- •I am in the army. I carry a gun. – I am a soldier. We study at a University. – We are students.
- •Is your brother a student? (an engineer) - No, he isn’t. He is an engineer.
- •It is necessary for students to work hard to pass their exams.
- •Quantifiers: few, a few, little, a little, many, much, a lot of, plenty of
- •Volgograd State Medical University
- •Unit 4 Training of Social Workers in the United States and United Kingdom
- •Requirements for Admission to Clinical Psychology Training
- •Skills & knowledge
- •Personal Qualities
- •Unit 5 Ways of Coping with Stress
- •Is performing
- •Isn’t performing
- •Reading and Speech Practice Task 15. A. Recall any situations when you were stressed. Answer the following questions:
- •Emotional Stress: How Chronic Emotional Stress Can Ruin Your Health
- •Task 18. Here are the answers to some questions about the text. What are the questions?
- •I think … is useful/helpful when dealing with stress as it…
- •I think …is useless when dealing with stress since it…
- •I don’t think … is useful/helpful when dealing with stress as it...
- •I don’t think there is any use in … since it…
- •Unit 6 Social Maturity
- •Reading and Speech Practice
- •Social Maturity
- •Reading and Speech Practice
- •Value system
- •Personality Development
- •Can / could
- •May / might
- •Reading and Speech Practice
- •I quite agree with you…
- •I don’t agree/disagree with you…
- •I am afraid you wrong…
- •21. Translate the following sentences from Russian into English.
- •Unit 9 Description of Clinical Psychology
- •Should and ought
- •Reading and Speech Practice
- •6. Pick out types of psychological problems mentioned in the text (paragraph 1). Match them to the descriptions below:
- •Psychological Scales
- •It is the clinical psychologist who/that diagnoses psychological problems.
- •Unit 10 Domains of Clinical Psychology Passive Voice: Simple Tenses
- •Unit 11 Child and adolescent clinical psychology: Conduct Disorder
- •Is being interviewed
- •Unit 12 Child Abuse
- •Unit 13
- •Reading and Speech Practice
- •Unit 14
- •Unit 15
- •Methods of Research
- •Jean Piaget
- •Unit 16 Psychological Therapies
- •Reading and Speech Practice
- •Psychologists’ Approaches
- •Interpersonal 8%
- •Vignette 1.
- •Vignette 2
- •Psychoanalytic therapy session
- •Unit 16
- •Verbal Communication
- •Reading and Speech Practice
- •1) A social worker and a client who is poor;
- •Unit 17 Clinical Psychology in Russia
- •Psychology around the world
- •1. Какие отличия в изменении веса наблюдаются у женщин и мужчин по мере старения?
- •1. На что были направлены реформы, проведенные Филлипом Пинелем в психиатрических лечебницах?
- •1. Каким образом общество реагировало на проблему безумия?
Psychologists’ Approaches
Cognitive behavioral 45%
Psychodynamic 24%
Interpersonal 8%
Behavioral/
Social learning 7%
Humanistic 7%
Systems 6%
Other 3%
1. What percentage of psychologists uses behavior therapies? Interpersonal therapies?
2. What type of psychotherapy is used by the greatest percentage of psychologists. Why do you think this is so?
3. What type of psychotherapy is used by the second greatest percentage of psychologists. Why do you think this is so?
4. What type of psychotherapy is used by the lowest percentage of psychologists. Why do you think this is so?
5. Psychodynamic therapy (or a short-term dynamic psychotherapy) is an approach that is similar to psychoanalysis. Why do you think more therapists practice psychodynamic therapy rather than classical psychoanalysis?
4. How popular do you think biological approaches are? Why do you think so?
Task 11. To illustrate how psychoanalytic therapy works, here are two examples or clinical vignette of an individual with different problems, forgetfulness and being overweight. Read the clinical examples of psychodynamic/psychoanalytic therapy below. Role play these therapeutic sessions narrating/relating these events in the 1st person in the form of a dialogue between a client and a psychologist.
Vignette 1.
A patient recovering from a heart attack kept “forgetting” to take his medication. The patient (Steve) was an intelligent person and his memory for other things was just fine. Steve’s doctors responded with “patient education”, explaining why the medication was necessary. Steve wanted to take care of his health and tried to follow his doctors’ treatment plan. Still, he kept forgetting.
I suggested to Steve that there might be more to his forgetting than meets the eye, and asked if he had any ideas about this. Steve eventually said that something about the medication gave him a bad feeling but he could not say what. He genuinely did not know. I asked him to tell me any thoughts or feelings that occurred to him, whether or not they seemed relevant or made any sense. Steve said he did not know why it came to mind just then, but found himself thinking about his younger brother. As a child, Steve had been popular, athletic, and a good student. In contrast, his little brother had been sickly and weak. He was always taking pill for one thing or another. He did poorly in school and was no good at sports. He was disappointment to his parents. E associated taking medications with his sickly younger brother. In Steve’s mind, taking pills is equated with being like his younger brother – weak, sickly, and less loved. In fact, Steve stopped forgetting his medication only after we were able to discuss his fear of being weak and a failure, and his related fear of losing the love of the people who mattered to him. Steve recognized that taking the medication would not turn him into his brother. That was an irrational fantasy.