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Carl Rogers's Pca
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can you tellme how does PCA OF CARL ROGERS fit with the eideas of the developmental approach to policyuestion Details Here...
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Your question isn't clear. "The developmental policy . . . " of what???
The difficulty of adopting CR's 'Person-Centred Approach' within any formal policy is that defines an ideal but does little to explain how that ideal might be attained. Further, to be somewhat cynical here, in many ways it does little more than "stating the bleed' obvious".
The PCA is founded around the principles that the relationship between, say, a counsellor and his client (or, equally, a teacher and his pupil or a therapist and his patient) is at his most productive when the 'junior' person in the relationship (i.e. the client, pupil or patient in the examples I've given) regards the 'senior' person as genuine, understanding and 'accepting' (which many people might regard as synonymous, in this context, with 'respecting'). Further, the senior person should regard the junior one in the same way.
However telling, say, a teacher that he will be at his most effective if he displays as much respect for his pupils as he expects from them, together with telling him that he should ensure that his pupils see him as genuine and understanding in his relationship with them is, as I've indicated likely to fall within the category of "stating the bleedin' obvious". On it's own, it does nothing to improve the quality of what that teacher does within his classroom.
So any policy that seeks to embrace the PCA needs to go much further than to just say "This is what we should be aiming at". The policy will be little more than a meaningless statement unless it seeks to define exactly how the ideals defined by the PCA can be achieved.
The difficulty of adopting CR's 'Person-Centred Approach' within any formal policy is that defines an ideal but does little to explain how that ideal might be attained. Further, to be somewhat cynical here, in many ways it does little more than "stating the bleed' obvious".
The PCA is founded around the principles that the relationship between, say, a counsellor and his client (or, equally, a teacher and his pupil or a therapist and his patient) is at his most productive when the 'junior' person in the relationship (i.e. the client, pupil or patient in the examples I've given) regards the 'senior' person as genuine, understanding and 'accepting' (which many people might regard as synonymous, in this context, with 'respecting'). Further, the senior person should regard the junior one in the same way.
However telling, say, a teacher that he will be at his most effective if he displays as much respect for his pupils as he expects from them, together with telling him that he should ensure that his pupils see him as genuine and understanding in his relationship with them is, as I've indicated likely to fall within the category of "stating the bleedin' obvious". On it's own, it does nothing to improve the quality of what that teacher does within his classroom.
So any policy that seeks to embrace the PCA needs to go much further than to just say "This is what we should be aiming at". The policy will be little more than a meaningless statement unless it seeks to define exactly how the ideals defined by the PCA can be achieved.
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