Rogers, Carl R.

Selected from a body of Rogers' work, essays deal with his approach to psychotherapy, theory and research, and philosophies.

Personal experiences and perspectives: Experiences in communication -- My philosophy of interpersonal relationships and how it grew -- In retrospect: forty-six years -- Growing old: or older and growing? -- Do we need "a" reality? -- Aspects of a person-centered approach: Foundations of a person-centered approach -- Empathic: Unappreciated way of being -- Building person-centered communities

The late Carl Rogers, founder of the humanistic psychology movement, revolutionized psychotherapy with his concept of client-centered therapy. His influence has spanned decades, but that influence has become so much a part of mainstream psychology that the ingenious nature of his work has almost been forgotten. Houghton Mifflin is delighted to introduce this preeminent psychologist to the next generation with a new edition of this landmark book.

"On Becoming an Effective Teacher presents the final unpublished writings of Rogers and as such has a unique historical value. It also documents the research results of four highly relevant, related but independent studies which comprise the biggest collection of data ever accumulated to test a person-centred theory in the field of education. This body of comprehensive research on effective teaching was accomplished over a twenty-year period in 42 States in the U.S. and in six other countries including the UK, Germany, Brazil, Canada, Israel, and Mexico, and is highly relevant to the concerns of teachers, psychologists, students, and parents. The principal findings of the research in this book show that teachers and schools can significantly improve their effectiveness through programs focusing on facilitative interpersonal relationships. Teachers who either naturally have, or are trained to have empathy, genuineness (congruence), and who prize their students (positive regard) create an important level of trust in the classroom and exert significant positive effects on student outcomes including achievement scores, interpersonal functioning, self-concept, and attendance. The dialogues between Rogers and Lyon offer a unique and timeless perspective on teaching, counselling and learning. The work of Reinhard Tausch on person-centered teaching to counselors, parents, athletics, and even textbook materials, as well as research on the interactions of teachers and students, is among the most thorough and rigorous research ever accomplished on the significance and potential of a person-centered approach to teaching and learning"--