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

EPM5102 Managerial Psychology (2 credits, 2 ECTS)

Prerequisite: None

This course will familiarize students with the basic concepts of and approaches to managerial psychology, exploring human behavior in the context of work. It will provide an overview of basic behavioral science theory and provide opportunities to apply them in work environments. By the end of the course students will have a basic knowledge of the field as well as the ability to learn more about this subject independently.

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 Management in Psychology (2 credits, 2 ECTS)

Prerequisite: EPM5102 Managerial Psychology

This course builds on the knowledge and skills students learned in Managerial Psychology. However, rather than exploring employee behaviors such as what motivates them to perform better and their personal needs in work environments, the emphasis is on the psychology of managers. That is. the psychological skills and techniques that managers require to effectively manage a diverse workforce and promote inclusivity. The course has a strong practical focus with the aim of developing and improving practitioner practices.

PSY5114 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 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 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 (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 the development of basic skills in understanding and using psychological tests and psychometric instruments.

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 counselling interviews.

PSY5213 Psychological Assessment and Formulation (3 credits, 3 ECTS)

Prerequisite: None

This course provides students with an understanding of the concepts and principals 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 analysing 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 Ethical Issues and Professional Practice (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.

PSY5223 Mental Health and Well-being (3 credits, 5 ECTS)       

Prerequisite: PSY5115 Biological Psychology

Students will become acquainted with the promotion of mental and physical health and well-being in all areas of life and employment. Students will gain knowledge of the skills practitioners use and hone their own professional skills in this context with the aim of preparing students for their future career trajectories working with clients and patients in health-related contexts, and how those can be promoted outside of health-related settings for public well-being.

PSY5224 Community Counselling (3 credits, 5 ECTS)

Prerequisite: PSY5121 Developmental Psychology

In this course students will explore community-based theories and practices based on community psychology. Topics that will be addressed are community health, as well as minority, and vulnerable populations. Students will be trained in research methodologies to be applied to social and community interventions. The course will focus on training community psychologists who work in the public or private sector with diverse gender, ethnic, racial, and sexual orientation populations. This course has a strong emphasis on the service to others.

PSY5225 Adjustment and Well-Being (3 credits, 3 ECTS)

Prerequisite: None

This course explores the personal and social meaning of psychological adjustment and well-being. The emphasis is on personal acceptance of past social-related events that may lead to unhealthy psychological states. It will focus on managing stress and coping strategies and the related skills and techniques such as mindfulness. It will also explore how personal psychological adjustments may lead to improved self-perceptions and attitudes, which bring about an overall sense of health and well-being.

PSY5216 Adult and Child Clinical Psychology (3 credits, 3 ECTS)

Prerequisite: None

This course provides students with an outline of common mental health-related issues such as depression, anxiety, schizophrenia, bipolar disorder, and childhood and personality pathologies. Students will also be introduced to clinical case studies in particular clinical settings, condition classification, epidemiology, aetiology, treatment, and outcomes. This is balanced by including protective factors and the contributions from critical positive psychology.

PSY5217 Clinical Assessment (3 credits, 5 ECTS)

Prerequisite: PSY5226 Clinical Interventions

This course delves deeper into forms of clinical assessment (e.g., DSM-5-TR and ICD-11) and their applications and issues. They will develop their skills through role-play scenarios, and become acquainted with ethical, and patient-centred, practices. Define clinical assessments and gain knowledge of the methods of application in specific contexts.

PSY5218 Clinical Neuropsychology (3 credits, 5 ECTS)

Prerequisite: PSY5226 Clinical Interventions

The course develops students’ knowledge and skills in clinical neuropsychological topics such as the functional localization and symptoms of neurological disorders. Students will also learn how clinical neuropsychological research can inform, and be used, to guide practitioner diagnostic or treatment decisions. A range of assessment and rehabilitation methods will be taught helping students to consider evidence-based practice that can be tailored to individual service users.

PSY5226 Clinical Interventions (3 credits, 3 ECTS)

Prerequisite: None

Students will become acquainted with both reactive interventions in different settings (e.g., hospitals, communities) and proactive interventions in different settings and the protective factors and contributions from critical positive psychology. They will also consider the differences across the lifespan and different intervention types (e.g., pharmaceuticals, therapies, and behavioral change messages).

PSY5227 Psychopharmacology (3 credits, 5 ECTS)

Prerequisite: PSY5115 Biological Psychology

Building on the core psychological knowledge of biological psychology and cognitive neuroscience students will be introduced to how psychology and psychological processes are impacted by pharmacological substances and drug action mechanisms. Students will learn how clinical medications impact clients and patients from the cellular level to the effects on brain function, and psychological issues such as perception, attention, and consciousness.

PSY5228 Psychodiagnostics (3 credits, 5 ECTS)               

Prerequisite: PSY5123 Cognitive Psychology

This course will explore the concept of 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.

PSY5131 Professional Internship (3 credits, 9 ECTS)

Prerequisite: None

The specialized student internship pathway runs over semesters 1 and 2 and involves 60 hours (e.g., 2 hours per week, per semester). The aim is to provide students with valuable practice-based work experience. In semester 1 students will undertake clinical role-play scenarios in KIMEP University student psychology laboratory. In semester 2 they will play an active role in one face-to-face session accompanied by a member of the provider’s staff. Building on their 4000-word literature review topic area in year one, students will write a 6000-word case study of their clinical interaction, classifying the condition, aetiology, treatment, and outcomes. The aim of the internship is to provide students with valuable first-hand clinical work experience. Students will be mentored by a university staff member and a member of staff from the internship provider. Alongside their internship, they will attend interactive lectures on topics aimed at ensuring they get the most from their internship helping them to reflect on their future employment trajectories.

PSY5211 Research Internship and Thesis (3 credits, 8 ECTS)

Prerequisite: 46 credits of coursework (98 ECTS)

This internship provides students with the opportunity to conduct original research under the mentorship of experienced faculty members. Students will design and execute a research project, culminating in a comprehensive thesis. Through hands-on experience with research methodologies, data analysis, and scholarly writing, students will develop critical thinking skills and deepen their understanding of their field of study. This course fosters independence, creativity, and scholarly inquiry, preparing students for future academic and professional endeavors.

PSY5229 Thesis Defense (1 credit, 8 ECTS)

Prerequisite: 52 credits of coursework (112 ECTS)

This course is the culmination of the master’s program, where students defend their research findings before a panel of faculty experts. Students will present their thesis work, demonstrating a deep understanding of their topic, research methodology, and findings. Through rigorous questioning and discussion, students will showcase their critical thinking skills, analytical abilities, and academic rigor. This course prepares students for scholarly engagement, professional presentations, and contributes to their overall academic and professional development.

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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About

Dr. Matthew Hall joined KIMEP University in August 2023 and is a Professor and Chair of the Department of Psychology. He is an active researcher and his interests since 2016 have focused on digital gender-sexual violations (DGSV) examining perpetrator motivations, (dis)continuities between online/offline violations, implications for organizations and social workers, social marketing campaigns, and the bounded limitlessness of DGSV. Media, businesses, and (non)governmental organizations consult with Dr. Hall on DGSV issues. He was the winner of 2024 of the KIMEP University Research Excellence Award for the College of Human Sciences and Education.

Dr. Hall has experience teaching a range of psychology courses at undergraduate, postgraduate, and doctoral levels, and in face-to-face, distance, and blended learning modes of delivery. His teaching specialisms are in qualitative research methods and social psychological-related courses. In 2022 Dr. Hall supervised a group of students who came third place in the 9th Abu Dhabi University Undergraduate Research Competition.

For any queries, please email Dr. Hall at m.hall@kimep.kz

Qualifications

  • PhD in Social Psychology, Nottingham Trent University, UK.
  • MSc in Psychology, Arden University, UK.
  • MSc in Social Research Methods, Open University, UK.

Recent talks

  • Hall, M. (2023). Modern, advanced, technologies, and the bounded limitlessness of gender-sexual violations: Considerations and challenges. ISO Meeting ISO/IEC JTC 1/SC 42: Standardization in the area of Artificial Intelligence.
  • Lewis, R., Hall, M. & Hearn, J. (2023). Limitless Digital Gender-Sexual Violences: The Threat to Girls and Women of Emerging, Advanced, Technologies. XX ISA World Congress of Sociology, Melbourne, Australia.
  • Atanasov, A., Hall, M. & Pester, A. (2022). Human rights threats to girls and women of emerging, advanced, technologies: Implications for legislation, policymaking, technology design, and development. [Oral presentation]. African Human Rights Conference: On Human Trafficking, Social Media & AI Regulation and Climate Justice. Cairo, Egypt.
  • Hall, M., Lewis, R. & Hearn, J. (2022). Limitless virtual gender-sexual violations: The threat to women of emerging, advanced, technologies. [Oral presentation]. Annual Conference of the European Network on Gender and Violence (ENGV), Copenhagen,
  • Hall, M., Hearn, J. & Lewis, R. (2021). Taking, making, and sharing intimate images without consent. Law Commission, UK.
  • Hall, M., Hearn, J., & Lewis, R. (2021). ‘Upskirting,’ homosociality, and craftmanship: A thematic analysis of perpetrator and viewer interactions. 4th European Conference on Domestic Violence. Ljubljana, Slovenia.
  • Hall, M., Hearn, J. & Lewis, R. (2020). Intimate Image Abuse Research Roundtable. Law Commission, UK.

Recent publications

  • Lewis, R., Hearn, J. & Hall, M. (2024). Digital gender-sexual violations and social marketing campaigns. In M.L. Rasmussen, E. Formby, & K. Gunnarsson (eds). The Palgrave Encyclopedia of Sexuality Education. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-95352-2_133-1
  • 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. https://doi.org/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. https://doi.org/1007/s10551-023-05463-4
  • Hall, M., Hearn, J. & Lewis, R. (2023). Digital Gender-Sexual Violations: Violence, Technologies, Motivations. Routledge.
  • Hall, M., Hearn, J. & Lewis, R. (2023). Image-Based Sexual Abuse: Online Gender-Sexual Violations, Encyclopedia (pp. 327-339). Multidisciplinary Digital Publishing Institute. https://doi.org/3390/encyclopedia3010020
  • 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). https://doi.org/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. https://doi.org/1177/10778012211008981
  • Hall, M., Pester, A. & Atanasov, A. (2022). AI Threats to Women’s Rights: Implications and Legislations. Journal of Law and Emerging Technologies (JOLETS), 2(2), 51-88. https://doi.org/54873/jolets.v2i2.86
  • 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.
  • Hall, M., Forshaw, M. & Montgomery, C.A. (2020). Being Limitless: A discursive analysis of online accounts of modafinil use. In M. Hall, M. Forshaw & C. Montgomery, (eds.). Chemically modified minds: Substance use for cognitive enhancement (pp. 81-100). Palgrave Macmillan.
  • Hearn, J. & Hall, M. (2019). “This is my cheating ex”: Gender and sexuality in revenge porn. Sexualities, 22(5-6), 860-882. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://thejsms.org/index.php/JSMS/article/view/324
  • 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. https://doi.org/1177/1363460716688675
  • Hall, M. & Hearn, J. (2017). Revenge Pornography: Gender, sexuality, and motivations. Routledge.

HERMAN GROBLER, PHD

Professor

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About

Dr. Herman Grobler joined KIMEP University in August 2023 and is a Professor in the Department of Psychology. His research interests focus on mental health and well-being. He is currently part of a research team exploring the burnout of schoolteachers in Kazakhstan, specifically with regard to cultural identity. He is also affiliated with the North-West University in South Africa, collaborating in research and acting as co-promoter for postgraduate students. One of the research projects focuses on Child and Adolescent Reproductive Health.

Dr. Grobler has experience teaching a range of psychology courses at undergraduate, postgraduate, and doctoral levels, and in face-to-face, distance, and blended learning modes of delivery. His teaching specialisms are in Mental Health and Well-being and Counselling Psychology. Other areas include Child Development, Family Psychology, Social Psychology, and Learning and Memory.

For any queries, please email Dr Grobler at h.grobler@kimep.kz

Qualifications

  • PhD in Psychology, North-West University, South Africa
  • Doctorate in Play Therapy, University of South Africa (UNISA), South Africa
  • Masters in Research Psychology, North-West University, South Africa
  • Masters in Play Therapy, UNISA, South Africa

Recent talks

  • Grobler, H., Tynybayeva, M, Oslyakova, Y., & Amangeldinova, G. (2024). Panel discussion on teacher burnout. KazAELT Conference. Almaty, Kazakhstan.
  • Grobler, H. (2024). Introductory Workshop to Ethics. Institutional Review Board. KIMEP University, Almaty, Kazakhstan.
  • Grobler, H. (2024). Self-empowerment talk for JARQYN Student Association. KIMEP University, Almaty, Kazakhstan.
  • Grobler, H. (2023). Ethical Issues within the Supervisor-Student Relationship. ResearchTalk, KIMEP, Almaty, Kazakhstan.
  • Grobler, H. (2023). Gestalt Workshop on Awareness – The Stories We Tell Ourselves. Centre for Child, Youth, and Family Studies, North-West University, Wellington, South Africa.
  • Grobler (2022). Accepting Authenticity and Goal setting. Online Master’s Class for the EI Activator group. Mossel Bay, South Africa
  • Grobler, H. (2022). Article Writing Retreat for Researchers of the University of Cape Town. Presented in Wellington, South Africa.

Recent publications

  • Grobler, 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. https://doi.org/10.1177/00812463211009422
  • Witten, C., Claasen, N., Kruger, H.S., & Grobler, H.B. (2020). Psychosocial barriers and enablers of exclusive breastfeeding: lived experiences of mothers in low-income townships, North West Province, South Africa. International Breastfeeding Journal, 15(76). https://doi.org/10.1186/s13006-020-00320-w

KRISHNA MOHAN, PHD

Professor

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About

Dr. Krishna Mohan Kotra joined KIMEP University in August 2024 and is a Professor of the Department of Psychology. He is an active researcher and his interests since 2000 have focused on Psychological Well-being, effects of Spirituality on Mental Health, Counselling and Psychotherapy issues and received research grants from India, Europe, UK, USA. Dr Mohan received Professor Yutaka Haruki Young Research Award from Transcultural Society for Clinical Meditation, Italy 2003 and Honorary Professor, University of Flores, Buenos Aires, Argentina, 2012. Dr Mohan is a trained Clinical Psychologist and works with clients integrating eastern body-mind approaches with western approaches for mental health and well-being.

Dr. Mohan has more than 25 years of international experience and worked in Universities Asia and Central Aisa, Europe, UK, Caribbean researching and teaching a range of psychology as well as applied psychology for business, healthcare courses at undergraduate, postgraduate, and doctoral levels, and in face-to-face, distance, and blended learning modes of delivery. His teaching specialisms are in counselling, psychotherapy, biological psychology, research methods and statistical methods, consumer behaviour and psychological-related courses. In 2005 Dr. Mohan established School of Mental Health at Vidhyasagar Institute of Mental Health of Mental Health and Neurosciences, New Delhi, India and started Department of Psychology at Chinmaya University, India in 2018.

For any queries, please email Dr. Mohan at km.kotral@kimep.kz

Qualifications

  • PhD in Psychology, Andhra University, India.
  • Post Doctoral, Utrecht University, The Netherlands
  • MSc in Psychology (Specialization-Clinical), Andhra University, India.
  • Postgraduate Diploma in Linguistics, Andhra University, India.
  • Postgraduate Diploma in Yoga, Andhra University, India.
  • Certificate in Counselling, Andhra University, India.

Recent talks

  • Krishna Mohan, K. (2023). Study of Online Mental Health Students Support: Feasibility of Technology Integrated Services for Tertiary Institutions in Jamaica. 14th Annual National Health Research Conference. Kinsgston, Jamaica.
  • Krishna Mohan, K. (2023). Unmasking Discussion on Mental Health and Technology Integrated Services for Tertiary Institutions in Jamaica. CTLPA 25th Annual Conference. Kingston, Jamaica.
  • Krishna Mohan, K. (2023). Conference Report and Closing Remarks on Embracing the digital age: Opportunities, Challenges and Innovation. 7th Annual Research Conference, Kingston, Jamaica,
  • Dookwah, R. & Krishna Mohan, K. (2023). Effects of Digital Gaming on High School Students’ Academic, Social and Mental Health: Challenges for Jamaica and Caribbean Societies. 7th Annual Research Conference, Kingston, Jamaica,
  • Krishna Mohan, K. (2019). Psychological and Behavioural Strategies for Green Movement: Implications for Community Participation. International Conference on Green Movement, Tbilisi
  • Krishna Mohan, K. (2017). Plenary on The Psychology of Semiotics: Classical to Postmodern and its Implication to Cognitive and Cultural Psychology and psychoanalysis. 8th International Conference on Semiotics, Baku,
  • Krishna Mohan, K. (2016). Keynote Speech on Ethics and Morality for Sustainable Environment: A Psychological and Spiritual Perspective. 3rd International Symposium on Environment and Morality, Antalya,
  • Krishna Mohan, K. (2015). Mental Health Issues in Palliative Care. International Volunteer Training for Palliative Care, Bangkok,

Recent publications

Krishna Mohan, K, Pickens, L., Douglas, H., Martin, A., & McGowan, T. (2023). A Study of the Impact of the Deaths of Family Members Due to the Corona Virus on Anxiety and Depression Among Relatives and Close Friends in Kingston, Jamaica. American  Journal of Innovation Research Applied Sciences. 17(1), 57-66.

Krishna Mohan, K, Pickens, L., Ming, Z., Taylor-Elliott, T & Campbell H K. (2023). A Study of Social Media Communication as a Help-Seeking Behaviour for Psychological and Emotional Problems of Students of the University of the Commonwealth Caribbean. Jamaica. American Journal of Innovation Research Applied Sciences. 17(1): 83-92.

Krishna Mohan, K. (2021).  Relevance of ancient Indian knowledge tradition for mental health and well-being of students. In Saibaba, M. & Jayasri, M (eds.). Ancient Indian Knowledge for Holistic Education (pp. 111-118). NIAS Publication.

Rukmini, S & Krishna Mohan, K, (2020). Restoration of Indic knowledge Tradition: Scope, Issues and Implications for Modern Education. International Journal of Enhanced Research in Educational Development. Vol. 8 (4), 12-19. ISSN: 2320-8708. Impact Factor: 5.246.

Krishna Mohan, K. (2020). Building global mental health networks. In Kholi, J. (ed.). Healing the Human Heart and Mind (pp. 101-113). Scholar Press Publications Inc. 101-113.Rukmini, S. & Krishna Mohan, K, (2020). Restoration of Indic knowledge Tradition: Scope, Issues and Implications for Modern Education. International Journal of Enhanced Research in Educational Development. 8 (4), 12-19.

MacDonald DA, Friedman HL, Brewczynski J, Holland D, Salagame KKK, Krishna Mohan, K, Zuzana Ondriasova Gubrij., & Hye Wook Cheong. (2015). Spirituality as a Scientific Construct: Testing Its Universality across Cultures and Languages. PLoS ONE 10, 3, 1-38.

Peltzer, K., Pengpid, S. & Krishna Mohan, K. (2014). Prevalence of health behaviour and its associated factors among a sample of university students in India. International Journal of  Adolescent Health & Medicine. 26, 4, 531–540.

KYLE MSALL, PHD

Associate Professor

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About

Dr. Kyle Msall joined KIMEP University in August 2024 and is an Associate Professor of Psychology in the Department of Psychology. He is an active researcher and his interests since 2014 have focused on modern genocide, victims of terrorism, social reintegration of past captives of ISIS, mental health in the Middle East, and mental health amongst minority groups in the Middle East. He was selected as the Alumnus of the Year in 2019 from the Chicago School of Professional Psychology.

Dr. Msall has experience teaching a range of psychology courses at undergraduate, postgraduate, and doctoral levels, and in face-to-face, distance, and blended learning modes of delivery. His teaching specializations are in cultural and social psychology-related courses as well as psychological methodology.

For any queries, please email Dr. Msall at k.msall@kimep.kz

Qualifications

  • PhD in International Psychology, Chicago School of Professional Psychology, USA.
  • MA in English – TESOL, Missouri State University, USA

Recent publications

  • Fisher-Smith, A., Sullivan, C., Msall, K., Telander, J., Temminck, J., Roffino, J.P., Barajas, I. (2024 – Accepted). Gendered Traumatization: Male and Female Survivors of the Yazidi Genocide and ISIS Captivity. Journal of History.
  • Msall, K., & Lary, N. (2022). A link between radicalisation models and extremist propaganda. Global Security: Health, Science and Policy, 7(1), 44-50.
  • Alghumlasi, N.A. & Msall, K. (2021). Effects of remote learning/working on individuals psychological wellbeing in the UAE. Journal of Child and Adolescent Psychiatry, 5(5), 1-5.
  • Msall, K. (2019). Achieving peace through culturally relevant humanitarian programs. In Active Promotion of Peace: Global Perspectives on Personal Peace, Children and Adolescents and Social Justice. Springer International.
  • Msall, K. (2018). Psychological effects of being enslaved by ISIS. Peace and Conflict: Journal of Peace Psychology. Advance online publication. http://dx.doi.org/10.1037/pac0000338
  • Msall, K. A. (2018). Humanitarian aid workers’ knowledge of minority cultures in Iraqi Kurdistan. Journal of International Humanitarian Action, 3(1), 9. https://doi.org/10.1186/s41018-018-0037-4
  • Msall, K. A., & Mohammed, R. (2018). An evaluation of mental health services within the Kuwait prison system. Psychology Applications and Trends.
  • Msall, K. (2017). Perceptions of extremists and deradicalization programs among university students in Kuwait. Journal for Deradicalization, 10, 77-97.
  • Msall, K. A. (2017). The Yezidi minority refugee population and European humanitarian organizations. Psychology Applications and Trends, 186-190.
  • Msall, K. (2016). Cultural Relevance of Humanitarian Programs for Yezidi Internally Displaced Persons in Iraqi Kurdistan (Doctoral dissertation, The Chicago School of Professional Psychology).
  • Msall, K. (2015). The current humanitarian crisis in Iraqi Kurdistan: Challenges of humanitarian guidelines for minority populations. International Psychology Bulletin, 19(3).

Tracy Darch-Hall

Associate Professor

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About

Tracy Darch-Hall joined KIMEP University in February 2024 and works in the Department of General Education and the Department of Psychology. She completed her Master of Science in Psychology in 2023. At KIMEP University she teaches Introduction to Psychology, Developmental Psychology, and Educational Psychology. She brings fifteen years of experience in the UK working with students who are neurodivergent and/or have special educational needs to her teaching. Much of this work was in inclusion units within the schools, which aimed to support the students’ diverse needs so that they could study mainstream curriculums. Her research interests align with her work and teaching experience and more recently focus on men’s health.

Qualifications

  • MSc in Psychology, Arden University, UK
  • BSc in Education and Psychology, University of the West of England (UWE), UK

Recent talks

  • Darch-Hall, T. (2024). “In some ways, I’m glad I got to experience it”: The positive construction of masculinities in men’s breast cancer survivor stories. ICGR, 7th International Conference on Gender Research, Barcelona, Spain.
  • Hall, M., Grobler, H., Darch-Hall, T.L. (2024). Grade inflation: What is to be done? Pedagogical Leadership in Higher Education: Enhancing Student Learning and Ethical Engagement Conference. KIMEP University, Kazakhstan.

Recent publications

  • Darch-Hall, T. & Hall, M. (In review). “In some ways, I’m glad I got to experience it”: Horizontal homosociality and intimacy forms in men’s breast cancer survivor stories.

Careers

Career opportunities

The 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.