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Humanistic psychology

By the 1950s, behaviorism and psychoanalytic theory had become the most influential schools of thought in psychology. However, many psychologists were dissatisfied with these theoretical orientations. They said that behaviorism and psychoanalytic theory were “dehumanizing.” 

Psychoanalytic theory was attacked for its belief that behavior is dominated by primitive, sexual urges. Behaviorism was criticized for its preoccupation with the study of simple animal behavior. 
Both theories were criticized because they believed that people are not masters of their own destinies. Above all both schools of thought failed to recognize the unique [juː'niːk] qualities of human behavior.
Beginning in the 1950s, the opposition to behaviorism and psychoanalytic theory became a new school of thought called “humanistic psychology” or the “third force” in psychology.
Humanistic psychology is a theoretical orientation that emphasizes the unique qualities of humans, especially their freedom and their potential for personal growth.

The Freudian view of man as dominated by unconscious instincts is rejected by humanistic psychology. The humanistic psychologist does recognize the influence of unconscious drives. However, unconscious motivation is not the only force that determines a man's destiny. He has the freedom of choice. 
His behavior and thinking are influenced by his philosophy of life, attitudes, and values. 
It is freedom of choice that makes up the humanness and distinguishes man from other species.

In 1957 and 1958, at the invitation of Abraham Maslow, two meetings were held in Detroit among psychologists who were interested in a more humanistic vision. In 1964, at Old Saybrook in Connecticut [kə'netɪkət] the first conference was held. 
The psychologists asked why the two dominant versions of psychology did not deal with human beings as uniquely human and ignore many of the real problems of human life. 
They attempted to study those qualities that are unique to human life and that make possible such essentially human phenomena as love, self-consciousness, self-actualization, personal freedom, cruelty, morality, art, philosophy, religion, literature, and science.

One of the greatest strengths of humanistic psychology is that it emphasizes individual choice and responsibility. Humanistic psychology satisfies most people's idea of what being human means because it values personal ideals [aɪ'dɪəl] and self-fulfillment. 
Finally, humanistic psychology provides researchers with a flexible framework for observing human behavior because it considers a person in the context of his environment and in conjunction with (в сочетании с) his 
personal perceptions and feelings.

Evaluating the humanistic perspective on psychology
The humanistic perspective has been criticized on two particular points. 
First, humanistic theories are hard to test scientifically. For example, notions like the self-concept, and the actualizing tendency are very difficult to define or measure objectively.
Second, many psychologists believe that humanistic psychology’s view of human nature is too optimistic. For example, if self-actualization is a universal human motive, why are self-actualized people so hard to find? 
And, critics claim, humanistic psychologists have minimized the darker, more destructive side of human nature. Can we really account for all the evil in the world by attributing it to a restrictive upbringing or society?

The influence of humanistic psychology has waned since the 1960s and early 1970s. Nevertheless, it has made lasting contributions, especially in the fields of psychotherapy, counseling, education, and parenting.
The humanistic perspective has also promoted the scientific study of such topics as the healthy personality and creativity. Finally, the importance of subjective experience and the self-concept has become widely accepted in different areas of psychology.

Answer the questions:

1. What schools of thought dominated American psychology during the first half of the twentieth century?
2. What concepts are central concerns of the humanistic approach in psychology?
3. What are the limitations of behaviorism and psychoanalysis?
4. Does humanistic theory propose that human action is completely independent of the unconscious drives?
5. In what contexts does the humanistic approach consider a person?
6. What are key strengths and weaknesses of the humanistic perspective?
7. What contributions has the humanistic approach make in psychology?

Determine if the statements below are true or false.

1.    Humanistic psychology recognizes that an individual's mind is strongly influenced by his unconscious and the world around him, specifically the society in which he lives. 
2.    Humanistic psychology holds that freedom of choice in creating one's experience is very important (self- determination).
3.    Humanistic psychology holds that a man's destiny is so fixed by his unconscious that a man has little choice. 
4.    The major focus of humanistic psychology is the influence of early childhood experiences.
5.    Humanistic psychology focuses on understanding the unconscious motivations that drive behaviour.
6.    Humanistic psychology focuses on each individual’s potential and the importance of growth and self-actualization.
7.   The humanistic perspective emphasizes free will, self-awareness, and psychological growth.

Choose the best verb form.

1. 'Have you decided yet?' Yes, I'll have / I have the roast beef, please.'
2. Q: How will I have known / will I know that I have won a prize?
3. A: You are receiving / will receive an email giving full details.
4. Quick get out of the car! It's going to burst / It's bursting into flames at any minute!
5. Don't come round before midday, because I'll be cleaning / I’ll clean the house until then.
6. Sorry, I can't come on Thursday evening. I'm going to work / I'm working late on an important project.
7. I think, the cost of construction is almost certainly rising/ will almost certainly rise before the end of the year.
8. The conference is going to begin / begins next Friday morning at 9.00.
9. Here's the money you asked for - €1000. What will you / are you going to do with it?
10. Why don't you give Helen this cheap perfume instead of the expensive one! I expect, she won't have known / won 't know the difference!

Complete the text with will be, will have or will have been + the correct form of the verb in brackets.

What are your hopes for the future?

1. It's hard to make predictions too far into the future, but I think I can say quite a lot about my life in about ten years' time. I think I 1) (still live) in the same city. By that time 2) I (finish) my studies, and, who knows, perhaps I 3) (find) a good job. 
2. I'm optimistic about the future, so I think that by the time I'm 35, say, 4) (make) my fortune. By then I 5) (run) my own company for about ten years, and I 6) (certainly become) millionaire! So I 7) (drive) an expensive sports car at that time!
3. I think we should all be worried about what the world 8) (be) like in fifty years' time. By then, I hope that the world's governments 9) (find) an answer to the problem of global warming, but perhaps scientists 10) (still search) for technological solutions. It’s quite possible that we I 11) (still talk) about the problem, as we are now!
4. By the time I'm fifty, I expect that nearly everything 12) (change) and everyone 13) (try) their best to adapt to new circumstances. For example, I can't imagine that we 14) (use) cars, because by then most of the oil in the world 15) (run out). People 16) (travel) in electric cars, or perhaps we 17) (walk) everywhere. I hope that scientists 18) (solve) the pollution problem, but who knows! Perhaps some other worse problem 19) (come) along by then!
5.  

Complete the sentence using a suitable form of the verb in brackets.

1. 'What exactly … when you saw the smoke?' 'I pressed the fire alarm.' (you do)
2. By the time we get to the stadium, the match … (start)
3. Jackson … the Nobel Prize, but says she is still hoping for recognition. (win)
4. If you happen to see anyone in the garden, don't warry. It ... the gardener. (be)
5. 'I'm sorry to be late. I hope you ... long. (wait)
6. Anna didn't understand why the mysterious stranger … her such a letter. (send)
7. Tom sends his apologies but he … in a few minutes late. (be)
8. It's really unfair! You (always) … me! (criticize)
9. I'm glad I've run into you. I … to get in touch with you for ages. (want)
10. By the end of this year we … this language for ten years. (learn)

The Future Perfect

Exercise 6. Turn the following into the Future Perfect.

1. I had done my homework by 9 о 'clock. I shall have done my homework by 9 о 'clock.

2. They had built the new school by the first of September. ___________________________.

3. The teacher had looked through our exercise-books by that time. _____________________.

4. We had discussed the report by four o'clock in the afternoon. __________________________.

5. The pupils had read three English books by the end of the year. _________________________.

6. I had written the composition by 9 o'clock. ____________________________.

Exercise 7. Replace the infinitives in brackets by the Future Indefinite or the Future Perfect.

1. He will receive (to receive) the telegram tomorrow.

2. He _____________ (to receive) the telegram by tomorrow.

3. I _____________ (to do) the exercises by seven o'clock.

4. I _____________ (to do) the exercises in the afternoon.

5. By this time you _____________ (to take your examination).

6. You _____________ (to take) your examination next week.

7. The teacher _____________ (to correct) our dictations in the evening.

8. The teacher _____________ (to correct) our dictations by the next lesson.

Exercise 8. Put the verb into the correct form, the Future Continuous or the Future Perfect (will be (do)ing) or (will have (done)).

1. Don't phone me between 7 and 8. We'll be having (we/have) dinner then.

2. Phone me after 8 o'clock. _____________ (we/finish) dinner by then.

3. Tomorrow afternoon we're going to play tennis from 3 o'clock until 4.30. So at 4 o'clock, _____________ (we/play) tennis.

4. A: Can we meet tomorrow afternoon?

B: Not in the afternoon. _____________ (I/work).

5. В has to go to a meeting which begins at 10 o'clock. It will last about an hour.
A: Will you be free at 11.30?

B: Yes, _____________ (the meeting/finish) by that time.

6. Tom is on holiday and he is spending his money very quickly. If he continues like this, _____________ (he/spend) all his money before the end of his holiday.

7. Chuck came to Britain from the USA nearly three years ago. Next Monday it will be exactly
three years. So on Monday, _____________ (he/be) in Britain for exactly three years.

8. Do you think _____________ (you/still/do) the same job in ten years' time?

9. Jane is from New Zealand. She is travelling around Europe at the moment. So far she has travelled about 1,000 miles. By the end of the trip, _____________ (she/travel) more than 3,000 miles.

10. If you need to contact me, _____________ (I/stay) at the Lion Hotel until Friday.
11. A: _____________ (you/see) Laura tomorrow?

B: Yes, probably. Why?

A: I borrowed this book from her. Can you give it back to her?

Ex. 1 Put the verb in brackets into the Future Indefinite

1. He (be) here soon.
2. The dress (be) ready tomorrow.
3. They (be) at the station in time for the 10.30 train.
4. I (know) the result in a day.
5. I (be) twenty years old next year.
6. They (recognize) you well.
7. When he (come) back?
8. When he comes, I (apologize) to him.
9. I (not see) this beautiful city again.
10. I (recognize) his pictures anywhere.

Ex. 2 Fill in the Future Indefinite or be going to

1. Have you finished your essay yet? – No, but I am sure I (finish) it on time.
2. I have decided what to wear for the party. – Really? And what (you/wear), then?
3. Why do you need hot soapy water? – Because I (wash) the car.
4. Did you post those letters? – No. I forgot. I (post) them this afternoon.
5. Did you book a table at the restaurant? – Yes, but I do not expect it (be) busy.
6. I am hungry. – Me too. I (make) us something to eat.
7. Look at this dog! – Oh, yes! It (swim) across the river.
8. Tony is nearly eighteen, is not he? – Yes. He (work) for his father when he leaves school.
9. Are you going into town today? – Yes. I (give) you a lift if you want.
10. I hope we (not/arrive) late for the meeting. – Do not worry. There is plenty of time.

Ex. 3 Put the verbs in brackets into the Present Indefinite and the Future Indefinite

1. When he (call) I (give) him a piece of my mind.
2. I (not know) when they (come) to see us.
3. I (be) at home if you (need) anything.
4. They (be) in the gallery if you (decide) to speak to them.
5. If they (want) your advice, they (get) in touch with you.
6. If you (have) anything to report, put it writing and send it to me.
7. Ask him if he (stay) for dinner.
8. I (write) you about it when I (have) time.
9. He (wait) until they (send) for him.
10. He (be) all right when this (be) over.
11. I would like to ask you a few more questions before you (go).
12. I (wonder) if we ever (see) each other again.
13. I (be) not sure if they (be) on time.
14. He cannot tell us when the motor (start).

Ex. 4 Используйте придаточные времени или условия вместо подчеркнутых частей предложения. Измените предложение, если это необходимо.

1. I shall have time next week and I shall fix the car.
2. All will go well and I shall graduate in June.
3. He will finish this job and we will give him another.
4. The traffic conditions will get much worse and the city will have to build elevated roads.
5. The weather will clear and we will finish our games.

Ex. 5 Translate into English

1. В следующем году мне будет 20 лет.
2. Он думает, вам не понравится новый балет.
3. Я надеюсь, вы хорошо напишите тест.
4. Она будет дома в 6 часов?
5. Когда вы начнете изучать иностранный язык?
6. Если вы встретите их, попросите их позвонить нам.
7. Они не начнут совещание, пока не придет наш шеф.
8. Вы сразу узнаете Джейн, как только увидите её.
9. Мы увидимся с ним на следующей неделе.
10. Он может остановиться у нас, когда приедет в Лондон в апреле.