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se artificially
induced experiences relate to self-actualisation.
Rogers (1961)
a
We know that even in
, like Ellis, accepts that
everyone perceives situations differesadsadsntly; therefore, to
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Rogers (1961) stressed thdsdsfdsffsdfde uniquendsfdsfsdess of each individual.
He felt that clientsdfdfdsdfdsfs are the best experts on thasdasdemselves and
that people are capablsdfdsfe of wordsfddsfdsfsfdking out their own solutions
to their own problems. Hedsfdsfd believed that each person has
a natural tendency towards growth and self-actualisation.dsfdsf
His definition of self-actualisation is thdsfdsfdsfse same as Maslowsemployees and
fostering a sense of belonging within cosdfdsfdmpanies,sdfds
and this concept has been embraced by generations
of business managers (Maslow, 1967). His influence also
extended to counselling and health-care professional training,
as it provided a neat system for examining human
motivational needs. Maslows work also haxdgfd a majfhgfhor
impact on educational programmes. He emphasised thedfgf
importance of student-centred learning, suggesting that
individuals want to learn and that the role of educators
is to provide the environment to facilitate such learning.
As discussed in the introduction, he saw schools like
Summerhill as offering this learning environment.
Carl Rogers and person-centred
therapy
In our review of Carl Rogers theory, we are going to first
outline the basic principles underlying the theory.
Basic principles underlying the theory
Carl Rogers, like most of the personality theorists we have
studied, based his theory on disturbed clinical populations.
His initial work was based mainly on his experience of
working with disturbed adolescents, as detailed in the
Profile box on page 142.Many of the therapists that Rogers
worked with initially at the American equivalent of the