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Rogers, Carl R. (1902–1987)

Carl Ransom Rogers developed a robust humanistic psychological theory and therapy that established him as a preeminent exponent of and eloquent spokesperson for psychology's third force (humanism). In doing so he transformed the ways in which the counseling process is conceptualized and conducted. He embarked upon an ambitious experimental campaign to subject his theoretical and therapeutic ideas to empirical scrutiny and testing. He also sought to apply his humanistic philosophy to other substantive areas of inquiry (e.g., education and international relations). Most contemporary counseling psychologists acknowledge the central importance of the core conditions in therapeutic change. Many of Rogers's ideas about the counseling process, once considered revolutionary, now influence or have been integrated into today's practice of counseling throughout the world. His seminal ideas have vastly enriched and expanded our vision about personality functioning and change and will continue to fruitfully influence and affect counselors and clients for countless generations to come.

Education and Career

Rogers obtained his B.A. in 1924 from the University of Wisconsin, and his M.A. in 1928 and Ph.D. in 1931 from Columbia University. He served as a psychologist at the Rochester Guidance Center (1928–1939), professor of psychology at the Ohio State University (1940–1945), professor of psychology and Executive Secretary of the Counseling Center of the University of Chicago (1945–1957), and professor of psychology and psychiatry at the University of Wisconsin (1957–1963). He concluded his career with appointments at the Western Behavioral Sciences Institute from 1964 to 1968 and the Center for the Studies of the Person from 1968 to 1987. He received a Distinguished Scientific Award in 1956 and Distinguished Professional Contribution Award in 1972 from the American Psychological Association.

Contribution

Rogers's most enduring contribution to counseling was his client-centered (also referred to as person-centered) approach. To best understand his system, three areas require attention: (1) the client-centered view of disturbance, (2) the therapeutic conditions of personality change, and (3) the process of therapeutic change.

The Client-Centered View of Disturbance

Clients who come for counseling experience some type of disequilibrium. This is the product of conflict, tension, and distress, which result from dishonesty with self. At its most fundamental level, Rogers viewed disturbance as originating in an individual's losing trust in his or her “self.” As this occurs, individuals begin to distort, deny, or inauthenticate their own experience of the world, and over time to separate increasingly from that fully, freshly felt experiencing of self and the world. Rogers used the term incongruence to capture this idea of the discrepancy between one's self and one's experience. As incongruities emerge, increase further in magnitude, and become incorporated into everyday functioning, the individual operates more on a basis of “what I should be” or “who I must be” than on a basis of “who I am.”

Rogers's belief in humanity was eminently positive, optimistic, and proactive. He believed that each person possesses an inherent tendency to fully develop his or her capacities, a process Rogers termed self-actualization. Though life experiences can derail this tendency, this “great upward striving” still calls to us. Clients may express this in myriad ways: “Something doesn't feel right,” “I don't believe that I'm being true to myself,” “I really think I'm selling myself short,” “I don't like it when I do that.” Clients experience that something is wrong (e.g., conflict, tension, or distress), they sense that this involves a compromise of self (e.g., incongruity, discrepancy, or dishonesty), and they wish for a better adjustment (actualization). The antidote for these disturbances lies in reconnecting clients with their authentic selves; reestablishing the process of their listening to, valuing, and trusting their innermost selves; and setting them on the path to becoming fully functioning individuals.

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