Навчально методичний комплекс з англійської мови до підручника 1

CHAPTER 1 PSYCHOLOGY AND ITS BRANCHES
UNIT 1
READING 1 Psychology and its Branches
Preparing to read
1. Group work. Reading texts in a foreign language often means encountering
unfamiliar words.
1. What is the best way to deal with unfamiliar words in a text?
2. Read the following list of strategies and discuss how useful they are. What
factors might affect the strategy you use?
 Try to understand the new words with the help of surrounding words.
 Look up every unknown word in a dictionary.
 Ignore the unknown word and read on.
 Look up some new words, ignore others.
 Analyse the unknown word: ask what part of speech it is (a noun or an
adjective, for example); if it has a root or a prefix (Latin or French, for
example) that may help you understand it; if it has a positive or negative
meaning, etc.
Keep these strategies in mind when reading the text below.
2. How well do you know the vocabulary associated with this theme? The
following words occur in the text. Fill in the correct word. Use a dictionary if
necessary.
qualitative __________; perceives __________; let alone __________;
conventional __________; consider __________; concerned __________;
investigating __________; prediction __________; research __________;
implications __________; pathology __________; cognitive __________;
overcame __________; applied __________; regards __________; related
__________; treatise __________; human beings __________; transcend
__________; utilize __________
1
1. The scientific study of disease and its causes, processes, and effects is called
_____. 2. He was unwilling to make a _____ for the coming year. 3. We study
theoretical and _____ psychology. 4. Psychology is _____ with human behavior. 5.
_____ research involves a statement, or analysis, which gives the composition of an
item, not the amounts present. 6. We provide our customers with equipment and
accessories for diving and _____ activities.7. He is engaged in cancer _____. 8.
Shaking hands when meeting people is a normal _____ greeting in many countries.
9. Animals may behave like that, but _____ shouldn’t. 10. She finally _____ her fear
of the dark. 11. Scientists are _____ the nature of consciousness.12. One never can
see the thing in itself, because the mind does not _____ phenomena. 13. He wrote a
_____ on methods of education. 14. The ear _____ sounds.15.He _____ creativity as
both a gift and a skill. 16. I needed more time to _____ my options. 17. He was
aware of the political _____ of his decision. 18. Sound engineers _____ a range of
techniques. 19. _____ psychology includes studying thinking and perception. 20.
There's no room for all the adults, _____ the children.
Now Read
Read the text and do the tasks after you read.
Psychology and its Branches
Psychology is a collection of academic, clinical and industrial disciplines
concerned with the explanation and prediction of behaviour, thought-processes,
emotions, motivations, relationships, potentials and pathologies. It might be said
that many related disciplines live under the same name including: Experimental
Psychology, which focuses on basic and applied science; Humanistic Psychology,
which uses qualitative research rather than conventional statistical methods to
investigate the subjective experience of human beings; Clinical Psychology and
Counselling Psychology, which focus primarily on helping people overcome or
better manage pathologies as
well as transcend perceived
limitations; and Industrial /
Organizational Psychology,
which applies psychological
principles to people working in
organizations.
2
The root of the word psychology (psyche) means ‘soul’ or ‘spirit’ in Greek,
and psychology was sometimes considered a study of the soul (in a religious sense
of this term), though its emergence as a medical discipline can be seen in Thomas
Willis’ reference to psychology (the ‘Doctrine of the Soul’) in terms of brain
function, as part of his 1672 anatomical treatise ‘Two Discourses on the Souls of
Brutes’. Until about the end of the 19th century, psychology was regarded as a
branch of philosophy. Experimental psychology, as introduced by Wilhelm Wundt
in 1879 at Leipzig University in Germany, did not contain any religious
implications. In the 1890s, Sigmund Freud invented and utilized a therapeutic
method of uncovering repressed wishes, known as psychoanalysis. Since then,
psychology has been typically considered primarily behaviour (e.g., the
behaviourism of John B. Watson and later psychologists), the mind (i.e., cognitive
psychology), or both.
Today it would be rare to find someone who considered psychology the study
of immaterial minds, let alone souls. However, there are many psychologists who
believe in the soul and bring spirituality into their psychological work. Of course,
like all sciences that have broken off from philosophy, purely philosophical
questions about the mind are still studied by philosophers; the name of the
philosophical subdiscipline which studies those questions is philosophy of mind or
philosophical psychology.
(http://www.wikipedia/Psychology.com)
AFTER YOU READ
VOCABULARY PRACTICE
1. Read the text again and find the words that correspond to the following
definitions:
1. a statement made about the future _____; 2. to involve or interest (oneself)
_____; 3. associated; connected _____; 4. (of a subject or type of study) put to
practical use as opposed to being theoretical _____; 5. a close and careful study to
find out (new) facts or information _____; 6. according to the accepted standards
etc.; not outrageous or eccentric _____; 7. to examine or study carefully _____; 8.
a person; a member of the human race _____; 9. come out better in a competition,
race, or conflict _____; 10. to rise above or go beyond the ordinary limits of
something _____ 11. become aware or conscious of (something); come to realize
or understand _____; 12. the act of coming out; coming into view_____; 13. a
long, detailed, formal piece of writing on some subject _____; 14. to think about
(carefully) _____;15. (with as) to consider to be _____; 16. to put into action or
use _____; 17. relating to the psychological result of perception and learning and
reasoning _____; 18. not to mention; without taking into consideration _____
2. Fill in the correct preposition where necessary.
3
1. Synchronic linguistics is concerned ___ the structure of language. 2. They
focused all their attention ___ finding a solution to the problem. 3. We intend to
apply a theory ___ a problem. 4. Now, ___ terms ___ your proposal, don't you
think you're asking for too much? 5. I regard his behaviour ___ totally
unacceptable. 6. He made several references ___ her latest book.
COMPREHENSION EXERCISES
1. Scan the text and choose the best option to complete statements about the text.
1. Which of the following best describes psychology as a subject?
A. The study of individual behavior C. The study of society and social
interaction
B. The study of cultures D. The study of economics
4
2. Psychology was originally considered a branch of ____________.
A. philology C. philosophy
B. medicine D. physiology
5
3. Sigmund Freud utilized psychoanalysis as a ________ method of uncovering
repressed wishes.
A. experimental C. cognitive
B. therapeutic D. related
4. Philosophical psychology investigates the ___________.
A. spirit C. soul
B. spirituality D. mind
2. Match the key terms with their definitions.
1. Experimental a. the branch of psychology dealing with the diagnosis
Psychology and treatment of behavioural and personality disorders
2. Humanistic b. a school of psychology that includes the study of
Psychology observable and quantifiable aspects of behaviour and
excludes subjective phenomena, such as emotions or
motives
3. Clinical Psychology c. the study of the structure of an organization and of the
ways in which the people in it interact, usually
undertaken in order to improve the organization
4. Counselling d. a branch of psychology that emphasizes a person's
Psychology struggle to develop and maintain an integrated,
harmonious personality as the primary motivational force
in human behaviour
5. Organizational e. the study of the development of thought, language, and
Psychology intelligence in humans
6. Psychoanalysis f. includes a focus on assets and strengths, person–
environment interactions, educational and career
development, brief interactions, and a focus on intact
personalities
7. Behaviourism g. a method of studying the mind and treating mental and
emotional disorders based on revealing and investigating
the role of the unconscious mind
8. Cognitive h. the scientific study of the individual behaviour of man
Psychology and other animals, esp. of perception, learning, memory,
motor skills, and thinking by using experimental methods
6
SPEAKING
1. Skim the text again and answer these questions.
1. How would you formulate what psychology is? Try to
define psychology as a science and speak about the
origin of its name.
2. In the text that you have just read some branches of
psychology are mentioned: Experimental Psychology,
Humanistic Psychology, Clinical and Counselling
Psychology, Industrial/Organizational Psychology. What
does each of the branches investigate?
3. What method did Sigmund Freud invent?
4. What kind of science is psychology? Is it only a
science or are there elements of art in the work of a
practical psychologist who helps people solve their
psychological problems?
Internet search 1
2. Pair Work. These are portraits of famous
psychologists, Sigmund Freud and John B. Watson, who
were mentioned in the text. Do Internet search and on its
basis give a presentation. What do you know about them
besides the information given in the text? What are they
famous for and what is their contribution to the field?
After your discussion, decide what each partner from the
pair will present.
STRUCTURING A PRESENTATION
In order to be effective, a presenter must make the audience understand why
the topic is important to them. It is also important to make your points short,
simple and clear. Remember to KISS (Keep It Short and Simple).
This outline gives a detailed summary of the main parts commonly found in
presentations.
1. Welcome the audience
2. Introduce yourself
3. Introduce the topic
4. Tell the audience why they should be interested in the topic
5. Tell a short personal anecdote or story
6. Give an overview of the talk
7. Main point 1
8. Main point 2
9. Main point 3
10. Summary
11. Final ‘bang’ – leave the audience with a strong final impression.
3. Group work. Discuss the questions, and then on the basis of everything done
and learned make a short presentation of the conclusions made.
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1. What makes psychology a science or an art, or both?
2. If it is both a science and an art, which separate branches of psychology have
only the scientific side and which have elements of art?
3. What are those elements and how are they used in the work of practical
psychologists?
HOME ASSIGNMENT
1. Match words (1-11) them with their definitions (A-K).
1. behaviour A. the study of the causes and effects of illnesses
2. thought-process B. the way in which people feel towards each other and
behave towards each other
3. emotion C. something that you give or do in order to help
something be successful
4. motivation D. the process of thinking
5. relationship E. the qualities that make up a person’s character; also
courage, energy and determination
6. potential F. things that a person or an animal does
7. pathology G. something that stimulates you to do something
8. spirit H. a strong human feeling such as love, hate, anger, etc.
9. soul I. a part of a person that is not physical, and that contains
their character, thoughts, and feelings
10. contribution J. physical or mental qualities that can be put to use when
there is a need in them
11. prediction K. foretelling something
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2. Fill in the gaps in the sentences below with the words (1-11) from exercise 1 above.
1. His physical __________ is so great that he can go several days without
sleep. 2. Her __________ is very unusual and complicated; sometimes I cannot
understand how she came to this or that conclusion. 3. My client’s main problem is
the __________ of permanent hate that he feels towards certain people surrounding
him. 4. Your __________ that this problem is going to be solved quickly has
turned out to be quite wrong. 5. I cannot understand his __________ for behaving
the way he does. 6. What is Wilhelm Wundt principal __________ to the
development of psychology? 7. The __________ that the patient is suffering from
is hard to diagnose and cure. 8. The __________ of the child is very disorderly and
unruly. 9. They played the game with a very high __________. 10. The
__________ of these two people are very friendly and cordial. 11. All major
religions assert that human __________ is immortal.
3. Write the definition of each branch using the information from the text. The first
one has been done for you.
1) Experimental Psychology focuses on basic and applied science.
2) Humanistic Psychology ___________________________________________
_________________________________________________________________
3) Clinical and Counselling Psychology ________________________________
_________________________________________________________________
4) Industrial/Organizational Psychology ________________________________
_________________________________________________________________
UNIT 2
READING 2 Experimental Psychology
Preparing to read
How well do you know the vocabulary associated with this theme? The following
words occur in the text. Fill in the correct word. Use a dictionary if necessary.
blow __________; foundation __________; innate __________; infants
__________; capacity __________; nurture __________; acquisitions
__________; viewed __________; issues __________; available __________;
extent __________; debate __________; tend __________; versus __________;
argued __________; device __________; predisposition __________
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1. I can help you understand this to some _____. 2. Our _____ for giving care,
love and attention is limited. 3. Our profits are up by only 15% _____ the 25% we
expected. 4. Human beings are characterized by an _____ knowledge of good and
evil. 5. What moral _____ should we consider? 6. There has been a lot of
_____about this point. 7. Her husband’s death was a real _____. 8. I have recently
added two new _____ to my library. 9. I _____ for accepting the plan. 10. While
sitting on the bench in the park they saw young mums with _____ in prams. 12. He
is on holiday and is not _____ for comment. 12. Children _____ to prefer sweets to
meat. 13. This is a _____ for avoiding income tax. 14. His theory laid the _____
for the modern welfare state. 15. Everything depends on the _____to behave in a
certain way in a certain situation. 16. Parents want to know the best way to _____
and raise their children to adulthood. 17. Experts _____the situation with alarm.
Now Read
Read the text and do the task after
you read.
Experimental Psychology
Experimental psychology, the
field founded by Wilhelm Wundt
and William James, focuses on
general and basic questions
concerning behaviour, mental
states, or both, including theories
of pathology which are also
important to clinical psychology. A
key area of debate in psychology
has been the extent to which our
capacities are learnt versus the
extent to which they are innate (this issue is closely related to the more general
nature-nurture debate in biology). The behaviourism of B.F. Skinner viewed
behaviour as being learnt through a process of conditioning – the association of
stimuli with responses.
The influence of behaviourism took a blow with the work of the
psycholinguist Noam Chomsky on language acquisition. Chomsky argued that the
stimulus available to an infant was simply not rich enough to allow language
learning through Skinnerian conditioning, and that the human brain must have an
innate capacity for, or predisposition towards language learning. This idea that the
brain has a specialised Language Acquisition Device in many ways laid the
foundation for the field now known as cognitive psychology, which tends to view
the mind in terms of more-or-less specialised functions or processes.
AFTER YOU READ
VOCABULARY PRACTICE
10
definitions:
1. arising from the intellect or the constitution of the mind, rather than learned
through experience _______; 2. the power to learn or retain knowledge; mental
ability ______; 3. a discussion or argument, especially a formal one in front of an
audience _______; 4. an important question that is in dispute and must be settled
______; 5. the measure of how far or long something goes in space, time, or degree
______; 6. as compared to; in contrast with ______;7. an unpleasant or
disappointing surprise _____; 8. to put forth reasons for or against; to debate
_____; 9. something acquired or gained ______; 10. to be likely (to do something);
to do (something) frequently ______; 11. a plan or system of doing something,
sometimes involving trickery, or something made for a purpose, e.g. a tool or
instrument _____;12. a child during the earliest period of its life, esp. before it can
walk; baby _____; 13.the basis on which something is grounded ______; 14.
upbringing; training; education______; 15. to regard in a particular light or as
specified _______
1. He wrote to me concerning ___ a business arrangement. 2. I've solved this
problem ___ some extent. 3. Have you any information relating ___ the effect of
penicillin on mice? 4. I made my car available ___ my sister. 5. I am reading B.F.
Skinner’s work ___ behaviourism. 6. My therapist helped me examine my
association ___ food ___ comfort. 7. We were impressed by their capacity ___
hard work. 8. My friend has a hereditary predisposition __ the disease. 9. There is
little foundation ___ his objections.
1. Experimental psychology concerns behaviour, mental states, or both, including
theories of pathology which are also important to ______.
A. cognitive psychology C. clinical psychology
B. psycholinguistics D. conditioning
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2. Psychologists as well as biologists debate the question about whether differences
in individual responses to one's environment and behaviours are due either to
______– nature, or to environment – nurture.
A. conditioning C. cognition
B. genetics D. acquisition
12
3. The behaviourism viewed behaviour as being learnt through a process of ___.
A. predisposition C. unconditioned response
B. language learning D. conditioning
13
4. The human brain must have ___ towards language learning.
A. predisposition C. specialised functions
B. language acquisition D. pathology
14
1. conditioning a. a latent susceptibility to disease which may be activated
under certain conditions
2. stimulus / (pl.) b. the study of language as a form of behaviour, including
stimuli language development, speech, and personality.
3. response c. the main principles and ideas in an art, science etc. as
opposed to the practice of actually doing it
4. predisposition d. a process of changing behaviour by rewarding or punishing
a subject each time an action is performed
5. pathology e. that part of the central nervous system that includes all the
higher nervous centres; enclosed within the skull; continuous
with the spinal cord
6. psycholinguistics f. something that causes a reaction in a living thing
7. theory g. the branch of medical science that studies the origin,
nature, and course of diseases
8. brain h. a reaction of an organism to a stimulus
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SPEAKING
1. What does experimental psychology study?
2. What is the key area of debate in psychology?
3. How did B.F. Skinner view behaviour?
4. What is a Language Acquisition Device?
HOME ASSIGNMENT
1. For questions 1-10, read this article and choose the most appropriate phrase
from the list (A-M) for each gap. There is one extra phrase that you do not need to
use. There is an example at the beginning (0). Get ready to compare the systems of
training psychologists in the USA and Ukraine.
How to become a psychologist?
Are you thinking of becoming a psychologist? Many students have written
to me, asking (0) __K__ what the process entails. I, therefore, offer the
following advice.
In the state of California (USA) the term psychologist is protected (1) ____.
This means that only a person who has passed the state licensing exams, and who
therefore has a psychologist license, may call himself or herself a psychologist.
Also, California law requires that to become a psychologist a person must have (2)
____ either psychology or education.
Note that according to psychology licensing law in California, psychologist is
a generic term; there is technically no such thing in California as a ‘child
psychologist’ or a “neuropsychologist,” or a “criminal psychologist.” If you want
to practice psychology with children, for example, you can specialize academically
(3) ____, but your license will be simply ‘psychologist.’ So, regardless of (4) ____,
you will have to follow the same basic path to your license as any other person
aspiring to be a psychologist. Of course, locations outside California may have
other laws about the practice of psychology – or (5) ____. In California a person
can, however, become licensed as an educational psychologist. Unlike the license
for a ‘psychologist,’ which requires a doctoral degree, the license for an
‘educational psychologist’ requires only (6) ____ psychology, educational
psychology, school psychology, or counselling and guidance. Such a person is
authorized to perform (a) educational evaluation, diagnosis, and test interpretation
limited to assessment of academic ability, learning patterns, achievement,
motivation, and personality factors directly related to academic learning problems;
(b) counselling services for children or adults for amelioration of academic
learning problems; and (c) educational consultation, research, and direct
educational services.
16
To become a professional psychologist will require a lot of really hard work
from you. Let’s be honest here. The study of psychology is not for everyone; if it
were, it would be (7) ____, not a profession. And so, in a society in which many
high school graduates cannot even spell the word psychology, the requirements to
become a psychologist can seem almost impossible. But the discipline, dedication,
and academic requirements are no more difficult than those of any other
profession.
Your college track should have a heavy load in psychology courses as well. In
fact, many graduate programs in psychology require an undergraduate to major in
psychology as a prerequisite for graduate study in psychology.
Since psychology is heavily involved with research (hence the reason for
studying statistics), it can help you to get to know a professor who conducts (8)
____; he or she might offer you to work as an assistant. This experience will be
looked at favourably when you apply for graduate school later; if you apply to a
university graduate programme, this experience will be essential.
Finally, you might need to take some specialized graduate school entrance
exams, such as the (9) ____. A well-rounded education can help to prepare for
such exams, so, as in high school, take as many humanities courses, especially
literature (for the writing skills), as you can.
After you have completed your undergraduate degree, there is a graduate level
degree you could pursue. A (10) _____ is the classic psychology degree necessary
to become a psychologist; the Ph.D. places an equal emphasis on research and
clinical work. A core element of the Ph.D. is the dissertation, an original piece of
scientific research.
A. your intended specialty G. psychological research
B. Graduate Record Examination (GRE). H. in child psychology
C. by state law I. a master’s degree in
D. undergraduate degree J. Ph. D. (Doctor of Philosophy)
E. a doctoral degree in K. various questions about
F. a video game L. no laws at all
17
UNIT 3
READING 3 Humanistic Psychology
1. Pair Work. Compare the systems of training psychologists in the USA and
Ukraine.
1. Who may call himself or herself a psychologist in the USA and Ukraine?
2. Do you have to specialize academically in any branch of psychology or will
your license be simply ‘psychologist in the USA and Ukraine?
3. What degree is required to become a psychologist in the USA (California in
particular) and Ukraine?
4. What is ‘educational psychologist’ authorized to perform in California? Is it the
same in Ukraine?
5. Is really hard work required to become a professional psychologist in the USA
and Ukraine?
6. What do many graduate programs in psychology require an undergraduate to do as
a prerequisite for graduate study in psychology in the USA? Is it the same in Ukraine?
7. Do you need to take any specialized graduate school entrance exams? What are
these exams called?
8. What psychology degree is necessary to become a psychologist in the USA
and Ukraine?
9. Does the Ph.D. degree place an equal emphasis on research and clinical work in
Ukraine? What is an essential element of the Ph.D. in both countries?
2. Compare the systems of training psychologists in the USA and Ukraine with
other students of your group.
Preparing to read
well-being __________; awareness __________; rejection __________; values
__________; growth __________; conduct __________; reduced __________;
distinguish __________; incapable __________; emphasis __________;
emerged __________; paradoxical __________; concern __________; seek
__________; consciousness __________; approach __________; impartial
__________
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1. He was already thirty before his artistic talent ______. 2. He also denied
that he would _____to annex the country. 3. Can you _____ pattern in this
behaviour? 4. I decided to _____ an experiment. 5. His _____ to every problem is
to draw up a list of pros and cons. 6. Too much _____ is placed on research.7. We
don’t approve of his _____ of our values. 8. His news has great _____ for us. 9.
There has been the
unchecked ______ of
the country’s
population in the last
five years. 10. They
offer _____ advice,
guidance and
information to students.
11. He argued that he
was mentally ______.
12. His work
emphasized the
emotional as well as the
physical _____ of the
patient. 13. It is ______
that standing is more
tiring than walking. 14.
She was so angry, that
she was almost ______ to tears. 15. His political _____ sprang from his
upbringing. 16. He had no ______ of his mistakes. 17. They internalize their
parents’ rules and _____.
Now Read
Read the text and do the task after you read.
Humanistic Psychology
Humanistic psychology emerged in the 1950s in reaction to both
behaviourism and psychoanalysis. It stresses a phenomenological view of human
experience and seeks to understand human beings and their behaviour by
conducting qualitative research. There are several factors which distinguish the
Humanistic Approach from other approaches within psychology, including the
emphasis on subjective meaning, a rejection of determinism, and a concern for
positive growth rather than pathology.
19
While one might argue that some psychodynamic theories provide a vision of
healthy growth (including Jung’s concept of individuation), the other
characteristics distinguish the Humanistic Approach from every other approach
within psychology (and sometimes lead theorists from other approaches to say the
Humanistic Approach is not a science at all). Most psychologists believe that
behaviour can only be understood objectively (by an impartial observer), but the
humanists argue that this results in concluding that an individual is incapable of
understanding their own behaviour – a view that they see as both paradoxical and
dangerous to well-being. Instead, humanists like Rogers argue that the meaning of
behaviour is essentially personal and subjective. These matters are often
summarized by the five postulates of Humanistic Psychology, mainly that:
1. Human beings cannot be reduced to components.
2. Human beings have in them a uniquely human context.
3. Human consciousness includes an awareness of oneself in the context of
other people.
4. Human beings have choices and non-desired responsibilities.
5. Human beings are intentional; they seek meaning, value and creativity.
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. to mark off as different (often followed by from or by) _____; 2. the
method used or steps taken in setting about a task _____; 3. to try or attempt (usu.
fol. by an infinitive) _____;4. importance given to something _____; 5. to come
out; to come into view ______; 6. to do or carry out ______; 7. refusal to accept,
submit to, believe, or make use of something ______; 8. an increase in size,
number, significance, etc.______; 9. seemingly to contradict itself but which is
nevertheless true ______; 10. a good or satisfactory condition of existence; a state
characterized by health, happiness, and prosperity ______; 11. without fear or
favour, non-discriminating ______; 12. regard for or interest in someone or
something _____; 13. (with of) not able (to do something) _____; 14. to drive, put
into a particular (bad) state ______; 15. knowledge of, understanding of something
_____; 16. a measure of those qualities that determine merit, desirability,
usefulness, or importance _____
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1. This situation developed ___ reaction ___ events in the East. 2. Dr. Jones
stressed ___ exercise in addition to a change in diet. 3. Could he distinguish right
___ wrong? 4. We will be exploring different approaches ___ information-
gathering. 5. He placed great emphasis ___ this point. 6. He had only gone along
out of concern ___ his two grandsons. 7. He is incapable ___ understanding the
matter. 8. Fifty percent of road accidents result ___ head injuries. 9. The canal is
dangerous ___ children. 10. During the famine, many people were reduced ___
eating grass and leaves.
1. Humanistic psychology seeks to understand human beings and their behaviour
by conducting ________ research.
A. paradoxical C. quantitative
B. psychodynamic D. qualitative
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2. Humanistic approach to psychology emphasizes emotions and the better
understanding of the self in terms of observation of oneself and one's relations with
others rather than ________.
A. human experience C. human behaviour
B. pathology D. psychodynamics
22
3. Most psychologists believe that behaviour can only be understood _________.
A. subjectively C. objectively
B. uniquely D. essentially
23
4. Humanists argue that the meaning of behaviour is essentially ___________.
A. subjective C. objective
B. incapable D. dangerous
24
1. phenomenology a. dependent on or taking place in a person's mind rather than
the external world
2. qualitative b. (in the psychology of Jung) the process by which the
research wholeness of the individual is established through the
integration of consciousness and the collective unconscious
3. subjective c. a philosophical doctrine proposed by Edmund Husserl based
on the study of human experience in which considerations of
objective reality are not taken into account ‘In origin, as
described by philosopher Edmund Husserl, it is the intuitive
appreciation of phenomena as they are immediately perceived,
without reference to scientific theory or prior learning.’
4. determinism d. any branch of psychology or method of clinical treatment
that views personality as the result of an interplay between
conscious and unconscious factors
5. psychodynamics e. subjective awareness of the aspects of cognitive processing
and the content of the mind.
6. individuation f. a principle that is accepted as true without proof; an axiom.
7. consciousness g. research dealing with phenomena that are difficult or
impossible to quantify mathematically, such as beliefs,
meanings, attributes, and symbols
8. postulate h. the scientific doctrine that all occurrences in nature take
place in accordance with natural laws
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SPEAKING
1. Skim the text again and answer these questions by writing a summery.
1. What kind of research does Humanistic Psychology conduct?
2. What factors distinguish the Humanistic Approach from other approaches
within psychology?
3. What is the point of view of most psychologists toward behaviour?
4. How do humanists view human behaviour?
HOME ASSIGNMENT
1. For questions 1-10, read this short article and choose the most appropriate
phrase from the list (A-L) for each gap. There is one extra phrase that you do not
need to use. There is an example at the beginning (0). Get ready to speak about
Maslow’s hierarchy of needs.
Who needs humanistic psychology?
Psychology can be useful to every person who participates (0) __В__. In the
family: to understand the partner, to create
comfort and more. With a child: to hear a
child at different stages of his development,
to help adapt to society. When negotiating:
(1) ____ or to satisfy the need of a partner.
And humanistic psychology with its own
features will also be useful for you.
Abraham Maslow is considered (2)
____ Humanistic Psychology. His theory is
premised on the philosophies of humanism
and existentialism that proposed that it is
the unique experience of the individual that
is the most important phenomenon in the
study and analysis of human behaviour.
Maslow was most famous for his
proposal that (3) ____ is founded on a hierarchy (ˈhaɪəˌrɑːkɪ) of needs. The
fundamental principle behind this hierarchy is that people are born with certain needs,
the fulfilment of which allows us (4) ____ and fulfil other more complex needs.
Survival and physiological needs such as hunger, thirst, oxygen, shelter and
sleep are found (5) ____ of the hierarchy of needs which, in a sense, means that
they are the highest priority needs. These are the basic needs that should first be
met before people can even consider other higher level needs. If a person is hungry
or homeless, he will not care much for completing a college degree or belonging to
a circle of close friends. His efforts will understandably be directed at (6) ____.
26
Next in line are the safety needs which aside from safety, also include,
security, protection and stability. Upon meeting physiological needs, an
individual can now focus on (7) ____ and that of his immediate surroundings. A
person needs to feel safe and protected with other people in an environment that
is free from harm.
Upon being assured of safety and security, the individual can now focus on
seeking out friendships and groups in order to (8) ____. The third level needs
include the need to be loved and accepted and the need to belong. When the person
is at this stage of need fulfilment, he can now devote his efforts to finding ways to
be accepted and to fit in.
As the more basic needs of love and belongingness are met, the loftier needs
that come next in hierarchy which are the needs for achievement, education,
respect and competence now gain more and more precedence. At this level, people
dedicate their efforts to adding to their accomplishments and gaining the respect,
admiration, and appreciation of others. Self-respect is also a very important need
that an individual must fulfil at this point in life, as are being confident and
competent and demonstrating independence and freedom. People usually focus on
(9) ____ at this stage, gaining more knowledge and experience and working toward
achieving a solid sense of self-worth.
At the top of the pyramid of needs is the need for self-actualization, which
entails an extensive understanding of the self and the actualization of one’s full
potentials. Individuals who have reached this stage of self-actualization know who
they truly are and feel comfortable and content in the stature and place they have
established for themselves. At this stage, the person accepts the world, (10) ____ in it
and considers people as inherently good. However, Maslow believed that very few
people really ever reach this stage of development and are able to fulfil this need.
A. fulfilling his urgent needs G. climbing the professional ladder
B. in human relationships H. to resist manipulation
C. has found his place I. in the lowest layer
D. to move forward J. reach this stage
E. experience a sense of belonging K. human motivation
F. to be the Father of L. securing his physical safety
27
UNIT 4
READING 4 Clinical versus Counselling Psychology
1. Pair Work. Read the text ‘Who needs humanistic psychology?’ and study the
image.’ Then discuss the questions.
1. What is humanistic psychology? Why is it important?
2. What is Abraham Maslow’s contribution to the development of Humanistic
Psychology?
3. Discuss each layer of the hierarchy of needs?
4. What do you think the ultimate goal of a person is?
2. Group Work. Compare Abraham Maslow’s contribution to the development of
Humanistic Psychology and his levels of the hierarchy of needs with other students
of your group.
Preparing to read
forensic __________; distress __________; assumes __________; integration
__________; testimony __________; facilitates __________; anxiety
__________; subtle __________; alleviate __________; specialty __________;
engaged __________; treatment __________; disturbed __________; promote
__________; resolve __________; indistinguishable __________; vocational
__________ (2 times); sensitivity __________; purpose __________;
encompasses __________; application __________
1. This patient/disease requires urgent _______. 2. Careful planning _____
any kind of work. 3. ______ training is still seen as “inferior” and schools tend to
release only less able students for ______ training at colleges. 4. They completely
support the ______ of disabled people into society. 5. Cultural _____ can provide a
means to overcome initial distrust or concerns. 6. The professor's _____ was the
study of counselling psychology. 7. This group _____ a wide range of people from
different backgrounds. 8. The drugs will _____ the pain. 9. The loss of all their
money left the family in acute _____. 10. We must find a way to _____ these
problems. 11. They are prepared to go to any lengths to achieve their _____. 12.
Students learned the practical ______ of the theory. 13. The jury listened to his
_______. 14. _____ pathology provided the evidence that convicted the murderer.
15. She is _____ in social work. 16. There is a _____ difference between
“unnecessary” and “not necessary”. 17. For some people, air travel is a real _____.
18. They help emotionally ______ youngsters. 19. He worked hard to ______ this
scheme. 20. The god _____a human form. 21. The twins are almost.
28
Now Read
you read.
Clinical versus Counselling
Psychology
Clinical and counselling
psychologies both focus on
understanding and treatment of
behavioural or mental problems.
Counselling psychology as a
psychological specialty facilitates
personal and interpersonal
functioning across the life span with
a focus on emotional, social,
vocational, educational, health-related, developmental, and organizational
concerns. Through the integration of theory, research, and practice, and with
sensitivity to multicultural issues, this specialty encompasses a broad range of
practices that help people improve their well-being, alleviate distress and
maladjustment, resolve crises, and increase their ability to live more highly
functioning lives.
Clinical psychology includes the scientific study and application of psychology
for the purpose of understanding, preventing, and relieving psychologically-based
distress or dysfunction and to promote subjective well-being and personal
development. Central to its practice are psychological assessment and
psychotherapy, although clinical psychologists also engage in research, teaching,
consultation, forensic testimony, and program development and administration. In
many countries it is a regulated mental health profession. Though closely related to
each other, clinical psychology and counselling psychology differ in a several subtle
ways. Counselling psychologists typically focus on less severe psychopathology
(e.g., depression and anxiety), while clinical psychologists deal with more seriously
disturbed individuals (e.g., those with schizophrenia or personality disorders).
Counselling psychologists are more likely than clinical psychologists to assume a
client-centred or humanistic theoretical approach. Despite these differences,
counselling and clinical psychology are becoming increasingly indistinguishable,
leading some to suggest that these fields be combined.
AFTER YOU READ

VOCABULARY PRACTICE
definitions:
29
1. the ability to respond to affective changes in your interpersonal
environment ____; 2. relating to an occupation; especially providing or undergoing
training in special skills _____; 3. to include in scope; include as part of something
broader; have as one's sphere or territory ______; 4. something that provides
direction or advice as to a decision or course of action _____; 5. great sorrow,
trouble or pain _____; 6. to provide physical relief, as from pain _____; 7. an act or
instance of incorporating or combining into a whole _____; 8. care provided to
improve a situation (especially medical procedures or applications that are
intended to relieve illness or injury) ______; 9. a special subject of study, line of
work, skill, or the like on which one concentrates _______; 10. to come to a
definite or earnest decision about; determine ______; 11. the reason for doing
something ______; 12. faint or delicate in quality, and therefore difficult to
describe or explain ______; 13. a relatively permanent state of worry and
nervousness occurring in a variety of mental disorders, usually accompanied by
compulsive behaviour or attacks of panic ______; 14. emotionally upset, troubled,
or maladjusted ______; 15. to encourage, organize, or help the progress of ______;
16. any disturbance or abnormality in the function of an organ or part ______
1. This book encompasses ___ the whole range of knowledge. 2. The most
useful and influential people in our country are those who take the deepest interest in
institutions that exist ___ the purpose making the world better. 3. A great deal can be
done to alleviate ____ back pain. 4. He engages ___ many sports. 5. She deals ___
all the personality disorders. 6. Technological invention and artistic creation will
become central ___ education at all levels. 7. We differ ___ both approach and
views. 8. She has difficulty eating out because of her sensitivity ___ smells.
1. Counselling psychology as a psychological specialty _______ personal and
interpersonal functioning across the life span.
A. resolves C. encompasses
B. facilitates D. alleviates
30
2. Counselling psychology helps a person ________.
A. resolve social or personal problems C. deal with disturbed individuals
B. focus on more severe D. deal with schizophrenia
psychopathology
3. Clinical psychology tries to _______ psychologically-based distress or
dysfunction
A. encompass C. promote
B. facilitate D. alleviate
4. Clinical psychologists deal with more seriously disturbed individuals such as
__________.
A. depression and anxiety C. schizophrenia or personality
disorders
B. problems and social relationships D. emotional instability
31
1. counselling a. a failure to meet the demands of society, such as
coping with problems and social relationships, usually
reflected in emotional instability
2. life span b. treatment of mental disorders and behavioural
disturbances using verbal and nonverbal communication,
as opposed to agents such as drugs or electric shock, to
alter maladaptive patterns of coping, relieve emotional
disturbance, and encourage personality growth.
3. clinical psychology c. the period of time during which a human being,
animal, machine, etc., may be expected to live or
function under normal conditions
4. maladjustment d. the science of mental and behavioural disorders,
including psychiatry and abnormal psychology
5. psychotherapy e. guidance offered by social workers, doctors, etc., to
help a person resolve social or personal problems
6. forensic testimony f. a group of behaviour patterns manifesting a general
failure to adapt appropriately to social conventions, they
usually result in impaired social interaction and often
lead to unhappiness and occupational failure.
7. psychopathology g. the branch of psychology dealing with the diagnosis
and treatment of behavioural and personality disorders
8. personality disorders h. any testimony of expert scientific, engineering,
economic or other specialized nature used to assist the
court and the lawyers in a lawsuit or prosecution
32
SPEAKING
1. What do both clinical and counselling psychologies deal with?
2. What are the spheres of a counselling psychologist specialty?
3. What do clinical psychologists focus on?
4. What do clinical psychologists and counselling psychologists have in common?
WRITING
1. Write a short 70-100-word essay on the topic “What being a good psychologist
means to me”.
2. Tips for writing your essay.
1. Make your essay of three paragraphs.
2. In the first introductory paragraph state your opinion about the qualities a good
psychologist needs to have.
3. In the second paragraph discuss which of these qualities you already have, as
you think, and which you believe you need to develop.
4. In the concluding paragraph state your ideas as to whether you believe yourself
to become a good psychologist and in what field of psychology you think you will
achieve the best results.
HOME ASSIGNMENT
1. Read the article and match the appropriate heading from the box (A-L) to each
gap. There is an example at the beginning (0). Get ready to compare the systems of
training psychologists in the UK (at Cambridge) and Ukraine.
Psychology at Cambridge
A. Psychology Tripos Year 1 (Part I) F. Psychological and Behavioural

Sciences Course Outline
B. Professional accreditation and careers G. Course requirements
C. Psychological diversity H. Psychology Tripos Year 2 (Part IIA)
D. Psychology Tripos Year 3 (Part IIB) I. Psychological and Behavioural
Sciences (PBS)
E. Teaching and facilities J. Typical offers require
33
0. ____ Psychology is very diverse – overlapping with and contributing to
many other disciplines such as anthropology, archaeology, computer science,
linguistics, neuroscience, philosophy, and sociology.
1. ____ at Cambridge give you the opportunity to study cognitive, social,
developmental and biological psychology within the broader context of the
behavioural sciences.
The course covers, for example, cognitive psychology, psychopathology,
language, brain mechanisms, gender, family relationships and influences,
personality, and group social behaviour. Research projects and a dissertation also
enable you to study the topics that interest you most in greater depth.
2. ____ In the Department of Psychology, you’re taught by lecturers and
researchers of international excellence. Subject societies and seminar programmes
offer regular talks from guest speakers too.
In addition to this academic expertise, you have access to the Department
library and specialist collections held in associated departments’ libraries –
amounting to around 50,000 books and more than 150 periodicals – as well as
other resources and computing facilities.
3. ____ The University’s teaching of psychology is accredited by the British
Psychological Society (BPS). This means that students who successfully graduate
achieve the ‘graduate recognition’ needed to pursue a career in psychology.
Many students continue with further study and research, and graduates are
eligible for admission to professional courses in clinical, educational, forensic or
applied psychology. Numerous past students of psychology at Cambridge have gone
on to prominent positions in psychology and related fields throughout the world.
The course also equips you with skills and knowledge applicable in a range of
professional sectors. Other recent graduates have entered careers in the media,
management, the Civil Service, finance, law and business.
4. ____ Teaching is provided through lectures, classes or seminars, and
supervisions. Some papers include a practical element, which takes place in
laboratories.
You can typically expect two lectures a week for each paper. You also have
one or two supervisions a week to discuss your work and develop your
reasoning and ideas.
5. ____ In Part I, you take a total of four papers, two of which are
compulsory:
 Introduction to Psychology
 Psychological Enquiry and Methods (this includes practical demonstrations and
exercises)
The remaining two papers are chosen from a selection of up to nine options.
The optional papers available each year may vary but examples include:
 Humans in Biological Perspective
 Language, Communication and Literacy
 Evolution and Behaviour
34
 Analysis of Politics
 Philosophy
 Introduction to Computer Science
At the end of the year, you sit a three-hour written examination in each paper.
6. ____ Part IIA provides a foundation for the research-led teaching of the
final year while also allowing you to begin to specialise in those areas that most
interest you.
You take four papers in total. All students take the Social and Developmental
Psychology paper as well as one of the following:
 the Biological and Cognitive Psychology paper plus two optional papers
 the Experimental Psychology paper (which includes laboratory work),
undertake a research project (assessed by submission of a 5,000 word essay),
plus one optional paper
7. ____ The optional papers are selected from a range of around 19 available. The
subjects may change from year to year but typically include papers in:
 biological anthropology
 history and philosophy of science
 social anthropology
 sociology
 neurobiology
 philosophy
With the exception of the research project, you sit a written exam in each
paper at the end of the year.
In your final year, you undertake a research dissertation of between 6,000 and
10,000 words on a psychology topic of your choice. You also choose a further
three papers from a selection available, each of which is assessed by a written
examination.
The subject of these papers may change from year to year but typically
include the following topics:
 development and psychopathology
 experimental psychology and cognitive neuroscience
 criminology
 selected papers from those offered at Part IIA
 three additional psychology papers
8. ____ A Level:
9. ____
Required by all Colleges: no specific subjects
Useful preparation: Biology, Chemistry, Mathematics, an arts/science mix, an
essay-based subject, a humanities/social sciences subject
2. On the basis of the text above that deals with the way of training psychologists
in Great Britain, get ready to take part in a class discussion where the education
of psychologists in the USA, Great Britain and in your country will be compared.
UNIT 5
35
READING 5 Industrial and Organizational Psychology
1. Pair Work. Compare the systems of training psychologists in the UK and
Ukraine and answer the questions.
1. Why is psychology very diverse?
2. What opportunity do Psychological and Behavioural Sciences at Cambridge
give students to study? What subjects does this course cover? Is it the same in
Ukraine?
3. What teaching and facilities does Cambridge offer? Compare them with Ukraine?
4. What do you know about professional accreditation and careers in the UK
and Ukraine?
5. How is teaching provided in the UK and Ukraine?
6. What four papers do students take? Which of them are compulsory and which
are optional? Compare them with Ukraine?
7. What does part II A provide in the final year? What papers do students take? Which
of them are compulsory and which are optional? Compare them with Ukraine?
8. What subjects does Psychology Tripos Year 3 (Part II B) include? Is it the same
in Ukraine?
9. What do students do in their final year?
10. What are the course requirements in the UK and Ukraine?
2. On the basis of the texts about training psychologists in Great Britain, the USA
and your knowledge of psychological education in Ukraine compare the education
of psychologists in the USA, Great Britain and your country.
Preparing to read
applicant __________; validated __________; appraisal __________;
absenteeism __________; identify __________; gather __________; design
__________; reduced __________; traits __________; inquiries __________;
uncovered __________; hired __________; position __________; employees
__________; measured _________; satisfaction _________; essential
__________
1. His ______ led him to unexpected results. 2. We try to _____ information
from all available sources. 3. They ______ two new secretaries in the department.
4. The council's personnel committee was asked to note the scheme's impact on
______. 5. That firm has fifty ______. 6. The shop _____ its prices. 7. Your
success gives me great _____. 8. Can you _____ what kind of behaviour that is? 9.
Two _____ elements must be proven. 10. The evidence has been _____by
historians. 11. We are looking for someone to fill a senior management _____. 12.
We may be able to _____ a course to suit your particular needs. 13. The successful
______ will have excellent interpersonal skills. 14. Self-______ is never easy. 15.
Auditors said they had ______ evidence of fraud. 16. She _____ her skill in
cooking against her friend's. 17. Patience is one of his good _____.
Now Read
36
Industrial and Organizational Psychology
Broadly speaking, Industrial and Organizational (I/O) Psychology is
concerned with human behaviour in
work contexts. According to this
general definition, the applied side of
I/O Psychology is concerned with
utilizing knowledge gathered from
scientific inquiry “to solve real
problems in the world of work”.
Example problems include hiring
better employees, reducing
absenteeism, improving
communication, and increasing job
satisfaction.
One of the tools I/O psychologists commonly utilize in the field is called a job
analysis. Job analyses identify essential characteristics associated with any
particular position through interviews and past job descriptions. Once a job
analysis is complete, I/O psychologists will typically utilize this information to
design and validate systems to select new applicants, restructure employee
performance appraisals, uncover training needs, and analyse fairness in employee
compensation. I/O psychologists also may employ psychometric tests to measure
the abilities and personality traits of prospective and current employees. These
tests are commonly used for employee selection and other employment decisions.
37
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. to make less, smaller etc.______; 2. (esp. American) to employ a workman
etc.______; 3.; fulfilment of one's wishes, expectations, or needs, or the pleasure
derived from this ______; 4. a systematic investigation of a matter of public
interest ______; 5. a person who is hired to work for another or for a business,
firm, etc., in return for payment _____; 6. absolutely necessary ______; 7. to
recognize or establish as being a particular person or thing ______; 8. to show and
confirm certainty or accuracy of something ______; 9. a person who requests or
seeks something such as assistance or employment or admission ______; 10. to
work out the structure or form of (something), as by making a sketch, outline,
pattern, or plan _____; 11. an act of assessing something or someone ______; 12.
to find and show the size, amount etc. of something; to judge in comparison with
something ______; 13. a particular quality of a person's character ______
1. This branch of applied psychology is concerned ____ efficient management
of an industrial labour force. 2. He acted according ____ his promise. 3. We gather
information ____ all social networks. 4. Asthma is associated ____ air pollution.
1. Industrial and Organizational Psychology is concerned with human behaviour in
_________.
A. working environment C. efficient management
B. job requirements D. insurance program
38
2. Psychology applies knowledge gathered from _______ “to solve real problems
in the world of work”.
A. psychological tests C. scientific investigation
B. applied psychology D. unemployment program
39
3. One of the tools is called ________.
A. manual work C. a job description
B. mechanical work D. a job analysis
40
4. I/O psychologists also may employ _________ tests.
A. prospective C. essential
B. psychometric D. training
41
1. industrial a. a device, used to perform or facilitate manual or
psychology mechanical work.
2. absenteeism b. the examination of the contents of a job in order to
provide a job description for such purposes as fitting the
job into a grading structure or matching individual
capabilities to job requirements
3. tool c. the branch of applied psychology that is concerned
with efficient management of an industrial labour force
and especially with problems encountered by workers in
a working environment
4. job analysis d. a detailed written account, agreed between
management and worker, of all the duties and
responsibilities which together make up a particular job
5. job description e. usually weekly payment of money to an unemployed
worker under an unemployment insurance program
6. performance f. the practice of regularly staying away from work or
appraisals school without good reason
7. employee g. the branch of psychology concerned with the design
compensation and use of psychological tests
8. psychometrics h. the evaluation of an employee or student, comparing
his or her job-related behaviour with a standard of
expectations for performance
42
SPEAKING
1. What is Industrial and Organizational Psychology is concerned with?
2. What are the real problems that Industrial and Organizational Psychology deals
with?
3. What does a job analysis include?
4. Why do I/O psychologists employ psychometric tests?
2. Group Work. On the basis of everything done and learned discuss and finally
answer the question: what makes psychology a science or an art, or both.
3. Role-play. Work in two pairs. One student in a pair is an interviewer; the other
is a specialist in the branch of psychology. The interviewer asks the specialist
several questions about the branch of psychology he or she specializes in (6-7
questions on the basis of the text). The interview is taken for preparing a short TV
programme on a certain field of psychology. After both interviews are taken, the
pairs join to make an outline of a 5-minute TV programme that they are going to
present to the viewers.
4. Presentation of TV programmes. Every group presents their short TV
programme on a definite branch of psychology to all the other students in class
who make the ‘audience in a TV studio’.
HOME ASSIGNMENT
WRITING
1. Read the essay about a good psychologist and finish it.
A good psychologist
In fact, a good psychologist is a bit like the detective Sherlock Holmes:
always inquisitive, always observant, taking nothing for granted, and always
making connections between remote and seemingly unimportant facts. The truth is
not just handed to you without effort.
You have to understand that good psychology demands that you not avoid the
dark, ugly truth that everyone wants to avoid; and it’s all done in the hope of
leading others to the healing they want but, in their confusion, still secretly fear.
To become a psychologist you will / won’t need to be… or to have…
to be + adjective / noun to have + noun
patient patience
caring good communication skills
a good listener good presentation skills
hard working knowledge in a scientific way
helpful understanding
polite politeness
emotional emotion
ambitious ambition
imaginative imagination
43
independent independence
intelligent intelligence
skilled skills
sensitive sensitivity
44
2. Write an essay of about 100-120 words on the theme ‘Which are the most
important qualities people need to do the job you chose?’
3. For questions A-S, read this short article and choose the most appropriate
phrase from the list (1-20) for each gap. There is one extra phrase that you do not
need to use. There is an example at the beginning (A).
Where do psychologists work, and how much money do they earn in the
USA?
Psychologists work in all kinds of (A) _1_ and institutions, and the salary
varies accordingly.
If you work for a university, professional school, or (B) ___in teaching or
research, your salary will depend on that institution’s pay (C)___. The same
applies if you work for a hospital, or a government agency (such as the Veterans
Administration, the (D)___, (E)___, or the (F)___) or a (G)___. Salaries vary
depending on experience and geographical location and can range from an entry
level of about $30,000 to an administrative level of well over $ 100,000.
In private practice, your (H) ___will depend on how many days you work each
week, how many clients you have each day, and what you (I) ___for each session.
Just (J) ___the number of client hours by your hourly (K)___. You could make a lot
with a (L) ___practice of (M)___ clients. Also, if you become famous and have a
TV show or make movies, you can make millions. But if you see a lot of (N)
___clients or if you have only a part-time practice (because a full-time practice can
be difficult to maintain), or if you spend a lot of your time maintaining a free,
public-service website without advertising, your income will not be as high as a full-
time, full-fee practice. And remember that, (O) ___of how much money you take in,
you have to (P) ___from it all your expenses: office rent; time spent on paperwork,
phone calls, and free services; (Q)___; continuing education; etc. If your (R)
___concern is money, then consider another career. Competency in any career in the
human services depends on the depth of your heart, not the size of your (S)___.
(from http://www.GuideToPsychology.com)
1. settings 11. grade
2. law enforcement 12. multiply
3. full-time 13. insurance
4. regardless 14. lower-fee
5. community college 15. military
6. subtract 16. penal system
7. income 17. bank account
8. full-fee 18. graduate
9. community agency 19. fee
10. charge 20. prime
45
CHAPER 1 REVIEW
READING
1. Read the following text and decide whether the statements are true or false.
Good or Bad Psychologist?
Some signs are obvious if your psychologist isn’t that good. Perhaps as soon
as you and your husband tell her your issues, she looks directly into your
husband’s eyes and says he’s right and that his wife has problems? After five
minutes he’s right? I think she was hitting on him personally.
I’m not an expert on good or bad psychologists but through the years have
given a few a try. One I went back to I think three times, the other two I only saw
once.
To be honest, I didn’t have a good contact with any of them. They were all three
women and I’m a woman....not sure if there is a connection there or not. However,
the first one kept trying to read my body signals and it didn’t seem right. She said
my hand signals told her I was hungry? That was the third meeting. Never went
back.
The second one after 10 minutes told me to work on my problems with trust
and told my husband he could spend a lifetime reassuring me of his love. I thought
that’s what husbands were supposed to do.... OK, bad psychologist number three
took my side, not my husband’s, and told me to get financially stable and leave
him. Never went back.
In the end, a good psychologist I believe listens, really well, tells you what
you want to hear and then tells you what you need to hear. Maybe she also brings
you chocolate, lets you cry, and really does not know if everything will ever be
alright but believes in you and knows you’ll succeed at whatever you try. I’m
happy to say this psychologist is free and in my case only a phone call or two
away. I’ve stopped turning to strangers and learned to use my best friends and
sisters more. They know me. They understand me to a point and they definitely
never know what to tell me to do about my problems but they make excellent
arguments for both sides.
For now at least I’m leaving the professionals alone. I’m sure there are good
ones or I like to think that there are. If I ever reach out for help to a stranger again,
maybe I’ll try a man.
Best tip: Try to find someone who makes you feel better.
(from http://www.GuideToPsychology.com)
1. The first psychologist whom the author visited with her husband told them that
the husband had no psychological problems and that all such problems were with
the wife. ____
2. The author has never visited any of the psychologists more than once. ____
3. The author is sure there is no connection between the fact of her dissatisfaction
with her visits to different psychologists and the fact that they were all women.
____
4. The second psychologist whom the author visited told her that she had problems
with trust. ____
46
5. The author was fully satisfied with the advice that she received from the third
psychologist. ____
6. The author is not consulting professional psychologists with her psychological
problems anymore and is going to turn to her friends and relatives with them. ____
7. If she visits a psychologist again, it will probably be a man. ___
8. She believes that, the task of a psychologist is to really help you, no matter if the
help makes you feel better or not. ____
WRITING
2. Write an essay of about 100-120 words on the branch of psychology that you
are interested in. In your essay try to analyse the characteristic features of that
branch, also state whether you would like to specialize in this branch and give
reasons for your positive or negative decision.
3. Tips for writing your essay
1. Make your essay of four paragraphs.
2. Introduce your topic in the first paragraph: name the branch of psychology that
you are going to write about (e.g. In this essay I would like to introduce such a
branch of psychology as ...) and say what the importance of this branch is from the
point of view of psychology as a science or from the point of view of its
significance for life of people (what it can do for people). This introductory
paragraph needn’t contain more than two sentences.
3. Devote your second paragraph to a short summary of the text that you have read.
Do not copy the text! Try to formulate in your own words using not more than
three or four sentences what the characteristic features of this branch are and what
specialists engaged in it do.
4. In the third paragraph, say what your personal attitude to this branch of
psychology is, whether you are interested in it or not and whether you would like
to specialize in it or not (with giving reasons for your attitude). Again, two or three
sentences will be quite enough.
5. In the last paragraph make a one / two-sentence conclusion summarizing the
significance of the branch discussed and your personal attitude to it.
6. Try to use in your essay as many of the words from the texts as you can.
7. After finishing writing your essay, edit it carefully and double check for errors
in spelling, vocabulary and grammar.
SPEAKING
47
4. Role play. Work in groups of 3-4 students. Choose one of the branches of
psychology that is interesting to you. For instance, one student plays the role of a
specialist in Experimental Psychology who is interviewed about his/her branch of
science by other students. The interview is taken for a radio programme on branches
of modern psychology. When the first interview is over, another student takes up the
role of a specialist in Humanistic Psychology while the rest of the students in this
small group become interviewers. Finally, the third student plays the role of a
specialist in Clinical and Counselling Psychology, then the fourth student plays the
role of a specialist in Industrial/Organizational Psychology and is interviewed in
turn.
HOME ASSIGNMENT
Internet search
Pair Work. Do some Internet search using sites that you will be able to find.
Every pair searches for information on one of the branches of psychology. Choose
one of the following branches for collecting some information about it:
Biopsychology, Forensic Psychology, Social Psychology, Personality Psychology,
Developmental Psychology, and Schools of Psychology. Choose only one branch
and inform other pairs which one it is going to be, so that all pairs can have
different branches to work on. After your branch is chosen, start collecting
information about it from the Internet. Your goal is to prepare a 5-minute
presentation on that branch. In your presentation speak about the field of research
and practical activities of psychologists working in the branch that you have
chosen, the history of its development, the famous psychologists working in that
field, the significance of the field for modern psychology. Find illustrative material
on the Internet to be used during your presentation: practical examples, pictures
illustrating the work of specialists, portraits of famous psychologists representing
the field, etc. Discussing in you pair the materials found during the search, decide
what each partner from the pair will present.
VOCABULARY REFERENCE
48
PSYCHOLOGICAL WORD LIST inquiry (ɪnˈkwaɪərɪ)
TERMS absenteeism (ˌæbsən integration (ˌɪntɪˈɡreɪʃən)
Clinical Psychology ˈtiɪzəm) measure (ˈmɛʒə)
Cognitive Psychology acquisition (ˌæk wə overcome (ˌoʊvərˈkʌm)
Counselling Psychology ˈzɪʃən) pathology (pəˈθɒlədʒɪ)
Experimental Psychology alleviate (əˈliːvɪˌeɪt) perceive (pəˈsiːv)
Humanistic Psychology anxiety (æŋˈzaɪɪtɪ) position (pəˈzɪʃən)
Industrial/Organizational application (ˌæplɪˈkeɪʃən) prediction (prɪˈdɪkʃən)
Psychology applicant (ˈæplɪkənt) predisposition (ˌpriːdɪspə
applied ˈzɪʃən)
behaviourism apply (əˈplaɪ) indistinguishable
brain appraisal (əˈpreɪ zəl) (ˌɪndɪˈstɪŋɡwɪʃəbəl)
conditioning argue (ˈɑːɡjuː) promote (prəˈməʊt)
employee compensation assume (əˈsjuːm) purpose (ˈpɜːpəs)
forensic testimony available (əˈveɪləbəl) qualitative (ˈkwɒlɪtətɪv)
job analysis blow (bləʊ) reduce (rɪˈdjuːs)
job description capacity (kəˈpæsɪtɪ) regard (rɪˈɡɑːd)
lifespan cognitive (ˈkɒɡnɪtɪv) relate (rɪˈleɪt)
maladjustment concern (kənˈsɜrn) research (rɪˈsɜːtʃ)
pathology consider (kənˈsɪdə) resolve (rɪˈzɒlv)
performance appraisal conventional (kən satisfaction (ˌsætɪs
personality disorders ˈvɛnʃənəl) ˈfækʃən)
psychoanalysis debate (dɪˈbeɪt) sensitivity (ˌsɛnsɪˈtɪvɪtɪ)
psycholinguistics design (dɪˈzaɪn) specialty (ˈspɛʃəltɪ)
psychometrics device (dɪˈvaɪs) subtle (ˈsʌtəl)
psychopathology distress (dɪˈstrɛs) tend
psychotherapy disturb (dɪˈstɜːb) testimony (ˈtɛstɪmənɪ)
response employee (ɛmˈplɔɪiː / trait (treɪt; Brit. also treɪ)
stimulus / (pl.) stimuli employer (ɪmˈplɔɪə) treatment (ˈtriːtmənt)
theory encompass (ɪnˈkʌmpəs) transcend (trænˈsɛnd)
engage (ɪnˈɡeɪdʒ) treatise (ˈtriːtɪz)
essential (ɪˈsɛnʃəl) uncover (ʌnˈkʌvər)
facilitate (fəˈsɪlɪˌteɪt) utilize (ˈjuːtɪˌlaɪz)
gather (ˈɡæðə) validate (ˈvælɪˌdeɪt)
hire (ˈhaɪə) versus (ˈvɜːsəs)
identify (aɪˈdɛntɪˌfaɪ) view (vjuː)
vocational (vəʊˈkeɪʃənəl)
49
CHAPTER 2 HISTORY OF PSYCHOLOGY
UNIT 6
READING 6 Psychology Today and Tomorrow
1. Pair Work. Compare employment of psychologists in the USA and Ukraine and
answer the questions.
1. Where do psychologists work in the USA and Ukraine?
2. What does their salary depend on in the USA? Is it the same in Ukraine?
3. What other organizations can psychologists work for in the USA? Do
psychologists work for such organizations in Ukraine? How does their salary vary?
Do you think it is the same in Ukraine?
4. What does their income depend on in private practice in the USA and Ukraine?
5. What expenses do psychologists have to subtract from their salaries in the USA?
Is it the same in Ukraine?
6. What is the most important in any career in the human services?
2. On the basis of your discussion and your knowledge speak about employment of
psychologists and their salaries in the USA in Ukraine.
Preparing to read
1. A) Complete the word building table.
Noun /Verb Adjective Verb Noun
mythology – – symbolism/ symbol
myth – to dominate –
symbolism/ symbol – to exist –
to dominate – to disappear –
to exist– – origin/
sensation – to blend –
science – to herald –
– conscious – impact
/ / gen – – evolution
evolution – to identify –
– significant to discover –
hypothesis (pl. hypotheses) – to define –
test – to intrigue –
50
B)
Verb/noun Person Verb/noun Person
theory – to originate –
science – behaviourism –
genetics – biology –
51
C) Use one of the words from the table to complete the sentences.
1. He still hasn’t regained his __________. 2. ___________ is the way that
we first experience love. 3. The exact order of the bases in the DNA molecule is
what determines the _________ information it carries. 4. Nowhere does the Bible
suggest that the earliest Christians used the cross as a religious _______. 5. There
is a close ___________ of nationhood with language. 6. There was no _________
change in the patient’s condition. 7. They expect the meeting to have a marked
_______ on the country’s future. 8. How exactly do you ____________ reasonable
behaviour?
necessary.
insight ____________; mainstream____________; offshoot____________;
existential _____________; absorbed _____________;
significant_____________; thoroughly _____________; dominates
_____________; sensation _____________;impact_____________;
originator_____________; blend _____________; intrigued _____________;
consciousness _____________; ultimate _____________; herald
_____________
1. The stronger man __________ the weaker. 2. A __________of burning or
tingling may be felt in the hands. 3. The immigrants were quickly__________ into
society. 4. So I've been going through an __________reckoning lately, in which
I’m in the process of critically examining what I’m doing with my life and why
I’m doing it. 5. He shows remarkable __________ into children’s problems. 6. She
doesn’t do her job very __________. 7. The show wanted to attract a
__________audience. 8. Their decision was the __________ cause of what’s
happened 9. Their discovery could __________ a cure for some forms of
cancer.10. The writer’s style is a unique __________ of fantasy and physics. 11.
Psychology began as an __________ of natural philosophy. 12. The __________
of the theory of relativity was Albert Einstein. 13. His political __________ sprang
from his upbringing. 14. The film had quite an __________ on television viewers.
15. There was no __________ change in the patient’s condition. 16. The novelty of
the situation __________ him.
Now Read
Psychology Today and Tomorrow
So where are we today, in the first years of the new millennium?
52
Freudianism is slowly disappearing. Its insights have been absorbed into
general clinical psychology that is dominated by humanistic psychology. The
psychology of Jung, too, is disappearing. Jung still lives on in the study of
mythology and symbolism. Adler, on the other hand, has been ‘rediscovered’ and
his insights thoroughly integrated into humanistic and existential psychology. The
same can be said for a ‘neo-Adlerian’ theorist such as Erich Fromm.
Picture 1
Gestalt psychology maintains that when the human mind (perceptual system)
forms a percept or ‘gestalt’, the whole has a reality of its own, independent of the
parts. The original famous phrase of Gestalt psychologist Kurt Koffka, ‘the whole
is something else than the sum of its parts’ is often incorrectly translated as ‘The
whole is greater than the sum of its parts’, and thus used when explaining gestalt
theory, and further incorrectly applied to systems theory. Figure-ground is one of
Gestalt psychology principle. The classic example is this one... Basically, we seem
to have an innate tendency to perceive one aspect of an event as the figure or fore-
ground and the other as the ground or back-ground. There is only one image here,
and yet, by changing nothing but our attitude, we can see two different things. It
doesn’t even seem to be possible to see them both at the same time!
53
Sensation and perception, the concerns of most of the originators of
psychology as a science, draw less and less attention over the years. Both Gestalt
(ɡəˈʃtælt) psychology (picture 1) and behaviourism (picture 2, Figure 2) have, for
the most part, been absorbed into the mainstream psychology and seem to be
losing their status as separate approaches. Gestalt’s two offspring, however,
humanistic clinical psychology and the field of social psychology are, of course,
alive and well.
Social psychology has
become a blend of humanistic
concerns and inventive
experimental research.
One offshoot of
cognitive psychology is a
new interest in such
traditional philosophical
issues as the nature of
consciousness. Often
considered the ‘ultimate’
psychological question, it
has generated a great deal of
excitement at conferences.
Figure 1 The most active part of
psychology today is
physiological psychology. The discovery of
effective new drugs operating at the synapse
(Figure 1) (ˈsɪnæp/sɪˈnæps) has
revolutionized clinical psychology. And the
completion of the mapping of the human
genome (ˈdʒiːnəʊm) heralds the beginning of
a far more thorough understanding of the
links between genetics and behaviour. On the
other hand, physiological psychologists are
identifying themselves more and more with
their biological and medical colleagues, and
distancing themselves from the ‘softer’ side
of psychology.
Related to the developments in
physiological psychology is the impact of
socio-biology on psychological theory. Often
called evolutionary psychology, this
approach has produced a significant number Picture 2
of intriguing hypotheses about the origins of
human behaviour and the existence of possible instincts that define our natures.
Unfortunately, the approach has offered little in the way of testable hypotheses as
yet.
54
(http://webspace.ship.edu/cgboer/historyofpsychconclusions.html)
Note: Adlerian theory: A school of psychological thought which maintains
that much of our behaviour is a response to subconscious efforts to compensate for
inferiority. (Alfred Adler, German psychiatrist, 1870–1937).
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. with great care, attending to every detail; completely _______; 2. derived
from experiment and observation rather than theory _________; 3. an
understanding of the motivations behind one’s thoughts or behaviour __________;
4. to have a commanding influence on; exercise control over __________; 5. a
physical condition or experience resulting from the stimulation of one of the sense
organs _________; 6. the chief direction or trend of a system of theories,
developments etc. _________; 7. someone who creates new things ________; 8. a
configuration or pattern of elements so unified as a whole that it cannot be
described merely as a sum of its parts; derived from German meaning shape,
form__________; 9. mixture _________; 10. something that branches out or
derives its existence or origin from a particular source __________; 11. to
announce or be a sign of __________; 12. a strong effect or impression
__________;13. important in effect or meaning__________; 14. to plot or scheme;
to fascinate, arouse the curiosity of or amuse__________; 15. the immediate
descendant or descendants of a person, animal, etc. __________
1. Immigrants were absorbed ____ the social mainstream. 2. The impact____
Einstein ____ modern physics is significant. 3. No attempt was made to integrate
the parts ____ a coherent whole. 4. Let me draw your attention ____ some
important issues. 5. I agree with you ____ the most part but there are a few details
I’d like to discuss further. 6. The oil won’t blend ____ the water very well. It
simply won’t blend ____. 7. I’m really torn. ____the one hand, I’d be starting a
high-paying job doing what I’ve always wanted for a living. But ____the other
hand, I’d have to move halfway around the world from all my friends and family to
do it. 8. We usually identify green ____grass. 9. Politicians were quick to distance
themselves ____the senator ever since news of her drug scandal broke.
1. Choose the best option to complete statements about the text.
1. Freudianism, which means the application of the theories of the personality
developed by Freud to the development of characters and other aspects of artistic
creation also called psychoanalysis, is being replaced by ____
A. physiological psychology C. clinical psychology
B. humanistic psychology D. existential psychology
55
2. The psychologic approach based on the ideas and theories developed by Carl
Jung (jʊŋ) (1875–1961) includes the concepts of the collective unconscious and
___ archetypes.
A. humanistic C. physiological
B. symbolic D. socio-biological
3. ____ is the branch of psychology concerned with the study of groups and their
influence on the individual’s actions and mental processes.
A. Social psychology C. Socio-biological psychology
B. Physiological psychology D. Gestalt psychology
4. The branch of psychology that studies the neurobiological basis of cognition,
emotion, and behaviour, is called _________.
A. socio-biology C. genetics
B. behaviourism D. physiological psychology
1. Gestalt a. the total amount of genetic information in the
psychology chromosomes of an organism, including its genes and DNA
sequences
2 behaviourism b. a theory of psychology, based on the philosophies of
phenomenology, which holds that the proper study of
psychology is a person’s experience of the sequence,
spatiality, and organization of his or her existence in the
world
3. consciousness c. a provisional theory set forth to explain some class of
phenomena, either accepted as a guide to future investigation
4. synapse d. It assumes that all behaviours are either reflexes produced
by a response to certain stimuli in the environment, or a
consequence of that individual's history, including especially
reinforcement and punishment, together with the individual's
current motivational state and controlling stimuli.
5. genome e. In the nervous system, it is a structure that permits a
neuron (or nerve cell) to pass an electrical or chemical signal
to another neuron.
6. genetics f. is a philosophy of mind of the Berlin School of
experimental psychology, the central principle of which is
that the mind forms a global whole with self-organizing
tendencies.
7. hypothesis g. The branch of biology that deals with heredity, especially
the mechanisms of hereditary transmission and the variation
of inherited characteristics among similar or related
organisms.
8. existential h. that part of the human mind that is aware of a person’s
psychology self, environment and mental activity and it contains
memories, current experience and thoughts which are
available to awareness.
56
SPEAKING
1. What do you know about the main principles of Freudianism and Jungian
psychology? What is happening to them now?
2. How do you understand Gestalt psychology and behaviourism? What are
Gestalt’s two offspring?
3. Which psychological question has generated a great deal of excitement at
conferences?
4. What discovery has revolutionized clinical psychology and why? How are
physiological psychologists identifying themselves?
5. What hypotheses has evolutionary psychology produced?
2. Group Work. Discuss in small groups what changes happened in Behaviourism,
Gestalt psychology, Freudianism, or psychoanalysis, Cognitive and Social
psychologies in the course of their development in the 20th century and what state of
these schools of psychological thought is now, in the early 21st century. After the
group discussion, one student from each of the groups makes a short presentation on
the conclusions made. Get ready to answer other students’ questions on your
presentation.
Internet search
3. Pair Work. The 20th century saw the development of such theories in
psychology as Behaviourism, Gestalt psychology, Freudianism, or psychoanalysis,
Cognitive and Social psychologies. Do some Internet search and find information
about John Watson, one of the founders of Behaviourism; Max Wertheimer and
Kurt Koffka, founders of Gestalt psychology; Lev Vygotsky and Jean Piaget,
founders of Social and Cognitive Psychology; Sigmund Freud, the founder of
Freudianism, or psychoanalysis; Alfred Adler, the founder of the school of
individual psychology; Erich Fromm, associated with the Frankfurt School of
critical theory and a ‘neo-Adlerian’ theorist, and Carl Jung, a Swiss psychiatrist
and psychoanalyst who founded analytical psychology. On the basis of your
search give a presentation. What do you know about them besides the information
given in the text? What are they famous for and what is their contribution to the
field? Find illustrative material on the Internet to be used during your
presentation: practical examples, pictures illustrating the work of specialists,
portraits of famous psychologists representing the field, etc. Discussing in you pair
the materials found during the search, decide what each partner from the pair will
present.
HOME ASSIGNMENT
1. Read the text and write 5 questions to each text. Get ready to discuss
Physiological psychology and Evolutionary psychology in class.
57
Text A Physiological psychology is a subdivision of behavioral neuroscience
(biological psychology) that studies the neural mechanisms of perception and
behavior through direct manipulation of the brains of nonhuman animal subjects in
controlled experiments. This field of psychology takes an empirical and practical
approach when studying the brain and human behaviour. Most scientists in this field
believe that the mind is a phenomenon that stems from the nervous system. By
studying and gaining knowledge about the mechanisms of the nervous system,
physiological psychologists can uncover many truths about human behaviour. Unlike
other subdivisions within biological psychology, the main focus of psychological
research is the development of theories that describe brain-behaviour relationships.
Physiological psychology studies many topics relating to the body’s response
to a behavior or activity in an organism. It concerns the brain cells, structures,
components, and chemical interactions that are involved in order to produce
actions. Psychologists in this field usually focus their attention on topics such as
sleep, emotion, ingestion, senses, reproductive behaviour, learning/memory,
communication, psychopharmacology, and neurological disorders. The basis for
these studies all surround themselves around the notion of how the nervous system
intertwines with other systems in the body to create a specific behaviour
Text B Evolutionary psychology is the study of behaviour, thought, and
feeling as viewed through the lens of evolutionary biology. Evolutionary
psychologists presume all human behaviours reflect the influence of physical and
psychological predispositions that helped human ancestors survive and reproduce.
In the evolutionary view, any animal’s brain and body are composed of
mechanisms designed to work together to facilitate success within the
environments that were commonly encountered by that animal’s ancestors. Thus, a
killer whale, though distantly related to a cow, would not do well with a cow’s
brain, since the killer whale needs a brain designed to control a body that tracks
prey in the ocean rather than eating grass in a meadow. Likewise, a bat, though
also a mammal, needs a brain designed to run a tiny body that flies around catching
insects at high speeds in the dark. Evolutionary psychologists ask: What are the
implications of human evolutionary history (e.g., living in omnivorous and
hierarchical primate groups populated by kin) for the design of the human mind?
Evolutionary psychology, which emerged in the late 1980s, is a synthesis of
developments in several different fields, including ethology, cognitive psychology,
evolutionary biology, anthropology, and social psychology. At the base of
evolutionary psychology is Darwin’s theory of evolution by natural selection.
Darwin’s theory made it clear how an animal’s physical features can be shaped by
the demands of recurrent problems posed by the environment. Seals are more
closely related to dogs than to dolphins, but seals and dolphins share several
physical features shaped by common problems of aquatic life. Besides overt
physical features designed by natural selection, animals also inherit central nervous
systems designed to generate the behaviours needed to run those bodies. The
behavioral inclinations of a bat would not work well in the body of a dolphin or a
giraffe, and vice versa.
58
In addition to differences in sensory and perceptual capacities, natural
selection has favoured many open-ended learning and memory biases designed to
fit the ecological demands confronted by each species. For example, rats have poor
vision and rely on taste and smell to find food at night. Consequently, they easily
condition taste aversions to novel flavours but not to visual stimuli. Quail, on the
other hand, have excellent vision and rely on visual cues in food choice, and
they show the opposite learning bias—conditioning nausea more readily to
visual cues than to tastes or smells.
UNIT 7
READING 7 Positive versus Critical Aspects of Behavioural Learning
1. Group Work. Group A. Ask your questions about text A ‘Physiological
psychology’. Group B. Ask your questions about text B ‘Evolutionary
psychology’. Then exchange your roles.
2. Group Work. On the basis of the information found in the texts, prepare your
presentations on Physiological psychology and Evolutionary psychology. Every
member of each group should participate in presenting the material. So, decide
who will speak on what aspect in advance.
Preparing to read
Noun /Verb Adjective to implement –
to depend – to depend –
symbol – – instruction
to respond – to think –
authority – to transmit –
– specific to achieve –
to evaluate – to repeat –
to determine – to inforce –
measure – to respond –
– present – education
success – to evaluate –
motivation – to determine –
Verb Noun to fail –
– cooperation to occur –
59
B)
education – to learn –
to govern – authority –
guarantee – to create –
60
C)
Negative Prefixes / Suffixes Negative Prefixes / Suffixes
dependent – material –
adaptive – adjustment –
normal – capable –
internal – relevant –
D) Use one of the words from the table to complete the sentences.
1. The disease is __________ to treatment. 2. The terms of the will
_________ that she can live in the house for the rest of her life. 3. One of the
important factors in improving learning is considering the ______________ of
education. 4. The choice of a foster home was left to the ______________ of the
court. 5. My boss is a/an ___________ who makes everyone work overtime. 6.
_________ stress-coping strategies have been linked to reduced quality of life and
psychiatric disorders among residents.7. The authoritarian style has been linked to
emotional _________in the form of depression, low self-esteem or low self-
confidence. 8. They ignored _________comments during the discussion.
necessary.
prescribed ___________; reinforcement ___________; specific ___________;
transmit ___________; evaluation ___________; outcome___________;
authoritarian___________; master___________; content___________;
achieve___________; failure___________; carry out ___________;
objective___________; span ___________; cue___________; criteria
___________; criterion___________; repetition ___________; assume
___________; determines ___________; predetermine ___________
1. Insects can ___________ disease. 2. He wants to avoid ___________ of the
confusion. 3. The government intended to ___________ a new policy. 4. My
doctor ___________ some pills for my cold. 5. There are many who will work
hard to ___________ these goals. 6. Our ___________ is freedom. 7. In our
retrospective long-term study, the area of genetics did not require ___________ in
most cases. 8. There was the transition from a/an ___________ to a democratic
regime. 9. Each of the bodily organs has its own ___________ function. 10.
Seventy or eighty years is the normal ___________ of a man’s life. 11.
___________ is standard practice for the training course. 12. What ___________
whether you are a success or a __________? 13. I was disturbed by the
___________ of some of the speeches. 14. Students are expected to ___________
a second language. 15. A) Exam results shouldn’t be the only ___________ for
your choice of school. B) What are your ___________ for deciding which words to
include in this dictionary? 16. What was the ___________ of your discussion? 17.
These factors ___________ to a large extent the outcome. 18. He took this as his
___________to leave. 19. It is a mistake to ___________ that the two are similar.
61
Now Read
Read the text on behaviourists’ views of learning, the positive aspects of those
views and their criticism.
Positive versus Critical Aspects of Behavioural Learning
Behaviorism (or behaviourism) is a systematic approach to understanding the
behavior of humans and other animals
62
Chart 1
Behaviourists hold the following views:
 The mind is seen as a processor of symbols that mirror the world’s structure
and a reservoir (ˈrezəvwaː) of information.
 Knowledge is an external reality mapped onto learners. It exists independently
of instruction.
 Thought is governed by external reality.
 The structure of the real world is
independent of understanding.
A Behaviourist learning event is characterized
by:
1. Prescribed knowledge is transmitted to
learners according to a pre-planned programme.
2. Specific activities are carried out to achieve
the objectives.
3. Learning is shaped by repetition and
reinforcement as the learner responds to specific
stimuli.
4 The learner has no control of learning or on
the time span of the event.
5 The educator is the authoritarian and centre of
the event. Picture 1
6. Evaluation is done individually at the end of the
learning event to determine if objectives were met.
7. Failure means the concept: learning content will be repeated until it is mastered
Positive Aspects of Behaviourism:
1. Guarantees specific learning. Objectives are predetermined by the educator.
These objectives should clearly define the terminal behaviour to be displayed by
the learner, the criterion or standard by which behaviour will be evaluated and the
conditions under which the behaviour will be displayed.
63
2. Specific and objective outcomes for learning can be set: learner knows what is
expected of him/her. The learner is focused on a clear goal and can respond
automatically to the cues of the goal.
3. Stimulus-Response theory: Learning is assumed to have occurred when the
learner reacts correctly according to the stimulus. The correctness of the response
is predetermined by the educator.
4. Uses time more efficiently (according to educator).
5. Success of outcomes easily measurable.
6. Easy to implement and automate.
Criticisms against Behaviourism:
1. Oversimplification of human behaviour.
2. Sees human being as an automaton instead of creature of will
3. Learning something by repeating it many times without thinking about it
carefully or without understanding it.
4. Limited transfer of knowledge.
5. Limited retention unless reinforced.
6. Limited learning by association. Students are unable to put the pieces together
and apply them to other situations.
7. Problem solving skills not developed. The learner may find themselves in a
situation where the stimulus to the correct response does not occur, therefore the
learner cannot respond.
8. Learner sees much of the learning as irrelevant to his/her everyday life.
9. The stimulus is provided by the educator. The presence of the educator is
therefore critical for the event to be successful.
10. Learner is usually externally motivated. Motivation for correctly responding to
a stimulus is directly related to the time between the response and the
reinforcement.
11. Very little cooperation between learners. Learning is not viewed as dependent
on context and culture. Learning as a social process is negated.
(http://webspace.ship.edu/ cgboer/beh.html)
AFTER YOU READ

VOCABULARY PRACTICE
definitions:
64
1. a place, usually a man-made lake, where water for drinking etc. is stored
___________; 2. to order the use of (a medicine or other treatment) ___________;
3. to send from one person, thing, or place to another; to convey ___________; 4.
the goal intended to be attained (and which is believed to be attainable)
___________; 5. the action or process of reinforcing or strengthening
___________; 6. particular; exactly stated or described; giving all the details
clearly ___________; 7. the full time for which anything lasts ___________; 8. the
making of a judgment about the amount, number, or value of something;
assessment ___________; 9. a) the subject matter (of a book, speech etc.); the
amount of something contained ___________; b) the things contained in
something; a list of the things contained esp. in a book ___________; 10. to
establish or decide in advance ___________; 11.a) relating to or occurring in a
term or each term; b) causing, ending in, or approaching death; fatal ___________;
12. an end result; a consequence ___________; 13. anything that excites to action;
stimulus ___________; 14. to show___________; 15. to take or accept as true
___________; 16. to happen; to take place ___________; 17. to put into practical
effect; carry out ___________; 18. the continued possession, use, or control of
something ___________
1. That country is now independent ____ Britain. 2. According ____ Dr
Santos, the cause ____ death was drowning. 3. I wish he could afford to carry ____
his plan. 4. Our house is ____ the end of the road. 5. All will turn out well ____ the
end. 6. It can happen only ____ certain conditions. 7. He is ____ no condition to
leave hospital. 8. Nerves respond ____ stimuli.
1. Behaviourism theorists believe that knowledge exists independently and
______.
A. outside of people C. in people’s mind
B. inside people D. inborn
65
2. Behavioural learning theory outlines a model of how people learn from their __.
A. failures C. experience
B. successes D. other learners
66
3. Behaviourism does not explain all kinds of learning, since it ____ the activities
of the mind.
A. respects C. takes into consideration
B. ignores D. pays attention to
4. Behaviourism does not explain some learning – such as the recognition of new
language patterns by young children – for which there is no ___.
A. cooperation between learners C. motivation
B. presence of the educator D. reinforcement mechanism
1. knowledge a. the part of any sensory pattern that is identified as the
signal for a response
2 Stimulus-Response b. the psychological feature that arouses an organism to
theory action toward a desired goal; the reason for the action; that
which gives purpose and direction to behaviour
3. cue c. the act of making something seem simpler than it really is
4. oversimplification d. the conditions and circumstances that are relevant to an
event, fact, etc.
5. irrelevant e. a form of learning in which a response is elicited by a
neutral stimulus which previously had been repeatedly
presented in conjunction with the stimulus that originally
elicited the response
6. motivation f. the arts, beliefs, customs, institutions, and other products of
human work and thought considered as a unit, especially with
regard to a particular time or social group
7. culture g. the psychological result of perception and learning and
reasoning
8. context h. not connected with the subject that is being discussed etc.
67
SPEAKING
1. What is the essence of behaviourists’ views on learning?
2. What are positive features of behaviourists’ views on learning?
3. What are negative features of these views and what are they criticized for?
4. Study Chart 1 carefully. How can you define ‘behaviourism’?
5. What do you think Picture 1 means?
2. Role Play Work in three groups.
Group A The students from the first group summarize and present orally all the
information from the text that concerns the essence of behaviourists’ views on learning.
Group B The students from the second group summarize and present orally the
positive features of behaviourists’ views on learning.
Group C The students from the third group summarize and present orally all the
negative features of behaviourists’ views on learning and for what they are criticized.
HOME ASSIGNMENT
1. Read the text about the famous behaviourists Edward Lee Thorndike and Clark
Hull. Write 5 questions to each text. Get ready to discuss their life and work in class.
Text A Edward Lee Thorndike was setting the stage for an American
version of Russian behaviourism. He is also known for his study of transfer of
training. It was believed then (and is still often believed) that studying difficult
subjects – even if you would never use them – was good for you because it
‘strengthened’ your mind, sort of like exercise strengthens your muscles. It was
used back then to justify making kids learn Latin, just like it is used today to justify
making kids learn calculus (ˈkælkjʊləs). He found, however, that it was only the
similarity of the second subject to the first that leads to improved learning in the
second subject. So Latin may help you learn Italian, or algebra may help you learn
calculus, but Latin won’t help you learn calculus, or the other way around.
Text B Clark Leonard Hull was born May 24, 1884 near Akron, New York,
to a poor, rural family. He was educated in a one-room school house and even
taught there one year, when he was only 17. He went on to Alma College in
Michigan to study mining engineering. He worked for a mining company for two
months when he developed polio. This forced him to look for a less strenuous
(ˈstrɛnjʊəs) career. For two years, he was a principal of the same school he had
gone to as a child. He read William James and saved up his money to go to the
University of Michigan. After graduating, he taught for a while, then went on to
the University of Wisconsin. He got his PhD there in 1918, and stayed to teach
until 1929. This was where his ideas on behaviouristic psychology were formed.
In 1929, he became a professor of psychology at Yale. He published his
masterwork ‘Principles of Behaviour’, in 1943. In 1948, he had a massive heart
attack. Nevertheless, he managed to finish a second book ‘A Behaviour System’ in
that same year. He died of a second heart attack on 10 May 1952. Hull’s theory is
characterized by very strict operationalization of variables and a notoriously
mathematical presentation.
68
(http://webspacc.ship.edu/cgboer/beh.html; http://hagar.up.ac.za/catts/
learner/2000/scheepers_md/projects/loo/theory/behavior.html)
2. Below you see some words and phrases (A-M). Match them with their
meaning in 1-13.
A) ___ observable H) ___ introspective methods
B) ___ quantifiable I) ___ restrict
C) ___ latter J) ___ operant conditioning
D) ___ measure K) ___ cognitive revolution
E) ___ mental philosophy L) ___ developmental disabilities
F) ___ classical conditioning M) ___ autism
G) ___ reject
69
1) the process by which people or animals are trained to behave in a particular way
when particular things happen (as studied and described by B.F. Skinner);
2) physical or mental conditions that make it difficult for someone to use parts
of their body properly, or learn normally, and which become evident in the
process of development;
3) methods based on introspection, i.e. on thinking deeply about your own
thoughts, feelings and behaviour;
4) revolution in psychology as a science that happened with the advent of cognitive
psychology;
5) capable of being seen or noticed;
6) a mental disorder that makes people unable to communicate properly, or to form
relationships;
7) the last one;
8) to refuse to accept or to believe in something;
9) to limit or control the size, amount, or range of something;
10) philosophy of the mind;
11) the process by which people or animals are trained to behave in a particular
way when particular things happen (as studied and described by I.P. Pavlov);
12) to find the length, size, or amount of something;
13) that can be measured using figures (numbers)
3. Group the words and phrases above into three columns:
the words and word the words and word the words and word
combinations that are combinations that can be combinations that can be
mostly used in General used in all fields of used as psychological
English science terms
70
4. Fill in the gaps in the sentences below with the words and phrases (A-M) from
exercise 2 above changing their form if necessary.
1) ______________studied and described by I.P. Pavlov became the stimulus
for developing the behaviourist theory in psychology. 2) The study of classical
conditioning in behaviourism was followed by the study of________ with B.F.
Skinner playing the key role in those studies. 3) Such studies came to replace the
_______with its_________ underlying the earlier 19th century psychology. 4) But
in the second half of the 20th century early behaviourist theories were _____due
to _______ 5) The __________and cognitive psychology as a whole came to
demonstrate that not everything in human thought, feelings and behaviour can be
_______.6) Lots of things that concern thought, feelings and behaviour are not
______ and sometimes are not even ________7) Behaviourism began to be
considered as a theory that unjustifiably ________human psychology, not
differentiating it from the psychology of animals. 8) But behaviourism has not
disappeared entirely. Today under the name of ‘behaviour analysis’ it studies
______, _______, cultural and clinical psychology phenomena, and organizational
behaviour management.
UNIT 8
READING 8 Concept of Gestalt Psychology
1. Group Work. Group A. Ask your questions about text A ‘Edward Lee
Thorndike’. Group B. Ask your questions about text B ‘Clark Hull’. Then
exchange your roles.
presentations about the famous behaviourists Edward Lee Thorndike and Clark Hull.
Every member of each group should participate in presenting the material. So,
decide who will speak on what aspect in advance.
Preparing to read
– distinct – image /
to perceive – – government
to adopt – / to reject –
to permit – to adopt –
purpose – to permit –
– diverse to allow –
memory – – diversity
– holistic – memory
– artificial – summation
– accurate – height
– harmonic to encourage –
71
B)
protest – research –
to adopt – structuralism –
associationism – psychotherapy –
infancy – physics –
72
C)
include – purposeful –
similar – memorable –
experienced – artificial –
73
D) Use one of the words from the table to complete the sentences.
1. He was beginning to __________ the true nature of their relationship. 2. Single
parents are more likely to be __________. 3. The __________of people and religion is
the reason that the UK in different parts is under different forms of government. 4.
She felt betrayed and decided to __________ his offer of help. 5. He was so attached
to his late sister’s boy that nobody was surprised when he decided to __________
him. 6. They had two children who died in __________. 7. In a 1996 study, a famous
__________ found that many victims of abuse refused to be helped. 8. Many music
therapists have been practicing _________ in their clinical work for a number of
years. 9. This odd way of living that you speak of sounds so __________. Haven’t
you any work to do in the world that might interest you more? 10. In spite of being
young and _________ he seems good at the job.
necessary.
image ___________; artificial; pattern ___________;derives ___________;
rejected ___________; diverse ___________; merely ___________; distinct
___________; steeple ___________; permits ___________; straightforward
___________; perceptual ___________;govern ___________;apart from
___________; room ___________; adopt ___________; summation
___________; accurate ___________; extended ___________
1. There are ___________differences between the two. 2. Their simultaneous
arrival at the party was ___________ a coincidence. 3. He is a patient with
___________ problems who cannot judge distances. 4. A visual ___________
must include not only objects but the spaces between them. 5. There is
___________ for improvement in his work. 6. I have a/an ___________ of the
place in my mind. 7. The church had a/an ___________, a bell tower and a clock.
8. Tom wasn’t a student who could not ___________ his impulses. 9. He
___________ their version of what happened. 10. Pupils should be helped to
___________ a positive approach. 11. The law ___________ councils to monitor
any factory emitting smoke. 12. He is one of those people who ___________
pleasure from helping others. 13. Their research ___________ our knowledge of
the universe. 14. I can’t think of anything I need, ___________ a car. 15. Members
of the same family can have very ___________ personalities. 16. I was impressed
by his ___________ intelligent manner. 17. These will need ___________ in a
single document. 18. Did you look at the colour in ___________ light or in
daylight? 19. Their prediction was ___________.
3. A. Language notes: Study the following sentences from the text.
It allowed having little room for such human concepts as meaning and value.
This model permitted them to look at perception in terms other than the
mechanistic atomism of the associationists.
Gestalt therapy allows restoring an individual’s natural, harmonic balance by
heightening awareness.
74
B. Study the following information and do the task below it.
 Allow, permit, and let are all used to say that someone is given permission to
do something, or is not prevented from doing something. Permit is a formal
word.
 Both the gerund and the infinitive can be used after the verbs allow and
permit. They are followed by an object and to-infinitive. They are followed by
the gerund, if there is no object. Compare:
He allowed me to take the course. He allowed taking the course. They do not
permit students to use calculators in exams. They do not permit using calculators
in exams.
 You can say that people are not allowed to do smth or are not permitted to do
smth. You can also say that something is not allowed or that it is not
permitted.
Visitors are not allowed to take photographs in the museum.
Children are not permitted to use the swimming pool.
Running was not allowed in the school. Picnics are not permitted in the park.
 Let is followed by an object and an infinitive without to.
Let me go to the party on Saturday. I won't be late.
 You don’t usually use let in the passive, use allow instead, e.g., ‘She was
allowed to go to the party’.
Open the brackets. Use either gerund or infinitive.
1. Let’s _______(to go) for a swim. ‘I’m not quite good at _______ (to swim).
2. The management wouldn’t allow the public ______ (to smoke) in the theatre. 3.
The management wouldn’t allow ______ (to smoke) in the theatre. 4. They don’t
permit us ______ (to park) here. 5. We don’t permit ______ (to smoke) in our
house. 6. Let’s ______ (to wait) till it stops ______ (to rain) otherwise we’ll get
wet through walking to the bus station. 7. I was permitted _________ (to bring)
my camera into the concert. 8. He allowed me ________ (to enter). 9. The German
constitution does not permit ________ (to send) troops. 10. I let them ________
(to borrow) the car. 11. He doesn’t allow ________ (to drive) his Mercedes 300SE.
12. The inheritance let us finally _______ (to buy) a house.
Now Read
Read the text and do the task after you
read.
Concept of Gestalt Psychology
75
Gestalt psychology is a school of psychology that deals mainly with the
processes of perception. According to Gestalt psychology, images are perceived as
a pattern or a whole rather than merely as a sum of distinct component parts. The
context of an image plays a key role. For instance, in the context of a city silhouette
(ˌsɪluˈɛt) the shape of a spire is perceived as a church steeple. Gestalt psychology
tries to formulate the laws governing such perceptual processes.
Gestalt psychology began as a protest. At the beginning of the 20th century
associationism dominated psychology. The associationists view that
Picture 1
stimuli are perceived as parts and then built into images excluded as
much as it sought to explain; for instance, it allowed having little room for such
human concepts as meaning and value. About 1910, German researchers Max
Wertheimer, Wolfgang Kuhler, and Kurt Koffka rejected the prevailing order of
scientific analysis in psychology. They did not, however, reject science; rather they
sought a scientific approach more nearly related to the subject matter of psychology.
They adopted that of field theory, newly developed in physics. This model permitted
them to look at perception in terms other than the mechanistic atomism of the
associationists.
Gestalt psychologists found perception to be heavily influenced by the context
or configuration of the perceived elements. The word Gestalt can be translated
from the German approximately as ‘configuration.’ The parts often derive their
nature and purpose from the whole and cannot be understood apart from it.
Moreover, a straightforward summation process of individual elements cannot
account for the whole. Activities within the total field of the whole govern the
perceptual processes.
The approach of Gestalt psychology has been extended to research in areas as
diverse as thinking, memory, and the nature of aesthetics. Topics in social
psychology have also been studied from the structuralist Gestalt viewpoint, as in
Kurt Lewin’s work on group dynamics. It is in the area of perception, however,
that Gestalt psychology has had its greatest influence.
In addition, several contemporary psychotherapies are termed Gestalt. These
are constructed along lines similar to Gestalt psychology’s approach to perception.
Human beings respond holistically to experience; according to Gestalt therapists,
any separation of mind and body is artificial. Accurate perception of one’s own
needs and of the world is vital in order to balance one’s experience and achieve
“good Gestalten.” Movement away from awareness breaks the holistic response, or
Gestalt. Gestalt therapy allows restoring an individual’s natural, harmonic balance
by heightening awareness. The emphasis is on present experience, rather than on
recollections of infancy and early childhood as in psychoanalysis. Direct
confrontation with one’s fears is encouraged.
(http://www.history.com/encyclopedia.do?articleld=210352)
AFTER YOU READ

VOCABULARY PRACTICE
definitions:
76
1. a mental representation of something previously perceived, in the absence
of the original stimulus ___________; 2. easily sensed or understood; clear;
precise; (when postpositive, followed by from) not the same as; separate from;
distinguished from ___________; 3. a perceptual structure; a customary way of
operation or behaviour ___________; 4. simply or only ___________; 5. the dark
shape and outline of someone or something visible against a lighter background,
especially in dim light ___________; 6. a tall, pointed tower, esp. one built on the
roof of a church ___________; 7. a tall ornamental tower that forms the
superstructure of a church, temple, etc. ___________; 8. relating to the ability to
interpret or become aware of something through the senses ___________; 9. to
control the actions or behaviour; to make and administer the public policy and
affairs of (a state, for example) ___________; 10. a) a need or possibility (for
something); b) the space or area in which a person, thing etc. is or could be put etc.
___________; 11. the subject discussed in an essay, book etc. ___________; 12. to
refuse to have, take, use, recognize, etc. ___________; 13. to choose and follow;
as of theories, ideas, policies, strategies or plans ___________; 14. to allow
somebody to do something ___________; 15. the arrangement of parts or elements
in a pattern or form ___________; 16. a general idea or notion that corresponds to
some class of entities and that consists of the characteristic or essential features of
the class ___________; 17. different; of various kinds ___________; 18. exactly
right; making no mistakes ___________; 19. to give support, confidence, or hope
to someone ___________
1. Our interests were quite distinct ____ those of the workers. 2. Some birds,
penguins, ____ instance, cannot fly at all. 3. The last hypotheses left no room ____
doubt. 4. His confidence is derived ____ years of experience. 5. He stood apart
____ the group. 6. I can’t account ____ his strange behaviour. 7. Gestalt
Psychology deals ____ the study of the processes ____ perception.
1. Gestalt psychology holds that psychological, physiological, and behavioural
phenomena are irreducible experiential configurations not derivable from a ___ of
perceptual elements such as sensation and response.
A. simple summation C. distinct separation
B. accurate perception D. complex interactions
77
2. German researchers rejected the prevailing order of ___ in psychology.
A. scientific approach C. scientific analysis
B. mechanistic atomism D. context of the perceived elements
78
3. Gestalt psychologists find it is important to think of problems as____.
A. field theory C. straightforward summation process
B. a whole D. harmonic balance
79
4. ____ is a humanistic therapy technique that focuses on gaining an awareness of
emotions and behaviours in the present rather than in the past.
A. Group dynamics C. Social psychology
B. Associationism D. Gestalt therapy
80
1. associationism – a. the cognitive process of forming mental images or
concepts
2 social psychology b. any theory that explains complex psychological
– phenomena as built up from combinations of simple
sensory and behavioural elements
3. holistic c. a field of social psychology concerned with the nature of
psychology – human groups, their development, and their interactions
with individuals, other groups, and larger organizations
4. thinking – d. the branch of philosophy that is concerned with the
nature of art and the criteria of artistic judgment
5. memory – e. a method of analysing phenomena, as in anthropology,
linguistics, psychology, or literature, chiefly characterized
by contrasting the elemental components of the phenomena
in a system of binary opposition and examining how the
elemental components are combined to make larger units
6. aesthetics – f. any psychological system that postulates that the human
mind or any mental process must be studied as a unit; for
example, gestaltism, existential psychology
7. structuralism – g. the scientific study of how people’s thoughts, feelings,
and behaviours are influenced by the actual, imagined, or
implied presence of others
8. group dynamics – h. the mental faculty that enables one to retain and recall
previously experienced sensations, impressions,
information, and ideas
81
SPEAKING
1. What does Gestalt psychology deal with? How are images perceived in Gestalt
psychology?
2. Why did Gestalt psychology emerge? What is the associationists’ view on
stimuli?
3. What did German researchers reject and what did they accept?
4. What does the word Gestalt mean? Why can’t a straightforward summation
process of individual elements account for the whole?
5. What areas have the approach of Gestalt psychology extended to?
6. What are the views of contemporary psychotherapies on Gestalt psychology?
7. How can you explain Picture1?
2. Role play. Work in three groups.
Group A Summarize and present orally all the information from the text that
concerns the essence of Gestalt psychology.
Group B Summarize and present orally the behaviourists’ views on learning.
Group C The students of this group are the audience in the studio. Everyone
in the audience asks ‘the gestalt psychologists’ at least two questions concerning
Gestalt psychology, its field of research, development, etc. and ‘the behaviourists’
about their views on learning, the positive features and the negative features of
behaviourists’ views on learning for what they are criticized.
Arrange your presentation and decide who will deliver it. Try to use in your
presentations not only the information from the text extract but also all the other
information on Gestalt psychology and behaviourism that you can find.
HOME ASSIGNMENT
1. Read the text about the Gestalt Principles. Write 2 questions to each part. Get
ready to discuss them in class and use the information from the text when writing the
essay.
The Gestalt Principles
Gestalt is a psychology term that refers to theories of visual perception
developed by German psychologists in the 1920s. These theories attempt to describe
how people tend to organize visual elements into groups or unified
wholes when certain principles are applied. These principles are:
 Similarity
Similarity occurs when objects look similar to one another.
People often perceive them as a group or pattern. The example
(containing 11 distinct objects) appears as a single unit because all of
the shapes have similarity. Unity occurs because the triangular shapes at the bottom of
the eagle symbol look similar to the shapes that form the sunburst.
When similarity occurs, an object can be
emphasised if it is dissimilar to the others. This is
called anomaly.
82
The figure on the far right becomes a focal point because it is
dissimilar to the other shapes.
 Continuation
Continuation occurs when the eye is compelled to move
through one object and continue to another object.
Continuation occurs in the example above, because the
viewer’s eye will naturally follow a line or curve. The smooth
flowing crossbar of the ‘H’ leads the eye directly to the maple
leaf.
 Closure
Closure occurs when an object is incomplete or a space is
not completely enclosed. If enough of the shape is indicated,
people perceive the whole by filling in the missing information.
Although the panda is not complete, enough is present for
the eye to complete the shape. When the viewer’s perception
completes a shape, closure occurs.
 Proximity
Proximity occurs when elements are placed close together.
They tend to be perceived as a group. The nine
squares are placed without proximity. They are
perceived as separate shapes.
When the squares are given close proximity, unity occurs. While
they continue to be separate shapes, they are now perceived as one group.
The fifteen figures above form a unified whole (the shape of
a tree) because of their proximity.
 Figure and Ground

The eye differentiates an object form its surrounding area. a
form, silhouette, or shape is naturally perceived as figure (object),
while the surrounding area is perceived as ground (background).
Balancing figure and ground can make the perceived image clearer. Using
unusual figure/ground relationships can add interest and subtlety to an image.
 Figure
The word above is clearly perceived as figure with the surrounding
white space ground.
In this image, the figure and ground relationships change as the eye
perceives the form of a shade or the silhouette of a face.
This image uses complex figure/ground relationships which change

upon perceiving leaves, water and tree trunk.
(https://graphicdesign.sfcc.spokane.edu/dZine/tutorials/process/gestaltprinc
iples/figure_ground/images/fig_grnd02.gif)
WRITING
83
2. Write the essay on Gestalt psychology.
1. Base your essay on the two texts that you have read: Concept of Gestalt
Psychology and The Gestalt Principles.
3. Introduce your topic in the first paragraph: say what is the basis of Gestalt
psychology and on what it focuses its research and theory.
4. Discuss briefly in your second paragraph the history of appearance and
development of Gestalt psychology.
5. In the third paragraph, discuss the basic Gestalt principles and their meanings.
6. In the last paragraph, write about the modern applications of the Gestalt
approach to psychotherapy and the influence of Gestalt psychology on the
development of the psychological science as a whole.
7. Try to use in your essay as many of the words that you have learned from the
texts Concept of Gestalt Psychology and The Gestalt Principles as you can.
UNIT 9
READING 9 Cognitive Psychology
1. Group Work. Group A. Ask your questions about similarity, continuation and
closure. Group B. Ask your questions about proximity figure and ground. Then
exchange your roles.
2. Group Work. On the basis of the information found in the texts, prepare
your presentations about the Gestalt Principles. Every member of each group
should participate in presenting the material. So, decide who will speak on
what aspect in advance.
Preparing to read
to diagnose – to mediate –
to contend– to solve –
solution – to found –
heuristics – to diagnose –
algorithm – to contend –
to implement – to develop –
– broad to simulate –
– developmental – breadth
representation – – representation
– sophisticated to sophisticate –
84
B)
to mediate – contemporary –
foundation – representation –
85
1. She needs to have a second test to confirm the __________. 2. At first he
had been merely a good actor, but as time went on, __________ became second
nature. 3. She has become very __________ since she went to live in London.4. He
sought with a terrible earnestness a __________ of the mystery, but sought in vain.
5. He has been acting as a __________ between the rebels and the authorities.6.
We can easily ___________ things as we wish them to be. 7. Best friends are the
________ of my life. 8. ___________ psychology has produced a body of theory
controlled by the assumption that a child's brain will change, evolve, and progress.
necessary.
mediate ___________; diagnosis___________; broad___________; diagnosed
___________; contended ___________; simulate ___________; sophisticated
___________; insight ___________;contemporary ___________
1. He ___________ that Communism had no future. 2. The doctor
___________ her illness as flu. 3. He shows remarkable ___________ into
children’s problems. 4. The United States is trying to ___________ in the dispute
between these two countries. 5. What ___________ did the doctor make? 6. The
gallery holds regular exhibitions of ___________ art, sculpture and photography.
7. Children often ___________ their parents or older siblings. 8. The joke was too
___________ for the child to
understand. 9. We discussed
the plans in ___________
outline.
Now Read
Read the text and do the task
after you read.
Cognitive Psychology
86
Cognitive psychology is a branch of psychology that investigates internal
mental processes such as problem solving, memory, and language. The school of
thought arising from this approach is known as cognitivism which is interested in
how people mentally represent information processing. It had its foundations in the
Gestalt psychology of Max Wertheimer, Wolfgang Kuhler, and Kurt Koffka, and
in the work of Jean Piaget, who provided a theory of stages/phases that describe
children’s cognitive development. Cognitive psychologists use psychophysical and
Chart 1 experimental approaches to understand, diagnose, and solve problems, concerning
themselves with the mental processes which mediate between stimulus and
response. Cognitive theory contends that solutions to problems take the form of
algorithms – rules that are not necessarily understood but promise a solution, or
heuristics (hjʊəˈrɪstɪks) – rules that are understood but that do not always guarantee
solutions. Cognitive science differs from cognitive psychology in that algorithms
that are intended to simulate human behaviour are implemented or implementable
on a computer. In other instances, solutions may be found through insight, a
sudden awareness of relationships.
Contemporary cognitive theory has followed one of two broad approaches: the
developmental approach derived from the work of Jean Piaget [ʒɑ̃ pjaʒɛ] and
concerned with ‘representational thought’ and the construction of mental models –
‘schemas’ (ˈskiːməz) of the world, and the information processing approach, which
views the human mind as analogous to a sophisticated computer system.
(www.en.wikipedia.org/wiki/Cognitive_psychology)
AFTER YOU READ

VOCABULARY PRACTICE
definitions:
1. to try to settle a dispute between people who are disagreeing_________; 2.
to say what is wrong (with a sick person etc.) after making an examination; to
identify (an illness etc.) __________; 3. a precise rule (or set of rules) specifying
how to solve some problem __________; 4. to reproduce someone’s behaviour or
looks __________; 5. a) (with that) to say or maintain (that); b) (usually with with)
to struggle against___________; 6. the clear (and often sudden) understanding of a
complex situation __________; 7. a) of the present time; modern; b) living at,
happening at or belonging to the same period __________; 8. covering a large
number and wide scope of subjects or areas __________; 9. depicting or
attempting to depict objects, scenes, figures, etc., directly as seen; naturalistic
__________; 10. developed to a high degree of complexity __________
1. He has the ability to sort out effective solutions ____ practical problems. 2.
It is time, once again, to contend ____ racism. 3. The talk gave us some insight
____the work they were doing. 4. Are there any matters arising ____ our earlier
discussion? 5. We’re only interested ____ finding out the facts. 6. Ambition differs
____ greed.
87
1. Cognitive psychology refers to the study of the mind and how we ____.
A. behave C. simulate
B. respond D. think
88
2. Developmental psychologists strive to answer such questions as well as to
understand, explain, and predict behaviours that occur throughout ____.
A. the lifespan C. early childhood
B. adulthood D. adolescence
89
3. It sounds fancy, but you might know heuristic as a ‘rule of thumb.’ Derived
from a Greek word that means ‘to discover,’ heuristic describes ___ that comes
from experience and helps you think through things, like the process of
elimination, or the process of trial and error.
A. human behaviour C. a rule or a method
B. information D. the form of algorithms
90
4. The intellectual ability of a child to picture something in their mind is ____.
A. heuristics C. developmental approach
B. representational thought D. information processing
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1. heuristics – a. basic organizing themes deeply embedded within one’s
cognitive processes. It includes basic assumptions or rules that
provide a pattern for selecting, sorting, processing, and assessing
the importance of a particular experience. A person may or may
not be consciously aware of such assumptions.
2 representational b. further handling, manipulation, consolidation, compositing, and
thought – so on, of information to convert it from one format to another or
to reduce it to manageable or intelligible information.
3. developmental c. a strategy for learning in which the student uses a tool or device
psychology – for finding a way to achieve a goal or solve a problem
4. schema – d. the intellectual ability of a child to picture something in their
mind
5. information e. mental function are all the things that individuals can do with
processing – their minds. These include perception, memory, thinking (such as
ideation, imagination, belief, reasoning, etc.), volition, and
emotion.
6. mental process f. a scientific approach which aims to explain growth, change and
– consistency through the lifespan. It looks at how thinking, feeling,
and behaviour change throughout a person's life.
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SPEAKING
1. What does cognitive psychology research? What is cognitivism interested in?
2. Which branch of psychology is cognitive psychology derived from? Who were
the most outstanding representatives of that school?
3. Who was the founder of cognitive psychology and what theory did he provide?
4. Which approaches do cognitive psychologists use?
5. What is the difference between algorithms and heuristics?
6. What approaches does contemporary cognitive theory follow?
7. Study Chart 1 carefully. How can you define ‘cognitive psychology’?
2. Work in pairs and study Chart 2 carefully, and then discuss the questions:
1. What is behavioral and cognitive psychology?
2. What are their approaches to learning and teaching?
3. What are the differences between cognitive and behaviorist theory?
Chart 2
3. Read an interview in which a psychologist, Stella Burrows, is explaining what
schemas mean in psychology. Choose the answer from the list (A – H) to complete
the conversation. There is an extra item that you do not need to use. There is an
example at the beginning (0).
Presenter: Today we are discussing the construction of mental models –
‘schemas’. With me I have Stella Barrows, a psychologist who’s recently
published an article on the importance of a cognitive framework helps organize
and interpret information. Stella, welcome to the programme. So, Stella, why are
schemas so important?
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Stella: (0) Well, schemas can be useful because they allow us to take
shortcuts in interpreting the vast amount of information that is available in our
environment.
Presenter: What is an example of a schema in psychology?
Stella: (1)_____________________________________________________________
Presenter: I know that it was theorist Jean Piaget who introduced the term
schema, and its use was popularized through his work. What is schema according
to Piaget?
Stella: (2)_____________________________________________________________
Presenter: Could you give an example of a schema?
Stella: (3)_____________________________________________________________
Presenter: Okay, what are the 4 stages of child development?
Stella: (4)_____________________________________________________________
Presenter: Will you tell us about adaptation processes that enable the transition
from one stage to another?
Stella: (5)_____________________________________________________________
A. For instance, as young
children, we may encounter
pet cats. We recognize the
typical characteristics of
these animals (e.g. furry,
walk on four legs, meow,
have whiskers around their
mouths) and gradually
create in our minds a
schema of a cat. The next
time we see an animal, we
will use the schema to
identify it as being a cat: if
it resembles our schema, we
consider it to be a cat. But if we see a dog barking instead of meowing, the animal
does not conform to our schema and we do not consider it to be a cat.
94
B. They are assimilation and accommodation. Jean Piaget viewed intellectual
growth as a process of adaptation or adjustment to the world. This happens
through: Assimilation which uses an existing schema to deal with a new object or
situation. Accommodation, which happens when the existing schema (knowledge)
does not work, and needs to be changed to deal with a new object or situation.
Equilibration – This is the force which moves development along. Piaget believed
that cognitive development did not progress at a steady rate, but rather in leaps and
bounds. Equilibrium occurs when a child's schemas can deal with most new
information through assimilation. However, an unpleasant state of disequilibrium
occurs when new information cannot be fitted into existing schemas (assimilation).
Equilibration is the force which drives the learning process as we do not like to be
frustrated and will seek to restore balance by mastering the new challenge
(accommodation). Once the new information is acquired the process of assimilation
with the new schema will continue until the next time we need to make an adjustment
to it.
C. A schema is a mental concept that informs a person about what to expect from a
variety of experiences and situations. Schemas are developed based on information
provided by life experiences and are then stored in memory.
D. Piaget’s four stages of intellectual (or cognitive) development are: sensorimotor
– through ages 18-24 months; preoperational – toddlerhood (18-24 months)
through early childhood (age 7); concrete operational - ages 7 to 12; formal
operational – adolescence through adulthood.
E. According to his theory of cognitive development, children go through a series
of stages of intellectual growth. In Piaget’s theory, a schema is both the category of
knowledge as well as the process of acquiring that knowledge. He believed that
people are constantly adapting to the environment as they take in new information
and learn new things. As experiences happen and new information is presented,
new schemas are developed and old schemas are changed or modified.
F. The speech compares the world to a stage and life to a play and catalogues the
seven stages of a man’s life, sometimes referred to as the seven ages of man:
infant, schoolboy, lover, soldier, justice, Pantalone, and old age, facing imminent
death. It is one of Shakespeare's most frequently quoted passages.
(https://www.verywellmind.com/what-is-a-schema-2795873)
4. Role play: Panel discussion on TV. Work in three groups.
A. Group 1. Read the texts on Gestalt psychology and Gestalt principles once
again, and then play the roles of a group of gestalt psychologists who are invited to
a TV studio to take part in a programme organized as a panel discussion of
different psychological theories.
Group 2. The other students in the class are the audience in the studio.
Everyone in the audience is required to ask ‘the gestalt psychologists’ at least two
questions concerning Gestalt psychology, its field of research, development,
principles etc.
95
Everyone in the group of ‘gestalt psychologists’ has to answer the questions. If
any of them answers the first question, the second question is answered by another
‘gestalt psychologist’, etc.
Then the students change their roles.
B. Group 2. Those who were the audience read the text on Cognitive psychology
and the construction of mental models – ‘schemas’ once again, and become ‘the
panellists-specialists in cognitive psychology and a cognitive framework’. They
answer the questions asked by the audience
Group 1. The students who in the first part of the programme were playing the
roles of gestalt psychologists ask questions about Cognitive psychology and the
construction of mental models – ‘schemas’.
HOME ASSIGNMENT
1. Read the text ‘What Is Social Psychology?’ Write 5 questions to the text. Get ready
to discuss them in class and use the information from the text when writing the essay.
What Is Social Psychology?
According to psychologist Gordon Allport, social psychology is a discipline that
uses scientific methods ‘to understand and explain how the thought, feeling and
behaviour of individuals are influenced by the actual, imagined, or implied presence
of other human beings’ (1985).
Social psychology looks at a wide range of social topics, including group
behaviour, social perception, leadership, nonverbal behaviour, conformity,
aggression, and prejudice. It is important to note that social psychology is not just
about looking at social influences. Social perception and social interaction are also
vital to understanding social behaviour.
The U.S. government became interested in applying social psychological
concepts to influencing citizens. Social psychology continued to grow throughout the
twentieth century, inspiring research that has contributed to our understanding of
social experience and behaviour.
It is important to understand how social psychology differs from other
disciplines. Social psychology is often confused with personality psychology and
sociology. What makes social psychology different?
While personality psychology focuses on individual characteristics and thoughts,
social psychology is focused on situations. Social psychologists are interested in the
impact that social environment and interaction has on attitudes and behaviours.
Finally, it is important to distinguish between social psychology and sociology.
While there are many similarities between the two, sociology tends to look at social
behaviour and influences at a very broad-based level. Sociologists are interested in the
institutions and culture that influence social psychology. Psychologists instead focus
on situational variables that affect social behaviour. While psychology and sociology
both study similar topics, they are looking at these topics from different perspectives.
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The ideas of Lev Vygotsky greatly influenced both cognitive and social
psychology. The work of Lev Vygotsky (1896-1934) became the foundation of much
research and theory in cognitive development, particularly of what became known as
Social Development Theory. Vygotsky’s theories stress the fundamental role of social
interaction in the development of cognition, as he believed strongly that community
plays a central role in the process of ‘making meaning’.
(http://psychology.about.com/od/socialpsychology/f/socialpsych.htm;
http://www.simplypsychology.pwp.blueyonder.co.uk/vygotsky.html)
WRITING
2. Write an essay on Cognitive and Social psychologies.
1. Base your essay on the two texts that you have read: Cognitive Psychology and
What Is Social Psychology?
3. Introduce your topic in the first paragraph: say in general what Cognitive and
Social psychologies are and on what they focus their research and theory.
4. Discuss in short in your second paragraph the distinctive features of Cognitive
psychology.
5. Discuss in short in your third paragraph the distinctive features of Social
psychology.
6. In the last paragraph, speak about Lev Vygotsky and his influence on the
development of both Cognitive and Social psychologies. Discuss the role and
importance of both Cognitive and Social psychologies in modern psychological
science.
texts as you can.
UNIT 10
READING 10 What is Psychoanalysis?
1. Group Work. Group A. Ask your questions about social psychology. Group B.
Answer the questions about social psychology. Then exchange your roles.
presentations on social psychology. Every member of each group should
participate in presenting the material. So, decide who will speak on what aspect in
advance.
Preparing to read
Noun /Verb Adjective Adverb Verb Noun
multitude – to incite –
to define – to incline –
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effort – to dedicate –
– clear – multitude
procedure – to define –
to obtain – to clarify –
method – to state –
to accumulate – – procedure
– – consequently to accumulate –
to rely – to rely –
B)
to incite – anthropology –
sociology – ethnology –
98
1. She suffered __________ injuries when she fell out of the window. 2. He
had good reason to be grateful for the opportunities which ___________ led to the
good position he now held. 3. I know from __________ sources that he is taking a
keen interest in the whole affair. 4. She has no_________ towards engineering. 5.
To be successful takes hard work and __________. 6. The prime minister will
make a __________ on the crisis. 7. __________ is a scientist involved in the
study of animal behaviour as it occurs in a natural environment. 8. There was
nothing left for me but to __________ to business. 9. She wanted to ___________
the mystery surrounding her death.
necessary.
in the eyes ____________; due to ____________; crucial ____________; incited
____________; media ____________; clarify ____________;
launched____________; inclination ____________; obtained ____________;
dedicated ____________; technique ____________; stated ____________;
multitude ____________; accumulate ____________; extracted ____________;
complexity ____________; rely ____________; vague ____________; define
____________; effort ____________
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1. John was a scientist by training and____________. 2. It was a diplomatic
problem of great____________. 3. He ____________his fellow citizens to take
revenge.4. He ____________himself to psychoanalysis. 5. The flight has been
delayed one hour, ____________weather conditions. 6. You can refer to television,
radio, and newspapers as the ____________. 7. Addiction to drugs can bring a
____________ of other problems. 8. How exactly do you ____________
reasonable behaviour? 9. ____________of his fans Elvis could do no wrong. 10.
Learning a foreign language requires ____________. 11. Would you please
Chart 1 ____________your last
statement? 12. At the
____________moment, his
nerve failed. 13. You have
not yet ____________ your
intentions. 14. He
____________a large sum
of money by buying and
selling houses. 15. Nearly all
bank accounts
____________ interest. 16.
____________is skill and
ability which you develop
through training and
practice. 17. He
____________ into an
enthusiastic description of
the play. 18. Can he
____________ on him to
keep a secret? 19. The
material was ___________ from a range of texts. 20. She has only a
______________ idea of how this machine works.
Now Read
What is Psychoanalysis?
Today psychoanalysis is very familiar for the wide public. Psychoanalysis
spread everywhere but not only due to the interest in its therapeutic method.
Psychoanalysis applied in literature, sociology, anthropology and ethnology,
religion and mythology, incited the interest of a public that had no inclination
towards its clinical use.
Finally, psychoanalysis also distinguished itself through media using the most
common means: radio, TV or films. Famous films put an emphasis on
psychoanalysts. There was even a film dedicated to Sigmund Freud which
presented the years of his beginnings in psychoanalysis.
100
The multitude and complexity of the sources from which we receive today
signals about psychoanalysis raise an important issue: psychoanalysis is no longer
clearly defined in the eyes of the wide public. Today nobody knows for sure what
psychoanalysis is and wants. Unfortunately no effort is made in order to clarify this
crucial aspect.
So we must clearly state right from the beginning what psychoanalysis is.
Psychoanalysis is the name (1) of a procedure for the investigation of mental
processes, (2) of a method (based upon that investigation) for the treatment of
neurotic disorders and (3) of a collection of psychological information obtained along
those lines, which is gradually being accumulated into a new scientific discipline.
Consequently there is nothing vague in the definition of psychoanalysis.
Psychoanalysis is a specific mind investigation technique and a therapy inspired
from this investigation.
The psychoanalytical science that we were mentioning at the third point comes
to light from Freud’s famous study called Totem (ˈtoʊtəm) and Taboo (təˈbuː), in
which he launches himself in social and anthropologic analysis relying on the
knowledge extracted from applying psychoanalysis to neurosis therapy.
(http://www.freudfile.org/psychoanalysis/definition.html)
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. because of; owing to____________; 2. to urge someone to do something
____________; 3. (a pl. of medium; usually with a pl. v.) the means of
communication, as radio, television, newspapers, and magazines, with wide reach
and influence ____________; 4. a person’s natural tendency or urge to act or feel in
a particular way; a disposition____________; 5. to devote wholly to some purpose
or person____________; 6. a great number or crowd____________; 7. the quality
of being intricate and compounded____________; 8. to explain or identify the
nature or essential qualities of; to describe____________; 9. in the view or opinion
of somebody ____________; 10. the use of physical or mental energy to do
something ____________; 11. to make or become clear (in meaning etc.)
____________; 12. to say or announce clearly, carefully and definitely
____________; 13. to get; to become the possessor of____________; 14. (usually
followed by into) to begin eagerly; to enter enthusiastically into
something____________; 15. to remove or take out, especially by effort or
force____________; 16. not clear, distinct or definite ____________
101
1. His death was due ____ natural causes. 2. Has he any inclinations ____
psychoanalysis? 3. Too much emphasis is placed ____ research. 4. He dedicated
his life ____ good works. 5. ____ the eyes ____ the law he was a fugitive. 6. My
love of science is based ____ an interest in experimentation. 7. We use a simple
method ____ diagnosing such kinds of illness. 8. He launched ____ a description
of the movie. 9. Did you manage to extract the information ____her? 10. Can I rely
___ your support?
1. Psychoanalysis has also been highlighted by ____.
A. applied psychoanalysis C. media coverage
B. diagnosing different kinds of illness D. films dedicated to Sigmund Freud
102
2. Psychoanalysis refers both to a theory of how ___ and a treatment modality.
A. the mind works C. the memory works
B. people behave D. information is extracted
103
3. Psychoanalysis is a method of investigating the mind and especially the ___.
A. conscious mind C. totems
B. unconscious mind D. taboos
104
4. Psychoanalysis also found many applications in other areas of social thought,
particularly ___, and in literature and the arts.
A. philology and esthetics C. philosophy and religion
B. history and culture study D. anthropology and sociology
105
1. psychoanalysis – a. a set or series of actions directed to some end or a
natural series of changes
2. procedure – b. an object (usually an animal or plant) serving as the
emblem of a family or clan and often as a reminder of its
ancestry; something that serves as a revered symbol.
3. neurotic disorder – c. a culture-specific ban on certain actions – e.g. adultery
among intimate friends, behaviours – e.g. incest and
thoughts, the abrogation of which results in reproof,
persecution, or exile by members of the group
4. totem – d. a method of studying the mind and treating mental and
emotional disorders based on revealing and investigating
the role of the unconscious mind
5. taboo – e. or neuroses characterized by anxiety and avoidance
behaviour, with symptoms distressing to the patient, intact
reality testing, no violations of gross social norms, and no
apparent organic aetiology
6. neurosis – f. in Freudian theory, the division of the psyche that is
totally unconscious and serves as the source of instinctual
impulses and demands for immediate satisfaction of
primitive needs.
7. id – g. a mild mental disorder characterized by excessive
anxiety, insecurity, or obsession, usually compensated for
by various defence mechanisms
106
SPEAKING
1. Skim the text again and answer these questions. Remember to include only the
main ideas and to omit specific details or supporting evidence.
1. Why is psychoanalysis popular nowadays?
2. Why isn’t psychoanalysis clearly defined in the eyes of the wide public?
3. What is psychoanalysis?
4. What kind of therapy is psychoanalysis?
HOME ASSIGNMENT
1. Read text A ‘What is Psychoanalysis? A Definition of Psychoanalytic Theory’
and text B ‘Models of the Mind’. Write 5 questions to each text. Get ready to discuss
them in class.
Text A What is Psychoanalysis? A Definition of Psychoanalytic Theory
Psychoanalysis is a
type of therapy that aims
to release pent-up or
repressed emotions and
memories to lead the
client to catharsis, or
healing. In other words,
the goal of psychoanalysis
is to bring that which is at
the unconscious or
subconscious level up to
consciousness.
This goal is
accomplished through
talking to another person
about the big questions,
Image 1
the things that matter, and
diving into the
complexities that lie beneath the simple-seeming surface.
No doubt you’ve heard of the influential but controversial founder of
psychoanalysis: Dr. Sigmund Freud.
Freud was born in Austria but spent most of his childhood and adult life in
Vienna after his family moved there when he was four years old. He entered medical
school and trained to become a neurologist, earning a medical degree in 1881.
Soon after his graduation, he set up a private practice and began treating
patients with psychological disorders. His attention was captured by a colleague’s
intriguing experience with a patient; the colleague was Dr Josef Breuer and the
patient was the famous ‘Anna O.’ who suffered from physical symptoms with no
apparent physical cause. Dr Breuer found that her symptoms abated when he helped
her recover memories of traumatic experiences that she had repressed, or hidden
away from her conscious mind.
107
This case sparked Freud’s
interest in the unconscious mind and
spurred the development of some of
his most influential ideas.
Text B Models of the Mind
Perhaps the most impactful idea
put forth by Freud was his model of
the human mind. His model divides
the mind into three layers, or regions:
Conscious: this is where our current
thoughts, feelings, and focus live.
Preconscious: (sometimes called the
Image 2
subconscious): this is the home of
everything we can recall or retrieve from our memory.
Unconscious: at the deepest level resides a repository of the processes that drive
our behaviour, including primitive and instinctual desires.
Later, Freud came up with a more sophisticated and structured model of the
mind, one that can coexist with his original ideas about consciousness and
unconsciousness. In this model, there are three metaphorical parts to the mind:
Id: the id operates entirely at an unconscious level and focuses solely on basic,
instinctual drives and desires. According to Freud, two biological instincts
make up the id:
a. Eros, or the instinct to survive that drives us to engage in life-sustaining activities.
b. Thanatos, or the death instinct that drives destructive, aggressive, and violent
behaviour.
Ego: the ego acts as both a conduit for and a check on the id, working to meet the
id’s needs in a socially appropriate way. It is the most tied to reality and begins
developing in infancy.
Superego: the superego is the portion of the mind in which morality and higher
principles reside, encouraging us to act in socially and morally acceptable ways.
108
UNIT 11
READING 10 Freud`s Theory. Criticisms of Psychoanalysis
1. Group Work. Group A. Ask your questions about text A ‘What is
Psychoanalysis? Group B. Ask your questions about text B ‘Models of the Mind’.
Then exchange your roles.
presentations on ‘What is Psychoanalysis? A Definition of Psychoanalytic Theory’
and ‘Models of the Mind’. Every student in the group should participate in
presenting the material. So, decide who will speak on what aspect in advance.
Preparing to read
– particular – – compulsion
trauma – to resist –
neurosis – to inherit –
compulsion – – modification
to resist – to satisfy –
to satisfy – – pleasure
pleasure – to avoid –
to avoid – to observe –
to imagine – to threaten –
to defend – to defend –
– simple – simplicity
– infinitely to analyse –
fruit – to concede –
109
B)
neurosis – art –
science – to defend –
110
C)
conscious – responsible –
aware – available –
place – to charge –
pleasure – internal –
fruitful – interpret –
perfect – finitely –
111
necessary.
particular__________; satisfy__________; disguise __________; drive
__________; trauma__________; infinitely __________; observe__________;
source _________; charged__________; neurotic__________;
compulsion__________; resist__________; threatened__________;
sensual__________; demands __________; conceded__________; angle
__________; intermediary__________; defend__________;
inherited__________
1. He was almost __________about being followed. 2. He experienced
__________for years after his divorce. 3. We have got a __________to save
electricity. 4. It’s hard to __________temptation. 5. Stress is a
__________problem for women. 6. This gave me a clue as to the __________of
the problem. 7. Students learn more when they are in classes out of choice rather
than__________. 8. He tried hard to __________his feelings. 9. He __________
the house from his father. 10. She wanted him to act as an __________in the
dispute. 11. The air was __________with excitement. 12. I told him enough to
__________his curiosity. 13. They refused to meet the workers’ __________for
more money. 14. We must __________the rules. 15. He __________me with
violence. 16. The story was told from a journalist’s __________. 17. I am prepared
to __________my opinions. 18. The time at which our sun will finally cease to
burn is __________ far away. 19. Music is the only __________pleasure without
vice. 20. He __________that he had been wrong.
Now Read
Freud`s Theory. Criticisms of Psychoanalysis
Freud`s Theory
Freud didn’t exactly invent the
idea of the conscious versus
unconscious mind, but he certainly
was responsible for making it
popular. The conscious mind is
what you are aware of at any
particular moment, your present
perceptions, memories, thoughts,
fantasies, feelings.
112
The unconscious includes all the things that are not easily available to
awareness, including many things that have their origins there, such as our drives
or instincts, and things that are put there because we can’t look at them, such as the
memories and emotions associated with trauma.
According to Freud, the unconscious is the source of our motivations, whether
they should be simple desires for food or sex, neurotic compulsions, or the motives
Image 1 of an artist or scientist. And yet, we often resist becoming conscious of these
motives, and they are often available to us only in disguised form.
Freud’s structural model consists of three parts: the id, the ego, and the
superego. The id is the agency of the
‘psychical apparatus’ (ˌæpəˈreɪtəs; -
ˈrɑːtəs) which contains much of what is
inherited (there are also inherited ego
characteristics), including the instincts.
Image 2
Psychic (ˈsaɪkɪk) energy gets displaced and transformed, and then eventually
discharged through action. Psychic determinism is that the instincts determine
human behaviour, modified by the ego.
The ego is the agency that acts as an intermediary between the id and the
external world. It is charged with gaining control over the demands of the instincts,
and choosing which ones to satisfy and when. The ego
seeks pleasure and avoids unpleasure. The ego not only
has to balance the id with reality, but also with the superego. The superego is the
agency formed overtime by the parents and society of the individual. It observes,
orders, judges, and threatens the ego with punishment just like the parents whose
place it has taken. We are generally aware of it as our conscience.
Criticisms of Psychoanalysis
Image 3
113
There have been criticisms of psychoanalysis from every imaginable angle. It
has been equally strongly defended, and has held up very well under fire (бути
мішенню для нападів). Two common criticisms are that the theory is too simple to
ever explain something as complex as a human mind, and that Freud
overemphasized sex and was unbalanced here (was sexist). Freud’s model is just
that – a model. Like an economic model or any other, it simplifies something
almost infinitely complex to a point at which it can be analysed. Like the process
of modelling anything, it is difficult to draw the line of oversimplification, but
Freud’s theory and models are practical in understanding people and have been
fruitful in treatment.
As to sexuality, the response is that people misinterpret Freud’s use of the
word ‘sexual.’ The word should generally mean ‘sensual’. However, even most
modern Freudians would concede that Freud’s emphasis on the Oedipal (ˈɛdəpəl,
ˈidə-) complex was excessive. In light of this, another legitimate response to
criticisms about the role of sexuality in the theory would be to concede that
Freud’s emphasis was excessive, but that that in itself does not really have any
effect on the theory as a whole.
The final criticism addressed here is the question of the scientific status of
psychoanalysis. It is true that Freud essentially considered psychoanalysis a pure
science, but that is a view which has been replaced by the current view, which puts
more emphasis on the issue of how fruitful psychoanalytic treatment is as a
treatment. Even if a great amount of time is spent writing about theory within the
profession, clinical practice plays the central role in the professional lives of
psychoanalysts. As a science, psychoanalysis is imperfect, but it has stood the test
of time as an important basis of psychotherapy.
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
114
1. a) of a single definite person, thing etc. thought of separately from all others;
more than ordinary __________; b) noun plural facts or details __________; 2. a
special effort; energy and enthusiasm__________; 3. any bodily injury or wound; a
powerful shock that may have long-lasting effects__________; 4. the place,
person, circumstance, thing etc. from which anything begins or comes
__________; 5. suffering from, caused by, or relating to neurosis __________; 6.
an uncontrollable impulse to perform an act, often repetitively, as an unconscious
mechanism to avoid unacceptable ideas and desires which arouse anxiety
__________; 7. to fight against, usually successfully; to be able to stop oneself
doing, taking etc. something g__________; 8. to hide (e.g. one’s intentions etc.)
__________; 9. to have (qualities) the same as one’s parents etc. __________; 10.
a person who takes messages from one person to another in a dispute etc.,
especially in order to settle the dispute__________; 11. to give somebody enough
of what is wanted or needed to take away hunger, curiosity etc. __________; 12. a)
to watch carefully; b) to obey __________; 13. a) the space between two straight
lines or surfaces that meet; b) a point of view __________; 14. to guard or protect
against attack __________; 15. without end or limits __________
1. She inherited four thousand dollars ____ her father. 2. The group’s members
were threatened ____ imprisonment. 3. There was a scandal in city hall, and the
mayor was forced to resign ____ fire. 4. I have a sudden desire ___ a bar of chocolate.
5. Viruses are responsible ____ many diseases. 6. It’s hard to resist ____ temptation.
7. My diet consisted almost exclusively ____ fruit. 8. He threatened his neighbour
____ a knife. 9. They are intermediaries ____ lenders and borrowers. 10. The
atmosphere was charged ____ tension. 11. We are puzzled as ____ how it happened.
12. ____ light ____ this new evidence, we are reopening the investigation.
1. The conscious mind is where our ___ thoughts, feelings, and focus live.
A. future C. past
B. natural D. current
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2. According to Freud’s model of the ____, the id is the primitive and instinctual
part of the mind that contains sexual and aggressive drives and hidden memories.
A. psychoanalysis C. motivation
B. psyche D. neurotic compulsions
3. Super-ego operates as a ___.
A. moral conscience C. inherited instinct
B. hidden desire D. disguised motive
4. The ego is the realistic part that ___ the id and the super-ego.
A. transforms the desires of C. mediates between the desires of
B. replaces the desires of D. disguise the desires of
1. compulsion – a. the division of the unconscious that is formed through
the internalization of moral standards of parents and
society, and that censors and restrains the ego
2 ego – b. a natural tendency to behave or react in a particular
way, without thinking and without having been taught
3. superego – c. uncontrollable thoughts or impulses to perform an act,
often repetitively e.g. handwashing, double-checking, or
mental –e.g. repeating words silently, as an unconscious
mechanism to avoid unacceptable ideas and desires that,
by themselves, arouse anxiety; the anxiety becomes fully
manifest if performance of the compulsive act is
prevented; may be associated with obsessive thoughts
4. apparatus – d. a child’s desire for a sexual relationship with the parent
of the opposite sex, usually with strong negative feelings
for the parent of the same sex
5. Oedipal complex e. the division of the psyche (ˈsaɪki) that is conscious,
(ˈiːdɪpl/ˈedɪpl) – most immediately controls thought and behaviour, and is
most in touch with external reality
6. sensual (ˈsenʃuəl) – f. a group or system of organs that collectively perform a
specific function or process
7. instinct – g. relating to any of the senses or sense organs; bodily
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SPEAKING
1. What does the conscious mind include?
2. What differs the conscious mind from the unconscious mind?
3. What is the unconscious, according to Freud?
4. How do you understand a) id? b) ego? c) superego?
5. Compare Image 1 and Image 2. What is different?
6. Study Image 3 carefully and compare psychoanalysis and neuroscience.
2. Role play: Panel discussion on TV Work in two groups.
A. Group 1. Read the text on Freud’s theory again and play the roles of a
group of Freudians who are invited to a TV studio to take part in a programme
organized as a panel discussion of Freud’s theory.
Group 2. The other students in the class are the audience in the studio.
Everyone in the audience asks Freudians at least two questions concerning Freud’s
theory, psychoanalysis therapy etc.
Everyone in the group of ‘Freudians’ has to answer the questions. If any of
them answers the first question, the second question is answered by another
‘Freudian’, etc. Then the students change their roles.
B. Group 2. Those who were the audience, read the text on Criticisms of
Psychoanalysis and become ‘the panellists-specialists in Freud`s Theory’. They
answer the questions on Criticisms of Psychoanalysis asked by the audience
Group 1. The students who in the first part of the programme were playing the
roles of Freudians ask questions about Criticisms of Psychoanalysis.
Internet search
3. Group Work. Work in groups of three or four students.
Do some Internet search using the web sites that you will be able to find.
Search for some additional information on Behaviourism, Gestalt psychology,
Cognitive and Social psychologies, or on Psychoanalysis. Choose one particular
theory and a particular site (or sites). After you have chosen, start collecting
information from the Internet. Your goal is to prepare a 5-minute presentation
with some additional information on one of the theories. Find some illustrative
material on the Internet to be discussed during your presentation. After discussing
in your group the materials found during the search, decide what each partner
from the group will present.
HOME ASSIGNMENT
WRITING
1. Write the essay on psychoanalysis (of about 150 words).
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2. In your first paragraph, in four or five sentences give a short outline of
psychoanalysis: what it is, what its theory is, and what its therapeutic practice is
based on.
3. In your second paragraph, summarize the positive and negative features of both
the theory and the therapeutic practice of psychoanalysis as you personally see
those positive and negative characteristics.
4. In your third paragraph, formulate your personal attitude to psychoanalysis:
whether you believe it to be a theory and practice both correct and useful for
psychology and practical psychotherapy (something that will continue to live and
develop) or whether you think that both the theory and the practice are wrong,
something that will go out of use quite soon. Give reasons for your ideas.
5. In your concluding paragraph, summarize the role of psychoanalysis in the
history of psychology and state how you see its future.
texts on psychoanalysis as you can.
Internet search
3. Do your second Internet search in the same group.
Search for any information on the history of psychology in the 20th century
that can be considered as generalizing all the most important psychological
theories and approaches developed in that century. Inform your groupmates what
information you are going to work on so that every group has different information
sources and collects different additional information.
Prepare a 5-minute generalizing oral presentation on the history of
psychology in the 20th century and on all the most important psychological
theories and approaches developed in that century.
CHAPER 2 REVIEW
READING
1. Read the text on the history of psychology below. Five sentences have been
extracted from the text and placed below it. Put the sentences in their places.
History of Psychology
Philosophical interest in the general set of phenomena currently organized in
the West under the label ‘Psychology’ dates back to the ancient civilizations of
Egypt, Greece, China and India. 1. ____
Psychology as a self-conscious field of experimental study is commonly said to
have begun in 1879, when Wilhelm Wundt founded the first laboratory dedicated
to psychological research in Leipzig. 2.___
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3____ G. Stanley Hall brought scientific pedagogy to the United States from
Germany in the early 1880s. John Dewey’s educational theory of the 1890s was an
early example as well. Also in the 1890s, Hugo Munsterberg began writing about
the application of psychology to industry, law, and other professions. Lightner
Witmer established the first psychological clinic in the 1890s. James McKeen
Cattell adapted the Francis Galton’s anthropometric methods to generate the first
program of mental testing in the 1890s as well. In Vienna the psychiatrist Sigmund
Freud developed an independent approach to the study of the mind called
psychoanalysis, which has been widely influential.
The 20th century saw a reaction against Edward Titchener’s critique of
Wundt’s empiricism. This contributed to the formulation of behaviourism by John
B. Watson, which was popularized by B.F. Skinner. 4.___
5.____ Behaviourists considered knowledge of the “mind” too metaphysical,
hence impossible to achieve scientifically. The final decades of the 20th century
saw the decline of behaviourism and the rise of an interdisciplinary approach to
studying the human mind, known collectively as cognitive science. This form of
investigation has proposed that a wide understanding of the human mind is
possible, and that such an understanding may be applied to other research domains,
such as artificial intelligence.
A. Behaviourism proposed limiting psychological study to that of overt
behaviour, since that could be quantified and easily measured.
B. Soon after the development of experimental psychology, various kinds of
applied psychology began to appear as well.
C. Cognitive science again considers the "mind" as a subject for investigation,
using the tools of evolutionary psychology, linguistics, computer science,
philosophy, and neurobiology.
D. Other important early contributors to the field include Hermann Ebbinghaus
(a pioneer in studies on memory), William James (the American father of
pragmatic psychology), and Ivan Pavlov (who developed the procedures associated
with classical conditioning).
E. These earlier forms of inquiry began adopting what would now be
recognized as a more clinical and experimental approach under medieval Muslim
psychologists and physicians, whose practitioners built what we would today
recognize as psychiatric hospitals.( http://webspace.ship.edu/cgboer/gestalt.html)
WRITING
1. Write the essay. For your essay, choose two branches of psychology or two
psychological theories that you know. Give your essay the title according to the
two branches or the two theories chosen by you (for instance: Behaviourism and
Gestalt psychology or Clinical and Counselling and Industrial/Organizational
Psychology).
In your essay compare and contrast the two branches or two theories chosen.
Make your essay of four short paragraphs.
119
1. In the first introductory paragraph indicate what two branches or two
theories you have chosen and why you think that these branches or theories are
important (two sentences).
2. In the second paragraph in one-three sentences indicate what similar features
you see in those branches or theories (comparison).
3. In the third paragraph demonstrate (again in one- three sentences) what the
main differences between those branches or theories are (contrasting).
4. In the final paragraph, which may be just one sentence, make a personal
conclusion and say what of the two branches or what of the two theories you
believe to be more interesting and important for you and your future work and
why.
120
PSYCHOLOGICAL WORD LIST inherit (ɪnˈhɛrɪt)
TERMS absorb (əbˈsɔːb / əbˈzɔːb) insight (ˈɪnˌsaɪt)
apparatus (ӕpəˈreitəs) accumulate (əˈkjuːmjʊ intermediary (intə
associationism (əˌsəʊsɪ ˌleɪt) ˈmiːdiəri)
ˈeɪʃəˌnɪzəm) accurate (ӕˈkjurət) intrigue (ɪnˈtrig)
aesthetics (ɛsˈθɛt ɪks) achieve (əˈtʃiːv) launch (loːntʃ)
behaviourism adopt (əˈdɒpt) mainstream (ˈmeɪnˌstrim)
compulsion (kəmˈpʌlʃən) angle (ˈӕŋgl) master (ˈmaːstə)
consciousness (ˈkɒnʃəsnɪs) apart (əˈpaːt) from media (ˈmiːdɪə)
context (ˈkontekst) artificial (aːtiˈfiʃəl) mediate (ˈmiːdieit)
developmental psychology assume (əˈsjuːm) merely (ˈmɪəlɪ)
diagnose (daiəgˈnouz) authoritarian (əˌθɔrɪ multitude (ˈmʌltɪˌtjuːd)
diagnosis (ˌdaɪ əgˈnoʊ sɪs) ˈtɛəriən) objective (əbˈdʒɛk tɪv)
ego (ˈigoʊ / ˈɛgoʊ) broad (brɔːd) observe (əbˈzɜːv)
existential psychology blend obtain (əbˈteɪn)
genetics (dʒɪˈnɛtɪks) carry out offshoot (ˈɔfˌʃut)
genome (ˈdʒiːnəʊm) charge (tʃɑːdʒ) originator (əˈrɪdʒɪˌneɪtə)
Gestalt psychology clarify (ˈklærɪˌfaɪ) outcome (ˈaʊtˌkʌm)
group dynamics complexity (kəmˈplɛksɪtɪ) particular (pəˈtikjulə)
heuristics (hjʊəˈrɪstɪks) concede (kənˈsiːd) pattern (ˈpӕtən)
holistic psychology contemporary (kən permit (pəˈmit)
hypothesis (haɪˈpɒθɪsɪs) ˈtɛmprərɪ) perceptual (pəˈsɛptjʊəl)
id (ĭd) contend (kənˈtɛnd) predetermine
information processing content (ˈkontent) prescribe (prɪˈskraɪb)
instinct (ɪnˈstɪŋkt) criteria (kraiˈtiəriə) reject (rəˈdʒekt)
irrelevant (ɪˈrɛləvənt) criterion (kraiˈtiəriən) reinforcement
knowledge (ˈnolidʒ) crucial (ˈkruːʃəl) (ˌri ɪnˈfɔ:s mənt)
memory cue (kjuː) rely (rɪˈlaɪ)
mental process dedicate (ˈdɛdɪˌkeɪt) repetition (ˌrɛp ɪˈtɪʃ ən)
motivation (ˌmoʊtə defend (dɪˈfɛnd) resist (rɪˈzɪst)
ˈveɪʃən) define (dɪˈfaɪn) room (ruːm)
neurosis (njʊˈrəʊsɪs) demand (dɪˈmɑːnd) satisfy (ˈsætɪsˌfaɪ)
neurotic disorder (njʊ derive (dɪˈraɪv) sensation (sɛnˈseɪʃən)
ˈrɒtɪk disˈoːdə) determine (dɪˈtɜːmɪn) sensual (ˈsɛnsjʊəl)
Oedipal complex disguise (dɪsˈgaɪzz) significant (sɪgˈnɪfɪkənt)
(ˈɛdəpəl / ˈi dəpəl) distinct (dɪˈstɪŋkt) simulate (ˈsimjuleit)
oversimplification diverse (daiˈvəːs) sophisticated (səˈfɪstɪ
procedure (prəˈsiːdʒə) dominate (ˈdɒmɪˌneɪt) ˌkeɪtɪd)
psychoanalysis (ˌsaɪkəʊə drive source (sɔːs)
ˈnælɪsɪs) due to (djuː) specific (spɪˈsɪf ɪk)
representational thought effort (ˈefət) span
schema (ˈskiːmə) evaluation (ɪˌvæl juˈeɪ steeple (ˈstiːpl)
social psychology ʃən) straightforward (ˌstreɪt
Stimulus-Response theory existential (ˌɛɡzɪˈstɛnʃəl) ˈfɔːwəd)
structuralism extend (ɪkˈstɛnd) state (v.)
121
superego extract (ikˈstrӕkt) summation (sʌˈmeɪʃən)
synapse (ˈsaɪnæps) failure (ˈfeɪljə) technique (tɛkˈnik)
taboo (təˈbuː) govern (ˈgavən) thoroughly (ˈθarəlɪ)
thinking herald (ˈhɛrəld) threaten (ˈθrɛtən)
totem (ˈtəʊtəm) image (ˈɪmɪdʒ) transmit (trænsˈmɪt /
impact (n. ˈɪmpækt; trænzˈmɪt)
v. ɪmˈpækt) trauma (ˈtrɔːmə)
incite (ɪnˈsaɪt) ultimate (ˈʌltɪmɪt)
inclination (ˌɪnklɪˈneɪʃən) vague (veɪg)
infinitely (ˈinfinitli)
122
CHAPTER 3 JOB BURNOUT. BALANCING WORK AND FAMILY
UNIT 12
READING 12 What is Job Burnout?
Preparing to read
1. A) Group work. In the picture
you can see a girl who is suffering
from job burnout. How would you
define the symptoms of this
illness? What do you think the
causes of her problem are? What
would you recommend her to do if
| she came to consult you?
Discuss these questions in of four
or five students.
After the group discussion, one
student from each of the groups will make a short presentation of the conclusions
made.
B) Group work. Try to explain what job burnout is.
What are the main symptoms of job burnout? What are the reasons? What causes
job burnout? Who is at risk of burnout? What measures can be taken to prevent or
overcome job burnout? What helps to overcome job burnout?
luck – to complain –
– responsible to confuse –
to irritate – – aversion
– suspicious to suffer –
apathy – to accomplish –
to detach – to irritate –
hostility – – suspiciousness
– guilty to detach –
stress – to contribute –
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B)
to complain – to suffer –
to suspect – to contribute –
124
C)
different – hostile –
necessary.
biting the hand that feeds you ________________; exhaustion ________, took
on ________; complain________; guilty ________; attitude ________;
irritability ________; confuse ________; aversion ________; suffered
________; hostile ________; frustrations ________; cluster ________; detach
________; burden(2) ________; ultimately ________; apathy ________;
downsized ________; decline ________; accomplishments ________;
suspiciousness ________; contributes ________; withdraw ________;
responsibilities ________
1. Many people have an ________ to insects. 2. A lot of people ________a
stroke with a heart attack. 3. I’m going to ________to the police about the noise. 4.
He ________ terrible pain from his injuries. 5. You might not agree with your
parents’ rules, but be careful about ________, because you owe everything you
have to them. 6. We hope ________ to be able to buy a house of our own. 7. The
corporation ________ its personnel in response to a poor economy. 8. His writing
________ a completely new meaning. 9. This helps employees balance work and
family ________. 10. They stood in a ________. 11. He is suffering from nervous
________. 12. The ________ of the past year are quite extraordinary. 13. Patients
usually suffer from memory loss and ________. 14. He is a man fed up with the
________ of everyday life. 15. His ________ destroyed his marriage. 16. Another
reason for voter ________ is a lack of confidence in politicians. 17. Try to
________ yourself from the problem and be more objective. 18. All of them
obviously had a different ________ to life than their peers.19. A couple of months
before he died, he became very ________, very angry and he complained of
horrible headaches. 20. In hospital after an operation, she managed to ________
from drugs. 21. There has been a gradual ________ in the birthrate. 22. The jury
found the prisoner ________. 23. Exercise ________ to better health. 24. The
________ of his guilt was heavier than the ________ of his shame.
Now Read
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you read.
What is Job Burnout?
What is job burnout? If you are
employed, you’re lucky to have a job.
Perhaps you’ve heard this, thought it,
or both. And it’s true. With so many
people out of work, it seems almost
like biting the hand that feeds you to
complain about your work conditions
Image 4
and expect your employer to care.
If you’re suffering from job burnout – which is not to be confused with a
general aversion to hard work – your work performance, health, and personal life
suffer. Ultimately, so does the company that employs you. Both employers and
employees need to understand the conditions that lead to burnout, the signs of
burnout, and what can be
done to prevent and relieve
this problem that is
becoming even more
widespread as companies
downsize and remaining
employees take on added
responsibility.
Job burnout is not the
same as depression, but the
two are closely related. Job
burnout is a condition that
involves different clusters
of symptoms: emotional
Image 5 exhaustion,
depersonalization, reduced
personal accomplishment, physical, medical and psychological problems,
increased use of alcohol and drugs, poor self-esteem, a sense of failure, dislike of
people, conflicts in relationships, irritability, suspiciousness, paranoia, frustration
and apathy.
Emotional exhaustion is the experience of feeling drained of all energy or all used
up. When people begin to
experience emotional
exhaustion they may try to
reduce the emotional stress of
working with other people by
detaching from others. They
commonly begin to maintain an
emotional distance from others.
126
This detachment can be expressed by an indifferent attitude toward others.
People experiencing job burnout may have hostile, critical interactions with others.
It is also common for a burned out person to view others as objects or numbers.
Withdrawing from others is a frequent response.
Image 6
Another common response to job burnout is for
the burned out person to try to reduce his or her workload. This may be done by
avoiding work, absenteeism, doing the bare minimum when at work, not doing certain
tasks that are experienced as more stressful and spending more time doing other tasks
that are considered less stressful.
These responses often result in a decline in job performance – both work
quality and work quantity can suffer. The person experiencing job burnout then
feels guilty for the poor work performance. The self-critical attitude that develops
further contributes to the emotional burden and increases the job burnout.
(www.britishcouncil. org/ua/professionals-work-burnout-l.htm)
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. (with about) to state one’s displeasure, dissatisfaction etc.; (with of) to state
that one has (pain, discomfort etc.) ________; 2. to scorn or poorly treat those on
whom you depend or derive benefit________; 3. to mix up in one’s mind; to put in
disorder ________; 4. without a job; unemployed ________; 5. (with to) having a
dislike for________; 6. to experience or be subjected to (something bad or
unpleasant) ________; 7. finally; in the end ________; 8. to make (something)
smaller ________; 9. to agree to do (work etc.); to get; to assume ________; 10. a
closely-packed group (of people or things) ________; 11. an act or instance of
carrying into effect; fulfilment ________; 12. to unfasten or remove (from)
________; 13. unfriendly; warlike; belonging to an enemy ________; 14. to take
out or away, as from a place or from consideration or circulation; remove
________; 15. responsible for an offence or misdeed ________
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1. This is a town where half the men are ____ ____ work. 2. He’s complaining
____ difficulty in breathing. 3. You must complain ____ the police ____ this
vandalism. 4. You confused effusiveness ____ affection. 5. Rats have evolved a
strong, innate aversion ____ the smells of their predators. 6. She suffers ____
stomach-aches. 7. Over the years he has taken ____ a doleful look. 8. Women bear
children and take responsibility ____ child care. 9. He saw his father detach
himself ____ the group and walk away. 10. She took a tough attitude ____ other
people's indulgences. 11. There has been a serious decline ____ bird numbers. 12.
I’m sorry, I think sleep deprivation contributed ____ my outburst just then.
1. People don’t expect their employers to care about their work conditions and
complain about them because they are afraid to ____.
A. have a job C. earn their living
B. be unemployed D. be in employment
128
2. Aversion to work can be attributed to ___.
A suspiciousness C. burnout
B paranoia D. poor self-esteem
129
3 As a result of job burnout people’s work performance, health, and personal life
suffer as well as ___.
A the company C. people out of work
B. workload D. critical interactions with others
130
4. A chronic state of physical and emotional depletion that results from excessive
job and/or personal demands and continuous stress is ___.
A. depersonalization C. paranoia
B. irritability D emotional exhaustion
131
1. exhaustion – a.a state in which one loses the feeling of one’s own identity
in relation to others in one’s family or peer group, or loses
the feeling of one’s own reality
2. burnout – b. the state of abnormal excitability featuring an exaggerated
response to a small stimulus
3. depersonalization c. a type of mental illness in which a person has fixed and
– unreasonable ideas that he is very important, or that other
people are being unfair or unfriendly to him
4. paranoia – d. emotional and physical exhaustion resulting from a
combination of exposure to environmental and internal
stressors and inadequate coping and adaptive skills. In
addition to signs of exhaustion, the person exhibits an
increasingly negative attitude toward his or her job, low self-
esteem, and personal devaluation
5. irritability – e. the amount of work assigned to or expected from a worker
in a specified time period
6. frustration – f. an absence or suppression of emotion, feeling, concern, or
passion; an indifference to stimuli found generally to be
exciting or moving. The condition is common in patients
with neurasthenia (ˌnjʊərəsˈθiːnɪə), depressive disorders, and
schizophrenia (skitsəˈfriːniə)
7. apathy – g. a state of extreme mental or physical fatigue
8. workload – h. a feeling that results from interference with one’s ability
to attain a desired goal or satisfaction
132
3. Read a gapped text below. The words (A-K) have been removed from it. Find
the definitions (a-k) to the words and use them in the gaps (1-11).
Job burnout: How to (1) __H__ it and take action
Job (2) ___ is a special type of job (3) __ – a state of physical, emotional or
mental (4) __ combined with (5) ___ about your (6) ____ and the (7) ___ of your
work. If you think you might be (8) __ job burnout, take a closer look at the
phenomenon. What you learn might help you (9) __ the problem and (10) ____
before job burnout (11) ___ your health.
A. value B. experiencing C. burnout D. stress E. take action F. face
G. doubts H. spot I. competence J. exhaustion K. affects
133
a) ___ participating in or undergoing
b) ___ physical, mental, or emotional strain or tension
c) ___ to act; to do something
d) ___ to acknowledge and accept or deal with
e) ___ the ability to do something well or efficiently
f) ___ relative worth or importance
g) ___ an emotional condition marked by tiredness, loss of interest, or frustration
that interferes with job performance
h) ___ a feeling of uncertainty or distrust
i) ___ extreme tiredness; fatigue
j) ___ to have an influence on or effect a change in; attack
k) ___ to detect or discern, especially visually
SPEAKING
1. Why is it difficult for people to complain about their work conditions?
2. What happens if a person is suffering from job burnout?
3. Why do employers and employees need to understand the conditions that lead to
burnout? What are the consequences of job burnout for the company?
4. What are the causes of job burnout (image 1 and image 2)? What are the
symptoms of job burnout?
5. What is emotional exhaustion? How do people try to reduce it?
6. What does detachment mean?
7. What is another common response to job burnout?
8. What do these responses often result in?
9. Study image 3 and discuss differences between stress and burnout.
2. Case study. Read the case below. After reading, discuss what you would suggest
to David Brown to help him if he were your client.
David Brown is a senior manager. He is a happily married man with two
grown-up daughters, a comfortable house and a well-paid job. He has worked for
the company without one-day’s sick leave in 20 years. Not long ago David was
asked to do the work of two members of staff for much more money. There was no
extra support and no special thanks. His boss called the process “intensification of
work as a result of structural changes.” At present half the people in his company
are doing three times the work for twice the pay. But it is a reality. Many people
overwork while other people despair of finding work at all.
David realized something was wrong when he thought about the sea and
mountains as suitable places to kill himself. He became depressed, irritable and
cases of heart attacks increased. He couldn’t cope and suffered stress. In the early
stages he had more colds, felt tired more often. He felt less energy and it took more
effort to deal with everyday pressures. In the later stages he had more severe health
problems, felt hardened and helpless.
His work performance began to suffer. Low morale, absenteeism, avoiding
tasks, low motivation, apathy became characteristic of him.
134
He was cracking under the strain and asking for help.
HOME
ASSIGNMENT
WRITING
1. Read the text
below and get
ready to discuss
the information
from this text.
What Causes Job
Burnout?
Originally,
burnout was
thought of as a
problem
experienced by
those who have a
Image 4 people-helping
job. Such jobs
include teachers, police officers, doctors, nurses, psychologists, lawyers, shop clerks,
customer representatives, receptionists, and so on. Even a parent can be placed in this
category. The symptoms of burnout were believed to result from the interaction
between the helper and the person receiving help. Additional research, however, has
found that job burnout not only occurs in people-helping situations, but also is
experienced in other stressful jobs. In fact, one study found that the symptoms of job
burnout did not vary across several different occupational groups including human
service work, industry related jobs, and transport related jobs.
When job demands are high, burnout symptoms increase – especially the
emotional exhaustion component of burnout. Emotional demands and workload
demands both contribute.
Other factors have also been found to relate to high levels of job burnout.
They include:
 experiencing traumatic /trɔːˈmætɪk/ events on the job;
 confusion, conflict related to job role;
 risk and safety factors;
 low levels of social support;
 inadequate job resources.
2. Read the text and match the factors from the box (1-8) to the descriptions (A-H).
1. Extremes of 2. Unclear job 3. Dysfunctional 4. Lack of social
activity expectations workplace dynamics support
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What causes job burnout?
Job burnout can result from various factors, including:
A ____ An inability to influence decisions that affect your job – such as your
schedule, assignments or workload – could lead to job burnout. So could a lack of
the resources you need to do your work.
B ____ If you’re unclear about the degree of authority you have or what your
supervisor or others expect from you, you're not likely to feel comfortable at work.
C ____ Perhaps you work with an office bully, or you feel undermined by
colleagues or your boss micromanages your work. These can contribute to job
stress.
D ____ If your values differ from the way your employer does business or handles
grievances, the mismatch can eventually take a toll.
E ____ If your job doesn’t fit your interests and skills, it might become
increasingly stressful over time.
F ____ When a job is monotonous or chaotic, you need constant energy to remain
focused – which can lead to fatigue and job burnout.
G ____ If you feel isolated at work and in your personal life, you might feel more
stressed.
H ____ If your work takes up so much of your time and effort that you don’t have
the energy to spend time with your family and friends, you might burn out quickly.
3. Find the equivalents in the text above to match the following Ukrainian words
or phrases:
1. народжуватись, виникати ________; 2. завдання________; 3.
навантаження ________; 4.брак, нестача________;5. обсяг повноважень
________; 6. кривдник, гопник, хуліган ________; 7. недооцінений, з
підірваним авторитетом ________; 8. контролювати кожен крок ________; 9.
реагувати на скарги ________; 10. невідповідність________; 11. виснажувати
________;12. влаштовувати, відповідати _______; 13. перевтома _______;14.
зусилля _______
4. Write an essay of about 150 words on job burnout and what its causes and
symptoms are. Analyze the text from the point of view of new words
2. Introduce your topic in the first paragraph by giving a definition of what job burnout
is (e.g. In this essay I would like to discuss the phenomenon of job burnout. Job burnout
may be defined as ... ). This introductory paragraph needn’t contain more than two
sentences.
3. Devote your second paragraph to describing the causes of job burnout and its
consequences (Use both the texts and the images).
4. In the third paragraph, describe a particular case of job burnout. You may use any of
the cases discussed in class as well as your own.
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5. In the last paragraph make a one or two-sentence conclusion summarizing everything
said in the preceding paragraphs.
6. Try to use in your essay as many of the words from the texts as you can.
7. After finishing writing your essay, edit it carefully and doublecheck for errors in
spelling, vocabulary and grammar.
6. Role-play. Work in pairs.
Student A is an interviewer
Student B is a person interviewed for a TV programme.
The subject matter of the interview of a psychologist is based on a) job burnout and b)
its causes or c) the interview of the employee suffering from burnout about its causes,
symptoms and what he or she did to solve the problem. The interviewer is supposed to
ask the interviewee 6-7 questions on the basis of the texts read.
UNIT 13
READING 13 The Real Problem is Lazy People
1. Pair Work. Discuss the causes of burnout from the texts ‘What Causes Job
Burnout?’
1. Who experiences the problem of job burnout?
2. When do burnout symptoms increase?
3. What other factors are related to high levels of job burnout (including the text from
exercise 2)?
4. Study Image 4 and discuss the causes of burnout in connection with a) work, b)
life style and c) personality traits.
Preparing to read
to inherit – to inherit –
power – to dissipate –
– able to dislocate –
– essential – erosion
– gradual to recover –
– wise – blame
blame – to suggest –
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B)
to inherit – edition –
to dissipate – to represent –
138
C)
powerful – location –
match – blame –
necessary.
139
heritage ________; gradual ________;
mismatch ________; dissipation
________; essential ________; well-
being ________; will ________;
sustained ________; shaped ________;
blame (вина); wages ________;
recovering ________; index ________;
dislocation ________; erosion
________; dignity _______; spiral
________
1. Holding her head high, she
retreated with ________. 2. The nation
has had the longest period of ________
economic growth in its history. 3. People
Image 1 talk about male and female, but what is
the ________ difference between the
two? 4. We must all take care to preserve our national ________. 5. Exam results
may serve as an ________ of the teacher’s effectiveness. 6. Her face was a
revelation of age and ________. 7. Wellness refers to diverse and interconnected
dimensions of physical, mental, and social ________ that extend beyond the
traditional definition of health. 8. The refugees have suffered a total ________ of
their lives. 9. There has been a/an ________ of moral standards in the recent years.
10. There is a continuous downward ________ of living conditions for the
majority of the population. 11. It was done against her ________. 12. He is
________from a serious illness. 13. Losing weight is a ________ process. 14. This
________ between layers of consciousness causes a multitude of
misunderstandings between individuals, groups, corporations and governments. 15.
This event ________ his whole life. 16. He takes the ________ for everything that
goes wrong. 17. He spends all his ________ on books.
Now Read
The Real Problem is Lazy People
In the American Heritage Dictionary of the English Language, fourth edition,
burnout relative to people is defined as: Physical or emotional exhaustion,
especially as a result of long-term stress or dissipation. In her book Overcoming
Job Burnout, Dr. Beverly Potter defines burnout as “a destruction of motivation
caused by feelings of powerlessness. Power – the ability to influence and
accomplish – is essential for well-being and sustained motivation.”
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The Truth about Burnout by Christina Maslach and Michael P. Leiter defines
job burnout as: The
index of the dislocation
between what people are
and what they have to
do. It represents erosion
in values, dignity, spirit,
and will – an erosion of
the human soul. It is an
illness that spreads
gradually and
continuously over time,
putting people into a
downward spiral
(ˈspaɪrəl) from which it’s
hard to recover.
As the word erosion
suggests, burnout is a
gradual process of loss
during which the
mismatch between the
needs of the person and
the demands of the job
grows ever greater. The
Image 2 demands of the workplace shape the individual’s
experience, while the individual’s performance affects the workplace and all the
people in it. Thus, the erosion process has something of a chicken-and-egg quality
– does it begin with the person or the job? – but popular wisdom usually lays the
blame on the individual.
As somebody said, ‘The real problem is lazy people who think working hard
(and long) shouldn’t be expected of them. The real reason we lose jobs to low-
wage countries is because those people understand hard work. They have been
doing it all their lives.’
( www.britishcouncil. org/ua/professionals-work-burnout-l.htm)
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
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1. things (especially valuable things such as buildings, literature etc.) which
are passed on from one generation to another ________; 2. the act of living a
wasteful and dissolute life, esp. drinking alcoholic beverages to excess ________;
3. absolutely necessary; extremely important ________; 4. maintained at length
without interruption or weakening ________; 5. a change in normal place or
position ________; 6. a gradual decline of something ________; 7. an unsuitable
match or lack of correspondence ________; 8. the quality of having experience,
knowledge, and good judgment ________; 9. responsibility for a fault or wrong
________; 10. (usually plural noun) a regular, usually weekly rather than monthly,
payment for the work that one does ________
1. I define that kind of behaviour ____ just plain rude! 2. ____ a result ____ the
accident, Tom couldn’t walk ____ six months. 3. Strong boots are essential ____
mountaineering. 4. This mismatch ____ layers of consciousness causes a multitude
of misunderstandings ____ individuals, groups, corporations and governments. 5.
The dampness began to affect ____ my health. 6. I like doing the job out and about
____ the workplace. 7. Don’t put the blame ____ me ____ your mistakes!
1. A burned out person is one who is worn out physically and ____, as from long-
term stress.
A. ultimately C. continuously
B. gradually D. emotionally
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2. Job burnout can lead to ___.
A lack of control C. boss micromanagement
B an erosion of the human soul D. fatigue
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3. Burnout is caused by a mismatch between a person’s ___ and the opportunities
and demands at the workplace.
A unconscious needs C. little scope for contact with
colleagues or clients
B. taking responsibility for a team D. closeness in their social relationships
4. The real problem of lazy people is that they are ___ to working hard.
A. replaced by people accustomed C. losing jobs due
B. not expected D. used
1. well-being – a. an alphabetical list of names, subjects etc. e.g.at the end of
a book; an indicator, sign, or measure of something
2. index – b. the mental power by which one controls one's thought,
actions and decisions
3. dignity – c. The dilemma stems from the observation that all chickens
hatch from eggs and all chicken eggs are laid by chickens.
To ancient philosophers, the question about the first chicken
or egg also evoked the questions of how life and the universe
began. The paradox is often used as a metaphor in that each
side requires the other one to exist.
4. will – d. is a general term for the condition of an individual or
group. A high level of it means in some sense the individual
or group’s condition including mental status, stress level,
sexual function, and self-perceived health status is positive
5.to recover – e. the state or quality of being worthy of honour or respect
6. chicken-and-egg f. to become well again; to return to good health etc.
question –
SPEAKING
1. What is the definition of job burnout according to a) the American Heritage
Dictionary of the English Language? b) Dr Beverly Potter’s Overcoming Job Burnout?
2. How do Christina Maslach and Michael P. Leiter define job burnout in The
Truth about Burnout?
3. What does the word erosion suggest?
4. Why does the erosion process have something of a chicken-and-egg quality?
5. What is the real problem of lazy people?
6. Study image 1 and comment on Bill Gates’s quotation and the question below.
7. Study image 2 and explain the girl’s reasons for wearing different items of
clothing.
HOME ASSIGNMENT
1. Read a gapped text below. A) Fill in the gaps (1-12) with the words (A-L). B)
Match the definitions (a-k) to the words and use them in the gaps (1-12).
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In a Nutshell
Job burnout has more to do with the (1) ____ of appreciation and reward an
(2) ____ receives for his or her efforts than an increased (3) ____. It also has to do
with a conflict between an employee’s (4) ____ and job (5) ____. Those suffering
from job burnout feel no sense of (6) ____ from and no control over their work
lives. As a result, they are not (7) ____ to do more than is required to receive a
paycheck. Is this the kind of employee most (8) ____ want? An acquaintance
offered the following comments about (9) ____ that can lead to job burnout: ‘Years
ago if you put in long hours and worked hard for a company, you were rewarded
with gradual (10) ____, longer vacations, medical (11) ____, and a healthy
retirement plan. Most people expected to work 20 years or more at one company.
Today to get ahead and save for a reasonable retirement, workers often must hop
from company to company to get a promotion. Hard work and dedication to a job
well done are no longer seen as ways to protect a job. Everyone is expendable,
thanks to many employers’ short-term, economic goals. And there’s no (12) ____
to work long hours. It won’t likely pay off for the worker in the long run.”
A. requirements G. accomplishment
B. work conditions H. employee
C. lack I. incentive
D. insurance J. work load
E. values K. promotions
F. motivated L. employers
a) ___ the state of being without or not having enough of something
b) ___ a person’s principles or standards of behavior; one’s judgment of what is
important in life
c) ___ the action of raising someone to a higher position or rank or the fact of
being so raised
d) ___ functional requirements of a job or employment setting, incorporating the
basic components of physical conditions such as strength, endurance, flexibility,
and coordination
e) ___ a person or organization that employs people
f) ___ something that has been achieved successfully
g) ___ provided with a motive or given incentive for action
h) ___ the amount of work to be done by someone or something
i) ___ things that are needed or wanted
j) ___ a person employed for wages, a salary etc.
k) ___ a practice by which a company or government agency provides a guarantee
of compensation for specified loss, damage, illness, or death in return for payment
l) ___ a thing that motivates or encourages one to do something
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UNIT 14
READING 14 Managing Yourself. The Antidote for Burnout
Preparing to read
1. Complete the word building table.
tension – to manifest –
confidence – to arrange –
to create – – confidence
– effective – to create –
– equal – equality
order – to operate –
– neat to believe –
chaos – – motivation
– – efficiently – satisfaction
instinct – to increase –
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necessary.
antidote _________; arranged _________; path _________; managing
_________; confidence _________; manifest _________; recognized
_________; made up _________; chaotic _________; triggered _________;
handle _________; raised _________; equal (v.) _________; lowers _________;
tension _________; at hand _________; buffer (ˈbʌfər) _________; suit (suːt)
_________
1. An allergy can be _________ by stress or overwork. 2. Smiling relieves
_________ and stress. 3. Depression can _________ as irritability. 4. The harsh
discipline of the free market was offered by conservatives as more than just a
_________ toward greater prosperity. 5. Everyone _________ his skill. 6. Two
incidents in recent days have _________ the level of concern. 7. Massage is a
wonderful _________ to stress. 8. _________ your time is increasingly important.
9. This drug _________ cholesterol levels. 10. The committee is _________ of
scientists and politicians. 11. Family and friends can provide a _________ against
stress. 12. I don’t know whether they have _________ any transport or
accommodation for him. 13. She shows a great deal of _________ for her age. 14.
He has an ability to _________ a case properly. 15. A job where I am indoors all
day won’t _________ me. 16. I cannot hope to _________ him. 17. My house is
always a _________ mess. 18. With the holiday season _________, everyone is
very excited.
3. Language notes: Study the following information about the verb make and fill in to
where necessary.
If someone forces you to do something, you can say that they make you do it.
You’ve got to make him listen.
Be Careful! In active sentences like these, don’t use a to-infinitive after
make. Don’t say, for example, ‘You’ve got to make him to listen’.
However, in passive sentences you must use a to-infinitive.
They were made to pay for the damage.
1. The teacher made me ____ repeat it all again. 2. One woman was made
___ wait more than an hour. 3. What made
you ____ deceive us? 4. She was made
____ repeat her question once more. 5.
Mom made us ____ clean up the mess. 6.
He made her ____ stay late at work. 7. He
was made ____ review his decision. 8. They
made him ____ practice every day. 9. Light
steps made him ___ turn his head. 10. He
Image 1 was made ____ pay the damage.
11. She was made ____ work overtime. 12. He made them ____ listen to him.
Now Read
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Image 2 Managing Yourself. The Antidote for Burnout
The antidote for burnout is personal
power, or a feeling of ‘I can do,’ a belief
that you can act to control your work.
We can list some paths to personal
power and offer exercises to help you
accomplish them.
Managing Stress Stress is a
normal part of life, and a certain amount
of stress is healthy and necessary for
motivation. The key to managing your
stress is to recognize how stress
manifests itself in you and which situations and people trigger your
stress responses. This understanding can be used to raise and lower your tension
level as needed for optimum personal power.
Building Social Support ‘You got to have friends.” A strong support system
made up of family, friends, and co-workers provides a buffer against the negative
effects of stress. Studies show that people with strong support systems enjoy
healthier, longer lives.
Skill Building Personal power comes from knowing how to arrange learning
situations for yourself, which gives you the confidence to handle new challenges.
When we start our career, we are not highly skilled, effective workers. In the
beginning, we model our work. As time goes on we begin to rely on our own
creativity, instincts, and skills to make the job suit our talents. As we do so, your
job satisfaction increases.
Changing Jobs Perhaps you or someone you know has left a job because of
burnout. The only way changing jobs works is if you know why the other job led
to burnout, what you really need and want in a new
job, and if you find the right job. Having a clear image
of your own best job can help you define the
characteristics necessary for you to experience
personal power.
Thinking Powerfully Powerful thinking equals
positive thinking. It also means being able to quiet
your mind and concentrate on the task. Being able to
focus is like living in a neat, orderly environment as
opposed to one that is chaotic. You operate much more
effectively and efficiently in a calm atmosphere.
Focusing on the situation at hand, taking what
steps you can to make it better, and letting go of the things you can’t control make
for a healthier life.
(www.britishcouncil.org/ua/professionals-work-burnout-l.htm)
AFTER YOU READ
VOCABULARY PRACTICE
148
definitions:
1. a course of action, conduct, or procedure _________; 2. to control or direct
the functioning of _________; 3. to make clear or evident to the eye or the
understanding _________; 4. to perceive or acknowledge as existing, true, or valid
_________; 5. to cause (an event or situation) to happen or exist _________; 6. to
lift or move to a higher position or level _________; 7. to move (someone or
something) in a downward direction _________; 8. mental or emotional strain;
stress _________; 9. to compose or be part(s) of _________; 10. a person or thing
that lessens shock or protects from damaging impact, circumstances, etc.
_________; 11. to prepare or plan something for someone or something
_________; 12. the feeling or belief that one can rely on someone or something;
firm trust _________; 13. to control, manage or deal with _________; 14. to
satisfy the needs of, or be convenient for _________; 15.to be the same as in
number or amount _________; 16. to separate or distinct from; in contrast with
_________; 17. close by in time or space _________
1. Laughter is a good antidote ____ stress. 2. People will believe in a plan if the
goals are specific and the path ____ achieving them is credible and clearly
explained. 3. The key ____success is to be ready from the start. 4. He manifested
___ his character ____ his behaviour. 5. Most doctors appear to recognize ___
homeopathy as a legitimate form of medicine. 6. The group was made ____ ____
doctors and lawyers. 7. A sense of humour may have served as a buffer ____ the
shocks of disappointment. 8. Doubt is the buffer ____ blind faith and cold logic. 9.
They arranged a reception ____ us. 10. You have to deal ____ it, handle ___ it, and
cope ____ it. 11. Eating too much junk food could lead ____ some serious health
problems. 12. I know I can rely ____ you to do a good job. 13. Four plus six
divided by two equals ___ five. 14. I would prefer it if we met in the morning,
____ opposed ____ the evening. 15. With the holiday season ____ hand, everyone
is very excited.
1. ___ is all about taking charge: of your lifestyle, thoughts, emotions, and the way
you deal with problems.
A. Stress management C. Skill Building
B. Personal power D. Support system
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2. ___ narrows your ability to think clearly, function effectively, and enjoy life.
A. The antidote for burnout C. A buffer against stress
B A high level of stress D. Personal power
150
3.___, that is having people in your life you can talk to, spend time with, and get
help from, makes people mentally and physically healthier.
A. Positive thinking C. Personal power
B. Skill Building D. Building social support
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4. ____ that usually comes with optimism is a key part of effective stress
management.
A. Skill Building C. Positive thinking
B. Building social support D. Changing Jobs
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1. stress responses a. an innate, typically fixed pattern of behaviour in animals
– in response to certain stimuli
2. instinct – b. cleverness at doing something, resulting either from
practice or from natural ability
3. antidote – c. the predictable physiological reaction that occurs in
humans as a result of injury, surgery, shock, ischemia (ɪ
ˈskimiə), or sepsis.
4. skill – d. a mental attitude or worldview that interprets situations
and events as being best
5. positive thinking e. something that prevents or counteracts injurious or
– unwanted effects
153
SPEAKING
1. What does the antidote for burnout mean?
2. Is stress always harmful? What is the key to managing stress? Why is the
understanding of situations and people leading to stress important?
3. What provides a buffer against the negative effects of stress? Who is social
support network made up of (Image 2 can help you)?
4. What is the source of personal power and why is it important? What are the
stages of skill building? What is its result?
5. Under what condition can changing jobs be successful? What can help you
define the characteristics necessary for you?
6. What is powerful thinking? How can it help you?
7. Study Image 1 and say what people should do to avoid burnout. Can you add
any other piece of advice?
8. Look at Image 3 and explain how you understand it.
1. In pairs do the test to decide whether anyone in the pair is in danger of burnout
due to his/her studies. Then report their conclusions to the class.
Are You Burning Out? (Test)
To study the symptoms, we can offer you a test to help you determine where
you rank in terms of job burnout. Review your life over the last six months, both at
work (at the university) and away from it. Then read each of the following items
and rate how often the symptom is true for you. Use a rating scale of 1 to 5, with 1
being rarely true and 5 being usually true.
Scores
1. I feel tired even though I get adequate sleep.
2. I am dissatisfied with my studies.
3. I feel sad for no apparent reason.
4. I am forgetful.
5. I am irritable
6. I avoid people at the university and in my private life.
7. I have trouble sleeping because of worrying about studies.
8. I get sick a lot more than I used to.
9. My attitude to studies is “why bother?”
10. I get into conflicts at the university.
11. My job/studies performance is not what it usually was.
12. I use alcohol and/or drugs to feel better.
13. Communicating with people is a strain.
14. I can’t concentrate on studies like I once could.
15. I am bored with my studies.
16. I work/study hard but accomplish little.
17. I feel frustrated with my studies.
18. I don’t like going to university.
19. Social activities are draining.
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20. I need support.
21. I watch television most of the time when not studying.
22. I don’t have much to look forward to in my studies.
23. I worry about studies during off hours.
24. My feelings about studies interfere with my personal life.
25. My studies seem pointless
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Add up your scores.
25 – 50, you’re doing well;
51 – 75, you’re OK if you take preventive action;
76 – 100, you’re a candidate for job burnout;
101 – 125, you’re burning out.
HOME ASSIGNMENT
WRITING
1. Read the following text about the warning signals of a burnout and the ways of
dealing with them. Summarize the text in no more than 70 words including only the
principle information in your summary with no details in writing.
Consider These Five Warning Signs of Burnout:
Sign No.1: Your co-workers are very careful with you. If you find yourself
becoming irritable with co-workers you used to get along well with, it may be
more than just typical interpersonal dynamics.
Sign No.2: You come in late and want to leave earlier. You used to wake up
in the morning excited for another day, but now every day you are afraid of
heading into the office. Once lunch passes, you start watching the clock, counting
the minutes to the end of the day.
Sign No.3: Apathy has replaced enthusiasm. You feel no motivation, no sense
of accomplishment and have no desire to be challenged. Those who have burnout
lose their motivation to perform, as well as their feelings of pride for a job well
done.
Sign No.4: You’ve lost camaraderie with co-workers. You’re no longer
interested in the company network. You used to go to lunch, go out for drinks and
participate in other company functions but now have no interest in socializing in or
out of the office.
Sign No.5: You’re feeling physically sick. You always feel exhausted, have
headaches, feel tension in all of your muscles and are having trouble sleeping.
These physical signs are common indicators of job stress, and demonstrate that this
can turn into a physical problem. If you are experiencing these symptoms, it’s time
to make some changes. You can start by talking to your boss or someone in your
Human Resources Department about how you can solve the problem together by
changing deadlines, delegating to someone else a project or two. In her book
“Stress Management for Busy People,” Carol A. Turkington recommends taking
these steps:
• Learn to say no.
• Re-evaluate your goals.
• Reduce your obligations at work and at home.
• Learn stress management skills.
• Get plenty of rest and eat a healthy diet.
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Finally, give yourself a break. This means taking your vacation days, no
matter how important you job is, and taking little breaks every day to re-group and
re-energize. Remember, if you don’t take care of yourself in the office, your work
will suffer and your health may pay the price, too.( www.mayoclinic.com/health/
burnout)
2. Role-play. Get ready for the role-play in class. In pairs invent a new ease of job
burnout. Decide who the person suffering from it is, what his or her job is, what
symptoms he or she is suffering from, etc.
WRITING
3. Read the text on some ways of dealing with job burnout. Five sentences have
been extracted from the text and placed below it. Put the sentences in their places.
There Are at Least 50 Ways to Fight Burnout
Today’s work culture of heavy workloads, longer days at the office, less time
spent at home and fewer vacation days is causing job burnout.
1. ___
There are several reasons we find ourselves on the wrong path.
We may have chosen our path at a young age when our values and priorities
are not fully conscious and consistent; we were influenced by our family’s needs
for us to fulfil their dreams and expectations; fear, insecurity, and/or anxiety have
influenced our choice of goals and paths; we aren’t listening to our calling.
2. ___ Then see what changes you can make in your work relationships and/or
job description. Finally, leave if you need to.
I think the most important thing about burnout is to recognize it’s a cry for help
from your poor, exhausted body and spirit.
If you are burned out and continue working in the same job at the same pace
for the same long hours, you will only get an increased feeling of burnout. 3. ___
There are at least 50 ways to fight burnout. They include:
I. Take a vacation. 4. ___
2. Then schedule a heart-to-heart talk with your manager and present a couple of
solutions to try. This can be delegating more work to others, a reduced work week,
work from home one day a week, or different assignments.
3. If there is not much support or change on the horizon, start your soul-searching
process. 5. ___ Consider the help of an employment counsellor who can help you
update your resume and job hunting skills, focus and get more of what you love in
your next position.
4. Always take a lunch break, even if it’s just a 20 minute walk around the parking lot.
5. Focus on things you can control, such as getting enough sleep, eating right,
exercising and connecting with friends in your support network.
6. Stop putting everyone else’s needs before your own needs.
( www.mayoclinic.com/health/ burnout)
A. Ideally two weeks, but one will help.
B. If you believe that your job is burning you out, first check yourself to see what
you’re bringing to the situation.
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C. Write down what you like about your job (if anything) and what you dislike.
D. In fact, 68 percent of workers report feeling burned out at the office.
E. It’s time to try something different.
4. Write a 150-word essay “Treating Job Burnout” summarizing in your essay the
information from the texts, as well as some additional information. Try to use the
new words from both texts dealing with job burnout in your essay.
5. Tips for writing the essay.
2. Introduce your topic in the first paragraph by defining job burnout as a kind of
disease that can and should be fought. Emphasize that overcoming this condition
mostly depends on the person suffering from job burnout himself/herself.
3. Discuss (in short) in your second paragraph all the principal ways of dealing
with job burnout that you have learned about from both texts that you have read
and from any additional information.
4. In the last paragraph, conclude your essay by re-stating the possibility of
fighting job burnout by using the ways described in the preceding paragraph if a
person really wants to get rid of this condition.
158
PSYCHOLOGICAL WORD LIST path (pɑːθ, pæθ)
TERMS accomplishment (ə promotion (prə
antidote (ˈæntɪˌdəʊt) ˈkʌm.plɪʃ.mənt) ˈməʊʃ(ə)n)
apathy (ˈӕpəθi) arrange(əˈreɪndʒ) raise (reɪz)
aversion (əˈvɜː.ʃən / ə attitude (ˈætɪtʃuːd) recognize (ˈrɛkəɡˌnaɪz)
ˈvɜː.ʒən) blame (n.) requirement (rɪ
dissipation (ˌdɪsɪˈpeɪʃən) buffer (ˈbʌfər) ˈkwaɪəmənt)
burden (ˈbɜː.dən) chaotic (keɪˈɒt ɪk) responsibility (rɪˌspɒnsə
confidence (ˈkɒnfɪdəns) cluster (ˈklʌstə) ˈbɪlɪtɪ)
confuse (kənˈfjuːz) complain (kəmˈpleɪn) shape (v.)
dislocation (ˌdɪsləˈkeɪʃən) contribute (kənˈtrɪbjuːt) spiral (ˈspaɪərəl)
erosion (ɪˈrəʊʒən) downsize (ˈdaʊn.saɪz) sustained (səˈsteɪnd)
exhaustion (ɪɡˈzɔːs.tʃən) decline (dɪˈklaɪn) suit (suːt)
frustration (frʌsˈtreɪ.ʃən) detach (dɪˈtætʃ) take on
hostile (ˈhɒs.taɪl) dignity (ˈdɪɡnɪtɪ) ultimately (ˈʌl.tɪ.mət.li)
incentive (ɪnˈsɛntɪv) essential (iˈsenʃəl) value(ˈvæljuː)
irritability (ˌɪrɪtəˈbɪləti) equal (v.) (ˈiːkwəl) wage (weɪdʒ)
manifest (ˈmænɪˌfɛst) handle (v.) (ˈhӕndl) well-being
mismatch (ˌmɪsˈmætʃ) gradual (ˈɡrædjʊəl) will
recover (rɪˈkʌvə) guilty (ˈɡɪlti) withdraw (wɪðˈdrɔː)
suffer (ˈsʌfər) heritage (ˈhɛrɪtɪdʒ) PHRASES
suspiciousness (sə index (ˈɪndɛks) at hand
ˈspɪʃəsnəs) insurance (ɪnˈʃʊərəns) bite the hand that feeds
tension (ˈtɛnʃən) lower (v.) (ˈləʊə) you
trigger (v.)(ˈtrɪɡə) manage (ˈmænɪdʒ) made up
work load
159
CHAPTER 4 BALANCING WORK AND FAMILY
UNIT 15
READING 15 Work-Family Conflicts

1. Role-play. Role-play a short psychological consultation in which ‘a
psychologist’ is talking to ‘a client suffering from job burnout’. The ‘client’s’ job
and his or her symptoms are discussed. After such a discussion ‘the psychologist’
gives his or her conclusions to ‘the client’.
Preparing to read
productivity – to frustrate –
– appropriate – productivity
care – to identify –
– different to interfere –
environment – to deprive –
160
B)
Negative prefixes Negative prefixes / suffixes
to increase – careful –
likely – flexible –
identified – work role –
161
necessary.
homemakers _________; balanced _________; account for _________;
interfere _________; simultaneously _________; community _________;
frustration _________: deprive _________; outcome _________; lack
_________; likely _________; appropriate _________; strain _________
1. But they all share a common trait – _________at the obstacles put in the
way of progress. 2. He’s well-liked by the local _________. 3. I can _________
the mistake. 4. The panel was an interesting mix of college students, government
officers, lawyers, and _________. 5. I hated the _________of privacy in the hostel.
6. What was the _________ of your conflict with the boss? 7. It works _________
as character study, teen drama and sci-fi thriller. 8. These constant delays are a
_________ on our patience 9. People are more _________to accept change if they
understand it. 10. Constant distractions _________ with work. 10. They don’t want
to get divorced and _________ their children of a stable home. 11. This text is not
_________ for high-schoolers. 12. We _________ the pros and cons before
making a choice.
3. Language notes: A .Study the following sentences from the text.
Work and family roles are likely to conflict.
Families with children under the age of five are likely to experience the most
work-family conflicts.
An authoritarian manager is expected to be warm, emotional and friendly at home
with family members.
Language notes: B. Study the following information about the word likely and the
verb expect and then rearrange the words to make sentences.
1. Likely is usually an adjective. You say, for example, that something is likely to
happen. E.g. These services are likely to be available to us all before long.
You can also say that it is likely that something will happen. E.g. If this is your
first baby, it’s far more likely that you’ll get to the hospital too early.
2. In conversation and in informal writing, likely is sometimes an adverb with
most, more than, or very in front of it, or as part of the phrase more likely than
not. Don’t use it as an adverb on its own. E.g. Profits will most likely have risen by
about $25 million. More likely than not they would kill him if they found out who
he really was.
3. You can sometimes use a to-infinitive after expect instead of a that-clause. For
example, instead of saying ‘I expect that Johnson will come to the meeting’, you
can say ‘I expect Johnson to come to the meeting’.
1. is rain to likely soon it –________________________________________________
2. will is symptoms likely treatment it that disappear without his –________________
_____________________________________________________________________
3. be he to expects tomorrow home – _______________________________________
4. likely, than of the her is more stress illness cause – __________________________
162
5. loves it he likely still is her that – ________________________________________
6. see I today expecting to you wasn’t – _____________________________________
7. likely it will that is succeed she – ________________________________________
8. to they with are become likely angry him – ________________________________
4. Complete the sentences as in the examples.
E.g. They expect that she will work hard. – She is expected to work hard.
It is likely that he left the country. – He is likely to have left the country.
1. It is likely that he will report feeling burned out at the office. – He _____________
____________________________________________________________________
2. They expect that she will learn stress management skills. – She________________
____________________________________________________________________
3. It is likely that she is bored with her studies. – She _________________________
4. It is likely that you are becoming irritable with co-workers. – You _____________
____________________________________________________________________
5. It is likely that he stopped putting everyone else’s needs before his own needs. –
He _________________________________________________________________
6. They expect that he will focus on things you can control. – He ________________
____________________________________________________________________
7. It is likely that I feel frustrated with my studies. – I _________________________
8. It is likely that the man was fed up with the frustrations of everyday life_________
____________________________________________________________________
9. They expect that they will represent the local community. – They _____________
10. It is likely that his decision had depressing outcomes for business. – His
decision_____________________________________________________________
11. It is likely that two people were injured in the accident. – Two people _________
____________________________________________________________________
12. It is likely that she was taking drugs. – She ______________________________
5. In the photos you see pictures of four different families. In the first picture there
is a young working couple with no children. In the second picture the husband and
wife both work and have one child. In the third picture the
family with both parents
working has a number of
children. The last
picture (4) shows a
single-parent family with
a working mother. In
groups discuss and
decide which of the four
families are at the greatest Picture 1
risk of work-family
Picture 2
conflicts. Why? What kinds of conflicts can there be?
How can they be solved? After the group discussion,
one student from each of the groups will make a short presentation of the
conclusions made.
163
Now Read
Work-Family Conflicts
Families with a working husband, homemaker wife, and two or more children
account for less than 10 percent of modern families.
The increasing number of couples in which both a
husband and a
wife work
creates a
challenge for
companies.
Companies have
to carefully Picture 3
consider how to manage employees who are
concerned with simultaneously meeting the
needs of work and family. Work and family
roles are likely to conflict because employees
are forced to take several different roles (e.g.,
Picture 4
parent, husband/wife, employee) in a number
of different environments (e.g., workplace,
home and community).
Feeling of frustration is only one outcome of work and family conflicts. They
lead to increased health risks, absenteeism, decreased productivity, poor mental
health and lack of energy. Research suggests that single-parent families and
families with children under the age of five are likely to experience the most work-
family conflicts. Work-family conflict even applies to employees who do not have
children or husbands/wives. All employees have non-work roles and activities that
may conflict with work.
Three types of work-family conflicts have been identified – time-based
conflict, strain-based conflict, and behaviour-based conflict. Time-based conflict
occurs when late evenings at the office, overtime work and out-of-town travels
interfere with family interests. Strain-based conflict results from the stress of work
and family roles. For example, a newborn child deprives parents of sleep; as a
result, it is difficult for them to concentrate at work. Behaviour-based conflict
occurs when employees’ behaviour in work roles is not appropriate for their
behaviour in family roles. For example, strict and authoritarian manager is
expected to be warm, emotional and friendly at home with family members.
Many companies are beginning to respond to work and family issues by
developing policing to reduce the potential for such conflicts (e.g., flexible office
hours, child-care and older-care projects). Consulting Support Services train
managers who can use work-family policies effectively and help employees
balance work and family demands.
( www.google.com.ua/Top/Socieiy/Work/Work and Family)
AFTER YOU READ
164
VOCABULARY PRACTICE
definitions:
1. the state of not having any or enough _________; 2. happening, or done, at
exactly the same time _________; 3. to give a reason for; to explain _________; 4.
something that follows from an action, dispute, situation, etc.; result; consequence
_________; 5. not yet an adult according to the law _________; 6. a) (often with
in) to (try to) become involved in etc., when one’s help etc. is not wanted; b) (with
with) to prevent, stop or slow down the progress of _________7. to take something
away from _________8. to bring into or maintain in a state of equilibrium
_________
1. Bad weather accounted ____ the long delay. 2. It is the outcome ____ the
vote that counts. 3. Eating too much junk food could lead ____ some serious health
problems, not to mention gaining weight! 4. Despite his lack ____ experience, he
got the job. 5. We don’t serve alcohol to teenagers who are ____ age. 6. The new
dress code applies ____ all employees, regardless of seniority. 7. I cannot support
you in this action, as it conflicts ____ my religious beliefs. 8. A job will interfere
____ his studies. 9. Don’t interfere ____ other people’s business! 10. Nothing
resulted ____ all that work. 11. All my effort resulted ____ nothing at all. 12. They
deprived him ____ food and drink. 13. Turn that violent cartoon off right now –
it’s not appropriate ____ a boy your age!
1. ___ conflict occurs when experiences and commitments at work interfere with
family life, such as extensive, irregular, or inflexible work hours, work overload
and other forms of job stress, interpersonal conflict at work, extensive travel,
career transitions, or an unsupportive supervisor or organization.
A. Family-to-work C. Work-to-family
B. Time-based D. Strain-based
165
2. ___ conflict occurs when experiences and commitments in the family interfere
with work life, such as the presence of young children, primary responsibility for
children, elder care responsibilities, interpersonal conflict within the family unit, or
unsupportive family members.
166
3 ___ conflict entails competing time requirements across work and family roles.
167
4. ___ conflict entails pressures in one role impairing performance in the second role.
168
5. ___ conflict entails an incompatibility of behaviors necessary for the two roles.
A. Family-to-work C. Behavior-based
169
1. community – a. schedule that allows workers to alter workday start and
finish times
2. frustration – b. a feeling that results from interference with one’s ability
to attain a desired goal or satisfaction
3. strain – c. the amount of time someone works beyond normal
working hours. The term is also used for the pay received
for this time.
4. flexible hours – d. something, e.g. too much work etc., that causes a state of
(flextime also spelled anxiety and fatigue
flexitime)
5. overtime – e. a group of people especially having the same religion or
nationality and living in the same general area
170
SPEAKING
1. Skim the text again and discuss these questions.
1. What lies at the bottom of work-family conflicts?
2. What can work-family conflicts lead to?
3. What are the types of work-family conflicts and how do these types differ?
4. How can companies respond to work-family conflicts?
2. Read the text below and get ready to discuss the information from this text. For
that discussion you will need to know all the words from the text that may be new
to you. Pay special attention to the underlined words and phrases.
Balancing Work and Family
People can learn how to balance work and family. There is no single formula
for attaining a balanced life. It is a personal decision how one combines their
career, husband/wife, children, friends and self into an integrated whole. The key is
to develop creative solutions as you approach the challenges of balancing the
responsibilities and joys of your multiple roles. Some of the same skills and
strategies you use at work such as planning, organizing, communicating, setting
the limits and delegating can be used effectively on the home-front for achieving a
satisfying, fulfilling well-balanced life both personally and professionally. Today’s
parents are multitasking more than ever: juggling parental duties, working
increasing hours and keeping up with household chores. But rather than feelings of
efficiency, multitasking often produces stress and anxiety. People’s sense of well-
being is elevated when they spend time together as a family. Work plays a
significant role in the lives of working families, not only in the amount of time
they spend at work but also with their attitudes toward work and how these
attitudes and expectations spill over to the home. People don’t have the
mechanisms to put the brakes on. Setting priorities is central to effective time
management. Managing work and a household, finding time for family activities
and friendships, and having time just for us is no easy task with multiple
responsibilities and roles.
Even when we are efficient in using our time, we may not be effective – we
‘do things right’ but we don’t do the right things. Professionals can help in creating
a life that is more balanced, fulfilling, satisfying and successful.
(www.google.com.ua/Top/Society/Work/Work and Family)
2. Use one of the underlined words or phrases to complete the sentences below:
171
1. People concerned about creating a just society would use love as a guide
when __________. 2. Families are being asked to help __________ youngsters
who are plaguing their lives by riding illegally on motorcycles. 3. Changes on the
microscopic level eventually __________ into the macroscopic level. 4. We all
have goals that we wish to achieve, whether on a personal level, like running a
marathon, or on a broader level, like __________ a set of goals for the organisation
we work in and are leaders in. 5. She is reliable and __________ and, in her sweet
way, shows the people around her how much she cares about them. 6. The family
needs to be understood as a(n) __________, which is different from a summation
of the individual parts. 7. The performer has heard the tale __________ times; he
has heard it from different story tellers in __________ versions. 8. In a nation of
__________ workaholics, insomnia strikes 127 million adults. 9. Many people feel
uncomfortable about __________ authority, tasks and responsibilities to their
subordinates. 10. Some of her friends were surprised by her retreat from a(n)
__________ following her defeat in the election. 11. She said the __________ act
between being a parent and working full-time was difficult. 12. Public holidays are
when I try __________ and visit my ailing parents. 13. Too much sympathetic
nervous system activity can be associated with stress, __________, and dysphoric
mood. 14. After all, there will always be a bureaucrat, politician, or judge
__________ on what is unacceptably offensive.
3. Discuss your ideas on the following issues:
1. Why do you think there is no single formula for attaining a balanced life?
2. What is the key to develop creative solutions for balanced life?
3. Can the same skills and strategies used at work be used effectively at home?
Which of them?
4. How do you understand multitasking? What does multitasking produce?
5. How can the sense of well-being be elevated?
6. What strategy is central to effective time management?
7. What is your conclusion after reading this text?
HOME ASSIGNMENT
1. Read the text below and match the heading from the box (1-8) to the
descriptions (A-H). Write 5 questions to each text. Get ready to discuss the
information from this text in the next class.
A. Communicate. D. Identify community resources.
B. Determine your financial priorities. E. Explore employment options.
C. Take time for yourself. F. Coordinate with friends.
172
Single Working Parents: Balancing Work and Family
Single parenting can be a challenging, often stressful way of life. Finding the
delicate balance between work, home, children and time for oneself can be
difficult. There is no simple solution. In fact, the balance for each adult and every
family may be different. Single working parents trying to balance work with a
happy and stable family life should consider some of the following suggestions:
1. ___ Managing money wisely can help to relieve the financial strain that forces
many single working parents to work long hours. Work out a budget for living
expenses and stick to it. Try to spend time with your children instead of giving
them money for entertainment purposes. Weigh the benefits of your job (salary,
insurance, etc.) with what it costs you in time spent away from your children.
Sometimes a less demanding job can provide a better way of life for your family.
2. ___ More and more communities are providing services to assist single working
parents. Hospitals and family clinics now offer “sick-child” care, where health-care
professionals take care of sick children so a parent is able to go to work.
3. ___ Keep your resume updated and utilize the Internet as a resource when job
hunting. Libraries often provide free Internet access. Running your own business
may allow you more flexibility to be with your children. If self-employment is not
for you, look into companies that allow people to work at home or offer flexible
schedules. – 4. ___ Meet other single working parents through your child's school
or day-care; you may be able to create a baby-sitting co-operation.
5. ___ As a single-parent family, you and your children must learn to cooperate
and communicate. Keep in mind that while you go to work and fulfil other parental
obligations, your children are busy with their own activities. Make sure your
children know how to reach you and that you know where to find them. Be sure
you all agree on schedules, transportation and all the details relating to a planned
activity. Be sure your workplace allows your children to contact you when
necessary.
6. ___ At least once a month make a point of doing something just for you. It can
be nothing more than going to the cinema alone, but everyone needs a break every
now and then.( www.dmoz.org/Society/Work/ Work and_Family/ )
2. Role play. Get ready for the role-play in class. Invent a story of a work-family
conflict.
UNIT 16
READING 16 Strategies for Managing Work, Family, Personal Life
1. Pair Work. Ask and answer questions about the text Single Working Parents:
Balancing Work and Family.
presentations about determining financial priorities, identifying community
resources, exploring employment options, coordinating with friends,
communicating and take time for yourself. Every member of each group should
participate in presenting the material. So, decide who will speak on what aspect in
advance.
173
1. Pair Work. Discuss the following points:
1. determining your financial priorities;
2. identifying community resources;
3. exploring employment options;
4. coordinating with friends;
5. communicating;
6. take time for yourself.
2. Role play. Divide into groups of three or four students.
Student A. Every student (in turn) impersonates the person from the story of a
work-family conflict that he or she prepared as a home assignment. Share the
story of a person or persons who was/were suffering from the conflict with some
other students. Explain where the person(s) worked or works, in what position,
what he/she did or do/does in his/her job, what the cause or causes of the work
family conflict were, how it manifested itself (the symptoms), whether the person
looked for help or not, whether the help was given or not, and whether the relief
was found or not.
Students B, C (and D) interview him/her. Ask questions as to where the person
suffering from that work-family conflict worked or works, in what position, what
he or she did or does in his/her job, what the cause or causes of the conflict were,
how it manifested itself (the symptoms), whether the person looked for help or not,
whether the help was given or not, and whether the relief was found or not. After
the interview is over, the interviewers give the person interviewed their
psychological recommendations. Then the next student is interviewed and so on
until all the students in the small group have acted both as interviewers and
interviewees. The time for every interview is about five minutes.
Preparing to read
– honest to combine –
– polite to reserve –
priority – to participate –
to notice – to encourage –
– convenient to employ –
– efficient to reduce –
174
B)
to respond – to participate –
to commute – to support –
175
necessary.
combine _________; priority _________; reserved _________; conveniences
_________; household _________; participate _________; efficient _________;
incorporate _________; plenty _________; commuted _________;
encourage_________; noticed _________
1. We want to _________you into our sales force very soon. 2. I always do
the _________ chores first. 3. The government supports campaigns to
_________cycling and walking as healthy forms of transport. 4. Over half the
population of the country _________ in sport. 5. An ambulance must have
_________ over other traffic. 6. She _________ from Westport in to Grand Central
Station. 7. I _________a book on the table. 8. The two sets of exams (6 modules in
total) _________ together to make your A-level grade. 9. These seats are
_________ for the committee members. 10. We’ve got _________ of time to get
there. 11. The chalets have all the modern _________. 12. The more information
the system has, the more ________and effective it will be.
Now Read
Strategies for Managing Work, Family, Personal Life
Managing multiple roles is challenging. Respondents to the study, ‘Work/Life
Issues” share strategies they are using to manage their work/family/personal life.
Combining Work and Family
‘Leave work at work’ is a strategy common to all employees and their family
members/friends.
Saying “NO” is
another strategy all
employee respondents
use. They want to learn
more ways to say it
politely. According to
one employee, “Saying
‘no’ is a way to be
honest with people. At
my kids’ ball game I say
‘I’m not on the job now,
please, contact me...’
176
Other employees use their home answering machine for evening and weekend
calls. One employee uses the message, “Please call my office during work hours
about work matters...”
Making Family First
Making family priority No. 1 is another strategy common to all employees
and their family members / friends. “Weekends are reserved for family and
friends.”
Other family centred strategies include:
 Eat meals at unusual hours so the family can be together.
 Share household tasks and child care.
 Participate as a family in social, non-work organizations.
 Communicate, communicate, and communicate.
Making It Personal
Individual strategies to reduce personal stress include:
 exercise,
 gardening,
 yard work,
 relaxing,
 taking breaks.
Time Saving Ideas
 Take time to plan and organize your day.
 Incorporate tasks like planning the day while commuting, cooking while talking
on the phone, exercising, while watching TV, etc.
 Make a “to do” list.
 Encourage the help of other family members.
 Solve problems one at a time.
 Involve all family members with household tasks.
 Notice when you are at your peak and use this time.
 Give plenty of positive attention to your family.
 Create a family calendar to help plan time efficiently.
 Have outside supports such as family, friends and modern conveniences.
 Accomplish parts of a large task rather than trying to finish it all at once.
 Start now to manage your time effectively.
(www.dmoz.org/Society/Work/ Work and_Family/ )
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
177
1. to travel regularly between two places, especially between home in the
suburbs and work in the city _________; 2. to give support, confidence, or hope to
someone _________; 3. a thing that is regarded as more important than another
_________; 4. someone who replies to something, especially a survey or
questionnaire _________; 5. to be one of a group of people actively doing
something _________; 6. to build someone or something into something; to
combine someone or something into something _________; 7. a large or sufficient
amount or quantity; more than enough _________; 8. any means of giving ease or
comfort _________; 9. achieving maximum productivity with minimum wasted
effort or expense _________
1. Did you participate ____ the discussion? 2. The prince has incorporated
himself ____ the main governing body. 3. He was ____ the peak of his career. 4.
Let me draw your attention ____ some important issues. 5. I will have plenty
____time to get home. 6. They are diseases in which the immune system plays the
villain rather ____ the protector. 7. You feel conflicted when you're not ____ your
kids’ afternoon soccer game.
1. When employees feel a greater sense of control and ownership over their own
lives, they tend to have better relationships with management and are able to leave
work issues ___.
A. at work C. completed
B. at home D. unfinished
178
2. Balanced employees tend to feel more motivated and less stressed out at work,
which thereby increases ___ and reduces the number of conflicts among co-
workers and management.
A. company management C. company productivity
B. company relationships D. company stability
179
3. One of the most positive ways to reduce stress is ___ at work, and every able-
bodied adult should be getting at least 30 minutes of it per day.
A. yard work C. gardening
B. exercise D. eating meals
180
4. As a parent, childcare duties don’t always stop when you leave for work in the
morning. A(n) ___ environment has proven to benefit both employers and
employees
A. efficiency C. work-life
B. productivity D. family-friendly work
181
2. Match the strategies to their definitions. Do you want to improve your work-
life balance?
1. Get on a. Because our brains are sequential processors, we lose time
Purpose – and make more mistakes when we multitask. It is about
enjoying what is right now, instead of worrying about the past
or the future. By being more mindful, you can reduce stress,
and increase your satisfaction with work and life.
Most of us hop from one accomplishment to the next, “catching
the gifts.” Think about how you can catch the gifts of a job well
done, a genuine compliment from a colleague or at the start of
a well-earned vacation. And, catch the gifts of lessons learned
from your mistakes. That’s the best way to keep from repeating
them
2. Create the b. It is even more important than time management. When
Space. – you’re not strong, you will tend to slip back into your old
routine. That’s why it’s so important to make conscious choices
every day.
Start with the basics, including eating healthy, drinking plenty
of water, being physically active and getting enough sleep.
Then, go deeper by choosing to associate with people who live
healthy, balanced lives, enjoying a hobby, and finding time to
relax and recharge when you need it.
3. Manage Your c. When your thoughts and actions conflict with the truth, you
Energy – waste precious time and energy and tarnish your reputation. By
increasing your level of integrity in thought, word and deed,
you will transform all your relationships, including the one
with yourself.
Have you ever set a goal because you thought you should and
never accomplished it? Make sure your goals are what you
want and not want you think you should do.
4. Talk to d. Why are you here and how do your work and life support
Yourself. – that? What are you most passionate about? What brings you
joy? When you know your life purpose, you’ll increase your
confidence, feel more fulfilled, and make better decisions about
where to spend your time and energy
Define your life purpose by considering what motivates you,
your values and your natural gifts. Write your life purpose
statement down, post it somewhere you’ll see every day and
refer to it often for guidance.
182
5. Be Authentic e. What you focus on expands and what you appreciate
– appreciates. That’s why it’s so important to do it.
Write in a journal, which can be a plain notebook, a few nights
a week. Make a brief list of what you are grateful for that day
and include at least one unique entry to increase your
awareness. This simple practice will increase your positivity
and put your challenges in perspective.
6. Stay Present f. Clutter distracts and confuses us. It drains our energy and
– keeps us from doing what matters most. While we often think
of physical clutter, like a messy office, there’s also technical
clutter, like your over-reliance on your phone and the Internet,
and emotional clutter, like regrets and toxic people in your life.
Make a list of all your ongoing commitments, from your
professional and personal memberships to committees on
which you serve that are not directly related to your job
responsibilities. Rank them on a scale of 1 to 5 in terms of
importance and consider resigning from anything less than a 4.
By cleaning out the clutter of unnecessary obligations you’ll
think clearer, have more energy, and be open to helpful
opportunities, people and ideas.
7. Cultivate an g. Studies show we do it at least 10,000 times a day and 80
Attitude of percent tends to be negative. That’s because we’re human and
Gratitude. – e are programmed to protect ourselves by anticipating worse-
case scenarios.
Overwhelmed by your work and home responsibilities? Start
the day by saying: “I have more than enough time and energy
to get the important things done today.” Notice I didn’t say
“everything on my to-do list”? A simple affirmation like that
will make you more calm and confident and prompt you to
delegate and cross off some of the unnecessary things. By the
end of the day, the important ones will get done.
Even one of these strategies can improve your work-life balance and, together,
they complement each other. Start with the one that resonates the most with you
and then add another until they all become habits that support your success.
183
SPEAKING
1. Why do you think managing multiple roles is challenging?
2. What are the ways of combining work and family?
3. What do family centred strategies include?
4. What do individual strategies include?
5. What are the ways of saving time?
HOME ASSIGNMENT
1. Prepare an oral presentation on causes of work-family conflicts and ways of
dealing with them (ways of helping people who suffer from work family conflicts)
to be delivered in pairs in the next class.
2. Prepare an oral presentation on some additional information about work-family
conflicts that you have found to be delivered in pairs in the class after the next.
WRITING
3. Write a 150-word essay on methods of dealing with work-family conflicts.
2. Introduce your topic in the first paragraph by defining work-family conflicts and
pointing out that it is a condition that can and should be overcome. Emphasize that
overcoming this condition mostly depends on the person who has a work-family
conflict.
3. List in your second paragraph all the principal ways of dealing with work-family
conflicts that you have learned about from your in-class discussions and all the
texts that you have read on this subject.
4. Define in your third paragraph which of the ways of dealing with work-family
conflicts requires some arrangements to be made at work and which relate to the
family life of a person.
fighting work-family conflicts by using the ways described in the preceding
paragraph if a person really wants to get rid of this condition.
6. Try to use in your essay as many words from the text as you can.
UNIT 17
READING 17 Family Business
Preparing to read
1. Complete the word building table.
to explode – to explode –
efficiency – to annoy –
family – to brew –
184
nepotism – to construct –
to construct – – trouble
trouble – – profit
profit – – success
success – to split –
to prevent – – argument
benefit – to prevent –
185
necessary.
family-run _________; efficiency _________; son-in-law _________; tackle
_________; surface _________; nightmares _________; available _________;
pointed _________; clashes _________; in-laws _________; outlaws
_________; tremendous _________; nepotism _________; guidelines
_________; split _________; annoy _________; benefits _________; brewing
_________; sets _________; exploded _________
1. He is survived by his family, sisters, his _________, nephews and other
relatives. 2. We need to _________ these problems and save people’s lives. 3. All
the evidence _________to his guilt. 4. I also have a daughter and a _________who
are medical doctors. 5. Nobody was _________ for comment. 6. _________
businesses may be the oldest form of business organization. 7. They protested at
what they described as _________ and corruption in the government. 8. At home a
crisis was _________. 9. Robin Hood and his band of _________ fight back
against the tyranny of Prince John and the Sheriff of Nottingham. 10. I despair that
the public doesn’t seem to be able to consider anything beyond the _________. 11.
The teacher _________ with anger. 12. I had _________ after watching the horror
movie. 13. They _________ up after a year of marriage. 14. There are reports of
_________ between militants and the security forces in the city. 15. Try making a
note of the things that _________ you. 16. That required a _________ effort. 17.
The program was implemented with great _________ and speed. 18. The
government should issue clear _________ on the content of religious education.
19. I’m a great believer in the _________ of this form of therapy. 20. Only she and
Mr Cohen had complete _________of keys to the shop.
Now Read
Read the text and do the task after you
read.
Family Business. How In-Laws
Become Out-Laws
Family business is the company
operated by family members (husbands,
wives, sons, daughters, sons-in-law,
daughters-in-law, cousins, aunts, and
uncles. Many large and small companies
tackled the family-business problems.
And many training programs and videos are available on this subject. The titles
point to the potential problems in family-run businesses: ‘How In-Laws Become
Out-Laws’ and ‘Managing Nepotism Constructively.’
186
Trouble within family-run businesses often brews below the surface for a long
time before it finally explodes. The family-run business can be a tremendous
opportunity or a nightmare. Some families have shared success, challenge, and
opportunity. Other families have split apart and don’t even want to talk to each
other. Fights, arguments and clashes that annoy family members mean that
efficiency suffers and profits can be lost. In a family-run business, emotions can be
extremely powerful.
Sons of Bosses (SOB) is an international organization. Its members include
sons, daughters, sons-in-law, and daughters-in-law in family businesses. SOB
organization offers a set of practical guidelines to its members. These guidelines
can be useful in preventing and solving emotional conflicts. The SOB group can
help their clients to improve relationships within their families and enjoy the
personal benefits of the family business.
( www.dmoz.org/Society/Work/ Work and_Family/ )
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. able or ready to be used _________; 2. to deal with or try to solve (a
problem); to ask someone about a problem _________; 3. the wife of one’s son
_________; 4. the husband of one’s daughter_________; 5. someone or something
that is talked about, written about _________; 6. the outside part or uppermost
layer of something _________; 7. a) to blow up with a loud noise; b) suddenly to
show strong feeling _________; 8. a) to make (tea etc.); b) to prepare _________;
9. a frightening or unpleasant dream _________; 10. very great in amount, scale, or
intensity _________; 11. to divide or (cause to) disagree _________; 12. to make
(someone) rather angry or impatient _________; 13. a serious disagreement or
difference _________; 14. a group or collection of things that belong together,
resemble one another, or are usually found together _________
1. He pointed ____ a sign. 2. I’ve said all I can ____ that subject. 3. The
pollution is immense, and there are pieces or rubbish floating ____ the surface of
the water. 4. Often after a loss, a storm of inner turmoil and stress remains just
____ the surface. 5. Their recommendations are useful ____ solving emotional
conflicts. 6. And now it has issued guidelines ____ drivers to make sure they are fit
for the road. 7. We want our children to attend their local school, the only one ____
walking distance of our homes.
187
1. Choose the best heading to complete the text about the family-business problems.
A. Sources for growth F. High turnover of non-family
employees
B. Who will take over the business? G. Lack of an external view
C. Lack of training H. Family problems
D. No exit plan I. Misunderstanding the value of the
business and how it is to be divided
E. Informal culture and structure J. Pressure to hire family members
188
All businesses face challenges, whether it is dealing with the changing
economy, finding and hiring the right employees, or increased competition in the
market. Family-owned businesses are not immune to these challenges. In fact,
there is also a unique set of challenges that family-owned businesses have to face
as a result of the nature of their business structure. Let’s take a look at ten of the
most common challenges facing family businesses today.
1.__H_ Physical, emotional and financial problems among family members can
greatly impact the day-to-day operation of the business.
2. ____ For many businesses, having a laid-back culture is a positive. However,
the informal structure and culture found in many family businesses can equate to a
lack of documentation, policies, and defined strategy and goals.
3. ____ It can be difficult to resist the pressure that comes along with requests from
family members who want to join the business. This becomes especially
complicated if they lack the basic skills and experience needed for the position.
4. ____ The informal culture found in many family businesses can result in a lax
approach to training new employees, whether they are family members or not.
5. ____ Non-family employees may feel that greater opportunities exist within the
business for those who are a part of the family and may grow tired of the culture.
6. ____ A huge challenge for family businesses can be determining where and how
to get the capital and resources needed to grow the business.
7. ____ While family members may not always have the same opinions, they often
have similar upbringing and life experiences which may lead to a uniform view of
the business. Businesses need to have external views of their company and their
competition in order to thrive.
8.____ Owners of family businesses may have varying opinions on the value of
their business, or even worse, they may have no knowledge about the value of the
business and what things contribute to or detract from that value. Further
complicating this matter is determining how to split the profits of the business or
owners’ stakes.
9. ____ It is important for family businesses to plan ahead for business succession.
Many family-owned businesses do not have a plan in place and this can be a
source of heated debate and intense family politics when the time arises to select
new leadership.
10. ____ Family businesses often lack a defined strategy for what will happen if an
owner wants to retire, sell the business, or transfer responsibility. This goes hand in
hand with succession plan issues. All businesses need a plan for the future.
(www.dmoz.org/Society/Work/ Work and_Family/ )
1. Family business a. a person related to one by marriage e.g. one's brother-in-
– law, mother-in-law etc.
2. outlaw – b. the practice among those with power or influence of
favouring relatives or friends, especially by giving them jobs
189
3. in-law – c. a commercial organization in which decision-making is
influenced by multiple generations of a family – related by
blood or marriage or adoption – who has both the ability to
influence the vision of the business and the willingness to use
this ability to pursue distinctive goals
4. nepotism – d. skilfulness in avoiding wasted time and effort
5. benefit – e. a criminal, especially one who is punished by being refused
the protection of the law
6. efficiency – f. money which is gained in business etc., e.g. from selling
something for more than one paid for it
7. profit – g. a general rule, principle, or piece of advice
8. guideline – h. an advantage or profit gained from something
190
SPEAKING
1. Skim the text again and discuss these questions.
1. Do you agree that family-run businesses can really generate problems in the
families and business that are mentioned in the text? Why/Why not? What are the
causes of such specific problems?
2. Do you believe SOB to be a useful organization? How can it help in solving the
problems of family-run businesses?
3. Would you like to work in the business run by your family? Why/Why not?
HOME ASSIGNMENT
2. Prepare to speak about a family-run business that you personally know.
PSYCHOLOGICAL WORD LIST lack
TERMS available (əˈveiləbl) likely
annoy (əˈnɔɪ) balance (v.) nightmare(ˈnaɪtˌmɛər)
appropriate (əˈprəʊpriət) benefit (ˈbɛnəfɪt) notice (ˈnəʊtɪs)
deprive (dɪˈpraɪv) brew (bruː) outcome
explode (ɪkˈsploʊd) clash outlaw(ˈaʊtˌlɔ)
frustration (frʌsˈtreɪ.ʃən) combine (kəmˈbaɪn) participate (pɑː(r)
household community (kəˈmjuːnəti) ˈtɪsɪpeɪt)
in-law (ˈinloː) commute (kəˈmjuːt) plenty
nepotism (ˈnɛp əˌtɪz əm) convenience (kən pointed (ˈpɔɪn tɪd)
reserved (rɪˈzɜː(r)vd) ˈviːniəns) priority (praɪˈɒrəti)
strain (streɪn) determine (dɪˈtɜː(r)mɪn) set (n.)
efficient (ɪˈfɪʃ(ə)nt) split
efficiency (ɪˈfɪʃənsi) simultaneously (ˌsɪm(ə)l
encourage /ɪnˈkʌrɪdʒ/ ˈteɪniəsly)
family-run son-in-law
guideline(ˈgaɪdˌlaɪn) surface (ˈsəːfis)
homemaker tackle
incorporate (ɪn tremendous (trɪˈmɛndəs)
ˈkɔː(r)pəreɪt) PHRASES
interfere (ˌɪntə(r)ˈfɪə(r)) account for
191
CHAPTER 5 PSYCHOLOGY OF EMPLOYMENT AND WORKING
PLACE CONFLICTS
UNIT 18
READING 18 Employment Conflicts
Preparing to read
1. Group work.
A) Work in a group of three or four and speak on the topic prepared at home
about family-run business.
B) Discuss the following issues in your groups:
1. How would you define an employment conflict and a working place conflict and
what is the difference between these two kinds of conflicts?
2. What is the importance of good human relation skills, good communication
skills and positive attitudes for achieving success in your career?
3. What do you have to adjust yourself to when you start a new job?
to relate – to supervise –
to criticise – to relate –
similarity – to exist –
to dispute – – success
satisfaction – to fail –
to contribute – to impact –
personal – to treat –
– necessary to criticise –
conflict – to avoid –
192
B)
to supervise – to relate –
sales – to employ –
to criticise – labour –
193
necessary.
supervisor ___________; labour ___________; relationships ___________;
exist ___________; claims ___________; failure ___________; contribute
___________; impact ___________; treated ___________; arise___________;
passed ___________; guide ___________; get along ___________; gender
___________; skip ___________; avoidance ___________
1. The tradition is ___________ on from father to son. 2. She was upset by
her ___________ in the exam. 3. He’s got a full-time job as a ___________ at a
factory. 4. He ___________ most women with indifference. 5. He finds it very
difficult to form lasting ___________. 6. Her daughter started to ___________
school. 7. It is possible to ___________on bread and water. 8. The children just
cannot ___________ together. 9. They expect the meeting to have a marked
___________ on the country’s future. 10. The document will also act as a
___________for tourists visiting the province. 11. People engaged in manual
___________ are often badly paid. 12. Improve your health by stress
___________. 13. Most conflicts ___________ from ignorance or uncertainty. 14.
He ___________ to be the best student in the class. 15. Women are sometimes
denied opportunities solely because of their ___________. 16. The dye could
___________ to an increased risk of cancer, says the Food Standard Agency.
Now Read
Employment Conflicts
Every business is built on personal relationships. They exist between
customers and salespeople, between employees and supervisors, and among
employees themselves. In many businesses success means much more than just
knowing the technical aspects of your job, but requires good human relations
skills, good communication skills, and a positive attitude. The failure to develop
and practice good human relations skills can have a
negative impact on your career. Eighty percent of people
who are fired from a job are fired because of a human
relations problem of one type or another.
‘A man without a smiling face must not open a
shop’, ‘Always treat other people as you want to be
treated’, ‘Before you criticise, walk a mile in other
person’s shoes’. These ancient proverbs have been passed
on for many years, and they are simple guides for
effective human relations.
194
People learn how to get along with others by solving human relations
problems. Some respond to problems of getting along by running away from them:
they run away from home, they skip school, or they leave their jobs. These
avoidance behaviours do not solve the problems, they usually create new ones.
You have to face the conflict and deal with it.
Employment conflict is a term often used by employees when they speak
about labour-management conflicts. An employment conflict usually arises when
an employee claims that someone else, who has similar skills and experience, is
being treated better by the employer. At the same time, an employment conflict
does not necessarily arise just because persons of different races, genders, etc.,
have a dispute at work: many such disputes on a day-to-day basis arise over
personal issues. Employment conflict differs from workplace conflict. Most
employment conflicts involve an individual who disputes some decision of an
employer, but a great number involve groups of employees. An understanding of
how employment conflict arises, and what the mechanisms are that best help
parties deal with it, is important not only to managers, but to supervisors and
employees.
When you start a new job you find that a great many adjustments have to be
made. Co-workers will be new and often different people. They may be older, of a
different culture or religion, or may hold different values than you do. Practicing
good human relations skills will contribute to your own personal sense of
satisfaction with your job.
(http://www.hrstrategy.com)
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. a strong effect or impression ___________; 2. to be something real or
actual ___________ 3. lack of success ___________; 4. a person who directs,
controls or is in charge of (work, workers etc.) ___________; 5. to give to
someone else (usually something which one has been given by a third person)
___________; 6. the friendship, contact, communications etc. which exist between
people ___________; 7. a) to deal with, or behave towards (a thing or person), in a
certain manner; b) to try to cure (a person or disease, injury etc.; c) to buy (a meal,
present etc.) for someone ___________; 8. to fail to attend on purpose
___________; 9. to come into existence; take on form or shape ___________; 10.
to say that something is a fact ___________; 11. a thing that helps someone to
form an opinion or make a decision or calculation__________; 12. to be partly
instrumental in or responsible for ___________; 13. one who works with another;
a fellow worker ___________
195
1. The efficiency of our department is built ____ hard work. 2. The film had
quite an impact ____ television viewers. 3. She was sent a letter saying she was
fired ____ her job. 4. The soldiers treated ___ me very well. 5. They treated her
____ a broken leg. 6. I’ll treat you ____ lunch. 7. My boss passed the assignment
____ to me. 8. I get ____ very well ____ him. 9. Very complex collective
behaviours can arise ____ simple parts. 10. There has been much dispute ____ the
ownership of the lease. 11. We’re going to be meeting there ____ a regular basis.
12. Design faults in the factory construction contributed ____ the tragedy.
1. Employment conflict often refers to conflict that is about one or more of the
types of legally prohibited ____: race, color, religion, sex, national origin, age, or
handicap.
A. labour management C. discrimination
B. avoidance behaviours D. human relations
196
2. One other type, discrimination for union activity, is not generally thought of as
employment conflict but as a form of ___ conflict.
A. different genders C. avoidance behaviour
B. labor-management D. different race
197
3 Most employment conflicts involve an individual who disputes some type of
decision of a(n) ___.
A. employer C. co-worker
B. employee D. supervisor
198
4. Avoidance behaviors are things that people do, or don’t do to reduce ___ about
being in social situations.
A. sense of satisfaction C. negative impact
B. different values D. anxiety
199
1. avoidance – a. a relationship between two parties, usually based on a
contract where work is paid for, where one party, which may
be a corporation, for profit, not-for-profit organization, co-
operative or other entity is the employer and the other is the
employee
2. employment – b. a group of people of common ancestry, distinguished from
others by physical characteristics, such as hair type, colour
of eyes and skin, stature, etc.
3. labour c. either of the two divisions, designated female and male, by
management – which most organisms are classified on the basis of their
reproductive organs and functions
4. gender – d. a conscious or unconscious defense mechanism consisting
of refusal to encounter situations, activities, or objects that
would produce anxiety or conflict
5. race – e. the activity concerned with all aspects of managing the
work of others. It involves both the managing of production
itself and activities such as selection of labour, discipline etc.
200
SPEAKING
1. What is every business built on? Where do personal relationships exist? What
does success mean in many businesses? What does the failure mean?
2. What proverbs are simple guides for effective human relations?
3. How do people respond to problems of getting along?
4. What is an employment conflict? When does an employment conflict usually
arise? How does an employment conflict differ from a workplace conflict?
2. Work in pairs. Read the list of behaviours and attitudes below (1-17), provide
the adjectives and match them to the definitions (A-Q). Discuss in your pairs
which of these characteristics each of you has and what positive characteristics
can help him/her avoid employment and working place conflicts when s/he starts
working. What characteristics does s/he lack and how can it put him/her in danger
of employment and working place conflicts? What do you recommend him/her to
improve in his/her character?
Valued Behaviours and Attitudes
Nouns Adjectives Definitions
1 trustworthiness – A being reliable
2 respectfulness – B not boastful
3 cheerfulness – C composed, enduring calmly
without complaining or losing self-
control
4 compassion – D believing in yourself and striving
to achieve your true potential
5 dependability – E others can believe in you.
6 enthusiasm – F making up your own mind, not
following the crowd
7 helpfulness – G respecting the rights and opinions
of others when they are different
8 modesty – H polite, courteous
9 independence – I having sympathy
10 open-mindedness – J kindly, neighbourly
11 friendliness – K happy, full of good spirits
12 patience – L being aware of others’ feelings
13 persistence – M filled with optimism
14 self-acceptance – N originating new ideas and thinking
without being urged
15 sensitivity – O being of service to others
16 tolerance – P willing to accept another’s point of
view, willing to learn from others
17 initiative – Q intense motivation to accomplish
objectives
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HOME ASSIGNMENT
3. Use the ideas discussed in your pair (ex. 2) and prepare to speak about the
following questions 1) which of the characteristics you have and what positive
characteristics can help you avoid employment and working place conflicts when
you start working; 2) what characteristics you lack and how it can put you in
danger of employment and working place conflicts; 3) what you would like to do to
improve your character?
UNIT 19
READING 19 Corporate Culture
Preparing to read
1. Group work. Speak to your groupmates and tell them about your characteristics
and ask them if they agree with your reasoning concerning the ways of how to
improve your character ask them for advice.
– unique to establish –
to renew – to adopt –
– significant – significance
to relate – to socialize – s
priority – to retire –
custom – to observe –
to grow up – – familiarity
– familiar to threaten –
– able to transmit – t
202
B)
to grow up – to participate –
to observe – to transmit –
203
C)
familiar – important –
necessary.
renew ___________; establish ___________; observe ___________; threatened
___________; flow ___________; adopted ___________; rank ___________;
objective ___________; significant ___________; retired ___________;; ritual
(ˈritʃuəl) ___________; etiquette (ˈetiket) ___________; relative ___________;
transmitted ___________; enable ___________; priority ___________; inner
___________; sets ___________
1. Only my parents had complete ___________ of keys to the shop. 2. Apes
___________ above dogs in intelligence. 3. Most important was to ___________
contact with the audience and not to lose it. 4. Italian culture revolves around the
___________ of eating. 5. We must ___________ our attack on drug abuse. 6.
After going to France he ___________ the French way of life. 7. It is the first drug
that seems to have a ___________ effect on this disease. 8. She used to be rich but
now lives in ___________ poverty. 9. I could not guess what his ___________
thoughts might be. 10. Another rule of ___________ is that greetings must precede
all forms of social interaction. 11. Our first ___________ is to feed the hungry. 12.
He ___________ at the age of sixty-five. 13. Forcing motorists to ___________
speed restrictions is difficult. 14. He ___________ me with violence / with a gun.
15. Knowledge is ___________ from teacher to student. 16. Our ___________ is
freedom. 17. They had the opportunity to control the ___________ of information.
18. The new test should ___________ doctors to detect the disease early.
Now Read
Corporate Culture
Different cultures prefer different business forms. Organizations worldwide
are growing more similar, while the behaviour of people within organizations has
its cultural uniqueness. So organizations in Canada and Germany may look the
same from the outside, but behave differently within them. They may have similar
structures, but they have their own corporate cultures.
Organizations create culture to be renewed and restructured, they change it.
Similar to national cultures, organizational cultures establish rules about how to
behave, what attitudes to adopt, and how to rank what is significant. Organizations
have their own heroes and symbols, their own vocabulary, and their own histories of
events that contain the values, attitudes, beliefs, and behaviours that they want their
employees to learn. Rituals and myths also play a part in organizational culture.
204
Each employee’s experience is run through the operating environment of the
organization. Employees learn correct etiquette for the organization and the
customs that indicate relative significance. In other words, they learn the specific
priorities of that organization. Every time an employee joins a new organization,
he or she has to go
through a
socialization
process that is like
growing up in a
society. Any
workplace is its
own little world,
with its own inner
structure. It is
peopled by its own
characters. It
employs a set of
words not known
outside the
organization, its
jargon.
Think of where you work. What happens in your organization when someone
retires? Who is the person to whom you show most respect? Do you and your co-
workers have to observe any particular customs about lunch times? Coffee breaks?
Is there a department or person everyone has to treat with special care because of
his or her reputation as a dragon? Who are the heroes in your organization’s
history? Now think of what happens when someone joins the organization who is
unfamiliar with these things. It is important that the individual learns the culture as
soon as possible – important for the individual and important for the culture
because members who do not share the culture threaten it. What are the stories
people tell the new employee? Who is allowed to tell those stories? Can anyone
tell them, or only those who were original participants in the event being retold?
What values of the corporation do those stories transmit?
At the heart of each organization are the goals and objectives defined by the
organization. They enable the organization to focus human activity; everyone is
working with shared aims. The cultural norms enable the organization to manage
the flow of information, people, events, and energies that feed it.
The organizational culture also generates the image of the organization to the
outside. It determines how the corporation presents itself.
205
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. to have, or give, a place in a group, according to importance __________;
2. a) to found; to set up (e.g. a university, a business); b) to show to be true; to
prove __________; 3. important; having an important effect; considerable
__________; 4. to begin, do, produce etc. again __________; 5. compared with
something else, or with each other, or with a situation in the past etc. __________;
6. a) placed etc. on the inside or further in; b) (of feelings etc.) secret or hidden
__________; 7. to take something as one’s own __________; 8. (a particular set
of) traditional or fixed actions etc. used in a religious etc. ceremony __________;
9. a thing that is regarded as more important than another __________; 10. to stop
working permanently, usually because of age __________; 11. a group or
collection of things that belong together, resemble one another, or are usually
found together __________; 12.to cause something to pass on from one place or
person to another __________; 13. to state one’s intention to take hostile action
against someone in retribution for something done or not done __________; 14. to
fulfill or comply with (a social, legal, ethical, or religious obligation) __________
1. I’m going to be a psychiatrist when I grow ____. 2. This problem will be
familiar ____ many parents. 3. I am of course familiar ____ your work. 4. These
are statements which I am sure you are familiar ____. 5. His name is familiar ____
millions of people. 6. She looks very familiar ____ me. 7. Are you familiar ____
the plays of Shakespeare? 8. He joined ___ the Army five years ago. 9. They were
the participants ____ the Olympic Games
Note: If something is familiar to you, you know it well. If you know or
understand something well, you can say that you are familiar with it.
1. Although organizations are growing more similar all over the world, the
behaviour of people within organizations is ___.
A. common C. individual
B. usual D. shared
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2. Similar to national cultures, organizational cultures ___ rules about how to
behave.
A. make C. get rid of
B. abolish D. do away with
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3 Employees accept the ___ of the organization.
A divisions C. unwritten code
B. rules of conduct D. demands of social life
208
4. It is important for the culture because members who do not share the culture ___
it
A. defend C. protect
B. guard D. endanger
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1. etiquette – a. the modification from infancy of an individual’s behavior
to conform with the demands of social life
2. socialization – b. the language, esp. the vocabulary, peculiar to a particular
trade, profession, or group
3. custom – c. a conventional but unwritten code of practice followed by
members of any of certain professions or groups
4. jargon – d. the long-established habits or traditions of a society
collectively; convention
5. department – e. something that one’s efforts or actions are intended to
attain or accomplish; purpose; goal
6. objective – f. a division of a large organization such as a government,
university, business, or shop, dealing with a specific subject,
commodity, or area of activity
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SPEAKING
1. What are the main components of the corporate culture? Which of them do you
find more (less) important?
2. How does the organization create its culture?
3. How is it possible to maintain the desired corporate image?
4 How would an organizational code of ethics help ensure ethical business
behavior?
HOME ASSIGNMENT
WRITING
1. Now you know what employment and working place conflicts are. You also
know what corporate culture is. Write an essay of 120-150 words summarizing
your knowledge.
2. Tips for writing your essay:
2. Introduce your topic in the first paragraph; define what employment conflicts
and working place conflicts are, and what the difference between these two kinds
of conflicts is.
3. In the second paragraph, discuss what corporate culture is and how, in your
opinion, it can help avoid or solve employment conflicts and working place
conflicts.
4. In the third paragraph, discuss what, in your opinion, a psychologist working for
an organization can do to develop corporate culture and to help avoid or solve
employment and working place conflicts (the second and third paragraphs are the
most important for the entire essay since in the you will be stating your personal
opinions and not what you were reading, listening about, or discussing in class).
5. In the fourth paragraph, make general conclusions summarizing your ideas
expressed in the second and third paragraphs.
UNIT 20
READING 20 Psychology of Employment and Working Place Conflicts
Preparing to read
1. A) Group work. Discuss the following issues in a group of three or four:
1. What are the ways to manage conflicts?
2. Can a person become a good leader if he is not able to solve conflicts in a proper
way?
3. Avoiding conflicts is the best way to stay satisfied with your job. Do you agree?
4. How do you cope with negative outcomes of conflicts?
5. Do you often lose in conflicts? Why?
6. What is your own strategy of managing conflicts?
B). Match the strategies open for conflict resolution to their definitions:
1.Competing – a. keeping away from a place, person or thing
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– inevitable to engage –
to compete – to expect –
award – to compete –
to satisfy – – award
term – to resolve –
meaning – to imply –
opposition – – opposition
to disrupt to disrupt –
– sincere to express –
212
B)
to compete – award –
to challenge – to communicate –
213
C)
long-term – to agree –
sincere – meaningful –
214
necessary.
engage _____________; retain _____________; inevitable _____________;
along with _____________; party _____________; outdo _____________;
singled out _____________; implication _____________; awards
_____________; goal _____________; challenged _____________ ;
yielded_____________; collaboration _____________; resolve _____________;
urged _____________; disrupted_____________; give up _____________;
reached _____________
1. My ____________in life is to write a book. 2. They ___________ her
project from all the other applicants for its creative and ingenious design. 3.
Tobacco is taxed in most countries, ___________ alcohol. 4. The film
___________ were presented annually. 5. The Prime Minister said that war was
___________. 6. The men tried to ___________ each other in their generosity. 7.
They continue to ___________in terrorist activities. 8. He ___________ his
brother to a round of golf. 9. He wrote on art and architecture in ___________ with
John Betjeman. 10. He ___________ her to drive carefully. 11. You’ll have to
___________ cigarettes. 12. The firm aims to ___________ problems within 30
days. 13. Have they ___________ an agreement yet? 14. He finds it difficult to
___________ information. 15. It has to be proved that he is the
guilty___________. 16. The ___________ is that no one person at the bank is
responsible. 17. He ___________all his possessions to the state. 18. Traffic was
___________ by floods.
Now Read
Managing Conflicts
When people engage in business, they often have different expectations and
sometimes conflicts arise. So, conflict is an inevitable part of doing business along
with problem solving.
Experts offer managers categories of ways to manage conflict, such as:
Competing. Salespeople are challenged to outdo each other, for example. The
salesperson of the year is singled out for an award in many companies. But they do
not encourage open competition. Individual goals are not to be placed above the
goals of the group.
Collaboration is also encouraged in many companies. Being able to work
with others, being a team player, is important for success in most organizations.
Many corporations that use collaboration to resolve conflicts urge conflicting sides
to establish a common goal and get away from the focus in one’s own interest.
Compromising involves giving up something voluntarily. Both or all parties
are expected to do so until finally resolution is reached. The implication is that
when goals conflict, different sides give up some things while managing to retain
other aspects of their goals. So although the conflicting parties all yield something,
they also all gain something.
215
Avoiding conflict is another way of resolving it. It is rarely a satisfactory,
long-term solution.
The parties simply agree to stop disagreeing openly. Perhaps they get tired of
conflict. Perhaps the parties feel no meaningful goal can be achieved if they have
to give up anything. When disagreements arise parties hold back from openly
pursuing their goals in the face of opposition.
They may continue to work toward goals, but they will do nothing openly that
might disrupt the harmony of the larger group.
To communicate about conflict, the following guidelines may help:
listen sincerely;
express agreement where you can;
identify common goals;
explain your position.
AFTER YOU READ

VOCABULARY PRACTICE
definitions:
1. a prize or other mark of recognition given in honor of an achievement
___________; 2. in addition to something ___________; 3. to participate or
become involved in ___________; 4. to settle or find a solution to a problem,
dispute, or contentious matter ___________; 5. to be more successful than
___________; 6. that cannot be avoided; certain to happen, be done, said, used etc.
___________; 7. to choose and focus on a single person or thing out of a group of
others ___________; 8. the object of a person’s ambition or effort; an aim or
desired result ___________; 9. to ask someone to take part in a contest
___________; 10. to stop using etc. ___________; 11. to arrive at a place, age etc.
___________; 12. to continue to have, use, remember etc.; to keep in one’s
possession, memory etc. ___________; 13. the conclusion that can be drawn from
something, although it is not explicitly stated ___________; 14. to give up; to
surrender ___________; 15. to try to persuade or request earnestly someone to do
1. Organizations engage ____ a variety of activities. 2. That emergency dentist
appointment, ____ ____ my usual bills, means that I have no money left this
month. 3. The committee singled her _____ _____ a special award. 4. I usually get
____ ____ the office at four-thirty. 5. It would be ____ our own interest to help
him. 6. He yielded ____ the other man’s arguments. 7. She succeeded ____ the
face ____ great difficulties.
3. Match the verbs on the left with the nouns on the right to form collocations.
1. to do – A. problems
2. to pursue – B. competition
216
3. to have – C. the position
4. to resolve – D. business
5. to solve – E. a resolution
6. to encourage – F. a goal
7. to achieve – G. the sides
8. to manage- H. expectations
9. to identify– I. conflicts
10. to explain – J. collaboration
11. to reach – K. goals
12. to urge – L. a conflict
217
SPEAKING
1. Why do conflicts sometimes arise?
2. What are the main categories of ways to manage conflict?
3. How do you understand a) competing; b) collaboration; c) compromising; d)
avoiding conflict?
4. What guidelines may help to communicate about conflict?
2. Case studies. Now work in pairs. On the basis of the text invent a case of a
working place conflict. One of you is a psychologist, the other one is a client.
Discuss which solution for working place conflicts (out of those that were
suggested in the text just read by you) best suits the particular case that you have
invented. Why is it the best solution and how should that particular client apply it
in practice?
3. Role Play. Roleplay a psychological consultation on the basis of the particular
case that you have invented and the particular psychologist’s recommendations
that have been discussed and decided upon when doing assignment 2 above.
HOME ASSIGNMENT
1. Prepare (in pairs) an oral presentation on particular cases of conflicts and
problems at work caused by a person/persons belonging to a certain personality
type and on how those conflicts, problems, and persons are recommended to be
dealt with.
2. Prepare (in pairs) an oral presentation on some additional information about
employment and working place conflicts and ways of dealing with them that you
have found.
UNIT 21
READING 21 Difficult Personality Types
Group work. Work in a group of three or four and present home-prepared cases of
conflicts and problems at work caused by a person/persons belonging to a certain
personality type.
Preparing to read
– open to abuse –
dynamics – to intimidate –
– hostile – temptation
to abuse (əˈbjuːz) – to appreciate –
– superior to complain –
– devious to disguise –
sarcasm – to maintain –
to affirm – to eliminate –
218
– negative to affirm –
– angry – breath
B)
please – to complain –
to intimidate – to abuse –
C)
player – to cut –
219
necessary.
hard-core ___________; devious (ˈdiːviəs) ___________; bully ___________;
affirm ___________; sound ___________; therefore ___________; praise
___________; defeat ___________; encountered ___________; deadline
___________; hostile ___________; dismissed ___________; appreciated
___________; agenda ___________; steer ___________; abusive ___________;
disguise ___________; intimidated ___________; charged ___________; bring
up ___________; cross ___________; to blow off some steam ___________;
counter ___________; eliminated ___________; draw the line ___________;
delayed ___________; temptation ___________; whining ___________;
revealed ___________; boundary ___________
1. She ___________ the manager in the hall. 2. He wrote an ___________
letter to the manager. 3. His advice is always very ___________. 4. When work
gets frustrating, I like to go bowling ___________. 5. She’s a ___________ liberal,
so good luck getting her to listen to your conservative views. 6. We ___________
(towards) the enemy on horseback. 7. He resisted the ___________ to call Celia at
the office. 8. I fell victim to the office ___________. 9. Muscles need lots of fuel
and ___________ burn lots of calories. 10. The situation he’s referring to is an
Opposition-controlled Parliament and a ___________ media. 11. The police
___________ the suspect into signing a false statement. 12. If you ___________
me, you’ll regret it! 13. I don’t mind my roommate being a bit messy, but leaving
dirty dishes for me to clean up is where I ___________! 14. Mothers are very often
not ___________. 15. This street marks the ___________ between the old and new
districts of the city. 16. He used ___________ methods to get what he wanted. 17.
He has received a lot of ___________ for his musical skill. 18. He tried hard to
___________ his feelings. 19. She managed to ___________ the conversation
towards the subject of her birthday. 20. Stop ___________ about how difficult this
job is! 21. ___________the matter at the next meeting. 22. We will
___________the enemy eventually. 23. I ___________ the thought from my mind.
24. The Act has not ___________ discrimination in employment. 25. We
___________ publication of the book till the spring. 26. Despite all the
policeman’s questions the lady continued to ___________ that she was innocent.
27. All their secrets have been ___________. 28. Monday is the ___________ for
handing in this essay. 29. What’s on the ___________this morning? 30. The
election is running ___________to the forecasts.
Now Read
Seven Difficult Personality Types and How to Deal with Them
by Marilyn Manning, Ph.D.
Have you ever felt the frustration of having your meeting disrupted by:
♦ a hard-core bully
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♦ an ego-centred princess
♦ a passive-aggressive
♦ a baby
♦ a negative Ned or Nancy
♦ a people pleaser, or
♦ a non-player.
No matter how challenging or negative the difficult person’s behaviour is,
don’t take it personally. By identifying the seven difficult personalities and
responding to each with openness and sound techniques, you can improve their
dynamics and, therefore, run better meetings. Try these the next time you
encounter one of these difficult people.
Hardcore
Hard-core
personalities are
hostile, abusive
and
intimidating.
They always
have to be right
and will charge
like angry bulls
if you challenge or cross them.
 Take a deep breath. Let them blow off steam and express their anger and
frustration. But, draw the line. Do not let them get abusive.
 Address them by name to maintain control. Then state your position clearly and
avoid the temptation to argue. You won’t win a battle with them, especially in a
public forum. Learn to set your boundary early on.
Princesses
Princesses are experts and appear to know more than others should about a
particular subject. Facts are power to them and since they know the facts, they feel
superior. They want to be special and centre stage.
 Because you cannot ‘fake it’ with them, make sure you know the facts and
information. You can also capitalize on what they know by asking questions.
They love to show off – and have others appreciate their knowledge. Use their
knowledge strategically. Give them praise and maybe they’ll come out of their
towers.
Passive aggressive
Passive aggressive personality undercut your authority in devious ways by
using sarcasm, which they often disguise as a joke. They will not be direct with
their criticism.
 Try to turn their attention and comments to the issues, not the personalities
involved. They do not want to be centre stage, so tend to avoid open
confrontation.
The baby
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Babies see everything negatively. They complain, whine, and act defeated.
Since they often believe no one thinks they are important, start your interactions by
listening to what they say. Steer them toward the facts, which are usually much
less negative than what they believe.
 Maintain control by bringing up the negatives yourself. Then dismiss the
negatives logically. Direct the baby’s attention to the more positive aspects of
the situation. When baby asks a negative question, turn to the rest of the group
to answer. Don’t give them much eye contact.
Ned or Nancy
A Negative Ned isn’t just negative, he distrusts anyone in power. He believes
that his way is the only right way and his motto is “I told you so.” He sees the
down side of every issue.
 Stay positive, but realistic. Delay discussing solutions since Ned or Nancy will
dismiss every solution as you bring it up. Refuse to argue with them and stick
with the facts.
People pleaser
While these people are easy to like, they can be difficult personalities to deal
with. They can’t say ‘NO.’
 Carefully limit how much you ask of them to eliminate the disappointments
caused by missed deadlines. In meetings, they may volunteer too much. Try
‘You’re working on so many worthy projects....who else would like to sign up
for this one?’ Affirm their contributions and help them say ‘no.’
Non-player
These people are the most difficult personalities to deal with. They don’t
reveal their true motives, and you end up in a guessing game trying to find out
what makes them work.
 It is vital to get them to participate in meetings, so they don’t leave with their
hidden agendas and work counter to the team. The most effective strategy is to
draw them out (make them speak freely) with open-ended questions.
(http://www.theconsultingteam.com)
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
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1. accurate; free from mistakes __________; 2. unswervingly committed;
uncompromising __________; 3. engaging in or characterized by habitual violence
and cruelty __________; 4. to attack by moving quickly (towards) __________; 5.
for that reason; consequently __________; 6. to meet esp. unexpectedly; to meet
with (difficulties etc.) __________; 7. to go against the wishes of __________; 8.
to frighten e.g. by threatening violence __________; 9. a desire to do something,
especially something wrong or unwise __________; 10. to value someone or
something highly __________; 11. the expression of approval or admiration for
someone or something __________; 12. an often imaginary line separating one
thing from another __________; 13. to complain unnecessarily; to utter a
complaining cry or a cry of suffering __________; 14. to hide (e.g. one’s
intentions etc.); to hide the identity of by altering the appearance etc.; 15. to guide
or control the course of (e.g. a ship, car etc.) __________; 16. to win a victory over
__________; 17. to introduce (a matter) for discussion __________; 18. to put off
to another time __________; 19. to get rid of; to omit or exclude __________; 20.
a time by which something must be done or finished __________; 21. to make
known __________; 22. to send or put away __________; 23. to state something
positively and firmly __________; 24. a list of things to be done, esp. at a meeting
__________
1. Please stop showing ____! 2. Many patients complain ____ a lack of energy.
3. She never complains ____ the weather. 4. She’s always complaining ____ her
husband’s laziness. 5. He’s complaining ____ difficulty in breathing. 6. I’m going
to complain ____ the police ____ the noise. 7. He disguised himself ____ a
policeman. 8. They steered the business _____ record profits. 9. Dismiss the idea
____ your mind! 10. Why did you have to bring that problem ____? 11. Whom
will you turn ____ when you are in need? 12. You should really stick ____ the
facts. 13. I knew that he would end ____ ____ prison. 14. They use a method
running counter ____ traditional techniques. 15. Meredith is so friendly that she
draws quiet people ____ very easily. 16. Leave it ____ me, I’m sure I can think of
something.
Language notes: 1. complain about If you complain about something, you
say that it is wrong or unsatisfactory. E.g. Mothers complained about the lack of
play space.
2. complain of If you complain of a pain, you say that you have it. E.g. He
complained of a headache.
1. bully – a. the use of unpleasant remarks intended to hurt a person’s
feelings
2. technique – b. to release strong emotions or energy by engaging in some
kind of enjoyable, vigorous, or relaxing activity
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3. draw the line – c. a short sentence or phrase which expresses a principle of
behaviour etc.
4. to blow off steam d. the body of specialized procedures and methods used in
– any specific field, esp. in an area of applied science
5. sarcasm – e. a person who hurts or frightens other, weaker people
6. motto – f. to establish a figurative boundary that someone or some
group refuses to cross or beyond which no further advance or
compromise is accepted
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2. Match the techniques to the recommendations to deal with them
1. Don’t take it a. Everyone has it in their lives. It’s unavoidable. It’s life.
personally – When you experience an emotionally charged situation or feel
tired and stressed out, stop, relax, and refocus. Don’t go
automatically into a reactive mode. Think of yourself and your
well-being as well as others that you engage with. Temporarily
remove yourself from the situation or person that’s the source
of the stress, and take a break. Go for a walk or a run. Exercise.
Do something to get your mind off the stressor. Or, better yet,
meditate. You’ll be able to come back with a clearer head and
sound judgment
2. Stay positive, b. Everyone can act and behave like thriving leaders to create a
but realistic – thriving shadow of leadership for all. Take for instance, how
was US Airways flight 1549 Captain Chesley Sullenberger, on
January 15, 2009, pulled off a miraculous, safe (emergency)
landing in the Hudson River without the loss of a single life
(150 passengers, 3 flight attendants, 2 pilots)? The captain was
calm, poised and totally focused even under extreme
conditions. From the moment he instructed his crew, they
instantly became an aligned team with a mutual, singular focus
of saving passengers’ lives, despite the personal risks to
themselves. What would happened if the crew was not in
alignment, take accountability, and act with a clear purpose and
direction? Chaos! Passengers would not have been able to
remain calm. Quick, smart decisions would not have been
made When you’re presented with any one situation, act
responsibly. When you act responsibly, you encourage others
to follow your lead. Egos have no place in our world,
especially when the stakes are high. Be the “Miracle on the
Hudson”.
3. Write or state c. Everyone, understandably, can be under a lot of stress. Yes,
a self- at times, they take it out on you with their mean-spiritedness or
affirmation – attitude. Resist the urge to stoop to their level. Take a deep
breath. Acknowledge their difficult personalities and respond
accordingly to each with openness and sound judgment. Let
them blow off steam with his expression of anger and
frustration. Then, get control of the situation by stating your
position clearly without being confrontational. Turn their
attention by saying something like, “Let focus on the issues.”
This way you’re turning the focus to the issues and away from
the personalities involved.
225
4. Meditate – d. Shadow leaders and learn from them. One of Steve Jobs’
best quotable quotes may help with dealing with negative folks
if you think and approach your situations as such: ‘My model
for business is the Beatles. They were four guys that kept each
other’s negative tendencies in check; they balanced each other.
And the total was greater than the sum of parts.’ For those
hard-core bullies, negative Nancy (or Ned), and passive
aggressive persons, give them a chance to have their say, don’t
discredit them (doing so will fuel their attitude), but take the
control away from them immediately by putting a stop to their
shenanigans (ʃəˈnænɪgən) and voicing your own opinions. Jobs
advised the graduating class that their time is limited so they
shouldn’t waste it living someone else’s life: ‘Don’t be trapped
by dogma – which is living with the results of other people’s
thinking. Don’t let the noise of other’s opinions drown out your
own inner voice.’
5. De-stress e. When dealing with negative Nancy and whining Jean, stick
yourself – with the facts and refuse to argue with them. Dismiss the
negatives logically, directing them to more positive aspects of
the situation. When dealing with people pleaser Paul, try
helping him see the reality of the situation with facts. When
dealing with customers like Jan, help them understand that
you’re developing the best solution for their needs even if it
means that it goes against their own inclinations. Consider
using prototypes as proof of concept. Get more than just one
person’s opinion – get several. Don’t let someone like hard-
core product manager dictate solutions that are not viable.
When you’re obtaining several opinions on your proposed
solution, issues, or impediments, you’re creating a
collaborative, conducive environment.
6. Learn from f. We may not be able to control or change other people’s
thought and thoughts, but we certainly can control our own. We frequently
innovative talk to ourselves out loud and in our minds throughout the day.
leaders – Some thoughts and inner dialogues are positive and motivating;
others are filled with negative, de-motivating ideas. When you
find yourself thinking of negative thoughts as a result of an
interaction with another person, place, or thing, take control of
these negatives by filling your head with positive ideas as if
they are already true. Think in term of the present and state to
yourself something like: ‘I am happy’, ‘I am successful’, ‘I am
a survivor’, etc. or see yourself in your mind as the positive
scene plays out. This may sound silly at first but as you make
this a part of your daily routine, you’ll discover that positive
thoughts can and do replace those unintentional negative
thoughts and will give you a clearer perspective that you may
226
otherwise not see. Athletes do self-affirmations all the time,
helping them picture in their mind winning a game, for
example. Go a step further and find a space or place where you
can sit still and meditate with your self-affirmation or any
question or answer you may inquire about.
7. Act in the g. Buddhism believes in the power of meditation: “Become
best interest of Buddha – Sit still and listen to your inner wisdom.” Think of
everyone – this as empowering yourself to know that there’s this amazing,
positive part of you that dwells within, and all you need to do is
to sit still. Regardless of your religion or religious affiliation,
you can benefit from meditation. You can change the way you
feel and think about any situation while attaining inner peace
within yourself and the world in a positive and spiritual way.
Meditation, done on a daily basis, is one of the best methods to
bring forth transformation, transforming yourself, your
thoughts, recognizing the negative thoughts, changing them
into positive thoughts, and listening to your inner wisdom. You
cannot control or eradicate adversity in life nor control other
people’s personalities, but you can master the way you respond
through daily meditation. Practicing stillness allows you to be
the peaceful beacon in the eye of the storm of any adversity.
227
SPEAKING
1. Which seven difficult personalities are identified in the text?
2. What kind of personalities are a) hardcore; b) princesses; c) passive aggressive;
d) babies; e) Ned or Nancy; f) people pleaser; g) Non-player? What are the
techniques to deal with them?
2. Pair Work. Read the following statements and comment on the personality types
that can be illustrated using the statements:
A. ‘That didn’t happen. And if it did, it wasn’t that bad. And if it was, that’s not a
big deal. And if it is, it’s not my fault. And if it was, I didn’t mean it. And if I
did, you deserved it.’
B. Active voice: You ate six donuts. Passive voice: Six donuts were eaten. “You
ate six donuts and I didn’t get any. Don’t worry, it’s cool. I can see donuts are
very important to you.”
C. Don’t worry for people who aren’t happy for you. They probably aren’t happy
for themselves either.
D. “It is better to be feared than loved if you cannot be both.” N. Machiavelli
E. The greatest prison people live in is the fear what
other people think.
F. ‘Oh, I offended you with my opinion? You should
hear the ones I keep
to myself!’
G. ‘I love myself and
that’s all that
matters, I am
egomaniac.’
3. Pair Work. In the
pictures you see people
who often cause
problems at work.
What personality type (out of seven that you have discussed – a hardcore bully, an
ego-centred princess, a passive-aggressive, a baby, a negative Ned or Nancy, a
people pleaser, and a non-player) do you think the people belong to? Why?
4. Case Study. Read the text and about another personality type. What are the
differences? Which ways are better – those suggested in the text or those that were
suggested by students? Why? Should both approaches be used? Why?
Dealing With Negativity in the Workplace
by Julie Fuimano
The challenge: I’m a new manager leading a team of sales professionals. One
of my colleagues is very negative and does minimal work and his negativity
influences the other members of our team. How should I handle it?”
228
Regardless of where you work there seems to be someone who is negative,
enjoys gossiping or whose pessimistic views damage the work of the rest of the
team. Creating chaos, causing difficulties between co-workers and starting debates
in meetings are some of the behaviours exhibited by this Negative Ned or Nancy.
Always providing an excuse, knowing just who to blame and taking any
minor event and making it into a major catastrophe, this person manages to
manipulate the situation to deflect attention from him.
Paying the price
Managers often do not know how to handle this type of situation and
therefore, the person seems to get away with the behaviour; but this doesn’t happen
without a price. The entire organization suffers.
Permitting a difficult employee to negatively influence your organization,
rather than dealing with their behaviour, is costly to your organization.
Deal with what’s happening right now.
Practical tips
1. Each time this person attempts to draw you into the negativity, say no.
If the person gossips, tell them that you don’t want to hold a conversation
about someone who is not present. If the person starts to complain, say something
like, “Now I know what you don’t like. Could you tell me what you do like?” This
will focus them on a discussion based on positives.
Eventually, they will get the message that if they want to talk to you, it better
be a worthwhile conversation or comment.
2. If there are set guidelines and expectations for productivity, then refer to
those policies when speaking to or re-directing this person.
When you focus their attention on your expectations for productivity, it shifts
the energy of the relationship toward achieving their goals.
As you learn to stop tolerating this kind of behaviour in your presence, you
allow the other person to learn from your high standards. Or, they may find
someone else to listen to them. If your entire team requires excellence from all its
members, it will be difficult for this person to survive in the unit or department
without changing their ways.
HOME ASSIGNMENT
5. Read the text below about the ways of dealing with complainers at work.
You have to understand it very thoroughly in order to get ready for a
discussion on complainers.
How to Handle Chronic Complainers
by Alexander Kjerulf
I’m not saying we should outlaw complaining, but workplaces need to do
something about the chronic complainers because they tend to make people around
them unhappy at work.
But most of the strategies we normally use on complainers don’t help and
often make matters worse. I’ve outlined these strategies below. And then at the end
of this article, there’s a simple trick that works amazingly well. Try it!
The things we normally do about complainers and why they don’t work
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There are several strategies people use around complainers, none of which
really works.
1. Cheering them up doesn’t work. As in “Oh, it can’t be that bad”, "Come on,
cheer up!” or “Time heals all wounds”. Saying things like this shows the
complainer that you’re not taking their pain seriously. When you tell a complainer
“it’s not that bad”, he/she will often complain even harder to convince you (and
himself/herself) that his/her problems are very serious indeed.
2. Suggesting solutions doesn’t work. “Why don’t you...", “Have you tried or
even worse “You should really have...” The complainers’ problems are really
serious and can’t be solved by a few suggestions from you. Or so they’ve
convinced themselves. The more you try to suggest solutions, the harder they will
work to convince you and themselves that those solutions could never possibly
work for them.
3. Ignoring them/avoiding them don’t work. This makes complainer ask for
attention even more – which usually makes people ignore them even more.
4. Confronting them doesn’t work. You can drive the complaints underground
where you don’t see them, but they will probably still be going on. And repressed
complaining is worse than open complaining because it grows while it’s hidden.
A trick that does work
So what does work? Here’s a simple but very effective trick: after listening to
his usual problems you can say with deep sympathy in your voice, ‘You know, that
sounds terrible. I don’t know how you deal with all of these problems.” You know
what he would say? ‘Woooll, it’s not THAT bad!”
This approach works because it gives the complainer what he’s really after:
empathy. Not cheering up, not solutions, just understanding of what is, for him, a
difficult situation.
There are two important things to notice here:
1. Don’t be sarcastic when you say it. Be sincere.
2. You don’t have to agree that these are huge problems. Even if everything the
complainer says sounds trivial to you, remember that everything the complainer
says sounds trivial to you, it feels like a huge problem to him or her wouldn’t go on
about it. What seems trivial to one person can be a huge problem for others. So
you’re not saying ‘Yes, I agree that’s a huge problem’. And you’re certainly not
saying ‘Oh, poor, poor you’ in a sarcastic voice. You’re just acknowledging the
fact that this is a huge problem for that person. Which undeniably it is! So try this
approach on your favourite complainer and tell me how it goes.
(http:// www.nurturingyoursuccess.com)
CHAPER 5 REVIEW
SPEAKING What Have You Learned
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1. Work in pairs. Discuss the cases of chronic complainers that you (or your
friends, relatives) have met. How did those people behave? In the same way as
discussed in the text read by you or differently? How differently? How were those
people dealt with by you or some other people you know? What were the results?
Do you agree with the recommendations of the author of the text as to how to treat
chronic complainers or do you have some other suggestions? What are your
suggestions?
READING
2. Read the text below. Three paragraphs have been extracted from the text and
placed below it. They have been placed there in random order. Put the paragraphs
in their proper places by writing in the space provided the letters indicating the
paragraphs so that they match the number in each of the boxes.
The Right Way to Deal with Difficult People
by Michael Beck
We all deal with difficult people. There’s no escaping the fact that they come
into everyone’s lives at one time or another. Sometimes they come in the form of
an unhappy or hard-to-get-along-with client, customer, or co-worker. Sometimes
they’re a person who is our boss or someone who is our subordinate. And
sometimes they’re just someone we happen to come in contact with like a shop
clerk.
1.____
Sometimes the best way to deal with a difficult person is to avoid them
altogether. But often we don’t have that option. The difficult person is someone we
simply have to deal with.
Most people would say that in those situations, we have three options.
These options are:
1. Try to change ourselves,
2. Try to change the other person, and
3. Resolve to tolerate the situation.
2. ___
This option is about being a leader and being an effective communicator. It’s
about understanding rather than telling. This solution is about taking the time to
understand the other person’s motivation for acting the way they do. If you’re
effective at this, you’ll be able to either help them change their perspective on
things or help them to move on to something that better suits them. This solution is
about helping people grow and maximize their talents.
3.___
Once you’re at the core issue you have the ability to make a difference in their
life. It’s amazing what can come out of a sincere desire to help.
A. I’d like to suggest that there’s a fourth, very effective option as well – perhaps
the most effective of the four options.
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B. How do you come to understand the motivation for their actions and altitude?
Just ask. Ask why they act the way they do. Usually they’ll be more than happy to
tell you. If their answer seems odd or incorrect, you need to keep asking questions to
get at the heart of the issue so you can either shift their perspective or help them
move on.
C. Whoever they are, they can cause anxiety, frustration, concern, or anger in us
and can even cause us to become like them – someone difficult to deal with.
PSYCHOLOGICAL WORD LIST inevitable (inˈevitəbl)
TERMS affirm (əˈfɜː(r)m) inner
abusive (əˈbjuːsɪv) agenda (əˈdʒendə) objective (əbˈdʒɛk tɪv)
adopt (əˈdɒpt) appreciate (əˈpriːʃiˌeɪt/ outdo
avoidance (əˈvɔɪd(ə)ns) arise (əˈraɪz) party
bully (ˈbʊli) award (əˈwoːd) pass
collaboration (kəˌlæbə boundary (ˈbaʊnd(ə)ri) praise (preɪz)
ˈreɪʃ(ə)n) challenge(ˈtʃæləndʒ) priority (praɪˈɒrəti)
devious (ˈdiːviəs) charge (tʃɑː(r)dʒ) rank
disruptdɪsˈrʌpt/ claim (v.) (kleɪm) reach/riːtʃ/
failure (ˈfeɪljə(r)) contribute (kənˈtrɪbjuːt) relative (ˈrelətɪv)
gender (ˈdʒendə(r)) counter (ˈkaʊntə(r)) retain (rɪˈteɪn)
hard-core cross retire (rɪˈtaɪə(r))
intimidate (ɪnˈtɪmɪdeɪt) deadline (ˈdedˌlaɪn) reveal (rɪˈviːl)
labour (ˈleɪbər) defeat (dɪˈfiːt) ritual (ˈritʃuəl)
observe (əbˈzɜː(r)v) delay (dɪˈleɪ) significant (sɪgˈnɪfɪkənt)
relationship (rɪˈleɪʃ(ə)nʃɪp) disguise (dɪsˈɡaɪz) steer (stɪə(r))
resolve (rɪˈzɒlv) dismiss supervisor (ˈsuːpə(r)
skip eliminate (ɪˈlɪmɪneɪt) ˌvaɪzə(r))
sound (saʊnd) enable (ɪnˈeɪb(ə)l) therefore (ˈðeə(r)fɔː(r))
temptation (tempˈteɪʃ(ə)n) encounterɪn(ˈkaʊntə(r)) transmit (trænzˈmɪt)
treat engage (ɛnˈgeɪdʒ) whine (waɪn)
threaten (ˈθret(ə)n) etiquette (ˈetiket) yield (jiːld)
urge (ɜː(r)dʒ) exist (ɪgˈzɪst) PHRASES
flow (fləʊ) blow off some steam
goal (ɡəʊl) bring up
guide (n.) /ɡaɪd/ draw the line
hostile (ˈhɒstaɪl) get along
impact (n.) (ˈɪmpækt) give up
implication single out
(ˌɪm plɪˈkeɪ ʃən)
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CHAPTER 6 MANAGING EMOTIONS AND FEELINGS
UNIT 22
READING 22 The Story of Two Wolves
Preparing to read
anxiety – to resent –
to resentment – – addiction
jealousy – to derail –
– incessant to think –
destruction – to erode –
addiction – to regret –
– aware to diminish –
compassion – – core
– angry – food
sorrow – to choose –
regret – – power
greed – to cultivate –
to diminish – to fulfill –
– grateful – confidence
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B)
addiction – jealousy –
234
C)
compassion – diminished –
to empower – to lead –
235
necessary.
resentment _____________; jealousy _____________; core
_____________; array _____________; cultivate _____________; incessant (ɪn
ˈsɛsənt) _____________; destructive _____________ ; humility_____________;
fulfilled _____________ ; derailed _____________; entities _____________;
sapped _____________ ; gratitude _____________ ; compassion
_____________; evil _____________; pondered _____________; self-
confidence _____________; anger _____________; sorrow _____________;
outlook _____________; regret _____________; greed _____________; pride
_____________; diminish _____________
1. He tries to ignore all the_____________ in the world. 2. Their campaign
was _____________by lack of funds 3. Her beauty causes _____________. 4. I
feel no _____________about what I did. 5. _____________ rain made conditions
almost intolerable. 6. He has a feeling of _____________ against the police after
the way he was treated by them. 7. There is a vast _____________ of literature on
the topic. 8. Eating five cakes is just sheer _____________. 9. Small children can
be very_____________. 10. The disease slowly _____________ his strength. 11.
The Dalai Lama practises what he preaches: universal kindness and
_____________. 12. He was filled with _____________ about the way he had
been treated. 13. He felt great _____________ when she died. 14. Federalism is
intended to _____________ the power of the central state. 15. Persons and
corporations are equivalent _____________ under the law. 16. He has the ability to
get straight to the _____________ of a problem. 17. His _____________ was hurt
by her criticism. 18. Despite his powerful position in the government, he was still a
man of great _____________. 19. He _____________ (on) the suggestion. 20. Try
to _____________ a positive mental attitude. 21. I wish there was some way of
showing my _____________ for all you have done for me. 22. This is aimed at
giving the young people a positive _____________ on life and persuading them to
become productive rather than give in to cynicism and decadence. 23. He
_____________ all the requirements for the job. 24. You need plenty of
_____________ to be a good airline pilot.
SPEAKING
3. Group work. Discuss the following issues in a group of three or four:
1. Are you aware of two different opposing ‘wolves’ operating within your mind,
one of which leads to pain and a diminished sense of life and the other to a joyous,
meaningful, and fulfilling life?
2. Do you recognize that within your mind is a separate entity which is the core
you? Other names for this core self are ‘ego’ or just simply the ‘self’.
3. Have you ever experienced times when you noticed a conflict or fight between
parts of yourself so that you did not know which way to turn?
4. Were you ever disappointed by the choice of behaviour made by ‘you’ because
you knew that there was a more positive option but you just didn’t choose it?
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5. In general how effective is your ego in choosing the thoughts, feelings and
actions which are best for you?
Now Read
The Story of Two Wolves
Our negative thoughts can create anxiety, anger, resentment, jealousy – an
array of emotions. Negative thinking is normal. However, if this way of thinking
becomes incessant, it can lead to depression and self-destructive behaviour like
addictions, derailing us from what we want most in life. At minimum, negative
thinking saps our energy, erodes our self-confidence and can put us in a bad mood.
Certainly, many would agree that our thoughts come and go so quickly that it’s
seems impossible to notice them, but with awareness and an attitude of self-
compassion, we can redirect our negative thoughts to more positive ones.
Two Wolves is a Cherokee Indian legend and illustrates the most important
battle of our lives – the one between our good and bad thoughts. Here is how the
story goes:
An old Cherokee (ˈtʃɛrəˌki)
Indian chief was teaching his
grandson about life.
‘A fight is going on inside
me,’ he told the young boy, “a fight
between two wolves. One is evil,
full of anger, sorrow, regret, greed,
self-pity and false pride. The other
is good, full of joy, peace, love,
humility, kindness and faith.’
‘This same fight is going on
inside of you, grandson…and
inside of every other person on the
face of this earth.’
The grandson ponders this for a
moment and then asks, ‘Grandfather, which wolf will win?’
The old man smiled and simply said, ‘The one you feed.’
Our thoughts can be our own worst enemy. That is, if we let them. Think
about how you may be “feeding” your negative thoughts by allowing them to rule
your mind. Next time you have a negative thought, catch it and ask yourself,
“What is this thought doing for me?” You will find that the answer is that all they
are doing is disempowering you. You can immediately feel more empowered by
focusing on something good in your life and cultivate the practice of gratitude.
We can create greater peace, confidence and a more positive outlook by
learning how to manage our thoughts. After all, this battle can be won because we
have the power of choice!
Which wolf are you feeding? Remember, you always have a choice…
(www.en.wikipedia.org/wiki/Emotion)
237
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. the head of a clan or tribe, or a department, business etc. _____________;
2. going on without stopping _____________; 3. to consider carefully
_____________; 4. an impressive display or range of a particular type of thing
_____________; 5. a feeling of pleasure and satisfaction at one’s achievements,
possessions, family etc. _____________; 6. wrong-doing, harm or wickedness
_____________; 7. to weaken or destroy (a person’s strength, confidence, courage
etc.) _____________; 8. a thing with distinct and independent existence
_____________; 9. causing the act or process of destroying or being destroyed
_____________; 10. to make or become less _____________; 11. the innermost
part of something, esp. fruit _____________; 12. the quality of being thankful;
readiness to show appreciation for and to return kindness _____________; 13. to
try to acquire or develop (a quality, sentiment, or skill) _____________; 14. a
person’s point of view or general attitude to life _____________; 15. to bring to
completion or reality; achieve or realize (something desired, promised, or
predicted) _____________; 16. belief or trust in one’s own powers
_____________
1. Renewed fighting threatens to derail them ____ the peace talks. 2. Sunny
weather always puts me ____ a good mood. 3. When the new plan emerged, the
focus remained the same but the efforts were redirected ____ offices at a local
level. 4. There has always been a battle ____ negative and positive thinking
operating within our mind. 5. She was full ____ her own anxieties. 6. I’ve never
seen the inside ____ a prison. 7. As much as any people ____ the face of this
planet, we deplore terrorism. 8. Life is a series of continuous choices we make
every day, so the power ____ choice is not something to take lightly.
1. Negative thinking patterns can have a strong and sometimes ___ on our
relationships, our health, our work, our lives.
A. positive impact C. devastating impact
B. normal impact D. usual impact
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2. The first step in reversing negative thinking patterns is to ___ them.
A. become aware of C. get rid of
B. ignore D. cultivate
239
3. These thoughts can lower one’s self-esteem and may even contribute to the
symptoms of ___.
A. excitement C. euphoria
B. joyousness D. depression
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4. The tale of the two wolves portrays the good and evil that lives within us,
represented by the ___ of a person.
A. happiness and unhappiness C. strong-willed and great strategic
thinking
B. conscious and the unconscious desire D compassion and strength
241
1. resentment – a. a symptom of a thought disorder in which one constantly
gets ‘off the track’ in one’s thoughts and speech; similar to
loosening of association.
2. jealousy – b. a feeling of tension and hostility, usually caused by
anxiety aroused by a perceived threat to one’s self,
possessions, rights, or values
3. addiction – c. bitter indignation at having been treated unfairly
4. derailment – d. a feeling of sorrow, disappointment, distress, or remorse
about something that one wishes could be different
5. compassion – e. feelings of dislike for any possible rivals esp. in love
6. anger – f. an excessive desire to acquire or possess more than what
one needs or deserves, esp. with respect to material wealth
7. regret – g. a condition involving use of a substance, such as a drug
or alcohol, or engagement in a behaviour, such as gambling,
in which a person has strong cravings, is unable to stop or
limit the activity, continues the activity despite harmful
consequences, and experiences distress upon
discontinuance
8. greed – h. awareness of and feeling for the pain and suffering of
others; sympathy
9. self-pity – i. a feeling of pleasure and satisfaction at one’s
achievements, possessions, family etc.
10. humility – j. the act or state of pitying oneself, esp. in an exaggerated
or self-indulgent manner
11. pride – k. a modest or low view of one's own importance
242
SPEAKING
1. What emotions can our negative thoughts create?
2. Under what condition can negative thinking lead to depression and self-
destructive behaviour?
3. Why can negative thinking put us in a bad mood?
4. What do positive qualities of the first wolf include? What do negative qualities
of the second wolf include?
2. Read the comments on the Story of Two Wolves and express your attitude to it.
I love this story. It’s potent. I needed this story right now in my life.
The two wolves represent to me – mindfulness, (the ‘good’ wolf) and un-
mindfulness or ‘ego’ as some might say, (the ‘bad’ wolf).
Mindfulness, in my experience and observation, brings with it wisdom,
compassion, love connectedness and inner peace. Un-mindfulness, I see in myself
and the world at large, leads to suffering, anger, greed and destructiveness.
I needed this story right now to remind me of what’s really truly important to
me. What really, ultimately, matters?
I got busy these past weeks and lost a bit of balance in my life. I started to
make little decisions, seemingly insignificant ones that were feeding the wrong wolf
– the wolf I don’t really want to feed. Then that ‘bad’ wolf started to rear his head.
Then I noticed, I woke up! And now choose something different – with every
fibre of my being I make that choice – to feed to ‘good’ wolf of mindfulness.
This story reminded me to continue to take responsibility for cultivating and
nurturing a beautiful mind. Every day. Every moment.
It reminded me that every day we make choices, important choices that could be
overlooked as being trivial – and these choices define us. They are a statement of who
we choose to be in this life and what impact we will have on the world around us.
It reminded me that even when the outside world is demanding, the state of
my inner world should always be my primary concern because without inner
balance, without mindfulness, I cannot properly live in harmony and wisdom
with myself and with life.
So what about you – which wolf have you been feeding?
And what, my dear friend, do you choose now?
3. Read the end of the Story of Two Wolves and discuss the questions below it. But
first, make sure that you know the meanings of the words, then, match the words
with their definition. Use a dictionary if necessary.
1. to crave ____________; 2. to acknowledge ____________; 3.
tenacity ____________; 4.courage ____________; 5. fearlessness
____________; 6. to starve ____________
A. __ the ability to do C. __ to die, or suffer E. __ to long for, desire
something that frightens one greatly, from hunger extremely
B. __to admit as being fact D. __ persistent F. __ quality of mind
determination enabling one to face
hardship resolutely
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In the Cherokee world, however, the story ends this way:
The old Cherokee simply replied, ‘If you feed them right, they both win.’ and
the story goes on:
‘You see, if I only choose to feed the white wolf, the black one will be hiding
around every corner waiting for me to become distracted or weak and jump to get
the attention he craves. He will always be angry and always fighting the white
wolf. But if I acknowledge him, he is happy and the white wolf is happy and we all
win. For the black wolf has many qualities – tenacity, courage, fearlessness,
strong-willed and great strategic thinking – that I have need of at times and that the
white wolf lacks. But the white wolf has compassion, caring, strength and the
ability to recognize what is in the best interest of all.’
‘You see, son, the white wolf needs the black wolf at his side. To feed only
one would starve the other and they will become uncontrollable. To feed and care
for both means they will serve you well and do nothing that is not a part of
something greater, something good, and something of life. Feed them both and
there will be no more internal struggle for your attention. And when there is no
battle inside, you can listen to the voices of deeper knowing that will guide you in
choosing what is right in every circumstance. Peace, my son, is the Cherokee
mission in life. A man or a woman who has peace inside has everything. A man or
a woman who is pulled apart by the war inside him or her has nothing.’
‘How you choose to interact with the opposing forces within you will
determine your life. Starve one or the other or guide them both.’
1. What ways or techniques or exercises do you use to strengthen your ego or self
so as to increase its potency to choose and hence control your life?
2. In what specific ways do you feed the negative wolf?
3. In what specific ways do you feed the positive wolf?
4. Having become aware of how you feed the wolves within, can you think of ways
to better nurture your chosen wolf?
HOME ASSIGNMENT
1. Read the list of nouns and adjectives defining positive and negative feelings.
Write out all the words that you do not know the meanings and formulate the
definitions of their meanings in English. Try to memorise all those words and use
as many of them as you can in class for your group-mates to guess.
Desired Feelings:
Intense: loved ____________, adored ____________, idolized ____________,
alive, wanted ____________, lustful ____________, worthy ____________, pity
____________, respected ____________, empathy ____________, awed
____________ , enthusiastic ____________, zealous ____________ , courageous
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Strong: enchanted ____________, ardour ____________, infatuated
____________, tender ____________, vibrant ____________, independent
____________, capable ____________, happy ____________, proud
____________, gratified ____________, worthy ____________, sympathetic
____________, important ____________, concerned ____________, appreciated
____________, consoled ____________, delighted ____________, eager
____________, optimistic ____________, joyful ____________, courage
____________, hopeful ____________, valiant ____________, brave
____________, brilliant ____________
Moderate: liked ____________, cared for ____________, esteemed
____________, affectionate ____________, fond ____________, excited
____________, patient ____________, strong ____________, gay ____________,
inspired ____________, anticipating ____________, amused ____________,
yearning ____________, popular____________, peaceful ____________,
appealing ____________, determined ____________, pleased ____________,
excited ____________, jolly ____________, relieved ____________, glad
____________, adventurous ____________, intelligent ____________
Mild: friendly ____________, regarded ____________, benevolent
____________, wide awake ____________, at-ease ____________, relaxed
____________, comfortable ____________, content ____________, keen
____________, amazed ____________, alert ____________, sure ____________,
attractive ____________, approved ____________, untroubled ____________,
graceful ____________, turned on ____________, warm ____________, amused
____________, daring ____________, smart ____________, interested
____________
UNIT 23
READING 23 Feelings and Emotions
Preparing to read
1. Group work. Work in a group of three or four:
A) Read the noun and adjective definitions in English (your home assignment) and
ask your group-mates to guess what words they are.
B) Discuss the question in your group: Feelings and emotions – What are they?
mystery – / – mystery /
impulse – – slavery
– spontaneous to accept –
to accept – to empower –
– present to excite –
to last – – design
measure – to prompt –
245
fear – to perceive –
– frequent to include –
joy – / to register – / /
246
B)
– slave to prompt –
247
C)
conscious – harmony –
fearful – frequent –
248
necessary.
slaves ____________; impulse ____________; lasting ____________; prompted
____________; spontaneously ____________; measurable ____________;
underlying ____________ ; joy____________; fearful ____________; self-
worth ____________; design ____________; acceptance ____________; brief
____________; wise ____________; empowerment ____________; feedback
____________; frequent ____________; loop ____________; contrary
____________; yet ____________; cope ____________; struggle ____________
1. Group or individual sessions can help you get in touch with who you really
are and help you to believe in your own ____________. 2. The recession has
____________ consumers to cut back on buying cars. 3. This government believes
strongly in the ____________ of women. 4. He resisted an ____________ to
smile. 5. During their lifetime, the crows carry out the inner ____________ of the
adaptation process. 6. To stop a problem you have to understand its ____________
causes. 7. In the nineteenth century many Africans were sold as ____________ in
the United States. 8. He has the ability to ____________ with stress 9. These
images surface ____________ in dreams. 10. You must wait for ____________
into the club. 11. There was little ____________ from our questionnaire. 12. He’s
pleasant enough, ____________ I don’t like him. 13. They had to ____________
against all kinds of adversity. 14. A good education is a ____________ benefit. 15.
Objectives should be ____________ and achievable. 16. Write a very
____________ description of a typical problem. 17. He is a ____________ visitor
to the house. 18. Our son is a great ____________ to us. 19. ____________ to
popular belief he is an able politician. 20. We may be able to ____________ a
course to suit your particular needs. 21. She made a very ____________ decision.
3. Language notes: Study the following information about the verbs rise and arise and
then complete the sentences. Use the verbs in the correct form.
Both arise and rise are irregular verbs. The other forms of arise are arises,
arising, arose, arisen. The other forms of rise are rises, rising, rose, risen.
1. Arise: When an opportunity, problem, or situation arises, it begins to exist. E.g.
He promised to help Rufus if the occasion arose.
2. Rise: When something rises, it moves upwards. E.g. Several birds rose from the
tree-tops. If an amount rises, it increases. E.g. Unemployment has risen sharply.
249
1. A serious problem____________. 2. Their profits ____________ to $1.8
million. 3. These problems ____________ as a result of your carelessness. 4. Are
there any matters ____________ from our earlier discussion? 5. The river
____________ every spring. 6. Prices are ____________. 7. The sound of their
voices ____________ and fell. 8. We see mistakes that ____________ from a
basic misunderstanding. 9. The moon ____________ an hour after sunset. 10.
Commission rates are expected to ____________. 11. These problems
____________ as a result of your carelessness. 12. He ____________ slowly from
his chair. 12. His temperature ____________. 13. An interesting phenomenon
____________. 14. Bread ____________ when it is baked. 15. His spirits
____________ at the good news. 16. A new religious movement __________ in
that country. 17. The curtain ____________ to reveal an empty stage. 18. They
hoped that a new spirit of freedom was ____________.
Now Read
Feelings and Emotions
Emotions are a mystery to many. They seem to just come out of nowhere and
for a moment we become their slaves while reason cannot help us.
Emotion(s) is/are:
 a neural (ˈnjʊərəl) impulse that moves an organism to action, prompting
automatic reactive behaviour;
 physical expressions related to feelings, perceptions or beliefs about elements,
objects or relations between them, in reality or in the imagination.
 mental states that arise spontaneously rather than through conscious effort.
One fundamental key to understanding the relationship between mind and emotion
is this: You cannot have an emotion without first having a belief about a situation.
250
All the following emotions have underlying beliefs (learned unconsciously at
a young age) which generate the resulting feeling. Feelings affect every decision
we make. The feelings unconsciously driven by our beliefs include those
connected to our sense of: self-worth, acceptance, belonging, empowerment,
possibility to name just a few.
Emotions are our personal barometer (bəˈrɒmɪtər), an instrument we can use.
Emotion is a feedback loop which gives you a balance check on yourself. If
something is out of balance in a particular context within your beliefs, it registers
disharmony. We do our best to cope with or manage the emotion while feeling its
presence, yet struggle against the inner feelings because that’s all we’ve learned to
do. It is now possible to change beliefs and negative emotions very quickly in a
lasting measurable way.
Some experts say it’s healthy to be a little angry, a little fearful. Everything is
OK when it’s just ‘a little’. But when a little becomes a lot and brief moments
become frequent events, the joy and quality of life is affected and we seem
powerless to make a change that brings joy back. But contrary to old beliefs, you
do have the power to change negative emotion. We are designed to exist in a state
of joy and excitement. Negative emotions show us what we need to know or learn
so we can grow the joyous state within us more and more.
The solution to a negative emotion always lies in the consciousness of the
body feeling it. It’s time to get wise indeed.
AFTER YOU READ
VOCABULARY PRACTICE
251
definitions:
1. said, done etc. of one’s own free will without pressure from others
______________; 2. information in response to an inquiry, experiment, etc.
_____________; 3. a person who works for a master to whom he belongs
______________; 4. being or involving basic facts or principles ______________;
5. nevertheless; in spite of that ______________; 6. of or relating to a nerve or the
nervous system______________; 7. to (of a person) deal effectively with
something difficult ______________; 8. to urge someone to do something
______________; 9. a structure, series, or process the end of which is connected to
the beginning ______________; 10. to make great efforts or try hard
______________; 11. able to be measured; perceptible or significant
______________; 12. not long; short ______________; 13. feeling great worry or
anxiety caused by the knowledge of danger ______________; 14. happening or
occurring at short intervals ______________; 15. to intend for a definite purpose
______________; 16. continuing or remaining for a long time; enduring
______________; 17. (often with to) opposite (to) or in disagreement (with)
______________; 18. having gained a great deal of knowledge from books or
experience or both and able to use it well ______________; 19. the emotion of
great happiness ______________
1. How she passed her exam is a mystery ____ me. 2. I don’t want to move him
____ anger. 3. The key ____ the mystery was a drug store receipt. 4. He went to
school ____ the age of six (years). 5. He’s very confident ____ his age. 6. Perhaps
he has grown wiser ____ age. 7. And I realize that my life is completely ____ ____
balance. 8. I can’t cope ____ all these emotions. 9. All his life he has been
struggling _____ injustice. 10. That decision was contrary ____ my wishes.
1. Essentially emotions are ___ and instinctive.
A. conscious C. mental
B. physical D. psychological
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2. Feelings on the other hand play out in our heads. They are ___ associations and
reactions to an emotion that are personal and acquired through experience.
A. conscious C. mental
B. physical D. psychological
253
3. Emotions can be objectively ___ by blood flow, brain activity, facial micro-
expressions, and body language.
A measured C. influenced
B. changed D. affected
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4. Feelings are mental ____ of body states, which arise as the brain interprets
emotions, themselves physical states arising from the body’s responses to external
stimuli. (The order of such events is: I am threatened, experience fear, and feel
horror.)
A. difficulties C. inexperience
B. disharmony D. experiences
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1. impulse – a. the sense of one’s own value or worth as a person; self-
esteem; self-respect
2. emotion – b. any of the faculties by which the mind receives
information about the external world or about the state of the
body. In addition to the five traditional faculties of sight,
hearing, touch, taste, and smell, the term includes the means
by which bodily position, temperature, pain, balance, etc.,
are perceived
3. feeling – c. a sudden desire to do something, without thinking about
the consequences
4. sense – d. the giving or delegation of power or authority;
authorization
5. perception – e. the action or process of being received as adequate or
suitable, typically to be admitted into a group.
6. self-worth – f. a general term for a subjective point of view as well as for
specific sensations; the function or the power of perceiving
by touch or by any physical sensation not connected with
sight, hearing, taste, or smell
7. acceptance – g. it is applied to an intensified feeling: a mental state that
arises spontaneously rather than through conscious effort and
is often accompanied by physiological changes
8. empowerment – h. the act or process of becoming aware of internal or
external sensory stimuli or events, involving the meaningful
organization and interpretation of those stimuli. In
psychology, it also applies to evaluations of one’s own and
others’ internal states and beliefs as well as sensory stimuli
and they are not necessarily identical to the stimulus object
or event being perceived.
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SPEAKING
1. Why are emotions a mystery to many people?
2. What are emotions?
3. What is the fundamental key to understanding emotions?
4. What do the following emotions have? When and how are underlying beliefs
formed? What do they generate?
5. What do feelings affect?
6. What do the feelings unconsciously driven by our beliefs include?
7. Why are emotions our personal barometer? Is it possible to change beliefs and
negative emotions?
8. Is it healthy to be angry or fearful? In what case?
9. Why do we seem powerless to make a change that brings joy back?
10. What do negative emotions show?
11. Where does the solution to a negative emotion always lie?
12. How does the information in the text correspond to what you were discussing
before reading?
13. What are the differences?
14. How does the information in the text correspond to your personal experience of
dealing with your own emotions and feelings and managing them?
2. Pair Work. On the basis of your discussion, prepare a presentation on your
personal experiences in the area of emotions and feelings and your successes in
managing them. Decide which part of the joint presentation will be delivered by
each of the students from the pair.
3. For questions 1 – 15, read the text below and think of the word which best fits
each gap. Use only one word in each gap. There is an example at the beginning
(0).
Feelings and Emotions
Feelings and emotions are a huge part (0) of all of us! Everybody has different
feelings, and it’s very common (1) _____ a person to experience different emotions
throughout the day as things happen and situations develop. Feelings are different
(2) _____ emotions, even though both (3) _____related.
It’s fundamental for young children to learn about feelings. By learning (4)
_____ to identify (5) _____ emotions and feelings, and also how to process them,
children can experience a positive change in their behavior. If they are (6) _____ to
correctly recognize their emotions and what’s causing them, it (7) _____be easier
for them to manage difficult situations.
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The development of emotional intelligence (8) _____start from an early age.
According (9) _____ scientific studies it’s common in 2 year-old children to know
about the basic feelings (10) _____ as happiness, anger, fear, surprise and sadness.
The first step is to learn vocabulary about feelings, (11) _____ the little ones can
acknowledge them and then can act accordingly, (12) _____ knowing to keep calm
in stressful situations or how to react when they (13) _____ anger. All of these
emotional skills will help children as they grow (14) _____, paving the way (15)
_____ a happy and healthy life!
4. Pair Work. On the basis of the text, discuss the following questions:
1. Why is it fundamental for young children to learn about feelings?
2. How can children be taught to manage difficult situations?
HOME ASSIGNMENT
1. Read the list of nouns and adjectives defining positive and negative feelings.
Write out all the words that you do not know the meanings and formulate the
definitions of their meanings in English. Try to memorise all those words and use
as many of them as you can in class for your group-mates to guess.
Feelings that are Confusing:
Mild: unpopular ______________, listless ______________, moody
______________, lethargic______________, gloomy______________, dismal
______________, discontented ______________, tired_____________, indifferent
______________, unsure______________ impatient ______________ dependent
______________, unimportant ______________, regretful ______________,
bashful ______________, puzzled ______________ , self-conscious
______________, edgy ______________, upset______________, reluctant
______________, timid ______________, mixed-up ______________, sullen
______________, provoked ______________
Moderate: suspicious______________, envious______________, enmity
______________, aversion ______________, dejected ______________, unhappy
______________, bored ______________, forlorn ______________, disappointed
______________, wearied ______________, inadequate ______________,
ineffectual ______________, helpless ______________, resigned
______________, apathetic ______________, shy ______________,
uncomfortable______________, baffled ______________, confused
______________, nervous ______________, tempted ______________, tense
______________, worried ______________, perplexed ______________, troubled
______________, disdainful ______________, contemptuous _____________,
alarmed _____________, annoyed ______________
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Strong: disgusted ______________, resentful ______________, bitter
______________, detested ______________, fed-up ______________ , frustrated
______________, sad ______________, depressed ______________, sick
______________, dissatisfied ______________, fatigued______________, worn-
out ______________, useless ______________, weak ______________, hopeless
______________, forlorn ______________, rejected ______________, guilty
______________, embarrassed ______________, inhibited ______________,
bewildered ______________, frightened ______________, anxious
______________, dismayed ______________, apprehensive ______________,
disturbed ______________, antagonistic ______________, vengeful
______________, indignant ______________, mad ______________, torn
______________
Intense: hate ______________, unloved ______________, abhor
______________, despised ______________, angry ______________, hurt
______________, miserable ______________, pain ______________, lonely
______________, cynical ______________, worthless ______________, impotent
______________, futile ______________, accursed ______________, abandoned
______________, estranged ______________, degraded ______________,
humiliated ______________, shocked ______________, panicky
______________, trapped ______________, horrified ______________, afraid
______________, scared ______________, terrified ______________, threatened
______________, infuriated ______________, furious ______________
exhausted ______________
WRITING
1. Write a 150-word summarizing essay on emotions, feelings and ways of
managing and controlling them.
2. Introduce your topic in the first paragraph by defining what emotions and
feelings are and what their role in human life is. Emphasize that a human being is
capable of managing and controlling his/her feelings and emotions.
3. Discuss in your second paragraph how a person should become aware of his/her
emotions and feelings, of their sources and reasons for them.
4. Discuss in your third paragraph the ways of managing and controlling person’s
own emotions and feelings.
managing and controlling feelings and emotions by using the ways described in the
preceding paragraph if a person really wants to get rid of negative emotions and
feelings.
6. Try to use in your essay as many words from the vocabulary that you were
learning while working on Unit 23 as you can.
7. After you finish writing your essay, edit it carefully and double cheek for errors
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UNIT 24
READING 24 What Can We Do with Our Feelings?
Preparing to read
1. Group work. Work in a group of three or four: Read the noun and adjective
definitions in English (your home assignment) and ask your group-mates to guess
what words they are.
to defend – to recognize –
– grumpy – acceptance
– honest to defend –
to signify – to signify –
hope – to hug –
worth – to hate –
260
B)
to defend – to hate –
261
C)
comfortable – hopeful –
worthwhile – sleep –
necessary.
recognized ___________; accepted ___________; defensive ___________; guess
___________; straight ___________; blame ___________; grumpy
___________; signified ___________; hugged ___________; worthwhile
___________
1. Give me a ___________ answer! 2. He___________ responsibility for the
accident. 3. It isn’t ___________ to ask him – he’ll only refuse. 4. Everyone
___________ his skill. 5. He was very ___________ about that side of his life. 6. I
___________ the wet road for the accident. 7. His frown___________ disapproval.
8. She ___________ her son when he returned from the war. 9. I know people
think I’m a ___________ old man. 10. If you don’t know the answer, just
___________.
Now Read
What Can We Do with Our Feelings?
It really helps first of all to recognize that we have them, to accept them in
ourselves. It’s OK to have strong feelings; although some of them may be
uncomfortable and we’d really rather they went away.
We can share our feelings with our partner, lovingly and responsibly.
‘Darling, when you shout at the children, I feel angry and frustrated and sad’ is a
bit better than, ‘You’re always shouting at the children. You make us all feel so
angry.’ The first statement is certainly not going to be a comfortable one for them
to hear, but the second one will have them straight on the defensive! You would
also be putting your feelings on the children. In fact, your anger may have come
because you hate conflict or, you are afraid the children will stop loving you. You
may even feel concerned that you have failed to bring them up right. If you blame
it all on your partner, you may be less than honest.
When we share our feelings carefully, then our partner at least knows what
is going on inside. They are not left guessing what the cold silence and
grumpiness signifies.
When you share your positive feelings, you’re helping them to know you
better: ‘I felt so excited when he offered me the job. It’s just what I’ve wanted. I
feel hopeful, as if the sun had just come out from behind a cloud.’ ‘When Susie
gave me a hug this morning, I felt so happy. It’s made all the sleepless nights
worrying about her worthwhile.’
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AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. very anxious to challenge or avoid criticism ___________; 2. to estimate or
suppose (something) without sufficient information to be sure of being correct
___________; 3. to believe in, agree to or acknowledge ___________; 4. (of a
person, his behaviour etc.) honest, frank and direct ___________; 5. to
acknowledge the existence, validity, or legality of___________; 6. to be a sign of;
to mean ___________; 7. to hold close to oneself with the arms, especially to show
love ___________; 8. to consider someone or something responsible for something
bad ___________; 9. deserving attention, time and effort etc. ___________; 10.
the state of having or showing a bad temper ___________
1. Calm down and stop shouting ____ each other. 2. ‘What are you doing down
there?’ he shouted ____ Robin. 3. People waved and shouted ____ us as our train
passed. 4. The captain shouted ____ him, ‘Get in! Get in!’ 5. Dad shouted ____ us
for making a mess. 6. A neighbour shouted ____ us from a window to stop the
noise. 7. She doesn’t like him much – ____ fact I think she hates him! 8. I don’t
blame you____ wanting to leave. 9. I blame the failure ____ him. 10. I think she’s
well – ____ least she was when I saw her last. 11. His mother is worried ____ his
education.
Language notes: : 1. If you shout to someone who is a long way away, you speak
very loudly so that they can hear you. 2. If you speak very loudly to someone who
is near to you, for example because you are angry with them, say that you shout at
them.
SPEAKING
1. Is it comfortable to have strong feelings?
2. How can we share our feelings with our partner?
3. What is the difference between the first statement and the second one mentioned
in the text? Which one would you choose? Why?
4. Why is it better to share our feelings carefully with our partner?
HOME ASSIGNMENT
2. Read the text and answer the questions in class.
How Emotions Guide Our Lives
by Lisa Firestone Ph.D.
263
Emotions guide our lives in a million ways. Whether we’re inclined to hide and
avoid or ponder and express them, most of us don’t realize the extent to which they
are driving our thoughts and behavior. Exploring our emotions is a worthy endeavor
for anyone hoping to know and develop themselves, build healthy relationships, and
pursue what they want in life. Recent research has even suggested that emotional
intelligence is more important than IQ, showing that it “predicts over 54% of the
variation in success” in relationships, health, and quality of life.
Our emotions can offer us clues into who we are as well as how we’ve been
affected by our history. Many of our actions are initiated by emotion, which leads
to the natural question of what emotions are being surfaced and why. Which of
these emotions are adaptive and maladaptive? Which may be triggered by the
present but rooted in our past? Dr. Les Greenberg, the primary originator of
Emotion-Focused Therapy, suggests we “need to live in mindful harmony with our
feelings, not attempt to control them.” Much of that harmony comes from
understanding our emotional reactions and distinguishing when our emotions are
primary or secondary in nature as well as when they are adaptive or not.
Primary emotions are our first emotional reaction. They’re often followed by
a more defended secondary emotion. Sometimes, we are only consciously aware of
the secondary emotion: the anger that covers up feeling hurt, the embarrassment
overpowering our sadness, or the anxiety masking a deeper fear. For example, if
our partner doesn’t show up for us or lets us down in some way, we may feel
righteous and enraged. We may stonewall or erupt in our next interaction with him
or her. However, if we look at our initial reaction, our primary emotion, we may
recognize that we had more vulnerable feelings, such as feeling hurt, unwanted, or
ashameeed. These primary feelings give us a glimpse into our needs. When we
allow ourselves to get in touch with them, we can then express them to our partner,
and we are more likely to generate a very different reaction because we are
allowing him or her to feel for us.
UNIT 25
READING 25 Where Do Feelings Come from?
Preparing to read
1. Group work. Discuss the questions in a group of three or four:
1. Why should we take our emotions seriously?
2. Why is emotional intelligence more important than IQ? Do you agree?
3. How can our emotions affect us?
4. What are primary emotions? Why are they important?
(to) value – to reflect –
worth – to sum / –
autonomy – to respect – /
– free – sadness
264
to respect – / – isolation
– sad – success
– miserable – identification
significance – – significance
265
B)
(to) value – worth / –
need – significance –
266
necessary.
reflect ___________; sadness ___________; respect ___________; miserable
(ˈmizərəbl) ___________; summed ___________; value ___________; matters
___________; worth ___________; autonomy (ɔːˈtɒnəmɪ) ___________;
significance ___________; isolation (ˌaɪsəˈleɪʃən) ___________;
draw___________
1. Between the First and Second World Wars, Canada gained greater
___________ from Britain. 2. His special knowledge was of great ___________
during the war. 3. He ___________ up the various proposals. 4. His tactics
___________ his desire for power. 5. Companies could not___________ money
from bank accounts as cash. 6. They had to listen to every piece of gossip and
judge its ___________. 7. I ___________ you for what you did. 8. It is with a
mixture of ___________ and joy that I say farewell. 8. He works in ___________
but I have no doubts about his abilities. 9. She’s been ___________ since he went
away. 10. This issue really ___________ to me. 11. Family values is a matter of
great ___________.
Now Read
Read the text and do
the task after you
read.
Where Do Feelings
Come from?
All of us want to
be loved or valued or
appreciated or allowed
to make our own
decisions. These
desires reflect the
basic emotional needs
we were born with.
They can generally be
summed up by:
 the need to love and be loved,
 the need for worth or value,
 the need for autonomy, that is freedom to make our own decisions,
 the need for significance, to know that we make a difference in the world.
We have lots of other needs which can be expressed in other ways such as the
need to be chosen, to be respected, to be understood, etc.
The value of these needs is that they draw us into relationship – it is very
difficult to find fulfilment for these needs in isolation, although careers, hobbies
and such things can go some way towards meeting them.
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Often we are not consciously aware of these needs until they are not met.
Negative feelings like anger, frustration, sadness often arise when one or more of
our deepest needs are not being met. For example, when we feel miserable or sad it
may be a signal that we don’t think we’re loved or valued by others.
It is much harder to identify the needs behind positive feelings, such as
happiness. To do that we need to know what is important to us. Perhaps we think
success at work is very important to us, but if we look below the surface we may
find that what really matters to us is that we have a sense that we have made a
difference in this world, or that others value us. Our need for significance or value
is being met.
(www.ficd. ua/soft/base/emotions_moods_and_feelings)
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. to move (towards or away from someone or something ___________; 2. a
state of separation between persons or groups ___________; 3. to give the main or
important points of ___________; 4. to be of importance; signify ___________; 5.
to make apparent; express or manifest___________; 6. the power or right of a
country etc. to govern itself ___________; 7.the quality that renders something
desirable, useful, or valuable ___________; 8. meaning or importance
___________; 9. very unhappy ___________
1. Many people are ____ great need. 2. There is no need ____ panic. 3. We’re
____ need ____ more money. 4. Close friends are important ____ me. 5. That car
matters a great deal ____ him.
1. For questions 1-10, read this short article about the causes of our feelings and
choose the most appropriate word or phrase from the list (A-M) for each gap.
There are two extra words or phrases that you do not need to use. There is an
example at the beginning (0).
Your Thoughts Cause Your Feelings
This is a causal, chronological process. You have a thought – your 0. __G__
says a sentence to itself. That thought produces a 1. ____ – a sensation in your body.
All feelings are caused by thoughts. And all thoughts produce a feeling.
Sometimes this process is 2. ____ and you hear the thought go by. Sometimes
it’s 3. ____, and you don’t even know it’s happening.
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Part of the goal of thought work is learning to pay more 4. ____ to your
thoughts and feelings so that you can 5. ____ more and more of your subconscious
thoughts to the conscious level. This is important because the conscious level is
where you can 6. ____ a more deliberate decision about whether to believe your
thoughts and keep thinking them. As long as they remain subconscious there’s no
way to 7. ____ work with them, and you’re at the mercy of the feelings they create.
Because here’s the entire point of understanding that thoughts cause feelings:
It 8. ____ you can change your feelings by changing your thoughts.
You cannot directly change a feeling. It’s a sensation in your body and once
it’s happening, it’s happening. You can’t directly 9. ____ in it without using a
thought. But if you change your thought, you can change your feeling even while
it’s happening.
This right here is the secret to life. Here’s why: We only ever do something
or don’t do something because of how we 10. ____ to feel, or not feel.
A. directly G. brain
B. conscious H. means
C. want I. raise
D. subconscious J. thought
E. body K. feeling
F. make L. intervene
M. attention
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1. value – a. the emotion resulting when aims or intentions are blocked;
It is inevitable but some people aim for goals inherently
beyond their capacity and suffer a much higher level of it
than others.
2. respect – b. the quality that renders something desirable, useful, or
valuable
3. sadness – c. an emotional reaction characterized by extreme
displeasure, rage, indignation, or hostility. It is considered to
be of pathological origin when such a response does not
realistically reflect a person’s actual circumstances
4. frustration – d. a feeling of deep admiration for someone or something
elicited by their abilities, qualities, or achievements
5. anger – e. mental or emotional unhappiness or distress
6. misery– f. emotions experienced when not in a state of well-being
7. contempt – g. a feeling of discontent at another’s good fortune or success
8. envy – h. the feeling or attitude of regarding someone or something
as inferior, base, or worthless; scorn)
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SPEAKING
1. Skim the text Where Do Feelings Come from? again and answer these
questions.
1. What do all of us want? What are our basic emotional needs?
2. What are our other needs?
3. What is the value of these needs? Why is it difficult to fulfil them?
4. When do we become aware of these needs?
5. When do negative feelings arise?
6. Why is it much harder to identify the needs behind positive feelings?
HOME ASSIGNMENT
2. A) Read the text and think of the words which best fits each gap. Use only one
word in each gap. There is an example at the beginning (0).Get ready to discuss
the text in class.
The Mentos & Soda Theory of Feelings
Ever drop Mentos (0) in soda? If you do, a lot of gas (1) ______ produced that
erupts out (2) ______ the soda bottle with considerable force. This is (3) _____
some people think emotions work. If you add irritations and setbacks (4) _____ your
life, the result is emotions. According to this theory, if you don’t vent (5) _____
emotions, they will erupt uncontrollably as anger or turn inward as depression.
Many people believe this is how emotions work but there (6) ______ some
things this theory doesn’t explain. Like why sometimes something will make you
angry but other times the same thing (7) ______. For example, the car in (8) ______
of you stops suddenly. Sometimes this might make you very angry. Maybe it’s clear
the driver is a tourist and doesn’t know where they’re going. Other times this might
not make you angry (9) ______ all. Maybe you see an ambulance approaching and
you realize the driver stopped (10) ______ let the ambulance pass.
The second problem (11) ______ this theory is that it’s not just irritations and
setbacks that can ‘make’ you angry. Just thinking (12) ______ something (13) can
trigger anger. It might be that just thinking about something someone did to you a
long time (14) ______ can still ‘make’ you angry.
The third problem with this theory is that it implies the way to handle your
feelings is to express them before too much pressure builds up. But research has
shown that people who frequently express their anger aggressively and
inappropriately tend to get angrier and angrier over time. That approach just (15)
______ work.
(https://deerval.com/Articles/WhereDoFeelingsComeFrom.htm)
B) Read the text again and find the words that correspond to the following
definitions:
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1. to express a negative emotion in a forceful and often unfair way
_________; 2. to burst out suddenly or explode _________; 3. a vehicle specially
equipped for taking sick or injured people to and from the hospital, especially in
emergencies _________; 4. to strongly suggest the truth or existence of (something
not expressly stated) _________; 5. to cause (an event or situation) to happen or
exist _________; 6. a brand of mints, of the ‘scotch mint’ type, sold in many
markets across the world _________; 7. something that causes delay or stops
progress _________; 8. toward the inside _________; 8. to deal with, have
responsibility for, or be in charge of _________
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UNIT 26
READING 26 Trying to Make Ourselves Feel Better
Preparing to read
1. Group work. Discuss the questions in a group of three or four:
A) What are the main problems of the Mentos & Soda Theory of Feelings ()?
B) Why do you think difficulties arise in our relationships?
security – to realize –
– vain – security
reason – to reassure –
to manipulate – to tempt –
benefit – to manipulate –
– gentle – blackmail
dependence – to bless –
– strong to depend –
273
B)
to tempt – to manipulate –
blackmail – to depend –
274
C)
helpful – / secure –
reasonable – mature –
fulfilled – dependent –
275
necessary.
realized ______________; cried out ______________; security
______________; placed ______________; insecure ______________; hurt
______________; unless ______________; build up ______________; dull
______________; gentle ______________; outfit ______________; terms
______________; reassurance ______________; hairdo ______________;
blessing ______________; vain ______________; benefits ______________;
shallow ______________; tempted ______________; takes any notice
______________; mutual ______________; mature ______________;
unreasonable ______________; blackmail ______________; deliberately
______________
1. She felt very ______________ at/by his behaviour. 2. He may have
______________ pressure on her to agree. 3. She was wearing an
______________ we’d bought the previous day. 4. She’s very ______________
about her good looks. 5. He ______________ his mistake at once. 6. Whenever he
was in a crowd of people he felt anxious and ______________. 7. He
never______________ of what his father says. 8. He loves the ______________ of
a happy home life. 9. ______________ you have a photographic memory,
repetition is vital. 10. She sat back in her chair her long hair up on a
______________ of curls. 11. I think he is ______________, vain and
untrustworthy. 12. It is ______________ to expect children to work so hard. 13.
Children need ______________ and praise. 14. Sally ______________ a warning
to the people behind her. 15. It will be so______________ here without you. 16.
The fire was started ______________. 17. The sunshine ______________ them to
go out. 18. Our partnership is based on ______________ respect and
understanding. 19. They had a meeting to arrange ______________ for an
agreement. 20. I’m a great believer in the ______________ of this form of therapy.
21. Five years on, her husband is facing a charge for assault – the culmination of a
marriage which descended into emotional ______________, abuse and violence.
22. The traffic begins to ______________ around five o’clock. 23. Here is the
voice of a ______________ man, expressing sorrow for a lost ideal. 24. He was a
quiet and______________ man who liked sports and enjoyed life. 25. The priest
gave them his ______________.
Now Read
Trying to Make Ourselves Feel Better
Difficulties arise in our relationships, when we don’t realize the power of our
needs and begin to try and meet our needs in an unhelpful way. If we have a strong
need for love and security, then we may place very high expectations and demands
on our wife or husband. We may expect them to be forever telling us and showing
us how much they love us.
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For example, the woman who is very insecure may feel hurt unless her
husband is always telling her how good she looks. She may be constantly asking
him, what he thinks of a new outfit or hairdo and he may think her vain or shallow,
when actually she’s insecure. If he doesn’t fulfil her needs, she may be drawn to
some other man who does take notice of her.
The husband may be so insecure that he needs his
wife to build up his ego all the time by keeping their sex
life exciting. He may put pressure on her to do things
she doesn’t want. She may see him as unreasonable and
demanding, when actually he’s crying out for
reassurance that she loves him When things are a little
dull he may judge his wife as boring and be tempted to
look elsewhere.
It can be very easy to try to manipulate situations
deliberately to fulfil the needs, we have, and try to force the relationship based on
our terms not on mutual benefit. We might say something, like: ‘If you really loved
me, you’d switch that TV off and talk.’ This is emotional blackmail and doesn’t
help build a strong and happy marriage.
Instead, the mature thing to do is to approach the situation slightly differently.
If we want to receive love, then we can create the right atmosphere for that in our
relationship by being loving ourselves.
Perhaps if you’d given your husband more attention when he came in from
work and listened to his story about his day when you were eating supper, he
wouldn’t have switched the TV on in the first place. The husband, who would
like to make love more often, might consider what he can change in his own
behaviour. He might consider what makes his wife feel special, perhaps a few
gentle words, a loving phone call during the day, but these mustn’t be done with
an underlying demand.
If we do these things simply to achieve our own ends rather than give
something loving to our partner than we become manipulative. If we can reach out
to give something to another person freely, then we often receive a blessing back.
Whatever you do, don’t blame your husband or wife for those negative
feelings and unfulfilled needs. It’s not anyone else’s responsibility to make you
feel good. You can’t expect any other person to satisfy all your emotional needs all
the time. Likewise don’t allow anyone to force their dependence on you.
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
277
1. unsure of oneself or lacking confidence ______________; 2. except if
(used to introduce a case in which a statement being made is not true)
______________; 3. to put in or as if in a particular place or position; to set
______________; 4. to become fully aware of something as a fact; understand
clearly ______________; 5. the style of a person’s hair ______________; 6. the
state of being, or making safe, secure, free from danger etc. ______________; 7.
upset; distressed ______________; 8. a set of clothes worn together, typically for a
particular occasion or purpose ______________; 9. not able to think seriously or
feel deeply ______________; 10. having too much pride in one’s appearance,
achievements etc. ______________; 11. not guided by good sense or reason
______________; 12. (often followed by for) informal to demand in an obvious
manner; to scream or shout aloud, esp. in pain, terror, etc. ______________; 13. to
pay attention to ______________; 14. to try to persuade or attract to do something;
to make someone want to do something ______________; 15. the action of
removing someone’s doubts or fears ______________; 16. the rules or conditions
of an agreement or bargain ______________; 17. not exciting or interesting
______________; 18. (of a feeling or action) experienced or done by each of two
or more parties toward the other or others ______________; 19. the action, treated
as a criminal offense, of demanding money from a person in return for not
revealing compromising or injurious information about that person
______________; 20. consciously and intentionally; on purpose ______________;
21. something good to receive, an advantage ______________; 22. to increase (the
size or extent of); to strengthen gradually (a business, one’s health, reputation etc.)
______________; 23. behaving, talking etc. in a mild, kindly, pleasant way
______________; 24. a wish or prayer for happiness or success ______________;
25. fully developed physically; full-grown ______________
1. Renewed pressure will be placed ____ the Government this week. 2. Take
no notice ____ gossip. 3. Our inner cities are crying ____ ____ redevelopment. 4.
They agreed to stop fighting, but ____ their own terms. 5. His father built ____
that grocery business from nothing. 6. You should have said you were feeling ill
____ the first place! 7. It is the city’s traditional dependence ____ tourism.
1. The challenge in ___ the desire for feeling ‘safe’ can create conflict.
A. avoiding C. rejecting
B. satisfying D. showing
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2. With this awareness of love in creating happiness in relationship we ___ all the
blame and fault finding.
A. do away with C. realize
B. approach D. meet
279
3. ___ in our personal intimate relationships often needs the most work. It is also
the area that will benefit the most when we improve our skills.
A. Insecurity C. Self-awareness
B. Manipulation D. Communication
280
4. Emotional ___ is one aspect that women and men want in relationships.
A. reassurance C. security
B. fulfilment D. dependence
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2. For questions 1-12, read this short article about the causes of our feelings and
choose the most appropriate word or phrase from the list (A-M) for each gap.
There is an example at the beginning (0).
What makes you happy in relationships?
Many of us learned to believe early 0. __B__ that other people determine our
1. ____. We might learn to live by this belief before we learn to talk or 2. ____.
This is the first false belief we create about our relationships. We can find 3. ____
to this in our subconscious behind comments we make such as ‘he/she makes me
so happy.’
The truth is that you make 4. ____ happy. You probably just don’t know how
anymore. In the midst of life 5. ____ we lose track of how we become unhappy and
who is 6. ___. We have created so many automatic emotional reactions over the
years that we have become 7. ____ with how to make ourselves happy. When we
come back to the 8. ____ that we make ourselves happy it may even seem foreign.
It can become difficult to keep track of which 9. ____ are reactions and which
are authentic expressions. There is another person that can often appear to be
responsible when we react. We interpret it this way so appears to be true. But there
is another possible cause for our emotion.
We can see with clarity the dynamic of love in 10. ____ happiness in
relationship. It also puts into perspective the role of responsibility and the power of
agreements in the area of emotions. With this 11. ____ we can do away with all the
blame and fault finding. Then it is time to get on with the real work, finding and
changing false beliefs that we use as 12. ____ not to express our love. We never
forget how to express our love. We just become so caught up in judgments,
opinions, and reasoning that we don’t take the time to do it.
A. experience G. responsible
B. in life H. idea
C. emotions I. walk
D. a clue J. creating
E. happiness K. yourself
F. an excuse L. awareness
M. unfamiliar
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SPEAKING
1. Why do difficulties arise in our relationships?
2. Under what condition do we place very high expectations and demands on our
wife or husband? What are our expectations?
3. When is the woman insecure? What may the husband think of his wife? What
may happen to the wife if her husband doesn’t fulfil her needs?
4. When is the man insecure? How may the wife see her husband? Is it really so?
What may happen to the husband?
5. Why can it be very easy to try to manipulate situations? What is emotional
blackmail? Does it help build a strong and happy marriage?
6. What is the way to approach the situation slightly differently?
7. What could the wife and the husband do to make their marriage happier? In
what cases might they become manipulative?
8. What conclusions can you make after reading the text?
HOME ASSIGNMENT
WRITING
1. Write a generalising summary in 200 words of all the four texts (Units 23, 24,
25 and 26).
2. Tips for writing your summary.
1. Make your summary of five paragraphs.
2. Subtitle each of the first four paragraphs according to the title of the text that
you are summarizing in it (e.g., Feelings, Emotions – What Are They? for the first
paragraph, What Can We Do with Our Feelings? for the second paragraph, etc.).
Subtitle the last, fifth, paragraph Conclusion.
283
3. In the first paragraph, on the basis of the text Feelings, Emotions – What Are
They? define what feelings
and emotions are and what
their difference from thoughts
and opinions is. Emphasize
the role of feelings and
emotions in the life of men,
not only women.
4. In the second paragraph, on
the basis of the text What Can
We Do With our feelings?
write about the necessity of
recognizing our feelings and
sharing our feelings with the
people who are close to us.
5. In the third paragraph, on
the basis of the text Where
Do Feelings Come From?
speak about the sources and
origins of feelings.
6. In the fourth paragraph, on
the basis of the text Trying to
Make Ourselves Feel Better
speak about possible
recommendations for feeling
better.
7. The last paragraph
Conclusion is the most
important. Here you have to
draw general conclusions as
to how to manage our
feelings and emotions as it
follows from the information
given in all the lour texts.
8. Try to use in your
summary as many words
from the vocabulary that you
were learning while working
on Chapter 6 as you can.
9. After finishing writing
your summary, edit it
carefully and double-check
for errors in spelling, vocabulary and grammar.
284
2. Read the text below to discuss it in the next class. For that discussion, try to
remember cases when you or the people you know were releasing their feelings.
What were the results: positive or negative? Do you agree with the ideas of the
author of the text concerning releasing feelings? Why / Why not? Think these
questions over to be able to participate in the discussion.
Releasing the Feelings
by Zoey Jordan
A feeling has no power over you, unless you allow it to. Releasing allows us
to get more in touch with our intuition. There is a difference between our intuition
and our emotional reactions. The more releasing you do, the more intuitive you’ll
feel.
Negative feelings cut us off from the flow of abundance (достаток), joy,
excitement and creativity that we can experience. Sometimes the thought of
releasing or letting go of the low energy emotions can feel overwhelming. Maybe
we resist letting them go. Our rational mind knows that letting go or releasing the
feeling will better serve us, but we might wonder ‘Who would I be without the
feeling?’
If you wonder who you might be without the feeling, make a list of pros and
cons. If you do release the feeling – what might that feel like? What positive
changes do you think you might experience? Do the same for holding onto the
feeling – how is that feeling serving you?
Our emotions actually relate to each other in an organized way. Releasing will
allow your mind to become progressively clearer. The changes you feel as you
move out of low energy emotions might be gradual. But each time you go through
the process of releasing, you will notice yourself naturally gravitating more to the
higher energy emotions.
For example, apathy is an emotion that we feel each day to some degree. It
would serve us to move through and release the low energy emotions so we can
move into lighter, more positive feelings. Some examples of feeling apathetic
might include feeling:
■ Defeated
■ Hopeless
■ Indifferent
■ Lazy ■ Lost
■ Overwhelmed
■ Worthless
Challenge yourself to take action when you least feel like it. Putting
something into motion is the opposite of apathy. Taking action engages your mind
in a lighter thought, and allows you to access a better feeling.
3. Do you agree with the ideas of the author of the text as to releasing
feelings? Why / Why not? State your own ideas, supporting them with descriptions
of real cases when you or the people you know were releasing their feelings. What
were the results: positive or negative?
285
4. Role Play. Work in pairs or groups of three to prepare role-plays
modelling psychological consultation on dealing with negative emotional
problems.
UNIT 27
READING 27 Emotions and Feelings. Body Language
Preparing to read
sympathy – to pretend –
resonance – – sympathy
to irritate – to excite – excitement
evidence – evident to irritate –
– genuine – falsification
falsification – to tremble –
– nervous to glance –
/ – likely – likelihood
/ – vibrant to externalize –
286
B)
to lead – sympathetic –
perceptible – likelihood –
287
necessary.
sign ______________; provided ______________; misled ______________;
glance ______________; pretense ______________; gets beyond
______________; trembled ______________; genuine (ˈdʒenjuin)
______________; code ______________; sympathetic ______________;
vibrant______________; handwriting ______________; responsive
______________; imperceptible ______________; falsify ______________;
smooth ______________; likelihood ______________; excitement
______________; strokes______________; showed up ______________;
irritability ______________; externalize ______________; evidence
______________
1. The state of the roads in this country ______________ a joke. 2. It’s a page
torn from a school notebook, slanting scrawled ______________ on it. 3. Her
friendly attitude ______________ me into thinking I could trust her. 4. Patients
usually suffer from memory loss and ______________. 5. His anger is masked by
a ______________ that all is well. 6. Automatic reactions will diminish over time
as you become more aware of and ______________ to them. 7. She gave him the
thumbs-up ______________. 8. She was very ______________ when I failed my
exam. 9. The audience was in a state of great ______________. 10. Her bag on the
table was the only ______________ of her presence. 11. He shows a
______________ desire to improve. 12. Additional experiments are then
performed in an attempt to ______________ the theory. 13. They are willing to
help, ______________ that he has a specific plan. 14. We have deciphered the
enemy’s ______________. 15. His head moved in an almost ______________
nod. 16. Fill in gaps by using short, upward ______________ of the pencil. 17. At
first ______________ everything looked fine. 18. His hands ______________as
he lit a cigarette. 19. The ______________ that one of them will commit a crime
or become a drug addict is quite slim. 20. The scratches ______________ on the
photograph. 21. Men tend to ______________ distress and blame others. 22. Tom
was drawn to her by her ______________personality. 23. Did you have a
______________flight from New York?
Now Read
Emotions and Feelings. Body Language
Our emotions and feelings are reflected in every one of our actions. The way
we speak or walk or use our hands can reveal quite a lot about how we feel. Even
at a distance, we can see if someone is excited or angry from his body language.
288
The problem is that we have all learnt how to hide our true feelings and so
those physical signs alone cannot tell us enough. Voices and physical actions can
be misleading and the spoken word can be manipulated in many ways. How then,
can we get
beyond the
pretense in order
to reach the real
person inside?
How can we read
someone’s real
feelings? There is
a sympathetic
resonance (in
handwriting that
reflects the
emotions of the
human
personality. In the
act of writing, we
make many
spontaneous
movements.
These movements
are recorded on
paper and reflect our ever-changing emotions.
Handwriting is directly connected with our thought process. It is also
particularly responsive to emotions such as sadness or enthusiasm. During the
process of writing, we transfer our feelings onto paper and the words that we have
shaped reflect these emotions.
In fact, handwriting is so amazingly sensitive that it is something of an
emotional barometer (bəˈrɒmɪtər). Excitement, fear, anxiety, irritability or anger
can be seen quite clearly.
This evidence of emotion in handwriting is genuine. It cannot be falsified. It
remains visible for all to see provided that we can understand the ‘code’. That is
why an understanding of handwriting can be so valuable.
Handwriting and anxiety
If you write while you are feeling nervous, your feeling of anxiety will show
up as almost imperceptible trembling in the strokes of certain letters. It may not be
immediately visible at a quick glance (although sometimes it is) but it will in all
likelihood show up under a microscope.
This is because your handwriting is the written externalization of the vibrant
activity going on inside you.
It is a type of mental photograph of your inner processes – where small quick
movements reflect the inner vibration of activity within – and round smooth
movements show your feeling of relaxation and calm.
289
(www.bodylanguagctraining.com)
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. an attempt to make something that is not the case appear true
______________; 2. a movement or mark made in one direction by a pen, pencil,
paintbrush etc. ______________; 3. to cause someone to have a wrong idea or
impression about someone or something ______________; 4. cognizant of the
needs, feelings, problems, and views of other ______________; 5. information etc.
that gives reason for believing something; proof; an indication; a sign
______________; 6. (conjunction) if; on condition (that) ______________; 7.
reacting quickly and positively to a stimulus ______________; 8. impossible or
difficult to perceive by the mind or senses ______________; 9. to make obvious;
to stand out clearly ______________; 11. the state or fact of something's being
likely; probability ______________; 12. (of movement) without breaks, stops or
jolts ______________; 13. full of energy and enthusiasm ______________; 14.
visible muscle tremor caused by fever, fear, weakness, etc. ______________
1. This has got ______ a joke! Open this door and let me out at once! 2.
Governments should make public institutions more responsive ____ people’s
needs. 3. I could tell _____ a glance that something was wrong. 4. I don’t think
you need to worry about Mom being upset. ___ all likelihood, she’s forgotten all
about it. 5. Please fill in your exam with blue or black ink – pencil will not show
____ correctly when we scan the papers. 6. Since I got that official reprimand in
work, it feels like I’m being put _____ a microscope by my boss.
1. ____ refers to the nonverbal signals that we use to communicate.
A. Sympathetic resonance C. Voice
B. Body language D. A physical action
290
2. From our facial expressions to our body movements, the things ____ can still
convey volumes of information.
A. we don’t say C. we reveal
B. we say D. we manipulate
291
3. ____, the science of analyzing handwriting for personality traits, has been
around since the days of Aristotle.
A. Psychology C. Linguistics
B. Phonology D. Graphology
292
4. This evidence of emotion in handwriting is genuine.
A. false C. authentic
B. artificial D. insincere
293
1. sign – a. the quality in a sound of being deep, full, and
reverberating
2. resonance – b. the state of being emotionally aroused and worked up
3. handwriting – c. a system of words, letters, figures, or other symbols
substituted for other words, letters, etc., especially for the
purposes of secrecy
4. excitement – d. the writing characteristic of a particular person
5. irritability – e. a movement (e.g. a nod, wave of the hand) used to mean
or represent something
6. externalization – f. the state of being abnormally responsive to slight stimuli,
or unduly sensitive
7. code – g. In Freudian psychology, it is an unconscious defence
mechanism by which an individual ‘projects’ his or her own
internal characteristics onto the outside world, particularly
onto other people.
294
SPEAKING
1. Why are our emotions and feelings reflected in every one of our actions?
2. What is the problem? What can be misleading? How can we read someone’s
real feelings?
3. Why does handwriting reflect the emotions?
4. What is handwriting connected with?
5. What happens during the process of writing?
6. Why is handwriting amazingly sensitive?
7. Why can an understanding of handwriting be valuable?
8. What happens while you are feeling nervous?
9. Why is handwriting a type of mental photograph of your inner processes?
2. Pair Work. Study Obama’s handwriting analysis notes and try to analyze each
other’s handwriting.
HOME ASSIGNMENT
WRITING
1. Write the summary of the text in no more than 70 words including only the
principal information in your summary with no details.
2. Read a case of a person with a deep emotional problem and the psychologist’s
recommendations to that person. Following the same pattern, develop (invent)
your own case of some other emotional problem of an imaginary person and your
recommendations as a psychologist. Get ready to present your developed case and
recommendations to all the other students during the next class.
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Why Me? Sometimes I Wish I Was Never Born
Ever since I was about 10 years old, I noticed I was different from my friends.
Why me? About the age of 11 my mother and I got into a huge argument and she
finally told me the truth. She told me how she hated me; she wished I was never
born.
For days those words couldn’t come out of my head. We didn’t speak for
years and those years let me realize what person she really is. Now we don’t talk
and it’s so hard not having a mother. I wonder why this has happened to me. My
father and mother both hate me for no reason. I just need help because I don’t think
I can take it anymore. Everyone thinks I’m so happy all the time because I put a
mask since I can’t truly trust anyone or express my feelings. It hurts me that she
doesn’t care and sometimes I think I’m better off dead. I’m addicted to drinking
and smoking at 18. Also I’m failing all my classes because I can’t concentrate. I
don’t know what to do. Is it better that I end my life? Will my life ever get better?
Recommendations
1. Understand the issues that cause you pain. The more you understand a
problem, the more you can defend against it.
2. Be productive and always be doing something that will improve you or
your situations tomorrow.
3. Build friendships. We have the tendencies to form our own walls, closing
us off to better realities. When we become closed in our little worlds, we begin
forcing ourselves to see things in a darker light because we lack other people.
4. Start telling yourself positive things and don’t feel bad about it. Train your
mind to feel sorry for people instead of hating them.
5. Have some fun every once in a while. Go do something you enjoy.
6. Throw rocks at an alley cat.
7. Go do some shopping if you can afford it. It helps refresh the soul,
sometimes to bring home a gift.
8. Spend time with people who are positive.
9. Educate yourself with reading and be nice to your body by working out or
jogging.
10. Be around nature.
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PSYCHOLOGICAL WORD LIST mislead
TERMS accept (əkˈsept) mutual (ˈmjuːtʃuəl)
anger (ˈæŋgər) acceptance (əkˈseptəns) outfit
compassion (kəmˈpæʃən) acknowledge (ækˈnɒl ɪdʒ) outlook
courage (ˈkaridʒ) , ((Am.) array (əˈreɪ) place (v.)
ˈkə:-) autonomy (ɔːˈtɒnəmɪ) ponder
destructive (dɪˈstrʌk tɪv) benefit prompt
entity (ˈɛntɪti) blackmail (ˈblækˌmeɪl) provided (prəˈvaɪdɪd)
excitement (ɪkˈsaɪtmənt) blame realize (ˈrɪəlaɪz)
externalize (/ɪk blessing (ˈblesɪŋ) recognize (ˈrekəɡnaɪz)
ˈstɜː(r)nəlaɪz) brief (briːf) reflect
fearful contrary (ˈkɒntrəri) respect
fearlessness ˈfɪə(r)ləsnəs/ code (kəʊd) sap
greed cope security
grumpy (ˈgrʌmpi) core (kɔː) shallow (ˈʃæləʊ)
handwriting (ˈhændˌraɪtɪŋ) crave significance (sɪɡ
humility (hjuˈmiləti) cultivate (ˈkʌl təˌveɪt) ˈnɪfɪkəns)
imperceptible (ˌɪmpə(r) defensive (dɪˈfensɪv) signify (ˈsignifai)
ˈseptəb(ə)l) deliberately(dɪˈlɪb(ə)rətli) slave
incessant (ɪnˈsɛsənt) derail (diˈreɪl) smooth (smuːð)
irritability (ˌɪrɪtəˈbɪləti) design (dɪˈzaɪn) sorrow
jealousy (ˈdʒɛləsɪ) diminish spontaneously (spɒn
joy (dʒɔɪ) dull (dʌl) ˈteɪniəsli)
mature (məˈtʃʊə(r)) empowerment (ɪm starve
measurable ˈpaʊəmənt) stroke (strəʊk)
(ˈmeʒ(ə)rəb(ə)l} evidence (ˈevɪd(ə)ns) struggle (ˈstrʌɡ(ə)l)
miserable (ˈmizərəbl) evil (ˈiːvl) sum
pretense (prɪˈtens) falsify (ˈfɔːlsɪfaɪ) tempt
pride feedback term (tɜː(r)m)
reassurance (ˌriːəˈʃʊərəns) frequent (ˈfriːkwənt) tremble
regret (rɪˈgrɛt) fulfil/ fulfill (fulˈfil) underlie (ˌʌndə(r)ˈlaɪ)
resentment gentle (ˈdʒent(ə)l) unless (ənˈles)
responsive (rɪˈspɒnsɪv) genuine (ˈdʒenjuin) unreasonable (ʌn
sadness glance ((glaːns)) ˈriːz(ə)nəb(ə)l)
self-confidence gratitude (ˈgrӕtitjuːd) vain (veɪn)
self-worth guess (ɡes) wise (waɪz)
straight (streɪt) hairdo (ˈheə(r)ˌduː) worth (ˌwɜː(r)θ)
sympathetic (ˌsɪmpəˈθetɪk) hug (hʌg) worthwhile (ˌwɜː(r)θ
tenacity (təˈnæsəti) hurt (hɜː(r)t) ˈwaɪl)
vibrant (ˈvaɪbrənt) isolation (ˌaɪsəˈleɪʃən) yet
impulse (ˈɪmpʌls) PHRASES
insecure (ˌɪnsɪˈkjʊə(r)) build up
lasting cry out
likelihood (ˈlaɪklihʊd) get beyond
loop show up
297
matter take any/no notice
298
CHAPTER 7
Personality and Individual Differences
UNIT 28
READING 28 Character Types
Preparing to read
1. Group work. A) Present your developed case and recommendations to all the
other students (Home assignment, ex. 2).
B) Discuss the questions, and then make a short presentation of the conclusions
made.
1. What is personality?
2. How does it influence our lives?
3. What are the similarities and differences among your class members?
4. Why do some people fear or dislike others who are different?
5. Discuss these questions in groups of three or four students.
C) Group work. Below you can see a list of unfinished statements and a table of
different features of character that a person may have. Study attentively both the
statements and the table. Then, try to finish the statements about yourself and also
decide which features of character from the table are most characteristic of you
personally. Ask your partner all the questions connected with the unfinished
statements
 I feel best when people...
 My strongest point is...
 My weakest point is ...
 Right now I feel ...
 If people really knew me ...
 I like...
 I hate...
careful aggressive dull generous energetic
hard-working tough boring loyal confident
worried careless imaginative self-controlled selfish
cheerful practical ambitious moody shy
broadminded sensible crafty trusting stubborn
active independent sensitive modest reliable
curious strongminded gentle tolerant clumsy
secretive stupid naive friendly intelligent
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Now ask your partner all the questions connected with the unfinished statements.
– similar – examination
character / – – character
– multiple to multiply –
– theoretical – theory
to prevail – / to prevail –
intelligence – to assume –
– unique (juːˈniːk) to attribute (əˈtribjut) –
– essential to perform –
– constitutional to constitute –
– shy to confuse –
temperament – to mix –
to alter – to bring up –
300
B)
to examine – theory –
to perform – to mix –
C)
characteristic – alike –
similar – alterable –
3. Study the following synonyms in the box and use them in the sentences that
follow explaining the reasons for your choices.
disposition temperament character personality nature
These nouns refer to the combination of qualities that identify a person.
Disposition is approximately equivalent to prevailing frame of mind or spirit.
Temperament (ˈtempərəmənt) applies broadly to the sum of emotions, habits, and
beliefs that affect or determine a person’s actions and reactions.
Character can refer to a defining or distinguishing set of personal traits. More
often, though, it emphasizes a person’s positive moral and ethical qualities.
Personality is the sum of distinctive traits that give individuality to a person.
Nature denotes native or inherent qualities.
1. ‘A patronizing ____________ always has its meaner side.’ (George Eliot)
2. ‘Education has for its object the formation of _________.’ (Herbert Spencer)
3. ‘She is ... of a very serene and proud and dignified_________.’ (H.G. Wells)
4. ‘Whatever his peculiarities of _______ and outlook, he was far and away the
most conversable person in our circle.’ (Andrew Ryan)
5. ‘It is my habit, – I hope I may say, my ____________, – to believe the best of
people.’ (George W. Curtis).
6. ‘To my mind the most interesting thing in art is the __________ of the artist;
and if that is singular, I am willing to excuse a thousand faults.’ (W.S. Maugham)
necessary.
examine __________; similar ___________; characteristics ____________;
multiple ____________; upbringing __________; prevail _________; mixture
___________; highly-strung ____________; essence ______________;
cornerstone ___________; unalterable (ʌnˈɔltərəbəl) ___________; constitute
______________; alike _______; in-built _________; vary ____________;
assume ______________; phlegmatic (flɛgˈmætɪk) __________; range
_________; imprint _______________; attributes (ˈætribjuːt) ___________
temperament _______________; performance ______; disposition
______________; respects __________; confuse ___________; shortcomings
_________
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1. I ___________that you’d like time to decide. 2. The twins are as
____________as two peas in a pod. 3. She suffered __________ injuries when she
fell out of the window. 4. He is very conscientious in the _________ of his duties.
5. Many of my friends have had a _________ experience. 6. He has a very wide
______ of interests. 7. It is hard for logic to __________ over emotion. 8. The
police must _____________ the facts. 9. It is one of his ___________ to be
obstinate. 10. Effective opposition is a ___________ of any democracy. 11. A
person’s reaction to this medication will __________ with age. 12. Intelligence is
not one of his ______________. 13. Unless we are prepared to accept our
___________ we will never improve our condition.14. These two poems are
similar in some ___________. 15. Tolerance is the ___________of friendship. 16.
The country’s ethnic minorities __________7 per cent of its total population. 17.
She’s very ___________– nothing would ever make her panic. 18. He was
sensitive and _________. 19 It would be a mistake to ___________ sensible with
safe. 19. His impulsive ______________regularly got him into difficulties. 20. A
curious ______________of vanity and insecurity, she is keen to play down her on-
screen image. 21. Martin’s ________________ shaped his whole life. 22. Names
were not thought of as fixed and _______________in that era. 23. He has a
pleasant ______________. 24. The body’s __________ability is to heal itself. 25.
His courage left an ______________on his nation’s history.
5. Language notes: Study the information about the words similar and alike and then
complete the sentences with these words.
If two or more things or people are alike, they are similar in some way. E.g.
Not all twins are alike. Be Careful! Don’t use ‘alike’ in front of a noun. Don’t say,
for example, ‘They wore alike hats.’ You say
‘They wore similar hats.’ If two people or things
are similar, each one has some features that the
other one has. E.g. The two friends look
remarkably similar. You say that one thing is
similar to another thing. E.g. It is similar to her
last book.
1. The two companies sell ______ products.
2. We are very _______. 2. They even dressed
______. 5. Put them in a jar, bowl, or other
_____container. 6. He treated all his children
______. 7. The accident was ____ to the one that
happened in 2003. 8. My house is _______to
yours. 9. My dress is _______ to that, only longer. 10. All politicians are
________.
Now Read
Personality and Individual Differences
302
Individual difference psychology examines how people are similar and how
they differ in their thinking, feeling and behaviour. For example, people can be
classified according to intelligence and personality characteristics. People are
complex, however, and there are multiple theories and evidence as to what the
prevailing aspects of psychological differences are.
Individual differences are a cornerstone subject area in modern psychology.
No two people are alike, yet no two people are unlike. So, in the study of
individual differences we try to understand ways in which people are
psychologically similar and particularly what psychological characteristics vary
between people.
In the psychological approach to individual differences, it is generally
assumed that:
 People vary on a range of psychological attributes;
 It is possible to measure and study these individual differences;
 Individual differences are useful for explaining and predicting behaviour and
performance.
We can classify people psychologically, according to their intelligence and
personality characteristics. The science of psychology studies people at three levels
of focus captured by the well-known quote: ‘Every man is in certain respects
 like all other men,
 like some other men,
 like no other man’.
Our personality is who we truly are, that which makes us unique, our
character, features, qualities, and shortcomings.
Personality is not easily defined. Basically, personality refers to our attempts
to capture or summarize the individual’s essence. Clearly, personality is a core area
of study for psychology. Together with intelligence, the topic of personality
constitutes the most significant area of individual difference study.
No two people are exactly the same – not even identical twins. Some people
are anxious, some are risk-taking; some are phlegmatic, some highly-strung; some
are confident, some shy; and some are quiet. This issue of differences is
fundamental to the study of personality. Note also that in studying these
differences we will also examine where the differences come from: we will find
that there is a mixture of nature and social upbringing involved.
We often confuse ‘personality’ with ‘character’ and ‘temperament’. Our
temperament is a set of in-built dispositions we are born with. It is mostly
unalterable. In other words, our temperament is our nature.
Our character is largely the outcome of the process of socialization, the acts
and imprints of our environment and upbringing on our psyche during the
formative years (0-6 years and in adolescence). Our character is the set of all
acquired characteristics we possess.
The interplay of all these factors results in a personality.
(http://www.personalitypage. com )
AFTER YOU READ
303
VOCABULARY PRACTICE
definitions:
1. as far as (something) is concerned; with regard to _____; 2. having or
involving several parts, elements, or members _______; 3. (often with to) alike in
many (often most) ways _______; 4. to take or accept as true _______; 5. to
consider carefully; to look at closely; to inspect closely _______; 6. a feature or
quality belonging typically to a person, place, or thing and serving to identify it
________; 7. to be most usual or common ________; 8. a set of different things of
the same general type ________; 9. a particular detail, feature etc. ______; 10. to
form; to make up; to be __________; 11. a fault or failure to meet a certain
standard, typically in a person’s character, a plan, or a system ________; 12. to
make, be or become different _______; 13. the most important part or quality
______; 14 a person’s inherent qualities of mind and character _______; 15. the
treatment and instruction received by a child from its parents throughout its
childhood ________; 16. not able to be changed ________; 17. existing as an
original or essential part of something or someone _________; 18. a mark or
indentation impressed on something ______; 19. any combination or blend of
different elements ________.
1. My problems are very similar ______ yours. 2. We are puzzled ____ how it
happened. 3. She varies________ angry and happy. 4. We will be exploring
different approaches _____information-gathering. 5. When he approached ____
me about the job, my first reaction was disbelief. 6. He approached ____ the front
door. 7. You should use a logical approach ______the problem. 8. Mammals
maintain their body temperature _______ a constant level. 9. He’s simply
wonderful ____every respect. 10. I saw the imprint _______great sadness
______his face.
Language notes: the verb approach is not followed by ‘to’.
1. ____ is any consciously or non-consciously controlled behaviour with a
perceived uncertainty about its outcome, and about its possible benefits or costs for
the physical, economic or psycho-social well-being of oneself or others.
A. Phlegmatic behaviour C. Risk taking
B. highly-strung behaviour D. Shy behaviour
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2. ___ is a term derived from the Greek theory of temperaments or humours; it is
the heaviest, so this temperament is therefore calm, apathetic and unexcitable.
A. Phlegmatic C. highly-strung
B. Risk-taking D. Shy
3 ___ is a popular term for a state of pleasant and/or manic euphoria, which is
often a desired end-point for users of narcotics, hallucinogens, or other potentially
addicting substances of abuse.
A Risk-taking C. Phlegmatic
B. Highly-strung D. Shy
4. ___ is a characteristic of a person lacking confidence in the presence of others,
especially strangers, not wanting to attract attention.
A. Quiet C. Confident
B. Highly-strung D. Shy
1. theory – a. the sum total of all the behavioural and mental
characteristics by means of which an individual is
recognized as being unique
2. personality – b. a quality or feature regarded as a characteristic or inherent
part of someone or something
3. cornerstone – c. organized patterns of behaviour that are characteristic or
expected of a person in a given situation
4. attribute – d. a supposition or a system of ideas intended to explain
something, especially one based on general principles
independent of the thing to be explained
5. intelligence – e. the fundamental assumptions from which something is
begun or developed or calculated or explained
6. performance – f. the capacity for understanding; ability to perceive and
comprehend meaning
7. approach – g. an essential and distinguishing attribute of something or
someone
8. quality – h. ideas or actions intended to deal with a problem or
situation
9. character – i. the combination of mental and emotional traits of a person;
natural predisposition
10. temperament – j. the set of qualities that make someone or something
different from others
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3. Read the text and do the tasks.
The Big Five Personality Trait Dimensions
Based on a broad array of studies across nearly a century, personality
psychologists have come to find that nearly all personality traits map onto one of
the following five dimensions. These “Big Five” trait dimensions thus encompass
nearly the entirety of human personality structure – across time and culture, in fact.
Task 1. For questions 1 – 10, read the following information about personality
traits and think of the word which best fits each gap. Use only one word in each
gap.
The Big Five are as follows:
Extraversion – Introversion
This dimension (usually (0) referred to as just ‘extraversion’) speaks to how
outgoing someone (1) ___– and how comfortable someone is in social settings.
People who are extreme extroverts (ˈekstrəvəːt) have (2) ___ problem standing up
on stage and speaking, while those who are extreme introverts would (3) ______be
caught dead. And, as with all of the dimensions described here, most of us are
somewhere in the middle.
Neuroticism – Emotional Stability
This dimension (usually referred to as just ‘neuroticism’) corresponds (4)
____ how emotionally volatile (ˈvɒləˌtaɪl) someone is. Someone who is highly
neurotic is prone to frequent (5) _____in mood and negative affect (bad feelings).
Someone who is very emotionally stable is cool (6) ____a cucumber. Someone
who is highly neurotic might freak out when a siren (7) ____heard in the
neighborhood, while someone low in neuroticism might not even notice it.
Agreeableness – Disagreeableness
This dimension (usually referred to as just ‘agreeableness’) corresponds to
how easygoing and friendly someone is. Someone who is very agreeable tends to
get (8) _____ with just about anyone, while someone who is highly disagreeable
just argues and argues. Someone who is highly agreeable is the (9) ____ of person
who says, ‘I don’t care where we go (10) _____to eat – it’s all good,’ while
someone who is highly disagreeable might lead with, ‘I don’t like that place! Or
THAT place! OR THAT place!’
Task 2. For questions 1-10, read this information about personality traits and
choose the most appropriate phrase from the list (A-L) for each gap. There is one
extra phrase that you do not need to use. There is an example at the beginning (0).
Conscientiousness – Disorganized
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This dimension (usually referred to as just ‘conscientiousness’) corresponds
to how organized and on-the-ball someone is. Someone who is highly
conscientious is (0). _(C)_, always makes (1) ________, and keeps his or her
workspace neat. Someone low in conscientiousness is always late, rarely makes
deadlines, and does not keep his or her physical (2) __________in a fully
organized manner. Someone high in conscientiousness might make a great (3)
_________, while someone low in the trait might misplace a $20 bill (‘I know I
had it somewhere in this bag...’).
Openness-Closed-minded
This dimension (usually referred to as just “openness” or “openness to
experience”) corresponds to being open-minded. Someone high in openness is
open to new (4) ________, new people, and new ways of (5) _________. Someone
low in this dimension is likely closed-minded and does not want to hear new ideas.
Someone who is open-minded may be excited to go to (6) ________ to see a
cutting-edge new art genre (ˈʒɑnrə), while someone who is closed-minded would
rather just sit in the car for the (7) _________ of the visit.
The Dimensions of the Dark Triad (ˈtraɪæd)
While the Big Five are often described as all-encompassing, a good deal of
(8) __________ has found that another set of trait dimensions, known (9)
___________as the “dark triad,” predicts more in the way of behavioral (10)
____________ than can be explained by the Big Five alone. These three
dimensions, which often are found to be predictive of one another (i.e., inter-
correlated), are narcissism (ˈnɑːsɪˌsɪzəm), psychopathy (saɪˈkɒpəθɪ), and
Machiavellianism. (ˌmækiəˈveliənɪzəm)
A. doing things G. deadlines
B. outcomes H. predictions
C. reliable I. accountant
D. recent research J. collectively
E. duration K. ideas
F. space L. a museum
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Task 3 For questions 11-24, read the text below and decide which answer (A, B,
C, or D) best fits each gap. There is an example at the beginning (0).
Narcissism – Selflessness
This dimension (referred to as just ‘narcissism’) (0) __C__ to how self-
absorbed someone is. Someone who is high in narcissism spends a
disproportionate (11) _________ of time thinking about himself or herself – as the
center of pretty much (12) __________. Someone low in this dimension does not
have a strong focus on self and does not see himself or herself (13) _______ the
focus of any particular situation. Someone high in narcissism might post 18 selfies
(14) _____ day online, while someone low on this dimension might never have put
their phone into selfie mode.
Psychopathy – Empathic
This dimension (referred to as just ‘psychopathic’) corresponds to an (15)
______ to others that is fully (16) _______. Someone high in psychopathy (17)
_______ feel for others or care much about their welfare, while someone who is low
in this trait cares for others (18) _____ and feels a great deal for them. Someone who
is psychopathic might feel no emotion whatsoever while watching the (19)
_______when Bambi’s mother dies. Someone more on the empathic side might
have cried when first watching that scene – and still feel bad about it years later.
Machiavellianism – Scrupulous (ˈskruːpjuləs)
This dimension (referred to as just ‘Machiavellianism’) corresponds to an
approach to social life in which others are used as (20) _____ for one’s own
personal (21) ______. People high in Machiavellianism will only do the right thing
by others to the (22) _____ that doing the right thing is beneficial for themselves.
Someone low in this dimension, on the other hand, has a strong moral (23) ______
and will strive to do the right thing regardless of the benefit to oneself. A boss who
is high in Machiavellianism might give special favors to an employee who
provides him or her with (24) ______ information on others in the workplace. A
boss who is low in this dimension would make sure to treat all employees equally,
regardless of just about any factor.
0. A. regards B. relates C. corresponds D. concerns
11 A. sum B. lot C. number D. amount
.
12 A. anything B. everything C. something D. nothing
.
13. A. if B. like C. as D. such
14 A. a B. in C. after D. the
.
15 A. arrival B. approach C. application D. technique
.
16 A. B. sensitive C. loving D. uncaring
. compassionate
308
17 A. does not B. is not C. do not D. should not
.
18 A. authentic B. genuinely C. reliably D. artificially
.
19 A. sight B. stage C. scene D. scenery
.
20 A. guards B. security C. hostages D. pawns
.
21 A. gain B. increase C. income D. profit
.
22 A. reach B. span C. extent D. distance
.
23 A. range B. compass C. scope D. circuit
.
24 A. indoor B. exterior C. outside D. inside
.
SPEAKING
1. What does individual difference psychology examine? Give the example.
2. Why are there multiple theories and evidence of individual differences?
3. What is a cornerstone subject area in modern psychology? Why?
309
4. What is the aim of studying
individual differences?
5. What is generally assumed in
the psychological approach to
individual differences?
6. How can people be classified
psychologically?
7. What levels does psychology
study people at?
8. What is our personality?
9. What issue of differences is
fundamental to the study of
personality?
10. Where do the differences
come from?
11. What terms are often confused? What is temperament? What is character?
2. Group work. A) Study the image and discuss the questions:
What is, in your opinion, more important nature or nurture in forming
personality? Can you add any other factor influencing a person’s character?
Present the results of your discussion to the class.
B) On the basis of the text that you have read and your own knowledge of human
characters and their peculiarities, discuss in groups of three or four students how
people are similar and how they differ in their thinking, feeling and behaviour.
Think of practical examples illustrating your ideas (you may use as practical
examples the people you know, or some personages from literature, or practical
examples from your psychological courses). After the discussion in your small
groups, one student from each of the groups makes a short presentation of the
conclusions made.
310
HOME ASSIGNMENT
WRITING
1. Write a 150-word essay discussing your personality.
1. Make your essay of five paragraphs.
2. In the first, introductory, paragraph, give the general description of your
personality, emphasizing that you have both positive and negative features.
3. In the second paragraph, discuss your positive features.
4. In the third paragraph, discuss your negative features.
5. In the fourth paragraph, discuss what you think you can do in order to overcome
your negative features.
6. In the last paragraph, summarize what you have said about your personality and
the ways of improving it.
7. When writing the second and the third paragraphs, use the results of your ‘I
am...’ exercise that you were doing in class.
UNIT 29
READING 29 Character Types
1. A) Group work. Study the table representing twelve character archetypes,
discuss the mottos (A-L) and match them to the character types. Which characters
do you think belong to ego types, self-types, and soul types? Discuss the
archetypes in terms of their core desires, goals, greatest fears, strategies,
weaknesses and talents. Present your conclusions to the class.
1. The Innocent – A. Love your neighbour as yourself.
2. The Orphan/Regular Guy or Gal – B. Rules are made to be broken.
3. The Hero – C. Don’t fence me in.
4. The Caregiver – D. If you can imagine it, it can be done.
5. The Explorer – E. Free to be you and me.
6. The Rebel – F. The truth will set you free.
7. The Lover – G. Power isn’t everything, it’s the only
thing.
8. The Creator – H. All men and women are created
equal.
9. The Jester – I. You only live once.
10. The Sage – J. I make things happen.
11. The Magician – K. Where there’s a will, there’s a way.
12. The Ruler – L. You’re the only one.
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Core desires: the freedom to find out who you are through exploring the world;
connecting with others; to get to paradise;
to prove one’s worth through courageous
acts; to protect and care for others to
protect and care for others; revenge or
revolution; intimacy and experience; to
create things of enduring value; to live in
the moment with full enjoyment; to find
the truth; wisdom, intelligence;
understanding the fundamental laws of
the universe; control.
Goals: to help others; to be happy; to
belong; expert mastery in a way that
improves the world; to experience a
better, more authentic, more fulfilling life;
to overturn what isn’t working; to realise a vision; to have a great time and lighten
up the world; to use intelligence and analysis to understand the world; to make
dreams come true; create a prosperous, successful family or community.
Greatest fears: to be left out or to stand out from the crowd; to be punished for
doing something bad or wrong; weakness, vulnerability, being a “chicken”;
selfishness and ingratitude; getting trapped, conformity, and inner emptiness; being
in a relationship with the people, work and surroundings they love; being alone, a
wallflower, unwanted, unloved; mediocre vision or execution; being bored or
boring others; being duped, misled—or ignorance; unintended negative
consequences; chaos, being overthrown.
Strategies: develop ordinary solid virtues, be down to earth; to do things right; to
be as strong and competent as possible; doing things for others; journey, seeking
out and experiencing new things, escape from boredom; disrupt, destroy, or shock;
to become more and more physically and emotionally attractive; develop artistic
control and skill; play, make jokes, be funny; seeking out information and
knowledge; self-reflection and understanding thought processes; develop a vision
and live by it; exercise power.
Weaknesses: boring for all their naive innocence; losing one’s own self in an
effort to blend in or for the sake of superficial relationships; arrogance, always
needing another battle to fight; martyrdom and being exploited; aimless
wandering, becoming a misfit; to be powerless or ineffectual; crossing over to the
dark side, crime; outward-directed desire to please others at risk of losing own
identity; perfectionism, bad solutions; frivolity, wasting time; can study details
forever and never act; becoming manipulative; being authoritarian, unable to
delegate.
312
Talents: faith and optimism; realism, empathy, lack of pretence; competence and
courage; compassion, generosity; autonomy, ambition, being true to one’s soul;
outrageousness, radical freedom; passion, gratitude, appreciation, and
commitment; creativity and imagination; joy; wisdom, intelligence; finding win-
win solutions; responsibility, leadership.
Preparing to read
sympathy – integrate –
hero – embody –
knowledge – – identification
villain – limit –
– sympathetic attribute –
– grateful affect –
self - forgive –
fool – irritate –
sense – choose –
– wise contribute –
B)
advise – help –
stand – represent –
rescue –
C)
sense – care –
sympathetic – sense –
313
necessary.
sympathetic _________; attribute _________; values _________; integrity
__________; grateful _________; knowledgeable __________; wisdom (3)
__________; identify ________; selfish __________; embody _________;
villainous ___________; outlet _________; foolish _________; gratitude
________; bystanders ___________; sympathize ____________
1. He is a man of _______, and I felt that he would listen to my concerns. 2.
Leading British medical organizations have introduced random drug tests to
_______doctors who are abusing drugs or alcohol to combat the problem. 3. It may
be that he sees you only as a _________ friend. 4. The longing for your own
identity could drive you to turn against good ________you’ve been taught at
home. 5. Be _______ for what you have. 6. This company has been known to
________elegance and the highest degree of sophistication in all their creations. 7.
Each of us will be happier if we are full of _________. 8. He is very _______
about the history of the city. 9. ______ is a curse when ________ does nothing for
the man who has it. 10. He is ______and greedy having regard for himself above
others’ well-being. 11. ‘The Wizard of Oz’ to me is that all of the most heroic and
wise and even ________ characters are female. 12. All passion becomes strength
when it has an ________ from the narrow limits of our personal lot in the creative
activity of our thought. 13. He was not so ________ as to embark on a bizarre
venture, using his ability to know the outcome in advance. 14. Innocent ________
who observe acts of bullying also suffer consequences. 15. When someone sets
mood as ‘sad’, the Facebook Like button will turn into ‘I _________’ button. 16.
The social model of disability sees disability as a socially created problem and not
at all A/an ________ of an individual.17. _________, not wealth, gets you
through this life successfully.
Now Read
Read the text and do the task after you read. Provide the characters listed in the
box (A-G) to match the descriptions given in the text (1-7).
A. Villainous characters/ B. Neutral characters/ C. Wise characters/ D. Foolish
characters/ E. Sympathetic characters/ F. Selfish characters/ G. Heroic characters
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Character Types
There are many types by which characters may be classified. Here are a few.
1. _____ are those whom we like. We also get a sense of their attributes which
we would perhaps like to have more of for ourselves.
2. ______ have strong values, working for higher ideals and often putting
others first. They are essentially good and have high personal integrity. We admire
heroic characters and wish that that we were more like them, although we may also
be grateful that there are such good people who will rescue us from our ills.
3. ______ are not only knowledgeable: they have the wisdom to know what to
do in difficult circumstances. They often act as advisors, helpers; they may
represent parents or teachers.
We seldom identify with unsympathetic characters as they represent those
qualities that we dislike.
4. ______ are those who deliberately break laws, serving selfish purposes in
which others may well be harmed in some way. They are embodying all that we
find wrong. We love to hate villainous characters as they give us an outlet for the
dislike we have of others in our lives.
5. ______ are the opposite of wise characters. They lack knowledge or lack the
ability to use knowledge to good effect. We laugh at the fool, and are perhaps
secretly grateful that there are others who are more foolish than us.
6. ______ do things for their own purpose and may well be careless about how
others are affected by their choices. We may also feel some balance of gratitude
that there are others who are more selfish than us.
7. ______ There are many characters who are effective bystanders, not really
contributing to our lives. We think little about bystanders. We may sympathize with
such characters as they remind us of our own limitations and may well forgive them
their limitations. In this way, sympathetic attitude may be created. Such characters can
also irritate us and may well remind us of such people in our own lives.
315
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. characteristic or quality, distinctive feature _______; 2. a perfect standard
of beauty, intellect etc. ________; 3. to estimate or prize highly; to regard with
wonder and delight________; 4. to save from any danger or violence _______; 5.
evil; moral wrongfulness _______; 6. the quality of being prudent and sensible
______; 7. to do something that is illegal ________; 8. to cause injury to another;
to hurt; to cause damage to something _________; 9. release of desires ______; 10.
a feeling of thankfulness and appreciation ________; 11. not concerned or worried;
not giving sufficient attention or thought__________; 12. a nonparticipant
spectator _______; 13. to share the feelings of; understand the sentiments of
________; 14. to provoke impatience, anger, or displeasure _______
1. He managed to rescue the hostages ____ the gunman without anyone
getting hurt. 2. I find it difficult to sympathize ____ him when he complains so
much. 3. I identify ____ the women on my mother’s side of the family much more
than those on my dad’s side. 4. Let this incident serve ____ a reminder to future
generations. 5. Police said they had been unable to serve a summons ____ him. 6.
There is a warning that the product may harm the environment. 7. He exercised a
lot as an outlet ____ frustration. 8. I always identify the smell of pine needles ____
Christmas time. 9. The huge investment rescued the company ____ bankruptcy.
10. I thought people were laughing ____ me because I was clumsy. 11. We are all
too careless about our health. 12. His gambling contributed ____ his downfall. 13.
It was a kind of an outlet ____ his artistic impulses. 14. I must tell you how much I
sympathize ____ you for your loss. 15. Those soldiers have served ____ their
country well. 16. She’s very careless ____ her clothes.
1. A human who makes choices that violate ethical, legal and moral boundaries is
said to be a ____ character.
A. foolish C. neutral
B. villainous D. wise
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2. ____ characters do not feel strongly one way or the other when it comes to good
vs. evil or law vs. chaos.
A. Foolish C. Neutral
B. Villainous D. Wise
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3. ____ characters are self-involved, overly optimistic regarding their own views,
and unable to see their own vulnerabilities.
A. Foolish C. Neutral
B. Villainous D. Wise
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4. ____ characters possess superior analytical intelligence; use their creativity to
achieve positive (not harmful) outcomes.
A. Sympathetic C. Neutral
B. Heroic D. Wise
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1. sympathy – a. a cruelly malicious person who is involved in or devoted
to wickedness or crime
2. hero – b. a person who lacks sense or judgement
3. wisdom – c. tending to evoke antipathetic feelings
4. villain – d. a general kinship with another’s feelings no matter of
what kind
5. fool – e. one’s own personal interests or advantage
6. self – f. the ability to discern or judge what is true, right, or lasting;
insight
7. bystander – g. a person distinguished by exceptional courage, nobility,
fortitude
8. unsympathetic – h. a person present but not involved; onlooker.
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SPEAKING
1. Study the following information about character archetypes (ˈɑrkɪˌtaɪp).
What is an archetype? Oxford Dictionaries say an archetype is ‘a very typical
example of a certain person or thing’. Karl Jung (yʊŋ), a Swiss psychoanalyst
(ˌsaɪkəʊˈænəlɪst), defined twelve primary archetypes, each with its own set of
values, meanings and personality traits. In Jungian (ˈjʊŋɪən) theory, an archetype is
known as ‘a primitive mental image inherited from the earliest human ancestors,
and supposed to be present in the collective unconscious.’
2. Discuss in groups character archetypes given in the table below. Think of
practical examples from literature or movies illustrating your ideas. After the
discussion in your groups, one student from each of the groups will be requested to
make a short presentation of the conclusions made.
3. Pair work. Interview your partner and make a list of 10 questions that can help
you determine to what character type your partner belongs and prove it by his/her
answers to your questions.
HOME ASSIGNMENT
WRITING
1. Write a 150-word essay about your favourite character from literature or
movies analysing their character type in terms of values, meanings and personality
traits.
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favourite character, emphasizing both positive and negative features and saying
why you like them.
3. In the second paragraph, discuss their values.
4. In the third paragraph, discuss their meanings.
5. In the fourth paragraph, discuss what personality traits they possess.
6. In the last paragraph, summarize what you have said.
7.
After finishing writing your essay, edit it carefully and double check for errors in
spelling, vocabulary and grammar.
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UNIT 30
READING 30 Ways to Improve Your Personality
Preparing to read
1. A) Group work. Study the image and discuss the statement.
B) Group work. Discuss the following questions.

1. Our personality is the combination of our physical, behavioural, moral, and
intellectual traits. Do you agree?
2. Does improving your personality increase your chances of being a successful
professional?
3. Should motivation primarily remain being able to be the best version of yourself?
4. Why should we ever improve ourselves?
5. Is simply learning from your mistakes the most assured way of improving your
personality? Why?
6. Why is it important to work on your appearance, particularly for
professional success?
Noun /Verb Adjective/ Verb Noun
Adverb
type – admire –
– unique behave –
like – respect –
– social improve –
attract – shape –
tire – to encourage –
humour – to accomplish –
honesty – to integrate –
intend – to expand –
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B)
personality – admire –
humour – strive –
C)
tiresome – likeable –
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necessary.
likeable _______; socialize _______; unique _______; attractive _______;
extent ________; expand ____________; appealing ________; intently
_________; make an effort _________; share __________; tiresome
__________; support __________; strive __________; encompass
___________; outlook __________; integrity __________
1. Although opinions regarding our planet’s future differ, one thing is certain:
Earth is __________. 2. He is agreeable to some __________. 3. He easily
maintained the reputation of being a most democratic and __________ fellow. 4.
He listened __________, then slammed down the phone. 5. The old man hates to
__________. 6. Talking to Elizabeth was like talking to an __________version of
oneself. 7. The idea of having enough money to retire at fifty is very __________.
8. I promise __________ to keep in touch with my family more often. 9. It makes
sense to __________ the work out between you. 10. I really came to ask you some
rather __________ questions. 11. I would like to say a word or two in
__________of his proposal. 12. He always __________ to please his teacher. 13.
This group __________ a wide range of people from different backgrounds. 14. He
has a fairly positive __________ on life. 15. He was a man of the highest personal
__________.
Now Read
Ways to Improve Your Personality
Contrary to what you may believe, you can improve your personality. We
continue to shape our personality all our life. The ‘personality’ is the typical
pattern of thinking, feeling, and behaviours that make a person unique.
When we say that someone has a ‘good personality’ we mean that they are
likeable, pleasant to be around, and good to socialize with. Everyone wants to be
attractive to others. Having a good personality helps – probably even more so than
good looks. While we can improve our looks to only a certain extent, we can work
on improving the personality as much as we want.
Here are some ways in which we can accomplish this:
1. Nothing is more appealing than having someone listening to you intently
and making you feel like you’re the only person in the world.
2. The more you read and the more interests you have, the more interesting
you are to others. It also gives you the opportunity to meet people and share or
exchange your views with them.
3. There’s nothing more tiresome than trying to talk to someone who has no
opinion on anything. A conversation has nowhere to go if you have nothing of
your own to state.
4. Make an effort to meet new people, especially those different from you.
5. Everyone is unique and expressing that uniqueness is what makes us
interesting.
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6. No one wants to be around people who are negative, complain a lot, or
have nothing good to say. In fact, most of us run when we see them coming.
7. We all like to be around someone who makes us laugh or smile, look for
the humorous side in situations. There always is one. When you are fun and light-
hearted people are naturally attracted to you.
8. Just as you welcome it when you receive it, be the support for others when
they need it. Everyone wants someone who encourages and believes in them.
9. Be honest and true to your word and you will have the admiration and
respect of others. Respect others and you will have their attention and gratitude.
Nothing improves a person’s personality more than integrity and respect - respect
for others as well as respect for yourself.
As humans we have the power and ability to shape our personalities however
we wish. When we strive to develop them to encompass all that we can be, we
contribute to others’ and our own happiness. (http://www.personalitypage. com )
4. The author recommends nine ways. Below the text in the box there are nine
titles for each of the nine descriptions. Match each description to the title. The first
one has been done for you: 1E.
A. ___ Be fun and see the humorous side of life.
B. ___ Be yourself.
C. ___ Have integrity and treat people with respect.
D. ___ Have an opinion.
E. __1_ Be a better listener.
F. ___ Be supportive of others.
G. ___ Meet new people.
H. ___ Read more and expand your interests.
I. ___ Have a positive outlook and attitude.
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AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. causing fatigue or boredom ___________; 2. to influence in a formative
way ___________; 3. a model or original used for imitation or as an archetype
___________; 4. the quality of being individual ___________; 5. to take part in
social activities; interact with others ___________; 6. to succeed in doing (a task);
carry out or complete ___________; 7. with great concentration ___________; 8.
to express feelings of pain, dissatisfaction, or resentment ___________; 9. as one
has promised ___________; 10. a person’s point of view or general attitude to life
___________; 11. the quality of being honest and having strong moral principles
___________; 12. to become or make larger or more extensive ___________
2. Fill in the correct preposition or adverb where necessary.
1. He never socializes ____ his colleagues. 2. ____ a certain extent she was
right. 3. She was devotedly attached ____her husband; the great anxiety ____ her
life was to make herself as attractive ____ him as possible. 4. Children don’t
always listen ____ their parents. 5. The social network – which is owned by
Facebook – said it does not want its service to feel ____a competition. 6. I want
her to come and talk ____ me, and remember you’re not to tell anyone. 7. ____ my
opinion, there are four key problems that have to be addressed. 8. He wanted a
second opinion ____ his illness. 9. She lost her handbag and wasted ten minutes
looking ____it. 10. Summer attracts visitors ____ the countryside. 11. He was
seeking a support ____ your wife in the generosity ____ the boss. 12.Ted promised
he would be there and, true ____ his word, he came and helped us. 13. I have great
respect ____ your work 14. Exercise contributes ____ better health. 15. He has a
strange outlook ___ life.
1. People with pleasing or agreeable manners, appearance and habits are said to
have ____.
A. good looks C. a good sense of humour
B. a good personality D. good health
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2. Uniqueness of a person can be determined by the typical ____of reasoning,
judgement and the manner of conducting oneself.
A. paradigm C. plan
B. order D. design
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3 People are naturally attracted to you if you are cheerful and have a _____.
A good health C. good looks
B. a good sense of humour D. good fortune
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4. If you want to have admiration and respect from others, regard others with ____.
A. doubt and scorn C. honour and esteem
B. respect and reproach D criticism and mock
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1. humorous – a. happy and free from anxiety; not grave or serious
2. unique – b. personal attractiveness or beauty
3. good looks – c. a feeling of appreciative, often deferential regard; esteem
4. admiration – d. characteristic only of a particular category or entity
5. respect – e. make fit for life in companionship with others
6. light-hearted – f. unpleasant; disagreeable: gloomy; pessimistic
7. tiresome – g. a feeling of strong approval or delight with regard to someone
or something
8. socialize – h. funny; comical; amusing
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3. Use the important parameters of people’s personality given in the box below to
complete the sentences.
a. Extraversion b. Introversion c. Agreeableness d. Openness to experience
e. ‘Natural Reactions’ f. Conscientiousness
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1) …… is when a person is interested chiefly in one’s own inner thoughts,
feelings, and processes.
2) …… is when a person is curious, imaginative and artistic.
3) …… is when a person is talkative, sociable, and socially self-confident.
4)……. is when a person is hard working, self-disciplined and well-organized.
5)….… is when a person is cheerful, warm and empathic.
6) …… is when a person is calm and contented.
SPEAKING
1. What is ‘personality’?
2. What do we mean when we say that someone has a ‘good personality’?
3. What extent can we improve our personality to?
4. Why is reading one of the best ways of improving your personality?
5. What makes people interesting?
6. Why are we attracted to light-hearted people?
7. What is the role of respect in improving your personality?
8. Why is developing personalities important?
2. Group work. On the basis of the text that you have read and your knowledge of
human characters, discuss in groups of three or four students what is a good
character and what is a bad character. Think of practical examples illustrating
your ideas (you may use as practical examples the people you know, or some
personages from literature, or practical examples from your psychological
courses). Work out recommendations how to improve a person’s personality.
Compare your ideas with other groups.
HOME ASSIGNMENT
WRITING
1. Write a 150-word essay suggesting the ways of improving character.
character, emphasizing that you have both positive and negative features.
4. In the third paragraph, discuss your negative features you would like to overcome.
5. In the fourth paragraph, suggest what you think you can do in order to overcome
6. In the last paragraph, summarize what you have said about your character and
UNIT 31
READING 31 Are You a Man of Character?
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Preparing to read
1. Group work. Discuss the following statement: ‘The true character of a man is
not defined by what he does in front of a crowd but instead by what he does when
no one else is around’.
Do these words apply only to men or are they true for women as well?
to tolerate – to determine –
to help – to betray –
to depend – / to process –
– toxic to impact –
to rely – to appear –
self – to inspire –
to negate – to suspect –
/ – moral to ignore –
– sad to rely –
– jealous – tolerance
– worthless to favour –
conscience / – / to succeed –
suspicion – to suppose –
to ignore – to compromise –
– just – weakness
favour – / to think –
to succeed – to intoxicate –
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B)
to think – to lie –
to cheat – / to depend –
C)
stable – reliable –
selfish – worth –
3. Language notes: (A) Study the information below and (B) use a word or phrase to
complete the sentences that follow.
conscious – consciousness – conscience – conscientious
A) 1. ‘conscious’ (ˈkɒnʃəs) is an adjective. If you are conscious of something,
you are aware of it. If you are conscious, you are awake, rather than asleep or
unconscious.
2. ‘consciousness’ (ˈkɒnʃəsnɪs) is a noun. You can refer to your mind and
thoughts as your consciousness. If you lose consciousness, you become
unconscious. If you regain consciousness or recover consciousness, you become
conscious again after being unconscious. These are fairly formal expressions.
In informal English you can say that you pass out instead of ‘lose
consciousness’, and come round instead of ‘regain/recover consciousness’.
3. ‘conscience’ (ˈkonʃəns) is a noun. Your conscience is the part of your
mind that tells you whether what you are doing is right or wrong.
4. ‘conscientious’ (ˌkɒnʃɪˈɛnʃəs) is an adjective. Someone who is
conscientious is very careful to do their work properly.
B) 1. She became __________ of Rudolph looking at her. 2. He fell down and
__________. 3. She died in hospital without __________. 4. My __________ told
me to vote against the others. 5. Doubts were starting to enter into my
__________. 6. Their __________ were troubled by stories of famine and war. 7.
The patient was fully __________ during the operation. 8. He felt sick and dizzy,
then __________. 9. We are generally very __________ about our work. 10. When
I __________, I was on the kitchen floor. 11. She seemed a __________, serious
young woman. 12. He began to __________ just as Kate was leaving. 13. I was
__________ that he had changed his tactics.
following words and phrases occur in the text. Fill in the word in the correct form.
Use a dictionary if necessary.
cheat ___________; betray ___________; fair (x 2) ___________; keep your
promises ___________; liar (x 2) ___________; sincere ___________;
determine ___________; sadness ___________; moral ___________; tell the
truth ___________; favour ___________; bend the rules ___________; correct
___________; in small doses ___________; suspicion ___________;
compromise ___________; inspiration ___________; tolerant ___________
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1. He asked me if I would be very honest to him, and give a/an ___________
answer to one thing he would desire of me. 2. I would be as ___________of and as
liberal to a rival as I should expect him to be to me. 3. A ___________ never
prospers. 4. A/an ___________ will not be believed, even when he speaks the
truth. 5. To ___________, you must first belong. 6. He showed ___________
courage in defending his ideas. 7. He tried to ___________ what had gone wrong.
8. She wanted to receive her ___________ share of the proceeds. 9. If you can’t
___________, you shouldn’t make them in the first place. 10. Come on,
___________ – you liked Jack when you first met him, didn’t you? 11. A
___________ should have a good memory. 12. He’s not involved in the contest –
he’s only here to see ___________ play. 13. We don’t normally employ people
over 50, but in your case we’re prepared to ___________ a little. 14. They
___________ community activism over legislation. 15. He may need surgery to
___________ the problem. 16. Gandhi has been an ___________ to political
reformers for decades. 17. I have a ___________ that she isn’t being truthful. 18. It
is with a mixture of ___________ and joy that I say farewell. 19. ___________,
ironical detachment is as necessary for getting along in life as … any of the other
human qualities. 20. His goal was to run a successful business without
___________ his principles.
Now Read
Are You a Man of Character?
by Dhruv Bhatnagar
Character is the sum total of one’s mental and moral qualities. It could be
good or bad, strong or weak, stable and unstable. When we say a person has a good
character, it means that he is a sincere, honest, tolerant, helpful and dependable
person. On the other hand, when we talk of someone who lacks good character, it
means that he is a selfish, cheat, liar and unreliable person. Character is something
that each individual builds for himself.
Why be good? It’s not a question you’re supposed to ask, but at times, you
have to wonder. Being moral demands two things of you: one, determine the right
course of action; two, follow it. But even when you know what you should do,
there are so many chances to ignore your conscience.
We all want the people around us to be kind and unselfish, fair and just. We
want them to keep their promises, tell the truth, and not betray us. Yet, there are
definitely times when you bent the rules just a bit. Or just ignore them.
Is it worth it to work on morals? It’s not a new answer; in fact, it’s the one
favoured by ancient thinkers: moral behaviour is good for your body as well as
your soul.
When you give in to what’s faster, easier and more satisfying – you’re like a
person eating junk food. You might not feel bad right away, but, in the long-term,
you’re compromising your health.
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A man who understands and corrects himself can achieve success. Don’t think
that by putting a good appearance you become good. Character cannot be built in a
day. It is a slow process. Every action, every thought and every feeling of our life
contributes to it. A man of character is an inspiration to others.
Negative feelings cause stress which has a negative impact on psychological
and physical health. These negative states of mind – rage, suspicion, sadness,
jealousy, a sense of worthlessness, to name a few – are not toxic only in small doses.
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. being without hypocrisy or pretence; true ___________; 2. worthy of trust;
reliable ___________; 3. concerned chiefly or excessively with oneself, and
having little regard for others ___________; 4. to be filled with curiosity or doubt
___________; 5. to refuse to pay attention to; to disregard ___________; 6. to do
something which is not allowed, either to help someone else or for your own
advantage ___________; 7. to support or show preference for ___________; 8. to
risk having a harmful effect on something ___________; 9. to make something
happen; to bring about; to be the means of ___________; 10. violent or
unrestrained ___________; 11. resentful or painful desire for another’s advantages
___________; 12. having no qualities that would render it valuable or useful
___________; 13. a) poisonous; b) causing you a lot of harm and unhappiness over
a long period of time ___________
1. She works in a restaurant in the evenings ____ well ____ doing a full-time
job during the day. 2. I am ____ favour ____ higher pay. 3. Samantha is working
____ her Ph.D. at the moment. 4. ____ the other hand, she is too ambitious ____
her own good. 5. For it happens ____ times that the same thing is both small and
great. 6. I’m not saying it isn’t real, but hypnotism has never worked ____ me. 7.
He is disorganised ____ well ____ rude. 8. The soldiers were outnumbered and
gave ____ ____ the enemy. 9. ____ the short term, we can send the refugees food
and clothing, but ____ the long term we must do something ____ the underlying
problems. 10. Progress in medicine and a greater availability of health care
contributed ____ this population increase. 11. She was very impressive and a great
inspiration ____ all. 12. John can be quite funny, but I can only handle him ____
small doses. 13. We would never compromise ___ the safety of our passengers. 14.
Carbon dioxide is not highly toxic to animals or humans in small amounts.
1.a cheat – a. a method used in dealing with something
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2. unreliable – b. to act disloyally or treacherously towards (especially a person
who trusts one)
3. a course – c. the worry experienced by a person in particular circumstances, or
the state of anxiety caused by this
4. just – d. a part of humans regarded as immaterial, immortal, separable
from the body at death
5. to betray – e. stimulation or arousal of the mind, feelings, etc., to special or
unusual activity or creativity
6. a soul – f. lacking a sense of responsibility
7. inspiration – g. intuitive cognition; lack of trust
8. suspicion – h. free from bias in judgment
9.stress – i. someone who leads you to believe something that is not true
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2. For questions 1-10, read this information about moral traits and choose the
most appropriate word or phrase from the list (A-P) for each gap. There is one
extra phrase that you do not need to use. There is an example at the beginning (0).
Peg O’Connor, Ph.D.
Thankfully, David Hume (a Scottish Enlightenment philosopher, historian,
economist, and essayist) gives us a plenty of virtues in his An Enquiry Concerning
the Principles of Morals (1751). Hume was a (0) (J ) keen observer of (1) ______
and activity. He believed that part of our human nature is to have a spark of fellow
feeling toward others and that this sentiment is the basis for morality. According to
Hume, all humans share a similar (2) __________, so it is not surprising that there
seems to be some universal sentiments such as (3) _______. Every virtue, Hume
claims, is greeted by our approval because it is pleasant and has a kind of
usefulness or what he calls ‘utility.’ The (4) ______ are met with disapproval
because they cause or elicit a reaction of pain. Based on his observations, Hume
creates four categories of (5) _______. They are:
1. Useful to self: Discretion, industry, caution, strength of mind, (6) ______,

memory, enterprise, patience, constancy, forethought, peace of mind
2. Useful to others: Benevolence, justice, (7) ______, friendliness,
truthfulness, fidelity, honor, charity, affability, moderation
3. Immediately agreeable to self: Cheerfulness, greatness of mind, courage,
humility, (8) _______, tranquility, poetic talent, serenity, refined taste
4. Immediately agreeable to others: Good manners, wit, eloquence, affability,
modesty, decency, (9) _________, cleanliness.
A person of good character needs to have a (10) ________ from the four
categories. If a person inclines too much toward virtues that useful and agreeable
to herself, then she may not be able to meet some of (11) ________. A person who
is too (12) _____ in virtues that are useful and agreeable to others may not be able
to meet some of her own needs and wants. The balance is (13) ______; it is what
provides the (14) __________ within ourselves and between us and others.
A. psychological makeup I. categories
B. politeness J. keen
C. wisdom K. vices
D. human nature L. balance of the virtues
E. the needs of others M. moral virtues
F. gratitude N. sympathy
G. well stocked O. crucial
H. stability P. dignity
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SPEAKING
1. What is character?
2. What do we mean when we say that a person has a good character?
3. What qualities do people who lack good character have?
4. Why is it better to be good?
5. Is it worth it to work on morals?
6. Why is ignoring your conscience similar to eating junk food?
7. What kind of people are said to achieve success?
8. What contributes to building your character?
9. Why are negative states of mind unhealthy?
temperaments and their peculiarities, discuss in groups of three or four students
what qualities people who lack good / bad character have. Can there be a totally
good or a totally badperson? Why / Why not? Think of practical examples
illustrating your ideas (you may use as practical examples the people you know, or
some personages from literature, or practical examples from your psychological
courses).
HOME ASSIGNMENT
WRITING
1. Write a 150 word opinion essay ‘Character is something that each individual
builds for themselves’.
2. In the first, introductory, paragraph, state your opinion clearly without using too
many personal opinion words.
3. In the second paragraph, give the first point supporting your opinion.
4. In the third paragraph, give the second point supporting your opinion.
5. In the fourth paragraph, give the last point supporting your opinion.
6. In the last paragraph, restate your opinion using different words.
7. After finishing writing your essay, edit it carefully and double-check for errors
UNIT 32
READING 32 Distinctive Features of Personalities
Preparing to read
1. Group work. Refer to task 3 from Unit 31 which contains a table of virtues
suggested by David Hume. Step 1: Ask yourselves a series of questions to identify
your virtues and answer them. The questions may include:
1. What virtues do I have?

2. Which ones are the most important to me?
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3. What are my important goals in life?
4. Which virtues will help me to realize those goals?
5. What virtues elude me because I tend either toward their deficiency or
excess?
6. What virtues do I appreciate in family members? Friends? Colleagues?
Step 2: ask a friend to identify the virtues they see most clearly in you. Compare
the answers and present the results to the class.
– distinctive/ to continue –
variety – – response
to talk – to consist –
to cheer – to vary –
compulsion – to talk –
to flirt – to compel –
persistence – to cheer –
– quick to flirt – /
peace / – to express –
expression – to observe –
impulse / – to notice –
– ruthless to explode –
consistency – to sustain –
to persist – to persist –
response / – / to oppose –
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B)
to cheer – peace –
342
C)
organized – ruth (compassion; pity) –
cheerful – expression –
response – consistent –
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3. How well do you know the vocabulary associated with this theme? The following
words occur in the text. Fill in the word in the correct form. Use a dictionary if
necessary.
distinctive ___________; pattern ______________; tune ____________;
compulsive ___________; shrewd ___________; short-sighted ____________;
ruthless __________; notice __________; consistent ____________; persistent
__________; share __________; temperament __________; sustain
___________; anger __________; fun-loving _____________; explode
___________; opposites _______________; tend ___________; disorganized
____________
1. Self-injury is the practice of causing ____________ harm to oneself,
whether by cutting, bruising, hitting, or another method. 2. A group of friends or a
club whose members ____________ your interests can be such a powerful
resource. 3. Women do not have the calmness of ____________ or the balance of
mind to exercise judgement in political affairs. 4. It is difficult to ____________ a
close friendship – much less a marriage – when this is not the case. 5. I have
learned to control my ____________, even when I am provoked. 6. Even though
several people there didn’t speak Japanese, they were a ____________ group who
were warm and friendly. 7. When my drunken father used to ____________ in
anger, his appearance changed. 8. A world with ____________ provides choices
between good and evil. 9. Children ____________ to think in concrete, black-and-
white terms. 10. Since both of us were thinking of our own matters, our family life
became ____________. 11. Though these people share a common language, each
island retains its own ____________ identity. 12. By comparing human genetic
____________ around the earth, they found clear evidence that all humans have a
common ancestor, a source of the DNA of all people who have ever lived,
including each of us. 13. He had accidentally been the first person to
____________ in to them. 14. He was too ____________ to go along with them
upon a road which could lead only to their overthrow. 15. It is but a ____________
policy to wait for the mending of matters that are bound to get worse. 16. The
testimony was ____________ with the known facts. 17. I’ve __________ your
hostility towards him. 18. Be ___________ – don’t give up.
Now Read
Distinctive Features of Personalities
by Leland R. Be
Personalities are distinctive. Each individual behaves according to certain
distinctive patterns throughout a variety of situations. Humans are finely tuned to
observe these behaviour patterns and to notice behaviour differences among people.
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You might use words such as talkative, cheerful, cold, disorganized,
compulsive, intellectual, shrewd, short-sighted, flirtatious, or ruthless to describe
various people you know. Also, you have probably observed that these various
behaviours stay with the person consistently over time and throughout a variety of
circumstances. These persistent behaviour patterns, called personality traits, are
stable over time, consistent in a variety of situations, and differ from one
individual to the next. Personality can be defined as the psychological qualities that
bring continuity to an individual’s behaviour in different situations and at different
times.
From the beginning, it was observed that temperaments shared certain traits
in common.
 sanguine (ˈsæŋɡwɪn) – quick, impulsive, and relatively short-lived reactions;
 phlegmatic (flɛɡˈmætɪk) – a longer response-delay, but short-lived response;
 choleric (ˈkɒlərɪk) – a short response time-delay, but response sustained for a
relatively long time;
 melancholic (ˌmɛlənˈkɒlɪk) – a long response time-delay, response sustained at
length, if not, seemingly, permanently.
Therefore, it was evident that the sanguine and choleric shared a common
trait: quickness of response, while the melancholic and phlegmatic shared the
opposite, a longer response. The melancholic and choleric, however, shared a
sustained response, and the sanguine and phlegmatic shared a short-lived response.
That meant, that the choleric and melancholic both would tend to hang on to
emotions like anger, and thus appear more serious and critical than the fun-loving
sanguine, and the peaceful phlegmatic. However, the choleric would be
characterized by quick expressions of anger, while the melancholic would build up
anger slowly, silently, before exploding. Also, the melancholic and sanguine would
be sort of ‘opposites’, as the choleric and phlegmatic, since they have opposite traits.
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. having a special quality, style, attractiveness, etc.; notable __________; 2.
full of playful allure __________; 3. insistently repetitive or continuous
__________; 4. intelligence as revealed by an ability to give correct responses
without delay __________; 5. not involving violence or employing force
__________; 6. characterized by actions based on sudden desires, whims, or
inclinations rather than careful thought __________; 7. feeling or showing no
mercy; hard-hearted __________; 8. being in agreement with itself; coherent and
uniform __________; 9. a distinguishing feature, as of a person’s character
__________; 10. logical sequence, cohesion, or connection __________; 11. a
strong feeling of displeasure and belligerence aroused by a real or supposed wrong;
wrath __________; 12. to see, observe, or keep in one’s mind __________; 13. to
react suddenly with a strong expression of emotion __________
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2. Fill in the correct preposition or adverb where necessary.
1. It’s often easier to discuss difficult ideas ____ lunch. 2. The college library
had a wide variety ____ books. 3. He was consistent ____ his attitude. 4. Ambition
differs ____ greed. 5. We define them ____ quantitative or not, they have no
contraries. 6. It is important to children to have some continuity ____ their
education. 7. One of the few things John and Mary have ____ common is a love of
music. 8. She talked ____ length ____ the problem. 9. Hang ____ ____ your
money. 10. I’ve had that sort ____ experience before. 11. He worked ____ an
uncommon quickness ____ hand, and knew no equal ____ his dangerous
occupation. 12. Nobody tunes ____ ____ what anybody else is saying. 13. This
work is characterized ____ one main quality, a charming atmosphere of optimistic
happiness which is the expression ____ the best side of its own nature. 14. She told
us ____ length about her accident. 15. This student always hangs ____ the
professor’s every word. 16. The decision has caused a lot of anger ____ women.
1. sanguine – a. the manner of thinking, behaving, or reacting characteristic of
a specific person
2. phlegmatic – b. lacking foresight
3. shrewd – c. having or suggesting a calm, sluggish temperament;
unemotional or apathetic
4. melancholic – d. easily angered; bad-tempered
5. response – e. cheerful and confident; optimistic; having blood as the
dominant humour in terms of medieval physiology
6. temperament – f. an action elicited by a stimulus
7. short-sighted – g. in low spirits; gloomy; down at the mouth (fig.)
8. choleric – h. having or showing a clever awareness and resourcefulness in
practical matters
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2. Read the text and do the tasks.
Task 1. For questions 1 – 10, read the following information about personality
and think of the word which best fits each gap. Use only one word in each gap.
Personality refers (0) to the long-standing traits and patterns that propel
individuals to consistently think, feel, and behave in specific ways. Our personality
is (1) ____ makes us unique individuals. (2) ____ person has an idiosyncratic
pattern of enduring, long-term characteristics and a manner in (3) ____he or she
interacts with (4) ____ individuals and the world (5) ____them. Our personalities
are thought to be long term, stable, and not (6) ____ changed. The word
personality comes (7) ____the Latin
word persona. In the ancient world,
a persona was a mask worn by an
actor. (8) ____ we tend to think of a
mask as (9) ____ worn to conceal
one’s identity, the theatrical mask
was originally used to (10) ____
represent or project a specific
personality trait of a character.
Task 2. For questions 1-13, read
this information about personality and choose the most appropriate phrase from
the list (A-O) for each gap. There is one extra phrase that you do not need to use.
There is an example at the beginning (0).
HISTORICAL PERSPECTIVES
The (0) _C_ concept of personality has been studied for at least 2,000 years,
beginning with Hippocrates in 370 BCE. Hippocrates theorized that personality
traits and (1) ______ are based on four separate temperaments associated with (2)
____ (‘humors’) of the body: choleric temperament (yellow bile from the liver),
melancholic temperament (black bile from the kidneys), sanguine temperament
(red blood from the heart), and phlegmatic temperament (white phlegm from the
lungs). Centuries later, the influential Greek physician and philosopher Galen built
on Hippocrates’s theory, suggesting that both diseases and personality differences
could be explained by (3) ____ in the humors and that each person exhibits one of
the four temperaments. For example, (4) ____ is passionate, ambitious, and bold;
(5) _____ is reserved, anxious, and unhappy; (6) ____ is joyful, eager, and
optimistic; and (7) _____ is calm, reliable, and thoughtful. Galen’s theory was (8)
_____for over 1,000 years and continued to be popular through the Middle Ages.
347
In 1780, Franz Gall, a German physician, proposed that the distances between
(9) _____on the skull reveal a person’s personality (10) ______, character, and
mental abilities. According to Gall, measuring these distances revealed the sizes of
(11) ______ underneath, providing information that could be used to determine
whether a person was friendly, prideful, murderous, kind, good with languages,
and so on. The pseudoscience of measuring the areas of a person’s skull is known
as (12) ______. Initially, phrenology was very popular; however, it was soon
discredited for (13) _____ and has long been relegated to the status of
pseudoscience.
A. doing things I. the melancholic person
B. four fluids J. prevalent
C. concept K. human behaviors
D. the brain areas L. phrenology
E. imbalances M. the sanguine person
F. bumps
G. the phlegmatic person N. the choleric person
H. traits O. lack of empirical support
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Task 3 For
questions 11-24,
read the text below
and decide which
answer (A, B, C, or
D) best fits each
gap. There is an
example at the
beginning (0)
In the centuries
after Galen, other
researchers (0) _B_
to the development
of his four (11)
____ temperament
types, most
prominently
Immanuel Kant (in the 18th century) and psychologist Wilhelm Wundt (in the 19th
century). Kant agreed with Galen that everyone could be (12) ____ into one of the
four temperaments and that there was no (13) ____ between the four categories. He
developed a list of traits that could be used to describe the personality of a person
from each of the four temperaments. However, Wundt suggested that a better (14)
____ of personality could be achieved using two major (15) ____: emotional / non-
emotional and changeable/unchangeable. The first axis (16) ____ strong from
weak emotions (the melancholic and choleric temperaments from the phlegmatic
and sanguine). The second axis divided the (17) ____ temperaments (choleric and
sanguine) from the unchangeable ones (melancholic and phlegmatic).
Sigmund Freud’s psychodynamic (18) ____ of personality was the first
comprehensive theory of personality, explaining a wide variety of both normal and
abnormal behaviors. According to Freud, unconscious (19) ____ influenced by sex
and aggression, along with childhood sexuality, are the forces that influence our
personality. Freud attracted many followers who (20) ____ his ideas to create new
theories about personality. These theorists, (21) ____ to as neo-Freudians,
generally agreed with Freud that childhood experiences matter, but they (22) ____
the emphasis on sex and focused more on the social (23) ____ and effects of
culture on personality. The perspective of personality proposed by Freud and his
followers was the (24) ____ theory of personality for the first half of the 20th
century.
0. A. regarded B. contributed C. corresponded D. concerned
11 A. subsequent B. supplementary C. primary D. prime
.
12 A. ranked B. filed C. sorted D. ordered
.
13. A. representation B. overlap C. coincidence D. conjunction
349
14 A. description B. account C. report D. kind
.
15 A. lines B. axes C. axis D. techniques
.
16 A. disconnected B. combined C. mixed D. separated
.
17 A. changeable B. variable C. irregular D. unreliable
.
18 A. scene B. outlook C. attitude D. perspective
.
19 A. energy B. motivations C. drives D. scenery
.
20 A. converted B. reshaped C. modified D. altered
.
21 A. referred B. delivered C. directed D. committed
.
22 A. reached B. reduced C. cut D. depressed
.
23 A. scene B. environment C. atmosphere D. habitat
.
24 A. subsidiary B. exterior C. dominant D. inferior
.
350
Task 4. Choose the best option to complete statements about the text.
1. Personality is thought to be___.
A. short-term and easily changed. C. unstable and short term
B. a pattern of short-term characteristics D. long term, stable and not easily changed
351
2. The long-standing traits and patterns that propel individuals to consistently
think, feel, and behave in specific ways are known as ____.
A. psychodynamic C. humors
B. temperament D. personality
352
3. _____ is credited with the first comprehensive theory of personality.
A Hippocrates C. Wundt
B. Gall D. Freud
353
4. An early science that tried to correlate personality with measurements of parts of
a person’s skull is known as ____.
A. phrenology C. physiology
B. psychology D personality psychology
354
SPEAKING
1. Refer to Task 3 of the previous activity and comment on the image representing
the four temperaments.
2. Discuss the following questions with your partners.
1. What makes a personal quality part of someone’s personality?
2. How would you describe your own personality?
3. Do you think that friends and family would describe you in much the same way?
Why or why not?
4. How would you describe your personality in an online dating profile?
5. What are some of your positive and negative personality qualities? How do you
think these qualities will affect your choice of career?
temperaments and their peculiarities, discuss in groups of three or four students
what you consider the strong and weak features of every type of temperament. Can
there be a totally good or a totally bad temperament? Why / Why not? Can a
person have only one type of temperament or are there usually dominant features
of some temperament and the features of some other temperaments added to them?
Think of practical examples illustrating your ideas (you may use as practical
examples the people you know, or some personages from literature, or practical
examples from your psychological courses).
HOME ASSIGNMENT
WRITING
1. Write an essay of 150-180 words generalizing what you know about human
personality and the role of character and temperament in the structure of
personality.
2. In the first, introductory, paragraph, define what personality is, point out that all
personalities are different (individual differences) and speak about character and
temperament as two important constituent parts of every personality.
3. In the second paragraph, define what character is, what the most common
character types are, and what the role of character in the structure of personality is.
4. In the third paragraph, define what temperament is, what the most common types
of temperaments are, and what the role of temperament in the structure of
personality is.
5. In the last paragraph, conclude by stating the complex structure of human
personality, that structure including character and temperament as important
constituent parts but not limited to them. After finishing writing your essay, edit it
carefully and double-check for errors in spelling, vocabulary and grammar.
355
PSYCHOLOGICAL tiresome (ˈtaɪə.səm) intently (ɪnˈtent.li/)
TERMS tolerant (ˈtɒl.ər.ənt) knowledgeable
appealing (əˈpiːlɪŋ) upbringing (ˈʌpˌbrɪŋɪŋ) (ˈnɒlɪdʒəbəl)
archetype (ˈɑː(r)kɪtaɪp) villainous (ˈvɪlənəs) liar (ˈlaɪ.ər)
disposition (ˌdɪspəˈzɪʃən) WORD LIST likeable (ˈlaɪkəb(ə)l)
characteristics (ˌkærɪktə alike mixture (ˈmɪks tʃər)
ˈrɪstɪks) attractive (əˈtræktɪv) multiple (ˈmaltipl)
compromise attribute notice (ˈnəʊ.tɪs)
(ˈkɒm.prə.maɪz) (v əˈtrɪbjut n. ætrə opposites (ˈɒpəzɪts)
compulsive (kəmˈpʌlsɪv) ˌbj4ut) outlet
conscience (ˈkɒn.ʃəns) assume (əˈsjuːm) outlook
conscientious (ˌkɒn.ʃi betray (bɪˈtreɪ) prevail (prɪˈveɪl)
ˈen.ʃəs) bystander (ˈbaɪˌstændər) range (reɪndʒ)
conscious (ˈkɒn.ʃəs) cheat (tʃiːt) respect
consciousness confuse (kənˈfjuːz) share (ʃeə)
(ˈkɒn.ʃəs.nəs) constitute (ˈkɒnstɪˌtjuːt) shortcoming (ˈʃɔː(r)t
consistent (kənˈsɪstənt) cornerstone (ˈkɔːnə ˌkʌmɪŋ)
disorganized (dɪs ˌstəʊn) similar
ˈɔː(r)ɡənaɪzd) determine (dɪˈtɜː.mɪn) strive (straɪv)
foolish distinctive (dɪˈstɪŋk.tɪv) support (səˈpɔːt)
fun-loving embody (imˈbodi) suspicion (səˈspɪʃ.ən)
highly-strung (ˌhaɪ.li encompass (ɪnˈkʌm.pəs) sustain (səˈsteɪn)
ˈstrʌŋ) essence (ˈɛsəns) tend
integrity (ɪnˈtɛgrɪti) examine (ɪgˈzæmɪn) tune (tjuːn)
moral (ˈmɒr.əl) expand (ɪkˈspænd) unalterable (ʌn
pattern (ˈpætən) explode (ɪkˈspləʊd) ˈɔːlt(ə)rəb(ə)l)
performance extent (ɪkˈstent) unique (juːˈniːk)
persistent (pə(r)ˈsɪstənt) fair (feər) vary (ˈvɛərɪ)
phlegmatic (flɛgˈmætɪk) favour (feɪ.vər) wisdom (ˈwɪzdəm)
ruthless (ˈruːθləs) grateful (ˈgreitful) PHRASES
selfish gratitude (ˈgrӕtitjuːd) make an effort
short-sighted (ˌʃɔːtˈsaɪtɪd) identify (aiˈdentifai) keep one’s promises
shrewd (ʃruːd) imprint (n. ˈɪmprɪnt; v ɪm tell the truth
sincere (sɪnˈsɪər) ˈprɪnt) bend the rules
socialize (ˈsəʊʃəlaɪz) in-built in small doses
sympathetic (ˌsɪmpəˈθɛtɪk) inspiration (ˌɪn.spɪ
sympathize (ˈsɪmpəˌθaɪz) ˈreɪ.ʃən)
temperament
(ˈtempərəmənt)
356
CHAPTER 8 PSYCHTHERAPY
UNIT 33
READING 33 What is Psychology? What is Psychiatry? What is
Psychotherapy?
Preparing to read
1. A) Group work. In groups of four or five students discuss these questions:
1. What is psychotherapy?
2. What do you know about it?
3. How is psychotherapy different from psychology or psychiatry?
B) Group work. You can see lots of people nowadays who have some serious
psychological problems. These problems are for a psychotherapist to help. Discuss
these issues in the same groups:
1. What do you think the
problems that psychotherapists
can help to solve are?
2. What makes people go to a
psychotherapist?
3. Would you personally go to
a psychotherapist if you had a
psychological problem? Why /
Why not?
C) Group work. After the
group discussion, make a
presentation summarizing your conclusions. All the students from your group take
part in presenting their conclusions: speak about the problems that
psychotherapists are supposed to solve, and the reasons why people go to
psychotherapists, etc.
D) Pair work. How would you exactly formulate what psychotherapy is – as
different from psychology and psychiatry? Try to give a short and accurate
definition. Discuss your definitions in pairs, and then give your definitions for the
benefit of the whole class. Discuss all the definitions and choose the best one that
satisfies everybody.
significance – to tend –
psychiatry – to interact –
357
system – to think –
psychotherapy – to explore –
to interact – to react –
trouble – t – development
occupation – – motivation
to integrate – to grow –
prevention – to prevent –
psychoanalysis – to describe –
– psychodynamic to specialise –
experience – to diagnose –
358
B)
psychiatry – psychoanalysis –
psychotherapy – to explore –
359
C)
available – motivate –
qualified – normal –
360
D)
Singular Noun Plural Noun Singular Noun Plural Noun
emphasis – diagnosis –
psychoanalysis – hypnosis /hɪpˈnəʊsɪs/ –
361
following words occur in the text. Fill in the word in the correct form. Use a
dictionary if necessary.
underlie ____________; be concerned ____________; deal with ____________;
deal in ____________; conduct ____________; prevention ____________; brief
____________; explore ____________; specialize ____________; troublesome
____________; occupational ____________; depth ____________; systemic
____________; experiential ____________;interact ____________; overcome
____________
1. Everything he writes demonstrates the ____________of his sensibility. 2. I
enjoy working in general medicine, but I hope to be able to ____________ in the
future. 3. It’s easy to ____________ with problems across the other side of the
world and not see the poverty and unhappiness on your own doorstep. 4. Small
groups allow people to ____________, discuss and ask questions, which maximize
integration of learning. 5. But they had ____________ side effects, and overdose
could be fatal, a critical problem in suicidal patients. 6. Let us ____________ the
possibilities for improvement. 7. We must take positive steps to ____________ the
problem. 8. Psychological problems very often ____________ apparently physical
disorder. 9. As far as health is concerned, it is often said that ____________is
better than cure. 10. The survey studied the incidence of cancer among different
____________ groups. 11. He struggled to ___________ his shyness. 12. Other
rare ____________ side effects are skin rash and liver dysfunction. 13. There will
also be an audition free production to make the learning process ____________ at
the end of the workshop. 14. Is it really necessary to ____________ experiments
on animals? 15. The chapter concludes with a ____________ examination of
decision process and behavioural models. 16. As a scientist, I do not
____________ speculation.
Now Read
Psychology vs Psychiatry vs Psychotherapy?
There are quite significant differences between psychology, psychiatry and
psychotherapy roles and they tend to deal with different types of problems, although
there is a lot in common in their work. Below is a brief description of each of the
careers.
What is psychology?
Psychology is the study of people: how they think, how they act, react and
interact. Psychology is concerned with all aspects of behaviour and the thoughts,
feelings and motivation underlying such behaviour.
Psychology is a discipline that is firstly concerned with the normal
functioning of the mind and has explored areas such as learning, remembering and
the normal psychological development of children.
Psychology is one of the fastest growing university subjects and is becoming
more and more available in schools and colleges.
362
Psychologists deal in the way the mind works and motivation, and can
specialise in various areas such as mental health work and educational and
occupational psychology.
It is useful to remember that psychologists are not usually medically qualified
and only a small proportion of people studying for psychology degrees will go on
to work with patients.
What is psychiatry?
Psychiatry is the study of mental disorders and their diagnosis, management and
prevention. Psychiatrists are medical doctors who have qualified in psychiatry.
What is psychotherapy?
Psychotherapy is conducted in several different ways for example individual,
group, couple and family psychotherapy. They are all ways of helping people to
overcome stress, emotional problems, relationship problems or troublesome habits.
There are many different approaches in psychotherapy; these are ‘talking
therapies’ which include:
 cognitive behavioural therapies;
 psychoanalytic therapies;
 psychodynamic therapies;
 systemic and family psychotherapy;
 arts therapies;
 play therapies;
 humanistic and integrative psychotherapies;
 hypno-psychotherapy;
 experiential constructivist therapies.
A psychotherapist may be a psychiatrist, psychologist or other mental health
professional depth training in this area.
(http://www.aboutpsychothcrapy.com/Ted.htm)
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
363
1. relating to or caused by your job ____________; 2. the keeping of
something (such as an illness or injury) from happening ____________; 3. to be
interested (oneself) in, to be involved in ____________; 4. to succeed in dealing
with a problem or difficulty ____________; 5. to carry out a particular activity or
process, especially in order to get information or prove facts ____________; 6.
work or operate in a proper or particular way ____________; 7. involving or based
on experience and observation ____________; 8. relating to or affecting the entire
body or an entire organism ____________; 9. to think or talk about something in
order to find out more about it ____________; 10. to be the cause of something, or
be the basic thing from which something develops ____________; 11. lasting only
a short time or containing few words ____________; 12. to work in a particular
field, engage in something ____________; 13. serving or intending to unify
separate things ____________
1. Your term paper for this class must deal ____ the major themes of
psychoanalytic therapies. 2. The council has failed to deal ____the problem of
homelessness in the city. 3. The study ____ science has enriched all our lives. 4.
Methodological approaches ____ social science emerge, develop and, sometimes,
fade away. 5. She went ____ to become a successful surgeon. 6. These plants are
particularly useful ____ brightening up shady areas. 7. He decided to specialise
____ entomology after graduation. 8. All the people concerned ____ children’s
education. 9. It’s no secret that the two organizations have a lot ____ common with
each other. 10. I’ve only got three weeks left to study ____ my degree exams.
1. _____ is a form of (usually outcome-oriented) psychotherapy that uses naturally
occurring altered states of awareness and relaxation (sometimes called hypnosis) as
part of the psychotherapeutic work.
A. Systemic therapy C. Cognitive behavioural therapy
B. Hypno-Psychotherapy D. Psychoanalytic therapy
364
2. _____ (also referred to as family therapy) looks to help members of a family
understand each other better, change negative behaviours and resolve conflicts. It
is appropriate for all ages and can even be useful for individuals.
A. Cognitive behavioural therapy C. Hypno-Psychotherapy
B. Psychoanalytic therapy D. Systemic therapy
365
3. _____ includes learning how to manage stress and anxiety (e.g., learning
relaxation techniques such as deep breathing, coping self-talk such as ‘I’ve done
this before, just take deep breaths,’ and distraction) identifying situations that are
often avoided and gradually approaching feared situations.
A Cognitive behavioural therapy C. Psychoanalytic therapy
B Systemic therapy D. Hypno-Psychotherapy
366
4. _____ is a form of in-depth talk therapy that aims to bring unconscious or
deeply buried thoughts and feelings to the conscious mind so that repressed
experiences and emotions, often from childhood, can be brought to the surface and
examined.
A. Hypno-Psychotherapy C. Psychoanalytic therapy
B. Arts therapy D. Systemic therapy
367
5. _____ is an umbrella term for healthcare professions that use the creative and
expressive process of art making to improve and enhance the psychological and
social well-being of individuals of all ages and health conditions.
A. Psychoanalytic therapy C. Play therapy
B. Arts therapy D. Hypno-Psychotherapy
368
6. Although sometimes used with adults, _____ is a psychotherapeutic approach
primarily used to help children ages 3 to 12 explore their lives and freely express
repressed thoughts and emotions through play.
A. play therapy C. arts therapy
B. systemic therapy D. psychoanalytic therapy
369
1. psychology – a. a state of well-being in which the individual realizes his
or her own abilities, can cope with the normal stresses of
life, can work productively and fruitfully, and is able to
make a contribution to his or her community
2. psychiatry – b. a type of psychotherapy combining psychosynthesis and
Jungian psychoanalysis
3. psychotherapy – c. the study and treatment of mental illness, emotional
disturbance, and abnormal behaviour
4. mental health – d. the treatment of someone who has mental problems by
asking them about their feelings and their past in order to try
to discover what may be causing their condition
5. integrative e. is based on the assumption that our world is not just given
psychotherapy – to us complete, but that we construct our individual picture
of it from our own experiences. Then, what we do, what we
believe, what we feel is largely dictated by this picture, or
model.
6. experiential f. focuses on unconscious processes as they are manifested
constructivist in the client’s present behaviour. Its goals are client self-
therapy – awareness and understanding of the influence of the past on
present behaviour. It is the oldest of the modern therapies.
7. psychodynamic g. the scientific study of the human mind and its functions,
therapy – especially those affecting behaviour in a given context
8. psychoanalysis – h. the treatment of mental disorder by psychological rather
than medical means
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SPEAKING
1. Are there any differences between psychology, psychiatry and psychotherapy? If
so, what are they?
2. What is psychology? What is psychology firstly concerned with? What do
psychologists deal in?
3. What is psychiatry? What qualification should psychiatrists have?
4. What is psychotherapy?
5. What ways is psychotherapy conducted in?
6. Which approaches in psychotherapy do you know?
2. Pair work. Decide how your explanations of differences between psychotherapy,
on the one hand, and psychology and psychiatry, on the other hand, differ from
those in the text. Discuss what definitions you prefer – yours or the ones in the
text.
Which definitions are more accurate and all embracing? Why?
What are the principal branches of psychotherapy mentioned in the text?
HOME ASSIGNMENT
On the basis of the text you`ve read prepare a presentation in pairs. Choose
one of the nine ‘talking therapies’ mentioned in the text for your presentation. For
preparing the presentation find additional information on the Internet.
UNIT 34
READING 34 What is Psychotherapy?
Preparing to read
1. Pair work. Students’ presentations.
– narrative to aid –
– broad to reduce –
– deep to maximize –
meaninglessness – – conversation
maladaptation – – encounter
dysfunction – – intervention
to alleviate – to manifest –
cognition – to alleviate –
to exist – to narrate –
destruction – – association
– alone to emphasise –
371
B)
counsel – practice – practitioner
to analyse – to seek –
to narrate –
372
C)
aim – sense –
explicitly – intensive –
comfort – adaptive –
A) reveal ____________; encounter ____________; maladaptive
____________; nature ____________; appraisal ____________; dysfunctional
____________; content ____________; alleviate ____________; rejection
____________; tension ____________; narrative ____________; inherent
____________; sustain ____________; verbalisation ____________
1. Because we cannot always be honest with ourselves, sometimes we need
others to help us see our ____________ flaws. 2. The loan officer’s plan would
allow the farmer to ____________ a decent living while paying back the bank. 3.
When you ____________ someone’s secret, they will most likely never trust you
again. 4. It was in his ____________, and it was something that wasn’t going to
change. 5. The new research ____________ these fears and ____________ to
some extent, at least for certain problems. 6. These partners viewed the person’s
____________ behaviours as indicating helplessness and confusion. 7. As the
child’s anxiety is lowered and confidence increases, ____________ usually
follows. 8. It needed a calmer ____________ of her situation. 9. Therapists help
identify these ____________ behaviours and how to counteract them. 10. The
young man has an unpleasant ____________ with his family. 11. It is important to
distinguish one ____________ genre from another. 12. The new equipment has
been provided to aid in the diagnosis of liver disorders. 13. ____________ hurts no
matter the intention. 14. New guidelines cover the ____________ of advertising
for children.
B) meaninglessness ____________; manifestation ____________; seek
____________; intervention ____________; posit ____________; somatic
____________; pattern ____________; root ____________; explicitly
____________; aid ____________; cognition ____________; associations
____________; address (v.) ____________; flourish ____________; proxemics
____________
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1. This part of the country held many pleasant ____________ for her. 2. The
counsellor should ____________ to be as warm, supportive and caring as possible.
3. To say that ____________ is embodied means that it arises from bodily
interactions with the world. 4. Love of money is the ____________ of all evil. 5.
The new equipment has been provided to ____________ in the diagnosis of liver
disorders. 6. Some modern philosophers have said that the elusiveness of
happiness shows the absurdity and ____________ of life. 7. It should be
____________ stated exactly what the grant covers. 8. Several writers
____________ the idea of a universal consciousness. 9. Talking about how you are
getting along in a relationship is going to help it to ____________ and grow. 10.
Children of parents affected by post-traumatic stress disorder can become angry,
depressed, and show ____________ symptoms such as stomach aches or
headaches. 11. Parents want autism to be diagnosed as early as possible and early
____________ may improve long term outcomes. 12. The article ____________
the problems of malnutrition in the state. 13. Some men feel that showing their
emotions is a ____________ of weakness. 14. ____________ describes an
individual’s perception of and use of space, both personal (how much space do they
take up) and social (distance from another). 15. The ____________ of family life
has been changing over recent years.
Now Read
What is Psychotherapy?
Psychotherapy is an interpersonal relationship used by trained
psychotherapists to aid a client in problems of living. It aims to increase the
individual’s sense of well-being and reduce their subjective sense of discomfort.
Psychotherapy may be performed by practitioners with a number of different
qualifications, including psychologists, marriage and family therapists, licensed
clinical social workers, counsellors, psychiatric nurses, and psychiatrists.
Most forms of psychotherapy use spoken conversation. Some also use various
other forms of communication such as the written word, artwork, drama, narrative
story or music. Psychotherapy occurs within a structured encounter between a
trained therapist and client(s).
There are several main broad systems of psychotherapy:
 Psychoanalysis is the first practice to be called psychotherapy. It encourages the
verbalisation of all the client’s thoughts, including free associations, fantasies, and
dreams, from which the analyst formulates the nature of the unconscious conflicts
which are causing the client’s symptoms and character problems.
 Cognitive Behavioural psychotherapy (CBT) generally seeks by different
methodologies to identify maladaptive cognitions, appraisals, beliefs and
reactions with the aim of influencing destructive negative emotions and
problematic dysfunctional behaviours.
374
 Psychodynamic psychotherapy is a form of depth psychology, the primary
focus of which is to reveal the unconscious content of a client’s psyche in an
effort to alleviate psychic tension. Although it has its roots in psychoanalysis,
psychodynamic therapy tends to be briefer and less intensive than traditional
psychoanalysis.
 Existential psychotherapy is based on the existential belief that human beings
are alone in the world. This aloneness leads to feelings of meaninglessness
which can be overcome only by creating one’s own values and meanings.
 Humanistic psychotherapy emerged in reaction to both behaviourism and
psychoanalysis and is therefore known as the Third Force in the development of
psychology. It is explicitly concerned with the human context of the
development of the individual with an emphasis on subjective meaning, a
rejection of determinism, and a concern for positive growth rather than
pathology. It posits an inherent human capacity to maximize potential. The task
of Humanistic therapy is to create a relational environment where this tendency
might flourish.
 Brief therapy is a term for a variety of approaches to psychotherapy. It differs
from other schools of therapy in that it emphasises (1) a focus on a specific
problem and (2) direct intervention. It is solution-based rather than problem-
oriented. It is less concerned with how a problem arose than with the current
factors sustaining it and preventing change.
 Systemic therapy seeks to address people not at an individual level, as is often
the focus of other forms of therapy, but as people in relationship, dealing with
the interactions of groups, their patterns and dynamics (includes family therapy
and marriage counselling).
 Transpersonal therapy addresses the client in the context of a spiritual
understanding of consciousness.
 Body psychotherapy or Body-oriented psychotherapy (also known as Somatic
psychology in the USA and Australia) addresses the whole of the person,
including their body, manifestations of symptoms in the body of the client, body
language, emotional expression, proxemics, psychosomatics etc.
There are dozens of approaches, which continue to be developed around the
wide variety of theoretical backgrounds. Many practitioners use several approaches
in their work and after their approach are based on clients’ needs.
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
375
A) 1. the activity of expressing something in words ____________; 2. the
action of making a mental connection ____________; 3. not providing adequate or
appropriate adjustment to the environment or situation ____________; 4. the
circumstances or situation prevailing at a particular time or underlying a particular
event ____________; 5. having a relationship based on a profound level of mental
or emotional communion ____________; 6. develop rapidly and successfully
____________; 7. the dismissing or refusing of a proposal, idea, etc.
____________; 8. the state of being alone ____________; 9. concentrated on a
single subject or into a short time; very thorough or vigorous ____________; 10.
the amount of a substance that is contained in something ____________; 11.
existing in something as a permanent, essential, or characteristic attribute
____________; 12. to think about and begin to deal with (an issue or problem)
____________; 13. help or support (someone or something) in the achievement of
something ____________; 14. to make suffering, deficiency, or a problem less
severe ____________; 15. telling a story or describing a series of events
____________
B) 1. to try or attempt ____________; 2. the mental act or process by which
knowledge is acquired, including perception, intuition, and reasoning
____________; 3. a statement or opinion judging the worth, value, or condition of
something ____________; 4. the ideas that are contained in something
____________; 5. the quality of having no importance or value ____________; 6.
the cause or origin of something ____________; 7. to grow or develop successfully
____________; 8. involvement in a difficult situation in order to improve it or
prevent it from getting worse ____________; 9. to assume as a fact; put forward as
a basis of argument ____________; 10. a sign of something existing or happening
____________; 11. the regular way in which something happens, develops, or is
done ____________;12. relating to the body, especially as distinct from the mind
____________
1. These techniques were developed _____ the principle of using an attacker's
energy _____ him, rather than directly opposing it. 2. We should be concerned
_____ the desirability of the outcomes and not with the uniformity of rules. 3. Our
research led us _____ the conclusion that the present system is unfair. 4. The
present report is submitted _____ response _____ that invitation, with a focus
_____ issues of relevance and interest to the Assembly. 5. Treaties dealing _____
child rights have been domesticated. 6. ‘Nature’ in the context of the Platform
refers _____ the natural world with an emphasis _____ biodiversity. 7. However,
_____ reaction _____ some of the perceived excesses, he developed a strongly
conservative bent. 8. Lack of trust is very destructive _____a relationship
1. _____ is observable verbal and nonverbal behaviours that communicate an
internal emotional or affective state
A. Speculative expression 376C. Theoretical expression
2. _____ positive approach to psychotherapy that focuses on a person’s individual
nature, rather than categorizing groups of people with similar characteristics as
having the same problems.
A. Brief therapy C. Humanistic psychotherapy
B. Somatic psychology D. Existential psychotherapy
377
3. _____ is a holistic therapy that studies the relationship between the mind and
body in regard to psychological past; it confirms that the mind and body
connection is deeply rooted.
A. Somatic psychology C. Existential psychotherapy
B. Humanistic psychotherapy D. Brief therapy
378
4. _____ is a systematic, focused process that relies on assessment, client
engagement, and rapid implementation of change strategies; it can effect important
changes in client behaviour within a relatively short period.
A. Humanistic psychotherapy C. Somatic psychology
B. Existential psychotherapy D. Brief therapy
379
5. _____focuses on free will, self-determination, and the search for meaning –
often cantering on you rather than on the symptom. It stresses that: All people have
the capacity for self-awareness. Each person has a unique identity that can be
known only through relationships with others.
A. Humanistic psychotherapy C. Existential psychotherapy
B. Brief therapy D. Somatic psychology
380
6. _____ works by changing people’s attitudes and their behaviour by focusing on
the thoughts, images, beliefs and attitudes that are held (a person’s cognitive
processes) and how these processes relate to the way a person behaves, as a way of
dealing with emotional problems.
A. Humanistic psychotherapy C. Existential psychotherapy
B. Cognitive Behavioural D. Somatic psychology
psychotherapy (CBT)
1. existential a. a type of counselling that is time limited and present
psychotherapy – oriented; it focuses on the client’s presenting symptoms and
current life circumstances, and it emphasizes the strengths
and resources of the client
2. body b. a mental health approach that emphasizes the importance
psychotherapy – of being your true self in order to lead the most fulfilling
life; it also involves a core belief that people are good at
heart and capable of making the right choices for themselves
3. brief therapy – c. it seeks to identify and help change potentially self-
destructive or unhealthy behaviours. It functions on the idea
that all behaviours are learned and that unhealthy behaviours
can be changed
4. transpersonal d. the branch of medical science that studies the relation
therapy – between psychical and emotional states and physical
symptoms
5. humanistic e. a form of psychotherapy based on the model of human
psychotherapy – nature and experience developed by the existential tradition
of European philosophy. It focuses on concepts that are
universally applicable to human existence including death,
freedom, responsibility, and the meaning of life
6. behavioural f. the branch of knowledge that deals with the amount of
psychotherapy – space that people feel it necessary to set between themselves
and others
7. psychosomatics – g. a process that recognizes the intimate relationship
between the human body and the psychological well-being
of a person
8. proxemics – h. a type of therapy that doesn’t focus on a person’s body
and mind, but on the health of a person’s spirit. This type of
therapy puts an emphasis on a person’s spiritual path or
spiritual enlightenment during his life.
381
SPEAKING
1. What is psychotherapy and why is it used?
2. What does psychotherapy aim to increase?
3. What qualifications are needed to perform psychotherapy?
4. What is the most common form of psychotherapy?
5. What other forms of communication are also used?
6. When does psychotherapy occur?
7. What are the main broad systems of psychotherapy?
8. a) Which therapy is less concerned with how a problem arose?
b) Which therapy focuses on revealing the unconscious content of a client’s
psyche in an effort to alleviate psychic tension?
c) Which does therapy seek to overcome feelings of meaninglessness by
creating one’s own values and meanings?
d) Which therapy tries to identify maladaptive cognitions, appraisals, beliefs and
reactions?
e) Which therapy is known as the Third Force in the development of
psychology?
f) Which therapy uses free associations, fantasies, and dreams?
g) Which therapy deals with the person’s body, manifestations of symptoms in
the body, body language, emotional expression, proxemics, and
psychosomatics?
h) Which therapy focuses on people in relationship, dealing with the interactions
of groups, their patterns and dynamics?
i) Which therapy emphasises a focus on a specific problem and direct
intervention and is solution-based rather than problem-oriented?
(j) Which therapy posits an inherent human capacity to maximize potential and
creates a relational environment where this tendency might flourish?
k) Which therapy addresses the client in the context of a spiritual understanding
of consciousness?
1. A) Group work You have read the text about different approaches in
psychotherapy. Now discuss:
1. How is psychotherapy defined in the text?
2. What are the differences in that definition in comparison with the definition that
you arrived at in the last class? Which definition is more accurate and all-
embracing? Why?
3. What are the methods used by psychotherapists? Can you name any other
methods not mentioned in the text?
4. What are the definitions of different approaches to psychotherapy?
5. Can you give other definitions of different approaches to psychotherapy on the
basis of the materials that you have collected for your presentations?
6. What other approaches to psychotherapy, not mentioned in the text, do you
know?
382
B) Students' presentations In pairs deliver to the class presentations on
Psychoanalytic psychotherapy, Cognitive Behavioural psychotherapy,
Psychodynamic psychotherapy, Existential psychotherapy, Humanistic
psychotherapy, Brief therapy, Systemic therapy, Transpersonal therapy and Body
psychotherapy prepared as home tasks.
HOME ASSIGNMENT
1. Group work The first group read text A. On the basis of the text read and using
additional information found on the Internet, prepare a presentation on Group
Therapy for the next class. Every student in the group will have to deliver some
part of the common presentation. The second group is supposed to read text B and
prepare a presentation on Talk Therapy to be delivered in the next class.
Text A
Group Therapy Seminars
Have you ever seen an ad proclaiming, ‘Conquer Your Fear of Flying in
One Easy Afternoon,’ ‘Fight Your Elevator Phobia in a Single Weekend” or
“Learn to Love Public Speaking Fast?’ If so, you are familiar with the concept
of group therapy seminars. You may wonder, however, how these seminars
work or if they even work at all.
Group therapy seminars are based on the concepts of brief therapy. This is a
collection of therapy options that are focused on fixing the psychological problem
in only a few sessions. Many brief therapy practitioners teach the client strategies
to manage their own conditions. The assumption is that clients do not suffer from
any disorders, such as generalized anxiety disorder or depression. Instead, all
participants are assumed to be psychologically healthy, except their phobia.
What Happens in a Seminar: The exact nature of each seminar may vary. In
general, the experience may last from a few hours to a full weekend. The
proceedings will basically mirror those found at any conference. The first hour or
evening (depending on the length) will be dedicated to check-in, acquaintance and
perhaps a meal or snacks. The actual therapy session will occur next. The whole
group may participate together, or smaller groups may be formed. At the end of the
event, a discussion session is usually scheduled. Some of the longer seminars offer
a last-morning meal or other social get-together at the end.
What Techniques Are Used: The techniques used in group therapy seminars vary
widely, but are generally based in cognitive-behavioural therapy. Group members
may be encouraged to share their phobia experiences with the group, while the
mediator and other members make suggestions for change. Group hypnosis may be
used. Members may be led through a confrontation with the object of their fear,
such as a group elevator ride or opportunities to speak to the group. When an
actual confrontation is not possible, such as a plane ride, virtual reality experiences
may be substituted.
Text B
Talk Therapy
383
Talk therapy is based on the core idea that talking about the things that are
bothering you can help clarify them and put them in perspective. Some talk
therapists follow a specific school of thought, such as cognitive theory or
behaviourism. Others use a more eclectic approach, drawing techniques and
principles from several different theories.
Talk Therapy vs. Medication Therapy There is an age-old debate in the
mental health community regarding the usefulness of talk therapy as opposed to
medication therapy. According to the medical model, mental disorders are the
result of physiological causes and should be treated by medication, surgery or
oilier medical processes.
Proponents of talk therapy believe that mental disorders are largely based on
reactions to one's environment. Therefore, they can be treated through discussion,
resolution of conflict, behavioural changes and changes in thinking.
Goals of Therapy When talk therapy is used for phobia treatment, there are
generally two goals. One is to help the client overcome the fear. The second goal is
to help the client learn to manage any remaining fear, so that he or she is able to
live a normal, functional life.
Progression of Talk Therapy Talk therapy begins with an initial
appointment often referred to as an intake interview. During this appointment, the
client will describe what brings him or her to therapy. This is known as presenting
the problem.
The therapist will then ask questions to help clarify the nature of the problem, its
duration and its severity. He will also try to determine the client’s goals for therapy. By
the end of the first session, the therapist will have the beginnings of a treatment plan.
Despite the treatment plan, the client should always remain in control of the
progression of his therapy. The issue may require more or fewer sessions than
originally planned. Family members or friends may be invited to join in certain
sessions. Auxiliary resources, such as support groups, may be recommended.
UNIT 35
READING 35 Case studies
1. A) Group work In two groups deliver oral presentations on Group Therapy and
Talk Therapy prepared as home tasks.
B) Group work In small groups of four read one of the following four texts A-D
on psychotherapeutic cases. Try to understand the cases in all details:
1. What were the client`s symptoms?
2. What were the causes of such symptoms (discovered by the psychotherapist)?
3. How did the psychotherapist deal with the case?
4. What were the results?
Read the text and do the tasks below the text after your presentations.
CASE A
384
Greg’s Case
This man’s 16 year old son had been unsuccessful in his search for a summer
job. Greg was a schoolteacher and knew of openings in the summer programme, no
training or experience required. He offered to help his son get a position at the
school. According to Greg, his son’s response was a rather disinterested ‘No’, to
which Greg replied, ‘Well, then you aren’t getting any spending money for next
year.’ Well, it was pretty obvious to me that this man was angry at his son. Also
that he was hurt. He’d reached out to help, his son had responded in a dismissing
way, and Greg had attacked him in return. Obvious to us, but Greg insisted he had
no such feelings. He maintained that his only motivation was to ‘just tell him the
financial facts’, his only feeling during and after the exchange being ‘some
disappointment’.
If all he wanted to do was to inform his son of the financial realities, why did
he say it with such a vengeful tone? He doesn’t usually speak to his son or to anyone
else with such rudeness. He knows full well that such a speech could only
antagonize his son. Why then would this intelligent and reasonable man remain
unaware of what is so obvious to us? And how powerful this resistance must be to
protect him from so much?
And why does Greg need this resistance? Well, at the simplest level it is not
flattering to think one is taking vengeance on one’s son; how much more appealing
and comfortable to interpret one’s behaviour as simple fatherly concern. More
unsettling than that, however, is that if Greg sees his true feelings and behaviour in
this exchange with his son, it exposes him to painful experiences. These include
other moments of hostility and resentment towards his son, other dissatisfactions
with his life and his family, feelings of neglect and dismissal by them and by
others in his life, consequent rage and hostility, earlier and more painful
experiences of a similar nature, and on and on. So awareness of this single
incident, of what happened inside him and between him and his son, runs the risk
of shaking up his whole experience of himself and his life.
Now guess what Greg told me in our first session he wanted from treatment.
It was ‘help in getting along with my son.’ The area of his life he explicitly wants
help with is that which he most resists.
AFTER YOU READ
VOCABULARY PRACTICE
1. Find the English equivalent in the text.
385
1. звертатися (до кого-небудь) ___________; 2. відповідати, робити що-
небудь у відповідь ___________; 3. відштовхувати; відкидати, відмовитися
від думки ___________; 4. стверджувати, наполягати, запевняти
___________; 5. мстивий; що мстить ___________; 6. той, що не знає, не
підозрює___________; 7. протидія, опір ___________; 8. утішний; приємний;
улесливий ___________; 9. помста; відплата ___________; 10. піддавати
(небезпеці); викривати; наражатиv___________; 11. обурення, образа,
почуття образи ___________; 12. зневажання, нехтування ___________; 13.
лють, гнів, скаженість ___________; 14. ясно, відкрито, недвозначно, без
натяків ___________; 15. байдужий ___________; 16. неприязнь, ворожість
___________; 17. кишенькові гроші ___________; 18. викликати протидію
___________; 19. обурення, почуття образи ___________; 20. привабливий
___________
definitions:
1. a violent or harmful action that someone does to punish someone for
harming them or their family___________;2. unfriendly or aggressive behaviour
towards people or ideas ___________; 3. the action of not taking proper care of
someone or something _____________; 4. bitter indignation at having been treated
unfairly _____________; 5. the act of treating something as unworthy of serious
consideration _____________; 6. causing distress or trouble ___________; 7. lack
of manners; discourteousness ___________; 8. easily perceived or understood,
clear, self-evident, or apparent – ___________
1. My life has been music, and a constant search ____ it has been the
mainspring of my life. 2. We asked ourselves what we wanted ____ our
management structure and who we wanted ____ head it up. 3. You may be able to
get help ____ incidental expenses. 4. Domestic drama had a close connection ____
the growing spirit of dissatisfaction ____ existing social, economic, religious and
political conditions. 5. They were hoping to find a suitable target ____ the
consolidation wave that is shaking ____ the industry. 6. Now, because I have my
daughter to protect ____ restless spirits, I wonder about those dead. 7. He is always
helping people without expecting anything ______ return.
4. Match the words in the left-hand column with the nouns in the right-hand
column to form the pairs of words as they occur in the text.
1. spending – a. programme
2. painful – b. tone
3. take – c. the risk
4. consequent – d. realities
5. summer – e. vengeance
6. financial – f. resistance
7. dismissing – g. money
8. powerful – h. rage
386
9. vengeful – i. way
10. run – j. experiences
387
SPEAKING
1. A) Group work. In small groups discuss:
1. What were the client’s symptoms?
2. What were the causes of such symptoms discovered by the psychotherapist?
3. How did the psychotherapist deal with the case? (if it is said in the text)
4. What were the results? (if it is said in the text).
CASE B
Ed`s case
Ed came to see me complaining of a lift phobia. At first, the symptom was
limited to large office buildings where he was forced to ask creditors for extensions
of loans, bankers for more money to build his business, etc. For a while, he
suffered almost no anxiety while riding lifts to friends’ apartments or to rooftop
restaurants; but soon these became phobic experiences as well. Initially, we talked
about some ways to cope with the phobia when it arose or threatened to. He tried
these methods, with some success, but then began reporting other anxiety
symptoms. After about 4 sessions, we began to discuss what happened to him
before and during the kind of business meeting where the problems seemed to have
started. He described the humiliation and rage he felt but usually kept ‘tucked
away where I don’t think about it’. To his surprise, he became quite emotional in
the telling. The next week he came in and told me the phobia was greatly
diminished. He rode lifts all week with only a few brief episodes of anxiety. What
happened?
This man’s ‘phobia’ was really a fear of confrontation and of being in a
vulnerable position, such as asking others for money. He was, in effect, ‘lost’ with
regard to what hurt. He thought he was scared of lifts; in fact he was scared of
certain people. Had he known this, he might well have got over the phobia himself.
Sure enough, once these unpleasant issues came into awareness, the original
phobia lost its power and simply disappeared. Treatment continued for another few
months because he wanted to ‘end with this fear thing once and for all’ – he
wanted to explore and overcome the fears that had caused his phobia (and other
symptoms) so that they would not later raise their heads again in the form of
another symptom.
AFTER YOU READ
VOCABULARY PRACTICE
388
1. продовження позик ______________; 2. упоратися з / подолати фобію
______________; 3. їздити на ліфті ______________; 4. повідомляти про інші
симптоми тривоги ______________; 5. переживання, пов’язані з фобією
___________; применшувати, слабшати ___________; 7. прихований
захований ___________; 8. страх протистояння / зіткнення ___________; 9. в
дійсності, фактично ___________; 10. уразливий, ранимий ___________; 11.
приниження ___________; 12. короткі епізоди ___________; 13. здолати
фобію ___________; 14. стосовно / щодо того, що болить with regard to what
hurts; 15. раз і назавжди ___________; 16. досліджувати і долати страхи
___________
definitions:
1. physical or mental features which are regarded as indicating a condition of
disease, particularly such features that are apparent to the patient ___________;; 2.
to investigate, study, or analyse ___________; 3. exposed to the possibility of
being attacked or harmed, either physically or emotionally ___________; 4.
something that happens to you or something you do, especially when this has an
effect on what you feel or think ___________; 5. an unpleasant often strong
emotion caused by anticipation or awareness of danger ___________; 6.
perception or knowledge of something, consciousness ___________; 7. a type of
anxiety disorder (= a mental illness that makes someone very worried and affects
their life) that involves an extreme fear of something ___________; 8. a feeling of
shame and great embarrassment, because you have been made to look stupid or
weak ___________; 9. a feeling of worry, nervousness, or unease about something
with an uncertain outcome ___________; 10. anger or aggression associated with
conflict arising from a particular situation ___________; 11. a hostile or
argumentative situation or meeting between opposing parties confrontation; 12. to
reduce or be reduced in size or importance ___________;
1. Princess Mary, foreseeing no end to this, rose first, and complaining ____ a
headache began to say good night. 2. She’s always complaining ____her husband’s
laziness. 3. Many patients complain ____ lack of energy. 4. Mothers complained
____ the lack of play space. 5. I’m going to complain to the police ____the noise.
6. He’s complaining ____ difficulty in breathing. 7. Attempts to resolve the dispute
met with little success. 8. It’s taken me ages to get ____ the flu. 9. I am writing to
you ____ regard ____ your letter of 15 March. 10. The envelope was tucked ____
in her jewel box. 11. ____ my great surprise, she quickly overcame all her phobias.
12. He grew up with an irrational fear ____ insects. 13. ____ effect our opinions
differed very little. 14. Don’t be scared ____ asking ____ help. 15. Her teachers
said she was a slow learner, whereas ____ fact she was partially deaf. 16. She
married for money – love didn’t come ____ it. 17. I’d like to end my presentation
____ a little story. 18. Vitamin C can be taken ____ the form ____ capsule or
tablet.
Language notes
389
1. If you complain of a pain, you say that you have it. E.g. He complained of
a headache.
2. If you complain about something, you say that it is wrong or unsatisfactory.
E.g. She never complains about the weather.
1. lift – a. position
2. unpleasant – b. experiences
3. vulnerable – c. symptoms
4. phobic – d. phobia
5. anxiety – e. restaurants
6. original – f. episodes
7. rooftop – g. meeting
8. business – h. phobia
9. brief – i. issues
390
5. Try to explain the meaning of each collocation in your own words. Compare
with your partner’s.
SPEAKING
1. Group work. Present this case to the other students in the class. In your
presentation you should:
1. characterize the client and summarize his/her symptoms;
2. discuss the underlying causes as they were discovered by the psychotherapist;
3. discuss how the psychotherapist dealt with the case if it is said in the text or, if it
is not said, how you as psychotherapists would deal with it;
4. what the results were if it is said in the text or, if it is not said;
5. what results you as psychotherapists would expect after your psychotherapeutic
treatment.
CASE C
Evan`s Case
Evan was struggling with the idea of breaking up with his wife. He could not
make the decision because of some immobilizing fear that he would lose contact
with his 5 year old son. He had been attending some support groups and had heard
of such concerns – the fear of losing the family, of being alone, of missing the wife
regardless of how horrible the relationship had become, and of losing one’s
children in a battle for their affection. A friend of his pointed out that, in case of
divorce, the quality of his time with his son would go up because his wife would not
be intruding. Of all this counsel, Evan said, ‘I don’t know, I don’t feel any better. I
still get really shaken by the idea of leaving and I can’t see how it would work. I’m
sure I’d lose my son.’
By contrast, he realized during one of our sessions that his great fear of time
away from his son had to do with his intense self-doubt. He feared that his son
would be brainwashed by whatever bad things his wife might say about him to
their son behind his back. This was a silly fear, because his son had made it very
clear that he sees all of his mother’s anxieties, does not take her complaints to
heart, and looks to his father for more love and security. But it was an unconscious
fear, so he had no control over it. Once he became aware of it, the change in him
was striking, and it proves that this fear was indeed the block. Previously hesitant,
apologetic, and vague, he now spoke with strength and in clear and complete
sentences. Rather than sitting huddled in a corner of the couch [kaʊtʃ], he sat up
and took command. Most important, he could finally think clearly and rationally
about his family situation and move towards a decision; he was no longer stuck in
anxiety and confusion.
391
The realization that gave Evan such liberation and clarity was personal,
emotional (‘I feel it in my bowels’ is how Evan described it), and felt like the
lifting of a great weight. This is what I mean by insight. To the extent that his
friend’s counsel was calming, comforting, and of course accurate, it was
therapeutic. But the kind of intensely personal and energizing insight that Evan
experienced in session is what should be happening in psychotherapy.
AFTER YOU READ
VOCABULARY PRACTICE
1. вказувати, зазначати ___________; 2. безцеремонно втручатися;
проникати куди-небудь (з'явитися без запрошення; входити без дозволу)
___________; 3. розійтись / порвати / розлучатися з ___________; 4. боротися;
намагатися щосили ___________; 5. паралізуючий страх ___________; 6.
прихильність, любов ___________; 6. мати справу з, мати щось спільне з
___________; 7. вражений ___________; 8. невпевненість у собі ___________;
9. за чиєюсь спиною ___________; 10. приймати щось близько до серця
___________; 11. промивати мозок, піддавати ідеологічній обробці
___________; 12. який просить вибачення; який відчуває, визнає свою
провину; який виправдовується ___________; 13. розраховувати на,
звертатися до ___________; 14. який вагається, сумнівається; нерішучий
___________; 15. порада ___________; 16. кушетка ___________; 17.
невизначений, нечіткий, неясний ___________; 18. прийняти командування
___________; 19. звернувшись калачиком ___________; 20. заглибитись;
застрягнути ___________; 21. спантеличеність, збентеження ___________;
занепокоєння, турбота, тривога ___________; 22. визволення ___________;
23. нутрощі ___________
definitions:
392
1. to end a relationship, typically a marriage ___________; 2. upset,
shocked, or frightened by something that has happened to you ___________;3. a
feeling of liking or love and caring ___________; 4. to receive information, news
etc., not only by ear ___________; 5. to be related to something, or be involved
with something ___________; 6. to depend on someone to provide help, advice
etc. ___________; 7. to be in a difficult situation, or unable to change or get away
from a situation ___________; 8. someone intentionally says or does something
when another person is not there and cannot know about it ___________;9. a
situation in which people do not understand what is happening, what they should
do or who someone or something is ___________; 10. lack of confidence in
oneself and one’s abilities ___________; 11. to consider what someone says to you
very seriously, often because it upsets you ___________; 12. advice, especially
that given formally ___________; 13. to begin controlling a group or situation and
making decisions ___________; 14. to lie or sit with your arms and legs close to
your body because you are cold or frightened ___________; 15. freedom from
limits on thought or behaviour ___________; 16. the legal dissolution of a
marriage by a court or other competent body ___________; 17. a period devoted to
a particular activity ___________; 18. a lengthy and difficult conflict or struggle
___________; 19. attracting attention by reason of being unusual, extreme, or
prominent ___________; 20. to give the enthusiasm and determination to do
1. Has Sam really broken ____ ____ Lucy? 2. I’ve never heard ____ him –
who is he? 3. He pointed ____ that he had lost his children ____ a battle ____ their
affection. 4. At the same time, fever can make us worse ____ cases ____
widespread blood infection. 5. The birth rate for older women has declined, but,
____ contrast, births to teenage mothers have increased. 6. I’m sure her problems
have something to do ____ what happened when she was a child. 7. What do they
say ____ me ____ my back? 8. Anne took his criticisms very much ____ heart. 9.
We look ____ you ____ support. 10. Babies are born with very little control ____
their movements. 11. A change ____ personality may mean your teenager has a
drug problem. 12. She feels stuck ____ the relationship. 13. Regardless ____ how
irresponsible the woman was, she presumably possessed natural maternal instincts
____ her child.
1. intense – a. fear
2. support – b. sentences
3. family – c. fear
4. silly – d. self-doubt
5. immobilizing – e. contact
6. complete – f. in anxiety
7. unconscious – g. groups
8. stuck – h. experiences
393
9. lose – i. command
10. take – j. situation
394
with your partner’s.
SPEAKING
1. A) Group work. Present this case to the other students in the class? In your
presentation you should:
1. characterize the client and summarize his/her symptoms;
2. discuss how the psychotherapist dealt with the case if it is said in the text or, if it
is not said, how you as psychotherapists would deal with it;
3. what the results were if it is said in the text or, if it is not said;
4. what results you as psychotherapists would expect after your psychotherapeutic
treatment.
CASE D
George`s case
George came to see me complaining of memory problems. As I talked to this
man, I found myself getting oddly irritated. In reviewing just when in session this
happened, I began to suspect that George was retreating into ‘memory problems’ to
avoid things, a discussion, feeling, encounter, or person that made him
uncomfortable. If so, this is an irritation I know well. It comes when I have the
vague and barely conscious sense of being controlled. You see, by adopting this
helpless stance of memory loss, thereby avoiding whatever is confronting him (a
question, a demand, etc.), George in effect controls the conversation and even
demands my sympathy. This is not something he would be conscious of doing, of
course. If it were, he could simply stop.
I administered a neuropsychological battery – a long series of tests
specifically aimed at assessing brain functioning, including memory. Sure enough,
the tests showed only minimal loss of memory, not nearly enough to account for
how often George reported it. More important proof came as we were able to stop
and catch his specific moments of ‘memory losses’ during our talks. George began
to notice that he retreated into this symptom whenever he felt uncomfortable,
especially when he felt pressure, tension, or anger. He then began to describe a
lifetime of avoiding such interpersonal stress by adopting the position of a soft-
spoken and uncompetitive person, minimizing his ambitiousness, using humour to
defuse any tense moment, etc. He was unaware of his anxieties, his interpersonal
behaviour, and his tactics of avoidance, even what symptom he had. Instead he’d
hidden behind the idea of a memory problem, itself another way of avoiding
confrontation.
Finally and here’s the real proof, George’s ‘memory problem’ decreased and
he began to express his anxieties more directly, in words.
AFTER YOU READ
VOCABULARY PRACTICE
395
1. розрядити (вибухонебезпечну обстановку), зняти гостроту,
зменшувати __________; 2. зустріч, сутичка __________; 3. зустрічатися,
стикатися (з труднощами) __________; 4. невизначений, туманний, нечіткий,
неясний __________; 5. положення, позиція __________; 6. оцінювати, давати
оцінку чомусь __________; 7. доказ; підтвердження __________; 8.
відступати, віддалятися, поступатися __________; 9. дивно роздратований
__________; 10. ледве свідомий, напівнепритомний __________; 11.
застосовувати __________; 12. помічати __________; 13. співчуття
__________; 14. тим самим, таким чином __________; 15. враховувати,
пояснювати __________; 16. неконкурентоспроможний __________;16.
зменшуватися __________
definitions:
1. to discover what you are really like and what you want to do – often used
humorously __________; 2. as a result of this action __________; 3. the feeling of
being sorry for someone who is in a bad situation __________; 4. to meet someone
face to face with hostile or argumentative intent __________; 5. to make a
judgment about a person or situation after thinking carefully about it __________;
6. unexpectedly experience or be faced with (something difficult or hostile)
__________; 7. unclear because someone does not give enough detailed
information or does not say exactly what they mean __________; 8. an insistent
and peremptory request, made as of right __________; 9. to give a satisfactory
explanation of why something has happened or why you did something
__________;10. evidence or argument establishing a fact __________; 11. the
influence or effect of someone or something __________; 12. mental or emotional
strain __________; 13. to make (a situation) less tense or dangerous __________;
14. to make or become smaller or fewer in size, amount, intensity, or degree
__________
1. I retreated ____ my shell, being painfully shy in the first place.2. His reply
was ____ effect a refusal. 3. I think she’s very conscious ____ being the only
person in the office who didn’t have a university education. 4. Recent pressure at
work may account ____ his behaviour. 5. They had failed to agree to a settlement,
____ throwing 250 people ____ ____ work. 6. The anti-smoking campaign is
aimed ____ teenagers.
1. memory – a. loss
2. uncompetitive – b. stress
3. helpless – c. functioning
4. memory – d. problem
5. tense – e. stance
396
6. neuropsychological – f. person
7. brain – g. moment
8. interpersonal – h. battery
9. oddly – i. sense
10. conscious – j. irritated
397
them with your partner.
SPEAKING
1. A) Group work. Present this case to the other students in the class? In your
presentation you will have to:
1. Characterize the client and summarize his/her symptoms;
2. Discuss the underlying causes as they were discovered by the psychotherapist;
3. Discuss how the psychotherapist dealt with the case if it is said in the text or, if
it is not said, how you as psychotherapists would deal with it;
4. What the results were if it is said in the text or, if it is not said;
5. What results you as psychotherapists would expect after your psychotherapeutic
treatment.
HOME ASSIGNMENT
1. Write a 150-180-word summarising essay on psychotherapy, its principal
branches and forms.
2. Tips for writing your essay
2. In the first, introductory, paragraph define what psychotherapy is and what its
most important branches are.
3. In the second paragraph, speak about several branches of psychotherapy and
their distinguishing features.
4. In the third paragraph, shortly characterize three basic forms of psychotherapy:
counselling, group therapy, and family therapy.
5. In the last paragraph, conclude by emphasizing the importance of psychotherapy
in helping people to solve their problems and have normal life.
3. A) Group work. Internet search In groups of four find on the Internet one case
study of psychotherapeutic problems (similar to those that you were reading about
and presenting). Prepare ‘a seminar of psychotherapists’ for the next class.
UNIT 36
READING 36 What Psychotherapy Isn`t?
Preparing to read
Internet search. On the basis of the information found in your groups:
1. Speak about the client`s problem(s) and complaint(s) that she/he came with to
the therapist.
2. Group work. In the same groups discuss:
1. What real underlying causes of the problem(s) and complaint(s) were revealed
during the first psychotherapeutic session?
2. Ask the opinions of the ‘colleagues’ how the problem(s) should be dealt with.
3. What should the psychotherapist do during the following sessions to help that
particular client?
398
– amorphous – brutality
– brutal to energize –
distinction – to rediscover –
courage – to consider –
distinction – – food
399
B)
brutal – support –
400
C)
conditional – distinct –
aim – changeful –
401
downright ___________; stir up ___________; regard ___________;
distinction ___________; aphorism [ˈæfərɪzəm] ___________; amorphous [ə
ˈmɔːfəs] ___________; either way ___________; aimless ___________; consider
___________; to foster ___________; energizing ___________; intensely
___________; brutal ___________
1. The ___________ of genders is not marked, except in proper names of men
and women. 2. Strange how such a placid moment could ___________ such
emotional turmoil. 3. She has no ___________ for other people’s feelings. 4. There
have been so much ___________ terrible things happening in the world lately that
some people are afraid to even leave their homes. 5. Alfred was ___________
ambitious, obsessed with the idea of becoming rich. 6. The man hoped to
___________ a strong work ethic in his son. 7. The avid reader would
___________ purchasing the next book in the series even though she was broke
and the book was expensive. 8. The irresponsible and careless adult was living an
___________ life by living at home with his parents without trying to get a job. 9.
Acupuncture has a harmonizing and ___________ effect on mind and body. 10.
Most romantic people consider love to be ___________ because it has no clear
form and crosses all barriers. 11. She spoke with ___________honesty – I was too
old for the job. 12. Oscar Wilde was famous for such an ___________ as
‘Experience is the name everyone gives to their mistakes’. 13. The worker should
be comfortable ___________.
Now Read
What Psychotherapy isn`t?
Psychotherapy is not a message. It is not ‘unconditional positive regard’,
although sometimes that’s part of it. There is nothing wrong with support, but it is
not, by itself psychotherapy. You need to feel you can trust your therapist, but it’s
not necessary that you always should be comfortable. In fact, if your therapist’s
questions don’t stir up a little discomfort, you may not be getting anywhere.
Sometimes therapy can even feel downright brutal. With another client, at another
time, therapy can indeed seem an amorphous, vague, and even aimless process.
Either way, you should still see those changes in attitude and behaviour that you
want from the treatment.
402
Psychotherapy is not advice. The world’s full of advice. Part of what brings
you to treatment is that you’ve become lost in that advice and can’t decide whom
to listen to; the last thing you need is yet another advice to consider. The goal of
treatment is for you to rediscover your own voice, your own priorities, and the
courage to act on them. I do not have to tell a client what to do about his marriage,
career, paranoia, anxiety. If I can help him become aware of what’s happening to
him, inside him and between him and others, he will know better than I what is
best for him. And next time he won’t get so confused. It’s like that old aphorism:
‘Give a man a fish, you feed him for a day; teach him to fish, and you feed him for
life.’ As a good friend and colleague put it, ‘my job is to help clean people’s
glasses’.
A good way to think of this distinction between psychotherapy and something
that is therapeutic – advice, support, teaching new skills, teaching about feelings
and behaviour – is to consider: Does it foster insight. This is an important word.
Insight is not learning in the intellectual sense. It is a kind of intensely personal and
energizing experience that needs to be at the heart of all good treatments.
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. to cause an unpleasant emotion or problem to begin or grow ___________;
2. careful thought or attention ___________; 3. not considering someone’s
feelings, cruel and violent ___________; 4. having no definite shape or features
___________; 5. a clear difference or separation between two similar things
___________; 6. used to say that something will be the same whichever of two
things happens or is true ___________; 7. to help a skill, feeling, idea etc. develop
over a period of time ___________; 8. a short clever saying that is intended to
express a general truth ___________; 9. the ability to do something that frightens
one; bravery ___________
1. He was trying to stir ____ trouble at his work. 2. These characters personify all
that is wrong ____ our society today. 3. You’re always so full ____ energy. 4. I
think it’s important to listen ____ both sides of the argument. 5. He knew what to
do ____ his ambitions. 6. What he says is right, ____a sense. 7. He doesn’t seem to
be aware ____ the coldness of their attitude ____ his appeal. 8. Disinfectants act
____ bacteria in two main ways. 9. They overlook the human ability to negate,
which lies ____ the heart ____ thinking.
3. Choose the best option to complete the text.
Psychotherapy Works But Not for Everyone
403
Since Sigmund Freud and Joseph Breuer (0) _C_ that talking to people could
(1) ___ bodily illness, researchers have asked questions about the effective
components of psychotherapy. Is it the specific (2) ___? The (3) ___ powers of the
therapist? The general effects of (4) ___, validated and listened to? All-important
questions, but they (5) ___ to acknowledge the full picture.
There is no doubt that psychotherapy works for most of the (6) ___ disorders.
If the (7) ___ we use are potent enough to create positive change, it should not
come as a surprise that they are potent enough to damage people as well. It is (8)
___ that as many as 15 % of patients get worse following treatment.
Negative effects come in two major forms: 1) (9) ___ of problems already
present, such as (10) ___ or depression; and 2) new problems might (11) ___, such
as becoming (12) ____ on the therapist, marriage issues, or reduced self-image.
Often the (13) ___ is blamed when therapy doesn’t work, labelled as
‘treatment-resistant’ or ‘unable to profit from therapy.’ This is sometimes true, but
is the least (14) ___ approach for explaining negative outcome. Sometimes the
therapy technique is dangerous. Recovered-Memory Techniques and Dissociative
Identity Disorder-Oriented Psychotherapy should come with a (15) ___ sign.
(https://www.psychologytoday.com/us/blog/dsm5-in-
distress/201502/psychotherapy-works-not-everyone)
1. A. determine B. invented C. discovered D. opened
1. A. relieve B. alleviate C. correct D. cure
2. A. techniques B. technical C. technicality D. technology
3. A. heal B. healing C. healed D. to heal
4. A. understood B. being understood C. understanding D. understand
5. A. fail B. manage C. succeed D. are able
6. A. intellectual B. intelligent C. cognitive D. mental
7. A. interferences B. intrusion C. interventions D. mediation
8. A. calculated B. evaluated C. assessed D. estimated
9. A. enhancing B. worsening C. improving D. mending
10. A. hopeless B. hopelessness C. hopefulness D. hopeless
11. A. emerge B. disappear C. fade D. recede
12. A. based B. independent C. dependent D. influenced
13. A. invalid B. inmate C. hypochondriac D. patient
14. A. useless B. fruitful C. fruitless D. unfruitful
15. A. warning B. threatening C. moral D. message
404
SPEAKING
1. Why isn’t Psychotherapy a message?
2. Is Psychotherapy support by itself? Why / why not? Is it necessary to be always
comfortable? Can Psychotherapy even feel downright brutal?
3. What changes should you see from the therapy?
4. Why isn’t Psychotherapy advice?
5. What is the goal of treatment?
6. What does the old aphorism say? How do the author and his colleagues
paraphrase it?
7. What is the distinction between psychotherapy and something that is therapeutic?
8. What needs to be at the heart of all good treatments?
Review
1. Read the text ‘Just What Are ‘Psychological Problems? What’s a Symptom?
(Harry’s Case)’ and do the tasks that follow:
Symptoms are the expression of one’s being lost. Now why should that be?
How do panic, 1.________, phobia, depression, etc. express our having lost track
of what we feel, believe, want and need? The answer lies in understanding
symptoms and defences.
We all have at least an intuitive sense of what a defence is. When our school
friend, Harry, treats Linda with extra coldness and disinterest while we all know
he’s in love with her, we speak of these behaviours as “defensive”. What we mean
is that the person is trying, in an especially obvious manner, to avoid the pain of,
and at the same time maximize their control over, their uncomfortable spot. Harry
fears rejection, 2._________, and a blow to his self-esteem. Rather than
acknowledge these unpleasant experiences, he devotes his energy to defence – to
protecting the self and self-esteem.
Now imagine Harry is extra sensitive in this area, maybe because of his past
history, maybe because of his temperament, who knows. For whatever reason, he
grows up always on the alert for this kind of humiliation. In response, he redoubles
his bravado, behaving towards others with ever more disinterest and independence.
The more uncomfortable he is, the more independent he acts. As his discomfort
rises, then, he treats more and more people with indifference. With the added
pressure and humiliation of needing approval, he becomes even more irritable. He
begins to rage inside at all the people who don’t appreciate or help him. To relieve
the 3.________, he retreats nightly to marijuana, alcohol, and watching too much
television late into the night. The rest of the time, he begins to suffer back pain.
A personality that began as ‘defensive’ has bloomed into one full of
symptoms – 4.________, drug abuse, various anxieties, ‘personality problems’,
even paranoia.
405
So a symptom is an outgrowth of a defence. Defences protect us from
unpleasant experiences, such as rejection, humiliation, and other assaults on our
self-esteem. When these defences fail, we tend to escalate our efforts. We develop
new behaviours (Harry’s drug use), intensify old ones, or fall prey to irrational
beliefs and feelings (such as 5._________, panic attacks, and Harry’s back pain).
At some point all this becomes sufficiently distressing so that they are perceived as
“symptoms”. We might usefully think of symptoms as defences that we have
totally lost control of.
2. Five words or phrases have been removed from the text. Choose from A-E to fill
the gaps 1-5 in the text.
A. humiliation
B. depression
C. phobias
D. obsession
E. tension
3. Give the words that correspond to the following definitions.
1. an extreme or irrational fear of or aversion to something [noun par.,1].
2. confidence in one's own worth or abilities; self-respect [mass noun, par.2].
3. an occasion or a situation in which you feel embarrassed and ashamed [mass
noun, par.3].
4. a mental condition characterized by delusions of persecution, unwarranted
jealousy, or exaggerated self-importance, typically worked into an organized
system [mass noun, par.4].
5. make or become more intense or serious[verb, par.5].
4. Decide if the following statements are true or false. Correct the wrong
statements.
1. Everyone understands what a ‘defence’ is on their own.
2. Harry uses such defensive strategies to avoid unpleasant situations.
3. Redoubling one`s bravado and behaving towards others with ever more
disinterest and independence is just a response.
4. A symptom is a result of a defence.
5. People always tend to escalate their efforts.
5. A. Suggest 5 key words or phrases from the text and review its main idea in 75
words.
B. Put 5 questions to the text using the key words/phrases.
HOME ASSIGNMENT
1. A) Pair work In your pairs develop a case of psychotherapeutic treatment: who
the client was, what his/her complaints and symptoms were, how the therapist was
dealing with the case and for how many sessions, what the results were, etc. You
may use all the case studies that you were reading and listening to in this chapter.
406
PSYCHOLOGICAL uncompetitive (ˌʌnkəm manifestation (ˌmænɪfes
TERMS ˈpetətɪv) ˈteɪʃən)
alleviate (əˈliːvi.eɪt) vengeance (ˈvendʒ(ə)ns) maintain (meɪnˈteɪn)
antagonise (ænˈtæɡənaɪz) vengeful (ˈvendʒf(ə)l) meaninglessness
anxiety (æŋˈzaɪəti) vulnerable (ˈmiːnɪŋləsnəs)
appealing (əˈpiːlɪŋ) (ˈvʌln(ə)rəb(ə)l) narrative (ˈnærətɪv)
appraisal (əˈpreɪz(ə)l) WORD LIST nature (ˈneɪtʃə(r))
association (əˌsəʊsi address (v.) notice (ˈnəʊtɪs)
ˈeɪʃ(ə)n) administer (ədˈmɪnɪstə(r)) posit (ˈpɒzɪt)
bias (ˈbaɪəs) affection (əˈfekʃ(ə)n) proof (pruːf)
cognition (kɒɡˈnɪʃ(ə)n) aid (n. eɪd) regard (rɪˈɡɑː(r)d)
confrontation (ˌkɒnfrʌn aimless (ˈeɪmləs) rejection (rɪˈdʒekʃ(ə)n)
ˈteɪʃən) amorphous [əˈmɔːfəs] respond (rɪˈspɒnd)
counsel (ˈkaʊns(ə)l) aphorism [ˈæfərɪzəm] retreat (rɪˈtriːt)
depression assess (əˈses) reveal (rɪˈviːl)
disinterested (dɪsˈɪntrəstɪd) awareness (əˈweə(r)nəs) root (n. ruːt))
divorce (dɪˈvɔː(r)s) battle (ˈbæt(ə)l) seek (sought [sɔːt])
dysfunctional (dɪs brutal (ˈbruːt(ə)l) self-doubt (ˌselfˈdaʊt)
ˈfʌŋkʃ(ə)nəl) confront (kənˈfrʌnt) striking (ˈstraɪkɪŋ)
energize (ˈenə(r)ˌdʒaɪz) confusion (kənˈfjuːʒ(ə)n) sustain (səˈsteɪn)
entity (ˈentɪti) consider (kənˈsɪdə(r)) thereby (ðeə(r)ˈbaɪ)
explore (ɪkˈsplɔː(r)) content unaware (ˌʌnəˈweə(r)/)
fear (fɪə(r) decrease (diːˈkriːs) vague (veɪɡ)
flattering (ˈflæt(ə)rɪŋ) defuse (diːˈfjuːz) verbalisation
hostility (hɒˈstɪləti) diminish (dɪˈmɪnɪʃ) (vɜːʳbəlaɪzeɪʃən)
humiliation (hjuːˌmɪli dismiss PHRASES
ˈeɪʃ(ə)n) distinction (dɪˈstɪŋkʃ(ə)n) account for
inherent (ɪnˈhɪərənt / ɪn downright (ˈdaʊnˌraɪt) barely conscious
ˈherənt) effectively (ɪˈfektɪvli) behind somebody’s back
neglect (nɪˈɡlekt) encounter (n. ɪn break up
phenomenology (fɪˌnɒmɪ ˈkaʊntə(r)) either way
ˈnɒlədʒɪ) encourage (ɪnˈkʌrɪdʒ) have to do with;
phobia (ˈfəʊbiə) explicitly (ɪkˈsplɪsɪtli) hear of
prejudice (ˈpredʒədis) expose (ɪkˈspəʊz) look to somebody
proxemics (prɒkˈsi mɪks) flourish (ˈflʌrɪʃ) reach out to
rage (reɪdʒ) foster (ˈfɒstə(r)) spending money
relationship (rɪˈleɪ.ʃən.ʃɪp) huddle (ˈhʌd(ə)l) stir up (stɜː(r))
resistance (rɪˈzɪst(ə)ns) intensely (ɪnˈtensli) (be) stuck in
session (ˈseʃ(ə)n) intervention (ˌɪntər take command
shaken (ˈʃeɪkən) ˈvɛnʃ(ə)n) take something to heart
somatic (soʊˈmæt ɪk, sə-) liberation (ˌlɪbəˈreɪʃ(ə)n)
sympathy (ˈsɪmpəθi) maladaptive (ˌmælə
symptom (ˈsɪmptəm) ˈdæptɪv)
tension (ˈtenʃən)
407
CHAPTER 9 GESTALT THERAPY
UNIT 37
READING 37. The Therapeutic relationship
Preparing to read
A) Group work. Discuss the following issues in groups of three or four:
1. What does ‘Gestalt’ mean in psychology?
2. What is an example of Gestalt psychology?
3. What are the 5 Gestalt principles?
4. Who introduced Gestalt psychology?
B) Group work.
1. You can see the portraits of the founders of Gestalt psychology. What do you
know about them? What are they famous for and what is their contribution to the
field? After the group discussion, one student from each of the groups will be
requested to make a short presentation. Get ready to answer other students’
questions on your presentation.
2. Discuss in the same small groups what changes have happened in Gestalt
psychology in the course of its development and what the state of this school of
psychological thought is now.
perceive – perceive –
– aware – re-enactment
anxiety – – esteem
therapy – – solution
responsibility – – confrontation
resentment – alleviate –
confidence – encourage –
experiment – satisfy –
emphasize – emphasize –
408
B)
therapy – guide –
Gestalt – confront –
C)
comfort – resolved –
happiness – effectively –
following words occur in the text. Fill in the sentences with a word in the correct
form. Use a dictionary if necessary.
pattern __________; issue __________; effectively __________; relationship
__________; depression __________; anxiety __________; to encourage
__________; confrontation __________; to perceive __________; to experience
__________; struggle __________; setting __________; consequence
________; need __________; entity __________; to emphasize __________; to
alleviate __________; anger _________; resentment __________; to affect
___________
1. Einstein ____________________ that energy and matter are equivalent. 2.
I __________ a kind of hell when I was a drug addict. 3. If he can see this
__________ in his own brain, he can learn how to control it. 4. The __________
could be settled by requiring public education for everyone. 5. He didn’t want his
mother to know of the __________. 6. If this state of __________ continues, very
distressing mental __________ may follow.7. My __________ over this
__________ grew, and I began to feel a sense of helplessness and vulnerability in
protecting my children.8. I felt __________ by his praise. 9. The government was
not ready for a __________ with the unions.10. She was deeply __________ by
the news of his death. 11. You can’t do that in a university __________. 12. You
may at times face trials as a __________ of your pride and disobedience. 13. The
__________ for money was greater than ever before, while money was harder to
get. 14. Persons and corporations are equivalent __________ under the law. 15. I
should __________ that nothing has been finally decided as yet.16. He was filled
with __________ about the way he had been treated. 17. A great deal can be done
to __________ back pain. 18. These are real problems that can be dealt with most
__________ by rational discussion. 19. The holocaust survivors have __________
a nightmare. 20. The harder the __________ the more glorious the triumph.
4. Use a word from the box to complete the definitions (A) and sentences (B) given
below.
Self-knowledge / Self-awareness / Self-confidence / Self-esteem
409
(A)
a) _________is the quality of being conscious of one’s own feelings, character, etc.
b) _________is faith in yourself, pride in yourself.
c) ________ is understanding of yourself and your goals and abilities.
d) _________ is belief or trust in one's own powers.
(B)
1. Poor __________ is at the center of many difficulties. 2. Art is integral to
our culture because it provides us with __________ and a deeper understanding of
emotions.3. Between his __________, which was considerable, and his vanity,
which was immense, he had created a strange hybrid animal, and called it by his
own name. 4. You need plenty of __________ to be a good airline pilot. 5. As
human beings, we keep four unique tools that are __________, conscience, will
power and creative imagination. 6. My __________ suffered when I failed the
exam.
Now Read
Gestalt Therapy
Gestalt therapy is a client-centered approach to psychotherapy that helps
clients focus on the present and understand what is really happening in their lives
right now, rather than what they may perceive to be happening based on past
experience. Instead of simply talking about past situations, clients are encouraged
to experience them, perhaps through re-enactment. Through the gestalt process,
clients learn to become more aware of how their own negative thought patterns and
behaviors are blocking true self-awareness and making them unhappy.
When It’s Used
Gestalt therapy can help clients with issues such as anxiety, depression, self-
esteem, relationship difficulties, and even physical ones like migraine headaches
and back spasms. Good candidates for gestalt therapy are those who are interested
in working on their self-awareness but may or may not understand the role they
play in their own unhappiness and discomfort. Gestalt techniques are often used in
combination with body work, dance, art, drama, and other therapies.
What to Expect
410
A gestalt therapist focuses on what is happening in the moment and finding
solutions in the present time. For examples, rather than discuss why something
happened in the past, the therapist will encourage you to re-enact the moment and
discuss how it feels right now. In other words, you will be asked to experience
your feelings, rather than simply talk about them. The therapist will ask you
questions like, ‘What’s going on in this moment?’ or ‘How does this make you feel
now?’ Your therapist may experiment with dream work, guided fantasy, role-
playing, confrontation, and other techniques that can help bring past and current
struggles to life in the therapeutic setting. Your goal, as you become more aware of
yourself and your senses, is to take more responsibility for yourself, accept the
consequences of your behavior, and learn to satisfy your own needs while still
respecting the needs of others.
How It Works
The word ‘gestalt’ means whole. Gestalt therapy was developed by
psychotherapist Fritz Perls on the principle that humans are best viewed as a whole
entity consisting of body, mind, and soul, and best understood when viewed
through their own eyes, not by looking back into the past but by bringing the past
into the present. Gestalt therapy emphasizes that to alleviate unresolved anger,
pain, anxiety, resentment, and other negative feelings; these emotions cannot just
be discussed, but must be actively expressed in the present time. If that doesn’t
happen, both psychological and physical symptoms can arise. Perls believed that
we are not in this world to live up to others' expectations, nor should we expect
others to live up to ours. By building self-awareness, gestalt therapy helps clients
better understand themselves and how the choices they make affect their health and
their relationships. With this self-knowledge, clients begin to understand how their
emotional and physical selves are connected and develop more self-confidence to
start living a fuller life and more effectively deal with problems.
( http://www.gestalt.org/yontef.htm;)
AFTER YOU READ

VOCABULARY PRACTICE
definitions:
411
1. to achieve understanding of; apprehend __________; 2. to have firsthand
knowledge of states, situations, emotions, or sensations __________; 3.
configuration of elements so unified as a whole that it cannot be described merely
as a sum of its parts __________; 4. performing a role in an event that occurred at
an earlier time __________; 5. an important question that is in dispute and must be
settled __________; 6. a state of connectedness between people (especially an
emotional connection) __________; 7. a vague unpleasant emotion that is
experienced in anticipation of some (usually ill-defined) misfortune __________;
8. to give support, confidence or hope __________; 9. the act of hostile groups
opposing each other; an open clash __________; 10. something that exists as a
particular and discrete unit __________; 11. to make (pain, for example) less
intense or more bearable __________; 12.a violent, bitter feeling (against someone
or something) __________; 13. indignation or ill will stemming from a feeling of
having been wronged or offended __________; 14. to move or disturb emotionally
or mentally __________
2. Fill in the correct preposition.
1. Have you decided which topics the meeting will focus ____? 2. Isabella
could not be aware ____ the pain she was inflicting. 3. She’s just never been
interested ____ the Harry Potter books, so she’s never read them. 4. He’s brought
many years of experience ____ a new post. 5. The responsibility ____ this mess is
yours! 6. And the best time to do this is to look ____ upon anger, when the fit is
thoroughly over. 7. No thanks; I’m not interested ____ anything to drink right now.
8. He found it difficult to live ____ ____his reputation as a hero. 9. The firm deals
____ many overseas suppliers. 10. The Author is quite aware ____ the defects of
this little story, many of which were unavoidable. 11. They have admitted
responsibility ____ the accident. 12. Look ____ at my son’s career, and you will
see that what followed was what went before. 13. Their new technology did not
live ____ ____ our expectations
1. The focus of Gestalt therapy is to help clients be more aware of ____.
A. the roots C. the background
B. the present moment D. the past situation
412
2. This approach also serves to increase people’s understanding of ____.
A. what just their perceptions tell them C. what is truly happening in their lives
B. what they think about their past D. what past experience led to this
situation
413
3. Difficult feelings such as anxiety, anger, and pain need to be ____.
A. distantly discussed C. effectively talked over
B. intently perceived D. actively experienced and expressed
414
4. Gestalt therapy emphasizes the whole, this also means ____.
A. the context influencing people here C. forcing people to change
and now
B. looking back onto the past D. distancing from feelings and
emotions
415
1. re-enactment – a. to try something new, especially in order to gain experience
2. pattern – b. an organized array of individual elements and parts forming
and working as a unit
3. awareness – c. a configuration of elements so unified as a whole that it
cannot be described merely as a sum of its parts
4. experiment – d. a series of pleasing mental images, usually serving to fulfil a
need not gratified in reality
5. fantasy – e. having knowledge or discernment of something
6. therapeutic – f. performing a role in an event that occurred at an earlier time
8. whole entity – g. having or exhibiting healing powers
416
SPEAKING
1. What is Gestalt therapy?
2. When is Gestalt therapy used?
3. Which issues could be resolved with the help of Gestalt therapy?
4. What does a Gestalt therapist focus on while dealing with a client?
5. Which questions should a client be prepared to answer?
6. Who developed Gestalt therapy?
7. How does Gestalt therapy work?
8. What can be achieved after a session with a Gestalt therapist?
HOME ASSIGNMENT
WRITING
1. Write an essay of 120-150 words summarizing the text you have read.
2. Provide 5 key words or phrases and ask five questions of different types about
the text using them.
UNIT 38
READING 38 Gestalt therapy theory methods
Preparing to read
1. A) Group work. Discuss the following question in groups of three or four: What
is Fritz Perls famous for and what is his contribution to the field of Gestalt
therapy? After the group discussion, one student from each of the groups will be
B) Pair work. Study the image below and discuss Fritz Perls’ quotation with your
partner.
417
initiate – to explore –
narration – to observe –
equality – to describe –
inquiry – to expect –
significance – to assume –
tension – to narrate –
dialogue – to inquire –
inclusion – to signify –
defend – to evaluate –
cooperate – to include –
– blind to commit –
experiment – to provide –
correct – to grow –
418
B)
to narrate – to correct –
inquiry – therapy –
419
C)
relevant – significance –
correct – defensive –
420
following words occur in the text. Fill in the correct word changing its form if
necessary.
exploration __________; inquiry __________to suspend __________;
assumption __________; significance __________; tension __________;
inclusion __________; to commit __________; to surrender __________;
defensive __________; stance __________; superficially __________;
dimension ____________; matrix ____________; provision ____________
corrective ____________; relational ____________; to conceive ____________
1. They are wrong in their __________ that we are all alike. 2. These pictures
show brain areas which are active during pain in yellow/orange colour that are
called ‘pain __________’. 3. He’s connected with a large, new college that has
plenty of money to spend on __________ and research work. 4. She is suffering
from nervous __________. 5. She had to __________all rights to her property. 6.
He made some __________ and discovered to she had gone abroad. 7. She felt as
if a mist had been lifted from her eyes, enabling her to look upon and comprehend
the __________ of life. 8. I request them to __________their decision until they
have read my narrative. 9. __________ is a global concept and basic human right
based on embracing everyone regardless of race, age, gender, disability, religious
and cultural beliefs and sexual orientation. 10. The animal can hold this
__________ position for a considerable time. 11. His drinking caused him
__________to a psychiatric hospital. 12. They have maintained a consistently
neutral __________. 13. We seek after knowledge, but we do so in a special way
because we believe there are two __________ of knowledge: material and
spiritual. 14. The government is responsible for the __________ of education for
all children. 15. He __________ the project while on vacation. 16. Despite our best
intentions, we all have blind spots – bad __________ habits that are keeping us
from enjoying our relationships fully. 17. He has received extensive corrective
__________ to his skull. 18. He knows the subject __________.
4. Study the following information about the words and then complete the
sentences.
How do ‘prejudice’ and ‘bias’ exactly differ?
"Prejudice" is prejudgment, or forming an unfair and unreasonable opinion or
feeling, especially before becoming aware of the relevant facts.
‘Bias’ is supporting or opposing a particular person or thing in an unfair way,
because of allowing personal opinions to influence your judgment.
Sometimes, they are used interchangeably.
421
1. Her friendliness soon overcame the ____________ of her stepchildren. 2. They
accused him of having a ____________against his women employees. 3. The
newspaper has a clear ____________ towards the Conservative Party. 4. Laws
against racial ____________ must be strictly enforced. 5. The Department has a
strong ____________ towards neuroscience. 6. She showed a scientific
____________ at an early age. 7. Racism is a deeply rooted ____________ which
has existed for thousands of years. 8. There were fierce attacks on the BBC for
alleged political __________. 9. People from ethnic minorities often face
____________and discrimination. 10. His voice and manner ____________ his
audience against him. 11. There has always been a slight ____________in favour
of/towards employing arts graduates in the company.
Now Read
Gestalt therapy theory methods
Phenomenological method
The goal of a phenomenological exploration is awareness. This exploration
works systematically to reduce the effects of bias through repeated observations
and inquiry. The phenomenological method comprises three steps: (1) the rule of
epoch, (2) the rule of description, and (3) the rule of horizontalization. In the rule
of epoch initial prejudices are set aside in order to suspend expectations and
assumptions. In the rule of description narrating instead of explaining takes place.
In the rule of horizontalization each item of description is treated as having equal
value or significance. A gestalt therapist might typically say something like, ‘I
notice a slight tension at the corners of your mouth when I say that, and I see you
shifting on the couch and folding your arms across your chest... and now I see you
rolling your eyes back.’ The therapist applying the phenomenological method
temporarily suspends the need for clinically relevant evaluations.
Dialogical relationship
To create the conditions under which a dialogic moment might occur, the
therapist takes care of his or her own presence, creates the space for the client to
enter in and become present as well (called inclusion), and commits them to the
dialogic process, surrendering to what takes place between them as opposed to
attempting to control it. In presence, the therapist ‘shows up’ as the whole and
authentic person he or she is instead of assuming a role. To practice inclusion is to
accept however the client chooses to be present, and that they may be in a
defensive stance as well as in superficially cooperative one. To practice inclusion
is to support the presentation of the clients.
Field-theoretical strategies
422
‘The field’ can be considered in two ways. There are ontological dimensions
and there are phenomenological dimensions to one’s field. The ontological
dimensions are all those physical and environmental contexts in which we live and
move. They are the office in which one works, the house in which one lives, the
city and country of which one is a citizen, and so on. The ontological field is the
objective reality that supports our physical existence. The phenomenological
dimensions are all mental and physical dynamics that contribute to a person’s
sense of self, one’s subjective experience, but are not merely elements of the
environmental context. This could be one’s colour blindness, one’s sense of the
social matrix in operation at the office in which one works, and so forth. It is in the
way that gestalt therapists choose to work withheld dynamics that makes what they
do strategic.
Experimental freedom
Gestalt is considered an experimental approach. Through experiments, the
therapist supports the client's direct experience of something new instead of just
talking about the possibility of something new. Indeed, the entire therapeutic
relationship could be considered experimental, because at one level it is the
provision of corrective, relational experience for many clients, and it is the ‘safe
emergency’ that is free to turn this way and that. An experiment can also be
conceived of as a teaching method that creates an experience in which a client
might learn something as part of their growth. .
(http://www.gestalt.org/yontef.htm;)
Note:
Phenomenology (fɪˌnɒmɪˈnɒlədʒɪ) n. – the science of phenomena; the
movement founded by Edmund Husserl (a German philosopher who established
the school of phenomenology) in 1905 that concentrates on the detailed description
of conscious experience, without recourse to explanation, metaphysical
assumptions, and traditional philosophical questions.
Ontology is the branch of metaphysics concerned with the nature or essence
of being or existence, the opposite of phenomenology, the science of phenomena.
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
423
1. a request for information; a question __________; 2. a moment in time
chosen as the origin of a particular era __________; 3. to cause to stop for a
period; interrupt __________; 4. having a bearing on or connection with the matter
at hand __________; 5.consequence or importance __________; 6. to do,
perform; be morally bound to do __________; 7. to give up in favor of another,
especially voluntarily __________; 8. to take for granted; to suppose __________;
9. a body position __________; 10. kept from the possession or knowledge of
another __________; 11. an agreed condition __________; 12. to form or develop
in the mind __________
2. Fill in the correct preposition.
1. The staff comprises ____ eight physicians, two dozen nurses, and various
administrative. 2. She sets ____ time for meditation every day. 3. You should have
been working instead ____ watching television. 4. I’ve had enough ____ being
treated ____ an amateur by my boss. 5. My mother started working weekends, so I
have to stay home and take care ____ my siblings. 6. I’m sorry, but I can’t commit
myself ____ your project because it seems fundamentally flawed. 7. We’ll never
surrender ____ the terrorists. 8. I am strongly opposed ____ your suggestion. 9.
I’m sorry, I think sleep deprivation contributed ____ my outburst just then. 10.
You need to fully commit yourself ____ your family and stop working so many
hours. 11. He has an impeccable sense ____ timing. 12. Can you conceive ____
him as the president? 13. You must surrender your child ____ the nurse for the
child’s own good.
1. exploration – a. true, real or genuine
2. tension – b. a sum of the attitudes, feelings, memories, traits, and
behavioural predispositions that make up the personality
3. evaluation – c. a condition of urgent need for action or assistance
4. authentic – d. the method used or steps taken in setting about a task
5. dimension – e. a diagnosis or diagnostic study of a physical or mental
condition
6. sense of self – f. a careful systematic search
8. matrix – g. mental, emotional, or nervous strain
9. approach – h. a substance, situation, or environment in which something
has its origin, takes form, or is enclosed
10. emergency – i. an aspect or factor; side; scope
424
4. A) Read the text below and match the heading from the box (a-d) to the
descriptions (I-IV).
a. Dialogue is lived c. Presence
b. Inclusion d. Commitment to dialogue
425
B) For questions 1-10, choose the most appropriate word or phrase from the list
(A-M) to fill in each gap. There are two extra words or phrases that you do not
need to use. There is an example at the beginning (0).
The therapeutic relationship in Gestalt therapy emphasizes four
characteristics of dialogue:
I.__________
This is putting oneself as 0. _K__ into the experience of the other without 1.
____ while simultaneously retaining a sense of one’s separate, autonomous
presence. This is an existential and interpersonal application of the
phenomenological trust in immediate experience. Inclusion provides 2. _____ for
the client’s phenomenological work and, by communicating an understanding of
his/her experience, deepen 3. ______.
II.____________
The Gestalt therapist expresses himself/herself to the client. S/he expresses
observations, preferences, feelings, personal experience and thoughts. Thus, the
therapist shares her perspective by modelling phenomenological reporting, which
aids 4. ______ and use of immediate experience to raise awareness. In Gestalt
therapy the therapist does not use presence to manipulate the client to conform to
pre-established goals, but rather encourages clients 5. _____.
III. ____________
Contact is more than something 6. ______ other. Contact is something that
happens between people, something 7. ______ between them. The Gestalt
Therapist surrenders herself to this interpersonal process, this allowing contact to
happen rather than manipulating, making contact, and 8. ______.
IV. ____________
Dialogue is something done 9. ______. ‘Lived’ emphasizes the excitement
and immediacy of doing. The mode of dialogue can be dancing, song, words, or
any modality that expresses and 10. ______ between or among the participants.
A. the client’s learning about trust G. judging, analyzing or interpreting
B. an environment of safety H. online forums and chat rooms
C. to regulate themselves autonomously I. teens and young adults
D. moves the energy J. that arises from the interaction
E. two people do to each K. fully as possible
F. controlling the outcome L. rather than talked about
M. the client’s self-awareness
426
HOME ASSIGNMENT
WRITING
1. Write an essay of 120-150 words summarizing the text you have read.
2. Provide 5 key words or phrases and ask five questions of different types about
the text using them.
UNIT 39
READING 39 Gestalt Techniques. Gestalt Exercises
A) Group work. Discuss some of the Gestalt Techniques in groups of three or
four. After the group discussion, one student from each of the groups will be
Preparing to read
to represent – – mastery
perfection – to identify –
resistance – – representation
guilt – to project –
– cognitive to heighten –
427
integration – to perform –
to exist – – resistance
to access – to confine –
to relate – to reduce –
tension – to interpret –
to associate –
428
B)
comfort – similar –
conscious – accessible –
finished –
429
C)
Noun /Verb Person Noun /Verb Person
to demand – to dream –
Gestalt – to interpret –
430
following words occur in the text. Fill in the correct word changing its form if
necessary. Use a dictionary if necessary.
mastery ___________; elaboration ___________ ; perfection ___________; to
heighten ___________;to demand ___________; a demand x 2 ___________;
manifestation ___________; resistance ____________; in turn___________; to
attain___________; to confine ___________; to reduce ___________; an
approach ___________; to take charge ___________; dissimilar___________;
inaccessible___________; to interpret ___________; existential ___________
1. The task ___________ much patience and hard work. 2. There is seldom so
much ___________ in works composed of many separate parts. 3. This is another
___________ of his ignorance. 4. Her ___________ of economic theory impressed
the professors. 5. They refused to meet the workers’ ___________ for more
money. 6. This project, the result of long ___________ is the object of my present
communication. 7. They answered the teacher’s questions ___________. 8. The
rush of the water and the booming of the mill bring a dreamy deafness, which
seems ___________ the peacefulness of the scene. 9. He tried in everything he
took up ___________ such perfection that would evoke praise and surprise. 10.
The army offered strong ___________ to the enemy. 11. The kidnappers’
___________ was a million pounds. 12. They succeeded in ___________ the fire
to a small area. 13. The employer wants ___________ health benefits. 14. His
___________ to every problem is to draw up a list of pros and cons. 15. Please
___________ your remarks to the issues at hand.16. The sisters have very
___________ characters. 17. The newspapers ___________ the ambassador’s
speech as an attempt at making peace.18. The results of a phenomenological study
exploring the ___________experiences are presented. 19. The village is
___________ by car because of flooding. 20. I was unexpectedly asked
___________ of their children when parents passed away.
Now read
Gestalt Techniques
The techniques that are associated with Gestalt therapy are closely related to
the idea that clients should want to work towards self-awareness through a mastery
of their awareness processes. The techniques are modifications and elaborations of
the basic question, “What are you experiencing now?” and the instruction, “Try this
experiment, or pay attention to that, and see what you become aware of or learn”.
Perhaps, the most well-known of all techniques that are identified as Gestalt is
the empty chair. This is where clients project their representation of a person or an
object, or part of themselves into an empty chair and they then present a dialogue
between what is projected into the chair, and themselves. The idea is that inner
conflicts become expressed and so the client heightens their awareness of them.
This in turn forces the client to take responsibility for their difficulties so that they
can make choices to resolve the sources of unfinished business.
431
Similar to the empty chair, another common technique is known as top dog /
underdog. A dialogue is performed between two aspects of the client’s personality,
the top dog representing the introjecting demander of perfection, expressed by
‘should’ and ‘must’, and the underdog, which is a manifestation of resistance to
external demands. Through the dialogue resolution, compromise, understanding
becomes possible. This is attained by the individual becoming aware of their
internal battles, which often lead to feelings of guilt, anxiety, and depression.
The Gestaltist’s focus on awareness is not confined to awareness of cognitive
processes, such as a dialogue, but also physiological processes through a process
termed bodywork. This involves the client consciously noting where they
experience tension in particular situations, or how their pattern of breathing
changes. Once aware they can learn strategies to reduce these reactions, which
have produced both physical and mental discomfort. The bodywork may include
the person’s awareness of his body, its weight on the chair, its position in space, its
sounds and movements. Here the individual is taking responsibility for their body
and taking charge of choosing how they want to react.
In line with other psychodynamic approaches, Gestalt therapy includes dream
work. The Gestalt position is dissimilar to Freud, in that Perls did not think of the
unconscious as an inaccessible region of the mind which dreams could provide
access to if interpreted correctly. Freud’s road to the unconscious was Perl’s road
to integration. His view was more in line with Jung, who saw dreams as existential
messages for the dreamer. In dream work the client is typically asked to relate the
dream in the present tense as if they were experiencing the dream in that moment.
From this the client develops an awareness of the existential message and how it
consists of projected parts of the self.
( http://www.gestalt.org/yontef.htm;)
AFTER YOU READ
VOCABULARY PRACTICE
1. Give a word or a phrase which means:
1. full command of a subject of study ___________; 2. the quality of being
conscious of one’s own feelings, character ___________; 3. a request made so that
it sounds like a command ___________; 4. a sign that it is happening or that it
exists ___________; 5. the action of opposing something that you disapprove or
disagree with ___________; 6. to keep within limits; to stop from spreading
___________; 7. to gain; to achieve ___________; 8. a settlement of differences
by mutual adjustment or modification of opposing claims, principles, demands,
etc.; agreement by mutual concession ___________; 9. to explain the meaning of
something ___________; 10. a firm decision (to do something); the act of
explaining a problem or puzzle ___________; 11.mental, emotional, or nervous
strain ___________; 12. pertaining to the mental processes as contrasted with
emotional and volitional processes ___________; 13. to take responsibility,
authority, or control over especially after having not done so initially ___________
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1. She had largely confined her activities ____ the world of big business. 2. I
related his grumpiness ____ a lack of sleep. 3. You need to start paying attention
____ your kids. 4. Your dreams and memories and thoughts, ____ which you are
often conscious, are mental facts, and the process____ which you become aware
____ them seems to be different from sensation. 5. It was the negligence of the
driver as he didn’t pay ____ the traffic. 6. He takes his responsibilities ____ the
accident very seriously. 7. They would quickly resort to means similar ____ those
____ which it had been affected. 8. The army offered strong resistance ____ the
enemy. 9. He gave a remark that led____ further discussion of policies that led
____ disaster. 10. They are demanding ____ higher wages. 11. She does not
confine herself ____ that sort of honest flirtation which satisfies most people. 12.
The new policy was intended to keep prices ____ line ____ their competitors. 13.
She fights for divorce and free access ____ her children. 14. Your grade consists
____ several factors, such as homework, projects, and test scores. 15. She
demanded an explanation ____ the interruption. 16. They led a campaign that
focused ____ economic issues.
1. representation – a. an ideal instance or embodiment of a concept
2. technique – b. the application of therapeutic methods to promote physical
health and emotional well-being
3. perfection – c. a painful emotion experienced when one believes one’s
actions or thoughts have violated a moral or personal standard
4. elaboration – d. a bodily process occurring due to the effect of some
antecedent stimulus or agent
5. introjection – e. a state of mental or emotional strain or suspense
6. resistance – f. the systematic inquiry into, or the use of, illusions for
healing and self-actualisation
7. tension – g. a process in which the ego opposes the conscious recall of
anxiety producing experiences
8. dream work – h. a practical method or art applied to some particular task
9. guilt – i. a creation that is a visual or tangible rendering of someone or
something
10.bodywork – j. developing in intricate and painstaking detail
11.reaction – k. an unconscious defence mechanism in which one
incorporates characteristics of another person or object into
one’s own psyche
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4. (A) Read the text below and match the heading from the box (A-H) to the
paragraphs (1-8).There is one heading you don’t have to use.
A. Gestalt Definition. C. Gestalt Therapy Theory G. What Happens in a
Gestalt Therapy Session?
B. How Does Gestalt E. Gestalt Therapy: What is H. What Kinds of
Therapy Cause it? Concerns is Gestalt
Change? Therapy Best For?
C. Gestalt Therapy F. How Does Gestalt I Important Practitioners
Theory Therapy Suggest the Mind in Gestalt Therapy
Works?
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How Gestalt Therapy Works
Gestalt therapy is a humanistic and experiential form of psychotherapy. It
emphasizes awareness of one’s experiences, personal responsibility, and
acceptance of all aspects of the self.
1 ___
Gestalt therapy was developed by Fritz and Laura Perls in the 1940’s. The
primary aim of this form of therapy is to help clients become more aware of what
they are experiencing in the present moment. Through this heightened self-
awareness, clients gain insight into how their habitual ways of thinking and acting
interfere with their personal growth and learn what adjustments they can make to
achieve their full potential.
2 ___
The term ‘gestalt’ is actually a German word which is often translated in
English as ‘whole,’ ‘shape,’ ‘pattern,’ or ‘form.’ In its German context, the word
refers to something that is experienced as a unified whole despite being comprised
of distinct components. The idea behind the term is that people and things are best
understood, not by analyzing their separate parts, but by perceiving and experiencing
them as wholes.
3 ___
Gestalt therapy is based on a holistic view of the individual. According to this
view, the mind, body and soul function as one integrated unit and individuals can
only be fully understood within the context of their environment. Problems are
thought to arise when individuals have difficulty integrating the different aspects
of the self into a unified whole or when they struggle to integrate effectively into
their environment.
A basic premise of Gestalt therapy is that individuals have an innate tendency
toward physical and psychological health. The extent to which they grow into
healthy individuals, however, is dependent on their level of self-awareness. People
who are self-aware are able to self-regulate and cope effectively with changes in
their environment. People who lack such awareness have difficulty adapting to
changing circumstances and react defensively when faced with problems. A lack of
self-awareness may result from a preoccupation with past experiences, future
expectations, personal weaknesses, or fantasies.
4 ___
According to Gestalt theory, individuals adopt social roles in order to fulfill
their biological needs. In healthy existence, this is a fluid process in which the
most pressing need emerges into consciousness in order to be fulfilled. Healthy
individuals interact with their environment to select the best means of addressing
each need as it arises. They live each moment anew recognizing that there are
always fresh ways of achieving the same goals.
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In unhealthy existence, individuals become stuck in rigid patterns of behavior
which they repeat automatically across a wide array of situations. Instead of trying
to be all they can be, they become obsessed with living up to an ideal or with other
people’s expectations of them. They may even suppress aspects of themselves that
they fear could lead to rejection or disapproval.
In normal development, individuals also establish a boundary between
themselves and others. An effective boundary allows the individual to engage in
beneficial interactions with others while maintaining a separate sense of self. If the
boundary is too impermeable, the individual becomes disconnected from others; if it
is too permeable, the individual ends up losing the distinction between self and
others.
5 ___
In Gestalt therapy, awareness is viewed as the primary mechanism of change.
When clients are helped to become fully conscious of their own experiences, it is
believed that change will occur spontaneously without the need for any coercion or
persuasion on the part of the therapist.
As clients learn to live more fully in the present they will find that suppressed
needs and emotions gradually surface. In the safety of the therapeutic environment,
they are able to acknowledge and work through such material. They learn to
reconnect with the parts of themselves they had previously disowned and to accept
the full range of their experiences – the whole self.
6___
In Gestalt therapy, the therapist’s aim is neither to interpret events nor directly
modify behavior. Instead, the goal is to raise clients’ awareness of what they are
thinking, feeling, doing and sensing in the moment. Instead of encouraging clients
to simply talk about distressing events, the Gestalt therapist guides them through
exercises and experiments that allow them to actively experience these events in
the therapeutic setting.
During therapy, clients are often asked questions such as, ‘What are you
feeling?’ or ‘What are you thinking?’ to help them tune in to their immediate
experiences. With the help of the therapist, clients are then able to evaluate their usual
pattern of responding to the environment. They begin to see that they are responsible
for their own realities and that they can choose to live a more meaningful life.
7 ___
Gestalt therapy has been used successfully with individuals, couples, families,
groups, and organizations. Existing studies suggest that it is just as, or even more
effective than other forms of therapy in the treatment of some disorders. The
positive effects of therapy also tend to remain stable several years after the
completion of treatment.
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The success of Gestalt therapy depends in large part on the client’s
willingness and ability to engage in awareness work. Individuals who are seeking a
“quick fix” or who expect the therapist to do the bulk of the work would not be
ideal candidates for this form of therapy. Additionally, persons who are
experiencing psychotic disturbances might have difficulty engaging in the deep,
mindful exploration typically encouraged during Gestalt therapy.
8 ___
Some of the conditions treated with Gestalt therapy are: depression; anxiety;
post-traumatic stress; loneliness; sexual problems; personality disorders;
adjustment disorders; psychosomatic issues; addictions.
Of course, the benefits of Gestalt therapy are not limited to persons who are
experiencing mental health problems. It is also beneficial for anyone who wishes
to gain a deeper understanding of themselves or to develop their hidden potential.
(B). Which of the statements are true? Correct any false statements:
1. Gestalt therapy highlights a favourable approval of all features of an individual. __
2. Gestalt idea is that people are understood by evaluating their individual features. __
3. In Gestalt theory, people adopt their social roles to satisfy the needs of a society. __
4. In Gestalt therapy, the therapist’s aim is to explain events and transform
behaviour. __
5. Gestalt therapy has been practised usefully to cure mental disturbances. __
(C). Find a word in the text that means the same as the words and phrases below:
1. the process of adapting to something (n.) – ____________
2. emphasizing the organic or functional relation between parts and the whole
(adj.) – ____________
3. a proposition supporting or helping to support a conclusion (n.) – ____________
4. in an apologetic manner (adv.) – ____________
5. to hold in check; restrain (v.) – ____________
6. capable of being penetrated (adj.) – ____________
7. using force to cause something to occur (n.) – ____________
8. to increase, heighten the knowledge and understanding of smth. (w.c.) –
____________
9. the main part (n.) – ________
10. an unhappy and worried mental state (n.) – ____________
(D). Suggest 5 key words/ phrases from the text and ask 5 questions of different
types to the text using the key words/ phrases from the text.
SPEAKING
1. Which idea are the techniques of Gestalt therapy closely related to?
2. What is the basic question of Gestalt therapy?
3. What is the main idea of the empty chair technique?
4. When should the empty chair technique be used?
5. What does top dog/ underdog technique represent?
437
6. How is understanding between top dog and underdog attained?
7. Which process is termed bodywork?
8. When should the bodywork be used?
9. What does dream work approach involve?
10. What kinds of clients’ psychological problems are best suited for using each of
these four techniques?
Choose the best option to do Gestalt quiz and explain why you have given such
answers:
1. Gestalt therapy is most closely related to:
a. Phenomenology and introspection.
b. Existential and psychoanalytic theory.
c. Emote and retreat therapy.
d. Existential and person-centered therapy.
2. In gestalt approach, techniques, exercises and experiments are all terms used
to describe the same thing.
a. True
b. False
3. In gestalt therapy the therapist is most concerned with:
a. Making sure there is a specific plan and goal for each session.
b. Letting the client guide the direction of the session.
c. Keeping the session in the here and now.
d. Both b and c.
4. Internal dialogue and the empty chair are gestalt techniques, which of these
is also a gestalt technique:
a. Having the therapist interpret a client’s dream.
b. Examining the benefits of having colour dreams.
c. Exaggeration.
d. Having a session late at night to reduce the client’s defence mechanism.
5. In gestalt therapy the therapist should always stay one step ahead of the
client’s thinking process so that the session could stay in the here and now.
a. True
b. False
6. Gestalt therapy is most closely associated with:
a. Kinsey
b. Perls
c. Joseph Gestalt
d. A joint effort between Adler and Frankl.
7. Which of these terms would you most associate with Gestalt therapy?
a. Relapse
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b. History
c. Purge
d. Awareness
8. In Gestalt therapy if a client brings up an event from the past the therapist
should:
a. Have the client bring the memory in the here and now.
b. Gently change the subject to something they said earlier in the session.
c. Remind the client that the session must be kept in the here and now, and
allow choosing another topic.
d. Have the client contact other people involved in the memory as part of
homework.
9. Gestalt therapists are concerned with:
a. the where and why, but not how.
b. the what and where, but not the how and why.
c. the what and how, but not the why.
10. Is there a reason for Gestalt not to work with diverse cultures?
a. Yes. Minorities tend to live more in the past.
b. Yes. Nonwestern cultures find emotional expression embarrassing.
c. No. Gestalt therapy has been shown to be very effective with diverse
cultures because it is focused on working within the client’s world.
d. No. Gestalt therapy has been shown to be very effective with diverse
cultures because it is focused on clients’ previous experience.
HOME ASSIGNMENT
WRITING
1. Write a 250-word essay on Gestalt Therapy and its Basic Techniques.
character, emphasizing that you have both positive and negative features.
4. In the third paragraph, discuss your negative features you would like to
overcome.
5. In the fourth paragraph, suggest what you think you can do in order to overcome
6. In the last paragraph, summarize what you have said about your character and
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PSYCHOLOGICAL WORD LIST interpret (ɪnˈtɜː.prɪt)
TERMS approach (n. əˈprəʊtʃ) issue (ˈɪʃjuː/ˈɪsjuː)
affect (v. əˈfekt) attain (əˈteɪn) mastery (ˈmæstəri,
alleviate (əˈliviˌeɪt) commit (kəˈmɪt) ˈmɑstə-)
anger (ˈæŋ.ɡər) conceive (kənˈsiv) pattern
confine (kənˈfaɪn) perfection (pəˈfekʃən)
anxiety (æŋˈzaɪəti) confrontation (ˌkɒnfrʌn provision (prəˈvɪʒ(ə)n)
assumption (əˈsʌmp.ʃən) ˈteɪʃ(ə)n) reduce (rɪˈdʒuːs)
consequence corrective (kəˈrɛktɪv) relational (rɪˈleɪʃənl)
(ˈkɒnsɪkwəns) demand (v., n. dɪˈmænd, - significance (sɪɡ
ˈmɑnd)) ˈnɪfɪkəns)
defensive (dɪˈfensɪv) dimension (ˌdaɪˈmen.ʃən / struggle (ˈstrʌɡ(ə)l)
depression ˌdɪˈmen.ʃən) stance (stæns; stɑːns)
existential (ˌeɡzɪˈstenʃəl) effectively superficially (ˌsuːpə
experience (v. ɪk dissimilar (ˌdɪsˈsɪmɪlər) ˈfɪʃəli)
ˈspɪəriəns) elaboration /iˌlæb.ə surrender (səˈren.dɚ)
inaccessible (ˌɪnək ˈreɪ.ʃən) suspend (səˈspend)
ˈsesəbəl) emphasize (ˈem.fə.saɪz) PHRASES
inquiry (ɪnˈkwaɪə.ri) encourage (ɪnˈkʌr.ɪdʒ) deal in
matrix (ˈmeɪ trɪks, ˈmæ-) exploration (ˌek.splə deal with
perceive (pə(r)ˈsiːv) ˈreɪ.ʃən) in turn
relationship heighten (ˈhaɪ.tən) take charge
resistance (rɪˈzɪst(ə)ns)
setting inclusion (ɪnˈkluː.ʒən)
tension (ˈtenʃən)
440
CHAPTER 10 PSYCHOLIGICA COUNSELLING
UNIT 40
READING40 What is the Difference between Counselling and Psychotherapy?
Preparing to read
1. A) Group work. In group of four or five students discuss the following questions:
1. What is psychological counselling [ˈkaʊnsəlɪŋ]?
2. What are its basic approaches and its differences from psychotherapy [ˌsaɪkəʊ
ˈθɛrəpɪ]?
B) Group work
This picture can
symbolize both
psychotherapy
and
psychological
counselling;
they both show
possible
directions to
clients, but it is the clients themselves who must choose which directions to follow.
In the same groups discuss in which cases you would advise a potential client to
turn to a psychotherapist and in which cases – to a psychological counsellor.
C) Group work. How would you exactly formulate what psychological counselling
is? Give a short and accurate definition. Discuss your definition in the same small
groups.
problem – to involve –
to solve – to solve
spirit – – offer
to refer – to possess –
psychotherapy – to focus
emotion – to associate –
cognition – – exchange
behaviour – to function –
symptom – to promote –
to relate – – to relate –
to possess – to occur –
441
B)
to advise – psychotherapy –
to refer – psychiatry –
to associate – counselling –
442
C)
specific – function –
effectively – emotional –
443
guidance ____________; advisor ____________; to claim ____________; to
occur ____________; context ____________; to denote ____________; insight
____________; to function ____________; overlap ____________;to serve
____________; relatively ____________; to modify ____________; to gain
____________; to possess _____________; to target ____________; properly
____________; to conduct ____________; brief ____________;
1. He was asked to act as an ____________ on the project. 2. I had no real
power and absolutely no ____________ from you or anyone else on what my role
was. 3. The disease tends to ____________ in children under the age of five 4. Her
death ____________ the end of an era. 5. Setting guidelines can help in defining
the ____________ of your search. 6. In fact she had avoided those who might want
to ____________ close friendship. 7. We all ____________ the same cause of
protecting those weaker than us from evil. 8. In the sense he can ____________
but the memory is probably gone for good. 9. They stand to ____________ a lot
from the new rules. 10. The gardener therefore may, and does, by ____________,
improve upon the conditions under which a plant naturally exists. 11. She gave
him ____________ into how Katie and her mother felt about the subject. 12. The
company has ____________ adults as its primary customers. 13. The police
____________ an investigation into last week’s robbery. 14. If you get bitten by a
dog, you have to make sure the wound is ___________ cleaned, or an infection
could set in. 15. He seems __________ happy now. 16. His illness was mercifully
__________. 17. Remember also that it’s sometimes difficult to draw a line
between these issues, so there will be some ___________ in certain areas. 18. She
____________ the unusual talent of knowing when to say nothing.
Now Read
What Is the Difference between Counselling and Psychotherapy?
‘Psychotherapy’ and ‘counseling’ are terms that are often used
interchangeably. Although they are very similar, there are some differences as
well.
Technically speaking, ‘counselling’ means ‘advisor’. It involves two people
working together to solve a problem. It is a term that is used with many types of
advice giving. For example, financial planning and spiritual guidance are both
types of counselling. Just about anyone may claim to be a counselling if they are in
the role of giving advice. The term counselling may also properly be used to refer
to what occurs in a relationship with a psychotherapist.
444
In the context of mental health, ‘counselling’ is generally used to denote a
relatively brief treatment that is focused most upon behaviour. It often targets a
particular symptom or problematic situation and offers suggestions and advice for
dealing with it. Counselling is considered an exchange of opinions and ideas to
effectively solve an individual’s daily living issues associated with his or her
emotional, cognitive, or behavioural problems.
‘Psychotherapy’, on the other hand, is generally a longer-term treatment,
which focuses more on gaining insight into chronic [ˈkrɒnɪk] physical and
emotional problems. Its focus is on the client’s thought processes and way of being
in the world rather than specific problems. Psychotherapy is a form of treatment
for emotional problems in which a therapist establishes a relationship with an
individual for the purpose of modifying self-defeating patterns of behaviour and
promoting positive personality growth and development. Psychotherapy is
generally undertaken to gain self-knowledge. Most people come to therapy because
defences that have served them in the past are no longer working or useful.
In actual practice, there may be quite a bit of overlap between the two. A
therapist may provide counselling with specific situations and a counselor may
function in a psychotherapeutic [saɪkəʊθerəˈpjuːtɪk] manner. Generally speaking,
however, psychotherapy requires more skill than simple counselling. It is
conducted by professionals trained to practice psychotherapy, such as a
psychiatrist, a trained counsellor, social worker or psychologist. While a
psychotherapist is qualified to provide counselling, a counsellor may or may not
possess the necessary training and skills to provide psychotherapy.
(http://depression.about.com/od/ psychotherapy/a/counseling.htm)
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1.to make available for use, supply ____________; 2. a person who gives
advice in a particular field ____________; 3 relating to deep feelings and beliefs,
especially religious beliefs ____________; 4. to say that something is true or is a
fact, although you cannot prove it and other people might not believe it
____________; 5. to aim or direct something ____________; 6. arousing or
characterized by intense feeling emotional; 7. relating to the mental process
involved in knowing, learning, and understanding things ____________; 8.
persisting for a long time or constantly recurring ____________; 9. the reason for
which something is done or created or for which something exists ____________;
10. medical care given to a patient for an illness or injury ____________; 11. a
person trained to give guidance on personal or psychological problems
____________; 12. to have or own something ____________; 13. the amount by
which two things or activities cover the same area ____________; 14. of short
duration ____________; 15. in relation, comparison, or proportion to something
else ____________; 16. correctly, or in a satisfactory way ____________
445
1. She doubted he saw anything wrong ____ the treatment he was accustomed
____. 2. You have the right to ask ____ medical advice ____ a GP at any time. 3.
According ____ traditional accounts the first symptom ____this disorder was
usually a state ____ depression and lethargy. 4. ____ fact, he must be struggling to
float ____ the ocean of problems this family represented. 5. Mom always had a
good relationship ____ her sister and brother. 6. All her emotional and physical
efforts were directed ____ helping him recover and taking care ____ things at
home. 7. With Andre’s help, he might gain some insight ____ Deidre’s illness and
be able to counter the demons tracking and stealing souls. 8. Go see her, keep an
open mind, and focus ____ what is important. 9. In spite ____ the time lapse
between practice sessions, she did well enough to win his praise. 10. In her
autobiography she occasionally refers ____ her unhappy schooldays. 11. He has
been associated ____ some dubious characters. 12. The medical treatment ____ all
patients remained unchanged throughout the study. 13. There is no overlap ____
the two effects. 14. It seemed like a good idea, but ____ practice it was a disaster.
15. I can provide you ____ counselling as to some of your problems.
1. ‘Counseling’ is a term that is used with many types of ___.
A. emotional problems C. behavioural problems
B. specific situations D. advice giving
446
2. ‘Psychotherapy’ focuses more on ___.
A. opinions and ideas C. financial planning and spiritual
guidance
B. chronic physical and emotional D. positive personality growth and
problems development
447
3. Counseling indicates a ___.
A. behavioural problem C. brief treatment
B. thinking process D. personality growth
448
4. Most people come to therapy because defences are ___.
A. considered an exchange of opinions C. a particular symptom or problematic
and ideas situation
B. trained to practice psychotherapy D. no longer working or useful
449
1. therapist – a. an interaction between a professional or trained individual
and a patient, intended to help the latter solve difficulties in
psychosocial adjustment
2. mental health – b. a mechanism by which a person minimises harm to his/her
psyche or by which one controls anxiety
3. counselling – c. treatment of emotional, behavioural, personality, and
psychiatric disorders based primarily on verbal or nonverbal
communication and interventions with the patient, in
contrast to treatments using chemical and physical measures
4. relationship – d. advice or information aimed at resolving a problem or
difficulty, especially as given by someone in authority
5. defence – e. a health care professional skilled in the corrective
treatment of disease or other disorders
6. psychotherapy – f. the branch of health science that deals with the study,
treatment, and prevention of mental disorders
7. psychiatry – g. a state of emotional and psychological well-being in
which an individual is able to use his or her cognitive and
emotional capabilities, function in society, and meet the
ordinary demands of everyday life
8. guidance – h. the way in which two or more people or groups regard and
behave towards each other
450
SPEAKING
1. What terms are often used interchangeably?
2. What does ‘counselling’ mean?
3. Where may the term ‘counselling’ be also used?
4. What does ‘counselling’ often target and offer?
5. What is usually done in psychotherapy?
6. What is a form of treatment for emotional problems?
7. Why do most people come to therapy?
8. What requires more skill than simple counselling?
9. Who is psychotherapy conducted by?
2. A) Group work. In group of three or four students read the text and discuss
whether all the differences and all the common features that you were reading and
speaking about before are mentioned. Which are not? What aspect mentioned in
the text has not been discussed before?
HOME ASSIGNMENT
1. Read a gapped text below. A) Fill in the gaps (1-12) with the words (A-L). B)
Match the definitions (a-l) to the words and use them in the gaps (1-12).
Choosing a Counsellor or Psychotherapist: Is There a Difference?
 Counselling and psychotherapy are fundamentally (1) ____. But there is
significant (2) ____ as they are practiced and many professionals do both.
 Counsellors trained to (3) ____ psychotherapy can provide excellent
psychotherapy.
 Problems that involve or may involve serious (4) ____ and psychological
problems require working with professionals who have (5) ____ clinical and
psychotherapy (6) ___.
 Counselling (7) ____ involves defining problems, (8) ____ making, (9) ____
solving and providing information, advice or guidance.
 Psychotherapy primarily involves the (10) ____ of psychological and
behavioural therapies to improve physical and psychological (11) ____.
 The ability to work with (12) ____ does not mean that a professional is able to
work effectively with teenagers and children.
(http://www.oregoncounseling. org/Referrals/CounselingOrTherapy.htin)
A. provide G. different
B. primarily H. application
C. overlap I. advanced
D. adults J. decision
E. behavioural K. training
F. problem L. well-being
a. people who are fully grown or developed ____
b. the action of teaching a person a particular skill or type of behaviour ___
451
c. a matter or situation regarded as unwelcome or harmful and needing to be dealt
with and overcome ____
d. unlike in nature, form, or quality ____
e. to make available for use; supply ____
f. far on or ahead in development or progress ____
g. the state of being comfortable, healthy, or happy ____
h. for the most part; mainly ____
i. the action of putting something into operation ___
j. involving, relating to, or emphasizing behaviour ____
k. the amount by which two things or activities cover the same area ____
l. a choice that you make about something after thinking about several
possibilities ____
2. Complete the sentences with the correct word from the box.
application overlap primarily provide require well-being
advanced
452
1. His anger was aimed _________ at his parents. 2. I need to respect you
enough not to _________ false hope. 3. The anterior half of the sclerotic is
composed of a ring of some ten to seventeen cartilaginous or bony scales which
partly __________ each other. 4. The demonstration of these assertions would
__________ a volume, but the general nature of the evidence on which they rest
may be briefly indicated. 5. The answer was mix of _________ medicine and
magic. 6. The ___________ of ‘common sense’ to the problem of substance
supplied a more satisfactory analytic for him than the scepticism of Hume which
reached him through a study of Kant. 7. The nurse interrupted him with a series of
questions about my _________ and left after telling me a doctor would visit and
breakfast was on the way.
1. Two ____ three people report having experienced a mental health problem
____ their lifetime. 2. Decision making process helps manager and other
professional to make choices ____ examining a decision, collecting information
____ solving problem. 3. Our wish is to actively involve everyone ____ the
decision-making process. 4. The assessment ____ learning outcomes related ____
problem solving and personal qualities requires mathematics to be undertaken
____ context. 5. There is something fundamentally wrong ____ your idea.
UNIT 41
SPEAKING
1. A) Pair work. Skim the text Choosing a Counsellor or Psychotherapist: Is
There a Difference? and discuss these questions.
1. Who can provide excellent psychotherapy?
2. Does the ability to work with adults mean that a professional is able to work
effectively with teenagers and children?
3. What problems require working with professionals who have advanced clinical
and psychotherapy training?
4. Are counselling and psychotherapy similar or different?
5. What does counselling primarily involve?
B) Group work. In small groups of three or four students, on the basis of
everything that you already know about the common features and differences
between psychotherapy and psychological counselling invent two cases: one for
psychotherapy and the other for psychological counselling.
C) Group work. Every small group delivers their presentation to the class.
READING 41
Preparing to read
challenge – to depress –
453
to depress – to assist –
intellect – to clarify
benefit – to determine
information – to accomplish –
to understand – to try –
skill – to form –
variety – – variety
to affect – to affect –
454
B)
personal – to increase –
active – to encourage –
flexible – ability –
455
challenging ____________; to assist ____________; concern ____________; to
sort out _______________; pattern ____________; to accomplish
____________; beneficial ____________; to determine __________; worry
____________; to affect ____________; pressing ____________; to
cope____________; to settle ____________; trial ____________; to clarify
____________; errors __________; to gain _____________
1. I didn’t mention his blossoming love life, but expressed ____________
over his serious problem of nightmares. 2. Their behaviour was often exemplary,
with mature responses to____________ situations. 3. It seemed very doubtful
whether he would ____________ his desire. 4. These results would prove to be
____________ to the community. 5. Some people around her know of her ability
and ____________ her but she alone has the gift. 6. Toby went without another
word, and Rhyn drew a deep breath to ____________ his emotions. 7. The most
____________ concern is securing their own survival. 8. Her soft touch did more
than erase the ____________ from his brow. 9. Princess Mary says it is a
____________ sent from above. 10. This ____________ suggests freedom from
financial want would be bad. 11. Talking it through with you has helped me
____________ my own thinking about the problem. 12. He had so much pressure
on him in his job that eventually he just couldn’t ____________. 13. He tried
____________ what had gone wrong. 14. You’ve got nothing to lose and
everything _____________. 15. The couple almost broke up, but they managed
_____________ /things/. 16. His written work is full of __________. 17. The
divorce ______________ every aspect of her life.
Now Read
Individual Counselling
Individual counselling is an
opportunity to receive support and
experience growth during
challenging times in life. It can be
effective in helping deal with
personal issues from depression to
career changes. Individual therapy
usually consists of weekly, 50-
minute sessions.
456
Individual counselling assists you in clarifying your concerns, examining the
solutions you have tried, and developing new coping strategies. During the first
meetings, your counsellor will gather information about your personal, intellectual,
and emotional style, as well as your relationships. This assists your counsellor in
determining which counselling strategies will be most helpful to you. Using this
information, you and your counsellor will develop goals for counselling. As
counselling progresses, new goals may be formed as well. The counselling process
may include learning new problem-solving or coping skills, increasing self-
understanding, exploring life patterns, and gaining a better sense of yourself.
It is important to think about what you would like to gain from your
counselling sessions. It may be helpful to write down a list of events, relationships,
and feelings that you think are related to your concerns. Take time before each
session to think about what you want to accomplish during that meeting. This is
your counselling process, so be active in deciding how to use the time. As issues or
feelings (either positive or negative) come up during counselling, it may be
beneficial to share them with your counsellor.
Individual counselling offers a chance for you to sit down and talk with a
counsellor about your worries and concerns. The counsellor may ask some questions
about you and your family and what is worrying you the most. Finding out how you
have resolved problems in the past, including what is or is not working now is useful
in starting the process of helping you. Then you can help yourself and your family.
The counsellor is good at helping you sort out the most pressing needs first.
As those concerns are settled, you will move in your counselling to less
critical issues. You may talk about a variety of ways to help the situation before
you decide what to try first. For some, just talking about problems may not seem to
be as helpful as going out and ‘doing something’ to solve the problem. That is an
understandable reaction, especially for people who are used to working things out
for themselves.
Try not to get discouraged. Problem-solving is often a trial and error process.
You may use a variety of strategies before arriving at an approach that is right for
you or your family. And remember, sometimes the goal is just to clear your head
of your worries so that you and your family can do all the things they need to do
during this difficult period.
Problem-solving can be affected by many factors. These include your feelings
about the situation, your unique personality, relationships between family
members, your ability to be flexible and to try new things, and all of the other
things that are going on at the same time in your life. For example, worrying about
your job may get in the way of your ability to be present at home.
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
457
1. being the only one of its kind; unlike anything else ____________; 2. touch
the feelings of; move emotionally ____________; 3. the object of a person’s
ambition or effort; an aim or desired result ____________; 4. a way of dealing
with a situation or problem ____________; 5. belonging to the same family, group,
or type; connected ____________; 6. circumstances in which something is
necessary; necessity ____________; 7. a matter or situation regarded as
unwelcome or harmful and needing to be dealt with and overcome ____________;
8. ready and able to change so as to adapt to different circumstances
____________; 9. something done, felt, or thought in response to a situation or
event ____________; 10. . to control or influence something directly, or to decide
what will happen _______________; 11. a series of actions or steps taken in order
to achieve a particular end _____________; 12. to obtain or secure (something
desired, favourable, or profitable) ______________; 13. to deal successfully with a
difficult situation ____________; 14. a wrong action attributable to bad judgment
or ignorance or inattention ______________; 15. to deal successfully with a
problem or a situation ___________; 16. to have an influence on someone or
something _____________ 17. to prevent or try to prevent (something) by showing
disapproval or creating difficulties _____________
1. I need to get some fresh air to clear my head ____ worries. 2. Individual
counselling deals with personal issues ____ depression ____ career changes. 3.
While a thief may steal so they can gain something ____ themselves, people that
suffer ____ kleptomania steal only because ____ psychological impulse. 4.
Patients move ____their counselling ____less significant problems. 5. He is very
good ____ developing new coping strategies. 6. A lot of people are used ____
working things ____ ____ themselves. 7. Have the doctors arrived ____ a decision
yet? 8. His approach ____ every problem is to draw up a list of pros and cons. 9.
When he approached ____ me ____ the job, my first reaction was disbelief. 10. We
will be exploring different approaches ____ information-gathering. 11. We need to
adopt a different approach ____ the problem. 12. It must be really hard to cope
____ three young children and a job. 13. What do you hope to gain ____ the
course? 14. Let’s sort ____ this mess and settle it once and for all. 15. It’s a disease
that affects ___ mainly older people. 16. The report shows the effect of noise ____
people in the factories. 17. The disease affected ____ Jane’s lungs. 18. Improvement
in water supply can have a dramatic effect on health. 19. It will affect ____ the
outcome. 20. These changes will have a significant effect ____our business.
Language notes:
1. Don’t confuse effect (noun) and affect (verb), which are pronounced
identically (əˈfɛkt) in many accents. To affect someone or something means to
cause them to change, often in a negative way. E.g. There are many ways in which
computers can affect our lives.
An effect is something that happens or exists because something else has
happened. You can say that something has a particular effect on something else.
E.g. This has the effect on separating students from teachers.
458
2. If you approach (verb) something or somebody, you come near in space or
time. E.g. The clinic has approached the issue in a practical way.
An approach to something is (a) an act of coming nearer or (b) a method used
in dealing with something. E.g. Since our research has not produced any answers
to this problem, we need to adopt a different approach to it.
1. Counselling can be effective in helping deal with ___.
A. relationships C. during difficult period
B. personal issues D. problems in the past
459
2. It is important to think about what you would like to gain from your ___.
A. family members C. counselling sessions
B. counselling process D. a variety of strategies
460
3. The counsellor may ask some questions about ___.
A. your ability to be flexible C. your unique personality
B. how you resolve problems D. you and your family
4. Before each session think about what you want ___.
A. to accomplish during that meeting C. to help the situation
B. to clear your head D. to write down your thoughts
1. problem-solving – a. describes a recurrent way of acting by an individual or
group toward a given object or in a given situation
2. pressing need – b. a person’s ability to respond physically and mentally to
external stimuli
3. life pattern – c. a formal clinical encounter between a patient and a
therapist
4. self-understanding d. in psychology, it means to invest own conscious effort,
– to solve personal and interpersonal problems, in order to try
to master, minimize or tolerate stress and conflict
5. reaction – e. the process of finding solutions to difficult or complex
issues
6. session – f. a way of achieving an aim or solving a problem by trying
a number of different methods and learning from the
mistakes that you make
7. coping – g. the ability to understand one’s own actions
8. trial and error – h. a problem or issue has to be dealt with immediately
461
SPEAKING
1. What kind of process is problem-solving?
2. What does individual therapy usually consist of?
3. What is going on during the first meetings?
4. What does the counselling process include?
5. What would you like to gain from your counselling sessions? What may be
helpful to do?
6. Who should sort out the most pressing needs?
7. What can the problem-solving process be affected by?
8. What does the problem-solving process include?
9. How can you help yourself and your family?
2. Group work. Work in groups of three students: A, B and C. Student A reads text A
and answers the first question. Student B reads text B and answers the second
question. Student C reads text C and answers the third question.
1. What are the benefits of individual counselling?
2. Why is individual therapy different than talking with a friend or family member?
3. Why is it hard to find a good therapist and how to do it?
Text A: Who Can Benefit from Individual Counselling?
Individual counselling is tailored to the specific needs of the individual,
which means it can be beneficial to almost anyone. An individual’s current needs
will dictate the treatment plan, though this could change over the course of therapy.
Whether you're coping with grief or psychological trauma, handling depression or
career dissatisfaction, or simply seeking to improve your general outlook,
individual counselling can provide some form of healing. Along the way, the
therapist will likely identify unhealthy behavioural patterns you may not even be
aware of, so therapy can help you grow as a person, too.
Text B: Difference between Individual Therapy and Talks with Friends
Individual therapy is different than talking with a friend or family member.
While loved ones can offer great advice, they’re rarely objective and aren’t trained
to evaluate various elements of trauma and pain. In addition, unlike friends and
family, a therapist is bound by a confidentiality agreement. This helps you feel
safe, so you can build a trusting relationship with your therapist while you figure
out who you are and what you want in your life. That's where real change happens.
In fact, the effects of talk therapy are so profound that evidence suggests it can
even affect the structure of the brain.
Text C: Common Methods for Finding One-On-One Talk Therapists
462
It’s important to you find a therapist you feel comfortable with. That’s why it’s
not uncommon for people to switch therapists a few times before landing on one
they really like. In the beginning, give your therapist a chance and tell them clearly
what you need. Then get to know them and their style. The more comfortable you
are talking to your therapist, the more successful your sessions will be. That said,
sometimes it’s hard to even find someone because many people don’t know where
to begin the search. A university or the receptionist at a large clinic can often refer
you to specialists in your area. There are many insurance plan providers who
maintain easy-to-access databases. One of the most effective ways to find help is to
get referrals from other health providers, especially when you need someone with a
specific area of expertise.
(https://www.betterhelp.com/advice/counseling/individual-counselling-one-on-
one-talk-therapy/)
HOME ASSIGNMENT
1. Read the text on what counselling is. On the basis of this text and what you were
reading and discussing in the last class, prepare in your small group the
presentation on the themes What Psychological Counselling Is, What it Isn’t,
How and in What Cases It Can Help People.
What Is Counselling?
There are many myths about what Counselling is. Most of them are rooted in
some old ideas about psychology and psychotherapy. Often, people dismiss
counselling as something for ‘crazy people’, professional help for people with
really major problems, or an activity for people who are too preoccupied with
themselves!
Usually, if counselling is described in these ways, the descriptions are coming
from people who have never been to counselling.
Counselling is many things ... but a good place to start is by clarifying what
counselling is NOT!
Counselling is NOT a place that people go to find out if they’re ‘crazy’ ... but
rather to get support because sometimes the world can seem pretty ‘crazy’.
Counselling is NOT something that attends only to things regarded as ‘major
problems’ and dismissing things some may regard as ‘less important problems’ but
rather attends to the issues that people bring in whenever they feel the distress is
getting in the way of living life with satisfaction. Counselling simply helps to show
those who come to counselling that they possess the strength and abilities to
manage their challenges.
Counselling is NOT an activity for self-absorbed people. In fact, most people
who seek counselling are struggling because they are very sensitive to the feelings
and experiences of others and want to preserve their relationships by working on
the difficulties that threaten them.
Counselling is NOT an activity where one expert analyses the client. Rather,
it is an activity where a counsellor and a client work as a team to make positive
changes in the client’s approach to life.
463
A Mirror
Counselling is a unique relationship in which the Counsellor’s job is to hold
up a mirror for the client to see himself or herself in. We all have experiences in
which we can’t see things about ourselves without a mirror.
Reflections
Often counsellors seem to only be repeating what clients are saying to them or
paraphrasing clients rather than giving answers. I hear you saying... It seems that
you are... I can feel that you are experiencing... How does that make you feel?
What emotions do you have about this?
Actually, when counsellors are doing this, there is a strategy behind it.
Remember, counselling is not about experts fixing problematic people. Mirrors
don’t comb our hair; they just motivate us to pick up the comb by showing the
areas that need our attention.
When counsellors ask such questions or make such statements, they are not
necessarily seeking answers from clients. Rather, they are simply giving the clients
an opportunity to focus on the things that seem out of view for them ... often this
involves pointing the mirror to some neglected painful emotions.
The Counselling Relationship
Sometimes, because Counsellors have a lot of experience witnessing human
beings in various forms of life challenges, they can ask questions or share
observations that are more revealing than what friends or family members might
say. With these new revelations, clients make decisions and – with the support of
the counsellor – take action toward positive growth in their lives.
Sometimes, because Counsellors have a lot of experience witnessing human
beings in various forms of life challenges, they can ask questions or share
observations that are more revealing than what friends or family members might
say. With these new revelations, clients make decisions and – with the support of
the counsellor – take action toward positive growth in their lives.
Thus, the relationship between the Counsellor (this supportive mirror) and the
Client is helpful in and of itself. The Counselling Relationship is one that exists
between a person with caring expertise and a person with discouraging isolation
around difficult life experiences. It is a relationship that emerges through sharing
of personal history and exploring powerful emotions.
Mirrors Come in Different Shapes
There are different formats of counselling and different approaches
counsellors may take, but most are in one of three forms: Individual Counselling,
Couples Counselling, and Group Counselling.
So What Is Counselling?
It’s an Honest and Supportive Mirror.
It’s a Relationship that Builds Confidence.
(http://www2.gsu. edu/-wwwcou/lifeshops/whatcounseling.htm)
UNIT 42
464
SPEAKING
1. Group work. Students’ presentations on the themes What Psychological
Counselling Is, What it Isn’t, How and in What Cases It Can Help People.
READING 42 Couples Counselling
Preparing to read
period – to expect –
nature – to verbalize –
essence – to prefer –
parent – to confront –
– able to recognize –
communication – to reconcile –
– unique to reflect –
– verbal to respect –
function – to evaluate –
– confidential to normalize –
– normal – ability
tact – – power
465
B)
practice – – expert
– employer/ – parent
466
C)
resolved – verbal –
understanding – tactful –
467
necessary.
to remain _____________; frustration _____________; to define
_____________; to clarify _____________; to work through ____________;
effort __________; to facilitate_____________; to reconcile ____________;
relevant __________; myriad (ˈmɪrɪəd) ____________; to empower
___________; confidential _____________; ups and downs _____________;
distress _____________; destiny _____________; solution _____________; to
recognize __________; cross-cultural __________; to move on _____________;
to enable ___________
1. He felt her _____________, sorrow, and fear. 2. People had limited control
over their emotions, but they could certainly _____________ in control of their
actions. 3. Accordingly, when he was nearly forty years of age he went through a
varied course of study and experiment, in order to enlarge and _____________ his
view of things. 4. The moderator’s role is to _____________ the discussion by
asking appropriate questions. 5. People _____________ themselves by the choices
they make. 6. They believed it was their _____________ to be together. 7. Widows
seem to experience more _____________ than do widowers. 8. I need hardly
remind you that this information is _____________. 9. There is no obvious
_____________ to the problem. 10. All people have their _____________. 11.
This is a study of _____________ communication in the global marketplace. 12.
It’s a complex situation but we’ll _____________ it. 13. Since he and his girlfriend
broke up, he’s been finding it difficult ____________. 14. They offered no
solution for all our _____________ problems. 15. Doctors are trained
_____________ the symptoms of different diseases. 16. The new system has been
introduced in an _____________ to improve customer health care. 17. But Hart
_____________ with his wife after the crash and the couple are now said to be
‘stronger than ever’. 18. The new test should _____________ doctors to detect the
disease early. 19. Her ultimate ambition is _____________ and enable people
through educational achievement. 20. Any _____________ information should be
given to the therapist.
Now Read
Couples Counselling
All couples experience periodic ups and
downs, conflicts and misunderstandings. This is
only natural, since every relationship between
two people in essence, is a cross-cultural
experience. We all grow up with experiences,
parents and communication styles that are unique to our families. We also learn a
non-verbal style of communication that teaches us to expect certain actions from
our partners under certain conditions. Often couples are able to work through these
differences and move on.
468
But sometimes conflicts remain unresolved and frustration rises. This is when
couples counselling can be helpful. Couples counselling often assists clients in
verbalizing their expectations of one another, defining and clarifying their wants
and preferences, and working through the myriad of everyday problems they
confront in their relationships needs. Relationship, or couples, counselling is the
process of counselling the parties of a relationship in an effort to recognize and to
better manage or reconcile differences and repeating patterns of distress. The
relationship involved may be between members of a family or a couple, employees
or employers in a workplace, or between a professional and a client. The duty and
function of a relationship, or couples, counsellor is to listen, respect, understand
and facilitate better functioning between those involved.
The basic principles for a counsellor include:
 provide a confidential dialogue, which normalizes feelings
 enable each person to be heard and to hear themselves
 provide a mirror with expertise (ˌɛkspərˈtiz) to reflect the relationship’s
difficulties and the potential and direction for change
 empower the relationship to take control of its own destiny and make vital
decisions
 deliver relevant and appropriate information.
The core principles of relationship counselling are:
 respect
 empathy
 tact
 confidentiality
 expertise
 certification, ongoing training and supervision.
The practitioner evaluates the story as it is told by the client, and facilitates
development of realistic, practical solutions.
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
469
1. to manage a problem that has many different parts step by step
_____________; 2. to accept that a situation has changed and be ready to deal with
new experiences _____________; 3. a countless number of persons, animals, or
things; specifically, a group of 10,000 _____________; 4. to make (an action or
process) easy or easier _____________; 5. absolutely necessary; essential
_____________; 6. involving two or more different cultures and their ideas and
customs _____________; 7. to restore friendly relations between _____________;
8. to identify from knowledge of appearance or characteristics _____________; 9.
to face up to and deal with (a problem or difficulty) _____________; 10. to give
(someone or something) the authority or means to do something _____________;
11. connected with or saying something important about what is being spoken
about or discussed _____________; 12. to judge or calculate the quality,
importance, amount, or value of something _____________; 13. to give someone
official authority or the freedom to do something _____________; 14. a serious
attempt to do something _____________
1. ____ essence, she’s a good person – get to know her better you just need to.
2. Taking responsibility for yourself is part of the process of growing ____. 3. I
know he’s got a lot of personal issues that he’s working ____ with a therapist. 4.
Fingerprints are unique ____every individual. 5. We let our kids sleep in the bed
with us ____ certain conditions, like if they’ve had a nightmare or aren’t feeling
well. 6. They face a myriad ____ problems bringing ____ children. 7. They met
again ____ an effort to end the strike and get people back to work.
1. Every relationship between two people is a ___.
A. cultivation new perspectives and C. way of interaction
ideas
B. family environment strengthening D. planned and evaluated learning
experience
470
2. A non-verbal style of communication teaches us to ___ from our partners under
certain conditions.
A. give clues and additional information C. expect certain activity in response
B. expect certain actions D. provide feedback
471
3. Couples counselling often assists clients in ___.
A. making lifestyle changes C. providing strategies
B. improving their quality of life D. expressing ideas or feelings in words
472
4. The duty and function of a couples counsellor is to listen, respect, understand
and ___ between those involved
A. facilitate better functioning C. make it easier to happen
B. help forward D. facilitate the implementation
473
1. expertise – a. acknowledgment by a medical specialty board of
successful completion of requirements for recognition as a
specialist
2. confidentiality – b. the ability to understand and share the feelings of
another
3. certification – c. a succession of both good and bad experiences
4. destiny – d. the treatment of others with deference in daily
interactions, weighing their values, views, opinions and
preferences
5. empathy – e. special skill, knowledge, or judgment; expertness
6. ups and downs – f. management by overseeing the performance or
operation of a person or group
7. respect – g. the events that will necessarily happen to a particular
person or thing in the future
8. supervision – h. a substantive rule saying that the information a patient
reveals to a health care provider is private and has limits
on how and when it can be disclosed to a third party
474
SPEAKING
1. What do all people grow up with?
2. What do the basic principles for a counsellor include?
3. What does the practitioner evaluate?
4. When does the frustration rise?
5. What is the duty and function of a relationship counsellor?
6. Where may the relationship be involved?
7. What does a non-verbal style of communication teach people to do?
8. What is relationship between two people in essence?
HOME ASSIGNMENT
1. Read the texts and get ready for the presentations on the themes The History of
Psychological Counselling as Compared to the History of Psychotherapy (group
A) and Marital Counselling as Compared to Individual Psychotherapy (group B).
Text A
The Counselling vs. Psychotherapy Divide
It was largely in response to the US prejudice against therapists that Carl
Rogers adopted the word ‘counselling’, originally used by social activist Frank
Parsons in 1908. As a psychologist, Rogers was not originally permitted by the
psychiatry profession to call himself a ‘psychotherapist’. Ironically, Rogers
himself became renowned as one of the most influential scientists in the fields of
psychology and psychiatry, introducing rigorous scientific methods to psychology
and psychotherapy. He became a joint Professor in the Departments of Psychology
and Psychiatry at the University of Wisconsin as well as Head of the
Psychotherapy Research Section of the Wisconsin Psychiatric Institute.
In the field as it now stands, the argument as to whether counselling differs
significantly from psychotherapy is largely academic. Those from psychodynamic
traditions sometimes equate ‘psychoanalysis’ and ‘psychotherapy’ – suggesting
that only psychoanalysts are really psychotherapists – but this view is not common
anywhere else. Others use ‘psychotherapy’ to refer to longer-term work (even
though some psychotherapists offer brief therapy) and ‘counselling’ to refer to
shorter term work (even though some counsellors may work with clients for years).
The two terms are commonly used interchangeably in the US, with the obvious
exception of ‘guidance counselling’, which is often provided in educational
settings and focuses on career and social issues.
Counselling and Psychotherapy Today
475
Modern counselling and psychotherapy have benefited tremendously from the
empirical tradition which was given such impetus by Carl Rogers, even though the
research agendas of psychology and counselling have diverged greatly over the last
half century. Additional work in cognitive psychology, learning theory and
behaviour has informed many therapeutic approaches. By some accounts, different
approaches to counselling and psychotherapy now number in the hundreds. While
the main approaches continue to develop, and others appear and then disappear
away, clients are left to choose for themselves what might be best for them.
(http://counsellingresource.com/ typcs/history/index.html)
Text B
Marital Counselling vs. Individual Psychotherapy
I explain to new client couples how marital counselling differs from individual
psychotherapy. While it may seem obvious, individual psychotherapy focuses on
the individual. In other words, the individual is the client. There is one person who
has a problem and, as a result, is experiencing some level of distress. The goal of
individual psychotherapy is to find symptom relief by exploring the individual’s
unconscious to discover whatever it is that holds them in their problematic
situation. In order to find solutions, it is often helpful to explore the individual’s
past to better understand the origin of their problem.
In marital counselling, the couple’s relationship is the client. While one or the
other individual may be experiencing specific problems, the focus is on how the
relationship functions. The goal of marital counselling is to resolve relationship
problems. An individual’s problems are relevant to the marital counselling process
only to the degree that the problem negatively impacts the relationship dynamics.
In order to find solutions, it is often helpful to explore the history of the couple’s
relationship to better understand the origin of their problem.
I find that identifying ‘the problem’ in an unsatisfactory marriage relationship
is something of a myth. Relationships are very complicated. To believe that only
one problem exists is an oversimplification. For the most part, people are basically
intelligent and relatively competent problem solvers. If resolving marital conflict
merely involved identifying ‘the problem,’ most marriages would be problem free!
In reality, conflicted marital relationships have many layers. The difficulty in
understanding conflicts lies in our inability to see and/or understand problematic
relationship dynamics. In marriage neither the husband nor the wife can be
objective about their marriage. When we feel hurt or frightened, it is our natural
tendency to look outside of ourselves to identify the threat. So both husband and
wife focus on the other as the source of ‘the problem.’ Neither ever considers that
they too play a part in what is wrong. As a result, both are miserable.
Suggestions
476
I typically see client couples one time each week for one hour. Given that
there are 168 hours in a week, it is clear that we are not spending a lot of time
together. For that reason, I like to end each of my counselling sessions by giving
my clients homework assignments. These assignments help couples focus on some
aspect of our last session’s discussion for the time between visits. I believe that the
real work of marital counselling takes place outside of the counsellor’s office
(http://www.divorcesupport. com/divorce/Mari tal-Counseling-vs-Individual-
Psychotherapy-373.html)
WRITING
1. Write a 100-120 word summarizing essay ‘Family counselling as a specific
branch of Counselling’.
2. In the first, introductory, paragraph define what psychological counselling is and
what its common features and differences from psychotherapy are.
3. In the second paragraph, shortly discuss couples counselling.
4. In the last paragraph conclude by emphasizing the importance of psychological
counselling in different situations of human life.
UNIT 43
SPEAKING
1. Group work. Students’ presentations on the themes The History of Psychological
Counselling as Compared to the History of Psychotherapy (group A) and Marital
Compared to Individual Psychotherapy (group B).
READING 43Group Counselling
Preparing to read
1. Complete the word building table. A)
to support – to assume –
benefit – to contribute –
month – to isolate –
– angry to counteract –
– similar to assemble –
problem – to provoke –
to provoke – to monopolize –
– equal to require –
477
B)
divorce – to instigate –
therapy – therapist counselling –
478
C)
definite – to act –
479
necessary.
setting _____________; contribution _____________; comforting
_____________; assumption _____________; to assemble _____________;
redirect _____________; isolation _____________; valuable _____________; to
counteract _____________; verbal _____________; conversely _____________;
to provoke _____________; ongoing _____________; to attempt
_____________
1. People tend to make _____________ about you when you have a disability.
2. I would prefer for everyone to _____________ at one time, instead of meeting
each individual separately. 3. The strange _____________made the entire event a
sensory experience. 4. You’ve gained some _____________ experience about how
things can get out of control so quickly. 5. These deeply-rooted individuals often
find it hard to think outside their comfort zone or present tasks, so it often takes an
emotional jar to _____________ their attention. 6. Check my _____________ to
see all my changes and discuss them with me if I did something wrong. 7. He gave
_____________ abuse to people for no good reason. 8. _____________, in places
where prosperity has not risen, lack of these ingredients plays a significant role. 9.
It was just another episode in an _____________ saga of marriage problems. 10.
He works in _____________ but I have no doubts about his abilities. 11. If you
_____________ to do something, especially something difficult, you try to do it.
12. These pills can _____________high blood pressure. 13. I found her words very
_____________. 14. I’m trying to make people think, _____________ their
emotions.
Now Read
Group Counselling
Groups can provide you with an opportunity
to openly discuss your problems in a supportive,
comfortable environment. This setting enables
you to learn and benefit from the experiences of
others. Couples and Family Counselling Centres
offer ongoing, monthly group therapy for adults.
Here are some of the topics that can be covered in
group sessions:
 Anger Management
 Life after Divorce
 Parenting after Divorce, and others.
480
Group counselling is based on the assumption that people benefit from shared
experiences. Usually group counselling is focused on a particular issue, for
example, anger management. While a counsellor usually manages group
counselling, contributions from other members in the group are considered
valuable since all in the group share similar issues.
One of the main principles behind group counselling is the idea that dealing
with specific issues may cause isolation, and a feeling that one is alone in facing
one’s problems. Group counselling attempts to counteract this isolation by
assembling people with similar issues to show that difficulties are not singular to
one person. Additionally, knowing other people with similar troubles can be
comforting to each individual, who may not have access in their own family and
friends to people with the same problem.
Group counselling may be highly organized, with people doing specific
activities together and then sharing the results. Alternately, it may be more free,
where people share current issues related to the group’s purpose. One person’s
verbal contributions to a group might be discussed and provoke problem into
solving by other group members in a session.
Group counselling may take place for a defined period of time. Conversely, it
may be open-ended, allowing people to come and go in as needed. Usually free
groups are open to coming and going as needed, and may last for an indefinite
period of time. More organized groups may last for a certain period of time, and
require materials, study books, or the like.
Group counselling may become problematic when one person appears to
monopolize the group. Usually, group counselling works best when an experienced
counsellor can redirect a person who is sharing too much, and allow equal time for
people to share their ideas, problems or opinions.
(http://www.southshorecfcc.com/counseling.htm and
http://www.wisegeek.com/what-is-group-counseling.htm)
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. to make an effort to achieve or complete (something, typically a difficult
task or action) __________; 2. a state of separation between persons or groups
__________; 3. continuing to exist or develop, or happening at the present moment
__________; 4. the place or type of surroundings where something is positioned or
where an event takes place __________; 5. something that you accept as true
without question or proof __________; 6. a gift or payment to a common fund or
collection __________; 7. to act against something in order to reduce its force or
neutralize it __________; 8. (of people) to gather together in one place for a
common purpose __________; 9. to cause a reaction, especially a negative one
__________; 10. to change the direction of something, especially to send a letter to
a new address __________; 11. being the same in quantity, size, degree, or value
__________; 12. making you feel less sad or worried __________
481
1. Both sides have benefited ___ the talks. 2. Earnings were up 19% year over
year, largely driven ___increased contributions ___ the company’s business. 3.
You must face ___ the truth that the relationship has ended. 4. Many of the
families do not have access ___ health care. 5. We are always open ___ new ideas.
6. Many countries are planning measures to counteract ___ a virus infection. 7. He
made a lasting contribution ___ designing the modern radio medical equipment. 8.
His work was a major contribution ___ both psychology and psychiatry. 9. The
anger lasted for a long time, trying to provoke her ___ saying things she would
regret.
1. ___ helps clients who feel alone and isolated which can in turn result in
depression and worsening behavioural issues.
A. Individual counselling C. Gestalt psychology
B. Pair counselling D. Group counselling
482
2. ___, also called couples therapy, helps couples of all types recognize and resolve
conflicts and improve their relationships.
A. Marriage counselling C. Pair counselling
B. Individual counselling D. Group counselling
483
3. ___ (sometimes called psychotherapy, talk therapy, or treatment) is a process
through which clients work one-on-one with a trained mental health clinician in a
safe, caring, and confidential environment.
A. Marriage counselling C. Group counselling
B. Couples therapy D. Individual counselling
484
4. People get into ___ issues because both the instigator and instigated lack
interpersonal and social skills to maintain self-control.
A. isolation C. calmness
B. anger D. patience
485
5. Getting enough sleep, exercise and good diet are tools which can assist in ___.
A. instigating anger C. preventing anger
B. maintaining anger D. isolating anger
486
1. group counselling – a. it is exactly what it sounds like: seeing, hearing, or
doing the same thing as someone else. But they (plural)
have a deep impact on human socialization because they
enhance each person’s individual one
2. anger management b. it is a discussion or activity, that does not have a
– particular result, decision, or timespan in mind
3. a shared experience c. it is an important thing that is happening at the moment
–
4. contribution – d. a psycho-therapeutic program for anger prevention and
control
5. current issue – e. the part played by a person or thing in bringing about a
result or helping something to advance
6. open-ended – f. a type of psychotherapy that involves meeting with a
group of individuals who all face similar concerns.
487
SPEAKING
1. What is Group counselling based on?
2. What can groups provide you with?
3. What are the topics that can be covered in group sessions?
4. What is group counselling usually focused on?
5. What do Couples and Family Counselling Centres offer?
6. In what cases group counselling may become problematic?
7. When does group counselling work best?
8. What can be comforting to each individual?
9. What might be discussed and provoke problem solving?
2. Group work. Work in three groups – A, B, and C.
Students from group A give all the information about Individual Counselling.
Students from group B give all the information about Couples Counselling.
Students from group C give all the information about Group Counselling.
HOME ASSIGNMENT
Internet search 1
1. Case study. Work in groups of three-four students. Find one case study of
psychological counselling and inform the class what particular case your group is
going to work on, so that all groups have different ones.
On the basis of the information found, prepare ‘a seminar of psychological
counsellors’ for the next class to present the case: Student A from one of the
groups speaks about the client’s problem(s) that s/he came with to the counsellor.
Then he/she asks students from other groups about the opinions of ‘colleagues’
(all the other students from the class who are taking part in the ‘seminar’) as to
how the problem(s) should be dealt with (what the counsellor should do to help
that particular client). When all the ideas are collected, inform what the course
taken by the counsellor who described the case on the Internet site really was.
2. Read the text below on Making Group Counselling Effective and use the
information from the text for discussing it in the next class.
Making Group Counselling Effective
Beginning counselling groups
A crucial element in starting counselling groups is making decisions
beforehand. Pre-group planning is the first step in the process. Leaders design
groups so that they will give productive and pragmatic results for participants.
Among the most important considerations are those associated with objectives,
membership, rules, time, place, and dynamics.
Objectives of counselling groups
488
Group counselling involves individuals who are having difficulties they wish
to resolve that are of a personal, educational, social, or vocational (job) nature.
These groups are mostly run in educational institutions or agencies. They deal with
specific, non-pathological problems that members are aware of before joining and
which do not involve major personality changes. For instance, group counselling
may focus on how members achieve such goals as relating better to their families,
becoming organized, or relaxing in the presence of supervisors at work.
Group membership
Group membership is either homogeneous or heterogeneous. Homogeneous
groups are composed of individuals who are similar, such as teenage boys, single
parents or individuals working with grief and loss issues. Heterogeneous groups
are made up of people who differ in background, such as adults of various ages
with varied careers. While homogeneous groups can concentrate on resolving one
issue, their members may be limited in experience. In contrast, heterogeneous
groups offer diverse but multi-focused membership.
Effective group leaders study potential members before accepting them. That
allows leaders to select members and members to select leaders and groups. The
ideal group size of eight to twelve allows members an opportunity to express
themselves without forming into subgroups.
Rules in counselling groups
Counselling groups run best when the rules governing them are few and clear.
If there are more than a dozen rules, many members will tend to forget some of
them. In counselling groups, rules should follow the ethical standards of
professional organizations, such as the Association for Specialists in Group Work.
Members should agree to keep each other’s’ confidentiality, not attack each other
verbally or physically, to actively participate in the group process, and to speak
one at a time.
Time and place of groups
Although counselling groups vary, members need a specific time and place to
meet. Most groups meet for one and one half to two hours each week for 12 to 16
sessions. The meeting room should be quiet and inviting and away from other
activities. Groups work best when chairs are arranged in circles where everyone
feels a sense of equality with one another.
Group dynamics
Group member interactions appear simple but they are not. They are complex
social processes that occur within groups and that influence actions and results.
Group dynamics occur in all groups, and involve the interactions of group
members and leaders overtime, including the roles the members and the leaders
take. Individuals have influence on groups, just as groups influence members. The
nature of communication is decisive for understanding what is happening within
groups. For example, a member who physically or emotionally distances from a
group influences how the group operates as clearly as if he or she makes a statement.
As groups develop, members frequently switch roles and patterns of interaction.
(http://www.ericdigests. org/1994/group.htm)
489
UNIT 44
SPEAKING
1. Pair work. In pairs discuss the following questions:
1. How should counselling groups begin?
2. What are the objectives of counselling groups?
3. What are the rules of counselling groups?
4. What can be said about the time and place of group meetings?
5. What can be said about group dynamics?
READING 44 School Counselling
Preparing to read
option – to include –
to include – to explore –
anxiety – to initiate –
– initial to appoint –
490
B)
trouble – to make decision –
491
C)
order – consent –
492
concern ___________; distressing ___________; initial ___________; option
___________; disorder ___________; to set goals ___________; to guard
___________; coping mechanism___________; to last ___________; consent
___________; to seek out ___________; anxiety ___________; appointment
___________; self-confidence ___________; to release___________; privacy
___________
1. While he was at the library, Steve decided ___________ some information
on the history of the area. 2. Being blunt was just his ___________. 3. You get
tested, with ___________ and everything. 4. That would not have been of your
___________ under any circumstances. 5. According to medical books, if his heart
is strong enough to withstand the ___________ shock, he’ll die of a kidney failure
within a fortnight. 6. I ___________for myself and reach them. 7. They do not
seem to know that depression and ___________ can cause eating ___________. 8.
It was deeply ___________ for him to see his wife in such pain. 9. Despite his
success, he still seems to lack ___________ socially. 10. He’s working very
efficiently at the moment, but it won’t ___________. 11. Patients’ names have
been changed to protect their ___________. 12. I’d like to make an ___________
with Dr Evans, please. 13. Journalists jealously ___________ their sources of
information. 14. He punched the pillow in an effort ___________ his anger. 15.
The child’s parents or guardians must give their ___________before she has the
operation.
Now Read
School Counselling
Why do students seek counselling?
Students seek out counselling for many different reasons. Some of the most
common concerns students bring to University Counselling Services include:
 Low self-confidence
 Finding, helping, or losing a relationship
 Distressing emotional
states
 Alcohol and drug use
 Family concerns
(conflict, divorce,
pressure, etc.)
 Getting better grades
 Anxiety
 Eating disorders
 Depression
 Decision making
493
 Life planning and development
A student with any of the above issues, or some other troubling situation, who
is not sure what to do about it, is encouraged to contact counselling services.
What happens during a counselling session?
During the first meeting with a counsellor, you will be asked to describe your
concerns and what you hope to gain from counselling. This first session is an
opportunity for you and the counsellor to decide whether University Counselling
Services is the best place for you to help yourself. You may decide to continue to
meet with the counsellor. If so, you will set goals relating to the issues presented to
work on with the counsellor. Many students find that the initial interview itself is
all they need to explore and clarify their feelings and options. The number of
sessions that a student meets with a counsellor really depends on the issues he or
she is addressing and on the coping mechanisms of the student. All of this will be
discussed early in counselling. Sessions last approximately 45 minutes.
What about confidentiality?
University Counselling Services carefully guards your confidentiality.
Counsellors respect their client’s right to privacy. No information about you or
your appointments, including the issues discussed, will be released unless you give
specific, written consent.
(http://www.southernct.edu/ counseling/whatiscounseling/)
AFTER YOU READ
VOCABULARY PRACTICE
definitions:
1. the belief that you can do things well and that other people respect you
___________; 2. existing or occurring at the beginning ___________; 3. a formal
arrangement to meet or visit someone at a particular time and place ___________;
4. the state or condition of being free from being observed or disturbed by other
people ___________; 5. to look for someone or something, especially for a long
time until you find him, her, or it ___________; 6. upsetting or worrying
___________; 7. to watch over in order to protect or control ___________; 8. (of a
process, activity, or state of things) to continue for a specified period of time
___________; 9. permission for something to happen or agreement to do
something ___________; 10. to allow (information) to be generally available
___________
1. She sought ____ her friend in the crowd. 2. ____ reasons best known to
himself he’s decided to leave his job. 3. It’s nice to be able to bring a smile ____
people’s faces. 4. I’m not saying it isn’t real, but hypnotism has never worked
____ me. 5. He addressed ___ a group of counsellors to solve his problems. 6. The
questionnaire asks for detailed information ____ family and medical history.
494
1. The strategies people often use in the face of stress and/or trauma to help
manage painful or difficult emotions are called ___.
A. self-confidence C. eating disorders
B. coping mechanism D. school counsellors
495
2. Unhappy childhood where parents (or other significant people such as teachers)
were extremely critical can lead to ___.
A. coping mechanism C. low self-confidence
B. confidentiality D. eating disorders
496
3. The number of sessions really depends on the issues students is addressing and
on his/her ___.
A. dealing with a difficult situation C. strategies often used in the face of
stress
B. better understanding of stress D. an adaptation to environment
497
4. Students ___ counselling for many different reasons.
A. ignore C. neglect
B. reply D. look out for
498
5. Many students find that the ___ is all they need to explore.
A. preliminary interview C. final interview
B. following consultation D. closing meeting
499
1. school a. a mental condition characterized by severe feelings of
counsellors – hopelessness and inadequacy, typically accompanied by a
lack of energy and interest in life
2. conflict – b. a feeling of trust in one’s abilities, qualities, and
judgement
3. self-confidence – c. a nervous disorder marked by excessive uneasiness and
apprehension, typically with compulsive behaviour or panic
attacks
4. pressure – d. provide comprehensive programmes and services that help
students develop their personal, social, and work lives.
5. depression – e. an illness that disrupts normal physical or mental functions
6. anxiety – f. a state of mind in which a person experiences a clash of
opposing feelings or needs
7. disorder – g. the act or process of natural progression in physical and
psychological maturation from a previous, lower, or
embryonic stage to a later, more complex, or adult stage
8. development – h. continuous physical force exerted on or against an object
by something in contact with it
500
3. Read a gapped text below. The words (A-K) have been removed from it. Use
them in the gaps (1-11).
School Counsellors
Children and young adults need (1) ____ and support, especially when it
comes to dealing with (2) ____, personal, parental and social (3)____. Helping
people reach their (4) ____ should be your number one (5) ____ – and to achieve it
you should be caring, flexible, adaptable and (6) ____.
School counsellors assist students at all (7) ____, from elementary school to
college. They act as advocates for students’ (8) ____, and as valuable resources for
their educational (9) ____. As a school counsellor, you’ll first and foremost listen
to students’ (10) ____. Because everyone’s home and (11) _____ life is different,
you could be the only person who fulfils that need for them at a given time.
A. goal B. pressures C. concerns D. levels E. academic
F. potential G. social H. guidance I. advancement J. patient
K. well-being
501
SPEAKING
1. Do the counsellors respect their client’s right to privacy?
2. Is it possible that information about you or your appointments, including the
issues discussed will be released?
3. What does the number of sessions that a student meets with a counsellor
depends on?
4. What will you be asked during the first meeting with a counsellor?
5. What is the best place for student to help himself?
6. What are the reasons students seek out counselling for?
7. What happens during a counselling session?
8. What do University Counselling Services include?
2. Pair work. In pairs discuss the following questions:
1. What are the students’ problems with which they usually seek help of a school
counsellor?
2. What is the organization of counselling sessions?
3. What are the confidentiality regulations?
3. Role play. Divide into groups of three-four students in each of the groups. Role
play in your groups a session in the school counselling service. In every group one
student is a school counsellor; all the others are university students who have
come with their problems for a group counselling session. The problem common
for all the students who have come to the session in the first group is anxiety. In
the second group it is depression, in the third distressing emotional states, and in
the fourth getting better grades. After that, the students who are psychological
counsellors will summarize his/her session the whole class, to inform how the
problem was discussed, what solutions were arrived at by the group, and what the
general results of the session were.
502
PSYCHOLOGICAL WORD LIST pattern
TERMS affect (v. əˈfekt) possess (pəˈzes)
accomplish (əˈkʌmplɪʃ) assist (əˈsɪst)
advisor (ədˈvaɪzə(r)) attempt (v. əˈtempt) primarily (ˈpraɪm(ə)rəli)
anxiety(æŋˈzaɪəti) brief (briːf) properly (ˈprɒpə(r)li)
application (ˌæplɪ challenging (ˈtʃælɪndʒɪŋ) recognize (ˈrekəɡnaɪz)
ˈkeɪʃ(ə)n) claim (v. kleɪm) privacy (ˈprɪvəsi)
appointment (əˈpɔɪntmənt) clarify (ˈklærəfaɪ) redirect (ˌriːdɪˈrekt)
assemble (əˈsemb(ə)l) concern (kənˈsɜː(r)n) relatively (ˈrelətɪvli)
assumption (əˈsʌmpʃ(ə)n) consent (kənˈsent) release (v. rɪˈliːs)
beneficial (ˌbenɪˈfɪʃ(ə)l) context (ˈkɒntekst) remain (/rɪˈmeɪn)
comforting (ˈkʌmfə(r)tɪŋ) contribution (ˌkɒntrɪ serve (sɜː(r)v)
conduct (v. kənˈdʌkt) ˈbjuːʃ(ə)n) setting
confidential (ˌkɒnfɪ conversely (ˈkɒnvɜː(r)sli) settle
ˈdenʃ(ə)l) cope (v.) solution (səˈluːʃ(ə)n)
counteract (ˌkaʊntərˈækt) cross-cultural (ˌkrɒs target (v. ˈtɑː(r)ɡɪt)
disorder (dɪsˈɔː(r)də(r)) ˈkʌl.tʃər.əl) trial (ˈtraɪəl)
distress (dɪˈstres) define (dɪˈfaɪn) valuable (ˈvæljʊb(ə)l)
distressing denote (dɪˈnəʊt) well-being
empower (ɪmˈpaʊə(r)) destiny (ˈdestəni) PHRASES
frustration (frʌˈstreɪʃ(ə)n) determine (dɪˈtɜː(r)mɪn) coping mechanism
function (v. ˈfʌŋkʃ(ə)n) effort (ˈefə(r)t) (ˈmekəˌnɪz(ə)m)
guidance (ˈɡaɪd(ə)ns) enable (ɪnˈeɪb(ə)l) move on
insight (ˈɪnsaɪt) error (ˈerə(r)) seek out
isolation (ˌaɪsəˈleɪʃ(ə)n) facilitate (fəˈsɪləteɪt) set goals
option (ˈɒpʃ(ə)n) gain (v. ɡeɪn) sort out
pressing guard (ɡɑː(r)d) ups and downs
provoke (prəˈvəʊk) initial (ɪˈnɪʃ(ə)l) work through
relevant (ˈreləv(ə)nt) last (v. læst, lɑst))
reconcile (ˈrekənsaɪl) modify (ˈmɒdɪfaɪ)
self-confidence (ˌself myriad (ˈmɪrɪəd)
ˈkɒnfɪdəns) occur (əˈkɜː(r))
verbal (ˈvɜː(r)b(ə)l) ongoing (ˈɒnˌɡəʊɪŋ)
worry (ˈwʌri) overlap (ˌəʊvə(r)ˈlæp)
503

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CHAPTER 1 PSYCHOLOGY AND ITS BRANCHES

AFTER YOU READ

A. Psychology Tripos Year 1 (Part I) F. Psychological and Behavioural

AFTER YOU READ

AFTER YOU READ

 Figure and Ground

This image uses complex figure/ground relationships which change

AFTER YOU READ

READING 15 Work-Family Conflicts

AFTER YOU READ

B) Group work. Discuss the following questions.

1. Useful to self: Discretion, industry, caution, strength of mind, (6) ______,

1. What virtues do I have?

AFTER YOU READ

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