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Carl Ransom Rogers was born in 1902 on Oak Park, Illinois. His father was trained as an
engineer at the University of Wisconsin. His mother was a homemaker. His earliest years were
spent in an upper-middle-class neighborhood in Oak Park (Kirschenbaum,1979). His family later
moved to a farm in nearby Glen Ellyn, Illinois,where Carl spent his later childhood and
adolescent years. His family was very religious.
Carl was a very bright young boy and kipped one year in school. He was an excellent
student in grade school and in high school (Kirschenbaum, 1979). He later attended the
University of Wisconsin at Madison and majored in agricultural studies. Before leaving
Wisconsin, he married a childhood playmate, Hellen Elliot. He subsequently enrolled at Union
Theological Seminary in New York, where he attended on scholarship. While in the seminary,
Rogers enrolled in education and psychology courses at nerby Columbia University, which
signitificantly influenced him. He later left in seminary, preferring to study at Columbia
University’s Teachers’ College ( in 1926), where he would take coursework in educational
psychology. He received his MA degree in 1928 and his PhD degree in 1931, both from
Columbia University. His doctoral dissertation was entitled, Measuring Personality Adjustment
in Children Nine to Thirteen Years of Age.
After attaining the PhD, Rogers remainded in New York working as a psychologist until
1940; he then accepted a position at the Ohio State University to be a Professor of Clinical
Psychology. At Ohio State University to be a Professor of Clinical Psychology. At Ohio State he
became thoroughly engrossed in the academic life, while maintaining a schedule that allowed
him to counsel students and supervise counselor trainees. Under the pressure of teaching , he felt
obligated to develop his own position on counseling, and in late 1940, he presented apaper at the
invitation of the University of Minnesota that he described as significant to the development of
Client Centered Therapy. The reaction to his paper inspired his first major work, Counseling and
Psycotherapy; Newer Concepts in Practice (Rogers, 1942), which today is viewed as a classic. In
1945 he moved to the University of Chicago, lured by an opportunity to develop a counseling
center. It was while he was teaching and counseling at the University of Chicago that Rogers
publish his book, Client Centered Therapy (Rogers,1951)which is foundational to his position on
human growth, understanding, and changi. His years at Chicago were very productive, and it was
there that he became widely recognized. However, as if driven by a “pioneering spirit “, Rogers
accept a position developed for him at the University of Wisconsin ( see the discussion of his
move in Kirschenbaum,1979). At Wisconsin, Rogers applied his theory to severely disturbed
psychotics. His time and work at WIconsin, which produced outcome studies with mixed
findings, proved to be a very personally stressful, primarily due to serious disagreements among
his colleagues (see Kirschenbaum, 1979; Gendlin, 1988). He later left the University for La
Jolla, California, where he remained until his death in 1987. In La Jolla, he was a fellow with the
Western Behavioral Sciences Institute.
Rogers received many distinguished awards in his lifetime. He was awarded the
American Psychological Association’s “Distinguished Scientific Contribution” award nominated
for a Nobel Peace Prize. He was Truly an outstanding theorectician and counselor, and his
impact upon the field of counseling and psychotherapy will be long-lasting.
In describing the foundational theory, the focus will be on Roger’s earliest expositions of
his theory. Roger’s Client-Centered Therapy, as originally conceived, was a therapy focusing on
the individual and upon the self. The “self” and the “self-concept”are are foundational constructs
that reflect Roger’s early ontology-the self as an identifiable aspect of individuality. (Although in
his later years, Rogers moved away from viewing the individual in structural terms, his thinking
never completely reconciled a structural concept of self with a process orientation in therapy)
Rogers (1951) defined the self-structure as follows:
Further, in describing the development of the self from childhood, Rogers stated: “The
child… begins to perceive himself as a psychological object, and one of the most basic elements
in the perceptions of himself as a person who is loved” (p.502). It isnoteworthy in these
quotations that the self is predominant as a personality construct. It is an organizing principe in
Roger’s theory of personality. It is a means of understanding his philosophy. The self is viewed
as an organized pattern of perception, yet Rogers stated that the self is also “fluid” to a degree. In
this way, the self is not immune to experience. It is not so structured that it is unalterable. Yet,
the self is more constant than perception. It provides continuity to the personality. As such, the
personality becomes amenable to counseling.
Roger’s exposition of the “necessary and sufficient conditions for therapeutic personality
change” in 1957 is perhaps the best summary of his foundational theory of change. Those six
coditions, paraphrased in the following, are useful for understanding both his theory of
personality and his ideas about therapy. In effects, the six conditions are; how the self is
positively affected in an interpersonal context. The six conditions are:
Counselor Role
One of the primary tasks of the counselor is to demonstrate the necessary and sufficient
conditions for therapeutic personality change.
Empathy basically is defined as the therapist’s ability to attend to and to live the feelings
and attitudes of the client. Essentially, the therapist should attempt to “feel” from the client’s
perspective, and althought it can never be known whether this has been accomplished, the fact
that the therapist expresses interest in such understanding is viewed as adequate for facilitating
change.
Genuineness and congruence are practically equivalent concept related to the therapist’s
role in the therapeutic relationship. Congruence, as stated earlier, relates to consistency between
the real and perceived selves. The therapist must have the ability to understand and to express his
or her own feeling in an open and unfettered way. The therapist must be aware of, and must not
deny, his or her real self during the therapeutic encounter. For example, Raskin and Rogers
(1989) addressed the issue of therapist fatigue as follows:
Accordingly, the therapist must be fully human in therapy, just as he or she expects the
client to be fully human. Ultimately, the therapist must be a model of “congruence” and open
communication.
Probably the clearest explanation by Rogers of the ideal outcome of therapy is contained
in his book, On Becoming a Person; A Therapist’s View of Psychotherapy (Rogers, 1961). In
that book, Rogers descries how a fully functioning person can emerge from therapy:
For the client, this optimal therapy would mean exploration of increasingly
strange and unknown and dangerous feeling in himself, the ecploration proving
possible only because he is gradually realizing that he is accepted
unconditionally. Thus he becomes acquainted with elements of the experience
which have is the past been denied to awareness as too threatening, too
damaging to the structure of the self. He finds himself experiencing these
feelings fully, completely, in the relationship, so that for the moment he is his
fear, or his anger, or his tenderness, or his strength. And as he lives these widely
varied feelings, in all their degrees of intensity, he discovers that he has
experienced himself, that he is all these feelings. He finds his behavior changing
in constructive fashion in accordance with his newly experienced self. He
approaches the realizing that he no longer needs to fear what experience may
hold, but can welcome it freely as part of his changing and developing self.
(p.185)
At first glance, Roger’s conception of full functioning appears very similar to Abraham
Maslow’s concept of “self-actualization” (Maslow,1954,1968,1971). About the same time
Rogers was developing his ideas related to personality change and therapy, Maslow was
developing his ideas related to personality development and motivation and Mashlow was
refining the concept of self-actualizing.
Self-actualizing is a concept that describes what Mashlow (1954) believed was a state of being:
the ultimate in human mental and emotional naturation. Self-actually as their basic or
foundational needs are met. In contrast to ideas such as Maslow’s, Rogers defined full
functioning as “ a process, not a state of being… it is a direction, not a destination” (p.186)
General Procedures
Case Management
The Client-Centered Therapist makes very effort to make the client comfortable. Sessions are
held at mutually agreed-upon times, and the therapist make every effort to accommodate the
client’s need and desires. This isn’t to say that the client dictates the mechanics of therapy, but
rather, the client’s position is respected.
Specialized Techniques
Beyond the more global methods used in therapy, such as empathy and unconditional
positive regard, specific techniques consistent with Client-Centered Therapy and exhibited by
Rogers in his therapy sessions are: