Carl Ransom Rogers

Život postav

Rodinné pozadí

Rogers se narodil ve Spojených státech v lednu 8,1902. Roger žil v rodině se silnou náboženskou atmosférou, protože byl dítě. Jeho rodiče věří v protestantské křesťanství a jsou etické.

Rogerswassmarterwhenhewasyoungandcouldreadwellbeforegoingtokindergarten.Hegrewupinaharshreligiousenvironment.Hestudiedagriculture,history,andreligionattheUniversityofWisconsin.

Whenhewas12yearsold,hisfamilymovedtoaruralareainwesternChicago.Rogerslikesthelifeonthefarmandhasreachedthestageofhighschool.Hebecameinterestedinagriculturalscience.

ProfessionalStudy

RogerswasadmittedtotheUniversityofWisconsintostudyagronomyattheageof17,butbecauseofhisstrongreligiousinclination,heswitchedtohistoryinhissophomoreyearinordertostudyChristianityAndpastorprofession.

In1922,hewasselectedasoneofthestudentrepresentativesoftenuniversitiesintheUnitedStates,andhewenttoBeijing,ChinatoparticipateintheWorldCentennialChristianUnionCongress.Sincethen,hebegantodoubthisreligiousbeliefs.Afterattendingaseminaron"WhyIBecomeaPastor",Idecidedtochangemycareerdirection.

In1924,hegraduatedfromRogersUniversityandgotabachelor'sdegreeinhistorytwomonthslater,hemarriedHelen.Andhad2children.Afterthat,hewasadmittedtotheUnitedTheologicalSeminaryinNewYork,wherehebegantobeexposedtoclinicalwork,andhefoundthatconsultingwasmoreinlinewithhisintereststhanworkingasapastor.

In1925,RogersenteredtheTeachersCollegeofColumbiaUniversitytotakepsychologyasanelectivecourse.Whatinfluencedhimthemostwasthecoursesrelatedtochildren'sproblemsinclinicalpsychology.

In1926,RogerstransferredtoColumbiaUniversitytostudyclinicalpsychologyandeducationalpsychology.In1928,heobtainedamaster'sdegree.Inthesameyear,hewasemployedbytheChildSocialIssuesResearchDepartmentoftheAssociationforthePreventionofChildAbuseinRochester,NewYork.Hewillbethedirectortwoyearslater.

Rogers získal titul Ph.D. v roce 1931. Předmětem jeho disertační práce bylo měření přizpůsobení osobnosti dětí.

Teachingcareer

Inthe12yearswhenRogerworkedwiththeAssociationforthePreventionofChildAbusefrom1928to1939,hewasengagedinchildpsychologyservices,includingthediagnosisandtreatmentofcriminalchildren.

From1939to1940,RogersservedasthedirectoroftheChildResearchOfficeoftheAssociationforthePreventionofChildAbuseinRochester,NewYork.

TaughtandwrotebooksatRochesterCityUniversityfrom1935to1940.Basedonmyexperienceinworkingwithproblemchildren,"ClinicalTreatmentofProblemChildren"wascompiled.

From1940to1945,RogersbecameaprofessorofclinicalpsychologyatOhioStateUniversity,wherehecompiledhissecondbook,CounselingandPsychotherapy.

From1945to1957,heservedasaprofessorofpsychologyattheUniversityofChicagoandestablishedthePsychologicalCounselingCenter.Duringhistenure,heestablishedtheworkingphilosophyoftheconsultingcenterandconductedrelatedresearchtoverifytheeffectivenessofthemethod.

In1956,RogerswasawardedtheOutstandingScientificContributionAwardfromtheAmericanPsychologicalAssociation.

HetaughtpsychologyattheUniversityofWisconsinfrom1957to1963,duringwhichtimehewrotehisbest-sellingbook"OntheGrowthofPeople."

In1961,RogersbecamearesearcherattheAmericanAcademyofArtsandSciences.

From1964to1968,hewasastandingresearcherattheWesternInstituteofBehavioralScience(wBSl)atStanfordUniversity,engagedinhumanisticinterpersonalrelationsresearch.

In1968,heworkedasastandingresearcherattheCenterforHumanResearch(CSP),responsibleforprovidingateachingplanfortraininggroupinstructors.

In1972,hewontheAmericanPsychologicalAssociation'sOutstandingProfessionalContributionAward.

RogersspenttherestofhislifeinLaJolla,wherehetreatedpeople,gavelectures,andwrotebooksuntilhissuddendeathin1987.

Akademický systém,

Teorie sebe sama

Teorie sebe sama je jádrem Rogersovy teorie osobnosti, stejně jako teorie psychoterapie a teorie humanistického vzděláváníZáklady.Rogers věří, že jedinec je skutečným projevem, že jedinec je skutečným projevem existence samotného místa úplným pádem celého organismu, „sebe“ a „sebepojetí“.

"Self-concept"and"experience"aretwoimportantconceptsinRogers'personalitytheory.Theselfincludestheindividual’sentireperceptionofhisownbody,allotherperceptionshehasexperienced,andthewayinwhichtheseperceptionsarerelatedtootherperceptionsintheenvironmentandtheentireexternalworld,thatis,theindividual’scharacteristicsoftheindividual,interpersonalrelationships,andPerceptionofitsvaluenorms.Personalityiscomposedof"experience"and"self-concept".Whenself-conceptandperceptualandbuilt-inexperienceareinacoordinatedstate,heisanintegrated,trueandadaptableperson.Otherwise,hewillexperienceorexperienceInconsistencyofpersonality.Therearetwokindsofself-concepts:oneisthetrueself,whichismorerealisticself-image;theotheristheidealself,whichistheself-imagethatonehopestoachieve.Whetherthesetwoselvesareharmoniousandapproachingdirectlyaffectsthequalityofmentalhealth.

Rogers věří, že sebepojetí se formuje v procesu interakce mezi jednotlivcem a životním prostředím. Po narození dítěte, jak tělo a mysl vyrostou, z počátečního objektu-já, předmětu a předmětu, sebe a prostředí se postupně rozlišují (samotným) věkem (samozřejmě a s pomocí předmětu).

Rogersuses"unconditionalactiveattention"toexplainthemechanismofself-development.Theso-calledunconditionalactiveattentionisanexperienceofactiveattentionwithoutvalueconditions.Evenwhenhisself-behaviorisnotideal,hestillfeelsthatheistrulyrespected,understoodandcaredbyhisparentsorothers.Rogersbelievesthatintheprocessofself-development,themostbasicnecessityistogetunconditionalactiveattentionininfantsandyoungchildren.Thissatisfactionisachievedwhenmothersgiveinfantsandyoungchildrenwithkindnessandloveandpaylessattentiontohowtheybehave.Inallcases,theyfeeltheirworth.Andthereisnoneedfordefensivebehavior,andtherewillbenoinconsistencybetweenselfandrealityperception.Therefore,onthepathofself-realization,thiskindofpersonwilldevelopallpotentialswithoutrestraint,achievetheultimategoal,andbecomeapersonofhealthypersonality.Later,Rogersappliedthisprincipletopsychotherapy,suggestingthatthetherapist'sattitudetowardstheclientshouldalsobeunconditionallypositiveattention,soastohelptheclientovercomeobstaclesandsolveexistingproblems.

Inhispersonalitytheory,Rogersputforwardtheconceptof"sound-functioningpeople,meaningthosewhogetunconditionalpositiveattention.Suchpeoplehavethefollowingcharacteristics:(1)Theopennessofexperience.Takeanopenattitudetoallexperiences,individualsexperienceallemotionsandexperienceswithoutrestriction,theydonotclosethemselves.(2)Existentiallifestyle.Haveafreshsenseoflifeandliveineverymomentofexistence.(3)Trustyourownbody.Ahealthypersonalityislikeacomputerwithallinformationprogrammed,andtheydon’tthinkabouteverythingtheyfaceinvain.Buttheyconsiderissuescomprehensivelyandcanquicklymakedecisionsaboutthecourseofaction.(4)Asenseoffreedom.Peoplewithsoundfunctionsarethosewith"freewill",andtheirdecisionsaremadebypersonalwishes,ratherthanbeingforcedbyexternalorinternalrepression.Theycanenjoythesenseofpersonalpowerinlife,Believethatthefutureisdeterminedbyoneself.(5)Highlycreative.Thiskindofpersonisrichincreativityandinnovation,ratherthanfollowingorpassivelyadaptingtosocialandculturaltraditions.

Psychotherapytheory

Rogersproposedthat"people-centeredtherapy"representsthemaintrendofhumanisticpsychotherapy.Thatis,ifvisitorsareprovidedwiththebestpsychologicalenvironmentorpsychologicalatmosphere,theywilldotheirbesttomaximizeTounderstandthemselves,changetheirperceptionsofthemselvesandothers,produceself-directedbehaviors,andfinallyreachthelevelofmentalhealth.

RogersbelievesthatthetherapistshouldgiveuphisauthorityandbelievethattheclienthasSelf-correctionability.Atthesametime,thetherapistshouldalsobelievethattheclienthasabasicunderstandingofwhatkindofgoaltoachieve.Ofcourse,theclientneedsrespectfromothersaswellasfromhimself.Thetherapist'staskistoCreateawarm,friendly,andacceptableatmospheresothatvisitorscanenjoytheexperienceofbeingrespected.Itisthevisitor,notthehealer,whodeterminestheprocessoftreatmentandconsultation.Intheprocessoftreatment,treatmentTheclientshouldhave"unconditionalactiveattention"totheclient,thatis,trust,acceptance,listening,expectationandsupportfortheclient.Undertheguidanceofthetherapist,withthecontinuationoftime,theclientwillbeLearnmoreanddevelopwaystosolveproblems.Therefore,thewholeprocessfocusesonthe"hereandnow"insteadoffocusingontheclient's"past"experiencelikeapsychoanalystdoes.

Rogersregardshisviewoftreatmentasaphilosophyoflife,ratherthan"abnormaltreatment".Therefore,thetreatmentandconsultationof"people-centeredtreatment"requiresagooddoctor-patientrelationship.Hebelievesthatthekeytotreatmentisnottechnology,butItistheattitudeofthetherapist,thecreationofatmosphereandtheestablishmentofthetherapeuticrelationship.Thetherapistisnotanexpertanddoesnotunderstandtheirownproblemsbetterthantheclient.Atthesametime,heoutlinesthe12stepsinthetreatmentprocess,emphasizingtheclientandthetreatmentInformationandemotionalcommunicationbetweenpatients,bothneedtoexertthegreatestdegreeofsubjectiveinitiativeinthetreatmentprocess.

Educationalconcept

Sincethetwentiethcentury,Rogershasextendedhis"person-centeredtherapy"theorybeyondthefieldofpsychotherapy,forminga"student-centered"educationview.Hebelievesthatstudentlearningisakindofexperientiallearning,whichcentersonthegrowthofstudentexperienceandtakesthespontaneityandinitiativeofstudentsasthemotivationforlearning.Therefore,thegoalofeducationistopromotestudentchangeandlearnhowtolearn,andcultivatestudentstobeabletoadapttochangesandknowhowtolearn,withuniquepersonalitycharacteristicsandfullyfunctioning"freepeople".Rogersemphasizedthatintheprocessofachievingthisgoal,teachersshouldimplement"non-directive"teachingtheoriesandstrategies,thatis,teachersshouldrespectandcherishstudents,andresonateemotionallyandideologicallywithstudents;theyshouldbeliketherapists.Haveasympatheticunderstandingofstudentsaswellasvisitors,understandstudents’reactionsfromthedepthsoftheirhearts,andbesensitivetotheirviewsoneducationandlearning;truststudents,andatthesametimefeelthetrustofstudents.Onlyinthiswaycanthedesirededucationaleffectbeachieved.

PersonalWorks

PsychologyPapers

PsychologyWorks

Další práce

Kromě diskuse o psychologických teoriích rozšířil Rogers svou teorii o oblasti sociální etiky a filozofie.

Hlavní příspěvky

Otevření nové metody psychoterapie

Rogers předkládá metodu „léčby zaměřené na člověka“, která je po Freudově další důležitou teorií, v oblasti psychoterapie zvolila pozitivní přístup, aby se člověk mohl optimálně optimalizovat. behaviorismu a biologického determinismu psychoanalýzy; jeho metoda je poměrně jednoduchá a snadno proveditelná .,Není potřeba dlouhodobého a přísného školení a doba léčby je krátká.

Developedpersonalitytheory

RogerswasoneoftheimportantpersonalitytheoristsintheWestfromthe1960stothe1980s.Heemphasizedtheintegrityofpersonalityandtheroleoftheselfinpersonality.Payattentiontothecultivationofhealthypersonality,soithasanimportantinfluenceonself-psychology.Inaddition,RogerstriedtouseQanalysistechnologytounderstandpeople'sself-conceptandphysicalexperience.Somekeyconceptsofhispersonalitytheorybecameoperabletechnologies,whichattractedtheattentionofmainstreampsychologists.ManypeoplearestilldeeplyinterestedinRogers'personalitytheory,andverifyanddeveloptheirtheoreticalviewsintheirownpractice.

Promotingthedevelopmentofeducationaltheory

Rogers’s"student-centered"educationalthoughtisoneofthethreeinfluentialeducationaltheoriessincetheSecondWorldWar.Intheresearchontheclassificationof"teachingmode",Rogers'"non-directiveteaching"islistedatthetopofthe"personalrightstyle",whichshowshisextensiveandfar-reachinginfluenceoneducation.Heopposesthesuppressionofhumannatureandtheemphasisonknowledgeandsentimentintraditionaleducation,andadvocatestocutstudents'self-potentiality,establishagoodteacher-studentrelationshipandclassroomatmosphere,andinspirestudents'subjectiveinitiative,autonomyandcreativity.TheseconceptsandspiritshavebeenintegratedintothecontemporaryWesterneducationsystem.

CharacterEvaluation

TheAmericanPsychologicalAssociationpraisedhisachievementswhenhepresentedhisOutstandingSpecialContributionAward:Rogersisaninnovatorinthestudyofpersonality,apioneerinteamsportsandorganizationalpsychologyThefacilitator,andleftanimmortalmarkforpsychology.

YeHaoshengbelievesthatRogershasopenedupanewmethodofpsychotherapy.Rogers’"human-centeredtherapy"approachisthemostinfluentialtheoryinthefieldofpsychotherapyafterFreud.

AmericanUniversityscholarSchutzpointedoutin1977:Thenon-supervisedorpatient-centeredtreatmentdevelopedbyRogershasbecomeahouseholdnameintheUnitedStatesandhasbeenusedinvariousbackgroundstoimprovetheindividual’spersonality..

MossfromtheUniversityofLeedspointedoutthatthegreateducationalpsychologistCarlRogers’influencehasbeengrowingdaybyday.Theimaginativeuseoftelevision(inschool)canbeattributedtothismovement.Theself-initiated,self-dependentlearningdescribedbyRogerswillbegintobeeffectivelyusedontelevisionatalllearninglevelsinthenextfewdecades.

Inanarticlecommemoratingthe50thanniversaryofvisitorcentertreatment,KeithbelievedthatRogersemphasizedtheimportanceofthetherapeuticrelationshipasanelementofeffectivetreatmentinpsychotherapy;clarifiedthatpeoplearebornwithpotential,Towardsaself-fulfillingpointofview;tocreateanddeveloptheartoflisteningandunderstanding,andtoproveitstherapeuticeffectontheclient;tointroducetheterm"client"anddiscardtheterm"patient"inordertomaintainthedignityandequalityoftheseekerRespect;pioneeredtherecordingoftreatmentsessionsforlearningandresearch;pioneeredtheuseofscientificmethodstostudytheprocessandresultsofpsychotherapy;pavingthewayforpsychologistsandothernon-medicalprofessionalstoengageinpsychotherapy;Animportantcontributiontothedevelopmentofthe"KnowingGroup"movement;reformsinthefieldofeducationcontributetoaradicalconceptandpractice;theapplicationofpeople-centeredconceptsandpracticestoresolveconflictsandworldpeace.