.
Professional Development Team
Study Course Description
Course Description Statuss:Approved
Course Description Version:11.00
Study Course Accepted:20.08.2024 16:01:37
| Study Course Information | |||||||||
| Course Code: | VPUPK_105 | LQF level: | Level 7 | ||||||
| Credit Points: | 4.00 | ECTS: | 6.00 | ||||||
| Branch of Science: | Clinical Medicine; Sports Medicine and Rehabilitation | Target Audience: | Rehabilitation | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Elīna Akmane | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 0 | Lecture Length (academic hours) | 0 | Total Contact Hours of Lectures | 0 | ||||
| Classes (count) | 12 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 24 | ||||
| Total Contact Hours | 24 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 0 | Lecture Length (academic hours) | 0 | Total Contact Hours of Lectures | 0 | ||||
| Classes (count) | 12 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 24 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Professional activity in arts therapies and its legal fundamentals. | ||||||||
| Objective: | To create an opportunity for master's students to gain experience and learn various methods and techniques for group work in all art therapy specializations and to reflect on the experience gained. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Methods and techniques of dance and movement therapy at the beginning of art therapy - introductions, group cohesion. | Classes | 2.00 | auditorium | |||||
| 2 | Music therapy methods and techniques at the beginning of art therapy - introductions, group cohesion | Classes | 2.00 | auditorium | |||||
| 3 | Methods and techniques of visual arts therapy at the beginning of art therapy - introductions, group cohesion. | Classes | 2.00 | auditorium | |||||
| 4 | Drama therapy methods and techniques at the beginning of art therapy - introductions, group cohesion. | Classes | 2.00 | auditorium | |||||
| 5 | Methods and techniques of dance and movement therapy in the art therapy phase - the conflict phase of group work. | Classes | 2.00 | auditorium | |||||
| 6 | Music therapy methods and techniques in the art therapy phase - the conflict phase of group work. | Classes | 2.00 | auditorium | |||||
| 7 | Drama therapy methods and techniques in the art therapy phase - the conflict phase of group work | Classes | 2.00 | auditorium | |||||
| 8 | Methods and techniques of visual plastic art therapy during the art therapy phase - the conflict phase of group work. | Classes | 2.00 | auditorium | |||||
| 9 | Dance and movement therapy methods and techniques in the final phase of art therapy - exploration of resources, closure, debriefing, parting, saying goodbye. | Classes | 2.00 | auditorium | |||||
| 10 | Music therapy methods and techniques in the final phase of art therapy - exploration of resources, closure, debriefing, parting, saying goodbye. | Classes | 2.00 | auditorium | |||||
| 11 | Drama therapy methods and techniques in the final phase of art therapy - exploration of resources, closure, debriefing, parting, saying goodbye. | Classes | 2.00 | auditorium | |||||
| 12 | Methods and techniques of visual-plastic art therapy in the final phase of art therapy - exploration of resources, closure, summary of results, parting, saying goodbye. | Classes | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1. Keeping a professional development diary. 2. Final essay on the experience in the professional development group, based on self-reflection from the professional development diary. 3. At the end of the study course, the student must perform an evaluation of the study course. | ||||||||
| Assessment Criteria: | 1. Participation in professional development group classes, according to the RSU student regulations, is mandatory. If the student cannot attend one of the classes for any valid reason, the student must contact the teacher of the group class and agree on a way to make up for the missed class. 2. During the entire study course, the student's task is to record his experience gained in professional development group classes in his personal professional development diary. The diary is not graded, but it is an important support for the student to successfully write the final essay. 3. The final essay on the experience in the professional development group is evaluated according to the evaluation criteria: 1) the essay includes an overview of the tasks selected in the professional development group in their specialization, descriptively including answers to the questions: What tasks were included in the group lessons? What do I think the purpose of these tasks was? For which groups of patients/clients and for what purpose could these tasks be applied? How could these tasks be modified to achieve a goal with another group of patients/clients? 2) the essay includes a description of the student's experience/self-reflection on what he experienced in group classes in his specialization, descriptively including answers to the questions: What art therapy techniques were used in group classes in my specialization? What art therapy techniques from another specialty could I use/integrate into my work while working in my specialty? How did I feel/experience different art therapy techniques? How will getting to know and experience art therapy techniques of different specializations benefit me in my personal and professional growth? 3) the essay includes the student's self-reflection on what he experienced in group lessons, descriptively including answers to the questions: How did I experience working in a group? What did I learn about the specifics of working in a group? What significant group processes did I experience and observe? How will the group experience benefit my personal and professional growth? 4) the essay includes the student's self-reflection on what he experienced in the group lessons, descriptively including answers to the questions: What processes of my personal and professional growth could I observe? What emotions, feelings, sensations, thoughts arose in me during and after the group lessons? What revelations, surprises did I experience in group lessons? What difficulties did I face in group lessons? 5) the theoretical justification is integrated in the essay (what was experienced in the group lessons and described in the essay should be substantiated with references from the literature (scientific studies, books, etc. sources) as far as possible). It is possible to get 0 - 4 points for each criterion: 0 points - the criterion has not been met, the student has not provided answers to the questions, no reflection has been made. 1 point - the criterion is poorly fulfilled, the student answered the questions very poorly (without demonstrating understanding), very weak reflection, no or very poorly demonstrated ability to integrate theoretical reasoning (no references added) when describing his experience. 2 points - the criterion is partially met, the student has partially answered the requirements (demonstrates partial understanding and/or provided answers to less than 1/2 of the questions), partial ability to reflect. 3 points - the criterion is almost fulfilled, the student has provided answers to most of the questions and demonstrates a good understanding of the experienced process, is able to reflect, the student has read additional literature and was partially able to integrate the theoretical basis (references are or are partially added, appropriately or partially formatted in APA style ), describing his experience. 4 points - the criterion is fully met, the student has provided answers to all questions and demonstrates a general understanding of the experienced process, excellent ability to reflect, the student has read additional literature and was able to integrate the theoretical basis (references are added, appropriately formatted in APA style), describing his experience. ! It is assumed that the student follows the principles of Latvian grammar and spelling when writing the essay, however, if there are many spelling mistakes in the written work, the number of points may be reduced. The rating consisted of: 20 points = 10 points 19 points = 9 points 18 points = 8 points 17 points = 7 points 16 points = 6 points 14-15 points = 5 points 12-13 points = 4 points up to 11 points = not counted Essay length 2-3 pages | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Knows, names and understands various methods and techniques in each of the specializations of art therapy. Knows and understands the process of reflection and feedback. | ||||||||
| Skills: | Analyzes personal experience with various art therapy methods and techniques. Reflects on one's experiences, feelings, thoughts and revelations related to various art therapy methods and techniques and the group process. Provides feedback to fellow students on shared experiences with art therapy methods and techniques in various art therapy specializations. | ||||||||
| Competencies: | Able to choose the appropriate method or technique and, if necessary, integrate it into the art therapy process. Analyzes personal experience with various art therapy methods and techniques. Reflects on one's experiences, feelings, thoughts and revelations related to various art therapy methods and techniques and the group process. Provides feedback to fellow students on shared experiences with art therapy methods and techniques in various art therapy specializations. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Sudraba, V., un Mārtinsone, K. (Sast.) (2019). Grupu psiholoģiskā konsultēšana un psihoterapija. Rīga: Rīgas Stradiņa universitāte. | ||||||||
| Additional Reading | |||||||||
| 1 | Mārtinsone, K. (Red.) (2011). Mākslu terapija. Rīga: RaKa. | ||||||||
| 2 | Mārtinsone, K. (Sast.) (2010). Mākslu metodes un tehnikas profesionālajā darbībā. Rīga. | ||||||||
| 3 | Mārtinsone, K. (Sast.) (2009). Mākslas terapija: teorija un prakse. Rīga: Drukātava. | ||||||||
| 4 | Karkou, V. & Sanderson, P. (2006). Arts Therapies: A Research-Based Map of the Field. London: Elsevier Churchill Livingstone. | ||||||||
| 5 | Toseland, R.W. (2017). An Introduction to Group Work Practice. Harlow: Pearson | ||||||||
| 6 | DeLucia-Waack, J.L., Kalodner, C.R., & Riva, M.T. (Eds.) (2014). Handbook of Group Counseling and Psychotherapy. London: Sage. | ||||||||
