Rogerian arguments put two in stark opposition to one another.

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to write a Rogerian argument on an issue in the field of nursing

Hi Allan, my name is S..(England). I am a second year post graduate diploma student. I am currently doing (2nd draft) an essay of 5000 words on Rogers theory of personality and his nineteen propositions. How PCT compares to other theories and fits in to my own philosophy. My first draft was sent back for not quite meeting the criteria. Do you have any tips on where I can find stuff on the 19 props as I have really struggled to find any literature on it at all. Just need something which explains the propositions and links it in to personality change etc

21/03/2015 · Check out our top Free Essays on Rogerian Argument to help ..

Tips When constructing a Rogerian argument essay ..

I have just completed my B.A. in psychology at M...... University, Australia. I plan on completing my honours in psychology next year. I am very interested in Client-Centred Therapy. I lived in England a few years ago, where I undertook a few seminars in Rogerian theory from M........., London. If you have any information on Client-Centred/Rogerian organizations in Melbourne, Australia would you please e-mail me. Do you have a newsletter available on a regular basis? AN

Mar 21, 2015 · Check out our top Free Essays on Rogerian Argument to ..

2013.

Works Cited
Simply put, a Rogerian argument is a negotiating strategy in which common goals are identified and opposing views are described as objectively as possible in an effort to establish common ground and reach agreement


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Hi Allan, my name is S..(England). I am a second year post graduate diploma student. I am currently doing (2nd draft) an essay of 5000 words on Rogers theory of personality and his nineteen propositions. How PCT compares to other theories and fits in to my own philosophy. My first draft was sent back for not quite meeting the criteria. Do you have any tips on where I can find stuff on the 19 props as I have really struggled to find any literature on it at all. Just need something which explains the propositions and links it in to personality change etc

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Both arguers should qualify their arguments and understand the validity of the other side
The arguers should compromise on a solution agreed upon by both sides
Example Number 1
The Core Points
Compromise
Common ground, neutral
Sympathetic to the other view point
Neutral satisfactory solution
"So I've got news for you, John McCain: We all put our country first.

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My name is A*** we have been asked by our tutors to present a case study of our placements. Although this is something I have looked forward to our tutors have given us no structure on how to present a person-centred case study, apart from read Rogers. Although Rogers has some really good case studies I don't think that they will help my case study as the assessor is looking at my abilities as a therapist, where Rogers was clearly better. Do you have any information that could help me structure a person-centred case study or any web sites that could help? Yours thankfully A. United Kingdom.

A comprehensive review of positive psychology ..

In this section I want to explore what Maslow had to say in 1954 because while many people refer to Maslow's use of the term in his book, very few sources discuss what he actually said in his chapter.
Maslow said the purpose of chapter 18, Toward a positive psychology, was to discuss a major mistake made by psychologists, "namely, their pessimistic, negative, and limited conception of the full height to which the human being can attain, their totally inadequate conception of his level of aspiration in life, and their setting of his psychological limits at too low a level" (Maslow, 1954, pp. 353- 354).
Maslow noted that "the science of psychology has been far more successful on the negative than on the positive side; it has revealed to us much about man's shortcomings, his illnesses, his sins, but little about his potentialities, his virtues, his achievable aspirations, or his full psychological height. It is as if psychology had voluntarily restricted itself to only half its rightful jurisdiction, and that the darker, meaner half" (Maslow, 1954, p. 354).
Maslow said this was the result of a systemic problem, that psychology reflected the ideology of the world outlook, an ideology heavy on technology but neglecting humanistic principles and values. This approach stresses behavior while neglecting the inner subjective life.
"Dynamic psychology was doomed to a negative derivation by the historical accident that psychiatry rather than experimental psychology concerned itself with the conative and emotional. It was from the study of neurotics and other people that we learned most of what we know about personality and motivation" (Maslow, 1954, p. 355).
In a subsection titled "low-ceiling psychology" Maslow discusses the mechanisms by which the blindness of psychology is perpetuated. One such mechanism is that psychology "consists only of defining science strictly in terms of past and what is already known" (Maslow, 1954, p. 356). Every new question or approach is then considered unscientific and there is no opportunity to forge new ground. Maslow describes how this status quo feels comfortable and has familiarity that makes change difficult (we tend to improve our homes by adding on rather than rebuilding).
Maslow quoted Kurt Lewin suggesting we study what rather than what or what be under ideal conditions because we identify the status quo with the ideal.
Part of this perpetuation is through self-fulfilling prophecy. Our belief in the negative and in limitations becomes self-fulfilling prophecy.
Experimental technique is another perpetuating factor. In many cases, the experimental design does not allow one to function to one's best because of the conditions. Maslow gave the example if we put tall people into a low ceiling room where they could not stand up and then we measured their height we would be measuring the height of the room and not the people inside. Self limiting methods measure only their own limitations.
"Hamilton generalized from poor, uneducated people. Freud generalized too much from neurotic people. Hobbes and other philosophers observed masses of mankind under very bad social and economic and educational conditions and came to conclusions that ought not to be generalized to men under good economic and political and educational conditions. This we may call low-ceiling or cripple or jungle psychology, but certainly not psychology" (Maslow, 1954, p. 359).
"The self-derogation of psychology is another responsible factor. Out of the general cultural trends already mentioned, psychologists tend to admire the technologically advanced sciences, physics, chemistry, biology, more than they do psychology, in spite of the fact that from the humanistic point of view psychology is obviously the new frontier, and by far the most important science today" (Maslow, 1954, p. 359).
We measure how intelligent an individual is under some actual condition but we do not measure how intelligent an individual could be under the best conditions. Measurement of the actual is inherently pessimistic compared to the theoretical measurement of what might be–the potentiality.
"If one is preoccupied with the insane, the neurotic, the psychopath, the criminal, the delinquent, the feeble-minded, one's hopes for the human species become perforce more and more modest, more and more realistic, more and more scaled down. One expects less and less from people" (Maslow, 1954, p. 360). [This reminds me of a quote attributed to Freud: "the more people I met, the less I liked people"] Maslow went on: "The exclusive study of our failures and breakdowns will hardly breed inspiration, hopefulness, and optimistic ambitions in either the layman or the scientist" (Maslow, 1954, p. 360).
"In a word, if we are interested in the psychology of the human species we should limit ourselves to the use of the self-actualizing, the psychologically healthy, the mature, the fulfilled, for they are more truly representative of the human species than the usual average or normal group. The psychology generated by the study of healthy people could fairly be called positive by contrast with the negative psychology we now have, which has been generated by the study of sick or average people" (Maslow, 1954, p. 361).
"This presents us with our practical difficulty of getting together large enough groups of individuals with whom to do statistically sound experimentation. This I have managed without too much loss of principle by arbitrarily using the best one out of one hundred of the general college population (the psychiatrically healthiest 1 percent). The other 99 percent are then discarded as imperfect, immature, or crippled specimens" (Maslow, 1954, p. 361).