-
现代大学英语
Book 3 Unit 1
Your College
Years
（
By Bob
Harter
）
1. Have
you ever considered the changes that are taking
place and will take place
in your life
as a college student? Has it ever occurred to you
that your professors and
other school
personnel have certain goals for your growth and
maturity during your
college
years?
Has
it
ever
dawned
on
you
that
certain
developmental
changes
will
occur in your life as
you move from adolescence to young adulthood?
Though college
students seldom think
about them, key changes will probably happen to
them during
their college years.
1
你可曾考虑过作为一个大学生你生活中正在发生和即将发生的变化？你
可曾想到过大学时代教授们以及其他教职工为了你的成长和发展制定了目标？
你可曾注意过你在从青少年渐渐成人的过程中会发生某些变化？尽管大学生很
少
想这些，但是在大学生时代很可能会发生一些主要的变化。
this
time,
students
are
going
through
an
identity
crisis
and
are
endeavoring
to
find
out
who
they
are
and
what
their
strengths
and
weaknesses
are.
They
have,
of
course,
plenty
of
both.
It
is
important
to
know
how
people
perceive
themselves as well
as how other people perceive them. According to
Piers and Landau,
in an article
discussing the theories of Erik H. Erickson in
International Encyclopedia
of
Social
Sciences
(1979),
identity
is
determined
by
genetic
endowment
(what
is
inherited
from
parents),
shaped
by
environment,
and
influenced
by
chance
events.
People are influenced by their
environment and, in turn, influence their
environment.
How people see themselves
in both roles is unquestionably a part of their
identity.
2
在这段时期，学生们正经受自我认同危
机，他们努力要了解自己的身份，
掌握自身的优缺点。当然，优缺点他们兼而有之，且两
者都为数不少。重要的是
人们如何看待自己，
其他人又如何看待
他们。
皮尔斯和兰多曾在一篇文章中探讨
了爱立信在《国际社会
百科全书》中有关理论，根据他们的观点，性格特征是由
先天基因（即父母的遗传物质）
所决定，由外部环境而形成，并受偶然事件的影
响的。
人们受环
境的影响，
反过来也影响他们的环境。
人们如何看待自己扮演的
这两个角色无疑正是他们性格特征的部分表现。
1
students
are
going
through
an
identity
crisis,
they
are
becoming
independent
from
their parents,
yet
are probably still very dependent
on them. This
independence /
dependence struggle is very much a part of the
later adolescence stage.
In
fact,
it
may
be
heightened
by
their
choice
to
pursue
a
college
education.
Immediately
after
graduating
from
high
school,
some
graduates
choose
to
enter
the
work world. As a result
of this choice, they may become financially
independent from
their parents. But
college students have chosen to grow and learn new
skills that take
years to develop, so
they probably need at least some degree of
dependence on their
parents.
3
学生们经历自我认同危机的时候，他们也开始渐渐独立，但是可能仍然非
常依赖父母。这种介于独立与依赖之间的冲突常常发生在青少年末期。事实上，
这种冲突很可能因为他们选择继续接受大学教育而愈发激烈。
高中一毕业，
一些
学生便会立即走入社会开始工作。
这种选择
的结果就是他们可能他们在经济上获
得独立。
但是大学生已经选
择了用几年的时间继续掌握新知并且发展自我，
因此
他们在一定
程度上还要依赖父母。
his April 1984
article
Their Parents
that
there are four distinct aspects to psychological
separation from one's parents. First,
there is functional independence, which
involves the capability of individuals to take
care of practical and personal affairs,
such as handling finances, choosing their own
wardrobes,
and
determining
their
daily
agenda.
Second,
there
is
attitudinal
independence,
which
means
that
individuals
learn
to
see
and
accept
the
difference
between their own
attitudes, values, and beliefs and those of their
parents. The third
process of
psychological separation is emotional
independence. Hoffman defines this
process as
emotional support
in relation to the mother and
father.
would feel free to select the
major that they want to pursue without feeling
they must
have
parental
approval.
Fourth
is
freedom
from
guilt,
anxiety,
mistrust,
responsibility,
inhibition, resentment, and anger in relation to
the mother and father.
College
students
need
to
stand
back
and
see
where
they
are
in
the
independence
/
2
dependence struggle.
4 1984
年
4
月杰利弗?
A
?霍夫曼在《心理咨询杂志》上发表了《即将
成人的
青年与父母的心理距离》
，文章中他提及了人与父母产生
心理距离的四个不同方
面。
第一，
独立
处理日常生活的能力，
它包括个人独立处理实际事物和自身事务
的能力，如理财的能力、选购服装的能力和决定每天工作日程的能力。第二，态
度独立，
即个人学会正确看待和接受自己与父母的态度、价值和信仰上的差异。
第三个心理分离过
程是情感独立，霍夫曼将这一过程定义为“摆脱父母的认可、
亲近、陪伴和情感支持的过
分依赖”
。例如，大学生们会随自己所愿自由选择专
业，
而且并不认为必须征得父母的认同。
第四是摆脱
“对父母的过度内疚、
焦虑、
疑惑、责任、反感和愤怒的心理
”
。大学生们需要退一步看清自己在介于独立与
依赖之间的冲突
中所处的位置。
ly
one
of
the
most
stressful
matters
for
young
college
students
is
establishing
their
sexual
identity,
which
includes
relating
to
the
opposite
sex
and
projecting
their
future
roles
as
men
or
women.
Each
must
define
her
or
his
sexual
identity in a
feminine or masculine role. These are exciting
times yet frustrating times.
Probably
nothing
can
make
students
feel
lower
or
higher
emotionally
than
the
way
they
are
relating
to
whomever
they
are
having
a
romantic
relationship
with.
For
example,
when
I
was
working
with
a
young
college
student,
he
bounced
into
my
office
once
with
a
smile
on
his
face
and
excitement
in
his
voice.
The
young
man
declared,
met an
extraordinary young woman and how this
relationship was all he had dreamed
a
romantic
relationship
should
be.
That
same
young
man
came
into
my
office
less
than
a week later, dragging his feet with a dismayed,
dejected look on his face. He sat
down
in the same chair, sighed deeply, and declared,
my life!
was no longer going
well. Thus, the way students are relating to those
of the opposite
sex has a definite
influence on their emotions.
5
可能大学生们面临的最紧张的问题之一就是构建自己的性别特征，这包
括与异性之间的关系和对未来自身男性或女性角色的设计。
每个人必须将其
性格
3
特征定义为男性或女性角色
。
这一过程中兴奋与受挫并存。
也许没有什么比恋爱
更能让学生们情绪低落或高涨的。
例如，
我曾经和
一位年轻的大学生共事，
一次
他欢呼雀跃的进了我的办公室，面
带笑容，声音激动。年轻人宣布：
“我刚度过
了人生中最灿烂的
一天。
”他继续解释他是如何与一位超凡脱俗的女子相遇的，
而
且这份浪漫的爱情与他梦中所期待的完全一致。
而不倒一个星期，
同一个年轻
人却拖着脚步神情沮丧的进了我的办公室。
他在同
一张椅子上坐下来，
深深地叹
了口气，
宣布说：
“我经历了人生中最糟糕的一天。
”
< br>他和那个年轻女子刚刚吵过
架，
两人的关系不再看好。<
/p>
因而，
大学生们与异性交往的方式对他们的情感必定
有所影响。
the
same
time,
these
young
adults
are
learning
how
to
give
and
receive
affection in the adult world. This
aspect of growth deals not only with interaction
with
the opposite sex but with friends
of both sexes and all ages. As they grow and reach
young
adulthood,
the
way
they
relate
to
others
changes.
It
is
a
time
when
they
as
adults
should think about how they relate to and show
proper respect for peers, how
they
relate to the children and young adolescents in
their lives, and how they relate to
their parents and show them affection.
For example, when I was a graduate student at
Southwestern
Baptist
Theological
Seminary,
I
visited
my
parents
after
I
had
just
finished
a course in counseling. During the course I had
come to realize that while my
world was
expanding and new options were opening for me, my
father, who was in
his sixties, was
seeing his world shrink and his options narrow.
During my visit home,
my father and I
had several conversations in which we discussed
the content of my
course and how it
applied to our lives. I found myself seeing my
father in a different
way
and
relating
to
him
as
a
friend
whom
I
could
encourage.
I
was
consciously
encouraging
the
man
who
over
the
years
had
encouraged
me.
I
was
relating
to
my
father in a different
way.
6
于此同时，
这些刚刚成年
的大学生也在学习如何在成年人的世界里奉献和
收获情感。
在这
一角度上，
成长不仅要处理与异性之间的关系，
还要处理与两性
及所有年龄段的朋友之间的关系。
随着他们渐渐成人，
他们与异性交往的方式也
在发生变化。这时作为成年人他们应该思索如何
与同龄人和睦相处并有礼有节，
4