Veidlapa Nr. M-3 (8)
Study Course Description
Introduction to the Systemic Approach to Psychology
Course Code
VPUPK_436
Branch of Science
Psychology; Social Psychology
ECTS
3.00
Target Audience
Psychology
LQF
Level 6
Study Type And Form
Full-Time; Part-Time
Study Course Implementer
Course Supervisor
Baiba Pumpiņa
Structure Unit Manager
Kristīne Mārtinsone
Structural Unit
Department of Health Psychology and Paedagogy
Contacts
Dzirciema Street 16, Riga, vppk@rsu.lv
About Study Course
Objective
Develop students’ understanding of the systemic approach to psychology and develop the ability to analyse individual, family, group and organization processes in a systemic context.
Preliminary Knowledge
General Psychology, Social Psychology, Developmental Psychology, Personality Psychology.
Learning Outcomes
Knowledge
1.Is familiar with key theories of systemic approach and their authors. Understand the basic principles and concepts of the systemic approach. Understand human behavior and difficulty as a result of systemic interactions. Understands the application of the systemic approach to counselling, education and organisational psychology.
Skills
1.Capable of: - to carry out systemic case conceptualisation and formulate objectives based on resources and interactions, - identify patterns and resources of interaction in the system, - reflecting on their professional role and impact on the system, - apply elements of the systemic approach in different professional contexts. - develop an intervention plan (short, structured intervention) and evaluate the results using qualitative/quantitative indicators. - use circular questions, generate genograms, structure the reflective team’s work cycle, and provide constructive feedback
Individual work and tests
Family genealogical tree
Competences
1.Able to manage and integrate evidence-based knowledge into the systemic approach, make reasoned decisions in changing and partly uncertain circumstances (individual-family-group-organisation) and take responsibility for the consequences of decisions. Able to plan and manage small-scale professional activities or training projects (e.g. case analysis, reflective team, training seminar), coordinating other work and providing feedback. Be able to critically assess the ethical, legal and social aspects of their professional activities (including confidentiality, borders, informed consent), identify risks and require/receive supervision. Able to communicate interdisciplinary, reasoned actions and conclusions to both specialist and non-specialist lecture theatre; academic performance in team learning and common problem solving.
Individual work and tests
Case analysis
Assessment
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Family genealogical tree |
30.00% from total grade
|
10 points
|
|
Genogram creation, relationship characteristics, inheritance received. Analysis of generational important stories, communication models and roles. To develop the essay “me and My family”: Create a family pedigree of your origins, analyze the legalities seen there in the context of your personal development history |
||
|
2.
Active participation in all lectures and classes |
10.00% from total grade
|
Test
|
|
3.
Case analysis |
60.00% from total grade
|
10 points
|
|
Students shall prepare a short description of the case (5-6 sentences), which shall be drawn between them. The case is analysed using a systemic approach, showing understanding of theory, mindset and professional reflection. Work structure : Description of the situation (context, systems involved), identification of systems and subsystems, analysis of interaction and feedback, comparison of linear vs. Circular causality, possible systemic function of the symptom, reflection on observer (student) position, conclusions and professional learning knowledge. |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Framework for systemic thinking.
Description
Abstract: purpose, structure, requirements and evaluation criteria of the study course. Historical evolution of the systemic approach: from linear thinking to systemic (. 19-20.gs). Linear and circular thinking. An insight into the ideas of a systemic approach in biology, sociology and philosophy. The impact of cybernetics (Gregory Bateson). Systemic approach Master Ludwig von Bertalanfey: Universal system principles (openness and dynamics). The lesson discusses the difference between linear and systemic views. Lesson question: How does each approach differ? Master/author dialogue for deeper understanding. Students, when discussing in small groups, describe the given case using a linear approach and a systemic approach. Literature: Bertalanffy, L. (1969). General system theory: foundations, Development, applications. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Framework for systemic thinking.
Description
Abstract: purpose, structure, requirements and evaluation criteria of the study course. Historical evolution of the systemic approach: from linear thinking to systemic (. 19-20.gs). Linear and circular thinking. An insight into the ideas of a systemic approach in biology, sociology and philosophy. The impact of cybernetics (Gregory Bateson). Systemic approach Master Ludwig von Bertalanfey: Universal system principles (openness and dynamics). The lesson discusses the difference between linear and systemic views. Lesson question: How does each approach differ? Master/author dialogue for deeper understanding. Students, when discussing in small groups, describe the given case using a linear approach and a systemic approach. Literature: Bertalanffy, L. (1969). General system theory: foundations, Development, applications. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Framework for systemic thinking.
Description
Abstract: purpose, structure, requirements and evaluation criteria of the study course. Historical evolution of the systemic approach: from linear thinking to systemic (. 19-20.gs). Linear and circular thinking. An insight into the ideas of a systemic approach in biology, sociology and philosophy. The impact of cybernetics (Gregory Bateson). Systemic approach Master Ludwig von Bertalanfey: Universal system principles (openness and dynamics). The lesson discusses the difference between linear and systemic views. Lesson question: How does each approach differ? Master/author dialogue for deeper understanding. Students, when discussing in small groups, describe the given case using a linear approach and a systemic approach. Literature: Bertalanffy, L. (1969). General system theory: foundations, Development, applications. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Communication and language in the systemic view
Description
Abstract: Communication as system. Communication is seen as an interaction process in which its members are interdependent parts of the system. The role of communication in maintaining stability and change. Communication contexts (family, group, organization). |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Communication and language in the systemic view
Description
Abstract: Communication as system. Communication is seen as an interaction process in which its members are interdependent parts of the system. The role of communication in maintaining stability and change. Communication contexts (family, group, organization). |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theories of family systems.
Description
Abstract: This topic addresses the basic principles of family system theories, emphasizing the priority of whole over individual parts, circular causation, and system self-regulation mechanisms. Key subtopics: family as an open system; family structure, subsystems and boundaries; hierarchy and role allocation; communication and relationship models; family homeostasis and change processes; symptom as a systemic signal; as well as the family life cycle and development tasks. The lesson fosters students’ ability to analyse family difficulties in a non-pathological, context-based way, developing systemic thinking and professional reflection. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theories of family systems.
Description
Abstract: This topic addresses the basic principles of family system theories, emphasizing the priority of whole over individual parts, circular causation, and system self-regulation mechanisms. Key subtopics: family as an open system; family structure, subsystems and boundaries; hierarchy and role allocation; communication and relationship models; family homeostasis and change processes; symptom as a systemic signal; as well as the family life cycle and development tasks. The lesson fosters students’ ability to analyse family difficulties in a non-pathological, context-based way, developing systemic thinking and professional reflection. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Family as a system, aspects of creating a genogram.
Description
Abstract: students are presented with a genogram – a visual and schematic representation of the family. It helps analyze the types of family relationships, communication patterns, roles between different subsystems, significant family stories and secrets. Students make a genogram of their family over four generations. In the lesson, students present a genogram. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Family as a system, aspects of creating a genogram.
Description
Abstract: students are presented with a genogram – a visual and schematic representation of the family. It helps analyze the types of family relationships, communication patterns, roles between different subsystems, significant family stories and secrets. Students make a genogram of their family over four generations. In the lesson, students present a genogram. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Systemic approach to consultation.
Description
Abstract: This topic discusses the main directions of clustering in the systemic approach: structural, strategic, solution-based, etc. The role of the advisor in the system has been analyzed - ensuring neutrality, knowing your influence. Power, control and boundaries in the system. Control mechanisms in the system. Autonomy and belonging. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Systemic approach to consultation.
Description
Abstract: This topic discusses the main directions of clustering in the systemic approach: structural, strategic, solution-based, etc. The role of the advisor in the system has been analyzed - ensuring neutrality, knowing your influence. Power, control and boundaries in the system. Control mechanisms in the system. Autonomy and belonging. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Systemic approach to working with groups, teams and organizations
Description
Abstract: This topic looks at groups, teams, and organizations as open social systems that have certain functions, goals, and boundaries. The systemic approach to working with groups and organisations lets you see how behaviours, conflicts and difficulties are created and maintained by patterns of interaction rather than individual people, and how change is possible through changes in system structure, communication and relationships. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Application of the systemic approach to psychological counselling, education and pedagogy, organisations and teams.
Description
Abstract: students are presented with the broad range of applications of the systemic approach in different contexts. Systemic consultation methods:
in ethics and Frontier systemic advice:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Application of the systemic approach to psychological counselling, education and pedagogy, organisations and teams.
Description
Abstract: students are presented with the broad range of applications of the systemic approach in different contexts. Systemic consultation methods:
in ethics and Frontier systemic advice:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Written exam
Description
Case analysis is based on a systemic approach. |
Total ECTS (Creditpoints):
3.00
Contact hours:
30 Academic Hours
Final Examination:
Exam
PART-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Framework for systemic thinking.
Description
Abstract: purpose, structure, requirements and evaluation criteria of the study course. Historical evolution of the systemic approach: from linear thinking to systemic (. 19-20.gs). Linear and circular thinking. An insight into the ideas of a systemic approach in biology, sociology and philosophy. The impact of cybernetics (Gregory Bateson). Systemic approach Master Ludwig von Bertalanfey: Universal system principles (openness and dynamics). The lesson discusses the difference between linear and systemic views. Lesson question: How does each approach differ? Master/author dialogue for deeper understanding. Students, when discussing in small groups, describe the given case using a linear approach and a systemic approach. Literature: Bertalanffy, L. (1969). General system theory: foundations, Development, applications. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Communication and language in the systemic view
Description
Abstract: Communication as system. Communication is seen as an interaction process in which its members are interdependent parts of the system. The role of communication in maintaining stability and change. Communication contexts (family, group, organization). |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theories of family systems.
Description
Abstract: This topic addresses the basic principles of family system theories, emphasizing the priority of whole over individual parts, circular causation, and system self-regulation mechanisms. Key subtopics: family as an open system; family structure, subsystems and boundaries; hierarchy and role allocation; communication and relationship models; family homeostasis and change processes; symptom as a systemic signal; as well as the family life cycle and development tasks. The lesson fosters students’ ability to analyse family difficulties in a non-pathological, context-based way, developing systemic thinking and professional reflection. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Family as a system, aspects of creating a genogram.
Description
Abstract: students are presented with a genogram – a visual and schematic representation of the family. It helps analyze the types of family relationships, communication patterns, roles between different subsystems, significant family stories and secrets. Students make a genogram of their family over four generations. In the lesson, students present a genogram. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Systemic approach to consultation.
Description
Abstract: This topic discusses the main directions of clustering in the systemic approach: structural, strategic, solution-based, etc. The role of the advisor in the system has been analyzed - ensuring neutrality, knowing your influence. Power, control and boundaries in the system. Control mechanisms in the system. Autonomy and belonging. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Systemic approach to working with groups, teams and organizations
Description
Abstract: This topic looks at groups, teams, and organizations as open social systems that have certain functions, goals, and boundaries. The systemic approach to working with groups and organisations lets you see how behaviours, conflicts and difficulties are created and maintained by patterns of interaction rather than individual people, and how change is possible through changes in system structure, communication and relationships. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Application of the systemic approach to psychological counselling, education and pedagogy, organisations and teams.
Description
Abstract: students are presented with the broad range of applications of the systemic approach in different contexts. Systemic consultation methods:
in ethics and Frontier systemic advice:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Written exam
Description
Case analysis is based on a systemic approach. |
Total ECTS (Creditpoints):
3.00
Contact hours:
16 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Brigemane, H., Ēreta, K., Klītmanis, K. (2019). Sistēmiskā konsultēšana piecās kārtās. Rīga: Ziedu enerģija
2.
Murphy, R. (2024). A systemic approach to integrative counselling. Routledge
3.
Mark Stanton; Robert Welsh. (2011) Specialty Competencies in Couple and Family Psychology. Series: Series in Specialty Competencies in Professional Psychology. New York : Oxford University Press. eBook., Database: eBook Academic Collection (EBSCOhost) (akceptējams izdevums)
4.
Zhiling Feng; Lizhi Xu; Peng Cheng; Li Zhang; Ling-Jiang Li; Wei-Hui Li. (2020) The psychological impact of COVID-19 on the families of first-line rescuers. Indian Journal of Psychiatry. Supplement, Vol. 62, pS438-S444. 7p. DOI: 10.4103/psychiatry.IndianJPsychiatry_1057_20., Database: Academic Search Complete
5.
Linton, Janice. (2020) Reducing Stress and Anger Among Family Members. Critical Care Nurse. Dec2020, Vol. 40 Issue 6, p72-74. 3p. 1 Chart. DOI: 10.4037/ccn2020372. Database: Academic Search Complete
Additional Reading
1.
Family psychology: the art of the science. (2005). Ed. by Pinsof, W.M. & Lebow, J. L. Oxford: Oxford University Press. Ebook Central Academic Complete ProQuest
2.
Zērta, N. (2025).Mīlestība atnāk pati. Ar attiecībām ir jāstrādā. Rīga: Ģimenes psiholoģijas centrs Lina
3.
Bertalanffy, L. (1969). General System Theory: Foundations, Development, Applications.
Other Information Sources
1.
Psihosociālais sistēmiskais sociālais darbs