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Experiential Learning (Carl Rogers) - Instructional Design
This manuscript compares Dialogical therapy which is based on Buber's philosophy, with Person-centered approach (PCA) to therapy which is based on Rogers's theory of therapeutic relationships. From the comparison between them, I suppose that Dialogical psychotherapy and PCA represent two separate branches with differences mainly in their theoretical framework but with similarities in their therapeutic practice. Finally discussed are their relation to postmodern thought and constructivist principles and the possibilities for their complementary implementation.
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The core conditions stated by Carl Rogers as necessary and sufficient for constructive personality change are vulnerable to misuse even by therapists whose original purpose is of studied and pure intent. Kornfield's elucidation of the Buddhist concept of The Near Enemies is used as a perspective to understand the core conditions. Greater self-awareness of the experience of empathy and unconditional positive regard allows an opportunity for therapists to be personally congruent with the purpose of the core conditions. Attachment, pity and indifference are discussed as traps to intended outcomes in psychotherapy.
Culture of Empathy Builder: Carl Rogers - Page 1
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This paper presents Pre-Therapy as an evolution of Client-Centered therapy, while Pre-Symbolic Experiencing is seen as an evolution of Experiential therapy. Rogers considered Pre-Therapy to be of significance for the Client-Centered approach. Pre-Therapy emphasizes empathic contact, and is a theory of psychological contact. Pre-Therapy is not process-directive as is the case with Process-Experiential therapy, but surrenders to and follows the pre-expressive attempts of the client.
Regarding the treatment of mentally handicapped persons, three approaches toward treatment are possible. The first approach involves influencing the relationship between ward personnel and mentally handicapped persons. The second approach is the therapeutic treatment of mentally handicapped persons by means of mediation therapy, which means that the therapist is responsible for starting up, administering, revising and supervising treatment, but that the treatment itself is administered by ward personnel, parents and/or other persons. This implicitly means that, in imitation of Rogers, I consider empathic understanding and empathic responding as an attitude as well as a skill that can be learned. The third approach is treatment of the mentally handicapped person administered by the psychotherapist. In the following, I wish to elaborate on these three approaches. My work with mentally handicapped clients follows in a client-centered, as well as, a behavior-therapeutic frame of reference, and I am an advocate of a combination of methods (see e.g.., Peters, 1984, 1991, 1992 and 1999), I will hereby limit myself to the administration of client centered practice in the treatment of these persons.
Research on Carl Rogers | thebarefootdisciple
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Baldwin, Michele. 2000. Interview with Carl Rogers on the use of self in therapy. In The use of self in therapy, edited by Michele Baldwin (New York: Haworth Press): 29-38.
This article examines the similarities and differences between the theories of Carl Rogers and Mihaly Csikszentmihalyi regarding creativity and creative transformation. Both theorists emphasize the importance of the relationship between the individual and the environment, Rogers focusing on the therapeutic relationship and the role of creativity in personal transformation and self- actualization, and Csikszentmihalyi examining the role of the community system in supporting novel and transformational ideas. Both see creativity as a quality that can emerge given the right circumstances, and this invites us to consider the role we play as therapists in bringing about the creativity of our clients and community members.
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Carl Rogers meets Carl Orff: person-centred theory and Orff-Schulwerk
This paper will explore the thinking of Carl Rogers and Martin Buber as related to confirmation, acceptance and dialogue. The work of these seminal thinkers seems more closely connected than at first glance. Each valued authentic relationship and expressed their views to each other in a 1957 conversation or dialogue. I have also brought myself into the paper in a personal way, sharing my experience with dialogue and of being accepted and confirmed in relationship.
with Carl Rogers on the use of the self ..
The aim of this paper is the review of the content of the conversation—and not of the “dialogue” as I think—held in 1965 between Paul Tillich, the German existential theologian and philosopher, and Carl Rogers, the American psychologist and creator of the person-centered approach1. By using qualitative methodology and presenting their views, I would like to explore six topics all pursued by Rogers with Tillich: (1) the importance of self-affirmation, (2) the nature of man, (3) the basic alienation and estrangement of man, (4) Tillich’s theological language and terminology, (5) the acceptance in interpersonal relations, and (6) what constitutes the optimal person. Finally, I conclude with a commentary regarding their discussion, and I trace the similarities and differences between them.
Carl RogerS (sorry the misspelling much be corrected)
The authors reconsider the rationale for the exclusive use of empathic reflections to ensure a nondirective psychotherapeutic relationship. This model of nondirective therapy is contrasted with the view that the nondirective therapist can be defined in terms of a state of mind rather than by way of specific behaviors. The authors argue that in viewing nondirectivity as an attitude it becomes difficult to exclude any kind of therapeutic exchange since all may be said to emanate from a nondirective attitude. The result is that Rogers’ nondirective therapy turns into Person-Centered Anything (Merry, 1990) and can consequently be insidiously directive.
Informação relevante para Livros de carl rogers aqui
The author introduces his orientation to the person-centered approach and describes his experience of founding and serving as director of the International Language School Group with its person-centered style. He explores how Rogers’ (1961) personal thoughts on teaching and learning are fulfilled within this context. The author suggests that the school represents a unique, mature example of a Rogerian educational institution and way of being.
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