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Non-DirectiveTeaching-1.pptx
Non-Directive Teaching
From Therapy to Education
Welcome to my presentation on Non-Directive Teaching, aka Client Centered Teaching. I became more convinced in this model when I learned that Carl Rogers also created the communication tool of Active Listening. Likewise, he changed therapy and counseling by being the first to call his patients clients.
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Carl Rogers
Carl Rogers was born January 8, 1902, in a small suburb of Oak Park, Illinois right outside of Chicago. He was the fourth of six children
His parents were strict Protestants and worked hard to keep society from corrupting their children. When Carl was a teenager, his family moved to a farm in Glen Ellen, Illinois.
This is where he became interested in the science of agriculture. He decided to go to college at the University of Wisconsin at Madison to pursue a career in farming
After his graduation from college, he married his long-time girlfriend Helen, and they had a son and a daughter.
Carl Rogers retired in La Jolla, California where he did some work for the Western Behavioral Sciences Institute.
The creator of Non-Directive teaching is Carl Rogers. Mr. Rogers was born in Oak Park, Illinois on January 8, 1902. He was born in a family of strict Protestants with five siblings. While living in Illinois as a child Carl became fascinated with farming. So, when he went to college, he pursued a degree in agriculture. After graduation he married Helen who was his long-time girlfriend. He and Helen had two children together (a son and daughter).
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Adult Life
Carl Rogers began attending Christian revivals during his time attending the University of Wisconsin. Through the course of his schooling, he changed from agriculture to a degree in theology with the goal of becoming a minister.
While attending Union Theological Seminary in New York City he also took psychology classes from Teachers College of Columbia University.
He later transferred schools and became a fulltime student in the Teachers College.
Carl Rogers would later be employed with Rochester, Ohio State University, the University of Chicago, University of Wisconsin, as well as the Western Behavioral Sciences Institute in California.
While enrolled at the University of Wisconsin he started attending Christian revival meetings and decided to change his major to history instead of agriculture. He had decided to become a minister after graduation. Rogers was then interested in studying religion and applied to the Union Theological Seminary in New York City. It was here where he began taking psychology classes at the Teachers College of Columbia University. Rogers later transferred completely to the Teachers College when inspired by such instructors as Watson, Goodwin, Leta Hollingworth and William Heard Kilpatrick. • Rogers later went on to pursue a career at Rochester, Ohio State University, the University of Chicago, University of Wisconsin, and the Western Behavioral Sciences Institute in California.
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Professional Accomplishments
Roger’s dissertation from his time attending the Teacher’s College was Personality Adjustment Inventory.
His dissertation became popular and sold over 500,000 copies in a 50-year time frame. His first books was published in 1939 titled The Clinical Treatment of the Problem Child.
While teaching at Ohio State University Rogers wrote his second book titled Counseling and Psychotherapy: Newer Concepts in Practice.
Four years later Rogers wrote his next book titled Client-Centered Therapy: It’s Current Practice, Implications and Theory . It was written while he was a taught in the psychology department for the University of Chicago.
Rogers also became the director of the Rochester Guidance Center. Rogers’ dissertation while attending the Teacher’s College was Personality Adjustment Inventory. • The publication was so popular that in a span of 50 years it sold over half a million copies. In 1939, he published his first book called The Clinical Treatment of the Problem Child. Rogers then took a full teaching position at Ohio State University and subsequently started work on his second book entitled Counseling and Psychotherapy: Newer Concepts in Practice. • After only four years he decided to transfer to the University of Chicago in which he started the Counseling Center, and he was also a professor in the psychology department. It was here, he began working on his new approach to counseling now known as “client-centered” therapy. Also, during this time, he wrote another book entitled Client-Centered Therapy: It’s Current Practice, Implications and Theory.
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Professional Accomplishments Cont.
He was the first to receive the “Distinguished Scientific Contribution Award” in 1956
Rogers received recognition for his time working with the American Association of Orthopsychiatry, American Association of Social Workers, and for being the president of the American Psychological Association.
Rogers was well known for being the first to:
record his therapy sessions demonstrating his theories and beliefs.
Provide audio recordings and training videos for training material.
During his tenure at the University of Wisconsin Carl wrote On Becoming a Person: A Therapists View of Psychotherapy.
Association the first “Distinguished Scientific Contribution Award” in 1956. Rogers is also well known for his work with the American Association of Orthopsychiatry and the American Association of Social Workers. During the 1940s and 1950s he was the president of the American Psychological Association as well. Rogers was well known for being the first to record his therapy sessions, thus demonstrating his theories and beliefs. Provided audio recordings and training videos for other psychotherapists to use as training materials. While at the University of Wisconsin, he wrote one of the most influential books, in 1961, entitled, On Becoming a Person: A Therapists View of Psychotherapy.
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Rogers firmly believed that his clients were ultimately in charge of their own happiness. This idea of “client-centered” became the center of his approach.
Carl Rogers coined “self-theory” where the client would discover their personal views of themselves. Then, had the power to change their view.
Roger’s theories and principals are better known as “Humanistic Psychology,”
Roger’s helped clients achieve a fulfilling life known as “self-actualizing.” By leading the client to become a “full-functioning” individual as the ultimate goal.
Professional Theory
Rogers is well known for his work in “client-centered” approach used in psychotherapy. His belief was that the client was in charge of their own happiness. The therapist was just there to guide the client in the right direction. He believed that in order for a client/therapist relationship to develop the therapist must embody these characteristics unconditional positive regard, empathy, and congruence. He also had a “self-theory” in which he described how the client views himself/herself, and how through therapy can help change their view and future. Roger’s theories and principals put together are better known today as “Humanistic Psychology,” His version focused more on helping the individual help themselves instead of diagnosing. Roger’s interest in the client achieving his/her full potential in life is what we know as “self-actualizing”, and thus, leading the client to become a “full-functioning person,” whisk is fact was the ultimate goal.
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This video perfectly illustrates his approach to those he works with. His method’s follow closely to these thoughts.
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Stages of Theory
Self Actualization Tendency are those who have achieved a sense of autonomy, self-sufficiency, and personal growth
The person-centered approach assumes that each person has a need for Unconditional Positive Regard. Which is acceptance, respect, sympathy, and love regardless of their performance.
Most people receive Conditional Positive Regard which is tied directly to their performance and their parents and societies response. Their validation comes form others.
People will leave the path of self actualization when they seek to find their work in Conditional Positive Regard. Which can never be fulfilled.
Self Actualization Tendency= is the built-in tendency to develop in a positive way. Those who have self-actualized have achieved autonomy, self-sufficiency, and personal growth.
The person centered assumes that each person has a need for Unconditional Positive Regard = acceptance, respect, sympathy, and love regardless of performance. Most people receive Conditional Positive Regard = is acceptance only for doing what parents or society insists upon; the person is valued for what he/she does, not for who he/she is.
Individuals may lose sight of their true worth by receiving Conditional Positive Regar. = They will leave the path of self- actualization and look to others for positive regard.
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Therapy
Client-Centered: The client should identify what is wrong, find ways to improve, and determine the final conclusion/goal.
Reflection: As the facilitator you need to mirror the emotions being communicated. This helps the client understand that they are being heard and potentially understood.
Requirements of the facilitator
1. Be genuine and honest with client
2. Empathetic to client’s feelings
3. Respectful and accepting
These qualities are crucial to the facilitators and clients’ success
Client-Centered-The client should say what is wrong, find ways of improving, and determine the conclusion of therapy.
Reflection- Mirroring of emotional communication so the client understands that the therapist is listening and cares enough to understand.
Requirements of the therapist
1. Congruence- genuineness, honesty with the client
2. Empathy- the ability to feel what the client feels.
3. Respect- acceptance, unconditional positive regard towards the client
These qualities are necessary and sufficient
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Known by two names
Non-Directive = Client Centered
“Would you say today that you have perhaps qualified somewhat this notion of being non-directive?
Rogers replied: No. I think perhaps I enriched it, but not really qualified it. I still feel that the person who should guide the client’s life is the client. My whole philosophy and whole approach is to try to strengthen him in that way of being, that he's in charge of his own life and nothing that I say is intended to take that capacity or that opportunity away from him.”
In 1951 Carl Rogers published his new work titled Client-Centered Therapy. In the book, Rogers re-names the method of non-directive as client centered.
The easiest way to look at this would be to see them each as one side of a coin. One side of the coin would be non-directive which refers to “what it is the therapist aspires not to do, that is to challenge the client’s agency over their own feelings and perceptions.” One the opposite side of the coin is client-centered which “refers to what the therapist aspires to do, which is to support the agency of the client and go with their direction in terms of understanding what hurts and what is needed.”
Interestingly Carl Rogers dropped the term non-directive after the publication of his book in 1951. The change was made because Rogers felt the term was misunderstood and was leading to “distortions of the approach.” Rogers later expounded on the non-directive term during and interview in 1987 when he stated “Would you say today that you have perhaps qualified somewhat this notion of being non-directive?
Rogers replied: No. I think perhaps I enriched it, but not really qualified it. I still feel that the person who should guide the client’s life is the client. My whole philosophy and whole approach is to try to strengthen him in that way of being, that he's in charge of his own life and nothing that I say is intended to take that capacity or that opportunity away from him.”
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How Rogers Theories May Be Used in Educational Practice
As educational counselors and facilitators the Person-Centered approach can be very helpful in guiding students to pursue their strengths.
By using Roger’s methods of Humanistic Psychology, the students can learn how to help themselves.
Likewise, the facilitator can the students create a sense of worth that will be more foundational since it is their creation.
Rogers’ approach is considered to be counselor Based
Therapy can be a mode of learning
Uses positive human interaction
Instruction using human relations instead of subject matter
As educational counselors, Roger’s theory of “Person Centered Therapy” may be very helpful in guiding students to pursue their strengths.
By using Roger’s techniques of “Humanistic Psychology” counselors can help students help themselves.
Through creating a positive relationship with the students, the counselor can instill, “conditions of worth” in his/her students.
Counselor Based
Therapy can be a mode of learning
Uses positive human interaction
Instruction using human relations instead of subject matter
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Applications
Even though this is a counselor-based method it can still be used in many ways. It has been used in education to help with personal, social, and academic problems. Also, to discuss books, determine career paths, solve school problems, science labs, math, and English classes.
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Personal, social, academic problems
Discussions about books in English
Ag, FACS-problem solving, Careers class
Science-Labs
Math-Consumer math-Real Life situations
The Teacher is the Facilitator
As the facilitator you have three stages of progression to work the student/client through. First, you must assist students in their exploration of the problems, ideas, concepts, or thoughts that pertain to their life.
Second, the facilitator walks with the student through the thought process as they work together through the process of discovery.
Third, the teacher walks beside the student through the solution development stage. Keep walking until both long-term and short-term solutions are identified.
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Assists students to explore concepts pertaining to their lives
Teachers and students work together in cooperation to obtain learning
Develop long-term learning methods instead of short-term content objectives
Sequence of Non-directive Model
Another model being used is seen here. You start with Phase One: Define helping situation. Then, Phase Two: Explore the Problem. Followed by Phase Three: Develop Insight. Then Phase Four: Plan and Decision Making. And finally Phase Five: Integration
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Phase One: Define helping situation
Phase Two: Explore the Problem
Phase Three: Develop Insight
Phase Four: Plan and Decision Making
Phase Five: Integration
Goals and Assumptions
The facilitator will respect the student/client’s ability to identify and find solutions to their own problems
The facilitator will empathize and nurture during thought and development
Facilitator will share, and listen to positive and negative feedback. This is essential to development
Use terms such as “we” instead of “you”
Teacher respects student’s ability to identify and find solution to problems
Empathize with students to nurture and develop thoughts
Both positive and negative feedback essential to development
Focus on “we” instead of “you”
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Classroom Atmosphere
Respond with warmth and understanding to each individual student
No judgement area
Free expression zone. No thoughts or ideas are off limits.
Pressure free. No intimidation or pre-conceived solutions
Warmth and responsiveness to student as an individual
Teacher does not judge
Student is free to express feelings symbolically
Relationship is free from any type of pressure or intimidation
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Do’s and Don’ts of Non-directive Model
Do’s
Reflect, clarify, accept and demonstrate understanding
Approve when genuine progress is made
Don’ts
Interpret, evaluate, offer advice
Attempt to change the ideas or influence attitudes
Do’s
Reflect, clarify, accept and demonstrate understanding
Approve when genuine progress is made
Don’ts
Interpret, evaluate, offer advice
Attempt to change the ideas or influence attitudes
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Pros
Gives power back to the client/student
Can open or access areas that are not familiar to facilitator
Helps facilitator meet student/client where they are
Leads to more buy in by client/student
Softer approach
Developed the “Person Centered Theory” Rogers was the 1st to record/video tape sessions for educational purposes. 1st to refer to the person as a “Client” instead of patient Coined the term “Self Theory” the client views themselves, and how through therapy they can change their view of the future and how they desire to live. Rogers believed that “the core of man’s nature is essentially positive”. Victims of violent crimes would disagree.
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Cons
Time consuming
The Idea of “Ideal Self”- (What I want to be) may be very far from what is actual and/or realistic
Unorganized/inefficient
Can lend to self loathing
Can be EXTREMELY frustrating during initial sessions
Rogers believed that “the core of man’s nature is essentially positive”. Victims of violent crimes would disagree. Rogers believed humans were essentially “trustworthy Organisms: Rogers “Actualizing Tendency” is contradictory to his belief that people are essentially good and trustworthy. The Idea of “Ideal Self”- (What I want to be) may be very far from what is actual and/or realistic.
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EXAMPLE
Tenenbaum: Class had a rough first six sessions before the class changed. At one point the class mutinied and demanded Carl teach in traditional way (after many pleas to do so). Carl read from an article out loud for an entire class in response. That led to the class to keep working as they realized that Carl would not give in and they had to work it out themselves. The discussions became more real and natural as they continued working together.
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SUNDAY SCHOOL
Open discussion
Set aside time for open discussion
Give a general topic to generate an initial thought process
Write a number of scriptures on the board that the members can read and use in their thought process
Do NOT come prepared to teach, instead come prepared to listen
Encourage discussion by expressing interest in what they have to say. In and out of class.
I come from a faith tradition that encourages Sunday School attendees to ask and answer questions. So much wisdom can be found sitting in the church pews. But many teachers (including many in my faith traditional) want to impart their own wisdom and knowledge on the class instead of holding a discussion. A more traditional preaching model. For the last 30 years I have seen a shift from the more traditional model. Teachers come more as a facilitator, guide, or moderator when it comes to lessons. These few steps can help a teacher open their class to be more client (member) centered.
Open discussion
Set aside time for open discussion
Give a general topic to generate an initial thought process
Do NOT come prepared to teach, instead come prepared to listen
Encourage discussion by expressing interest in what they have to say. In and out of class.
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SUNDAY SCHOOL Cont.
Remember, Patience is a Virtue
Allow awkward silence, do not jump in
Allow the class to guide itself, even if that means leaving the original topic
In the given example it took Carl Rogers class six sessions before they broke open and he is the professional!
Patience, Patience, Patience!
Even Carl Rogers became agitated during his class in the example. It was very difficult for the class to build the client centered class he was trying to build. As a teacher, this is very difficult. Not only loosening the reigns, but at times completely handing them to another person in the class. This is more of a pass the talking stick around rather than reigns to hold and steer with.
Remember, Patience is a Virtue
Allow awkward silence, do not jump in
Allow the class to guide itself, even if that means leaving the original topic
In the given example it took Carl Rogers class six sessions before they broke open and he is the professional!
Patience, Patience, Patience!
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In My Opinion…
Sunday Schools can use a hybrid version
Teacher allowing more discussion
More member driven instead of teacher
Allow more answers, questions, and guidance from class.
Guided discussions
Deeper instead of Wider discussions
I would not go wholesale and use the program as written. I believe it would be extremely messy, and potentially harmful. It is one thing to have a group of students who have paid to attend the class vs church members of a variety of ages and spiritual preparedness. I would take pieces of the model and use them in class. Just the mindset alone. When preparing a lesson that centers around the needs of the members instead of the need to give information an entirely different spirit can fill the class. Likewise, I know when I teach, I often feel like I need to impart A BUNCH of knowledge and information on a topic. However, some of the most meaningful classes come from moments that we sit, focus, and completely explore a specific point until it has been thoroughly explained and learned.
A hybrid version would be acceptable
Teacher allowing more discussion
More member driven instead of teacher
Allow more answers, questions, and guidance from class.
Guided discussions
Deeper instead of Wider discussions
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QUESTIONS?
References
Heppner, P. P., Rogers, M. E., & Lee, L. A. (1984). Carl Rogers: Reflections on his life [Electronic version]. Journal of Counseling and Development, 63, 14-20
Kirschenbaum, H. (2004). Carl Rogers’s life and works: An assessment on the 100th anniversary of his birth [Electronic version]. Journal of Counseling and Development, 82, 116- 124.
Goldstein, J.H.,& Wallace, P.M. (1997). An Introduction to psychology. McGraw Hill, Boston Massachusetts. Boeree, G.C., (2006). Carl Rogers [Electronic version].
Rogers, C. R. (1951). Client-centered therapy. Boston: Houghton-Mifflin
Baldwin, M. (1987). Interview with Carl Rogers on the use of self in therapy. In M. Baldwin, & V. Satir (eds.) The Use of Self in Therapy ( pp. 7-16) New York: The Haworth Press.
