, Riga TELEPHONE: 9219489 EDUCATION: Higher, LU Faculty of Philology, IIPP Faculty of Psychology

ACADEMIC DEGREES: Bachelor of Psychology FIELDS OF SPECIALISATION: Group psychotherapy

COURSES TAUGHT: Psychology of human contacts, introduction into speciality

SCIENTIFIC RESEARCH Acad.year 2001-2003. Studies for the ACTIVITY: Master’s degree in clinical psychology

PARTICIPATION AT Scientific and practical conference SCIENTIFIC CONFERENCES: “Psychology: theory and practice”, 2003. (recent five year)

MAIN PUBLICATIONS: More than 35 publications in the major press (recent five year) editions of Latvia on various psychology- related topics (“Veselība”, “Lauku Avīze”, “Rīgas Balss”, “Sievietes pasaule”, “Sieviete”, “Neatkarīgā Rīta Avīze”, etc.) IMPROVENTAL OF Ter. Courses of the Lithuanian Group PROFESSIONAL Psychotherapists’ Association (190h); SKILL: Prof. A. Spivakovska’s workshop at the (recent five year) Institute of Psychology, Moscow University (140 h); “Theoretical foundations and structure of orthopsychology”, Ph.D. Pamela Bernabei (AIO representative of UNO); “A course of leader’s psychology”, Spain, leader J.Balabayeva; Exchange with experience at the scientific research institute of children’s oncology, Russian Academy of Medical Sciences, prof. J. Moisenko.

141 Curriculum vitae NAME Juris SURNAME: Porozovs YEAR OF BIRTH: 1958 PLACE OF BIRTH: Riga IDENTITY No: 210258-10409 HOME ADDRESS: O.Vaciesha street 75a-1, Riga PHONE No: 72973 60 EDUCATION: Higher – Latvian State University, Faculty of Biology 1981 SCIENTIFIC DEGREES: Dr. biol. FIELD OF SPECIALISATION: Biology, phisiology, neurophisiology PROFESSIONAL ACTIVITIES: Lecturer at IHSPP and RTTEMA COURSES TAUGHT: Anatomy and phisiology, psychophysiology, neuropsychology SCIENTIFIC RESEARCH: 2000. - 2005. Participation in the project: “Gestation of (recent five years) nervous system and elaboration of activity criteria for preschoolers and development of express-diagnostical software”. MAIN PUBLICATIONS: Jauniešu fiziskās sagatavotības izmaiņas un attieksme pret (recent five years) sportu studiju procesa laikā (kopā ar Z.Strazdiņu). Starptautiskās zinātniskās konferences “Teorija un prakse skolotāju izglītībā” materiāli. Rīga, 2002., 385. – 391. lpp. Funkcionālā bioregulācija neiroloģisko, emocionālo un kognitīvo traucējumu ārstēšanā (autoru kolektīvs). II Pasaules latviešu zinātnieku kongress, tēžu krājums. Rīga, 2001.g. augusts, 392. lpp. Vides un arodveselības tematu integrācija vidusskolas mācību programmās. Personība. Laiks. Komunikācija (kopā ar Dz. Porozovu). Starptautiskās zinātniski praktiskās konferences materiāli. Rēzekne, 2001. g. marts, 159. – 163. lpp. Topošo pedagogu skolotāja profesijas izvēles motīvu un potenciālo intelektuālo spēju analīze. Dabaszinātnes un skolotāju izglītība (kopā ar I.Strepmani). Starptautiskās zinātniskās konferences rakstu krājums, 2. daļa. Daugavpils, “Saule”, 2000.g. aprīlis, 19. – 26. lpp.

PARTICIPATION IN SCIENTIFIC 7th Annual Congress of the European College of Sport CONFERENCES: Science. Athens, Greece, 24 – 28 july, 2002. (recent five years) Conference on Occupational Health and Public Health: Lessons from the Past – Challenges for the Future. Norrkoping 6 – 9 september, 2001. International Congress on Bridging Sport, Exercise and Lifestyle Activity for Health. Finland, Lahti, 13 – 15 february, 2001.

FURTHTER STUDIES: RTTEMA Little Academy, Faculty of Psychology, 1999. (recent five years)

NAME Ēriks

SURNAME Putniņš

YEAR OF BIRTH: 1947

PLACE OF BIRTH: Rīga

IDENTITY No: 280647-12758

HOME ADDRESS: Ropažu 45-31, Rīga, LV-1006

PHONE No: 9551784

EDUCATION: Riga Polytechnical Institute- engineer

FIELD OF SPECIALISATION: Software (text & graphic design), Hardware; Adult instruction

PROFESSIONAL ACTIVITIES: International Higher School of Practical Psychology –lecturer; Riga Medical School No 5 - , instructor & system administrator.

COURSES TAUGHT Informatics

SCIENTIFIC RESEARCH: Masters Research Paper: “Specific Features (recent five years) of Adult Instruction in Computer Technology”, (defence in June 2003)

FURTHTER STUDIES: Studies for Masters degree at Latvian (recent five years) University

NAME: Lūcija SURNAME: Rutka YEAR OF BIRTH: 1963 IDENTITY NO: 051063 – 11863

HOME ADDRESS: Jasmuižas Street 6 -80, Riga, LV – 1021 PHONE NO: 9132087 EDUCATION: Higher - University of Latvia, Faculty of Physics and Mathematics 1987 Leningrad State University, Faculty of Psychology 1989 SCIENTIFIC DEGREES: Doctor of Psychology, 1993 PROFESSIONAL EXPERIENCE: Since 2001 – lecturer at IHSPP Since 2000 assistant professor at the University of Latvia Institute of Education and Psychology Since 1992 psychologist at the Latvia Family Center COURSES TAUGHT: Psychologist’s ethics SCIENTIFIC RESEARCH: Participation in the project- joint project of the Association (recent five years) of Universities and Colleges of Canada(AUCC) and Latvia Psychological Training of the Employees of Cēsis Educational Establishment for Juveniles 2001/2002 school year.

MAIN PUBLICATIONS Psychological Help for Children in Case of Parents’ (recent five years): Divorce. International scientific conference Education for the Development of the Society. Jelgava, 2000 Overcoming Postnatal Depression as One of the Opportunities of Woman’s Growth. International scientific conference The Development of Personality. RTTEMA, Riga 2001 The Influence of Aggressiveness on the Learning Process and Interaction During the Early School Years. International conference Changing Education in Changing Society. LU, Riga 2002 FURTHER STUDIES: 1999-2002 participation in family counselling and (recent five years) psychotherapy supervisions under the guidance of Ilona and Gatis Buši 2003 participation in individual counselling and psychotherapy supervisions under the guidance of Evelīna Mūze April 3- 8, .2002. German psychologist A.Shlippe’s courses Problem Solving in Organizations

NAME: Irina

SURNAME: Samoilova

YEAR OF BIRTH: 1956

HOME ADDRESS: 27 Aglonas Street, flat 61, Riga

TELEPHONE: 7254774

EDUCATION: Higher: 1981. St-Petersburg University Faculty of Psychology

FIELDS OF SPECIALISATION: Clinical psychology, expertise psychology

PROFESSIONAL IHSPP lecturer EXPERIENCE: COURSES TAUGHT: Clinical psychology, psychodiagnostics in clinical psychology

PARTICIPATION Conference in memory of L.Vigotsky and AT SCIENTIFIC A.Piaget, 1997, Riga CONFERENCES: (recent five years)

FURTHER EDUCATION: Training programme “Specificity of the work of the compulsory treatment department”, Riga, State Centre of Psychiatry, June-July 1999. Seminar “The problems of limited responsibility”, Riga, State Centre of Psychiatry, June 1999. Seminar “Psycho diagnostics and psycho correction”, Riga, 1998.

NAME: Nadezhda

SURNAME: Soldatenko

YEAR OF BIRTH: 1941

PLACE OF BIRTH: Krasnodar region

IDENTITY NO: 240941 – 14451

HOME ADDRESS: Salacas street 23 – 31, Riga

PHONE NO: 7248676

EDUCATION: Higher, State University in Leningrad, Faculty of Psychology, 1970

SCIENTIFIC DEGREES: Master 1997

FIELD OF SPECIALISATION: Children’s psychodiagnosis, consultations

PROFESSIONAL EXPERIENCE: Lecturer at IHSPP, Pushkin Liceum

COURSES TAUGHT: Labour psychology, organisational psychology, research methods of organisation, general psychology, cognitive psychology, experimental psychology, differential psychology, psychometrics, childrens’ psychodiagnostics.

SCIENTIFIC RESEARCH DURING Masters paper “Personality’s attitude to itself RECENT FIVE YEARS: and affiliation motives dependent on early youth”, 1997

PARTICIPATION IN SCIENTIFIC IHSSP Summer University 2001 and 2002 CONFERENCES DURING RECENT FIVE YEARS:

FURTHER STUDIES: A.Liders (Russia) seminar in Riga , december, 2001.

NAME: Nikolajs

SURNAME: Ščerbakovs

YEAR OF BIRTH: 1957 PLACE OF BIRTH: Liepāja PASSPORT DATA: II-Me 693137 IDENTITY NO: 030257-12754 HOME ADDRESS: 16/6 Ozolciema Street, flat 38, Riga TELEPHONE: 7670881, mob. phone 9289732

EDUCATION: Higher, Riga Medical Institute, a physician

FIELDS OF SPECIALISATION: Psychology of deviant behaviour, psychology of sexsuality and sexual relations, introduction into psychiatry

PROFESSIONAL EXPERIENCE: IHSPP - lecturer, SIA “Matrix Med”- director

COURSES TAUGHT: Psychology of deviant behaviour, psychology of sexuality and sexual relations, introduction into psychiatry

MAIN PUBLICATIONS RECENT In newspapers "CM Сегодня", "Lauku FIVE YEARS: Avīze", "Суббота", “Вести”, magazines "Klubs", “Ieva”, "Veselība", “Privātīpašums” etc.

PARTICIPATION AT February, 2003 Conference at the Moscow SCIENTIFIC CONFERENCES : Gestaltinstitute (recent five years) October, 2002 International conference “Gestalt – 2002 autumn” (St.Petersburg)

FURTHER EDUCATION: April 2003 Seminar “Work on the contact border in Gestalttherapy”, Harm Simon, Head of the Amsterdam Gestalttherapy Institute (St.Petersburg). 2000-2003 studies at the Riga Gestaltinstitute, 2002 retraining courses in narcology. August 2002 an intense training course in gestalttherapy “Karelia – 2002” (Russia).

NAME Ivans

SURNAME: Vedins

YEAR OF BIRTH: 1946

PLACE OF BIRTH: Shauliai (Lithuania)

IDENTITY NO: 120546 - 11818 HOME ADDRESS: Dzelzavas street 23 - 17, Riga, LV - 1084

PHONE No: 7592052, 7559436, 7559406

EDUCATION: Higher

SCIENTIFIC DEGREES: Hab. Doctor of philosophy

FIELD OF SPECIALISATION: Philosophy, logics, cognition theory

PROFESSIONAL ACTIVITIES: Lecturer at IHSPP, Police Academy of Latvia, Head of Philosophy Chair, professor

COURSES TAUGHT: Logics, personality philosophy, psychology of business-like contacts, sociology

MAIN PUBLICATIONS: Loģika: mācību grāmata augstskolām. Rīga, Avots, (recent five years) 2000., 32 a.l. Personība un laiks//LPA raksti, 5. sējums. Rīga, 1998., 0,65 a.l. Par juridiskās terminoloģijas precizitāti// Administratīvā un kriminālā justīcija. Rīga, 1998., Nr 1, 0,9 a.l. Nacionālo attiecību loģika//LPA raksti 6. sējums. Rīga, 1999., 0,7 a.l. Par nāvessodu atcelšanu argumentiem//Rīgas tehniskās universitātes Humanitārā institūta pētījumu materiālu krājums, Rīga, 1999. 0,3 a.l. Kultūrpolitika un metodoloģija//Liepājas Pedagoģijas akadēmijas raksti. Liepāja, 2000., 0,5 a.l.

PARTICIPATION IN SCIENTIFIC 1998. International scientific conference in Minsk, CONFERENCES: Belorussia. (recent five years) 1999. The 7th conference of Daugavpils Pedagogical University, Latvia.

NAME: Martinsh SURNAME: Veide YEAR OF BIRTH: 1971 PLACE OF BIRTH: Riga PASSEPORT Nr. 0785344 INFORMATION: IDENTITY NO: 121271-10134 HOME ADDRESS: Tomsona street 23 – 18; Riga; LV 1013 PHONE NO: 6597531 and 7371039 EDUCATION: Higher, LU 1994. SCIENTIFIC DEGREES: Dr, psych. FIELD OF Teenager psychology; Image psychology; Physics and SPECIALISATION: Mathematics PROFESSIONAL IHSPP since 2002; University of Latvia; News agency VIA EXPERIENCE: Media; Higher School of Social Technology; Riga 2nd secondary school; SIA Tele Media; Heimschule Schsössli Ins (Switzerland); Institute of Pedagogy and Psychology of University of Latvia COURSES TAUGHT: Mathematical statistics, introduction into advertising psychology SCIENTIFIC RESEARCH Publications in different sources about development of DURING RECENT FIVE personality and teenager psychology in Latvia and Czech YEARS: Republic. Methodological publications in mathematics. MAIN PUBLICATIONS Daži cilvēka un datora mijiedarbības psiholoģiskie aspekti DURING RECENT studiju procesā augstskolā//Teachers, Students and Pupils in a FIVE YEARS: Learning Society (ATEE). Rīga, LU, 2003., 26. – 36.lpp. Personības attīstības saistība ar sociālo struktūru// Personības attīstība ģimenē, skolā un augstskolā. Rīga: LU 1999. 51. – 54. lpp. Identitāte pusaudža garīgās brīvības veidošanās procesā/ Personības pašizjūta un identitāte. Rīga, 1998., 109. – 120. lpp. Škola a racionalni civilizace//Pedagogika Nr 1 (Čehijas Republika), 1998., 24. – 26. lpp. Garīgā brīvība: veidošanās un tās bremzējošie faktori. Rīga, 1998., 44 lpp. PARTICIPATION IN Teachers, Students and Pupils in a Learning Society (ATEE). SCIENTIFIC Riga, LU, 2003. CONFERENCES DURING Diagnostics, structure, development of a creative personality. RECENT FIVE YEARS: Riga, RTTEMA, 2000. Development of personality in family, school and higher school Riga: LU 1999. FURTHER STUDIES: 2003. seminars at Prague University and Zagreb university within project “Internationales Lernen” (Czech Republic, Croatia)

149 Curriculum vitae NAME Natalija

SURNAME: Voronova

YEAR OF BIRTH: 1957

PASSEPORT INFORMATION: Nr. 1154109

HOME ADDRESS: Shaulu street 3 – 73, Riga, LV - 1055

EDUCATION: Higher, Kemerovo State Medical Institute, IHSPP, Master’s course at the University of Latvia, Psychology department

SCIENTIFIC DEGREES: Master of psychology

FIELD OF SPECIALISATION: Management psychology, organizational self- presentation

PROFESSIONAL Lecturer at IHSPP ACTIVITIES:

COURSES TAUGHT: Self-presentation of an organization, management psychology

SCIENTIFIC RESEARCH Master’s paper The Influence of the Management DURING RECENT FIVE Style on the Inner and Outer Motivation of the YEARS: Employees of Small and Medium Business

MAIN PUBLICATIONS: Multiple psychological publications in newspapers (recent five years) Business Chance, 7 Fridays and Hour

PARTICIPATION IN September 2002 the Conference of the Association SCIENTIFIC CONFERENCES of Practical Psychologists DURING RECENT FIVE YEARS:

FURTHTER STUDIES: April, 2002 A. Lider’s (Moscow) seminar at LU (recent five years) Social Adaptation and the Formation of Social Skills during Adolescence

NAME Kalvis

SURNAME: Zalcmanis

YEAR OF BIRTH: 1940

PLACE OF BIRTH: Mazsalaca, Valmiera region

HOME ADDRESS: Ogres Street 14 - 33, Riga, LV - 1019

PHONE NO: 7145771, 7143394

EDUCATION: Higher

SCIENTIFIC DEGREES: Master of Arts, assistant professor at the Latvian Academy of Culture, professor

FIELD OF Operator’s mastery course, colour psychology SPECIALISATION: PROFESSIONAL Lecturer at IHSPP, since 1983 Culture ACTIVITIES: Academy

COURSES TAUGHT: Research methods of a visual image in a group

SCIENTIFIC RESEARCH: Since 1994 Head of the Department of (recent five years) Cinema and Performing Art at the Latvian Academy of Culture

MAIN PUBLICATIONS: 2000/2002 film “Vagabond” (recent five year) 2002 “Dalai Lama in Latvia” 2002 “Mystery” “The white resounds as speechless silence”

151 Seminars and training classes offered to the students of the IHSPP by foreign visiting lecturers in 2000 – 2003.

Lecturer’s acad. No. Theme of the class Lecturer’s surname degree, domicile 1. Personality as a subject of general B. Bratus Dr. psych. psychology and psychological practice. Russia, Comparative analysis Moscow 2. Age-group psychological counselling O. Karabanova Dr. psych. Russia, Moscow 3. Methodology and practice of the O. Karabanova Dr. psych. organisation of the correction work Russia, Moscow 4. Existential therapy R. Kočunas Dr. psych. Lithuania 5. Personality and personality development V. Kozlov Dr. psych. Russia, Yaroslavl 6. Personality: crisis states, methods of V. Kozlov Dr. psych. diagnostics, suppressing correction Russia, Yaroslavl 7. Methods of psychological research of M. Lahlou Dr. psych. inter-cultural relations France, Lyons 8. Classics of French psychology (H. Wallon, M. Lahlou Dr. psych. R.Zazzo) France, Lyons 9. Diagnostics and correction of the A. Lider Dr. psych. development of the children’s and Russia, juveniles’ cognition Moscow 10. Personality development training for A. Lider Dr. psych. juveniles. Management methodology Russia, Moscow 11. Ethno psychology: research methods B. Madiot Dr. psych. France, Amiens 12. Game technologies in professional N. Pryazhnikov Dr. paed. orientation Russia, 13. Children’s and juveniles’ psychopathology B. Chouviet Dr. psych. France, Lyons 14. Theory and technique of individual F. Vasilyuk Dr. psych. psychotherapy Russia, Moscow 15. Language of photography. The work with K. Vachre Dr. psych. images and symbols France, Lyons

152 Lecturer’s acad. No. Theme of the class Lecturer’s surname degree, domicile 16. Psychological readiness for school: J. Zakharova Dr. psych. possibilities of diagnostics and correction Russia, Moscow 17. Age-group psychological counselling J. Zakharova Dr. psych. Russia, Moscow 18. Introduction into psychodrama V. Zeleyeva Dr. paed. Russia, Kazan 19. Interaction mechanisms of the body and A. Jidouard Dr. psych. mind France, Lyons 20. Diagnostic methods in the process of A. Jidouard Dr. psych. psychological counselling France, Lyons 21. Psychology of addictive behaviour A. Jidouard Dr. psych. (narcotism, sects) France, Lyons 22. Clinical psychology A. Jidouard Dr. psych. France, Lyons