humanistic theory essay

Humanistic Approach in Psychology (humanism): Definition & Examples

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Humanistic, humanism, and humanist are terms in psychology relating to an approach that studies the whole person and the uniqueness of each individual.  Essentially, these terms refer to the same approach in psychology.

Humanistic psychology is a perspective that emphasizes looking at the the whole person, and the uniqueness of each individual. Humanistic psychology begins with the existential assumptions that people have free will and are motivated to acheive their potential and self-actualize.

The humanistic approach in psychology developed as a rebellion against what some psychologists saw as the limitations of behaviorist and psychodynamic psychology.

The humanistic approach is thus often called the “third force” in psychology after psychoanalysis and behaviorism (Maslow, 1968).

Humanism rejected the assumptions of the behaviorist perspective which is characterized as deterministic, focused on reinforcement of stimulus-response behavior and heavily dependent on animal research.

Humanistic psychology rejected the psychodynamic approach because it is also deterministic, with unconscious irrational and instinctive forces determining human thought and behavior. 

Both behaviorism and psychoanalysis are regarded as dehumanizing by humanistic psychologists.

Humanistic psychology expanded its influence throughout the 1970s and the 1980s.  Its impact can be understood in terms of three major areas :

1) It offered a new set of values for approaching an understanding of human nature and the human condition. 2) It offered an expanded horizon of methods of inquiry in the study of human behavior. 3) It offered a broader range of more effective methods in the professional practice of psychotherapy .

Summary Table

Basic assumptions.

Humanistic psychology begins with the existential assumption that people have free will:

Personal agency is the humanistic term for the exercise of free will . Free will is the idea that people can make choices in how they act and are self-determining.

Behavior is not constrained by either past experience of the individual or current circumstances (determinism).

Personal agency refers to the choices we make in life, the paths we go down, and their consequences. Individuals are free to choose when they are congruent (Rogers) or self-actualized (Maslow).

Although Rogers believes much more in free will, he acknowledges that determinism is present in the case of conditional love because that may affect a person’s self-esteem. In this way free will and determinism are integral to some extent in the humanistic perspective.

People are basically good, and have an innate need to make themselves and the world better:

Humanistic psychology: a more recent development in the history of psychology, humanistic psychology grew out of the need for a more positive view of human beings than was offered by psychoanalysis or behaviorism. 

Humans are innately good, which means there is nothing inherently negative or evil about them (humans).

In this way the humanistic perspective takes an optimistic view of human nature that humans are born good but during their process of growth they might turn evil.

The humanistic approach emphasizes the individual’s personal worth, the centrality of human values, and the creative, active nature of human beings.

The approach is optimistic and focuses on the noble human capacity to overcome hardship, pain and despair.

People are motivated to self-actualize:

Major humanistic psychologists such as Carl Rogers and Abraham Maslow believed that human beings were born with the desire to grow, create and to love, and had the power to direct their own lives.

Self-actualization concerns psychological growth, fulfillment, and satisfaction in life.

Both Rogers and Maslow regarded personal growth and fulfillment in life as basic human motives. This means that each person, in different ways, seeks to grow psychologically and continuously enhance themselves.

However, Rogers and Maslow both describe different ways which self-actualization can be achieved.

According to Maslow, people also have needs which must be met for self-actualization to be possible.  The basic needs e.g. food and water have to be satisfied before the higher psychological and emotional needs. This is shown in Maslow’s hierarchy of needs.

According to Rogers, people could only self-actualize if they had a positive view of themselves (positive self-regard).  This can only happen if they have unconditional positive regard from others – if they feel that they are valued and respected without reservation by those around them (especially their parents when they were children).

Self-actualization is only possible if there is congruence between the way an individual sees themselves and their ideal self (the way they want to be or think they should be). If there is a large gap between these two concepts, negative feelings of self-worth will arise that will make it impossible for self-actualization to take place.

The environment a person is exposed to and interacts with can either frustrate or assist this natural destiny. If it is oppressive, it will frustrate; if it is favorable, it will assist. 

Behavior must be understood in terms of the subjective conscious experience of the individual (phenomenology):

Humanistic psychologists also believe that the most fundamental aspect of being human is a subjective experience. This may not be an accurate reflection of the real world, but a person can only act in terms of their own private experience subjective perception of reality.

Humanistic psychologists argue that physical objective reality is less important than a person’s subjective (phenomenological) perception and understanding of the world. Thus, how people interpret things internally is (for them), the only reality. 

Sometimes the humanistic approach is called phenomenological. This means that personality is studied from the point of view of the individual’s subjective experience. Meaning is the purpose or value that a person attaches to their actions or experiences

According to Rogers, we each live in a world of our own creation, formed by our processes of perception. He referred to an individual’s unique perception of reality as his or her phenomenal field. 

As Rogers once said, “The only reality I can possibly know is the world as I perceive and experience it at this particular moment. The only reality you can possibly know is the world as you perceive and experience at this moment. And the only certainty is that those perceived realities are different. There are as many ‘real worlds’ as there are people! (Rogers, 1980, p. 102).

For Rogers, the focus of psychology is not behavior (Skinner), the unconscious ( Freud ), thinking (Piaget), or the human brain but how individuals perceive and interpret events. Rogers is therefore important because he redirected psychology toward the study of the self .

Humanistic theorists say these individual subjective realities must be looked at under three simultaneous conditions.

First, they must be looked at as a whole and meaningful and not broken down into small components of information that are disjointed or fragmented like with psychodynamic theorists. Rogers said that if these individual perceptions of reality are not kept intact and are divided into elements of thought, they will lose their meaning.

Second, they must be conscious experiences of the here and now. No efforts should be made to retrieve unconscious experiences from the past.

Phenomenenological means ‘that which appears’ and in this case, it means that which naturally appears in consciousness. Without attempting to reduce it to its component parts – without further analysis.

Finally, these whole experiences should be looked at through introspection. Introspection is the careful searching of one’s inner subjective experiences.

Humanism rejects scientific methodology:

Rogers and Maslow placed little value on scientific psychology , especially the use of the psychology laboratory to investigate both human and animal behavior.

Rogers said that objective scientific inquiry based on deterministic assumptions about humans has a place in the study of humans (science) but is limited in the sense that it leaves out inner human experiences (phenomenology).

Studying a person’s subjective experience is the biggest problem for scientific psychology, which stresses the need for its subject matter to be publicly observable and verifiable. Subjective experience, by definition, resists such processes.

Humanism rejects scientific methodology like experiments and typically uses qualitative research methods .  For example, diary accounts, open-ended questionnaires, unstructured interviews, and observations.

Qualitative research is useful for studies at the individual level, and to find out, in-depth, the ways in which people think or feel (e.g. case studies ).

The way to really understand other people is to sit down and talk with them, share their experiences, and be open to their feelings.

Humanism rejected comparative psychology (the study of animals) because it does not tell us anything about the unique properties of human beings:

Humanism views humans as fundamentally different from other animals, mainly because humans are conscious beings capable of thought, reason, and language. 

For humanistic psychologists’ research on animals, such as rats, pigeons, or monkeys held little value. 

Research on such animals can tell us, so they argued, very little about human thought, behavior, and experience.

Humanistic Theory of Personality

Central to Rogers” personality theory is the notion of self or self-concept .  This is defined as “the organized, consistent set of perceptions and beliefs about oneself.”

The self is the humanistic term for who we really are as a person.  The self is our inner personality, and can be likened to the soul, or Freud’s psyche .  The self is influenced by the experiences a person has in their life, and out interpretations of those experiences.  Two primary sources that influence our self-concept are childhood experiences and evaluation by others.

According to Rogers (1959), we want to feel, experience, and behave in ways that are consistent with our self-image and which reflect what we would like to be like, our ideal-self.  The closer our self-image and ideal-self are to each other, the more consistent or congruent we are and the higher our sense of self-worth.

A person is said to be in a state of incongruence if some of the totality of their experience is unacceptable to them and is denied or distorted in the self-image.

Rogers believed this incongruence stems from the distorted perceptions that arise from adopting others’ conditions of worth , starting in infancy. As we depart from accurately integrating all of our authentic experiences into our self-structure, we are no longer a unified whole person. Rather, we develop different facets of self, some of which may feel threatened by certain experiences.

The humanistic approach states that the self is composed of concepts unique to ourselves. The self-concept includes three components:

Self-worth (or self-esteem ) comprises what we think about ourselves. Rogers believed feelings of self-worth developed in early childhood and were formed from the interaction of the child with the mother and father.

How we see ourselves, which is important to good psychological health. Self-image includes the influence of our body image on inner personality.

At a simple level, we might perceive ourselves as a good or bad person, beautiful or ugly. Self-image affects how a person thinks, feels and behaves in the world.

This is the person who we would like to be. It consists of our goals and ambitions in life, and is dynamic – i.e., forever changing.

The ideal self in childhood is not the ideal self in our teens or late twenties etc.

Historical Timeline

• Maslow (1943) developed a hierarchical theory of human motivation.
• Carl Rogers (1946) publishes Significant aspects of client-centered therapy (also called person-centered therapy).
• In 1957 and 1958, at the invitation of Abraham Maslow and Clark Moustakas, two meetings were held in Detroit among psychologists who were interested in founding a professional association dedicated to a more meaningful, more humanistic vision.
• In 1962, with the sponsorship of Brandeis University, this movement was formally launched as the Association for Humanistic Psychology .
• The first issue of the Journal of Humanistic Psychology appeared in the Spring of 1961.
• Clark Hull’s (1943) Principles of behavior was published.
• B.F. Skinner (1948) published Walden Two , in which he described a utopian society founded upon behaviorist principles.

Issues and Debates

Free will vs. determinism.

It is the only approach that explicitly states that people have free will, but its position on this topic is somewhat incoherent as on one hand, it argues that people have free will.

However, on the other hand, it argues that our behavior is determined by the way other people treat us (whether we feel that we are valued and respected without reservation by those around us).

Nature vs. Nurture

The approach recognizes both the influence of nature and nurture, nurture- the influence of experiences on a person’s ways of perceiving and understanding the world, nature- influence of biological drives and needs (Maslow’s hierarchy of needs).

Holism vs. Reductionism

The approach is holistic as it does not try to break down behaviors in simpler components.

Idiographic vs. Nomothetic

As this approach views the individual as unique, it does not attempt to establish universal laws about the causes of behavior; it is an idiographic approach.

Are the research methods used scientific?

As the approach views the individual as unique, it does not believe that scientific measurements of their behavior are appropriate.

Critical Evaluation

Humanistic psychologists rejected a rigorous scientific approach to psychology because they saw it as dehumanizing and unable to capture the richness of conscious experience.

As would be expected of an approach that is ‘anti-scientific’, humanistic psychology is short on empirical evidence. The approach includes untestable concepts, such as ‘self-actualization’ and ‘congruence’.

However, Rogers did attempt to introduce more rigor into his work by developing Q-sort – an objective measure of progress in therapy. Q-sort is a method used to collect data on outcome of therapy based on changes in clients self-concepts before, during, and after therapy in that it is used to measure actual changes based on differences between self and ideal self. 

In many ways, the rejection of scientific psychology in the 1950s, 1960s and 1970s was a backlash to the dominance of the behaviorist approach in North American psychology. For example, their belief in free-will is in direct opposition to the deterministic laws of science.

However, the flip side to this is that humanism can gain a better insight into an individual’s behavior through the use of qualitative methods, such as unstructured interviews.

The approach also helped to provide a more holistic view of human behavior, in contrast to the reductionist position of science.

The humanistic approach has been applied to relatively few areas of psychology compared to the other approaches. Therefore, its contributions are limited to areas such as therapy, abnormality, motivation , education, and personality.

Client-centered therapy is widely used in health, social work and industry. This therapy has helped many people overcome difficulties they face in life, which is a significant contribution to improving people’s quality of life.

Humanistic therapies are based on the idea that psychological disorders are a product of self-deceit. Humanistic therapists help clients view themselves and their situations with greater insight, accuracy and acceptance.

The fundamental belief of this type of therapy is that clients can fulfill their full potential as human beings if they can achieve these goals. Examples of humanistic therapies include client-centered therapy and Gestalt therapy.

Client-centered therapy aims to increase clients’ self-worth and decrease the incongruence between the self-concept and the ideal self.

It is a non-directive therapy in which the client is encouraged to discover their own solutions to their difficulties in an atmosphere that is supportive and non-judgemental and that provides unconditional positive regard.

It focuses on the present rather than dwell on the past unlike psychoanalysis. This therapy is widely used e.g. health, education and industry.

Rogers’ view of education saw schools as generally rigid, bureaucratic institutions which are resistant to change. Applied to education, his approach becomes ‘student-centered learning’ in which children are trusted to participate in developing and to take charge of their own learning agendas. His attitude to examinations, in particular, would no doubt, find a most receptive audience in many students:

‘I believe that the testing of the student’s achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning’.

Humanistic ideas have been applied in education with open classrooms. In the open classrooms, students are the ones who decide how learning should take place (student-centered), they should be self-directed, they’re free to choose what to study and the teacher merely acts as a facilitator who provides an atmosphere of freedom and support for individual pursuits.

Summerhill School in UK, founded by A.S. Neill is one of the schools that have applied humanistic ideas fully with some success to enhance motivation in students.

The school has a clear structure and rules and that students from Summerhill are very creative, self-directed (free to choose subjects, learning materials, etc.), responsible and tolerant.

Limitations

Psychoanalytic criticisms claim that individuals cannot explain their own behavior because the causes are largely unconscious. Consequently, conscious explanations will be distorted by rationalization or other defenses.

The behaviourists have been the severest critics of humanistic psychology because of the phenomenological approach, which they feel, is purely subjective and dualistic.

Thus, according to behaviourists, the theories lack any empirical validity and scientific method is abandoned in favour of introspection. 

A possible reason for the limited impact on academic psychology perhaps lies with the fact that humanism deliberately adopts a non-scientific approach to studying humans.

The areas investigated by humanism, such as consciousness and emotion, are very difficult to scientifically study.  The outcome of such scientific limitations means that there is a lack of empirical evidence to support the key theories of the approach.

Another limitation is the humanistic approach is that it is ethnocentric . Many ideas central to humanistic psychology, such as individual freedom, autonomy and personal growth, would be more readily associated with individualistic cultures in the Western world, such as the United States.

Collectivist cultures such as India, which emphasize the needs of the group and interdependence, may not identify so easily with the ideals and values of humanistic psychology.

Therefore, it is possible that the approach would not travel well and is a product of the cultural context within which it was developed, and an emic approach is more appropriate.

Humanism proposes a positive view of human nature, however, it could be argued that this might not be very realistic when considering everyday reality, such as domestic violence and genocides.

Furthermore, the approach’s focus on meeting our needs and fulfilling our growth potential reflects an individualistic, self-obsessed outlook that is part of the problem faced by our society rather than a solution.

Maslow, A. H. (1943). A Theory of Human Motivation . Psychological Review , 50, 370-96.

Rogers, C. R. (1946). Significant aspects of client-centered therapy. American Psychologist , 1,  415-422.

Maslow, A. H. (1968). Toward a psychology of being (2nd ed.) . New York: D. Van Nostrand.

Rogers, C. R. (1946). Significant aspects of client-centered therapy. American Psychologist 1,  415-422.

Rogers, C. R. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In (ed.) S. Koch, Psychology: A study of a science. Vol. 3: Formulations of the person and the social context . New York: McGraw Hill.

Related Articles

Soft Determinism In Psychology

Branches of Psychology

Social Action Theory (Weber): Definition & Examples

Arousal Theory of Motivation In Psychology: Definition & Examples

Adult Attachment , Personality , Psychology , Relationships

Attachment Styles and How They Affect Adult Relationships

Personality , Psychology

Big Five Personality Traits: The 5-Factor Model of Personality

• Subject List
• Take a Tour
• For Authors
• Subscriber Services
• Publications
• African American Studies
• African Studies
• American Literature
• Anthropology
• Architecture Planning and Preservation
• Art History
• Atlantic History
• Biblical Studies
• British and Irish Literature
• Childhood Studies
• Chinese Studies
• Cinema and Media Studies
• Communication
• Criminology
• Environmental Science
• Evolutionary Biology
• International Law
• International Relations
• Islamic Studies
• Jewish Studies
• Latin American Studies
• Latino Studies
• Linguistics
• Literary and Critical Theory
• Medieval Studies
• Military History
• Political Science
• Public Health
• Renaissance and Reformation
• Social Work
• Urban Studies
• Victorian Literature
• Browse All Subjects

How to Subscribe

• Free Trials

In This Article Expand or collapse the "in this article" section Humanistic Psychology

Introduction, general overviews and textbooks.

• Reference Works and Anthologies
• Specialized—Theory, Research, Practice
• Online Resources
• Introduction to Humanistic Perspectives on Self-in-Relation
• The Third Force—Classic Primary Source Writings
• Existential and Transpersonal Advancements
• Humanistic Psychology and Constructivism and Postmodernism
• Humanistic Psychology and Multiculturalism
• Humanistic Psychology and Positive Psychology
• Therapy—Classic Writings on Person-Centered, Existential, and Gestalt Therapies
• Therapy—Integrations with Other Modalities
• Therapy—Contemporary Voices
• Therapy—Empirical Support
• Research Methods
• History, Development, and Influence
• General—Addressing Cultural Imbalances, Technocracy and Transhumanism, Globalization and Multiculturalism, Ecopsychology, and Climate Change
• Specialized—Enhancing Education, Career Development, Leadership; Promoting Heroism, Everyday Creativity, Diagnostic Alternatives

Related Articles Expand or collapse the "related articles" section about

About related articles close popup.

Lorem Ipsum Sit Dolor Amet

Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Aliquam ligula odio, euismod ut aliquam et, vestibulum nec risus. Nulla viverra, arcu et iaculis consequat, justo diam ornare tellus, semper ultrices tellus nunc eu tellus.

• Health Psychology
• Meaning in Life
• Personality and Health
• Positive Psychological Capital (PsyCap)
• Positive Psychology

Other Subject Areas

Forthcoming articles expand or collapse the "forthcoming articles" section.

• Data Visualization
• Remote Work
• Workforce Training Evaluation
• Find more forthcoming articles...
• Export Citations
• Share This Facebook LinkedIn Twitter

Humanistic Psychology by Andrew M. Bland , Eugene M. DeRobertis LAST REVIEWED: 26 May 2023 LAST MODIFIED: 25 October 2018 DOI: 10.1093/obo/9780199828340-0225

Humanistic psychology emphasizes universal and individualized qualities of optimal well-being, the constructive use of creative potential, and the relational conditions that promote those qualities. It offers an alternative to mechanistic and/or reductionistic psychological explanations based on isolated, static elements of observable behavior or mental processes. Humanistic psychologists believe that the technocratic assumptions and practices of the natural science approach conventionally adopted by psychologists in the interest of prediction, manipulation, and control of behavior are insufficient to capture the nuances of how human experience and behavior dynamically co-contextualize and co-constitute one another. They question (1) the unreflective placement of formal theory and hypothetico-deductive method before considerations of human subject matter, which includes the impetus to cast research participants in passive roles in the interest of mathematical precision, and (2) the tendency to prioritize methods that valorize probabilistic generalizability to the detriment of contextually situated perspectives gleaned from meaningful interaction. Likewise, they consider the rigid, uncritical employment of monolithic theories and preoccupation with technique in psychotherapy inappropriate for adequately understanding and addressing human suffering. In contrast, humanistic psychologists employ holistic-systemic and empathically attuned approaches in their therapeutic and research practices to understand lived experiences of individuals as active participants situated in their sociocultural and eco-psycho-spiritual contexts. A flexible, process-oriented, rigorously descriptive approach is favored to elucidate individual self-awareness and self-regulation and to explore how values (autonomy and commitment , freedom and responsibility , personal decision and receptive world-openness ) influence both commonalities and divergences (that is, diversity) in human experience. The person is conceptualized as continually evolving, motivated by a need to progress toward greater levels of integrated interactive functioning, guided by intentionality and an ever-expanding awareness of self and others, with capacities for growth and change irrespective of past limitations and future uncertainties. Humanistic psychologists highlight overall maturity and the role of cooperative meaning making. This article begins with a list of sources for novices to obtain a “big picture” view of humanistic psychology as written by humanistic psychologists ( General Overviews and Textbooks ), followed by a selection of edited volumes ( Reference Works and Anthologies ), peer-reviewed publications ( Journals ), and multimedia presentations ( Online Resources ) that feature the broad range of voices that constitute classic and contemporary humanistic psychology. Next, recommendations are provided for primary source writings on humanistic psychology theorizing and its underlying philosophy ( Theory and Philosophy ), and its practical applications in therapy and research ( Applications ). Finally, a review of sources on humanistic psychology’s history, development, and influence ( History, Development, and Influence ) sets the stage for its contemporary applications: addressing cultural imbalances, technocracy and transhumanism, globalization, and climate change; enhancing education, career development, and leadership; promoting heroism, everyday creativity, and diagnostic alternatives ( Contemporary Applications ).

From its inception, humanistic psychology has been a broad-based yet theoretically delineated movement rather than a highly specialized school. Initially known as the “Third Force” in American psychology, humanistic psychology began in the mid-twentieth century as an alternative to the limitations of and disparities between, on one hand, decontextualized experimentalism and behaviorism and, on the other hand, Freudian psychoanalysis. It both subsumed the strengths and transcended the limitations of those traditions by developing an intersubjective approach to arrive at a process-oriented conceptualization of optimally functioning (versus pathological) personality and personal growth that had been inadequately available in the field. Subsequently, humanistic psychology has become elaborated by three movements in psychology: existential (which emphasizes limited and situated freedom, existential givens, experiential reflection, and personal responsibility), transpersonal (which stresses spirituality, advanced forms of transcendence, and compassionate social action), and constructivist (which accentuates culture, political consciousness, and their relationship to personal meaning). Contemporary humanistic psychology has evolved into a tripartite approach that phenomenologically integrates these three ontologies as the foundation for a human science and clinical outlook that explores the processes that organically promote psychological health and growth in accordance with a person’s nature and potentials. Such an intentionally nonexclusive approach has been preferred to keep the movement open and flexible with the deliberate goal of continuous revision and elaboration so that it may remain relevant for new generations. As noted in Henry 2017 , DeRobertis 2021 , and Bland and DeRobertis 2020 , humanistic psychology often is presented inaccurately and/or one-sidedly in conventional psychology textbooks. For that reason, novices are encouraged to consult summaries that have been developed by reputable humanistic psychologists in consort with original source material. A concise overview of humanistic psychology from its inception to the 2010s (including the existential, transpersonal, and constructivist ontologies) is presented in Bland and DeRobertis 2020 . Brief undergraduate-friendly comparisons and contrasts of humanistic and conventional perspectives on a range of psychological topics are included in Bargdill and Broomé 2016 and Whitehead 2017 . A more detailed exposition of humanistic psychology are provided for intermediate readers in DeRobertis 2021 and Tageson 1982 . More advanced readers (graduate students, professionals, and academicians) are encouraged to consult the following, in order: Misiak and Sexton 1973 (surveys early phenomenological, existential, and humanistic traditions), Rowan 2001 (provides overviews of humanistic, transpersonal, and constructivist perspectives), Schneider 1998 (outlines humanistic psychology’s principal challenges to conventional natural science psychology), and Giorgi 1992 (suggests next steps for humanistic psychology). Interested readers are encouraged thereafter to consult primary source writings in specific topics of humanistic psychology (as identified in the remainder of this article).

Bargdill, R., and R. Broomé, eds. 2016. Humanistic contributions for Psychology 101: Growth, choice, and responsibility . Colorado Springs, CO: Univ. Professors Press.

This edited text written principally by graduate students introduces humanistic perspectives on topics across the spectrum of psychology: theory and research, neurophenomenology, sensation and perception, consciousness, learning, memory, thinking and language, motivation, development, personality, social, stress and health, psychopathology, and therapy. Following the chapter structure of typical introductory psychology textbooks, it provides a supplemental humanistic counterpart to conventional psychological theory and research in each area. Although some philosophical material may be better suited for upper-division students, down-to-earth anecdotes and vignettes elucidate nontraditional concepts.

Bland, A. M., and E. M. DeRobertis. 2020. The humanistic perspective. In Encyclopedia of personality and individual differences . Edited by V. Zeigler-Hill and T. K. Shackelford, 2061–2079. Cham, Switzerland: Springer.

Describes humanistic psychology’s key principles. Traces its influences (humanities; existential-phenomenological philosophy; Eastern wisdom; William James; systems, gestalt, organismic, personality, post-Freudian psychodynamic psychologies), and its historical development through four phases (1940s to 1960s: establishment as “Third Force”; 1960s to 1990s: expansion via existential and transpersonal movements; 1970s to 2000s: relationship with postmodernism and constructivism; and 2000s and 2010s: integration of perspectives and dialogue with conventional psychology). Identifies therapy and research applications. Outlines common critiques of humanistic psychology and provides counter-critiques as appropriate.

DeRobertis, E. M. 2021. The humanistic revolution in psychology: Its inaugural vision. Journal of Humanistic Psychology 61:8–32.

DOI: 10.1177/0022167820956785

Presents findings from a textual analysis of the first issue of the Journal of Humanistic Psychology (cited under Journals: General ) in 1961. Humanistic psychology was envisioned to be a unique amalgam of what would today be considered cultural, cognitive, and developmental psychologies without being reducible to any one of these subfields. Clarifies humanistic psychology’s formative principles and identifies ways in which it has influenced both psychology and society.

Giorgi, A. 1992. Whither humanistic psychology? The Humanistic Psychologist 20:422–438.

DOI: 10.1080/08873267.1992.9986807

Discusses the essential characteristics of a humanistic conceptualization of the person and the promises of a humanistic psychology for revolutionizing the discipline at large. The article culminates with Giorgi’s assessment of the prospects of the humanistic movement with an eye toward a program of systematic, disciplined research from a human science viewpoint. A firm understanding of humanistic psychology is recommended before consulting this article.

Henry, C. D. 2017. Humanistic psychology and introductory textbooks: A 21st-century reassessment. The Humanistic Psychologist 45:281–294.

DOI: 10.1037/hum0000056

Presents findings from a content analysis of the portrayal of humanistic, existential, and phenomenological psychologies in twenty-one contemporary introductory psychology textbooks. Emphasis is given to inadequate coverage, substantial omissions, and both explicit and implicit critiques of humanistic psychologies in textbooks, as well as to their acknowledging the movement’s contributions.

Misiak, H., and V. S. Sexton. 1973. Phenomenological, existential, and humanistic psychologies: A historical survey . New York: Grune and Stratton.

This book offers a straightforward overview of the influence of phenomenological and existential philosophies in European and American psychology and their practical applications for an unbiased exploration of consciousness, inner experience, and individuals’ relationship to themselves, others, and the world. The authors trace the early history of humanistic psychology and address its controversial relationship with the human potential movement. They include contributions of numerous lesser-known figures and copiously summarize myriad formative humanistic texts that now are long out of print.

Rowan, J. 2001. Ordinary ecstasy: The dialectics of humanistic psychology . 3d ed. London: Taylor and Francis.

Rowan explores the emphasis in humanistic psychology on paradox, its relationship with natural science psychology, its influences and historical-perspectival trajectory, and its practical philosophy (questioning fixed categories, living spontaneously but not impulsively, approaching phenomena on their own terms, and breaking rigid patterns of thought and behavior) as applied in counseling and psychotherapy, education, organizations, sexuality and gender, society, power relations, and research. The author fittingly integrates assorted ontologies and epistemologies of humanistic psychology for 21st-century audiences.

Schneider, K. J. 1998. Toward a science of the heart: Romanticism and the revival of psychology. American Psychologist 53:277–289.

DOI: 10.1037/0003-066X.53.3.277

Schneider critiques the foci in conventional psychology on standardization and expediency as reflections of mainstream American culture. The author suggests that both psychology and society acknowledge affective, intuitive, and holistic understandings of behavior as alternatives to linear and causal knowledge; considers the broader context of individuals’ lived realities; asks systemic questions about health, dysfunction, love, and work; and engages in sustainable, socially conscious pursuits. Schneider also proposes that the romantic and conventional positions ultimately can enhance and enrich one another.

Tageson, C. W. 1982. Humanistic psychology: A synthesis . Homewood, IL: Dorsey.

A textbook for upper-division/graduate students and professionals that integrates strands of existential-humanistic theorizing with an emphasis on consciousness; phenomenology; holism; self-actualization and self-determination; authenticity; self-transcendence; and applications of person centeredness in research, therapy, management, education, medicine, law, religion/spirituality, family life, and social justice.

Whitehead, P. 2017. Psychologizing: A personal, practice-based approach to psychology . Lanham, MD: Rowman & Littlefield.

This alternative introductory psychology textbook compares and contrasts conventional and humanistic and phenomenological psychologists’ perspectives on the following: methods; learning; thinking, knowledge, and intelligence; biological psychology; sensation and perception; memory, retrospection, and prospection; development; personality; motivation; emotion; normality and psychopathology; health psychology; dream analysis; and consciousness. Arguably, this volume is more accessible for beginners than Bargdill and Broomé 2016 ; however, in general, it covers less ground.

back to top

Users without a subscription are not able to see the full content on this page. Please subscribe or login .

Oxford Bibliographies Online is available by subscription and perpetual access to institutions. For more information or to contact an Oxford Sales Representative click here .

• About Psychology »
• Meet the Editorial Board »
• Abnormal Psychology
• Academic Assessment
• Acculturation and Health
• Action Regulation Theory
• Action Research
• Addictive Behavior
• Adolescence
• Adoption, Social, Psychological, and Evolutionary Perspect...
• Advanced Theory of Mind
• Affective Forecasting
• Affirmative Action
• Ageism at Work
• Allport, Gordon
• Alzheimer’s Disease
• Ambulatory Assessment in Behavioral Science
• Analysis of Covariance (ANCOVA)
• Animal Behavior
• Animal Learning
• Anxiety Disorders
• Art and Aesthetics, Psychology of
• Artificial Intelligence, Machine Learning, and Psychology
• Assessment and Clinical Applications of Individual Differe...
• Attachment in Social and Emotional Development across the ...
• Attention-Deficit/Hyperactivity Disorder (ADHD) in Adults
• Attention-Deficit/Hyperactivity Disorder (ADHD) in Childre...
• Attitudinal Ambivalence
• Attraction in Close Relationships
• Attribution Theory
• Authoritarian Personality
• Bayesian Statistical Methods in Psychology
• Behavior Therapy, Rational Emotive
• Behavioral Economics
• Behavioral Genetics
• Belief Perseverance
• Bereavement and Grief
• Biological Psychology
• Birth Order
• Body Image in Men and Women
• Bystander Effect
• Categorical Data Analysis in Psychology
• Childhood and Adolescence, Peer Victimization and Bullying...
• Clark, Mamie Phipps
• Clinical Neuropsychology
• Clinical Psychology
• Cognitive Consistency Theories
• Cognitive Dissonance Theory
• Cognitive Neuroscience
• Communication, Nonverbal Cues and
• Comparative Psychology
• Competence to Stand Trial: Restoration Services
• Competency to Stand Trial
• Computational Psychology
• Conflict Management in the Workplace
• Conformity, Compliance, and Obedience
• Consciousness
• Coping Processes
• Correspondence Analysis in Psychology
• Counseling Psychology
• Creativity at Work
• Critical Thinking
• Cross-Cultural Psychology
• Cultural Psychology
• Daily Life, Research Methods for Studying
• Data Science Methods for Psychology
• Data Sharing in Psychology
• Death and Dying
• Deceiving and Detecting Deceit
• Defensive Processes
• Depressive Disorders
• Development, Prenatal
• Developmental Psychology (Cognitive)
• Developmental Psychology (Social)
• Diagnostic and Statistical Manual of Mental Disorders (DSM...
• Discrimination
• Dissociative Disorders
• Drugs and Behavior
• Eating Disorders
• Ecological Psychology
• Educational Settings, Assessment of Thinking in
• Effect Size
• Embodiment and Embodied Cognition
• Emerging Adulthood
• Emotional Intelligence
• Empathy and Altruism
• Employee Stress and Well-Being
• Environmental Neuroscience and Environmental Psychology
• Ethics in Psychological Practice
• Event Perception
• Evolutionary Psychology
• Expansive Posture
• Experimental Existential Psychology
• Exploratory Data Analysis
• Eyewitness Testimony
• Eysenck, Hans
• Factor Analysis
• Festinger, Leon
• Five-Factor Model of Personality
• Flynn Effect, The
• Forensic Psychology
• Forgiveness
• Friendships, Children's
• Fundamental Attribution Error/Correspondence Bias
• Gambler's Fallacy
• Game Theory and Psychology
• Geropsychology, Clinical
• Global Mental Health
• Habit Formation and Behavior Change
• Health Psychology Research and Practice, Measurement in
• Heider, Fritz
• Heuristics and Biases
• History of Psychology
• Human Factors
• Humanistic Psychology
• Implicit Association Test (IAT)
• Industrial and Organizational Psychology
• Inferential Statistics in Psychology
• Insanity Defense, The
• Intelligence
• Intelligence, Crystallized and Fluid
• Intercultural Psychology
• Intergroup Conflict
• International Classification of Diseases and Related Healt...
• International Psychology
• Interviewing in Forensic Settings
• Intimate Partner Violence, Psychological Perspectives on
• Introversion–Extraversion
• Item Response Theory
• Law, Psychology and
• Lazarus, Richard
• Learned Helplessness
• Learning Theory
• Learning versus Performance
• LGBTQ+ Romantic Relationships
• Lie Detection in a Forensic Context
• Life-Span Development
• Locus of Control
• Loneliness and Health
• Mathematical Psychology
• Mechanisms and Processes of Peer Contagion
• Media Violence, Psychological Perspectives on
• Mediation Analysis
• Memories, Autobiographical
• Memories, Flashbulb
• Memories, Repressed and Recovered
• Memory, False
• Memory, Human
• Memory, Implicit versus Explicit
• Memory in Educational Settings
• Memory, Semantic
• Meta-Analysis
• Metacognition
• Metaphor, Psychological Perspectives on
• Microaggressions
• Military Psychology
• Mindfulness
• Mindfulness and Education
• Minnesota Multiphasic Personality Inventory (MMPI)
• Money, Psychology of
• Moral Conviction
• Moral Development
• Moral Psychology
• Moral Reasoning
• Nature versus Nurture Debate in Psychology
• Neuroscience of Associative Learning
• Nonergodicity in Psychology and Neuroscience
• Nonparametric Statistical Analysis in Psychology
• Observational (Non-Randomized) Studies
• Obsessive-Complusive Disorder (OCD)
• Occupational Health Psychology
• Olfaction, Human
• Operant Conditioning
• Optimism and Pessimism
• Organizational Justice
• Parenting Stress
• Parenting Styles
• Parents' Beliefs about Children
• Path Models
• Peace Psychology
• Perception, Person
• Performance Appraisal
• Personality Disorders
• Personality Psychology
• Person-Centered and Experiential Psychotherapies: From Car...
• Phenomenological Psychology
• Placebo Effects in Psychology
• Play Behavior
• Posttraumatic Stress Disorder (PTSD)
• Prejudice and Stereotyping
• Pretrial Publicity
• Prisoner's Dilemma
• Problem Solving and Decision Making
• Procrastination
• Prosocial Behavior
• Prosocial Spending and Well-Being
• Protocol Analysis
• Psycholinguistics
• Psychological Literacy
• Psychological Perspectives on Food and Eating
• Psychology, Political
• Psychoneuroimmunology
• Psychophysics, Visual
• Psychotherapy
• Psychotic Disorders
• Publication Bias in Psychology
• Reasoning, Counterfactual
• Rehabilitation Psychology
• Relationships
• Reliability–Contemporary Psychometric Conceptions
• Religion, Psychology and
• Replication Initiatives in Psychology
• Risk Taking
• Role of the Expert Witness in Forensic Psychology, The
• Sample Size Planning for Statistical Power and Accurate Es...
• Schizophrenic Disorders
• School Psychology
• School Psychology, Counseling Services in
• Self, Gender and
• Self, Psychology of the
• Self-Construal
• Self-Control
• Self-Deception
• Self-Determination Theory
• Self-Efficacy
• Self-Esteem
• Self-Monitoring
• Self-Regulation in Educational Settings
• Self-Report Tests, Measures, and Inventories in Clinical P...
• Sensation Seeking
• Sex and Gender
• Sexual Minority Parenting
• Sexual Orientation
• Signal Detection Theory and its Applications
• Simpson's Paradox in Psychology
• Single People
• Single-Case Experimental Designs
• Skinner, B.F.
• Sleep and Dreaming
• Small Groups
• Social Class and Social Status
• Social Cognition
• Social Neuroscience
• Social Support
• Social Touch and Massage Therapy Research
• Somatoform Disorders
• Spatial Attention
• Sports Psychology
• Stanford Prison Experiment (SPE): Icon and Controversy
• Stereotype Threat
• Stereotypes
• Stress and Coping, Psychology of
• Student Success in College
• Subjective Wellbeing Homeostasis
• Taste, Psychological Perspectives on
• Teaching of Psychology
• Terror Management Theory
• Testing and Assessment
• The Concept of Validity in Psychological Assessment
• The Neuroscience of Emotion Regulation
• The Reasoned Action Approach and the Theories of Reasoned ...
• The Weapon Focus Effect in Eyewitness Memory
• Theory of Mind
• Therapy, Cognitive-Behavioral
• Thinking Skills in Educational Settings
• Time Perception
• Trait Perspective
• Trauma Psychology
• Twin Studies
• Type A Behavior Pattern (Coronary Prone Personality)
• Unconscious Processes
• Video Games and Violent Content
• Virtues and Character Strengths
• Women and Science, Technology, Engineering, and Math (STEM...
• Women, Psychology of
• Work Well-Being
• Wundt, Wilhelm
• Privacy Policy
• Cookie Policy
• Legal Notice
• Accessibility

Powered by:

• [66.249.64.20|162.248.224.4]
• 162.248.224.4

Humanistic Theory Essay

Humanistic Theory

Experiential and Humanistic Theory As a person goes through life and has ups and downs, their ability to handle the stress varies from person to person. At times, a person has difficulties maintaining all the pressures of issues that sometimes feel to manifest into deep sensations of falling. Not knowing where to turn or where to go to get a clear view of what it is that may has them continuing to feel all of the world is against them. Many people rely on friends and family to get that ear

The Humanistic Theory Of Humanistic And Behaviorist

Professor and Classmates: In discussing two of the chosen theories, I made my decision to choose Humanistic and Behaviorist. In the Humanistic Theory, people are often looked upon as to handling their lives and actions, and they have the freedom and will to change their attitudes and behavior. Two important humanistic theorists and psychologists were, Abraham Maslow and Carl Rogers. Abraham Maslow was a psychotherapist, considered the founder of the humanist movement in psychology. He examined

Lacanian psychoanalytical theory which posited the unconscious as the driving force behind human action to which the self had little control, 'humanistic theory instead focuses on positive attributes t0 what they considered it to be human. To better understand some of the attributes and notions of humanistic theory the following paper analysis's two humanistic theories in turn. Specifically Maslow conception of self actualisation and Roger's phenomenological based personality theory. This is followed by

Theories Of Humanistic Psychology

lifetimes and helps humans be the best that they can be. Developing this sense of love within ourselves and onto others is what makes us human. In order to understand love, we have to understand humans. Humanistic psychology as well as the theory of humanism has made it possible to do this. Humanistic Psychology or humanism emerged in the 1950s. It was an alternative approach to the dominant

The Humanistic Theory Of Education

anyone that they can look up therefore; it is important for the teacher to be their guide. . The Humanistic Theory is a psychological perspective that emphasizes the study of the whole person. Humanistic psychologists look at human behavior not only through the eyes of the observer, but through the eyes of the person doing the behaving (McLeod, 2007). Quality education is based on the Humanistic Theory because it is learning that is self-directed by students and students are self-evaluated. There

Humanistic Theory Analysis

Humanistic Theory Additionally, understanding adult behavior can also be explained through application of the humanistic theory. The ideas of this perspective were expanded by Carl Rogers, a well known psychologist highly regarded for his ideas on change, growth, and the potential for human good (Kahn & Rachman, 2000). This approach emphasizes the study of the whole person by focusing on the mindset of the person doing the behaving rather than only considering the person’s observable manners (DeRobertis

Rogers Theory Vs Humanistic Theory

If I were a client seeking therapy I would prefer the humanistic therapeutic orientation. The humanistic theory was created by Abraham Maslow and Carol Rogers with their beliefs that people are basically good. They aim to help the client come to terms with their own meaning of life by helping them become healthier and more confident in themselves. Abraham Maslow created the hierarchy of needs, which coincides with humanistic therapy. The purpose of the hierarchy of needs is to inform people that

Humanistic Theory, Psychodynamic Theory And Cbt

Here I am going to explain the key characteristics of: Humanistic theory, Psychodynamic theory and CBT. Firstly I am going to talk about what I think the Humanistic theory is, this approach works by providing the client with a better understand of themselves. It helps them to understand their feelings and gives them a chance to explore the option to create personal choices. Humanistic therapy is used for depression, low self-esteem, anxiety, stress, loss etc. It pushes the client to work towards

Humanistic Therapy Theory

The therapeutic approach I have chosen to help Maggie overcome her depression is humanistic therapy. I chose humanistic therapy because first, I like the idea of creating a relationship with your client to enhance their self-worth. Second, I like how the therapist genuinely cares about the patient and doesn’t necessarily have to prescribe medications or just see their patient as another dollar sign. The humanistic approach is different than the psychodynamic approach because humanist tend to listen

Humanistic and Existential Personality Theories

Humanistic and Existential Personality Theories Name PSY/405 Date Teacher University Humanistic and Existential Personality Theories In a perfect world, there would only be one, if not two different types of personality theories that psychologists would have to choose from in order to diagnose and treat their patients with, but variety, as they say, is the spice of life. In addition to that of psychodynamic personality theories, another set of equally important, and perhaps more interesting

Popular Topics

• Richard Kuklinski Essay
• Inhumanity To Man Essay
• Looking For Alaska Essay
• Imaginative Essay
• Infant Observation Essay
• Speech On Steroids Essay
• My Long Term Goals Essay
• Room By Emma Donoghue Essay
• Workplace Bullying Essay
• My Ethnic Identity Essay

Carl Rogers: Founder of the Humanistic Approach to Psychology

Bettmann / Contributor / Getty Images 

• Archaeology

• Ph.D., Psychology, Fielding Graduate University
• M.A., Psychology, Fielding Graduate University
• B.A., Film Studies, Cornell University

Carl Rogers (1902-1987) is considered one of the most influential psychologists of the 20 th century. He is best known for developing the psychotherapy method called client-centered therapy and as one of the founders of humanistic psychology.

Fast Facts: Carl Rogers

• Full Name: Carl Ransom Rogers
• Known For: Developing client-centered therapy and helping to found humanistic psychology
• Born: January 8, 1902 in Oak Park, Illinois
• Died: February 4, 1987 in La Jolla, California
• Parents: Walter Rogers, a civil engineer, and Julia Cushing, a homemaker
• Education: M.A. and Ph.D., Columbia University Teachers College
• Key Accomplishments: President of American Psychological Association in 1946; Nominated for the Nobel Peace Prize in 1987

Carl Rogers was born in 1902 in Oak Park, Illinois, a suburb of Chicago. He was the fourth of six children and grew up in a deeply religious household. He went to college at the University of Wisconsin-Madison, where he planned to study agriculture. However, he soon changed his focus to history and religion.

After earning his bachelor’s degree in history in 1924, Rogers entered the Union Theological Seminary in New York City with plans to become a minister. It was there that his interests shifted to psychology. He left the seminary after two years to attend Columbia University’s Teachers College, where he studied clinical psychology, completing his M.A. in 1928 and Ph.D. in 1931.

Psychological Career

While he was still earning his Ph.D. in 1930, Rogers became the director of the Society for the Prevention of Cruelty to Children in Rochester, New York. He then spent several years in academia . He lectured at the University of Rochester from 1935 to 1940 and became a professor of clinical psychology at Ohio State University in 1940. In 1945 he moved to the University of Chicago as a professor of psychology and then to his undergraduate alma mater, the University of Wisconsin-Madison in 1957.

Throughout this time he was developing his psychological perspective and formulating his approach to therapy, which he initially dubbed “nondirective therapy,” but is better known today as client-centered or person-centered therapy. In 1942 he wrote the book Counseling and Psychotherapy, where he proposed that therapists should seek to understand and accept their clients, because it is through such nonjudgmental acceptance that clients can begin to change and improve their well-being.

While he was at the University of Chicago, Rogers established a counseling center to study his therapy methods. He published the results of that research in the books Client-Centered Therapy in 1951 and Psychotherapy and Personality Change in 1954. It was during this time that his ideas started gaining influence in the field. Then, in 1961 while he was at the University of Wisconsin-Madison, he wrote one of his most well-known works, On Becoming a Person .

In 1963 , Rogers left academia to join the Western Behavioral Sciences Institute in La Jolla, California. A few years later, in 1968, he and some other staff members from the Institute opened the Center for Studies of the Person, where Rogers remained until his death in 1987.

Just weeks after his 85 th birthday and shortly after he died, Rogers was nominated for the Nobel Peace Prize .

Important Theories

When Rogers started working as a psychologist, psychoanalysis and behaviorism were the reigning theories in the field. While psychoanalysis and behaviorism were different in many ways, one thing the two perspectives had in common was their emphasis on a human’s lack of control over their motivations. Psychoanalysis attributed behavior to unconscious drives, while behaviorism pointed to biological drives and environmental reinforcement as the motivations for behavior. Starting in the 1950s, psychologists, including Rogers, responded to this view of human behavior with the humanistic approach to psychology, which offered a less pessimistic perspective. Humanists championed the idea that people are motivated by higher-order needs. Specifically, they argued that the overarching human motivation is to actualize the self.

Rogers’ ideas exemplified the humanists’ perspective and remain influential today. The following are some of his most important theories.

Self-Actualization

Like his fellow humanist Abraham Maslow , Rogers believed humans are primarily driven by the motivation to self-actualize , or achieve their full potential. However, people are constrained by their environments so they will only be able to self-actualize if their environment supports them.

• Unconditional Positive Regard

Unconditional positive regard is offered in a social situation when an individual is supported and not judged regardless of what the individual does or says. In client-centered therapy, the therapist must offer the client unconditional positive regard. 

Rogers distinguished between unconditional positive regard and conditional positive regard . People who are offered unconditional positive regard are accepted no matter what, instilling the person with the confidence needed to experiment with what life has to offer and make mistakes. Meanwhile, if only conditional positive regard is offered, the individual will only receive approval and love if they behave in ways that meet a social partner's approval. 

People who experience unconditional positive regard, especially from their parents while they are growing up, are more likely to self-actualize.

Rogers said that people have a concept of their ideal self and they want to feel and act in ways that are consistent with this ideal. However, the ideal self often doesn’t match with the person’s image of who they are, which causes a state of incongruence. While everyone experiences a certain degree of incongruence, if the ideal self and the self-image have a large degree of overlap, the individual will come closer to achieving a state of congruence . Rogers explained that the path to congruence is unconditional positive regard and the pursuit of self-actualization.

The Fully Functioning Person

Rogers called an individual who achieves self-actualization a fully functioning person. According to Rogers, fully functioning people exhibit seven traits :

• Openness to experience
• Living in the moment
• Trust in one’s feelings and instincts
• Self-direction and the ability to make independent choices
• Creativity and malleability
• Reliability
• Feeling fulfilled and satisfied by life

Fully functioning people are congruent and have received unconditional positive regard. In many ways, full functioning is an ideal that can’t be completely achieved, but those who come close are always growing and changing as they strive to self-actualize.

Personality Development

Rogers also developed a personality theory . He referred to who an individual really is as the "self" or "self-concept" and identified three components of the self-concept:

• Self-image or how individuals see themselves. One’s ideas about self-image can be positive or negative and impact what they experience and how they act.
• Self-worth or the value individuals place on themselves. Rogers felt self-worth was forged in childhood through individuals’ interactions with their parents.
• Ideal Self or the person an individual wants to be. The ideal self changes as we grow and our priorities change.

Rogers remains one of the most influential figures in psychology today. A study found that since his death in 1987, publications on his client-centered approach have increased and research has confirmed the importance of many of his ideas, including unconditional positive regard. Rogers' ideas about acceptance and support have also become the cornerstone of many helping professions , including social work, education, and child care.

• Cherry, Kendra. “Carl Rogers Psychologist Biography.” Verywell Mind, 14 November 2018. https://www.verywellmind.com/carl-rogers-biography-1902-1987-2795542
• GoodTherapy. “Carl Rogers (1902-1987).” 6 July 2015. https://www.goodtherapy.org/famous-psychologists/carl-rogers.html
• Kirschenbaum, H. and April Jourdan. “The Current Status of Carl Rogers and the Person-Centered Approach.” Psychotherapy: Theory, Research, Practice, Training , vol. 42, no. 1, 2005, pp.37-51, http://dx.doi.org/10.1037/0033-3204.42.1.37
• McAdams, Dan. The Person: An Introduction to the Science of Personality Psychology . 5 th ed., Wiley, 2008.
• McLeod, Saul. “Carl Rogers.” Simply Psychology, 5 February 2014. https://www.simplypsychology.org/carl-rogers.html
• O’Hara, Maureen. “About Carl Rogers.” Carl R. Rogers.org, 2015. http://carlrrogers.org/aboutCarlRogers.html
• The Editors of Encyclopaedia Britannica. “Carl Rogers: American Psychologist.” Encyclopaedia Britannica, 31 January 2019. https://www.britannica.com/biography/Carl-Rogers
• An Introduction to Rogerian Therapy
• Maslow's Hierarchy of Needs Explained
• What Is Self-Concept in Psychology?
• Understanding Maslow's Theory of Self-Actualization
• Abraham Maslow Quotes About Psychology
• The Life of Carl Jung, Founder of Analytical Psychology
• Biography of Albert Ellis, Creator of Rational Emotive Behavior Therapy
• Psychodynamic Theory: Approaches and Proponents
• The Stages of Adlerian Therapy
• Quotes to Inspire Educators
• What Is Self-Determination Theory? Definition and Examples
• Dream Interpretation According to Psychology
• Biography of Sociologist George Herbert Mead
• Freud: Id, Ego, and Superego Explained

• Bipolar Disorder
• Therapy Center
• When To See a Therapist
• Types of Therapy
• Best Online Therapy
• Best Couples Therapy
• Best Family Therapy
• Managing Stress
• Sleep and Dreaming
• Understanding Emotions
• Self-Improvement
• Healthy Relationships
• Student Resources
• Personality Types
• Guided Meditations
• Verywell Mind Insights
• 2024 Verywell Mind 25
• Mental Health in the Classroom
• Editorial Process
• Meet Our Review Board
• Crisis Support

What Is Humanistic Psychology?

A Psychology Perspective Influenced By Humanism

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

 James Lacy, MLS, is a fact-checker and researcher.

Other Types of Humanism

• How to Use It

Potential Pitfalls

Humanistic psychology is a perspective that emphasizes looking at the whole individual and stresses concepts such as free will, self-efficacy, and self-actualization. Rather than concentrating on dysfunction, humanistic psychology strives to help people fulfill their potential and maximize their well-being.

This area of psychology emerged during the 1950s as a reaction to psychoanalysis and behaviorism, which had dominated psychology during the first half of the century.  Psychoanalysis was focused on understanding the unconscious motivations that drive behavior while behaviorism studied the conditioning processes that produce behavior.

Humanist thinkers felt that both psychoanalysis and behaviorism were too pessimistic, either focusing on the most tragic of emotions or failing to take into account the role of personal choice.

However, it is not necessary to think of these three  schools of thought  as competing elements. Each  branch of psychology  has contributed to our understanding of the human mind and behavior.

Humanistic psychology added yet another dimension that takes a more holistic view of the individual.

Humanism is a philosophy that stresses the importance of human factors rather than looking at religious, divine, or spiritual matters. Humanism is rooted in the idea that people have an ethical responsibility to lead lives that are personally fulfilling while at the same time contributing to the greater good of all people.

Humanism stresses the importance of human values and dignity. It proposes that people can resolve problems through science and reason. Rather than looking to religious traditions, humanism focuses on helping people live well, achieve personal growth, and make the world a better place.

The term "humanism" is often used more broadly, but it also has significance in a number of different fields, including psychology.

Religious Humanism

Some religious traditions incorporate elements of humanism as part of their belief systems. Examples of religious humanism include Quakers, Lutherans, and Unitarian Universalists. 

Secular Humanism

Secular humanism rejects all religious beliefs, including the existence of the supernatural. This approach stresses the importance of logic, the scientific method, and rationality when it comes to understanding the world and solving human problems. 

Uses for Humanistic Psychology

Humanistic psychology focuses on each individual's potential and stresses the importance of growth and self-actualization . The fundamental belief of humanistic psychology is that people are innately good and that mental and social problems result from deviations from this natural tendency.

Humanistic psychology also suggests that people possess personal agency and that they are motivated to use this free will to pursue things that will help them achieve their full potential as human beings.

The need for fulfillment and personal growth is a key motivator of all behavior. People are continually looking for new ways to grow, to become better, to learn new things, and to experience psychological growth and self-actualization.

Some of the ways that humanistic psychology is applied within the field of psychology include:

• Humanistic therapy : Several different types of psychotherapy have emerged that are rooted in the principles of humanism. These include client-centered therapy, existential therapy, and Gestalt therapy . 
• Personal development : Because humanism stresses the importance of self-actualization and reaching one's full potential, it can be used as a tool of self-discovery and personal development.
• Social change : Another important aspect of humanism is improving communities and societies. For individuals to be healthy and whole, it is important to develop societies that foster personal well-being and provide social support.

Impact of Humanistic Psychology

The humanist movement had an enormous influence on the course of psychology and contributed new ways of thinking about mental health. It offered a new approach to understanding human behaviors and motivations and led to the development of new techniques and approaches to psychotherapy .

Some of the major ideas and concepts that emerged as a result of the humanistic psychology movement include an emphasis on things such as:

• Client-centered therapy
• Fully functioning person
• Hierarchy of needs
• Peak experiences
• Self-actualization
• Self-concept
• Unconditional positive regard

How to Apply Humanistic Psychology

Some tips from humanistic psychology that can help people pursue their own fulfillment and actualization include:

• Discover your own strengths
• Develop a vision for what you want to achieve
• Consider your own beliefs and values
• Pursue experiences that bring you joy and develop your skills
• Learn to accept yourself and others
• Focus on enjoying experiences rather than just achieving goals
• Keep learning new things
• Pursue things that you are passionate about
• Maintain an optimistic outlook

One of the major strengths of humanistic psychology is that it emphasizes the role of the individual. This school of psychology gives people more credit for controlling and determining their state of mental health.

It also takes environmental influences into account. Rather than focusing solely on our internal thoughts and desires, humanistic psychology also credits the environment's influence on our experiences.

Humanistic psychology helped remove some of the stigma attached to therapy and made it more acceptable for normal, healthy individuals to explore their abilities and potential through therapy.

While humanistic psychology continues to influence therapy, education, healthcare, and other areas, it has not been without some criticism.

For example, the humanist approach is often seen as too subjective. The importance of individual experience makes it difficult to objectively study and measure humanistic phenomena. How can we objectively tell if someone is self-actualized? The answer, of course, is that we cannot. We can only rely upon the individual's assessment of their experience.

Another major criticism is that observations are unverifiable; there is no accurate way to measure or quantify these qualities. This can make it more difficult to conduct research and design assessments to measure hard-to-measure concepts.

History of Humanistic Psychology

The early development of humanistic psychology was heavily influenced by the works of a few key theorists, especially Abraham Maslow and Carl Rogers. Other prominent humanist thinkers included Rollo May and Erich Fromm.

In 1943, Abraham Maslow described his hierarchy of needs in "A Theory of Human Motivation" published in  Psychological Review.   Later during the late 1950s, Abraham Maslow and other psychologists held meetings to discuss developing a professional organization devoted to a more humanist approach to psychology.

They agreed that topics such as self-actualization, creativity, individuality, and related topics were the central themes of this new approach. In 1951, Carl Rogers published "Client-Centered Therapy," which described his humanistic, client-directed approach to therapy. In 1961, the  Journal of Humanistic Psychology  was established.

It was also in 1961 that the  American Association for Humanistic Psychology  was formed and by 1971, humanistic psychology become an APA division. In 1962, Maslow published "Toward a Psychology of Being," in which he described humanistic psychology as the "third force" in psychology. The first and second forces were behaviorism and psychoanalysis respectively.

A Word From Verywell

Today, the concepts central to humanistic psychology can be seen in many disciplines including other branches of psychology, education, therapy, political movements, and other areas. For example, transpersonal psychology and positive psychology both draw heavily on humanist influences.

The goals of humanism remain as relevant today as they were in the 1940s and 1950s and humanistic psychology continues to empower individuals, enhance well-being, push people toward fulfilling their potential, and improve communities all over the world.

Maslow AH. A theory of human motivation .  Psychological Review. 1943;50(4):370-396. doi:10.1037/h0054346

Greening T. Five basic postulates of humanistic psychology . Journal of Humanistic Psychology . 2006;46(3): 239-239. doi:10.1177/002216780604600301

Schneider KJ, Pierson JF, Bugental JFT. The Handbook of Humanistic Psychology: Theory, Research, and Practice. Thousand Oaks: CA: SAGE Publications; 2015.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Humanistic Theory of Personality: Definition And Examples

The humanistic theory of personality posits that humans have an innate drive toward self-actualization , as long as they are surrounded by the right environment.

It was developed by Carl Rogers, whose work (along with that of Abraham Maslow) helped establish the humanistic school of psychology. Unlike psychoanalysis or behaviorism, the humanistic school tries to take into account the entirety of the human experience.

For example, in clinical therapy, humanistic psychologists give centrality to the client’s experiences and try to provide a positive atmosphere to help them grow. Let us discuss the concept in more detail and then look at some examples.

Humanistic Theory of Personality Definition 

The humanistic theory of personality was developed by Carl Rogers, largely in response to Freud’s personality theory , with which he strongly disagreed. He believed that:

“Experience is for me, the highest authority. . . . Neither the Bible nor the prophets—neither Freud nor research—neither the revelations of God nor man—can take precedence over my own experience”. (Rogers, 1961)

During the 1950s and 60s, behaviorism and psychoanalysis were the two most prominent schools of psychology. But the behaviorists used the techniques of natural sciences, which reduced humans to animals or machines. 

Psychoanalysts, on the other hand, only focused on abnormal people. As such, a new group of psychologists (led by Abraham Maslow) created the humanistic school of psychology, which tried to give a fuller account of humans. 

Humanistic psychology :

“recognizes his [a human’s] status as a person, irreducible to more elementary levels, and his unique worth as a being potentially capable of autonomous judgment and action.” (Kinget, 1975)

For Carl Rogers, the most important thing was to understand how a person viewed the world—their “subjective reality”. This led him to develop his humanistic theory of personality, which argued that all humans are innately driven to pursue their innermost feelings.

However, most people are actually unable to pursue this self-actualization because of the surrounding environment. What people need are relationships that provide “unconditional positive regard”, which helps us become fully functioning humans and reach our potential.

Humanistic Theory of Personality Examples

• Client-Centered Therapy: One of the biggest contributions of the humanistic theory of personality was its influence on therapy. While Rogers was pursuing his doctorate, most psychologists were trained in the psychoanalytic tradition. But Rogers realized that psychoanalysis had severe limitations, so he created his brand of client-centric therapy, based on the central belief that “the client who knows what hurts, what directions to go, what problems are crucial, what experiences have been deeply buried” (1961). Unlike psychoanalysts, Rogers did not call his disturbed individuals “patients”. Instead, he referred to them as “clients”, made an active attempt to understand their subjective reality, and then provided a positive therapeutic atmosphere.
• Q-Technique: While working as a professor of psychology at the University of Chicago, Rogers and his colleagues attempted to create the first method of objectively measuring therapy’s effectiveness. This was the Q-technique (also known as the Q-sort technique), which was originally developed by William Stephenson. Rogers’ method involved having clients describe themselves in the present (real self) and then as they would like to become (ideal self). The two selves are then measured to determine the correlation between them. As the therapy progresses, the correlation between the two would become larger. So, it helps us to measure the effectiveness of therapy at any point during or after it. (Rogers, 1954).
• Education: Humanistic psychology believes in seeing every human being as a unique individual, and this idea has played a huge influence on modern education. Rogers saw traditional schools as bureaucratic institutions that were resistant to change. He instead advocated a “student-centric” approach to education, where students would take charge and develop their learning paths. Today, this idea is brought to reality in open classrooms, where the students are self-directed, choosing what and how they should study. The teachers act as facilitators, who provide the right atmosphere and support for individual learning journeys. In the United Kingdom, A.S. Neill founded the Summerhill School, built on many of these humanistic ideas.

• Understanding Parenthood & Relationships: Besides professional therapy or education, the humanistic theory of personality can also help us understand and improve our relationships. Like Maslow, Rogers believed that humans have an innate drive toward self-actualization. However, most people do not live according to their innermost feelings because of the childhood need for positive regard. If children are not loved unconditionally, they develop “conditions of worth”, that is, they learn to act in certain ways to be loved, which continues into adulthood. Rogers says that to remedy this, a person needs “unconditional positive regard”—to be loved for what they are—and this helps them become a “fully functioning person”.
• Career Guidance: The humanistic theory of personality can help us direct the overall path of our lives. Both Maslow and Rogers believe that humans are naturally driven toward self-actualization. For Rogers, this can happen when we are surrounded by loving people (who provide “unconditional positive regard”) and pursue our innermost feelings. Rogers calls it the “organismic valuing process”, which allows us to live fulfilling lives and reach our full potential. Like existentialism, humanistic psychology tells us to not worry about the conventions imposed upon us by society but to build our values and pursue them.
• Gestalt Therapy: Gestalt therapy was developed as a humanistic psychotherapy, and it is built around the idea that people are influenced by their present environment. So, instead of delving too much into past experiences, gestalt therapy focuses on the present moment, and it tries to improve the client’s awareness, freedom, and self-direction. Developed by Fritz Perls, Laura Perls, and Paul Goodman, the therapy tries to use empathy and unconditional acceptance to help an individual achieve personal growth and balance . The goal is to help people accept and trust what they feel.

So far, we have looked at the applications of the humanistic theory of personality. Let us now discuss some real-world instances related to it:

• Abraham Lincoln: Unlike other psychologists of his time, Maslow studied successful people, one of whom was the 16th President of the United States. Maslow found out that individuals like Lincoln were rarely concerned with other people’s judgments of them. Instead, they were focused on one central problem and spent their entire lives trying to solve it. So, successful people are deeply concerned with self-actualization, and the humanistic theory of personality also advocates doing that.
• A Bank Robber: Let us now talk about a completely contrasting instance: a criminal. If humanistic psychologists believe that all humans are innately good, then what about a bank robber? The answer is that, while humans have free will (they can act according to their wishes), they are also influenced by their environment. In this case, the surrounding conditions (monetary issues, proximity to other criminals, etc.) are what turn an individual into a criminal.
• Working Towards Promotion: In our professional careers, we all try to move upwards or achieve what is known as self-actualization. For example, you might work very hard to get more clients for your company, which would allow you to gain workplace incentives and perhaps eventually a promotion. So, our actions are driven by our desire to reach our full potential, which is what humanistic psychology believes.
• Tipping Behavior: The humanistic theory of personality also suggests that we wish to have “ congruence ” between our “ideal self” and “real self”. Incongruence can lead to mental distress (say anxiety), therefore we try hard to maintain our self-concept. For example, suppose you ate at a restaurant with a friend, and they felt that your tip was not sufficient. You may defend yourself by saying that the tip was in line with the service, which would allow you to maintain your self-concept of generosity & fairness.

Humanistic Approach to Personality’s Strengths & Weaknesses

While the humanistic theory of personality provided a way of studying the “whole person”, it is also often criticized for being unscientific. 

During the 1950s and 60s, humanistic psychology began as a protest against behaviorism . This new group of psychologists argued that behaviorism concentrated on trivial behavior and ignored the emotional processes that make humans unique. (Hergenhahn, 2000).

They also critiqued psychoanalysis, arguing that it focused only on abnormal individuals and emphasized sexual/unconscious motivation; it ignored healthy individuals whose primary motives are personal growth and the improvement of society.

Furthermore, they highlight the flaws of the trait theory of personality , which tended to think personality traits – such as self-esteem – are innate rather than developed through environmental and social factors .

Humanistic psychology provided an alternative way of studying humans, which took into account the “wholeness” of a person, instead of merely looking at certain behaviors or unconscious motivations. 

However, humanistic psychology has also been criticized by many scholars. It presents humans in a “positive” light, but this is almost a kind of wishful thinking that is not supported by facts.

Humanistic psychology also rejects traditional science, but then what is supposed to replace it?

If humanistic psychology relies merely on “innermost feelings”, then it stops being psychology and instead becomes philosophy or perhaps even religion. Critics accuse humanistic psychology of taking the discipline back to its prescientific past (Hergenhahn)

Finally, many of the terms that humanistic psychologists use are quite vague. What exactly do we mean when we say things like “innermost feelings” or “actualizing our inherent potential”? These terms/phrases defy clear definition and verification, making them somewhat unreliable.

The humanistic theory of personality posits that all humans are driven to pursue their innermost feelings and reach their full potential.

This, however, is dependent on our surrounding environment. Most of us develop “conditions of worth”, which make us act in certain ways to be loved. Rogers’ attempt was to help people find (whether through personal relationships or therapy), “unconditional positive regard”.

This unconditional acceptance allows people to become fully functioning humans and reach their full potential. The humanistic theory of personality has been applied to various fields, such as education, client-centric therapy, etc.

Read Next: Maslow’s Hierarchy

For students studying humanism, it’s worth taking a deep dive into Maslow’s hierarchy of needs here , which is without a doubt the most influential concept within the humanist theory of psychology. Below is a quick overview:

The states on Maslow’s hierarchy are:

• Physiological Needs – we first desire things that keep us alive, like air and water
• Safety and Security Needs – then, we desire things that make us feel safe and secure, like shelter and financial stability
• Love and Belonging (Social) Needs – then, we seek out social satisfaction through a sense of belonging to an in-group, a good family life, and finding friends or an intimate partner
• Esteem Needs – then, we seek respect from both our community and ourselves (self-esteem).
• Self-actualization – lastly, we seek self-actualization, by which Maslow means becoming the best version of ourselves. An example might be the deep satisfaction from raising happy children.

Hergenhahn, B. R. (2000). An Introduction to the History of Psychology. Wadsworth Publishing Co Inc.

Kinget, G. M. (1975). On being human: A systematic view . Harcourt Brace Jovanovich.

Rogers, Carl. (1961). On Becoming a Person: A Therapist’s View of Psychotherapy . Houghton Mifflin.

Rogers, Carl. (1954). Client-Centered Therapy: Its Current Practice, Implications, and Theory . University of Chicago Press

Sourabh Yadav (MA)

Sourabh Yadav is a freelance writer & filmmaker. He studied English literature at the University of Delhi and Jawaharlal Nehru University. You can find his work on The Print, Live Wire, and YouTube.

• Sourabh Yadav (MA) #molongui-disabled-link Indirect Democracy: Definition and Examples
• Sourabh Yadav (MA) #molongui-disabled-link Pluralism (Sociology): Definition and Examples
• Sourabh Yadav (MA) #molongui-disabled-link 25 Equality Examples
• Sourabh Yadav (MA) #molongui-disabled-link Instrumental Learning: Definition and Examples

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

• Chris Drew (PhD) #molongui-disabled-link 25 Positive Punishment Examples
• Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
• Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
• Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

HUMANISTIC THEORY

Related Papers

V. Zeigler-Hill & T.K. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences

Eugene M DeRobertis

The humanistic perspective on personality emphasizes the individualized qualities of optimal well-being and the use of creative potential to benefit others, as well as the relational conditions that promote those qualities as the outcomes of healthy development. The humanistic perspective serves as an alternative to mechanistic and/or reductionistic explanations of personality based on isolated, static elements of observable behavior (e.g., traits) or self-concept.

Goddess Dr. Myrna-Elois Washington

Carl Rogers and Abraham Maslow were two of the founders of the Humanistic movement in modern psychology. While the Humanistic approach has persisted since the 1950’s, its use in the United States has been seen by some as controversial. This paper explores the history of the Humanistic approach, briefly explores the contributions of its founders, and discusses how humanistic theory is currently being utilized in the practice of modern psychology.

Jowell H H Beh

Raisa Putri

O NE OF THE MOST exciting and promising developments in psy­ chology during the latter part of the 20th century was the proliferation of diverse research methods and the articula­ tion of their scientific and philosophical soundness within a sophisticated methodol­ ogy that can be called humanistic. This chapter, after spelling out the natural sci­ ence context in which psychology has devel­ oped its disciplinary identity, considers the criteria by which a research method or methodology may be considered humanis­ tic. Next, it takes a sample from the rich tra­ dition of humanistic research in the history of psychology. Then, the chapter focuses on the recent developments in the philosophy of science and psychology itself that have opened the way for the contemporary blos­ soming of humanistic research methods. Finally, the challenges and contemporary possibilities of employing humanistic research methods are articulated. PSYCHOLOGY AS A NATURAL SCIENCE No trend in modern psychology has been more conspicuous or more pervasive than the attempt to make psychology a natural science. With this has come the often wit­ ting, and sometimes subtle and unwitting, reduction of the human to the nonhuman. This trend is evident in behaviorism, which attempted to define the subject matter of psychology in terms of physical observables and to explain human behavior using the same principles developed in research on nonhuman animals. This trend is evident in many theoretical orientations such as con­ temporary evolutionary psychology, which explains human behavior by means of evo­ lutionary biology. In virtually every intro­ ductory psychology textbook is a chapter on the biological foundations of psychology in which human behavior is explained by neurophysiology. 231

Jack Hindley

suarman putra

The goal was to analyze the applicability of the phases of Humanistic Theory in research, according to a Theory Analysis Model. Critical nursing theory analysis study with emphasis on applicability. A search was carried out in April and May 2013 in the databases SCOPUS, Cumulative Index of Nursing and Allied Health Literature and in the publications available in the Virtual Health Library. The following descriptors were used: " Teoria de Enfermagem " and " Pesquisa em Enfermagem " and Nursing Theory and Nursing Research, in publications from 2002 until May 2013. Seven papers were selected, five of which displayed all phases in their development, evidencing the applicability of Humanistic Theory for methodological support in nursing research.

rica tangca-ag

Dina Glouberman

Course Description: This course is designed to examine the major themes of humanistic/existential psychology/philosophy and their impact on contemporary society. Course Objectives: • Obtain a broad knowledge base in humanistic/existential psychology, demonstrate acquisition of relative broad concepts, and apply this knowledge to everyday life events. • To examine and articulate personal values across the various domains of one's own life. • Explore a variety of current events/issues from a humanistic/existential perspective and demonstrate an understanding of the various humanistic/existential psychology perspectives. • To develop an awareness of alternate systems of meanings Instructional Format: The class fonnat will mostly consist of discussion. In addition, there will be some lecture and cinematic example. Attendance Policy: Attendance is expected and will be recorded. Attending class is important to pass the course and to keep up with the course material. Attendance will be...

RELATED PAPERS

Yogesh Dhote

Biblionline

Elizabete Souza Alcântara Xavier

Sara Jokic , Jasna Stojanović

The Journal of Infection in Developing Countries

Parasites & Vectors

Jivan Patil

Journal of Plant Biochemistry and Biotechnology

Mercedes G. López

Annals of Physical and Rehabilitation Medicine

Coralie Villa

International Journal of Research in Dermatology

Ranjitha Gowda

Journal of nuclear medicine : official publication, Society of Nuclear Medicine

Jacobo Gonzalez

Journal of Materials in Civil Engineering

Md. Touhidul Islam

Arash Sabatyan

European Scientific Journal ESJ

Malick Diouf

European Journal of Biochemistry

michael alexis

Journal of the City Planning Institute of Japan

Yasushi Ujioka

Afwangnyi G A R B A Bisat

2007 16th IST Mobile and Wireless Communications Summit

Muhammad Aqib Nisar

Academia Biology

Márcia Venâncio

Clinical Genetics

Victor Pegado

International Journal of Advanced Research

David Barrows

Gillian Galford

Gait & Posture

JAMILSON BRASILEIRO

Machine Learning and Knowledge Extraction

Kingsada Phraxayavong

Separation and Purification Technology

Ahmet Şevki Altın

Hypertension

Teresa M Seccia

International Journal of Research in Advent Technology

George Maria Selvam

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Theories of Humanistic and Personality Essay

Introduction.

Humanistic and Personality theories of psychology have evolved over a long period to shape what researchers are studying today. Theories consider that each person has innate potential spiritual needs and qualities. It also can be the need for self-development, self-improvement, knowledge of the world, and understanding the meaning of one’s own. These provisions should be studied in order to understand humanism better.

Sigmund Freud’s and other humanistic and personality theorists’ ideas provide an alternate lens through which to see our past and form our future. From this reading, one could learn how different theorists invented, tested, and improved their theories in order to understand what adjustments should be made. This is because the theorist focuses on the people’s inherent goodness and ability to reflect on societies (Javadi and Tahmasbi 42). Sigmund Freud’s thesis taught me something new about my personality and understanding how I can relate to people and cope with life challenges. I got a deeper understanding of Abraham Maslow’s hierarchy of needs related to my goals and life anxieties. In addition, I gained an appreciation for Rollo May’s quoting Kier Kegaard by stating that “Anxiety is the dizziness of freedom” (Javadi and Tahmasbi 43). The quote means that without experiencing a certain level of anxiety, a person will not be able to adapt to society and develop in it, and this applies to my teenage life.

This program has been fascinating since it has allowed me to learn and understand humanistic theories and other perspectives. Abraham Maslow, Carl Rogers, Eric Fromm, Carl Jung, and Rollo May are just a few pioneers whose ideas I absorbed. I agree with all the points of view of theorists who favor the idea that people have free will and strive to maximize their potential. Understanding all the dogmas I studied helped me become more confident and get rid of anxiety during my studies at the university. What the theorists say rings true to me when making decisions and socializing with my colleagues.

In conclusion, it should be said that humanistic theories were developed by scientists taking into account psychological aspects and, therefore, reflect the behavior of people accurately. This may indicate that the provisions about the original goodness of people can be valid. Studying theories of humanism and personalities in the future is essential for many psychology researchers. Principles of human motivation can reveal many motives for the negative or positive actions of someone.

Javadi, Yaghoob, and Tahmasbi, Mozhdeh. “Application of Humanism Teaching Theory and Humanistic Approach to Education in Course-Books”. Theory and Practice in Language Studies, vol.10, no.1, 2020, pp. 40-48.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2024, January 29). Theories of Humanistic and Personality. https://ivypanda.com/essays/theories-of-humanistic-and-personality/

"Theories of Humanistic and Personality." IvyPanda , 29 Jan. 2024, ivypanda.com/essays/theories-of-humanistic-and-personality/.

IvyPanda . (2024) 'Theories of Humanistic and Personality'. 29 January.

IvyPanda . 2024. "Theories of Humanistic and Personality." January 29, 2024. https://ivypanda.com/essays/theories-of-humanistic-and-personality/.

1. IvyPanda . "Theories of Humanistic and Personality." January 29, 2024. https://ivypanda.com/essays/theories-of-humanistic-and-personality/.

Bibliography

IvyPanda . "Theories of Humanistic and Personality." January 29, 2024. https://ivypanda.com/essays/theories-of-humanistic-and-personality/.

• May's View of Love
• Carl Jung: Main Theories and Their Importance
• "Fierce Creatures" by John Cleese
• Psychology of Personality: Role Models
• Introverts, Their Habits and Needs
• "Caring for Your Introvert" by Jonathan Rauch
• Personality Traits and Sources of Motivation
• The Big Five Personality Factors

Home — Essay Samples — Philosophy — Humanism — Abraham Maslow And The Humanistic Theory

Abraham Maslow and The Humanistic Theory

• Categories: Humanism

About this sample

Words: 1170 |

Published: May 31, 2021

Words: 1170 | Pages: 3 | 6 min read

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Dr. Karlyna PhD

Verified writer

• Expert in: Philosophy

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

5 pages / 2439 words

1 pages / 547 words

3 pages / 1579 words

4 pages / 1598 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Humanism

The Renaissance, a period of great cultural and intellectual growth in Europe from the 14th to the 17th centuries, brought about a significant shift in man's view of himself. Prior to the Renaissance, the prevailing belief was [...]

Renaissance Humanism has its roots in classical antiquity and has profoundly influenced western society and architecture. Present an evidenced argument either for or against a revival of humanist ideals in the 21st century. [...]

The two historical contexts that began the development of the humanistic approach were the need for another aspect in psychology that focused on learning behavior in more simple terms and the philosophical idea in Europe of [...]

In preparation of writing this essay I decided to look up the definition of “posthumanism” in the Oxford English dictionary, which, interestingly enough, provides two separate definitions, depending on how you write it. The [...]

In this assignment I will explain the principal psychological perspectives and assessing the different psychological approaches to study. The main psychological perspective An approach is a perspective that involves specific [...]

We live in a world of many views, perspectives, and beliefs that differ from person to person. We behave differently and express our views in very different ways. People from all around the world tend to have different norms and [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

You are using an outdated browser. Please upgrade your browser to improve your experience.

Health & Nursing

Courses and certificates.

• Bachelor's Degrees
• View all Business Bachelor's Degrees
• Business Management – B.S. Business Administration
• Healthcare Administration – B.S.
• Human Resource Management – B.S. Business Administration
• Information Technology Management – B.S. Business Administration
• Marketing – B.S. Business Administration
• Accounting – B.S. Business Administration
• Finance – B.S.
• Supply Chain and Operations Management – B.S.
• Accelerated Information Technology Bachelor's and Master's Degree (from the School of Technology)
• Health Information Management – B.S. (from the Leavitt School of Health)

Master's Degrees

• View all Business Master's Degrees
• Master of Business Administration (MBA)
• MBA Information Technology Management
• MBA Healthcare Management
• Management and Leadership – M.S.
• Accounting – M.S.
• Marketing – M.S.
• Human Resource Management – M.S.
• Master of Healthcare Administration (from the Leavitt School of Health)
• Data Analytics – M.S. (from the School of Technology)
• Information Technology Management – M.S. (from the School of Technology)
• Education Technology and Instructional Design – M.Ed. (from the School of Education)

Certificates

• Supply Chain
• Accounting Fundamentals
• View all Business Degrees

Bachelor's Preparing For Licensure

• View all Education Bachelor's Degrees
• Elementary Education – B.A.
• Special Education and Elementary Education (Dual Licensure) – B.A.
• Special Education (Mild-to-Moderate) – B.A.
• Mathematics Education (Middle Grades) – B.S.
• Mathematics Education (Secondary)– B.S.
• Science Education (Middle Grades) – B.S.
• Science Education (Secondary Chemistry) – B.S.
• Science Education (Secondary Physics) – B.S.
• Science Education (Secondary Biological Sciences) – B.S.
• Science Education (Secondary Earth Science)– B.S.
• View all Education Degrees

Bachelor of Arts in Education Degrees

• Educational Studies – B.A.

Master of Science in Education Degrees

• View all Education Master's Degrees
• Curriculum and Instruction – M.S.
• Educational Leadership – M.S.
• Education Technology and Instructional Design – M.Ed.

Master's Preparing for Licensure

• Teaching, Elementary Education – M.A.
• Teaching, English Education (Secondary) – M.A.
• Teaching, Mathematics Education (Middle Grades) – M.A.
• Teaching, Mathematics Education (Secondary) – M.A.
• Teaching, Science Education (Secondary) – M.A.
• Teaching, Special Education (K-12) – M.A.

Licensure Information

• State Teaching Licensure Information

Master's Degrees for Teachers

• Mathematics Education (K-6) – M.A.
• Mathematics Education (Middle Grade) – M.A.
• Mathematics Education (Secondary) – M.A.
• English Language Learning (PreK-12) – M.A.
• Endorsement Preparation Program, English Language Learning (PreK-12)
• Science Education (Middle Grades) – M.A.
• Science Education (Secondary Chemistry) – M.A.
• Science Education (Secondary Physics) – M.A.
• Science Education (Secondary Biological Sciences) – M.A.
• Science Education (Secondary Earth Science)– M.A.
• View all Technology Bachelor's Degrees
• Cloud Computing – B.S.
• Computer Science – B.S.
• Cybersecurity and Information Assurance – B.S.
• Data Analytics – B.S.
• Information Technology – B.S.
• Network Engineering and Security – B.S.
• Software Engineering – B.S.
• Accelerated Information Technology Bachelor's and Master's Degree
• Information Technology Management – B.S. Business Administration (from the School of Business)
• View all Technology Master's Degrees
• Cybersecurity and Information Assurance – M.S.
• Data Analytics – M.S.
• Information Technology Management – M.S.
• MBA Information Technology Management (from the School of Business)
• Full Stack Engineering
• Web Application Deployment and Support
• Front End Web Development
• Back End Web Development

3rd Party Certifications

• IT Certifications Included in WGU Degrees
• View all Technology Degrees
• View all Health & Nursing Bachelor's Degrees
• Nursing (RN-to-BSN online) – B.S.
• Nursing (Prelicensure) – B.S. (Available in select states)
• Health Information Management – B.S.
• Health and Human Services – B.S.
• Psychology – B.S.
• Health Science – B.S.
• Healthcare Administration – B.S. (from the School of Business)
• View all Nursing Post-Master's Certificates
• Nursing Education—Post-Master's Certificate
• Nursing Leadership and Management—Post-Master's Certificate
• Family Nurse Practitioner—Post-Master's Certificate
• Psychiatric Mental Health Nurse Practitioner —Post-Master's Certificate
• View all Health & Nursing Degrees
• View all Nursing & Health Master's Degrees
• Nursing – Education (BSN-to-MSN Program) – M.S.
• Nursing – Leadership and Management (BSN-to-MSN Program) – M.S.
• Nursing – Nursing Informatics (BSN-to-MSN Program) – M.S.
• Nursing – Family Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
• Nursing – Psychiatric Mental Health Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
• Nursing – Education (RN-to-MSN Program) – M.S.
• Nursing – Leadership and Management (RN-to-MSN Program) – M.S.
• Nursing – Nursing Informatics (RN-to-MSN Program) – M.S.
• Master of Healthcare Administration
• MBA Healthcare Management (from the School of Business)
• Business Leadership (with the School of Business)
• Supply Chain (with the School of Business)
• Accounting Fundamentals (with the School of Business)
• Back End Web Development (with the School of Technology)
• Front End Web Development (with the School of Technology)
• Web Application Deployment and Support (with the School of Technology)
• Full Stack Engineering (with the School of Technology)
• Single Courses
• Course Bundles

Apply for Admission

Admission requirements.

• New Students
• WGU Returning Graduates
• WGU Readmission
• Enrollment Checklist
• Accessibility
• Accommodation Request
• School of Education Admission Requirements
• School of Business Admission Requirements
• School of Technology Admission Requirements
• Leavitt School of Health Admission Requirements

Additional Requirements

• Computer Requirements
• No Standardized Testing
• Clinical and Student Teaching Information

Transferring

• FAQs about Transferring
• Transfer to WGU
• Transferrable Certifications
• Request WGU Transcripts
• International Transfer Credit
• Tuition and Fees
• Financial Aid
• Scholarships

Other Ways to Pay for School

• Tuition—School of Business
• Tuition—School of Education
• Tuition—School of Technology
• Tuition—Leavitt School of Health
• Your Financial Obligations
• Tuition Comparison
• Applying for Financial Aid
• State Grants
• Consumer Information Guide
• Responsible Borrowing Initiative
• Higher Education Relief Fund

FAFSA Support

• Net Price Calculator
• FAFSA Simplification
• See All Scholarships
• Military Scholarships
• State Scholarships
• Scholarship FAQs

Payment Options

• Payment Plans
• Corporate Reimbursement
• Current Student Hardship Assistance
• Military Tuition Assistance

WGU Experience

• How You'll Learn
• Scheduling/Assessments
• Accreditation
• Student Support/Faculty
• Military Students
• Part-Time Options
• Virtual Military Education Resource Center
• Student Outcomes
• Return on Investment
• Students and Gradutes
• Career Growth
• Student Resources
• Communities
• Testimonials
• Career Guides
• Skills Guides
• Online Degrees
• All Degrees
• Explore Your Options

Admissions & Transfers

• Admissions Overview

Tuition & Financial Aid

Student Success

• Prospective Students
• Current Students
• Military and Veterans
• Commencement
• Careers at WGU
• Advancement & Giving
• Partnering with WGU

What Is Humanistic Learning Theory in Education?

• Professional Education
• See More Tags

Good teachers are always looking for ways to improve their methods to help students thrive in their classroom. Different learning theories and techniques help teachers connect with different students based on their learning style and abilities. Teaching strategies that are student-centered often have great success in helping students learn and grow better. Learner-centered approaches place the student as the authority in the educational setting, helping ensure that they are the focus of education and are in control of their learning to an extent. 

The idea of student-centered learning is an example of the humanistic learning theory in action. It’s valuable for current and aspiring educators alike to learn about student-centered education and other humanistic approaches to use in their classroom. These approaches can be vital in helping students truly learn and succeed in their education. Learn more about the humanistic learning theory and discover how it can be implemented in the classroom.   

The humanistic theory in education.

In history humanistic psychology is an outlook or system of thought that focuses on human beings rather than supernatural or divine insight. This system stresses that human beings are inherently good, and that basic needs are vital to human behaviors. Humanistic psychology also focuses on finding rational ways to solve these human problems. At its root, the psychology of humanism focuses on human virtue. It has been an important movement throughout history, from Greek and Latin roots to Renaissance and now modern revivals. 

This theory and approach in education takes root in humanistic psychology, with the key concepts focusing on the idea that children are good at the core and that education should focus on rational ways to teach the “whole” child. This theory states that the student is the authority on how they learn, and that all of their needs should be met in order for them to learn well. For example, a student who is hungry won’t have as much attention to give to learning. So schools offer meals to students so that need is met, and they can focus on education. The humanistic theory approach engages social skills, feelings, intellect, artistic skills, practical skills, and more as part of their education. Self-esteem, goals, and full autonomy are key learning elements in the humanistic learning theory. 

The humanistic learning theory was developed by Abraham Maslow, Carl Rogers, and James F. T. Bugental in the early 1900’s. Humanism was a response to the common educational theories at the time, which were behaviorism and psychoanalysis. Abraham Maslow is considered the father of the movement, with Carl Rogers and James F.T. Bugental adding to the psychology later down the line.

Maslow and the humanists believed that behaviorism and other psychology theories had a negative perception of learners—for example operant conditioning in behaviorism psychology suggested that students only acted in a good or bad manner because of the reward or punishment and could be trained based on that desire for a reward. Maslow and humanistic psychology suggests that students are inherently good and will make good decisions when all their needs are met. Humanistic psychology focuses on the idea that learners bring out the best in themselves, and that humans are driven by their feelings more than rewards and punishments. Maslow believed this and wrote many articles to try and demonstrate it.

This belief that humans are driven by feelings causes educators who understand humanistic psychology to focus on the underlying human, emotional issues when they see bad behavior, not to just punish the bad behavior. The humanistic learning theory developed further and harnesses the idea that if students are upset, sad, or distressed, they’re less likely to be able to focus on learning. This encourages teachers to create a classroom environment that helps students feel comfortable and safe so they can focus on their learning. Emotions are at the center of humanism psychology. 

The principles of humanistic learning theory.

There are several important principles involved in the humanistic learning theory that all lead to self-actualization. Self-actualization is when all your needs are met, you’ve become the best you’ve can, and you are fulfilled. While Maslow and the humanists don’t believe that most people reach self-actualization, their belief is that we are always in search of it, and the closer we are, the more we can learn. 

Student choice. Choice is central to the humanistic learning theory and humanistic psychology. Humanistic learning is student-centered, so students are encouraged to take control over their education. They make choices that can range from daily activities to future goals. Students are encouraged to focus on a specific subject area of interest for a reasonable amount of time that they choose. Teachers who utilize humanistic learning believe that it’s crucial for students to find motivation and engagement in their learning, and that is more likely to happen when students are choosing to learn about something that they really want to know. 

Fostering engagement to inspire students to become self-motivated to learn. The effectiveness of this psychology approach is based on learners feeling engaged and self-motivated so they want to learn. So humanistic learning relies on educators working to engage students, encouraging them to find things they are passionate about so they are excited about learning. 

The importance of self-evaluation. For most humanistic teachers, grades don’t really matter. Self-evaluation is the most meaningful way to evaluate how learning is going. Grading students encourages students to work for the grade, instead of doing things based on their own satisfaction and excitement of learning. Routine testing and rote memorization don’t lead to meaningful learning in this theory, and thus aren’t encouraged by humanistic teachers. Humanistic educators help students perform self-evaluations so they can see how students feel about their progress.

Feelings and knowledge are both important to the learning process and should not be separated according to humanistic psychology. Humanistic teachers believe that knowledge and feelings go hand-in-hand in the learning process. Cognitive and affective learning are both important to humanistic learning. Lessons and activities should focus on the whole student and their intellect and feelings, not one or the other.

A safe learning environment. Because humanistic learning focuses on the entire student, humanistic educators understand that they need to create a safe environment so students can have as many as their needs met as possible. They need to feel safe physically, mentally, and emotionally in order to be able to focus on learning. So humanistic educators are passionate about the idea of helping students meet as many of their needs as possible.

The role of teacher and student in humanistic learning theory.

In the humanistic learning theory, teachers and students have specific roles for success. The overall role of a teacher is to be a facilitator and role model, not necessarily to be the one doing the teacher. The role of the teacher includes:

Teach learning skills. Good teachers in humanistic learning theory focus on helping students develop learning skills. Students are responsible for learning choices, so helping them understand the best ways to learn is key to their success.

Provide motivation for classroom tasks. Humanistic learning focuses on engagement, so teachers need to provide motivation and exciting activities to help students feel engaged about learning. 

Provide choices to students in task/subject selection. Choice is central to humanistic learning, so teachers have a role in helping work with students to make choices about what to learn. They may offer options, help students evaluate what they’re excited about, and more. 

Create opportunities for group work with peers. As a facilitator in the classroom, teachers create group opportunities to help students explore, observe, and self evaluate. They can do this better as they interact with other students who are learning at the same time that they are.

Humanistic approach examples in education.

Some examples of humanistic education in action include:

Teachers can help students set learning goals at the beginning of the year, and then help design pathways for students to reach their goals. Students are in charge of their learning, and teachers can help steer them in the right direction.

Teachers can create exciting and engaging learning opportunities. For example, teachers trying to help students understand government can allow students to create their own government in the classroom. Students will be excited about learning, as well as be in-charge of how everything runs.

Teachers can create a safe learning environment for students by having snacks, encouraging students to use the bathroom and get water, and creating good relationships with students so they will trust speaking to their teacher if there is an issue. 

Teachers can utilize journaling to help students focus on self-evaluation and their feelings as part of learning. Using prompt questions can help students better understand their feelings and progress in learning. 

Best practices from humanistic theory to bring to your classroom.

A teaching degree is a crucial step for those who want to be teachers. A degree can help them learn about current practices and trends in teaching, learning theories, and how to apply them to the classroom. Established teachers can also greatly benefit from continuing education and continuously expanding their techniques. 

When considering their own teaching practices, teachers can work to incorporate humanistic theory into their classroom by:

Making time to collaborate with other educators

Co-planning lessons with other teachers

Evaluating student needs and wants regularly

Connecting with parents to help meet specific student needs

Preparing to try new things with students regularly

Ready to Start Your Journey?

HEALTH & NURSING

Recommended Articles

Take a look at other articles from WGU. Our articles feature information on a wide variety of subjects, written with the help of subject matter experts and researchers who are well-versed in their industries. This allows us to provide articles with interesting, relevant, and accurate information. 

{{item.date}}

{{item.preTitleTag}}

{{item.title}}

The university, for students.

• Student Portal
• Alumni Services

Most Visited Links

• Business Programs
• Student Experience
• Diversity, Equity, and Inclusion
• Student Communities

The Evolution of Identity: a Journey through Freud’s Theory of Human Development

This essay about Freud’s theory of human development examines the intricate stages of psychosexual evolution from infancy to adulthood. It navigates through the oral, anal, phallic, latency, and genital stages, exploring how each phase shapes personality and identity. The essay highlights the importance of early experiences, societal norms, and unconscious desires in influencing individual development. While acknowledging critiques of Freud’s theory, it underscores the enduring impact of his insights on contemporary psychology, offering a thought-provoking exploration of the interplay between biology, culture, and personal experience in shaping the human psyche.

How it works

In the realm of psychological exploration, Sigmund Freud emerges as a luminary whose theories continue to provoke contemplation and debate. Among his most enduring contributions is the theory of psychosexual development, a conceptual framework that delineates the intricate trajectory of personality formation from infancy to adulthood. As we embark on this voyage through Freud’s stages of human development, we peel back the layers of our psyche to uncover the profound influence of early experiences on our evolving sense of self.

The odyssey begins with the oral stage, a period characterized by the infant’s primary source of pleasure and exploration—the mouth. During this phase, feeding becomes more than just a biological necessity; it serves as a gateway to the realm of sensory delight and emotional nourishment. As the infant navigates the delicate balance between dependency and autonomy, the quality of nurturing received lays the foundation for future relationships and self-concept. It is within the nurturing embrace of caregivers that the seeds of trust, security, and attachment are sown, shaping the contours of the emerging personality.

Transitioning from the oral to the anal stage, we encounter the toddler’s burgeoning awareness of bodily functions and the quest for autonomy. Toilet training emerges as a pivotal arena wherein the child grapples with the demands of societal norms and personal desires. The negotiation of this stage is fraught with challenges as the young explorer learns to navigate the terrain of self-regulation and control. Through trial and error, the child begins to discern the boundaries of acceptable behavior, laying the groundwork for the development of discipline and orderliness.

As we journey further along Freud’s developmental roadmap, we arrive at the phallic stage—a terrain fraught with intrigue, conflict, and curiosity. Here, the child’s attention is drawn to the genitalia as the locus of pleasure and fascination. It is within this psychosexual landscape that the Oedipus and Electra complexes unfold, casting the child into the throes of unconscious desires and familial dynamics. Through the lens of these primal fantasies, the child grapples with questions of identity, gender, and power, navigating the murky waters of attraction and rivalry.

Emerging from the tumult of the phallic stage, we encounter a period of latency—a tranquil interlude where sexual impulses lie dormant, eclipsed by the pursuit of socialization and intellectual growth. Freed from the shackles of intense psychosexual conflict, the child directs energy toward the cultivation of friendships, hobbies, and academic pursuits. It is within this respite that the seeds of identity begin to take root, nurtured by the rich tapestry of social interactions and cultural influences.

Finally, we arrive at the threshold of adulthood—the genital stage—where the quest for intimacy, love, and self-realization takes center stage. Armed with the lessons learned from previous stages, the individual embarks on a quest for meaningful connections and emotional fulfillment. It is within the crucible of intimate relationships that the true essence of the self is revealed, forged through the fires of passion, commitment, and mutual understanding.

While Freud’s stages of human development have come under scrutiny in recent years, their enduring legacy lies in their ability to provoke thought and inspire inquiry. Critics point to the limitations of Freud’s methodology and the Eurocentric bias inherent in his theories. However, beneath the veneer of controversy lies a profound insight into the intricate dance between nature and nurture, biology and culture, that shapes the human experience.

In conclusion, Freud’s theory of psychosexual development offers a compelling narrative of the journey from infancy to adulthood—a journey marked by twists and turns, conflicts and resolutions, that ultimately culminates in the emergence of a unique and multifaceted identity. As we reflect on our own developmental trajectories, we gain insight into the forces that shape our thoughts, feelings, and behaviors, illuminating the path toward self-discovery and personal growth.

Cite this page

The Evolution of Identity: A Journey Through Freud's Theory of Human Development. (2024, May 12). Retrieved from https://papersowl.com/examples/the-evolution-of-identity-a-journey-through-freuds-theory-of-human-development/

"The Evolution of Identity: A Journey Through Freud's Theory of Human Development." PapersOwl.com , 12 May 2024, https://papersowl.com/examples/the-evolution-of-identity-a-journey-through-freuds-theory-of-human-development/

PapersOwl.com. (2024). The Evolution of Identity: A Journey Through Freud's Theory of Human Development . [Online]. Available at: https://papersowl.com/examples/the-evolution-of-identity-a-journey-through-freuds-theory-of-human-development/ [Accessed: 15 May. 2024]

"The Evolution of Identity: A Journey Through Freud's Theory of Human Development." PapersOwl.com, May 12, 2024. Accessed May 15, 2024. https://papersowl.com/examples/the-evolution-of-identity-a-journey-through-freuds-theory-of-human-development/

"The Evolution of Identity: A Journey Through Freud's Theory of Human Development," PapersOwl.com , 12-May-2024. [Online]. Available: https://papersowl.com/examples/the-evolution-of-identity-a-journey-through-freuds-theory-of-human-development/. [Accessed: 15-May-2024]

PapersOwl.com. (2024). The Evolution of Identity: A Journey Through Freud's Theory of Human Development . [Online]. Available at: https://papersowl.com/examples/the-evolution-of-identity-a-journey-through-freuds-theory-of-human-development/ [Accessed: 15-May-2024]

Don't let plagiarism ruin your grade

Hire a writer to get a unique paper crafted to your needs.

Our writers will help you fix any mistakes and get an A+!

Please check your inbox.

You can order an original essay written according to your instructions.

Trusted by over 1 million students worldwide

1. Tell Us Your Requirements

2. Pick your perfect writer

3. Get Your Paper and Pay

Hi! I'm Amy, your personal assistant!

Don't know where to start? Give me your paper requirements and I connect you to an academic expert.

short deadlines

100% Plagiarism-Free

Certified writers

Carl Rogers: A Person-Centered Approach

• Living reference work entry
• First Online: 27 December 2022
• Cite this living reference work entry

• Maryann Krikorian 2  

982 Accesses

1 Citations

A humanistic psychology framework grounds Carl Rogers’ theory, research, and practice. General insights from Rogers’ person-centered approach make the case for the importance of attending to issues of authenticity, dialogical relationships, self-actualization, and existential freedom. One key highlight is the way Rogers utilizes psychotherapy to challenge clients in re-claiming their own resources for healing and growth, known as client-centered therapy. A second key highlight is that of experiential learning to encourage personal accountability and social responsibility in an effort to abandon authoritative educational practices, discussed as student-centered learning. A third key highlight is the way Rogers utilizes personal growth and relationship building to challenge readers to re-conceptualize success as including wellbeing and empowerment. Lastly, a fourth highlight offers future implications for research engaged in person-centered philosophies. Rogers’ theorizations now expand across a variety of fields and disciplines and is considered and referred to as a person-centered approach – the study of the conditions that make it possible for people to grow and develop toward actualization.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Institutional subscriptions

Benjamin, L. T. (1990). Leta Stetter Hollingworth: Psychologist, educator, feminist. Roeper Review, 12 (3), 145–151. https://doi.org/10.1080/02783199009553259

Article   Google Scholar  

Bohart, A. C., & Greening, T. (2001). Humanistic psychology and positive psychology. American Psychologist, 56 (1), 81–82.

Cissna, K. N., & Anderson, R. (1994). The 1957 Martin Buber-Carl Rogers dialogue, as dialogue. Journal of Humanistic Psychology, 34 (1), 11–45.

Google Scholar  

Crisp, R. (2018). Rogers and Goldstein redux: The actualizing person responding to trauma and loss. Person-Centered & Experiential Psychotherapies, 17 (1), 70–85.

Friedman, M. (1985). The healing dialogue in psychotherapy . Jason Aronson.

Goldstein, K. (1939). The organism: A holistic approach to biology derived from pathological data in man . American Books.

Book   Google Scholar  

Goldstein, K. (1940). Human nature in the light of psychopathology . Harvard University Press.

Kierkegaard, S. (1941). Concluding unscientific postscript (W. Lowrie, & D. F. Swenson, Trans.). Princeton University.

Kramer, R. (1995). The birth of client-centered therapy: Carl Rogers, Otto Rank, and the beyond. Journal of Humanistic Psychology, 35 (4), 54–110.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50 (4), 370–396.

Maslow, A. H. (1954). Motivation and personality . Harper and Row.

Miller, R. (1990). Leta Stetter Hollingworth: Pioneer woman of psychology. Roeper Review, 12 (3), 142–145. https://doi.org/10.1080/02783199009553258

Morris, J. E. (1979). Kierkegaard’s concept of subjectivity and implications for humanistic psychology. Journal of Humanistic Psychology, 19 (3), 67–79. https://doi.org/10.1177/002216787901900311

Passow, H. A. (1990). Leta Stetter Hollingworth: A real original. Roeper Review, 12 (3), 134–136. https://doi.org/10.1080/02783199009553255

Proctor, C., Tweed, R., & Morris, D. (2016). The Rogerian fully functioning person: A positive psychology perspective. Journal of Humanistic Psychology, 56 (5), 503–529. https://doi.org/10.1177/0022167815605936

Robbins, B. D. (2015). Building bridges between humanistic and positive psychology. In S. Joseph (Ed.), Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life . Wiley.

Rogers, C. R. (1951). Client-centered therapy: Its current practice, implication, theory . Houghton Mifflin.

Rogers, C. R. (1961). On becoming a person . Houghton Mifflin.

Rogers, C. R. (1969). Freedom to learn . Merrill.

Rogers, C. R. (1977). Carl Rogers on personal power . Delacorte.

Rogers, C. R. (1980). A way of being . Houghton Mifflin.

Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology. American Psychologist, 55 (1), 5–14.

Thorne, B. P. (2003). Carl rogers . SAGE Publications.

Woods, I. (2014). Carl Rogers, Martin Buber, and relationship. Irish Association for Counseling and Psychotherapy, 14 (2), 14–18.

Further Reading

Rogers, C. R., & Farson, R. E. (2015). Active listening . Martino.

Download references

Author information

Authors and affiliations.

Department of Teaching and Learning, Loyola Marymount University, Los Angeles, CA, USA

Maryann Krikorian

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Maryann Krikorian .

Editor information

Editors and affiliations.

Educational Leadership, Western Michigan University, Kalamazoo, MI, USA

Brett A. Geier

Section Editor information

New Mexico State University, Las Cruces, NM, USA

Azadeh F. Osanloo Professor

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive licence to Springer Nature Switzerland AG

About this entry

Cite this entry.

Krikorian, M. (2023). Carl Rogers: A Person-Centered Approach. In: Geier, B.A. (eds) The Palgrave Handbook of Educational Thinkers . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-81037-5_106-1

Download citation

DOI : https://doi.org/10.1007/978-3-030-81037-5_106-1

Received : 12 July 2022

Accepted : 14 July 2022

Published : 27 December 2022

Publisher Name : Palgrave Macmillan, Cham

Print ISBN : 978-3-030-81037-5

Online ISBN : 978-3-030-81037-5

eBook Packages : Springer Reference Education Reference Module Humanities and Social Sciences Reference Module Education

• Publish with us

Policies and ethics

• Find a journal
• Track your research