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Developed by

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Carl Rogers; he developed nondirective counseling and a powerful and revolutionary alternative to the directive and interpretative approaches to therapy

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Nondirective Counseling

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the therapist's realness and empathy are emphasized and the therapeutic relationship rather than the therapist's techniques are viewed as the central factors in facilitating change

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This approach challenges:

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- the assumption that "the group leader knows best" - the validity of advice, suggestion, persuasion, teaching, diagnosis, and interpretation - the belief that members cannot understand and resolve their problems without directive intervention of the leader - the focus on problems over persons - the necessity of using techniques to get or keep a group moving

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Formative Tendency

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According to Rogers, the formative tendency in nature that both maintains and enhances the organism; central source of energy seeks fulfillment and actualization

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Actualization Tendency

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an intrinsic source of growth and healing that can be counted on

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Client-Centered Approach

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broadened to include applications to the teaching/learning situation, affective/cognitive learning in workshops, and organizational development and leadership

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Person-Centered Approach

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developed from Client-Centered by Rogers; includes the therapist's congruence and willingness to become increasingly involved in the therapy

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Both Person-Centered and Gestalt therapy are

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experiential, humanistic, phenomenological, and existentially oriented

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Humans must be studied...

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in complete relation to how they interact with others and with the world

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6 Core Conditions for Change

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1. Two persons are in psychological contact 2. The first, the client, is experiencing incongruence 3. The second, the therapist, is congruent or integrated in the relationship 4. The therapist experiences unconditional positive regard or real caring for the client 5. The therapist experiences empathy for the client's internal frame of reference and endeavors to communicate this to the client 6. The communication to the client is, to a minimal degree, achieved

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Basic concepts:

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- Importance of self-awareness - Commitment to a Phenomenological Approach - Actualization, or growth, tendency - Belief that humans are free, self-determining beings - Concern and respect for the subjective experience of each person

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Person-Centered approach rests on:

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a basic truest in human beings' tendency to realize their full potential

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Person-Centered Groups emphasize:

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- Therapy as a shared journey - The person's innate striving for self-actualization - The personal characteristics of the facilitator and the quality of the therapeutic relationships within the group - The facilitator's creation of a permissive "growth promoting" climate - The person's capacity for self-directed growth if the core conditions are present - Trust in the group process: Members can be trusted to move in a constructive direction

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By being in a group

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members begin to sense that they are part of something larger and are willing to participate in the larger process without giving up their own sense of autonomy

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3 Primary Attitudes of Therapists

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- Congruence (genuineness or realness) - Unconditional Positive Regard and Acceptance - Accurate Empathetic Understanding

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Emphasis is best placed on:

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the art of listening and understanding rather than on techniques and strategies

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Person-Centered Training is best done:

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in the context of intensive experiential workshops and courses

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Barriers to Effective Therapy

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- lack of attending and empathy - absence of counselor self-disclosure - lack of positive regard, warmth, and acceptance - lack of belief in the therapeutic process

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Empathetic Understanding

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the members' internal and subjective frame of reference

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Accurate Empathy

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a way for facilitators to hear the meanings expressed by the members of their group that often lie at the edge of their awareness.

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Group Leader's Role and Functions:

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- focuses on the quality of the therapeutic relationship - knows that his or her presence is of the utmost importance - is more concerned about personal qualities rather than techniques of leading a group - serves as a model of human beings struggling toward greater realness - genuine, integrated, and authentic without a false front - can openly express feelings and attitudes that are present in the relationship with the group members - is a facilitator and recognizes his or her "self" as an instrument of change

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15 process patterns that occurs in groups, which do not follow a clear-cut sequence:

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1. milling around (lack of leader direction) 2. resistance to personal expression or exploration 3. description of past feelings 4. expression of negative feelings 5. expression and exploration of personally meaningful material 6. expression of immediate interpersonal feelings in the group 7. development of a healing capacity in the group 8. self-acceptance and the beginning of change 9. cracking of facades 10. feedback 11. confrontation 12. the helping relationship outside the group sessions 13. the basic encounter 14. expression of feelings of closeness 15. behavior changes in the group

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Expressive Arts Therapy

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- a multimodal approach to integrating mind, body, emotions, and spiritual inner resources through art forms - all people have the ability to be creative - the creative process is healing

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Internal conditions that foster creativity

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- openness to experience - internal locus of evaluation

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External conditions that foster creativity

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- psychological safety and freedom - stimulating and challenging experiences

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To expand our ability to be creative:

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we need to practice being open to experience as it is rather than viewing it through filtered lenses

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Internal Locus of Evaluation

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when we are able to listen to the response of others but are not overly concerned with their reactions

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Guidelines for Creative Expression in Groups:

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- be aware of your feelings and your own body and take care of yourself, including taking with the facilitators - there is no right or wrong way to do art - all instructions are always suggestions - do not judge others, and keep the general bounds of confidentiality

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Schools:

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- Offers a philosophy for transforming traditional schools into schools where children are free to learn - The human dimensions of the student-teacher relationship are prized - Play therapy is often the medium of expression - Art, music, and movement can be used ing groups with children

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Multicultural Populations

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- bringing people of diverse cultures together to develop mutual understanding - Rogers and colleagues initiated large community groups that included 75 - 800 people and met for 2 to 3 weeks - Empathy, being present, and respecting the values of group participants

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Contributions

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- Good foundation for the initial stage of most groups - Value is placed on empathy and respect for members - Value and principles of this approach can be incorporated into many other approaches - Prime emphasis is placed on group counselor as a person - Philosophy can be a basic part of working with culturally diverse client populations

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Limitations

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- Leaders want and need more structure than this approach allows - Clients may benefit more from working with a group leader who adopts a directive stance - Does not emphasize taking action on one's insights

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The therapist is considered a

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"fellow explorer" who strives to deeply understand the experiential world of the client

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