After two years he left the seminary to attend Teachers College, Columbia University, obtaining an M.A. in 1928 and a Ph.D. in 1931. While completing his doctoral work, he engaged in child study. In 1930, Rogers served as director of the Society for the Prevention of Cruelty to Children in Rochester, New York. From 1935 to 1940 he lectured at the University of Rochester and wrote "The Clinical Treatment of the Problem Child" (1939), based on his experience in working with troubled children. He was strongly influenced in constructing his client-centered approach by the post-Freudian psychotherapeutic practice of Otto Rank, especially as embodied in the work of Rank's disciple, noted clinician and social work educator Jessie Taft. In 1940 Rogers became professor of clinical psychology at Ohio State University, where he wrote his second book, "Counseling and Psychotherapy" (1942). In it, Rogers suggested that the client, by establishing a relationship with an understanding, accepting therapist, can resolve difficulties and gain the insight necessary to restructure their life.