教师资格考试中学教育知识与能力章节考点(6.2)（teacher qualification examination, middle school education, knowledge and competence, chapter 6.2）

教师资格考试中学教育知识与能力章节考点62（TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER62）TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER62THESECONDSECTION,PSYCHOLOGICALCOUNSELINGFORMIDDLESCHOOLSTUDENTSICONTENTSOFPSYCHOLOGICALCOUNSELINGFORMIDDLESCHOOLSTUDENTSTHEOBJECTOFMIDDLESCHOOLSTUDENTSPSYCHOLOGICALCOUNSELINGISTHENORMALSCHOOLSTUDENTS,USUALLYBYPROVIDINGINFORMATION,CHANGETHEENVIRONMENT,PROMOTETHESTUDENTSSELFEDUCATIONANDSELFIMPROVEMENT,TOOPTIMIZETHEPSYCHOLOGICALQUALITYOFSTUDENTSTHEPURPOSEOFPSYCHOLOGICALCOUNSELING,INCLUDINGLEARNINGCOUNSELING,EMOTIONALANDINTERPERSONALRELATIONSHIPCOUNSELINGANDOCCUPATIONSELECTIONCOUNSELINGILEARNINGGUIDANCETHEFACTORSINFLUENCINGTHESTUDENTSLEARNINGBOTHEXTERNALTEACHERSSOCIALETHOS,SCHOOLMANAGEMENT,TEACHINGLEVEL,FAMILYEDUCATIONANDOTHERFACTORS,THEREAREALSOSTUDENTSOWNFACTORS,BUTMOREIMPORTANTISTHESTUDENTSINTELLIGENCELEVEL,LEARNINGMOTIVATION,LEARNINGINTEREST,ATTITUDE,BELIEF,LEARNINGMETHODSANDHABITSOFTHEROLEOFINTERNALFACTORSPSYCHOLOGICALCOUNSELINGTOHELPSTUDENTSIMPROVELEARNINGMOTIVATION,ESTABLISHCORRECTLEARNINGATTITUDESANDBELIEFS,SCIENTIFICGRASPOFCOGNITIVESTRATEGIESANDIMPROVECOGNITIVELEVEL,FORMGOODLEARNINGHABITS,TOTEACHSTUDENTSHOWTOLEARN1ENHANCELEARNINGMOTIVATIONMOTIVATIONISTHEINTERNALMOTIVATIONOFLEARNINGACTIVITIES,ITCANSTIMULATESTUDENTSLEARNINGBEHAVIORLEARNINGBEHAVIORTOGUIDESTUDENTSTOACERTAINGOALMAINTAINANDSTRENGTHENORWEAKENLEARNINGBEHAVIOR,ACHIEVETHEGOALSOFLEARNINGSTUDENTSLEARNINGMOTIVATIONMAINLYBYACHIEVEMENTMOTIVATION,COMMUNICATIONMOTIVATIONANDCURIOSITYFORMEDTHEREFORE,REINFORCEMENTLEARNINGMOTIVATIONMEANSSETTINGAPPROPRIATELEVELOFASPIRATION,GIVEFULLPLAYTOTHEIRABILITY,TOESTABLISHAGOODINTERPERSONALENVIRONMENTINADDITIONTOUSINGTHETRADITIONALWAYOFTEACHERFEEDBACKINLEARNINGTOIMPROVESTUDENTSLEARNINGMOTIVATION,WESHOULDPAYMOREATTENTIONTOADJUSTTHEIREXPECTATIONSFORSTUDENTS,ENCOURAGESTUDENTSTOSUCCESS,SOTHATSTUDENTSCANEXPERIENCEASENSEOFACHIEVEMENTSELFMOTIVATION2CULTIVATEINTERESTINLEARNINGTHEINTERESTISTHESELECTIVITYTOWARDSTHEOBJECTIVETHINGS,THEENTHUSIASMITCANAFFECTAPERSONSBEHAVIORTHROUGHEMOTIONALRESPONSE,WHICHISINTERESTEDINTHEIRWORKANDSTUDY,DOYOUFEELHAPPYANDCOMFORTABLE,LEARNINGEFFICIENCYISHIGHONTHECONTRARY,IFTHELACKOFENTHUSIASM,FACEISNOTINTERESTEDINWORKANDSTUDYTHEEFFICIENCYISLOWFORMIDDLESCHOOLSTUDENTS,THEIRLEARNINGTOACERTAINEXTENTGOVERNEDBYINTERESTANDEMOTION,SOTHECULTIVATIONOFSTUDENTSINTERESTINISTOHELPTHEMUNDERSTANDTHEIMPACTOFTHEINTERESTINLEARNING,UNDERSTANDTHEIRLEARNINGINTEREST,TOFINDTHEREASONSFORTHELACKOFINTERESTINVARIOUSDISCIPLINES,CULTIVATEINTERESTINLEARNING3CORRECTATTITUDETOWARDSLEARNINGCANORGANIZESTUDENTSTODISCUSSTHEIRLEARNINGATTITUDEISCORRECTTHEREISNONEGLECT,INDIFFERENCE,ORAVOIDANCEOFPSYCHOLOGICALDEPENDENCEWHATISAGOODLEARNINGATTITUDEDIFFERENTLEARNINGATTITUDESAFFECTLEARNINGINLEARNINGATTITUDE,WHICHHAVEGOODPERFORMANCEANDSHORTCOMINGSHOWTOIMPROVEPOORLEARNINGATTITUDE4MASTERLEARNINGMETHODSBADLEARNINGMETHODSOFMIDDLESCHOOLSTUDENTSARELEARNINGWITHOUTPLANNING,NOTPAYINGENOUGHATTENTION,NOTSCIENTIFICUSEOFTIME,ROTELEARNING,LACKOFUNDERSTANDINGOFTHECONCEPTANDPRINCIPLE,DONOTPAYATTENTIONTOLEARNINGSTRATEGIES,DIDNOTFORMAGOODCOGNITIVESTRUCTURE,CANMAKEUSEOFTHEINFORMATION,EDUCATIONSHOULDGUIDESTUDENTSTOMASTERCORRECTLEARNINGMETHODS5,ADJUSTTHEEXAMMENTALITY,LEARNTHECORRECTATTRIBUTIONTHEEXAMINATIONISANIMPORTANTLINKOFTEACHING,ITCANTESTSTUDENTSLEARNINGLEVELEXAMINATIONISAKINDOFCOMPETITION,TOENABLESTUDENTSTOPRODUCESTRESSANDANXIETYEACHHIGHSCHOOLSTUDENTSHAVESELFESTEEMANDSELFMOTIVATED,WHENHEHADAPREMONITIONTHATUNDERACHIEVEMENTHURTPERSONALSELFESTEEMANDFUTURE,WILLPRODUCEANXIETYTHISTESTANXIETYISTOOSTRONGANDTOOWEAKWILLINFLUENCETHEEFFICIENCYOFLEARNINGTHEAPPROPRIATEANXIETYISHELPFULTOCONCENTRATEONPREPARINGFORTHEEXAMTOBEABSORBEDIN6FORMTHERIGHTLEARNINGBELIEFSFACTORSAFFECTINGSTUDENTSEFFECTIVELEARNINGANDTHINKINGISTHEAFFECTIVECHARACTERISTICSOFTHESTUDENTS,THESTUDENTSHELDINONEFIELDOFFAITH,THATISTOSAYWHETHERTHEYUNDERSTANDTHEMSELVESINLEARNINGANDPROBLEMSOLVINGABILITYANDMOTIVATIONTHEREFORE,THEFORMATIONOFTEACHERSHELPANDGUIDETHESTUDENTSTOLEARNTHECORRECTBELIEF,HELPSSTUDENTSAVOIDEFFECTIVELEARNINGBECAUSEOFEMOTIONALFACTORS7LEARNTOMONITORTHELEARNINGPROCESSMETACOGNITIONISTHEDECISIVEFACTORTOSOLVETHEPROBLEMOFSUCCESSFULLEARNING,ANDSKILLEDTHINKINGMETACOGNITION,ONEHANDREFERSTOTHEKNOWLEDGEABOUTINDIVIDUALCOGNITIVESUBJECT,COGNITIVETASKS,COGNITIVESTRATEGIES,METACOGNITIVEKNOWLEDGEONTHEOTHERHANDREFERSTOTHESELFREGULATINGSKILLSOFTHEIROWNCOGNITIVEACTIVITIES,IEMETACOGNITIVESKILLSAREIMPORTANTTHEINFLUENCEOFMETACOGNITIONONLEARNINGANDSOLVINGPROBLEMS,INOUREDUCATIONALPRACTICE,TEACHERSOFSTUDENTSMETACOGNITIVEACTIVITIESTOGIVEENOUGHATTENTION,ESPECIALLYTHETRAININGSYSTEMTOSTRENGTHENTHEMETACOGNITIVESKILLSTWOEMOTIONALANDINTERPERSONALCOUNSELING1EMOTIONALCOUNSELINGEMOTIONISTHEOBJECTIVETHINGSFORPEOPLETOMEETTHEIROWNNEEDSANDTHECORRESPONDINGATTITUDEEXPERIENCEACCORDINGTOTHEINFLUENCEONPEOPLESFEELINGS,EMOTIONSCANBEDIVIDEDINTOPOSITIVEEMOTIONSANDNEGATIVEEMOTIONSTWOKINDSOFPOSITIVEEMOTIONSISCONDUCIVETOPHYSICALANDMENTALHEALTHOFMIDDLESCHOOLSTUDENTSINTHEEMOTIONALCHARACTERISTICSOFIMPULSIVE,UNSTABLEANDEXTREMEETC,TOHISBADMOODLACKOFPROFOUNDUNDERSTANDINGTHEREFORE,TEACHERSINTEACHING,TOLETSTUDENTSUNDERSTANDTHEMOODANDPERFORMANCEONTHEEFFECTSOFPHYSICALANDMENTALHEALTHTHEN,STUDENTSAREREQUIREDTOUNDERSTANDTHEEMOTIONALCHARACTERISTICSOFTHEIROWNTHEPOSTTOLETSTUDENTSLEARNTOREGULATETHEIREMOTIONSTEACHERSSHOULDENCOURAGESTUDENTSTOCULTIVATEPOSITIVEMOODALSOPAYATTENTIONTOTHEEMOTIONALREACTIONDEGREE,THATEMOTIONISTOOSTRONGANDDURABLE,SUCHASEXCESSIVEJOYANDSORROW,ISNOTCONDUCIVETOPEOPLESPHYSICALANDMENTALHEALTH2INTERPERSONALCOUNSELING1HUMANRELATIONSTHEINTERPERSONALRELATIONSHIPCONTAINSTHREECOMPONENTSONEISTHECOGNITIVECOMPONENT,REFERSTOTHEINTERPERSONALRELATIONSHIPSTATUSOFUNDERSTANDING,ISTHEHUMANPERCEPTIONOFTHERESULTSTHESECONDISTHEEMOTIONALCOMPONENT,ISTHEBASISOFINTERPERSONALRELATIONSHIPS,BOTHEMOTIONALLYREFERSTOTHEDEGREEOFATTENTIONANDRELATIONSHIPTHIRDISTHEBEHAVIOROFCOMPONENTS,MEANSTHEACTUALINTERCOURSEANDRESULTSEXTERNALPERFORMANCESTUDENTSINTERPERSONALRELATIONSHIPREFERSTOTHERELATIONSHIPBETWEENPEOPLEANDPEOPLEINTHECLASSINTHOUGHTANDEMOTIONINTERACTDIRECTLY2THEMAINMANIFESTATIONSOFINTERPERSONALDIFFICULTIESINMIDDLESCHOOLSTUDENTSTHELONELYLONELINESSISAKINDOFHELPLESS,CAUSEDBYSTRAYLONELYBORINGANDUNPLEASANTEMOTIONALEXPERIENCETHECHARACTERISTICSOFSOCIALPHOBIASOCIALPHOBIAISANABNORMALFEARANDANXIETYONNORMALSOCIALACTIVITIESTHEAGGRESSIVEBEHAVIORASSETBACKS,ANXIETYRESTLESS,RAGE,WOUNDING,DAMAGEDGOODS,FORPARENTS,TEACHERSANDSTUDENTSALSOTRUCULENTANDUNREASONABLE,AGGRESSIVEBEHAVIOR3INTERPERSONALCOUNSELINGOFMIDDLESCHOOLSTUDENTSSTUDENTRELATIONSHIPISTHEMOSTBASICINTERPERSONALRELATIONSHIPAMONGHIGHSCHOOLSTUDENTSTEACHERSSHOULDTEACHSTUDENTSHOWTODEALWITHTHECONFLICTSBETWEENSTUDENTSTHETEACHERSTUDENTRELATIONSHIPISALSOANIMPORTANTINTERPERSONALRELATIONSHIPFORMIDDLESCHOOLSTUDENTSTOLEARNTOGETALONGWITHEACHOTHERTHREECAREERCHOICEGUIDANCE1,UNDERSTANDTHEPROFESSION,CULTIVATEPROFESSIONALCONSCIOUSNESSUNDERSTANDINGOFOCCUPATIONUNDERSTANDINGANDWORKONJOBREQUIREMENTSFORJOBSEEKERSUNDERSTANDINGOFTHEWORKITSELFINCLUDINGTHETASKANDPERFORMOTHERDUTIESHUMANREQUIREMENTINCLUDETHEEMPLOYEESREQUIREMENTSOFPROFESSIONALKNOWLEDGEANDOCCUPATIONSKILLS,PERSONALITY,PHYSICALABILITY,PROFESSIONALATTITUDEANDVALUESETCREQUIREMENTSTEACHERSTOCULTIVATESTUDENTSEMPLOYMENTCONSCIOUSNESS2PROVIDEPROFESSIONALINFORMATIONHELPSTUDENTSLEARNMOREABOUTCAREERINFORMATION,EMPLOYMENTINFORMATIONANDSOCIALDEVELOPMENT3HELPSTUDENTSUNDERSTANDTHEMSELVESONESIDEDEMPHASISONKNOWLEDGEANDLEARNING,ESPECIALLYPAYATTENTIONTOTHECULTIVATIONOFSTUDENTSLANGUAGEABILITYANDLOGICABILITY,WHILEIGNORINGTHEDEVELOPMENTOFOTHERSKILLSANDTRAINING,WHENTHESTUDENTSOUTOFTHESCHOOLGATE,FACINGTHEADAPTABILITYPROBLEMOFCHOOSING,SEEKINGBUSINESS,EMPLOYMENTANDOCCUPATION,THEYOFTENDONOTKNOWWHATTODO,ITISDIFFICULTTOADAPTTOTHEDIVERSIFIEDSOCIALDEVELOPMENTTHEREFOREANDSTUDENTSCANTHROUGHTHEEVALUATIONOFOTHERSTOREALIZETHEIRPOTENTIAL,CANALSOCOMETOKNOWTHEMSELVESTHROUGHTHEIROWNABILITY,CANALSOASKEXPERTSABOUTTHEIRACTIVITIESOFMEASUREMENTANDEVALUATIONTOASPECIALUNDERSTANDINGOFTHEIROWNTWO,THEWAYS,PRINCIPLESANDGOALSOFPSYCHOLOGICALCOUNSELINGFORMIDDLESCHOOLSTUDENTS1APPROACHESTOPSYCHOLOGICALCOUNSELLINGINSCHOOLS1SETTINGUPCOURSESONMENTALHEALTHEDUCATION2,OPENPSYCHOLOGICALCOUNSELINGACTIVITIES3,INFILTRATETHECONTENTOFMENTALHEALTHEDUCATIONINSUBJECTTEACHING4,COMBININGTHECLASSANDTEAMACTIVITIESTOCARRYOUTMENTALHEALTHEDUCATION5INDIVIDUALCOUNSELINGORCOUNSELING6GROUPCOUNSELINGTWOTHEPRINCIPLEOFPSYCHOLOGICALCOUNSELING1,THEPRINCIPLEOFFACINGALLSTUDENTS2,THEPRINCIPLEOFCOMBININGPREVENTIONWITHDEVELOPMENT3RESPECTANDUNDERSTANDTHEPRINCIPLESOFSTUDENTS4RESPECTTHEPRINCIPLEOFSTUDENTSUBJECTIVITY5,THEPRINCIPLEOFINDIVIDUALTREATMENT6,THEPRINCIPLEOFHOLISTICDEVELOPMENTTHREETHEAIMOFSCHOOLPSYCHOLOGICALGUIDANCETHEFIRSTISTOADJUST,INCLUDINGTHEADJUSTMENTANDADAPTATIONTHESECONDISTOSEEKDEVELOPMENTTHESETWOGOALS,ISTOADJUSTTHEBASICGOAL,ANDTHISISTHEMAINGOALOFPSYCHOLOGICALCOUNSELINGCANBECALLEDADAPTIVEGUIDANCESEEKDEVELOPMENTISTHEHIGHESTGOAL,ANDTHISISTHEMAINGOALOFPSYCHOLOGICALCOUNSELINGCANBECALLEDDEVELOPMENTCOUNSELINGTHREE,THEMAINMETHODOFPSYCHOLOGICALCOUNSELING1STRENGTHENINGMETHODSTRENGTHENINGMETHODISUSEDTODEVELOPNEWADAPTIVEBEHAVIORACCORDINGTOTHEPRINCIPLEOFLEARNING,ABEHAVIOR,IFFOLLOWEDBYAREINFORCINGSTIMULUS,THISBEHAVIORWILLHAPPENAGAINFOREXAMPLE,ASTUDENTCANTTALKWITHTHETEACHER,LEARNINGENCOUNTEREDDIFFICULTPROBLEMSDONOTHAVETHECOURAGETOASKTHETEACHERFORADVICE,WHENONCEHEDARETOTAKETHEINITIATIVETOTHETEACHERASKTHETEACHER,GIVEPRAISE,ANDPATIENTLYANSWER,THESTUDENTSCANLEARNTOTAKETHEINITIATIVETOASKTHETEACHERSBEHAVIOR2SYSTEMATICDESENSITIZATIONSYSTEMATICDESENSITIZATIONREFERSTOWHENSOMEONEFORSOMETHING,ASENSITIVEENVIRONMENTFEAR,ANXIETY,WECANDEVELOPANINCOMPATIBLEREACTIONINTHEBODY,WHICHCANCAUSEALLERGICREACTIONSTOTHINGS,SENSITIVEREACTIONDOESNOTOCCURFOREXAMPLE,ASTUDENTTOOAFRAIDOFTHECATWECANSEE,LETHIMCHOOSECATPICTURES,TALKABOUTCATSLETHIMWATCHFARCAGEDCAT,LETHIMNEARTHECAGECATFINALLYLETHIMTOUCHTHECAT,PICKUPTHECAT,THECATSREACTIONTOELIMINATEFEARTHISISTHE“DESENSITIZATION“SYSTEMATICDESENSITIZATIONPIONEEREDBYWALERPASYSTEMATICDESENSITIZATIONINVOLVESSEVERALSTEPS1RELAXTHEWHOLEBODY2SETUPTHESCALEOFANXIETYSTIMULATIONTHEANXIETYRATINGWASBASEDONTHESUBJECTIVEFEELINGSOFTHETUTOR,ANDTHETOPONEWASTHESTIMULUSTHATONLYCAUSEDTHELEASTDEGREEOFANXIETY3ANXIETYSTIMULATIONANDRELAXATIONACTIVITIESLETSTUDENTSEASILYSITONTHECHAIR,CLOSEYOUREYESANDMAKEMUSCLERELAXATIONEXERCISETOFULLYRELAX,ASKSTUDENTSTOIMAGINETHEANXIETYSCALEOFTHEFIRSTSTIMULUSSTIMULUSSITUATION,ANDTHENTRANSFERREDTOIMAGINESECONDSTIMULUSSITUATIONIFTHESTUDENTSFEELNERVOUS,TAKEMUSCLETENSION,MUSCLERELAXATIONEXERCISESANDTHENATTHESAMETIMEWITHAPASSIONTOIMAGINEENVIRONMENT,UNTILNOLONGERFEELANXIETYSOFAR3040SECONDSTORELAXMUSCLESAFTEREXERCISE,IMAGINETHERANKTABLETHIRDSTIMULUSSITUATIONSOTHROUGHTRAINING,UNTILTHERANKTABLEOFALLSTIMULUSSITUATION,IFTHE“RELAXEDIMAGINATION“TRAININGHASSOMEACHIEVEMENTS,CANLATERBEVERIFIEDINREALITYINTHECONTEXTOF3COGNITIVETHERAPYCOGNITIVETHERAPYPRODUCEDINTHEUNITEDSTATESINTWENTIETHCENTURY60TO70S,ACCORDINGTOPEOPLESCOGNITION,EMOTIONANDBEHAVIORAFFECTTHETHEORETICALHYPOTHESIS,THEADVERSECOGNITIVECOGNITIVEANDBEHAVIORALTECHNIQUESTOCHANGETHEQIUZHIPSYCHOLOGICALTHERAPY,TOCORRECTANDADAPTTOBADBEHAVIORCOGNITIVETHERAPYISANEWLYDEVELOPEDMETHODOFPSYCHOLOGICALTREATMENT,MAINLYFOCUSONITSCOGNITIVEPROBLEMSINPATIENTSWITHNONFUNCTIONAL,THEINTENTIONOFPSYCHOLOGICALPROBLEMSBYCHANGINGTHEPATIENTHIMSELF,TOTHEVIEWSANDATTITUDESTOCHANGEANDIMPROVETHEPRESENTATIONCOGNITIVETHERAPYISGENERALLYDIVIDEDINTOFOURTREATMENTPROCESSES1ESTABLISHINGMOTIVATIONFORHELPINTHISPROCESS,WESHOULDRECOGNIZEMALADAPTIVECOGNITION,ANEMOTIONALBEHAVIORTYPE,ANDPATIENTSANDTHERAPISTSTOACHIEVEACONSENSUSABOUTTHEIRPROBLEMSGIVEANEXPLANATIONOFTHEBADBEHAVIORANDESTIMATETHEEXPECTEDOUTCOMEOFTHECORRECTIONFOREXAMPLE,ITALLOWSTHEPATIENTTOMONITORHISTHOUGHTS,FEELINGS,ANDBEHAVIORS,ANDTHETHERAPISTGIVESDIRECTIONS,EXPLANATIONS,ANDCOGNITIVEDEMONSTRATIONS2TOCORRECTMALADAPTIVECOGNITIONINTHISPROCESS,PATIENTSSHOULDBEALLOWEDTODEVELOPNEWCOGNITIONANDBEHAVIORTOREPLACEMALADAPTIVECOGNITIONANDBEHAVIORFOREXAMPLE,THERAPISTSINSTRUCTPATIENTSTOAPPLYNEWCOGNITIONANDBEHAVIOREXTENSIVELY3DEVELOPTHECONCEPTOFCOMPETITIONINDEALINGWITHTHEPROBLEMSOFEVERYDAYLIFE,WITHNEWCOGNITIONAGAINSTTHEORIGINALCOGNITIONINTHISPROCESS,LETTHEPATIENTWILLPRACTICENEWCOGNITIVEMODELUSEDINTHESOCIALCONTEXT,TOREPLACETHEORIGINALCOGNITIVEMODEFOREXAMPLE,CANMAKETHEPATIENTFIRSTIMAGINEWAYSTOSOLVEPROBLEMSORPRACTICESIMULATIONOFACERTAINSITUATIONORUNDERCERTAINCONDITIONSTHATWERETRAININGWITHREALEXPERIENCE4CHANGEOFSELFCOGNITIONINTHISPROCESS,ASTHENEWCOGNITIONANDTRAININGRESULTS,PATIENTSWEREASKEDTOREEVALUATETHESELFEFFICACYANDSELFCOGNITIONANDROLEINDEALINGWITHTHESITUATIONFOREXAMPLE,INTHECOURSEOFPRACTICE,LETPATIENTSSELFMONITORINGBEHAVIORANDCOGNITION4VISITORCENTEREDTHERAPYTHEVISITORCENTERISALSOCALLEDTHEPATIENTCENTEREDTHERAPYTHERAPY,ISAUNIQUETHEORYSYSTEMOFFAMOUSHUMANISMPSYCHOLOGISTRODGERSINTHEPERIODL9381950WASFOUNDEDOVERTHEYEARS,THISTHEORYNOTONLYTHETHEORYANDPRACTICEOFMENTALHEALTH,BUTALSOONTHEEDUCATIONALPSYCHOLOGYANDTHEPSYCHOLOGYOFMANAGEMENTTHEORYANDPRACTICE,HASMOREANDMOREINFLUENCEWIDELYEVERYONEHASTHESURVIVAL,GROWTHANDPROMOTETHEDEVELOPMENTOFTHEIROWNINSTINCTOFSELFREALIZATIONTENDENCYRODGERSBELIEVESTHATTHETREATMENTFOCUSEDONTHEVISITORSHEREANDINTERNALMENTALPERFORMANCE,ALWAYSADHERETOTHEHARMONYANDFRANKVISITORSACTIVELYCONCERNEDABOUTTHECONDITIONSANDBASICAFFECTIONATTITUDETOWARDSTHETREATMENTOFHUMANUNDERSTANDING,THEDEVELOPMENTTENDENCYOFSELFREALIZATIONCANMAKETHETREATMENTOFRESOURCESTHISISANECESSARYANDSUFFICIENTCONDITIONFORTHEEFFECTIVENESSOFTREATMENTTHEREFORE,WITHOUTUSINGWHATTREATMENTTECHNOLOGY,SHOULDNOTTAKEDIRECTATTITUDETOWARDSEEKINGHELP5RATIONALEMOTIVETHERAPYRATIONALEMOTIVETHERAPYRET,ALSOCALLEDRATIONALEMOTIVETHERAPY,WASFOUNDEDIN1950SBYELLISINTHEUNITEDSTATES,ITISAKINDOFCOGNITIVETHERAPY,BECAUSEITADOPTSSOMEMETHODSOFTREATMENT,SOITISALSOCALLEDCOGNITIVEBEHAVIORALTHERAPYONTHEWHOLE