Suicide

Suicide is a common problem in our society. Its rate has tripled in the past 30 years in the United States; each year, about 25,000 people take their own lives. Beginning at about the age of 15, the rate of suicide begins to rise rapidly. Suicide accounts for about 12 percent of the mortality in the adolescent and young adult age group. Males are about three times as likely to commit suicide as females; this may be because of their more active methods for attempting suicide—shooting, for example. By contrast, females are more likely to use passive methods, such as sleeping pills, which are less likely to produce death. Although males commit suicide more frequently, fe­males attempt it more frequently.

Estimates indicate that, for every successful suicide in the general population, 6 to 10 attempts are made. For adolescents, the figure is as high as 50 attempts for every life taken. As many as two in every three college students has thought about suicide on at least one occasion; their methods range from overdosing on drugs to crashing into the White House in an airplane.

Why do adolescents attempt suicide? There is no simple answer to this important question. It is helpful to think of suicide in terms of proximal and distal factors. Proximal, or immediate, factors can trigger a suicide attempt. Highly stressful circumstances, such as the loss of a boyfriend or girlfriend, poor grades at school, or an unwanted pregnancy, can trigger a suicide attempt. Drugs also have been involved more often in recent suicide attempts than in attempts in the past.

Distal, or earlier, experiences often are involved in suicide at­tempts as well. A long-standing his­tory of family instability and unhappiness may be present. Just as alack of affection and emotional support, high control, and pressure for achievement by parents during childhood are related to adolescent depression, so are such combinations of family experiences likely to show up as distal factors in suicide attempts. Lack of supportive friend­ships also maybe present. In an in­vestigation of suicide among gifted women, previous suicide at­tempts, anxiety, conspicuous instability in work and in relationships, depression, or alcoholism also were present in the women's lives. These factors are similar to those found to predict suicide among gifted men.

Just as genetic factors are associated with depression, so are they associated with suicide. The closer the genetic rela­tionship a person has to someone who has committed suicide, the more likely that person is to commit suicide Eating Disorders

Fifteen-year-old Jane gradually eliminated foods from her diet to the point where she subsisted by eating only applesauce and eggnog. She spent hours observing her own body, wrapping her fingers around her waist to see if it was getting any thinner. She fantasized about becoming a beautiful fashion model who would wear designer bathing suits. Even when she reached 85 pounds, Jane still felt fat. She continued to lose weight, eventually ema­ciating herself. She was hospitalized and treated for anorexia nervosa, an eating disorder that involves the relentless pursuit of thinness through starvation. Eventually, anorexia nervosa can lead to death, as it did for popular singer Karen Carpenter.

Anorexia nervosa afflicts primarily females during adoles­cence and early adulthood (only about 5 percent of anorexics are male). Most individuals with this disorder are White and from well-educated, middle- and upper-income families. Although anorexics avoid eating, they have an intense interest in food; they cook for others, they talk about food, and they insist on watching others eat. Anorexics have a distorted body image, perceiving that they will look better even if they become skele­tal. As self-starvation continues and the fat content of the body drops to a bare minimum, menstruation usually stops and be­havior often becomes hyperactive.

Numerous causes of anorexia nervosa have been proposed. They include societal, psychological, and physiological factors. The societal factor most often held responsible is the current fashion of thinness. Psychological factors include a mo­tivation for attention, a desire for individuality, a denial of sex­uality, and a way of coping with overcontrolling parents. Anorexics sometimes have families that place high demands for achievement on them. Unable to meet their parents' high stan­dards, anorexics feel unable to control their own lives. By limit­ing their food intake, anorexics gain a sense of self-control. Physiological causes focus on the hypothalamus, which becomes abnormal in a number of ways when an individual becomes anorexic. At this time, however, we are not exactly certain what causes anorexia nervosa.

Bulimia is an eating disorder that involves a binge-and-purge sequence on a regular basis. Bulimics binge on large amounts of food and then purge by self-induced vomiting or the use of a laxative. The binges sometimes alternate with fast­ing; at other times, they alternate with normal eating behav­ior. Like anorexia nervosa, bulimia is primarily a female disor­der, and it has become prevalent among college women. Some estimates suggest that one in two college women binge and purge at least some of the time. However, recent estimates suggest that true bulimics—those who binge and purge on a regular basis— make up less than 2 percent of the college female population. Whereas anorexics can control their eating, bulimics cannot. Depression is a common characteristic of bu­limics. Many of the same causes proposed for anorexia nervosa are offered for bulimia.

So far we have discussed a number of specific problems and disorders in adolescence. As we will soon see, many ado­lescents do not experience a single problem, but rather their problems are often interrelated.

Таблица глаголов, изменяющихся не по общим правилам

Неопределенная форма The Infinitive	Прошедшее время Past Indefinite	Причастие прошедшего времени Participle II
1. be [bi:] быть	was [wÉz], were [w¶:]	been [bi:n]
2. become [bi`kLm] становиться	became [bi`keim]	become [bi`kLm]
3. begin [bi`gin] начинать	began [bi`gæn]	begun [bi`gLn]
4. blow [blou] дуть	blew [blu:]	blown [bloun]
5. break [breik] ломать	broke [brouk]	broken [broukn]
6. bring [briŋ] приносить	brought [brÉ:t]	brought [brÉ:t]
7. build [bild] строить	built [bilt]	built [bilt]
8. burn [b¶:n] гореть	burnt [b¶:nt]	burnt [b¶:nt]
9. buy [bai] покупать	bought [bÉ:t]	bought [bÉ:t]
10. can [kæn] мочь	could [kud]
11. catch [kætò] ловить	caught [kÉ:t]	caught [kÉ:t]
12. come [kLm] приходить	came [keim]	come [kLm]
13. cost [kÉst] стоить	cost	cost
14. cut [kLt] резать	cut	cut
15. deal [di:l] иметь дело с …	dealt [delt]	dealt [delt]
16. do [du:] делать	did [did]	done [dLn]
17. draw [drÉ:] рисовать	drew [dru:]	drawn [drÉ:n]
18. drink [driŋk] пить	drank [dræŋk]	drunk [drLŋk]
19. drive [draiv] ехать	drove [drouv]	driven [drivn]
20. eat [i:t] есть	ate [et]	eaten [i:tn]
21. fall [fÉ:l] падать	fell [fel]	fallen [fÉ:ln]
22. feel [fi:l] чувствовать	felt [felt]	felt
23. find [faind] находить	found [faund]	found
24. fly [flai] летать	flew [flu:]	flown [floun]
25. forget [f¶`get] забывать	forgot [f¶`gÉt]	forgotten [f¶`gÉtn]
26. get [get] получать	got [gÉt]	got
27. give [giv] давать	gave [geiv]	given [givn]
28. go [gou] идти	went [went]	gone [gÉn]
29. grow [grou] расти	grew [gru:]	grown [groun]
30. hang [hæŋ] вешать	hung [hLŋ]	hung
31. have [hæv] иметь	had [hæd]	had
32. hear [hi¶] слышать	heard [h¶:d]	heard
33. hide [haid] прятать	hid [hid]	hidden [hidn]
34. hurt [h¶:t] причинять	hurt [h¶:t]	hurt
35. keep [ki:p] хранить	kept [kept]	kept
36. know [nou] знать	knew [nju:]	known [noun]
37. learn [l¶:n] учиться	learned [l¶:nd] learnt [l¶:nt]	learned learnt
38. leave [li:v] оставлять	left [left]	left
39. lend [lend] давать взаймы	lent [lent]	lent
40. let [let] позволять	let	let
41. lose [lu:z] терять	lost [lÉst]	lost
42. make [meik] делать	made [meid]	made [meid]
43. mean [mi:n] значить	meant [ment]	meant
44. meet [mi:t] встречать	met [met]	met
45. put [put] класть	put	put
46. read [ri:d] читать	read [red]	read [red]
47. ride [raid] ездить верхом	rode [roud]	ridden [ridn]
48. rise [raiz] подниматься	rose [rouz]	risen [rizn]
49. run [rLn] бежать	ran [ræn]	run [rLn]
50. say [sei] сказать	said [sed]	said [sed]
51. see [si:] видеть	saw [sÉ:]	seen [si:n]
52. sell [sel] продавать	sold [sould]	sold
53. send [send] посылать	sent [sent]	sent
54. set [set] устанавливать	set	set
55. show [òou] показывать	showed [òoud]	shown [òoun]
56. sit [sit] сидеть	sat [sæt]	sat
57. sing [siŋ] петь	sang [sæŋ]	sung [sLŋ]
58. speak [spi:k] говорить	spoke [spouk]	spoken [spoukn]
59. spend [spend] проводить	spent [spent]	spent
60. stand [stnd] стоять	stood [stu:d]	stood
61. sweep [swi:p] подметать	swept [swept]	swept
62. swim [swim] плавать	swam [swæm]	swum [swLm]
63. take [teik] брать	took [tuk]	taken [teikn]
64. tear [te¶] рвать	tore [tÉ:]	torn [tÉ:n]
65. tell [tel] рассказывать	told [tould]	told [tould]
66. teach [ti:tò] обучать	taught [tÉ:t]	taught
67. think [qiŋk] думать	thought [qÉ:t]	thought
68. throw [qrou] бросать	threw [qru:]	thrown [qroun]
69. understand [,Lnd¶`stænd] понимать	understood [,Lnd¶`stu:d]	understood
70. wear [we¶] носить	wore [wÉ:]	worn [wÉ:n]
71. win [win] выигрывать	won [wLn]	won
72. write [rait] писать	wrote [rout]	written [ritn]

О Г Л А В Л Е Н И Е

Предисловие …………………………………………………………..…
Часть I.
Lesson 1. О пользовании словарем. О необходимости определения части речи незнакомого слова. Основные формально-строевые признаки частей речи. Конверсия ……………………………………
Lesson 2. Конструкция с вводящим there (there is, there are). Неопределенные местоимения some, any, no и их производные. Неопределенные местоимения many, much, (a) little, (a) few, a lot of. Повторительный курс для самостоятельной работы студентов: Английский алфавит. Чтение букв и буквосочетаний..………………
Lesson 3. Множественное число существительных. Артикль. Притяжательный падеж существительных. Личные и притяжательные местоимения.................………………………………
Lesson 4. Спряжение глагола to be. Спряжение глагола to have. Основные формы глаголов. Видовременные формы английского глагола в действительном залоге. Text 1 «Careers in Child Development»…..………………………………………………………....
Lesson 5. Неопределенные (простые) времена группы Indefinite и их употребление. The Present Indefinite Tense. Различные функции окончания -s (-es). Text 2 «Careers in Child Develoment»……….....…..
Lesson 6. The Past Indefinite Tense. The Future Indefinite Tense. Text 3 «Careers in Child Develoment»………..…………………………………
Lesson 7. Времена группы Continuous. Text 4 «Careers in Child Develoment»………..…………………………………………………..…
Lesson 8. Perfect Tenses. Употребление The Present Perfect Tense. The Past Perfect Tense. The Future Perfect Tense. Text 5 «Careers in Child Develoment»………..…………………………………..…………………
Lesson 9. Левое определение, выраженное существительным.....……
Вопросы для самоконтроля…………………………………………...
Задание на II семестр……..……………………………………………
Контрольная работа № 1………………………………………………
SECTION I. Тексты для студентов, обучающихся по специальностям «Социальная работа» и «Социальная педагогика. Практическая психология»
Текст 1. "Early Childhood Education in Japan"……………………….…
Текст 2. "Working Mothers, Day Care, and Child Development"….……
SECTION II. Тексты для студентов, обучающихся по специальности «Олигофренопедагогика. Социальная педагогика»
Текст 1А. "What Every Special Education Teacher Should Know"..……
Текст 1B. "What Every Special Education Teacher Should Know" (continued) …………………………………………………………..……
Текст 2. «What Information May Teachers Disclose?»………………….
Текст 3. «Above and Below the Norm. Variations in intellectual ability»
Текст 4. «Children with Learning Disabilities»………………………….
Часть II.
Lesson 1. Степени сравнения прилагательных и наречий. Degrees of Comparison. Сравнительные конструкции……………………………..
Lesson 2. The Passive Voice. Indefinite Tenses. Способы перевода предложений со сказуемым в пассивном залоге…………………........
Lesson 3. Особые случаи употребления пассивного залога. Составные глаголы в пассивной форме. Английские переходные глаголы...................................................................…………………........
Lesson 4. Длительные и перфектные времена глаголов в Passive Voice........................................................................…………………........
Вопросы для самоконтроля…………………………………………...
Задание на III семестр………..…………………………………..........
SECTION I. Тексты для студентов, обучающихся по специальностям «Социальная работа» и «Социальная педагогика. Практическая психология»
Текст 1. "Social Policy and Children’s Development".…………………..
SECTION II. Тексты для студентов, обучающихся по специальности «Олигофренопедагогика. Социальная педагогика»
Текст "The Story of Raun Kaufman”……………………………………..
Контрольная работа № 2………………………………………………
Часть III.
Lesson 1. Modal Verbs. Can, could and be able to. May, Might and Be Allowed. Must…………………………………………………………….
Lesson 2. Функции глаголов to be и to have (обобщение)......................
Lesson 3. The Infinitive. Свойства инфинитива. Употребление и способы перевода...……………………………………………………..
Lesson 4. Герундий. Глагольные свойства герундия. Свойства существительного, присущие герундию.................................................
Lesson 5. Сложные герундиальные обороты..........................................
Lesson 6. The Participles. Причастия……………………………………
Вопросы для самоконтроля…………………………………………...
Задание на IV семестр……………………………………………….....
Текст 1. "Social Policy in the Republic of Belarus" ……………………..
Текст 2. "The Profession of a Psychologist" ……………………………..
Текст 3. “What Students Think about Their Future Profession”…………
Контрольная работа № 3………………………………………………
Тексты для самостоятельного чтения......................................................
Таблица глаголов, изменяющихся не по общим правилам…………...

[1] a composition [,kÉmpə`zi∫n] сочинение

[2] as soon as – как только

[3] to be over - закончиться

[4] to set a record – установить рекорд

[5] the baker’s - булочная

[6] ironing [`aiəniη] утюжка

[7] a loaf [`louf] буханка

[8] to clear the table убрать со стола

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