Feist−Feist: Theories of
Personality, Seventh
EditionV. Learning Theories 18. Kelly: Psychology of
Personal Constructs(^570) © The McGraw−Hill
Companies, 2009
within the relative security of the therapeutic setting and then in the environment be-
yond therapy where they enact the role continuously over a period of several weeks.
Together with the therapist, clients work out a role, one that includes attitudes and
behaviors not currently part of their core role. In writing the fixed-role sketch, the
client and therapist are careful to include the construction systems of other people.
How will the client’s spouse or parents or boss or friends 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 ob-
solete constructs. It is a creative process that allows clients to gradually discover pre-
viously 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 un-
usual procedure that strongly resembles fixed-role therapy. After becoming uncom-
fortable with Freudian techniques, he decided to offer his clients “preposterous in-
terpretations” for their complaints. Some were far-fetched Freudian interpretations,
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 Con-
struct 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 peo-
ple 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 18.1). Next, the
person is given three names from the list and asked to judge which two people are
alike and yet different from the third. Recall that a construct requires both a similar-
ity and a contrast, so three is the minimum number for any construct. Say, for ex-
ample, that a person construes Number 1 (“A teacher you liked”) and Number 6
(“Your mother”) as similar and Number 9 (“Your sister nearest your age”) as differ-
ent. Then the person is asked how mother and favorite teacher are alike and yet dif-
ferent from sister. The reasona person gives for the similarity and contrast constitutes
564 Part V Learning Theories