Last update: 07/06/2015
Humanistic psychology emerged in the 1950s as a reaction to psychoanalysis and behaviorism, which were dominant at the time. Psychoanalysts focused on understanding the unconscious motivations that drive behavior, while behaviorists studied the conditioning process they believed determined behavior. Humanistic thinkers believed that both psychoanalysis and behaviorism were too pessimistic because they emphasized negative emotions and did not take into account the role of personal choice.
Humanistic psychology focuses on the potential of each person and emphasizes the importance of growth and self-actualization. Fundamental to humanistic psychology is the belief that people are good by nature and that it is mental and social problems that lead to deviations from this natural tendency.
Humanism also assumes that man is characterized by agency and that through his will he pursues goals that will help him realize his own potential. This need for self-actualization and personal growth is a key factor in motivating behavior, from the point of view of humanistic psychologists. People are constantly looking for new ways to grow and become better people, learn new things, and realize their potential.
In the late 1950s, Abraham Maslow and other psychologists organized several meetings to discuss the possibility of forming a professional organization dedicated to a humanistic approach to psychology. They agreed that themes such as self-actualization, creativity and individuality, and related issues, should be key to the new approach. So, in 1961 they created the American Association of Humanistic Psychology.
In 1962, Abraham Maslow published Toward a Psychology of Being, in which he described humanistic psychology as the “third force” in psychology. The first and second were behaviorism and psychoanalysis, respectively.
However, you should not think of these areas as competing with each other. Each branch of psychology contributes to our understanding of the human mind and behavior. Humanistic psychology added another aspect that made the idea of personality holistic.
The humanistic movement had a huge impact on the development of psychology and contributed to the emergence of new approaches to working with human mental health. Psychologists began to gain a new understanding of human behavior and motives, which led to the development of new methods of psychotherapy.
The main ideas and concepts within the humanistic movement include such concepts as:
self-esteem;
- free will;
- etc.
Main Proponents of Humanistic Psychology
The greatest influence on the process of formation and development of the humanistic direction in psychology was exerted by the works of such psychologists as:
- Rollo May;
- Erich Fromm.
Important Events in the History of Humanistic Psychology
1943 - Abraham Maslow described his hierarchy of needs in his article "A Theory of Human Motivation" published in Psychological Review;
1961 - Prominent humanists of the time formed the American Association of Humanistic Psychology and began publishing the Journal of Humanistic Psychology;
1971 - The American Association for Humanistic Psychology becomes a division of the APA.
Criticism of humanistic psychology
- Humanistic psychology is often considered too subjective - the importance of individual experience makes it difficult to objectively study and measure mental manifestations. Can we objectively say that someone has self-actualized? Of course not. We can only rely on the individual's own assessment of his experience.
- In addition, the results of observations cannot be verified - there is no exact way to measure or quantify the properties being studied.
Strengths of Humanistic Psychology
- One of the main advantages of humanistic psychology is that it gives a person a greater role in managing and determining the state of their own mental health, compared to other schools.
- It also takes into account the impact of the surrounding world. Rather than focusing solely on our thoughts and desires, humanistic psychology also emphasizes the importance of the influence of our environment on our experiences.
- Humanistic psychology continues to influence therapy, education, health care, and other areas of our lives.
- It has helped to overcome some of the stereotypes about psychotherapy and made it a viable option for ordinary healthy people who wish to explore their abilities and potential.
Humanistic Psychology Today
Now the central concepts of humanistic psychology can be found in many disciplines, including other branches of psychology, education, therapy, politics, etc. For example, transpersonal and positive psychology rely heavily on humanistic principles.
The existential-humanistic approach is not a simple one. The difficulties begin from the name itself. To understand this, a little history.
The existential trend in psychology arose in Europe in the first half of the twentieth century at the intersection of two trends: on the one hand, it was the dissatisfaction of many psychologists and therapists with the then dominant deterministic views and the focus on an objective, scientific analysis of man; on the other hand, it is a powerful development of existential philosophy, which showed great interest in psychology and psychiatry. As a result, a new movement appeared in psychology - the existential one.
Existential psychology originates in the works Serena Kierkegaard(1813-1855) - Danish philosopher and theologian. Kierkegaard was extremely concerned about the growing tendency before his eyes towards the dehumanization of man. He strongly disagreed with the idea that people could be perceived and described as objects, thereby reducing them to the level of things. At the same time, he was far from assigning to subjective perception the property of the only reality accessible to man.
For Kierkegaard, there was no rigid boundary between subject and object, as well as between a person’s internal experiences and the one who experiences them, because at any given moment in time a person involuntarily identifies himself with his experiences. Kierkegaard sought to understand people as they live within their reality, that is, as thinking, acting, willful beings.
The first existentialists among psychologists and psychotherapists also began to appear in Europe. Among the largest figures are Ludwig Binswanger, Medard Boss, Viktor Frankl and others. It is important to note that the influence of existentialism on psychology was not limited to the emergence of the existential direction itself - many psychological schools assimilated these ideas to one degree or another.
Existential motives are especially strong in E. Fromm, F. Perls, K. Horney, S. L. Rubinstein and others. This allows us to talk about a whole family of existential-oriented approaches and distinguish between existential psychology (therapy) in a broad and narrow sense. In the latter case, the existential view of a person acts as a well-recognized and consistently implemented principled position. Initially, this actual existential direction (in the narrow sense) was called existential-phenomenological or existential-analytical and was a purely European phenomenon.
But after World War II, the existential approach became widespread in the United States. Moreover, among its most prominent representatives were some of the leaders of the third, humanistic revolution in psychology (which, in turn, was largely based on the ideas of existentialism): Rollo May, James Budgetal and others.
Apparently, this is why some of them, in particular J. Budgetal, prefer to talk about the existential-humanistic approach. It seems that such a union is quite justified and has a deep meaning. Existentialism and humanism are certainly not the same thing; and the name existential-humanistic captures not only their non-identity, but also their fundamental commonality, which consists, first of all, in recognizing a person’s freedom to build his life and the ability to do this.
Here are the most important provisions of J. Budgetal's approach, which he himself calls life-changing therapy:
1. Behind any particular psychological difficulties in a person’s life lie deeper (and not always clearly recognized) existential problems of freedom of choice and responsibility, isolation and interconnectedness with other people, the search for the meaning of life and answers to the questions “What am I? What is this world?" etc. In the existential-humanistic approach, the therapist displays a special existential ear, allowing him to grasp these hidden existential problems and appeals behind the façade of the client’s stated problems and complaints.
This is the essence of life-changing therapy: the client and the therapist work together to help the former understand the way he has answered existential questions in his life, and to reconsider some of the answers in a way that makes the client's life more authentic and more fulfilling.
2. The existential-humanistic approach is based on the recognition of the humanity in every person and the initial respect for his uniqueness and autonomy. This also means the therapist’s awareness that a person, in the depths of his essence, is ruthlessly unpredictable and cannot be fully known, since he himself can act as a source of changes in his own being, destroying objective predictions and expected results.
3. The focus of a therapist working in an existential-humanistic approach is the subjectivity of a person, that, as J. Bugental says, the internal autonomous and intimate reality in which we live most sincerely. Subjectivity is our experiences, aspirations, thoughts, anxieties - everything that happens inside us and determines what we do outside, and most importantly, what we make of what happens to us there. The client's subjectivity is the main place of application of the therapist's efforts, and his own subjectivity is the main means of helping the client.
4. Without denying the great importance of the past and the future, the existential-humanistic approach assigns the leading role to work in the present with what at the moment really lives in human subjectivity, what is relevant here and now. It is in the process of direct living, including events of the past or future, that existential problems can be heard and fully understood.
5. The existential-humanistic approach sets a certain direction, the focus of the therapist’s understanding of what is happening in therapy, rather than a specific set of techniques and prescriptions. In relation to any situation, you can take (or not take) an existential position. Therefore, this approach is distinguished by the variety and richness of the psychotechniques used, including even such seemingly non-therapeutic actions as advice, demand, instruction, etc.
Thus, the main subjects of analysis in the existential-humanistic approach are: highest values, self-actualization of the individual, creativity, love, freedom, responsibility, autonomy, mental health, interpersonal communication. The therapeutic factors in the work of a psychotherapist are, first of all, unconditional acceptance of the client (it is not for nothing that one of the main approaches is called Person Centered Psychotherapy), support, empathy, attention to internal experiences, stimulation of choice and decision-making, authenticity.
The existential-humanistic approach to psychotherapy helps to find oneself, improve the quality of life, recover from psychological trauma or violence, cope with addictions, get rid of psychosomatic diseases, and overcome misunderstandings in relationships with loved ones.
Representatives of this direction in psychotherapy tend to see a person as a being who is innately active, struggling, self-affirming, increasing his capabilities, with an almost limitless capacity for positive growth. One of the basic beliefs of humanistically oriented specialists is that every person contains the potential for recovery. Under certain conditions, a person can independently and fully realize this potential.
Therefore, the efforts of the psychotherapist are aimed at the personal growth of the patient, and not just at treating the disease, at creating favorable conditions for the reintegration of the individual in the process of therapeutic meetings. The therapeutic goal is to achieve maximum awareness or a higher state of consciousness in which, according to May R., "to be aware of one's purpose in the world at the same time is to be intended for it."
Representatives of the humanistic movement use such broad concepts as self-determination, creativity, authenticity, and a methodology that strives for maximum integration of the mind, body and soul of a person in the absence or violation of his integrity. Pathology is understood as a decrease in opportunities for self-expression, as a result of blocking, suppression of internal experiences or loss of correspondence to them.
The neurotic personality is seen as suffering from repression and fragmentation, and neurosis is seen as the basic, universal, despairing result of the individual's alienation from himself, his society (or the world). According to Maslow (Maslow A. N., 1970), pathology is the weakening of a person, the loss or as yet unrealized human capabilities. Thus, illness, which includes all the usual psychiatric concepts, and health are located on a continuum: what a person strives to be - what he can become.
When considering the therapeutic process (the process of change), intellectual knowledge is replaced by emotions and experiences, the emphasis on the “there and then” of the distant past is transferred to the “here and now” of the immediate present. Experiencing (as the acquisition of experience) is a sensory rather than a cognitive or verbal process, occurring in the immediate present, being subjective and imperceptible (to others), and also unconditionally significant (though not necessarily so later) and serving as a means for conceptualization.
According to Gendlin (E. T., 1961), “therapeutic change is the result of a process in which awareness, intense feeling, precisely directed and modified, even without verbal expression, is undeniable.” Experiential therapeutic change typically occurs through a real, congruent interpersonal relationship between patient and therapist.
Unlike psychotherapy of the dynamic direction, the psychotherapist here does not concern the patient’s past, diagnosis, does not strive for insight, interpretation, does not consider the alternation of transference and countertransference, does not indicate goals, is not directive or confrontational, imposing his opinion on the patient in the form of instructions or problem solving preferences. Psychotherapists of the school of Rogers and classical existentialism have, in essence, a verbal relationship with the patient.
The previous two approaches consider a person as an imperfect object, which, with certain manipulations by the leader and under the influence of group influence, should acquire more correct outlines. The humanistic direction comes from the recognition of the uniqueness and intrinsic value of the human personality. The main thing here is awareness of the value of one’s existence, taking responsibility for one’s actions, solving the problem of authenticity - “the correspondence of a person’s way of being in the world to the inner nature of his personality” ( Bolshakov, 1996).
The humanistic approach includes such well-known trends in psychological training as meeting groups ( Rogers, 1994) and sensitivity training ( Petrovskaya, 1982).
K. Rogers, actively developing his direction, formulated the necessary and sufficient conditions for constructive changes among training participants. He named three attitudes of the consultant's personality: congruence, empathy and unconditional positive acceptance (respect). Participants undergoing training are encouraged to record, evaluate and interpret the actions and behavior of partners and themselves. The group encourages spontaneity in the expression of feelings, open attention to interpretations of hostility, self-doubt, and manifestations of psychological defense.
The procedure of group classes itself is characterized by the most free management style. The leader refuses to direct and organize the activities of the participants, creating a situation of frustration. Participants are forced to be active and take responsibility for everything that happens during classes. Meeting groups are focused on the formation of interpersonal relationships and the study of processes occurring in small groups. The main emphasis is not so much on the group process or the process of developing interpersonal skills, but on the search for authenticity and openness in relationships with others.
The content of interactions serves as a means for understanding the interaction process. The study of group processes and group dynamics provides information about the interpersonal relationships and behavior of group members in real life. Developing interpersonal skills and social-psychological competence involves understanding the group processes that promote self-perception.
Most effective change occurs in a group context, not an individual one. In order to identify and change their maladaptive attitudes and develop new forms of behavior, people must learn to see themselves as others see them.
K. Rudestam names the following goals and objectives of meeting groups:
training participants in interpersonal behavior;
confirmation in practice of the theory of group dynamics;
working through problems that participants encountered in real life;
helping participants develop leadership skills;
application of acquired knowledge outside the group;
development of self-knowledge by reducing the barriers of psychological defense and eliminating insincerity at the personal level - understanding the goals that complicate or facilitate the development of the group - understanding interpersonal relationships in the group;
mastering the skills of diagnosing individual, group and organizational problems ( Rudestam, 1993).
The group strives to identify as many choices as possible when faced with life's difficulties and problems. The importance of authenticity in interpersonal relationships is emphasized. Uncertainty about goals and process creates a variety of feelings that must be understood, learned to share, and receptive to genuine, revealing communication in response. Group members can explore and experiment with their interpersonal styles while establishing relationships with others. They develop communication skills in the group, including description of behavior, communication of feelings, active listening, feedback, and confrontation.
Sensitive training groups focus on the overall development of the individual. Within the framework of this orientation, the primary thing is to identify the individual’s life values and strengthen the sense of self-identity. The training is aimed at developing sensitive abilities, without updating which it is difficult to correctly understand the personal qualities and states of partners, the relationships that develop between them.
Goals and objectives of sensitive training:
development of communication competence;
development of an active socio-psychological position of participants;
improving psychological culture;
development of social-perceptual competence;
acquisition by group members of generalized diagnostic knowledge and skills;
development of self-knowledge by reducing barriers of psychological defense and eliminating insincerity on a personal level ( Petrovskaya, 1982).
The leading methodological means of sensitive training are psycho-gymnastic exercises, which provide a variety of material necessary for understanding the process and results of social-perceptual activity, and also create an environment that allows each participant to develop their perceptual abilities.
Thus, representatives of the humanistic movement interpret unconstructive behavior and a neurotic internal state as a consequence of the impossibility of self-actualization. Problems and maladjustment arise when higher-level needs are blocked, which is associated with insufficient self-understanding and self-acceptance, and insufficient integrity of the “I”. In this case, the goal of psychological intervention will be to create conditions in which a person can experience an emotional experience that promotes self-awareness and acceptance, promoting personal integration.
TRAINING EFFECT
Analyzing the issue of the effect of the training, we can conclude that, despite different conceptual platforms, representatives of different directions identify a standard set of changes that occur with participants during the training process.
First of all, as a result of interpersonal interaction, communication abilities are developed and optimized, which is reflected in communication skills and interpersonal assessment techniques ( Petrovskaya, 1982; 1989). The path to developing communication skills is different for different psychological directions: from mastering the unconscious, which fetters and disorients behavior, to unconditional recognition and acceptance of oneself for who you are, or direct “training” on selected standards of behavior.
Another block of changes concerns socio-psychological competence, the ability to navigate social situations, understand other people, choose and implement adequate forms of communication ( Vachkov, 1999). The psychodynamic approach achieves this effect by overcoming the barriers and defense mechanisms of the unconscious, leading to a distorted interpretation of other people's and one's own behavior. Behaviorists specifically develop and improve the skills of social perception and sort out the external elements of behavior. The humanistic approach encourages openness and a willingness to understand and accept another person's behavior.
Separately, we can consider such training effects as the ability to put oneself in the place of a communication partner, the development of empathy ( Bolshakov, 1996). The occurrence of this effect is stated both within the framework of the behavioral approach and in the psychodynamic direction. However, representatives of the humanistic movement achieve the greatest success in developing the ability to empathize.
In addition to the above blocks, the following consequences of directed group influence should be mentioned:
Development of internal and external freedom, reducing the number of stamps and clamps.
Increased self-esteem and self-confidence.
Development of imagination, ability to think outside the box and in an original way.
Increasing search activity, focusing on an active position ( Arnold, 1989).
L.A. Petrovskaya notes in her works that the emotional experience gained during the group’s work becomes an important emotional component of a number of effects. This includes decentration, manifested in greater focus on communication partners; development of a humanistic attitude towards partners; increase in socio-psychological activity of training participants; their awareness of communication as an independent value ( Petrovskaya, 1989). The effectiveness of operational self-regulation (regulating one’s behavior in specific short-term situations), and long-term self-regulation (over a long period of time) increases ( Vachkov, 1999).
K. Rudestam notes that a group member is both a participant who can experiment with behavior changes and an observer who can monitor the results of these changes ( Rudestam,1993). The group members are faced with the task of exploring and analyzing their own socio-perceptual and communicative capabilities, characteristics, and in this sense, solving a diagnostic problem. In addition to this, during the entire cycle there is the task of analyzing specific situations. Situations can be “provoked”, set by the leader, or they arise spontaneously during the formation of relationships ( Petrovskaya, 1989). The training also helps to improve self-expression through facial expressions, gestures, movement and improve the perception of others by recording the same signals, that is, it activates the “languages of communication.”
Thus, psychological training is mostly used to solve problems such as teaching participants successful behavior, practical confirmation of the theory of group dynamics, discussing problems that participants have encountered in real conditions, and helping to apply acquired knowledge outside the group. More specifically, the goals of the group are determined by its members and the leader. They may concern individual participants, their relationships, the role of an individual in a certain group, the group as a whole, relationships between groups, and internal problems of the group. When group interests are focused on individual members, the goal may be to increase self-awareness, change attitudes, and increase behavioral competence. When interests are focused on role functions, the purpose of the group may be to explore members' attitudes toward various group roles. Interest in group issues can be determined by the goal of solving specific group problems and the search for methods to improve its climate and activities. At the same time, different areas of psychological training place different emphasis.
However, all of the above is enough to substantiate our point of view: despite the differences in approaches, all three main directions in psychological training use the same logic for constructing a group process.
At the first stage of training, non-constructive elements and behavior patterns are removed from the internal plan to the external one. In behaviorism, this is a demonstration of learned skills; in psychoanalysis, it is awareness of unconscious motives and barriers; in humanistic psychology, it is awareness of one’s inauthenticity. At this stage, participants are asked to solve assigned problems in a way that they can do without outside interference and special training. This stage is diagnostic in nature. Only the removal of problem areas from the internal plane to the external - behavioral one - creates a serious prerequisite for their subsequent correction.
At the second stage - building a model of ideal behavior in external terms. Representatives of behavioral psychology do this through the artificial creation of a standard in the form of video recording or playback. The psychodynamic approach especially highlights the stage of the emergence of a “liberated, purified” personality. In the humanistic approach, the standard most often is either the behavior of the leader or those participants who have realized the enduring value of their personality and accepted themselves as they are. In other words, using strategies for searching for analogues, combining, reconstructing, etc., the presenter and participants find optimal models of behavior in each specific situation.
At the final stage - modification of the behavior of group members towards maximum approximation to the standard and consolidation of it internally. In behavioral psychology, this is achieved through differentiation of reinforcement: positive reinforcement of successful behavior and the destruction of old cliches. Psychoanalytic groups at the final stage are “freed” from the pressure of ineffective scripts or other constructs of the unconscious. In humanistic psychology, the basic principles of self-actualized behavior are specifically discussed and reinforced.
The logic we have seen for constructing successful training within the framework of any theoretical paradigm is a simple and transparent model of what constantly happens during the training process. In other words, psychologists of all directions, without noticing it themselves, incorporated into their practical models the principles of guaranteeing effectiveness, which were highlighted by a special psychological theory - the theory of activity. It is easy to see that the general logic of the stages of psychological influence that we have revealed completely coincides with the ideas about exteriorization-interiorization, mediated mastery of one’s behavior, which were developed in the psychological concept created by L.S. Vygotsky, called the cultural-historical theory, and the concept of A.N. . Leontiev, which is currently called the activity theory. The combination of these two approaches in this work was not carried out by chance. As V.V. wrote Davydov:
Although criticism of the activity approach still does not subside, even the most ardent opponents were forced to admit that this is the only theory in psychology that was able to integrate and collect into a single picture the achievements of all previous schools and unite what was not previously unified: consciousness and behavior, rational and emotional, the whole and its parts ( Asmolov, 1996; Gippenreiter, 1998). As E.G. wrote in his work. Yudin, the category of activity is elevated to the rank of universal ultimate abstractions, which “combine empirical reliability with theoretical depth and methodological constructivity” ( Yudin, 1997). The application of the principles of activity theory and the cultural-historical approach in our work will allow us to analyze the reality of targeted group psychological intervention from a different angle and try to identify those elements of the personal skill of the trainer, which in fact are nothing more than a reflection of the basic postulates of a unique scientific theory.
The humanistic approach in psychology has not lost its relevance for more than fifty years. Probably the main reason for this is the special perception of each individual as a unique system that provides excellent opportunities for self-realization. But first things first.
The general characteristics of humanistic psychology, a brief history of its origin and main representatives, as well as the method of psychotherapy that was born thanks to this direction - these are the main aspects of our conversation today.
General information
Personality in humanistic psychology is not only a subject of research, but also a special value that must be treated with attention and respect. Self-realization, the desire for knowledge, mental health, duty, personal choice and responsibility for it are the most important elements of a full-fledged personality in humanistic psychology.
Humanistic psychology considers unacceptable the attitude towards the subject of research characteristic of the natural sciences, which was shared by some psychological schools. In such sciences, objects are studied that are devoid of reason and their own vision of the world, incapable of forming connections with other people and filling space and time with their own content.
A person has the power to evaluate each new situation, choose a model of behavior that suits it - in general, actively create and transform his own life. If a researcher does not take into account these fundamental differences between humans and other living organisms, then he significantly limits himself and cannot present a complete picture of the functioning of the human psyche.
Of course, humanistic psychology has been and is being criticized. First of all, the subjectivity of the direction raises questions, because, putting at the forefront the individual experience and individual judgment of the individual about himself, it is difficult to give an objective assessment of a person’s mental processes, and it is completely impossible to measure them quantitatively. Nevertheless, as the basis for a highly sought-after method of psychotherapy, humanistic psychology still remains relevant.
"Third Force"
In the West (and primarily in the USA, which was the main center of influence in the world of psychology at that time) after the Second World War, two psychological schools dominated: and (more precisely, later versions of these directions - neo-behaviorism and neo-Freudianism). Humanistic psychology developed as a response to these trends, whose approach to man it considered too simplistic. What kind of approach was this?
In most cases, behavior is determined by the expectation of positive reinforcement (gratitude, material rewards, positive reactions from others), but it can also be dictated by the desire to avoid negative things. Neobehaviorists have complicated this three-component structure and introduced intermediate factors that slow down, enhance or block reinforcement. Thus, not only the observed manifestations of behavior began to be analyzed, but also the mechanisms that regulate it.
Neo-Freudianism is a complex of movements that developed based on the ideas of Freud and his psychoanalytic theory. As is known, in classical literature unconscious drives were considered the driving force of human actions, with sexual energy playing the main role. Neo-Freudians did not deny the influence of the unconscious, but they considered the main source of personal conflicts not its confrontation with consciousness, but the influence of society.
The basic principles of humanistic psychology were formulated in 1963 by the first president of the Association for Humanistic Psychology, James Bugental:
- A person is not a passive observer, but an active transformer of his life, possessing freedom of choice. The personality initially has development potential.
- The individual's experience is unique and valuable and cannot be analyzed by simply describing behavior and making generalizations.
- The study of individual mental processes does not provide a complete picture. Man must be studied as a whole that is greater than the sum of his parts.
- Man is naturally endowed with positive qualities, but displays negative ones because he has not revealed his true essence.
Client-centered therapy
The humanistic direction in psychology was initially focused more on practice than on theoretical research. This closeness to everyday life, to the needs of people, as well as a special attitude towards people, have become the main reasons for the popularity of the destination among a large number of people.
This attitude follows from the basic principles proclaimed by Bugental, but its active implementation in real consulting practice began with another specialist. Carl Rogers is the name with which humanistic psychology and humanistic psychotherapy acquired those fundamental features that to this day form their basis.
Back in 1951, when humanistic psychology was just beginning to make itself known, American psychologist Carl Rogers’ book “Client-Focused Therapy” was published. In it, Rogers expressed ideas that were seditious for that time: a directive approach to psychotherapy is ineffective, it is not the psychologist who acts as an expert and mentor for the person, but the person for himself.
What does this therapy involve? As already noted, humanistic psychology proceeds from the fact that man is a being by nature good, and not evil. However, all his positive qualities become visible in a special atmosphere of support and attention, which helps him reveal his positive essence. The psychotherapist must provide such an atmosphere, but the client helps himself, finds the answers himself and makes his own decisions.
How does the session work?
What principles, according to Rogers' ideas, should form the basis of the work of a psychotherapist?
- The most important thing is non-judgmental acceptance, in which the therapist allows the person to be himself, responds emotionally to what the client says, but does not give him any judgment.
- , that is, the ability to recognize what the client feels and put yourself in his place.
- The psychotherapist and the client are equal participants in the dialogue, and a strong psychological contact is established between them.
- - openness and spontaneity, honesty and sincerity, self-expression without fear. This manner of behavior should be characteristic of both the consultant and (after some time) the person being consulted.
Psychotherapy, which arose on the basis of the humanistic direction in psychology, still remains one of the most popular and sought-after areas of psychological counseling. It is especially indicated for people suffering from loneliness and experiencing an acute lack of understanding and empathy.
The client-centered approach helps in solving both internal and interpersonal problems. Its important feature is that the person himself makes a conclusion about whether he has achieved the desired goal, and, accordingly, he himself determines the duration of treatment. Author: Evgenia Bessonova