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JELENA LEVINA — KRISTINE MARTINSONE — IVANS JANIS MIHAILOVS — SANDRA HARTMANE — IRENA UPENIECE VALUE CONFLICTS Alongside the value system the professional activity can be affected by value conflicts. For example conflicts between personal and professional values can affect making ethical decisions’*. In the study of supervisors’ clinical value conflicts it was concluded that within this group the value conflicts are promoted by the differences between world views and power positions, contradictions between clinical and administrative roles etc. To understand values and their conflicts better, a Russian psychologist ].Fantalova advises to divide two aspects — evaluation of the importance of current values and evaluation of which values the individual sees as achievable. The difference between both evaluations can be interpreted as internal conflict (a value is important, but it is hard to reach) or “inner vacuum” (the value is not important and it is easy to reach). The task for supervisors within the process of value integration and solving value conflicts can be a triple challenge: to integrate ones own personal values, professional values that are connected with one’s first education and first profession (i.e. most often connected with the field of supervision practice), and professional values that are important specifically in the supervisor’s professional activity. Taking into account that values are one of the prerequisites to promote a common development for professional fundamentals, this pilot study had a purpose of characterising Latvian supervisors’ values. Many research questions were raised: what are the values of practicing supervisors; are there differences Aguilar — I. Stupans — S. Scutter — S. King, Exploring the professional values of Australian physiotherapists, Physiotherapy Research International: The Journal for Researchers and Clinicians in Physical Therapy, 18 (1) (2013) 27-36. I. M. Ametrano, Teaching ethical decision making: Helping students reconcile personal and professional values, Journal of Counseling and Development, 92 (2) (2014) 154-161.; A. Basche — S. K. Anderson — M. M. Handelsman - R. Klevansky, An acculturation model for ethics training: The ethics autobiography, Professional Psychology: Research and Practice, 38 (2007) 60-67.; M. M. Handelsman — M. C. Gottlieb — S. Knapp, Training ethical psychologists: An acculturation model. Professional Psychology: Research and Practice, 36 (2005) 59-65; L. B. Mintz — A. P. Jackson — H. A. Neville — J. Illfelder-Kaye — C. L. Winterowd — M. I. Loewy, The need for a counseling psychology model training values statement addressing diversity, The Counseling Psychologist, 37 (2009) 644-675. 4 P. Veach — E. Yoon — C. Miranda — I. M. MacFarlane — D. Ergun — A. Tuicomepee, Clinical supervisor value conflicts: Low-frequency, but high-impact events, Clinical Supervisor, 31 (2) (2012) 203-227. E.B. DauraaoBa, AnarHocTuka M IICuXoTepanna BHYTpeHHero KOH@AUKTa, Camapa, BAXPAX-M., 2001. // J. Fantalova, Inner conflict diagnostics and psychotherapy, Samara, BAHRAH-M., 2001. * 66°
