Carl Rogers' work in clinical psychology and psychotherapy has been as influential as it is vast and varied. However, as a topic of historical inquiry Rogers' approach to clinical psychology is beset by historiographical lacunae. Especially vague have been Rogers' own reflections about his student years (1925-1928) at Columbia University's Teachers College. Rogers claimed that he received the "backdrop" for the development of his approach to psychotherapy at the College. However, most historical literature has overlooked Rogers' early years by focusing on his later work. This article aims to shed light on Rogers' initial academic education by delving into his backdrop idea. I explore Rogers' early years at Columbia by using his retroactive appraisals as a conduit for reconstructing his first formal institutional context-Columbia's highly active but short-lived psycho-educational clinic. By drawing on several archival sources and unpublished materials, I will argue that the College's intellectual and institutional climate fostered Rogers' appreciation of experiential and cognitive learning while stimulating his intellectual independence as a clinical psychologist. The clinic put him in contact with real children, trained him in psychological tests, offered concrete professional role models, and pointed him toward his lifelong concern with human individuality. This contextual reading of Rogers' education allows for a deeper, more informed understanding of both his academic origins and his immediate intellectual context amid American clinical psychology during the interwar years. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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“心理治疗的背景”：Carl R. Rogers，心理测试，以及哥伦比亚大学师范学院的心理教育诊所（1924-1935）。

卡尔·罗杰斯 (Carl Rogers) 在临床心理学和心理治疗方面的工作具有影响力，因为它广泛而多样。然而，作为历史探究的主题，罗杰斯的临床心理学方法受到史学缺陷的困扰。罗杰斯自己对他在哥伦比亚大学师范学院的学生时代（1925-1928）的反思尤其含糊。罗杰斯声称他获得了在学院发展他的心理治疗方法的“背景”。然而，大多数历史文献都忽略了罗杰斯早年的工作，而忽略了他晚年的工作。本文旨在通过深入研究罗杰斯的背景思想来阐明罗杰斯的初始学术教育。我探索罗杰斯 早年在哥伦比亚大学通过使用他的追溯评估作为重建他的第一个正式机构背景的渠道 - 哥伦比亚高度活跃但短暂的心理教育诊所。通过利用几个档案来源和未发表的材料，我认为学院的知识和制度氛围培养了罗杰斯对体验式和认知学习的欣赏，同时激发了他作为临床心理学家的智力独立性。诊所让他接触真正的孩子，训练他进行心理测试，提供具体的专业榜样，并引导他终生关注人类个性。这种对罗杰斯教育的上下文阅读允许更深入，在两次世界大战之间的美国临床心理学中，对他的学术起源和直接的知识背景有更深入的了解。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。