Part A: Humanistic perspective

Core perspectives of humanistic approach

The humanistic approach in psychology developed as a response, a middle ground to the two
extreme approaches of behaviorist and psychoanalytical theory. In contrast to these school of
thoughts, the humanistic approach proposes that understanding behavior requires appreciating
each individual from his or her own unique perspective. Human beings are conscious – they can
think and feel, therefore, more difficult to study than traditional sciences. (Susan T. Fiske, 1935)
Upon this belief, there are four core perspectives essential to understanding this approach.
1. Self-actualization
This state is achieved when one realizes their highest potential and achieves it. Viewed as the
supreme achievers, self-actualizers find meaning and satisfaction in life. Self-actualization
can range from creative expression to desire to give back to society, etc.
2. Self-concept
It is defined as how an individual sees their own self. This self can also be referred to as
the soul and keeps on being influenced by the experiences a person has throughout their
life. Out of these, there are two key experiences that are central to one's self-concept:
childhood experiences and how others see us.
3. Positive regard
in order to develop a healthy self-concept, unconditional positive regard is necessary. In
such an environment, there is no preconceived notion of worth. Unconditional love and
support are given; people come to self-actualize.
4. Ideal vs. real: Congruity
Who you would ultimately like to be is the ideal self, whereas, who you are right now is
the real self. The real self is always trying to transform into the ideal self. However,
conditional positive regard may serve as a barrier. This gap between the ideal and real
self is called congruity. People are always trying to bridge this gap.

Unconditional positive regard in the case of a frustrating client.

Unconditional positive regard (UPR) is necessary for a person to develop and reach their full
potential. The client is provided with a caring, nurturing environment without any preconditions.
In the case of children, UPR can be particularly helpful. It provides them with a nurturing, loving
environment where they can explore and learn.
Darian, a kindergartener who had been referred multiple times for disciplinary behavior. He
comes from a poor background with no fatherly figure and is the only baby of his family. Darian
is aggressive, throws a tantrum when he doesn’t get his way and is always trying to test limits.
When referred to the therapist, he was treated with UPR. Darian loved the freedom – he would
try to assert authority as much as he could, would always want things he could not have and at
any sign of the therapist's nervousness, he would push the limits. For example, when painting
during his therapy sessions he would “accidentally” flick paint on the therapist. On noticing her
flinch, he became insistent on painting the therapist. Similarly, the first day he entered therapy,
he flung the ball so high that it hit the ceiling. The therapist in an excited tone said, “I know you
like hitting the ball hard on the ceiling”. Then, she asserted a limit, “but we will not bounce the
ball so high that it hits the ceiling.” Then, she redirected his attention to another activity. With
each activity, Darian would try to test the boundaries and the therapists resolve. Although in the
beginning, he would continue doing what he was told not to do, after a time he became really
engaged in the sessions and started to work on developing his relationship with the therapist.
Once the sessions ended, there was an improvement in Darian's behavior and he seemed to
behave better in the classroom.
It seems Darian was struggling from the issue of congruency. He tried to have his way as much
as he could, tried to test limits. When he could not the anger and frustration displayed was
actually an indicator of perceived and real hurt.
In the event of testing limit, he would push others to check his own power, to see the extent he
could be controlled.
With his therapist's UPR approach he would show parts of him he kept closed off, vent emotions
he kept bottled up. Throughout, no matter what Darian threw at her, the therapist was by his side,
his companion, unwavering. In short, she has accepted him the way he is; the conclusion from
here in Darian's mind would be perhaps he is lovable after all. This thought is a sharp contrast to
how he is always being scolded by authority figures around him, and no matter what he does is
wrong.

Part B: self-actualization
What is self-actualization and how can it be achieved?
The term self-actualization can be split into two concepts: the self and actualization.

Actualization means to make something exist, i.e., the thing exists only in the mind at the moment. It is
only a part of imagination and it needs to be made into a reality through a series of steps.

Thus, self-actualization can be understood as a self that exists only in the mind and needs to become
reality. (Kvalsund, 2003)

Abraham Maslow put this theory forward in the humanistic approach. Understood in the context of his
hierarchy of needs, self-actualization is the highest point. At the very bottom are physiological needs
followed by safety, then love and belonging, self-esteem, and at the very top self-actualization. It is the
zenith of an individual’s existence when they have reached their full potential.

There is no set of guidelines set in stone in order to reach your full potential, but there are some
suggestions that can aid us.
Throwing oneself in the moment, being open to new experiences, not holding back, letting your
true-self emerge, doing what you want – these are all suggestion to help one along the way.