Why Did Rogers Use Silence In Counselling
According to Rogerian theory, during the session, Rogers facilitates the client volunteer with unconditional positive regard and process to reflect what PeterAnne is saying. Also, Rogers does not intentionally try to focus on PeterAnne experiencing processes (Temaner Brodley, 1996). However, he uses intention perceived by his client with no goals, nonverbal nodding, empathic and reflective listening while mirroring back in a non-judgmental way. Moreover, the silence process is used to reflect what PeterAnne was feeling. For example, Rogers begins to mirror PeterAnne’s nonverbal cues by crossing and uncrossing his legs when she does. Also, Rogers questions are open-ended, and he communicates validation in tracking PeterAnne’s replies that make
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Interestingly, silence assists to regulate the course of the conversation, relevant information, and the interaction process in which silence and pauses help to maintain the conversational dialogue. It is informative to know that the intention of silence frequently is contingent on who initiates the pause. I found personally impacting that the use silence may convey feelings, or help to think over a problem, to call to mind or avoid an emotion, or to just process the moment (Cormier et al., 2013, p. 117). Interestingly, is my expansion of words for feelings that are essential in my professional development. According to Temaner Brodley (1996), ninety percent of Rogers's empathic following responses either use specific words that express the client's self as a source of reactions that include words for feelings (Temaner Brodley, 1996). Moreover, what I found interesting in my personal development is that it is essential to be mindful when delving into an individual’s personal life and clarifying more than a client communicates in their awareness, as well as what is beneath the “level of awareness” (Rogers, 1977 in Cormier, 2013, p. 129). Finally, learning to respond empathically to a client may be “an attempt to think with, rather than for or about the client” (Brammer, Abrego, & Shostrom, 1993, p. 98, in Cormier et al., 2013, p. 86). Therefore, learning to be aware that it is essential to respond to the client’s frame of
Interestingly, silence assists to regulate the course of the conversation, relevant information, and the interaction process in which silence and pauses help to maintain the conversational dialogue. It is informative to know that the intention of silence frequently is contingent on who initiates the pause. I found personally impacting that the use silence may convey feelings, or help to think over a problem, to call to mind or avoid an emotion, or to just process the moment (Cormier et al., 2013, p. 117). Interestingly, is my expansion of words for feelings that are essential in my professional development. According to Temaner Brodley (1996), ninety percent of Rogers's empathic following responses either use specific words that express the client's self as a source of reactions that include words for feelings (Temaner Brodley, 1996). Moreover, what I found interesting in my personal development is that it is essential to be mindful when delving into an individual’s personal life and clarifying more than a client communicates in their awareness, as well as what is beneath the “level of awareness” (Rogers, 1977 in Cormier, 2013, p. 129). Finally, learning to respond empathically to a client may be “an attempt to think with, rather than for or about the client” (Brammer, Abrego, & Shostrom, 1993, p. 98, in Cormier et al., 2013, p. 86). Therefore, learning to be aware that it is essential to respond to the client’s frame of