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Robert Kagan Why America and Europe View the World Differently Policy Review 113 2002

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American psychologist

Carl Rogers
Carlrogers.jpg
Born (1902-01-08)Jan 8, 1902

Oak Park, Illinois, U.Due south.
Died Feb 4, 1987(1987-02-04) (aged 85)

San Diego, California, U.S.
Nationality American
Alma mater Academy of Wisconsin–Madison
Teachers Higher, Columbia University
Known for The Person-centered arroyo (e.g., Client-centered therapy, Educatee-centered learning, Rogerian argument)
Awards Accolade for Distinguished Scientific Contributions to Psychology (1956, APA); Laurels for Distinguished Contributions to Applied Psychology as a Professional Exercise (1972, APA); 1964 Humanist of the Twelvemonth (American Humanist Association)
Scientific career
Fields Psychology
Institutions Ohio State University
University of Chicago
University of Wisconsin–Madison
Western Behavioral Sciences Institute
Heart for Studies of the Person
Influences Otto Rank, Søren Kierkegaard, Martin Buber, Friedrich Nietzsche, Leta Stetter Hollingworth

Carl Ransom Rogers (Jan viii, 1902 – February 4, 1987) was an American psychologist and amidst the founders of the humanistic approach (and customer-centered approach) in psychology. Rogers is widely considered to be 1 of the founding fathers of psychotherapy research and was honored for his pioneering inquiry with the Award for Distinguished Scientific Contributions by the American Psychological Association (APA) in 1956.

The person-centered approach, his own unique approach to understanding personality and human being relationships, found wide application in various domains such as psychotherapy and counseling (client-centered therapy), education (student-centered learning), organizations, and other group settings.[1] For his professional work he was bestowed the Award for Distinguished Professional person Contributions to Psychology past the APA in 1972. In a study by Steven J. Haggbloom and colleagues using six criteria such as citations and recognition, Rogers was found to be the sixth most eminent psychologist of the 20th century and 2d, among clinicians,[2] only to Sigmund Freud.[3] Based on a 1982 survey among 422 respondents of United states and Canadian psychologists, he was considered the about influential psychotherapist in history (Sigmund Freud was ranked third).[iv]

Biography [edit]

Rogers was born on January 8, 1902, in Oak Park, Illinois, a suburb of Chicago. His male parent, Walter A. Rogers, was a civil engineer, a Congregationalist by denomination. His mother, Julia Chiliad. Cushing,[five] [6] was a homemaker and devout Baptist. Carl was the 4th of their six children.[7]

Rogers was intelligent and could read well before kindergarten. Post-obit an education in a strict religious and ethical surround as an altar boy at the vicarage of Jimpley, he became a rather isolated, independent and disciplined person, and acquired cognition and an appreciation for the scientific method in a applied world. At the University of Wisconsin–Madison, where he was a function of the fraternity of Alpha Kappa Lambda, his first career choice was agriculture, followed by history and so organized religion.

At age 20, following his 1922 trip to Peking, Cathay, for an international Christian briefing, he started to uncertainty his religious convictions. To help him clarify his career choice, he attended a seminar entitled Why am I entering the Ministry?, subsequently which he decided to alter his career. In 1924, he graduated from the University of Wisconsin, married Helen Elliott (a beau Wisconsin pupil whom he had known from Oak Park), and enrolled at Union Theological Seminary (New York City). Some time after he became an atheist.[eight] Although referred to equally an atheist early in his career, Rogers eventually came to be described equally agnostic. However, in his subsequently years it is reported he spoke well-nigh spirituality. Thorne, who knew Rogers and worked with him on a number of occasions during his final ten years, writes that "in his afterward years his openness to experience compelled him to acknowledge the existence of a dimension to which he attached such adjectives as mystical, spiritual, and transcendental".[ix] Rogers concluded that there is a realm "beyond" scientific psychology, a realm which he came to prize as "the indescribable, the spiritual."[10]

After two years he left the seminary to attend Teachers College, Columbia University, obtaining an Grand.A. in 1927 and a Ph.D. in 1931.[11] While completing his doctoral work, he engaged in kid study. In 1930, Rogers served every bit director of the Society for the Prevention of Cruelty to Children in Rochester, New York. From 1935 to 1940 he lectured at the University of Rochester and wrote The Clinical Treatment of the Problem Child (1939), based on his experience in working with troubled children. He was strongly influenced in amalgam his client-centered arroyo by the mail-Freudian psychotherapeutic practice of Otto Rank,[12] specially every bit embodied in the piece of work of Rank's disciple, noted clinician and social work educator Jessie Taft.[xiii] [xiv] In 1940 Rogers became professor of clinical psychology at Ohio State University, where he wrote his second book, Counseling and Psychotherapy (1942). In information technology, Rogers suggested that the client, past establishing a relationship with an understanding, accepting therapist, can resolve difficulties and gain the insight necessary to restructure their life.

In 1945, he was invited to gear up upwards a counseling center at the University of Chicago. In 1947 he was elected President of the American Psychological Association.[15] While a professor of psychology at the University of Chicago (1945–57), Rogers helped to institute a counseling centre connected with the university and at that place conducted studies to make up one's mind the effectiveness of his methods. His findings and theories appeared in Client-Centered Therapy (1951) and Psychotherapy and Personality Change (1954). I of his graduate students at the University of Chicago, Thomas Gordon, established the Parent Effectiveness Training (P.E.T.) movement. Another student, Eugene T. Gendlin, who was getting his Ph.D. in philosophy, developed the exercise of Focusing based on Rogerian listening. In 1956, Rogers became the first President of the American University of Psychotherapists.[xvi] He taught psychology at the University of Wisconsin, Madison (1957–63), during which time he wrote one of his best-known books, On Becoming Person (1961). A educatee of his there, Marshall Rosenberg, would go on to develop Nonviolent Advice.[17] Carl Rogers and Abraham Maslow (1908–seventy) pioneered a movement called humanistic psychology which reached its peak in the 1960s. In 1961, he was elected a Fellow of the American Academy of Arts and Sciences.[18] Carl Rogers was also one of the people who questioned the rise of McCarthyism in the 1950s. Through articles, he criticized society for its backward-looking affinities.[xix]

Rogers connected didactics at the University of Wisconsin until 1963, when he became a resident at the new Western Behavioral Sciences Constitute (WBSI) in La Jolla, California. Rogers left the WBSI to help found the Center for Studies of the Person in 1968. His later books include Carl Rogers on Personal Power (1977) and Freedom to Learn for the '80s (1983). He remained a resident of La Jolla for the balance of his life, doing therapy, giving speeches and writing.

Rogers's last years were devoted to applying his theories in situations of political oppression and national social conflict, traveling worldwide to do so. In Belfast, Northern Ireland, he brought together influential Protestants and Catholics; in South Africa, blacks and whites; in Brazil people emerging from dictatorship to democracy; in the United states, consumers and providers in the health field. His terminal trip, at age 85, was to the Soviet Union, where he lectured and facilitated intensive experiential workshops fostering communication and inventiveness. He was astonished at the numbers of Russians who knew of his work.

Between 1974 and 1984, Rogers, together with his girl Natalie Rogers, and psychologists Maria Bowen, Maureen O'Hara, and John K. Wood, convened a series of residential programs in the US, Europe, Brazil and Japan, the Person-Centered Arroyo Workshops, which focused on cross-cultural communications, personal growth, cocky-empowerment, and learning for social change.

In 1987, Rogers suffered a autumn that resulted in a fractured pelvis: he had life alert and was able to contact paramedics. He had a successful functioning, only his pancreas failed the next night and he died a few days later after a heart attack.[20]

One of Rodgers' most famous quote is: "Expiry is final, and accepting that is the most difficult thing to undertake. That loved i is not coming back and nix can change that. Nil compares to them. Life is precious and vulnerable, so be wise with how you cull to spend it, because once death arrives there is no turning back."

Theory [edit]

Rogers' theory of the self is considered to exist humanistic, existential, and phenomenological.[21] His theory is based directly on the "astounding field" personality theory of Combs and Snygg (1949).[22] Rogers' elaboration of his ain theory is extensive. He wrote 16 books and many more journal articles describing it. Prochaska and Norcross (2003) states Rogers "consistently stood for an empirical evaluation of psychotherapy. He and his followers accept demonstrated a humanistic arroyo to conducting therapy and a scientific approach to evaluating therapy need not be incompatible."

Xix propositions [edit]

His theory (as of 1951) was based on 19 propositions:[23]

  1. All individuals (organisms) exist in a continually changing world of experience (phenomenal field) of which they are the center.
  2. The organism reacts to the field as it is experienced and perceived. This perceptual field is "reality" for the individual.
  3. The organism reacts as an organized whole to this astounding field.
  4. A portion of the total perceptual field gradually becomes differentiated as the self.
  5. As a outcome of interaction with the environment, and especially as a result of evaluative interaction with others, the structure of the self is formed—an organized, fluid but consequent conceptual pattern of perceptions of characteristics and relationships of the "I" or the "me", together with values attached to these concepts.
  6. The organism has one basic tendency and striving—to actualize, maintain and raise the experiencing organism.
  7. The all-time vantage betoken for understanding behavior is from the internal frame of reference of the private.
  8. Behavior is basically the goal-directed attempt of the organism to satisfy its needs every bit experienced, in the field as perceived.
  9. Emotion accompanies, and in general facilitates, such goal directed behavior, the kind of emotion existence related to the perceived significance of the behavior for the maintenance and enhancement of the organism.
  10. The values fastened to experiences, and the values that are a part of the self-structure, in some instances, are values experienced directly by the organism, and in some instances are values introjected or taken over from others, just perceived in distorted mode, as if they had been experienced directly.
  11. Equally experiences occur in the life of the individual, they are either, a) symbolized, perceived and organized into some relation to the self, b) ignored because at that place is no perceived relationship to the cocky construction, c) denied symbolization or given distorted symbolization because the experience is inconsistent with the structure of the self.
  12. Near of the ways of behaving that are adopted by the organism are those that are consistent with the concept of self.
  13. In some instances, behavior may be brought about by organic experiences and needs which accept not been symbolized. Such behavior may be inconsistent with the structure of the self but in such instances the behavior is not "owned" by the private.
  14. Psychological aligning exists when the concept of the self is such that all the sensory and visceral experiences of the organism are, or may be, assimilated on a symbolic level into a consistent relationship with the concept of cocky.
  15. Psychological maladjustment exists when the organism denies sensation of significant sensory and visceral experiences, which consequently are not symbolized and organized into the gestalt of the cocky structure. When this state of affairs exists, in that location is a bones or potential psychological tension.
  16. Whatever experience which is inconsistent with the organization of the structure of the self may be perceived as a threat, and the more of these perceptions at that place are, the more than rigidly the self structure is organized to maintain itself.
  17. Under certain conditions, involving primarily complete absence of threat to the self structure, experiences which are inconsistent with information technology may be perceived and examined, and the structure of self revised to assimilate and include such experiences.
  18. When the individual perceives and accepts into one consistent and integrated system all his sensory and visceral experiences, and so he is necessarily more understanding of others and is more than accepting of others as split up individuals.
  19. Every bit the private perceives and accepts into his self construction more than of his organic experiences, he finds that he is replacing his present value organization—based extensively on introjections which have been distortedly symbolized—with a continuing organismic valuing process.

In relation to No. 17, Rogers is known for practicing "unconditional positive regard", which is defined every bit accepting a person "without negative judgment of .... [a person'southward] basic worth".[24]

Development of the personality [edit]

With regard to development, Rogers described principles rather than stages. The main effect is the development of a self-concept and the progress from an undifferentiated self to existence fully differentiated.

Self Concept ... the organized consistent conceptual gestalt composed of perceptions of the characteristics of 'I' or 'me' and the perceptions of the relationships of the 'I' or 'me' to others and to diverse aspects of life, together with the values attached to these perceptions. It is a gestalt which is available to awareness though not necessarily in awareness. It is a fluid and irresolute gestalt, a procedure, merely at any given moment information technology is a specific entity. (Rogers, 1959)[25]

In the development of the self-concept, he saw conditional and unconditional positive regard as key. Those raised in an environment of unconditional positive regard take the opportunity to fully concretize themselves. Those raised in an surround of conditional positive regard feel worthy only if they lucifer weather condition (what Rogers describes as conditions of worth) that take been laid down for them by others.

Fully functioning person [edit]

Optimal development, every bit referred to in proposition 14, results in a certain process rather than static state. He describes this as the adept life, where the organism continually aims to fulfill its total potential. He listed the characteristics of a fully operation person (Rogers 1961):[26]

  1. A growing openness to feel – they move away from defensiveness and take no need for subception (a perceptual defense force that involves unconsciously applying strategies to prevent a troubling stimulus from entering consciousness).
  2. An increasingly existential lifestyle – living each moment fully – non distorting the moment to fit personality or self-concept but assuasive personality and cocky-concept to emanate from the experience. This results in excitement, daring, adjustability, tolerance, spontaneity, and a lack of rigidity and suggests a foundation of trust. "To open one'southward spirit to what is going on now, and discover in that nowadays process whatever construction it appears to accept" (Rogers 1961)[26]
  3. Increasing organismic trust – they trust their own judgment and their ability to choose behavior that is appropriate for each moment. They do not rely on existing codes and social norms but trust that as they are open to experiences they volition exist able to trust their ain sense of right and wrong.
  4. Freedom of choice – not being shackled past the restrictions that influence an incongruent individual, they are able to make a wider range of choices more fluently. They believe that they play a role in determining their own beliefs and and so experience responsible for their own beliefs.
  5. Creativity – it follows that they will feel more gratis to be artistic. They will likewise exist more creative in the way they adapt to their ain circumstances without feeling a demand to adjust.
  6. Reliability and constructiveness – they can be trusted to human activity constructively. An individual who is open to all their needs volition be able to maintain a balance between them. Even ambitious needs volition be matched and counterbalanced by intrinsic goodness in congruent individuals.
  7. A rich total life – he describes the life of the fully performance private equally rich, full and exciting and suggests that they experience joy and pain, love and heartbreak, fear and courage more intensely. Rogers' description of the good life:

    This process of the good life is not, I am convinced, a life for the faint-hearted. It involves the stretching and growing of becoming more and more of 1'due south potentialities. It involves the courage to be. It means launching oneself fully into the stream of life. (Rogers 1961)[26]

Incongruence [edit]

Rogers identified the "real self" as the aspect of a person that is founded in the actualizing tendency, follows organismic values and needs, and receives positive regard from others and cocky. On the other hand, to the extent that society is out of sync with the actualizing tendency, and people are forced to live with weather condition of worth that are out of stride with organismic valuing, and receive only conditional positive regard and self-regard, Rogers said that people develop instead an "platonic self". Past ideal, Rogers was suggesting something not real, something that is ever out of attain, a standard people cannot meet. This gap between the real self and the ideal cocky, the "I am" and the "I should", Rogers chosen incongruity.

Psychopathology [edit]

Rogers described the concepts of congruence and incongruence as important ideas in his theory. In proffer #six, he refers to the actualizing trend. At the same fourth dimension, he recognized the demand for positive regard. In a fully congruent person, realizing 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, lead lives that include falseness and do not realize their potential. Conditions put on them past those around them make it necessary for them to forgo 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 out.

Rogers suggested that the incongruent individual, who is e'er on the defensive and cannot be open to all experiences, is non functioning ideally and may even be malfunctioning. They piece of work difficult at maintaining and protecting their cocky-concept. Because their lives are not authentic this is a hard task and they are under abiding threat. They deploy defence mechanisms to achieve this. He describes 2 mechanisms: distortion and deprival. Distortion occurs when the individual perceives a threat to their cocky-concept. They misconstrue the perception until it fits their self-concept.

This defensive behavior reduces the consciousness of the threat but not the threat itself. And so, as the threats mountain, the piece of work of protecting the self-concept becomes more than difficult and the individual becomes more defensive and rigid in their self-structure. If the incongruence is immoderate this procedure may lead the individual to a state that would typically be described equally neurotic. Their functioning becomes precarious and psychologically vulnerable. If the situation worsens information technology is possible that the defenses stop to function birthday and the individual becomes aware of the incongruence of their situation. Their personality becomes disorganised and baroque; irrational behavior, associated with earlier denied aspects of self, may erupt uncontrollably.

Applications [edit]

Person-centered therapy [edit]

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 "customer-centered" and then later on used the term "person-centered". Even before the publication of Client-Centered Therapy in 1951, Rogers believed that the principles he was describing could exist practical in a variety of contexts and not just in the therapy state of affairs. As a result, he started to use the term person-centered approach after in his life to describe his overall theory. Person-centered therapy is the application of the person-centered arroyo to the therapy situation. Other applications include a theory of personality, interpersonal relations, educational activity, nursing, cross-cultural relations and other "helping" professions and situations. In 1946 Rogers co-authored "Counseling with Returned Servicemen" with John L. Wallen (the creator of the behavioral model known as The Interpersonal Gap),[27] documenting the application of person-centered approach to counseling military personnel returning from the second world war.

The first empirical evidence of the effectiveness of the client-centered approach was published in 1941 at the Ohio Country Academy by Elias Porter, using the recordings of therapeutic sessions between Carl Rogers and his clients.[28] Porter used Rogers' transcripts to devise a arrangement to measure the caste of directiveness or not-directiveness a advisor employed.[29] The mental attitude and orientation of the counselor were demonstrated to be instrumental in the decisions made past the customer.[30] [31]

Learner-centered teaching [edit]

The application to education has a large robust research tradition similar to that of therapy with studies having begun in the late 1930s and continuing today (Cornelius-White, 2007). Rogers described the approach to teaching in Client-Centered Therapy and wrote Liberty to Acquire devoted exclusively to the subject in 1969. Liberty to Learn was revised ii times. The new Learner-Centered Model is like in many regards to this classical person-centered approach to educational activity. Rogers and Harold Lyon began a book prior to Rogers expiry, entitled On Becoming an Effective Teacher—Person-centered Didactics, Psychology, Philosophy, and Dialogues with Carl R. Rogers and Harold Lyon, which was completed past Lyon and Reinhard Tausch and published in 2013 containing Rogers concluding unpublished writings on person-centered teaching.[32] Rogers had the following five hypotheses regarding learner-centered educational activity:

  1. "A person cannot teach some other person directly; a person can only facilitate some other's learning" (Rogers, 1951). This is a consequence of his personality theory, which states that anybody exists in a constantly irresolute world of feel in which he or she is the center. Each person reacts and responds based on perception and feel. The belief is that what the educatee does is more important than what the teacher does. The focus is on the educatee (Rogers, 1951). Therefore, the background and experiences of the learner are essential to how and what is learned. Each educatee will process what he or she learns differently depending on what he or she brings to the classroom.
  2. "A person learns significantly simply those things that are perceived equally existence involved in the maintenance of or enhancement of the structure of self" (Rogers, 1951). Therefore, relevancy to the student is essential for learning. The students' experiences become the core of the course.
  3. "Experience which, if assimilated, would involve a change in the organization of cocky, tends to exist resisted through deprival or distortion of symbolism" (Rogers, 1951). If the content or presentation of a grade is inconsistent with preconceived information, the pupil will larn if he or she is open to varying concepts. Existence open to consider concepts that vary from one's own is vital to learning. Therefore, gently encouraging open up-mindedness is helpful in engaging the student in learning. Also, it is important, for this reason, that new data be relevant and related to existing experience.
  4. "The construction and organization of self appears to get more rigid under threats and to relax its boundaries when completely gratuitous from threat" (Rogers, 1951). If students believe that concepts are being forced upon them, they might become uncomfortable and fearful. A barrier is created by a tone of threat in the classroom. Therefore, an open, friendly environment in which trust is developed is essential in the classroom. Fear of retribution for not agreeing with a concept should exist eliminated. A classroom tone of support helps to alleviate fears and encourages students to take the courage to explore concepts and beliefs that vary from those they bring to the classroom. Also, new information might threaten the student's concept of him- or herself; therefore, the less vulnerable the student feels, the more than likely he or she volition exist able to open to the learning procedure.
  5. "The educational situation which nearly effectively promotes pregnant learning is ane in which (a) threat to the self of the learner is reduced to a minimum and (b) differentiated perception of the field is facilitated" (Rogers, 1951). The instructor should be open to learning from the students and likewise working to connect the students to the subject matter. Frequent interaction with the students will assistance achieve this goal. The teacher's credence of beingness a mentor who guides rather than the adept who tells is instrumental to student-centered, nonthreatening, and unforced learning.

Rogerian rhetorical approach [edit]

In 1970, Richard Young, Alton L. Becker, and Kenneth Motorway published Rhetoric: Discovery and Change, a widely influential higher writing textbook that used a Rogerian arroyo to communication to revise the traditional Aristotelian framework for rhetoric.[33] The Rogerian method of statement involves each side restating the other'southward position to the satisfaction of the other, among other principles.[33] In a newspaper, it can be expressed by carefully acknowledging and agreement the opposition, rather than dismissing them.[33] [34]

Cross-cultural relations [edit]

The application to cross-cultural relations has involved workshops in highly stressful situations and global locations including conflicts and challenges in Due south Africa, Primal America, and Ireland.[35] Along with Alberto Zucconi and Charles Devonshire, he co-founded the Istituto dell'Approccio Centrato sulla Persona (Person-Centered Approach Institute) in Rome, Italy.

His international work for peace culminated in the Rust Peace Workshop which took place in Nov 1985 in Rust, Austria. Leaders from 17 nations convened to talk over the topic "The Central America Challenge". The coming together was notable for several reasons: it brought national figures together as people (not as their positions), it was a individual event, and was an overwhelming positive experience where members heard i another and established real personal ties, as opposed to stiffly formal and regulated diplomatic meetings.[36]

Person-centered, dialogic politics [edit]

Some scholars believe there is a politics implicit in Rogers's arroyo to psychotherapy.[37] [38] Toward the end of his life, Rogers came to that view himself.[39] The central tenet of a Rogerian, person-centered politics is that public life does not have to consist of an endless series of winner-accept-all battles among sworn opponents; rather, it can and should consist of an ongoing dialogue amidst all parties. Such dialogue would be characterized past respect amongst the parties, authentic speaking by each party, and – ultimately – empathic agreement amongst all parties. Out of such understanding, mutually adequate solutions would (or at least could) flow.[37] [40]

During his last decade, Rogers facilitated or participated in a wide diversity of dialogic activities amidst politicians, activists, and other social leaders, ofttimes outside the U.S.[40] In addition, he lent his back up to several not-traditional U.Southward. political initiatives, including the "12-Hour Political Party" of the Association for Humanistic Psychology[41] and the founding of a "transformational" political organization, the New Earth Alliance.[42] By the 21st century, involvement in dialogic approaches to political engagement and change had become widespread, specially amid academics and activists.[43] Theorists of a specifically Rogerian, person-centered arroyo to politics every bit dialogue have fabricated substantial contributions to that project.[38] [44]

Central Intelligence Agency (CIA) [edit]

Carl Rogers served on the board of the Human Ecology Fund from the tardily 50s into the 60s, which was a CIA-funded organisation that provided grants to researchers looking into personality. In improver, he and other people in the field of personality and psychotherapy were given a lot of data about Khrushchev. "We were asked to figure out what we thought of him and what would exist the best way of dealing with him. And that seemed to be an entirely principled and legitimate aspect. I don't call up nosotros contributed very much, simply, anyway, we tried."[45]

Selected works by Carl Rogers [edit]

  • Rogers, Carl, and Carmichael, Leonard (1939). The Clinical Treatment of the Problem Kid. Boston; New York: Houghton Mifflin Company.
  • Rogers, Carl. (1942). Counseling and Psychotherapy: Newer Concepts in Practise. Boston; New York: Houghton Mifflin Visitor.
  • Rogers, Carl. (1951). Customer-Centered Therapy: Its Current Practice, Implications and Theory. London: Constable. ISBN 1-84119-840-iv.
  • Rogers, C.R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting and Clinical Psychology, 21: 95-103.
  • Rogers, Carl. (1959). A Theory of Therapy, Personality and Interpersonal Relationships every bit Adult in the Client-centered Framework. In (ed.) South. Koch, Psychology: A Study of a Science. Vol. three: Formulations of the Person and the Social Context. New York: McGraw Hill.
  • Rogers, Carl. (1961). On Condign a Person: A Therapist's View of Psychotherapy. London: Constable. ISBN 1-84529-057-7.Excerpts
  • Rogers, Carl. (1969). Freedom to Learn: A View of What Education Might Become. (1st ed.) Columbus, Ohio: Charles Merill. Excerpts
  • Rogers, Carl. (1970). On Encounter Groups. New York: Harrow Books, Harper and Row, ISBN 0-06-087045-one
  • Rogers, Carl. (1977). On Personal Power: Inner Strength and Its Revolutionary Impact.
  • Rogers, Carl. (nd, @1978). A personal message from Carl Rogers. In: N. J. Raskin. (2004). Contributions to Client-Centered Therapy and the Person-Centered Approach. (pp. v-vi). Herefordshire, U.k.: PCCS Books, Ross-on-the-Wye. ISBN 1-898059-57-viii
  • Rogers, Carl. (1980). A Style of Being. Boston: Houghton Mifflin.
  • Rogers, Carl. and Stevens, B. (1967). Person to Person: The Trouble of Beingness Human. Lafayette, CA: Existent People Press.
  • Rogers, Carl, Lyon, Harold C., & Tausch, Reinhard (2013) On Becoming an Effective Teacher—Person-centered Educational activity, Psychology, Philosophy, and Dialogues with Carl R. Rogers and Harold Lyon. London: Routledge, ISBN 978-0-415-81698-4
  • Rogers, C.R., Raskin, Due north.J., et al. (1949). A coordinated enquiry in psychotherapy. Journal of Consulting Psychology, 13, 149–200. Cited in: Northward.J. Raskin, The showtime 50 years and the adjacent 10. Person-Centered Review, five(4), November 1990, 364–372.

See also [edit]

  • Hidden personality

References [edit]

  1. ^ Rogers, Carl (1942). Counseling and Psychotherapy: Newer Concepts in Practice. Boston, Massachusetts/New York: Houghton Mifflin. ISBN978-1-4067-6087-3. OCLC 165705.
  2. ^ Haggbloom, Steven J.; Warnick, Renee; Warnick, Jason E.; Jones, Vinessa Chiliad.; Yarbrough, Gary Fifty.; Russell, Tenea M.; Borecky, Chris G.; McGahhey, Reagan; Powell, John 50. (March 2003). "'The 100 most eminent psychologists of the 20th century': Correction to Haggbloom et al (2002)". Review of General Psychology. 7 (1): 37. doi:10.1037/1089-2680.7.1.37. S2CID 151853298.
  3. ^ Haggbloom, Due south.J.; et al. (2002). "The 100 most eminent psychologists of the 20th century" (PDF). Review of General Psychology. 6 (ii): 139–152. CiteSeerXx.1.1.586.1913. doi:10.1037/1089-2680.6.2.139. S2CID 145668721. Haggbloom et al. combined three quantitative variables: citations in professional person journals, citations in textbooks, and nominations in a survey given to members of the Clan for Psychological Science, with three qualitative variables (converted to quantitative scores): National University of Sciences (NAS) membership, American Psychological Association (APA) President and/or recipient of the APA Distinguished Scientific Contributions Award, and surname used equally an eponym. And then the list was rank ordered.
  4. ^ Smith, D. (1982). "Trends in counseling and psychotherapy". American Psychologist. 37 (7): 802–809. doi:10.1037/0003-066X.37.7.802. PMID 7137698.
  5. ^ Cushing, James Stevenson (1905). The genealogy of the Cushing family, an account of the ancestors and descendants of Matthew Cushing, who came to America in 1638. Montreal: The Perrault printing co. p. 380. LCCN 06032460.
  6. ^ "California Death Index, 1940–1997". Ancestry.com. Retrieved 19 Apr 2010. Rogers' female parent's maiden proper name is Cushing.
  7. ^ "1910 United States Federal Census". Beginnings.com. Retrieved 19 April 2010. Oak Park, Cook, Illinois; Gyre T624_239; Page: 2B; Enumeration District: 70; Epitome: 703. Carl is 4th of six children of Walter A. and Julia M. Rogers.
  8. ^ Michael Martin (2007). The Cambridge Companion to Atheism. Cambridge Academy Press. p. 310. ISBN 9780521842709. "Among celebrity atheists with much biographical data, we find leading psychologists and psychoanalysts. We could provide a long list, including...Carl R. Rogers..."
  9. ^ Thorne, Brian (2003). Carl Rogers. Thousand Oaks, CA: Sage, pg IX.
  10. ^ Kramer, Robert (1995). "The Birth of Client-Centered Therapy: Carl Rogers, Otto Rank, and 'The Across'". Periodical of Humanistic Psychology 35.4: 54–110.
  11. ^ Fierro, Catriel (2021). "'A backdrop for psychotherapy': Carl R. Rogers, psychological testing, and the psycho-educational clinic at Columbia Academy'southward Teachers Higher (1924–1935)". History of Psychology. doi:x.1037/hop0000201 – via PsycNET.
  12. ^ Kramer, Robert. "The Nascency of Client-Centered Therapy: Carl Rogers, Otto Rank, and 'The Beyond'". Periodical of Humanistic Psychology, 35.4 (1995) p. 54-110.
  13. ^ Kirschenbaum, Howard (1979). On Becoming Carl Rogers. Delacorte Press. pp. 92–93. ISBN978-0-440-06707-eight.
  14. ^ deCarvalho, Roy J. (1999). "Otto Rank, the Rankian Circle in Philadelphia, and the Origins of Carl Rogers' Person-Centered Psychotherapy". History of Psychology. 2 (2): 132–148. doi:10.1037/1093-4510.2.2.132. PMID 11623737.
  15. ^ "Quondam APA Presidents".
  16. ^ "American Academy of Psychotherapists History of the Academy". Archived from the original on 2012-07-10. Retrieved 2008-01-31 .
  17. ^ "About Dr. Marshall Rosenberg".
  18. ^ "Book of Members, 1780–2010: Affiliate R" (PDF). American Academy of Arts and Sciences. Retrieved vii Apr 2011.
  19. ^ Demanchick, S.; Kirschenbaum, H. (2008). "Carl Rogers and the CIA". Journal of Humanistic Psychology. 48 (1): 6–31. doi:ten.1177/0022167807303005. S2CID 145499631.
  20. ^ Goleman, Daniel (1987-02-06). "Carl R. Rogers, 85, Leader in Psychotherapy, Dies". The New York Times.
  21. ^ Dagmar Pescitelli, An Analysis of Carl Rogers' Theory of Personality
  22. ^ Snygg, Donald and Combs, Arthur W. (1949), Individual Beliefs: A New Frame of Reference for Psychology. New York, Harper & Brothers. Article on Snygg and Combs' "Phenomenal Field" Theory
  23. ^ Rogers, Carl (1951). Client-centered therapy: Its electric current exercise, implications and theory. London: Lawman. ISBN978-1-84119-840-8.
  24. ^ Barry, P. (2002). Mental Health and Mental Illness. (7th ed.) New York: Lippincott.
  25. ^ Rogers, Carl. (1959). "A theory of therapy, personality relationships as developed in the client-centered framework.". In S. Koch (ed.). Psychology: A study of a science. Vol. three: Formulations of the person and the social context. New York: McGraw Hill.
  26. ^ a b c Rogers, Carl (1961). On becoming a person: A therapist's view of psychotherapy. London: Constable. ISBN978-1-84529-057-three.
  27. ^ Rogers, C. & Wallen, J.L. (1946) Counseling with Returned Servicemen. New York, NY: McGraw-Loma.
  28. ^ Porter, E.H. (1941) The development and evaluation of a measure out of counseling interview procedure. Ph. D. Dissertation, Ohio State Academy.
  29. ^ Kirschenbaum, Howard (1979). On Condign Carl Rogers. pp. 206–207.
  30. ^ Porter, E.H. (1950) An Introduction to Therapeutic Counseling. Boston: Houghton Mifflin
  31. ^ Rogers, Carl. (1951). Client-Centered Therapy. p. 64
  32. ^ Rogers, Carl R, Lyon, Harold C., Tausch, Reinhard: (2013) On Becoming an Effective Instructor—Person-centered Teaching, Psychology, Philosophy, and Dialogues with Carl R. Rogers and Harold Lyon. London: Routledge
  33. ^ a b c Immature, Richard Emerson; Becker, Alton 50.; Pike, Kenneth L. (1970). Rhetoric: Discovery and Change . New York: Harcourt, Caryatid & World. pp. i–x, 273–290. ISBN978-0-fifteen-576895-six. OCLC 76890.
  34. ^ A paper by Rogers that greatly influenced Rogerian rhetoric was: Rogers, Carl R. (Wintertime 1952) [1951]. "Communication: its blocking and its facilitation". ETC.: A Review of General Semantics. nine (ii): 83–88. JSTOR 42581028. This paper was written for Northwestern University's Centennial Briefing on Communications held on eleven October 1951. Information technology was later reprinted every bit a book chapter with a different title: Rogers, Carl R. (1961). "Dealing with breakdowns in communication—interpersonal and intergroup". On Becoming a Person: A Therapist'southward View of Psychotherapy. Boston: Houghton Mifflin. pp. 329–337. OCLC 172718. Information technology was too reprinted in Young, Becker, and Motorway's textbook that popularized Rogerian rhetoric.
  35. ^ Freddie Strasser; Paul Randolph (30 December 2004). Arbitration: A Psychological Insight Into Conflict Resolution. A&C Blackness. p. 13. ISBN978-0-8264-7503-9.
  36. ^ Rogers, Carl (1989). The Carl Rogers Reader . Google Books: Houghton Mifflin. p. 457. ISBN978-0-395-48357-2. 1985 the rust peace workshop.
  37. ^ a b Thorne, Brian, with Sanders, Pete (2012). Carl Rogers. SAGE Publications, 3rd ed., pp. 119–120. ISBN 978-ane-4462-5223-9.
  38. ^ a b Proctor, Gillian; Cooper, Mick; Sanders, Pete; and Malcolm, Beryl, eds. (2006). Politicizing the Person-Centered Approach: An Agenda for Social Change. PCCS Books. ISBN 978-1-898059-72-1.
  39. ^ Totton, Nick (2000). Psychotherapy and Politics. SAGE Publications, p. 68. ISBN 978-0-7619-5849-9.
  40. ^ a b Kirschenbaum, Howard, and Henderson, Valerie Country. "A More Human World." In Kirschenbaum and Hendersion, eds. (1989). The Carl Rogers Reader. Houghton Mifflin Company, pp. 433–435. ISBN 978-0-395-48357-2.
  41. ^ Multiple authors (May 1980). "A Report on AHP's 12-Hr Political Political party Archived 2019-10-29 at the Wayback Motorcar". AHP Newsletter, cover and pp. 4 ("Presenters"), 28–31, 41–43. A publication of the Association for Humanistic Psychology. Retrieved August 1, 2016.
  42. ^ Stein, Arthur (1985). Seeds of the Seventies: Values, Work, and Delivery in Post-Vietnam America. Academy Printing of New England, p. 136 (on Rogers as "founding sponsor" of the Alliance'south newsletter) and pp. 134–139 (on the Brotherhood generally). ISBN 978-0-87451-343-one.
  43. ^ Isenhart, Myra Warren, and Spangle, Michael Fifty. (2000). Collaborative Approaches to Resolving Conflict. SAGE Publications. ISBN 978-0-7619-1930-8.
  44. ^ Proctor, Gillian, and Napier, Mary Beth, eds. (2004). Encountering Feminism: Intersections Betwixt Feminism and the Person-Cerntered Approach. PCCS Books. ISBN 978-1-898059-65-3.
  45. ^ Tagatz, Glenn E. (2013). ENIGMA: A Veteran'south Quest for Truth. p. 141. ISBN978-1-4836-7942-6.

Sources [edit]

  • Cornelius-White, J. H. D. (2007). Learner-centered instructor-pupil relationships are effective: A meta-assay. Review of Educational Research, 77 (ane), 113–143.
  • Raskin, N. (2004). Contributions to Client-Centered Therapy and the Person-Centered Approach. Herefordshire, Ross-on-the-Rye, United kingdom: PCCS Books.

Further reading [edit]

  • Farber, Barry A. The psychotherapy of Carl Rogers: cases and commentary (Guilford Printing 1998).
  • Hall, C.S. & Linzey, G. (1957). Rogers self-theory. "Theories of Personality". (pp. 515–551). NY; John Wiley & Sons, Inc.
  • Thorne, Brian. Carl Rogers—Key Figures in Counselling and Psychotherapy series (Sage publications, 1992).
  • Rogers, Carl, Lyon, Harold C., & Tausch, Reinhard (2013) On Becoming an Effective Teacher—Person-centered Teaching, Psychology, Philosophy, and Dialogues with Carl R. Rogers and Harold Lyon. London: Routledge, ISBN 978-0-415-81698-4
  • Mearns and Thorne, Person Centred Counselling in Activeness (Sage 1999)

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Source: https://en.wikipedia.org/wiki/Carl_Rogers

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