Carl Rogers facts for kids

Quick facts for kids Carl Rogers
Born	(1902-01-08)January 8, 1902 Oak Park, Illinois, U.S.
Died	February 4, 1987(1987-02-04) (aged 85) San Diego, California, U.S.
Nationality	American
Alma mater	University of Wisconsin–Madison Teachers College, Columbia University
Known for	The Person-centered approach (e.g., Client-centered therapy, Student-centered learning, Rogerian argument)
Awards	Award for Distinguished Scientific Contributions to Psychology (1956, APA); Award for Distinguished Contributions to Applied Psychology as a Professional Practice (1972, APA); 1964 Humanist of the Year (American Humanist Association)
Scientific career
Fields	Psychology
Institutions	Ohio State University University of Chicago University of Wisconsin–Madison Western Behavioral Sciences Institute Center for Studies of the Person
Influences	Otto Rank, Søren Kierkegaard, Martin Buber, Friedrich Nietzsche, Leta Stetter Hollingworth, John Dewey

Carl Ransom Rogers (January 8, 1902 – February 4, 1987) was a very important American psychologist. He helped create the "humanistic approach" in psychology. This way of thinking focuses on people's strengths and their ability to grow. He also developed the "person-centered approach," which is used in many areas.

Rogers is seen as one of the main people who studied how well psychotherapy works. Because of his amazing research, he received a special award from the American Psychological Association (APA) in 1956. His ideas, especially the person-centered approach, are used in therapy, education, and group settings. In 1972, he received another award for his work in psychology. Some experts even consider him one of the most influential psychologists of the 20th century.

Carl Rogers' Life Story

Carl Rogers was born on January 8, 1902, in Oak Park, Illinois. This town is a suburb of Chicago. His father, Walter A. Rogers, was an engineer. His mother, Julia M. Cushing, was a homemaker. Carl was the fourth of their six children.

Early Life and Education

Carl was very smart and could read before he even started kindergarten. He grew up in a strict religious family. This made him independent and disciplined. He learned to appreciate the scientific method from a young age.

He first studied agriculture at the University of Wisconsin–Madison. Then he switched to history, and later to religion.

Changing His Path

When he was 20, Carl traveled to China for a Christian conference. This trip made him question his religious beliefs. He decided to change his career path. In 1924, he graduated from the University of Wisconsin. He married Helen Elliott, who he knew from his hometown.

He then went to Union Theological Seminary (New York City) to study religion. But after two years, he left. He decided to study at Teachers College, Columbia University instead. He earned his master's degree in 1927 and his Ph.D. in 1931. During this time, he focused on studying children.

Working with Children and Developing Ideas

In 1930, Rogers became the director of a society that helped prevent cruelty to children in Rochester, New York. From 1935 to 1940, he taught at the University of Rochester. He wrote a book called The Clinical Treatment of the Problem Child (1939). This book was based on his experiences helping troubled children.

His ideas were greatly influenced by Otto Rank, another psychologist. In 1940, Rogers became a professor at the Ohio State University. There, he wrote his second book, Counseling and Psychotherapy (1942). In this book, he suggested that if a therapist is understanding and accepting, clients can solve their problems. They can also gain insight to improve their lives.

Building a Counseling Center

In 1945, Rogers was asked to create a counseling center at the University of Chicago. He became president of the American Psychological Association in 1947. At the University of Chicago, he studied how well his methods worked. His findings were published in books like Client-Centered Therapy (1951).

Many students were influenced by him. One student, Thomas Gordon, created the Parent Effectiveness Training (P.E.T.) program. Another student, Eugene T. Gendlin, developed "Focusing," a way to pay attention to inner feelings. In 1956, Rogers became the first president of the American Academy of Psychotherapists.

He taught at the University of Wisconsin, Madison, from 1957 to 1963. During this time, he wrote one of his most famous books, On Becoming a Person (1961). He and Abraham Maslow also started the "humanistic psychology" movement.

Later Years and Global Work

In 1963, Rogers moved to California. He became a resident at the Western Behavioral Sciences Institute. In 1968, he helped start the Center for Studies of the Person. He continued to do therapy, give speeches, and write books.

In his final years, Rogers used his ideas to help solve social problems around the world. He traveled to places like Belfast, Northern Ireland, to bring Protestants and Catholics together. In South Africa, he worked with Black and White people. He also visited the Soviet Union, where many people knew about his work.

Carl Rogers passed away on February 4, 1987, at the age of 85. He had a fall and a successful operation, but then faced other health issues.

Carl Rogers' Theory of Self

Carl Rogers' theory about the "self" is part of humanistic psychology. It focuses on how people experience their world. He believed that everyone lives in their own unique "phenomenal field" of experience. This field is their personal reality.

How Personality Develops

Rogers believed that a key part of growing up is developing your "self-concept." This is how you see yourself. He said that how others treat you is very important.

• Unconditional Positive Regard: If you are raised in an environment where people accept you for who you are, without judgment, you can truly grow. This is called "unconditional positive regard."
• Conditional Positive Regard: If people only accept you when you meet certain conditions, you might feel worthy only if you act a certain way. Rogers called these "conditions of worth."

The Fully Functioning Person

Rogers described a "fully functioning person" as someone who is always growing and trying to reach their full potential. This isn't a fixed state, but a journey.

Here are some traits of a fully functioning person:

• Openness to Experience: They are open to new feelings and ideas. They don't get defensive easily.
• Living in the Present: They live each moment fully. They don't try to force experiences to fit old ideas about themselves.
• Trusting Themselves: They trust their own judgment and choices. They don't always rely on what society says is right.
• Freedom to Choose: They feel free to make a wide range of choices. They feel responsible for their own actions.
• Creativity: They are more creative in how they adapt to life. They don't feel a strong need to just fit in.
• Reliable and Constructive: They can be trusted to act in helpful ways. They balance their needs with their inner goodness.
• A Rich Life: They experience life intensely, with both joy and pain, love and heartbreak.

What is Incongruity?

Rogers talked about the "real self" and the "ideal self."

• The real self is who you truly are, based on your natural desire to grow.
• The ideal self is who you think you *should* be, often based on what others expect.

When there's a big gap between your real self and your ideal self, Rogers called this incongruity. This means you're not living true to yourself.

When Things Go Wrong

Rogers believed that if someone is incongruent, they might struggle. They might constantly try to protect their self-concept. This can be hard because they aren't living authentically. They might use "defense mechanisms" like:

• Distortion: Changing how they see things so it fits their self-concept.
• Denial: Ignoring experiences that don't fit with how they see themselves.

If this incongruity becomes too much, a person might feel very anxious or even develop psychological problems. Their personality can become disorganized.

How Carl Rogers' Ideas Are Used

Rogers' ideas, known as the "person-centered approach," are used in many different areas.

Person-Centered Therapy

Rogers first developed his ideas for therapy. He first called it "non-directive therapy," then "client-centered therapy," and finally "person-centered therapy." This type of therapy focuses on the client's own ability to find solutions. The therapist provides a supportive and understanding environment.

Learner-Centered Teaching

Rogers also applied his ideas to education. He wrote a book called Freedom to Learn (1969). In learner-centered teaching, the student is the main focus, not just the teacher.

Rogers had five main ideas about this:

1. Teachers Facilitate Learning: A teacher can't directly force someone to learn. They can only help or "facilitate" the student's learning journey. What the student does is more important than what the teacher does.
2. Relevant Learning: People learn best when they see how the information connects to their own lives and helps them grow.
3. Openness to New Ideas: If new information challenges what a student already believes, they might resist it. Teachers should gently encourage students to be open-minded.
4. Safe Learning Environment: Students learn better when they feel safe and not threatened. An open, friendly classroom where trust is built is very important.
5. Instructor as Guide: The teacher should be a guide, not just someone who tells students what to do. They should be open to learning from students too.

Rogerian Argument Style

Rogers' ideas also influenced how people communicate and argue. A "Rogerian argument" involves truly understanding the other person's point of view. You try to restate their position in a way that satisfies them, showing you've listened and understood. This is different from just trying to win an argument.

Improving Cross-Cultural Relations

Rogers' approach has been used to help people from different cultures understand each other. He led workshops in places with conflict, like South Africa and Ireland. He helped people from different backgrounds talk to each other and build connections.

Selected Works by Carl Rogers

• Rogers, Carl. (1942). Counseling and Psychotherapy: Newer Concepts in Practice.
• Rogers, Carl. (1951). Client-Centered Therapy: Its Current Practice, Implications and Theory.
• Rogers, Carl. (1961). On Becoming a Person: A Therapist's View of Psychotherapy.
• Rogers, Carl. (1969). Freedom to Learn: A View of What Education Might Become.
• Rogers, Carl. (1977). On Personal Power: Inner Strength and Its Revolutionary Impact.

See also

In Spanish: Carl Rogers para niños

• Hidden personality