Characterlife
Familybackground
RogerswasbornintheUnitedStatesonJanuary8,1902inChicago,theUnitedStatesOakParknearby.HisfatherWalterA.Rogersisacivilengineer,andhismotherJuliaM.CushingisadevoutChristian.TherearesixRogerssiblings,andheisthefourth.Rogershaslivedinafamilywithastrongreligiousatmospheresincehewasachild.HisparentsbelieveinProtestantChristianityandareethical.
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.
RogersreceivedhisPh.D.in1931.Thesubjectofhisdissertationwasthemeasurementofchildren'spersonalityadaptation.
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.
Academicsystem
Personality'sself-theory
ThetheoryofselfisthecoreofRogers'spersonalitytheory,aswellashispsychotherapytheoryandhumanisticeducationtheoryThebasics.Rogersbelievesthattheindividualistheexistenceofacompleteorganism,thebirthplaceofallexperiences,andgrowsanddevelopsdrivenbythetendencyofself-realization.Theresultisthedevelopment,expansionandrealizationof"self"and"self-concept".
"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.
Rogersbelievesthatself-conceptisformedintheprocessofinteractionbetweentheindividualandtheenvironment.Afterthechildisborn,asthebodyandmindgrowup,fromtheinitialobject-self,subjectandobject,theselfandtheenvironmentaregraduallydistinguished,andwiththehelpoflanguage,thesubject-self(I)andtheobject-self(I)arefurtherdistinguished.me).
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
1949 | Theattitudeandorientationofthecounselorinclient-centeredtherapy |
1950 | Acurrentformulationofclient-centeredtherapy |
1951 | Client-centeredtherapy:Itscurrentpractice,implicationsandtheory |
1957 | Thenecessaryandsufficientconditionsofpersonalitychange. |
1975 | Empathic—Anunappreciatedwayofbeing |
PsychologyWorks
Era | Name |
1939 | 《ProblemChildrenClinicaltreatment" |
1942 | "ConsultationandPsychotherapy:RecentConceptsandPractices" |
1951 | "Party-centeredtreatment:practice,applicationandrationaleOn" |
1954 | "PsychologicalTreatmentandPersonalityChange"(co-author) |
1959 | "Therapy,Personality,andInterpersonalRelationshipsDevelopedinaPatient-CenteredFramework" |
1961 | OnBecomingAPersonATherapist'sViewofPsychotherapy |
1969 | "FreeStudy" |
1970 | "RogersontheKnowingGroup" |
1980 | "OntheGrowthofPeople"(AWAYOFBEING) |
Otherworks
Inadditiontothediscussionofpsychologicaltheories,Rogersextendedhistheorytothefieldsofsocialethicsandphilosophy.
Year | Name |
1973 | Spouseselection:marriageanditschoice |
1977 | "CarlRogersonPersonalPower" |
1980 | "AWayofBeing" |
1983 | "EightyAge[FreedomofLearning]" |
MainContributions
Openingupanewmethodofpsychotherapy
RogersPutforwardthe"person-centeredtreatment"method,whichisanotherimportanttheoryafterFreudinthefieldofpsychotherapy.Heholdsapositiveandoptimisticattitudetowardsthenatureofhumans,advocatesthefreedomofchoice,promoteshumaninitiativeandcreativity,andrefutesthemechanicaldeterminismofbehaviorismandthebiologicaldeterminismofpsychoanalysis;hismethodisrelativelysimpleandeasytoimplement.,Nolong-termandstricttrainingisrequired,andthetreatmenttimeisshort.
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.