Carl Roger's Humanistic Approach - Annotated Bibliography Example

Annotated bibliography: Carl Rogers Humanistic Approach Smith, M. K. (May 8, 1997) Carl Rogers, Core Conditions and Education. Available at http www.infed.org/thinkers/et-rogers.htm#intro The author of the article observes the main issues of the approach worked out by Carl Rogers. He studies "core conditions" that were represented in Rogers' practice - "congruence (realness), acceptance and empathy". He discusses the advantages and disadvantages of these conditions from the points of view of various commentators and scientists and compares their viewpoints. The author states that the two elements, e.g. realness and acceptance are useful and attractive for those who work in the field of psychology. As far as the third element, "empathetic understanding", is concerned, he states that this condition brings a lot of problems. There the author references to other authors that described and analyzed this process, and he insists that the process should have a dialogical nature, rather than focus on the person. This is necessary, the author states, to help the therapist penetrate into the inner world of the patient and understand his emotions to help him. The other part of the article is devoted to Rogers' attitudes to education which is an integrated part of facilitative practice. The strong point of Rogers' theory, the author states, is attention that Rogers pays to the relations. Here he also discusses Rogers' ideas about student-centered educational process. These ideas the author considers to be the reasons of Rogers' theory popularity among educators. But here the author notes that the person-centered approach has definite limitations while being applied in the educational field, as the educational process should be based upon dialogue. The viewpoint expressed by the author is based upon compared works of Rogers and some other authors, who studied humanistic approach. Conclusions, made by the author, cannot be regarded as fully reliable, as they reflect subjective ideas, not supported by practice, but they have to be taken into consideration while observing humanistic approach worked by Carl Rogers. Wood, J.K. Carl Rogers And Transpersonal Psychology. Available at http://www.adpca.org/ The author of the article aimed at comparing the person's appearance and person's inner world, and examining distinctions profoundly. In this study he compared ideas of Carl Rogers with other famous scientists. The researcher examined Rogers' ideas in comparison with the psychoanalysts Carl Jung and Sigmund Freud, scientists Milton Erickson, Gregory Bateson, and some pedagogues and philosophers. The author came to the conclusion that the connection between Rogers' ideas and transpersonal approach is complex, but he attempted to analyze it. He states that Rogers cannot be referred to the field of transpersonal psychology: "his role in the development of humanistic psychology, his visits to mediums and attempts to explain his own mediumistic experience in psychotherapy in the new-age language, do not justify placing him in the transpersonal psychology camp as it is currently constituted." The author states that this was a curiosity and intention to learn more that pushed Rogers to the field of transpersonal psychology, but in his practice he focused upon person-centered approach. But he also spoke about Rogers belief in a "hidden order of the universe" and stated that the fact that he added exceptional conditions of consciousness in his practice was the evidence of his connection to the transpersonal psychology. He stated that Rogers can be referred to this branch of psychology, as "Rogers's personal, interpersonal and transpersonal approach was the same". These conclusions the author bases upon Rogers statements that he felt and recognized a particular organization of the universe. The results of the observation are useful for understanding the work of Rogers in general and helpful in understanding his viewpoints better, but it is evident that he cannot be referred to as the transpersonal psychologist basing upon his understanding of the universe organization only. Pang V.O. (2001) Multicultural Education: A Caring-Centered Reflective Approach.. Boston: McGraw-Hill. The author observes a variety of cross-cultural frameworks and models, comparing them and analyzing their interrelations. The data that were observed by the author are presented in this book with the help of lists, tables and diagrams. The author outlines six major stages that are combined together in the process of "caring-centered multicultural education": comprehend the ethic and essence of caring; point out and get rid of prejudice and injustice; realize and understand the meaning and importance of cultural issues in the process; learn and use teaching methods relevant to culture background; harmonize caring and teaching process, integrating social justice and caring into the learning process; and carry out necessary changes in classroom and school design. The author's ideas are based upon a theoretical ground derived from the works of Jerome Freiberg and Carl Rogers. Here she refers to the idea, expressed by the authors, about necessary integration of humanistic person-centered approach into the school education. She highlights and discusses the key elements that are to be included into educational process: "teacher empathy, positive school climate, and trusting relationships". The author analyses potential outcome that would derive from implementing these issues in the filed of education. She studies the problem basing upon theoretical conceptions, as well as practical examples. This book is an interesting example of implementing humanistic approach into practice. The author proves that person-centered approach is not limited to the field of psychology only. The ideas are given in reader friendly manner, confirmed with the theoretical base. The book is of a great importance for studying implementation of humanistic approach by Carl Rogers. Dagmar Pescitelli. An Analysis of Carl Rogers' Theory of Personality. Available at http://pandc.ca/cat=carl_rogers&page=rogers An article by Dagmar Pescitelli observes position which the humanistic theory by Cark Rogers occupies among other theories studying personality. He compares various explanations of human behavioral schemes and models and the elements that compose the personality. He gives a prehistory of Rogers' biography and experience that led Rogers to the work in the field of psychology. He observes Rogers' experience as the psychologist, and the process of working out basic theoretical issues of humanistic theory. The main issues that are paid a special attention in the book are as follows: Rogers' notion about a self, his ideas and conceptions related to the condition of a human and the strategies that were worked out as to make this condition better. The author also gives a brief summary at the end of the book. He states that Rogers' theory has both strong and weak sides, but, despite this fact, humanistic theory remains one of the most important points in the study of human personality, as it proclaims importance of human identity and a free will. The author pays special attention to the fact that Rogers practice was addressed to improving conditions of a human identity, and finding out the most effective strategies for doing that. He speaks about person-centered approach as one of the most significant approaches in modern psychology. The author also compares ideas of Rogers with those of Maslow, emphasizing Rogers' intention to apply his theory in practice, and not only in therapy but in all other spheres of life. The author states, that this approach can be implemented in education, in family life, in social services, leadership, politics etc. That's why the author insists on extreme importance of Rogers' ideas, as they withdrew psychology from the set of natural sciences and made it turn into human science. The author's opinion is proved by both theoretical issues and practice, and this study clearly describes a wide sphere where the theory may be implemented. Bozarth J., (ed.), Wilkins P., (ed.). (2001) Unconditional Positive Regard (Rogers Therapeutic Conditions Evolution Theory & Practice S.). PCCS Books This book consists of a variety of articles by various authors from different countries: the USA, Japan, Brasilia, Great Britain, Canada, and this makes the book a reflection of multicultural viewpoints concerning unconditional positive regard and the possibility of implementing it in current practice. The articles are written as to provide for interesting and relevant information both for the specialists and persons that are interesting in psychology, the ideas that are expressed and discussed by the author give a broad perspective on the subject. The articles touch upon a set of questions related to the field of psychology and implementation of humanistic approach in clinic experience: if it is possible to implement this theory in working with clients without limitations; should this approach be a part of a specialist's attitude towards the client or should this approach be a part of a dialogue between a client and a specialist; the articles investigate connection between this approach and emotional background of human identity; another important issue is if this approach is a major influencing factor in therapy or is it just one factor among many others; how unconditional positive regard is united with empathy. As soon as the book is a set of articles, the reader may find several answers to each of these questions, complementing each other and representing various approaches to each theme. The book may appear to be interesting for the specialists in person-centered approach. It would also be helpful for those who study this theory, or is going to learn more about unconditional positive regard and person-centered theory. The information represented by the authors is relevant and accurate, thus the results of the studies described may be treated as reliable. They can be used in theoretical researches as well as in practice by the specialists. Nye R. D. Three Psychologies - Perspectives from Freud, Skinner, and Rogers 6th Edition - formerly of State University of New York, New Paltz The author of Three Psychologies book observes three theories: psychoanalyses by Freud, behaviorism by Skinner, and humanistic approach worked out by Rogers, and studies the contribution of these theories into the field of contemporary psychological practice. The author describes each theory separately, and then compares basic distinctions existing among these theories. When observing the basic concepts of the theory the author describes the essence idea of each theory, providing for examples from practice, samples of applying the theory into practice, and adding commentaries. Then he proceeds to comparing these three theories on special topics. This comparison is completed with author's personal critics and commentaries. At the end of the book the author also provides for brief information about popular contemporary psychological approaches, such as cognitive psychological approach and therapy worked out by Albert Ellis, thus giving a reader a possibility to compare all these approaches. Here he also adds up his commentaries and analyses to the information provided. The book is an example of objective viewpoint on major psychological theories and their implementation into practice. Critical analyses and commentaries provided in this book are relevant and helpful in studying the theories and their major distinctions. Comparison of these theories with popular psychological approaches makes a precise overview of psychological practice and experience. The author represents the information and the commentaries as to get the reader informed about his personal findings, and allowing him make own conclusions. The book is valuable for profound studying of psychology and comparing various methodologies, as the author represented extremely comprehensive and objective psychological perspective. Written materials are complemented with photo materials that make the writing more vivid and representational. Kirschenbaum, H. (1979) On Becoming Carl Rogers, New York: Delacorte Press. The author of this book aimed at giving a broad perspective of Rogers' life and experience, which brought him to his findings in the field of psychology. The book is especially interesting due to the fact that the author knew Rogers personally, interviewed him and collected information from his colleagues. He also studied Rogers' writings to understand his conceptions and represent them better. He also paid much attention to the impact of Rogers' person-centered approach into modern psychological practice. Kirschenbaum points out the Rogers was the first therapist who started to record his dialogues with clients to analyze them and penetrate into his client's inner world. He states that Rogers carried out larger volume of empiric researches in psychotherapy and counseling than any other specialist before him. He also states that Rogers was the person who integrated psychotherapy into many human sciences. Kirschenbaum also describes the great importance for Rogers' writings in the development of medicine in psychology all over the world. He speaks about the scientists in many countries of the world who work basing upon principles and concepts of Rogers' humanistic approach. The information represented in the book is accurate and reliable, and the writing gives a broad perspective of Rogers' biography and activity. The fact that this information was collected from various sources creates a multi-sided character of a famous psychotherapist and helps understand his life and experience better. Huitt, W. (2001). Humanism and open education. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://chiron.valdosta.edu/whuitt/col/affsys/humed.html. The author examines humanistic approaches and their implementation in educational process. The theory of Carl Rogers is paid special attention. The major elements that are paid attention as the key elements defined by Rogers: "empathy, congruence, and positive regard". The author also investigates how Rogers' theory influenced the work of Rogers' followers in the sphere of person-centered therapy, especially the findings that were represented in the field of educational sphere, for instance, facilitative teaching. The author lists the following methods and strategies that are to be implemented by the teachers:" response to student feeling; use of student ideas in ongoing instructional interactions; discussion with students (dialogue); praise of students; congruent teacher talk (less ritualistic); tailoring of contents to the individual student's frame of reference (explanations created to fit the immediate needs of the learners); and smiling with students." The author gives a perspective of humanism in general and then proceeds to the general ideas of Carl Rogers and their implementation in educational process. He ends up with a brief conclusion, where he states that the aim of humanistic approach in education is to create a basis for growth and development of personality. It is important that this growth and development continue throughout the whole life of a person. Here he speaks about definite limitations in implementing person-centered approach in education, which damaged successful development of this practice. Nevertheless, the results of the studies in this field prove that humanistic approach by Carl Rogers are effective in achieving better academic results and improving the quality of learning process. The major part of the work is devoted to critical analyses of the works of those scientists, who tried to implement Rogers' humanistic approach in educational sphere. The author makes conclusions basing upon works of various authors, and compared theoretical issues with practical experience. Read More