Jeanene Popp EDA 509 Carl Rogers Paper April 16, 2011

Carl R. Rogers is known as the father of client-centered therapy. Throughout his career he dedicated himself to humanistic psychology and is well known for his theory of personality development. He began developing his humanistic concept while working with abused children. He argued that therapists should allow patients to discover the solution for themselves (http://www.muskingum.edu/~psych/psycweb/history/rogers.htm). Rogers theories of client-centered therapy translate into education as well. Many times teachers who possess the skill set to improve instruction in their classroom need assistance from a supervisor to aide them in thinking through their actions. In other words they know a solution to a problem, but need to discover it for themselves in order for the solution to be effective.

Many teachers are very passionate about their students and what they teach. Many times their emotions guide their decisions. The supervisor is not in the classroom with the students on a daily basis and do not have the emotional attachment to problems that a teacher may be facing in the classroom. It is important for the supervisor to a facilitator of learning when teachers are dealing with a problem that they need to come to their own conclusions (Glickman et. al. 2010). It is interesting to note that Rogers was discouraged by the emphasis on cognitivism in education. He believed this was responsible for the loss of excitement and enthusiasm for learning. Rogers' point of view emphasized the inclusion of feelings and emotions in education. He was interested in learning that leads to personal growth and development (http://www.lifecirclesinc.com/Learningtheories/humanist/rogers.html).

An essential point to making client-centered therapy effective is the relationship between the therapist and the client. According to Rogers (1946) the client needs to feel warmth, understanding, safety from any type of attack, so that they are able to drop their defenses. In the same manner the teacher needs to feel the same empathy from their supervisor. The supervisor needs listen and reflect when utilizing nondirective behaviours. Teachers need to feel warmth and compassion from the supervisor and they need to feel that they can come to the supervisor with any problem without feeling that they will face retaliation. The supervisor needs to allow the teacher to lead the way in order to solve a problem or improve instruction. Rogers (1946) stated that a client in client-centered therapy can lead the way more effectively than the therapist into deeper concerns. Often times when a teacher is discussing an issue with a supervisor they have a better understanding and insights when the supervisor is encouraging and is able to repeat what the teacher has shared so that the teacher can find possible solutions. Additionally when there is a strong relationship between the teacher and supervisor a meaningful solution or revelation is more likely to occur.

Rogers client-centered therapy is similar to nondirective supervision in the manner that the supervisor needs to allow the teacher to explore the issue at hand and the attitude towards the situation. In therapy the client needs to be able to explore his or her own attitudes and reactions to become aware of them. Many times a teacher may be unaware of their attitude toward a situation until they are able to conference without interference of other opinions. The supervisor need to clarify the attitudes expressed by the teacher this is similar to therapy as well. Nondirective supervision is also similar to client-centered therapy in because both are predictable and follow a set format. The therapist and supervisor are both commited to self-direction by the client and or teacher. The therapist is involved in the clients ultimate goal of self-improvement and the therapist encourages the client to make improvements in their life. In nondirective behaviors, the supervisor is actively involved instructional

improvement, clarifying. encouraging, reflecting, and facilitating teacher decision making (Glickman et. al. 2010).