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In terms of contents, the primary capacities are oriented toward experiences which one has had with regard to the secondary capacities.

The Inventory of Secondary and Primary

Capacities (Actual Capacities)

Secondary Capacities	Primary Capacities
Punctuality	Love (emotionality)
Cleanliness	Modeling
Orderliness	Patience
Obedience	Time
Courtesy	Contact
Honesty/candor	Sexuality
Faithfulness	Trust
Justice	Confidence
Diligence/achievement	Hope
Thrift	Faith/religion
Reliability	Doubt
Precision	Certitude
Conscientiousness	Unity

Some of the expressions are, in conventional language, rarely included among the «capacities» in the narrower sense: modeling, doubt, certitude, and unity. They are in part psychological processes within which specific capacities are manifested, and they appear in part as the results of these processes. As such typical manifestations, they can be included in the group of capacities. These

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capacities are not «pure, isolated factors»; rather, they are inwardly closely interrelated.

The actual capacities are socialization norms which are developed and learned in the course of one's lifetime. In the process they acquire their individual significance, which, like a corona of meaning, surrounds the conventional understanding of the actual capacities. Although, for example, everybody knows what «orderliness» is, in the last analysis everyone's understanding of this expression differs in relation to varied nuances and in different situations: pedantic or romantic orderliness. On the other hand, structural commonalities are found again and again, especially with regard to the psychological significance. «Courtesy,» for example, can be understood as inhibition of aggression and suppression of one's own wishes to the benefit of the wishes of others. In this way it becomes the social instrument with which the affect and recognition of others are to be assured and «friendly looks» are to be gotten. «Honesty,» on the other hand, functions in this sense as accomplishment of one's own wishes, toward which one adopts an «honest» stance.

The psychological significance of the actual capacities is modified throughout a person's life history, each acquiring a specific meaning. While for one reference person diligence/achievement is especially significant, another holds orderliness, punctuality, courtesy, honesty, thrift, etc. to be especially important. The actual capacities are, however, not just psychological dimensions which are restricted to the individual. Rather, they affect both the psychosomatic and the social domains. From a socialpsychological point of view, they are the rules of the game of a society, as well as the rules of the game of interpersonal relations.

The approach presented led to the idea of questioning patients concerning their disposition to conflict with regard to the actual capacities. For example, in cases of depression we ask not only about the depressive symptomatology or about key conflicts defined as such a

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priori, but rather about the corresponding conflict-laden behavioral domains. For example, we focus first not on the anxiety, but rather on a series of conditions which have the effect of releasing anxiety. Let us assume that a patient always develops anxieties when she has to wait for her husband in the evening. In such as a case, the anxiety is centered in the psychosocial norm «punctuality». Is it not then clear that precisely this domain should be dealt with?

Conclusion: The actual capacities represent the content relations of psychodynamic reactions and of psychotherapeutic modelling. In this sense, differentiation analysis is not restricted to general findings, such as an authoritarian parental home, strong parental ties, tyranny, deification, and a tough, tender, or double-bind type of rearing. It speaks not only of self-worth conflicts, feelings of inferiority, phobias, depressions, or a largely undefined superego. Rather, it analyses the concrete contents (actual capacities) of inner psychological and interpersonal processes.

II. Answer the following questions:

1.What basic categories may the psychologically real norms be divided into?

2.What capacities play a decisive role, primary or secondary?

3.What are the basic differences between the primary and secondary capacities?

4.How is the psychological significance of the actual capacities modified?

III. Complete the following sentences:

1.By the secondary capacities we understand...

2.The primary capacities have to do with...

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3.In terms of contents the primary capacities are oriented toward...

4.The actual capacities are developed and learned in...

5.The actual capacities affect...

6.From a social-psychological point of view, they are the rules of...

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IV. Look through the text and be ready to characterize:

1.The secondary capacities and their decisive role in the human life.

2.The primary capacities.

3.The development of the actual capacities in the course of one's lifetime.

4.The psychological significance of the actual capacities.

V. Look at the Inventory of Secondary and Primary Capacities and choose the most suitable ones to be implied in the following situations:

1.«I don't trust my husband any more, because he is always untrustworthy, he's not punctual...»

2.«I am depressed. I have anxieties and can't get to sleep all night. I'm sick of life itself...»

3.«When I think about my boss's unfairness, I start to shiver and feel nervous...»

4.«When I hear that an arithmetic assignment has been given at school, I feel nervous until my daughter brings her grade home.»

5.«I don't like my husband. He doesn't wash himself properly and he leaves everything lying about.»

VI. In what way would you treat the following statement:

«It is on the basis of the primary capacities that the secondary capacities experience their emotional resonance.»

VII. Look at the picture illustrating «Actual

Сараcities» and comment on it.

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Text 7

I. Read the text and render its contents in Russian:

Is the Inventory of the Actual Capacities

Complete?

Just as a seed possesses a multitude of capacities which are unfolded through the influence of the environment, e.g., the earth, the rain, the gardener, etc., man too develops his capacities in close connection with his environment. Underlying the concept of Positive Psychotherapy is the conception that every person has two basic capacities, the capacity to know and the capacity to love (emotionality). These two basic capacities stand as comprehensive categories behind the primary and secondary capacities. They are, however, not just formally higher levels of abstraction of the actual capacities; rather, they represent the totality of human capacities in an as yet undifferentiated stage, «even as the flame is hidden within the candle and the rays of light are potentially present in the lamp».

In the course of the lifetime of the individual, the basic capacities differentiate into the configurations of the actual capacities, which we then observe as personal and unmistakable attributes. In spite of successful differentiation into actual capacities, we have an inestimable mass of developmental possibilities which are latent in the basic capacities.

The actual capacities depend on the historical, social, and individual circumstances. The capacities to know and to love, on the other hand, belong to the essence of every man. This means no less than that man is essentially good. This is true independently of the race a person belongs to, whether he is black, yellow, red, or white; independently of the social class to which, because of economic conditions, he belongs; and independently of the psychological type into which he is classified, whether he

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is intelligent, extroverted, introverted, schizothymic, cyclothymic, or culpable. Not only the healthy have basic capacities, but also the ill, whose physical, psychological, and spiritual functions are disturbed. This is true even of the mentally and emotionally ill, whose personalities are severely limited. Their situation is similar to that of sufferers of aphasic speech disturbances, who are well able to understand a language and to think verbally, but whose necessary organic functions are disturbed, and who are therefore unable to outwardly realize their speech potential. Autistic persons, who renounce nearly all social contact and live in seclusion within themselves, possess the capacity to love and to know, just as do the catatonic, transfixed, and expressionless schipzophrenic and the socalled heartless psychopath.

The basic capacities and their conditions (or development

II. Read the text again and give it the other heading.

III. Give some examples of:

1.historical consequences determining the actual capacities;

2.social consequences related to the actual capacities;

3.individual consequences linked with the actual capacities.

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IV. Explain in your own way the following notions:

1.the capacity to know;

2.the capacity to love;

3.personal attributes;

4.an extraverted type;

5.an introverted type;

6.an autistic person.

V. Look at the diagram and describe it.

VI. Speak on the following:

1.Every person has two basic capacities.

2.The actual capacities depend on historical, social and individual consequences.

Text 8

I.Look through the item and explain:

1.why we find someone repulsive;

2.why we probably dislike a person;

3.why some people seem impolite to us;

4.why the level of civilization has nothing to do with the essence of man.

Disturbances Have Nothing to Do with the Basic Capacities

There are no bad people. If we саn’t stand someone, it may be due to the fact that he has a different skin color, different facial expressions, and certain physical characteristics which we do not wish to accept. If we find someone repulsive, keep our distance from him, and get angry about him, it may be because he holds a different opinion, is not polite enough to us, keeps us waiting, is

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untrustworthy, and makes behavioral demands on us which are inconvenient and unwonted. If we do not like a person, the reason may be that he once disappointed us, others have had bad experiences with him, and we no longer trust him. However, we cannot hate the hateful person because he is hateful, nor the discourteous person because he is discourteous, nor the unreliable person because of his unreliability. Many people who are hateful in our eyes seem beautiful in the eyes of others.

Many people who seem impolite to us have simply not yet learned the kind of politeness which we insist upon; or we can't understand their particular kind of courtesy. Many who have lost our confidence earn our trust in other areas and at another time. The level of civilization attained also has nothing to do with the essence of man. Our ancestors didn't wear clothing, used their hands instead of silverware, had never seen a bathroom, and attended neither school nor universities, yet they were human beings, and, in spite of all the historical differences, of equal worth, just like those people of our day who are at a different level of development and abide by different norms. Even we have, for example, only recently learned cleanliness and punctuality, which we now defend, together with the susceptibility to conflict that they bring in their wake.

II. Translate in writing:

By reason of various circumstances, whether physical injury or impinging environmental circumstances, many people cannot find suitable access to their capacities. There certainly may be cases in which the organic functions which enable the basic capacities to find expression are so blocked that in spite of the most painstaking treatment the difficulty cannot be removed. It is, however, neither logical nor permissible to conclude from the disturbance of organic functions and the

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seemingly hopeless prognosis that the capacities to love and to know are completely missing. The hopelessness is a function not only of the disturbance, but also of historically conditioned remedies which are available. A decision in the sense of a diagnostic judgment therefore often requires the courage on the part of the therapist to come down off the podium of «objectivity» and to admit: «I can't help him yet,» instead of saying, «He can't be helped.»

With this, we leave behind the sphere of the directly observable and enter the sphere of constructs, which, while not themselves observable, are nevertheless accessible. When we see the light of an incandescent lamp, we see only that, and not its cause, the electric current. To this we have access only via its effects.

III.Answer:

1.Why is the therapist sometimes helpless?

2.What are the circumstances under which he becomes helpless?

IV. Read the conclusion and give the definition of the capacities in the new light:

Conclusion: In this sense, we understand the capacities to know and to love as psychological dispositions which are possessed by every human being, without exception, and which require actualization and differentiation. All other capacities can be derived from these two basic capacities or understood as expressions of various combinations of basic capacities, and applied in any number of life situations. The two basic capacities are functionally interrelated. The appropriate development of one capacity supports and facilitates the development of the other.

Every person has at his disposal basic capacities which, open up to him a broad range of possibilities. In