Index to Volume 5. 1998.

(The primary links are standard web pages. If you prefer to open a PDF files click "PDF" after each link.)

Laura Jeanne Maher, Ph.D. State University of West Georgia

CARL ROGERS AND TRANSPERSONAL PSYCHOLOGY

CARL ROGERS AND TRANSPERSONAL PSYCHOLOGY. PDF

John Keith Wood. 13820 Jaguarieuna, Brazil

ABSTRACT. 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.

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."

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.

TOWARDS 'AFRICAN' EDUCATION

TOWARDS 'AFRICAN' EDUCATION. PDF

Brigitte Smit. University of Pretoria, South Africa

The South African education system is in a process of far reaching restructuring and comprehensive transformation. This educational change evolves as a dynamic and complex issue in education and may be threatening, particularly as it challenges the most deeply embedded assumptions. One such reform undertaking is the South African Schools Act, which was passed on 29 October 1996. Moreover, after extensive consultation, the 'Curriculum 2005' is to be implemented in 1998, introducing "a new curriculum to make kids want to learn, shifting the spotlight onto the learner" (Sunday Times, 30 March 1997). Despite the fact that the emphasis should become the focus, there is a great need to build professional capacity among teachers.

Theoretically, educational policy change may well be implemented through laws and new structures. However, a willing practical participation and a commitment from teachers is also required, considering that particularly on the personal level, teachers interpret, and act as filters, influence, .affect, mediate and relate to educational change, individually and collectively. Successful implementation of new education policies through programs, processes and innovation is a formidable task. The process of facilitation offers some opportunity for processing educational changes, supporting and encouraging teachers, as their meaning and responses impact on the tangible policy implementation.

CRITERIA FOR MAKING EMPATHIC

RESPONSES IN CLIENT CENTERED THERAPY

CRITERIA FOR MAKING EMPATHIC RESPONSES IN CLIENT CENTERED THERAPY. PDF

BARBARA TEMANER BRODLEY P.h.D. Illinois School of Professional Psychology

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" 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 non-directiveness 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 non-directive attitude in empathic interaction process as well as clarify the criteria for overt empathic responding in client centered therapy.

LIFE ENRICHMENT OF A PROFOUNDLY

RETARDED WOMAN:

AN APPLICATION OF PRE-THERAPY

LIFE ENRICHMENT OF A PROFOUNDLY RETARDED WOMAN: AN APPLICATION OF PRE-

THERAPY. PDF

Korey McWilliams & Garry Prouty. Chicago Counseling Center

Client centered therapy has traditionally neglected therapeutic work with mentally retarded clients. Rogers (1942)
believed such clients lacked the autonomy and introspective skills necessary for psychotherapy. Some scholars believed such a position by Rogers resulted in a profound inhibiting effect on the development of therapy and research for this population (Ruederich and Menolascino, 1984). Consequently, only a handful of European publications have appeared: Badelt of Germany (1990), Peters of The Netherlands (1981, 1986a, 1986b, 1992, 1996), and Poertner of Switzerland (1990, 1996a, 1996b)

REMEMBERING ELEANOR:

A DIFFERENT WAY OF CONTACT

REMEMBERING ELEANOR: A DIFFERENT WAY OF CONTACT. PDF

Jerold D. Bozarth. University of Georgia.

Forty years ago I was employed as a Psychiatric Rehabilitation Counselor in a State Mental Hospital. The primary clientele were individuals with chronic long term psychosis. I had no experience or supervision as a therapist or counselor, no formal group experience and had never heard of Carl Rogers. The job, however, consisted primarily of individual therapy with long term "psychotics". My role also included that of assisting individuals to undertake training, helping them to become employed and to live outside of the hospital. Most of my referrals were from patients and from ward attendants. Out of desperation and naiveté, I learned to depend upon these individuals for the direction of their lives. Out of our relationships with each other and from their own resources, many of the individuals were discharged from the hospital. Many were employed.

PERSON CENTERED TRAINING:

RESPONSE TO DAVE MEARNS

PERSON CENTERED TRAINING: RESPONSE TO DAVE MEARNS. PDF

Peggy Natiello, Ph.D.

In Vol 4, Issue I of this journal Dave Mearns says, "With the exception of the contribution of the Chicago Counseling Center, formal, qualifying training courses in client centered therapy have not been prevalent over the past 20 years in the USA". He also hopes "that this paper and further publications will stimulate the growth of person centered literature on training". I respond here to Dave's "hope" with alacrity and appreciation.

The invitation to dialogue with Dave and others who are currently engaged in training is important. In Mexico in 1982, Rogers gathered a number of us together and strongly urged us to share ideas, training developments and progress. I made some effort to do that to no avail. I appreciate Dave's nudge years later and hope it will breed more discussion. In addition, it gives me an opportunity to describe a training program that has existed in the United States since 1980 and whose success has been well documented in a research project done by an unbiased researcher.

A CASE FOR CLIENT-CENTERED

CAREER COUNSELING

A CASE FOR CLIENT-CENTERED CAREER COUNSELING. PDF

Jo Cohen, Paula Bickham & Ruth Hassan

Information services, trait factor and other directive, decision making models of career counseling are largely inconsistent with a client directed course of therapy. The highly reflective stance that is characteristic of client centered counseling eschews interacting with clients in a therapist focused, therapist locus manner. The failure to address more long standing and/or core client concerns is a problem in decision making and trait factor approaches. The failure of client-centered therapists to conduct and to publish on going programs of research on the effectiveness of their approach to specific populations contributes to making its usefulness suspect. The current article presents a summary of client centered career counseling literature. This is followed by a transcribed video tape demonstration and follow up dialogue. Finally, two commentaries on the interview are provided.

CORRECTION TO:

CARL ROGERS IN DIALOGUE WITH

MARTIN BUBER: A NEW ANALYSIS

CORRECTION TO: CARL ROGERS IN DIALOGUE WITH MARTIN BUBER: A NEW ANALYSIS. PDF

Kenneth N. Cissna & Rob Anderson

The article by Kenneth N. Cissna and Rob Anderson, “Carl Rogers in Dialogue with Martin Buber: A New Analysis,2 which appeared in the Fall, 1997 issue of The Person Centered Journal (volume 4, number 2, pages 4 13) was printed without most of the notes that accompanied it. The one note that was printed contained errors. The original essay, a book chapter that we reprinted, contained five end notes, to which the authors added two short footnotes for The Person-Centered Journal. The correct notes appear below. We first note the location of each missing note, quote briefly from the sentence in which the note appeared, and then produce the correct note.