Unit 3, Lesson 3.3, Exercise A≤1.16 1 apˈproach 2 ˈphobia 3 schizoˈphrenia 4 deˈpression 5 anxˈiety 6 disˈorder 7 ˈtreatment 8 bioˈmedical 9 pracˈtitioner
10 psyˈchiatrist 11 psychoˈanalyst 12 ˈtherapist 13 multiˈcausal 14 reinˈterpret 15 diagˈnosis 16 antideˈpressants 17 mediˈcation 18 environˈmental
Unit 3, Lesson 3.4, Exercise A≤1.17
DR TODD: So, to sum up, we discovered an institutional issue – the small number of women in senior positions at the university – and gathered data to help us find a solution to the problem. We collected statistical data from the university database. We designed a psychometric test to find out whether women with particular personality traits – that is, with certain patterns of behaviour – tended to reach senior posts. And we designed an interview schedule to discover whether the institutional culture – the generally accepted behaviour of everyone in the organization – discouraged women from taking up senior positions.
I have to stop now, as we’re running out of time.
But I hope this talk has given you an idea of how varied the work of an occupational psychologist can be. Thank you.
LECTURER: Thank you very much, Dr Todd, for such an interesting talk. Now, after a quick break, our lectures continue this afternoon with another visitor, Dr Ana Rogers, who will discuss the theoretical foundations of her work as a clinical psychologist. Your research into the influence of genetics, the unconscious and social interaction on behaviour should be useful during this lecture.
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Unit 3, Lesson 3.4, Exercise C≤1.18
Part 1 LECTURER: OK? Everybody here? Right … In this lecture, we’re going to hear about another field of psychology – clinical psychology. Dr Ana Rogers is going to discuss her work with young people with psychological problems. She’ll be telling us about the possible causes of mental illness and discussing different approaches to treatment. I’ll let you take over, Ana. Thank you very much.
DR ROGERS: Thank you, and thank you for inviting me to talk to you today. To start with, I should tell you where I work and what I do. I work in a clinic for troubled teenagers in New York and my job is simply to diagnose their problems and find the most effective treatment for them. I say, ‘simply’, but, as you can imagine, it’s not at all simple. The majority of the young people I see in my practice are suffering from fairly common disorders; phobias, stress, anxiety and depression are the most frequent. But a small minority are suffering from personality disorders, which are more serious and can be difficult to treat. In my talk today, I’ll be discussing the main approaches to diagnosis and treatment, and commenting on my own approach.
Unit 3, Lesson 3.4, Exercise D≤1.19
Part 2 First of all, I’m going to explain the theories that support the diagnosis of mental problems, and show you how they affect the kinds of treatment psychologists can recommend.
If you look at Slide 1, you’ll see the principal
models of the causes of mental disorders; the biomedical, the psychodynamic, the socio-cognitive and the multicausal.
First of all, let’s look at the biomedical model.
This model assumes that all mental illness is the result of a biological malfunction, a chemical imbalance or a genetic defect. When they can, practitioners who follow this model will usually prescribe medication to correct the imbalances underlying the disorder. Incidentally, if you’ve ever wondered about the difference between a psychologist and a psychiatrist, it’s that a psychiatrist is a qualified medical practitioner and is allowed to prescribe drugs. Most psychologists are not. So, in my case, this is not an option.
Now, going back to the slide … Next on the list is
the psychodynamic model, which developed from Freud’s theories. As you know, Freud attributed
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