Carl Rogers

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Carl Ransom Rogers (January 8, 1902 - February 4, 1987) is an American psychologist and among the founders of the humanistic (or client-centered) approach to psychology. Rogers is widely regarded as one of the founders of psychotherapeutic research and was honored for his pioneering research with the Award for Distinguished Scientific Contributions by the American Psychological Association (APA) in 1956.

A person-centered approach, its own unique approach to understanding human personality and relationships, finds broad applications in domains such as psychotherapy and counseling (client-centered therapy), education (student-centered learning), organizations, and other group settings. For his professional work he was awarded the Award for Distinguished Professional Contribution to Psychology by APA in 1972. In a study by Steven J. Haggbloom and colleagues using six criteria such as quotations and recognition, Rogers was found to be the sixth-most and sixth-century psychologist, among doctors, only for Sigmund Freud.

Video Carl Rogers

Biography

Rogers was born on January 8, 1902, in Oak Park, Illinois, a suburb of Chicago. His father, Walter A. Rogers, was a civil engineer, a Congregational by denomination. His mother, Julia M. Cushing, was a devout housewife and devout Baptist. Congregationalists and Baptists tend to be Calvinistic and Fundamentalist at the time. Carl is the fourth of their six children.

Rogers is smart and can read well before kindergarten. Following an education in a strictly religious and ethical environment as an altar boy in the Jimpley vicar, he becomes somewhat isolated, independent and disciplined, and gains knowledge and appreciation for scientific methods in the practical world. His first career choice was agriculture, at the University of Wisconsin-Madison, where he became part of the Alpha Kappa Lambda fraternity, followed by history and then religion. At the age of 20, after his 1922 journey to Peking, China, for an international Christian conference, he began to doubt his religious beliefs. To help her clarify her career choices, she attended a seminar entitled Why did I enter the Ministry? , after which he decided to change his career. In 1924, he graduated from the University of Wisconsin and enrolled in Union Theological Seminary (New York City). He later became an atheist.

After two years, he left the seminary to attend Teachers College, Columbia University, obtained his MA in 1928 and a PhD in 1931. While completing his doctoral work, he was involved in child studies. In 1930, Rogers served as director of the Society for the Prevention of Cruelty for Children in Rochester, New York. From 1935 to 1940 he taught at the University of Rochester and wrote Clinical Childcare Care (1939), based on his experience in working with troubled children. He was heavily influenced in building a client-centered approach by the post-Freudian psychotherapy practice of Otto Rank, especially embodied in the work of Rank's student, physician and social work educator Jessie Taft. In 1940 Rogers became professor of clinical psychology at Ohio State University, where he wrote his second book, Counseling and Psychotherapy (1942). In it, Rogers suggests that clients, by building relationships with understanding, accepting therapists, can resolve difficulties and gain the insights necessary to restructure their lives.

In 1945, he was invited to set up a counseling center at the University of Chicago. In 1947 he was elected President of the American Psychological Association. While a psychology professor at the University of Chicago (1945-57), Rogers helped establish a university-related counseling center and there undertook research to determine the effectiveness of his method. His findings and theories appear in Client-Centered Therapy (1951) and Psychotherapy and Personality Changes (1954). One of his graduate students at the University of Chicago, Thomas Gordon, formed the Effective Parents Training movement (P.E.T.). Another student, Eugene T. Gendlin, who earned his Ph.D. in philosophy, developed a Focused practice based on listening to Rogerian. In 1956, Rogers became the first President of the American Academy of Psychotherapists. He taught psychology at the University of Wisconsin, Madison (1957-63), during which time he wrote one of his famous books, On Becoming a Person (1961). Carl Rogers and Abraham Maslow (1908-70) pioneered a movement called humanistic psychology that culminated in the 1960s. In 1961, he was elected a Fellow of the American Academy of Arts and Sciences. Carl Rogers was also one of those who questioned the rise of McCarthyism in the 1950s. Through the article, he criticizes society for its underdeveloped affinity.

Rogers continued to teach at the University of Wisconsin until 1963, when he became a resident at the Western Institute of Behavioral Sciences (WBSI) in La Jolla, California. Rogers left the WBSI to help find the Center for the Study of Persons in 1968. His later books included Carl Rogers on Personal Power (1977) and Freedom to Learn for the 80s (1983). He remained a resident of La Jolla for the rest of his life, doing therapy, giving speeches and writing until his death abruptly in 1987. In 1987, Rogers suffered a collapse resulting in a hip fracture: he had a vigilant life and was able to contact paramedics. He underwent a successful surgery, but his pancreas failed the following night and he died a few days later after a heart attack.

The last years Rogers was devoted to applying his theory in situations of political oppression and national social conflict, traveling all over the world to do so. In Belfast, Northern Ireland, he gathered influential Protestants and Catholics; in South Africa, blacks and whites; in Brazil people who emerge from dictatorship to democracy; in the United States, consumers and providers in the health field. His last trip, at the age of 85, was to the Soviet Union, where he taught and facilitated intensive experience workshops that encouraged communication and creativity. He was astonished at the number of Russians who knew his job.

Together with his daughter, Natalie Rogers, and Maria Bowen psychologist Maureen O'Hara and John K. Wood, between 1974 and 1984, Rogers organized a series of residential programs in the US, Europe, Brazil and Japan, People-Centered Workshop Approaches, on cross-cultural communication, personal growth, self-empowerment, and learning for social change.

Maps Carl Rogers

Theory

Rogers's theory of self is considered humanistic, existential, and phenomenological. His theory is based directly on the "phenomenal" personality theory of Combs and Snygg (1949). Rogers' opposition from his own theory is vast. He wrote 16 books and more journal articles explaining them. Prochaska and Norcross (2003) stated that Rogers "consistently stands for empirical evaluation of psychotherapy and that he and his followers have demonstrated a humanistic approach to therapy and a scientific approach to evaluate unnecessary incompatibilities."

Nineteen propositions

His theory (in 1953) is based on 19 propositions:

1. All individuals (organisms) exist in a world of constantly changing (phenomenal field) where they are the center.
2. The organism reacts to the field as it is experienced and felt. This perceptual field is the "reality" for the individual.
3. The organism reacts as an organized whole to this phenomenal field.
4. Part of the total perceptual field gradually becomes distinct as self.
5. As a result of interaction with the environment, and in particular as a result of evaluational interactions with others, self-structure is formed - a regular, fluid but consistent conceptual pattern of perceptions of characteristics and relationships of "I" or "I", together with values attached to these concepts.
6. Organisms have a basic and struggling tendency - to actualize, maintain and enhance the organisms that are experiencing.
7. The best point of view for understanding behavior is from an individual's internal frame of reference.
8. Behavior is essentially an effort directed at the goal of the organism to meet its needs as experienced, in the field as perceived.
9. Emotions accompany, and generally facilitate, behaviors directed towards such a purpose, the kind of emotions associated with the perceived significance of behavior for the maintenance and improvement of organisms.
10. The values ​​inherent in experience, and the values ​​that are part of the self-structure, in some instances, are values ​​directly experienced by the organism, and in some instances are values ​​that are pioneered or taken over from but felt in distorted fashion, as if they were experienced in person.
11. When experience occurs in the life of an individual, they are a) represented, perceived and organized into some relationship with self, b) neglected because no relationship is felt by the self-structure, c) rejects symbolization or is given distorted symbolization by experience inconsistent with self-structure.
12. Most of the ways the behaviors adopted by organisms are consistent with self-concept.
13. In some instances, behavior can be caused by an experience that has not been symbolized. Such behavior may not be consistent with the structure of the self but in such cases the behavior is not "owned" by the individual.
14. Psychological adjustments exist when the self-concept is such that all the sensory and visceral experiences of an organism, or perhaps, assimilate at the symbolic level become relationships consistent with self-concept.
15. Psychological disability occurs when the organism rejects the awareness of significant sensory and visceral experience, which consequently is not symbolized and organized into the gestalt of the self-structure. When this situation exists, there is a basic or potential psychological tension.
16. Any experience that is inconsistent with an organization's self-structure can be regarded as a threat, and the more this perception, the more rigid the self-structure is set to defend itself.
17. Under certain circumstances, especially involving no threat to the self-structure, experiences inconsistent with it can be felt and examined, and the self-structure is revised to assimilate and include the experience.
18. When an individual feels and accepts into a system that is consistent and integrated all his sense and visceral experiences, then he certainly understands others more and accepts others as separate individuals.
19. When the individual feels and accepts into his or her own structures more than his organic experience, he finds that he replaces his current value system - extensively based on introspection which has been symbolically symbolized - by the process of continuous assessment of organisms./li>

With respect to No. 17, Rogers is known for practicing "unconditionally positive things", which are defined as accepting a person "without a negative judgment.... [someone] basic value".

Personality development

With regard to development, Rogers described principles rather than stages. The main problem is the development of self-concept and the progress of the undifferentiated self to be completely differentiated.

Concept of Self ... a consistently organized conceptual gestalt consisting of the perceptions of 'me' or 'me' characteristics and the perception of 'me' or 'me' relationships with others and various aspects of life, along with value - values ​​inherent in these perceptions. This is the gestalt available for consciousness, though it does not have to be in consciousness. It is a fluid and fluid gestalt, a process, but at a given moment it is a specific entity. (Rogers, 1959)

In the development of self-concept, he sees conditional and unconditional positive things as the key. Those raised in an unconditionally positive environment have the opportunity to fully actualize themselves. Those raised in positive conditional environments find it only appropriate if they match the conditions (what Rogers describes as precious conditions ) defined for them by others.

The fully functional person

Optimal development, as mentioned in proposition 14, produces a specific process rather than a static state. He describes this as a good life , in which the organism constantly aims to fulfill its full potential. He lists the characteristics of a fully functional person (Rogers 1961):

1. The growing openness to experience - they move away from self-defense and do not require subversion (perceptual defenses involving unconsciously implementing strategies to prevent disruptive stimuli from entering consciousness).
2. An increasingly existential lifestyle - living at all times completely - does not distort the moment to adjust the personality or self-concept but allows the personality and self-concept to arise from experience. It produces excitement, courage, adaptability, tolerance, spontaneity, and lack of rigidity and demonstrates the basis of trust. "To unlock a person's passion for what is happening now, and discover in the present process whatever structure there seems to be" (Rogers 1961)
3. Increase organism confidence - they trust their own judgment and their ability to choose appropriate behavior for each moment. They do not rely on existing codes and social norms but believe that because they are open to experience they will be able to trust their own sense of right and wrong.
4. Freedom of choice - unshackled by restrictions that affect inappropriate individuals, they are able to make wider choices more fluently. They believe that they play a role in determining their own behavior and feel responsible for their own behavior.
5. Creativity - this means they will feel more free to be creative. They will also be more creative in the way they adapt to their own circumstances without feeling the need to adjust.
6. Reliability and constructive - they can be trusted to act constructively. A person who is open to all his needs will be able to keep the balance between them. Even aggressive needs will be matched and balanced by the intrinsic goodness of the congruent individual.
7. A rich life - he describes the life of a fully functioning individual as rich, full and attractive and shows that they experience joy and pain, love and heartbreak, fear and more intense courage. Rogers' description of good life :

   This good life process is not, I believe, life for the weakhearted. It involves stretching and growth becoming more and more of one's potential. It involves the courage to be. That means launching yourself entirely into the flow of life. (Rogers 1961)

Non-conformance

Rogers identifies "the true self" as an aspect of one's existence established in the tendency of actualization, following positive judgment, need, and acceptance and self-esteem. It is "you" that, if all goes well, you will become. On the other hand, as long as our society is not in tune with the tendency of actualization, and we are forced to live by conditions of value that are inconsistent with the judgments of the organism, and accept only conditional positive and self-esteem, we instead develop the "ideal self". Ideally, Rogers suggests something unreal, something that is always beyond our reach, a standard we can not meet. The gap between the true self and the ideal self, "I" and "I should" are called anomalies .

Psychopathology

Rogers described the concept of congruence and incompatibility as an important idea in his theory. In Proposition # 6, it refers to the tendency of actualization. At the same time, he acknowledges the need for positive things. In people who are fully congruent, realize their potential does not sacrifice a positive experience. They are able to live an authentic and sincere life. Individuals who are not in line, in pursuit of the positive, live a life that includes falsehood and unaware of their potential. The conditions given to them by those around them make it necessary to forget their real original life to meet with the consent of others. They live an unrighteous life for themselves, to whom they come from within.

Rogers suggests that inconsistent individuals, who are always defensive and unable to be open to all experiences, are not functioning ideally and may not even work. They work hard to maintain/protect their self-concept. Because their lives are not authentic, this is a difficult task and they are always under threat. They are mobilizing defense mechanisms to achieve this. He describes two mechanisms: distortion and rejection . Distortion occurs when individuals perceive threats to their self-concept. They distort perceptions to fit their self-concept.

This defensive behavior reduces the awareness of the threat but not the threat itself. So when the threat increases, the job of protecting the self-concept becomes more difficult and the individual becomes more defensive and rigid in their self-structure. If a discrepancy is not dimensionless this process can cause the individual to a state usually described as neurotic. Their function becomes vulnerable and psychologically vulnerable. If the situation worsens, perhaps the defense is not working at all and the individual becomes aware of the incompatibility of their situation. Their personality becomes irregular and strange; irrational behavior, associated with self-rejected aspects of self, can explode uncontrollably.

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Apps

Human-centered therapy

Rogers originally developed his theory into the foundation for a therapeutic system. He initially called this "non-directive therapy" but subsequently replaced the term "non-directive" with the term "client-centered" and then used the term "people-centered". Even before the publication of Client-Based Therapies in 1951, Rogers believed that the principles he described could be applied in various contexts and not only in therapeutic situations. As a result, he begins to use the term person-centered approach later in life to describe his theory as a whole. People-centered therapy is the application of a person-centered approach to therapeutic situations. Other applications include personality theory, interpersonal relationships, education, nursing, cross-cultural relationships and professions and other "helping" situations. In 1946 Rogers co-wrote "Counseling with Refugees" with John L. Wallen (creator of the behavioral model known as the Interpersonal Gap ), which documents the application of a person-centered approach to military personnel counseling. back from the second world war.

The first empirical evidence of the effectiveness of a client-centered approach was published in 1941 at Ohio State University by Elias Porter, using a recording of a therapy session between Carl Rogers and his client. Porters use Rogers transcripts to construct systems to measure the level of directive or non-directive used by counselors. The attitude and orientation of counselors has been shown to play a role in decisions made by clients.

Student-centered lessons

Applications for education have a large, robust research tradition similar to therapy with studies beginning in the late 1930s and continuing today (Cornelius-White, 2007). Rogers described the educational approach in Client-Based Therapy and wrote Freedom of Education specifically for the subject in 1969. Freedom to Learn was revised twice. The new Learner-Centered model is similar in many ways to this classic-centered educational approach. Rogers and Harold Lyon started a book before Rogers's death, titled About Becoming an Effective Teacher - Teaching, Psychology, Philosophy and Personal-Centered Dialogue with Carl R. Rogers and Harold Lyon , completed by Lyon and Reinhard Tausch and published in 2013 containing the latest writings Rogers discloses in people-centered teaching. Rogers has the following five hypotheses regarding student-centered education:

1. "One can not teach others directly, one can only facilitate the learning of others" (Rogers, 1951). This is the result of his personality theory, which states that everyone exists in an ever changing world of experience where he is the center. Everyone reacts and responds based on perceptions and experiences. The belief is that what the students do is more important than what the teacher does. The focus is on students (Rogers, 1951). Therefore, the background and experience of learners is essential for how and what is learned. Each student will process what he or she studies differently depending on what he or she brings to class.
2. "One only learns things that are considered to be involved in the maintenance or improvement of self-structure" (Rogers, 1951). Therefore, relevance with students is very important to learn. Student experience becomes the core of the course.
3. "Experiences which, if assimilated, will involve changes in the organization of self, tend to be resisted through rejection or distortion of symbolism" (Rogers, 1951). If the content or presentation of a subject is inconsistent with the previously formed information, the student will learn if he is open to concepts. Being open to consider the varied concepts of self is very important to learn. Therefore, pushing open minds gently is helpful in engaging students in learning. Also, importantly, for this reason, the new information is relevant and related to the experience.
4. "The structure and self-organization seem to become more rigid under threat and loosen its boundaries when completely free of threat" (Rogers, 1951). If students believe that concepts are imposed on them, they may become uncomfortable and fearful. Barriers are created by threatening tones in the classroom. Therefore, an open and friendly environment where trust is developed is very important in the classroom. Fear of retribution for not agreeing with the concept should be eliminated. Classroom support tones help defuse fear and encourage students to have the courage to explore different concepts and beliefs that they bring to class. Also, new information can threaten students' concepts of themselves; Therefore, the more vulnerable the student feels, the more likely he/she will be able to open up to the learning process.
5. "The most effective educational situation promoting significant learning is one where (a) the threat to the learners' self is reduced to a minimum and (b) the differentiated perception of the facilitated field" (Rogers 1951). The instructor should be open to learning from the students and also work to connect students with the subject matter. Frequent interaction with students will help achieve this goal. The instructor's acceptance of being a guiding mentor rather than a telling expert is instrumental for student-centered, non-threatening, and non-coercive learning.

Rogerian rhetorical approach

In 1970, Richard Young, Alton L. Becker, and Kenneth Pike published Rhetoric: Invention and Change, an influential textbook in college that used the Rogerian approach in communication to revise the traditional Aristotelian framework for rhetoric. Rogerian's fictitious method involves each party to state the other's position for the satisfaction of the other. In the paper, this can be expressed by carefully acknowledging and understanding the opposition, rather than ignoring it.

Cross-cultural relationship

The adoption of crosscultural relationships has involved workshops in very stressful situations and global locations including conflicts and challenges in South Africa, Central America, and Ireland. Together with Alberto Zucconi and Charles Devonshire, he founded Istituto dell'Approccio Centrato sulla Persona (Institute for People-Centered Development) in Rome, Italy.

His international work for peace culminated in the Rust Peace Workshop which took place in November 1985 in Rust, Austria. Leaders from 17 countries gathered to discuss the topic "The Central America Challenge". The meeting was famous for several reasons: it brings together national figures as people (not as their positions), it is a private event, and is a wonderful positive experience where members hear each other and establish real personal relationships, as opposed to a rigid formal and arranging a diplomatic meeting.

People-centered, dialogical politics

Some experts believe there is a politics implied in Rogers's approach to psychotherapy. Toward the end of his life, Rogers came to the view itself. The central principle of Rogerian, a people-centered politics is that public life should not consist of a series of endless battles-winning winners among opponents being shed; on the contrary, can and should consist of ongoing dialogue between all parties. Such a dialogue will be marked with respect among the parties, authentic conversations by each side, and - in the end - an empathetic understanding among all parties. From that understanding, a mutually acceptable solution will (or at least can) flow.

Over the past decade, Rogers facilitates or participates in various dialogical activities among politicians, activists, and other social leaders, often outside the US. In addition, he lent his support to some non-traditional US political initiatives, including the "12 - Political Party" of the Association of Humanistic Psychology and the establishment of a "transformational" political organization, the New World Alliance. In the 21st century, the interest of a dialogical approach to political engagement and change has been widespread, especially among academics and activists. The Rogerian approach theorists, people-centered on politics as dialogue have made substantial contributions to the project.

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Central Central Intelligence Agency (CIA)

Carl Rogers served on the board of the Human Ecological Fund from the late 50's to the 60's, which is a CIA-funded organization that provides grants to researchers seeking personality. In addition, he and others in the field of personality and psychotherapy were given much information about Khrushchev. â € Å"We were asked to find out what we think about it and what the best way to deal with it. And that seems to be a fully principled and legitimate aspect. I do not think we contributed so much, but, nevertheless, we tried. '".

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The work selected by Carl Rogers

• Rogers, Carl, and Carmichael, Leonard (1939). Clinical Care of Children Problem . Boston; New York: Houghton Mifflin Company.
• Rogers, Carl. (1942). Counseling and Psychotherapy: A New Concept in Practice . Boston; New York: Houghton Mifflin Company.
• Rogers, Carl. (1951). Client-Centered Therapy: Current Practices, Implications and Theories . London: Constable. ISBNÃ, 1-84119-840-4.
• Rogers, C.R. (1957). A necessary and sufficient condition of a therapeutic personality change. Journal of Consultancy and Clinical Psychology , 21: 95-103.
• Rogers, Carl. (1959). A Therapy Theory, Personality and Interpersonal Relationships as Developed in a Client-Centered Framework. In (ed.) S. Koch, Psychology: Science Studies. Vol. 3: Formulation of Social Persons and Contexts. New York: McGraw Hill.
• Rogers, Carl. (1961). About Being Someone: A Therapist's View of Psychotherapy . London: Constable. ISBNÃ, 1-84529-057-7.Excerpts
• Rogers, Carl. (1969). Freedom to Learn: A View of What Can Be Education . (1st ed.) Columbus, Ohio: Charles Merill. Quote
• Rogers, Carl. (1970). In Encounter Groups . New York: Harrow Books, Harper and Row, ISBN: 0-06-087045-1
• Rogers, Carl. (1977). On Personal Power: Inner Power and Its Revolutionary Impact .
• Rogers, Carl. (nd, @ 1978). Personal message from Carl Rogers. In: N. J. Raskin. (2004). Contribution to Client-Centered Therapy and Person-Centered Approach . (pp. v-vi). Herefordshire, United Kingdom: PCCS Book, Ross-on-the-Wye. ISBN: 1-898059-57-8
• Rogers, Carl. (1980). A Way of Being Being . Boston: Houghton Mifflin.
• Rogers, Carl. and Stevens, B. (1967). Person to Person: The Problem of Being Human . Lafayette, CA: Real People Press.
• Rogers, Carl, Lyon, Harold C., & amp; Tausch, Reinhard (2013) Become an Effective Teacher - People-centered Teaching, Psychology, Philosophy and Dialogue with Carl R. Rogers and Harold Lyon . London: Routledge, ISBN 978-0-415-81698-4
• Rogers, C.R., Raskin, N.J., et al. (1949). Coordinated research in psychotherapy. Journal of Consultation Psychology , 13, 149-200. Quoted in: N.J. Raskin, the first 50 years and beyond 10. Personal-Centered Reviews , 5 (4), November 1990, 364-372.

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See also

• Hidden personality

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References

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Source

• Cornelius-White, J. H. D. (2007). Effective teacher-student relationship centered on the learner: A meta-analysis. Review of Educational Research, 77 (1), 113-143.
• Raskin, N. (2004). Contribution to Client-Centered Therapy and Person-Centered Approach . Herefordshire, Ross-on-the-Rye, UK: PCCS Books.

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Further reading

• Farber, Barry A. Carl Rogers psychotherapy: cases and comments (Guilford Press 1998).
• Hall, C.S. & amp; Linzey, G. (1957). Rogers self theory. "Personality Theory". (pp.Ã, 515-551). NY; John Wiley & amp; Sons, Inc.
• Thorne, Brian. Carl Rogers - Leader in the Counseling and Psychotherapy series (Sage Publications, 1992).
• Rogers, Carl, Lyon, Harold C., & amp; Tausch, Reinhard (2013) About Becoming an Effective Teacher - People-centered Teaching, Psychology, Philosophy, and Dialogue with Carl R. Rogers and Harold Lyon. London: Routledge, ISBN 978-0-415-81698-4
• Mearns and Thorne, People-centered Counseling (Sage 1999)

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