The six components suggested by Rogers for counseling seem sufficient for achieving positive results, and viewing them through the lens of the humanistic approach and person-centered school, in particular, confirms this standpoint. First, the orientation on establishing psychological contact between therapists and their clients correlates with the need for empowering the latter to make a lasting change (Rogers, 2007). In other words, assistance can be more effective when people are willing to participate actively. Second, admitting the clients’ vulnerability is crucial for revealing unique struggles instead of relying on generalizations (Rogers, 2007). Third, the assumption that a therapist is integrated into the process complies with the requirement for being genuine (Rogers, 2007). It can help avoid instilling improper thoughts contradicting the patients’ views.
The above provisions are substantial for determining the patterns attributed to the beginning of counseling. Fourth, unconditional positivity towards the patients can facilitate receiving the required response in the absence of any attempts to judge (Rogers, 2007). This condition is vital to supporting the connection between the employees and individuals in the long run as a complement to the first component adopted only when meeting the clients. Fifth, an empathetic approach to one’s problems appears to be essential for demonstrating the possibilities of growth in the context of independence while solely relying on personal resources and capabilities (Rogers, 2007). Sixth, the intention to combine a positive approach and understanding one’s situation aligns with the humanistic orientation of eliminating discomfort by managing reaction (Rogers, 2007). Since the above considerations correlate with one another in addressing people’s needs at all stages, it can be concluded that the developed framework is sufficient for effective therapy.
Reference
Rogers, C. R. (2007). The necessary and sufficient conditions of therapeutic personality change. Psychotherapy: Theory, Research, Practice, Training, 44(3), 240–248.