The theory is based on the concept of self-direction and self-actualization that are often applied to education and self-oriented learning.
Identifying Theory: Citations and Summary
Zastrow, C., and Kirst-Ashman, K. K. (2009). Understanding Human Behavior and the Social Environment.
Personality development is considered in the context of family, community, and organizational systems. The authors regard the self-concept to be a person’s perception of feelings concerning his/her strengths and weaknesses. The concept of self-actualization is also considered as a persons’ ability to develop and maintain the self. All these dimensions are considered through the prism of behavioral patterns.
Warner, M. S. (2009). Defense or Actualization? Reconsidering the Role of Processing, Self and Agency within Rogers’ Theory of Personality.
The article focuses on discussing the conceptualization of human abilities for self-directed change and actualization. The researchers apply this theory to re-organize Roger’s concept into a more transparent and clear theory of actualization that emphasizes human trends for self-directed change.
Rationale
Deepening Knowledge on Self-Directed Change for Client-Oriented Therapy
The analysis of self-concept and self-actualization allows grasping the full extent of a person’s perception and understanding of the self. Specifically, deeper evaluation of the elements involved in defining the concept of the self contributes to greater comprehension of students’ experiences. Knowledge can have a wide application in the sphere of education, particularly in the process of skills acquisition and improvement.
Measuring the Extent to Which a Counselor Should Be Involved into Student Assistance
Self-centered learning, or person-oriented therapy, can also be used to measure the effectiveness of directive and non-directed approaches used by counselors. In this respect, academic counselors can better define their weaknesses and compensate for the existing problems while studying the elements of Rogers’ personality theory. In addition, the method contributes to identifying and evaluating the therapy situation, as well as solutions to existing academic problems. A counselor, therefore, can evaluate personal ability to assist students in acquiring and advancing learning skills.
Cross-cultural relations and Analysis of Alternative Theories of Personality
A matter of cultural diversity is vital for developing and improving the relationships between students and counselors. In this respect, a deeper analysis of the personality theory can be applied in educational spheres to eliminate highly stressful situations and minimize conflict situations.
Theory Application to the Sphere of Specialization: Academic Counseling
Hill, C. E. (2007). My reactions to Rogers (1957): The facilitative but neither necessary nor sufficient conditions of therapeutic personality change.
The article argues self-directed change concept should be reformulated by introducing interpersonal change. The suggestion is aimed at constructing a therapeutic personality change. The theory, therefore, can be applied in adult therapy. The given article also approves the theory for being applied in the sphere of education for students to acquire and advance their learning skills.
Bennetts, C. (2003). Self-evaluation and self-perception of student learning in person-centered counseling training within a higher education setting.
The article accounts for the learning experience of adult students undertaking the course in self-centered counseling. While discussing the students’ perception of studying the methods according to which they assess their status as professionals, the article provides insight into the theory of academic counseling and explains important ways of promoting effective techniques of student learning. The study is based on Rogers’s theory of personality development.
Landreth, G. L. (1984). Encountering Carl Rogers: His Views on Facilitating Groups
The article highlights Rogers’ views on the strategies for improving learning techniques. Specifically, self-oriented learning can be effectively carried out within a group where social interaction and communication allow a student to understand his/her personal needs and outline perspectives for further developments. The answers given in the article allow a counselor to better recognize the existing problems in assisting students.
References
Bennetts, C. (2003). Self-evaluation and self-perception of student learning in person-centered counselling training within a higher education setting. British Journal Of Guidance & Counselling, 31(3), 305.
Hill, C. E. (2007). My personal reactions to Rogers (1957): The facilitative but neither necessary nor sufficient conditions of therapeutic personality change. Psychotherapy: Theory, Research, Practice, Training, 44(3), 260-264.
Landreth, G. L. (1984). Encountering Carl Rogers: His Views on Facilitating Groups. Personnel & Guidance Journal, 62(6), 323.
Warner, M. S. (2009). Defense or Actualization? Reconsidering the Role of Processing, Self and Agency within Rogers’ Theory of Personality. Person-Centered & Experiential Psychotherapies, 8(2), 109-126.
Zastrow, C., and Kirst-Ashman, K. K. (2009). Understanding Human Behavior and the Social Environment. London: Cengage Learning.