4.3 Experiencing an new life stance as an ongoing process This super ordinate theme accentuated change as a continuous process. Life change isexperienced not as something that happens one-out but as a process of ongoing changethrough delimitation and choice. This process often passes through difficulties andconflict and presupposes constant renegotiation. It is, however, a new life stance with thecore conditions that constantly focuses on here and now and is, in the end, a life stancewith passion for knowledge and self-awareness through its many dimensions.4.3.1 An ongoing process though delimitation and choice Delimitation and the ability to choose appear to be a factor of definitive importance inthis continuous process of change. The boundaries appear to be necessary as is the abilityto delimitate in order for the participants to feel that they can choose.“But now I have the need to have boundaries and to some extent to placethem whenever I canέ τne time I can, another I can’t, but that part haschangedέ After…, concerning the aspect of congruence also has to do withthe issue of parity, I think, in the relationship,…”P3Boundaries and delimitation appear to be a determining factor in the metamorphosis ofthe ability to relate. “This means that no, I don’t need to take other people under consideration, that is not what I am saying.. that I can say no, I can say no, I can decline things without feeling obligated to do something else and that.. how can I say this, I don’t know… relationships have all changed and continue to change. Continuously, every time that I come in contact with people, they 51
are different. Every time, every time I can be more delimitating in these relationships…”P1The relation of delimitation and choice is clearly shown in the following description byparticipant 3: “I make choices regarding outings and people that I will relate with in an outing, I choose who I will be with, where I will go and I have the need to be with people that I can have conversations with, that I can say.. interesting things about me and others (laughs) and be understood and to communicate, and be in a place, I now ask, I say I want to listen to some nice music, and be in a nice environmentέ”P3In addition, participant 6 using the proverb about the watermelons under one arm makes itvery clear with her imaginative description how through delimitation the ability to makechoices gradually emerges as well as the ability to prioritize these choices: “I was, I overloaded my schedule and I was the person that put too much under one arm, not only two watermelons, but more. Of course a lot of those fell down and became soupέ So, in my social interactions I was more, let’s say, and I have chosen to keep people close to me that I feel that I relate to and that I relate means that I have fun with, I laugh and people that I might know that will advance me spiritually, that love me, I cleaned up so to speak and some people were set aside”Pθ The ability to delimitate and make choices appears to gradually allow the hierarchy of priorities. 52
4.3.2 An ongoing process with difficulties, conflicts and renegotiation. The concept of renegotiation in relation to change as a continuous process appearsto be of crucial importance. Continuous renegotiation becomes necessary, especially ininstances of difficulties and conflict relating to change:“I experience this part, this conflict, that although it is something learnedthat comes as well, it is also something else that comes to renovate it and Istand differently before what is happening to me… And this doesn’t meanthat many times I don’t lose myself and try to find me again, just as I reachsome particular limits, where again I start searching inside to see what hashappened and I have reached those limits. And this renegotiation that Imentioned is 1ίί% necessary…”P3Many times the difficulties and conflicts have to do with the change itself and theenvironment’s difficulty to accept itέ Participant 1, for example, as she was experiencingchange, felt that her environment wanted to pull her back.“I dealt with difficulties, but I think that it is, now that I think of it couldn’tnot be difficult, they changed, I changed, it was all changing. Or for thosewho knew me, it was, it wasn’t easy, they tried to turn me back to where Iwas before, I felt I was fighting with it, constantly, that the same thing washappening again, them wanting to pull me back to where I knew I wasbefore, and again I was pulling”P1On the other hand, change is often difficultly experienced from the participantsthemselves, especially in the beginning but also during training: 53
“σo, I think, basically, noέ The only change that I sort of found difficult wasthe responsibility that was like a nudge, a push, something that pulled meout of my comfort zone, but also had to do with the fact that I amgrowingέ”P2Participant 5 refers to this difficulty focusing on the radical reformation of self-concept:“So, it was a very difficult time for me, because you lose a bit of yourself,meaning you have to fight and, and I guess redefine yourself. To includeyour new identity in your old one, without losing your old one. I find thatvery difficultέ”PηOther times, the experience of change is so profoundly deep that it causes fear as isdescribed by participant 4:“In addition, with person-centred I managed to get closer to others, to getcloser to each other with various opportunities, quite a bit, they also had abackground, lately that is where I go. They had the background to acceptthese things. In fact, in one instance I had such communication that Ibecame fearful. Fearful of this thing that was so new and so earthshattering…”Pζ4.3.3 A new life stance focused on here and now and the core conditionsA new life stance appears to emerge as an ongoing process whose ontologicalcharacteristics consist of the core conditions and the constant focus on here and now.Participant 5 explains to us what this new life stance means for her in practice:“if something has changed, it is I think that I deal with things with lessstrictness and more positive regard, let’s say for example in the past afriend might have told me that she was with a guy and he treated her terribly 54
ok? The first thing I would say would be ‘leave the asshole’έ σow, I will think of it differently. I will see that there are things there, I will see that it is not just that she is weak and she can’t do it, I will see that it is very human, I will see that perspective too, but in the end I will not give her advice in that direction, that ok, if you are not happy and it has been some time since you were happy, that sort of thing, maybe you, but it will be continuously more mildly with real empathy of what the other person is experiencing, as a totality and not as: good; problem-solution, you know, seeing things more peripherallyέ That has changedέ”Pη Participant 6 also, in her own way tells us how with her new life stance changingherself experiences greater satisfaction in her life. This change for participant 6, beyondher training in PCA, comes through her personal training as well. Thus, satisfaction as itis experienced by participant 6 is an ongoing process of liberation for her: “I am now a more honest person…έέ Anyway to some degree. I did not confront situations head on, I was in a way, not in a way, I was very manipulative. Entering, doing this training I confronted myself, I changed some things, at the same time I was also in personal therapy, all this helped in me becoming better and to see who I am, because it seems I was in great confusion, to clearly see who I am, and finally managing to feel more satisfaction in my life.. I want to say something, more focus on here and now, and that means greater satisfaction in here and now, this realization that what is done is doneέ And that we don’t know what is coming, it was somewhat liberating to a great degreeέ Without that meaning that we don’t process what has happened and that we don’t make provisions or don’t plan for what is coming, the focus on here and now helps to make life better and basically live and not pass our days and our years without realizing it”Pθ 55
4.3.4 A new life stance with passion for multi-dimensional learning and self-awarenessWhat also emerges as a basic component of the continuous process of change is thepassion for learning and self-awareness through many dimensions. For participant 3 thisprocess has begun and does not ever stop as she tells us below:“I think that the most importέέ, one of the important, in which I am duringthis period, is that, that it is ongoing situation, that it does not ever stop,that you go through a training and it is not ok, you have completed it all andyou don’t need anything moreέ A constant, no a continuous I think is needed,how can I say it, to be in the midst of thing. If that, if the Person-CentredApproach has helped me and it has given me some things as a life stance aswell up to now, that exist for the time being, I don’t know for the future, Ibelieve that it definitely has given me many things to learn, to see relating tothe approach and to discover, so it is something that does not ever stop, Iwould say”P3For participant 4 the enjoyable experience of life change causes an intense thirst for self-awareness as she experienced it.“I am on a different path, I am different now, and because I enjoy it I wanteven moreέ I want more and more to know who I am, how I amέέ”Pζ Participant 3 also describes the multi-faceted character of this process relating toknowledge and learning to us in an exceptional way.“The nice part, the particular thing is that here learning comes throughmany dimensions. It comes through training, it comes through therapy,mine, everybody’s really, through the Counselling that each person does, 56
through groups in which a person can be in, with any capacity, through it,from this work that one does, to fit person-centred there. From what I read Ihave, either from articles based on the approach or not, and in some way allthis comes to work together possibly in a new life stance and if finallysomeone chooses to follow it, but it is very unique and special to see howeverything connects with one another”P3 4.4 The profession of counselling as a valuable giftAll the participants recognize and attribute great value to the profession of counsellingregardless of if they choose it as a main profession or notέ Thus, the counsellor’sprofession and counselling is highlighted here as precious gift to self and to others.4.4.1 Self-value as a Counsellor’s professional tool. The value and the characteristics of self are recognized and symbolized as a valuablegift, and also the only professional tool of the counsellor. Thus, the issue for participant 1is to have a “good tool” and develop itέ“Yes, I think of it, I think of it and I have said it twice in the past while that Ihave to, I feel that I can do many things because I, because I can offer, that Ihave a lot, my material is valuable and can be useful for, twice I said that Ido not preclude making it my main profession at some point. I havesymbolized it, I have understood this thing and I think I have a goodtool…”P1 57
4.4.2 A different life stance as a profession For some of the participants their experience in practicing counselling as a differentlife stance appears to be so pleasurable and meaningful that it tends to replace theprevious profession. Specifically, for participant 4 although her current profession offersher prestige, money and power she feels that it does not fulfil her, as she mentions below:“For starters, it will be easy now for me to do it, because I have acquired adifferent life stance on some things and I believe that my abilities canimprove and retrieve them, and the abilities that I acquire along the line willbe perfected and it is something so pleasurable for me because theprofession that I have, offers me prestige, money and power but does notfulfil me. P44.4.3 Passing-on a worthwhile experience Participant 3 recognized the value and the preciousness of the profession ofcounselling and the value of as many people as possible living the experience ofcounselling as a valuable gift.I feel very good in this position, as a counsellor, because what I havereceived up to today from my experience is very positive, I have positivefeedback and that is motivation to go on, because I believe in all this. Ibelieve, I believe that it is worth it, for there to be counsellors, person-centred counsellors and more and more people can live this experienceέ” P3 58
For participant 5 the value of this gift goes both ways. A gift to self and a gift toothers as an experience that is passed on to other people. “I feel that they are helped and that is also something that fills me with joy, not in the sense that ‘oh, great you did it’, my satisfaction, but for others, I feel that this thing that goes through to the other person is so beneficial, and all this acceptance and this.. like touching them with a magic wand and it is so beautiful to watch it being passed on to other people, so it too is something that gives me great joy”Pη4.4.4 The profession of Counselling as a means of ethical elevation For all the participants the profession of counselling appears to exude and connectwith a kind of ethical elevation. The description of participant 5 below is characteristic.“It goes without saying that it is something that I really like, it suits me andmakes me feel like a better person, every time that I am working withperson-centred, … my occupation is my clients now, my supervision, everytime that the days come that these things happen to me, when that day ends Ifeel, I feel like a better person, I can’t explain it, with love inside me, a calmoverview of things”Pη4.4.5 Person-Centred Training as an asset in any professionParticipant 2 recognizes that beyond the profession of counselling, PCT is an excellentasset for any profession. 59
“I know that all this definitely exists in my profession. Either I am selling clothes or I become a pre-school teacher, I think that all these assets will exist in there and they will create a framework, at least that is what I want”P2 Participant 6 appears to promote the perspective of developing the professionalTeacher – Counsellor for herself. Thus she describes to us her interest in combiningparent counselling and teen counselling with her pre-existing profession, that of aneducator. “I have not rejected it, it is something open and in fact it is something that I have been thinking of more and more this past while, now that I have somewhat adapted in school, so I don’t have all that, The first two years I can say I had a lot to learn, so I needed to be focused. But now, because I have felt more secure in that, that ok I can live up to it, that is why I chose to complete my studies in counselling this year that is my third year in the school and I leave it open, I am very interested in both the aspect of counselling both parents and teens, again with things that relate to, around education again, you see? It is something that I think about a lot. At the same time… further down the line helping each other, something like thatέ Because my profession now leaves me the time for me to do this”Pθ 60
Chapter 5: Discussion The aim of this study was to explore the value of Person-Centred training forindividuals with a non mental health background trained in PCA, not only as aprofessional asset but first and foremost as a tool for developing “well being” (δeijssen,1990, Corcoran, 1981, Lovejoy, 1971, Mearns 1997b, Grafanaki 2002). Interpretative Phenomenological Analysis (IPA) (Smith et al, 2009) that I choseto use to conduct my study and analyze my data was truly an extremely fitting way tocomprehend the different ways of perception of the study’s participants focusing andinteracting with their subjective experience regarding life change through training in PCA(Langdridge, 2007; Smith, 1994, 1996; Smith & Osborn, 2004; Smith et al, 2009). Four super-ordinate themes emerged from the 6 transcribed interviews that eachhave 4 themes. These findings show that life change of non mental health professionalstrained in PCA is experienced as a process of wholeness and expansion. The findings alsopresent training in the Person-centred Approach as a journey of self-awareness. Thefindings present the trainees in Person-centred experiencing a new life stance as anongoing process. It also appears that the profession of counselling is experienced as aprecious gift by the trainees in PCA. In this study it has been supported by the participants that non mental healthprofessionals trained in the Person-Centred Approach experience life change as a processof wholeness and expansion. Looking back to one of the basic components of theResearch Interest in this studyμ Roger’s “good life”, the relative description of Rogershimself seems to take life in the analysis of the findings of the previous chapter. A basicresult that emerges from the analysis of the findings is that change that emerges throughtraining in PCA constitutes a new life stance that is experienced as a continuous process.Exactly the same description is used by Rogers (1λθ1μ1κθ) about the “good life” 61
An important finding that emerged from the analysis concerns the experience ofwholeness and expansion that the study’s participants live in training in PCAέ It appearsthat training in PCA, for the specific participants, affects the change of self-perception –firstly – in the direction of expansion and wholeness. This finding appears to be fittingwith previous studies about the effects of Person-Centred therapy on the client (Butler &Haigh, 1954) as well as a wealth of studies relating to change through encounter groupsand training groups (Gimp, 1970; Rogers, 1970d,e,f). An additional finding of this study is the prominent role that the necessary andsufficient conditions play in the – trained in PCA - participants’ life changeέ It is alsohighlighted in the findings that congruence is the crown that summarizes the otherconditionsέ These findings are in agreement with Rogers’ basic claim, which is bothempirically validated and documented through research, that the necessary and sufficientconditions are the basic presuppositions for change (Rogers, 1957, 1961; Merry, 1994). The findings of the research also present life change as a process of expansion anddevelopment of the participants’ abilitiesέ Therefore, expansion is often described aspersonal, social and professional development. This finding appears to be compatible,firstly, with older studies that concern the changes that can occur in encounter groups andtraining groups (Gimp, 1λιί)έ In one study that was conducted in “in-depth trainingprogram in the person centered approach” of σatiello in 1λ92 so as to measure theprogram’s quality, it was also found the participants established their social development(including professional development) through the training in addition to their personaldevelopment (Natiello, 1998). For the participants, two of the most important factors that are emphasized in theprocess of life change appear to be self-trust and self-acceptance. In 1952 Raskinpublished a study in which it was documented for the first time through research thatPerson-Centred therapy tends to increase the client’s self-trust and self-acceptance. Awealth of studies have also been conducted relating to changes in self and self-perception 62
of the client through Person-Centred therapy. The study of Butler & Haigh (1954) thatdocumented that changes that occur through Person-Centred therapy in self-perceptionare in the direction of clients’ self-appreciation and the fact that this change tends to lastpast the end of therapy is indicatively mentioned. In addition, the findings of this studyabout trust and self-acceptance appear to match the relative studies that relate to changethrough encounter groups and training groups (Rogers, 1970d,e,f ; Natiello, 1998). A very important finding of this study regarding how participants experience lifechange is the development of respect, parity towards relationships and self-care. As wasmentioned about the above findings, there is a relative lack of relevant research literatureregarding training in the Person-Centred Approach. Concerning this finding it appearsthat that there is a study that refers to the development of the professional identity ofGreek trainees in family therapy. In the specific study it is mentioned, among otherthings, that the development of self-care which is perceived as the decrease in strictnesstowards self and the acceptance of weaknesses (Fragkiadaki et al, 2013). In addition, it emerged from the analysis of the findings that training in PCA wasexperienced as a journey of self-awareness. This appears to agree with the findings ofseveral studies that have been conducted on the effect of encounter groups or traininggroups (Gimp, 1970). The initial motivation for the choice of this training in particularwas shown in the findings that relate to the way that training was finally experienced. Theneed for self-awareness and the interest in the person, personal and professional anxietiesare often factors in choosing a training that is experienced as an asset of development thatopens up new horizons. This finding is compatible with previous studies (Poznanski &McLennan, 2003; Tremblay, Herron, & Schultz, 1986). Therefore, training in PCA as ajourney of self-awareness refers to the deeper reasons for which the specific counsellorswith a non mental health background chose this training on the one hand and the waywith which they finally experienced it on the other. The interest in deeper self-awarenessand in individuals was mentioned by all participants, among other reasons, as one of thereasons they chose to do this training. In addition, for some of the participants, intensepersonal and professional anxieties constituted additional motivation for choosing this 63
particular training. This finding comes as an addition to the generally acceptedbibliographical hypothesis that prospective therapists are led to train in one approach oranother, among other reasons, based on specific personal characteristics (Guy, 1987). Forexample, more specifically, other studies support that therapists of the Cognitive-behavioural approach were found to be more rational, objective, conscientious and lessopen to conversation (Arthur, 2000, 2001; Boswell, Castonguay, & Pincus, 2009;Buckman & Barker, 2010; Lyddon & Bradford, 1995; Poznanski & McLennan, 2003;Schacht & Black, 1985). Psychodynamic therapists are more intuitive to abstract andopen thinking, are open to experiences, complex, serious and less conciliatory andcompromising (Arthur, 2000, 2001; Buckman & Barker, 2010; Topolinski & Hertel,2007; Walton, 1978). Nevertheless, there are not enough studies that accurately documentthe correlation between the qualities in the personality of therapists and the choice of oneor the other approach. Other previous studies which support that therapists of humanisticapproaches focus more on the internal direction, self-realization and intuition also appearto be relative to the specific finding. (Poznaski & McLenann, 2003; Tremblay, Herron &Schultz, 1986).The experience of the participants in the study from their training in the Person-CentredApproach is presented to be fitting to the previous theoretical literature regarding thecharacteristics that a training program in PCA needs to have. According to Natiello(1998) from the first training programs in the Person-Centred Approach that began withthe initiative of Carl Rogers himself, self-awareness, self-acceptance, self-responsibility,congruence and the ability to apply all of the above in the trainees’ relationshipsέTherefore the participants’ experience of training in PCA as a journey of self-awarenessis described by some as an exceptional asset for personal and professional developmentwhile it also opens up new horizonsέ The “requisite” of training in PCA according toNatiello (1998) and Mearns (1997a,b) regarding self-awareness and personaldevelopment in the present study appears to be achieved for the participants. Morespecifically, all the participants, regardless of the initial reasons for which they chosetraining in PCA, recognize that, in one way or the other, it was an asset for self-awareness and personal development. In addition, all the participants describe their 64
experience in the Person-Centred Approach as an experience of opening new horizons.This finding is presented as an addition to the qualitative parameter of a previousquantitative study that was held in 1λλ2 to the “In-depth training program in PersonCentered Approach” that was conducted in order to measure the quality and effectivenessof this training. In the study, among other things, it was found that the 80% of theparticipants felt that training majorly contributed to their personal development and self-awareness (Natiello, 1998).The next finding that emerges from the analysis of the data concerns experience as a newlife stance, which is lived as an ongoing process. This finding is highlighted as one ofgreat importance for mainly two reasons. On the one hand it, in a way, by summarizingthe findings of this study regarding life change it becomes important because it accuratelycorresponds to Rogers’ (1λθ1) description regarding “the good life” and the fullyfunctional individual. On the other hand, the finding is highlighted as one of greatimportance due to the particular qualitative parameters and characteristics that emergefrom the analysis and make up this new life stance as an ongoing process. This meansthat this new life stance is experiences not as something that happens one-out but as aongoing process through delimitation and choiceέ In this finding, what Rogers’ supportedabout “the good life” theoretically invoking his experienceμ “The good life is a procedure,not a state of beingέ It is a process, not a destination” (Rogers, 1λθ1μ1κθ) appears to beabsolutely true for the specific participants.We could say that this new life stance, which is gradually adopted by the participantsthrough training in PCA, constitutes an ongoing process of development and self-awareness with the qualitative characteristics of delimitation, choice and continuousrenegotiation being the most prominent. This experience of the participants appears tofully agree with Rogers’ description of the “fully functioning person” and “the good life”as a procedure and not a state of being, a direction which is selected by the totalorganism, when there is psychological freedom to move in any direction. (Rogers, 1961,1970f, 1980). In addition, this new life stance that is adopted by the participants isoutlined by the focus on here and now and the core conditions, which are empathy, 65
unconditional positive regard and above all congruence. It appears that the participantsclearly support the role of the core conditions in the establishment and development ofthe “fully functioning person” as well as the entire structure of the Person-CentredApproach (Rogers, 1957, 1961, 1972a,c, 1980).In this study delimitation becomes of determinant importance in this ongoing processesof change for the participants. The boundaries and the ability to delimitate are presentedas necessary factors for the participants to feel that they can choose. In addition, this factconstitutes a characteristic that allows for the reformation of the ability to relate. Alsodelimitation, initially facilitating the ability to choose, then allows for the gradualhierarchy of priorities. It is here that the determinant role of delimitation emerges withinthe context of the definition of Rogers’ “the good life” potentially providing a very gooddetailed explanation of the way the total organism develops the ability to choose to movein every direction (Rogers, 1961). Of course, in the context of the broader Person-Centredliterature, we do not often encounter the autonomous presentation of the concept ofdelimitation. Therefore, it would be valuable to further study the concept of delimitationin the context of congruence, something that Rogers himself had originally begun tocorrelate describing the theoretical structure of the “fully functioning person”έ Amongothers, the “fully functioning person” moves towards an increasing openness inexperience as one experiences agreement with the organismic self through the processesof free choice, delimitation and renegotiation. Of course, Rogers himself describesdelimitation and free choice as a result of “the good life” and especially the agreementwith the organismic self and its needs in an ongoing dialog of renegotiation with theenvironmentέ However the framework within which the “fully functioning person” isoutlined is not deterministic, which means it is not transcended by strictly causalrelationships, describes relationships of continuous interaction (Rogers, 1961). Thus,within this framework, it possibly has value to explore the issue of the concept ofdelimitation as an autonomous facilitative condition for the development of Rogers’ “thegood life”έ Focusing on here and now and the core conditions are also presented by theparticipants as basic characteristics of this new life stance as we have seen above. In fact, 66
some of the participants highlight the particular role of personal therapy, beyond training,in relation to the development of these characteristics. This finding clearly identifies withseveral previous studies relating to the effect of the Person-Centred Approach on lifechange, starting with the studies of Rogers himself and up to the present day (Rogers,1961; Seeman & Raskin, 1953; Cartwright, 1957; Barrett – Lennard, 1959; Elliott, 1994,1996, 2002; Greenberk & Lietaer, 2003; Eckert, 2003; HÖger, 2003; Schwap, 2003). What also emerges as a basic characteristic of the ongoing process of change ispassion for self-awareness and learning through many dimensions. In addition, thisfinding concurs with several previous studies, both quantitative and qualitative regardingthe development of self-awareness through the Person-Centred Approach (Rogers, 1961;Seeman & Raskin, 1953; Cartwright, 1957; Barrett – Lennard, 1959; Elliott, 1994, 1996,2002; Greenberk & Lietaer, 2003; Eckert, 2003; HÖger, 2003; Schwap, 2003). What isdifferent in this study and is not encountered in previous studies is both the element ofpassion that emerges as well as multi-dimensional character of learning through thePerson-Centred Approach. The example of participant 4 where the enjoyable experienceof life change creates an intense thirst and passion for self-awareness is indicative: “I amdifferent now, because I enjoy it and I want even more. I want more and more to knowwho I am, how I amέ Even more…” This description appears to eloquently depict theascertainment of Rogers himself (1961, 1970f) in the early years about “the good life”,and it is also outlines the theoretical structure regarding the “fully functional person” in atangible, and rich in analysis of qualitative characteristics, way. This means that acreative person with freedom of choice that lives, through delimitation and renegotiation,in harmony with himself and others, making passionate and brave choices and plungingin to life as an ongoing process of “becoming” is outlined by Rogers himself(Rogers,1957, 1961, 1970f, 1972a,c, 1977, 1979, 1980), something that also appears toidentify with the experience described by the participants of the study. Therefore theelement of passion for self-awareness and learning through many dimensions as itemerges from this study comes to contribute to the deeper understanding of thecharacteristics of Rogers’ theoretical structure about the “fully functioning person”έ Theelement of passion was also found to emerge as a “passionate commitment” within the 67
framework of a qualitative study about the development of emotional congruencestrategies of Person-Centred counsellors (Lakioti, 2011). Although the subject of thestudy does not concern change of life through training in PCA, it does highlight thepresence of the qualitative element of passion in the lives and stances of the Person-Centred counsellors who participated in the study as is accordingly highlighted in thepresent study within the framework of life change as passion for self-awareness throughmultiple dimensions. The last category of findings presents the relationship of the participants of the studywith the profession of the Person-Centred counsellor as it has developed through trainingin the Person-Centred Approach. All the participants recognize and attribute great valueto the profession of counselling, regardless of if they finally chose it as a main professionor not. Thus the profession of counsellor and counselling are highlighted in this study as avaluable gift to self and to othersέ Unfortunately, this finding can’t be compared to arelative older finding especially in the case where the persons trained in PCA are nonmental health professionals, due to lack of relative studies. In addition, studies relative totraining in counselling and psychotherapy of other approaches appear to highlightcharacteristics of the profession of counselling relative to efficiency and professionaldevelopment, sometimes also combined with personal development (Heinonen &Orlinsky, 2013; Carlsson & Schubert, 2009; Fragkiadaki et al, 2013). Nevertheless, thisfinding comes to positively answer the commonly accepted issue of theoretical questionsin the general Person-Centred literature regarding the value of Person-Centred training,not only as an asset but first and foremost as a tool for developing “well-being”(Leijssen, 1990; Corcoran, 1981; Lovejoy, 1971; Mearns, 1997b, Grafanaki, 2002).The value and the characteristics of self are recognized and symbolized by theparticipants as a valuable, but also the only professional tool of the counsellor. Thisfinding comes to confirm the basic theoretical admission of the Person-Centred Approachabout whether or not the Conditions as well as the presence of the counsellor constitutenecessary and mainly sufficient elements in order for therapy to occur (Rogers, 1957).For some of the participants the experience of counselling as another life stance appearsto be so pleasurable and meaningful that it tends to replace the previous profession. The 68
value and the preciousness of the profession of counselling, as it is recognized by theparticipants not as something separate and autonomous but as a part of self, leads to theneed for passing on this precious experience to others. In addition, for all the participantsthe profession of the counsellor appears to exude and connect with a kind of ethicalelevation. It its totality it appears that training in the Person-Centred Approach isperceived by the participants as an exceptional asset not only for the profession ofcounselling but also with applications in any profession, as well as, first and foremost,being an exceptional asset of “well-being”έ Therefore, in conclusion, we could say that the findings of the present study cometo agree with the previous studies that verify the important admissions in the Person-Centred theory. Something, however, that the present study comes to offer regards howexperiential training of counsellors affects their lives and relationships. In IPA the impactof the researcher’s view is not just simple observation but is a basic requirement of theinvestigative process (Smith & Eatough, 2007). Thus, the basic goal of this study is toinclude my perspective as a researcher through a “double hermeneutic” where I try tounderstand the participant while the participant tries to understand the phenomenon underinvestigation. (Smith & Osborn, 2004). In addition, the inclusion of my own hermeneuticframework is realized through the adoption of a hermeneutic stance that combinesempathy and suspicion (Smith & Osborn, 2004). The trained in the Person-Centred Approach counsellors with a non mental healthbackground that participated in the study after experiencing training in PCA as journey inself-awareness and an asset for development that opened up new horizons for them,experienced life change as a process of wholeness and expansion as well as a process thatcontinuously evolves. This ongoing process appears to be gradually adopted by theparticipants as a new life stance with the qualitative characteristics of delimitation,freedom of choice and constant renegotiation being most prominent. This new life stancethat is adopted by the participants is outlined by the focus on here and now and the coreconditions. A qualitative characteristic that also emerges is passion for self-awarenessand multi-dimensional learning within the framework of this new life stance. 69
5.1 Limitations of the study An important limitation of this study is that it was conducted on a relatively smallsample of persons trained in PCA with a non mental health profession background. Thismeant that the sample may not be representative of the population and so the results ofthis study could possibly present difficulties in generalizing them to that population. The fact that the participants in the study are non mental health professionals trainedin PCA differentiates them from other Person-Centred counsellors who do have abackground in mental health, such as psychologists and psychiatrists. This could alsopose an interesting field for future research. Thus the limited research framework although it renders this dissertation important,significantly limited the possibilities of this study. The lack of relative documentation inliterature regarding the effect of training in the Person-Centred Approach in thecounsellor’s life change, besides the fact that it posed a limitation relating to expansion ofthe basic research question, also significantly limited the possibility of relating thefindings to other studies almost in the totality of this dissertation.5.2 Implications of the Study The findings that are presented in this dissertation are very useful, even valuable forthose planning to train or are already in training in PCA, in order to have an in-depthview of Person-Centred training not only as a professional tool but also as a possibilityfor changing the quality of their lives as well as their relationships. The specific findings are equally important for experienced professional Person-Centred counsellors as well as for trainers and supervisors in PCA. Besides, the specificfindings, as we have seen above, appear to highlight issues of the Person-Centred therapy 70
and personality theory to some degree forgotten by contemporary person-centredliterature but that lead us straight to the heart and essence of the Person-CentredApproach, possibly bringing us closer to the Rogers of the early years. Training programs in the Person-Centred Approach could possibly focus even moreon prioritizing the experience of life change as a continuous process. That is to say thatthe findings of this study within the framework of a broader discussion on Person-Centred training come to tilt the scales to the side of the reluctance towards the full andunconditional academic integration of the Person-Centred Approach.5.3 Suggestions for further research It would be useful to combine the findings of the present study with furtherquantitative research so as to more fully explore life change and quality of life ofcounsellors trained in PCA. The Life Quality Scale, various self-esteem questionnairesetc. are some examples of tools that could be used for this purpose. The aim of this dissertation was also to explore the experience of life change throughtraining in PCA of non mental health professionals. Thus, the people chosen as thesample were people that did not have a previous relation to the fields of psychology andpsychiatry as per their professional and academic background prior to training. Thefindings of this study would have particular value if combined with further research in thedirection of what occurs in relation to life change of trained counsellors who are alsopsychologists and psychiatrists. An extremely important qualitative parameter that emerged in this study within theframework of life change, as we discussed above, is the parameter of delimitation. Thedeterminant role of delimitation in Rogers’ “the good life” has already been discussedέWithin the framework of the broader Person-Centred literature we don’t usually find an 71
autonomous presence of the concept of delimitation. It would thus be valuable to furtherresearch the concept of delimitation within the framework of congruence, something thatRogers’ (1λθ1) had begun to correlate, describing the theoretical structure of the “fullyfunctioning person”έ Rogers himself describes delimitation and freedom of choice andespecially the agreement with the organismic self as well as the need to be in a constantdialog of renegotiation with ones environmentέ The framework within which the “fullyfunctioning person” is outlined is not deterministic, which means it is not transcended bystrictly causal relationships, but describes relationships of continuous interaction (Rogers,1961). Thus, within this framework, it possibly has value to explore the issue of theconcept of delimitation as an autonomous facilitative condition for the development ofRogers’ “the good life”έ 72
Chapter 6: Conclusions Most of the findings of this dissertation appear to be similar with those ofprevious studies, mostly quantitative but also some qualitative, that relate to Person-Centred therapy. Besides, as we have seen in the literature review, the Person-CentredApproach constitutes both a sufficiently documented approach as per its effectiveness,and sufficiently researched as per the process that concerns the client, the group and theinteraction. Interpretative Phenomenological Analysis (IPA) (Smith et al, 2009) was trulyan extremely fitting way to comprehend the different ways of perception of the study’sparticipants focusing and interacting with their subjective experience regarding lifechange through training in PCA (Langdridge, 2007; Smith, 1994, 1996; Smith &Osborn, 2004; Smith et al, 2009). Another concept that also emerged from this study was that of delimitation that isquite misunderstood in relation to the Person-Centred Approach. On the contrary, thedeterminant role of delimitation within the framework of Rogers’ “the good life”emerges, providing a very good and detailed explanation regarding the way that the totalorganism develops the ability to move in any direction (Rogers, 1961). In closing, this dissertation has positively responded to the initial research interesthighlighting in addition new rich qualitative elements and characteristics of developing“well-being” through training in PCAέ That is to say, that it is highlighted in the mostemphatic way that the value of Person-Centred training in non mental healthprofessionals, not only as a professional asset but also, first and foremost as a tool ofdeveloping “well-being”έ 73
REFERENCESAndrews, M. (1986). Research on the quality of life. Michigan: Institute for Social Research, University of Michigan.Andrews, M., Withey, B. (1976). Social Indicators of Well-beingμ Americans’ Perceptions of Life Quality. New York Plenum Press.ο , (2005). Η Ν χε α ( ο ο). φ Μαγγ πυ ω , α: .Γω γArthur, A. R. (2000). The personality and cognitive-epistemological traits of cognitive- behavioural and psychoanalytic psychotherapists. British Journal of Medical Psychology, 73, 243_257.Arthur, Aέ Rέ (2ίί1)έ Personality, epistemology and psychotherapists’ choice of theoretical model: a review and analysis. European Journal of Psychotherapy & Counselling, 4, 45_64.Aspy, D. & Roebuck, F. (1988/2002). Carl Rogers' contributions to education. In Cain, D. (Ed.), Classics in the person-centered approach (pp. 245-249). Llangarron: PCCS Books.Baker, C. (2004). Membership categorization and interview accounts. In D. Silverman (Ed.), Qualitative research: Theory, method and practice (pp. 162-176). London: Sage.Barrett – Lennard, G. T. (1959), Dimensions of the clients experience of his therapist associated with personality change. University of Chicago. (unpublished post- graduate thesis) 74
Barrett-Lennard, G.T. (1998) Carl Rogers' Helping System: Journey and Substance. London: Sage.Barron, J. (1957). Psychotherapy and science. Newsletter of the American Academy of Psychotherapists, 2, 4_6.Barron, J. (1978). A prolegomenon to the personality of the psychotherapist: Choices and changes. Psychotherapy: Theory, Research & Practice, 15, 309_313.Borsdorf, A. (1999). La qualité de vie dans les villes alpines. Le cas d'Innsbruck. Revue de géographie alpine, 4: 81-91.Boswell, J. F., Castonguay, L. G., & Pincus, A. L. (2009). Trainee theoretical orientation: Profiles and potential predictors. Journal of Psychotherapy Integration, 19, 291_312.Boyer, R., Savageau, D. (1985). Places Rated Almanac. Chicago, IL: Rand Mc Nally.Boyer, R., Savageau, D. (1989). Places Rated Almanac. New York: Rand Mc Nally.Boyer, R., Savageau, D. (1993). Places Rated Almanac. New York: Rand Mc Nally.Brauns, H. P. (1979) Persönlichkeitstheorie von. Rogers. In: Grunwald W (Hg), Kritische Stich- wörter zur Gesprächspsychotherapie. Mün- chen, Fink, S 196–213Bryman, A. (1992). Quantity and quality in social research. London: Routledge.Bell, J. (2005). Doing Your Research Project: A Guide for First-time Researchers in Education, Health and Social Science (4th edition), Buckingham: Open University Press, UK limited 75
Buckman, J. R., & Barker, C. (2010). Therapeutic orientation preferences in trainee clinical psychologists: Personality or training? Psychotherapy Research, 20, 247_258.Butler, Jέ Μέ Τ Haighέ Gέ Vέ (1λη4), Changes in the relation between self-concepts and ideal concepts consequent upon client-centered counseling. In C. R. Rogers & Rosalind F. Dymond, Psychotherapy and Personality Change. University of Chicago Press, 55-75.Calman, C. (1984). Quality of life in cancer patients–a hypothesis. Journal of medical ethics, 10: 124-127.Campbell, A., Converse, E., Rodgers, L. (1976). The Quality of American Life: Perceptions, Evaluations and Satisfactions. New York: Russel Sage Foundation.Cantril, H. (1965). The Pattern of Human Concerns. New Brunswick, N.J.: Rutgers University Press.Carlsson, J. and Schubert, J. (2009)'Professional values and their development among trainees in psychoanalytic psychotherapy', European Journal of Psychotherapy & Counselling,11:3,267 — 286Cartwright, D. S. (1957). Annotated bibliography of research and theory construction in client-centered therapy. Journal of Counselling Psychology, 4, 82–100.Combs, A. W. (1986/2002). Person Centered Assumptions for Counselor Education . In Cain, D. (Ed.), Classics in the person-centered approach (pp. 269-275). Llangarron: PCCS Books.Corcoran, K. J. (1981) Experiential Empathy: a Theory of a Felt-Level Experience, 76
Journal of Humanistic Psychology, 21, 1, 29-38.Dalkey, N., Rourke, R., Lewis, R., Snyder, D. (1972). Studies in the Quality of Life, D.C. Health and Co., Lexington, Mass.De Haes, C., Van Knippenberg, C. (1985). The quality of life of cancer patients: a review of the literature. Sociology Science, Medicine, 20: 809-817.Denzin, N. (1989). The research act: a theoretical introduction to sociological methods (3rd ed.) Englewood Cliffs, N. J.: Prentice Hall.Denzin, N. K., & Lincoln, Y. S. (2003). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds), The landscape of qualitative research: Theories and issues (2nd ed.) (pp. 1-46). Thousand Oaks: Sage.Eckert, J., Höger, D. & Schwab, R. (2003) Development and current state of the research on client-centered therapy in the German language region. Person-Centered and Experiential Psychotherapies 2, (1), 3-18.Elliott, R. (1996). Are client-centered/experiential therapies effective? A meta-analysis of outcome research. In U. Esser, H. Pabst, & G. W. Speierer (Eds.), The Power of the Person- Centered Approach. New challenges - Perspectives- Answers (125-137). Koln: GwGElliott, R. (2002). The effectiveness of humanistic therapies: A meta-analysis. In D.J. Cain, & J. Seeman (Eds.),Humanistic psychotherapies: Handbook of research and practice (pp.57-81). Washington, DC: American Psychological Association.Elliott, R., Greenberg, L. S., & Lietaer, G. (2003). Research on experiential therapies. In M. J. Lambert (Ed.). Bergin & Garfield's handbook of psychotherapy and behavior 77
change (5th ed., pp. 493-539). New York: John Wiley & sonsEmbleton-Tudor, L., Keemar, K., Tudor, K., Valentine, J. & Worrall, M. (2004). The person-centred approach: A contemporary introduction. Basingstoke, U.K.: Palgrave. McMillanFallowfield, L. (1990). The Quality of Life: The Missing Measurement in Health Care, London: Souvenir Press (E & A) Ltd.Farber, B. A. (1983). The effects of psychotherapeutic practice upon psychotherapists. Psychotherapy: Theory, Research & Practice, 20, 174_182.Fayers, P., Machin, D., (2000). ό α ω α όγ , α υ α ε ε α, UσIVERSITY STUDIτ PRESS, Θ α ο έFlanagan, C. (1978). A Research Approach to Improving our Quality of life. American Psychologist, 33: 13-147.Flanagan, C. (1982). Measurement of Quality of Life: Current State of the Art. Archives of Physical Medicine and Rehabilitation, 63: 56-59.Fragkiadaki E., Triliva S., Balamoutsou S. & Prokopiou A. (2013): The path towards a professional identity: An IPA study of Greek family therapy trainees, Counselling and Psychotherapy Research: Linking research with practiceGergen, K. J. (1985). The social constructionist movement in modern psychology. American Psychologist, 40(3), 266-275.Gimp J.B. (1970), The effects of human relations training. In Bergin A.E. & Garfild S.L. Handbook of Psychotherapy and Behavior change. New York: John Wiley & sons 78
Grafanaki, S. (2002). On becoming congruent: How congruence works in person-centred counselling and practical applications for training and practice. (eds.) Watson, J.C. Goldman R.N. & M.S. Warner M.S. In: Client Centred and Experiential Psychotherapy in the 21st Century: Advances in Theory, Research and Practice. PCCS Books. Llangarron Ross-on-Way Herefordshire United KingdomGreenberg, L. S., Elliott, R., & Lietaer, G. (1994). Research on experiential psychotherapies. In Bergin, A. E., & Garfield S. L. (Eds.), Handbook of psychotherapy and behavior change (4th ed., pp. 509-539). New York: Wiley.Guthrie, W. K. C. (1993), Έ ε Φ ό φ μ Από Θα ω Α έ Μ έ έ Ηέ α α ουέ 3 έ αμ έ απα αέGuy, J. D. (1987). The personal life of the psychotherapist. Oxford: Wiley & Sons.Heinonen E. & Orlinsky D. E. (2013) Psychotherapists' personal identities, theoretical orientations, and professional relationships: Elective affinity and role adjustment as modes of congruence, Psychotherapy Research, 23:6, 718-731Henry, W. E., Sims, J. H., & Spray, S. L. (1971). The fifth profession. Becoming a psychotherapist. San Francisco, CA: Jossey-Bass.Henry,W. E., Sims, J. H., & Spray, S. L. (1973). Public and private lives of psychotherapists. San Francisco, CA: Jossey-Bass.Herron, Wέ Gέ (1λικ)έ The therapist’s choice of a theory of psychotherapyέ Psychotherapy: Theory, Research & Practice, 15, 396_401.Holstein, J. A., & Gubrium, J. F. (2004). The active interview. In D. Silverman (Ed.), Qualitative research: Theory, method and practice (pp. 140-161). London: Sage. 79
Hornquist, τέ (1λκ2)έ “The Concept of Quality of δife” Scand Journal of Medicine,10: 57-61.Hugh-Jones, S. (2009). The interview in qualitative research. In M. A. Forrester (Ed.), Doing qualitative research in psychology: A practical guide (pp. 77-97). London: Sage.Keinan, G., Almagor, M., & Ben-Porath, Y. S. (1989). A reevaluation of the relationship between psychotherapeutic orientation and perceived personality characteristics. In Psychotherapy: Theory, Research, Practice, Training, 26, 218_ 226.Kröpf, D. (1978). Grundprobleme der Gesprachspsychotherapie. Gottingen: HogrefeLakioti, Aέ (2ί11)έ Strategies that enhance counsellors’ resilience, University of Strathclyde, Department of Counselling (Unpublished thesis for MSc in Counselling)Lamau, L. (1992). The Idea of Quality of Life in the Health Field. The Quality of Life in the Mediterranean Countries, First Mediterranean Meeting in Bioethics, Instituto Siciliano di Bioetica: 47-68.Langdridge, D. (2007). Phenomenological psychology: Theory, research and method. Edinburgh: Pearson Education Limited.Larkin, M., & Thompson, A. R. (2011). Interpretative phenomenological analysis in mental health and psychotherapy research. In D. Harper & A. R. Thompson (Eds), Qualitative research methods in mental health and psychotherapy: A guide for students and practitioners (pp. 101-116). Chichester: John Wiley & Sons, Inc.Larson, R. (1978). Thirty years of research on the subjective well-being of older Americans. Journal of Gerontology, 33: 109-125. 80
Larsson, B. P. M., Kaldo, V., & Broberg, A. G. (2009). Similarities and differences between practitioners of psychotherapy in Sweden: A comparison of attitudes between psychodynamic, cognitive, cognitive behavioural, and integrative therapists. Journal of Psychotherapy Integration, 19, 34_66.Leijssen, M. (1990). On focusing and the necessary conditions of therapeutic change. In G. Lietaer, J. Rombauts, & R. Van Balen (Eds.), Client-centred and Experiential Psychotherapy in the 90s.Leuven, Belgium: Leuven University PressLevi, R., Drotar, D. (1998). Critical issues and needs in health related quality of life assessment of children and adolescents with chronic health conditions. In Starfield B, Riley A. Profiling health and illness in children and adolescents. In: Drotar D, editor. Quality of Life Assessment in Children and Adolescents with Chronic Health Conditions. Mahwah, NJ: Lawrence Erlbaum.Lewis, M. (1982). Experienced personal control and quality of life in late-stage cancer patients. Nursing Research, 31: 113-119.Lovejoy , L. W. S. Congruence—Intrapersonal or Interpersonal. Unpublished doctoral thesis, University of Waterloo, AustraliaLyddon, W. J., & Bradford, E. (1995). Philosophical commitments and therapy approach preferences among psychotherapy trainees. Journal of Theoretical and Philosophical Psychology, 15, 1_15Maslow, A. (1954). Motivation and personality. Harper, New York.Maslow, A. (1968). Toward a psychology of being. 2nd ed. Princeton, New Jersey: Van Nostrand. 81
Mason, J. (1996). Qualitative researching. London: Sage.Mason, J. (2002). Qualitative researching (2nd ed.). London : Sage.McLeod, J. (1994). Doing counselling research. London: Sage.McLeod, J. (2001). Qualitative research in counselling and psychotherapy. London: Sage.McLeod, J. (2003). Qualitative research methods in counselling psychology. In R. Woolfe, W. Dryden & S. Strawbridge (Eds), Handbook of counselling psychology (pp. 74-92). London: Sage.Mearns, Dave (1997a), Person Centred Counselling Training. Sage Publications. London, Thousand Oaks, New DelhiMearns, Dave (1997b), Central Dynamics in Client- Centered Therapy Training. The Person Centered Journal, Volume 4, Issue 1, Printed in the USAMearns, D. (2002). Further Theoretical Propositions in Regard to Self theory within Person Centred Therapy. In: Person Centred and Experiential Psychotherapies, 1(1&2), 14-27.Meador B. (1969), An Analysis of process movement in a basic encounter group. International University of USAMerry, T. (1994), Invitation to person-centred psychology, Whurr Publishers Ltd., London, EnglandMesser, S. B., & Gurman, A. (2011). Introduction. In A. S. Gurman & S. B. Messer (Eds.), Essential psychotherapies: theory and practice (3rd ed., pp. 1_30). New 82
York, NY: Guilford Press.Mitchell, J. (1983). Case and situation analysis. Sociological Review, 31(2), 186-211.Morrow, S. L. (2007). Qualitative Research in Counselling Psychology: Conceptual Foundations. The Counselling Psychologists Vol 35, Issue 2, 209-235Mucherjee, R. (1989). The Quality of Life: Valuation in Social Research. New Delhi, Newbury Park: Sage Publications.Natiello, P. (1981), Interview with Carl R. Rogers on the nature of teaching and learning in the Person- Centered Approach. Unpublished manuscript.Natiello, P. (1998), Person- Centered Training: Response to Dave Mearns. The Person- Centered Journal Volume 5, Issue 1. Printed in the USANEAPCEPC: The Network of European Associations for Person-Centred and Experiential Psychotherapy and Counselling (www.pce-europe.org)Noll, H. (1998). Societal Indicators and Social Reporting: The International Experience. Copenhagen: the Quality of Life Research Centre.τ’Boyle, Aέ (1λλι) εeasuring the quality of later lifeέ Philosophy Transactions of the Royal Society of London, 352: 1871-1879.Pacione, M. (1982). The Use of Objective and Subjective Measures of Life Quality in Human Geography. Progress in Human Geography , 6: 493-514.Pervin, L.A. & John O. P. (1999). Θεω ε ωπ ό α μ Έ ευ α α εφα γ έαμ ό μ υπω ω – Γ ώ γο α α ό83
Polkinghorne, D. E. (1991). Qualitative procedures for counselling research. In C. E. Watkins, Jr. & L. J. Schneider (Eds.), Research in counseling, (pp.163-204). New Jersey: Lawrence Erlbaum Associates.Poznanski, J. J., & McLennan, J. (2003). Becoming a psychologist with a particular theoretical orientation to counselling practice. Australian Psychologist, 38, 223_226.Raphael, D., Steinmetz, B., Renwick, R. (1998). How to Carry out a Community quality of Life Project: A manual, a Health Promotion Approach to Understanding Communities. Toronto: University of Toronto.Raskin, N. G. (1952), An objective study of the locus of evaluation factor in psychotherapy. In Wolff W.& Precker J.A. Success in Psychotherapy. (Chapter 6) New York: Grune & Straton,Rennie, D. L. (1996). Fifteen years of doing qualitative research on psychotherapy. British journal of guidance and counselling, 24(3), 317-328.Ritchie, J., Lewis, J., & Elam, G. (2003). Designing and selecting samples. In J. Ritchie & J. Lewis (Eds.), Qualitative research practice: A guide for social science students and researchers (pp. 77-108). London: Sage.Rogers, C. R., (1951), Client Centred Therapy, London, Costable.Rogers, C. R., (1957), The necessary and sufficient conditions of therapeutic personality change, Journal of Consulting Psychology 21(2), 95-103Rogers, Carl Ransom. (1961), On Becoming a person, London, Costable.Rogers, Carl Ransom. (1957/1970a). The process equation of psychotherapy. In Hart, 84
Joseph T(Ed.); & Tomlinson, Tom M(Ed.), New directions in client-centered therapy (pp. 190-205). Boston, Massachusetts, USA: Houghton Mifflin.Rogers, Carl Ransom. (1964/1970b). Toward a modern approach to values: The valuing process in the mature person. In Hart), Joseph T(Ed.); & Tomlinson, Tom M(Ed.), New directions in client-centered therapy (pp.430-441). Boston, Massachusetts, USA: Houghton Mifflin.Rogers, Carl Ransom. (1966/1970c). The interpersonal relationship in the facilitation of learning. In Hart, Joseph T(Ed.); & Tomlinson, Tom M(Ed.), New directions in client-centered therapy (pp. 468-483). Boston, Massachusetts, USA: Houghton Mifflin.Rogers, Carl Ransom. (1970d). Carl Rogers on encounter groups. New York, New York, USA: Harper & Row.Rogers, Carl Ransom. (1970e). How to use encounter group concepts. Chicago, Illinois, USA: Instructional Dynamics.Rogers, Carl Ransom. (1969/1970f). The person of tomorrow. USIU [United States International University] Doctoral Society Journal, 3(1), 11-16.Rogers, Carl Ransom. (1972a). Becoming partners: Marriage and its alternatives. New York, New York, USA: Delacorte Press.Rogers, Carl Ransom. (1953/1972b). A research program in client-centered therapy. In Brown, Steven R(Ed.); & Brenner), Donald J(Ed.), Science, psychology, and communication: Essays honoring William Stephenson (pp. 312-324). New York, New York, USA: Columbia University (Teachers College).Rogers, Carl Ransom. (1967/1972c). My personal growth. In Brown, Arthur W(Ed.), 85
Twelve therapists: How they live and actualize themselves (pp. 28-77). San Francisco, California, USA: Jossey-Bass.Rogers, Carl Ransom. (1977). Carl Rogers on personal power: Inner strength and its revolutionary impact. New York, New York, USA: Delacorte Press.Rogers, Carl Ransom. (1979). The foundations of the person-centered approach. Education, 100(2), 98-107.Rogers, Carl Ransom. (1980), A Way of Being, Boston, Houghton Mifflin.Rogers, C. R. & Dymond, R.F.,(1954) Psychotherapy and Personality change. University of Chicago Press.Rogers, C. R. (1983): Freedom to learn for the 80s. Boston: Houghton Mifflin.Rogerson, J. (1997). Quality of Life in Britain. Glasgow: Quality of Life Research Group, University of Strathclyde.Sandell, R., Carlsson, J., Schubert, J., Broberg, J., Lazar, A., & Grant, J. (2004). Therapist attitudes and patient outcomes: I. development and validation of the therapeutic attitudes scale (TASC-2). Psychotherapy Research, 14, 469_484.Schwandt, T. A. (1994). Constructivist, interpretative approaches to human inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.) Handbook of qualitative research (pp. 118-137). London: SageScragg, P., Bor, R., & Watts, M. (1999). The influence of personality and theoretical models on applicants to a counselling psychology course: A preliminary study. Counselling Psychology Quarterly, 12, 263_270. 86
Seeman, J. & Raskin, N. J. (1953). Research perspectives in client centered therapy. In Mower, O. H. Psychotherapy: theory and research, New York: Ronald, pp. 205- 234.Shaffer, L. F. (1953). Of whose reality I cannot doubt. American Psychologist, 8, 608_623.Shaw G. B, (1972). In: Collected Letters Vol. 2: 1898-1910. Max Reinhart, London.Smith, J. A. (1994). Reconstructing selves: An analysis of discrepancies between women’s contemporaneous and retrospective accounts of the transition to motherhood. British Journal of Psychology, 85, 371-392.Smith, J. A. (1996). Beyond the divide between cognition and discourse: Using interpretative phenomenological analysis in health psychology. Psychology and Health, 11, 261-271.Smith, J. A, (2008) Qualitative Psychology: A Practical Guide to Research Methods SAGE publications: Los Angeles, London, New Delhi, Singapore, Washington DCSmith, J.A., Flowers. P, Larkin. M., (2009). Interpretative Phenomenological Analysis. Theory Method and Practice, SAGE publications: Los Angeles, London, New Delhi, Singapore, Washington DCSmith, J. A., Jarman, M., & Osborn, M. (1999). Doing interpretative phenomenological analysis. In M. Murray & K. Chamberlain (Eds.), Qualitative health psychology: Theories and methods. London: Sage.Smith, J. A., & Osborn, M. (2003). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: a practical guide to research methods. (pp.51- 80). London: Sage. 87
Smith, J. A., & Osborn, M. (2004). Interpretative phenomenological analysis. In G. Breakwell (Ed.), Doing social psychology research (pp. 229-254). Malden, MA: The British Psychological Society and Blackwell Publishing Ltd.Smith, J. A., & Eatough, V. (2007). Interpretative phenomenological analysis. In E. Lyons & A. Coyle (Eds.), Analyzing qualitative data in psychology (pp. 35-50). London: Sage.Snape, D., & Spencer, L. (2003). The foundations of qualitative research. In J. Ritchie & J. Lewis (Eds.), Qualitative research practice: A guide for social science students and researchers. (pp. 1-23) .London: Sage.Starfield, B., Riley, A., Drotar, D., ed. (1998). Measuring Health-related Quality of Life in Children and Adolescents: Implications for Research and Practice. Mahwah NJ: Lawrence Erlbaum Assoc. Inc. Publishers, 85–104.Storey, L. (2007). Doing interpretative phenomenological analysis. In E. Lyons & A. Coyle (Eds.), Analysing qualitative data in psychology (pp. 51-64). London: Sage.Szalai, A., Andrews, M. (1980). The Quality of Life: Comparative Studies. London: Sage Publications.Tanji, J. (1999). Capturing the process of family therapy as social meaning construction. In M. Copala & L. A. Suzuki (Eds.), Using qualitative methods in psychology (pp. 163-174). Thousand Oaks: Sage.Thomas, H. F. (2002). Keeping person-centered education alive in academic settings. In Cain, D. (Ed.), Classics in the person-centered approach (pp. 260-268). Llangarron: PCCS Books. (1988/2002) 88
Tolan, J. (2002) The fallacy of the 'real' self: In praise of self structure. In: (eds.) Watson, J.C. Goldman R.N. & M.S. Warner M.S. Client Centred and Experiential Psychotherapy in the 21st Century: Advances in Theory, Research and Practice. PCCS Books. Llangarron Ross-on-Way Herefordshire United Kingdom.Topolinski, S., & Hertel, G. (2007). The role of personality in psychotherapists’ careersμ Relationships between personality traits, therapeutic schools, and job satisfaction. Psychotherapy Research, 17, 378_390.Treasure Board of Canada Secretariat (2000). Quality of Life – A Concept Paper: Defining Measuring and Reporting Quality of Life for Canadians.Tremblay, J. M., Herron,W. G., & Schultz, C. L. (1986). Relation between therapeutic orientation and personality in psychotherapists. Professional Psychology: Research and Practice, 17, 106_110.Tudor, K., & Lewin, P. (2006). Fit for purpose: The organization of psychotherapy training.In: Self and Society,. 34(1), 33–40Türksever, Eέ, Gündüz, Aέ (2ίί1) “Possibilities and δimitations for the εeasurement of Quality of δife in urban Areas” Social Indicators Research, 53: 63-187.Ventegodt, S., Merrick, J., Andersen, J. (2003). Quality of Life Theory I. The IQOL 155 Theory: An Integrative Theory of the Global Quality of Life Concept, The Scientific World Journal, 3: 1030-1040.Walton, D. E. (1978). An exploratory study: Personality factors and theoretical orientations of therapists. Psychotherapy: Theory, Research & Practice, 15, 390_395Williams, M. (2004). Generalization/generalizability in qualitative research. In M. S. 89
Lewis-Beck, A. Bryman & T. Futing Liao (Eds), The Sage encyclopedia of socialscience research methods (pp. 420-421). Thousand Oaks: Sage.Willig, C. (2001). Introducing qualitative research in psychology: Adventures in theory and method. Buckingham: PA Open University Press.World Health Organization (1992). Constitution of the World Health Organization, in World Health Organization Basic Documents (39th edn.) World Health Organization, Geneva.Yannaras, Cέ (1λκί)έ χ α α αγωγ φ ο οφ αέ ό ο 1ο έ ό οYardley, L. (2000). Dilemmas in qualitative health research. Psychology and health, 15, 215-218Young, J., Longman, J. (1983). Quality of Life and persons with melanoma: A pilot study”έ Cancer Nursing, 6: 219-225. 90
AppendicesInformation sheet for participants This study is conducted by Vassilis Blitsas, Person-Centred Counsellor andPsychologist as a requirement of the MSc in Counselling. The study is conducted underthe guidance of ICPS (Institute of Counselling and Psychological Studies), Athens, Greece andthe supervision of Sophia Balamoutsou.The aim of the study is to explore the role that training in PCA plays in the life change ofnon mental health professionals. According to the Person-Centred Theory, the aim of aPerson-Centred Training Program is to facilitate the trained counsellors, not only todevelop the core conditions but also to move towards the process of a fully functioningperson. According to the experience of trained Person-Centred Counsellors there aremany important changes in the lives through training in PCA. Thus, the study will focus on the experience of non mental health professionalswho are trained in the Person-Centred Approach. They will be asked how they experiencelife change after training in PCA, how and if they perceive changes in self and what kindof changes do they perceive in their interpersonal, family, social and professional life. Itis deemed important for there to be more studies relating to change of life throughtraining in PCA in order to document through research that training in PCA is not only aprofessional asset for Counsellors but is also, first and foremost, a tool for thedevelopment of Rogers’ “good life” or “well-being”έ It is desired that this study presentsinformation that will develop an in-depth view on Person-Centred training of non mentalhealth professionals and lead others to train in this approach. Should you agree to participate in this study, you will be required to give me aninterview that will last for approximately 60 minutes, at a location that is convenient toyou. The interview will be recorded and will later be transcribed. All the data, and theinformation pertaining to your identity, that you will provide in the interview will be keptin a secure locked folder on my computer. If the results of this study are published or aregoing to be used in other form, confidentiality will be secured and your personal data willnot be identifiable. You will be asked to sign a consent form agreeing to the above. Although I do not believe that any considerable risk arises from your participationin this study, the discussion about life change may bring about questions that you wouldlike to talk about. In this case, I will refer you to someone that can help you find someanswers, through a one hour session – meeting. Your participation in this study is absolutely voluntary and will not in any wayaffect your present or future relationship with ICPS. Should you decide to participate,you can deny answering some questions; you can withdraw from the study at any pointwithout having any obligation to continue. If you have any questions regarding the study you can ask them now or latercontacting me via telephone or email on the number and at the address given below. Vassilis Blitsas 6938968474- [email protected] 91
Consent FormTitle of dissertation: Life change in non mental health professionals trained in PCA. AnInterpretative Phenomenological Analysis. The study is conducted by Vassilios Blitsas .Letter of ConsentI confirm that I have read and understood the Consent form about the aforementioneddissertation and that the researcher has satisfied me by answering any and all of myquestions.I consent to participate in this research dissertation.I understand that my participation is voluntary and I am free to withdraw from the studyat any point, without having to provide explanations and without any consequences.I understand that I can withdraw my data from the study at any point.I understand that the information I provide can be used in conventions or any other kindof research publication, but I will remain anonymous.I understand that any recorded information in the study will remain confidential and thatno information that could allow my identification will be publicly available.I agree to be recorded as part of the study’s processParticipant (name): ________________________________Participant (signature): ________________________________Date: 92
INTERVIEWTitle of dissertation: Life change of non mental health professionals trained in the Person-Centred Approach. An interpretative Phenomenological Analysis. The study is conductedby Vassilios Blitsas .Demographic questionsDate:Name:Age:Sex:Marital status:Children:Occupation:Level of education in the Person-Centred Approach:Professional experience prior to training:Current profession:Other professional and academic qualifications: 93
Interview Questions 1. Firstly, would you like to discuss how you presently experience your life after PCA training? 2. What led you to decide to train in Person-Centred Counselling? a) Have you had any previous contact with the field of Mental Health? b) Has this training lived up to your initial aspirations? c) To what degree? In what way? 3. How would you describe your life now compared to your life before PCA TRAINING? 4. How do you see you self today? 5. Could you describe the changes in your social life if there are any? Additional questions about: a) outings b) Social events c) Recreation – entertainment 6. How do you experience interpersonal (close) and family relationships? a) Friendships b) Romantic relationships 7. How do you experience your professional relationships? a) Regarding any profession, be it Counselling or other 8. Which do you think are the most important changes in your life through training in PCA? a) Did any of these changes present difficulties in your life? b) Did any of these changes facilitate your life? c) If yes, would you like to talk to me about them? 9. Finally, are you contemplating becoming professionally involved in Counselling or not? a) If yes, for what reasons? b) If no, for what reasons? 10. Is there something else of importance that we should discuss? 94
Search
