humanistic psych exam one

the four tenets (What are the published four tenets of the Association of Humanistic Psychology)

1. The Experiencing Person

2. Distinctively Human Qualities

3. An Ultimate Concern With and Valuing of the Dignity and Worth of Humans

4. Meaningfulness

the experiencing person

a centering of attention on the ____________________, and thus a focus on experience as the primary phenomenon in the study of man. Both theoretical explanations and overt behavior are considered secondary to experience itself and to its meaning to the person

distinctively human qualities

an emphasis on such ____________________ as choice, creativity, valuation, and self-realization, as opposed to thinking about human beings in a mechanistic and reductionistic terms

an ultimate concern with and valuing of the dignity and worth of humans

________________________ and an interested in the development of the potential inherent in every person. central in this view is the person as he discoveres his own being and relates to other persons and to social groups

meaningfullness

an allegiance to _____________ in the selection of problems for study and of research procedures, and an opposition to a primary emphasis on objectivity at the expense of signifgance

central emphases within humanistic psychology

- humanism (the philosophy) is strongly phenomenological or experiential

- its starting point is conscious experience

- each person has an unassailable right to their own unique feelings and points of view

- strong interest in subjective experience

- does not disown science: instead, questions the notion that strict scientific methods are the only way to find the truth

- humanistic psychology insists in a persons essential wholeness and integrity

humanism

- liberty

- freedom

- whole person

- self-actualization

existentialism

- being vs. non-being

- freedom and responsibility

- meaning in life

- existential isolation

socrates

- born in 470 BCE

- love of liberty, the open forum, and freedom of expression

- precedes plato and aristotle

school of chartres

- anti scholastic (middle ages): repersented a return to socrates (more free thinking) and a feparture from Aristotle (more formal), which fueled the Renaissance

francis petrarch

- father of humanism

studia humanitatis

made up of five disciplines: grammar, rhetoric, history, literary studies, and moral philosophy

erasmus

- born 1466

- on free will, 1524: emphasized and defended "inner freedom" and free will

- believed in humans essential freedom and the creative power of the indiviudal

- humans have choice

Soren Kierkegaard

father of existentialsm

existentialism

focus on:

- death

- freedom and responsibility

- meaning in life

- existential isolation

abraham maslow

described his hierarchy of needs in "theory of human motivation"

base: physicological (breathing, food, sleep, etc.)

next: saftey (security of body, employment, etc.)

next: love/belonging (freindship, family, etc.)

next: esteem (self-esteem, condidence)

top: self-actualization (morality, creativity, etc.)

client-centered therapy

published by carl rogers in 1951, described his humanistic, client-centered approach

john cohens humanistic psychology

published in england in 1958

the journal of humanistic psychology

founded in 1961

humanistic psychology: a new breakthrough

james burgental's address in 1962 to the Orange County Psychological Association

1961

what year was the american association for humanistic psychology formed

the esalen institute

opened in 1962 with the purpose of exploring human potential, consciousness and humanistic alternative education

sonoma state university

school with the first graduate program in humanistic psychology in 1963

1970

what year was the creation of the APA subdivision: division of humanistic psychology?

the journal of humanistic psycholgoy

the first purpose: "to support, advance, and promote existential, humanistic, and transpersonal psychology and counseling, espeically in contributing to psychotherapy, education, theory, philosophy or psychology, research methodology, organisation and management, and social responsibility and change

The second purpose: to train students and professionals in humanistic, existential and transpersonal psychology

third purpose: to establish online and in-person collections that help preserve the history of humanistic, existential, and transpersonal psychology

fourth purpose: to purchases, own, and operate real property for such services, training, and collections to occur within

why we fw it (what made the humanistic psych movement popular)

- increased alienation in American society

- schools perceived as fosterng an emotional climate in which feelings of secrecy, shame, and depersonalization flourished

- increased technology was viewed as distracting from developing mutually satisfying interpersonal relationships

- moving from an "i-thou" society to an "i-it" society

the three signifgant events in the evolution of humanistic psych

1. the vietnam war: brought increased division in american society

2. the war on pollution

3. counterculture and humanistic psych emphasized freedom and the rejection of the idea of "role-appropriate" behavior

on a farm

where did carl rogers spend his adolescence?

trust

rogers first personal learning: i can _______ my experience

evaluation

rogers second personal learning: ______________ by others is not a guide for me

experience

rogers third personal learning: ____________ is, for me, the highest authority

experience

rogers fourth personal learning: i enjoy the discovering of order in ______________-

friendly

rogers fifth personal learning: the facts are __________

positive

rogers sixth personal learning: it has been my experience that persons have a basically _____________ direction

process

rogers seventh personal learning: life, at its best, is a flowing, changing ______________ in which nothing is fixed

something I am not

rogers first professional learning: in my relationships with persons, I have found that it does not help, in the long run, to act as though I were _________________________

acceptantly

rogers second professional learning: i find i am more effective when i can listen ___________ to myself

understand

rogers third professional learning: i have found it of enormous value when I can permit myself to ___________ another person

channels

rogers fourth professional learning: i have found it enriching to open __________ whereby others can communicate their feelings, their private perceptual worlds, to me

accept

rogers fifth professional learning: i have found it highly rewarding when I can _______ another person

fix things

rogers sixth professional learning: the more I am open to the realities in my and in the other person, the less do I find myself wishing to rush to '____________'

rogers major hypothesis

if i can provide a certain type of relationship, the other person will discover within himself the capacity to use that relationship for growth and change and personal development will occur

the hypothesis in detail: the relationship

- the need to be genuine in the relationship

- the therapist: needs to be aware of his or her own feelings and not present an outward facade and hold another attitude at a deeper or unconscious level. must be willing to be and to express, in his or her own words and behavior, the various feelings and attitudes which exist in him or her.

- the need to be accepting of the other

- this means showing: a warm regard for the other person as a person of unconditional self-worth; respect and liking for the client as a separate person, a willingness for the client to possess their own feelings in their own way; acceptance/regard of a clients attitudes of the moment, regardless of how negative or positive

- the need for empathy

- this means: a desire to understand the person in that moment that allows the other freedom to explore oneself at deeper (i.e. conscious and unconscious) levels``

positive impact flowchart

genuineness + acceptance + empathy ---> motivation for change --> positive impact on client

difference between empathy and sympathy

Empathy means truly understanding a client's inner world from their point of view, whereas sympathy involves feeling sorry for someone from an external, separate perspective

to judge, to evaluate, and to approve/disapprove

what natural tendencies block communication?

lack of courage or presence of concern

what natural tendencies stop us from listening, likley because we run the risk of actually changing ourselves if we truly understand someone?

emotions as communication blockers

when are emotions are the strongest, it is difficult to take a listening position

- emotions overtake reaction

- logical thinking slows

- listening stops

the motivation for change

- the individual has a natural tendency towards growth and maturity

- the individual also has the tendency to become buried deeply under layer after layer of encrusted psychological defenses

the outcome (the hypothesis in detail)

"it is my hypothesis that in such a relationship the individual will reorganize himself at both the conscious and deeper levels of his personality in such a manner as to cope with life more constructively, more intelligently, and in a more socialized as well as satisfying way" - rogers

organism, congruence

expected changes (from client-centered therapy) : being ones ___________, ones experience (with an emphasis on ____________ of being)

insightful

expected changes (from client-centered therapy) : increase in ___________ statements

positive

expected changes (from client-centered therapy) : increase in ___________ attitudes

maturity

expected changes (from client-centered therapy) : increase in ___________ of reported behavior

previously denied experience

expected changes (from client-centered therapy) : the incorporation of ___________ in the self-structure

outside oneself, inside oneself

expected changes (from client-centered therapy) : the shift in the locus of evaluation from ___________ ----> ______________

self

expected changes (from client-centered therapy) : changes in perception of and acceptance of ___________

personality

expected changes (from client-centered therapy) : the discovery that the core of ___________ is positive

potential

expected changes (from client-centered therapy) : the experiencing of the ___________ self

affectional

expected changes (from client-centered therapy) : the full experiencing of ___________ relationships

liking

expected changes (from client-centered therapy) : the ____________ of oneself (unconditional positive regard; ideal vs. real self, conditions of worth)

process

in the process of becoming: willingness to be a _________ which is ever-changing, growing, and dynamic

experience

in the process of becoming: openness to __________

mask

in the process of becoming: getting behind the ______

feeling

in the process of becoming: the experience of _______________

self, experience

in the process of becoming: the discovery of _________ in ___________

organism (self)

in the process of becoming: the trust in ones ___________

locus of evaluation

in the process of becoming: an internal _______________________

process

the good life is a ________, not a state of being

direction

the good life is a ________, not a destination

fixed

the good life is not a ________ state

virtue (contentment, nirvana, or happiness)

the good life is not a state of ________

adjusted, actualized

the good life is not a condition in which the individual is ________, fulfilled, or _________

self-actualizing

implication of rogers approach: the motivation for change in therapy comes from the _______________________ tendency of life itself

freedom

implication of rogers approach: a new perspective on ____________ versus determinism

creativity

implication of rogers approach: ______________ as an element of the good life

human nature

implication of rogers approach: basic trustworthiness of ______________

richness

implication of rogers approach: greater ______________ in life

congruence

the alignment between a therapist or individual's internal lived experience, conscious awareness, and outer communication

unconditional positive regard

a complete, non-judgemental acceptance and love for a person regardless of their behavior or feelings

empathetic understanding

the ability to accurately perceive and sense another person's private inner world as if it were your own without losing the "as if" boundary

actualizing tendency

the basic human drive and innate instinct to develop, complete, and maximize one's potential

self-concept

the structured, consistent set of perceptions and values an individual has about themselves

ideal self

the person one wishes or aspires to be, which may or may not align with reality

incongruence

a psychological mismatch or gap between a person's actual sensory experience, their self-concept, and their ideal self

fully functioning person

an open, flexible individual who trusts their own experience, lives in the present, and continuously moves toward self-actualization

stage one (stages of process)

Remoteness from experiencing

- highly defensive and rigid

- unwilling to communiccate self-experiences

- blames external forces rather than taking personal responsibility

stage two (stages of process)

externalizing problems

- slightly less rigid

- talks about external events or other people as the main issue

- feelings are unowned or described as past occurences

stage three (stages of process)

Describing the self as an object

- begins talking about personal experiences, but treats the self as an object rather than a living person

- focuses more on the past than present feelings

stage four (stages of process)

describing deeper feelings

- expresses current feelings, but often with hesitation or self-criticism

- discovers deeper emotions as trust builds in the therapeutic relationship

stage five (stages of process)

emergeing ownership and expression

- expresses present emotions

- takes clear personal ownership of feelings and reactions

- relies more on self-drected decision-making

stage six (stages of process)

acceptance of present feelings

- experiences feelings vividly in the present moment with full acceptance and lack of defense

- reaches a high level of congruence and self-growth

stage seven (stages of process)

Integration and fluidity

- operates as a fully functioning, self-actualized person

- trusts internal experiences and adapts easily to change

subception

the unconscious detection or discrimination of an experience or threat before it enters full conscious awareness

conditions of worth

the external rules, qualifications, or restrictions placed by others that dictate when a person feels worthy of approval and regard

person-centered theory

the theory of personality founded by carl rogers as an outgrowth of his client-centered psychotherapy

formative tendency

tendency in all matter to evolve from simpler to more complex forms

actualizing tendency

tendency within all people to move toward completion of fulfillment of potentials

organismic self

a more general term than self-concept; refers to the entire person, including those aspects of existence beyond awareness

positive regard

the need to be loved, liked, or accepted by another