Personenzentrierte Theorie - der personenzentrierte Ansatz nach Rogers (1/2) | ERZIEHERKANAL

In this video, I will explain to you the person-centered theory according to Carl Rogers in a simple and clear way. You will understand the basics of the theory according to this video. You will know what it has to do with the real self, the ideal self, the self-concept, the activation tendency of man and many other things that the theory has on it. Hi and welcome to a new video. This video is about the person-centered theory according to Carl Rogers. There will be two video parts on this topic. This is the first part. Every week, at least one video will be published on the topic of the education profession on the Erzieherkanal. Feel free to leave a free subscription so that you don't miss any more videos and support the work behind the Erzieherkanal. And now, have fun with the video. What is the person-centered theory? Carl Rogers is the founder of the person-centered theory and thus the pioneer of many other theories and approaches from pedagogy and psychology that are based on this theory. Carl Rogers is understood as the co-founder of the humanistic view of man. His person-centered theory is a basic conviction about the being of man, i.e. how he is, how he develops, how psychological processes of development are, how it comes to personal growth in humans, to inner tensions and conflicts, how preferences and hobbies develop, and the theory also offers an explanation of how mental illnesses develop in humans. The person-centered theory is therefore a theory of personality. One basic assumption of Rogers is that every person strives for development and development and wants to maintain it. Every life carries the potential for growth. It is just waiting to be activated. This potential in humans for growth is the driving force of all humans and can mainly develop when human self-determination and autonomy are added and guaranteed. Rogers calls this tendency of humans the striving for self-realization. The theory basically includes two main concepts. First, the self-concept, and second, the tendencies of human self-realization. In this first part of the video series, we mainly want to look at the self-concept and the development of the self-concept. In this video part, however, we will also briefly look at the concept of the tendency of self-realization. Explanations and detailed details are available in the second part of this video series. In any case, we will take a look at both video parts on this theory. Let's first take a look at what Rogers understands as the self-concept. The self-concept contains, to put it simply, the images that a human being has of himself. The self-concept represents an overridden pattern within the psyche of a human being. According to Carl Rogers, the human being perceives himself and his environment individually and subjectively. The self-concept contains all opinions, judgments, assessments and perceptions that the human being has of himself. Based on these perceptions, the human being directs his behavior. The self-concept consists of positive and negative content. The subjective and individual perception of the human being does not always correspond to the objective environment. Every human being develops a concept of himself, whether he is a small child or an old pensioner. The self-concept can constantly develop and change. This is where the difference between the real self and the ideal self is made. The real self corresponds to how the human being currently sees himself. In the real self, however, it is not about how others perceive or see you, but really only how the human being does it himself. The ideal self corresponds to how he would like to be, how the human being sees himself in the future. All of this is at first a cognitive process. However, this process is always inseparable from emotions, i.e. emotional assessments. Depending on whether these emotional assessments are positive or negative, it then leads to whether the human being either has a high or low self-esteem. A big difference between the real and ideal self leads to tension and offers a first explanation for internal conflicts and tensions in humans. There is already a detailed video on this topic on this channel. I'll link it to you in the info card. Now, of course, the question arises, how does the whole thing develop? This brings us to the next point of this video. We have learned that the self-concept encompasses the images and assessments that the human being has of himself. On the basis of the self-concept, the human being directs his actions and behaviors, develops interests, preferences, hobbies, and develops a personality. In terms of the development of the self-concept, Rogers calls this the term of the organismic experience. The organismic experience includes one factor from which the self-concept develops. We want to take a closer look at this term now. Organismic experience The organismic experience can also be described as an internal bodily compass. The body gives a feedback to the person and a feedback on the respective experienced situation or event. It is important that the organismic experience is different and individual for each person. Some people like to ride a roller coaster for their whole life, are full of adrenaline, a tingling in the stomach and positive feelings. But some people are afraid of death when riding a roller coaster, with perspiration and panic heart rate. Some people love to meditate and are totally relaxed and balanced afterwards. Other people can hardly bear the silence and even become aggressive. These different feelings of the situation are called the organismic experience. We remember that the human being strives for self-realization and development. The human being unconsciously asks himself in this organismic experience whether the respective experience and experience promotes its own development and self-realization or whether it inhibits it. If the experience promotes the development and self-realization, it should be repeated or maintained. The human being will feel a desire and a urge for it. This is how the self-concept is formed with the image about oneself and the emotional assessments and interpretations. I am someone who likes to ride a roller coaster, that's why I am brave. I am someone who likes to meditate, I am very balanced and attentive. In addition, the human being recognizes whether an experience corresponds to him or herself. This is how preferences, behaviors and hobbies arise in humans. A boy, for example, gets the feedback from his body that ballet is a lot of fun for him. He feels joy, great interest and realizes that he is fully in his element. Where we already come to the next factor, which affects the development of the self-concept. The feedback and feedback from the environment, family, parents, friends and co. The self-concept is also formed by the feedback and feedback from the environment. Especially in young children, the influence is very strong by the family and the parents. So it's about whether and how behaviors, actions, hobbies and so on are evaluated and how the feedback from the environment falls out. If there is an agreement between the organismic experience of the human being and the feedback from the environment, then this leads to a very high probability that a positive self-image will develop with a high self-esteem. One of the foundations for mental health and personal stability. For example, the person who likes to ride a roller coaster gets feedback from their environment on how brave they are. The meditating person receives feedback from the environment on how balanced and attentive they are. At this point, a short interruption. Are you still writing your written final exam in this school year and wish for more intensive preparation? Then I have just the right thing for you. The online preparation course for the written final exam. In this course you will receive video material for over three hours. But we have several complete final exams step by step. There are valuable tips for preparation for exams, such as learning techniques, memory tips, formulating aids, an overview of the 50 most important basic theories with linked learning videos, information on what teachers should pay attention to when evaluating, checklists, to-do lists, daily and weekly plans and much more. For more information, click on the first link in the video description. But let's continue with this learning video. The false self with low self-esteem. Of course, it can also come down to the fact that the organismic experience and feedback from the environment do not agree. We remember a boy who likes to do ballet. The boy's father puts a lot of emphasis on a traditional image of masculinity. The interest of his son-in-law is absolutely not in line with the father's idea of masculinity. The father keeps telling his son that ballet is only for girls and does not suit real boys. So he will never become a real, strong man. He should rather join a karate or judo club. The father does not give his son any attention or attention to this topic, or only negative. The organismic experience, the joy and energy he feels during ballet, does not match the father's feedback, negative comments and withdrawal of attention. The child has an inner conflict. The child learns that his feeling is wrong, because he is a boy and boys are not interested in ballet, and additionally that he should feel exactly like his father. Only then does he get the approval and approval of this. So there is only approval for the boy if he is interested in karate or judo. The child wants to please the father. Children are largely dependent on the approval and attention of the person in the relationship, in the case of the father. If the boy stops being interested in ballet and joins a judo or karate club, and he does not experience any positive feedback for himself on the level of the organismic experience, then there is a renewed conflict with the boy. And this is because the feedback from the father is positive, but the organismic experience of the child in karate or judo is not correct. In this way, a wrong self-development would develop in the child. This has the risk that the child will not have self-esteem and can only build up a low self-esteem. The reason for this is that the child reflects his own organismic experience and does not build up the actions and behavior out of himself, but these are based on the fact that the child wants to please the father, because it is dependent on approval and attention. A really negative foundation for characterized identity crises in the course of the life of the boy. This example can of course be transferred to many other situations. Especially in the educational process, it is fatal here when the education and relationship are linked to conditions. The adults therefore create conditions that the child must meet so that it receives approval and attention. It becomes really critical when the child is repeatedly sent signals that it is not okay as it is. The child is told, you are only okay if you meet my expectations and requirements, your point of view does not count. Thus, the development of a positive self-concept with a healthy self-esteem is enormously blocked. These negative signals can be verbally expressed, but it can also be conveyed symbolically, for example through punishments and sanctions. Smuggling, house arrest, criminal proceedings, detention or in extreme cases psychological and physical violence. Click here to get to the latest video on the Erzieherkanal. Leave a free subscription here. For more information, check out the homepage www.erzieherkanal.de. Thank you and see you next time. Simon from the Erzieherkanal.