<H19:特別選抜>
(1)
Roger’s primary emphasis was to understand how the actualizing tendency was blocked in the course of development and, if this was the case, how it could be restored in psychotherapy.
With respect to the former issue, Rogers proposed that a healthy environment for a child is one in which there is unconditional positive regard for the child’s core self.
That is, while specific actions could give rise to parental approval or disapproval, there was never a question of the love and positive regard attached to the child as a whole person, as a self.
Unfortunately, this kind of fundamental, unquestioned acceptance of the child as a whole was often replaced by the presence of what Rogers termed “conditional acceptance.”
In this case, the child consciously or unconsciously absorbs “conditions of worth” – propositions in the form of “I am valued if…,” which form an essential part of the child’s internal world.
Subsequently, the child, seeking to maintain the approval of early attachment figures, begins to tailor his or her actions to fulfill these conditions of worth.
As a result, the child comes to be dominated by external valuations and perspectives and channels of authentic experience are progressively closed.
In this way, the child’s actualizing tendency, the natural movement toward growth and the extension of a real self, becomes thwarted and replaced by defensive functioning and inautheniticity.
For Rogers, the essence of psychotherapeutic change rests on the ability of the therapist to create an interpersonal climate that counters conditions of worth and restores the individual’s connection to authentic experience and spontaneous efforts toward actualizing a true self.
He specifically proposed that therapists must embody four qualities in their stance toward the client for this desired outcome to occur.
First, therapists must be emotionally warm.
Secondly, the interaction with the client must be characterized by empathic understanding in which therapists are able to understand the client’s internal frame of reference and accurately communicate this understanding to the client.
Next, there is congruence, a condition that exists when therapists are genuine, spontaneously real, and able to express what they actually feel, positively or negatively, in their interactions with the client.
Finally, the therapist must convey an attitude of unconditional positive regard for the client’s core self.
That is, the same attitude that Rogers felt was crucial in preventing conditions of worth and preserving the actualizing tendency in normal development was also believed to be essential in restoring the movement toward growth and expansion of the self in adulthood.
(2)
Modernism takes it for granted that our constructions do relate to the real world (rather than merely gaining their meaning from a system of other constructions), and it allows the further assumption that on going progress is possible in research.
This is truth or reality about which it is possible to attain ever more accurate knowledge.
The research can elaborate the structure of scientific construct in a direction which approximate more and more to the truth of actual reality.
Modernism characterizes both the world of natural science and technology and the social and political world.
It assumes that there are recognized criteria of scientific research or scholarly activity by which knowledge advances.
In marked contrast, post modernity can be viewed as a cultural movement for which such strong criteria of validity no longer exist (since the connection between ‘reality’ and human constructions has been dismissed).
The idea of progress has nothing to refer to, because there is no standard against which to judge an innovation of theory, practice, product or policy that would enable one to see that it is an improvement over what previously existed.
Plainly, most psychology is modernist in its assumptions.
There is a true reality to be uncovered by the activities of its researchers, and findings at one moment in time are the stepping-stones to refined findings later on.
Postmodern thinking questions this, ‘outside human society, looking in’.
It is not detached, but one among the many discourses within the culture – a discourse-space, a particular realm of social cognition and practical activity with its own rationality.
In this view, qualitative psychology should not pretend to reveal progressively true, universal human nature, but should make us aware of the implicit assumptions (about ‘human nature’ and kinds of human experience) that are available to the members of a social group for the time being.
PR
