Английский язык учебник

the power of unconscious forces to mold behaviour.

4.

We keep ideas, memories, and desires of which we are aware.

5.

They include hunger, thirst, and sex.

6.

They include feelings of depression and aggres sion.

7.

It operates on the pleasure principle.

8.

It operates on the idealistic principle.

LANGUAGE FOCUS

Exercise 1. Match the words in the left hand column with the definitions in the right hand col umn.

Exercise 2.

A.Guess the meaning and give the appropri ate translation of the following English ter minological word combinations:

displacement: drive ~, ~ of prejudice, perceptual ~, ~ of effect, ~ of aggression;

innate: ~ kindness, ~ laziness;

projection: play ~, descending ~, eccentric ~, visual ~; hostility: “autistic” ~, parental ~, repressed ~, social ~; repression: conscious ~, organic ~, primary ~, secondary ~,

unconscious ~;

trait: constitutional ~, individual ~, unique ~, universal ~, face ~, surface ~, dominant ~;

consciousness: double ~, group ~, subliminal ~, ~ of ac tivity, ~ of kind;

regression: ego ~, phenomenal ~, simple ~, spontaneous ~.

B.Convey the meaning of some words above in your own words.

Exercise 3. Fill in the columns with the proper deriv atives of the following words whenever possible.

Exercise 4. Put the words from the following list into the gaps making necessary changes.

Regression, libido, fantasy, idealistic, ego, precon scious, innate, controversy, superego, conscious

1.In spite of the aura of _____ that surrounds Freud, many of his concepts have found acceptance.

2.The _____ operates on the _____ principle, while the superego operates on the _____ principle.

3.The driving force of the id is _____.

4.Aspects of our mental life of which we are not _____

at any moment that can be brought to awareness are stored at _____ level.

5.The last of the three structures to develop is _____.

6._____ drives are explanatory concepts of behaviour.

7._____ is a defense mechanism that involves imagi nation or daydreaming as a reaction to stress and anxiety.

8._____ is a return to earlier, more primitive, even childish levels of behaviour.

Exercise 5. Arrange the following words in pairs of

(a)synonyms and (b) antonyms:

a)to deem, to revert, trait, controversy, fantasy, to mold, hostility, moderate, innate,to return (to a former state), to believe, characteristic, prolonged argument, imagination, to form, not extreme, pos sessed from birth, enmity;

b)ego, life instincts, conscious, reliable, superego, un reliable, acceptance, moderate, to tell the truth, death instincts, hostile, innate, friendly, acquired, unconscious, extreme, reality, to cheat, fantasy, de nial.

SPEAKING AND DISCUSSION

Exercise 1. Answer the following questions on the text.

1.What is the definition of personality?

2.What are the main characteristics of Freud’s theory?

3.What are the three levels of consciousness proposed by Freud?

4.What role do instincts play in Freud’s theory?

5.What are the three structures of personality as Freud saw them?

6.Why isn’t the interaction of the three components of one’s personality always simple and straightforward?

Exercise 2. Retell the text using your active vocabu lary.

Exercise 3. Give a summary of the text.

Exercise 4.

A.Respond to the following questionnaire and discuss your results.

These statements concern personal reactions to a number of different situations. No two statements are exactly alike, so consider each statement carefully be fore responding.

If a statement is true, or mostly true, as applied to you, circle the T. If a statement is false, or usually not true, as applied to you, circle the F.

Scoring: Give yourself one point for each of the ques tions 1, 5, and 7 that you answered F, and give yourself one point for each of the remaining questions that you answered T. If your total points are seven or more, you are probably a high monitoring individual; three or be low, and you are probably low on self monitoring.

B. Be ready to discuss the following points.

Three points to ponder: (1) To what extent does the situation determine the extent to which one acts openly and honestly in the presence of others? (2) Can you think of any behaviours or characteristics that should be cor related with one’s degree of self monitoring? (3) How would you proceed to assess the reliability and validity of this scale, and to create adequate norms for it? (Op. cit., pp. 301, 302).

Exercise 5. Scan the text and do the tasks below.

THE DEFENSE MECHANISMS

If the ego cannot find the acceptable ways to satisfy the drives of the id, or it cannot deal with the demands

of the superego, conflict and anxiety result. Then ways must be found to combat the resulting anxiety. It was for this purpose that Freud proposed defense mecha nisms, unconsciously applied techniques that protect the self (ego) against strong feelings of anxiety. What fol lows is a list of some of the more common ego defense mechanisms with an example of each.

Repression is the most basic defense mechanism. It is sometimes referred to as motivated forgetting, which gives you a good idea of what is involved. Repression is a matter of forgetting about some anxiety producing event or desire. Paul had a teacher with whom he did not get along. After spending an entire semester trying to do his best, Paul failed the course. The following sum mer, while Paul was walking with his girlfriend, the teacher approached Paul, and Paul could not remember the instructor’s name. He had repressed it. Forgetting about everything and everyone who ever caused your anxiety is not an adaptive response, but pushing some anxiety producing memories into the depths of the un conscious can protect us from dwelling on unpleasant ness.

Sublimation is a defense mechanism involving the repression of unacceptable sexual or aggressive impulses and allowing them to surface in socially acceptable behaviours that are neither sexual nor aggressive in na ture (Hall, 1954). For example, if a person has sexual urges for his sister, these urges can be repressed and channeled into an acceptable behaviour. The person may channel the sexual energy into his artistic abilities and become an accomplished artist. For individuals with more ordinary talents such sexual energy might be chan neled into a hobby or excelling at one’s job.

Denial is a defense mechanism in which a person re fuses to acknowledge the realities of an anxiety produc

ing situation. When a physician first tells a patient that he or she has a terminal illness, a common reaction is denial; the patient refuses to believe or accept that the diagnosis is accurate.

Rationalization amounts to making up excuses for one’s behaviours rather than facing the (anxiety produc ing) real reactions for them. The real reason Kevin failed his psychology midterm is that he didn’t study for it and had missed several classes. Kevin hates to admit, even to himself, that he could have been stupid as to flunk this exam because of his own actions or inactions. So he rationalizes, “It really wasn’t my fault. I had a terrible instructor. The test was grossly unfair. We used a lousy textbook. And I’ve been fighting the flu all semester.”

Fantasy provides an escape from anxiety through imagination or daydreaming. It is a defense mechanism commonly used by college students. After a week of exams and term paper deadlines, isn’t it pleasant to sit back in a comfortable chair and fantasize about graduating from college with honors? To engage in fantasy from time to time is a normal and acceptable reaction to stress and anxiety. On the other hand, there are potential dangers. One needs to be able to keep separate those activities that are real and those that occur in fantasies. Fantasy by it self will not solve the problems or resolve the conflicts that caused the anxiety in the first place. Daydreaming about academic success may help one feel better for a while, but it is not likely to make anyone a better stu dent.

Projection is a matter of seeing one’s own unaccept able, anxiety producing thoughts, motives, or traits in others. Under enormous pressure to do well on an exam, Kirsten decides to cheat. But at exam time, her con science (superego) won’t let her. Because of projection, Kirsten may think that she sees cheating going on all

around her. Projection is a defense mechanism often used in conjunction with aggression or hostility. When people feel uncomfortable with their own hostility, they often project their aggressiveness onto others, coming to be lieve that others are “out to get me.”

Regression is a return to earlier, more primitive, even childish levels of behaviour that were once effec tive. We often see regression occurring in children. Imagine a four year old who until recently was an only child; mommy has just returned from the hospital with a new baby sister. The four year old is no longer the “cen ter of attention.” He reverts to earlier behaviours and starts wetting the bed, screaming for a bottle of his own, and crawling on all fours.

The defense mechanism of displacement is usually discussed in the context of aggression. It’s a matter of directing one’s motives or behaviours at a substitute person or object rather than expressing them directly, which would be anxiety producing. Dorothy expects to get promoted at work, but someone else gets the new job she wanted. She’s upset and angry at her boss but feels, perhaps correctly, that blowing her top at her boss will do more harm than good, so she displaces her hostility toward her husband, the children, or the family cat.

This list of defense mechanisms is not an exhaustive one. These are among more common, however, and should give you an idea of what Freud had in mind. There are two points that deserve special mention. (1) Using de fense mechanisms is a normal reaction. You shouldn’t be alarmed if you find that some of these mechanisms sound like reactions you have used. In moderation they help us to cope with the anxieties and conflicts of every day life. (2) Although they are normal, these mechanisms can become maladaptive. As long as defense mechanisms are successful in easing the unpleasant feelings of anxi ety, we may no longer feel a need to search for the true

sources of anxiety and thus will be less likely to resolve the conflicts that produced the anxiety in the first place.

Op. cit., pp. 377–379

Task 1. Say whether the following statements are true (T) or false (F), and if they are false, say why.

(rather aggressive) are directed at a sub stitute rather than the real object of those behaviours or motives.

Task 2. Pair work. Ask 6 special questions to the text while your partner will answer them.

Task 3. Develop the idea of the text using the vo cabulary.

Task 4. Give a summary of the text.

Exercise 6. Discuss the following questions in a group or in pairs.

1.Is the image one projects important only in public life, or is it important in our relationships with our friends and families as well?

2.Do we pay too much attention to people’s images?

3.Is it morally right that a politician should get more votes simply by appearing less tough or aggressive through training his or her voice and changing hair styles?

4.Can one succeed – socially or in a job – if one has not got the ‘right’ image?

5.Is there anyone you like despite his/her public im age that you find unpleasant?

Exercise 7. Choose one of the following topics con nected with personality and prepare a re port on it.

1.Theories of personality.

2.Freud’s theory of personality.

3.The personality structure.

4.The defense mechanisms.

WRITING

Exercise 1. Write a short summary of the report you have made.

Exercise 2. Write your personal equation cards.

Write a description of yourself in such a way that it could be no other person you know. Describe ideas and