Rogers' Own Learning Curve In his early years of professional counseling and therapy, Rogers was working at the Child Study Department at Teacher's College at the University of Rochester, and as always, he was seeking more effective ways of helping clients. He became "disillusioned" with the use of interpretative therapy when he was asked to help a young boy that was a pyromaniac, according to a book by Windy Dryden and Jill Mytton (Dryden, et al
Carl Ransom Rogers, Howard Kirschenbaum, and Valerie Land Henderson, The Carl Rogers Reader (Boston: Houghton Mifflin Harcourt, 1989), 238. Windy Dryden and Jill Mytton, Four Approaches to Counseling and Psychotherapy (East Sussex, UK: Psychology Press, 1999), 62
Rogers and Empathy Meanwhile Geoff Goodman writes in the Journal of Religion and Health that Rogers' initial approach to empathy (on or about 1959) was quite different from his later approach. His early approach entailed (Goodman
Carl Rogers is among the small group of enlightened, visionary individuals that stand as giants in the field of psychology. Due to the theories that Rogers developed not only in psychology but in theories of education, he is considered, as Constance Holden writes, "…one of the grand old men of American psychology and a leading figure in the postwar development of humanistic psychology" (Holden, 1997, p
Rogers' Theory of Personality Rogers' theory of personality was actually a theory that embraces providing the client with a "…roadway toward self-actualization… as an unfolding process of self-discovery and self-awareness," according to Jeffrey S. Nevid (Nevid, 2011, p
He has set forth "conditions" for the therapy to be launched, and also the "process" for therapy, which are both worthy of inclusion into this paper. The conditions for therapy, according to Rogers, include: a) two people are in contact; b) client is in the "state of incongruence, being vulnerable, or anxious"; c) the therapist is "congruent in the relationship"; d) the therapist experiences "…unconditional positive regard" for the client; e) the therapist reveals "an empathetic understanding" of the "internal frame of reference" the client is experiencing; f) that the client perceives (at least minimally) in conditions "d" and "e" the "unconditional positive regard" and "empathy" the therapist has for him (Rogers, 1989, 239)
Adler considers a child to have no characteristics as he or she is being born. He is like an empty slate that is ready to learn and adapt everything in relevance to the immediate environment (Adler et al
Such children will develop while missing out a number of social skills learnt through interaction with other kids. Moreover, such children will be hard to make compromise based on the preferred chances or decisions (Jacobs, 2006)
Carl Rogers strongly believes that therapists should be warm, understanding, and genuine in order to have any impact in their client's behavioral growth and development. Within the notion of growth and development, it is necessary to give the client an opportunity to grow and alter his or her behavior without adding any other extrinsic affair (Rogers, 2003)
Carl Rogers strongly believes that therapists should be warm, understanding, and genuine in order to have any impact in their client's behavioral growth and development. Within the notion of growth and development, it is necessary to give the client an opportunity to grow and alter his or her behavior without adding any other extrinsic affair (Rogers, 2003)
Every step of birth is associated with a number of characteristics that will be part of the developing child. According to Alfred Adler, it is easy to relay the characteristics that are expected of a child after knowing their birth order and number in the family (Sharf, 2012)
Carl Rogers: The Person-Centered Approach to Therapy Rodger's therapeutic philosophy is based around what he calls the "actualizing tendency" present within every human being, in fact, within every organism (Boeree 2006)
Unlike the behaviorists, who view behavior as a product of the environment, humanistic psychologists not only view human behavior as a product of the environment. Humanistic psychologist rather view, while study human understandings, meanings and experiences as the pointer of growth (Kazantzis, Reinecke, Freeman, 2009)
However, an individual can overcome this perception and imitate steps towards growth. To add to this, Rogers believed that growth of an individual is more progressive in situations where the person is aware of all changes and have acceptance on their self (Clark, 2010)
Most psychological studies by other scholars borders on the study of mentally ill patients, which is not the case for Abraham Maslow. From studying humans through his procedures, Maslow came to realize that all humans have common characteristics in the case of successful individuals (Wong, 2011)
Perhaps these are the most important needs to a human since if they become scarce a person would not get satisfied. Maslow argues that a person has to first satisfy their physiological needs before they can satisfy other needs of higher level (Poston, 2009)
Humanistic scholars assist individuals identify their potential. With regard to Abraham Maslow and Carl Rogers, their contribution has been of great importance in learning and in other fields (Joseph & Wood, 2010)
The proponents of this approach emphasize that humans have the capacity of growth and choice. The most prominent assumption to the humanistic approach is the ability of humans to have free will (Hansen, 2012)
By learners understanding their abilities, they can take proper interventions on situations, and these assist them in making informed choices. There is a certain assumption according to educators that learners need to be instructed with their learning (Besley, 2009)
By virtue, one can say that the ability of adults to make decisions has deeper history on the development of their psychological learning (Besley, 2009). A psychological learning environment by definition refers to that situation where the learner and the person teaching are in an environment conducive for teaching (Barkway, 2009)