Interdisciplinary Applications of the Person-Centered Approach (eBook)

Jeffrey H. D. Cornelius-White, Psy.D., LPC is Professor of Counseling at Missouri State University and doctoral faculty at the University of Missouri-Columbia. He is former editor of The Person-Centered Journal and former chair of the World Association for Person-Centered and Experiential Psychotherapy and Counseling. He has published more than 75 works, including Learner-Centered Instruction (Sage, 2010 with Adam Harbaugh), Facilitating Young People’s Development (PCCS, 2008 with Michael Behr), and Carl Rogers: The China Diary (PCCS, 2012). Jef studied at the Chicago Counseling Center and the Pre-Therapy Institute and is a graduate of Argosy University-Chicago. He enjoys cycling, volleyball, his friends and family. Renate Motschnig-Pitrik, born in Ostrava, Czech Republic, is a professor of computer science and head of the Computer Science Didactics and Learning Research Center at the University of Vienna, Austria. Renate held positions at the RWTH Aachen in Germany, the University of Toronto, Canada, and teaches and cooperates with the Masaryk University in Brno, Czech Republic. She participated in encounter groups and several events based on the Person-Centered Approach. She is deeply interested in the multiple ways in which mutual understanding and whole-person learning happen. She is an author/co-author of more than 130 scientific articles, one book, and is determined to foster a style in education that is based on person-centered attitudes, our co-actualizing potential, and thoughtful support by web-based technology. She appreciates synergies between presence and distance, and a multitude of (scientific) disciplines and cultures.Michael Lux, born in Stuttgart, Germany, has Master degrees in psychology and gerontology. He is a certified person-centered psychotherapist and works as a psychotherapist and neuropsychologist in the Neurological Rehabilitation Center Quellenhof in Bad Wildbad, Germany. Over the past few years, he has been intensively engaged with linkages between the Person-Centered Approach (PCA) and neuroscience. As a result he developed the model of a neuroscientifically based person-centered psychotherapy, which he described in a book and in scientific articles. Furthermore, he gives lectures and workshops on the neuroscientific bases of the PCA at conferences and training institutes.

Preface 6
Overview and Structure of the Book 9
Contents 12
Part I Introductory Chapters 15
1 Introduction to Interdisciplinary Applications 16
1…Clinical Applications 17
2…Education 19
3…Children and Family 20
4…Business and Leadership 20
5…Conflict and Constructive CommunicationConstructive Communication 21
6…Concluding Thoughts 21
References 22
2 An Experiential Example of the Person-Centered Approach: Carl Rogers at Work 23
1…Introduction 23
2…The Demonstration InterviewDemonstration Interview 24
3…ReflectionReflection and Outlook 31
References 32
Part II Clinical Applications 33
3 Person-Centered and Experiential Psychotherapies: An Overview 34
1…ClassicalClassical ClientClient-CenteredCentered TherapyTherapy 35
2…Person-Centered Psychotherapy as Dialogical ApproachDialogical Approach 38
3…Interactional/Interpersonal OrientationInterpersonal Orientation 39
4…Existential OrientationExistential Orientation 40
5…Disorder-SpecificDisorder Specific Orientation 41
6…Motivational InterviewingMotivational Interviewing 43
7…Beyond the Verbal Level: Play TherapyPlay Therapy, Expressive Arts, Body WorkBody Work, and Constellation WorkConstellation Work 44
8…Focusing-Oriented TherapyFocusing-Oriented Therapy 45
9…Emotion-Focused TherapyEmotion-Focused Therapy 46
10…IntegrativeIntegrative/Eclectic Approaches 47
11…Conclusion 48
Acknowledgments 49
References 49
4 Motivational Interviewing and Client-Centered Therapy 53
1…Basic Processes and Topics in MI 54
2…Similarities and Differences Between MI and Classic Client-Centered TherapyClient-Centered Therapy 55
References 56
5 Linking the Person-Centered Approach to the Arts: Person-Centered Expressive Arts Therapy and Empowerment 58
1…The Parallel Development of Natalie RogersNatalie Rogers and Person-Centered Expressive Arts 58
2…Diverse Applications of Person-Centered Expressive Arts with GroupsExpressive Arts with Groups 60
3…Examples of Contributions to Expressive Arts 61
4…The Author’s Personal Journey: Through LossLoss to EmpowermentEmpowerment 63
5…EmpowermentEmpowerment and Future Directions 63
References 65
6 Person-Centered Work in Services for People in Need of Everyday Care 66
1…Is the PCAPCA Suitable for Everyday Careeveryday care? 66
2…Some Examples of Guidelines 67
2.1 ExperienceExperience is the Key to Understandingunderstanding 67
2.2 Find the Person’s Language 68
2.3 The Road is as Important as the Destination 68
2.4 Clarity 68
2.5 Not the Deficiencies are Crucial but Personal Resources 68
2.6 Offer Choiceschoices and Accord Personal Responsibilityresponsibility 69
2.7 Take the Other Person Seriously 69
2.8 Recognize One’s Own Part 70
3…Conclusion 70
References 71
7 Counselling the SAI Way 72
1…Introduction 72
2…Spirituality-Based CounsellingSpirituality-based Counselling 73
3…SAI Counselling---A Walkthrough 75
4…Case Histories 77
4.1 A Patient Traumatized by a Brain Tumour Recurrence that Mandated a Second Brain Surgery 77
4.1.1 Faith is the Bird that Sings When Dawn is Still Dark---Rabindranath Tagore 77
4.2 A Patient Suffering from Trigeminal Neuralgia 78
4.2.1 When Did the Healinghealing Begin and When Did the Cure Come? 78
5…Conclusion 79
References 80
8 Person-Centred Medicine and Subjectivity 81
1…Introduction 81
2…What is Needed to Meet These Requirements? 82
2.1 Taking the Whole PersonWhole Person into Account 83
2.2 Considering DiagnosisDiagnosis and Therapeutic Choices as a Joint Process 83
2.3 Taking into Account the Subjective Aspects of the Person’s Healthhealth Situation 84
3…What Methodology Then? 84
4…Concluding Remarks and Future Perspectives 85
References 86
Part III Education 88
9 The Learner-Centered Model: From the Vision to the Future 89
1…Introduction 89
1.1 The Context 91
1.2 The Theory 92
1.3 The ResearchResearch 93
1.4 The Challenge 93
1.5 The Vision 94
2…The Vision of the Past 94
2.1 The Person-CenteredPerson-Centered Model 94
2.2 What Current Research Says 95
2.3 What the Implications are for Practice and PolicyPolicy 96
2.4 Where the Theory Led the Field 96
3…The Vision of the Present 97
3.1 From Person-CenteredPerson-Centered to Learner-CenteredLearner-Centered 97
3.2 Learner-Centered PrinciplesLearner-Centered Principles and Practices 98
3.3 Self-Assessment and ReflectionSelf-Assessment and Reflection Tools for Teachers 101
3.4 ResearchResearch Results with the Learner-Centered ModelLearner-Centered Model and Self-AssessmentSelf-Assessment Tools 102
3.5 Current ResearchResearch on the Learner-Centered ModelLearner-Centered Model 102
3.6 Needed New Directions 103
4…The Vision of the FutureFuture 104
4.1 Changes in Learners and Learning that have Emerged 105
4.2 The Role of New Technologies for Learning 106
5…Conclusions and Next Steps 107
5.1 A New Transformational LearnerTransformational Learner and Learning Paradigm 108
5.2 Practice Steps Needed 109
5.3 PolicyPolicy Steps Needed 110
6…Call to Action 112
References 114
10 The Person-Centered Approach in Adult Education 120
1…Introduction 120
2…Rogers’ Theory of Facilitation of LearningFacilitation of Learning as a Basis for Adult EducationAdult Education 121
3…Conditions for the Facilitation of Person-Centered Learning and Their Practical Implications 122
3.1 CongruenceCongruence as a Condition for Facilitating Learning 122
3.2 Unconditional Positive RegardUnconditional Positive Regard as a Condition for Facilitating Learning 123
3.3 Faith in the Human OrganismFaith in the Human Organism as a Condition of Facilitating Learning 124
3.4 EmpathyEmpathy as a Condition for Facilitating Learning 124
3.5 Getting in Touch with Personal Problems/Incongruenceincongruence as a Condition for Facilitating Learning 125
3.6 Offering Resources as a Condition for Facilitating Learning 126
3.7 How the Perception of the Facilitator by the Participants can Facilitate the Learning Process 126
4…Concluding Statements and Participants’ Reflections 126
Acknowledgments 127
References 127
11 Characteristics and Effects of Person-Centered Technology Enhanced Learning 129
1…Introduction 129
2…Person-Centered Technology Enhanced LearningPerson-Centered Technology Enhanced Learning in Action 130
3…Research Results and Students’ Reactions 131
4…Conclusions and Open Questions 133
References 134
12 Ubiquitous Educational Computing and Learner-Centered Instruction: A Likely Pair 136
1…Overview of Ubiquitous Computing and Learner-Centered Instruction 136
2…A Meta-SynthesisMeta-Synthesis of the Research on Ubiquitous ComputingUbiquitous Computing in Education 138
3…Research Focused on Ubiquitous Computing and Learner-Centered Instruction 139
4…Conclusion 140
References 140
Part IV Children and Family 142
13 Foundational Oppression: Families and Schools 143
References 146
14 The Person-Centered Approach in Family Education 147
1…Learning in FreedomFreedom: The Person-Centered ApproachPerson-Centered Approach in Schools 147
2…The Person-Centered ApproachPerson-Centered Approach in Early EducationEarly Education 148
3…The Person-Centered ApproachPerson-Centered Approach in Families 149
3.1 Gordon’s Parent Effectiveness Training: Family Effectiveness Training 149
3.2 The Person-Centered Parents’ School ‘‘Living Together’’ 149
3.3 Filial TherapyFilial therapy: Child--Parent Relationship Therapy 150
3.4 Kids’ WorkshoptradeKids’ Workshoptrade 151
4…Summary 151
References 151
Part V Business and Leadership 154
15 Successful Management with the Person-Centered Approach: Building the Bridge to Business 155
1…Being with Carl RogersCarl Rogers 155
2…Bringing the PCAPCA into the BusinessBusiness World: A ‘‘Safe Place’’ to Deal with Differences 156
3…Hard Facts and Open Emotions: A Universal Struggle 157
4…Deep EmpathyEmpathy: A ‘‘Tendency to Grow’’ 159
5…Openness and TransparencyTransparency in Today’s Global BusinessBusiness World: LeadershipLeadership with Vulnerability Equals Integrity 162
6…Corporate Drift Toward the PCAPCA: From Vindictive, Greed-Oriented Groupthink to a Diplomatic, Open-Minded, Consensus-Building Culture 164
7…Handling the TruthTruth, Leading with OpennessOpenness and Ensuring a ‘‘Safe SpaceSafe Space’’ to Explore Differences 166
8…Person-Centered Teams: From Personal Development to Bottom-Line BusinessBusiness 169
9…Savvy LeadershipLeadership: How to Compete Without Losing Sight of HumanisticHumanistic Values 170
10…Emotional Intelligence: The Gateway for Translating PCA Language to BusinessBusiness 172
11…Carl Rogers’Carl Rogers’ ValuesValues in BusinessBusiness: ‘‘The Perfect Client Experience’’ 173
References 175
16 Person-Centred Approach: Theory and Practice in a Non-therapeutic Context 177
1…Position of the PCA in the Context of Humanistic and Mainstream Psychology 177
2…Core Thoughts of the PCA Influential for Non-therapeutic Contexts 178
2.1 Thoughts and Values of Humanistic Psychotherapy 178
2.2 The Concept of the Fully Functioning Person 179
2.3 The Development of an Optimally Functioning Personality 181
2.4 PCA Beyond the Psychotherapeutic Context: Is it New? 182
3…The Process of Developing Optimal Personality Functioning in the Therapeutic Versus Non-therapeutic Context 183
3.1 The Process of Learning in PCA Skills Training 183
3.2 Coaching 184
4…The ‘‘Fully-Functioning Person’’ Beyond Therapy, and the Measurement of Optimal Personality Functioning in PCA Growth-Oriented Interventions 185
5…Perspectives of PCA Managerial Competence 187
References 191
17 A Person-Centered Approach to Innovation Management: Experiences and Learnings 193
1…Introduction ‘‘Speaking Personally’’ 193
2…Linking the Concept of CreativityCreativity by Carl Rogers to InnovationInnovation 194
3…My Model for the Innovation ProcessInnovation Process 194
4…A Short View on Collaboration CultureCollaboration Culture and Innovation ClimateInnovation Climate 195
5…The Role of the InnovationInnovation Manager Seen from a Person-Centered Perspective 196
6…Conclusions and Lessons Learnt in Person-Centered Innovation ManagementManagement 197
Acknowledgments 198
References 198
Part VI Conflict and Constructive Communication 199
18 The Person-Centered Approach and its Capacity to Enhance Constructive International Communication 200
1…Introduction 200
2…The Relative Role of (Social Science) Theory(Social Science) Theory: An Initial and Cautious Note 201
3…The Person-Centered ApproachThe Person-Centered Approach: An Introduction to the Ground and Context of the Theorytheory 202
4…What is InternationalInternational CommunicationCommunication? Examples, Challenges, and Emerging Ideas 204
5…Some BarriersBarriers to InternationalInternational CommunicationCommunication: Preparation and Cultural LiteracyCultural Literacy 206
5.1 Lack of Preparation 206
5.2 The Need for ‘Cultural LiteracyCultural Literacy’ 207
6…The Potential of the GroupGroup for the Group! 207
7…A Summary of Concluding Thoughts 209
References 210
19 Conflict Transformation 212
1…Introduction 212
2…ConflictConflict Within a Person: Illustrating the Expression of Congruence 213
3…ConflictConflict Between People: Illustrating the Expression of Unconditional Positive Regard 214
4…ConflictConflict Between Groups: Illustrating the Expression of EmpathyEmpathy 216
5…Concluding Thoughts 217
References 219
20 PCA Encounter Groups: Transformative Learning for Individuals and Communities 220
1…Introduction 220
2…RelationalityRelationality, HolismHolism, and AutopoiesisAutopoiesis 221
3…The Power of Groups 221
4…Learning in Large Encounter GroupsEncounter Groups 222
5…The Future of Encounter GroupsEncounter Groups 225
21 Staying Human: Experiences of a Therapist and Political Activist 228
1…Vittorio Arrigoni’sVittorio Arrigoni’s Message 230
References 230
Part VII Conclusion and Meta-View 231
22 The Person-Centered Approach: An Emergent Paradigm 232
1…The PCA is Far more than a Theorytheory 233
2…Experience Comes First: Otherwise no Theory and no Becoming a Person 234
3…The Actualizing Tendency as the Only Motivemotive and ‘‘Inner Compass’’ Toward Growth 235
3.1 Explicitly Expressed Image of the Human Beingimage of the human being 235
3.2 Life is a Process of Changechange Needing Flexibilityflexibility of Structures 235
3.3 The Actualizing Tendency has an Inherent Direction Orienting Organismic Valuingorganismic valuing 236
4…The Person-Centered Approach Focuses on the Quality of Interpersonal Interaction 237
5…The PCA is a Whole-Personwhole-person Approach, a Generative Framework for Integrity 240
6…The Person-Centered Approach is a Way of Being 242
7…InterdisciplinaryInterdisciplinary Systems Theorysystems theory Captures Structural Aspects of the PCA 243
8…The PCA Implies a Culture-Transcending Way of Relatingway of relating 245
9…An Emergent Paradigm 246
References 247
Editors Biography 250
The Editors 250
Additional Contributors 251
Index 257