George Kelly (1905-1967)Born in Kansas, standard religious background1926: received his BA in Physics and Math from Parks CollegesWent to U. of Kansas for a masters in Math in sociologyStudied in Edinburgh with Godfrey ThompsonWanted to study behavior in mathematics1931 Ph.D., IowaKenneth Spence (whole Spence Model of Learning): SR (Stimulus  Response) was interested in explaining behavior to various events that occurKelly wasn’t impressed with his doctorate education he didn’t feel like it covered the things he wanted to do.Instant Clinician1932-1948 western Kansas (Fort Hays State)Became a teacherCounseling for studentsRan the counseling centerMobile psychological clinicsProvided psychological services around Kansas to people with problemsAttempts to provide treatmentStarted off applying Freud during treatment, wasn’t really that comfortable with it, but he noticed people began to respond to the psychoanalytic theory proposed by FreudKelly tries an experiment by deliberately offering preposterous explanations that were far from Freud. Kelly began to believe that it didn’t matter what he said as long as it accounted for the facts that were perceived by the clients and it carry implications for approaching the future differentlyLed him to formulate his theoryThe Psychology of Personal Constructs (1955)The Fundamental Postulate:“A person’s processes are psychologically channelized by the ways in which he anticipates events” (1955, p.46) our behavior is guided by what we anticipate to happen.Those channels are constructsThey are dichotomous, for every construct a person has there is an opposite onEx: good class vs. a bad classIt takes 3 things to make a construct2 have to be the same in some way and the other has to differCalled to work for the Navy, wanted Kelly to teach other psychologists his ways, basically establish a profession.Could be considered the founder of Clinical PsychologyThe 11 CorollariesConstruction: when people see recurring things happen that appear related we start to form constructs.. anticipate the future based on things seen in the pastIndividuality: the things that have happened in people’s lives is different from one anotherOrganization: constructs are organized in hierarchal system, some are subordinate and others are super ordinateDichotomy: personal constructs are dichotomous that consist of 2 poles, the similarity pole (2 things that alike) and the contrast pole (1 the same and the other different)Concept becomes emergent when you begin to notice 2 things that are similarChoice: behavior is one that we feel extends our future choices; picking the options that gives the most flexibilityRange: the constructs are limited to a range of application, not all constructs are relevant to all situationsThe more super ordinate a construct is, the more it appliesExperience: the construct systems revise based on experience, as we gather more data we revise our own theory, as a result of experiencesModulation: not all new experiences will lead to a revision of personal constructsFragmentation: there are a lot of different person constructs that are used to predict the future, some of those constructs may not alignCommonality: our personal construct systems are similar to others based on our experiences, and those similarities may allow the 2 of you to develop the same interpretation based on a similar eventSociality: to successfully communicate with others, we have to understand their constructs  empathyJust because people are rational doesn’t mean they are fully insightful on how their constructs work.Role Construct Repertory Test (Grid)asks the test taker to think of people that occupy roles in your life and they must be different, so they are thinking of 15 people. Then they are asked to think about 2 of those people that are alike allowing us to get a glimpse at the structure of their construct.Those who have one or two overreaching constructs will tend to view the world in black and whiteRepertory Grid ResearchIdentifies major explanatory constructs for a personCurrently referred to as schemasBasis of modern “cognitive” theories and therapiesInvolves changing “maladaptive schemas”Lecture 13Outline of Last Lecture I. Carl Rogers a. Early Years & Education II. Roger’s View of Personalitya. The selfb. The Q-Sort III. Types of Knowledge a. Subjective b. Objective c. Phenomenological Knowledge IV. Client-Centered Therapya. Psychological Contactb. State of Incongruencei. Subceptionc. Therapist & Congruencyd. Unconditional Positive Regard e. Therapist Empathyf. Empathy & Regard Communicated V. Growth toward Self-Actualizationa. Primary aspecti. Openness to experience ii. Existential living iii. Self- Trust b. Secondary Aspecti. Sense of Freedom ii. Creativity VI. Self-Actualization PatternOutline of Current Lecture VII. George Kelly Early Years VIII.Clinical Experiences a. Fundamental Postulate IX. 11 Corollariesa. Construction b. Individuality c. Organizationd. Dichotomy e. Choice f. Range g. Experience h. Modulationi. Fragmentationj. Commonality PSYC 330 1st Editionk. SocialityX. Role Construct Repertory Test XI. Repertory Grid Research Current Lecture George Kelly (1905-1967) - Born in Kansas, standard religious background- 1926: received his BA in Physics and Math from Parks Colleges- Went to U. of Kansas for a masters in Math in sociology - Studied in Edinburgh with Godfrey Thompson o Wanted to study behavior in mathematics - 1931 Ph.D., Iowa o Kenneth Spence (whole Spence Model of Learning): SR (Stimulus  Response) was interested in explaining behavior to various events that occuro Kelly wasn’t impressed with his doctorate education he didn’t feel like it covered the things he wanted to do. Instant Clinician- 1932-1948 western Kansas (Fort Hays State)o Became a teacher - Counseling for studentso Ran the counseling center- Mobile psychological clinics o Provided psychological services around Kansas to people with problems - Attempts to provide treatment o Started off applying Freud during treatment, wasn’t really that comfortable with it, but he noticed people began to respond to the psychoanalytic theory proposed by Freud o Kelly tries an experiment by deliberately offering preposterous explanations that were far from Freud. Kelly began to believe that it didn’tmatter what he said as long as it accounted for the facts that were perceived by the clients and it carry implications