Theories of Personality 9th Edition

584 Part VI Learning-Cognitive Theories

construe and react to this new role? Will their reactions help the client reconstrue

events more productively?

This new role is then tried out in everyday life in much the same manner

that a scientist tests a hypothesis—cautiously and objectively. In fact, the fixed-role

sketch is typically written in the third person, with the actor assuming a new iden-

tity. The client is not trying to be another person but is merely playing the part of

someone who is worth knowing. The role should not be taken too seriously; it is

only an act, something that can be altered as evidence warrants.

Fixed-role therapy is not aimed at solving specific problems or repairing

obsolete constructs. It is a creative process that allows clients to gradually discover

previously hidden aspects of themselves. In the early stages, clients are introduced

only to peripheral roles; but then, after they have had time to become comfortable

with minor changes in personality structure, they try out new core roles that permit

more profound personality change (Kelly, 1955).

Prior to developing the fixed-role approach, Kelly (1969a) stumbled on an

unusual procedure that strongly resembles fixed-role therapy. After becoming

uncomfortable with Freudian techniques, he decided to offer his clients “preposter-

ous interpretations” for their complaints. Some were far-fetched Freudian interpre-

tations, but nevertheless, most clients accepted these “explanations” and used them

as guides to future action. For example, Kelly might tell a client that strict toilet

training has caused him to construe his life in a dogmatically rigid fashion but that

he need not continue to see things in this way. To Kelly’s surprise, many of his

clients began to function better! The key to change was the same as with fixed-role

therapy—clients must begin to interpret their lives from a different perspective and

see themselves in a different role.

The Rep Test

Another procedure used by Kelly, both inside and outside therapy, was the Role

Construct Repertory (Rep) test. The purpose of the Rep test is to discover ways in

which people construe significant people in their lives.

With the Rep test, a person is given a Role Title list and asked to designate

people who fit the role titles by writing their names on a card. For example, for “a

teacher you liked,” the person must supply a particular name. The number of role

titles can vary, but Kelly (1955) listed 24 on one version (see Table 19.1 for a few

examples of roles). Kelly’s Rep Test has been used in countless different contexts

∙ A teacher (whom you liked)

∙ A teacher (whom you disliked)

∙ Husband or boyfriend

∙ A girl (with whom you got along well in high school)

∙ Sister (nearest to you in age)

TABLE 19.1

Example Roles in the Rep Test