I. Answer the following questions on the text.

1. What services can psychologists and psychiatrists provide to people?

2. What professionals are granted the right to diagnose neuropsychological disorders and dysfunctions?

3. What professionals are granted the right to prescribe medications?

4. What do psychologists focus their treatment on?

5. What does the education of psychologists include?

6. What does psychologist's training allows them to do?

7. What professionals specialize in psychological training?

8. When do psychologists use psychological tests?

9. What do psychological tests assess?

II. Answer the question expressing your own opinion (no less that 10 sentences).

What are the main differences between psychologists and psychiatrists?

III. Give Russian equivalents of the following.

Provide psychotherapy and counseling services, to be trained to diagnose, to be granted the right to make diagnoses, to maintain and enhance people’s physical, intellectual, emotional, social and interpersonal functioning, prescribe medications (for), background information, mental health professional.

IV. Find English equivalents in the text.

Иметь много общего, нейропсихологическое, психотическое, невротическое (нервное) расстройство, изменение личности, лучший способ помогать людям, специализироваться (на), врач узкой специальности.

V. Complete the sentences.

1. Psychological tests are used in …

2. The education of psychologists provides knowledge of …

3. Both psychologists and psychiatrists can …

4. The psychologist's training in research allows them to …

5. Psychologists do not prescribe …

VI. Make up sentences.

1. testing, psychologists, in, specialize, psychological.

2. on, prescribe, do not, medications, instead, focusing, treatment, psychotherapy, psychologists, their.

3. may, whether, use, psychological, a psychologist, tests, a child, a learning disorder, to determine, has

VII. Give the summary of the text.

VIII. Read the text and then translate it in writing.

Reward and Satisfaction

Rewards are those things which appeal to the needs of the child; in some cases these are tangible things, like sweets, in others they are marks, and in some cases invisible rewards like the satisfaction which success itself brings. There is a tendency for some teachers and schools to think of rewards almost entirely in terms of marks, stars, and other tangible objects which pupils seem to appreciate, and to overlook the undoubted value of success and the joy of discovery as being reward in themselves. Marks and prizes are incentives set up apart from the work to be done.

If the work is set so that the child has the pleasure of finding out for himself, and so that there is a good chance of success, then no external reward is neces­sary; the reward is present in, and part of, the study. Whatever form they take, if rewards are to be efficient in reinforcing learning they should be presented at the time when the child is successful, or as soon after it as possible; the longer the time lapse between the child marking the correct response and receiving the reward, tangible, the less is the effect of the reward. When a class has completed a piece of work, it should be marked as soon as possible, so that the children get the satisfaction of knowing they are right, and also the reward of the marks, if any, before they have forgotten about the work.

As well as being immediate, rewards should be as consistent as possible. In routine class teaching the teacher can attempt to order his material in such a way that the pupils are drawn along through the stages, each of which pre­sents little or no difficulty, until at the end they have accomplished a large advance which, if taken as one stage, would almost certainly present difficulties.

It is the task of the teacher, with his superior knowledge of the subject, to analyze the topic and break it down into understandable units.