Kelly
Kelly, George
Repertory Grid
The Repertory Grid is a method developed by George Kelly, based on his Personal Construct theory. The basis of this theory is to examine the 'personal constructs' through which individuals make sense of their worlds. Kelly saw these constructs as being bipolar in nature – examples might be friendly-hostile, loving-hating, friendly-cold. Although this approach can be used in many ways, it is particularly relevant to how people see other people (and can also be used within therapy). Generating a Repertory Grid involves asking individuals to consider a triad of three other people they know (it could also involve three objects, or three events etc.). Kelly called these 'elements'. They then have to think of ways in which two out of the three are alike, and the third is different. For example, they may say two of them are friendly, and the third hostile. This has then produced the bipolar construct friendly-hostile. This process is repeated with different triads, eliciting a range of bipolar constructs used by that individual. \nThe next step in this method is to create a grid containing the different elements, showing the ratings people gave to each element according to all the different constructs that emerged. In the example given above, if the individual creating the grid has 'elements' consisting of his friends Bob, Jane, Sally and David, with bipolar constructs such as friendly-cold, happy-sad, lively-reserved, then the resulting Repertory Grid would say how each of his four friends rated on each of the bipolar constructs. So Bob may emerge as friendly, happy, reserved. In practice, Repertory Grids tend to contain many more elements/constructs than this example. The next step in this method is to analyse the patterns that emerge between all these different constructs. For example, an individual may believe that people who are rich are also always shallow, or that people who are intelligent are always cold. Such rigid constructs can lead to relationship difficulties, and some psychotherapists use the Repertory Grid to help find out such things about a client's construct system. The therapist and client together may then explore possible new ways of making sense of the world, either by generating new constructs, or by being less rigid in the way the client applies their existing constructs. For example, by realising that not every intelligent person is necessarily cold. \nThe idea that individuals have the capacity to change the way they make sense of the world is called by Kelly constructive alternativism, and is a central part of his theory. This emphasis on people's capacity for autonomy is one reason why Kelly is classified as a humanistic psychologist (see humanistic perspective). Central to this method is its focus on allowing people to reveal their own constructs, rather than ones presented by the researcher. For example, one person might have a bipolar construct of friendly-hostile, and someone else may have one of friendly-cold. This approach could be compared with other approaches (such as experimental), which primarily focus on making sense of people in terms of concepts generated by the researcher. Although course the very concept of seeing things in terms of 'bipolar constructs' is Kelly's own way of making sense of people's construct systems, Kelly would argue that at least individuals are encouraged to generate their own particular bipolar constructs, rather than ones imposed by the researcher.
Kelly argued for a perspective from which people are regarded as 'scientists' in the sense that all of us have ways of interpreting our world (our construct systems) , act purposefully in terms of these interpretations (behaviour is an experiment) and modify (sometimes verbally and sometimes non-verbally) our construing systems, in terms of experienced outcome.
As a technique related to his theory, he devised the repertory grid method, whereby the links betwee n a person's constructs can be brought to light by examining the statistical relationships between a person's judgements.
Kelly (1905 – 1967) grew up in Kansas, USA, and obtained his initial training there. In the 1930s he founded and directed a unique travelling psychological clinic for teachers, parents and children, at a time when the majority of American psychologists saw little future in this direction.
Kelly's ideas enjoy greater popularity in Britain than elsewhere. It is sometimes suggested that thi s relative neglect is partly due to Kelly's tendency to avoid forging links with the ideas of others, and that this was reciprocated, accounting for an under-rating of his contribution.
Written by: Course Team Source: abridged from The Biographical Dictionary of Psychology (Routledge)
While Kelly rejected attempts to label his approach, his emphasis on the ways in which people attend to and interpret information meant that his ideas were increasingly associated with emergent information-processing approaches. An association with cognitive psychology was reinforced through Kelly's use of the 'person as scientist' metaphor.
His early clinical experiences were in the public schools of Kansas, where he observed that teachers would refer pupils with complaints that appeared to reflect something of the teachers themselves. This led Kelly to the view that there is no objective, absolute truth and that phenomena are meaningful only in relation to the ways in which they are interpreted by individuals, a view referred to as constructive alternativism.
His theory is radical in being reflexive (accounting for its own construction) and in dispensing wit h the traditional distinction between emotion and cognition. Most notably, in the 1950s, when positivism and behaviourist psychologies dominated the field, he proposed a systematic intellectual alternative in the form of personal construct theory.
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