Cabinet of Ministers Regulations No. 266 in Riga 2 June 2015 (pr. No 27 14) amendment of the Cabinet of Ministers on 19 December 2006, the Regulation No 1036 "rules of Audžuģimen" Issued under the family courts act, article 25, third paragraph, make the Cabinet on 19 December 2006, Regulation No 1036 of the "rules of Audžuģimen" (Latvian journal, 2006, nr. 207.103.206; 2009, no. 2010, 40 no;; 2011, 2013, 205. No; 118., nr. 173.) amendments and make the annex by the following: "2. the annex to Cabinet of 19 December 2006, the Regulation No 1036 Five steps in an interactive training program for foster parents I. Curriculum description 1. the above requirements for education, at least primary education. 2. the duration of the programme-98 academic hours. 3. form-the presence, active involvement in the work of the group in the process. As a practical manual for the use of the material. The lessons run by two professionals together. Practice exercises, take part in mentor (audžuģimen with experience or specialist work with audžuģimen). 4. the programs theoretical base and methodology: 4.1 programs theoretical base in theory: 4.1.1. theory of cooperation. The theory of the guidelines: 4.1.1.1. clearly aware of the objectives of the action and what is good practice; 4.1.1.2. the important role of the participants in the training and evaluation of the contribution; 4.1.1.3. training of all concerned Member participation; 4.1.1.4. the motivation to learn, to improve and deepen the understanding of yourself; 4.1.1.5. be responsible to the other members of the teaching and learning process; 4.1.2. cognitive behavioural theory. Theory of guidelines: 4.1.2.1. highlights the thought process the close relation with human behavior; 4.1.2.2. therapeutic approach directed related to human thinking, starting with people's own perception of themselves; 4.1.2.3. focus is directed to conduct a particular moment that reveals that people want to understand or change, and is characterized by the principle of "here and now"; 4.1.3. the resilienc, or the vitality theory. The theory of the guidelines: 4.1.3.1. focus is directed to persons or social systems (e.g., family) ability, despite the difficult living conditions, develop socially accepted; 4.1.3.2 it underlines your natural internal resources (vitality) potential or ability to overcome the crisis, the loss of critical life situation and experience of live events to strengthen the ego develops the resources and the need to cooperate and share their experience; 4.1.3.3 citizens. the focus on each person and equivalence; 4.1.3.4. the development of the vitality important factors: 4.1.3.4.1.. Relationship that gives satisfaction, promote awareness, and provide support for the public; 4.1.3.4.2. the initiative. The ability to offer solutions to the situation and act decisively; 4.1.3.4.3. independence. Willingness to take responsibility for ongoing and independently addressing the important issues; 4.1.3.4.4. morale. Choosing a course of action that takes into account the well-being of others; 4.1.3.4.5. recognition/revelation. Experience is gained from deeper understanding of yourself and others, developing compassion and tolerance; 4.1.3.4.6. creativity. Creative imagination and knowledge use, gets himself and recovered by life's problems; 4.1.3.4.7. humor. The ability to notice and make fun or looking at things from the other side; 4.1.4. humanistic theory (k. Rogers). Theory: 4.1.4.1. developing guidelines and a positive environment; 4.1.4.2. humanism and mutual acceptance as a reliable environmental criteria; 4.1.4.3. the emphasis on support and free self-expression; 4.2. training in the practical methods used. Five-step teaching method-group work, integrating the creative, interactive teaching methods, interactive, educational experiences, tasks of adult education with the theory of pēcrefleksij and summarized elements (based on experience, and summarize reflekt).
Nr. PO box Method the method 1. Working Group goal – building. Estimated time: 20 to 30 min. Group work for is to involve all participants in the work. Significant is the contribution of each Member of the group, is developing the skills of cooperation, the participants complemented each other, creates a sense of safety. Learning in groups, the participants not only learn better skills, but also learn to respect the other Member's views and interests 2. The purpose of reflection – the point of view of their feeling, and expression evaluation. The estimated time-as appropriate. With the help of reflection and practice managers can obtain information about their actions, as well as information about the mood of the group. Encourage self-expression abilities, ability to constructively express their views, as well as skills and experience speak for itself. Reflection of how feedback is used by missions or training days in the final 3. Social analysis of the event – raising awareness of the work of the audžuģimen. Estimated time: 30 to 45 min. Analysing a situation of foster parents in work practices, develop the ability to recognize the needs of the child and promote active exchange of action models, encouraging openness and discussion 4. Role play – situation simulation. Estimated time: 30 to 40 min. Real life situations where the nature of the feature – learning from experience. Role plays are based on real life situations. Process will clarify values and opinions, critically examines different social problems etc.. Using role play, are looking for solutions to the problems and planned operation, advanced group collaboration skills 5. Social game goal-building skills. Estimated time: 30 to 40 min. The set of operations that are typically performed with the prior intention (preparation), in order to achieve the goal. The game encourages the necessary social knowledge and skills in the "here and now" conditions 6. Simulation game – skills development naturally zoomed. Estimated time: 45 to 60 min. Simulated environmental conditions, which can get into the maximum zoom in real life, contributing to situation and the experience of illness analysis 7. The purpose of the discussion group-discussion apmaiņaParedzam time: 20 to 30 min. Cooperation within the group, when the participants will jointly try to find answers to their key questions or are looking for solutions to problems, weighing the facts, assumptions, statements, experiences, perspectives. The debate is an opportunity for all participants to participate 8. Lecture to the task – considering the topic. Estimated time: 30 to 45 min. The lesson is to explain a topic and create interest in participating. Explain the means to help understand the chosen topic, and relationship problems. Members of the group to facilitate the reception, lecture presentation is embedded in an attractive visual presentation, which is more easily visible. The presentation can be enhanced by video footage. The lecture is combined with practical use of methods/mission 9. Adapted to the situation of Latvia guide purpose: to supplement the lessons learned, to promote particular subject learning and homework execution 10. Home objective – strengthening the tasks of the lessons learned knowledge, promote learning continuity during the training courses, promoting the pašizziņ and research

5. proof of successful training programs of audžuģimen learning-certificate. 6. the basic purpose of the programme-education process provide the opportunity to acquire the knowledge and skills needed to perform the professional duties in accordance with audžuģimen of the Cabinet of Ministers on 19 December 2006, the Regulation No 1036 "rules of Audžuģimen". 7. the general objective of the educational process in the audžuģimen of the opportunity of acquiring knowledge and skills: 7.1.-ārpusģimen care of the legal framework; 7.2. for child development and support; 7.3. the relationship difficulties family; 7.4. for communication in the family; 7.5. the child care; 7.6. the relationship between the child and the biological parents; 7.7. the experience of good family child; 7.8. the ability to work in a team. 8. the specific objectives of the programme – education process provide the opportunity to acquire the knowledge and skills needed to ensure orphan or without parental care for the remaining child care needs, as well as support and assistance, as long as the child can return to his family or, if that is not possible, is adopted or guardianship is established for him. 9. in assessing the quality of learning – trainees who trained in the training program and got necessary knowledge and skills assessment, sorts, culminating in a multi-stage assessment that includes: 9.1. self-esteem; 9.2. the expert (instructor) feedback; 9.3. group feedback; 9.4. the final test-a test of knowledge and analysis of the social situation; 9.5. at least 90% attendance/participation in the Group process. 10. Certificate of audžuģimen of curriculum learning gets a person in the exam gained no less than 7 Ballroom (10 balls scale rating) and a positive assessment overall culminating. II. Training plan

Nr. PO box Topics in number theory Kontaktstund practice together in step 1. Safe environment, children waiting (self sensing) 1. Ievadlekcij: 1.1. audžuģimen training programs guiding principles, the plan contains 1.2. Introduction to the training program 2. Audžuģimen – various forms of alternative care: 2.1. five reasons to be audžuģimen 2.2. audžuģimen as an alternative to family care form-the history of the existing ārpusģimen care, the situation in Latvia form teaching methods: lectures, work with task group, task group discussion, guide, homework 3. Introduction to the foster parents of competencies: 3.1. competence recognition 3.2. skills and attitudes 3.3 raising point of view. 3.4 pašizvērtēšan competencies. your choice awareness task (the events of life, values, information, expectations, hopes, goals, challenges and barriers, fear, conditions, my choices), creative thinking, as I came up to this choice and that is my choice based on teaching methods: Working Group, reflection, group discussion, guide, homework. Mentor support, developing skills of participants, providing support for the process of training 4 6 10 4. Secure environment and children waiting: 4.1. a safe and supportive environment 4.2. reflection, introspection, pašizziņ, self-esteem 4.3. micro-forest-and the concept of makrovid. Environmental effects on adult family members and children in 4.4. the phenomenon of social exclusion, as it affects the children, family and as a foster family 4.5 child advocacy conflict resolution using the asercij approach of 4.6. audžugimeņ competence development and awareness training methods: a social game, group work, reflection, group discussion, guide, homework. Mentor's support, asking the techniques to stimulate the thought process that helps you see the solutions and action 4 6 10 5. Legal framework: 5.1. child care ārpusģimen regulation 5.2. the rights and obligations of the audžuģimen 5.3. State and local social and child protection institutions in system 6. Child rights and responsibilities: 6.1. fundamental rights, the rights of the child guarantees and limits of law 6.2. child responsibilities 6.3. ārpusģimen care of the rights of the child training methods: Lecture with tasks, work group, social cases, analysis, reflection, group discussion, guide, homework. Mentor support, sharing of experience step 4 6 10 2. The child's entry and welcome 7. Family and relationships: System 7.1. What is a family system, family life cycle, 7.2. audžuģimen system and as a place at 7.3. audžuģimen and interacting organic family, relationships, care for the children of 7.4. audžuģimen ABC of teaching methods: lectures with tasks, work group, social cases, analysis, reflection, group discussion, role play, guide, homework. Mentor support, sharing of experience 4 6 10 8. Attraction, adaptation period and initial cooperation: 8.1. attraction, its role in strengthening and relationship building in 8.2. attachment disorder, possible consequences of 8.3. child development, character, temperament formation 8.4. development delays, the related difficulties of 8.5. healthy baby's play development, relationship building teaching methods: lectures with tasks, work group, social cases, analysis, reflection, group discussion, simulation game, guide, homework. Mentor support, creative techniques and technical use 4 6 10 9. Child care: 9.1. child care characteristics in different vecumposmo 9.2. the nature of child care with special needs 9.3. nutrition and hygiene requirements 9.4. first aid training methods: Lecture with tasks, work group, social cases, analysis, reflection, group discussion, guide, homework. Mentor support, sharing of experience step 2 6 8 3. Child's daily audžuģimen 10. The characteristics of the target group/child victims of violence, portrait: 10.1. traumatic consequences of violence and the impact on the child's character formation, character formation, early pamatposm for the role of the environment in shaping a child's nature, 10.2. violence in children's experiences of violence in the relationship, the impact on child development of 10.3. the problems of violence and violence in 10.4. domestic violence victims in the child's needs and communication specific framework conditions 10.5. the child-centered approach to child care, care of the standard teaching methods: lectures with tasks, work group, social cases, analysis, reflection, group discussion, role playing game, social game, guide, homework. Mentor support, sharing of experience 4 6 10 11. Contact and conflict with the child, disciplining: 11.1. the role of communication and the emotional contact 11.2. the child's needs, exposure levels, informative field 11.3. everyday techniques to support child 11.4. conflict in relationship building, solving it 11.5. contact with children who have special needs 12. The emotional relationship of the child care (care for illness, etc.)         Teaching methods: lectures with tasks, work group, social cases, analysis, reflection, group discussion, role play, simulation game, guide, homework. Mentor support-encouraging members to continue a potential adoptive parents competence development step 4 6 10 4. Divorce from a child 13. Grieve/redundancy/child's way forward: 13.1. crisis as a loss, life crises, crisis management 13.2. divorce and sorrow, grieve, stages of the preparation of the child for adoption, divorce, the child's biological family, the return of the adoptive parents tasks 13.3. emotional burn-in 13.4. emotional preconditions for balance, self-help and support resources of ABC learning methods: Lecture with tasks, work group, social cases, analysis, reflection, discussion, social game, role-playing game, guide, homework. Mentor support, sharing of experience step 4 6 10 5. Closing 14. Closing test, evaluation, professional competence training methods 8 8: Working Group, reflection, group discussion along kontaktstund 1 person 34 62 96 15. Individual advice 2 2 total training process 98 III. Training programs require a description of the qualifications of teachers

Nr. PO box Subject to the requirements of teacher's education 1. Audžuģimen – various alternative care forms the second level of higher professional or academic education pedagogy, law, social work or social work karitatīv or master's degree in psychology 2. Introduction to the foster parents of competencies 3. Secure environment and children waiting 4. Family and relationships in the system 5. Attraction, adaptation period and initial cooperation 6. The characteristics of the target groups/violence victim child portrait 7. Contact and conflict with the disciplining of children, 8. The child's emotional relationship care 9. Grieve/redundancy/child's way forward 10. The legal framework in the second level professional higher education in law and experience in child protection in the field of 11. The rights of the child and obligations 12. Child care second level professional higher education in medicine, "the Prime Minister is the Rapidity of prosperity Newsletters Minister Uldis Augul States