Person-centered therapy, also known as Rogerian therapy, focuses on empowering the client through a nondirective, empathic approach. The therapist aims to provide empathy, genuineness, and unconditional positive regard to help facilitate change within the client by recognizing and trusting their inherent potential for growth. Key aspects of Rogerian therapy include viewing clients as striving for self-actualization and regarding the client-therapist relationship as central to enabling positive personal change.

1. Person-Centered Therapy
(Rogerian Therapy)
(developed by Carl Rogers in the 1940s)
• This type of therapy diverged from the traditional model of the
therapist as expert.
• It moved instead toward a nondirective, empathic approach that
empowers and motivates the client in the therapeutic process.
•It bsed on that every human being strives for and has the
capacity to fulfill his or her own potential.
Person-centered therapy, also known as Rogerian therapy.
Carl Roger

2. Person-Centered Therapy
(Rogerian Therapy)
It had a great impact on the field of psychotherapy and many
other disciplines.
1. Rogerian Theory in
psychotherapy
3. Resources Related to Person
Centered / Client Centered /
Rogerian Psychotherapy
2. Six Factors Necessary for
Growth in Rogerian Theory

3. Rogerian Theory in Psychotherapy
•This therapy identifies that each person has the capacity and desire for personal
growth and change.
•
•Rogers termed this natural human inclination “actualizing tendency,” or self-
actualization.
•The person-centered therapist learns to recognize and trust human potential,
providing clients with empathy and unconditional positive regard to help
facilitate change.

4. Rogerian Theory in Psychotherapy
Rogers felt that a therapist, in order to be effective,
must have three very special qualities:
1. Congruence—genuineness, honest with the client.
2. Empathy– the ability to feel what the client feels.
3. Respect– acceptance, unconditional positive regard
towards the client.
Person-centered therapy was at the forefront of the
humanistic psychology movement, and it has
influenced many therapeutic techniques and the mental
health field, in general. Rogerian techniques have also
influenced numerous other disciplines, from medicine
to education.

5. Six Factors Necessary for Growth
in Rogerian Theory
Client
Perception
Therapist
Empathy
Therapist
Unconditio
nal Positive
Regard
(UPR
Therapist
Congruence
or
Genuineness
Therapist-
Client
Psychological
Contact
Client
incongruence
or
vulnerability
Six Factors Necessary for
Growth in Rogerian Theory
1.
2. 3. 4. 5. 6.

6. Six Factors Necessary for Growth in
Rogerian Theory
1. Therapist-Client Psychological Contact:
This first condition simply states that a relationship between therapist and
client must exist in order for the client to achieve positive personal change.
(The following five factors are characteristics of the therapist-client relationship, and they
may vary by degree.)
2. Client Incongruence or Vulnerability:
A discrepancy between the client’s self-image and actual experience leaves
him or her vulnerable to fears and anxieties. The client is often unaware of the
incongruence.
3. Therapist Congruence or Genuineness:
The therapist should be self-aware, genuine, and congruent. This does not
imply that the therapist be a picture of perfection, but that he or she be true to
him- or herself within the therapeutic relationship.

7. Six Factors Necessary for Growth in
Rogerian Theory
4. Therapist Unconditional Positive Regard (UPR):
The clients’ experiences, positive or negative, should be accepted by
the therapist without any conditions or judgment. In this way, the client can
share experiences without fear of being judged.
5. Therapist Empathy:
The therapist demonstrates empathic understanding of the clients’
experiences and recognizes emotional experiences without getting
emotionally involved.
6. Client Perception:
To some degree, the client perceives the therapist’s unconditional
positive regard and empathic understanding. This is communicated through
the words and behaviors of the therapist.

8. The fully functioning person
Creativity A rich full life
Reliability and
constructiveness
Freedom of choice
Increasing
organismic trust
An increasingly
existential lifestyle
A growing
openness to
experience
The fully functioning person

9. The fully functioning person
Optimal development, referred to below in proposition 14, results in a certain process rather
than static state. Rogers describes this as the good life, where the organism continually aims to
fulfill its full potential. He listed the characteristics of a fully functioning person (Rogers 1961):
1. A growing openness to experience – they move away from defensiveness and have
no need for subception (a perceptual defense that involves unconsciously applying
strategies to prevent a troubling stimulus from entering consciousness).
2. An increasingly existential lifestyle – living each moment fully – not distorting the
moment to fit personality or self concept but allowing personality and self concept to
emanate from the experience. This results in excitement, daring, adaptability,
tolerance, spontaneity, and a lack of rigidity and suggests a foundation of trust. "To
open one's spirit to what is going on now, and discover in that present process
whatever structure it appears to have" (Rogers 1961).
3. Increasing organismic trust – they trust their own judgment and their ability to
choose behavior that is appropriate for each moment. They do not rely on existing
codes and social norms but trust that as they are open to experiences they will be able
to trust their own sense of right and wrong.

10. The fully functioning person
4. Freedom of choice – not being shackled by the restrictions that influence an
incongruent individual, they are able to make a wider range of choices more
fluently. They believe that they play a role in determining their own behavior and
so feel responsible for their own behavior.
5. Creativity – it follows that they will feel more free to be creative. They will also be
more creative in the way they adapt to their own circumstances without feeling a
need to conform.
6. Reliability and constructiveness – they can be trusted to act constructively. An
individual who is open to all their needs will be able to maintain a balance between
them. Even aggressive needs will be matched and balanced by intrinsic goodness in
congruent individuals.
7. A rich full life – he describes the life of the fully functioning individual as rich, full
and exciting and suggests that they experience joy and pain, love and heartbreak,
fear and courage more intensely. Rogers' description of the good life:

11. Nineteen propositions
Rogers theory (as of 1951) was based on 19 propositions:
1. All individuals (organisms) exist in a continually changing world of experience (phenomenal field)
of which they are the center.
2. The organism reacts to the field as it is experienced and perceived. This perceptual field is "reality"
for the individual.
3. The organism reacts as an organized whole to this phenomenal field.
4. A portion of the total perceptual field gradually becomes differentiated as the self.
5. As a result of interaction with the environment, and particularly as a result of evaluational
interaction with others, the structure of the self is formed - an organized, fluid but consistent
conceptual pattern of perceptions of characteristics and relationships of the "I" or the "me", together
with values attached to these concepts.
6. The organism has one basic tendency and striving - to actualize, maintain and enhance the
experiencing organism.
7. The best vantage point for understanding behavior is from the internal frame of reference of the
individual.

12. Nineteen propositions
8. Behavior is basically the goal-directed attempt of the organism to satisfy its needs as experienced, in the
field as perceived.
9. Emotion accompanies, and in general facilitates, such goal directed behavior, the kind of emotion being
related to the perceived significance of the behavior for the maintenance and enhancement of the organism.
10. The values attached to experiences, and the values that are a part of the self-structure, in some instances, are
values experienced directly by the organism, and in some instances are values introjected or taken over from
others, but perceived in distorted fashion, as if they had been experienced directly.
11. As experiences occur in the life of the individual, they are either, a) symbolized, perceived and organized
into some relation to the self, b) ignored because there is no perceived relationship to the self structure, c)
denied symbolization or given distorted symbolization because the experience is inconsistent with the
structure of the self.
12. Most of the ways of behaving that are adopted by the organism are those that are consistent with the concept
of self.
13. In some instances, behavior may be brought about by organic experiences and needs which have not been
symbolized. Such behavior may be inconsistent with the structure of the self but in such instances the
behavior is not "owned" by the individual.

13. Nineteen propositions
14. Psychological adjustment exists when the concept of the self is such that all the sensory and visceral
experiences of the organism are, or may be, assimilated on a symbolic level into a consistent relationship
with the concept of self.
15. Psychological maladjustment exists when the organism denies awareness of significant sensory and
visceral experiences, which consequently are not symbolized and organized into the gestalt of the self
structure. When this situation exists, there is a basic or potential psychological tension.
16. Any experience which is inconsistent with the organization of the structure of the self may be perceived
as a threat, and the more of these perceptions there are, the more rigidly the self structure is organized to
maintain itself.
17. Under certain conditions, involving primarily complete absence of threat to the self structure, experiences
which are inconsistent with it may be perceived and examined, and the structure of self revised to
assimilate and include such experiences.
18. When the individual perceives and accepts into one consistent and integrated system all his sensory and
visceral experiences, then he is necessarily more understanding of others and is more accepting of others
as separate individuals.
19. As the individual perceives and accepts into his self structure more of his organic experiences, he finds
that he is replacing his present value system - based extensively on introjections which have been
distortedly symbolized - with a continuing organismic valuing process.

14. Behavioral Theories of
Leadership
Leadership
The ability to influence a group
toward the achievement of goals.
Needs Of Leadership
o To guide people
o To develop people
o To motivate people
o To inspire and influence people to do work
o To set the directions
o To shape the entities
o For the smoother functioning
o To give people the sense of accomplishment etc.

15. QUESTIONS……?
Leaders are borns
OR
Can be made
Great Man Theory
Theory goes that leaders are simply born with the necessary internl charateristics (e.g confidence,
intelligence, and social skills) that maakes them natural born leaders.
Capicity for leader is inherent that great leaders are born, not made.
If Born…
(Trait Theory)
If made…
(Behavioral Theory)

16. Trait Theories
Theories that consider personality, Social,
physical or intellectual traits to differentiate
Leaders from non Leaders.
Behavioral theories
Theories proposing that specific
behaviors Differentiate leaders from non
leaders
Goals
Develop Leaders

17. Task oriented leaders
(initiating structure)
Initiating
Organizing
Information
Gathering
Clarifying
People oriented
leaders
(consideration)
Encouraging
Observing
Coaching and
Mentoring
Listening
University
of
Michigan
(1950s)
Ohio
State
University
(1940s)
Two important Behavioral studies

18. Behavioral theories
Ohio State Leadership Studies(1940s)
(identified two important leader behaviors)
Initiating structure (People oriented leaders)
(defining, organizing, structuring the work sitution).
Consideration (People oriented leaders)
(showing concern for feeling and followers)
University of Michigan Leadership Studies(1950s)
(identified two important leader behaviors)
Task oriented behaviors,
(leaders behaviors focused on the work task).
Relationship-orientated behaviors,
( leader behaviors focused on maintaining interpersonal relationships on the job).