Живот на героя
Семеен произход
Роджърс е роден в Съединените щати на 8 януари 1902 г. в Чикаго, Съединените щати OakPark наблизо.Баща му УолтърА. са шест братя и сестри на Роджърс, а той е четвъртият. Роджърс е живял в семейство със силна религиозна атмосфера от дете. Родителите му вярват в протестантското християнство и са етични.
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.
Роджърс получава своята докторска степен през 1931 г. Темата на неговата дисертация е измерването на адаптацията на детската личност.
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.
Академична система
Себе-теория на личността
Теорията за себе си е ядрото на теорията за личността на Роджърс, както и теорията за корабната психотерапия и теорията за хуманистичното образованиеОснови. Роджърс вярва, че индивидът е в съществуването на завършен организъм, родното място на всички преживявания и резултатът расте и се развива, воден от него. мент, разширяване и реализация на "аз" и "аз-концепция".
"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.
Роджърс вярва, че концепцията за себе си се формира в процеса на взаимодействие между индивида и околната среда. След раждането на детето, докато тялото и умът израстват, от първоначалния обект-аз, субект и обект, те самите и средата постепенно се разграничават и с помощта на езика, субектът (себе) се разсейва (аз) се разсейва. ).
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
1949г. | Отношението и ориентацията на съветника към терапията, ориентирана към клиента |
1950 г | Текуща формулировка на терапия, ориентирана към клиента |
1951 г | Терапия, ориентирана към клиента: нейната текуща практика, последици и теория |
1957 г | Необходимите и достатъчни условия за промяна на личността. |
1975 г | Емпатичен – неоценен начин на съществуване |
PsychologyWorks
Era | Име |
1939 г | 《ПроблемДецаКлинично лечение" |
1942 г | "Консултация и психотерапия: Скорошни концепции и практики" |
1951 г | "Лечение, ориентирано към страните: практика, приложение и обосновка" |
1954 г | "Психологическо лечение и промяна на личността" (съавтор) |
1959 г | "Терапия, личност и междуличностни отношения, разработени в ориентирана към пациента рамка" |
1961 г | Възгледът на психотерапията на терапевта за превръщането му в човек |
1969 г | "Безплатно обучение" |
1970 г | "RogersontheKnowingGroup" |
1980 г. | "Относно растежа на хората" (ДАЛЕЧ ОТ БИТИЕТО) |
Други произведения
В допълнение към обсъждането на психологическите теории, Роджърс разшири своята теория до областите на социалната етика и философия.
Година | Име |
1973 г | Избор на съпруг: брак и избор |
1977 г | "CarlRogersonPersonalPower" |
1980 г | „Пътят на битието“ |
1983 г | "Осемдесет години [Свобода на ученето]" |
Основни приноси
Откриване на нов метод за психотерапия
Роджърс предлага метода „лечение, ориентирано към личността“, който е друга важна теория след Фройдин в областта на психотерапията. тествайте механичния детерминизъм на поведението и биологичния детерминизъм на психоанализата; методът му е относително прост и лесен за прилагане ., Не се изисква дългосрочно строго обучение и времето за лечение е кратко.
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.