The Humanistic School Of Counselling

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The second school of counselling to be discussed is the Humanistic school. This school of counselling evolved in the USA during the 1950’s (McLeod, 2015) and includes a large number of related approaches such as the Person-Centered approach, Existential and Gestalt. Although different in ways, these approaches share a number of goals and core beliefs, key to the humanistic school. Approaches within the humanistic school share the acknowledgement of the counsellor-client relationship and client autonomy. Although the counsellor adopts a helping role, the sessions encourage the client’s self-determination and self-awareness. Exploration of problems in this school should demonstrate authenticity and the client should have an input on their goals and expectations of the treatment (Bugental, 1965).
Within the humanistic school, the Person-centred therapy (PCT) exists as a key approach. Person-centred therapy was founded by Carl Rogers in 1942 when it was originally called ‘non-directive therapy’ (Rogers, 1942) and later became client-centred therapy. Rogers developed the theory after his experience of having been both a client and a counsellor at different points in his life. However, it was these experiences that led him to challenge the current theories at the time, which were Psychodynamic and Behaviourist (Casemore, 2010). Rogers disagreed with the deterministic nature of these theories, which suggested that individuals had no responsibility for their own behavior and that
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