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HISTORICAL BACKGROUNDRogers’s nondi
HISTORICAL BACKGROUND
Rogers’s nondirective approach focused on refl ecting and clarifying the feelings
of individual clients. Rogers believed that through an accepting relationship
clients were able to gain increasing insight into the nature of their problems
and then take constructive action based on their new self-understanding.
During the 1950s, Rogers developed and refi ned his basic hypotheses for psychotherapy,
and these principles were later applied to therapy groups. He also
developed a systematic theory of personality and applied this self-theory to
the practice of counseling individuals, which led him to rename his approach
client-centered therapy (Rogers, 1951). The client-centered approach was broadened
to include applications to the teaching/learning situation, affective/
cognitive learning in workshops, and organizational development and leadership.
Rogers’s nondirective approach focused on refl ecting and clarifying the feelings
of individual clients. Rogers believed that through an accepting relationship
clients were able to gain increasing insight into the nature of their problems
and then take constructive action based on their new self-understanding.
During the 1950s, Rogers developed and refi ned his basic hypotheses for psychotherapy,
and these principles were later applied to therapy groups. He also
developed a systematic theory of personality and applied this self-theory to
the practice of counseling individuals, which led him to rename his approach
client-centered therapy (Rogers, 1951). The client-centered approach was broadened
to include applications to the teaching/learning situation, affective/
cognitive learning in workshops, and organizational development and leadership.
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HISTORICAL BACKGROUNDRogers’s nondirective approach focused on refl ecting and clarifying the feelingsof individual clients. Rogers believed that through an accepting relationshipclients were able to gain increasing insight into the nature of their problemsand then take constructive action based on their new self-understanding.During the 1950s, Rogers developed and refi ned his basic hypotheses for psychotherapy,and these principles were later applied to therapy groups. He alsodeveloped a systematic theory of personality and applied this self-theory tothe practice of counseling individuals, which led him to rename his approachclient-centered therapy (Rogers, 1951). The client-centered approach was broadenedto include applications to the teaching/learning situation, affective/cognitive learning in workshops, and organizational development and leadership.
Sedang diterjemahkan, harap tunggu..
HISTORICAL BACKGROUND
Rogers’s nondirective approach focused on refl ecting and clarifying the feelings
of individual clients. Rogers believed that through an accepting relationship
clients were able to gain increasing insight into the nature of their problems
and then take constructive action based on their new self-understanding.
During the 1950s, Rogers developed and refi ned his basic hypotheses for psychotherapy,
and these principles were later applied to therapy groups. He also
developed a systematic theory of personality and applied this self-theory to
the practice of counseling individuals, which led him to rename his approach
client-centered therapy (Rogers, 1951). The client-centered approach was broadened
to include applications to the teaching/learning situation, affective/
cognitive learning in workshops, and organizational development and leadership.
Rogers’s nondirective approach focused on refl ecting and clarifying the feelings
of individual clients. Rogers believed that through an accepting relationship
clients were able to gain increasing insight into the nature of their problems
and then take constructive action based on their new self-understanding.
During the 1950s, Rogers developed and refi ned his basic hypotheses for psychotherapy,
and these principles were later applied to therapy groups. He also
developed a systematic theory of personality and applied this self-theory to
the practice of counseling individuals, which led him to rename his approach
client-centered therapy (Rogers, 1951). The client-centered approach was broadened
to include applications to the teaching/learning situation, affective/
cognitive learning in workshops, and organizational development and leadership.
Sedang diterjemahkan, harap tunggu..
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