Person Centered Therapy (Rogerian Therapy)
- 1. Person-Centered Therapy (Rogerian Therapy) & Behavioral Theories of Leadership Carl Roger
- 2. Pervaiz Hayat Rana Husnain Raza Rebekah Samuel Presented to: Ma'am Ghazala Shaheen
- 3. (developed by Carl Rogers in the 1940s) • This type of therapy diverged from the traditional model of the therapist as expert. • It moved instead toward a nondirective, empathic approach that empowers and motivates the client in the therapeutic process. • It based on that every human being strives for and has the capacity to fulfill his or her own potential. Person-centered therapy, also known as Rogerian therapy. It had a great impact on the field of psychotherapy and many other disciplines. 1. Rogerian Theory in psychotherapy 2. Six Factors Necessary for Growth in Rogerian Theory 3. Resources Related to Person Centered / Client Centered / Rogerian Psychotherapy
- 4. • This therapy identifies that each person has the capacity and desire for personal growth and change. • Rogers termed this natural human inclination “actualizing tendency,” or self actualization. • The person-centered therapist learns to recognize and trust human potential, providing clients with empathy and unconditional positive regard to help facilitate change.
- 5. Rogers felt that a therapist, in order to be effective, must have three very special qualities: 1. Congruence—genuineness, honest with the client. 2. Empathy– the ability to feel what the client feels. 3. Respect– acceptance, unconditional positive regard towards the client. Person-centered therapy was at the forefront of the humanistic psychology movement, and it has influenced many therapeutic techniques and the mental health field, in general. Rogerian techniques have also influenced numerous other disciplines, from medicine to education.
- 6. Client Perception Therapist Empathy Therapist Unconditio nal Positive Regard (UPR Therapist Congruence or Genuineness Therapist- Client Psychological Contact Client incongruence or vulnerability Six Factors Necessary for Growth in Rogerian Theory 1. 2. 3. 4. 5. 6.
- 7. 1. Therapist-Client Psychological Contact: This first condition simply states that a relationship between therapist and client must exist in order for the client to achieve positive personal change. (The following five factors are characteristics of the therapist-client relationship, and they may vary by degree.) 2. Client Incongruence or Vulnerability: A discrepancy between the client’s self-image and actual experience leaves him or her vulnerable to fears and anxieties. The client is often unaware of the incongruence. 3. Therapist Congruence or Genuineness: The therapist should be self-aware, genuine, and congruent. This does not imply that the therapist be a picture of perfection, but that he or she be true to him- or herself within the therapeutic relationship.
- 8. 4. Therapist Unconditional Positive Regard (UPR): The clients’ experiences, positive or negative, should be accepted by the therapist without any conditions or judgment. In this way, the client can share experiences without fear of being judged. 5. Therapist Empathy: The therapist demonstrates empathic understanding of the clients’ experiences and recognizes emotional experiences without getting emotionally involved. 6. Client Perception: To some degree, the client perceives the therapist’s unconditional positive regard and empathic understanding. This is communicated through the words and behaviors of the therapist.
- 9. Creativity A rich full life Reliability and constructiveness Freedom of choice Increasing organismic trust An increasingly existential lifestyle A growing openness to experience The fully functioning person
- 10. Optimal development, referred to below in proposition 14, results in a certain process rather than static state. Rogers describes this as the good life, where the organism continually aims to fulfill its full potential. He listed the characteristics of a fully functioning person (Rogers 1961): 1. A growing openness to experience – they move away from defensiveness and have no need for subsection (a perceptual defense that involves unconsciously applying strategies to prevent a troubling stimulus from entering consciousness). 2. An increasingly existential lifestyle – living each moment fully – not distorting the moment to fit personality or self concept but allowing personality and self concept to emanate from the experience. This results in excitement, daring, adaptability, tolerance, spontaneity, and a lack of rigidity and suggests a foundation of trust. "To open one's spirit to what is going on now, and discover in that present process whatever structure it appears to have" (Rogers 1961). 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 will be able to trust their own sense of right and wrong.
- 11. 4. Freedom of choice – not being shackled by 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 behavior and so feel responsible for their own behavior. 5. Creativity – it follows that 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 a need to conform. 6. Reliability and constructiveness – they can be trusted to act constructively. An individual who is open to all their needs will be able to maintain a balance between them. Even aggressive needs will be matched and balanced by intrinsic goodness in congruent individuals. 7. A rich full life – he describes the life of the fully functioning individual as 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:
- 12. Rogers theory (as of 1951) was based on 19 propositions: 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 phenomenal field. 4. A portion of the total perceptual field gradually becomes differentiated as the self. 5. As a result of interaction with the environment, and particularly as a result of evaluational interaction with others, the structure of the self is formed - an organized, fluid but consistent 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 enhance the experiencing organism. 7. The best vantage point for understanding behavior is from the internal frame of reference of the individual.
- 13. 8. Behavior is basically the goal-directed attempt of the organism to satisfy its needs as experienced, in the field as perceived. 9. Emotion accompanies, and in general facilitates, such goal directed behavior, the kind of emotion being related to the perceived significance of the behavior for the maintenance and enhancement of the organism. 10. The values attached 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, but perceived in distorted fashion, as if they had been experienced directly. 11. As 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 there is no perceived relationship to the self structure, c) denied symbolization or given distorted symbolization because the experience is inconsistent with the structure of the self. 12. Most 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 have 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 individual.
- 14. 14. Psychological adjustment 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 self. 15. Psychological maladjustment exists when the organism denies awareness of significant sensory and visceral experiences, which consequently are 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 which is inconsistent with the organization of the structure of the self may be perceived as a threat, and the more of these perceptions there are, the more 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 it 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, then he is necessarily more understanding of others and is more accepting of others as separate individuals. 19. As the individual perceives and accepts into his self structure more of his organic experiences, he finds that he is replacing his present value system - based extensively on introjections which have been distortedly symbolized - with a continuing organismic valuing process.
- 15. Leadership The ability to influence a group toward the achievement of goals. Needs Of Leadership o To guide people o To develop people o To motivate people o To inspire and influence people to do work o To set the directions o To shape the entities o For the smoother functioning o To give people the sense of accomplishment etc.
- 16. Leaders are born OR Can be made Great Man Theory Theory goes that leaders are simply born with the necessary internal characteristics (e.g. confidence, intelligence, and social skills) that makes them natural born leaders. Capacity for leader is inherent that great leaders are born, not made. If Born… (Trait Theory) If made… (Behavioral Theory)
- 17. Theories that consider personality, Social, physical or intellectual traits to differentiate Leaders from non Leaders. Behavioral theories Theories proposing that specific behaviors Differentiate leaders from non leaders Goals Develop Leaders
- 18. Task oriented leaders (initiating structure) Initiating Organizing Information Gathering Clarifying People oriented leaders (consideration) Encouraging Observing Coaching and Mentoring Listening University of Michigan (1950s) Ohio State University (1940s) Two important Behavioral studies
- 19. Ohio State Leadership Studies(1940s) (identified two important leader behaviors) Initiating structure (People oriented leaders) (defining, organizing, structuring the work situation). Consideration (People oriented leaders) (showing concern for feeling and followers) University of Michigan Leadership Studies(1950s) (identified two important leader behaviors) Task oriented behaviors, (leaders behaviors focused on the work task). Relationship-orientated behaviors, ( leader behaviors focused on maintaining interpersonal relationships on the job).