This investigation of Carl Rogers's work explores the current status of the client-centered/person-centered approach within the United States and internationally. The status is revealed 1st by the volume of person-centered literature that has been published since Rogers's death in 1987. The prevalence of Rogers's work is also measured in the number of professional organizations, institutes, and journals dedicated to the person-centered approach. Finally, recent research on therapy outcomes, common factors, the working alliance, and therapeutic relationships has validated 2 or 3 of Rogers's core conditions-empathy, unconditional positive regard, and, possibly, congruence-as being critical components of effective psychotherapy.

This article summarizes the life and work of America's most influential counselor and psychotherapist, Carl Rogers. He developed the client‐centered, person‐centered approach; popularized the term client; pioneered the recording of counseling cases; conducted landmark research on counseling and psychotherapy; and was a leader in the humanistic psychology movement, and more. Later, he applied the person‐centered approach to resolving intergroup and international conflict. Work on the client‐centered approach continues, and current research validates many of Rogers's earlier contributions.

The author describes his evolution from a national leader of the values clarification movement to an active proponent of character education and comprehensive values education. Several critical theoretical and strategic issues in the recent history of values and character education are explored.

This paper explores some of the major components of the values clarification theory. The author presents his own expanded concept of the valuing process central to values clarification. Some of the most frequent criticisms of values clarification are discussed, including the charges that values clarification is "hedonistic, superficial, relativistic, value free, and without a cogent theoretical base." A major part of the paper summarizes the early research on values clarification and nineteen more recent studies. The author holds an eclectic point of view, arguing that values clarification is best achieved when combined with other thoughtful approaches to human growth and development.Since the publication of Values and Teaching (Raths, Harmin, & Simon, 1966), &dquo;values clarification&dquo; has become a popular approach in education and other helping professions. Along with its widespread use, there have been criticisms and several misunderstandings about what this approach is and what its goals actually are. Among other criticisms, values clarification has been called &dquo;hedonistic,&dquo; &dquo;superficial,&dquo; &dquo;relativistic,&dquo; &dquo;value free,&dquo; and devoid of any cogent theoretical base. A second criticism made is that values clarification has no sound basis in research-that we really know very little about whether the approach indeed helps accomplish its objectives: helping students become clearer about the values they do hold, helping them develop their own new values and value systems that lead to purposefulness and commitment, and helping them learn a valuing process that can serve them throughout their lives.Simultaneous with these criticisms, thousands of teachers, parents, counselors, and others have reported that this same approach has been of significant help to them in their work with students, children, and clients, or

Today’s “”just say no”” approach to moral education is as simplistic as the values clarification emphasis of the1960s and 1970s. One solution is to combine the best approachesof past decades. The Comprehensive Values Education modelis progressive and allembracing in content, methodology, andapplication throughout school and community.