humanistic perspective vs. cognitive perspective general psych 2 module 41 february 10, 2004 class...

Humanistic Perspective vs.Humanistic Perspective vs. Cognitive Perspective Cognitive Perspective

General Psych 2General Psych 2Module 41Module 41

February 10, 2004February 10, 2004 Class #5Class #5

Humanistic PerspectiveHumanistic Perspective

Unlike Freud, these theorists look at Unlike Freud, these theorists look at people as basically healthy rather than people as basically healthy rather than basically sickbasically sick

Carl RogersCarl Rogers (1902-1987)(1902-1987)

The son of prosperous The son of prosperous businesspeoplebusinesspeopleHe was reared in a strict religious He was reared in a strict religious environment that placed great environment that placed great emphasis on the value of hard emphasis on the value of hard work, the sharing of responsibility, work, the sharing of responsibility, and educationand educationStrict upbringing led to Rogers Strict upbringing led to Rogers being quite isolated as a youth but being quite isolated as a youth but also very self-disciplinedalso very self-disciplinedStarted school in the second grade Started school in the second grade as even before kindergarten he as even before kindergarten he could read at this levelcould read at this level

BiographyBiography

Rogers enrolled in the Rogers enrolled in the University of Wisconsin University of Wisconsin with the intention of with the intention of studying agriculturestudying agriculture

However, he soon However, he soon decided to prepare for decided to prepare for the ministry the ministry

Leaving Wisconsin in Leaving Wisconsin in 1924, he entered the 1924, he entered the Union Theological Union Theological Seminary in New York Seminary in New York

BiographyBiography

While at this famous religious institute he took a While at this famous religious institute he took a student organized seminar course called student organized seminar course called “Why am I “Why am I entering the seminary?”…entering the seminary?”…– Shortly after taking that course he left the seminaryShortly after taking that course he left the seminary– What was religion’s loss however became psychology’s gainWhat was religion’s loss however became psychology’s gain

Rogers became deeply involved in clinical work with Rogers became deeply involved in clinical work with disturbed children, and his interests shifted to clinical disturbed children, and his interests shifted to clinical psychologypsychologyHe received his doctorate from Columbia University in He received his doctorate from Columbia University in 1931 and went to work at a guidance clinic in 1931 and went to work at a guidance clinic in Rochester, New YorkRochester, New York

BiographyBiography

He later taught at Ohio State University, the He later taught at Ohio State University, the University of Chicago, and the University of University of Chicago, and the University of Wisconsin, before settling at the Wisconsin, before settling at the Center for Studies Center for Studies of the Personof the Person in La Jolla, California in La Jolla, CaliforniaThroughout his career, Rogers continued to work Throughout his career, Rogers continued to work extensively with delinquent and underprivileged extensively with delinquent and underprivileged children, gathering the experience that led to his children, gathering the experience that led to his theory of nondirective or person-centered therapytheory of nondirective or person-centered therapy

He was a leader of the He was a leader of the humanistic humanistic psychologypsychology movement until his death in 1987 movement until his death in 1987

Rogers’ viewsRogers’ views

His view of human behavior is that it is His view of human behavior is that it is "exquisitely rational" (1961)"exquisitely rational" (1961)

Furthermore, in his opinion: Furthermore, in his opinion: – "the core of man's nature is essentially "the core of man's nature is essentially

positive" (1961) positive" (1961) – man is a "trustworthy organism" (1977)man is a "trustworthy organism" (1977)

These beliefs are reflected in his theory These beliefs are reflected in his theory of personalityof personality

Client-Centered non-directive therapyClient-Centered non-directive therapy

Carl Rogers came to the conclusion that Freudian Carl Rogers came to the conclusion that Freudian techniques techniques did not workdid not work and that the and that the lessless he tried to he tried to manipulate the therapy, the manipulate the therapy, the moremore likely was likely was improvement in his patientsimprovement in his patientsOut of this experience he developed his notion of Out of this experience he developed his notion of client-client-centeredcentered therapytherapy– He called it 'client-centered' because it is the intention He called it 'client-centered' because it is the intention

that the patient should arrive at the insights rather that the patient should arrive at the insights rather than the therapistthan the therapist

– It isIt is non-directivenon-directive because the therapist does not try because the therapist does not try to direct the patient's attention to particular topics, to direct the patient's attention to particular topics, such as early childhood experiencessuch as early childhood experiences

Unlike Freud, who wanted his patients to talk about their Unlike Freud, who wanted his patients to talk about their feelings, Rogers wanted them to experience themfeelings, Rogers wanted them to experience them

Changed the name…Changed the name…

Later, Rogers changed the name of his Later, Rogers changed the name of his theory to theory to “person-centered”“person-centered”– He felt this better described the processHe felt this better described the process

Either name though suggests that the Either name though suggests that the client or person has client or person has responsibilityresponsibility for for his or her own improvementhis or her own improvement

Core Characteristics of PersonalityCore Characteristics of Personality

Need for Positive RegardNeed for Positive Regard

– The universal need for acceptance, The universal need for acceptance, love, and approval from otherslove, and approval from others

– Particularly important during infancyParticularly important during infancy

Need for Positive Self-RegardNeed for Positive Self-Regard

– When acceptance and approval come When acceptance and approval come from within the individual and forms part from within the individual and forms part of the self-conceptof the self-concept

DevelopmentDevelopment

Rogers does not specify any Rogers does not specify any developmental stages, but does make developmental stages, but does make some comments…some comments…– Of basic importance is the fact that one's Of basic importance is the fact that one's

inherent potentialities are genetically inherent potentialities are genetically determined, while the self-concept is socially determined, while the self-concept is socially determineddetermined

– Thus, there is the possibility of a difference Thus, there is the possibility of a difference between the two between the two

DevelopmentDevelopment

The important influences are:The important influences are:– Conditional Positive Regard Conditional Positive Regard – Conditions of Worth Conditions of Worth – Incongruence Incongruence – Unconditional Positive RegardUnconditional Positive Regard– CongruenceCongruence

Conditional Positive RegardConditional Positive Regard

The granting of love and approval only The granting of love and approval only when behaving in accordance with when behaving in accordance with parent's wishes, or when parents withdraw parent's wishes, or when parents withdraw love if the child misbehaves. love if the child misbehaves. – Leads to next influence (see next slide)Leads to next influence (see next slide)

Conditions of WorthConditions of Worth

The individual's belief that he/she is The individual's belief that he/she is worthy of affection only when expressing worthy of affection only when expressing desirable behaviorsdesirable behaviors

Sounds similar to Freud’s superego???Sounds similar to Freud’s superego???

IncongruenceIncongruence

When there is a split between experience and When there is a split between experience and self-concept (disorganization)self-concept (disorganization) – Prevents self-actualizationPrevents self-actualization– Leads to defensive behaviorLeads to defensive behavior

Major defensesMajor defenses–Preventing threatening experiences from Preventing threatening experiences from

reaching awareness at allreaching awareness at all–Distortion of experienceDistortion of experience

Sounds like Freud’s repression and Sounds like Freud’s repression and rationalization???rationalization???

Unconditional Positive RegardUnconditional Positive Regard

The granting of love and approval The granting of love and approval regardless of individual's behavior…regardless of individual's behavior…Does not mean lack of restraint…Does not mean lack of restraint…– If a child runs out in front of a truck, stop him If a child runs out in front of a truck, stop him

and tell him it is dangerous, but don't spank and tell him it is dangerous, but don't spank him and tell him he is a bad, evil boyhim and tell him he is a bad, evil boy

Note:Note:– Rogers was totally against punishment as Rogers was totally against punishment as

a means of controlling behaviora means of controlling behavior

CongruenceCongruence

When the self concept is in agreement When the self concept is in agreement with inherent potentialities and there are with inherent potentialities and there are minimal conditions of worthminimal conditions of worth

Leads to openness to experience and a Leads to openness to experience and a fully functioning personfully functioning person

Fully Functioning PersonFully Functioning Person

The ideal personThe ideal person – Has received unconditional positive regard, has Has received unconditional positive regard, has

few conditions of worth, and has congruence few conditions of worth, and has congruence between self and potentialitiesbetween self and potentialities

Note:Note: – Similar to Maslow’s self-actualization Similar to Maslow’s self-actualization (see page (see page

527 of textbook)527 of textbook) In both cases person is striving to reach fullest potentialIn both cases person is striving to reach fullest potential

– Maslow felt we are motivated by a hierarchy of Maslow felt we are motivated by a hierarchy of needs needs (see General Psych 1)(see General Psych 1)

Maladjusted PersonMaladjusted Person

Has received conditional positive regard Has received conditional positive regard and developed conditions of worthand developed conditions of worth

There is incongruence between self and There is incongruence between self and potentialitiespotentialities

Rogers’ Characteristics of successful Rogers’ Characteristics of successful therapiststherapists

CongruenceCongruence

EmpathyEmpathy

Learn from ClientLearn from Client

Unconditional Positive RegardUnconditional Positive Regard

Rogers believed that these four characteristics Rogers believed that these four characteristics of the person doing therapy were more important of the person doing therapy were more important than the therapist's philosophy or techniquethan the therapist's philosophy or technique

Successful TherapistsSuccessful Therapists

CongruenceCongruence– Good therapists can't be phonyGood therapists can't be phony– they must be able to relate to others honestly they must be able to relate to others honestly

and sincerelyand sincerely– They don't have to be perfect, but can't be They don't have to be perfect, but can't be

defensive when relating to othersdefensive when relating to others– Can't play games with clients Can't play games with clients


EmpathyEmpathy

– Must be able to put yourself in your Must be able to put yourself in your client's shoesclient's shoes

– Must be accurate empathy Must be accurate empathy

Not just "Yeah, I know what you are Not just "Yeah, I know what you are feeling, because I...".feeling, because I...".


Learn from ClientLearn from Client– Good therapists can shut up and listenGood therapists can shut up and listen– Therapy is a two-way street, and the therapist Therapy is a two-way street, and the therapist

should benefit from therapy alsoshould benefit from therapy also

Note:Note:– Rogers always worked 12 - 20 hours of Rogers always worked 12 - 20 hours of

therapy/weektherapy/week – Felt it helped himFelt it helped him


Unconditional Positive RegardUnconditional Positive Regard– You must genuinely like the clientYou must genuinely like the client– You do not have to approve of his or her You do not have to approve of his or her

behavior, but must be able to separate the behavior, but must be able to separate the sins from the sinnersins from the sinner

CriticismsCriticisms

Common Carl we all have the capacity Common Carl we all have the capacity for evil…for evil…– Critics say Rogers didn’t appreciate thisCritics say Rogers didn’t appreciate this– His world wasn’t realHis world wasn’t real

Albert Ellis (1913- )Albert Ellis (1913- )Ellis was born in Pittsburgh in 1913 Ellis was born in Pittsburgh in 1913 and raised in New York City. He and raised in New York City. He made the best of a difficult made the best of a difficult childhood by using his head and childhood by using his head and becoming, in his words, "a stubborn becoming, in his words, "a stubborn and pronounced problem-solver”…and pronounced problem-solver”…A serious kidney disorder turned his A serious kidney disorder turned his attention from sports to books, and attention from sports to books, and the strife in his family (his parents the strife in his family (his parents were divorced when he was 12) led were divorced when he was 12) led him to work at understanding him to work at understanding others…others…In junior high school Ellis set his In junior high school Ellis set his sights on becoming the Great sights on becoming the Great American NovelistAmerican NovelistHe planned to study accounting in He planned to study accounting in high school and college, make high school and college, make enough money to retire at 30, and enough money to retire at 30, and write without the pressure of write without the pressure of financial needfinancial need

Background InformationBackground Information

The Great Depression put an end to his vision, but he The Great Depression put an end to his vision, but he made it through college in 1934 with a degree in business made it through college in 1934 with a degree in business administration from the City University of New Yorkadministration from the City University of New YorkEllis devoted most of his spare time to writing short stories, Ellis devoted most of his spare time to writing short stories, plays, novels, comic poetry, essays and nonfiction booksplays, novels, comic poetry, essays and nonfiction booksBy the time he was 28, he had finished almost two dozen By the time he was 28, he had finished almost two dozen full-length manuscripts, but had not been able to get them full-length manuscripts, but had not been able to get them publishedpublishedHe realized his future did not lie in writing fiction, and He realized his future did not lie in writing fiction, and turned exclusively to nonfiction, to promoting what he turned exclusively to nonfiction, to promoting what he called the "sex-family revolution" called the "sex-family revolution"


As he collected more and more materials for a essay As he collected more and more materials for a essay called "The Case for Sexual Liberty," many of his friends called "The Case for Sexual Liberty," many of his friends began regarding him as something of an expert on the began regarding him as something of an expert on the subjectsubjectThey often asked for advice, and Ellis discovered that he They often asked for advice, and Ellis discovered that he liked counseling as well as he did writingliked counseling as well as he did writingIn 1942 he returned to school, entering the clinical-In 1942 he returned to school, entering the clinical-psychology program at Columbiapsychology program at ColumbiaHe started a part-time private practice in family and sex He started a part-time private practice in family and sex counseling soon after he received his master's degree in counseling soon after he received his master's degree in 1943 1943 He received a doctorate in 1947 also from ColumbiaHe received a doctorate in 1947 also from Columbia


In the late 1940s he taught at Rutgers and In the late 1940s he taught at Rutgers and New York University, and was the senior New York University, and was the senior clinical psychologist at the Northern New clinical psychologist at the Northern New Jersey Mental Hygiene ClinicJersey Mental Hygiene Clinic

He also became the chief psychologist at He also became the chief psychologist at the New Jersey Diagnostic Center and the New Jersey Diagnostic Center and then at the New Jersey Department of then at the New Jersey Department of Institutions and Agencies Institutions and Agencies


Ellis initially believed that psychoanalysis was the deepest Ellis initially believed that psychoanalysis was the deepest and most effective form of therapyand most effective form of therapyBut Ellis' faith in psychoanalysis was rapidly crumblingBut Ellis' faith in psychoanalysis was rapidly crumblingHe discovered that when he saw clients only once a week He discovered that when he saw clients only once a week or even every other week, they progressed as well as when or even every other week, they progressed as well as when he saw them dailyhe saw them dailyHe took a more active role, interjecting advice and direct He took a more active role, interjecting advice and direct interpretations as he did when he was counseling people interpretations as he did when he was counseling people with family or sex problemswith family or sex problemsHis clients seemed to improve more quickly than when he His clients seemed to improve more quickly than when he used used passivepassive psychoanalytic procedures psychoanalytic procedures

Rational-Emotive TherapyRational-Emotive Therapy

By 1955 Ellis had given up psychoanalysis By 1955 Ellis had given up psychoanalysis entirely, and instead was concentrating on entirely, and instead was concentrating on changing people's behavior by confronting them changing people's behavior by confronting them with their irrational beliefs and persuading them with their irrational beliefs and persuading them to adopt rational ones…to adopt rational ones…– Very confrontational styleVery confrontational style

This role was more to Ellis' taste, for he could be This role was more to Ellis' taste, for he could be more honestly himself. "When I became rational-more honestly himself. "When I became rational-emotive," he said, "my own personality emotive," he said, "my own personality processes really began to vibrate" processes really began to vibrate"

Rational-Emotive TherapyRational-Emotive Therapy

Ellis says his goal as a therapist is to “make Ellis says his goal as a therapist is to “make mincemeat” out of his client’s illogical ideasmincemeat” out of his client’s illogical ideasFeels much of Rogers’ ideas are nonsense…Feels much of Rogers’ ideas are nonsense…– We don’t have to be loved by everybodyWe don’t have to be loved by everybody– We don’t have to be successful or competent at We don’t have to be successful or competent at

everythingeverything– Therapists don’t have to be warm, caring, and have a Therapists don’t have to be warm, caring, and have a

reflective acceptance of what the client is sayingreflective acceptance of what the client is saying– Quite to the contrary, it better to challenge their faulty Quite to the contrary, it better to challenge their faulty

beliefs – that’s the job of the therapist – that’s what beliefs – that’s the job of the therapist – that’s what we are getting paid for…not for “echoing”we are getting paid for…not for “echoing”

Ellis on bringing religion into the mix…Ellis on bringing religion into the mix…

Ellis is a self-proclaimed atheist clinician. Some Ellis is a self-proclaimed atheist clinician. Some of his viewpoints:of his viewpoints:– He feels that extreme religiosity is essentially an He feels that extreme religiosity is essentially an

emotional disturbanceemotional disturbance– He feels that devoutly religious persons tend to be He feels that devoutly religious persons tend to be

“inflexible, closed, intolerant, and unchanging”“inflexible, closed, intolerant, and unchanging”– The best solution to emotional problems is to be quite The best solution to emotional problems is to be quite

unreligiousunreligious– He feels there is no intrinsic connection between He feels there is no intrinsic connection between

religion and moralityreligion and moralityOne can be a highly moral atheist or a distinctly immoral One can be a highly moral atheist or a distinctly immoral religionist (or vice versa)religionist (or vice versa)

humanistic perspective vs. cognitive perspective general psych 2 module 41 february 10, 2004 class...

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