Tag: PCT: Personal Construct Theory

Who was George Alexander Kelly (1905-1967)?

Published on by Andrew Marshall1 Comment

Introduction

George Alexander Kelly (28 April 1905 to 06 March 1967) was an American psychologist, therapist, educator and personality theorist. He is considered a founding figure in the history of clinical psychology and is best known for his theory of personality, personal construct psychology. Kelly’s work has influenced many areas of psychology—including constructivist, humanistic, existential, and cognitive psychology.

Biography

George Alexander Kelly was born in 1905 on a farm near Perth, Kansas to two strictly religious parents. He was their only child. They moved frequently during his childhood years, resulting in a fragmented early education. He later attended Friends University and Park College, where he received a bachelor’s degree in physics and mathematics. Early on, he was interested in social problems, and he went on to get his master’s degree in sociology at the University of Kansas, where he wrote a thesis on workers’ leisure activities. He also completed minor studies in labour relations.

Kelly taught at various colleges and other institutions, with course topics ranging from speech-making to “Americanization”. In 1929, after receiving an exchange scholarship, he completed a Bachelor of Education degree at the University of Edinburgh in Scotland, writing a thesis dealing with the prediction of teaching success. He then returned to the United States to continue psychology studies and completed a graduate and doctoral degrees in psychology at the State University of Iowa in 1931. After he received his Ph.D. in psychology, Kelly worked as a psychotherapist in Kansas. His dissertation was on speech and reading disabilities. For some years before World War II, Kelly worked in school psychology, developing a program of travelling clinics which also served as a training ground for his students. He had a keen interest in clinical diagnosis. It was during this period that Kelly left behind this interest in psychoanalytic approach to human personality, because he said people were more troubled by natural disasters than any psychological issue, such as the libidinal forces.

During World War II, Dylan Brundage and Kelly worked as aviation psychologists, where, among other things, Kelly was responsible for a training program for local civilian pilots. After the war and a brief tenure as a psychology faculty member at the University of Maryland, he was appointed professor and director of clinical psychology at the Ohio State University, where he remained until 1965. Under his guidance, OSU’s graduate psychology training programs became some of the best in the United States, offering a unique blend of clinical skills and a strong commitment to scientific methodology.

It is also at OSU that Kelly developed his major contribution to the psychology of personality. The Psychology of Personal Constructs was published in 1955 and achieved immediate international recognition, gaining him visiting appointments at various universities in the US as well as in Europe, the former Soviet Union, South America, the Caribbean, and Asia. He was also elected president of the clinical and the consulting divisions of the American Psychological Association, and served as president of the American Board of Examiners in Professional Psychology, providing expertise and insight, especially regarding ethical issues.

Kelly went on a world tour in 1961, invited to speak about his essays and articles all over the country. In 1964, Kelly wrote a paper for the First Old Saybrook Conference, which has been renamed to Association for Humanistic Psychology (AHP). Kelly’s paper, “The threat of aggression”, was later published in the Journal of Humanistic Psychology. Kelly transferred from Ohio State University to Brandeis University in the United States for the psychology department.

Kelly noted: “Johann Herbart’s work on education and particularly mathematical psychology influenced me. I think mathematics is the pure instance of construct functioning—the model of human behavior” Although Kelly was influenced by Herbart—a philosopher, psychologist, and founder of pedagogy as an academic discipline – some of Kelly’s inspiration for the theory of personal constructs came from a close friend of his. Namely, this friend had been an actor in some drama in college, and for two or three weeks he really got into his character and lived it as it was the real him. Kelly, unlike many people who would see this only as a sheer affectation, thought this was the expression of his real self and the behaviour was authentic.

Kelly also worked extensively on researching the implications and applications of his theory, while continuing to work in clinical psychology. Joseph Rychlak is among his prominent students who expanded on his theories. Brendan A. Maher, who became a professor himself, published a selection of Kelly’s essays and articles after his death. Kelly had all his students refer to him as “Professor Kelly”, however when they would receive a Ph.D. dissertation they could call him George and he would also call them by their first name instead of “Miss”, “Mrs.”, or “Mister”.

George Kelly left OSU to take an endowed faculty position as the Mashulam and Judith Riklis Chair in Behavioural Science at Brandeis University in 1965. Kelly died on March 6, 1967, at the age of 61, just two years after accepting the Riklis Chair of Behavioural Science at Brandeis University.

Kelly’s ideas are still used in today’s findings to explore personality into greater depths. His ideas also help to uncover the patterns of behaviour.

Work

Kelly’s Concerns

Kelly did not like his theory being compared to other theories. Oftentimes, people believed Kelly’s personal construct theory was similar to humanistic theories or cognitive theories, but Kelly thought of his theory as its own category of theories. Some say Kelly was similar to Ulric Neisser, “the father of cognitive psychology”, because they both studied cognitive psychology characteristics, others say Kelly was similar to Abraham Maslow, the creator of Maslow’s hierarchy of needs, because they both studied humanistic psychology characteristics. Although Kelly’s research had some humanistic psychology characteristics, it differed from that field in many ways as well. Kelly rejected being labelled as a cognitive psychologist—to the extent that he almost wrote another book stating his theory had no link to cognitive theories.

Kelly saw that current theories of personality were so loosely defined and difficult to test that in many clinical cases the observer contributed more to the diagnosis than the patient. If people took their problems to a Freudian analyst, they would be analysed in Freudian terms; a Jungian would interpret them in Jungian terms; a behaviourist would interpret them in terms of conditioning; and so on.

Kelly acknowledged that both the therapist and patient would each bring a unique set of constructs to bear in the consulting room. Therefore, the therapist could never be completely “objective” in construing their client’s world. The effective therapist was, however, one who construed the patient’s material at a high level of abstraction within the patient’s (as opposed to the therapist’s) system of construction. The therapist could then comprehend the ways in which the patient saw the world that were disordered and help the patient to change their maladaptive constructs.

Personal Construct Psychology

Refer to Personal Construct Theory.

Kelly’s fundamental view of personality was that people are like naïve scientists who see the world through a particular lens, based on their uniquely organised systems of construction, which they use to anticipate events. Personal construct theory explores the individual’s map they form by coping with the psychological stresses of their lives. But because people are naïve scientists, they sometimes employ systems for construing the world that are distorted by idiosyncratic experiences not applicable to their current social situation. A system of construction that chronically fails to characterise and/or predict events, and is not appropriately revised to comprehend and predict one’s changing social world, is considered to underlie psychopathology (or mental illness.)

The body of Kelly’s work, The Psychology of Personal Constructs, was written in 1955 when Kelly was a professor at Ohio State University. The first three chapters of the book were republished by W.W. Norton in paperback in 1963 and consist only of his theory of personality which is covered in most personality books. The re-publication omitted Kelly’s assessment technique, the rep grid test, and one of his techniques of psychotherapy (fixed role therapy), which is rarely practiced in the form he proposed.

Kelly believed that each person had their own idea of what a word meant. If someone were to say their sister is shy, the word “shy” would be interpreted in different ways depending on the person’s personal constructs they had already associated with the word “shy”. Kelly wanted to know how the individual made sense of the world based on their constructs. Kelly believed that a person’s own meaning and definition is the foundation of who and what that person is and helps give shape to a person’s idea of what the world is based on their individual constructs.

On the other hand, Kelly’s fundamental view of people as naïve scientists was incorporated into most later-developed forms of cognitive-behavioural therapy that blossomed in the late 70s and early 80s, and into intersubjective psychoanalysis which leaned heavily on Kelly’s phenomenological perspective and his notion of schematic processing of social information. Kelly’s personality theory was distinguished from drive theories (such as psychodynamic models) on the one hand, and from behavioural theories on the other, in that people were not seen as solely motivated by instincts (such as sexual and aggressive drives) or learning history but by their need to characterise and predict events in their social world. Because the constructs people developed for construing experience have the potential to change, Kelly’s theory of personality is less deterministic than drive theory or learning theory. People could conceivably change their view of the world and in so doing change the way they interacted with it, felt about it, and even others’ reactions to them. For this reason, it is an existential theory, regarding humankind as having a choice to reconstrue themselves, a concept Kelly referred to as constructive alternativism. Constructs provide a certain order, clarity, and prediction to a person’s world. Kelly referenced many philosophers in his two volumes but the theme of new experience being at once novel and familiar (due to the templates placed on it) is closely akin to the notion of Heraclitus: “we step and do not step in the same rivers.” Experience is new but familiar to the extent that it is construed with historically derived constructs.

Kelly defined constructs as bipolar categories – the way two things are alike and different from a third—that people employ to understand the world. Examples of such constructs are “attractive,” “intelligent,” “kind.” A construct always implies contrast. So when an individual categorises others as attractive, or intelligent, or kind, an opposite polarity is implied. This means that such a person may also evaluate the others in terms of the constructs “ugly,” “stupid,” or “cruel.” In some cases, when a person has a disordered construct system, the opposite polarity is unexpressed or idiosyncratic. The importance of a particular construct varies among individuals. The adaptiveness of a construct system is measured by how well it applies to the situation at hand and is useful in predicting events. All constructs are not used in every situation because they have a limited range (range of convenience). Adaptive people are continually revising and updating their own constructs to match new information (or data) that they encounter in their experience.

Kelly’s theory was structured as a testable scientific treatise with a fundamental postulate and a set of corollaries.

  • Fundamental postulate: “A person’s processes are psychologically channelized by the ways in which he [or she] anticipates events.”
  • The construction corollary: “a person anticipates events by construing their replications.” This means that individuals anticipate events in their social world by perceiving a similarity with a past event (construing a replication).
  • The experience corollary: “a person’s construction system varies as he successively construes the replication of events.”
  • The dichotomy corollary: “a person’s construction system is composed of a finite number of dichotomous constructs.”
  • The organization corollary: “each person characteristically evolves, for his convenience in anticipating events, a construction system embracing ordinal relationships between constructs.”
  • The range corollary: “a construct is convenient for the anticipation of a finite range of events only.”
  • The modulation corollary: “the variation in a person’s construction system is limited by the permeability of the constructs within whose range of convenience the variants lie.”
  • The choice corollary: “a person chooses for himself that alternative in a dichotomized construct through which he anticipates the greater possibility for extension and definition of his system.”
  • The individuality corollary: “persons differ from each other in their construction of events.”
  • The commonality corollary: “to the extent that one person employs a construction of experience which is similar to that employed by another, his psychological processes are similar to the other person.”
  • The fragmentation corollary: “a person may successively employ a variety of construction subsystems which are inferentially incompatible with each other.”
  • The sociality corollary: “to the extent that one person construes the construction processes of another, he may play a role in a social process involving the other person.”

Disordered constructs are those in which the system of construction is not useful in predicting social events and fails to change to accommodate new information. In many ways, Kelly’s theory of psychopathology (or mental disorders) is similar to the elements that define a poor theory. A disordered construct system does not accurately predict events or accommodate new data.

Dimensions of Transitions

Transitional periods in a person’s life occur when they encounter a situation that changes their naïve theory (or system of construction) of the way the world is ordered. They can create anxiety, hostility, and/or guilt and can also be opportunities to change one’s constructs and the way one views the world.

The terms anxiety, hostility, and guilt had unique definitions and meanings in personal construct theory (The Psychology of Personal Constructs, Vol. 1, 486–534).

Anxiety develops when a person encounters a situation that their construct system does not cover, an event unlike any they have encountered. An example of such a situation is a woman from the western United States who is accustomed to earthquakes, who moves to the eastern United States and experiences great anxiety because of a hurricane. While an earthquake might be of greater magnitude, she experiences greater anxiety with the hurricane because she has no constructs to deal with such an event. She is caught “with her constructs down.” Similarly, a boy who has been abused in early childhood may not have the constructs to accommodate kindness from others. Such a boy might experience anxiety in an outstretched hand that others view as benevolent.

Guilt is dislodgement from one’s core constructs. A person feels guilt if they fail to confirm the constructs that define them. This definition of guilt is radically different from in other theories of personality. Kelly used the example of the man who regards others as cow-like creatures “making money and giving milk.” Such a man might construe his role in relationship to others in terms of his ability to con favours or money from them. Such a man, who other psychologists might call a ruthless psychopath, and see as unable to experience guilt, feels guilt, according to Kelly’s theory, when he is unable to con others: He is then alienated from his core constructs.

Hostility is “attempting to extort confirmation of a social prediction that is already failing.” When a person encounters a situation in which they expect one outcome and receive quite a different one, they should change their theory or constructs rather than trying to change the situation to match their constructs. But the person who continually refuses to modify their belief system to accommodate new data, and in fact tries to change the data, is acting in bad faith and with hostility. Hostility, in Kelly’s theory, is analogous to a scientist “fudging” their data. An example might be a professor who sees himself as a brilliant educator who deals with poor student reviews by devaluing the students or the means of evaluation.

Rep Test

Rep stands for repertory grid. In 1955, George Kelly created an interactive grid known as the rep test based on his personal construct theory. The repertory grid is a mathematical way of giving meaning to one’s own, or other people’s, personal constructs. The repertory grid test needs a set of elements (such as people or things), and a set of constructs created by the individual. The test asks a person to list people or things that are important, then the responses are split into groups of three. There are three role-titles in each row; the person is to think how two of the constructs are alike, and how the other is different from the two that are alike. The responses are sorted into two poles, an emergent pole and implicit pole. The emergent pole is the way in which two elements are similar, while the implicit pole is the way in which the third element differs from the two that are similar. After extracting a construct, the individual analyses the role-titles and checks the elements that are best described under the emergent pole and leaves blank the elements best described under the implicit pole. Kelly’s repertory grid test can be used in many different situations, from clinical psychology to marketing, due to its ability to apply constructs to any kind of event. Kelly believed the repertory grid provided a “basis for a mathematics of psychological space”—a way to mathematically model any person’s “psychological space”.

Select Publications

  • 1955: The psychology of personal constructs. Vol. I, II. Norton, New York. (2nd printing: 1991, Routledge, London, New York)
  • 1963: A theory of personality. The psychology of personal constructs. Norton, New York (= Chapt. 1-3 of Kelly 1955).
  • 1969: Clinical psychology and personality: The selected papers of George Kelly. John Wiley & Sons, New York.

This page is based on the copyrighted Wikipedia article < https://en.wikipedia.org/wiki/George_Kelly_(psychologist) >; it is used under the Creative Commons Attribution-ShareAlike 3.0 Unported License (CC-BY-SA). You may redistribute it, verbatim or modified, providing that you comply with the terms of the CC-BY-SA.

What is Personal Construct Theory?

Published on by Andrew Marshall2 Comments

Introduction

Within personality psychology, personal construct theory (PCT) or personal construct psychology (PCP) is a theory of personality and cognition developed by the American psychologist George Kelly in the 1950s. The theory addresses the psychological reasons for actions. Kelly proposed that individuals can be psychologically evaluated according to similarity–dissimilarity poles, which he called personal constructs (schemas, or ways of seeing the world). The theory is considered by some psychologists as forerunner to theories of cognitive therapy.

From the theory, Kelly derived a psychotherapy approach, as well as a technique called the repertory grid interview, that helped his patients to analyse their own personal constructs with minimal intervention or interpretation by the therapist. The repertory grid was later adapted for various uses within organizations, including decision-making and interpretation of other people’s world-views. The UK Council for Psychotherapy, a regulatory body, classifies PCP therapy within the experiential subset of the constructivist school.

Principles

A main tenet of PCP theory is that a person’s unique psychological processes are channelled by the way they anticipate events. Kelly believed that anticipation and prediction are the main drivers of our mind. “Every man is, in his own particular way, a scientist”, said Kelly: people are constantly building up and refining theories and models about how the world works so that they can anticipate future events. People start doing this at birth (for example, a child discovers that if they start to cry, their mother will come to them) and continue refining their theories as they grow up.

Kelly proposed that every construct is bipolar, specifying how two things are similar to each other (lying on the same pole) and different from a third thing, and they can be expanded with new ideas. (More recent researchers have suggested that constructs need not be bipolar.) People build theories—often stereotypes—about other people and also try to control them or impose on others their own theories so as to be better able to predict others’ actions. All these theories are built up from a system of constructs. A construct has two extreme points, such as “happy–sad,” and people tend to place items at either extreme or at some point in between. People’s minds, said Kelly, are filled up with these constructs at a low level of awareness.

A given person, set of persons, any event, or circumstance can be characterized fairly precisely by the set of constructs applied to it and by the position of the thing within the range of each construct. For example, Fred may feel as though he is not happy or sad (an example of a construct); he feels as though he is between the two. However, he feels he is more clever than he is stupid (another example of a construct). A baby may have a preverbal construct of what behaviours may cause their mother to come to them. Constructs can be applied to anything people put their attention to, and constructs also strongly influence what people fix their attention on. People can construe reality by constructing different constructs. Hence, determining a person’s system of constructs would go a long way towards understanding them, especially the person’s essential constructs that represent their very strong and unchangeable beliefs and their self-construal.

Kelly did not use the concept of the unconscious; instead, he proposed the notion of “levels of awareness” to explain why people did what they did. He identified “construing” as the highest level and “preverbal” as the lowest level of awareness.

Some psychologists have suggested that PCT is not a psychological theory but a metatheory because it is a theory about theories.

Therapy Approach

Kelly believed in a non-invasive or non-directive approach to psychotherapy. Rather than having the therapist interpret the person’s psyche, which would amount to imposing the doctor’s constructs on the patient, the therapist should just act as a facilitator of the patient finding his or her own constructs. The patient’s behaviour is then mainly explained as ways to selectively observe the world, act upon it and update the construct system in such a way as to increase predictability. To help the patient find his or her constructs, Kelly developed the repertory grid interview technique.

Kelly explicitly stated that each individual’s task in understanding their personal psychology is to put in order the facts of his or her own experience. Then the individual, like the scientist, is to test the accuracy of that constructed knowledge by performing those actions the constructs suggest. If the results of their actions are in line with what the knowledge predicted, then they have done a good job of finding the order in their personal experience. If not, then they can modify the construct: their interpretations or their predictions or both. This method of discovering and correcting constructs is roughly analogous to the general scientific method that is applied in various ways by modern sciences to discover truths about the universe.

The Repertory Grid

The repertory grid serves as part of various assessment methods to elicit and examine an individual’s repertoire of personal constructs. There are different formats such as card sorts, verbally administered group format, and the repertory grid technique.

The repertory grid itself is a matrix where the rows represent constructs found, the columns represent the elements, and cells indicate with a number the position of each element within each construct. There is software available to produce several reports and graphs from these grids.

To build a repertory grid for a patient, Kelly might first ask the patient to select about seven elements (although there are no fixed rules for the number of elements) whose nature might depend on whatever the patient or therapist are trying to discover. For instance, “Two specific friends, two work-mates, two people you dislike, your mother and yourself”, or something of that sort. Then, three of the elements would be selected at random, and then the therapist would ask: “In relation to … (whatever is of interest), in which way are two of these people alike but different from the third?” The answer is sure to indicate one of the extreme points of one of the patient’s constructs. He might say for instance that Fred and Sarah are very communicative whereas John is not. Further questioning would reveal the other end of the construct (say, introvert) and the positions of the three characters between extremes. Repeating the procedure with different sets of three elements ends up revealing several constructs the patient might not have been fully aware of.

In the book Personal Construct Methodology, researchers Brian R. Gaines and Mildred L.G. Shaw noted that they “have also found concept mapping and semantic network tools to be complementary to repertory grid tools and generally use both in most studies” but that they “see less use of network representations in PCP studies than is appropriate”. They encouraged practitioners to use semantic network techniques in addition to the repertory grid.

Organisational Applications

PCP has always been a minority interest among psychologists. During the last 30 years, it has gradually gained adherents in the US, Canada, the UK, Germany, Australia, Ireland, Italy and Spain. While its chief fields of application remain clinical and educational psychology, there is an increasing interest in its applications to organisational development, employee training and development, job analysis, job description and evaluation. The repertory grid is often used in the qualitative phase of market research, to identify the ways in which consumers construe products and services.

This page is based on the copyrighted Wikipedia article < https://en.wikipedia.org/wiki/Personal_construct_theory >; it is used under the Creative Commons Attribution-ShareAlike 3.0 Unported License (CC-BY-SA). You may redistribute it, verbatim or modified, providing that you comply with the terms of the CC-BY-SA.