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| Итого | За последние 12 месяцев | Jan | Dec | Nov | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Всего | 12мес | Jan | Dec | Nov | Oct | Sep | Aug | Jul | Jun | May | Apr | Mar | Feb | 01 | 31 | 30 | 29 | 28 | 27 | 26 | 25 | 24 | 23 | 22 | 21 | 20 | 19 | 18 | 17 | 16 | 15 | 14 | 13 | 12 | 11 | 10 | 09 | 08 | 07 | 06 | 05 | 04 | 03 | 02 | 01 | 30 | 29 | 28 | 27 | 26 | 25 | 24 | 23 | 22 | 21 | 20 | 19 | 18 | 17 | 16 | 15 | 14 | 13 | 12 | 11 | 10 | 09 | 08 | 07 | 06 | 05 | 04 | 03 | 02 | 01 | |
| По разделу | 880633 | 1608 | 135 | 156 | 142 | 145 | 125 | 105 | 115 | 187 | 126 | 119 | 133 | 120 | 0 | 7 | 6 | 3 | 3 | 4 | 5 | 2 | 11 | 4 | 6 | 4 | 6 | 4 | 5 | 7 | 5 | 6 | 5 | 6 | 4 | 6 | 5 | 5 | 5 | 6 | 5 | 4 | 4 | 3 | 5 | 5 | 5 | 5 | 6 | 6 | 3 | 3 | 4 | 6 | 4 | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 4 | 3 | 5 | 6 | 3 | 3 | 4 | 3 | 5 | 6 | 6 | 10 | 5 | 7 |
| Психология толпы: обзор исследований | 18512 | 905 | 0 | 109 | 80 | 88 | 65 | 64 | 92 | 119 | 81 | 64 | 81 | 62 | 0 | 7 | 2 | 3 | 3 | 4 | 5 | 1 | 11 | 1 | 6 | 2 | 2 | 3 | 2 | 7 | 1 | 5 | 5 | 6 | 1 | 4 | 5 | 0 | 5 | 2 | 1 | 4 | 2 | 2 | 2 | 5 | 0 | 5 | 3 | 2 | 3 | 0 | 2 | 2 | 0 | 4 | 4 | 4 | 3 | 5 | 3 | 1 | 2 | 2 | 3 | 1 | 0 | 1 | 3 | 1 | 2 | 6 | 4 | 9 | 2 | 3 |
| Тест по социальной психологии | 41315 | 569 | 0 | 57 | 53 | 59 | 40 | 39 | 40 | 99 | 44 | 39 | 44 | 55 | 0 | 1 | 2 | 3 | 1 | 2 | 1 | 2 | 2 | 1 | 2 | 1 | 1 | 2 | 3 | 3 | 0 | 0 | 3 | 4 | 2 | 4 | 2 | 1 | 2 | 1 | 0 | 2 | 2 | 1 | 4 | 2 | 2 | 5 | 1 | 1 | 2 | 0 | 2 | 2 | 1 | 3 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 1 | 4 | 1 | 1 | 0 | 0 | 3 | 2 | 1 | 4 | 1 | 2 |
| Стивен Джонсон: типология характеров | 5755 | 543 | 0 | 60 | 44 | 61 | 30 | 47 | 38 | 36 | 52 | 53 | 59 | 63 | 0 | 4 | 1 | 2 | 2 | 1 | 1 | 0 | 1 | 0 | 2 | 3 | 3 | 2 | 4 | 1 | 3 | 2 | 2 | 1 | 2 | 3 | 3 | 0 | 2 | 2 | 4 | 2 | 0 | 3 | 3 | 1 | 2 | 0 | 2 | 1 | 1 | 0 | 1 | 2 | 1 | 1 | 1 | 0 | 3 | 3 | 1 | 0 | 1 | 0 | 2 | 2 | 0 | 3 | 0 | 2 | 1 | 2 | 3 | 2 | 3 | 4 |
| Групповой ориентировочный тест интеллектуального развития младших школьников Умка | 42278 | 526 | 0 | 74 | 55 | 59 | 45 | 30 | 28 | 34 | 48 | 47 | 45 | 61 | 0 | 3 | 1 | 2 | 2 | 2 | 2 | 1 | 3 | 0 | 1 | 1 | 3 | 2 | 3 | 1 | 3 | 5 | 2 | 5 | 0 | 2 | 2 | 4 | 5 | 6 | 1 | 3 | 1 | 2 | 5 | 1 | 0 | 0 | 1 | 2 | 1 | 2 | 4 | 4 | 2 | 1 | 1 | 3 | 4 | 1 | 2 | 0 | 0 | 0 | 3 | 6 | 1 | 0 | 1 | 2 | 0 | 2 | 1 | 5 | 4 | 2 |
| Вопросы к экзамену по "Основам психологического консультирования" и тематика курсовых работ | 9732 | 460 | 0 | 55 | 57 | 53 | 35 | 26 | 25 | 107 | 26 | 32 | 18 | 26 | 0 | 1 | 6 | 1 | 2 | 1 | 1 | 0 | 1 | 1 | 0 | 2 | 6 | 1 | 1 | 1 | 1 | 3 | 5 | 3 | 0 | 2 | 2 | 2 | 2 | 3 | 0 | 1 | 2 | 0 | 3 | 1 | 5 | 3 | 1 | 4 | 2 | 0 | 0 | 1 | 1 | 2 | 2 | 4 | 3 | 0 | 3 | 4 | 0 | 0 | 2 | 5 | 1 | 0 | 1 | 2 | 0 | 1 | 2 | 5 | 1 | 2 |
| Стивен Джонсон: теория объектных отношений и характероанализ истории развития ребенка | 3516 | 457 | 0 | 65 | 56 | 54 | 35 | 33 | 33 | 33 | 43 | 37 | 30 | 38 | 0 | 1 | 2 | 2 | 2 | 1 | 1 | 0 | 2 | 3 | 1 | 1 | 2 | 1 | 5 | 0 | 2 | 5 | 5 | 3 | 3 | 2 | 3 | 4 | 4 | 3 | 1 | 1 | 2 | 0 | 2 | 1 | 3 | 2 | 5 | 1 | 1 | 2 | 0 | 3 | 0 | 4 | 3 | 0 | 4 | 0 | 1 | 1 | 1 | 0 | 3 | 3 | 0 | 2 | 3 | 0 | 3 | 1 | 1 | 3 | 2 | 4 |
| Психология малых групп | 5111 | 454 | 0 | 58 | 47 | 57 | 42 | 39 | 41 | 30 | 36 | 47 | 34 | 23 | 0 | 0 | 3 | 1 | 3 | 0 | 2 | 1 | 4 | 1 | 1 | 2 | 0 | 2 | 1 | 2 | 2 | 2 | 1 | 5 | 0 | 2 | 2 | 1 | 4 | 2 | 2 | 0 | 2 | 3 | 3 | 4 | 0 | 3 | 3 | 2 | 0 | 1 | 1 | 3 | 4 | 1 | 2 | 0 | 3 | 0 | 4 | 2 | 0 | 3 | 2 | 1 | 2 | 0 | 2 | 0 | 0 | 2 | 0 | 1 | 2 | 3 |
| Техника коррекции эмоциональных комплексов через рисование у детей 5-10 лет | 12117 | 449 | 0 | 42 | 45 | 44 | 31 | 18 | 28 | 121 | 29 | 37 | 16 | 38 | 0 | 2 | 1 | 1 | 3 | 0 | 1 | 0 | 1 | 1 | 0 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 3 | 1 | 2 | 1 | 1 | 2 | 5 | 1 | 0 | 1 | 0 | 5 | 0 | 2 | 2 | 2 | 2 | 1 | 2 | 3 | 2 | 1 | 2 | 0 | 1 | 4 | 0 | 2 | 3 | 1 | 0 | 2 | 4 | 0 | 0 | 0 | 0 | 3 | 0 | 1 | 3 | 0 | 2 |
| Ключ к Гит | 12808 | 444 | 0 | 50 | 46 | 52 | 36 | 35 | 32 | 25 | 27 | 57 | 47 | 37 | 0 | 0 | 1 | 2 | 3 | 0 | 0 | 0 | 5 | 2 | 1 | 0 | 1 | 0 | 0 | 0 | 2 | 3 | 5 | 4 | 0 | 4 | 2 | 3 | 2 | 2 | 1 | 1 | 2 | 0 | 1 | 3 | 1 | 1 | 3 | 2 | 1 | 1 | 0 | 2 | 3 | 1 | 3 | 3 | 2 | 0 | 3 | 0 | 1 | 0 | 5 | 2 | 0 | 0 | 1 | 0 | 5 | 1 | 0 | 2 | 0 | 3 |
| Программа курса "Социально-психологический практикум" | 19849 | 397 | 0 | 52 | 37 | 42 | 25 | 20 | 23 | 96 | 19 | 41 | 20 | 22 | 0 | 2 | 2 | 1 | 2 | 0 | 1 | 0 | 1 | 3 | 2 | 3 | 2 | 1 | 1 | 3 | 2 | 2 | 2 | 4 | 1 | 1 | 0 | 1 | 3 | 3 | 2 | 1 | 0 | 1 | 3 | 2 | 1 | 2 | 0 | 2 | 0 | 1 | 1 | 2 | 1 | 1 | 0 | 0 | 4 | 0 | 2 | 2 | 0 | 2 | 2 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 1 | 4 |
| Игровая терапия. Краткий конспект | 12035 | 376 | 0 | 50 | 46 | 43 | 27 | 30 | 27 | 20 | 24 | 38 | 32 | 39 | 0 | 1 | 1 | 0 | 2 | 0 | 1 | 0 | 3 | 2 | 2 | 0 | 0 | 1 | 4 | 1 | 2 | 1 | 2 | 4 | 3 | 4 | 0 | 1 | 2 | 1 | 3 | 1 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 0 | 1 | 1 | 2 | 1 | 0 | 1 | 1 | 5 | 0 | 2 | 0 | 0 | 1 | 3 | 2 | 0 | 0 | 1 | 2 | 2 | 1 | 5 | 6 | 0 | 2 |
| Программа курса "Психолого-педагогическая коррекция" | 68378 | 366 | 0 | 44 | 53 | 46 | 27 | 27 | 25 | 26 | 21 | 33 | 30 | 34 | 0 | 0 | 2 | 1 | 0 | 1 | 2 | 0 | 2 | 0 | 0 | 0 | 1 | 2 | 1 | 2 | 1 | 3 | 2 | 2 | 2 | 3 | 4 | 0 | 3 | 3 | 0 | 2 | 0 | 0 | 3 | 2 | 1 | 0 | 6 | 2 | 1 | 1 | 0 | 3 | 1 | 0 | 3 | 1 | 4 | 1 | 1 | 1 | 1 | 0 | 3 | 3 | 1 | 0 | 1 | 1 | 3 | 2 | 2 | 5 | 3 | 2 |
| Вопросы к экзамену "Психология общения" | 6503 | 346 | 0 | 48 | 25 | 36 | 23 | 30 | 23 | 34 | 23 | 28 | 29 | 47 | 0 | 0 | 3 | 0 | 1 | 2 | 3 | 0 | 1 | 1 | 0 | 0 | 5 | 3 | 1 | 0 | 1 | 3 | 1 | 5 | 0 | 3 | 1 | 0 | 3 | 2 | 0 | 0 | 2 | 0 | 4 | 3 | 0 | 2 | 1 | 1 | 0 | 1 | 1 | 2 | 1 | 1 | 0 | 2 | 2 | 0 | 1 | 0 | 1 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 1 | 2 |
| Методика для мониторинга социализации учащихся И. Рожкова | 13815 | 346 | 0 | 61 | 46 | 38 | 31 | 30 | 26 | 15 | 23 | 29 | 26 | 21 | 0 | 2 | 1 | 0 | 0 | 2 | 1 | 1 | 6 | 0 | 2 | 1 | 1 | 2 | 2 | 1 | 3 | 4 | 0 | 4 | 1 | 5 | 3 | 2 | 3 | 0 | 3 | 3 | 1 | 2 | 2 | 3 | 1 | 0 | 2 | 0 | 3 | 1 | 0 | 3 | 1 | 2 | 0 | 1 | 3 | 0 | 2 | 2 | 0 | 1 | 3 | 1 | 2 | 0 | 0 | 1 | 1 | 4 | 1 | 4 | 5 | 2 |
| Диагностика интеллектуального развития младших школьников методами когнитивной психологии | 28586 | 326 | 0 | 53 | 48 | 45 | 35 | 25 | 19 | 14 | 12 | 26 | 26 | 23 | 0 | 0 | 2 | 2 | 1 | 2 | 0 | 0 | 3 | 4 | 1 | 4 | 2 | 0 | 4 | 1 | 0 | 3 | 4 | 1 | 1 | 3 | 1 | 1 | 3 | 0 | 1 | 1 | 1 | 2 | 4 | 1 | 1 | 2 | 2 | 0 | 0 | 0 | 0 | 2 | 4 | 1 | 1 | 2 | 4 | 0 | 2 | 3 | 1 | 1 | 2 | 3 | 0 | 2 | 0 | 0 | 0 | 2 | 2 | 3 | 3 | 5 |
| Комплексная методика диагностики "школьной зрелости" School | 5320 | 321 | 0 | 50 | 54 | 40 | 28 | 25 | 23 | 11 | 16 | 18 | 31 | 25 | 0 | 1 | 2 | 0 | 2 | 1 | 0 | 0 | 2 | 1 | 1 | 1 | 3 | 1 | 2 | 1 | 3 | 3 | 4 | 2 | 1 | 1 | 3 | 0 | 2 | 2 | 4 | 1 | 2 | 1 | 2 | 1 | 1 | 0 | 6 | 6 | 3 | 1 | 2 | 3 | 1 | 1 | 1 | 0 | 3 | 1 | 2 | 0 | 0 | 1 | 1 | 2 | 2 | 3 | 1 | 2 | 3 | 2 | 1 | 3 | 1 | 1 |
| Кэти Малчиоди: рисунки детей, переживших социальную жесткость | 9502 | 318 | 0 | 58 | 50 | 42 | 33 | 22 | 23 | 7 | 21 | 24 | 24 | 14 | 0 | 2 | 2 | 1 | 2 | 0 | 0 | 0 | 2 | 0 | 0 | 3 | 3 | 3 | 4 | 1 | 3 | 3 | 4 | 1 | 1 | 2 | 0 | 5 | 3 | 4 | 3 | 0 | 2 | 0 | 1 | 3 | 1 | 0 | 3 | 0 | 0 | 1 | 0 | 2 | 1 | 1 | 2 | 1 | 5 | 1 | 1 | 2 | 2 | 1 | 1 | 4 | 1 | 0 | 0 | 2 | 2 | 1 | 3 | 6 | 3 | 3 |
| Методика преподавания психологии | 47687 | 313 | 0 | 36 | 38 | 39 | 26 | 29 | 27 | 25 | 19 | 24 | 24 | 26 | 0 | 1 | 1 | 0 | 2 | 1 | 0 | 0 | 2 | 0 | 0 | 0 | 1 | 4 | 0 | 0 | 1 | 4 | 0 | 2 | 2 | 1 | 1 | 1 | 2 | 4 | 0 | 1 | 1 | 0 | 1 | 3 | 2 | 2 | 2 | 4 | 1 | 1 | 0 | 3 | 0 | 1 | 0 | 4 | 3 | 0 | 1 | 0 | 0 | 1 | 1 | 2 | 0 | 0 | 1 | 1 | 0 | 2 | 0 | 3 | 0 | 3 |
| Фрагменты книги Сеченова "Рефлексы головного мозга" | 14112 | 299 | 0 | 53 | 32 | 41 | 26 | 17 | 21 | 13 | 21 | 21 | 30 | 24 | 0 | 2 | 2 | 2 | 1 | 2 | 0 | 1 | 2 | 0 | 0 | 0 | 0 | 1 | 3 | 0 | 5 | 6 | 4 | 1 | 1 | 3 | 1 | 1 | 3 | 5 | 1 | 0 | 1 | 2 | 1 | 2 | 0 | 1 | 1 | 2 | 2 | 1 | 0 | 1 | 0 | 2 | 0 | 1 | 3 | 0 | 2 | 0 | 1 | 1 | 1 | 1 | 0 | 1 | 0 | 0 | 1 | 2 | 1 | 4 | 1 | 2 |
| Итого | За последние 12 месяцев | Jan | Dec | Nov | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Всего | 12мес | Jan | Dec | Nov | Oct | Sep | Aug | Jul | Jun | May | Apr | Mar | Feb | 01 | 31 | 30 | 29 | 28 | 27 | 26 | 25 | 24 | 23 | 22 | 21 | 20 | 19 | 18 | 17 | 16 | 15 | 14 | 13 | 12 | 11 | 10 | 09 | 08 | 07 | 06 | 05 | 04 | 03 | 02 | 01 | 30 | 29 | 28 | 27 | 26 | 25 | 24 | 23 | 22 | 21 | 20 | 19 | 18 | 17 | 16 | 15 | 14 | 13 | 12 | 11 | 10 | 09 | 08 | 07 | 06 | 05 | 04 | 03 | 02 | 01 | |
| Программа курса по психологии межгрупповых отношений, обновленная | 11215 | 297 | 0 | 29 | 44 | 37 | 37 | 35 | 26 | 9 | 19 | 27 | 18 | 16 | 0 | 2 | 2 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 0 | 0 | 1 | 1 | 1 | 3 | 1 | 1 | 3 | 0 | 2 | 0 | 2 | 0 | 2 | 2 | 0 | 2 | 2 | 0 | 0 | 1 | 2 | 3 | 3 | 0 | 2 | 1 | 3 | 1 | 1 | 0 | 1 | 0 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 3 | 5 | 1 | 3 |
| Программа курса "Основы общей психологии" | 24297 | 296 | 0 | 52 | 43 | 44 | 28 | 25 | 16 | 9 | 17 | 21 | 23 | 18 | 0 | 2 | 1 | 2 | 1 | 2 | 1 | 0 | 2 | 0 | 1 | 0 | 2 | 0 | 3 | 0 | 3 | 4 | 1 | 2 | 1 | 3 | 2 | 1 | 4 | 1 | 1 | 0 | 1 | 3 | 4 | 4 | 0 | 2 | 3 | 2 | 3 | 0 | 1 | 2 | 0 | 2 | 1 | 2 | 3 | 0 | 2 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 2 | 5 | 1 | 7 |
| Теоретическое и эмпирическое обоснование теста интеллектуального развития младших школьников Умка в терминах структурно-интегративного подхода | 2636 | 294 | 0 | 45 | 38 | 36 | 24 | 31 | 15 | 17 | 20 | 26 | 18 | 24 | 0 | 1 | 1 | 3 | 1 | 1 | 0 | 0 | 1 | 2 | 1 | 0 | 2 | 1 | 2 | 0 | 2 | 2 | 3 | 3 | 1 | 5 | 0 | 0 | 2 | 2 | 3 | 1 | 1 | 0 | 3 | 1 | 0 | 0 | 3 | 0 | 0 | 0 | 1 | 2 | 0 | 0 | 2 | 2 | 2 | 0 | 2 | 1 | 0 | 2 | 1 | 1 | 1 | 0 | 0 | 1 | 2 | 2 | 2 | 6 | 3 | 2 |
| Вопросы к экзамену по этнопсихологии, обновленные!!! | 6338 | 286 | 0 | 36 | 39 | 38 | 28 | 22 | 17 | 11 | 16 | 24 | 22 | 33 | 0 | 1 | 2 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 2 | 0 | 0 | 2 | 0 | 2 | 4 | 2 | 2 | 1 | 2 | 4 | 2 | 0 | 1 | 1 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 2 | 1 | 2 | 1 | 0 | 1 | 2 | 4 | 1 | 1 | 1 | 0 | 0 | 2 | 2 | 2 | 0 | 0 | 1 | 1 | 1 | 1 | 6 | 4 | 1 |
| Программа курса по основам психологии для учащихся 5-7 классов гимназического профиля | 16040 | 285 | 0 | 41 | 41 | 42 | 32 | 19 | 21 | 7 | 15 | 23 | 21 | 23 | 0 | 1 | 1 | 1 | 1 | 0 | 1 | 1 | 4 | 0 | 0 | 0 | 0 | 2 | 4 | 0 | 2 | 2 | 2 | 3 | 0 | 3 | 1 | 1 | 2 | 1 | 1 | 2 | 0 | 1 | 3 | 1 | 1 | 0 | 0 | 2 | 2 | 3 | 0 | 2 | 0 | 1 | 2 | 1 | 3 | 0 | 2 | 1 | 0 | 0 | 1 | 2 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 6 | 1 | 3 |
| Программа курса по социальной психологии, обновленная | 27305 | 285 | 0 | 44 | 45 | 37 | 32 | 27 | 17 | 15 | 19 | 18 | 21 | 10 | 0 | 2 | 1 | 2 | 2 | 0 | 0 | 1 | 3 | 0 | 0 | 1 | 1 | 3 | 2 | 1 | 3 | 2 | 1 | 3 | 0 | 0 | 3 | 1 | 2 | 1 | 5 | 1 | 1 | 1 | 1 | 0 | 1 | 0 | 3 | 1 | 2 | 0 | 0 | 2 | 1 | 0 | 1 | 0 | 4 | 1 | 2 | 1 | 4 | 0 | 1 | 1 | 0 | 0 | 1 | 2 | 2 | 5 | 1 | 5 | 3 | 1 |
| Матрица Вселенской идентичности | 2971 | 284 | 0 | 34 | 37 | 49 | 30 | 27 | 22 | 8 | 13 | 22 | 22 | 20 | 0 | 1 | 2 | 1 | 0 | 0 | 1 | 0 | 1 | 1 | 1 | 0 | 0 | 2 | 1 | 0 | 1 | 3 | 3 | 1 | 1 | 1 | 0 | 1 | 4 | 2 | 2 | 0 | 1 | 0 | 2 | 1 | 0 | 1 | 4 | 2 | 0 | 1 | 0 | 2 | 0 | 1 | 1 | 1 | 3 | 0 | 2 | 1 | 1 | 0 | 1 | 1 | 0 | 1 | 2 | 2 | 2 | 1 | 1 | 3 | 0 | 3 |
| Объявления | 5328 | 284 | 0 | 41 | 46 | 28 | 31 | 23 | 16 | 13 | 23 | 30 | 17 | 16 | 0 | 1 | 1 | 1 | 0 | 2 | 0 | 0 | 2 | 0 | 1 | 0 | 0 | 1 | 3 | 0 | 1 | 3 | 3 | 2 | 0 | 4 | 2 | 0 | 3 | 4 | 0 | 2 | 0 | 1 | 2 | 2 | 1 | 0 | 3 | 3 | 1 | 1 | 1 | 2 | 1 | 0 | 2 | 2 | 2 | 0 | 2 | 0 | 0 | 2 | 2 | 1 | 0 | 0 | 0 | 2 | 0 | 2 | 3 | 5 | 5 | 3 |
| Темы примерных рефератов и рекомендуемаялитература по психологии общения | 5368 | 284 | 0 | 33 | 39 | 35 | 39 | 22 | 14 | 7 | 21 | 34 | 20 | 20 | 0 | 0 | 2 | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 1 | 0 | 3 | 2 | 1 | 1 | 3 | 2 | 1 | 2 | 0 | 0 | 1 | 1 | 4 | 1 | 0 | 0 | 0 | 1 | 3 | 1 | 2 | 0 | 1 | 0 | 0 | 2 | 0 | 2 | 1 | 0 | 1 | 1 | 2 | 1 | 1 | 1 | 0 | 1 | 1 | 3 | 0 | 0 | 0 | 1 | 0 | 2 | 3 | 4 | 5 | 4 |
| Теоретическое и эмпирическое обоснование теста интеллектуального развития младших школьников в рамках структурно-интегративного подхода | 2976 | 284 | 0 | 43 | 41 | 45 | 20 | 24 | 16 | 9 | 14 | 23 | 24 | 25 | 0 | 4 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 1 | 1 | 3 | 0 | 2 | 3 | 2 | 2 | 1 | 1 | 1 | 0 | 4 | 3 | 1 | 0 | 3 | 1 | 3 | 3 | 0 | 2 | 5 | 1 | 0 | 1 | 0 | 2 | 1 | 2 | 1 | 2 | 3 | 0 | 1 | 0 | 0 | 0 | 2 | 2 | 0 | 0 | 0 | 2 | 1 | 2 | 1 | 4 | 3 | 3 |
| Тематика курсовых работ по "Методике преподавания психологии" | 6142 | 280 | 0 | 42 | 43 | 35 | 29 | 30 | 17 | 8 | 20 | 20 | 21 | 15 | 0 | 1 | 2 | 1 | 1 | 0 | 0 | 0 | 2 | 0 | 1 | 0 | 2 | 1 | 3 | 0 | 1 | 2 | 1 | 3 | 2 | 2 | 1 | 1 | 2 | 5 | 0 | 0 | 1 | 2 | 2 | 3 | 0 | 1 | 2 | 2 | 2 | 2 | 1 | 4 | 0 | 0 | 4 | 1 | 3 | 1 | 1 | 0 | 0 | 0 | 2 | 1 | 0 | 0 | 1 | 2 | 2 | 2 | 2 | 3 | 2 | 2 |
| Кэти Малчиоди: рисунки больных и умирающих детей | 9715 | 279 | 0 | 47 | 34 | 41 | 21 | 23 | 21 | 13 | 16 | 25 | 21 | 17 | 0 | 0 | 2 | 0 | 3 | 1 | 0 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 2 | 2 | 3 | 2 | 1 | 4 | 1 | 1 | 3 | 2 | 1 | 1 | 2 | 0 | 2 | 2 | 0 | 0 | 2 | 1 | 1 | 0 | 0 | 2 | 0 | 0 | 2 | 1 | 3 | 0 | 2 | 0 | 0 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 5 | 1 | 1 |
| Как контролировать экзаменационный стресс | 2231 | 279 | 0 | 43 | 39 | 42 | 41 | 25 | 18 | 9 | 10 | 18 | 18 | 16 | 0 | 1 | 1 | 1 | 3 | 0 | 0 | 1 | 1 | 0 | 1 | 1 | 0 | 1 | 4 | 0 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 0 | 4 | 3 | 2 | 3 | 0 | 0 | 2 | 1 | 0 | 1 | 2 | 0 | 0 | 0 | 1 | 2 | 0 | 3 | 2 | 0 | 3 | 0 | 2 | 1 | 1 | 0 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 5 | 4 | 1 | 1 |
| Карта наблюдений за пассажирами | 2897 | 278 | 0 | 37 | 37 | 40 | 31 | 24 | 20 | 9 | 20 | 25 | 15 | 20 | 0 | 2 | 1 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 3 | 0 | 3 | 1 | 0 | 5 | 2 | 4 | 0 | 1 | 1 | 0 | 2 | 3 | 0 | 0 | 2 | 1 | 1 | 1 | 0 | 0 | 2 | 3 | 0 | 1 | 1 | 2 | 0 | 0 | 2 | 2 | 2 | 0 | 2 | 0 | 0 | 0 | 3 | 3 | 0 | 0 | 1 | 1 | 2 | 2 | 2 | 5 | 0 | 1 |
| Комплексная программа психологического сопровождения адаптации первоклассников | 25987 | 276 | 0 | 46 | 21 | 39 | 16 | 29 | 18 | 14 | 16 | 31 | 25 | 21 | 0 | 2 | 1 | 0 | 0 | 0 | 0 | 1 | 2 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 2 | 3 | 1 | 3 | 2 | 4 | 2 | 0 | 2 | 1 | 2 | 0 | 2 | 1 | 4 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 2 | 1 | 1 | 3 | 0 | 2 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 2 | 1 | 1 |
| Программа курса по профориетации для учащихся старших классов | 12381 | 275 | 0 | 40 | 30 | 45 | 31 | 20 | 21 | 10 | 10 | 38 | 13 | 17 | 0 | 1 | 3 | 1 | 1 | 1 | 0 | 0 | 2 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 5 | 2 | 2 | 3 | 1 | 0 | 0 | 0 | 4 | 0 | 2 | 0 | 2 | 3 | 2 | 3 | 1 | 0 | 1 | 1 | 0 | 2 | 0 | 2 | 0 | 1 | 1 | 1 | 3 | 0 | 1 | 3 | 2 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 3 | 0 | 2 |
| Карта интересов (упрощенная обработка данных) | 4612 | 274 | 0 | 34 | 41 | 40 | 25 | 27 | 20 | 8 | 13 | 16 | 24 | 26 | 0 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 2 | 0 | 2 | 0 | 0 | 1 | 2 | 0 | 1 | 2 | 2 | 2 | 0 | 3 | 1 | 2 | 3 | 2 | 0 | 0 | 0 | 1 | 5 | 0 | 2 | 0 | 2 | 1 | 1 | 1 | 1 | 3 | 2 | 1 | 2 | 1 | 2 | 0 | 2 | 0 | 1 | 0 | 2 | 1 | 1 | 1 | 0 | 1 | 1 | 1 | 2 | 4 | 3 | 2 |
| Теоретическое и эмпирическое обоснование теста интеллектуального развития младших школьников Умка в рамках структурно-интегративного подхода | 2807 | 273 | 0 | 33 | 34 | 34 | 25 | 25 | 19 | 10 | 13 | 26 | 31 | 23 | 0 | 0 | 1 | 1 | 2 | 1 | 0 | 0 | 1 | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 0 | 1 | 2 | 4 | 0 | 2 | 1 | 0 | 3 | 5 | 0 | 0 | 1 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 2 | 1 | 0 | 1 | 0 | 5 | 0 | 2 | 0 | 0 | 0 | 2 | 1 | 1 | 0 | 1 | 1 | 1 | 2 | 3 | 4 | 3 | 2 |
| Программа курса "Нарушение психического развития у детей и подростков" | 20781 | 271 | 0 | 48 | 40 | 46 | 30 | 26 | 18 | 5 | 14 | 16 | 12 | 16 | 0 | 1 | 1 | 1 | 0 | 2 | 1 | 1 | 2 | 1 | 6 | 2 | 1 | 1 | 2 | 0 | 1 | 2 | 1 | 4 | 1 | 2 | 2 | 0 | 5 | 1 | 2 | 1 | 0 | 1 | 2 | 1 | 0 | 2 | 2 | 2 | 0 | 1 | 0 | 2 | 1 | 0 | 3 | 1 | 3 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 1 | 0 | 1 | 1 | 1 | 3 | 3 | 4 | 2 | 3 |
| Список певоисточников, которые необходимо законспектировать к экзамену по истории психологии | 3072 | 270 | 0 | 32 | 39 | 36 | 38 | 21 | 19 | 17 | 16 | 18 | 13 | 21 | 0 | 1 | 2 | 0 | 0 | 0 | 0 | 1 | 1 | 2 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 2 | 2 | 2 | 2 | 1 | 1 | 0 | 3 | 4 | 2 | 1 | 0 | 0 | 1 | 1 | 1 | 1 | 0 | 1 | 2 | 1 | 2 | 6 | 0 | 2 | 1 | 0 | 3 | 1 | 1 | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 3 | 1 | 5 |
| Итого | За последние 12 месяцев | Jan | Dec | Nov | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Всего | 12мес | Jan | Dec | Nov | Oct | Sep | Aug | Jul | Jun | May | Apr | Mar | Feb | 01 | 31 | 30 | 29 | 28 | 27 | 26 | 25 | 24 | 23 | 22 | 21 | 20 | 19 | 18 | 17 | 16 | 15 | 14 | 13 | 12 | 11 | 10 | 09 | 08 | 07 | 06 | 05 | 04 | 03 | 02 | 01 | 30 | 29 | 28 | 27 | 26 | 25 | 24 | 23 | 22 | 21 | 20 | 19 | 18 | 17 | 16 | 15 | 14 | 13 | 12 | 11 | 10 | 09 | 08 | 07 | 06 | 05 | 04 | 03 | 02 | 01 | |
| Программа курса "История психологии" | 24036 | 268 | 0 | 43 | 33 | 40 | 34 | 20 | 23 | 8 | 11 | 26 | 11 | 19 | 0 | 1 | 3 | 2 | 1 | 1 | 0 | 0 | 3 | 0 | 2 | 0 | 2 | 0 | 2 | 1 | 0 | 2 | 3 | 3 | 0 | 3 | 1 | 0 | 2 | 2 | 0 | 2 | 2 | 1 | 4 | 0 | 0 | 2 | 3 | 1 | 0 | 0 | 0 | 2 | 0 | 1 | 1 | 0 | 3 | 0 | 2 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 1 | 2 | 1 | 2 | 2 | 5 | 1 | 1 |
| Билеты к экзамену по этнопсихологии | 3251 | 268 | 0 | 39 | 33 | 40 | 30 | 15 | 17 | 19 | 13 | 22 | 16 | 24 | 0 | 0 | 1 | 2 | 2 | 1 | 0 | 1 | 3 | 3 | 0 | 1 | 0 | 0 | 1 | 0 | 1 | 3 | 2 | 2 | 0 | 2 | 0 | 1 | 3 | 2 | 1 | 0 | 4 | 0 | 2 | 1 | 1 | 0 | 2 | 3 | 0 | 0 | 0 | 2 | 1 | 2 | 1 | 0 | 1 | 0 | 2 | 0 | 0 | 2 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 3 | 3 | 2 | 4 |
| Психотравмирующие факторы мегаполиса | 3935 | 265 | 0 | 30 | 35 | 34 | 29 | 28 | 21 | 10 | 21 | 27 | 11 | 19 | 0 | 3 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 2 | 2 | 1 | 1 | 0 | 1 | 2 | 0 | 2 | 1 | 0 | 2 | 2 | 2 | 0 | 1 | 0 | 2 | 2 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 1 | 1 | 2 | 3 | 0 | 2 | 1 | 0 | 0 | 1 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 9 | 1 | 3 |
| Анализ учебной мотивации и процесса социально-психологической адаптации учащихся профильных 10-х классов | 18478 | 265 | 0 | 38 | 41 | 34 | 26 | 25 | 28 | 3 | 17 | 19 | 16 | 18 | 0 | 0 | 1 | 1 | 2 | 1 | 0 | 1 | 2 | 2 | 0 | 1 | 2 | 0 | 0 | 1 | 2 | 4 | 3 | 1 | 0 | 3 | 0 | 0 | 2 | 2 | 2 | 0 | 1 | 1 | 3 | 0 | 1 | 3 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 1 | 0 | 1 | 3 | 1 | 3 | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 2 | 1 | 2 | 1 | 1 | 3 | 4 | 5 |
| Фрагмент отчета школьного психолога по результатам психологического обследования социально-психологической адаптации пятиклассников | 14788 | 263 | 0 | 43 | 29 | 40 | 23 | 32 | 15 | 7 | 14 | 28 | 20 | 12 | 0 | 3 | 1 | 0 | 1 | 1 | 0 | 0 | 2 | 0 | 1 | 0 | 1 | 2 | 2 | 0 | 1 | 1 | 3 | 3 | 1 | 0 | 0 | 1 | 3 | 3 | 2 | 1 | 2 | 3 | 2 | 3 | 0 | 0 | 2 | 2 | 1 | 1 | 0 | 2 | 0 | 0 | 2 | 2 | 4 | 1 | 1 | 0 | 0 | 0 | 1 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 4 | 0 | 2 |
| Обработка данных тестирования 9-х классов | 3867 | 263 | 0 | 40 | 40 | 35 | 24 | 21 | 21 | 14 | 14 | 23 | 18 | 13 | 0 | 2 | 2 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 2 | 1 | 2 | 3 | 4 | 4 | 2 | 1 | 1 | 0 | 2 | 1 | 0 | 3 | 1 | 0 | 2 | 3 | 2 | 0 | 0 | 1 | 0 | 2 | 0 | 2 | 2 | 0 | 1 | 0 | 2 | 1 | 1 | 2 | 0 | 1 | 2 | 2 | 2 | 0 | 1 | 3 | 1 | 1 | 2 | 6 | 1 | 2 |
| Темы курсовых работ по психологии межгрупповых отношений | 6187 | 261 | 0 | 34 | 36 | 31 | 35 | 21 | 18 | 9 | 13 | 26 | 22 | 16 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 1 | 0 | 1 | 3 | 0 | 2 | 2 | 1 | 3 | 1 | 2 | 1 | 0 | 2 | 4 | 2 | 0 | 1 | 0 | 2 | 2 | 0 | 0 | 3 | 1 | 0 | 1 | 1 | 2 | 1 | 0 | 2 | 1 | 2 | 1 | 2 | 0 | 1 | 0 | 1 | 5 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 3 | 4 | 3 |
| Программа курса "Основы психологического консультирования и психолого-педагогической коррекции" | 31846 | 259 | 0 | 37 | 40 | 32 | 22 | 26 | 15 | 15 | 15 | 16 | 20 | 21 | 0 | 2 | 1 | 1 | 0 | 1 | 1 | 0 | 2 | 0 | 1 | 1 | 1 | 2 | 1 | 0 | 1 | 2 | 3 | 3 | 1 | 1 | 1 | 0 | 3 | 1 | 2 | 1 | 0 | 0 | 4 | 0 | 0 | 1 | 1 | 1 | 0 | 1 | 2 | 4 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 0 | 1 | 1 | 1 | 4 | 0 | 1 | 0 | 1 | 1 | 2 | 1 | 3 | 1 | 5 |
| Краткие методические рекомендации для студентов-практикантов по производственной практике " Работа психолога с подростками и старшеклассниками в общеобразовательном учреждении" | 20070 | 256 | 0 | 41 | 31 | 36 | 29 | 22 | 17 | 13 | 10 | 23 | 21 | 13 | 0 | 1 | 3 | 1 | 0 | 0 | 1 | 0 | 1 | 1 | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 1 | 3 | 4 | 2 | 1 | 2 | 2 | 4 | 1 | 1 | 0 | 1 | 1 | 2 | 3 | 1 | 0 | 6 | 1 | 0 | 0 | 0 | 4 | 1 | 3 | 1 | 0 | 2 | 1 | 1 | 0 | 0 | 0 | 2 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 0 | 1 |
| Отчет школьного психолога о проделанной работе за 2001-2002 учебный год | 22760 | 254 | 0 | 33 | 44 | 42 | 23 | 27 | 19 | 8 | 13 | 19 | 14 | 12 | 0 | 1 | 1 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 0 | 0 | 1 | 2 | 2 | 0 | 1 | 2 | 4 | 2 | 0 | 1 | 1 | 1 | 4 | 0 | 2 | 0 | 1 | 0 | 2 | 1 | 2 | 3 | 3 | 0 | 1 | 1 | 0 | 2 | 2 | 1 | 1 | 2 | 3 | 0 | 2 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 1 | 1 | 1 | 2 | 2 | 10 | 0 | 1 |
| Обработка данных тестирования по 10-м классам | 6180 | 253 | 0 | 40 | 41 | 40 | 25 | 23 | 14 | 7 | 14 | 16 | 14 | 19 | 0 | 1 | 1 | 2 | 1 | 0 | 1 | 0 | 2 | 2 | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 2 | 3 | 2 | 1 | 1 | 0 | 1 | 3 | 4 | 1 | 1 | 0 | 0 | 4 | 2 | 1 | 1 | 1 | 3 | 0 | 2 | 2 | 2 | 1 | 0 | 2 | 2 | 1 | 0 | 1 | 1 | 2 | 0 | 1 | 1 | 3 | 0 | 0 | 1 | 0 | 2 | 1 | 4 | 2 | 4 |
| Программа курса "Психология общения" | 26279 | 253 | 0 | 40 | 30 | 41 | 30 | 21 | 19 | 9 | 12 | 19 | 16 | 16 | 0 | 0 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 2 | 0 | 4 | 1 | 0 | 2 | 4 | 2 | 2 | 1 | 1 | 0 | 3 | 2 | 2 | 1 | 1 | 0 | 3 | 2 | 3 | 1 | 1 | 0 | 0 | 1 | 0 | 2 | 2 | 1 | 1 | 1 | 3 | 0 | 1 | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 4 | 0 | 4 |
| Кэти Малчиоди: Работа психотерапевта с детским рисунком | 6049 | 250 | 0 | 31 | 38 | 35 | 29 | 25 | 23 | 8 | 6 | 23 | 15 | 17 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 3 | 0 | 3 | 1 | 1 | 4 | 0 | 2 | 1 | 2 | 0 | 0 | 3 | 1 | 1 | 0 | 1 | 1 | 1 | 2 | 0 | 1 | 3 | 0 | 0 | 0 | 0 | 4 | 0 | 1 | 1 | 2 | 3 | 1 | 1 | 1 | 0 | 2 | 1 | 1 | 0 | 0 | 1 | 1 | 1 | 2 | 2 | 5 | 1 | 3 |
| Обработка корректурной пробы (теста на внимание) | 7442 | 249 | 0 | 27 | 28 | 39 | 32 | 24 | 17 | 10 | 21 | 21 | 16 | 14 | 0 | 1 | 2 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 4 | 1 | 0 | 2 | 1 | 0 | 3 | 1 | 1 | 0 | 0 | 0 | 2 | 3 | 0 | 1 | 1 | 1 | 1 | 0 | 0 | 2 | 3 | 0 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 2 | 0 | 3 |
| Вопросы к экзамену по психокоррекции и рекомендуемая литература | 5193 | 248 | 0 | 40 | 34 | 33 | 20 | 20 | 25 | 8 | 16 | 21 | 15 | 16 | 0 | 2 | 1 | 1 | 1 | 1 | 0 | 0 | 2 | 0 | 2 | 0 | 1 | 2 | 1 | 1 | 1 | 2 | 2 | 2 | 0 | 3 | 1 | 0 | 3 | 2 | 2 | 2 | 1 | 0 | 2 | 2 | 0 | 2 | 4 | 1 | 0 | 1 | 0 | 2 | 2 | 0 | 2 | 1 | 3 | 0 | 1 | 0 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 4 | 0 | 5 |
| Программа курса"Основы детской психотерапии" | 21085 | 248 | 0 | 33 | 29 | 31 | 19 | 25 | 15 | 9 | 14 | 34 | 20 | 19 | 0 | 0 | 1 | 1 | 0 | 2 | 2 | 0 | 2 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 1 | 2 | 3 | 1 | 0 | 3 | 0 | 0 | 1 | 3 | 0 | 1 | 0 | 1 | 3 | 2 | 0 | 1 | 2 | 0 | 1 | 1 | 0 | 3 | 1 | 1 | 0 | 0 | 2 | 1 | 1 | 1 | 0 | 1 | 1 | 3 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 2 | 1 | 5 |
| Программа курса " Основы психологического консультирования" | 22352 | 246 | 0 | 45 | 26 | 38 | 19 | 21 | 22 | 3 | 24 | 19 | 18 | 11 | 0 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 1 | 0 | 1 | 3 | 2 | 2 | 0 | 2 | 1 | 1 | 2 | 2 | 4 | 1 | 1 | 3 | 2 | 2 | 0 | 2 | 0 | 1 | 1 | 3 | 1 | 0 | 1 | 0 | 2 | 1 | 2 | 0 | 2 | 1 | 0 | 3 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 1 |
| Консультирование подростков | 10967 | 244 | 0 | 25 | 41 | 36 | 24 | 24 | 24 | 5 | 11 | 22 | 16 | 16 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 2 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 0 | 3 | 1 | 1 | 1 | 3 | 0 | 2 | 0 | 0 | 3 | 0 | 0 | 1 | 0 | 4 | 1 | 1 | 0 | 0 | 2 | 2 | 1 | 1 | 0 | 0 | 1 | 4 | 2 | 1 | 6 | 1 | 3 |
| Формы психологического заключения | 9116 | 244 | 0 | 35 | 25 | 36 | 27 | 25 | 20 | 8 | 14 | 21 | 17 | 16 | 0 | 0 | 2 | 1 | 1 | 0 | 0 | 0 | 2 | 3 | 1 | 0 | 0 | 1 | 1 | 0 | 2 | 2 | 1 | 3 | 1 | 1 | 0 | 0 | 2 | 4 | 0 | 1 | 0 | 0 | 3 | 3 | 0 | 2 | 2 | 2 | 0 | 0 | 0 | 2 | 2 | 0 | 1 | 1 | 2 | 0 | 1 | 0 | 0 | 2 | 1 | 1 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Программа курса "Психология жителей столичных городов" | 11428 | 243 | 0 | 35 | 39 | 33 | 33 | 20 | 18 | 6 | 12 | 17 | 12 | 18 | 0 | 0 | 2 | 2 | 0 | 2 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 1 | 2 | 0 | 2 | 3 | 2 | 1 | 0 | 3 | 1 | 2 | 2 | 2 | 1 | 0 | 0 | 0 | 2 | 2 | 0 | 1 | 3 | 2 | 0 | 1 | 0 | 1 | 0 | 0 | 2 | 1 | 4 | 1 | 1 | 2 | 1 | 0 | 1 | 1 | 1 | 0 | 2 | 1 | 1 | 2 | 1 | 3 | 3 | 3 |
| Итого | За последние 12 месяцев | Jan | Dec | Nov | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Всего | 12мес | Jan | Dec | Nov | Oct | Sep | Aug | Jul | Jun | May | Apr | Mar | Feb | 01 | 31 | 30 | 29 | 28 | 27 | 26 | 25 | 24 | 23 | 22 | 21 | 20 | 19 | 18 | 17 | 16 | 15 | 14 | 13 | 12 | 11 | 10 | 09 | 08 | 07 | 06 | 05 | 04 | 03 | 02 | 01 | 30 | 29 | 28 | 27 | 26 | 25 | 24 | 23 | 22 | 21 | 20 | 19 | 18 | 17 | 16 | 15 | 14 | 13 | 12 | 11 | 10 | 09 | 08 | 07 | 06 | 05 | 04 | 03 | 02 | 01 | |
| План работы психологической службы школы совместно с практикантами на 1 триместр октябрь-декабрь 2008 г | 5798 | 243 | 0 | 35 | 34 | 32 | 29 | 23 | 21 | 9 | 7 | 21 | 14 | 18 | 0 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 2 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 4 | 3 | 1 | 1 | 1 | 2 | 0 | 5 | 2 | 0 | 1 | 0 | 1 | 2 | 3 | 0 | 1 | 0 | 2 | 0 | 0 | 1 | 3 | 2 | 0 | 2 | 3 | 1 | 0 | 2 | 0 | 1 | 2 | 3 | 2 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Вопросы к экзамену по "Основам детской психотерапии" | 3266 | 242 | 0 | 29 | 47 | 32 | 27 | 29 | 12 | 11 | 14 | 17 | 12 | 12 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 3 | 1 | 2 | 1 | 2 | 3 | 1 | 2 | 0 | 0 | 3 | 1 | 0 | 2 | 0 | 0 | 1 | 2 | 3 | 0 | 3 | 2 | 0 | 0 | 2 | 2 | 3 | 0 | 1 | 1 | 3 | 1 | 2 | 0 | 0 | 0 | 1 | 3 | 0 | 0 | 1 | 2 | 1 | 1 | 2 | 10 | 0 | 3 |
| Список первоисточников. которые необходимо законспектировать к экзамену по общей психологии | 3374 | 242 | 0 | 37 | 31 | 32 | 15 | 24 | 16 | 6 | 7 | 17 | 27 | 30 | 0 | 1 | 2 | 1 | 0 | 1 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 2 | 0 | 3 | 3 | 4 | 1 | 1 | 1 | 0 | 5 | 1 | 2 | 0 | 0 | 0 | 3 | 2 | 0 | 0 | 0 | 2 | 0 | 1 | 0 | 3 | 0 | 0 | 1 | 2 | 3 | 1 | 1 | 0 | 0 | 0 | 1 | 2 | 0 | 0 | 0 | 1 | 2 | 1 | 1 | 4 | 1 | 4 |
| Психологическое он-лайн консультирование | 2602 | 239 | 0 | 29 | 47 | 40 | 26 | 20 | 16 | 5 | 10 | 17 | 17 | 12 | 0 | 2 | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 1 | 1 | 1 | 1 | 1 | 4 | 1 | 0 | 3 | 0 | 1 | 1 | 2 | 0 | 2 | 1 | 1 | 0 | 3 | 1 | 0 | 1 | 1 | 3 | 1 | 0 | 3 | 1 | 4 | 2 | 1 | 0 | 0 | 3 | 1 | 1 | 0 | 0 | 1 | 1 | 3 | 1 | 6 | 7 | 0 | 1 |
| Задачи развития по Гевигарсту | 3232 | 238 | 0 | 36 | 23 | 28 | 24 | 18 | 20 | 7 | 11 | 27 | 27 | 17 | 0 | 1 | 1 | 2 | 0 | 0 | 0 | 1 | 1 | 2 | 1 | 0 | 2 | 1 | 0 | 1 | 4 | 4 | 1 | 2 | 1 | 2 | 1 | 0 | 2 | 0 | 1 | 0 | 3 | 0 | 1 | 1 | 0 | 1 | 2 | 0 | 0 | 2 | 0 | 2 | 1 | 1 | 0 | 0 | 3 | 0 | 2 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 2 | 2 | 0 | 1 |
| Этнокультурные исследования трансовых состояний | 1867 | 236 | 0 | 33 | 37 | 32 | 25 | 24 | 17 | 5 | 13 | 16 | 17 | 17 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 4 | 0 | 1 | 0 | 1 | 3 | 2 | 3 | 0 | 1 | 1 | 0 | 3 | 1 | 0 | 1 | 2 | 0 | 1 | 3 | 1 | 0 | 5 | 1 | 0 | 1 | 0 | 2 | 0 | 2 | 1 | 0 | 2 | 1 | 1 | 1 | 0 | 2 | 2 | 1 | 2 | 0 | 1 | 0 | 1 | 1 | 1 | 5 | 2 | 1 |
| Ожидания клиента | 2508 | 227 | 0 | 42 | 25 | 31 | 23 | 17 | 16 | 12 | 11 | 17 | 20 | 13 | 0 | 3 | 2 | 0 | 1 | 0 | 1 | 0 | 1 | 1 | 1 | 1 | 1 | 4 | 1 | 0 | 4 | 3 | 2 | 2 | 0 | 3 | 0 | 0 | 3 | 2 | 1 | 0 | 1 | 0 | 1 | 3 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 3 | 0 | 1 | 2 | 2 | 3 | 0 | 1 | 0 | 0 | 0 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 1 | 3 |
| Тесты на интеллект и креативность | 3400 | 225 | 0 | 33 | 31 | 35 | 26 | 25 | 16 | 7 | 11 | 19 | 10 | 12 | 0 | 0 | 1 | 2 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 2 | 2 | 0 | 1 | 0 | 1 | 1 | 1 | 3 | 1 | 3 | 1 | 1 | 2 | 2 | 0 | 1 | 1 | 0 | 2 | 2 | 0 | 1 | 3 | 1 | 0 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 2 | 0 | 2 | 0 | 0 | 0 | 3 | 2 | 1 | 0 | 2 | 0 | 0 | 0 | 1 | 1 | 0 | 3 |
| Бритва Оккама | 2453 | 224 | 0 | 40 | 40 | 34 | 26 | 18 | 13 | 7 | 10 | 12 | 12 | 12 | 0 | 1 | 2 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 1 | 1 | 3 | 0 | 2 | 3 | 1 | 1 | 2 | 6 | 1 | 0 | 2 | 3 | 1 | 0 | 2 | 0 | 2 | 2 | 0 | 1 | 3 | 2 | 0 | 0 | 0 | 2 | 0 | 1 | 1 | 2 | 3 | 0 | 1 | 2 | 0 | 0 | 2 | 1 | 1 | 1 | 2 | 3 | 1 | 2 | 3 | 2 | 3 | 1 |
| Вопросы к зачету по курсу "Психология жителей столичных городов" | 2764 | 219 | 0 | 31 | 34 | 34 | 22 | 20 | 18 | 4 | 9 | 15 | 18 | 14 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 1 | 2 | 2 | 1 | 0 | 3 | 4 | 1 | 0 | 2 | 0 | 0 | 2 | 2 | 1 | 3 | 0 | 0 | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 2 | 0 | 0 | 1 | 2 | 4 | 0 | 1 | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 4 | 1 | 3 | 1 | 1 | 4 | 0 | 2 |
| Этологический подход в терапии детской адаптационной тревожности | 2030 | 206 | 0 | 27 | 27 | 33 | 22 | 23 | 16 | 4 | 12 | 19 | 9 | 14 | 0 | 2 | 2 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 2 | 2 | 0 | 3 | 0 | 3 | 1 | 0 | 2 | 1 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 2 | 0 | 0 | 1 | 0 | 3 | 0 | 1 | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 2 | 1 | 2 | 2 | 2 | 3 | 1 | 1 |