Feist−Feist: Theories of
Personality, Seventh
EditionIII. Humanistic/Existential
Theories- Rogers:
Person−Centered Theory
© The McGraw−Hill^323
Companies, 2009excellent, he might react very differently than he did when he heard the same words
from a trusted friend. He may hear the remarks but distort their meaning because he
feels threatened. “Why is this person trying to flatter me? This doesn’t make sense.”
His experiences are inaccurately symbolized in awareness and therefore can be dis-
torted so that they conform to an existing self-concept that, in part, says, “I am a per-
son who does not trust my piano-playing competitors, especially those who are try-
ing to trick me.”
Denial of Positive Experiences
Our example of the gifted pianist illustrates that it is not only the negative or deroga-
tory experiences that are distorted or denied to awareness; many people have diffi-
culty accepting genuine compliments and positive feedback, even when deserved. A
student who feels inadequate but yet makes a superior grade might say to herself, “I
know this grade should be evidence of my scholastic ability, but somehow I just
don’t feel that way. This class was the easiest one on campus. The other students just
didn’t try. My teacher did not know what she was doing.” Compliments, even those
genuinely dispensed, seldom have a positive influence on the self-concept of the re-
cipient. They may be distorted because the person distrusts the giver, or they may be
denied because the recipient does not feel deserving of them; in all cases, a compli-
ment from another also implies the right of that person to criticize or condemn, and
thus the compliment carries an implied threat (Rogers, 1961).
Becoming a Person
Rogers (1959) discussed the processes necessary to becoming a person. First, an in-
dividual must make contact—positive or negative—with another person. This con-
tact is the minimum experience necessary for becoming a person. In order to survive,
an infant must experience some contact from a parent or other caregiver.
As children (or adults) become aware that another person has some measure of
regard for them, they begin to value positive regard and devalue negative regard.
That is, the person develops a need to be loved, liked, or accepted by another person,
a need that Rogers (1959) referred to as positive regard.If we perceive that others,
especially significant others, care for, prize, or value us, then our need to receive pos-
itive regard is at least partially satisfied.
Positive regard is a prerequisite for positive self-regard,defined as the expe-
rience of prizing or valuing one’s self. Rogers (1959) believed that receiving positive
regard from others is necessary for positive self-regard, but once positive self-regard
is established, it becomes independent of the continual need to be loved. This con-
ception is quite similar to Maslow’s (see Chapter 10) notion that we must satisfy our
love and belongingness needs before self-esteem needs can become active, but once
we begin to feel confident and worthy, we no longer require a replenishing supply of
love and approval from others.
The source of positive self-regard, then, lies in the positive regard we receive
from others, but once established, it is autonomous and self-perpetuating. As Rogers
(1959) stated it, the person then “becomes in a sense his [or her] own significant so-
cial other” (p. 224).
Chapter 11 Rogers: Person-Centered Theory 317