donchenko_angliyska_ddlya_psikhologiv_i_sotsiologiv

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doing, the most important thing is to counteract theoretical prejudice through which the therapist merely reencounters in the patient that which he, through his theory, has invested in him. In pursuit of this aim Positive Psychotherapy employs a multitude of procedures, techniques, and methodological aids in accordance with the manifold forms of appearance of disturbance and the uniqueness of each patient. The concepts of Positive Psychotherapy especially the actual capacities as descriptive categories of human behavior and experience, are neither class nor culture specific. They present a basis for communication, with the help of which language barriers can be overcome. Positive Psychotherapy is therefore not just psychotherapy for the middle class; rather it is also appropriate to the problems and difficulties of patients from the lower class, who for the most part have long been excluded from psychotherapy. It provides the therapist with the possibility of making himself understood to the laborer, while the patient, for his part, can have the feeling that the therapist understands his problems. Thus, Positive Psychotherapy has been able to make a contribution to the furthering of equality of opportunity, at least in psychotherapy.

In that Positive Psychotherapy deals with elementary human capacities, it is in a position to speak to people of all languages and social strata, and to cope effectively with transcultural problems. This approach presupposes an answer to the two basic questions:

How are people different?

What do all people have in common?

Therapeutically, Positive Psychotherapy offers an efficacious five-stage short therapy which stresses activation of the patient's indwelling therapeutic capacities. In other words, the patient is not only the sufferer of his illness, but also is employed as a therapist himself.

The concept of Positive Psychotherapy suggests that psychiatry and the care of mentally ill patients (which is in

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very bad shape) should be restructured so that psychiatric hospitals, which in part function only as custodial institutions, would be transformed into counseling places, therapy centers, and day clinics, in which the patient's relatives would be prepared for their therapeutic functions and the patients themselves for cooperation with them.

Positive Psychotherapy, which rests upon differentiation analysis, does not seek to provide everything with a positive prognosis, but rather presupposes a differentiation of the critical behavior: it allows relatively conflict-free or positive behavioral components to be separated from the symptom itself, this providing the patient and his milieu with a basis for dealing better with his problems.

Positive Psychotherapy does not see itself as just one theory among many. The essential difficulty of many patients is less a question of inadequate motivation to seek out a psychotherapy that of uncertainty about which psychotherapist is competent to deal with which kind of disturbance. This question can only be answered on the basis of a more comprehensive system which can bring together the multitude of existing psychotherapeutic orientations and assign them weights in accordance with their strong points. We present such a system in Positive Psychotherapy, which is not only a psychotherapeutic method but also a metatheory.

In its origin and nature, Positive Psychotherapy is more practice than theory. I am mainly trying to understand the patient in his subjective and objective need, without losing sight of his uniqueness. Positive Psychotherapy meets this intention, in that it does not swear by one individual technique but rather calls upon a multitude of different psychotherapeutic techniques (e. g., individual treatment, group therapy, family therapy, relaxation methods, learning-theoretical approaches, psychoanalytical procedures). It is not the patient who must adapt to a methodology he happens to be presented with, but vice versa: the methodology is selected in accordance with the

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changing psychotherapeutic needs of the patient. This flexibility permits the handling of all psychological and, in a broader sense, psychosomatic illnesses and disturbances.

II. Look through the text and find in the text sentences with word-combinations that are given below. Translate these sentences:

to pursue an aim; to employ techniques; to overcome a barrier; to make a contribution to; to cope with problems; to rest upon analysis; to handle disturbances.

III. Find in the text the paragraph concerning «a question of inadequate motivation to seek out a psychotherapist» and translate it in writing.

IV. Make up a plan to the text.

V. Characterize the basic aims of psychotherapy.

Use your plan.

VI. Explain what is meant by:

1.Individual treatment.

2.Group therapy.

3.Family therapy.

4.Relaxation methods.

5.Psychoanalytical procedures.

VII. Role-play:

1.You are a family therapist. A young couple comes to you with their marital problems. Listen to them and give suitable advice to cope with the situation.

2.You are an industrial psychologistYou would like to organize a special relaxation room. Try to persuade the manager of its significance for his employees.

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Text 4

I. Read the first paragraph of the text and retell the fable in your own way:

Shadows on the Sundial

In the East, a king once wanted to please his subjects. Since they did not know what a clock was, he brought back a sundial from one of his trips. His gift changed the lives of the people in the kingdom. They began to differentiate parts of the day and to divide up their time. Becoming more prompt, orderly, reliable, and industrious, they produced great wealth and a high standard of living. When the king died, his subjects wondered how they could pay tribute to his achievements. Because the sundial symbolized the king's generosity and was the cause of their success, they decided to build around it a splendid temple with a golden dome. But when the temple was finished and the dome soared above the sundial, the rays of the sun no longer reached the dial. The shadow, which had told the time for the citizens, had disappeared; the common point of orientation, the sundial, was covered. One citizen was no longer punctual, another no longer reliable, a third no longer industrious. Each went his own way. The kingdom collapsed.

II.Read and translate the rest of the text:

The fable about the sun, the sundial, and the darkened ostentatious palace can very well be applied to the child rearing situation and psychotherapy. Every person has at his disposal a large number of capacities with his environment. In terms of developmental psychology, this takes shape in the following way. Parents, as initially the

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most important people in the environment, and also the other reference persons in the child rearing situation, can either support or inhibit a child's capacities which, at the beginning of its life, are weak, tender, undeveloped, and plastic; and precisely the latter often occurs, as in our fable. In order to make of the child a man in his own image, the educator emphasizes certain socially desired attributes. In many cases these attributes are rendered highly stylized and carried to perfect one-sidedness. To be sure, some of the child's capacities are developed and differentiated, and often even overstressed; however, other capacities are suppressed and overshadowed, just like the marvelous sundial in the splendid temple.

To varying degrees, we are all confronted with conflicts and problems. There exists, therefore, a need for new approaches and methods which are effective as well as practicable. While many of the existing psychotherapeutic procedures take the disturbances and illnesses as their starting point, prophylactic and preventive medicine and psychotherapy require a different method of proceeding, starting from the person's developmental possibilities and capacities instead of the disturbances. If these capacities are inhibited, neglected, or only one-sidedly developed, predispositions to conflict arise, whether hidden or open:

«From childhood on I have been drilled toward achievement… I even enjoy my profession, but I have no relationship to other people. I can't make much headway with my children either. For me, free time is a torment-..» (42-year-old attorney with depression)

Conclusion: Suppressed and one-sidedly unfolded capacities are possible sources of conflicts and disturbances in the psychological and interpersonal areas. They may manifest themselves in anxiety, aggression, conspicuous behavior, depression, and that which is called psychosomatic disturbance. Since the conflicts arise in the course of a person's development in the confrontation with his environment, they are not a necessary and

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unavoidable fate, but rather present themselves as problems and tasks which we seek to resolve. With this, an essential difference becomes clear: traditional psychiatry and psychotherapy take as their point of departure disturbances, conflicts, and illnesses. Accordingly, the goal of treatment is set: to heal illnesses and eliminate disturbances. The fact is overlooked that it is not disturbances which are primary, but rather capacities, which are indirectly or directly affected by these disturbances.

III.Give Russian equivalents for:

child rearing; at one's disposal; in terms of; to inhibit capacities; socially desired attributes; to be confronted with; a starting point; suppressed capacities; the goal of treatment; to heal illnesses.

IV. Explain the essence of the following words:

rearing; maturation; a capacity; predisposition; environment; image; an educator; disturbance.

V.Answer the following questions:

1.How can the fable above be applied to the child rearing situation?

2.What is the starting point of the child's psychotherapy?

3.What is the source of conflicts and disturbances?

4.When do these conflicts arise?

5.What is the goal of treatment?

VI. Ask your partner:

1.how the child's capacities are differentiated;

2.what problems he was confronted with in his childhood;

3.what is called psychosomatic disturbance;

4.in what way he understands traditional psychiatry.

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VII. Make up your own sentences with:

to be confronted with; to overlook the fact; to have at one's disposal; to seek to resolve; to be affected by.

VIII. Make up the summary of the text.

Text 5

I. Read the text and find the answers to the following questions:

1.What are the basic questions concerning the theory of positive psychotherapy?

2.What is the foundation of human development?

3.Can the environment influence human capacities?

4.What helps us to see inadequate differentiation of behaviour?

Theory of Positive Psychotherapy

(1) In view of the varied kinds of upbringing, the differing economic conditions, the multitude of life histories, the individuality of each person, and the specificity of each person's needs, in view of all these factors, is it possible to establish any rules whatsoever for rearing and psychotherapy? There are also an immense number of interests, communities, nations, races, and people in this world, who differ in customs, tastes, temperaments, and normal conceptions, as do the thoughts, views, and opinions of individual human beings. Is it not then the case that an education and a reeducation (psychotherapy) which seek validity for all must be a task which is too difficult for anyone? On the other hand, the multitude of societal and individual circumstances is fodder for social conflict of unheard-of dimensions. This brings us to the basic questions:

1. What do all people have in common?

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2. How are all people different?

(2)Man is, at his birth, no tabula rasa, but rather, to stick with this image, an as yet illegible or unread paper. His capacities - the foundation of human development - require maturation and the beneficial help of the environment. However, the concept of the capacities has its own problematic. So long as they are not manifested in achievement, one does not notice them - just as one doesn't see a black ant sitting on a black stone on a dark night. It does, however, exist, and it may crawl into one's field of vision at any moment, when the appropriate conditions have been created. Every person possesses such capacities. Whether or not they take shape in the course of development depends on the conducive or inhibitive conditions of the body, of the environment, and of the times. In relation to the drives, capacities are more plastic and more strongly subjected to the resonance of the environment. In this sense, the conventional societal form of order reflects the human capacity to create order in one way or another. Without the capacity for orderliness, order is inconceivable.

(3)When we take as our point of departure the study of interpersonal conflict, observe the value standards for the judgment of self and others, investigate the criteria of rearing and psychotherapy, and research the conditions which lead to the known psychological and psychosomatic disturbances, we see behind these disturbances - to a certain degree as deep structure - inadequate differentiation with regard to the patterns of behavior of oneself and others. In the portrayal of psychological and psychosomatic disturbances, this is described through expression like overdemanding, overworking, or burdening. The saying that behind disturbances lay burdens does not, however, specify the nature of this burdening. For the most part we tend to see only professional overloading. Actually, however, there exists a whole spectrum of attitudes and behavior patterns which have become conflict potentials, thus foreordaining

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psychological and psychosomatic disturbance. These attitudinal and behavior patterns may be described using an inventory of psychosocial norms, which are distinguished by the fact that they produce effects equally as developmental dimensions and as conflict potentials.

(4) The norms in question are: punctuality, cleanliness, orderliness, obedience, courtesy, honesty, faithfulness, justice, diligence/achievement, thrift, reliability, precision, and conscientiousness, as well as love, modeling, patience, time, contact, sexuality, trust, confidence, hope, faith, doubt, certitude, and unity. We call these modes of behavior actual capacities.

II.Translate paragraph (3) in writing.

III.Make up an outline of the text.

IV. Look through paragraph (4) and copy out those modes of behaviour that you consider to be of primary importance for you. Give your arguments.

V. Make up a list of actual capacities which are necessary in:

1.the professional field;

2.making stable and lasting friendships;

3.the family relations.

VI. Give a short summary of the text.

Text 6

I. Read and translate the text:

Actual Capacities

Contents-wise, the psychologically real norms may be

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divided into two basic categories, which we call secondary and primary capacities.

The secondary capacities are an expression of the capacity to know, and rest upon the transmission of knowledge. In them are mirrored the achievement norms of the individual's social group. They include punctuality, cleanliness, orderliness, obedience, courtesy, honesty, faithfulness, justice, diligence/achievement, thrift, reliability, precision, and conscientiousness.

In everyday descriptions and evaluations, and in partners’ judgments of one another, the secondary capacities play a decisive role. He who finds another person to be nice and likeable bases his attitude on these capacities: «Не is decent and orderly, one can rely upon him..» Or, on the other hand, one makes a deprecating judgment: «I don't like him, because he's slovenly, unpunctual, unjust, discourteous, and miserly, and shows too little effort.»

The pronounced affective response in cases of disturbance of the secondary capacities can only be understood in the light of emotional ties. These are expressed in the primary capacities.

The primary capacities concern the capacity to love. They have to do with the predominantly emotional domain, and develop, just as the secondary capacities, mainly in interpersonal relationships, in which the relation to reference persons, especially the mother and father, plays an important role. The primary capacities encompass categories like love (emotionality), modeling, patience, time, contact, sexuality, trust, confidence, hope, faith, doubt, certitude, and unity.

We call them primary capacities not because they are more important than the secondary ones. Rather, the expression «primary» is meant to remind us that these capacities concern the emotional domain, which is close to the self. They constitute the foundation upon which the secondary capacities rest: