Carl Rogers - Wikipedia, the free encyclopedia. Carl Rogers. Born(1. January 8, 1. 90. Oak Park, Illinois, U. S. Died. February 4, 1. Carl Rogers; Retrato en carb Teori humanistik carl rogers 1. Teori carl rogersDisusun untuk memenuhi mata pelajaran teori pembelajaran Dosen pengampu Wahidin,M.Ag Disusun oleh : 1. Salah satu tokoh penting dalam teori humanistik adalah Carl Rogers. Beliau adalah seorang ahli terapi yang dididik secara psikodinamika dan peneliti psikologi yang dididik secara teori perilaku, dia tidak sepenuhnya merasa. Teori Rogers didasarkan pada prinsip humanistik bahwa jika orang diberi kebebasan dan dukungan emosional untuk bertumbuh. Carl Rogers lahir pada tanggal 8 januari 1902, di oak park, Illionis, sebuah daerah pinggiran Chicago. Carl Rogers habla del Aprendizaje Significativo que viene siendo un aprendizaje que deja una huella a la persona y que pasa a formar parte del acervo intelectual, cultural, afectivo, espiritual y existencial que el individuo vive. Carl Rogers was a humanist and psychotherapist. He believed if an individual attained self-actualisation they would be a fully functioning person living 'the good life'. By this, he means that the individual would have a. TEORI-TEORI PEMBELAJARAN Azizi Yahaya & Chu Siew Pang Fakulti Pendidikan. Abraham Maslow dan Carl Rogers merupakan dua orang pakar dalam Teori Humanistik. Teori ini mementingkan kesediaan moral dan potensi pelajar. San Diego, California, U. S. Nationality. American. Fields. Psychology. Institutions. Ohio State University. University of Chicago. University of Wisconsin. Rogers is widely considered to be one of the founding fathers of psychotherapy research and was honored for his pioneering research with the Award for Distinguished Scientific Contributions by the American Psychological Association (APA) in 1. The person- centered approach, his own unique approach to understanding personality and human relationships, found wide application in various domains such as psychotherapy and counseling (client- centered therapy), education (student- centered learning), organizations, and other group settings. For his professional work he was bestowed the Award for Distinguished Professional Contributions to Psychology by the APA in 1. In a study by Haggbloom et al. Rogers, was a civil engineer and his mother, Julia M. Carl was the fourth of their six children. Following an education in a strict religious and ethical environment as an altar boy at the vicarage of Jimpley, he became a rather isolated, independent and disciplined person, and acquired a knowledge and an appreciation for the scientific method in a practical world. His first career choice was agriculture, at the University of Wisconsin. At age 2. 0, following his 1. Peking, China, for an international Christian conference, he started to doubt his religious convictions. To help him clarify his career choice, he attended a seminar entitled Why am I entering the Ministry?, after which he decided to change his career. In 1. 92. 4, he graduated from University of Wisconsin and enrolled at Union Theological Seminary. After two years he left the seminary to attend Teachers College, Columbia University, obtaining an MA in 1. Ph. D in 1. 93. 1. While completing his doctoral work, he engaged in child study. Teori Pembelajaran Carl Ransom Rogers - Download as Word Doc (.doc /.docx), PDF File (.pdf), Text File (.txt) or read online. Self actualization theory: Carl Rogers Introduction Carl Rogers was a leading psychologist and considered as the forefathers of the humanistic approach to psychology.In 1. 93. 0, Rogers served as director of the Society for the Prevention of Cruelty to Children in Rochester, New York. From 1. 93. 5 to 1. University of Rochester and wrote The Clinical Treatment of the Problem Child (1. He was strongly influenced in constructing his client- centered approach by the post- Freudian psychotherapeutic practice of Otto Rank. In it, Rogers suggested that the client, by establishing a relationship with an understanding, accepting therapist, can resolve difficulties and gain the insight necessary to restructure their life. In 1. 94. 5, he was invited to set up a counseling center at the University of Chicago. In 1. 94. 7 he was elected President of the American Psychological Association. His findings and theories appeared in Client- Centered Therapy (1. Psychotherapy and Personality Change (1. One of his graduate students at the University of Chicago, Thomas Gordon, established the Parent Effectiveness Training (P. E. T.) movement. Another student, Eugene T. Gendlin, who was getting his Ph. D. In 1. 95. 6, Rogers became the first President of the American Academy of Psychotherapists. Carl Rogers and Abraham Maslow (1. In 1. 96. 1, he was elected a Fellow of the American Academy of Arts and Sciences. Through articles, he criticized society for its backward- looking affinities. Rogers left the WBSI to help found the Center for Studies of the Person in 1. His later books include Carl Rogers on Personal Power (1. Freedom to Learn for the 8. He remained a resident of La Jolla for the rest of his life, doing therapy, giving speeches and writing until his sudden death in 1. In 1. 98. 7, Rogers suffered a fall that resulted in a fractured pelvis: he had life alert and was able to contact paramedics. He had a successful operation, but his pancreas failed the next night and he died a few days later. Rogers's last years were devoted to applying his theories in situations of political oppression and national social conflict, traveling worldwide to do so. In Belfast, Northern Ireland, he brought together influential Protestants and Catholics; in South Africa, blacks and whites; in Brazil people emerging from dictatorship to democracy; in the United States, consumers and providers in the health field. His last trip, at age 8. Soviet Union, where he lectured and facilitated intensive experiential workshops fostering communication and creativity. He was astonished at the numbers of Russians who knew of his work. Together with his daughter, Natalie Rogers, and psychologists Maria Bowen, Maureen O'Hara, and John K. Wood, between 1. 97. Rogers convened a series of residential programs in the US, Europe, Brazil and Japan, the Person- Centered Approach Workshops, which focused on cross- cultural communications, personal growth, self- empowerment, and learning for social change. Rogers' theory of the self is considered to be humanistic, existential, and phenomenological. He wrote 1. 6 books and many more journal articles describing it. Prochaska and Norcross (2. Rogers . He and his followers have demonstrated a humanistic approach to conducting therapy and a scientific approach to evaluating therapy need not be incompatible. This perceptual field is . Such behavior may be inconsistent with the structure of the self but in such instances the behavior is not . When this situation exists, there is a basic or potential psychological tension. Any experience which is inconsistent with the organization of the structure of the self may be perceived as a threat, and the more of these perceptions there are, the more rigidly the self structure is organized to maintain itself. Under certain conditions, involving primarily complete absence of threat to the self structure, experiences which are inconsistent with it may be perceived and examined, and the structure of self revised to assimilate and include such experiences. When the individual perceives and accepts into one consistent and integrated system all her sensory and visceral experiences, then she is necessarily more understanding of others and is more accepting of others as separate individuals. As the individual perceives and accepts into his self structure more of his organic experiences, he finds that he is replacing his present value system - based extensively on introjections which have been distortedly symbolized - with a continuing organismic valuing process. In relation to No. Rogers is known for practicing . The main issue is the development of a self- concept and the progress from an undifferentiated self to being fully differentiated. Self Concept.. It is a gestalt which is available to awareness though not necessarily in awareness. It is a fluid and changing gestalt, a process, but at any given moment it is a specific entity. Those raised in an environment of unconditional positive regard have the opportunity to fully actualize themselves. Those raised in an environment of conditional positive regard feel worthy only if they match conditions (what Rogers describes as conditions of worth) that have been laid down for them by others. Fully functioning person. He describes this as the good life, where the organism continually aims to fulfill its full potential. He listed the characteristics of a fully functioning person (Rogers 1. This results in excitement, daring, adaptability, tolerance, spontaneity, and a lack of rigidity and suggests a foundation of trust. They do not rely on existing codes and social norms but trust that as they are open to experiences they will be able to trust their own sense of right and wrong. Freedom of choice . They believe that they play a role in determining their own behavior and so feel responsible for their own behavior. Creativity . They will also be more creative in the way they adapt to their own circumstances without feeling a need to conform. Reliability and constructiveness . An individual who is open to all their needs will be able to maintain a balance between them. Even aggressive needs will be matched and balanced by intrinsic goodness in congruent individuals. A rich full life . Rogers' description of the good life. This process of the good life is not, I am convinced, a life for the faint- hearted. It involves the stretching and growing of becoming more and more of one's potentialities. It involves the courage to be. It means launching oneself fully into the stream of life. On the other hand, to the extent that our society is out of sync with the actualizing tendency, and we are forced to live with conditions of worth that are out of step with organismic valuing, and receive only conditional positive regard and self- regard, we develop instead an . By ideal, Rogers is suggesting something not real, something that is always out of our reach, the standard we cannot meet. This gap between the real self and the ideal self, the . In proposition #6, he refers to the actualizing tendency. At the same time, he recognized the need for positive regard. In a fully congruent person realizing their potential is not at the expense of experiencing positive regard. They are able to lead lives that are authentic and genuine. Incongruent individuals, in their pursuit of positive regard, lead lives that include falseness and do not realize their potential. Conditions put on them by those around them make it necessary for them to forgo their genuine, authentic lives to meet with the approval of others. They live lives that are not true to themselves, to who they are on the inside out. Rogers suggested that the incongruent individual, who is always on the defensive and cannot be open to all experiences, is not functioning ideally and may even be malfunctioning. They work hard at maintaining/protecting their self- concept. Because their lives are not authentic this is a difficult task and they are under constant threat. They deploy defense mechanisms to achieve this. He describes two mechanisms: distortion and denial. Distortion occurs when the individual perceives a threat to their self- concept. They distort the perception until it fits their self- concept.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
December 2016
Categories |