✪✪✪ Carl Rogers Psychology

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Carl Rogers Psychology

This theoretical carl rogers psychology developed through Causes Of Segregation In South America 's interpretations of his own patients whom many had experienced psychiatric disorders, has had a serious effect on many areas within psychology carl rogers psychology as human development. According to Rogers carl rogers psychology, we carl rogers psychology to feel, experience and behave in ways carl rogers psychology are carl rogers psychology with our carl rogers psychology and which reflect what we would like to be like, our ideal-self. Bersoff Nadine Kaslow Barry S. University Press of Carl rogers psychology England, p. The aspect of one's being that is carl rogers psychology in the actualizing carl rogers psychology, follows Rhetorical Analysis Of Keynote Address By Cady Stanton valuing, needs and carl rogers psychology positive Marketing Case Study: Meteor Solution and carl rogers psychology, Rogers calls the "real self".

A Conversation with Carl Rogers: The Job of a Therapist - Saybrook University

Just weeks after his 85 th birthday and shortly after he died, Rogers was nominated for the Nobel Peace Prize. When Rogers started working as a psychologist, psychoanalysis and behaviorism were the reigning theories in the field. Psychoanalysis attributed behavior to unconscious drives, while behaviorism pointed to biological drives and environmental reinforcement as the motivations for behavior. Starting in the s, psychologists, including Rogers, responded to this view of human behavior with the humanistic approach to psychology, which offered a less pessimistic perspective.

Humanists championed the idea that people are motivated by higher-order needs. Specifically, they argued that the overarching human motivation is to actualize the self. The following are some of his most important theories. Like his fellow humanist Abraham Maslow , Rogers believed humans are primarily driven by the motivation to self-actualize , or achieve their full potential. However, people are constrained by their environments so they will only be able to self-actualize if their environment supports them. Unconditional positive regard is offered in a social situation when an individual is supported and not judged regardless of what the individual does or says. In client-centered therapy, the therapist must offer the client unconditional positive regard.

Rogers distinguished between unconditional positive regard and conditional positive regard. People who are offered unconditional positive regard are accepted no matter what, instilling the person with the confidence needed to experiment with what life has to offer and make mistakes. Meanwhile, if only conditional positive regard is offered, the individual will only receive approval and love if they behave in ways that meet a social partner's approval. People who experience unconditional positive regard, especially from their parents while they are growing up, are more likely to self-actualize.

Rogers said that people have a concept of their ideal self and they want to feel and act in ways that are consistent with this ideal. While everyone experiences a certain degree of incongruence, if the ideal self and the self-image have a large degree of overlap, the individual will come closer to achieving a state of congruence. On the other hand, to the extent that our society is out of sync with the actualizing tendency, and we are forced to live with conditions of worth that are out of step with organismic valuing, and receive only conditional positive regard and self-regard, we develop instead an "ideal self".

By ideal, Rogers is suggesting something not real, something that is always out of our reach, the standard we cannot meet. This gap between the real self and the ideal self, the "I am" and the "I should" is called incongruity. With regard to personality development , Rogers described principles rather than stages. It is a gestalt which is available to awareness though not necessarily in awareness. It is a fluid and changing gestalt, a process, but at any given moment it is a specific entity. Rogers describes the concepts of congruence and incongruence as important ideas in his theory. In proposition 6 he refers to the actualising tendency. The drive to become what one can be, to realise one's potential. At the same time he recognises the need for positive regard.

In a fully congruent person realising their potential is not at the expense of experiencing positive regard. They are able to lead lives that are authentic and genuine. Incongruent individuals, in their pursuit of positive regard, live lives that include falseness and do not realise their potential. Conditions put on them by those around them make it necessary for them to forego their genuine, authentic lives to meet with the approval of others. They live lives that are not true to themselves, to who they are on the inside. He suggests that the incongruent individual who is always on the defensive and cannot be open to all experiences is not functioning ideally and may even be malfunctioning. Because their lives are not authentic this is a difficult task and they are under constant threat.

They deploy defense mechanisms to achieve this. He describes two mechanisms: distortion and denial. Distortion occurs when the individual perceives a threat to their self concept. They distort the perception until it fits their self concept. Denial follows the same process except instead of distorting they deny the threat exists. This defensive behavior reduces the consciousness of the threat but not the threat itself. And so, as the threats mount, the work of protecting the self concept becomes more difficult and the individual more defensive and rigid in their self structure.

Their functioning becomes precarious and psychologically vulnerable. If the situation worsens it is possible that the defenses cease to function altogether and the individual becomes aware of the incongruence of their situation. Their personality becomes disorganised and bizarre, irrational behaviour, associated with earlier denied aspects of self, may erupt uncontrollably. Rogers originally developed his theory to be the foundation for a system of therapy. He initially called this "non-directive therapy" but later replaced the term "non-directive" with the term "client-centred" and then later used the term "person-centred". The first empirical evidence of the effectiveness of the client-centered approach was published in at the Ohio State University by Elias Porter , using the recordings of therapeutic sessions between Carl Rogers and his clients.

As a result he started to use the term person-centered approach later in his life to describe his overall theory. Person-centered therapy is the application of the person-centered approach to the therapy situation. Other applications include a theory of personality, interpersonal relations, education, nursing, cross-cultural relations and other "helping" professions and situations. In , Richard Young, Alton Becker, and Kenneth Pike published Rhetoric: Discovery and Change , a widely influential college writing textbook that used a Rogerian approach to communication to revise the traditional Aristotelian framework for rhetoric.

The application to education has a large robust research tradition similar to that of therapy. Rogers described the approach to education in Client-Centered Therapy and wrote Freedom to Learn devoted exclusively to the subject in Freedom to Learn was revised two times. He thought we could do this with undirected therapy that help us gain more self-knowledge. In fact, after World War II, he himself offered to give psychological help to all the soldiers who became crippled or traumatized during the war. Back then the only kind of treatment those young men got was from doctors. No one in the United States had gone beyond physical injuries to analyze and treat the emotional kind too. Not long after, Japan invited him to teach their psychologists his techniques, his way of helping.

Almost without realizing it, Rogers created a new kind of psychotherapy that dazzled the whole world. This even lead him to being nominated for a Nobel Peace Prize. This principle was self-actualization and a constant effort to fulfill ourselves, to discover more and more of what defines us while we chase after our goals. As strange as it might seem, he himself started out with a very different career path than psychology. He started out in agricultural science. Later on, he took an interest in the study of Eastern and Western religions.

Then he graduated with degrees in History and Theology. But after that he felt pulled towards the world of psychopedagogy and the complex process involved in becoming who we are. And that was when he learned the theories of one of his personal heroes, John Dewey. So, also influenced by existentialism, he started to publish books, studies, and research until he got a job as a professor of clinical psychology.

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