Personal Construct Psychology and Psychotherapy: a Bibliography (From the Beginning to 1995)

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Personal Construct Psychology and Psychotherapy: A Bibliography (From the beginning to 1995)

Edited by Gabriele Chiari

Personal Construct Psychology and Psychotherapy: A Bibliography

Edited by Gabriele Chiari

Roma Centro di Psicologia e Psicoterapia Costruttivista via Germanico, 197 - 00192 Roma, Italy 1996 CONTENTS

Foreword v 0 Kelly’s Published and Unpublished Works 1 1 Journal Articles 9 2 Books Specifically Devoted to PCP 103 3 Books Widely Based On or Extensively Mentioning PCP 107 4 Book Chapters 113 5 Selected Dissertations and Theses, Proceedings of Meetings and Symposia, Newsletter Papers, Unpublished Manuscripts, and Publications of Limited Circulation 153 6 Book Reviews 165 7 Software 171

Appendix A: PCP Newsletters 177 Appendix B: Works in Languages Other Than English 179 Appendix C: Works by Years 181

Journal Index 183 Author Index 189 Subject Index 201 FOREWORD

This book represents the second edition of References in Personal Construct Psychology and Psychotherapy edited in 1990. The first edition was aimed at introducing the “Centro di Psicologia e Psicoterapia Costruttivista” (CPPC) of Rome, whose two seats are directed by Maria Laura Nuzzo and Vincenzo Alfano1, and by Gabriele Chiari2. In the last five years the CPPC trained many personal construct psychotherapists, and a third seat was found in Padua3, thus contributing to the spreading of PCP in Northern Italy. Moreover, a recent law established that psychotherapy can be practised only by psychologists or physicians who have attended a four-years speciality in university post- degree courses or in private centers acknowledged by the University Department. Gabriele Chiari is Director of one of such private centers, the School of Constructivist Cognitive Psychotherapy of the “Centro Studi in Psicoterapia Cognitiva” (CESIPc) of Florence4, and Maria Laura Nuzzo is one of the teachers. Thus, personal construct psychology and psychotherapy have their place among the most recognized approaches in Italy. The first edition of this book had a fairly good success. About one hundred people asked for it, particularly from Europe and Australia. This upgraded, revised and enlarged edition is due to the encouragement of friends and colleagues met in Barcelona in occasion of the International Conference on PCP, and particularly to Beverly Walker who offered to make it available through Internet, so that a larger number of people interested in PCP can easily consult it. Printed copies can be requested to the editor at cost price5. The editor wishes to thank Beverly Walker and all the Wollongong Personal Construct Group for their offer to spread the references via Internet; David Winter for his twofold contribution represented by his suggestions as to the first edition, and his documented analysis of the European contributions to PCP; Jörn W. Scheer for his encouragement and as editor of GRID, a rich source of German references; Maria Laura Nuzzo for her continuous constructive criticisms and suggestions.

5Cost (forwarding charge included): Lit. 40.000; DM 40; UK £ 20; Peseta E 3000; US$ 30; AUS$ 40. Please mail only cash money.

Technical notes Due to sorting convenience, authors’ last name is followed by the initials of both first and middle name even if the latter does not appear in some work. Kelly’s works are listed only in Section 0 (“Kelly’s Published and Unpublished Works”). Journal articles reprinted in edited books are listed only in Section 1 (“Journal Articles”) followed by reference to the book. The book is listed in the proper Section: 2 (“Books Specifically Devoted to PCP”) or 3 (“Books Widely Based On or Extensively Mentioning PCP”). Dissertations and theses appeared in Dissertation Abstracts International are listed in Section 5 (“Selected Dissertations and Theses, Proceedings of Meetings and Symposia, Newsletter Papers, Unpublished Manuscripts, and Publications of Limited Circulation”), as well as the proceedings of meetings and symposia even if republished without variations as journal articles. Reference to the journal is given. Book reviews are listed in a special Section, 6, except those written by G. A. Kelly and included in Section 0. Abstracts are taken from original abstracts or summaries, by Fransella and Bannister (1977) [FB], or by Slater (1976) [PS].

0. Kelly’s Published and Unpublished Works

0.1 Kelly, G. A. (1924). The sincere motive. Messenger of Peace, 49, 76-80.

0.2 Kelly, G. A. (1925). Forgotten issues. Unpublished manuscript, Friends University, Wichita, KS.

0.3 Kelly, G. A. (1926). The call to arms. Unpublished novel.

0.4 Kelly, G. A. (1927). A plan for socializing Friends University with respect to student participation in school control. Unpublished manuscript.

0.5 Kelly, G. A. (1928). One thousand workers and their leisure. Unpublished master's thesis, University of Kansas.

0.6 Kelly, G. A. (1929). Fuselage stress analysis and design specifications for Skylark Model I. (Report to the U. S. Bureau of Aeronautics in support of an application for a manufacturing license for the Watkins Aircraft Co.). Wichita, KS.

0.7 Kelly, G. A. (1930). Prediction of teaching success. Unpublished B. Ed. thesis, University of Edinburgh.

0.8 Kelly, G. A. (1930). Social inheritance. Unpublished manuscript. Published in P. Stringer & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 4-17). London: Academic Press, 1979.

0.9 Kelly, G. A. (1931). Common factors in reading and speech disabilities. Unpublished PhD dissertation, State University of Iowa.

0.10 Kelly, G. A. (1932). Understandable psychology. Unpublished book.

0.11 Kelly, G. A. (1932). Some common factors in reading and speech disabilities. Psychological Monographs, 43, 175-201.

0.12 Kelly, G. A. (1933). Some observations on the relation of cerebral dominance to the perception of symbols [Abstract]. Psychological Bulletin, 30, 583-584.

0.13 Kelly, G. A., & Warnock, W. G. (1935). Inductive trigonometry. Unpublished textbook, workbook, diagnostic tests, & remedial exercises in trigonometry.

0.14 Kelly, G. A. (1935). Some observations on the relation of the principle of physiological polarity and symmetry and the doctrine of cerebral dominance to the perception of symbols. Journal of Experimental Psychology, 18, 202- 213.

0.15 Kelly, G. A. (1935). Differential diagnosis in the psychological clinic [Abstract]. Psychological Bulletin, 32, 684- 685.

0.16 Kelly, G. A. (1937). Stories from the psychology clinic. The Aerend, 8, 57-61.

0.17 Kelly, G. A. (1937). The psychological clinic's use of practical rather than ideal recommendations [Abstract]. Psychological Bulletin, 34, 746.

0.18 Kelly, G. A. (1938). The practical effectiveness of certain general types of recommendations made by a psychological clinic. Journal of General Psychology, 19, 211-217.

0.19 Kelly, G. A. (1938). A method of diagnosing personality in the psychological clinic. Psychological Record, 2, 95-111.

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

0.20 Kelly, G. A. (1938). The assumption of an originally homogeneous universe and some of its statistical implications. Journal of Psychology, 5, 201-208.

0.21 Kelly, G. A. (1938). Outline for the study of a child. Hays, KS: Fort Hays Kansas State College.

0.22 Kelly, G. A. (1939). The person as a laboratory subject, as a statistical case, and as a clinical client [Abstract]. Proceedings of the Indiana Academy of Sciences, 48.

0.23 Kelly, G. A. (1939). The place of the psychologist in the small school system [Abstract]. Proceedings of the Indiana Academy of Sciences, 48.

0.24 Kelly, G. A. (1939, May). Clinic ranks high in speech department. State College Leader, 4, 4.

0.25 Kelly, G. A. (1940). Introduction: A search for dynamic and accessible factors in intellectual development. Fort Hays Kansas State College Studies, 2, 5-10.

0.26 Kelly, G. A. (1940). Some practical considerations in the formulation of clinical recommendations [Abstract]. Psychological Bulletin, 37, 576.

0.27 Hemphill, J. K., & Kelly, G. A. (1941). A comprehensive plan for case summaries [Abstract]. Psychological Bulletin, 38, 715.

0.28 Kelly, G. A. (1941). Handbook of psychological clinic procedure (5th Ed.). Hays, KS: Fort Hays Kansas State College.

0.29 Kelly, G. A. (1941). Outline for a clinical case study. Hays, KS: Fort Hays Kansas State College.

0.30 Kelly, G. A., & Robinson, A. J. (1942). A further validation of role therapy [Abstract]. Psychological Bulletin, 39, 596.

0.31 Bishop, F., & Kelly, G. A. (1942). A projective method of personality investigation [Abstract]. Psychological Bulletin, 39, 599.

0.32 Kelly, G. A. (1944). Problems in the aviation training of British Royal Navy Cadets. (Report to U. S. Navy).

0.33 Kelly, G. A., et al. (1945). Attrition in U. S. Naval Aviation. A series of 13 classified reports prepared under supervision of G. A. K. for the Deputy Chief of Naval Operations (Air), U. S. Navy.

0.34 Kelly, G. A., et al. (1945). War weariness in U. S. Naval Aviation. A series of classified reports prepared under the supervision of G. A. K. for the Deputy Chief of Naval Operations (Air), U. S. Navy).

0.35 Kelly, G. A. (1945). Design of the critical difference computer. Design computations and specifications for an analog computer. Special Devices Division, Bureau of Aeronautics, U. S. Navy.

0.36 Kelly, G. A. (1945). Perceptual integration in the design of aircraft instrument panels. Report to Aviation Psychology Branch, Division of Aviation Medicine, Bureau of Medicine and Surgery, U. S. Navy.

0.37 Kelly, G. A. (1946). Standardization of techniques in clinical psychology. Unpublished manuscript, University of Maryland.

0.38 Kelly, G. A. (Ed.). (1947). New methods in applied psychology. (Report of the 1945 Conference on Military Psychology). College Park, MD: University of Maryland.

0.39 Kelly, G. A. (1948). Practice in interdisciplinary collaboration. Unpublished manuscript, Ohio State University.

0.40 Kelly, G. A., & Moore, B. V. (1950). Report of survey of psychology at the University of Louisville.

0.41 Kelly, G. A. (1950). A student's outline of graduate training in clinical psychology. Columbus, OH: Ohio State University.

2 0. KELLY’S PUBLISHED AND UNPUBLISHED WORKS

0.42 Kelly, G. A. (1950). Problems of mental health. In Role of education in American life. Columbus, OH: College of Education, Ohio State University.

0.43 Kelly, G. A. (1950). Single level vs. legislation for different levels of psychological training and experience. American Psychologist, 5, 109.

0.44 Kelly, G. A. (1950). The organization of an agency. Columbus, OH: Ohio State University.

0.45 Kelly, G. A. (1950). The place of psychology in Southern Illinois University. Unpublished report to the Presi- dent, Southern Illinois University.

0.46 Kelly, G. A. (1951). Psychological approaches to the management of patients. Unpublished address, U. S. Veterans Administration Hospital, Houston, TX.

0.47 Kelly, G. A. (1951). The psychology of personal constructs. Unpublished address, U. S. Veterans Admini- stration Hospital, Houston, TX.

0.48 Kelly, G. A. (1951). Training for professional function in clinical psychology: 2. Principles of training in clinical psychology. American Journal of Orthopsychiatry, 21, 312-318.

0.49 Kelly, G. A. (1952). Alternatives. Unpublished address, Purdue University.

0.50 Kelly, G. A. (1952). Theoretical behavior. Unpublished address, Purdue University.

0.51 Kelly, G. A. (1952). Requirements of training and competence for psychological participation in rehabilitation. Unpublished address, Milwaukee Conference on Rehabilitation.

0.52 Kelly, G. A. (1953). A plan for a comprehensive experimental study of the uses of television in teacher education. Report, New Jersey State Teachers College at Montclair.

0.53 Kelly, G. A. (1953). Contributions of learning theory to psychopathology. Unpublished paper, Midwestern Psychological Association.

0.54 Kelly, G. A. (1953). Where do little hypotheses come from? Unpublished paper, Midwestern Psychological Association. Published in Constructs, 1985, 3 (4), 3-5

0.55 Howard, A. R., & Kelly, G. A. (1954). A theoretical approach to psychological movement. Journal of Abnormal and Social Psychology, 49, 399-404.

0.56 Conrad, L. H., & Kelly, G. A. (1954). Television in a time of educational crises. Unpublished book.

0.57 Collet, G. M., & Kelly, G. A. (1954). Prediction and communication problems illustrated with the Rorschach test. Unpublished manuscript.

0.58 Collet, G. M., & Kelly, G. A. (1954). Clinical validity and conceptual consistency. Unpublished manuscript.

0.59 Kelly, G. A. (1955, September 1). Interdisciplinary collaboration. Presidential address, Consulting Division, American Psychological Association, San Francisco. Columbus, OH: Ohio State University. Published in Newsletter of Division, 13.

0.60 Kelly, G. A. (1955). I itch too. American Psychologist, 10, 172-173.

0.61 Kelly, G. A. (1955). Television and the teacher. American Psychologist, 10, 590-592.

0.62 Kelly, G. A. (1955). The psychology of personal constructs. Vol. 1: A theory of personality. Vol. 2: Clinical diagnosis and psychotherapy. New York: Norton. 2nd ed. London: Routledge, 1991.

3 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

Paperback edition comprising the first three chapters only: A theory of personality: The psychology of personal constructs. New York: Norton, 1963. Spanish transl. by Editorial Troquel, Buenos Aires, 1966. Germ. transl.: Die Psychologie der persönlichen Konstrukte. Paderborn: Junfermann, 1986. It. transl. of the first chapter: L'assunto costruttivista nella psicologia dei costrutti personali [The constructivist assumption in the psychology of personal constructs]. In G. V. Caprara, & R. Luccio (Eds.), Teorie della personalità : Vol. 1. Gli sviluppi (pp. 145-177). Bologna: Il Mulino, 1986.)

0.63 Kelly, G. A. (1955). Emerging concepts that affect interprofessional alignments in psychology. Annals of the New York Academy of Sciences, 63, 359-364.

0.64 Kelly, G. A. (1955, November 19). Next steps for the profession of psychology. Unpublished address, Ohio Psychological Association.

0.65 Kelly, G. A. (1956). Issues: Hidden or mislaid. American Psychologist, 11, 112-113.

0.66 Kelly, G. A. (1956). Doctoral training in psychology in Southern Illinois University. Unpublished report to the President, Southern Illinois University.

0.67 Kelly, G. A. (1956). Rep and Res Tests. Columbus, OH: Ohio State University.

0.68 Kelly, G. A. (1957). Hostility. Presidential address, Clinical Division, American Psychological Association, New York City. Columbus, OH: Ohio State University. Published in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 267-280). New York: Wiley, 1969.

0.69 Kelly, G. A. (1957). The clinical psychologist as navigator. Contemporary Psychology, 2, 183-184. Review of The clinical psychologist by W. A. Hunt

0.70 Kelly, G. A. (1957). Cry of an exasperated crusader. Contemporary Psychology, 2, 47. Review of Every other bed by M. Gorman

0.71 Kelly, G. A. (1958). Prediction and control. Unpublished manuscript.

0.72 Kelly, G. A. (1958). Problems of clinical psychology in an industrial setting. Paper presented at the meeting of the American Psychological Association, Washington, DC.

0.73 Kelly, G. A. (1958). Some preliminary thoughts on what one should seek first. Unpublished manuscript.

0.74 Kelly, G. A. (1958). Outline of psychopathology. Columbus, OH: Ohio State University. Writing completed in 1953

0.75 Kelly, G. A. (1958). Personal construct theory and the psychotherapeutic interview. Columbus, OH: Ohio State University. Published in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 224-264). New York: Wiley, 1969. Reprinted in Cognitive Therapy and Research, 1977, 1, 355-362.

0.76 Kelly, G. A. (1958). Man's construction of his alternatives. In G. Lindzey (Ed.), The assessment of human motives (pp. 33-64). New York: Rinehart. Reprinted in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 66-93). New York: Wiley, 1969.

0.77 Kelly, G. A. (1958). The theory and technique of assessment. Annual Review of Psychology, 9, 323-352.

0.78 Kelly, G. A. (1959). Feelings for and feelings of. Columbus, OH: Ohio State University. Published in Constructs, 1983, 2 (1), 3.

4 0. KELLY’S PUBLISHED AND UNPUBLISHED WORKS

0.79 Kelly, G. A. (1959). Values, knowledge and social control. Unpublished manuscript prepared for a symposium of the American Psychological Association, Cincinnati (read by E. L. Kelly in view of the author's illness). Available from “The Centre for Personal Construct Psychology”, 132 Warwick Way, London, England, & from “The Wollon- gong Personal Construct Group”, Dept. of Psychology, University of Wollongong, Wollongong, NSW 2500, Australia, 1989.

0.80 Kelly, G. A. (1959). Las relaciones entre el profesor y el estudiante en el nivel universitario [The relationship between teacher and student at the university level]. Revista de la Facultad de Estudios Generales (Univ. Puerto Rico), 2(3-6), 18-19.

0.81 Kelly, G. A. (1959, January). Verbal communication in psychotherapy. Series of three lectures on function of interpretation in psychotherapy, Los Angeles Society of Clinical Psychologists in Private Practice, Los Angeles. Available from “The Centre for Personal Construct Psychology”, 132 Warwick Way, London, England, & from “The Wollon- gong Personal Construct Group”, Dept. of Psychology, University of Wollongong, Wollongong, NSW 2500, Australia, 1989.

0.82 Kelly, G. A. (1959). Outline of psychotherapy. Columbus, OH: Ohio State University. Writing completed in 1953

0.83 Kelly, G. A. (1959). Is treatment a good idea? In A. R. Howard (Ed.), Therapeutic roles in patient treatment (pp. 20-25). Address to a Conference on Treatment, U. S. Veterans Administration Hospital, Sheridan, WY, 1958. Published in Constructs, 1983, 2(2), 1-3.

0.84 Kelly, G. A. (1960, May 6). Personal construct theory as a line of inference. Lecture presented at Harvard University. Columbus, OH: Ohio State University. Published in Journal of Psychology (Pakistan), 1964, 1, 80-93. Available from “The Centre for Personal Construct Psychology”, 132 Warwick Way, London, England, & from “The Wollon- gong Personal Construct Group”, Dept. of Psychology, University of Wollongong, Wollongong, NSW 2500, Australia, 1989]

0.85 Kelly, G. A. (1960). Confusion and the clock. Columbus, OH: Ohio State University. Published in F. Fransella (Ed.), Personal construct psychology 1977 (pp. 209-232). London: Academic Press, 1978.

0.86 Kelly, G. A. (1960). Education Research Bulletin (Ohio State University), 39, 76. Review of Mental health and human relations in education by L. Kaplan

0.87 Kelly, G. A. (1961). Don Juan. Columbus, OH: Ohio State University. Published in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 333-351). New York: Wiley, 1969.

0.88 Kelly, G. A. (1961). Theory and therapy in suicide: The personal construct point of view. In E. S. Schneide- man, & N. L. Farberow (Eds.), The cry for help (pp. 255-280). New York: McGraw-Hill.

0.89 Kelly, G. A. (1961, April 10). A mathematical approach to psychology. Lecture to Moscow Psychological So- ciety, Academy of Pedagogical Sciences. Columbus, OH: Ohio State University. Published in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 94-113). New York: Wiley, 1969.

0.90 Kelly, G. A. (1962, May 13). Innovations in psychotherapy. Contribution to the Symposium on Innovations in Clinical Psychology, New York State Psychological Association Meetings, South Wellsburg, NY.

0.91 Kelly, G. A. (1962, December 7). In whom confide: On whom depend for what? Fourth Annual Samuel H. Flowerman Memorial Lecture presented to the New York Society of Clinical Psychologists. Published in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 189-206). New York: Wiley, 1969.

0.92 Kelly, G. A. (1962). A further explanation of the factor analysis of repertory grids. Columbus, OH: Ohio State University.

0.93 Kelly, G. A. (1962). Muddles, myths and medicine. Contemporary Psychology, 7, 363-365.

5 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

Review of The myth of mental illness: Foundations of a theory of personal conduct by T. S. Szasz

0.94 Kelly, G. A. (1962). Europe's matrix of decision. In M. R. Jones (Ed.), Nebraska symposium on motivation 1962 (pp. 83-123). Lincoln, NE: University of Nebraska Press.

0.95 Kelly, G. A. (1962). The abstraction of human processes. In G. S. Nielsen, & S. Coopersmith (Eds.), Pro- ceedings of the 14th International Congress of Applied Psychology, Vol. 2: Personality Research (pp. 220-229). Copenhagen: Munksgaard.

0.96 Kelly, G. A. (1962, March 22). A doctoral program in clinical psychology. Report to the Department of Psy- chology, City College of New York.

0.97 Kelly, G. A. (1963). The psychology of the unknown. Columbus, OH: Ohio State University. Published in D. Bannister (Ed.), New perspectives in personal construct theory (pp. 1-19). London: Academic Press, 1977.

0.98 Kelly, G. A. (1963). Psychotherapy and the nature of man. Prepared for American Psychological Association Meetings. Columbus, OH: Ohio State University. Published in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 207-215). New York: Wiley, 1969.

0.99 Kelly, G. A. (1963). Clinical psychology at the Ohio State University: A critical appraisal. Unpublished manuscript.

0.100 Kelly, G. A. (1963). The autobiography of a theory. Columbus, OH: Ohio State University. Published in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 46-65). New York: Wiley, 1969.

0.101 Kelly, G. A. (1963). Look who's talking. Contemporary Psychology, 8, 189-190. Review of Transactional analysis in psychotherapy: A systematic individual and social psychiatry by E. Berne

0.102 Kelly, G. A. (1963). Nonparametric factor analysis of personality theories. Journal of Individual Psychology, 19, 115-147. Reprinted in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 301-332). New York: Wiley, 1969.

0.103 Kelly, G. A. (1963). Onta (verses). Columbus, OH: Ohio State University.

0.104 Kelly, G. A. (1963). Comments on Aldous, the personable computer. In S. S. Tomkins, & S. I. Messick (Eds.), Computer simulation of personality: Report of the Princeton Conference (pp. 221-229). New York: Wiley.

0.105 Kelly, G. A. (1963). Nursery rhymes for older tots. Columbus, OH: Ohio State University.

0.106 Kelly, G. A. (1964, September 2). Training for professional obsolescence. Paper presented to the Conference of Chief State Psychologists at Los Angeles. Columbus, OH: Ohio State University.

0.107 Kelly, G. A. (1964, May). Personal construct theory: A bibliography. Columbus, OH: Ohio State University.

0.108 Kelly, G. A. (1964). Evaluation of U. S. Air Force Retraining Program. Chairman's report of findings of Evaluation Board appointed by U. S. Air Force.

0.109 Kelly, G. A. (1964). The language of hypothesis: Man's psychological instrument. Journal of Individual Psy- chology, 20, 137-152. Reprinted in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 147-162). New York: Wiley, 1969.

0.110 Kelly, G. A. (1965, May). Personal construct theory: A bibliography. Columbus, OH: Ohio State University.

0.111 Kelly, G. A. (1965). Progress report: Ohio State University's graduate program in clinical psychology. Un- published manuscript.

6 0. KELLY’S PUBLISHED AND UNPUBLISHED WORKS

0.112 Kelly, G. A. (1965). Space needs for clinical psychology, 1965-1975. Unpublished manuscript.

0.113 Kelly, G. A. (1965). Needs and uses of space in clinical psychology. Unpublished manuscript.

0.114 Kelly, G. A. (1965). The threat of aggression. Journal of Humanistic Psychology, 5, 195-201. Paper presented at a Conference on Humanistic Psychology, 1964 Reprinted in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 281-288). New York: Wiley, 1969.

0.115 Kelly, G. A. (1965). The strategy of psychological research. Bulletin of the British Psychological Society, 18, 1- 15. Paper presented at Brunel College, London Reprinted in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 114-132). New York: Wiley, 1969.

0.116 Kelly, G. A. (1966). Clinical psychology afoot and abroad. Contemporary Psychology, 11, 20-22. Review of International resources in clinical psychology by H. P. David

0.117 Kelly, G. A. (1966). Experimental dependency. Waltham, MA: Brandeis University.

0.118 Kelly, G. A. (1966, December). Personal construct theory: A bibliography. Waltham, MA: Brandeis University.

0.119 Kelly, G. A. (1966, September 4). Behaviour is an experiment. Invited address, Division of School Psychology, American Psychological Association, New York. Waltham, MA: Brandeis University. Published in D. Bannister (Ed.), Perspectives in personal construct theory (pp. 255-269). London: Academic Press, 1970.

0.120 Kelly, G. A. (1966). Behavior is a question. Unpublished manuscript.

0.121 Kelly, G. A. (1966). A brief introduction to personal construct theory. Waltham, MA: Brandeis University. Published in J. C. Mancuso (Ed.), Readings for a cognitive theory of personality (pp. 27-58). New York: Holt, Rinehart & Winston, 1970, with the title “A summary statement of a cognitively-oriented comprehensive theory of behavior”. Reprinted in D. Bannister (Ed.), Perspectives in personal construct theory (pp. 1-29). London: Academic Press, 1970]

0.122 Kelly, G. A. (1966). Epilogue: Moments I remember. Proceedings of the 1965 Chicago Conference on the Professional Preparation of Clinical Psychologists. Washington, DC: American Psychological Association.

0.123 Kelly, G. A. (1966). The role of classification in personality theory. In W. E. Barton (Ed.), Proceedings of the Conference on the Role and Methodology of Classification in Psychiatry and Psychopathology. Washington, DC: American Psychiatric Association. Reprinted in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 289-300). New York: Wiley, 1969

0.124 Kelly, G. A. (1966). The psychotherapeutic relationship. Waltham, MA: Brandeis University. Published in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 216-223). New York: Wiley, 1969.

0.125 Kelly, G. A. (1966). Humanistic methodology in psychological research. Waltham, MA: Brandeis University. Published in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 133-146). New York: Wiley, 1969. Also in Journal of Humanistic Psychology, 1969, 9, 53-65.

0.126 Kelly, G. A. (1966). Ontological acceleration. Waltham, MA: Brandeis University. Published in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 7-45). New York: Wiley, 1969.

0.127 Kelly, G. A. (1966). Sin and psychotherapy. In O. H. Mowrer (Ed.), Morality and mental health (pp. 365-381). Chicago: Rand McNally.

7 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

Paper presented at Temple University symposium of psychotherapy, 1962 Published also in W. E. Vinacke (Ed.), Readings in general psychology (pp. 123-139). American Book Co., 1966. Reprinted in B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 165-188). New York: Wiley, 1969.

0.128 Kelly, G. A. (1966). A psychology of the optimal man. In A. R. Maher (Ed.), Goals of psychotherapy (pp. 238- 258). New York: Appleton-Century-Crofts. Reprinted in A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 18-35). New York: Wiley-Interscience, 1980.

0.129 Kelly, G. A. (1973). Fixed role therapy. In R. M. Jurjevich (Ed.), Direct psychotherapy: 23 American originals (pp. 394-422). Coral Gables, FL: University of Miami Press.

0.130 Kelly, G. A. (1992). The expert as historical actor. Psicologia Italiana, 13(1), 76-84.

8 1. Journal Articles

1.1 Adams, B., & Adams-Webber, J. R. (1992). Testing a computational model of interpersonal judgment with personal construct. International Journal of Personal Construct Psychology, 5, 145-157. In a repertory grid experiment based on elicited personal constructs we tested several predictive implications of a computational model of interpersonal judgment developed by Lefebvre, Lefebvre, and Adams-Webber (1986). Results are compared with related findings within the framework of personal construct theory. 1.2 Adams-Webber, J. R. (1969). Cognitive complexity and sociality. British Journal of Social and Clinical Psychology, 8, 211-216. A discussion of Bieri's definition of 'cognitive complexity' within the general framework of Personal Construct Theory, and specifically in terms of the theoretical implications of Kelly's Sociality Corollary, led to the hypothesis that relatively cognitively complex persons infer the personal constructs of others in social situations more efficiently than do relatively cognitively simple persons. The results of an experiment were consistent with this hypothesis. 1.3 Adams-Webber, J. R. (1969). Generalized expectancies concerning the locus of control of reinforcements and the perception of moral sanctions. British Journal of Social and Clinical Psychology, 8, 340-343. 1.4 Adams-Webber, J. R. (1970). An analysis of the discriminant validity of several repertory grid indices. British Journal of Psychology, 61, 83-90. The flexibility of G. A. Kelly's repertory grid as a methodological paradigm has facilitated its application to a diverse range of current measurement problems. However, the discriminant validity of several grid indices has become an important methodological issue. The results of the present study suggest that considerable clarification can be gained through the systematic comparison of grid measures which have been used to assess presumably 'different' variables. The evidence reported here generally indicates that the segregation of construct and figure comparisons in a structural analysis of repertory grids is unwarranted. Specifically, measures of 'cognitive simplicity', 'identification' and 'constellatoriness' were found to be functionally similar, an observation which is consistent with the internal logic of Kelly's 'personal construct' theory. 1.5 Adams-Webber, J. R. (1970). Elicited versus provided constructs in repertory grid technique: A review. British Journal of Medical Psychology, 43, 349-354. This review of elicited versus provided construct studies concluded that subjects prefer their own verbal labels but can effectively use provided labels — with the possible exception of neurotics. [FB]. 1.6 Adams-Webber, J. R. (1973). The complexity of the target as a factor in interpersonal judgment. Social Behavior and Personality, 1, 35-38. 1.7 Adams-Webber, J. R. (1977). The organization of judgements based on positive and negative adjectives in the Bannister-Fransella Grid Test. British Journal of Medical Psychology, 50, 173-176. 1.8 Adams-Webber, J. R. (1977). The golden section and structure of self-concepts. Perceptual and Motor Skills, 45, 703-706. 1.9 Adams-Webber, J. R. (1978). A further test of the golden section hypothesis. British Journal of Psychology, 69, 439-442. 1.10 Adams-Webber, J. R. (1979). Intersubject agreement concerning relationships between the positive and negative poles of constructs in repertory grid tests. British Journal of Medical Psychology, 52, 197-199. 1.11 Adams-Webber, J. R. (1980). Differences between physical and psychological constructs in repertory grids. British Journal of Medical Psychology, 53, 319-322. It was hypothesized on the basis of previous findings (Adams-Webber, 1977) that the meanings of the negative poles of constructs are more differentiated than are those of their positive poles. Forty subjects (20 females, 20 males) each completed a series of four repertory grid tests based successively on the positive poles of psychological constructs (e.g. happy); negative poles of psychological constructs (e.g. sad); positive poles of physical constructs (e.g. physically strong); and negative poles of physical constructs (e.g. physically weak). As predicted, there was significantly more differentiation (statistical independence) among the negative poles of psychological constructs than among their positive counterparts; however, this relationship was exactly reversed in the case of physical constructs. These results are discussed in relation to the notion that the logical extensions of the negative poles of physical constructs, and possibly those of the positive poles of psychological constructs, converge upon a common reference point. PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

1.12 Adams-Webber, J. R. (1985). Self-other contrast and the development of personal constructs. Canadian Journal of Behavioral Science, 17, 303-314. Previous research has shown that on average, normal adults tend to assign themselves and others to the same poles of bipolar constructs such as'happy/ sad', approximately 63% of the time. An interpretation of this finding based on information theory implies that this distribution of like-self and unlike-self judgements will make perceived differences between self and others stand out as maximally salient. In this study, 1,105 Canadian children, ranging in age from 8 to 18 years, and including 740 anglophones and 365 francophones, completed a repertory grid test in which they categorized both themselves and 11 acquaintances on 12 supplied constructs. There was a significant linear relationship between age and the relative proportion of like-self judgements in both linguistic groups. This relationship gradually decreased from about 67% at age 8 to approximately 63% during midadolescence. This finding, which is consistent with the results of earlier studies, was discussed within the framework of personal construct theory. 1.13 Adams-Webber, J. R. (1989). Some reflections on the “meaning” of repertory grid responses. International Journal of Personal Construct Psychology, 2, 77-92. [A response to Yorke's (1989) criticisms to repertory grid methodology]. 1.14 Adams-Webber, J. R. (1990). Personal construct theory and cognitive science. International Journal of Personal Construct Psychology, 3, 415-421. [A response to Warren's (1990) argument that personal construct psychology is not a cognitive psychology]. 1.15 Adams-Webber, J. R. (1995). Constructivist psychology and knowledge elicitation. Journal of Constructivist Psychology, 8, 237-249. Experts acquire their specialized knowledge not only from explicit information of the sort found in textbooks, but also from their own personal experience. The greater their expertise, the more important their personally constructed knowledge and, consequently, the more their thinking deviates from that of typical practitioners, rendering it difficult for experts to communicate all of their knowledge to students, colleagues, and knowledge engineers. It follows that the development of knowledge-based computer systems should be essentially a constructive modeling process and not simply a matter of "expertise transfer." Model-based representations of a specific domain (e.g., radiology) facilitate communication among developers, experts, and users of an expert system. Ideally, knowledge elicitation tools should support the entire modeling life cycle, from initial conceptualization to eventual implementation of any knowledge-based system. 1.16 Adams-Webber, J. R., & Benjafield, J. (1973). The relation between lexical marking and rating extremity in interpersonal judgement. Canadian Journal of Behavioral Science, 5, 234-241. 1.17 Adams-Webber, J. R., & Davidson, D. (1979). Maximum contrast between self and others in personal judgment: A repertory grid study. British Journal of Psychology, 70, 517-518. 1.18 Adams-Webber, J. R., & Mirc, E. (1976). Assessing the development of student teachers' role conceptions. British Journal of Educational Psychology, 46, 338-340. 1.19 Adams-Webber, J. R., & Rodney, Y. (1983). Relational aspects of temporary changes in construing self and others. Canadian Journal of Behavioral Science, 15, 52-59. 1.20 Adams-Webber, J. R., Schwenker, B., & Barbeau, D. (1972). Personal constructs and the perception of individual differences. Canadian Journal of Behavioral Science, 4, 218-224. The repertory grid method was used to investigate the hypothesis that skill in inferring the personal constructs of others is related to the level of differentiation achieved by an individual in structuring his social environment in terms of his own construct system. It was found that if subjects characterised close personal associates in a way that was consistent with the structure of their own self concepts, then they were less accurate in discriminating between the two new acquaintances in terms of the latter's own previously elicited personal constructs. On the other hand, subjects who differentiated between themselves and close associates on the grid performed such discriminations more accurately. [FB]. 1.21 Agnew, J., & Bannister, D. (1973). Psychiatric diagnosis as a pseudo-specialist language. British Journal of Medical Psychology, 46, 69-73. Eight consultant psychiatrists completed grids using their patients as elements and both formal diagnostic categories and lay descriptive terms as constructs. Results indicate that the psychiatrists are no more stable and have no greater interjudge agreement in using diagnostic terms than they achieve with everyday language. Additionally, the two languages appear to "mix". It is concluded that psychiatric nosology is not a true specialist language. 1.22 Alexander, P. C. (1988). The therapeutic implications of family cognitions and constructs. Journal of Cognitive Psychotherapy, 2, 219-236. Family cognitions are defined as individual family members' beliefs about each other and family constructs as the family's jointly held beliefs about itself and its world. A rationale is developed for the importance of these cognitions and constructs in ensuring stable and at times self-fulfilling patterns of behavior within the family and between the family and its environment. The development of these cognitions and constructs is described, as are characteristics which assure their maintenance. Finally, the relevance of these beliefs to family pathology suggests the utility of intervening in a family at the level of the beliefs themselves.

1. JOURNAL ARTICLES

1.23 Alexander, P. C., & Neimeyer, G. J. (1989). Constructivism and family therapy. International Journal of Personal Construct Psychology, 2, 111-121. Personal construct and family systems theories can profit from an exchange of ideas cencerning the relationship between their personal and interpersonal aspects of construction. This article examines three possible points of contact between the two orientations. First, we suggest that personal construct psychology could profit from addressing the important contributions of the family context to the development of each individual's system. Second, we address the impact of the person's constructions on the larger family system. Third, we suggest that the family system itself develops a system of shared constructions that define and bind its identity and interactions. Each of these areas of interface carries implications for therapy, and specific intervention techniques corresponding to each of these are discussed. 1.24 Alexander, P. C., Neimeyer, R. A., & Follette, V. M. (1991). Group therapy for women sexually abused as children: A controlled study and investigation of individual differences. Journal of Interpersonal Violence, 6, 219-231. 1.25 Alexander, P. C., Neimeyer, R. A., Follette, V., Moore, M. K., & Harter, S. (1989). A comparison of group treatments of women sexually abused as children. Journal of Consulting and Clinical Psychology, 57, 479-483. 1.26 Allard, M., & Carlson, E. R. (1963). The generality of cognitive complexity. Journal of Social Psychology, 59, 73-75. 1.27 Allon, R., Stewart, M. F., Lancee, W. J., & Brawley, P. (1981). Conditional probabilities and the grid test for schizophrenic thought disorder. British Journal of Social and Clinical Psychology, 20, 57-66. 1.28 Anderson, R., & Kirkland, J. (1990). Constructs in context. International Journal of Personal Construct Psychology, 3, 21-29. Kelly proposed the metaphor of the personal scientist for psychological understanding of people. The theory of personal construct psychology was offered as an alternative to the mechanistic world view that dominates scientific endeavor. According to Kelly, people assume responsability for meanings attributed to experience; events do not dictate meaning. Kellian theory may be regarded as essentially rooted in the world view of contextualism elaborated by Pepper (1942). Application of the contextualist metaphor of the "historic event" suggest mechanistic influence nevertheless remains evident in personal construct psychology. People-as-scientist continue to be restrained by the bonds of mechanism. 1.29 Appelbaum, S. A. (1969). The accidental eminence of George Kelly. Psychiatry and Social Science Review, 3, 20-25. 1.30 Applebee, A. N. (1975). Developmental changes in consensus in construing within a specified domain. British Journal of Psychology, 66, 473-478. Developmental changes in the amount of social consensus in grid ratings are investigated in six samples of school children spanning the age range 6-17. The grids studied use supplied constructs and elements elicited to represent various categories of stories (e.g. favourite, hard). On these grids there is increasing consensus in construing across the age span studied. This consensus is substantially higher for patterns of inter-construct relationships (the structure of the system) than for ratings of specific elements on specific constructs (the implications of the system). The results also suggest that systematic relationships can be expected between group and individual patterns of response, when the structure is considered in terms of specific 'interpreted' dimensions of variation. Correspondence between group and individual patterns at this more global level does not show any clear developmental pattern. Instead, the lesser consensus of the younger subjects seems to reflect a more idiosyncratic patterning of the major dimensions of construing, within which the dimensions themselves are preserved. 1.31 Applebee, A. N. (1976). The development of children's responses to repertory grids. British Journal of Social and Clinical Psychology, 15, 101-102. Grids applied to subjects aged 6, 9, 13 and 17 indicate that with increasing age, more constructs are used, there is somewhat more equal elaboration of both poles of each construct, there is the recognition of more "shades of grey". [FB]. 1.32 Applebee, A. N. (1976). Children's construal of stories and related genres as measured with repertory grid techniques. Research in the Teaching of English, 10, 226-238. 1.33 Applegate, J. L., Coyle, K., Seibert, J. H., & Church, S. M. (1989). Interpersonal constructs and communicative ability in a police environment: A preliminary investigation. International Journal of Personal Construct Psychology, 2, 385-399. This study investigates the relation between indexes of the development of interpersonal construct systems and the qualities of messages generated in response to persuasive tasks within the context of an urban police force. Hypotheses assuming that lenght of service as a line officer would predict less developed construct systems, and that more developed construct systems would predict message strategies that acknowledge the unique qualities of receivers found general support. In addition, the possibility of further relations between lenght of service and message variables was explored, but no substantial evidence was found for such effects. These results show the importance of environmental influences on construct development, and suggest that interpersonal perception and message behavior functionally adapt to the needs of organizational partecipation. 1.34 Applegate, J. L., Kline, S. L., & Delia, J. G. (1991). Alternative measures of cognitive complexity as predictors of communication performance. International Journal of Personal Construct Psychology, 4, 193-213.

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

Two studies were conducted to compare the predictive validity of the two of the most popular measures of cognitive complexity: Bieri et al.'s (1966) Role Category Questionnaire (RCQ). Two other grid-based measures of construct system quality also were included. Criterion measures included indices of the accomodative, person-centered quality of communication behavior and social reasoning in a variety of contexts. Results of both studies consistently show Crockett's measure to be a significant predictor of all criterion measures. Bieri et al.'s measures were generally unrelated, although the elicited-construct version performed best as a predictor. The two measures of complexity were essentially unrelated in both studies. Implications of the findings for future use of the RCQ and grid-based measures of complexity are discussed. For those interested in the relation of constructs and communication behavior, the RCQ is recommended. 1.35 Applegate, J. L., & Sypher, H. E. (1981). A constructivist outline for cultural communication studies: Theoretical and methodological issues. International Intercultural Communication Annals, 7, 1.36 Argyle, M., & Little, B. R. (1972). Do personality traits apply to social behaviour? Journal of Theory in Social Behaviour, 2, 1-35. 1.37 Argyris, C. (1976). Theories of action that inhibit individual learning. American Psychologist, 31, 638-654. 1.38 Ashworth, C. M., Blackburn, I. M., & McPherson, F. M. (1982). The performance of depressed and manic patients on some repertory grid measures: A cross-sectional study. British Journal of Medical Psychology, 55, 247- 256. 1.39 Ashworth, C. M., Blackburn, I. M., & McPherson, F. M. (1985). The performance of depressed and manic patients on some repertory grid measures: A longitudinal study. British Journal of Medical Psychology, 58, 337-342. 1.40 Axford, S., & Jerrom, D. W. A. (1986). Self-esteem in depression: A controlled repertory grid investigation. British Journal of Medical Psychology, 59, 61-68. 1.41 Badden, J. L. (1970). Cognitive complexity as a factor in appropriate vocational choice. Journal of Counseling Psychology, 17, 364-368. 1.42 Bailey, P. E., & Sims, A. C. P. (1991). The repertory grid as a measure of change and predictor of outcome in the treatment of alcoholism. British Journal of Medical Psychology, 64, 285-294. 1.43 Bailey, S. T. (1970). Independence and factor structure of self-concept metadimensions. Journal of Counseling Psychology, 17, 425-430. 1.44 Baldwin, R. (1972). Change in interpersonal cognitive complexity as a function of a training group experience. Psychological Reports, 30, 935-940. 1.45 Balnaves, M., & Caputi, P. (1993). Corporate constructs: To what extent are personal constructs personal? International Journal of Personal Construct Psychology, 6, 119-138. We propose the existence of corporate constructs (specialized techniques and forms of thought). Corporate constructs are not social constructs, and the idea of a corporate construct does not contradict Kelly's requirement that an individual is a site of decision making. We explore the differences between conceptions of personal and social constructs, highlighting some of their limitations. Corporate constructs are suggested as a way of dealing with these limitations. 1.46 Banikiotes, P. B., & Neimeyer, G. J. (1981). Construct importance and rating similarity as determinants of interpersonal attraction. British Journal of Social Psychology, 20, 259-263. 1.47 Banikiotes, P. B., Neimeyer, G. J., & Lepkowsky, C. (1981). Gender and sex role orientation effects on friendship choice. Personality and Social Psychology Bulletin, 7, 605-610. 1.48 Banikiotes, P. B., Winum, P. C., & Neimeyer, G. J. (1981). Level and flexibility of self-disclosure. Psychological Reports, 49, 162. 1.49 Banikiotes, P. B., Winum, P. C., & Neimeyer, G. J. (1982). The appropriateness of situational disclosures and the perceptions of adjustment and attraction. Social Behavior and Personality, 10, 65-68. 1.50 Bannister, D. (1960). Conceptual structure in thought-disordered schizophrenics. Journal of Mental Science, 106, 1230-1249. The first paper in the series using grids to establish that abnormally loosened construing is a central feature of thought disorder. Grids used in this study had people known personally to the subject as elements and were of the matching score variety. The measures derived from the grid were consistency (stability of the pattern of construct relationships over repeat testing), intensity (the degree of relationship between constructs), coefficient of variation (degree of variability in strength of construct relationships within the single construct system), and social deviation (comparison of a particular pattern of constructs' relationships for a subject with the average normative pattern). [FB]. 1.51 Bannister, D. (1962). The nature and measurement of schizophrenic thought disorder. Journal of Mental Science, 108, 825-842.

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1.52 Bannister, D. (1962). Personal construct theory: A summary and experimental paradigm. Acta Psychologica, 20, 104-120. Partially reprinted in L. Gorlow, W. Katkovsky (Eds.), Readings in the psychology of adjustment (pp. 198-205). New York: McGraw-Hill, 1968 (2nd ed.) Presents the fundamental postulate and the eleven corollaries making up the backbone of Personal Construct Theory. Aspects of construing are discussed and the Repertory Grid Test is presented, along with an experiment employing the Grid. Conclusion of the experiment is that, in a Personal Construct Theory framework, "it is theoretically and experimentally meaningful to talk of construct systems as independent of the particular elements construed". [FB]. 1.53 Bannister, D. (1963). The genesis of schizophrenic thought disorder: A serial invalidation hypothesis. British Journal of Psychiatry, 109, 680-686. 1.54 Bannister, D. (1965). The genesis of schizophrenic thought disorder: Re-test of the serial invalidation hypothesis. British Journal of Psychiatry, 111, 377-382. Following previous studies which identified loosened construing (weakness of correlation between constructs in repertory grid measures) as a central aspect of schizophrenic thought disorder, the experiments reported are further attempts to produce a model of this condition in normals. It was finally shown that if two separate constellations of constructs are available to normal subjects and one is serially validated and the second serially invalidated then intercorrelations in the former will rise while in the latter the pattern of construct relationship will repeatedly change and the strength of correlations will ultimately fall. An extension of the research programme seeking to modify thought disorder in schizophrenics is indicated. 1.55 Bannister, D. (1965). The rationale and clinical relevance of repertory grid technique. British Journal of Psychiatry, 111, 977-982. The rationale of Repertory Grid Tecnique is discussed in relation to its possible and demonstrated clinical uses, and the literature is briefly examined in order to stress the variety of possible forms of grid test. It is emphasized that while the protean quality of Repertory Grid Technique makes it adaptable to a variety of psychological purposes, only long term usage can establish the relative validity of its various forms. The technique focuses attention on the patient's view of his world in his own terms rather than on the practise of categorizing him in terms of a standard professional conceptual framework. 1.56 Bannister, D. (1966). Psychology as an exercise in paradox. Bulletin of the British Psychological Society, 19, 21-26. 1.57 Bannister, D. (1968). The myth of physiological psychology. Bulletin of the British Psychological Society, 21, 229-231. It is argued that the idea that physiological psychology will somehow keep us closer to both science and reality is fallacious. On the contrary, the conceptual contradictions involved in physiological psychology are such that experiments within its domain cannot add to the coherent development of psychology as a science. They tend to distract psychologists from the task of seeing how far they can elaborate psychology as a construct subsvstem in its own right. 1.58 Bannister, D. (1970). Psychological theories as ways of relating to people. British Journal of Medical Psychology, 43, 241-244. It is argued that psychological theories are not merely intellectual postulates about people but are stances towards them. On this basis the interpersonal implications of comparative psychology, physiological psychology, eclectism, learning theory and psychoanalytic theory are examined. The relationship between values and scientific assumptions in psychology is set out as it presents itself in Personal Construct theory. 1.59 Bannister, D. (1971). Schizophrenia: Carnival mirror of coherence. Psychology Today, 4, 66-84. 1.60 Bannister, D. (1972). Critiques of the concept of ‘loose construing’: A reply. British Journal of Social and Clinical Psychology, 11, 412-414. 1.61 Bannister, D. (1973). The shaping of things to come. Bulletin of the British Psychological Society, 26, 293-295. 1.62 Bannister, D. (1973). Reply to Haynes and Phillips. British Journal of Social and Clinical Psychology, 12, 324- 325. 1.63 Bannister, D. (1976). Grid Test of Thought Disorder. British Journal of Psychiatry, 129, 93. 1.64 Bannister, D. (1980). The psychology of teaching psychology. Psychology Teaching, 8(2), 7-9. One of the many ways in which psychologists are not reflexive resides in their failure to use their psychology as a source of ideas about teaching psychology. The teaching methods of the average university department are derived from standard, university traditions and practices and are often dull, impersonal and constrained. This paper reports three ventures in teaching a third year undergraduate option in psychology which were experiments in reflexivity. The response of the teacher and students to these variations on the educational theme ranged from delight to distress and the wherefore of both is discussed. 1.65 Bannister, D. (1982). Is there a schizophrenic condition? The Behavioral and Brain Sciences, 5, 590-591.

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

1.66 Bannister, D. (1983). Psychology of psychology. Bulletin de Psychologie. 1.67 Bannister, D. (1983). Personal construct psychotherapy. British Journal of Hospital Medicine, 301, 72-74. 1.68 Bannister, D., Adams-Webber, J. R., Penn, W. I., & Radley, A. R. (1975). Reversing the process of thought disorder: A serial validation experiment. British Journal of Social and Clinical Psychology, 14, 169-180. Previous personal construct theory studies of thought disorder suggest that it can be viewed as a state of grossly loosened construing (a weak and unstable network of links between ideas) and that it can fairly be measured by grid method. Later studies in the series indicated that it is people not things which bewilder the thought-disordered patient - it is his role as a 'psychologist' that is specifically damaged. The serial invalidation hypothesis argued that thought disorder is the long-term consequence of a repeated failure to predict accurately the behaviour of others and self, resulting in the disintegration of any organized, personal 'theory' about relationships. The present experiment attempts to reverse the process of thought disorder by first identifying whatever weak, remaining system of expectations the thought- disordered patient manifests and then fulfilling these expectations. Such a process of serial validation might lead to a strengthening of the 'theory' which generated these expectations - a tightening of the construct system. Experimental and control group were closely studied over a two-year period. Results - while tending in the predicted direction - yield a not proven verdict though they leave the argument viable and the experiment worth modified replication. 1.69 Bannister, D., & Fransella, F. (1966). A grid test of schizophrenic thought disorder. British Journal of Social and Clinical Psychology, 5, 95-102. In two previous studies (Bannister, 1960 and 1962) thought disordered schizophrenics were discriminated from normals and other psychiatric groups (including non-thought disordered schizophrenics) by forms of the repertory grid test. The primary charateristics of thought disordered schizophrenics, in terms of such tests, appear to be their failure to manifest substantial intercorrelations between constructs and their inability to maintain in a second grid the specific pattern of intercorrelations found in the first. In Construct Theory terms (Kelly, 1955; Bannister 1962a) schizophrenics are limited to an overly loose and inconsistent subsystem for construing people, in conventional terms their ideas about people are both poorly related and unstable. The forms of repertory grid test used in the two previous studies are not suitable for clinical purposes in that they are cumbersome and lacking in normative data. The purpose of the present study was to produce a clinically economic and adequately standardised grid test for detecting the presence of schizophrenic thought disorder. 1.70 Bannister, D., Fransella, F., & Agnew, J. (1971). Characteristics and validity of the Grid Test of Thought Disorder. British Journal of Social and Clinical Psychology, 10, 144-151. A sample of 316 psychiatric admissions were given the Grid Test of Thought Disorder (Bannister & Fransella, 1966, 1967). Test indices were shown to relate to case note judgements and marginally to prognostic data of the 'condition on discharge' type. The relationship between grid scores and diagnostic category was examined. A measure of the degree of abnormality of patterning of construct relationships (Social Deviation) was derived from the grid and shown to relate to structural thought disorder, sex and presence of a precipitating factor for the 'illness'. The process implications of the findings are discussed. 1.71 Bannister, D., & Salmon, P. (1966). Schizophrenic thought disorder: Specific or diffuse? British Journal of Medical Psychology, 39, 215-219. Reprinted in P. B. Warr (Ed.), Thought and personality (pp. 421-429). Harmondsworth: Penguin Books, 1970. Personal Construct Theory suggests that areas of maximal invalidation will be areas of maximal loosening of construing, and applying the theory to the problem of schizophrenic thought disorder might lead us to expect the focus of the schizophrenic confusion to be 'thinking about people' rather than 'thinking about objects'. An initially intra-individual examination of the conceptual structure (in both areas) of thought disordered schizophrenics and normals by repertory grid technique was made. All subjects appeared to be more stable and less idiosyncratic in object-construing but it was shown that thought-disordered schizophrenics lost significantly more reliability and social agreement when shifted from object to people-construing than normals. Replication of such findings suggests the need for tests of thought disorder to examine interpersonal construing and underlines the onus which rests on explanations of schizophrenic thought disorder (including organic explanations) to account for differential degrees of confusion related to different construct subsystems. 1.72 Bannister, D., & Salmon, P. (1975). A personal construct view of education. New York University Educational Quarterly, 6, 28-31. 1.73 Bannister, D., Salmon, P., & Leiberman, D. M. (1964). Diagnosis-treatment relationships in psychiatry: A statistical analysis. British Journal of Psychiatry, 110, 726-732. It is argued that evaluation of the diagnostic classificatory system in psychiatry has concentrated almost entirely on the question of its logical consistency and degree of interjudge agreement and neglected the question of its practical purposes and the extent to which it achieves them. A primary purpose of diagnosis might be thought to be determining treatment decisions. At varying levels of abstraction the diagnosis/treatment relationships of 1,000 selected cases were statistically analysed. Results indicate that although diagnostic decision and choice of treatment in psychiatry are significantly related for some categories, the wide areas of "no association" suggest that habitual or logical links are very limited in extent. Other aspects of the problem such as the correlates of "change of treatment" are examined. 1.74 Bannister, D., & Spencer, P. (1983). Psychology and utopia. New Ideas in Psychology, 1, 191-195. 1.75 Barclay, C. R., & Smith, T. S. (1993). Autobiographical remembering and self-composing. International Journal of Personal Construct Psychology, 6, 1-25. An interpretive synopsis based on our empirical research and theoretical perspectives on autobiographical remembering and self- composing is presented. Conceptual links are made between autobiographical remembering and the self. Thematic relationships between

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our research on autobiographical remembering and Kelly's (1955) notion of personal constructs are noted. The influence of attitudes on remembering personally significant information, either by oneself or with others, is emphasized. This emphasis is an attempt, like Kelly's, to treat the individual as a whole person, coupling (instead of decoupling) cognition and affect. An ecological perspective is taken through which possible functions of autobiographical remembering are explored. Two functions are identified: a coherence or unity function and an interpersonal function. A sense of coherence is achieved in (re)constructive or productive remembering; intimacies are established and maintened in productive interactions. It is proposed that a sense of self can be instantaneously experienced directly through an improvisational process of self-composition in autobiographical remembering and interacting. 1.76 Barclay, C. R., & Smith, T. S. (1993). Autobiographical remembering and self-composing. International Journal of Personal Construct Psychology, 6, 231-251. A interpretive synopsis based on our empirical research and theoretical perspectives on autobiographical remembering and self- composing is presented. Conceptual links are made among Kelly's notions of personal constructs, autobiographical remembering, and self. The influences of attitudes on remembering personally significant information, either by oneself or with others, are emphasized. The possible functions of autobiographical remembering are explored through an ecological perspective. Two functions are identified: a coherence or unity function and an interpersonal function. A sense of coherence is achieved in (re)constructive or productive remembering; intimacies are established and manteined in productive interactions. It is proposed that a sense of self can be instantaneously experienced directly through an improvisational process of self-composition in autobiographical remembering and interacting. 1.77 Barratt, B. B. (1977). The development of peer perception systems in childhood and early adolescence. Social Behaviour and Personality, 5, 351-360. 1.78 Bassler, M., Krauthauser, H., & Hoffmann, S. O. (1992). A new approach to the identification of cognitive conflicts in the repertory grid: An illustrative case study. International Journal of Personal Construct Psychology, 5, 95-111. The concept of cognitive conflicts and its relation to the success of psychoanalitically oriented psychotherapy are discussed. According to this model of therapy, patients should achieve insight into their conscious as well as inconscious conflicts. Therefore in the present study, we assumed that demonstrable cognitive changes would occur over tratment for chronic pain, as measured by Kelly's (1955) Repertory Grid Test. Grids were analyzed with regard to conflicts on the basis of the concept of unbalanced triads. A triad may be described us unbalanced when logical inconsistencies can be demonstrated on the basis of a correlative comparison of three corresponding construct pairs. Construct systems were checked for unbalanced triads by means of a new computer program derived by the authors. A case study serves to demonstrate the possibilities for analysis and interpretation of unbalanced triads offered by this novel method. Results indicate that cognitive restructuring had indeed taken place during therapy and had decreased the relative number of cognitive conflicts. 1.79 Batty, C., & Hall, E. (1986). Personal constructs of students with eating disorders: Implications for counselling. British Journal of Guidance and Counselling, 14, 306-313. 1.80 Bavelas, J. B., Chan, S., & Guthrie, J. A. (1976). Reliability and validity of traits measured by Kelly's repertory grid. Canadian Journal of Behavioral Science, 8, 23-38. 1.81 Baxter, J. D., Brock, B., Hill, P., & Rozolle, R. M. (1981). Letters of recommendation: A question of value. Journal of Applied Psychology, 1.82 Beail, N. (1983). Equivalence of grid forms: A case report. British Journal of Medical Psychology, 56, 263-264. 1.83 Beail, N. (1984). Consensus grids: What about the variance? British Journal of Medical Psychology, 57, 193- 195. This paper examines the extent to which a consensus grid represents the individual repertory grids which comprise it. The results of a repertory grid study are reported to demonstrate that generalizations about certain groups made on the basis of a consensus grid can misrepresent or miss important aspects of the data, because the method does not take into account variation in response. 1.84 Beail, N., & Fisher, K. (1988). Two-component solutions of repertory grid data: A comparison of three methods. International Journal of Personal Construct Psychology, 1, 369-374. Of the various ways in which repertory grid data can be summarized, the two-component plot has been the most popular method. These plots are derived in three main ways: (1) Slater's (1977) INGRID program, (2) subprogram FACTOR in the Statistical Package for the Social Sciences(SPSS) (Nie, Hull, Jenkins, Steinbrenner, & Ubrebt, 1975), and (3) Higgenbotham and Bannister's (1983) GAB program. Little attempt has been made to compare the solutions produced by these programs despite widespread use. A small number of single case studies suggest that the solutions are comparable. This paper reports a study that compares the solutions derived from INGRID, SPSS, and GAB for a series of cases. The results show that correspondence was good for the first components, but for the second components the results were less satisfactory. 1.85 Beail, N., & Parker, S. (1991). Group fixed-role therapy: A clinical application. International Journal of Personal Construct Psychology, 4, 85-95. Fixed-role therapy has primarily been seen as a form of individual therapy. However, Kelly (1955) suggested that it would provide an interesting and useful way of approaching group psychotherapy. This article illustretes the feasibility of Kelly's suggestion in a clinical setting. The group had 5 partecipants, all of whom had been referred for help with social anxiety or social phobia. Self-report measures were administered before and after group therapy, and the outcome was positive.

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1.86 Beck, J. E. (1980). Learning from experience in sensitivity training groups. Small Group Behavior, 11, 279- 296. 1.87 Behnke, M. L., Neimeyer, G. J., Reiss, J., & Setzer, E. S. (1982). Psychophysiological and behavioral effects of patient death on pediatric house officers. Pediatric Research, 16(2), 183. 1.88 Behnke, M. L., Reiss, J., Neimeyer, G. J., & Setzer, E. S. (1987). Grief responses of pediatric house officers to a patient's death. Death Studies, 11, 169-176. 1.89 Bell, A. C., Stewart, A. M., Radford, A. J., & Cairney, P. T. (1981). A method for describing food beliefs which may predict personal food choice. Journal of Nutritional Education, 13, 22-26. 1.90 Bell, R. C. (1988). Theory-appropriate analysis of repertory grid data. International Journal of Personal Construct Psychology, 1, 101-118. This paper reviews the relationship between personal construct theory and methods of repertory grid analysis. Traditional methods, such as factor or cluster analysis, are shown to relate to the fundamental postulate or construction corollary, while new hierarchical approaches relate to the structural corollaries of organization and range. 1.91 Bell, R. C. (1990). Repertory grids as mental tests: Implications of test theories for grids. International Journal of Personal Construct Psychology, 3, 91-103. As repertory grids are often used in the making of important decisions about people's lives, it seems reasonable to demand that the technique accurately reflect the mental structure and processes of the person. This need has not gone unnoticed, either by proponents of the grid tecniqueor its critics, but their calls for psychometric rigor are couched in terms of reliability and validity, terms that have specific operational meanings, and have been derived from the theories proposed for standard psychological tests. This article examines the bases and structures of such theories in the context of repertory grid data. 1.92 Bell, R. C., & Keen, T. R. (1979). A statistical aid for the grid administrator. International Journal of Man- Machine Studies, 11, (Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 209- 216). London: Academic Press, 1981) In this paper the authors consider the problem of obtaining statistical information about a repertory grid during its elicitation. A measure of cognitive complexity, element intraclass correlation, provides the administrator of the grid with information about the change in the respondent's cognitive complexity as each additional construct is elicited and scored on the element sample. The approach is illustrated with post hoc analyses of 20 grids and shows the benefit of having such information available during the process of elicitation. 1.93 Bem, D. J., & Allen, A. (1974). On predicting some of the people some of the time. Psychological Review, 81, 506-520. 1.94 Bender, M. P. (1968). Does construing people as similar involve similar behaviour towards them? British Journal of Social and Clinical Psychology, 7, 303-304. 1.95 Bender, M. P. (1969). To smile at or avert the eyes from: the formation of relationships among students. Research in Education, 2, 32-51. Using implications and resistance-to-change grids, construing of others was investigated in terms of core and peripheral constructs. Ten hypotheses were tested derived from the idea that personal identity needs confirmation by others and our construing of strangers is determined by whether or not we decide he is likely to confirm our identity if we interact with him further. These hypotheses were generally supported. [FB]. 1.96 Bender, M. P. (1974). Provided versus elicited constructs: An explanation of Warr & Coffman's (1970) anomalous finding. British Journal of Social and Clinical Psychology, 13, 329-330. No other study on extremity ratings has used the sequential method of elicitation employed by Warr and Coffman. Bender shows how this method (of only exchanging one element each time to form a new triad) produces constructs tha load less highly on the first factor of a principal components analysis. He used Kelly's Self Identification Method (which he mistakenly attributes to Makhlouf-Norris) to elicit "unimportant" constructs, and triads in which only one element remains the same as the previous triad, to elicit "important" constructs. He argues that element variation is needed to yield personally significant constructs. [FB]. 1.97 Bender, M. P. (1974). Does construing people as similar involve similar behaviour towards them? A subjective and objective replication. British Journal of Social and Clinical Psychology, 15, 93-95. Fifteen couples who had lived together at least 6 months completed a grid with elicited constructs. One spouse was asked to think of interacting with 3 of the elements at a time and asked to indicate toward which 2 people his behaviour was most similar. Each then completed the grid in this manner but in terms of the spouse's behaviour. There was a highly significant relationship between pairs of people eliciting more similar behaviour indicated by person and spouse indicating some validity for these grid measures. [FB]. 1.98 Benjafield, J. (1976). The ‘golden rectangle’: Some new data. American Journal of Psychology, 89, 737-743. 1.99 Benjafield, J. (1983). Some psychological hypotheses concerning the evolution of constructs. British Journal of Psychology, 74, 47-59.

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Evidence supporting five hypotheses concerning the psycholinguistic properties of constructs is presented: (1) The negative poles of overtly marked constructs have lower imagery values than their positive poles; (2) Overtly marked constructs are introduced later in the history of language than are constructs which are not overtly marked; (3) Overtly marked constructs are used less frequently than are constructs which are not overtly marked; (4) The more recently the positive pole of a construct has entered the language, the smaller the difference between its date of entry and that of its negative opposite; and (5) Constructs used primarily to describe psychological events enter the language later than those used primarily to refer to physical events. These findings are discussed in relation to Kelly's (1955) personal construct theory. 1.100 Benjafield, J., & Adams-Webber, J. R. (1975). Assimilative projection and construct balance in the repertory grid. British Journal of Psychology, 66, 169-173. The relationship between the degree to which people see others as like themselves (assimilative projection) and the frequency with which they use positive adjectives to describe people was examined in the context of changing role perspectives. The assimilative projection scores of those persons who use a preponderance of positive over negative adjectives were found to be influenced by changes in role perspectives. By contrast, the assimilative projection scores of those persons whose use of adjectives was less 'maldistributed' were stable across roles. These results suggest that Boucher & Osgood's (1968) 'Pollyanna hypothesis' applies more precisely to persons whose views of themselves are influenced more readily by changing perspectives than to persons who maintain relatively stable conceptions of their own identities in relation to others. The results also have implications for repertory grid methodology, specifically for the practice of controlling for maldistribution. The effect of this control upon the mathematical structure of grids is examined. 1.101 Benjafield, J., & Adams-Webber, J. R. (1976). The golden section hypothesis. British Journal of Psychology, 67, 11-16. 1.102 Benjafield, J., & Doan, B. (1971). Similarities between memory for visually perceived relations and comparative sentences. Psychonomic Science, 24, 255-256. 1.103 Benjafield, J., & Giesbrecht, L. (1973). Context effects and the recall of comparative sentences. Memory and Cognition, 1, 133-136. 1.104 Benjafield, J., & Green, T. R. G. (1978). Golden section relations in interpersonal judgement. British Journal of Psychology, 69, 25-35. A model of the organization of interpersonal judgements, based on the hypothesis that people tend to organize their judgements in Golden Section ratios, was presented. A theory of the process of interpersonal judgement, based on the notion that people judge acquaintances using a Fibonacci-like decision rule, was then developed. A computer simulation of the theory yielded results consistent with the model. An experiment in which subjects judged a variety of sets of acquaintances also yielded results consistent with the model. 1.105 Benjafield, J., Jordan, D., & Pomeroy, E. (1976). Encounter groups: A return to the fundamental. Psychotherapy: Theory, Research and Practice, 13, 387-389. 1.106 Benjafield, J., & Mackenheim, R. (1989). A further historicodevelopmental study of the interpersonal circumplex. Canadian Journal of Behavioral Science, 21, 83-93. 1.107 Benjafield, J., & Pomeroy, E. (1978). A possible ideal underlying interpersonal descriptions. British Journal of Social and Clinical Psychology, 17, 339-340. 1.108 Ben-Tovim, D. I., & Greenup, J. (1983). The representation of transference through serial grids: A methodological study. British Journal of Medical Psychology, 56, 255-262. During a patient's psychotherapy serial grids were collected so that aspects of 'transference' defined as the interrelationships of dyadic elements such as 'me now with the therapist', 'me with father when I was a child' could be measured. By forming composite grids of the same two elements from each testing occasion, changes could be traced over time. Content analysis of tape-recordings of the sessions showed that changes on the grid measures could be related to the therapist's interventions. The correlations obtained suggest a process of delayed reconceptualization by the subject. 1.109 Ben-Tovim, D. I., Hunter, M., & Crisp, A. H. (1977). Discrimination and evaluation of shape and size in anorexia nervosa: An exploratory study. Research Communications in Psychology, Psychiatry, and Behavior, 2, 241- 253. 1.110 Berzonsky, M. D. (1989). The self as a theorist: Individual differences in identity formation. International Journal of Personal Construct Psychology, 2, 363-376. The purpose of this article is to present an integrative review of research on identity development and personal construct theory. Within a constructivist framework, identity is conceptualized as both a self-formulated theory about oneself and an orientation toward self- theorizing. This identity-as-theorist view includes normative (dogmatic), diffuse (ad hoc), and information (scientific) orientations. These orientations are mapped onto the classifications generated by Marcia's identity status paradigm. It is argued that structural differences in the extent to which personal theoretical constructions are differentiated, interconnected and hierarchically integrated will be associated with identity status. Evidence supporting this position is presented, and directions for future research are discussed. 1.111 Berzonsky, M. D. (1994). Individual differences in self-construction: the role of constructivist epistemological assumptions. Journal of Constructivist Psychology, 7, 263-281.

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The role that personal epistemological assumptions play in the construction and revision of self-identity was examinated in three studies. Study 1 was an initial effort to develop and validate a scale to assess constructivist emistemic assumptions. As hypothesized, personal constructivist assumptions were associated with the use of an informational, scientific approach to identity issues. In Study 2, scores on a revised constructivist scale were founf to be related to problem-focused personal coping and an informational orientation to identity. In addiction to replicating this finding, the results of Study 3 revealed that constructivist epistemological assumptions were associated with contextual and organismic worldviews. The results are discussed in term of a social-cognitive process view of self-construction. 1.112 Berzonsky, M. D., & Neimeyer, G. J. (1988). Identity status and personal construct systems. Journal of Adolescence, 11, 195-204. 1.113 Berzonsky, M. D., Rice, R. G., & Neimeyer, G. J. (1990). Identity status and self-construct systems: Process x structure interactions. Journal of Adolescence, 13, 251-263. 1.114 Bieri, J. (1953). Changes in interpersonal perceptions following social interaction. Journal of Abnormal and Social Psychology, 48, 61-66. 1.115 Bieri, J. (1955). Cognitive complexity-simplicity and predictive behavior. Journal of Abnormal and Social Psychology, 51, 263-268. Reprinted in J. C. Mancuso (Ed.), Readings for a cognitive theory of personality (pp. 269-279). New York: Holt, Rinehart & Winston, 1970. The study which launched the cognitive complexity-simplicity topic. Rep tests and a Situations questionnaire were used to test the hypotheses that cognitively simple subjects are less accurate than complex subjects in predicting the behaviour of others and are more prone to see others as like themselves (assimilative projection). Results provided partial support for hypotheses. [FB]. 1.116 Bieri, J. (1986). Beyond the grid principle. Contemporary Psychology, 31, 672-674. 1.117 Bieri, J., Blacharsky, E., & Reid, J. W. (1956). Predictive behavior and personal adjustment. Journal of Consulting Psychology, 53, 112-117. 1.118 Bieri, J., & Blacker, E. (1956). The generality of cognitive complexity in the perception of people and inkblots. Journal of Abnormal and Social Psychology, 53, 112-117. 1.119 Bieri, J., Bradburn, W. M., & Galinsky, M. D. (1958). Sex differences in perceptual behavior. Journal of Personality, 26, 1-12. 1.120 Bieri, J., & Messerly, S. (1957). Differences in perceptual and cognitive behavior as a function of experience type. Journal of Consulting Psychology, 21, 217-221. 1.121 Bodden, J. L. (1970). Cognitive complexity as a factor in appropriate vocational choice. Journal of Counseling Psychology, 17, 364-368. 1.122 Bodden, J. L., & James, L. E. (1976). Influence of occupational information giving on cognitive complexity. Journal of Counseling Psychology, 23, 280-282. 1.123 Bodden, J. L., & Klein, A. (1972). Cognitive complexity and appropriate vocational choice: Another look. Journal of Counseling Psychology, 19, 257-258. 1.124 Bodden, J. L., & Klein, A. (1973). Cognitive differentiation and affective stimulus value in vocational judgements. Journal of Vocational Behavior, 3, 75-79. 1.125 Bodlakova, V., Hemsley, D. R., & Mumford, S. J. (1974). Psychological variables and flattening of affect. British Journal of Medical Psychology, 47, 227-234. 1.126 Bohart, A. C. (1995). Configurationism: Constructivism from an experiential perspective. Journal of Constructivist Psychology, 8, 317-326. From an ecological perspective, humans are built to detect important meanings in their life spaces. These meanings are not so much imposed on reality as already there in reality. However, humans still construct their realities in the sense that what patterns of meaning they respond to are differentially determined by what they attend to. Thus they configure their realities. Humans experience their realities primarily in terms of nonverbal, nonconceptual detection of meaning patterns. Perception needs to be distinguished from cognition, and it is argued that the "human as aesthetic experiencer" is a better model of how humans function than the "human as naive scientist." Implications for psychotherapy, such as for the concepts of resistance and transference, are discussed. 1.127 Bollea, G., Rosano, M., & Rocchi, M. T. (1985). Nuova ottica di approccio psicopedagogico e riabilitativo nella sindrome di Down [New perspective of psychopedagogical and rehabilitative approach in Down's syndrome]. Saggi, 11, 35-39.

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1.128 Bonarius, J. C. J. (1966). Persoonlijke constructen als zinvolle beoordelingscategorieën. Hypothese, 10, 70- 80. 1.129 Bonarius, J. C. J. (1967). Extreme beoordelingen en persoonlijke constructen: Een vergel ijking van verschillende indices van extremiteit. Hypothese, 12, 46-57. 1.130 Bonarius, J. C. J. (1967). De fixed role therapy van George A. Kelly. Nederlands Tijdschrift voor de Psychologie, 22, 482-520. 1.131 Bonarius, J. C. J. (1970). Fixed role therapy: A double paradox. British Journal of Medical Psychology, 43, 213-219. 1.132 Bond, A., & Lader, M. (1976). Self concepts in anxiety states. British Journal of Medical Psychology, 49, 275- 279. 1.133 Boose, J. H. (1985). A knowledge acquisition program for expert systems based on personal construct psychology. International Journal of Man-Machine Studies, 23, 495-525. Retrieving problem-solving information from a human expert is a major problem when building an expert system. Methods from George Kelly's personal construct psychology have been incorporated into a computer program, the Expertise Transfer System, which interviews experts, and helps them construct, analyse, test and refine knowledge bases. Conflicts in the problem-solving methods of the expert may be enumerated and explored, and knowledge bases from several experts may be combined into one consultation system. Fast (one to two hour) expert system prototyping is possible with the use of the system, and knowledge bases may be constructed for various expert system tools. 1.134 Borders, L. D., Fong, M. L., & Neimeyer, G. J. (1986). Counseling students' level of ego development and perceptions of clients. Counselor Education and Supervision, 26, 36-49. 1.135 Borders, L. D., Fong, M. L., & Neimeyer, G. J. (1986). Counseling students' level of ego development and perceptions of clients. Counselor Education and Supervision, 26, 36-49. 1.136 Borgo, S., Liotti, G., & Sibilia, L. (1973). Modelli concettuali in psichiatria [Conceptual models in psychiatry]. Rivista di Psichiatria, 8, 262-275. AA. tested a sample of 54 psychiatrists, working in psychiatric hospitals, with 2 Role Construct Repertory Test grids and Semantic Differential, in order to evaluate the extent they make use of psychiatric conceptual models (medical model, psychological model, social model). Data have been correlated one another and with such variables as age and years of work. Some significant results are then discussed with their implications. 1.137 Boscolo, P., & De Bernardi, B. (1992). Writing as a meaningful activity. International Journal of Personal Construct Psychology, 5, 341-353. Writing processes have been studied extensively from the cognitive point of view, but little attention has been given to the affective aspects of this activity. In fact, writing experience seems to be relevant to a person not only because it is a complex cognitive activity, but also because it often has an affective characterization. The aim of the present study was to investigate writing as a meaningful activity, that is, to analyze the way in which pupils of different grade levels construe this activity. The study was divided into two phases: (a) interviews with pupils in order to select relevant elements (i.e., writing situations and contexts) and (b) subjects' elicitation of constructs and evaluation of elements. From the qualitative and quantitative analyses of the grids, a developmental trend emerged. Whereas the younger subjects frequently elicited constructs related to the affective dimensions of writing, as age increased, the cognitive dimension became more evident. 1.138 Botella, L. (1991). Psychoeducational groups with older adults: An integrative personal construct rationale and some guidelines. International Journal of Personal Construct Psychology, 4, 397-408. A psychoeducational approach is proposed as an alternative to exclusively therapeutic work with older adults in recreational settings. An integrative rationale based on personal construct theory and some general guidelines for the group leader are presented. Two possible psychoeducational group formats (guided autobiography and coping skills) are discussed. 1.139 Botella, L., & Gallifa, J. (1995). A constructivist approach to the development of personal epistemic assumptions and worldviews. Journal of Constructivist Psychology, 8, 1-18. We discuss a constructivist model of epistemic development based on the notion of increased complexity. This model proposes that as cognitive complexity increases by means of cycles of validation and invalidation, personal epistemic asumptions shift from positivism to constructivism, and preferred worldviews shift from mechanism to organicism - as defined by Pepper's (1942) taxonomy of world hypotheses. We report two studies in which we found, as predicted, a significant relationship among overall cognitive complexity, constructivist epistemic assumptions, and an organicist worldview. However, our attempt to discriminate the effects of the two theoretical dimensions of cognitive complexity (differentiation and integration) was not sucessful. Our data also indicate a dichotomy of ways of knowing: One is characterized by cognitive simplicity, objectivist epistemic assumptions, and a mechanistic/formistic worldview; the other is characterized by cognitive complexity, constructivist epistemic assumptions, and an organicist/contextualist worldview. 1.140 Boxer, P. J. (1979). Reflective analysis. International Journal of Man-Machine Studies, 11, 547-584.

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Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 45-80). London: Academic Press, 1981. The paper describes a method of computer assisted reflective learning capable of being used by managers. The method enables managers to explore the value of their past experience in relation to a particular problem context; to consider how their own experience relates to that of other managers; and finally to create design criteria for strategic options within a problem context capable of commanding a consensus between the managers. The paper concludes that the method represents a new departure in the use of computers for supporting strategic management. 1.141 Boxer, P. J. (1980). Supporting reflective learning: Towards a reflexive theory of form. Human Relations, 33(1), 1-22. Reprinted in H. Bonarius, R. Holland, S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 13-21). New York: St. Martin's Press, 1981. 1.142 Bradshaw, J. M., Ford, K. M., Adams-Webber, J. R., & Boose, J. (1993). Beyond repertory grids: New approaches to constructivist knowledge acquisition tool development. International Journal of Intelligent Systems, 8(2). Reprinted in K. M. Ford & J. Bradshaw (Eds.), Knowledge acquisition as a modeling activity. Chichester: Wiley, 1993. 1.143 Braley, L. S., & Fried, N. H. (1971). Modes of temporal orientation and psychopathology. Journal of Consulting and Clinical Psychology, 36, 33-39. 1.144 Brandt, L. W. (1967). The phenomenology of the self-concept. Existential Psychiatry, 6, 422-432. 1.145 Brandt, L. W., & Brandt, E. P. (1974). The alienated psychologist. Journal of Phenomenological Psychology, 5, 41-52. 1.146 Breakey, W. R., & Goodell, H. (1972). Thought disorder in mania and schizophrenia evaluated by Bannister's Grid Test for Schizophrenic Thought Disorder. British Journal of Psychiatry, 120, 391-395. 1.147 Bright, J. C. (1982). What do you do when you've done a grid? [Abstract]. Bulletin of the British Psychological Society, 35, 68-69. 1.148 Brockman, B., Poynton, A., Ryle, A., & Watson, J. P. (1987). Effectiveness of time-limited therapy carried out by trainees: Comparison of two methods. British Journal of Psychiatry, 151, 602-610. 1.149 Bronowski, J., & Bellugi, U. (1970). Language, name and concept. Science, 168, 669-673. 1.150 Brook, J. (1979). A repertory grid analysis of perceptions of vocational counselling roles. Journal of Vocational Behavior, 15, 25-35. 1.151 Brook, J. A. (1991). The link between self esteem and work/nonwork perceptions and attitudes. Applied Psychology: An International Review, 40, 269-280. 1.152 Brook, J. A. (1992). Use of the repertory grid in career counseling. The Career Development Quarterly, 41, 39- 50. 1.153 Brook, J. A. (1993). Leisure meanings and comparisons with work. Leisure Studies, 12, 151-164. 1.154 Brook, J. A., & Brook, R. J. (1989). Research note: Exploring the meaning of work and nonwork. Journal of Organisational Behaviour, 10, 169-178. 1.155 Brown, A. F., Rix, E. A., & Cholvat, J. (1983). Changing promotion criteria: Cognitive effects on administrators' decisions. Journal of Experimental Education, (Winter), 1.156 Bruch, M., Heisler, B., & Conroy, C. (1981). Effects of conceptual complexity on assertive behaviour. Journal of Counseling Psychology, 28, 377-385. 1.157 Bryant, R. (1985). Families and repertory grids: A brief introduction with comments on Karastergiou-Katsika and Watson. Journal of Family Therapy, 7, 251-257. 1.158 Burke, M., & Noller, P. (1995). Content analysis of changes in self-construing during a career transition. Journal of Constructivist Psychology, 8, 213-226. We examined the process of career transition for a group of teacher trainees in the 2-year Technical and Further Education teacher preparation program. Content analysis was used to determine the extent of any significant change in construct use over time, to illustrate the nature of that change, and to examine the literal similarity of constructs over the study period. Results showed there was a change in construct use over time. The literal similarity of the constructs as determined by the content analysis supported the operational similarity of

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the constructs revealed by a cluster analytic technique in an earlier study. Categories of forcefulness, organization, status, self-sufficiency, and time orientation were identified as important, indicating an emphasis on personal and professional development. 1.159 Burke, M., Noller, P., & Caird, D. (1992). Transition from practitioner to educator: A repertory grid analysis. International Journal of Personal Construct Psychology, 5, 159-182. We examined the process of transition from being a practitioner in a field to becoming an educator in the same field, using repertory grid technique and a longitudinal methodology. A total intake of Technical and Further Education beginning teachers was followed throughout their 2-year preparation program. At five intervals, 6 months apart, repertory grids were administered to the group, with the elements supplied relating to various roles and aspects of the self relevant to transition. Constructs elicited from the group mapped the transition process during the 2-year period and showed the changing emphasis over the course. Measurements of self-esteem and the effect of the transition on family relationships was also administered. Results showed that the nature of the transition was generally positive. The constructs elicited identified change in the transition process as experienced by the group under study. Initially constructs were general and included satisfaction, striving, and partecipation . They then revealed greater concern with issues of time, control, personal and professional development, and, finally, those attributes of "being qualified". Specifically, results show the transition process to be a personal experience, and illustrate the beneficial function of proceeding through the transition process as part of a group. 1.160 Burnard, P., & Morrison, P. (1989). What is an interpersonally skilled person?: A repertory grid account of professional nurses' views. Nurse Education Today, 9, 384-391. 1.161 Burns, T., Hunter, M., & Lieberman, S. (1980). A repertory grid study of therapist/couple interaction. Journal of Family Therapy, 2, 297-310. 1.162 Burr, V., & Butt, T. (1989). A personal construct view of hypnosis. British Journal of Experimental and Clinical Hypnosis, 6, 85-90. 1.163 Butt, T. (1995). Ordinal relationships between constructs. Journal of Constructivist Psychology, 8, 227-236. The concept of ordination, that is, the hierarchical organization of constructions ranging from more peripheral to more central dimensions of meaning, is examined. The process of laddering is focused on as a technique for accessing superordinate constructs. It is argued that laddering frequently does not produce constructs that qualify as superordinate and that this problem reflects a misconception of construct systems as cognitive entities that control behavior. An alternative understanding of personal construct theory as a theory of social action is advocated as better suited to its central task—helping people to reconstrue their lives. The implications for investigating construing in the light of this interpretation are examined. 1.164 Button, E. J. (1983). Personal construct theory and psychological well-being. British Journal of Medical Psychology, 56, 313-322. The concept of 'psychological well-being' (as opposed to 'psychological disorder') is considered from the standpoint of George Kelly's personal construct theory (Kelly, 1955). It is argued that the origin of psychological disorder lies in a difficulty in 'person construing', with particular reference to 'self-construing'. For some (like schizophrenics) this may be a relatively permanent state of affairs, whereas for others it may reflect a temporary crisis or transition. It seems that the ability to maintain a relatively stable, yet flexible, self-construction may be crucial. Social relationships, however, although potentially validating, also carry the risk of invalidating our self-construction. An individual's particular response to 'invalidation' may be substantially determined by commonality of construing in his particular context, e.g. an adolescent female may turn to slimming whereas a young male may turn to alcohol. Although the theory has proved to be most useful at an explanatory level, it has been applied therapeutically only to a limited extent. It is argued that psychologists may make a greater contribution to the enhancement of psychological well-being by applying constructive alternativism within a learning or educational context rather than the clinical setting. 1.165 Button, E. J. (1990). Rigidity of construing of self and significant others, and psychological disorder. British Journal of Medical Psychology, 63, 345-354. 1.166 Button, E. J. (1994). Personal construct measurement of self-esteem. Journal of Constructivist Psychology, 7, 53-65. The study of self-esteem has considerable relevance to psychological well-being. A personal construct approach to the measurement of self-esteem is presented. I explain how a procedure I devised called SELF-GRID (Button, 1988), can be used to describe and measure the evaluative aspect of self-construing. The relevance of such measures to assessment and the evaluation of change in psychotherapy is illustrated with case examples. 1.167 Caine, T. M., & Smail, D. J. (1967). Personal relevance and the choice of constructs for the repertory grid technique. British Journal of Psychiatry, 113, 517-520. Two groups of neurotic patients were grid tested with more and less "personally relevant" constructs. They were also given tests of vocabulary, personality, and symptomatology. From the results it is argued that grids constructed from less personally relevant material give rise to higher relationship scores. [FB]. 1.168 Caine, T. M., & Smail, D. J. (1969). A study of the reliability and validity of the repertory grid technique as a measure of the histeroid/obsessoid component of personality. British Journal of Psychiatry, 115, 1305-1308. The stability of a form of the repertory grid as a measure of a known, relatively stable aspect of personality (the hysteroid/obsessoid dimension) is examined. Although less stable than the validating criterion, the grid evidenced some significant reliability. [FB].

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

1.169 Caine, T. M., & Smail, D. J. (1969). The effects of personality and training on attitudes to treatment: Preliminary investigations. British Journal of Medical Psychology, 42, 277-282. 1.170 Campbell, J. D., & Yarrow, M. R. (1961). Perceptual and behavioral correlates of social effectiveness test. Sociometry, 24, 1-20. 1.171 Caplan, H. L., Rohde, P. D., Shapiro, D. A., & Watson, J. P. (1975). Some correlates of repertory grid measures used to study a psychotherapeutic group. British Journal of Medical Psychology, 48, 217-226. Repertory grid data provided monthly by the members of a psychotherapeutic group were related to measures of verbal behaviour during group sessions in ways which were both statistically significant and psychologically meaningful. There was evidence that the group members re-enacted earlier patterns of family relationship in their mutual interaction. For individual patient members of the group, speaking, being spoken to, and introducing several kinds of topic into the group discussion had significant associations with grid variables implicating self-esteem and patterns of identification with parents; but the correlation patterns varied between patients. 1.172 Caputi, P., Breiger, R., & Pattison, P. (1990). Analyzing implications grids using hierarchical models. International Journal of Personal Construct Psychology, 3, 77-90. Some procedures for analyzing implications grids are reviewed, and their limitations are highlighted. It is argued that an hierarchical or quasi-order model is a natural model for implications grid data. The model is consistent with the theoretical positions of both Kelly (1955) and Hinkle (1965). An algorithm for quasi-order modeling is discussed, and an example is presented, illustrating some of its important features. 1.173 Cardenas, C., & Moreno-Jiménez, B. (1985). La construcción situacional de la ingesta alcohólica [Situational construction of alcoholic intake]. Estudios de Psicología, 23-24, 67-84. 1.174 Carlson, R. (1971). Sex differences of ego functioning: Exploratory studies of agency and communion. Journal of Consulting and Clinical Psychology, 37, 267-277. An interesting use of the Rep Test in which self, being differentiated from or placed with others, was used as a measure of agency- communion (Bakan's Dimension from his Duality of Human Existence). Male or female differences were found in the predicted direction of greater male "agency". [FB]. 1.175 Carr, J. E. (1965). The role of conceptual organization in interpersonal discrimination. Journal of Psychology, 59, 159-176. 1.176 Carr, J. E. (1969). Differentiation as a function of source characteristics and judge's conceptual structure. Journal of Personality, 37, 378-386. 1.177 Carr, J. E. (1970). Differentiation, similarity of patient and therapist, and the outcome of psychotherapy. Journal of Abnormal Psychology, 76, 361-369. 1.178 Carr, J. E. (1973). Differentiation matching in school desegregation workshops. Journal of Applied and Social Psychology, 1.179 Carr, J. E. (1974). Perceived therapy outcome as a function of differentiation between and within conceptual dimensions. Journal of Clinical Psychology, 30, 282-285. 1.180 Carr, J. E., & Posthumas, A. B. (1975). The role of cognitive process in social interaction. International Journal of Social Psychiatry, 21(1080), 1-7. 1.181 Carr, J. E., & Townes, B. (1975). Interpersonal discrimination as a function of age and psychopathology. Child Psychiatry and Human Development, 5, 209-215. 1.182 Carr, J. E., & Whittenbaugh, J. (1969). Sources of disagreement in the perception of psychotherapy. Journal of Clinical Psychology, 25, 16-21. 1.183 Cartwright, R. D., & Lerner, B. (1963). Empathy, need to change, and improvement in psychotherapy. Journal of Consulting and Clinical Psychology, 27, 138-144. 1.184 Castorina, M., & Mancini, F. (1992). Construct system as a knowing system. International Journal of Personal Construct Psychology, 5, 271-293. Our objective in this article is to construct a theoretical framework that directs the simulation of certain salient human characteristics. We believe that George Kelly's personal construct psychology is the philosophical-theoretical instrument most suitable for us to use to costruct this theoretical framework. Nevertheless, to make the theory more solid we have had to differentiate some of our assumptions from those of Kelly. A construct system is considered not simply as a form of knowledge representation but also as a knowing system that, according to the fundamental postulate of personal construct psychology, is able to generate psychological phenomena such as preferences, emotions, and reasoning. To present our model, we first define principles of the system's organization and dynamics. From the dynamic

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principle (i.e., the increasing of predictive capacity), we derive the notion of preference. As a result, we consider emotions as a way of solving some typical difficulties of the system dynamics. We also consider how the system can generate abstract representations. 1.185 Catina, A. (1979). On some aspects of appreciative style in person perception in an adolescents group. Revue Roumaine de Sciences Sociales, 23, 41-49. 1.186 Catina, A., Gitzinger, I., & Hoeckh, H. (1992). Defense mechanisms: An approach from the perspective of personal construct psychology. International Journal of Personal Construct Psychology, 5, 249-257. The psychoanalytic concept of defense mechanisms was theoretically and empirically approached from the perspective of personal construct psychology, in an attempt to investigate its cognitive components. Thirty neurotic clients of the Psychotherapeutic Center in Stuttgart, Federal Republic of Germany, were investigated by means of the Questionnaire for Defense Categories (Ehlers & Peter, 1989) and the Repertory Grid Test (Kelly, 1955). Tight construing, extremity of emotional evaluation, construal of the symptom as having positive implications, and construed similarity between certain aspects of the self were observed in clients who frequently used the defense mechanisms denial, rationalization, and turning against the object. 1.187 Catina, A., Tschuschke, V., & Winter, D. (1989). Self-reconstruing as a result of social interaction in analytic group therapy. Group Analysis, 22, 59-72. 1.188 Cesari, J. P., Winer, J. L., & Piper, K. P. (1984). Vocational decision status and the effect of four types of occupational information on cognitive complexity. Journal of Vocational Behavior, 25, 215-224. 1.189 Cesari, J. P., Winer, J. L., Zychlinski, F., & Laird, I. O. (1982). Influence of occupational information giving on cognitive complexity in decided versus undecided students. Journal of Vocational Behavior, 21, 224-230. 1.190 Chambers, W. V. (1983). Circumspection, preemption and personal constructs. Social Behavior and Personality, 11, 33-35. 1.191 Chambers, W. V. (1985). Logical consistency of personal constructs and choice behavior. Psychological Reports, 57, 190. 1.192 Chambers, W. V. (1985). A repertory grid measure of mandalas. Psychological Reports, 57, 923-928. 1.193 Chambers, W. V. (1985). A measure of the integrative complexity of personal constructs. Journal of Social and Clinical Psychology, 3, 213-223. 1.194 Chambers, W. V. (1986). Inconsistencies in the theory of death threat. Death Studies, 10, 165-176. 1.195 Chambers, W. V., & Epting, F. R. (1985). Personality and personal construct logical inconsistency. Psychological Reports, 57, 1120. 1.196 Chambers, W. V., & Grice, J. W. (1986). Circumgrids: A repertory grid package for personal computers. Behavioral Research Methods, Instruments, and Computers, 18, 468. 1.197 Chambers, W. V., & Grice, J. W. (1987). Circumgrids (software survey section). Clinical Psychology Review, 7, I-IV. 1.198 Chambers, W. V., & O'Day, P. (1984). A nomothetic view of personal construct processes. Psychological Reports, 55, 554. 1.199 Chambers, W. V., Olson, C., Carlock, J., & Olson, D. (1986). Clinical and grid predictions of inconsistencies in individuals' personal constructs. Perceptual and Motor Skills, 62, 649-650. 1.200 Chambers, W. V., & Parsley, L. (1987-1988). Cognitive development, integrative complexity and logical consistency of personal constructs. Psychology and Human Development, 2, 7-11. 1.201 Chambers, W. V., & Sanders, J. (1984). Alcoholism and logical consistency of personal constructs. Psychological Reports, 54, 882. 1.202 Chance, J. E. (1958). Adjustment and prediction of others' behavior. Journal of Consulting Psychology, 22, 191-194. 1.203 Chiari, G. (1989). Conoscenza personale e malattia somatica: approcci cognitivi ai disturbi psicosomatici [Personal knowledge and somatic illness: Cognitive approaches to psychosomatic disorders]. Psicobiettivo, 9, 9-20. 1.204 Chiari, G., Mancini, F., Nicolò, F., & Nuzzo, M. L. (1990). Hierarchical organization of personal construct systems in terms of the range of convenience. International Journal of Personal Construct Psychology, 3, 281-311.

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Starting from constructs' range of convenience as a central criterion, a model of the hierarchical organization of a personal construct system is developed by using elementary tools from set and graph theories. According to a radical constructivist point of view, constructs with their dichotomous nature are seen as the primitive objects, and the elements to which they apply are defined in terms of the constructs themselves. The difference between ordinal and logical relationships is made clear. The assumed structure permits a reconsideration of the notions of construct correlation, of predictive efficiency, and of invalidation and change in terms of the emergence of one or more new constructs. 1.205 Chiari, G., & Nuzzo, M. L. (1986). La psicologia dei costrutti personali [The psychology of personal constructs]. Psicologia Contemporanea, 13(77), 50-55. 1.206 Chiari, G., & Nuzzo, M. L. (1988). Embodied minds over interacting bodies: A constructivist perspective on the mind-body problem. Irish Journal of Psychology, 9, 91-100. A special issue edited by V. Kenny on Radical constructivism, autopoiesis & psychotherapy. The consideration of the relation of mutual specification between a distinguished whole and the parts distinguished in it, and of their specification of two nonintersecting phenomenal domains, constitute the starting point for a radical constructivist redefinition of the 'mind- body problem' (MBP), where the opposition between mind and body turns into a relation of complementarity between components of a larger (social, ecological) whole. The implications as to the traditional views on the MBP are outlined, stressing in particular the overcoming of the holism reductionism and parallelism/ interactionism dualities. 1.207 Chiari, G., Nuzzo, M. L., Alfano, V., Brogna, P., D'Andrea, T., Di Battista, G., Plata, P., & Stiffan, E. (1994). Personal paths of dependency. Journal of Constructivist Psychology, 7, 17-34. Following an outline of a constructivist conceptualization of dependency, we investigated the possibility of differentiating developmental paths by means of dependency grids. On the basis of our hypothesis, three alternative personal paths of dependency were expected, each initiated by the main transition of aggressiveness, threat, and guilt that the child experiences through early dependency relationships with parents. A cluster analysis performed on four variables (dispersion of dependency, dependence on mother, dependence on father, and dependence on self) within a sample of 122 young adults differentiated four groups of subjects whose characteristics, explored by means of the Adjective Check List and the Helping Grid, largely corresponded to the expected ones. 1.208 Chick, J., Waterhouse, L., & Wolff, S. (1979). Psychological construing in schizoid children grown up. British Journal of Psychiatry, 135, 425-430. 1.209 Childs, D., & Hedges, R. (1980). The analysis of interpersonal perceptions as a repertory grid. British Journal of Medical Psychology, 53, 127-136. In order to set goals and evaluate progress in therapy with couples it is important to begin with a clear formulation of the problem. The technique described provides quantitative data on three aspects of a relationship. Firstly, the extent to which a couple are in fact using a common language. Second, the extent to which they agree, understand each other's point of view, and realize how they are understood. Thirdly, the differences between their perception of the present and their goals for themselves and one another in the future. The investigation uses personal constructs elicited from the couple and the results are analysed as a repertory grid. Summary measures provided by the grid analysis organize the large amount of data and provide a general context for understanding the relationship within which particular aspects can be identified for more detailed analysis. 1.210 Cioata, E. (1977). Complexitate cognitiva si personalitate. Revide Psikologie, 3, 1.211 Clair, S., & Preston, J. (1990). Integration in personal constructions of television. International Journal of Personal Construct Psychology, 3, 377-391. Research on the impact of television has shifted from an emphasis in the 1960s on the passive viewer to current approaches that investigate active processing of the television medium. Although evidence is accumulating about the cognitive processes used to mediate television, the nature of the individual's concept of television has not been studied. The present investigation employs a computerized version of Kelly's Repertory Grid Test with 40 male and 40 female university students. Using Bannister's measure of intensity to index integration, the results provide supporting evidence for Kelly's individuality corollary in terms of substantial individual differences. In addition, intensity was related to genre selection. Persons with low-intensity scores, reflecting less integration, tended to prefer television genres offering social interaction or action. High-intensity individuals, with more integrated constructions of the television medium, showed a greater preference for informational genres. 1.212 Clark, R. A., & Delia, J. G. (1977). Cognitive complexity, social perspective-taking, and functional persuasive skills in second- to ninth-grade children. Human Communication Research, 3, 128-134. 1.213 Clemente, M. (1985). Elaboración de un modelo empírico sobre la realización de actividades delictivas en la mujer mediante la técnica del REP-test [Elaboration of an empirical model on delinquent behaviour in women by means of rep grid technique]. Estudios de Psicología, 23-24, 85-98. 1.214 Cochran, L. C. (1976). Categorization and change in conceptual relatedness. Canadian Journal of Behavioral Science, 8, 275-286. 1.215 Cochran, L. C. (1976). The effect of inconsistency on the categorization of people. Social and Behavioural Perspectives, 4, 91-96.

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1.216 Cochran, L. C. (1976). Conceptual relatedness and the comprehension of social situations. Social and Behavioural Perspectives, 4, 91-96. 1.217 Cochran, L. C. (1977). Differences between supplied and elicited considerations in career evaluation. Social and Behavioural Perspectives, 4, 241-248. 1.218 Cochran, L. C. (1977). Inconsistency and change in conceptual organization. British Journal of Medical Psychology, 50, 319-328. The effects of inconsistent attributions on the way judges organized their concepts of other people were studied. Using a variant of Kelly's (1955) grid methodology, measures of construct organization were taken before, after and during an impression formation task which stressed either consistent or inconsistent attributions. Before treatment, judges rated adjectives (e.g. warm) on a list of personality characteristics. After treatment, judges rated the contrasts (e.g. cold). During treatment, judges rated consistent or inconsistent combinations of these adjectives. The results indicated that judges managed inconsistency by weakening the relations among their dimensions of judgement, and by alternately disrupting and recovering their usual or normal way of structuring judgements of others. Subjects with strong conceptual relations tended to use central (defined by principal components analysis) patterns for organizing their judgements of inconsistent people while subjects with weaker conceptual relations tended to make more frequent use of peripheral ways of construing people. Following inconsistency, subjects with strong relations modestly loosened their organizations of constructs while subjects with weaker relations greatly tightened their organizations. Implications for the genesis of thought disorder and the relationship between construct organization and understanding were discussed. 1.219 Cochran, L. C. (1983). Conflict and integration in career decision making schemes. Journal of Vocational Behavior, 23, 87-97. 1.220 Cochran, L. C. (1983). Seven measures of the ways that deciders frame their career decisions. Measurement and Evaluation in Guidance, 16, 67-77. 1.221 Coleman, P. G. (1975). Interest in personal activities and degree of perceived implications between personal constructs. British Journal of Social and Clinical Psychology, 14, 93-95. Reported interest in personal and non-personal activities, measured by a 24-item questionnaire comprising questions dealing with the individual's liking for various activities was related to the number of implications that subjects perceived between their own constructs. A comparison was made between results obtained by this method of directly asking for implications between constructs and by a method of measuring simplicity of construct structure from the repertory grid. [FB]. 1.222 Corsini, R. J. (1956). Understanding and similarity in marriage. Journal of Abnormal and Social Psychology, 52, 327-332. 1.223 Costigan, J. (1985). Personal construct psychology: A theoretical and methodological framework for nursing research. Australian Journal of Advanced Nursing, 2, 15-23. 1.224 Costigan, J., Humphrey, J., & Murphy, C. (1987). Attempted suicide: A personal construct theory explanation. Australian Journal of Advanced Nursing, 4, 39-50. 1.225 Cote, J. E., & Reker, G. T. (1979). Cognitive complexity and ego identity formation: A synthesis of cognitive and ego psychology. Social and Behavioural Perspectives, 7, 107-112. 1.226 Craig, R. G., & Boyle, M. (1979). The recognition and spontaneous use of psychological descriptions by young children. British Journal of Social and Clinical Psychology, 18, 207-208. 1.227 Craig, R. G., & Duck, S. W. (1977). Similarity, interpersonal attitudes and attraction: The evaluative-descriptive distinction. British Journal of Social and Clinical Psychology, 16, 15-21. 1.228 Crandall, J. E. (1970). Predictive value and confirmability of traits as determinants of judged trait importance. Journal of Personality, 38, 77-90. 1.229 Crisp, A. H. (1964). An attempt to measure an aspect of ‘transference’. British Journal of Medical Psychology, 37, 17-30. The relationship between patient and doctor is important in treatment. An attempt has been made, in three studies, to measure an attitude ('the transference score') of some subjects and patients towards doctors. The method is based on a modification of Kelly's repertory grid technique. It focuses on the comparison of the individual's concept of 'ideal dependable father' and his or her concepts of various doctor figures. The nature of the technique is such that the subject is unaware that this comparison is being made. Predictions, first concerning differences in 'transference score' between two social groups differing by class and a group of psychoneurotic patients entering treatment, and secondly concerning changes in 'transference score' in a group of psychoneurotic patients during treatment, have largely been fulfilled and the measure appears a valid one. Criticism and possible uses of the technique are presented. It is suggested that such a measure might provide a means of studying the significance of the relationship in therapeutics and its importance in the management of various types of psychiatric and other illness.

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1.230 Crisp, A. H. (1964). Development and application of a measure of ‘transference’. Journal of Psychosomatic Research, 8, 327-335. 1.231 Crisp, A. H. (1966). "Transference", "symptom emergence", and "social repercussion" in behaviour therapy. British Journal of Medical Psychology, 39, 179-196. 1.232 Crisp, A. H., & Fransella, F. (1972). Conceptual changes during recovery from anorexia nervosa. British Journal of Medical Psychology, 45, 395-405. 1.233 Crockett, W. H., Mahood, S., & Press, A. N. (1975). Impressions of a speaker as a function of set to understand or to evaluate, of cognitive complexity, and of prior attitudes. Journal of Personality, 43, 168-178. 1.234 Crockett, W. H., & Meisel, P. (1974). Construct connectedness, strenght of disconfirmation, and impression change. Journal of Personality, 42, 290-299. The correlation between the degree of connectedness of subjects' interpersonal constructs and change in their impressions of another person on those constructs (a) was significantly positive when subjects' earlier judgments were said to be poor and their inferences to their most central constructs were directly disconfirmed, (b) was significantly negative when subjects' earlier judgments were said to be poor but no inferences were specifically disconfirmed, and (c) was nonsignificantly negative when their earlier judgments were said to be poor and a behavioral prediction keyed to the most central construct was disconfirmed. 1.235 Cromwell, R. L. (1956). Factors in the serial recall of the names of acquaintances. Journal of Abnormal and Social Psychology, 53, 63-67. 1.236 Cromwell, R. L., & Caldwell, D. F. (1962). A comparison of ratings based on personal constructs of self and others. Journal of Clinical Psychology, 18, 43-46. Forty-four subjects recalled names of six recent and six old acquaintances. Three names from each group were used in a Kelly Role Construct Repertory Test to elicit six constructs. One group then rated the remaining six people they had recalled on the construct- contrast dimensions they had produced and finally rated the same people on constructs elicited by other subjects. The second group, following the reverse order, rated first with personal constructs of others and then with their own. As predicted, ratings were more extreme from the midpoint of the scale when using one's own personal constructs as opposed to the personal constructs of another person. No effects of new versus old acquaintances, sequence of ratings or interactions of these variables were found. [FB]. 1.237 Cronbach, C. J. (1955). Processes affecting scores on understanding of others and assumed similarity. Psychological Bulletin, 52, 177-193. 1.238 Crown, S., & Crisp, A. H. (1966). A short clinical diagnostic self-rating scale for psychoneurotic patients. British Journal of Psychiatry, 112, 917. 1.239 Crowne, D. P., & Stephens, M. W. (1961). Self-acceptance and self-evaluative behavior: A critique of methodology. Psychological Bulletin, 58, 104-121. 1.240 Crump, J. H., Cooper, C. L., & Maxwell, V. B. (1981). Stress among air traffic controllers: Occupational sources of coronary heart disease risk. Journal of Occupational Behaviour, 2, 293-303. 1.241 Cummins, P. (1992). Reconstruing the experience of sexual abuse. International Journal of Personal Construct Psychology, 5, 355-365. George Kelly was always very clear that constructs were not simply verbal discriminations. Despite this emphasis, most of the clinical literature on personal construct psychology focuses on verbal construing. This article is based on my experience over the past 30 years with the construing of a large number of people who had been sexually abused in their childhood. Often this abuse was never verbally construed and was presented by the person as some form of physical complaint. The majority of these people had difficulty in their adult sexual relationships. The struggle of therapy was to reconstruct the "unthinkable" in a away that allowed the development of "physical sociality." The effect of this "physical constructing" is examined with particular reference to Kelly's (1955) description of regnant construing. 1.242 Curry, D. J., & Menasco, M. (1980). Sampling distributions for scores on the Role Construct Repertory Test. Educational and Psychological Measurement, 40, 815-828. Sampling distributions are obtained for scores on the grid form of the Role Construct Repertory Test (Rep Test) using a null hypothesis of random behavior. Three different scoring rules are considered; the method of tied-ratings based on 6-point scales (Bieri et al., 1966), the method of tied-ratings based on 2-point scales (Scott, 1962) and Fiedler's most preferred person score (Fiedler, 1967). In all three cases the mean and variance of the sampling distribution under Ho are given exactly and the distribution form is shown to be approximately normal. The sampling theory is compared to empirical results reported by Schneier (1979) for Bieri's rule. The discrepancies between theory and behavior form the basis for the discussion of a few test design issues. 1.243 Cyr, J. J. (1983). Measuring consistency with the grid test. British Journal of Clinical Psychology, 22, 219-220. 1.244 Dallos, R., & Aldridge, D. (1987). Handing it on: Family constructs, symptoms and choice. Journal of Family Therapy, 9, 39-58.

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1.245 Danforth, W. J. (1970). Counselor-client negotiation of the counseling process. Rehab. Res. Pr. Rev., 1, 31- 37. 1.246 Davidson, G. (1992). Toward an applied aboriginal psychology. South Pacific Journal of Psychology, 5, 1-20. 1.247 Davis, H. (1979). Self-reference and the encoding of personal information in depression. Cognitive Therapy and Research, 3, 97-110. 1.248 Davis, H. (1983). Constructs of handicap: Working with parents and children. Changes, 1, 37-39. 1.249 Davis, H. (1984). Personal construct theory: A possible framework for use. Mental Handicap, 12, 80-81. 1.250 Davis, H., Stroud, A., & Green, L. (1989). Child characterization sketch. International Journal of Personal Construct Psychology, 2, 323-337. The aim of this paper is to desribe a novel method of eliciting and exploring the constructs that parents use to anticipate their children's behavior. The need for such a method arises from the inadequacies of alternative measures used in early intervention studies. The method is called the Child Characterization Sketch, in acknowledgment of the method of self-characterization first described by Kelly. The technique and subsequent analysis are described in detail to enable others to evaluate its potential. In the present paper its use is illustrated both from a counseling viewpoint and in relation to research questions concerning mothers of children with intellecual impairments. The results provide an exploratory consideration of the types of constructs mothers use and a comparison of mothers of children with or without intellectual impairment. 1.251 Davison, K., Brierley, H., & Smith, C. (1971). A male monozygotic twinship discordant for homosexuality: A repertory grid study. British Journal of Psychiatry, 118, 675-682. 1.252 De Boeck, P., Van den Bergh, O., & Claeys, W. (1981). Research findings on the nature of constructs in schizophrenia. British Journal of Clinical Psychology, 20, 123-130. 1.253 De Boeck, P., Van den Bergh, O., & Claeys, W. (1981). The immediacy hypothesis of schizophrenia tested in the Grid Test. British Journal of Clinical Psychology, 20, 131-132. 1.254 Delia, J. G. (1974). Attitude toward the disclosure of self-attribution and the complexity of interpersonal constructs. Speech Monographs, 41, 1.255 Delia, J. G., & Crockett, W. H. (1973). Social schemas, cognitive complexity, and the learning of social structures. Journal of Personality, 41, 413-429. 1.256 Delia, J. G., Gonyea, A. H., & Crockett, W. H. (1971). The effects of subject-generated and normative constructs upon the formation of impressions. British Journal of Social and Clinical Psychology, 10, 301-305. 1.257 Delia, J. G., Kline, S. L., & Burleson, B. R. (1979). The development of persuasive communication strategies in kindergarteners through twelfth-graders. Communication Monographs, 46, 241-256. 1.258 Delia, J. G., & O'Keefe, B. J. (1976). The interpersonal constructs of Machiavellians. British Journal of Social and Clinical Psychology, 15, 435-436. 1.259 Delmonte, M., & Kenny, V. (1985). Models of meditation. British Journal of Psychotherapy, 1, 197-214. Experiential aspects of the more common forms of meditation are described in the context of some research findings. Various theoretical models of meditation are reviewed. Meditation is also discussed in terms of behavioural, psychoanalytical and personal construct perspectives. It is concluded that whereas no simple or singular conceptualisation of meditation is adequate, personal construct theory has most to offer in describing meditation phenomena. The objectives of the various meditation techniques appear to be rather similar, i.e., to achieve insight into the workings of the mind, self-mastery, and ultimately to transcend the ego. However, meditation experiences may vary considerably within and between individuals. 1.260 Dempsey, D. J., & Neimeyer, R. A. (1995). Organization of personal knowledge: Convergent validity of implications grids and repertory grids as measures of system structure. Journal of Constructivist Psychology, 8, 251- 261. Constructivism is distinguished by its emphasis on personal knowledge systems, which have been studied extensively by personal construct psychologists. However, the heavy reliance of investigators on repertory grid (rep grid) technique has been criticized, in part because alternative implication grid (imp grid) procedures offer a theoretically clearer measurement of the relationship among personal constructs in the system. We report the first study of the convergence of the two methods in assessing system structure at three levels: (a) the molar level, or the overall structure or relatedness of constructs in the system; (b) the molecular level, or the average degree of the connectedness of each individual construct to the system as a whole; and (c) the atomistic level, or the degree of relationship between specific pairs of constructs. We administered a rep grid and an imp grid to 36 college students and found support for the convergence of the two measures at all levels. These results reinforce a constructivist view of the systemic properties of personal knowledge and provide encouragement for the extension of both methods in future research and clinical applications.

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1.261 Diamond, C. T. P. (1980). A note on measuring teachers' constructs. Research in the Teaching of English, 14, 48-51. 1.262 Diamond, C. T. P. (1981). The headwaters: English teachers' constructs of teaching writing. Resources in Education, (July), 1.263 Diamond, C. T. P. (1982). Teacher effectiveness: A workshop on personal and professional knowledge. Queensland Institute of Educational Research Journal, 22, 3-10. 1.264 Diamond, C. T. P. (1982). Understanding others: Kellyian theory, methodology and application. International Journal of Intercultural Relations, 6, 395-420. 1.265 Diamond, C. T. P. (1982). Teachers can change: A Kellyian interpretation. Journal of Education for Teaching, 8, 163-173. This article explores Kelly's theory of personal constructs and its application to teachers of composition. People are best understood in terms of the ways they anticipate events. These bases of discrimination are bipolar constructs that are open to revision. Kelly explains that members of a group are similar because they use, the same constructs to order events. However, in order to enter into a relationship with others, they need first to subsume the others' personal constructs. When teachers of composition were construed as Kellyian psychologists, they were found to construe other people as denying them classroom autonomy and to see themselves as not very effective instructors. Explanations for the survival of their construct systems were provided. Conceptual change may depend upon the centrality and interconnectedness of the constructs and upon the strength of the disconfirmations they endure. Kelly's fixed-role programme enables teachers to be helped to reconstruct their pedagogies. 1.266 Diamond, C. T. P. (1983). Teacher perspectives on the teaching of writing. The Alberta Journal of Educational Research, 29, 15-30. From the ways in which 80 items dealing with the teaching of written composition were freely sorted by 93 teachers of year ten English from large, state high schools in Southeast Queensland, a seven-fold typology was obtained after applying a category-focusing version of Latent Partition Analysis, an Index of Similarity Analysis, an Hierarchical Crouping Analysis, and a Multiple Discriminant Analysis. The statistically derived viewpoints were then clinically inspected by comparing, group by group, the categorizations made by the 15 representative teachers with the 20 nuclear categories that were shared by the original sample of teachers. Fewer pedagogically than statistically significant differences were found. Since the seven perspectives seemed to converge and reflect a traditional rather than a progressive pedagogy, teacher education courses may have to follow the learner-centred strategies they advocate. 1.267 Diamond, C. T. P. (1983). Teachers' views of writing and their pupils' performance. English Education, 17, 41- 44. 1.268 Diamond, C. T. P. (1983). The use of fixed role treatment in teaching. Psychology in the Schools, 20, 74-82. Two recently qualified teachers were experiencing difficulty in teaching high school English. They participated in Kelly's (1955) Fixed Role Treatment by first writing professional self-characterisations. These were analysed clinically and then indexed to provide the bases for two alternative scenarios embodying quite different pedagogical constructs. The teachers were encouraged to adopt these roles as fully as possible for five consecutive teaching days. One teacher was reported as more successful and satisfied than the other. Explanations for this include the nature of the classes involved, school assessment, the time of year, and the need for constant consultation with the teacher educator. However, seeking change may be of significance in itself. 1.269 Diamond, C. T. P. (1983). ‘Theoretical positions’: A comparison of intending and experienced teachers' constructs. South Pacific Association of Teaching and Education Journal, 11, 43-53. 1.270 Diamond, C. T. P. (1985). Fixed role treatment: Enacting alternative scenarios. Australian Journal of Education, 29, 161-173. 1.271 Diamond, C. T. P. (1990). Recovering and reconstruing teachers' stories. International Journal of Personal Construct Psychology, 3, 63-76. In this article the romantic science of stories is contrasted with the natural science method and reconstrued as a means of promoting the personal and professional development of teachers. Each of us as a teacher is seen as constructing the meaning of our lives and of our teaching stories. If our behavior is largely controlled by our internal narratives, language and its production can afford us access to them. By showing what is and by trying possible alternatives, the writing and reading of self-narratives may help us as teachers to alter what we do. Prompts to awareness and ways of recovering these aspects of submerged consciousness include autobiography, biography, novels, diary (journal, momoir, and log), letters, interviews, oral testimony and images, time lines or psychobiographies, and Kellian approaches. 1.272 Dingemans, P. M. (1980). Schizofrenie-onderzoek vanuit de theorie van persoonlijke constructen. Nederlands Tijdschrift voor de Psychologie, 35, 345. 1.273 Dodds, J. w. S. (1981). Applying construct theory in groups. Changes, 3, 138. 1.274 Dolliver, R. H., & Woodward, B. T. (1975). A note on reflexivity in personality theories. Journal of Individual Psychology, 31, 18-22.

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1.275 Downs, R. M. (1970). The cognitive structure of an urban shopping centre. Environment and Behavior, 2, 13- 39. 1.276 Draffan, J. W. (1972). Speed of function, thought process disorder and flattening of affect. British Journal of Psychiatry, 120, 183-187. 1.277 Draffan, J. W. (1973). Randomness in grid test scores. British Journal of Medical Psychology, 46, 391-392. 1.278 Drysdale, B. (1989). The construing of pain: A comparison of acute and chronic low back pain patients using the repertory grid technique. International Journal of Personal Construct Psychology, 2, 271-286. Hypotheses derived from the literature on pain and on personal construct theory were tested using the repertory grid technique on samples of acute and chronic low back pain patients. Two main differences emerged between these groups: (a) Chronic pain patients showed a small but significant tendency to associate being in pain with being sensitive to others; and (b) chronic pain patients perceived significantly less anger around them. The two groups were then pooled to examine changes in construing with increasing pain duration. Two main trends were noted with increasing chronicity: (a) Pain patients perceived significantly less depression around them, with the construct depressed/not depressed becoming increasingly subordinate, and (b) pain was seen in increasingly less negative terms. The results are discussed with reference to the literature and suggestions are made for future research areas. 1.279 Drysdale, B. (1991). Psychological treatment and reconstruction with a chronic pain patient. International Journal of Personal Construct Psychology, 4, 359-370. This article describes the psychological treatment of a chronic pain patient using a single case design methodology in order to evaluate changes in symptomatic measures as well as in Repertory Grid Test scores. These changes included a substantial reduction in levels of subjective pain and anxiety as well as a reduction in symptom superordinacy, level of self-dissatisfation, and positive meaning ("payoff") of anxiety. Results are discussed in relation to the literature on pain and on personal construct theory. 1.280 du Preez, P. D. (1972). The construction of alternatives in parliamentary debate: Psychological theory and political analysis. South African Journal of Psychology, 2, 23-40. 1.281 du Preez, P. D. (1975). The application of Kelly's personal construct theory to the analysis of political debates. Journal of Social Psychology, 95, 267-270. 1.282 du Preez, P. D. (1977). Actions and anticipation in Kelly's theory of personal constructs. Journal of Behavioral Science, 2, 211-216. 1.283 Duck, S. W. (1973). Similarity and perceived similarity of personal constructs as influences in friendship choice. British Journal of Social and Clinical Psychology, 12, 1-6. A mixed-sex group of 40 student teachers was given a sociometric test and the Rep Test, and was then asked to provide for each construct a list of people who shared it. The Rep Test analysis produced two mean similarity scores for each subject: one from observable similarities with friends ("friendship pairs") and one from similarities with non-friends ("nominal pairs"). Significant differences were found between these means. It was also found from the last test that subjects tended to over-estimate the similarities between themselves and their chosen friends. [FB]. 1.284 Duck, S. W. (1975). Personality similarity and friendship choices by adolescents. European Journal of Social Psychology, 5, 351-365. 1.285 Duck, S. W., & Allison, D. (1978). I liked you but I can't live with you: A study of lapsed relationships. Social Behavior and Personality, 8, 43-47. 1.286 Duck, S. W., & Craig, R. G. (1977). The relative attractiveness of different types of information about another person. British Journal of Social and Clinical Psychology, 16, 229-233. 1.287 Duck, S. W., & Craig, R. G. (1978). Personality similarity and the development of friendship: A longitudinal study. British Journal of Social and Clinical Psychology, 17, 237-242. 1.288 Duck, S. W., & Sants, H. (1983). On the origin of the specious: Are personal relationships really interpersonal states? Journal of Social and Clinical Psychology, 1, 27-41. 1.289 Duck, S. W., & Spencer, C. (1972). Personal constructs and friendship formation. Journal of Personality and Social Psychology, 23, 40-45. 1.290 Duehn, D. W., & Proctor, E. K. (1974). A study of cognitive complexity in the education for social work practice. Journal of Education for Social Work, 10, 20-26. 1.291 Dupelj, M. (1973). Semantic distance among personal constructs. Journal of Psychotherapy and Allied Disciplines, 1(1).

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1.292 Dupelj, M., & Goreta, M. (1979). Reeducation by conventional communication group psychotherapy of biologically treated schizophrenics. Socijalna-Psihijatrija, 7, 83-86. 1.293 Dupelj, M., Krizmanic, M., Radosevic, Z., & Matijaca, B. (1978). Failure to construe, isolate and dependency constructs in in-patient schizophrenics. Socijalna-Psihijatrija, 6, 215-218. 1.294 Dupelj, M., Salamunic, L., & Raic, R. (1981). Redukcija identita u involuciji i terpajiski pomak unutar mikrogrupe. Socijalna-Psihijatrija, 9, 131-135. 1.295 Durand, R. M., Roff, L. L., & Klemmack, D. L. (1981). Cognitive differentiation and perception of older persons: A test of the vigilance hypothesis. Research in Aging, 3, 333-344. 1.296 Durden, C., & Neimeyer, G. J. (1986). A repertory grid study of resident assistant stressors. Journal of College and University Student Housing, 16, 18-23. 1.297 Durlak, J. A., & Kass, R. A. (1981). Clarifying the measurement of death attitudes: A factor analytic evaluation of fifteen self-report death scales. Omega, 12, 129-141. 1.298 Dürscheid, H., & Fischer, L. (1981). Zur Analyse kognitiver Strategien der Identitätsbehauptung bei Bewohnern einer Altenklinik unter Verwendung des REP-Tests von G. A. Kelly. Zeitschrift für Gerontologie, 14(508- 516), 1.299 D'Zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of Abnormal Psychology, 78, 107-126. 1.300 Easterby-Smith, M. (1980). The design, analysis and interpretation of repertory grids. International Journal of Man-Machine Studies, 13, 3-24. Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 9-30). London: Academic Press, 1981. This paper is intended for those with some knowledge of the repertory grid technique who would like to experiment for themselves with new forms of grid. It is argued that because the technique is quite powerful and the basic principles of its design are easy to grasp there is some danger in it being used inappropriately. Inappropriate applications may be harmful both to those involved directly, and to the general reputation of the technique itself. The paper therefore surveys a range of alternatives in the design of grids, and discusses the factors that are important to consider in these cases. But even if a design has been produced which is inherently "good", any applications based on this will be of doubtful value unless prior thought has been given to the availability of analytic techniques, and to the means of interpretation of the results. Hence the paper outlines a number of approaches to the analysis of grids (both manual and computer based), and it also illustrates the possible process of interpretation in a number of cases. 1.301 Ebel, R. (1974). And still the dryads linger. American Psychologist, 485-492. 1.302 Ecclestone, C. E. J., Gendreau, P., & Knox, C. (1974). Solitary confinement of prisoners: An assessment of its effects on inmates' personal constructs and adrenocortical activity. Canadian Journal of Behavioral Science, 6, 178- 191. 1.303 Eckstein, D., & Tobacyk, J. (1979). Ordinal position and death concerns. Psychological Reports, 44, 967-971. 1.304 Edmonds, T. (1979). Applying personal construct theory in occupational guidance. British Journal of Guidance and Counselling, 7, 225-233. 1.305 Efran, J. S. (1994). Mystery, abstraction, and narrative psychotherapy. Journal of Constructivist Psychology, 7, 219-227. The rhythm of live involves the creation and resolution of mysteries. In the social realm, such mysteries are usually solved by the process of abstraction - linguistic devices are invented and used to coordinate patterns of communal action. Although such devices are necessary and useful, they also tend to entrap a person in a social cocoon of shared explanatory fictions. Narrative psychotherapy helps clients break free of the spell woven by the abstractions to which they have been adapted. This occurs through the process Maturana (1988) called "orthogonal interaction", in which the therapist assist the client in stepping outside the "club rules" and seeing things anew. This process is discussed, contrasted with other interpretations of narrative work, and illustrated with a brief clinical vignette. 1.306 Eich, F., Seidenstücker, G., & Wetzel, H. (1975). Der Role Construct Repertory Test: Ein Instrument zur Analyse Interpersoneller Wahrnehmungen in Therapiebeziehungen. Psychologie und Praxis, 19, 79-85. 1.307 Eiduson, B. T. (1958). Artist and non-artist: A comparative study. Journal of Personality, 26, 13-28. 1.308 Eiser, J. R., & Mower White, C. J. (1973). Affirmation and denial in evaluative descriptions. British Journal of Psychology, 64, 399-403.

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Children made a series of evaluative judgements of 20 nonsense words, which they were told to imagine were people's names. Each subject judged half the names in terms of two-category rating scales containing an affirmative (A) response category which was evaluatively positive (E+) and a negative (N) category which was evaluatively negative (E-), e.g. 'happy-not happy', the other half were judged in terms of scales where the A category was E-, and the N category E+, e.g. 'rude - not rude'. The main finding was a highly significant tendency for subjects to give more A than N responses, irrespective of evaluative content: in addition, a tendency for subjects to give more E- than E+ responses, irrespective of grammatical form, approached significance. 1.309 Eiser, J. R., & Ross, M. (1977). Partison language, immediacy, and attitude change. European Journal of Social Psychology, 7, 477-489. 1.310 Emerson, E. (1982). The prediction of change in repertory grids. British Journal of Medical Psychology, 55, 241-246. 1.311 Epstein, S. (1973). The self-concept revisited: Or a theory of a theory. American Psychologist, 28, 404-416. 1.312 Epting, F. R. (1972). The stability of cognitive complexity in construing social issues. British Journal of Social and Clinical Psychology, 11, 122-125. The stability of the amount of cognitive differentiation involved in construing social issues was investigated. Using a common set of construct dimensions, three cognitive complexity instruments were built, each containing a different set of social issues. The three instruments were readministered one week later. The stability indices obtained here, on social issues, were comparable in magnitude to those reported in studies of interpersonal construing. During the second administration of the complexity instruments, there was an increase in the correlations across social issues and a decrease in complexity level. 1.313 Epting, F. R. (1975). Order of presentation of construct poles: What are the factors to be considered? A reply. British Journal of Social and Clinical Psychology, 14, 427-428. Epting first points out that the study referred to by Gibson was a study of stability of complexity and, secondly, that Gibson has his terminology wrong. Gibson is confusing the dimension emergent versus implicit and construct (likeness end) and contrast. He describes several ways of ensuring that poles need not be reflected when using Bieri's complexity measure. [FB]. 1.314 Epting, F. R. (1975). The possibility of a science of persons. Interpersonal Development, 6, 1-7. 1.315 Epting, F. R. (1988). Journeying into the personal constructs of children. International Journal of Personal Construct Psychology, 1, 53-61. In a personal construct approach to children, two aspects of the theory are highlighted. First, the theory is written on a number of levels that include the more formal structural theory as well as an implicit theory of experience. It is on the experiential level that the concerns with children are most clearly revealed. Second, there is a profound commitment, in personal constuct theory, to a psychological understanding of the human being as a person. In the child area this results in a commitment to viewing the child as a complete person in his or her own right rather than seeing the child as a transitional phase of the truly complete adult. The last section of this paper is concerned with a number of alternative methodologies for the study of children as well as a caution concerning construct theory being construed as just another cognitive psychology. 1.316 Epting, F. R., & Landfield, A. W. (1979). Missing data. Contemporary Psychology, 24, 670. 1.317 Epting, F. R., Prichard, S., Wiggins, S. C., Leonard, J. A., & Beagle, J. W. J. (1992). Assessment of the first factor and related measures of construct differentiation. International Journal of Personal Construct Psychology, 5, 77-94. This exploration into the composition of the first factor was nested within a 3 (grid type) x 2 (administration session) mixed factorial design exploring differences in construct differentiation, assessed by three measures: the explanatory power of the first factor (EPFF), intensity (INT), and functionally independent construction (FIC). The main intent was to describe the evaluative component of the first factor (ECFF) and track changes in it across the 3 x 2 design. Hypotheses concerning the ECFF were that (a) the ECFF would increase under grid conditions involving figure comparison and a prerating construct valencing procedure and (b) the ECFF would increase across administration times. A secondary set of hypotheses related to the first factor as a measure of construct differentiation was as follows: (a) differentiation would decrease under grid conditions involving figure comparison and a prerating construct valencing procedure, and (b) differentiation would decrease across administration times. A strong positive correlation among the three measures od fifferentiation was also hypothesized. Results supported hypothesized increases in the ECFF for different grid conditions, but, contrary to expectations, the ECFF remained stable across administration times. Differentiation scores, however, were found to increase both across grid conditions and administratio times. 1.318 Epting, F. R., Probert, J. S., & Pittman, S. D. (1993). Alternative strategies for construct elicitation: Experimenting with experience. International Journal of Personal Construct Psychology, 6, 79-98. In order to provide an overview and evaluation of the ways in which constructs might be elicited, a number of procedures are reviewed including: the original triad procedure, dyadic and monadic procedures, ordinal elicitation procedures, and self-characterization procedures. In addition, two recently developed procedures are presented: 1) a focusing elicitation procedure using a modification of Gendlin's focusing technique which allows it to be applied to the triadic elicitation procedure, 2) a storytelling elicitation procedure that uses an original board game to aid a small group of partecipants in examining their personal and interpersonal constructions. In conclusion, some of the ways that these elicitation procedures have been compared and evaluated are revoewed.

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

1.319 Epting, F. R., Rainey, L. C., & Weiss, M. J. (1979). Constructions of death and levels of death fear. Death Education, 3, 21-30. 1.320 Epting, F. R., Suchman, D. I., & Howland, A. (1974). Cognitive structure and performance on classroom material. Journal of Psychology, 86, 229-233. 1.321 Epting, F. R., Suchman, D. I., & Nickeson, C. J. (1971). An evaluation of elicitation procedures for personal constructs. British Journal of Psychology, 62, 513-517. The opposite method (OM) and the difference method (DM) for eliciting personal constructs were evaluated with regard to the number of bipolar constructs produced. This evaluation is an investigation of how the constructs were used in a grid procedure and how they were reported in a structured interview. Comparing the two methods, using the grid procedure, the OM produced a greater number of bipolar constructs. Responses to the interview were incomplete. Explanations for this observed difference between methods are proposed. 1.322 Epting, F. R., & Wilkins, G. (1974). Comparison of cognitive structural measures for predicting person perception. Perceptual and Motor Skills, 38, 727-730. 1.323 Epting, F. R., Wilkins, G., & Margulis, S. (1972). Relationship between cognitive differentiation and level of abstraction. Psychological Reports, 31, 367-370. 1.324 Epting, F. R., Zempel, C. E., & Rubio, C. T. (1979). Construct similarity and maternal warmth. Social Behavior and Personality, 7, 97-105. 1.325 Eshragh, F. (1979). Subjective multi-criteria decision making. International Journal of Man-Machine Studies, 11. Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 183-207). London: Academic Press, 1981. This paper outlines the principles of a new technique used in operationalization of subjective decision making, in general, and multi-criteria decision processes in particular. The work is based on the psychological theory of personal constructs, introduced by George Kelly in 1955, and highlights the greater emphasis which should be placed upon personal judgement and individual values. The principles of repertory grids are employed as the basis for implementation of this idea. CODEM2—COnversational DEcision Making—is the interactive software tool developed in the course of this work. Operational detail of this program is exemplified through an appropriate example. 1.326 Evesham, M., & Fransella, F. (1985). Stuttering relapse: The effects of a combined speech and psychological reconstruction programme. British Journal of Disorders of Communication, 20, 237-248. 1.327 Evesham, M., & Huddleston, A. (1983). Teaching stutterers the skill of fluent speech as a preliminary to the study of relapse. British Journal of Disorders of Communication, 18, 31-38. 1.328 Fager, R. E. (1958). Student and faculty conceptions of 'successful student'. Journal of Counseling Psychology, 5, 98-103. 1.329 Fancher, R. E. (1966). Explicit personality theories and accuracy in person perception. Journal of Personality, 34, 252-261. 1.330 Fancher, R. E. (1967). Accuracy versus validity in person perception. Journal of Consulting Psychology, 31, 264-269. 1.331 Feixas, G. (1988). The psychological treatment of headaches: An illustrative case of treatment combining cognitive therapy and relaxation. Revista de Psiquiatria y Psicologia Humanista, 22, 17-36. 1.332 Feixas, G. (1989). Personal construct psychology in Spain: A promising perspective. International Journal of Personal Construct Psychology, 2, 433-442. This paper presents a general outline of the development of personal construct psychology (PCP) in Spain. Although Spanish original work did not begin until this decade, there are now several consolidated groups located at Valentia, Madrid, and Barcelona. Each group comprises several faculty members who are working together to produce a coordinated research effort. Some sociohistorical data are presented and compared with international standards. From this analysis we can conclude that PCP has a promising outlook in Spain. 1.333 Feixas, G. (1989). The repertory grid technique: Introduction and case study. Revista de Psiquiatria y Psicologia Humanista, 26, 82-89. 1.334 Feixas, G. (1990). Approaching the individual, approaching the system: A constructivist model for integrative psychotherapy. Journal of Family Psychology, 4, 4-35. 1.335 Feixas, G. (1992). A constructivist approach to supervision: Some preliminary thoughts. International Journal of Personal Construct Psychology, 5, 183-200.

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Supervision from a constructivistic point of view is explored. Supervisio processes with three different therapists are presented to exemplify this constructivistic stance. In this approach the relation between supervisor and therapist is seen as similar to that between therapist and client. Thus, e "therapist-centered" approach for supervision is outlined, the main point of which are as follows: The main focus of a construcivistic supervision is the therapist, supervision should be centered on the therapist's complaint, supervision should generate a learning context, the therapist and supervisor have different types of expertise, the supervising context should generate alternative views about the problem, and the supervision contextshould be reflexive. 1.336 Feixas, G., & Gallinat, N. (1989). The fixed role technique. Revista de Psiquiatria y Psicologia Humanista, 26, 70-81. 1.337 Feixas, G., Marti, J., & Villegas, M. (1989). Personal construct assessment of sport teams. International Journal of Personal Construct Psychology, 2, 49-54. This paper is intended to show the usefulness of a personal construct approach to assessment in sports psychology. A repertory grid design to assess managers of sports teams is presented. The method provides useful information about the commonalty between the group and the manager's view and also allows an evaluation of the changes produced as a result of manager's interventions. Research carried out in a Spanish football team is presented and some results are discussed from the perspective of selected information to be conveyed to the manager in order to develop his sociality in construing the players. 1.338 Feixas, G., Moliner, J. L., Montes, J. N., Mari, M. T., & Neimeyer, R. A. (1992). The stability of structural measures derived from repertory grids. International Journal of Personal Construct Psychology, 5, 25-39. Although the use of repertory grids in psychological research has proliferated, studies of their psychometric properties are relatively rare. For this reason, we studied the reliability and convergence of several measures of cognitive structure derived from grids, including intensity, percentage of variance accounted for by the first component, cognitive complexity, ordination, extremity of ratings, self-ideal discrepancy, and self-other discrepancy, as well two measures of rating stability, construct consistency and factor loading consistency. Eighty-two Spanish (Catalan) and American partecipants completed small and large grids on each of four occasions, which enabled exploratory analyses of the impact of grid size and subject characteristics on the structural scores obtained. Results indicated that the majority of scores showed impressive test-retest reliability (modal r = .85 for periods up to 1 month), but also suggested a gradual tightening effect across subsequent administrations. In general, scored intercorrelated in theoretically anticipated ways, converging on the assessment of cognitive differentiation and discrimination of elements within construct dimensions. The results have implications for the reactivity of structural scores to variations in grid format, as well as for use of grids in the study of sex differences and cross-cultural comparisons. 1.339 Feixas, G., & Neimeyer, R. A. (1991). La perspectiva constructivista como marco integrador. Boletin de Psicologia, 30, 7-33. 1.340 Feixas, G., & Villegas, M. (1991). Personal construct analysis of autobiographical texts: A method presentation and case illustration. International Journal of Personal Construct Psychology, 4, 51-83. This article develops a method for textual analysis on the basis of an author's construction of experience as expressed in self-descriptive texts. The method follows a multiple-step design, which (a) provides procedures for the selection and elicitation of both constructs and elements; (b) transforms constructs and elements into a binary data matrix that is subjected to a two-way cluster analysis; and (c) provides guidelines for psychological interpretation of the raw and computed data in terms of measures of construing, delimitation of the hierarchical level of the constructs, analysis of interpersonal dyads, and qualitative analysis. The method is illustrated through the analysis of Jenny's letters-a case study presented by Allport (e.g., 1942), who urged psychologists to develop methods for the analysis of personal documents. As an aid to interpretation, the textual grid provides a plot of Jenny's main axes of meaning and several systematic guidelines for a heuristic inquiry into her world. 1.341 Feldman, M. M. (1975). The body image and object relations: Exploration of a method utilizing repertory grid technique. British Journal of Medical Psychology, 48, 317-332. The study demonstrates a new approach to the study of body image. It shows how an application of the repertory grid method allows one to determine properties of the body representation of Self, Mother, Father, Partner and Ideal Self. The way in which these representations relate to each other can be studied in detail and inferences can be made regarding aspects of the individual's object relations. In order to illustrate the possibilities of the approach, the results from two normal female subjects and two patients with anorexia nervosa are presented and discussed. [FB]. 1.342 Fielding, J. M. (1975). A technique for measuring outcome in group psychotherapy. British Journal of Medical Psychology, 48, 189-198. A technique for measuring a patient's progress and outcome in group psychotherapy is presented. The various measured parameters are derived from the Symptom Check List plus individualized repertory grid rating scales. This measurement model was tested on an out- patient group over 18 months and shows potential as a device for measuring outcome in diverse types of psychotherapy groups. 1.343 Fielding, J. M. (1983). Verbal participation and group therapy outcome. British Journal of Psychiatry, 142, 524- 528. 1.344 Fisher, D. D. V. (1989). Personal problems: Eliciting problem-operative constructs. International Journal of Personal Construct Psychology, 2, 55-64. This paper reports a procedure for eliciting constructs that are operative in the inception and continuation of personal problems, defined as a function of person-situation interactions. These constructs are ones that attribute specific qualities inherently to "the self". A small-scale

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

(n=8), clinical study was conducted using a semistructured interview procedure to elicit problem-operative constructs. The four steps of the procedure are illustrated with interview material. A marked coherence was found between personal problems, "self constructs", and specifiable ranges of situations. Three distinct patterns of construing were identified. These patterns form a possible basis for general statements about the functioning of self-related constructs. The clinical implications of each pattern and the validity of the constructs elicited are explored briefly. 1.345 Fisher, D. D. V. (1990). Emotional construing: A psychobiological model. International Journal of Personal Construct Psychology, 3, 183-203. A psychobiological model of emotions is proposed based on Katz's (1984) " origin postulate" and his concept of " primitive constructs". Emotions are treated phylogenetically available, evaluative sensorimotor constructs. It is proposed that this treatment of emotions fall within the range of convenience of Kelly's formulation of constructs. Phylogenetic arguments and neurophysiological findings are presented in support of a model of " primitive emotional constructs" grounded in the capacity to construct the fundamental distinctions of similarity and difference. Two sets of primitive emotional constructs are proposed. One set comprises emotion of difference, labeled as approach-avoidance and arousal-quiescence . The secon set are emotions of similarity, labeled attachment-loss of attachment and intensity-quiescence . This model is discussed in terms of prototypical emotional experiences such as excitement (approach) and sadness (loss of attachment). Interrelations among personal identity, social and cultural factors, and the emotional construction of events are discussed, and the model is applied to a number of emotional states discussed by George Kelly and Mildred McCoy. 1.346 Fisher, D. D. V. (1990). Emotions—Adaptive standards and/or primitive constructs: A reply to Mascolo and Mancuso. International Journal of Personal Construct Psychology, 3, 223-230. In replying to Mascolo & Mancuso's paper, I have contrasted their functionalist approach to emotional states and experience with my position on emotions as epigenetically-available primitive constructs. Biologically, Mascolo & Mancuso treat emotions as mobilization in the face of discrepancies. My proposal of a four-dimensional model provides a biological grounding for the marvellous diversity of human emotional experience. Where Mascolo & Mancuso treat emotions as discrete entities and highlight emotion knowledge , I have suggested emotions operate as bipolar constructs, and I have highlighted experience . We should attend to emotions in terms of both knowledge and experience, but it is important to mantain the distinction. 1.347 Fiske, D. W. (1973). Can a personality construct be validated empirically? Psychological Bulletin, 80, 89-92. 1.348 Fiske, D. W. (1975). A source of data is not a measuring instrument. Journal of Abnormal Psychology, 84, 20- 23. 1.349 Fjeld, S. P., & Landfield, A. W. (1961). Personal construct theory consistency. Psychological Reports, 8, 127- 129. A version of Kelly's Rep Test was given over a two week period to four groups each under different conditions of testing. A high degree of reliability was found in each group both supporting the rep test as a reliable research tool and suggesting that people employ the same axes of meaning even though the "objects" of these conceptual axes may change. [FB]. 1.350 Fong, M. L., Borders, L. D., & Neimeyer, G. J. (1986). The effects of sex role orientation and disclosure flexibility on the effectiveness of counselor responses. Counselor Education and Supervision, 25, 210-221. 1.351 Ford, K. M. (1989). A constructivist view of the frame problem in artificial intelligence. Canadian Psychology, 30(2), 1.352 Ford, K. M., & Adams-Webber, J. R. (1991). The structure of personal construct systems and the logic of confirmation. International Journal of Personal Construct Psychology, 4, 15-41. The purpose of this article is to report on a continuing research effort to develop and unify the necessary theoretical foundations for an adeguate approach to elicit construct entailment relations from repertory grid data. A theory of confirmation is offered that incorporates the basic tenets of personal construct psychology directly into the logic to form a basis for determining relevance, thus strenghthening the logic and extending personal construct psychology in an important and consistent manner. 1.353 Ford, K. M., Bradshaw, J. M., Adams-Webber, J. R., & Agnew, N. (1993). Knowledge acquisition as a constructivist modeling activity. International Journal of Intelligent Systems, 8(1). Reprinted in K. M. Ford & J. Bradshaw (Eds.), Knowledge acquisition as a modeling activity. Chichester: Wiley, 1993. 1.354 Ford, K. M., Cañas, A. J., Jones, J. C., Stahl, H., Novak, J., & Adams-Webber, J. R. (1991). ICONKAT: An integrated constructivist knowledge acquisition tool. Knowledge Acquisition Journal, 3, 1.355 Ford, K. M., Hayes, P. J., & Adams-Webber, J. (1993). The missing link: A reply to Joseph Rychlak. International Journal of Personal Construct Psychology, 6, 313-326. We oppose Rychlak's (1991a, 1991b) claim that the view of mind entailed in artificial intelligence (AI) and cognitive psychology is fundamentally at odds with Kelly's (1955) personal construct theory. Kelly's model and AI have much in common: They both are centrally concerned with representation, cognitive processes and their structure, and are ultimately empirical in their methodology. Many AI researchers have usefully embraced personal construct theory as a working conceptual framework. In this article, we examine Rychlak's assertions and identify several mistakes.

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1.356 Ford, K. M., Petry, F., Adams-Webber, J. R., & Chang, P. J. (1991). An approach to knowledge acquisition based on the structure of personal construct systems. IEEE Transactions on Knowledge and Data Engineering, 3(1), 1.357 Forgas, J. P., Brown, L. B., & Menyhart, J. (1980). Dimensions of aggression: The perception of aggressive episodes. British Journal of Social and Clinical Psychology, 19, 215-227. 1.358 Forster, J. R. (1991). Facilitating positive changes in self-constructions. International Journal of Personal Construct Psychology, 4, 281-292. The Dependable Strenghts Articulation Process (DSAP) is a systematic set of procedures designed to facilitate an increase in positive self-constructions. It was used to facilitate positive changes in self-descriptions as measured by the Adjective Check List. The DSAP encourages the partecipant to identify good experiences, which are used to elicit personal constructs. These constructs are distilled to a select group, labeled as dependable strenghts, and cross-verified by a listing of supportive experiences. The DSAP is explained and elaborated with the concepts and corollaries of personal construct psychology. Research is cited to support the DSAP's focus on positive experiences and its promise for increasing positive self-constructions. A case is made to focus on positive events when eliciting personal constructs for use in anticipated self-roles. 1.359 Forster, J., & Schwartz, T. (1994). Constructing and measuring self-esteem. Journal of Constructivist Psychology, 7, 163-175. The concept of self-esteem is examined as it relates to the theory and practice of personal construct psychology (PCP). William James's two perspectives on the self, as a knower and as an object of knowledge, are related to two PCP perspectives, the self as a construct and the self as an element. Various PCO concepts, such as core role constructs, range of convenience, and emergent poles, are interpreted in regard to self-esteem. Methods for changing self-constructions to enhance self-esteem are also described. A modified repertory grid format is recommended for the study of self-esteem, one that uses positive experiences as grid elements instead of people who fit selected roles. 1.360 Foulds, G. A. (1973). Has anybody here seen Kelly? British Journal of Medical Psychology, 46, 221-225. 1.361 Foulds, G. A. (1976). The real Kelly by McCoy: A rejoinder. British Journal of Medical Psychology, 49, 295. 1.362 Foulds, G. A., Hope, K., McPherson, F. M., & Mayo, P. R. (1967). Cognitive disorder among the schizophrenias. I - II. British Journal of Psychiatry, 113, 1361-1374. 1.363 Franks, S. E., Doster, J. A., Goven, A. J., Fracek, S. P., Kohl, R. A., Didriksen, N. A., & Butler, J. R. (1993). Fisher's psychobiological model of emotional construing: Negative emotions and immunity. International Journal of Personal Construct Psychology, 6, 41-57. We applied Fisher's (1990) psychobiological model of emotional construing to the interaction between psychological and physiological variables. Partecipants were 33 women and 36 men, drawn mainly from a graduate student population and ranging in age from 25 to 55 years old. Anger and depression were the psychological variables. Physiological variables included serum cortisol levels, suppressor and helper T-cell percentages, and white blood cell peroxidase activity. There were significant differences between men and women in the relationships among anger, depression, and immunological and endocrinological parameters. Primitive emotional constructions appeared to be more strongly related to immunological strain than complex emotional constructions. There were more and higher (positive) correlations for women in these relationships. Scores on two measures (State Anger and Anger-In) negatively correlated with white blood cell peroxidase activity in men. Negative emotions may result in impaired immunological status, and the implications of this for many traditional therapeutic techniques are discussed. 1.364 Fransella, F. (1968). Self concepts and the stutterer. British Journal of Psychiatry, 114, 1531-1535. Concepts were measured on a form of semantic differential and repertory grid given to a group of stutterers and non-stutterers. Results supported the hypotheses that people who stutter do not conceptualize themselves as stutterers, but that they see stutterers in the same sort of way as speech experts and laymen do. Implications of this self-versus-behaviour dichotomy are discussed. 1.365 Fransella, F. (1970). Stuttering: Not a symptom but a way of life. British Journal of Communication Disorders, 5, 22-29. 1.366 Fransella, F. (1970). Measurement of conceptual change accompanying weight loss. Journal of Psychosomatic Research, 14, 347-351. 1.367 Fransella, F. (1971). Personal construct theory treatment of stuttering. Journal of Psychosomatic Research, 15, 433-438. 1.368 Fransella, F. (1976). Some forms and uses of repertory grid technique. Psychology Teaching, 4, 170-183. 1.369 Fransella, F. (1983). Mistaken assumptions. Changes, 1, 104. 1.370 Fransella, F., & Adams, B. (1966). An illustration of the use of repertory grid technique in a clinical setting. British Journal of Social and Clinical Psychology, 5, 51-62. A modification of repertory grid technique has been used to study a man who had committed several acts of arson. Six grids of different types were given showing its flexibility and, within the limits of the sample of constructs used, that the technique has internal, predictive

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and content validity and indications of an acceptable level of test-retest reliability. These generalizations are true in spite of element changes but only so long as the elements are within the range of convenience of the constructs. Its possible uses include the testing of hypotheses derived from explanations of the behaviour of the individual patient, a method of tracing conceptual changes in the patient resulting from psychotherapy and a possible basis for the development of a measure of prognosis. 1.371 Fransella, F., & Bannister, D. (1967). A validation of repertory grid technique as a measure of political construing. Acta Psychologica, 26, 97-106. Seventy-four normal adults were given a form of repertory grid test in which they rank ordered personal acquaintances on evaluative, political party and political "brand-image" constructs. They also gave their 1st, 2nd and 3rd choice vote (British General Election, 1964), their degree of voting certainty and degree of interest in politics. It was found that (a) voting behaviour was predictable from evaluative/political party construct relationships (intercorrelations), (b) anticipated relationships between evaluative and political constructs emerged and that (c) the pattern of evaluative construct interrelationships was in line with "common sense" expectations. The concept of "brand-image" was shown to be operationally definable in terms of repertory grid measures and possible indices of notions like "degree of interest in politics" and "certainty of voting intention" were noted. [FB]. 1.372 Fransella, F., & Crisp, A. H. (1970). Conceptual organisation and weight change. Psychotherapy and Psychosomatics, 18, 176-185. A form of repertory grid was used to study changes in attitudes to the self and others in the personal environment of two obese women during weight change. During weight loss, view of the self polarized from being evaluatively 'bad' to being close to the ideal. With weight gain the view of self reverted to being 'bad'. After the initial weight loss, change in self construing occurred before change from weight loss to weight gain. The hypothesized prognostic value of degree of complexity of the construing system could not be tested as neither patient retained her weight loss. Further research will show whether the polarization of the self can be used as an indicator of forth-coming relapse and conceptual complexity as a prognostic indicator. 1.373 Fransella, F., & Crisp, A. H. (1979). Comparison of weight concepts in groups of neurotic, normal and anorexic females. British Journal of Psychiatry, 134, 79-86. A group of normal women and a group of women in hospital for treatment of a neurosis but without a disorder of eating were compared with a group of anorexic patients in terms of their attitudes to weight. All subjects completed a rank order form of repertory grid. Differences in construct patterning between the anorexic patients and the other female groups could not be accounted for by social class, age or neurotic disorder. The most psychologically significant finding was a positive correlation between the constructs self at normal weight and ideal weight instead of a negative correlation which clinical experience would lead one to expect. Four explanations are proposed to account for this finding. 1.374 Fransella, F., & Joyston-Bechal, M. P. (1971). An investigation of conceptual process and pattern change in a psychotherapy group over one year. British Journal of Psychiatry, 119, 199-206. The 8 psychoneurotic members of an analytically-oriented group and the participating and observing psychiatrist were administered a rank order form of repertory grid at 0, 3, 6, 9 and 12 months. Supplied constructs were used and the 8 patients served as elements. Various measures were derived to show ways in which group construing processes as well as construing content may be investigated, and relationships of changes in construing process and content between patients and therapists were examined. Grid and outcome measures were compared. [FB]. 1.375 Frey, R., & Adams-Webber, J. R. (1992). Mood-related changes in construing self and others. International Journal of Personal Construct Psychology, 5, 367-376. Two repertory grids were administered to 31 Canadian undergraduates (20 women and 11 men) in which they related themselves and 10 personal acquaintances on 11 supplied constructs. For the initial (baseline) grid they followed neutral instructions. For the second grid, they rated the same figures while listening to happy music and attempting to recall pleasant memories. The results from both grids closely approximated a set of theoretical predictions derived from a model of interpersonal judgment by Lefebvre, Lefebvre, and Adams-Webber (1986) within the framework of personal construct theory. 1.376 Frith, C. E., & Lillie, F. J. (1972). Why does the Repertory Grid Test indicate thought disorder? British Journal of Social and Clinical Psychology, 11, 73-78. 1.377 Fromm, M. (1993). What students really learn: Students' personal constructions of learning items. International Journal of Personal Construct Psychology, 6, 195-208. Evaluations of learning processes are usually concerned with the extent to which students learn what they are supposed to learn. However, when learning is seen as personal construing, the focus of investigation changes: What students learn besides or even instead of what was planned for them to learn is brought to attention, too. In this article, I suggest ways of evaluating learning as personal construing. A study conducted in a university seminar is reported to illustrate the kind of knowledge that may be gained in this way. 1.378 Fromm, M. (1995). Substituting: A preparatory step for the use of grid technique in counseling. Journal of Constructivist Psychology, 8, 149-162. Repertory grid technique today is used in a multitude of settings with and without reference to personal construct theory, which was the basis for its development. The literature, however, concentrates on the use of grid technique in research contexts and scarcely covers grid applications in counseling, for which the grid was initially developed. Moreover, fundamental problems of grid application in counseling are typically ignored. One of them is how to translate a client's problem into a format that is suitable for grid method. Substituting, a strategy to facilitate this translation, is described and discussed.

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1.379 Frost, W. A. K. (1969). The development of a technique for TV programme assessment. Journal of the Marketing Research Society, 11, 25-44. 1.380 Frost, W. A. K., & Braine, R. L. (1967). The application of the repertory grid technique to problems in market research. Commentary, 9, 161-175. 1.381 Fukuyama, M. A., & Neimeyer, G. J. (1985). Using the Cultural Attitudes Repertory Technique (CART) in a cross-cultural workshop. Journal of Counseling and Development, 63, 304-305. 1.382 Fukuyama, M. A., Probert, B., Neimeyer, G. J., Nevill, D. D., & Metzler, A. E. (1988). Effects of DISCOVER on career self-efficacy and decision making of undergraduates. Career Development Quarterly, 37, 56-62. 1.383 Fukuyama, M. A., Probert, B., Neimeyer, G. J., Nevill, D. D., & Metzler, A. E. (1988). Effects of DISCOVER on career self-efficacy and decision making of undergraduates. The Career Development Quarterly, 37, 56-62. 1.384 Gaines, B. R., & Shaw, M. L. G. (1980). New directions in the analysis and interactive elicitation of personal construct systems. International Journal of Man-Machine Studies, 13, 81-116. Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 147-182). London: Academic Press, 1981. The computer elicitation and analysis of personal construct systems has become a technique of great interest and wide application in recent years. This paper takes the current state of the art as a starting point and explores further developments that are natural extensions of it. The overall objective of the work described is to develop man-computer symbiotic systems in which the computer is a truly dialectical partner to the person in forming theories and making decisions. A logical model of constructs as predicates applying to elements is used to develop a logical analysis of construct structures and this is contrasted with various distance-based clustering techniques. A grid analysis program called ENTAIL is described based on these techniques which derives a network of entailments from a grid. This is compared and contrasted with various programs for repertory grid analysis such as INGRID, FOCUS and Q-Analysis. Entailment is discussed in relation to Kelly's superordination hierarchy over constructs and preference relations over elements. The entailment analysis is extended to rating-scale data using a fuzzy semantic model. The significance of Kelly's notion of the opposite to a construct as opposed to its negation is discussed and related to other epistemological models and the role of relevance. Finally, the interactive construct elicitation program PEGASUS is considered in terms of the psychological and philosophical importance of the dialectical processes of grid elicitation and analysis, and recommendations are made about its generalization and extension based on the logical foundations described. Links are established between the work on repertory grids and that on relational data bases and expert systems. 1.385 Gale, A., & Barker, M. (1987). The repertory grid approach to analysing family members' perception of self and others: A pilot study. Journal of Family Therapy, 9, 355-366. 1.386 Gara, M. A., Rosenberg, S., & Mueller, D. R. (1989). Perception of self and other in schizophrenia. International Journal of Personal Construct Psychology, 2, 253-270. Two hypotheses about possible anomalies of self and interpersonal perception in schizophrenia were tested using free-response descriptions of self and others obtained from a sample of schizophrenic patients and from normal controls. The hypotheses were inspired in part by extant clinical theory and were formulated within a new set-theoretical model of social perception. The hypotheses were as follows: (1) schizophrenics have poorly elaborated views of self and (2) compared to normals, schizophrenics' social perceptions exhibit greater stereotypy or rigidity. The findings supported both hypotheses. Implications of the findings for theory and research on self and interpersonal perception in psychosos and other psychopathology were discussed. 1.387 Gardiner, G. S. (1974). Cognitive and motivational development in two experimental undergraduate programs in business. Academy of Management Journal, 17, 373-381. 1.388 Garrido, V., & Rivas, F. (1983). Aplicación de la técnica de rejilla (Grid) en un estudio diferencial en una muestra de sujetos delincuentes y controles [An application of repertory grid technique in a differential study of a sample of delinquents and controls]. Psicológica, 5(1), 33-48. 1.389 Gathercole, C. E., Bromley, E., & Ashcroft, J. B. (1970). The reliability of repertory grids. Journal of Clinical Psychology, 26, 513-516. 1.390 Gelso, C. J. (1970). Too different worlds: A paradox in counselling and psychotherapy. Journal of Counseling Psychology, 17, 217-278. 1.391 Giancoli, D., & Neimeyer, G. J. (1983). Liking preferences toward handicapped persons. Perceptual and Motor Skills, 57, 1005-1006. 1.392 Gibson, M. (1975). An illustration of the effect of the order of presentation of construct poles on Bieri's measure of cognitive complexity. British Journal of Social and Clinical Psychology, 14, 425-426. Taking Epting's data, Gibson demonstrated that, by reversing the poles of 2 constructs in a rated grid, cognitive complexity scores differed although cluster patterns of constructs and elements remained the same. He points out that when Bieri's technique of measuring cognitive complexity is used, emergent poles should be compared with each other and contrast poles with each other.

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1.393 Gibson, R. E., Meidell, L. A., & Teach, R. D. (1972). Performance space analyses for an industrial product operational. Research Quarterly, 23, 125-138. 394. Gigerenzer, G. (1981). Implizite Persönlichkeitstheorien oder quasi-implizite Persönlichkeitstheorien? Zeitschrift für Sozialpsychologie, 12, 65-80. 1.395 Giles, P. G., & Rychlak, J. F. (1965). The validity of the role construct repertory test as a measure of sexual identification. Journal of Projective Techniques, 29, 7-11. 1.396 Glanville, R. (1979). Construct heterarchies. International Journal of Man-Machine Studies, 11, 69-80. (Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 135-145). London: Academic Press, 1981) This paper presents a technique for deriving individual construct heterarchies, and for comparing several such without loss of sharpness in the initial act of constructing. It explains uses — both potential and in practice. The technique is related to Kelly's Personal Construct Theory, and some of its limitations and implications for that Theory are explained. 1.397 Glossop, J., Roberts, C., & Shemilt, D. (1975). Value constructs: Relationships with intelligence and social background. British Journal of Social and Clinical Psychology, 14, 147-153. 1.398 Goldfried, M. R. (1988). Personal construct therapy and other theoretical orientations. International Journal of Personal Construct Psychology, 1, 317-327. This article describes some of the points of similarity that exist between personal construct therapy and other therapeutic orientations. Thus, Bandura's concept of self-efficacy, referring to individual's expectations regarding their future performance, is believed to play an essential role in understanding human behavior. Cognitive behavior therapists have used the schema construct increasingly more frequently to understand the cognitive distortions one typically encounters in clinical practice. Such distortions include selective attention, inappropriate classification of events, idiosyncratic storage of information, and/or inaccurate retrieval from memory. Although Kelly's contributions appeared before the development of work in cognitive psychology, much of his writing reflects a most perceptive anticipation of what was to come later. Issues of concern to therapists of varying orientations, such as whether or not change should occur "top down" or "bottom up" - that is, primarily from conceptual shifts or primarily from performance-based change - have been dealt with in Kelly's earlier writings. 1.399 Goldstein, A. P. (1960). Therapist and client expectation of personality change in psychotherapy. Journal of Counseling Psychology, 7, 180-184. 1.400 Goldstein, K. M., & Blackman, S. (1976). Cognitive complexity, maternal child rearing and acquiescence. Social and Behavioural Perspectives, 4, 97-103. 1.401 Gonçalves, Ó. F. (1994). From epistemological truth to existential meaning in cognitive narrative psychotherapy. Journal of Constructivist Psychology, 7, 107-118. The notion of truth is discussed from the standpoint of narrative cognitive psychotherapy. The dominant clinical epistemological framework, based on the search for truth, needs to be replaced by an existential framework emphasizing the construction of alternative meanings. This article begins with a discussion of the paradigmatic shift from epistemological truth to existential meaning. The narrative is then presented as an ideal root metaphor for existence. Finally, the work of cognitive narrative psychotherapy is used to illustrate the construction and deconstruction of meaning in the clinical situation. 1.402 Goodge, P. (1979). Problems of repertory grid analysis and a cluster analysis solution. British Journal of Psychiatry, 134, 516-521. Statistical and requirement difficulties encountered with existing methods of Repertory Grid Analysis are considered. A simple purpose- built method of Cluster Analysis is outlined, and its extension to the difficult problem of comparative analysis described. 1.403 Gordon, A. (1977). Thinking with restricted language: A personal construct investigation of pre-lingually profoundly deaf apprentices. British Journal of Psychology, 68, 253-255. 1.404 Gottesman, L. E. (1962). The relationship of cognitive variables to therapeutic ability and training of client- centered therapists. Journal of Consulting Psychology, 26, 119-123. 1.405 Gowin, D. B., & Payne, D. E. (1962). Evaluating instruction: Cross-perceptions of college students and teachers. School Review, 70, 207-219. 1.406 Gray, C. (1992). Enterprise trainees' self-construals as entrepreneurs. International Journal of Personal Construct Psychology, 5, 307-322. Although the past decade has seen as a resurgence of interest in the economic and political aspects of the entrepreneur, most psychological studies have tended to concentrate on the identification of the "entrepreneurial personality" or the repertoire of traits that identify successful entrepreneurs. Even in career theory, the entrepreneur has received only passing attention, usually as an aberration from a neat stage development model or in the context of a psychodynamic explanation for individual work behavior. This article starts from the premise that the social representation of the entrepreneur, reflecting the past 10 years of public promotion, does not vary significantly among various groups but that aspiring entrepreneurs with realistic levels of aspiration reveal distinct construals of themselves as self and as entrepreneur. Using a range of subjects from a variety of enterprise training courses, all of whom aspired to be

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entrepreneurs, I used locus-of-control and attitude scales and business performance questionnaires to determine likely business success and strenght of self-concept. The first-stage repertory grids, on which this article is based, attempted to reveal each subject's construal of self and ideal self in relation to parents and business roles. Thesecond- and third-stage grids, not reported here, will explore the construal of business problems and business motivation. 1.407 Green, G., & Cochran, L. C. (1978). Meaningfulness of categorization and influence upon impression formation. Canadian Journal of Behavioral Science, 10, 339-350. 1.408 Griffith, J. H., Frith, C. D., & Eysenck, B. G. (1980). Psychoticism and thought disorder in psychiatric patients. British Journal of Social and Clinical Psychology, 19, 65-71. 1.409 Griffiths, R. D., & Joy, M. (1971). The prediction of phobic behavior. Behavior Research and Therapy, 9, 109- 118. 1.410 Grimmig, R. E., Jaiser, F., & Pfründer, D. (1992). Selbstbild und Körpererleben bei unfreiwilliger Kinderlosigkeit. Psychotherapie, Psychosomatik, Medizinische Psychologie, 42, 253-259. 1.411 Groves, R., & Hancock, J. (1975). A search for the person in educational practice: A psychological viewpoint. Transcript, 6, 1.412 Guertin, W. H. (1973). SORTO: Factor analyzing Q Sorts of Kelly's personal construct productions. Journal of Personality Assessment, 37, 69-77. 1.413 Guthrie, A. F. (1991). Intuiting the process of another: Symbolic, rational transformations of experience. International Journal of Personal Construct Psychology, 4, 273-279. In experiential personal construct psychotherapy (Leitner, 1988) the establishment of a ROLE relationship between the therapist and client is of primary importance. This is done through approaching the process that is the other. In this article the meaning of "approaching the process" is examined in terms of S. K. Langer's concept of nondiscursive, or presentational, symbolism. Patterns of behavior in relationships are seen as symbolic transformations of experience. Observing and experiencing these patterns of behavior are ways therapists can intuit the process of the other and enhance the creation of a ROLE relationship. 1.414 Guzzo, R., & D'Amelio, G. (1989). Medicina interna e medicina psicosomatica tra dualismo e monismo [Internal medicine and psychosomatic medicine between dualism and monism]. Minerva Medica, 80, 285-287. This paper investigates the possibility that Psychosomatics could overcome the dualistic concept of a Human Being divided into mind and body. According to S. Freud's theories about the individual uniqueness and to G. A. Kelly's personal construct theory, the Authors try to determine a monistic concept of the Human Being also from the clinical standpoint. 1.415 Haase, R. F., Reed, C. F., Winer, J. L., & Bodden, T. (1979). Effect of positive, negative, and mixed occupational information on cognitive and affective complexity. Journal of Vocational Behavior, 15, 294-302. 1.416 Hale, C. L. (1980). Cognitive complexity-simplicity as a determinant of communication effectiveness. Communication Monographs, 47, 304-311. 1.417 Hale, C. L., & Delia, J. G. (1976). Cognitive complexity and social perspective-taking. Communication Monographs, 43, 195-203. 1.418 Hall, A. G., Hendrick, S. S., & Hendrick, C. (1991). Personal construct systems and love styles. International Journal of Personal Construct Psychology, 4, 137-155. The present study explored the relationships between individuals' personal construct systems regarding romantic relationships and their love styles. One hundred subjects (50 male and 50 female) completed a questionnaire containing the Love Attitudes Scale and were also administered George Kelly's repertory technique, which was used to evaluate subjects' threat, perceptual shift, actualization, and cognitive complexity. Results revealed theoretically predictable relationships among the measures. For instance, subjects who were more erotic were also more actualized, and manic lovers showed greater perceptual shift. The personal construct approach offers rich insight into aspects of intimate relationships. 1.419 Hall, A., & Brown, L. B. (1983). A comparison of the attitudes of young anorexia nervosa patients and non- patients with those of their mothers. British Journal of Medical Psychology, 56, 39-48. Attitudes towards 'sickness', 'arguments', 'tension', 'social isolation', 'thinness', 'growing up' and 'grown up' were investigated in 20 young female anorexia nervosa patients and their mothers, and in 32 volunteer non-patient schoolgirls and their mothers. A computer-generated semantic differential questionnaire was completed by each daughter and her mother, first for herself and then as she thought the other person would have answered it. The majority of significant differences occurred between the anorexic daughters and their mothers as a group, and the non-patient daughters and mothers as a group. The anorexia nervosa group rated 'sickness', 'arguments' and 'tension' more favourably than did the non-patients, while the patients rated 'thinness' and 'social isolation' less favourably than did the non-patient group. Neither group of mothers and daughters consistently misjudged each other. 1.420 Handin, K. H., & Mancuso, J. C. (1980). Perceptions of the functions of reprimand. Journal of Social Psychology, 110, 43-52.

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1.421 Hardy, G. E. (1982). Body image disturbance in dysmorphophobia. British Journal of Psychiatry, 141, 181-185. Two repertory grids relating to body image and interpersonal relationships were administered to dysmorphophobic, psoriatic and control subjects. Both dysmorphophobics and psoriatics expressed dissatisfaction with their body image and, in addition, dysmorphophobics were dissatisfied with their interpersonal relationships. The dysmorphophobic group were also less happy with their self-concept than the other two groups. 1.422 Harren, V. A., Koss, R. A., Tinsley, H., & Moreland, J. R. (1979). Influence of gender, sex-role attitudes, and cognitive complexity on gender-dominant career choices. Journal of Counseling Psychology, 26, 227-234. 1.423 Harrison, A. W., & Phillips, J. P. N. (1979). The specificity of schizophrenic thought disorder. British Journal of Medical Psychology, 52, 105-118. 1.424 Harrison, J., & Sarre, P. (1971). Personal construct theory in the measurement of environmental images: Problems and methods. Environment and Behavior, 3, 351-374. 1.425 Harrison, R. (1966). Cognitive change and participation in a sensitivity-training laboratory. Journal of Consulting Psychology, 30, 517-520. 1.426 Harter, S. (1988). Psychotherapy as a reconstructive process: Implications of integrative theories for outcome research. International Journal of Personal Construct Psychology, 1, 349-367. Psychotherapy outcome research has failed to find consistent differences in effectiveness between differing approaches to therapy. This paper discusses the application of constructivist metatheory to psychotherapy research as a potential solution to this impasse. The lack of a coherent theoretical framework has limted previous research, resulting in poorly defined and conceptually indistinct comparision groups. Although Frank's (1982) common factors hypothesis provides a potential axplanation for the effectiveness of divergent treatment approaches, it does not provide the comprehensive description of human change processes necessary to predict factors that may increase therapeutic effectiveness. Personal construct (Kelly, 1955) and compatible constructivist theories provide a more comprehensive heuristic framework that not only accounts for the effectiveness of divergent approaches but also suggests potential strategies for maximizing their effectiveness. 1.427 Harter, S., Alexander, P. C., & Neimeyer, R. A. (1988). Long term effects of incestuous child abuse in college women: Social adjustment, social cognition, and family characteristics. Journal of Consulting and Clinical Psychology, 56, 5-8. This study investigated family and social cognitive characteristics as possible mediators of social adjustment in college women with a history of incestuous child abuse and nonabused controls. Subjects were 85 college women, including 29 with a history of sexual abuse by a family member and 56 nonabused controls. Results indicated decreased cohesion and adaptability in the family of origin, increased perception of social isolation, and poorer social adjustment among abused subjects. Additional analyses suggested that family characteristics and increased perception of social isolation were more predictive of social maladjustment than abuse per se. However, abuse by a paternal figure was related to poorer social adjustment even after significant family and social-cognitive variables were controlled. 1.428 Harter, S., Neimeyer, R. A., & Alexander, P. C. (1989). Personal construction of family relationships: The relation of commonality and sociality to family satisfaction for parents and adolescents. International Journal of Personal Construct Psychology, 2, 123-142. This study tested the hypothesis that family members showing greater commonality (similarity) and sociality (predictive accuracy) in their construing of family relationships would display greater satisfaction with those relationships than would individuals in families whose relational construing was more discrepant and unpredictable. Forthy-seven family triads partecipated in the study, including a mother, father, and adolescent from each family. Measures of commonality and sociality in the construction of family relationships derived from a family relationships grid were compared to measures of family structure, including the Family Cohesion and Adaptability Evaluation Scale (FACES-II) (Olson, Portner, & Bell, 1982) and the Parent-Adolescent Communication Scale (PACS) (Barnes & Olson, 1982). The findings suggest that members' perceptions of the family as emotionally close, flexible, and communicative may not represent indipendent aspects of the family structure, at least within the present nonclinical sample. Comparision of the family relationship grids with the FACES-II and PACS demonstrated that commonality and sociality among family members was highly related to mothers' and adolescents' family satisfaction, but was much less predictive of that of the father. 1.429 Hartmann, A. (1992). Element comparisons in repertory grid technique: Results and consequences of a Monte Carlo study. International Journal of Personal Construct Psychology, 5, 41-56. The analysis of "quasi" grids containing arrays of random numbers was used to explore common interelement distances. Using the Unit of Expected Distance for standardization (Slater, 1976), interelement distances were computed for huge numbers of quasis and the parameters for their distributions specified. The distibutions of interelement distances depended on the size of the grids (i.e., the number of constructs). The distances were not symmetrically distributed; there was a marked skewness in distribution. The "significance" of distances (Slater, 1976) should be redefined. The clinical and methodological relevance of the results is demonstrated. Solutions to the statistical problems are suggested. 1.430 Harvey, J. H. (1989). People's naive understandings of their close relationships: Attributional and personal construct perspectives. International Journal of Personal Construct Psychology, 2, 37-48. In this paper, similarities and differences between attribution theory and personal construct theory are described. In comparing these theories, account making is used as an illustrative phenomenon to show major points of similarity and divergence in possible

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interpretation. Attribution theory basically involves a focus on the situational determinants of thought and behavior, whereas personal construct theory involves an idiographic approach to human thought and action. Despite this fundamental difference, the two theoretical positions are similar in key ways, including original emphases on people's naive understandings. Major aspects of the construal process as articulated by George Kelly for personal construct theory and the interpretative process as posited by Fritz Heider are similar. It is concluded that scholars from both theoretical persuasions would profit from a closer examination of this interface and of how account making as a natural human reaction to stressful situations reveals interesting areas of overlap for conceptual and empirical exploration. 1.431 Hayden, B. C. (1979). The self and possibilities for change. Journal of Personality, 47, 546-556. 1.432 Hayden, B. C., Nasby, W., & Davids, A. (1977). Interpersonal conceptual structures, predictive accuracy and social adjustment of emotionally disturbed boys. Journal of Abnormal Psychology, 86, 315-320. 1.433 Hayes, P. J., Ford, K. M., & Adams-Webber, J. R. (1992). Human reasoning about artificial intelligence. International Journal of Experimental and Theoretical Artificial Intelligence, 4, 247-263. 1.434 Haynes, E. T., & Phillips, J. P. N. (1973). Schizophrenic thought disorder, loose construing, personal construct theory and scientific research. British Journal of Social and Clinical Psychology, 12, 323-324. 1.435 Haynes, E. T., & Phillips, J. P. N. (1973). Inconsistency, loose construing and schizophrenic thought disorder. British Journal of Psychiatry, 123, 209-217. 1. It is suggested that the repeatedly confirmed finding of low intensity (of relationships between constructs) scores in thought-disordered schizophrenics, which Bannister has taken as the basis for his 'loosened construction' theory of schizophrenic thought disorder, is in fact an artifact of the contamination of intensity scores by inconsistency. There is some support for this alternative hypothesis in the literature, since it has been found in eleven studies that consistency scores tend to be positively, and usually significantly, correlated with intensity scores, and to discriminate thought-disordered schizophrenics from other groups about as well. However, this evidence is not conclusive, since there is also the possibility that consistency scores are contaminated by intensity, as well as the other way around. 2. To overcome this difficulty, a form of repertory grid test was administered to ten thought-disordered schizophrenics, ten non-thought-disordered schizophrenics and ten normal controls, in which the subjects ranked various overlapping subsets of elements, rather than, as is conventional, the whole set, thus making possible a measure of pure internal consistency. Although intensity scores significantly discriminated the thought-disordered schizophrenics from the others, pure internal consistency scores (which were significantly correlated with them) did so better and when pure internal consistency was partialled out of the intensity scores, the latter no longer discriminated the groups significantly. Effectively identical results have been obtained by Frith and Lillie. 3. It is shown that the phrase 'loosened construction' has been used in two different senses, consistency (Kelly) and intensity (Bannister). Thus the results give no confirmation to Bannister s theory, but strongly support the idea that schizophrenic thought disorder is characterized by loosened construing, in Kelly's sense. 1.436 Haynes, E. T., & Phillips, J. P. N. (1973). A rejoinder. British Journal of Social and Clinical Psychology, 12, 325. 1.437 Heath, A. E., Neimeyer, G. J., & Pederson, P. (1988). The future of cross-cultural counseling: A Delphi poll. Journal of Counseling and Development, 67, 27-30. 1.438 Heather, B. B., McPherson, F. M., & Sprent, P. (1978). The analysis of interactions in experiments on the specificity of schizophrenic thought disorder: A reply to Phillips. British Journal of Social and Clinical Psychology, 17, 379-382. 1.439 Heather, N. (1976). The specificity of schizophrenic thought disorder: A replication and extension of previous findings. British Journal of Social and Clinical Psychology, 15, 131-137. Eight thought-disordered schizophrenics, eight non-thought-disordered schizophrenics and eight normal subjects each completed four repertory grids, formed by combinations of two types of construct, psychological and physical, and two types of element, photographs and known people. The finding of McPherson & Buckley (1970) that thought-disordered schizophrenics are relatively less disordered when using physical constructs than when using psychological constructs was replicated. Further, this specificity of schizophrenic thought disorder was extended from grids employing photographs of strangers to grids employing known people, thus disconfirming an explanation of schizophrenic grid performance (Williams, 1971) in terms of 'cue insensitivity'. 1.440 Heather, N. (1979). The structure of delinquent values: A repertory grid investigation. British Journal of Social and Clinical Psychology, 18(263-275), 1.441 Heather, N., Edwards, S., & Hore, B. D. (1975). Changes in construing and outcome of group therapy for alcoholism. Journal of Studies of Alcohol, 36, 1238-1253. 1.442 Heather, N., Rollnick, S., & Winton, M. (1982). Psychological change among in-patient alcoholics and its relationship to treatment outcome. British Journal of Alcohol and Alcoholism, 17, 90-97. 1.443 Heesacker, R. S., & Neimeyer, G. J. (1990). Assessing object relations and social-cognitive correlates of eating disorder. Journal of Counseling Psychology, 37, 419-426.

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1.444 Heigel, R. G., Heigel, V. M., & Richardson, F. C. (1973). Congruence of spouses' personal constructs and reported success: Pitfalls in instrumentation. Psychological Reports, 33, 212-214. 1.445 Heilman, A. E. (1949). Appraisal of abilities of the cerebral child. American Journal of Mental Deficiency, 53, 606-609. 1.446 Heller, K., & Goldstein, A. P. (1961). Client expectancy and therapist expectancy as relationship maintaining variables in psychotherapy. Journal of Consulting Psychology, 25, 371-375. 1.447 Hemsley, D. R. (1976). Problems in the interpretation of cognitive abnormalities in schizophrenia. British Journal of Psychiatry, 129, 32-35. 1.448 Hendon, M. K., & Epting, F. R. (1989). A comparison of hospice patients with other recovering and ill patients. Death Studies, 13, 567-578. 1.449 Henry, R. M., & Maze, J. R. (1989). Motivation in personal construct theory: A conceptual critique. International Journal of Personal Construct Psychology, 2, 169-183. Kelly's attempt to derive apparently motivational phenomena (hostility, guilt, etc.) solely from the confirmation or disconfirmation of personal constructs cannot adeguately explain such phenomena. His account of hostility assumes that some beliefs are so resistent to change that the person seeks to compel confirmation of them; however, this resistance is incompatible with Kelly's own Choice Corollary. Anxiety is said to derive from the fact that disconfirmation would leave one's world in chaos, but "chaos" is shown to be an illogical concept. Humor, in turn, cannot be explained just by cognitive incongruity, since incongruity may as well lead to anxiety or hostility. Finally, guilt cannot be explained without reference to underlying fears of punishment and their rationalization in terms of supposedly objective moral concepts. Nevertheless, Kelly's Grid tecnique, supplemented by laddering, may be useful in indicating primary needs, moral convictions, and sources of anxiety. 1.450 Hentschel, U., & Burkat-Austen, S. (1983). Der Patient und sein Psychotherapeut: Eine Analoguntersuchung zur Therapiewahl und Überlegungen zur Bedeutsamkeit der Personwahrnehmung in der Psychotherapie. Psychosomatische Medizin und Psychoanalyse, 29, 321-333. 1.451 Herman, R. A., & Heesacker, M. (1991). A developing model of exploratory psychotherapeutic research: The process within the process. International Journal of Personal Construct Psychology, 4, 409-425. A method to facilitate exploratory or discovery-oriented psychotherapy process research is presented. The personal and professional contexts out of which the need for this new approach to psychotherapy process research arose are described. Several changes in scientific values and beliefs that have occurred as a consequence of the development and use of this methodology are noted. 1.452 Hetherington, P. A. (1988). Sureness measures and rating extremity in repertory grid technique: An exploratory study. International Journal of Personal Construct Psychology, 1, 229-236. Twenty men and 20 women completed two Role Construct Repertory Tests (Kelly, 1955). One of the tests required subjects to assign elements (people know to the subjects) to 12 bipolar constructs. The other test required subjects to rate the elements on scales defined by the constructs. For half of the scaled ratings, subjects were asked to record the degree to which they were sure of their decision using a scale ranging from 1 to 5. This measure of "sureness" was found to be related to familiarity to the element and extremity of the ratings. Women were more sure that men, and subjects were more sure of positive ratings than negative. The utility of the sureness measure is discussed and various interpretations of extremity and sureness are explored. 1.453 Hewstone, M. (1978). Psychological change in neurotic depression: A repertory grid and personal construct theory approach. Bulletin of the British Psychological Society, 31, 305. 1.454 Hewstone, M., Hooper, D., & Miller, K. (1981). Psychological change in neurotic depression: A repertory grid and personal construct theory approach. British Journal of Psychiatry, 139, 47-51. 1.455 Heyman, R., Shaw, M. P., & Harding, J. (1983). A personal construct theory approach to the socialization of nursing trainees in two British general hospitals. Journal of Advanced Nursing, 8, 59-67. 1.456 Hicks, C., & Nixon, S. (1989). The use of a modified repertory grid technique for assessing the self-concept of children in Local Authority foster care. British Journal of Social Work, 19, 203-216. 1.457 Higgins, E. T., King, G. A., & Mavin, G. H. (1982). Individual construct accessibility and subjective impressions and recall. Journal of Personality and Social Psychology, 43, 35-47. Two studies examined the role of individual differences in construct accessibility in subjective impressions and recall of others. In the first session of each study, subjects' accessible traits were elicited by asking them to list the characteristics of different people, with accessibility defined as frequency of output (Study 1) or as primacy of output (Study 2). In the second session, held 1 or 2 weeks later and supposedly investigating a different issue for a different researcher, subjects read an essay describing the behaviors of a target person. The essay contained both accessible or inaccessible trait-related information for each subject, with different traits being accessible or inaccessible for different subjects. Both studies found that subjects deleted signicantly more inaccessible trait-related information than accessible trait-related information in their impressions and in their rcproductions of the target information. Moreover, this effect on impressions and reproductions was evident even 2 weeks after exposure to the target information (Study 1). This general effect was not

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found for the impressions of subjects low in cognitive differentiation, even though it was found for their reproductions (Study 2), which suggests that their active bias toward forming univalent impressions inhibited the passive-accessibility effect. The implications of this approach for personality differences, interpersonal conflict and attraction, similarity of self and other judgments, and therapeutic intervention are discussed. 1.458 Higgins, K., & Schwarz, J. C. (1976). Use of reinforcement to produce loose construing: Differential effects for schizotypic and non-schizotypic normals. Psychological Reports, 38, 799-806. 1.459 Higgins, K., & Sherman, M. (1978). The effect of motivation on loose thinking in schizophrenics as measured by the Bannister-Fransella grid test. Journal of Clinical Psychology, 34, 624-628. 1.460 Hill, A. B. (1976). Validity and clinical utility of the grid test of thought disorder. British Journal of Psychiatry, 128, 251-254. 1.461 Hoagland, A. C. (1983). Bereavement and personal constructs: Old theories and new concepts. Death Education, 7, 175-193. Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 89-107). Washington: Hemisphere, 1984. This paper reviews several traditional and current theories regarding the nature of bereavement and argues that conceptualizing grieving in personal construct terms can clarify and extend existing work in this area. In particular, it is contended that a personal construct view of the importance of "core role" (self) structure helps explain Bowlby's theory of "defensive exclusion" of the reality of the death: because an individual's perceived relationship with a significant other helps define his or her core role, loss of the relationship through death directly challenges the most central dimensions of the bereaved person's construct system. Implications of this cognitive theory of bereavement are detailed, and several testable hypotheses are put forward. 1.462 Honess, T. (1976). Cognitive complexity and social prediction. British Journal of Social and Clinical Psychology, 15, 23-31. Problems in definition and measurement of 'cognitive eomplexity' are discussed and the importance of examining the predictive validity of the different measurement techniques is stressed. An experiment is described which examines the intercorrelations between several measures of 'complexity' and their relation to the subjects' predictions of how others' personal constructs are employed. The ' hierarchical complexity' measure of Smith & Leach (1972), Bannister's (1960, 1962) 'Intensity' score and Mehrabian & Komito's (1968) measure of factorial complexity share no variance with any scores derived from the prediction task developed in the reported experiment. The hypothesis that more 'cognitively complex' persons (Bieri's definition, 1966) are 'set' to seek less common features in their social environment receives strong support from the experiment. That this 'set' may lead to a significant, but spurious, association between 'complexity' and accuracy in social predictions is suggested by an analysis of the prediction tasks used in other studies. Bannister's Intensity is highly related to Mehrabian & Komito's measure, but contrary to expectation is unrelated to Bieri's complexity. 1.463 Honess, T. (1978). A comparison of the implication and repertory grid techniques. British Journal of Psychology, 69, 305-312. The 'repertory grid' and the 'implication grid' techniques are compared using criteria based on an indirect measure of construct matching scores. The implication grid proved superior to the repertory grid under conditions designed to compare stability of matching scores and under conditions designed to compare sensitivity to subjects' changes in construing. The significance of a further result, that the implication grid was superior for reflecting construct bipolarity, is considered in the light of conceptual problems with an assumption of bipolarity. The set of results is especially noteworthy since 'indirect' measures were formerly the exclusive province of the repertory grid. The discussion raises general issues about the relative utility of two grid formats, and the unique measurement possibilities of the implication grid are illustrated. It is concluded that the implication grid deserves careful consideration for use in studies concerned only with construct relationships. 1.464 Honess, T. (1979). Children's implicit theories of their peers: A developmental analysis. British Journal of Psychology, 70, 417-424. Common assumptions in the theories of Kelly and Werner allow Werner's description of development to be readily translated into a number of predictions concerning the course of construct system or implicit theory development. Construct organization was inferred from subjects' responses to a specially modified implication grid. Both developmental predictions and the validity of grid measures received excellent support from the analysis of children's implicit theories of their peers as a function of their own age, sex, and verbal intelligence. In addition, the grid responses provided fresh insights into the course of sex differences in person perception. 1.465 Honess, T. (1980). Self-reference in children's description of peers: Egocentricity or collaboration. Child Development, 51, 476-480. 1.466 Honess, T. (1981). Girls' and boys' perception of their peers: Peripheral vs. central and objective vs. interpretative aspects of free descriptions. British Journal of Psychology, 72, 485-497. It is argued that earlier studies of children's 'free' descriptions typically confound an interpretation of the child's capabilities (for which prescriptive procedures may be required) with an interpretation of the child's preferred mode of construing (for which minimal intrusion is generally necessary). A content analysis that avoids prescription in both instructions and coding of 8-13-year-olds' descriptions of liked and disliked peers reveals, contrary to common contention, that older children do employ a high proportion of so-called 'peripheral' constructs and, in particular, boys show an increasing concern with others' appearance. Differences between the content of boys' and girls' descriptions amplify earlier work in demonstrating that boys' greater concern with others' relatively 'objective' characteristics is

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marked for all age groups sampled, and that reports of profound differentiation at adolescence may stem only from girls' increasing concern with interpersonal matters. Hypotheses derived from Guttman's formulation of different 'ecologies' for the sexes received only partial support, which suggests that his formulation blurs important sex differences in impression formation. Finally, the non-prescriptive procedures employed reveal that, contrary to others' findings, there are substantial differences in peripheral/central focusing in descriptions of liked and disliked others. 1.467 Honess, T. (1982). Accounting for oneself: Meanings of self-descriptions and inconsistencies in self- descriptions. British Journal of Medical Psychology, 55, 41-52. Changes in one man's evaluations and expectations of himself are explored using new interview procedures, based on the implication grid, that readily reveal inconsistencies in an individual's view of him or herself. The process of negotiating inconsistencies with the individual concerned resulted in considerable clarification, and some redefinition of his self-concept. Analysis of his protocol demonstrated the viability of 'accounting for self' in terms of 'enabling conditions' (after Harré & Secord) and individually determined 'worth' (after Taylor). 1.468 Honess, T. (1982). The centrality of self. Changes, 1, 17-18. In his article 'The limits of self', David Smail challenged the supremacy of the concept of 'self' in psychology. He argued that the concept was always linked with the objectification of persons, leaving little room for subjectivity. In this way the 'self' is a limiting, damaging and unnecessary concept. Terry Honess replies here that David Smail's argument, far from making the self unnecessary, reasserts its centrality. 1.469 Honess, T., & Edwards, A. (1984). Poorly qualified school leavers' coping strategies and identity development. Education Section Review, 8, 37-41. 1.470 Hope, K. (1966). Cos and cosmos. British Journal of Psychiatry, 112, 1155-1163. 1.471 Hope, K. (1969). The complete analysis of a data matrix. British Journal of Psychiatry, 115, 1069-1079. 1.472 Horgan, D. D., Millis, K., & Neimeyer, R. A. (1989). Cognitive reorganization and the development of chess expertise. International Journal of Personal Construct Psychology, 2, 15-36. One current research strategy in the study of expertise is to compare experts and novices. An important aspect of decision making involves looking for similarities among problem types. Little is know about such processes. We used grid tecnique to examine similarity judgements associated with different levels of chess expertise. Novice, expert, and master chess players evalueted 4 sets of 12 chess boards. Average FIC scores showed a curvilinear relation to expertise, suggesting increasing differentiation followed by integration in cognitive frameworks for construing board positions. Additional cognitive measures based on move generation tended to support and extend this structural model. 1.473 Horley, J. (1988). Cognitions of child sexual abusers. Journal of Sex Research, 25, 542-545. 1.474 Horley, J. (1991). Values and beliefs as personal constructs. International Journal of Personal Construct Psychology, 4, 1-14. An attempt is made to describe value and belief, two important social science concepts, in the language of personal construct psychology. Following a brief examination of the nature of values, it is argued that the terms value and core construct can be used interchangeably. Ordinary beliefs are interpreted as peripheral constructs. Theoretical-conceptual implications of this formulation are discussed, and some methodological suggestions, such as more extensive use of the repertory grid in the assessment of values and ordinary beliefs, are presented. 1.475 Horley, J., & Quinsey, V. L. (1995). Child molesters' construal of themselves, other adults, and children. Journal of Constructivist Psychology, 8, 193-211. Adults who engage in sexual activity with children may do so as a result of viewing themselves, other adults, and children in distinctive ways. To examine this perspective, we had 57 incarcerated child molesters, 50 incarcerated offenders without sexual convictions, and 30 community-based nonoffenders complete a form of the role construct repertory grid (rep grid) and a specially developed rating grid. Although no between-groups differences in rating grid descriptions of children were found, multivariate analyses of variance revealed significant differences between child molesters and other participants in rating grid self-descriptions. Child molesters described themselves as less attractive than did nonmolesters. Women were seen by molesters in similarly unattractive terms. Within the child molester group, the content-categorized rep grid results showed that molesters whose victims were female viewed people in terms of external appearances, whereas those who victimized males or both males and females viewed people in terms of self-sufficiency and emotional expression. 1.476 Houben, M. E., & Pierloot, R. A. (1970). Possibilities and limitations of Kelly's grid technique in the differentiation of transference towards therapeutical figures. Psychotherapy and Psychosomatics, 18, 61-66. 1.477 Howard, A. R. (1957). Perceiving psychological movement in the classroom. Educational Theory, 7, 193-195. 1.478 Howard, G. S. (1988). Kelly's thought at age 33: Suggestions for conceptual and methodological refinements. International Journal of Personal Construct Psychology, 1, 263-272. This paper argues that Neimeyer's (1985) crisis in methodology might not actually imply an overuse of grid techniques. Instead, the problem might consist of a serious underutilization of slightly different (but nonetheless constructivist) conceptual schemes. In taking needed research risks we might hasten the next steps in the evolution of personal construct theory.

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1.479 Howard, G. S., Myers, P. R., & Curtin, T. D. (1991). Can science furnish evidence of human freedom? Self- determination versus conformity in human action. International Journal of Personal Construct Psychology, 4, 371- 395. Although the results of previous psychological studies suggested the existence of behavioral freedom, there existe no methodology that could unequivocally identify the portion of human behavior resulting from self-determination or behavioral freedom in human action. The methodological innovations reviewed herein throw a different light on the factors involved in the genesis of human action than was previously possible with extant psychological research methodologies. But critics contend that in such studies subjects might simply be conforming to the experimenter's demands, rather than demonstrating their ability to self-determine. Two studies are presented that demonstrate that conformity is an extremely implausible explanation for the results attributed to self-determination in previous studies. Furthermore, the second study demonstrates the interaction between the idiographically construed meaningfulness of a behavior and one's desire or ability to voluntarily alter that behavior. 1.480 Howard, J. H. (1973). Management-innovations, objectives and bits of psychology. Can. Person. Ind. Rel. J., 1.481 Howe, H., & Neimeyer, R. A. (1979). Empirical description of clinical training: A re-evaluation and validation. Professional Psychology, April(168-174), 1.482 Howe, H., & Neimeyer, R. A. (1980). Job relevance and clinical training: Is that all there is? Professional Psychology, April(305-313), 1.483 Howells, K. (1978). The meaning of poisoning to a person diagnosed as a psychopath. Medicine, Science and the Law, 8, 179-184. 1.484 Hoy, R. M. (1973). The meaning of alcoholism for alcoholics: A repertory grid study. British Journal of Social and Clinical Psychology, 12, 98-99. The study was carried out on 14 male in-patient alcoholics in an addiction unit, who were undergoing group psychotherapy on the basis that they were self-confessed alcoholics who wished to abstain. A split-half grid was administered to each patient in standard fashion. The elements consisted of 20 photographs of the faces of anonymous males of a similar age range to that of the patients (20-57) and the constructs were supplied as being relevant to possible meanings of alcoholism, written in a bipolar form. Alcoholics viewed alcoholics as weak, sexually frustrated and lonely but did not see themselves individually in these terms. [FB]. 1.485 Hoy, R. M. (1977). Some findings concerning beliefs about alcoholism. British Journal of Medical Psychology, 50, 227-235. 1.486 Hudson, R. (1974). Images of the retailing environment: An example of the use of the repertory grid methodology. Environmental Behavior, 6, 470-494. 1.487 Hunt, D. E. (1976). Teachers are psychologists, too: On the application of psychology to education. Canadian Psychological Review, 17, 210-218. 1.488 Hurrich, L. M., & Jameson, D. (1974). Opponent process as a model of neural organization. Clinical Psychology, 29, 88-102. 1.489 Ingram, B. J., & Leitner, L. M. (1989). Death threat, religiosity, and fear of death: A repertory grid investigation. International Journal of Personal Construct Psychology, 2, 199-214. Personal construct methodologies in the study of death threat bave been limited by the use of death-specific constructs as well as global measures of other variables. To address these shortcomongs, 40 males completed the 40-construct provided form of the Threat Index (TIp), an interpersonal repertory grid (IRG), and multifaceted scales of religiosity and death concern. Death threat scores derived from the TIp and repertory grid correlated only moderately. Significant negative correlations were found between death threat and different components of religiosity, particularly when IRG measures of death threat were used. In keeping with past research, death threat also correlated significantly with fear of death subscales that particularly focus on the self (as opposed to the death of others). The implications of these results for future work in the area of death threat were discussed. 1.490 Irwin, M., Tripodi, T., & Bieri, J. (1967). Affective stimulus value and cognitive complexity. Journal of Personality and Social Psychology, 5, 444-448. 1.491 Isaacson, G. S., & Landfield, A. W. (1965). Meaningfulness of personal versus common constructs. Journal of Individual Psychology, 21, 160-166. Self ratings (qualities least like me and most like me) were done with Personal Construct (PC) descriptions (Kelly) and Butler-Haigh (BH) Q-sort statements. It was hypothesized that self ratings within the more generalized BH language would be less extreme than ratings within the more personal language elicited by Kelly's Role Construct Repertory Test. This hypothesis was supported in that ratings within PC language were found to be more extreme and skewed toward most like me, whereas BH piled up in the center of the distribution. This investigation not only supports the greater meaningfulness of one's own personal language for understanding oneself, but also highlights the importance for the therapist of utilizing a client's own language, particularly, as the client is confronted by certain negative characteristics of himself.

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1.492 Jackson, W., & Carr, A. C. (1955). Empathic ability in normals and schizophrenics. Journal of Abnormal and Social Psychology, 51, 79-82. 1.493 James, T. (1975). Personality assessment and techniques in psychotherapy. The Irish Psychologist, 1, 1-2. 1.494 Jankowicz, A. D. (1995). Negotiating shared meanings of the management process: A discourse in two voices. Journal of Constructivist Psychology, 8, 117-128. Some of the difficulties involved in the development of Western perspectives on the market economy in the Eastern European post- command economies are examined by means of a dialogue between two selves engaged in the development of a shared understanding of three types of processes that, it is asserted, have characteristics in common. The processes are (a) those in which managers engage as they enact the role of leader; (b) those in which teachers engage when they seek to create a "community of enquiry in the classroom'' (Novak, 1990); and (c) those in which organizational development consultants engage when they seek to catalyze organizational change. The dangers of slot-rattling as a strategy for understanding people operating in a culture different from one's own are exemplified, and the need for sociality as a tactic in the cultural change endeavor is asserted. 1.495 Jankowicz, A. Z. D., & Cooper, K. (1982). The use of focussed repertory grids in counselling. British Journal of Guidance and Counselling, 10, 136-150. 1.496 Jiménez, A., López, J., & Moreno-Jiménez, B. (1985). La representación cognitiva del mapa electoral [The cognitive representation of the electoral map]. Estudios de Psicología, (23-24), 99-108. 1.497 Joensen, E., Lund, Y., & Richardt, C. (1977). A comparison between the Grid Test of Schizophrenic Thought Disorder and diagnostic psychological testing. Scandinavian Journal of Psychology, 18, 153-156. 1.498 John, I. D., & Soyland, A. J. (1990). What is the epistemic status of the theory of personal constructs? International Journal of Personal Construct Psychology, 3, 51-62. The kernel of the Theory of Personal Constructs consists of 11 corollaries derived from the fundamental postulate that are usually thought of as empirical propositions. This article argues, following Smedslund (1988), that the corollaries may more properly be tought of as being necessarily true as a conseguence of the implicative structure of language. This conclusion is based on evidence from a study in which 28 informants knowledgeable about the theory rated the extent to which various propositions were consistent with, or entailed by, the corollaries. Those propositions judged most consistent with the corollaries were then considered by 50 undergraduate psychology students who, for the most part, indicated that they believed them to be true and their negations to be false but who were also fairly readily able ti think of exceptions to them. Is is therefore suggested that the theory is capable of highly flexible interpretation and may be used as a resource to account for all behavior. Some implications of this reading of Kelly's theory is discussed. 1.499 Jones, R. A., & Ashmore, R. D. (1973). The structure of intergroup perception: Categories and dimensions in views of ethnic groups and adjectives used in stereotype research. Journal of Personality and Social Psychology, 25, 428-438. 1.500 Jones, R. A., & Rosenberg, S. (1974). Structural representations of naturalistic descriptions of personality. Multivariate Behavioral Research, 9, 217-230. 1.501 Jones, R. A., Sensenig, J., & Haley, J. V. (1974). Self-descriptions: Configurations of content and order effects. Journal of Personality and Social Psychology, 30, 36-45. 1.502 Jones, R. E. (1961). Identification in terms of personal constructs: Reconciling a paradox in theory. Journal of Consulting Psychology, 25, 276. 1.503 Kagan, J., & Klein, R. E. (1973). Cross-cultural perspectives on early development. American Psychologist, 28, 947-951. 1.504 Kahgee, S. L., Pomeroy, E., & Miller, H. R. (1982). Interpersonal judgments of schizophrenics: A golden section study. British Journal of Medical Psychology, 55, 319-326. 1.505 Kalekin-Fishman, D. (1986). From the perspective of sound: Towards an explication of the social construction of meaning. Sociologia Internationalis, 24(H.2), 171-195. 1.506 Kalekin-Fishman, D. (1993). The two faces of hostility: The implications of personal construct theory for understanding alienation. International Journal of Personal Construct Psychology, 6, 27-40. Although Kelly did not deal with alienation directly, the theory of personal constructs makes an important contribution to a comprehensive understanding of this complex phenomenon. By relating to specific functions of the individual, personal constructs psychology explains how alienation is perpetuated by the very people who are its victims. In this article, I point out the link of PCT with the phenomenon of alienation that confirms the implicit presence of the social in the personal construction of reality. This elaboration provides an interpretation of Kelly's theory that escapes the limitations of radical individualism and enhances our understanding of sociocultural processes. 1.507 Kalekin-Fishman, D. (1995). Kelly and issues of power. Journal of Constructivist Psychology, 8, 19-32.

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Whether Kelly's personal passion for egalitarism and democracy is translated into tenets of personal construct theory is addressed. First, Kelly's convictions as they appear in the writings are examined. Then sociological criteria are outlined for assessing the degree to which the theory supports the implementation of those convictions and, in its therapeutic application, facilitates autonomy and empowerment. It is concluded that personal construct theory has potential for encouraging people to realize their full liberated potential. Furthermore, it can be extended to enlarge its scope. 1.508 Kalekin-Fishman, D., Bruen, H., & Ben-Peretz, M. (1985). Perception and interpretation of vocal music: Constructs of social groups. International Review of Aesthetic and Sociology of Music, 17(1), 53-72. 1.509 Kalthoff, R. A., & Neimeyer, R. A. (1993). Self-complexity and psychological distress: A test of the buffering model. International Journal of Personal Construct Psychology, 6, 327-349. Previous research by Linville(1987) has suggested that an individual's cognitive self-complexity can moderate his or her response to stressful life events. We sought to replicate and extend this finding by testing the ability of three distinct measures of self-complexity (a trait-sort procedure, a repertory grid task, and an analysis of the complexity of a narrative self-description) to function as buffers in a multiple regression model against variations over time in depression, stress, and physical symptoms in 127 college students. The three measures of self-complexity were substantially unrelated either to one another or to a measure of general intelligence. Moreover, results supporting the buffer hypothesis were approximated only when the trait-sort operationalization of self-complexity employed by Linville was used. Clearer confirmation of the buffer hypothesis might be obtained through further prospective studies that measure self-complexity in terms of the number and similarity of self-representations, as well as investment in them. 1.510 Kaplan, B. J. (1988). The relevance of food for children's cognitive and behavioural health. Canadian Journal of Behavioral Science, 21, 359-373. 1.511 Karastergiou-Katsika, A., & Watson, J. P. (1982). A new approach to construct elicitation for a grid test. British Journal of Clinical Psychology, 21, 67-68. 1.512 Karastergiou-Katsika, A., & Watson, J. P. (1985). A comparative study of repertory grid and clinical methods for assessing family structures. Journal of Family Therapy, 7, 231-250. 1.513 Karst, T. O., & Trexler, L. D. (1970). Initial study using fixed role and rational-emotive therapy in treating public speaking anxiety. Journal of Consulting and Clinical Psychology, 34, 360-366. 1.514 Kasper, S. (1962). Measurement of adjustment in adolescents: An extension of personal construct theory and methodology. Psychological Monographs, 76, 1-32. 1.515 Kastenbaum, R., & Costa, P. (1977). Psychological perspectives on death. Annual Review of Psychology, 28, 225-249. 1.516 Katz, J. O. (1984). Personal construct theory and the emotions: An interpretation in terms of primitive constructs. British Journal of Psychology, 75, 315-327. 1.517 Kear-Colwell, J. J. (1973). Bannister-Fransella grid performance: Relationships with personality and intelligence. British Journal of Social and Clinical Psychology, 12, 78-82. 1.518 Keen, T. R., & Bell, R. C. (1980). One thing leads to another: A new approach to elicitation in the repertory grid technique. International Journal of Man-Machine Studies, 13, 25-38. Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 81-94). London: Academic Press, 1981. This paper describes an interactive computer program for the elicitation of a repertory grid. The elicitation approach adopted is unique in that it can only be practically undertaken by computer. This represents a move from "classical" techniques (interactive or otherwise), and enables the respondent to be an active rather than passive participant. The approach is claimed by the authors to be nearer to Kelly's concept of conversation than other interactive techniques. 1.519 Kelly, A. G., McKillop, K. J., & Neimeyer, G. J. (1991). The effects of counselor as audience on the internalization of depressed versus nondepressed self-presentations. Journal of Counseling Psychology, 38, 126- 132. 1.520 Kelly, A. G., Neimeyer, G. J., & Metzler, A. E. (1991). Biased processing effects of prior knowledge on cognition regarding the use of cognitive restructuring. Journal of Cognitive Psychotherapy: An International Quarterly, 5, 27-40. 1.521 Kelsall, P. N., & Strongman, K. T. (1978). Emotional experience and the implication grid. British Journal of Medical Psychology, 51, 243-252. The research reported here consisted of a series of experiments aimed at developing a technique which could be used in the study of personal emotional experience. Hinkle's development (1965) of Kelly's construct theory (1955) was chosen as the starting point. Hinkle's original technique was applied using emotional rather than interpersonal constructs. This failed to demonstrate the internal consistency of

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

the implication grid methodology shown in Hinkle's work. Modifications were made to the implication grid so as to simplify the subjects' verbal task. Further experimentation demonstrated the validity and reliability of the modified grid. The structural consistency of different areas of individuals' emotional construct systems was investigated, and variations in the level of integration were demonstrated between these different areas. 1.522 Kenny, V., & Gardner, G. G. (1988). Constructions of self-organising systems. Irish Journal of Psychology, 9, 1-24. A special issue edited by V. Kenny on Radical constructivism, autopoiesis & psychotherapy. The constructivist self-organising theories of George Kelly and Ernst von Glasersfeld are discussed in relation to Maturana's theory of bringing forth reality. Taking Maturana's dichotomy of the transcendental versus the constitutive pathways as the initial distinction, several of their similarities and differences are elaborated. While both camps agree on the issues of the abandonment of symbolic representations and the impossibility of instructional interactions, they polarise on the issue of reality. While Maturana sees reality as a step in an argument to compel or persuade another to carry out a specified behaviour, the constructivists rely on reality as a primary source of disconfirmation, and thus construe it as providing constraints to which we must fit. 1.523 Kevill, F., & Shaw, M. L. G. (1980). A repertory grid study of staff/ student interactions. Psychology Teaching, 8, 1.524 Kieferle, D. A., & Sechrest, L. B. (1961). Effects of alterations in personal constructs. Journal of Psychological Studies, 12, 173-178. 1.525 Kim, M. P., & Rosenberg, S. (1980). Comparison of two structural models of implicit personality theory. Journal of Personality and Social Psychology, 38, 375-389. 1.526 Kirk, J. W. (1984). Psychological construing and meaningfulness in schizophrenia. British Journal of Medical Psychology, 57, 153-158. The ratings of schizophrenic and non-schizophrenic in-patients on a Semantic Differential were compared. Those schizophrenic patients who obtained low scores on a test of psychological construing (the Grid Test) made less use than other schizophrenics of extreme ratings on psychological scales on the Semantic Differential. The two groups of schizophrenics did not differ on their use of non-psychological scales. This indicated that the psychological scales are relatively meaningless to this group of subjects. The findings may explain the presentation of symptoms in schizophrenic patients. 1.527 Kirkland, J., & Anderson, R. (1990). Invariants, constructs, affordances, analogies. International Journal of Personal Construct Psychology, 3, 31-39. Kelly's personal construct theory offers many opportunities to practitioners simply because it is eclectic. we begin with the seminal proposals about world hypotheses (Pepper, 1942) and place the concepts of invariance and affordance into a common theoretical frame. One outcome of this integration is to appreciate different views about constructs. We indicate that constructs can became more than conservators of the past; thay can act as scaffolds or catalysts for future engagement. For active partecipation we promote the use of analogies. these are at the working edge of constructs and act as candles able to illuminate the unknown through assisting the creation of literalism. 1.528 Kirkland, J., Johns, D., Lambourne, R., & Black, S. (1986). Picgrids as a technique for investigating parent- infant interaction. Early Child Development, 24, 1-15. 1.529 Klass, E. T. (1980). Cognitive appraisal of transgression among sociopaths and normals. Cognitive Therapy and Research, 4, 353-367. The effects of diagnostic group and interpersonal context upon appraisals of transgressions were investigated. Twenty sociopathic and 12 nonsociopathic methadone outpatients and 18 normal persons responded to a repertory grid test involving situations in which either a liked or a disliked victim was harmed. The sociopathic group expected to experience less negative reaction to harming a disliked than a liked victim, and viewed transgressions as self-consistent. Normals expected to react equally negatively, regardless of the identity of the victim, and viewed interpersonal harm-doing as self-discrepant. The nonsociopathic group anticipated less negative reaction to harming a disliked than a liked victim, but viewed the transgressions as more self-discrepant than did the sociopathic group. The findings were discussed in terms of self-regulation processes and the role of self-schemata in guiding self-reactions. 1.530 Klein, M. H., Greist, J. H., Gurman, A. S., Neimeyer, R. A., Lesser, D. P., Bushnell, N. J., & Smith, R. E. (1985). A comparative outcome study of group psychotherapy vs. exercise treatments for depression. International Journal of Mental Health, 13, 148-177. 1.531 Kleine, P. F., & Smith, L. M. (1989). Personal knowledge, belief systems, and educational innovators. International Journal of Personal Construct Psychology, 2, 301-313. The role of early socialization is examined to determine the relationship of this prior experience to teachers' belief systems. A brief analysis of belief systems is undertaken, followed by a narrative drawn from the life history of one reform-minded teacher from an innovative school. A constructivist position represented by George Kelly and Jerome Bruner is used to explicate the analysis. Implications are drawn for the importance of considering the early experience of teachers in developing teacher education programs. In particular, the recent reform literature in teacher education is critiqued and faulted for ignoring the important role of teacher belief systems, which in turn are argued to be strongly influenced by early socialization.

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1.532 Kline, S. L. (1990). Situational variability in personal construing and social cognitive development. International Journal of Personal Construct Psychology, 3, 327-337. This study assesses whether contextually based shifts in repertory grid ratings represent an interpretable individual difference in social cognitive functioning. A group of 117 subjects rated role figures in both general and specific behavioral contexts. Subjects also completed measures of conceptual system abstractness and construct system organization. Results showed significant shifts in grid ratings when role figures are judged in specified as opposed to unspecified contexts. Also, subjects, with greater shifts in grid ratings possessed more abstract conceptual systems and formed more highly organized impressions than subjects with fewer shifts in grid ratings. 1.533 Kline, S. L., Pelias, R. J., & Delia, J. G. (1991). The predictive validity of cognitive complexity measures on social perspective-taking and counseling communication. International Journal of Personal Construct Psychology, 4, 347-357. We compared the predictive validity of two cognitive complexity measures on two communication-relevant abilities: social perspective- taking and person-centered counseling. Forthy-six undergraduates completed versions of Crockett's Role Category Questionnaire and Bieri et al.'s repertory grid task to measure cognitive complexity. Measures of social perspective-taking ability and person-centered counseling messages were also obtained from the subjects. Whereas Crockett's complexity measure was significantly and consistently related to the communication-related measures, Bieri's complexity measure was only marginally related to these same measures. 1.534 Klion, R. E. (1988). Construct system organization and schizophrenia: The role of construct integration. Journal of Social and Clinical Psychology, 6, 439-447. 1.535 Knowles, J. B., & Purves, C. (1965). The use of repertory grid technique to assess the influence of the experimenter-subject relationship on verbal conditioning. Bulletin of the British Psychological Society, 18(23A), 1.536 Knox, L., & Mancuso, J. C. (1981). Incongruities in self-presentations and judgments about people. Perceptual and Motor Skills, 52, 843-852. 1.537 Koch, H. C. H. (1983). Changes in personal construing in three psychotherapy groups and a control group. British Journal of Medical Psychology, 56, 245-254. Two repertory grids were administered at four-weekly intervals to members of three psychotherapy groups and one waiting-list control group. Individualized and general predictions of possible therapeutic change were made. More individualized than general predictions were confirmed, adding further support to the use of client-centred outcome measures. The outcome data indicated significant improvement in each therapy group. Process results were consonant with Yalom's (1970) curative factors of universality, modelling and family re-enactment and Malan's (1979) resolution of triangle of person. Finally, a model for further evaluation of group psychotherapy is outlined developing personal construct methodology within a group setting. 1.538 Koch, H. C. H. (1983). Correlates of changes in personal construing of members of two psychotherapy groups: Changes in affective expression. British Journal of Medical Psychology, 56, 323-328. Changes in verbal affective expression within sessions of two psychotherapy groups run along group-analytic lines were measured using the Process Affective Scoring System developed by Gibbard & Hartman (1973). Tape recordings of group sessions were rated by trained undergraduate students for presence or absence of verbal affect. Relationships between these changes and changes in personal construing were sought. Expression of hostility and affection were found to be good predictors of a successful outcome of therapy. Factors which might account for the unexplained variance of changes in outcome variables are put forward. 1.539 Koenig, F. (1971). Positive affective stimulus value and accuracy of role perception. British Journal of Social and Clinical Psychology, 10, 385. 1.540 Kohn, A. R., & Fiedler, F. E. (1961). Age and sex differences in the perception of persons. Sociometry, 24, 157-164. 1.541 Koltuv, B. B. (1962). Some characteristics of intrajudge trait intercorrelations. Psychological Monographs, 76, 552. 1.542 Koocher, G. P., & Simmonds, D. W. (1971). The animal and opposite drawing technique: Implications for personality assessment. International Journal of Symbology, 2, 9-12. 1.543 Kortas, L., Neimeyer, G. J., & Prichard, S. (1992). Structure and style in career decision making. Journal of Career Development, 19, 1.544 Krauthauser, H., Bassler, M., & Potratz, B. (1994). A new approach to the identification of cognitive conflicts in the repertory grid: A nomothetic study. Journal of Constructivist Psychology, 7, 283-299. Two separate but related investigations are reported. In the first, a score was derived from a construct correlation matrix obtained by grid data processing. This score, the Correlation Test (CT) score, expresses the percentage of unbalanced triads in the construct correlation matrix and is considered to assess logical inconsistency. It is discussed as being qualitatively different from other scores derived from construct correlation matrices, such as cognitive complexity scores. It is suggested that the CT score refers to cognitive integration, whereas other scores usually refer to cognitive differentiation. The second investigation was an attempt to trace the clinical implications of the CT score. An investigation of 141 inpatients undergoing psychoanalitically oriented psychotherapy revealed that those with a large

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

number of inconsistencies in their construct system presented more severe psychological disturbances and were less able to cope alone with conflictual situations than were persons who displayed fewer logical inconsistencies. 1.545 Krebs, G. M. (1974). Parameters of a process conception of self. Journal of Individual Psychology, 30, 179- 190. 1.546 Krieger, S. R., Epting, F. R., & Hays, C. H. (1979). Validity and reliability of provided constructs in assessing death threat: A self-administered form. Omega, 10, 87-95. 1.547 Krieger, S. R., Epting, F. R., & Leitner, L. M. (1974). Personal constructs, threat, and attitudes toward death. Omega, 5, 299-310. 1.548 Kubie, L. (1966). Role polarity in neurotic process. Frontiers in Clinical Psychiatry, 3(7), 1.549 Kuusinen, J., & Nystedt, L. (1975). Individual versus provided constructs, cognitive complexity, and extremity of ratings in person perception. Scandinavian Journal of Psychology, 16, 137-148. Bruner and Tagiuri's concept of implicit personality theory and Kelly's theory of personal constructs were used as a basis for a hypothesis that an individual's own constructs mediate more differentiated perceptions of other people than constructs provided by the experimenter. The hypothesis was tested by using four indices of cognitive complexity and one index of extremity of ratings to measure differentiation. The individual constructs were derived by using Rep test. The provided constructs were Semantic Differential and Personality Differential scales. The subjects were 36 psychology students. Two experimenters were employed to control experimenter effect. The data did not support the hypothesis but showed that differences between individual constructs and provided constructs are dependent upon which criterion is chosen to contrast the two types of constructs, which indices are used to measure the chosen criterion, and what type of provided constructs are compared with individual constructs. [FB]. 1.550 Kuusinen, J., & Nystedt, L. (1975). The convergent validity of four indices of cognitive complexity in person perception. Scandinavian Journal of Psychology, 16, 131-136. An application of the Campbell and Fiske multimethod-multitrait analysis and factor analysis was used to study the convergent validity of the following indices of cognitive complexity: Bieri's Index, Vannoy's Interaction Variance Measure, Number of Factors, and First Factor Percentage. In the analysis the individual constructs elicited by Rep test were contrasted with two sets of provided constructs, namely Semantic Differential and Personality Differential scales. The subjects were 36 psychology students. The results indicated that the convergent type had an effect upon the intercorrelations of different indices of cognitive complexity. [FB]. 1.551 Landfield, A. W. (1954). A movement interpretation of threat. Journal of Abnormal and Social Psychology, 49, 529-532. 1.552 Landfield, A. W. (1955). Self-predictive orientation and the movement interpretation of threat. Journal of Abnormal and Social Psychology, 51, 434-438. 1.553 Landfield, A. W. (1961). The science of psychology and the psychology of science. Perceptual and Motor Skills, 13, 319-325. 1.554 Landfield, A. W. (1965). Meaningfulness of self, ideal, and other as related to own versus therapist's personal construct dimensions. Psychological Reports, 16, 605-608. Starting from Kelly's Psychology of Personal Constructs and a study by Cromwell and Caldwell (1962), the meaningfulness of self, ideal and other was investigated within the contexts of the client's vs the therapist's personal language dimensions. It was hypothesized that: (1) clients at the beginning of therapy will find their own personal language dimensions more meaningful than those of the therapist, as judged by two criteria of meaning—one internal and one external to Kelly's theory; (2) a positive relationship will be found between the two measures of meaningfulness. Findings give added support to Kelly's notions, and, in particular, to an approach to the assessment of meaningfulness suggested by this theory. 1.555 Landfield, A. W. (1967). Grid relationship scoring used with a Rep Test modification. Psychological Reports, 21, 19-23. 1.556 Landfield, A. W. (1968). The extremity rating revisited within the context of personal construct theory. British Journal of Social and Clinical Psychology, 7, 135-139. 1.557 Landfield, A. W. (1970). High priests, reflexivity and congruency of client-therapist Personal Construct systems. British Journal of Medical Psychology, 43, 207-212. The psychology of Personal Constructs is a theory of theories which has intriguing and even startling ramifications for how we do and can understand and interact with our fellow men. This theory is one alternative to those theoretical constructions which treat men as non- creative reactive robots, whose worth is judged by how well they do what they are 'supposed to do'. Working within this alternative theory of Personal Constructs, we have focused on the implications of client-therapist congruency in the content and organization of their construct systems. 1.558 Landfield, A. W. (1984). Personal construct psychology: A developmental perspective. Journal of Social and Clinical Psychology, 2, 97-107.

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1.559 Landfield, A. W. (1988). Personal science and the concept of validation. International Journal of Personal Construct Psychology, 1, 237-249. The concept of validation - invalidation, following directly from the Fundamental Postulate with its anticipatory emphasis, is central to the psychology of personal constructs. This paper elaborates on the validational process, sometimes with a slightly different twist. The construction of literal assumption versus hypothesis is derived, in part, from Kelly's metaphor of the scientist. Additionally, the theoretical device called the validating agent, derived from the Sociality Corollary, is introduced as another useful elaboration of validational process. 1.560 Landfield, A. W., & Allee, R. (1966). Twelve case reports examined in terms of Shaw's reconciliation theory. Psychotherapy: Theory, Research and Practice, 3, 125-134. 1.561 Landfield, A. W., Danforth, W. J., & Baugh, L. J. (1968). Functionally independent construction (FIC): Studies of consistency. Psychological Reports, 23, 337-338. 1.562 Landfield, A. W., & Epting, F. R. (1979). More missing data. Contemporary Psychology, 24, 1058. 1.563 Landfield, A. W., & Fjeld, S. P. (1960). Threat and self predictability with predictability of others controlled: An addendum. Psychological Reports, 6, 333-334. 1.564 Landfield, A. W., & Nawas, M. M. (1964). Psychotherapeutic improvement as a function of communication and adoption of therapist's values. Journal of Counseling Psychology, 11, 336-341. Two aspects of psychotherapy expressed in the following two hypotheses were investigated in 36 college student clients and their six psychotherapists. (1) A minimal degree of communication between client and therapist, within the client's language dimensions, is essential for improvement in psychotherapy. (2) Improvement in psychotherapy is accompanied by a shift in the present-self of the client toward the ideal of the therapist as described within the framework of the client's language dimensions. Both hypotheses were confirmed. The results were related to previous studies and the apparent inconsistencies tentatively explained in terms of different psychotherapeutic settings and approaches. 1.565 Landfield, A. W., & Rivers, P. C. (1975). An introduction to interpersonal transaction and rotating dyads. Psychotherapy: Theory, Research and Practice, 12, 366-374. 1.566 Landfield, A. W., & Shaw, F. J. (1965). The emergence of man and theory. Journal of Humanistic Psychology, 5, 91-102. 1.567 Landfield, A. W., Stefan, R., & Dempsey, D. (1990). Single and Multiple Self implications for change grids: Studies of consistency. International Journal of Personal Construct Psychology, 3, 423-436. This study, derived from the work of Hinkle (1965), explored the short-term test-retest stability of two forms of Implications for Change grids. In the Single Self implications task, persons considered whether a general self change on one personal construct dimension would influence change on their other dimensions. The Multiple Self implications task followed the same form of questioning. However, in this latter procedure, persons were asked about self change within more specific contexts of activity (e.g., self as friend, self at play). Average consistency levels were calculated for the Single Self and the Multiple Self grids. Predictions were made regarding which subjects would show more or less consistency using measures of self meaningfulness and construct organization at first testing. 1.568 Landfield, A. W., Stern, M., & Fjeld, S. P. (1961). Social conceptual processes and change in students undergoing psychotherapy. Psychological Reports, 8, 63-68. 1.569 Langland, L. (1960). Projective techniques and counseling psychology. Journal of Counseling Psychology, 7, 102-107. 1.570 Langley, C. W. (1971). Differentiation and integration of systems of personal constructs. Journal of Personality, 39, 10-25. 1.571 Lansdown, R. (1975). A reliability study of the 8 X 8 repertory grid. Journal of the Association of Educational Psychologists, 3, 24-25. Children completed two small grids repeated from half an hour to more than 8 days later. Reliability reduced as time interval between testings increased. [FB]. 1.572 Large, R. G. (1976). The use of the role construct repertory grid in studying changes during psychotherapy. Australian and New Zealand Journal of Psychiatry, 10, 315-320. 1.573 Large, R. G. (1985). Prediction of treatment response in pain patients: The Illness Self-Concept Repertory Grid and EMG feedback. Pain, 21, 279-287. 1.574 Lawlis, G. F., & Crawford, J. D. (1975). Cognitive differentiation in women and pioneer-traditional vocational choices. Journal of Vocational Behavior, 6, 263-267. 1.575 Lawlor, M., & Cochran, L. C. (1981). Does invalidation produce loose construing? British Journal of Medical Psychology, 54, 41-50.

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1.576 Layton, W. (1961). Constructs and communication in counseling: A limited theory. Journal of Counseling Psychology, 8, 3-8. 1.577 Lazarus, A. (1974). Desensitization and cognitive restructuring. Psychotherapy: Theory, Research and Practice, 11, 98-102. 1.578 Lea, M. (1979). Personality similarity in unreciprocated friendship. British Journal of Social and Clinical Psychology, 18, 393-394. 1.579 Lea, M., & Duck, S. W. (1982). A model for the role of similarity of values in friendship development. British Journal of Social Psychology, 21, 301-310. 1.580 Leach, C. (1979). Direct analysis of a repertory grid. International Journal of Man-Machine Studies, 11. Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 217-232). London: Academic Press, 1981. A new exploratory method of analysing data in the form of a repertory grid is described. The method starts by carrying out single-link hierarchical cluster analyses of the elements and the constructs separately. These two marginal analyses are then used to rearrange the rows and columns of the original grid so that similar constructs and similar elements are grouped together. Data clusters are then identified that indicate those constructs or groups of constructs responsible for the groupings of the elements. The data clusters also take the form of a tree. The result of the analysis is a rearrangement of the original grid on which the row and column marginal trees and the data clusters may be superimposed. The direct method presented here is based on a modification of Hartigan's (1975) joiner-scaler algorithm. It is useful for repertory grids since it emphasizes the interaction between constructs and elements, making it easier to identify unusual applications of constructs. This makes it particularly attractive in clinical settings. An added bonus is that the presentation of results is sufficiently simple to make it useful for the clinician who needs a way of identifying important structural aspects of the grid that does not depend on a detailed understanding of data analysis. The method may be applied equally well to dichotomous, ranked or rating scale versions of a repertory grid. Missing entries, which may arise as a result of a construct not being applicable to some of the elements, may also be included. 1.581 Leach, C. (1988). GRAN: A computer program for the cluster analysis of a repertory grid. British Journal of Clinical Psychology, 27, 173-174. 1.582 Lee, C. J. (1989). Construct polysemy and the virtues of acquaintances. International Journal of Personal Construct Psychology, 2, 377-384. Empirical evidence and theoretical arguments seem to support the hypothesis that, on average, people assign acquaintances to the positive poles of constructs 62% of the time; these studies have focused on the mean proportion of positive judgments when collapsed across acquaintances and constructs. The present study examined the distribution of these virtues among acquaintances and constructs. Results indicated that: (a) closer acquaintances were assigned to the positive poles of constructs more frequently than comparatively distant acquaintances; (b) subjects assigned positive qualities to closer acquaintances more frequently on constructs with fewer alternative meanings, whereas the opposite relation was observed for distant acquaintances. These findings suggest that people are oriented toward formulating an unambiguous construction of the virtuous disposition of their closer acquaintances. 1.583 Lee, C. J., & Adams-Webber, J. R. (1987). A “projective” test of the golden section hypothesis. Social Behavior and Personality, 15, 169-175. 1.584 Leenaars, A. A. (1981). Drugs and people: Repertory grid structure and the construal of two different types of targets. Journal of Clinical Psychology, 37, 198-201. 1.585 Leenaars, A. A., & Balance, W. D. G. (1984). A logical empirical approach to the study of suicide rates. Canadian Journal of Behavioral Science, 16, 249-256. 1.586 Lefebvre, V. A. The golden section and an algebraic model of ethical cognition. Journal of Mathematical Psychology, 1.587 Lefebvre, V. A., Lefebvre, V. D., & Adams-Webber, J. R. (1986). Modeling an experiment on construing self and others. Journal of Mathematical Psychology, 30, 317-330. In this paper we analyze the results of two repertory grid experiments in which subjects categorized themselves and others on bipolar constructs (Adams-Webber and Rodney, Canadian Journal of Behavioral Sciences, 1983, 15, No 1, 52-59). We attempt to explain these results on the basis of the assumption that the subjects relied upon a special "algebraic processor" for modeling the self and others, previously described by Lefebvre (Journal of Mathematical Psychology, 1980, 22, 83-120; Algebra of conscience: A comparative analysis of western and soviet ethical systems, 1982, Reidel: Dordrecht; Journal of Mathematical Psychology, 1985, 29, 289-310). 1.588 Leichty, G. (1989). Interpersonal constructs and friendship form and structure. International Journal of Personal Construct Psychology, 2, 401-415. Two studies examined the relationships between indices of interpersonal construct development and friendship form and structure. In the first study respondents listed activities that they shared with two friends and wrote free-response accounts about why they shared these particular activities with their friends. The accounts were content analyzed. Subsequent analyses showed that both interpersonal construct differentiation and abstractness were positively related to the number of interpersonal attributions made about friendships. The second

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study examined the relationship between construct differentiation and structural characteristics of a person's friendship network. Initial correlation analyses showed that construct differentiation was associated with somewhat more segmented friendship networks. Further analyses showed that this effect was limited to ties between friends beyond the inner core. Together the studies suggest that interpersonal construct development is associated with qualitative differences in how persons define their personal relationships, and with quantitative characteristics of their friendship networks. 1.589 Leitner, L. M. (1981). Psychopathology and the differentiation of values, emotions, and behaviours: A repertory grid study. British Journal of Psychiatry, 138, 147-153. Disturbed and non-disturbed subjects were compared on a Repertory Grid measure of the differentiation of values, emotions and behaviours. The disturbed subjects tended to show either excessively tightened or excessively loosened relationships between values, feelings and behaviours. Tight relationships denoted a close correspondence between a subject's assessment of these three items; loose relationships denoted a poor correspondence. Non-disturbed subjects showed more moderate relationships. Among the disturbed patients, loosened relationships were found in schizophrenics rather than neurotics or personality disorders and tightened relationships in neurotics and personality disorders rather than schizophrenics. 1.590 Leitner, L. M. (1981). Construct validity of a repertory grid measure of personality styles. Journal of Personality Assessment, 45, 539-544. A construct validity study of a Role Construct Repertory Grid measure of two personality styles was performed. Literalism, or the inability to differentiate between feelings, values, and behaviors, was negatively related to self-ideal-self discrepancy and positively related to self- meaningfulness. Chaotic fragmentalism, or the inability to integrate feelings, values, and behaviors, was positively related to self-ideal-self discrepancy and negatively related to self-meaningfulness. The results, providing some construct validity for the Repertory Grid measure of literalism and chaotic fragmentalism, indicated that a literalist is likely to be quite rigid, anxious, neurotic, and defensive while the fragmentalist shows confusion and disorganization associated with a breakdown of the personality. These data fit the theoretical picture of literalism and chaotic fragmentation described by Landfield (1980). 1.591 Leitner, L. M. (1982). Literalism, perspectivism, chaotic fragmentalism and psychotherapy techniques. British Journal of Medical Psychology, 55, 307-318. 1.592 Leitner, L. M. (1982). Obesity, personal constructs, and amount of weight loss. Psychological Reports, 50, 491-498. 1.593 Leitner, L. M. (1983). Construct similarity, self-meaningfulness, and presidential preference. Journal of Personality and Social Psychology, 45, 890-894. Three hypotheses relating construct similarity, self-meaningfulness, and presidential preference were tested on 58 (29 male, 29 female) subjects. The results supported the predictions that when self-meaningfulness was high, the amount of perceived similarity between the self and the candidate was a powerful predictor of the likelihood of voting for the candidate as well as the positiveness of the subject's evaluation of the candidate's foreign and economic policies. When self-meaningfulness was low (i.e., the constructs used were not important to the self), self-candidate similarity was unrelated to the likelihood of voting for a candidate or to the evaluation of the candidate's foreign and economic policies. These data suggested that a new variable (self-meaningfulness) should be studied in investigations into the effects of construct similarity. 1.594 Leitner, L. M. (1984). An investigation into variables affecting self-change on personal constructs. British Journal of Medical Psychology, 57, 7-14. This study investigated the relationship between the anticipation of change, construct meaningfulness, construct differentiation, and the amount of change occurring on personal constructs over a six-week period. The anticipation of change was defined as the degree of change the subject expected to occur over the six-week time period. The anticipation of change was positively related to the amount of change that occurred in the construing of the self. Construct meaningfulness was defined as the importance of the construct for understanding the self. There was a negative relationship between construct meaningfulness and the amount of change that occurred over the six-week interval. Construct differentiation was defined in terms of the relationship between constructs. A less differentiated construct has relationships with many other constructs; a more differentiated construct is more independent of other constructs. Although self-change was more likely to occur on more differentiated constructs, this relationship decreased to near zero when the effects of anticipating change and construct meaningfulness were controlled. In summary, self-change is most likely to occur on constructs on which the person sees change as likely, which are less important to the person, and are more independent of other constructs. 1.595 Leitner, L. M. (1988). Terror, risk, and reverence: Experiential personal construct psychotherapy. International Journal of Personal Construct Psychology, 1, 251-261. This paper asserts the experiential underpinnings of personal construct psychotherapy by distinguishing between the process of construing and the content og constructs. Three cases that emphasize the importance of construing core ROLE reconstruction as an experiential phenomenon are briefly discussed. The Sociality and Choise Corollaries, which provide the theoretical justification for experiential personal construct psychotherapy, are elaborated. This elaboration places greater importance on understanding the process of evolution that is the person instead of focusing on the specific content or structure of constructs. In picular, deep interpersonal (ROLE) relationships are seen as essential yet potentially terrifying. The struggles of therapist and client around the basic issue of the terror of risking versus the emptiness of avoiding ROLE relationships are discussed. The discussion emphasizes the critical nature of being with the other person as opposed to focusing on changing specific cognitive content or structure. 1.596 Leitner, L. M. (1995). Dispositional assessment techniques in experiential personal construct psychotherapy. Journal of Constructivist Psychology, 8, 53-74.

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Dispositional assessment involves utilizing assessment information to arrive at treatment options (dispositions) as opposed to traditional diagnoses. While Kelly's (1955) repertory grid can be used for such purposes, the grid also suffers from many inheritent limitations (e.g., mathematical limitations inherent in inferring construct relatedness, higher degrees of structure than may be optimal in certain situations, and excessive time requirements in certain clinical situations). After elaborating on these limitations, this article presents four alternative assessment devices (the self-characterization sketch, pyramid procedures, laddering procedures, and interview methodologies). Each of these procedures is illustrated through an assessment of a severely disturbed client. The advantages and disadvantages of each procedure are discussed. 1.597 Leitner, L. M., & Cado, S. (1982). Personal constructs and homosexual stress. Journal of Personality and Social Psychology, 43, 869-872. This study introduced and elaborated a personal construct theory approach to the assessment of the potential for homosexual threat (homosexual stress). The measure, modified from personal construct research on death threat, was tested with 20 male and 20 female undergraduates. Those individuals who were more stressed by homosexuality were those with more negative attitudes toward homosexuality. Further, those individuals with the most negative attitudes toward homosexuals were those who saw homosexuality as invalidating more important constructs. Males who viewed homosexuality as more stressful tended to construe homosexuality as a more personally meaningful issue; females showed the opposite tendency. The homosexual stress measure was independent of authoritarianism and was not highly related to religious fundamentalism. It is hoped that this new measure will give researchers a method of assessing the potential for homosexual threat that is both more direct and less obvious than existing face-valid questionnaires. 1.598 Leitner, L. M., & Grant, C. H. (1982). Obesity, personal constructs, and amount of weight loss. Psychological Reports, 50, 491-498. 1.599 Leitner, L. M., & Guthrie, A. J. (1993). Validation of therapist interventions in psychotherapy: Clarity, ambiguity, and subjectivity. International Journal of Personal Construct Psychology, 6, 281-294. The validation and invalidation of therapist interventions are critical to psychotherapy. Therapeutic interventions are crucial tests of the therapist's construction of the client. Thus, understanding the process of the client's validation or invalidation of interventions is central to understanding the client's core constructs and developing a ROLE relationship with the client. A theoretical framework suggesting ways in which the therapist may experience validations is presented. This is followed by a discussion of the complexity and hence ambiguity and subjectivity of the experience of validation in psychotherapy. 1.600 Leitner, L. M., & Pfenninger, D. T. (1994). Sociality and optimal functioning. Journal of Constructivist Psychology, 7, 119-135. This article outlines an approach to optimal functioning based on an elaboration of the Sociality corollary of Kelly's (1955) personal construct psychology. Nine aspects of optimal functioning (discrimination, flexibility, creativity, responsibility, openess, commitment, courage, forgiveness, and reverence) are discussed in terms of their theoretical, empirical, and clinical implications. All of these aspects are viewed as an elaboration of empathy. 1.601 Lemon, N. (1975). Linguistic development and conceptualisation: A bilingual study. Journal of Cross-Cultural Psychology, 6, 173-188. A rating form of grid was used to investigate the effect of development in a weaker language on conceptualisation in that language. Form 2 and Form 4 secondary school children in Tanzania were administered grids with elements consisting of either persons or countries in both English and Swahili. Comparison of English and Swahili grids showed that language deficit reduces the polarization of judgements made using constructs articulated in the weaker language, although no differences in construct relationships were observed. Differences in integration of construct relationships and polarization of judgement appeared to relate to the social appropriateness of each language for conceptualising the elements in question. Implications of these results for the relationship between language and conceptualisation are discussed. [FB]. 1.602 Lemon, N. (1976). Linguistic factors and meaningfulness of personal constructs. European Journal of Social Psychology, 6, 71-80. 1.603 Lemon, N., & Warren, N. (1974). Salience, centrality and self-relevance of traits in construing others. British Journal of Social and Clinical Psychology, 13, 119-124. Salient traits were hypothesized as having importance for the individual in two respects: (i) because they allow more effective inferences to other traits (centrality); (ii) because they are typically used in characterizing the self, and thus afford self--other comparison (self- relevance). The study reported assessed the differences between salient and non-salient traits on measures of centrality and self- relevance, and found support for both hypotheses. Centrality and self-relevance appeared to be relatively distinct features of salient traits, in that the overlap between them was fairly small. Other aspects of the data are also discussed. 1.604 Leso, J., & Neimeyer, G. J. (1991). The role of gender and construct type in vocational complexity and the selection of academic major. Journal of Counseling Psychology, 38, 182-188. 1.605 Lester, D. (1968). Attempted suicide as a hostile act. Journal of Psychology, 68, 243-248. 1.606 Lester, D. (1969). Resentment and dependency in the suicidal individual. Journal of General Psychology, 81, 137-145. 1.607 Lester, D. (1970). Reaction to crisis by suicidal individuals. Crisis Intervention, 2, 18-21.

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1.608 Lester, D. (1971). Suicide: Aggression or hostility. Crisis Intervention, 3, 10-14. 1.609 Lester, D. (1971). Cognitive complexity of the suicidal individual. Psychological Reports, 28, 158. Four measures of cognitive complexity (8 as the grid was analysed by rows and by columns) were derived from data in Situational Resources grids of suicidal and non-suicidal students with high neuroticism scores. No differences on any of the measures was found between the two groups. [FB]. 1.610 Lester, D. (1971). A preliminary note on the evaluation of those upon whom one depends. Journal of Psychology, 79, 233-236. 1.611 Lester, D., & Collett, L. (1970). Fear of death and self-ideal discrepancy. Archives of the Foundation of Thanatology, 21, 130. 1.612 Leventhal, H. (1957). Cognitive processes and interpersonal predictions. Journal of Abnormal and Social Psychology, 55, 176-180. 1.613 Levy, L. H. (1955). Movement as a “rethoric embellishment” of human percepts. Journal of Counseling Psychology, 19, 469-471. 1.614 Levy, L. H. (1956). Personal constructs and predictive behavior. Journal of Abnormal and Social Psychology, 53, 54-58. In this classic study it was found that, under conditions of high invalidation, the greater amount of reconstruction occurred in constellatory constructs than in propositional constructs (those which do not fix the other realm memberships of their elements). Those constructs which were most interdependent were considered constellatory. It was concluded that there is an inverse relationship between the range of interdependency of a construct and its susceptibility to change following predictive failure. One of the only studies to attempt a grid definition of propositional—constellatory. [FB]. 1.615 Levy, L. H. (1956). The meaning and generality of perceived actual-ideal discrepancies. Journal of Counseling Psychology, 20, 396-398. 1.616 Levy, L. H. (1961). The conditioning and realization of changes in social perceptual dispositions. Journal of Abnormal and Social Psychology, 63, 583-587. 1.617 Levy, L. H., & Dugan, R. D. (1956). A factorial study of personal constructs. Journal of Consulting Psychology, 20, 53-57. Reprinted in J. C. Mancuso (Ed.), Readings for a cognitive theory of personality (pp. 200-209). New York: Holt, Rinehart & Winston, 1970. Sets out a method of applying factor analytic techniques to the concepts formed by an individual on the Role Construct Repertory Test. Two cases are presented for illustrative purposes and the research implications of the method are discussed. A pioneer paper. [FB]. 1.618 Levy, L. H., & Dugan, R. D. (1960). A constant error approach to the study of dimensions of social perception. Journal of Abnormal and Social Psychology, 61, 21-24. 1.619 Levy, S. M. E. (1975). Personal constructs and existential a priori categories: A parallel relationship between experimental research on schizophrenic... Journal of Phenomenological Psychology, 5, 369-388. 1.620 Levy-Leboyer, C., Gosse, M., & Naturel, V. (1985). Une nouvelle vieille méthode: La repertory grid de Kelly [A new old method: Kelly's repertory grid]. Revue de Psychologie Appliquée, 35, 255-269. The Repertory Grid Kelly is both an old and a new psychological survey method. Old because the clinician G.A. Kelly wrote his well- known book "The psychology of personal constructs" in 1955; new, because in the last ten years, occupational researchers and personnel managers used more and more this method as a way to approach psychological interactions in fields like work, personnel management, environment... The method itself is described in its four phases: collecting elements; eliciting constructs from triads by asking the subjects what is the link between two elements and what is the difference with a third one; applying the grid to a table made up with elements and constructs; obtaining the subjects mental map with either a statistical or a computer process. 1.621 Liakos, A., Papacostas, I., & Stefanis, C. (1975). A repertory grid investigation of the concept of illness by parents of schizophrenic patients. British Journal of Psychiatry, 126, 354-359. 1.622 Libman, E. (1989). Sociocultural and cognitive factors in aging and sexual expression: Conceptual and research issues. Canadian Psychology, 30, 560-567. 1.623 Lifshitz, M. Toward obliterating sex-role dichotomy: An alternative proposition. Israeli Annals of Psychiatry, 1.624 Lifshitz, M. (1972). Social scientists: Where to? Social Research Review, 2, 61-69. 1.625 Lifshitz, M. (1973). Girls' identification with their fathers: A key to striving of equality. Social Research Review, 4, 69-76.

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1.626 Lifshitz, M. (1974). Quality professionals: Does training make a difference? A personal construct theory study of the issue. British Journal of Social and Clinical Psychology, 13, 183-189. A shortened group form of the Construct Repertory Test was used to study common characteristics and changes that take place in outlook during training. The personal perceptions and attitudes of a group of good social-work students, as compared to their older and more experienced supervisors, were studied in a design based on Kelly's personal construct theory (1955). Significant differences (p< .01) were found between the superordinate constructs of the two groups. The student group used most often concrete descriptive categories, such as age, sex and profession. [FB]. 1.627 Lifshitz, M. (1974). Personal constructs of students and experienced "helpers". Magamot, 1.628 Lifshitz, M. (1975). Social differentiation and integration of fatherless pre-adolescents. Magamot, 20, 347-372. 1.629 Lifshitz, M. (1975). Social differentiation and organization of the Rorschach in fatherless and two-parented children. Journal of Clinical Psychology, 1.630 Lifshitz, M. (1976). Girls' identity formation as related to perceptual development of family structure. Journal of Marriage and Family, 1.631 Lifshitz, M. (1976). Long range effects of father's loss: The cognitive complexity of bereaved children and their school adjustment. British Journal of Medical Psychology, 49, 189-197. One hundred and thirty-six 9:6 to 14-year-old middle-class children, boys and girls, of whom 34 lost their father in war 3-6 years earlier, participated in a 2x2x3 factorial experiment, aimed at assessing relationships between family structure, social perception of self, parental figures, and social milieu and their behavioural integration in the classroom. It was found that all subjects described themselves as different than their parents. Nevertheless, fatherless subjects, especially those orphaned before the age of seven, tended to show significant constriction in awareness and differentiation of their broader social milieu, and tightening of diverse psychological indices; the smaller the perceived difference between self and parents, the more changeable and restless their behaviour appeared to be. 1.632 Lifshitz, M. (1978). Girls' identity formation as related to perception of parents. Social and Behavioural Perspectives, 6, 81-88. 1.633 Lifshitz, M., & Ben-Tuvia, S. (1975). The effect of fatherlessness versus two-parented family structure upon preadolescents' perceptual differentiation and social behavior. International Mental Health Research Newsletter, 1.634 Lifshitz, M., Reznikov, R., & Aran, M. (1974). Adjustment of Kibbutz children as a reflection of the degree of similarity between parents. Studies in Education, 5, 107-118. 1.635 Lifshitz, M., Reznikov, R., & Aran, M. (1975). Perceived similarity versus contrast between Kibbutz parents and their preadolescent children's adjustment. Child Psychiatry and Human Development, 5, 1.636 Liseth, O. J., Ford, K. M., Adams-Webber, J. R., Cañas, A. J., & Bezdek, J. C. (1993). GridGraph: Graphical representation of repertory grid data. International Journal of Personal Construct Psychology, 6, 295-300. GridGraph, a computer program that displays repertory grids as sets of graphs that can be directly interpreted, is described. The graphs involve no statistical analysis. Repertory grid data can be sorted and plotted according to a variety of criteria selected by the user. A sample application of GridGraph to repertory grid data is presented. 1.637 Little, B. R. (1968). Factors affecting the use of psychological versus non-psychological constructs on the Rep Test. Bulletin of the British Psychological Society, 21, 34. 1.638 Little, B. R. (1968). Psychospecialization: Functions of differential interest in persons and things. Bulletin of the British Psychological Society, 21, 113. 1.639 Little, B. R. (1969). Sex differences and comparability of three measures of cognitive complexity. Psychological Reports, 24, 607-609. 1.640 Little, B. R. (1972). Psychological man as scientist, humanist, and specialist. Journal of Experimental Research in Personality, 6, 95-118. 1.641 Little, B. R. (1983). Personal projects: A rationale and method for investigation. Environment and Behavior, 15, 273-309. 1.642 Little, B. R., & Kane, M. (1974). Person-thing orientation and privacy. Man-Environment System, 4, 361-364. 1.643 Little, B. R., & Stephens, E. D. (1973). Psychological constructing and selective focusing on content versus expressive aspects of speech. Journal of Consulting and Clinical Psychology, 1.644 Livesay, J. R. (1980). Heightened subjective distress as an indicator of the severity of thought disorder. Psychological Reports, 46, 1323-1326.

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1.645 Livesay, J. R. (1981). Inconsistent interpersonal judgment in thought-disordered schizophrenia. Psychological Reports, 49, 179-182. 1.646 Lockhart, W. H. (1979). Illustrations of the use of self-identity plots to measure change with young offenders. Journal of Adolescence, 2, 139-152. 1.647 Loos, V. E. (1991). Construing couples: The challenges of marital therapy. International Journal of Personal Construct Psychology, 4, 293-312. Many therapists report that working with couples is very difficult and stressful. In this article I offer a few evolving thoughts on working with couples, based on Kelly's Sociality corollary and the field of hermeneutic inquiry. The primary task of marital therapy is to work together with couples in coauthoring (or coconstructing) a story that (a) is specific to the concerns of each spouse, (b) is meaningful to the two of them as a couple , and (c) provides new options for effective action in the situation confronting them. This coauthoring process, if it is to be successful with couples, must address a number of related issues, including codefining the problem, connecting with the relevant system, codeveloping specific and workable goals, manteining flexibility, and coconstructing alternatives. 1.648 Loos, V. E., & Epstein, E. S. (1989). Conversational construction of meaning in family therapy: Some evolving thoughts on Kelly's sociality corollary. International Journal of Personal Construct Psychology, 2, 149-167. Combining the ideas of constructivists in the fields of cybernetics, physics, biology, philosophy, social psychology, and family therapy with the ideas of Kelly, we offer some thoughts on the importance of the interactional construction of meaning. The implications of a dialogical perspective are explored by addressing three key issues often encountered in the initial stages of working with families: (1) identifying the relevant system for treatment, (2) codefining the problem, and (3) establishing the therapist's position. A conversational approach to construing meaning, as outlined in this paper, assumes that the therapist must take full responsability for his or her partecipation in the cocreation of social reality. 1.649 Lorenzini, R., Sassaroli, S., & Rocchi, M. T. (1989). Schizophrenia and paranoia as solutions to predictive failure. International Journal of Personal Construct Psychology, 2, 417-432. Paranoia and schizophrenia represent two opposite ways of reacting to invalidation. In paranoia the system tends to become more and more monolithic. Whenever the paranoid individual's observations contradict his or her personal theory, the theory prevails, so that the system evolves toward an "exaggerated dogmatism." In the schizophrenic syndrome, on the other hand, we find renunciation of a unitary organization of knowledge. In this form of an "exaggerated empiricism", the system moves toward fragmentation, and predictions become variable and contradictory. The path that is followed depends on the premorbid structure of the individual's system and the particular kind of invalidation experienced. 1.650 Loveless, E. J., & Brody, H. M. (1974). The cognitive base of psychotherapy. Psychotherapy: Theory, Research and Practice, 11, 133-137. 1.651 Lowe, C. M. (1961). The self-concept: Fact or artifact? Psychological Bulletin, 58, 325-336. 1.652 Lundy, R. M. (1956). Assimilative projection and accuracy of prediction in interpersonal perceptions. Journal of Abnormal and Social Psychology, 52, 34-38. 1.653 Lundy, R. M., & Berkowitz, L. (1957). Cognitive complexity and assimilative projection in attitude change. Journal of Abnormal and Social Psychology, 55, 34-37. 1.654 Lynn, D. B. (1957). The organism as a manufacturer of theories. Psychological Reports, 3, 353-359. 1.655 MacDonald, P. J. (1980). Is personal construct theory useful in studying the hearing-impaired? Journal of the British Association of Teachers of the Deaf, 4, 161-167. 1.656 MacInnes, W. D., & Neimeyer, R. A. (1980). Internal consistency of the Threat Index. Death Education, 4, 193- 194. 1.657 MacKay, N. (1992). Identification, reflection, and correlation: Problems in the bases of repertory grid measures. International Journal of Personal Construct Psychology, 5, 57-75. Repertory grids, deriving from George Kelly's personal construct theory, have been used to provide measures of a number of personality and cognitive variables. Several of these grid measures, such as the identification index, some measures of cognitive complexity, and other indices extracted from factor analyses of grids, are based on correlations between the columns (elements) of the grid data matrix. These measures are problematic and unstable because the intercolumn correlations depend on the direction of scoring across each of the matrix rows (constructs). This direction is not guided by explicit or theoretically justified rules and appears to be arbitrary and inconsistent between researchers. Also, correlation is a poor measure of element similarity, the basis of the identification measure. The importance of the valuating aspect of construing may provide a basis for the standardization of scoring. And scoring from the valued pole of a construct may help bring stability and meaning to the correlation-based measures. 1.658 Mahoney, M. J. (1978). Publish and perish. Human Behavior, (February), 1.659 Mahoney, M. J. (1988). Constructive metatheory: I. Basic features and historical foundations. International Journal of Personal Construct Psychology, 1, 1-35.

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Constructive metatheory is playing an increasingly apparent role in the evolution of theories of human personality and psychotherapy. Three basic features of constructivism are outlined: (1) proactive cognition, (2) morphogenic nuclear structure, and (3) self-organizing development. Parallels to and relationships with evolutionary epistemology and autopoiesis are briefly noted. The emergence of constructive metatheory is traced from Vico, Kant, and Vaihinger to its diverse contemporary expressions. 1.660 Mahoney, M. J. (1988). Constructive metatheory: II. Implications for psychotherapy. International Journal of Personal Construct Psychology, 1, 299-315. The implications of constructive metatheory for the conceptualization and practice of psychotherapy are briefly outlined. It is argued that the constructivistic therapist construes the client as an active and developing process, and that psychological problems are approached not as piecemal flaws or deficiencies, but as expressions of current discrepancies between an individual's adaptive capacities and the challenges she or he faces. Likewise, the process of psychotherapy is portrayed as one of trial-and-error experimentation with different (novel) ways of "being in the world". Ideally, the client and therapist create an intimate and emotionally charged alliance in and from which the client can explore and experiment with self and world relationships. These practical features dovetail with many assertions of the major metatheories of psychotherapy, and it is argued that constructive metatheory may be uniquely suited to faciliting attempts at conceptual integration. 1.661 Mair, J. M. M. (1964). The derivation, reliability and validity of grid measures: Some problems and suggestions. Bulletin of the British Psychological Society, 17, 55. 1.662 Mair, J. M. M. (1966). Prediction of grid scores. British Journal of Psychology, 57, 187-192. The grid method, developed by Kelly (1955), is supposed to provide meaningful measurements of the relations between the constructs that any individual uses. In this study an attempt has been made to assess the validity of this claim within the area of public constructs (or dictionary meaning) rather than within the more complex domain of personal or private constructs. The adequacy of the grid method in objectifying meaningful construct relations, changes and stability is examined. Thirteen medical students acted as subjects. From a total of 61 predictions, all but 4 were fully confimed. The results therefore tend to support claims for the grid's possible usefulness in relation to each of the three functions examined. 1.663 Mair, J. M. M. (1967). Some problems in repertory grid measurement: I. The use of bipolar constructs. British Journal of Psychology, 58, 261-270. Kelly (1955) assumed that constructs were bipolar, and developed the repertory grid as a method for measuring links between construct dimensions. In most grid applications implicit assumptions seem to be made that elements not chosen in grid sorts using one pole of a construct dimension will be chosen in sorts based on the other pole, and that relations between constructs derived from grid sorts using one pole of a construct will be the converse of the relations derived from sorts based on the other pole. The legitimacy of these assumptions was examined experimentally with the co-operation of ten male medical students acting as subjects. Considerable overlap in element choices based on opposite poles of five construct dimensions appeared for each subject, and the practical effects of this overlap on various types of grid scores were demonstrated. Suggestions for modifications in grid usage, and for further exploration of construct functions, are discussed. 1.664 Mair, J. M. M. (1967). Some problems in repertory grid measurement: II. The use of whole-figure constructs. British Journal of Psychology, 58, 271-282. Whole-figure constructs (e.g. Like self, Like Father, etc.) have often been used in grid testing to gain an indirect assessment of a person's view of important figures in his life. Some problems in the use and interpretation of such constructs are explored. Ten male medical students provided grid results indicating that direct ratings of figures and comparable grid scores are not equivalent, and reveal various kinds of discrepancy from expectations concerning (a) relations between one whole-figure construct (Like Self) and personal constructs elicited to define "like" and "unlike self" characteristics; (b) relations between supplied matching highly with Like Self and elicited constructs defining self and non-self; (c) relations among and between elicited "like" and "unlike self" constructs. Limitations of the present grid forms are discussed in the light of the findings and interpretations of some of the discrepancies are suggested. [FB]. 1.665 Mair, J. M. M. (1970). The person in psychology and psychotherapy: An introduction. British Journal of Medical Psychology, 43, 197-205. 1.666 Mair, J. M. M. (1970). Psychological problems and cigarette smoking. Journal of Psychosomatic Research, 14, 277-287. 1.667 Mair, J. M. M. (1970). Experimenting with individuals. British Journal of Medical Psychology, 43, 245-256. 1.668 Mair, J. M. M. (1986). Donald Bannister: Obituary. Bulletin of the British Psychological Society, 39, 305. 1.669 Mair, J. M. M. (1988). Psychology as storytelling. International Journal of Personal Construct Psychology, 1, 125-137. Bannister's work is used to illustrate the claim that psychology should more clearly recognize itself as a storytelling discipline. Some of the pervasive ways in which stories shape our lives are indicated. Various issues for a storytelling psychology are outlined. 1.670 Mair, J. M. M. (1989). Kelly, Bannister, and a story-telling psychology. International Journal of Personal Construct Psychology, 2, 1-14. A perspective on psychology as a story-telling discipline (Mair, 1988) is elaborated. It is suggested that both Kelly and Bannister can be seen as moving between relatively traditional psychological approaches and a more clearly narrative understanding of psychology. Ways

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in wich work in linguistics, literaly criticism, rhetoric, and related disciplines is relevant to such a view are indicated. Further important issues in a story-telling approach to psychology is sketched. 1.671 Mair, J. M. M. (1990). Telling psychological tales. International Journal of Personal Construct Psychology, 3, 121-135. Psychology is approached as a storytelling discipline. Various narrative devices used in many formal psychological tales are identified. George Kelly's approach to telling is claimed to be very different, implying a different attitude to knowing and a different approach to knowledge. Following from this a proposal is made concerning the kind of psychology Kelly was, perhaps, reaching toward. 1.672 Mair, J. M. M., & Boyd, P. (1967). A comparison of two grid forms. British Journal of Social and Clinical Psychology, 6, 220. 1.673 Mair, J. M. M., & Crisp, A. H. (1968). Estimating psychological organization, meaning, and change in relation to clinical practice. British Journal of Medical Psychology, 41, 15-29. 1.674 Maister, E., Lifshitz, M., & Biran, M. (1975). Values in vocational inclination: Choice or conditioning? Social Research Review, 10, 1.675 Makhlouf-Norris, F., & Gwynne Jones, H. (1971). Conceptual distance indices as measures of alienation in obsessional neurosis. Psychological Medicine, 1, 381-387. 1.676 Makhlouf-Norris, F., Jones, H. G., & Norris, H. (1970). Articulation of the conceptual structure in obsessional neurosis. British Journal of Social and Clinical Psychology, 9, 264-274. Differentiated obsessionals from "normals" by showing them to have "monolithic" or "segmented" conceptual structures and "articulated" structures respectively. A rated grid with elicited constructs from role titles was used. "Monolithic" structure is marked by one large cluster of constructs accounting for the mass of the variance; "segmented" equals several largely unrelated clusters and "articulated" several linked clusters. There is some evidence that "monolithic" or "segmented" structures are not peculiar to obsessionals but may be found generally in those suffering from neurotic disorders. [FB]. 1.677 Makhlouf-Norris, F., & Norris, H. (1972). The obsessive compulsive syndrome as a neurotic device for the reduction of self-uncertainty. British Journal of Psychiatry, 121, 277-288. A group of 11 obsessional neurotics were compared to matched normal controls in terms of their personal construct systems. A measure was described which shows the integration of the concepts of self and ideal self relative to concepts of other people. Results are presented in the form of a two-dimensional self-integration plot. The "obsessional" self concepts were isolated from concepts of other people and alienated from the ideal self. The self concepts of normal people were neither isolated nor alienated. [FB]. 1.678 Mancini, F., Pallini, S., & Donato, A. (1984). Lo sviluppo dei contenuti della conoscenza di Sé: uno studio nell'ambito della teoria dei costrutti personali [The development of contents of self-knowledge: A study in the ambit of personal construct theory]. Psichiatria dell'Infanzia e dell'Adolescenza, 51, 651-660. The aim of this study is to verify the hypothesis that self-knowledge develops in the direction of a greater psychologism. The study was carried out on the basis of the theoretical and methodological assumptions of the personal construct theory. The results confirm the hypothesis that psychological constructs are more frequent in older subjects, and that they often depend on introspective aspects. Emotional constructs are finally discussed. 1.679 Mancini, F., Pallini, S., & Donato, A. (1985). Lo sviluppo strutturale della conoscenza di sé [The structural development of self-knowledge]. Psichiatria dell'Infanzia e dell'Adolescenza, 52, 285-293. This research studied the development of some structural aspects of self knowledge. Rating grids made up of 14 elements relative to the self and 14 constructs elicited by the subjects were administered to 60 subjects aged 8, 13 and 17. The results confirmed the hypothesis that integration and differentiation grow along with age, as well as invariability of the number of dispositional constructs, that is to say general and fixed ones. 1.680 Mancini, F., & Semerari, A. (1984). Sviluppo mentale e teoria dei costrutti personali: rassegna sintetica [Mental development and personal construct theory: A synthetic review]. Psichiatria dell'Infanzia e dell'Adolescenza, 51, 669- 678. This article is a synthetic presentation of the historical, theoretical and metatheoretical aspects of the personal construct theory. The most important research on the development of construct systems in children are shortly reviewed. The personal construct theory is seen as a possible way to overcome the cognitive-affective dichotomy. 1.681 Mancini, F., & Semerari, A. (1988). I modelli cognitivo-costruttivisti della sintomatologia nevrotica [The cognitive-constructivistic models of neurotic symptomatology]. Psicobiettivo, 8, 31-46. 1.682 Mancuso, J. C. (1979). Counseling from a personal construct perspective. International Journal for the Advancement of Counseling, 1, 303-313. 1.683 Mancuso, J. C., & Allen, D. A. (1976). Children's perceptions of a transgressor's socialization as a function of a type of reprimand. Human Development, 19, 277-290.

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1.684 Mancuso, J. C., & Ceely, S. G. (1980). The self as memory processing. Cognitive Therapy and Research, 4, 1-25. Different areas of theoretical investigation are briefly discussed in relation to competing paradigms and a theory of self. Clarification of these areas is taken to be contingent on resolution of two theoretical issues. Is the self to be treated as a ''caused" or as a "causing'' event? What is the nature of the storage and retrieval processes related to the enactment of different self-relevant behaviors? In regard to the issue of cause, interpretations in terms of two major theoretical paradigms, mechanism and contextualism, are briefly outlined and the validity of contextual theory is discussed. In regard to the issue of storage, examination of current theories of memory lead to a consideration of self-representation as involving both generic and episodic memory structures that possess a number of organizational properties relevant to an understanding of consistency and variability in a person's enactment of self-relevant behavior. In light of these considerations, the advantages of contextual formulations of self-theory are reconsidered and current, related research is noted. 1.685 Mancuso, J. C., & Eimer, B. N. (1982). A constructivist view of reprimand in the classroom. Interchange, 13, 39-46. 1.686 Mancuso, J. C., & Handin, K. H. (1980). Comparing high and low rated child care worker's attributions of reprimand effectiveness. Child Care Quarterly, 9, 275-288. 1.687 Mancuso, J. C., Litchford, G. B., Yaffe, P. E., & DiCiurcio, T. L. (1980). To measure attributed mental illness. Journal of Personality, 48, 274-284. 1.688 Mancuso, J. C., & Sarbin, T. R. (1972). Schizophrenia, personal constructs, and Riedel's constructs. Journal of Abnormal Psychology, 79, 148-150. 1.689 Marcet, C. (1985). La complejidad cognitiva y la técnica de rejilla [Cognitive complexity and grid technique]. Cuadernos de Psicología, (Enero), 1.690 Marcus, S., & Catina, A. (1976). The role of personal constructs in empathetic understanding. Revue Roumaine de Sciences Sociales — Série de Psychologie, 2, 173-182. 1.691 Marcus, S., & Catina, A. (1976). Appreciative style and art perception (I). Revue Roumaine de Sciences Sociales, 20, 65-74. 1.692 Marcus, S., & Catina, A. (1977). Appreciative style and art perception (II). Revue Roumaine de Sciences Sociales, 21, 79-86. 1.693 Marcus, S., & Catina, A. (1977). Appreciative styles. Revue Roumaine de Sciences Sociales, 21, 141-151. 1.694 Marczewska, H. (1983). Golden section or lack of symmetry. Polish Psychological Bulletin, 14, 85-91. 1.695 Markus, H. (1977). Self-schemata and processing information about the self. Journal of Personality and Social Psychology, 35, 63-78. 1.696 Marsh, M., & Stanley, R. (1995). Assessment of self and others during treatment for anorexia nervosa. Journal of Constructivist Psychology, 8, 97-116. Repertory grids were used to compare a group of anorexic women (n = 12) with normal-weight (n = 12) and dieting (n = 10) control groups. Anorexics differed from both control groups in their perceptions of themselves and others. The constructs used were more meaningful to anorexics than to either control group. The way in which anorexics saw themselves differed from the way in which clinicians have indicated in the literature that they see their anorexic patients. Some constructs adopted a differential meaning and relevance for observer and observed when applied to the anorexic condition. The discrepancies between internally defined and externally imposed interpretations of construct meaning may help to explain why resistance to treatment and high relapse rates are encountered in anorexic women. 1.697 Mascolo, M. F. (1994). Toward a social constructivist psychology: The case of self-evaluative emotional development. Journal of Constructivist Psychology, 7, 87-106. A social constructivist model of emotional development, with a special focus on the development of guilt and shame, is elaborated. The model draws on theory and research from sociocultural, functionalist, and anthropological views of guilt and shame. This work suggests that these emotions emerge as a product of social activity that occurs between persons rather than simply as a result of processes that occur within individuals. As a result, guilt and shame, as examples of higher mental functions, can be regarded as socially constructed. The implications of a social constructivist model of emotions for personal construct psychology are discussed. Whereas Kelly emphasized the personal origins of meaning and activity, this article argues that higher psychological processes have their origins in social interaction with agents of culture. Because both self and other are active in the construction of meaning and activity, meaning and complex psychological activity are socially rather than personally constructed. Suggestions for the articulation of a social rather than personal constructivist psychology are offered. 1.698 Mascolo, M. F., & Mancuso, J. C. (1990). Functioning of epigenetically evolved emotion systems: A constructive analysis. International Journal of Personal Construct Psychology, 3, 205-222.

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The theory of emotions outlined in this paper follows a general theory that psychological processes mantein an adaptive equilibrium between one's construction system and sensory imput from one's world. Persons build constructions to match any class of sensory data, and also build standards for (construe) varied levels of imput which accompany tha arousal-related activity associated with standard/imput mismatch. Conscious identification of different emotional states reflects the use of constructions assigned to different standard/imput relations. A constructivist may regard different emotional states or experiences as idealized configurations of attributes; and these configurations can be treated as prototypes, applying the same analyses which have been developed by cognitive scientists who have offered models for discussions of categorization processes. A model for discussing emotional development is provided, and directions of future constructivist investigations are suggested. 1.699 Masters, J. C. (1971). Treatment of adolescent rebellion by the reconstrual of stimuli. Journal of Consulting and Clinical Psychology, 35, 123-126. 1.700 Mateu, C., Cunillera, C., & Feixas, G. (1988). The use of dreams as a tool in constructivistic family therapy. Revista de Psiquiatria y Psicologia Humanista, 23-24, 105-113. 1.701 May, A. E. (1968). An assessment of homicidal attitudes. British Journal of Psychiatry, 114, 479-480. 1.702 Mayo, C. W., & Crockett, W. H. (1964). Cognitive complexity and primacy-recency effects in impression formation. Journal of Abnormal and Social Psychology, 68, 335-338. 1.703 McCarthy, B., & Duck, S. W. (1976). Friendship duration and responses to attitudinal agreement- disagreement. British Journal of Social and Clinical Psychology, 15, 377-386. 1.704 McCartney, J., & O'Donnell, J. P. (1981). The perception of drinking roles by recovered problem drinkers. Psychological Medicine, 11, 747-754. 1.705 McCoy, M. M. (1975). Foulds' phenomenological windmill: A reply to criticisms to personal construct psychology. British Journal of Medical Psychology, 48, 139-146. 1.706 McFadyen, M., & Foulds, G. A. (1972). Comparison of provided and elicited grid content in the Grid Test of Schizophrenic Thought Disorder. British Journal of Psychiatry, 121, 53-57. Thought-disordered and non-thought-disordered subjects were given the standard grid test of thought disorder and a Kelly rep test for which elements and constructs were elicited individually. Between groups differences were broadly evident for both types of grid. [FB]. 1.707 McFall, R. M., & Lillesend, D. B. (1971). Behavior rehearsal with modeling and coaching in assertion training. Journal of Abnormal Psychology, 77, 313-323. 1.708 McGahan, P. (1972). The neighbour role and neighbouring in a highly urban area. Sociological Quarterly, 13, 397-408. 1.709 McGuire, W. J. (1973). The yin and yang of progress in social psychology: Seven koan. Journal of Personality and Social Psychology, 26, 446-456. 1.710 McKain, T. L., Glass, C. R., Arnkoff, D. B., Sydnor-Greenberg, J. M., & Shea, C. A. (1988). Personal constructs and shyness: The relationship between Rep Grid data and therapy outcome. International Journal of Personal Construct Psychology, 1, 151-167. The potential of the Role Construct Repertory Grid (rep grid) was explored in the context of a study of therapy outcome for shy and sociality anxious adults. Measures of subjects' number of functionally independent constructs (FIC), how well constructs were integrated (ordination), how much subjects thought they would have to change on their other construct dimensions to go from being shy to being nonshy (implications of change), and the content of role constructs (cognitive and behavioral) were obtained from rep grids completed prior to therapy. Subjects also filled out self-report inventories related to anxiety and social relationships both before and after a cognitive- behavioral group intervention. Results showed that shy subjects had very few independent role constructs. FIC scores were not related to other questionnaire measures, while ordination and implications scores showed significant correlations. As predicted by personal construct theory, implications scores and the interaction of FIC and ordination allowed for the best prediction of therapy outcome. 1.711 McKnight, C. (1981). Subjectivity in sentencing. Law & Human Behavior, 5, 141-147. 1.712 McPherson, F. M. (1969). Thought-process disorder, delusions of persecution and "non-integration" in schizophrenia. British Journal of Medical Psychology, 42, 55-57. 1.713 McPherson, F. M. (1972). ‘Psychological’ constructs and ‘psychological’ symptoms in schizophrenia. British Journal of Psychiatry, 120, 197-198. 1.714 McPherson, F. M., Armstrong, J., & Heather, B. B. (1975). Psychological construing, 'difficulty' and thought disorder. British Journal of Medical Psychology, 48, 303-315. Two versions of the repertory grid test of thought disorder were constructed, having similar elements (photographs of people) but one of which used psychological constructs and the other non-psychological constructs. The versions had been matched for "difficulty" (defined

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

in terms of amount of consensual agreement) and reliability. The mean Intensity and Consistency scores obtained by non-thought- disordered controls were similar. When "difficult" and "easy" versions of the test were given to normal, general psychiatric and the thought disordered groups it was found that "difficulty" had no effect on grid test scores but the use of "psychological" constructs significantly disabled the thought disordered group. [FB]. 1.715 McPherson, F. M., Armstrong, J., & Heather, B. B. (1978). Psychological construing and thought disorder: Another test of the difficulty hypothesis. British Journal of Medical Psychology, 51, 319-324. 1.716 McPherson, F. M., Barden, V., & Buckley, F. (1970). Use of psychological constructs by effectively flattened schizophrenics. British Journal of Medical Psychology, 43, 291-293. 1.717 McPherson, F. M., Barden, V., Hay, A. J., & Kushner, A. W. (1970). Flattening of affect and personal constructs. British Journal of Psychiatry, 116, 39-43. 1.718 McPherson, F. M., Blackburn, I. M., Draffan, J. W., & McFadyen, M. (1973). A further study of the Grid Test of Thought Disorder. British Journal of Social and Clinical Psychology, 12, 420-427. The performance of 36 thought-disordered schizophrenics, 24 non-thought-disordered schizophrenics, 18 manics and 33 depressives was compared on four measures derived from the Bannister-Fransella Grid Test of Thought Disorder, i.e. Intensity, Consistency, Element Consistency and Social Deviation. On all four measures, the thought-disordered schizophrenics had significantly poorer scores than the other groups. These other groups did not differ among themselves. Within a subgroup of 19 schizophrenics, each of the four measures correlated significantly with clinical ratings of the severity of thought disorder. However, when the effects of Intensity and Consistency were each partialled out, the correlation between Element Consistency and clinical ratings was reduced to insignificance, whereas when Element Consistency was partialled out, Intensity and Consistency remained significantly correlated with the ratings. [FB]. 1.719 McPherson, F. M., & Buckley, F. (1970). Thought-process disorder and personal construct subsystems. British Journal of Social and Clinical Psychology, 9, 380-381. The present results clarify those of Bannister & Salmon (1966) by showing that thought-process disordered schizophrenics, when construing people, are less disordered when doing so according to objective (physical) criteria than to psychological criteria. Taken together, the two studies appear to show that thought-process disorder affects different construct subsystems in varying degrees, and underline the important influence of the content of thought upon the severity of thought-process disorder. 1.720 McPherson, F. M., Buckley, F., & Draffan, J. W. (1971). ‘Psychological’ constructs, thought-process disorder and flattening of affect. British Journal of Social and Clinical Psychology, 10, 267-270. The frequency with which schizophrenics spontaneously use 'psychological' constructs, as opposed to other categories of construct, when describing photographs of people is significantly and negatively correlated with the extent of disorder ('looseness' and 'inconsistency') shown when they are required to use 'psychological' constructs, on the Bannister-Fransella test. 1.721 McPherson, F. M., Buckley, F., & Draffan, J. W. (1971). ‘Psychological’ constructs and delusions of persecution and ‘non-integration’ in schizophrenia. British Journal of Medical Psychology, 44, 277-280. 1.722 McPherson, F. M., & Gray, A. (1976). Psychological construing and psychological symptoms. British Journal of Medical Psychology, 49, 73-79. 1.723 McPherson, F. M., & Walton, H. J. (1970). The dimensions of psychotherapy group interaction: An analysis of clinicians' constructs. British Journal of Medical Psychology, 43, 281-290. Seven experienced clinicians observed at least 25 meetings of a psychotherapy group and then described the intragroup interactions of the patient members, using repertory grid technique. A principal component analysis of the combined grids isolated three main independent dimensions, differentiating group members who are assertive and dominant from those who are passive and submissive; who are emotionally sensitive to other members as opposed to insensitive; and who hinder rather than aid the attainment of group goals. These dimensions are roughly similar, in the behaviour to which they refer, to those which have been extracted in studies of groups of many different types, ranging from laboratory groups to families. It is possible, therefore, that they represent major ways in which the interpersonal interactions of people differ. They may thus eventually form the basis of an empirically derived framework for the observation and measurement of interpersonal behaviour in general and small group interaction in particular. The present study has shown that, applied to the analysis of psychotherapy groups, such a framework could account for much of the observed difference in the interactions of patients. The present results have also shown that such a framework, based on concepts which are not unique to psychotherapy but are applicable to groups of all types, is nevertheless meaningful to experienced clinicians and, indeed, is similar to the 'implicit personality theories' in terms of which their perceptions and descriptions of group events are structured. 1.724 McWilliams, S. A. (1988). Construing comprehensively. International Journal of Personal Construct Psychology, 1, 219-228. Comprehensive construing refers to a process whereby events that have previously been construed in a variety of ways come to be subsumed within a superordinate construct. Occurring within a broadened perceptual field and incorporating existing specialized knowledge, comprehensive constructs may lead to an integrated understanding within a higer-order revised framework. Parallel processes can be seen in scientific discovery from the standpoint of Polanyi's conception of "personal knowledge", in cognitive stage transitions outlined by Piaget's genetic epistemology, in Buckminster Fuller's "comprehensivism", and in comprehensive approaches to education and science.

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1.725 McWilliams, S. A. (1993). Construct no idols. International Journal of Personal Construct Psychology, 6, 269- 280. A constructivist perpective views knowledge as indeterminate. Human beliefs bear no necessary direct relationship to reality, yet we tend to objectify them and treat them as real. I liken this tendency to idolatry, the worship of a created image as thought it were the ultimate. Idolatry occurs when we believe that we know a final truth. I consider some implications of this metaphor for constructivist thought, including the notion that hypotheses originally served only to account for observations, but with the success of modern science, people have come to treat them as though they represent truth. To trascend idolatry requires active recognition that humans invent constructs and that our understanding of reality requires awareness of the central role of human partecipation. We might facilitate this process by becoming more aware of the metaphorical use of language. I discuss a technique from semantics, which elaborates on Kelly's suggestion that we view language as invitational, as a useful tool of this purpose. 1.726 Meichenbaum, D. H., Gilmore, J. B., & Fedorovicius, A. (1971). Group insight versus group desensitization in treating speech anxiety. Journal of Consulting and Clinical Psychology, 36, 410-421. 1.727 Mellsop, G. W., Spellman, M. S., & Harrison, A. W. (1971). The performance of manic patients on the grid test for schizophrenic thought disorder. British Journal of Psychiatry, 118, 671-673. 1.728 Messick, S. I., & Kogan, N. (1966). Personality consistencies in judgment: Dimensions of role constructs. Multivariate Behavioral Research, 1, 165-175. 1.729 Metcalfe, R. J. A. (1974). Own versus provided constructs in a reptest measure of cognitive complexity. Psychological Reports, 35, 1305-1306. Both cognitive complexity and cognitive differentiation scores were calculated using own and provided constructs. The two measures differed significantly from each other, suggesting they are measuring different aspects of a person's construct system. The correlations between own and provided constructs were significant on both measures, but low. The author suggests that, although provided constructs were adequate for his purpose, the subjects' own constructs should be used if possible. [FB]. 1.730 Metzler, A. E., & Neimeyer, G. J. (1988). Vocational hierarchies: How do we count the ways? International Journal of Personal Construct Psychology, 1, 205-217. The present study explores the relationships among six different measures of construct ordination in the context of vocational value systems. Fifty-seven subjects were given a 10 by 10 rating grid, an implications grid, and a resistance-to-change grid, all utilizing the same set of 10 occupational constructs. Ordination measures were calculated for each of the 10 constructs, using all six methods--explicit rating, implicit rating, extremity, total variance, implications, and resistance to change--and correlations were computed between each pair of methods. The toatl variance among all six methods that was accounted for by each method is also reported. On this basis, the implicit method emerges as the best omnibus method. However, the question arises whether the six methods measure ordination with unequal fidelity or actually measure differing aspects of ordination, highlighting the need for further study in this area. 1.731 Miall, D. S. (1985). The structure of response: A repertory grid study of a poem. Research in the Teaching of English, 19, 254-268. 1.732 Miall, D. S. (1986). Authorizing the reader. English Quarterly, 19, 186-195. 1.733 Miall, D. S. (1989). Anticipating the self: Toward a personal construct model of emotion. International Journal of Personal Construct Psychology, 2, 185-198. Previous accounts of the role of emotion in construct theory place insufficient emphasis on the constructive role of emotion as a "feeling toward". Emotion is regarded either as an epiphenomenon of acts of construal or as an outcome of prior cognitive processes. It is argued in this paper that emotion performs an anticipatory role in pursuit of the current concerns of the self, a view that follows from a closer analysis of the function of anticipation. A revision of the control systems theory of Carver and Scheier (1981) is proposed, in which emotional anticipation at the level of the self is distinguished from schema-based anticipation at the level of behavior. Given the framework of personal construct theory as a method of analysis, this revised view of emotion enables a range of self-concept processes to be better understood. 1.734 Mihevc, N. T. (1978). Information, valence, and cognitive complexity in the political domain. Journal of Psychology, 99, 163-177. 1.735 Millar, D. G. (1980). A repertory grid study of obsessionality: Distinctive cognitive structure or distinctive cognitive content? British Journal of Medical Psychology, 53, 59-66. Fifteen obsessive compulsive patients and 15 normal controls were tested with a repertory grid of standard form. The patient group was not more monolithic than normals in cognitive structure (Makhlouf-Norris & Norris, 1973) but was clearly differentiated from normals and from Ryle & Green's (1972) general neurotic grid portrait by a very negative, isolated and extreme view of the self. 1.736 Miller, A. (1978). Conceptual systems theory: A critical review. Genetic Psychology Monographs, 97, 77-126. 1.737 Miller, A. D. (1968). Psychological stress as a determinant of cognitive complexity. Psychological Reports, 23, 635-639.

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1.738 Miller, A. D. (1969). Amount of information and stimulus valence as determinants of cognitive complexity. Journal of Personality, 37, 141-157. 1.739 Miller, A. D., & Bieri, J. (1965). Cognitive complexity as a function of the stimulus objects being judged. Psychological Reports, 16, 1203-1204. 1.740 Miller, A., & Wilson, P. (1979). Cognitive differentiation and integration: A conceptual analysis. Genetic Psychology Monographs, 99, 3-40. 1.741 Millimet, C. R., & Brien, M. (1980). Cognitive differentiation and interpersonal discomfort: An integration theory approach. Journal of Mind and Behavior, 1, 211-225. 1.742 Millis, K. K., & Neimeyer, R. A. (1990). A test of the dichotomy corollary: Propositions versus constructs as basic cognitive units. International Journal of Personal Construct Psychology, 3, 167-181. The present study tested whether knowledge is retrieved from memory as separate propositions or as complete dichotomous constructs. According to proposition-based model, only the most directly related concept within a construct should be retrieved. However, one implication of Kelly's dichotomy corollary is that both poles of a relevant construct should be activated to the same extent when the construct is retrieved from memory. To compare the two predictions, subjects performed a lexical decision task that measured the degree to which unipolar propositions or bipolar constructs were activated when primed by names of familiar persons. The results tended to support a construct-based rather than a proposition-based position. Both construct poles were equally activated when the name was related to the construct, and were activated to a greater extent than when the name was unrelated to the construct. 1.743 Mischel, T. (1963). Psychology and explanations of human behavior. Philosophy and Phenomenological Research, 23, 578-594. 1.744 Mischel, T. (1964). Personal constructs, roles and the logic of clinical activity. Psychological Review, 71, 180- 192. 1.745 Mischel, W. (1973). On the empirical dilemmas of psychodynamic approaches, issues and alternatives. Journal of Abnormal Psychology, 82, 335-344. 1.746 Mischel, W. (1973). Toward a cognitive social learning reconceptualization of personality. Psychological Review, 80, 252-283. 1.747 Mitchell, T. R. (1940). Cognitive complexity and leadership style. Journal of Personality and Social Psychology, 16, 166-173. 1.748 Mitsos, S. B. (1958). Representative elements in role construct technique. Journal of Consulting Psychology, 22, 311-313. The results of this study confirm the hypothesis that fulfilment of the assumption of the representativeness of the elements used on the R.C.R.T. is important. Results were most satisfactory when the role title list used included many different figures important in the subjects' lives. It was further suggested that a heterogeneous role title list (one including many different roles) tends to elicit superordinate constructs (constructs subsuming other constructs) while a homogeneous one (one calling for figures who all fill the same role) tends to elicit subordinate constructs (constructs subsumed by superordinate constructs). [FB]. 1.749 Mitsos, S. B. (1961). Personal constructs and the semantic differential. Journal of Abnormal and Social Psychology, 62, 433-434. 1.750 Mitterer, J., & Adams-Webber, J. R. (1988). OMNIGRID: A general repertory grid design, administration, and analysis program. Behavior Research Methods, Instruments & Computers, 20, 359-360. 1.751 Monaghan, R. R. (1968). Creative strategies in audience analysis. Education Broadcasting Review, (April), 29- 36. 1.752 Monaghan, R. R. (1972). The repertory grid: Application to ascertaining viewer needs. Education Broadcasting Review, 6, 38-47. 1.753 Monaghan, R. R. (1981). A very gifted animal. Transaction, 5, 1.754 Moore, M. A., & Neimeyer, G. J. (1992). Using occupational information to increase vocational differentiation. Journal of Career Development, 19, 3-12. 1.755 Moore, M. A., Neimeyer, G. J., & Marmarosh, C. (1992). The effects of informational valence and occupational favorability on vocational differentiation: A test of the disconfirmation hypothesis. Journal of Counseling Psychology, 39, 335-341.

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1.756 Moore, M. K., & Neimeyer, R. A. (1991). A confirmatory factor analysis of the Threat Index. Journal of Personality and Social Psychology, 60, 122-129. 1.757 Morçöl, G., & Asche, M. (1993). Repertory grid in problem structuring: A case illustration. International Journal of Personal Construct Psychology, 6, 371-390. A procedure of problem structuring is proposed and illustrated that is grounded in george Kelly's constructivist theory and uses his repertory grid technique. The procedure makes use of the implications of Kelly's creativity cycle. It integrates individual cognitive processes into social processes in groups to foster creativity. A hierarchical cluster analysis algorithm is used to cluster elements, and the clustering patterns of elements are interpreted to develop models of the problem. In a case study, the procedure was found to be an effective application of Kelly's theory and technique in problem structuring. 1.758 Moreno-Jiménez, B. (1985). La psicología de los constructos personales: Historia, presupuestos y alcance de una teoría [Personal construct psychology: History, assumptions and extension of a theory]. Estudios de Psicología, 23-24, 57-65. 1.759 Morrison, J. K. (1977). The family heritage: Dysfunctional constructs and roles. International Journal of Family Counseling, 5, 54-58. 1.760 Morrison, J. K. (1978). Successful grieving: Changing personal constructs through mental imagery. Journal of Mental Imagery, 2, 63-68. 1.761 Morrison, J. K. (1980). Homosexual fantasies and the reconstructive use of imagery. Journal of Mental Imagery, 4, 165-168. 1.762 Morrison, J. K., Becker, R. E., & Heeder, R. (1983). Anxiety reduction: Comparative effectiveness of imagery psychotherapy vs. self-help seminars. Psychological Reports, 53, 417-418. 1.763 Morrison, J. K., Becker, R. E., & Heeder, R. (1983). Individual imagery psychotherapy vs. didactic self-help seminars: Comparative effect on problem behaviors. Psychological Reports, 52, 709-716. 1.764 Morrison, J. K., Becker, R. E., & Isaacs, K. (1981). Comparative effectiveness of individual imagery psychotherapy vs. didactic self-help seminars. Psychological Reports, 49, 923-928. 1.765 Morrison, J. K., & Cometa, M. S. (1977). Emotive-reconstructive psychotherapy: A short-term cognitive approach. American Journal of Psychotherapy, 31, 294-301. 1.766 Morrison, J. K., & Cometa, M. S. (1980). A cognitive, reconstructive approach to the psychotherapeutic use of imagery. Journal of Mental Imagery, 4, 35-42. The focal point of this paper is the convergence of the theoretical work of Jean Piaget and George Kelly as it interfaces with the clinical use of mental imagery as a therapeutic modality. Piaget's basic formulations in conceptualizing the development of imagery are outlined, especially as such formulations relate to the use of imagery as a psychotherapeutic technique. After distinguishing two basic types of imagery used by the child, the authors proceed to establish how a retrieval of early developmental imagery in psychotherapy can supplement a client's information about self and others elicited from verbal memory. The personal construct theory of George Kelly is also discussed as it relates to the use of imagery in psychotherapy to clarify a client's constructs of self and others. Kelly's theoretical propositions in psychotherapy are illuminated in the application of "image comparison analysis." The combination of the theoretical assumptions of Kelly and Piaget reaches fruition in a recently developed psychotherapy system, emotive-reconstructive therapy, which relies primarily on the use of imagery techniques based on cognitive theory. Brief case studies are offered to highlight the application of these techniques. 1.767 Morrison, J. K., & Heeder, R. (1984). Follow-up study of the effectiveness of emotive-reconstructive therapy. Psychological Reports, 54, 149-150. 1.768 Morrison, J. K., & Heeder, R. (1984-1985). Feeling-expression ratings by psychotherapist as predictive of imagery therapy outcome: A pilot study. Imagination, Cognition, and Personality, 4, 219-223. 1.769 Morrison, J. K., & Holdridge, S. (1984). Emotive-reconstructive therapy and the resolution of artists' problem behaviors and negative self-constructs: A pilot study. Psychological Reports, 54, 505-506. 1.770 Moss, A. E. (1974). Shakespeare and role-construct therapy. British Journal of Medical Psychology, 47, 235- 252. 1.771 Moss, A. E. (1974). Hamlet and the role-construct theory. British Journal of Medical Psychology, 47, 253-264. 1.772 Moss, A. E. S. (1991). Toward a more literate psychology. Constructive Criticism: A Journal of Construct Psychology and the Arts, 1, 241-265. There are basically two ways of describing a person: either as a set of measurements on various abstract dimensions, social, economic, and otherwise; or in a concrete image. The first is the way of science; the second, that of art. Now psychology is a science, and as such is

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

committed to the abstractive methods of scientific measurement. But its aim is the understanding of man, so it cannot ignore the major non-scientific path to that understanding. My aim in this essay is to show how the understanding of art -- and in particular, of dramatic art - - can deepen and inform the scientific understanding of human kind. 1.773 Mottram, M. A. (1985). Personal constructs in anorexia nervosa. Journal of Psychiatric Research, 19, 291-295. 1.774 Mueller, W. S. (1975). Cognitive complexity and salience of dimensions in person perception. Australian Journal of Psychology, 26, 173-182. 1.775 Muntz, H. J., & Power, R. (1970). Thought disorder in the parents of thought-disordered schizophrenics. British Journal of Psychiatry, 117, 707-708. 1.776 Nawas, M. M., & Landfield, A. W. (1963). Improvement in psychotherapy and adoption of the therapist's meaning system. Psychological Reports, 13, 97-98. 1.777 Neimeyer, G. J. (1983). Flexibility of disclosure by counselors. Psychological Reports, 52, 977-978. 1.778 Neimeyer, G. J. (1984). Cognitive complexity and marital satisfaction. Journal of Social and Clinical Psychology, 2, 256-263. 1.779 Neimeyer, G. J. (1988). Cognitive differentiation and integration in vocational behavior. The Counseling Psychologist, 16, 440-475. 1.780 Neimeyer, G. J. (1989). Personal construct systems in vocational development and information processing. The Journal of Career Development, 16, 83-96. 1.781 Neimeyer, G. J. (1989). Applications of repertory grids to vocational assessment. Journal of Counseling and Development, 67, 585-589. 1.782 Neimeyer, G. J. (1992). Personal construct psychology in career counseling and development. Journal of Career Development, 19(1), 1.783 Neimeyer, G. J. (1993). The challenge of change: Reflections on constructivist psychotherapy. Journal of Cognitive Psychotherapy: An International Quarterly, 7, 1.784 Neimeyer, G. J., & Banikiotes, P. B. (1980). Flexibility of disclosure and measures of cognitive integration and differentiation. Perceptual and Motor Skills, 50, 907-910. 1.785 Neimeyer, G. J., & Banikiotes, P. B. (1981). Self-disclosure flexibility, empathy, and perception of adjustment and attraction. Journal of Counseling Psychology, 28, 272-275. 1.786 Neimeyer, G. J., Banikiotes, P. B., & Ianni, L. E. (1979). Self-disclosure and psychological construing: A personal construct approach to interpersonal perception. Social Behavior and Personality, 7, 161-165. 1.787 Neimeyer, G. J., Banikiotes, P. B., & Merluzzi, T. V. (1981). Cognitive mediation of sex-role orientation. Social Behavior and Personality, 15, 427-435. 788. Neimeyer, G. J., Banikiotes, P. B., & Winum, P. (1979). Self-disclosure flexibility and counseling-relevant perceptions. Journal of Counseling Psychology, 26, 546-548. 1.789 Neimeyer, G. J., Behnke, M. L., & Reiss, J. (1983). Constructs and coping: Physicians' responses to patient death. Death Education, 7, 245-264. Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 159-178). Washington: Hemisphere, 1984. This paper explores the relationship between physicians' personal orientations toward death and their responses to patient death. A group of 25 pediatric residents were asked to complete the Threat Index and to respond to vignettes depicting personal death. Consistent with predictions derived from personal construct theory, particular death orientations were associated with various behavioral and psychophysiological reactions. Residents with high death threat and anxiety were more likely to adopt avoidance and denial strategies and to experience fewer psychophysiological symptoms when faced with a patient's death. Implications of these findings for further research and treatment are discussed. 1.790 Neimeyer, G. J., Brown, M., Metzler, A. E., Hagnas, C., & Tanguy, M. (1989). The impact of sex, sex-role orientation, and construct type on vocational differentiation, integration, and conflict. Journal of Vocational Behavior, 34, 236-251. 1.791 Neimeyer, G. J., & Ebben, R. (1985). The effects of vocational interventions on the complexity and positivity of occupational judgments. Journal of Vocational Behavior, 27, 87-97.

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1.792 Neimeyer, G. J., & Fong, M. L. (1983). Self-disclosure flexibility and counselor effectiveness. Journal of Counseling Psychology, 30, 258-261. 1.793 Neimeyer, G. J., & Fukuyama, M. A. (1984). Exploring the content and structure of cross-cultural attitudes. Counselor Education and Supervision, 23, 214-224. 1.794 Neimeyer, G. J., Fukuyama, M. A., Bingham, R. P., Hall, L. E., & Mussenden, M. E. (1985). Training cross- cultural counselors: A comparison of the pro and anti-counselor models. Journal of Counseling and Development, 65, 437-439. 1.795 Neimeyer, G. J., & Gonzales, M. (1983). Duration, satisfaction, and perceived effectiveness of cross-cultural counseling. Journal of Counseling Psychology, 30, 91-95. 1.796 Neimeyer, G. J., Guy, J., & Metzler, A. E. (1989). Changing attitudes regarding the treatment of disordered eating: An application of the Elaboration Likelihood Model. Journal of Social and Clinical Psychology, 8, 70-86. 1.797 Neimeyer, G. J., & Khouzam, N. (1985). A repertory grid study of restrained eaters. British Journal of Medical Psychology, 58, 365-367. 1.798 Neimeyer, G. J., & Kosch, S. G. (1988). An overview of assessment and treatment of pre-menstrual syndrome. Journal of Counseling and Development, 66, 397-399. 1.799 Neimeyer, G. J., & Leso, J. F. (1992). Effects of occupational information on personal versus provided constructs: A second look. Journal of Counseling Psychology, 39, 331-334. 1.800 Neimeyer, G. J., Leso, J. F., Marmarosh, C., Prichard, S., & Moore, M. (1992). The role of construct type in vocational differentiation: The use of elicited vs. provided dimensions. Journal of Counseling Psychology, 39, 121- 128. 1.801 Neimeyer, G. J., McNair, R., Metzler, A. E., & Courchaine-Beaver, K. (1991). Changing personal beliefs: Effects of forewarning, argument quality, prior bias, and personal exploration. Journal of Social and Clinical Psychology, 10, 1-20. 1.802 Neimeyer, G. J., & Merluzzi, T. V. (1982). Group structure and group process: Explorations in therapeutic sociality. Small Group Behavior, 13, 150-164. 1.803 Neimeyer, G. J., & Metzler, A. E. (1987). The development of vocational schemas. Journal of Vocational Behavior, 30, 16-32. 1.804 Neimeyer, G. J., & Metzler, A. E. (1987). Sex differences in vocational and integration differentiation. Journal of Vocational Behavior, 30, 167-174. 1.805 Neimeyer, G. J., Metzler, A. E., & Bowman, R. (1988). The effects of sex, career orientation and occupational type on vocational integration and differentiation. Journal of Counseling Psychology, 35, 139-143. 1.806 Neimeyer, G. J., Metzler, A. E., & Dongarra, T. (1990). Changing attitudes regarding the effectiveness of cognitive restructuring for treating depression. Social Behavior and Personality, 18, 181-188. 1.807 Neimeyer, G. J., & Neimeyer, R. A. (1981). Functional similarity and interpersonal attraction. Journal of Research in Personality, 15, 427-435. 1.808 Neimeyer, G. J., & Neimeyer, R. A. (1985). Relational trajectories: A personal construct contribution. Journal of Social and Personal Relationships, 2, 325-348. The interdisciplinary study of relationships has begun to frame several issues important for advancing an understanding of interpersonal processes. This article addresses the contribution to this effort that can be made by personal construct theory (Kelly, 1955) and its related methodology. In particular we argue that construct theory can help illuminate (1) the complex interconnectedness between the self and its social context, (2) the multiple trajectories that relationships can follow, and (3) the processes associated with relationship disorder and dcterioration. Situated at the interface of social and clinical psychology, construct theory is strategically located to advance our understanding of a broad range of psychosocial processes entailed in personal relationships. Applications of the theory to several concerns in the larger literature are discussed, and directions for research are illustrated. 1.809 Neimeyer, G. J., & Neimeyer, R. A. (1986). Personal constructs in relationship deterioration: A longitudinal study. Social Behavior and Personality, 14, 253-257. The position that friendship formation involves partners in developing a common understanding of social reality was tested in a controlled study of acquaintance over a 20-week period. Individuals from two mixed-sex groups engaged in a series of regulated discussions once weekly for approximately an hour each time. They also completed repertory grids and attraction ratings after the 4th and 18th weeks of

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

acquaintance. Results indicated that deteriorating partnerships were significantly less similar in their assessment of other group members than were developing friendships, but that both developing and failing relationships became more similar over time. These findings are interpreted as generally supporting the role of consensual validation in successful relationship development. 1.810 Neimeyer, G. J., Nevill, D. D., Probert, B. A., & Fukuyama, M. A. (1985). Cognitive structures in vocational development. Journal of Vocational Behavior, 27, 191-201. 1.811 Neimeyer, G. J., Prichard, S., Berzonsky, M. D., & Metzler, A. E. (1991). Vocational hypothesis testing: The role of occupational relevance and identity orientation. Journal of Vocational Behavior, 38, 318-332. 1.812 Neimeyer, G. J., Prichard, S., Lyddon, W. J., & Sherrard, P. A. D. (1993). The role of epistemic style in counseling preference and orientation. Journal of Counseling and Development, 1.813 Neimeyer, G. J., & Rareshide, M. B. (1991). Personal memories and personal identity: The impact of ego identity development on autobiographical memory recall. Journal of Personality and Social Psychology, 60, 562-569. 1.814 Neimeyer, G. J., & Resnikoff, A. (1982). Qualitative strategies in counseling research. The Counseling Psychologist, 10, 75-86. 1.815 Neimeyer, G. J., & Walling, C. (1990). Perceived social influence: The professionals' perspective. Social Behavior and Personality, 18, 217-224. 1.816 Neimeyer, G. J., & Zaken-Greenberg, F. (1988). Specificity of social-cognitive schemas in interpersonal relationships. International Journal of Personal Construct Psychology, 1, 139-150. This paper address social-cognitive processes that distinguish different types of interpersonal relationships. The argument is advanced and tested that different relationships engage different construct subsystems or schemas and that these schemas are related to the effective organization and regulation of interpersonal behavior in a specific relational context. As predicted, results of repertory grid testing from a mixed-sex sample of 40 individuals indicated that different types of relationships (acquaintances, family members, professors) were understood most meaningfully along their own subsystem of constructs. They were also least differentiated within their own subsystems, perhaps reflecting the function of the schema to channelize behavior appropriate to a particular relational context. Lastly, general support was found for the prediction that perceptions of various relationships would be best organized along their own subsystem of constructs, although exceptions to this are noted and discussed. 1.817 Neimeyer, R. A. (1978). Death anxiety and the Threat Index: An addendum. Death Education, 1, 464-467. 1.818 Neimeyer, R. A. (1983). Toward a personal construct conceptualization of depression and suicide. Death Education, 7, 127-173. Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 41-87). Washington: Hemisphere, 1984. Research is examined that is relevant to a conceptualization of depression and suicide from the viewpoint of personal construct theory. This review highlights the role played by the following cognitive processes in the two disorders: (a) constriction in construct content and application, (b) construct system disorganization, (c) a breakdown in anticipation of the future, (d) negative self-construing, (e) polarized or dichotomous construing, and (f) perceived interpersonal isolation. Similarities and differences in the construct systems of depressed and suicidal individuals are explored and testable implications of the personal construct model are detailed. The paper concludes by noting construct theory's potential conceptual, methodological, and therapeutic contributions to further work in this area. 1.819 Neimeyer, R. A. (1985). Group psychotherapies for depression: An overview. International Journal of Mental Health, 13, 3-7. 1.820 Neimeyer, R. A. (1985). Actualization, integration, and fear of death: A test of the additive model. Death Studies, 9, 235-250. 1.821 Neimeyer, R. A. (1986). The threat hypothesis: A conceptual and empirical defense. Death Studies, 10, 177- 190. 1.822 Neimeyer, R. A. (1988). Integrative directions in personal construct therapy. International Journal of Personal Construct Psychology, 1, 283-297. Studies demonstrate that ecleticism may be the dominant form of psychotherapeutic practice, although the theoretical coherence of such practice has only recently begun to receive widespread attention. Personal construct psychology can make a contribution to psychotherapy integration, by providing a conceptual framework that nests specific interventions and techniques within a more abstract clinical and formal psychological theory. Moreover, construct theory appears to be evolving toward a form of integrative practice not easily subsumed within current models of eclecticism. This model, termed Theoretically Progressive Integrationism (TPI), emphasizes integrative dialectics between theory and practice, and between different theories sharing a compatible (constructivist) metatheory. The concept of loosening versus tightening is discussed to illustrate the traditional technical eclecticism of construct theory, and current work is presented that broadens the scope of personal construct therapy in line with the TPI model.

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1.823 Neimeyer, R. A. (1988). Clinical guidelines for conducting Interpersonal Transaction groups. International Journal of Personal Construct Psychology, 1, 181-190. In view of the increasing use of the interpersonal transaction (IT) group format in clinical and research settings, the present article provide an explicit set of procedures for conducting such groups. Specific recommendations address (a) selection of disclosure topics for the dyadic phase of the group, (b) use of bridging questions to integrate the content of these disclosures with the subsequent plenary phase of whole-group processing, and (c) modifications of the basic IT format to resolve developmental problems that may arise in the course of the group. When used flexibly, the IT structure offers distinctive advantages over conventional unstructured groups for a number of clinical populations. 1.824 Neimeyer, R. A. (1988). The origin of questions in the clinical context. Questioning Exchange, 2, 75-80. 1.825 Neimeyer, R. A. (1990). George A. Kelly: In memoriam. History of Psychology, 22, 3-14. 1.826 Neimeyer, R. A. (1992). Hacia una integracion teoricamente progresiva de la psicoterapia: una contribucion constructivista [Toward a theoretically progressive integration of psychotherapy: A constructivist contribution]. Revista de Psicoterapia, 9, 23-48. 1.827 Neimeyer, R. A. (1993). An appraisal of constructivist psychotherapies. Journal of Consulting and Clinical Psychology, 41, 221-234. 1.828 Neimeyer, R. A. (1993). Constructivism and the cognitive therapies: Some conceptual and strategic contrasts. Journal of Cognitive Psychotherapy: An International Quarterly, 1.829 Neimeyer, R. A. (1993). Constructivism and the problem of psychotherapy integration. Journal of Psychotherapy Integration, 3, 133-157. 1.830 Neimeyer, R. A. (1993). Clinical exchange: Comments on the case of R. J. Journal of Integrative and Eclectic Psychotherapy, 1.831 Neimeyer, R. A. (1994). The role of client-generated narratives in psychotherapy. Journal of Constructivist Psychology, 7, 229-242. A consideration of client-generated narratives suggests that they serve vital intra- as well as interpersonal functions in psychotherapy. In particular, narratives often represent clients' attempts to establish a sense of coherence and continuity in their lived experience; this is illustrated by entries from two clients' personal therapeutic journals. The case studies are followed by a discussion of the defining features of narratives in both their historical and anticipatory dimensions. The article concludes with a description of the range of procedures that constructivistic therapists have developed to foster therapeutic reconstruction. 1.832 Neimeyer, R. A. (1995). Limits and lessons of constructivism: Some critical reflections. Journal of Constructivist Psychology, 8, 339-361. Despite their diversity, the articles in this special issue generally bear on three key problems facing constructivist theorists and therapists: (1) the relation between knowledge and reality, (2) the construction of self in social relationships, and (3) the facilitation of change in the clinical context. In this article I critically evaluate the recommendations and challenges of the contributors regarding these problems and clarify the implications for the practice of constructivist psychotherapy. 1.833 Neimeyer, R. A., Bagley, K. J., & Moore, M. K. (1986). Cognitive structure and death anxiety. Death Studies, 10, 273-288. One goal of thanatology is to study the idiosyncratic belief systems that individuals have regarding the meaning of death. Although more recent multidimensional scales for assessing death anxiety represent an improvement over earlier global scales, both are limited in their ability to measure subtle structural properties of such belief systems. The present paper investigated the feasibility of studying personal meanings of death through the use of the Death Attitude Repertory Test (DART), a cognitive assessment strategy grounded in personal construct theory. Pilot data indicate that (a) the DART can assess the complexity, flexibility and uncertainty of our frameworks for understanding death, (b) these properties relate meaningfully to demographic and psychological characteristics of respondents, and (c) such cognitive structural variables are nonredundant with traditional death anxiety measures, whether unidimensional or multidimensional. 1.834 Neimeyer, R. A., & Chapman, K. M. (1980). Self-ideal discrepancy and fear of death: The test of an existential hypothesis. Omega, 11, 233-240. 1.835 Neimeyer, R. A., Davis, K., & Rist, P. (1986). The future of personal construct psychology: A Delphi poll. British Journal of Cognitive Psychotherapy, 4, 37-44. 1.836 Neimeyer, R. A., & Diamond, R. (1983). Suicide management skill and the medical student. Journal of Medical Education, 58, 562-567. 1.837 Neimeyer, R. A., & Dingemans, P. M. (1980). Death orientation in the suicide intervention worker. Omega, 11, 15-23.

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1.838 Neimeyer, R. A., Dingemans, P. M., & Epting, F. R. (1977). Convergent validity, situational stability and meaningfulness of the Threat Index. Omega, 8, 251-265. 1.839 Neimeyer, R. A., Epting, F. R., & Krieger, S. R. (1983). Personal constructs in thanatology: An introduction and research bibliography. Death Education, 7, 87-96. Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 1-8). Washington: Hemisphere, 1984. In spite of the proliferation of clinical and empirical work in the psychology of death and dying over the last two decades, this literature still lacks a unifying psychological theory that could help integrate disparate observations. George Kelly's theory of personal constructs is well situated to provide this much-needed conceptual grounding. The paper sketches the methodological and substantive contributions that construct theory can make to thanatology and provides a bibliography of relevant materials for the interested researcher and clinician. 1.840 Neimeyer, R. A., Epting, F. R., & Rigdon, M. A. (1983). A procedure manual for the Threat Index. Death Education, 7, 321-327. Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 235-241). Washington: Hemisphere, 1984. 1.841 Neimeyer, R. A., & Feixas, G. (1989). Trastornos en el Proceso de Construccion: Implicaciones psicopatologicas de los corolarios kellianos [Disorders of construction: Psychopathological implications of Kellian corollaries]. Revista de Psiquiatria y Psicologia Humanista, 26, 52-69. 1.842 Neimeyer, R. A., & Feixas, G. (1990). Constructivist contributions to psychotherapy integration. Journal of Integrative and Eclectic Psychotherapy, 9, 4-20. Psychotherapy integration can be pursued in a theoretically progressive fashion if selected conceptual exchange is promoted within families of theories sharing a compatible metatheory. One promising context for such integrative efforts is the growing number of psychotherapy schools deriving from or converging toward a common constructivist epistemology. The paper reviews constructivist developments within personal construct theory, psychoanalysis, cognitive therapy, and family systems work, and outlines a few of the practical as well as conceptual contributions being made by integrationists in these areas. 1.843 Neimeyer, R. A., & Feixas, G. (1992). Cognitive assessment in depression: A comparison of some existing measures. European Journal of Psychological Assessment, 8, 47-56. Ital. transl.: La valutazione cognitiva nella depressione: un confronto fra alcune delle misure esistenti. Bollettino di Psicologia Applicata, 1994, 210: 17-26. 1.844 Neimeyer, R. A., Fontana, D. J., & Gold, K. M. (1983). A manual for content analysis of death constructs. Death Education, 7, 299-320. Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 213-234). Washington: Hemisphere, 1984. This paper details a system for analyzing the content of constructs that persons employ to conceptualize situations involving death and dying. The development of the content coding manual is reviewed, and the interjudge reliability of the scoring system is presented. The paper outlines instructions for using the manual and discusses potential areas for its application. 1.845 Neimeyer, R. A., Harter, S., & Alexander, P. C. (1991). Group perceptions as predictors of outcome in the treatment of incest survivors. Psychotherapy Research, 1, 148-158. 1.846 Neimeyer, R. A., Klein, M. H., Gurman, A. S., & Griest, J. H. (1983). Cognitive structure and depressive symptomatology. British Journal of Cognitive Psychotherapy, 1, 65-72. This study investigated the relationship of several personal construct variables to depressive symptomatology among a group of 68 voluntary subjects, all of whom met Research Diagnostic Criteria for unipolar depressive illness. Based on rationale deriving from Beck's (1976) cognitive therapy and Kelly's (1955) personal construct theory, it was predicted that more symptomatically depressed subjects would display: (1) more negative self-construing in general, (2) more negative construing of the future, (3) more "polarized" or dichotomous self-construing, and (4) more disorganization of self-relevant constructs. A specially constructed form of the Role Construct Repertory Grid (Neimeyer and Neimeyer, 1981) was used to assess each of these cognitive variables, and level of depressive symptomatology was gauged by Derogatis' (1977) Symptom Check List. Results confirmed the first three hypotheses, but demonstrated that construct system disorganization, a variable previously associated with high-risk suicide attempts (Landfield, 1976), did not generalize to the present depressed but non-suicidal sample. Finally, a multiple regression of the cognitive measures on depression suggested that a weighted sum of negative construing of the future and polarized self-construing enabled a better prediction of symptom intensity than did any single cognitive variable considered alone. The implications of these findings for a broadly cognitive model of depression are noted. 1.847 Neimeyer, R. A., & Mitchell, K. A. (1988). Similarity and attraction: A longitudinal study. Journal of Social and Personal Relationships, 5, 131-148. 1.848 Neimeyer, R. A., & Moore, M. K. (1989). Assessing personal meanings of death: Empirical refinements in the Threat Index. Death Studies, 13, 227-245.

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1.849 Neimeyer, R. A., Moore, M. K., & Bagley, K. J. (1988). A preliminary factor structure for the Threat Index. Death Studies, 12, 225-233. 1.850 Neimeyer, R. A., & Neimeyer, G. J. (1977). A personal construct approach to the perception of disclosure targets. Perceptual and Motor Skills, 44, 791-794. 1.851 Neimeyer, R. A., & Neimeyer, G. J. (1983). Structural similarity in the acquaintance process. Journal of Social and Clinical Psychology, 1, 146-154. 1.852 Neimeyer, R. A., & Neimeyer, G. J. (1984). Death anxiety and counseling skill in the suicide interventionist. Suicide and Life-Threatening Behavior, 14, 191-197. 1.853 Neimeyer, R. A., Neimeyer, G. J., & Landfield, A. W. (1983). Conceptual differentiation, integration and empathic prediction. Journal of Personality, 51, 185-191. Several investigators have examined the relationship of a rater's cognitive complexity to accurate cmpathic prediction of a target's self- concept or behavior, with mixed results. The present study sought to clarify this relation by considering both the conceptual differentiation (functionally independent construction) and integration (ordination) of both rater and target as they bear on predictive accuracy at early and later stages of acquaintance. Two sets of ten subjects participated in weekly self-disclosure groups, and attempted to predict one another's self-ratings on personal constructs after four and eighteen weeks of structured dyadic interaction. Results suggested that (a) the conceptual structure of the rater was unrelated to predictive accuracy, (b) high differentiated/low integrated targets were less accurately predicted at Time 1, (c) raters generally became more accurate predictors over time, and (d) conceptual structure was related to predictive accuracy at early, but not advanced stages of relationship. These findings were interpreted within an expanded theoretical framework emphasizing the multidimensional assessment of cognitive complexity as well as the stage of acquaintance at which social prediction takes place. 1.854 Nettler, G. (1961). Good men, bad men and the perception of reality. Sociometry, 24, 279-294. 1.855 Neuringer, C. (1961). Dichotomous evaluations in suicidal individuals. Journal of Consulting Psychology, 25, 445-449. 1.856 Neuringer, C. (1967). The cognitive organization of meaning in suicidal individuals. Journal of General Psychology, 76, 91-100. 1.857 Neuringer, C., & Lettieri, D. (1971). Cognition, attitude and affect in suicidal individuals. Life-Threatening Behavior, 1, 106-204. 1.858 Nevill, D. D., Neimeyer, G. J., Probert, B. A., & Fukuyama, M. A. (1986). Cognitive structures in vocational information processing and decision making. Journal of Vocational Behavior, 28, 110-122. 1.859 Newmann, F. (1965). Adolescents' constructs of authority figures. Journal of General Psychology, 1.860 Nidorff, L. J., & Crockett, W. H. (1965). Cognitive complexity and the integration of conflicting information in written impressions. Journal of Social Psychology, 66, 165-169. 1.861 Noble, G. (1970). Discrimination between different forms of televised aggression by delinquent and non- delinquent boys. British Journal of Criminology, 11, 230-244. 1.862 Noble, G. (1971). Some comments on the nature of delinquents' identification with television heroes, fathers and best friends. British Journal of Social and Clinical Psychology, 10, 172-180. 1.863 Norris, M. (1977). Use of repertory grid in instigating change in trainees at a detention center. British Journal of Criminology, 17, 274-279. 1.864 Norris, M. (1983). Changes in patients during treatment at the Henderson Hospital therapeutic community during 1977-81. British Journal of Medical Psychology, 56, 135-144. 1.865 Novak, J. D. (1993). Human constructivism: A unification of psychological and epistemological phenomena in meaning making. International Journal of Personal Construct Psychology, 6, 167-193. Ausubel's (1963, 1968, 1978) assimilation theory of learning is used to describe the process by which humans engage in meaningful learning. High level of meaningful learning are characterized as underlying the process of new knowledge construction. Concept maps and Vee diagrams are employed to illustrate aspects of assimilation theory, foundational constructivist epistemological ideas, and tools that can facilitate meaningful learning and knowledge construction. The central thesis is that the process of meaningful learning, as understood through assimilation theory, is fundamental to both the psychological process of cognitive development of individuals and the epistemological process of new knowledge construction. 1.866 Novak, J. M. (1988). Constructively approaching education: Toward a theory of practice. International Journal of Personal Construct Psychology, 1, 169-180.

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Focusing on the unique nature of educative events, this paper presents a perspective on a constructivist theory of educational practice. Teaching, learning, curriculum, and governance are explored from a constructivistic point of view that builds on the "stuff of education" and moves to abstract issues relating to the relativism of knowledge claims and the reconstruction of society. 1.867 Nystedt, L. (1972). Predictive accuracy and utilization of cues: Study of the interaction between an individual's cognitive organization and ecological. Perceptual and Motor Skills, 34, 171-180. 1.868 Nystedt, L. (1972). A modified lens model: A study of the interaction between the individual and the ecology. Perceptual and Motor Skills, 34, 479-498. 1.869 Nystedt, L., Ekehammar, B., & Kuusinen, J. (1976). Structural representations of person perception: A comparison between own and provided constructs. Scandinavian Journal of Psychology, 17, 223-233. 1.870 Oatley, K., & Hodgson, D. (1987). Influence of husbands on the outcome of their agoraphobic wives' therapy. British Journal of Psychiatry, 150, 380-386. 1.871 O'Donovan, D. (1965). Rating extremity: Pathology or meaningfulness? Psychological Review, 72, 358-372. 1.872 O'Donovan, D. (1965). Rating extremity: Pathology or meaningfulness. Psychology Review, 72, 358-372. Reprinted in J. C. Mancuso (Ed.), Readings for a cognitive theory of personality (pp. 319-338). New York: Holt, Rinehart & Winston, 1970. 1.873 O'Hare, D. P. A., & Gordon, I. E. (1976). An application of repertory grid technique to aesthetic measurement. Perceptual and Motor Skills, 42, 1183-1192. 1.874 O'Keefe, B. J., & Delia, J. G. (1978). Construct comprehensiveness and cognitive complexity. Perceptual and Motor Skills, 46, 548-550. 1.875 O'Keefe, B. J., & Delia, J. G. (1979). Construct comprehensiveness and cognitive complexity as predictors of the number and strategic adaptation of arguments and appeals in a persuasive message. Communication Monographs, 46, 231-240. 1.876 O'Keefe, B. J., Delia, J. G., & O'Keefe, D. J. (1977). Construct individuality, cognitive complexity, and formation and remembering of interpersonal impressions. Social and Behavioural Perspectives, 5, 229-. 1.877 O'Keefe, D. J., & Sypher, H. E. (1981). Cognitive complexity measures and the relationship of cognitive complexity to communication: A critical review. Human Communication Research, 8, 72-92. 1.878 Oliver, W. D., & Landfield, A. W. (1962). Reflexivity: An unfaced issue of psychology. Journal of Individual Psychology, 18, 114-124. The reflexivity of psychology lies in the fact that the psychologist is the object of his own study. This precipitates paradoxes of self- reference in connection with universal propositions. Even when his subject matter may consist of fragmentary aspects of mental life, ultimately the psychologist's observations have to fit into all understanding of the whole man, including the less tractable aspects of himself such as the qualities enabling him to be a researcher, his values, and all the facts of his consciousness. The way to surmount reflexive difficulties is to be aware of them and how they differentiate psychology from the other sciences, and to draw the consequences. Psychologists should seek to avoid fallacies of reflexivity, but not reflexivity. Examples are given to show how several modern psychologies face up to this problem. 1.879 Oliver, W. D., & Landfield, A. W. (1975). The fallacy of reflexivity: A reply. Journal of Individual Psychology, 31. 1.880 O'Loughlin, S. (1989). Use of repertory grids to assess understanding between partners in marital therapy. International Journal of Personal Construct Psychology, 2, 143-147. Seven couples referred to a clinical psychologist for marital therapy or psychosexual counseling were asked to complete a variety of repertory grid ratings and a marital satisfaction questionnaire. Links between understanding, similarity, perceived similarity, and marital satisfaction were examined; sex differences were also considered. In this small sample, understanding, similarity, and marital satisfaction were not found to be related. The men did tend to be better than the women at predicting their respective partner's grid. These findings are discussed in relation to previous research on marital satisfaction within the personal construct literature. 1.881 Olson, J. M., & Partington, J. T. (1977). An integrative analysis of two cognitive models of interpersonal effectiveness. British Journal of Social and Clinical Psychology, 16, 13-14. 1.882 Orford, J. (1974). Simplistic thinking about other people as a predictor of early drop-out at an alcoholism halfway house. British Journal of Medical Psychology, 47, 53-62. 1.883 Ourth, L., & Landfield, A. W. (1965). Interpersonal meaningfulness and nature of termination in psychotherapy. Journal of Counseling Psychology, 12, 366-371.

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The relationship between client-therapist interpersonal meaningfulness and nature of termination in psychotherapy was investigated in the present study. Clients and therapists rated each other on a conventional semantic differential whose scales were anchored by the clients' and therapists' own personal constructs. Assuming that meaningfulness would be reflected by more extreme ratings, it was predicted that interpersonal meaningfulness would be significantly lower in prematurely terminating dyads than in non-premature ones, that prematurely terminating clients would rate their psychotherapists in less extreme ways than would non-premature clients; and that therapists of prematurely terminating clients would perceive these clients in less extreme ways than they would their non-premature clients. Predictions were strengthened when made from the subject's ratings based on his own constructs. 1.884 Palys, T. S., & Little, B. R. (1983). Perceived life satisfaction and the organization of personal project systems. Journal of Personality and Social Psychology, 44, 1221-1230. 1.885 Pancer, S. M. (1977). The effect of situational demands on judgments of freedom and responsibility. Social and Behavioural Perspectives, 5, 41-. 1.886 Papenek, H. (1964). Bridging dichotomies through group psychotherapy. Journal of Individual Psychology, 20, 38-47. 1.887 Parker, A. (1981). The meaning of attempted suicide to young parasuicides: A repertory grid study. British Journal of Psychiatry, 139, 306-312. 1.888 Partington, J. T. (1970). Dr. Jekyll and Mr. High: Multidimensional scaling of alcoholics' self-evaluations. Journal of Abnormal Psychology, 75, 131-138. 1.889 Peace, D. M. S., & Easterly, R. S. (1973). The evaluation of user interaction with computerbased management information system. Human Factors, 15, 163-177. 1.890 Peevers, B. H., & Secord, P. F. (1973). Developmental changes in attribution of descriptive concepts to persons. Journal of Personality and Social Psychology, 27, 120-128. 1.891 Penrod, J. H., Epting, F. R., & Wadden, T. A. (1981). Interpersonal cognitive differentiation and drug of choice. Psychological Reports, 49, 752-756. 1.892 Pfenninger, D. T., & Klion, R. E. (1994). Fitting the world to constructs: The role of activity in meaning making. Journal of Constructivist Psychology, 7, 151-161. The authors underscore that construing is not simply a matter of passively anticipating events. Meaning making is understood more fully as a dialectic involving anticipation as well as partecipation, accomodation as well assimilation. Factors that may obscure this more active view of the meaning-making process are discussed, and illustrations of the role of activity in construing are presented. 1.893 Philip, A. E., & McCulloch, J. W. (1968). Personal construct theory and social work practices. British Journal of Social and Clinical Psychology, 7, 115-121. The study demonstrates the feasibility of investigating the conceptual processes involved in case-work assessment using Kelly's theory of personal constructs. Two random samples of 25 patients were drawn from a cohort of 511 persons who had attempted suicide in Edinburgh. The concepts used by a psychiatric social worker to describe these patients were intercorrelated and analysed using McQuitty's Elementary Linkage Analysis. Two main types of construct were elicited; the first relating to the impact of the patient on the psychiatric social worker; the second reflecting the professional formulation of the case. [FB]. 1.894 Phillips, E. M. (1980). Education for research: The changing constructs of the postgraduate. International Journal of Man-Machine Studies, 13, 39-48. Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 95-104). London: Academic Press, 1981. The development of research skills was investigated in case studies of seven Ph.D. students and their supervisors. A combination of repertory grids and interviews was used to monitor changes over time. Focus and Core analyses, together with feedback sessions, helped to isolate specific areas of importance to the postgraduates. Results indicated that (a) it was necessary for the students to develop an ability to evaluate their own work; (b) the pace of this development appeared to be related to the degree to which the students were allowed to remain dependent on their supervisors; (c) their enthusiasm for their Ph.D. diminished due to the length of time they had to spend working on a single problem. In addition, it appeared that providing information from the repertory grid to the students helped them to learn from their experiences of the research training process. 1.895 Phillips, E. M. (1982). Understanding children's perceptions: A classroom experiment. Design Studies, 3, 1.896 Phillips, E. M., & Johnson, J. H. (1981). A structural investigation in design education. Environment and Planning B, 8, 1.897 Phillips, J. P. N. (1975). A note on the scoring of the Grid Test of Schizophrenic Thought Disorder. British Journal of Social and Clinical Psychology, 14, 99-100.

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

1.898 Phillips, J. P. N. (1977). On the incorrect investigation of interactions. British Journal of Social and Clinical Psychology, 16, 249-252. 1.899 Phillips, J., Cashdan, A., Flynn, R., & Meadows, S. (1979). Changes over time in nursery school teachers' behaviour: A report of a field experimental study (Abstract). Bulletin of the British Psychological Society, 32, 207. 1.900 Phillips, W. M. (1976). Role construct repertory technique: Some relationships with personality, psychopathology and intelligence for neuropsychiatric patients. Psychological Reports, 38, 951-955. 1.901 Platt, S., & Salter, D. P. (1987). A comparative investigation of health workers' attitudes towards parasuicide. Social Psychiatry, 22, 202-208. 1.902 Pollock, L. C. (1986). An introduction to the use of repertory grid technique as a research method and clinical tool for psychiatric nurses. Journal of Advanced Nursing, 11, 439-445. 1.903 Poole, A. D. (1976). A further attempt to cross-validate the Grid Test of Schizophrenic Thought Disorder. British Journal of Social and Clinical Psychology, 15, 179-188. 1.904 Poole, A. D. (1979). The grid test of schizophrenic thought disorder and psychiatric symptomatology. British Journal of Medical Psychology, 52, 183-186. The relationship between the Grid Test of Schizophrenic Thought Disorder (Bannister & Fransella, 1966, 1967) and various aspects of patients' symptomatology and prognosis, other than clinical thought disorder, is reported. No significant associations, apart from a relationship between test performance and ideas of reference in schizophrenic patients, were obtained. It is concluded that the Grid Test has yet to be demonstrated to have any utility in the evaluation of a patient's symptomatology or prognosis. 1.905 Pope, M. L. (1982). Personal construction of formal knowledge. Interchange, 13, 3-14. 1.906 Pope, M. L., Denicolo, P., & De Bernardi, B. (1990). The teaching profession: A comparative view. International Journal of Personal Construct Psychology, 3, 313-326. This article reports on a comparision of the views of teachers in Italy and the United Kingdom on their profession in relation to other professions. Common constructs about their profession are discussed for each national group, followed by a commentary on the similarities and differences between the groups related to their embedding culture. For example, both groups perceive theachers as having much in common with social workers and the clergy in terms of high demand for emotional involvment and creativity, while both express concern over low income for effort conjoined with erosion of professional autonomy. This latter concern is more pronounced in the data from Italy, reflecting the more centralized control of curriculum, a policy only currently being initiated in the United Kingdom. 1.907 Pope, M. L., & Gilbert, J. K. (1983). Personal experience and the construction of knowledge in science. Science Education, 67, 193-203. 1.908 Pope, M. L., & Gilbert, J. K. (1983). Explanation and metaphor: Some empirical questions. European Journal of Science Education, 5, 1.909 Pope, M. L., & Shaw, M. L. G. (1983). Personal construct psychology in education and learning. International Journal of Man-Machine Studies, 14, 223-232. Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 105-114). London: Academic Press, 1981. Recently educational technology has undergone a change of emphasis in the methods and means of teaching: from mass instruction through individualized instruction to group learning. This re-orientation parallels developments within education itself of the three stages of dependent, independent and interdependent learning. This paper discusses the contribution which can be made to this development by personal construct psychology, and in particular the practical role in it of the PEGASUS and SOCIOGRIDS programs for construct elicitation and analysis. 1.910 Posthumas, A. B., & Carr, J. E. (1974). Differentiation matching in school desegregation workshops. Journal of Applied and Social Psychology, 4, 436-446. 1.911 Posthumas, A. B., & Carr, J. E. (1975). Modification of less differentiating cognitive structure as a function of feedback. Canadian Journal of Behavioral Science, 7, 359-368. 1.912 Posthumas, A. B., & Carr, J. E. (1975). Differentiation matching in psychotherapy. Canadian Psychological Review, 16, 35-43. 1.913 Potamianos, G., Winter, D., Duffy, S. W., Gorman, D. M., & Peters, T. J. (1985). The perception of problem drinkers by general hospital staff, general practitioners and alcoholic patients. Alcohol, 2, 563-566. 1.914 Presley, A. S. (1969). ‘Slowness’ and performance on the Grid Test of Schizophrenic Thought Disorder. British Journal of Social and Clinical Psychology, 8, 79-80.

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1.915 Press, A. N., Crockett, W. H., & Rosenkrantz, P. S. (1969). Cognitive complexity and the learning of balanced and unbalanced social structures. Journal of Personality, 37, 541-553. 1.916 Preston, C., & Viney, L. L. (1983). Self and ideal self perception of drug addicts. International Journal of Addictions, 20, 35-42. 1.917 Prokop, C. K. (1977). The role of psychologic evaluation in determining the personal meanings of aging and illness. Geriatrics, (May), 133. 1.918 Pyron, B. (1966). Rejection of avant-garde art and the need for simple order. Journal of Psychology, 63, 159- 178. 1.919 Pyron, B. (1966). A factor-analytic study of simplicity-complexity of social ordering. Perceptual and Motor Skills, Suppl. 4. 1.920 Radley, A. R. The social psychology of learning: A naive description of educational experience. Journal of Furth. High. Ed. 1.921 Radley, A. R. (1974). Schizophrenic thought disorder and the nature of personal constructs. British Journal of Social and Clinical Psychology, 13, 315-327. Using a personal construct theory approach, Bannister (1960) has put forward the hypothesis that schizophrenic thought disorder is the result of progressive loosening of construct relationships. This paper reviews the evidence for this hypothesis both in the light of recent views that schizophrenic thinking is not 'loose' but is inconsistent, and with respect to the issue of cognitive complexity. Based upon a comparison of normal, paranoid and non-paranoid schizophrenic thinking, discussed within the framework of interpersonal construing, an attempt is made to trace the course of schizofrenic thought disorder. An alternative interpretation of 'loose construing' is offered, based not upon the association between constructs, but upon the way in which the schizoid person frames his constructs about the people towards whom he is attempting to maintain a consistent attitude. 1.922 Radley, A. R. (1974). The effect of role enactment upon construed alternatives. British Journal of Medical Psychology, 47, 313-320. 1.923 Radley, A. R. (1978). Deliberation and awareness in personal conduct. Journal of Phenomenological Psychology, 8, 63-84. 1.924 Radu, V., & Marcus, S. (1980). Relationship between interpersonal evaluation and cognitive processes. Revue Roumaine de Sciences Sociales, 24, 39-47. 1.925 Rainey, L. C. (1983). Death education for oncology professionals: A personal construct theory perspective. Death Education, 7, 281-296. Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 195-210). Washington: Hemisphere, 1984. Using observations from a psychosocial training program for oncology professionals, this article illustrates how one can model, while training the student, the very methods he or she can adopt in working with patients and families. One starts with an elicitation of the student's (patient's) operative personal constructs and then devises strategies to elaborate, integrate, loosen, tighten, preempt, or take other action, as needed. The very means used to promote movement within the student's own death-related constructs can be adopted for use by him or her in the clinical situation. As the helper's pathways of action and thought with regard to this domain become more comprehensive and as the helper becomes more skilled at moving freely along them, he or she becomes more perceptive and resourceful to those in need. 1.926 Rainey, L. C., & Epting, F. R. (1977). Death threat constructions in the student and the prudent. Omega, 8, 19- 28. 1.927 Raskin, J. D., & Epting, F. R. (1993). Personal construct theory and the argument against mental illness. International Journal of Personal Construct Psychology, 6, 351-369. An attempt is made to integrate Thomas Szasz's (1974) theory of personal conduct and george Kelly's (1955) theory of personal constructs (PCT). It is argued that PCT provides an alternative to the void left behind by Szasz's negation of mental illness. Because PCT is concerned with psychological, rather than physiological, constructions of problems in living, it is not compatible with the biological model associated with Diagnostic and Statistical Manual of Mental Disorders (DSM) diagnostic categories. Rather, it is in keeping with the views of Szasz. Kelly's and Szasz's writing are used to support this view. Kelly's transitive diagnosis approach to "mentall illness", wherein diagnosis and therapy are construed as process oriented as opposed to category driven, is described as an alternative to the biological model. A contextualistic approach (Sarbin & Mancuso, 1980) is also discussed. These approaches not only empower clients and allow them to assert responsibility and control over their lives, but also provide an alternative system to the one rejected by Szasz. 1.928 Rathod, P. (1977). The grid method. De Psycholoog, 12(December), 1.929 Ravenette, A. T. (1971). The concept of ‘dyslexia’: Some reservations. Acta Paedopsychiatrica, 38, 103-110.

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1.930 Ravenette, A. T. (1973). Projective psychology and personal construct theory. British Journal of Projective Psychology and Personality Study, 18, 3-10. 1.931 Ravenette, A. T. (1975). Grid techniques for children. Journal of Child Psychology and Psychiatry, 16, 79-83. 1.932 Raz-Duvshani, A. (1986). Cognitive structure changes with psychotherapy in neurosis. British Journal of Medical Psychology, 59, 341-350. 1.933 Rehm, L. P. (1971). Effects of validation on the relationship between personal constructs. Journal of Personality and Social Psychology, 20, 267-270. An attempt was made to demonstrate that the correlation or linkage between a pair of bipolar constructs could be influenced directly by appropriate validation. Eighty subjects rated 100 photos of people on two bipolar constructs. Two groups of 20 subjects received feedback validating either a positive or a negative linkage. A third received feedback validating constructs, but random with regard to linkage. The fourth group received no feedback. The first two procedures yielded increases in the validated linkages, while the latter two groups showed no changes. Partial evidence suggested that this effect transferred to another set of elements (real, known people) and to other means of measurement (direct and indirect semantic differentials). [FB]. 1.934 Reid, W. A., & Holley, B. J. (1972). An application of repertory grid techniques to the study of choice of university. British Journal of Educational Psychology, 42, 52-59. 1.935 Reker, G. T. (1974). Interpersonal conceptual structures of emotionally disturbed and normal boys. Journal of Abnormal Psychology, 83, 380-386. Twenty-four disturbed and 24 normal boys with a mean age of 10.5 years were asked to construe 12 persons known personally to them and 12 familiar inanimate objects on two sets of 12 5-point bipolar constructs. Subjects were also asked to arrange the people and inanimate objects into personally meaningful groups. There was significantly lower differentiation and articulation but not integration in the interpersonal conceptual structure of disturbed boys as compared with normal controls. No differences were found in construing inanimate objects. The results are interpreted as indicating that disturbed boys are handicapped by a limited interpersonal conceptual structure for anticipating and predicting their social environment. 1.936 Reker, G. T. (1980). Cognitive differentiation and affective stimulus value: Vigilance or justification? Perceptual and Motor Skills, 50, 891-894. 1.937 Renner, K. E., & Maher, B. A. (1962). Effect of construct type on recall. Journal of Individual Psychology, 18, 177-179. 1.938 Resnick, J., & Landfield, A. W. (1961). The oppositional nature of dichotomous constructs. Psychological Record, 11, 47-55. It was hypothesised that the overlap in description of the poles of "logical' constructs would be greater than that for "peculiar" constructs. The data confirms the hypothesis and supports Kelly's contention that contrasting ends of personal constructs represent similar dimensions of meaning. [FB]. 1.939 Riedel, H. W. (1970). An investigation of personal constructs through nonverbal tasks. Journal of Abnormal Psychology, 76, 173-179. 1.940 Riedel, H. W. (1972). Schizophrenia, personal constructs, and Riedel's constructs: A rejoinder. Journal of Abnormal Psychology, 79, 151-152. 1.941 Riemann, R. (1990). The bipolarity of personal constructs. International Journal of Personal Construct Psychology, 3, 149-165. An important aspect of Kelly's (1955) personal construct theory is the postulate that all human thinking is dichotomous in nature. Empirical research and theoretical arguments, however, question the validity of this postulate. We use a repertory grid test to study personal constructs. Conditions were created to encourage the bipolar use of personal constructs. Furthermore, half of the subjects were encouraged to list more than two poles for a constructs. A reconceptualization of contrast relations between construct poles is presented that encompasses more than two contrasting concepts and is in line with the concepts of taxonomy and semantic contrast in psycholinguistic and cognitive psychological research. 1.942 Rigdon, M. A. (1983). Death threat before and after attempted suicide: A clinical investigation. Death Education, 7, 195-209. Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 109-123). Washington: Hemisphere, 1984. While participating in a study of death attitudes, "Cary" (a pseudonym) completed two death orientation measures before and after his attempt to kill himself. Changes in his view of himself and death are examined as they reflect on a hypothesis regarding the impending collapse of a suicidal person's construct system and as they portray the meaning of Cary's self-destructive act. Implications are drawn with respect to a personal construct assessment of suicidal individuals and with respect to future research on suicidal behavior. 1.943 Rigdon, M. A., & Epting, F. R. (1981). Re-clarifying the measurement of death attitudes. Omega, 12, 143-146.

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1.944 Rigdon, M. A., & Epting, F. R. (1982). A test of the golden section hypothesis with elicited constructs. Journal of Personality and Social Psychology, 43, 1080-1087. 1.945 Rigdon, M. A., Epting, F. R., Neimeyer, R. A., & Krieger, S. R. (1979). The Threat Index: A research report. Death Education, 3, 245-270. 1.946 Rigney, J., Bieri, J., & Tripodi, T. (1964). Social concept attainment and cognitive complexity. Psychological Reports, 15, 503-509. 1.947 Ritter, E. M. (1979). Social perspective-taking ability, cognitive complexity, and listener-adapted communication in early and late adolescence. Communication Monographs, 46, 40-51. 1.948 Rivas, F. (1981). La rejilla como técnica psicométrica de medida de la ejecución típica individual [The grid as a psychometric technique for measuring typical individual performance]. Análisis y Modificación de Conducta, 7, 171- 246. 1.949 Rix, E. A. (1981). Dynamics of promotion decisions. Comment on Education, 12, 4-11. 1.950 Robertson, I. T. (1978). Relationships between learning strategy, attention deployment and personality. British Journal of Educational Psychology, 48, 86-91. 1.951 Robertson, I. T., & Molloy, K. J. (1981). An investigation of constructs used by tutors to assess postgraduate students. St. High. Ed., 6, 163-168. 1.952 Robertson, I. T., & Molloy, K. J. (1982). Cognitive complexity, neuroticism and research ability. British Journal of Educational Psychology, 52, 113-118. 1.953 Robertson, M. H. (1957). Change and receptiveness to psychotherapy. Journal of Consulting Psychology, 21, 498. 1.954 Robinson, P. J., & Wood, K. (1983). Fear of death and physical illness: A personal construct approach. Death Education, 7, 213-228. Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 127-142). Washington: Hemisphere, 1984. The Threat Index, Templer's Death Anxiety Scale, and the Collett-Lester Fear of Death Scale were administered to 100 respondents in an attempt to assess their personal orientation toward death. Each respondent was a member of one of the following groups: people with no known illness; people attending their family physician for a checkup; rheumatoid arthritics; diabetics; or people recently treated for cancer. Hierarchical multiple regression analyses indicated that older respondents were significantly less death anxious, less fearful of their own death, and more integrated (that is, showed less self-death discrepancy) than younger respondents. Further analyses revealed no differences between any of the groups on fear of death or death anxiety, indicating that the current state of an individual's health was not related to his or her death orientation. Instead, correlational and regression analyses suggested that anxiety and fear were much more likely to be influenced by a respondent's level of actualization and, to a lesser extent, level of integration. The expected additive effects of actualization and integration did not emerge, a finding that was at variance with previous research. 1.955 Rogers, C. R. (1958). A process conception of psychotherapy. American Psychologist, 13, 142-149. 1.956 Rollnick, S., & Heather, N. (1980). Psychological change among alcoholics during treatment. British Journal of Alcohol and Alcoholism, 15, 118-123. 1.957 Romany, S., & Adams-Webber, J. R. (1981). The golden section hypothesis from a developmental perspective. Social and Behavioural Perspectives, 9, 89-92. 1.958 Romney, D. (1969). Psychometrically assessed thought disorder in schizophrenic and control patients and in their parents and siblings. British Journal of Psychiatry, 115, 999-1002. 1.959 Romney, D., & Leblanc, E. (1975). Relationship between formal thought disorder and retardation in schizophrenia. Journal of Consulting and Clinical Psychology, 43, 217-222. 1.960 Rosenberg, S., & Jones, R. A. (1972). A method for investigating and representing a person's implicit theory of personality: Theodore Dreiser's view of people. Journal of Personality and Social Psychology, 22, 372-386. 1.961 Rosenberg, S., Nelson, C., & Vivekananthan, P. S. (1968). A multidimensional approach to the structure of personality impressions. Journal of Personality and Social Psychology, 9, 293-294. 1.962 Rosenberg, S., & Sedlak, A. (1972). Structural representations of implicit personality theory. Advances in Experimental Social Psychology, 6,

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1.963 Rowe, D. (1969). Estimates of change in a depressive patient. British Journal of Psychiatry, 115, 1199-1200. 1.964 Rowe, D. (1971). An examination of a psychiatrist's predictions of a patient's constructs. British Journal of Psychiatry, 118, 231-244. A patient was given a Repertory Grid of 20 elements and 15 constructs and required to sort the elements on each of the constructs according to the half-split method. The patient's psychiatrist, given the patient's elements and constructs, predicted the patient's sortings. The two grids were compared on the Delta program and analysed separately on the Ingrid 67 program. The differences between them were found to relate to systematic errors on the psychiatrist's predictions about one construct and one element. It is suggested that the Repertory Grid can be used to examine inter-personal perceptions. 1.965 Rowe, D. (1971). Poor prognosis in a case of depression as predicted by the Repertory Grid. British Journal of Psychiatry, 118, 297-300. 1. A Repertory Grid done by a patient, a 38-year-old woman presenting with depression, showed a dispersion of elements and constructs which showed that this woman was unlikely to improve under treatment. 2. Medication and ECT produced little change, but environmental manipulation maintained the patient in her own home with minimum supportive care. 3. It is suggested that many of the depressed patients who do not respond to medication and ECT have construct systems which preclude such improvement. 1.966 Rowe, D. (1971). Changes in the perception of relationships in the hypomanic state as shown by the repertory grid. British Journal of Psychiatry, 119, 323-324. 1.967 Rowe, D. (1973). An alternative method in the use of repertory grids. Australian Psychologist, 8, 213-219. 1.968 Rowe, D. (1973). The use of the repertory grid in the study of object relations. British Journal of Projective Psychology and Personality Study, 18, 11-19. 1.969 Rowe, D. (1983). Constructing life and death. Death Education, 7, 97-113. Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 11-27). Washington: Hemisphere, 1984. Grief can be understood as the attempt to maintain the continuity of the construct system that death has interrupted, and the end of grief as reconstruing to form a new continuity. How death is construed is central to the construct system because it determines how the purpose of life is construed. 1.970 Runkel, P. J. (1956). Cognitive similarity in facilitating communication. Sociometry, 19, 178-191. 1.971 Runkel, P. J. (1958). Some consistency effects. Educational and Psychological Measurement, 18, 527-541. 1.972 Runkel, P. J. (1963). Dimensionality, map matching, and anxiety. Psychological Reports, 13, 335-350. 1.973 Runkel, P. J., & Damrin, D. E. (1961). Effects of training and anxiety upon teachers' preference for information about students. Journal of Educational Psychology, 52, 254-261. The hypothesis of this study was that there would be a U-shaped curvilinear relationship between training and the cognitive complexity of the teachers' understanding of students' problems. This hypothesis was confirmed. Complexity was measured by the unfolding technique of Coombs, which is essentially a grid format. [FB]. 1.974 Rychlak, J. F. (1959). Clinical psychology and the nature of evidence. American Psychologist, 14, 642-648. 1.975 Rychlak, J. F. (1966). Reinforcement value: A suggested idiographic intensity dimension of meaningfulness for the personality theorist. Journal of Personality, 34, 311-335. 1.976 Rychlak, J. F. (1970). The human person in modern psychological science. British Journal of Medical Psychology, 43, 233-240. 1.977 Rychlak, J. F. (1973). A question posed by Skinner concerning human freedom, and an answer. Psychotherapy: Theory, Research and Practice, 10, 14-23. 1.978 Rychlak, J. F. (1990). George Kelly and the concept of construction. International Journal of Personal Construct Psychology, 3, 7-19. A distinction is drawn between a predicational and a mediational model. Predication involves the act of affirming, denying, or qualifying broader patterns of meaning in relation to narrower or targeted patterns of meaning. Mediation occurs when something formed outside a process is taken in and comes to play a role in that process that is not intrinsic to it. Fundamental to predication is the fact that meanings under processing are oppositional. George Kelly's theoretical understanding of construction was as a predicational process. The term construction is often confounded with these two views of cognition. Kelly's interpretation of construction is contrasted with the cognitive approach of Piaget and the social constructionist views of Harré and Gergen. It is demonstrated that Kelly's clearer understanding of construction as a predicational process enables him to lend the individual a capacity for personal agency that the other theories fail to capture.

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1.979 Rychlak, J. F. (1991). The missing psychological links of artificial intelligence: Predication and opposition. International Journal of Personal Construct Psychology, 4, 241-249. A distinction is drawn between the predicational and mediational models of human cognition. By predication, I mean an act of affirming, denying, or qualifying broader patterns of meaning in relation to narrower or targeted patterns of meaning. By mediation, I mean a form of explanation in which something that is taken in or input comes indirectly to play a role in a process that was not initially a part of this process. Oppositionally, of meanings is fundamental to the predicational process. It is shown that George Kelly relied on a predicational model in his psychology of personal constructs. It is not possible to bring Kellyan and computer terminology together into one viewpoint because of this basic cotradiction in the theory of human cognition. 1.980 Ryle, A. (1967). A repertory grid study of the meaning and consequences of a suicidal act. British Journal of Psychiatry, 113, 1393-1403. 1.981 Ryle, A. (1978). A common language for the psychotherapies? British Journal of Psychiatry, 132, 585-594. 1.982 Ryle, A. (1979). The focus in brief interpretive psychotherapy: Dilemmas, traps and snags as target problems. British Journal of Psychiatry, 134, 46-54. The need for a focus for brief interpretive psychotherapy is considered and a new approach is suggested. In this method, the ways in which the patient's construction of himself and his relationships are related to his problems are identified and expressed in the form of dilemmas, traps and snags. It is suggested that these formulations represent an appropriate level of abstraction, allowing patient and therapist to share provisional hypotheses about the goals of therapy and offering the basis for a method of measuring how far these goals are achieved. 1.983 Ryle, A. (1979). Applications of repertory grid techniques. Trends in Neurosciences, 2, 46. 1.984 Ryle, A. (1979). Defining goals and assessing change in brief psychotherapy: A pilot study using target ratings and the dyad grid. British Journal of Medical Psychology, 52, 223-234. 1.985 Ryle, A. (1980). Some measures of goal attainment in focussed integrated active psychotherapy: A study of fifteen cases. British Journal of Psychiatry, 137, 475-486. The psychotherapeutic treatment of 15 patients is described. The goals were defined in terms of target problems and target dilemmas, traps and snags, and the outcome was assessed by rating these or with a symptom questionnaire and a dyad repertory grid before and after treatment. Patients who rated dilemmas as resolved showed appropriate changes in construct correlations on the dyad grid. 1.986 Ryle, A. (1981). Dyad grid dilemmas in patients and control subjects. British Journal of Medical Psychology, 54, 353-358. A standard dyad grid was given to a series of patients and controls. Normative values for selected construct correlations are given, and the differences in respect of some grid measures between patients and controls are reported and described. The clinical features of grid- identified dilemmas are illustrated by three case histories. 1.987 Ryle, A. (1991). Object relations theory and activity theory: A proposed link by way of the procedural sequence model. British Journal of Medical Psychology, 64, 307-316. 1.988 Ryle, A., & Breen, D. (1971). The recognition of psychopathology on the repertory grid. British Journal of Psychiatry, 119, 319-322. 1.989 Ryle, A., & Breen, D. (1972). A comparison of adjusted and maladjusted couples using the double dyad grid. British Journal of Medical Psychology, 45, 375-382. This study of a small sample of young couples, whose relationships were in most cases of a relatively short duration, clearly needs replication in larger samples with longer experience of interaction. None the less, we believe that the method of investigation is a promising one and that the findings represent some contribution to the understanding of interaction and of the effect of neurosis on such interaction.... The finding of greatest interest is the demonstration that patient couples differed from controls in that they were more likely to see the relationship with the partner as resembling their relationship with their parents, and that when the relationship was going badly they perceived their own role as more child-like, while that of their partner became less parent-like.... This understanding seems consistent with, and complementary to, clinical judgements based upon object-relations theory. 1.990 Ryle, A., & Breen, D. (1972). The use of the double dyad grid in the clinical setting. British Journal of Medical Psychology, 45, 383-389. At a time when the use of conjoint therapy is becoming more widespread a double dyad grid may be of value, both as an aid to diagnosis and, as with the individual repertory grid (Ryle & Lunghi, 1969), as a means of assessing the effects of intervention. It may also have some part to play in therapy itself, for in doing the test and in discussing the results with the therapist, the couple can acquire a new capacity to put into words the issues which arise between them and a new awareness of how far individual perceptions can determine behaviour and limit choices. 1.991 Ryle, A., & Breen, D. (1972). Some differences in the personal constructs of neurotic and normal subjects. British Journal of Psychiatry, 120, 483-489. A systematic study of certain features of repertory grid tests in relation to patient status and to scores on the M.H.Q. confirmed that there were a number of such features characteristic of neurotic as opposed to normal grids. It is suggested that these findings should add to the

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

confidence with which repertory grid techniques are used in the clinical setting. Attention is drawn to the value of the personal construct model of neurosis. 1.992 Ryle, A., & Breen, D. (1974). Change in the course of social work training: A repertory grid study. British Journal of Medical Psychology, 47, 139-147. It has been shown that the repertory grid technique employed can, to a useful degree, identify relevant problem areas at the start of the course, and can indicate whether any resolution of specific problems has been achieved by the end of the course. In most cases individual change, as recorded in the grid retests, was in a direction indicating at least partial resolution of problems. The study of many of the individual grids underlined the importance of the tutor-student and supervisor-student relationships as models for the student-client relationships. Less predictably, the grids also demonstrated, in many cases, that the student-client relationship echoed the student-parent relationship. The role of supportive son or daughter may be a common antecedent to the career choice of a 'helping' profession, but this must generate certain difficulties. The fact that the relationships between self and parents were among those showing much reconstruction during the course suggests that these problems were being faced. 1.993 Ryle, A., & Breen, D. (1974). Social-work tutors' judgment of their students. British Journal of Medical Psychology, 47, 149-152. 1.994 Ryle, A., & Lipshitz, S. (1974). Towards an informed countertransference: The possible contribution of repertory grid techniques. British Journal of Medical Psychology, 47, 219-225. The use of repertory grids to investigate the countertransference of a therapist, a group of nurses and a social worker is described and it is argued that this technique is of potential value in training. 1.995 Ryle, A., & Lipshitz, S. (1975). Recording change in marital therapy with the reconstruction grid. British Journal of Medical Psychology, 48, 39-48. A couple made serial ratings of their relationship on a range of constructs through the course of a brief joint therapy, each rating occasion forming the element of a repertory grid, the method being given the title of 'the reconstruction grid'. Changes in the element ratings through time, and changes in construct correlations are described and related to the clinical record and the potential developments and applications of the technique are discussed. 1.996 Ryle, A., & Lipshitz, S. (1976). Repertory grid elucidation of a difficult conjoint therapy. British Journal of Medical Psychology, 49, 281-285. The authors' conjoint treatment of a couple over 30 sessions was monitored by two forms of repertory grid testing. Little change was apparent from the sessions and grid evidence showed that the mutual perceptions of the couple and therapists remained static. However, the background grid, which included parental relationships and the couple's relationship under the two conditions of 'going well' and 'going badly' showed that some reconstruction had occurred and demonstrated the psychological mechanism of the couple's relationship which had prevented change. Therapy was ended by the couple's decision to separate, which was probably facilitated by therapy but which, from grid evidence, might have been achieved earlier. 1.997 Ryle, A., & Lipshitz, S. (1976). An intensive case-study of a therapeutic group. British Journal of Psychiatry, 128, 581-587. 1.998 Ryle, A., & Lunghi, M. E. (1969). The measurement of relevant change after psychotherapy: Use of repertory grid testing. British Journal of Psychiatry, 115, 1297-1304. The psychotherapeutic treatment of a psychoneurotic patient is described. The clinical evaluation of this patient was matched with the results of repertory grid testing. The aims of treatment were defined in terms of changes in the construct system and in the dispersion of the self and of significant other people in this system. Re-testing established that such changes had occurred. This method provides a subtle, effective and objective means of evaluating psychiatric treatment. 1.999 Ryle, A., & Lunghi, M. E. (1970). The dyad grid: A modification of repertory grid technique. British Journal of Psychiatry, 117, 323-327. The elements in the repertory grid testing of neurotics have normally been people of significance to the subject. By using the relationships between people as elements greater sensitivity is obtained. The use of dyad grid testing of this sort on four patients with sex role difficulties is briefly described. 1.1000 Ryle, A., & Lunghi, M. E. (1971). A therapist's prediction of a patient's dyad grid. British Journal of Psychiatry, 118, 555-560. A patient in psychotherapy completed a dyad grid and the therapist completed a replica according to his prediction of her response. There was substantial agreement between the two tests, but also some discrepancy indicating an area of important misconstruction on the part of the therapist. This method of testing has potential value in research and in clinical practice. 1.1001 Ryle, A., & Lunghi, M. E. (1972). Parental and sex role identification of students measured with a repertory grid technique. British Journal of Social and Clinical Psychology, 11, 149-161. 1.1002 Salmon, P. (1969). Differential conforming as a developmental process. British Journal of Social and Clinical Psychology, 8, 22-31.

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The study was designed to assess the relation between maternal attitudes and children's conformity behavior towards peers and adults. Tests of conformity, values and sociometric status were administered to 60 primary--school boys. Their mothers filled in an attitude questionnaire yielding measures of acceptance-rejection and control-neglect. Results showed the predicted association between maternal rejection and a failure to conform predominantly to either peers or adults, together with a non-acceptance of either peer or adult values. Differential conforming to peers and adults, and differential acceptance of peer and adult values were found, against prediction, to be unrelated to maternal control-neglect. Both differential conformity and differential value acceptance, however, were associated with previous sociometric status. It is argued from these results that conformity behaviour can be meaningfully regarded in differential and in developmental terms. 1.1003 Salmon, P. (1987). Don Bannister — an appreciation. British Journal of Medical Psychology, 60, 97-98. 1.1004 Salmon, P., Arnold, J. M., & Collyer, Y. M. (1972). What do the determinants determine: the internal validity of the Rorschach. Journal of Personality, 36, 33-38. To investigate the internal validity of Rorschach profile analysis, a repertory grid technique was used with 47 undergraduate subjects. The elements of the grid were Rorschach cards. A significant common pattern of construct relationships emerged but it was not the pattern assumed in conventional profile analysis of Rorschach protocols. [FB]. 1.1005 Salmon, P., & Bannister, D. (1974). Education in the light of personal construct theory. Journal of the Ass. Teach. Col. Dep. Ed., 25, Summer. 1.1006 Salmon, P., Bramley, J., & Presley, A. S. (1967). The Word-In-Context Test as a measure of conceptualization in schizophrenics with and without thought disorder. British Journal of Medical Psychology, 40, 253-259. 1.1007 Sarbin, T. R., & Juhasz, J. B. (1970). Toward a theory of imagination. Journal of Personality, 38, 52-76. 1.1008 Sassaroli, S., & Lorenzini, R. (1992). Attachment as an informative relationship. International Journal of Personal Construct Psychology, 5, 239-247. Attachment is considered as a unique informative relationship between the child and an adult who is regarded as an authoritative source of information. Mother and child are able to relate through those aspects of reality construed through genetically shared constructs. The information content of attachment may be divided into three shared constructs. The information content of attachment may be divided into three levels: 1. The superordinate level concerns the difference between the subject and the object of his or her knowledge (self and non- self). 2. The intermediate level defines the epistemological criteria; that is, it provides answers to the question, how is knowledge obtained? It also distinguishes between speculative knowledge subordinate to the pole self and acquired knowledge subordinate to the pole non-self , thus defining the relationship between two kinds of knowledge. 3. The third subordinate level concerns the constructs through which reality is construed. The epistemological criteria that define the relationship between acquired and speculative knowledge can be either symmetrical or complementary. 1.1009 Scarlett, H. H., Press, A. N., & Crockett, W. H. (1971). Children's descriptions of their peers: A Wernerian developmental analysis. Child Development, 42, 439-453. 1.1010 Schneider, D. J. (1973). Implicit personality theory: A review. Psychological Bulletin, 79, 294-309. 1.1011 Schonecke, O. W., Schüffel, W., Schafer, N., Winter, K., & Schäfer, N. (1972). Assessment of hostility in patients with functional cardiac complaints. Part I. Psychotherapy and Psychosomatics, 20, 272-281. 1.1012 Schroder, H. M., & Hunt, D. E. (1957). Failure-avoidance in situational interpretation and problem solving. Psychological Monographs, 71, 3. 1.1013 Schüffel, W., & Schonecke, O. W. (1972). Assessment of hostility in the course of psychosomatic treatment of three patients with functional disorders. Part II. Psychotherapy and Psychosomatics, 20, 282-293. 1.1014 Schwartz, R. M. (1992). States of mind model and personal construct theory: Implications for psychopathology. International Journal of Personal Construct Psychology, 5, 123-143. The states of mind model is an integrative model of positive and negative cognition that draws on cognitive-behavioralism, personal construct theory, information processing, and cybernetics. The model proposes that (a) functional individuals maintain a cognitive set point that balances positive and negative cognitions according to the golden section proportion (.618) and (b) sustained deviations from this balance indicate psychopathology. Expanding on golden section findings, the model and supporting cognitive-behavioral studies demonstrate that anxious and depressed persons balance their cognitions according to specific set points that are significantly below .618. This article explores implications of the model for reinterpreting results from personal construct studies and addresses problems for future integrative research. 1.1015 Schwartz, R. M., & Michelson, L. (1987). States-of-mind model: Cognitive balance in the treatment of agoraphobia. Journal of Consulting and Clinical Psychology, 55, 557-565. 1.1016 Scott, W. A. (1962). Cognitive complexity and cognitive flexibility. Sociometry, 25, 405-414. Cognitive complexity is defined as the number of independent dimensions-worth of concepts the individual brings to bear in describing a particular domain of phenomena; it is assessed with a measure of information-yield based on an object-sorting task. Cognitive flexibility is defined as the readiness with which the person's concept system changes selectively in response to appropriate environmental stimuli; it

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

is assessed by inviting the subject to expand the groups he has created on the original sorting task. In general, the greater a subject's cognitive complexity, (a) the greater is the likelihood that he will expand the groups, and (b) the greater is his tendency to gain information (i.e., dimensional complexity) by the expansion. The measure of dimensional complexity was found to be fairly stable over two different lists of objects; moreover, it was found to correlate with independent measures of knowledge about the object-domain. 1.1017 Scott, W. A. (1963). Cognitive complexity and cognitive balance. Sociometry, 26, 66-74. 1.1018 Seagoe, M. V. (1938). Prediction of achievement in foreign languages. Journal of Applied Psychology, 22, 632-640. 1.1019 Seaman, J. M., & Koenig, F. (1974). A comparison of measures of cognitive complexity. Sociometry, 37, 375- 390. 1.1020 Sechrest, L. B. (1962). Stimulus equivalents of the psychotherapist. Journal of Individual Psychology, 18, 172- 176. Using Kelly's Rep Test 35 psychotherapy patients noted similarities between psychotherapists and various persons from their environments. In general, therapists were described as being similar to those persons whom they did, in fact, resemble in age, sex and occupationai status. Therapists' similarities to family members were not marked. This pattern did not change during the course of therapy — thus the Freudian transference hypothesis was not supported. [FB]. 1.1021 Sechrest, L. B. (1963). Incremental validity. Educational and Psychological Measurement, 23, 33-53. 1.1022 Sechrest, L. B. (1968). Personal constructs and personal characteristics. Journal of Individual Psychology, 24, 162-166. 1.1023 Sechrest, L. B., & Jackson, D. N. (1961). Social intelligence and accuracy of interpersonal predictions. Journal of Personality, 29, 167-181. 1.1024 Sewell, K. W., Adams-Webber, J. R., Mitterer, J., & Cromwell, R. L. (1992). Computerized repertory grids: Review of the literature. International Journal of Personal Construct Psychology, 5, 1-23. We review the literature documenting more than 25 years of progress in the design of computer software for repertory grids. First, analysis programs are reviewed; then programs that are designed specifically for grid elicitation are discussed; finally, multifunction software packages (i.e., those that perform grid construction, elicitation, and/or analysis) are reviewed. Comparisons are offered, not only between the particular programs, but also between the single-function and multifunction categories. Directions for future development are considered. 1.1025 Sewell, K. W., Mitterer, J., Adams-Webber, J. R., & Cromwell, R. L. (1991). OMNIGRID-PC: A new development in computerized repertory grids. International Journal of Personal Construct Psychology, 4, 175-192. A new approach to computer programs used to administer and/or analyze repertory grid is described.The system outlined here, OMNIGRID-PC, is a variation of OMNIGRID, which was designed to have broad practical and theoretical applications. The general features of OMNIGRID are discussed; then the unique features of the OMNIGRID-PC system, Version 1.0 and 1.5, are explained in detail along with their underlying theoretical rationale. The Appendix more fully explicates the interpretative significance of the most substantive new feature of Version 1.5-Cromwell Format data collection. 1.1026 Shalit, B. (1980). The golden section relation in the evaluation of environmental factors. British Journal of Psychology, 71, 39-42. 1.1027 Shapiro, B. L. (1991). The use of personal construct theory and the repertory grid in the development of case reports of children's science learning. International Journal of Personal Construct Psychology, 4, 251-271. This article presents the assumptions and methodology used in a study of children learning science in a fifth-grade classroom. case report results are presented that illustrate both the approach and findings of the research. The implications of a constructivistic view of learning is discussed. A practical teaching aid that employs this view and enables teachers to effectively summarize and integrate student ideas in the teaching/learning dialogue is suggested. 1.1028 Shapiro, D. A., Caplan, H. L., Rohde, P. D., & Watson, J. P. (1975). Personal Questionnaire changes and their correlates in a psychotherapeutic group. British Journal of Medical Psychology, 48, 207-216. 1.1029 Shaw, F. J. (1955). Mutuality and up-ending expectancies in counseling. Journal of Counseling Psychology, 2, 241-247. 1.1030 Shaw, F. J. (1957). Counselling. Annual Review of Psychology, 8, 357-376. 1.1031 Shaw, F. J. (1957). Transitional experiences and psychological growth. Revue of General Semantics, 15, 39- 45. 1.1032 Shaw, M. L. G. (1979). Conversational heuristics for eliciting shared understanding. International Journal of Man-Machine Studies, 11, 621-634.

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Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 31-44). London: Academic Press, 1981. A conversational method is necessary for experimenter and subject to collaborate in the exploration of the world of human beings. Individuals cannot be treated as objects, or be instructed how to take part in an experiment, without the recognition of the autonomy of each person and the invitation to participate jointly in co-operative exploration of the nature of man. An individual can be seen as a personal scientist who forms theories about the world and tests these theories against his personal experience of reality, adapting his theories for a more effective anticipation of events and hence a more competent interaction with his environment. A suite of computer programs (PEGASUS, FOCUS, MINUS, CORE, ARGUS and SOCIOGRIDS) has been developed, each one acting as a cybernetic tool to enhance man's capabilities to understand both himself and his relationships with other perspectives of the world. PEGASUS is described, including PEGASUS-BANK which can be used to explore the relationship of an individual with another individual (or group). The CORE program can be used to chart change in a person over time, and to find the level of understanding and agreement between two people. Shared understanding within small groups can be investigated using the SOCIOGRIDS program which produces a mapping of the intragroup relationships, and the subject content which shows the extent of agreement in the group. A study involving the exchange of subjective standards in human judgement is briefly described, and an analogy drawn to the understanding of different perspectives in the treatment of a medical or clinical patient. 1.1033 Shaw, M. L. G. (1980). The analysis of a repertory grid. British Journal of Medical Psychology, 53, 117-126. The problems of repertory grid analysis fall into two main groups: (i) general scaling problems; (ii) specific methods of the simplification of the grid data. Some problems of psychological scaling are considered including 'ranking' versus 'rating', equal interval assumption, and comparison of constructs. The grid analysis methods of principal component analysis, multidimensional scaling and cluster analysis are described briefly, whilst a hand-sorting cluster-type method is demonstrated. Methods for processing pairs and groups of grids are also considered. 1.1034 Shaw, M. L. G. (1982). PLANET: Some experience in creating an integrated system for repertory grid applications on a microcomputer. International Journal of Man-Machine Studies, 17, 1.1035 Shaw, M. L. G. (1989). Interactive elicitation and exchange of knowledge. International Journal of Personal Construct Psychology, 2, 215-238. This paper gives a state-of-the-art report on the use of techniques based on personal construct psychology to automate interactive elicitation of cognitive structures for group learning and decision making. It outlines the structure and key components of the RepGrid implementation on a network of Macintosh computers, which includes tools for interactive repertory grid elicitation and analysis, and a system for interactively exchanging and comparing repertory grids from multiple simultaneous users on the network. The users of RepGrid are attemting to extend and understand their own thinking and problem-solving capabilities by interacting with other people. They are able to: see the relationship of their points of wiew to those of others; explore differing terminology for the same constructs; became aware of differing constructs having the same terminology; extend their own construct systems with those of others; provide others with constructs they have found valuable; explore a problem-solving domain using the full group resources. 1.1036 Shaw, M. L. G. (1994). Methodology for sharing personal construct systems. Journal of Constructivist Psychology, 7, 35-52. A methodology is outlined that reflects the intention of Kelly's Commonality corollary of eliciting and recognizing individual differences. People may use the same terms or descriptions to label different constructs, use different terms to label the same construct, use the same term to label the same construct, or use different terms and ahve different constructs. RepGrid provides an integrated set of tools for eliciting and analyzing repertory grids. Socio is one of the tools in RepGrid that compares the construct systems of several people in the same domain. It can be used to focus discussion between people on the differences between them that require resolution, enabling them to be classified in terms of differing terminologies (what they have been labeled), levels of abstraction, disagreements, and so on. Socio promotes the full exploration of the conceptual framework of a domain by encouraging people to operate in a brainstorming mode as a group, using differing viewpoints to develop a rich framework. It avoids social pressures that force an invalid consensus by providing objective analysis of separately elicited construct systems. 1.1037 Shaw, M. L. G., & Gaines, B. R. (1981). Recent advances in the analysis of a repertory grid. British Journal of Medical Psychology, 54, 307-318. This paper extends a previous survey of techniques for the analysis of repertory grids. It compares principal component analysis, Q- analysis, FOCUS and a new logical technique ENTAIL on some examples, and discusses the similarities and differences in the results. 1.1038 Shaw, M. L. G., & McKnight, C. (1980). ARGUS: A program to explore intra-personal personalities. International Journal of Man-Machine Studies, 13, 59-68. Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 125-134). London: Academic Press, 1981. This paper is based on the idea that we each have several "personalities" within us. An interactive computer program (ARGUS) is described which allows the user to explore his several personalities and the relationships between them. The program is seen as having a wide range of application, and two particular areas are developed in the present paper: (a) the different roles which the individual adopts, and (b) the part played by "significant others" in the individual's construing. The paper concludes with some suggested developments and applications. 1.1039 Shaw, M. L. G., & Thomas, L. F. (1978). Focus on education: An interactive computer system for the development and analysis of repertory grids. International Journal of Man-Machine Studies, 10, 139-173.

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

1.1040 Shaw, M. L. G., & Thomas, L. F. (1979). Extracting an education from a course of instruction. British Journal of Educational Technology, 10, 5-17. 1.1041 Sheehan, M. J. (1981). Constructs and ‘conflict’ in depression. British Journal of Psychology, 72, 197-209. The relationship between the nature of self-constructs and the level of "conflict" in depression was discussed. It was hypothesized that depressed patients would have lower self-esteem and a less differentiated self-construct system characterized by a higher level of intensity and a lower percentage of "conflict" than non-depressed individuals. After drug therapy, it was expected that these differences would diminish - although not entirely - on the grounds that the differences are a more permanent feature of the self-construct system of the depressed-prone individual. A sample of 16 depressed patients (13 in-patients and three out-patients) were given a "Multiple Perception of the Self" grid at the start of drug therapy. After six/eight weeks of treatment, a further grid was administered and new constructs elicited. A retest grid was administered after a short interval of 12-24 hours. The same procedure was carried out with a group of 16 non-depressed individuals - matched as far as possible for age, sex, intelligence and social class. The results offered strong support for the hypotheses. 1.1042 Sheehan, M. J. (1985). A personal construct study of depression. British Journal of Medical Psychology, 58, 119-128. Twelve out-patients with a 'definite' or 'probable' diagnosis of major depressive disorder were treated by the author using personal construct psychotherapy (Kelly, 1955). Changes in their construct systems were monitored at intervals during the course of therapy using traditional role construct repertory grids and 'multiple perception of the self' grids. The level of depression was measured on each occasion of testing using psychiatric and self-rating depression scales. The most important findings were that high levels of depression were associated with low levels of 'conflict' and a cluster of variables to do with the construing of self, namely negative self-construing, low self-esteem and perceived self-isolation. As the depression lifted during the course of psychotherapy, there was a significant increase in the amount of 'conflict' and in the level of self-esteem, and a significant decrease in the level of self-isolation. The fact that over time the 'multiple perception of self' grids changed significantly more than the grids concerned with the construing of the self and others is interpreted as further evidence of the crucial role that the self-concept plays in depression. 1.1043 Shorts, I. D. (1985). Treatment of a sex offender in a maximum security forensic hospital: Detecting changes in personality and interpersonal construing. International Journal of Offender Therapy and Comparative Criminology, 29, 237-250. 1.1044 Shubsachs, A. P. W. (1975). To repeat or not to repeat? Are frequently used constructs more important to the subject? A study of the effect of allowing repetition of constructs in a modified Kelly Repertory Test. British Journal of Medical Psychology, 48, 31-37. The aim is explained in the title. Four hundred and eighty student teachers filled out a questionnaire consisting of 2 lists each containing 15 triads of occupational titles — repetition of constructs was allowed on one test and not the other, (repetition of a construct being indicated by an R by the subject). The elicited constructs were then rated for importance on a 5-point scale. Summing of the ratings of the importance of the constructs indicated that, in general, repeated constructs were rated as more important. Several observations are expressed against accepting the conclusion that "if the subject may repeat constructs one is likely to elicit important ones more often". [FB]. 1.1045 Sibilia, L., Liotti, G., Borgo, S., & Guidano, V. F. (1972). Analisi dei rinforzi nel comportamento di etilisti cronici mediante la griglia di Kelly [Analysis of reinforcements in the behaviour of chronic alcoholics by means of Kelly's grid]. Rivista di Psichiatria, 7, 277-283. 1.1046 Sidanius, J., & Ekehammar, B. (1976). Cognitive functioning and socio-political ideology. Scandinavian Journal of Psychology, 17, 205-216. 1.1047 Sigel, I. E. (1978). Constructivism and teacher education. Elementary School Journal, 78, 333-338. 1.1048 Signell, K. (1966). Cognitive complexity in person perception and nation perception: A developmental approach. Journal of Personality, 34, 517-537. 1.1049 Silverman, G. (1977). Aspects of intensity of affective constructs in depressed patients. British Journal of Psychiatry, 130, 174-176. 1.1050 Skene, R. A. (1973). Construct shift in the treatment of a case of homosexuality. British Journal of Medical Psychology, 46, 287-292. 1.1051 Slade, P. D., & Sheehan, M. J. (1979). The measurement of ‘conflict’ in repertory grids. British Journal of Psychology, 70, 519-524. Following on from Lauterbach's technique for assessing psychological conflict in triads of concepts, a similar method of conflict analysis is applied to personal constructs. A computer program designed to analyse both 'ranked' and 'graded' grids has been developed and the steps in this program, together with a description of the output, is delineated. The potential value of this form of analysis in both research and clinical practice is suggested and illustrative examples given. 1.1052 Slater, P. (1965). The use of the repertory grid in the individual case. British Journal of Psychiatry, 111, 965- 975.

1. JOURNAL ARTICLES

1.1053 Slater, P. (1969). Theory and technique of the repertory grid. British Journal of Psychiatry, 115, 1287-1296. 1.1054 Slater, P. (1970). Personal questionnaire data treated as forming a repertory grid. British Journal of Social and Clinical Psychology, 9, 357-370. Data obtained by giving a pcrsonal questionnaire to a patient on a series of occasions during a course of treatment for a psychiatric disorder were analysed by the standard program provided by the MRC Service for analysing repertory grids. The results identify the plane where the greatest fluctuations occurred in the patient's mental state (including 72 per cent of the total variation) and they provide co- ordinates for mapping the course the fluctuations followed, which proves to be a remarkably complicated one. Further analyses enable changes after psychotherapy and occupational therapy to be compared. The complete procedure for collecting such data and submitting them to such analysis offers interesting possibilities for monitoring a patient's progress and comparing his responses to different forms of treatment. It widens the range of psychological phenomena that can be brought within the range of measurement. 1.1055 Slater, P. (1972). The measurement of consistency in repertory grids. British Journal of Psychiatry, 121, 45-51. A program is described for calculating a 'coefficient of convergence'. The procedure followed corresponds closely with Bannister's various methods for calculating 'consistency scores', and the results obtained are almost exactly cquivalent; but the program extends to a far wider range of data and can be generalized if desired to compare more than two grids at a time. The variable measured is precisely defined in terms of the essential properties of grids, and the reasons for adopting it are explained. Reasons are added for doubting whether the psychological trait of consistency, as Bannister describes it, is necessarily what is measured either by his 'consistency scores' or by the proposed 'coefficient of convergence'. The diagnostic value of the measurements, it is suggested, is more important to psychology than their relevance to Bannister's theory of how thought disorder originates in schizophrenia. 1.1056 Slater, P. (1979). Construct systems in conflict. International Journal of Man-Machine Studies, 11, 49-58. Reprinted in M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 115-123). London: Academic Press, 1981. The Social Science Research Council supported a research into a technique for measuring differences of opinion in a dispute from May 1976 to December 1977. It was found that in many cases where informants differed in their opinions about a particular topic grids aligned by element or construct or both could not be devised for comparing them. Each protagonist made use of his own set of terms and had no use for the other's. The methods described by Slater (1977) could not be applied. A substantial modification of grid technique was devised to bring the views of both sides into a single frame where they can be compared. It is called the Dual Grid. Instead of using constructs and elements as its functions it uses complete propositions. Experimental work with dual grids has not yet been carried very far. One instance is given. 1.1057 Slater, P., Chetwynd, J., & Farnsworth, J. (1989). Analyzing disagreement with logical equivalence matrixes. International Journal of Personal Construct Psychology, 2, 443-457. Data for analyzing disagreement can be obtained by asking the parties concerned to make short lists of simple statements expressing their own opinions on the topic in dispute. These short lists are combined into a collective list, and the parties are asked to compare each statement in it with every other one in turn, and rate how far the two agree or disagree. Such tables of ratings, called logical equivalence matrixes (LEMs) can be analyzed by a computer program applying principal coordinate analysis. The results measure both the total amount of disagreement and the relative amounts over the separate issues found to be involved. Repertory grids were found to be unsuitable for the purpose except within narrow limits. The technique is illustrated by analysis of a dispute concerning legalizing abortion. 1.1058 Slife, B. D., Stoneman, J., & Rychlak, J. F. (1991). The heuristic power of oppositionality in an incidental- memory task: In support of the construing process. International Journal of Personal Construct Psychology, 4, 333- 346. From a personal construct view, construing is a top-down process in which wider meanings predicate narrower, targeted meanings. Predicate contexts are invariably oppositional, as Kelly's (1955) theory reflects. Two memory experiments using college subjects are presented. Subjects were asked to focus on a series of 30 target words to determine if they were similar in meaning to a predicating word (e.g., friendly). Ten of this target words were relevant (e.g., congenial), 10 were opposite (e.g., impolite), and 10 were irrelevant (e.g., abstract) in meaning to the predicating word. Subjects were then (unexpectedly) asked to recall as many words as possible. In line with experimental instructions, the majority of these recalled words were relevant to the predicating word. However, as predicted, in both experiments significantly more opposite than irrelevant words were recalled (p < .001). The results are in support of a personal construct view of human cognition. 1.1059 Smail, D. J. (1970). Neurotic symptoms, personality and personal constructs. British Journal of Psychiatry, 117, 645-648. It is hypothesized that a measure of 'thinking introversion/extraversion' will be related to psychic vs. somatic symptomatology, as well as to the production by subjects (neurotic patients) of 'psychological' versus 'objective' personal constructs, and to a wider vs. narrower range of constructs. Statistical analysis provides a good measure of support for this hypothesis, although a relationship with age is noted for some measures. The implications of these findings are discussed and comparisons are drawn between them and findings in former studies concerning the relationship between personality variables and treatment preferences of mental hospital staff. 1.1060 Smail, D. J. (1972). A grid measure of empathy in a therapeutic group. British Journal of Medical Psychology, 45, 165-169. An attempt to measure empathy in a small therapy group by means of grid technique is described. The experiment was conducted in two stages so that the relevance of grid measures could be maximised. Empathy scores are validated against patients' and therapists' ratings, as well as being related to a questionnaire measure of thinking-introversion. Positive relationships are demonstrated between all these measures. [FB].

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

1.1061 Smith, J. E., Stefan, C., Kovaleski, M., & Johnson, G. (1991). Recidivism and dependency in a psychiatric population: An investigation with Kelly's dependency grid. International Journal of Personal Construct Psychology, 4, 157-173. Over the years there have been varied attempts to explain or predict recidivism, which is a phenomenon whereby psychiatric patients are hospitalized repeatedly. recent efforts to predict relapse have used specific symptoms (Harris, Bergaman, & Bachrach, 1986), diagnoses (Kastrup, 1987; Lally, 1989), postdischarge treatment compliance (Caton, Koh, Fleiss, Barrow, & Goldstein, 1985), and the level of emotional expression in the family environment (Doane, Goldstein, Miklowitz, &Falloon, 1986) as a relapse predictors. Despite progress, many unanswered questions remain. The present study examined recidivism from the perspective of personal construct psychology (Kelly, 1955). The Dependency Grid was administered to 33 first-admission patients, 39 recidivists, and 26 controls. As hypothesized, recidivists identified the smallest social network and the fewest people on whom they believed they actually could rely in a crisis. In contrast, patients experiencing their first admission offered an extensive array of individuals to whom they felt they could turn in a crisis. Controls reported the greatest number of social resources potentially available to them, but then selectively chose a sample of them as individuals on whom they would be comfortable relying. Results are discussed in terms of support for Kelly's personal construct theory. 1.1062 Smith, J. M. (1980). An analysis of three managerial jobs using repertory grids. Journal of Management Studies, 17, 205-213. 1.1063 Smith, J. M., Hartley, J., & Stewart, B. J. M. (1978). A case study of repertory grids used in vocational guidance. Journal of Occupational Psychology, 51, 97-104. 1.1064 Smith, J. M., & Stewart, B. J. M. (1978). Repertory grids: A flexible tool for establishing the content and structure of a manager's thoughts. Management Bibliographies and Reviews, 3, 209-226. 1.1065 Smith, M., & Gibson, J. (1988). Using repertory grids to investigate racial prejudice. Applied Psychology: An International Review, 37, 311-326. 1.1066 Smith, S., & Leach, C. (1972). A hierarchical measure of cognitive complexity. British Journal of Psychology, 63, 561-568. A new hierarchical measure of cognitive complexity based on the repertory grid is described. This measure is considered to be both conceptually and empirically an advance over previous measures. It emphasizes that the structure of a subject's construct system is important, rather than merely its degree of differentiation. In this respect, it has advantages over previous measures based on the repertory grid. Three experiments are described which test the validity and reliability of the new measure. These experiments show that the hierarchical measure is reliable and is unrelated to a measure of differentiation based on the repertory grid. The hierarchical measure is shown to be positively related to performance on Harvey's 'This I Believe' test, which has been used as a projective measure of cognitive complexity. The hierarchical measure is also shown to be unrelated to performance on a verbal reasoning task. 1.1067 Soffer, J. (1990). George Kelly versus the existentialists: Theoretical and therapeutic implications. International Journal of Personal Construct Psychology, 3, 357-376. A comparison of personal construct theory and certain existential psychologies supports George Kelly's claim that important differences separate the two approaches. This article discusses the models in their ontological and clinical aspects. At the hearth of Kelly's theory is a developmental/progressive cosmology that posits a universe whose gentle unfolding is organized as a hierarchy of exquisitely intercorrelated events. The implication of this model is that all disturbing experiences (perceived as negative feelings) indicate the temporary failure of one's construct system to assimilate events. The existentialists, by contrast, stop short of viewing all unpleasant constructions of events as necessarily implying incomplete understanding. Instead, many such experiences are treated as though they cannot be significantly reconstrued, and thus subsumed by the construct system, but must instead be accomodated as exceptions to the epistemic organization. This article is completed with an analysis of the shortcomings of a specific existential therapy, Carl Rogers' client- centered approach, with respect to the Kellian clinical model. 1.1068 Soffer, J. (1993). Jean Piaget and George Kelly: Toward a stronger constructivism. International Journal of Personal Construct Psychology, 6, 59-77. Among constructivist metatheoretical approaches, a strong version is defined as that which reveals reality to be actively and subjectively constructed rather than passively incorporated as objective environmental or innate "facts" by the subject. Given this definition, however, ambiguities arise concerning the potential and limits of construct integration over the course of development. Piaget's stronger constructivist model is offered as a means of clarifying and broadening the strong constructivist position on knowledge evolution. Piaget's genetic epistemology model places dramatic emphasis on the organizational capacity of the subject, specifying personal development as a strongly continous and subsuming process. Discussion of commonalities between Piaget's position and Kelly's personal construct theory concludes this article. 1.1069 Solas, J. (1992). Ideological dimension implicit in Kelly's theory of personal constructs. International Journal of Personal Construct Psychology, 5, 377-391. Much has been written about the epistemological, ontological, and psychological dimensions of Kelly's theory of personal constructs. The ideological dimensions of the theory has yet to be adequately addressed. This seems surprising given the highly polemical nature of the theory's nascent and subsequent growth and development. Despite these polemics, however, constructs have been used in a neutral and descriptive way. There is no dispute that constructs are an integral form of what has previously been referred to as knowledge, feelings, values, and behavior (Landfield & Leitner, 1980). However, they are also intrinsically ideological. Making explicit the ideological dimensions implicit in our personal constructions is important because it reveals the kind of future we anticipate for ourselves and others.

1. JOURNAL ARTICLES

1.1070 Soldz, S. (1986). Construing of others in psychotherapy: Personal construct perspectives. Journal of Contemporary Psychotherapy, 16, 52-61. 1.1071 Soldz, S. (1988). Constructivist tendencies in recent psychoanalysis. International Journal of Personal Construct Psychology, 1, 329-347. In recent decades psychoanalytic theory has undergone extensive changes. One aspect of these changes has been to make psychoanalysis more consistent with constructivist psychological theories, such as personal construct psychology (PCP). This paper examines several of the new currents in psychoanalytuc theory from the perspective of their convergence with constructivistic themes. Discussed are ideas of Atwood and Stolorow (1984), Peterfreund (1983), Ryle (1982), Soldz (1986, 1987), and Weiss, Sampson, and the Mount Zion Psychotherapy Research Group (1986). Similarities and differences in perspective between these psychoanalytic ideas and personal construct psychology are then discussed with the goal of furthering discussion between proponents of the rival theories. 1.1072 Soldz, S. (1989). Do psychotherapists use different construct subsystems for construing clients and personal acquaintances? A Repertory Grid study. Journal of Social and Clinical Psychology, 8, 97-112. 1.1073 Soldz, S. (1992). Negativity in psychotherapists' evaluations of clients and personal acquaintances. International Journal of Personal Construct Psychology, 5, 393-411. Forty-seven psychotherapists were studied to determine if they construed their clients more negatively than personal acquaintances. The sample included personal construct therapists, psychoanalytic candidates, and therapists from a community mental health center; they varied in terms of sex, age, years of experience, and clinical discipline. Subjects chose six personal acquaintances and six nonpsychotic individual-therapy clients who were then used as elements in a repertory grid. constructs were elicited by comparing pairs of elements; all elements were rated on the constructs. Elements were also directly rated on several dimensions, including liking and similarity to self. Results indicated that therapists selectively focused on clients' negative characteristics and acquaintances' positive characteristics. Clients were liked less than acquaintances and were judged to be less like the self. The correlations between valuative variables tended to be higher in the construing of clients than in the construing of acquaintances, whereas expected improvement with therapy was not related to affective evaluation. There were no gender differences in these effects. Although there were no differences in degree of negative construal of clients among the therapist subgroups, the psychoanalytic candidates construed acquaintances less positively than did other therapists. The results suggest that deviancy may be a major dimension distinguishing therapists' construal of clients from their construal of acquaintances. This dimension may result from both therapeutic ideology and the fact that clients selectively present negative aspects of themselves in therapy, producing a bias in the information therapists receive. Possible negative implications for the therapeutic relationship are discussed. 1.1074 Soldz, S., & Soldz, E. (1989). A difficulty with the Functionally Independent Construction measure of cognitive differentiation. International Journal of Personal Construct Psychology, 2, 315-322. Much effort has gone into development of measures of cognitive differentiation. One of the most frequently used measures in Landfield's Functionally Independent Construction (FIC). The present study of the personal constructs of psychotherapists raises issues regarding the validity of FIC. Forthy therapists were administered a repertory grid (Rep Grid) assessing their construal of self, clients, and acquaintances on both elicited and supplied constructs. Ratings were completed using a seven-point Likert-type scale (-3 to +3). FIC was calculated separately for the parts of the Rep Grid involving acquaintance construal, client construal, the total elicited construct Rep Grid, and the total Rep Grid. These FIC scores were correlated with the number of zero ratings in the grids, producing correlations greater than .70. It is proposed that these results are largely due to the method of computing FIC. 1.1075 Space, L. G. (1975). A console for the interactive on-line administration of psychological tests. Behavior Research Methods and Instrumentation, 7, 1919-1923. 1.1076 Space, L. G., & Cromwell, R. L. (1980). Personal constructs among depressed patients. Journal of Nervous and Mental Diseases, 168, 150-158. 1.1077 Space, L. G., & Huntzinger, R. (1979). A micro computer-based psychopathology laboratory III: Harvard. Behavior Research Methods and Instrumentation, 1.1078 Spelman, M. S., Harrison, A. W., & Mellsop, G. W. (1971). Grid test for schizophrenic thought disorder in acute and chronic schizophrenics. Psychological Medicine, 1, 234-238. 1.1079 Spencer, P., & Bannister, D. (1983). The personal construction of utopia. New Ideas in Psychology, 1, 201- 203. 1.1080 Spengler, P. M., & Strohmer, D. C. (1994). Stability of a 4 x 6 repertory grid for measuring cognitive complexity. Journal of Constructivist Psychology, 7, 137-145. Stability indices were determined for a 4 x 6 version of the 10 x 10 repertory grid of Bieri et al. (1966). Adequate correlation with complexity scores derived from the 10 x 10 grid, cross-validation between the two grids, and test-retest reliability were demonstrated. The 4 x 6 repertory grid provides a useful version of this measure of cognitive complexity for researchers who desire a valid, but smaller and less time-consuming, measure with provided constructs and role types. 1.1081 Sperber, J. C. (1977). Personal constructs and child psychiatric diagnosis: A pilot study. British Journal of Medical Psychology, 50, 65-72.

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

1.1082 Sperlinger, D. J. (1976). Aspects of stability in the repertory grid. British Journal of Medical Psychology, 49, 341-347. The stability of various repertory grid measures is examined in a group of subjects drawn from the registers of two general practices. Subjects were retested after an interval of about eight months. The results indicate a considerable degree of stability for most of the grid measures. The findings are evaluated in the context of personal construct theory ideas about change and stability. Some differences between individuals showing different degrees of grid stability are examined. 1.1083 Stefan, C., & Molloy, P. (1982). An investigation of the construct validity of the Bannister-Fransella Grid Test of Schizophrenic Thought Disorder. British Journal of Clinical Psychology, 21, 199-204. 1.1084 Stewart, A. E., & Barry, J. R. (1991). Origins of George Kelly's constructivism in the work of Korzybski and Moreno. International Journal of Personal Construct Psychology, 4, 121-136. Although Mahoney (1988) has traced the heritage of general constructive metatheory and Zelhart and Jackson (1983) have examined the influences of Kelly's Kansas environment on his developing theory, there has been relatively little investigation of the origins of Kelly's constructivism. Although Kelly (1955) was undoubtedly influenced by many philosophers and psychologists as he developed the psychology of personal constructs, the roles of these people have not been extensively investigated. However, Kelly (1955, 1969) cited, in a general way, the works of Korzybski and Moreno several times in describing the origins of his theory. Lecture notes taken by one of Kelly's student (Barry, 1948) reveal more specifically the sources (Korzybski, 1933, 1943; Moreno, 1937) that seemed influential as Kelly developed his theories. Kelly borrowed ideas of Korzybski and Moreno, among many others, in creating parts of his role therapy and personality theory. In adapting Korzybski's notion that semantic and linguistic labels are used to understand phenomena in the world, Kelly also accepted the idea that these semantic labels are indeed constructed by individuals. In adapting Moreno's spontaneous improvisation and self-presentation techniques as a way to change semantic labels, Kelly emphasized that construction processes occur and change in a social realm. 1.1085 Stewart, J. (1995). Reconstruction of the self: Life-span-oriented group psychotherapy. Journal of Constructivist Psychology, 8, 129-148. Traumatic events affect the individual at many levels of functioning. They can have profound and lingering consequences for self-identity. Affective, cognitive, and behavioral components of the functioning of the self are experienced as disjointed, producing at times a sense of a lack of control of the self and a feeling of schism between the pre- and posttrauma identities. Therapeutic interventions drawing on constructivist theory and integrative techniques are useful in helping the traumatized individual regain self-understanding and mastery. The design and operation of a life-span-oriented group developed for work with individuals who have posttraumatic stress disorder are described. Guidelines for the structure and process of the group are provided, as are principles for technique selection and use within a structured, self-reflective group format. 1.1086 Stones, M. J. (1982). The microgrid: A computer version of the repgrid. Canadian Psychology, 23, 102-104. 1.1087 Strachan, A., & Jones, D. (1982). Changes in identification during adolescence: A personal construct theory approach. Journal of Personality Assessment, 46, 529-535. 1.1088 Stringer, P. (1972). Psychological significance in personal and supplied construct systems: A defining experiment. European Journal of Social Psychology, 2, 437-447. An implication was examined of three assumptions of Personal Construct Theory. Personal and supplied construct systems were compared for their capacity to account for 34 subjects' behaviour in an independent sorting task. It was found that either construct system tended to account for a significant amount of the variance in sorting behaviour, but that more was accounted for by personal construct systems. Observations were made on the way in which this phenomenon varied between subjects, sub-tasks and parts of construct systems. The assumptions examined were held to be relevant to social perception and cognitive theories. [FB]. 1.1089 Stringer, P. (1974). A use of repertory grid measures for evaluating map formats. British Journal of Psychology, 65, 23-34. Effects of colour and base on construing urban planning maps are examined in relation to measures of grid structure and content. Four sets of seven redevelopment plans, differing in colour and/or base, were shown to random samples of 50 local women. Individuals construed the plans in a typical repgrid procedure. Differentiation measures, including percent variance of grid elements and principal components, and construct-type frequencies are compared across map sets by analysis of covariance, using biographical variables as covariates. Some effects of colour on plan construing are demonstrated, though for base the evidence is equivocal. Information available in the grid structure measures is illustrated further. 1.1090 Stringer, P. (1975). The myths of architectural creativity. Architectural Design, (October). 1.1091 Stringer, P., & Terry, P. (1978). Objective constructs and cognitive structure. British Journal of Medical Psychology, 51, 325-333. Some relations between objective content and concrete structure in cognitive systems are examined in repertory grids completed by 58 individuals. Predictions that systems with objective content would show less discrimination, differentiation and integration were unconfirmed, results tending in the opposite direction to that hypothesized. There was a similar outcome for six measures of cognitive style as dependent variables. It is suggested that objective-subjective constructs and their concrete-abstract use should be further investigated with the expectation of finding more complex relations in individuals' cognitive systems.

1. JOURNAL ARTICLES

1.1092 Sypher, B. D., & Zorn, T. E. J. (1988). Individual differences and construct system content in descriptions of liked and disliked co-workers. International Journal of Personal Construct Psychology, 1, 37-51. This study examined the construct system content of both liked and disliked co-workers in terms of high and low levels of cognitive differentiation, level in the organization, and upward mobility. Findings revealed a fairly stable impression of "liked" co-workers, who were most often described as persons with integrity who were also considerate and personable. Employees in higher levels of the organization and the more upwardly mobile also included "influence" in their descriptions of liked co-workers with a significantly greater relative frequency than did their lower-level and less mobile counterparts. Impressions of "disliked" co-workers were found to be less tightly organized. Lack of integrity was listed most often in descriptions of disliked co-workers followed by self-centered and insecure. Gender accounted for little difference in the tightly organized descriptions of liked co-workers but had more of an impact on the disliked impressions. Males disliked a lack of integrity more often, and females more often disliked self-centered co-workers. 1.1093 Sypher, H. E., Nightingale, J. P., Vielhaber, M. E., & Sypher, B. D. (1981). The interpersonal constructs of machiavellians: A reconsideration. British Journal of Social Psychology, 20, 219-220. 1.1094 Tajfel, H. (1957). Value and the perceptual judgment of magnitude. Psychological Review, 64, 192-204. 1.1095 Tajfel, H., & Wilkes, A. L. (1964). Salience of attributes and commitment to extreme judgments in the perception of people. British Journal of Social and Clinical Psychology, 3, 40-49. 1.1096 Takens, R. J. (1989). La Teoria de los Constructos Personales (PCP) y la Terapia Centrada en el Cliente (TCC): Dos Caras de Una Misma Moneda. Revista de Psiquiatria y Psicologia Humanista, 26, 40-51. 1.1097 Taylor, D. S. (1990). Making the most of your matrices: Hermeneutics, statistics, and the repertory grid. International Journal of Personal Construct Psychology, 3, 105-119. Statistical analysis can tell us what is worth taking seriously but cannot impute meaning to data. Statistical analysis can be understood as the hermeneutics of numbers and part of a general hermeneutic exercise. This article discusses the antecedent requirements for insight and emergence of structure in the interpretative process and how these can facilitate understanding of the repertory grid. It is argued that repertory grid tecnique can be understood as a dialogue between the investigator, the informant, and the data, a position that questions conventional notions of validity. 1.1098 Taylor, F. G., & Marshall, W. L. (1977). Experimental analysis of a cognitive-behavioral therapy for depression. Cognitive Therapy and Research, 1, 59-72. Cognitive therapy based on the proposals of Beck (1963) and Ellis (1970), and on Bandura (1971) and Marston (1964), was compared both with a behavioral approach derived from Ferster (1965), Lazarus (1968), and Lewinsohn (1974) and with a treatment that combined these two strategies.Twenty-eight mild to moderately depressed subjects were randomly allocated to one of the three groups or a no- treatment waiting list control group. The results indicated that the three treatment groups improved significantly more than waiting list controls on all measures, and there were no differences between the cognitive therapy alone and the behavioral intervention alone on any measure. However, the combined group was more effective than the average of either of its components alone in reducing depression as measured by Beck's Depression Inventory and Dempsey's (1964) D-30 Scale, and these results were replicated with the data derived from a self-esteem and a self-acceptance variant of Kelly's (1955) Repertory Grid. Similar, but nonsignificant, trends were observed on Aitken's (1969) Visual Analogue Scale (a subjective evaluation of depressed mood), on the Multiple Affect Adjective Checklist, and on Eysenck's Personality Inventory. 1.1099 Teichman, M. (1971). Antithetical apperception of family members by neurotics. Journal of Individual Psychology, 27, 73-75. 1.1100 Tetlock, P. E., & Suedfeld, P. (1976). Inducing belief without a persuasive message. Canadian Journal of Behavioral Science, 8, 324-333. 1.1101 Thomas, L. F., & Harri-Augstein, E. S. (1979). Learning conversations: A person-centred approach to self- organised learning. CSHL British Journal of Guidance and Counselling, 7(1), 80-91. 1.1102 Thompson, G. G. (1968). George Alexander Kelly (1905-1967). Journal of General Psychology, 79, 19-24. 1.1103 Thomson, W. M., Brook, R. J., & Brook, J. A. (1993). Exploring similarities and differences among dental operators. British Journal of Community Dental Health. 1.1104 Thunedborg, K., Allerup, P., Bech, P., & Joyce, C. R. B. (1993). Development of the repertory grid for measurement of individual quality of life in clinical trials. International Journal of Methods in Psychiatric Research, 3, 45-56. 1.1105 Tobacyk, J. (1983). Death threat, death concerns, and paranormal belief. Death Education, 7, 115-124. Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 29-38). Washington: Hemisphere, 1984. Relationships among death threat, death concerns, and paranormal beliefs were investigated in a personal construct theory framework. First, the Threat Index measure of death threat and the Paranormal Belief Scale, which provides a measure of degree of belief in each of seven paranormal dimensions, were administered to 78 college students. As hypothesized, one paranormal belief dimension (traditional

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

religious belief) was significantly associated with decreased death threat. In addition, the Death Concern Scale measure of conscious concerns about death and the Paranormal Scale were administered to 73 college students. As hypothesized, significant positive correlations were obtained between six of the seven paranormal belief dimensions (all except for traditional religious beliefs) and Death Concern Scale scores. Thus, greater beliefs in these six paranormal dimensions were associated with greater death concerns. Findings are discussed in terms of the notion that paranormal beliefs may play a role in reducing fear and threat of death. Further, results indicate that death threat and death concerns are separate death orientation constructs. 1.1106 Tobacyk, J., & Eckstein, D. (1980). Death threat and death concerns in the college student. Omega, 11, 139- 155. 1.1107 Todd, F. J., & Rappoport, L. (1964). A cognitive structure approach to person perception: A comparison of two models. Journal of Abnormal and Social Psychology, 68, 469-478. 1.1108 Tonnes, B. D., & Carr, J. E. (1973). Differentiation matching versus level of differentiation in students' judgments of teacher effectiveness. Journal of Applied Psychology, 3, 73-83. 1.1109 Trapp, E. P. (1959). Threat and direction of aggression. Journal of Clinical Psychology, 15, 308-310. 1.1110 Triandis, H. C. (1959). Cognitive similarity and interpersonal communication in industry. Journal of Applied Psychology, 43, 321-326. 1.1111 Triandis, H. C. (1960). Cognitive similarity and communication in a dyad. Human Relations, 13, 175-183. 1.1112 Tripodi, T. (1967). Cognitive complexity and the perception of conflict: A partial replication. Perceptual and Motor Skills, 25, 543-544. 1.1113 Tripodi, T., & Bieri, J. (1963). Cognitive complexity as a function of own and provided constructs. Psychological Reports, 13, 26. 1.1114 Tripodi, T., & Bieri, J. (1964). Information transmission in clinical judgments as a function of stimulus dimensionality and cognitive complexity. Journal of Personality, 32, 119-137. 1.1115 Tschudi, F., & Sandsberg, S. (1984). On the advantages of symptoms: Exploring the client's construing. Scandinavian Journal of Psychology, 25, 69-77. 1.1116 Tschuschke, V., Catina, A., Beckh, T., & Salvini, D. (1992). Wirkfaktoren in stationärer analytischer Gruppentherapie. Psychotherapie, Psychosomatik, Medizinische Psychologie, 42, 91-101. 1.1117 Tully, J. B. (1976). Personal construct theory and psychological changes related to social work practice. British Journal of Social Work, 6, 481-499. 1.1118 Tunnell, G. Self role and cognitive schemata: Person perception in feminine and androgynous women. Journal of Personality and Social Psychology, 1.1119 Turnbull, M. J., & Norris, H. (1982). Effects of Transcendental Meditation on self-identity indices and personality. British Journal of Psychology, 73, 57-68. Transcendental Meditation (TM) is an increasingly popular mental technique producing relaxation. To assess specific personal effects, a role construct repertory grid and an Eysenck Personality Questionnaire (EPQ) were completed by subjects, once before and twice after starting the regular practice of TM. Comparison subjects did not learn TM and were assessed in the same ways at the same times. Initially the two groups differed only in that meditation subjects tended to judge other people to be more unlike their ideal selves than did comparison subjects. This difference was maintained. With meditation subjects the grid results showed a systematic pattern of significant changes over the three tests. These indicate that meditators came to perceive their actual-selves as being increasingly similar to their ideal- and social-selves and that they developed a more strongly defined concept of their actual-selves. The strength of definition of self concepts was indicated by the newly defined 'Self Defining Polarization' (SDP). EPQ results showed increased extraversion in meditators. Comparison subjects did not show consistent or significant changes between tests on any measure. Subjects practising Transcendental Meditation appear to have experienced consistent and definable changes of a generally beneficial nature. The value of TM as a therapeutic tool is thereby suggested. 1.1120 Turner, R., & Tripodi, T. (1968). Cognitive complexity as a function of type of stimulus objects judged and affective stimulus value. Journal of Consulting and Clinical Psychology, 32, 182-185. 1.1121 Tyler, F. B., & Simmons, W. L. (1964). Patients' conceptions of their therapists. Journal of Clinical Psychology, 20, 112-133. This study used a role construct repertory test to show that mental hospital patients see psychologists, nurses and activity therapists as "persons" and social workers and physicians on the basis of their "task". [FB]. 1.1122 Tyler, L. (1981). More stately mansions: Psychology extends its boundaries. Annual Review of Psychology, 32, 1-20.

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1.1123 Vacc, N. A. (1974). Cognitive complexity in resident assistants and their accuracy in predicting student academic performance. Journal of Coll. Stud. Placem., 15, 194-197. 1.1124 Vacc, N. A., Loesch, L. C., & Burt, M. A. (1980). Further development of the adapted modified role repertory test. Measurement and Evaluation in Guidance, 12, 216-222. 1.1125 Van den Bergh, O., De Boeck, P., & Claeys, W. (1981). Research findings on the nature of constructs in schizophrenics. British Journal of Clinical Psychology, 20, 123-130. Using a personal construct theory approach, Radley (1974) proposes a theoretical view about the nature and genesis of schizophrenic thought disorder. In this study, we replicate some results of previous studies on which Radley relies and we test some implications of his view. A test, consisting of the four possible combinations of elicited and supplied constructs and elicited and supplied elements was administered on a group of schizophrenics, part of them being thought disordered (TD), part of them being not thought disordered (NTD) at the moment of testing and on a matched group of normals. An additional test was administered in order to obtain a maldistribution score. Our findings confirm most of the characteristics of the TD and NTD phase in schizophrenics, as proposed by Radley and they suggest some additions to that view. Moreover, they call for some changes in the scoring system of the Grid Test for Schizophrenic Thought Disorder (Bannister & Fransella, 1967) by using the Element Consistency, Social Agreement and Maldistribution scores and Intensity and Differentiation scores of only the retest. 1.1126 van der Pligt, J., & van Dijk, J. A. (1979). Polarization of judgment and preference for judgmental labels. European Journal of Social Psychology, 9, 233-242. 1.1127 van Rossum, G. (1975). Effect-evaluatie in de casuistiek met de repertory grid techniek. De Psycholoog, 10, 490-501. 1.1128 Vannoy, J. S. (1965). Generality of cognitive complexity-simplicity as a personality construct. Journal of Personality and Social Psychology, 2, 385-396. 1.1129 Varble, D. L., & Landfield, A. W. (1969). Validity of the self-ideal discrepancy as a criterion measure for success in psychotherapy: A replication. Journal of Counseling Psychology, 16, 150-156. Using Kelly's Role Construct Repertory Test to measure changes in the self-ideal discrepancy, the results essentially replicated those reported by Butler and Haigh. That is, the self-ideal (S-I) discrepancy of the college clients decreased significantly from pretherapy to posttherapy testing. This decrease was not evident in the normal control group. Among the clients, an unimproved group had significantly larger S-I discrepancies than an improved group on pre- and posttherapy measures but the two groups could not be differentiated on change scores. Kelly's contention that peripheral constructs change more easily than core constructs was tentatively supported. The study adds some weight to the assumption that the S-I discrepancy is a valid measure of adjustment but criterion problems of self-report measures were recognized. 1.1130 Vasco, A. B. (1994). Correlates of constructivism among Portuguese therapists. Journal of Constructivist Psychology, 7, 1-16. Therapist members of the seven most representative Portuguese therapeutic associations and some independent therapists (N = 161) were surveyed regarding (a) demographic characteristics, (b) theoretical perspectives, (c) satisfaction with training and career, (d) worldviews, (e) epistemological profiles, and (f) optimal psychotherapeutic practices. On the basis of the therapists' scores on organicism, metaphorism, rationalism, and empiricism, a constructivism index was derived. Data are reported on the most salient correlates of this factor, especially optimal therapeutic practices. 1.1131 Vaughn, C. M., & Pfenninger, D. T. (1994). Kelly and the concept of developmental stages. Journal of Constructivist Psychology, 7, 177-190. Although personal construct theory (PCT; Kelly, 1955) shares with developmental-stages theories an emphasis on process and qualitative change, the concept of developmental stages is incompatible with PCT in several ways. Building on biological analogies of maturation and evolution, developmental-stage theories posit an inevitability of content or structure in the occurence of stages and a directionality of the developmental process toward extraspective (as opposed to introspective) definitions of psychological maturity. PCT, in contrast, lacks these features of inevitability and directionality. Kelly intended an introspective view of development based on personal choice, conceived in psychological rather than biological terms. Implications of the Choice, Fragmentation, Commonality, Dichotomy, Modulation, and Experience Corollaries for the concept of stages are discussed. Kelly's PCT is compared with the theories of Piaget, Kegan, and Erikson to illustrate these points. 1.1132 Villegas, M., & Feixas, G. (1989). A conceptual framework for personal construct psychology. Revista de Psiquiatria y Psicologia Humanista, 26, 5-17. 1.1133 Villegas, M., Feixas, G., & López, N. (1986). Phenomenological analysis of autobiographical texts: A design based on personal construct psychology. Phenomenological Inquiry, 10, 43-59. 1.1134 Viney, L. L. (1981). Experimenting with experience: A psychotherapeutic case study. Psychotherapy: Theory, Research and Practice, 18, 271-286. 1.1135 Viney, L. L. (1983). Concerns about death among severely ill people. Death Education, 7, 229-243.

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Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 143-157). Washington: Hemisphere, 1984. Personal construct psychology was used to generate a set of questions about concerns about death among severely in people. Answers to these questions were provided by content analyses of the responses of a large group of ill people to an open-ended question about their current experiences. Comparison of their responses with those of a similar group of well people indicated that they expressed more concerns about death. More death-related concerns were reported by those ill people who were facing surgery rather than those who were not, those whose illnesses were acute rather than chronic, and those who were interviewed while in the hospital rather than at home. Gender, age, marital status, and educational attainment were all considered predictors of death-related concerns; but none was found to be significant, nor were concerns about death observed to vary according to illness type. The psychological states found to accompany greater death-related concerns among ill people proved to represent both the adaptive and the dislocative processes of mourning. People who were not ill, but who had greater death-related concerns than other well people, on contrast, showed signs only of the more dislocative processes. Some of the implications of these findings for thanatological counseling of severely ill people are discussed. 1.1136 Viney, L. L. (1983). The assessment of psychological states through content analysis of verbal communications. Psychological Bulletin, 94, 542-563. 1.1137 Viney, L. L. (1988). Which data-collection methods are appropriate for a constructivist psychology? International Journal of Personal Construct Psychology, 1, 191-203. The implications of some assumptions of personal construct psychology for research methodology are considered here. When four available models of data collection are examined, one proves to be the most appropriate for constructivists. The sequential stages of this model are identified, and the extent to which current data-collection methods include these stages is discussed. These constructivist assumptions also have implications for the criteria by which these methods are evaluated. 1.1138 Viney, L. L. (1990). Psychotherapy as shared reconstruction. International Journal of Personal Construct Psychology, 3, 437-456. When psychotherapy is viewed as shared reconstruction, there are implications for both clients and therapists. My clients become sources of expectations, myths, thought, and feelings about themselves and their therapists. I, as therapist, become a source of intentions and reflections, with capacities for self-awareness and abilities to construe my clients and their constructs, languages, and metaphors. Both participants in psychotherapy can then be seen as involved in reconstruction through the sharing and rebuilding of narratives. It is the life stories of clients that are likely to be more changed in therapy, but my life stories and my stories about the therapeutic process are also open to change. 1.1139 Viney, L. L. (1992). Social science research in the 1990s: The contribution of constructivism. International Journal of Personal Construct Psychology, 5, 295-305. Social science research in this decade has not made the progress we expected of it. Our findings still diverge, generalization from these findings remains restricted, and the many questions vital to achieving a better society continue to be unanswered. In the next decade, social science research may be able to benefit from constructivism. In this article I explore some of the constructivist assumptions about people. These include their subjectivity and purpose, the central role of meaning for them, and how that meaning can be both unique and shared. I also examine some constructivist assumptions about social science. These assumptions enable us as social scientists to understand better the constructivistic nature of ourselves as researchers, our research partecipants, and our research interactions. These assumptions also have implications for the types of data collection methods we choose to use, as well as for data analysis. An example of each is provided. The application of these assumptions seems likely to result in social science research which continues to be diverse and permits only restricted generalization, but is more relevant to the needs of our society. 1.1140 Viney, L. L., & Bazeley, P. (1977). The affective responses of housewives to community relocation. Journal of Community Psychology, 5, 37-45. 1.1141 Viney, L. L., Benjamin, Y. N., & Preston, C. A. (1988). Constructivist family therapy with the elderly. Journal of Family Therapy, 2, 241-258. 1.1142 Viney, L. L., Benjamin, Y. N., & Preston, C. A. (1989). An evaluation of personal construct therapy for the elderly. British Journal of Medical Psychology, 62, 35-42. 1.1143 Viney, L. L., Benjamin, Y. N., & Preston, C. A. (1989). Mourning and reminiscence: Parallel psychotherapeutic processes for the elderly. International Journal of Aging and Human Development, 28, 239-249. 1.1144 Viney, L. L., Bunn, T. A., & Benjamin, Y. N. (1985). Crisis-intervention counseling: An evaluation of long- and short-term effects. Journal of Counseling Psychology, 32, 29-39. 1.1145 Viney, L. L., Bunn, T. A., & Benjamin, Y. N. (1985). An evaluation of three crisis intervention programmes for general hospital patients. British Journal of Medical Psychology, 58, 75-86. 1.1146 Viney, L. L., Bunn, T. A., & Benjamin, Y. N. (1985). The effect of a hospital-based counseling service on the physical recovery of surgical and medical patients. General Hospital Psychiatry, 7, 294-301. 1.1147 Viney, L. L., Bunn, T. A., & Teoh, H. Y. (1985). Crisis intervention counseling in a general hospital: Development and multi-faceted evaluation of a health service. Australian Studies in Health Care Administration, 5,

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1.1148 Viney, L. L., Henry, R., Walker, B. M., & Crooks, L. (1989). The emotional reactions of HIV antibody positive men. British Journal of Medical Psychology, 62, 153-161. 1.1149 Viney, L. L., & Tych, A. M. (1985). Content analysis scales measuring psychosocial maturity in the elderly. Journal of Personality Assessment, 49, 311-317. 1.1150 Viney, L. L., & Westbrook, M. T. (1976). Cognitive anxiety: A method of content analysis of verbal samples. Journal of Personality Assessment, 40, 140-150. 1.1151 Viney, L. L., & Westbrook, M. T. (1979). Sociality: A content analysis scale for verbalizations. Social Behavior and Personality, 7, 129-137. 1.1152 Viney, L. L., & Westbrook, M. T. (1981). Measuring patients' experienced quality of life: The application of content analysis scales in health care. Community Health Studies, 5, 45-52. 1.1153 Viney, L. L., & Westbrook, M. T. (1982). Psychological reactions to chronic illness: Do they predict rehabilitation? Journal of Applied Rehabilitation Counselling, 13, 38-44. 1.1154 Viney, L. L., & Westbrook, M. T. (1984). Coping with chronic illness: Strategy preferences and associated psychological reactions. Journal of Chronic Diseases, 106, 1-14. 1.1155 Viney, L. L., & Westbrook, M. T. (1986-87). Is there a pattern of psychological reactions to chronic illness which is associated with death? Omega, 17, 169-181. 1.1156 Viney, L. L., Westbrook, M. T., & Preston, C. (1985). The addiction experience as a function of the addict's history. British Journal of Clinical Psychology, 24, 73-82. 1.1157 Vogel, D. (1994). Narrative perspectives in theory and therapy. Journal of Constructivist Psychology, 7, 243- 261. A constructivist analysis of representation in first offered, to provide a basis for a definition of narrative as a form of representation in which events are organized in meaningful sequence. After an explication and comparison of the positions on the use of narrative taken by Efran and Neimeyer, a third, more radical constructivist orientation to narrative in psychology is presented. This orientation is based on the concept of perspective by incongruity, a concept critical to the analysis of conceptual change in many arenas, including psychotherapy. The development of the narrative concept in constructivist psychology can be furthered throught a combination of the disciplined analysis of discrete narratives and a more sweeping narrative perspective that addresses all human mentation. 1.1158 Walker, B. M. (1990). Construing George Kelly's construing of the person-in-relation. International Journal of Personal Construct Psychology, 3, 41-50. This article explores the importance of the person-in-relation for george Kelly. His construing of the importance of other people to the construing individual, as evidenced in an extensive analysis of his writing, was laddered and pyramided to elucidate the nature of the hierarchical links that result. Other people are of importance for the testing of one's construing system and the resulting development of a workable predictive system by which one can more readily approximate reality. People are also important elements to construe. Kelly advocates that this be based on the construing of other's construing, which facilitates the development of role relationships and result in the dispersion of one's dependencies. The superordinate consequence of this is the satisfaction of wants and needs. The resulting hierarchies provide a view of Kelly's theory of the person that differs in emphasis from that usually portrayed, even expressly by Kelly himself. Dependency is seen as more central, and the construing person is viewed as importantly a needing person. Such a view of Kelly's theory has far-reaching implications for clinical practice as well as the relationship of personal construct theory to other theoretical positions. 1.1159 Walker, B. M. (1992). Values and Kelly's theory: Becoming a good scientist. International Journal of Personal Construct Psychology, 5, 259-269. This paper examines the way in which George Kelly viewed values in his writings. His acknowledgement of the integral relationship of values and psychological theory and research is considered. The ways in which Kelly viewed adjustment and psychological well-being are discussed in terms of an analysis of the meaning of Kelly's central metaphor of the scientist. I suggest that this metaphor may more profitably be considered a proscription, rather than a description, of human nature. 1.1160 Walker, B. M., Ramsey, F. L., & Bell, R. C. (1988). Dispersed and undispersed dependency. International Journal of Personal Construct Psychology, 1, 63-80. This study was aimed at developing a measure of Kelly's concept of dispersion of dependency and providing evidence for its usefulness in differentiating degree of dispersion of dependency. Smith and Grassle's (1977) adaptation of Hurlbert's diversity index, a measure used by biologists to differentiate degrees of species diversity, was applied to dependency grids, specifically "being helped" grids. The diversity index was shown to be both useful in differentiating prototypes of relatively dispersed and undispersed grids and robust. Furthermore, evidence was provided for its predictive validity using predictions made by Kelly concerning dependency construing associated with differences in dispersion of dependency. Greater dispersion of dependency was related to making more discriminations about dependencies, and undispersed dependency was related to relatively impermeable and preemptive construing. Thus the measure was shown to be satisfactory for identifying dispersion of dependency, such that, used in this context, it could be aptly renamed the dispersion of dependency index.

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

1.1161 Wallach, M. A. (1958). On psychological similarity. Psychological Review, 65, 103-115. 1.1162 Walley, A. C., & Nicholls, A. (1989). Cognition and perception: Women and psychology; Social and personality. Canadian Psychology, 30, 248. 1.1163 Walton, E. J. (1982). The internal consistency of measures of cognitive structure. Canadian Journal of Behavioral Science, 14, 232-247. 1.1164 Walton, H. J., & McPherson, F. M. (1968). Phenomena in a closed psychotherapeutic group. British Journal of Medical Psychology, 41, 61-72. 1.1165 Ward, W. D., & Day, C. R. (1969). Perceived similarity to parents as related to perceived similarity to other adults. Perceptual and Motor Skills, 29, 739-742. 1.1166 Warr, P. B., & Coffman, T. L. (1970). Personality, involvement and extremity of judgement. British Journal of Social and Clinical Psychology, 9, 108-121. It is widely believed that persons with certain personality characteristics (e.g. authoritarianism, dogmatism, cognitive simplicity) have a general tendency to make extreme judgements on rating scales and sorting tasks. This belief rests upon two assumptions: that extreme responding is an individually consistent characteristic across tasks, and that such a characteristic is in fact associated with the personality traits. These assumptions are examined in four separate investigations. The generality of extreme responding is adequately demonstrated, but no general relationship with personality is found. A model is developed which introduces 'involvement' as a mediating explanatory variable. In this context involvement is defined as a compound of construct relevance and stimulus importance. The model is borne out by a further empirical test, showing that personality and extreme responding are in fact linked when involvement is sufficiently high. 1.1167 Warren, N. (1964). Social class and construct systems: Examination of the cognitive structure of two social class groups. Bulletin of the British Psychological Society, 17(55), 8A. Also in British Journal of Social and Clinical Psychology, 1966, 4, 254-263. The study successfully uses a modification of Kelly's grid technique (measuring Intensity) to test the theory that differences in linguistic coding are associated with social class groupings. [FB] 1.1168 Warren, W. G. (1982). Personal construction of death and death education. Death Education, 6, 17-28. 1.1169 Warren, W. G. (1983). Personal construct psychology: Broadening death research and death education. Death Education, 7, 267-280. Reprinted in F. R. Epting, R. A. Neimeyer (Eds.), Personal meanings of death: Applications of personal construct theory to clinical practice (pp. 181-194). Washington: Hemisphere, 1984. This paper is concerned with some theoretical aspects of death education and how these are illuminated and accommodated by the perspective of personal construct psychology. As death education emerged essentially from a psychological interest in death, rather than, say, a philosophical, sociological, or, indeed, educational interest, matters long under discussion by philosophers and theorists of education have generally been passed over. Equally, matters that have been subjected to significant criticism in philosophy of education emerge in positive terms, or terms of "advocacy," in the death education literature. For example, there is little concern for the nature of education or for what concept of education is embedded in the very expression "death education"; and there are papers calling for a "taxonomic approach" or for a statement of "behavioral objectives" in the face of some significant criticisms of these notions. It is therefore of value to consider a number of theoretical aspects and this paper addresses four: the nature of education, the "type" of psychology that informs death education, alternative theoretical models, and the manner in which personal construct psychology provides a more useful and perhaps timely perspective. 1.1170 Warren, W. G. (1989). Personal construct theory and general trends in contemporary philosophy. International Journal of Personal Construct Psychology, 2, 287-300. This paper is a modest attempt to chart something of the broad trends in contemporary philosophy (the philosophy of the last half century) - trends against which personal construct theory might be aligned, evaluated, or simply reflected upon. These trends themselves emerge from a complex scene in philosophical effort. This scene is marked by increasing specilization, the appearance of new, sometimes interdisciplinary approaches (e.g., bioethics), and the emergence of new sociohistorical and technical phenomena that give rise to new problems. The material that follows is in three parts. The first presents some general observations concerning philosophy and the broadest outline of its development. The second considers the nature of personal construct theory in terms of its own constructivist philosophy, and in relation to other historical philosophical systems, paricularly phenomenology. The third pIJPCP relates personal construct theory to the outline in the first pIJPCP and attempts some conclusions. In general, I will suggest that as concern with process or praxis moves further toward center stage in philosophy, personal construct theory comes more and more into prominence and its philosophical integrity becomes more obvious. 1.1171 Warren, W. G. (1990). Is personal construct psychology a cognitive psychology? International Journal of Personal Construct Psychology, 3, 393-414. This article discusses the general question of the relation of personal construct theory and cognitive psychology. The approach is to review George Kelly's position, to raise a number of difficulties for the idea that cognition or cognitive processes can be clearly delineated, and to sketch at least the direction of a response to the question of how it might be characterized if it is not a cognitive theory.

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1.1172 Warren, W. G. (1990). Psychoanalysis and personal construct theory: An exploration. The Journal of Psychology, 124, 449-463. The similarities between two broadscale theoretical positions in psychology are discussed. Psychoanalysis is considered in terms of the new interpretation offered in the French rereading of Freud, and this reinterpretation is shown to be particularly relevant to the alignment of psychoanalysis with an already not too significantly different personal construct psychology. 1.1173 Warren, W. G. (1990). Personal construct theory as the ground for a rapproachment between psychology and philosophy in education. Educational Philosophy and Theory, 22, 31-39. 1.1174 Warren, W. G. (1990). Personal construct theory and the Aristotelian and Galileian modes of thought. International Journal of Personal Construct Psychology, 3, 263-280. This article outlines a distinction between Aristotelian and Galileian modes of thought as they might be observed in psychology. In turn, personal construct theory is considered for its alignment with the Galileian mode of thought, and its alignment is suggested to be a valuable buttress against criticism of psychology for its manner of regarding and treating the person. This stance toward the person stems significantly from a tenacious positivist-empiricist perspective that aligns generally with the Aristotelian mode of thought. Present efforts at self-reflection apparent within psychology might be assisted by reviewing the distinction and by the discussion of personal construct theory as one Galileian mode in the discipline. 1.1175 Warren, W. G. (1991). Rising up from down under: A response to Adams-Webber on cognitive psychology and personal construct theory. International Journal of Personal Construct Psychology, 4, 43-49. This article is a response to Adams-Webber's (1990) critique of my discussion of the relation between personal construct theory and cognitive psychology (Warren, 1990). Several points of specific disagreement are raised in an effort to clarify my own position. Furthermore, this clarification highlights the need for "integrationist" perspectives to clearly and directly address the problems, as well as the prospects, of relating personal construct theory to other perspectives in psychology. 1.1176 Warren, W. G. (1992). Personal construct theory and mental health. International Journal of Personal Construct Psychology, 5, 223-237. Although it has been an illusive and controversial concept, mental health is likely to continue to have currency in the presently high-profile debates on health and health education. In this article, I consider the manner in which personal construct theory deals with the concept of mental health. I suggest that an augmentation of the mode of construing called perspectivism provides a sound and workable idea of mental health. That augmentation is provided from the study of mentalities, in particular the idea of egalitarian mentality. 1.1177 Watson, J. P. (1970). A repertory grid method of studying groups. British Journal of Psychiatry, 117, 309-318. A modified repertory grid method of studying groups is dcscribed. It is suggested that the technique can provide information about interpersonal relationships in groups, psychological features of individual group members, and changes occurring in persons having group therapy. Some results obtained in one group are used to examine the interpersonal relationships in the group at one moment in time. 1.1178 Watson, J. P. (1970). A measure of therapist-patient understanding. British Journal of Psychiatry, 117, 319- 321. The degree of understanding, and the dimensions of misunderstanding, between a doctor and a patient have been examined during an eight month period, using a repertory grid method. The patient completed an identical grid on four occasions, and on each occasion the doctor supplied a grid of guesses of the patient's ratings. The changes occurring in the patient during the experimental period are briefly discussed. 1.1179 Watson, J. P. (1970). The relationship between a self-mutilating patient and her doctor. Psychotherapy and Psychosomatics, 18, 67-73. 1.1180 Watson, J. P. (1972). Possible measures of change during group psychotherapy. British Journal of Medical Psychology, 45, 71-77. A modified repertory grid technique was used in a preliminary study of changes occurring during group psychotherapy. The results show that measurable changes take place during treatment and are usually greater among patients than therapists. [FB]. 1.1181 Watson, J. P. (1985). Reply to Bryant. Journal of Family Therapy, 7, 259-260. 1.1182 Watson, W. E., Doster, J., & Michaelsen, L. K. (1990). Individual and group meaning: Exploring the reciprocal relation. International Journal of Personal Construct Psychology, 3, 231-248. Group construct systems were defined through application of a group construct grid that elicited types of groups in which an individual had partecipated or closely observed. The Group Grid was administered at the beginning and the end of a 4-month graduate class. The meanings of groups to partecipants were interpreted by examining changes in Group Grid over time and in relation to high and low levels of group performance. The meaning of individuals to the group was assessed by peer evaluations given at the end of the project. High and low levels of peer evaluation where then predicted by an individual's Group Grid measures. The most consistent findings were that greater variation in application regarding types of groups and characteristics about groups showed strong associations with both high levels of group performance and high levels of peer evaluation. Suggestions are given for future research. 1.1183 Watson, W. E., Ponthieu, L., & Doster, J. (1995). Business owner-managers' descriptions of entrepreneurship: A content analysis. Journal of Constructivist Psychology, 8, 33-51.

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Entrepreneurship is one of the most researched topics in business research. Findings have been mixed regarding the traits of entrepreneurs, and interest has grown in examining the behavioral aspects and business operations elements necessary for effective entrepreneurship, branching out from the focus of personality traits that has dominated the literature. We explored the area of entrepreneurship with the goal of developing a useful framework for viewing this domain. Content analysis was used to build the framework from business owner-managers' observations of entrepreneurial effectiveness. The construct categories and the overall dimensions and their relationships to entrepreneurship are reported. The result is the beginning of a process to describe an entrepreneurship system. Suggestions for future research and the continuation of entreprenuership model development are offered. 1.1184 Watts, F. N., & Sharrock, R. (1985). Relationships between spider constructs in phobics. British Journal of Medical Psychology, 58, 149-154. An index of tight construing was derived from a Kelly grid in which the elements were spiders. This index, the coefficient of concordance, corresponds to the average correlation between constructs. Concordance was significantly higher in spider phobics than controls, in line with the hypothesis that emotional disorders are associated with higher correlations between symptom-related constructs (i.e. 'tight' construing). Desensitization, though it reduced phobic anxiety, had no effect on concordance. 1.1185 Weeks, D. J. (1985). Conceptual structure in hypochondriasis, arthritis and neurosis. British Journal of Clinical Psychology, 24, 125-126. 1.1186 Weigel, R. G., Weigel, V. M., & Richardson, F. C. (1973). Congruence of spouses' personal constructs and reported marital success: Pitfalls in instrumentation. Psychological Reports, 33, 212-214. 1.1187 Weigel, V. M., & Weigel, R. G. (1969). Effect of item meaningfulness on a self/ideal self measure. Psychological Reports, 25, 412-414. 1.1188 Weinreich, P., Doherty, J., & Harris, P. (1985). Empirical assessment of identity in anorexia and bulimia nervosa. Journal of Psychiatric Research, 19, 297-302. 1.1189 Weinstein, M., & Frankel, M. (1974). Ecological and psychological approaches to community psychology. American Journal of Community Psychology, 2, 43-52. 1.1190 Westbrook, M. T. (1976). Positive affect: A method of content analysis for verbal samples. Journal of Consulting and Clinical Psychology, 44, 715-719. 1.1191 Westbrook, M. T., & Viney, L. L. (1977). The application of content analysis scales to life stress research. Australian Psychologist, 12, 157-166. 1.1192 Westbrook, M. T., & Viney, L. L. (1980). Measuring people's perceptions of themselves as origins and pawns. Journal of Personality Assessment, 44, 157-166. 1193. White, C. J. M. (1977). Cognitive complexity and completion of social structure. Social and Behavioural Perspectives, 5, 305-. 1.1193 White, C. J. M. (1977). Cognitive complexity and completion of social structure. Social and Behavioural Perspectives, 5, 305. 1.1194 Whitehead, C. (1991). A general theory of psychological literary criticism. Constructive Criticism: A Journal of Construct Psychology and the Arts, 1(1), 1-6. Literary critics have traditionally performed psychological literary criticism by championing one particular psychological theory and applying it to all works of all authors. The most widely recognized, indeed the almost exclusively accepted, personality theory used in psychologlcal literary criticism has been Freudian and neo-Freudian psychoanalysis. As Freud (1956) himself did, critics have sometimes matched psychoanalytic thought to works and authors with which it is compatible, but more often they have ruthlessly superimposed psychoanalytic ideas on works that yield little but cliches to such an imposition. I propose that the more appropriate way to pursue psychological literary criticism would be to understand an author's implicit, informal personality theory, match it to the explicit formal theory with which it is most congruent, and then use that personality theory systematically as a lens through which to view the author's work. 1.1195 Whitehead, C. (1991). About construct psychology. Constructive Criticism: A Journal of Construct Psychology and the Arts, 1(1), 7-15. When George Kelly' s The Psychology of Personal Constructs was published by W. W. Norton in 1955 there were twenty or more personality theories already in existence. Beginning with Freud's psychoanalytic theory, the assortment included the theories of Jung, Adler, Murray, Allport, and various organismic, factor, and stimulus-response theories, as well as the third force positions of Rogers and Maslow. These theories presented graduate students in psychology a bewildering array of possibilities for trying to understand human behavior. Indeed the array was so daunting that most of those who were interested in the use of psychological theories in literary and art criticism chose to limit themselves to an acquaintanceship with the ideas of Freud and Jung. 1.1196 Whitehead, C. (1991). A construct view of Oedipus and Oedipus Rex. Constructive Criticism: A Journal of Construct Psychology and the Arts, 1(1), 17-31. Psychoanalytic theorists have used the story of Oedipus, as told in the Oedipus legend and in Sophocles' play Oedipus Rex, as a cornerstone of their theory and have almost seemed to own the unhappy king, but the traditional pyschoanalytic view of Oedipus will, I

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believe, seem limited and impoverished when contrasted with the view of both the play and the myth which can be developed through construct theory. 1.1197 Whitehead, C. (1991). Construing Hamlet. Constructive Criticism: A Journal of Construct Psychology and the Arts, 1(1), 33-100. Before we begin to construe Hamlet through Kellyan construct theory, and consider how a production of the play based on a Kellyan reading would differ from productions informed by other psychological theories, we need to refresh our memories about the psychoanalytic view of Hamlet which has dominated the field of psychological literary and dramatic criticism for so long, and contrast it with the less well known Adlerian view of the play. 1.1198 Whitehead, C. (1991). Toward a construct view of tragedy and comedy. Constructive Criticism: A Journal of Construct Psychology and the Art, 1(2), 119-127. 1.1199 Whitehead, C. (1991). Construct, image, and prediction: A view of Hardy's Jude the Obscure through George Kelly's Psychology of Personal Constructs. Constructive Criticism: A Journal of Construct Psychology and the Arts, 1(2), 129-149. If someone were to ask me to choose one novel which illustrates most clearly George Kelly's theory of personal constructs, I could do no better, I think, than select Thomas Hardy's Jude the Obscure. Just as Freud found in Wilhelm Jensen's Gradiva an expression in fiction of his theoretical ideas, George Kelly might find in Hardy's novel an articulation of his theory, all the more remarkable in that the first edition of Jude anticipated Kelly's Psychology of Personal Constructs by more than half a century. 1.1200 Whitehead, C. (1991). Macbeth's impulsivity vs. Hamlet's circumspection. Constructive Criticism: A Journal of Construct Psychology and the Arts, 1(2), 155-165. A construct theorist who reads or sees Macbeth and Hamlet in close succession will very likely see the plays and their respective protagonists related to each other as the two poles of a single construct are related and might speculate that Shakepeare held a construct that could be stated as impulsive vs. circumspective which he applied to human behavior and through which he viewed two of his greatest tragic protagonists and the dramatic situations in which he placed them. 1.1201 Whitehead, C. (1991). Hypotheses concerning evil in King Lear. Constructive Criticism: A Journal of Construct Psychology and the Arts, 1(3), 175-191. Two essays by George Kelly offer an intriguing basis for a re-reading of King Lear: "Epilogue: Don Juan," written in 1960 (Kelly, 1969) and "Sin and Psychotherapy," written in 1962 (Kelly, 1969). 1.1202 Wicker, A. W. (1972). Processes which mediate behavior-environment congruence. Behavioral Science, 17, 265-277. 1.1203 Widom, C. S. (1976). Interpersonal and personal construct systems in psychopaths. Journal of Consulting and Clinical Psychology, 44, 614-623. 1.1204 Wiggins, J. S. (1968). Personality structure. Annual Review of Psychology, 19, 293-350. 1.1205 Wijesinghe, O. B. A., & Wood, R. R. (1976). A repertory grid study of interpersonal perception within a married couples psychotherapy group. British Journal of Medical Psychology, 49, 287-293. Four married couples who bad been in an ongoing out-patient psychotherapy group for a year were studied by using a repertory grid technique . An attempt was made to elucidate the dominant construct patterns within the group. Further, an attempt was made to investigate the extent to which a person was able to 'construe the construction processes' of his/her spouse and to compare this with the therapist's construing of that particular spouse's 'construction processes'.... The multifaceted nature of interpersonal perceptiveness makes it difficult to identify an absolute level of perceptual accuracy. Several aspects of interpersonal perceptiveness have been looked at in this study. Despite the disturbance in the relationships there appears to be reasonably high agreement between husbands and wives on the perception of similarity in their construing processes, as well as in areas of shared perception. The discrimination of emotionality may however present difficulties for spouses, and the therapist is able to predict much more accurately than the spouses on constructs relating to emotional expression . Some possible reasons for these findings and areas of research which follow from the present study are discussed. 1.1206 Wilkins, G., & Epting, F. R. (1971). Cognitive complexity and categorization of stimulus objects being judged. Psychological Reports, 29, 965-966. 1.1207 Wilkins, G., Epting, F. R., & van de Riet, H. (1972). Relationship between repression-sensitization and interpersonal cognitive complexity. Journal of Consulting and Clinical Psychology, 39, 448-450. 1.1208 Wilkinson, D. (1982). The effects of brief psychiatric training on the attitudes of general nursing students to psychiatric patients. Journal of Advanced Nursing, 7, 239-253. 1.1209 Williams, E. (1971). The effect of varying the elements in the Bannister-Fransella Grid Test of Thought Disorder. British Journal of Psychiatry, 119, 207-212. Schizophrenic patients and normals were tested using three variants of the Bannister-Fransella grid test for thought disorder. All three variants had the same constructs, but had either fictitious names and addresses, the normal photos or elicited people as elements. This

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

manipulation had a significant effect on intensity and consistency scores. The methodological and theoretical implications of the results are discussed. 1.1210 Williams, E., & Quirke, C. (1972). Psychological construing in schizophrenics. British Journal of Medical Psychology, 45, 79-84. 1.1211 Williams, T. G., & Sechrest, L. B. (1963). The ascribed usability of personal constructs as a function of their generality. Journal of Psychological Studies, 14, 75-81. 1.1212 Winer, D., & Gati, I. (1986). Cognitive complexity and interest crystallization. Journal of Vocational Behavior, 28, 48-59. 1.1213 Winer, J. L., Cesari, J., Haase, R. F., & Bodden, J. L. (1979). Cognitive complexity and career maturity among college students. Journal of Vocational Behavior, 15, 186-192. 1.1214 Winer, J. L., Warren, G. D., Dailey, K. C., & Hiesberger, J. (1980). Complexity of judgment of occupational titles among Holland types. Vocational Guidance Quarterly, 29, 12-24. 1.1215 Winter, D. A. (1975). Some characteristics of schizophrenics and their parents. British Journal of Social and Clinical Psychology, 14, 279-290. 1.1216 Winter, D. A. (1982). Construct relationships, psychological disorder and therapeutic change. British Journal of Medical Psychology, 55, 257-270. The problem of interpretation of construct relationships of abnormal content is considered in the context of the use of the repertory grid to assess therapeutic outcome in neurotics. With a view to providing a rationale for such interpretation, examples are presented of construct relationships indicative of psychopathology, and of predicted changes in them during therapy. Implications for the planning and evaluation of therapy are discussed, and the importance of exploring the personal meaning of the patient's complaints is emphasized. 1.1217 Winter, D. A. (1983). Logical inconsistency in construct relationships: Conflict or complexity? British Journal of Medical Psychology, 56, 79-88. The study examines repertory grid measures of conflict. Evidence is provided that neurotic disorder is associated with high levels of logical consistency in construct relationships, particularly in those concerning 'symptom constructs', but this is found to be in large part a function of a relationship between neurotic disorder and high intensity of construct relationships. No significant changes in conflict scores are found during psychological therapy, but high conflict scores are associated with clinical allocation to, and improvement in, group psychotherapy and lack of conflict to allocation to, and improvement in, behaviour therapy. 1.1218 Winter, D. A. (1985). Personal styles, constructive alternativism and the provision of a therapeutic service. British Journal of Medical Psychology, 58, 129-136. 1.1219 Winter, D. A. (1985). Group therapy with depressives: A personal construct theory perspective. International Journal of Mental Health, 13, 67-85. 1.1220 Winter, D. A. (1988). Reconstructing an erection and elaborating ejaculation: Personal construct theory perspectives on sex therapy. International Journal of Personal Construct Psychology, 1, 81-99. Personal construct psychotherapy has rarely been applied to sexual disorders. In this paper a constructivistic approach is contrasted with alternative methods of treating such problems on three related dimensions concerning whether it (1) is introspective or extraspective, (2) views the complaint as representing a personal construction or faulty mechanism, or (3) aims toward personal or normative goals. It will be illustrated by reports of the treatment of two men presenting with sexual complaints, and its technical ecleticism will be compared with integrative trends in sex therapy. 1.1221 Winter, D. A. (1989). Group therapy as a means of facilitating reconstruing in depressives. Group Analysis, 22, 39-48. 1.1222 Winter, D. A. (1993). Slot rattling from law enforcement to lawbreaking: A personal construct theory exploration of police stress. International Journal of Personal Construct Psychology, 6, 253-267. Law enforcement is a highly stressful occupation, although the primary stressors involved are different from what might be expected. These stressors, and police officers' responses to them, were examined from the perspective of personal construct theory. The personal construct systems of police officers whose response to stress involved lawbreaking or violence were compared with those of officers referred for psychological assessment for other reasons. The former were found to display tigher construct organization and to use fewer constructs concerned with intensity of feelings. Case examples are presented that illustrate the predicaments of stressed police officers in relation to the content of their construing, and the value of repertory grid technique in the assessment of police officers presenting psychological difficulties is indicated. 1.1223 Winter, D. A., Baker, M., & Goggins, S. (1992). Into the unknown: Transitions in psychiatric services as construed by clients and staff. International Journal of Personal Construct Psychology, 5, 323-340. Mental health policies on resettlement of the long-stay residents of psychiatric hospitals are presenting both the clients and staff of such hospitals with major transitions. In this article, we explore their reactions to these transitions from a personal construct theory perspective

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by considering the possible effects of hospitalization on a client's construct system, the anxiety with which the client may be confronted by the prospect of discharge, and the threat posed by some staff members by the community care policy. research findings presented include evidence that clients are more likely to feel dischargeable, and to be considered dischargeable by the staff, if their constructs applicable to people outside the psychiatric staff are relatively highly organized. Evidence is also presented that staff who oppose the community care policy differentiate less between dischargeable and nondischargeable clients, and between nondischargeable clients and themselves, than do staff who favor the policy. Implications for the methodology of the study of psychiatric inpatients' views are discussed. The extent of commonality in clients', staff members', and others' constructions of resettlement in the community and quality of life is also considered. 1.1224 Winter, D. A., & Gournay, K. (1987). Construction and constriction in agoraphobia. British Journal of Medical Psychology, 60, 233-244. 1.1225 Winter, D. A., Shivakumar, H., Brown, R. J., Roitt, M., Drysdale, W. J., & Jones, S. (1987). Exploration of a crisis intervention service. British Journal of Psychiatry, 151, 232-239. 1.1226 Winter, D. A., & Trippett, C. J. (1977). Serial change in group psychotherapy. British Journal of Medical Psychology, 50, 341-348. 1.1227 Wojciszke, B. (1979). Affective factors in organization of cognitive structures in the context of interpersonal perception. Polish Psychological Bulletin, 10, 3-13. 1.1228 Wolfe, R. (1971). The role of conceptual systems in cognitive functioning at varying levels of age and intelligence. Journal of Personality. 1.1229 Wolff, S., & Barlow, A. (1979). Schizoid personality in childhood: A comparative study of schizoid, autistic and normal children. Journal of Child Psychology and Psychiatry, 20, 29-46. 1.1230 Wood, K., & Robinson, P. J. (1982). Actualization and fear of death: Retesting an existential hypothesis. Essence, 5, 235-243. 1.1231 Woodfield, R. L., & Viney, L. L. (1985). A personal construct approach to bereavement. Omega, 16, 1-13. 1.1232 Woolfson, R. C. (1979). Consensus in construct identification. British Journal of Medical Psychology, 52, 169- 174. 1.1233 Wooster, A. D. (1970). Formation of stable and discrete concepts of personality by normal and mentally retarded boys. Journal of Mental Subnormality, 16, 24-28. Subnormal and normal children were compared to assess their ability to achieve a stable self-concept and the degree to which that self- concept was related to other concepts about people. A significant difference between the groups was expected. It was also predicted that a related difficulty for the subnormal would be revealed by their greater use of groupings of concepts resulting from the inability to perceive differences between concepts. These differences were found and it is suggested that the inability to make fine discriminations in social situations is one source of the social ineptitude of the subnormal. The inability of many subnormals to use their self-concept as a standard in making judgements about others is thought to contribute to this failure to form stable relationships with others. 1.1234 Wooster, A. D. (1972). Harris self-concept content analysis: Concepts of self and others in highly mobile service boys. Educational Research, 1.1235 Worsley, A. (1981). In the eye of the beholder: Social and personal characteristics of teenagers and their impressions of themselves and fat and slim people. British Journal of Medical Psychology, 54, 231-242. 1.1236 Wright, D. M. (1973). Impairment in abstract conceptualization and Bannister and Fransella's Grid Test of Schizophrenic Thought Disorder. Journal of Consulting and Clinical Psychology, 41, 474. The author argues that loose construing as defined in the Bannister-Fransella test (low Intensity and Consistency) is akin to impairment in abstract conceptualisation. Positive correlations between the grid test and the Object Sorting Test (Rapaport) in a psychiatric population supported the argument. [FB]. 1.1237 Wright, K. J. T. (1970). Exploring the uniqueness of common complaints. British Journal of Medical Psychology, 43, 221-232. Meaning is the central focus of this paper. It is regarded as a relational term which necessarily implies the existence of a personal frame of reference. Two contrasting approaches to a person's statements about himself are then discussed. They are distinguished by their attitude to personal meanings. The first ('extraspective') attributes meaning to isolated fragments of personal data from an external theoretical perspective; the second ('introspective') attempts to explore and make explicit the natural context of personal data, locating them within the person's own frame of reference. The relationship of such strategies to current conceptions of scientific method is briefly discussed. Theoretical considerations are illustrated by reference to symptoms and the kinds of meaning they might be deemed to have from the different approaches. Hinkle's 'laddering' technique is described as a method which provides a way of exploring systematically aspects of a person's system of meanings. This is illustrated with examples taken from the investigation of an agoraphobic patient. The way in which the data yielded by the method can be used as a source of inferences about the person is also illustrated. Finally, the ambiguity in

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

speaking of a person's 'frame ot reference' or 'system of meanings' is underlined, and some possible uses and limitations of the kind of method described are discussed. 1.1238 Yager, R. R., Ford, K. M., & Agnew, N. (1992). A formal constructivist model of belief revision. International Journal of Expert Systems: Research and applications, 5(2), 1.1239 Yardley, K. M. (1976). Training in feminine skills in a male transsexual: A pre-operative procedure. British Journal of Medical Psychology, 49, 329-339. 1.1240 Yardley, K. M., & Honess, T. (1978). Social development and educational drama: A reconceptualization Dartington theatre. Pap, 4, 1.1241 Yelich, G., & Salamone, F. J. J. (1994). Constructivist interpretation of attention-deficit hyperactivity disorder. Journal of Constructivist Psychology, 7, 191-212. Despite the increasing frequency of the diagnosis of attention-deficit hyperactivity disorder, a critical review of the literature on the condition suggests difficulties with the assumptions that it can be reliably diagnosed, has neurobiological underpinnings, and is related to individual and contextual factors. These difficulties prompted us to attempt to develop a more adequate, constructivist conceptualization of the condition, with places emphasis on the role of optimal arousal modulation by the child in specific environments. Evidence supporting this model is cited, and the clinical implications of this constructivist reformulation are noted. 1.1242 Yorke, D. M. (1978). Repertory grids in educational research. British Educational Research Journal, 1, 1.1243 Yorke, D. M. (1989). The intolerable wrestle: Words, numbers, and meanings. International Journal of Personal Construct Psychology, 2, 65-76. Repertory grids are used as the basis, and by others as the vehicle, for the trasmission of meanings. This article is based on the premise that meanings are of paramount importance to those working within the framework of personal construct theory and attempts to establish two general propositions: (1) that, despite a considerable measure of content freedom, repertory grids severely constrain respondents; and (2) that it is difficult for meanings to pass through the linguistic constrictions of the grid matrix. Some implications of the argument are subsequently discussed. 1.1244 Yorke, D. M. (1989). In the hall of mirrors, or reflections on "reflections". International Journal of Personal Construct Psychology, 2, 93-101. [A response to Adams-Webber's (1989) response to Yorke's (1989) approach to meaning]. 1.1245 Zaken-Greenberg, F. Z., & Neimeyer, G. J. (1986). The impact of structural family therapy training on conceptual and executive family therapy skills. Family Process, 25, 599-608. 1.1246 Zalot, G., & Adams-Webber, J. R. (1977). Cognitive complexity in the perception of neighbors. Social Behavior and Personality, 5, 281-283. 1.1247 Ziller, R. C., Hagey, J., Smith, M. D., & Long, B. (1969). A self-social construct. Journal of Counseling and Clinical Psychology, 33, 84-95. 1.1248 Ziller, R. C., Megas, J., & De Cencio, D. (1964). Self-social constructs of normals and acute neuropsychiatric patients. Journal of Consulting Psychology, 28, 59-63. 1.1249 Zimring, F. M. (1969). Structure of construct systems and word association latencies. Journal of Experimental Psychology, 79, 353-357. 1.1250 Zimring, F. M. (1971). Cognitive simplicity-complexity: Evidence from disparate processes. Journal of Personality, 39, 1-9. 1.1251 Zorn, T. E., McKinney, M. S., & Moran, M. M. (1993). Structure of interpersonal construct systems: One system or many? International Journal of Personal Construct Psychology, 6, 139-166. We report three studies in which we examined the structure of interpersonal construct systems. We attempted to identify (a) the degreeto which individuals' differentiation in the constructs they used to construe themselves paralleled the differentiation in the constructs they used to construe other and (b) the differences and similarities in the content of constructs used by subjects to construe themselves, liked peers, and disliked peers. In addiction, we compared the content of the liked- and disliked-peer constructs with those used by employees construing co-workers in a previous study. Findings indicated that Ziller, Martell, and Morrison's (1977) checklist measure of self differentiation was weakly correlated in the first sample and uncorrelated in the second sample with Crockett's (1965) Role Category Questionnaire (RCQ), a measure of other differentiation. Differentiation scores from the other and self version of the RCQ were moderately correlated. Content analyses revealed that self constructs were drawn largely from the same pool as those used in describing liked and disliked peers; they were more similar to the liked-peer constructs than the disliked-peer ones, but also drew heavily on the disliked-peer construct pool. Constructs used to describe liked and disliked peers were very similar to those used to describe co-workers but were clearly influenced by context. To account for the findings, we suggest that constructs become meaningful and thus prominent in a particular domain because of their usefulness for the particular construal tasks encountered in that domain.

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2. Books Specifically Devoted to PCP

2.1 Adams-Webber, J. R. (1979). Personal construct theory: Concepts and applications. New York: Wiley.

2.2 Adams-Webber, J. R., & Mancuso, J. C. (Eds.). (1983). Applications of personal construct theory. Toronto: Academic Press. A selection of papers presented at the Fourth International Congress on Personal Construct Psychology, St. Catharines, Canada, 1981.

2.3 Bannister, D. (Ed.). (1970). Perspectives in personal construct theory. London: Academic Press.

2.4 Bannister, D. (Ed.). (1975). Issues and approaches in the psychological therapies. London: Wiley.

2.5 Bannister, D. (Ed.). (1977). New perspectives in personal construct theory. London: Academic Press.

2.6 Bannister, D. (Ed.). (1985). Issues and approaches in personal construct theory. London: Academic Press.

2.7 Bannister, D., & Fransella, F. (1971). Inquiring man: The psychology of personal constructs. Harmondsworth: Penguin Books. 2nd ed. 1980; 3rd ed. London: Croom Helm, 1986. Germ. transl. Der Mensch als Forscher . Münster: Aschendorff, 1981. Ital. transl. by G. Chiari & M. L. Nuzzo, L'uomo ricercatore. Firenze: Psycho di G. Martinelli, 1986.

2.8 Bannister, D., & Mair, J. M. M. (1968). The evaluation of personal constructs. London: Academic Press.

2.9 Beail, N. (Ed.). (1985). Repertory grid technique and personal constructs: Applications in clinical & educational settings. London: Croom Helm.

2.10 Beech, H. R., & Fransella, F. (1968). Research and experiment in stuttering. Oxford: Pergamon Press.

2.11 Bonarius, H. (1980). Persoonlijke Psychologie Inleiding en ontwikkelingen in de Praktijk van Constructen- Psychologie. Deventer: van Loghum Slaterus.

2.12 Bonarius, H., Holland, R., & Rosenberg, S. (Eds.). (1981). Personal construct psychology: Recent advances in theory and practice. New York: St. Martin's Press. A selection of papers presented at the Third International Congress on Personal Construct Psychology, Breukelen, Holland, 1979.

2.13 Bonarius, J. C. J. (1971). Personal construct psychology and extreme response style. Swets and Zeitlinger.

2.14 Burr, V., & Butt, T. (1992). An invitation to personal construct psychology. London: Whurr.

2.15 Button, E. J. (Ed.). (1985). Personal construct theory & mental health: Theory, research and practice. London: Croom Helm.

2.16 Cherubini, G., & Zambelli, F. (1987). La psicologia dei costrutti personali. Prospettive di ricerca in ambito educativo [Personal construct psychology: Perspectives of research in the educational field]. Bologna: Pàtron.

2.17 Chiari, G. (1990). References in personal construct psychology & psychotherapy. Roma: Centro di Psicologia e Psicoterapia Costruttivista.

2.18 Chiari, G., & Nuzzo, M. L. (a cura di). (1984). Crescita e cambiamento della conoscenza individuale [Growth and change of individual knowledge]. Milano: Angeli.

2.19 Dalton, P., & Dunnett, G. (1992). A psychology for living: Personal construct theory for professionals and clients. London: Wiley. Already published by Dunton, London, 1990. PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

2.20 Duck, S. W. (1973). Personal relationships and personal constructs: A study of friendship formation. London: Wiley.

2.21 Dunnett, G. (Ed.). (1988). Working with people: Clinical uses of personal construct psychology. London and New York: Routledge.

2.22 Epting, F. R. (1984). Personal construct counseling and psychotherapy. New York: Wiley. It. transl. by V. Alfano, V. Chiarini, & E. Stiffan, edited by G. Chiari & M. L. Nuzzo, Psicoterapia dei costrutti personali. Firenze: Psycho di G. Martinelli, 1990.

2.23 Epting, F. R., & Landfield, A. W. (Eds.). (1985). Anticipating personal construct psychology. Lincoln, NE: University of Nebraska Press. A selection of papers presented at the Fifth International Congress on Personal Construct Psychology, Boston, Massachusetts, 1983.

2.24 Epting, F. R., & Neimeyer, R. A. (Eds.). (1984). Personal meanings of death: Applications of personal construct theory to clinical practice. New York: Hemisphere/McGraw Hill. Reprint of a special issue of Death Education, 1983.

2.25 Fransella, F. (1972). Personal change and reconstruction: Research on a treatment of stuttering. London: Academic Press.

2.26 Fransella, F. (Ed.). (1978). Personal construct psychology 1977. London: Academic Press. A selection of papers presented at the Second International Congress on Personal Construct Psychology, Oxford, England, 1977.

2.27 Fransella, F. (1995). George Kelly. London: SAGE.

2.28 Fransella, F., & Bannister, D. (1977). A manual for repertory grid technique. London: Academic Press. It. transl. by T. Colombini La tecnica delle griglie di repertorio. Manuale per l'applicazione della teoria dei costrutti personali. Milano: Giuffrè, 1990.

2.29 Fransella, F., & Thomas, L. F. (Eds.). (1988). Experimenting with personal construct psychology. London: Routledge & Kegan Paul. A selection of papers presented at the Sixth International Congress on Personal Construct Psychology, Cambridge, England, 1985.

2.30 Hayhow, R., & Levy, C. (1989). Working with stuttering: A personal construct therapy approach. Bicester, Oxon: Winslow Press.

2.31 Landfield, A. W. (1971). Personal construct systems in psychotherapy. Lincoln: University of Nebraska Press. Also published by Rand McNally, Chicago.

2.32 Landfield, A. W., & Cole, J. K. (Eds.). (1977). Nebraska symposium on motivation 1976: Personal construct psychology. Lincoln, NE: University of Nebraska Press. A selection of papers presented at the Nebraska symposium on motivation, Lincoln, Nebraska, 1976, regarded as the First International Congress on Personal Construct Psychology.

2.33 Landfield, A. W., & Epting, F. R. (1987). Personal construct psychology: Clinical and personality assessment. New York: Human Sciences Press.

2.34 Landfield, A. W., & Leitner, L. M. (Eds.). (1980). Personal construct psychology: Psychotherapy and personality. New York: Wiley-Interscience. Spanish transl. by Declée de Brouwer, Bilbao, 1987.

2.35 Maher, B. A. (Ed.). (1969). Clinical psychology and personality: The selected papers of George Kelly. New York: Wiley. Reprinted by Huntington, NY: R. E. Krieger, 1979.

104 2. BOOKS SPECIFICALLY DEVOTED TO PCP

2.36 Maitland, P. (Ed.). (1990). Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology. (Enquiries and orders to: ILPS, Research and Intelligence Unit, Lansdale House, 57 Buckingham Gate, London, SW1E 6AJ, England)

2.37 Mancini, F., & Semerari, A. (a cura di). (1985). La psicologia dei costrutti personali. Saggi sulla teoria di G. A. Kelly [The psychology of personal constructs: Essays on G. A. Kelly's theory]. Milano: Angeli.

2.38 Mancuso, J. C. (Ed.) (1970). Readings for a cognitive theory of personality. New York: Holt, Rinehart & Winston.

2.39 Mancuso, J. C., & Adams-Webber, J. R. (Eds.). (1982). The construing person. New York: Praeger.

2.40 Mancuso, J. C., & Shaw, M. L. G. (1988). Cognition and personal structure: Computer access and analysis. New York: Praeger.

2.41 Neimeyer, G. J. (Ed.). (1993). Casebook of constructivist assessment. Newbury Park, CA: SAGE.

2.42 Neimeyer, G. J., & Neimeyer, R. A. (Eds.). (1990). Advances in personal construct psychology. Vol. 1. Greenwich, CT: JAI Press.

2.43 Neimeyer, R. A. (1985). The development of personal construct psychology. Lincoln, NE: University of Nebraska Press.

2.44 Neimeyer, R. A., & Neimeyer, G. J. (Eds.). (1987). Personal construct therapy casebook. New York: Springer. Spanish transl. Casos de terapia de constructos personales. Bilbao: Desclee de Brouwer, 1989.

2.45 Neimeyer, R. A., & Neimeyer, G. J. (Eds.). (1992). Advances in personal construct psychology. Vol. 2. Greenwich, CT: JAI Press.

2.46 Pope, M. L., & Keen, T. R. (1981). Personal construct psychology and education. London: Academic Press.

2.47 Riemann, R. (1987). Struktur und Organisation persönlicher Konstrukte. Regensburg: Roderer.

2.48 Riemann, R. (1991). Manual zur Repertory Grid-Technik. Stuttgart: Hogrefe.

2.49 Rowe, D. (1978). The experience of depression. Chichester: Wiley. Reprinted by Fontana Paperbacks, London, 1988, with the title Choosing not losing.

2.50 Ryle, A. (1975). Frames and cages: The repertory grid approach to human understanding. London: Sussex University Press.

2.51 Salmon, P. (1988). Psychology for teachers: An alternative approach. Hutchison Education.

2.52 Scheer, J. W., & Catina, A. H. ). (1993). Einführung in die Repertory Grid-Technik. Band 1: Grundlagen und Methoden. Band 2:: Klinische Forschung und Praxis. Bern: Huber.

2.53 Shaw, M. L. G. (1980). On becoming a personal scientist: Interactive computer elicitation of personal models of the world. London: Academic Press.

2.54 Shaw, M. L. G. (1981). Recent advances in personal construct technology. London: Academic Press.

2.55 Shaw, M. L. G., & Keen, T. R. (1982). Practicalities of personal construct theory. Canada Cybersystems Publishing.

2.56 Shaw, M. L. G., & McKnight, C. (1981). Think again: Personal decision making and problem solving. Hemel Hempstead: Prentice Hall.

2.57 Slater, P. (1964). The principal components of a repertory grid. London: Vincent Andrew.

105 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

2.58 Slater, P. (Ed.). (1976). The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space. London: Wiley.

2.59 Slater, P. (Ed.). (1977). The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space. London: Wiley.

2.60 Stewart, V., & Stewart, A. (1981). Business applications of repertory grids. London: McGraw-Hill.

2.61 Stringer, P., & Bannister, D. (Eds.). (1979). Constructs of sociality and individuality. London: Academic Press.

2.62 Thomas, L. F., & Harri-Augstein, E. S. (1985). Self-organised learning: Foundations of a conversational science for psychology. London: Routledge & Kegan Paul.

2.63 Viney, L. L. (1986). Interpreting the interpreters: Strategies for a science of construing people. Malabar: Krieger.

2.64 Viney, L. L. (1993). Life stories: Personal construct therapy with the elderly. London: Wiley. It. transl. L'uso delle storie di vita nel lavoro con l'anziano. Tecniche di terapia dei costrutti. Trento: Centro Studi Erickson, 1994.

2.65 Winter, D. A. (1992). Personal construct psychology in clinical practice: Theory, research and applications. London: Routledge.

106 3. Books Widely Based On or Extensively Mentioning PCP

3.1 Applebee, A. N. (1978). The child's concept of story. Chicago: Chicago University Press.

3.2 Arndt, W. B. (1974). Theories of personality. New York: Macmillan.

3.3 Atkin, R. Multi-dimensional man: Can man live in three dimensional space? Harmondsworth: Penguin Books.

3.4 Bahm, A. J. (1970). Polarity, dialectic, and organicity. Springfield, IL: Charles C. Thomas.

3.5 Becker, U. (1987). Personwahrnehmung und Selbstkonzept. Frankfurt: Lang.

3.6 Bieri, J., Atkins, A. L., Briar, S., Leaman, R. L., Miller, H., & Tripodi, T. (1966). Clinical and social judgement: The discrimination of behavioral information. New York: Wiley.

3.7 Brandt, L. W. (1982). Psychologists caught: A psycho-logic of psychology. Toronto: University of Toronto Press. Reviewed in Constructs , 1 (2), 2.

3.8 Breen, D. (1975). The birth of a first child: Towards an understanding of femininity. London: Tavistock Publications.

3.9 Bugenthal, J. F. T. (1967). Challenges of humanistic psychology. New York: McGraw-Hill.

3.10 Buschmann-Steinhage, R. (1987). Wenn das Selbst zerbricht. Frankfurt: Lang.

3.11 Caine, T. M., Wijesinghe, O. B. A., & Winter, D. A. (1981). Personal styles in neurosis: Implications for small group psychotherapy and behavior therapy. London: Routledge and Kegan Paul.

3.12 Canestrari, R. (1977). Psicologia generale e dello sviluppo [General and developmental psychology]. Bologna: CLUEB. p. 299, box XIII: psychotic thinking.

3.13 Canter, D. (1974). Psychology for architects. London: Applied Science.

3.14 Carson, R. C. (1969). Interaction concepts of personality. Chicago: Aldine.

3.15 Chein, I. (1972). Science of behavior and the image of man. New York: Basic Books.

3.16 Dalton, P. (Ed.). (1983). Approaches to the treatment of stuttering. London: Croom Helm.

3.17 Deese, J. (1972). Psychology as science and art. New York: Harcourt Brace Jovanovic.

3.18 Deutscher, I. (1973). What we say, what we do. Glenview, IL: Scott, Foresman.

3.19 Drenth, P. J. D., Sergeant, J. A., & Takens, R. J. (Eds.). (1990). European perspectives in psychology. Chichester: Wiley.

3.20 du Preez, P. D. (1980). The politics of identity: Ideology and the human image. Oxford: Basil Blackwell. Reviewed by C. Levy in Constructs, 1 (2), 2.

3.21 Duck, S. W. (1977). The study of acquaintance. Saxon House.

3.22 Duck, S. W. (Ed.). (1977). Theory and practice in interpersonal attraction. New York: Academic Press.

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

3.23 Duck, S. W., & Gilmour, R. (1981). Personal relationships 3: Personal relationships in disorder. London: Academic Press.

3.24 Duck, S. W., & Gilmour, R. (Eds.). (1981). Personal relationships 1: Studying personal relationships. London: Academic Press.

3.25 Efran, J. S., Lukens, M. D., & Lukens, R. J. (1992). Sprache, Struktur und Wandel. Bedeutungsrahmen der Psychotherapie. Dortmund: Modernes Lernen.

3.26 Engler, B. (1979). Personality theories: An introduction. Boston: Houghton-Mifflin. Chapter “George Kelly: Constructive alternativist”.

3.27 Fisseni, H.-J. (1984). Persönlichkeitspsychologie - Auf der Suche nach einer Wissenschaft. Göttingen: Hogrefe.

3.28 Fonagy, P., & Higgitt, A. (1984). Personality theory and clinical practice. London: Methuen. pp. 93-101: "The personal construct theory approach".

3.29 Fontana, D. (1977). Personality and education. London: Open Books. It. transl. Personalità e educazione. Bologna: Il Mulino, 1984 (pp. 93-102: "George Kelly")

3.30 Ford, K. M., & Bradshaw, J. M. (Eds.). (1993). Knowledge acquisition as a modeling activity. Chichester: Wiley.

3.31 Foulds, G. A. (1965). Personality and personal illness. London: Tavistock.

3.32 Fransella, F. (1975). Need to change? London: Methuen.

3.33 Fransella, F. (Ed.). (1981). Personality: Theory, measurement and research. London: Methuen. Spanish transl. by Editorial Pirámide, Madrid, 1986.

3.34 Fransella, F., & Frost, K. (1977). On being a woman: A review of research on how women see themselves. London: Tavistock Publications.

3.35 Goldstein, A. P. (1962). Therapist-patient expectancies in psychotherapy. New York: Macmillan.

3.36 Goldstein, K. M., & Blackman, S. (1978). Cognitive style: Five approaches and relevant research. New York: Wiley.

3.37 Grene, J. (1968). New approaches to philosophical biology. New York: Basic Books.

3.38 Hadley, J. M. (1958). Clinical and counseling psychology. New York: Knopf.

3.39 Hampden-Turner, C. (1971). Radical man. Duckworth.

3.40 Harri-Augstein, E. S., Smith, M., & Thomas, L. F. (1983). Reading-to-learn. London: Methuen.

3.41 Harvey, O. J., Hunt, D. E., & Schroder, H. M. (1961). Conceptual systems and personality organization. New York: Wiley.

3.42 Hastorf, A., Schneider, D. J., & Polefka, J. (1970). Person perception. Reading, MA: Addison-Wesley.

3.43 Hinde, R. A. (1979). Towards understanding relationships. London: Academic Press. It. transl. Le relazioni interpersonali. Bologna: il Mulino, 1981 (pp. 172-176: "L'analisi dei costrutti personali").

3.44 Hjelle, L. A., & Ziegler, D. J. (1981). Personality theories: Basic assumptions, research, and applications (2nd ed.). Tokio: McGraw-Hill.

108 3. BOOKS WIDELY BASED ON OR EXTENSIVELY MENTIONING PCP

Chapter 9, pp. 321-358: “George Kelly: A cognitive theory of personality”.

3.45 Hogan, R. (1976). Personality theory: The personological tradition. New York: Prentice-Hall.

3.46 Holland, R. Self and social context. New York: St. Martin's Press.

3.47 Howard, R. (1979). Performance in a world of change: Perspectives on learning environments. University Press of America.

3.48 Huston, T. L. (1974). Foundations of interpersonal attraction. New York: Academic Press.

3.49 Ibry, D. Know thy role: How to be happy at any age. New York: Libra. Reviewed by P. Dalton in Constructs, 1985, 3 (2), 5.

3.50 Ivey, A. E., & Simek-Downing (1980). Counseling and psychotherapy: Skills, theories and perspectives. Englewood Cliffs: Prentice-Hall.

3.51 Lecky, P. (1951). Self-consistency: A theory of personality. New York: Island Press.

3.52 Levy, C. (Ed.). (1987). Stuttering therapies: Practical approaches. London: Croom Helm.

3.53 Levy, L. H. (1963). Psychological interpretation. New York: Holt, Rinehart & Winston.

3.54 Lindzey, G., Hall, C. S., & Thompson, R. F. (1975). Psychology. Worth Publishers. It. transl. Psicologia. Bologna: Zanichelli, 1977 (p. 340: “La teoria del costrutto personale di Kelly”).

3.55 Livesley, W. J., & Bromely, D. B. (1973). Person perception in childhood and adolescence. New York: Wiley.

3.56 Lohaus, A. (1983). Möglichkeiten Individuumzentrierter Datenerhebung. Münster: Aschendorff.

3.57 Lorenzini, R., & Sassaroli, S. (a cura di). (1987). La paura della paura: Un modello clinico delle fobie [The fear of fear: A clinical model of phobias]. Roma: La Nuova Italia Scientifica.

3.58 Lorenzo, J. (1987). Psicología de la personalidad [Psychology of personality]. Madrid: Biblioteca Nueva.

3.59 Luccio R. (1972). La personalità. Aspetti teorici [Personality: Theoretical aspects]. In Nuove questioni di psicologia, 1. Brescia: La Scuola. pp. 269-270: “La teoria dei costrutti personali di G. A. Kelly”.

3.60 Maddi, S. R. (1971). Perspectives on personality. Boston: Little, Brown & Co.

3.61 Maddi, S. R. (1972). Personality theories: A comparative analysis. Homewood, IL: Dorsey.

3.62 Madison, P. (1969). Personality development in college. Reading, MA: Addison-Wesley.

3.63 Mair, J. M. M. (1989). Between psychology and psychotherapy: A poetics of experience. London and New York: Routledge.

3.64 Marcus, S., & Catina, A. (1980). Stiluri Apreciative. Bucharest: Editori Academiei Republicii Socialiste Romania.

3.65 McGann, B. (1979). Behavior, health and lifestyle. Dublin: Villa Books.

3.66 Mehrabian, A. (1968). An analysis of personality theories. Englewood Cliffs, NJ: Prentice-Hall.

3.67 Messick, S. I., & Ross (1961). Personality measurement and cognition. New York: Wiley.

3.68 Moore, G. T., & Golledge, R. G. (Eds.). (1976). Environmental knowing. Stroudsberg, PA: Dowden, Hutchinson & Ross.

109 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

3.69 Nash, R. (1973). Classrooms observed. London: Routledge and Kegan Paul.

3.70 Neimeyer, R. A. (Ed.). (1993). Death anxiety handbook: Research, instrumentation, and application. New York & London: Taylor & Francis.

3.71 Neimeyer, R. A., & Mahoney, M. J. (Eds.). (1995). Constructivism in psychotherapy. Washington, DC: American Psychological Association.

3.72 Patterson, C. H. (1966). Theories of counseling and psychotherapy. New York: Harper & Row. 2nd ed. 1974. Spanish transl. by Desclée de Brouwer, Bilbao, 1978.

3.73 Pearce, J. C. (1971). The crack in the cosmic egg. New York: Julian Press.

3.74 Pepper, S. (1942). World hypothesis. Berkeley: University of California Press.

3.75 Perls, F. S. (1969). Ego, hunger and aggression. New York: Vintage Books.

3.76 Pervin, L. (1970). Personality: Theory, assessment and research. New York: Wiley. 2nd ed. 1975; 3rd ed. 1980. Spanish transl. by Desclée de Brouwer, Bilbao, 1978. pp. 331-379: “The personal construct theory of George Kelly”.

3.77 Ravenette, A. T. (1968). Dimensions of reading difficulties. Oxford: Pergamon Press.

3.78 Rowe, D. (1982). The construction of life and death. Chichester: Wiley. Reprinted by Fontana Paperbacks, London, 1989.

3.79 Rowe, D. (1983). Depression: The way out of the prison. London: Routledge & Kegan Paul.

3.80 Rowe, D. (1985). Living with the bomb: Can we live without enemies? London: Routledge & Kegan Paul.

3.81 Rowe, D. (1987). Beyond fear. London: Fontana.

3.82 Rowe, D. (1989). The successful self. London: Fontana/Collins.

3.83 Runkel, P. J., & McGrath, J. (1972). Research on human behavior: A systematic guide to method. New York: Holt, Rinehart & Winston. chapter 2.

3.84 Rychlak, J. F. (1968). A philosophy of science for personality theory. Boston: Houghton Mifflin.

3.85 Rychlak, J. F. (1973). Introduction to personality and psychotherapy: A theory-construction approach. Boston: Houghton Mifflin. 2nd ed. 1981.

3.86 Rychlak, J. F. (1977). The psychology of rigorous humanism. New York: Wiley.

3.87 Rychlak, J. F. (1979). Discovering free will and personal responsibility. New York: Oxford University Press.

3.88 Ryle, A. (1982). Psychotherapy: A cognitive integration of theory and practice. London: Academic Press.

3.89 Ryle, A. (1990). Cognitive-analytic therapy: Active participation in change: A new integration in brief therapy. Chichester: Wiley.

3.90 Salmon, P. (1985). Living in time: A new look at personal development. London: Dent.

3.91 Salmon, P. (Ed.). (1980). Coming to know. London: Routledge & Kegan Paul.

110 3. BOOKS WIDELY BASED ON OR EXTENSIVELY MENTIONING PCP

3.92 Sarbin, T. R., & Mancuso, J. C. (1980). Schizophrenia: Medical diagnosis or moral verdict. New York: Pergamon Press.

3.93 Sarbin, T. R., Taft, R., & Bailey, D. E. (1960). Clinical inference and cognitive theory. New York: Holt, Rinehart & Winston.

3.94 Schüffel, W. (Hrsg.). (1983). Sprechen mit Kranken. Erfahrungen studentischer Anamnesegruppen. München: Urban & Schwarzenberg. Kap. 5.1 u. 5.2 (pp. 298-321).

3.95 Schüffel, W. (Hrsg.). (1988). Sich gesund fühlen in Jahre 2000. Berlin: Springer. Kap. 5: Die Technik (pp. 297-376): contributions presented at the symposium on PCP in psychosomatic medicine organized within the Marburg convention of the German College of Psychosomatic Medicine (DKPM), 1986.

3.96 Smail, D. J. (1978). Psychotherapy: A personal approach. London: Dent.

3.97 Smail, D. J. (1987). Taking care: An alternative to therapy. London: Dent.

3.98 Snyder, W. U. (1961). The psychotherapy relationship. New York: Macmillan.

3.99 Southwell, E. A., & Merbaum, M. (Eds.). (1971). Personality: Readings in theory and research. Belmont: Brooks/Cole.

3.100 Sundberg, N. D., Taplin, J. R., & Tyler, L. E. (1983). Introduction to clinical psychology: Perspectives, issues and contributions to human service. Englewood Cliffs, NJ: Prentice-Hall.

3.101 Sundberg, N. D., & Tyler, L. E. (1962). Clinical psychology. New York: Appleton-Century-Crofts.

3.102 Tagiuri, R., & Petrullo, L. (Eds.). (1958). Person perception and interpersonal behavior. Stanford, CA: Stanford University Press.

3.103 Thomas, L. F., & Harri-Augstein, E. S. (1990). Zen and the art of learning conversations. London: Routledge.

3.104 Trower, P., Bryant, B., & Argyle, M. (1978). Social skills and mental health. London: Methuen.

3.105 Tyler, L. (1978). Individuality. San Francisco: Jossey-Bass.

3.106 Tyler, L. (1983). Thinking creatively. San Francisco: Jossey-Bass.

3.107 Vinacke, W. E. (1968). Foundations of psychology. New York: American Book Co.

3.108 Viney, L. L. (1980). Transitions: Women experiencing change. Melbourne: Cassell.

3.109 Viney, L. L. (1983). Images of illness. Malabar, FL: Krieger. 2nd ed. 1989.

3.110 Warren, W. G. (1989). Death education and research: Critical perspectives. New York & London: Haworth Press. Chapter "The personal construction of death and death education".

3.111 Wass, H., Berardo, F., & Neimeyer, R. A. (Eds.). (1988). Dying: Facing the facts. New York: Hemisphere/Harper & Row. (2nd ed.)

3.112 Watson, R. I. (1976). Eminent contributors to psychology, Vols. 2. New York: Springer. pp. 225-226, 549-550: “George Alexander Kelly 1905-1967”.

3.113 Weiner, B. (1980). Human motivation. New York: Holt, Rinehart & Winston.

3.114 Wilcox, J. W. (1972). A method of measuring decision assumptions. Cambridge, MA: MIT Press.

111 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

3.115 Wrightsman, L. (1974). Assumptions about human nature: A social-psychological approach. Monterey, CA: Brooks/Cole.

112 4. Book Chapters

4.1 Adams-Webber, J. R. (1970). Actual structure and potential chaos: Relational aspects of progressive variations within a personal construct system. In D. Bannister (Ed.), Perspectives in personal construct theory (pp. 31-46). London: Academic Press.

4.2 Adams-Webber, J. R. (1978). Assimilation and contrast in dichotomous construction processes (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (p. 241). London: Academic Press.

4.3 Adams-Webber, J. R. (1979). Construing persons in social contexts. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 195-219). London: Academic Press.

4.4 Adams-Webber, J. R. (1981). Fixed role therapy. In R. J. Corsini (Ed.), Handbook of innovative psychotherapies (pp. 333-343). New York: Wiley-Interscience.

4.5 Adams-Webber, J. R. (1981). Empirical developments in personal construct theory. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 49-70). New York: St. Martin's Press.

4.6 Adams-Webber, J. R. (1981). Personal construct theory: Research into basic concepts. In F. Fransella (Ed.), Personality: Theory, measurement and research (pp. 178-188). London: Methuen.

4.7 Adams-Webber, J. R. (1981). George A. Kelly as scientist-professional: An appreciation. In M. L. G. Shaw (Ed.), Recent advances in personal construct technology (pp. 1-7). London: Academic Press.

4.8 Adams-Webber, J. R. (1982). Assimilation and contrast in personal judgment: The dichotomy corollary. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 96-112). New York: Praeger.

4.9 Adams-Webber, J. R. (1984). Repertory grid technique. In R. J. Corsini (Ed.), Encyclopedia of psychology. New York: Wiley-Interscience.

4.10 Adams-Webber, J. R. (1984). Personal construct theory. In R. J. Corsini (Ed.), Encyclopedia of psychology (pp. 9-12). New York: Wiley-Interscience.

4.11 Adams-Webber, J. R. (1985). Construing self and others. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 58-69). Lincoln, NE: University of Nebraska Press.

4.12 Adams-Webber, J. R. (1986). Self-construct perspectives in psychotherapy. In I. M. Hartman, & K. R. Blankstein (Eds.), Perception of self in emotional disorder and psychotherapy (pp. 283-303). New York: Plenum Press.

4.13 Adams-Webber, J. R. (1990). Some fundamental asymmetries in the structure of personal constructs. In G. J. Neimeyer, & R. A. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 1 (pp. 49-85). Greenwich, CT: JAI Press.

4.14 Adams-Webber, J. R., & Mancuso, J. C. (1983). The pragmatic logic of personal construct psychology. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 1-10). Toronto: Academic Press.

4.15 Agnew, J. (1985). Childhood disorders or the venture of children. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 224-245). London: Croom Helm.

4.16 Alexander, P. C., & Follette, V. M. (1987). Personal constructs in the group treatment of incest. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 211-229). New York: Springer.

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

4.17 Angleitner, A. (1980). Phänomenologischer Ansatz: Kelly, G. A. In A. Angleitner (Hrsg.), Einfürung in die Persönlichkeitspsychologie. Bd. 1. Nichtfaktorielle Ansätze (pp. 122-137). Bern: Huber.

4.18 Annear, J. M. (1978). Personal constructs in transsexuals (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 241-242). London: Academic Press.

4.19 Applegate, J. L. (1983). Construct system development, strategic complexity, and impression formation in persuasive communication. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 187-205). Toronto: Academic Press.

4.20 Applegate, J. L. (1990). Constructs and communication: A pragmatic integration. In G. J. Neimeyer, & R. A. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 1 (pp. 203-230). Greenwich, CT: JAI Press.

4.21 Applegate, J. L., Burke, J. A., Burleson, B. R., Delia, J. G., & Kline, S. L. (1985). Reflection-enhancing communication. In I. E. Sigel (Ed.), Parental belief systems: The psychological consequences for children (pp. 107- 142). Hillsdale, NJ: Lawrence Erlbaum Associates.

4.22 Ashbrook, R. M., Spaulding, W., & Cromwell, R. L. (1988). Computer-assessed cognition in psychiatric settings: An examination of the issues. In J. C. Mancuso, & M. L. G. Shaw (Eds.), Cognition and personal structure: Computer access and analysis (pp. 253-278). New York: Praeger.

4.23 Avia, M. D. (1986). La teoria de los constructos personales de G. A. Kelly [Kelly's personal construct theory]. In J. Bermúdez (Ed.), Psicología de la personalidad, 1. U.N.E.D.

4.24 Bannister, D. (1966). A new theory of personality. In B. M. Foss (Ed.), New horizons in psychology (pp. 361- 380). Harmondsworth: Penguin Books. It. transl. I nuovi orizzonti della psicologia. Torino: Boringhieri, 1968, pp. 357-375.

4.25 Bannister, D. (1970). Comment on explanation and the concept of personality. In R. Borger, & F. Cioffi (Eds.), Explanation in the behavioral sciences: Confrontation (pp. 411-418). Cambridge: Cambridge University Press. It. transl. La spiegazione nelle scienze del comportamento. Milano: Angeli, 1981, pp. 220-228.

4.26 Bannister, D. (1970). Science through the looking glass. In D. Bannister (Ed.), Perspectives in personal construct theory (pp. 47-61). London: Academic Press.

4.27 Bannister, D. (1970). Concepts and personality: Kelly and Osgood. In P. Mittler (Ed.), The psychological assessment of mental and physical handicap. London: Methuen.

4.28 Bannister, D. (1975). Personal construct psychotherapy. In D. Bannister (Ed.), Issues and approaches in the psychological therapies. London: Wiley.

4.29 Bannister, D. (1977). The logic of passion. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 21-37). London: Academic Press.

4.30 Bannister, D. (1979). Foreword to "Social inheritance". In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 1-3). London: Academic Press.

4.31 Bannister, D. (1979). Personal construct theory and politics. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 21-33). London: Academic Press.

4.32 Bannister, D. (1981). The fallacy of animal experimentation in psychology. In D. Sperlinger (Ed.), Animals in research (pp. 307-317). New York: Wiley.

4.33 Bannister, D. (1981). Construing a disability. In A. Brechin, P. Liddiard, & J. Swain (Eds.), Handicap in a social world. London: Hodder & Stoughton.

4.34 Bannister, D. (1981). The construing of handicap. In The handicapped person in the community. Open University Press.

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4.35 Bannister, D. (1981). Personal construct theory and research method. In P. Reason, & J. Rowan (Eds.), Human inquiry (pp. 191-199). New York: Wiley.

4.36 Bannister, D. (1983). Self in personal construct theory. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 379-386). Toronto: Academic Press.

4.37 Bannister, D. (1983). The internal politics of psychotherapy. In D. Pilgrim (Ed.), Psychology and psychotherapy: Current trends and issues. London: Routledge & Kegan Paul.

4.38 Bannister, D. (1984). Il cambiamento psicoterapeutico dal punto di vista della teoria dei costrutti personali [Psychotherapeutic change from the viewpoint of personal construct theory]. In G. Chiari, & M. L. Nuzzo (a cura di.), Crescita e cambiamento della conoscenza individuale (pp. 241-274). Milano: Angeli.

4.39 Bannister, D. (1985). The experience of self. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 39-45). Lincoln, NE: University of Nebraska Press.

4.40 Bannister, D. (1985). The free-floating concept of anxiety. In E. Karas (Ed.), Current issues in clinical psychology. New York: Plenum Press.

4.41 Bannister, D. (1985). The patient's point of view. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 1-14). London: Academic Press.

4.42 Bannister, D. (1985). La teoria dei costrutti personali e l'inconscio [Personal construct theory and the unconscious]. In F. Mancini, & A. Semerari (a cura di.), La psicologia dei costrutti personali (pp. 127-135). Milano: Angeli.

4.43 Bannister, D. (1985). The psychotic disguise. In W. Dryden (Ed.), Therapists' dilemmas. London: Harper & Row.

4.44 Bannister, D. (1988). A PCT view of novel writing and reading. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 509-514). London: Routledge & Kegan Paul.

4.45 Bannister, D., & Agnew, J. (1977). The child's construing of self. In A. W. Landfield (Ed.), Nebraska symposium on motivation 1976 (pp. 99-125). Lincoln, NE: University of Nebraska Press.

4.46 Bannister, D., & Bott, M. (1974). Evaluating the person. In P. Kline (Ed.), New approaches in psychological medicine (pp. 157-177). London: Wiley. A critique of conventional testing assumptions, a discussion of grid method, an evaluation of joint grids by a married couple and a discussion of the uses of the grid for the person who completes it. [FB].

4.47 Bartholomew, U. (1993). Die Selbst-Identitäts-Grafik. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 30-37). Bern: Huber.

4.48 Bartholomew, U., Scheer, J. W., & Klapp, B. F. (1988). Objektbeziehungen von Hepatitispatienten während der Akutbehandlungsphase im Spiegel des Repertory-Grids. In W. Schüffel (Hrsg.), Sich gesund fühlen im Jahre 2000 (pp. 333-351). Berlin: Springer.

4.49 Bassler, M. (1988). Stationäre psychoanalytische Psychotherapie bei einer Patientin mit chronischem Schmerz. In W. Schüffel (Hrsg.), Sich gesund fühlen im Jahre 2000 (pp. 316-322). Berlin: Springer.

4.50 Baur, M. (1980). Children's classroom adjustment. In P. Salmon (Ed.), Coming to know (pp. 23-33). London: Routledge & Kegan Paul.

4.51 Beail, N. (1985). An introduction to repertory grid technique. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 1-24). London: Croom Helm.

4.52 Beail, N. (1985). Using repertory grid technique with severely disabled people. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 124-134). London: Croom Helm.

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4.53 Beail, N., & Beail, S. (1985). Evaluating dependency. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 207-217). London: Croom Helm.

4.54 Beard, R. (1978). Teachers' and pupils' construing of reading. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 69-74). London: Academic Press.

4.55 Beck, J. E. (1980). Changing a manager's construction of reality: The perspective of personal construct theory on the process of management education. In J. E. Beck, & C. J. Cox (Eds.), Advances in management education. New York: Wiley.

4.56 Becker, H. A. (1981). The four demons chasing the social scientist. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 1-11). New York: St. Martin's Press.

4.57 Bell, R. C. (1990). Analytic issues in the use of repertory grid technique. In G. J. Neimeyer, & R. A. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 1 (pp. 25-48). Greenwich, CT: JAI Press.

4.58 Bennett, G., Rigby, K., & Owers, D. (1990). Assessment of psychological change within a residential rehabilitation centre for drug users. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.59 Ben-Peretz, M. (1984). Kelly's theory of personal constructs as a paradigm for investigating teacher thinking. In R. Halkes, & J. K. Olsen (Eds.), Teacher thinking. Lisse: Swets & Zeitlinger.

4.60 Ben-Peretz, M., & Kalekin-Fishman, D. (1988). Applying PCP to constructs related to music. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 515-530). London: Routledge & Kegan Paul.

4.61 Berman, J. S., Neimeyer, R. A., Houts, A. C., Shadish, W. R., Meyers, A. W., & Whelan, J. P. (1991). The Psychotherapy Research Program at Memphis State University. In L. E. Beutler, & M. Crago (Eds.), Psychotherapy research: International programmatic studies (pp. 285-289). Washington, DC: American Psychological Association.

4.62 Berzonsky, M. D. (1990). Self-construction over the life span: A process perspectve on identity formation. In G. J. Neimeyer, & R. A. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 1 (pp. 155-186). Greenwich, CT: JAI Press.

4.63 Betak, J. F. (1978). Personal construct theory and multioperationism in studies of environmental cognition and spatial choice (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (p. 242). London: Academic Press.

4.64 Bieri, J. (1961). Complexity-simplicity as a personality variable in cognitive and preferential behavior. In D. W. Fiske, & S. R. Maddi (Eds.), Functions of varied experience. Homewood, IL: Dorsey Press.

4.65 Bieri, J. (1966). Cognitive complexity and personality development. In O. J. Harvey (Ed.), Experience, structure and adaptability. New York: Springer.

4.66 Bieri, J. (1971). Cognitive structures in personality. In H. M. Schroder, & P. Suedfeld (Eds.), Personality theory and information processing. New York: Ronald Press.

4.67 Böker, H., Gerlach, J., Beckmann, D., & Neuhäuser, G. (1987). Probleme der Eltern nach der Geburt eines Risikokindes - Psychologische Beziehungsdiagnostik und klinische Erfahrungen. In J. W. Scheer, & E. Brähler (Hrsg.), Ärztliche Maßnahmen aus psychologischer Sicht (pp. 157-164). Berlin: Springer.

4.68 Bolton, D. E. (1978). Discussion of universality and relativity in personal construct theory. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 193-207). London: Academic Press.

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4.69 Bonarius, H. (1977). The interaction model of communication: Through experimental research towards existential relevance. In A. W. Landfield (Ed.), Nebraska symposium on motivation 1976 (pp. 291-343). Lincoln, NE: University of Nebraska Press.

4.70 Bonarius, H., Angleitner, A., & John, O. (1984). Die Psychologie der personalen Konstrukte: Eine kritische Bestandsaufnahme einer Persönlichkeitstheorie. In A. Amelang, & H. J. Ahrens (Hrsg.), Brennpunkte der Persönlichkeitsforschung, Bd 1 (pp. 109-138). Göttingen: Hogrefe.

4.71 Bonarius, J. C. J. (1965). Research in the personal construct theory of George A. Kelly: Role construct repertory test and basic theory. In B. A. Maher (Ed.), Progress in experimental personality research, Vol. 2 (pp. 1- 46). New York: Academic Press.

4.72 Boose, J. H. (1988). A grid tool for eliciting expert knowledge. In J. C. Mancuso, & M. L. G. Shaw (Eds.), Cognition and personal structure: Computer access and analysis (pp. 107-136). New York: Praeger.

4.73 Boxer, P. J. (1982). The flow of choice: The choice corollary. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 113-129). New York: Praeger.

4.74 Boxer, P. J. (1988). Regnancy: A shadow over personal construing. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 418-425). London: Routledge & Kegan Paul.

4.75 Brammer, L. M., & Shostrom, E. L. (1960). The process of interpretation through Kelly's construct system. In Therapeutic psychology (pp. 241-244). Prentice-Hall.

4.76 Brennan, D. (1990). Deviancy as a quest for self. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.77 Bringmann, M. W. (1992). Computer-based methods for the analysis and interpretation of personal construct systems. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 2. Greenwich, CT: JAI Press.

4.78 Brook, J. A. (1992). Perceptions of work and well-being in New Zealand managers. In J. Misumi, B. Wilpert, & H. Motoaki' (Eds.), Organizational and work psychology. Hillsdale, NJ: Lawrence Erlbaum Associates.

4.79 Brown, C. A., & Detoy, C. J. (1988). A comparison of the personal constructs of management in new and experienced managers. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 426-434). London: Routledge & Kegan Paul.

4.80 Browning, H. (1988). Speculative adventures: the social work setting. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 68-86). London and New York: Routledge.

4.81 Brumfitt, S. (1985). The use of repertory grids with aphasic people. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 89-106). London: Croom Helm.

4.82 Burgoyne, P. H. (1981). An imagined intersect: A personal construct approach to prediction and decision making. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 71-81). New York: St. Martin's Press.

4.83 Butler, R. J. (1985). Towards an understanding of childhood difficulties. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 27-46). London: Croom Helm.

4.84 Butt, T., & Bannister, D. (1987). Better the Devil you know. In W. Dryden (Ed.), Key cases in psychotherapy. London: Croom Helm.

4.85 Button, E. J. (1983). Construing the anorexic. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 305-316). Toronto: Academic Press.

4.86 Button, E. J. (1985). Eating disorders: A quest for control. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 153-168). London: Croom Helm.

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4.87 Button, E. J. (1985). Techniques for exploring constructs. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 31-56). London: Croom Helm.

4.88 Button, E. J. (1985). Personal construct theory: The concepts. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 3-30). London: Croom Helm.

4.89 Button, E. J. (1985). Societal and institutional change: Beyond the clinical context. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 351-360). London: Croom Helm.

4.90 Button, E. J. (1985). Women with weight on their minds. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 61-74). London: Croom Helm.

4.91 Button, E. J. (1987). Construing people or weight?: An eating disorders group. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 230-244). New York: Springer.

4.92 Button, E. J. (1988). Music and personal constructs. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 531-538). London: Routledge & Kegan Paul.

4.93 Button, E. J. (1992). Eating disorders and personal constructs. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 2. Greenwich, CT: JAI Press.

4.94 Button, E. J., Curtis-Hayward, K., Marcer, D., & Larson, A. G. (1980). The personal implications of chronic pain. In D. J. Oborne, M. M. Gruneberg, & J. R. Eiser (Eds.), Research in psychology and medicine, Vol. 1. London: Academic Press.

4.95 Cannell, J. E. (1985). Pastoral psychology: A personal construct perspective. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 280-291). Lincoln, NE: University of Nebraska Press.

4.96 Carr, J. E. (1980). Personal construct theory and psychotherapy research. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 233-270). New York: Wiley-Interscience.

4.97 Carroll, R. C. (1983). Cognitive imbalance in schizophrenia. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 285-303). Toronto: Academic Press.

4.98 Carroll, W. K., & Carroll, R. C. (1981). Cognitive balance in personal construct systems. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 83-93). New York: St. Martin's Press.

4.99 Cary, J. W. (1988). Information loss in grid analysis. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 391-401). London: Routledge & Kegan Paul.

4.100 Catina, A. (1985). Rollenkonstrukte und Beziehungstypologie. In D. Czogalik, W. Ehlers, & R. Teufel (Hrsg.), Perspektiven der Psychotherapieforschung: Einzelfall - Gruppe - Institution (pp. 136-144). Freiburg: Hochschulverlag.

4.101 Catina, A. (1993). Erfolgs- und Prozeßforschung in der Gruppentherapie. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 115-127). Bern: Huber.

4.102 Catina, A., & Czogalik, D. (1988). Veränderung von Konstruktsystemen im Verlauf einer Verhaltens- und einer Gesprächstherapie. In W. Schüffel (Hrsg.), Sich gesund fühlen in Jahre 2000 (pp. 353-358). Berlin: Springer.

4.103 Catina, A., & Scheer, J. W. (1993). Erforschung von Eßstörungen. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 138-144). Bern: Huber.

4.104 Catina, A., & Schmitt, G. M. (1993). Die Theorie der Persönlichen Konstrukte. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd 1 (pp. 11-23). Bern: Huber.

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4.105 Catina, A., & Schütz, W. (1993). Untersuchung von Selbst-Objekt-Beziehungen. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 86-95). Bern: Huber.

4.106 Chard, S. (1988). Personal and impersonal constructs of student teachers. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 185-196). London: Routledge & Kegan Paul.

4.107 Chetwynd, J. (1976). Sex differences in stereotyping the roles of wife and mother. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 145-152). London: Wiley. About 200 men and women were shown simplified line drawings of six distinctive female physiques and asked to evaluate them on ten descriptive scales including 'like a wife' and 'like a mother'. Despite the extreme simplicity of the drawings, the informants did not hesitate to place such interpretations on them. Men and women both proved to have stereotyped views of these roles, but their views were different. The men consistently placed a higher value on 'wife'. They saw her as more attractive, less prudish and less socially deviant in terms of alcoholism, and saw the fatter and less attractive physiques as less likely to be wives. In contrast, the women consistently rated 'mother' higher. They saw the less extreme and more attractive physiques as more likely to be mothers, and saw the mother role as more attractive, more like themselves and their ideal selves, and less socially deviant in terms of alcoholism and lesbianism than did the men. In comparing the two roles the women saw little difference between 'wife' and 'mother', but the men saw a wide contrast. The relevance of these findings in areas such as the study of marital discord, adjustment to parenthood, etc., is discussed and the process of acquiring sex- role stereotypes is reviewed. (PS).

4.108 Chetwynd, J. (1977). The psychological meaning of structural measures derived from grids. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 175- 194). London: Wiley.

4.109 Chetwynd, J., & Felton, P. (1978). An experiential session on the analysis of grids illustrating the use of on-line computer analyses (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 243). London: Academic Press.

4.110 Chiari, G. (1988). Psicoterapia costruttivista [Constructivist psychotherapy]. In S. Marhaba, & M. Armezzani, Quale psicoterapia? Gli indirizzi psicoterapici in Italia: confronto e analisi (pp. 165-175). Padova: Liviana.

4.111 Chiari, G., & Nuzzo, M. L. (1984). Conoscenza individuale e conoscenza scientifica: utilità dell'analogia in psicoterapia cognitiva [Personal knowledge and scientific knowledge: Usefulness of the analogy in cognitive psychotherapy]. In G. Chiari, & M. L. Nuzzo (a cura di.), Crescita e cambiamento della conoscenza individuale (pp. 15-26). Milano: Angeli.

4.112 Chiari, G., & Nuzzo, M. L. (1984). Le terapie cognitive e cognitivo-comportamentali: orientamenti e presupposti [Cognitive and cognitive-behavioral therapies: Trends and assumptions]. In G. Chiari, & M. L. Nuzzo (a cura di.), Crescita e cambiamento della conoscenza individuale (pp. 156-172). Milano: Angeli.

4.113 Chiari, G., & Nuzzo, M. L. (1985). La ragione dell'emozione: La conoscenza individuale in una concezione costruttivista monista [The reason of emotion: Personal knowledge in a constructivist monist view]. In F. Mancini, & A. Semerari (a cura di.), La psicologia dei costrutti personali (pp. 175-194). Milano: Angeli.

4.114 Chiari, G., & Nuzzo, M. L. (1985). Bibliografia ragionata sulla psicologia e la psicoterapia dei costrutti personali [A reasoned bibliography on personal construct psychology and psychotherapy]. In F. Mancini, & A. Semerari (a cura di.), La psicologia dei costrutti personali (pp. 253-258). Milano: Angeli.

4.115 Chiari, G., & Nuzzo, M. L. (1986). L'attualità del costruttivismo kelliano [The up-to-dateness of Kellyian constructivism]. In D. Bannister, & F. Fransella, L'uomo ricercatore (pp. 5-12). Firenze: Psycho di G. Martinelli. Preface to the Italian translation of Inquiring Man by D. Bannister and F. Fransella.

4.116 Chiari, G., & Nuzzo, M. L. (1987). “Mind-body problem”: un problema per quale psicologia? [Mind-body problem: A problem for what psychology?]. In S. Chiari (a cura di.), Cervello e mente. Un dibattito interdisciplinare (pp. 97-105). Milano: Angeli.

4.117 Chiari, G., & Nuzzo, M. L. (1994). Personal change and interpersonal relations: The psychotherapeutic relationship from a constructivist presupposition. In S. Borgo, & L. Sibilia (Eds.), The patient-therapist relationship: Its many dimensions (pp. 98-104). Roma: Consiglio Nazionale delle Ricerche.

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4.118 Chiari, S., & Chiari, G. (1985). Il posto di George A. Kelly nella storia della psicologia contemporanea [The place of George A. Kelly in the history of contemporary psychology]. In F. Mancini, & A. Semerari (a cura di.), La psicologia dei costrutti personali (pp. 37-51). Milano: Angeli.

4.119 Childs, D. (1978). Notions of personal change (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 243-244). London: Academic Press.

4.120 Claxton, G. (1978). Zen and the science of personally construing (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 244). London: Academic Press.

4.121 Cochran, L. R. (1987). Framing career decisions. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 261-276). New York: Springer.

4.122 Cochran, L. R. Conceptions of man as guides to living. In B. Schoenberg (Ed.), A handbook and guide to the college and university counseling center. Greenwood Press.

4.123 Collett, P. (1979). The repertory grid in psychological research. In G. P. Ginsburg (Ed.), Emerging strategies in social-psychological research. New York: Wiley.

4.124 Craig, P. (1990). Identity and the experience of the post-school year: Unemployment and leisure in Northern Ireland. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.125 Crockett, W. H. (1965). Cognitive complexity and impression formation. In B. A. Maher (Ed.), Progress in experimental personality research, Vol. 2 (pp. 47-90). New York: Academic Press.

4.126 Crockett, W. H. (1982). The organization of construct systems: The organization corollary. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 62-95). New York: Praeger.

4.127 Crockett, W. H. (1985). Constructs, impressions, actions, responses, and construct change: A model of processes in impression formation. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 73-86). Lincoln, NE: University of Nebraska Press.

4.128 Crosby, G., & Thomas, L. F. (1988). Initiating the management of learning in a junior school. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 128-136). London: Routledge & Kegan Paul.

4.129 Cummins, P. (1988). ‘What can I do for you?’ Personal Construct Psychology in primary care. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 39-53). London and New York: Routledge.

4.130 Dainty, P. (1990). Management field research using repertory grid technique: Problems and possibilities. In N. C. Smith, & P. Dainty, The management research handbook (pp. 159-173). London: Routledge.

4.131 Dalton, P. (1983). Maintenance of change: Towards the integration of behavioural and psychological procedures. In P. Dalton (Ed.), Approaches to the treatment of stuttering. London: Croom Helm.

4.132 Dalton, P. (1983). Psychological approaches to the treatment of stuttering. In P. Dalton (Ed.), Approaches to the treatment of stuttering. London: Croom Helm.

4.133 Dalton, P. (1983). Major issues for the therapist. In P. Dalton (Ed.), Approaches to the treatment of stuttering. London: Croom Helm.

4.134 Dalton, P. (1987). Some developments in individual personal construct therapy with adults who stutter. In C. Levy (Ed.), Stuttering therapies: Practical approaches. London: Croom Helm.

4.135 Dalton, P. (1988). Personal meaning and memory: Kelly and Bartlett. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 48-56). London: Routledge & Kegan Paul.

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4.136 Dalton, P. (1988). Personal Construct Psychology and speech therapy in Britain: a time of transition. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 54-67). London and New York: Routledge.

4.137 Davies, R. (1985). Using grids in vocational guidance. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 333-348). London: Croom Helm.

4.138 Davis, B. D. (1985). Dependency grids: An illustration of their use in an educational setting. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 319-332). London: Croom Helm.

4.139 Davis, B. D. (1986). The strain of training: Being a student psychiatric nurse. In J. Brooking (Ed.), Psychiatric nursing research. London: Wiley.

4.140 Davis, H., & Cunningham, C. (1985). Mental handicap: People in context. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 246-261). London: Croom Helm.

4.141 Davisson, A. (1978). George Kelly and the American mind (or why has he been obscure for so long in the U. S. A. and whence the new interest?). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 25-33). London: Academic Press.

4.142 Dawes, A. (1985). Construing drug dependence. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 182-194). London: Croom Helm.

4.143 De Boeck, P. (1981). An interpretation of loose construing in schizophrenic thought disorder. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 211-218). New York: St. Martin's Press.

4.144 Diamond, C. T. P. (1985). Becoming a teacher: An altering eye. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 15-35). London: Academic Press.

4.145 Diamond, C. T. P. (1988). Turning-on teachers' own constructs. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 175-184). London: Routledge & Kegan Paul.

4.146 Diamond, C. T. P. Fixed role treatment: An invitation to conjecture. In T. R. Keen, & M. L. Pope (Eds.), Practical educational applications of the repertory grid. London: Cybersystems.

4.147 Dingemans, P. M., Space, L. G., & Cromwell, R. L. (1983). How general is the inconsistency in schizophrenic behavior? In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 265-284). Toronto: Academic Press.

4.148 Doster, J. A. (1980). Personal construction and human interaction. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 209-232). New York: Wiley-Interscience.

4.149 Doster, J. A. (1985). Marital violence: A personal construct assessment. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 225-232). Lincoln, NE: University of Nebraska Press.

4.150 Downs, R. M. (1976). Personal constructions of personal construct theory. In G. T. Moore, & R. G. Golledge (Eds.), Environmental knowing: Theories, research and methods. Stroudsberg, PA: Dowden, Hutchinson & Ross.

4.151 Drew, A. (1988). Choice and meaning in childhood illness. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 245-255). London: Routledge & Kegan Paul.

4.152 du Preez, P. D. (1978). Kelly's ‘Matrix of decision’ and the politics of identity (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 255-256). London: Academic Press.

4.153 du Preez, P. D. (1979). Politics and identity in South Africa. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 341-364). London: Academic Press.

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4.154 du Preez, P. D. (1988). What might psychologists tell politicians about intergroup conflict? In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 472-482). London: Routledge & Kegan Paul.

4.155 Duck, S. W. (1977). Inquiry, hypothesis and the quest for validation: Personal construct systems in the development of acquaintance. In S. W. Duck (Ed.), Theory and practice in interpersonal attraction. New York: Academic Press.

4.156 Duck, S. W. (1979). The personal and the interpersonal in construct theory: Social and individual aspects of relationships. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 279-297). London: Academic Press.

4.157 Duck, S. W. (1982). Two individuals in search of agreement: The commonality corollary. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 222-234). New York: Praeger.

4.158 Duck, S. W. (1983). Sociality and cognition in personal construct theory. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 37-53). Toronto: Academic Press.

4.159 Duck, S. W. (1985). Attraction, acquaintance, filtering, and communication - But not necessarily in that order. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 87-94). Lincoln, NE: University of Nebraska Press.

4.160 Duck, S. W. The personal context: Intimate relationships. In P. Feldman, & J. Orford (Eds.), The social psychology of psychological problems. New York: Wiley.

4.161 Duck, S. W., & Condra, M. (1990). To be or not to be: Anticipation, persuasion and retrospection in personal relationships. In G. J. Neimeyer, & R. A. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 1 (pp. 187-202). Greenwich, CT: JAI Press.

4.162 Duck, S. W., & Lea, M. (1983). Breakdown of personal relationships and the threat to personal identity. In G. M. Breakwell (Ed.), Threatened identities (pp. 53-73). New York: Wiley.

4.163 Duck, S. W., Miell, D. K., & Gaebler, H. C. Attraction and communication in children's interactions. In H. C. Foot, A. J. Chapman, & J. R. Smith (Eds.), Friendship and childhood relationships. New York: Wiley.

4.164 Dunn, W. N., & et al. (1986). The policy grid: A cognitive methodology for assessing policy dynamics. In W. N. Dunn (Ed.), Policy analysis: Perspectives, concepts, and methods (pp. 355-375). Greenwich, CT: JAI Press.

4.165 Dunnett, G. (1985). Construing control in theory and therapy. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 37-46). London: Academic Press.

4.166 Dunnett, G. (1988). Phobias: A journey beyond neurosis. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 319-328). London: Routledge & Kegan Paul.

4.167 Dunnett, G. (1988). Myths, methods and technique. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 1-16). London and New York: Routledge.

4.168 Dunnett, G. (1988). Working with oneself. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 17-23). London and New York: Routledge.

4.169 Dunnett, G. (1988). Enlarging horizons: Personal Construct Psychology and psychiatry. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 87-100). London and New York: Routledge.

4.170 Dunnett, G., & Llewelyn, S. (1988). Elaborating Personal Construct Theory in a group setting. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 186-201). London and New York: Routledge.

4.171 Easterbrook, J. A. (1978). Construction systems for freedom (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 245). London: Academic Press.

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4.172 Easterby-Smith, M. (1978). Personal construct theory and learning in organisations (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 245-246). London: Academic Press.

4.173 Edwards, A. (1988). A child of four could tell you: A study of identity in the nursery school using situations grids. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 232-244). London: Routledge & Kegan Paul.

4.174 Egle, U. T., & Habrich, G. (1993). Inhaltsanalyse von Konstrukten. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 23-29). Bern: Huber.

4.175 Eland, F. A., Epting, F. R., & Bonarius, H. (1979). Self-disclosure and the Reptest Interaction Technique (RIT). In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 177-191). London: Academic Press.

4.176 Emler, N. P., & Heather, N. (1980). Intelligence: An ideological bias of conventional psychology. In P. Salmon (Ed.), Coming to know (pp. 135-151). London: Routledge & Kegan Paul.

4.177 Epting, F. R. (1978). Constructive approaches to optimal functioning (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 246). London: Academic Press.

4.178 Epting, F. R. (1981). An appraisal of personal construct psychotherapy. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 189-210). New York: St. Martin's Press.

4.179 Epting, F. R. (1989). Death Threat Index (TI). In R. Kastenbaum, & B. Kastenbaum (Eds.), The encyclopedia of death. Phoenix: Oryx Press.

4.180 Epting, F. R., & Amerikaner, M. (1980). Optimal functioning: A personal construct approach. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 55-73). New York: Wiley-Interscience.

4.181 Epting, F. R., & Boger, P. A. (1981). Personal construct psychotherapy. In R. J. Corsini (Ed.), Handbook of innovative psychotherapies. New York: Wiley-Interscience.

4.182 Epting, F. R., & Nazario, A. J. (1987). Designing a fixed role therapy: Issues, techniques, and modifications. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 277-289). New York: Springer.

4.183 Epting, F. R., & Suchman, D. I. Psychology: The study of experience. In T. Hanna (Ed.), The body of experience: Studies in somatic philosophy and science. New York: Holt, Rinehart & Winston.

4.184 Ernst, R., & Milch, W. E. (1993). Suizid und Suizid-Risiko. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 153-161). Bern: Huber.

4.185 Ernst, R., & Spangenberg, N. (1987). Die innere Objektwelt psychosomatischer Patienten im Spiegel des Rep- Tests. In Lambrecht (Hrsg.), Spezialisierung in der psychosomatischen Medizin (pp. 386-391). Berlin: Springer.

4.186 Ernst, R., & Spangenberg, N. (1988). Ansätze zur Typologisierung der inneren Objektwelt eßgestörter Patienten mit Hilfe der Grid-Technik. In W. Schüffel (Hrsg.), Sich gesund fühlen im Jahre 2000 (pp. 323-332). Berlin: Springer.

4.187 Evesham, M. (1987). Residential courses for stutterers: Combining technique and personal construct psychology. In C. Levy (Ed.), Stuttering therapies: Practical approaches. London: Croom Helm.

4.188 Feixas, G. (1992). Personal constructs approaches to family therapy. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 2. Greenwich, CT: JAI Press.

4.189 Feixas, G. (1993). Konstrukt-Analyse von Texten. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 55-61). Bern: Huber.

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4.190 Feixas, G., Procter, H., & Neimeyer, G. J. (1993). Convergent lines of assessment: Systemic and constructivist contributions. In G. J. Neimeyer (Ed.), Casebook of constructivist assessment. Newbury Park, CA: SAGE.

4.191 Felder, H. (1988). Typen von Frauenarztbildern: Wie sehen Frauen ihre Gynäkologen/ innen? In E. Brähler, & A. Meyer (Hrsg.), Partnerschaft, Sexualität und Fruchtbarkeit (pp. 304-320). Berlin: Springer.

4.192 Figueroa, M. L., & Harri-Augstein, E. S. (1988). A qualitative approach to the study of students' learning. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 137-154). London: Routledge & Kegan Paul.

4.193 Fisher, K. (1985). Repertory grids with amputees. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 107-123). London: Croom Helm.

4.194 Foley, R. (1988). Kelly and Bateson: Antithesis or synthesis? In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 57-68). London: Routledge & Kegan Paul.

4.195 Ford, K. M., Adams-Webber, J. R., Stahl, H. A., & Bringmann, M. W. (1990). Constructivist approaches to automated knowledge acquisition. In K. L. McGraw, & C. R. Westphal, Readings in knowledge acquisition: Current practices and trends. New York: Ellis Horwood.

4.196 Ford, K. M., & Adams-Webber, J. R. (1992). Knowledge acquisition and constructivist epistemology. In R. R. Hoffman (Ed.), The psychology of expertise: Cognitive research and empirical artificial intelligence. New York: Springer.

4.197 Forgas, J. P. (1987). Persönliche Konstrukte und der Grid Test. In J. P. Forgas (Hrsg.), Sozialpsychologie (pp. 37-39). München: Psychologie Verlags Union.

4.198 Forster, J. R. (1985). Investigating personal goals using personal construct theory and grid methods. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 261-279). Lincoln, NE: University of Nebraska Press.

4.199 Fransella, F. (1969). The stutterer as subject or object? In B. B. Gray, & G. England (Eds.), Stuttering and the conditioning therapies. Monterey Institute of Speech and Hearing.

4.200 Fransella, F. (1970). ... And then there was one. In D. Bannister (Ed.), Perspectives in personal construct theory (pp. 63-89). London: Academic Press.

4.201 Fransella, F. (1974). Thinking and the obsessional. In H. R. Beech (Ed.), Obsessional states (pp. 175-196). London: Methuen. A construct theory explanation of obsessional neurosis was proposed based on grid results. The obsessional's world becomes increasingly meaningless as he retreats more and more into his world of symptoms. Treatment then should focus on the elaboration of his "non-symptom" constructs. [FB].

4.202 Fransella, F. (1975). Studying the individual. In P. Sainsbury, & N. Kreitman (Eds.), Methods of psychiatric research. Oxford: Oxford University Press.

4.203 Fransella, F. (1976). The theory and measurement of personal constructs. In K. Granville-Grossman (Ed.), Recent advances in clinical psychiatry. London: Churchill Livingstone.

4.204 Fransella, F. (1977). The self and the stereotype. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 39-66). London: Academic Press. The grid studies showing a divorce between the self construct and group to which the person belongs (e.g. stutterer, arsonist, alcoholic, woman) is discussed in construct theory terms. Changes in the self/stereotype relationship during treatment are described in two stutterers. The measures were derived from bipolar implications grids completed on five occasions during treatment. [FB].

4.205 Fransella, F. (1978). Personal construct theory or psychology? In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 1-6). London: Academic Press.

124 4. BOOK CHAPTERS

4.206 Fransella, F. (1980). Man as scientist. In A. J. Chapman, & D. M. Jones (Eds.), Models of man. Leicester: British Psychological Society.

4.207 Fransella, F. (1980). Teaching personal construct psychotherapy. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 185-206). New York: Wiley-Interscience.

4.208 Fransella, F. (1981). Nature babbling to herself: The self characterisation as a therapeutic tool. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 219-230). New York: St. Martin's Press.

4.209 Fransella, F. (1981). Personal construct psychology. In F. Fransella (Ed.), Personality: Theory, measurement and research (pp. 147-165). London: Methuen.

4.210 Fransella, F. (1981). Repertory grid technique. In F. Fransella (Ed.), Personality: Theory, measurement and research (pp. 166-177). London: Methuen.

4.211 Fransella, F. (1982). Personal meanings and personal constructs. In E. Sheperd, & J. P. Watson (Eds.), Personal meanings. London: Wiley.

4.212 Fransella, F. (1983). What sort of scientist is the person-as-scientist? In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 127-135). Toronto: Academic Press.

4.213 Fransella, F. (1983). Threat and the scientist. In G. M. Breakwell (Ed.), Threatened identities (pp. 91-104). New York: Wiley.

4.214 Fransella, F. (1985). Individual psychotherapy. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 277-301). London: Croom Helm.

4.215 Fransella, F. (1985). Death by starvation: Whose decision? In W. Dryden (Ed.), Therapists' dilemmas. London: Harper & Row.

4.216 Fransella, F. (1987). Stuttering to fluency via reconstruing. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 290-308). New York: Springer.

4.217 Fransella, F. (1988). PCT: Still radical thirty years on? In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 26-35). London: Routledge & Kegan Paul.

4.218 Fransella, F. (1989). Obstacles to change. In W. Dryden, & P. Trower (Eds.), Cognitive psychotherapy: Therapeutic stasis and change. London: Cassel.

4.219 Fransella, F. (1989). A fight for freedom. In W. Dryden, & L. Spurling (Eds.), On becoming a psychotherapist. London: Tavistock/Routledge.

4.220 Fransella, F. (1990). Opening talk to conference on PCP, deviancy and social work. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.221 Fransella, F., & Button, E. J. (1983). The "construing" of self and body size in relation to the maintenance of weight gain in anorexia nervosa. In P. L. Darby (Ed.), Anorexia nervosa: Recent developments in research. New York: Liss.

4.222 Fransella, F., Jones, H., & Watson, J. (1988). A range of applications of PCP within business and industry. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 405-417). London: Routledge & Kegan Paul.

4.223 Frost, K. (1980). On the variety of the forms of self-knowledge: Some second thoughts about research on women's perceptions of themselves. In P. Salmon (Ed.), Coming to know (pp. 69-93). London: Routledge & Kegan Paul.

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4.224 Gara, M. A. (1982). Back to basics in personality study - The individual person's own organization of experience: The individuality corollary. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 45-61). New York: Praeger.

4.225 Gardner, G. G., Mancini, F., & Semerari, A. (1988). Construction of psychological disorders as invalidation of self-knowledge. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 259- 272). London: Routledge & Kegan Paul.

4.226 Gardner, G. G., & Mannu, G. (1985). La struttura dei sistemi di costrutti nella psicopatologia [The structure of construct systems in psychopathology]. In F. Mancini, & A. Semerari (a cura di.), La psicologia dei costrutti personali (pp. 195-224). Milano: Angeli.

4.227 Gardner, G. G., Mannu, G., & Della Rovere, P. (1982). Le griglie di Kelly come strumento d'indagine cognitivo: uno studio condotto su dieci pazienti obese [Kelly's grids as tools of cognitive assessment: A study performed on ten obese patients]. In G. Chiari, & M. L. Nuzzo (a cura di.), Le prospettive comportamentale e cognitiva in psicoterapia (pp. 117-122). Roma: Bulzoni.

4.228 Gerlach, I. (1988). Anwendung der Grid-Technik zur Erfassung von Selbstkonzepten in Familien. In W. Schüffel (Hrsg.), Sich gesund fühlen im Jahre 2000 (pp. 341-352). Berlin: Springer.

4.229 Gigerenzer, G. (1985). Der Repertory Test. In H. Bruhn, R. Oerter, & H. Rösing (Hrsg.), Musikpsychologie (pp. 524-529). München: Urban & Schwarzenberg.

4.230 Giorgi, A. (1978). Problems encountered in developing a phenomenological approach to research in psychology. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 7-23). London: Academic Press.

4.231 Glanville, R. (1978). Architects' construing of space (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 247). London: Academic Press.

4.232 Goldstein, K. M., & Blackman, S. The assessment of cognitive styles. In P. McReynolds (Ed.), Advances in psychological assessment, Vol. 4. San Francisco: Jossey-Bass.

4.233 Gournay, K. (1986). A pilot study of nurses' attitudes with relation to post-basic training. In J. Brooking (Ed.), Psychiatric nursing research. London: Wiley.

4.234 Gower, J. C. (1977). The analysis of three-way grids. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 163-173). London: Wiley.

4.235 Gundara, J. S. (1980). From a marginal man to a plural person. In P. Salmon (Ed.), Coming to know (pp. 94- 112). London: Routledge & Kegan Paul.

4.236 Hargreaves, C. P. (1978). Social networks and inter-personal constructs (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 247). London: Academic Press.

4.237 Hargreaves, C. P. (1979). Social networks and interpersonal constructs. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 153-175). London: Academic Press.

4.238 Harman, E. J., & Betak, J. F. (1974). Some preliminary findings on the cognitive meaning of external privacy in housing. In B. Honikman (Ed.), Man-environment interactions, Vol. 2: Cognition and perception (pp. 41-55). EDRA.

4.239 Harri-Augstein, E. S. (1978). Reflecting on structures of meaning: A process of learning-to-learn. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 87-101). London: Academic Press.

4.240 Harri-Augstein, E. S. (1985). Learning-to-learn languages: New perspectives for the personal observer. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 47-66). London: Academic Press.

4.241 Harri-Augstein, E. S., & Thomas, L. F. (1979). Self-organised learning and the relativity of knowing: Towards a conversational methodology. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 115- 132). London: Academic Press.

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4.242 Harri-Augstein, E. S., & Thomas, L. F. (1988). Software for use in Self-organised Learning Environments: The ‘practice’ of Intelligent Support. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 113-127). London: Routledge & Kegan Paul.

4.243 Harrison, J., & Sarre, P. (1976). Personal construct theory, the repertory grid, and environmental cognition. In G. T. Moore, & R. G. Golledge (Eds.), Environmental knowing: Theories, research and methods. Stroudsberg, PA: Dowden, Hutchinson & Ross.

4.244 Harrison, R. (1962). Impact of the laboratory on perceptions of others by the experimental group. In C. Argyris (Ed.), Interpersonal competence and organizational effectiveness (pp. 216-271). Homewood, IL: Irwin.

4.245 Hayden, B. C. (1978). Interpersonal conceptual structures, predictive accuracy and social adjustment of emotionally disturbed boys (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 248). London: Academic Press.

4.246 Hayden, B. C. (1982). Experience - A case for possible change: The modulation corollary. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 170-197). New York: Praeger.

4.247 Hayhow, R. (1987). Personal construct theory with children who stutter and their families. In C. Levy (Ed.), Stuttering therapies: Practical approaches. London: Croom Helm.

4.248 Hayhow, R., Lansdown, R., Maddick, J., & Ravenette, A. T. (1988). PCP and children. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 199-209). London: Routledge & Kegan Paul.

4.249 Henning, H. J. (1987). Ganzheitliche und Personenorientierte Analyseverfahren zur Evaluation von Urteilen, Motiven und Konzepten. In G. Romkopf, W. D. Frölich, & I. Lindner (Hrsg.), Forschung und Praxis im Dialog, Bd. 1 (pp. 213-219).

4.250 Hentschel, U. (1990). Zur therapeutischen Allianz. In V. Tschuschke, & D. Czogalik (Hrsg.), Was wirkt in der Psychotherapie? Zur Kontroverse um die Wirkfaktoren. Berlin: Springer.

4.251 Hentschel, U., & Hickel, U. (1984). Familienbeziehungen. Eine Untersuchung mit sozialpsychologischer und diagnosticher Fragestellung über Selbstbild, Interpersonelle Wahrnehmung und Kommunikation in der Familie. In U. Hentschel, & A. Wigand (Hrsg.), Persönlichkeitsmerkmale und Familienstruktur. München: Weixler.

4.252 Hentschel, U., Smith, G. J. W., & Draguns, J. G. (1986). Introduction and overview: Subliminal perception, microgenesis and personality. In U. Hentschel, G. J. W. Smith, & J. G. Draguns (Hrsg.), The roots of perception. Amsterdam.

4.253 Hill, E. A. (1988). Understanding the disoriented senior as a personal scientist. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 287-296). London: Routledge & Kegan Paul.

4.254 Hinkle, D. N. (1970). The game of personal constructs. In D. Bannister (Ed.), Perspectives in personal construct theory (pp. 91-110). London: Academic Press.

4.255 Hodgkin, R. (1978). Learning about rules (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 248-249). London: Academic Press.

4.256 Hodgkin, R. Born curious. In New perspectives in education. London: Wiley.

4.257 Holland, R. (1970). George Kelly: Constructive innocent and reluctant existentialist. In D. Bannister (Ed.), Perspectives in personal construct theory (pp. 111-132). London: Academic Press.

4.258 Holland, R. (1981). From perspectives to reflectivity. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 23-29). New York: St. Martin's Press.

4.259 Honess, T. (1978). Children's perceptions of their peers: A developmental analysis using the implication grid technique (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 250). London: Academic Press.

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4.260 Honess, T. (1985). Repertory grids and the psychological case study. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 243-255). London: Croom Helm.

4.261 Honikman, B. (1972). An investigation of the relationship between construing of the environment and its physical form. In W. J. Mitchell (Ed.), Environmental design: Research and practice. Los Angeles: UCLA.

4.262 Honikman, B. (1976). Personal construct theory and environmental meaning: Applications to urban design. In G. T. Moore, & R. G. Golledge (Eds.), Environmental knowing: Theories, research and methods. Stroudsberg, PA: Dowden, Hutchinson & Ross.

4.263 Honikman, B. (1976). Construct theory as an approach to architectural and environmental design. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 167-181). London: Wiley. This paper is intended to establish the value and importance of applying personal construct theory and grid technique in studies of environmental meaning. An architect makes his plans, whether large or small, for a city or a kitchen, to fit the needs of the people they affect, and should attempt to understand how they see their environment. The problem is a complicated one. The environment combines many features into a coherent whole. Each individual has a personal way of construing it in the light of his particular needs. Thus, different elements of the environment should not be considered in isolation and it is unsafe to assume that everyone uses the same terms in evaluating them. The argument is illustrated by a study of the ways in which living-rooms are construed. In the conclusion, general strategies are outlined for research in environmental psychology. (PS).

4.264 Horgan, D., Millis, K., Horgan, T., & Neimeyer, R. A. (1989). Predecision processes in chess. In D. Topping, V. Kobayashi, & D. Crowell (Eds.), Thinking across cultures. Hillsdale, NJ: Lawrence Erlbaum Associates.

4.265 Horley, J. (1988). Construal of events: Personal constructs versus personal projects. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 359-368). London: Routledge & Kegan Paul.

4.266 Howells, K. (1979). Some meanings of children for paedophiles. In M. Cook, & G. Wilson (Eds.), Love and attraction. Oxford: Pergamon.

4.267 Howells, K. (1983). Social construing and violent behavior in mentally abnormal offenders. In J. W. Hinton (Ed.), Dangerousness: Problems of assessment and prediction. London: Allen & Unwin.

4.268 Hughes, S. L., & Neimeyer, R. A. (1990). A cognitive model of suicidal behavior. In D. Lester (Ed.), Current concepts of suicide (pp. 1-28). Philadelphia: Charles Press.

4.269 Husain, M. (1983). To what can one apply a construct? In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 11-28). Toronto: Academic Press.

4.270 Insley, T. (1987). A personal construct view of stuttering therapy. In C. Levy (Ed.), Stuttering therapies: Practical approaches. London: Croom Helm.

4.271 Ivey, A. E. (1980). A person-environment view of counseling and psychotherapy: Implications for social policy. In T. Marsella, & P. Pederson (Eds.), Cross-cultural counseling and psychotherapy. Oxford: Pergamon Press.

4.272 Jaccard, J., Wan, C. K., & Wood, G. (1988). Idiothetic methods for the analysis of behavioral decision making: Computer applications. In J. C. Mancuso, & M. L. G. Shaw (Eds.), Cognition and personal structure: Computer access and analysis (pp. 137-167). New York: Praeger.

4.273 Jackson, A. (1988). A PCP model of decision-making and planning. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 445-455). London: Routledge & Kegan Paul.

4.274 Jackson, S. R. (1988). Self-characterisation: Dimensions of meaning. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 223-231). London: Routledge & Kegan Paul.

4.275 Jackson, S. R. (1990). A self-characterisation: Development and deviance in adolescent construing. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

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4.276 Jackson, S. R. (1990). A PCT therapy group for adolescents. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.277 Jackson, S. R., & Bannister, D. (1985). Growing into self. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 67-82). London: Academic Press.

4.278 Jahoda, M. (1988). The range of convenience of personal construct psychology: An outsider's view. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 1-14). London: Routledge & Kegan Paul.

4.279 Jankowicz, A. D. (1990). Applications of personal construct psychology in business practice. In G. J. Neimeyer, & R. A. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 1 (pp. 257-287). Greenwich, CT: JAI Press.

4.280 Jones, H. (1985). Creativity and depression: An idiographic study. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 170-179). Lincoln, NE: University of Nebraska Press.

4.281 Jones, H. (1988). Personal Construct Psychology and counselling: a personal view. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 158-173). London and New York: Routledge.

4.282 Jones, J. C., & Ford, K. M. (1992). A neural net approach to repertory grid elicitation. In M. B. Fishman, & J. L. Robards (Eds.), Advances in artificial intelligence research, Vol. 2. Greenwich, CT: JAI Press.

4.283 Karst, T. O. (1978). Technique-free and nonprescriptive theories of psychotherapy: Promiscuity or promise? (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 250-251). London: Academic Press.

4.284 Karst, T. O. (1980). The relationship between personal construct theory and psychotherapeutic techniques. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 166- 184). New York: Wiley-Interscience.

4.285 Karst, T. O., & Groutt, J. W. (1977). Inside mystical heads: Shared and personal constructs in a commune with some implications for a personal construct theory social psychology. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 67-92). London: Academic Press.

4.286 Kate, H. t. (1981). A theoretical explication of Hinkle's implication theory. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 167-175). New York: St. Martin's Press.

4.287 Keen, T. R. (1978). Teaching appraisal by repertory grid technique (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (p. 251). London: Academic Press.

4.288 Kelly, D. (1978). Construct theory and delinquency (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (p. 252). London: Academic Press.

4.289 Kelly, D. (1990). A personal construct psychology perspective on deviance. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.290 Kelly, D., & Taylor, H. (1981). Take and escape: A personal construct study of car ‘theft’. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 231- 239). New York: St. Martin's Press.

4.291 Kenny, V. (1987). Family somatics: A personal construct approach to cancer. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 190-208). New York: Springer.

4.292 Kenny, V. (1988). Autopoiesis and alternativism in psychotherapy: Fluctuations and reconstructions. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 36-47). London: Routledge & Kegan Paul.

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4.293 Kenny, V. (1988). Changing conversations: a constructivist model of training for psychotherapists. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 140-157). London and New York: Routledge.

4.294 Kenny, V., & Brown, I. W. (1985). How does psychotherapy work? Part II: A systems approach to psychotherapy practice. In F. F. Flach (Ed.), Directions in psychiatry. Vol. 5 (Lesson 4). New York: Hatherleigh.

4.295 Kerrick-Mack, J. (1978). The Role Construct Repertory Grid as a process for facilitating self-awareness and personal growth. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 117-118). London: Academic Press.

4.296 Kirkland, J., Lambourne, R., & Black, S. (1988). Three-dimensional representations of grid-type data. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 381-390). London: Routledge & Kegan Paul.

4.297 Koch, H. C. H. (1985). Group psychotherapy. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 302-326). London: Croom Helm.

4.298 Kremsdorf, R. (1985). An extension of fixed-role therapy with a couple. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 216-224). Lincoln, NE: University of Nebraska Press.

4.299 Landfield, A. W. (1976). A personal construct approach to suicidal behaviour. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 93-107). London: Wiley. Suicide is interpreted in terms of personal construct theory: it is when a man's construct breaks down and he can no longer make sense of the world he lives in that he feels inclined to commit suicide. Grids of students, some of whom have made serious suicidal attempts, are examined in support of the argument and distinguishing features are pointed out. A case is presented in detail of a girl who completed a grid shortly before committing suicide. A special form of grid is used. As in Kelly's Rep Test, the elements are derived from roles, but constructs are elicited by presenting the elements in pairs and asking the informant to describe the difference between them, or, if they are alike, to pick out the least similar of the other elements and construe the contrast. Constructs are accepted which do not extend to all the elements and measurements are obtained from the number of cells in the grid which do not contain definite entries. (PS).

4.300 Landfield, A. W. (1977). Interpretive man: The enlarged self-image. In A. W. Landfield (Ed.), Nebraska symposium on motivation 1976 (pp. 127-177). Lincoln, NE: University of Nebraska Press.

4.301 Landfield, A. W. (1979). Exploring socialization through the Interpersonal Transaction Group. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 133-151). London: Academic Press.

4.302 Landfield, A. W. (1980). Personal construct psychotherapy: A personal construction. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 122-140). New York: Wiley- Interscience.

4.303 Landfield, A. W. (1980). The person as perspectivist, literalist, and chaotic fragmentalist. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 289-320). New York: Wiley- Interscience.

4.304 Landfield, A. W. (1980). Personal construct psychology: A theory to be elaborated. In M. J. Mahoney (Ed.), Psychotherapy process: Current issues and future directions (pp. 61-83). New York: Plenum Press.

4.305 Landfield, A. W. (1982). A construction of fragmentation and unity: The fragmentation corollary. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 198-221). New York: Praeger.

4.306 Landfield, A. W. Commentary on ‘Weltanschauung’ and ‘crisis’ in psychotherapy. In A. Maher, & L. Pearson (Eds.), Creative developments in psychotherapy, Vol. 2. San Francisco: Jossey-Bass.

4.307 Landfield, A. W., & Barr, M. A. (1978). Workshop on Interpersonal Transaction with rotation dyads, a methodology related to Kelly's sociality corollary (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 252-253). London: Academic Press.

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4.308 Landfield, A. W., & Cannell, J. E. (1988). Ways of assessing functionally independent construction, meaningfulness, and construction in hierarchy. In J. C. Mancuso, & M. L. G. Shaw (Eds.), Cognition and personal structure: Computer access and analysis (pp. 67-89). New York: Praeger.

4.309 Landfield, A. W., & Leitner, L. M. (1980). Personal construct psychology. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 3-17). New York: Wiley-Interscience.

4.310 Landfield, A. W., & Schmittdiel, C. J. (1983). The interpersonal transaction group: Evolving measurements in the pursuit of theory. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 207-218). Toronto: Academic Press.

4.311 Leff, H. S., & Deutsch, P. S. (1973). Construing the physical environment: Differences between environmental and lay persons. In W. F. E. Preiser (Ed.) (pp. 284-297).

4.312 Lehrer, R. (1988). Characters in search of an author: The self as a narrative structure. In J. C. Mancuso, & M. L. G. Shaw (Eds.), Cognition and personal structure: Computer access and analysis (pp. 195-228). New York: Praeger.

4.313 Leitner, L. M. (1980). Personal construct treatment of a severely disturbed woman: The case of Sue. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 102-121). New York: Wiley-Interscience.

4.314 Leitner, L. M. (1985). Interview methodologies for construct elicitation: Searching for the core. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 292-305). Lincoln, NE: University of Nebraska Press.

4.315 Leitner, L. M. (1985). The terrors of cognition: On the experiential validity of personal construct theory. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 83-103). London: Academic Press.

4.316 Leitner, L. M. (1987). Crisis of the self: The terror of personal evolution. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 39-56). New York: Springer.

4.317 Leitner, L. M. (1988). Contextual shifts in interpersonal constructions. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 308-318). London: Routledge & Kegan Paul.

4.318 Leman, G. (1970). Words and worlds. In D. Bannister (Ed.), Perspectives in personal construct theory (pp. 133-156). London: Academic Press.

4.319 Leventhal, H., Meyer, D., & Nerenz, D. (1980). The common sense representation of illness danger. In S. Rachman (Ed.), Medical psychology, Vol. 2. Oxford: Pergamon Press.

4.320 Levy, C. (1983). Group therapy with adults. In P. Dalton (Ed.), Approaches to the treatment of stuttering. London: Croom Helm.

4.321 Levy, C. (1987). Interiorised stuttering: A group therapy approach. In C. Levy (Ed.), Stuttering therapies: Practical approaches. London: Croom Helm.

4.322 Li, C. (1988). PCT interpretation of sexual involvement with children. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 273-286). London: Routledge & Kegan Paul.

4.323 Li, C. (1990). Ethics, politics and paedophilia: The relevance of George Kelly. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.324 Lifshitz, M. (1978). Children's construct system and overt behavior (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 253). London: Academic Press.

4.325 Llewelyn, S., & Dunnett, G. (1987). The use of personal construct theory in groups. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 245-258). New York: Springer.

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4.326 Lohaus, A. (1993). Testtheoretische Aspekte der Repertory Grid-Technik. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 1 (pp. 80-91). Bern: Huber.

4.327 Lorenzini, R., Mancini, F., & Sassaroli, S. (1985). La costruzione dell'attaccamento [The construction of attachment]. In F. Mancini, & A. Semerari (a cura di.), La psicologia dei costrutti personali (pp. 104-124). Milano: Angeli.

4.328 Lorenzini, R., & Sassaroli, S. (1988). Building change in patients with agoraphobic symptoms. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 329-341). London: Routledge & Kegan Paul.

4.329 Lyddon, W. J., & Alford, D. J. (1993). Constructivist assessment: A developmental-epistemic perspective. In G. J. Neimeyer (Ed.), Casebook of constructivist assessment. Newbury Park, CA: SAGE.

4.330 Macía, M. A., & Huici, C. (1986). Apreciación subjetiva del paisaje: Un ejemplo de la utilización de la rejilla de Kelly [Subjective landscape appreciation: An illustration of the use of Kelly's grid]. In F. Jiménez Burillo, & J. I. Aragonés (Eds.), Introducción a la psicología ambiental. Madrid: Alianza.

4.331 MacKenzie, K. R. (1983). The clinical application of a group climate measure. In R. Dies, & K. R. MacKenzie (Eds.), Advances in group psychotherapy: Integrating research and practice. New York: International Universities Press.

4.332 Maher, B. A. (1969). George Kelly: A brief biography. In B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 1-3). New York: Wiley.

4.333 Mair, J. M. M. (1970). Psychologists are human too. In D. Bannister (Ed.), Perspectives in personal construct theory (pp. 157-184). London: Academic Press.

4.334 Mair, J. M. M. (1977). Metaphors for living. In A. W. Landfield (Ed.), Nebraska symposium on motivation 1976 (pp. 243-290). Lincoln, NE: University of Nebraska Press.

4.335 Mair, J. M. M. (1977). The community of self. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 125-149). London: Academic Press.

4.336 Mair, J. M. M. (1979). The personal venture. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 35-47). London: Academic Press.

4.337 Mair, J. M. M. (1980). Feeling and knowing. In P. Salmon (Ed.), Coming to know (pp. 113-127). London: Routledge & Kegan Paul.

4.338 Mair, J. M. M. (1985). The long quest to know. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 3-14). Lincoln, NE: University of Nebraska Press.

4.339 Maitland, P. (1990). Residents' perceptions of their probation hostel. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.340 Mancini, F., Sassaroli, S., & Semerari, A. (1984). Teorie psicologiche implicite e soluzioni di problemi nevrotici: un approccio darwinista [Implicit psychological theories and solutions of neurotic problems: A Darwinistic approach]. In G. Chiari, & M. L. Nuzzo (a cura di.), Crescita e cambiamento della conoscenza individuale (pp. 275-292). Milano: Angeli.

4.341 Mancini, F., & Semerari, A. (1985). Considerazioni sulla conoscenza di sé [Considerations about self- knowledge]. In F. Mancini, & A. Semerari (a cura di.), La psicologia dei costrutti personali (pp. 136-153). Milano: Angeli.

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4.342 Mancini, F., & Semerari, A. (1985). Introduzione critica alla teoria dei costrutti personali [Critical introduction to personal construct theory]. In F. Mancini, & A. Semerari (a cura di.), La psicologia dei costrutti personali (pp. 15-34). Milano: Angeli.

4.343 Mancini, F., & Semerari, A. (1985). Lo sviluppo strutturale [Structural development]. In F. Mancini, & A. Semerari (a cura di.), La psicologia dei costrutti personali (pp. 154-174). Milano: Angeli.

4.344 Mancini, F., & Semerari, A. (1985). Tecniche di indagine [Assessment techniques]. In F. Mancini, & A. Semerari (a cura di.), La psicologia dei costrutti personali (pp. 225-251). Milano: Angeli.

4.345 Mancini, F., & Semerari, A. (1985). Kelly e Popper: una teoria costruttivistica della conoscenza [Kelly and Popper: A constructivist theory of knowledge]. In F. Mancini, & A. Semerari (a cura di.), La psicologia dei costrutti personali (pp. 52-72). Milano: Angeli.

4.346 Mancini, F., & Semerari, A. (1988). Kelly and Popper: A constructivist view of knowledge. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 69-79). London: Routledge & Kegan Paul.

4.347 Mancuso, J. C. (1977). Current motivational models in the elaboration of personal construct theory. In A. W. Landfield (Ed.), Nebraska symposium on motivation 1976 (pp. 43-97). Lincoln, NE: University of Nebraska Press.

4.348 Mancuso, J. C. (1978). What do people know about reprimand?: The choice corollary in everyday implicit personality theory (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 253-254). London: Academic Press.

4.349 Mancuso, J. C. (1979). Reprimand: The construing of the rule violator's construct system. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 255-277). London: Academic Press.

4.350 Mancuso, J. C. (1988). Analyzing cognitive structures: An application to parent role systems. In J. C. Mancuso, & M. L. G. Shaw (Eds.), Cognition and personal structure: Computer access and analysis (pp. 229-252). New York: Praeger.

4.351 Mancuso, J. C., & Adams-Webber, J. R. (1982). Personal construct psychology as personality theory: Introduction. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 1-7). New York: Praeger.

4.352 Mancuso, J. C., & Adams-Webber, J. R. (1982). Anticipation as a constructive process: The fundamental postulate. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 8-32). New York: Praeger.

4.353 Mancuso, J. C., & Eimer, B. N. (1982). Fitting things into sorts: The range corollary. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 130-151). New York: Praeger.

4.354 Mancuso, J. C., & Handin, K. H. (1980). Training parents to construe the child's construing. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 271-288). New York: Wiley-Interscience.

4.355 Mancuso, J. C., & Handin, K. H. (1983). Prompting parents toward constructivist caregiving practices. In I. E. Sigel, & L. M. Laosa (Eds.), Changing families (pp. 163-202). New York: Plenum Press.

4.356 Mancuso, J. C., & Handin, K. H. (1985). Reprimand: Acting on one's implicit theory of behavior change. In I. Sigel (Ed.), Parental belief systems: The psychological consequences for children. Hillsdale, NJ: Lawrence Erlbaum Associates.

4.357 Mancuso, J. C., & Hunter, K. V. (1983). Anticipation, motivation, or emotion: The fundamental postulate after twenty-five years. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 73- 92). Toronto: Academic Press.

4.358 Mancuso, J. C., & Hunter, K. V. (1985). Assunti costruttivisti nelle teorie di G. A. Kelly e J. Piaget [Constructivist assumptions in G. A. Kelly's and J. Piaget's theories]. In F. Mancini, & A. Semerari (a cura di.), La psicologia dei costrutti personali (pp. 73-103). Milano: Angeli.

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4.359 Mancuso, J. C., & Lehrer, R. (1985). Cognitive processes during reactions to rule violation. In R. Ashmore, & D. Brodzinsky (Eds.), Thinking about parenting. Hillsdale, NJ: Lawrence Erlbaum Associates.

4.360 Mancuso, J. C., & Shaw, M. L. G. (1988). A constructivist perspective on assessing personal cognitive structures. In J. C. Mancuso, & M. L. G. Shaw (Eds.), Cognition and personal structure: Computer access and analysis (pp. 1-12). New York: Praeger.

4.361 Mascolo, M. F., & Mancuso, J. C. (1988). Representing the parent-role construing systems of expert parents. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 210-222). London: Routledge & Kegan Paul.

4.362 Mascolo, M. F., & Mancuso, J. C. (1992). Constructive processes in self-evaluative emotional development. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 2. Greenwich, CT: JAI Press.

4.363 McConachie, H. (1985). How parents of young mentally handicapped children construe their role. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 105-126). London: Academic Press.

4.364 McCoy, M. M. (1977). A reconstruction of emotion. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 93-124). London: Academic Press.

4.365 McCoy, M. M. (1978). Liking and disliking (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 254-255). London: Academic Press.

4.366 McCoy, M. M. (1979). Individual interpersonal judgements re-described and re-evaluated. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 299-319). London: Academic Press.

4.367 McCoy, M. M. (1980). Culture-shocked marriages. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 141-165). New York: Wiley-Interscience.

4.368 McCoy, M. M. (1981). Positive and negative emotion: A personal construct theory interpretation. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 95-104). New York: St. Martin's Press.

4.369 McCoy, M. M. (1983). Personal construct theory and methodology in intercultural research. In J. R. Adams- Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 173-186). Toronto: Academic Press.

4.370 McDonald, D. E., & Mancuso, J. C. (1987). A constructivist approach to parent training. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 172-189). New York: Springer.

4.371 McKnight, C. (1978). Construing others: A new approach to the study of role and role conflict (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (p. 255). London: Academic Press.

4.372 McPherson, F. M., Barden, A., & Hay, J. A. (1971). Flattening of affect and personal constructs. In R. Cancro (Ed.), The schizophrenic syndrome: An annual review. Brunner Mazel.

4.373 McQualter, J. W. (1992). Personal construct theory and RepGrid technique. In D. M. Cavanagh, & G. W. Rodwell (Eds.), Dialogues in education research. (Ch. 13). Darwin: W. Michael Press.

4.374 McWilliams, S. A. (1988). On becoming a personal anarchist. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 17-25). London: Routledge & Kegan Paul.

4.375 Megargee, E. I. (1971). The role of inhibition in the assessment and understanding of violence. In J. E. Singer (Ed.), The control of aggression and violence: Cognitive and psychological factors. London: Academic Press.

4.376 Mendelsohn, M. B. (1978). Personal construct theory, nonautonomous freedom and the art of choosing. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 151-156). London: Academic Press.

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4.377 Mendoza, S. (1985). The Exchange Grid. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 173-189). London: Croom Helm.

4.378 Meshoulam, U. (1978). There is more to stuttering than meets the ear: Stutterers' construing of speaking situations. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 103-115). London: Academic Press.

4.379 Miall, D. S. (1988). A repertory grid study of response to poetry. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 539-547). London: Routledge & Kegan Paul.

4.380 Middleton, J. (1985). So where does this leave Simon? A mother's and a teacher's perspective of an ESN(M) boy. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 364-379). London: Croom Helm.

4.381 Miller, K., & Treacher, A. (1981). Delinquency: A personal construct theory approach. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 241- 250). New York: St. Martin's Press.

4.382 Mischel, T. (1974). Motivation, emotion and the conceptual schemes of common sense. In R. S. Peters (Ed.), Psychology and ethical development. Allen & Unwin.

4.383 Mischel, W. (1980). George Kelly's anticipation of psychology: A personal tribute. In M. J. Mahoney (Ed.), Psychotherapy process. New York: Plenum Press.

4.384 Mitterer, J., & Adams-Webber, J. R. (1988). OMNIGRID: A program for the construction, administration, and analysis of repertory grids. In J. C. Mancuso, & M. L. G. Shaw (Eds.), Cognition and personal structure: Computer access and analysis (pp. 91-105). New York: Praeger.

4.385 Monaghan, L., & Monaghan, R. R. (1985). Wondering constructions of learning: Lateral and vertical styles in children. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 128-139). Lincoln, NE: University of Nebraska Press.

4.386 Morris, J. B. (1977). The prediction and measurement of change in a psychotherapy group using the repertory grid. In F. Fransella, & D. Bannister, A manual for repertory grid technique (pp. 120-148). London: Academic Press.

4.387 Morris, J. B. (1977). Towards a personal science. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 151-176). London: Academic Press.

4.388 Morrison, J. K. (1979). Emotive-reconstructive therapy: Changing constructs by means of mental imagery. In A. A. Sheikh, & J. T. Shaffer (Eds.), The potential of fantasy and imagination. New York: Brandon.

4.389 Morrison, J. K. (1980). Emotive-reconstructive therapy: A short-term psychotherapeutic use of mental imagery. In J. E. Shorr, J. Connelly, G. Sobel, & T. Robin (Eds.), Imagery: Its many dimensions and applications, Vol. 2. New York: Plenum Press.

4.390 Morrison, J. K. (1981). Using death imagery to induce proper grieving: An emotive-reconstructive approach. In E. Klinger (Ed.), Imagery: Concepts, results, and applications, Vol. 2. New York: Plenum Press.

4.391 Morrison, J. K. (1986). The emotive-reconstructive use of imagery to induce psychotherapeutic grieving. In A. A. Sheikh (Ed.), Death before life: Growth potential of death imagery. New York: Baywood.

4.392 Morrison, J. K. (1987). A psychotherapist at the crossroads: A personal and professional turning point. In W. Dryden (Ed.), Key cases in psychotherapy. London: Croom Helm.

4.393 Morrison, J. K., & Cometa, M. S. (1979). Emotive-reconstructive therapy and client problem resolution: Periodic accountability to the consumer. In J. K. Morrison (Ed.), A consumer approach to community psychology. Chicago: Nelson-Hall.

4.394 Morrison, J. K., & Cometa, M. S. (1982). Variations in developing construct systems: The experience corollary. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 152-169). New York: Praeger.

135 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

4.395 Murphy, A. J. (1978). How to win friends and elicit constructs. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 171-179). London: Academic Press.

4.396 Needs, A. (1988). Psychological investigation of offending behaviour. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 493-506). London: Routledge & Kegan Paul.

4.397 Needs, A. (1990). Some issues raised by the application of personal construct psychology to the sexual abuse of children. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.398 Neimeyer, G. J. (1985). Personal constructs in the counseling of couples. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 201-215). Lincoln, NE: University of Nebraska Press.

4.399 Neimeyer, G. J. (1987). Marital role reconstruction through couples' group therapy. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 127-152). New York: Springer.

4.400 Neimeyer, G. J. (1987). Personal construct assessment, strategy, and technique. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 20-36). New York: Springer.

4.401 Neimeyer, G. J. (1992). Personal constructs and vocational structure: A critique of poor reason. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 2. Greenwich, CT: JAI Press.

4.402 Neimeyer, G. J., & Hall, A. G. (1988). Personal identity in disturbed marital relationships. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 297-307). London: Routledge & Kegan Paul.

4.403 Neimeyer, G. J., & Heesacker, M. (1992). Vocational development: Assessment and intervention in adolescent career choice. In C. E. Walker (Ed.), Handbook of clinical child psychology (2nd ed.). New York: Wiley.

4.404 Neimeyer, G. J., & Hudson, J. E. (1985). Couples' constructs: Personal systems in marital satisfaction. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 127-141). London: Academic Press.

4.405 Neimeyer, G. J., & Neimeyer, R. A. (1981). Personal construct perspectives on cognitive assessment. In T. V. Merluzzi, C. R. Glass, & M. Genest (Eds.), Cognitive assessment (pp. 188-232). New York: Guilford Press.

4.406 Neimeyer, G. J., & Neimeyer, R. A. (1993). Defining the boundaries of constructivist assessment. In G. J. Neimeyer (Ed.), Casebook of constructivist assessment (pp. 1-30). Newbury Park, CA: SAGE.

4.407 Neimeyer, R. A. (1980). George Kelly as therapist: A review of his tapes. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 74-101). New York: Wiley-Interscience.

4.408 Neimeyer, R. A. (1981). The structure and meaningfulness of tacit construing. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 105-113). New York: St. Martin's Press.

4.409 Neimeyer, R. A. (1983). The development of personal construct psychology: Some sociohistorical observations. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 155- 172). Toronto: Academic Press.

4.410 Neimeyer, R. A. (1985). Personal constructs in clinical practice. In P. C. Kendall (Ed.), Advances in cognitive- behavioral research and therapy, Vol. 4 (pp. 275-339). New York: Academic Press.

4.411 Neimeyer, R. A. (1985). Problems and prospects in personal construct theory. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 143-171). London: Academic Press.

4.412 Neimeyer, R. A. (1985). Personal constructs in depression: Research and clinical implications. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 82-102). London: Croom Helm.

136 4. BOOK CHAPTERS

4.413 Neimeyer, R. A. (1986). Personal construct therapy. In W. Dryden, & W. L. Golden (Eds.), Cognitive behavioral approaches to psychotherapy (pp. 224-260). London: Harper & Row.

4.414 Neimeyer, R. A. (1987). Death anxiety. In H. Wass, F. Berardo, & R. A. Neimeyer (Eds.), Dying: Facing the facts (pp. 97-136). New York: Hemisphere/Harper & Row. [2nd ed. 1988]

4.415 Neimeyer, R. A. (1987). An orientation to personal construct therapy. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 3-19). New York: Springer.

4.416 Neimeyer, R. A. (1987). Core role reconstruction in personal construct therapy. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 57-75). New York: Springer.

4.417 Neimeyer, R. A. (1990). Personal Construct Therapy. In J. Zieg, & W. M. Munion (Eds.), What is psychotherapy? Contemporary perspectives (pp. 159-164). New York: Jossey Bass.

4.418 Neimeyer, R. A. (1992). Measuring personal meanings of death: 20 years of research using the Threat Index. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 2 (pp. 121-147). Greenwich, CT: JAI Press.

4.419 Neimeyer, R. A. (1993). Constructivist approaches to the measurement of meaning. In G. J. Neimeyer (Ed.), Casebook of constructivist assessment (pp. 58-103). Newbury Park, CA: SAGE.

4.420 Neimeyer, R. A. (1993). Constructivist psychotherapy. In K. T. Kuehlwein, & H. Rosen (Eds.), Cognitive therapies in action: Evolving innovative practice (pp. 268-300). San Francisco: Jossey Bass.

4.421 Neimeyer, R. A. (1993). The Threat Index and related methods. In R. A. Neimeyer (Ed.), Death anxiety handbook: Research, instrumentation, and application. New York & London: Taylor & Francis.

4.422 Neimeyer, R. A. (1993). Dialogue Uber den Tod: Ansatze zur Untersuchung personlicher Konstrukte [Dialogues on death: Personal construct contributions]. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 162-176). Bern: Huber.

4.423 Neimeyer, R. A., Baker, K. D., & Neimeyer, G. J. (1990). The current status of personal construct theory: Some scientometric data. In G. J. Neimeyer, & R. A. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 1 (pp. 3-22). Greenwich, CT: JAI Press.

4.424 Neimeyer, R. A., & Feixas, G. (1990). I disturbi della costruzione [Disorders of construction]. In F. Mancini, & A. Semerari (a cura di.), Le teorie cognitive dei disturbi emotivi. Roma: La Nuova Italia Scientifica.

4.425 Neimeyer, R. A., Fiedler, J. M., Harter, S., & Alexander, P. C. (1993). Der Gruppenprozeß bei der Behandlung von Izestopfern [Group process in the treatment of incest survivors]. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 128-137). Bern: Huber.

4.426 Neimeyer, R. A., & Harter, S. (1988). Facilitating individual change in Personal Construct Therapy. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 174-185). London and New York: Routledge.

4.427 Neimeyer, R. A., Heath, A., & Strauss, J. (1985). Personal reconstruction during group cognitive therapy for depression. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 180-197). Lincoln, NE: University of Nebraska Press.

4.428 Neimeyer, R. A., & Neimeyer, G. J. (1985). Disturbed relationships: A personal construct view. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 195-223). London: Croom Helm.

4.429 Neimeyer, R. A., & Neimeyer, G. J. (1993). Constructivist assessment: What and when. In G. J. Neimeyer (Ed.), Casebook of constructivist assessment. Newbury Park, CA: SAGE.

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4.430 Norris, H., & Makhlouf-Norris, F. (1976). The measurement of self-identity. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 79-92). London: Wiley. The self-identity system is put forward as a hypothetical construction having the property of reducing uncertainty. A person's self-identity is seen as being integral with his behaviour. The choices he makes depend on his self-identity system and their outcomes validate or invalidate his self-conception. A repertory grid method is described for collecting and computing essentially subjective data in a standardized and quantitative form to obtain measurements of self-identity. Operational definitions are given for concepts such as self- isolation, self-alienation and social alienation, etc. The procedure is illustrated with examples of the self-identity indices of patients whose behaviour is constrained in the form of neurosis or drug-dependence and of less constrained normal subjects. (P.S.).

4.431 Norris, M. (1977). Construing in a detention centre. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 177-194). London: Academic Press.

4.432 Norris, M. (1990). Personal construct psychology and deviancy: A researcher's perspective. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.433 Novak, J. M. (1983). Personal construct theory and other perceptual pedagogies. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 317-329). Toronto: Academic Press.

4.434 Novak, J. M. (1990). Advancing constructive teaching: A framework for teacher education. In G. J. Neimeyer, & R. A. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 1 (pp. 233-255). Greenwich, CT: JAI Press.

4.435 Nutting, R. (1988). Report on learning-to-learn techniques based on PCP. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 155-174). London: Routledge & Kegan Paul.

4.436 Nystedt, L. (1981). A model for studying the interaction between the ‘objective’ situation and a person's construction of it. In D. Magnusson (Ed.), Toward a psychology of situations (pp. 375-391). Hillsdale, NJ: Lawrence Erlbaum Associates.

4.437 Nystedt, L. (1983). The situation: A constructivist approach. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 93-114). Toronto: Academic Press.

4.438 Nystedt, L., & Magnusson, D. (1982). Construction of experience: The construction corollary. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 33-44). New York: Praeger.

4.439 O'Donovan, D. (1985). Computer dream analysis. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 249-260). Lincoln, NE: University of Nebraska Press.

4.440 O'Hare, D. P. A. (1981). Cognition, categorisation and aesthetic responses. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 147-155). New York: St. Martin's Press.

4.441 O'Keefe, D. J. (1980). The relationship of attitudes and behavior: A constructivist analysis. In D. P. Cushman, & R. D. McPhee (Eds.), Message-attitude-behavior relationship. New York: Academic Press.

4.442 Oliver, W. D. (1970). George Kelly: An appreciation. In D. Bannister (Ed.), Perspectives in personal construct theory (pp. 185-196). London: Academic Press.

4.443 O'Reilly, J. (1977). The interplay between mothers and their children: A construct theory viewpoint. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 195-219). London: Academic Press.

4.444 Orley, J. (1976). The use of grid technique in social anthropology. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 219-232). London: Wiley. In studying another culture, the anthropologist first immerses himself in it in order to understand the opinions and beliefs that sustain it and then endeavours to translate them into the language of his own culture. He collects his information through informal conversations with representative members of the community at times when they feel completely at ease, and defers to their customary ways of expressing themselves. He may be content to report prevalent beliefs on a topic in a literary manner without attempting to measure how widely or strongly they are held. But once good rapport is established, it may not be difficult to apply grid technique and thus quantify a current system of beliefs. Different ways of obtaining the data are discussed. Two examples are given of quantified studies in rural Buganda. The

138 4. BOOK CHAPTERS

first concerned the position of mad people and epileptics in the community and the beliefs which governed the behaviour of the rest of the community towards them. The second was a study of the way in which the Ganda see their spirit world. Both produced definite and informative results. A well-established sophisticated system of beliefs concerning the spirit world is demonstrated by the consensus grid. (PS).

4.445 Orlik, P., Horst, A., & Schneider-Duker, M. (1982). Das Selbstkonzept-Gitter als therapiebegleitendes Diagnostikum. In M. Zielke (Ed.), Diagnostik in der Psychotherapie. Stuttgart: Kohlhammer.

4.446 O'Sullivan, B. (1985). The experiment of agoraphobia. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 75-86). London: Croom Helm.

4.447 O'Sullivan, B. (1988). Feminism and PCT. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 459-471). London: Routledge & Kegan Paul.

4.448 Perry, W. R. (1978). Construing interpersonal construction systems: Conjectures on sociality. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 181-191). London: Academic Press.

4.449 Phillips, E. M. (1985). Using the repertory grid in the classroom. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 275-294). London: Croom Helm.

4.450 Phillips, J. P. N. (1977). Generalized personal questionnaire techniques. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 195-246). London: Wiley.

4.451 Pierce, D., Sewell, K., & Cromwell, R. (1992). Schizophrenia and depression: Construing and constructing empirical research. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 2. Greenwich, CT: JAI Press.

4.452 Pirritano, M., & Salvini, A. (1983). Introduzione alla psicologia del costrutto personale di G. A. Kelly e al Repertory Test [Introduction to Kelly's personal construct psychology and the Repertory Test]. In A. Salvini, & M. Guicciardi (a cura di.), Interpersonalità: Strumenti per l'indagine clinica dei processi interpersonali (pp. 127-167). Milano: UNICOPLI.

4.453 Pope, M. L. (1978). Monitoring and reflecting in teacher training. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 75-86). London: Academic Press.

4.454 Pope, M. L. (1981). Personal experience and the construction of knowledge in science. In K. Abrahamson (Ed.), Co-operative education, experiential learning and personal. U. A. Nat. Board Univ. & Coll.

4.455 Pope, M. L., & Gilbert, J. K. (1985). Constructive science education. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 111-127). Lincoln, NE: University of Nebraska Press.

4.456 Pope, M. L., & Shaw, M. L. G. (1981). Negotiation in learning. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 157-165). New York: St. Martin's Press.

4.457 Procter, H. G. (1981). Family construct psychology: An approach to understanding and treating families. In S. Walrond-Skinner (Ed.), Developments in family therapy: Theories and applications since 1948 (pp. 350-366). London: Routledge and Kegan Paul.

4.458 Procter, H. G. (1985). A construct approach to family therapy and systems intervention. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 327-350). London: Croom Helm.

4.459 Procter, H. G. (1985). Repertory grids in family therapy and research. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 218-239). London: Croom Helm.

4.460 Procter, H. G. (1987). Change in the family construct system: Therapy of a mute and withdrawn schizophrenic patient. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 153-171). New York: Springer.

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4.461 Procter, H. G. (1993). Die Untersuchung von Familien. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 72-85). Bern: Huber.

4.462 Procter, H. G., & Parry, G. (1978). Constraint and freedom: The social origin of personal constructs. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 157-170). London: Academic Press.

4.463 Pruzek, R. M. (1988). Latent variable methods for analyzing grid structures. In J. C. Mancuso, & M. L. G. Shaw (Eds.), Cognition and personal structure: Computer access and analysis (pp. 279-301). New York: Praeger.

4.464 Radley, A. R. (1977). Living on the horizon. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 221-249). London: Academic Press.

4.465 Radley, A. R. (1978). The opposing self. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 119- 133). London: Academic Press.

4.466 Radley, A. R. (1978). Ways to learn (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 256). London: Academic Press.

4.467 Radley, A. R. (1979). Construing as praxis. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 73-89). London: Academic Press.

4.468 Radley, A. R. (1980). Student learning as social practice. In P. Salmon (Ed.), Coming to know (pp. 34-45). London: Routledge & Kegan Paul.

4.469 Raeithel, A. (1993). Auswertungsmethoden für Repertory Grids. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 1 (pp. 41-67). Bern: Huber.

4.470 Randall, M., & Thomas, L. F. (1988). Developing a learning culture in a bank. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 435-444). London: Routledge & Kegan Paul.

4.471 Rathod, P. (1981). Methods for the analysis of rep grid data. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 117-146). New York: St. Martin's Press.

4.472 Rathod, P. (1983). Metaphors for the construction of interpersonal relationships. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 219-237). Toronto: Academic Press.

4.473 Ravenette, A. T. (1970). Answer to Critchley: A psychological critique of the dyslexic child. In Critchley, & MacDonald (Eds.), The dyslexic child. Heineman Medical Books.

4.474 Ravenette, A. T. (1977). Personal construct theory: An approach to the psychological investigation of children and young people. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 251-280). London: Academic Press.

4.475 Ravenette, A. T. (1978). Children's self description grid: Theme and variations (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 256-257). London: Academic Press.

4.476 Ravenette, A. T. (1980). The exploration of consciousness: Personal construct intervention with children. In A. W. Landfield, & L. M. Leitner (Eds.), Personal construct psychology: Psychotherapy and personality (pp. 36-51). New York: Wiley-Interscience.

4.477 Ravenette, A. T. (1988). Personal Construct Psychology in the practice of an educational psychologist. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 101-121). London and New York: Routledge.

4.478 Reid, F. (1978). Social and personal constructions (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 257-258). London: Academic Press.

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4.479 Reid, F. (1979). Personal constructs and social competence. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 233-254). London: Academic Press.

4.480 Rigdon, M. A., & Epting, F. R. (1983). A personal construct perspective on an obsessive client. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 249-263). Toronto: Academic Press.

4.481 Riley, S., & Palmer, J. (1976). Of attitudes and latitudes: A repertory grid study of perceptions of seaside resorts. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 153-165). London: Wiley. This paper reports a study using repertory grid technique to map respondents attitudes to seaside resorts. The technique is used in full, not merely as a device for construct elicitation, and various complementary types of analysis are applied to the data. The results indicate considerable pay-off to extending this 'qualitative' technique into the quantitative area. Future analytic developments are considered briefly, as is the decisional outcome of the research. (PS).

4.482 Rivers, P. C., & Landfield, A. W. (1985). Personal construct theory and alcohol dependence. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 169-181). London: Croom Helm.

4.483 Rogers, C. R. (1971). Intellectualized psychotherapy. In E. A. Southwell, & M. Merbaum (Eds.), Personality: Readings in theory and research (2nd ed.). Brooks/Cole.

4.484 Rosen, H. (1980). The dramatic mode. In P. Salmon (Ed.), Coming to know (pp. 152-169). London: Routledge & Kegan Paul.

4.485 Rosenberg, S. (1977). New approaches to the analysis of personal constructs in person perception. In A. W. Landfield (Ed.), Nebraska symposium on motivation 1976 (pp. 179-242). Lincoln, NE: University of Nebraska Press.

4.486 Rosenberg, S., Kingsley, S., & Gara, M. A. (1978). Analysis of personal constructs in person perception (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 258-259). London: Academic Press.

4.487 Rosie, A. J. (1979). Teachers and children: Interpersonal relations and the classroom. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 321-339). London: Academic Press.

4.488 Ross, M. V. (1985). Depression, self-concept, and personal constructs. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 155-169). Lincoln, NE: University of Nebraska Press.

4.489 Rossetti, R., & Le Pera, G. (1982). Il sistema dei costrutti personali in una paziente diagnosticata come sindrome maniaco-depressiva [Personal construct system in a patient diagnosed as manic-depressive syndrome]. In G. Chiari, & M. L. Nuzzo (a cura di.), Le prospettive comportamentale e cognitiva in psicoterapia (pp. 103-115). Roma: Bulzoni.

4.490 Rotter, J. B. (1963). A historical and theoretical analysis of some broad trends in clinical psychology. In S. Koch (Ed.), Psychology: A study of a science. Study 2. Empirical substructure and relations with other sciences. Vol. 5. The process areas, the person, and some applied fields (pp. 780-830). New York: McGraw-Hill.

4.491 Rowe, D. (1976). Grid technique in the conversation between patient and therapist. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 5-14). London: Wiley. The use of grid technique in a clinical setting is described. It makes an episode in a drama, with antecedents and consequences, not a self-contained experiment in an insulated cubicle. The patient comes to the therapist for help, and during the course of treatment the therapist may introduce a suitable grid to improve the communication between them. Its practical value will depend on what he can learn from it and how the results can be used for the benefit of the patient. Two cases are described. (PS).

4.492 Rowe, D. (1978). A personal construct theory of depression (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 260). London: Academic Press.

4.493 Rowe, D. (1983). Metaphors and metaphysics. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 29-36). Toronto: Academic Press.

141 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

4.494 Rowe, D. (1983). Resistance to change. In E. Karas (Ed.), Current issues in clinical psychology, Vol. 1. New York: Plenum Press.

4.495 Rowe, D. (1985). Depression is a prison. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 149-154). Lincoln, NE: University of Nebraska Press.

4.496 Rowe, D., & Slater, P. (1976). Studies of the psychiatrist's insight into the patient's inner world. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 123-144). London: Wiley. Grid technique can be used to measure a psychiatrist's understanding of his patient. Two studies of this kind are reported. In the first, a psychiatrist was given a list of the elements and constructs in a grid completed by a patient he had selected, and was asked to fill it in as he supposed his patient had. Though he showed a fair degree of insight on the whole, there was one area where he had misconstrued his patient's views. In the second study, grids were completed by a psychiatrist and his patient before and after a two months' course of treatment, following the same procedure. Several comparisons could be made. In this case, both the psychiatrist's estimates came closer to the patient's grids, and the second improved on the first. But again the discrepancies, which are examined in detail, prove to contain features of psychological interest; they are not merely random deviations. (PS).

4.497 Rychlak, J. (1992). Oppositionality and the psychology of personal constructs. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 2. Greenwich, CT: JAI Press.

4.498 Rychlak, J. F. (1978). Dialectical features of Kellyian theorizing (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 260-261). London: Academic Press.

4.499 Ryle, A. (1976). Some clinical applications of grid technique. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 69-78). London: Wiley. Descriptions are given of grids of different kinds which have proved particularly suitable for studying states of mind of patients suffering from neurotic disorders, and for recording changes in their states during the course of treatment. Among these is the dyad grid which takes relationships between people as elements: for instance, 'my boss to me', 'myself to my wife', 'my wife to my son', and vice versa, might be construed in such terms as 'dependent on', 'loving towards' or 'angry with'. Methods of examining and interpreting the results from such grids are described and evidence on their diagnostic value is reported. (PS).

4.500 Ryle, A. (1985). The dyad grid and psychotherapy research. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 190-206). London: Croom Helm.

4.501 Ryle, A., & Leiman, M. (1990). La terapia analitico-cognitiva: un approccio integrativo [Cognitive-analytic therapy: An integrative approach]. In F. Mancini, & A. Semerari (a cura di.), Le teorie cognitive dei disturbi emotivi. Roma: La Nuova Italia Scientifica.

4.502 Salmon, P. (1970). A psychology of personal growth. In D. Bannister (Ed.), Perspectives in personal construct theory (pp. 197-221). London: Academic Press. Partial It. transl. in G. Chiari & M. L. Nuzzo (Eds.), Crescita e cambiamento della conoscenza individuale . Milano: Angeli, 1984, pp. 27-48.

4.503 Salmon, P. (1976). Grid measures with child subjects. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 15-46). London: Wiley. This comprehensive survey of the use of grids with children begins by comparing grid technique with other methods of assessing personality in children such as standardized tests, questionnaires, rating scales and projective techniques, indicating where its advantages lie and what its limitations are. Then every stage in the procedure is reviewed: introducing the topic, choosing the elements and constructs for the grid, getting it filled in and interpreting it. Examples of appropriate procedures are quoted from researches with children. Incidentally, they illustrate the flexibility of the technique; if the materials and the method of presentation are suitably chosen, grids can possibly be given to normal children as young as four and also to subnormal children from an early age. Some areas are indicated where further research is needed. (PS).

4.504 Salmon, P. (1978). Doing psychological research. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 35-44). London: Academic Press.

4.505 Salmon, P. (1979). Children as social beings: A Kellyan view. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 221-232). London: Academic Press.

4.506 Salmon, P. (1979). The role of the peer group. In J. C. Coleman (Ed.), The school years. London: Methuen.

142 4. BOOK CHAPTERS

4.507 Salmon, P. (1980). Introduction. In P. Salmon (Ed.), Coming to know (pp. 1-15). London: Routledge & Kegan Paul.

4.508 Salmon, P. (1985). Gender as a stance in schooling. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 140-145). Lincoln, NE: University of Nebraska Press.

4.509 Salmon, P. (1985). Relations with the physical: An alternative reading of Kelly. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 173-182). London: Academic Press.

4.510 Sandahl, D. A. (1974). An exploratory analysis of environmental constructs and responses in relation to role orientations. In B. Honikman (Ed.), Man-environment interactions, Vol. 2: Cognition and perception (pp. 67-85). EDRA.

4.511 Sanderson, C. (1990). Mad, bad or normal: An investigation into how abused and non-abused subjects construe child sexual abusers. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.512 Sarbin, T. R. (1977). Contextualism: A world view for modern psychology. In A. W. Landfield (Ed.), Nebraska symposium on motivation 1976 (pp. 1-41). Lincoln, NE: University of Nebraska Press.

4.513 Scheer, J. W. (1993). Planung und Durchführung von Repertory Grid-Untersuchungen. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 1 (pp. 24-40). Bern: Huber.

4.514 Scheer, J. W., & Catina, A. (1993). Psychologie der Persönlichen Konstrukte und Repertory Grid-Technik. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 1 (pp. 8-10). Bern: Huber.

4.515 Scheer, J. W., & Catina, A. (1993). Die Repertory Grid-Technik in klinischer Forschung und Praxis. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 9-10). Bern: Huber.

4.516 Schmitt, G. M., & Kurlemann, G. (1993). Explorative Verfaren der Konstrukterhebung. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 62-70). Bern: Huber.

4.517 Schmittdiel, C. J. (1985). Self- and other-construal processes: A theoretical integration. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 46-57). Lincoln, NE: University of Nebraska Press.

4.518 Schroder, H. M. (1971). Conceptual complexity and personality organization. In H. Schroder, & P. Sudfeld (Eds.), Personality theory and information processing. Ronald.

4.519 Sechrest, L. B. (1963). The psychology of personal constructs: George Kelly. In J. M. Wepman, & R. W. Heine (Eds.), Concepts of personality (pp. 206-233). Chicago: Aldine.

4.520 Selby, G. (1988). Occupational therapy: from soft toys to Personal Construct Theory. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 122-139). London and New York: Routledge.

4.521 Shaw, M. L. G. (1978). Interactive computer programs for eliciting personal models of the world. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 59-67). London: Academic Press.

4.522 Shaw, M. L. G. (1979). Conversational heuristics for enhancing personal understanding of the world. In General systems research: A science, a methodology, a technology (pp. 270-277).

4.523 Shaw, M. L. G. (1985). Communities of knowledge. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 25-35). Lincoln, NE: University of Nebraska Press.

4.524 Shaw, M. L. G., & Gaines, B. R. (1979). Externalizing the personal world: Computer aids to artificial intelligence. In Improving the human condition: Quality and stability.. (pp. 136-145). Society for General Systems Research.

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4.525 Shaw, M. L. G., & Gaines, B. R. (1988). PLANET: A computer-based system for personal learning, analysis, negotiation, and elicitation techniques. In J. C. Mancuso, & M. L. G. Shaw (Eds.), Cognition and personal structure: Computer access and analysis (pp. 27-65). New York: Praeger.

4.526 Shaw, M. L. G., & Heyman, R. (1978). Theories of social relationships and personal construct theory (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 261). London: Academic Press.

4.527 Shaw, M. L. G., & Mancuso, J. C. (1988). Modeling cognitive processes. In J. C. Mancuso, & M. L. G. Shaw (Eds.), Cognition and personal structure: Computer access and analysis (pp. 13-26). New York: Praeger.

4.528 Sheehan, M. J. (1985). The process of change in the self-construing of a depressed patient — Clare. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 137-153). London: Croom Helm.

4.529 Shotter, J. (1970). Men, the man-makers: George Kelly and the psychology of personal constructs. In D. Bannister (Ed.), Perspectives in personal construct theory (pp. 223-253). London: Academic Press.

4.530 Sibilia, L., Marchetti, G., & Borgo, S. (1984). Psychoanalists, behavior therapists, and cognitive therapists: A comparative analysis of personal constructs. In M. A. Reda, & M. J. Mahoney (Eds.), Cognitive psychotherapies: Recent developments in theory, research, and practice (pp. 103-118). Cambridge, MA: Ballinger.

4.531 Sigel, I. E., & Holmgren, A. (1983). A constructivist dialectic view of the development of the person: An update. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 55-71). Toronto: Academic Press.

4.532 Silvertsen, N. (1978). Obsessional construing as activity interacting with surroundings, actions and content: In transitions, bridges and semi-emptiness. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 135-149). London: Academic Press.

4.533 Simons, J. (1976). Measuring the meaning of fertility control. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 233-254). London: Wiley. This is a thought-provoking analysis of the confrontation between two construct systems, an indigenous one and a cosmopolitan one. The study of the confrontation, which arose in the attempt to persuade village midwives in Central Java to promote fertility control, is used to demostrate a new theory-based methodology for eliciting the significance, subjective and sociological, of fertility control. The methodology is contrasted with conventional procedures which are held to produce findings more consistent with the researcher's own beliefs and values than with those that could be plausibly attributed to their respondents. In the midwife study, questionnaire responses suggested that many of the forty midwives interviewed did not share cosmopolitan beliefs and values, and were unlikely to be vigorous advocates of fertility control. This inference was supported by a study of the midwives' subsequent performance in recruiting clients for family planning clinics. (PS).

4.534 Slater, P. (1976). Monitoring changes in the mental state of a patient undergoing psychiatric treatment. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 109-122). London: Wiley. Changes in a patient's mental state while undergoing psychiatric treatment were monitored by means of a personal questionnaire with seventeen scales recording his self-evaluations in terms of the symptoms he mentioned in describing his disorder. Records were obtained on twenty-four occasions, before and after sessions of psychotherapy and occupational therapy. The data were analysed as a grid. Measurements were obtained of the extent and direction of the changes which occurred, and were mapped to show how they related to the general aggravation or relief of the symptoms and their reference to external or internal conditions. The path they follow is clearly defined, though it is devious and movements along it are sometimes forward, sometimes backward. It proved possible to compare the immediate effects of the two treatments and show that psychotherapy was the more powerful and flexible form of treatment in this case. Questions concerning generalizations of the results are discussed. (PS).

4.535 Slater, P. (with an appendix by J. B. Watson). (1977). An example of the final processes in the analysis of a single grid. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 109-125). London: Wiley.

4.536 Slater, P. (1977). The reliability and significance of a grid. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 127-138). London: Wiley.

4.537 Slater, P. (1977). Methods for comparing grids. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 139-157). London: Wiley.

144 4. BOOK CHAPTERS

4.538 Slater, P. (1977). Grid technique in historical perspective. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 15-27). London: Wiley.

4.539 Slater, P. (1977). On the place of grid technique in psychology. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 249-259). London: Wiley.

4.540 Slater, P. (1977). Grid technique in practice. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 29-47). London: Wiley.

4.541 Slater, P. (1977). Intrapersonal space. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 3-13). London: Wiley.

4.542 Slater, P. (1977). Prologue. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 53-54). London: Wiley.

4.543 Slater, P. (1977). A brief introduction to matrix algebra and coordinate geometry. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 55-73). London: Wiley.

4.544 Slater, P. (1977). The rationale of principal component analysis. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 75-84). London: Wiley.

4.545 Slater, P. (1977). The complete analysis of an individual grid: Preliminary processes and results. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 85- 95). London: Wiley.

4.546 Slater, P. (1977). The complete analysis of an individual grid: Final processes and the sequence of results. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 2: Dimensions of intrapersonal space (pp. 97-108). London: Wiley.

4.547 Smail, D. J. (1980). Learning in psychotherapy. In P. Salmon (Ed.), Coming to know (pp. 170-182). London: Routledge & Kegan Paul.

4.548 Smith, J. M. (1980). Applications and uses of repertory grids in management education. In J. E. Beck, & C. J. Cox (Eds.), Advances in management education. London: Wiley.

4.549 Soldz, S. (1987). The flight from relationship: Personal construct reflections on psychoanalytic therapy. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 76-89). New York: Springer.

4.550 Space, L. G., & Cromwell, R. L. (1978). Personal constructs among schizophrenic patients. In S. Schwartz (Ed.), Language and cognition in schizophrenia (pp. 145-191). Hillsdale, NJ: Lawrence Erlbaum Associates.

4.551 Space, L. G., Dingemans, P. M., & Cromwell, R. L. (1983). Self-construing and alienation in depressives, schizophrenics, and normals. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 365-377). Toronto: Academic Press.

4.552 Spangenberg, N., & Wolff, K. -. (1993). Datenreduktion durch die Formale Begriffsanalyse von Repertory Grids. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 38-54). Bern: Huber.

4.553 Spencer, M. (1980). Handing down the magic. In P. Salmon (Ed.), Coming to know (pp. 46-62). London: Routledge & Kegan Paul.

4.554 Spindler Burton, E., Walton, T., & Rowe, D. (1976). Using grid technique with the mentally handicapped. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 47-68). London: Wiley. Many of the patients in hospitals for the mentally retarded are there because they also suffer from social disabilities or personality disorders, or present behaviour problems. But most methods of assessing personality traits are not suitable for patients who are mentally retarded. The possibility of using grid technique is examined. It is found that adolescents or adults with an IQ of 50 or over can usually be

145 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

persuaded to complete a grid, given a little ingenuity and coaxing. For example, if the patient cannot read, the psychologist needs to be inventive in his display of the elements. Advice is given on eliciting and supplying constructs and elements, and on using ranking or grading. The kinds of construct commonly used are described. Results from patients' grids are compared with other aspects of their behaviour in a series of short case studies. Grid technique is found to have advantages over most of the commonly used methods of personality assessment for patients who are mentally retarded. They accept it readily. It requires little or no literacy or sustained concentration, it avoids using unintelligible or inappropriate terms, and it provides reliable and valid pictures of their construct systems. At a time when the policy is to discharge patients if possible, it can be adapted to provide relevant information for planning programmes to train them for discharge. (PS).

4.555 Stanley, B. (1985). Alienation in young offenders. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 47-60). London: Croom Helm.

4.556 Stefan, C. (1977). Core structure theory and implications. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 281-298). London: Academic Press.

4.557 Stefan, C., & Linder, H. B. (1985). Suicide, an experience of chaos or fatalism: Perspectives from personal construct theory. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 183-209). London: Academic Press.

4.558 Stefan, C., & Von, J. (1985). Suicide. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 132-152). London: Croom Helm.

4.559 Stojnov, D. (1990). Construing HIV positivity amongst heroin addicts. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.560 Streufort, S., & Gromkin, H. L. (1972). Cognitive complexity and social influence. In J. T. Tedeschi (Ed.), The social influence processes. Chicago: Aldine-Atherton.

4.561 Stringer, P. (1970). Architecture, psychology: The game's the same. In D. V. Carter (Ed.), Architectural psychology. Riba Publications.

4.562 Stringer, P. (1972). A rationale for participation. In N. Cross (Ed.), Design participation. Academy Editions.

4.563 Stringer, P. (1972). Some remarks on people's evaluation of environments. In A. G. Wilson (Ed.), Patterns and processes in urban and regional planning. Pion.

4.564 Stringer, P. (1976). The demands of personal construct theory: A commentary. In G. T. Moore, & R. G. Golledge (Eds.), Environmental knowing: Theories, research and methods. Stroudsberg, PA: Dowden, Hutchinson & Ross.

4.565 Stringer, P. (1976). Repertory grids in the study of environmental perception. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 183-208). London: Wiley. Studies of how people view their environment are needed to help solve problems that arise in architecture and urban design. Some recent studies using grid technique are reviewed. Two concern students' university choices, two their use of shops, and one concerns housewives' perceptions of the environmental features of the city of Bath. Emphasis is placed on the importance of relating attitudes expressed by informants in their grids to independent evidence of their behaviour. The author goes on to describe a comprehensive research of his own into attitudes towards alternative plans for the redevelopment of a shopping centre expressed by women in the neighbouthood. Maps of the existing situation and six alternative plans were used as elements, and constructs were elicited by comparing the elements in pairs. Finally, they were ranked in order of preference. The experiment was replicated by showing different informants' maps which had been drafted in different ways. Much encouraging evidence was obtained of the validity of grid technique in this context. The advantages of using efficient methods of analysis are indicated. (PS).

4.566 Stringer, P. (1977). Participating in personal construct theory. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 299-319). London: Academic Press.

4.567 Stringer, P. (1978). Towards a reflexive and constructive social psychology (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 261-262). London: Academic Press.

4.568 Stringer, P. (1979). Individuals, roles and persons. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality. London: Academic Press.

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4.569 Stringer, P. (1985). You decide what your title is to be and (read) write to that title. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 210-231). London: Academic Press.

4.570 Stringer, P. (1988). Fragmentation. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 548-557). London: Routledge & Kegan Paul.

4.571 Takens, R. J. (1978). Interpersonal attraction and similarity in personal constructs (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 262-263). London: Academic Press.

4.572 Takens, R. J. (1981). Commonality, sociality and therapeutic accessibility. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 251-259). New York: St. Martin's Press.

4.573 Takens, R. J. (1992). Theorie der persönlichen Konstrukte für Klientenzentrierte Therapeuten. In R. Sachse, G. Lietaer, & W. B. Stiles (Hrsg.), Neue Handlungskonzepte der klientenzentrierten Psychotherapie: Eine grundlegende Neuorientierung. Heidelberg: Roland Asanger Verlag.

4.574 Talbot, R. J. (1981). Construing problems. In R. Jacques, & J. A. Powell (Eds.), Design: Science, method. New York: Guilford.

4.575 Taylor, C. (1970). The explanation of purposive behavior. In R. Roger, & F. Cioffi (Eds.), Explanation in the behavioral sciences: Confrontations. Cambridge: Cambridge University Press.

4.576 Thomas, L. F. (1978). A personal construct approach to learning in education, training and therapy: Introduction. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 45-46). London: Academic Press.

4.577 Thomas, L. F. (1978). A personal construct approach to learning in education, training and therapy: Learning and meaning. In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 47-57). London: Academic Press.

4.578 Thomas, L. F. (1979). Construct, reflect and converse: The conversational reconstruction of social realities. In P. Stringer, & D. Bannister (Eds.), Constructs of sociality and individuality (pp. 49-71). London: Academic Press.

4.579 Thomas, L. F. (1985). Nothing more theoretical than good practise: Teaching for self-organised learning. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 233-251). London: Academic Press.

4.580 Thomas, L. F., & Harri-Augstein, E. S. (1974). Reading to learn. In J. Merritt (Ed.), New horizons in reading. Newark, US: International Reading Association.

4.581 Thomas, L. F., & Harri-Augstein, E. S. (1977). Learning to learn: The personal construction and exchange of meaning. In M. Howe (Ed.), Adult learning. London: Wiley.

4.582 Thomas, L. F., & Harri-Augstein, E. S. (1981). The dynamics of learning conversations: A self-organized approach to management development. In T. Boydell (Ed.), Handbook of management self-development. Farnborough: Gower Press.

4.583 Thomas, L. F., & Harri-Augstein, E. S. (1983). The self-organized learner as personal scientist: A conversational technology for reflecting on behavior and experience. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 331-363). Toronto: Academic Press.

4.584 Thomas, L. F., & Harri-Augstein, E. S. (1985). Teaching and learning as the negotiation of personal meaning. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 256-274). London: Croom Helm.

4.585 Thomas, L. F., & Harri-Augstein, E. S. (1985). Exploring learning with the grid. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 295-318). London: Croom Helm.

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4.586 Thomas, L. F., & Harri-Augstein, E. S. (1988). Constructing environments that enable self-organised learning: The “principles” of Intelligent Support. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 92-109). London: Routledge & Kegan Paul.

4.587 Thomas-Peter, B. A. (1990). Construct theory and cognitive style in personality disordered offenders. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.588 Todd, N. (1988). Religious belief and PCT. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 483-492). London: Routledge & Kegan Paul.

4.589 Tschudi, F. (1983). Constructs are hypotheses. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 115-125). Toronto: Academic Press.

4.590 Tschudi, F. (in collaboration with S. Sandsberg). (1977). Loaded and honest questions: A construct theory view of symptoms and therapy. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 321-350). London: Academic Press.

4.591 Tschudi, F., & Rommetveit, R. (1982). Sociality, intersubjectivity, and social processes: The sociality corollary. In J. C. Mancuso, & J. R. Adams-Webber (Eds.), The construing person (pp. 235-261). New York: Praeger.

4.592 Tschudi, F., & Sandsberg, S. (1978). How to deal with manipulative behaviour / how to live with a psychopath. A perspective based on personal construct theory and assertiveness training (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 263-264). London: Academic Press.

4.593 Tsoi Hoshmand, L. (1993). The personal narrative in the communal construction of self and life issues. In G. J. Neimeyer (Ed.), Casebook of constructivist assessment. Newbury Park, CA: SAGE.

4.594 Tyler, L. (1985). Personal construct theory and the rest of psychology. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 15-24). Lincoln, NE: University of Nebraska Press.

4.595 Tyler, M. (1981). Kelly's ‘road to freedom’?: Problems in understanding the process of construct system development. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 31-37). New York: St. Martin's Press.

4.596 Van den Bergh, O., De Boeck, P., & Claeys, W. (1985). Schizophrenia: What is loose in schizophrenic construing? In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 59- 81). London: Croom Helm.

4.597 van der Kloot, W. A. (1981). Multidimensional scaling of repertory grid responses: Two applications of HOMALS. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 177-186). New York: St. Martin's Press.

4.598 Vander Goot, M. (1981). Styles of elaboration in women ‘becoming liberated’. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 261-266). New York: St. Martin's Press.

4.599 Vicary, S. (1985). Developments in mothers' construing of their mentally handicapped one-year-olds. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 351-363). London: Croom Helm.

4.600 Viney, L. L. (1983). Experiencing chronic illness: A personal construct commentary. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 239-248). Toronto: Academic Press.

4.601 Viney, L. L. (1985). Humor as a therapeutic tool: Another way to experiment with experience. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 233-245). Lincoln, NE: University of Nebraska Press.

148 4. BOOK CHAPTERS

4.602 Viney, L. L. (1985). Physical illness: A guidebook for the kingdom of the sick. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 262-273). London: Croom Helm.

4.603 Viney, L. L. (1987). Psychotherapy in a case of physical illness: “I have a choice”. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 90-106). New York: Springer.

4.604 Viney, L. L. (1988). A PCP analysis of data collection in the social sciences. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 369-380). London: Routledge & Kegan Paul.

4.605 Viney, L. L. (1990). A constructivist model of psychological reactions to physical illness and injury. In G. J. Neimeyer, & R. A. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 1 (pp. 117-151). Greenwich, CT: JAI Press.

4.606 Viney, L. L. (1993). Listening to what my clients and I say: Content analysis categories and scales. In G. J. Neimeyer (Ed.), Casebook of constructivist assessment. Newbury Park, CA: SAGE.

4.607 Walton, E. J. (1985). The relevance of personal construct theory to management. In F. R. Epting, & A. W. Landfield (Eds.), Anticipating personal construct psychology (pp. 95-108). Lincoln, NE: University of Nebraska Press.

4.608 Warren, W. G. (1985). Personal construct psychology and contemporary philosophy: An examination of alignments. In D. Bannister (Ed.), Issues and approaches in personal construct theory (pp. 253-265). London: Academic Press.

4.609 Warren, W. G., & Parry, G. (1981). Personal constructs and death: Some clinical refinements. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 267-276). New York: St. Martin's Press.

4.610 Wass, H., Berardo, F., & Neimeyer, R. A. (1988). Dying: Integrating the facts. In H. Wass, F. Berardo, & R. A. Neimeyer (Eds.), Dying: Facing the facts (2nd ed.). New York: Hemisphere/Harper & Row.

4.611 Wass, H., Neimeyer, R. A., & Berardo, F. (1988). Dying: An overview of the facts. In H. Wass, F. Berardo, & R. A. Neimeyer (Eds.), Dying: Facing the facts (2nd ed.). New York: Hemisphere/Harper & Row.

4.612 Watson, J. P., Gunn, J. C., & Gristwood, J. (1976). A grid investigation of long-term prisoners. In P. Slater (Ed.), The measurement of intrapersonal space by grid technique. Vol. 1: Explorations of intrapersonal space (pp. 209-217). London: Wiley. In the main study, ninety long-term prisoners were asked to rank different ways of responding to a set of stressful situations, described in vivid detail. Their responses were used to construct a consensus grid and then the individual grids were compared with it. The characteristics of the consensus grid are reported. Unpleasant affective states, rather than aggressive or negativistic actions, were found to be the commonest consequences; there were subsidiary tendencies for being depressed, and thieving to be seen as specific responses to lack of accommodation, money and work; for punching out and smashing up to be associated with being laughed at, rudeness and fights; and getting drunk with rows. Characteristic patterns of deviation from consensus were found in the grids of problem drinkers and compulsive gamblers, but not in those of professional thieves and men with records of violence. (PS).

4.613 Weinreich, P. (1978). Identity development and ethnicity: Extensions of personal construct theory (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 266). London: Academic Press.

4.614 Weinreich, P. (1979). Ethnicity and adolescent identity conflict. In V. Saifullah Khan (Ed.), Minority families in Britain. London: Macmillan.

4.615 Weinreich, P. (1983). Emerging from threatened identities: Ethnicity and gender in redefinitions of ethnic identity. In G. M. Breakwell (Ed.), Threatened identities (pp. 149-185). New York: Wiley.

4.616 Wewetzer, K. H. (1973). Konstruktive Alternativen: Die Psychologie der "personellen Konstrukte" von George Kelly. In E. Förster, & K. H. Wewetzer (Eds.), Selbsteuerung. Bern: Huber.

4.617 Wiesner, M., & Willutzki, U. (1992). Sozial-kognitivische Wege in der Psychotherapie. In S. J. Schmidt (Hrsg.), Kognition und Gesellschaft.- Der Diskurs des Readikalen Konstruktivismus 2 (pp. 337-379). Frankfurt: Suhrkamp.

149 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

4.618 Wilkinson, S. J. (1981). Constructs, counterfactuals and fictions: Elaborating the concept of ‘possibility’ in science. In H. Bonarius, R. Holland, & S. Rosenberg (Eds.), Personal construct psychology: Recent advances in theory and practice (pp. 39-46). New York: St. Martin's Press.

4.619 Willutzki, U. (1993). Veränderungsmessung in der Einzeltherapie. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 97-114). Bern: Huber.

4.620 Willutzki, U., & Raeithel, A. (1993). Software für Repertory Grids. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 1 (pp. 68-79). Bern: Huber.

4.621 Winter, D. A. (1978). The repertory grid in research on the psychological therapies (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 264-265). London: Academic Press.

4.622 Winter, D. A. (1985). Neurotic disorders: The curse of certainty. In E. J. Button (Ed.), Personal construct theory & mental health: Theory, research and practice (pp. 103-131). London: Croom Helm.

4.623 Winter, D. A. (1985). Repertory grid technique in the evaluation of therapeutic outcome. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 154-170). London: Croom Helm.

4.624 Winter, D. A. (1987). Personal construct psychotherapy as a radical alternative to social skills training. In R. A. Neimeyer, & G. J. Neimeyer (Eds.), Personal construct therapy casebook (pp. 107-123). New York: Springer.

4.625 Winter, D. A. (1988). Constructions in social skills training. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 342-356). London: Routledge & Kegan Paul.

4.626 Winter, D. A. (1988). Towards a constructive clinical psychology. In G. Dunnett (Ed.), Working with people: Clinical uses of personal construct psychology (pp. 24-38). London and New York: Routledge.

4.627 Winter, D. A. (1989). An alternative construction of agoraphobia. In K. Gournay (Ed.), Agoraphobia: Current perspectives on theory and treatment. London: Routledge.

4.628 Winter, D. A. (1990). Therapeutic alternatives for psychological disorder: Personal construct psychology investigations in a health service setting. In G. J. Neimeyer, & R. A. Neimeyer (Eds.), Advances in personal construct psychology, Vol. 1 (pp. 89-116). Greenwich, CT: JAI Press.

4.629 Winter, D. A. (1990). Psicopatologia della costruzione di significati [Psychopathology of meaning construction]. In F. Mancini, & A. Semerari (a cura di.), Conoscenza individuale e psicopatologia [Individual knowledge and psychopathology]. Roma: Nuova Italia Scientifica.

4.630 Winter, D. A. (1990). A personal construct theory view of social skills training. In P. Maitland (Ed.), Personal construct theory, deviancy and social work. London: Inner London Probation Service/Centre for Personal Construct Psychology.

4.631 Winter, D. A. (1993). Psychische Störung aus Sicht der Personal Construct-Psychologie. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 11-22). Bern: Huber.

4.632 Winter, D. A. (1993). Untersuchung und Therapie von Sexualstörungen. In J. W. Scheer, & A. Catina (Hrsg.), Einführung in die Repertory Grid-Technik, Bd. 2 (pp. 145-151). Bern: Huber.

4.633 Woelfel, J. (1988). The Galileo System: A theory and method for analyzing cognitive processes. In J. C. Mancuso, & M. L. G. Shaw (Eds.), Cognition and personal structure: Computer access and analysis (pp. 169-193). New York: Praeger.

4.634 Yorke, D. M. (1985). Administration, analysis and assumption: Some aspects of validity. In N. Beail (Ed.), Repertory grid technique and personal constructs: Applications in clinical & educational settings (pp. 383-399). London: Croom Helm.

150 4. BOOK CHAPTERS

4.635 Yorke, D. M. (1988). Kelly's eye: An alternative view of PCT. In F. Fransella, & L. F. Thomas (Eds.), Experimenting with personal construct psychology (pp. 80-91). London: Routledge & Kegan Paul.

4.636 Young, G. C. D. (1978). Social skills and superordinate constructs (Abstract). In F. Fransella (Ed.), Personal construct psychology 1977 (pp. 265-266). London: Academic Press.

4.637 Zajonc, R. B. (1968). Cognitive theories in social psychology. In G. Lindzey, & E. Aronson (Eds.), The handbook of social psychology. Vol. 1. Historical introductions; Systematic positions (2nd ed.) (pp. 320-411). Reading, MA: Addison-Wesley.

4.638 Zelhart, P. F., & Jackson, T. T. (1983). George A. Kelly, 1931-1943: Environmental influences on a developing theorist. In J. R. Adams-Webber, & J. C. Mancuso (Eds.), Applications of personal construct theory (pp. 137-154). Toronto: Academic Press.

4.639 ___. (1977). In A. W. Landfield (Ed.), Nebraska symposium on motivation 1976 [Addendum: Several themes from small group discussions] (pp. 345-359). Lincoln, NE: University of Nebraska Press.

151 5. Selected Dissertations and Theses, Proceedings of Meetings and Symposia, Newsletter Papers, Unpublished Manuscripts, and Publications of Limited Circulation

5.1 Abma, B. Changes in construction of parent and child figures following enactment: Playing a role. Unpublished doctoral dissertation, Ohio State University. (Ann Arbor, Michigan: University Microfilms)

5.2 Adams-Webber, J. R. (1968). Construct and figure interactions within a personal construct system: An extension of repertory grid technique. Unpublished PhD thesis, Brandeis University.

5.3 Adams-Webber, J. R., Benjafield, J., Doan, B., & Giesbrecht, L. (1975). Construct maldistribution, memory for adjectives and concept utilization. Unpublished manuscript, Brock University, Canada.

5.4 Alfano, V. (1989). L'emozione: dal cognitivismo al costruttivismo [Emotion: From cognitivism to constructivism]. Unpublished PhD thesis, University of "Tor Vergata", Rome, Italy.

5.5 Alonso, J. (1979). El desorden formal de pensamiento en la esquizofrenia. Madrid: Fundación Juan March.

5.6 Ammermann, N. (1992). Konstruktpsychologie und Rep-Grid: Erkentnistheoretische und theologische Überlegungen und der Ertrag für die praktische Arbeit in kommunaler wie kirchlicher Gemeinde. GRID: Mitteilungen der Arbeitsgruppe zur Psychologie der Persönlichen Konstrukte, (2), 10-22.

5.7 Applebee, A. N. (1973). The spectator role. Unpublished PhD thesis, University of London, London.

5.8 Arend, H. (1978). Diagnostik von Selbstkonzepten. Die Erfassung "persönlicher Theorien" und deren Bedeutung für Diagnose und Therapie. Unpublished Diplomarbeit, Universität Saarbrücken, Saarbrücken.

5.9 Baillie-Grohman, R. (1975). The use of a modified form of repertory grid technique to investigate the extent to which deaf school leavers tend to use stereotypes. Unpublished MSc dissertation, University of London, London.

5.10 Bamber, M. (1972). Threat and meaningfulness in the development of friendship. Unpublished master's thesis, University of Missouri.

5.11 Bamber, M., Bannister, D., & Salmon, P. (1967). Measures of superordinacy. Unpublished manuscript, Bexley Hospital, UK.

5.12 Bannister, D. (1959). An application of personal construct theory (Kelly) to schizoid thinking. Unpublished PhD thesis, University of London, London.

5.13 Bannister, D. (1974). Grid — AC or DC? In Repertory grid methods. (pp. 1-5).Bedford College, London. London: The British Psychological Society.

5.14 Bannister, D., & Fransella, F. (1967). A Grid Test of Schizophrenic Thought Disorder: A standard clinical test. Barnstaple, Devon: Psychological Tests Publications.

5.15 Barbow, P. I. (1969). Some aspects of the reliability of the repertory grid technique. Unpublished MSc thesis, Queen's University, Belfast.

5.16 Bartholomew, U. (1990). Selbstbild, Isolation und Objektbeziehungen bei Patienten mit akuter Virushepatitis: Eine Untersuchung mit dem Role-Repertory-Grid. Unpublished Med Diss Univ Gießen, Germany.

5.17 Bartholomew, U. (1990). Selbstbild, Isolation und Objektbeziehungen bei Patienten mit akuter Virushepatitis. Gießen: Verlag der Ferber'schen Universitätsbuchhandlung.

PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

5.18 Baumann, C. (1979). Veränderung des persönlichen Konstruktsystems bei der Ausbildung zum Gesprächspsychotherapeuten. Unpublished Diplomarbeit, Universität Saarbrücken, Saarbrücken.

5.19 Beail, N., & Beail, S. (1982). Dependency and personal growth. New Forum, 8, 58-60.

5.20 Beck, D. (1985). Die Theorie der persönlichen Konstrukte und der Symlog Ansatz: ein Vergleich von G. A. Kelly und R. B. Bales. Unpublished Diplomarbeit, Universität Saarbrücken, Saarbrücken.

5.21 Bennion, R. C. (1959). A study of relative readiness for changing anticipations following discredit to situational behaviors: Hostility and the constellatoriness of personal constructs. Unpublished master's thesis, Ohio State University.

5.22 Bettinger, C. (1985). Interpersonelle Wahrnehmungs- und Kontaktstruktur bei endogen und psychogen Depressiven. Unpublished Diplomarbeit, Universität München, München.

5.23 Bieri, J. (1953). A study of the generalization of changes within the personal construct system. Unpublished PhD dissertation, Ohio State University.

5.24 Biggs, G. (1982). Understanding Fred: Examination of a client's construing. Constructs, 1(3), 5.

5.25 Binner, P. R. (1958). Permeability and complexity: Two dimensions of cognitive structure and their relationship to behavior. Unpublished PhD dissertation, University of Colorado.

5.26 Bliemeister, J. (1989). Überprüfung des Einflusses von Psychotherapie auf prognostisch relevante Immunparameter HIV-Infizierter. Unpublished Diplomarbeit, Universität Bremen, Bremen.

5.27 Bohn, B. (1991). Unkommentierte Bibliographie der deutschsprachigen Literatur zur "Personal Construct Psychology" von G. A. Kelly. GRID: Mitteilungen der Arbeitsgruppe zur Psychologie der Persönlichen Konstrukte, (2), 14-21.

5.28 Bonarius, J. C. J. (1968). Personal constructs and extremity of ratings. Proceedings XVIth International Congress of Applied Psychology. (pp. 595-599). Amsterdam: Swets and Zeitinger. Also in Heymans Bulletins, June.

5.29 Bonarius, J. C. J. (1970). Personal construct psychology and extreme response styles. Unpublished PhD thesis, University of Groningen, The Netherlands.

5.30 Brodziak, A. (1992). Funkcja Ewy oraz Sens Ludzkiej Egzystencji i Próby Przewidywania Wlasnej Przyszlo'sci. Bytom: Zaklady Poligraficzne.

5.31 Brogna, P. (1987). Modificazioni della struttura concettuale in schizofrenici, durante trattamento farmacologico o shock terapia [Changes in conceptual structure in schizophrenics during pharmacotherapy or shocktherapy]. Unpublished Ph.D. thesis, University "La Sapienza", Rome.

5.32 Brook, J. A., & Brook, R. J. (1989). Managers of tomorrow study. Occasional Papers in Psychology, (17). (Massey University)

5.33 Buddery, H. (1982). Personal construct psychology and senile dementia. Constructs, 1(5), 6.

5.34 Burnett, P., Enders, W., Chang, D., Betak, J. F., & Montemayor, J. (1975). Transportation related constructs of urban activity spaces. Proc. Ass. Amer. Geogr., 7, 39-45.

5.35 Busch, A. v. (1992). Selbsteinschätzung und Familienbeziehungen magersüchtiger und normalgewichtiger Frauen. Eine vergleichende Untersuchung mit der Repertory-Grid-Technik. Unpublished Diplomarbeit, Fachbereich Psychologie der Universität Gießen, Gießen.

5.36 Campbell, V. N. (1960). Assumed similarity, perceived sociometric balance, and social influence: An attempted integration within one cognitive theory. Unpublished doctoral dissertation, University of Colorado.

154 5. SELECTED DISSERTATIONS AND THESES, PROCEEDINGS OF MEETINGS AND SYMPOSIA, NEWSLETTER PAPERS, UNPUBLISHED MANUSCRIPTS, AND PUBLICATIONS OF LIMITED CIRCULATION

5.37 Candy, P. C. (1980). A personal construct approach to adult learning. Adelaide: Adelaide College of Arts.

5.38 Carver, M. V. (1967). The critical evaluation of films by repertory grid. Unpublished PhD thesis, University of London, London.

5.39 Cheng Ming-Han, T. (1977). A phenomenological study of emotional experience. Unpublished master's thesis, University of Hong Kong.

5.40 Chiari, G., & Nuzzo, M. L. (1985). La costruzione del mentale e del corporeo [The construction of the mental and the bodily]. Arezzo: Università degli Studi di Siena Contributi del Dipartimento Individuo-Cultura-Società, 4.

5.41 Colombini, T. (1986). Le griglie di repertorio e la psicologia dei costrutti personali: impiego esplorativo di un metodo [Repertory grids and personal construct psychology: Exploratory use of a method]. Unpublished master's thesis, Università degli Studi, Padova.

5.42 Cooper, C. (1983). “Has anyone here seen Kelly?”. Constructs, 2(3), 2-4.

5.43 Couch, C. J. (1957). A study of the relationships between self-views and role-taking accuracy. Dissertation Abstracts, 17, 1597-1598.

5.44 Cunillera, C., Mar, J., & Feixas, G. (1988). Dream analysis in systemic family therapy: A constructivistic approach. In J. L. Linares (Ed.), Libro de ponencias de las VIII Jornadas de Terapia Familiar. Barcelona: A. E. T. F.

5.45 Dawes, A. R. L. (1979). A personal construct theory approach to drug dependence. Unpublished master's thesis, University of Cape Town, South Africa.

5.46 Day, C. R. (1966). Personal influence as a function of interpersonal perception. Unpublished doctoral dissertation, Ohio State University.

5.47 Diamond, C. T. P. (1979). The constructs, classroom practices and effectiveness of grade ten teachers of written expression. Unpublished doctoral dissertation, University of Queensland.

5.48 Drzin, B., Hannappel, K., & Hannappel, T. (1986). Wahrnehmungsstrukturen von Pflegepersonal über belastende Situationen mit Schwerkranken - am Beispiel von Krebspatienten. Unpublished Diplomarbeit, Universität Heidelberg, Heidelberg.

5.49 Duda, L., & Willutzki, U. (1992). Die soziale Konstruktion von Macht und Machtlosigkeit. GRID: Mitteilungen der Arbeitsgruppe zur Psychologie der Persönlichen Konstrukte, (4), 5-15.

5.50 Dunnett, G. (1982). What PCP can offer psychiatry. Constructs, 1(5), 1.

5.51 Dürscheid, H. (1977). Zum Problem der Institutionalisierungswirkungen bei pflegebedürftigen alten Menschen. Eine explorative Studie zur Interaktion zwischen Patient und Pfleger unter Erprobung des REP-Tests von G. A. Kelly. Unpublished Diplomarbeit, Universität Köln, Köln.

5.52 Epting, F. R., & Krieger, S. R. (1989). Threat Index: Structure, development, and validation material. In Educational Testing Service Test Collection — Tests in Microfisch. Princeton, NJ: ETS.

5.53 Faas, R. (1990). Selbstkonzept und Zweierbeziehungen. Zur Verwendung des Selbstkonzeptgitters in der Paardiagnostik. Unpublished Diplomarbeit, Universität Saarbrücken, Saarbrücken.

5.54 Fager, R. E. (1954). Communication in personal construct theory. Unpublished PhD thesis, Ohio State University.

5.55 Feixas, G. (1989). The constructivist perspective in couple's therapy. In J. L. Ruiz de Munain, et al. (Eds.), Terapia de pareja. San Sebastian: Associacion Vasca de Terapia de Familia.

155 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

5.56 Feixas, G. (1989). The constructivist psychotherapy of G. A. Kelly: Fundamentals, methodology, and characteristic contribution. In J. L. Cifuentes (Ed.), Psicoterapias dinamicas: Modelos de aplicacion. Salamanca: Ediciones Universidad de Salamanca.

5.57 Feixas, G., Cunillera, C., & Villegas, M. (1987, October). Un modelo de evaluación familiar constructivista [A model of constructivistic family assessment]. In A. Carreras (Ed.), Libro de Ponencias de las VII Jornadas de Terapia Familiar. Zaragoza.

5.58 Feixas, G., & Villegas, M. (1987). Personal construct analysis of autobiographical texts: An existential- phenomenological approach. Unpublished master's thesis, Universitat de Barcelona, Spain.

5.59 Felder, H. (1988). Das Bild der Frau vom Frauenarzt. Untersuchungen zur Arzt-Patientin-Beziehung in der Gynäkologie. Unpublished Ferber'sche Universitätsbuchhandlung, Gießen.

5.60 Flynn, J. C. (1959). Cognitive complexity and construct constellatoriness as antecedent conditions of role variability. Unpublished master's thesis, Ohio State University.

5.61 Fransella, F. (1982). George Kelly: A multi-dimensional man. Constructs, 1(4), 1-3.

5.62 Fürst, H. (1978). Modes of construction and their change through validation and invalidation. Uppsala: Studia psychologica Upsaliensia, 5.

5.63 Gillard, D. (1982). How to explain history. Constructs, 1(2), 3.

5.64 Gleitmann, H. (1986). Bulimia nervosa — Personal Construct Psychology, eine empirische Untersuchung zur Analyse kognitiver Wahrnehmungsverzerrungen. Unpublished Diplomarbeit, Universität München, München.

5.65 Goldman, G. (1983). Psychoanalysis and personal construct psychology. Constructs, 2(2), 5.

5.66 Goohs-Kammler, P., Grzempowski, B., & Willutzki, U. (1985). Das Kelly Gitter als Diagnoseinstrument in Partnerschaften:-Zur Analyse der Konstrukte über weibliche Beziehungspartner, -Zur Analyse der Konstrukte über männliche Beziehungspartner, -Zur Analyse der Konstrukte über Situationen. Unpublished Diplomarbeit, Ruhr- Universität Bochum, Bochum.

5.67 Grape, D. (1979). Die Situation als Determinante des Selbst und die Möglichkeit seiner Darstellung durch verschiedene REP-Test Auswertungsverfahren. Unpublished Diplomarbeit, Universität Köln, Köln.

5.68 Greco, V. T. (1985). The Sixth International Congress on Personal Construct Psychology. Communiqué, 14(3).

5.69 Green, D. (1986). Impact on the self: Head injury in adolescence. Constructs, 4, 1-6.

5.70 Grieser, A. (1984). Selbstkonzept und Anorexia nervosa. Unpublished Diplomarbeit, Universität Saarbrücken, Saarbrücken.

5.71 Grimmig, R., & Jaiser, F. (1989). Selbstkonzepte, Körpererleben und subjektive Belastung bei unfreiwilliger Kinderlosigkeit. Unpublished Diplomarbeit, Universität Heidelberg, Heidelberg.

5.72 Groutt, J. W. (1974). Communal ideology and myth: Interpreted within the framework of personal construct theory. Dissertation Abstracts, (January).

5.73 Guerin, A. (1980). Interaktion zwischen sichtbar schwer körperbehinderten und Nichtbehinderten. Unpublished Diplomarbeit, Universität Heidelberg, Heidelberg.

5.74 Haensdiecke, M. (1976). Der Ansatz der Persönlichkeitsmessung von G. A. Kelly. Unpublished Diplomarbeit, Universität Köln, Köln.

5.75 Hanson, P. (1961). Personal constructs and the choice of a major field of study. Dissertation Abstracts, 21, 2589.

156 5. SELECTED DISSERTATIONS AND THESES, PROCEEDINGS OF MEETINGS AND SYMPOSIA, NEWSLETTER PAPERS, UNPUBLISHED MANUSCRIPTS, AND PUBLICATIONS OF LIMITED CIRCULATION

5.76 Harri-Augstein, E. S. (1976). How to become a self-organised learner: A conversational methodology for learning to learn in action. Centre for the Study of Human Learning Monograph. Uxbridge: Brunel University.

5.77 Harri-Augstein, E. S. (1980). The Change Grid: A conversational method for self-development. Centre for the Study of Human Learning Monograph. London: Brunel University.

5.78 Harri-Augstein, E. S., & Thomas, L. F. (1983). Learning conversations: Reflective techniques for learning to learn. Centre for the Study of Human Learning. London: Brunel University.

5.79 Hartmann, A. (1986). Epistemologie der Familie. Unpublished Diplomarbeit, Universität Heidelberg, Heidelberg.

5.80 Hays, C. H. (1974). A methodological evaluation of the Threat Index and the introduction of a short form. Unpublished thesis, University of Florida.

5.81 Hays, C. H., & Neimeyer, R. A. (1974). Self-reported usefulness, importance, and meaningfulness of provided and elicited constructs. Unpublished manuscript, University of Florida.

5.82 Henkel, P. (1982). Aussagekraft und Handlungsrelevanz des Kelly-Grid-Verfahrens. Unpublished Diplomarbeit, FU Berlin, Berlin.

5.83 Herrmann, R. (1987). Kognitive Strukturen bei Suizid und Depression. Eine Metaanalyse der Theorien von Beck, Seligman und Kelly. Unpublished Diplomarbeit, Universität München, München.

5.84 Hess, H. F. (1959). Level of cognitive awareness: Its measurement and relation to behavior. Unpublished PhD dissertation, University of Colorado.

5.85 Hinkle, D. N. (1965). The change of personal constructs from the viewpoint of a theory of construct implications. Unpublished PhD thesis, Ohio State University. (Ann Arbor, Michigan: University Microfilms, 66-1790)

5.86 Höfer, E. (1974). Interpersonelle Wahrnehmung bei Wissenschaftlern. Unpublished Diplomarbeit, Universität Saarbrücken, Saarbrücken.

5.87 Horn, T. (1988). Strukturelle Unterscheidungsmerkmale bei Psychosomatikern und Neurotikern unter Anwendung der Rep-Grid-Technik. Unpublished Diplomarbeit, Universität Marburg, Marburg.

5.88 Howard, A. R. (1951). Psychological change as revealed by self-descriptions. Unpublished PhD dissertation, Ohio State University.

5.89 Huici, C., & Maciá, M. A. (1981). Constructos en la apreciación del paisaje [Constructs in landscape appreciation]. In Psicología y medio ambiente. Madrid: Ministerio de Obras Públicas y Urbanismo.

5.90 Humphreys, P. (1974). A review of some statistical properties of the repertory grid (and their cognitive implications) (pp. 7-28). In Repertory grid methods. Bedford College, London. London: The British Psychological Society.

5.91 Hunt, D. E. (1951). Studies in role concept repertory: Conceptual consistency. Unpublished master's thesis, Ohio State University.

5.92 Isaacson, G. S. (1962). The meaningfulness of personal and cultural constructs. Unpublished master's thesis, University of Missouri.

5.93 Isaacson, G. S. (1966). A comparative study of the meaningfulness of personal versus common constructs. Unpublished PhD thesis, University of Missouri.

5.94 Jaspars, J. M. F. (1963). Individual cognitive structure. Proceedings of the XVIIth International Congress on Psychology. Washington, DC.

157 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

5.95 Jennings, C. L. (1963). Personal construct theory and the creativity cycle. Unpublished PhD dissertation, Ohio State University.

5.96 Jones, R. E. (1954). Identification in terms of personal constructs. Unpublished PhD thesis, Ohio State University.

5.97 Keen, I. (1980). Pedagogic styles in physics teaching: An attitude scaling and repertory grid study. Unpublished doctoral dissertation, Open University.

5.98 Kelly, J. V. (1963). A program for processing George Kelly's Rep Grids on the IBM 1620 Computer. Unpublished manuscript, Ohio State University.

5.99 Kersch, B. (1985). Modifiziertes Selbstkonzept-Gitter zur Messung der Identifikationsbereitschaft von Schülern mit ihren Lehrern. In H. Petermann, T. Rogall, & H. Schröder (Hrsg.), Psychodiagnostische Methoden persönlichkeitspsychiologischer Forschung (pp. 43-51). Leipzig: Karl-Marx-Universität.

5.100 Klingenberg, S., & Meyer zu Altenschildesche, M. (1990). Methoden zur Erhebung von Wirlichkeitskonstruktionen bei HIV-Positiven und Aidspatienten. Unpublished Diplomarbeit, Universität Bremen, Bremen.

5.101 Krahé, B. Zur Renaissance des idiographischen Ansatzes in der Persönlichkeitsforschung: Eine Zwischenbilanz. In D. Frey (Hrsg.), Bericht über den 37. Kongreß der Deutschen Gesellschaft für Psychologie in Kiel 1990, Bd. 2 (pp. 295-301).

5.102 Krieger, S. R. (1972). Personal constructs, threat, and attitude toward death. Unpublished master's thesis, University of Florida.

5.103 Krieger, S. R. (1977). Death orientation and the specialty choice and training of physicians. Dissertation Abstracts International, 37, 3616B. (University Microfilms No. 77-95)

5.104 Ladwig, G. A. (1960). Slot-movement under conditions of threat. Unpublished master's thesis, Ohio State University.

5.105 Landfield, A. W. The international congress in personal construct psychology. Unpublished manuscript, University of Nebraska, Lincoln.

5.106 Landfield, A. W. Examples to which the movement interpretation of threat may be applied. Unpublished manuscript, University of Missouri, Kansas.

5.107 Landfield, A. W. The closeness of opposites: A synthesis and re-orientation. Unpublished manuscript, Purdue University.

5.108 Landfield, A. W. (1951). A study of threat within the psychology of personal constructs. Unpublished PhD dissertation, Ohio State University.

5.109 Landfield, A. W. (1985). The Clearinghouse for Personal Construct Research: A personal, historical, and practical commentary. Unpublished manuscript, University of Nebraska, Lincoln.

5.110 Lederman, D. G. (1961). Delinquency and the concept of identification. Dissertation Abstracts, 22, 1254-1255.

5.111 Leibowitz, G. D. (1970). Conceptual systems in schizophrenic families. Dissertation Abstracts International, 31, 4.

5.112 Lemcke, F. E. S. (1954). Some aspects of change process in personal construct systems. Unpublished PhD dissertation, Ohio State University.

5.113 Levy, L. H. (1954). A study of the relative information value of constructs in personal construct theory. Unpublished PhD dissertation, Ohio State University.

158 5. SELECTED DISSERTATIONS AND THESES, PROCEEDINGS OF MEETINGS AND SYMPOSIA, NEWSLETTER PAPERS, UNPUBLISHED MANUSCRIPTS, AND PUBLICATIONS OF LIMITED CIRCULATION

5.114 Levy, L. H. (1959). A study of some personality attributes of independents and conformers. Dissertation Abstracts International, 19, 1823.

5.115 Liebel, A. (1990). Interpersonale Urteilsbildung. Versuch einer Integration der kognitiven Theorien Kellys und Groebens. Unpublished Diplomarbeit, Universität Saarbrücken, Saarbrücken.

5.116 Lifshitz, M. (1972). An exploration of some girl school leavers' expectations of their lives using the Kelly grid. Unpublished doctoral dissertation, Brunel University.

5.117 Lundy, R. M. (1952). Changes in interpersonal perceptions associated with group psychotherapy. Unpublished master’s thesis, Ohio State University.

5.118 Mair, J. M. M. (1964). The concepts of reliability and validity in relation to construct theory and repertory grid technique. In N. Warren (Ed.), Brunel construct theory seminar report. Uxbridge: Brunel University.

5.119 Mannu, G., & Rossetti, R. (1981). Griglie di repertorio: una proposta metodologica utile per il trattamento psicoterapico e la ricerca [Repertory grids: A methodological proposal useful for psychotherapeutic treatment and research]. In V. Volterra (a cura di.), Finalità della psicoterapia (pp. 281-285). Bologna: Pàtron.

5.120 Martí, J., & Feixas, G. (1986). La técnica de rejilla (grid) de Kelly en la evaluación de grupos deportivos [Kelly's repertory grid in the assessment of sports groups]. In Actas del I Congreso Nacional de Psicología de la Actividad Física y del Deporte. Barcelona.

5.121 Martí, J., Feixas, G., & Villegas, M. (1987, Abril). Modelo de evaluación de grupos deportivos basado en la técnica de rejilla (grid) de Kelly [A model of sports groups assessment based upon Kelly's repertory grid technique]. In Actas del II Congreso Nacional de Psicología de la Actividad Física y del Deporte. Reprinted in Revista de Psiquiatría y Psicología Humanista, 18, 32-41.

5.122 McCoy, M., & Kvan, E. (1979). Attitudes towards punishment: A repertory grid study of young offenders in Hong Kong. Unpublished occasional paper, University of Hong Kong.

5.123 McWilliams, S. A. (1984). Construing and Buddhist psychology. Constructs, 3(1), 1-2.

5.124 Meaders, W. E. (1957). Real similarity and interpersonal perception. Unpublished doctoral dissertation, University of North Carolina.

5.125 Meertens, R. W. (1967). Zinvolheid van beoordelingscategorieën. Unpublished manuscript, University of Groningen.

5.126 Mirkovic, J. (1979). Promene i postojanosti organizacije licnosti: istrazivanje u svetlu Kelijeve teorije. Belgrade: Zbornik 12 Instituta za Pedagoska Istrazivanya.

5.127 Mirkovic, J. (1983). Sklop licnosti i promene. Belgrade: Zbornik 16 Instituta za Pedagoska Istrazivanya.

5.128 Montañés, M. J., Rodriguez, M. C., Sanchís, J. R., Mirand, A., Garrido, V., Alcantud, F., & Rivas, F. (1982). Caracterización cognitiva de la delincuencia a partir de una rejilla experimental. Estudio diferencial entre delincuentes y no delincuentes [Cognitive characterization of delinquency using an experimental grid: A differential study between delinquents and non-delinquents]. In F. Burillo, F. Rivas, & J. Rodriguez (Eds.), Violencia y marginación social. I Reunión Nacional de Intervención psicológica. Murcia.

5.129 Morse, E. L. (1965). An exploratory study of personal identity based on the psychology of personal constructs. Unpublished PhD thesis, Ohio State University.

5.130 Neimeyer, R. A. (1982). The development of personal construct theory: A sociohistorical analysis. Unpublished PhD thesis, University of Nebraska, Lincoln.

5.131 Neimeyer, R. A. (1983). Uneven growth of personal construct theory. Constructs, 2(1), 5.

159 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

5.132 Newman, D. K. (1956). A study of factors leading to change within the personal construct system. Unpublished PhD dissertation, Ohio State University. (Dissertation Abstracts International, 1957, 17, 1597-1598)

5.133 O'Donovan, D. (1964). Polarization and meaningfulness in 6,300 value judgements. Unpublished manuscript, University of Missouri.

5.134 O'Sullivan, B. (1984). Understanding the experience of agoraphobia. Unpublished master's thesis, Trinity College, Dublin, Ireland.

5.135 O'Sullivan, B. (1985). Personal construct psychology in Ireland: A very personal construction. Constructs, 3(3), 1-3.

5.136 Payne, D. E. (1956). Role constructs and part constructs and interpersonal understanding. Unpublished doctoral dissertation, Ohio State University.

5.137 Pedersen, F. A. (1958). A consistency study of the role construct repertory test (R.C.R.T.). Unpublished master's thesis, Ohio State University.

5.138 Phillips, J. P. N. (1974). The use and analysis of repertory grids: Discussion. In Repertory grid methods (pp. 49-56). Bedford College, London. London: The British Psychological Society.

5.139 Pierloot, R., & Houben, M. E. (1967). The scientific investigation of the therapeutic relationship. In F. Antonelli, & L. Ancona (a cura di.), Acta Medica Psychosomatica (pp. 44-49). Roma: Società Italiana di Medicina Psicosomatica.

5.140 Poch, S. M. (1952). A study of changes in personal constructs as related to interpersonal prediction and its outcome. Unpublished PhD dissertation, Ohio State University.

5.141 Porter, J. (1985). A construct approach to management and motivation. Constructs, 3(2), 1-2.

5.142 Radley, A. R. (1974). Problems in the analysis and interpretation of repertory grids. In Repertory grid methods (pp. 29-48). Bedford College, London. London: The British Psychological Society.

5.143 Rainey, L. C. (1976). Validity studies of the Threat Index. Unpublished master's thesis, University of Florida.

5.144 Ravenette, A. T. (1964). Some attempts at developing the use of repertory grid techniques in a child guidance clinic. In N. Warren (Ed.), Brunel construct theory seminar report. Uxbridge: Brunel University.

5.145 Richardson, F. C., & Weigel, R. G. (1971). Personal construct theory applied to the marriage relationship. Experimental Publication System, 10, MS No. 371-5.

5.146 Rivas, F., & Marco, R. (1985). Evaluación conductual subjetiva: La técnica de rejilla [Subjective behavioral assessment: The repertory grid technique]. Valencia: Centro Editorial de Servicios y Publicaciones Universitarias.

5.147 Roberts, R. (1981). Personal constructs and dreaming. New Forum, 60-62.

5.148 Rodney, Y. (1981). The effects of mood on self and person perception. Unpublished manuscript, Brock University, St. Catharines, Ontario.

5.149 Rowe, D. (1980). Logical limitations. New Forum, August, 6-9.

5.150 Rowles, G. D. (1972). Choice in geographic space: Exploring a phenomenological approach to vocational decision-making. Unpublished MSc dissertation, University of Bristol.

5.151 Ruch, V. T. (1983). The psychology of personal constructs: Conceptual foundations. Dissertation Abstracts International, 43, 8303571.

5.152 Ryle, A. (1969). The psychology and psychiatry of academic difficulties in students. Proceedings of the Royal Society of Medicine, 62, 1263-1266.

160 5. SELECTED DISSERTATIONS AND THESES, PROCEEDINGS OF MEETINGS AND SYMPOSIA, NEWSLETTER PAPERS, UNPUBLISHED MANUSCRIPTS, AND PUBLICATIONS OF LIMITED CIRCULATION

5.153 Sadowski, A. (1971). Personal construct organization: Correlates in behavior and experience. Unpublished master's thesis, University of Missouri.

5.154 Salmon, P. (1963). A clinical investigation of sexual identity. Unpublished case study.

5.155 Salmon, P. (1977). Developing our construing of developing social construing. Forum, January.

5.156 Sánchez, F. (1987, October). Diagnóstico de una familia con el cuestionario de interrelación familiar (C. I. F.) [Diagnosis of a family using the Family Inter-relationships Inventory (F. I. I.)]. In A. Carreras (Ed.), Libro de ponencias de las VII Jornadas de Terapia Familiar. Zaragoza.

5.157 Scheer, J. W. (1992). PCP in Deutschland und anderswo. GRID: Mitteilungen der Arbeitsgruppe zur Psychologie der Persönlichen Konstrukte, (1), 11-22.

5.158 Sheehan, M. J. (1977). Constructs and conflict in depression. Unpublished MSc thesis, University of Surrey.

5.159 Sheehan, M. J. (1984). Personal construct psychotherapy and depression. Constructs, 2(4), 2-4.

5.160 Shelton, J. E. (1960). A study of certain constructs used in communication by school workers and other professional mental health personnel. Dissertation Abstracts International, 21, 1258.

5.161 Shoemaker, D. J. (1955). The relation between personal constructs and interpersonal predictions. Unpublished doctoral dissertation, Ohio State University.

5.162 Slade, P. D., & Kjeldsen, A. (1976). Conflict grid program. Unpublished manuscript, Royal Free Hospital, London.

5.163 Slade, P. D., & Sheehan, M. J. (1977). Modified Conflict grid program. Unpublished manuscript, Royal Free Hospital, London.

5.164 Slater, P. (1964). The principal component analysis of a repertory grid. Proceedings of the British Psychological Society Conference. Leicester.

5.165 Slater, P. (1968). Summary of the output from DELTA. Unpublished manuscript, Institute of Psychiatry, London.

5.166 Slater, P. (1972). Notes on INGRID 72. Unpublished manuscript, Institute of Psychiatry, London.

5.167 Slater, P. (1974). The reliability and significance of a grid. Unpublished manuscript, St. George's Hospital Medical School, London.

5.168 Space, L. G. (1976). Cognitive structure comparison of depressives, neurotics and normals. Unpublished PhD thesis, Wayne State University.

5.169 Sperlinger, D. J. (1971). A repertory grid and questionnaire study of individuals receiving treatment for depression from general practitioners. Unpublished PhD thesis, University of Birmingham.

5.170 Stewart, A. E. (1988). Relationship between Kelly's repertory grid results and reaction times on a semantic decision task. Unpublished master’s thesis, University of North Carolina, Charlotte.

5.171 Thomas, L. F. (1976). Focusing: Exhibiting meaning in a grid. Centre for the Study of Human Learning Monograph. London: Brunel University.

5.172 Thomas, L. F. (1980). What is more practical than a good theory? Centre for the Study of Human Learning Monograph. London: Brunel University.

5.173 Thomas, L. F. (1982). Education and the negotiation of meaning. Centre for the Study of Human Learning Monograph. London: Brunel University.

161 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

5.174 Thomas, L. F., & Harri-Augstein, E. S. (1976). The self-organised learner and the printed word. Centre for the Study of Human Learning Monograph. Uxbridge: Brunel University. [Final report, SSRC]

5.175 Thomas, L. F., & Harri-Augstein, E. S. (1979). A reading to learn package. Centre for the Study of Human Learning Monograph. London: Brunel University.

5.176 Thomas, L. F., & Harri-Augstein, E. S. (1983). Self-organised learning and computer aided learning system. Centre for the Study of Human Learning Monograph. London: Brunel University. [Final report of a three-year study sponsored by the Ministry of Defence]

5.177 Thomas, L. F., & Harri-Augstein, E. S. (1985). Implications of self-organised learning for an intelligent learning support system. Centre for the Study of Human Learning Monograph. London: Brunel University. [Final report of a three-year study sponsored by the Ministry of Defence]

5.178 Thomas, L. F., McKnight, C., & Shaw, M. L. G. (1976). Grids and group structure. Centre for the Study of Human Learning Monograph. London: Brunel University.

5.179 Tibbles, P. N. (1988). Changes in personal construing of mildly depressed out-patients following assessment for dynamic psychotherapy. Unpublished MSc thesis, University of Surrey.

5.180 Todd, T. (1973). An experimental investigation of Kelly's fixed role therapy with hysterical and obsessive personalities. Dissertation Abstracts International, 33, 5527-5528.

5.181 Torras, M. R., Villegas, M., & Feixas, G. (1987). The mental representation of the teacher at the end of the initial teacher training: An application of Kelly's grid technique. Proceedings of the Association of Teacher Education of Europe. Toulouse: Privat.

5.182 Tschudi, F. (1984). Operating manual for Flexigrid Version 2.1. August 1984. An integrated software system for eliciting and analyzing grids. Unpublished manuscript, University of Oslo.

5.183 Veness, T. (1964). The conceptual basis of personal construct theory. In N. Warren (Ed.), The theory and methodology of George Kelly. A Report on the Proceedings of a Symposium on Construct Theory and Repertory Grid Methodology held at Brunel University, London.

5.184 Viney, L. L. (1986). The development and evaluation of short term psychotherapy programs for the elderly: Report to the Australian Institute of Health. Unpublished manuscript, University of Wollongong, Australia.

5.185 Viney, L. L., Allwood, K., Stillson, L., & Walmsey, R. (1989). Personal construct counseling of people with AIDS. National AIDS Bulletin, June.

5.186 Viney, L. L., Allwood, K., Stillson, L., & Walmsey, R. (1989). Personal construct counseling of AIDS carers. National AIDS Bulletin, August.

5.187 Viney, L. L., & Westbrook, M. T. (1980). Psychosocial reactions to heart disease: An application of content analysis methodology. Proceedings of the Geigy Symposium on Behavioral Medicine. Melbourne, Australia.

5.188 Warren, N. (Ed.). (1964). The theory and methodology of George Kelly. A report on the proceedings of a symposium on construct theory and repertory grid methodology held at Brunel University. London: Brunel University.

5.189 Weinreich, P. (1980). Manual for identity exploration using personal constructs. Unpublished manuscript, University of Aston, SSRC, Birmingham, UK.

5.190 Wijesinghe, O. B. A., & Wood, R. R. (1976). A repertory grid study of interpersonal perception within a married couples psychotherapy group. Study II. Unpublished manuscript, Claybury Hospital.

5.191 Williams, S. (1992). 'Playful - Aloof': Using personal construct theory as a measure of interpersonal affect in native speaker/non-native speaker conversation. Occasional Papers, 6(January). (University of Southampton: Centre for Language in Education)

162 5. SELECTED DISSERTATIONS AND THESES, PROCEEDINGS OF MEETINGS AND SYMPOSIA, NEWSLETTER PAPERS, UNPUBLISHED MANUSCRIPTS, AND PUBLICATIONS OF LIMITED CIRCULATION

This paper describes how Personal Construct Theory (PCT) might be used to measure affective distance between native (NS) and non- native (NNS) speakers. It begins by outlining the applied linguistic background to this issue, suggesting why interpersonal affect is important in the study of language acquisition. The paper goes on to introduce PCT, places it in its historical and philosophical context and describes particular applications. Advantages and possible drawbacks to its use as an instrument in a study of participants in an English language conversation scheme are discussed in the context of a small pilot study.

5.192 Williams, S. (1992). Personal construct theory as a measure of interpersonal affect in native speaker/non- native speaker conversation. The Psychology Graduate Student Journal: The PSYCGRAD Journal, 1. Revised version of Williams (1992).

5.193 Willis, F. N. Prediction of threat in an interview situation. Unpublished manuscript, University of Missouri, Kansas. Landfield's exemplification and expectancy hvpotheses about threat from others were tested in an interview situation. Eighty undergraduate Ss were instructed to report for academic advisement. Actors posing as advisors exemplified and/or expected behaviors which the Ss had been attempting to change in themselves. As hypothesized, threat was indicated by a variety of responses when unwanted behavior were expected. The exemplification hypothesis, however, was not supported. It was concluded that accurate predictions about threat must include statements about the example, the expectancy, and the Ss' anticipation of the relationship between himself and the threatening other. Finally, variation within experimental groups suggest the need for additions to the threat hypotheses.

5.194 Willis, F. N. (1961). The movement interpretation of threat and level of self acceptance. Dissertation Abstracts International, 22, 1719.

5.195 Winkelmann-Flacke, S. (1989). Aspekte der Angst in standardisierten versus individuumzentrierten Diagnoseverfahren: Fragebögen und Kelly-Gitter im Vergleich. Unpublished Diplomarbeit, Universität Bochum, Bochum.

5.196 Winter, D. A. The meaningfulness of personal and supplied constructs to chronic schizophrenics and normals. Unpublished BSc dissertation, University of Durham.

5.197 Wood, R. R. (1977). Empathy and similarity of perception in a married couples' psychotherapy group: A repertory grid study. Unpublished Dip Clin Psychol dissertation, British Psychological Society, Leicester.

5.198 Yorke, D. M. (1983). The repertory grid: A critical appraisal. Unpublished PhD thesis, University of Nottingham.

5.199 ___. (1979). [Comments on a symposium on PCP]. Austr. Psychol., 14, 197-199.

163 6. Book Reviews

6.1 Adams-Webber, J. R. (1989). Resorting to applied psychology in psychotherapy. International Journal of Personal Construct Psychology, 2, 239-243. Review of Psychotherapy: A cognitive integration of theory and practice by A. Ryle. London: Academic Press, 1982.

6.2 Barratt, B. B. (1983). Contemporary Psychology, 28, 124-125. Review of The construing person edited by J. C. Mancuso & J. R. Adams-Webber.

6.3 Barris, B. P. (1990). Affirming the “personal” in PCT. International Journal of Personal Construct Psychology, 3, 249-254. Review of Working with people: Clinical uses of personal construct psychology edited by G. Dunnett. New York: Routledge, 1988.

6.4 Black, M. K. (1993). Grinding lenses for the mind's eye. International Journal of Personal Construct Psychology, 6, 217-221. Review of Moments of engagement by P. Kramer. New York: Norton, 1989.

6.5 Bonarius, J. C. J. (1988). Personal construction needs no personal constructs: An empirical liberation from theoretical constraints. International Journal of Personal Construct Psychology, 1, 273-277. Review of Die Struktur und Organisation Persönlicher Konstrukte by R. Rieman. Regensburg: Roderer, 1987.

6.6 Botella, L. (1993). Programmatic research on personal construct psychology. International Journal of Personal Construct Psychology, 6, 391-398. Review of Advances in personal construct psychology edited by R. A. Neimeyer & G. J. Neimeyer. Greenwich, CT: 1992.

6.7 Bruner, J. S. (1956). A cognitive theory of personality: You are your constructs. Contemporary Psychology, 1, 355-357. Reprinted in J. C. Mancuso (Ed.), Readings for a cognitive theory of personality (pp. 59-62). New York: Holt, Rinehart & Winston, 1970. Review of The psychology of personal constructs by G. A. Kelly. New York: Norton, 1955.

6.8 Carr, J. E. (1972). Untying the Gordian knot: A personal construct view of the treatment relationship. Contemporary Psychology, 17, 483-484. Review of Personal construct systems in psychotherapy by A. W. Landfield.

6.9 Chiari, G. (1993). How many psychologies in personal construct psychology? International Journal of Personal Construct Psychology, 6, 107-111. Review of Experimenting with personal construct psychology edited by F. Fransella & L. Thomas. London: Routledge & Kegan Paul, 1988.

6.10 Clarke, K. M. (1988). The elaboration of self. International Journal of Personal Construct Psychology, 1, 278- 280. Review of The evolving self: Problem and process in human development by R. Kegan. Harvard University Press, 1982.

6.11 Fisher, D. D. V. (1991). Constructing emotions. International Journal of Personal Construct Psychology, 4, 101-105. Review of Facets of emotion: Recent research by K. R. Scherer. Hillsdale, NJ: Erlbaum, 1988.

6.12 Funder, D. C. (1981). Contemporary Psychology, 26, 467. Review of Constructs of sociality and individuality edited by P. Stringer & D. Bannister.

6.13 Harri-Augstein, S., & Thomas, L. F. (1994). Personal worlds of learning — Reconstruing education as a resource for the learning society. Journal of Constructivist Psychology, 7, 213-216. Review of Achieving a PhD — Ten students' experiences by P. Salmon. London: Trentham Books, 1992. PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

6.14 Hendrick, S. S. (1990). Effortful processing required. International Journal of Personal Construct Psychology, 3, 457-462. Review of Social cognition and clinical psychology: A synthesis edited by L. Abramson. New York: Guilford, 1988.

6.15 Herman, R. A. (1993). Use of metaphor: Not just another cognitive therapy. International Journal of Personal Construct Psychology, 6, 223-226. Review of Metaphor & meaning in psychotherapy by E. Y. Siegelman. New York: Guilford, 1990.

6.16 Howard, G. S. (1990). At last! A book on research methods for studying meaning. International Journal of Personal Construct Psychology, 3, 137-141. Review of Interpreting the interpreters by L. L. Viney. Malabar, FL: Krieger, 1987.

6.17 Howard, G. S. (1993). Stories, stories everywhere; but not a truth to think. International Journal of Personal Construct Psychology, 6, 209-216. Review of Black sheep and kissing cousins: How our family stories shape us by E. E. Stone. New York: Penguin, 1989; Narrative means to therapeutic ends by M. White & D. Epston. New York: Norton, 1990; Between psychology and psychotherapy: A poetics of experience by M. Mair. London: Routledge, 1989.

6.18 Kalekin-Fishman, D. (1989). Personal construct theory as a tool of applied sociology. International Journal of Personal Construct Psychology, 2, 345-352. Review of Just for living: Aboriginal perceptions of housing in Northwest Australia by H. Ross. Canberra: Aboriginal Studies Press, 1977.

6.19 Kirchberg, T. M. (1991). Certain uncertainties. International Journal of Personal Construct Psychology, 4, 427- 435. Review of Love's executioner and other tales of psychotherapy by I. Yalom. New York: Basic Books, 1989.

6.20 Kirchberg, T. M. (1993). Nice and necessary. International Journal of Personal Construct Psychology, 6, 99- 105. Review of Symbol, story, and ceremony: Using metaphor in individual and family therapy by G. Combs & J. Freedman. New York: Norton, 1990.

6.21 Landfield, A. W. (1989). International Journal of Personal Construct Psychology, 2, 459-462. Review of Personal construct therapy casebook by R. A. Neimeyer & G. J. Neimeyer. New York: Springer, 1987.

6.22 Leitner, L. M. (1990). Practical personal construct psychology. International Journal of Personal Construct Psychology, 3, 254-256. Review of Working with people edited by G. Dunnett. New York: Routledge, 1988.

6.23 Leitner, L. M. (1994). A psychology for living. Journal of Constructivist Psychology, 7, 73-75. Review of A psychology for living: Personal construct theory for professionals and clients by P. Dalton & G. Dunnett. London: Wiley, 1992.

6.24 Little, B. R. (1977). Contemporary Psychology, 22, 759-761. Review of Explorations of intrapersonal space, Vol. I, by P. Slater.

6.25 Mancuso, J. C., & Baker, J. E. (1991). Emotion: Evoked entity or construed inputs? International Journal of Personal Construct Psychology, 4, 107-112. Review of The cognitive structure of emotions by A. Ortony, G. L. Clore, & A. Collins. Cambridge: Cambridge University Press, 1988.

6.26 Mancuso, J. C., & Baker, J. E. (1991). Emotion: evoked entity or construed inputs? International Journal of Personal Construct Psychology, 4, 313-318. Already published in International Journal of Personal Construct Psychology, 1991, 4, 107-112. Review of The cognitive structure of emotions by A. Ortony, G. I. Clore and A. Collins. Cambridge: Cambridge University Press, 1988.

6.27 Mascolo, M. F. (1988). Personality migrates to the mind. International Journal of Personal Construct Psychology, 1, 205-211. Review of The cognitive structures and processes of human motivation and personality by V. Hamilton. Wiley, 1983.

166 6. BOOK REVIEWS

6.28 Mascolo, M. F. (1992). Personally and socially constructing selves: Toard an increasingly social constructivist psychology. International Journal of Personal Construct Psychology, 5, 413-425. Review of Advances in personal construct psychology, Vol. 1, edited by G. J. Neimeyer & R. A. Neimeyer. Greenwich, CT: JAI Press, 1990.

6.29 McArthur, C. (1956). Journal of Counseling Psychology, 3, 306-307. Review of The psychology of personal constructs by G. A. Kelly. New York: Norton, 1955.

6.30 McCoy, M. M. (1989). Cross-cultural mind reading: Construing shelter for the outback. International Journal of Personal Construct Psychology, 2, 339-343. Review of Just for living: Aboriginal perceptions of housing in Northwest Australia by H. Ross. Canberra: Aboriginal Studies Press, 1977.

6.31 McWilliams, S. A. (1992). Fostering sociality. International Journal of Personal Construct Psychology, 5, 113- 116. Review of Enhancing marital intimacy through facilitating cognitive self-disclosure by E. M. Waring. New York: Brunner Mazel, 1988.

6.32 Morris, D. H. (1992). Reconstruing via metaphor. International Journal of Personal Construct Psychology, 5, 211-214. Review of The language of love: A powerful way to maximize insight, intimacy and understanding by G. Smalley & J. Trent. Pomona, CA: Focus on the Family Publishing, 1988.

6.33 Neilson, R. (1991). Minding our language. International Journal of Personal Construct Psychology, 4, 219-226. Review of Between psychology and psychotherapy: A poetics of experience by M. Mair. London: Routledge, 1989.

6.34 Neimeyer, G. J. (1992). Intervening in meaning: The challenge of change. Contemporary Psychology, 37, 10- 12. Review of Human change processes: The scientific foundations of psychotherapy by M. J. Mahoney. New York: Basic Books, 1991.

6.35 Neimeyer, G. J. (1993). Back to the future with personal construct psychology. Contemporary Psychology, 37, 994-997. Review of The psychology of personal constructs, Vols. 1 and 2, by G. A. Kelly. London: Routledge, 1991.

6.36 Neimeyer, R. A. (1990). Toward a personal construction of death. International Journal of Personal Construct Psychology, 3, 343-346. Review of Death education and research: Critical perspectives by W. G. Warren. New York: Haworth Press, 1989.

6.37 Neimeyer, R. A. (1991). Edging toward a constructivist psychotherapy. International Journal of Personal Construct Psychology, 4, 215-218. Review of Cognitive therapy in practice: A case formulation approach by J. B. Persons. New York: Norton, 1989.

6.38 Novak, J. M. (1990). Teachers as thoughtful constructivists. International Journal of Personal Construct Psychology, 3, 346-349. Review of Psychology for teachers: An alternative approach by P. Salmon. London: Hutchinson, 1988.

6.39 Pervin, L. (1973). On construing our constructs. Contemporary Psychology, 18, 110-112. Review of Inquiring man: The theory of personal constructs by D. Bannister and F. Fransella.

6.40 Ravenette, A. T. (1972). Bulletin of the British Psychological Society, April. Review of Personal construct systems in psychotherapy by A. W. Landfield.

6.41 Rogers, C. R. (1956). Intellectual psychotherapy. Contemporary Psychology, 1, 357-358. Reprinted in J. C. Mancuso (Ed.), Readings for a cognitive theory of personality (pp. 63-65). New York: Holt, Rinehart & Winston, 1970. Review of The psychology of personal constructs by G. A. Kelly. New York: Norton, 1955.

6.42 Rosenberg, S. (1980). Contemporary Psychology. Review of Personal construct theory: Concepts and applications by J. R. Adams-Webber.

167 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

6.43 Rowe, D. (1981). New Forum. Review of Personal construct psychology: Psychotherapy and personality edited by A. W. Landfield & L. M. Leitner.

6.44 Ryle, A. (1989). George Kelly: Should we follow his footsteps or stand on his shoulders? International Journal of Personal Construct Psychology, 2, 463-466. Review of Personal construct therapy casebook by R. A. Neimeyer & G. J. Neimeyer. New York: Springer, 1987.

6.45 Salmon, P. (1988). The construction of personal morality. International Journal of Personal Construct Psychology, 1, 375-378. Review of The psychodynamic foundations of morality by R. M. Henry. S. Karger, 1984.

6.46 Salmon, P. (1991). The construction of self. International Journal of Personal Construct Psychology, 4, 319- 321. Review of Texts of identity edited by J. Schotter & K. J. Gergen. London: SAGE, 1989.

6.47 Schneider, D. J. (1976). Personal construct theory revisited. Contemporary Psychology, 23, 652-653. Review of the Nebraska Symposium on Motivation 1976: Personal construct psychology.

6.48 Schneider, D. J. (1982). Contemporary Psychology, 27, 712-713. Review of Personal construct psychology: Recent advances in theory and practice edited by H. Bonarius, R. Holland & S. Rosenberg.New York: St. Martin’s Press, 1981.

6.49 Soldz, S. (1988). Constructs and construers. International Journal of Personal Construct Psychology, 1, 119- 121. Review of Personal construct psychology: Clinical and personality assessment by A. W. Landfield & F. R. Epting. New York: Human Sciences Press, 1987.

6.50 Soldz, S. (1991). PCT and object relations: A bridge too far? International Journal of Personal Construct Psychology, 4, 97-100. Review of Object relations therapy: Using the relationship by S. Cashdan. New York: Norton, 1988.

6.51 Soldz, S. (1993). Fragmented construals of self. International Journal of Personal Construct Psychology, 6, 301-308. Review of The relational self: Theoretical convergences in psychoanalysis and social psychology edited by R. C. Curtis. New York: Guilford Press, 1991.

6.52 Stefan, C. (1990). Psychology, a science of meaning. International Journal of Personal Construct Psychology, 3, 469-470. Review of A tale of two stories: Excursions into a narrative approach to psychology by G. S. Howard. Notre Dame, IN: Academic Publications, 1989.

6.53 Stewart, A. (1990). Jumping in the dark: A theory of self-organizing systems. International Journal of Personal Construct Psychology, 3, 339-342. Review of Radical constructivism, autopoiesis and psychotherapy edited by V. Kenny. A special issue of The Irish Journal of Psychology, vol. 9, no. 1, 1988.

6.54 Sypher, H. E., & McGrath, J. (1990). Measuring communication behavior. International Journal of Personal Construct Psychology, 3, 463-468. Review of A handbook for the study of human communication: Methods and instruments for observing, measuring, and assessing communication processes edited by C. H. Tardy. Norwood, NJ: Ablex, 1989.

6.55 Viney, L. L. (1989). Dare we develop a constructivist psychology? International Journal of Personal Construct Psychology, 2, 103-106. Review of Dare we develop a human science? by G. S. Howard. Academic Publications, 1986.

6.56 Walker, B. M. (1992). Gender, meaning, and psychology. International Journal of Personal Construct Psychology, 5, 201-210. Review of Subjectivity and method in psychology: Gender, meaning and science by W. Hollway. London: SAGE, 1989.

168 7. Software

7.1 Antoine, G., Bassler, M., Schultheis, J., & Krauthauser, H. (1989). CORRELATION TEST (CT) Developed for: IBM compatible; Language: C; Available on: 5.25" and 3.5" double-density, double-sided floppy disks Documentation: Extensive Distribution: ICARUS EDV-Consulting GmbH, St.-Markus-Strasse 43, D-6720 Speyer, Germany Cost: DM 250; US $170.00 Relevant references: Krauthauser, H., Bassler, M., & Potratz, B. (1994) Surveyed in: International Journal of Personal Construct Psychology, 1992, 5, 427-428 Program is for: Computation of correlation matrix Kinds of analysis performed: Computation of element or construct correlation matrix (Pearson or Spearman-Brown correlations); search for unbalanced triads with regard to the magnitude and sign of correlations. The number of unbalanced triads can be related to logical inconsistency or construct system fragmentation

7.2 Bell, R. C. G-PACK Developed for: IBM compatible; Apple Macintosh; Language: Interpreter BASIC; Available on: 5.25" floppy disk; 3.00" double-density Documentation: Extensive Distribution: PCP Centre, Department of Psychology, University of Wollongong, Wollongong, N.S.W. 2500, Australia Cost: Australian $30.00, US $25.00 (in 1992) Relevant references: Bell, R. C. (1988); Bell, R. C. (1990) Surveyed in: International Journal of Personal Construct Psychology, 1992, 5, 119-120 Program is for: Elicitation and analysis of repertory grids Kinds of analysis performed: Descriptive statistics, factor analysis, cluster analysis, Landfield statistics, implicative relationship measures

7.3 Chambers, W. V., & Grice, J. CIRCUMGRIDS Relevant references: Chambers, W. V., & Grice, J. (1986); Chambers, W. V., & Grice, J. (1987) Surveyed in: Clinical Psychology Review, 1987, 7, I-IV Program is for: Measures of logical consistency and integrative complexity

7.4 Landfield, A. W. FIC/ORD Developed for: IBM compatible; Language: C; Available on: 5.5" floppy disk, double-sided Documentation: User's manual prepared by K. Landfield Distribution: Dr. A. W. Landfield, 7550 South St., Lincoln, NE 68506, USA Cost: USA: US $100.00, shipping charge included; Overseas: US $100.00, plus $10.00 shipping charge (in 1989) Relevant references: Landfield, A. W., & Cannell, J. (1988); Landfield, A. W., & Schmittdiel, C (1983) Surveyed in: International Journal of Personal Construct Psychology, 1989, 2, 247-249 Program is for: Analysis of a special form of repertory grid that uses 13-point scaling Kinds of analysis performed: (1) functional difference and equivalence among concept dimensions and element dimensions; (2) rating polarization (dispersion measure); (3) meaningfulness

7.5 Mancuso, J. C. & Jaccard, J. PARENT ROLE REPERTORY ANALYSIS Developed for: IBM compatible; Language: Quick Basic; Available on: 5.5" floppy disk single-density PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

Distribution: J. C. Mancuso, University of Albany, 1400 Washington Ave., Albany, NY 122222, USA Cost: US $25.00 Relevant references: Mancuso, J. C., & Ceeley, S. G. (1980); Mancuso, J. C., & Handin, K. H. (1980); Mancuso, J. C., & Shaw, M. L. (Eds.) (1988) Surveyed in: International Journal of Personal Construct Psychology, 1991, 4, 115-117 Program is for: Elicitation and/or analysis of repertory grids relative to parent roles Kinds of analysis performed: Principal components, varimax rotations, cluster analysis, d measures, correlation coefficients, cluster permutations, regression analysis, various graphing, and many more

7.6 Mancuso, J. C. & Jaccard, J. SELF ROLE REPERTORY ANALYSIS Developed for: IBM compatible; Language: QuickBasic; Available on: 5.25" floppy disk, double-sided Documentation: User's manual Distribution: J. C. Mancuso, University of Albany, 1400 Washington Ave., Albany, NY 122222, USA Cost: Approximately US $25.00 (in 1989) Relevant references: Mancuso, J. C., & Ceeley, S. G. (1980); Mancuso, J. C., & Jaccard, J. (1988); Mancuso, J. C., & Shaw, M. L. (Eds.) (1988) Surveyed in: International Journal of Personal Construct Psychology, 1989, 2, 357-359 Program is for: Elicitation and analysis of repertory grids Kinds of analysis performed: Principal components, varimax rotations, cluster analysis, d measures, correlation coefficients, cluster permutations, regression analysis, various graphing, and many more

7.7 Metzler, A. E. RATIMER 1.0 Developed for: IBM compatible; Language: C; Available on: 5.25" 360K or 3.5" 1.44M diskettes Documentation: Extensive Distribution: College of Education, Lehigh University, 111 Research Drive, Bethlehem, PA 18015, USA Cost: US $50.00 (US $60.00 for orders from outside the USA) Surveyed in: Journal of Constructivist Psychology, 1995, 8, 171-172 Program is for: This program is intended to support studies involving construct-based recall. It is designed to interact directly with an experimental subject, presenting constructs to be rated and recording rating and timing information and recall counting

7.8 Metzler, A. E., & Magargal, L. PCGRID 1.0 Developed for: IBM compatible; Language: C; Available on: 5.25" 360K or 3.5" 1.44M diskettes Documentation: Extensive Distribution: Department of Counseling Psychology, School Psychology, and Special Education, Lehigh University, Mountaintop Campus, 111 Research Drive, Bethlehem, PA 18015, USA Cost: US $25.00 (US $35.00 for foreign orders) Surveyed in: Journal of Constructivist Psychology, 1994, 7, 85-86 Program is for: Analysis of rating grids Kinds of analysis performed: Descriptive statistics (distribution of ratings), Intensity and Conflict, Identification, Landfield measures (FIC, Ordination, Extremity, and Chi-Square)

7.9 Neimeyer, R. A. & Murphy, M. AUTO-REP Developed for: IBM compatible; Language: Fortran; Available on: 5.25" floppy disk double-sided Documentation: Extensive Distribution: R. A. Neimeyer, Department of Psychology, Memphis State University, Memphis, TN 38152, USA Cost: US $50.00 Surveyed in: International Journal of Personal Construct Psychology, 1990, 3, 259-260 Program is for: Elicitation and/or analysis of repertory grids

172 7. SOFTWARE

Kinds of analysis performed: Content analysis of construct poles or free descriptions according to Landfield's coding system

7.10 Shaw, M. L. G. PLANET (including PEGASUS, ARGUS, FOCUS, ENTAIL, PRINGRID, MINUS, CORE, SOCIOGRIDS, DATA, OUTPUT) Developed for: Apple II family; Language: DOS 3.3 disk operating system; Available on: 5.25" floppy disk single-density Documentation: Extensive Distribution: Centre for Person Computer Studies, 3019 Underhill Dr., N.W., Calgary, Alberta, Canada T2N 4E4 Cost: From US $450.00 to $1350.00 depending on which parts are required (in 1990) Relevant references: Shaw, M. L. G. (1980); Shaw, M. L. G. (1981); Mancuso, J. C., & Shaw, M. L. G. (1988) Surveyed in: International Journal of Personal Construct Psychology, 1990, 3, 353-354 Program is for: Elicitation and analysis of repertory grids Kinds of analysis performed: Principal components, cluster analysis, comparison of two grids, analysis of group grids (up to 20), logical analysis

7.11 Shaw, M. L. G. REPGRID Developed for: Apple Macintosh Plus, SE, or II; Available on: Floppy disk Documentation: Extensive Distribution: Centre for Person Computer Studies, 3019 Underhill Dr., N.W., Calgary, Alberta, Canada T2N 4E4 Cost: US $500.00 (in 1989) Relevant references: Shaw, M. L. G. (1980); Shaw, M. L. G. (1989) Surveyed in: International Journal of Personal Construct Psychology, 1989, 2, 471-472 Program is for: Elicitation and analysis of repertory grids Kinds of analysis performed: Principal components, cluster analysis, comparison of two grids, logical analysis

7.12 Slade, P. D. CONFLICT Relevant references: Slade, P. D., & Kjeldsen, A. (1976); Slade, P. D., & Sheehan, M. J. (1977)

7.13 Slater, P. INGRID 77 Distribution: MRC Service for Analysing Repertory Grids, Biometric Unit, Institute of Psychiatry, London, England Relevant references: Slater, P. (Ed.) (1976); Slater, P. (Ed.) (1977)

7.14 Thomas, L. F. & Harri-Augstein, S. CHANGE GRID, THE Developed for: Apple series (DOS 3.3); upgraded and expanded for IBM compatibles (MS-DOS 2.1 upwards); Language: Applesoft BASIC (compiled); Quick Basic 4.5 (compiled); Available on: 5" single-sided double-density floppy disks; 5.25" double-sided, double-density, soft-sectored floppy disks Documentation: Apple: manual; IBM: self-documenting with help system Distribution: Centre for the Study of Human Learning (CSHL), Brunel University, Uxbridge, Middlesex UB8 3PH, England Cost: Prices on application Surveyed in: International Journal of Personal Construct Psychology, 1990, 3, 476-478 Program is for: Comparing successive grids elicited from one person over a period of time Kinds of analysis performed:(a) FOCUSes the grids highlighting the changes; (b) produces two 'shared grids' and computes a 'difference grid' from a comparison

7.15 Thomas, L. F. & Harri-Augstein, S. DEMON/PEGASUS/ICARUS

173 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

Developed for: Apple series (DOS 3.3); upgraded and expanded for IBM compatibles (MS-DOS 2.1 upwards); Language: Applesoft BASIC (compiled); Quick Basic 4.5 (compiled); Available on: 5" single-sided double-density floppy disks; 5.25" double-sided, double-density, soft-sectored floppy disks Documentation: Apple: manual; IBM: self-documenting with help system Distribution: Centre for the Study of Human Learning (CSHL), Brunel University, Uxbridge, Middlesex UB8 3PH, England Cost: Prices on application Relevant references: Thomas, L. F., & Harri-Augstein, E. S. (1985) Surveyed in: International Journal of Personal Construct Psychology, 1993, 6, 113-115 Program is for: Recruiting the interactive facilities of a personal computer to enable any user to generate a grid-based conversation with themselves Kinds of analysis performed: The program starts by negotiating a Personal Learning contract and defining the nature of the conversation that will ensue. During the opening session, the user contributes elements that are added to any that have been preset by the manager

7.16 Thomas, L. F. & Harri-Augstein, S. FEEDBACK-FOR-LEARNING Developed for: Apple series (DOS 3.3); upgraded and expanded for IBM compatibles (MS-DOS 2.1 upwards); Language: Applesoft BASIC (compiled); Quick Basic 4.5 (compiled); Available on: 5" single-sided double-density floppy disks; 5.25" double-sided, double-density, soft-sectored floppy disks Documentation: Apple: manual; IBM: self-documenting with help system Distribution: Centre for the Study of Human Learning (CSHL), Brunel University, Uxbridge, Middlesex UB8 3PH, England Cost: Prices on application Surveyed in: International Journal of Personal Construct Psychology, 1991, 4, 230-233 Program is for: Use by a team or members of an organization. It enables the people most concerned with a set of jobs to provide feedback about their performance, in their own terms, to the people doing the jobs Kinds of analysis performed: "Structures of Meaning" and Pegasus/Icarus-type elicitation of grids is used to obtain a comprehensive pool of the constructs used to judge performance.

7.17 Thomas, L. F. & Harri-Augstein, S. FILING and FOCUS Developed for: Apple series (DOS 3.3); upgraded and expanded for IBM compatibles (MS-DOS 2.1 upwards); Language: Applesoft BASIC (compiled); Quick Basic 4.5 (compiled); Available on: 5" single-sided double-density floppy disks; 5.25" double-sided, double-density, soft-sectored floppy disks Documentation: Apple: manual; IBM: self-documenting with help system Distribution: Centre for the Study of Human Learning (CSHL), Brunel University, Uxbridge, Middlesex UB8 3PH, England Cost: Prices on application Surveyed in: International Journal of Personal Construct Psychology, 1990, 3, 473-475 Program is for: Typing in and editing of individual grids, analysis of grids, and display and printing out of various stages of this analysis and the FOCUSed grid in a variety of forms Kinds of analysis performed: 'City-block' percentage matching scores, Spearman rho correlation coefficients, 'nearest neighbour' linear cluster analysis, 'hierarchical tree' analysis, ordered 'pairs' analysis

7.18 Thomas, L. F. & Harri-Augstein, S. LEARNING CONVERSATIONS (USING PERSONAL LEARNING CONTRACTS) Developed for: Apple series (DOS 3.3); upgraded and expanded for IBM compatibles (MS-DOS 2.1 upwards); Language: Applesoft BASIC (compiled); Quick Basic 4.5 (compiled); Available on: 5" single-sided double-density floppy disks; 5.25" double-sided, double-density, soft-sectored floppy disks Documentation: Apple: manual; IBM: self-documenting with help system Distribution: Centre for the Study of Human Learning (CSHL), Brunel University, Uxbridge, Middlesex UB8 3PH, England Cost: Prices on application Surveyed in: International Journal of Personal Construct Psychology, 1991, 4, 227-229 Program is for: Conducting a "Learning Conversation" with the user through a series of personal learning contracts (PLC) Kinds of analysis performed: Definition of a PLC, generation of reflective talkback conversation, creation of a bank of personal learning biographies to enable learners to build a better understanding of their own processes

174 7. SOFTWARE

7.19 Thomas, L. F. & Harri-Augstein, S. PERSONAL LEARNING TASK ANALYSIS Developed for: Apple series (DOS 3.3); upgraded and expanded for IBM compatibles (MS-DOS 2.1 upwards); Language: Applesoft BASIC (compiled); Quick Basic 4.5 (compiled); Available on: 5" single-sided double-density floppy disks; 5.25" double-sided, double-density, soft-sectored floppy disks Documentation: Apple: manual; IBM: self-documenting with help system Distribution: Centre for the Study of Human Learning (CSHL), Brunel University, Uxbridge, Middlesex UB8 3PH, England Cost: Prices on application Surveyed in: International Journal of Personal Construct Psychology, 1991, 4, 119-120 Program is for: Enabling the users to explore the coherence of their life activities; educational activities; learning of social, manual, or intellectual skills; development at a sport, etc. Kinds of analysis performed: Elicitation of personal learning contracts (PLC), exploration of their coherence, isolation of components, development, mapping and revision of hierarchies to improve the users' understanding of their own learning processes

7.20 Thomas, L. F. & Harri-Augstein, S. READING TO LEARN Developed for: Apple series (DOS 3.3); upgraded and expanded for IBM compatibles (MS-DOS 2.1 upwards); Language: Applesoft BASIC (compiled); Quick Basic 4.5 (compiled); Available on: 5" single-sided double-density floppy disks; 5.25" double-sided, double-density, soft-sectored floppy disks Documentation: Apple: manual; IBM: self-documenting with help system Distribution: Centre for the Study of Human Learning (CSHL), Brunel University, Uxbridge, Middlesex UB8 3PH, England Cost: Prices on application Surveyed in: International Journal of Personal Construct Psychology, 1991, 4, 325-327 Program is for: Enabling users to improve and develop their use of reading as a learning skill Kinds of analysis performed: The program can be set to display the text word by word, one line at a time, or through a window revealing a preset number of lines

7.21 Thomas, L. F. & Harri-Augstein, S. SOCIO GRIDS Developed for: Apple series (DOS 3.3); upgraded and expanded for IBM compatibles (MS-DOS 2.1 upwards); Language: Applesoft BASIC (compiled); Quick Basic 4.5 (compiled); Available on: 5" single-sided double-density floppy disks; 5.25" double-sided, double-density, soft-sectored floppy disks Documentation: Apple: manual; IBM: self-documenting with help system Distribution: Centre for the Study of Human Learning (CSHL), Brunel University, Uxbridge, Middlesex UB8 3PH, England Cost: Prices on application Surveyed in: International Journal of Personal Construct Psychology, 1992, 5, 217-220 Program is for: Comparing the grids obtained from a group of people who have negotiated an agreed set of shared elements. The results of this analysis show "who construes like who". It produces a sociometric description of group Kinds of analysis performed: In the primary analysis, each grid is compared with each other grid in the set. This produces a matching score matrix of each construct in one grid with every construct in the other grid. The further analysis uses this to calculate the "average maximum matching score" of all constructs in all grids and to produce an ordered list of constructs from most shared to least shared

7.22 Thomas, L. F. & Harri-Augstein, S. STRUCTURES OF MEANING Developed for: Apple series (DOS 3.3); upgraded and expanded for IBM compatibles (MS-DOS 2.1 upwards); Language: Applesoft BASIC (compiled); Quick Basic 4.5 (compiled); Available on: 5" single-sided double-density floppy disks; 5.25" double-sided, double-density, soft-sectored floppy disks Documentation: Apple: manual; IBM: self-documenting with help system Distribution: Centre for the Study of Human Learning (CSHL), Brunel University, Uxbridge, Middlesex UB8 3PH, England Cost: Prices on application Surveyed in: International Journal of Personal Construct Psychology, 1991, 4, 439-441 Program is for: Either (1) Generating a free-form reflective conversation with users in their own terms but without making their system of constructs explicit, or (2) Generating a pregrid conversation in which items of experience are compared and contrasted with one another or/and clustered visually to generate a more limited but still representative set of elements to be used in eliciting a repertory grid

175 PERSONAL CONSTRUCT PSYCHOLOGY AND PSYCHOTHERAPY: A BIBLIOGRAPHY

Kinds of analysis performed: When sufficient items of experience have been elicited, the program encourages the user to compare and contrast them one with another

7.23 Tschudi, F. (1990). FLEXIGRID 5.1 Distribution: Tschudi System Sales, University of Oslo, Oslo, Norway

176 Appendix A: PCP Newsletters

Australasian Personal Construct Newsletter Edited by Beverly Walker. Published by the Personal Construct Group, Department of Psychology, University of Wollongong, Wollongong, NSW, 2500 Australia (phone No. -042 270653, fax No. -042 270477).

CONSTRUCTS. The Newsletter of the Centre for Personal Construct Psychology Year of 1st issue: 1982 Founder and Director: Fay Fransella. Published quarterly by the Centre for Personal Construct Psychology at 132 Warwick Way, London SW1V 4JD.

EPCA Newsletter. The Newsletter of the European Personal Construct Association 1st issue: June 1991 Editorial group: B. De Bernardi, D. Jankowicz, H. Jones, D. Winter. Enquiries about membership are best made via the appropriate Country Representative: B. De Bernardi (Italy), L. Botella (Spain & Portugal), D. Kalekin-Fishman (loosely, the Levant), B. O’Sullivan (Ireland), J. Scheer (Germany & Austria), D. Stojnov (loosely, Eastern Europe), R. Takens (Belgium, France, Netherlands), F. Tschudi (Scandinavia), D. Winter (United Kingdom).

GRID. Mitteilungen der Arbeitsgruppe zur Psychologie der Persönlichen Konstrukte (APPK) [Newsletter of the German Grid Group] Year of 1st issue: 1989 Edited quarterly by Jörn W. Scheer, Abt. Medizinische Psychologie Zentrum f. Psychosomatische Medizin der Justus- Liebig-Universität, Friedrichstr. 36, D-6300 Gießen, Germany

NAPCN News. A Quarterly Publication of the North American Personal Construct Network Year of 1st issue: 1987 Present editor (1995): Jonathan D. Raskin. Former editors: L. Leitner, M. McCoy, V. Loos. Subscription: mail to Jonathan D. Raskin, Dept. of Psychology, Tennessee State University, 3500 John A. Merrit Blvd., Nashville, TN 37209-1561, USA. E-mail: [email protected].

Personal Construct Psychology Clearinghouse Initiated by A. W. Landfield in 1968, co-ordinated by F. R. Epting since 1977 Newsletter and Reference Lists are published yearly. For membership write to Larry Leitner, Department of Psychology, Miami University, Oxford, Ohio 45056, USA. Appendix B: Works in Languages Other Than English

Dutch 1.128-130, 1.272, 1.1127, 2.11, 5.29, 5.31

French 1.620

German 0.60, 1.298, 1.306, 1.394, 1.410, 1.450, 1.1116, 2.7, 2.48, 2.52, 3.5, 3.10, 3.25, 3.27, 3.94-95, 4.17, 4.47- 49, 4.67, 4.70, 4.100-105, 4.174, 4.184-186, 4.189, 4.191, 4.197, 4.228-229, 4.249-251, 4.326, 4.422, 4.425, 4.445, 4.461, 4.469, 4.513-516, 4.552, 4.573, 4.617, 4.619-620, 4.631-632, 5.6, 5.8, 5.17-18, 5.20, 5.22, 5.26-27, 5.35, 5.48-49, 5.51, 5.53, 5.59, 5.64, 5.66-67, 5.70-71, 5.73-74, 5.79, 5.82-83, 5.86- 87, 5.99-101, 5.115, 5.125, 5.195, 7.4

Italian 0.60, 1.127, 1.136, 1.203, 1.205, 1.414, 1.678-681, 1.843, 1.1045, 2.7, 2.22, 2.28, 2.37, 2.64, 3.12, 3.29, 3.43, 3.54, 3.57, 3.59, 4.24-25, 4.38, 4.42, 4.110-116, 4.118, 4.226-227, 4.327, 4.340-345, 4.358, 4.424, 4.452, 4.489, 4.501-502, 4.629, 5.4, 5.40-41, 5.119

Polish 1.210, 5.30

Ruman 3.64

Slovenian 1.292-294, 5.126-127

Spanish 0.60, 0.81, 1.173, 1.213, 1.339, 1.388, 1.496, 1.689, 1.758, 1.826, 1.841, 1.948, 1.1096, 2.34, 2.44, 3.33, 3.58, 3.72, 3.76, 5.5, 5.44, 5.55-58, 5.89, 5.120-121, 5.128, 5.146, 5.156 Appendix C: Number of Publications on PCP by Type and Year

British Journal of Educational Psychology, 1.18, Journal Index 1.934, 1.950, 1.952 British Journal of Educational Technology, 1.1040

British Journal of Experimental and Clinical Hypnosis, Academy of Management Journal, 1.387 1.162 Acta Paedopsychiatrica, 1.929 British Journal of Guidance and Counselling, 1.79, Acta Psychologica, 1.52, 1.371 1.304, 1.495 Advances in Experimental Social Psychology, 1.962 British Journal of Hospital Medicine, 1.67 Aerend, 0.17 British Journal of Medical Psychology, 1.5, 1.7, 1.10- Alberta Journal of Educational Research, 1.266 11, 1.21, 1.38-40, 1.42, 1.58, 1.71, 1.82-83, Alcohol, 1.913 1.108, 1.125, 1.131-132, 1.164-165, 1.169, American Journal of Community Psychology, 1.1189 1.171, 1.209, 1.218, 1.229, 1.231-232, 1.277, American Journal of Mental Deficiency, 1.445 1.310, 1.341-342, 1.360-361, 1.419, 1.423, American Journal of Orthopsychiatry, 0.46 1.467, 1.485, 1.504, 1.521, 1.526, 1.537-538, American Journal of Psychology, 1.98 1.557, 1.575, 1.591, 1.594, 1.631, 1.665, 1.667, American Journal of Psychotherapy, 1.765 1.673, 1.705, 1.712, 1.714-716, 1.721-723, American Psychologist, 0.42, 0.61-62, 0.67, 1.37, 1.735, 1.770-771, 1.797, 1.864, 1.882, 1.904, 1.301, 1.311, 1.503, 1.955, 1.974 1.922, 1.932, 1.976, 1.984, 1.986-987, 1.989- Análisis y Modificación de Conducta, 1.948 990, 1.992-996, 1.1003, 1.1006, 1.1028, Annals of the New York Academy of Sciences, 0.59 1.1033, 1.1037, 1.1042, 1.1044, 1.1050, Annual Review of Psychology, 0.74, 1.515, 1.1030, 1.1060, 1.1081-1082, 1.1091, 1.1142, 1.1145, 1.1122, 1.1204 1.1148, 1.1164, 1.1180, 1.1184, 1.1205, Applied Psychology: An International Review, 1.151, 1.1210, 1.1216-1218, 1.1224, 1.1226, 1.1232, 1.1065 1.1235, 1.1237, 1.1239 Architectural Design, 1.1090 British Journal of Projective Psychology and Archives of the Foundation of Thanatology, 1.611 Personality Study, 1.930, 1.968 Australian and New Zealand Journal of Psychiatry, British Journal of Psychiatry, 1.53-55, 1.63, 1.73, 1.572 1.146, 1.148, 1.167-168, 1.208, 1.238, 1.251, Australian Journal of Advanced Nursing, 1.223-224 1.276, 1.343, 1.362, 1.364, 1.373-374, 1.402, Australian Journal of Education, 1.270 1.421, 1.435, 1.447, 1.454, 1.460, 1.470-471, Australian Journal of Psychology, 1.774 1.589, 1.621, 1.677, 1.701, 1.706, 1.713, 1.717, Australian Psychologist, 1.967, 1.1191 1.727, 1.775, 1.870, 1.887, 1.958, 1.963-966, Australian Studies in Health Care Administration, 1.980-982, 1.985, 1.988, 1.991, 1.997-1000, 1.1147 1.1049, 1.1052-1053, 1.1055, 1.1059, 1.1177- Behavior Research and Therapy, 1.409 1178, 1.1209, 1.1225 Behavior Research Methods and Instrumentation, British Journal of Psychology, 1.4, 1.9, 1.17, 1.30, 1.1075, 1.1077 1.99, 1.100-101, 1.104, 1.308, 1.321, 1.403, Behavior Research Methods, Instruments & 1.463-464, 1.466, 1.516, 1.662-664, 1.1026, Computers, 1.196, 1.750 1.1041, 1.1051, 1.1066, 1.1089, 1.1119 Behavioral and Brain Sciences, 1.65 British Journal of Psychotherapy, 1.259 Behavioral Science, 1.1202 British Journal of Social and Clinical Psychology, 1.2- Boletin de Psicologia, 1.339 3, 1.27, 1.31, 1.60, 1.62, 1.68-70, 1.94, 1.96- Bollettino di Psicologia Applicata, 1.843 97, 1.107, 1.221, 1.226-227, 1.256, 1.258, British Educational Research Journal, 1.1242 1.283, 1.286-287, 1.312-313, 1.357, 1.370, British Journal of Alcohol and Alcoholism, 1.442, 1.376, 1.392, 1.397, 1.408, 1.434, 1.436, 1.956 1.438-440, 1.462, 1.484, 1.517, 1.539, 1.556, British Journal of Clinical Psychology, 1.243, 1.252- 1.578, 1.603, 1.626, 1.672, 1.676, 1.703, 253, 1.511, 1.581, 1.1083, 1.1125, 1.1156, 1.718-720, 1.862, 1.881, 1.893, 1.897-898, 1.1185 1.903, 1.914, 1.921, 1.1001-1002, 1.1054, British Journal of Cognitive Psychotherapy, 1.835, 1.1095, 1.1166-1167, 1.1215 1.846 British Journal of Social Psychology, 1.46, 1.579, British Journal of Communication Disorders, 1.365 1.1093 British Journal of Community Dental Health, 1.1103 British Journal of Social Work, 1.456, 1.1117 British Journal of Criminology, 1.861, 1.863 Bulletin de Psychologie, 1.66 British Journal of Disorders of Communication, 1.326- Bulletin of the British Psychological Society, 1.56-57, 327 1.61, 1.147, 1.453, 1.535, 1.637-638, 1.661, 1.668, 1.899, 1.1167, 6.40 PERSONAL CONSTRUCT PSYCHOLOGY & PSYCHOTHERAPY: A BIBLIOGRAPHY

Canadian Journal of Behavioral Science, 1.12, 1.16, Essence, 1.1230 1.19-20, 1.80, 1.106, 1.214, 1.302, 1.407, Estudios de Psicología, 1.173, 1.213, 1.496, 1.758 1.510, 1.585, 1.911, 1.1100, 1.1163 European Journal of Psychological Assessment, Canadian Person. Ind. Rel. J., 1.480 1.843 Canadian Psychological Review, 1.487, 1.912 European Journal of Science Education, 1.908 Canadian Psychology, 1.351, 1.622, 1.1086, 1.1162 European Journal of Social Psychology, 1.284, Career Development Quarterly, 1.152, 1.382-383 1.309, 1.602, 1.1088, 1.1126 Changes, 1.248, 1.273, 1.369, 1.468 Existential Psychiatry, 1.144 Child Care Quarterly, 1.686 Family Process, 1.1245 Child Development, 1.465, 1.1009 Fort Hays Kansas State College Studies, 0.26 Child Psychiatry and Human Development, 1.181, Frontiers in Clinical Psychiatry, 1.548 1.635 General Hospital Psychiatry, 1.1146 Clinical Psychology Review, 1.197, 7.3 Genetic Psychology Monographs, 1.736, 1.740 Clinical Psychology, 1.488 Geriatrics, 1.917 Cognitive Therapy and Research, 0.75, 1.247, 1.529, Group Analysis, 1.187, 1.1221 1.684, 1.1098 History of Psychology, 1.825 Comment on Education, 1.949 Human Behavior, 1.658 Commentary, 1.380 Human Communication Research, 1.212, 1.877 Communication Monographs, 1.257, 1.416-417, Human Development, 1.683 1.875, 1.947 Human Factors, 1.889 Community Health Studies, 1.1152 Human Relations, 1.141, 1.1111 Constructive Criticism: A Journal of Construct Hypothese, 1.128-129 Psychology and the Arts, 1.772, 1.1194-1201 IEEE Transactions on Knowledge and Data Contemporary Psychology, 0.68-69, 0.92, 0.101, Engineering, 1.356 0.116, 1.116, 1.316, 1.562, 6.2, 6.7-8, 6.12, Imagination, Cognition, and Personality, 1.768 6.24, 6.34-35, 6.39, 6.41-42, 6.47-48 Interchange, 1.685, 1.905 Counseling Psychologist, 1.779, 1.814 International Intercultural Communication Annals, Counselor Education and Supervision, 1.134-135, 1.35 1.350, 1.793 International Journal for the Advancement of Crisis Intervention, 1.607-608 Counseling, 1.682 CSHL British Journal of Guidance and Counselling, International Journal of Addictions, 1.916 1.1101 International Journal of Aging and Human Cuadernos de Psicología, 1.689 Development, 1.1143 De Psycholoog, 1.928, 1.1127 International Journal of Experimental and Theoretical Death Education, 1.319, 1.461, 1.656, 1.789, 1.817- Artificial Intelligence, 1.433 818, 1.839-840, 1.844, 1.925, 1.942, 1.945, International Journal of Expert Systems: Research 1.954, 1.969, 1.1105, 1.1135, 1.1168-1169, and applications, 1.1238 2.24 International Journal of Family Counseling, 1.759 Death Studies, 1.88, 1.194, 1.448, 1.820-821, 1.833, International Journal of Intelligent Systems, 1.142, 1.848-849 1.353 Design Studies, 1.895 International Journal of Intercultural Relations, 1.264 Early Child Development, 1.528 International Journal of Man-Machine Studies, 1.92, Education Broadcasting Review, 1.751-752 1.133, 1.140, 1.300, 1.325, 1.384, 1.396, 1.518, Education Research Bulletin (Ohio State University), 1.580, 1.894, 1.909, 1.1032, 1.1034, 1.1038- 0.84 1039, 1.1056 Education Section Review, 1.469 International Journal of Mental Health, 1.530, 1.819, Educational and Psychological Measurement, 1.242, 1.1219 1.971, 1.1021 International Journal of Methods in Psychiatric Educational Philosophy and Theory, 1.1173 Research, 1.1104 Educational Research, 1.1234 International Journal of Offender Therapy and Educational Theory, 1.477 Comparative Criminology, 1.1043 Elementary School Journal, 1.1047 International Journal of Personal Construct English Education, 1.267 Psychology, 1.1, 1.13-14, 1.23, 1.28, 1.33-34, English Quarterly, 1.732 1.45, 1.75-76, 1.78, 1.84-85, 1.90-91, 1.110, Environment and Behavior, 1.275, 1.424, 1.641 1.137-138, 1.159, 1.172, 1.184, 1.186, 1.204, Environment and Planning B, 1.896 1.211, 1.241, 1.250, 1.271, 1.278-279, 1.315, Environmental Behavior, 1.486 1.317-318, 1.332, 1.335, 1.337-338, 1.340,

184 JOURNAL INDEX

1.344-346, 1.352, 1.355, 1.358, 1.363, 1.375, 1.305, 1.359, 1.378, 1.401, 1.475, 1.494, 1.507, 1.377, 1.386, 1.398, 1.406, 1.413, 1.418, 1.426, 1.544, 1.596, 1.600, 1.696-697, 1.831-832, 1.428-430, 1.449, 1.451-452, 1.472, 1.474, 1.892, 1.1036, 1.1080, 1.1085, 1.1130-1131, 1.478-479, 1.489, 1.498, 1.506, 1.509, 1.527, 1.1157, 1.1183, 1.1241, 6.13, 6.23, 7.7-8 1.531-533, 1.559, 1.567, 1.582, 1.588, 1.595, Journal of Consulting and Clinical Psychology, 1.25, 1.599, 1.636, 1.647-649, 1.657, 1.659-660, 1.143, 1.174, 1.183, 1.427, 1.513, 1.643, 1.699, 1.669-671, 1.698, 1.710, 1.724-725, 1.730, 1.726, 1.827, 1.959, 1.1015, 1.1120, 1.1190, 1.733, 1.742, 1.757, 1.816, 1.822-823, 1.865- 1.1203, 1.1207, 1.1236 866, 1.880, 1.906, 1.927, 1.941, 1.978-979, Journal of Consulting Psychology, 1.117, 1.120, 1.1008, 1.1014, 1.1024-1025, 1.1027, 1.1035, 1.202, 1.330, 1.404, 1.425, 1.446, 1.502, 1.617, 1.1057-1058, 1.1061, 1.1067-1069, 1.1071, 1.748, 1.855, 1.953, 1.1248 1.1073-1074, 1.1084, 1.1092, 1.1097, 1.1137- Journal of Contemporary Psychotherapy, 1.1070 1139, 1.1158-1160, 1.1170-1171, 1.1174-1176, Journal of Counseling and Clinical Psychology, 1.1182, 1.1220, 1.1222-1223, 1.1243-1244, 1.1247 1.1251, 6.1, 6.3-6, 6.9-11, 6.14-22, 6.25-28, Journal of Counseling and Development, 1.381, 6.30-33, 6.36-38, 6.44-46, 6.49-56, 7.1-2, 7.4- 1.437, 1.781, 1.794, 1.798, 1.812 6, 7.9-11, 7.14-22 Journal of Counseling Psychology, 1.41, 1.43, 1.121- International Journal of Social Psychiatry, 1.180 123, 1.156, 1.328, 1.390, 1.399, 1.422, 1.443, International Journal of Symbology, 1.542 1.519, 1.564, 1.569, 1.576, 1.604, 1.613, 1.615, International Mental Health Research Newsletter, 1.755, 1.785, 1.788, 1.792, 1.795, 1.799-800, 1.633 1.805, 1.883, 1.1029, 1.1129, 1.1144, 6.29 International Review of Aesthetic and Sociology of Journal of Cross-Cultural Psychology, 1.601 Music, 1.508 Journal of Education for Social Work, 1.290 Interpersonal Development, 1.314 Journal of Education for Teaching, 1.265 Irish Journal of Psychology, 1.206, 1.522 Journal of Educational Psychology, 1.973 Irish Psychologist, 1.493 Journal of Experimental Education, 1.155 Israeli Annals of Psychiatry, 1.623 Journal of Experimental Psychology, 0.14, 1.1249 Journal of Abnormal and Social Psychology, 0.58, Journal of Experimental Research in Personality, 1.114-115, 1.118, 1.222, 1.235, 1.492, 1.551- 1.640 552, 1.612, 1.614, 1.616, 1.618, 1.652-653, Journal of Family Psychology, 1.334 1.702, 1.749, 1.1107 Journal of Family Therapy, 1.157, 1.161, 1.244, Journal of Abnormal Psychology, 1.177, 1.299, 1.385, 1.512, 1.1141, 1.1181 1.348, 1.432, 1.688, 1.707, 1.745, 1.888, 1.935, Journal of Furth. High. Ed, 1.920 1.939-940 Journal of General Psychology, 0.20, 1.606, 1.856, Journal of Adolescence, 1.112-113, 1.646 1.859, 1.1102 Journal of Advanced Nursing, 1.455, 1.902, 1.1208 Journal of Humanistic Psychology, 0.125, 1.566 Journal of Applied and Social Psychology, 1.178, Journal of Individual Psychology, 1.274, 1.491, 1.545, 1.910 1.878-879, 1.886, 1.937, 1.1020, 1.1022, Journal of Applied Psychology, 1.81, 1.1018, 1.1108, 1.1099 1.1110 Journal of Integrative and Eclectic Psychotherapy, Journal of Applied Rehabilitation Counselling, 1.1153 1.830, 1.842 Journal of Behavioral Science, 1.282 Journal of Interpersonal Violence, 1.24 Journal of Career Development, 1.543, 1.754, 1.780, Journal of Management Studies, 1.1062 1.782 Journal of Marriage and Family, 1.630 Journal of Child Psychology and Psychiatry, 1.931, Journal of Mathematical Psychology, 1.586-587 1.1229 Journal of Medical Education, 1.836 Journal of Chronic Diseases, 1.1154 Journal of Mental Imagery, 1.760-761, 1.766 Journal of Clinical Psychology, 1.179, 1.182, 1.236, Journal of Mental Science, 1.50-51 1.389, 1.459, 1.584, 1.629, 1.1109, 1.1121 Journal of Mental Subnormality, 1.1233 Journal of Cognitive Psychotherapy: An International Journal of Mind and Behavior, 1.741 Quarterly, 1.22, 1.520, 1.783, 1.828 Journal of Nervous and Mental Diseases, 1.1076 Journal of Coll. Stud. Placem, 1.1123 Journal of Nutritional Education, 1.89 Journal of College and University Student Housing, Journal of Occupational Behaviour, 1.240 1.296 Journal of Occupational Psychology, 1.1063 Journal of Community Psychology, 1.1140 Journal of Organisational Behaviour, 1.154 Journal of Constructivist Psychology, 1.15, 1.111, Journal of Personality and Social Psychology, 1.289, 1.126, 1.139, 1.158, 1.163, 1.166, 1.207, 1.260, 1.457, 1.490, 1.499, 1.501, 1.525, 1.593, 1.597,

185 PERSONAL CONSTRUCT PSYCHOLOGY & PSYCHOTHERAPY: A BIBLIOGRAPHY

1.695, 1.709, 1.747, 1.756, 1.813, 1.884, 1.890, Nederlands Tijdschrift voor de Psychologie, 1.130, 1.933, 1.944, 1.960-961, 1.1118, 1.1128 1.272 Journal of Personality Assessment, 1.412, 1.590, New Forum, 6.43 1.1087, 1.1149-1150, 1.1192 New Ideas in Psychology, 1.74, 1.1079 Journal of Personality, 1.119, 1.176, 1.228, 1.233- New York University Educational Quarterly, 1.72 234, 1.255, 1.307, 1.329, 1.431, 1.570, 1.687, Nurse Education Today, 1.160 1.738, 1.853, 1.915, 1.975, 1.1004, 1.1007, Omega, 1.297, 1.546-547, 1.834, 1.837-838, 1.926, 1.1023, 1.1048, 1.1114, 1.1228, 1.1250 1.943, 1.1106, 1.1155, 1.1231 Journal of Phenomenological Psychology, 1.145, Pain, 1.573 1.619, 1.923 Pap, 1.1240 Journal of Projective Techniques, 1.395 Pediatric Research, 1.87 Journal of Psychiatric Research, 1.773, 1.1188 Perceptual and Motor Skills, 1.8, 1.199, 1.322, 1.391, Journal of Psychological Studies, 1.524, 1.1211 1.536, 1.553, 1.784, 1.850, 1.867-868, 1.873- Journal of Psychology, 0.19, 1.175, 1.320, 1.605, 874, 1.919, 1.936, 1.1112, 1.1165 1.610, 1.734, 1.918, 1.1172 Personality and Social Psychology Bulletin, 1.47 Journal of Psychology (Pakistan), 0.84 Phenomenological Inquiry, 1.1133 Journal of Psychosomatic Research, 1.230, 1.366- Philosophy and Phenomenological Research, 1.743 367, 1.666 Polish Psychological Bulletin, 1.694, 1.1227 Journal of Psychotherapy and Allied Disciplines, Professional Psychology, 1.481-482 1.291 Psichiatria dell'Infanzia e dell'Adolescenza, 1.678- Journal of Psychotherapy Integration, 1.829 680 Journal of Research in Personality, 1.807 Psicobiettivo, 1.203, 1.681 Journal of Sex Research, 1.473 Psicologia Contemporanea, 1.205 Journal of Social and Clinical Psychology, 1.193, Psicologia Italiana, 0.130 1.288, 1.534, 1.558, 1.778, 1.796, 1.801, 1.851, Psicológica, 1.388 1.1072 Psychiatry and Social Science Review, 1.29 Journal of Social and Personal Relationships, 1.808, Psychological Bulletin, 0.12-13, 0.16, 0.25, 0.29-31, 1.847 1.237, 1.239, 1.347, 1.651, 1.1010, 1.1136 Journal of Social Psychology, 1.26, 1.281, 1.420, Psychological Medicine, 1.675, 1.704, 1.1078 1.860 Psychological Monographs, 0.10, 1.514, 1.541, Journal of Studies of Alcohol, 1.441 1.1012 Journal of the Association of Educational Psychological Record, 0.21, 1.938 Psychologists, 1.571 Psychological Reports, 1.44, 1.48, 1.191-192, 1.195, Journal of the Association of Teach. Col. Dep. Ed, 1.198, 1.201, 1.303, 1.323, 1.349, 1.444, 1.458, 1.1005 1.554-555, 1.561, 1.563, 1.568, 1.592, 1.598, Journal of the British Association of Teachers of the 1.609, 1.639, 1.644-645, 1.654, 1.729, 1.737, Deaf, 1.655 1.739, 1.762-764, 1.767, 1.769, 1.776-777, Journal of the Marketing Research Society, 1.379 1.891, 1.900, 1.946, 1.972, 1.1113, 1.1186- Journal of Theory in Social Behaviour, 1.36 1187, 1.1206 Journal of Vocational Behavior, 1.124, 1.150, 1.188- Psychological Review, 1.93, 1.744, 1.746, 1.871, 189, 1.219, 1.415, 1.574, 1.790-791, 1.803- 1.1094, 1.1161 804, 1.810-811, 1.858, 1.1212-1213 Psychologie und Praxis, 1.306 Knowledge Acquisition Journal, 1.354 Psychology and Human Development, 1.200 Law & Human Behavior, 1.711 Psychology in the Schools, 1.268 Leisure Studies, 1.153 Psychology Review, 1.872 Life-Threatening Behavior, 1.857 Psychology Teaching, 1.64, 1.368, 1.523 Magamot, 1.627-628 Psychology Today, 1.59 Man-Environment System, 1.642 Psychonomic Science, 1.102 Management Bibliographies and Reviews, 1.1064 Psychosomatische Medizin und Psychoanalyse, Measurement and Evaluation in Guidance, 1.220, 1.450 1.1124 Psychotherapie, Psychosomatik, Medizinische Medicine, Science and the Law, 1.483 Psychologie, 1.410, 1.1116 Memory and Cognition, 1.103 Psychotherapy and Psychosomatics, 1.372, 1.476, Mental Handicap, 1.249 1.1011, 1.1013, 1.1179 Messenger of Peace, 0.1 Psychotherapy Research, 1.845 Minerva Medica, 1.414 Multivariate Behavioral Research, 1.500, 1.728

186 JOURNAL INDEX

Psychotherapy: Theory, Research and Practice, Transaction, 1.753 1.105, 1.560, 1.565, 1.577, 1.650, 1.977, Transcript, 1.411 1.1134 Trends in Neurosciences, 1.983 Queensland Institute of Educational Research Vocational Guidance Quarterly, 1.1214 Journal, 1.263 Zeitschrift für Gerontologie, 1.298 Questioning Exchange, 1.824 Zeitschrift für Sozialpsychologie, 1.394 Rehab. Res. Pr. Rev, 1.245 Research Communications in Psychology, Psychiatry, and Behavior, 1.109 Research in Aging, 1.295 Research in Education, 1.95 Research in the Teaching of English, 1.32, 1.261, 1.731 Research Quarterly, 1.393 Resources in Education, 1.262 Revide Psikologie, 1.210 Revista de la Facultad de Estudios Generales (Univ. Puerto Rico), 0.81 Revista de Psicoterapia, 1.826 Revista de Psiquiatria y Psicologia Humanista, 1.331, 1.333, 1.336, 1.700, 1.841, 1.1096, 1.1132, 5.121 Revue de Psychologie Appliquée, 1.620 Revue of General Semantics, 1.1031 Revue Roumaine de Sciences Sociales, 1.185, 1.690-693, 1.924 Rivista di Psichiatria, 1.136, 1.1045 Saggi, 1.127 Scandinavian Journal of Psychology, 1.497, 1.549- 550, 1.869, 1.1046, 1.1115 School Review, 1.405 Science Education, 1.907 Science, 1.149 Small Group Behavior, 1.86, 1.802 Social Behaviour and Personality, 1.77 Social and Behavioural Perspectives, 1.215-217, 1.225, 1.400, 1.632, 1.876, 1.885, 1.957, 1.1193 Social Behavior and Personality, 1.6, 1.49, 1.190, 1.285, 1.324, 1.583, 1.786-787, 1.806, 1.809, 1.815, 1.1151, 1.1246 Social Psychiatry, 1.901 Social Research Review, 1.624-625, 1.674 Socijalna-Psihijatrija, 1.292-294 Sociologia Internationalis, 1.505 Sociological Quarterly, 1.708 Sociometry, 1.170, 1.540, 1.854, 1.970, 1.1016-1017, 1.1019 South African Journal of Psychology, 1.280 South Pacific Association of Teaching and Education Journal, 1.269 South Pacific Journal of Psychology, 1.246 Speech Monographs, 1.254 St. High. Ed, 1.951 State College Leader, 0.22 Studies in Education, 1.634 Suicide and Life-Threatening Behavior, 1.852

187 Atkin, R., 3.3 Beckmann, D., 4.67 Author Index Atkins, A. L., 3.6 Beech, H. R., 2.10 Avia, M. D., 4.23 Behnke, M. L., 1.87-88, 1.789 Axford, S., 1.40 Bell, A. C., 1.89 Badden, J. L., 1.41 Bell, R. C., 1.90-92, 1.518, Abma, B., 5.1 Bagley, K. J., 1.833, 1.849 1.1160, 4.57, 7.2 Adams, B., 1.1, 1.370 Bahm, A. J., 3.4 Bellugi, U., 1.149 Adams-Webber, J. R., 1.1-20, Bailey, D. E., 3.93 Bem, D. J., 1.93 1.68, 1.100-101, 1.142, Bailey, P. E., 1.42 Ben-Peretz, M., 1.508, 4.59-60 1.352-356, 1.375, 1.433, Bailey, S. T., 1.43 Ben-Tovim, D. I., 1.108-109 1.583, 1.587, 1.636, Baillie-Grohman, R., 5.9 Ben-Tuvia, S., 1.633 1.750, 1.957, 1.1024- Baker, J. E., 6.25-26 Bender, M. P., 1.94-97 1025, 1.1246, 2.1-2, 2.39, Baker, K. D., 4.423 Benjafield, J., 1.16, 1.98-107, 4.1-14, 4.195-196, 4.351- Baker, M., 1.1223 5.3 352, 4.384, 5.2-3, 6.1 Balance, W. D. G., 1.585 Benjamin, Y. N., 1.1141-1146 Agnew, J., 1.21, 1.70, 4.15, Baldwin, R., 1.44 Bennett, G., 4.58 4.45 Balnaves, M., 1.45 Bennion, R. C., 5.21 Agnew, N., 1.353, 1.1238 Bamber, M., 5.10-11 Berardo, F., 3.111, 4.610-611 Alcantud, F., 5.128 Banikiotes, P. B., 1.46-49, Berkowitz, L., 1.653 Aldridge, D., 1.244 1.784-788 Berman, J. S., 4.61 Alexander, P. C., 1.22-25, Bannister, D., 1.21, 1.50-74, Berzonsky, M. D., 1.110-113, 1.427-428, 1.845, 4.16, 1.371, 1.1005, 1.1079, 1.811, 4.62 4.425 2.3-8, 2.28, 2.61, 4.24-46, Betak, J. F., 4.63, 4.238, 5.34 Alfano, V., 1.207, 5.4 4.84, 4.277, 5.11-13 Bettinger, C., 5.22 Alford, D. J., 4.329 Barbeau, D., 1.20 Bezdek, J. C., 1.636 Allard, M., 1.26 Barbow, P. I., 5.15 Bieri, J., 1.114-120, 1.490, Allee, R., 1.560 Barclay, C. R., 1.75-76 1.739, 1.946, 1.1113- Allen, A., 1.93 Barden, A., 4.372 1114, 3.6, 4.64-66, 5.23 Allen, D. A., 1.683 Barden, V., 1.716-717 Biggs, G., 5.24 Allerup, P., 1.1104 Barker, M., 1.385 Bingham, R. P., 1.794 Allison, D., 1.285 Barlow, A., 1.1229 Binner, P. R., 5.25 Allon, R., 1.27 Barr, M. A., 4.307 Biran, M., 1.674 Allwood, K., 5.185-186 Barratt, B. B., 1.77, 6.2 Blacharsky, E., 1.117 Amerikaner, M., 4.180 Barris, B. P., 6.3 Black, M. K., 6.4 Ammermann, N., 5.6 Barry, J. R., 1.1084 Black, S., 1.528, 4.296 Anderson, R., 1.28, 1.527 Bartholomew, U., 4.47-48, 5.16 Blackburn, I. M., 1.38-39, 1.718 Angleitner, A., 4.17, 4.70 Bassler, M., 1.78, 1.544, 4.49, Blacker, E., 1.118 Annear, J. M., 4.18 7.1 Blackman, S., 1.400, 3.36, Antoine, G., 7.1 Batty, C., 1.79 4.232 Appelbaum, S. A., 1.29 Baugh, L. J., 1.561 Bliemeister, J., 5.26 Applebee, A. N., 1.30-32, 3.1, Baumann, C., 5.18 Bodden, J. L., 1.121-124, 5.7 Baur, M., 4.50 1.1213 Applegate, J. L., 1.33-35, 4.19- Bavelas, J. B., 1.80 Bodden, T., 1.415 21 Baxter, J. D., 1.81 Bodlakova, V., 1.125 Aran, M., 1.634-635 Bazeley, P., 1.1140 Boger, P. A., 4.181 Arend, H., 5.8 Beagle, J. W. Jr., 1.317 Bohart, A. C., 1.126 Argyle, M., 1.36, 3.104 Beail, N., 1.82-85, 2.9, 4.51-53, Bohn, B., 5.27 Argyris, C., 1.37 5.19 Böker, H., 4.67 Armstrong, J., 1.714-715 Beail, S., 4.53, 5.19 Bollea, G., 1.127 Arndt, W. B., 3.2 Beard, R., 4.54 Bolton, D. E., 4.68 Arnkoff, D. B., 1.710 Bech, P., 1.1104 Bonarius, H., 2.11-12, 4.69-70, Arnold, J. M., 1.1004 Beck, D., 5.20 4.175 Asche, M., 1.757 Beck, J. E., 1.86, 4.55 Bonarius, J. C. J., 1.128-131, Ashbrook, R. M., 4.22 Becker, H. A., 4.56 2.13, 4.71, 5.28-29, 6.5 Ashcroft, J. B., 1.389 Becker, R. E., 1.762-764 Bond, A., 1.132 Ashmore, R. D., 1.499 Becker, U., 3.5 Boose, J. H., 1.133, 1.142, 4.72 Ashworth, C. M., 1.38-39 Beckh, T., 1.1116 Borders, L. D., 1.134-135, 1.350 PERSONAL CONSTRUCT PSYCHOLOGY & PSYCHOTHERAPY: A BIBLIOGRAPHY

Borgo, S., 1.136, 1.1045, 4.530 Burke, J. A., 4.21 Chein, I., 3.15 Boscolo, P., 1.137 Burke, M., 1.158-159 Cheng. Ming-Han, T., 5.39 Botella, L., 1.138-139, 6.6 Burleson, B. R., 1.257, 4.21 Cherubini, G., 2.16 Bott, M., 4.46 Burnard, P., 1.160 Chetwynd, J., 1.1057, 4.107- Bowman, R., 1.805 Burnett, P., 5.34 109 Boxer, P. J., 1.140-141, 4.73-74 Burns, T., 1.161 Chiari, G., 1.203-207, 2.17-18, Boyd, P., 1.672 Burr, V., 1.162, 2.14 4.110-118, 6.9 Boyle, M., 1.226 Burt, M. A., 1.1124 Chiari, S., 4.118 Bradburn, W. M., 1.119 Busch, A. v., 5.35 Chick, J., 1.208 Bradshaw, J. M., 1.142, 1.353, Buschmann-Steinhage, R., 3.10 Childs, D., 1.209, 4.119 3.30 Bushnell, N. J., 1.530 Cholvat, J., 1.155 Braine, R. L., 1.380 Butler, J. R., 1.363 Church, S. M., 1.33 Braley, L. S., 1.143 Butler, R. J., 4.83 Cioata, E., 1.210 Bramley, J., 1.1006 Butt, T., 1.162-163, 2.14, 4.84 Claeys, W., 1.252-253, 1.1125, Brammer, L. M., 4.75 Button, E. J., 1.164-166, 2.15, 4.596 Brandt, E. P., 1.145 4.85-94, 4.221 Clair, S., 1.211 Brandt, L. W., 1.144-145, 3.7 Cado, S., 1.597 Clark, R. A., 1.212 Brawley, P., 1.27 Caine, T. M., 1.167-169, 3.11 Clarke, A. M., 1.1144-1147 Breakey, W. R., 1.146 Caird, D., 1.159 Clarke, K. M., 6.10 Breen, D., 1.988-993, 3.8 Cairney, P. T., 1.89 Claxton, G., 4.120 Breiger, R., 1.172 Caldwell, D. F., 1.236 Clemente, M., 1.213 Brennan, D., 4.76 Campbell, J. D., 1.170 Cochran, L. C., 1.214-220, Briar, S., 3.6 Campbell, V. N., 5.36 1.407, 1.575 Brien, M., 1.741 Cañas, A. J., 1.354, 1.636 Cochran, L. R., 4.121-122 Brierley, H., 1.251 Canestrari, R., 3.12 Coffman, T. L., 1.1166 Bright, J. C., 1.147 Cannell, J. E., 4.95, 4.308 Cole, J. K., 2.32 Bringmann, M. W., 4.77, 4.195 Canter, D., 3.13 Coleman, P. G., 1.221 Brock, B., 1.81 Caplan, H. L., 1.171, 1.1028 Collett, L., 1.611 Brockman, B., 1.148 Caputi, P., 1.45, 1.172 Collett, P., 4.123 Brody, H. M., 1.650 Cardenas, C., 1.173 Collyer, Y. M., 1.1004 Brogna, P., 1.207, 5.31 Carlock, J., 1.199 Colombini, T., 5.41 Bromely, D. B., 3.55 Carlson, E. R., 1.26 Cometa, M. S., 1.765-766, Bromley, E., 1.389 Carlson, R., 1.174 4.393-394 Bronowski, J., 1.149 Carr, A. C., 1.492 Condra, M., 4.163 Brook, J. A., 1.150-154, 1.1103, Carr, J. E., 1.175-182, 1.910- Conroy, C., 1.156 4.78, 5.32 912, 1.1108, 4.96, 6.8 Cooper, C. L., 1.240 Brook, R. J., 1.154, 1.1103, Carroll, R. C., 4.97-98 Cooper, C., 5.42 5.32 Carroll, W. K., 4.98 Cooper, K., 1.495 Brown, A. F., 1.155 Carson, R. C., 3.14 Corsini, R. J., 1.222 Brown, C. A., 4.79 Cartwright, R. D., 1.183 Costa, P., 1.515 Brown, I. W., 4.294 Carver, M. V., 5.38 Costigan, J., 1.223-224 Brown, L. B., 1.357, 1.419 Cary, J. W., 4.99 Cote, J. E., 1.225 Brown, M., 1.790 Cashdan, A., 1.899 Couch, C. J., 5.43 Brown, R. J., 1.1225 Castorina, M., 1.184 Courchaine-Beaver, K., 1.801 Browning, H., 4.80 Catina, A., 1.185-187, 1.690- Coyle, K., 1.33 Bruch, M., 1.156 693, 1.1116, 2.52, 3.64, Craig, P., 4.124 Bruen, H., 1.508 4.100-105, 4.514-515 Craig, R. G., 1.226-227, 1.286- Brumfitt, S., 4.81 Ceely, S. G., 1.684 287 Bruner, J. S., 6.7 Cesari, J. P., 1.188-189, 1.1213 Crandall, J. E., 1.228 Bryant, B., 3.104 Chambers, W. V., 1.190-201, Crawford, J. D., 1.574 Bryant, R., 1.157 7.3 Crisp, A. H., 1.109, 1.229-232, Buckley, F., 1.716, 1.719-721 Chan, S., 1.80 1.238, 1.372-373, 1.673 Buddery, H., 5.33 Chance, J. E., 1.202 Crockett, W. H., 1.233-234, Bugenthal, J. F. T., 3.9 Chang, D., 5.34 1.255-256, 1.702, 1.860, Bunn, T. A., 1.1144-1147 Chang, P. J., 1.356 1.915, 1.1009, 4.125-127 Burgoyne, P. H., 4.82 Chapman, K. M., 1.834 Cromwell, R. L., 1.235-236, Burkat-Austen, S., 1.450 Chard, S., 4.106 1.1024-1025, 1.1076,

190 AUTHOR INDEX

4.22, 4.147, 4.451, 4.550- DiCiurcio, T. L., 1.687 Emerson, E., 1.310 551 Didriksen, N. A., 1.363 Emler, N. P., 4.176 Cronbach, C. J., 1.237 Dingemans, P. M., 1.272, Enders, W., 5.34 Crooks, L., 1.1148 1.837-838, 4.147, 4.551 Engler, B., 3.26 Crosby, G., 4.128 Doan, B., 1.102, 5.3 Epstein, E. S., 1.648 Crown, S., 1.238 Dodds, J., 1.273 Epstein, S., 1.311 Crowne, D. P., 1.239 Doherty, J., 1.1188 Epting, F. R., 1.195, 1.312-324, Crump, J. H., 1.240 Dolliver, R. H., 1.274 1.448, 1.546-547, 1.562, Cummins, P., 1.241, 4.129 Donato, A., 1.678-679 1.838-840, 1.891, 1.926- Cunillera, C., 1.700, 5.44, 5.57 Dongarra, T., 1.806 927, 1.943-945, 1.1206- Cunningham, C., 4.140 Doster, J. A., 1.363, 1.1182- 1207, 2.22-24, 2.33, Curry, D. J., 1.242 1183, 4.148-149 4.175, 4.177-183, 4.480, Curtin, T. D., 1.479 Downs, R. M., 1.275, 4.150 5.52 Curtis-Hayward, K., 4.94 Draffan, J. W., 1.276-277, Ernst, R., 4.184-186 Cyr, J. J., 1.243 1.718, 1.720-721 Eshragh, F., 1.325 Czogalik, D., 4.102 Draguns, J. G., 4.252 Evesham, M., 1.326-327, 4.187 D'Amelio, G., 1.414 Drenth, P. J. D., 3.19 Eysenck, B. G., 1.408 D'Andrea, T., 1.207 Drew, A., 4.151 Faas, R., 5.53 D'Zurilla, T. J., 1.299 Drysdale, B., 1.278-279 Fager, R. E., 1.328, 5.54 Dailey, K. C., 1.1214 Drysdale, W. J., 1.1225 Fancher, R. E., 1.329-330 Dainty, P., 4.130 Drzin, B., 5.48 Farnsworth, J., 1.1057 Dallos, R., 1.244 du. Preez, P. D., 1.280-282, Fedorovicius, A., 1.726 Dalton, P., 2.19, 3.16, 4.131- 3.20, 4.152-154 Feixas, G., 1.331-340, 1.700, 136 Duck, S. W., 1.227, 1.283-289, 1.841-843, 1.1132-1133, Damrin, D. E., 1.973 1.579, 1.703, 2.20, 3.21- 4.188-190, 4.424, 5.44, Danforth, W. J., 1.245, 1.561 24, 4.155-163 5.55-58, 5.120-121, 5.181 Davids, A., 1.432 Duda, L., 5.49 Felder, H., 4.191, 5.59 Davidson, D., 1.17 Duehn, D. W., 1.290 Feldman, M. M., 1.341 Davidson, G., 1.246 Duffy, S. W., 1.913 Felton, P., 4.109 Davies, R., 4.137 Dugan, R. D., 1.617-618 Fiedler, F. E., 1.540 Davis, B. D., 4.138-139 Dunn, W. N., 4.164 Fiedler, J. M., 4.425 Davis, H., 1.247-250, 4.140 Dunnett, G., 2.19, 2.21, 4.165- Fielding, J. M., 1.342-343 Davis, K., 1.835 170, 4.325, 5.50 Figueroa, M. L., 4.192 Davison, K., 1.251 Dupelj, M., 1.291-294 Fischer, L., 1.298 Davisson, A., 4.141 Durand, R. M., 1.295 Fisher, D. D. V., 1.344-346, Dawes, A. R. L., 5.45 Durden, C., 1.296 6.11 Dawes, A., 4.142 Durlak, J. A., 1.297 Fisher, K., 1.84, 4.193 Day, C. R., 1.1165, 5.46 Dürscheid, H., 1.298, 5.51 Fiske, D. W., 1.347-348 De. Bernardi, B., 1.137, 1.906 Easterbrook, J. A., 4.171 Fisseni, H-J., 3.27 De. Boeck, P., 1.252-253, Easterby-Smith, M., 1.300, Fjeld, S. P., 1.349, 1.563, 1.568 1.1125, 4.143, 4.596 4.172 Flynn, J. C., 5.60 De. Cencio, D., 1.1248 Easterly, R. S., 1.889 Flynn, R., 1.899 Deese, J., 3.17 Ebben, R., 1.791 Foley, R., 4.194 Delia, J. G., 1.34, 1.212, 1.254- Ebel, R., 1.301 Follette, V. M., 1.24-25, 4.16 258, 1.417, 1.533, 1.874- Ecclestone, C. E. J., 1.302 Fonagy, P., 3.28 876, 4.21 Eckstein, D., 1.303, 1.1106 Fong, M. L., 1.134-135, 1.350, Della. Rovere, P., 4.227 Edmonds, T., 1.304 1.792 Delmonte, M., 1.259 Edwards, A., 1.469, 4.173 Fontana, D. J., 1.844 Dempsey, D. J., 1.260, 1.567 Edwards, S., 1.441 Fontana, D., 3.29 Denicolo, P., 1.906 Efran, J. S., 1.305, 3.25 Ford, K. M., 1.142, 1.351-356, Detoy, C. J., 4.79 Egle, U. T., 4.174 1.433, 1.636, 1.1238, Deutsch, P. S., 4.311 Eich, F., 1.306 3.30, 4.195-196, 4.282 Deutscher, I., 3.18 Eiduson, B. T., 1.307 Forgas, J. P., 1.357, 4.197 Di. Battista, G., 1.207 Eimer, B. N., 1.685, 4.353 Forster, J. R., 1.358-359, 4.198 Diamond, C. T. P., 1.261-271, Eiser, J. R., 1.308-309 Foulds, G. A., 1.360-362, 1.706, 4.144-146, 5.47 Ekehammar, B., 1.869, 1.1046 3.31 Diamond, R., 1.836 Eland, F. A., 4.175 Fracek, S. P., 1.363

191 PERSONAL CONSTRUCT PSYCHOLOGY & PSYCHOTHERAPY: A BIBLIOGRAPHY

Frankel, M., 1.1189 Goldstein, K. M., 1.400, 3.36, Haensdiecke, M., 5.74 Franks, S. E., 1.363 4.232 Hagey, J., 1.1247 Fransella, F., 1.69-70, 1.232, Golledge, R. G., 3.68 Hagnas, C., 1.790 1.326, 1.364-374, 3.32-34, Gonçalves, Ó. F., 1.401 Hale, C. L., 1.416-417 2.7, 2.10, 2.25-29, 4.199- Gonyea, A. H., 1.256 Haley, J. V., 1.501 222, 5.61 Gonzales, M., 1.795 Hall, A. G., 1.418, 4.402 Frey, R., 1.375 Goodell, H., 1.146 Hall, A., 1.419 Fried, N. H., 1.143 Goodge, P., 1.402 Hall, C. S., 3.54 Frith, C. D., 1.408 Goohs-Kammler, P., 5.66 Hall, E., 1.79 Frith, C. E., 1.376 Gordon, A., 1.403 Hall, L. E., 1.794 Fromm, M., 1.377-378 Gordon, I. E., 1.873 Hampden-Turner, C., 3.39 Frost, K., 3.34, 4.223 Goreta, M., 1.292 Hancock, J., 1.411 Frost, W. A. K., 1.379-380 Gorman, D. M., 1.913 Handin, K. H., 1.420, 1.686, Fukuyama, M. A., 1.381-383, Gosse, M., 1.620 4.354-356 1.793-794, 1.810, 1.858 Gottesman, L. E., 1.404 Hannappel, K., 5.48 Funder, D. C., 6.12 Gournay, K., 1.1224, 4.233 Hannappel, T., 5.48 Fürst, H., 5.62 Goven, A. J., 1.363 Hanson, P., 5.75 Gaebler, H. C., 4.162 Gower, J. C., 4.234 Harding, J., 1.455 Gaines, B. R., 1.384, 1.1037, Gowin, D. B., 1.405 Hardy, G. E., 1.421 4.524-525 Grant, C. H., 1.598 Hargreaves, C. P., 4.236-237 Gale, A., 1.385 Grape, D., 5.67 Harman, E. J., 4.238 Galinsky, M. D., 1.119 Gray, A., 1.722 Harren, V. A., 1.422 Gallifa, J., 1.139 Gray, C., 1.406 Harri-Augstein, E. S., 1.1101, Gallinat, N., 1.336 Greco, V. T., 5.68 2.62, 3.40, 3.103, 4.192, Gara, M. A., 1.386, 4.224, 4.486 Green, D., 5.69 4.239-242, 4.580-586, Gardiner, G. S., 1.387 Green, G., 1.407 5.76-78, 5.174-177, 6.13, Gardner, G. G., 1.522, 4.225- Green, L., 1.250 7.14-22 227 Green, T. R. G., 1.104 Harris, P., 1.1188 Garrido, V., 1.388, 5.128 Greenup, J., 1.108 Harrison, A. W., 1.423, 1.727, Gathercole, C. E., 1.389 Greist, J. H., 1.530 1.1078 Gati, I., 1.1212 Grene, J., 3.37 Harrison, J., 1.424, 4.243 Gelso, C. J., 1.390 Grice, J. W., 1.196-197, 7.3 Harrison, R., 1.425, 4.244 Gendreau, P., 1.302 Grieser, A., 5.70 Harter, S., 1.25, 1.426-428, Gerlach, I., 4.67, 4.228 Griest, J. H., 1.846 1.845, 4.425-426 Giancoli, D., 1.391 Griffith, J. H., 1.408 Hartley, J., 1.1063 Gibson, J., 1.1065 Griffiths, R. D., 1.409 Hartmann, A., 1.429, 5.79 Gibson, M., 1.392 Grimmig, R. E., 1.410, 5.71 Harvey, J. H., 1.430 Gibson, R. E., 1.393 Gristwood, J., 4.612 Harvey, O. J., 3.41 Giesbrecht, L., 1.103, 5.3 Gromkin, H. L., 4.560 Hastorf, A., 3.42 Gigerenzer, G., 1.394, 4.229 Groutt, J. W., 4.285, 5.72 Hay, A. J., 1.717 Gilbert, J. K., 1.907-908, 4.455 Groves, R., 1.411 Hay, J. A., 4.372 Giles, P. G., 1.395 Grzempowski, B., 5.66 Hayden, B. C., 1.431-432, Gillard, D., 5.63 Guerin, A., 5.73 4.245-246 Gilmore, J. B., 1.726 Guertin, W. H., 1.412 Hayes, P. J., 1.355, 1.433 Gilmour, R., 3.23-24 Guidano, V. F., 1.1045 Hayhow, R., 2.30, 4.247-248 Giorgi, A., 4.230 Gundara, J. S., 4.235 Haynes, E. T., 1.434-436 Gitzinger, I., 1.186 Gunn, J. C., 4.612 Hays, C. H., 1.546, 5.80-81 Glanville, R., 1.396, 4.231 Gurman, A. S., 1.530, 1.846 Heath, A. E., 1.437 Glass, C. R., 1.710 Guthrie, A. F., 1.413 Heath, A., 4.427 Gleitmann, H., 5.64 Guthrie, A. J., 1.599 Heather, B. B., 1.438, 1.714- Glossop, J., 1.397 Guthrie, J. A., 1.80 715 Goggins, S., 1.1223 Guy, J., 1.796 Heather, N., 1.439-442, 1.956, Gold, K. M., 1.844 Guzzo, R., 1.414 4.176 Goldfried, M. R., 1.299, 1.398 Gwynne. Jones, H., 1.675 Hedges, R., 1.209 Goldman, G., 5.65 Haase, R. F., 1.415, 1.1213 Heeder, R., 1.762-763, 1.767- Goldstein, A. P., 1.399, 1.446, Habrich, G., 4.174 768 3.35 Hadley, J. M., 3.38 Heesacker, M., 1.451, 4.403

192 AUTHOR INDEX

Heesacker, R. S., 1.443 Houts, A. C., 4.61 Jones, H. G., 1.676 Heigel, R. G., 1.444 Howard, A. R., 1.477, 5.88 Jones, H., 4.222, 4.280-281 Heigel, V. M., 1.444 Howard, G. S., 1.478-479, 6.16- Jones, J. C., 1.354, 4.282 Heilman, A. E., 1.445 17 Jones, R. A., 1.499-501, 1.960 Heisler, B., 1.156 Howard, J. H., 1.480 Jones, R. E., 1.502, 5.96 Heller, K., 1.446 Howard, R., 3.47 Jones, S., 1.1225 Hemsley, D. R., 1.125, 1.447 Howe, H., 1.481-482 Jordan, D., 1.105 Hendon, M. K., 1.448 Howells, K., 1.483, 4.266-267 Joy, M., 1.409 Hendrick, C., 1.418 Howland, A., 1.320 Joyce, C. R. B., 1.1104 Hendrick, S. S., 1.418, 6.14 Hoy, R. M., 1.484-485 Joyston-Bechal, M. P., 1.374 Henkel, P., 5.82 Huddleston, A., 1.327 Juhasz, J. B., 1.1007 Henning, H. J., 4.249 Hudson, J. E., 4.404 Kagan, J., 1.503 Henry, R. M., 1.449 Hudson, R., 1.486 Kahgee, S. L., 1.504 Henry, R., 1.1148 Hughes, S. L., 4.268 Kalekin-Fishman, D., 1.505-508, Hentschel, U., 1.450, 4.250-252 Huici, C., 4.330, 5.89 4.60, 6.18 Herman, R. A., 1.451, 6.15 Humphrey, J., 1.224 Kalthoff, R. A., 1.509 Herrmann, R., 5.83 Humphreys, P., 5.90 Kane, M., 1.642 Hess, H. F., 5.84 Hunt, D. E., 1.487, 1.1012, 3.41, Kaplan, B. J., 1.510 Hetherington, P. A., 1.452 5.91 Karastergiou-Katsika, A., 1.511- Hewstone, M., 1.453-454 Hunter, K. V., 4.357-358 512 Heyman, R., 1.455, 4.526 Hunter, M., 1.109, 1.161 Karst, T. O., 1.513, 4.283-285 Hickel, U., 4.251 Huntzinger, R., 1.1077 Kasper, S., 1.514 Hicks, C., 1.456 Hurrich, L. M., 1.488 Kass, R. A., 1.297 Hiesberger, J., 1.1214 Husain, M., 4.269 Kastenbaum, R., 1.515 Higgins, E. T., 1.457 Huston, T. L., 3.48 Kate, H. ten., 4.286 Higgins, K., 1.458-459 Ianni, L. E., 1.786 Katz, J. O., 1.516 Higgitt, A., 3.28 Ibry, D., 3.49 Kear-Colwell, J. J., 1.517 Hill, A. B., 1.460 Ingram, B. J., 1.489 Keen, I., 5.97 Hill, E. A., 4.253 Insley, T., 4.270 Keen, T. R., 1.92, 1.518, 2.46, Hill, P., 1.81 Irwin, M., 1.490 2.55, 4.287 Hinde, R. A., 3.43 Isaacs, K., 1.764 Kelly, A. G., 1.519-520 Hinkle, D. N., 4.254, 5.85 Isaacson, G. S., 1.491, 5.92-93 Kelly, D., 4.288-290 Hjelle, L. A., 3.44 Ivey, A. E., 3.50, 4.271 Kelly, J. V., 5.98 Hoagland, A. C., 1.461 Jaccard, J., 4.272, 7.5-6 Kelsall, P. N., 1.521 Hodgkin, R., 4.255-256 Jackson, A., 4.273 Kenny, V., 1.259, 1.522, 4.291- Hodgson, D., 1.870 Jackson, D. N., 1.1023 294 Hoeckh, H., 1.186 Jackson, S. R., 4.274-277 Kerrick-Mack, J., 4.295 Höfer, E., 5.86 Jackson, T. T., 4.638 Kersch, B., 5.99 Hoffmann, S. O., 1.78 Jackson, W., 1.492 Kevill, F., 1.523 Hogan, R., 3.45 Jahoda, M., 4.278 Khouzam, N., 1.797 Holdridge, S., 1.769 Jaiser, F., 1.410, 5.71 Kieferle, D. A., 1.524 Holland, R., 2.12, 3.46, 4.257- James, L. E., 1.122 Kim, M. P., 1.525 258 James, T., 1.493 King, G. A., 1.457 Holley, B. J., 1.934 Jameson, D., 1.488 Kingsley, S., 4.486 Holmgren, A., 4.531 Jankowicz, A. D., 1.494-495, Kirchberg, T. M., 6.19-20 Honess, T., 1.462-469, 1.1240, 4.279 Kirk, J. W., 1.526 4.259-260 Jaspars, J. M. F., 5.94 Kirkland, J., 1.28, 1.527-528, Honikman, B., 4.261-263 Jennings, C. L., 5.95 4.296 Hooper, D., 1.454 Jerrom, D. W. A., 1.40 Kjeldsen, A., 5.162 Hope, K., 1.362, 1.470-471 Jiménez, A., 1.496 Klapp, B. F., 4.48 Hore, B. D., 1.441 Joensen, E., 1.497 Klass, E. T., 1.529 Horgan, D. D., 1.472, 4.264 John, I. D., 1.498 Klein, A., 1.123-124 Horgan, T., 4.264 John, O., 4.70 Klein, M. H., 1.530, 1.846 Horley, J., 1.473-475, 4.265 Johns, D., 1.528 Klein, R. E., 1.503 Horn, T., 5.87 Johnson, G., 1.1061 Kleine, P. F., 1.531 Horst, A., 4.445 Johnson, J. H., 1.896 Klemmack, D. L., 1.295 Houben, M. E., 1.476, 5.139 Jones, D., 1.1087

193 PERSONAL CONSTRUCT PSYCHOLOGY & PSYCHOTHERAPY: A BIBLIOGRAPHY

Kline, S. L., 1.34, 1.257, 1.532- Lecky, P., 3.51 Loos, V. E., 1.647-648 533, 4.21 Lederman, D. G., 5.110 López, J., 1.496 Klingenberg, S., 5.100 Lee, C. J., 1.582-583 López, N., 1.1133 Klion, R. E., 1.534, 1.892 Leenaars, A. A., 1.584-585 Lorenzini, R., 1.649, 1.1008, Knowles, J. B., 1.535 Lefebvre, V. A., 1.586-587 3.57, 4.327-328 Knox, C., 1.302 Lefebvre, V. D., 1.587 Lorenzo, J., 3.58 Knox, L., 1.536 Leff, H. S., 4.311 Loveless, E. J., 1.650 Koch, H. C. H., 1.537-538, Lehrer, R., 4.312, 4.359 Lowe, C. M., 1.651 4.297 Leiberman, D. M., 1.73 Lukens, M. D., 3.25 Koenig, F., 1.539, 1.1019 Leibowitz, G. D., 5.111 Lukens, R. J., 3.25 Kogan, N., 1.728 Leichty, G., 1.588 Lund, Y., 1.497 Kohl, R. A., 1.363 Leiman, M., 4.501 Lundy, R. M., 1.652-653, 5.117 Kohn, A. R., 1.540 Leitner, L. M., 1.489, 1.547, Lunghi, M. E., 1.998-1001 Koltuv, B. B., 1.541 1.589-600, 2.34, 4.309, Lyddon, W. J., 1.812, 4.329 Koocher, G. P., 1.542 4.313-317, 6.22-23 Lynn, D. B., 1.654 Kortas, L., 1.543 Leman, G., 4.318 MacDonald, P. J., 1.655 Kosch, S. G., 1.798 Lemcke, F. E. S., 5.112 Macía, M. A., 4.330, 5.89 Koss, R. A., 1.422 Lemon, N., 1.601-603 MacInnes, W. D., 1.656 Kovaleski, M., 1.1061 Leonard, J. A., 1.317 MacKay, N., 1.657 Krahé, B., 5.101 Lepkowsky, C., 1.47 Mackenheim, R., 1.106 Krauthauser, H., 1.78, 1.544, Lerner, B., 1.183 MacKenzie, K. R., 4.331 7.1 Leso, J. F., 1.604, 1.799-800 Maddi, S. R., 3.60, 3.61 Krebs, G. M., 1.545 Lesser, D. P., 1.530 Maddick, J., 4.248 Kremsdorf, R., 4.298 Lester, D., 1.605-611 Madison, P., 3.62 Krieger, S. R., 1.546-547, Lettieri, D., 1.857 Magargal, L., 7.8 1.839, 1.945, 5.52, 5.102- Leventhal, H., 1.612, 4.319 Magnusson, D., 4.438 103 Levy, C., 2.30, 3.52, 4.320, Maher, B. A., 1.937, 2.35, 4.332 Krizmanic, M., 1.293 4.321 Mahoney, M. J., 1.658-660, Kubie, L., 1.548 Levy, L. H., 1.613-618, 3.53, 3.71 Kurlemann, G., 4.516 5.113-114 Mahood, S., 1.233 Kushner, A. W., 1.717 Levy, S. M. E., 1.619 Mair, J. M. M., 1.661-673, 3.63, Kuusinen, J., 1.549-550, 1.869 Levy-Leboyer, Cl., 1.620 2.8, 4.333-338, 5.118 Kvan, E., 5.122 Li, Chin-Keung., 4.322-323 Maister, E., 1.674 Lader, M., 1.132 Liakos, A., 1.621 Maitland, P., 2.36, 4.339 Ladwig, G. A., 5.104 Libman, E., 1.622 Makhlouf-Norris, F., 1.675-677, Laird, I. O., 1.189 Liebel, A., 5.115 4.430 Lambourne, R., 1.528, 4.296 Lieberman, S., 1.161 Mancini, F., 1.184, 1.204, Lancee, W. J., 1.27 Lifshitz, M., 1.623-635, 1.674, 1.678-681, 2.37, 4.225, Landfield, A. W., 1.316, 1.349, 4.324, 5.116 4.327, 4.340-346 1.491, 1.551-568, 1.776, Lillesend, D. B., 1.707 Mancuso, J. C., 1.420, 1.536, 1.853, 1.878-879, 1.883, Lillie, F. J., 1.376 1.682-688, 1.698, 2.2, 1.938, 1.1129, 2.23, 2.31- Linder, H. B., 4.557 2.38-40, 3.92, 4.14, 4.347- 34, 4.299-310, 4.482, Lindzey, G., 3.54 362, 4.370, 4.527, 6.25- 5.105-109, 6.21, 7.4 Liotti, G., 1.136, 1.1045 26, 7.5-6 Langland, L., 1.569 Lipshitz, S., 1.994-997 Mannu, G., 4.226-227, 5.119 Langley, C. W., 1.570 Liseth, O. J., 1.636 Mar, J., 5.44 Lansdown, R., 1.571, 4.248 Litchford, G. B., 1.687 Marcer, D., 4.94 Large, R. G., 1.572-573 Little, B. R., 1.36, 1.637-643, Marcet, C., 1.689 Larson, A. G., 4.94 1.884, 6.24 Marchetti, G., 4.530 Lawlis, G. F., 1.574 Livesay, J. R., 1.644-645 Marcus, S., 1.690-693, 1.924, Lawlor, M., 1.575 Livesley, W. J., 3.55 3.64 Layton, W., 1.576 Llewelyn, S., 1.273, 4.170, Marczewska, H., 1.694 Lazarus, A., 1.577 4.325 Margulis, S., 1.323 Lea, M., 1.578-579, 4.161 Lockhart, W. H., 1.646 Mari, M. T., 1.338 Leach, C., 1.580-581, 1.1066 Loesch, L. C., 1.1124 Markus, H., 1.695 Leaman, R. L., 3.6 Lohaus, A., 3.56, 4.326 Marmarosh, C., 1.755, 1.800 Leblanc, E., 1.959 Long, B., 1.1247 Marsh, M., 1.696

194 AUTHOR INDEX

Marshall, W. L., 1.1098 Messick, S. I., 1.728, 3.67 Morse, E. L., 5.129 Marti, J., 1.337, 5.120-121 Metcalfe, R. J. A., 1.729 Moss, A. E., 1.770-772 Mascolo, M. F., 1.697-698, Metzler, A. E., 1.382-383, Mottram, M. A., 1.773 4.361-362, 6.27-28 1.520, 1.730, 1.790, Mower. White, C. J., 1.308 Masters, J. C., 1.699 1.796, 1.801, 1.803-806, Mueller, D. R., 1.386 Mateu, C., 1.700 1.811, 7.7-8 Mueller, W. S., 1.774 Matijaca, B., 1.293 Meyer. zu. Altenschildesche, Mumford, S. J., 1.125 Mavin, G. H., 1.457 M., 5.100 Muntz, H. J., 1.775 Maxwell, V. B., 1.240 Meyer, D., 4.319 Murphy, A. J., 4.395 May, A. E., 1.701 Meyers, A. W., 4.61 Murphy, C., 1.224 Mayo, C. W., 1.702 Miall, D. S., 1.731-733, 4.379 Murphy, M., 7.9 Mayo, P. R., 1.362 Michaelsen, L. K., 1.1182 Mussenden, M. E., 1.794 Maze, J. R., 1.449 Michelson, L., 1.1015 Myers, P. R., 1.479 McArthur, C., 6.29 Middleton, J., 4.380 Nasby, W., 1.432 McCarthy, B., 1.703 Miell, D. K., 4.162 Nash, R., 3.69 McCartney, J., 1.704 Mihevc, N. T., 1.734 Naturel, V., 1.620 McConachie, H., 4.363 Milch, W. E., 4.184 Nawas, M. M., 1.564, 1.776 McCoy, M. M., 1.705, 4.364- Millar, D. G., 1.735 Nazario, A. Jr., 4.182 369, 5.122, 6.30 Miller, A. D., 1.737-739 Needs, A., 4.396-397 McCulloch, J. W., 1.893 Miller, A., 1.736, 1.740 Neilson, R., 6.33 McDonald, D. E., 4.370 Miller, H. R., 1.504 Neimeyer, G. J., 1.23, 1.46-49, McFadyen, M., 1.706, 1.718 Miller, H., 3.6 1.87-88, 1.112-113, McFall, R. M., 1.707 Miller, K., 1.454, 4.381 1.134-135, 1.296, 1.350, McGahan, P., 1.708 Millimet, C. R., 1.741 1.381-383, 1.391, 1.437, McGann, B., 3.65 Millis, K. K., 1.472, 1.742, 4.264 1.443, 1.519-520, 1.543, McGrath, J., 3.83, 6.54 Mirand, A., 5.128 1.604, 1.730, 1.754-755, McGuire, W. J., 1.709 Mirc, E., 1.18 1.777-816, 1.850-853, McKain, T. L., 1.710 Mischel, T., 1.743-744, 4.382 1.858, 1.1245, 2.41-45, McKillop, K. J., 1.519 Mischel, W., 1.745-746, 4.383 4.190, 4.398-406, 4.423, McKinney, M. S., 1.1251 Mitchell, K. A., 1.847 4.428-429, 6.34-35 McKnight, C., 1.711, 1.1038, Mitchell, T. R., 1.747 Neimeyer, R. A., 1.24-25, 1.260, 2.56, 4.371, 5.178 Mitsos, S. B., 1.748-749 1.338-339, 1.427-428, McNair, R., 1.801 Mitterer, J., 1.750, 1.1024-1025, 1.472, 1.481-482, 1.509, McPherson, F. M., 1.38-39, 4.384 1.530, 1.656, 1.742, 1.362, 1.438, 1.712-723, Moliner, J. L., 1.338 1.756, 1.807-809, 1.817- 1.1164, 4.372 Molloy, K. J., 1.951-952 853, 1.945, 2.24, 2.42-45, McQualter, J. W., 4.373 Molloy, P., 1.1083 3.70-71, 3.111, 4.61, McWilliams, S. A., 1.724-725, Monaghan, L., 4.385 4.264, 4.268, 4.405-429, 4.374, 5.123, 6.31 Monaghan, R. R., 1.751-753, 4.610-611, 5.81, 5.130- Meaders, W. E., 5.124 4.385 131, 6.36-37, 7.9 Meadows, S., 1.899 Montañés, M. J., 5.128 Nelson, C., 1.961 Meertens, R. W., 5.125 Montemayor, J., 5.34 Nerenz, D., 4.319 Megargee, E. I., 4.375 Montes, J. N., 1.338 Nettler, G., 1.854 Megas, J., 1.1248 Moore, G. T., 3.68 Neuhäuser, G., 4.67 Mehrabian, A., 3.66 Moore, M. A., 1.754-755, 1.800 Neuringer, C., 1.855-857 Meichenbaum, D. H., 1.726 Moore, M. K., 1.25, 1.756, Nevill, D. D., 1.382-383, 1.810, Meidell, L. A., 1.393 1.833, 1.848-849 1.858 Meisel, P., 1.234 Moran, M. M., 1.1251 Newman, D. K., 5.132 Mellsop, G. W., 1.727, 1.1078 Morçöl, G., 1.757 Newmann, F., 1.859 Menasco, M., 1.242 Moreland, J. R., 1.422 Nicholls, A., 1.1162 Mendelsohn, M. B., 4.376 Moreno-Jiménez, B., 1.173, Nickeson, C. J., 1.321 Mendoza, S., 4.377 1.496, 1.758 Nicolò, F., 1.204 Menyhart, J., 1.357 Morris, D. H., 6.32 Nidorff, L. J., 1.860 Merbaum, M., 3.99 Morris, J. B., 4.386, 4.387 Nightingale, J. P., 1.1093 Merluzzi, T. V., 1.787, 1.802 Morrison, J. K., 1.759-769, Nixon, S., 1.456 Meshoulam, U., 4.378 4.388-394 Noble, G., 1.861-.862 Messerly, S., 1.120 Morrison, P., 1.160 Noller, P., 1.158-159

195 PERSONAL CONSTRUCT PSYCHOLOGY & PSYCHOTHERAPY: A BIBLIOGRAPHY

Norris, H., 1.676-677, 1.1119, Pera, G., 4.489 Quinsey, V. L., 1.475 4.430 Perls, F. S., 3.75 Quirke, C., 1.1210 Norris, M., 1.863-864, 4.431- Perry, W. R., 4.448 Radford, A. J., 1.89 432 Pervin, L., 3.76, 6.39 Radley, A. R., 1.68, 1.920-923, Novak, J. D., 1.865 Peters, T. J., 1.913 4.464-468, 5.142 Novak, J. M., 1.866, 4.433-434, Petrullo, L., 3.102 Radosevic, Z., 1.293 6.38 Petry, F., 1.356 Radu, V., 1.924 Novak, J., 1.354 Pfenninger, D. T., 1.600, 1.892, Raeithel, A., 4.469, 4.620 Nutting, R., 4.435 1.1131 Raic, R., 1.294 Nuzzo, M. L., 1.204-207, 2.18, Pfründer, D., 1.410 Rainey, L. C., 1.319, 1.925-926, 4.111-117 Philip, A. E., 1.893 5.143 Nystedt, L., 1.549-550, 1.867- Phillips, E. M., 1.894-896, 4.449 Ramsey, F. L., 1.1160 869, 4.436-438 Phillips, J. P. N., 1.423, 1.434- Randall, M., 4.470 O'Day, P., 1.198 436, 1.897-898, 4.450, Rappoport, L., 1.1107 O'Donnell, J. P., 1.704 5.138 Rareshide, M. B., 1.813 O'Donovan, D., 1.871-872, Phillips, J., 1.899 Raskin, J. D., 1.927 4.439, 5.133 Phillips, W. M., 1.900 Rathod, P., 1.928, 4.471-472 O'Hare, D. P. A., 1.873, 4.440 Pierce, D., 4.451 Ravenette, A. T., 1.929-931, O'Keefe, B. J., 1.258, 1.874-876 Pierloot, R. A., 1.476, 5.139 3.77, 4.248, 4.473-477, O'Keefe, D. J., 1.876-877, 4.441 Piper, K. P., 1.188 5.144, 6.40 O'Loughlin, S., 1.880 Pirritano, M., 4.452 Raz-Duvshani, A., 1.932 O'Reilly, J., 4.443 Pittman, S. D., 1.318 Reed, C. F., 1.415 O'Sullivan, B., 4.446-447, Plata, P., 1.207 Rehm, L. P., 1.933 5.134-135 Platt, S., 1.901 Reid, F., 4.478-479 Oatley, K., 1.870 Poch, S. M., 5.140 Reid, J. W., 1.117 Oliver, W. D., 1.878-879, 4.442 Polefka, J., 3.42 Reid, W. A., 1.934 Olson, C., 1.199 Pollock, L. C., 1.902 Reiss, J., 1.87-88, 1.789 Olson, D., 1.199 Pomeroy, E., 1.105, 1.107, Reker, G. T., 1.225, 1.935-936 Olson, J. M., 1.881 1.504 Renner, K. E., 1.937 Orford, J., 1.882 Ponthieu, L., 1.1183 Resnick, J., 1.938 Orley, J., 4.444 Poole, A. D., 1.903-904 Resnikoff, A., 1.814 Orlik, P., 4.445 Pope, M. L., 1.905-909, 2.46, Reznikov, R., 1.634-635 Ourth, L., 1.883 4.453-456 Rice, R. G., 1.113 Owers, D., 4.58 Porter, J., 5.141 Richardson, F. C., 1.444, Pallini, S., 1.678-679 Posthumas, A. B., 1.180, 1.910- 1.1186, 5.145 Palmer, J., 4.481 912 Richardt, C., 1.497 Palys, T. S., 1.884 Potamianos, G., 1.913 Riedel, H. W., 1.939-940 Pancer, S. M., 1.885 Potratz, B., 1.544 Riemann, R., 1.941, 2.47-48 Papacostas, I., 1.621 Power, R., 1.775 Rigby, K., 4.58 Papenek, H., 1.886 Poynton, A., 1.148 Rigdon, M. A., 1.840, 1.942- Parker, A., 1.887 Presley, A. S., 1.914, 1.1006 945, 4.480 Parker, S., 1.85 Press, A. N., 1.233, 1.915, Rigney, J., 1.946 Parry, G., 4.462, 4.609 1.1009 Riley, S., 4.481 Parsley, L., 1.200 Preston, C. A., 1.916, 1.1141- Rist, P., 1.835 Partington, J. T., 1.881, 1.888 1143, 1.1156 Ritter, E. M., 1.947 Patterson, C. H., 3.72 Preston, J. M., 1.211 Rivas, F., 1.388, 1.948, 5.128 Pattison, P., 1.172 Prichard, S., 1.317, 1.543, Rivers, P. C., 1.565, 4.482 Payne, D. E., 1.405, 5.136 1.800-812 Rix, E. A., 1.155, 1.949 Peace, D. M. S., 1.889 Probert, B. A., 1.382-383, Roberts, C., 1.397 Pearce, J. C., 3.73 1.810, 1.858 Roberts, R., 5.147 Pedersen, F. A., 5.137 Probert, J. S., 1.318 Robertson, I. T., 1.950-952 Pederson, P., 1.437 Procter, H. G., 4.190, 4.457-462 Robertson, M. H., 1.953 Peevers, B. H., 1.890 Proctor, E. K., 1.290 Robinson, P. J., 1.954, 1.1230 Pelias, R. J., 1.533 Prokop, C. K., 1.917 Rocchi, M. T., 1.127, 1.649 Penn, W. I., 1.68 Pruzek, R. M., 4.463 Rodney, Y., 1.19, 5.148 Penrod, J. H., 1.891 Purves, C., 1.535 Rodriguez, M. C., 5.128 Pepper, S., 3.74 Pyron, B., 1.918-919 Roff, L. L., 1.295

196 AUTHOR INDEX

Rogers, C. R., 1.955, 4.483, Scarlett, H. H., 1.1009 Sherrard, P. A. D., 1.812 6.41 Schafer, N., 1.1011 Shivakumar, H., 1.1225 Rohde, P. D., 1.171, 1.1028 Schäfer, N., 1.1011 Shoemaker, D. J., 5.161 Roitt, M., 1.1225 Scheer, J. W., 2.52, 4.48, 4.103, Shorts, I. D., 1.1043 Rollnick, S., 1.442, 1.956 4.513-515, 5.157 Shostrom, E. L., 4.75 Romany, S., 1.957 Schmitt, G. M., 4.104, 4.516 Shotter, J., 4.529 Rommetveit, R., 4.591 Schmittdiel, C. J., 4.310, 4.517 Shubsachs, A. P. W., 1.1044 Romney, D., 1.958-959 Schneider, D. J., 1.1010, 3.42, Sibilia, L., 1.136, 1.1045, 4.530 Rosano, M., 1.127 6.47-48 Sidanius, J., 1.1046 Rosen, H., 4.484 Schneider-Duker, M., 4.445 Sigel, I. E., 1.1047, 4.531 Rosenberg, S., 1.386, 1.500, Schonecke, O. W., 1.1011, Signell, K., 1.1048 1.525, 1.960-962, 2.12, 1.1013 Silverman, G., 1.1049 4.485-486, 6.42 Schroder, H. M., 1.1012, 3.41, Silvertsen, N., 4.532 Rosenkrantz, P. S., 1.915 4.518 Simek-Downing., 3.50 Rosie, A. J., 4.487 Schultheis, J., 7.1 Simmonds, D. W., 1.542 Ross., 3.67 Schüffel, W., 1.1011, 1.1013, Simmons, W. L., 1.1121 Ross, M. V., 4.488 3.94-95 Simons, J., 4.533 Ross, M., 1.309 Schütz, W., 4.105 Sims, A. C. P., 1.42 Rossetti, R., 4.489, 5.119 Schwartz, R. M., 1.1014-1015 Skene, R. A., 1.1050 Rotter, J. B., 4.490 Schwartz, T., 1.359 Slade, P. D., 1.1051, 5.162-163, Rowe, D., 1.963-969, 2.49, Schwarz, J. C., 1.458 7.12 3.78-82, 4.491-496, 4.554, Schwenker, B., 1.20 Slater, P., 1.1052-1057, 2.57- 5.149, 6.43 Scott, W. A., 1.1016-1017 59, 4.496, 4.534-546, Rowles, G. D., 5.150 Seagoe, M. V., 1.1018 5.164-167, 7.13 Rozolle, R. M., 1.81 Seaman, J. M., 1.1019 Slife, B. D., 1.1058 Rubio, C. T., 1.324 Sechrest, L. B., 1.524, 1.1020- Smail, D. J., 1.167-169, 1.1059- Ruch, V. T., 5.151 1023, 1.1211, 4.519 1060, 3.96-97, 4.547 Runkel, P. J., 1.970-973, 3.83 Secord, P. F., 1.890 Smith, C., 1.251 Rychlak, J. F., 1.395, 1.974- Sedlak, A., 1.962 Smith, G. J. W., 4.252 979, 1.1058, 3.84-87, Seibert, J. H., 1.33 Smith, J. E., 1.1061 4.497-498 Seidenstücker, G., 1.306 Smith, J. M., 1.1062-1064, Ryle, A., 1.148, 1.980-1001, Selby, G., 4.520 4.548 2.50, 3.88-89, 4.499-501, Semerari, A., 1.680-681, 2.37, Smith, L. M., 1.531 5.152, 6.44 4.225, 4.340-346 Smith, M. D., 1.1247 Sadowski, A., 5.153 Sensenig, J., 1.501 Smith, M., 1.1065, 3.40 Salamone, F. J. Jr., 1.1241 Sergeant, J. A., 3.19 Smith, R. E., 1.530 Salamunic, L., 1.294 Setzer, E. S., 1.87-88 Smith, S., 1.1066 Salmon, P., 1.71-73, 1.1002- Sewell, K. W., 1.1024-1025, Smith, T. S., 1.75-76 1006, 2.51, 3.90-91, 4.451 Snyder, W. U., 3.98 4.502-509, 5.11, 5.154- Shadish, W. R., 4.61 Soffer, J., 1.1067-1068 155, 6.45-46 Shalit, B., 1.1026 Solas, J., 1.1069 Salter, D. P., 1.901 Shapiro, B. L., 1.1027 Soldz, E., 1.1074 Salvini, A., 4.452 Shapiro, D. A., 1.171, 1.1028 Soldz, S., 1.1070-1074, 4.549, Salvini, D., 1.1116 Sharrock, R., 1.1184 6.49-51 Sánchez, F., 5.156 Shaw, F. J., 1.566, 1.1029-1031 Southwell, E. A., 3.99 Sanchís, J. R., 5.128 Shaw, M. L. G., 1.384, 1.523, Soyland, A. J., 1.498 Sandahl, D. A., 4.510 1.909, 1.1032-1040, 2.40, Space, L. G., 1.1075-1077, Sanders, J., 1.201 2.53-56, 4.360, 4.456, 4.147, 4.550-551, 5.168 Sanderson, C., 4.511 4.521-527, 5.178, 7.10-11 Spangenberg, N., 4.185-186, Sandsberg, S., 1.1115, 4.590, Shaw, M. P., 1.455 4.552 4.592 Shea, C. A., 1.710 Spaulding, W., 4.22 Sants, H., 1.288 Sheehan, M. J., 1.1041-1042, Spellman, M. S., 1.727, 1.1078 Sarbin, T. R., 1.688, 1.1007, 1.1051, 4.528, 5.158-159, Spencer, C., 1.289 3.92-93, 4.512 5.163 Spencer, M., 4.553 Sarre, P., 1.424, 4.243 Shelton, J. E., 5.160 Spencer, P., 1.74, 1.1079 Sassaroli, S., 1.649, 1.1008, Shemilt, D., 1.397 Spengler, P. M., 1.1080 3.57, 4.327-328, 4.340 Sherman, M., 1.459 Sperber, J. C., 1.1081

197 PERSONAL CONSTRUCT PSYCHOLOGY & PSYCHOTHERAPY: A BIBLIOGRAPHY

Sperlinger, D. J., 1.1082, 5.169 Tetlock, P. E., 1.1100 Vicary, S., 4.599 Spindler. Burton, E., 4.554 Thomas, L. F., 1.1039-1040, Vielhaber, M. E., 1.1093 Sprent, P., 1.438 1.1101, 2.29, 2.62, 3.40, Villegas, M., 1.337, 1.340, Stahl, H. A., 1.354, 4.195 3.103, 4.128, 4.241-242, 1.1132-1133, 5.57-58, Stanley, B., 4.555 4.470, 4.576-583, 4.584, 5.121, 5.181 Stanley, R., 1.696 4.585, 4.586, 5.78, 5.171- Vinacke, W. E., 3.107 Stefan, C., 1.1061, 1.1083, 178, 6.13, 7.14-22 Viney, L. L., 1.916, 1.1135- 4.556-558, 6.52 Thomas-Peter, B. A., 4.587 1156, 1.1191-1192, Stefan, R., 1.567 Thompson, G. G., 1.1102 1.1231, 2.63-64, 3.108- Stefanis, C., 1.621 Thompson, R. F., 3.54 109, 4.600-606, 5.184- Stephens, E. D., 1.643 Thomson, W. M., 1.1103 187, 6.55 Stephens, M. W., 1.239 Thunedborg, K., 1.1104 Vivekananthan, P. S., 1.961 Stern, M., 1.568 Tibbles, P. N., 5.179 Vogel, D., 1.1157 Stewart, A. E., 1.1084, 5.170 Tinsley, H., 1.422 Von, J., 4.558 Stewart, A. M., 1.89 Tobacyk, J., 1.303, 1.1105-1106 Wadden, T. A., 1.891 Stewart, A., 2.60, 6.53 Todd, F. J., 1.1107 Walker, B. M., 1.1148, 1.1158- Stewart, B. J. M., 1.1063-1064 Todd, N., 4.588 1160, 6.56 Stewart, J., 1.1085 Todd, T., 5.180 Wallach, M. A., 1.1161 Stewart, M. F., 1.27 Tonnes, B. D., 1.1108 Walley, A. C., 1.1162 Stewart, V., 2.60 Torras, M. R., 5.181 Walling, C., 1.815 Stiffan, E., 1.207 Townes, B., 1.181 Walmsey, R., 5.185-186 Stillson, L., 5.185-186 Trapp, E. P., 1.1109 Walton, E. J., 1.1163, 4.607 Stojnov, D., 4.559 Treacher, A., 4.381 Walton, H. J., 1.723, 1.1164 Stoneman, J., 1.1058 Trexler, L. D., 1.513 Walton, T., 4.554 Stones, M. J., 1.1086 Triandis, H. C., 1.1110-1111 Wan, C. K., 4.272 Strachan, A., 1.1087 Tripodi, T., 1.490, 1.946, Ward, W. D., 1.1165 Strauss, J., 4.427 1.1112-1114, 1.1120, 3.6 Warr, P. B., 1.1166 Streufort, S., 4.560 Trippett, C. J., 1.1226 Warren, G. D., 1.1214 Stringer, P., 1.1088-1091, 2.61, Trower, P., 3.104 Warren, N., 1.603, 1.1167, 4.561-570 Tschudi, F., 1.1115, 4.589-592, 5.188 Strohmer, D. C., 1.1080 5.182, 7.23 Warren, W. G., 1.1168-1176, Strongman, K. T., 1.521 Tschuschke, V., 1.187, 1.1116 3.110, 4.608-609 Stroud, A., 1.250 Tsoi. Hoshmand, L., 4.593 Wass, H., 3.111, 4.610, 4.611 Suchman, D. I., 1.320-321, Tully, J. B., 1.1117 Waterhouse, L., 1.208 4.183 Tunnell, G., 1.1118 Watson, J. P., 1.148, 1.171, Suedfeld, P., 1.1100 Turnbull, M. J., 1.1119 1.511-512, 1.1028, Sundberg, N. D., 3.100, 3.101 Turner, R., 1.1120 1.1177-1181, 4.612 Sydnor-Greenberg, J. M., 1.710 Tych, A. M., 1.1149 Watson, J., 4.222 Sypher, B. D., 1.1092-1093 Tyler, F. B., 1.1121 Watson, R. I., 3.112 Sypher, H. E., 1.35, 1.877, Tyler, L. E., 3.100-101 Watson, W. E., 1.1182-1183 1.1093, 6.54 Tyler, L., 1.1122, 3.105-106, Watts, F. N., 1.1184 Taft, R., 3.93 4.594 Weeks, D. J., 1.1185 Tagiuri, R., 3.102 Tyler, M., 4.595 Weigel, R. G., 1.1186-1187, Tajfel, H., 1.1094-1095 Vacc, N. A., 1.1123-1124 5.145 Takens, R. J., 1.1096, 3.19, van. de. Riet, H., 1.1207 Weigel, V. M., 1.1186-1187 4.571-573 Van. den. Bergh, O., 1.252-253, Weiner, B., 3.113 Talbot, R. J., 4.574 1.1125, 4.596 Weinreich, P., 1.1188, 4.613- Tanguy, M., 1.790 van. der. Kloot, W. A., 4.597 615, 5.189 Taplin, J. R., 3.100 van. der. Pligt, J., 1.1126 Weinstein, M., 1.1189 Taylor, C., 4.575 van. Dijk, J. A., 1.1126 Weiss, M. J., 1.319 Taylor, D. S., 1.1097 van. Rossum, G., 1.1127 Westbrook, M. T., 1.1150-1156, Taylor, F. G., 1.1098 Vander. Goot, M., 4.598 1.1190-1192, 5.187 Taylor, H., 4.290 Vannoy, J. S., 1.1128 Wetzel, H., 1.306 Teach, R. D., 1.393 Varble, D. L., 1.1129 Wewetzer, K. H., 4.616 Teichman, M., 1.1099 Vasco, A. B., 1.1130 Whelan, J. P., 4.61 Teoh, H. Y., 1.1147 Vaughn, C. M., 1.1131 White, C. J. M., 1.1193 Terry, P., 1.1091 Veness, T., 5.183 Whitehead, C., 1.1194-1201

198 AUTHOR INDEX

Whittenbaugh, J., 1.182 Zaken-Greenberg, F. Z., 1.816, Wicker, A. W., 1.1202 1.1245 Widom, C. S., 1.1203 Zalot, G., 1.1246 Wiesner, M., 4.617 Zambelli, F., 2.16 Wiggins, J. S., 1.1204 Zelhart, P. F., 4.638 Wiggins, S. C., 1.317 Zempel, C. E., 1.324 Wijesinghe, O. B. A., 1.1205, Ziegler, D. J., 3.44 3.11, 5.190 Ziller, R. C., 1.1247-1248 Wilcox, J. W., 3.114 Zimring, F. M., 1.1249-1250 Wilkes, A. L., 1.1095 Zorn, T. E., 1.1092, 1.1251 Wilkins, G., 1.322-323, 1.1206- Zychlinski, F., 1.189 1207 Wilkinson, D., 1.1208 Wilkinson, S. J., 4.618 Williams, E., 1.1209-1210 Williams, S., 5.191-192 Williams, T. G., 1.1211 Willis, F. N., 5.193-194 Willutzki, U., 4.617, 4.619-620, 5.49, 5.66 Wilson, P., 1.740 Winer, D., 1.1212 Winer, J. L., 1.188-189, 1.415, 1.1213-1214 Winkelmann-Flacke, S., 5.195 Winter, D. A., 1.187, 1.913, 1.1215-1226, 2.65, 3.11, 4.621-632, 5.196 Winter, K., 1.1011 Winton, M., 1.442 Winum, P. C., 1.48-49, 1.788 Woelfel, J., 4.633 Wojciszke, B., 1.1227 Wolfe, R., 1.1228 Wolff, K. -E., 4.552 Wolff, S., 1.208, 1.1229 Wood, G., 4.272 Wood, K., 1.954, 1.1230 Wood, R. R., 1.1205, 5.190, 5.197 Woodfield, R. L., 1.1231 Woodward, B. T., 1.274 Woolfson, R. C., 1.1232 Wooster, A. D., 1.1233-1234 Worsley, A., 1.1235 Wright, D. M., 1.1236 Wright, K. J. T., 1.1237 Wrightsman, L., 3.115 Yaffe, P. E., 1.687 Yager, R. R., 1.1238 Yardley, K. M., 1.1239-1240 Yarrow, M. R., 1.170 Yelich, G., 1.1241 Yorke, D. M., 1.1242-1244, 4.634-635, 5.198 Young, G. C. D., 4.636 Zajonc, R. B., 4.637

199 3.68, 4.231, 4.263, 4.561, cancer, 1.954, 4.291 Subject Index 4.564-566 career change, 1.159 ARGUS, 1.1032, 1.1038 career counseling, 1.152, 1.782 art, 1.307, 1.691-692, 1.769, career transition, 1.158 1.918 caregiving, 4.355 aboriginal, 1.246 arthritis, 1.1185 categorization, 1.214-215, abstraction, 0.90, 1.323 artificial intelligence, 0.97, 1.499, 4.353, 4.440 abuse, sexual, 1.24-25, 1.241, 1.133, 1.351, 1.355, 1.433, cerebral dominance, 0.12, 0.14 1.427, 1.473, 1.475, 4.397, 1.979, 1.1077, 1.1238, 4.72, change, 1.42, 1.187, 1.214, 4.511 4.282, 4.439 1.218, 1.310, 1.358, 1.366, action, 1.163, 1.282, 4.467 assertive training, 1.707 1.374, 1.399, 1.425, 1.431, activity theory, 1.987 assertiveness, 1.156, 4.592 1.441-442, 1.453-454, actualization, 1.820, 1.1230 assessment, 1.493, 1.596, 1.524, 1.537-538, 1.568, adjustment in couples, 1.989, 1.798, 1.843, 2.41, 4.58, 1.572, 1.594, 1.646, 1.673, 1.1186 4.190, 4.329, 4.403, 4.406, 1.760, 1.783, 1.801, 1.863, adjustment, 1.49 4.419, 4.429 1.932, 1.953, 1.956, 1.963, adjustment, personal, 1.117, assimilation, 4.8 1.984, 1.992, 1.995, 1.998, 1.514, 1.634-635, 1.785, assimilative projection, 1.100, 1.1028, 1.1043, 1.1117, 4.245 1.115, 1.652-653 1.1180, 1.1216, 1.1226, adolescence, 1.77, 1.112-113, attachment theory, 1.1008, 3.32, 3.108, 4.1, 4.38, 4.58, 1.185, 1.284, 1.428, 1.514, 3.57, 4.327-328 4.89, 4.119, 4.126, 4.218, 1.625, 1.628, 1.633, 1.646, attention-deficit hyperactivity 4.246, 4.253, 4.328, 4.386, 1.699, 1.859, 1.947, 1.1087, disorder, 1.1241 4.394, 4.426, 4.528, 5.21, 3.55, 4.275-276, 4.403, attitude change, 1.309, 1.653 5.23, 5.31, 5.85, 5.88, 4.474, 4.614, 5.69, 5.116 attitude-behavior relation, 4.441 5.104, 5.112, 5.117, 5.132, aesthetics, 1.873, 4.440 attraction, interpersonal, 1.46, 5.140, 5.179 affect, 5.191-192 1.49, 1.227, 1.286, 1.785, change, need to, 1.183 agency, 1.174 1.807, 1.847, 3.22, 3.48, change, resistance to, 1.696, aggression, 0.111, 1.357, 4.155, 4.159, 4.163, 4.571 4.494 1.608, 1.1109, 3.75 autobiographical remembering, chess, 4.264 aging, 1.295, 1.622, 1.917 1.75-76 childhood, 0.18, 1.32, 1.77, agoraphobia, 1.870, 1.1015, autobiographical texts analysis, 1.208, 1.212, 1.226, 1.248, 1.1224, 3.57, 4.328, 4.446, 1.340 1.315, 1.400, 1.445, 1.456, 4.627, 5.134 autopoiesis, 4.292 1.464-466, 1.510, 1.629, AIDS, 1.1148, 4.559, 5.26, balance theory, 1.1015, 1.1017, 1.631, 1.634-635, 1.686, 5.100, 5.185-186 4.97-98 1.895, 1.931, 1.1009, alcoholism, 1.42, 1.173, 1.201, Bannister D., 1.668, 1.670, 1.1081, 1.1229, 3.1, 3.55, 1.441-442, 1.479, 1.484- 1.1003 4.15, 4.83, 4.151, 4.163, 485, 1.704, 1.882, 1.888, Bartlett, 4.135 4.248, 4.259, 4.322, 4.324, 1.913, 1.956, 1.1045, 4.482 Bateson G., 4.194 4.354, 4.363, 4.385, 4.474- alienation, 1.506 behaviour therapy and 477, 4.503, 4.505, 4.599, analogy, 1.527 modification, 1.231, 1.299, 5.144 anarchy, 4.374 1.707, 1.1184, 1.1217, 3.11, choice, 1.191, 1.244, 4.73, anorexia, 1.109, 1.232, 1.341, 4.530 4.305, 4.348 1.373, 1.419, 1.696, 1.773, behaviour, 0.126, 0.124 cigarette smoking, 1.666 1.1188, 4.85, 4.221, 5.70 bereavement, 1.461, 1.631, CIRCUMGRIDS, 1.197 anticipation, 1.282, 4.161, 1.1231 circumspection, 1.190, 1.1200 4.347, 4.352, 4.357 biofeedback, 1.573 class, social, 1.1167 anxiety, 1.132, 1.762, 1.972- body image, 1.341, 1.421 client-centred therapy, 1.404, 973, 1.1150, 4.40 boys, disturbed, 1.432, 1.935, 1.1096, 4.573 aphasia, 4.81 1.1233, 4.245, 4.380 clinical psychology, 0.13, 0.16- applied psychology, 0.38 brief interpretive psychotherapy, 17, 0.20-22, 0.24-25, 0.27- appreciative style, 1.185, 1.690- 1.982, 1.984-986, 1.998 29, 0.37, 0.44, 0.46, 0.55, 693, 3.64 bulimia, 1.1188, 5.64 0.69, 0.72, 0.91, 0.103, architecture, 1.424, 1.486, business research, 1.1183 0.112-114, 0.116, 1.55, 1.896, 1.1089-1090, 3.13, business, 4.279 1.238, 1.370, 1.460, 1.673, C-P-C cycle, 4.73 1.744, 1.823-824, 1.974, PERSONAL CONSTRUCT PSYCHOLOGY & PSYCHOTHERAPY: A BIBLIOGRAPHY

1.990, 1.1115, 2.9, 2.15, 4.382, 4.633, 5.25, 5.31, constructivist psychotherapy, 2.21, 2.24, 2.33, 2.35, 2.65, 5.111, 5.168 1.126, 1.783, 1.827, 1.832, 3.28, 3.38, 3.100-101, 4.41, cognitive style, 1.1218, 3.36, 3.71, 4.110, 4.420 4.410, 4.490, 4.499, 4.626, 4.587 constructs, elicited vs. provided, 6.49 cognitive theory, 3.93 1.5, 1.96, 1.167, 1.236, clinical training, 1.481-482 cognitive therapy, 1.331, 1.650, 1.491, 1.546, 1.549, 1.706, cluster analysis, 1.402 1.828, 4.111-112, 4.427, 1.729, 1.799-800, 1.869, CODEM2, 1.325 4.530 1.944, 1.1088, 1.1113, 5.81, cognitive awareness, 5.84 cognitive-analytic therapy, 5.92-93, 5.196 cognitive complexity-simplicity, 1.987, 3.88-89, 4.501 constructs, nonverbal, 1.939- 1.2, 1.4, 1.26, 1.34, 1.41, cognitive-behavioral therapy, 940, 4.408 1.44, 1.92, 1.115, 1.118, 1.1098, 4.112 constructs, physical vs. 1.121-123, 1.139, 1.156, commonality, 1.1036, 4.157, psychological, 1.11, 1.226, 1.175, 1.188-189, 1.193, 4.572, 4.578 1.637, 1.1229 1.200, 1.210, 1.212, 1.221, communication, 0.56, 0.80, constructs, positive vs. negative 1.225, 1.233-234, 1.254- 1.33-35, 1.564, 1.576, poles, 1.7, 1.10 255, 1.290, 1.312, 1.392, 1.877, 1.947, 1.970, 1.1110- constructs, propositional vs. 1.400, 1.415-417, 1.422, 1111, 4.19-21, 4.69, 4.159, constellatory, 1.614 1.462, 1.490, 1.509, 1.533, 4.163, 4.523, 5.54, 5.160 content analysis, 1.158, 1.1136, 1.549-550, 1.609, 1.631, communion, 1.174 1.1149-1152, 1.1183, 1.639, 1.653, 1.689, 1.702, community psychology, 1.1140, 1.1190-1191, 4.189, 4.606 1.729, 1.734, 1.737-739, 1.1189 contextualism, 1.28, 1.527, 1.747, 1.774, 1.778, 1.860, comparative psychology, 1.58 1.684, 4.347, 4.512 1.874-877, 1.882, 1.915, complementality, 4.578 control, 0.73, 4.165 1.919, 1.946-947, 1.952, comprehensiveness, 1.874-875 conversational model, 4.128, 1.1016-1017, 1.1019, computational model, 1.1 4.192, 4.333, 4.435, 4.522, 1.1048, 1.1066, 1.1080, configurationism, 1.126 4.567, 4.578, 5.76-78 1.1112-1114, 1.1120, conflict, 1.78, 1.219, 1.544, conversational science, 2.62 1.1123, 1.1128, 1.1193, 1.790, 1.1041, 1.1051, core construct, 1.474 1.1206-1207, 1.1212-1214, 1.1056, 1.1112, 1.1217, CORE, 1.1032 1.1217, 1.1227, 1.1246, 4.371, 4.614, 5.158, 5.162- coronary heart disease, 1.240, 1.1250, 4.64-66, 4.125, 163 5.187 4.518, 4.560, 5.25, 5.60 conformity, 1.479 Correlation Test score, 1.544 cognitive development, 0.26, consciousness, 4.476 counseling, 1.79, 1.134-135, 1.12, 1.30-31, 1.77, 1.99, consistency, 0.55, 1.191, 1.193, 1.150, 1.245, 1.350, 1.378, 1.200, 1.464-465, 1.503, 1.195, 1.199-201, 1.215, 1.390, 1.437, 1.495, 1.519, 1.532, 1.678-680, 1.865, 1.218, 1.243, 1.435, 1.467, 1.533, 1.569, 1.576, 1.682, 1.890, 1.1002, 1.1009, 1.536, 1.544, 1.971, 1.1055, 1.777, 1.788, 1.792, 1.794- 1.1031, 1.1131, 2.18, 3.62, 1.1217, 3.51, 4.147 795, 1.812, 1.814, 1.852, 3.90-91, 4.1, 4.19, 4.45, constellatoriness, 1.4, 5.21, 1.1029-1030, 1.1144-1147, 4.126, 4.173, 4.246, 4.277, 5.60 2.22, 3.38, 3.50, 3.72, 4.343, 4.358, 4.394, 4.443, construct elicitation, 1.318 4.253, 4.271, 4.281, 4.398 4.462, 4.502, 4.505-506, construct, 1.313, 4.269, 4.589 countertransference, 1.994 4.531, 4.595, 5.19, 5.155, construct, corporate, 1.45 creativity cycle, 1.757, 5.95 6.10 construction, 4.424, 4.438 creativity, 3.106, 4.26, 4.280 cognitive psychology, 1.1171, constructive alternativism, crisis intervention, 1.1144-1147, 1.1175 1.1218, 4.292, 4.305, 4.591 1.1225 cognitive restructuring, 1.577 constructivism, 1.23, 1.35, deafness, 1.403, 1.655, 5.9 cognitive science, 1.14, 4.527 1.126, 1.139, 1.206, 1.659- death anxiety, 1.817, 1.833, cognitive structure, 1.50, 1.176, 660, 1.783, 1.827-829, 1.852, 3.70, 4.414 1.179, 1.214-216, 1.218, 1.832, 1.842, 1.865, 1.978, death attitude, 1.297, 1.547, 1.320, 1.372, 1.432, 1.676, 1.1047, 1.1068, 1.1130, 1.837, 1.943, 5.102-103 1.736, 1.833, 1.846, 1.858, 1.1139, 4.115, 4.293, 4.360, death concern, 1.303, 1.1105- 1.911, 1.932, 1.935, 1.1091, 4.438, 4.527, 4.617 1106, 1.1135 1.1107, 1.1163, 1.1167, constructivist psychology, 1.15 death education, 1.925, 1.1168- 1.1185, 1.1228, 1.1249, 1169, 3.110 3.41, 4.5-6, 4.226, 4.360,

202 SUBJECT INDEX

death fear, 1.319, 1.489, 1.611, 1.740-741, 1.779, 1.784, emotional development, 1.697 1.820, 1.834, 1.954, 1.1230 1.790, 1.804-805, 1.853, emotive-reconstructive death research, 1.1169, 3.110 1.891, 1.936, 1.1074, psychotherapy, 1.765-767, death threat, 1.194, 1.489, 1.1091, 1.1108, 1.1251, 4.5, 1.769, 4.388-391, 4.393 1.546-547, 1.821, 1.848, 4.246, 4.353 empathy, 1.183, 1.492, 1.690, 1.926, 1.942, 1.1105-1106, disagreement, 1.1057 1.785, 1.853, 1.1060, 5.102 disclosure, 1.777 1.1070, 5.197 death, 1.448, 1.515, 1.839, disorder, 1.1216, 1.165 enactment, 1.922, 5.1 1.844, 1.969, 1.1155, Down's syndrome, 1.127 engagement, 6.4 1.1168, 2.24, 3.70, 3.78, drama, 4.484 ENTAIL, 1.384, 1.1037 3.111, 4.179, 4.390-391, dreaming, 1.700, 4.439, 5.44, entrepreneurship, 1.1183 4.418, 4.421-422, 4.609, 5.147 epistemology, 0.19, 0.52, 1.111, 4.610-611, 5.52, 5.81 Dreiser, T., 1.960 1.139, 1.401, 1.498, 1.865, death, patient, 1.87-88, 1.789 drugs, 1.584, 1.891, 1.916, 1.905, 1.907-908, 1.1174, decision making, 1.219-220, 1.1156, 4.58, 4.142, 4.559, 3.74, 3.84, 4.26, 4.68, 1.325, 1.382-383, 1.543, 5.45 4.111, 4.196, 4.212, 4.269, 1.858, 3.114, 4.82, 4.121, DYAD, 1.518 4.300, 4.318, 4.345-346, 4.272-273 dyslexia, 1.929, 3.77, 4.473 4.374, 4.454, 4.512, 4.523- defense mechanisms, 1.186 dysmorphophobia, 1.421 524, 4.618, 5.79 delinquency, 1.213, 1.388, eating disorders, 1.79, 1.366, ethics, 1.586, 4.177, 4.180, 1.440, 1.646, 1.701, 1.861- 1.372-373, 1.443, 1.592, 4.323 862, 1.1043, 4.288, 4.290, 1.796-797, 1.1235, 4.86, ethnicity, 1.499, 4.613-615 4.381, 4.396, 4.555, 4.587, 4.90-91, 4.93 existential psychology, 1.1067 5.110, 5.122, 5.128 eclectism, 1.58 existentialism, 1.1170, 4.257, dementia, senile, 5.33 ecology, 1.867-868 5.58 dentistry, 1.1103 education, 0.7, 0.23, 0.43, 0.54, experience, 4.224, 4.394, dependency, 0.95, 0.128, 0.57, 0.81, 0.84, 1.18, 1.64, 4.438, 4.454, 4.635 1.207, 1.293, 1.606, 1.610, 1.72, 1.178, 1.261-263, expert system, 1.15 1.1061, 1.1158, 1.1160, 1.265-267, 1.270-271, explanation, 4.25, 4.575 4.53, 5.19 1.290, 1.377, 1.405, 1.469, extremity rating, 1.16, 1.128- depression, 1.38-40, 1.247, 1.477, 1.487, 1.523, 1.531, 129, 1.452, 1.541, 1.549, 1.453-454, 1.519, 1.530, 1.627, 1.631, 1.866, 1.894, 1.556, 1.871-872, 1.1095, 1.806, 1.818-819, 1.843, 1.896, 1.899, 1.906, 1.910, 1.1166, 2.13, 4.353, 5.3, 1.846, 1.963, 1.965, 1.1041- 1.920, 1.950-951, 1.973, 5.28-29, 5.133 1042, 1.1049, 1.1076, 1.1005, 1.1027, 1.1039- factor analysis, 0.94, 0.100, 1.1098, 1.1219, 1.1221, 1040, 1.1047, 1.1108, 1.43, 1.297, 1.412, 1.550, 2.49, 3.79, 4.280, 4.412, 1.1173, 1.1242, 2.9, 2.16, 1.617, 1.919 4.427, 4.451, 4.488-489, 2.46, 3.29, 3.69, 4.50, 4.59, family therapy, 1.22-23, 1.157, 4.492, 4.495, 4.528, 4.551, 4.89, 4.106, 4.128, 4.138, 1.244, 1.334, 1.385, 1.512, 5.83, 5.158-159, 5.168-169, 4.144-146, 4.192, 4.235, 1.648, 1.700, 1.759, 1.1141, 5.179 4.255-256, 4.287, 4.373, 1.1181, 1.1245, 4.188, detention, 1.302, 1.863, 4.431, 4.385, 4.433-435, 4.449, 4.457-461, 5.44, 5.55, 5.57, 4.612 4.453-456, 4.466, 4.468, 5.156, 6.20 deviancy, 2.36, 4.76, 4.220, 4.477, 4.487, 4.508, 4.576- family, 5.30 4.275, 4.289, 4.339, 4.432 577, 4.584, 5.160, 5.173, feelings, 0.83, 4.337 diabetes, 1.954 5.181, 6.13 feminism, 1.1162, 3.8, 3.34, diagnosis, 0.13, 0.21, 1.21, ego development, 1.134-135 3.108, 4.223, 4.447, 4.598 1.73, 1.238, 1.1081, 4.148 ego functioning, 1.174 fertility, 4.533 dialectics, 4.497, 4.531 ego identity formation, 1.225 fixed-role therapy, 0.129, 1.85, dichotomy, 0.89, 1.742, 1.938, ego psychology, 1.225, 3.75 1.130-131, 1.268, 1.270, 1.941, 3.4, 4.5, 4.8, 5.107 elderly, 1.138, 1.298, 1.1141- 1.336, 1.513, 4.4, 4.146, differentiation matching, 1.178, 1143, 1.1149, 2.64, 5.184 4.182, 4.298, 5.180 1.910, 1.912, 1.1108 emotion, 1.345-346, 1.363, flattening of affect, 1.125, 1.276, differentiation, 1.20, 1.124, 1.516, 1.521, 1.589, 1.698, 1.716-717, 1.720, 4.372 1.176-177, 1.179, 1.295, 1.733, 4.29, 4.113, 4.315, FOCUS, 1.384, 1.1032, 1.1037 1.323, 1.570, 1.574, 1.589, 4.357, 4.362, 4.364, 4.368, food choice, 1.89 1.594, 1.628-629, 1.633, 4.382, 5.4, 5.39, 6.26

203 PERSONAL CONSTRUCT PSYCHOLOGY & PSYCHOTHERAPY: A BIBLIOGRAPHY

fragmentalism, chaotic, 1.589- 1.967, 1.983, 1.999, 1.1024, 4.91, 4.101, 4.170, 4.200, 591, 4.303 1.1035, 1.1038, 1.1044, 4.276, 4.297, 4.320-321, fragmentation, 4.5, 4.305, 4.570 1.1053-1054, 1.1075, 4.325, 4.331, 4.386, 4.425, frame, 1.351 1.1086, 1.1097, 1.1107, 4.427, 5.117, 5.190, 5.197 freedom, 1.479, 1.885, 1.977, 1.1124, 1.1127, 2.8-9, 2.28, guilt, 1.697 3.87, 4.171, 4.376, 4.462 2.40, 2.48, 2.50, 2.52-54, handicap, 1.248-249, 1.391, friendship formation, 2.20 2.56, 2.58-60, 4.9, 4.46-47, 4.27, 4.33-34, 4.52, 4.140, friendship, 1.47, 1.95, 1.283- 4.51-52, 4.57, 4.71-72, 4.193, 4.248, 4.363, 4.554, 284, 1.287, 1.289, 1.578- 4.81, 4.83, 4.87, 4.95, 4.599 579, 1.588, 1.703, 1.851, 4.123, 4.130, 4.164, 4.210, headache, 1.331 3.21, 4.159, 5.10 4.229, 4.243, 4.282, 4.295, health care, 1.1152, 4.628 Functionally Independent 4.312, 4.326, 4.344, 4.350, health, mental, 0.43, 0.84, Construction (FIC), 1.561, 4.360, 4.373, 4.377, 4.384, 1.1176, 2.15, 3.65, 3.104 1.1074, 4.308 4.386, 4.405, 4.430, 4.444, hepatitis, 4.48, 5.16-17 fundamental postulate, 4.352, 4.449-450, 4.469, 4.475, hermeneutics, 1.1097 4.635 4.485, 4.491, 4.499, 4.503, heterarchy, 1.396 goal setting, 4.198 4.513-515, 4.521, 4.525, history, 5.63 golden section hypothesis, 1.1, 4.527, 4.538-542, 4.548, homosexuality, 1.251, 1.597, 1.8-9, 1.98, 1.101, 1.104, 4.552, 4.554, 4.585, 4.631, 1.761, 1.1050 1.107, 1.504, 1.582-583, 4.633, 5.2, 5.6, 5.9, 5.13, hostility, 0.70, 1.506, 1.605, 1.586, 1.694, 1.944, 1.957, 5.77, 5.91, 5.98, 5.119-121, 1.608, 1.1011, 1.1013, 5.21 1.1014, 1.1026, 4.2 5.128, 5.144, 5.146, 5.171, housing, 4.238 GRAN, 1.581 5.178, 5.188, 5.198, 6.24 humanistic psychology, 0.120, grid analysis, 0.94, 1.78, 1.84, Grid Test of Thought Disorder, 3.9, 3.86 1.90, 1.92, 1.147, 1.300, 1.7, 1.27, 1.51, 1.63, 1.69- humor, 4.601 1.317, 1.384, 1.402, 1.429, 70, 1.146, 1.253, 1.376, hunger, 3.75 1.471, 1.555, 1.580-581, 1.459-460, 1.497, 1.517, hypnosis, 1.162 1.636, 1.750, 1.961, 1.1025, 1.706, 1.718, 1.727, 1.897- hypochondriasis, 1.1185 1.1033-1034, 1.1036-1037, 898, 1.903-904, 1.914, hysteria, 1.168, 5.180 1.1039, 2.57, 4.13, 4.77, 1.958-959, 1.1049, 1.1078, identification, 1.4, 1.502, 1.625, 4.99, 4.109, 4.234, 4.296, 1.1083, 1.1209, 1.1236, 1.1087, 5.96, 5.110 4.463, 4.471, 4.535, 4.537, 5.14 identity formation, 1.110, 1.112- 4.543-546, 4.597, 4.620, grid validity, 1.4, 1.80, 1.168, 113, 1.469, 1.630, 1.632, 5.138, 5.142, 5.164-167, 1.277, 1.661, 4.634 1.813, 4.62, 4.613-615 5.182, 6.24 grid, consensus, 1.83 identity, 4.47, 4.124, 4.162, grid measures, 1.4, 1.13, 1.38, grid, dependency, 1.1061, 4.53, 5.189 1.171, 1.192-193, 1.322, 4.138 identity, gender, 1.422, 6.56 1.338, 1.371, 1.395, 1.657, grid, double dyad, 1.990 ideology, 1.1069 1.661, 1.675, 1.1051, grid, dual, 1.1056 idolatry, 1.725 1.1055, 1.1060, 1.1089, grid, dyad, 1.984, 1.986, 1.989, illness, 3.31 1.1163, 4.108, 5.11, 5.90, 1.999, 1.1000, 4.500 illness, mental, 1.621, 1.687, 5.142, 5.162-163 grid, group, 1.1182 1.927 grid reliability, 1.80, 1.168, grid, implication, 1.172, 1.260, illness, physical, 1.917, 1.954, 1.338, 1.349, 1.389, 1.571, 1.463, 1.521, 1.567, 3.104, 1.1135, 1.1153-1155, 3.109, 1.661, 1.1080, 1.1082, 4.259, 4.286, 5.85 4.129, 4.151, 4.319, 4.600, 4.536, 5.15, 5.137, 5.167 GridGraph, 1.636 4.602-603, 4.605 grid technique, 0.65, 1.5, 1.31, grief, 1.760, 1.969, 4.390-391 imagery psychotherapy, 1.760- 1.55, 1.82-83, 1.91, 1.116, group psychotherapy, 1.24-25, 764, 1.766, 1.768 1.142, 1.196-197, 1.242, 1.85, 1.138, 1.171, 1.187, imagination, 1.1007 1.260, 1.300, 1.306, 1.310, 1.273, 1.292, 1.342-343, immunity, 1.363 1.313, 1.321, 1.333, 1.338, 1.374, 1.441, 1.530, 1.537- impression formation, 1.234, 1.352, 1.359, 1.368, 1.378, 538, 1.723, 1.726, 1.802, 1.256, 1.407, 1.466, 1.702, 1.396, 1.456, 1.463, 1.511- 1.819, 1.845, 1.886, 1.997, 1.876, 4.19, 4.125, 4.127 512, 1.518, 1.528, 1.571, 1.1028, 1.1060, 1.1085, impulsivity, 1.1200 1.573, 1.620, 1.662-664, 1.1116, 1.1164, 1.1180, incest, 1.427, 1.845, 4.16, 4.425 1.672, 1.689, 1.748, 1.900, 1.1205, 1.1217, 1.1219, individuality, 2.61, 3.105, 4.68, 1.902, 1.928, 1.931, 1.948, 1.1221, 1.1226, 3.11, 4.16, 4.156, 4.224, 4.568, 6.12

204 SUBJECT INDEX

INGRID, 1.384 machiavellianism, 1.258, 1.1093 nurses, 1.160, 1.223, 1.455, integration, 1.219, 1.534, 1.544, management, 0.41, 0.72, 1.140- 1.902, 1.1208, 4.233 1.570, 1.628, 1.712, 1.740, 141, 1.155, 1.387, 1.480, obesity, 1.592, 1.598, 4.227 1.779, 1.784, 1.790, 1.804- 1.494, 1.889, 1.1062, object relations, 1.341, 1.443, 805, 1.820, 1.853, 1.860, 1.1064, 1.1110, 1.1183, 1.968, 1.987, 6.50 4.5, 4.246 2.60, 4.55, 4.74, 4.78-79, obsessionality, 1.168, 1.675- intelligence, 1.397, 1.517, 4.130, 4.172, 4.222, 4.395, 677, 1.735, 1.1185, 4.201, 1.900, 1.1023, 1.1228, 4.470, 4.548, 4.582, 4.607, 4.480, 4.532, 5.180 4.176 5.32, 5.141 occupational therapy, 4.520 intercultural research, 4.369 mandala, 1.192 OMNIGRID, 1.750, 1.1025, interdisciplinarity, 0.64 mania, 1.38-39, 1.146, 1.727, 4.384 interpersonal judgment, 1.1, 1.966, 4.489 oppositionality, 1.1058, 4.498 1.375 marital therapy, 1.444, 1.647, optimal functioning, 1.600 Interpersonal Transaction 1.880, 1.995-996, 4.298, organization, 1.7, 1.163, 1.175, Group (ITG), 1.565, 1.823, 4.398-399, 5.190, 5.197 1.204, 1.218, 1.260, 1.372, 4.301, 4.307, 4.310 marketing, 1.380 1.488, 1.673, 1.867, 1.884, interpretation, 0.80, 3.53, 4.75 marxism, 1.1170 4.5, 4.126, 4.224, 4.246, intersubjectivity, 4.591 meaning, 1.13, 1.401, 1.483- 4.286, 4.300, 4.305, 4.308, interview, 1.596 484, 1.505, 1.648, 1.673, 4.518, 5.153 judgment, interpersonal, 1.6-7, 1.776, 1.865, 1.887, 1.917, paedophilia, 4.266, 4.322-323 1.16-17, 1.104, 1.504, 1.980, 1.1243-1244, 4.211, pain, 1.278, 1.573, 4.94 1.536, 1.645, 1.728, 1.993, 4.419, 4.629, 6.15, 6.56 pain, chronic, 1.279 1.1095, 1.1108, 1.1126, meaning-making, 1.892 paranoia, 1.649 1.1166, 4.365 meaningfulness, 1.526, 1.594, paranormal belief, 1.1105 Kelly G., 1.29, 1.478, 1.670, 4.308, 5.10, 5.92-93, 5.133 parent-child interaction, 1.528 1.825, 1.1084, 1.1102, 2.26, meaningfulness, interpersonal, parenthood, 4.248, 4.354, 3.112, 4.7, 4.257, 4.332, 1.883 4.361, 4.363, 4.370, 4.599 4.383, 4.407, 4.442, 4.529, mechanism, 1.684 parenting, 1.250 4.638, 5.61 meditation, 1.259, 1.724, ParRep grid, 4.350, 4.361 knowing, 1.184, 4.241, 4.336- 1.1119 PEGASUS, 1.384, 1.909, 337 memory, 1.235, 1.457, 1.684, 1.1032 knowledge acquisition, 1.142, 1.813, 1.876, 1.937, 1.1058, perception of clients, 1.134 1.353-354, 1.356, 3.30, 4.135, 4.224 perception of symbols, 0.12, 4.195-196 metaphor, 4.334, 4.353, 4.472, 0.14 knowledge elicitation, 1.15 4.493, 6.15, 6.20, 6.32 perception, 4.252 knowledge, 0.82 mind-body problem, 1.57, perception, environmental, laddering, 1.163, 1.596 1.206, 1.414, 4.113, 4.116, 1.424, 1.486, 1.1026, 4.63, language, 1.149, 1.309, 1.403, 4.509, 5.40 4.231, 4.243, 4.261-263, 1.535, 1.601-602, 1.1167, MINUS, 1.1032 4.311, 4.481, 4.510, 4.563, 1.1243, 4.318, 5.191-192 modeling, 1.353, 3.30 4.565-566, 5.89 law, 1.711 modulation, 4.246 perception, person, 1.20, 1.77, learning theory, 0.53, 1.58 morality, 6.45 1.94, 1.97, 1.114, 1.118, learning, 1.377, 1.1027, 3.47, motivation, 1.449, 1.459, 3.113, 1.175, 1.181, 1.185, 1.209, 4.255, 4.385, 4.456, 4.466, 4.347, 4.352, 4.357, 4.382, 1.295, 1.322, 1.329-330, 4.468, 4.507, 4.547, 4.576- 5.141, 6.27 1.385, 1.464, 1.466, 1.499, 577, 4.584-585, 5.37, 6.13 mourning, 1.1143 1.539-540, 1.549-550, leisure, 0.5, 1.153, 4.124 music, 1.505, 1.508, 4.60, 4.92 1.603, 1.618, 1.632, 1.652, life stress, 1.1191 narrative psychology, 1.1157, 1.774, 1.786, 1.869, 1.964, life style, 3.65 2.64, 4.593 1.1023, 1.1048, 1.1099, literalism, 1.589-591, 4.303 narrative psychotherapy, 1.305, 1.1107, 1.1118, 1.1192, literary criticism, psychological, 1.401, 1.831, 1.1138, 1.1205, 1.1227, 1.1246, 1.772, 1.1194, 1.1196-1197, 1.1157, 2.64, 5.184 3.42, 3.55, 3.102, 4.236- 1.1199-1201 neurosis, 1.238, 1.373, 1.548, 237, 4.245, 4.259, 4.366, literature, 4.44, 4.569 1.681, 1.932, 1.991, 1.1059, 4.394, 4.485-486, 5.46, locus of control, 1.3 1.1099, 1.1185, 1.1237, 5.117, 5.124, 5.136, 5.140, loss, 1.628-629, 1.631, 1.633 3.11, 4.166, 4.340, 4.622, 5.148, 5.161 love, 1.418 5.168

205 PERSONAL CONSTRUCT PSYCHOLOGY & PSYCHOTHERAPY: A BIBLIOGRAPHY

perception, situational, 1.173, 1.746, 1.975, 2.38, 3.2, psoriasis, 1.421 1.1012 3.14, 3.26, 3.28, 3.33, 3.44- psychiatry, 1.21, 1.73, 1.136, permeability-impermeability, 45, 3.58, 3.60-61, 3.66, 1.864, 1.927, 1.1061, 5.25 3.76, 3.84-85, 4.351 1.1081, 1.1223, 4.22, 4.41, person, 0.24, 1.665, 1.976 personality theories, implicit, 4.139, 4.169, 4.496, 4.534, personal construct 1.394, 1.960, 1.962, 1.1010, 5.50 psychotherapy, 0.60, 1.67, 1.1233, 4.340, 4.348 psychoanalysis, 1.58, 1.745, 1.367, 1.398, 1.595-596, personality, 0.21, 0.60, 1.36, 1.1071, 4.257, 4.530, 4.549, 1.822, 1.1142, 2.25, 2.30- 1.168-169, 1.195, 1.228, 5.65, 6.51 31, 2.34, 2.44, 2.49, 2.65, 1.284, 1.287, 1.347, 1.399, psychological literary criticism, 3.16, 4.28, 4.134, 4.136, 1.500, 1.517, 1.578, 1.728, 1.1198 4.178, 4.181, 4.207-208, 1.900, 1.950, 1.1059, psychological research, 0.110, 4.214, 4.270, 4.291, 4.302, 1.1119, 1.1128, 1.1166, 0.120, 3.83, 4.32, 4.35, 4.313, 4.400, 4.407, 4.413, 1.1204, 2.34-35, 3.29, 3.31, 4.123, 4.230, 4.504, 5.119 4.415-417, 4.426, 4.476, 3.41, 3.62, 3.99, 4.25, 4.65, psychology of psychology, 1.66 4.590, 4.624, 5.56, 5.159 5.114, 6.27, 6.43 psychology of science, 1.553 personal construct theory and perspective-taking, 1.533 psychology, 0.11, 0.58-59, 0.63, philosophy, 1.1170 perspectivism, 1.591, 4.303 1.56, 1.58, 1.64, 1.553, personal construct theory and persuasion, 1.875, 1.1100, 1.665, 1.743, 1.976, 1.1122, psychoanalysis, 1.1172 4.161 3.7, 3.17, 3.107, 4.26, personal construct theory and phenomenology, 1.619, 1.705, 4.183, 4.300, 4.333, 4.539 psychology, 1.14, 1.198, 1.1133, 1.1170, 4.230, psychopathology, 0.53, 0.78, 1.1067, 1.1171, 1.1175, 4.7, 4.257, 4.608, 5.58 1.143, 1.181, 1.589, 1.841, 4.14, 4.118, 4.141, 4.205- philosophy, 1.1173 1.900, 1.988, 1.1014, 206, 4.217, 4.257, 4.278, phobia, 1.409, 1.1184, 3.81, 1.1077, 4.22, 4.41, 4.225- 4.304, 4.338, 4.383, 4.464, 4.166 226, 4.315, 4.590, 4.629, 4.529, 4.594, 4.608 physiological psychology, 1.58 5.133 personal construct theory, Piaget J., 1.766, 1.1068, 4.358, psychopathy, 1.483, 1.1203, bibliography of, 0.108, 4.502 4.592 0.115, 0.127, 2.17, 4.114, PLANET, 1.1034, 4.525 psychosomatics, 1.203, 1.414, 5.27 poetry, 1.731, 3.63, 4.379 1.1011, 1.1013, 3.95 personal construct theory, police, 1.1222 psychotherapeutic interview, history of, 0.102, 1.332, politics, 1.280-281, 1.371, 0.77, 1.344, 4.314, 4.491, 1.558, 1.758, 1.835, 1.1084, 1.496, 1.593, 1.734, 1.1046, 5.193 2.43, 4.409, 4.411, 4.538, 3.20, 4.31, 4.152-154, psychotherapeutic relationship, 4.638, 5.68, 5.105, 5.109, 4.235, 4.323 0.121, 1.161, 1.177, 1.413, 5.130-131, 5.135, 5.157 Popper K., 4.345-346 1.446, 1.554, 1.557, 1.599, personal construct theory, possibility, 4.618 1.1073, 1.1121, 1.1178- introduction to, 0.47, 0.86, power, 1.507 1179, 3.35, 3.98, 4.117, 0.125, 1.52, 1.205, 1.264, pre-menstrual syndrome, 1.798 4.572, 5.139 1.758, 1.1132, 1.1195, 2.1, predictive accuracy, 1.432, psychotherapy integration, 2.7, 2.11, 2.14, 2.19, 2.26, 1.652, 1.867, 1.1023, 1.822, 1.826, 1.829, 1.842 2.37, 3.28, 3.44, 3.54, 3.59, 1.1123, 4.245 psychotherapy outcome, 1.177, 3.76, 4.10, 4.23-24, 4.71, predictive behavior, 0.56, 0.73, 1.179, 1.342-343, 1.426, 4.88, 4.104, 4.167, 4.209, 1.115, 1.117, 1.614, 4.82 1.442, 1.530, 1.710, 1.845, 4.254, 4.309, 4.342, 4.351, predictive failure, 1.649 1.870, 4.623 4.452, 4.490, 4.519, 4.616, predictive value, 1.228 psychotherapy process, 1.451, 5.151, 5.183 preemption, 1.190 1.568, 1.955, 1.1072 personal science, 1.314, 1.559, principal component analysis, psychotherapy research, 4.96, 4.253, 4.387, 4.583 4.544 4.500 personality assessment, 0.31, problem solving, 1.299, 1.1012, psychotherapy termination, 0.74, 2.33, 3.33, 3.67, 3.76, 4.340, 4.361 1.883 6.49 problem structuring, 1.757 psychotherapy, 0.48, 0.75, personality styles, 1.590, 3.11, projective techniques, 1.542, 0.79-80, 0.87, 0.96, 0.101, 4.232 1.569, 1.930 0.104, 0.117, 1.169, 1.182- personality theories, 0.100, projects, personal, 1.641, 1.884, 183, 1.241, 1.279, 1.390, 0.122, 1.274, 1.329, 1.525, 4.265 1.399, 1.493, 1.544, 1.560,

206 SUBJECT INDEX

1.564, 1.572, 1.591, 1.650, Reptest Interaction Technique self-complexity, 1.509 1.660, 1.665, 1.776, 1.828, (RIT), 4.175 self-concept, 1.8, 1.43, 1.132, 1.830, 1.912, 1.932, 1.981, research skill, 1.894 1.144, 1.311, 1.364, 1.456, 1.1000, 1.1020, 1.1050, research, 1.380, 1.814, 1.839, 1.467, 1.651, 1.1234, 3.5, 1.1070, 1.1129-1130, 1.952, 1.1242 4.445, 4.488 1.1134, 1.1143, 1.1216, 2.4, resentment, 1.606 self-consistency, 3.51 2.10, 2.18, 2.21-22, 2.50, resistance, 1.126 self-construction, 1.111, 1.358, 3.25, 3.50, 3.52, 3.63, 3.72, responsibility, 1.885, 3.87 1.769, 4.62, 6.46 3.85, 3.88-89, 3.96-97, restructuring, cognitive, 1.520, self-construing, 1.158, 1.166, 4.12, 4.37-38, 4.49, 4.61, 1.806 4.528 4.111, 4.165, 4.167, 4.218- review, 6.3, 6.11, 6.14, 6.16, self-description, 1.467, 1.501, 219, 4.271, 4.283-284, 6.18, 6.22, 6.25, 6.30, 6.36, 5.88 4.293-294, 4.304-306, 6.38, 6.50, 6.52-54 self-determination, 1.479, 4.73 4.328, 4.340, 4.392, 4.445, rheumatoid arthritis, 1.954 self-development, 5.77 4.483, 4.528, 4.530, 4.547, Riedel's constructs, 1.688 self-disclosure, 1.48, 1.784-786, 4.576-577, 4.601, 4.603, role relationship, 1.595 1.788, 1.792, 1.850, 4.175, 4.621, 4.628, 5.24, 5.119, role therapy, 0.30 6.31 6.1, 6.4, 6.8, 6.15, 6.19-21, role, 1.413, 1.744, 1.1038, self-efficacy, 1.383 6.32-33, 6.37, 6.40-41, 4.315, 4.371, 4.416, 4.568, self-esteem, 1.166, 1.359 6.43-44 5.43, 5.60, 5.136 self-evaluation, 1.239 psychotherapy, receptiveness role-construct therapy, 1.770 Self-Grid, 1.166 to, 1.953 Rorschach test, 0.56, 1.629, self-help, 1.762-764 pyramid procedure, 1.596 1.1004 self-ideal discrepancy, 1.611, Q-Analysis, 1.384 schizophrenia, 1.50-51, 1.53- 1.615, 1.834, 1.1129, quality of life, 1.1104 54, 1.59-60, 1.62, 1.65, 1.1187, 4.317 racism, 1.1065 1.68, 1.71, 1.146, 1.208, self-identity, 1.646, 1.1085, range, 4.353 1.252-253, 1.272, 1.276, 1.1119, 4.402, 4.430, 5.129 rational-emotive therapy, 1.513 1.292-293, 1.362, 1.386, self-knowledge, 1.678-679, reading, 0.9-10, 3.40, 3.77, 1.408, 1.423, 1.434-436, 4.223, 4.225, 4.341 4.54, 4.553, 4.580, 5.175 1.438-439, 1.447, 1.458- self-meaningfulness, 1.590, reasoning, 1.433 459, 1.492, 1.504, 1.526, 1.593 reconciliation theory, 1.560 1.534, 1.619, 1.621, 1.644- self-organised learning, 1.1101, reflexivity, 1.274, 1.557, 1.878- 645, 1.649, 1.688, 1.712- 2.62, 3.103, 4.128, 4.192, 879, 4.168, 4.257-258, 716, 1.719-721, 1.775, 4.239-242, 4.435, 4.470, 4.567 1.921-922, 1.940, 1.958- 4.576-577, 4.579-584, regnancy, 4.74 959, 1.1006, 1.1055, 4.586, 5.76, 5.78, 5.174, rehabilitation, 0.49, 1.1153, 4.58 1.1076, 1.1125, 1.1210, 5.176-177 relationship deterioration, 1.285, 1.1215, 1.1229, 1.1236, self-organization, 1.522 1.809, 4.162, 4.402, 4.428 3.12, 3.92, 4.43, 4.97, self-other contrast, 1.12, 1.17, relationship, personal, 1.288, 4.143, 4.147, 4.372, 4.451, 1.19, 1.236, 1.386, 1.587, 1.808, 2.20, 3.23-24, 3.43, 4.460, 4.550-551, 4.596, 1.1234, 1.1248, 4.8, 4.11 3.102, 4.3, 4.156, 4.160- 5.5, 5.12, 5.31, 5.111, 5.196 self-perception, 4.517, 5.43 161, 4.472, 5.145 self, 1.75-76, 1.110, 1.431, self-predictability, 1.552, 1.563 relationships, marital, 4.367, 1.468, 1.545, 1.554, 1.684, self-presentation, 1.536 4.404 1.695, 1.733, 1.1085, 3.10, self-reconstruction, 1.1085 relaxation, 1.331 3.46, 3.82, 4.11-12, 4.36, self-reference, 1.247, 1.465 religion, 4.95, 4.588 4.39, 4.45, 4.204, 4.277, self-relevance, 1.603 religiosity, 1.489 4.312, 4.316, 4.335, 4.374, self-schemata, 1.695, 1.1118 repertory grids, computer 4.465, 4.517, 4.551, 4.593, semantic differential, 1.749, software for, 1.1024, 2.40, 5.69, 5.148, 6.10 4.27 2.53-54, 2.56-59 self, ideal, 1.554 semantic, 1.291 REPGRID, 1.1036 self-acceptance, 1.239, 5.194 sex differences, 1.119, 1.174, repression-sensitization, 1.1207 self-attribution, 1.254 1.540, 1.639, 1.790, 1.804- reprimand, 1.420, 1.683, 1.685- self-awareness, 4.295 805, 4.107 686, 4.348-349, 4.356, self-characterization, 1.250, sex role identification, 1.1001, 4.359 1.318, 1.596, 4.208, 4.274- 5.154 275 sex therapy, 1.1220, 1.1239

207 PERSONAL CONSTRUCT PSYCHOLOGY & PSYCHOTHERAPY: A BIBLIOGRAPHY

sex-role orientation, 1.47, suicide, 0.87, 1.224, 1.585, 781, 1.790-791, 1.803-805, 1.350, 1.395, 1.623, 1.787, 1.605-609, 1.818, 1.836- 1.810-811, 1.858, 1.934, 1.790 837, 1.852, 1.855-857, 1.1063, 1.1212-1214, 4.82, Shakespeare W., 1.770-771 1.887, 1.893, 1.901, 1.942, 4.121, 4.137, 4.403, 5.103, shame, 1.697 1.980, 4.184, 4.268, 4.299, 5.150 shyness, 1.710 4.556-558, 5.83 vocational psychology, 4.401 similarity, 1.46, 1.177, 1.222, supervision, 1.335 well-being, psychological, 1.227, 1.237, 1.283-284, symptom, 1.231, 1.244, 1.1115, 1.164, 4.78 1.287, 1.324, 1.428, 1.578- 4.590 Werner, 1.464, 1.1009 579, 1.593, 1.634-635, systems theory, 4.294 Word-In-Context Test, 1.1006 1.807, 1.847, 1.851, 1.970, Szasz T., 1.927 work, 1.151, 1.153-154, 4.78, 1.1110-1111, 1.1161, teaching, 0.8, 0.54, 0.62, 0.81, 4.124 1.1165, 4.571, 5.36, 5.124, 1.64, 1.268, 1.271, 1.906, work, social, 1.456, 1.893, 5.197 1.909, 2.51, 4.59, 4.106, 1.1117, 2.36, 4.80 situational perception, 4.173, 4.144-145, 4.287, 4.453, world hypotheses, 1.139 4.436-437 4.584, 5.47, 5.97, 5.181 writing, 1.137, 1.266-267 Skinner B. F., 1.977 television, 0.54, 0.57, 0.62, zen, 1.709, 3.103, 4.120, 5.123 social anthropology, 4.444 1.211, 1.379, 1.861-862 social competence, 4.479, terror, 4.315-316 4.636 therapy, time-limited, 1.148 social control, 0.82 Threat Index, 1.656, 1.756, social psychology, 0.7, 1.697, 1.817, 1.838, 1.840, 1.848- 3.115, 4.56, 4.285, 4.478, 849, 1.945, 4.179, 4.418, 4.526, 4.567, 4.604, 4.637, 4.421, 5.52, 5.80, 5.143 6.51 threat, 0.111, 1.551-552, 1.563, social science research, 1.1139 1.1109, 4.162, 4.213, 4.615, social skills training, 1.160, 5.10, 5.104, 5.106, 5.108, 1.212, 4.624-625, 4.630 5.193-194 sociality, 0.7, 1.2, 1.428, 1.600, training, 0.32, 0.42, 0.44, 0.46, 1.648, 1.802, 1.1151, 2.61, 0.49, 0.66, 0.109, 1.44, 4.3, 4.30, 4.156, 4.158, 1.86, 1.148, 1.169, 1.404, 4.354, 4.448, 4.462, 4.568, 1.406, 1.425, 1.626, 1.863, 4.572, 4.578, 4.591, 6.12, 1.973, 1.992, 1.1208, 6.31 1.1245, 4.207, 4.293, 4.453, SOCIO, 1.1036 4.576-577, 5.103 SOCIOGRIDS, 1.909, 1.1032 transference, 1.108, 1.126, sociopathy, 1.529 1.229-231, 1.476, 1.1020 SORTO, 1.412 transsexuality, 1.1239, 4.18 speech anxiety, 1.513, 1.726 truth, 1.401 speech therapy, 4.136 unconscious, 4.42 speech, 0.9-10, 0.22, 1.643 urbanistics, 1.275, 4.262, 5.34 sport, 1.337, 5.41, 5.120-121 utopia, 1.1079 starvation, 4.215 validation-invalidation, 1.53-54, states of mind model, 1.1014 1.68, 1.347, 1.458, 1.559, statistics, 1.92, 1.1097 1.575, 1.933, 4.225, 4.589, stimulus value, affective, 1.124, 5.62 1.539, 1.936, 1.1120 value, 0.82, 1.81, 1.308, 1.397, story-telling psychology, 1.669- 1.440, 1.474, 1.490, 1.564, 671, 3.63, 4.312, 6.17, 6.19 1.579, 1.589, 1.674, 1.975, stress, 1.240, 1.296, 1.737, 1.1094, 1.1159, 4.305, 1.1222 5.113 stuttering, 1.326-327, 1.364- violence, 4.149, 4.267, 4.375 365, 1.367, 2.10, 2.25, 2.30, vocational choice, 1.41, 1.121, 3.16, 3.52, 4.131-134, 1.123-124, 1.150, 1.188- 4.187, 4.199, 4.204, 4.216, 189, 1.217, 1.383, 1.422, 4.247, 4.270, 4.320-321, 1.543, 1.574, 1.604, 1.674, 4.378 1.730, 1.754-755, 1.779-

208