Humanistic Psychotherapy

S Rubin and C Humphreys, Saybrook University, San Francisco, CA, USA

r 2016 Elsevier Inc. All rights reserved.

Introduction large part to increased postwar benefits and a stronger econ-

omy (Moss, 1999). The general outlook was more positive and
Humanistic psychology, or the Third Force of American focused on success, strength, and growth. After years of sacri-
Psychology, is an influential movement within the field of fice and loss, the zeitgeist of the time called for a less re-
psychology and throughout North American culture. Its core ductionist and more holistic, hopeful model for humanity. In
values and beliefs have permeated parenting practices, edu- response, the relatively young field of psychology and a few
cation, elder care, medical care, social services, social sciences, key theorists began to consider new ways of viewing humans
business and organizational practices, pastoral counseling, and and their experiences.
progressive political and social organizations. With specific In 1943, psychologist Abraham Maslow published “A
regard to clinical work, many of these principles of humanistic Theory of Human Motivation” in the Psychological Review. In
psychology have been embraced by theoretically diverse psy- his groundbreaking study, he investigated highly successful
chotherapy models. individuals rather than the ill or troubled patients used as
At its foundation, humanistic psychology and the larger subjects in previous studies. Maslow focused on healthy in-
Humanistic movement have sought to explore and understand dividuals and wrote of what motivated these ‘superior speci-
the fullness, complexity, and diversity of human experience mens.’ He developed a linear model, the hierarchy of needs,
(Jenkins, 2001; Moss, 1999). An individual is viewed by the- which was later organized by others into the visually appealing
orists and clinical practitioners as a whole person who pos- and useful pyramid structure. Beginning with basic physio-
sesses free-will, seeks freedom, and is capable of change. In this logical needs for survival, the steps of the pyramid lead up
perspective, human nature is viewed as essentially positive and through safety needs, love and belonging needs and esteem
when provided supportive conditions, is oriented toward needs. The tip of the pyramid represents self-actualization, a
constructive personal growth. These values are evident in need that Maslow suggested only a few actually seek or
Humanistic psychotherapy as clinicians honor their clients’ achieve. Maslow described these needs as motivational and
subjective experiences while approaching them with the belief suggested that a human must meet the lower needs of the
that they have choices and responsibilities, and are inherently pyramid before he or she would feel motivated to reach for
motivated to achieve their full potential. more. Maslow also believed that natural progression was
inevitable for humans unless a trauma or a failure occurred at
any level. This pyramid and other positive ideas that Maslow
History explored attracted the interest of both the scientific community
and the general population (Maslow, 1954). Maslow’s con-
In order to understand the values and practices inherent to tinued writings in journals and text books about positivity,
Humanistic psychotherapy, one must consider its roots. Hu- personality, and personal growth helped lay the foundation
manistic psychology originated in the 1940s and 1950s in and solidify the structure for the humanistic movement in
response to orthodox psychoanalysis and behaviorism, both modern psychology (Moss, 2001). Toward the end of his re-
popular psychological theories of the time. It was eventually markable life and career, Maslow was elected President of the
described as the ‘Third Force’ to represent its many differences American Psychological Association (APA) in 1968.
from these two predecessors. Whereas Sigmund Freud’s psy- At approximately the same time that Maslow was investi-
choanalysis focused on the patient’s psychopathology (prob- gating human motivation, psychologist Carl Rogers, a teacher
lems), unconscious impulses, early childhood traumas, and and therapist, was working with and writing about children
subsequent neuroses; humanistic psychology was positive who were having difficulties in school and at home. Rogers
about human potential and growth, focused on healthy indi- found that through the use of a nondirective approach and the
viduals and highlighted their strengths. It valued the whole provision of a safe and trusting relationship, the children were
person and honored the range of uniquely individual, human achieving positive growth. Influenced in part by Otto Rank’s
experiences. This focus on individual experiences and the earlier ideas and philosophies (Kramer, 1995), Rogers soon
whole human was also in contrast to behaviorism which ad- expanded his therapeutic work to adults and found similar
dressed human behaviors and often used laboratory research successes as he relied on the client’s innate and organic move
to replicate and generalize responses and behaviors. toward reaching his or her potential. In his research and
This new theory of psychology, the Third Force, gained practice, Rogers began to identify a set of six ‘necessary and
momentum after a turbulent time in American history (Lea- sufficient conditions’ that, if sustained over time in therapy,
hey, 1987; Schultz and Schultz, 1987). As second World War allow for positive change to occur. These conditions are (1) a
(WWII) ended in victory and with the changing social and therapist/client relationship, (2) an anxious or vulnerable cli-
political climate, Americans, in particular, were feeling opti- ent, (3) a therapist who is genuinely present and engaged in
mistic regarding equal opportunities in areas of education, fi- the relationship, (4) a therapist who cares for and has empathy
nancial success, social standing, home ownership, health care, for the client, (5) a therapist who actively works to understand
and political aspirations. The rising middle class was due in the client, and (6) a therapist who is then able to

Encyclopedia of Mental Health, Volume 2 doi:10.1016/B978-0-12-397045-9.00026-4 337

338 Humanistic Psychotherapy

communicate his or her understanding to the client who is of the here-and-now. Both were core concepts that were em-
asked about accuracy (Rogers, 1957, 1979). Rogers’ work in braced by the humanistic theory builders. An equally im-
identifying these conditions as essential for therapeutic change portant contributor to the growing field was Clark Moustakas.
provided a framework for the growing field of Humanistic In addition to his publications on Heuristic research, he wrote
psychotherapy. extensively on Humanistic values in child therapy, education,
Rogers (1942) published Counseling and Psychotherapy: New personal growth, sex, and creativity (Moustakas, 2000). James
Concepts in Practice where he first used the word client in place Bugental, a student of Rollo May, not only wrote of psycho-
of the previously used word patient which represented a sig- therapy but also provided hours of therapy and supervision
nificant change in the language of therapy (Farber et al., 1996). training videos for students of existential-humanistic psych-
This simple change seemed to address the power difference ology. Irvin Yalom, an existential writer and clinician has long
between two people working together and symbolized a shift been a key figure in the growth of existential-humanistic
away from a more hierarchical model. Rogers’ particular style psychology. Two of his written contributions that remain
of humanistic therapy soon became known as client-centered popular today include Group Therapy which was first published
therapy and, later, as person-centered therapy (see below). A in1970 and Existential Psychology, which followed in 1980.
later book, Client-Centered Therapy (Rogers, 1951), continued Clearly, these leading theoreticians and practitioners were just
to focus on nondirective therapy, the attitude of the therapist, a few among many that added to a significant shift in thinking
the client’s experience and the value of the therapeutic rela- about personality, motivation and the human experience that
tionship. It also addressed humanistic play therapy and group was timely (Leahey, 1987; Moss, 2001, 1999; Schultz and
therapy for the first time. Rogers and his students engaged in Schultz, 1987).
over ten years of scientific research that investigated his hy- In the 1950s and 1960s, the American public was not
potheses and clinical techniques using cutting edge research looking for an expert to tell them what was wrong with them.
methods of the time (O’Hara, 1995). He was also the first Instead, they wanted their unique differences to be honored
psychologist to use audio recordings of his therapy session for and their individual voices to be heard. With the increased
research purposes. In recognition of his groundbreaking con- demands for change, large groups of activists pursued the ex-
tributions to psychology, Rogers was elected President of the pansion of personal and cultural freedoms, particularly in the
APA in 1947 and was presented the Award for Distinguished areas of Civil Rights and equality for women. Protests against
Scientific Contributions by the APA in 1956. the Vietnam War, traditional gender roles and racial dis-
Many other theorists and practitioners contributed to the crimination were vital expressions of this expansive thrust.
birth and growth of humanistic psychology. Some of the early During changing times, these humanistic theorists radically
intellectual influences have been traced to William James chose to honor individuals’ subjective experiences, personal
(Taylor, 1999), Otto Rank (Kramer, 1995), Eric Fromm (Bur- creativity, rich therapeutic relationships, and the innate ability
ston, 1999a), Ronald Laing (Burston, 1999b) and George Kelly of humans to make positive change and reach their full po-
(Epting and Leitner, 1992). Another group of committed in- tential (Moss, 1999, 2001). Rogers, Maslow, and colleagues
dividuals worked alongside Carl Rogers and Abraham Maslow continued to develop separate but overlapping theories of
to create the Association for Humanistic Psychology (AHP) in humanistic psychology and psychotherapy that were perfectly
1961. One such theorist and clinician, Rollo May, who was aligned with the Human Potential Movement of the 1960s
often called the father of American Existential Psychotherapy, and 1970s.
wrote the seminal text Love and Will in 1969. Unlike Rogers’
belief that humans inherently move toward positive growth,
May asserted that humans are both good and evil. As a result, The Humanistic Therapist
it is confronting the choice and taking responsibility for it that
leads to individual and societal growth. May’s writings con- A visit to a humanistic psychotherapist or counselor today may
sistently addressed personal choice, freedom and responsi- vary in many ways depending on the therapist’s unique per-
bility. Charlotte Buhler, a developmental psychologist, sonality and style. However, the therapy does not include an
clinician, and educator who emigrated from Germany to emphasis on diagnosis, the provision of advice, or a request
America during WWII, first began researching and writing for an immediate retelling of the distant past. There will not be
about the whole person as early as the 1920s. She identified a manual or set of techniques that the therapist will perform,
four basic human tendencies that, when balanced, had the apply or prescribe. Instead, the session will begin simply with
potential to lead to personal fulfillment. Working in col- the therapist as an active listener, essentially one who works to
laboration with Maslow and Rogers and the AHP, Buhler was a fully understand the client’s experience. This process of em-
strong force in the development and growth of humanistic pathy involves checking in with the client to accurately
psychology (Bühler, 1972). Another key figure in the growing understand his or her experience and is valued as essential to
movement was Virginia Satir who developed, taught, and the therapeutic change process (Bohart and Greenberg, 1997;
wrote on her humanistic approach to family therapy. Satir’s Elliott et al., 2011; Rogers, 1975). Humanistic therapists are
theory focuses on communication, strengthening each mem- generally nondirective and value authenticity. They do not
ber’s self-esteem, and providing hope to families and larger assume to know exactly what a client feels or thinks and often
systems (Haber, 2002). Victor Frankl, the creator of logother- asks for clarifications regarding the client’s use of language in
apy and a Holocaust survivor, authored the classic text, Man’s order to be in sync with the client’s perceptions, understand-
Search for Meaning in 1959. Still in practice today, Fritz Perls’ ing, and personal meanings of their experience. For example,
Gestalt Therapy focuses on the whole person and an awareness a humanistic therapist would not only accept clients’
 Humanistic Psychotherapy 339

characterizations of themselves as depressed, but inquire as to by actively participating in the therapeutic relationship and
the various meanings and associations clients attribute to the engaging in the work of therapy (Cain, 2010). Client motiv-
experiences of their depression. Humanistic therapists accept ation and participation initiate the healing process within the
the client as the expert of his or her experience (Bohart and therapeutic relationship. For example, in humanistic therapies,
Tallman, 1999) and encourage the deepening and broadening clients drive the therapeutic process by choosing to share their
of understanding of experience. This orientation is apparent as stories. These clients work to trust their therapists, open up
the therapist asks about the client’s experience, demonstrates about their strengths and struggles, and attempt new ways of
empathy (Elliott et al., 2011; Rogers, 1975) and remains thinking, behaving, and being in the sessions. Time and again,
nonjudgmental about his or her choices. They often provide it is the clients who face their biggest fears while seeking per-
feedback and engage in a collaborative dialog, creating a safe sonal insight. Yet, they also are the ones who maintain hope
place for the clients to address both strengths and struggles. while imagining possible changes. These same clients then
Their sessions might include discussions focused on the cli- work to initiate change in-between sessions in the contexts of
ent’s self-worth and self-concept. In other words, how does the their lives. All of this work by the client drives the therapeutic
client truly feel about him or herself? How do those feelings change process.
filter through into relationships?
The Self of the Therapist is another vital concept within
humanistic therapy. Facilitating the therapeutic relationship Diversity and Culture Competence
requires extensive self-searching, self-awareness, and self-
development. Training and education involve extensive, in- Humanistic therapists do not consider themselves to be the
depth personal therapy, and intensive clinical training and expert of others’ experiences. Instead, they are genuinely
supervision on the part of the therapist. Indeed, learning committed to the client as the ultimate authority on his or her
about, adopting, and sustaining shared attitudinal qualities life. Their work is grounded in a consistent way of being that
that include authenticity, consistent acceptance, empathy and reflects congruence, acceptance, and empathic understanding
care for the other takes time and work. Yet, Humanistic of the other in the therapeutic dyad (Rogers, 1957). This
therapists choose not to learn manualized ways of interacting deeply held philosophical position inherently invites the
with clients. Instead, they challenge themselves with modeling clinician to remain open to and experience empathy for
human dignity and humanistic values in both their daily lives multiple realities of multicultural identities (e.g., age, eth-
as well as in clinical practice. Such preparation and commit- nicity, gender, gender identity, sexual orientation, socio-
ment provide the framework, structure, and experiences ne- economic status, religious, and spiritual orientation) (Quinn,
cessary to establish and negotiate the peaks, valleys and 2013; Jenkins, 1997). One of the primary goals of the therapist
complexities of the therapeutic relationship and process. is to provide a safe relationship for the client to explore his or
her individual values, assumptions, truths, and meaning-
making processes. Humanistic therapists simultaneously at-
The Therapeutic Relationship tend to their values, recognize when they are in conflict with
those of the clients, consult with colleagues, and consistently
Over the course of several sessions, humanistic therapy will pursue education about, and experience with, diverse cultures
feel like a real relationship. Though it is not an intimate and belief systems. While working with diverse individuals
friendship, it will certainly not feel sterile. The hope is to de- and systems, humanistic therapists consistently remind
velop an open, trusting and meaningful connection between themselves to question and reflect on their implicit assump-
the therapist and client. As a result, there is genuine warmth tions, broaden their awareness of diversity issues, and improve
and caring that will permeate the dialog. Humanistic therapists their multicultural competency and responsiveness. These
believe the therapeutic relationship and its careful develop- Humanistic principles have been described as conducive to
ment are essential to the change process. Therefore, during working with multicultural differences in therapy (Quinn,
sessions, there may be some discussion as to how it feels for 2013; Jenkins, 2001).
the client in the therapy room and in the relationship. Does it
feel safe to explore life’s issues with this particular therapist? Is
this a good relational fit for the client? The humanistic model Assessment
of therapy values an environment in which the client can
dialog with a trusted other. Humanistic assessment focuses on the issues that clients bring
to therapy. These struggles are often described as problems in
living (Szasz, 1960). Unlike many of other schools of thought
The Client or Person in Therapy in psychology, diagnostic labels are generally not provided.
However, there are often third party needs for diagnoses such
Humanistic therapists also believe that, in addition to the re- as insurance, legal, employment or agency requests for pay-
lationship, the client is an active agent of change in the ther- ment, assessment or documentation. Some clients also value
apeutic process. Though therapeutic tools may be helpful, they the diagnostic process and request as much. In such cases,
are not seen as the primary means to growth. Bohart and clients and therapists work in partnership to identify and de-
Tallman (1999) have presented research to demonstrate that it scribe what resonates for the client. Together, they develop
is not the therapist and his or her education or techniques that assessment goals, explore the client’s inner world and articu-
will create change. Rather, clients move toward positive growth late his or her strengths and struggles. As standard in the field
340 Humanistic Psychotherapy

of psychology, an assessment may include various tests, Person-Centered Psychotherapy

questionnaires, instruments, interviews, materials, and proto-
cols that are used in the process. These provide comparative Introduction
scores and qualitative responses that can fuel further clinical
Person-centered psychotherapy (PCT) is part of the larger
exploration and discussion with the client (Fischer, 2001). Any
person-centered approach and maintains its roots and core
humanistic assessment of a problem is a collaborative process,
values in humanistic psychology. These values and beliefs in-
one in which both the client and therapist actively engage. It is
clude a focus on “the potential of all human beings to self-
an intensely interpersonal task meant to both honor the client
right, actualize themselves, become more fully human and
as the expert of his or her experience and minimize potential
develop their capacities for a deep caring of others” (Cooper
power differentials.
et al., 2013, p. 1). Based on human development and positive,
Of note, humanistic psychologists have led the critique
personal growth, PCT does not pathologize the client. Instead,
of the classification system of Diagnostic and Statistical
as a nonjudgmental approach to talk therapy, PCT results in an
Manual of Mental Disorders (DSM), most recently identifying
empathic, therapeutic relationship where the person (or client)
the lack of scientific transparency and conflicts of interest
feels both heard and valued.
contributors had with the pharmaceutical industry in
Carl Rogers, the American psychologist, first developed the
the DSM-V.
Person-Centered Approach from his work with students and
therapy clients during the 1940s and 1950s. Initially referred
to as nondirective because the therapist did not drive the
Related Schools of Therapy content and process of therapy, it was later called client-cen-
tered psychotherapy. As Rogers’ thinking continued to evolve
From its formal naming in 1960, humanistic psychology was a into the 1980s, he eventually called his work person-centered.
diverse collective and amalgamation of influential leaders, He saw in this new title, a better description of all that he had
philosophical worldviews, clinical theories, and therapeutic learned of both the client’s and therapist’s shared participation
approaches. Accordingly, many clinical approaches fall under in the change process (Rogers, 1979).
the umbrella of humanistic psychotherapy. Among the hu-
manistic therapies are: person-centered therapy, contemporary
psychoanalysis, and psychodynamic psychotherapy, existential Brief History
psychotherapy, phenomenological psychotherapy, multi- Grounded in humanistic psychology, Rogers developed PCT as
cultural therapies, and expressive and process-experiential a therapy model during a time of political, social, cultural, and
therapies (Gestalt, focusing, psychodrama, emotion-focused, economic change in the United States. Major shifts in thinking
etc.). Many of the above therapies are often integrated and post-WWII and its subsequent decades resulted in both in-
cross-pollinated by practitioners in the attempt to tailor an dependent and collective pursuits of positive change. Indi-
effective mode of interpersonal contact and engagement for viduals and groups increasingly believed that they could reach
each unique client. their full potential. They valued diversity while honoring in-
Simultaneously, humanistic psychologists were discovering dividual differences. Millions worked for and dreamed of as-
the common ground of relational and intersubjective psy- serting choice and freedom. As this human potential
choanalysis, existential philosophy and meaning-centered movement of the 1960s and 1970s took place, the values that
psychotherapies (such as logotherapy and existential analysis). PCT reflected grew in international popularity within a
Other humanistic therapies that gained prominence during the multitude of disciplines and applications. In addition to
1960s and 1970s were increasingly experiential in nature: in- psychology, those working in education, politics, community
tensive experiences such as Gestalt therapy, psychodrama, and work, social transformation, and peace workshops sought out
encounter or T-Groups. These humanistic therapies also Rogers’ expertise. A prolific writer of articles, books and
honored the individual’s subjective experience, rich ther- chapters, his 1961 text, Becoming a Person, was the first
apeutic relationships and the innate ability of the client to psychology book to be on the best sellers’ list. Over the years,
make positive change and reach new potentials. Rogers traveled the world actively listening to and building
relationships with diverse others across disciplines often in
encounter groups, person-centered approach workshops, con-
Organizational Growth ferences and lectures. He frequently engaged in international
peace dialogs through the Carl Rogers Peace Institute. Just
In 1961, the American Association for Humanistic Psychology prior to his death in 1987, Rogers was nominated for a Nobel
was formed and Maslow helped to create the Journal of Hu- Peace Prize.
manistic Psychology. The Association of Humanistic Psychology
in Britain was founded in 1963. As a significant sign of its
The Person-Centered Therapist
growing respect and growth in the field of psychology, The
Society for Humanistic Psychology became an official Division Similar to working with a humanistic therapist, engaging in
of the APA in 1972 and continues to publish the journal, The therapy with a PCT therapist will be a unique experience. There
Humanistic Psychologist. These organizations remain active and will be individual differences across therapists based on their
vital to this day, offering trainings, annual conferences, and personalities and life experiences. However, these therapists
humanistic publications. will share a basic set of tenets or beliefs that guide their work.
 Humanistic Psychotherapy 341

They will value and work to build trust within the relationship The Therapeutic Relationship
while engaging in what Rogers described as facilitative con-
A person-centered therapist is committed to building a psycho-
ditions for growth. These conditions are genuineness (con-
logically safe relationship or therapeutic environment. Indeed,
gruence), acceptance (unconditional positive regard), and
the relationship between the therapist and client is seen as the
empathic understanding (Rogers, 1957, 1979).
primary vehicle of change in PCT. For, it is within a safe and
PCT therapists are committed to being genuine or real
trusting relationship that humans are able to face and work
during therapy sessions. They are not interested in presenting
through life’s challenges. Whereas in other therapeutic ap-
as experts of the client’s life or intent on teaching the client
proaches, the relationship is often described as a valuable tool
the errors of his or her ways. Nor do they apply a façade to
referred to as tools to help build the relationship, creating the
mask human emotions or responses. Instead, they bring
relationship is the therapy in PCT (Cooper et al., 2013). This
themselves and all they have learned as humans to the therapy
commitment to the relationship may also be evident in occa-
encounter. They remain present and attentive to the client.
sional questions about the client’s perception of the relationship.
Their years of education and work on their own personal and
professional issues in therapy and supervision or through
other experiential and contemplative practices inform who Diversity and Multicultural Competency
they are as therapists.
The therapist’s nonjudgmental acceptance of the client is Person-centered therapists view the other (client or person) as
the second of Rogers’ optimum conditions for change. Over the expert of his or her experience. As a result, they are com-
the years, this has also been referred to as unconditional mitted to working from within the other’s unique frame of
positive regard, caring for, or prizing of the client. Humanistic reference and worldview. Rogers’ facilitative conditions for
therapists work at developing, sustaining and sharing this at- therapy (congruence, acceptance, and empathic understanding)
titude of prizing or valuing others as it is essential to the are considered essential components for the development of
change process. Unconditional positive regard can be viewed strong therapeutic alliances with ethnically, racially, culturally,
in therapy sessions as the client explores both the perceived and spiritually diverse clients. In A Person-Centered Approach to
positive and negative aspects of his or herself, and the therapist Multi-cultural Counseling Competence, Quinn (2013) reports that
accepts and cares for the whole person without judgment. This “a number of 21st-century research studies have provided
model of therapy suggests that it is often during these mo- strong support for the person-centered approach as an effective
ments of feeling accepted even while being seen, flaws and all, and equivalent treatment for culturally diverse populations…”
that the client is able to make some movement toward positive (pp. 219–220). He hypothesizes two adaptations of Rogers’
growth. facilitative conditions to improve culture competence. Quinn
Empathic understanding is also central to the work of the suggests maintaining (1) congruence with the client’s view of
PCT therapist (Elliott et al., 2011; Rogers, 1975). It involves the his or her problems or illness and, (2) an accurate under-
therapist actively listening to the client, genuinely trying to standing of the client’s experience of the therapist. Theoretical
understand the other’s inner world and frequently checking in consistency further allows for a genuine exploration and ac-
to confirm accurate understanding. It is then adjusting or ceptance of client experiences of racial or ethnic micro aggres-
correcting the therapist’s perception of the client’s report when sions, mistrust, miscommunication or differences that may
inaccurate. A PCT session rich in empathy will involve a occur within the therapeutic dyad (Quinn, 2013).
therapist feeling close enough or attuned to the client to al-
most feel his or her emotions when shared. But, it is simul- Schools of Humanistic and Person-Centered Psychology and
taneously being far enough away to know that those emotions Therapy
belong to the client and not to the therapist. It is the therapist’s
sensitive, active listening that can allow the client to feel safe in Today, there are many identified schools of humanistic and
opening up and sharing. person-centered psychology and psychotherapy in the United
States: Saybrook University, California Institute of Integral
Studies, John F. Kennedy University, Sofia University, Pacifica
Graduate Institute, Sonoma State University, Seattle Uni-
The Client versity, Naropa University, Michigan School of Professional
PCT is built on the assumption that the client has a tre- Psychology, Chicago School of Professional Psychology, Uni-
mendous capacity for self discovery, self understanding, self versity of West Georgia, University of Dallas, Duquesne Uni-
direction, and self-actualizing. In a safe and trusting environ- versity, Point Park University, Union Institute, Immaculata
ment, it is believed that the client will be able to genuinely University, University of Memphis, and Fordham University.
face, reflect on, and accept the aspects of the self that are Internationally, there are strong humanistic psychology insti-
viewed as both strengths and struggles. In so doing, personal tutions in Brazil, Canada, England, Greece, Portugal, and Italy,
choices will be made that lead to continued positive growth. In as well as rapidly growing interest in China, and other
recent years, this has been described as the client as an active Southeast Asian countries.
agent of change (Bohart and Tallman, 1999).
When PCT is successful, the client feels accepted and valued
Renaissance in the 2000s
by another human being. In a genuine relationship, the hope
is that the client begins to feel worthy of such care and, in During the last decade, there has been a significant resurgence
response, begins to care for one’s self. in humanistic psychology’s research, theory, and practice
342 Humanistic Psychotherapy

(Rubin, 2011). Since 2008, the Society for Humanistic Handbook of Humanistic Psychology: Leading Edges in Theory, Research and
Psychology has hosted annual conferences to present the latest Practice. Thousand Oaks, CA: Sage Publications, pp. 525–538.
Haber, R., 2002. Virginia Satir: An integrated, humanistic approach. Contemporary
humanistic research, theories and clinical approaches. To date,
Family Therapy 24 (1), 23–24.
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for Humanistic Psychology Facebook Group (the largest of Bohart, A., Greenberg, L. (Eds.), Empathy Reconsidered: New Directions in
Division of the APA). Since 2005, both the Journal of Human- Psychotherapy. Washington, DC: APA Books, pp. 321–340.
istic Psychology and The Humanistic Psychologist have had record Jenkins, A.H., 2001. Humanistic psychology and multiculturalism: A review and
reflection. In: Schneider, K., Bugental, J., Pierson, J. (Eds.), The Handbook of
numbers of submissions and members all over the world. Humanistic Psychology. Thousand Oaks, CA: Sage, pp. 37–45.
Kramer, R., 1995. The birth of client-centered therapy: Carl Rogers, Otto Rank, and
“the beyond”. Journal of Humanistic Psychology 35, 54–110.
Leahey, T.H., 1987. History of Psychology, second ed. Englewood Cliffs, NJ:
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Motivation, and Mental Health. Positive Psychology. Psychodynamic Moss, D., 1999. The historical and cultural context of humanistic psychology: Ike,
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