PSB_84 Person-centered approach (C.R. Rogers)

Faculty of Arts
Autumn 2012
Extent and Intensity
0/2. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
PhDr. Beata Nour Mohammadi (lecturer), PhDr. Pavel Humpolíček, Ph.D. (deputy)
Guaranteed by
PhDr. Zdenka Stránská, Ph.D.
Department of Psychology – Faculty of Arts
Supplier department: Department of Psychology – Faculty of Arts
Timetable
each odd Wednesday 8:20–10:45 C51
Prerequisites (in Czech)
PSA_0SZ Comprehensive Examination
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 25 student(s).
Current registration and enrolment status: enrolled: 0/25, only registered: 0/25
fields of study / plans the course is directly associated with
Course objectives
After passing this course successfully the student can define and place CCT/PCA in the system of psychotherapy and describe basic distinctive features of humanistic psychotherapy.
They can name philosophical bases and ideological precursors in philosophy, pedagogy and psychology.
They can describe the influence of Carl Ransom Rogers’s personal and professional experience on the creation of the client-centred therapy and counselling and name his fundamental writings and their impact on psychoteraphy as a subject field.
They can list bases of the theory of fully functioning and disturbed personality, resulting from PCA psychotherapy experience, including basic concepts of actualizing tendency and self-actualization, locus of evaluation, conditions of worth and congruence of personality.
They can define three necessary and sufficient conditions of therapeutic personality change.
They can describe stages of therapeutic process and its facilitative and impeding factors.
They discern the importance of subjective nad emotional experience in a client and are able to express emphatic responsiveness on both superficial and deeper levels. They can describe the way to achieve deeper empathy in therapeutic process.
They know the facility and applicability of CCT in both “healthy“ persons and clients with ICD-10 diagnosis (International Clasiffication of Diseases).
The graduate can explain the importance of the application of all three necessary and sufficient conditions with respect to the development and personal growth, and is able to identify and discuss the lack of any of these conditions and any faults on the part of the therapist on demonstrated case sudies or examples. They can estimate the minimal benefit of the approach for each client. They can estimate the effectivity of the approach in individual diagnostic categories and consider the benefit of the approach for psychotherapy in general.
They can summarize the importance of the approach for psychotherapy in general and define the benefits of this approach for personal development and therapeutic facilities of the therapist himself.
They can evaluate both weak and strong aspects of PCA in comparison with other approaches, and can argue for and against on the basis of their own evaluation and understanding of the approach.
Syllabus
  • Part 1 - motivation – inquiry of expectations in therapy - effective factors in psychotherapy and effectivness of psychotherapies - humanistic psychotherapy, PCA philosophical bases and ideological precursors - from non-directive therapy via CCT to PCA - fundamentals of rogerian psychotherapy - the significance of therapeutic relation and the personality of therapist - the personality of Carl Ransom Rogers - the importance of his personal and professional development for the creation of CCT as an efficient approach rising from experience - the life of C.R.Rogers - his childhood and adolescence (including journey to China) - factors that impact on his scientific curiosity

  • Part 2 - the creation and development of PCA in relation with the development and personal and professional experience of its founder - university studies (agriculture, theology, psychology) - years of practise in Rochester, first work "Clinical Treatment of the Problem Child"(1939) - work at the university in Ohio, "Counselling and psychotherapy"(1942) - fruitful years in Chicago, "Client-centred Therapy"(1951), "Psychotherapy and personal Change"(1954) - 1957: "The necessary and sufficient conditions of personality change" - disillusion in Wisconsin, Wisconsin Project - "On Becoming a Person"(1961) as the culmination of his professional and personal pursuit - years in California - encounter group movement - from psychotherapy to application in other fields - more important works - last years and the issue of spiritual dimension

  • Part 3 - introduction to the personality theory as a result of his experience - trusting the experience of therapist and trusting the experience of the client - key importance of subjective experience, new therapeutic perspective - is therapist an expert (on client‘s soul?) - is Rogers an optimist? - the concept of actualizing tendency - self-actualization as a subsystem od actualization of organism - concept of self (ideal and real self) - inhibition, distortion, need for positive regard - examples of the significance of positive acceptance from therapeutic practice - introjection of values and locus of evaluation - fully functioning person from the PCA perspective) - model of normality and patology from the PCA point of view - (psychiatric diagnosis from the PCA point of view

  • Part 4 - from theory to practice – formulation of the core and necessary conditions - personality changes in therapy - conditions on the part of therapist and the need of their clear pronouncement - detailed look on the condition of congruence - what is not congruence - how to recognize incongruence - examples from common situations - the condition of unconditional positive regard - the impact of acceptance on psychical processes in the client - circumstances affecting acceptance - what is not unconditional positive regard - example of acceptance -C. Rogers’s ‘Mr.Vac‘ - examples from practice where BPP is especially important

  • Part 5 - empathy as the most trainable condition - empathy as a strong curative factor - empathic listening - the quality of ‘as if‘ - empathy aimed on emotions and cognitions – client¨s inner framework of reference - types of empathic responsivness according to the depth of empathy - effectiveness of the empathic responsivness (attributes of effective therapy) - quality of empathic responsivness by B.Temaner Brodley based on the analysis of Rogers’s own therapeutic responsivness - effect of self-centredness - examples of empathic skills and their training with course participants - the fourth condition - fulfilling of conditions as a singular quality of relationship - discussion on conditions

  • Part 6 - therapeutic relation as key agent of PCA - conditions of psychotherapeutic change on the part of therapist and the client - therapeutic order - therapist’s role and therapeutic discipline - demystification of psychotherapy – the importance of recording techniques - PCA precursors, trust in the process and client’s potential - seven stages of therapeutic process by Rogers (definition and description of individual stages) - from the stage of rigidity to openness and self-acceptance - facilitative and impeding factors of the process - summary - the significance of non-verbal expression on both sides - distinctive features of PCA in comparison with other forms of psychotherapy - case studies from the lecturer’s practice - demonstration of faults in therapist’s work from original transcriptions of psychotherapeutic work

  • Part 7 - study of leading therapeutic conversation - examples - Rogers and his famous clients - the importance of the first transcription of the conversation with H.B. - illustration of PCA potentiality on the example of Conversation with Gloria - conversation with Jan and the fourth condition of effective psychotherapy - dealing with transfer, silence, wordiness (transcedence) - CCT as an art, therapist’s own style - working with metaphor, the possibility of creative linkage with oriental stories (positive psychotherapy of N. Pesseschkian) - possible usage in art therapy and expressive therapy (A.Silverstone, Natalie Rogers) - where is PCA the method of first option? - CCT in some diagnostic groups (psychosis, neurosis) - setting the therapeutic order by the client, reflecting the process - what are the limits?

  • Part 8 - next development of CCT/PCA worldwide and in the Czech Republic - orthodoxy and heresies - Barbara T.Brodley, Jerold Bozarth, Brian Thorne, Reinhard Tausch (gesprachstherapie) - Focusing on Eugene Gendlin, experiential therapy - introduction to the criticism of the approach (isuues of therapeutic power and human essence) - does this approach nurture narcissism? - criticism by Martin Buber, Rollo May, and others - answers to these questions can be found in practice - actual situation of the PCA/CCT in the Czech Republic - educational opportunities in this psychotherapeutic approach - conception of good life and universality of the approach - discussion on pros and cons of the CCT/PCA - discussion on the topic: Would you seek a PCA therapist? - final evaluation
Literature
  • Carl Rogers: Jako byť sám sebou, IRIS Bratislava 1995
  • Carl Rogers: Způsob bytí,Portál 1998
  • Jan Vymětal,Vlasta Rezková:Rogersovský přístup k dospělým a dětem,Portál 2001
  • Victor J.Drapela: Přehled teorií osobnosti,Portál, 1997
  • David J.Cain,Julius Seeman, Humanistická psychoterapie,Triton 2006
  • ZEIG, Jeffrey K. and Carl Ransom ROGERS. Umění psychoterapie. Translated by David Kuneš. Vyd. 1. Praha: Portál, 2005, 710 s. ISBN 8071789720. info
  • ROGERS, Carl Ransom. On becoming a person : a therapist's view of psychotherapy. London: Constable & company limited, 1967, xi, 420. ISBN 0094604401. info
  • ROGERS, Carl R. Způsob bytí :klíčová témata humanistické psychologie z pohledu jejího zakladatele. Translated by Jiří Krejčí. Vyd. 1. Praha: Portál, 1998, 292 s. ISBN 80-7178-233-5. info
  • ROGERS, Carl R. Spôsob bytia. Modra: Inštitút Rozvoja Osobnosti, 1997, 265 s. ISBN 80-967832-0-3. info
  • ROGERS, Carl R. A way of being. Edited by Irvin D. Yalom. Boston: Houghton Mifflin company, 1995, xviii, 395. ISBN 0-395-75530-1. info
  • VYMĚTAL, Jan. Rogersovská psychoterapie. Vyd. 1. Praha: Český spisovatel, 1996, 208 s. ISBN 80-202-0605-1. info
  • PROCHASKA, James O. and John C. NORCROSS. Psychoterapeutické systémy : průřez teoriemi. Praha: Grada, 1999, 479 s. ISBN 8071697664. info
  • VYMĚTAL, Jan. Psychoterapie :pomoc psychologickými prostředky. Praha: Horizont, 1989. ISBN 80-7012-004-5. info
  • VYMĚTAL, Jan. Obecná psychoterapie. Vyd. 1. Praha: Psychoanalytické nakladatelství J. Kocourek, 1997, 295 s. ISBN 80-86123-02-2. info
  • FRANKL, Viktor Emil. Psychoterapie pro laiky. Translated by Vladimír Smékal. Brno: Cesta, 1998, 158 s. ISBN 8085319802. info
  • Rogers, C.R.: Sloboda učiť sa. Persona, Modra 1994
  • Hutterer R., Client-centred and Experiental Psychotherapy, Peter Lang, Vienna 1995
  • Kirchenbaum, H., Henderson,V.: Carl Rogers:Dialogues. Constable, London,1989
  • Vymětal,J.,Rezková,V.: Rogersovský přístup k dospělým a dětem. Portál, Praha 2001
  • Rogers, C.R.: Therapeut und Klient.Grundlagen der Gesprachstherapie.Mit beitragen von Madge
  • Rogers, C.R.: Způsob bytí. Portál, Praha 1998
  • Rogers, C.R.: O osobnej moci. Persona, Modra, 1999
  • Tolan, Janet: Na osobu zaměřený přístup. Portál, Praha 2006
  • Rogers, C.R. Stávame sa partnermi. Persona, Modra 2001
  • Rogers, C.R.: (1957): The necessary and sufficient conditions of therapeutic personality change.
  • Rogers, C.R.: Ako byť sám sebou, IRIS Bratislava 1995
  • Casemore,R.: Na osobu zaměřená psychoterapie, Portál 2008
  • Rogers, C.R.: Encounterové skupiny. Persona, Modra,1997
  • Gendlin, E.: Focusing. Portál 2003
Teaching methods
Principal method: lecture with complementary case studies. Other methods: Group work in the form of guided discussion on individual topics. Analysis and evaluation of the transcriptions of real therapeutic conversations using the information acquired during the course. Training of nondirective guiding of a conversation and practising empathic responsivness in a simulated therapeutic conversation
Assessment methods
Students‘ knowledge will be checked by continuous and final questioning about their own observations and remarks to the subject matter.
Students will elaborate a written essay on Evaluation of the application of PCA in comparison with another therapeutic approach. They will evaluate strong and possible controversial sides of the approach.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
General note: 1 x za 14 dní 4 hodiny.
Information on the extent and intensity of the course: 1 x za 14 dní 4 hodiny.
The course is also listed under the following terms Autumn 1998, Spring 1999, Autumn 1999, Spring 2000, Spring 2001, Spring 2002, Autumn 2006, Autumn 2007, Autumn 2008, Autumn 2009, Autumn 2010, Autumn 2011, Autumn 2013, Autumn 2014.
  • Enrolment Statistics (Autumn 2012, recent)
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