Key People and Concepts –
Carl Rogers (1902-1987)
Client centred therapy provides the therapist with the opportunity to see “the client as the client sees himself, to look at problems through his eyes” in an “atmosphere of complete psychological security” As a result of this empathic understanding the client spontaneously begins to “reorganise the structure of self in accordance with reality and his own needs” A central notion in Rogers’s theory of therapy was the self-concept, or the view the person holds of himself or herself. A discrepancy between the person’s self-concept and the way the person wishes to be (the ideal self) was one source of discomfort. Rogers believed that nondirective therapy caused the self to become “more positively valued, i.e., . . . more congruent with the ideal, or valued, self”
Abraham Maslow (1908-1970)
Abraham brought a new discipline to the study of human behaviour which he called humanistic psychology. Humanistic psychologists believe that every person has a strong desire to realise their true potential, to reach a level of self-actualisation. This is the top level of his hierarchy of needs
The first level is Basic or psychological need, these being food, water and sex (in a pro-creational way)
The second level is Safety security, order and stability
Once a person has accomplished the first 2 levels , having basic nutrition, shelter and safety are they able to achieve further levels.
The third level is Love & Belonging which are psychological needs. Only when a person is physically healthy are they able to accept these needs.
The fourth level Esteem is achieved when we can accept what we have accomplished, giving us confidence and respect for ourselves, then we can accept respect from others.
At the top of the pyramid is Need for Self-Actualisation, which occurs when an individual reaches a state of harmony and understanding.
Maslow’s thinking was original – most psychologists before him had been concerned with the abnormal and the ill, he wanted to know what constituted positive mental health.
Joseph Luft and Harrington Ingram (Designed Johari Window in 1955)
This tool was devised by psychologists Joseph Luft and Harry Ingham in the United States in
1955 when they were looking at how groups worked. It is a simple and useful tool for illustrating and improving self-awareness, and mutual understanding between individuals within a group. Luft and Ingham called their Johari Window model “Johari” after combining their first names, Joe and Harry.
The first quarter is the Open Area or 'area of free activity'. This is the information about the person - behaviour, attitude, feelings, emotion, knowledge, experience, skills, views, etc - known by the person ('the self') and known by the group ('others').
The second quarter is the ‘Blind Area’ this is what is known about a person by others in the group, but is unknown by the person him/herself. By seeking or soliciting feedback from others, the aim should be to reduce this area and thereby to increase the open area ie, to increase self-awareness. This blind area is not an effective or productive space for individuals or groups. This blind area could also be referred to as ignorance about oneself, or issues in which one is deluded. A blind area could also include issues that others are deliberately withholding from a person. We all know how difficult it is to work well when kept in the dark. No-one works well when subject to 'mushroom management'. People who are 'thick-skinned' tend to have a large 'blind area'.
The third quarter is our ‘Hidden Self’ This is what is known to ourselves but kept hidden from, and therefore unknown, to others. This hidden or avoided self represents information, feelings, etc, anything that a person knows about him/self, but which is not revealed or is kept hidden from others. The hidden area could also include sensitivities, fears, hidden agendas, manipulative intentions, secrets - anything that a person knows but does not reveal, for whatever reason. It's natural for very personal and private information and feelings to remain hidden, indeed, certain information, feelings and experiences have no bearing on work, and so can and should remain hidden. However, typically, a lot of hidden information is not very personal, it is work- or performance-related, and so is better positioned in the open area.
The fourth quarter is ‘Unknown Self’ This contains information, feelings, latent abilities, aptitudes, experiences etc, that are unknown to the person him/herself and unknownto others in the group. These unknown issues take a variety of forms: they can be feelings, behaviours, attitudes, capabilities, aptitudes, which can be quite close to the surface, and which can be positive and useful, or they can be deeper aspects of a person's personality, influencing his/her behaviour to various degrees. Large unknown areas would typically be expected in younger people, and people who lack experience or self-belief.
Gerard Egan (1986)
Gerard has written fifteen books, most famously ‘The Skilled Helper’, in this he highlights the importance of the combined nature of the therapist-client relationship and uses a three-stage model that drives the client to success. He believed that the three core conditions of Carl Rogers’s theory should be present to help clients through his three stage model. He suggested that in addition to providing the core conditions, counsellors may need to help clients make decisions, clarify and set goals, and to support them with implementing their action. His goal setting model is;
Stage One – The present scenario
The aim of stage one is to help clients understand themselves and their problem, to set goals and to take action achieving the goals set. The counsellor helps clients to tell their story, to focus (being specific), and to develop insight and perspectives. A key skill that needs to be present during stage one is that of ‘active listening’, this includes using paraphrasing, open questions and by reflecting the feelings of their client.
‘The clients goal is self-exploration: the counsellors goal is responding’
Stage Two – Creating new scenarios and setting goals
The aim of stage two is to help clients examine their problem. They should think how it could be handled differently and should be encourage to develop their powers of imagination. The counsellor helps the clients develop choice and commitment to change. During stage two the counsellor should extend the active listening and advance the understanding empathy. The ‘deeper empathy’ of stage two should deal with feelings and meanings that have not surfaced and are not normally obvious.
‘The clients goal is self-understanding: the counsellors goal is to integrate understanding’
Stage Three – Helping clients act