All About Me Face Template — This free printable offers a blank face template for kids to decorate as themselves or different faces on. Parents can enjoy getting to keep and look back on years down the road. All About Me Printable Worksheets — This creative all about me worksheet has kids fill out prompts on cartoon signs. Great for starting the new year as a class or at home.
All About Me: Head and Shoulders, Knees and Toes — Preschoolers will have fun learning and labeling this head, shoulders, knees, and toes printable activity.
This link offers pages for all grades from Kindergartenth grade so you can fill out a new page every year when you start school and keep them in a portfolio. It will be nice to look at together how your student has changed or not over the years!
Getting to Know You Worksheet — This link offers multiple different getting to know you worksheets that would go along great with an all about me template that you can add to your homeschool portfolio. All About Me 30 Questions and Printable Prompts — These 30 all about me questions and prompts are great for kids to fill out and practice building language skills. All About Me Printable Booklet — This all about me printable booklet will be fun for your kids to fill out and keep to look back on as they get older.
Previous Post: « Letter A Worksheets. Next Post: September Calendars ». Leave a Reply Cancel reply Your email address will not be published.
So as I say, it is not an easy thing to permit oneself to under- stand an individual, to enter thoroughly and completely and em- pathically into his frame of reference. It is also a rare thing. To understand is enriching in a double way. I learn from these experiences in ways that change me, that makeme a different and, I think, a more responsive person.
Even more important per- haps, is the fact that my understanding of these individuals permits them to change. It permits them to accept their ownfears and bizarre thoughts and tragic feelings and discouragements, as well as their momentsof courage and kindness and love and sensifiviLy. And it is their experience as well as mine that when someone fully under- stands those feelings, this enables them to accept those feelings in themselves.
Then they find both the feelings and themselves chang- ing. Whether it is understanding a womanwho feels that very lit- erally she has a hook in her head by which others lead her about, or understanding a manwhofeels that no one is as lonely, no one is as separated from others as he, I find these understandings to be of value to me.
But also, and even more importantly, to be understood has a very positive value to these individuals. Here is another learning which has had importance for me. Be- cause understanding is rewarding, I would like to reduce the bar- riers between others and me, so that they can, if they wish, reveal themselves more fully. In the therapeutic relationship there are a numberof ways by which I can makeit easier for the client to connntmicate himself. I can by" nay own attitudes create a safety in the relationship wtfich makes such communicationmore possible.
A sensitiveness of under- standing which sees him as he is to himself, and acccpts him as hav- ing those perceptions and feelings, helps too.
I have also frequently asked for "reaction sheets" from students--in which they :an ex. These reaction sheets have no relation whatsoever to their grade. But for people who have been taught for a long, long time, as we have, by the lee. People like us are conditioned to hear the instructor, to keep passively our notes and memorizehis reading assignments for the exams.
There is no need to say that it takes long time for people to get rid of their habits regardless of whether or not their habiu are sterile, infertile and barren. I have found the same thing true in groups where I am the ad- ministrator, or perceived as the leader. I wish to reduce the need for fear or defensiveness, so that people can communicatetheir feelings freely. But I cannot expand on that here.
There is another very important learning which has come to me in my counseling work. I can voice this learning very briefly, l have found it highly rewarding when I can accept another person. I have found that truly to accept another person and his feelings is by no means an easy thing, any more than is understanding. Can I really permit another person to feel hostile toward me? Can 1 accept his anger as a real and legitimate part of himself? Can 1 accept him whenhe views life and its problems in a way quite dif- ferent from mine?
All this is involved in acceptance, and it does not come easy. I be- lieve that it is an increasingly commonpattern in our culture for each one of us to befieve, "Every other person must feel and think and believe the same as I do.
Wecannot pernfit our clients or our students to differ from us or to utilize their experience in their ownindividual ways. On a national scale, we cannot permit another nation to think or feel differently than we do. Yet it has cometo seem to methat this separateness of individuals, the right of each individual to utilize his experience in his ownway and to discover his own meanings in it,--this is one of the most priceless poten- tialitius of fife. Each person is an island unto himself, in a very real sense; and he can only build bridges to other islands if he is first of all willing to be himself and permitted to he himself.
So I find that when I can accept another person, which means specifically accepting the feelings and attitudes and beliefs that he has as a real and vital part of him, then I amassisting him to becomea person: and there seems to me great value in this. It is this. The more I am open to the realities in me and in tbe otber person, the less do l find myself wishing to rush in to "fix things.
So I become less and less inclined to hurry in to fix things, to set goals, to moldpeople, to manipulate and push them in the way that I would like them to go. I am muchmore content simply to be my- self and to let another person be himself. I know very well that this must seemlike a strange, almost an Oriental point of view.
Whatis life for if we are not going to do things to people. The first of these is very brief. Put another way I have learned that my total organismic sensing of a situation i more trustworthy than my intellect. In fact I have fount that when I have followed one of these unconventional paths be cause it felt tight or true, then in five or ten years manyof my cd leagues have joined me, and I no longer need to feel alone in it.
As I gradually cometo trust my total reactions more deeply, i find that I can use them to guide my thinking. Myattitude is very well expressed by MaxWeber, the artist, when he says. The judgqnents of others, while they are to be listened to, and taken into account for what they are, can never be a guide for me.
This has been a hard tiring to learn. I re- memberhowshaken I was, in the early days, whena scholarly thoughtful manwhoseemedto me a muchmore competent and knowledgeable psychologist than I, told me what a mistake I was makingby getting interested in psychotherapy. It could never lead anywhere, and as a psychologist I would not even have the oppor- t-unity to practice it.
In later years it has sometimes jolted mea bit to learn that 1 am, in the eyes of some others, a fraud, a person practicing medicine with- out a license, the author of a very superficial and damagingsort of therapy, a power seeker, a mystic, etc. AndI have been equally disturbed by equally extreme praise. But I have not been too much concerned because I have cometo feel that only one person at least in my lifetime, and perhaps ever can knowwhether what am doing is honest, thorough, open, and sound, or false and de- fensive and unsound, and I am that person.
I am happy to get all sorts of evidence regarding what I amdoing and criticism both friendly and hostile and praise both sincere and fawning are part of such evidence.
But to weigh this evidence and to determine its meaningand usefulness is a task I cannot refinquish to anyone else. In view of what I have been saying the next learning will prob- ably not surprise you. Experience is, for me, the highest authority. The touchstone of validity is myown experience. Neither the Bible nor the prophets--neither Freud nor research neither the revehtious of Godnor man--can take precedence over my owndirect experience.
Myexperience is the more authoritative as it becomesmore pri. Thus the hierarchy of experience would be most authoritative at its lowest level. Myexperience is not authoritative because it is infallible. It is the basis of authority because it can always be checked in newprimary ways. Nowanother personal learning.
I enjoy the discovering of orda in experience. It seems inevitable that I seek for the meaning or the orderliness or lawfulness in any large body of experience. It led meto search for the orderliness in all the conglomeration of things clg ulciaus did for children, and out of that came my book on The Cling cal Treatment of the Problem Child.
It led me to formulate the general principles which seemed to be operative in psychotherapy, and that has led to several books and manyarticles. It has led me into research to test the various types of lawfulness which I feel I have encountered in my experience. It is justified because it is satisfying to perceive the world as having order, and because rewarding results often ensue whenone understands the orderly relationships which appear in nature.
So I have come to recognize that the reason I devote myself to research, and to the building of theory, is to satisfy a need for per- ceiving order and meaning, a subjective need which exists in me. I have, at times, carried on research for other reasons--to satisfy others, to convince opponents and sceptics, to get ahead profession- ally, to gain prestige, and for other unsavory reasons.
These errors in judgment and activity have only served to convince me more deeply that there is only one sound reason for pursuing scientific activities, and that is to satisfy a need for meaning which is in me. Another learning which cost me much to recognize, can be stated in four words. Tbe facts are friendly. It has interested me a great deal that most psychotherapists, es- pecially the psychoanalysts, have steadily refused to makeany sci- entific investigation of their therapy, or to permit others to do this.
I can understand this reaction because I have felt it. Especially in our early investigations I can well rememberthe arLxiew of waiting to see howthe findings cameout. Supposeour hypotheses were dis- proved! Supposewe were mistaken in our views! Supposeour opinions were not justified! At such times, as I look back, it seems to me that I regarded the facts as potential enemies, as possible bearers of disaster.
I have perhaps been slow in comingto realize that the factS are always friendly. Every bit of evidence one can acquire, in any area, leads one that much closer to what is true. And being closer to the truth can never be a harmful or dangerous or unsatisfying thing. So while I still hate to readjust my thinking, still hate to give up old ways of perceiving and conceptualizing, yet at somedeeper level I have, to a considerable degree, cometo realize that these painful reorganizations are what is known as learning, and that thougb painful they ahvays lead to a more satisfying because somewhatmore accurate way of seeing life.
I feel if I can only puzzle my way through this problem that I will find a much more satisfying approximation to the truth. I feel sure the facts will be my friends. Somewherehere I want to bring in a learning which has been most rewarding, because it makes me feel so deeply akin to others. I can word it this way. Whatis most personalis most general. There have been times when in talking with students or staff, or in my writing, I have expressed myself in waysso personal that I have felt I was expressing an attitude which it was probable no one else could understand, because it was so uniquely my own.
Twowritten ex- amples of this are the Preface to Client-Centered Therapy regarded as most unsuitable by the publishers , and an article on "Persons or Science.
It has led me to believe that what is most personal and unique in each one of us is probably the very dement which would, if it were shared or expressed, speak most deeply to others. This has helped me to understand artists and poets as people who have dared co ex- press the unique in themselves.
There is one deep learning which is perhaps basic to all of the things I have said thus far. It has been forced upon meby more than twenty-five years of trying to be helpful to individuals in per- sonal distress. It is simply this. It has been my experience that per- sons have a basically positive direction.
In my deepest contacts with individuals in therapy, even those whose troubles are most disturb- ing, whose behavior has been most anti-social, whose feelings seem most abnormal, I find this to be true.
WhenI can sensitively under- stand the feelings which they are expressing, whenI amable to accept them as separate persons in their ownright, then I find that they tend to movein certain directions. And what are these direc- tions in which they tend to move? I have cometo feel that the more fully the individual is understood and accepted, the more he tends to drop the false fronts with which he has been meeting life, and the morehe tends to movein a direction which is forward.
I would not want to be misunderstood on this. I do not have a poflyanna view of humannature. I am quite aware that out of de- fensiveness and inner fear individuals can and do behave in ways which are incredibly cruel, horribly destructive, immature, regres- sive, anti-social, hurtful.
Yet one of the most refreshing and invigor- ating parts of myexperience is to workwith such individuals and to discover the strongly positive directional tendencies which exist in them, as in all of us, at the deepest levels. Let me bring this long list to a close with one final learning which can be stated very briefly. In my clients and in myself I find that when life is richest and most rewarding it is a flowing process.
To experience this is both fascinating and a little frightening. I find I am at my best whenI can let the flow of my experience carry me, in a direction which appears to be forward, toward goals of which I am but dimly aware. WhenI am thus able to be in process, it is clear that there can be no closed system of beliefs, no unchanging set of principles which I hold.
Life is guided by a changing understanding of and interpretation of my experience. It is always in process of becoming.
I trust it is clear now why there is no philosophy or belief or set of principles wbich I could encourage or persuade others to have or hold. I can only try to live by my interpretation of the currenz meaningof myexperience, and try to give others the permission and freedom to develop their owninward freedom and thus their own meaningful intcrpretation of their ownexperience.
If there is such a thing as truth, this free individual process of search should, I believe, converge toward it. Andin a limited way, this is also what I seem to have experienced. Partthey Curiously, II span span aa period of aix large segment of the country in their points of delivery -- Oberlin, Ohio; St.
Louis, Missouri; and Pasadena,California. In the folio. It is of interest to me that I present the facilitating relationship, and the outcomes, v. To By. Y the skill-- do I have whatever it takes to be of help to such an indi- vidual? For more than twenty-five years I have been trying to meet this kind of challenge.
But most of all it has meant a continual learning from my own experience and that of my colleagues at the Counseling Center as we have endeavored to discover for ourselves effective means of working with people in distress.
Gradually I have developed a way of working which grows our of that experience, and which can be tested, refined, and reshaped by further experience and by research. NowI would phrase the question in this way: Howcan I provide a relation- ship which this person mayuse for his own personal growth? It is as I have come to put the question in this second way that I realize that whatever I have learned is applicable to all of my human relationships, not just to working with clients with problems.
Perhaps I shunld start with a negative learning. It has gradually been driven hometo me that I cannot be of help to this troubled person by meansof any intellectual or training procedure.
No ap- proach which relies upon knowledge, upon training, upon the ac- ceptance of something that is taught, is of any use. It is possible to exphin a person to himself, to pre- scribe steps which should lead him forward, to train him in knowl- edge about a more satisfying modeof life. But such methodsare, in my experience, futile and inconsequential. The most they can ac- complish is some temporary change, which soon disappears, leaving the individual more than ever convinced of his inadequacy.
The failure of any such approach through the intellect has forced me to recognize that change appears to comeabout through experi- ence in a relationship. So I am going to try to state very. I can state the overall hypothesis in one sentence, as follows. If I can provide a certain type of relationship, the other person will discover within himself the capacity to use that relationship for growth, and change and personal development will occur.
Let me take separately the three major phrases in this sentence and indicate something of the meaningthey have for me. Whatis this certain type of relationship I would like to provide? I have found that the more that I can be genuine in the relation- ship, the more helpful it will be. This meansthat I need to be aware of my own feelings, in so far as possible, rather than presenting an outward facade of one attitude, while actually holding another atti- tude at a deeper or unconscious level.
Being genuine also involves the willingness to be and to express, in mywords and mybehaxior, the various feelings and attitudes which exist in me. It is only in this way that the relationship can have reality, and reality seems deeply important as a first condition. It is only by providing the genuine reality which is in me, that the other person can successfully seek for the reality in him.
It seems ex- tremely important to be real. As a second condition, I find that the more acceptance and liking I feel toward this individual, the moreI will be creating a relation- ship which he can use.
By acceptance I meana warmregard for him as a person of unconditional self-wotth--of value no matter what his condition, his behavior, or his feelings.
It means a respect and lilting for him as a separate person, a willingness for him to possess his ownfeelings in his ownway. It meansan acceptance of and re- gard for his attitudes of the moment,no matter how negative or positive, no matter how muchthey may contradict other attitudes he has held in the past.
This acceptance of each fluctuating aspect of this other person makesit for him a rehtionship of warmthand safety, and the safety of being liked and prized as a person seems a highly important element in a helping relationship. It is only as I understand the feelings and thoughts which seem so horrible to you, or so weak, or so sentimental, or so bizarre-- it is only as I see them as you see them, and accept them and you, that you feel really free to explore all the hidden nooks and frightening crannies of your inner and often buried experience.
Tiffs freedom is an important condition of the rehtionslfip. There is implied here a freedom to explore oneself at both conscious and unconscious levels, as rapidly as one can dare to embark on this dangerous quest. There is also a complete freedom from any type of moral or diagnostic evaluation, since all such evaluations are, I believe, always threatening.
Thus the relationship which I have found helpful is characterized by a sort of transparency on my part, in which my real feelings are evident; by an acceptance of this other person as a separate person with value in his ownright; and by a deep empathic understanding which enables me to see his private world through his eyes.
When these conditions are achieved, I becomea companionto myclient, accompanyinghim in the frightening search for himself, which he nowfeels free to undertake. But I would say that whenI hold in myself the kind of at- titudes I have described, and whenthe other person can to some degree experience these attitudes, then I believe that change and con- structive personal developmentwill invariably occur--and I in- clude the word "invariably" only after long and careful considera- tion.
The second phrase in myoverall hypothesis was that the individual will discover within himself the capacity to use this relationship for growth. I will try to indicate somethingof the meaningwhich that phrase has for me. Gradually myexperience has forced me to conclude that the individual has within himself the capacity and the tendency, latent if not evident, to move forward toward maturity.
In a suitable psychological cli- mate this tendency is released, and becomesactual rather than poten- tial. It is evident in the capacity of the individual to understand those aspects of his life and of himself which are causing him pain and dissatisfaction, an understanding which probes beneath his con- scious knowledgeof himself into those experiences which he has hidden from himself because of their threatening nature.
It shows itself in the tendency to reorganize his personality and his relation- ship to life in ways which are regarded as more mature. This tendency may become deeplv buried under layer after layer of encrusted psychological defenses; it may be hidden behind elaborate facades w a ch deny its existence; but it is mybe- lief that it exists in every individual, and awaits only the proper con- ditions to be released and expressed.
I have tried to put into words the type of capacity which the individual brings to such a rehtionship. The third phrase of my general statement was that change and per- sonal developmentwould occur. Here I can depart from speculation and bring in the steadily in- creasing body of sufid research knowledgewhich is accumulating. Weknownow that individuals wholive in such a relationship even for a rehtively limited numberof hours showprofound and signifi- cant changes in personality, attitudes, and behavior, changes that do not occur in matched control groups.
In such a relationship the in- dividual becomesmore integrated, more effective. He shows fewer of the characteristics which are usually termed neurotic or psychotic, and more of the characteristics of the healthy, well-functioning person.
He changes his perception of himself, becomingmore re- alistic in his views of self. He becomesmore like the person he wishes to be. He values himself more highly. He is more serf-con- fident and self-directing. He has a better understanding of himself, becomesmore open to his experience, denies or represses less of his experience.
He becomesmore accepting in his attitudes toward others, seeing others as more similar to himself. In his behavior he shows similar changes. He is less frustrated by mess, and recovers from stress more quickly. He becomesmore ma- ture in his everyday behavior as this is observed by friends.
He is less defensive, moreadaptive, more able to meet situations creatively. These are some of the changes which we now knowcomeabout in individuals who have completed a series of counseling interviews in which the psychological atmosphere approximates the relationship I described.
Each of the statements madeis based upon obiective evi- dence. Muchmore research needs to be done, but there can no longer be any doubt as to the effectiveness of such a relationship in producing personality change. The ex- citement comesfrom the fact that these findings justify an even broader hypothesis regarding all humanrelationships.
Thus it seems reasonable to hypo- thesize that if the parent creates with his child a psychological cli- mate such as we have described, then the child will becomemore self-directing, socialized, and mature. To the extent that the teacher creates such a relationship with his class, the student will becomea self-initiated learner, more original, more self-disciplined, less amy ious and other-directed.
If the administrator, or military or in- dustrial leader, creates such a climate within his organization, then his staff win becomemore self-responsible, more creative, better able to adapt to new problems, more basically cooperative. It ap- pears possible to me that we are seeing the emergenceof a new field of humanrelationships, in which we mayspecify that if certain attitudinal conditions exist, then certain definable changes will oc- cur.
I have tried to share with you something of what I have learned in trying to be of help to troubled, unhappy, maladjusted individuals.
I have formulated the hypothesis which has gradually come to have mean- hag for me-- not only in myrelationship to clients in distress, but in all myhumanrelationships. I have indicated that such research knowledgeas we have supports this hypothesis, but that there is muchmore investigation needed.
I should like now to pull together into one statement the conditions of this general hypothesis, and tile effects which are specified. I believe that this statement holds whether I am speaking of my relationship with a client, with a group of students or staff members, with my family or children. It seems to me that we have here a gen- eral hypothesis which offers exciting possibilities for the develop- ment of creative, adaptive, autonomouspersons.
Louis, in The other, in this sense, may be one individual or a group. To put it in another way, a help- ing relationship might be defined as one in which one of the par- ticipanrs intends that there should come about, in one or both parties, more appreciation of, more expression of, more functional use of the latent inner resources of the individual Nowit is obvious that such a definition covers a wide range of relationships which usually are intended to facilitate growth.
It would certainly include the relationship between mother and child, father and child. It wouldinclude the rehtiomhip betweenthe physician and his patient. The relationship between teacher and pupil would often comeunder this definition, though someteachers would not have the promotion of growth as thdr intent.
It includes almost all counselor-client rehtionships, whether we are speaking of educational counseling, vocational counseling, or personal counsel- hag. In this last-mentioned area it would include the wide range of relationships between the psychotherapist and the hospitalized psy- chotic, the therapist and the troubled or neurotic individual, and the relationship between the therapist and the increasing number of so- called "normal" individuals who enter therapy to improve their own functioning or accelerate their personal growth.
These are largely one-to-one relationships. But we should also think of the large numberof individual-group interactions which are intended as helping relationships. Loved each and every part of this book. I will definitely recommend this book to non fiction, psychology lovers. Your Rating:. Your Comment:.
0コメント