- Teks
- Sejarah
as cognitively. When empathy is ope
as cognitively. When empathy is operating on all three levels—interpersonal,
cognitive, and affective—it is one of the most powerful tools therapists have at
their disposal” (pp. 463–464).
Active and sensitive listening was what Rogers (1970) did when he facilitated
a group: “I listen as carefully, accurately, and sensitively as I am able, to
each individual who expresses himself. Whether the utterance is superfi cial
or signifi cant, I listen” (p. 47). It is apparent that Rogers was listening to more
than the words; he also heard the meaning behind both the verbal and the
nonverbal content. In this regard he was concerned with facilitating the truest
expression of the person’s subjective experience. Natalie Rogers has called
this “listening to the music as well as the words of the client”; it is hearing the
undercurrent of emotional statements (personal communication, September
10, 2005).
In a group context, the interpersonal and higher-order aspects of empathy
frequently result in bonding among the members and cohesion and alignment
in the group as a whole. According to Cain (2010), the potent aspect of empathy
that leads to change works this way: Empathy, particularly emotionally
focused empathy, helps clients (1) pay attention to and value their experiencing,
(2) process their experience both cognitively and bodily, (3) view old experiences
in new ways that promote shifts in perceptions of the self and one’s
view of the world, and (4) increase their confi dence in their perceptions and
judgment and their ability to make sound decisions and take action. In the
context of the safety of a group, members’ capacity for effective learning about
themselves and how they relate to others is gradually restored. For a scholarly
discussion of the role of empathy in the person-centered approach, see
Bozarth (1984); for an examination of empathy in and for the group as a whole,
see O’Hara (1997); and for a comprehensive treatment of empathy in therapy,
see Bohart and Greenberg (1997).
cognitive, and affective—it is one of the most powerful tools therapists have at
their disposal” (pp. 463–464).
Active and sensitive listening was what Rogers (1970) did when he facilitated
a group: “I listen as carefully, accurately, and sensitively as I am able, to
each individual who expresses himself. Whether the utterance is superfi cial
or signifi cant, I listen” (p. 47). It is apparent that Rogers was listening to more
than the words; he also heard the meaning behind both the verbal and the
nonverbal content. In this regard he was concerned with facilitating the truest
expression of the person’s subjective experience. Natalie Rogers has called
this “listening to the music as well as the words of the client”; it is hearing the
undercurrent of emotional statements (personal communication, September
10, 2005).
In a group context, the interpersonal and higher-order aspects of empathy
frequently result in bonding among the members and cohesion and alignment
in the group as a whole. According to Cain (2010), the potent aspect of empathy
that leads to change works this way: Empathy, particularly emotionally
focused empathy, helps clients (1) pay attention to and value their experiencing,
(2) process their experience both cognitively and bodily, (3) view old experiences
in new ways that promote shifts in perceptions of the self and one’s
view of the world, and (4) increase their confi dence in their perceptions and
judgment and their ability to make sound decisions and take action. In the
context of the safety of a group, members’ capacity for effective learning about
themselves and how they relate to others is gradually restored. For a scholarly
discussion of the role of empathy in the person-centered approach, see
Bozarth (1984); for an examination of empathy in and for the group as a whole,
see O’Hara (1997); and for a comprehensive treatment of empathy in therapy,
see Bohart and Greenberg (1997).
0/5000
as cognitively. When empathy is operating on all three levels—interpersonal,
cognitive, and affective—it is one of the most powerful tools therapists have at
their disposal” (pp. 463–464).
Active and sensitive listening was what Rogers (1970) did when he facilitated
a group: “I listen as carefully, accurately, and sensitively as I am able, to
each individual who expresses himself. Whether the utterance is superfi cial
or signifi cant, I listen” (p. 47). It is apparent that Rogers was listening to more
than the words; he also heard the meaning behind both the verbal and the
nonverbal content. In this regard he was concerned with facilitating the truest
expression of the person’s subjective experience. Natalie Rogers has called
this “listening to the music as well as the words of the client”; it is hearing the
undercurrent of emotional statements (personal communication, September
10, 2005).
In a group context, the interpersonal and higher-order aspects of empathy
frequently result in bonding among the members and cohesion and alignment
in the group as a whole. According to Cain (2010), the potent aspect of empathy
that leads to change works this way: Empathy, particularly emotionally
focused empathy, helps clients (1) pay attention to and value their experiencing,
(2) process their experience both cognitively and bodily, (3) view old experiences
in new ways that promote shifts in perceptions of the self and one’s
view of the world, and (4) increase their confi dence in their perceptions and
judgment and their ability to make sound decisions and take action. In the
context of the safety of a group, members’ capacity for effective learning about
themselves and how they relate to others is gradually restored. For a scholarly
discussion of the role of empathy in the person-centered approach, see
Bozarth (1984); for an examination of empathy in and for the group as a whole,
see O’Hara (1997); and for a comprehensive treatment of empathy in therapy,
see Bohart and Greenberg (1997).
cognitive, and affective—it is one of the most powerful tools therapists have at
their disposal” (pp. 463–464).
Active and sensitive listening was what Rogers (1970) did when he facilitated
a group: “I listen as carefully, accurately, and sensitively as I am able, to
each individual who expresses himself. Whether the utterance is superfi cial
or signifi cant, I listen” (p. 47). It is apparent that Rogers was listening to more
than the words; he also heard the meaning behind both the verbal and the
nonverbal content. In this regard he was concerned with facilitating the truest
expression of the person’s subjective experience. Natalie Rogers has called
this “listening to the music as well as the words of the client”; it is hearing the
undercurrent of emotional statements (personal communication, September
10, 2005).
In a group context, the interpersonal and higher-order aspects of empathy
frequently result in bonding among the members and cohesion and alignment
in the group as a whole. According to Cain (2010), the potent aspect of empathy
that leads to change works this way: Empathy, particularly emotionally
focused empathy, helps clients (1) pay attention to and value their experiencing,
(2) process their experience both cognitively and bodily, (3) view old experiences
in new ways that promote shifts in perceptions of the self and one’s
view of the world, and (4) increase their confi dence in their perceptions and
judgment and their ability to make sound decisions and take action. In the
context of the safety of a group, members’ capacity for effective learning about
themselves and how they relate to others is gradually restored. For a scholarly
discussion of the role of empathy in the person-centered approach, see
Bozarth (1984); for an examination of empathy in and for the group as a whole,
see O’Hara (1997); and for a comprehensive treatment of empathy in therapy,
see Bohart and Greenberg (1997).
Sedang diterjemahkan, harap tunggu..
as cognitively. When empathy is operating on all three levels—interpersonal,
cognitive, and affective—it is one of the most powerful tools therapists have at
their disposal” (pp. 463–464).
Active and sensitive listening was what Rogers (1970) did when he facilitated
a group: “I listen as carefully, accurately, and sensitively as I am able, to
each individual who expresses himself. Whether the utterance is superfi cial
or signifi cant, I listen” (p. 47). It is apparent that Rogers was listening to more
than the words; he also heard the meaning behind both the verbal and the
nonverbal content. In this regard he was concerned with facilitating the truest
expression of the person’s subjective experience. Natalie Rogers has called
this “listening to the music as well as the words of the client”; it is hearing the
undercurrent of emotional statements (personal communication, September
10, 2005).
In a group context, the interpersonal and higher-order aspects of empathy
frequently result in bonding among the members and cohesion and alignment
in the group as a whole. According to Cain (2010), the potent aspect of empathy
that leads to change works this way: Empathy, particularly emotionally
focused empathy, helps clients (1) pay attention to and value their experiencing,
(2) process their experience both cognitively and bodily, (3) view old experiences
in new ways that promote shifts in perceptions of the self and one’s
view of the world, and (4) increase their confi dence in their perceptions and
judgment and their ability to make sound decisions and take action. In the
context of the safety of a group, members’ capacity for effective learning about
themselves and how they relate to others is gradually restored. For a scholarly
discussion of the role of empathy in the person-centered approach, see
Bozarth (1984); for an examination of empathy in and for the group as a whole,
see O’Hara (1997); and for a comprehensive treatment of empathy in therapy,
see Bohart and Greenberg (1997).
cognitive, and affective—it is one of the most powerful tools therapists have at
their disposal” (pp. 463–464).
Active and sensitive listening was what Rogers (1970) did when he facilitated
a group: “I listen as carefully, accurately, and sensitively as I am able, to
each individual who expresses himself. Whether the utterance is superfi cial
or signifi cant, I listen” (p. 47). It is apparent that Rogers was listening to more
than the words; he also heard the meaning behind both the verbal and the
nonverbal content. In this regard he was concerned with facilitating the truest
expression of the person’s subjective experience. Natalie Rogers has called
this “listening to the music as well as the words of the client”; it is hearing the
undercurrent of emotional statements (personal communication, September
10, 2005).
In a group context, the interpersonal and higher-order aspects of empathy
frequently result in bonding among the members and cohesion and alignment
in the group as a whole. According to Cain (2010), the potent aspect of empathy
that leads to change works this way: Empathy, particularly emotionally
focused empathy, helps clients (1) pay attention to and value their experiencing,
(2) process their experience both cognitively and bodily, (3) view old experiences
in new ways that promote shifts in perceptions of the self and one’s
view of the world, and (4) increase their confi dence in their perceptions and
judgment and their ability to make sound decisions and take action. In the
context of the safety of a group, members’ capacity for effective learning about
themselves and how they relate to others is gradually restored. For a scholarly
discussion of the role of empathy in the person-centered approach, see
Bozarth (1984); for an examination of empathy in and for the group as a whole,
see O’Hara (1997); and for a comprehensive treatment of empathy in therapy,
see Bohart and Greenberg (1997).
Sedang diterjemahkan, harap tunggu..
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- The Focus of Humanistic Psychology A num
- ya bisa saja itu terjadi
- Several authors (Greenberg & Rice, 1997;
- yang penting kamu ikhlas
- 3. Actualization, or growth, tendency. B
- Afiliasi baru yang terhormat,Saya senang
- Key ConceptsTRUST IN THE GROUP PROCESSRo
- Afiliasi baru yang terhormat,Saya senang
- THE THERAPEUTIC CONDITIONS FOR GROWTHThe
- Reply
- Como te llamas
- HISTORICAL BACKGROUNDRogers’s nondirecti
- Faithful
- 10.000.000.rupiah
- Que eso
- In the 1960s and 1970s Rogers did a grea
- According to Rogers (1986b), the necessa
- Soy mujere
- Miss dear
- hi do you think that semeone coulf fall
- Later the approach was characterized by
- 50 dollars
- is the result of an evolutionary process
- Saya pria
