What is the process of child development according to Rogers. Most of the symptoms described in the psychiatric literature can be seen as forms of incongruity.

It develops a certain system of concepts in which people can create and change their ideas about themselves, about their loved ones. In the same system, therapy is also deployed to help a person change himself and his relationships with others. As with other representatives, the idea of ​​the value and uniqueness of the human person is central to Rogers. He believed that the experience that a person has in the process of life and which he calls the "phenomenal field" is unique and individual. This world, created by man, may or may not coincide with reality, since not all objects included in the environment are perceived by the subject. The degree of identity of this field of reality Rogers called congruence. A high degree of congruence means that what a person communicates to others, what is happening around, and what he is aware of in what is happening, more or less coincide with each other. A violation of congruence leads to the fact that a person is either not aware of reality, or does not express what he really wants to do or what he thinks. This leads to an increase in tension, anxiety and, ultimately, to neurotic personality.

A departure from one's individuality, a rejection of self-actualization, which Rogers, like him, considered one of the most important needs of the individual, also leads to neuroticism. Developing the foundations of his therapy, the scientist combines in it the idea of ​​congruence with self-actualization, since their violation leads to deviations in personality development.

Rogers's theory of personality in the structure of the I comes to the conclusion that the inner essence of a person, his selfhood is expressed in, which is a reflection of the true essence of this personality, his I. In young children, this self-esteem is unconscious, it is rather self-awareness, not self-esteem. Nevertheless, already at an early age, it guides a person's behavior, helping to understand and select from the environment what is inherent in this particular individual - interests, profession, communication with certain people, etc. At an older age, children begin to realize themselves, their aspirations, and build their lives in accordance with a conscious self-assessment. In the event that behavior is built precisely on the basis of self-esteem, this behavior expresses the true essence of the individual, his abilities and skills, and therefore brings the greatest success to a person. The results of his activity give him satisfaction, increase his status in the eyes of others, and such a person does not need to repress his experience into the unconscious, since his opinion of himself, the opinion of others about him and his real self correspond to each other, leading to complete congruence.

Rogers' ideas about what the true relationship between a child and an adult should be formed the basis for the works of the famous scientist B. Spock, who wrote in his books how parents should take care of children without violating their true self-esteem and helping them.

However, parents, according to both scientists, do not often follow these rules and do not listen to their child. Therefore, already in early childhood, a child can be alienated from his true self-esteem, from his self. Most often this happens under the pressure of adults who have their own idea of ​​the child, his abilities and purpose. They impose their assessment on the child, striving for him to accept it and make it his self-assessment. Some children begin to protest against the actions, interests and ideas imposed on them, coming into conflict with others, negativism and. The desire to defend oneself at all costs, to overcome the pressure of adults can also violate true self-esteem, since in his negativism the child begins to protest against everything that comes from an adult, even if this corresponds to his true interests. Naturally, such a path of development cannot be positive and the intervention of a psychotherapist is necessary in order to establish communication between the child and others.

However, most often, Rogers notes, children do not even try to confront their parents, agreeing with their opinion of themselves. This is because the child needs caress and acceptance from an adult. He called this desire to earn the love and affection of others the “value condition”, which in its extreme manifestation sounds like a desire to be loved and respected by everyone with whom a person comes into contact. The "condition of value" becomes a serious obstacle to personal growth, as it interferes with the realization of a person's true self, his true vocation, replacing it with an image that is pleasing to others. However, the problem is not only that, trying to earn the love of others, a person renounces himself, from his self-actualization, but also that when carrying out activities imposed by others and not corresponding to the true, although not realized at the moment, desires and abilities , a person cannot be completely successful, no matter how hard he tries and no matter how he convinces himself that this activity is his true calling. The need to constantly ignore the signals of one's own insolvency or lack of success that come to the subject from the outside world is associated with the fear of changing one's self-esteem, to which a person is accustomed and which he already considers really his own. This leads to the fact that he displaces both his aspirations, and his fears, and the opinions of others into the unconscious, alienating his experience from. At the same time, a very limited and rigid scheme of the surrounding world and oneself is built, which does not correspond much to reality. This inadequacy, although not realized, causes tension in a person, leading to neurosis. The task of the psychotherapist, together with the subject, is to destroy this scheme, to help the person realize his Self and rebuild his communication with others. Research conducted by Rogers proved that a successful person, his satisfaction with work and with himself have a direct correlation with the level of his self-consciousness. And this relationship is more significant for the normal development of the individual than the attitude of parents to their attachment or alienation from him, the social status of the family and its environment.

At the same time, Rogers insisted that self-assessment should be not only adequate, but also flexible, i.e. it should change depending on the environment. He said that self-esteem is a connected image, a gestalt, which is constantly in the process of formation and changes, restructures when the situation changes. This constant change, selectivity in relation to the environment and a creative approach to it in the selection of facts and situations for awareness, which Rogers writes about, proves the connection of his theory not only with the views of Maslow, but also with the concept of Gestalt psychology and the idea of ​​a creative self that influenced many theories. personalities created in the second half of the 20th century. At the same time, Rogers not only talks about the influence of experience on self-esteem, but also emphasizes the need for a person to be open to new experience. Unlike most other concepts that insist on the value of the future () or the influence of the past ( , ), Rogers emphasizes the importance of the present, saying that people must learn to live in the present, to recognize and appreciate every moment of their lives, finding something in it. something beautiful and significant. Only then will life reveal itself in its true meaning, and only then can one speak of the full realization or, as Rogers said, the full functioning of the personality.

Rogers' discoveries are associated not only with a new look at self-actualization and self-esteem of a person, but also with his approach to. He proceeded from the fact that the psychotherapist should not impose his opinion on the patient, but should lead him to the right decision, which the patient makes on his own. In the process of therapy, the patient learns to trust himself, his intuition, his feelings and impulses more. He begins to understand himself better, and then others. As a result, that "enlightenment" occurs, which helps to rebuild one's self-esteem, "restructure the gestalt", as Rogers said after Wertheimer and Koehler. This increases congruence and enables a person to accept himself and others, improves his communication with them, reduces anxiety and stress. This therapy takes place as a meeting of a therapist with a client or, in group therapy, as a meeting of several clients and a therapist. This approach allowed Rogers to create the so-called encounter groups, or meeting groups, which are one of the most common technologies for psychotherapy and education today.

Carl Rogers(1902 - 1987) Born into a Protestant family, engaged in introspection, American psychologist, one of the founders of the humanistic approach.Personality - an organized, long-term, subjectively perceived entity that is the core of our experiences.

STRUCTURE OF PERSONALITY (C. ROGERS): ORGANISM:

Reacts to the environment as it is given to him in experience and perception (a person reacts not to some absolute reality, but to his own perception of this reality); reacts to a certain phenomenal field as an organized whole; moves towards greater independence and responsibility, towards self-government, self-regulation and autonomy.

I-CONCEPT:

Over time, a part of a person’s personal world that is realized and formalized into a separate structure; a symbolized part of the experience that arose as a result of the fact that some feelings about oneself were designated and isolated in a separate formation; the developed part of the self when interacting with other people who matter and treat them as separate selves.

Phenomena and patterns of personal dynamics - functioning according to K. ROGERS:"In a psychological sense, reality is a person's personal world of perceptions."

Human behavior can be understood not from the standpoint of an objective observer, but from the standpoint of the personality itself, its subjective perception and cognition of reality;

A person determines his own destiny, is free to choose and make a decision;

People are naturally kind and strive for perfection.

Characteristics of the self-concept according to K. Rogers:

Content area, i.e. those areas that are reflected in the self-concept (physical, social, sexual, feelings and emotions, tastes and preferences, professional interests, leisure, values ​​and moral traits);

The structure or type of connections between the individual parts of the self-concept and the nature of relations with the environment;

Congruence-incongruence, i.e. the presence of correspondence / inconsistency of the Self-concept with the real experiences of people;

Protection, or power, which protects against assessments that do not correspond to the Self-concept;

Tension, i.e. the state that arises due to a fixed defensive position;

The level of self-respect, or the ability to accept oneself in all the diversity of one's features;

Reality, or the ability to evaluate oneself based on actual incoming information.

The goal of Rogers' person-centered psychotherapy: The achievement by a person of the state of a fully functioning personality, which is expressed through the development of such qualities as openness to experiences and experience, rationality and lack of desire for self-defense, involvement in the existential process of life, taking responsibility, creative attitude towards life, acceptance of other people as unique individuals, high self-esteem, open and free response based on direct experience of events. The main conditions for a person-centered approach are empathy, congruence and unconditional positive acceptance of the client. The main principles of Rogers' person-centered psychotherapy:

Only relevant information about the client is used, past experience (unlike psychoanalysis) is not given special significance;

Necessary attributes of psychoanalysis (for example, a couch) are rejected, because they interfere with rapprochement and the establishment of empathy. Interaction is carried out "face to face";

Interpretations, assessments and advice are missing;

In addition to an unconditional positive attitude towards the client, negative emotions are also allowed later;

Independence, autonomy of the client from the therapist;

The result should be an expansion of consciousness due to the reintegration (restoration) of those aspects of the Self that were disconnected;

The importance of values ​​and ideals in psychotherapy is emphasized.

Function, purpose of personality according to K. Rogers (motivation; mental health and maturity):Human purpose- to self-realize the subjectively perceived essence, which is the core of our experiences, which is inherent in every person from birth, contrary to upbringing and the norms established by society, which force a person to forget about his own feelings and needs and accept the values ​​​​imposed by others. The most important need for self-realization is inherent in every person from birth, but the upbringing and norms established by society force him to forget about his own feelings and needs and accept the values ​​imposed by others.

©2015-2019 site
All rights belong to their authors. This site does not claim authorship, but provides free use.
Page creation date: 2017-04-03

THE RUSSIAN FEDERATION

MINISTRY OF EDUCATION AND SCIENCE FSBEI HPE "TYUMEN STATE UNIVERSITY"

INSTITUTE OF DISTANCE EDUCATION

"Psychology"

Test

By discipline: "Theories of personality"

On the topic: Self-concept and its components in the theory of K. Rogers

Introduction

Rogers' view of human nature

Short biography of C. Rogers

The guiding motive in life: the trend of actualization

Phenomenological position of K. Rogers

Self-concept of K. Rogers, its development and features

Conclusion

Bibliography

Introduction

As a scientific concept, the self-concept came into use in specialized literature relatively recently, perhaps because in the literature, both domestic and foreign, there is no single interpretation of it; closest in meaning to it is self-consciousness.

But I-concept?? the concept is less neutral, including the evaluative aspect of self-consciousness. This is a dynamic system of a person's ideas about himself, which includes both the actual awareness of his physical, intellectual and other qualities, and self-esteem, as well as the subjective perception of external factors affecting this person.

The self-concept arises in a person in the process of social interaction as an inevitable and always unique result of mental development, as a relatively stable and at the same time mental acquisition subject to internal changes and fluctuations.

It leaves an indelible imprint on all life manifestations of a person?? from childhood to old age. The initial dependence of the self-concept on external influences is indisputable, but in the future it plays an independent role in the life of every person.

In this control work, we will dwell on the phenomenon of self-concept, consider its essence, structure, principles and mechanisms of formation. The theoretical basis for us will be the works of K. Rogers.

In short, the essence of K. Rogers's views on the I-concept is as follows: the personal "I" is an internal mechanism that is created by reflexive thought on the basis of stimulus.

Already at the initial stage of its formation, evaluative and affective attitudes are grouped around it, giving it the quality of "good" or "bad".

The internalization of these evaluative moments is carried out under the influence of culture, other people, and also oneself.

1. Rogers' view of human nature

K. Rogers's point of view on human nature was formed in the same way as Freud's, based on his personal experience of working with people with emotional disorders. He acknowledged that the main impetus for his ideas came from an interest in people who needed professional help: “From relationships with these people, from hours spent with them, I gathered most of my insights about the meaning of therapy, about the dynamics of interpersonal relationships, about the structure and functioning of personalities."

As a result of his clinical observations, K. Rogers came to the conclusion that the innermost essence of human nature, focused on moving forward towards certain goals, is constructive, realistic and highly trustworthy. He considered man to be an active being, focused on distant goals and capable of leading himself towards them, and not a creature torn apart by forces beyond his control.

Rogers argued that Christianity cultivated the notion that people are inherently evil and sinful. He also argued that this negative view of humanity was further reinforced by Freud, who painted a portrait of a person who can manifest himself in incest, murder, theft, sexual violence and other horrific acts. According to this view, people are fundamentally irrational, unsocialized, selfish and destructive towards themselves and others. Rogers admitted that people sometimes have angry and destructive feelings, anomalous impulses, and moments when they behave not in accordance with their true inner nature.

When people are fully functioning, when nothing prevents them from expressing their inner nature, they appear as positive and intelligent creatures who sincerely want to live in harmony with themselves and with others. Realizing that such a view of human nature can be considered nothing more than naive optimism, Rogers noticed that his conclusions were based on almost thirty years of experience as a psychotherapist. He stated: “I do not adhere to the point of view of Polyanna on the nature of man. I understand that since a person is inherently fearful and defenseless, he can and does behave in an unacceptably cruel, terribly destructive, immature, regressive, antisocial and harmful way. Yet one of the impressive and encouraging experiences for me is to work with such people and discover very positive tendencies that exist in them very deeply, as in all of us.

2. Brief biography of K. Rogers

Carl Rogers was born in Oak Park, Illinois, a suburb of Chicago. His parents adhered to strict religious views, which, as Rogers himself noted, constantly weighed heavily on him in childhood and adolescence. He was forced to live according to the rules prescribed by his parents, suppressing any, the smallest manifestation of emotions. He reported that it was these constant restrictions that gave rise to a feeling of protest in him, although it took quite a long time to wait until it resulted in something. Young Karl grew up as a closed child, reading occupied a large place in his life. Constant loneliness taught him to rely more on himself, but for a long time he could not get rid of his dependence on the beliefs of his parents.

When Rogers was 12 years old, the family moved to a farm, and the boy showed a strong attraction to nature. He read a lot about various agricultural experiments and had a good idea of ​​​​what a scientific approach to reality is. Although his intellectual interests were determined, his emotional life was in complete disarray. “During that period, ?? he wrote, I was constantly visited by bizarre fantasies, and, most likely, any psychiatrist would define them as schizoid. But, fortunately, I did not meet with psychiatrists at that time.

It was only at the age of 22, when he joined the Christian Student Association in China, that he managed to completely get rid of dependence on the fundamentalist views of his parents and adopt a more liberal philosophy of life. He came to the conclusion that a person should rely more on his own understanding of the situation, and not on the opinions of others. He also realized that each person should consciously and actively work on their own improvement. These ideas formed the basis of his theory of personality.

Rogers received his degree in clinical and educational psychology in 1931 from the Teachers College at Columbia University. For the next nine years, he worked for the Society for the Prevention of Abuse of Children, working with juvenile delinquents and disadvantaged children. In 1940 he began his academic career. Rogers has taught at the universities of Ohio, Wisconsin, and the University of Chicago. It was during these years that his theory and method of psychotherapy was born.

Carl Rogers is best known for his popular method in psychotherapy called person-centered therapy. Rogers' concept, like Maslow's theory, is based on the dominance of one main motivating factor. True, unlike Maslow, who based his conclusions on the study of emotionally balanced, healthy people, Rogers was based mainly on experience in a psychological consulting room.

Person-centered therapy?? The approach to psychotherapy developed by Carl Rogers differs from other theories primarily in that the responsibility for the changes that occur lies not with the therapist, but with the client himself. The very name of the method quite clearly reflects his view of the nature and tasks of humanistic psychology. Placing the main responsibility for the changes that occur during treatment not on the therapist, but on the client (as was the case in orthodox psychoanalysis), Rogers thereby expresses the view that a person, thanks to his mind, is able to independently change the nature of his behavior, replacing undesirable actions. and deeds most desirable. In his opinion, “we are not at all doomed to be forever dominated by the unconscious or our own childhood experiences. The personality of a person is determined by the present, it is formed under the influence of our conscious assessments of what is happening.

3. Guiding motive in life: the trend of actualization

The main motive of human activity is the desire for self-actualization. Although this desire is innate, its development can be facilitated (or, on the contrary, hindered) by childhood experiences and moralizing. Rogers emphasized the importance of the mother-child relationship, as it significantly affects the growth of the child's self-awareness. If the mother adequately satisfies the child's needs for love and affection?? Rogers called it positive attention, ?? then the child is much more likely to grow up healthy in a psychological sense. If the mother makes manifestations of love dependent on the good or bad behavior of the child (conditionally positive attention in Rogers' terminology), then such an approach is likely to be internalized in the child's psyche, and the latter will feel worthy of attention and love only in certain situations. In this case, the child will try to avoid situations and actions that cause disapproval of the mother. As a result, the personality of the child will not receive full development. He will not be able to fully manifest all aspects of his "I", because some of them are rejected by the mother.

Thus, the first and indispensable condition for the healthy development of the personality is unconditional positive attention to the child. The mother must show her love for the child and his full acceptance, regardless of one or another of his behavior, especially in early childhood. Only in this case, the personality of the child develops fully, and is not made dependent on certain external conditions. This is the only way that allows a person to eventually achieve self-actualization. Self-actualization is the highest level of a person's mental health.

Rogers' concept is very similar to Maslow's concept of self-actualization. The differences between these two authors relate to a different understanding of the mental health of the individual. For Rogers, mental health, or full disclosure of personality, is characterized by the following traits:

openness to experience of any type;

the intention to live a full life at any moment of life;

the ability to listen more to one's own instincts and intuition than to the mind and opinions of others;

feeling of freedom in thoughts and actions;

high level of creativity.

Rogers describes the person who has reached the fullest disclosure, more as actualizing than already actualizing, emphasizing the procedural, ongoing nature of this action. He strongly emphasizes the constant growth of a person, which is already reflected in the very title of his most famous book, "Becoming a Personality."

4. Phenomenological theory of K. Rogers

Rogers' theory demonstrates a phenomenological approach to personality. This approach is considered real for an individual, in that it exists in his internal coordinate system, in the subjective world of a person, therefore, subjective perception and experience is the basis for human actions. Psychic reality of phenomena, according to the phenomenological approach?? is solely a function of how they are perceived by people. Human feelings are not a direct reflection of reality, indeed reality is one that is observed and interpreted by the reacting organism, that is, each person interprets reality in accordance with her subjective perception and her inner world is fully accessible only to herself. Speaking of predicting human behavior, Rogers emphasized that a person acts according to his perceptions of what is happening at the moment.

Denying Skinner about behavior as an organism's reaction to a stimulus, he believed that it was rather an interpretation of a situation that affects human behavior. Based on this, Rogers notes that no one has the right to believe that his sense of reality is more correct than that of someone else, he has no right to oppose his reality to the reality of others. When asked what makes a person act hostile, Rogers answers ?? he views the environment as a dangerous place, believes that he is not loved and cannot be loved, unlike Freud, who would say that this is the result of negative experience that has been preserved since childhood. He believed that personality should not be studied in the context of the past-present , but vice versa? present-future, argued that a person can be understood only when one addresses a person as a whole, i.e. as an integrated organism.

5. Self-concept of K. Rogers, its development and features

From the foregoing, we can conclude that the self-concept is central to Rogers' approach, which is why some scholars refer to Rogers' theory as "self-theory."

He builds his theory in terms of the self, because it was his clients who helped him come to this understanding. With their help, he realized that the self is a significant element in the human experience, and the patient's goal was to reach his "real essence". Self or "I-concept"?? concepts are interchangeable in Rogers. He gives such a definition of self?? an organized, coherent conceptual gestalt formed from perceptions of "I" or "me" and perceptions of the relationship of "I" or "me" with other people or aspects of life, and the values ​​associated with these perceptions. It is a gestalt that is available to awareness, though not necessarily conscious.

Thus, I"?? it is a differentiated part of the phenomenal field, or field of human perception. It is a concept of how a person imagines himself in relation to the various roles he plays in life. Therefore, the self-concept can include a certain set of images of "I"?? father, husband, student, athlete, etc. In other words, this is a set of perceptions that reflects the many specific roles that a person plays in different life contexts. "I"?? this is what we would like to be, therefore one of the components of the “I” is the “I-ideal”, that is, the “I” that a person most appreciates and strives for.

Unlike Freud, Adler, Erickson, Rogers did not develop the stages of development of the "I". He only emphasized that the assessment of the individual by other people, especially in infancy and early childhood, contributes to the development of a negative or positive self-image. The baby is not aware of himself as a separate being, there is only a holistic, all-embracing undifferentiated phenomenal field. However, as a result of the general tendency towards differentiation, which is part of the process of actualization, the child gradually begins to distinguish himself from others. It is this process of differentiation of the phenomenal field into one that begins to be recognized and felt as a separate object that explains the emergence of the self-concept in Rogers' theory. In the future, the structure of the "I" is formed through interaction with others, especially with significant persons (parents, etc.). The more the child becomes socially receptive and the more his cognitive and perceptive abilities develop, the more his self-concept develops and differentiates, that is, it is a product of the process of socialization.

Conditions for the development of "I-concept".

Need for positive attention?? it is a universal need that develops as a person's awareness of his "I". For the first time, it manifests itself as the baby's need for love and care, later it is expressed in the emergence of a feeling of pleasure in a person when he is approved, supported by others. When a person feels that they are dissatisfied, frustration arises?? one of the forms of psychological stress, the mental state of a person resulting from the lack of satisfaction of needs or the experience of failure.

Rogers believes that the child will sacrifice everything, even the organismic evaluation process (the search for positive experiences that positively affect his development) in order to satisfy the need for positive attention (for example, when parents tell a child to behave well, otherwise they will not love him, he will listen to his parents, even if he does not share their views, and will deprive himself of the opportunity to know how he would feel if he said a bad word, or put a frog in his sister's bed, or stole a toy from a comrade). Rogers considers this situation as a state of inconsistency between "I" and experience, which is a serious obstacle to achieving psychological maturity.

Need for positive self-care? the need to positively regard oneself appears when comparing one's experiences with the satisfaction or dissatisfaction of the need for positive attention. The development of positive attention to oneself ensures that a person will strive to act in such a way that both others and himself speak positively about his act.

Rogers identified two types of positive attention:

unconditional positive attention this is when a person is accepted and respected as he is, without trying to correct him, change him. In the case of negative behavior of the child, you should say that if you behave badly, we will not stop loving you, but your behavior will upset us. This attitude towards the child provides the basis for his development as a fully functioning adult;

conditional positive attention, or conditional values ​​that are formed as a result of positive attention and harm the development of the child, because they orient the child in his development to others, and not to himself. Does the child remember the words of an adult well? he is loved only when he is what others want him to be. Therefore, in his behavior, he is guided by the opinions of others, since only under these conditions is the satisfaction of the need for positive attention. Such conditional positive attention from others leads to the fact that a person in one situation feels his value, and in another?? no. Conditional values ​​in relation to the child harm the process of becoming a complete person, as he seeks to meet the standards of others, and not determine for himself who he wants to be. This process leads to a self-concept that is completely inconsistent with organismic experience and is not the basis for the development of a healthy personality.

Experiencing the threat and the process of protection.

Rogers argued that a person's behavior is consistent with his self-concept. The threat exists when a person becomes aware of a discrepancy between the self-concept (and its associated value conditions) and any aspect of the actual experience. Experiences that do not correspond to the self-concept are perceived as a threat. They are not allowed to be realized, because then the personality of the individual will form a single whole (example: if a person considers himself honest, but performs a dishonest act, he will be afraid). The reaction to the inconsistency of the self-concept is usually tension, guilt, insecurity, etc.

The discrepancy between "I" and experiences is not always perceived consciously. Quite often, a person feels threatened without realizing it. In this case, the reaction to the threat will be anxiety?? the emotional reaction to the threat signals that the organized self-structure is in danger of being disorganized.

An anxious person is a person who is vaguely, vaguely aware that the recognition or symbolization of certain experiences will lead to radical changes in her current form of "I", that is, for his "I" there is a threat, followed by a defensive reaction, the main goal of which?? protect the integrity of the self-structure.

Protection mechanisms:

distortion of perception, or rationalization?? experience is perceived by consciousness, but its true meaning remains unclear;

objections?? is much less common than distortion, a person retains the integrity of his structure, completely moving away from the awareness of threatening experiences, therefore denial can lead to paranoia, delirium and other mental illnesses.

In cases where there is a significant discrepancy between the "I" and experiences, then the protection of the "I" may be ineffective. In such a defenseless state, the self-concept is destroyed, personality disorders and psychopathology appear. The behavior of people seems to others strange, illogical, unreasonable.

Behavioral disorders Rogers considered the result of a mismatch between the "I" and experiences, irrational or self-destructive behavior associated with psychosis. The greater the discrepancy between the "I" and experiences, the stronger the psychological maladjustment.

Rogers established five personality characteristics of fully functioning people:

openness to experiences: they are able to listen to themselves, feel the whole sphere of visceral, sensory, emotional and cognitive experiences, without trying to suppress them;

existential lifestyle?? live fully and richly in every minute of existence;

organic trust? the ability of a person to take into account their internal feelings and consider them as the basis for choosing behavior. Rogers wrote about this: "The inner feeling like 'I'm doing the right thing' is meaningful and trustworthy as a guide to really good behavior";

empirical freedom?? a person can live freely and do as he wants, without restrictions and prohibitions. Subjective freedom?? a sense of personal power, the ability to make choices and manage oneself. At the same time, Rogers did not deny that human behavior is influenced by hereditary factors, social forces and past experience, which determine the choice made. Empirical freedom?? it is something that relates to inner sensations. A person is guided by a sense of responsibility for his actions and consequences;

creativity?? the property of a person to live constructively and adaptively in his culture and at the same time satisfy his own deep needs. Creative products and a creative lifestyle appear when a person lives a good life. However, this does not mean that such people should be conformists. Their connection with society can be expressed as follows: they are members of society and its products, but not its captives.

Conclusion

rogers biography concept

The formation of the self-concept is formed on the basis of the individual characteristics of the individual, as well as under the influence of the mechanism of mutual communication. But at first, almost any social contacts have a formative effect on him. However, from the moment of its inception, the self-concept itself becomes an active principle, an important factor in the interpretation of experience. Thus, the self-concept plays essentially a threefold role: it contributes to the achievement of internal coherence of the personality, determines the interpretation of experience, and is the source of expectations.

Rogers considered his method to be universal, that is, applicable and effective in working with a wide variety of types of clients?? both for groups (training classes, labor collectives) and for individual work (schoolchildren, parents, veterans), for people of different cultures, activities, religious views. In particular, the method is applicable for conflict resolution?? both intrapersonal and interpersonal and intergroup.

Client Centered Therapy Rogers is able to solve a wide range of practical problems faced by clients: professional problems, marital problems, psychosomatic disorders, etc.

Over the past years, therapists have watched the examination succeed with individual clients, with deeper and deeper durations, ever deeper affecting and transforming the very organization of the personality.

Returning to the statistics, we can add the data cited by the author: “If ten years ago a consultant using a non-directive approach, on average, conducted 5-6 examinations with each client (very rarely 15), today, thanks to a client-centered approach?? 15-20 interviews (occasionally the figure reaches 100).

This happened, according to Rogers, thanks to the increased skill of the consultant.

Bibliography

1.Burns R. Development of I - concepts and education. - M.: Progress, 1986. - 420 p.

2.Burns R. What is I - the concept // Psychology of self-consciousness: Khrest. / Ed. D.Ya. Raygorodsky. - Samara: Bahrakh-M, 2003. - S.333-393.

.Kon I.S. In search of oneself: Personality and its self-consciousness. - M., 1984. - 335 p.

.Kon I.S. Opening "I". - M., 1978. - 367 p.

.Self-consciousness and protective mechanisms of personality / Ed. D.Ya. Raygorodsky. - Samara: Bahrakh-M, 2000. - 656 p.

.Self-consciousness as an object of psychodiagnostics // General Psychodiagnostics / Ed. A.A. Bodaleva, V.V. Stolin. - M.: Publishing House of Moscow. un-ta, 1987. - S.245-268.

.Spirkin A.G. Consciousness and self-awareness. - M., 1972.

.Stolin V.V. Self-consciousness of the individual. - M.: Publishing House of Moscow State University, 1983. - 284 p.

.Chesnokova I.I. The problem of self-consciousness in psychology. - M.: Nauka, 1977. - 142 p.

Carl Ransom Rogers is an American psychologist, one of the founders and leaders of humanistic psychology (along with Abraham Maslow). Rogers considered the “I-concept” as a fundamental component of the personality structure, which is formed in the process of interaction of the subject with the surrounding social environment and is an integral mechanism for self-regulation of his (the subject's) behavior. Rogers made a great contribution to the creation of non-directive psychotherapy, which he called "person-centered psychotherapy" (English person-centered psychotherapy). President of the American Psychological Association in 1947.

Biographical sketch
Carl Rogers, the fourth of six children, was born January 8, 1902 in Oak Park, Illinois, into a prosperous family of a strict Protestant, fundamentalist (fundamentalist). Rogers studied well, read a lot and with pleasure, loved to engage in introspection. He was not fond of sports or romps and had practically no friends.

“Everything that today I would call close interpersonal relationships was completely absent in that period.”

To shield the children from "the harmful influence of the city and the surrounding area," Rogers' parents moved to a farm near Glen Ellyn, Illinois, while he was in high school. Karl made brilliant academic progress and was seriously interested in science. The period of his study at the University of Wisconsin proved to be very useful and meaningful. From the second year he began to prepare himself for a spiritual career. The following year, 1922, he traveled to China to attend the conference of the World Student Christian Federation in Beijing, and then traveled to western China and other Asian countries to study the language. The trip softened his fundamentalist religious attitudes and provided the first opportunity for self-reliance.

“After this journey, my value system was formed, and my goals and philosophy became quite definite and different from the views that my parents held and which I previously held.”

In 1924 he married Helen Elliott, whom he had known since high school. Both families objected to Rogers returning to school after his marriage. They hoped that he would look for work instead. But Rogers was determined to continue his education. The couple moved to New York, where Rogers entered graduate school at the Theological Seminary. He later decided to graduate in psychology at Columbia University College of Education. He was helped in part to make this choice by a student seminar, where he had the opportunity to test his growing doubts about religious obligations. Subsequently, while taking a course in psychology, he was pleasantly surprised to discover that a person interested in counseling can earn money by working with people who need help, and not depend on the church. He started in Rochester, New York, at a child care center. Rogers worked with children who were referred to him by various social organizations.

“I was not associated with any university, no one stood behind me and did not make claims about my methods of work ... Organizations did not care how I work, they only hoped that there would be at least some benefit from me” .

While he was in Rochester, from 1928 to 1939, his understanding of the process of psychotherapy changed. Ultimately, he changed from a formal, direct approach to what he would later call client-centered therapy.

“It began to occur to me that instead of demonstrating my learning and erudition, I should rely on the patient, let him direct the process of therapy himself.”

In Rochester, Rogers wrote The Clinical Treatment of the Problem Child (1939). The book was well received and he became a professor at Ohio University. On this occasion, Rogers said that by taking on a high position, he was able to avoid the pressure that scientists who stand at the bottom rungs of the academic ladder are subjected to, pressure that stifles innovation and creativity. While in Ohio, Rogers made the first tape recordings of therapy sessions. Recording therapy sessions was considered unthinkable, but since Rogers did not belong to a therapeutic society, he was able to conduct his research on his own.

The results of these studies and his teaching activities led Rogers to write an official work on the psychotherapeutic relationship, Counseling and Psychotherapy (1942). Despite the book's immediate and widespread success, its appearance was not noted in any of the major psychiatric and psychological publications. Moreover, while his classes were hugely popular with students, Rogers was "an outcast in his own department at Ohio State, had the smallest office, was forced to teach courses only during his spare hours, and had practically no like-minded people."

In 1945, the University of Chicago gave him the opportunity to organize his own psychotherapy center. Rogers was its director until 1957. He placed increasing emphasis on trust, which was reflected in the center's democratic decision-making policy. If patients can be trusted to make decisions about their own care, then staff can even more be trusted to make decisions about the environment in which they work.

In 1951, Rogers published Client-Centered Therapy, which contained his first therapeutic and personality theory. The book cited some studies that supported his conclusions. He proposed to consider in the process of treatment the main acting force of the patient, and not the psychotherapist. This new view of the psychotherapeutic relationship has come under considerable criticism because it differed sharply from the traditional one. The therapeutic process, where the treatment is managed by the patient, has called into question one of the main indisputable postulates, according to which the therapist knows everything, and the patient knows nothing. The significance of this approach in other areas is explained in detail by Rogers in On Becoming a Person (1961).

Rogers' experience in Chicago was extremely interesting and brought him great satisfaction. True, he also suffered a setback, which, ironically, had a positive effect on his professional views. Working with an extremely difficult patient, Rogers delved into her problems so much that he was forced to take a three-month vacation, as he was on the verge of a nervous breakdown. When he returned, he underwent treatment with one of his colleagues. After this incident, Rogers' relationship with clients became more free and direct.

Until his death in 1987, at the age of 85, Rogers remained at the forefront of personality studies. In the last ten years of his life, he applied his ideas to political situations and led successful symposiums on conflict resolution and citizen diplomacy in South Africa, Austria, and the former Soviet Union. At the end of his life, Rogers became interested in altered states of consciousness, the so-called "inner space - the sphere of psychological forces and mental capabilities of a person. He also became more open and emotional. He said of these changes: “I am now talking not just about psychotherapy, but about a point of view, a philosophy, an understanding of life, a path of existence, one of the goals of which is growth - of a person, a group, a society.”

Rogers' personality theory
Rogers' theory of personality is characterized by all the main provisions of Humanistic psychology, in the framework of which this theory was created. The tendency to self-actualization or the need of a person to realize his innate potentialities is considered as the main driving force of the functioning of the personality. One of the important features of Rogers' theory is phenomenological and holistic approaches. According to the first, the basis of personality is psychological reality, i.e. subjective experience, according to which reality is interpreted. According to the second, a person is an integrated whole, irreducible to separate parts of his personality.

The fundamental concept of Rogers theory is " I-concept", or " Self", defined as a gestalt, consisting of the perception of oneself and one's relationships with other people, as well as of the values ​​of "I". - ideal).Despite the fact that the "I" of a person is constantly changing as a result of experience, it always retains the qualities of a holistic gestalt, i.e. a person's idea of ​​himself remains relatively constant.

In the trend of self-actualization, a person's need for positive attention, both from other people and from himself, is very important. The need for positive attention from other people makes a person susceptible to the influence of social approval and disapproval. The need for a positive self-attitude is satisfied if a person finds his experience and behavior consistent with his self-concept.

In the development of personality, according to the theory of Rogers, the attitude towards the individual of significant people, primarily parents, is significant. If the child receives full acceptance and respect (unconditional positive attention) from significant others, then his emerging self-concept corresponds to all innate potentialities. But if the child is faced with acceptance of some and rejection of other forms of behavior, if positive attention is presented with a condition, for example: "I will love you if you are good" (conditioned positive attention), then his self-concept will not fully correspond to innate potential opportunities, but determined by society. The child will develop evaluative concepts about which of his actions and deeds are worthy of respect and acceptance, and which are not (conditions of value). In a situation where a person's behavior is assessed as unworthy, anxiety arises, which leads to a defensive repression from consciousness or a distortion of the discrepancy between real behavior and ideal patterns.

Depending on what kind of positive attention a person experienced during his life, this or that type of personality is formed. According to Rogers, there are two opposite types: " fully functioning person" and " ill-adjusted personality". The first type is an ideal person who has received unconditional positive attention. He is characterized by openness to experience (emotional depth and reflexivity), an existential lifestyle (flexibility, adaptability, spontaneity, inductive thinking), organismic trust (intuitive lifestyle, self-confidence, trust), experiential freedom (the subjective feeling of free will), and creativity (the propensity to create new and effective ideas and things).

The second type corresponds to the person who received the conditional positive attention. He has value conditions, his self-concept does not correspond to potential possibilities, his behavior is burdened with protective mechanisms. He lives according to a preconceived plan, not existentially, ignores his body rather than trusting it, feels controlled rather than free, more mediocre and conformal than creative.

The main forms of personality psychopathology are associated with violations of the self-concept. So, if a person's experiences do not agree with his I-concept, he feels anxiety, which is not completely eliminated by his psychological defenses, and a neurosis develops. With a strong discrepancy between the "I" and experiences, the defense may be ineffective and the I-concept is destroyed. In this case, psychotic disorders are observed. For psychological help with various personality disorders, Rogers developed a method of psychotherapy, known as " non-directive therapy" and " person centered therapy in which the key to constructive personality change is the relationship between therapist and client.

1931 - Measuring Personality Adjustment in Children Nine to Thirteen Years of Age
1939 - The Clinical Treatment of the Problem Child
1942 - Counseling and Psychotherapy: New Concepts in Practice /
1945 - Counseling with Returned Servicemen
1951 - Client-Centered Therapy: Its Current Practice, Implications and Theory /
1954 - Psychotherapy and Personality Change / Psychotherapy and Personality Change
1959 - A Theory of Therapy, Personality and Interpersonal Relationships as Developed in the Client-Centered Framework
1961 - On Becoming a Person: A Therapists View of Psychotherapy /
1967 - Therapeutic Relationship with Schizophrenics / Therapeutic relationship with patients with schizophrenia
1967 - Autobiography / Autobiography
1968 - Man and the Science of Man
1968 Person to Person: The Problem of Being Human
1969 - Freedom to Learn: A View of What Education Might Become
1970 - On Encounter Groups
1972 - Becoming Partners: Marriage and Its Alternatives /
1977 - Carl Rogers on Personal Power: Inner Strength and Its Revolutionary Impact

Creating his theory of personality, K. Rogers proceeded from the fact that every person has the desire and has the ability for personal self-improvement. Being a being endowed with consciousness, he determines for himself the meaning of life, its goals and values, is the highest expert and supreme judge. The central concept for Rogers's theory was the concept of "I", which includes representations, ideas, goals and values ​​through which a person characterizes himself and outlines the prospects for his own development. The main questions that each person poses and must solve are the following: Who am I? What can I do to become who I want to be?

The image of the “I”, which is formed as a result of personal life experience, in turn affects the perception of the world by this person, other people, and the assessments that a person gives to his own behavior. Self-concept can be positive, ambivalent (contradictory), negative. An individual with a positive self-concept sees the world differently than a person with an ambivalent or negative one. The self-concept, in turn, can incorrectly reflect reality, be fictional and distorted. What is not consistent with the self-concept of a person can be forced out of his consciousness, rejected, although in fact it may turn out to be true. The degree of a person's satisfaction with life, the measure of the fullness of his happiness directly depends on the extent to which his experience, his "real self" and "ideal self" are consistent with each other.

The concept of self-actualization of personality a. Maslow

The basic human need, according to the theory, is self-actualization. Striving for self-improvement and self-expression. The psychological characteristics of a self-actualizing personality, according to A. Maslow, include:

active perception of reality and the ability to navigate well in it;

accepting yourself and other people as they are;

immediacy in actions and spontaneity in expressing one's thoughts and feelings;

concentration of attention on what is happening outside, as opposed to focusing only on the inner world, concentration of consciousness on one's own feelings and experiences;

having a sense of humor;

developed creative abilities;

rejection of conventions, but without ostentatious ignoring them;

preoccupation with the well-being of other people, and not with ensuring only one's own happiness;

the ability to deeply understand life;

establishment with people around, although not with all, quite benevolent personal relationships;

the ability to look at life with open eyes, evaluate it impartially, from an objective point of view;

direct involvement in life with complete immersion in it, as children usually do;

preference in life for new, unbeaten and unsafe paths;

the ability to rely on one's experience, reason and feelings, and not on the opinions of other people, traditions or conventions, positions of authorities;

open and honest behavior in all situations;

readiness to become unpopular, to be condemned by the majority of surrounding people for unconventional views;

the ability to take responsibility, rather than avoid it;

application of maximum efforts to achieve the set

• the ability to notice and, if necessary, overcome the resistance of other people.

To the main question of his theory - what is self-actualization? - A. Maslow answers as follows: “Self-actualizing people, without exception, are all involved in some kind of business ... They are devoted to this business, it is something very valuable to them - this is a kind of vocation.” All people of this type strive for the realization of higher given values, which, as a rule, cannot be reduced to something even higher. These values ​​(among them - goodness, truth, decency, beauty, justice, perfection, etc.) act for them as vital needs. .Existence for a self-actualizing personality appears as a process of constant choice, as an incessant solution to the Hamletian problem of being or not to be. At every moment of life, a person has a choice: moving forward, overcoming obstacles that inevitably arise on the way to a lofty goal, or retreat, refusal to fight and surrender of positions. A self-actualizing personality always chooses to move forward, to overcome obstacles.

Self-actualization, at the same time, implies self-reliance, a person having an independent, independent opinion on the main life issues. This is a process of constant development and practical realization of its capabilities. It is "work in order to do well what a person wants to do." This is "the rejection of illusions, getting rid of false ideas about oneself."