A D P C A

The Association for the Development of the Person Centered Approach.

Home      Articles       Becoming a member       Events       Journal       Links      Newsletter      Photos   Responsibilities  

e-mail us.                                                                                         Link to Renaissance (our newsletter)

LEARNERS GUIDE

CHALLENGES OF INDEPTH TRAINING IN THE PERSON-CENTERED APPROACH

Preparation of person-centered facilitators requires both theoretical and experiential learning over a period of time. This particular course of study places unusual and growthful demands on aspiring practitioners.

Theoretically, in addition to learning the principles of the approach, the challenge is to integrate a deep understanding and unwavering commitment to the actualizing tendency --the basic hypothesis of person-centeredness. Such a commitment takes time, study, reflection, and familiarity with the research. It means trusting others to be in charge of their own lives, letting go of control and expertise, and relying on the organismic wisdom of every person to discover the most positive direction in choosing her or his future. For most of us, that demands a reversal of the prevailing belief that, as helpers, we need to lead, guide or manipulate our clients, students, children, or other persons with whom we work.

Personally, the challenge looms even larger. The long-range goal for those who undertake the study of the person-centered approach is not simply to perform the attitudinal qualities of congruence, empathy and positive regard as though they are techniques, but rather to be, to live, to integrate those qualities into personal and professional presence. Such a goal requires intense experience, consistency, and time in an environment where shared ideals about growthful human interaction allow learners to risk new ways of being with others who incorporate the values of this approach.

Although we believe the challenges above constitute a lifetime search, we recommend three years as the appropriate amount of time to begin to bring the attitudinal values of the person-centered approach into authentic presence. The personal changes that participants experience in allowing the concept of the actualizing tendency to inform their work, and in enlarging their capacity for congruence, empathy and positive regard are the most highly esteemed part of the training, often cited by participants as transformational.

 COMPONENTS OF THE PROGRAM

Group Process:

Participation in residential, person-centered group experiences is the foundation for testing out the theory of the approach, for deepening personal awareness and congruence, and for enlarging the capacity for empathy and positive regard.

Each group is facilitated according to the principles of person-centeredness. In this process, we come to learn experientially that, in a climate of empathy, positive regard, and congruence, each person is better equipped than anybody else to choose their own direction. Trust in the actualizing tendency grows as a result of the group experience, and the temptation to guide, lead or manipulate the other diminishes. All participants have on-going opportunity to give to and receive feedback from peers and staff on psychological development, effectiveness of facilitative skills, and evidence of growing congruence and empathy. The strong sense of community and the authentic relationships that grow during these experiences are very compelling and enrich the learning of those who are interested in group facilitation with diverse populations.

Documentation of Group Process Learnings

Learners are asked to keep a journal documenting their learnings about self and the person-centered theory, and to write a synthesis paper after each one of the residential meetings. When the Indepth Learning Program is completed, these papers are expected to show not only the personal processes of learners, but also a clear theoretical understanding of how those processes have grown out of the applied principles of the person-centered approach. The papers are to be mailed to the Core Staff within three weeks after each experience is over.

Individualized Study:

Each learner designs an area of specialization according to the professional objectives stated in their application. That design, developed in consultation with Core Staff, will articulate learners' specific educational goals and plans to achieve them. Learners will be encouraged to choose a mentor from a list of eminently qualified Adjunct Faculty to work with them during the process of study, and on a Final Product demonstrating their grasp of the area of specialization. Hopefully that project will contribute new thinking to the field of study in which they engage. It can take the form of a research paper, an institutional design to address a problem/population in their field, a new course for students with whom they are working, or any other serious creative effort that demonstrates their learning.

The list of Adjunct Faculty who have agreed to work with learners includes: Jerold Bozarth, Barbara Brodley, Irene Fairhurst, Nat Raskin, Julius Seeman, Carol Wolter-Gustafson, John K. Wood.

Documentation of Individualized Study

The final creative product will serve as documentation that Indepth Learners have a strong grasp of person-centered theory, and the ability to adapt its principles professionally in new and creative ways. Commentary and valuation of the Final Product will be provided by the Adjunct Staff member and one of the Core Staff.

Supervision:

In order for learners to explore the implementation of person-centered principles in their work, they will participate in at least one practicum which reflects the integration of theory with practice in their professional field. Learners will choose a supervisor with experience in their field of work and in the person-centered approach. Together they will negotiate the number of hours they deem appropriate and the supervisor's fee. A list of supervisors with a solid grounding in the person-centered approach is enclosed. We are prepared to expand that list to coincide with learner professional and geographic needs.

The list of supervisors who have agreed to work with learners at present includes Jenny Biancardi, Armin Klein, Katherine Kennedy, Dana Mann, Barbara Mautner, Suzanne Spector.

Documentation of Supervised Practicum

Each practicum supervisor will submit a letter of valuation to the Core Staff. This letter will include learner strengths as well as identified areas that need further development.

 Program Costs:

Learners are asked to pay an annual fee of $250 to the Core Staff to cover the cost of:

evaluating and responding to synthesis papers

… assisting learner in designing area of specialization and identifying appropriate Adjunct and Supervisory staff

… providing final written evaluation of learner's Final Product and participation in total program

… Administering the overall program.

Additional costs that will be assumed by the learner are the following:

… Intensive Training fees including board, room and travel

… Adjunct Staff fees in area of specialization to be negotiated with faculty

… Supervision fees to be negotiated with selected Supervisor

… Insurance, if necessary, to implement projects in specialization

… All books, articles and supplies needed for required documentation with the exception

of those in our library collection.

Certificate

Upon successful completion of the program, each learner will be awarded a certificate documenting their in-depth study of the person-centered approach.

 TAKING UP THE CHALLENGE

If you are interested in this challenge, please write an application letter reflecting on:

… What is it about my life experience that attracts me to this program?

… What specific professional/personal goals do I hope to realize from this course of study?

… What particular plans do I intend to develop for my personal learning component and what do I visualize as my final product?

… What can I contribute to the residential communities that comprise a major part of the training, to person-centered theory or practice, and to my particular field of work?

… How would I like my life and work to look when I am finished with this

course of study?

Please send your request for more information about the program to either:

Peggy Natiello, Ph.D.

20 Cathedral Lane

Sedona AZ 86336

or

Curtis Graf, Ph.D.

P.O. Box 7275

Albuquerque NM 87194