[et_pb_section fb_built=”1″ _builder_version=”4.16″ _module_preset=”default” background_color=”rgba(0,0,0,0)” global_colors_info=”{}” theme_builder_area=”post_content”][et_pb_row _builder_version=”4.16″ _module_preset=”default” background_color=”rgba(0,0,0,0)” global_colors_info=”{}” theme_builder_area=”post_content”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}” theme_builder_area=”post_content”][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}” theme_builder_area=”post_content”]The Person-Centered Journal (PCJ)<\/i> is the oldest continuously running person-centered peer-reviewed publication in English. It is sponsored by the Association for the Development of the Person-Centered Approach (ADPCA)<\/i> to promote and disseminate scholarly thinking about person-centered principles, practices, and philosophy.<\/p>\n
The journal editor can be contacted via pcj@adpca.org<\/a>. Authors interested in submitting manuscripts are welcome to email article submissions to this address.<\/p>\n A limited number of advertisements may be made in the Journal<\/i> at affordable rates. Contact the editors at the above address for further information. Please specify whether your business is for-profit or non-profit.<\/p>\n All materials contained in the Journal<\/i> are the property of the ADPCA. If you are interested in reproducing articles, please send your requests to the editor.<\/p>\n We welcome enquiries and hope The Person-Centered Journal<\/i> engages you![\/et_pb_text][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_padding=”0px|||||” global_colors_info=”{}” theme_builder_area=”post_content”]<\/p>\n The PCJ welcomes original content for around the world. Our\u00a0Instructions for Authors<\/a> page gives details how how work can be submitted.<\/p>\n The PCJ Archive is an open-access resource that ADPCA is proud to offer worldwide. It comprises free downloadable copies of the Person-Centered Journal. The latest edition is available for download<\/a>. Back issues and individual articles are available below. You are also able to download the entire archive (which includes the PCR archive) here<\/a>. Note this is a 865Mb file so it might take some time to download.<\/p>\n [\/et_pb_text][et_pb_code _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}” theme_builder_area=”post_content”]Instructions for Authors<\/h2>\n
The PCJ Archive<\/h2>\n
| \u6807\u9898<\/th> | Author<\/th> | Year<\/th> | Volumes<\/th> | Numbers<\/th> | <\/th> | Abstract<\/th> | hf:tax:original_author<\/th> | hf:tax:publication_date<\/th> | hf:tax:volume<\/th> | hf:tax:number<\/th><\/tr><\/thead> |
|---|---|---|---|---|---|---|---|---|---|---|
| …And would I dare to dance? An aesthetic response<\/td> | Jeanne P. Stubbs<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jeanne-p-stubbs<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| “Counselling as a social process”: A person-centered perspective on a social constructionist approach<\/td> | Ivan Ellingham<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | This paper presents a critical examination from a person-centered perspective of an approach to counseling influenced by the social constructionist thought of Kenneth Gergen. The general postmodernist character of such social constructionism is considered and critiqued, as are certain implications for counselor training and practice. The position is taken that any attempt to introduce social constructionist ideas into the framework of person-centered counseling should be done in a way that does not compromise the fundamental vision of Carl Rogers, its main architect.<\/p>\n<\/td> | ivan-ellingham<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| \u201cI Didn\u2019t Know You Felt That Way\u201d: The Practice of Client-Centered Couple and Family Therapy<\/td> | Kathryn A. Moon<\/span>, Susan Pildes<\/span><\/td> | 2019<\/span><\/td> | <\/td> | <\/td> | View<\/a><\/td> | Our client-centered counseling practice with couples and families is described. The nondirective attitude is our bedrock value. Our empathic understanding follows each person’s expressed thoughts and feelings. With more people in the room, the situation is ripe for misunderstandings. Wanting to allow for correction from anyone present, we clarify our understanding of individual experiences and tend to share out loud the way we are following and understanding. In individual counseling, misunderstandings do not occur as often and this degree of explicit transparency seems less called for. Whether with an individual or with a couple or family, we are responsive to questions and requests.<\/p>\n<\/td> | kathryn-a-moon susan-pildes<\/td> | 2019<\/td> | <\/td> | <\/td><\/tr> |
| \u201cWasn\u2019t I Good?\u201d An Encounter on the Way to Understanding the Person-Centered Approach<\/td> | Marsha A. Smith<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | I present reflections on a person-centered encounter with a client while a graduate student, including a discussion of my spirituality, personal understanding of good, and choice of the Person-Centered Approach as a professional foundation. I had read, talked with my professors and colleagues, and examined my own experiences in order to understand the Person Centered Approach (PCA). This seems now to have been a prelude to an encounter that stays in my heart, demanding my attention\u2014an encounter that integrated my spiritual and person-centered self.<\/p>\n<\/td> | marsha-a-smith<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| A case for client-centered career counseling<\/td> | Jo Cohen<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| A child’s journey through loss<\/td> | Donna Rogers<\/span>, Paula J. Bickham<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | donna-rogers paula-j-bickham<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| A client-centered demonstration interview with Ms S<\/td> | Barbara Temaner Brodley<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| A Client-Centered Psychotherapy Practice<\/td> | Barbara Temaner Brodley<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Barbara Temaner Brodley describes her practice of client-centered therapy. She gives attention to the nondirective attitude, responding to a client’s questions, spontaneous and therapist-frame-of-reference responses, and the empathic understanding process. Excerpts from two therapy transcripts are included<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 2019<\/td> | 24<\/td> | 2<\/td><\/tr> |
| A Client’s Diary<\/td> | Jules Seeman<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jules-seeman<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| A Comparison of American and Chinese Counseling Students’ Perceptions of Counseling<\/td> | Hsiao-Ping Cheng<\/span>, Richard C. Page<\/span><\/td> | 1992<\/span><\/td> | 01<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This study assessed the differences between the ways that counseling students in two different countries, Taiwan and the United States, perceived counseling. The evaluative and potency scales of a semantic differential were used to compare the attitudes of these students related to counseling and certain counseling related variables. One finding of this study was that the Chinese students evaluated counseling, group counseling and counselors more positively than the American students while the American students rated the potency of all of these concepts higher than the Chinese students.<\/p>\n<\/td> | hsiao-ping-cheng richard-c-page<\/td> | 1992<\/td> | 01<\/td> | 1<\/td><\/tr> |
| A Countertheory of Transference<\/td> | John M. Shlien<\/span><\/td> | 1987<\/span><\/td> | PCR 2<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Transference or the “transference neurosis” is reexamined. This analysis suggests that transference is a defense mechanism used to deny or disguise the reality and natural consequences of the therapist’s behavior. Two of these behaviors, understanding and misunderstanding, are featured as archetypical causes of love and hate, unnecessarily called “positive” and “negative”transference. The analysis starts with the uneasy origin of the concept illustrated in the case o fAnna O. It continues through variations in definition and use ol transference, and observations on the self-concept of the therapist. The repetition-logic of psychoanalysis is disputed, and a countertheory is proposed, based on clinical experience and phenomenal evidence of the normal human response to understanding. The act of understanding is described not only as the firs( cause of “transference” but also as the essential healing factor, the main contribution and the proper objective of all psychotherapies.<\/p>\n<\/td> | john-m-shlien<\/td> | 1987<\/td> | pcr-2<\/td> | 1<\/td><\/tr> |
| A dearth of suds for Davey: A therapist’s thoughts during a child therapy session<\/td> | Moon Kathryn A.<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Kathryn A. Moon Abstract: My moment to moment experiences with a young client are shared here within a transcript example of a nondirective client-centered therapy session. Questions relating to the therapeutic relationship, therapist congruence, limit setting, time management, and nondirective intentions are raised in the course of commentary organized around the complete transcript of a therapy session. In the postscript, discussion of child therapy in the context of Rogerian theory (Rogers, 1951, 1957, 1959) and the concept of the therapeutic attitude of \u201ccongruence\u201d addresses the tension that can develop between a therapist\u2019s nondirective intention to accept the client and the reality of working with a child who is intensely engaged in a client-directed therapy session. Citation: Moon, K. A. (2002). A dearth of suds for Davey: A therapist’s thoughts during a child therapy session.\u00a0The Person-Centered Journal, 9(2), pp. 113-139. This title is available in French: \u00ab\u00a0Des restrictions de mousse pour Davey\u00a0\u00bb ou Les pens\u00e9es d’une th\u00e9rapeute pendant une s\u00e9ance de th\u00e9rapie d’enfants [pdf-embedder …<\/p>\n<\/td> | moon-kathryn-a<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| A Dedication to C. H. Patterson<\/td> | Jerold Bozarth<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| A demonstration interview<\/td> | Jeanne P. Stubbs<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jeanne-p-stubbs<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| A Devil\u2019s Bargain: Meeting Psychiatric Diagnosis in Person-Centered Therapy<\/td> | Holt J. S. Hauser<\/span><\/td> | 2023<\/span><\/td> | 26<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This article explores psychiatric diagnosis as it meets person-centered psychotherapeutic practice. Three short case vignettes are presented from the author\u2019s practice that inspect how clients\u2019 identification with a diagnosis played out in person-centered therapeutic work. Drawing on Rogers\u2019 articulation of process in person-centered therapy and other discourses regarding psychiatric diagnosis, themes arising from these case vignettes are then examined. In particular, this discussion acknowledges competing tensions that clients identifying with psychiatric diagnosis can present in terms of congruence, self- responsibility, and understanding from others. The author ultimately concludes that such an identification with diagnosis can yield growth in clients as well as inhibit it, and must be worked with empathically in the psychotherapeutic relationship even if it may not align with person-centered conceptualizations of self and experiencing. | holt-j-s-hauser<\/td> | 2023<\/td> | 26<\/td> | 1<\/td><\/tr> |
| A discussion of contributions by Gregory Bateson and Carl Rogers via an analysis of two seminal papers<\/td> | Patric Pentony<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | The paper begins with an examination of the logical premises on which Gregory Bateson and his associates based their “Double Bind” hypothesis of the etiology of schizophrenia. It goes on to demonstrate that in the specification of the hypothesis, the authors failed to adhere strictly to these premises with the result that confusion arose as to what was meant by a “double bind.” Having located the source of confusion the paper then takes up Ackerman’s point that the classical paradoxes, in which an incongruity in messages at different levels is buried in a single statement, is not an appropriate model for understanding interactional sequences. His alternative showing how classificatory type messages buried in interactional sequences can result in entangled communication is developed both to indicate the core of value in the “double bind” approach and to outline the wider implications of the issues involved. These wider implications are then brought out in an analysis of a logical defect in Carl Rogers’s paper on “The Necessary and Sufficient Conditions for Therapeutic Personality Change.” Finally it is shown that the “Reflection of Feeling Response” developed by Rogers and his students utilizes different levels of communication in achieving its effects.<\/p>\n<\/td> | patric-pentony<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| A Learner’s Guide to Person-Centered Education<\/td> | Jeffrey H. D. Cornelius-White<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The author provides an orientation to person-centered education for use by educators with their students. The orientation is informed by reviews of both theory and research on person-centered education and is relevant to secondary, undergraduate, and especially graduate programs. A brief review of the effectiveness of person-centered education and its primary goals is followed by a one-page handout. The handout is intended to provide a basis for discussion and informed consent to facilitated learning. <\/p>\n<\/td> | jeffrey-h-d-cornelius-white<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| A Literature Review Concerning Effectiveness of Multicultural Play-Based Interventions with Children<\/td> | Hollie Sykes<\/span>, Jeffrey H. D. Cornelius-White<\/span>, R. Paul Maddox II<\/span><\/td> | 2016<\/span><\/td> | 23<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Research has demonstrated that individual play therapy, group play therapy, and filial therapy are effective when working with children; however most research is focused on European American samples and worldviews. Children play out themes to express their worldview and may have distinctive themes in various cultures, but all children may struggle to feel acceptance and freedom to express themselves if they don\u2019t identify with the helper, the toys, and\/or techniques being usedin the intervention. This critical literature review examines the results of previous research on the effectiveness of play-based interventions in multicultural settings. Interventions with children of diverse backgrounds reviewed include: group play therapy, especially with African Americans; school based play therapy, especially with Latinos, and filial therapy, especially with Asian American samples. The paper also looks at the sparse research on the training of play therapists in multicultural issues. The results examined are generally positive, indicating that play-based interventions are an effective method of treatment with diverse children, but research is limited. There is a continued need for extensive research of multicultural play- based interventions with children.<\/p>\n Keywords: play therapy, multicultural, filial therapy .<\/p>\n<\/td> | hollie-sykes jeffrey-h-d-cornelius-white r-paul-maddox-ii<\/td> | 2016<\/td> | 23<\/td> | 1 2<\/td><\/tr> |
| A new explanation for the beneficial results of client-centered therapy: the possibility of a new paradigm<\/td> | Fred M. Zimring<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | In this paper the usual idea that our psychological problems are caused by unknown feelings and experiencing is questioned and an alternative understanding of the reason for our problems is proposed. More specifically, Rogers\u2019s explanation that the success of his methods occurs because of increased awareness of unknown experience is questioned. Instead, it is proposed that our problems are due to the nature of our internal framework, rather than to feelings of which we are not aware. Our problems are seen as arising when our framework incorporates the more objective standards of the world and fails to develop the more subjective aspects. How having a more subjective or objective internal world affects our experience is discussed and how the \u201cnecessary and sufficient\u201d conditions and the \u201cmini-culture\u201d of client-centered therapy develops these subjective aspects is described.<\/p>\n<\/td> | fred-m-zimring<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| A person-centered application to test anxiety<\/td> | Laurie L. Silverstein<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Literature examining the treatment of test anxiety over the last few decades focuses primarily on the efficacy of cognitive and behavioral interventions (e.g., Allen, 1972; Meichenbaum, 1972, 1977). Over time, interventions have become even more symptom-specific (e.g., Broota & Sanghvi, 1994; Gosselin & Matthews, 1995). However, some researchers suggest that anxiety-focused approaches nay not improve performance, and skills acquisition and training nay not reduce anxiety (e.g., Klinger, I984; Paulman & Kennelley, I984). While some studies suggest that person-centered variables enhance therapeutic outcomes in the treatment of test anxiety, almost no literature exists comparing the efficacy of these different approaches (e.g., Ryan & Moses, 1979; Payne, 1985). A case summary describes a person-centered application to the treatment of test anxiety as a nondirective, individualized alternative to symptom-specific modalities.<\/p>\n<\/td> | laurie-l-silverstein<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| A Person-Centered Approach to Individuals Experiencing Depression and Anxiety<\/td> | Leslie A. McCulloch<\/span>, Michael M. Tursi<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The Person-Centered Approach (PCA) has been effectively used with clients experiencing a wide variety of severe psychiatric symptoms and is appropriate for those experiencing depression and anxiety. The authors outline a study, which investigated the effectiveness of the Person-Centered Approach (PCA) with individuals experiencing depression and anxiety. Participants were pre- and post-tested with the Beck Depression Inventory (BDI) and the Beck Anxiety Inventory (BAI). Results are mixed regarding the effectiveness of the PCA and support the high co-morbidity rates of depression and anxiety symptoms reported in the literature.<\/p>\n<\/td> | leslie-a-mcculloch michael-m-tursi<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| A Person-Centered Approach to Master’s Counseling Programs Within Accrediting Standards<\/td> | Hayley L. Stulmaker<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Counselor education has been focused on learning new techniques and strategies to improve teaching with content centered on meeting CACREP standards. The combination of these two components ofmaster\u2019s programs has led to a reductionist view of counselor education. A person-centered approach to education is presented,culminating in a proposed design for a master\u2019s program with anunderlying person-centered philosophy within the CACREP standards. Having an educational philosophy within a program can help strengthen student learning and give educators direction and intention behind their teaching, ultimately producing well-rounded learners.<\/p>\n<\/td> | hayley-l-stulmaker<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| A person-centered approach to the use of projectives in counseling<\/td> | Larry Schor<\/span><\/td> | 2003<\/span><\/td> | 10<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Can the very process of creating stories about pictures and discussing the emergent themes with a trained psychotherapist be helpful in facilitating self-understanding and fostering psychological growth? If so, what are the necessary and sufficient conditions for this process to occur? Following a brief discussion of the fundamental principles surrounding the theoretical construct of apperception, I will explain and advocate for a client-centered approach in the use of projectives to facilitate client self-understanding in a collaborative therapeutic relationship.<\/p>\n<\/td> | larry-schor<\/td> | 2003<\/td> | 10<\/td> | 1<\/td><\/tr> |
| A person-centered journey to warm springs<\/td> | D. B. Altschul<\/span>, K. E. Steadman<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Graduate students of Jerold Bozarth experience their first person-centered community meeting in Warm Springs, Ga. Their observations are recorded.<\/p>\n<\/td> | d-b-altschul k-e-steadman<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| A Person-Centered Life–and Death<\/td> | Grace Harlow Klein<\/span><\/td> | 2012<\/span><\/td> | 19<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | A reflection on the life and death of psychologist Armin Klein is writtenbyDr.GraceHarlowKlein. Astatementofexperiencefrom several of his clients who helped in his care at the end of his life is included. One of his clients wrote extensively of her experience, “In Therapy with Armin.” <\/p>\n<\/td> | grace-harlow-klein<\/td> | 2012<\/td> | 19<\/td> | 1 2<\/td><\/tr> |
| A person-centered view of depression: Women’s experiences<\/td> | Charlene K. Schneider<\/span>, William B. Stiles<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Openness to another\u2019s experience is fostered by broad knowledge, not by ignorance. Diagnostic information can obscure a client\u2019s experiences if it is taken as definitive, but it can enlarge a therapist\u2019s repertoire of understandings if it is used tentatively. Knowledge of experiences that occur frequently among people who share a diagnosis can sensitize a therapist to experiences that a particular client may try to convey. Four women previously treated for depression were interviewed intensively in search for common experiences. Within their different personalities, backgrounds, and personal circumstances, these particular women seemed to share a constellation of emotional experiences that could be organized around their history of sexual and physical or emotional abuse.<\/p>\n<\/td> | charlene-k-schneider william-b-stiles<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| A Person-Centered View of Diversity In South Africa<\/td> | Frans Cilliers<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The work of Carl Rogers and Ruth Sanford in South Africa during the 1980’s was continued in the form of person-centered diversity awareness workshops. This article describes action and qualitative research on participants\u2019 experiences during and after these workshops. Post workshop interviews indicated that organizational change agents and consultants were exposed to new ways of facilitating learning opportunities which are not based on using classroom techniques and methods, but on their own realness, respect for and ability to put themselves in their client group\u2019s frame of reference. The results highlighted South Africa\u2019s never-ending journey of healing and the showed the need for South Africans\u2019 to integrate race and gender splits, subgroup and individual identities, and denigrated and idealized parts of the self.<\/p>\n<\/td> | frans-cilliers<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| A Rating System for Studying Nondirective Client-Centered Interviews\u2014Revised<\/td> | Anne Brody<\/span>, Barbara Temaner Brodley<\/span>, Jerome Wilczynski<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | anne-brody barbara-temaner-brodley jerome-wilczynski<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| A rehearsal for understanding the phenomenon of group<\/td> | John Keith Wood<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | Because the literature regarding non-European, international, cross-cultural, transcultural, | john-keith-wood<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| A rejoinder to person-centered psychotherapy: one nation, many tribes<\/td> | Garry Prouty<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | garry-prouty<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| A Review of The Human Being Fully Alive: Writings in Celebration of Brian Thorne \u2013 Sometimes This Atheist Calls it Courage<\/td> | Kathryn A. Moon<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Book Review of The Human Being Fully Alive: Writings in Celebration of Brian Thorne \u2013 Sometimes This Atheist Calls it Courage<\/p>\n Edited by Jeff Leonardi<\/p>\n<\/td> | kathryn-a-moon<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| A Review of Therapist Limits in Person-Centred Therapy By Lisbeth Sommerbeck<\/td> | Valerie Wiley<\/span><\/td> | 2016<\/span><\/td> | 23<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Book review of Therapist Limits in Person-Centred Therapy by LIsbeth Sommerbeck<\/p>\n<\/td> | valerie-wiley<\/td> | 2016<\/td> | 23<\/td> | 1 2<\/td><\/tr> |
| A structured learning exercise in person-centered empathy within a counselor training program<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The structured exercise in empathic listening is designed to provide counselor trainees with an intensive and deliberate focus on the person-centered empathic process. By far the single most curative factor identified in counseling process and outcome research, empathy deserves lo be a key focus of counselor research and training. Current psychotherapy outcome research estimates of empathy’s variance in effecting client positive change occur in the 40% range. This learning exercise is decidedly a highly effective tool for enhancing counselor’s capacities to practice empathy; with minimal, if any observable adverse effect on student-selected participants. Qualitative findings from more than 200 counselor trainees over a ten year period, along with a sub-sample of 23 trainees’ quantitative results point to the value of the empathy exercise as an especially useful method in counselor empathy training. Experience with the large number of exercises being conducted by trainees suggests that rare instances of a need for one-on-one supervision do occur; and that therefore, the trainer-supervisor must be mindful of the progress, process, and outcome of each case. In-class periodic assessments of general progress, along with individual student meetings and initiation of follow-up as needed are recommended.<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| A theoretical reconceptualization of the necessary and sufficient conditions for therapeutic personality change<\/td> | Jerold Bozarth<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | In this paper, Unconditional Positive Regard is presented as the primary condition of therapeutic personality change. Genuineness and Empathic Understanding are viewed as two contextual attitudes. The concept of the necessary and sufficient conditions for therapeutic personality change is reconceptualized in a way consistent with this view. The reconceptualization entails (a) genuineness being viewed as a therapist state of readiness that enables the therapist to better experience the client with empathic understanding of the client’s internal frame of reference and to experience unconditional positive regard towards the client; (b) empathic understanding being viewed as the action state of the therapist in which the client is accepted as he or she is at any given moment. The understanding of the client’s internal frame of reference by the therapist is viewed as the most optimal way for the client to experience unconditional positive regard; and (c) unconditional positive regard being viewed as the primary change agent in which the client’s needs for positive regard and positive self regard are met and the actualizing tendency of the individual is promoted.<\/p>\n<\/td> | jerold-bozarth<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| A universal system of psychotherapy<\/td> | Cecil H. Patterson<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Currently it is generally accepted that existing theories and approaches to psychotherapy developed in Western cultures, are not applicable to other cultures. A model is proposed that, while based on certain theoretical and research foundations in Western culture, also recognizes and derives from universal drives, motivations and goals of all human beings, indeed of all living organisms. It is therefore neither time nor culture bound.<\/p>\n The model is developed in terms of three levels of goals: (1) the ultimate goal, common to all clients; (2) mediate goals, that allow for cultural and individual differences; and (3) the immediate goal, involving the therapy relationship. The therapist conditions necessary, and possibly sufficient, for the development of a relationship leading to the achievement of the achievement of the mediate and ultimate goals are defined.<\/p>\n<\/td> | cecil-h-patterson<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| Afterword [poem]<\/td> | John Keith Wood<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | john-keith-wood<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Alzheimer\u2019s and Authenticity: A Person-Centered Framework that Promotes Mutuality and Reciprocity<\/td> | Claudia J. Strauss<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | claudia-j-strauss<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| An accidental journey, the spiritual plane and a very late breakfast<\/td> | Barbara June Hunter<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barbara-june-hunter<\/td> | 2000<\/td> | 07<\/td> | 1<\/td><\/tr> |
| An evolutionary shift and emerging heroines\/heroes<\/td> | Peggy Natiello<\/span><\/td> | 2003<\/span><\/td> | 10<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Evidence increasingly points to a global paradigm shift that is rapidly unfolding among us and causing grief, fear and confusion. The shift involves an entire reordering of the prevailing egocentric way of seeing and minding, and has enormous consequences for social, political, behavioral, environmental norms underlying our culture’s construction. This paper considers the difficulties of moving from a reductionistic view of the world to a more unitary view. The writer looks at the qualities of persons identified by spiritual leaders and social theorists as having the vision and courage to lead us forward. She reflects on attitudes of the person-centered approach as one clearly defined technology that can facilitate global dialogue and a shift in worldview.<\/p>\n<\/td> | peggy-natiello<\/td> | 2003<\/td> | 10<\/td> | 1<\/td><\/tr> |
| An Example of Client-Centered Therapy for Post-Traumatic Stress Disorder<\/td> | Jon Rose<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This paper presents a rationale for offering Client-Centered Therapy to a female medical clinic patient with symptoms of Posttraumatic Stress Disorder (PTSD), who was not seeking psychotherapy. Her therapy is on-going, and her progress during the first three years is presented. It is thought that many, if not most, people with PTSD do not seek treatment. It is hoped that this paper will provide a useful model for reaching out to them. Client-Centered Therapy can help clients feel safe to live authentically and\/or feel safe enough to pursue other treatments designed specifically for PTSD.<\/p>\n<\/td> | jon-rose<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| An Experiential, Person-Oriented Learning Process in Counselor Education<\/td> | Louis Thayer<\/span><\/td> | 1987<\/span><\/td> | PCR 2<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This article describes an experience that evolved from discussions with counseling practicum students, a survey of their perceptions about their program of studies. and a sixty-hour experimental workshop. The feedback from the students on program strengths and weaknesses aided in the design of a person-oriented learning process that is experience based. The learning process is based on student input and is especially designed to help students become aware of counseling concepts and principles, learn basic human relations counseling skills, review program and professional expectations and opportunities, assess their potential and motivation for different career directions in the helping professions, and examine their career objectives. Graduate students who have participated in the experience have given much positive feedback about the content and process.<\/p>\n<\/td> | louis-thayer<\/td> | 1987<\/td> | pcr-2<\/td> | 1<\/td><\/tr> |
| An inquiry into child-centered therapy<\/td> | Freda Doster<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This paper discusses the utilization of play therapy as an appropriate therapeutic method in the counseling of children. It identifies the theoretical basis of child-centered therapy, the attitudes necessary for the therapist, and the therapeutic conditions necessary for growth. It also outlines the limits which should be set in regards to child-centered therapy.<\/p>\n<\/td> | freda-doster<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| An Interview with Barbara Temaner Brodley About Client Centered Supervision<\/td> | Daniel Metevier<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Daniel Metevier Illinois School of Professional Psychology at Argosy University, Chicago Interview #1 DM: To start, I would be interested in hearing about how you approach clinical supervision. #1: It depends on the setting of course. If I have the freedom, I don\u2019t consider it supervision, I consider it consultation and that\u2019s theoretically based. That is, I really don\u2019t think one could supervise a therapist who is on the spot with the client and also I don\u2019t think that it\u2019s good for therapists to feel they\u2019re being evaluated all the time and supervision has that connotation. However, if it\u2019s supervision there may be certain things I have to check out, that are administratively required. DM: You have certain responsibilities? #1: Yeah, there may be something of the sort, and if there is, then I deal with that in a straightforward way. But that\u2019s understood between the supervisee and me, and then I do whatever I need to do in order to meet that expectation in as considerate a way as possible with the student or the person coming to me or assigned to me. First of all, I assume the person wants to, or is willing to get from me a client-centered perspective on their work. I really don\u2019t want to provide, even if on a purely intellectual way I could, provide something along other lines. I just don\u2019t want to do that, so I have to be in a situation and have people coming to me who have some minimal interest in getting the client-centered perspective on their work and getting help of that kind. DM: So that\u2019s like a condition in a way? #1: Yes, it\u2019s a condition for me. I think that I have the most to offer that way and I\u2019m really not interested in fostering other approaches, so it depends on whether the person feels they can benefit. Although, I\u2019ve never been in a situation where that wasn\u2019t an acceptable understanding. The problem has come up that the person, though willing, was so uninformed about client-centered, and working out of such a different set of premises and using techniques that are not consistent, that it becomes difficult, because what I have to offer in that situation can be so easily perceived as being critical of them and I feel that\u2019s not helping them. So, that is a possible problem. If the person is at a very elementary level, but who is trying to get it, that\u2019s to really learn how to function as a client-centered therapist, then there could be a problem too, because out of just not knowing they may have misconceptions or what have you, so then I feel that I would need to correct them more, inform them, and that\u2019s risky in terms of the person feeling that they\u2019re not doing acceptable work. DM: They would feel judged. #1: Feel judged and so on. But in general, if a person is motivated, then the way I work is, — there are really three things. One is, I do like to hear an example of the person\u2019s work on tape, and I prefer that with a transcript, because it\u2019s just easier for me, and in general, I think making transcripts once in a while is a useful thing for a person learning to do. It gives you a closer scrutiny of what you\u2019re doing. I would ask people to bring in maybe just a segment, it doesn\u2019t have to be a complete tape. Some people want to be more listened to and sometimes a whole session or more of consultation has been listening to tape, and sometimes of course, I do it without the transcript. I\u2019m not rigid, but I strongly prefer the transcript along with the sound. So, that was one thing because I do like to have a direct access to the voice and the manner of the therapist in their work. Obviously, when you\u2019re supervising or consulting, you\u2019re far from getting a complete sample of what people do. DM: You can\u2019t really get the real experience. #1: No. Well, you can\u2019t get the range, and people differ. Some people really want to bring in something they consider problematic. Other people feel too vulnerable and they prefer to bring in something they think is good. In any case, it\u2019s useful to me, to get a sense of how the person is functioning. I\u2019m interested to know what their level of capability is in empathic understanding and a sense of their presence, which is their tone and manner, insofar as you can judge that from sound as well as the words and the wording of responses. Because my whole attitude toward the consultation is, does the person, — has the person grasped the attitudes. So one thing are the tapes to listen to, another is the person talking about a case, talking about a client and talking about the way they work with them, any problems they may have. It\u2019s very much up to the trainee, except at some point I want to hear a tape. If it\u2019s an ongoing supervision thing, then I ask them kind of as soon as they can to bring that in. DM: You mentioned, if I can roll back just minute, that, — Is this right, that your purpose is to see to what extent the person has grasped the attitudes or has been able to provide them, — #1: Yes. Both how well do they understand them and how well do they manifest them. So I was saying there are three things. One is the tapes, the second thing is the person volunteering a dialogue with me about their work with client or clients, and that\u2019s very frequently the way it goes. The third is my giving literally instruction, explaining theoretically or explaining how they might meet a situation. People will ask me, what should I do, should I call the client, should I be telling them about this response that I have that\u2019s inconsistent with the attitudes, whatever. My approach is really across the board, — My approach to teaching is to try to represent the therapeutic attitudes, not only congruence, unconditional positive regard, and empathic understanding, but the non-directive attitude, responsiveness, the protection of the client\u2019s self determination, the protection of the client\u2019s sense of self. I feel that there are an array of attitudes. If you\u2019re talking about client-centered therapy, not the universal or the generic theory, which is the necessary and sufficient conditions, — If you\u2019re talking about client-centered therapy, you need to talk about more than the basic attitudes, even though they\u2019re central, and so what I tend to do if I\u2019m being asked or I decide that I think it would be the best thing in the situation to, in a way instruct the person, is I review the attitudes that they\u2019re trying to manifest in the situation and then review the nature of the situation and then the task is to figure out how these attitudes can be most fully realized in that situation. In general, I think the approach should be to work from the attitudes, not from technique or solving, — in a way you\u2019re solving a problem, but the questions you ask yourself, I think, from a client-centered perspective are – there are these attitudes that I want to manifest as much as possible, how can I do that in this situation, and obviously I\u2019m referring primarily now to situations where for some reason empathic following does not seem to be the answer or isn\u2019t a sufficient answer to meet the situation. DM: So maybe the consultee has found that they\u2019ve attempted to do that and something has come up that they need, — #1: Yeah, the client keeps asking them questions. Or a response to their empathic responses is if they feel like the therapist is doing something manipulative or has some other intention or something like that. I mean it depends on what the input is from the client and the situation. I mean it might be a management situation too. The person is struggling with whether to kill themselves or not and then the question is, is there something in addition to empathic understanding that seems like it would be appropriate in this situation. Sometimes it\u2019s just something about the client or the way the client seems to be, or doesn\u2019t seem to be making progress, something like that. One thing that comes up fairly often in the big scheme of things over the years is the therapist feeling that somehow they\u2019re doing something wrong, insecurity in the therapist of some sort. Now, some consultation is identical to therapy and for me that\u2019s fine. I mean if I don\u2019t have some kind of institutional responsibility to fulfill, that I have to get in there somehow. DM: In that case it can become much like therapy, is what you\u2019re saying? #1: No. I\u2019m saying that if, — If there\u2019s some institutional requirement, that I\u2019d sort of get that out of the way or I\u2019d make sure I do that, whatever it is. The consultation might basically be the same as a therapy session with the consultee because the consultee is talking about maybe something that directly has to do with their response to the client or clients or it may have something to do with their life situation that is just so much on their mind that that\u2019s all they can really, in an authentic way, give themselves over to, and generally those things bear on the quality of work. I mean if I can help a consultee in themselves separate from their work, it\u2019s probably going to help their work too. DM: So there\u2019s a connection? #1: Yeah, I feel that. And I feel it\u2019s up to people, as much as possible, how they use the consultation. DM: Okay. I\u2019d be interested to hear about some of your \u201cbest\u201d experiences of being a supervisor if you can think of them. #1: Best. I don\u2019t know how to answer that. Generally people are pretty satisfied and feel it\u2019s helped them. I think that I\u2019m very accepting. The set that I have with clients is generally pretty much the set I have with students, except that I have with students or trainees, a didactic part of myself in the relationship. I don\u2019t have that with clients. I don\u2019t know how to answer that. I mean I feel that the important thing is the acceptance of the student and giving the student a sense of being valued and appreciated, and supported. I feel I do that pretty well and that people respond and feel that. So I don\u2019t know how to describe a particular one. Maybe I\u2019ll think of something that stands out. DM: I next want to ask the reverse, possibly some experience that\u2019s been your worst or a sort of bad experience. #1: Well, way back, probably 1961 or 1962, it was at the University of Chicago Counseling Center, there would be people going through the practicum in client-centered therapy, and those of us who were on the junior staff, as well as the faculty, would be the consultants to them for the therapy they were doing while in the practicum seminars. I did have a woman once who was kind of like a Lady Bountiful or something. In other words, her attitude toward clients was that she was somehow this great giver. (Laughter) She gave all sorts of advice, all well intended, and even though she was a graduate student working on a doctorate, she seemed, — To me she seemed dumb, except she wasn\u2019t dumb. She just had a certain kind of intelligence that didn\u2019t fit client-centered at all; she couldn\u2019t get it, and of course, it was the counseling center. Although there was a general aim to help people to develop, just develop as therapists, it was a client-centered counseling center. I wanted to help them to become client-centered. I would explain things and she would agree and then she would just do what she wanted to do. DM: So she would state her agreement as if she had gotten it and yet, the actions didn\u2019t bear out. #1: No, the actions and the actions she described herself. Not only listening to the tape. It was as if conceptually she had the words, but she didn\u2019t have the attitudes at all, and it was very frustrating. I felt pissed at her. I don\u2019t think I hurt her. I think she wasn\u2019t a person who could be completely authentic. I don\u2019t know. I didn\u2019t criticize her, I just kept telling her that this is a different thing and providing her with what the assumptions were and she would nod. DM: And go about her way doing her thing? #1: Yeah. So that was very frustrating. DM: So you said you became, — you felt angry? #1: I felt angry at her, yeah. I felt, \u201cWhy is she here, what is she doing here? Getting the benefit of this resource?\u201d Of course, I didn\u2019t like what she was doing with clients. People do things that I don\u2019t like that they do. They report something and I can see how that could be hurtful to the client, and if I feel that, I feel kind of hurt for the client, I have a sensitivity about it, but then I feel my task is to help the person to respond differently, and I don\u2019t usually get angry. This was a lot earlier in my career. Over the years I\u2019ve become more accepting. I was very accepting already with clients, but with students, — DM: So as a consultant or supervisor, you, — #1: Yeah. I\u2019ve evolved and become more what I want to be, which is really a supportive, understanding, acceptant person for the person working with me. That experience really stands out. Of course, there were other people who didn\u2019t get it very well, but this particular person just seemed so self-satisfied in the way she was making pronouncements to her clients and then there was this weird agreement with the language of the theory and, complete contradiction — very discrepant. I still should have been able to be more accepting in my feelings toward her. So it was hard working with her. I didn\u2019t look forward to her coming in. But I haven\u2019t had any problems in years with anybody. People made mistakes and they report it or reveal things that sort of upset me for the client, but I haven\u2019t felt pissed at my students. Then people coming generally, they really want to learn and they\u2019re open, and they try. DM: So their intention when they come to you is to learn from you and learn the client-centered approach? #1: Yeah, and if they make a mistake it can be hurtful, because sometimes the client can be somewhat hurt from their mistakes, but I don\u2019t feel angry about it. DM: My next question was going to be something about the nature and direction of your growth as a supervisor. You mentioned that you became more accepting over time. I wonder it there is anything else that comes to mind? #1: I think that as I become more sophisticated in my theoretical understanding, that along with that, I\u2019ve become freer to explain things to a student, to be directly didactic. DM: Like you\u2019ve become more confident in your, — #1: Yeah, more confident, more competent, I think. Really more competent as well as confident. Definitely more confident, but more competent. I think that I have a capability to explain a problem so that it connects with the mind of the student pretty well. It\u2019s from the years of teaching and articulating things in many different ways in many situations that gives you sort of an adaptability in how you express theory. DM: You find a way that fits for that person #1: Yeah, that fits for that person. I was more exclusively, empathically responsive in supervision situations on the whole much more early on and now it\u2019s more of a mix. DM: Of that plus the didactic, — #1: Yeah. Because I feel that often I can impart some concepts in a way that give the person a better grasp of what they\u2019re trying to do. That helps them to function better. That\u2019s a way, I think, that I\u2019ve developed and what I said before, I think that I\u2019ve definitely become more accepting and more tolerant of mistakes, more easy in my own emotional reactions to mistakes. The subject matter is work with people, and so what this trainee is doing is affecting the people they work with and so there has to be, to help them, a generosity toward them and trust and good intentions. It\u2019s the mix of attitudes that help you be accepting toward them and help them in a way that doesn\u2019t set them back or make them scared or insecure. DM: Or tentative or halting, — #1: Yeah. It\u2019s difficult. Let\u2019s say the student is living with a kind of dislike of the client, some reservation toward the client, then I see my task as to help them find a way out of that so that they can relax with the client and be more accepting of the client, but until they do, I\u2019m aware, — DM: That they are where they are. #1: Yeah, and the way that\u2019s falling short for the client. It\u2019s very important to develop a tolerance and generosity, acceptance, so that you really are supportive. People are going to do better if they feel supported, and yet I certainly don\u2019t want to mislead people and give them the impression that when they\u2019re doing X, Y and Z, they\u2019re doing what I think is consistent with the approach. There\u2019s an art there to helping them. So I guess those are the ways. Of course, I just have much more experience as the years have gone on. I\u2019ve dealt with more and more situations and give more examples of things that seem to relate or illustrate something. DM: Okay. At this point what I\u2019d like to do is take each one of the client-centered attitudes, some of them at least, and see if, in trying to maintain each of the attitudes, if and where that might have caused a problem or a dilemma. Let me start with non-directivity. My wheels are spinning a little bit with some of the things you just said. To the extent that you try to maintain that attitude with a trainee, — #1: Okay. DM: What I\u2019m thinking about is the didactic piece might come into play sometimes. #1: Yeah. As a supervisor, I have a directive intent that\u2019s different than my intent in the therapy situation itself. I don\u2019t know how to talk about kind of levels, — I\u2019m not invested in the way people work in the most general sense. It\u2019s their business. People are doing all sorts of things. Most of the things they\u2019re doing I don\u2019t think are right to do and I think harm. But then most things also help while they\u2019re harming, so I don\u2019t know what it adds up to. I\u2019m not a missionary, even though I\u2019m committed to teaching this approach and I want to foster it, but it\u2019s not a religious kind of feeling; or I don\u2019t know what would that be. There\u2019s a word. DM: I was thinking dogmatic or, — #1: It\u2019s having the zeal, the righteousness, the conviction that makes one want everybody to be a certain way. I certainly wish that people who do therapy would do it from this framework, because I think it\u2019s the most helpful, while being the least harmful. I don\u2019t know how to express it. But there\u2019s sort of structures here. In the most general sense, I would say I\u2019m indifferent, but when it comes to my actual functioning as a teacher\/consultant to somebody. As I said, I only want to do it with somebody who wants to learn from me, which means learning a version of client-centered. DM: So within that context? #1: So that\u2019s a directive. I have a directive intention to help them become client-centered in the way they work. Then within that, I think that my more general therapeutic non-directive attitude tends to come and go in that situation. In general, I would prefer to conduct consultation along the lines that the student is inclined to receive it at the time and that\u2019s what I generally do actually. But then I\u2019m also motivated to teach and bring the person to a higher level of understanding. What I generally do is work out with somebody a kind of understanding. They will both ask me for ideas and I\u2019ll say I can give you some theory on this or I can give you something on this. It\u2019s like with our group. It\u2019s getting permission to do it, even though it\u2019s not an elaborate statement. I try to be sensitive. I don\u2019t think I push that. That is, if the person\u2019s just not open to it at the time or just can\u2019t be open to it at the time, I don\u2019t feel like I have to do that. In general, people are interested in hearing my ideas, because they find them useful, I think. They seem interested. So as a consultant, I would say that I have a propensity to be non-directive, but I also am interested in teaching, so sometimes I\u2019m interested in explaining something or imparting something, which is a directive intention in the situation. So it\u2019s a mixture. DM: And it depends on whether the person is wanting something or open to it? #1: Yes. One or the other, or it may be sourced in me, they might not even expect it. DM: So in that case you might ask and then if they\u2019re open, you\u2019d go ahead? #1: Right. Then with certain people who are ongoing, it just becomes a natural thing. They want to hear from me if I have something to say. DM: So it\u2019s sort of a natural agreement, to negotiate it as part of the process? #1: Yeah, it\u2019s implicit. They certainly could say, \u201cI\u2019d rather talk about something that\u2019s going on with me,\u201d or \u201cI\u2019d rather talk about this client, how I\u2019m feeling about this client.\u201d In teaching, you have to have a receptive person, so even for my didactic motivations, I have to be to some extent empathic and enter into the other person\u2019s frame of reference enough to have cues that they\u2019re with it. DM: To know that that\u2019s appropriate and that they\u2019re waiting for that or wanting it. #1: Yeah. Yeah. DM: Let\u2019s move on to the attitude of unconditional positive regard. #1: I think that\u2019s crucial. DM: Have there been times when, for example, the Ms. Bountiful, — #1: That\u2019s the way I remember her. DM: That might be an example. #1: Yeah. It\u2019s been a long time, that my acceptance is strong and my capacity to offer that in a consultative supervising role is strong. DM: I wonder if you have an idea, — I was just thinking of how it came about that you evolved in that direction where you were more acceptant over time. #1: I think it comes from conviction about therapy or it\u2019s sourced in the therapy work and the theory. I think unconditional positive regard, acceptance of a person, is just a big part of a good, favorable interpersonal environment. People are a lot more creative, constructive, more intelligent, more capable in a lot of ways if that\u2019s their context of feeling accepted. So as a teacher and as a consultant, I want to achieve that in a consistent way, so it comes out of the theory and comes out of my experience. It comes out of my experience as a student. When I didn\u2019t feel threatened, I feel I did better. I certainly felt better. DM: So you, yourself experienced it and saw in yourself the benefit? #1: Oh yeah, definitely. My first sense of it was through being sort of the client of my second husband who was a Rogerian psychologist and who offered that, along with teaching me the theory and teaching me about the therapy. — He really was amazingly accepting and it felt right, it felt good. It was a very fostering relationship in that way. So it was a big part of my conviction when I started practicing, the acceptance, — I felt it was clear; acceptance was basic to being a helper. The job was to find a way to be accepting and to change to become more accepting, have a wider range of situations and things that might otherwise bother you, become ones you could accept. Except for Ms. Bountiful. DM: Okay. #1: Yeah. I really had trouble with her. I regret that I couldn\u2019t sincerely give her more. But I faked it, treated her respectfully, and didn\u2019t feel good about it. DM: We can move on to the attitude of empathic understanding. I don\u2019t know if I understood, — going down the list, some of these may not be things that are problematic, but, — #1: You have to be careful if you\u2019re teaching not to go too far in presenting your own frame of reference without touching in on the other person\u2019s framework and so the way in which the empathic effort and process of interaction gets interworked with self-representing is in itself a kind of art. It is in therapy and it is in consulting. Of course, in explaining things, you get caught up. One does get caught up in explaining and loses touch. DM: So you get so involved in explaining something that you kind of lose track of the other person? #1: Yeah. I don\u2019t touch in enough. I see that as sort of an ongoing thing. There isn\u2019t some formula. It\u2019s keeping in mind that you do want to maintain an empathic contact even though you\u2019re doing an explanation of something. You do it better or worse, depending on all the factors. I think it\u2019s even more important with clients that your empathic orientation to the person remain very salient even if you\u2019re answering a question or explaining something. There should be more restraint on one\u2019s self in that mix than in the consulting situation. I think it depends on the trainee. I\u2019m just using that word. Some of the people who come to me are very experienced therapists, they\u2019re not trainees in any real sense, they\u2019re very advanced. I\u2019m using that term to refer to the role and the situation. DM: What you are saying is that you try to keep in touch with the trainees in order to have a sense of what might be appropriate or acceptable or, — #1: If you\u2019re going on too long or whether you\u2019re being followed. It may simply be, \u201cIs this making sense?\u201d DM: It this useful? #1: Yeah, right. \u201cIs this enough?\u201d There\u2019s another example I\u2019d like to give. Just being mindful that you\u2019re not doing it just to enjoy your own capacity to theorize; you\u2019re really trying to help the person get a better idea about something or get a different angle on it or whatever. Then of course, if it\u2019s pretty much following the trainee because they\u2019re talking about the client or they\u2019re unfolding an experience or they\u2019re talking about some personal matter, then it\u2019s primarily empathic following. So it has a big role. DM: Is there ever a time where it can become problematic that you can think of? #1: Well, no. Just that wanting to maintain the empathic connection in a didactic piece isn\u2019t as easy as simply following. DM: Yes, as you were describing, it\u2019s almost like an art form. #1: Yeah. I think it is kind of an art form. With a client there might be a kind of conflict. Not in the sense that I believe one should not respond to the question, as a question. It might be I don\u2019t have an opinion. But with a client, I think there should be more of a struggle, because you want to maintain the empathic relation and yet you want to respect the person by honoring their question or their request. The art is not as easy. It\u2019s easier with a consultee, \u201cWhat do you think about what I did?\u201d she asks. I just shift over. Not that there isn\u2019t still a concern, because if I think they made a mistake, then I have to be mindful of how I would, — DM: The impact of what you might say. #1: Yeah, because I don\u2019t want to hurt them and I don\u2019t want to punish them by a criticism. So then it becomes sort of the art of giving a criticism in a way that\u2019s least likely to be felt as punishing. With a client, I think it\u2019s sort of a higher art and more of a struggle, and there should be. There is a kind of conflict of purposes. You want to meet the situation. It\u2019s the different manifestations of the non-directive attitude. One manifestation is to honor the person\u2019s want, what they want in a situation. The other is to not direct them or influence them any more than possible. DM: Right. #1: But it\u2019s the non-directive attitude being manifested different ways, contradictory ways in the same situation and so it\u2019s more difficult. DM: It seems very subtle. #1: It\u2019s an art. DM: Okay. #1: Next is congruence? DM: How did you know? #1: It\u2019s essential. I view congruence as basically the integrated state of the therapist and I don\u2019t view communications as congruence. Statements can be congruent communications, but they\u2019re not the congruence. Congruence is the integration or in more strict theoretical terms, the isomorphism of the experience to the symbols or the isomorphism of the symbols and the language, which is a very complicated thing, I think. Basically, its genuineness, authenticity, transparence in the sense that you are what you seem to be, which I wasn\u2019t with the Lady. DM: You were one thing and, you — felt something different. #1: Yeah. I didn\u2019t know how to meet the situation with all the attitudes at that time with that person. I think that being in an integrated state and to have the techniques. First of all, self instruction and then you go into consultation and you aim to be integrated. I think that\u2019s a pretty relaxed state, a responsive state; not a tense responsive state, a more relaxed responsive. Hopefully you won\u2019t have anything else on your mind, so you can be genuinely empathic. DM: And have a presence and can be with the person. #1: With your whole presence, giving attention to the person, undivided attention and extending your interest. There is part of the self instruction which is to be present. Because if you just give yourself the instruction to be empathic, acceptant, congruent, nondirective, and this whole meld of things, then you\u2019re going to have a presence. But, if you\u2019re coming out of distractions of various sorts, it doesn\u2019t hurt to say, \u201cAnd be present.\u201d It\u2019s sort of like an extra push to be there, which is basically to give your attention fully there. Being present is just bringing into the forefront of one\u2019s self these attitudes, that is therapeutic presence, that\u2019s the way I think of it — I think one wants to have basically a therapeutic presence with a consultant even if one has some didactic purposes. DM: Okay. I want to check in with you and see how we\u2019re doing on time. Are you okay? #1: Yeah. DM: As we\u2019re going along on the questions, I feel like some of these following questions may have been touched, but I\u2019d like to just ask them anyway to see if there\u2019s anything else that comes to mind. Next, I\u2019m wondering how you have addressed situations where you felt like the trainee or the supervisee isn\u2019t, — You felt they weren\u2019t doing very well in their work with the client. #1: What about that? DM: How you might address or how you have addressed that situation. A situation where you\u2019re let\u2019s say listening to a tape or you\u2019re listening to the person\u2019s dialogue about the client and they\u2019re not doing very well. How might you approach that? #1: The people I have been working with in recent years generally, — they bring it up, usually, that there\u2019s something wrong. DM: So they realize it. #1: They realize they\u2019re something wrong and they want my help in teasing out what it is and help them to change that. Usually, I just observe. I might say, listening to a tape, \u201cYour tone doesn\u2019t have as much warmth as I think would be best, that I think you have with other clients. Is there something about this?\u201d Or if I\u2019m listening and I hear a person\u2019s empathic responses seem to be off, they don\u2019t seem to be as accurate, I just would directly say my observations. If it\u2019s what they\u2019re describing and they\u2019re describing something that to me sounds problematic but they\u2019re not acknowledging that they perceive it that way, then I\u2019d probably do the same thing. DM: So you notice something and then you, — #1: I ask, and bring it up. The first step is, \u201cDo you see it? Do you see what I\u2019m referring to?\u201d \u201cDo we have consensual observations here?\u201d If there\u2019s that, then the next thing I would ask them, \u201cDo you have any idea what\u2019s affecting you? Is it something about the client or yourself?\u201d DM: I\u2019m just wondering about the case where you notice something and you bring it up by asking if they recognize it as well and they say no, I don\u2019t. #1: I can\u2019t remember any examples of that, but it probably has happened. DM: If there\u2019s not agreement? #1: If there\u2019s not agreement, I probably would say let\u2019s just keep an eye on that, because it seems that way to me. DM: And kind of let it go at that point? #1: Yeah. If the person didn\u2019t see it or for some reason is unable to at that time. I might be able to drop it, but then ask them a question about how they\u2019re feeling, something kind of specific to check out and it turns out that they are aware of that, and it\u2019s something that could be affecting behavior. That came up not too long ago. The consultee was suffering from some physical pain and I knew about that, and then there was something that I thought was kind of overly intense in the way they were relating to the client and they didn\u2019t think so and then I asked about how much they were having pain at the time and then they remembered that they were. So then they thought maybe there was some tension that they couldn\u2019t hear, but they were thinking of that and had forgotten about the pain but then remembered. That sort of thing, knowing something about what\u2019s going on in the person\u2019s situation. DM: Might lead you to some, — #1: Might lead to some connection, yeah. Mostly people see what I see and they\u2019re more likely to mention it first. If a student feels safe with you, then they don\u2019t hide things. They\u2019re in a more open frame of mind. They noticed something they hadn\u2019t even thought about in the context, with you, because they\u2019re comfortable. I think some of these problems have been more with someone who was really aiming to be a different kind of therapist. DM: My next question was going to be on that very topic, although we touched on that very early on, so I\u2019m not sure if it\u2019s even worth asking the question, but it would have been, having interest in your experience of supervising people who are even not committed to client-centered therapy or felt that they were, but you had a sense that they weren\u2019t. #1: You know, I\u2019ve taken that on in private consultations. DM: You\u2019ve taken on people that, — #1: The funny thing is that people will, — Susan and Marge and others will tell you this too, that people who are functioning a very different way will come to a client-centered therapist or sometimes come for a client-centered consultation because they really want the acceptance. (Laughter) It\u2019s kind of weird because why is this person coming to a client-centered therapist, and they\u2019ve been coming for three years, you know. (Laughter) DM: And they\u2019re not making the crucial connection. (Laughter) #1: Somehow what\u2019s good for them isn\u2019t what they think is good for their clients. (Laughter) It\u2019s very strange. DM: Or what\u2019s good for them as a client isn\u2019t good for them as a therapist. #1: I don\u2019t know. It\u2019s very puzzling. In the last few years, a couple have come in. It hasn\u2019t been a problem, but I think if I were to work with them on a regular basis for consultation it could be. They might be using it differently in thinking the use is really kind of working through a problem, an upset with a client or some difficult situation with a client and basically almost all that\u2019s required is to be with them in the same way as with a client, — just accept what they\u2019re presenting, and they explore a problem. Clients explore problems from perspectives that I don\u2019t agree with, and it\u2019s irrelevant that I don\u2019t agree with them, because that\u2019s not my set whether I agree or disagree. I\u2019m just there to understand. DM: Like someone exploring something from a religious point of reference or, — #1: Right. Do it all the time. DM: And here, their \u201creligion\u201d is some other orientation. #1: Yeah. The belief system is different from my own, but it\u2019s irrelevant that it is not from my point of view. Of course, if they were going into some of their thoughts about what they ought to be doing with clients and wanting, — we might have problems. DM: Wanting validation or, wanting advice in that regard? #1: If people are just assuming that getting the client to address such and such a problem, — For example, I wasn\u2019t the consultant, but Myra Leifer used to work at the University of Chicago and I had dropped in to see her. She was supervisor of the department, and one of her staff came in The woman was all up in arms because she was working with a Latino family where the toddler-age child was in the family bed, which I consider perfectly normal in any culture, but certainly in the Latino culture. This woman was acting as if somehow she had to get this family to stop doing that, and I was just there. I had nothing to say. If she had been coming to me about this situation, we would be in direct opposition. She felt this had to be changed and her task was to get these people not to do this, and so that would be an example. DM: I wonder if you have an idea what you might have done in that situation if you were the consultant. #1: Well, it would be difficult. I don\u2019t know. It\u2019s hard. I would have to challenge her assumption somewhere in there. I probably would ask her if she\u2019d be willing to explore her feelings about this and the concerns that she has about it and so on, because probably there\u2019s a morass of theoretical and personal stuff that\u2019s mixed up in her reaction to that, fears of abuse, a mixture of concerns and assumptions and ignorance, and as far as I can tell, she didn\u2019t have any grounds to think that there was anything wrong going on. They were not people fucking their kid. They were just doing what they do to sleep. Kids sleep in the same bed as the adults, so probably if I did it right, I would start with asking if she would go into what her whole context is and that might be resistant, so I\u2019d probably start by saying that whatever you need to do in this situation you\u2019d be able to do it best if you\u2019re not as distressed as you are about it, so let\u2019s see what your feelings are, which might work. I mean it\u2019s true. DM: When you say which might work, work to? #1: Which might work in the sense that she would be willing to do it, to explore her feelings. DM: To not resist that. #1: Yeah. To ask someone to do that when they\u2019re saying this is just an awful situation and they\u2019re all upset about it, to intervene in effect by saying I think that one thing that might be helpful here is for you to review what the factors are in your reaction to this to see what\u2019s at work. \u201cWhy should I do that, this is a bad situation.\u201d I think whatever is best to do in the situation you\u2019ll be able to do better if you\u2019re not so worked up about it and it\u2019s obviously upsetting you. I don\u2019t know if that would work or not in the sense that the person could say \u201cyou\u2019re right\u201d and go into it or they could be, — That\u2019s an example. DM: I just wish you\u2019d tell me how to do this thing I need to do. #1: Yeah. She needed to have a little perspective for one thing, a cross cultural one. She was really panicked about it. DM: I wonder, do you think you would try something didactic from the cross-cultural standpoint in that case? #1: Yeah. It depends where. Another way to go about it is say, \u201cCan I give you some perspective on this kind of situation?\u201d Again, I don\u2019t know whether the mind would be open. DM: That\u2019s where you need to touch on the person\u2019s frame of reference to see what might be appropriate or workable. #1: Yeah. There are different strategies, I think, in that situation. That\u2019s a situation where the person is coming from really a different view of therapy in the first place. Because a client-centered therapist could be ignorant about those matters too and be upset about it, but they would already be looking at it as a problem in acceptance and what to do in the situation where they think there might be some kind of abuse to the child going on and how to work with that. So you\u2019d already be a step closer and it would be easier to give perspective. DM: Okay. I\u2019m getting towards the end here. #1: Yeah. I should stop soon. DM: Okay. Let me ask just one last question. The topic I have is dealing with so-called ethical issues or issues relating to following a code of ethics for our profession. My understanding of what I call a more mainstream or traditional role of a supervisor is to insure that ethical standards are met, etc., and I\u2019m wondering if that plays any kind of role in what you do? #1: Depending on the student\u2019s background, I may suggest they read the APA ethical standards and discuss their reactions with me. If the student is getting close to overstepping any ethical standards, I discuss it with them and inform them of the problems that may come up for the client, for themselves, for their employment setting. We spend time focusing on their feelings, views, or limitations that are bringing them into this realm. I am not moralistic about the ethical standards and tend to emphasize that the standards are there, whether one agrees with all of them or not; breaking them puts the therapist at risk, even if there is no harm to the client. In regard to romantic or sexual attractions to client, I try to help students explore their feeling and avoid physical expressions of those feelings. I recommend transferring the client if the therapist\u2019s emotional responses, positive or negative, are strong enough to color their therapeutic behavior or lead them out of the therapeutic range. There are more situations where therapists have trouble accepting client than situations where they are in love with or sexually enthralled by clients. Either way, therapists need help in transcending those feelings to be effective with specific clients and I tend to be very accepting towards them as part of how I help them. DM: Okay. I\u2019m going to stop here with the questions. I wonder if you have any questions of me at this point regarding the interview or the study or if you have any reaction? #1: No. I think the interview is good. I think you\u2019ll get some interesting variations in people. DM: One thing I\u2019m thinking about now and I don\u2019t want to take any more time. There\u2019s one question I should ask and that is, is there anything we haven\u2019t talked about that you feel is important regarding this topic? Either client-centered supervision or issues that might come up? #1: I can\u2019t think of anything, no. I think it was a good interview and well connected. DM: Thank you. Endnote 1 This interview with Barbara Brodley is found within: Metevier, D. J. (2002). On client-centered supervision: Its attitudes, processes and dilemmas (Unpublished clinical research project). Illinois School of Professional Psychology, Chicago, IL (see Appendix …<\/p>\n<\/td> | daniel-metevier<\/td> | 2019<\/td> | 24<\/td> | 2<\/td><\/tr> |
| An Interview with Barbara Temaner Brodley About Client-Centered Supervision<\/td> | Daniel Metevier<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | daniel-metevier<\/td> | 2019<\/td> | 24<\/td> | 1 2<\/td><\/tr> |
| An Introduction to Child-Centered Play Therapy<\/td> | Helen S. Hamlet<\/span>, Lauren Moss<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1-2<\/span><\/td> | View<\/a><\/td> | Lauren Moss1 Kutztown University, Kutztown, PA Helen S. Hamlet2 Kutztown University, Kutztown, PA Citation: Moss, L., Hamlet, H. (2020). An Introduction To Child-Centered Play Therapy. Ther Person-Centered Journal. 25(2). 91-103\u201cThe activities that are the easiest, cheapest, and most fun to do \u2013 such as singing, playing games, reading, storytelling, and just talking and listening \u2013 are also the best for child development.\u201d ~Jerome SingerYale University Professor, Professor of Psychology EmeritusChild-centered play therapy (CCPT) is an approach to Person-centered Counseling that effectively blends Rogerian tenets with the natural way children communicate through play. The three core elements of Person-centered therapy are congruence, unconditional positive regard, and empathy. Axline (1947) expanded the use of these concepts to the treatment of children through child-centered play therapy. Axline writes that \u201cplay is the child\u2019s natural medium of self-expression\u201d (1969, p. 9) providing children with a therapeutic relationship developed in a setting of acceptance, caring and empathy facilitates trust and provides the child with a safe place to explore their emotions. The British Association of Play Therapists (BAPT, 2020) currently defines play therapy as \u201cthe dynamic process between child and Play Therapist in which the child explores at his or her own pace and with his or her own agenda those issues, past and current, conscious and unconscious, that are affecting the child\u2019s life in the present. The child\u2019s inner resources are enabled by the therapeutic alliance to bring about growth and change. Play Therapy is child-centered, in which play is the primary medium and speech is the secondary medium.\u201d The Association for Play Therapy (APT, 2020) defines play therapy as \u201cthe systematic use of a theoretical model to establish an interpersonal process wherein trained play therapists use the therapeutic powers of play to help clients prevent or resolve psychosocial difficulties and achieve optimal growth and development.\u201d Play therapy is a commonly accepted and widely implemented approach for working with children. Play is considered an important means of communication with children. Axline (1969) developed eight principles to be used to guide the CCPT process. These principles involved the therapist attending to the following: Develop a warm, friendly rapport with the child as soon as possible. Accept the child just as they are. Allow the child to express themselves freely and completely by establishing a sense of permissiveness. Recognize the feelings the child expresses and reflects those them back to the client in a way that allows the client to gain insight into his\/her own behavior. Maintain and communicate a deep respect for the child\u2019s ability to solve problems, make choices, and institute change. Allow the child to lead the way in all aspects of therapy, refraining from directing the child\u2019s play in any way. Allow the therapy process to develop at its natural pace without being hurried in any way. Establish limitations only when necessary to anchor the therapy to reality and with therapeutic benefit that provides insight into the child\u2019s aware of his\/her responsibility in the relationship. As Axline outlines, the expectations of the therapist are specific and require a child-centered focus in order to be most effective. The expectations placed upon a child-centered therapist are high, and therapists may need to be vigilant to remain true to this approach. Different from other therapeutic interventions for children that may offer clinical guidelines that are more lock-step, CCPT requires the clinician to remain ever present with and responsive to nuances in the child\u2019s behavior and demeanor in order to provide effective clinical support. Therapists in agency, school, and hospital settings often have multiple roles and jobs which involve interacting and\/or working with children. These roles and responsibilities do not always lend themselves to the individual taking a child-centered stance and many clinicians thereby integrate clinical theories to find an approach that both suits the demands of their workplace while also honoring clients. While CCPT tenets may be integrated with additional theoretical approaches, therapists should remain aware that slipping into a more parental, authoritarian or directive approach accepted by some clinical stances undermines the integrity of the CCPT process. For example, a behavior therapist working in a school setting may wish to integrate their behavioral approach with CCPT. Such a professional would typically work with behavior data to reward students for what is perceived as positive behaviors based on the expectations of the school setting in order to shape the child\u2019s behavior to better meet the demands of the school setting; an approach quite deviant from the essence of CCPT. Although not impossible, this integration would take some sincere and thoughtful reflection to determine which tenets from each theory should be integrated to best support the client. Therapists wishing to integrate theories should remain aware that adhering to Axline\u2019s (1969) recommendations with fidelity is important for therapists who wish to see the full benefits of CCPT.Logistics of Play Therapy Office\/Play Room Setting up a playroom can be fun! It can also be a challenge. When working with children, more space and resources are always welcome to enhance clinical work that supports their growth and development. When working with young clients the clinician must remember that their clients are active beings who want to move and play. As a guideline, Landreth (2012) suggests that the ideal size room for individual work would be a 12 x 15 ft space and a 12 x 25 ft space for groups. Many private practices, hospitals, and agencies have well planned space designed specifically for play therapy. However, mental health professionals who wish to implement play therapy but do not have access to optimal conditions should not be discouraged. It is permissible to utilize child-centered play therapy techniques in alternative spaces and some clinicians even have mobile play therapy kits! In spaces ideally designed for play therapy, a small sink with cold water is available to the therapist and child. If this is not available, a bowl of water will do the trick. A counter or desk area a storage cabinet for supplies will help the play therapist keep his or her materials organized and accessible, while a white board or chalk board and furniture appropriate for children should be readily available for your clients to access during therapy. Maintaining the cleanliness of toys, walls and furniture is important for facilitating creative play and the play therapist should have a plan related to how he or she will tidy and clean toys and materials between sessions. In particular, cleaning and disinfecting these items has recently been at the forefront of consideration for child-centered play therapists due to the recent COVID-19 pandemic. The Center for Disease Control has published \u201cGuidelines for Child Care Program\u201d due to the Corona Virus \u2013 2019 (COVID-19). Following these guidelines will allow child-centered play therapists to continue offering their important services in a manner aligned with best practice (CDC, 2020). The design of the playroom where child-centered play therapy is conducted should hold paramount the child\u2019s ability to completely absorb him or herself in the play process. Location of the office\/playroom in an area with low noise pollution is also recommended to limit distractions to the child during their session. While reducing noise outside the playroom helps to keep young clients focused on the play therapy session, managing noise levels within the playroom is also important for confidentiality. Ideally, acoustic tiles can be used help to keep sound confined to the therapy room. If possible, a playroom equipped with an attached bathroom (similar to many Kindergarten classrooms) offers a convenient way to minimize distraction for young clients. If training occurs at the site, a one-way mirror and video equipment can be useful as a means to reduce interruption to the child’s play process. And, last but far from least, a chair, and\/or pillow or other type of seating for the therapist so that the therapist can comfortably navigate the playroom while therapeutically serving the child. As indicated at the beginning of this paragraph, this would be the ideal space. In many grant-sponsored programs and in agencies serving impoverished neighborhoods, space is not always optimal. However, that should not discourage clinicians from implementing child-centered play therapy and\/or related techniques. When space is far from ideal, privacy, confidentiality and trust become concerns the therapist should work to achieve by altering the physical space layout and\/ or processes involved in play therapy. Distance between the play therapy room and waiting area provides the space needed to maintain confidentiality and facilitates the development of the client\u2019s comfort level and confidence in the process. If possible, providing a space for the adults in the child\u2019s life to wait while the session takes place is helpful. If the waiting room is in close proximity to the office, a white noise machine is recommended to provide an audible buffer between the client and therapist and guardians in the waiting space. In the beginning stage of therapy, children often ask if their adults can hear what they are saying. The therapist should take this opportunity to build rapport and reassure the child that their privacy has been considered and accommodations have been made to maintain confidentiality. If space is not available for a formal waiting room, establishing a structured, consistent process for drop off and pick up is very important. Transitions can be difficult for young children, especially when beginning a new routine. Clear structure and support for both the child and caregiver can make all the difference in creating smooth transitions into and out of the therapy site which will ultimately strengthens trust and confidence in the process. The usability of the space is critical and the child-centered play therapist should maintain a strategic and practical stance when considering how to best use whatever space is available to them. As a professional sets up a play therapy space, the clinician\u2019s self-reflection throughout that process will set the groundwork for success. Therapists are humans with human sensitivities and vulnerabilities and therefore should consider consulting with a colleague or supervisor when setting up the child-centered play therapy space to help them identify any \u2018blind spots\u2019 in their process that may impact the manner in which they lay out the space or select the toys for client use. The therapist\u2019s self-awareness as items are selected for the room is of utmost importance. Toys that the therapist may have strong feelings about may not ultimately be the best choice related to client needs. It is critical that the therapist be prepared for each and every item in the play space to be touched, tossed, damaged, and worn. No item in the room should be of sentimental value to the therapist or be considered \u201cprecious\u201d to the therapist. Walls have been known to become a space for a child\u2019s self-expression, making washable wall paint well worth the investment. Although the aforementioned recommendations represent an excellent goal for clinicians to strive for, it is important for CCPTs to keep in mind that child-centered play therapy can also be integrated with other theories and\/or modified somewhat to meet the demands of the client and\/or limitations of space. Importantly, CCPT can be implemented in all variations of spaces when careful thought and preparation is given to the setup of the office\/playroom. The therapeutic relationship and alliance can be built, the child-centered approach can be used, and children manage within the space allotted.Selecting Toys In the office\/playroom, the therapist should provide toys that will interest children and elicit emotional and creative responses. Toys should be sturdy and safe. Toys that provide play across the developmental stages is also important. Children may want a \u201cre-do\u201d on mastering tasks from a younger stage or have the opportunity to play with a toy that was somehow \u201coff limits\u201d to them. (Landreth, 2012). The University of Texas\u2019 Play Therapy Center recommends the following criteria for selecting toys. \u201cToys should: Allow for exploration of real-life experiences including cultural values, traditions and roles Facilitate contact with the child by gaining the child’s interest and attention Permit reality testing\/limit setting Provide the opportunity for development of self-control Facilitate exploration of the self and others Allow children to express their needs symbolically (without any need for verbalization) Provide for expression of a wide range of feelings Provide opportunities for insight\/self-understanding Allow for creative expression Toys should also be durable, simple, and easy to operate, allow for success & are fun.\u201d The University of North Texas also recommends the following categories of toys: \u201cReal-life\u201d and Nurturing Doll family, doll house, baby bottle, variety of puppets, animal families, cars, money, cash, register, kitchen food, medical kit, phone, etc. Acting-out, Aggressive, Scary Toys Bop bag, toy soldiers, guns (colored plastic-not real looking!), scary\/aggressive puppets and animals (alligator, shark, etc.), rubber knife, foam sword, handcuffs, etc. Creative expression and emotional release: Sand, water, paints, craft materials, clay, musical instruments, magic wand, dress-up clothes, etc.\u201d (Center for Play Therapy, n.d.) Explaining the Play Therapy Process Taking the time to explain CCPT to parents and children is the starting point for the therapeutic process. Play therapy often requires explanation to the parents in order to clarify the process and to dismiss any preconceived expectations. Having parents understand the CCPT process will establish clear boundaries and expectations. The manner in which a clinician discusses the play therapy process with caregivers should be shaped around the understanding the parent or guardian has about mental health support in general and their perceptions about play therapy. To gauge this baseline, it is best to begin the conversation with an open-ended question such as, \u201cSo, [parent] tell me a little bit about your thoughts related to your child receiving support through play therapy.\u201d This type of question coupled with related follow-up questions will typically elicit helpful information such as a) how familiar the parent is with mental health interventions\/ therapy, b) any preconceived ideas\/ biases about the therapeutic process, and c) concerns or question the parent or guardian may have about play therapy. Once the clinician has grasped the point at which the client and his or her caregivers are entering the therapeutic process, the therapist can then begin to explain a bit about the philosophy of child-centered play therapy and what the child and their family can expect through the process. It is greatly important that all involved understand that CCPT is different from traditional talk therapy models in that the child (client) expresses him or herself through play as this is the \u2018native language\u2019 of children and that, thereby, the therapist will enter into the child\u2019s world in order to meet them where they are in their therapeutic process. Clinicians should let parents know that CCPT is a relatively slow process as compared with some other talk therapy models but can be much more successful and meaningful for young clients. The CCPT approach often unfolds at a gentler pace than traditional therapeutic approaches because communication occurs through the play process rather than through verbal communication. Play is the therapeutic modality. This exploration occurs organically and it not necessarily at the child\u2019s current level of awareness. With this in mind, the child-centered play therapist does not interrupt the natural flow of a child\u2019s play to ask questions or to engage them in a cognitive process as the child may find this interruption frustrating as it distracts from their most important work (i.e., play) (Kottman, 2011). Parents\/guardians are invested in their child\u2019s therapy and growth. Hence, they often seek immediate and frequent communication and updates about \u201cwhat is going on\u201d with their child. Child-centered play therapists are thereby intentional and supportive as they establish boundaries around communication with the parents. In most states, the parent or guardian of the child holds the right to confidentiality when the child is receiving mental health services. Because parents have the right to know what their child communicates throughout their play therapy session, it is important for clinicians to communicate the significance of child-counselor confidentiality and the clinical process inherent in play therapy. In other words, although a therapist must disclose information to parents or guardians upon request, caregivers will likely have less urgency to know the details of the play therapy session if they understand the overall nature of the play therapy process and are assured that the therapist will communicate with the parent\/guardian should anything that is a cause for alarm (i.e., that the child\u2019s or someone else\u2019s safety is a cause for concern) arise during the play therapy process. It is important for play therapists to understand that cultural groups vary related to how they perceive a child having clinical privacy. Depending on a family\u2019s norms and customs the counselor and parents\/ guardians should articulate a mutually agreed upon manner and regularity upon which to communicate about the child\u2019s presentation and progress. In CCPT, maintaining the foundations of the therapeutic alliance (e.g. unconditional positive regard, freedom to express difficult feelings) is challenged if the child does not feel that they have privacy in what they express. Providing parents with clear information in the informed consent process will communicate respect for the parent\/guardian\u2019s rights while requesting their approval to maintain the child\u2019s privacy. Informed consent will provide parents with the assurance that they will receive updates on the progress of the therapy and would immediately be contacted if there was any concern for the health and safety of their child (Cochran, Nordling & Cochran, 2010), however, the therapist should also maintain a culturally sensitive posture to ensure that parents are not left feeling anxious about their child\u2019s growth and progress. For instance, if a parent feels strongly that they need some level of detail regarding the play therapy session and\/ or meetings with the therapist that are scheduled more regularly than normal, the therapist should work to negotiate the child\u2019s care so that it is both culturally sensitive as well as clinically appropriate. These challenges are often successfully addressed through parent education and rapport building through conversation at the onset of the therapeutic process. As the explanation of CCPT is provided to parents\/guardians, it is important to be cognizant of and value the parental relationship and investment in their child\u2019s therapy. Post (2014) highlights the importance and benefits of consultation with parents prior to and during CCPT. Post (2014) recommends the following \u201cpractical guidelines in describing CCPT to parents learning about the child and developing a trusting relationship with parents: Addressing objectives and goals Relating established goals to the child-centered approach in the playroom Providing ongoing parent consultations Every four or five sessions therapists should meet with the parents without the child being present. The purpose of the ongoing consultations is to maintain and foster a strong therapist-parent alliance, allow the parents and play therapist to collaboratively assess the progress toward goals, and further educate parents about child development, parenting skills and community resources\u201d (Post, 2014). Children should be informed of what play therapy is, of the limits of confidentiality in therapy, and what steps would be taken if the therapist were concerned about health and safety concerns impacting the child and\/or others. The therapist should also explain the method and level of communication that will occur with their parents\/guardians. Discussion with the child about how, when and what will be discussed with their parents\/guardians provides an opportunity to develop trust in the relationship. One approach to communication with parents is to inform the child in real time of when you will be speaking with their parents and what you plan to say. At that point, the child can provide input on their level of comfort with what is being shared. An open dialogue can then take place between the child and the therapist on how best to communicate mutually agreed upon information. Circling back to the child about the communication with the parents\/guardians further establishes a process of transparency and trust. This process can be particularly sensitive with a child who is part of a traditional, hierarchical family in which the parent is seen as authoritarian. In these cases, it can be challenging for a child to trust the therapist to do what they say they will do (i.e., maintain confidentiality, support the child, etc.). In circumstances such as these when the clinician senses anxiety or dis-ease from a child when broaching the topic of dialog with a parent\/guardian, it is exceptionally important for the therapist to slow down the process and seek to understand how a child is feeling. In these instances it may be important for the therapist and the child to have a conversation about trust, trusting new people, and taking risks with trust. If the counselor has successfully developed genuine rapport with the child, these circumstances offer a fantastic opportunity for the client to grow by finding a working alliance with the counselor as new information is safely disclosed to caregivers and the child learns to take measured relational risk.Play Therapy: The Process The initial play therapy session centers around the child getting to know the play area and becoming comfortable with the setting. While the child becomes familiar with their surrounding and the toys, the therapist will begin to establish rapport with the child. Each child will respond according to who they are, and the therapist will respond with unconditional positive regard and empathy. The therapist, following Axline\u2019s eight guidelines, establishes an acceptive, caring environment that is a safe, judgement free environment for the child to explore their emotions. The therapist\u2019s posture is non-directive and confident that the child will be able to solve problems and challenges that arise as they progress through the therapeutic process. Children typically take a few sessions to acclimate to the play therapy setting as the therapeutic relationship develops. During this time children have been working through some of the easier topics to discuss. This beginning period is known as the Warm Up Stage of CCPT. (Cochran, Nordling & Cochran, 2010; Nordling & Guerney, 1999) Once unconditional positive regard and empathy have been communicated to the child and the therapeutic relationship established, the child moves into the Aggressive stage. At this stage, children tend to work on the underlying issues that are central to their behaviors and concerns in school or at home. The child may be working on emotions, situations, behaviors that are very challenging for them. At this phase, some children may regress, some move through this stage without upset, and others may become angry, frustrated, sad, etc. This stage may last multiple sessions and the level of aggression, anger, sadness, etc. can be very intense. An essential aspect of this phase is the reaction\/response of the therapist to the child\u2019s emoting. The role of the therapist is to remain accepting and empathic while the child is displaying emotions which may include anger, aggression and resentment. This may be challenging for the therapist, however, maintaining and communicating to the child unconditional positive regard is essential to the child to feel secure in expressing their base emotions. (Cochran, et al., 2010) Stage three is called the Regression Stage. The content of this stage may vary, but the core issues that children work on are nurturance, attachment, identity, and relationships. (Cochran, et al., 2010; Nordling & Guerney, 1999). During this stage, the child may engage in age regressed behaviors, such crawling, word pronunciation from an earlier age, etc. The final Mastery Stage of PPCT is when the positive changes are integrated into the child\u2019s personality. The child is now able to demonstrate self-control, express their emotions appropriately, and has a sense of competency.CCPT: Considerations for the Current Global Landscape Currently, the world-wide community is in the middle of the Corona Virus pandemic (COVID-19) challenge. This global reality offers us pause to consider the impact of this pandemic on children. Although current research has not yet caught up to quantifiably measuring the impact of the pandemic on the mental health and well-being of young people, a recent article in Time Magazine suggests that what data does exist is concerning; citing studies indicating that after approximately one month of quarantine about 20% of Chinese children experience anxiety with similar results for depression (Kluger, 2020). The same article warns about the possible longterm effects of a shaken global economy due to COVID-19 will have on today\u2019s youth. Whether internationally or domestically, many children\u2019s lives and security have been shaken by the COVID-19 pandemic and it is a critical time for child-centered play therapists to take several considerations into account as it relates to their work. First, to take note of how their current client\u2019s lives have been affected. For instance, many children who typically had the support of caring adults in school settings are now struggling to engage with web-based learning modalities whereas other children have been home-bound with abusive care takers. Additionally, some therapists may find themselves in situations where they are prohibited from providing services in their typical model (i.e., mobile therapy or at a particular agency). Additionally, most therapists must wear a mask to provide services due to COVID-19 related regulations, challenging their ability to connect with young clients. In all cases, child-centered play therapists must remain focused on how they can best serve children by using the means of their play as an ever-important point of communication. As the current global and domestic sociopolitical and health climates challenge the work of child-centered play therapists, play therapists may wish to rely on the following tips in order to leverage their clinical skills to help individual clients and the collective heal and recover: Remain committed to the value of play therapy and its impact on children. Maintain a flexible clinical posture when considering alterations in space or toys available, sanitation schedules, physical proximity to clients, and\/or session schedules. Consider using mobile play therapy kits to create \u2018pop up\u2019 play therapy rooms wherever you are able to meet with clients (i.e., schools, churches, client homes, hospitals, etc.). Partner with parents to allow for \u2018live time\u2019 video-based play therapy sessions wherein the clinician is able to provide therapy virtually with the parent present to ensure safety. Check in with clients regularly and consider virtual methods of contact (i.e., phone, video conferencing if\/when physical meetings are not possible. When time between sessions is longer than usual, consider remote parent consultations as a way to support young clients and their families. Create mini play therapy kits for families to use in the safety of their own homes that include one or two small toys from each of the toy categories. Consider using filial therapy tenets to help parents apply the basic tenets of play therapy with their children. Use video conferencing as a means to offer caregivers feedback related to their implementation of filial therapy tenets with their child. Encourage parents to record themselves providing filial therapy for their child and offer feedback and support through phone or video conferencing. Remember that even if it is not implemented in its most efficacious form, play therapy will bears therapeutic value to the client, even if just by the therapist being fully present with the child for a period of time. Conclusion While child-centered play therapy efforts may be challenged by economic or circumstantial hardships, it is the responsibility and burden of the child-centered play therapist to identify ways to continue to support the growth and development of children by using their play as the most valued form of their self-expression. While this process ideally occurs in a carefully appointed play therapy room with a specifically curated toy selection, the universal Rogerian therapeutic factors (i.e., congruence, unconditional positive regard, and empathy) can be applied anywhere, anytime, with anybody! The child-centered play therapists maintains this posture, knowing that they will positively impact children by genuinely prizing them throughout their play process.References Association for Play Therapy. (n.d.). Mental Health Professionals Applying the Power of Play. Retrieved August 16, 2020, from https:\/\/www.a4pt.org\/page\/WhyPlayTherapy Axline, V. M. (1947). Play therapy; the inner dynamics of childhood. Houghton Mifflin. Axline, V. M. (1969). Play therapy (Vol. 125). Ballantine Books. British Association of Play Therapists. (n.d.). British Association of Play Therapy. Retrieved August 18, 2020, from https:\/\/www.bapt.info\/play-therapy\/history-play-therapy\/ Center for Disease Control. (2020). Guidance for Child Care Programs that Remain Open. Retrieved August 19, 2020, from https:\/\/www.cdc.gov\/coronavirus\/2019-ncov\/community\/schools-childcare\/guidance-for-childcare.html Center for Play Therapy. (n.d.). What is Play Therapy. Retrieved August 19, 2020, from https:\/\/cpt.unt.edu\/ Cochran, N. H., Nordling, W. J., & Cochran, J. L. (2010). Child-Centered Play Therapy. John Wiley & Sons, Inc. Kottman, T. (2011). Play Therapy Basic and Beyond (Second ed.). American Counseling Association. Kluger, J. (2020, July 23). The Coronavirus’ Effect on Kids Mental Health Is Deepening. Retrieved October 15, 2020, from https:\/\/time.com\/5870478\/children-mental-health-coronavirus\/ Landreth, G. L. (2012). Play therapy: The art of the relationship (3rd ed.). Brunner-Routledge. Nordling, W., & Guerney, L. (1999). Typical Stages in Child-Centered Play Therapy. Journal of the Professional Counselor, 14, 17\u201323. https:\/\/eric.ed.gov\/?id=ED442019 Post, P. (2014). Involving Parents in Child-Center Play Therapy. Counseling Today, 1\u20136. https:\/\/ct.counseling.org\/2014\/08\/involving-parents-in-child-centered-play-therapy\/ moved to https:\/\/www.counseling.org\/publications\/counseling-today-magazine\/article-archive\/article\/legacy\/involving-parents-in-child-centered-play-therapy Singer, J. (n.d.). Play Therapy Parenting Guide. Https:\/\/Parentingpod.Com\/Play-Therapy\/. Retrieved August 18, 2020, from https:\/\/parentingpod.com\/play-therapy\/ 1Lauren Moss is an associate professor at Kutztown University of Pennsylvania and can be contacted at lmoss@kutztown.edu. 2Helen Hamlet is a professor at Kutztown University of Pennsylvania and can be contacted at …<\/p>\n<\/td> | helen-s-hamlet lauren-moss<\/td> | 2020<\/td> | 25<\/td> | 1-2<\/td><\/tr> |
| Announcements<\/td> | ADPCA<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 1994<\/td> | 01<\/td> | 2<\/td><\/tr> |
| Announcements<\/td> | ADPCA<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Application of Carl Rogers’ psychology to the training of teachers<\/td> | Janina Janowska<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | janina-janowska<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Article Review: The Consumer Report Study<\/td> | Jeanne P. Stubbs<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Jeanne P. Stubbs and Jerold D. Bozarth review Seligman’s article (APCA, December, 1995) on The Consumer Report Study of the effectiveness of psychotherapy (APA, November, 1995).<\/p>\n<\/td> | jeanne-p-stubbs<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Asperger\u2019s Syndrome: A Client-Centered Approach<\/td> | David P. Buck<\/span>, Michaella Buck<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The authors provide a historical and descriptive explanation of Asperger\u2019s Syndrome. They assert that Client-Centered Therapy is appropriate with clients who lack the affective emotional relatedness between people. Also, they present a case study involving the application of Client- Centered Therapy with a client suffering from Asperger\u2019s Syndrome. <\/p>\n<\/td> | david-p-buck michaella-buck<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Associate Editor’s letter to the readers<\/td> | Jerold Bozarth<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Audio Tape Practice in Empathy<\/td> | Eric D. Macklin<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | eric-d-macklin<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Authors\u2019 Response to Bohart and Bozarth<\/td> | Lisbeth Sommerbeck<\/span>, Marvin Frankel<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | lisbeth-sommerbeck marvin-frankel<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Bateson revisited the mind, families and AA<\/td> | Ronnie Barracato<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | ronnie-barracato<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Bibliography of the Works of Arthur W. Combs<\/td> | Arthur W. Combs<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | arthur-w-combs<\/td> | 1986<\/td> | pcr-1<\/td> | 2<\/td><\/tr> |
| Book & Article Reviews<\/td> | Jules Seeman<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Jules Seeman reviews the books Celebrating the Other by E.E. Sampson and Women’s Growth in Connection by J.V. Jordan, et al. and the article The Person-Centered Approach: From Theory to Practice by Peggy Natiello.<\/p>\n<\/td> | jules-seeman<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Book Review of “Community Mental Health: A Practical Guide” by L. Mosher and L. Burti<\/td> | Jo Cohen<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| Book Review of “Theoretical Evolutions in person-centered\/experiential therapy: Applications to schizophrenic and retarded psychoses” by G. Prouty<\/td> | Sara R. Wotman<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | sara-r-wotman<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| Book Review of Against Therapy [and Announcements]<\/td> | Jeanne P. Stubbs<\/span><\/td> | 1992<\/span><\/td> | 01<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | A book review by Jeanne Stubbs of Jeffrey Masson’s book Against Therapy.<\/p>\n This file also includes conference and program announcements.<\/p>\n<\/td> | jeanne-p-stubbs<\/td> | 1992<\/td> | 01<\/td> | 1<\/td><\/tr> |
| Book Review of The Making of a Therapist<\/td> | Louis Cozolino<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Book review of Louis Cozolino’s The Making of a Therapist: A Practical Guide for the Inner Journey.<\/p>\n<\/td> | louis-cozolino<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| Book Review, ‘The Quantum Society’<\/td> | Jerold Bozarth<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| Book Review: ‘Beyond Carl Rogers’<\/td> | June Ellis<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | june-ellis<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Book Review: ‘Child-Centered Counseling and Psychotherapy’<\/td> | Ned L. Gaylin<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | ned-l-gaylin<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Book Review: ‘Invitation to person-centered psychology’<\/td> | Barry Grant<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barry-grant<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Book Review: “Basics of Clinical Practice”<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Review of Basics of Clinical Practice: A Guidebook for Trainees in the Helping Professions; by Martin, D. G. & Moore, A. D.<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| Book Review: “Carl Rogers’ Helping System: Journey and Substance” by Godfrey T. Barrett-Lennard.<\/td> | Kathryn A. Moon<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | kathryn-a-moon<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Book Review: “Counseling the person beyond the alcohol problem”<\/td> | Brian Thorne<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | brian-thorne<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Book Review: “Creating contact, Choosing relationship: The dynamics of unstructured group therapy” by R. C. Page & D. N. Berkow<\/td> | Kan V Chandras<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | kan-v-chandras<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Book Review: “Developing person-centered counseling” by Dave Mearns<\/td> | Chris Caldwell<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | chris-caldwell<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Book Review: “Family, Self, and Psychotherapy: A person-centered perspective”<\/td> | Paula Plageman<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | paula-plageman<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Book Review: “Family, Self, and Psychotherapy: A person-centered perspective”<\/td> | Leslie A. McCulloch<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | leslie-a-mcculloch<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Book Review: “Finding your way as a counselor” by J. A. Kottler<\/td> | Joe M. Utay<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | joe-m-utay<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| Book Review: “Integrating Spirituality in Counseling: A manual for using the experiential focusing method” by E. Hinterkopf<\/td> | Barry Grant<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barry-grant<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| Book Review: “Person-Centered Communication” by A. S. DU Toit, H.D. Grobler & C. J. Schenck<\/td> | Paul Blanchard<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | paul-blanchard<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| Book Review: “Person-Centered Counselling Training” by Dave Mearns<\/td> | Jo Cohen<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Book Review: “Person-Centered Leadership: An American approach to participatory management” by Jeanne M. Plas<\/td> | Jerold Bozarth<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Book Review: “Person-Centered Therapy: A revolutionary paradigm” by Jerold Bozarth<\/td> | Grace Hill<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | grace-hill<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Book Review: “Politicizing the Person-Centered Approach: An Agenda for Social Change”<\/td> | Barry Grant<\/span><\/td> | 2007<\/span><\/td> | 14<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Review of Politicizing the Person-Centered Approach: An Agenda for Social Change; Edited by Gillian Proctor, Mick Cooper, Pete Sanders, and Beryl Malcolm<\/p>\n<\/td> | barry-grant<\/td> | 2007<\/td> | 14<\/td> | 1 2<\/td><\/tr> |
| Book Review: “Putting Emotional Intelligence to Work”<\/td> | John H. Powell<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | john-h-powell<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Book Review: “Regarding Empathy”<\/td> | Rowena Gomez<\/span><\/td> | 2003<\/span><\/td> | 10<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Review of Regarding Empathy by Shelia Haugh and Tony Merry<\/p>\n<\/td> | rowena-gomez<\/td> | 2003<\/td> | 10<\/td> | 1<\/td><\/tr> |
| Book Review: “Successful Psychotherapy: A loving, caring relationship”<\/td> | Arthur C. Bohart<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | arthur-c-bohart<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Book Review: “The Psychotherapy of Carl Rogers: Cases and Commentary”<\/td> | Jo Cohen<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Book Review: Beyond Therapy, Beyond Science<\/td> | Marianne Anderson<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | marianne-anderson<\/td> | 1994<\/td> | 01<\/td> | 2<\/td><\/tr> |
| Book Review: Embracing Non-Directivity<\/td> | Leslie A. Anderson<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | leslie-a-anderson<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Book Review: Miracle Moments: The nature of the mind\u2019s power in relationships and psychotherapy<\/td> | Arthur C. Bohart<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This is fundamentally a book on a spiritual approach to psychotherapy and will be of particular interest to those who have a transpersonal bent. The book consists of two sections. In the first section, Santos reports on a series of interviews with famous therapists: Carl Rogers, Eugene Gendlin, Erving Polster, Virginia Satir, John Grinder, Robert Nemiroff, and Robert Stein. The rest of the book consists of Santos\u2019 explication of his views of the nature of psychopathology and of therapy. His core idea about therapy is that change occurs through the occurrence of \u201cmiracle moments\u201d\u2014moments of fundamental and deep meeting…<\/p>\n<\/td> | arthur-c-bohart<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| Book Review: Person-Centred Practice: Case Studies in Positive Psychology<\/td> | Leslie A. McCulloch<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Book Review of Person-Centred Practice: Case Studies in Positive Psychology edited by Richard Worsley and Stephen Joseph. <\/p>\n<\/td> | leslie-a-mcculloch<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Book Review: The Client-Centred Therapist in Psychiatric Contexts<\/td> | Leslie A. McCulloch<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | In my experience supervising graduate students in internships, I have observed that students who are humanistically-oriented, particularly those who are Person-Centered, struggle to integrate their theoretical approach into their internship work. They struggle with the predominance of the medical model in the field, the prevalence of cognitivebehavioral approaches in the research literature, and the dominance of the Diagnostic and Statistical Manual of Mental Disorder-IV Text Revision. They struggle with the idea that for each disorder there is a prescribed approach that is most effective. They struggle with how to interface with professionals with other orientations and within a system that seems biased away from their approach. They struggle with being taken seriously. And as the students struggle, so do professors, supervisors, fellow interns, staff, and other mental health <\/p>\n<\/td> | leslie-a-mcculloch<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| Book Review: The Handbook of Person-Centered Psychotherapy and Counselling<\/td> | Joseph Hulgus<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Book Review by Joseph Hulgus of The Handbook of Person-Centered<\/p>\n Psychotherapy and Counselling (Edited by Mick Cooper, Maureen O\u2019Hara, Peter F. Schmid, and Gill Wyatt)<\/p>\n<\/td> | joseph-hulgus<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Book Review: The three conditions across a cognitive divide<\/td> | Jon Rose<\/span><\/td> | 2003<\/span><\/td> | 10<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Review of Talking to Alzheimer’s by Claudia Strauss<\/p>\n<\/td> | jon-rose<\/td> | 2003<\/td> | 10<\/td> | 1<\/td><\/tr> |
| Book Review: Unstructured Group Therapy: Creating Contact, Choosing Relationship<\/td> | Leslie A. McCulloch<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Review of Richard C. Page and Daniel N. Berkows’ Unstructured Group Therapy: Creating Contact, Choosing Relationship <\/p>\n<\/td> | leslie-a-mcculloch<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Bozarth Zimring Literature Reviews<\/td> | Fred M. Zimring<\/span>, Jerold Bozarth<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 4<\/span><\/td> | View<\/a><\/td> | Patterns of Change: Intensive Analysis of Psychotherapy Process, Laura N. Rice & Leslie S. Greenberg (Eds.). The Guilford Press, NY, 1984, 308 pp., S30.00 (hardback).<\/p>\n Let Your Body Interpret Your Dreams, by Eugene Gendlin, Chiron Publications, 1986, 197 pp. $9.95 (softcover).<\/p>\n<\/td> | fred-m-zimring jerold-bozarth<\/td> | 1986<\/td> | pcr-1<\/td> | 4<\/td><\/tr> |
| C. H. Patterson (1912-2006): Pat The Apostle<\/td> | Ivan Ellingham<\/span><\/td> | 2007<\/span><\/td> | 14<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | ivan-ellingham<\/td> | 2007<\/td> | 14<\/td> | 1 2<\/td><\/tr> |
| C. H. Patterson, In Loving Memory<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Can I Believe in the Actualizing Tendency<\/td> | Ian Fallows<\/span><\/td> | 2007<\/span><\/td> | 14<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | ian-fallows<\/td> | 2007<\/td> | 14<\/td> | 1 2<\/td><\/tr> |
| Carl Rogers and Martin Buber – Self-Actualization and Dialogue<\/td> | Maurice Friedman<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 4<\/span><\/td> | View<\/a><\/td> | ln their 1957 dialogue Rogers stressed total mutuality between therapist and client in opposition to Buber, who stressed the “normative limitations of mutuality”in therapy: The therapist can practice “‘inclusion,” imagine the real, whereas the client cannot be expected to experience the therapist side of the relationship. Rogers saw what is deepest in the individual as something that can be trusted so that when it is released the forward moving processes of life would take over, Buber saw man as polar-to be trusted and not to be trusted-and in need of that “confirmation” that will strengthen the force of direction in him, something that can be discovered by the therapist accepting love. Rogers sometimes uses empathy as Buber uses inclusion by stressing that he remains himself in the dialogue, but sometimes uses it in the narrower sense of losing one’s own ground. Unconditional positive regard and congruence too can be understood dialogically. If dialogue were seen as goal and self-actualization as by-product, it would strengthen the consistency of Rogerian therapy.<\/p>\n<\/td> | maurice-friedman<\/td> | 1986<\/td> | pcr-1<\/td> | 4<\/td><\/tr> |
| Carl Rogers and Martin Buber in Dialogue: The Meeting of Divergent Paths<\/td> | Charles Merrill<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This paper will explore the thinking of Carl Rogers and Martin Buber as related to confirmation, acceptance and dialogue. The work of these seminal thinkers seems more closely connected than at first glance. Each valued authentic relationship and expressed their views to each other in a 1957 conversation or dialogue. I have also brought myself into the paper in a personal way, sharing my experience with dialogue and of being accepted and confirmed in relationship. <\/p>\n<\/td> | charles-merrill<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Carl Rogers and Transpersonal Psychology<\/td> | John Keith Wood<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The claims that Carl Rogers was what is presently understood as a “transpersonal psychologist ” or that he had converted to a “transpersonal movement” by virtue of various late-in-life experiences are shown to be unwarranted.<\/p>\n To understand his complex relationship with these subjects, it is noted that Rogers did not conform with much of the behavior with which they are associated. Nevertheless, he did have, from the beginning of his work in client-centered therapy, experiences which must be considered congenial with the essence of the “transpersonal.”<\/p>\n The purpose of this article is to recognize the distinction between outward appearance and one’s legitimate inner experience and to encourage a deeper exploration of this difference.<\/p>\n<\/td> | john-keith-wood<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Carl Rogers as Mystic?<\/td> | Joachim Schwarz<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The authors invite the reader to a closer look at the person-centered approach within the increasing trend toward transpersonal approaches to therapy. The article addresses values in contrast to dogma and emphasizes the client’s freedom to self- determination in the context of spirituality.<\/p>\n<\/td> | joachim-schwarz<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Carl Rogers in Dialogue with Martin Buber: A New Analysis<\/td> | Kenneth N. Cissna<\/span>, Rob Anderson<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Carl Rogers was renowned for his work as a psychotherapist and facilitator. During his life, he engaged in a series of fascinating public dialogues with a number of other noted intellectuals (see Kirschenbaum & Henderson, 1989). In this essay, we summarize our studies of one of these remarkable conversations-an instance of what Michael Oakeshott (1975) aptly termed an “unrehearsed intellectual adventure” (p. 75)-between Carl Rogers and the philosopher of dialogue Martin Buber.<\/p>\n This 1957 public conversation was significant because through Rogers’s writings, especially following this meeting, many thousands of readers in the United States were introduced to Buber’s thought. In addition, the dialogue was a critical incident in the careers of both Buber and Rogers. Although it has been cited often to distinguish their approaches to dialogue, all previous commentators have assumed that Buber and Rogers were on equal footing and ignore the communicative process of the meeting in favor of analyzing its content.<\/p>\n<\/td> | kenneth-n-cissna rob-anderson<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Carl Rogers on the Development of the Person-Centered Approach<\/td> | Carl R. Rogers<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | It is a new venture for me to have regular space available for the expression of my feelings and opinions on topics of current interest to me. I hope to use it in various ways. I will welcome feedback on what I write, and suggestions of topics for future columns. This time I am going to comment briefly on one important issue.<\/p>\n<\/td> | carl-r-rogers<\/td> | 1986<\/td> | pcr-1<\/td> | 3<\/td><\/tr> |
| Carl Rogers’ ‘Congruence’ as an organismic; not a freudian concept<\/td> | Ivan Ellingham<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The principal purpose of this paper is to illumine the extent to which Carl Rogers’ characterization of the central person-centered concept of congruence is couched in terms of a Cartesian-Newtonian, paradigmatic world-view mediated by the theoretical formulations of Sigmund Freud. Crucial problems in such a quasi-Freudian characterization of congruence are delineated demonstrative of a critical flaw in person-centered theory as a whole: its being a mix of concepts deriving from the discrepant Cartesian-Newtonian and organismic scientific paradigms. The re-formulation of congruence in organismic terms is envisaged as part of a general need to conceptualize all key person-centered concepts in such a fashion. <\/p>\n<\/td> | ivan-ellingham<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Central dynamics in client-centered therapy training<\/td> | David Mearns<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This paper is the first of a series of publications which seek to stimulate dialogue on the issues involved in offering a professional level of training for client-centered therapists in a fashion which is both consistent with the person-centered approach as well as accountable to the professional world of therapists and clients. Rather then withdrawing from the world of mainstream education on the grounds that it is incompatible with person-centered philosophy, the writer prefers to use the person-centered approach to inform higher education. The present paper explores four training dynamics around \u201cresponsibility,\u201d \u201cself-acceptance,\u201d the \u201cindividualizing of the curriculum\u201d and the \u201cindividualization of assessment\u201d as central to the relationship between trainees and Faculty.<\/p>\n<\/td> | david-mearns<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Changing chronic problem behavior in primary schools: a client-centered ecosystemic approach for teachers<\/td> | Ken Tyler<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | In the ecosystemic approach, if something changes in the interpersonal system, the problem behavior will change. The importance of using the core conditions in implementing the ecosystemic approach was demonstrated for two types of interventions, the first based on “positive attribution;” the second based on empathic response. Ecosystemics incorporated with the person-centered approach offers a range of techniques for addressing problem behaviors in schools.<\/p>\n<\/td> | ken-tyler<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| Child-Centered Play Therapy, Learning From The Child Through Empathic Listening<\/td> | Christine Storch<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1-2<\/span><\/td> | View<\/a><\/td> | Christine Storch1Kutztown University, Kutztown, PA Citation: Storch, C. (2020). Child-Centered Play Therapy, Learning From The Child Through Empathic Listening. The Person-Centered Journal. 25(2). 104-113Play is a natural avenue for a child\u2019s self-expression and authentic emersion in their own self-guided world. Child-centered play therapy allows the child to play through their feelings in an environment that is supported with conditions set forth by Rogers (1957): congruence, unconditional positive regard and empathy. (Axline, 1969; Landreth, 2012). Children see the world with their hearts, while adults try to \u201cfix\u201d problems with their minds. As a CCPT, Landreth (2012) encourages therapists to relate to a child \u201cheart to heart\u201d and realize that what we know, as adults, is unimportant in the playroom. Be still within yourself and follow the lead of the child. I am currently a graduate student at Kutztown University of Pennsylvania completing my masters in Marriage and Family Therapy. The following sessions were \u201cpractice\u201d sessions toward my work as a child-centered play therapist and were my first sessions using a traveling play room and traveling sand tray. The first session was provided in 30 minutes and was my first session with this child. To protect his identity, we refer to the child as B throughout the session. I will also refer to myself as therapist or T throughout this session. The second session was provided in 30 minutes and was my first session with a 10-year-old girl who will be referred to as C throughout the session and I will be referred to as T or therapist. The materials chosen for the sand tray session with B reflect a variety of non-specific toys, most of them wooden, specifically chosen because they are non-descript. They are a variety of miniatures such as people, animals, large and small wooden blocks, different wooden shapes, and vehicles as well as items to scoop, cut and hold the sand. They also represent a variety of ethnicities, races and genders as well as non-specific wooden \u201chumans\u201d that can be assigned whatever ethnicities, race or gender the child wants. I felt it was important to be conscious of picking items that did not already have a \u201cbackground story\u201d or were specific \u201ccharacters\u201d for the child. Using non-descript pieces allows the child to play freely and create the stories within their play. I wanted to make sure the \u201chumans\u201d could represent a variety of different people in the child\u2019s life and that they could identify with some of the miniatures in some way. I chose a wide variety of animals, including ones that might be deemed \u201cangry or scary.\u201d More specifically, I added fierce looking creatures so the child could possibly identify with that specific creature\u2019s emotion or perhaps use it to depict someone in his or her life. I added blocks and other non-descript wooden shapes, so the child could use those pieces to \u201cbecome\u201d anything they can imagine such as a house, park, school or other building structure. (Axline, 1969; Landreth, 2012)Sand Tray Child-Centered Play Therapy The client, B, age 8, is considered by his parents to \u201cbe well behaved in school as well as a good student, naturally athletic, witty, inquisitive and personality driven. He also can have a bit of a temper and hates to lose.\u201d We started our session with an introduction about the \u201crules\u201d of our space. (Cochran et al, 2010) T- Hi and welcome to the playroom. My name is Ms. Christine and I am so happy you are here to play in this special room with all of these toys. In this room you can do almost anything. I will let you know if there is something that you can\u2019t do, okay? B- Okay. T- I\u2019ll let you know when we only have 5 more minutes to play and then again when we only have 1-minute left to play. B- Okay! (Laughing) B dives into the sand. He gets sand outside of the sand box, doesn\u2019t notice. He starts piling toys into it, burying blocks and working on building something. He spills more sand out. B-oops\u2026sorry! T- I told you that I would let you know if there was anything you can\u2019t do. B- Oh so I can put sand everywhere? (Eyes were very wide and excited) T- you are wondering if you can put sand everywhere! B- Can I? T- you are really curious about putting sand everywhere. B looks at me and then looks at the sand then looks at me again. He is thinking about all of this. He dives back in again to the sand with miniatures. He \u201cdecides\u201d to not purposely put sand everywhere but also isn\u2019t being too worried about the sand flying out of the traveling sand box. He starts to build what looks like a bridge. B-I have to make this bridge very secure because if it isn\u2019t secure the cars can\u2019t get over it and get to work. T-you are making that bridge very secure. B- Want to help me? T- you are wondering if I want to help B- Yeah take these sticks and put them here\u2026.no not there right here and then move the sand this way so it is secure. Okay? I will build this part so the police car can start going over. T-You really have plans on how you want this built. B- yes follow my directions and we can\u2019t go wrong with the mission! T- You want to make sure I follow your directions B- yes \u2013 you are doing well\u2026keep putting sand there. B continues to play with a lot of energy and verve- he finishes his bridge and grabs what he is calling the police car (it\u2019s a wooden car). B-this is the police car, but it\u2019s a good one. Not like the bad ones that do bad things to people they don\u2019t like. This play therapy session occurred approximately one week after the murder of George Floyd. T- You want me to know this is a good cop, not a bad one. B- yeah grandma was talking about the bad ones with papa and was sad about a man who died because a policeman made him die. T- so you heard your grandma and papa talking about a man who died because of a police officer. He began a long talk without taking a breath. B- Yup- Papa said that police people are good and that I shouldn\u2019t be afraid of them but sometimes there are mean ones. So I told him that maybe it\u2019s like when my mommy said she didn\u2019t like my doctor and she wanted to find a new one. Not everyone is going to like everyone or be good. I feel bad for my best friend- he is my very very very best friend and dark skinned and I don\u2019t want the police to be mad at him and get him. (While he talks he is using the alligator toy to attack the police officer and car) So I am going to make a plan that if they try to get him I am going to tell them get me too and then call my mommy because my mommy said we have to protect our brothers and sisters and my best friend is my brother and so I will have them call my mommy or daddy and they will tell the bad police not to get my friend. Or I\u2019ll have them call papa- I know both my parent\u2019s cell phone numbers (he recites them) and that\u2019s what the plan will be. Is that a good plan? T- You are wondering if that is a good plan for you and your best friend. B- I know it\u2019s a good plan- I have very good plans- okay you take this police car and have it go help that tree that fell\u2026that will be a helpful police woman. Be helpful and good okay? I start my role as helpful police person. T- hello tree I am a police person and I am here to help! Can I help you stand up? B-Yes thank you I need help standing\u2026 get more sand policewoman! T- here is sand to help you stand firm and strong B- you are a really good policewoman T-You think I am a really good policewoman B-Yup B continued to play in the sand happily and give me direction on how \u201cto be a really good policewoman.\u201d He was given a five-minute warning to end his play session and then a one-minute warning to prepare him adequately for the end of our time together. What was revealed throughout his play was his deep worry about something he had overheard and the amazing ability to process that worry using his play. B articulated what he was feeling and thinking in relation to intense social issues that are current in today\u2019s society. At times throughout the therapy I fought my own inclinations to interject or ask questions. However, allowing B to fully immerse and experience his play on his terms while articulating his feelings throughout effectively allowed him to lead the way.Child-Centered Play Therapy with a Traveling Toy Room The materials chosen for the traveling toy room reflect a variety of non-specific toys. They are a variety of miniatures such as people, animals, large and small wooden blocks, different wooden shapes, and vehicles. In addition, a nursing bottle, rubber knife, rolling pin, bendable doll family, small traveling PlayDoh, dart gun, handcuffs, 10 toy soldiers, play dishes and spoons, non-descript, bean bag balls, popsicle sticks, cotton rope, hand puppets, aggressive alligator toy, small bedroom, bathroom and kitchen furniture, band aids, and costume jewelry. All \u201chuman\u201d toys represent a variety of ethnicities, races and genders as well as non-specific wooden \u201chumans\u201d that can be assigned whatever ethnicities, race or gender the child wants. It is important to be conscious of picking items that did not already have a \u201cbackground story\u201d or were specific \u201ccharacters\u201d for the child. Using non-descript pieces allows the child to play freely and create the stories within their play. I wanted to make sure the \u201chumans\u201d could represent a variety of different people in the child\u2019s life and that they could identify with some of the miniatures in some way. I chose a wide variety of animals, including ones that might be deemed \u201cangry or scary.\u201d I added fierce looking creatures so the child could possibly identify with that specific creature\u2019s emotion or perhaps use it to depict someone or something in his or her life. I added blocks and other non-descript wooden shapes, so the child could use those pieces to \u201cbecome\u201d anything they can imagine such as a house, park, school or other building structure. (Axline, 1969; Landreth, 2012) The client, C is age 10 and considered by her parents to \u201cbe very conscientious with everything she does. She strives for perfection and she is extremely competent. She is her own worst critic and has presented forms of anxiety which cause tension in the home.\u201d We started our session with an introduction about the \u201crules\u201d of our space (Cochran et al, 2010). Our session lasted 30 minutes. T- Hi and welcome to the playroom. My name is Ms. Christine and I am so happy you are here to play in this special room with all of these toys. In this room you can do almost anything. I will let you know if there is something that you can\u2019t do, okay? C- Okay (shyly) T- I\u2019ll let you know when we only have 5 more minutes to play and then again when we only have 1-minute left to play. Child begins to take out all the Popsicle sticks and lay them in very neat frames. She begins to construct what looks like the frame of a house and is very systematic about it. Child is giggling as she builds, perhaps slightly anxious of the unknown? She then quickly draws her attention to the toys. She gets a very serious look on her face and begins her \u201cwork.\u201d She seems very systematic about what she is choosing and where she places it. T- You have a very specific plan about where you want everything. C- uh hmmm… T- You made a straight line with that. C takes many wooden blocks and carefully looks each one over. She chooses to get rid of some. She puts those blocks back exactly where they came from in a precise way. T- You don\u2019t want those anymore. C- No they didn\u2019t work in my mind the way I wanted them to. T- you thought they were going to do something else other than what they did. C- Yes, they didn\u2019t make it look like I wanted. T- You wanted it to look a certain way and they didn\u2019t look like that. C-uhh–hmmmm C continues play making very straight lines with the blocks and sticks. T- Those are very straight lines C- Bedroom. (she points) Bathroom (she points) T- There is the bedroom. There is the bathroom. You know exactly where you want to put these pieces. C- I do (giggling) C gets serious again in her \u201cwork.\u201d She works in silence and is very focused. T-You are making sure it is very straight C- I like things neat T-You like things to be neat C seems to be questioning where to put her remaining pieces of the house frame. T- You are not sure how you want to lay that C- Hmmmm Child happily put the piece where she wants after trying many different scenarios. T-You are happy about how you laid that now C- uh, hmm this is a toilet bowl (laughing) T-You think it’s very funny that that is a toilet bowl C- Its very funny the toilet bowl (Laughing) T- you find that very funny Child gets right back to work. T-You are getting everything just the way you like it T-You are fixing the scarf around the house, you are very satisfied with how neat it looks. C-I like things straight and neat T- Making things straight and neat makes you satisfied and happy. C- I feel calm when things are neat T- You like things neat and it makes you calm when they are. C- I hate a mess! (Laughing as she continuously makes everything just so\u2026) T- You don\u2019t like mess C- Is that okay? T- you are curious to know if I think it\u2019s okay to like things neat C- Do you like things neat? T- You want to know if I like things the way you like things Child picks up a doll and hands it to me and says, C- You are the mommy T- Okay I am the mommy She directs me to play out a scenario where I am the mommy and she is the child and she is cleaning up after making cookies. I fully take on the role I was assigned and she acts out a \u201cscene\u201d where the child cannot get the cookies right but eventually does and is cleaning up the kitchen after baking. I was conflicted here whether or not I was supposed to make it known, through my role as mommy, that I think its fine to like things neat but show that it doesn\u2019t matter to sometimes be messy. I decided to let the child lead during this role-play. She asked if I liked the cookies and I commented the cookies were delicious and how grateful I was for C making them. The theme I keep seeing here is this need for perfection; to be \u201cgood\u201d and \u201cneat.\u201d I believe this is all linked to self-esteem; C is turning 11 and developing physically and emotionally. Her explorations are valid as she embarks into pushing away from her parents and grounding her own thoughts and feelings. However, these thoughts and feelings cause anxiety within her- an internal struggle to be perfect. Even within the therapy, you can see she puts tremendous pressure on herself to succeed and do things \u201cright.\u201d C- Okay now the mom goes to work and the dad is on the toilet A tremendous amount of laughter and giggling- she seems to really enjoy making me laugh as well. T- (Laughing) The dad is on the toilet- you think it\u2019s very funny that the dad is on the toilet C-Yes, the dad is staying in there a really long time! Again, C is laughing as am I. T- the dad being on the toilet is very funny C-Laughing\u2026. She goes back to her play continuing to construct a house and barn, parking garage, and backyard. She notices a piece of furniture she had carefully placed keeps falling over. She corrects it several times. T- The piece of furniture keeps falling and you are very frustrated it won\u2019t stay in its place. C- I am very frustrated- why won\u2019t it stand up? T-You are wondering why it won\u2019t stand up! C- I\u2019m asking you why it won\u2019t stand up! (laughing) T-You are asking me and getting very frustrated about why this piece of furniture won\u2019t stand up. C- (Lots of laughing)- you won\u2019t answer me! T- You are frustrated that I don\u2019t have an answer C- argghhh (laughing) She eventually gets it to stand up with the aid of another piece. Our session lasted for 30 minutes; I gave her a five-minute warning and then a one-minute warning to alert her time was over. At the five-minute warning I could have predicted she would begin to clean up, which she did. She very neatly began to put everything away exactly where it came from. She was very deeply involved in her play, creating scenery, characters and spaces that reflect her life. For adults, it is generally easy to talk about how they feel or what they want, or how what they want makes them feel! I suspect that for children, working that out in the playroom would alleviate any anxiety that might come with the need to \u201cdo everything right.\u201d Eventually, this particular child could begin to see, through play therapy, that situations can change, be messy, and still be okay. Play therapy can be the catalyst to show that in a world of rigid straight lines there might be beauty in the twists, turns and curves of all that life has to offer.References Axline, V. M. (1969). Play therapy (Vol. 125). Ballantine Books. Cochran, N. H., Nordling, W. J., & Cochran, J. L. (2010). Child-centered play therapy: A practical guide to developing therapeutic relationships with children. John Wiley & Sons. Landreth, G. L. (2012). Play therapy: The art of the relationship. Routledge. Landreth, G. (Director). (2012) Touching the inner world of children through play therapy.[Video\/DVD] Center for Play Therapy. Retrieved from https:\/\/video.alexanderstreet.com\/watch\/touching-the-inner-world-of-children-through-play-therapy Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of consulting psychology, 21(2), 95.1Christine Nardone Storch is a counseling graduate student, and also works for New Student Orientation\/Veteran Services at Kutztown University of Pennsylvania. She can be contacted at chrstorch@kutztown.edu or …<\/p>\n<\/td> | christine-storch<\/td> | 2020<\/td> | 25<\/td> | 1-2<\/td><\/tr> |
| Chronological Bibliography of the Works of C H Patterson<\/td> | Cecil H. Patterson<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | cecil-h-patterson<\/td> | 1986<\/td> | pcr-1<\/td> | 3<\/td><\/tr> |
| Chronological Bibliography of the Works of Carl R. Rogers<\/td> | Carl R. Rogers<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Chronological Bibliography of the Works of Carl R. Rogers | carl-r-rogers<\/td> | 1986<\/td> | pcr-1<\/td> | 1<\/td><\/tr> |
| Classical creek “koinonia”, the psychonanalytical median group, and the large person-centered community group: dialogue in three democratic contexts<\/td> | Kristin S. Sturdevant<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | kristin-s-sturdevant<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Client and Therapist Perceptions of Helping Processes in Client-Centered Experiential Psychotherapy<\/td> | Germain Lietaer<\/span>, Marleen Neirinck<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 4<\/span><\/td> | View<\/a><\/td> | In a study of client-centered\/experiential therapy 325 sessions involving 41 clients and 25 therapists- were evaluated by both client and therapist using open-ended questions. In this study an analysis is made of the responses to the question: “Did things happen in this session which you feel were really helpful?” A content analysis system was constructed, containing 33 categories falling into I broad classes of helping processes: (l) relational climate, (2) specific therapist interventions, and (3) client processes. The findings support, to a great extent, the theoretical position of client-centered therapy on change producing factors: experiential insight through selfexploration within a climate of acceptance where empathy is perceived as central. The specific therapist interventions, however, are only partially in line with client-centered therapy in its “classic”form; some new interventions seem to emerge, such as: the use of techniques, confrontation and interpretation, advice and reinforcement.<\/p>\n<\/td> | germain-lietaer marleen-neirinck<\/td> | 1986<\/td> | pcr-1<\/td> | 4<\/td><\/tr> |
| Client Empathic Understanding in Client-Centered Therapy<\/td> | Arnold Mente<\/span>, Illrich Giesekus<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | The authors propose that Client Empathic Understanding (CEU) is a facilitative factor in individual and group therapy- A review of Mente and Spittler’s ( l980) study of groups suggests that client empathic understanding is strongly related to therapy outcome for the individual client. This relationship appears io be stronger than that between Self_ Exploration (SE) and outcome. Further, a summary of clinical experience with CEU in individual therapy is presented- It is suggested that the integration of CEU leads to an increase in the efficiency of therapy. Finally, a concrete method of integrating CEU into individual or group therapy is presented (CEU-training).<\/p>\n<\/td> | arnold-mente illrich-giesekus<\/td> | 1986<\/td> | pcr-1<\/td> | 2<\/td><\/tr> |
| Client-Centered Group Psychotherapy, Part 1\u2014Development of Client-Centered Groups<\/td> | Nathaniel J. Raskin<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | The client-centered approach began as a one-to-one method of counseling and psychotherapy in the early l940s. By the end of thai decade, it was being applied to group situations in ways that symbolised its broader meanings and implications for group therapy, classroom teaching, affective-cognitive learning in workshop settings, and organisational development and leadership. The development of intensive groups added new dimensions to the theory and practice of client-centered group methods The approach was used with some success with groups numbering hundreds of people, often with a diversity of languages and cultures. Such experiences are providing data for understanding how cross0cultural and international differences may be resolved in the process of developing a person-to-person kind of empathy and understanding making for a caring community,<\/p>\n<\/td> | nathaniel-j-raskin<\/td> | 1986<\/td> | pcr-1<\/td> | 3<\/td><\/tr> |
| Client-Centered Group Psychotherapy, Part II – Research on Client-Centered Groups<\/td> | Nathaniel J. Raskin<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 4<\/span><\/td> | View<\/a><\/td> | Rogers’s formulation of individual client-centered therapy was extended to group therapy as early as I945. Research on the group process followed that paralleled that o! individual therapy. Verbatim typescripts replaced impressionistic notes, therapist and client behavior were measured, client-centered group therapists were found to respond differently from direcetive ones, and there was confirmation of the therapeutic effectiveness of conditions such as empathy, congruence, and warmth, even with very disturbed populations. The emergence of interest in intensive groups was accompanied by some research, but it is noted that with this development, there was a decline in research activity and in the general impact of the client-centered school on psychotherapy research. This is related to Rogers’s departure from a major university setting, to a heightened interest in the concept of experiencing and in the therapist’s own experiencing, and to the difficulties of implementing, up to now, the alternative model of science and of psychological research that Rogers espouses.<\/p>\n<\/td> | nathaniel-j-raskin<\/td> | 1986<\/td> | pcr-1<\/td> | 4<\/td><\/tr> |
| Client-Centered Psychotherapy<\/td> | Barbara Temaner Brodley<\/span>, Jerold Bozarth<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | The basic assumption of the actualisation drive and the hypothesis of therapist attitudinal conditions in client-centered psychotherapy are emphasised. The importance of the fundamental belief in the capacity of individuals to generate their own directions in life is discussed in relation to three major misunderstandings of the aPproach- The authors urge that more attention be given to the basic hypothesis that the client is the only proper authority about his or her life and lo the development of therapist attitudes, rather than lo therapist technique and expertise<\/p>\n<\/td> | barbara-temaner-brodley jerold-bozarth<\/td> | 1986<\/td> | pcr-1<\/td> | 3<\/td><\/tr> |
| Client-Centered Therapy – What Is It? What Is It Not?<\/td> | Barbara Temaner Brodley<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 2019<\/td> | 24<\/td> | 1 2<\/td><\/tr> |
| Client-Centered Therapy \u2013 What Is It? What Is It Not?1<\/td> | Barbara Temaner Brodley<\/span><\/td> | 2019<\/span><\/td> | <\/td> | <\/td> | View<\/a><\/td> | Barbara Temaner Brodley Illinois School of Professional Psychology at Argosy University Chicago Carl R. Rogers, the originator of client-centered therapy, did not intend to found a school of psychotherapy with a set practice. Instead, he worked with his clients, reflected on the therapy process and, at a certain point, he advanced a set of hypotheses (1957) about the causes of constructive personality change. He presented the theory so it could be tried out by others and so it could be used as a basis for further research on psychotherapy. Rogers thought his theory was an approximation to the truth about therapy. But he was, also, committed to protecting and encouraging a spirit of experimentation, discovery and creativity about psychotherapy. He did not want client-centered therapy to be \u2018frozen\u2019 but, rather, to be a working hypothesis, a stimulus to further inquiry about the therapy process. Rogers always has been committed to promoting openness, growth and change in the pursuit of truth about therapeutic process. He has always encouraged and supported research projects and theorizing by others. And, very importantly, his presentation of the theory in terms of attitudinal conditions, not techniques, fostered openness to different ideas about therapeutic practice. His theory left it up to the practitioner to choose which behaviors or techniques could be used to communicate the therapeutic attitudinal conditions to the client. This development in client-centered theory opened the way for practitioners from many different therapeutic schools to incorporate the basic premise and the hypotheses of attitudinal conditions into their own therapy without abandoning their original orientations. It also set the stage for the creation of a variety of new therapeutic methods based on the fundamental principles of client-centered theory. It is my impression that there are many different therapy practices, and more therapies continually developing, which share the basic theory of client-centered therapy. This situation, of many evolving therapies which are often referred to as client-centered therapies, is confusing to students and confusing when one wishes to discuss differences in therapy practice with colleagues. I think it would clarify this situation to classify a therapy practice as a person-centered therapy whenever a therapist is trying to work from the basic hypotheses: the inherent growth principle and the major attitudinal conditions for constructive change. Once this classification is made, we can distinguish among the various person-centered therapies by their observable form, or their techniques, or by the additional principles, values or theoretical elements they encompass. I believe there are many evolving person-centered therapies and the practice of client-centered therapy is one of those. Client-centered therapy can be described in terms of the theory it shares with the other person-centered therapies and by its distinctive features. My view is that client-centered therapy is a distinctive and important practice and that it can be defined as a practice and its parameters clarified. I do not believe it would, by defining it in a delimiting way, become static or not evolve further. Rather, its evolution would be conceived within certain limits. Functioning therapeutically outside those limits would be considered, perhaps, a new and other person-centered therapy. Or someone might, also, be developing a practice outside the defined limits of the person-centered therapies. Certainly many of those already exist. The point is, this system of classification gets around the problem of freezing client-centered therapy but also permits distinctions in respect to the practices of therapy that are out there in the reality of therapeutic work. The differences distinguishable among person-centered therapies probably make substantial differences in the experience of therapy by both client and therapist and make differences in what is observable on tapes and films and, probably, make differences in the effects of the therapy on the lives of its clients. We can study and understand these different effects much better if we distinguish practices. But most important to me, the clarification and definition of client-centered therapy as distinguishable from other person-centered therapy practices can contribute to the presentation and evolution of this unique and extremely effective way of working with clients. I have felt for some time that client-centered therapy has been misunderstood, underestimated and underused, in part, because of its ambiguities as a practice and because of its confusion with other person-centered therapeutic practices. The Person-Centered Approach Rogers has recently stated the basic hypothesis and the therapeutic conditions that distinguish the person-centered approach as follows: The central hypothesis of this approach can be briefly stated. It is that the individual has within him or her self vast resources for self-understanding, for altering her or his self-concept, attitudes, and self-directed behavior \u2013 and that these resources can be tapped if only a definable climate of facilitative psychological attitudes can be provided. There are three conditions which constitute this growth-promoting climate, whether we are speaking of the relationship between therapist and client, parent and child, leader and group, teacher and student, or administrator and staff. The conditions apply, in fact, in any situation in which the development of the person is a goal. I have described these conditions at length in previous writings (Rogers, 1959, 1961). I present here a brief summary from the point of view of psychotherapy, but the description applies to all of the foregoing relationships. The first element has to do with genuineness, realness, or congruence. The more the therapist is him or herself in the relationship, putting up no professional front or personal facade, the greater is the likelihood that the client will change and grow in a constructive manner. The second attitude of importance in creating a climate for change is acceptance, or caring or prizing \u2013 unconditional positive regard. It means that when the therapist is experiencing a positive, nonjudgmental, accepting attitude toward whatever the client is at that moment, therapeutic movement or change is more likely. The third facilitative aspect of the relationship is empathic understanding. This means that the therapist senses accurately the feelings and personal meanings that are being experienced by the client and communicates this acceptant understanding to the client (Rogers, 1986). Additional assumptions, beliefs and hypotheses that are central to the person-centered approach are the following: 1. Belief that human nature is basically constructive. 2. Belief that human nature is basically social. 3. Belief that self-regard is a basic human need and that self-regard, autonomy and individual sensitivity are to be protected in helping relationships. 4. Belief that persons are basically motivated to perceive realistically and to pursue the truth of situations. 5. Belief that perceptions are a major determinant of personal experience and behavior and, thus, to understand a person one must attempt to understand them empathically. 6. Belief that the individual person is the basic unit and that the individual should be addressed, (not groups, families, organizations, etc.), in situations intended to foster growth. 7. Belief in the concept of the whole person. 8. Belief that persons are realizing and protecting themselves as best they can at any given time and under the internal and external circumstances that exist at that time. 9. Belief in abdication of the pursuit of control or authority over other persons and, instead, a commitment to strive to share power and control. 10. A commitment to open mindedness and humility in respect to theory and practice.2 The basic hypothesis, the theory of therapy and the additional beliefs stated above describe the person-centered approach. They are elements I believe are usually shared by the people practicing the various person-centered therapies including client-centered therapy. These shared elements do not, however, distinguish client-centered therapy from the other person-centered therapies. The following discussion is an attempt to define and discriminate the practice of client-centered therapy. Client-Centered Therapy \u2013 What is it? First, client-centered therapy is distinguishable by its form. The salient form of client-centered therapy is the empathic understanding response process (Temaner, 1977). The empathic understanding response process involves the therapist maintaining, with consistency and constancy, the therapeutic attitudes in his\/her experience and expressing him\/herself to the client through empathic understanding responses. Please turn to the appendix of this presentation for four segments of therapy sessions which can serve as illustrations of empathic understanding response process. Empathic understanding responses are the observable responses which communicate empathic understanding to the client. They are responses intended to express and check the therapist\u2019s empathic understanding experience of the client. In a given empathic understanding response process between therapist and client many different types of empathic understanding responses may be involved. Examples of common types of empathic understanding responses are the following: literal responses; restatements; summaries; statements which point toward the felt experience of the client but do not name or describe the experience; interpretive or inferential guesses concerning what the client is attempting to express; metaphors; questions that strive to express understandings of ambiguous experience of the client; gestures of the therapist\u2019s face, hands, body; vocal gestures, etc. What makes these types of response function as empathic understanding responses is that the therapist expresses them to the client with the intention to ask the client \u2013 \u2018is this what you are telling me?\u2019 or \u2018is this what you mean?\u2019, or \u2018is this what you are feeling?\u2019. These types of response, and others, may be the vehicle for the expression of empathic understanding as long as their sole intended function is to help the therapist in his attempt to understand the client\u2019s internal frame of reference as the client is searching himself and communicates to the therapist. The empathic understanding response process can appear to be very different from therapist to therapist, and between therapies with different clients by the same therapist, depending upon the types of responses which are used by the therapist. The particular way the therapist expresses empathic understanding to the particular client does not matter, from the point of view of remaining within the client-centered framework, however, as long as the way communicates to the client the therapist\u2019s intention to understand and as long as the client feels understood by the therapist. Client-centered therapy is also distinguishable by the extreme emphasis the practice places on the non-directiveness of the therapist. In client-centered therapy the therapist is intensely mindful to respect and protect the autonomy and self-direction of the client. The client is viewed as the expert about himself and the therapist views himself as expert only in maintaining the attitudinal conditions in the relationship with the client, not as an expert on the client. The therapeutic relationship is inherently an unequal relation in which the client is self-defined as vulnerable and in need of help and the therapist is self-defined as one who can help. An element in the person\/client-centered perspective is the belief that unequal relationships are naturally, to some extent, hurtful or harmful to the persons involved in them. Unequal relationships are sometimes necessary, for example, the physician and patient or the teacher and student, because they offer desired benefits. But the person\/client-centered perspective fosters the abdication of the pursuit of power and would argue for minimizing the hurt or harm by sharing the authority as much as possible. The client-centered therapist is particularly mindful of the harmful potential side-effect of the unequal therapeutic relation, and tries to share his authority as much as possible. This awareness and effort influences all of his actions in relation to the client. Basically, the client-centered therapist\u2019s view on this matter is \u2013 the authority for the client\u2019s experience is the client and the way the client uses the relationship is always left up to the client. This non-directive attitude has a significant influence on the way therapy is conducted, influencing what is done and what is not done. For example, the client-centered therapist answers client\u2019s questions. Obviously, if the therapist decides what questions it is appropriate to answer, or takes the view that certain questions are expression of a client\u2019s avoidance of something and the therapist interprets this to help the client get on the right track, or if the therapist takes the view that the client\u2019s question is an aspect of seeking dependence on the therapist and the therapist raises this interpretation, then the therapist is acting in ways that direct the client\u2019s process. From a client-centered viewpoint, the idea that the therapist should evaluate the desirability for the client of having his questions answered is paternalistic and an exercise of authority over the client. A client-centered therapist remains free to not answer a question asked by the client. But the reason for not answering would be explained to be a personal one \u2013 the therapist feels he does not know enough, or he feels uncomfortable in divulging the particular information, etc. \u2013 not as something that is good for the client. There are many, many implications for the way therapy is-practiced when the client-centered therapist is acting from this strongly felt attitude that the client is his own best expert and that the therapist maintain non-directiveness. The non-directive character of client-centered therapy is not only for the purpose of protecting the client\u2019s autonomy and to enhance the client\u2019s self-direction. Client-centered therapy is a fundamentally non-directive therapy because being so contributes to the distinctive therapeutic quality of the relationship between therapist and client. This quality involves the fostering in the client of a combination of feelings \u2013 of freedom, of a positive sense of self, and of empowerment. The therapist provides the basic therapeutic attitudes of congruence, acceptance and empathy. He combines these in his way of being, with non-directiveness \u2013 the absence of directive attitudes and behaviors that would determine the content of the client\u2019s expression, that would determine the form of the client\u2019s expression, or determine the processes that take place in the client. This whole way of being produces a unique experience of an authority (the therapist, inherently an authority) consistently behaving in a non-authoritative manner. This abdication of the usual forms of authority carries meaning to most clients. It conveys that they are not being evaluated, not being supervised and not being controlled. That they are not being treated in these usual ways by an authority also carries the meaning that they are being treated with respect, are being trusted, and are free, to a great extent, in the relationship. As a consequence the relationship takes on the qualities referred to above, of freedom, of enhancement of the client\u2019s sense of self and sense of personal power. Client-centered therapy is a practice in which the hypothesis of the inherent growth principle is put into action. It is also a therapy wherein the theory of therapeutic attitudes as conditions for growth is taken as the basis for functioning with the client. It is also a therapy practice that is distinguishable by the form that it usually takes (or the form it reverts to if other forms come into play) \u2013 the empathic understanding response process. It is also a therapy, which emphasizes non-directiveness and wherein this principle is maximized in the relation with the client. All together, these features distinguish client-centered therapy from other extant and possible person-centered therapies. Client-Centered Therapy \u2013 What is it not? In the world of psychotherapeutic practices client-centered therapy is not many things. The following list of things it is not will be limited, however, to those things it is sometimes thought to be by people who have a familiarity with the approach. Client-centered therapy is not the technique of \u2018reflection of feeling\u2019 or making \u2018empathic understanding responses\u2019. Any outward form of an art (and therapy is an art) may be looked at as a technique. It may be useful to look at the reflection or empathic understanding responses from the point of view of technique but this should be understood as an abstraction and contrary to the spirit of their actual production. Only if empathic understanding responses, (or any other types of response used in the context of client-centered therapy), are used as expression of the therapist\u2019s genuine attitudes of congruence, acceptance and empathic understanding are they an expression of client-centered therapy. Client-centered therapy is not identical with the empathic understanding response process. This is so even though the process is the salient form of interaction in relationship of client and therapist and even though this form is one of the identifying features of client-centered therapy. Empathic understanding response process (EURP) is not identical with the total therapy for three main reasons. First, the functions of the therapist are more than the EURP. The therapist\u2019s adaptation to the individual client as a person in a concrete relationship situation requires the application of the hypothesis and the therapeutic conditions in many ways, including the set up of the therapy, the adjustments in language for the sake of mutual understanding, and the social aspects of the therapy situation. Second, the EURP is an optimal process, as a means to express empathic understanding and express the other therapeutic attitudes to the client, for most clients who choose to engage in therapy and wish to talk about themselves and their problems. But client-centered therapy is not limited to this population of clients. The realization of the theory of therapy with clients who do not choose therapy, or clients who are unable to talk about themselves, or clients whose illness or defects distort their relation to reality or to a relationship, may require forms of interaction which appear quite different from empathic understanding response process. Third, there are, in the usual therapy situation when EURP is the salient form, often other forms of interaction which occur in the practice. These forms, such as answering questions, giving explanations, shaping experiments for the client to try, etc., occur in and may be an integral part of a particular therapy relationship. These forms occur in client-centered therapy, however, only when they are requested by the client or when they become the way to be with the client that gets clarified out of expressed needs or desires of the client. If forms of interaction other than EURP occur in a particular client-centered relation, the way they are expressed or done is shaped by the belief in the growth principle, the presence of the therapeutic attitudes in the therapist and the non-directiveness of the therapist. Client-centered therapy is not based on a belief in any particular therapeutic process occurring in the client. Even if it were to be shown that the most therapeutic process in clients is a particular way of expressing the self, or a particular way of relating expression to inner experience, or particular feelings developing toward the therapist, or a particular pattern of insights, or any other idea about how the client should act or feel or express \u2013 as the maximally therapeutic way \u2013 (and nothing of the sort has been shown so far), client-centered therapy would remain non-directive and open to the process that emerged in the client and would not involve trying to influence that process. It should be obvious, that to hold the view that a particular way of functioning by the client in the therapy relation is the way to make happen would necessarily involve some form of directiveness and be inconsistent with the basic conception of client-centered therapy. Given the premises of client-centered therapy, it is not possible to justify directiveness regardless of the advantages that might derive from directiveness in a particular instance. Client-centered therapy does not excessively restrict the therapist\u2019s resourcefulness as a helper. This is the case in two different ways. First, within the framework of client-centered therapy as defined above, it is possible for therapists, depending upon their talents and the psychotechnologies they have learned, and if they are so inclined, to utilize techniques identified with other types of therapy. Techniques of, for example, behavioral therapy, cognitive therapy, gestalt therapy, hypnosis, focusing, relaxation, meditation, etc., may be brought into the context of ongoing client-centered therapy. But \u2013 and this is a restriction \u2013 the client-centered therapist would bring these in only at the request of the client or when the interaction brings out in the client an awareness of needs that might be met by such techniques. The client-centered therapist does not, as said before, have any convictions prior to the therapy about what process in the client, or what ways of helping, a client may need. These techniques and psychotechnologies may, then, be incorporated into a specific course of client-centered therapy, as long as the therapist is not imposing them and the client is given control of the occasions and limits on their use. The second way the therapist is not restricted in the forms of help that may be given to the client is that the client-centered therapist may serve as a source of information about other therapies or treatments and as the person who helps the client utilize the therapies or treatments provided by others. Sometimes helping the client utilize other therapies means minimizing their damage to the client that takes place as they are benefiting him. Until other helpers \u2013 physicians, psychological and behavioral therapists, psychopharmacologists, etc., are, themselves, person-centered, it remains the case that many of these experts violate the self-regard or the autonomy of their patients and clients. The client-centered therapist performs a crucial service in maintaining the basic client-centered therapeutic relation while his client goes through various treatments and therapies. These treatments may, in their specifics, be helpful to the client \u2013 even necessary \u2013 for his well-being. But without the grounding in the client-centered relation the client may be totally unable to use the services of these experts, or may be hurt or damaged in the process. In the same way that the nature of client-centered therapy, in providing optimal conditions for growth and change, facilitates the client\u2019s constructive experience of, and way of relating to, his world, it also facilitates the client\u2019s strength, confidence and good judgment in utilizing the resources of the world, including its myriad therapies, treatments and educational and remedial resources. Client-centered therapy is not inhibiting or restrictive to the natural personality of the therapist. It is true that the person who has strong tendencies to control others or to dominate others is not likely to take on client-centered therapy as his way of working. But if the basic person-centered values feel right to the therapist, the development of its disciplines will tend to feel self-realizing, not self-restricting. Also, within the framework of client-centered therapy there is great freedom for individual personalities. The therapeutic attitudinal condition of congruence, the realness of the therapist, the avoidance of a role fosters the development of individuality (and the client\u2019s perception of that individuality) in the therapist\u2019s presence with the client. There is a marked similarity among client-centered therapists in their shared values and in the salient form of the therapeutic relation \u2013 the empathic understanding response process. Within that form, however, the unique mind and experience of a therapist shapes his empathic grasp of the client\u2019s presented experience and shapes the specific responses that are expressed to the client. Individuality is also expressed in the extent of personal openness and the qualities brought out in self-disclosures when they are in answer to personal questions by the client or when they are an expression of congruence. The natural personality of the therapist is generally enhanced and developed by the practice of client-centered therapy itself. The practice requires the development of the attitudinal conditions in relation to clients. In this development, for that context, the client-centered therapist tends to develop those qualities towards himself and is, thereby self-therapeutic and self-fostering of his own individuality. Client-centered therapy is not based simply on what works. It is based on what works within the parameters of what expresses and maintains the client\u2019s experience of the attitudinal conditions and of the therapist\u2019s non-directiveness and does not contradict the presence of these conditions. If what works also jeopardizes the client\u2019s sense of safety and freedom, or undermines the client\u2019s self-regard, his feelings of confidence in himself, or his sense of autonomy, then what works in those cases is not sufficient to justify employing it. The achievement of insights, or the reduction of specific symptoms, in client-centered therapy, is only considered therapeutic if it is in the context of the larger perspective of preserving the therapeutic attitudinal qualities of the relationship perceived by the client.3 Client-centered therapy stems from ethical values and beliefs, even though they are held with the reservation that they are hypotheses. These values assert respect for the individual person and the belief that unconditional caring for the person is constructive for the person and also for the social milieu of the person. Whatever scientific support there may be for the client-centered theory of therapy \u2013 and there is considerable support for it (Patterson, 1984), the science is not the start of the practice for the practitioner. It simply gives support for where we place our faith. Because no-one knows the truth about therapy and no-one knows what is right.References Bozarth, J., & Brodley, B.T. (1986). The Core Values and Theory of the Person-Centered Approach. A paperprepared for the First Annual Meeting of the Association for the Development of the Person-Centered Approach, in Chicago, Illinois, September 3\u2013 7, 1986. Brodley, B.T .(1999). \u201cA client-centered demonstration in Hungary.\u201d In I. Fairhurst (Ed.) Women Writing in the Person-Centred Approach (pp. 85\u201392). Ross-on-Wye: PCCS Books. Brodley, B.T., & Lietaer, G. (2006). Transcripts of Carl Rogers\u2019 Therapy Sessions, Vols. 1\u201317. Available from germain.lietaer@psy.kuleuven.be and kmoon1@alumni.uchicago.edu Lietaer, G., & Brodley, B.T. (2003). Carl Rogers in the therapy room: A listing of session transcripts and a survey of publications referring to Rogers\u2019 sessions. Person-Centered & Experiential Psychotherapies, 2(4), 274\u201391. Patterson, C.H. (1984). Empathy, Warmth and Genuineness in Psychotherapy: A Review of Reviews. Psychotherapy, 21, 431\u20138. Raskin, N.J. (1974). Studies of psychotherapeutic orientation: Ideology and practice. AAP (American Academy of Psychotherapists) Research Monograph No. 1, pp. 5-33. [Republished 2004 in N.J. Raskin Contributions to ClientCentered therapy and the Person-Centered approach (pp. 72- 97. Ross-on-Wye: PCCS Books.] Rogers, C.R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21, 95\u2013103. Rogers, C.R. (1959). A theory of therapy, personality, and interpersonal relationships, as developed in the client-centered framework. In S. Koch (Ed.) Psychology: A study of a science, Vol III, Formulations of the person and the social context (pp. 184\u2013256). New York: McGraw-Hill. Rogers, C.R. (1961). On Becoming a Person: A therapist\u2019s view of psychotherapy. Boston: Houghton Mifflin. Temaner, B. (1977). The Empathic Understanding Response Process. Chicago Counseling Center Discussion Paper. A paper based on a lecture presented to Changes on March 6th, 1977. APPENDIX4 Segment I5 C29: I was thinking the other night, I was feeling very blue about the way I felt, and I thought, well… maybe, I wish I had my mother here in the way that she was, because she used to be… sort of reassuring when I was ill and she would do little things, and make some special dish, like custard or something. It was sort of reassuring sort of to have her around. (T: Mhm) And, of course, I know that she isn’t able to be that way any longer. I don’t know what it all means, but for a minute I thought I really miss her. I sort of need a mother at this point and yet that’s sort of impossible… T29: But even though it’s factually impossible, the feeling was… ‘Gee, I miss her, I wish she was here to take care of me and look after me’. ( C: Mhm)… (19 sec. pause) C30: And yet at the same time I felt, well – a little later, so – I thought that… maybe that wasn’t what I needed, maybe it was a more adult… sort of… companionship or something in some way, rather than a mother. But I needed something or somebody… T30: You really didn’t feel sure in yourself whether… what you wanted was someone to really… give you close mothering… or whether you wanted some more… grown up kind of relationship… C31: And then, in another sense, I thought, well… maybe it’s just something I have to go through alone. T31: Maybe it’s just hopeless to wish that I could really be in a relationship with anybody… Maybe I have to be alone. C32: The thing that sort of has thrown me this week is that… well, I feel better about the physical condition I talked of last week, and I sort of made friends with my doctor which makes me feel a little better, as though we’re not going to be quietly fighting without saying anything. And I think that I have more confidence in my medicine. I read an article about this and it said it’s very hard to diagnose, so I don’t hold that against him. But he feels he has to be sure, sort of… (words lost) giving me X rays and I’m frightened because I kind of feel that they’re trying to be sure it isn’t cancer. That really frightens me terribly (T: Mhm), and…. I think it’s when I let that… thought come to me, maybe it is and what if it is and… that’s when I felt so dreadfully alone. T32: HmHm… You feel if it’s really something like that… then you just feel so alone. (8 sec. pause) C33: And it’s really a frightening kind of loneliness because I don’t know who could be with you… and it seems rather. (7 sec. pause) T33: Is this what you’re saying? ‘Could… could anyone be with you in… in fear, or in a loneliness like that’? (Client weeps) (30 sec. pause) Just really cuts so deep. (C shakes her head) (13 sec. pause) C34: I don’t know what it would feel like if there were somebody around that I… could feel sort of… as though I did have someone to lean on, in a sense… I don’t know whether it would make me feel better or not. I was trying to think, well, it’s just something that you have to grow within yourself… Just sort of stand… even just the thought of it, I mean, it’ll be two weeks, I suppose, before they know. Would it help to have somebody else around, or is it just something you just have to… really be intensely alone in? And that’s the… well, I just felt that way this week, so dreadfully, dreadfully, all by myself sort of thing. (T: Mhm) T34: Just a feeling as though you’re so terribly alone… in the universe, almost, and whether… (C: Uh-hum) whether it even – whether anyone could help – whether it would help if you did have someone to lean on or not, you don’t know. (15 sec. pause) C35: I guess probably basically, that’d be a part of it you would have to do alone. I mean, you, just couldn’t take anybody else along in some of the feelings; and yet, it would be sort of a comfort, I guess, not to be alone. T35: It surely would be nice if you could take someone with you a good deal of the way into your… feelings of aloneness and fear. (14 sec. pause) C36: I guess I just have. (20 sec. pause) T36: Maybe that’s what you’re feeling right this minute. (19 sec. pause) C37: And I think it is a comfort. (Long pause – 1 min. 27 sec.) And I guess the feeling I have now is, well, I’m probably looking on the very blackest part of it. And maybe there’s no real need for that… I mean I… It may just take time to reassure me. (5 sec. pause) And then this will all be sort of unimportant (mhm), although it’s something I shan’t forget, I’m sure (Laughs) (T: mhm)… [Brodley & Lietaer, 2006, vol. 10, Miss Mun, pp. 65-67] Segment II C27: Well, it’s just the same old story– mothers and fathers try to tell the kids what to do and the kids revolt. (T: Uhm, hmm.) So that\u2019s the only thing right now–between my parents and me. T27: Uhm, hmm. So I guess you’re saying this is true in general, but it\u2019s also true of you–that your parents try to tell you what to do, and you feel, “I won’t take that.” C28: Well, I don’t feel it–I say it. Of course what I say and what I do are two different things, though. T28: M-hm. I\u2019m, uh, I’m not quite clear there, you say… um…(C: Well uh,) you say it, but you don’t really feel it? C29: Well, uh, let’s put it this way: if my mother tells me what to do, and whether I like it or not, I have to do it. But, boy, I let her know that I’m not too happy about having to do it either. T29: Uhm, hmm. Are you saying there, “She may be able to, uh, make me behave in certain ways or make me do certain things, but she can’t control the way I feel, and I let her know how I feel.\u201d C30: That’s exactly it. (T: Uhm, hmm.) And about twice that damage. That’s about two times of it straight in a row. I think she usually gives in. (T: Uhm, hmm.) Saves a mess and bother to me of…I hate breaking dishes and stuff like that. T30: (Laughs.) So, uh, are you saying that when you stand up on your hind legs strong enough a couple of times in a row, then no matter what she thinks, she kind of gives in to save the broken dishes? C31: Well not the broken dishes. Just she sees that, uh, she’s gone a little too far. (T: Oh.) See, I have a stepfather. T31: I see. C32: And uh, well, let’s put it this way, my stepfather and I are not on the happiest terms in the world, and so when he states something, and of course she goes along, and I stand up and let it be known that I don’t like what he’s tellin’ her. Well, she usually gives in to me. T32: I see. C33: Sometimes, and sometimes it’s just the opposite. T33: Uhm, hmm. But, uh, part of what really makes for difficulty is the fact that you and your stepfather, as you say, are not, uh, the relationship isn\u2019t completely rosy. C34: (C laughs a little) Let’s just put it this way, I hate him and he hates me and it’s that way. (Pause of 5 seconds) T34: But that you really hate him and you feel he really hates you. C35: Well, I don’t know if he hates me or not, but uh, I know one thing, I don’t like him whatsoever. T35: You can’t speak for sure about his feelings. , cause only he knows exactly what those are, but as far as you’re concerned… C36: He knows how I feel about him. T36: …you don’t have any use for him. C37: Not whatsoever. And that’s been for about eight years now. T37: So for about eight years you’ve lived with a person whom you have no respect for and really hate. C38: Oh I respect him. (T: Ah.) I have to respect him. I don’t have to, but I do. But I don’t love him. I hate him. I can’t stand him. T38: There are certain things you respect him for, but that doesn\u2019t, uh, alter the fact that you definitely hate him and don’t love him. C39: That’s the truth. I respect anybody who has, uh, bravery and courage, and he does. (T: Uhm, hmm.) And uh, I still at that, though I respect him, I don’t like him. T39: Uhm, hmm. But you will, uh, you do give him credit for the fact that he\u2019s brave. He’s, (C: He…) he has guts or something. C40: Yeah. He shows that uh, he can uh, do a lot of things that uh, well a lot of men can’t. (T: Uhm, hmm. Uhm, hmm.) And also he has asthma, and the doctor hasn’t given him very long to live. (T: Uhm, hmm.) And uh, he, even though he knows he’s going to die, he keeps workin’. (T: Hmm.) And he works at a kiln factory. So I respect him for that, too. T40: Uhm, hmm. So I guess you’re saying he really has, um\u2026 C41: What it takes. T41: Quite a few. Yeah. He has what it takes, in quite a few ways, and a number of good qualities. But, uh, that doesn\u2019t, uh, mean that you care for him at all, (C: Yeah.) quite the reverse. C42: That, that is the truth. The only reason I, uh, put up with, uh, being around is because for my mother’s sake. T42: Uhm, hmm. (Pause of 6 seconds) If it weren’t for her, you feel you’d just, wouldn’t stand it. [Brodley & Lietaer, 2006, vol. 10, Mike, pp. 28-30] Segment III6 Cl: I was angry. (T: Um.) I was so angry. And it\u2019s good for me that I\u2019m taking all this time before I go to Greece, I, I mean this workshop now, and then I\u2019m going to travel. And then I\u2019m going to go to Greece at a certain point in August. (T: Uh-huh.) But sometimes, I just, I\u2019m struck by the fact that, gosh, I\u2019m going to see them again, and how would that be? How will that be? Th: You\u2019re making it gradual and yet at a certain point you will be there, (C: Uh-huh.) and what will that be? (C: Uh-huh.) Is \u2026 you have, uh, an \u2026 anticipation or fear (C: Yeah.) or (C: Yeah.) something like that \u2026 Cl: Yeah, and I guess \u2026 I was thinking about my mother the other day, and \u2026 I realized, in the States I realized that she and I had a very competitive relationship. And \u2013 it was interesting but, three days ago in Budapest, I saw a lady in the street who reminded me of my mother. But, my mother, not at the age which she has right now. But my mother twenty years from now. And, I don\u2019t know why. I was so struck by that, because I saw my mother being old and, and, weak. So she was not this powerful, domineering person that she used to be in Greece which I was so much afraid of. (T: Uh-huh.) Th: But old and weakened and diminished \u2026 Cl: Diminished. That\u2019s the word. (T: Uh-huh.) That\u2019s the word. (Client begins to show emotion of crying) Th: And it moved, kind of moved you to think of that, that she would (C: Yeah.) be so weak and diminished. Cl: And I think there was something in that lady\u2019s eyes that reminded me of my mother which (voice breaks \u2013 crying) I was not aware of when I was in Greece. And it was fear. (T: Uh-huh.) I saw fear in the woman\u2019s eyes. (T: Fear.) Yeah. And, I was not aware of that. Th: You mean, when you saw this woman who resembled your mother but twenty years from now, you saw in this woman\u2019s eyes something you had not realized was in fact in the eyes of your mother. (C: Yeah.) And that was the quality of fear. And that had some great impact on (C: Yeah.) you. Cl: Because I felt that. This woman needed me. It feels good that I am crying now. (T: Uh-huh.) I\u2019m feeling very well that I am crying. (T: Uh-huh.) Th: That it was also that, that it was a sense of your mother at the future, and that your mother will need you. Cl: You got it! The future stuff. It\u2019s not the present stuff. (pause) It feels right here. (She places her hand over her abdomen.) And as I am going back to Greece \u2013 I don\u2019t know if I\u2019m ready to, if I\u2019m ready to be ready to take care of her. I don\u2019t know if I\u2019m ready to see that need expressed by her. (Client has continued to cry as she speaks.) (Th: Uh-huh, uh-huh, uh-huh.) (pause) Th: You\u2019re afraid that when you get there that will be more present in her or you will see it more than you did before, now that you\u2019ve seen this woman, and that that will be a kind of demand on you and you\u2019re afraid that you\u2019re not ready to meet that. Cl: That\u2019s it, yeah, and it\u2019s gotten too much for me. Or, I right now in Buda \u2026 in Hungary, I perceive it as being too much. (crying continues) Th: Uh-huh. At least, you\u2019re saying you\u2019re not sure how you will feel there, but it feels now like if that comes forth, if you see that, you, you won\u2019t be able to (C: Take it.) respond \u2013 be able to take (C: Yeah.) it. (C: Yeah.) Segment IV7 Cl: Probably, my, my fear, fear for my need for a relationship, (laughs) too has to do with irrational feelings too (T: Hm, hm) you know uh \u2026 it has probably to do with, with some kind of parenting that I didn\u2019t get, I am still seeking, that I will never get you know (T: Hm, hm) trying to be taken care of by somebody. (laughs) Th: Your need for relationships is based on irrational feelings (Cl: Yeah) that\u2019s what you are saying. Cl: That\u2019s only partly so (T: Hm, hm) you know. Th: It\u2019s like, the parenting you missed, the need for being parented, it\u2019s like you are going to get now, if you have a relationship (Cl: Yeah) wanting to be taken care of, it\u2019s very important now. Cl: Yeah. I think that is one of the things I will be expecting in a relationship is, some, some kind of \u2026 being taken care of, you know, (T: Hm, hm) somebody taking care of me, but, you know, it is unrealistic, but I suppose I will always have that feeling that I want somebody to take care of me, you know. Th: What you are expecting in a relationship is that someone take care of you (Cl: Yeah, (laughs)) but you think it is unrealistic probably (Cl: Yeah) to expect that, (Cl: Yeah, I guess so) to want someone to take care of you. Cl: Yeah. (yawns) I, I don\u2019t know, that\u2019s for me like, taking care of somebody else, you know, if I have to (laughs). Th: Hm, hm. Cl: It\u2019s a tremendous burden to expect somebody else to do that for you \u2026 uh. Th: It\u2019s a tremendous burden to expect someone else to take care of you. Cl: Yeah, yeah \u2026 but I still have these thoughts, these childhood feelings that I am still looking \u2026 for someone to take care of me. Th: Hm, hm. You still have \u2026 these childhood feelings (Cl: Yeah) strong needs \u2026 to be taken care of. Cl: Yeah. I think I see, here again, here we go back to gambling now. It\u2019s all kind of tied in, tied in to gambling. (T: Hm, hm.) Endnotes 1 Editor\u2019s Note: Presented at the First Annual Meeting of the Association for the Development of the Person-Centered Approach which met in Chicago, Illinois at International House on the University of Chicago Campus September 3\u20137, 1986. 2 These are discussed further in \u2018The Core Values and Theory of the Person Centered Approach\u2019 by Jerold Bozarth and Barbara Temaner Brodley presented at the First Annual Meeting of the Association for the Development of the Person Centered Approach which met in Chicago, Illinois at International House on the University of Chicago Campus September 3\u20137, 1986. 3 This statement is from the perspective of the client centered therapist not the client. The client is the judge, for him\u00acself, of whether or not any therapy or treatment or technique is therapeutic for him, and of whether or not the benefits he has received outweigh what he may have suffered. 4 The first segment is a transcript from a film of Carl Rogers with \u2018Miss Mun\u2019. The second segment is part of a therapy interview by Carl Rogers that was used in a research study \u2013 Studies of Therapeutic Orientation: Ideology and Practice by Nathaniel Raskin (1974). The third segment is from a demonstration interview by Barbara Temaner Brodley with Monika done is Szeged, Hungary, 1986. The fourth segment is from an interview by Usha Surabhi with a client, 1986. 5 In the course of many years, Barbara transcribed and supervised others in transcribing Rogers\u2019 therapy and demonstration sessions. In 1986 the two appendix transcripts of Rogers work (I & II) contained more omissions than they do now. At some point, Barbara began the process of \u201cpolishing\u201d them through multiple listenings of the tapes. Her transcript work culminated in a joint effort with Germain Lietaer to transcribe for purposes of study and research all of Rogers available sessions (Lietaer & Brodley, 2003) and to share them through an informal email publication (Brodley & Lietaer, 2006). We have updated this appendix with the 2006 version of these segments selected by Barbara in 1986. 6 From a demonstration interview by Barbara Temaner Brodley in Szeged, Hungary, 1986 that was later published (Brodley, 1999). 7 From an interview by Usha Surabhi with a client, …<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 2019<\/td> | <\/td> | <\/td><\/tr> |
| Client-Centered therapy in the care of the mentally handicapped<\/td> | Hans Peters<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Regarding the treatment of mentally handicapped persons, three approaches toward treatment are possible. The first approach involves influencing the relationship between ward personnel and mentally handicapped persons. The second approach is the therapeutic treatment of mentally handicapped persons by means of mediation therapy, which means that the therapist is responsible for starting up, administering, revising and supervising treatment, but that the treatment itself is administered by ward personnel, parents and\/or other persons. This implicitly means that, in imitation of Rogers, I consider empathic understanding and empathic responding as an attitude as well as a skill that can be learned. The third approach is treatment of the mentally handicapped person administered by the psychotherapist. In the following, I wish to elaborate on these three approaches. My work with mentally handicapped clients follows in a client-centered, as well as, a behavior-therapeutic frame of reference, and I am an advocate of a combination of methods (see e.g.., Peters, 1984, 1991, 1992 and 1999), I will hereby limit myself to the administration of client centered practice in the treatment of these persons.<\/p>\n<\/td> | hans-peters<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Client-centered therapy: The challenges of clinical practice<\/td> | Elizabeth Freire<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | From the realization that there is a great gap between the theory of client-centered therapy and its practice, the authors aim to investigate the difficulties and the challenges which arise in the client-centered therapists clinical practice. The therapist’s trust in the client’s actualizing tendency, indispensable to the success of the therapeutic process, is not attained only through a theoretical knowledge of client-centered therapy. Indeed, it is necessary that the therapist has herself experienced the process of therapeutic change promoted by this approach. The authors analyze the elements of change that need to be experienced by the therapist of a successful client-centered practice. Stages in the therapist’s development are also considered.<\/p>\n<\/td> | elizabeth-freire<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| Client-Centered: An Expressive Therapy<\/td> | Barbara Temaner Brodley<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Client-Centered? Person-Centered?<\/td> | Carl R. Rogers<\/span><\/td> | 1987<\/span><\/td> | PCR 2<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | carl-r-rogers<\/td> | 1987<\/td> | pcr-2<\/td> | 1<\/td><\/tr> |
| Clients’ Recall and Evaluation of the Counseling Process<\/td> | Mark J. Miller<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This article discusses, within a person-centered framework, the process of therapy and those events or moments within the process that clients consider helpful or “good.” One instrument which attempts to assess such events is discussed. Implications for counselors are also briefly delineated.<\/p>\n<\/td> | mark-j-miller<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Come, Stay Awhile: Top Ten Sayings of the Sage<\/td> | Cecil H. Patterson<\/span>, Leslie A. Anderson<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | In the words of the late Pat Patterson himself, \u201cHe will be missed, they say, when a well-known figure dies. But the world goes on\u2014even the most important people die. We come, we stay awhile, we go\u201d (Patterson, n.d.). Such a pragmatic and even-handed attitude characterizes the sayings of this respected teacher, author, and therapist. Patterson\u2019s oft-repeated phrases cover topics from religion and spirituality to psychotherapy to human interactions and the meaning of life. He challenged thinking by shining light on obvious but unacknowledged truths that seem to lurk in popular thought, such as: \u201cBy definition, half the population is below average in ability or intelligence. Yet we persist in expecting all students to achieve at or above the average\u201d (Patterson, n.d.). No subject seemed to miss his contemplative gaze. The reader may bounce between nodding agreement and disquietude, but rarely would one experience his words with indifference. Perhaps this response from others is what earned the venerable professor his title, \u201cThe Sage of Asheville.\u201d So many of his insights are moving and leave lasting impressions, making it difficult to compile a top 10 list from among his pithy quotes, but I hope you enjoy this brief glimpse. <\/p>\n<\/td> | cecil-h-patterson leslie-a-anderson<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Comment<\/td> | Bruce Cushna<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | bruce-cushna<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| Comments on Fred Zimring<\/td> | Jules Seeman<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jules-seeman<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Commonalities Between Client-Centered Therapy and How God’s Grace Works: Finding a Path to Client-Centered Christian Spiritual Counseling<\/td> | Jerome Wilczynski<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | There are striking similarities between the way Carl Rogers (1957, 1959, 1961) conceived of the counselor-provided conditions in client-centered therapy leading to client change, and how Christian theological writers such as Edward Schillebeeckx (1968\/2005, 1979, 1980, 1987, 1991) and spiritual writers like Anthony DeMello (1990) describe the divine\u2013human relationship and how this leads to change for human beings. Given these similarities, the author posits that Christian spiritual counseling should proceed in the same manner as client-centered therapy. Doing so allows the spiritual counseling relationship to mirror the God\u2013human relationship as it empowers personal and spiritual growth for humanity.<\/p>\n<\/td> | jerome-wilczynski<\/td> | 2019<\/td> | 24<\/td> | 1<\/td><\/tr> |
| Computer therapeutics: a new challenge for counsellors and psychotherapists<\/td> | Colin Lago<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | colin-lago<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Conceptual Analysis of Client and Counselor Activity in Client-Centered Therapy<\/td> | Jules Seeman<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Introduction note from J.S.:I wrote the paper in 1951 (my first venture into stating my understanding of client-centered therapy) because I had just taken the post of Research Coordinator at the University of Chicago Counseling Center and felt the need to articulate my current view of CCT. I hope that it may be of some interest as an early view of CCT as I understood it.<\/p>\n<\/td> | jules-seeman<\/td> | 1994<\/td> | 01<\/td> | 2<\/td><\/tr> |
| Congruence and its relation to communication in client-centered therapy<\/td> | Barbara Temaner Brodley<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| Conquering Terror by Feeling Terrified: How I Used Person-Centered Psychotherapy to Overcome My Terror of Performing<\/td> | Josephine Gaeffke<\/span><\/td> | 2016<\/span><\/td> | 23<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | It took a long time of tireless searching to realize that freeing painful repressed memories would also free me from my fear of the stage. I began therapy in 2003 with Armin Klein and continued with his wife Grace in 2011, after Armin passed away. Armin and Grace Klein aretherapists who embody Carl Rogers\u2019 person-centered values (Rogers,1995). When I combined psychotherapeutic tools with Bach\u2019s \u201cGoldberg Variations,\u201d I found my own strategies to uncovertraumatic memories of my earliest years. How I have remembered what I felt as an unborn child, infant, and child is difficult to explain logically. My stage-fright disappeared when I realized that when I stepped on stage I re-experienced exactly how terrified I felt of being born to my mother. At that very instant I also lost forever my terror of every person I met. Before therapy, I was a person who stumbled frightened and blindly through life. By remembering extremely early trauma, I am now a person who feels within a huge radiant sun that sheds warm brilliant light even on the darkest corners of existence.<\/p>\n Keywords: Stage fright, child abuse, Johann Sebastian Bach\u2019s \u201cGoldberg Variations,\u201d Person Centered Therapy, Spina Bifida.<\/p>\n<\/td> | josephine-gaeffke<\/td> | 2016<\/td> | 23<\/td> | 1 2<\/td><\/tr> |
| Construct validity of the core conditions and factor structure of the client evalulation of counselor scale<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The Client Evaluation of Counselor Scale (CECS) was developed by the author and used to obtain 135 client’s evaluations of their counselor’s in-session altitudes and behaviors, along with client’s reported satisfaction with their counseling experience. Practicum\/internship counselors (n : 35) participating in the study represented themselves as preferring a variety of theoretical orientations. For purposes of the present report, clients’ evaluations of the core conditions (as defined by specific CECS items) were appraised with regard lo the variables with which they were most highly correlated. Global profiles of an understanding\/empathic, an accepting\/unconditionally positively regarding, and a genuine counselor were derived from statistical data on face valid and content valid items as revealed by clients’ reports. These core condition profiles compare well with traditional conceptualizations of the core conditions. Twelve empirically-factored counselor styles\/dimensions were identified; most included both theory specific and non-specific variables (survey items); and all correlated significantly with counseling outcome. Results are compared and contrasted with current research on counseling process and outcome, with person-centered concepts in particular addressed. The present research provides support for the views that multifarious therapist approaches are correlated with positive client outcomes; that person-centered characteristics appear to be especially strong correlates of client positive outcome; and that perhaps the most significant component of both counselor embodiment of the core conditions and client positive outcome is the client’s perception of the therapist as a well-adjusted person.<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 2000<\/td> | 07<\/td> | 1<\/td><\/tr> |
| Contemporary Psychoanalysis and Client-Centered Therapy: Different Practices<\/td> | Barry Grant<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barry-grant<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Corrections to: Carl Rogers in dialogue with Martin Buber: A New Analysis<\/td> | Kenneth N. Cissna<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | kenneth-n-cissna<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Corrections. Human science and the person-centered approach: An inquiry into the inner process of significant change within individuals<\/td> | Robert Barth<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | The following materials are corrections from the last issue by the publisher.<\/p>\n These corrections consist of the identification and correction of several pages from the Barth & Sanford article,<\/p>\n Human Science and the Person-Centered Approach: An Inquiry into the Inner Process of Significant Change within Individuals. The printing skipped several pages of the final diskette copy and incorrect insertions of those pages may have distracted from the meaning and clarity of the article. Readers will be able to substitute these corrections in the original article.<\/p>\n John K. Wood’s article, The Person-Centered Approach’s Greatest Weakness: Not Using its Strength, is repeated in its entirety. One page was left out and other pages substituted during the printing. This resulted in considerable confusion to some readers.<\/p>\n Several other articles also had their content distracted from when quotes were not indented and several other format problems occurred.<\/p>\n The editors and publisher apologize for these problems. Final galley proofing by authors and closer attention to the technology should eliminate such errors in the future.<\/p>\n<\/td> | robert-barth<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| Corrections. The person-centered approach’s greatest weakness: not using its strength<\/td> | John Keith Wood<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | The following materials are corrections from the last issue by the publisher.<\/p>\n These corrections consist of the identification and correction of several pages from the Barth & Sanford article,<\/p>\n Human Science and the Person-Centered Approach: An Inquiry into the Inner Process of Significant Change within Individuals. The printing skipped several pages of the final diskette copy and incorrect insertions of those pages may have distracted from the meaning and clarity of the article. Readers will be able to substitute these corrections in the original article.<\/p>\n John K. Wood’s article, The Person-Centered Approach’s Greatest Weakness: Not Using its Strength, is repeated in its entirety. One page was left out and other pages substituted during the printing. This resulted in considerable confusion to some readers.<\/p>\n Several other articles also had their content distracted from when quotes were not indented and several other format problems occurred.<\/p>\n The editors and publisher apologize for these problems. Final galley proofing by authors and closer attention to the technology should eliminate such errors in the future.<\/p>\n<\/td> | john-keith-wood<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| Coterminous Intermingling of Doing and Being in Person-Centered Therapy<\/td> | Jerold Bozarth<\/span><\/td> | 1992<\/span><\/td> | 01<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This paper examines the roles of “being” and “doing” in person-centered therapy. The examination consists of (1) reconsideration of the basic principles of the person-centered approach espoused by the late Carl R. Rogers, (2) examination of Rogers’ responses to his clients, and (3) consideration of some of the reported research findings concerning the function of the person-centered therapist.<\/p>\n<\/td> | jerold-bozarth<\/td> | 1992<\/td> | 01<\/td> | 1<\/td><\/tr> |
| Counselling: Not always a recognized profession in Europe<\/td> | Francoise Ducroux-Biass<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | francoise-ducroux-biass<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Cover & Information<\/td> | ADPCA<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Cover & Information<\/td> | ADPCA<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Cover & Information<\/td> | ADPCA<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Cover & Information<\/td> | ADPCA<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2000<\/td> | 07<\/td> | 1<\/td><\/tr> |
| Cover & Information<\/td> | ADPCA<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| Cover & Information<\/td> | ADPCA<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| Cover & Information<\/td> | ADPCA<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| Cover & Information<\/td> | ADPCA<\/span><\/td> | 2003<\/span><\/td> | 10<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2003<\/td> | 10<\/td> | 1<\/td><\/tr> |
| Cover & Information<\/td> | ADPCA<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Cover and Information<\/td> | ADPCA<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Cover and Information<\/td> | ADPCA<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Cover and Information<\/td> | ADPCA<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Cover to Editorial<\/td> | Jo Cohen<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| Cover, Information & Dedication<\/td> | ADPCA<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Cover, Information & Public Notice<\/td> | ADPCA<\/span><\/td> | 2007<\/span><\/td> | 14<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2007<\/td> | 14<\/td> | 1 2<\/td><\/tr> |
| Creating a Person-Centered Environment for a New Graduate Nursing Program<\/td> | Csrol J. Lindstrom<\/span>, Grace H. Chickadonz<\/span>, Shsron W. Utz<\/span>, Virginia M. Whitmire<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | This article describes the development of a new graduate program in nursing based on a person-centered philosophy. The article presents the context in which the program was developed, the program design, and strategies used to create a person-entered environment. The process of implementing the program is described in terms of its impact on faculty and students. Outcomes are presented descriptively and in terms of he relevant evaluation data that have been collected from the first four graduating classes<\/p>\n<\/td> | csrol-j-lindstrom grace-h-chickadonz shsron-w-utz virginia-m-whitmire<\/td> | 1986<\/td> | pcr-1<\/td> | 2<\/td><\/tr> |
| Criteria for making empathic responses in client-centered therapy<\/td> | Barbara Temaner Brodley<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The criteria for communicating empathic understanding described in this paper are based on my work as a client-centered therapist. As my therapy evolved, I only gradually identified these criteria and recognized that they express the nondirective attitude that informs my practice. An early version of the paper was prepared for the First International Forum on the Person-Centered Approach in Mexico in 1982. An excerpt was published in the ADPCA newsletter, Renaissance, in 1984. In 1986 Carl Rogers published his article on “reflection of feelings” which gave support to my thesis that the client-centered therapist’s intention in responding empathically is to verify understanding, not to manipulate the client’s process nor to foster any therapist goal for the client. The fundamental nondirectiveness in client-centered work seems to be difficult for some students to understand or, perhaps, to believe. My hope that this paper will help to clarify the meaning of the nondirective attitude in empathic interaction process as well as clarify the criteria for overt empathic responding in client-centered therapy.<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Cultural Conditions of Therapy<\/td> | Jasvinder Singh<\/span>, Keith Tudor<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Drawing on the relevant literature and the authors’ own experience and work, this article discusses therapy in the context of culture. Culture is defined and distinguished from race and the implications of cultural variables discussed in relation to the practice of therapy as well as the training of therapists. Rogers’s (1957\/1990b, 1959) six conditions of therapeutic personality change are developed from a cultural perspective.<\/p>\n<\/td> | jasvinder-singh keith-tudor<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Cultural Influences vs. Actualizing Tendency: Is the person-centered approach a universal paradigm?<\/td> | Chun-Chuan Wang<\/span><\/td> | 2003<\/span><\/td> | 10<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Cultural Influences vs. Actualizing Tendency: Is the person-centered approach a universal paradigm?<\/p>\n<\/td> | chun-chuan-wang<\/td> | 2003<\/td> | 10<\/td> | 1<\/td><\/tr> |
| Darmok and Jalad on the Ocean: A Pop-Culture Exploration of Empathic Understanding<\/td> | Brian E. Levitt<\/span><\/td> | 2009<\/span><\/td> | 16<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | In this paper, I explore empathic understanding vis-\u00e0-vis the television series Star Trek: The Next Generation. I present scenes from an episode of The Next Generation as case studies and analyze them to reveal the external and internal nature of language, as well as the \u201cdelusion\u201d of a shared language. I also use these scenes to highlight the difference between understanding and empathic understanding, errors in empathic understanding found in the Wisconsin Project, and the usefulness of pre-therapy in expanding therapist awareness and appreciation of empathic understanding. I also delve into the roles played by psychological contact, congruence, and unconditional positive regard in supporting empathic understanding, as illustrated by the pop-culture vignettes I provide. <\/p>\n<\/td> | brian-e-levitt<\/td> | 2009<\/td> | 16<\/td> | 1 2<\/td><\/tr> |
| Decentering Neuronormativity in Humanistic Psychotherapy: Towards a Neurodiversity-Informed, Person-Centered Approach<\/td> | Matthew J. Bolton<\/span><\/td> | 2023<\/span><\/td> | 26<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Here, I bring attention to some of the ways psychotherapists operate within a neuronormative frame\u2009\u2014\u2009how they unknowingly and perhaps knowingly use power structures and relational instrumentality to subjugate and oppress those of differing neurological backgrounds, marginalizing rather than elevating such neurodivergent individuals. I call on humanistic and particularly person-centered therapists to consciously decenter neuronormativity within and outside the therapy space, through heightened psychotherapeutic relationality, knowing-about, and introspection. I intend to counter the long history of oppressive psychological \u201ctreatments\u201d offered to those of differing neurological backgrounds and lay a foundation for a person-centered approach implicitly informed by neurodiversity perspectives.<\/p>\n<\/td> | matthew-j-bolton<\/td> | 2023<\/td> | 26<\/td> | 1<\/td><\/tr> |
| Demonstration of a Person-Centered Supervision: Disclosure of Childhood Abuse<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2007<\/span><\/td> | 14<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 2007<\/td> | 14<\/td> | 1 2<\/td><\/tr> |
| Dialogical and person-centered approach to psychotherapy: Beyond correspondences and contrasts, toward a fertile interconnection<\/td> | Grigoris Mouladoudis<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This manuscript compares Dialogical therapy which is based on Buber’s philosophy, with Person-centered approach (PCA) to therapy which is based on Rogers’s theory of therapeutic relationships. From the comparison between them, I suppose that Dialogical psychotherapy and PCA represent two separate branches with differences mainly in their theoretical framework but with similarities in their therapeutic practice. Finally discussed are their relation to postmodern thought and constructivist principles and the possibilities for their complementary implementation.<\/p>\n<\/td> | grigoris-mouladoudis<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Dictionary of Person-Centered Psychology<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| Did Carl Rogers\u2019 Positive View of Human Nature Bias His Psychotherapy?<\/td> | Barbara Temaner Brodley<\/span>, Wendy M. Bradburn<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Carl Rogers\u2019 theory of the actualizing tendency (Goldstein,1939; Rogers, 1959, 1980) involves the view that human nature is inherently constructive and prosocial. Critics (e.g., May, 1982) of client-centered therapy (CCT) have argued that it avoided negative antisocial feelings and impulses, exhibiting a bias toward the positive.Bradburn (1996) conducted a study on Rogers\u2019 therapy to evaluate the charge of positive bias. She utilized 25 transcripts of Rogers\u2019interviews to examine his responses to client expressions of positive, negative, mixed or neutral affective valence. Her aim was to determine (a) whether Rogers favored positive versus negative client expressions in general, as measured by his own affective valence and also measured by its intensity relative to the client\u2019s and (b) whether client anger, reputed to be a troublesome emotion for Rogers, increased positive bias.<\/p>\n Results failed to substantiate any positive bias. (1) Analysis showed a strong positive association between the valence of client statements and the valence of Rogers\u2019 statements (p < .005). (2) Except after positive client statements, Rogers gave fewer positive and more negative responses than expected (p < .005). (3) He diminished all client affective intensity more than he intensified it (p < .005), tending to do so relatively more often for positive than for negative client affect. This finding suggested that CCT responds not only to feelings but rather to the client\u2019s whole meaning, including cognitive and information processing elements (e.g., Zimring, 1990a.b.). (4) Rogers tended to express negative valence or intensifyaffect in response to clients\u2019 anger at a higher rate than for other negative effects.\n\nKeywords: Carl R. Rogers, client-centered, person-centered, humanistic psychotherapy, empathic understanding responses, bias in psychotherapy, Rollo May, self-actualization, problem of evil, actualizing tendency, nature of man.\n<\/p>\n<\/td> | barbara-temaner-brodley wendy-m-bradburn<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| Dilemmas of being a person-centered supervisor<\/td> | Nathaniel J. Raskin<\/span><\/td> | 2007<\/span><\/td> | 14<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | nathaniel-j-raskin<\/td> | 2007<\/td> | 14<\/td> | 1 2<\/td><\/tr> |
| Divorce: A party of one<\/td> | Taylor Noble Edenfield<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | taylor-noble-edenfield<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| Editor’s Comments<\/td> | Fred M. Zimring<\/span>, Jerold Bozarth<\/span><\/td> | 1992<\/span><\/td> | 01<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Editorial comments by Jerold D. Bozarth and Fred M. Zimring.<\/p>\n<\/td> | fred-m-zimring jerold-bozarth<\/td> | 1992<\/td> | 01<\/td> | 1<\/td><\/tr> |
| Editor’s Introduction to the Person-Centered Review<\/td> | David Cain<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The birth ofthe Person-Centered Revlew has now taken place. As for any new infant, the proud father has great hopes for what his child might become. | david-cain<\/td> | 1986<\/td> | pcr-1<\/td> | 1<\/td><\/tr> |
| Editorial<\/td> | Jerold Bozarth<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Editorial<\/td> | Jo Cohen<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Editorial<\/td> | Bruce Allen<\/span>, Jeffrey H. D. Cornelius-White<\/span><\/td> | 2009<\/span><\/td> | 16<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | bruce-allen jeffrey-h-d-cornelius-white<\/td> | 2009<\/td> | 16<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Rachel Jordan<\/span>, Stephen Demanchick<\/span><\/td> | 2014<\/span><\/td> | 21<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | rachel-jordan stephen-demanchick<\/td> | 2014<\/td> | 21<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Jon Rose<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jon-rose<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Jeanne P. Stubbs<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jeanne-p-stubbs<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Editorial<\/td> | Jeffrey H. D. Cornelius-White<\/span><\/td> | 2007<\/span><\/td> | 14<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jeffrey-h-d-cornelius-white<\/td> | 2007<\/td> | 14<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Katie Hatch<\/span>, Robbie Culp<\/span><\/td> | 2016<\/span><\/td> | 23<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | katie-hatch robbie-culp<\/td> | 2016<\/td> | 23<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Jerold Bozarth<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | This edition offers a range of topics relevant to the Person-Centered Approach. They rangefrom comparative theoretical discussions to consideration of self inquiry to description ofrelevance of the approach to our societal systems. In addition, one article from the last issue andcorrections on another of the articles are re-printed from the previous issue because of printingerrors. It is unfortunate that several errors occurred in the last issue during the publishing stage.They were especially distressing to the authors in that meaning could have been misunderstoodin some places and continuity broken in other places. Fred Zimring, Jeanne Stubbs, and I tookspecial pains to review the final copy given to the printer. Nevertheless, a computer glitch on anew printing program resulted in missing pages and in the distorted printing of several pages.Hence, the publisher re-printed one article (John K. Wood’s article) in this issue and printedcorrections of another article (Barth & Sanford’s article). As a result of these problems, a policy change has been implemented. Authors will now besent the ready to press (similar to a galley) copy of their article for review. This should minimizethe probability of such errors occurring again. Also, announcements will be limited to a short statement and address of contact in order tosave page space. Related to this is a question considered at ADPCA concerning solicitation ofadvertising. It was decided to not solicit advertising at this time. Details of this possibility arereported in the Renaissance. We are still trying to offer a transcript ofa therapy interview in each issue. If you have a writtentypescript you would like to submit, please submit it along with your comments on the session.Other individuals may also be asked to comment upon it. In spite of the problems with theprevious issue, I believe we are progressing with our …<\/p>\n<\/td> | jerold-bozarth<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| Editorial<\/td> | Jo Cohen Hamilton<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Editorial<\/td> | Bruce Allen<\/span>, Jeffrey H. D. Cornelius-White<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | bruce-allen jeffrey-h-d-cornelius-white<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Laura Jeanne Maher<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | laura-jeanne-maher<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Editorial<\/td> | Barry Grant<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barry-grant<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Jerold Bozarth<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Editorial<\/td> | Bruce Allen<\/span>, Jeffrey H. D. Cornelius-White<\/span><\/td> | 2011<\/span><\/td> | 18<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | bruce-allen jeffrey-h-d-cornelius-white<\/td> | 2011<\/td> | 18<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 2000<\/td> | 07<\/td> | 1<\/td><\/tr> |
| Editorial<\/td> | Jerold Bozarth<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| Editorial<\/td> | Jeffrey H. D. Cornelius-White<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jeffrey-h-d-cornelius-white<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Jo Cohen<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| Editorial<\/td> | Rachel Jordan<\/span>, Stephen Demanchick<\/span><\/td> | 2012<\/span><\/td> | 19<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | rachel-jordan stephen-demanchick<\/td> | 2012<\/td> | 19<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| Editorial<\/td> | Jeffrey H. D. Cornelius-White<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jeffrey-h-d-cornelius-white<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Jeanne P. Stubbs<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jeanne-p-stubbs<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Editorial<\/td> | Rachel Jordan<\/span>, Stephen Demanchick<\/span><\/td> | 2013<\/span><\/td> | 20<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | rachel-jordan stephen-demanchick<\/td> | 2013<\/td> | 20<\/td> | 1 2<\/td><\/tr> |
| Editorial<\/td> | Jon Rose<\/span><\/td> | 2003<\/span><\/td> | 10<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jon-rose<\/td> | 2003<\/td> | 10<\/td> | 1<\/td><\/tr> |
| Editorial V24 N1<\/td> | Jerome Wilczynski<\/span>, Marjorie Witty<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerome-wilczynski marjorie-witty<\/td> | 2019<\/td> | 24<\/td> | 1 2<\/td><\/tr> |
| Editorial V24 N2<\/td> | Jerome Wilczynski<\/span>, Marjorie Witty<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerome-wilczynski marjorie-witty<\/td> | 2019<\/td> | 24<\/td> | 1 2<\/td><\/tr> |
| Editorial\u2014A Call for the “Write Stuff’<\/td> | David Cain<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | david-cain<\/td> | 1986<\/td> | pcr-1<\/td> | 2<\/td><\/tr> |
| Editorial; Better late than never<\/td> | Jon Rose<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jon-rose<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| Editorial; Loss and life in a person-centered community<\/td> | Jon Rose<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jon-rose<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Editorials<\/td> | Fred M. Zimring<\/span>, Jerold Bozarth<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | fred-m-zimring jerold-bozarth<\/td> | 1994<\/td> | 01<\/td> | 2<\/td><\/tr> |
| Editors\u2019 Introductory Commentary<\/td> | <\/td> | 2019<\/span><\/td> | <\/td> | <\/td> | View<\/a><\/td> | The editors dedicate this issue to the memory of Barbara Temaner Brodley. Over the years for many of us, Barbara\u2019s writings have proved to be invaluable in defining and clarifying the practice of client-centered therapy. Some of our graduate students remark that in studying Barbara\u2019s writings, they feel as if they have \u201ccome home.\u201d We are happy when this happens, but understand that client-centered practice is not for everyone. The papers found within this edition of the double issue of the Person-Centered Journal (PCJ), with the sole exception of the article by Daniel Metevier, were originally considered for inclusion in the collection of Barbara\u2019s papers in the book edited by Kathryn Moon, Marjorie Witty, Barry Grant and Bert Rice titled Practicing Client-Centered Therapy, published by PCCS Books in 2011. Due to space limitations, we did not include them at that time, but are pleased to offer them here in this issue of the PCJ. \u201cClient-Centered Therapy What is it? What is it not?\u201d argues for making clear distinctions between therapeutic practices which, while grounded in the principles and values of the approach, diverge from client-centered therapy. Barbara advocates identifying this larger family of therapies as \u201cperson-centered therapies,\u201d of which clientcentered therapy is a distinctive member\/practice. Practitioners, it seems to us, are involved in a continual effort to define their own practices, and to attempt to identify when their practice is consistent with or when it departs from those practices to which they are committed. These divergences may lead to innovation and evolution, and they may represent mistakes and a falling short of the discipline of the approach. This paper presents some criteria for gauging whether or not we are practicing client-centered therapy and clarifies some of the misunderstandings which have grown up around the practice. \u201cA Client-Centered Therapy Practice\u201d describes Barbara\u2019s conclusions about her therapy, having observed its effects over many years and many clients. She enumerates the core values undergirding the practice of client-centered therapy, and identifies the processes of change which she has observed in her own practice with clients. The essay provides a strong critique of directiveness and the subtle ways in which it may undermine the client\u2019s self-authority and autonomy. Particularly helpful is the section on responding from the therapist\u2019s frame of reference, in which she gives theoretically grounded justifications for therapist-frame responses. \u201cSome Differences in Clients\u2019 Questions and Rogers\u2019 Responses to Questions Between the Mr. Bryan Sessions and Rogers\u2019 Post-Bryan Therapy Sessions\u201d is a paper that presents some of the findings of a dissertation by Claudia Kemp. Barbara was a member of Kemp\u2019s dissertation committee, and in this article they focus on revealing the ways in which Rogers\u2019 behavior changed after his work with a client named Mr. Bryan. Brodley and Kemp contend that Rogers was not yet a client-centered therapist when he worked with Mr. Bryan, but he was on his way toward developing into the client-centered therapist he came to be known for. Finally, we include an interview with Barbara, conducted in 2002 by Daniel Metevier. The interview is part of his dissertation on client-centered supervision. Dan\u2019s interview questions helped to explicate Barbara\u2019s development as a consultant (she eschews the term \u201csupervisor\u201d), including her distinctions between the attitudinal conditions provided as therapist and the same attitudes involved in the consultative relation. She describes working with a range of students, some of whom do not really aspire to practice from the client-centered approach and some of whom welcome and are open to Barbara\u2019s open and honest feedback on their work. For those of us involved in providing supervision\/consultation, we hope this essay illuminates how a master client-centered therapist conveys the …<\/p>\n<\/td> | <\/td> | 2019<\/td> | <\/td> | <\/td><\/tr> |
| Editors\u2019 Introductory Commentary<\/td> | Jerome Wilczynski<\/span>, Marjorie Witty<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | by Jerome Wilczynski &\u00a0 Marjorie Witty We want to highlight the upcoming Annual Conference of the Association for the Development of the Person-Centered Approach (ADPCA). It will be held on the campus of Kutztown University in Kutztown, Pennsylvania from July 24-28, 2019. See the ADPCA website for registration information. A brochure will be mailed to the ADPCA members. The first issue within this double issue of the Person-Centered Journal. (PCJ) provides readers with three different articles. The article by Jerome Wilczynski, \u201cCommonalities Between Client-Centered Therapy and How God\u2019s Grace Works: Finding a Path Toward Client-Centered Christian Spiritual Counseling,\u201d delineates the similarities between how the change process is conceived in client-centered theory and therapy and how God\u2019s grace works, as well as how transformative change happens from a spiritual perspective. Given these similarities, the author contends that Christian spiritual counseling should proceed in the same manner as client-centered therapy. Doing so allows the relationship between counselor and client to mirror the divine\u2013human relationship. The article by Susan Pildes and Kathryn Moon, \u201c\u201cI Didn\u2019t Know You Felt That Way\u201d: The Practice of Client-Centered Couple and Family Therapy,\u201d describes how the authors work when seeing couples and families in therapy. While the non-directive attitude guides their interaction, just as it does when they work with individuals, the way they express empathic understanding changes. When working with couples and families, the authors are more explicit with providing their thought process when relating their empathic understanding; this is done to lessen the possibility of misunderstandings. The authors contend the possibility for misunderstanding increases among those present when there is more than one client in the consulting room. The last article in this issue, \u201cReal Human Connection: There is no app for that!,\u201d is by David Myers and Jessica Miller. They explore the paradoxical problem of how college students are less personally engaged with others even though they live in a \u201cconnected\u201d world\u00a0 vis-\u00e0-vis a myriad of social media outlets today. The authors explore how college personnel from instructors, to resident-hall advisors and administrators may adapt client-centered theoretical principles outside the counseling situation to assist students in feeling …<\/p>\n<\/td> | jerome-wilczynski marjorie-witty<\/td> | 2019<\/td> | 24<\/td> | 1<\/td><\/tr> |
| Education and the Humanistic Crisis<\/td> | Cecil H. Patterson<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | cecil-h-patterson<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Education as Relationship Between Persons<\/td> | Alexandros V. Kosmopoulos<\/span>, Stephanos P. Vassilopoulos<\/span><\/td> | 2009<\/span><\/td> | 16<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Relational dynamic education and counseling is a developing approach that views education as (1) a process that targets the emergence and establishment in the individual of a unique identity and (2) an act, not static but dynamic and fluid, greatly influenced by the quality of the relationships. The fruits of this pedagogy depend heavily on the transformation of the educational relationship into a genuine, person- centered one. It has application in every field of human endeavor where the healthy psychological and spiritual growth of the individual is a goal. In this article, the basic concepts and tenets of this approach are presented. A new teaching model is put forward, based on the quality of person-centered relationships between the student and the teacher. <\/p>\n<\/td> | alexandros-v-kosmopoulos stephanos-p-vassilopoulos<\/td> | 2009<\/td> | 16<\/td> | 1 2<\/td><\/tr> |
| Effecting a collaboration between Roger’s client-centered therapy and Kohut’s self psychology<\/td> | Darryl A. Hyers<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | darryl-a-hyers<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| Effects of Person-Centered Psychological Assistance on Workers in Stressful Jobs<\/td> | John M. Malouff<\/span>, Kristy S. Osland<\/span>, Wendy K. Alford<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This paper describes a study that evaluated person-centered psychological assistance in reducing the stress ofworkers in stressful jobs. Randomly-assigned experimental group participants received written information on basic person-centered counseling. Participants were asked to implement these methods while talking with an | john-m-malouff kristy-s-osland wendy-k-alford<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| Emergence of theory and methodology for a human system model of positive health: an interview with Jules Seeman<\/td> | Kristin S. Sturdevant<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | At the Annual Conference of the Association for the Development of the Person-Centered Approach in 1994, I asked Jules if I might interview him. As a member of a panel earlier in the day in which participants talked about client-centered theory early in its development, Jules spoke of a \u201clost piece\u201d of his history early in development of client-centered theory. Jules also talked about his theory, a human system model of positive health. Moreover, he described the basic methodology which therapists from this theoretical perspective might enter a client\u2019s \u201csystem\u201d by making connection, and facilitating therapeutic growth through communication. My purpose in interviewing Jules is threefold. I would like others to hear Jules tell his story \u2013 that is, to tell how his ideas emerged, found a home in Rogerian theory, and continue to unfold. I would like to acknowledge the \u201clost piece\u201d in Jules\u2019s history. And I hope to provide others with a narrative account of the development of client-centered (now person-centered) theory and how complimentary person-centered theory is to human systems theory, for which Jules has not only a conceptual definition, but a methodology.<\/p>\n<\/td> | kristin-s-sturdevant<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Empathetic communication for conflict resolution among children<\/td> | Jeff L. Cochran<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | This article presents an empathy-focused approach to conflict resolution among children that is applicable in schools and other settings. The authors illustrate the approach with a case example and with role definitions for speakers, listeners, and facilitators. The authors assert that complete communication (having children in conflict listen to one another and then empathically respond to one another without judgment or bias) is a highly effective and powerful means to conflict resolution. Important interpersonal and intrapersonal benefits include: increased self-efficacy and self-reliance, increased respect for self and others, increased empathy and emotional maturity, and increased skills in developing meaningful friendships. Further, this model may help prevent school violence resulting from children feeling ostracized and unheard. Additional applications are also discussed.<\/p>\n<\/td> | jeff-l-cochran<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| Empathic understanding and feelings in client-centered therapy<\/td> | Barbara Temaner Brodley<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Empathic Understanding and Feelings in Client-Centered Therapy<\/td> | Barbara Temaner Brodley<\/span><\/td> | 1992<\/span><\/td> | 01<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 1992<\/td> | 01<\/td> | 1<\/td><\/tr> |
| Empathic understanding grows the person<\/td> | Fred M. Zimring<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | A new framework will be offered to answer questions about: 1) Why psychotherapeutic change occurs and why empathy has the effect it does; and 2) What are the targets of empathic understanding?<\/p>\n<\/td> | fred-m-zimring<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| Empathy<\/td> | Meriam Bassuk<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | meriam-bassuk<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Empathy and the media: Can we really know people from the news?<\/td> | Jon Rose<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jon-rose<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| Empathy and the media: Can we really know people from the news?<\/td> | Jon Rose<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Jon Rose, Ph.D. VA Palo Alto Health Care System andSan Francisco State University David J. McIntyre, B.A.Pacific Graduate School of Psychology Preface \u00a0Much of our interest in news media may arise from feeing a sense of relatedness to the people portrayed.\u00a0 The popularity of People Magazine attests to how much people want to now about and understand people who are in the news.\u00a0 Conveying an impression of human understanding helps to boost TV news ratings and helps to sell newspapers (Bagdikian, 1992).\u00a0 News media stories about crime, heroism, fame and infamy are more compelling to obtain when we imagine we know how those in the news must have felt when the event presented occurred, but how accurate can such attempts at empathy be?\u00a0 Is it possible to empathize with someone we only know about through the news? When we say that we empathize with someone, or that a client empathizes with someone, what do we mean?\u00a0 What does empathy mean, and under what circumstances can it reliably exist?\u00a0 Is personal contact a requirement for empathy, or can it exist based on a conversation, a narrative, or from a series of news stories? It can be argued that empathy requires personal communication with reliable feedback, or some other access to the inner workings of the person being empathized with.\u00a0 Without such an interaction, what is achieved may be internally satisfying to the perceiver, but not an accurate reflection of the perceived, and therefore not empathy as understood by client-centered therapy.Empathy The word empathy comes from the German word, Einfuhlung, meaning \u201cfeeling into\u201d, that describes the process of art appreciation by assigning a visceral feeling to a work of art \u2013 essentially projecting one\u2019s own emotions onto the artwork (Bennett, 2001; Myers, 1999).\u00a0 Levenson and Reuf (1992) distinguish between empathy, described as knowing or feeling what another person is feeling, and sympathy, described as a compassionate response to another\u2019s distress.\u00a0 This range of definitions echoes the sentiments of Reik (1948, as cited in Myers, 1999) who lamented that the term empathy was bandied about in such a manner as to make it devoid of meaning. If, however, we want to look at the utility of empathy in the context of client-centered therapy, it is helpful to narrow the definition.\u00a0 Rogers (1980) described empathy as being not a state, but rather a process \u2013 a process of becoming intimately aware of what the other person is feeling, or even barely feeling, moment-to-moment, without judgment.\u00a0 Rogers described part of this process as frequently checking in with the person to ensure that the perceiver\u2019s perceptions are accurate, and then being guided by the responses received (Cohen, 1994).\u00a0 Raskin and Rogers (1989) listed empathy as one of the tenets of client-centered therapy, and described it as reflecting \u201can attitude of profound interest in the client\u2019s world of meanings and feelings as the client is willing to share this world\u201d (p 157).\u00a0 They described a key component in this process as a \u201cwillingness to be corrected\u201d (p 171).\u00a0 Raskin and Rogers went on to describe this interaction as a dance, with the client leading and therapist following.\u00a0 This concept of the empathic process was echoed by Bohart (1988), who stated that in client-centered therapy, empathy represents an in-the-moment understanding of the client\u2019s internal experience that is devoid of judgment.\u00a0 This lack of judgment was one of the distinctions that Bennett (2001) made between empathy and sympathy. Unlike psychoanalytic psychotherapy where the purpose of empathy is to understand the client in order to formulate an intervention, in client-centered therapy the effect is to help the client deepen his experience of the moment (Bohart 1988; Raskins & Rogers, 1989; Rogers, 1980).\u00a0 Brodley (1992) clearly distinguished between the effect of communicated empathy focusing or deepening the client\u2019s experience and the therapist\u2019s goal to acceptantly understand. Levenson and Reuf (1992) explored physiological correlates of perceived empathy.\u00a0 Comparing heart rates between listeners and speakers, they found that empathic accuracy was higher for negative affect when there was a greater physiological co-variance between the listener and the speaker.\u00a0 For positive affect, empathic accuracy increased when the listener exhibited lower cardiac arousal, regardless of how aroused or calm the speaker became.\u00a0 These findings were interpreted to mean that, at least for negative affect, empathy includes both knowing and actually feeling what another person is feeling.Conditions Necessary for Empathy Empathy is not a \u201cskill or a power,\u201d according to Myers (1999, p. 148), but rather something that is derived from the process of communication between client and therapist, echoing the sentiments of Rogers (1980).\u00a0 This concept of empathy as a process was supported by Marangoni, Garcia, Ickes, and Teng (1995) who created videotapes of simulated psychotherapy sessions with female subjects, on the theory that females would be more expressive and open.\u00a0 Students (perceivers) viewed the videotapes and were asked to describe the interview subjects\u2019 (targets) internal thoughts at the relevant moments.\u00a0 Marangoni et al. found that cross-target consistency was high (a = .86), indicating that empathic accuracy represented a stable individual difference in the perceivers.\u00a0 When this is combined with the finding that accuracy increased with exposure, Marangoni et al. noted that this implies that empathic accuracy is a skill that can be learned.\u00a0 They also found evidence that the characteristics of the target had an effect on empathic accuracy in their study.\u00a0 One target who was ambiguous was very difficult to interpret and almost impossible to interpret without feedback. \u00a0Furthermore, Marangoni et al. found that the perceivers were unable to accurately judge their own empathic accuracy.\u00a0 In short, empathic accuracy increased with exposure to the subject and increased more quickly when feedback was provided. This supports the idea that certain conditions need to be met in order to achieve a level of understanding of another individual that we can call \u201cempathy.\u201d\u00a0 First, empathic accuracy increases with time.\u00a0 The less information that the perceiver has about the person he seeks to understand, the less likely that the interpretation will be correct.\u00a0 Second, empathic accuracy increases with feedback of internal processes.\u00a0 This was especially important when the person being interviewed was ambiguous or conflicted in her statements.\u00a0Lastly (and possibly most importantly) if individuals are poor judges of their own empathic accuracy then, absent feedback or some other access to the person\u2019s internal processes, they do not really know if their perception of the observed person\u2019s internal process is accurate or not. If various modes of human communication are examined using these criteria for empathic understanding, it is then possible to develop a framework for determining where it is probable that empathic understanding can be achieved.\u00a0 It is also possible to determine where empathic understanding is possible, but the probability of accuracy is so low that the result should be termed something other than empathy.\u00a0 Empathic understanding is most probable in a face-to-face (or comparable) setting of some significant duration, where the perceiver has the opportunity to present the target (person she wants to understand) with the perceiver\u2019s conceptualization of the target\u2019s internal state, and then receive confirmatory or corrective feedback as to that interpretation.\u00a0 In this way the perceiver is able to work with the target in shaping the perceiver\u2019s understanding of the target\u2019s internal process until there is mutual agreement that a correct interpretation has been achieved.\u00a0 The less information that is available to the perceiver, the less confidence the perceiver should have in the accuracy of her interpretation.\u00a0 For example, a phone conversation would deny the perceiver of relevant information from the target\u2019s body language, and written communication (e.g., letters, e-mail, or chat rooms) would further deny the perceiver access to voice inflections.\u00a0 It should be noted that a lengthy face-to-face conversation does not guarantee empathic accuracy, as the target may lack sufficient openness or insight to communicate their internal state effectively, and\/or the perceiver may lack empathic skills and\/or the frame of reference necessary to understand the target (Cohen, 1994). A different level of empathic accuracy can be achieved through works of literature or performing arts such novels, autobiographies, biographies, theater, etc.\u00a0 While the perceiver does not have the ability to interact with the target (say, the main character in a novel) the perceiver (in this case the reader), does have unfettered access to whatever internal processes of the main character that the author deems appropriate.\u00a0 For example, the author has the option of presenting the reader with not only the external fa\u00e7ade that the main character presents to the other characters in the book, but also the main character\u2019s inner thoughts and emotions.\u00a0 The same can occur in theater, where the character pierces the fourth wall and speaks directly to the audience.\u00a0 It should be recognized, however, that these characters are not real people and therefore lack whatever complexity the author has chosen to omit, or is unable to convey.\u00a0\u00a0 The same would hold true for subjects of biographies or autobiographies, as, while the presentation of the subject may be extensive, the information presented will likely be edited to conform to an image that the author wishes to present.\u00a0 The readers\u2019 empathic understanding of a character can even be confirmed by the author later in the work, or in interviews and commentaries about the work. At the far end of the spectrum would be subjects of brief reports such as newscasts or newspaper articles.\u00a0 Especially in today\u2019s compressed media savvy environment, any information presented should be eyed warily in terms of being used as a basis for accurate empathy.\u00a0 This is both because of the paucity of information available as well as interference from the media\u2019s agendas. One example could be the reporting of any well-publicized crime.\u00a0 The prosecution and the victim will be painting a picture of a sympathetic victim and an odious perpetrator.\u00a0 The defense will be painting a picture of a sympathetic perpetrator and an odious victim, and\/or judicial system, and\/or society.\u00a0 Political, religious, and social groups will be making statements for or against any of the parties mentioned above as suits their own agenda, which may have little to do with the facts of the case or the people involved.\u00a0 Each news source may present information designed to lead the media consumer to believe that he understands what it was like to be a particular person in the news story.\u00a0 Feeling empathic, those consumers may be more inclined to act (vote, write, protest, etc.) in a way that supports the speaker.\u00a0 The news media will then ostensibly provide the public with objective presentations and\/or interpretations of the information flowing from these disparate sources.\u00a0 Bagdikian (1992) would argue that, while in the past the media would have slanted the reporting to meet their own agenda, their focus now is to report in such a way as to maximize advertising revenue through increased readership \u2013 achieved through a combination of sensationalism and non-offensiveness.\u00a0 In this situation, while it is possible that a media consumer might have an accurate understanding of the internal condition of the person in the news (be it victim or perpetrator), the likelihood of it being accurate can be no greater than chance.\u00a0 The consumer has no access to the person, limited information on the person\u2019s statements let alone thoughts, and no opportunity for feedback to determine if her assessments are correct.\u00a0 The perceiver may have sympathy for the person, but the perceiver\u2019s perception of the target\u2019s internal processes are more likely to be more a product of projection than any real understanding of the person\u2019s internal reality.\u00a0 At this end of the spectrum, the perceiver may be experiencing something close to Einfuhlung, a projection of the perceiver\u2019s own internal state onto the person, but they will not be experiencing empathy as it is understood in client-centered therapy.Your content goes here. Edit or remove this text inline or in the module Content settings. You can also style every aspect of this content in the module Design settings and even apply custom CSS to this text in the module Advanced settings.Future Research and Implications The notion that empathic perceptions derived from news media presentations of people are inaccurate is a testable hypothesis.\u00a0 An article or series of articles could be selected about a public figure, the target.\u00a0 The target\u2019s internal state could then be ascertained either directly from an interview or autobiographical sources.\u00a0 The researcher would be matching the target\u2019s private thoughts and feelings with statements from the news accounts.\u00a0 For example, the article might describe a specific incident from which thoughts and feelings could be inferred, or the article might explicitly assign specific thoughts and emotions \u2013 e.g., \u201cJane Doe was saddened by\u2026X.\u201d\u00a0 The first level of inquiry would be to simply determine if the target feels he was accurately represented in the news coverage.\u00a0 The second stage would be to have subjects (perceivers) read the news articles, and, where specified by the researcher, tell what they think the target was thinking and feeling.\u00a0 These assertions could then be matched to the target\u2019s previously stated thoughts and feelings, and the perceivers\u2019 accuracy could then be determined. It is important, when discussing empathy, to understand how the word is defined, otherwise, as Reik (1948, as cited in Myers, 1999) feared, the word has no meaning.\u00a0 In client-centered therapy, the meaning is precise, albeit complex, referring to an intimate, moment-to-moment understanding of the target\u2019s deep internal experiences that is derived from the feedback-laden interaction between target and perceiver, and that is free from judgment (Rogers, 1980).\u00a0 When defined as such, empathy is a powerful tool that allows the client (target or perceived) to feel understood, that draws attention to and deepens the client\u2019s own understanding of their self, and can thereby be a mechanism of therapeutic change. If empathy is understood to mean something different from this, or if the meaning of empathy is unclear, then what is labeled as empathy may be nothing more than the projections of the perceiver \u2013 having little or nothing to do with the internal state of the client or target.\u00a0 Therefore, when writing about empathy it is helpful to clearly operationalize the term and, if possible, to firmly embed it within a well-understood frame of reference.\u00a0 This serves the dual purposes of making the meaning of empathy as referred to in the text clear as well as making the text relevant to a larger body of work.References Bagdikian, B. H. (1992). The media monopoly. (4th ed.). Boston: Beacon Press. Bohart, A. C. (1988). Empathy: Client centered and psychoanalytic. American Psychologist, 43, 667-668. Brodley, B. T. (1992). Empathic understanding and feelings in client-centered therapy. The Person-Centered Journal, 1, 21-32. Bennett, M. J. (2001). The empathic healer: An endangered species? San Diego, CA: Academic Press. Cohen, J.\u00a0 (1994). Empathy toward client perception of therapist intent: Evaluating one\u2019s person-centeredness.\u00a0 The Person-Centered Journal 1(3), …<\/p>\n<\/td> | jon-rose<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| Empathy Experiment Report: A lifelong friend and a child client<\/td> | Lori Meitzler<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | lori-meitzler<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Empathy Experiment Report: A Mother and a Friend<\/td> | Karen Breidinger<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | karen-breidinger<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Empathy Experiment Report: A Sister and a Boyfriend<\/td> | Katherine Martin<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | katherine-martin<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Empathy toward client perception of therapist intent: Evaluating one’s person-centeredness<\/td> | Jo Cohen<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | Evaluating one’s own person-centeredness can be facilitated by asking the question, “What is the client’s perception of the therapist’s intent” The present paper asserts that from a person-centered approach, the client’s perceptual stance is the context for relationship development, and a context within which the therapist’s response must be evaluated. Empathy with the client’s phenomenal world of the therapists’ intent can be a guide for evaluating therapeutic person-centeredness. To assure that the therapist manifests a trust in the client’s self-actualization tendency, it is critical to assess the client’s perception that this is so.<\/p>\n<\/td> | jo-cohen<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| Empathy: Is that what I hear you saying?<\/td> | Sharon Myers<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This paper reviews the client-centered approach to empathy with a view toward uncovering relational themes in Rogers’ original conceptualization. Challenging traditional versions of empathy which reduced the concept to a special quality of the therapist or to a precise communication skill, this paper argues that empathy is an interactional variable, not well suited to theoretical definition. A model emerges for understanding empathy as on aspect of the interactional relationship which develops between counselor and client.<\/p>\n<\/td> | sharon-myers<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Empatia Interuptus<\/td> | John Keith Wood<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | john-keith-wood<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Errata: Teaching Person-Centered Counseling Using a Co-Counseling Experience<\/td> | Maria Hess<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Abstract. Rogerian attributes of congruence, unconditional positive regard, and empathic understanding are at the core of person-centered counseling. The author presents a training model for undergraduates based on these seminal ideals. Included are how to create an emotionally safe environment for acquiring clinical skills, the importance of developing in-class community, how to facilitate choosing co-counselors, and the impact of supervision and feedback. The use of didactic exercises, required papers and reading, co-counseling triads, discussions, relevant self-disclosure, and high student and instructor engagement promotes an interactive, inclusive, clinically challenging course. Teachers and students report high satisfaction with this classroom experience. <\/p>\n<\/td> | maria-hess<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Examining unconditional positive regard as the primary condition of therapeutic personality change<\/td> | Ken Tyler<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This paper compares Rogers’ early formulation of the theory of personality and behavior (Rogers, 1951), which has become known as “The Nineteen Propositions,” with his main statement of personality theory (Rogers, 1959). The theoretical developments which took place during those few intervening years, particularly in relation to unconditional positive regard, throw some light on, and support, Jerold Bozarth’s reconceplualization of unconditional positive regard as “The primary condition of therapeutic personality change” (Bozarth, 1996, p.44). In this paper I want to describe those changes and demonstrate their importance to the development of person-centered theory.<\/p>\n<\/td> | ken-tyler<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Experiencing Level as a Therapeutic Variable<\/td> | Marion N. Hendricks<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Specific transcript material is presented to help therapists recognise clients’ immediately sensed, but implicit experience. The observational markers of High Experiencing (EXP) process defined in the research instrument, the ExP Scale, are shown to specify clinical interventions and training procedures for therapists..One kind oftherapist response that points toward the implicit is explained and the difference such a tesponse makes to the client’s subsequent responses is illustrated. The therapist’s capacity to respond toward the implicit is a kind of empathy, different from either an accurate grasp of content or emotion.<\/p>\n<\/td> | marion-n-hendricks<\/td> | 1986<\/td> | pcr-1<\/td> | 2<\/td><\/tr> |
| Extending Rogers’ thoughts on human destructiveness<\/td> | J. Guthrie Ford<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | Carl Rogers explicitly described children’s urges to inflict pain, a male organism directing a sexual assault on young girls, and a mother’s organic need to aggress against her child. In light of these recognitions of human destructiveness by Rogers, Quinn (1993) has recently challenged the commitment of person-centered psychologists to the wholly constructive actualizing tendency. Quinn (1993) has argued for destructiveness being equally “at core” with constructive organismic capacities. He has also asserted that this possibility was acknowledged, although inadvertently so, by Rogers himself, through various descriptions (admissions to?) human destructiveness. If person-centered psychology is equivocal about the inherentness of human destructiveness, then many person-centered deductions and applications become clouded. Quinn (1993) focused on client-centered therapy, arguing that the client’s organismic valuing process, which may well include destructive features, has limited adaptive benefit. Although I do not find that Rogers recognized destructiveness as an inherent directionality, it is true that person-centered theory has not dealt with negative human behaviors in conceptually satisfying ways. This paper is a start toward changing that. Four explicit “cases” of human destructiveness are taken from prominent works and are explained by person-centered constructs and specific processes which Rogers saw as relevant to the actualization of destructiveness. The paper concludes with critical reflection on Quinn’s (1993) developmental-interactional approach to psychotherapy, an alterative to the client-centered approach.<\/p>\n<\/td> | j-guthrie-ford<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| Facilitating an Empathic \u201cWay of Being\u201d: From Experiencing to Conveying<\/td> | Erin M. West<\/span>, jane A. Cox<\/span><\/td> | 2014<\/span><\/td> | 21<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Despite knowledge of empathy\u2019s important role in the counseling relationship, literature regarding nurturing counseling students\u2019 empathic abilities is limited. In particular, literature lacks focus on enhancing one\u2019s ability to convey empathy. In the following we discuss ideas about fostering empathic abilities and the importance of further research on enhancing empathy conveyance. <\/p>\n<\/td> | erin-m-west jane-a-cox<\/td> | 2014<\/td> | 21<\/td> | 1 2<\/td><\/tr> |
| Facilitating change in organizations: toward a framework of organization development for person-centered practitioners<\/td> | David Coghlan<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | david-coghlan<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Ferdinand Van der Veen: A Life Recalled<\/td> | J. Wade Hannon<\/span>, Will Stillwell<\/span><\/td> | 2009<\/span><\/td> | 16<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | j-wade-hannon will-stillwell<\/td> | 2009<\/td> | 16<\/td> | 1 2<\/td><\/tr> |
| Fostering client insight<\/td> | David Coghlan<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | david-coghlan<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| From Gendlin to Rogers to Brodley to Bohart: My Evolution as An Integrative Person-Centered Therapist<\/td> | Arthur C. Bohart<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | arthur-c-bohart<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| From Nondirective to Nonpredictive<\/td> | Doug Bower<\/span>, Lisbeth Sommerbeck<\/span><\/td> | 2013<\/span><\/td> | 20<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The concept of being nondirective in person-centered therapy is presented and followed by a discussion of the advantages and disadvantages of being nondirective. The purpose for doing so is to examine the principle of being nondirective in order to offer a proposal of the concept of being nonpredictive. The authors assert that the concept of being nonpredictive may be even more fundamental to not being an expert on the client than the concept of being nondirective. Being nonpredictive allows for the different<\/p>\n perspectives of the two authors, particularly with respect to the question of offering, or not offering advice and suggestions to clients. The authors conclude with appreciating, that the idea of being nonpredictive is potentially more inclusive, or flexible than the idea of being nondirective. <\/p>\n<\/td> | doug-bower lisbeth-sommerbeck<\/td> | 2013<\/td> | 20<\/td> | 1 2<\/td><\/tr> |
| From person to transperson-centredness: a future trend?<\/td> | Richard Bryant-Jefferies<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | richard-bryant-jefferies<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Full Edition<\/td> | ADPCA<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Full Edition<\/td> | ADPCA<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Full Edition<\/td> | ADPCA<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| Full Edition<\/td> | ADPCA<\/span><\/td> | 2011<\/span><\/td> | 18<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2011<\/td> | 18<\/td> | 1 2<\/td><\/tr> |
| Full Edition<\/td> | ADPCA<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| Full Edition<\/td> | ADPCA<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2019<\/td> | 24<\/td> | 1 2<\/td><\/tr> |
| Full Edition<\/td> | ADPCA<\/span><\/td> | 2009<\/span><\/td> | 16<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2009<\/td> | 16<\/td> | 1 2<\/td><\/tr> |
| Full Issue<\/td> | ADPCA<\/span><\/td> | 2012<\/span><\/td> | 19<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2012<\/td> | 19<\/td> | 1 2<\/td><\/tr> |
| Future Directions for Research in Client-Centered Psychotherapy<\/td> | Michael J. Lambert<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | The status of research on the person-centered hypothesis of necessary and sufficient conditions was reviewed in an attempt to suSg\u20acst directions for future research on the effects of psychotherapy. Past research has suggested the importance of the therapeutic conditions for outcome, but the need for new directions in research on the therapeutic relationship is clear if the centered school is to continue to be influential. The most pressing need was considcred to be a modification of parson-centered theory, especially a modification that emphasises the client’s contribution to outcome. Theory-directed research may b\u20ac most productive if it leads investigators into less general ways of analysing the therapeutic relationship. Some suggestions for this specificity and for methodological improvements were made.<\/p>\n<\/td> | michael-j-lambert<\/td> | 1986<\/td> | pcr-1<\/td> | 2<\/td><\/tr> |
| Harmony<\/td> | John Keith Wood<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | john-keith-wood<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Hearts touching each other the interactions of poetries and poets<\/td> | Armin Klein<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | armin-klein<\/td> | 2000<\/td> | 07<\/td> | 1<\/td><\/tr> |
| Hello, Neighbor: A Process of Person-centered Mentorship Inspired by Carl and Fred Rogers<\/td> | Matthew J. Bolton<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | matthew-j-bolton<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| Heuristic Inquiry as Psychotherapy\u2014The Client-Centered Approach<\/td> | Maureen O'Hara<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | The dialogical process of client-centered therapy is viewed as a joint study of the nature and meaning of human experience as seen from the client point of view. It is proposed that one way to understand the “healing process” in dialogical therapy is to view grow(h and expansion of consciousness as natural consequences of successful moments in this inquiry, when the client achieves deeper contact wi1h, and makes a commitment to. some larger truth. AIso described is the syntactical nature of such discoveries and, by use of examples from therapy transcripts, how this is experienced by the client. The role of the therapist is seen as one of service to the client’s inquiry. issues of power and authority as they impinge upon the collaborative enterprise are discussed.<\/p>\n<\/td> | maureen-ohara<\/td> | 1986<\/td> | pcr-1<\/td> | 2<\/td><\/tr> |
| Honoring the Person Within the Child: Meeting the Needs of Children through Child-Centered Play Therapy<\/td> | Charles E. Myers<\/span>, Pedro j. Blanco<\/span>, Ryan Holliman<\/span><\/td> | 2013<\/span><\/td> | 20<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Child-centered play therapy (CCPT) is the developmentally responsive application of Carl Rogers’ person-centered theory in helping children by incorporating selected play materials within a safe, therapeutic environment. A look at the differing views on the application of empathic listening in CCPT is explored. Some mental health professionals criticize CCPT as being limited in its application; however, research supports the effectiveness of CCPT in meeting a wide range of presenting concerns in contrast to the personal beliefs of some mental health professionals. The application of CCPT provides children a caring, accepting relationship that frees their inner ability to grow and heal through honoring the person within the child. <\/p>\n<\/td> | charles-e-myers pedro-j-blanco ryan-holliman<\/td> | 2013<\/td> | 20<\/td> | 1 2<\/td><\/tr> |
| Human Science and the Person-Centered Approach: An Inquiry into the Inner Process of Significant Change within Individuals<\/td> | Robert Barth<\/span>, Ruth Sanford<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Attention: Substantial omissions and wrongly placed insertions were printed in this article. Corrections can be found in Volume 1, issue 3. Citation: Barth, R. & Sanford, R. (1994). Human Science and the Person-Centered Approach: An Inquiry into the Inner Process of Significant Change within Individuals. The Person Centered Journal. 1(2). 19-36.[pdf-embedder …<\/p>\n<\/td> | robert-barth ruth-sanford<\/td> | 1994<\/td> | 01<\/td> | 2<\/td><\/tr> |
| Humility as an important attitude in overcoming a rupture in the therapeutic relationship<\/td> | Ladislav Timul\u00e1k<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This paper depicts the therapist’s share of possible ruptures in the client-counselor relationship. It presents an attitude toward these ruptures which can facilitate the therapeutic and the client’s process. It distinguishes two kinds of rupture: unspoken rupture which can be discovered by the therapist without the client’s explicit pointing at it; and explicit rupture which is expressed by the client. The most important feature of the paper is the presentation of a specific therapist altitude–that of humility–which when held onto by the therapist can facilitate using ruptures for therapeutic goals. The attitude of humility towards ones own imperfections as a therapist, and towards the client’s view of the therapeutic relationship and therapy is developed through description and exemplification.<\/p>\n<\/td> | ladislav-timulak<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| I’m nobody! Who are you?<\/td> | Veribeth Brinker<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | veribeth-brinker<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| I’M NOBODY! WHO ARE YOU?<\/td> | Veribeth Brinker<\/span><\/td> | 2002<\/span><\/td> | <\/td> | 2<\/span><\/td> | View<\/a><\/td> | Veribeth Brinker I’m apprehensive, but a little hopeful, too.\u00a0 I’m meeting Bruce Cushna today for psychotherapy at the Child Development Clinic, University of Iowa Hospitals and Clinics.\u00a0 I park my car in the parking lot next to the clinic and crunch the leaves underfoot as I slowly walk toward the front door.\u00a0 The director of the clinic offered me a few therapy sessions.\u00a0 I think I can use the therapy.\u00a0 I’m having a hard time managing my two hyperactive, mentally retarded, forever children, sons, plus my other four children.\u00a0 Kris (4) and David (11) are my two retarded sons, while the other three sons and daughter range in age from six to fifteen.\u00a0 Goodness, that is six children in eleven years.\u00a0 The rhythm method didn’t work. Therapy is new to me.\u00a0 I walk thorough the sliding doors and take a seat in the small reception area to the right. Soon Mr. Cushna beckons for me to come into his office.\u00a0 I follow and sit in the seat across from the desk. He is tall, blonde, and soft-spoken.\u00a0 He doesn’t wear a white lab coat or a suit.\u00a0 He leaves the top button unbuttoned on his shirt.\u00a0 I like that in him.\u00a0 I’m so focused on problems I’m almost oblivious to the surroundings, but I notice steel shelves containing psychology books at his right side; the only window is located near the ceiling.\u00a0 Good thing.\u00a0 Seeing people walk past would be distracting.\u00a0 Why isn’t he saying something, like a comment on the weather or he’s glad to see me?\u00a0 A little small talk would help put me at ease.\u00a0 Nothing.\u00a0 Just awkward silence.\u00a0 He’s sitting in his chair gazing in my direction.\u00a0 Finally I get the idea.\u00a0 I’m supposed to speak first.\u00a0 I can go in whatever direction I want\u00a0 “Nice fall day,” I say “Thanks for offering me some therapy sessions.” “You’re welcome.\u00a0 I don’t know what you want to talk about, but I’m ready to listen.\u00a0 We have fifty minutes and you can talk about whatever is on you mind,” he says. “Right now I’m focused on the horrible fund drive for the Iowa County Association for Retarded Children.\u00a0 I get a tightness in my chest every fall when the drive comes due and I know I have to find volunteers to go from door-to-door for two townships and take some of the territory myself. Mr. Cushna shifts in his chair and silently encourages me to continue. “It’s humiliating.\u00a0 I dread it.\u00a0 The money supports transportation for the retarded to the one-room country school that my son David attends.\u00a0 Sometimes when I’m working on the fund drive, I think I see people peering from behind drapes when I come into their drive, park my car and walk to the front door to ring the doorbell.\u00a0 Occasionally no one answers.\u00a0 Most of the people are nice but I still hate to bother them or ask for help.” “It hard to request help even when it’s for you son,” he says. “Yes, and it would be different if David and Kris were retarded but well-behaved, like Down’s syndrome children, who are often pleasant, smiling and affectionate.\u00a0 Dave and Kris prefer you don’t touch them or hold them.\u00a0 They’re like perpetual motion machines, so active they can’t sit still.\u00a0 They swear and use violent words.\u00a0 Where did they get that?\u00a0 Dean and I don’t’ talk that way, nor do their older brothers.\u00a0 I remember talking David into the local hardware store.\u00a0 We went up on the balcony section where they toys are kept and the first thing David did was pick up a toy gun and tell at the people below that he was going to kill them.\u00a0 I remember scooping him up in my arms, not looking at anyone as we left the store, thrusting him in to the he back seat of the car and just sitting for a while.\u00a0 Talk about feeling like a nobody.” Mr. Cushna looks at me, then says: “I’m Nobody!\u00a0 Who are you? Are you Nobody too? Don’t tell! They’d advertise you know!” I can’t believe this is reality. I can’t believe my ears.\u00a0 Is he quoting poetry to me?\u00a0 No man has ever done that before.\u00a0 I lower my eyes and can’t look at his face. He continues: “How dreary to be Somebody! How public like a frog, To tell one’s name the livelong June To an admiring Bog!” Secretly I’m thinking, me on his level?\u00a0 My goodness, he’s going to have his Ph.D. in clinical psychology from Loyola this spring. He’s certainly not a nobody.\u00a0 Did he feel like a nobody at some point in his life?\u00a0 I like the poem so much.\u00a0 Like that he can empathize.\u00a0 Like that there’s a pair of us.\u00a0 Like that he’s sitting there and I’m sitting here in this space at this time. “Who wrote the poem?”\u00a0 I ask. “Emily Dickinson wrote this poem and many others.\u00a0 She’s one of my favorite poets,” he replies. For the rest of the session I talk about guilt feelings I have because I feel I’m neglecting the other four since I spend so much time with David and Kris.\u00a0 If I try hard enough may be I can find the cure.\u00a0 I’ve had descriptors like “minimal cerebral dysfunction”, “brain-damage”, “schizophrenia”, and of course, “mental retardation”.\u00a0 I keep trying to find the reason and fix it, fix it, fix it.\u00a0 Hope some day my other sons and daughter will understand. Before leaving I repeat, “The author of the poem was Emily Dickinson, right?” He nods and I walk away from the session knowing I’ve found a gentle man.\u00a0 A gentle man — I didn’t know there were gentle men.\u00a0 What a gift to be able to share like I’ve never done before.\u00a0 I’m feeling more hopeful, lighter.\u00a0 Maybe he can penetrate the bathysphere iron walls that surround me, that protect me.\u00a0 I’m confused myself.\u00a0 I don’t’ know exactly what I need protection from.\u00a0 I don’t know how to trust? The moment I get home, I find the poem in a book and copy down every word so I can memorize it. Our therapy sessions continue weekly and the crunchy leaves turn to footprints in the snow. After I know therapy is self-directed.\u00a0 I ponder all week about what to explore in the next session.\u00a0 The walls in his office seem to expand.\u00a0 One time it was my first kiss by a boy, a stolen kiss in a closet when we were playing hide-and-seek in his house.\u00a0 Another time it was the high school biology teacher showing me my scores on the maturity portion of a test.\u00a0 The test showed I had a maturity rate of a 30 year-old, the highest maturity rate of anyone taking the test in high school.\u00a0 Now how did that happen? No topic feels forbidden.\u00a0 Gaining insights and examining my life, leaving me at times unable to sleep well at night leaves me edgy during the day, depletes my appetite.\u00a0 I can’t turn my body or mind off.\u00a0 I want to totally examine my life, search out every memory and talk about it. The therapy is having other effects.\u00a0 One of the other effects is remembering the first time I noticed there was an “I.”\u00a0 I was in Marengo Memorial Hospital and the lab technician took some blood from me.\u00a0 When he looked at me, directly in the eyes, all at one I felt like there was an “I” here.\u00a0 What had I felt before, and why in my thirties did I suddenly feel there was an “I?”\u00a0 I remember reading books on schizophrenia, several years ago when David had a potential diagnosis of schizophrenia.\u00a0 I secretly thought I had a little of it, but I didn’t have auditory or visual hallucination.\u00a0 Flights of ideas I had and have.\u00a0 It’s just that my thoughts keep jumping around.\u00a0 Lots of times I refer to myself as “her” like there is a separation, a division in myself.\u00a0 But what happened that day, when the lab tech looked me directly in the eyes, was sort of like a baptism when the priest pours water on your head and gives you a specific name.\u00a0 There was a \u201cme.\u201d\u00a0 It was world-shaking in my little universe.\u00a0 The top of my skull opened up and an “I” was poured in.\u00a0 Strange that one glance could have such a profound …<\/p>\n<\/td> | veribeth-brinker<\/td> | 2002<\/td> | <\/td> | 2<\/td><\/tr> |
| Impacts of Affirmative Therapy and Person-Centered Approaches on LGBTQ Populations<\/td> | Anastasia Joswick<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | With the information provided by the Association for the Development of Person-Centered Counseling Approach conference, in addition to lectures and teachings of psychotherapists researchers using Carl Rogers perspectives; I will identify the overlapping person-centered themes, approaches and application necessary to successfully work with the LBGTQ population. As a member of the LBGTQ community, I will share my own opinion and experiences with this therapeutic approach to exemplify its impact on my view of the therapeutic community\u2019s use of Affirmative Therapy, as well as explain the benefits for future use serving the LBGTQ population.<\/p>\n<\/td> | anastasia-joswick<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| Implications on Inclusion of Individuals of Minority Status In Person-Centered Encounter Groups<\/td> | Gurpreet Paul<\/span>, Kathryne S. Poole<\/span>, Robert A. Culp<\/span>, Tim Dean<\/span><\/td> | 2012<\/span><\/td> | 19<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This article explores and discusses the experiences of individuals of minority status in person-centered encounter groups. Although encounter groups are inherently person-centered and open to expression ofhuman experience, the authors ofthis paper have witnessed an emotional “shutting down” in some individuals of minority status who attempt to speak of their experiences as individuals of minority status. Although we contend the core conditions are sufficient for these individuals to have a meaningful experience in an encounter group, we believe not all members experience the core conditions and thus the conditions are not always being met; in particular the condition of empathy. We explore why empathy may not be communicated or received by both individuals ofmajority and minority statuses, respectively. We examine and discuss the concept oftopical groups, as well as the potential of implementing person-centered facilitators who could aid in maintaining the core conditions during especially vulnerable exchanges where members in the group are having difficulty experiencing and communicating the core conditions. <\/p>\n<\/td> | gurpreet-paul kathryne-s-poole robert-a-culp tim-dean<\/td> | 2012<\/td> | 19<\/td> | 1 2<\/td><\/tr> |
| In a well lighted therapy room<\/td> | Marion Bassuk<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | marion-bassuk<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| In Memoriam Barbara Temaner Brodley October 4, 1932 \u2013 December 14, 2007<\/td> | Marjorie Witty<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | marjorie-witty<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| IN MEMORIAM: GARRY PROUTY<\/td> | Amanda R. E. Aller Lowe<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | amanda-r-e-aller-lowe<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| IN MEMORIAM: GARRY PROUTY<\/td> | Leslie Harris Spencer<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | leslie-harris-spencer<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| IN MEMORIAM: LEWIS GOVER<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| IN MEMORIAM: NAT RASKIN<\/td> | Jerold Bozarth<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Inclusion as a Natural Extension of the Person-Centered Approach: Welcoming All Learners<\/td> | Sarah Walker<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | During my attendance at ADPCA, I could not help but reflect on the benefits that the person-centered approach offers special education. In my professional experience as a teacher and therapeutic staff support, I have often found myself wondering the best way to reach children, and how to help them truly learn. Turning to a collection of essays, papers, and talks given by Carl Rogers gave me a great deal of philosophical direction, and creative inspiration. Looking at research on inclusion, especially by those who advocate and assess the effectiveness of a learner-centered approach to education, the efficacy of the approach became clear to me. Coming away from the conference I felt excited to incorporate the person-centered approach into my future work as a therapist. I now feel prepared to incorporate this approach in my current education profession, and into my own personal life. This paper presents reactions to the 24th Annual Association for the Development of the Person Centered Approach (ADPCA) Conference held at Kutztown University in June, 2009. This paper shares my experiences and reflections on how education and inclusion have been influenced by the Person-Centered Approach, as well as how the Person-Centered Approach can continue to enrich and infill special education practices with life and energy. Case Illustrations. <\/p>\n<\/td> | sarah-walker<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Index to The Person Centered Journal Volumes 1-15 (1992-2008)<\/td> | Halyssa Greene<\/span>, Jeffrey H. D. Cornelius-White<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | halyssa-greene jeffrey-h-d-cornelius-white<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Individual Declaration of Interdependence: A Poem<\/td> | B. Junahli Hunter<\/span><\/td> | 2007<\/span><\/td> | 14<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | b-junahli-hunter<\/td> | 2007<\/td> | 14<\/td> | 1 2<\/td><\/tr> |
| Individual experiencing in person-centered community workshops: a cross-cultural study<\/td> | Jeanne P. Stubbs<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | This study is a qualitative case study of heuristic methodology whose focus was to investigate the individual experiencing of participants of person-centered community workshops. Data was gathered through open-ended interviews with fifteen participants of these workshops from a cross-cultural sample representing nine countries. The findings supported the construct of the actualizing tendency. Other theoretical findings pertaining to the application of the person-centered approach to community groups suggest differential emphasis of the core conditions of unconditional positive regard, genuineness and empathy, non-specificity of facilitator characteristics, and support of the theoretical premise of non-directiveness. Implications of the findings of the study suggest empathy as a less important condition in the person-centered community group, first experiences in those workshops as having the most impact, and a need for further research in person-centered community workshops as related to \u201cthe forming of community.\u201d<\/p>\n<\/td> | jeanne-p-stubbs<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Individual Freeing in a Person-Centered Workshop<\/td> | Jeanne P. Stubbs<\/span><\/td> | 1992<\/span><\/td> | 01<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This report is a heuristic case study of individual experiencing at a Person-Centered Community Workshop in Pezinok, Czechoslovakia during the week of April 13-20, 1991. The purpose of my study is to recreate the phenomenon of each participant’s ‘symbolic growth experience’ (Frick, 1983) defined as “a conscious perception of the symbolic-metaphorical dimension of immediate experience leading to heightened awareness. The creation of meaning, and personal growth’ (p. 68). The creation of each unique experience emerged from heuristic analysis of interviews of five of the participants in the workshop and immersion of the researcher in the workshop as a participant. The emergent depictions, portraits, and a synthesized integration of the data produced a dynamic flowing between three categories: (1) the individual factors of personal influencing and societal influencing; (2) the group factors of influencing of training and group interacting: and (3) group processing depicted as “struggling,,\u201d \u201corganizing,\u201d and \u201cdividing.\u201d These three categories are interactive with each category flowing into the core category of “freeing.” The findings of this study are reminiscent of a previous finding of a qualitative study by Frick (1983). Emerging from his study was a symbolic growth experience defined as a “freeing power\u201d of experiencing ‘self acceptance,\u2019 \u2018self-affirmation,\u2019 \u2018congruence’, and \u2018increasing trust\u2019. The re-creation the individual experiences of the researcher and the co-researchers resulted in a synthesized creation of the phenomenon of individual \u2018freeing\u2019 as experienced in the person-centered community workshop.<\/p>\n<\/td> | jeanne-p-stubbs<\/td> | 1992<\/td> | 01<\/td> | 1<\/td><\/tr> |
| Introduction to Charlotte Ellinwood’s “Some observations from work with parents in a child therapy program”<\/td> | Kathryn A. Moon<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Introduction to Charlotte Ellinwood’s “Some observations from work with parents in a child therapy program”<\/p>\n<\/td> | kathryn-a-moon<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| Introduction To Nathaniel J. Raskin’s “Dilemmas of being a person-centered supervisor\u201d<\/td> | Kathryn A. Moon<\/span><\/td> | 2007<\/span><\/td> | 14<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | kathryn-a-moon<\/td> | 2007<\/td> | 14<\/td> | 1 2<\/td><\/tr> |
| Japanese poetry and the client-centered approach<\/td> | Sachiko Hayashi<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | A form of Japanese linked poetry style, renku, is composed by two or more people as a group. In this paper the authors illuminate the therapeutic aspect of the renku-composing process. Renku allows participants to demonstrate their distinctiveness while maintaining the sense of togetherness, or “vacuum” Personality changes take place in the “vacuum. ” The significance of the renku setting and vacuum is discussed from the viewpoint of Taoistic philosophy. A renku group offers us a unique setting in which individuals can free their intuition and engage in dialogue among their whole personalities. Authors then compare a renku group with an intensive group and with Focusing. Renku is a metaphor and circumlocution of our experiencing relationships with other persons and with nature.<\/p>\n<\/td> | sachiko-hayashi<\/td> | 2000<\/td> | 07<\/td> | 1<\/td><\/tr> |
| Kinship between Self Psychology, Intersubjectivity, Relational Psychoanalysis, and the Client-Centered Approach<\/td> | Edwin Kahn<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This paper presents for client-centered therapists, unfamiliar with recent developments in psychoanalysis, an overview of three contemporary psychoanalytic approaches: self psychology, intersubjectivity theory, and the relational approach. Despite very important differences, there is some overlap between client-centered therapy and the three psychoanalytic approaches summarized. For example, for both client-centered therapy and self psychology the emphasis is exclusively on the therapist\u2019s empathic understanding, with minimal expression of the therapist\u2019s idiosyncratic subjectivity in the relationship. Although relational psychoanalysts are much more likely to express their idiosyncratic subjectivity in the therapeutic relationship, through self-disclosures, enactments, confrontations, etc., they do so with a respect for the patient\u2019s autonomy and freedom to take or leave what is offered. In contrast to orthodox Freudian psychoanalysis, this attitude of not imposing a therapist\u2019s (or anyone\u2019s) authority has always been a key value of the non-directive client centered approach. Some theoretical ideas of psychoanalysis (e.g. being aware of both the therapist\u2019s and client\u2019s organizing principles\/transferences) have interested this author. Another purpose of this paper is a personal description of the author\u2019s development as a psychotherapist. Keywords: relational psychoanalysis, self psychology, intersubjectivity theory, client-centered therapy. <\/p>\n<\/td> | edwin-kahn<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Learning by Being: A student-centered approach to teaching depth psychology<\/td> | Maria Hess<\/span><\/td> | 2012<\/span><\/td> | 19<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This article addresses a way to facilitate significant experiential learning environments. Humanistic principles elucidated by Carl Rogers, combined with the author’s thirty years of personal classroom experience, serve as a template for creating powerful and rewarding classroom events. The fundamental importance ofthese environments is to inspire and encourage students to use education as a building block to become fully functioning beings. <\/p>\n<\/td> | maria-hess<\/td> | 2012<\/td> | 19<\/td> | 1 2<\/td><\/tr> |
| Let me tell you what I think – A critical analysis of therapeutic self-disclosures<\/td> | Marvin Frankel<\/span>, Mary M. Johnson<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Client-centered therapists prior to 1957 did not offer self- disclosures or their views of the client’s narrative even when requested to do so. The client-centered therapist did not interpret, advise or offer personal opinions or judgments. The self that engaged in ordinary conversation was not present. In this way the therapy bore no resemblance to any other helping relationship. In stark contrast, person-centered therapists are encouraged to offer their reactions to the client when appropriate. Indeed, person-centered therapists view themselves as more authentic “real persons” only if they are willing on occasion to disclose their thoughts and feelings. The self who engages in ordinary conversation is present. Despite these differences person-centered therapists claim that they have not restored the authority of the therapist. Indeed they insist they meet the client more on a person to person basis than the client-centered therapist. Brodley, more than perhaps Rogers himself, deeply appreciated that the autonomy of the client’s narrative could be seriously undermined by any personal disclosures of the therapist. However even she justified the inclusion of the therapist’s expression of feelings in certain contexts. This paper challenges Brodley\u2019s justifications and shows that therapist framed responses do indeed run the risk of undermining the client’s autonomy. The paper further proposes that the distinction between personal and therapeutic self-disclosures is a category mistake. Therefore, client-centered and person-centered therapies are not viewed as two tribes belonging to the same nation but two distinct nations.<\/p>\n Keywords: client-centered therapy, person-centered therapy, category mistake, self-disclosures, empathic reflections, empathic understanding responses.<\/p>\n<\/td> | marvin-frankel mary-m-johnson<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| Lies: Working Person-Centeredly with Clients Who Lie<\/td> | Alan Brice<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Many people relish the chance to try to be free of visiting their dangerous and shameful places. After years of suffering the agonies of their lives, they have had enough. In the context of a counselling relationship, they can have the chance to step outside of the critical and negative judgements with which they are familiar. They can begin to value and appreciate themselves. On occasion, being too keen to move on from their past, they can get into difficulties creating a new life within the context of their current world. I have sometimes seen that clients have wanted to block out a part of their world they have not wanted and hoped that they would then be OK. I was intrigued to find that Marcel Proust (1996) had written: \u201cBut the absence of one part from a whole is not only that, it is not simply a partial lack, it is a derangement of all the other parts, a new state which it was impossible to foresee in the old\u201d (p. 368). I often see that it is that derangement, or a new state, that can be troublesome.<\/p>\n<\/td> | alan-brice<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| Life enrichment of a profoundly retarded woman: An application of pre-therapy<\/td> | Korey McWilliams<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | korey-mcwilliams<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Maintaining a person-centered approach in a highly technological society<\/td> | Jay T. Willis<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This paper suggests that, contrary to popular opinion, it is possible to have a \u201chigh-tech\/high-touch\u201d society. Some of the qualities of a highly technological society are discussed. An attempt is then made to demonstrate a number of compatibilities between person-centered values and the values of a highly technological society. It is suggested, we need not fear that the individual will be depersonalized or demeaned in a continually advancing technological society, but that the individual will find greater freedom of expression and individuality in this rapidly advancing technological society \u2013 perhaps greater than in any previous historical era.<\/p>\n<\/td> | jay-t-willis<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| Measures of perceived group leadership and personal expressiveness: Report on follow-up survey at 1996 Warm Springs Conference<\/td> | Curt Morrison<\/span>, Tim Holloman<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Citation: Holloman, T. & Morrison, C. (1996). Measures of perceived group leadership and person expressiveness: Report on follow-up survey at 1996 Warm Springs Conference. The Person-Centered Journal 3(1), 64-69. [pdf-embedder …<\/p>\n<\/td> | curt-morrison tim-holloman<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Memorial and In Memory: Armin Klein<\/td> | Armin Klein<\/span>, Grace Harlow Klein<\/span><\/td> | 2012<\/span><\/td> | 19<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | armin-klein grace-harlow-klein<\/td> | 2012<\/td> | 19<\/td> | 1 2<\/td><\/tr> |
| Memories of Fred Zimring<\/td> | CCTPCA<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Memories of Fred Zimring by The Client-Centered Therapy Person-Centered Approach Network<\/p>\n<\/td> | cctpca<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| Mental Health Procedures<\/td> | Angelo V. Boy<\/span>, Gerald J. Pine<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Research indicates that client-centered therapy is effective. Its application, however, has often been handicapped by the assessment and diagnostic procedures typically utilised in a mental health facility. These procedures influence the therapy relationship into being therapist-centered, with the client perceiving the therapist as expert. Such a perception is in conllict with the theory and practice of client-centercd therapy. This article addresses the problems inherent in assessment and diagnosis and makes suggestions designed to stimulate a dialogue that can lead to client-centered therapists applying their skills while living with the reality of mental health procedures.<\/p>\n<\/td> | angelo-v-boy gerald-j-pine<\/td> | 1986<\/td> | pcr-1<\/td> | 1<\/td><\/tr> |
| Multiple Relationships, Hierarchies and Power in Person-Centered Encounter Groups<\/td> | Erik Mann<\/span>, Heather Mann<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Keywords: Encounter group, unstructured group, Person-Centered group, power, multiple relationships, group dynamics.<\/p>\n<\/td> | erik-mann heather-mann<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| My Chant<\/td> | Lucila Hallidie Smith<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | lucila-hallidie-smith<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| My Credo as a Person-Centered Psychotherapist<\/td> | Leif J. Braaten<\/span><\/td> | 2011<\/span><\/td> | 18<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | My task is to try to sift out the principles of therapeutic work that I am actually using in my daily work with individuals, couples, business leaders, and groups. I am allowing myself this privilege after some 50 years of dedicated person-centered activities as a clinician, academic teacher, and researcher. I have found certain principles that to me seem necessary for a truly positive person-centered outcome. Some examples are: \u201cYou Must Love People, Including Yourself,\u201d \u201cOffer the Client a Relationship Between Two Persons,\u201d and \u201cBring to the Session Your Honest, Genuine Self.\u201d <\/p>\n<\/td> | leif-j-braaten<\/td> | 2011<\/td> | 18<\/td> | 1 2<\/td><\/tr> |
| Natalie Rogers’ Psychotherapy with Robin: Critique and Analyses<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Master’s candidates in counseling psychology, along with their seminar supervisor discuss, debate, and summarize their reactions to Natalie Rogers’ therapy demonstration video. Responses are candid and cover a broad range of perspectives. The reviewers address various philosophical and practice issues that converge on two central themes: that is person-centered therapy, and what is good therapy. Following the dialogue, reactions to the video and to the critique process are presented<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 2000<\/td> | 07<\/td> | 1<\/td><\/tr> |
| Nathaniel J. Raskin: Encounters in Groups and in His Writings<\/td> | Kathryn A. Moon<\/span><\/td> | 2011<\/span><\/td> | 18<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Writings by Nathaniel J. Raskin are annotated with mention of his views on person-centered supervision, education, and his relationship with Carl Rogers. The author reviews his 1974 client-centered therapy demonstration. Experiences of Raskin in person-centered groups are described. The reference list updates an earlier bibliography (Raskin, 1989). <\/p>\n<\/td> | kathryn-a-moon<\/td> | 2011<\/td> | 18<\/td> | 1 2<\/td><\/tr> |
| Natural allies: Twelve-step recovery and the Person-Centered Approach?<\/td> | David P. Westwood<\/span><\/td> | 2014<\/span><\/td> | 21<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Core underlying principles and concepts that are shared by the group process in twelve-step recovery meetings and the person-centered approach to therapy are examined. Although developed independently, both twelve-step recovery and person-centered therapy encourage change in adults and promote psychological development. Sharing from direct, personal experience is important in both practices, as is developing an awareness of feelings and needs.<\/p>\n As an example of sharing in a twelve-step meeting, an extended share on the topic of recovering sexual intimacy is included in an appendix. This example is intended to illustrate how sharing personal feelings and experiences with others, in a nonjudgmental and empathic setting, fosters self-acceptance and change.<\/p>\n Although the person-centered approach and twelve-step recovery have distinct features, both benefit from a felt quality of non-judgmental acceptance that is achieved by sharing feelings and personal experiences. Acceptance, which is the common ground in both models, helps individuals grow and differentiate while developing stronger connections with others. <\/p>\n<\/td> | david-p-westwood<\/td> | 2014<\/td> | 21<\/td> | 1 2<\/td><\/tr> |
| Near enemies in psychotherapy<\/td> | Suzanne Hidore<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | The core conditions stated by Carl Rogers as necessary and sufficient for constructive personality change are vulnerable to misuse even by therapists whose original purpose is of studied and pure intent. Kornfield’s elucidation of the Buddhist concept of The Near Enemies is used as a perspective to understand the core conditions. Greater self-awareness of the experience of empathy and unconditional positive regard allows an opportunity for therapists to be personally congruent with the purpose of the core conditions. Attachment, pity and indifference are discussed as traps to intended outcomes in psychotherapy.<\/p>\n<\/td> | suzanne-hidore<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| Neuropsychological assessment as a means toward greater empathy and communication with brain-damaged clients<\/td> | Jon Rose<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Two case examples demonstrate how formal assessment of cognitive functioning can enhance and clarify empathizing with the emotions and verbal expressions of brain-injured clients. Neuropsychological Assessment, broadly defined to include information gathered from others, behavioral and systematic observation, careful listening to the patient and standardized tests, can explain how brain-injured people think. This can enhance our ability to know and reflect on what it is like to be them (empathy).<\/p>\n<\/td> | jon-rose<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| Nondirective client-centered therapy with children<\/td> | Kathryn A. Moon<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This paper describes how the nondirective altitude, client-centered theory and the three attitudinal conditions inform and become evident in this therapist\u2019s psychotherapy work with children. It is asserted that the Rogerian attitudinal conditions are sufficient regardless of whether or not the client articulates and understands his or her feelings. Two of Virginia Axline’s principles for child therapy are described as being somewhat in contrast with nondirective client-centered theory.<\/p>\n<\/td> | kathryn-a-moon<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Nondirectivity: Attitude or Practice?<\/td> | Lisbeth Sommerbeck<\/span>, Marvin Frankel<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The authors reconsider the rationale for the exclusive use of empathic reflections to ensure a nondirective psychotherapeutic relationship. This model of nondirective therapy is contrasted with the view that the nondirective therapist can be defined in terms of a state of mind rather than by way of specific behaviors. The authors argue that in viewing nondirectivity as an attitude it becomes difficult to exclude any kind of therapeutic exchange since all may be said to emanate from a nondirective attitude. The result is that Rogers\u2019 nondirective therapy turns into Person-Centered Anything (Merry, 1990) and can consequently be insidiously directive. <\/p>\n<\/td> | lisbeth-sommerbeck marvin-frankel<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Nonviolent Communication: Tools and Talking-Points for Practicing the Person-Centered Approach<\/td> | Ian Mayes<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | I see the process of Nonviolent Communication (NVC) as being a set of tools to aid one in practicing the Person-Centered Approach (PCA) within interpersonal relationships. The great value of NVC as I see it is that it enables one to take the PCA, which is usually looked at in a very theoretical way, and make it into a very practical thing that anyone can do. I see great potential for Nonviolent Communication being used to assist in the real-life applicability of the Person-Centered Approach in more and more diverse situations.<\/p>\n I will briefly examine here some of the key points of the Person-Centered Approach, with a particular emphasis on Carl Rogers\u2019 1956 document entitled \u201cThe Necessary and Sufficient Conditions of Therapeutic Personality Change\u201d, and relate each to their complementary practices that exist within Nonviolent Communication. <\/p>\n<\/td> | ian-mayes<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Notes on Studying Large Group Workshops<\/td> | John Keith Wood<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Human beings often inflict pain on one another for the flimsiest of reasons, including “trying to do good. ” Under such pretenses, we continue to destroy others and even ourselves. But, we can also care for (even love) one another. We can create beauty, better ourselves and life in general. Were this not so, we would have no thoughts to consider today. These notes pose questions and observations that, at best, might lead to informing our constructive side and lead to improving our understanding of ourselves, our relationships, our groups.<\/p>\n<\/td> | john-keith-wood<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Notes on the relationship between person-centered theory and the emerging field of health psychology: Indications and suggestions for theory, research, and practice<\/td> | Donald G. Tritt<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | Notes on the relationship between person-centered theory and the emerging field of health psychology: Indications and suggestions for theory, research, and practice given at the annual meeting of The Association for Development of the Person-Centered Approach, May 27-31, 1993, Maryville College, Maryville, TN.<\/p>\n<\/td> | donald-g-tritt<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| Notice<\/td> | ADPCA<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| Obituary: John M. Shlien<\/td> | Helen Shlien<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | helen-shlien<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Obituary: Ruth Sanford<\/td> | Ed Bodfish<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | ed-bodfish<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Observations on Healing and Person-Centered Therapy<\/td> | David Spahn<\/span><\/td> | 1992<\/span><\/td> | 01<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | david-spahn<\/td> | 1992<\/td> | 01<\/td> | 1<\/td><\/tr> |
| On Becoming a Therapist<\/td> | Peggy Natiello<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | peggy-natiello<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| On Gay Couples<\/td> | Norton Knopf<\/span><\/td> | 1992<\/span><\/td> | 01<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | norton-knopf<\/td> | 1992<\/td> | 01<\/td> | 1<\/td><\/tr> |
| On Learning From Our “Teachers”<\/td> | David Cain<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 4<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | david-cain<\/td> | 1986<\/td> | pcr-1<\/td> | 4<\/td><\/tr> |
| On Methods, Conditions, and Goals<\/td> | Arthur W. Combs<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 4<\/span><\/td> | View<\/a><\/td> | The article makes the point that methods are complex, instantaneous expressions of the counselor’s belief system. The argument is supported and illustrated with reference to four areas of belief having critical importance for counselor techniques. These are: (l) The counselor’s beliefs about tbe counseling process; (2) beliefs about goals and self- actualization; (l) beliefs about human nature and the growth principle; and (4) the Deed for counselor authenticity. The article concludes with the suggestion that similar applications of perceptually oriented thinking to broader aspects of counseling theory, pactice, research, and education may provide fruitful avenues for exploration.<\/p>\n<\/td> | arthur-w-combs<\/td> | 1986<\/td> | pcr-1<\/td> | 4<\/td><\/tr> |
| On Validity: A Credo<\/td> | Jules Seeman<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jules-seeman<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| One person’s response to the survey report from the 1996 person-centered conference at Warm Springs, Georgia<\/td> | Mary Ruth Reynolds<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | mary-ruth-reynolds<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Our Freedom to Learn in Practice: A Description and Analysis of the International Language School Group<\/td> | Leslie Simonfalvi<\/span><\/td> | 2009<\/span><\/td> | 16<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | leslie-simonfalvi<\/td> | 2009<\/td> | 16<\/td> | 1 2<\/td><\/tr> |
| Pas de Deux: A Student’s Journey in a Person-Centered Independent Study Experience<\/td> | Marsha A. Smith<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | A graduate student reflects on her experience of an independent study of the Person- Centered Approach (PCA). She recounts her initial difficulties with the approach as practiced by one of her professors. She describes a subsequent episode with the professor and considers the episode in terms of her personal growth, the goals of her independent study, and implications for her professional counseling work. <\/p>\n<\/td> | marsha-a-smith<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| Pas de Deux: An Assistant Professor’s Journey in a Person-Centered Independent Study Experience<\/td> | Leslie A. McCulloch<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The reflections of an assistant professor facilitating a graduate student Person- Centered Approach (PCA) independent study experience are presented. A brief introduction to the assistant professor’s approach to learning and the events leading up to the independent study are discussed. The assistant professor’s journal entries of the person-centered experience, including dates, reflections, related letters, and e-mails are provided. <\/p>\n<\/td> | leslie-a-mcculloch<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| Patterson Combs Literature Reviews<\/td> | Arthur W. Combs<\/span>, Cecil H. Patterson<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | Personality Integration: Studies and Reflections, by Julius Seeman, Human Sciences Press, Inc., NY, 1983,248 pp., $26.95 (hardcover)<\/p>\n Freedom to learn for the 80’s, by Carl R. Rogers, Charles E. Merrill Publishing Co., Columbus, OH, 1986,312 pp., $16.95 (paperback).<\/p>\n<\/td> | arthur-w-combs cecil-h-patterson<\/td> | 1986<\/td> | pcr-1<\/td> | 3<\/td><\/tr> |
| Paul Tillich and Carl Rogers Conversation: Review with Commentary<\/td> | Grigoris Mouladoudis<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The aim of this paper is the review of the content of the conversation\u2014and not of the \u201cdialogue\u201d as I think\u2014held in 1965 between Paul Tillich, the German existential theologian and philosopher, and Carl Rogers, the American psychologist and creator of the person-centered approach1. By using qualitative methodology and presenting their views, I would like to explore six topics all pursued by Rogers with Tillich: (1) the importance of self-affirmation, (2) the nature of man, (3) the basic alienation and estrangement of man, (4) Tillich\u2019s theological language and terminology, (5) the acceptance in interpersonal relations, and (6) what constitutes the optimal person. Finally, I conclude with a commentary regarding their discussion, and I trace the similarities and differences between them. <\/p>\n<\/td> | grigoris-mouladoudis<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| PCA’s Greatest Weakness Correction Note Volume 1 Number 2<\/td> | John Keith Wood<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | john-keith-wood<\/td> | 1994<\/td> | 01<\/td> | 2<\/td><\/tr> |
| PCJ 27-1 2025 An Integrative Person-Centered Approach to Fostering Counseling Engagement by Honoring Client Preferences<\/td> | Marcia McCall<\/span>, Michael M. Tursi<\/span>, Rachel A. Jordan<\/span><\/td> | 2025<\/span><\/td> | 27<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Active client engagement in counseling is essential for successful outcomes. We propose that the person-centered approach is an ideal foundation for integrative counseling and that from a person-centered foundation, counselors may implement strategies from other approaches to honor client preferences and increase client engagement. Our assertions are supported by research on the therapeutic relationship, self-determination theory, research on client preferences, the contextual model, and integrative person-centered theorists.<\/p>\n<\/td> | marcia-mccall michael-m-tursi rachel-a-jordan<\/td> | 2025<\/td> | 27<\/td> | 1<\/td><\/tr> |
| PCJ 27-1 2025 Book review: How Do We Become the Person That We Are? Creating A Life, by Grace Harlow Klein. Published December 2023<\/td> | Elizabeth Teet<\/span><\/td> | 2025<\/span><\/td> | 27<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | elizabeth-teet<\/td> | 2025<\/td> | 27<\/td> | 1<\/td><\/tr> |
| PCJ 27-1 2025 Editorial<\/td> | Jo Cohen<\/span><\/td> | 2025<\/span><\/td> | 27<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jo-cohen<\/td> | 2025<\/td> | 27<\/td> | 1<\/td><\/tr> |
| PCJ 27-1 2025 Ethics and Psychotherapy: A Prolegomenon to Client-Centered Therapy Without Client-Centered Theory<\/td> | Barry Grant<\/span><\/td> | 2025<\/span><\/td> | 27<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | My justification for practicing client-centered therapy (CCT) rests on a | barry-grant<\/td> | 2025<\/td> | 27<\/td> | 1<\/td><\/tr> |
| PCJ 27-1 2025 Full Edition<\/td> | ADPCA<\/span><\/td> | 2025<\/span><\/td> | 27<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2025<\/td> | 27<\/td> | 1<\/td><\/tr> |
| PCJ 27-1 2025 It’s The End of the World As I Knew It, and I Feel Fine: Reflections on Life Beyond the Person-Centered Universe<\/td> | Brian E. Levitt<\/span><\/td> | 2025<\/span><\/td> | 27<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | brian-e-levitt<\/td> | 2025<\/td> | 27<\/td> | 1<\/td><\/tr> |
| PCJ 27-1 2025 What Is Essential is Invisible to the Eye: An Account of Person-Centered Curiosity<\/td> | Matthew J. Bolton<\/span><\/td> | 2025<\/span><\/td> | 27<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | In this essay, I share an account of person-centered curiosity as I experience it. My way of being from which this narrative flows was originally and still is inspired, in | matthew-j-bolton<\/td> | 2025<\/td> | 27<\/td> | 1<\/td><\/tr> |
| PCJ Volume 25, 2020<\/td> | ADPCA<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | You can also search the back catalogue.[pdf-embedder …<\/p>\n<\/td> | adpca<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| PCJ Volume 26 \u2014 2021\u20132023 \u2014 Full Edition<\/td> | ADPCA<\/span><\/td> | 2021<\/span>, 2022<\/span>, 2023<\/span><\/td> | 26<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Jane\u2013Flotte Editorial | adpca<\/td> | 2021 2022 2023<\/td> | 26<\/td> | 1<\/td><\/tr> |
| PCJ26 Editorial<\/td> | Jane Flotte<\/span>, Mei Liou Zarnitsyna<\/span><\/td> | 2023<\/span><\/td> | 26<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The journal reflects on the changes since its inception in summer 2020, highlighting the impact of the pandemic and imbalances of power in various aspects of life. The theme is \u201cpower,\u201d and the editors appreciate all submissions. They encourage the community to engage with shared values and generate new ideas, particularly related to the person-centered approach.<\/p>\n<\/td> | jane-flotte mei-liou-zarnitsyna<\/td> | 2023<\/td> | 26<\/td> | 1<\/td><\/tr> |
| Perennial Network<\/td> | John Keith Wood<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | john-keith-wood<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Perfecting the therapeutic attitudes: client-centered therapy as a spiritual discipline<\/td> | Barry Grant<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barry-grant<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Person Centered Medical Practice<\/td> | Susan Bonner Schwarz<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | This paper looks at the possibility of applying a person-centered approach to medical care within an HMO. It discusses the difficulties and rewards of such a practice. The author presents a further challenge to all interested in PCA to continue to influence behavior and policy within the managed care model.<\/p>\n<\/td> | susan-bonner-schwarz<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| Person-Centered and Experiential Therapies Work: A Review of the Research on Counseling, Psychotherapy, and Related Practices<\/td> | Robert A. Culp<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | robert-a-culp<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| Person-Centered and Related Expressive Arts in School-Based Groups with Adolescents<\/td> | Jeffrey H. D. Cornelius-White<\/span>, Justin Welsch<\/span>, William T. Gann<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The Authors would like to express our gratitude to Natalie Rogers, who died on October 17, 2015. Many students, clients, clinicians, and friends alike mourn her passing and celebrate the contributions that will live on in our hearts. We dedicate this modest review to her and those influenced by her. We encourage readers to see http:\/\/www.legacy.com\/obituaries\/pressdemocrat\/obituary.aspx?pid=1 76173816 for a formal obituary and information to contribute to a scholarship fund to more easily allow people to participate in expressive arts.<\/p>\n<\/td> | jeffrey-h-d-cornelius-white justin-welsch william-t-gann<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| Person-Centered Assumptions for Counselor Education<\/td> | Arthur W. Combs<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | It is suggested that person-centered thinking about counseling requires reexamination of assumptions for counselor training programs. From a background of perceptual psychology, a series of studies of the belief systems of good helpers, and experience gained in several innovative programs, seven assumptions are proposed, discussed, and illustrated with adaptations from sample programs.<\/p>\n<\/td> | arthur-w-combs<\/td> | 1986<\/td> | pcr-1<\/td> | 1<\/td><\/tr> |
| Person-centered attitudes or actions? Charley the star-kist tuna explains it all for you with the help of Konstantin Stanislavski<\/td> | Bruce Allen<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | bruce-allen<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Person-Centered Counseling in the Schools<\/td> | Helen S. Hamlet<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | helen-s-hamlet<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Person-Centered counselling in action<\/td> | David R. Buck<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | david-r-buck<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Person-Centered Counselors in Community Prevention and Research<\/td> | Christine Abassary<\/span>, Keri Bolton Oetzel<\/span><\/td> | 2012<\/span><\/td> | 19<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The core tenets of a person-centered counseling perspective are similar to the guiding principles of a complementary approach to research. The Community-Based Participatory Research model (CBPR) is outlined to provide counselors with an approach to research that will resonate with a person-centered theoretical framework. In order to improve health outcomes, Minkler and Wallerstein (2008) contended CBPR equitably draws upon the strengths of community members, organizational representatives, and researchers through a collaborative approach. Counselors, working from a community perspective identifying with a person- centered orientation, may find a new avenue to address prevention and research. Specifically, for counselors working in communities where prevention and research are aimed at reducing health disparities, counselors can work within a CBPR framework to form equitable and sustainable partnerships that complement the person- centered counseling perspective. <\/p>\n<\/td> | christine-abassary keri-bolton-oetzel<\/td> | 2012<\/td> | 19<\/td> | 1 2<\/td><\/tr> |
| Person-Centered Haiku<\/td> | Jere Moorman<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jere-moorman<\/td> | 2000<\/td> | 07<\/td> | 1<\/td><\/tr> |
| Person-Centered Organizations: Cooperation, Competition, or Separation?<\/td> | Andrea Uphoff<\/span>, Jeffrey H. D. Cornelius-White<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | There are many organizations that share the philosophical underpinnings proposed by Carl Rogers, namely the conditions and attitudes conducive for constructive growth and commitment to relationships based on the concept of the actualizing and formative tendencies. Each organization has specific aims and functions that may differ. If one symbolizes the person-centered approach as an organism, the different organizations, functioning at different levels, contribute to the whole. This article aims to describe four English-language organizations and presents a case for individual and institutional memberships that support the advancement of the person-centered approach within political and institutional arenas. It also highlights ways in which readers could choose to support the person-centered \u201corganism,\u201d halting a current climate of decline. <\/p>\n<\/td> | andrea-uphoff jeffrey-h-d-cornelius-white<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Person-Centered Practice: A Therapy Transcript<\/td> | Barbara Temaner Brodley<\/span>, Fred M. Zimring<\/span><\/td> | 1992<\/span><\/td> | 01<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Analysis of a Transcript: Claudia’s Session with Suzanna<\/p>\n<\/td> | barbara-temaner-brodley fred-m-zimring<\/td> | 1992<\/td> | 01<\/td> | 1<\/td><\/tr> |
| Person-Centered Principles in Graduate Education<\/td> | Christina R. Mannion<\/span>, Robert A. Culp<\/span><\/td> | 2011<\/span><\/td> | 18<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This paper highlights the major points in Rogers\u2019 1967 article Graduate Education in Psychology: A Passionate Statement and demonstrates how the article is still relevant to current graduate programs. Rogers\u2019 (1967) implicit assumptions are explored in-depth and his alternative assumptions are presented. As graduate students, we provide specific examples from our own personal experiences to illustrate Rogers\u2019 comments. Student-centered learning, self-determination theory, and Montessori-type programs will be discussed in relation to the implementation of Rogers\u2019 alternative assumptions. This paper presents a personal view of the current state of graduate education, discusses how educational programs could be shifted to be more focused on student-directed learning, and proposes creating training programs that would yield independent, open, and curious psychologists. <\/p>\n<\/td> | christina-r-mannion robert-a-culp<\/td> | 2011<\/td> | 18<\/td> | 1 2<\/td><\/tr> |
| Person-Centered Psychotherapy: One Nation, Many Tribes<\/td> | Margaret S. Warner<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | margaret-s-warner<\/td> | 2000<\/td> | 07<\/td> | 1<\/td><\/tr> |
| Person-Centered Teacher Advocates as Culture Brokers<\/td> | Bernie Neville<\/span>, Tricia Mccann<\/span><\/td> | 2013<\/span><\/td> | 20<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This paper explores the application, by teachers, of the person-centered counseling approach, within an ethnically diverse educational population, to investigate how students may feel heard, express their concerns and become empowered in their learning. The central focus of this paper, revolves around the application of the Advocacy model, a school-based, person-centered system, designed to support disengaged adolescent students. The case-study o f an individual student, illustrates how the person-centered approach, may contribute to addressing the complex experiences of adolescent<\/p>\n students, who are attempting to negotiate the space between their traditional culture and the alien and confusing culture of the school. The terms advocacy and culture-broker will be addressed in this paper. <\/p>\n<\/td> | bernie-neville tricia-mccann<\/td> | 2013<\/td> | 20<\/td> | 1 2<\/td><\/tr> |
| Person-Centered Therapists Describe the Counselor\u2019s Self<\/td> | Andrea Reupert<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The therapist\u2019s contribution is crucial to therapeutic progress in person-centered therapy. Although Carl Rogers (1951) established the personhood of the therapist as a central element in client change, there is a paucity of research in how person-centered therapists describe and experience the self they bring to therapy. In the research described here, person-centered therapists were interviewed and asked to describe the self they bring to therapy and how they might use this self in therapeutic work. Therapists described the self that they bring to therapy as a central entity that plays an important role in the therapeutic alliance. Rogers\u2019view that the personhood of the therapist is a key part of the therapeutic endeavour is confirmed in this study. The various ways that therapists might use their self, particularly when building relationships and connecting with clients, is also described in the present study. <\/p>\n<\/td> | andrea-reupert<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Person-Centered Therapy and Spirituality: The art of knowing and self-determination<\/td> | Joachim Schwarz<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The authors invite the reader to a closer look at the person-centered approach within the increasing trend toward transpersonal approaches to therapy. The article addresses values in contrast to dogma and emphasizes the client’s freedom to self- determination in the context of spirituality.<\/p>\n<\/td> | joachim-schwarz<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Person-Centered Therapy with a Bereaved Father<\/td> | Chun-Chuan Wang<\/span><\/td> | 2007<\/span><\/td> | 14<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This article aims to explore the changing process of a bereaved father who lost his daughter out of the 1999 Taiwan Earthquake. Initially, this father, whom I will call John, greeted me formally and politely, though with implicit distrust. However, in a period of 16 months in which I continually paid visits to the family some long conversations also took place, and John gradually’ was willing to trust me. Beyond a recorded in-depth interview with John, I sensed his intense emotions over the loss, and thus invited him for therapy. John finally agreed, and there were seven therapy sessions. | chun-chuan-wang<\/td> | 2007<\/td> | 14<\/td> | 1 2<\/td><\/tr> |
| Person-Centered Therapy, Masculinity, and Violence<\/td> | Debra Weikert<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | When it comes to best practices in therapy, there is no one-size fits all, but the person-centered approach can apply to many. The current paper examines the applications of the person-centered core conditions to working with client issues of masculinity and violence. <\/p>\n<\/td> | debra-weikert<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Person-centered therapy: A misunderstood paradigmatic difference?<\/td> | Jerold Bozarth<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | This paper focuses on several misunderstandings of the person-centered approach which criticize Rogers\u2019s conceptualization of the necessary and sufficient conditions for therapeutic personality change (Fay & Lazarus, 1992; Norcross, 1992) and Rogers\u2019s theory in general (Cain, 1993; Quinn, 1993). Several of their points are examined and their positions of inquiry challenged from the context of Rogers\u2019s theory. The misunderstandings of client-centered theory and practice as interpreted from the framework of other theoretical positions raise an issue of the paradigmatic difference of person-centered therapy from other theories of therapy.<\/p>\n<\/td> | jerold-bozarth<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| Person-Centered Training and Supervision with Beginning Counselors<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2007<\/span><\/td> | 14<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Although Rogers is a significant influence on current counseling and psychotherapy practice, person-centered therapy is in danger of extinction in the United States. One way to help it grow is by providing quality supervision to students who wish to become person-centered counselors and therapists. This paper introduces a five-factor model of PC training and supervision that is true to Rogers’ theory and consistent with current counseling standards.<\/p>\n Factor 1, communicating the core conditions, is grounded in nondirective communication and the self-actualization principle. A direct application of Rogers’ theory of therapy, Factor 1 can be called \u201ccounselor-centered supervision.\u201d The remaining four factors communicate trainer\/supervisor-centered attitudes. | jo-cohen-hamilton<\/td> | 2007<\/td> | 14<\/td> | 1 2<\/td><\/tr> |
| Person-Centered Training: Response to Dave Mears<\/td> | Peggy Natiello<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | peggy-natiello<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Personal Power<\/td> | Lauren Hancz<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | lauren-hancz<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Personal presence in client-centered therapy<\/td> | Barbara Temaner Brodley<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | This paper presents two conceptions of “presence” found in Rogers’ writings about client-centered therapy. The first conception is a naturalistic one emphasizing the openness and immediacy of the therapist in the relationship. The second builds on the first, adding an element of spirituality or mysticism. Expressing my rejection of Rogers’ second conception, I discuss the phenomena of presence and compare Rogers’ spiritual or mystical interpretations to my own naturalistic interpretations of similar experiences. Finally, I describe a small pilot study of presence that shows the concept can be meaningful to clients.<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| Personal Reflections: Response to Bateson revisited the mind, families and AA<\/td> | Richard Bryant-Jefferies<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | richard-bryant-jefferies<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Personality Differences and Person-Centered Supervision<\/td> | Maria C. Yillas-Boas Bowen<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | Two types of person-centered supervision are considered; one emphasizes the preservation of “pure forms,” the other a basic philosophy of life. The philosophy-of-life-oriented supervision is characterized by taking individual differences into account, and by emphasizing the development of the supervisee’s internal locus of evaluation through self-awareness and trust in the supervisee’s own intuition. Some approaches to developing self-awareness are discussed. Two kinds of empathic responses are hypothesized: supportive responses and integrative impressions. It is postulated that intuition is manifested through integrative impressions of which four kinds are described. It is recommended that the supervisee’s preferred mode of expressing integrative impressions be honored, even when different from the supervisor’s. Thus the same principles that guide therapy are also present in supervision: the trust of the supervisee’s inner resources, and capacity for self-determinaion and self-direction<\/p>\n<\/td> | maria-c-yillas-boas-bowen<\/td> | 1986<\/td> | pcr-1<\/td> | 3<\/td><\/tr> |
| Philosophical Roots of Person-Centered Therapy in the History of Western Thought<\/td> | Harry A. Van Belle<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | I argue a two-part thesis: that the Person-Centered Approach to therapy has roots as far back as the Greeks and that the Person-Centered Approach resonates with basic themes found in the history of Western thought. To support this thesis, I survey relevant events in the history of Western thought, focusing on the Modem Period movements of Rationalism and Romanticism that appear to have most influenced the Person-Centered Approach. <\/p>\n<\/td> | harry-a-van-belle<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| Physical Therapy Student Attitudes and Understanding Related to the Person-Centered Approach<\/td> | J. Stephen Guffey<\/span>, Jody Long<\/span>, Karen Aul<\/span>, Susan Mott<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Physical therapists treat many acute and chronic conditions that create personal, social, psychological and economic burdens. When physical therapy students begin engaging with clients during clinical rotations, the development of a compassionate bond between student and client is crucial (Bohart & Rosenbaum, 1995; Cornelius-White, 2006; Bayliss & Strunk, 2015). A strictly biomedical model cannot fully address the complex clinical nature of pain and disability, nor can it fully address the psychological distress that clients suffer (Fuentes, et al., 2014). A strictly biomedical approach tends to place less value on life factors such as family support, motivation, internal locus of control, personality styles, and daily obstacles that might interfere with the processes leading to rehabilitation (Josephson, Woodward-Kron, Delany & Hiller, 2015). Brodley (2019) described the need for a growth-promoting climate. This point is at the heart of the profession\u2019s shift from the Nagi Model of Disablement (biomedical) to the International Classification of Functioning (ICF) (a more biopsychosocial model) paradigm.<\/p>\n<\/td> | j-stephen-guffey jody-long karen-aul susan-mott<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| Poems<\/td> | Judith Ingram<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | judith-ingram<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Pre-Therapy: Is it person-centered?: A reply to Jerold Bozarth<\/td> | Garry Prouty<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This paper presents Pre-Therapy as an evolution of Client-Centered therapy, while Pre-Symbolic Experiencing is seen as an evolution of Experiential therapy. Rogers considered Pre-Therapy to be of significance for the Client-Centered approach. Pre-Therapy emphasizes empathic contact, and is a theory of psychological contact. Pre-Therapy is not process-directive as is the case with Process-Experiential therapy, but surrenders to and follows the pre-expressive attempts of the client.<\/p>\n<\/td> | garry-prouty<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Preface<\/td> | ADPCA<\/span><\/td> | 1992<\/span><\/td> | 01<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The Person-Centered Journal is sponsored by the Association for the Development of the Person-Centered Approach. The intent of this publication is to promote ideas and thinking about the principles and practice of the person-centered approach and to disseminate scholarly information and thinking concerned with topics which may be related to those who have an interest in person-centered philosophy. Manuscripts should be submitted to Jerold D. Bozarth, Co-Editor, The Person-Centered Journal, Aderhold 4O2, University of Georgia, Athens, GA 30602. Manuscripts should follow the style of the American Psychological Association as depicted in the most recent issue of the publication manual. Manuscripts should be original copy on a letter quality or laser paper (No dot matrix form.) Three printed copies of the manuscript should also be included. Address and phone numbers of authors should also be included. The Person-Centered Journal is an evolving journal which b scheduled for publication again in.March, 1993 and will be expanded to four issues per year in following years. Editorial Policy is that of an open review. Reviewing editors’ comments are sent to the authors with the names of reviewers. Articles accepted for publication will be those that focus on some aspect of the person-centered approach. Subscriptions: Address all subscription correspondence to The Person-Centered Journal, Aderhold 402, University of Georgia, Athens. GA …<\/p>\n<\/td> | adpca<\/td> | 1992<\/td> | 01<\/td> | 1<\/td><\/tr> |
| Presentation Review: “A Family Approach to Treating Troubled Adolescents”<\/td> | Jo Cohen Hamilton<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Review of Presentation: A Family Approach to Treating Troubled Adolescents; Couples on the Fault Line: Contemporary Couples; by Peggy Papp.<\/p>\n<\/td> | jo-cohen-hamilton<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| Professionals\u2019 Treatment Plan and Contract Beliefs and Practices<\/td> | Bruce Allen<\/span><\/td> | 2011<\/span><\/td> | 18<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Treatment plans with so-called \u201ccontracts\u201d are either theoretically irrelevant or antithetical to the Client-Centered approach. However, in the mental health field, they are fairly ubiquitous, especially for Medicaid work. Because of this, I surveyed mental health professionals in one state to see how they used treatment plans with contracts and what they thought of them. I intended to: (a) discover whether these were, indeed, a professionally accepted standard of care (b) compare and contrast Client-Centered respondents with professionals of other orientations. Overall, belief that two of the contract requirements (specifying what goals would be accomplished and how this would be done) were helpful fell between \u201cneutral\u201d and \u201cagree somewhat\u201d on a five-point Likert scale. A third (specifying the time when a goal would be accomplished) fell between \u201cneutral\u201d and \u201cdisagree somewhat.\u201d Thus the contract did not appear to be an accepted standard of care. Nor did the plan as a whole: Fifty-one percent of the Medicaid providers said it was related to what they did only \u201cmarginally\u201d or \u201cnot at all\u201d and 75% said they used it because of legal or clinic regulations. There weren\u2019t enough Client-Centered professionals to allow them to be examined separately, so respondents were combined in two groups, those whose approaches were supposed friendly to the plans and those that were skeptical of them. Statistically, the skeptical and friendly groups differed on how helpful they thought the contract requirements were, although the Friendly group\u2019s means for each of the three requirements still only fell between \u201cNeutral\u201d and Agree Somewhat.\u201d The groups did not differ, however, on how much the plan affected their behavior or why they used it. The results suggest that to make clinical requirements more conducive to Client-Centered practice it would be more helpful to focus on what professionals actually do and what they believe about what they do rather than on theoretical issues. <\/p>\n<\/td> | bruce-allen<\/td> | 2011<\/td> | 18<\/td> | 1 2<\/td><\/tr> |
| Project Estancia Jatoba<\/td> | Lucila Machado Assumpgdo<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | lucila-machado-assumpgdo<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Promotive Activities in Face-to-Face and Technology-Enhanced Learning Environments<\/td> | Christine Bauer<\/span>, Michael Derntl<\/span>, Reinhard Tausch<\/span>, Renate Motschnig- Pitrik<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This paper aims to transfer central, influential concepts and ideas from person-centered education into the context of technology-enhanced learning. We systematically review promotive activities and humanistic educational concepts and share our experiences in introducing and actually living these activities and interpersonal attitudes in technology-enhanced environments. Students’ reactions confirm the validity of our approach, which proposes to complement personal resourcefulness with Web- supported activities. Our primary goal is to make learning in today’s knowledge society a growthful experience for learners as well as facilitators. <\/p>\n<\/td> | christine-bauer michael-derntl reinhard-tausch renate-motschnig-pitrik<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Psychological well-being and intrapersonal congruence of women incest survivors participating in a person-centered expressive arts workshop<\/td> | Anne Geronimo<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This study investigated the effect on psychological well-being and intrapersonal congruence for women incest survivors, engaged in ongoing group psychotherapy, who participated in an Expressive Arts Workshop. The Expressive Arts Workshop utilized a person-centered approach. This approach invited each participant to explain what her art, music, and movement experience was like without interpretation from others. After a participant finished explaining what seemed important to her, group members were encouraged to focus on internal feelings related to what they had witnessed and were invited to share those internal reflections. The results of this study demonstrate that using person-centered expressive arts increases psychological well-being and intrapersonal congruence of adult women incest survivors. Thus, person-centered expressive arts used in conjunction with group psychotherapy can be effective in enhancing psychotherapeutic outcome.<\/p>\n<\/td> | anne-geronimo<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Psychotherapist Weather Learning<\/td> | Alan E. Stewart<\/span>, H. Michael Mogil<\/span>, Matthew J. Bolton<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This paper presents an interdisciplinary, person-centered perspective on the need for, and resources to enable, meteorological learning among humanistic and other psychotherapists.<\/p>\n<\/td> | alan-e-stewart h-michael-mogil matthew-j-bolton<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| Qualities or Dimensions of Experiencing and Their Change<\/td> | Eugene Gendlin<\/span>, Fred M. Zimring<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Introductory note from F. Z.: This paper contains the first public discussion of experiencing. It was presented in a “Crazy Ideas” seminar talk by Carl in which Gene and I were graduate students, and then appeared in the Counseling Center Discussion Papers(Vol 1 no. 3) in 1955. What follows is the paper as originally written except for a few spelling corrections, completion of incomplete sentences and the occasional remark added to help the reader understand terms that were current in the 1950s.<\/p>\n<\/td> | eugene-gendlin fred-m-zimring<\/td> | 1994<\/td> | 01<\/td> | 2<\/td><\/tr> |
| Questioning Psychology: Beyond Theory and Control \u2013 Book Review<\/td> | Marjorie Witty<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | marjorie-witty<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| Questions and Answers: Two Hours with Carl Rogers<\/td> | Kim C. Francis<\/span><\/td> | 2009<\/span><\/td> | 16<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This project involved a transcription of a 2-hour community meeting with Carl Rogers and more than 100 participants at the summer 1975 workshop titled \u201cA Person-Centered Approach: The Process of Individual Growth and its Social Implications.\u201d During this meeting, Rogers candidly answered questions on a wide range of topics including planning for the workshop, the evolution of the person- centered approach and its meaning to him, partners and \u201csatellite\u201d relationships, encounter groups, therapy issues, how he made personal decisions, and his garden. <\/p>\n<\/td> | kim-c-francis<\/td> | 2009<\/td> | 16<\/td> | 1 2<\/td><\/tr> |
| Reading Rogers: An editorial assistant’s autobiographical introduction<\/td> | Timothy Tribiano<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | timothy-tribiano<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Real Human Connection: There is No App for That!<\/td> | David M. Myers<\/span>, Jessica Miller<\/span><\/td> | 2019<\/span><\/td> | <\/td> | <\/td> | View<\/a><\/td> | This paper focuses on the intersection of technology and the challenges that contemporary students face in managing their anxiety and forming social connections. College counseling centers across the country have seen a marked increase in students struggling with anxiety (Center for Collegiate Mental Health, 2017). We propose that this trend is intricately linked with technology: the bombardment of information from social media and news outlets can be overwhelming. While other generations certainly share in some of this experience, it is the current generation of college students that are affected most pointedly, having never lived in a world without texting, Instagram, Twitter and Snapchat. Broad suggestions for helping students navigate the unique challenges they face, drawing primarily on tenets of the person-centered theory developed by Carl Rogers are offered. The paradoxical remedy to the modern anxiety may be a return to a simpler, rather than a more complex strategy for intervention.<\/p>\n<\/td> | david-m-myers jessica-miller<\/td> | 2019<\/td> | <\/td> | <\/td><\/tr> |
| Real Human Connection: There is No App for That!<\/td> | David M. Myers<\/span>, Jessica Miller<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Yhis paper focuses on the intersection of technology and the challenges that contemporary students face in managing their anxiety and forming social connections. College counseling centers across the country have seen a marked increase in students struggling with anxiety (Center for Collegiate Mental Health, 2017). We propose that this trend is intricately linked with technology: the bombardment of information from social media and news outlets can be overwhelming. While other generations certainly share in some of this experience, it is the current generation of college students that are affected most pointedly, having never lived in a world without texting, Instagram, Twitter and Snapchat. Broad suggestions for helping students navigate the unique challenges they face, drawing primarily on tenets of the person-centered theory developed by Carl Rogers are offered. The paradoxical remedy to the modern anxiety may be a return to a simpler, rather than a more complex strategy for intervention.<\/p>\n<\/td> | david-m-myers jessica-miller<\/td> | 2019<\/td> | 24<\/td> | 1 2<\/td><\/tr> |
| Reasons for responses expressing the therapist’s frame of reference in client-centered therapy<\/td> | Barbara Temaner Brodley<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This paper proposes reasons client-centered therapists occasionally may make responses from their own frame of reference. Thirteen reasons are described. The risks involved in therapist-frame responses to the client’s sense of safety, freedom, and perception of the therapeutic attitudes, are discussed and emphasized.<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Reflection of Feelings<\/td> | Carl R. Rogers<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 4<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | carl-r-rogers<\/td> | 1986<\/td> | pcr-1<\/td> | 4<\/td><\/tr> |
| Reflections on Humanistic Psychology and The Person-Centered Approach<\/td> | Charles Merrill<\/span><\/td> | 2013<\/span><\/td> | 20<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The aim of this paper is to show the evolution of myself as a humanistic psychologist and how the influence o f Carl Rogers, Abraham Maslow and Rollo May were a central part of my learning process. The core values of each theorist have retained potency over more than thirty years of my professional service. As part of this paper, I will endeavor to give a brief overview of humanistic psychology and the person-centered approach as part of the larger impact on more reductive approaches that were dominant at the time. <\/p>\n<\/td> | charles-merrill<\/td> | 2013<\/td> | 20<\/td> | 1 2<\/td><\/tr> |
| Reflections on Reflecting: How self-awareness promotes personal growth<\/td> | Sharon Myers<\/span><\/td> | 2003<\/span><\/td> | 10<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | his qualitative study affirms the role of self-awareness in promoting personal growth. Experiences of sixteen graduate students enrolled in a counselor education program that intentionally requires self-reflection, introspection, and interaction were explored. Through written narratives, participants reported that engaging in activities designed to enhance self-awareness served to promote their personal and professional development. Being engaged in an on-going process of introspection allowed participants to effectively follow a path somewhat parallel to that of clients in therapy. Themes emerging from their narratives included heightened awareness of self, recognition of personal potential, enhanced empathy for self and others, and improved interpersonal relationships. Emerging from their focused efforts in self-reflection, participants reported an expanded sense of self and a confidence in their capacity to become successful counselors.<\/p>\n Enhanced self-awareness, long the hallmark of psychological health across insight-oriented therapies, offers promising direction for counselor education.<\/p>\n<\/td> | sharon-myers<\/td> | 2003<\/td> | 10<\/td> | 1<\/td><\/tr> |
| Reflections on the 1966 Dialogue Between Carl Rogers and Michael Polanyi<\/td> | Jere Moorman<\/span>, Will Stillwell<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | In dialogue format, the authors revisit the issues of scientific and humanistic approaches to human knowing raised by Carl Rogers and Michael Polanyi in their 1966 dialogue. Moorman posits an unreduced and unexplained view of persons and phenomena. Stillwell offers that the use of language necessarily introduces some reductionism. Both value an acceptance of experience. The dialogue concludes with expressions of trust in the making meaning from the ambiguity of existence using concepts like the \u201ctacit,\u201d the \u201cself,\u201d and \u201cindefinitude.\u201d<\/p>\n<\/td> | jere-moorman will-stillwell<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| Rejoinder: Response to Gaylin<\/td> | Ronnie Barracato<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | ronnie-barracato<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Relating to Rob: A personal account of client-centered work with a non-verbal client diagnosed with schizophernia, mental retardation and brain damage.<\/td> | Charley Knapp<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | charley-knapp<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| Remarks at Barbara T. Brodley\u2019s Memorial Service<\/td> | Barry Grant<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barry-grant<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Remembering Eleanor: A different way of contact<\/td> | Jerold Bozarth<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Research With People – The Paradigm of Cooperative Experiential Inquiry<\/td> | John Heron<\/span>, Peter Reason<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 4<\/span><\/td> | View<\/a><\/td> | A methodology of cooperative inquiry in which all those involved work together as coresearchers is described. The epistemological and ontological issues underlying this methodology are briefly discussed, and the argument made that the inquiry rests on an attitude of critical subjectivity within an epistcmological heterogeneity. Issues of validity within the paradigm are discussed, and practical steps for exploring threats to validity are outlined.<\/p>\n<\/td> | john-heron peter-reason<\/td> | 1986<\/td> | pcr-1<\/td> | 4<\/td><\/tr> |
| Respecting the dignity of each learner in teaching culturally-relevant pedagogy \u2014 A person-centered learning approach<\/td> | Zhu Gang<\/span><\/td> | 2016<\/span><\/td> | 23<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This research aims to teach culturally-relevant pedagogy to the preservice teachers by respecting the dignity of each learner. By comparing and contrasting the data collected from (Person-centered Learning Assessment) PCLA I and PCLA II (Freiberg, 2009), the researcher analyzed two lessons centered on culturally-relevant pedagogy. The research finds that person-centered learning approach can effectively transform the students from \u201ctourists\u201d into \u201ccitizens\u201d inthe classroom, whereby their dignity and freedom to learn are respected. Additionally, the researcher can work as a resource person by engaging the students in stimulating learning environments. Last, the preservice teachers in the research were encouraged to locate their challenges and opportunities over the course of learning the concept of culturally-relevant pedagogy. Thus, the preservice teachers demonstrated active involvements in the various learning activities.<\/p>\n Keywords: culturally-relevant pedagogy, person-centered learning, resource person, dignity of learner.<\/p>\n<\/td> | zhu-gang<\/td> | 2016<\/td> | 23<\/td> | 1 2<\/td><\/tr> |
| Response to Barracato<\/td> | Ned L. Gaylin<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | ned-l-gaylin<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Response to Barry<\/td> | Cecil H. Patterson<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | cecil-h-patterson<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| Response to Frankel and Sommerbeck<\/td> | Arthur C. Bohart<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | arthur-c-bohart<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Response to Stubbs: If we dance, who leads?<\/td> | Arthur C. Bohart<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | arthur-c-bohart<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| Response to Ted Welsch\u2019s Opposing View to Two Rogers and Congruence<\/td> | Lisbeth Sommerbeck<\/span>, Marvin Frankel<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The authors reassert their position that the Carl Rogers who was infamous and indeed famous for presenting a non-directive therapy then authored a much more conventional directive therapy based on the category error that the \u201cperson\u201d of the therapist is someone other than the therapist.<\/p>\n<\/td> | lisbeth-sommerbeck marvin-frankel<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Response-Centered Therapy: The Good, Bad, and Ugly<\/td> | Jerold Bozarth<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | In the article: \u201cNon-Directivity: An Attitude or a Practice?\u201d behaviorism once again becomes the representation of client-centered therapy in an extension of a paper presented by Frankel in 1988 and further outlined in a more recent article by Frankel and Sommerbeck (2005). The fundamental premise of the authors\u2019 argument is that client-centered therapy consists of \u201crules of engagement\u201d that are adhered to by the therapist without deviation. These rules of engagement are embedded in therapist response repertoire and referred to as unwavering \u201cempathic reflections.\u201d Any deviation from this response style is considered to be a \u201cprod,\u201d which is defined as \u201cany comment made from an external frame of reference (unempathic) that is made to enable the client to either gain insight or give psychological support\u201d (p. 48). With this bit of behavioral sophistry, the authors become the definers and evaluators as well as the dictators of what constitutes the nondirective approach of client-centered therapy. <\/p>\n<\/td> | jerold-bozarth<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Review of A Person-Centered Approach and the Rogerian Tradition: A Handbook<\/td> | Jerold Bozarth<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Book review of A Person-Centered Approach and the Rogerian Tradition: A Handbook<\/p>\n by Adam Quinn<\/p>\n<\/td> | jerold-bozarth<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| Review of Carl Rogers: The China Diary Edited by Jeffrey H. D. Cornelius-White<\/td> | Kathryn A. Moon<\/span><\/td> | 2014<\/span><\/td> | 21<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | kathryn-a-moon<\/td> | 2014<\/td> | 21<\/td> | 1 2<\/td><\/tr> |
| Review of Child-Centered Play Therapy: A Practical Guide to Developing Therapeutic Relationships with Children<\/td> | Jeffrey H. D. Cornelius-White<\/span><\/td> | 2011<\/span><\/td> | 18<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Review of Nancy H. Cochran, William J. Nording, and Jeff L. Cochran’s Child-Centered Play Therapy: A Practical Guide to Developing Therapeutic Relationships with Children. <\/p>\n<\/td> | jeffrey-h-d-cornelius-white<\/td> | 2011<\/td> | 18<\/td> | 1 2<\/td><\/tr> |
| Review of Interdisciplinary Handbook of the Person- Centered Approach: Research and Theory and Interdisciplinary Applications of the Person-Centered Approach Edited by Jeffrey H. D. Cornelius-White Renate Motschnig-Pitrik Michael Lux<\/td> | Jerold Bozarth<\/span><\/td> | 2014<\/span><\/td> | 21<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 2014<\/td> | 21<\/td> | 1 2<\/td><\/tr> |
| Review of Interdisciplinary Handbook of the Person- Centered Approach: Research and Theory and Interdisciplinary Applications of the Person-Centered Approach Edited by Jeffrey H. D. Cornelius-White Renate Motschnig-Pitrik Michael Lux<\/td> | Jerold Bozarth<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| Review of Living With Voices: 50 Stories of Recovery<\/td> | Leslie Harris Spencer<\/span><\/td> | 2013<\/span><\/td> | 20<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Review of Marius Romme, Sandra Escher, Jacqui Dillon, Dirk Corstens, and Mervyn Morris’ Living With Voices: 50 Stories of Recovery <\/p>\n<\/td> | leslie-harris-spencer<\/td> | 2013<\/td> | 20<\/td> | 1 2<\/td><\/tr> |
| Review of On Becoming an Effective Teacher: Person-centered teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon<\/td> | Bill Miller<\/span><\/td> | 2014<\/span><\/td> | 21<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | On Becoming an Effective Teacher: Person-centered teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon<\/p>\n Reviewed by Bill Miller<\/p>\n<\/td> | bill-miller<\/td> | 2014<\/td> | 21<\/td> | 1 2<\/td><\/tr> |
| Review of Person-Centered communication: Theory skills and practice by Renata Motschnig and Ladislav Nykl<\/td> | Kathryn A. Moon<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | kathryn-a-moon<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| Review of Psychotherapy and the Fully Functioning Person By Julius Seeman<\/td> | Kathryn A. Moon<\/span><\/td> | 2012<\/span><\/td> | 19<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | kathryn-a-moon<\/td> | 2012<\/td> | 19<\/td> | 1 2<\/td><\/tr> |
| Review of The Little Book of Neuroscience Haikus<\/td> | David Ryback<\/span><\/td> | 2013<\/span><\/td> | 20<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | david-ryback<\/td> | 2013<\/td> | 20<\/td> | 1 2<\/td><\/tr> |
| Review of The Relationship Inventory: A Complete Resource and Guide<\/td> | Jerold Bozarth<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Book review of The Relationship Inventory: A Complete Resource and Guide<\/p>\n by Godfrey T. Barrett-Lennard<\/p>\n<\/td> | jerold-bozarth<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| Review of The Relationship Paradigm: Human Being Beyond Individualism By Godfrey T. Barrett-Lennard<\/td> | Jerold Bozarth<\/span><\/td> | 2014<\/span><\/td> | 21<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 2014<\/td> | 21<\/td> | 1 2<\/td><\/tr> |
| Review of Therapy and the Counter-tradition: The edge of philosophy Edited by Manu Bazzano and Julie Webb<\/td> | Kathryn A. Moon<\/span><\/td> | 2016<\/span><\/td> | 23<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Book review of Therapy and the Counter-tradition: The edge of philosophy, <\/p>\n Edited by Manu Bazzano and Julie Webb<\/p>\n<\/td> | kathryn-a-moon<\/td> | 2016<\/td> | 23<\/td> | 1 2<\/td><\/tr> |
| Review of Understanding Person-Centered Counselling: A Personal Journey<\/td> | Ross Balcom<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Book Review of Understanding Person-Centered Counselling: A Personal Journey<\/p>\n by Christine Brown<\/p>\n<\/td> | ross-balcom<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| Review of Using Technology to Improve Counseling Practice<\/td> | Rachel A. Jordan<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Book review of J. Michael Tyler and Russell Sabella’s Using Technology to Improve Counseling Practice: A Primer for the 21st Century.<\/p>\n<\/td> | rachel-a-jordan<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| Review of: Otis Doesn\u2019t Scratch<\/td> | Valerie Wiley<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Book review Otis Doesn\u2019t Scratch<\/p>\n By Clare Shaw and Tasmin Walker (Illustrator)<\/p>\n<\/td> | valerie-wiley<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| Rogers and Csikszentmihalyi on creativity<\/td> | Kristen Bettencourt<\/span><\/td> | 2014<\/span><\/td> | 21<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This article examines the similarities and differences between the theories of Carl Rogers and Mihaly Csikszentmihalyi regarding creativity and creative transformation. Both theorists emphasize the importance of the relationship between the individual and the environment, Rogers focusing on the therapeutic relationship and the role of creativity in personal transformation and self- actualization, and Csikszentmihalyi examining the role of the community system in supporting novel and transformational ideas. Both see creativity as a quality that can emerge given the right circumstances, and this invites us to consider the role we play as therapists in bringing about the creativity of our clients and community members. <\/p>\n<\/td> | kristen-bettencourt<\/td> | 2014<\/td> | 21<\/td> | 1 2<\/td><\/tr> |
| Rogers, Kohut, and Erickson\u2014A Personal Perspective on Some Similarities and Differences<\/td> | Carl R. Rogers<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | The article hast wo purposes. The first is to present some misunderstood major aspects of client-centered therapy: the view of human nature, the actualising tendency, the nature of empathy, the place of intuition, the therapeutic relationship, the reorganisation of self, and the place given to theory. The second purpose is to relate each of these to the comparable aspects of the thinking of Kohut and Erickson, pointing to agreements and disagreements. One point of sharp differences is in the application of therapeutic principles in other fields. Neither Erickson nor Kohut was involved in this area, so only my work is described.<\/p>\n<\/td> | carl-r-rogers<\/td> | 1986<\/td> | pcr-1<\/td> | 2<\/td><\/tr> |
| Rogers’ Late Conceptualization of the Fully Functioning Individual: Correspondences and Contrasts with Buddhist Psychology<\/td> | Jan I. Harman<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | In the last decade of his life, Rogers’ conceptualization of the fully functioning individual, first fully described in 1961, was broadened to encompass new discoveries about the nature of human physical potentialities and of the physical universe. Rogers (1980) endeavored to describe the “person of tomorrow” who would live in an era when inner exploration of psychological capacities would commonly include meditative and other means of altering states of consciousness for purposes of enhanced self-understanding and physical well-being. He pointed out some correspondences between his then-nascent conceptions of new dimensions in psychic potential and models from Eastern traditions, and reprinted earlier, explicit references to Buddhist and Taoist principles as resonant with his views. Correspondences and contrasts between person-centered and traditional Buddhist psychological theories and the respective phenomenological realities they describe are explored here in greater detail. Finally, methodo- logical approaches to becoming a more fully functioning individual through person-centered therapeutic and meditative practices are compared.<\/p>\n<\/td> | jan-i-harman<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Roundtable Discussion<\/td> | Jerold Bozarth<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | Periodically, the Person-Centered Review will publish the responses of its Editorial Board to “Roundtable” Discussion questions. It is my hope that the responses will lead lo renewed interest in and continued dialogue about the issues addressed. The editor welcomes your reactions to the Roundtable Discussions. The responses of the Editorial Board members are generally reproduced verbatim although some minor editing was done for purposes of clarity or brevity of expression.<\/p>\n IN YOUR OPINION, WHAT IS MOST ESSENTIAL TO THE CONTINUED DEVELOPMENT | jerold-bozarth<\/td> | 1986<\/td> | pcr-1<\/td> | 3<\/td><\/tr> |
| Sandor Ferenczi, A Proto-Rogerian: A Reply to Fred Redekop and Barry Grant<\/td> | Edwin Kahn<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This is a complete and corrected version of Dr. Kahn’s article.<\/p>\n<\/td> | edwin-kahn<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Sandor Ferenczi, A Proto-Rogerian: A Reply to Fred Redekop and Barry Grant<\/td> | Edwin Kahn<\/span><\/td> | 2011<\/span><\/td> | 18<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This is a complete and corrected version of Dr. Kahn’s article.<\/p>\n<\/td> | edwin-kahn<\/td> | 2011<\/td> | 18<\/td> | 1 2<\/td><\/tr> |
| Seeman Frederick Raskin Literature Review<\/td> | E. Coston Frederick<\/span>, Julius Seeman<\/span>, Nathaniel J. Raskin<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Empathy, by A. P. Goldstein & G. Y. Michaels. Lawrence Erlbaum Associates, Hillsgate, NJ, I985, 281 pp.,$29.95 (hardcover).<\/p>\n lnviting School Success: A Self-Concept Approach to Teaching and barning (2nd Ed.), by William W. Purkey & John M. Novak. Wadsworth Publishing, Belmont, CA, 1984, 159 pp., $14.25 (softcover).<\/p>\n “Heinz Kohut and Carl Rogers, A Timely Comparison,” by Edwln Kahn, in American Psychologist, 1985, 40, 893-904, 1985.<\/p>\n<\/td> | e-coston-frederick julius-seeman nathaniel-j-raskin<\/td> | 1986<\/td> | pcr-1<\/td> | 2<\/td><\/tr> |
| Share in the Dream<\/td> | David Cain<\/span><\/td> | 1987<\/span><\/td> | PCR 2<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | david-cain<\/td> | 1987<\/td> | pcr-2<\/td> | 1<\/td><\/tr> |
| Similarities between Rousseau’s discourse on the origins of inequality among men and concepts in person-centered counselling<\/td> | Kevin A. Curtin<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | In his second discourse, Jean Jacques Rousseau claims that human beings were most happy and free in their instinctive natural state and that social institutions are responsible for the corruption of humankind. For counselors and their clients, the goal is to maximize this original human nature through person-centered psychotherapy, that encourages the concepts of self-actualization, autonomy, and empathy.<\/p>\n<\/td> | kevin-a-curtin<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Some comparisons between Taoism and Person-Centered approach<\/td> | Mark J. Miller<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This brief article discusses the author’s perceptions of the meaningful parallels between Taoism and Person-Centered Therapy.<\/p>\n<\/td> | mark-j-miller<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Some Differences in Clients’ Questions and Rogers’ Responses to Questions Between the Mr. Bryan Sessions and Rogers’ Post-Bryan Therapy Sessions<\/td> | Barbara Temaner Brodley<\/span>, Claudia Kemp<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This paper will present and discuss some of the results from Claudia Kemp\u2019s Doctoral Dissertation research on Carl Rogers\u2019 responses to his clients\u2019 questions. It focuses on the part of Claudia\u2019s study that compares Mr. Bryan\u2019s questions and Rogers\u2019 responses (to those questions) with clients\u2019 questions and Rogers\u2019 responses in a large sample of transcripts made from his later therapy sessions. It reveals some of the ways Rogers was in transition towards becoming a clientcentered therapist when conducting the Bryan sessions, and discusses behavioral differences in the two stages of his development \u2013 Bryan and post-Bryan.<\/p>\n<\/td> | barbara-temaner-brodley claudia-kemp<\/td> | 2019<\/td> | 24<\/td> | 1 2<\/td><\/tr> |
| Some Differences in Clients\u2019 Questions and Rogers\u2019 Responses to Questions Between the Mr. Bryan Sessions and Rogers\u2019 Post Bryan Therapy Sessions<\/td> | Barbara Temaner Brodley<\/span>, Claudia Kemp<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | This paper will present and discuss some of the results from Claudia Kemp\u2019s Doctoral Dissertation research on Carl Rogers\u2019 responses to his clients\u2019 questions. It focuses on the part of Claudia\u2019s study that compares Mr. Bryan\u2019s questions and Rogers\u2019 responses (to those questions) with clients\u2019 questions and Rogers\u2019 responses in a large sample of transcripts made from his later therapy sessions. It reveals some of the ways Rogers was in transition towards becoming a client-centered therapist when conducting the Bryan sessions, and discusses behavioral differences in the two stages of his development \u2013 Bryan and post-Bryan.<\/p>\n<\/td> | barbara-temaner-brodley claudia-kemp<\/td> | 2019<\/td> | 24<\/td> | 2<\/td><\/tr> |
| Some Observations from Work with Parents in a Child Therapy Program<\/td> | Charlotte Ellinwood<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This paper represents the first step in an examination of experience with parents of children brought to the Counseling Center and seen by members of the Child Therapy Group. These experiences are considered in relation to client-centered theory and to experiences with other adult clients. Special emphasis is placed upon the establishment of the conditions necessary for therapy and the implications of our experience in this area for work with difficulty (“failure zone”) clients. <\/p>\n<\/td> | charlotte-ellinwood<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| Some Observations of Carl Rogers’ Behavior in Therapy Interviews<\/td> | Barbara Temaner Brodley<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Carl Rogers’ psychotherapy behavior, recorded on film, video, audiotape and in verbatim transcripts, is a rich source for learning about psychotherapy in general and specifically about the client\/person-centered approach that Rogers developed (Rogers, 1957;1959;1980;1986a).My interest in Rogers’ own therapy behavior — how it relates to his theory and development as a therapist — has led me to examine, thus far, 34 sessions, consisting of 1,930 responses Rogers made in reaction to his clients, conducted over a 46 year time span — from 1940 through 1986.<\/p>\n This report is primarily based on a system for rating client\/person-centered therapy sessions which I developed with Anne Brody (Brodley & Brody, 1990; Brody, 1991; Brodley & Brody,1993). I shall summarize the findings from the total sample of 1,930 responses, show comparisons between Rogers’ behavior in the frames of three consecutive time spans over the 46 year period of the 34 sessions, and relate the findings to Rogers’ theoretical writings.<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 1994<\/td> | 01<\/td> | 2<\/td><\/tr> |
| Special Section: Poems<\/td> | Thair R. Dieffenbach<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | \u201cA Plea for Understanding\u201d by Thair R. Dieffenbach;<\/p>\n \u201cPretense\u201d by Nicholas Mazza, Ph.D., Florida State University<\/p>\n \u201cHaiku Poems\u201d by Joe Utay, Eastern Kentucky University<\/p>\n<\/td> | thair-r-dieffenbach<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Stella’s Stories – Responses to Trauma<\/td> | Jill Jones<\/span><\/td> | 2003<\/span><\/td> | 10<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This article begins with an introduction to trauma responses and a brief comparison of Client-Centered Therapy (CCT.) and Cognitive Behavioral Therapy (CBT) It then presents three stories written by a former client who had experienced persistent trauma both as a child within her family and as a young adult living under a repressive regime The first two stories describe events from her past and the third offers an example of the lasting effects of her experiences. The article concludes with Stella’s and my reflections on the therapeutic process. Stella chose the pseudonyms to protect confidentiality and has given written permission for her material to be published.<\/p>\n<\/td> | jill-jones<\/td> | 2003<\/td> | 10<\/td> | 1<\/td><\/tr> |
| Summary and Evaluation of Carl Rogers\u2019 Necessary and Sufficient Conditions of Therapeutic Personality Change<\/td> | Elisabeth Eager<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | elisabeth-eager<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Supervision: Carl Rogers, Where are You Now?<\/td> | David M. Myers<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | david-m-myers<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| Susan Pildes Interviews Lucina<\/td> | Susan Pildes<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The following interview, transcribed from videotape, is the first meeting of Lucinda, a writer and journalist who lives in Mexico, and Susan Pildes, a client\u2013\u2013centered therapist of 22 years. It was recorded in Chicago in October, 1993. The setting was Dr. Marjorie Witty’s Advanced Client- Centered Therapy class at the Illinois School of Professional Psychology. The tape was produced by Carl Aniel and transcribed by Tim Tribiano and Barbara Bogosian.<\/p>\n<\/td> | susan-pildes<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Talking with the Late \u201cPat\u201d Patterson: Selections from Two Interviews<\/td> | Cecil H. Patterson<\/span>, Morris L. Jackson<\/span>, Sarah Nassar-McMillan<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | During his lifetime C. H. Patterson contributed significantly to the growth and enhancement of the person-centered, rehabilitation, and generic counseling, psychology and education movements in the United States and abroad. His work spans several decades. We consider C. H. Patterson to be one of the true disciples of Carl Rogers who made it his mission in life to promote the wonders and effectiveness of the person-centered approach. We were honored and humbled at the opportunity to have interviewed one of the great minds and contributors to theperson-centered counseling movement. This article merges separate interviews of C. H. Patterson conducted in 1999 by Dr. Morris L. Jackson and Dr. Sylvia Nassar- McMillan. For a complete reading of the individual interviews of C. H. Patterson, consult Eric Document Reproduction Service No. ED 435 879 and Counseling Today, July 1999, Volume 42, No. 1. <\/p>\n<\/td> | cecil-h-patterson morris-l-jackson sarah-nassar-mcmillan<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Teaching and Transformation<\/td> | Bernie Neville<\/span><\/td> | 2011<\/span><\/td> | 18<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Teachers are involved in the personal transformation of their students whether or not they are comfortable with the idea of \u201cchanging\u201d their students. In this paper, the image of an onion is utilized in the discussion of a model of multilayered learning, noting that learning does not take place only at the surface layer of skills and behavior, but also at the deeper layers of perspectives, values and basic assumptions, with different kinds of teaching likely to impact at each level. <\/p>\n<\/td> | bernie-neville<\/td> | 2011<\/td> | 18<\/td> | 1 2<\/td><\/tr> |
| Teaching Client-Centered Therapy: A Pilot Analysis of the Empathic Responses of Clinical Psychology Graduate Students<\/td> | Jerome Wilczynski<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This pilot study analyzed the empathic responses recorded on verbatim transcripts of client-centered therapy sessions submitted by graduate clinical psychology students for classes in client-centered therapy. For two groups of transcripts (initial and final), the researcher compared percentages of empathic responses to non-empathic responses as well as assessed empathic response quality. It was found that students delivered fewer non-empathic responses on final transcripts than on initial transcripts. They demonstrated a consistently high percentage of empathic responses on both groups of transcripts. In general, however, the quality of the delivery of these empathic responses remained relatively low.<\/p>\n<\/td> | jerome-wilczynski<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| Teaching Person-Centered Counseling Using a Co-Counseling Experience<\/td> | Maria Hess<\/span><\/td> | 2009<\/span><\/td> | 16<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Rogerian attributes of congruence, unconditional positive regard, and empathic understanding are at the core of person-centered counseling. The author presents a training model for undergraduates based on these seminal ideals. Included are how to create an emotionally safe environment for acquiring clinical skills, the importance of developing in-class community, how to facilitate choosing co-counselors, and the impact of supervision and feedback. The use of didactic exercises, required papers and reading, co- counseling triads, discussions, relevant self-disclosure, and high student and instructor engagement promotes an interactive, inclusive, clinically challenging course. Teachers and students report high satisfaction with this classroom experience. <\/p>\n [This download is not the original print version of the article but instead the errata version that was published in the Journal in a subsequent issue.]<\/p>\n<\/td> | maria-hess<\/td> | 2009<\/td> | 16<\/td> | 1 2<\/td><\/tr> |
| Teaching Us a Thing or Two: Kahn on Psychoanalysis and Rogers<\/td> | Frederick Redekop<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | frederick-redekop<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| The 180 Degree Turn: Finding the Human Side of Mandated Counseling<\/td> | Denise Lampo<\/span>, Rachel A. Jordan<\/span>, Renee T. DeVuyst<\/span>, Steven T. Parshall<\/span><\/td> | 2014<\/span><\/td> | 21<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This article discusses how cultural changes in the United States led to an emergence of a number of mandated treatments intended to address the specific concerns of substance abuse, sexual abuse, and domestic violence. A brief history of interventions for each of the respective fields is described and a trend toward more humanistic treatment methods is noted. The similarities between the Person-Centered Approach and current trends in these fields are explained. <\/p>\n<\/td> | denise-lampo rachel-a-jordan renee-t-devuyst steven-t-parshall<\/td> | 2014<\/td> | 21<\/td> | 1 2<\/td><\/tr> |
| The actualizing tendency concept in client-centered theory<\/td> | Barbara Temaner Brodley<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The paper discusses the actualizing tendency as a biological concept. It aims to clarify the meaning of constructive in AT theory and resolve the apparent contradiction between human pro-social nature and anti-social behavior from the perspective of AT theory.<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| The analyzed nondirectiveness of a brief, effective person-centered practice<\/td> | Jeffrey H. D. Cornelius-White<\/span><\/td> | 2003<\/span><\/td> | 10<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | A brief person-centered therapy practice is described in terms of the frequency and categorization of nondirective and directive verbal behaviors using 22 clients and 101 taped sessions during a nine-month period. Empathic following responses (91%) followed by nondirective therapist comments (4%) were the most frequently observed behaviors. The therapist spoke about 4 sentences a minute, comprising approximately 28% of the spoken words during therapy sessions. While person-centered nondirectiveness was found to co-exist with therapeutic effectiveness, a pattern was not found between slight differences in nondirectiveness and outcome measures<\/p>\n<\/td> | jeffrey-h-d-cornelius-white<\/td> | 2003<\/td> | 10<\/td> | 1<\/td><\/tr> |
| The burden of lingering empathy: A creative writing experience for counselor debriefing<\/td> | Quinn M. Pearson<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | quinn-m-pearson<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| The client-centered ecopsychologist<\/td> | Bernie Neville<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Client-centered therapy and ecopsychology start from very different ways of imagining the place of individuals in the world. However, in the tension between these two perspectives there is the potential for enriching both of them.<\/p>\n<\/td> | bernie-neville<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| The Collaborative Relationship in Psychotherapy<\/td> | Peggy Natiello<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | There is a considerable difference between the values that underlie the practice of a psychotherapy that is based on collaboration between client and therapist and one that depends on the expertise and authority of the therapist. This paper explores the collaborative therapeutic relationship within client-centered therapy and focuses particularly on the values and principles that inform the practice of collaborative psychotherapy. Examples from a client-centered practice are introduced to illuminate the informing values and principles that are described.<\/p>\n<\/td> | peggy-natiello<\/td> | 1994<\/td> | 01<\/td> | 2<\/td><\/tr> |
| The dance of empathy: empathy, diversity, and technical eclecticism<\/td> | Arthur C. Bohart<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | An integrative model of psychotherapy is presented in which the therapist can use techniques and \u201cinterventions,\u201d but from a fundamentally person-centered stance. It is argued that ultimately all therapy is self-help and that it is clients who heal themselves. However the therapeutic relationship is a particularly useful \u201cself-help space\u201d in which clients can grow. Therapy is therefore fundamentally relational, with technology second. In a relational model of therapy, empathy is important and conceived of as resonance. Appreciation of the client becomes a major modality of relating. Techniques can be offered as ways of appreciating, empathizing with, and relating to clients. Empathy and experiencing are conceived of in fundamentally aesthetic terms.<\/p>\n<\/td> | arthur-c-bohart<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| The Development of Additional Propositions of the Actualising Tendency<\/td> | Amanda McGarry<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This paper discusses the actualising tendency in order to clarify meaning within Rogers\u2019 original presentation of the concept, and outline additional propositions to advance contemporary thinking regarding theory. The paper aims to discuss the research which led to the development of the new propositions and recount the fundamental theoretical underpinnings for each proposition. Possible applications for practice are then discussed alongside opportunities to further this research. The additional propositions are consistent with the guiding principles of person-centred theory and demonstrate the potential for contemporary reinterpretations of Rogers\u2019 original work for person-centred therapists.<\/p>\n<\/td> | amanda-mcgarry<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| The Difference Directiveness Makes: The Ethics and Consequences of Guidance in Psychotherapy<\/td> | Margaret Witty<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Non-directiveness is an attitude of the client-centered therapist. It is the valuational matrix within which the core conditions of acceptance, empathic understanding, and congruence coalesce. The paper explores how departing from this attitude makes a difference in clients\u2019 experiences of psychotherapy. An excerpt from focusing-oriented therapy suggests effects of directivity that re-inscribe the authority of the therapist and undermine clients\u2019 \u201cpower to refuse.\u201d It is argued that non-directive client-centered therapy trusts clients as the proper architect of the therapy process and that process directive and experiential therapies do not.<\/p>\n<\/td> | margaret-witty<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| The Dilemmas of a South African White<\/td> | Carl R. Rogers<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This article begins with a 30-minute demonstration interview with a man who is a civil servant in the South African government. All this is transcribed from the recording. There follows his and my immediate reactions to the interview. Next follows a presentation of the themes of the interview, which illustrate the confusions, the deep divisions within himself, the fears, the sense of alienation, the ambivalence, the doubt that he is on the right side, his feelings about his responsibilities and his fate. Throughout, there are comments on my responses, some effective, some erroneous. Finally, there are three follow-up statements from the client. One comes sixteen months after the interview, one three years following the interview. The article illuminates the almost unbearable internal conflict of the sensitive white South African. It also indicates the powerful impact that can come from a brief, but intense, half-hour relationship.<\/p>\n<\/td> | carl-r-rogers<\/td> | 1986<\/td> | pcr-1<\/td> | 1<\/td><\/tr> |
| The Dream is the Dream is the Dream<\/td> | Jerry L. Jennings<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | Dream material is a vital area that continues 1o be neglected in the person-centered approach. Yet there is tremendous potential for incorporating dreams in person-centered psychotherapy, clinical and personality theory, and personal growth programs. The article describes a person-centered method of dream analysis. It provides conceptual guidelines and simple techniques that the therapist can use to help clients discover for themselves the valuable meaning in their dreams. A transcript of an actual therapy session illustrating this method of person-centered dream analysis is included.<\/p>\n<\/td> | jerry-l-jennings<\/td> | 1986<\/td> | pcr-1<\/td> | 3<\/td><\/tr> |
| The Effect of Person-Centered Theory for Clinicians with Hard Science Favor<\/td> | Emily Myers<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | emily-myers<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| The effectiveness of a brief, nondirective person-centered practice<\/td> | Jeffrey H. D. Cornelius-White<\/span><\/td> | 2003<\/span><\/td> | 10<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | This study serves as a replication of earlier findings on the effectiveness of client-centered therapy and a refutation of the need for specificity and directiveness in brief, efficacious treatment. lt also provides a quality low cost model for individual therapists to address the single most stressful aspect of their work, the perception of lack of therapeutic success (Farber & Heifetz, 1982). Using four global indexes, results showed consistent improvement across clients in a college counseling center throughout the weeks of brief therapy, with the most dramatic gains seen within the first four weeks of therapy with virtually every client (97%). The average effect size across outcome measures was 0.97. The research found significant correlations between the various measures, adding to its validity.<\/p>\n<\/td> | jeffrey-h-d-cornelius-white<\/td> | 2003<\/td> | 10<\/td> | 1<\/td><\/tr> |
| The Effects of Person-Centered Groups on Teacher Stress<\/td> | Michael M. Tursi<\/span><\/td> | 2012<\/span><\/td> | 19<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Compared to other parts of the world, research on Person-Centered interventions in the United States has waned in the last 20 years (Kirschenbaum, 2007). Although there is vast evidence regarding the efficacy ofthe Person-Centered approach (Gurman, 1977), there have been few experiments in the last 20 years that test the Person- Centered approach as a complete intervention rather than independent core conditions such as empathy or unconditional positive regard. To address that need, a quasi-experimental study is shared to examine the effects of Person-Centered counseling groups on teachers’ stress levels. Research on stress, teacher stress and Person-Centered counseling groups are presented and analysis of data suggests that Person-Centered counseling groups were effective in lowering teacher stress after only six weeks of treatment. Limitations are presented and arguments are made for Person- Centered group counseling to be utilized in schools to assist with teacher stress. <\/p>\n<\/td> | michael-m-tursi<\/td> | 2012<\/td> | 19<\/td> | 1 2<\/td><\/tr> |
| The essence of client-centered therapy and the philosophy of the person-centered approach: the validity of the moment<\/td> | Jerold Bozarth<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | jerold-bozarth<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| The multifaceted nature of congruence within the therapeutic relationship<\/td> | Gill Wyatt<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The aim of this paper is to highlight the holistic nature of congruence. An overview of previous literature on congruence is offered. The metaphor of a diamond is used to symbolize the complex and multifaceted nature of congruence, where the brilliance of the diamond comes from its entirety as well as the integrity of each facet. Each facet is examined individually. The significance of looking at congruence as a whole is emphasized in relation to accessing, via the actualizing tendency, a greater healing potential and beyond – to something greater – an interconnectedness with the universe.<\/p>\n<\/td> | gill-wyatt<\/td> | 2000<\/td> | 07<\/td> | 1<\/td><\/tr> |
| The Nondirective Attitude<\/td> | Nathaniel J. Raskin<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Nondirective therapists have for some time been aware of the fact that the attitude of the therapist is the important thing to consider in the evaluation of counselor participation in the therapeutic process. The “recognition of feeling’ response, first described in Rogers’ (1942) Counseling and Psychotherapy, is the primary technique of the nondirective counselor, and for many people, has become the symbol of nondirective therapy. Too often, however, the appreciation of this school of therapy has been dulled, and its philosophy distorted, by an uncritical evaluation of the “recognition of feeling” technique on a purely intellectual level, in strict separation from the counselor’s attitude toward the client, which is the only thing that can give meaning to the technique. <\/p>\n<\/td> | nathaniel-j-raskin<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| The nondirective attitude in client centered therapy<\/td> | Barbara Temaner Brodley<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Revision of a paper presented at the Ninth Annual Meeting of the Association for the Development of the Person-Centered Approach (ADPCA), Kendall College, Evanston, Illinois, May, 1994.<\/p>\n<\/td> | barbara-temaner-brodley<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| The nondirective attitude: An interview with Nathaniel J. Raskin<\/td> | Ray Adomaitis<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | I interviewed Nat Raskin via email in the fall of 2005. I have known Nat since I was a student of his at Northwestern in the 1980s, and I was pleased and honored to have the opportunity to probe his memory and thoughts about his classic unpublished article, the circumstances in which he wrote it, and his life and developments in person-centered therapy since then. The interviews were edited for publication. <\/p>\n<\/td> | ray-adomaitis<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| The nondirective attitude: An interview with Nathaniel J. Raskin<\/td> | Ray Adomaitis<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | ray-adomaitis<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| The original conditions: A client’s perspective of therapy<\/td> | Ellen Mriga<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | ellen-mriga<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| The Person Behind the Psychodiagnosis<\/td> | Angela Boy<\/span><\/td> | 1992<\/span><\/td> | 01<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Psychodiagnosis procedures have become more routinized in the practice of psychotherapy. This article looks at the person who performs a psychodiagnosis and identifies areas which have the potential to contaminate the psychodiagnostician’s objectivity..The areas identified are psychodiagnostician’s values, theoretical orientation, ability to judge, cultural influences, unconscious lures, and ethical considerations.<\/p>\n<\/td> | angela-boy<\/td> | 1992<\/td> | 01<\/td> | 1<\/td><\/tr> |
| The Person in Research<\/td> | George S. Howard<\/span><\/td> | 1987<\/span><\/td> | PCR 2<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Scientific psychology and disciplines in the humanities are concerned with the same subject matter -namely, human beings. While these similar interests might suggest that insights from both perspectives might be compatible, in practice cross-fertilization and interaction are rather limi!ed. This article sees psychology’s current view of an appropriate research methodology as a major stumbling block to rapprochement with the humanities. Several innovations in research method that allow for the investigation of humans as self-determining active agents are reviewed. The role humanistic psychologists can play, in this important process of the evolution of research practices, is delineated.<\/p>\n<\/td> | george-s-howard<\/td> | 1987<\/td> | pcr-2<\/td> | 1<\/td><\/tr> |
| The person in the psychotherapist<\/td> | Armin Klein<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | armin-klein<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| The person-centered approach: toward an understanding of its implications<\/td> | John Keith Wood<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | The person-centered approach is not a psychology, a psychotherapy, a philosophy, a school, a movement nor many other things frequently imagined. It is merely what its name suggests, an approach. It is a psychological posture, a way of being, from which one may confront various aspects of human behavior. The best known activity it has been applied to is client-centered therapy, which is a psychotherapy, has a theory, a method and has accumulated a substantial body of research generally supporting its theoretical assertions. This article considers the same sixty years of applications of the person-centered approach to phenomena which include \u2013 as well as psychotherapy \u2013 education, encounter groups, and large groups intended to improve transnational understanding, to explore intergroup conflicts, to learn the nature of culture and its process of formation.<\/p>\n Observations over the last thirty years have revealed shortcomings in the psychology of client-centered therapy, as a suitable theory for applications of the person-centered approach. A direction is indicated for the formulation of an appropriate psychology for all of the application \u2013 including client-centered therapy itself. Reflection on this discussion might also inform the practice of psychotherapy as well as suggesting \u201cinterdisciplinary\u201d projects that would be naturally unified by the paradigm proposed.<\/p>\n<\/td> | john-keith-wood<\/td> | 1995<\/td> | 02<\/td> | 2<\/td><\/tr> |
| The Philosophy and Practice of Client-Centered Therapy with Older Persons: An Interview with C. H. Patterson<\/td> | Darryl A. Hyers<\/span>, Jane E. Myers<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | darryl-a-hyers jane-e-myers<\/td> | 1994<\/td> | 01<\/td> | 2<\/td><\/tr> |
| The Potential of Person-Centered Therapy for Active Duty Service Members<\/td> | Beth-Ann Vealey<\/span>, Joseph Walsh<\/span><\/td> | 2013<\/span><\/td> | 20<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The purposes of clinical social work services for active duty military personnel, are to promote individual and unit psychological readiness, provide support during duty assignment transitions, and intervene during periods of extreme stress. Evidence-based practices, are most valued, because the military invests time and money to credential and train social workers, to provide services that are likely to support the military mission. However, many service members do not readily seek help for their problems, and current practices based specifically on mission readiness may not effectively address many of the psychological stresses faced by men and the growing numbers of women serving on active duty. This paper argues, that person-centered therapy, may serve an important function in goal-focused military settings, because of its non-judgmental nature and valuing of the perspective of the client.<\/p>\n<\/td> | beth-ann-vealey joseph-walsh<\/td> | 2013<\/td> | 20<\/td> | 1 2<\/td><\/tr> |
| The primary prevention of psychosocial disorders: A person\/client-centered perspective<\/td> | Suzanne Hidore<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Psychotherapy is the treatment for psychological disorders deriving from disturbed interpersonal relationships. The essence of psychotherapy is love, or agape. It is argued that it follows that love is the primary prevention of psychosocial disorders. Unconditional love in infancy and early childhood is necessary for the normal psychosocial development of all human beings. Steps to be taken for proactive intervention are included. Published literature is cited to support the thesis and conclusions.<\/p>\n<\/td> | suzanne-hidore<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| The public expression of private experience: A relativity unexplored dimension of person-centered psychology<\/td> | J. Guthrie Ford<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | organism. There is yet another pair that is relatively unexplored. One element of this pair is the private (covert) process; the other is the public (oven) process. Rogers has described the incongruence of these processes and the psychological consequences of this incongruence, My students and I have developed a way to measure public\/private incongruence, documented the association between incongruence and maladjustment, and integrated public\/private incongruence into person-centered theory. Should you read any further? Well, if you have ever said, “Let others know the real you,” you may feel congruent and wise after reading this article.<\/p>\n<\/td> | j-guthrie-ford<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| The Rogers-Laing Connection<\/td> | Eduardo Banderia<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | eduardo-banderia<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| The self, the family and psychotherapy<\/td> | Ned L. Gaylin<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | ned-l-gaylin<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| The six necessary and sufficient conditions applied to working with lesbian, gay and bisexual clients<\/td> | Dominic Davies<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | The six necessary and sufficient conditions (Rogers, 1957) are offered as a conceptual framework for therapy with lesbian, gay, and bisexual individuals. “Cay affirmative therapy” represents a special range of psychological knowledge which challenges the traditional view, that homosexual desire and fixed homosexual orientations are pathological.<\/p>\n<\/td> | dominic-davies<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| The use of poems of the psychotherapist in psychotherapy<\/td> | Armin Klein<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | armin-klein<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| The wisconsin watershed – or, the universality of CCT; In Memory of John Shlien<\/td> | Lisbeth Sommerbeck<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | This paper argues that the major reasons for the ambiguous and disappointing results of the Wisconsin Project were the failure of the researchers to take client motivation into account and failure of the therapists of the project to respond on a level of concreteness that matched the client’s level of expression. The paper asserts that correcting for these two factors leads to the major hypothesis of the Wisconsin Project being, after all, true: Client-centered therapy does effect therapeutic change in persons diagnosed with schizophrenia. This result strengthens the hypothesis that client-centered therapy is a universal therapy.<\/p>\n John Shlien contributed in many ways to the author’s critique of the Wisconsin Project. The paper is also the history of his contribution.<\/p>\n<\/td> | lisbeth-sommerbeck<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| Therapeutic Change Factors in Alcoholics Anonymous<\/td> | Felishatee Rodriguez<\/span>, Joanne Cohen<\/span>, Scott Tracy<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The current study examines 52 counseling students\u2019 personal reactions to and observations of Alcoholics Anonymous (AA). Data are coded from narrative reports written by students in a family addictions class from 2012 to 2016. Over 40% of students reported holding a stigma about alcoholism. About half felt anxious regarding attending a meeting, not wanting to intrude. However, the vast majority, 90%, felt welcomed by AA group members, who altruistically imparted information to them (67%; n = 35). Students very commonly reported evidence of Belongingness and Cohesion in AA. Although the students\u2019 observations show that genuineness and empathy do not play a significant role in AA, positive regard was common. Nevertheless, high correlations between positive regard and statements of powerlessness and higher power suggest that positive regard in AA is conditional, and aligned with Step 1 (admitted we were powerless) and Step 2 (came to find a Higher Power could restore us). The current study supports referrals to AA for individuals who desire to stop drinking, are ready to take action, and are comfortable with the religious and spiritual aspects. This study supports the idea that although AA is not a substitute for counseling, it offers unparalleled socialization and support for a recovery identity.<\/p>\n<\/td> | felishatee-rodriguez joanne-cohen scott-tracy<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr> |
| Thirty Years With Rogers’s Necessary and Sufficient Conditions of Therapeutic Personality Change<\/td> | Leif J. Braaten<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The purpose of this article is to present a personal evaluation of Rogers’s famous 1957 model of the necessary and sufficient conditions of therapeutic personality chanSe after thirty years of clinical experience in a variety of person-centered activities. The author wishes to support and encourage his clinical colleagues to take the task of personalising a therapy theory as seriously as it deserves. It must be emphasised that the conditions of accurate empathy, unconditional positive regard, and genuineness represent facets of a whole and that it is their totality that constitutes the therapist’s contribution in treatment. After considerable intellectual and emotional battle with these conditions the author concludes with a strongly affirmative view of Rogers’s exceedingly influential model.<\/p>\n<\/td> | leif-j-braaten<\/td> | 1986<\/td> | pcr-1<\/td> | 1<\/td><\/tr> |
| Thorne Bozarth and Seeman (1986) Literature Review<\/td> | Brian Thorne<\/span>, Jerold Bozarth<\/span>, Juilus Seeman<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Client-Centered Therapy and the Person-Centered Approach: New Directions in Theory, Research and Practice by Ronald F. Levant & John M. Schlien (Eds.), Praeger, New York, 1984, 465 pp., $39.95.<\/p>\n The Therapeutic Relationship: Foundations for an Eclectic Psycho- therapy, by C. H. Patterson, Brooks\/ Cole, Monterey, CA, 1985, 255 pp., $9.50, softcover.<\/p>\n “The Relationship in Counseling and Psychotherapy: Components, Consequences, and Theoretical Antecedents,” by Charles J. Gelso and Jean A. Carter in The Counseling Psychologist,13 (April), 1985.<\/p>\n “Empathy, Warmth, and Genuineness in Psychotherapy: A Review of Reviews,” by C. H. Patterson, 1984.<\/p>\n<\/td> | brian-thorne jerold-bozarth juilus-seeman<\/td> | 1986<\/td> | pcr-1<\/td> | 1<\/td><\/tr> |
| Thoughts about The Life of Things: Therapy and the soul of the world<\/td> | David Ryback<\/span><\/td> | 2013<\/span><\/td> | 20<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Guest Essay by David Ryback on Thoughts about Bernie Neville’s book The Life of Things: Therapy and the Soul of the World<\/p>\n<\/td> | david-ryback<\/td> | 2013<\/td> | 20<\/td> | 1 2<\/td><\/tr> |
| To my therapist<\/td> | Miriam Bassuk<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | To My Therapist You have been a patient bystander,witness and lantern carrierlighting the way.I saw you first and last as fathera good rnanraising me up with the warmthof acceptanceand the sturdy intelligence of your words. The message to look deeperat who this self isthat I call mearnplifying, clarifying,finding the bordersand then filling inthe empty, often contradictory spaceinviting me to give upan archaic father imageand replace it with opennessto new information Celebrating rny growthinto independenceby sharing your truthand beauty of song and soundof adventurous tripsstretching out your bordersknowing your own self betterteaching and touching I honor your being,and thank you for being there for me. From Your ClientMiriam …<\/p>\n<\/td> | miriam-bassuk<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| To Volume 1, Number 1, With Appreciation<\/td> | Mark J. Miller<\/span><\/td> | 1986<\/span><\/td> | PCR 1<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | A personal account of how the initial issue of Person-Centered Review proved helpful to a counselor educator and his student.<\/p>\n<\/td> | mark-j-miller<\/td> | 1986<\/td> | pcr-1<\/td> | 3<\/td><\/tr> |
| To what extent do clients discriminate among the group leader’s basic therapeutic attitudes? A person-centered contribution.<\/td> | Leif J. Braaten<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | Ever since Rogers (1957) launched his elegant and provocative model of therapeutic personality change, the main focus of researchers and clinicians has been on the therapist-offered conditions of accurate empathy, unconditional positive regard, and genuineness. Too little attention has been paid to how clients can perceive and discriminate between these conditions. In this study 1,119 client evaluations were collected from 136 participants in 16 therapy groups of 15 three hour sessions, using a self-constructed group climate questionnaire with 15 items carefully tapping the classical person-centered conditions. A varimax factor analysis revealed a rather conclusive three factors solution. The first factor, accounting for 60.0 % of the variance, was called empathic positive regard, a condition obviously integrating accurate empathy and unconditional positive regard. The second factor, accounting for 12.4 % of the variance, was labeled genuineness. And finally, the third factor, accounting for 5.8 % of the variance, was named anxiety\/vulnerability.<\/p>\n<\/td> | leif-j-braaten<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Towards “AFR-I-CAN” Education: Facilitating Educational Change<\/td> | Brigitte Smit<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | brigitte-smit<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Towards Integrating Person-Centered and Gestalt Therapies<\/td> | Eleanor O`Leary<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | eleanor-oleary<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Transcript of therapy session by Douglas Bower<\/td> | Doug Bower<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | It is our intention to include a demonstration transcript each issue. The transcript for this The research project from which this transcript was taken was part of the requirements for a The purpose of the study was to accomplish the following subjective goals for myself: I ) To Those therapists who were asked to participate had associated with Rogers, regarded themselves We asked: 1) for a tape of a session which the therapist viewed as typical of his or her work; Six tapes were received with the accompanying materials. That material was written up and | doug-bower<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| Trust<\/td> | Signe M. Kastberg<\/span><\/td> | 2012<\/span><\/td> | 19<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | signe-m-kastberg<\/td> | 2012<\/td> | 19<\/td> | 1 2<\/td><\/tr> |
| Two Rogers and Congruence: An Opposing View<\/td> | Ted R. Welsch<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This article offers counterpoints to \u201cTwo Rogers and Congruence: The Emergence of Therapist-Centered Therapy and the Demise of Client- Centered Therapy\u201d (Frankel and Sommerbeck, 2005) contained in the book Embracing Non-directivity: Reassessing Person-Centered Theory and Practice in the 21st Century (Levitt, 2005). I argue that Rogers\u2019 early work included the idea of genuineness along with an empathic acceptant attitude. I submit that the concept of congruence was created before the Wisconsin Project as a core condition of client-centered therapy based on sound research and experience and was not added because of failures. Rogers and his co-workers did not make a category error. Finally, I assert that the nondirective attitude remains valid embedded in client-centered therapy. <\/p>\n<\/td> | ted-r-welsch<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Two Therapists and a Client<\/td> | Fred M. Zimring<\/span>, June Ellis<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | This article contains the typescripts of short interviews by two therapists with the same client. Because eight years intervened between the interviews, these typescripts permit a glimpse of the changes in the client over the period, as well as allowing for the comparison of the style and effect of two client-centered therapists.<\/p>\n<\/td> | fred-m-zimring june-ellis<\/td> | 1994<\/td> | 01<\/td> | 2<\/td><\/tr> |
| Unconditional Compassion: A struggle to apply the lesson<\/td> | Barbara June Hunter<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | barbara-june-hunter<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| UNCONDITIONAL COMPASSION: A STRUGGLE TO APPLY THE LESSON<\/td> | Barbara June Hunter<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | Barbara June Hunter, Ph.D.On May 25 Molly read a newspaper account of a police officer, Justin V, who had pled guilty to a charge of ramming the broken-off handle of a toilet plunger into the rectum of a suspect, Abner L.\u00a0 Mr. L was a Haitian immigrant who, ironically, had fled his country to avoid the violent persecution regularly meted out there by uniformed armed officers of the government. The circumstances in brief, according to the media, were that Officer V had subjected Mr. L to this torture one night in the precinct station house, after arresting Mr. L for allegedly punching him.\u00a0 Sometime later, newspapers reported\u00a0 that Mr. L was not the man who had punched Officer V.\u00a0 During the two years that elapsed between the incident and Officer V\u2019s guilty plea, he and later his lawyer had steadfastly denied that the officer had participated in the station house torture.\u00a0 Furthermore, according to press reports, prior to the officer\u2019s admission of guilt his lawyer had speculated that Mr. L\u2019s multiple and severe internal injuries had, in fact, resulted from consensual homosexual sex.\u00a0 This, the lawyer alleged, had occurred sometime before Mr. L\u2019s arrest by Officer V. After she read the story, Molly found herself confronting a dilemma, a dilemma related to a lesson she\u2019d recently learned.\u00a0 About three months earlier Molly had had a disappointing experience at the end of which she unexpectedly received a rationale for having compassion for all. \u00a0This lesson had seemed so important to her mission to become a compassionate being that, because of the outcome, she came to refer to the experience as her \u201caccidental journey.\u201d\u00a0 As a consequence of the lesson, and of her sense of mission, Molly was aware of a need to feel compassion for Officer V. Her dilemma was that she was not feeling compassion for him.\u00a0 In spite of that need, Molly found that she had, in reality, an equally strong contradictory feeling.\u00a0 Her natural response was repugnance — combined with an attitude of absolute condemnation and moral superiority toward the officer.\u00a0 Molly was aware that she had at times felt rage, that she had made wounding comments, but rageful behavior had never been so much as a shadow of a thought in her mind.\u00a0 In this way she justified her response. Though Molly\u2019s need to feel compassion was strong, it did not\u00a0 have as powerful a pull as her more familiar, horrified disapproval of the police officer.\u00a0 \u201cHe is, after all, reprehensible beyond words, isn\u2019t he?\u201d she reasoned.\u00a0 Yet even as she entertained this thought, Molly felt the subtle but unmistakable tendrils of self-reproach insert themselves into chinks in the armor of her righteous indignation.\u00a0 Her horrified disapproval of Officer V took off in a new direction: it turned into equally intense disappointment in herself, in the absence of compassion she found herself confronting.\u00a0 \u201cAnd so soon after that beautiful insight that was to enable me to feel compassion for all, even the meanest,\u201d Molly berated herself.\u00a0 She was dismayed.\u00a0 \u201cHere is a specific, admitted perpetrator of a brutal act, a chance for me actually to reflect the unconditional compassion to which I believed I gained access through my recent lesson.\u201d The internal conflict was painful; how could she resolve it?\u00a0 Whatever emotional struggle the conflict presented Molly, her cognitive preference was unequivocal.\u00a0 It was not only clear that that preference was for compassion rather than disapproval; it was equally clear that the compassion she sought did exist within her.\u00a0 She knew she was simply unable to find the path by which to access it.\u00a0 As she searched her mind, struggling to find that path, the next step occurred to her almost like a suggestion:\u00a0 \u201cFeel empathy for Officer V.\u201d\u00a0 Certain that that was possible but less certain about how to accomplish it, Molly once again found herself seeking a path and once again the answer presented itself, almost as if by magic. She had been aware of feeling sadness throughout all of the foregoing reflections, and she began to cry.\u00a0 Molly knew that, although her crying was partly for Mr. L and his experience of brutalization, it was also partly because she identified with the terror, excruciating pain, and powerlessness that she\u00a0 was attributing to his experience.\u00a0 Having lived with terror and powerlessness through years of having been the sole object of her parents\u2019 verbal rages, Molly was familiar with both.\u00a0 Mr. L\u2019s pain resonated deeply within her. That resonance, in turn, seemed to nudge Molly slowly, almost imperceptibly toward empathy with Officer V.\u00a0 She mused, \u201cHow readily I can cry for Mr. L and for myself but not for Officer V…\u201d and immediately realized that probably this would be true for most people.\u00a0 \u201cProbably they feel Mr. L\u2019s and maybe their own resonating pain, but with no awareness of (let alone identifying with) Officer V\u2019s pain.\u201d\u00a0 For, in part from newspaper glimpses into the officer\u2019s childhood, Molly had become certain that Officer V had intense pain — emotional pain.\u00a0 But, partly from those same newspaper glimpses, she was equally certain that unlike Mr. L\u2019s pain, glaringly apparent, or her own, expressed whenever she chose, Officer V\u2019s pain had never even been acknowledged by him, let alone been expressed so others might know of it. She knew that to have no one else know of, nor therefore understand, one\u2019s excruciating pain was likely to exacerbate the pain almost beyond enduring.\u00a0 Recalling having lived in that unbearable, lonely place that Molly was now ascribing to Officer V, she found she could now cry for him as well as Mr. L and herself.\u00a0 She was aware how readily emotional pain, if never acknowledged – so never expressed and never comforted, could mutate into unfathomable rage.\u00a0 The rage, in turn, would remove its bearer even further from the likelihood of comforting or compassion from caring others.\u00a0 That, in turn, would exacerbate the loneliness, exacerbate the rage and turn normal human emotion into intolerable but unseen torment – a kind of hidden torture.\u00a0 \u201cOf course I can now cry for Officer V, for all three of us,\u201d Molly reflected. \u201cLooked at in a certain sense, in three different (or maybe not-so-different) ways, we have all been tortured. With that thought she came to empathize with the unseen pain of Officer V, as she had done earlier with the highly public pain of Mr. L.\u00a0 Compassion for the officer, which Molly had sought with such difficulty shortly before, suddenly coursed through her.\u00a0 While she unequivocally condemned his heinous, brutal behavior, she found she could nonetheless sense the spirit within him: however damaged, it was still one that her own now could recognize.\u00a0 She realized that she had become able to empathize and, through empathy, to feel compassion for Officer V.\u00a0 Molly realized, too, that she had managed to apply, if somewhat shakily, the rationale for compassion for all that had unexpectedly become the ultimate destination of her earlier \u201caccidental journey.\u201d [For details of Molly\u2019s lesson, see Hunter, B.\u00a0 (199_).\u00a0 An accidental journey, the spiritual plane and a very late breakfast.\u00a0 The Person-Centered Journal, 7(1),__ …<\/p>\n<\/td> | barbara-june-hunter<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| Unconditional Positive Regard and Limits: A Case Study in Child-Centered Play Therapy and Therapist Development<\/td> | Jeff L. Cochran<\/span>, Lindy C. Sherer<\/span>, Nancy H. Cochran<\/span><\/td> | 2012<\/span><\/td> | 19<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | In this case study the therapist struggles to maintain unconditional positive regard (UPR) for a child whose behavior in child-centered play therapy creates a need for limits. CCPT was provided within a program to prevent juvenile delinquency among at-risk children at an urban, high poverty elementary school. The client was referred for highly disruptive oppositional behavior persisting months into his kindergarten year. Data evidencing progress is provided as a reference point, while analysis focuses on conceptualization of process and mechanisms of change. The client’s experience ofUPR, as well as use of limit testing to explore possibilities in relationships and self-concept, is related to his apparent progress, as is his therapist’s growth and development toward providing consistent UPR, even when behavioral limits are needed. <\/p>\n<\/td> | jeff-l-cochran lindy-c-sherer nancy-h-cochran<\/td> | 2012<\/td> | 19<\/td> | 1 2<\/td><\/tr> |
| Uses and Limitations of the Non-Directivity Paradigm for Therapy with Families in Crisis<\/td> | Frederick Redekop<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | The non-directivity paradigm is briefly examined in light of family systems theory. Purist and non-purist positions on non-directivity parallel the family systems perspective and the feminist critique of family systems. The complementarity of these polarities are asserted to be essential to counseling. <\/p>\n<\/td> | frederick-redekop<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Very Young, Middle, Older; The growth of not knowing<\/td> | Armin Klein<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | armin-klein<\/td> | 1998<\/td> | 05<\/td> | 2<\/td><\/tr> |
| Video Review: Carl Rogers and the Person-Centered Approach<\/td> | Leslie A. McCulloch<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Howard Kirschenbaum is a familiar name to the Person-Centered community. Among his numerous publications are The Carl Rogers Reader (Kirschenbaum & Henderson, 1989) and the biography, On Becoming Carl Rogers (Kirschenbaum, 1979). The biography is a person-centered classic, an outstanding resource so frequently quoted that it is difficult to read anything about Carl Rogers without noting it in the references…<\/p>\n<\/td> | leslie-a-mcculloch<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| Video Tape Practice in Empathy<\/td> | Stephanie Hontz<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | [pdf-embedder …<\/p>\n<\/td> | stephanie-hontz<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Volume 1 Number 1<\/td> | ADPCA<\/span><\/td> | 1992<\/span><\/td> | 01<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALCO-EDITORSJerold D. Bozarth University of GeorgiaFred M. Zimring Case Western ReserveMANAGING EDITOR Jeanne P. Stubbs.EDITORIAL REVIEWERSDavid AlpertArt BohartDouglas BowerBarbara BrodleyTom CushmanCharlotte EllingwoodKen NewtonGary ProutyChuck Stuart John K. WoodCONTENTS Preface Editors\u2019 Comments The Person Behind the PsychodiagnosisAngelo Boy Coterminous intermingling of Doing and Being in Person-Centered TherapyJerold D. Bozarth Empathic Understanding and Feelings in Client-Centered TherapyBarbara T. Brodley Observations on Healing and Person-Centered TherapyDavid Spahn Individual Freeing in a Person-Centered WorkshopJeanne P. Stubbs On Gay CouplesNorton Knopf A Comparison of American and Chinese Counseling Students\u2019 Perceptions of CounselingFlichard Page & Hsiao-Ping Cheng Person-Centered Practice: A Therapy TranscriptBarbara Brodley & Fred Zimring Book ReviewJeanne P. Stubbs Announcements(Activities, Workshops & Training …<\/p>\n<\/td> | adpca<\/td> | 1992<\/td> | 01<\/td> | 1<\/td><\/tr> |
| Volume 1 Number 2<\/td> | ADPCA<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALCO-EDITORSJerold D. Bozarth University of GeorgiaFred M. Zimring Case Western ReserveMANAGING EDITOR Jeanne P. Stubbs.EDITORIAL REVIEWERSDavid AlpertArt BohartDouglas BowerBarbara BrodleyTom CushmanCharlotte EllingwoodKen NewtonGary ProutyChuck Stuart John K. WoodCONTENTS EditorialsFrank M. Zimring and Jerold Bozarth Conceptual Analysis of Client and Counselor Activity in Client-Centered TherapyJulius Seeman The Collaborative Relationship in PsychotherapyPeggy Natiello Human Science and the Person-Centered Approach: An Inquiry into the Inner Process of Sinificant Change within IndividualsRobert Barth and Ruth Sanford Some Observations of Carl Rogers’ Behavior in Therapy InterviewsBarbara Temaner Brodley The Philosophy and Practice of Client-Centered Therapy with Older Persons: An Interview with C. H. PattersonJane E.Myres and Darryl A. Hyers Qualities or Dimensions of Experiencing and Their ChangeEugene Gendlin and Fred Zimring Two Therapists and a ClientJune Ellis and Fred Zimring Book Review: Beyond Therapy, Beyond ScienceMarianne Anderson Announcements PCA’s Greatest Weakness Correction Note Volume 1 Number 2John K. Wood …<\/p>\n<\/td> | adpca<\/td> | 1994<\/td> | 01<\/td> | 2<\/td><\/tr> |
| Volume 1 Number 3<\/td> | ADPCA<\/span><\/td> | 1994<\/span><\/td> | 01<\/span><\/td> | 3<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALCO-EDITORSJerold D. Bozarth University of GeorgiaFred M. Zimring Case Western ReserveMANAGING EDITOR Jeanne P. Stubbs.EDITORIAL ASSISTANT Amanda BadenEDITORIAL REVIEWERSD. AlpertA. BohartB. BrodleyT. CushmanN. GaylinP. IossifiedesP. NatielloG. ProutyJ. SeemanC. StaurtK. Keith WoodB. BarthD. BowerJ. CohenC. EllingwoodB. GrantM. KhannaK. NewtonN. RaskinA. SegreraC. Wolter-GustafsonS. WotmanCONTENTS Notice To My TherapistMariam Bassuk EditorialJerold D. Bozarth Empathy toward client perception of therapist intent: Evaluating one’s person-centerednessJo Cohen The public expression of private experience: A relativity unexplored dimension of person-centered psychologyJ. Guthrie Ford A rehearsal for understanding the phenomenon of groupJohn Keith Wood Extending Rogers’ thoughts on human destructivenessJ. Guthrie Ford A discussion of contributions by Gregory Bateson and Carl Rogers via an analysis of two seminal papersPatric Pentony Notes on the relationship between person-centered theory and the emerging field of health psychology: Indications and suggestions for theory, research, and practiceDonald G. Tritt Transcript of therapy session by Douglas BowerDouglas Bower Book Review: ‘The Quantum Society’Jerold D. Bozarth Corrections. Human science and the person-centered approach: An inquiry into the inner process of significant change within individualsRobert Barth Corrections. The person-centered approach’s greatest weakness: not using its strengthJohn Keith …<\/p>\n<\/td> | adpca<\/td> | 1994<\/td> | 01<\/td> | 3<\/td><\/tr> |
| Volume 10 Number 1<\/td> | ADPCA<\/span><\/td> | 2003<\/span><\/td> | 10<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJonathon M. Rose, Ph.D.Palo Alto, CAASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSCover & Information Editorial Jonathon M. Rose Reflections on Reflecting: How self-awareness promotes personal growth Sharon Myers The analyzed nondirectiveness of a brief, effective person-centered practice Jeffrey H. D. Cornelius-White The effectiveness of a brief, nondirective person-centered practice Jeffrey H. D. Cornelius-White A person-centered approach to the use of projectives in counseling Larry Schor Stella’s Stories – Responses to Trauma Jill Jones Cultural Influences vs. Actualizing Tendency: Is the person-centered approach a universal paradigm? Chun-Chuan Wang An evolutionary shift and emerging heroines\/heroes Peggy Natiello Book Review: The three conditions across a cognitive divide Jon Rose Book Review: “Regarding Empathy” Rowena …<\/p>\n<\/td> | adpca<\/td> | 2003<\/td> | 10<\/td> | 1<\/td><\/tr> |
| Volume 11 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2004<\/span><\/td> | 11<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFBarry Grant ASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSFull Edition Editorial Barry Grant Teaching Client-Centered Therapy: A Pilot Analysis of the Empathic Responses of Clinical Psychology Graduate Students Jerome Wilczynski The Difference Directiveness Makes: The Ethics and Consequences of Guidance in Psychotherapy Margaret Witty A Person-Centered View of Diversity In South Africa Frans Cilliers Reflections on the 1966 Dialogue Between Carl Rogers and Michael Polanyi Jere Moorman and Will Stillwell Lies: Working Person-Centeredly with Clients Who Liei Alan Brice \u201cWasn\u2019t I Good?\u201d An Encounter on the Way to Understanding the Person-Centered Approach Marsha A. Smith A Person-Centered Approach to Individuals Experiencing Depression and Anxiety Michael M. Tursi and Leslie A. McCulloch Book Review: Miracle Moments: The nature of the mind\u2019s power in relationships and psychotherapy Arthur C. Bohart Video Review: Carl Rogers and the Person-Centered Approach Leslie A. McCulloch Book Review: The Client-Centred Therapist in Psychiatric Contexts Leslie A. …<\/p>\n<\/td> | adpca<\/td> | 2004<\/td> | 11<\/td> | 1 2<\/td><\/tr> |
| Volume 12 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2005<\/span><\/td> | 12<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFBarry Grant ASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSFull Edition EditorialJeffrey H. D. Cornelius-White The Nondirective AttitudeNathaniel J. Raskin The nondirective attitude: An interview with Nathaniel J. RaskinRay Adomaitis Introduction to Charlotte Ellinwood’s “Some observations from work with parents in a child therapy program”Kathryn A. Moon Some Observations from Work with Parents in a Child Therapy ProgramCharlotte Ellinwood Philosophical Roots of Person-Centered Therapy in the History of Western ThoughtHarry A. Van Belle How Xander Harris Saved the World: A Pop-Culture Demonstration of the Necessary and Sufficient ConditionsBrian E. Levitt Review of Using Technology to Improve Counseling PracticeRachel A Jordan Effects of Person-Centered Psychological Assistance on Workers in Stressful JobsKristy S. Osland, John M. Malouff and Wendy K. Alford Pas de Deux: An Assistant Professor’s Journey in a Person-Centered Independent Study ExperienceLeslie A. McCulloch Pas de Deux: A Student’s Journey in a Person-Centered Independent Study ExperienceMarsha A. Smith Book Review of The Making of a TherapistLouis …<\/p>\n<\/td> | adpca<\/td> | 2005<\/td> | 12<\/td> | 1 2<\/td><\/tr> |
| Volume 13 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2006<\/span><\/td> | 13<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJeffrey H. D. Cornelius-White ASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSEditorialJeffrey H. D. Cornelius-White Education and the Humanistic CrisisCecil H. Patterson Promotive Activities in Face-to-Face and Technology-Enhanced Learning EnvironmentsChristine Bauer, Michael Derntl, Renate Motschnig- Pitrik and Reinhard Tausch A Learner’s Guide to Person-Centered EducationJeffrey H. D. Cornelius-White Person-Centered Therapists Describe the Counselor\u2019s SelfAndrea Reupert Asperger\u2019s Syndrome: A Client-Centered ApproachMichaella Buck, David P. Buck Two Rogers and Congruence: An Opposing ViewTed R. Welsch Response to Ted Welsch\u2019s Opposing View to Two Rogers and CongruenceMarvin Frankel, Lisbeth Sommerbeck A Dedication to C. H. PattersonJerold D. Bozarth C. H. Patterson, In Loving MemoryJo Cohen-Hamilton Talking with the Late \u201cPat\u201d Patterson: Selections from Two Interviews Cecil H., Patterson, Morris L. Jackson, Sarah Nassar-McMillan Come, Stay Awhile: Top Ten Sayings of the SageCecil H., Patterson and Leslie A. Anderson Book Review: Unstructured Group Therapy: Creating Contact, Choosing RelationshipLeslie A. McCulloch Book Review: Embracing Non-DirectivityLeslie A. Anderson Book Review: The Gene IllusionLeslie A. …<\/p>\n<\/td> | adpca<\/td> | 2006<\/td> | 13<\/td> | 1 2<\/td><\/tr> |
| Volume 14 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2007<\/span><\/td> | 14<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJeffrey H. D. Cornelius-White ASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSCover, Information & Public Notice EditorialJeffrey H. D. Cornelius-White Introduction To Nathaniel J. Raskin’s “Dilemmas of being a person-centered supervisor\u201dKathryn A. Moon Dilemmas of being a person-centered supervisorNathaniel J. Raskin Person-Centered Training and Supervision with Beginning CounselorsJo Cohen Hamilton Demonstration of a Person-Centered Supervision: Disclosure of Childhood AbuseJo Cohen Hamilton C. H. Patterson (1912-2006): Pat The ApostleIvan Ellingham Person-Centered Therapy with a Bereaved FatherChun-Chuan Wang Can I Believe in the Actualizing TendencyIan Fallows Individual Declaration of Interdependence: A PoemB. Junahli Hunter Book Review: “Politicizing the Person-Centered Approach: An Agenda for Social Change”Barry …<\/p>\n<\/td> | adpca<\/td> | 2007<\/td> | 14<\/td> | 1 2<\/td><\/tr> |
| Volume 15 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2008<\/span><\/td> | 15<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJeffrey H. D. Cornelius-WhiteMissouri State University Bruce AllenIndependent Practice, Bullhead City, AZ ASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSFull Edition EditorialJeffrey H. D. Cornelius-White and Bruce Allen Carl Rogers and Martin Buber in Dialogue: The Meeting of Divergent PathsCharles Merrill Paul Tillich and Carl Rogers Conversation: Review with CommentaryGrigoris Mouladoudis In Memoriam Barbara Temaner Brodley October 4, 1932 \u2013 December 14, 2007 Marjorie Witty Remarks at Barbara T. Brodley\u2019s Memorial ServiceBarry Grant A Rating System for Studying Nondirective Client-Centered Interviews\u2014RevisedJerome Wilczynski, Barbara T. Brodley and Anne Brody Nondirectivity: Attitude or Practice?Marvin Frankel and Lisbeth Sommerbeck Response-Centered Therapy: The Good, Bad, and UglyJerold D. Bozarth Response to Frankel and Sommerbeck Arthur, C. Bozart Authors\u2019 Response to Bohart and BozarthLisbeth Sommerbeck and Marvin Frankel Person-Centered Organizations: Cooperation, Competition, or Separation?Jeffrey H. D. Cornelius-White and Andrea Uphoff Book Review: Person-Centred Practice: Case Studies in Positive PsychologyLeslie A. McCulloch Book Review: The Handbook of Person-Centered Psychotherapy and CounsellingJoseph Hulgus Index to The Person Centered Journal Volumes 1-15 (1992-2008)Compiled by Jeffrey H. D. Cornelius-White and Halyssa …<\/p>\n<\/td> | adpca<\/td> | 2008<\/td> | 15<\/td> | 1 2<\/td><\/tr> |
| Volume 16 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2009<\/span><\/td> | 16<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJeffrey H. D. Cornelius-WhiteMissouri State University Bruce AllenIndependent Practice, Bullhead City, AZ ASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSFull Edition EditorialJeffrey H. D. Cornelius-White and Bruce Allen Questions and Answers: Two Hours with Carl RogersKim C. Francis Education as Relationship Between PersonsStephanos P. Vassilopoulos and Alexandros V. Kosmopoulos Teaching Person-Centered Counseling Using a Co-Counseling ExperienceMaria Hess Our Freedom to Learn in Practice: A Description and Analysis of the International Language School GroupLeslie Simonfalvi Vygotsky and Rogers on Education: An Exploration of Two Fundamental QuestionsJoan E. Test and Jeffrey H. D. Cornelius-White Darmok and Jalad on the Ocean: A Pop-Culture Exploration of Empathic UnderstandingBrian E. Levitt Ferdinand Van der Veen: A Life RecalledWilliam Stillwell and J. Wade …<\/p>\n<\/td> | adpca<\/td> | 2009<\/td> | 16<\/td> | 1 2<\/td><\/tr> |
| Volume 17 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2010<\/span><\/td> | 17<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJo Cohen HamiltonASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSFull Edition EditorialJo Cohen Hamilton Alzheimer\u2019s and Authenticity: A Person-Centered Framework that Promotes Mutuality and ReciprocityClaudia J. Strauss The Kinship between Self Psychology, Intersubjectivity, Relational Psychoanalysis, and the Client-Centered ApproachEdwin Kahn Teaching Us a Thing or Two: Kahn on Psychoanalysis and RogersFrederick Redekop Contemporary Psychoanalysis and Client-Centered Therapy: Different PracticesBarry Grant Sandor Ferenczi, A Proto-Rogerian: A Reply to Fred Redekop and Barry GrantEdwin Kahn An Example of Client-Centered Therapy for Post-Traumatic Stress DisorderJon Rose Uses and Limitations of the Non-Directivity Paradigm for Therapy with Families in CrisisFrederick Redekop Person-Centered Counseling in the SchoolsHelen S. Hamlet Nonviolent Communication: Tools and Talking-Points for Practicing the Person-Centered ApproachIan Mayes Person-Centered Therapy, Masculinity, and ViolenceDebra Weikert Summary and Evaluation of Carl Rogers\u2019 Necessary and Sufficient Conditions of Therapeutic Personality ChangeElisabeth Eager Inclusion as a Natural Extension of the Person-Centered Approach: Welcoming All LearnersSarah Walker Errata: Teaching Person-Centered Counseling Using a Co-Counseling ExperienceMaria Hess IN MEMORIAM: NAT RASKINJerold D. Bozarth IN MEMORIAM: GARRY PROUTYAmanda R. E. Aller Lowe IN MEMORIAM: GARRY PROUTYLeslie Harris Spencer IN MEMORIAM: LEWIS GOVERJo Cohen …<\/p>\n<\/td> | adpca<\/td> | 2010<\/td> | 17<\/td> | 1 2<\/td><\/tr> |
| Volume 18 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2011<\/span><\/td> | 18<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORJeffrey H. D. Cornelius-WhiteMissouri State University Bruce AllenIndependent Practice, Bullhead City, AZASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSFull Edition EditorialJeffrey H. D. Cornelius-White and Bruce Allen Nathaniel J. Raskin: Encounters in Groups and in His WritingsKathryn A. Moon My Credo as a Person-Centered PsychotherapistLeif J. Braaten Teaching and TransformationBernie Neville Person-Centered Principles in Graduate EducationRobert A. Culp and Christina R. Mannion Professionals\u2019 Treatment Plan and Contract Beliefs and PracticesBruce Allen Sandor Ferenczi, A Proto-Rogerian: A Reply to Fred Redekop and Barry GrantEdwin Khan Review of Child-Centered Play Therapy: A Practical Guide to Developing Therapeutic Relationships with ChildrenJeffrey H. D. …<\/p>\n<\/td> | adpca<\/td> | 2011<\/td> | 18<\/td> | 1 2<\/td><\/tr> |
| Volume 19 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2012<\/span><\/td> | 19<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORStephen Demanchick Rachel JordanASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSFull Edition EditorialRachel Jordan and Stephen Demanchick Unconditional Positive Regard and Limits: A Case Study in Child-Centered Play Therapy and Therapist DevelopmentJeff L. Cochran, Nancy H. Cochran and Lindy C. Sherer Implications on Inclusion of Individuals of Minority Status In Person-Centered Encounter GroupsKathryne S. Poole, Robert A. Culp, Gurpreet Paul and Tim Dean Learning by Being: A student-centered approach to teaching depth psychologyMaria Hess The Effects of Person-Centered Groups on Teacher StressMichael M. Tursi Person-Centered Counselors in Community Prevention and ResearchChristine Abassary and Keri Bolton Oetzel TrustSigne M. Kastberg A Person-Centered Life–and DeathGrace Harlow Klein Memorial and In Memory: Armin KleinGrace Harlow Klein [and Armin Klein] Review of Psychotherapy and the Fully Functioning Person By Julius SeemanKathryn A. …<\/p>\n<\/td> | adpca<\/td> | 2012<\/td> | 19<\/td> | 1 2<\/td><\/tr> |
| Volume 2 Number 1<\/td> | ADPCA<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORJerold D. Bozarth University of GeorgiaASSOCIATE EDITORS Douglas W. Bower, Ph.D.Private Practice Barry Brant, Ph.D.Evanston, Illanois Jeanne P. Stubbs, Ph.D.University of North Carolina at CharlotteEDITORIAL ASSISTANT Carole Anne CulbreathEDITORIAL REVIEWERSD. AlpertA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. IossifiedesM. KhannaP. NatielloK. NewtonE. O’LearyD. PageG. ProutyN. RaskinJ. SeemanA. SegraraC. StuartC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTS Editorial Jerold D. Bozarth The person in the psychotherapist Armin Klein The dance of empathy: empathy, diversity, and technical eclecticism Arthur C. Bohart …And would I dare to dance? An aesthetic response Jeanne P. Stubbs Response to Stubbs: If we dance, who leads? Arthur C. Bohart Who’s who of client-centered therapy? Darryl A. Hyers Effecting a collaboration between Roger’s client-centered therapy and Kohut’s self psychology Edwin Kahn A universal system of psychotherapy C. H. Patterson What’s so universal about empathy, congruence and positive regard? A reply to Patterson Barry Grant Response to Barry C. H. Patterson A person-centered view of depression: Women’s experiences Charlene K. Schneider Maintaining a person-centered approach in a highly technological societyJay T. Willis We-Rythm TherapyDavid J. Alpert A demonstration interviewJeanne P. Stubbs Book Review of “Community Mental Health: A Practical Guide” by L. Mosher and L. BurtiJo Cohen Book Review of “Theoretical Evolutions in person-centered\/experiential therapy: Applications to schizophrenic and retarded psychoses” by G. ProutySara R. …<\/p>\n<\/td> | adpca<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| Volume 2 Number 2<\/td> | ADPCA<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORJerold D. Bozarth University of GeorgiaEDITOR ELECT Jeanne P. Stubbs, Ph.D.West Georgia CollegeASSOCIATE EDITOR Barry Brant, Ph.D.Arizona State UniversityEDITORIAL ASSISTANT Lori Durham M.S.EDITORIAL REVIEWERSD. AlpertB. BarthA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. IossifiedesM. KhannaP. NatielloK. NewtonE. O’LearyD. PageG. ProutyN. RaskinJ. SeemanA. SegraraC. StuartC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTS Cover and informationEditorial Jerold D. Bozarth Empathy Meriam Bassuk A Client’s Diary Jules Seeman Person-centered attitudes or actions? Charley the star-kist tuna explains it all for you with the help of Konstantin Stanislavski Bruce Allen Person-centered therapy: A misunderstood paradigmatic difference? Jerold D. Bozarth The person-centered approach: toward an understanding of its implications John Keith Wood A new explanation for the beneficial results of client-centered therapy: the possibility of a new paradigm Fred Zimring Comments on Fred Zimring Jules Seeman Individual experiencing in person-centered community workshops: a cross-cultural study Jeanne P. Stubbs Classical creek “koinonia”, the psychonanalytical median group, and the large person-centered community group: dialogue in three democratic contexts Kristin Sturdevant Perfecting the therapeutic attitudes: client-centered therapy as a spiritual discipline Barry Grant\u00a0 Emergence of theory and methodology for a human system model of positive health: an interview with Jules Seeman Kristin S. Sturdevant A child’s journey through loss Donna Rogers and Paula J. Bickham Announcements Book Review: “Creating contact, Choosing relationship: The dynamics of unstructured group therapy” by R. C. Page & D. N. BerkowKan V Chandras Book Review: “Developing person-centered counseling” by Dave MearnsChris …<\/p>\n<\/td> | adpca<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| Volume 20 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2013<\/span><\/td> | 20<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORRachel Jordan Stephen DemanchickASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSEditorialRachel Jordan and Stephen Demanchick From Nondirective to NonpredictiveDoug Bower and Lisbeth Sommerbeck Person-Centered Teacher Advocates as Culture BrokersTricia Mccann and Bernie Neville You Know it When You Feel it: The Aesthetic Qualities of Empathic ExpressionYasna C. Provine The Potential of Person-Centered Therapy for Active Duty Service MembersBeth-Ann Vealey and Joseph Walsh Reflections on Humanistic Psychology and The Person-Centered ApproachCharles Merrill Honoring the Person Within the Child: Meeting the Needs of Children through Child-Centered Play TherapyRyan Holliman, Charles E. Myers and Pedro j. Blanco Review of Living With Voices: 50 Stories of RecoveryLeslie Harris Spencer Review of The Little Book of Neuroscience HaikusDavid Ryback Thoughts about The Life of Things: Therapy and the soul of the worldDavid …<\/p>\n<\/td> | adpca<\/td> | 2013<\/td> | 20<\/td> | 1 2<\/td><\/tr> |
| Volume 21 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2014<\/span><\/td> | 21<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORRachel Jordan Stephen DemanchickASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. …<\/p>\n<\/td> | adpca<\/td> | 2014<\/td> | 21<\/td> | 1 2<\/td><\/tr> |
| Volume 22 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2015<\/span><\/td> | 22<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORRobbie Culp Katie HatchASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. …<\/p>\n<\/td> | adpca<\/td> | 2015<\/td> | 22<\/td> | 1 2<\/td><\/tr> |
| Volume 23 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2016<\/span><\/td> | 23<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORRobbie Culp Katie HatchASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. …<\/p>\n<\/td> | adpca<\/td> | 2016<\/td> | 23<\/td> | 1 2<\/td><\/tr> |
| Volume 24 Number 1-2<\/td> | ADPCA<\/span><\/td> | 2019<\/span><\/td> | 24<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR Marjorie Witty Jerome Wilczynski ASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSEditorialV24 N1Marjorie Witty and Jerome Wilczynski Commonalities Between Client-Centered Therapy and How God’s Grace Works: Finding a Path to Client-Centered Christian Spiritual CounselingJerome Wilczynski “I Didn’t Know You Felt That Way”: The Practice of Client-Centered Couple and Family TherapyKatheryn A. Moon and Susan Pildes Real Human Connection: There is No App for That!Jessica Miller and David M. Myers Editorial V24 N2Marjorie Witty and Jerome Wilczynski Client-Centered Therapy – What Is It? What Is It Not?Barbara Temaner Broadley A Client-Centered Psychotherapy PracticeBarbara Temaner Broadley Some Differences in Clients’ Questions and Rogers’ Responses to Questions Between the Mr. Bryan Sessions and Rogers’ Post-Bryan Therapy SessionsBarbara Temaner Broadley and Claudia Kemp An Interview with Barbara Temaner Brodley About Client-Centered SupervisionDaniel …<\/p>\n<\/td> | adpca<\/td> | 2019<\/td> | 24<\/td> | 1 2<\/td><\/tr> |
| Volume 25 Number 1-2<\/td> | <\/td> | <\/td> | <\/td> | <\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORJoanne Cohen, Ph.D., NCC, LMFTDepartment of CounselorEducation and Student AffairsKutztown University,Kutztown, PAASSOCIATE EDITORMarjorie Witty, Ph.D.Illinois School of ProfessionalPsychology at ArgosyUniversity, Chicago, ILASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSFull Edition ADPCA Editorial Jo Cohen Issue 1 On Becoming a Therapist Peggy Natiello From Gendlin to Rogers to Brodley to Bohart: My Evolution as An Integrative Person-Centered Therapist Arthur C. Bohart Hello, Neighbor: A Process of Person-centered Mentorship Inspired by Carl and Fred Rogers Matthew J. Bolton Supervision: Carl Rogers, Where are You Now? David M. Myers The Development of Additional Propositions of the Actualising Tendency Amanda McGarry The Effect of Person-Centered Theory for Clinicians with Hard Science Favor Emily Myers Questioning Psychology: Beyond Theory and Control – Book Review Marjorie Witty Issue 2 An Introduction to Child-Centered Play Therapy Lauren Moss and Helen S. Hamlet Child-Centered Play Therapy, Learning from the Child through Empathic Listening Christine Storch What Did Carl Rogers Say on the Topic of Therapist Self-Disclosure? A Comprehensive Review of His Recorded Clinical Work. David M. Myers Physical Therapy Student Attitudes and Understanding Related to the Person-Centered Approach Jody Long, Karen Aul, Susan Motts and J. Stephen Guffey Impacts of Affirmative Therapy and Person-Centered Approaches on LGBTQ Populations Anastasia Joswick Psychotherapist Weather Learning Matthew J. Bolton, H. Michael Mogil and Alan E. Stewart Therapeutic Change Factors in Alcoholics Anonymous Joanne Cohen, Scott Tracy, Felishatee Rodriguez and Ryan …<\/p>\n<\/td> | <\/td> | <\/td> | <\/td> | <\/td><\/tr> |
| Volume 3 Number 1<\/td> | ADPCA<\/span><\/td> | 1996<\/span><\/td> | 03<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORJerold D. Bozarth University of GeorgiaEDITOR ELECT Jeanne P. Stubbs, Ph.D.West Georgia CollegeASSOCIATE EDITOR Barry Brant, Ph.D.Arizona State UniversityEDITORIAL ASSISTANT Lori Durham M.S.EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageG. ProutyN. RaskinJ. SeemanA. SegraraC. StuartB. TabonyC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTS Cover and information Editorial Jerold D. Bozarth The use of poems of the psychotherapist in psychotherapyArmin Klein Some comparisons between Taoism and Person-Centered approach Mark J. Miller\u00a0 Similarities between Rousseau’s discourse on the origins of inequality among men and concepts in person-centered counsellingKevin A. Curtin Empathic understanding and feelings in client-centered therapyBarbara T. Brodley The self, the family and psychotherapyNed L. Gaylin A theoretical reconceptualization of the necessary and sufficient conditions for therapeutic personality changeJerold D. Bozarth On Validity: A CredoJules Seeman Person-Centered counselling in actionDavid R. Buck Measures of perceived group leadership and personal expressiveness: Report on follow-up survey at 1996 Warm Springs ConferenceTim Holloman and\u00a0Curt Morrison A person-centered journey to warm springsD. B. Altschul and\u00a0K. E. Steadman An inquiry into child-centered therapyFreda Doster Book Review: ‘Invitation to person-centered psychology’Barry Grant Book Review: ‘Beyond Carl Rogers’June Ellis Book Review: ‘Child-Centered Counseling and Psychotherapy’Ned L. Gaylin Book & Article ReviewsJules Seeman Article Review: The Consumer Report StudyJeanne P. …<\/p>\n<\/td> | adpca<\/td> | 1996<\/td> | 03<\/td> | 1<\/td><\/tr> |
| Volume 4 Number 1<\/td> | ADPCA<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORJeanne P. Stubbs, Ph.D.West Georgia CollegeASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTS Cover and information Article Review: The Consumer Report StudyJeanne P. Stubbs Associate Editor’s letter to the readersJerold D. Bozarth Reading Rogers: An editorial assistant’s autobiographical introductionTimothy Tribiano HarmonyJohn K. Wood The primary prevention of psychosocial disorders: A person\/client-centered perspectiveSuzanne Hidore The nondirective attitude in client centered therapyBarbara T. Brodley Central dynamics in client-centered therapy trainingDavid Mearns From person to transperson-centredness: a future trend?Richard Bryant-Jefferies Computer therapeutics: a new challenge for counsellors and psychotherapistsColin Lago In a well lighted therapy roomMarion Bassuk A client-centered demonstration interview with Ms SBarbara Brodley One person’s response to the survey report from the 1996 person-centered conference at Warm Springs, GeorgiaMary Ruth Reynolds Book Review: “Person-Centered Leadership: An American approach to participatory management” by Jeanne M. PlasJerold D. …<\/p>\n<\/td> | adpca<\/td> | 1997<\/td> | 04<\/td> | 1<\/td><\/tr> |
| Volume 4 Number 2<\/td> | ADPCA<\/span><\/td> | 1997<\/span><\/td> | 04<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORJeanne P. Stubbs, Ph.D.West Georgia CollegeASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTS Afterward (poem)John K. Wood EditorialJeanne P. Stubbs Carl Rogers in Dialogue with Martin Buber: A New AnalysisKenneth N. Cissna and Rob Anderson Towards Integrating Person-Centered and Gestalt TherapiesEleanor O’Leary Rogers’ Late Conceptualization of the Fully Functioning Individual: Correspondences and Contrasts with Buddhist PsychologyJan I. Harman Cultural Conditions of TherapyJasvinder Singh and Keith Tudor Clients’ Recall and Evaluation of the Counseling ProcessMark J. Miller Susan Pildes Interviews LucinaSusan Pildes Notes on Studying Large Group WorkshopsJohn Keith …<\/p>\n<\/td> | adpca<\/td> | 1997<\/td> | 04<\/td> | 2<\/td><\/tr> |
| Volume 5 Number 1<\/td> | ADPCA<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITORLaura Jeanne MaherState University of West GeorgiaASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSCover & Information Editorial Laura Jeanne Maher Carl Rogers and Transpersonal PsychologyJohn K. Wood Towards “AFR-I-CAN” Education: Facilitating Educational ChangeBrigitte Smit Criteria for making empathic responses in client-centered therapyBarbara T. Brodley Life enrichment of a profoundly retarded woman: An application of pre-therapyKorey McWilliams Remembering Eleanor: A different way of contactJerold D. Bozarth Person-Centered Training: Response to Dave MearsPeggy Natiello A case for client-centered career counselingJo Cohen Corrections to: Carl Rogers in dialogue with Martin Buber: A New AnalysisKenneth N. Cissna Book Review: “Successful Psychotherapy: A loving, caring relationship”Jerold C. Bozart Book Review: “The Psychotherapy of Carl Rogers: Cases and Commentary”Jo Cohen Book Review: “Putting Emotional Intelligence to Work”John H. Powell Special Section: PoemsThair R. …<\/p>\n<\/td> | adpca<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Volume 5 Number 2<\/td> | ADPCA<\/span><\/td> | 1998<\/span><\/td> | 05<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEF Jo Cohen, Ph.D.Kuztown UniversityASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSCover & Information Editorial Jo Cohen Congruence and its relation to communication in client-centered therapy Barbara T. Brodley Near enemies in psychotherapy Suzanne Hidore The six necessary and sufficient conditions applied to working with lesbian, gay and bisexual clients Dominic Davies A person-centered application to test anxiety Laurie L. Silverstein Neuropsychological assessment as a means toward greater empathy and communication with brain-damaged clients Jon Rose Changing chronic problem behavior in primary schools: a client-centered ecosystemic approach for teachers Ken Tyler Book Review: “Person-Centered Communication” by A. S. DU Toit, H.D. Grobler & C. J. Schenck Paul Blanchard Book Review: “Integrating Spirituality in Counseling: A manual for using the experiential focusing method” by E. Hinterkopf Barry Grant Book Review: “Finding your way as a counselor” by J. A. Kottler Joe M. Utay My Chant Lucila Hallidie Smith Divorce: A party of one Taylor Noble Edenfield Very Young, Middle, Older; The growth of not knowing Armin Klein The burden of lingering empathy: A creative writing experience for counselor debriefing Quinn M. …<\/p>\n<\/td> | adpca<\/td> | 1998<\/td> | 05<\/td> | 1<\/td><\/tr> |
| Volume 6 Number 1<\/td> | ADPCA<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJo Cohen, Ph.D.Kuztown UniversityASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSCover & Information The essence of client-centered therapy and the philosophy of the person-centered approach: the validity of the moment Jerold D. Bozarth Editorial Jo Cohen Reasons for responses expressing the therapist’s frame of reference in client-centered therapy Barbara T. Brodley Pre-Therapy: Is it person-centered?: A reply to Jerold Bozarth Garry Prouty To what extent do clients discriminate among the group leader’s basic therapeutic attitudes? A person-centered contribution Leif J. Braaten Fostering client insight Mark J. Miller Facilitating change in organizations: toward a framework of organization development for person-centered practitioners David Coghlan The client-centered ecopsychologist Bernie Neville Person-Centered Therapy and Spirituality: The art of knowing and self-determination Joachim Schwarz Carl Rogers as Mystic? Tobin Hart Book Review: “Person-Centered Therapy: A revolutionary paradigm” by Jerold Bozarth Grace Hill Book Review: “Person-Centered Counselling Training” by Dave Mearns Jo Cohen The Rogers-Laing Connection Eduardo Banderia Empatia Interuptus John K. …<\/p>\n<\/td> | adpca<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Volume 6 Number 2<\/td> | ADPCA<\/span><\/td> | 1999<\/span><\/td> | 06<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJo Cohen Hamilton, Ph.D.Kuztown UniversityASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSCover & Information Editorial Jo Cohen Hamilton Examining unconditional positive regard as the primary condition of therapeutic personality change Ken Tyler The actualizing tendency concept in client-centered theory Barbara T. Brodley Carl Rogers’ ‘Congruence’ as an organismic; not a freudian concept Ivan Ellingham Empathy: Is that what I hear you saying? Sharon Myers Humility as an important attitude in overcoming a rupture in the therapeutic relationship Ladislav Timul\u00e1k Client-Centered therapy in the care of the mentally handicapped Hans Peters Book Review: “Carl Rogers’ Helping System: Journey and Substance” Kathryn A. Moon Poems Judith …<\/p>\n<\/td> | adpca<\/td> | 1999<\/td> | 06<\/td> | 1<\/td><\/tr> |
| Volume 7 Number 1<\/td> | ADPCA<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJo Cohen Hamilton, Ph.D.Kuztown UniversityASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSCover & Information Editorial Jo Cohen Hamilton Japanese poetry and the client-centered approach Sachiko Hayashi Person-Centered Haiku Jere Moorman Hearts touching each other the interactions of poetries and poets Armin Klein An accidental journey, the spiritual plane and a very late breakfast Barbara June Hunter Person-Centered Psychotherapy: One Nation, Many Tribes Margaret S. Warner Construct validity of the core conditions and factor structure of the client evalulation of counselor scale Jo Cohen Hamilton The multifaceted nature of congruence within the therapeutic relationship Gill Wyatt Natalie Rogers’ Psychotherapy with Robin: Critique and Analyses Jo Cohen …<\/p>\n<\/td> | adpca<\/td> | 2000<\/td> | 07<\/td> | 1<\/td><\/tr> |
| Volume 7 Number 2<\/td> | ADPCA<\/span><\/td> | 2000<\/span><\/td> | 07<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJo Cohen Hamilton, Ph.D.Kuztown UniversityASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSCover & Information Editorial Jo Cohen Hamilton Empathic understanding grows the person Fred Zimring “Counselling as a social process”: A person-centered perspective on a social constructionist approach Ivan Ellingham A rejoinder to person-centered psychotherapy: one nation, many tribes Garry Prouty Client-centered therapy: The challenges of clinical practice Elizabeth Freire Personal presence in client-centered therapy Barbara T. Brodley Person Centered Medical Practice Susan Bonner Schwarz Relating to Rob: A personal account of client-centered work with a non-verbal client diagnosed with schizophernia, mental retardation and brain damage. Charley Knapp Memories of Fred Zimring The Client-Centered Therapy Person-Centered Approach Network Book Review: “Basics of Clinical Practice” Jo Cohen Hamilton Presentation Review: “A Family Approach to Treating Troubled Adolescents” Jo Cohen …<\/p>\n<\/td> | adpca<\/td> | 2000<\/td> | 07<\/td> | 2<\/td><\/tr> |
| Volume 8 Number 1&2 Combined Edition<\/td> | ADPCA<\/span><\/td> | 2001<\/span><\/td> | 08<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJonathon M. Rose, Ph.D.Palo Alto, CAASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSCover & Information Editorial Jonathon M. Rose Dialogical and person-centered approach to psychotherapy: Beyond correspondences and contrasts, toward a fertile interconnection Grigoris Mouladoudis Perennial Network John Keith Wood Project Estancia Jatoba Lucila Machado Assumpgdo Nondirective client-centered therapy with children Kathryn A. Moon Psychological well-being and intrapersonal congruence of women incest survivors participating in a person-centered expressive arts workshop Anne Geronimo A structured learning exercise in person-centered empathy within a counselor training program Jo Cohen Hamilton The original conditions: A client’s perspective of therapy Ellen Mriga Audio Tape Practice in Empathy Eric D. Macklin Video Tape Practice in Empathy Stephanie Hontz Empathy Experiment Report: A Mother and a Friend Karen Breidinger Empathy Experiment Report: A lifelong friend and a child client Lori Meitzler Empathy Experiment Report: A Sister and a Boyfriend Katherine Martin Book Review: “Family, Self, and Psychotherapy: A person-centered perspective” Paula Plageman Book Review: “Family, Self, and Psychotherapy: A person-centered perspective” Leslie A. …<\/p>\n<\/td> | adpca<\/td> | 2001<\/td> | 08<\/td> | 1 2<\/td><\/tr> |
| Volume 9 Number 1<\/td> | ADPCA<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJonathon M. Rose, Ph.D.Palo Alto, CAASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSCover & Information Editorial Jonathon M. Rose Counselling: Not always a recognized profession in Europe Frangoise Ducroux-Biass Bateson revisited the mind, families and AA Ronnie Barracato Personal Reflections: Response to Bateson revisited the mind, families and AA Richard Bryant-Jefferies Response to Barracato Ned L. Gaylin Rejoinder: Response to Gaylin Ronnie Barracato Personal Power Lauren Hancz Application of Carl Rogers’ psychology to the training of teachers Janina Janowska Client-Centered: An Expressive Therapy Barbara T. Brodley Book Review: “Counseling the person beyond the alcohol problem” Brian Thorne Obituary: John M. Shlien Helen Shlien Obituary: Ruth Sanford Ed …<\/p>\n<\/td> | adpca<\/td> | 2002<\/td> | 09<\/td> | 1<\/td><\/tr> |
| Volume 9 Number 2<\/td> | ADPCA<\/span><\/td> | 2002<\/span><\/td> | 09<\/span><\/td> | 2<\/span><\/td> | View<\/a><\/td> | THE PERSON-CENTERED JOURNALEDITOR-IN-CHIEFJonathon M. Rose, Ph.D.Palo Alto, CAASSOCIATE EDITORS Barry Brant, Ph.D.Arizona State University Jo Cohen, Ph.D.Kutztown University Marge Witty Ph.D.Illinois School of Professional Psychology EDITORIAL ASSISTANT Timothy Tribiano, M.A..EDITORIAL REVIEWERSD. AlpertD. AltshulA. BohartB. BrodleyJ. CohenT. CushmanC, EllinwoodN. GaylinP. \u00a0IossifiedesM. KhannaP. \u00a0NatielloK. NewtonE. O’LearyD. PageP. PhilipG. ProutyN. RaskinJ. SeemanA. SegrarC. Wolter-GustafsonJ. Keith WoodS. WotmanCONTENTSCover & Information Editorial Jonathon M. Rose I’m nobody! Who are you? Veribeth Brinker Comment Bruce Cushna Unconditional Compassion: A struggle to apply the lesson Barbara June Hunter Empathy and the media: Can we really know people from the news? Jon Rose Empathetic communication for conflict resolution among children Jeff L. Cochran A dearth of suds for Davey: A therapist’s thoughts during a child therapy session Kathryn A. Moon The wisconsin watershed – or, the universality of CCT; In Memory of John Shlien Lisbeth Sommerbeck Book Review; “Dictionary of Person-Centered Psychology” Jo Cohen …<\/p>\n<\/td> | adpca<\/td> | 2002<\/td> | 09<\/td> | 2<\/td><\/tr> |
| Vygotsky and Rogers on Education: An Exploration of Two Fundamental Questions<\/td> | Jeffrey H. D. Cornelius-White<\/span>, Joan E. Test<\/span><\/td> | 2009<\/span><\/td> | 16<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | This article attempts to introduce the main ideas of Vygotsky\u2019s and Rogers\u2019 theories of education using two fundamental questions to guide the discussion: the purpose of education and how one can facilitate learning. Rogers believed that education should foster self- actualization and democracy. Learning can be facilitated through environments characterized by reciprocal empathy, unconditionality, and authenticity that are flexible to the varied demands of many different learners and the broader educational system. Vygotsky believed that education fostered individuals\u2019 development of higher level thinking in a socio-cultural context, where individuals learn their culture\u2019s ways of thinking and doing. Learning is facilitated primarily through social interaction with more competent adults or peers, who scaffold the learner\u2019s experiences. The reader is invited to consider some areas of potential overlap and difference between Rogers\u2019 and Vygotsky\u2019s theories of education.<\/p>\n<\/td> | jeffrey-h-d-cornelius-white joan-e-test<\/td> | 2009<\/td> | 16<\/td> | 1 2<\/td><\/tr> |
| We-Rhythm Therapy<\/td> | David J. Alpert<\/span><\/td> | 1995<\/span><\/td> | 02<\/span><\/td> | 1<\/span><\/td> | View<\/a><\/td> | The author presents a new model of psychotherapy which is in the person-centered tradition, but which is especially distinctive in its affirmation of the We-Experience (genuine mutual connectedness between the client and the psychotherapist) as the most theoretically potent component of the psychotherapeutic relationship. The author posits that a high level of psychotherapist integration can enable the psychotherapist to have sufficient sensitivity to the more and less subtle sources of information in the psychotherapeutic relationship. Then through the psychotherapist\u2019s actions based on this sensitivity, the client may preponderantly experience this psychotherapeutic relationship as flowing, as an on-going We-Experience, rather than as being disjointed. This new psychotherapeutic model has been named \u201cWe-Rhythm Therapy.\u201d<\/p>\n<\/td> | david-j-alpert<\/td> | 1995<\/td> | 02<\/td> | 1<\/td><\/tr> |
| What Did Carl Rogers Say on the Topic of Therapist Self-Disclosure? A Comprehensive Review of His Recorded Clinical Work<\/td> | David M. Myers<\/span><\/td> | 2020<\/span><\/td> | 25<\/span><\/td> | 1<\/span>, 2<\/span><\/td> | View<\/a><\/td> | Self-disclosure is the very substance of psychotherapy. Therapist self-disclosure, on the other hand, has long been an area of contention and debate among practitioners, theorists, and researchers. Though staunch edicts against therapist self-disclosure are increasingly rare these days, the various theoretical orientations still weigh heavily on how disclosures by therapists fit into the clinical rationale. It is somewhat widely held that humanistic theorists, including Carl Rogers, were proponents of therapist self-disclosure in the interest of being genuine and open. This study covers all of the known recorded work of Rogers, and takes a qualitative look at instances in which Rogers made self-revealing statements to clients. Results indicated that Rogers almost never made self-disclosing statements to the clients with whom he worked, far less than would be expected based on the broader literature on the frequency of therapist self-disclosure. The implications for the theory and practice of person-centered therapy as well as humanistic\/person-centered therapy are discussed.<\/p>\n<\/td> | david-m-myers<\/td> | 2020<\/td> | 25<\/td> | 1 2<\/td><\/tr><\/tbody><\/table>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" The Person-Centered Journal (PCJ) is the oldest continuously running person-centered peer-reviewed publication in English. It is sponsored by the Association for the Development of the Person-Centered Approach (ADPCA) to promote and disseminate scholarly thinking about person-centered principles, practices, and philosophy. The journal editor can be contacted via pcj@adpca.org. Authors interested in submitting manuscripts are welcome […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"original_author":[],"class_list":["post-851","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/adpca.org\/zh\/wp-json\/wp\/v2\/pages\/851","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/adpca.org\/zh\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/adpca.org\/zh\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/adpca.org\/zh\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/adpca.org\/zh\/wp-json\/wp\/v2\/comments?post=851"}],"version-history":[{"count":0,"href":"https:\/\/adpca.org\/zh\/wp-json\/wp\/v2\/pages\/851\/revisions"}],"wp:attachment":[{"href":"https:\/\/adpca.org\/zh\/wp-json\/wp\/v2\/media?parent=851"}],"wp:term":[{"taxonomy":"original_author","embeddable":true,"href":"https:\/\/adpca.org\/zh\/wp-json\/wp\/v2\/original_author?post=851"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} |