\documentclass[10pt,a4paper]{article}

% Packages
\usepackage{fancyhdr}           % For header and footer
\usepackage{multicol}           % Allows multicols in tables
\usepackage{tabularx}           % Intelligent column widths
\usepackage{tabulary}           % Used in header and footer
\usepackage{hhline}             % Border under tables
\usepackage{graphicx}           % For images
\usepackage{xcolor}             % For hex colours
%\usepackage[utf8x]{inputenc}    % For unicode character support
\usepackage[T1]{fontenc}        % Without this we get weird character replacements
\usepackage{colortbl}           % For coloured tables
\usepackage{setspace}           % For line height
\usepackage{lastpage}           % Needed for total page number
\usepackage{seqsplit}           % Splits long words.
%\usepackage{opensans}          % Can't make this work so far. Shame. Would be lovely.
\usepackage[normalem]{ulem}     % For underlining links
% Most of the following are not required for the majority
% of cheat sheets but are needed for some symbol support.
\usepackage{amsmath}            % Symbols
\usepackage{MnSymbol}           % Symbols
\usepackage{wasysym}            % Symbols
%\usepackage[english,german,french,spanish,italian]{babel}              % Languages

% Document Info
\author{ElectroM}
\pdfinfo{
  /Title (the-self-concept-theory-of-carl-rogers.pdf)
  /Creator (Cheatography)
  /Author (ElectroM)
  /Subject (The Self-Concept Theory of Carl Rogers Cheat Sheet)
}

% Lengths and widths
\addtolength{\textwidth}{6cm}
\addtolength{\textheight}{-1cm}
\addtolength{\hoffset}{-3cm}
\addtolength{\voffset}{-2cm}
\setlength{\tabcolsep}{0.2cm} % Space between columns
\setlength{\headsep}{-12pt} % Reduce space between header and content
\setlength{\headheight}{85pt} % If less, LaTeX automatically increases it
\renewcommand{\footrulewidth}{0pt} % Remove footer line
\renewcommand{\headrulewidth}{0pt} % Remove header line
\renewcommand{\seqinsert}{\ifmmode\allowbreak\else\-\fi} % Hyphens in seqsplit
% This two commands together give roughly
% the right line height in the tables
\renewcommand{\arraystretch}{1.3}
\onehalfspacing

% Commands
\newcommand{\SetRowColor}[1]{\noalign{\gdef\RowColorName{#1}}\rowcolor{\RowColorName}} % Shortcut for row colour
\newcommand{\mymulticolumn}[3]{\multicolumn{#1}{>{\columncolor{\RowColorName}}#2}{#3}} % For coloured multi-cols
\newcolumntype{x}[1]{>{\raggedright}p{#1}} % New column types for ragged-right paragraph columns
\newcommand{\tn}{\tabularnewline} % Required as custom column type in use

% Font and Colours
\definecolor{HeadBackground}{HTML}{333333}
\definecolor{FootBackground}{HTML}{666666}
\definecolor{TextColor}{HTML}{333333}
\definecolor{DarkBackground}{HTML}{F4B183}
\definecolor{LightBackground}{HTML}{FDF5EF}
\renewcommand{\familydefault}{\sfdefault}
\color{TextColor}

% Header and Footer
\pagestyle{fancy}
\fancyhead{} % Set header to blank
\fancyfoot{} % Set footer to blank
\fancyhead[L]{
\noindent
\begin{multicols}{3}
\begin{tabulary}{5.8cm}{C}
    \SetRowColor{DarkBackground}
    \vspace{-7pt}
    {\parbox{\dimexpr\textwidth-2\fboxsep\relax}{\noindent
        \hspace*{-6pt}\includegraphics[width=5.8cm]{/web/www.cheatography.com/public/images/cheatography_logo.pdf}}
    }
\end{tabulary}
\columnbreak
\begin{tabulary}{11cm}{L}
    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{The Self-Concept Theory of Carl Rogers Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{ElectroM} via \textcolor{DarkBackground}{\uline{cheatography.com/146671/cs/35674/}}}
\end{tabulary}
\end{multicols}}

\fancyfoot[L]{ \footnotesize
\noindent
\begin{multicols}{3}
\begin{tabulary}{5.8cm}{LL}
  \SetRowColor{FootBackground}
  \mymulticolumn{2}{p{5.377cm}}{\bf\textcolor{white}{Cheatographer}}  \\
  \vspace{-2pt}ElectroM \\
  \uline{cheatography.com/electrom} \\
  \end{tabulary}
\vfill
\columnbreak
\begin{tabulary}{5.8cm}{L}
  \SetRowColor{FootBackground}
  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Published 24th November, 2022.\\
   Updated 26th November, 2022.\\
   Page {\thepage} of \pageref{LastPage}.
\end{tabulary}
\vfill
\columnbreak
\begin{tabulary}{5.8cm}{L}
  \SetRowColor{FootBackground}
  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Sponsor}}  \\
  \SetRowColor{white}
  \vspace{-5pt}
  %\includegraphics[width=48px,height=48px]{dave.jpeg}
  Measure your website readability!\\
  www.readability-score.com
\end{tabulary}
\end{multicols}}




\begin{document}
\raggedright
\raggedcolumns

% Set font size to small. Switch to any value
% from this page to resize cheat sheet text:
% www.emerson.emory.edu/services/latex/latex_169.html
\footnotesize % Small font.

\begin{multicols*}{3}

\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Background}}  \tn
% Row 0
\SetRowColor{LightBackground}
Personality theory is based on three central assumptions & 1. The individual has {\emph{constructive potential}}; \tn 
% Row Count 3 (+ 3)
% Row 1
\SetRowColor{white}
 & 2. The nature of the individual is basically {\emph{goal-directed}} \tn 
% Row Count 6 (+ 3)
% Row 2
\SetRowColor{LightBackground}
 & 3. The individual is {\emph{capable of changing}} \tn 
% Row Count 9 (+ 3)
% Row 3
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\bf{The individual person}}- the central figure in the actualisation of his own potential, with the environment playing a facilitating or inhibiting role.} \tn 
% Row Count 13 (+ 4)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.09034 cm} x{2.88666 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{The View of the Person Underlying the Theory}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Rogers' fundamental view of the person is \seqsplit{humanistic–phenomenological}.} \tn 
% Row Count 2 (+ 2)
% Row 1
\SetRowColor{white}
{\bf{Humanistic Approach}} & - He emphasises the {\emph{study of the individual}} as a whole and the active role that each person plays in actualising his or her own inherent potential. \tn 
% Row Count 9 (+ 7)
% Row 2
\SetRowColor{LightBackground}
 & - Individuals can be trusted trusted to follow a positive course in order to realise their potential and to become the best that they can be. \tn 
% Row Count 16 (+ 7)
% Row 3
\SetRowColor{white}
 & - Healthy people are aware of their positive and negative attributes, and that the constructive will triumph over the destructive. \tn 
% Row Count 22 (+ 6)
% Row 4
\SetRowColor{LightBackground}
 & - The environment plays {\emph{no more than a facilitating or inhibiting role}} in the realisation of the individual's potential. \tn 
% Row Count 28 (+ 6)
% Row 5
\SetRowColor{white}
{\bf{Phenomenological Approach}} & - The part played by people's subjective experience of their world, impact on behaviour of individuals' {\emph{self-concept}}. \tn 
% Row Count 34 (+ 6)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.09034 cm} x{2.88666 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{The View of the Person Underlying the Theory (cont)}}  \tn
% Row 6
\SetRowColor{LightBackground}
 & - The {\emph{ideal environment}} is one created by circumstances that allow individuals to see themselves exactly as they are, and in which all their potential can be realised. \tn 
% Row Count 8 (+ 8)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{The Structure of the Personality}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{The organism}}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}The total individual with all physical and psychological functions, is the central figure who interacts constantly with the dynamically changing world in which he or she lives.} \tn 
% Row Count 5 (+ 5)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{The phenomenal field}}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}Represents the totality of a person's perceptions and experiences, and includes:} \tn 
% Row Count 8 (+ 3)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}a. Perceptions of objects or events outside the person, and the meanings attached to them} \tn 
% Row Count 10 (+ 2)
% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}b. Inner experiences and meanings that relate to the person himself or herself.} \tn 
% Row Count 12 (+ 2)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{The self-concept}}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}A specific entity of a self that is composed of self-perception as well as perceptions of relationships with others and combined with values that are attached to these perceptions.} \tn 
% Row Count 17 (+ 5)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}The self-concept consists of a relatively stable pattern of integrated perceptions, it is flexible and changeable.} \tn 
% Row Count 20 (+ 3)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}The {\bf{ideal self}} is the self-concept the individual would most like to have.} \tn 
% Row Count 22 (+ 2)
% Row 7
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Psychologically healthy person}}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}- The ideal self is more or less realistic, attainable and in harmony with the self-concept.} \tn 
% Row Count 25 (+ 3)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}- The ideal self provides valuable guidelines for growth and development because it reveals the characteristics and ideals that the individual strives towards.} \tn 
% Row Count 29 (+ 4)
% Row 9
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Psychologically unhealthy person}}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}- The ideal self apparently represents extreme forms of the ideals set by others for the person, and it is not in tune with the real potential of the individual.} \tn 
% Row Count 34 (+ 5)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{1.55618 cm} x{1.51041 cm} x{1.51041 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{The Dynamics of the Personality}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{3}{x{5.377cm}}{{\bf{Congruent functioning}}- when the individual's self-concept corresponds with his or her potential} \tn 
% Row Count 3 (+ 3)
% Row 1
\SetRowColor{white}
\mymulticolumn{3}{x{5.377cm}}{{\bf{Incongruent functioning}}- when the individual's self-concept does not correspond with his or her potential.} \tn 
% Row Count 6 (+ 3)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{3}{x{5.377cm}}{{\bf{The role that the self-concept}} plays in perception and experience and how it affects behaviour.} \tn 
% Row Count 8 (+ 2)
% Row 3
\SetRowColor{white}
{\bf{The \seqsplit{Actualisation} Tendency}} & {\emph{The purpose of all life}} to become that self which one truly is. &  \tn 
% Row Count 13 (+ 5)
% Row 4
\SetRowColor{LightBackground}
 & {\emph{The actualising tendency}}- an inherent tendency of organisms to maintain themselves and to expand or grow in order to become what they can be. &  \tn 
% Row Count 24 (+ 11)
% Row 5
\SetRowColor{white}
 & - The {\emph{psychologically healthy or congruent person}} is someone whose self-concept and actual potential correspond.  The \seqsplit{actualisation} of the self-concept \seqsplit{(self-actualisation)} and the \seqsplit{actualisation} of the whole organism will be in harmony. &  \tn 
% Row Count 43 (+ 19)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{1.55618 cm} x{1.51041 cm} x{1.51041 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{The Dynamics of the Personality (cont)}}  \tn
% Row 6
\SetRowColor{LightBackground}
 & - The {\emph{psychologically unhealthy or incongruent person}}, the self-concept does not correspond with his or her actual potential. &  \tn 
% Row Count 10 (+ 10)
% Row 7
\SetRowColor{white}
{\bf{The Need for Positive Regard}} & {\emph{The need for positive regard from others}} & - Concerns the human being's basic need for approval, appreciation, love, admiration and respect. \tn 
% Row Count 18 (+ 8)
% Row 8
\SetRowColor{LightBackground}
 &  & - To fill this need, the individual sometimes adopts the wishes and values of another as his or her own and behaves in a particular way to earn esteem. \tn 
% Row Count 30 (+ 12)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{1.55618 cm} x{1.51041 cm} x{1.51041 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{The Dynamics of the Personality (cont)}}  \tn
% Row 9
\SetRowColor{LightBackground}
 & {\emph{The need for positive self-regard}} & - People require that esteem from others in order to esteem and feel positive about themselves \tn 
% Row Count 8 (+ 8)
% Row 10
\SetRowColor{white}
 &  & - Plays an important role in determining individual behaviour. \tn 
% Row Count 13 (+ 5)
% Row 11
\SetRowColor{LightBackground}
{\bf{Congruence and Incongruence}} & {\emph{Congruence}}- the ideal in which the individual is open to and conscious of all his or her experiences and can incorporate them into the \seqsplit{self-concept.} &  \tn 
% Row Count 25 (+ 12)
% Row 12
\SetRowColor{white}
 & {\emph{ A condition of worth}}-  a value taken over from others in order to be accepted &  \tn 
% Row Count 32 (+ 7)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{1.55618 cm} x{1.51041 cm} x{1.51041 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{The Dynamics of the Personality (cont)}}  \tn
% Row 13
\SetRowColor{LightBackground}
 & {\emph{Incongruence}}- when experiences contrary to the self-concept form part of the phenomenal field &  \tn 
% Row Count 8 (+ 8)
% Row 14
\SetRowColor{white}
 &  & - Individuals can exclude incongruent experiences from their \seqsplit{consciousness} by denying them, or they might distort the experiences to make them fit the \seqsplit{self-concept.} \tn 
% Row Count 21 (+ 13)
% Row 15
\SetRowColor{LightBackground}
{\bf{The Role of the Self-concept in Experience}} & 1. {\emph{Experiences may be ignored}} simply because at that moment they are irrelevant to the person's needs. At another time, however, the same experience might well be allowed into \seqsplit{consciousness}. &  \tn 
% Row Count 36 (+ 15)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{1.55618 cm} x{1.51041 cm} x{1.51041 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{The Dynamics of the Personality (cont)}}  \tn
% Row 16
\SetRowColor{LightBackground}
 & 2. {\emph{Experiences may be symbolised}} when they correspond with the individual's needs. &  \tn 
% Row Count 7 (+ 7)
% Row 17
\SetRowColor{white}
 & 3. {\emph{Experiences are denied}} access to \seqsplit{consciousness} because they are contrary to the \seqsplit{self-concept.} &  \tn 
% Row Count 15 (+ 8)
% Row 18
\SetRowColor{LightBackground}
 & {\bf{Subception}}- how someone determines whether an experience that he or she does not allow into \seqsplit{consciousness} is a threat. &  \tn 
% Row Count 25 (+ 10)
% Row 19
\SetRowColor{white}
{\bf{The Role of the Self-Concept in Determining Behaviour}} & The denied needs become so strong that they evoke behaviour in which they are satisfied directly, and not through channels that correspond with the \seqsplit{self-concept.} &  \tn 
% Row Count 38 (+ 13)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{1.55618 cm} x{1.51041 cm} x{1.51041 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{The Dynamics of the Personality (cont)}}  \tn
% Row 20
\SetRowColor{LightBackground}
 & Individuals function ideally when their \seqsplit{self-concepts} are congruent with their needs and feelings. &  \tn 
% Row Count 8 (+ 8)
\hhline{>{\arrayrulecolor{DarkBackground}}---}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.05965 cm} x{2.05965 cm} p{0.4577 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{The Development of the Personality}}  \tn
% Row 0
\SetRowColor{LightBackground}
The areas of human functioning: & - The interaction between the person's experience and his or her self-concept. &  \tn 
% Row Count 5 (+ 5)
% Row 1
\SetRowColor{white}
 & - The crucial role of the self-concept in determining behaviour. &  \tn 
% Row Count 9 (+ 4)
% Row 2
\SetRowColor{LightBackground}
{\bf{Organismic evaluation process}} & The organism's functioning is directed towards fulfilling its own needs, and it judges that which is advantageous as positive and that which is disadvantageous as negative &  \tn 
% Row Count 19 (+ 10)
% Row 3
\SetRowColor{white}
 & Deals with satisfying only the individual's own basic needs and not those of others. &  \tn 
% Row Count 24 (+ 5)
% Row 4
\SetRowColor{LightBackground}
 & {\emph{The self-concept develops}} gradually, as a result of the individual's interactions with the social environment in particular and as a consequence of the evaluation of others, and then begins to exert an influence on functioning. &  \tn 
% Row Count 37 (+ 13)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.05965 cm} x{2.05965 cm} p{0.4577 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{The Development of the Personality (cont)}}  \tn
% Row 5
\SetRowColor{LightBackground}
\mymulticolumn{3}{x{5.377cm}}{{\bf{The Development of The Self-Concept }}} \tn 
% Row Count 1 (+ 1)
% Row 6
\SetRowColor{white}
 & - Individuals attach specific meanings to experiences that involve them and that these are incorporated into the self-concept. &  \tn 
% Row Count 8 (+ 7)
% Row 7
\SetRowColor{LightBackground}
 & - Meanings and values which are not based on people's own experiences are also incorporated into their self-concepts. &  \tn 
% Row Count 15 (+ 7)
% Row 8
\SetRowColor{white}
 & {\bf{Significant Others}}- people who are closely connected to an individual and who help satisfy his or her need for positive regard play an important role in the development of that individual's self-concept. &  \tn 
% Row Count 27 (+ 12)
% Row 9
\SetRowColor{LightBackground}
{\bf{Unconditional Positive Regard}} & - are accepted by significant others for what they are, just as they are. &  \tn 
% Row Count 32 (+ 5)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.05965 cm} x{2.05965 cm} p{0.4577 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{The Development of the Personality (cont)}}  \tn
% Row 10
\SetRowColor{LightBackground}
 & - need not full specific requirements to gain the esteem of the significant others and are therefore able to acknowledge all their needs and express their feelings &  \tn 
% Row Count 10 (+ 10)
% Row 11
\SetRowColor{white}
 & - individuals' self-concepts are free to include all their experiences and there is congruence between their potential and their self-concepts. &  \tn 
% Row Count 19 (+ 9)
% Row 12
\SetRowColor{LightBackground}
 & Unconditional acceptance leads to complete actualisation of potential and allows individuals to realise all their innate abilities. &  \tn 
% Row Count 27 (+ 8)
% Row 13
\SetRowColor{white}
{\bf{Conditional Positive Regard }} & - the ideal environment in which individuals' potential can be fully actualised. &  \tn 
% Row Count 32 (+ 5)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.05965 cm} x{2.05965 cm} p{0.4577 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{The Development of the Personality (cont)}}  \tn
% Row 14
\SetRowColor{LightBackground}
 & - every person will sometimes experience non-acceptance by significant others and will feel worthy only when he or she has fulfilled certain conditions laid down by them. &  \tn 
% Row Count 10 (+ 10)
% Row 15
\SetRowColor{white}
 & The more conditional positive regard individuals receive, the more they include conditions of worth in their self-concepts and the more incongruent they become. &  \tn 
% Row Count 19 (+ 9)
\hhline{>{\arrayrulecolor{DarkBackground}}---}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Optimal Development}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Fully Functioning}}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}The wider the spectrum of experience available to people and the more integrated these experiences are in the self-concept, the better they will know themselves and be able to use their abilities and talents, choose constructive action and realise their potential fully} \tn 
% Row Count 7 (+ 7)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{The fully functioning person displays the following characteristics}}} \tn 
% Row Count 9 (+ 2)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{1. {\emph{A Growing Openness to Experience}}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}- concerned with a process of psychic adaptation where-by he or she moves away from defensiveness and is increasingly open to experience.} \tn 
% Row Count 13 (+ 4)
% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{2. {\emph{An Increasingly Existential Lifestyle}}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}- allows the person to approach experience without a preconceived structure, permitting the experience itself to form and reform the structure from moment to moment} \tn 
% Row Count 18 (+ 5)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{3. {\emph{Increasing Organismic Trust}}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}- they trust themselves increasingly when choosing behaviour appropriate to a specific situation.} \tn 
% Row Count 22 (+ 4)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{4. {\emph{Freedom of Choice}}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}- people who have to make career choices, are open to both the positive and the negative aspects of their abilities and to all relevant information available to them.} \tn 
% Row Count 27 (+ 5)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{5. {\emph{Creativity }}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}- this kind of person will adapt constructively to society but without being a conformist; he or she will be able to adjust to changing environments relatively easily and in a creative way.} \tn 
% Row Count 33 (+ 6)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Optimal Development (cont)}}  \tn
% Row 7
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{6. {\emph{Basic Reliability and Constructiveness}}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}- is basically good and open to a wide variety of his or her own needs and to the demands of the environment and society, can be trusted to act positively and constructively.} \tn 
% Row Count 5 (+ 5)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{7. {\emph{A Rich, full life}}} \tn 
\mymulticolumn{1}{x{5.377cm}}{\hspace*{6 px}\rule{2px}{6px}\hspace*{6 px}- person can experience moments of happiness, enjoyment and satisfaction, but adjectives such as enriching, exciting, rewarding, challenging and meaningful.} \tn 
% Row Count 10 (+ 5)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Views on Psychopathology}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{The incongruent person who is always on the defensive and cannot be open to all experiences can never function ideally and may even malfunction.} \tn 
% Row Count 3 (+ 3)
% Row 1
\SetRowColor{white}
When an incongruent experience on the unconscious level is experienced by subception, it threatens the self-concept and is accompanied by anxiety. & {\emph{Anxiety-}} the emotional (affective) response when the self-concept is threatened. \tn 
% Row Count 11 (+ 8)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{{\bf{Defence Mechanism}}} \tn 
% Row Count 12 (+ 1)
% Row 3
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\emph{Distortion}}- the incongruent experience is distorted to fit the self-concept so that the self-concept remains intact and is not disorganised.} \tn 
% Row Count 15 (+ 3)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{{\emph{Denial}}- the process whereby experiences that are not congruent with the self-concept are simply ignored and excluded from consciousness.} \tn 
% Row Count 18 (+ 3)
% Row 5
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\bf{Malfunctioning }}} \tn 
% Row Count 19 (+ 1)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Defensive behaviour reduces the person's consciousness of the threat, but not the threat itself.} \tn 
% Row Count 21 (+ 2)
% Row 7
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Rogers is opposed to attaching labels to people and will therefore not easily categorise behaviour as neurotic or psychotic.} \tn 
% Row Count 24 (+ 3)
% Row 8
\SetRowColor{LightBackground}
 & - The more incongruent the person, the more threatened he or she is by experiences, the more defensive he or she is and the more rigid the organisation of the self-structure. \tn 
% Row Count 33 (+ 9)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{p{0.4577 cm} x{1.8308 cm} x{2.2885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Implications and Applications}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{3}{x{5.377cm}}{{\bf{Psychotherapy}}} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
 & {\emph{The purpose of psychotherapy}}- to provide clients with the opportunity to come to know themselves fully and to reveal their potential. &  \tn 
% Row Count 10 (+ 9)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{3}{x{5.377cm}}{{\bf{The Therapeutic Process}}} \tn 
% Row Count 11 (+ 1)
% Row 3
\SetRowColor{white}
 & - the client is central and must take responsibility for his or her own change. &  \tn 
% Row Count 16 (+ 5)
% Row 4
\SetRowColor{LightBackground}
 & - therapist acts as a facilitator who creates a climate of unconditional positive regard, warmth and empathy in which the client feels free and safe to allow change and to strive towards congruence and the actualisation of his or her potential &  \tn 
% Row Count 32 (+ 16)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{p{0.4577 cm} x{1.8308 cm} x{2.2885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Implications and Applications (cont)}}  \tn
% Row 5
\SetRowColor{LightBackground}
 & - the individual is given the freedom to exercise autonomous choices and to act creatively, productively, constructively and responsibly. &  \tn 
% Row Count 9 (+ 9)
% Row 6
\SetRowColor{white}
\mymulticolumn{3}{x{5.377cm}}{{\bf{How the therapist can create a growth-facilitating climate}}} \tn 
% Row Count 11 (+ 2)
% Row 7
\SetRowColor{LightBackground}
 & 1. Sincerity or congruence of the therapist & - Clients are most likely to grow if the therapist is really able to be himself or herself in the relationship. \tn 
% Row Count 17 (+ 6)
% Row 8
\SetRowColor{white}
 &  & - There has to be congruence between what the therapist is experiencing deep inside, what is in his or her consciousness, and what he or she actually says to the client. \tn 
% Row Count 26 (+ 9)
% Row 9
\SetRowColor{LightBackground}
 &  & -	The therapist is an authentic person. \tn 
% Row Count 28 (+ 2)
% Row 10
\SetRowColor{white}
 & 2. The therapist's attitude of unconditional acceptance, or caring. & -	The therapist must be able to care in a non-possessive way, and the client must feel accepted, even though feelings of confusion, fear, fury, courage, love or pride may be expressed at any given moment. \tn 
% Row Count 39 (+ 11)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{p{0.4577 cm} x{1.8308 cm} x{2.2885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Implications and Applications (cont)}}  \tn
% Row 11
\SetRowColor{LightBackground}
 & 3. The therapist should understand with empathy. & - The therapist is so attuned to the client's world that he or she can clarify not only the meaning of experiences of which the client is aware, but also of experiences that lie just below conscious awareness. \tn 
% Row Count 11 (+ 11)
% Row 12
\SetRowColor{white}
 & {\bf{Function of the therapist: }} &  \tn 
% Row Count 13 (+ 2)
% Row 13
\SetRowColor{LightBackground}
 &  & a.	To observe from the client's frame of reference; \tn 
% Row Count 16 (+ 3)
% Row 14
\SetRowColor{white}
 &  & b.	To observe the world as the client sees it; \tn 
% Row Count 19 (+ 3)
% Row 15
\SetRowColor{LightBackground}
 &  & c.	To see the client as he or she sees himself or herself \tn 
% Row Count 22 (+ 3)
% Row 16
\SetRowColor{white}
 &  & d.	To put aside external observations and thereby communicate empathic understanding to the client. \tn 
% Row Count 27 (+ 5)
% Row 17
\SetRowColor{LightBackground}
\mymulticolumn{3}{x{5.377cm}}{{\bf{Education }}} \tn 
% Row Count 28 (+ 1)
% Row 18
\SetRowColor{white}
 & {\emph{The Jug and Mug Theory}} & - The instructor, or teacher, is the jug that pours knowledge from above into the passively receiving mug- the student. \tn 
% Row Count 34 (+ 6)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{p{0.4577 cm} x{1.8308 cm} x{2.2885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Implications and Applications (cont)}}  \tn
% Row 19
\SetRowColor{LightBackground}
 & The learning experience should be more than gaining knowledge; it should be meaningful to the individual and make a difference to his or her life &  \tn 
% Row Count 10 (+ 10)
% Row 20
\SetRowColor{white}
 & {\emph{Meaningful learning}} will take place in the following conditions: &  \tn 
% Row Count 15 (+ 5)
% Row 21
\SetRowColor{LightBackground}
 &  & a.	Pupils should be in an open, accepting atmosphere in which they can explore problems of value and meaning to themselves. \tn 
% Row Count 22 (+ 7)
% Row 22
\SetRowColor{white}
 &  & b.	Teachers should not force their own feelings on others. They should be sensitive and sympathetic and not just faceless representatives of the syllabus or merely sterile conveyor belts of knowledge \tn 
% Row Count 32 (+ 10)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{p{0.4577 cm} x{1.8308 cm} x{2.2885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Implications and Applications (cont)}}  \tn
% Row 23
\SetRowColor{LightBackground}
 &  & c.	Teachers should approach their students with warmth and acceptance, accept pupils unconditionally and empathise with their fears, expectations and disappointments when they are confronted with new material \tn 
% Row Count 11 (+ 11)
% Row 24
\SetRowColor{white}
 &  & d.	Teachers should place themselves and their knowledge at the disposal of the pupils, and should also offer a wide range of sources and material. These should be available if the pupils regard them as useful and want to use them, but they should never be forced on students. \tn 
% Row Count 25 (+ 14)
% Row 25
\SetRowColor{LightBackground}
 & A student-centred approach of this nature would require a radical change. &  \tn 
% Row Count 30 (+ 5)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{p{0.4577 cm} x{1.8308 cm} x{2.2885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Implications and Applications (cont)}}  \tn
% Row 26
\SetRowColor{LightBackground}
 &  & The teacher's role would have to change from that of instructor to facilitator \tn 
% Row Count 4 (+ 4)
% Row 27
\SetRowColor{white}
 &  & Compulsory evaluation through tests and examinations give way to a system whereby the pupils themselves decided whether their ability in a particular field should be rated in order to qualify for a specific career or if they qualified for the next level of education. \tn 
% Row Count 18 (+ 14)
% Row 28
\SetRowColor{LightBackground}
\mymulticolumn{3}{x{5.377cm}}{{\bf{Measurement and Research }}} \tn 
% Row Count 19 (+ 1)
% Row 29
\SetRowColor{white}
 & - Rogers opened the therapeutic situation to research. &  \tn 
% Row Count 23 (+ 4)
% Row 30
\SetRowColor{LightBackground}
 & - Rogers made extensive use of a method of content analysis in examining his therapy sessions &  \tn 
% Row Count 29 (+ 6)
% Row 31
\SetRowColor{white}
 & {\bf{Content analysis}}- It consists of categorising every word used by the client in relation to himself or herself during therapy. &  \tn 
% Row Count 38 (+ 9)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{p{0.4577 cm} x{1.8308 cm} x{2.2885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Implications and Applications (cont)}}  \tn
% Row 32
\SetRowColor{LightBackground}
 & The self in six categories: & 1.	Positive or approving; \tn 
% Row Count 2 (+ 2)
% Row 33
\SetRowColor{white}
 &  & 2.	Negative or disapproving; \tn 
% Row Count 4 (+ 2)
% Row 34
\SetRowColor{LightBackground}
 &  & 3.	Ambivalent; \tn 
% Row Count 5 (+ 1)
% Row 35
\SetRowColor{white}
 &  & 4.	Ambiguous references; \tn 
% Row Count 7 (+ 2)
% Row 36
\SetRowColor{LightBackground}
 &  & 5.	References to external objects and persons; and \tn 
% Row Count 10 (+ 3)
% Row 37
\SetRowColor{white}
 &  & 6.	Questions. \tn 
% Row Count 11 (+ 1)
% Row 38
\SetRowColor{LightBackground}
 & - Rogers used the well-known Q-technique &  \tn 
% Row Count 14 (+ 3)
% Row 39
\SetRowColor{white}
 &  & * subjects organise the statements into nine categories, with the most relevant descriptions in the ¬first category and the least relevant in the last. \tn 
% Row Count 22 (+ 8)
% Row 40
\SetRowColor{LightBackground}
 & - Rogers used questionnaires to evaluate both the therapeutic process and the effectiveness of the therapist. &  \tn 
% Row Count 29 (+ 7)
% Row 41
\SetRowColor{white}
 &  & * measures congruence between the therapist's organismic experience and his or her self-concept. \tn 
% Row Count 34 (+ 5)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{p{0.4577 cm} x{1.8308 cm} x{2.2885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Implications and Applications (cont)}}  \tn
% Row 42
\SetRowColor{LightBackground}
 &  & * measure self-esteem \tn 
% Row Count 2 (+ 2)
% Row 43
\SetRowColor{white}
 &  & * the Barrett-Lennard Relationship Inventory (BLRI) to measure empathy, acceptance and congruence \tn 
% Row Count 7 (+ 5)
% Row 44
\SetRowColor{LightBackground}
\mymulticolumn{3}{x{5.377cm}}{{\bf{The Interpretation and Handling of Aggression}}} \tn 
% Row Count 8 (+ 1)
% Row 45
\SetRowColor{white}
 & - People do sometimes choose behaviour that harms themselves or others, cultural influences are responsible for such destructive behaviour. &  \tn 
% Row Count 17 (+ 9)
% Row 46
\SetRowColor{LightBackground}
 & - A destructive course must be sought in the environment, and that healing takes place in an understanding, accepting atmosphere &  \tn 
% Row Count 25 (+ 8)
% Row 47
\SetRowColor{white}
 & - In South Africa, he worked with small groups in the hope that this would lead to the formation of more and more groups that would ultimately make a difference to the whole. &  \tn 
% Row Count 36 (+ 11)
\hhline{>{\arrayrulecolor{DarkBackground}}---}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{p{0.4577 cm} x{3.6616 cm} p{0.4577 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Evaluation of the Theory}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{3}{x{5.377cm}}{{\bf{Criticism}}} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
 & - The client-centred approach are criticised for not confronting negative, hostile and aggressive feelings, Rogers does acknowledge the existence of negative, destructive feelings like aggression and anger. &  \tn 
% Row Count 8 (+ 7)
% Row 2
\SetRowColor{LightBackground}
 & - Applying Rogers' theoretical principles to everyday life can also be a problem &  \tn 
% Row Count 11 (+ 3)
% Row 3
\SetRowColor{white}
 & - Rogers' distinction between rejection of behaviour and rejection of the person can also be problematic in reality &  \tn 
% Row Count 15 (+ 4)
% Row 4
\SetRowColor{LightBackground}
 & - Some concepts in Rogers' theory are difficult to defi¬ne operationally and therefore difficult to verify. &  \tn 
% Row Count 19 (+ 4)
% Row 5
\SetRowColor{white}
 & -In education, although the person-centred approach might sound rather idealistic, it does offer valuable principles to teachers &  \tn 
% Row Count 23 (+ 4)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{3}{x{5.377cm}}{{\bf{In Summary}}} \tn 
% Row Count 24 (+ 1)
% Row 7
\SetRowColor{white}
 & - Rogers' theory made a particularly valuable contribution in focusing people's attention on human worth and potential. &  \tn 
% Row Count 28 (+ 4)
% Row 8
\SetRowColor{LightBackground}
 & - Made the process of therapy accessible to research, thereby creating greater scope for investigation, change and growth. &  \tn 
% Row Count 32 (+ 4)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{p{0.4577 cm} x{3.6616 cm} p{0.4577 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Evaluation of the Theory (cont)}}  \tn
% Row 9
\SetRowColor{LightBackground}
 & - Rogers identified for a growth-promoting climate continue to serve as a basis for most therapeutic contexts. &  \tn 
% Row Count 4 (+ 4)
\hhline{>{\arrayrulecolor{DarkBackground}}---}
\end{tabularx}
\par\addvspace{1.3em}


% That's all folks
\end{multicols*}

\end{document}