Ideologies of the Speaking Subject in the Psychotherapeutic Theory and Practice of Carl Rogers

2005 ◽  
Vol 15 (2) ◽  
pp. 258-272 ◽  
Author(s):  
Benjamin Smith
2015 ◽  
Vol 21 (1) ◽  
pp. 77-87 ◽  
Author(s):  
Ross Crisp

This article examines whether Motivational Interviewing (MI) can be truly integrated with Carl Rogers' person-centered approach (PCA) to counselling. While the ‘spirit’ of MI has much in common with PCA, it is argued that the theory and practice of MI indicates several fundamental differences with PCA that distinguishes the ways that each perspective may contribute to rehabilitation counselling. These differences are discussed in relation to the unique aspects of their underlying assumptions, how they define clients' problems, and how they articulate the role of counsellor and successful outcome. Recent meta-analyses have indicated the beneficial aspects of both approaches. Empirical evidence for the efficacy of both MI and PCA is strong across a diverse range of client groups and health care settings. However, the highly variable effectiveness of both MI and PCA suggests that further process-outcome research is needed. Implications for rehabilitation counsellors are discussed.


1998 ◽  
Vol 26 (1) ◽  
pp. 83-100 ◽  
Author(s):  
Robert O. Piehl

This article traces the construct of self from its modern origins in Cartesian dualism through postmodern psychoanalytic forms. As the self crosses the postmodern divide, a new configuration based on relationality emerges that alters classic metapsychological postulates. The postmodern concepts of nonreductive physicalism and holonic hierarchies serve to explicate a version of personhood derived from the Trinitarian doctrine of God. Because these transformations radically affect psychotherapeutic theory and practice, an understanding of the postmodern self that is both authentically biblical and current epistemologically is crucial for Christian therapists. To aid this end, the article employs an analogy that uses marbles and clocks to demonstrate the shift from the conception of the modern self to the postmodern person.


2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.


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