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I.1. The text you are going to read is about depression. What do you already know about it? If you were to deal with such topic, what would you speak about?

 

2. Pay attention to the following terms used in the text:

common – обычный, привычный;

to affect – затрагивать, негативно влиять;

teen years – возраст от13 до 19 лет;

to respond – отвечать, реагировать;

to encourage – поднимать самооценку, хвалить;

to yell – кричать, орать;

lazy – ленивый, неповоротливый;

to shake off – стряхнуть, сбросить, избавиться;

to take smth. seriously – воспринимать ч.-л. серьёзно, принимать близко к сердцу;

genetic makeup – генетическая предрасположенность;

to go beyond – переходить границы, перерасти;

to challenge – пройти через серьёзное испытание;

substance use and abuse – употребление и зависимость от алкоголя и др. запрещенных мед. препаратов;

a setback – остановка или задержка в развитии;

a bout - короткий отрезок времени болезни или депрессии;

to linger – задержаться, затянуться;

talk therapy – психоанализ;

medication – медикаментозное лечение;

to combat – победить, сражаться;

to monitor – проводить обследование;

to benefit – добиться успеха;

mood-boosting activities – приятное времяпрепровождение, процедуры по гармонизации (тела и настроения);

to step in – вмешаться;

a suicide – самоубийство;

to cheer up – подбадривать.

II.1. Find the following English equivalents in the text:

- реагировать критикой, криком;

- наносить вред здоровью;

- скрывать депрессию;

- обратиться за помощью к врачу;

- лечить соматические симптомы;

- наследовать ч.-л.;

- генетическая предрасположенность;

- развод;

- второй брак;

- бедность;

-семейное насилие;

- недообследованные трудности в обучении;

- подбирать дозировку.

Use dictionary if necessary.

 

2. Read the text:

Depression is very common and affects as many as 1 in 8 people in their teen years. Depression affects people of every color, race, economic status, or age; however, it does seem to affect more girls than guys.
Sometimes friends or family members recognize that someone is depressed. They may respond with love, kindness, or support, hoping that the sadness will soon pass. They may offer to listen if the person wants to talk. If the depressed feeling doesn't pass with a little time, friends or loved ones may encourage the person to get help from a doctor, therapist, or counselor.
But not everyone recognizes depression when it happens to someone they know.
Some people don't really understand about depression. For example, they may react to a depressed person's low energy with criticism, yelling at the person for acting lazy or not trying harder. Some people mistakenly believe that depression is just an attitude or a mood that a person can shake off. It's not that easy.
Sometimes even people who are depressed don't take their condition seriously enough. Some people feel that they are weak in some way because they are depressed. This is wrong and it can even be harmful if it causes people to hide their depression and avoid getting help.
Occasionally, when depression causes physical symptoms (things like headaches or other stress-related problems), a person may see a doctor. Once in a while, even a well-meaning doctor may not realize a person is depressed, and just treat the physical symptoms.
There is no single cause for depression. Many factors play a role including genetics, environment, life events, medical conditions, and the way people react to things that happen in their lives.
Research shows that depression runs in families and that some people inherit genes that make it more likely for them to get depressed. Not everyone who has the genetic makeup for depression gets depressed, though. And many people who have no family history of depression have the condition. So although genes are one factor, they aren't the single cause of depression.
The death of a family member, friend, or pet can go beyond normal grief and sometimes lead to depression. Other difficult life events, such as when parents divorce, separate, or remarry, can cause and even make the depression worse. Even events like moving or changing schools can be emotionally challenging enough that a person becomes depressed.
For some teens, a negative, stressful, or unhappy family atmosphere can affect their self-esteem and lead to depression. This can also include high-stress living situations such as poverty; homelessness; and violence in the family, relationships, or community.
Substance use and abuse also can cause chemical changes in the brain that affect mood; alcohol and some drugs are known to have depressant effects. The negative social and personal consequences of substance abuse also can lead to severe unhappiness and depression.
Certain medical conditions can affect hormone balance and therefore have an effect on mood. Some conditions, such as hypothyroidism, are known to cause a depressed mood in some people. When these medical conditions are diagnosed and treated by a doctor, the depression usually disappears.
For some teens, undiagnosed learning disabilities might block school success, hormonal changes might affect mood, or physical illness might present challenges or setbacks.
Depression involves the brain's delicate chemistry specifically, it involves chemicals called neurotransmitters. These chemicals help send messages between nerve cells in the brain. Certain neurotransmitters regulate mood, and if they run low, people can become depressed, anxious, and stressed. Stress also can affect the balance of neurotransmitters and lead to depression.
Sometimes, a person may experience depression without being able to point to any particular sad or stressful event. People who have a genetic predisposition to depression may be more prone to the imbalance of neurotransmitter activity that is part of depression.
Medications that doctors use to treat depression work by helping to restore the proper balance of neurotransmitters.
For some people, depression can be intense and occur in bouts that last for weeks at a time. For others, depression can be less severe but can linger at a low level for years.
Doctors who treat depression distinguish between these two types of depression. They call the more severe, short-lasting type major depression and the longer-lasting but less severe form dysthymia (pronounced: dis-thy-me-uh).
A third form of depression that doctors may diagnose is called adjustment disorder with depressed mood. This diagnosis refers to a depressive reaction to a specific life event (such as death, divorce, or other loss), when adjusting to the loss takes longer than the normally expected timeframe or is more severe than expected and interferes with the person's daily activities.
Bipolar disorder (also sometimes called manic depressive illness) is another depressive condition that involves periods of major depression mixed with periods of mania. Mania is the term for abnormally high mood and extreme bursts of unusual activity or energy.
Depression is one of the most common emotional problems in the United States and around the world. The good news is that it's also one of the most treatable conditions. Therapists and other professionals can help. In fact, about 80% of people who get help for their depression have a better quality of life; they feel better and enjoy themselves in a way that they weren't able to before.
Treatment for depression can include talk therapy, medication, or a combination of both.
Talk therapy with a mental health professional is very effective in treating depression. Therapy sessions can help people understand more about why they feel depressed, and the ways to combat it. Sometimes, doctors prescribe medicine for a person who has depression. When prescribing medicine, a doctor will carefully monitor patients to make sure they get the right dose. The doctor will adjust the dose as necessary. It can take a few weeks before the person feels the medicine working. Because every person's brain is different, what works well for one person might not be good for other.
Everyone can benefit from mood-boosting activities like exercise, yoga, dance, journaling, or art. It can also help to keep busy no matter how tired you feel.
People who are depressed shouldn't wait and hope it will go away on its own because depression can be effectively treated. Friends or others need to step in if someone seems severely depressed and isn't getting help.
Many people find that it helps to open up to parents or other adults they trust. Simply saying, "I've been feeling really down lately and I think I'm depressed," can be a good way to begin the discussion. Ask your parent to arrange an appointment with a therapist. If a parent or family member can't help, turn to your school counselor, best friend, or a helpline to get help.
People who are extremely depressed and who may be thinking about hurting themselves or about suicide need help as soon as possible. When depression is this severe, it is a very real medical emergency, and an adult must be notified. Most communities have suicide hotlines where people can get guidance and support in an emergency.
Although it's important to be supportive, trying to cheer up a friend or reasoning with him or her probably won't work to help depression or suicidal feelings go away. Depression can be so strong that it outweighs a person's ability to respond to reason. Even if your friend has asked you to promise not to tell, severe depression is a situation where telling can save a life. The most important thing a depressed person can do is to get help. If you or a friend feels unsafe or out of control, get help now. Depression doesn't mean a person is "crazy." Depression (and the suffering that goes with it) is a real and recognized medical problem. Just as things can go wrong in all other organs of the body, things can go wrong in the most important organ of all: the brain. Luckily, most teens who get help for their depression go on to enjoy life and feel better about themselves.

 

SPECIAL EDUCATION

 

In every school system there are pupils who deviate markedly from so called "normal children" and require special education.

The primary function of special education is to provide treatment, training and instruction for such handicapped children.

Special education is planned to make use of highly spe­cialized methods in order to provide all exceptional children with the specific type of educational service they need.

These special services may include a radical modifica­tion of the curriculum, special methods of instruction as well as special equipment.

Consequently, special education is applied to each type of exceptional children who are handicapped physically, men­tally or socially.

In fact, such children cannot follow the regular school programme because of their handicaps but they can profit by a restricted and adjusted programme.

Today all "handicapped" children are called exceptional children. In America "special education" is generally refer­red to as the "education of exceptional children".

The term "exceptional" includes the various types of physically handicapped children such as: the crippled, the blind and the partially sighted, the deaf and hard of hearing, the deafened, the speech defectives and those with special health problems, the emotionally disturbed, the mentally re­tarded.

Each kind of special handicap presents it’s own particu­lar problems and needs. Handicapped children present learning difficulties; their sensory and motor impairments re­quire careful study in order to adapt instruction successfully as they cannot adjust to the ordinary school programme.

Special education presents a wide variety of medical, social, vocational and administrative problems for education.

With universal compulsory education, special education became a necessity. Special education implies the development of a healthy well adjusted personality who can adapt himself to a society in which he can know success.

The best system of training is one in which the child follows the normal training course designed for ordinary school work, but in addition devotes some time to special work designed to eliminate the respective defects.

So a child with marked hearing loss requires additional services and special instruction in compensating for his handicaps. A child with seriously defective vision also re­quires special techniques of instruction, different from those applied to a child who has normal vision. The crippled child likewise requires special facilities for his physical handi­cap.

Children with particular handicaps must be placed in special schools and classes, where they get additional services and special instruction. At such schools children are given knowledge, habits and abilities according to the normal training course but the applied methods are specialized.

Classification of Exceptional Children.

Children are classified according to their handicaps

1. the mentally retarded

2. the deaf and the hard of hearing

3. the blind and the partially sighted

4. the speech defective

5. the crippled

6. Health problem children

There are two more groups in American classification

They are:

7. the mentally gifted

8. children presenting serious behaviour problem

 

T E R M S

 

to deviate иметь отклонения

to make use of использовать

highly specialised methods специальные метода

to provide обеспечить, охватить

exceptional children аномальные дети

educational service обучение и воспитание

modification изменение

curriculum учебный план

methods of instruction методы обучения

equipment оборудование

mentally умственно

to follow the programme следовать, обучаться по программе

handicap недостаток /физический, умственный

to profit извлекать пользу

to restrict ограничивать

to refer to ссылаться, называться, относиться

to apply to применять

to adjust oneself приспосабливаться

crippled children дети-калеки

the blind слепые

the partially sighted слабовидящие

the deaf глухие

the hard of hearing слабослышащие

partially deaf слабослышащие

the deafened оглохшие

the speech defective логопаты

emotionally disturbed страдающие нарушением психики

the mentally retarded умственно-отсталые

the gifted одаренные

impairment=handicap недостаток, нарушение

sensory and motor impairment сенсорные и моторные нарушения

to require требовать

to adapt приспособлять, адаптировать

to adjust приспособлять

a wide variety большое разнообразие

vocational education профобучение

compulsory education обязательное обучение

hearing loss потеря слуха

additional services дополнительные услуги обучения

defective vision слабое зрение

special facility специальные средства

 

 

DEFINING MENTAL RETARDATION

 

Many "labels" have been applied to the child who functions at an intellectual level below average. These include mentally defective, mentally subnormal, mentally retarded, in­tellectually defective, intellectually subnormal, intellec­tually retarded, oligophrenic, feebleminded, a mental, excep­tional, slow learning and so forth. Really there is little difference among them, although some do carry more positive emotional connotations than others.

In this text the phrase "mentally retarded" will be used to denote the whole range of retardation, but the term feeble­minded or the phrase "mentally defective" will be used to de­note more severe mental retardation. There have been many at­tempts at defining precisely what is meant by the concept of "mental retardation". Some persons have attempted to define the condition in terms of the intelligence quotient that an individual achieves. This has been particularly characteristic of authorities in the United States, where the use of intelligence tests has flourished. In such cases the usual procedure is to define intellectual retardation in terms of an intelligence quotient score of below 70. A child, who ob­tains an intelligence quotient of 68, however is not necessa­rily more retarded mentally than a child with an intelligence quotient of 72, since many factors must be taken into consi­deration in the interpretation of intelligence test scores.

Pr. Tredgold defines mental retardation as follows:

... a state of incomplete mental development of such a kind and degree that the individual is incapable of adapting himself to the normal environment of his fellows in such a way asto maintain existence independently of supervision, control or external support. We may note that this definition stresses the degree of social adequacy of the person - how well he is able to adjust to the demands of society in compa­rison with others of his age group. "Inability to adapt" is emphasized as an important factor. Children who are "average" in intelligence quotient are between 95 and 104. About 3% of the total group is considered to be "feebleminded". This group has intelligence quotient below 65.

 

T E R M S

 

mental retardation умственная отсталость

intellectual level уровень интеллектуального развития

subnormal аномальный

mentally defective умственно-отсталый

oligophrenic олигофрен

feebleminded слабоумный

connotation дополнительное значение

condition зд. состояние

intelligence quotient интеллектуальный коэффициент

 

Последнее изменение этой страницы: 2016-06-10

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