- •Введение
- •I. Read and learn the following words:
- •II. Match the definition with a certain word:
- •III. Find synonyms to the following words:
- •IV. Complete the table:
- •V. Read the text “What is psychology?” and answer this question. What is psychology?
- •VI. Finish the sentences.
- •VI. Agree or disagree with the following statements.
- •VII. Answer the following questions.
- •VIII. Translate the sentences from Russian into English.
- •Text 2 psychology as a profession
- •I. Read and learn the following words:
- •II. Find in the text the English equivalents for the following words and word combinations.
- •III. Match the suitable definition with the word.
- •IV. Fill the gaps with suitable prepositions
- •V. Translate the following sentences from Russian into English.
- •VI. Read the text “Psychology as a profession” and fill the table. Psychology as a profession
- •VIII. Ask 7-8 questions to the text.
- •IX. Prove that:
- •Text 3 perspectives on behavior and mental processes
- •I. Read and learn the following words:
- •II. Give the antonyms for the following words.
- •III. Match the suitable definition with the word.
- •IV. Give Russian equivalents to the following words and phrases.
- •V. These words can be used both as verbs and nouns. Make up your own sentences to show the differences in their usage.
- •VII. Read the text and explain why is it necessary to take into consideration all the five perspectives studying different psychological states. Perspectives on behavior and mental processes
- •VIII. Answer the following questions.
- •IX. Agree or disagree with the following statements.
- •X. Imagine that you are going to study “memory” as a psychological state tell your group mates which psychological perspective will you choose to do it. Text 4 the research methods of psychology
- •I. Read and learn the following words
- •II. Guess how we translate from English into Russian these international words:
- •III. Find synonyms for the following words
- •IV. Find the definition for each method of research
- •V. Complete the sentences, using the following words.
- •VI. Read the text and fill in the table. The research methods of psychology
- •VII. Agree or disagree with the following statements.
- •Text 5 the sense of hearing
- •I. Read and learn the following words.
- •The sense of hearing
- •VI. Supply the prepositions where necessary
- •VII. Answer the following questions:
- •VIII. Agree or disagree with the following statements.
- •IX. Draw the movement of the sound waves in the ear and describe this process to your group mates. Text 6 the sense of smell and taste
- •I. Read and learn the following words.
- •II. Match the words and their definitions
- •III. Give the Russian equivalents to the following words and phrases:
- •IV. Read the text and answer the question “What sense organs do people use for taste and smell?” the sense of smell and taste
- •V. Insert the following prepositions in the gaps:
- •X. Translate the sentences from Russian into English.
- •Text 7 the sense of sight
- •I. Read and learn the following words
- •The sense of sight
- •VII. Answer the following questions:
- •VIII. Ask 3-4 questions on this text to your group mates.
- •IX. Put the sentences in the order they met in the text.
- •X. Agree or disagree with the following statements:
- •Text 8 the sense of touch
- •I. Read and learn the following words
- •II. Match the words and their definitions
- •The sense of touch
- •VIII. Agree or disagree with the following statements
- •Text 9 perception
- •II. Write the derivatives of the following words:
- •III. Do you understand all these words? Use them in the sentences of your own.
- •IV. Read the text and answer the question “What is perception?” perception
- •V. Prove that:
- •VI. Agree or disagree with the following statements.
- •VII. Work in groups.
- •IX. Translate the text from Russian into English.
- •Text 10
- •Illusions
- •I. Read and learn the following words
- •II. Complete the table:
- •III. Give the synonyms to the following words.
- •IV. Use the following words in the sentences of your own.
- •V. Match the words and their definitions
- •V. Give the English equivalents to the following phrases
- •VI. Fill the gaps in the sentences using the following words.
- •VII. Read the text “Illusions” and say what is the difference between illusion and hallucination?
- •Illusions
- •VIII. Fill the gaps using the following prepositions.
- •IX. Agree or disagree with the following statements.
- •Text 11 conscious awareness: subjective and objective
- •II. Match the words and their definitions
- •III. Give the synonyms to the following words.
- •IV. Read the text “Conscious Awareness: Subjective and Objective” and say what is the difference between subconscious, preconscious and unconscious? conscious awareness: subjective and objective
- •V. Fill the gaps using the following prepositions.
- •VI. Put the sentences in the order they met in the text.
- •Text 12 fantasy and daydreaming
- •II. Guess the meaning of the following international words:
- •III. Complete the table:
- •IV. Fill the gaps in the sentences using the following words.
- •V. Read the text and find the difference between daydream, reverie and fantasy. Fantasy and daydreaming
- •VI. Agree or disagree with the following statements.
- •Text 13 sleep and dream
- •II. Match the words and their definitions
- •III. Make your own sentences or a story using the following words.
- •IV. Fill the gaps in the sentences using the following words.
- •V. Read the text and say what the difference between Rapid Eye Movement stage and Non Rapid Eye Movement stage. Sleep and dream
- •VI. Agree or disagree with the following statements.
- •VII. Answer the following questions
- •VIII. Prove that sleep is very important to human beings. Text 14 memory
- •I. Read and learn the following words
- •II. Match the words and their definitions
- •IV. Find synonyms for the following words:
- •V. Choose 5 any words from vocabulary and make your own sentences with them
- •VI. Read the text and say “What is the memory?” memory
- •VIII. Answer the following questions:
- •IX. Prove that:
- •Text 15 mnemonic systems
- •I. Read and learn the following words
- •II. Match the words and their definitions
- •III. Find synonyms for the following words:
- •IV. Choose 5 any words from the vocabulary and make your own sentences with them
- •V. Complete the table:
- •VI. Read the text “Mnemonic Systems” mnemonic systems
- •VIII. Answer the following questions:
- •IX. Complete the table.
- •X. Work in pairs.
- •Text 16 creativity
- •I. Read and learn the following words
- •II. Match the words and their definitions
- •III. Find synonyms for the following words:
- •IV. Choose 5 any words from the vocabulary and make your own sentences with them.
- •V. Translate these phrases from Russian into English.
- •VI. Read the text “Creativity” creativity
- •VIII. Answer the following questions:
- •IX. Work in groups.
- •X. Translate the text from Russian into English.
- •Text 17 problem solving
- •I. Read and learn the following words
- •Problem solving
- •VI. Finish the following sentences:
- •VII. Put the sentences in the order they met in the text.
- •VIII. Imagine that people couldn’t solve problems because they didn’t know how to do it.
- •IX. Solve the problem in section d.
- •X. Complete the table.
- •Text 18 universal features of human languages
- •I. Read and learn the following words
- •Universal features of human languages
- •VI. Fill the gaps using the following prepositions.
- •Text 19 happiness
- •VI. Read the text “Happiness” and give your definition of this notion happiness
- •VIII. Answer the following questions.
- •IX. Prove that happiness will not last unless it is constantly renewed.
- •X. Translate the text from Russian into English.
- •Text 20 goal and need hierarchies
- •I. Read and learn the following words
- •II. Find synonyms for the following words:
- •III. Choose 5 any words from the vocabulary and make your own sentences.
- •IV. Match the words and their definitions
- •V. Complete the table
- •VI. Read the text “Goal and Need Hierarchies” goal and need hierarchies
- •VIII. Answer the following questions:
- •IX. Work in groups and invent your model of people’s needs.
- •X. Translate the text from Russian into English.
- •I. Practice the reading of the following words:
- •II. Translate the following derivatives and fill in the blank with the proper ones. Learn them and use in the sentences of your own.
- •III. Study the difference between to decide – decision and to solve – solution.
- •IV. Translate the following word-combinations:
- •V. Read the text and name the activities that are conducted by social workers. The Origin and Aims of Social Work
- •VI. Fill in the blanks with the proper word(s) and complete the sentence.
- •VII. Fill in the proper preposition.
- •VIII. Continue the sentences.
- •IX. Render the following in English:
- •Text II From the History of Social Work
- •I. Practice the reading of the following words.
- •II. A) Study the difference in through, though, thorough (thoroughness, thoroughly) and fill in the gaps with the right word.
- •III. Complete the table with the proper derivative. Sometimes not all parts of speech can be formed.
- •IV. Learn the following words:
- •V. Read the text and speak up about the evolution of concept of social work. From the History of Social Work
- •VI. Correct the following statements:
- •Text III Types of Social Workers (Part I)
- •IV.Translate the following word-combinations:
- •V. Read the text and define the types of social workers. Types of Social Workers (Part I)
- •VI. Match the type of a social worker and his main duty.
- •VII. Fill in the blanks with the proper word:
- •VIII. Continue the sentences and then reproduce them.
- •Text IV Types of Social Workers (Part II)
- •I. Practice the pronunciation of the following words:
- •II. Learn the difference between the verbs suggest and offer and fill in the blanks:
- •III. A) Form new words using prefix en- and translate them.
- •IV. Learn the following words:
- •VI. Complete the sentences using the verbs in the chart.
- •VII. Translate the words in brackets into English and complete the sentences.
- •VIII. Answer the following questions.
- •IX. Speak about the duties of above mentioned specialists. Text V Child Abuse
- •I. Translate the following derivatives and use them in the sentences of your own:
- •II. A) Make new adjectives with the base words, using the suffixes and/or negative prefixes. Sometimes you need to make small changes to the spelling.
- •III. Join each sentence using either Participle I, or II, or Perfect Participle.
- •IV. Find the Complex Subject and translate the sentence.
- •V. Learn the following words:
- •VI. Match the opposites in a and b.
- •VII. Read the text and define the main idea of each enumerated paragraph. Child Abuse
- •VIII. Fill in the proper preposition to complete the sentences:
- •IX. Fill in the gaps with the proper word to complete the sentence:
- •X. Continue the sentences:
- •XI. Translate the following questions into English and let your group - mates answer them.
- •Text VI Welfare
- •I. Practice the reading of the following words:
- •II. Learn the following derivatives:
- •IV. A) Translate the sentence and analyze the infinitive of purpose.
- •V. Learn the following words:
- •VI. Supply the most suitable verb from the chart below to complete the sentence.
- •VII. Read the text and name the category of people requiring state support. Welfare
- •VIII. Correct the following statements:
- •Text VII Child Welfare
- •IV. Transform the following sentences from the Active Voice into the Passive Voice:
- •V. Match the opposites.
- •VI. Learn the following words:
- •VII. Read the text and state the categories of child-welfare service programs. Child Welfare
- •VIII. Fill in the gaps with the proper words:
- •IX. Fill in the proper preposition:
- •X. Find the adjective which were used with the following nouns in the text and reproduce the whole sentence.
- •XI. Answer questions to the words in bald type and ask them to your group-mates.
- •Text VIII Suicide
- •I. Practice the reading of the following words.
- •II. Translate the following derivatives and fill in the blank with the proper ones. Learn them and use in the sentences of your own.
- •III. Translate the following word – combinations:
- •IV. A) Form new words using suffix –able and translate them.
- •V. Translate the following paying attention to the italicized words.
- •VI. Choose the word that has the same meaning as the word at the left.
- •VII. Read the text and find out the reasons for suicide for different age groups. Suicide
- •VIII. Fill in the gaps with the proper word to complete the sentence:
- •IX. Correct the following statements:
- •Text IX Euthanasia
- •Euthanasia
- •VIII. Correct the following statements:
- •IX. Make up questions for the following answers.
- •Text X Sociology
- •III. Form the plural of the following nouns.
- •IV. A) Translate the sentence and define the underlined grammar phenomenon.
- •V. Learn the following words:
- •VI. Read the text and name the stages that govern human development according to Comte. Sociology
- •VII. Paraphrase the following sentences:
- •VIII. Fill in the blanks with the proper preposition:
- •IX. Answer the following questions:
- •X. Make a brief summary of Comte’s accomplishments.
- •XI. Choose one personality and make up a short survey of his accomplishments and contribution to sociology.
- •Texts for supplementary reading Text 1 meditation
- •Text 2 what is consciousness?
- •Text 3 slips and what they tell us
- •Text 4 hypnosis
- •Text 5 can hypnosis force people to act against their will?
- •Text 6 can hypnosis enhance recall of forgotten events?
- •Text 7 the id, the ego and the superego
- •Text 8 therapy
- •Text 9 defence mechanisms
- •Text 10 talking with the hands
- •Text 11 language and non-humans
- •Text 12 helping the deaf hear
- •Text 13 what is emotion?
- •Text 14 the evolutionary theory of emotional expression
- •Text 15 how our emotions can make
- •It harder for us to lie
- •Text 16 a triangular theory of love
- •Text 17 learning
- •Text 18 habituation
- •Text 19 punishment: use with care
- •Text 20 observational learning
- •Appendix Словообразование при помощи аффиксов
- •Наиболее употребительные префиксы. Префиксы с отрицательным значением.
- •Префиксы с разными значениями
- •Наиболее употребительные суффиксы Суффиксы существительных
- •Суффиксы прилагательных
- •Суффиксы глаголов
- •Glossary
- •Contents
VI. Match the opposites in a and b.
-
A
B
Harm
Urban
Wealthy
To prohibit
To increase
To encourage
Ability
To decrease
Poor
Rural
To discourage
Disability
Good
To allow
VII. Read the text and define the main idea of each enumerated paragraph. Child Abuse
1. Child abuse, intentional acts that result in physical or emotional harm to children. The term child abuse covers a wide range of behavior, from actual physical assault by parents or other adult caretakers to neglect of a child’s basic needs. Child abuse is also sometimes called child maltreatment. Although the extent of child abuse is difficult to measure, it is recognized as a major social problem, especially in industrialized nations. It occurs in all income, racial, religious, and ethnic groups and in urban and rural communities. It is, however, more common in some groups, especially those below the poverty line. Cultures around the world have different standards in deciding what constitutes child abuse. In Sweden, for example, the law prohibits any physical punishment of children, including spanking. By contrast, in some countries of Asia, Africa, and the Caribbean, parents are expected to punish their children by hitting them.
2. There are several different types of child abuse, and some children experience more than one form. Physical abuse includes deliberate acts of violence that injure or even kill a child. Unexplained bruises, broken bones, or burn marks on a child may be signs of physical abuse. Sexual abuse occurs when adults use children for sexual gratification or expose them to sexual activities. Emotional abuse destroys a child’s self-esteem. Such abuse commonly includes repeated verbal abuse of a child in the form of shouting, threats, and degrading or humiliating criticism. Other types of emotional abuse are confinement, such as shutting a child in a dark closet, and social isolation, such as denying a child’s friends. The most common form of child abuse is neglect. Physical neglect involves a parent’s failure to provide adequate food, clothing, shelter, or medical care to a child. It may also include inadequate supervision and a consistent failure to protect a child from hazards or danger. Emotional neglect occurs when a parent or caretaker fails to meet a child’s basic needs for affection and comfort. Examples of emotional neglect include behaving in a cold, distant, and unaffectionate way toward a child, allowing a child to witness chronic or severe spousal abuse, allowing a child to use alcohol or drugs, and encouraging a child to engage in delinquent behavior. Another form of neglect involves failing to meet a child’s basic education needs, either by failing to enroll a child in school or by permitting a child to skip school frequently.
3. Many people have difficulty understanding why any person would hurt a child. The public often assumes that people who abuse their children suffer from mental disorders, but fewer than 10 percent of abusers have mental illnesses. Most abusers love their children but tend to have less patience and less mature personalities than other parents. These traits make it difficult to cope with the demands of their children and increase the likelihood of physical or emotional abuse. However, there is no single explanation for child maltreatment. Child abuse results from a complex combination of personal, social, and cultural factors. These may be grouped into four primary categories: (1) intergenerational transmission of violence, (2) social stress, (3) social isolation and low community involvement, and (4) family structure. Many children learn violent behavior from their parents and then grow up to abuse their own children. Thus, the abusive behavior is transmitted across generations. Studies show that some 30 percent of abused children become abusive parents, whereas only 2 to 3 percent of all individuals become abusive parents. Children who experience abuse and violence may adopt this behavior as a model for their own parenting. However, the majority of abused children do not become abusive adults. Some experts believe that an important predictor of later abuse is whether the child realizes that the behavior was wrong. Children who believe they behaved badly and deserved the abuse become abusive parents more often than children who believe their parents were wrong to abuse them. Stress brought on by a variety of social conditions raises the risk of child abuse within a family. These conditions include unemployment, illness, poor housing conditions, a larger-than-average family size, the presence of a new baby or a disabled person in the home, and the death of a family member. A large majority of reported cases of child abuse come from families living in poverty. Child abuse also occurs in middle-class and wealthy families, but it is better reported among the poor for several reasons. Wealthier families have an easier time hiding abuse because they have less contact with social agencies than poor families. In addition, social workers, physicians, and others who report abuse subjectively label children from poor families as victims of abuse more often than children from rich families. Alcohol and drug use, common among abusive parents, may aggravate stress and stimulate violent behavior. Certain characteristics of children, such as mental retardation or physical or developmental disabilities, can also increase the stress of parenting and the risk of abuse. Parents and caretakers who abuse children tend to be socially isolated. Few violent parents belong to any community organizations, and most have little contact with friends or relatives. This lack of social involvement deprives abusive parents of support systems that would help them deal better with social or family stress. Moreover, the lack of community contacts makes these parents less likely to change their behavior to conform to community values and standards.
Cultural factors often determine the amount of community support a family receives. In cultures with low rates of child abuse, child care is usually considered the responsibility of the community. That is, neighbors, relatives, and friends help with child care when the parents are unwilling or unable. In the United States, parents often shoulder child-care demands by themselves, which may result in a higher risk of stress and child abuse. Certain types of families have an increased risk of child abuse and neglect. For example, single parents are more likely to abuse their children than married parents. However, single-parent families usually earn less money than other families, so this may account for the increased risk of abuse. Families with chronic marital discord or spousal abuse have higher rates of child abuse than families without these problems. In addition, families in which either the husband or wife dominates in making important decisions—such as where to live, what jobs to take, when to have children, and how much money to spend on food and housing—have higher rates of child abuse than families in which parents share responsibility for these decisions.
4. The consequences of child abuse and neglect can be devastating and far-reaching. Physical injuries can range from bruises, scrapes, and burns to brain damage, permanent disabilities, and death. The psychological effects of abuse and neglect can last a lifetime and may include a lowered sense of self-worth, an inability to relate to peers, reduced attention span, and learning disorders. In severe cases, abuse may result in psychiatric disorders like depression, excessive anxiety, or dissociative identity disorder, as well as an increased risk of suicide. Behavior problems often develop after abuse, including violence and juvenile crime. Children who are sexually abused initially may show an unusual interest in sexual organs. They may demonstrate abnormal behavior, such as public masturbation or public display of their genitals. Long-term effects may include depression, low self-esteem, and sexual problems, such as avoidance of sexual contact, confusion about sexuality, or involvement in prostitution. Despite being abused, the majority of maltreated children do not show signs of extreme disturbance, and many can cope with their problems. A number of factors help insulate children from the effects of maltreatment. These include high intelligence, good scholastic achievement, good temperament, and having close personal relationships.
5. Since the 1960s efforts to ensure that abused children are identified have increased greatly in the United States. From 1962 to 1967 all 50 states and the District of Columbia enacted laws that required professionals in law enforcement, medicine, education, and other fields to report suspected cases of child abuse. As a result, the number of children reported as abused or neglected has increased substantially, from about 700,000 in 1976 to about 2.9 million in 1995. Today, each state has a free telephone hotline to receive child abuse and neglect reports from these individuals and the general public. In 1974 the United States government enacted the Child Abuse Prevention and Treatment Act. This legislation provided a federal definition of child maltreatment and established the National Center on Child Abuse and Neglect. As part of the Department of Health and Human Services, the center collects data on child abuse, assists states in implementing prevention programs, and funds research on the causes, treatment, and prevention of child abuse. Child-welfare workers who confirm that a child has been abused or neglected usually have two options. These are (1) separate the child from the parents and place him or her with a relative, foster home, or state institution, or (2) keep the child with the parents and provide the family with social support, such as counseling, food stamps, and child-care services.
6. Public concern over placement of abused children in the United States grew in the 1970s as the number of children placed in foster homes continued to increase. The Adoption Assistance and Child Welfare Act of 1980 placed special emphasis on reducing the number of children in foster care and on ensuring safe and permanent living conditions for children. As a result of this law, child-welfare agencies work to avoid out-of-home placements and to reunify children in foster care with their biological parents. The decision to separate one or more children from an abusive parent or parents must be weighed against the risks. The children may not understand why they are being removed from their home. Children may not realize they are being abused or neglected, so the removal might seem like another instance of them doing something wrong and being punished. Also, child-welfare agencies often have difficulty finding suitable placement for abused children because such children frequently require special care. If they become a burden for any foster parent or institution, the risk of abuse might actually be greater than in the home of the biological parents. There are also risks to keeping children in abusive homes. The support services may not resolve the problems that led to the abuse and the child may be abused again or killed. Of children killed by parents or caretakers, from 30 to 50 percent have been previously identified by child-welfare agencies and either left in their home or returned home after a short-term removal.
7. In the United States many types of social programs, usually at the county or state levels, have attempted to reduce and prevent child abuse. Current approaches involve identifying high-risk parents—such as young, single, first-time mothers—and providing parental skills training, counseling, education, and social support. Often trained social workers or nurses provide this support by visiting the family’s home on a regular basis, encouraging community contact, and expanding the caretaker’s knowledge about available social services. Some home visitation programs have shown promise in reducing abuse among high-risk families. The most successful strategies provide home visitation that begins at or before the child’s birth and continues for two or more years. In one such program for unmarried teenage mothers, only 4 percent of mothers had abused or neglected their children after two years, contrasted to 19 percent of a comparison group not in the program. Other programs, known as intensive family preservation programs, try to preserve families in which abuse has occurred rather than send the child to foster care. A caseworker visits the family’s home frequently and intensively over a period of weeks and provides counseling and practical assistance for such issues as finding employment and obtaining child care. However, many prevention and treatment programs may not reduce the incidence of child abuse significantly. Studies indicate that the more intervention services a family receives, the more abuse occurs in the family. Intensive family preservation programs, for example, provide short-term relief, but they do not seem to reduce placement of children in foster homes or lower the risk of maltreatment.