CHAPTER – I

STATEMENT OF THE PROBLEM

1. INTRODUCTION:

Carl Rogers’ personal life

Carl Ransom Rogers (January 8, 1902 – February 4, 1987) was a commanding American psychologist and among the originators of the humanistic methodology (or client focused methodology) of psychology. Rogers is generally thought to be one of the founding fathers of psychotherapy research and was regarded for his spearheading research with the Award for Distinguished Scientific Contributions by the American Psychological Association (APA) in 1956.

The Person-Centered approach, his own particular exceptional way to deal with comprehension of identity and human connections, with application in different areas, for example, psychotherapy and guiding (Client-Centered therapy), training (learning focused learning), associations, and other gathering situations. For his expert work, he was given the Award for Distinguished Professional Contributions to Psychology by the American Psychological Association (APA) in 1972. In a study by Haggbloom  (Haggbloom, et al., 2002) utilising six criteria, for example, references and acknowledgement, Rogers was observed to be the 6th most prominent analyst of the twentieth century and second, among psychologists, just to Sigmund Freud.

Rogers set up a guiding focus associated with the college and there led studies to decide the viability of his strategies. His discoveries and hypotheses showed up in Client-Centered Therapy (1951) and Psychotherapy and Personality Change (1954). One of his graduate student learning at the University of Chicago, Thomas Gordon, built up the Parent Effectiveness Training (P.E.T.) development. In 1956, Rogers became the President of the American Academy of Psychotherapists. He taught psychology at the University of Wisconsin, Madison (1957–63), amid which time he composed one of his best-known books, On Becoming a Person (1961). Carl Rogers and Abraham Maslow (1908–70) spearheaded a development theory called ‘humanistic psychology’ which achieved its top in the 1960s. In 1961, he was chosen a Fellow of the American Academy of Arts and Sciences. Carl Rogers was additionally one of the general population who scrutinised the ascent of McCarthyism in the 1950s. Through articles, he scrutinised society of its retrogressive looking affinities.

The following two years he exited the theological school to go to Teachers College, Columbia University, getting an MA in 1928 and a PhD in 1931. While finishing his doctoral work, he was occupied with child study. In 1930, Rogers served as chief of the Society for the Prevention of Cruelty to Children in Rochester, New York. From 1935 to 1940 he addressed at the University of Rochester and composed The Clinical Treatment of the Problem Child (1939), taking into account his involvement in working with disturbed youngsters. He was emphatically impacted in developing his Person-centred methodology by the post-Freudian psychotherapeutic routine of Otto Rank (Kramer, 1995). In 1940 Rogers became an educator of clinical psychology at Ohio State University, where he composed his second book, Counselling and Psychotherapy (1942). In it, Rogers recommended that the client, by setting up an association with an understanding, tolerating specialist, can resolve troubles and pick up the knowledge important to rebuild their life.

In 1945, he was welcome to set up a guiding and research focus centre at the University of Chicago. In 1947 he was chosen President of the American Psychological Association (APA). While a Professor of psychology at the University of Chicago (1945–57), Rogers set up a guiding focus associated with the college and there led studies to decide the adequacy of his techniques. His discoveries and speculations showed up in Client-Centered Therapy (1951) and Psychotherapy and Personality Change (1954). In 1961, he was chosen a Fellow of the American Academy of Arts and Sciences. Carl Rogers was likewise one of the general people who scrutinised the ascent of McCarthyism in the 1950s. Through articles, he condemned society of its regressive looking affinities.

Rogers taught at University of Wisconsin until 1963, when he turned into a resident at the new Western Behavioral Sciences Institute (WBSI) in La Jolla, California. Rogers left the WBSI to help found the Center for Studies of the Person in 1968. His later books incorporate Carl Rogers on Personal Power (1977) and Freedom to Learn for the 80’s (1983). He remained a Resident of La Jolla for the rest of his life, doing treatment, giving discourses and composing until his sudden passing in 1987. In 1987, Rogers endured a fall that brought about a cracked pelvis: he had life alarm and could contact paramedics. He had an effective operation, yet his pancreas fizzled the following night and he passed away a couple of days after the fact.

Rogers’ last years were dedicated to applying his hypotheses in circumstances of political abuse and national social class, making a trip worldwide to do as such. In Belfast, Northern Ireland, he united persuasive Protestants and Catholics; in South Africa, blacks and whites; in Brazil individuals rising up out of autocracy to majority rule government in the United States, shoppers and suppliers in the wellbeing field. His last outing, at age 85, was to the Soviet Union, where he addressed and encouraged escalated experiential workshops cultivating correspondence and imagination. He was amazed at the quantities of Russians who knew of his work.

Together with his little girl, Natalie Rogers, and therapists Maria Bowen, Maureen O’Hara, and John K. Wood, somewhere around 1974 and 1984, Rogers met a progression of private projects in the US, Europe, Brazil and Japan, the Person-Centered Approach Workshops, which concentrated on diverse correspondences, self-improvement, self-strengthening, and learning for social change.

Applications of Carl Rogers’ ‘Person-Centered therapy’ and ‘Student-Centered learning’:

Rogers initially built up his hypothesis to be the establishment of an arrangement of treatment. He at first called this “non-directive therapy” however later supplanted the expression “non-directive” with the expression “Client-Centered” and after that later utilised the expression “Person-Centered”. Indeed, even before the dissemination of Client-Centered Therapy in 1951, Rogers trusted that the standards he was portraying could be connected in an assortment of settings and not simply in the treatment circumstance. Accordingly, he began to utilise the term Person-Centered approach later in his life to depicting his general hypothesis. Person-Centered therapy is the utilisation of the Person-Centered way to deal with the treatment circumstance. Different applications incorporate a hypothesis of identity, interpersonal relations, training, nursing, culturally diverse relations and other “helping” callings and circumstances. Rogers co-wrote Advising with Returned Servicemen (1946), with John L. Wallen (the maker of the behavioural model known as The Interpersonal Gap), reporting the utilisation of Person-Centered way to deal with directing military faculty coming back from the Second World War.

The principal exact proof of the adequacy of the client focused methodology was distributed in 1941 at the Ohio State University by Elias Porter, utilising the recordings of remedial sessions between Carl Rogers and his clients. Doorman utilised Rogers’ transcripts and devised a framework to gauge the level of directiveness or non-directiveness a guide utilised. The state of mind and introduction of the guide were shown to be instrumental in the choices made by the client.

Learner-Centered teaching

The application of training has an expansive powerful research custom like that of treatment with studies having started in the late 1930s and proceeding with today (Cornelius-White, 2007). Rogers portrayed the way to deal with instruction in Client-Centered Therapy and composed Freedom to Learn committed only to the subject in 1969. Opportunity to Learn was reconsidered two times. The new Learner-Centered Model is comparable in numerous respects to this traditional Person-Centered way to deal with instruction. Rogers and Harold Lyon started a book preceding Rogers death, entitled On Becoming an Effective Teacher – Person-focused Teaching, Psychology, Philosophy, and Dialogues with Carl R. Rogers and Harold Lyon, which was finished by Lyon and Reinhard Tausch and distributed in 2013 containing Rogers ongoing unpublished works on Person-Centered teaching. Rogers had the accompanying five speculations with respect to learner-focused instruction:

“A man can’t instruct someone else specifically; a man can just encourage another’s learning” (Rogers, 1951). This is an after-effect of his identity hypothesis, which expresses that everybody exists and always show signs of change in a universe of involvement in which he or she is in the middle. Every individual responds and reacts in light of discernment and experience. The conviction is that what the learning does is more critical than what the educator does. The emphasis is on the learning (Rogers, 1951). Along with these lines, the foundation and encounters of the learner are fundamental to how and what is found out. Every learning will handle what he or she realises diversely relying upon what he or she conveys to the classroom.

“A person learns significantly only those things that are perceived as being involved in the maintenance of or enhancement of the structure of self.” (Rogers, 1951). In this manner, the importance of learning is the key to learning.

“Experience which, if assimilated, would involve a change in the organisation of self, tends to be resisted through denial or distortion of symbolism” (Rogers, 1951). The research scholar finds in the works of Carl Rogers is that in the event that the substance or presentation of a course is conflicting with biased data, the learning will take on the off chance that he or she is interested in differing ideas. Being interested in considering ideas that fluctuate from one’s own is basic to learning. Subsequently, tenderly reassuring liberality is useful in connecting with the theory of learning. Additionally, it is imperative, therefore, that new data be pertinent and identified with existing knowledge.

“The structure and organisation of self-appears to become more rigid under threats and to relax its boundaries when completely free from threat.” (Rogers, 1951). In Rogers’ works we see on the off chance that learners trust that ideas are being constrained by them, they may get to be uncomfortable and dreadful. A hindrance is made by a manner of risk in the classroom. Along with these lines, an open, cordial environment in which trust is produced is the key in the classroom. The trepidation of requital for not concurring with an idea ought to be disposed of. A classroom tone of bolster reduces fears and urges learning to have the mettle to investigate ideas and convictions that shift from those they convey to the classroom. Additionally, new data may debilitate the learner’s idea of him or herself; in this way, the less helpless the learner feels, the more probable he or she will have the capacity to open up to the learning process.

“The educational situation which most effectively promotes significant learning is one in which (a) threat to the self of the learner is reduced to a minimum and (b) differentiated perception of the field is facilitated.” (Knowles, HoltonIII, & Swanson, 1998). The researcher sees that educator ought to be interested in gaining from the learner and furthermore attempting to interface the learning of the topic. Incessant connection with the learner will accomplish this objective. The educator’s acknowledgement of being a coach who directs as opposed to the master who advises is instrumental to learner focused, non-threatening, and unforced learning.

Rogerian logical approach

In 1970, Richard Young, Alton L. Becker, and Kenneth Pike distributed Rhetoric: Discovery and Change, a generally powerful school compose course book that utilised a Rogerian way to deal with correspondence to update the customary Aristotelian structure for a teaching and learning process. The Rogerian technique for argument includes every side restating the other’s position as per the general inclination of the other. In a paper, it can be communicated via painstakingly recognising and understanding the restriction, instead of rejecting them.

Diverse relations

The application of ‘diverse relations’ has included workshops in very unpleasant circumstances and worldwide areas incorporating clashes and challenges in South Africa, Central America, and Ireland. Along with Alberto Zucconi and Charles Devonshire, he helped to establish the Istituto dell’Approccio Centrato Sulla Persona (Person-Centered Approach Institute) in Rome, Italy.

His worldwide work for peace finished in the Rust Peace Workshop which occurred in November 1985 in Rust, Austria. Pioneers from 17 countries assembled to talk about the subject “The Central America Challenge”. The meeting was striking for a few reasons: it united national figures as individuals (not as their positions), it was a private occasion and was a mind-boggling constructive experience where individuals heard each other and set up genuine individual ties, instead of solidly formal and directed discretionary meetings.

Carl Rogers served on the leading group of the Human Ecology Fund from the late 50s into the 60s, which was a CIA subsidised association that gave awards to scientists investigating identity. He got cash also. Also, “he and other people in the field of personality and psychotherapy were given a lot of information about Khrushchev. ‘We were asked to figure out what we thought of him and what would be the best ‘way of dealing with him. And that seemed to be an entirely principled and legitimate aspect. I don’t think we contributed very much, but, anyway, we tried (Greenfield, 1977).’”

Hypothesis:

Rogers’ hypothesis and theory of the self are thought to be humanistic, existential, and phenomenological. His hypothesis is constructed straightforwardly in light of the “phenomenal field” identity hypothesis of (Boeree, 1998). Rogers’ elaboration of his own hypothesis is broad. He composed 16 books and numerous more diary articles portraying it. Prochaska and Norcross (2003