Veidlapa Nr. M-3 (8)
Study Course Description
Neuropsychology for Art Therapists
Course Code
VPUPK_307
Branch of Science
General Psychology; Psychology
ECTS
3.00
Target Audience
Psychology
LQF
Level 7
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Aija Ozola
Structure Unit Manager
Kristīne Mārtinsone
Structural Unit
Department of Health Psychology and Paedagogy
Contacts
Riga, 5 J. Asara Street, vppk@rsu.lv, +37167061587
About Study Course
Objective
To develop the knowledge on the basic principles of neuropsychology and its future perspectives; introduce to terminology used in neuropsychology research, educate on methods and process of neuropsychological evaluation, as well as stimulate overall understanding of the branch of neuropsychology.
Preliminary Knowledge
Anatomy, cognitive psychology, psychophysiology, biological bases of psyche.
Learning Outcomes
Knowledge
1.Students describe and characterise the localisation of the higher mental functions and the manifestations of the higher mental function disorders. Characterise the basic principles of neuropsychological research and rehabilitation.
Skills
1.Students aggregate the scientific information about the neuropsychology cognitions, neuropsychological syndromes and the localisation of higher mental functions, are able to relate neuropsychological syndrom and its symptoms with the relevant brain localisation. Are able to develop a plan for further professional activities, based on client's needs and problems.
Competences
1.By applying the acquired knowledge about neuropsychology, students explain the localisation of mental functions and the manifestations of the higher mental function disorders, understand client's needs and problems and develop a coordinated psychological help plan.
Assessment
Individual work
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Title
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% from total grade
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Grade
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1.
Individual work |
-
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-
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1) Independent reading of compulsory and recommended literature;
2) Case studies' analysis;
3) Analysis of one concept in neuropsychology;
4) Completing the course feedback questionnaire.
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Examination
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Title
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% from total grade
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Grade
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|---|---|---|
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1.
Examination |
-
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-
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1) Test: explain in writing the localisation of the higher psychic functions and the manifestations of the higher psychic function disorders, brain development and age-related brain changes (30%).
2) Case studies (30%)
Three case studies identifying cognitive symptoms and their corresponding brain structures.
8 – 10 points – correct answers to all three cases are given;
4 – 7 points – partially correct answers are given or answers need significant clarifications;
1 – 3 points – no full case analysis has been performed.
3) Analysis of one myth in neuropsychology. (40%)
Choose and analyze one of the suggested concepts in neuropsychology, defining the concept, introducing the history of the concept, main authors and analyzing the concept within the framework of a provided case study.
8 – 10 points – correct analysis was performed, the student relied only on scientific sources.
4 – 7 points – the performed analysis is incomplete, the student has relied on pseudo-scientific sources.
1 – 3 points – the performed analysis is incomplete, concept is not described.
According to RSU Study Regulations I 3.9. point, class attendance is mandatory and is recorded. At the end of each lesson, the student additionally submits a worksheet filled in according to the criteria indicated in the e-environment and, if the criteria are met, receives the grade "passed"
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Study Course Theme Plan
FULL-TIME
Part 1
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Cognitive processes and disorders. Seminary.
Description
Annotation: Case study analysis.
Myths in neuropsychology - student presentations.
Topics covered during the class: Which assessment methods would be the most useful in this case?
What symptoms would be present in this case?
Which methods used in neurorehabilitation could be applied in this case?
What myths are present in neuropsychology and how to debunk them?
Literature: Cacioppo, J. T., Freberg, L., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Cengage learning.
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-
Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Brain development and ageing brain. Prenatal period and its significance in later development. Normal cognitive ageing. Cognitive maintenance in ageing: nutrition, physical activity, cognitive reserve.
Description
Annotation: Prenatal period and related teratogens.
Brain development in childhood and adolescence.
Cognitive ageing.
Cognitive maintenance in ageing: nutrition, physical activity, cognitive reserve,
Literature: Andrewes, D. (2015). Neuropsychology: From theory to practice. Psychology Press.
Cacioppo, J. T., Freberg, L., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Cengage learning.
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-
Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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Off site
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E-Studies platform
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2
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Topics
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Emocions and social brain.
Description
Annotation: Emotions and emotion neurobiology.
Social brain, mentalization, empathy.
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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Off site
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E-Studies platform
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2
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Topics
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Higher cognitive processes and their disorders: language and reasoning.
Description
Annotation: Characteristics of language and speech.
Neurobiological mechanisms of language.
Language disorders.
Neurobiological mechanisms of thinking.
Topics covered during the class: 1. What is language and how it develops?
2. What are the language disorders and how do they manifest?
Literature: Cacioppo, J. T., Freberg, L., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Cengage learning
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-
Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Higher cognitive processes and their disorders: attention and memory.
Description
Annotation: Types and neurobiological mechanisms of attention.
Attention disorders.
Types and neurobiological mechanisms of memory.
Neurodegenerative diseases.
Topics covered during the class: 1. How does memory and attention function?
2. What are the potential disorders for these processes and how do they manifest?
Literature: Cacioppo, J. T., Freberg, L., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Cengage learning.
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-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
E-Studies platform
|
2
|
Topics
|
Higher cognitive processes and their disorders: attention and memory.
Description
Annotation: Types and neurobiological mechanisms of attention.
Attention disorders.
Types and neurobiological mechanisms of memory.
Neurodegenerative diseases.
Topics covered during the class: 1. How does memory and attention function?
2. What are the potential disorders for these processes and how do they manifest?
Literature: Cacioppo, J. T., Freberg, L., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Cengage learning.
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-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
History of and new perspectives in neuropsychology. Structure and functions of nervous system. Functional asymmetry of brain.
Description
Annotation: Definition and development of the concept of neuropsychology.
New topics and research methods in neuropsychology.
The structure and functions of nervous system.
Functional asymmetry of the brain
Literature: Andrewes, D. (2015). Neuropsychology: From theory to practice. Psychology Press.
Cacioppo, J. T., Freberg, L., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Cengage learning.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Brain development and ageing brain. Prenatal period and its significance in later development. Normal cognitive ageing. Cognitive maintenance in ageing: nutrition, physical activity, cognitive reserve.
Description
Annotation: Prenatal period and related teratogens.
Brain development in childhood and adolescence.
Cognitive ageing.
Cognitive maintenance in ageing: nutrition, physical activity, cognitive reserve,
Literature: Andrewes, D. (2015). Neuropsychology: From theory to practice. Psychology Press.
Cacioppo, J. T., Freberg, L., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Cengage learning.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
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Visuo-spatial perception. Agnosia and apraxia.
Description
Annotation: Sense and perception.
Neurobiological mechanisms of sense and perception.
Perception disorders.
Literature: Cacioppo, J. T., Freberg, L., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Cengage learning.
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-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
History of and new perspectives in neuropsychology. Structure and functions of nervous system. Functional asymmetry of brain.
Description
Annotation: Definition and development of the concept of neuropsychology.
New topics and research methods in neuropsychology.
The structure and functions of nervous system.
Functional asymmetry of the brain
Literature: Andrewes, D. (2015). Neuropsychology: From theory to practice. Psychology Press.
Cacioppo, J. T., Freberg, L., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Cengage learning.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Higher cognitive processes and their disorders: language and reasoning.
Description
Annotation: Characteristics of language and speech.
Neurobiological mechanisms of language.
Language disorders.
Neurobiological mechanisms of thinking.
Topics covered during the class: 1. What is language and how it develops?
2. What are the language disorders and how do they manifest?
Literature: Cacioppo, J. T., Freberg, L., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Cengage learning
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Cognitive processes and disorders. Seminary.
Description
Annotation: Case study analysis.
Myths in neuropsychology - student presentations.
Topics covered during the class: Which assessment methods would be the most useful in this case?
What symptoms would be present in this case?
Which methods used in neurorehabilitation could be applied in this case?
What myths are present in neuropsychology and how to debunk them?
Literature: Cacioppo, J. T., Freberg, L., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Cengage learning.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Cacioppo, J. T., Freberg, L., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Boston: Cengage learning.
2.
Andrewes, D. (2015). Neuropsychology: From theory to practice. London: Routledge
3.
Šneidere, K. (2019) Psiholoģiskā palīdzība neirorehabilitācijā. No K. Mārtinsone un V. Sudraba. (red.), Veselības psiholoģija. Teorijas un prakses starpdisciplināra perspektīva (280. - 291.lpp.). Rīga: RSU izdevniecība.
Additional Reading
1.
Crossman, A. R. & Neary, D. (2020). Neuroanatomy. An illustrated colour text. China: Elsevier.
2.
Goldstein, L. H., McNeil, J. E. (Eds) (2015). Clinical neuropsychology. A practical guide to assessment and management for clinicians (2nd edition).UK: Wiley-Blackwell.
3.
Horton, A. M., & Wedding, D. (Eds) (2008). The neuropsychology handbook (3 Ed). New York: Springer Publishing company. eBook Academic Collection (EBSCOhost)
4.
Stern, Y. (2014). Cognitive reserve. Theory and applications. Sulfolk, UK: Taylor&Francis.
5.
Apinis, P. (1998). Cilvēks. Anatomija, fizioloģija, patoloģijas pamati. Rīga: NM apgāds.
6.
Tuokko, H. A., & Smart, C. M. (2018). Neuropsychology of cognitive decline: A developmental approach to assessment and intervention. New York: Guilford Publications.
7.
Voita, D. (2015). Bioloģija un uzvedība. No Mārtinsone, K. & Miltuze, A. (red.). Psiholoģija 1. sēj. Pamatjautājumi – teorijas un pētījumi. (65 – 105), Rīga, Zvaigzne ABC.
Other Information Sources
1.
Cullen, B, & Evans, J.J. (2014). Neuropsychology of memory function: a guide for clinicians. Social Care & Neurodisability, 5 (2), 91 – 101.
2.
Cooper, R.P., & Shallice, T. (2011). The roles of functional neuroimaging and cognitive neuropsychology in the development of cognitive theory: A reply to Coltheart. Cognitive Neuropsychology, 28 (6), 403 – 413.