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The Master of Science in Psychology

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About the Program

Statement of Purpose

The Master of Science in Psychology (MSP) program is designed to train students to become professional psychologists, equipped with essential counseling and psychological health skills. The curriculum offers a broad and comprehensive introduction to counseling psychology theory, research, and clinical practice. Students will explore cultural, historical, paradigmatic, conceptual, theoretical, and methodological issues in psychology within a global and local (glocal) context.

The program includes a range of required and elective courses covering the key pillars of psychology, as defined by the American Psychological Association (APA): biological, cognitive, social and personality, developmental, and mental and physical health. Graduates of the program will gain a strong professional foundation, knowledge, and skills that will enable them to achieve success in various settings within the field of psychology. Additionally, the program prepares students for further education at the doctoral level and offers opportunities to pursue careers in non-psychology fields such as human resources, management, and marketing.

Program Learning Outcomes

Knowledge:

- Demonstrate in-depth knowledge of core areas of psychology, with a particular focus on human development, psychological assessment, and relevant treatments and preventive measures.

- Integrate knowledge of developmental and biopsychosocial perspectives, including individual and cultural factors, to understand mental health across the lifespan.

Scientific Mindedness:

- Exhibit scientific literacy by applying appropriate techniques and research methods to identify psychological issues and develop relevant research questions and methods that offer culturally sensitive answers and solutions.

- Critically evaluate and integrate academic literature to address scientific research problems in psychology, enabling the development of plausible explanations and appropriate solutions.

Application:

- Conduct assessments using standardized assessment tools, tests, interviews, observations, and other relevant sources to meet the needs of individual service users.

- Apply skills in selecting, tailoring, and implementing culturally sensitive and appropriate interventions.

- Identify and develop strategies for working with individual service users at different developmental stages and from diverse backgrounds to facilitate individual and group therapy sessions.

Ethical and Social Responsibility:

- Articulate and apply ethical standards in psychological research and professional practices in a critically reflective manner.

Communication:

- Effectively express ideas in both written and verbal formats, tailored to different aims, objectives, and sociocultural contexts.

Curriculum

Requirements for the MSP in Psychology are as follows:

Category of Courses

Credits

ECTs

Program Foundation

12

16

Required Courses

6

6

Elective Courses

6

10

Program Specialization

27

49

Required Courses

15

29

Elective Courses

12

20

Experimental Research

9

18

Final Attestation

1

8

Total Required for Graduation

49

91

Program Foundation (12 credits/16 ECTS)

Required Courses

KIMEP credits

ECTS

Prerequisite

Course Code

Course Title

6

6

TFL5103.2

Academic Writing (Foreign language)

2

2

None

PSY5101

Principles of Management

2

2

None

PSY5113

Managerial Psychology

2

2

None

Elective Courses (Choose Two Courses)

6

10

PSY5115

Biological Psychology

3

5

None

PSY5124

Individual Differences and Psychodiagnostics

3

5

None

PSY5225

Adjustment and Well-Being

3

5

None

Program Specialization (27 credits, 49 ECTS)

Required Courses

KIMEP credits

ECTS

Prerequisite

Course Code

Course Title

15

29

PSY5115

Advanced Social Psychology

3

5

None

PSY5121

Advanced Developmental Psychology

3

5

None

PSY5123

Advanced Cognitive Psychology

3

5

None

PSY5131

Professional Internship

3

9

None

PSY5212

Core Counselling Skills

3

5

None

Elective Courses (Choose Four Courses)

12

20

PSY5213

Psychological Assessment

3

5

None

PSY5214

Family Counselling

3

5

PSY5121 Advanced Developmental Psychology

PSY5215

Child and Youth Counselling

3

5

PSY5121 Advanced Developmental Psychology

PSY5221

Managing the Therapeutic Process

3

5

None

PSY5224

Community Counselling

3

5

PSY5121 Advanced Developmental Psychology

Experimental Research Work (9 credits, 18 ECTS)

Required Courses

KIMEP credits

ECTS

Prerequisite

Course Code

Course Title

9

18

PSY5111

Psychological Research Methods

3

5

None

PSY5211

Research Internship and Thesis

3

8

PSY5111 Psychological Research Methods

PSY5222

Theory in Practice: Internal Internship

3

5

PSY5111 Psychological Research Methods

Final Attestation (1 credits, 8 ECTS)

Required Courses

KIMEP credits

ECTS

Prerequisite

Course Code

Course Title

1

8

PSY5229

Thesis Defence

1

8

PSY5211 Research Internship and Thesis

Course Descriptors

PSY5111 Research Methods in Psychology (3 credits, 5 ECTS)

Prerequisite: None

This course introduces students to the origins of psychology and how it has evolved into a scientific discipline, with some discussion of the emerging methods in critical psychology. This course equips students with an understanding of quantitative and qualitative methods in psychological research. Students will learn how to design quantitative and qualitative research including consideration of ethical issues, selecting, and recruiting participants, gathering data, analyzing data, and reporting findings.

TFL5103.2 Academic Writing (Foreign Language) (2 credits, 2 ECTS)

Prerequisite: None

This course is offered to master students and it introduces them to scientific writing. Students will practice writing their own articles, review literature, improve texts, and practice advanced grammar. The course will also assist in learning to identify typical features in published articles. Students will have an opportunity to submit work to their instructor and receive constructive feedback; they will also submit and receive papers for peer feedback. Through these practices, they will discover more about their own writing style and maximize their learning experience.

PSY5101 Principles of Management (2 credits, 2 ECTS)

Prerequisite: None

This course provides an in-depth exploration of essential management theories and practices. Students will examine key topics such as strategic planning, building cohesive staff strategies, organizational structure, leadership, decision-making, work specialization, mechanisms, fair remuneration, and disciplinary procedures. The course emphasizes practical application through case studies and real-world scenarios, preparing students to tackle complex management challenges. Key learning outcomes include developing effective management strategies, enhancing leadership skills, and understanding the dynamics of team and organizational behavior. By the end of the course, students will be equipped with the knowledge and tools necessary for successful management careers in various business environments.

PSY5113 Managerial Psychology (2 credits, 2 ECTS)

Prerequisite: None

This course integrates organizational, social, and behavioral psychology concepts to enhance management practices. Students will explore how psychological principles influence leadership, motivation, decision-making, team dynamics, and organizational culture. The course includes a thorough review of social psychology, examining how group behaviors and interpersonal relationships impact the workplace, and behavioral psychology, focusing on behavior modification and performance improvement. Through case studies, interactive discussions, and practical applications, students will learn to apply these insights to real-world managerial challenges, fostering effective leadership and a positive organizational environment.

PSY5114 Advanced Social Psychology (3 credits, 5 ECTS)

Prerequisite: None

This course provides students with opportunities to gain knowledge of human behaviors in their social contexts. Students will explore conceptual and historical issues and encounter a range of theoretical and methodological perspectives (e.g., social constructionism). The course emphasizes the application of social psychological theory to applied glocal settings.

PSY5115 Biological Psychology (3 credits, 5 ECTS)

Prerequisite: None

Students will learn about the methodologies of biological psychology and cognitive neuroscience. Students also learn about how evidence used in these disciplines has a major influence on the development of theory in other areas of psychology, such as cognitive psychology, developmental psychology, and psychopathology. They will also be exposed to philosophical approaches to the mind-brain problem, and how models of the central and peripheral nervous systems interact to produce mental life and motivated behavior.

PSY5121 Advanced Developmental Psychology (3 credits, 5 ECTS)

Prerequisite: None

This course provides students with an overview of human development across the lifespan, including how childhood experiences affect later development. Different approaches to human development are discussed and compared, and students will be encouraged to apply theories of development to particular case studies, integrating it with pedagogical skills. Different domains of human development will be covered, e.g., cognitive, social, emotional, and moral development across the lifespan such as how people view their own cognitions, desires, and emotions and how those relate to personal development and self-explanation.

PSY5123 Advanced Cognitive Psychology (3 credits, 5 ECTS)

Prerequisite: None

This course aims to give students an overview of human cognitive psychology and challenge them to consider the way the human brain constructs its interpretation of the world and the ways in which this interpretation can be misleading. The course will also provide students with a broad understanding of cognition and how we process information about the world by introducing the key issues underpinning cognitive psychology, drawing attention to the key conceptual and ethical considerations of research in the area.

PSY5124 Individual Differences and Psychodiagnostics (3 credits, 3 ECTS)

Prerequisite: None

This course is designed to enable students to develop an understanding of key historical and contemporary approaches to the study and assessment of personality, intelligence, and psychological disorders. It examines the controversial history of psychological measurement and definitions of intelligence, personality, and psychopathologies. The course links theoretical approaches with the practical application of psychological assessment and includes psychodiagnostics as a science from its creation to its procedures, and findings. It will also explore professional competence issues that question the reliability and validity of tests. Students will consider its use in the diagnostics of intelligence and other human capabilities. Teaching will take an integrative approach to psychodiagnostics and assessment involving continuity of intelligence.

PSY5212 Core Counselling Skills (3 credits, 3 ECTS)

Prerequisite: None

In this course, students will be trained in basic counseling skills and competencies essential to initiate and maintain healthy relationships with clients. During this process, students will be exposed to various theoretical perspectives. Students will engage in case conceptualization based on theoretical perspectives and apply the theoretical approaches in counseling sessions with clients. Students will learn how to identify and conduct competent counseling interviews.

PSY5213 Psychological Assessment (3 credits, 3 ECTS)

Prerequisite: None

This course provides students with an understanding of the concepts and principles involved in psychological assessment and the use of both standardized and non-standardized instruments. Students will learn the concepts involved in psychological assessment, testing, and evaluation. Students will develop their skills in successfully interviewing clients, as well as in selecting, administering, scoring, interpreting, and analyzing test data in a counselling setting. The course will equip students to approach social, cultural, and ethical issues in assessment.

PSY5214 Family Counselling (3 credits, 5 ECTS)

Prerequisite: PSY5121 Developmental Psychology

In this course, students will learn the necessary skills and competencies to effectively deal with the interpersonal and intrapersonal dynamics of relationships and family systems. The course will provide a foundation for counselling with diverse populations within families. Family interaction and healthy communication patterns, conflict resolution, the impact of children on relationships, and other factors that influence family systems will be introduced. Ethical considerations regarding family dynamics will be applied.

PSY5215 Child and Youth Counselling (3 credits, 5 ECTS)

Prerequisite: PSY5121 Developmental Psychology

In this course, students will examine different assessment techniques, perspectives, and strategies to treat children and the youth. Aspects that will be addressed include the counselling relationship, assessment, consideration of the broader field or system, and ethical concerns related to working with children and youth. Additionally, students will learn about and evaluate different career development theories and how to conduct career and life planning. Students will learn how to integrate and apply aspects of theories to their counselling work with diverse populations.

PSY5221 Managing the Therapeutic Process (3 credits, 3 ECTS)

Prerequisite: None

This course will focus on therapeutic approaches and their underlying philosophical assumptions, major concepts, the therapeutic process, the counsellor’s role, typical interventions, and targeted outcomes. Students will be empowered to recognize the links between theory and practice, as well as between constructs and applied techniques or interventions. Students will examine the similarities and differences among approaches and thus lay the foundation for the development of a personally meaningful approach to counselling.

PSY5222 Theory in Practice: Internal Internship (3 credits, 5 ECTS)

Prerequisite: PSY5111 Research Methods in Psychology

This course develops students’ critical knowledge and skills in order to function in a range of glocal care settings with a range of patients or clients of all ages. It addresses general professional ethical issues and values pertinent to the assessment and treatment of mental health conditions. Topics covered include staffing, roles, governance issues and delivery effectiveness, quality and confidentiality, ethical and legal considerations, and the management of practitioner time, caseload, and mental health.

PSY5224 Community Counselling (3 credits, 5 ECTS)

Prerequisite: PSY5121 Developmental Psychology

This course will provide students with essential skills and knowledge to assist individuals within communities with diverse needs. The course will also examine contemporary issues and opportunities in modern community psychology, including cross-cultural issues, gender, and social class. Key areas such as preventive measures, trauma, social support systems, and recovery will be covered. Practical skills in working with people in different community settings will be developed, and students will learn to implement programs based on the specific needs of their communities.

PSY5225 Advanced Counselling Theory and Techniques (3 credits, 5 ECTS)

Prerequisite: PSY5221 Managing the Therapeutic Process

Building on foundational counseling skills and theories, this course delves into advanced techniques and strategies for effective therapeutic intervention. Students will explore various counseling approaches, including cognitive-behavioral, psychodynamic, humanistic, and integrative models. The course emphasizes the practical application of these theories, helping students to develop a personalized approach to therapy. Through role-playing, case studies, and peer feedback, students will refine their counseling skills, learn to adapt interventions to diverse client needs, and prepare for professional practice.

PSY5226 Group Therapy (3 credits, 5 ECTS)

Prerequisite: None

This course will provide students with skills necessary to understand and apply the concepts of group dynamics, leadership, and therapeutic interventions in group settings. The course covers the history of group therapy, various theoretical approaches to group counseling, and the stages of group development. Students will also explore the ethical and cultural considerations unique to group therapy. Practical skills in leading groups, managing group conflict, and facilitating therapeutic change within a group context will be emphasized.

PSY5227 School Psychology (3 credits, 5 ECTS)

Prerequisite: PSY5121 Developmental Psychology

This course focuses on the role of school psychologists in the educational system. Students will learn how to assess and address the psychological needs of students, work collaboratively with teachers, parents, and administrators, and develop intervention strategies to support student learning and well-being. Topics include child development, learning theories, special education, crisis intervention, and ethical issues in school psychology. Practical applications of school-based psychological services will be discussed, with a focus on culturally responsive practices.

Scholarship opportunities

There are many opportunities for merit-based scholarships for Kazakhstani and international students.
While studying at KIMEP University, students may also apply for part-time positions available on the University campus.
Contact the Office of Financial Aid, if you would like to apply for scholarship.

Tuition & Fees

Faculty

MATTHEW HALL, PHD

Professor, Chair

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Ph.D. in Social Psychology

Dr Matthew Hall received his Social Psychology Ph.D. in 2014 from Nottingham Trent University, UK. He also has two postgraduate degrees: an MSc in Social Research Methods, from Open University, UK; and an MSc in Psychology, from Arden University, UK. He is a Senior Fellow of the UK Higher Education Academy.

His psychology and interdisciplinary research interests have included gender and sexuality identities, body image and body modification, (dis)ability, and cognitive enhancement. More recently his research has focused on digital gender-sexual violence and violations publishing in Q1 international journals, and book chapters, and has (co)authored and co-edited 5 books. He was editor at the Q1 Journal of Gender Studies until 2023. He has been involved in funded research projects on sexual health, the measurement of interventions with youth and equality work, and veterans' health and wellbeing. He has worked with organizations such as the UK Law Commission and the Canadian-based International Centre for the Prevention of Crime and consults for commercial organizations, and interviews for media sources the British Broadcasting Company (BBC) and the Australian Broadcasting Corporation (ABC). He was recently awarded the KIMEP University Research Excellence Award.

He teaches both undergraduate and postgraduate students and has taught the following courses at KIMEP University: Introduction to Psychology; Introduction to Cognitive Psychology; Organizational Psychology and; Psychology for Social Sciences. He has also taught a range of other courses such as Social Psychology; Psychological Research Methods; Psychology of Violence; Psychology of Emotions; and Theories of Personality; and supervises undergraduate, postgraduate, and doctoral theses. In 2022 he supervised a group of students that were awarded third place in the 9th Abu Dhabi University Undergraduate Research Competition.

Selected publications:

Books

  • Hall, M., Hearn, J. & Lewis, R. (2023). Digital Gender-Sexual Violations: Violence, Technologies, Motivations. London: Routledge. ISBN: 9780367686123
  • Hall, M., Forshaw, M. & Montgomery, C.A. (eds.) (2020). Chemically modified minds: Substance use for cognitive enhancement. London: Palgrave Macmillan. ISBN: 978-9811567704
  • Hall, M. & Hearn, J. (2017). Revenge Pornography: Gender, sexuality, and motivations. London: Routledge. ISBN : 9781138124394. September 8. Translated into Korean 2020 - ISBN: 979-11-90398-05-3 03330
  • Hall, M., Grogan, S. & Gough, B. (eds.) (2016). Chemically modified bodies: The use of diverse substances for appearance enhancement. London: Palgrave Macmillan. ISBN: 9781137535344
  • Hall, M. (2014). Metrosexual Masculinities. London: Palgrave Macmillan. ISBN : 9781137404732

Chapters in Books

  • Hall, M., Hearn, J. & Lewis, R. (2023). Image-Based Sexual Abuse: Online Gender-Sexual Violations, Encyclopedia (pp. 327-339). Multidisciplinary Digital Publishing Institute: Switzerland. 10.3390/encyclopedia3010020
  • Hearn, J. & Hall, M. (2021). The transnationalization of online sexual violation: the case of 'revenge pornography' as a theoretical and political problematic. In Y.R. Zhou, C. Sinding & D. Goellnicht (eds.). Sexualities, transnationalism, and globalization: New Perspectives. Sexuality, Culture and Health Series (pp.92-106). Routledge: Canada. ISBN: 978-0367369682
  • Hall, M., Gough, B., Hansen, S. & Seymour-Smith, S. (2017). On-line constructions of metrosexuality and masculinities: A membership categorisation analysis. In T.M. Milani. Queering Language, Gender, and Sexuality. (pp. 178-198). Sheffield: Equinox Publishing Ltd. ISBN: 9781781794937
  • Hall, M. & Grogan, S. (2017). Research Considerations when Investigating Psychological Factors and Health-Related Issues in Online Contexts. In A. Bundon (ed.). Digital Qualitative Research in Sport and Physical Activity. (pp. 93-106). London: Routledge. ISBN: 9781138235533
  • Gough, B., Hall, M. & Seymour-Smith, S. (2014). Straight guys do wear make-up: Contemporary masculinities and investment in appearance. In S. D. Roberts (ed.) Debating Modern Masculinities: Change, Continuity, Crisis? (pp. 106-122). Basingstoke: Palgrave Pivot ISBN: 9781137394835

Journal Papers

  • Hearn, J., Hall, M. & Lewis, R. (2023). Men Talking, Writing, and Imaging Violence against Women: (Dis)continuities Offline and Online. (Special Issue: Making Sense of Violence in the Digital Age). Storyworlds: A Journal of Narrative Studies, 13(1), 23-48. 10.1353/stw.2021.a908967
  • Hearn, J., Hall, M., Lewis, R. & Niemistö, C. (2023). The Spread of Digital Intimate Partner Violence: Ethical Challenges for Business, Workplaces, Employers, and Management, (Special Issue: Intimate Partner Violence and Business), Journal of Business Ethics, 187, 695-711. 10.1007/s10551-023-05463-4
  • Hearn, J. & Hall, M. (2022). From physical violence to online violation. Forms, structures, and effects: A comparison of the cases of 'domestic violence' and 'revenge pornography.' Aggression and Violent Behavior, 67 (November/December). 1016/j.avb.2022.101779
  • Hall, M., Hearn, J. & Lewis, R. (2022). 'Upskirting,' homosociality, and craftmanship: A thematic analysis of perpetrator and viewer interactions. Violence Against Women, 28(2), 532-550. 10.1177/10778012211008981
  • Hearn, J. & Hall, M. (2019). "This is my cheating ex": Gender and sexuality in revenge porn. Sexualities, 22(5-6), 860-882. 10.1177/1363460718779965
  • Hall, M. & Hearn, J. (2019). Revenge pornography and manhood acts: A discourse analysis of perpetrators' accounts. Journal of Gender Studies, 28(2), 158-170. 10.1080/09589236.2017.1417117
  • Grogan, S., Mechan, J., Persson, S., Finlay, S. & Hall, M. (2019). 'I've got a very dichotomous difference in the way that I perceive myself': Positive and negative constructions of body image following cancer treatment. Journal of Health Psychology, 24(10), 1368-1377. 10.1177/1359105317730896
  • Grogan, S., Rothery, L., Cole, J. & Hall, M. (2018). Posting selfies and body image in young adult women: The selfie paradox. Journal of Social Media in Society, 7(1), 15-36. Tarleton State University, US.
  • Hall, M. (2018). Disability, discourse, and desire: Analyzing online talk by people with disabilities. Special Issue: Disability and sexuality: Desires and pleasures. Sexualities, 21(3), 379-392. 10.1177/1363460716688675
  • Hall, M. (2015). 'When there's no underbrush the tree looks taller': A discourse analytical examination of how men account for genital grooming. Sexualities, 18(8), 997-1017. 10.1177/1363460715583603
  • Hall, M., Grogan, S. & Gough, B. (2015). Bodybuilders' accounts of synthol use: The construction of lay expertise. Journal of Health Psychology, 21(9), 1939-1948. 10.1177/1359105314568579
  • Hall, M., Grogan, S. & Gough, B. (2015). 'It is safe to use if you are healthy': A discursive analysis of men's online accounts of ephedrine. Psychology & Health, 30(7), 770-782. 10.1080/08870446.2014.994632
  • Bachechi, K. & Hall, M. (2014). Piety, presumed displeasure and purity: A discourse analytical examination of the presentation of women's sexuality in the 'big three.' Journal of Gender Studies, 24(5), 549-560. 10.1080/09589236.2013.861344
  • Hall, M., Gough, B. & Seymour-Smith, S. (2013). Stake management in men's online cosmetics testimonials. Psychology & Marketing, 30(3), 227-235. 10.1002/mar.20600
  • Hall, M., Gough, B., Hansen, S. & Seymour-Smith, S. (2012). On-line constructions of metrosexuality and masculinities: A membership categorisation analysis. Gender & Language, 6(2), 379-403. 10.1558/genl.v6i2.379
  • Hall, M., Gough, B., & Seymour-Smith, S. (2012). I'm METRO, NOT gay!': A discursive analysis of men's accounts of makeup use on YouTube. Journal of Men's Studies, 20(3), 209-226. 10.3149/jms.2003.209
  • Hall, M. & Gough, B. (2011). Magazine and reader constructions of 'metrosexuality' and masculinity: A membership categorisation analysis. Journal of Gender Studies, 20(1), 67-86. 10.1080/09589236.2011.542023

Phone: +7 (727) 270 43 68, ext. 2266

Email: m.hall@kimep.kz

Address: 2 Abai Ave., Almaty, Kazakhstan, Dostyk Building, office #35

HERMAN GROBLER, PHD

Professor

More:

Ph.D. in Psychology and Doctorate in Play Therapy

Dr Herman Grobler obtained his psychology degree in 2019 from the North-West University (NWU) in South Africa and his doctorate in play therapy in 2007 from the University of South Africa (UNISA). Additionally, he received a master's degree in research psychology from the NWU in South Africa and a master's degree in play therapy from UNISA, South Africa.

His research interests developed within transdisciplinary collaboration with colleagues from Education, Social Work, Public Health, and Psychology. His research scope includes mental health and well-being, and identity development within various contexts. He has been part of internal and external funded research projects, both as primary investigator and collaborator. Most recently he has been involved with research projects on teacher burnout in Kazakhstan and the mental health of children and adolescents. He has published nationally and internationally and presented at numerous conferences.

He has teaching experience with both undergraduate and postgraduate students and has taught the following courses at KIMEP University: Mental Health and Well-being, Learning and Memory, Social Psychology, Child Development, Family Psychology, and Fundamentals of Psychological Counseling. He has also taught a range of other courses such as Introduction to Psychology, Developmental and Growth Psychology, General and Specific Teaching Methods, Education Terminology, Counselling and Guidance, Psychological Evaluation and Psychometrics, Sociology, Project Management and Ethics, Play Therapy, Mixed Methods Research, and Qualitative Research. He has successfully supervised more than 60 master's and PhD students.

Publications

  • Grobler, H.B., Du Plooy, K., Kruger, P., & Ellis, S. (2021). The prevalence of common mental disorders and its correlation with mental toughness in professional South African rugby players. South African Journal of Psychology. 10.1177/00812463211009422
  • Petersen, C.A., Grobler H.B., & Botha, K.F.H. (2018). Reconstructing Adolescent Identity within the Context of Family Violence. Southern African Journal of Social Work and Social Development, 30(3). 10.25159/2415-5829/2005
  • Grobler, H.B., & Wessels, S. (2018). Hear their voices: self-configuration experiences of learners with mild learning difficulties within the learner-teacher relationship. International Journal of Development, Disability and Education. 10/1080/1034912X.2018.1499878
  • Leburu, K., Grobler, H.B., & Bohman, D. (2018). Older people's competence to use mobile phones: An exploratory study in a South African context. Gerontechnology, 17(3), 174-180.
  • Louw, C.J., Grobler, H.B., & Cowden, R. (2018). Strengthening Intellectually Challenged Adolescents' Sense of Self: An Appreciative Inquiry Mixed Methods Intervention. HealthSAGesondheid.
  • Petersen, C.A., Grobler H.B., & Botha, K.F.H. (2017). Adolescent experiences of sense of self in the context of family violence in a South African community. Journal of Psychology in Africa, 27(2). http://dx.doi.org/10.1080/14330237.2017.1303118
  • Louw, C.J., Grobler, H.B., & Cowden, R. (2017). Who am I? - A reflective experience on the sense of self of intellectually challenged adolescents within familial relationships. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 7, 192-202.
  • Louw, S.W., Denton, R.A., & Grobler, H.B. (2016). A practice approach toward faith formation from the approach of Thomas Groome and the gestalt theory: A practical- theological dialogue. HTS Teologiese Studies/Theological Studies, 72(3), 1-11. 10.4102/hts.v72i3.3197
  • Jansen van Rensburg, B., Strydom, C., & Grobler, H.B. (2016). Parents' understanding of temperament and preference functions of their children. Social Work Maatskaplike Werk, 52(3), 332-349.
  • Louw, C. & Grobler, H.B. (2015). The utilisation of the bridging technique during therapy to overcome contact-making barriers in adolescents. Journal of Social Work Practice, 29(2), 173-190.
  • Boshoff, C. Grobler, H.B., & Nienaber A. (2015). The evaluation of an equine-assisted therapy programme on a group of boys in a youth care facility. Journal of Psychology in Africa, 25(1).Van der Vlies, B., Grobler, H.B. & Denton, R. (2015). Adolescents' experiences in a lesbian home: A pastoral gestalt theoretical approach. HTS Teologiese Studies/Theological Studies, 71(1).
  • Grobler, H.B. (2015). A supervision tool to guide postgraduate students during research supervision. The Social Work Practitioner-Researcher, 27(2), 246-263.
  • Janse van Rensburg, B., Grobler, H.B. & Strydom, C. (2014). Developing a prototype ecometric temperament sorter by means of the Delphi technique. The Social Work Practitioner-Researcher, 26(3), 413-433.
  • Oelofsen, I. & Grobler, H.B. (2013). Sense of belonging in children from fractured families in disadvantaged communities. The Social Work Practitioner-Researcher, 25(2), 173-190.
  • Oelofsen, I. & Grobler, H.B (2013). Bibliotherapeutic techniques for the use of social workers and caregivers. Social Work Maatskaplike Werk, 49(3), 387-409.
  • Grobler, H. B. & Roos, V. (2012). Psychosocial experiences of coloured grandmothers who are the primary care givers of their grandchildren. Journal of Psychology in Africa, 22(4), 623-632.
  • Grobler, H. B. & van den Heever, C. (2010). Your child is my child: community education in sexual abuse for a high-risk area. Social Work / Maatskaplike werk, 46(1), 57-68.
  • Grobler, H.B. (2010). The role of God in the father/son relationship during identity formation - a Gestalt theoretical perspective. Koers Bulletin for Christian Scholarship, 75(2), 387-403.
  • Grobler, H.B. (2009). Coaching on Gestalt and Christianity within an Education Environment. The International Gestalt Journal, 32(1), 249-261.
  • Grobler, H.B. (2009). Empowering the self within a hostile field: working gestalt therapeutically with children and adolescents.The International Gestalt Journal, 32(2), 31-47.
  • Du Preez R. & Grobler, H.B. (2009). A Personality Profile of Aggressive Victims of Bullying within Special Education. The Social Work -Practitioner-Researcher, 21(1), 57-77.

Phone: +7 (727) 270 43 68, ext. 2319

Email: h.grobler@kimep.kz

Address: 2 Abai Ave., Almaty, Kazakhstan, Dostyk Building, office #33

KRISHNA MOHAN, PHD

Professor

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Phone: +7 (727) 270 43 68, ext. xxxx

Email: xxxx

Address: 2 Abai Ave., Almaty, Kazakhstan, Dostyk Building, office #34

KYLE MSALL, PHD

Associate Professor

More:

Phone: +7 (727) 270 43 68, ext. xxxx

Email: xxxx

Address: 2 Abai Ave., Almaty, Kazakhstan, Dostyk Building, office #32

Careers

Career opportunitiesThe program opens doors for a professional career and lays the groundwork for an academic career, especially in an international context. You will be a strong candidate for more specialized positions in all jobs that require skills in analyzing, designing, or improving human interaction, presentation, and communication.

Common Master of Science degree holder jobs:

  • Therapy and counselling
  • Training and development
  • Career counseling
  • Human resources
  • Social work
  • Coaching
  • Primary and secondary education
  • Academic and professional research
  • Human resources
  • Private and governmental agencies
  • Sport
  • Television and media
  • And many others

The MSP also places students in a strong position to embark on doctoral-level studies at either KIMEP University or other high-quality international universities.

The MSP complies with internationally recognized quality assurance and standards. The duration of the MSP program is 2 years of study.

Teaching is provided by high-quality, experienced, international, and local faculty who have world-class doctoral and postgraduate degrees received from universities in South Africa, the UK, and the USA.

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