Shipley Lesson Five 1

Lesson Five: Humanistic Approach to Personality

Objectives:
Educational
Students should be able to:
1. Interpret ideas from quotes and pull out the underlying concepts that Carl
Rogers research regarding personality examines.
2. Examine the concept of self-efficacy.
3. Provide evidence in support of or against whether you agree or disagree
with Rogers theory of personality.
Informational
Students will use evidence from Carl Rogers quote in order to analyze his view on
personality.
Instructional
Students will provide support whether or not they agree or disagree with Carl
Rogers view of personality.
Standards:
Common Core Curriculum
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize
key points or advance an explanation or analysis.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form
and in a manner that anticipates the audiences knowledge level and concerns.
NCSS Thematic Strand
Individual Development and Identity
People, Places, and Environments
Context:
This lesson would be used for a psychology class looking at personality or just the
perspective of humanistic views in psychology. The lesson will look at the view of personality
that Carl Rogers came up with. Students will use quotes from him in order to gain a better idea of
his view and decide their personal opinion of his theory.
Materials:

Computer
o Powerpoint
Smart board
Rogers Worksheet

Shipley Lesson Five 2

Procedures:
1. (Day Seven: 15 minutes) Students will be given context for the ideas of Carl Rogers.
Students will be instructed to first analyze a quote that he said in order to help
discover the ideas he put forth toward personality.
a. What do you think this quote means in regards to personality?
b. What kind of ideas do you think that Rogers may have values from this quote?
c. Does this relate to other theories of different perspectives? Why?
d. Does this represent the complete opposite to other theory perspectives of
personality? Why?
2. (Day Eight: 20 minutes) Students will work independently in analysis of another
quote from Rogers where they must provide reasons for agreeing or disagreeing with
his theory.
Assessment
Formative
Discuss analysis of Carl Rogers quote during context.
Summative
Written analysis of another quote from Rogers and position of student in regards
to agreeing with his theory with use of evidence.

Shipley Lesson Five 3

Name: __________________
Date: __________________
Humanistic Approach: Carl Rogers
1. What does Rogers mean by the following quote? Do you agree? How is this shown with
what you know?
a. In my early professional years I was asking the question: how can I treat, or
cure, or change this person? Now I would phrase the question in this way: how
can I provide a relationship which this person may use for his own personal
growth? Carl Rogers
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Shipley Lesson Five 4

______________________________________________________________________________
______________________________________________________________________________