Lipa Muz Ter 05 e

LIEPĀJA ACADEMY OF PEDAGOGY
SECOND LEVEL PROFESSIONAL HIGHER EDUCATION STUDY

PROGRAMME
MUSIC THERAPY
(code 4672211)
PACKET OF ACCREDITATION DOCUMENTS
Liepāja 2005
Content
1. Description of the Content of the Study Programme 3

and its Implementation
2. Guarantees for the Placement for the Students’ Practice 7
3. Academic personnel Involved in the Implementation 8
of the Programme
4. Creative and Scientific Biographies 10
of the Academic Personnel (CV)
5. Descriptions of the Study Courses 41
6. Self-assessment of the Study Programme 61
7. Plan for the Development of the Study Programme 73
8. Evaluation of the Study programme in the Context 74
of the Interests of the State of Latvia
9. Comparison with the Study Programmes 80
in other European Countries
2
Description of the Study Content of the Second Level
Professional Higher Education Study Programme
MUSIC THERAPY
and its Implementation
Aim: to theoretically and practically educate a music therapist meeting the level of professional
qualification, who would be able to conduct classes of Music Therapy with special needs
children and adults with the purpose of promoting their integration into society and of improving
their life quality.
Objectives:
- to impart theoretical knowledge of Music Therapy, of Special Needs Pedagogy and
Psychology, and give basic knowledge of medicine;
- to acquire practical competences in methods of diagnostics, in planning activities in
music, in preparing documentation and in evaluation;
- to use scientific abilities of reflection in the practical work of a music therapist;
- to acquire the skills at organising work in music therapy, its management and
communication.
Duration of studies: 3 years

Value of the programme: 110 CP
Programme Director: Mirdza Paipare, Master of Music
Entrance requirements: higher education
Entrance examinations: playing the piano and vocal improvisation, an
interview on the motivation for acquiring the qualification
Qualification to be acquired: a music therapy specialist
Diploma to be acquired: diploma of professional higher education
Requirements for obtaining fully covered general education study courses,
the qualification: basic theoretical courses in the field, and courses of
specialisation in the field,
3
the requirements for the practice fulfilled, the
qualification paper written and defended
Practice: first year of studies - observation of classes in Music
Therapy, reflection;
second and third years of studies -individual and group
practice in Music Therapy.
Placement for the practice: Centre of Music Therapy, hospitals, Children’s
Development Centre, special needs schools and
institutions.
Structure of the Programme: the study programme consists of three parts:
Part A - compulsory part - general study courses and theoretical courses in the field 36CP.
Part B - required option - courses of professional specialisation in the field 68CP.
Part C - free choice courses –6 CP.
Form of implementation of the programme: part-time correspondence studies
Forms of work: lectures, seminars, practical work, group work, video analysis, supervisions,
individual work, reports, practice.
Forms of assessment: credit tests (ieskaites), examinations, and tests.
4
Standard Curriculum of the Second Level Professional Higher Education part-
time study programme
MUSIC THERAPY
No. Form of testing

Study course Credit Study year
points
Part A
Compulsory study courses 13
1. Special Needs Pedagogy 2 E 1

2. Special Psychology 2 E 2
3. Developmental Psychology 2 E 1
4. Social Psychology 2 E 3
5. Communication Psychology 2 E 2
6. Music Psychology 3 E (examination) 3
Basic theoretical courses in the 23
field
1. Introduction to Music Therapy and Practice 4 E 1
2. Practical work in Music Therapy 4 E 2, 3
3. Improvisation and Self-experience 5 C(credit test), E 1, 2, 3
(Playing the piano)
4. Improvisation and Self-experience 3 C, E 1, 2
(Kinaesthetic Therapy)
5. Improvisation and Self-experience 2 E 2
(Vocal Skills and Abilities)
6. Theories and Conceptions in Music Therapy 3 E 1
7. Art Therapy 2 E 2
Part B Courses of professional 68
specialization in the field
1. Methodology of Music Therapy in Individual 10 E 1, 2, 3
and Group Work
2. Methodology and Research Methods in 2 E 2
Music Therapy
5
3. Human Anatomy and Physiology 2 E 1
4. Neurology. Introduction to Neurophysiology 2 E 1
5. Neurology. Children’s Neurology 2 E 1
6. Introduction to Physiotherapy 1 C 3
7. Introduction to Psychotherapy 2 E 1
8. Social Pediatrics 3 E 1
9. Introduction to Psychiatric Psychosomatics 2 E 3
10. Intensive Therapy in Neonathology 2 E 3
11. Pedagogical Audiology 2 E 2
12. Speech Therapy 1 C 3
13. First Aid 1 C 3
14. Practice 26 E 1, 2, 3
15. Diploma paper 10 E 3
Part C Free choice courses 6
Total 110
6
5. Guarantees for providing placement for the practice
Practice in Music Therapy is organised in compliance with LAP regulations for the
practice.
Planning the practice for the programme “Music Therapy” is as follows:
During the first year of studies visitation of Music Therapy classes and discussions of the
observed are planned – the value is 4 CP.
During the second year of studies individual and group Music Therapy practice is planned – the
value is 12 CP.
During the third year of studies individual and group Music Therapy practice and writing a
Diploma paper are planned – the value is 10 CP.
Placement for the practice:

Children’s Development Centre (Rīga)
Interdisciplinary Children’s Development Centre of Kurzeme campaign “Saules Stars”
Special needs nursery schools and schools
Kurzeme Perinatal Care Centre (Liepāja central Hospital)
Liepāja Psychoneurological Hospital
Liepāja Youth Day Centre.
7
Teaching Staff Involved in the Implementation of the Second Level Professional
Higher Education Study Programme
MUSIC THERAPY
No. Name, Position Scientific or Education, Courses taught

surname academic degree educational
establishment, the
graduation year
1 2 3 4 5 6
Reiners Haus Datteln Dr. rer. medic. Higher, Witten/ Theory of Music
1 Children’s Herdecke Therapy, Methods
Clinic, music University, and Practice.
therapist (Germany), 1991.
Irina LAP Dr. psych. Higher, LPI, Developmental
2 Strazdiņa Assoc. Prof. 1985. Psychology
Gundega Liepāja, Higher, LPI, 1989. Montessori
3 Tomele Orphan Care Pedagogy
Centre, speech
therapist
Aija Kauliņa Interdiscipli- Higher, RMI, 1986. Introduction into
4 nary Neurophysiology,
Children’s Social
Development Paediatrics,
Centre, Head, MFAD
paediatrician,
neurologist
Inese Kurzeme Higher, RMI, 1984 Intensive
5 Medvecka Perinatal Care Medicine and
Centre, Head, Neonathology
neonatholo-gist,
paediatrician
6 Rita Ukstiņa LAP, Docent Dr.paed. Higher, Montessori
Pedagogy
7 Silvija Ābula Department of Dr. medic. Higher, RMI, Tartu Pedagogical
Pedagogy, University, 1972. Audiology
Docent
8 Rovēna Psychiatrist, Higher, RMI, 1989 Psychiatry,
Zarakovska psychotherapist Psychosomatics
,
8
Social Centre
TEV Head
9 Baiba Trinīte Department of Higher, Speech Therapy
Pedagogy, St.Petersburg
assistant Pedagogical
University, 1992.
10 Daina LAP, Professor Dr.habil.paed. Higher, LU, 1978. Social
Lieģeniece Psychology
11 Zane Gailīte LAP, Assoc. Dr. art. Higher, LVK, 1980. Music Psychology
Professor Post-graduate
studies at Moscow
State Conservatoire
1984
12 Vija Zēlerte Department of M. psych. Higher, LPI, 1987. Special Needs

Pedagogy, Communication
lecturer Psychology
13 Dina Bethere Department of M. paed. Higher, Russian Special Needs
Pedagogy, State Pedagogy
lecturer Pedagogical
University
(St.Petersburg),
1991.
14 Olga Glikasa LAP, Head of Dr. paed. Daugavpils Human Anatomy
Department of Pedagogical and Physiology
Environmental University, 1966.
Sciences
15 Dace Zemīte Liepāja Higher, RSU, 1998. First Aid
Hospital,
physician of a
laboratory
16 Kristīne LU, Docent Dr. psych. Higher, LU Art Therapy
Mārtinsone
17. Agnese Interdisciplinary M.sn.sal. Higher, LSPA Introduction into
Krētaine Children’s 1995. Physiotherapy
Development
Centre,
physiotherapist
18. Jurijs Spigins M.art. Higher, LVK, 1976. Playing the Piano
and Improvisation
19. Mirdza LAP, M.mus. Higher, LVK, 1979. Practical work in
Paipare Department of Music Therapy
Music
LPI – Liepāja Academy of Pedagogy

RMI – Rīga Medical Institute
RSU – Rīga Stradiņš University
LVK – Latvian State Conservatoire
LSPA – Academy of Sports Pedagogy of Latvia
9
CURRICULUM VITAE
REINER HAUS
Date of birth: 6.3. 1962

1. Education:
School education: 1968-1972 Primary School
1972-1981 High School
2. Academical degrees:
- Social pedagogy pre-Dipl. degree at the University of Applied Science
Lüneburg 1984
- Special pedagogy Dipl. degree at the University of Applied Science Bochum 1987
- Music Therapy Dipl. degree, Faculty of Medicine at the University
Witten-Herdecke 1990
- Doctorate Study at the Faculty of Medicine / University Witten-Herdecke
1998-2001
Doctor’s degree as Dr. rer. medic. with „magna cum laude“, 27.4.2001
3. Advanced education courses
- Motion un Dance Therapy (1999-2002)
- Special language profile diagnostics and logopedic methods (1987)
- Transactional analysis (1998)
- Organization and personal development / management training (1993/94)
4. Work experience
1984-87 University Children’s Hospital Bochum, Neurological department
1987-88 Central Hospital for child and youth psychiatry Dortmund
1988-1993 Special therapy centre for autistic children and adolescents
since 1993 University Children’s Hospital Datteln
Head of music therapy department.
5. National and international docents assignments:
national:
University of applied science Bochum since 1995
University Dortmund 1998/99
international:
University of the Nations, Kona/Hawaii: 1997
University Klaipeda 2001
Liepāja Academy of Pedagogy since 1999
6. Professional political assignments: Nordoff-Robbins Music Therapy
Association board member 1992-1996
German music therapy councils board member 1995-98
Private :
43 year, married, for children;
languages: English, Latvian
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CURRICULUM VITAE
Personal information -IRINA STRAZDINA

Born 1 September 1963
Identity No. 010963 - 10809
Address and occupation -
Address - Celtnieku iela 42-35
Grobiņa
Liepāja district
LV-3401
e-mail: iralika@lieppa.lv.
Place of Liepāja Academy of Pedagogy
work Lielā iela 14
Liepāja
LV- 3401
tel. 34 07781
Professional and academic education -
1991-1994. Full-time Doctorate student at the University of
Latvia;
1981-1985. Student of the Liepāja State Pedagogical Institute.
Speciality - a pre-school teacher of Pedagogy and Psychology, an
advisor on methods of pre-school education.
Post-graduate degree -1994. Dr.psych., the University of Latvia. The theme of the
dissertation - “Estrangement of Pre-school Children in the Family”.
Professional experience -
since 2003 a member of the Board of the Faculty of Educational
Science of the LAP
since 2002 Chairperson of the Teacher Education Research
Programme of the Faculty of Educational Science of the LAP
since 2002 Director of the study programme “A Teacher of
Psychology”.
since 2000 a member of the Association of Professors of Higher
Education Institutions of Latvia.
Since 5 October 1999 Associate Professor of the Department of
Pedagogy and Psychology of the Liepāja Academy of Pedagogy.
Since 1999 Head of the research sub branch of Developmental
Psychology of the LAP.
Since 1997 a member of the Senate of the LAP.
Since 1997 a member of the Publishing Board of the LAP.
since 1999 to date Associate Professor of the Department of
Pedagogy and Psychology of the Liepāja Academy of Pedagogy.
1997 - 1999 Assistant Professor of the Department of Pedagogy and
Psychology.
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1994 - 1997 a lecturer at the Department of Pre-school Education.
1991 - 1994 full-time Doctorate studies at the University of Latvia
1985 - 1991 a lecturer at the Department of Pre-school Education of
the LAP.
The courses taught to full-time, correspondence and Master students:
General Psychology, Developmental Psychology, Personality
Psychology, Communication Psychology, Male and Female
Psychology, Family Psychology, Critical Thinking in Personality
Development, Emotional Intelligence.
Research activities
1. 25-27 June 2001 Participation in the seminar within the joint project “Future Conference” of
the LAP and Hildesheim University “Structure of the Subject Education and the Perspectives”.
2. April 2001 Participation in the seminar “Co-operative Learning: Methodology of Developing
Communication Skills during the Study Process” - 16 hours. A certificate awarded.
3. 11-14 June 2001 Participation in the courses “Theory and Therapy of Family Systems.
Short-term Therapy aimed at Solutions.” 32 hours. A certificate awarded.
December 2001 A certificate received after completing a 100-hour course “Reading and
Writing for Developing Critical Thinking”. All the demands to a trainer for the programme
“Reading and Writing for Developing Critical Thinking” being met, the title of a trainer for the
programme “Reading and Writing for Developing Critical Thinking” has been given. A certificate
awarded.
4. 20-23 August 2000 International Summer School for University Lecturers “The Image and
Role of the Lecturer in Teacher Training in the 21st Century.” Roost, Estonia. A certificate
awarded.
5. 19-22 August 2001 The 2nd International Summer School “Developing Teachers’
Pedagogical Competence through School-University Partnership”. Sigulda. A certificate
awarded.
6. 21-25 August 2002 The 3rd International Summer School “Developing Teachers’
Pedagogical Competence through School-University Partnership. The Role and Influence of
the NGOs for Change in Higher Education”. Trakai, Lithuania. A certificate awarded.
7. June 2002 Critical Thinking in the University Workshop. A 45 hour international workshop
addressing the design, delivery, and content of courses that promote critical thinking at the
University level. Tallinn. A certificate awarded.
8. Participation in the project “The Open School” as a lecturer, having conducted classes for
the participants of the project on the following themes:
- How does the Child feel in the Family?
- Possibilities for Co-operation among Pre-school Institutions, the School and the Family.
- Psychological Aspects of the Formation of the Child’s Identity. Possibilities for Developing
one’s Self-awareness.
- Stereotypes, Prejudices and Discrimination in the Interrelations among Adults and Children.
Contract-based works
2001. Within the framework of the Soros Foundation Latvia project “The Open School” work at
the booklet “Bilingual Children “aimed at parents has been completed. The booklet was
published by the SFL.
12
2000-2002. Work of a trainer of critical thinking with teacher groups in the School Support
Centre, as well as within the programme “The Open School”. 6 groups, the number of hours -
100 in each.
2002. Scientific-methodological work completed when working with the lecturers of the Faculty
of Pedagogy and Psychology of the University of Latvia; 100 classes were conducted during
the academic year “Reading and Writing for Developing Critical Thinking”.
February 2002. Lectures delivered and classes conducted for the lecturers of the Economics
Faculty of the Rēzekne Higher School on topical issues and innovations in Psychology.
1-3 July 2002. Summer School organised for the teachers of Kurzeme region within the
framework of the programme “The Open School” “Reading and Writing for Developing Critical
Thinking. Innovations.”.
Participation in International Projects
August 2001. ERASMUS project (Hungary, Great Britain, Latvia) “Democratisation of Society
and Civic Education”. Hungary. Bekescsaba.
April 2002. Project of Nordic countries (Denmark, Sweden, Great Britain) “Teaching and
Learning in a Democratic Society”. Sweden, Vaxjo University.
Supervision of Master’s Works in other Higher Education Institutions
Supervision of Gunta Dravniece’s work from Daugavpils University. Defended in June 2002.
Supervision of three Master’s works at Rīga Higher School of Pedagogics and School
Management since 2000. 2 of them defended in the year 2000, 1 (Inga Zirka) in December
2002.
Since September 1998 I have been engaged in the Soros Foundation Latvia project
“Reading and Writing for Developing Critical Thinking”. Within the framework of this project I
participated in the regional seminar “Efficient Teaching, Efficient Learning”. Hungary, Seged 24-
29 of March 1999.
April 1998 I participated in courses (24 hours) organised by the teaching staff of Skipper
Klement Seminarium from Olborg in Denmark. Different interactive methods for work with
students and adults were studied.
25 September - 5 October 1998 I participated in a session of sharing experiences in Olborg
in Denmark, at Skipper Klement Seminarium, by conducting classes for students on conflict
management theory.
1997. I participated in courses “Distance Learning Project. Elaboration of Materials for
Distance Learning”. The volume of the programme is 48 hours.
1997. I participated in the seminar organised by the Adult Education Department under the
Ministry of Science and Education of the Republic of Latvia “Family Education”, gaining
experience in tackling strategic issues of family education.
1995 - 1997. I participated in TEMPUS programme - pilot project “Updating of In-Service
Teacher Training in Latvia.”.
Since 1995 in collaboration with the Adult Education Centre of the LAP as well as with the
Rīga Teacher Education Centre I have been teaching courses to pre-school, elementary school
and nine-year basic school teachers concerning topical issues.
13
I regularly participate in scientific conferences - in 1995 in the Daugavpils Pedagogical
University, in 1996 in the Rīga Higher School of Pedagogics and School Management, in 1997
in the LAP, in the Ministry of Science and Education, in 1998 - in the LAP, and Klaipēdas
University, in 1999 in the LAP, and in 2002 in Kaunas University.
There are several publications both in the collected articles of conference materials and the
journals “A Teacher” and “Pre-school Education”.
Publications The total number of publications is 21, 3 have been handed in for
publication.
Skills and interests Learning English, work with computer programs MS
OFFICE and MS WORD, Outlook Express
14
CURRICULUM VITAE
Personal Data GUNDEGA TOMELE

Date of Birth: April 11,1962, Liepaja
Address: 7 –117Ugāles Street, Liepaja, LV 3407
Phone: 34 36620; 9187691
Fax: 34 39797
Education:
 1997 – up till now. Liepaja Academy of Pedagogy, master level studies (theory and
history of pedagogy).
 1994 – 1995 – German Developmental - Rehabilitation Academy, international study
programme of Montessori pedagogy. Acquired the diploma of a pedagogue and a
special pedagogue of Montessori International Association.
 1982 – 1989 – Liepaja Pedagogical Institute, speciality – defectology, qualification –
special school teacher.
 1969 – 1980 – Liepaja Raiņa Secondary school No.6.
Work Experience:
 1999 – a lecturer at the Liepaja Academy of Pedagogy Adult Education
Department, study course “Montessori Pedagogy in Speech Therapy”
 1998 - Liepaja Academy of Pedagogy, the director of the study programme

“Montessori special pedagogy” in cooperation with Developmental -
Rehabilitation Academy (Munich, Germany).
 1997 – a lecturer at Developmental - Rehabilitation Academy, regularly taking
part in international seminars, conferences, symposiums, congresses with
presentations and lectures on the following themes: language development,
correction of developmental disorders of speech and language, Montessori
special pedagogy, adaptation of methods of Montessori pedagogy for children
with special needs in social care institutions, use of Montessori pedagogy in
language development and correction of developmental disorders of speech
and language.
 1986 – speech therapist in Orphaned Children care centre “Liepaja”.
Additional Education:
 2005 – certificate of Latvia Speech Therapists Association and Moscow Defectology
and Medicine Psychology Institute “Developmental disorders of speech and
language and their neuropsychological basis”;
15
 Certificate of Vilnius University Medicine Faculty for taking part at the international
conference “Topicality of Social pediatry”.
 2004 – certificate of IARA and Bavaria Medical Academy of Continuing Education for
taking part at the symposium “Children without attachment – deprivation, adoption
and psychotherapy”.
 2003 – certificate of Latvia University Medicine Faculty Centre of Social Pediatry
“Diagnostics and therapy of children’s developmental problems at an early age”
 2001 – certificate of Liepaja Academy of Pedagogy “Acoustic rhythm and plastic of a
language”, “Upbringing of children and research in special education in Denmark”.
 2000 onwards– regular participation in qualification improvement seminars and
lectures of Latvia Speech Therapists Association.
 2000 - certificate of Liepaja Academy of Pedagogy “Voit diagnostics”, “Munich
functional diagnostics. First, second and third year of life”; postgraduate certificate of
Kiev Medicine Academy “Early diagnostics and therapy for children with disorders of
speech and language”;
 certificate of German Developmental - Rehabilitation Academy “Developmental test
of Vienna”.
 1999 - VARA certificates “Therapist –patient communication. Exploration of
subconscious signals”, “Involving parents into auditive – verbal therapy”.
 1998 - VARA certificates “Applying practically adapted material of Montessori in
integrated groups of children”, “Abilities and needs of children with genetic
syndromes. Video examples of Montessori therapy”.
 1997 - VARA certificates “Introduction into the praxis of Castillo – Morales therapy”,
“Diagnostics and therapy of reading and reckoning disorders”, “Montessori
individual therapy”, “Montessori pedagogy for youngsters, the model of “earth
children””.
 1996 - VARA certificates “Holistically enlightened speech therapy based on the
newest findings of physiological concept”, “Psychomotor praxis”, “Montessori
individual therapy”.
 1995 - VARA certificates “Montessori pedagogy in the therapy of early language
development”, “Language disorders and emotional problems”,
“Perception, movement disorders and language”, “Miofunctial therapy”,
“Psychomotorics of hyperactive children”, “Work with parents of children in therapy”.
 1994 - VARA certificates “Indications for festhalttherapy”, “Verbal communication
disorders and their influence on children’s development”, “Use of Montessori therapy
and Frostig concept in family”.
Publications:
 2005 – publications on developmental toys in the magazine “Mans Mazais”
Nr.2/3/6/8/10, 2005.
 2004 - publications on language development within the second year of life in the
magazine “Mans Mazais” Nr.6/7/8, 2004.
 2003 - publication “Przygotowanie do mòwienia: wczesne konsultacje dla rodzicòw
dzieci z uszkodzeniami słuchu” in proceedings of the conference “Zeszyty naukowe
1”, “Wczesna interwencja u dzieci z dysfunkcjami rozwojowymi”, Wroclaw: 2003.
 2003 - publication “Eating – that also means talking” in the magazine “Mans Mazais”
Nr.5, 2003.
 2002 - publications on language development within the first year of life in the journal
“Mans Mazais” Nr.3/6/8/12, 2002.
16
 2001 - publication “Rotaļlietas pirmajā gadā” in the journal “Mans Mazais” Nr.8,
2001.
 2000 - publication “Реабилитация развития при синдроме депривации» in the
proceedings of the symposium «Проблемы реабилитации в детской неврологии (
медицинские; социальные; педагогические аспекты)», Казань: Медицина, 2000.
 1999 - publication „Entwicklungs – Rehabilitation beim Deprivationssyndrom“ Band 2
der „Fortschritte der Sozialpädiatrie – Kindliche Sozialisation und Sozialentwicklung”,
Lübeck: Hansisches Verlagskontor, 1999.
 1998 - publication “Möglichkeiten der Sprachförderung durch Montessori
Heilpädagogik“ in the proceedings of the conference „Ausbildung des Hörens –
Erlernen des Sprechens”, Neuwied; Berlin: Lucterhand, 1998.
 1997 – publication on the method of Montessori in the journal “Mans Mazais”
Social Activities:
 2002 – member Präsidial – Kollegium für die Internationalen Lehrgänge für
Montessori – Heilpädagogik, Munich/ Germany.
 2000 – a board member of Latvia Montessori Association.
 2000 – a member of Latvia Speech therapists association.
 1999 – a board member of the Internationale Aktion Sonnenschein,
Munich/Germany.
 1996 – a member of the Internationale Akademie für Entwicklungs – Rehabilitation
e.V., Munich/Germany.
Awards:
 1999 – awarded the medal of the Internationale Aktion Sonnenschein for
achievement in using the method of Montessori in language therapy,
developmental rehabilitation of children with special need
Languages:
Latvian – native
Russian – fluently
German - fluently
17
CURRICULUM VITAE
Name: AIJA KAULIŅA

Personal code: 220559 – 10886
Addrese: Dunikas 25 - 51, Liepāja, LV-3407
Phone 34 86420, 9417232, e - mail kassibac@apollo.lv, fax 3480221
Education:
University of Latvia, courses for academic docents - improvement of 2004. 09.15.– 2005.01.19.
professional skills
Re – certification in the field of child neurology 2005. 02. 09.
Re – certification in the field of paediatrics 2000.02.25., 2004.12.17.
Qualification courses in the field of child neurology 1998.11. 6. - 28.
Academy of German Developmental Rehabilitation – courses in diagnostic 1995. - 1996.
and therapy by Vojta method, Munich, Germany
Academy of German Developmental Rehabilitation, International course of 1993. – 1994.
Montessori pedagogy methods Munich, Germany
Internature in teh field of paediatrics 1986. - 1987.
Institute of Medicine of Riga, Faculty of paediatrics, qualification of 1980. -1986.
paediatrics
Work experience:
Certified as a teacher in the field of child neurology from 2001.
Director of centre of Interdisciplinary Child Development, child neurologist, 1999. - today
developmental paediatrist, therapist in the field of Vojta method
Docent in the professional study programmes of the Liepaja Academy of 1998. - today
Pedagogy ‘’Speech therapist’’, Early age speech therapist’’, Music
Central Hospital of Liepaja, Department of paediatrics - paediatrist 1996. - 1999.
Docent in the Chair of Natural Sciences - Liepaja Academy of Pedagogy 1995. - 1997.
Lecturer of International Developmental – Rehabilitation Academy 1994. - 1998.
Child Hospital of Liepaja – paediatrist, physician in the field of rehabilitation 1995. - 1996.
United Child Hospital of Liepaja – paediatrist 1987. - 1993.
Research work:
2001. – today
“Model of regional socialpeadiatrics care”
“Assessment of child development by Munich Developmental Scale an 1997.g. – today
Diagnostic by vojta method in the first year of
Medical Institute of Riga, chair of Neurology and Neurosurgery, study research 1981. - 1985.
work – 1st category
18
Language:
Latvian – native language;
Russian – exalted level;
German – exalted level;
English – middle level
CURRICULUM VITAE
Name: INESE
Family Name: MEDVECKA
Date of Birth: 03.02.1960

Nationality: Latvian
Address: 24-5 Pasta street, Liepaja, Latvia LV-3400
Teleph: +371 34 21298
Mob. Phone: +371 9160655
Family Status: married
Education: Riga Institute of Medicine 1978-1984 Faculty of Pediatry

Certified: Pediatrician Nr. A-17842
Neonatologist Nr. A-12070
Postgraduate Education
September 7-8, 2004. Riga, Latvia
VIASYS Healthcare Clinical Education Seminar “Neonatal ventilation strategies”
April – June, 2002. Ligatne, Latvia
‘Changes in management for quality improvement: the role of middle managers in health care”. Project
worked out: “The optimization of informatics and medical statistics department work in Liepaja Central
Hospital”
May 16, 2002. “Management skills and training needs for middle management in hospitals”-WB Project
of Health reform.
July 23, 2001. Acquirement of testing methods on influence of alcohol, narcotic and psychotropic
substances.
October 2001. Training course “Early intensive therapy and reanimation in Pediatry”
November 16 – December 8, 2000. ” Training courses in health care management”
September 2000. 5th International Latvia – Sweden conference on a child and a mother’s health -
president.
1999-1994. “International Relief teams” acquiring of neonatal training program.
1997. Certificate of Nordic Council of Ministers ” Courses in health economics and health planning”
1999-1995. I;II;III Interbaltic symposiums in perinatology. Riga, Vilna, Tallin
From 1997 – completed Academy of Medicine resident training in neonatology, included in the list of
Latvia Doctors` Association with the rights to teach.
1995 – improved professional qualification in Hull (England) Children’s hospital
1994 - improved professional qualification in Vasteras (Sweden) Children’s hospital
1993 – participated in the congress of perinatologists in Helsinki (Finland)
Language skills: Latvian - native

Russian - fluently
English – good
Participation in Professional Associations:
19
Latvia Association of Pediatrists, a member of neonatology section and the board
Latvia Health Care Managers Association – a member
Work Place: Liepaja Central Hospital. Perinatal Care centre of Kurzeme region – manager
Length of service: 20 years
Work Experience: 2004 – course of lectures “Intensive therapy in neonatology”

For Music therapy students in Liepaja Academy of Pedagogy
1995 onwards – manager of Perinatal Care centre of Kurzeme region
1995-1985. Liepaja Central Hospital, head of neonates department
1985-1984 Liepaja Children’s hospital – head of a department
20
CURRICULUM VITAE
The course of life and work of RITA UKSTIŅA
Information about the person: Rita Ukstiņa

Born 19 February 1946
Address:
Work place- Liepaja Academy of Pedagogy
Lielā Street 14
Liepaja LV-3401
Phone: +371 34 07781
Professional and Academic Education:
2002-2004 Latvia University, Institute of Pedagogy and Psychology, Master of Educational
Science (Social Pedagogy)
2001-2002 Social Work and Social Pedagogy higher education institution “Attīstība”,
qualification: Social Pedagogue
1965-1969 Liepaja State V.Lacis Pedagogical Institute, Faculty of Secondary School
Pedagogy, qualification: Teacher of Mathematics of Secondary School
Scientific Degree:
1995 Doctor of Pedagogy, Diploma C-D No. 003150
Professional Activities
 Since 2000- associated professor at the Liepaja Academy of Pedagogy
 1997-1999 lecturer at the Liepaja Academy of Pedagogy
 1994-1997 Head of the Department of the Pre-school Pedagogy at the Liepaja Higher
Education Institution of Pedagogy
 1986-1994 lecturer at the Liepaja Higher Education Institution of Pedagogy
 1974-1986 head of the Liepaja City Kindergartens No.33 and 39
 1970-1974 Games-mistress at the Liepaja City Kindergarten No.28
 1969-1970 Teacher of the Virga Primary School, Liepaja region
Academic Courses:
 Theory and Methodology of developing Mathematic Prefiguration (since 1978)
 Organization and Leading of Pedagogical Processes at Pre-school Institutions (till 1994)
 Preparation of Children for the School (since 1997)
 M. Montessori Pedagogical System (since1994)
 Development of Children’ Intellects (since 1994)
 Pedagogy of Early Childhood (since 1997)
 Pre-school Pedagogy (since 1997)
 Principles of Social Pedagogy (since 2002)
 Social Risk Groups of Inhabitants (since2002)
Scientific Activities:
Sphere and Sub-sector of Science: Pedagogy, Sub-sector of Pre-school Pedagogy.
21
Projects financed by the Latvia Council of Science:
 Interaction with an adult as the promoter of self-confidence and personality
development of pre-school children (2004-2006)
 How to help a child (5-7 years old) to build his identity (1998-2001)
 How to help a pre-school child (5-6 years old) to become a researcher and to
motivate his actions (1993-1997)
 Personality development among pre-school children (1991-1993)
Courses for Improvement of Qualification:

 2003- Family system theory and therapy, short therapy directed towards solutions
(certificate)
 2003- distance learning course “Didactic of e-learning” (certificate)
 2000- Seminar “Developing a Learning Environment” (Skipper Clement Seminariet)
(certificate)
 1999/2000- Soros Foundation project “Changes in Education- Development of Critical
Thinking of Reading and Writing”
 1999- courses “Director of Kindergarten” (40 hours, certificate)
 1995;1996- seminars with the pedagogues from Denmark, from Jagerspreas and Aalborg
cities, about implementing different interactive methods in the work with students
 1995- Latvia University and Konrad Adenauer Foundation Riga’s Office certificate about
the seminar for the Higher Education Institutions in the Baltic countries “Innovations in the
Didactic of Higher Education Institutions”
Skills and Interests:
Computer skills (MS Word)
Knowledge of Russian and English (intermediate level)
22
CURRICULUM VITAE
Personal information SILVIJA ĀBULA

Date of birth 20 July 1930
Identity number 200732 -10868
Information about the place of residence and place of work

Address Janševska 7/9 - 6 Lieāja, LV 3400
Place of work Liepāja Academy of Pedagogy
Liepāja, Lielā iela 14
Tel. 3422632; /215/
Professional and academic education

1952 - 1958 Rīga Medical Institute, Faculty of General Medicine, qualification - a doctor.
Scientific degree
1972 - Candidate of Medical Sciences at Tartu University. The theme: “Impact of Noise on
the Hearing Organs and Use of Preventive O2 Inhalations”.
1992 - Academy of Medicine (Rīga) - Doctor of Medicine
Professional activity
1991 -2000 Docent at the Department of Pedagogy and Psychology of the LAP
1986 - 1991Lecturer at the Department of Pedagogy and Psychology of the LAP
1984 - 1986 Assistant at the Department of Pedagogy and Psychology of the LAP
Academic courses
1. Basic Knowledge of Medical Science (since 1984)
2. Neurophysiology and Neuropathology (since 1984)
3, Anatomy, Physiology and Pathology of Speech and Hearing Organs (since 1984)
4. Genetics (since 1996)
5. Anatomy, Physiology and Pathology (since 1996)
Research activity
Themes of research
1) “Social Rehabilitation of Handicapped Children and Prognostication of their Ability to Work”
2) “Musical Therapy for Children with Disorders of Mental Development”.
Publications
Total number of publications - 33
Articles - 21
Theses of conferences - 12
Academic and professional course programmes – 7
23
CURRICULUM VITAE
Personal information ROVĒNA ZARAKOVSKA (Mrs), born 20 August 1961

Identity number 010268 - 10808
Place of residence Slimnīcas iela 13 app. 25, Liepāja LV 3402
Tel. 00371 34 29261; mob. 6369822
Place of work, position Socilaias centrs ‘’TEV’’ Ltd., Brīvības iela 93,
Liepāja LV 3401
Psychiatrists, psychotherapist

1994- 2002 Stockholm Institute of Psychodrama, Sociometry and Group
Psychotherapy – Leader in Psychodrama.
1989 - 1990 Postgraduate Course in Psychiatry – Riga Medicine Institute; Psychiatrist.
1983 – 1989 Riga medicine Institute, Faculty of General practice – Physician.
Professional experience
2003 onwards ‘’Moreno Institute in Latvia’’ -Assistant educator in Psychodrama,
Sociometry and Group Psychotherapy.
1995 onwords Social center ‘’Tev’’ - Psychiatrist, Psychotherapist.
1996 onwords a Lecturer in Liepaja Academy of Pedagogy
1993 – 1995 Narcological Hospital of Liepaja – Psychotherapist
1990 – 1993 Liepaja Outpatient Department N1, Psychothetrapist.
Languages Latvian (native), Russian – fluent
24
CURRICULUM VITAE
BAIBA TRINĪTE
Otanku iela 15
Personal Born: Liepaja, Latvia, 24 July 1969

Marital status: married
Excellent health
Education 2001-2003 University of Medicine, Riga , Latvia

Master studies in audiologopedy
1987-1992 St.Petersburg State Pedagogical University
Department of logopedy
Professional 2001 Professional study programme “Speech

experience therapy of early intervention”,
Liepaja Academy of Pedagogy,
manager.
2000. Centre of early intervention, Liepaja

speech therapist.
1998 Professional study programme “Speech Therapy”,

Liepaja Academy of Pedagogy,
manager.
1995 -1997 Secondary School No. 8, Liepaja,

speech therapist.
1991. Liepaja Academy of Pedagogy,

Department of Educational Science,
Lecturer.
Other 2003 Member of Standing Liaision Committee of E.U.

Speech and Language Therapists and Logopedists
1998 Member of the Latvian Speech Therapists
Association
Scholarships Febr. 1999 Tempus Phare Individual Mobility Grant
25
(Lund University, Sweeden).
Languages Latvian (native), Russian (fluent), English

(fluent).
Interests International exchange, travel, arts, music ,bicycle riding
CURRICULUM VITAE
Personal information
Name DAINA LIEĢENIECE
Address Klaipedas iela 130-21
Liepaja LV-3416
Telephone 3436024
Nationality Latvian
Date of birth 23.08.1940
Work experience 1998-present - Professor Liepaja Academy of Pedagogy

1994.1998 -docent, LAP
1978.1994 -Head of the department of Pedagogy and
Psychology, Head of the department of Pre-
School Education, LAP
Education and Training 1998- Professor LA, elected at LU

1997-Phd.paed.,LU
1993 –Dr.paed,LU (nostrification LU,Promotion and
Nostrification Council)
1976- Candidate of science, LSU.
Awards 2002 – International textbook competition laureate.

1999 - L.Berzina international award laureate in science
1997-Ministry of Education and science, recognition
award.
Publications in the field

of educational science total number –70
monographs- 4
Other activities 1999-2003 - 4 times an expert of the
International Accreditation Commission, Latvia
2003 – a foreign accreditation expert for 5 Higher
educational institution in Latvia
26
CURRICULUM VITAE
Personal information ZANE GAILĪTE

Date of birth 23 April 1952
Identity number 230452-11568

Address Morica 20b-84 Riga, LV-1083
Tel. (371)7453226, mob. 6050258
Place of work Liepāja Academy of Pedagogy,
Department of Music Pedagogy
Tel.
e-mail – zane.gailite@lnb.lv
1995/96 Studies at the University in Uppsala
1980-1983 Postgraduate studies, Moscow State Conservatoire, specialty –
Music theory and psychology
1975-1980 Studies at the Faculty of Music Theory and History at the Latvian J.
Vītols-Conservatoire
Scientific degree
1992 Latvian Music Academy, Dr.art.; Theme : Romantic lyrics and drama (esthetical
and psychological aspects)
1984-1992
The courses taught
Music history
Music theory
History and theory of Music stiles
Music psychology
Scientific activity
Branch – 1) History, sub branches – Music history, History of theatre and music in cultural
environment;
2) Psychology, sub branch – Music psychology.
1992-1996 Expert in the International research project „Town musicians in the Baltic-sea area”.
Publications
The total number – about 30, scientific researches – 3, these of scientific conferences – 12.
27
Skills and interests
Languages – German, Russian, Swedish, English
Computer skills – Word 98, Excel 97.
CURRICULUM VITAE
Personal Information: VIJA ZĒLERTE

born 3 February 1957
Information about the place of Residence and place of work:
Home address - Kungu iela 79/4, tel. 34 24757
Address of the place of work: LAP
Liela iela 14, LV - 3401
Tel. 34 07781
Professional and academic education:
1994 -1997 Master studies at the University of Latvia, Master degree in Psychology
awarded;
1988 - 1989 Studies at Leningrad University, a qualification of school psychologist
-practitioner acquired.
1981 -1987 Studies at the Liepaja State Pedagogical Institute, a qualification of a
primary school teacher is acquired
2000 - lecturer of the Liepaja Academy of Pedagogy, I teach courses of General and
Developmental Pedagogies, Communication, Special Needs, Business and
Management Psychological courses.
1994 - lecturer of the Liepaja Pedagogical Higher School, I teach courses of
General, Developmental, Communication, courses of Pedagogical Psychology.
1992 - lecturer of the Liepaja Pedagogical Institute teaches the course in General
Psychology and works as a school psychologist in Liepaja secondary school
No.5.
Further Education
16 September 2004 completed a three-year course special purpose training
programme of family psychotherapists, which was conducted by The Association of
Family Psychotherapists of Estonia, I was awarded the right to work as a family
psychotherapist.
Since April 2002 240 classroom hours have been attended, 64 workshops of
supervisions and seminars, passed the final examinations. I possess the right to do
family psychotherapy under the guidance of a supervisor.
2003 - I participated in a pilot course of the medium level managers within the
framework of the project “Economic and Social Development of the Region, in
Liepaja, in Latvia” (27-31 January 2003)
Themes
- Roles, Types and Levels of Management;
- Managing and Motivating the Personnel;
28
- Conflict Management;
- Organising a Team;
- Management of Changes.
2002 - obtained a certificate of covering a twenty-six hour course “Individual Psychological
Methods in Consulting a Family” conducted by Francis X.Walton, Ph.D (USA)
2001 - obtained a certificate of covering a twenty hour course Process and Structure of Giving
Individual Psychological Consultations”, lecturer Samuel Schurer (Switzerland).
2001 - obtained a certificate of covering a thirty-hour course “Psychotherapy Focussed on
Solution Basing on the Principles of Individual Psychology” conducted by Timothy D.Evans,
PhD (USA).
2001 - obtained a certificate of covering a twenty-four hour course “Determining the Style of
Life Basing on Childhood Memories. The seminar was conducted by Samuel Schurer
(Switzerland).
1999 - obtained a certificate of covering a full programme DELATE II as part of the project
“Introduction of the Programme of Vocational Pedagogical Basic Education in the higher
Education Institutions of Latvia”.
1997 - obtained a certificate on completing an educational course in Vocational Pedagogy
organised on the basis on mutual agreement of the Ministry of education of Latvia and Danish
Institute of Vocational Schools”.
1998 - obtained a certificate of participation in the First Conference of Baltic Countries on
Adler’s Psychology for school psychologists on the theme “Consulting the Teachers and the
Families”.
1995 - obtained a certificate for covering a full course on methodology of teaching adults with
an expert from Netherlands Harry List.
1994 - obtained a certificate (Denmark, Ronne) for covering a full course of a communication
trainer for work with adults in communication psychology.
- I regularly conduct seminars for teachers and meetings with parents mainly on
problems of communication.
- 1995 onwards a member of the Association of Professional Psychologists.
I know English on good level.
29
CURRICULUM VITAE

Place of residence Grīzupes iela 30, Liepāja LV 3402
Tel. 00371 34 20683; mob. 6476297
Place of work, position Liepāja Academy of Pedagogy, Lielā iela 14,
Personal information DINA BETHERE (Mrs), born 1 February 1968
Liepāja LV 3401
Tel. 34 226215 Fax 371 34 2422
Department of Pedagogy, lecturer
June 2002 Master studies at Tartu University (Estonia), a degree of a Master of
Educational sciences awarded maguister artumi.
1986 - 1991 studies at the Russian State Pedagogical University, Department of Surdo
Pedagogy (St. Petersburg), a qualification - a teacher of the Russian Language and
Literature for Children with Impaired Hearing and the Deaf, a surdo pedagogue in pre-
school education institutions with an additional specialty of a teacher of the Russian
Language and Literature (diploma fb No.320924)
Professional experience
1994 onwards Lecturer of the Department of Pedagogy
1991 – 1994 Assistant of the Department of Special Needs Pedagogy
Needs Pedagogy and its History, Special Needs Pedagogy for Courses taught:
Introduction to Special Needs Pedagogy, Special Pre-school Institutions, Integrative
Pedagogy, The Latvian Sign Language of the Deaf
Research work
Field of science – Pedagogy
Themes of research – Pedagogical Integration of Children with Special Needs, Grammar of the
Latvian Sign Language of the Deaf
2004 – 2005 Participation with reports at international conferences in Siauliai Pedagogical
University and Rēzekne Higher Education Institution
2000 – 2004 International project “School for All”
2000 – 2002 Participation with reports in scientific conferences of the LPA
1994- 1996 Tempus II Project
1992-1994 In-service training at the Institute of Special Needs Pedagogy in Hamburg
Publications
Total number – 9 publications (including 8 scientific papers, 2 teaching/learning aids)
Languages Latvian (native), German and Russian – fluent,

English – conversational level
30
CURRICULUM VITAE
Personal information OLGA GLIKASA

Date of birth 8 October 1943
Identity number 081043 -10801

Address Klaipēdas iela 116 - 9, Liepāja, LV 3416
Tel. 3436518; mob. 957943
Place of work Liepāja Academy of Pedagogy,
Department of Environmental Sciences
Tel. 3420647
e-mail - olgag@lieppa.lv

1991 - 2002 10 certificates for the completed courses in Health Promotion and Health
Education (Latvia, Portugal, Great Britain)
1992 - 1993 Master studies, University of Latvia
1962 - 1966 Studies at the Faculty of Biology at the Daugavpils Pedagogical
Institute, specialty Biology, Chemistry and Basic Knowledge of Agriculture
Scientific degree
1996 Daugavpils Pedagogical University, Dr.paed; Theme - Teacher Training for
Studying the Child’s Posture
1994 -2005 Head of the Department of Environmental Sciences
2003 - 2009 Docent of the LAP
The courses taught
Methods of Teaching Health Education
Basic Knowledge of Health Education
Human Anatomy and Physiology
Physiology of the Child’s Development
1981 - 1994 Lecturer at the Liepāja Academy of Pedagogy
The courses taught
Human Anatomy, Physiology and School Hygiene
Basic Knowledge of Natural Sciences
1976 - 1981 Assistant at the Liepāja Pedagogical Institute
The courses taught
Peculiarities of the Child’s Physiology Depending on the Age
31
Basic Knowledge of Natural Sciences
Scientific activity
Branch - Pedagogy, sub branch - Environmental and Health Education, Health and its
Methodological Aspect in Primary School and Higher Education Institutions
2003 Themes of the budget-based contract Pedagogical Basis of Environmental Education in
Primary School, Establishing a System of Ecological Education and Upbringing in Primary
School
1994 - 1999 Participation in Tempus I, II, III projects concerning use of Environmental
Education, Civic Sciences and Multimedia in sub programmes
Publications
The total number - 24, study aids and materials on methods -10, programmes of the study
courses - 4, scientific papers - 2, these of scientific conferences - 8

Languages - English and Russian
Computer skills - Word 98, Excel 97, Power Point, Netscape Navigator, work in Blackboard
environment
32
CURRICULUM VITAE
Name DACE ZEMĪTE

Adress Liela Str. 2-26, LV 3400, Liepaja, Latvia
Telephone 371 9289908
E-mail dace@renet.lv
Work experience
2000- Name and address of employer Hospital of tuberculosis in Liepaja, Sporta 16/18,
Liepaja, Head of clinical – diagnostic laboratory
Main activities Managing laboratory, taking care of accurate work in
Haematology, Biochemistry and Microbiology
(Diagnostic of ARB)
1999 - Medicine College in Liepaja, Riņķu 24/26, Liepaja
Occupation Lecturer
Main activities Conducting classes in microbiology and infection
Diseases
1999 - Liepāja Academy of Pedagogy
Occupation Lecturer
Main activities Conducting classes in the first aid
1998 - Central hospital in Liepaja, Slimnicas 25, Liepaja
Occupation Laboratory doctor
Main activities Working in departments of microbiology and
immunohaematology in clinic – diagnostic laboratory
Education and training
Date 22.10.2004.-26.11.2004
Name of organization Institutes of Personnel Certification
Principal subjects Special requirements for medicine laboratory
Date 25.11.2001-1.12.2001
Name of organization The Soros Foundation Latvia
Principal subjects Participation in a course on blood transfusions
Date 22.10.2001.-22.11.2001.
Name of organization Paul Stradins clinical hospital
Principal subjects Postgraduate training in laboratory medicine
(Biochemistry, microbiology, serology, haematology)
Date 9.05.2000.-20.05.2000
Name of organization National blood donor centre
Principal subjects Postgraduate training in immunohaematology
Date 01.09.1992-30.06.1998
Name of organization Latvian Medical Academy
Title of qualification Doctor degree
Personal skills Hardworking, with good communication skills,
analytical mind
33
Mother tongue Latvian
Other languages English good, Russian excellent
Additional information Reference from the head of clinic – diagnostic

laboratory of Central hospital in Liepaja
dr. Inese Rozite
CURRICULUM VITAE
KRISTINE MĀRTINSONE , Dr. Pscyh., Doc.

Date of birth: August 2, 1970
Education :
1994.–1998. Doctoral study programme, Institution of Education and Psychology,
Latvia University
1996.-1998.Social Science Master in Psychology, Faculty of Education and
Psychology, Latvia University
1994.-1996. Social Science Bachelor in Psychology, Faculty of Education and
Psychology, Latvia University
1994.-1996.
Second-level Higher Professional education in Psychology, Faculty of
1993.-1994. Education and Psychology, Latvia University
1988.-1993. Master’s in Education, Faculty of Foreign Languages, Latvia University
Methodology in Latvian Language and Literature, Faculty of Education,
Latvia University
Academic titles and degrees:

1998. – Dr.Psych.
1998. – Mag.Psych.
1996. – Bch.Psych.
1994. – Mag.Paed.
Professional employment:
since 2002.
Assistant Professor, Department of Psychology, Faculty of Education and
since 2002. Psychology, Latvia University
since 2001. Manager of Bachelor Programme in Psychology, Department of

Psychology, Faculty of Education and Psychology, Latvia University
1999.-2002.
Chief Researcher, Faculty of Education and Psychology, Latvia University
1999.-2000. Assistant Professor, Department of Psychology, Institution of Education
34
and Psychology, Latvia University
1996.-1999.
Deputy-Chair of Psychology, Faculty of Education and Psychology, Latvia
1994.-1995. University
1993.-1994.
Lecturer in Psychology, Faculty of Education and Psychology, Latvia
University
Teacher, Ķekavas Secondary School
Teacher, Riga Technical College
Most significant scientific publications and literature:

Mārtinsone,K.,Lasmane,A. (in print). Psiholoģijas vēsture. Monogrāfija (History of Psychology.
Monography), Riga, Latvia
Maslovska,K.,Mārtinsone,K.,Miltuze,A.,Upmane,A.,Bite,I.(2004). Zaudējuma krīze sievietes
dzīvē: kopējais un atšķirīgais pārdzīvojumos pēc tuva cilvēka nāves un šķiršanās (Crisis of
Loss in Woman’s Life:Common and Diverse Aspects in Emotional Experience Caused by
Death of a Close Person and Divorce), Scientific articles of Latvia University, Riga, Latvia
Mārtinsone,K.,Maslovska,K.,Bite,I.,Miltuze,A.,Upmane,A.(2004). Stresa pārvarēšanas
stratēģijas un iekšējās saskaņas izjūta sievietēm ar dažādu zaudējuma pieredzi (Stress Coping
Strategies and Sense of Coherence of Women with Different Experience of Loss),
Internationally reviewed scientific articles by Riga Teacher Training and Educational
Management Academy, Latvia
Bite,I.,Fenogenova,A.,Mārtinsone,K.,Maslovska,K.,Miltuze,A.(2002). Krīzes izpratnes
teorētiskie aspekti (Theorethical Understanding of Crisis Situation) , Latvia University, 103-113
Fenogenova,A.,Maslovska,K.,Miltuze,A.,Bite,I.,Mārtinsone,K.(2002). Krīze: vēsturiski

teorētiskie aspekti (Crisis: Historically Theorethical Aspects), Internationally reviewed volume of
scientific articles by Riga Psychology Institute: Актуальные проблемы психологии: Теория и
практика. т.2. (Actual Problems in Psychology: Theory and Practice; Volume Nr. 2), Riga,
JUMI, 21-38
Miltuze,A.,Maslovska,K.,Mārtinsone,K.,Fenogenova,A.(2001). Pārdzīvojumi pēc zaudējuma:
kopīgais un atšķirīgais tuva cilvēka nāves un šķiršanās situācijā (Emotional Experience of
Loss: Common and Diverse Aspects in Case of Loss Caused by Death of a Close Person and
Divorce), Internationally reviewed volume of scientific articles by Riga Psychology Institute:
Актуальные проблемы психологии: Теория и практика. т.1. (Actual Problems in Psychology:
Theory and Practice; Volume Nr. 1), Riga, JUMI, 247-258
Publications for teachers and students:

Mārtinsone,K. (2001). Psiholoģijas vēsture (History of Psychology), electronically
Mārtinsone,K. (1999). Kā mēs sajūtam un uztveram pasauli. Psiholoģija vidusskolām. Skolotāju
grāmata (How Do We Feel and Accept the World Around Us// Psychology for Secondary
Schools – Teachers` Book), Riga, Zvaigzne ABC, 28-30
35
Mārtinsone,K. (1999). Ko nozīmē - būt uzmanīgam? Psiholoģija vidusskolām. Skolotāju
grāmata (What Does It Mean – to Be Attentive// Psychology for secondary schools – Teachers’
Book), Riga, Zvaigzne, ABC, 30-35
Mārtinsone,K. (1999). Ar ko cilvēki atšķiras cits no cita? Psiholoģija vidusskolām. Skolotāju
grāmata (The Ways How People Differ From Each Other// Psychology for secondary schools –
Teachers’ Book), Riga, Zvaigzne ABC, 55-64
Mārtinsone,K. (1999). Kā mēs sajūtam un uztveram pasauli. Psiholoģija vidusskolām. Skolotāju
grāmata (How Do We Feel and Accept the World Around Us// Psychology for secondary
schools – Teachers’ Book), Riga, Zvaigzne ABC, 36-47
Mārtinsone,K. (1999). Ko nozīmē – būt uzmanīgam? Psiholoģija vidusskolām. Skolotāju
grāmata (What Does It Mean – to Be Attentive// Psychology for secondary schools – Teachers’
Book), Riga, Zvaigzne ABC, 47-50
Mārtinsone,K.(1999). Ar ko cilvēki atšķiras cits no cita? Psiholoģija vidusskolām. Skolotāju
grāmata (The Ways How People Differ From Each Other// Psychology for secondary schools –
Teachers’ Book), Riga, Zvaigzne ABC, 97 - 107
Total number of scientific publications : 14
Topics of scientific research:

since 2003 – research: Reflection of Psychic Reality of Students and Professors of Diverse
Specialities into Language; chief researcher; Latvia Scientific Council
2001 – 2003 – research: Forms of Crisis Development for Women in Different Life Periods in
Latvia; chief researcher; Latvia Scientific Council
1994 —1998 – research for Doctor’s dissertation in Psychology: Correlation between
Emotionally Evaluating Attitude of Young People to Themselves and Evaluation of Others
Academic courses:
History of Psychology part A, 4 CP
Introduction to Psychology as part B, 1 CP
Speciality
Leading Methods for Small part A, 2 CP
Groups
Psychological Aspects of part A, 4 CP
Behaviour and Socialisation
Psychological Aspects of part A, 2 CP
Studies at University
Professional organizations :
since 2003 - Chief of the Board of Latvia Art Therapy Association
36
CURRICULUM VITAE
Personal
information: AGNESE KRĒTAINE
Name: Female
Sex: Peldu Street 29 - 26, Liepāja LV 3401
Address: (+) 371 6426686
Phone: agnesekr@hotmail.com
E – mail: 29.03.73.
Date of birth: Latvian
Nationality:
Education:
2003. – 2005. Rīgas Stradina University – master degree of health science;
1997. - 1999. Academy of Medicine Latvia (AML) Academic school of Physiotherapy
after diploma education – qualification of teacher in the field of physical
therapy;
1991. g. - 1995. Academy of Sport Pedagogic Latvia (ASPA) – bachelor degree of sport
pedagogy;
Work experience:
2002. – today Academy of Pedagogy Liepaja – teacher for study program ‘’Music
therapy’’;
2001. – today Academy of Pedagogy Liepaja – teacher for study program ‘’Speech
therapist’’;
Liepājas Pedagoģiskās Akadēmijas pasniedzēja logopēdijas studiju

programmā;
1999. – today Centre of Interdisciplinary child Development – physiotherapist;
1998. - 1999. AML Academic school of Physiotherapy – teacher in the field of physical
therapy;
1995. – 1999. Rehabilitation hospital ‘’Baltezers’’ – physiotherapist, from 1998 – chief
physiotherapist;
Languages:
Latvian - average;
Russian – average;
English – medium;
German – medium.
37
Personal skills : computer programs Microsoft Office 2000, XP
– Windows, Excel, Power Point, Internet Explorer);
Driving license – category B apliecība.
CURRICULUM VITAE
JURIJS SPIGINS
Name: JURIJS
Surname: SPIGINS
Identity No. 070249-10415
Nationality Latvian
A.Deglava iela 152/3-132
Riga, LV-1021, Latvia
phone/fax: (+371) 7183521; 9850408
e-mail: spigin@cool.lv
http://spigin.cool.lv
Object: looking for a job

Education: -2005 - Latvian State Academy of Music (fifth half-year’s working for
doctor's degree) -2001.g. – Mag. Art.
1975-1978 postgraduate level at Conservatory of Leningrad (St.Petersburg),certificate #1016;
1976-1977 postgraduate level at Conservatory of Moscow;
1971-1976 Conservatory of Latvia, honours degree #233856 in piano,
qualified as teacher and soloist;
Work experience: -2001 – BRI lector;
- Radio and CD recording;
- 1998 musicial centre "Vernisaza" - soloist;
- 1980-1991 Latvian Filharmony piano soloist;
- 1978-1991 Jazeps Medinš musical college, teacher;
Grants and achievements:

- 1979 Lithuania, Vilnus, (piano player competition) - First Prize
Publications: 2005 – “Философия и музыкальная импровизация в контексте теории
искусства”// The international transactions in the humanities (vol. 7)
2004 – “Специфика современной музыкальной импровизации в условиях
открытого культурного пространства”//RPIVA the international scientific
conference “Teorija un prakse skolotāju izglītībā”
2002 - lection's course «История джаза» - Rīga, BRI,
2001 -“Improvizācija – pianista-praktiķa metodoloģiskā analīze”// «Актуальные
проблемы психологии: теория и практика» (scientific works collection,
vol.2)
Special skills
Languages: Latvian, Russian, German;
Computer: Microsoft World; Excel; Cakewalk Pro Audio 9; Sibelius
38
CURRICULUM VITAE
PERSONAL DATA: MIRDZA PAIPARE ;

Date of birth: 24.07.1953.
HOME ADDRESS: Alejas 23/25-33, Liepāja LV-3401; telephone: 34 33306 , 9799951
WORK ADDRESS: Liepāja Academy of Pedagogy, Lielā iela 14, Liepāja, LV – 3401,
teleph.:34-22632; e-mail: mirdzap@hotmail.com; fax:34-24223; http://www.cs.lpu.lv.
PROFESSIONAL AND ACADEMICAL EDUCATION:
 2003 – J. Vitols Latvian Music Academy, doctorate level studies.
 2002 – Liepaja Academy of Pedagogy, study program „Music Therapy“.
 1996 – 2000 - Latvia University, Institute of Pedagogy and psychology, doctorate level
studies.
 1987-1989 - J. Vitols Latvian State Conservatoire, post – graduate studies.
 1974 -1979 - J. Vitols Latvian State Conservatoire, Department of Choir Conducting
(class of prof.E.Račevskis).
 1971 - 1974 - Liepāja College of Music named after Em. Melngailis (class of V.
Meķe).
 1960 - 1971- Liepāja J. Raiņa Secondary School No. 6.
QUALIFICATION ACQUIRED:
Master degree in Music (M.mus. 1994), choir conductor, pedagogue in music subjects.
WORK EXPERIENCE:
 2001 till now - Liepāja Academy of Pedagogy, docent;
 1990. – 2001. - Liepāja Academy of Pedagogy, lecturer;
 1985. -1990. - Liepāja Institute of Pedagogy, assistant;
 1978.- 1985.- J. Vitols Latvian State Conservatoire.
PEDAGOGICAL ACTIVITIES:
 2002. – LAP, director of part – time extra mural study program “Music Therapy“.
 1997.- LAP, director of part – time extra mural study program “Music Teacher“.
 1990. - study courses: Music literature and History, Music Methodology/Didactics, Study
Choir, Choir Conducting, Introduction into Speciality, Music Therapy.
39
 Mentoring diploma papers, bachelor papers and master theses.
PROFESSIONAL ACTIVITIES:
 2005. – chair person of the workshop on music therapy in Ventspils (certificate).
 2004. – choir “ Lauma “ acquire Silver Diploma in the category of spiritual music at
international competition in Helsingborg (Sweden).
 1998. – conductor of youth choir at Liepāja Vocational school No. 48.
 1985.- founded and has been leading mixed choir “ Lauma”.
SCIENTIFICAL ACTIVITY:
Branch of science -art
Music Theory and History/Music Psychology
Theme: Phenomenology of Music Listening
 2005 - member of EK SIF project in Vaiņode Boarding school.
 2005 – member of EK ERIC project ( Music & Health).
 2004 – head of EK PHARE grant program ( Music Therapy).
 2001, 2004- head of EK Leonardo da Vinci project “ Music Therapy”.
 2000- LAP coordinator of international project “Music Therapy ” with University of
Witten /Herdecke (Germany).
 2000 – head of the project “Content of Teaching Music in Minority Schools in Latvia to
Meet the Needs of Basic Education”.
 1997- 2000 – member of the program „Music Therapy for Children with Mental and
Physical Disabilities“(financed by ZA).
 1998– taking part in international scientific conferences (view the List of Publications).
PUBLICATIONS:
Total – 13;
Scietific publications – 11;
Methodological publications – 2.
40
Liepāja Academy of Pedagogy
Annotations of the Study Courses of
the Second Level Professional Higher Education Study Programme
MUSIC THERAPY
Part A. Compulsory Study Courses

1. Special Needs Pedagogy
Aim of the course
To train music therapists for treating developmental disorders in special needs children.
Objectives
1. To acquaint students with the theoretical and practical ideas of Special Needs Pedagogy.
2. To improve the earlier acquired professional knowledge.
3. To perfect the students’ knowledge of democratic methods of work in Pedagogy.
4. To promote students’ mutual communication and sharing practical experience.
Content of the course
Background knowledge of Special Needs Pedagogy for mentally retarded children. Trends,
fields of research and problems of Special Needs Pedagogy: mentally retarded children,
specific character of their teaching, upbringing and treatment. System of educating mentally
retarded children, co-operation of the teacher and the speech therapist. Peculiarities of Special
Needs Didactics. Possibilities of integrating mentally retarded children into general education
schools. Basics of Special Needs Pedagogy for children with impaired eyesight and hearing
disorders.
References
1. Baka A., Grunevalds K. Grāmata par aprūpi. – Rīga; Preses nams, 1998.
2. Bethere D. Latvijas sabiedriskās organizācijas personām ar speciālajām vajadzībām:
Mācību līdzeklis. – Liepāja; LiePa, 2001.
3. Liepiņa S. Garīgi atpalikušo bērnu psiholoģija. – Rīga, Zvaigzne, 1991.
41
4. Liepiņa S. Speciālās skolas skolēnu ar garīgās attīstības traucējumiem pedagoģiski
psiholoģiskais raksturojums. – Rīga, Zvaigzne, 1991.
5. Rehabilitācijas principi cilvēkiem ar kustību, dzirdes, redzes traucējumiem. – Rīga;
Latvijas Kristīgās medicīnas un ģimenes centrs. 1995. u.c.
2. Special Needs Psychology

Aim of the course
To promote students’ understanding of the forms of collaboration and support when working
with special needs children.
Objectives
1. To impart students knowledge of the specific character of the development of special needs
children.
2. To acquire diagnostic methods and techniques of treating developmental disorders in special
needs children.
Special Needs Psychology, its subject. The theoretical and practical significance of the course.
A short insight into the history of psychology of oligophrenia. The most significant conceptions
of modern scientists about the causes of oligophrenia and possibilities of treating intellectual
defects. Characterisation of the clinical forms of mental retardation. Degrees of mental
retardation; idiocy, imbecility. Delayed psychic development. Causes of disorders of intellectual
development, possibilities of their observation and prevention. Characterisation of the disorders
of higher nervous system in children. Psychological characterisation of the body of children in
special needs nursery schools and schools. Diversity of the structure of a defect. Versions of
classifying mentally retarded children. Practical classes in a special needs school.
Characterisation of the peculiarities of children’s cognitive processes: specific character of
studying their senses, perception, memory, and reasoning. Characterisation of attention and
the ability to work. Characterisation of the peculiarities of children’s personality formation.
Possibilities of treatment and compensation of the intellectual imperfections and behavioural
disorders and possibilities of their compensation through the educational and upbringing
process. Possibilities of integrating such children into general education schools.
References
1. Avotiņš V. Bērnu attīstība mācību un audzināšanas pricesā. – Rīga; Zvaigzne, 19 2. Bērnu
attīstības diagnostika un korekcija. Pirmsskolas vecums/ V.Avotiņa red.- Rīga; Zvaigzne,
1987.
42
3. Flēminga I. Zīdaiņa attīstība un attīstības traucējumi. – Rīga; Zvaigzne, 1987.
4. Winzer, Margaret, 1990. Children with Exceptionalities. A Canadian perspective.
3. Developmental Psychology
Aim of the course
To develop students’ comprehension of the regularities of human psychic development and
their changes at different periods of psychic development.
Objectives
1. To acquaint with different theoretical and experimental research and approaches in
Developmental Psychology.
2. To impart knowledge of the specific character of the development of the child’s psychology,
principles and mechanisms of development.
3. To develop students’ cognitive interests and perfect the professional competence.
Developmental Psychology, the subject of its research. Dynamics and regularities of psychic
development. The child’s physical and mental development in pre-natal period and during the
first year of life. The child’s physical and mental development in the early childhood period. The
child’s physical and mental development in pre-school period. Peculiarities of the child’s
psychic development at the junior school age. S.Freud’s conception of psychosexual
development. D.Elkonin’s conception of development. E.Erikson’s psychosocial conception of
development. J.Piaget’s conception of intellectual development. Positions of siblings, their role
in personality development. Ego-conception, Ego image, self-esteem, self-confidence, self-
evaluation.
References
1. Adlers A. Psiholoģija un dzīve. – Rīga: IDEA, 1992.
2. Karpova Ā. Personība. Teorijas un to radītāji. – Rīga: Zvaigzne ABC, 1998.
3. Kulbergs J. Krīze un attīstība. – Liepāja; LPA, 1998.
4. Lika I. Bērnu psiholoģija 1. daļa. Liepāja; LiePa, 2003.
5. Svence G. Attīstības psiholoģija. – Rīga; Zvaigzne ABC, 1999.
Social Psychology
Aim of the course
43
To assist students in forming their comprehension of Social Psychology as a branch of the
science of Psychology which investigates:
a) different attitudes and psychic phenomena which arise among people through
interaction;
b) human behaviour and mutual influence in groups (including organised and
unorganised communities of people).
Objectives
1. To assist in cognising the regularities of Social Psychology influencing the attitude and social
behaviour;
2. To reflect on one’s own experience and to enrich self-experience with the help of the
regularities of Social Psychology.
Nature of Social Psychology. Dialogue viewed in the context of Social Psychology (research by
M.Argyle). Prerequisites of harmonised communication, hindrances. Attitudes, relations and
social behaviour. Persuasion and changes of the attitudes. Manipulation. Mobbing. Perceiving
another person in the context of social psychology. Rules of cooperation at work. Roles of a
working team. Group in Social Psychology. Mass psychology. Social Psychology theories.
References
1. Adlers A. Psiholoģija un dzīve. – Rīga: IDEA, 1992.
2. Karpova Ā. Personība. Teorijas un to radītāji. – Rīga: Zvaigzne ABC, 1998.
3. Kulbergs J. Krīze un attīstība. – Liepāja; LPA, 1998.
4. Lika I. Bērnu psiholoģija 1. daļa. Liepāja; LiePa, 2003.
5. Svence G. Attīstības psiholoģija. – Rīga; Zvaigzne ABC, 1999.
5. Communication Psychology
Aim of the course
To promote students’ understanding of the possibilities of optimising the communication
process during treatment.
Objectives
1. To impart students’ knowledge of the psychological aspects of the course of the
communication process.
2. To practise skills and abilities at using theoretical ideas in certain situations.
44
Communication, its notion. Nature of communication, its types. Functions and regularities of
communication. Dominating trends of behaviour in communication. Zones and positions in
communication. Introduction to structural analysis. Social perception. Communicative abilities,
communication barriers. Contradictions in interpersonal communication. Conflict, its nature.
Types of pedagogical conflicts and situations, their causes. Techniques and ways of
communication. Feedback, its nature and mechanisms of its functioning.
References
1. Omārova S. Cilvēks runā ar cilvēku. Saskarsmes psiholoģija. – Rīga; SIA Kamene, 1994
2. Goulmens D. Tava emocionālā inteliģence. – Rīga; Jumava, 2001.
3. Roland B. Adler, Lawrence B Rosenfeld, Russell E. Proctor. Interpley,The process of
Interpersonal Communication, seventh Edition, 1998. u.c.
Music Psychology
Aim of the course
To give an insight into Music Psychology finding links with the fundamental principles and
notions of General Psychology, to focus on the specific character of audio perception,
especially the role of music in junior school and adolescent age; to incite sharing ideas and
discussions on disputable phenomena (music and intellect, music and particular
programmatism and the like).
Objectives
To master the general principles of music perception (listening, participation, the ability to think,
manifestations of emotional reactions, structuring of time-space), analysis of feasible variety of
influences of music and place of music as an optimal theory of interaction (music - the
listener/performer) in personality formation and structure.

The specific, unique nature of music in its relationship with the personality: its advantages and
disadvantages; emotional theories and psychology related to music: what music can (and
cannot), how it participates in modelling emotions; contacts of the individual with music at
different ages: reasons and principles for the choice, mechanisms of its influence; musical
experience and its specific character: what does music express? how do we react to music?
what attitude do we form towards it? reactions, response to music: subjectivity and objectivity,
different approaches and possibilities to analyse these reactions; music as a modeller of time-
45
space: awareness of the infinity of time and of an instant, “squeezing “or “stretching” the ideal
of the time, how and why can music create a notion of a real and/or ideal space; issues of
musical development and social psychology: on the role of the social environment and value
criteria, popular culture and taste for music, fashion and authorities in music, music and
creativity: conceptions of creativity, creativity process, a creative person, a genius and a
creative personality, factors of intelligence and education, age and creativity, creativity tests.
References
1. Karpova, Ā. Personība. Teorijas rādītāji. – Rīga, Zvaigzne, 1998.
2 . Bastian, H. G. Zur Typologie des Viel- und Auswahlsehens in der Fernsehrezeption. //
Musik und Bildung, 1984:4, S. 260-264.
3. Behne, K.-E. Musikalische Konzepte – Zur Schichts- und Altersspezifizitaet musikalischer
Praeferanzen.// Forschung in der Musikerziehung, 1975, S. 35-61
4. Bjorkvold, J.-R. Den musiska maenniskan. – Runa, Stockholm, 1991. - 343 s.
5. Hargreaves, D.J. The Developmental Psychology of Music. – Cambridge University Press,
1986. - 260 p.
6. Jorgensen, H. Musikkopplevelsens psykologi. – Norsk musikforlag, Oslo, 1989. - 123 s.
7. Kurth, E. Musikpsychologie: Mex Hesse, Berlin, 1931.
8. Meyer, W.-U., Schuetzwohl, A., Reisenzein, R. Einfuehrung in die Emotionspsychologie
Bd. II. – Bern, 2003. - 222 S.
9. Асафьев, Б. Музыкальная форма как процесс. – Москва, 1931. – 281 c
10. Ηазайкинский, Е. О психологии музыкального восприятия. – Москва, Музыка, 1972 -
382 c.
Basic Theoretical Courses in the Field

1. Introduction to Music Therapy and Practice
Aim of the course
To introduce the student to planning therapeutic work, observation of therapeutic classes,
preparing forms for accounts on the work done.
Objectives
1. To assist in acquiring knowledge and form comprehension of the objectives of a music
therapist’s work.
2. To master practical skills and abilities at recording the course of music therapy classes.
The student gets the first experience in the field of music therapy by observing therapy classes
given by the supervisor of his/her work. Phenomenological abilities (perception, recognition,
description, elucidation) should be developed and fostered. The aims set forth for the
workshops are observation of the therapeutic process, its recording, analysis and evaluation,
planning of the needed therapy.
References
46
1. Balint, M. (1957): Der Arzt, sein Patient und die Krankheit, Klett Verlag, Stuttgart
2. Petersen, D. (2002) : Musiktherapeutisch orientierte Balintarbeit, In.: Musiktherapeutische Umschau
23 (2002) , S.153-160, DGMT (Hrsg.) ,Verlag Vandenhoek & Ruprecht, Göttingen
3.Rappe – Gieseke, K. (1990): Theorie und Praxis der Gruppen- und Teamsupervision,
Springer Verlag, Berlin
2 Practical Work in Music Therapy

Aim of the course
To assist students in formation of their understanding of practice, the need for its recording and
giving accounts.
Objectives
1. To impart knowledge of and develop practical skills at analysing the work of experienced
music therapists during the classes (audio and video recordings).
2. To practically learn the supervisor’s skills.
Observation of the therapy process, recording, analysis and evaluation, planning the necessary
therapy, practical therapy.
References
1. Rappe –Gieseke,K. (1990): Theorie und Praxis der Gruppen- und Teamsupervision,
Springer Verlag, Berlin
2. Weymann, E.: Supervision in der Musiktherapie (1996) ,In.: Musiktherapeutische Umschau 14 (1996) ,
S.175- 195, DGMT (Hrsg.) ,Verlag Vandenhoek & Ruprecht, Göttingen
3. Improvisation and Self-experience

Playing the piano
Introduction to kinaesthetic therapy
Vocal skills and abilities
Aim of the course
To educate a music therapist able to improvise.
Objectives
1. To learn the skills and abilities of improvisation as well as develop self-experience in playing
the piano (or another instrument).
47
2. To extend the knowledge of the role of improvisation and self-experience in the work of a
music therapist.
3. To learn the practical skills in vocal and kinaesthetic therapy.
During this stage the student is brought closer to free improvisation, both in pairs and in a
group. The student should develop his/her ability to perceive and evaluate himself/herself in the
process of musically artistic dynamics. Attitudes towards the object (individual or a group) are
formed, developed and reflected. Forms of exercises are integrated through different means of
expression, for example, instrumental improvisation (mainly the piano as well as other
instruments), vocal improvisation, as well as introduction to kinaesthetic therapy.
References
1. Nordoff P., Robbins C. Schöpferische Musiktherapie . Stuttgart: Fischer Verlag, 1986.
2. Willke,E., Hölter,G. Petzold, H.: Tanztherapie, Theorie und Praxis,
Junfermann Verlag Paderborn, 1991.
3. Wigram T. Improvisation. Methods and Techniques for Music Therapy Clinicians, Educators
and Students. J.Kingsley Publichers London and New York
6. Theories and Conceptions of Music Therapy

Aim of the course
To acquaint the student with the forms of music therapy which are based on popular theories
and conceptions and are used today in practice.
Objectives
To impart knowledge and form comprehension of applicability of each theory when working with
special needs people.
The student gets acquainted with the conceptions of different well-known forms of music
therapy. The student learns to critically highlight the type of his/her own activity in music
therapy in comparison with these theories and to adjust his technique. Besides basic principles
of music psychology, science of music and social ethics are worked out, they are tested as to
their relevance in the student’s own activity.
1. Bang C. :Eine Welt von Klang und Musik. HÖRPÄD, 3, 77-88. 1984).
2. Bolay V.: Thesen der Kasseler Konferenz. Musiktherapeutische Umschau, 19, 231-325. 1998).
3. Nordoff P., Robbins C. Schöpferische Musiktherapie . Stuttgart: Fischer Verlag(1986).
4. Nöcker- Ribeaupierre M. (). Die Tomatis-Methode und ihr Bedeutung für die Musiktherapie
Musiktherapeutische Umschau, 1, 29.-43. 1998
5. Orff G. (Die Orff-Musiktherapie, München: Kindler Verlag. 1974).
6. Priestley, M. Analytische Musiktherapie, Fischer Verlag, Stuttgart 1983
48
7. Schwabe, C.: Regulative Musiktherapie, Thieme Verlag, Stuttgart 1987
8. Tüpker, R. Ich singe, was ich nicht sagen kann. Zu einer morphologischen Grundlegung der
Musiktherapie, Bosse Verlag, Regensburg, 1988
9. Strobel W., Huppmann G. Musiktherapie. Grundlagen-Formen- Moeglichkeiten. Hogrefe verlag fuer
Psychologie Goettingen-Toronto-Zueruch, 1998.
0
1
7. Art Therapy
Aim of the course
To form comprehension of the trends in Art Therapy, theoretical conceptual approaches, their
historical development.
Objectives
1. To practically learn the methods of Art Therapy for work with different groups of clients.
2. To be able to use the acquired material and to evaluate it.
Characterisation of Art Therapy, course of historical development, theoretically conceptual
approaches. Specific character of Art Therapy in comparison with other approaches to
treatment. Professional activity and ethics in Art Therapy. Segments of Art Therapy,
mechanisms, the environment (physical and symbolic), psychotherapeutic effects. Methods of
Art Therapy and their application. Multimodal approach to Art Therapy. Researches in the field
of Art Therapy, their analysis and evaluation.
References
1. Лебедева Л.Д. (2003). Практика арт-терапии: подходы, диагностика, система
занятий. Речь.
2. Практикум по apт-тepanuu. (2000). Под ред. А.И.Копитина. Питер.
3. Копытин А.И., (2001) Системная арт-терапия.. Питер.
4. Malchiodi, A.C. (2003). Handbook of art-therapy. London: Guildford Press.
5. Liebmann M/ (1986). Art Therapy for Groups: A Handbook of Themes, Games and
Exercises. Brooklyn Books.
6. Nordoff P., Robbins C. Schöpferische Musiktherapie . Stuttgart: Fischer Verlag,
1986.
7. Willke,E., Hölter,G. Petzold, H.: Tanztherapie, Theorie und Praxis,
Junfermann Verlag Paderborn, 1991.
Part B Courses of Specialisation in the Field

1. Methodology of Music Therapy in Individual and Group Work
Aim of the course
To acquire the methods of Music Therapy to enable the students to use them adequately (to
match the illness).
Objectives
49
To theoretically and practically get acquainted with different methods and techniques in Music
Therapy.
Contents of the course
During the three years of their study students acquire certain methods of music therapy for
work with special needs people. Theoretically and practically the students learn (by analysing
video materials and through practical activity) the methods of work with people who have:
developmental disorders
- language and motor disorders
- autism, hyperkinetic syndrome,
- disorders of visual and sensory perception.
neurological diseases
- inborn brain impairment, impairment caused by a birth trauma or obtained in early childhood,
- trauma of the brain skull or the brain, circulatory disorders of the brain (cerebral paresis);
- metabolic diseases, diseases of the spinal cord (spina bifida), seizures,
- myopathy (dystrophy), disorders of perception.
audiological diseases
- central and peripheral disorders of hearing, deviations of hearing
- disorders of hearing adjustment
- patients with hearing aids and rehabilitation of Cochlea implants.
Neonatologic disorders of adjustment
Oncologic diseases
- disorders of psychic development,
- neurotic disorders,
- exogenous and endogenous psychosis,
- phobias.
Psychosomatic diseases
- asthma, neurodermatitis,
- anorexia nervosa,
- bulimia,
- heart diseases and diseases of blood circulation,
- diseases of digestive organs (Morbus Crohn, Colitis Ulcerosa).
References
Nordoff P., Robbins C. (1986). Schöpferische Musiktherapie. Stuttgart: Fischer Verlag

Plahl Cr., Koch – Temning H. Musiktherapie mit Kindern. Grundlagen – Methoden- Praxisfelder
Verlag Hans Huber, 2000
1.Developmental disorders
Aldridge D.: Musiktherapie mit entwicklungsverzögerten Kindern. Kairos I , Beiträge zur Musiktherapie in
der Medizin .Bern: Verlag Hans Huber, 1997.
2. Neurological diseases
1. Aldridge, D.: Musiktherapie in der Medizin, Verlag Hans Huber, Bern, 1999
2. Haus. R.: „Musiktherapie- Neue Blüte der Therapieschwemme oder realistische Hilfe“ in:
Kinderärztliche Praxis , Hrsg. : Prof. Dr. R. von Kries, Bd. 4 / 2001, S. 242-248 Kirchheim-Verlag
Mainz, 2001
50
1. Plahl. C. :Musiktherapeutische Behandlung bei mehrfachbehinderten Kindern,
Ergebnisse einer klinischen Studie, In: Kinderärztliche Praxis , Hrsg. : Prof. Dr. R. von
Kries, Bd. 2/ 2002, S.82-92 Kirchheim-Verlag Mainz, 2002
3. Pedagogical Audiology
1. Leonhardt A.: Ausbildung des Hörens-Erlernen des Sprechens, Neuwied: Luchterhand Verl 1998.
2. Neumann K.: Hörphysiologie und Hörstörungen- ein Überblick. Musiktherapeutische
Umschau, Musiktherapeutische Umschau, Hrsg. : Deutsche Gesellschaft für Musiktherapie
, 22, S. 285-309, Vandenhoeck & Ruprecht Verlag Göttingen, 2001.
3. Nordoff P., Robbins C. Music for the Hearing Impaired. USA: Magnamusic Baton. 1988
Schönweiler,R. Ptok, M.: Phoniatrie und Pädaudiologie, Hannover 2000
Description of the research
Haus.R.: „ Spiel` noch mal...“ . Musiktherapie als Hilfe, das Hören zu lernen bei Kindern
mit Cochlea- Implantat. in : Musiktherapeutische Umschau, Hrsg. : Deutsche Gesellschaft
für Musiktherapie , Bd. 23 (1), S. 37-45, Vandenhoeck & Ruprecht Verlag Göttingen, 2002
4. Oncology.
1. Bilek.H.-P.: Musik bei Krebs? Gedanken zu psychoonkologischen Modellen. In:
Musiktherapeutische Umschau, (Hrsg.: Deutsche Gesellschaft für Musiktherapie e.V.)
Band 20, 325-341, Vandenhoek und Ruprecht, Göttingen, 1999.
2. Grießmeier,B, : Musiktherapie mit krebskranken Kindern. In: Praxis der
Musiktherapie, Bossinger, W. (Hrsg. Bolay,V., Bernius, V.) Fischer Verlag Stuttgart, 1994
3. Gruhlke,N.: Krankheitsbewältigung bei Krebs -ein kurzer Überblick
Bailer, H. In: Musiktherapeutische Umschau, (Hrsg.: Deutsche Gesellschaft für
Kächele, H. Musiktherapie e.V., Band 20, 342-348, Vandenhoek und Ruprecht, Göttingen,1999
4. Haus. R.: Der Einsatz der schöpferischen Musiktherapie nach Nordoff/Robbins in der
pädiatrischen Onkologie in: Kinder-und Jugendmedizin, Bd ,2 (2003), S.87-91 Hrsg.:
Prof.Dr. med. Kiess, Schattauer Verlag, Stuttgart, 2003
5. Neonatology
1. Haus,R.: „ Musiktherapie bei Frühgeborenen. Geburtshilfe und Neonatologie, Hrsg.:

Deutsche Gesellschaft für Perinatale Medizin, ,Bd.207, S.225-227 (2003), Georg
Thieme Verlag, Stuttgart, 2003
2. Nöcker- Ribaupierre M.: Auditive Stimulation nach Frühgeburt. S. 21, Stuttgart: Gustav
Fischer, 1995.
Schwarz F, Ritchie R.: Music Listening in neonatal intensiv care units. Music Therapy and
Medicine. 1999
6. Psychosomatic diseases
1. Aldridge, D. Brandt, G.: Music therapy and inflammatory bowel disease In: The Arts in
psychotherapy, Vol.18,pp.113-121, Pergamon Press 1991
2. Nagel, A.: Rezeptive Gruppenmusiktherapie in der Psychosomatik. Darstellung einer
Methodik und der Ergebnisse einer Begleitforschung In: Musiktherapeutische Umschau, Bd.
51
(Hrsg.: Deutsche Gesellschaft für Musiktherapie e.V., Band 21, 149-158,
2000.,Vandenhoek und Ruprecht, Göttingen .
7. Psychiatry
1. Frohne-Hagemann, I. , Pleß-Adamczyk, H.: Indikation Musiktherapie bei psychischen

Problemen im Kindes- und Jugendalter, Vandenhoek & Ruprecht, Göttingen, 2004.
2. Priestley, M. :Analytische Musiktherapie, Fischer Verlag, Stuttgart 1983
3. Schwabe, C.: Regulative Musiktherapie, Thieme Verlag, Stuttgart 1987
Tüpker, R. Ich singe, was ich nicht sagen kann. Zu einer morphologischen Grundlegung der
Musiktherapie, Bosse Verlag, Regensburg, 1988
2. Methodology and Scientific Methods of Research
Aim of the course To impart students knowledge and form their comprehension of the
methods of research work.
Objectives
1. To gain practical experience in systematising and summarising the research material.
2. To know how to plan, choose the methods, to design the research paper in accordance with
the given theme.
An overview of different methods of research. Study of scientific works in Music Therapy.
Application of qualitative and quantitative methods in research into Music Therapy.
Measurements, diagrams and other parameters in research work. Tests, generalisation of their
results. Planning and designing a research paper.
References
1. Kroplijs A., Raščevska M. Kvalitatīvās pētniecības metodes sociālajās zinātnēs. – Rīga;
RaKa, 2004.
. Aldridge. D.: Musiktherapie mit entwicklungsverzögerten Kindern. Beiträge Musiktherapie
in der Medizin, Verlag Hans Huber, Bern 1997
2. Petermann, F. , Macha, T.: Strategien in der testgestützten allgemeinen Testdiagnostik.
Kinderheilkunde 1, 151, S. 6-13, Springer Verlag, Hamburg 2003
3. Aldridge, D.: Auf dem Weg zur Entwicklung einer europäischen Wissenschafts- und
Forschungskultur für Musiktherapie. Musiktherapeutische Umschau Bd. 17 , S. 6-16, Hrsg.:
Deutsche Gesellschaft für Musiktherapie e.V., Vandenhoek und Ruprecht, Göttingen 1996 .
4. Smeijsters, H. Entweder –oder ? Überlegungen zur quantitativen und qualitativen
Forschung in der Musiktherapie Musiktherapeutische Umschau Bd. 17 , S.23-38, Hrsg.:
Deutsche Gesellschaft für Musiktherapie e.V., Vandenhoek und Ruprecht, Göttingen 1996.
5.Geske A., Grīnfelds A. Izglītības pētījumu metodoloģija un metodes. – Rīga ; RaKa, 2001.
3. Human Anatomy and Physiology

Aim of the course: To impart basic theoretical knowledge of the study of human anatomy and
physiology.
Objectives
52
To develop skills and abilities at studying the structure and functions of human body. To teach
to apply the acquired knowledge in health promotion, in organising healthy style of life and
giving first aid in practice.

Notion of anatomy and physiology, its elucidation, methods of investigation. Growth and
development of the human body: structure and functions of the reproductive organs;
conception, development of a fertilised ovum, development of human embryo; regularities of
growth and development. Cells and tissues of the human body: size, form and functions of the
cells, epithelium, connective tissues, muscles, neural tissues, specific features of their structure
and functional role.
References
1. Pāvulīte A.u.c. Cilvēka fizioloģija .- R.: Zvaigzne, 1972., 346 lpp.
2. Koļesņikovs A. Cilvēka anatomija.- R.: Zvaigzne, 1966., 425 lpp.
3. Stankovs A. Cilvēka anatomija.- R.: LVI, 1961.
4. Valtneris A. Asinsrites fizioloģija.- R.: 1990., 229 lpp.
5. Блум Ф., Лейзерсон Ф., Ховсмебер Л. Мозг, разум, поведение. - М.:Мир, 1988,248 с.
6. Воробьева Е.А., Губарь А.В. Сафянникова Е.Б. Анатомия и физиология .- М.:
Медицина,
1987, 352 с.
7. Коробоков А.В. Ченокова С.А. Атлас по нормальной физиологии.- М.: Вышая школа,
1984, 352 с.
8. Курепина М.М. , Воккей Г.Г. Анатомия человека.- М.: Просвещение, 1971, 349 с.
4. Neurology. Introduction to Neurophysiology

Aim of the course
To promote understanding of the functional unity of the CNS in neurophysiological context and
the most frequent basic mechanisms of developmental disorders and their treatment.
Objectives
1. To get acquainted with the neurophysiology of the sensory and motor part of CNS, central
integrator system and its most significant subsystems.
2. To get acquainted with the mechanism of regulating instincts and consciousness and
neurophysiological backgrounds of the autonomous nervous system.
Neuron - basic element of the nervous system and its functions. Neurophysiology of the
sensory system, its main constituent parts. Neurophysiology of motorics and kinematics.
53
System of equilibrium. CNS integrator system, its main subsystems. Sensory-motor subsystem,
its possible disorders - receptive, creative and expressive dyspraxia. Neuronal systems of
instincts, possible disorders of instincts. Vegetative nervous system, mechanisms of regulating
consciousness. Regulation of the rhythm of sleep - wakefulness. Electro encephalographia.
References
1. Apinis P. Cilvēks. Anatomija, fizioloģija, patoloģijas pamati. - Rīga; NM apgāds, 1998.
2. Valtneris A. Bērnu un pusaudžu fizioloģija. - Rīga; Zvaigzne ABC; 2001.
3. Valtneris A. Cilvēka fizioloģija. - - Rīga; Zvaigzne ABC; 1995.
4. Eniņa G., Godļevska M., Smeltere E.. Neiroloģiskie sindromi – 3 daļās ,
Rīga; Zvaigzne, 1986, 1987, 1989.
5. Wrohen, Shattauer Funktionelle Anatomie des Nervensystems – I.– Verlag, 1985.
6. Gschwend G,Hansisches VK Die neurophysiologischen Grundlagen der
Rehabilitation.Lübeck, 1994.
7. Леонтьева Н.Н Маринова К.В., Анатомия и физиология детского организма. Москва,
Просвещение, 1986.
5. Neurology. Children‘s Neurology

Aim of the course
To form a notion of the subject of Neurology, the main diseases of the nervous system at
children’s age and their syndromological evaluation.
Objectives
1. To study the main anatomical structures of the nervous system, their functional connections
and the main pathological changes.
2. To acquire theoretical knowledge of the most frequent causes of neurological diseases, their
clinical manifestations, possibilities of diagnostics and their treatment.
An overview of the anatomy of the nervous system - CNS, PNS, VNS, of the interconnections
of their common functions. Sensory system - anatomic centres and roads, syndromonology of
disorders and methods of examination. Motor system - pyramidal, striapallidar and cerebral
systems, syndromology of their disorders and methods of examination. Cranial nerves,
syndromonology of their disorders and methods of examination. Functioning of the higher
nervous system, syndromonology of its disorders and methods of examination. Anatomical and
physiological peculiarities of CNS in children at different periods of their development.
Pathology of the perinatal nervous system (hypoxia of the fetus and the newly-born, birth
injuries, children’s cerebral palsy, anomalies of the development of the nervous system).
Hereditary degenerative diseases of the nervous system (degeneration of the systemic nervous
system, metabolical diseases, disorders of connective tissues, phacomatosis, diseases of the
54
nervous muscles). Infectious diseases of the nervous system, their clinical manifestations and
the consequences of the impairment. Injuries of brain and spinal cord, their clinical
manifestations and the consequences of the impairment. Brain and other tumours of the
nervous system, their clinical manifestations. Disorders of blood circulation, their clinical
manifestations. CNS impairment in case of somatic diseases. Neuroses, their classification and
clinic. Epilepsy and epileptic syndromes at children’s age.
References
1. Cilvēka fizioloģija prof. A. Valtera redakcijā, Rīga, Zvaigzne, 1986.
2. Eniņa G., Godļevska M., Smeltere E.. Neiroloģiskie sindromi – 3 daļās ,
Rīga; Zvaigzne, 1986, 1987, 1989.
Rehabilitation.Lübeck, 1994.
3. Wrohen, Shattauer Funktionelle Anatomie des Nervensystems – I.– Verlag, 1985
4. Samuels.A manual of neurologic Therapeurics Martin, London 1995
5.Леонтьева Н.Н Маринова К.В., Анатомия и физиология детского организма.
Москва, Просвещение, 1986.
7. Introduction to Psychotherapy
Aim of the course
To give a general theoretical insight into the trends of psychotherapy (cognitive,
psychodynamic, psycho synthesis, psychodrama etc.) as well as into practical possibilities
when working in Music Therapy.
Objectives
1. To get acquainted with the possibilities of using different psychotherapeutic approaches and
methods.
2. To get an insight into the possibilities of collaboration with other specialists in treating and
preventing logoneurosis.
Introduction to the history of Psychotherapy. Getting acquainted with the main trends in
Psychotherapy and their nature. Psychosomatic approach to tackling problems in music
therapy. Logoneurosis, their links with emotions, reasoning and feelings.
References
1. Ādlers A. Individuālpsiholoģija . - Rīga; Zvaigzne ; 1989.
2. Freids Z. Psiholoģiskās aizsardzības. - Rīga; Zvaigzne, 1986
3. Korsakovs Z. Neirozes . - Rīga; Zvaigzne, 1999
4. Lekciju pieraksti., Psiholoģijas pasaule u.c. izdevumi .
55
8. Social Paedriatics
Aim of the course
To master the background knowledge of Social Paediatrics, to form understanding of the
developmental disorders in children, possibilities of their diagnostics and treatment,
interdisciplinary approach in social paediatric care.
Objectives
1. To gain an insight into the basic methods of evaluating the child’s psychosomatic
development.
2. To develop the skill at differentiating normal and hindered development.
3. To acquire the basic principles of specialists’ teamwork (doctor - physiotherapist - speech
therapist - psychologist - pedagogue - music therapist).
Social Paediatrics, its subject, work of an interdisciplinary team in Social Paediatrics. Role of
Social Paediatrics in care about special needs children. Basics of diagnostics in Social
Paediatrics. Developmental diagnostics. Neurophysiotherapy. Methods of neurophysiological
treatment. Vojta method, Bobath’s concept, Castillo Morales S 1 according to Jean Aires, neuro
functional reorganisation according to Padovan. Application of techniques of physiotherapy in
Social Paediatrics. Diagnostics and therapy of the development of hearing, speech and
language. Montessori pedagogy in Social Paediatrics care. Social problems and social help in
the family.
References
1. Fleminga I. Zīdaiņa attīstība un attīstības traucējumi. - Rīga, Zvaigzne ABC, 1999.
2.Hellbrige T. , I.H. fon Vimfens Pirmās 365 dienas bērna dzīvē - Rīga, Elpa; 2000.
3.Zukunft - Huber B. Die ungestörtze Entwicklung des Säuglings, Stuttgart, TRIAS, 1990.
4.Gschwend G. Die neuropsysiologischen Grundlagen der rehabilitation ß Hansiches VK,
Lübeck, 1994.
5. Kiphard E.I. Wie weit ist ein Kind entwickelt? - Verlag - Modernes Lernen, Dortmund,
1996.
6. Hellbrügge T. klinische Sozialpediatrie, Springer ß Verlag Berlin Heidelberg New York
1981.
9. Introduction to Psychiatry and Psycho Somatics

Aim of the course
56
To acquaint with children’s psychic disorders at different ages, their peculiarities, causes,
clinical manifestations, the possibilities of their elimination or alleviation, to learn to
prognosticate children’s further mental development.
Objectives
To get acquainted with the possibilities of diagnostics of children’s psychic disorders.
Classification of psychic diseases, the latest ICD-X classification taken into account.
Examination of the patient, medical tests, complaints, patient’s condition, the criteria. Notion of
urgent and other forms medical help in psychiatry. Perception disorders. Neurotic disorders.
Psychopathies and behavioural disorders. Emotional disorders. Delirium, its types. Disorders of
consciousness. Epilepsy. Disorders of mental development. Problematic issues for discussion -
to analyse interconnections developing within each group of diseases.
References
1.Eglītis A. Vispārējā psihopatoloģija. - Rīga, Zvaigzne; 1982.
2..Eglītis A. Psihiatrija . - Rīga., Zvaigzne,1986.
10. Intensive Therapy and Neonathology

Aim of the course
1. To acquaint students with the basic principles of intensive therapy of newborns and proper
care.
2. To lay down the guidelines for recognising problems of acute medical character and dealing
with them.
Objectives
pursue investigation of the most significant urgent conditions in Neonathology, analysing the
causes, making a diagnosis and differential diagnosis, evaluating the results of medical tests,
and prognosticating the risk factors of postnatal development of the newborn.
Respiratory disorders. Cardio-vascular disorders. CNS disorders. Coma. Risk factors of
premature birth. Postnatal neurological development of prematurely born children. Premature
birth as a high risk factor of development of cerebral palsy and mental checking. Minimal brain
disfunction - difficulties of seeing, hearing, speech, the ability to concentrate and learning.
Central disorders of coordinating the movements. Structure and basic functions of the systems
of human organism (nervous, respiratory, blood circulation, lymphatic, bone-muscle, digestion,
57
excretory organs, endocrine glands). Higher nervous system or theory of behaviour. Structure
and functions of analyzers.
References
1. Roberton N.R.C.A Manual of Neonatal Intesive Care . Third edition 1993
2. Jeffrey L.Blumer A practical guide to pediatric Intensive Care Third edition 1990
3. Thomas N.Hansen; Timothy R.Cooper; Leonard E.Weisman Neonatal Respiratory
Diseanses Second Edition 1998
4. Н.П.Шабалов Неонатология Том 1 - 494 с. Том 2 - 555 с. Санктпетербург 1997
Неонатология М.Медицина 1998 647 с.
11. Pedagogical Audiology

Aim of the course
To acquaint students with the fundamentals of Pedagogical Audiology.
Objectives
1. To acquaint students with the anatomy and physiology of hearing and speech organs.
2. To acquire the basic knowledge of audiology.
Content of the course.
Anatomy and Physiology of speech apparatus. Anatomy and Physiology of hearing organs.
Hearing defects. Risk factors leading to hearing defects. Symptoms of hearing defects. Effects
produced by sensory-neural based weak hearing on language and speech development.
Hearing aids. Principles of rehabilitating people with hearing defects.
References
1. Apinis P. Cilvēks. - Rīga, NMA, 1999.
2. Palčūns V., Preobraženskis N. Ausu, kakla un deguna slimības.- Rīga, Zvaigzne, 1982.
3. L.Antons Skaņa. - Rīga; Zvaigzne ABC, 1998.
4. Rehabilitācijas principi cilvēkiem ar dzirdes traucējumiem. - Latvijas Kristīgais
Medicīnas un Ģimenes centrs, 1998.
5. Šēnveilers R., Ptoks M. Foniatrija un pedagoģiskā audioloģija. - Rasa ABC, 2000.
12. Speech Therapy

Aim of the course To treat issues of Speech Therapy as a single unity with the theoretical and
practical ideas of other sciences and train music therapists for co-operation in performing a
speech therapist’s functions.
Objectives
1. To acquaint students with the history of development of Speech Therapy as a science.
2. To acquaint students with all speech and language disorders, their causes, symptoms and
types.
3. To acquaint students with the possibilities of diagnostics of speech and language disorders.
58
Introduction to Speech Therapy. Disorders of speech development. Speech and language
disorders of neurological origin. Disorders of speed and rhythm of speech. Speech and
language disorders in people with primary sensory defects. Voice disorders.
References
1. Логопедия, М.«Владос» – 1998. под.ред. Л.С.Волклвой.
2. Винарская Е.М. «Ранее речевое развитие ребенка и проблемы дефектологии.
М.: Просвещение, 1987.
3. Е.М.Мастюкова Лечебная педагогика М.: Владос. 1997.
4. Hadaņonoka I., Hadaņonoka Latvija, Staļģe L., Meriande R. Kā raisās valodiņa,
Rasa ABC.
5. Vispārziglītojošo skolu logopēdisko punktu nolikums, Rīga 1993.
6. Rudītis A. Rūpju bērni mājā un skolā, 1993., Rīga
7. Stūrītis I. Palīgskola (mazspējīgo bērnu skola), BV, 1932.Štāls M. Mūsu dzīves
pabērni, viņu audzināšana un mācīšana. – BV, 1936.
First Aid
Aim of the course
To form a notion of possible traumas, accidents and other urgent conditions in practical work of
a music therapist and basic principles of giving first aid.
Objectives
1. To acquire theoretical knowledge of possible acute conditions during the work of a music
therapist, their clinical manifestations.
2. During the practical classes to acquire the elementary skills at giving first aid in case of
traumas of different character, accidents and other acute conditions.
3. To master the basic reanimation skills according to ABC schemes.
An overview of traumas of different type, accidents and acute conditions. Theoretical
knowledge and practical skills at giving first aid in practical work of a music therapist. Basic
skills of doing reanimation activities according ABC scheme with children and adults of different
age. The minimum of sanitary hygienic norms needed for a music therapist’s work.
References
1. Izdales materiāli “Pirmās medicīniskās palīdzības kurss”
2. Pirmā palīdzība: palīdzība jebkuram cietušajam – mājās, darbā, atpūtā, redaktors
J.Andersons, tulk. No angļu valodas M.Baltiņš. Rīga; Zvaigzne ABC 2003., 288 lpp.
7. http:// homes dpunet.lv/pirma-palidziba/saturs.html
59
Practice
First year. Observation of Music Therapy classes and discussions on them.
Second year. Individual and group practice in Music Therapy.
Third year. Individual and group practice in Music Therapy.
Placement for the practice:
Interdisciplinary Children’s Development Centre of Kurzeme campaign “Saules Stars”
Special needs nursery schools and schools
Kurzeme Perinatal Care Centre (Liepāja central Hospital)
Liepāja Psychoneurological Hospital
Liepāja Youth Day Centre.
15. Diploma paper

The student works at a chosen theme in written paper. For writing the Diploma paper the
student uses basic topical ideas of scientific theories as well as methods and their practical
implementation. Using the experience obtained through practical work a scientific research
paper in Music Therapy is worked out.
60
Second Level Professional Higher Education Study
Programme
MUSIC THERAPY
(code 4672211)
Self-Assessment Report of the Accreditation
Programme Director
M. music, Doc.
Mirdza Paipare
61
Confirmed
at the LAP Senate sitting
on 20 December 2004
Minutes No.4
Chairwoman of the LAP Senate
Dr.paed. Prof. A.Samusēviča
----------------------------------------
CONTENTS
1. Aims and Objectives of the Study Programme 63

2. Organisation of the Study Programme 63
3. Practical Implementation of the Study Programme 64
4. System of Evaluation 66
5. Students 67
6. Academic Personnel Involved in the Implementation of the Programme 68
7. Sources of Financing and Ensuring Infrastructure 69
8. Foreign Relations 70
9. Conclusions 72
10. Plan of Development of the Study Programme 73
11. Evaluation of the Study Programme in the Context 74
of the Interests of the Latvian State
12. Summary 75
62
Second Level Professional Higher Education Study Programme
MUSIC THERAPY
The Liepāja Academy of Pedagogy (LAP) study programme Music Therapy is a
second level professional higher education study programme and is implemented in
compliance with the licence issued by the Ministry of Science and Education No. 04043 - 13
(28 March 2003). After completing the studies the student is awarded a professional
qualification a Music therapist specialist (code 3229 of Professional Classification of the
Republic of Latvia).
In order to evaluate the study programme Music Therapy a working group was
formed which included representatives from the academic, administrative staff of the Academy
and representatives from among the students (Rector’s order No. 108v, 16 December 2004).
The self-assessment report was discussed in student groups of the programme Music
Therapy, at the meeting of the Department of Music (13 October 2004), by the Humanities
Faculty Board (21 October 2004), by the Study Council (13 December 2004) and confirmed by
the Senate (20 December 2004).
1. Aims and Objectives of the Study Programme

Aim: to theoretically and practically educate a music therapist meeting the
requirements of professional qualification, a person who would be able to conduct Music
Therapy classes/sittings for special needs children and adults with the purpose of promoting
their integration into society and improving the quality of their life.
Objectives:
- to impart theoretical knowledge of Music Therapy, of Special Needs Pedagogy and
Psychology, of Medicine;
63
- to acquire practical competences in methods of diagnostics, in planning musical activities, in
keeping documentation, in evaluation;
- to use the scientific abilities of reflection in the practical work of a music therapist;
- to acquire skills at organising work in music therapy, its management and communication.
2. Organisation of the Study Programme

The work in the study programme is organised in compliance with the Law of Higher
Education, Satversme of the LAP, Regulations on Studies of the LAP, with Regulations of the
Cabinet of Ministers of the second level professional higher education standard, in accordance
with the Classification of Professions of the Republic of Latvia and the draft standard of Music
Therapy.
The standards and recommendations elaborated by the European Confederation of
Music Therapy at Kassel conference have also been taken into consideration.
Study work is organised according to the annual plans of study and a joint calendar for
the academic year elaborated at the LAP. The programme has been designed in such a way
that it would ensure acquisition of the body of knowledge, skills and attitudes that a music
therapist needs.
The proportion of lectures and practical classes in study courses is 1:2
3. Practical Implementation of the Study Programme

When starting the course of studies the students are acquainted with the aims,
objectives, the content of the study programme Music Therapy, its organisation, requirements
and the expected results, they also get information about the possibilities of getting actively
involved in improving the study programme, with financial possibilities and the character of the
particular suggestion taken into account.
Concurrent with the traditional forms of work (lectures, seminars, practical classes)
supervisions are practised as well as interactive methods of study: group work, problem-
oriented teaching, and discussions. Use of supervisions and the method of problem-oriented
teaching is of special character, because in practical work each case with the client/patient is
special and needs competent integration of theory and practice of several specialties
(medicine, psycho-therapy, special needs and social psychologies, pedagogy).
In the study process special attention is given to practical classes and supervisions.
The aim of the study courses is to develop practical working skills; therefore it is important that
64
practical classes would take place in institutions and centres where experienced specialists and
practitioners work with special needs people. The LAP has developed good co-operation with
special needs groups in pre-school education institutions (Liepāja Christian primary school,
Jelgava pre-school education institution “Spolīte”, with special needs schools (Liepâja Special
Needs Boarding School), children’s development centres (Kurzeme campaign “Saules stars”
Interdisciplinary Children’s Development Centre, Rīga Children’s Development Centre,
specialised rehabilitation centres (Liepāja Day Centre, Social Care Centre “Allaži”), with
hospitals (Kurzeme Perinatal Care Centre, Liepāja Psycho-neurological hospital) and other
institutions working with special needs people.
The study work in the programme Music Therapy is organised in such a way that
students have an opportunity to work independently: studies of literature, practical work in
institutions, home assignments etc. For fulfilling the individual assignments the students get
methodological advice from their lecturers. Communication between the lecturer and the
student occurs during the classroom hours, consultations and also through e-mail due to the
fact that the group is part-time students and a specialist from Germany participates in the
programme also through e-mail.
One of the most significant components of the programme Music Therapy is practice.
The aim of the practice is to apply the theoretically and practically acquired knowledge in
practical work.
During the practice students have to acquire the necessary professional competence in
the main fields of a music therapist’s activity:
evaluation - indication, diagnostics, choice of the method, assessment, report, effect,
prevention. The choice for the placement of the practice should ensure student’s acquisition of
practical experience as wide as possible working both with children and adults suffering from
health, development, kinaesthetic, communication and other disorders. The student should
learn practical application of the theoretical models and to evaluate the patient’s/client’s skills
and their disorders, special diagnostics of kinaesthetic and other disorders, should learn to
create an adequate programme for treating the client’s/patient’s disorders through music
therapy, the programme has to be constantly revaluated (with the help of audio and other
documentation) as to its efficiency.
During the practice the student should learn to describe, analyse and valuate his/her
activity, recording materials of sittings, compiling an indication card, report to the doctors and
an account about the applied methods as well as giving reference about the music therapy.
During the practice the student should learn to analyse and describe his/her own activity. To
65
make the student’s work more systematic during practice a documentation packet has been
created, which includes the results of the whole student’s practical work (audio, video
recordings, profile of the sitting, assessment of the work in music therapy, final report etc.).
Assignments of the practice are carried out under the guidance and supervision of
experienced specialists - medical workers, speech therapists, and music therapists. The results
of the practice are analysed both by the music therapist and the administration of the institution
where the practice is taking place, and the lecturers of the LAP.
During the study process the students get involved into research. Research work starts
in the second year when the student chooses the field of music therapy, which is going to be
investigated, and which is related to his/her practice. Depending of the theme of the work a
supervisor is appointed, a specialist - a consultant from among medical people or psychologists
working in the given field. In the third year the work at the chosen theme continues and the
student is given the opportunity of verifying the theoretical knowledge in practice, thus doing
his/her Diploma practice. The theoretical substantiation, the course and the results of the
research are presented in the practice report with an evaluation at the end of the second year
of studies and the Diploma paper. Co-operation between the consultant of the research in
Music Therapy and the student develops in several directions within the framework of the
chosen theme, but all of them are subjected to reaching the main aim of the implementation of
the study programme - Music Therapy when working with special needs people.
4. System of Evaluation
Students’ knowledge is systematically evaluated during the study process in
accordance with the requirements of each study programme. The level of acquisition of the
study courses and fulfilment of the practice assignments are evaluated. The main forms of
testing the knowledge are credit tests (ieskaites) and examinations, which are organised in a
form of test papers, tests and as problem discussions.
Students get timely information about the form of testing for the study course and the
requirements for passing a credit test or an examination.
The system of evaluation is based on the “Regulations on Examinations” adopted in
the LAP. Evaluation is made in a ten-point scale or with “ieskaitīts” (passed), “neieskaitīts” (not
passed). The results of the evaluation and assessment of the knowledge are analysed during
the evaluation of the study courses and serve as basis for development and perfection of the
methodology of teaching.
66
At the end of the study course the student defends his/her Diploma paper in front of
public, the paper is evaluated by the opponent and the Qualification Examination Commission.
Diploma paper evaluates the student’s ability to professionally tackle different problem
situations using the knowledge and skills from general education courses, theoretical courses
in the field and courses in professional specialisation. The Diploma paper is evaluated in a ten-
point scale.
5. Students
Enrolment and matriculation to the study programme occurs in compliance with the
regulations for enrolment and matriculation confirmed by the LAP Senate, which precisely
define the target group of the applicants for the programme - people with higher education, with
the ability to meet the entrance requirements of playing the piano, in vocal and piano
improvisation and are able to give good motivation for having chosen the specialty.
At present 27 students are involved in doing the LAP study programme Music Therapy,
they all have higher musical or pedagogical and psychological education. Students come from
a wide area - from Liepāja, Rēzekne, Daugavpils, Rīga, Tukums, Jelgava and other places and
they practically work with special needs people.
It is the students’ questionnaires that help to find out the successes and failures of the
programme, the questionnaire is conducted by the Adult Education Department of the LAP. The
questionnaires include questions about the organisation of studies, co-operation with the
teaching staff, methodological and informative resources and other issues, the obtained data is
used to improve the quality of the study process, when the occasion requires corrections are
made. The discussions about the curriculum among the lecturers and the students have
resulted in supplementing the curriculum with the following courses: “Physical Therapy”, “Art
Therapy”, “Social Psychology”, and “Alternative Forms of Health Care”. In a similar way Block
C has been supplemented by including the following courses of study “Montessori Pedagogy”,
“Munich Functional Developmental Diagnostics”, “A Child’s Rights Protection”, “Insight into
Psycho Drama”.
The results of the 2003/2004 academic year students’ survey show that the students
are satisfied with the organisation of the study work. The amount of the independent work is
large, information for carrying out the tasks is mainly looked for in libraries, on the Internet, in
special CD-ROM, which have been prepared by organisations with the support of European
Music Therapy Confederation and the World Association of Music Therapy. Available for the
students of the study programme are also materials prepared by the teaching staff (as to the
67
provision of materials for studies the answers were different). In order to tackle the matter
concerning provision of materials for study opportunities to increase the stock of literature and
musical instruments are looked for with the help of projects, foundations and personal contacts.
The students have positively evaluated the work of the members of the teaching staff involved
in the programme; they are satisfied with both the methods of teaching and control, and their
professional practical experience.
We consider that the students participating in questionnaires and discussions and
expressing their opinion participate in perfecting the study process. So, for example, the
students suggested to develop the cycle of Free choice subjects, supplementing the list with
subjects needed for the profession. Successful implementation of the study programme is
based on good co-operation among the students, members of the teaching staff, the
programme managers and the administration of the LAP.
6. Academic Personnel Involved in the Implementation

of the Programme
Lecturers from the LAP Departments of Pedagogy, Psychology, Music, Social Sciences
and Management are involved in the implementation of the study programme as well as
specialists in health and rehabilitation, for example, from the Association of Paediatrists of
Latvia and the Association of Children’s Neurologists and Psychotherapists of Latvia.
There are three Professors involved in the study programme (Z.Gailîte, I.Strazdiņa,
D.Lieģeniece) as well as lecturers with Doctor’s and Master’s degrees (R.Haus, S.Zaķe,
R.Ukstiņa, S.Ābula).
The qualification of the academic personnel is consistent with the aims and objectives
of the programme. The lecturers of the LAP have gained rich experience in educating different
types of specialists, including also specialties and study programmes related to Music Therapy
such as Speech Therapy, Early Childhood Speech Therapist, Special Needs Education
Teacher, Social Pedagogue, Social Worker . The obtained education and practical experience
give the right to teach corresponding courses. Also medical people -practitioners working in the
programme have acquired the right to teach in the programme in the Association of Doctors’ of
Latvia (A.Kauliņa, I.Jostmane, R.Zarakovska, S.Ābula).
The lecturers teaching in the study programme are involved in implementation of
different international projects: participation of Latvia in European Standing Association of
Speech and Language Therapists (CPLOL) - B.Trinīte; Soros Foundation Latvia project
68
“Reading and Writing for Development of Critical Thinking”- I.Strazdiņa; Soros Foundation
Latvia project “Open School”- B.Trinīte, Leonardo da Vinci and PHARE programmes - A.
Kauliņa, I.Jostmane; “Aktion Mensch” - R. Haus.
The lecturers involved in the programme do regular research. The fact that music
therapy is an interdisciplinary branch of science taken into account, the fields of research are
diversified. In the self-assessment report they are organised in groups: Music Therapy, Social
Paedriatics, Speech Therapy, Pedagogy, Psychology and Music.
Music Therapy - “Music Therapy for Children with Disorders of Mental Development”-
S.Ābula.
“Musiktherapie mit sozial- and verhaltungsausfalligen Kindern” - R. Haus and others
(see List of Publications).
Speech Therapy: “Grammatical Structure of the Latvian Language for the Deaf”
-D.Bethere, “Language Disorders of Bilingual Children” - B.Trinīte.
Social Paedriatics - “Model of Social Paedriatic Care” - A.Kauliņa, I.Jostmane.
Assessment of Children’s Development after their First Year of Life according to Munich
Functional Developmental Diagnostics and Vojta Diagnostic Methods in Latvia”- A.Kauliņa;
Acupuncture in Paedriatics - I.Jostmane.
Pedagogy and Psychology: “Alienation of Pre-school Children in the Family”-
I.Strazdiņa, “Interaction with the Educator as a Person Forming Self-confidence and the
Personality of a Senior Pre-school Child” - D.Lieģeniece, R.Ukstiņa, “Adaptation of Montessori
Pedagogical Method to Special Needs Children in Social Care Centres” -G.Tomele, “Individual -
Psychological Consultation Process and its Structure” - V.Zēlerte.
The quality of the study programme to a great extent depends on the level of the
professional qualification of the lecturers working in it. When inviting people for teaching a
course, one of the main criteria for the applicant is a high level competence in the field
adequate to the study course as well as understanding of Music Therapy as a science and a
form of health care. The programmes of the study courses offered by the lecturers are
harmonised with the goal and objectives of the study programme Music Therapy; they are also
designed in a way to address music therapists. Courses in Music Therapy (theoretical and
practical) are taught by a highly qualified music therapist from Datteln Children’s Clinic of
Witten/Hardecke University Dr.rer.medic. Reiner Haus from Germany.
7. Sources of Financing and Ensuring the Infrastructure
69
The financial expenses of the study programme are covered by the student or some
other legal entity or individual person. The cost of studies in the programme is determined on
the basis of the document confirmed by the Senate of the LAP “On the Principles of
Determining the Cost of Studies in the LAP” which complies with the decree of the Cabinet of
Ministers No. 337.
Implementation of the study programme Music Therapy is coordinated by the Adult
Education Department of the LAP, Department of Music, Programme Director Mirdza Paipare in
collaboration with the Department of Studies.
The infrastructure of the LAP should be adjusted to the implementation of the
programme. A co-operation agreement has been concluded with the Foundation of Music
Therapy (FMT), one of its aims is education of music therapists in Latvia and the Foundation
has specific instruments for music therapy at their disposal, another partner is the Music
Therapy Centre financed by Germany with the purpose of providing placement for practice for
tomorrow’s music therapists. Of significance is also collaboration with the Interdisciplinary
Children’s Development Centre of Kurzeme campaign “Saules Stars” (Dr. A.Kauliņa), Kurzeme
Perinatal Care Centre (Dr. I.Medvecka). Beginning with January 2005 it is planned to develop
cooperation with Liepāja Psychoneurological Hospital (I.Zeme).
The library of the LAP plays an important role in ensuring the study process. Taking
into consideration the fact that Music Therapy as a branch is a new thing in Latvia, the library
stocks in this field are not large, therefore together with FMT resources of materials in Music
Therapy are being built up; one can get acquainted with them in the Centre of Music Therapy.
As to other study courses (Speech Therapy, Pedagogy, Psychology, special disciplines) the
library offers the students good services- the reading-room, copying of the necessary materials,
free-access computers, the information system “Alise”, the electronic catalogue, a connection
to the INTERNET, databases (on-line EBCO database, CD-ROM databases).
8. Foreign Relations
The specific character of the study programme Music Therapy determines the need to
organise practical classes in an institution where students can also watch supervisions when
working with special needs children and adults on the spot. An important point is also gaining
experience by visiting habilitation/rehabilitation institutions where students can visit classes and
observe the work of other specialists with special needs people. During the course of the
implementation of the programme Music Therapy there has developed collaboration with
different governmental, municipal (Liepāja City Council), non-governmental organisations
70
(Velku Foundation) as well as with international associations and organisations (European
Confederation of Music Therapy, Association of Music Therapy Education of Lithuania) which
eagerly receive the students of the LAP. This kind of co-operation gives the potential employers
opportunities to get acquainted with tomorrow’s music therapists and after completion of their
studies to offer them a job. Also students in their questionnaires mention that doing practice in
places where real interaction of a music therapist and a special needs person can be seen
plays an essential role in their professional growth.
Within the framework of the study programme there has been established cooperation
with several special needs education institutions (Liepāja Christian Primary School, Liepāja
Special Needs Boarding School, Liepāja Crafts School No.48, Jelgava Children’s Development
Centre “Rotaļa”, Vaiņode Special Needs Boarding School, Engure Secondary school;
Interdisciplinary Children’s Development Centre “Saules Stars” of Kurzeme campaign,
Kurzeme Perinatal Care Centre, Liepāja Day Centre, Rīga Interdisciplinary Children’s
Development Centre.
The LAP study programme Music Therapy has developed cooperation with
Witten/Herdecke University in Germany. There within the framework of the European
Commission Leonardo da Vinci mobility programme Programme Director and the students from
the programme observed classes in Datteln Children’s Clinic, in Hattingen Neuro Rehabilitation
Centre, in Witten Day Centre and other places. In July 2004 L.Enģele, a student from the
programme Music Therapy, observed the work of the music therapist R.Haus in Datteln
Children’s Clinic.
Similar cooperation has developed with Heidelberg Crafts Higher Education Institution,
the project envisaged getting acquainted with planning and organisation of the practice in
Germany, M.Paipare and O.Blauzde visited the place as mobility students.
In June 2004 M.Paipare and A. Bužere participated in the Sixth European Congress of
Music Therapy in Finland where they represented the LAP study programme, which is the only
one in Latvia. Close co-operation has also developed with the Vilnius Pedagogical University
where a similar programme “Health and Music” has started functioning under the supervision of
Vilmante Aleksiene who is also President of the Association of Music Therapy Education in
Lithuania.
In October 2004 M.Paipare and O.Blauzde visited courses taught by K.Schumacher
(Germany) “Application of Music Therapy when Working with Austists” in Vilnius.
In May 2004 study courses “Music Therapy and Psycho Drama”, given by Professor
Joseph Moreno from the USA, were organised with the support of the US Embassy and the
71
Liepāja City Council. Since 2005 the Department of Music of the LAP with its study programme
Music Therapy has been involved in the European Resources for Intercultural Communication
network within the framework of ERASMUS programme.
Several members of the teaching staff have worked in foreign education institutions
and done scientific or research work: R.Haus in Music Therapy in Bochum University in
Germany; B.Trinīte - research in Speech Therapy in Great Britain; D.Bethere - at Tartu
University in Estonia; A. Kauliņa has been doing research in Vojta Therapy and Social
Paediatrics in the Uniclinics Centre of Social Paediatrics in Frankfurt; G.Tomele is a lecturer of
the International Academy of Development-Rehabilitation. B.Trinîte did her research within the
framework of TEMPUS project at the Institute of Logopedics and Foniatrics at Lund University.
9. CONCLUSIONS
Practical implementation of the study programme Music Therapy ensures reaching the
set aim and the country will get new specialists who will promote implementation of the
National Development Plan concerning introduction of music therapy as an alternative form of
health care. Taking into consideration the statistics we have to ascertain that unfortunately the
number of people with special needs keeps growing. Music therapists will be ready to work with
such people, doing their work together with doctors, physiotherapists, speech therapists,
Montessori pedagogues and other experts in the field of social paedriatics or in interdisciplinary
centres. As the students of the programme (within the framework of different projects) have got
acquainted with similar programmes in foreign countries (Germany. Lithuania), the partnership
programme will have opportunities for development, for improvement with the help of new
courses, by inviting guest lecturers. The curriculum includes such new disciplines as
“Physiotherapy”, “Social Psychology”, Art Therapy”, “and Alternative Forms of Health Care”.
72
10. Plan of Development of the Study Programme
Development of the study programme Music Therapy to a great extent will be

determined by the members of the teaching staff involved in the programme as well as co-
operation with European Confederation of Music which has supported the LAP programme and
is planning to involve specialists from different countries, because there are no qualified
(having a diploma) music therapists in Latvia. The LAP has agreed on collaboration with Vilnius
Pedagogical University within the Leonardo da Vinci pilot project in order to develop education
of music therapists in the Baltic countries. L.Enģele is planning to continue her studies in one
of higher education establishments in Europe (Norway), where there functions a programme
Music Therapy. I.Gutâne, a student of the LAP study programme “A Music Teacher” has
entered Music and Art Higher Education Institution in Vienna. In collaboration with German
foundation “Aktion Mensch” possibilities for practice have been guaranteed in Music Therapy
Centre, which guarantees good-level training of students-future music therapists for practical
work.
Since 2005 the LAP study programme has been involved in the EU programme
ERASMUS “Music and Health of ERIC network (European Recourses for Intercultural
Communication.
Since 1 November 2005 the study programme has been part of the project EURO
MUSIC (European Models for Music Therapy with an initial major in pediatrics).
To collaborate with doctors by designing special programmes for informative courses
on practical application of the elements of Music Therapy.
To plan publication of students’ and lecturers’ research papers in the Academy as well
as to design own publication/ journal through cooperation with the Association of Art Therapy.
73
Drawbacks Suggestions for Deadline Responsible Performers
their elimination person
1. Insufficient Preparation of 2005-2010 M.Paipare Lecturers of the
publicity of the advertising Department
programme, materials L.Eņģele,
dissemination of O.Blauzde
information
2. Revision of the 2005-2010 L.Eņģele Head librarian
Supplementing existing stocks
the library and making a
stocks in the list of books to
field of Music be obtained
Therapy
3. Insufficient Co-operation 2005-2010 M.Paipare Lecturers of the
work with similar with the programme,
study Association of Foundation of
programmes Art Therapy, Music Therapy
and health care
associations in institutions
Latvia
4. Insufficient To organise a 2005-2010 R.Hauss Lecturers of the
work at conference programme
recruiting new
teaching staff to
the study
programme
5. In-service To attend Regularly M.Paipare Lecturers of the

training of the additional programme
lecturers courses in
Music Therapy
6. Continuing Continue 2010 L.Eņģele L.Eņģele
education(staff studies in some I.Gutāne I.Gutāne
members) as European
Master students higher
education
institution
7. Finding new Doing the Regularly L.Eņģele 1st-3rd year
placements for practice I.Gutāne students
the practice O.Blauzde
74
12. Summary
The positive sides of the study programme:

* Music therapists needed for work with special needs people will be trained in Latvia.
* The study programme designed in the LAP makes possibilities for acquisition of a
new speciality as part of further education.
* The members of the teaching staff are well-qualified and are interested in creative co-
operation with doctors-practitioner
* The study programme, which is part of the field of health care, will promote the
process of changing the status of the “Academy” into a “university”, because it will
diversify the fields of study.
* Valuable experience, the purpose-equipped music room with appropriate
equipment ensures conditions for doing the practice successfully.
Possibilities for development of the study programme:
* To make wider use of information technologies.
* To more efficiently use different methods and forms of studies in order
- to improve the students’ independent work,
- to use e-studies on a wider scale.
* To more actively develop co-operation with the Association of Art Therapy, health care
institutions in Latvia and foreign countries.
* To more seriously get involved in international projects with the purpose of
professional growth, to increase the mobility and improve one’s qualification.
* To supplement the stocks of special literature in the LAP library.
75
Members of the working group compiling the self-assessment report of the study programme
Music Therapy.
Leader of the working group Mirdza Paipare
Master of Music, Docent of the
Department of Music,
Programme Director
Members of the working group Ņina Petrauska
Master of Pedagogy, Head of the
Department of Adult Education
Iluta Dreimane
three-year student of the study
programme
Agris Palkavnieks
Psycho therapist, Board member
of the Association of the Psycho
Therapists of Latvia
76
Evaluation of the Study Programme in the Context
of the Interests of the Latvian State
Guidelines of the EU and social programme of Latvia recognises solution of problems
for handicapped people and socially vulnerable groups as a priority. Children are born with
physiological, biological, biochemical or genetic disorders. These can also be consequences of
trauma or a disease, resulting from an infection or another cause. At present there are about
ten thousand pupils with special needs in special needs schools, but eight thousand children
are being integrated in general education schools. Educating music therapists at the LAP
complies with the priorities set forth in the National Development Plan of Latvia (see Strategic
Memorandum of NAP 2000):
- to enhance sustainable development, by improving welfare and social security of every
inhabitant (Strategic Memorandum of National Development Plan, p. 3);
- to promote development of appropriate understanding among the members of civil society
about children and adults with special needs;
- to introduce and develop music therapy as one of the alternative forms of care (see Strategic
Memorandum of National Development Plan 7.2.3): providing more proper health care among
the people of this group in Latvia, considering music therapy as one of the forms of care;
- to improve the quality of life of special needs children and adults wit the help of music therapy,
thus promoting integration of these special needs groups into civil society.
In Western Europe and other parts of the world music therapy has been successfully
used for treating people with special needs, caring for people in the condition of coma or
oncologic patients, with prematurely born babies and other situations for more than thirty years
already concurrently with such methods as psychiatry (psychosomatics), psychotherapy,
internal medicine, neonathology and others. In medical institutions - out-patient clinics, clinics,
social paedriatic centres - as well as in special needs schools and integrative pre-school
institutions in European countries music therapy p-lays a significant role in the process of
treatment and rehabilitation of such patients. Since 2003 students of the Liepāja Academy of
Pedagogy, being trained for working with special needs people, have started a programme of
Music Therapy.
Development of special needs studies in the field of rehabilitation confirms how
significant besides other disciplines (therapeutic/corrective gymnastics, physiotherapy, speech
77
therapy, ergotherapy, reittherapy, special needs pedagogy) is music therapy. The visible effect
of music therapy on the main levels of the child’s development (language development,
developing intelligence without language, development of ear for music, coordination of
eye/hand, social relationships) makes it possible for music therapy turn into an important
accession to other disciplines, which do not have such widespread therapeutic impact. Also the
form No. 066 - p/u “Patient’s card after discharging from hospital” issued acknowledges a need
for another therapy (art, music, dance) in psychiatry.
Today in Latvia it is pre-school teachers without any special methodological
qualification who take care of most of children of pre-school age with vision, speech, motor and
mental disorders. It means much poorer prospect for children’s development in comparison
with such extra therapeutic care this type of children are provided with, for example, in
Germany and other places in the world.
Music Therapy being a multifunctional and many-sided form of therapy (visual
perception, movements, language, cognitive abilities and emotionality are merged into one
therapeutic whole with the help of a musical image) offers many-sided help.
The LAP has good organisational pre-requisites for implementing the programme in
Music Therapy.
Description of professional responsibilities:

The description of professional responsibilities of a Music Therapy specialist has been
designed in accordance with the professional standard of an art therapy specialist.
A specialist of art therapy works in the field of health, social care and education, in an
organisation and/or does his/her own private business and gives art therapy services to an
individual and /or group and/or and organisation. A specialist of art therapy makes assessment
of the client’s condition with the help of art therapy helping the client to express his/her
emotional experiences, by developing the client’s social adaptation ability, by promoting
personality’s self-awareness and development, personality maturity following the ethical
principles of an art therapy specialist. An art therapy specialist is apt to do scientific research, to
present the results and publish them. An art therapy specialist might have specialisation in
different fields of art therapy, which envisage different kind of education (further on “a visual art
therapy specialist”, “a music therapy specialist” and “dance and kinaesthetic therapy specialist”.
An art therapy specialist takes care of his/her further education in the chosen field.
78
Possibilities of qualified specialists in labour market:
Qualification of a music therapy specialist gives an opportunity to work with children,
young people as well as with adults who are harmfully influenced by a disease, psychic or
physical developmental disorders. During the course of the therapy there might develop
favourable interaction, which helps in overcoming communication impairments and disorders,
in emotional perception of oneself and others; therapeutic attitudes include also development of
the potential of mental abilities and promote integration of people with special needs into
society.
The professional training of a music therapy specialist gives an opportunity to get a job
in psychiatric, neurological and psycho-somatic centres, in special needs nursery schools,
schools, centres of social paedriatics and rehabilitation institutions as well as in different
institutions where there is a need to help children/adults with special needs to get integrated
into society.
Compliance with the State Standard of Professional Higher Education

To comply with the regulations of the Cabinet of Ministers (No.481) concerning the
State Standard of the Second Level Professional Higher Education, a corresponding contents
of the professional study programme “Music Therapy” was chosen.
The value of the study programme is 110 CP, its compulsory contents is included in the
basic parts of the structure of the programme: study courses – 74 CP, practice 26CP and State
examination – 10 CP, the latter includes also writing and defence of a Bachelor’s paper.
The compulsory contents of the study programme consists of:
general education courses, the value of which is 13 CP;
basic theoretical courses in the field and courses in information technologies – 23 CP;
courses of professional specialisation in the field – 68 CP;
optional (free choice courses) – 6CP.
The contents of the study programme has been chosen in compliance with draft version of the
Professional Standard of a specialist in Art Therapy.
79
Structure of the Study Programmes of other European Countries
The study programme Music Therapy is a new programme in the Republic of Latvia.
In European countries education of music therapists has been going for several
decades already. Having compared the present programme with the programmes of training
music therapists in Germany, Austria, the Netherlands, Norway we can ascertain the following:
duration of studies in European higher education institutions after an acquired pedagogical
education is 2 years, 3 years of further education, but four years are given to full-time studies
after a completed secondary education.
The LAP study programme Music Therapy is envisaged for a period of 3 years and as
to its contents it complies with the study programmes in European higher education institutions.
The comparison was made with the study programmes:
at Norwegian Sogn og Fjordane Higher School Study Centre Sandane; in a higher education
establishment at Enschede Conservatoire in the Netherlands; at Vienna Music and Art Higher
Education Institution in Austria; at Westphalia Wilhelms University in Munich (see the annexed
table on the next page). It is also possible to acquire study programmes in Music Therapy in
other higher education institutions in Europe: England, Finland, Sweden, Denmark and others.
Music therapists from European countries have joined the Confederation of Music Therapy
(see www.musictherapyworld.net).
When designing the professional study programme the following aspects were
compared:
educational institutions;
titles of the study programmes;
the degree to be awarded;
rules for matriculation;
principles of organising the programme;
specialisation;
major elements of the compulsory part of the study courses;
courses in the field.
80
Country Norway Netherlands Austria Germany
Title of the Music Therapy Music Therapy Music Therapy Music Therapy
study
programme
Further Basic full-time Further Further
Character education/ studies education/full- education/full-
Post-diploma time studies time studies
studies/ full-
time studies
Structure and A. Music A. Basic A. Music A.Music
contents Therapy and studies in Therapy, Therapy as a
Methodology Music Therapy practice specific
B. Medical, and Medicine psychology of
B. Medicine,
pedagogical, music
B. Personal Psychology,
psychological experience in C. Basic B. Clinical and
and social music, practice knowledge of social
sciences paediatric
C.Music theory Music
C.Personal practice
and practice
experience in Therapeutic
music, diagnostics
practice through music,
experience etc.
Entrance Completed General General General
requirements three-year secondary secondary secondary
college education education education
education
(medical,
pedagogical,
psychological
and social
sciences)
Entrance Yes Yes Yes Yes
examinations
Duration of 2 years 4 years 3 years 3 years

studies
Qualification to Music Music therapist Music therapist Music therapist
be acquired therapist
Credit points to 40CP 40CP Not stated Not stated
be earned
81
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LIEPĀJA ACADEMY OF PEDAGOGY

SECOND LEVEL PROFESSIONAL HIGHER EDUCATION STUDY

PACKET OF ACCREDITATION DOCUMENTS

1. Description of the Content of the Study Programme 3

Duration of studies: 3 years

No. Form of testing

1. Special Needs Pedagogy 2 E 1

Placement for the practice:

No. Name, Position Scientific or Education, Courses taught

12 Vija Zēlerte Department of M. psych. Higher, LPI, 1987. Special Needs

LPI – Liepāja Academy of Pedagogy

Date of birth: 6.3. 1962

Personal information -IRINA STRAZDINA

Participation in International Projects

Supervision of Master’s Works in other Higher Education Institutions

Personal Data GUNDEGA TOMELE

 1998 - Liepaja Academy of Pedagogy, the director of the study programme

Name: AIJA KAULIŅA

Date of Birth: 03.02.1960

Education: Riga Institute of Medicine 1978-1984 Faculty of Pediatry

Language skills: Latvian - native

Participation in Professional Associations:

Length of service: 20 years

Work Experience: 2004 – course of lectures “Intensive therapy in neonatology”

The course of life and work of RITA UKSTIŅA

Information about the person: Rita Ukstiņa

Courses for Improvement of Qualification:

Personal information SILVIJA ĀBULA

Information about the place of residence and place of work

Professional and academic education

Personal information ROVĒNA ZARAKOVSKA (Mrs), born 20 August 1961

Professional and academic education

Languages Latvian (native), Russian – fluent

Personal Born: Liepaja, Latvia, 24 July 1969

Education 2001-2003 University of Medicine, Riga , Latvia

Professional 2001 Professional study programme “Speech

2000. Centre of early intervention, Liepaja

1998 Professional study programme “Speech Therapy”,

1995 -1997 Secondary School No. 8, Liepaja,

1991. Liepaja Academy of Pedagogy,

Other 2003 Member of Standing Liaision Committee of E.U.

Scholarships Febr. 1999 Tempus Phare Individual Mobility Grant

Languages Latvian (native), Russian (fluent), English

Interests International exchange, travel, arts, music ,bicycle riding

Work experience 1998-present - Professor Liepaja Academy of Pedagogy

Education and Training 1998- Professor LA, elected at LU

Awards 2002 – International textbook competition laureate.

Publications in the field

Personal information ZANE GAILĪTE

Information about the place of residence and place of work

Personal Information: VIJA ZĒLERTE

Identity number 010268 - 10808

Languages Latvian (native), German and Russian – fluent,

Personal information OLGA GLIKASA

Information about the place of residence and place of work

Professional and academic education

Skills and interests

Name DACE ZEMĪTE

Additional information Reference from the head of clinic – diagnostic

KRISTINE MĀRTINSONE , Dr. Pscyh., Doc.

Academic titles and degrees:

since 2001. Manager of Bachelor Programme in Psychology, Department of

Teacher, Ķekavas Secondary School