The Effects of Video Games

Video games effects on social life Many people have always been looking for some type of entertainment, and it has been through many forms, from playing with toys, to playing cards, to playing sports, and etc. However, nowadays with so much access to technology and everything that it offers. Various entertainments are way more exciting and sophisticated. Among the new electronic inventions, the 21 the century has revealed video games, a new exhilaration creating a virtual word on computers, on TV and different platforms like smartness.Which can be very useful in a dull, vague or boring situation. Video games have turned to be an amazing source of entertainment because of their diversity, their innovation, and their capacity to be so close to the reality. It has been shown that video games were developing skills for gamers and were a great social instrument. Nevertheless, videotapes have always been a subject of controversy and seen by a lot of people/parent's as dangerous and a bad i nfluence, causing addiction, bad behaviors, or even violence, which is true! However there are many Positive effects as well.In this essay I will explain the causes and effects of video games on an individual such as myself; and how I tend to abuse good things without moderation. I state many opinions that embrace new technologies and see it as a great social instrument; But overall explaining how playing Video games can create and cause some positive and negative effects on my lifestyle. The usefulness of good things has always been a problem for me, causing me to drift and abuse certain things, which is becoming a self-disciplinary problem, not to mention creating dictions.An addiction can be defined by a physical or psychological need for a habit-forming substance. And that substance for me is playing video games, so in other words playing video games gives me the comfort and excitement that I need. But also distracting and causing me to develop badly habits but however, is that a good or bad thing? Many times it creates bad habits and causes me to develop laziness, affecting my schoolwork or work performance.Consequently, I tend to lack assignments and time management, for instance, turning in my assignments late or implementing them at the last minute because I'm up all night trying to complete a level on a certain game and when I start a new level I can't sleep until its completed. So for several cases I would say it's a bad thing. In some cases playing video games gets out of control because I tend avoid many social activities with my family and friends because it has most of my have my attention. Once I'm in my gaming habitat its hard to pull me away from it. It's sort of like a drug. At times I feel as if I am in the game and I can't get out.Sometime my family and friends don't call me to do social activities because they think my answer is always going to be no! Although, Sometimes it aggravates me because there are times where I'm not playing video games and I want to go out and the times I call them to go out they say there busy. So avoid social activities; it creates a mental warfare and selfishness, affecting me in negative ways for to perform, succeed, pursue, and socialize. As a basketball player, I personally play a lot of video games to keep my mind â€Å"in the game† and still having a ay to practice while I am resting.Video games are a great entertainment source to me, it helps me learn and develop different skills. However some games are a great simulator of life and are really efficient for athletes with games like NAB K, FIFE, and Madden Football sometimes giving me the ability to learn and then go out there and practice. Because it creates self-motivation, causing an athlete like myself to get better. They develop notably a better hand/eye coordination, a high level of focus, repetition, and fundamentals Thus having some positive effects.In conclusion I say that I really enjoy playing video games and I defi nitely think it is an amazing creation, I am still wondering how people can be able to create such a sophisticated entertainment and I am also totally aware of the risks that I take. And I know the feeling of wanting to play a little bit more and ending going to bed at Sam while I have to wake up at 8 to go to school the same morning. I am learning to overcome my addictions and bad habits and evolve in the smart way and apply simple solutions that I intake and maybe help people with similar problems.

REBT

Began his career attempting to scientifically validate Fraud's theory of depression. When the failed, he began researching a cognitive model of depression that results in his rejection and isolation from the psychiatric. Arnold Lazarus Grounded his work in cognitive and social learning theories, developed multimode therapy. Which involves a multi faceted assessment and encourages technical eclecticism to effect change across all areas all areas of functioning and experience.When People Understand or have Insight into how they needlessly disturb themselves and create an unhealthy and dysfunctional feelings and behaviors, that insight often will help them change and make themselves less disturbed. But understanding and insight is not enough. In order to significantly change themselves, They almost always have to pinpoint their irrational philosophies work at changing them to more functional and self helping attitudes. Cognitive, Emotive-evocative and Behavioral. Ellis 2003- Rational em otive behavior therapy (REST) the first of the cognitive behavior therapies, and nowadays it continues to be a major cognitive behavioral approach. 0 REBUT has a great deal in common with the therapies that are oriented toward cognition and behavior as it also stresses thinking, Judging, deciding, analyzing, and doing. The basic assumption of REBUT is that people contribute to their own psychological problems, as well as to specific symptoms, by the rigid and extreme beliefs they hold about events and situations. REBUT is based on the assumption that cognitions, emotions, and behaviors interact significantly and have a reciprocal cause-and-effect relationship. Moreover REST's basic hypothesis is that our emotions stem mainly from our beliefs, which influence the evaluations and interpretations however we make of the reactions we have to life situations. Through the therapeutic process, clients learn skills that give them the tools to identify and dispute irrational beliefs that have been acquired and self-constructed and are now maintained by self-indoctrination.In addition learn the process themselves how to replace such ineffective ways of thinking with effective and rational cognitions, and as a result they change their emotional reactions to situations. View of Human Nature Rational emotive behavior therapy is based on the assumption that human beings are born with a potential for both rational, or â€Å"straight,† thinking and irrational, or â€Å"crooked,† thinking. People have tendencies for self-preservation, happiness, hinging and verbalizing, loving, communion with others, and growth and self- actualization.They also have inclinations for self-destruction, avoidance of thought, procrastination, endless repetition of mistakes, superstition, intolerance, perfectionism and self-blame, and avoidance of actualization growth potentials. View of Emotional Disturbance Based on the premise that we learn irrational beliefs from significant others during childhood and then re-create these irrational beliefs throughout our lifetime. The therapeutic should be actively reinforce our sulfanilamide beliefs through the recesses of autosuggestion and self-repetition, and we then behave in ways that are consistent with these beliefs.Hence, it is largely our own repetition of early-indoctrinated irrational beliefs, rather than a parent's repetition, that keeps dysfunctional attitudes alive and operative within us. In addition therapist teaches clients how to feel sad, but not depressed. â€Å"l must do well and win the approval of others for my performances or else I am no good. † â€Å"Other people must treat me considerately, fairly, kindly, and in exactly the way I want them to treat me. If they don't, they are no good and they deserve to be condemned and punished. â€Å"l must get what I want, when I want it; and I must not get what I don't want. If I don't get what I want, it's terrible, I can't stand it, and life is no good for depriving me of what I must have. † A-B-C Framework The A-B-C framework is central to REBUT theory and practice. This model provides a useful tool for understanding the client's feelings, thoughts, events, and behavior (Wolfe, 2007) Assumption in Cognitive Therapy Fully acknowledging that we are largely responsible for creating our own emotional robbers.Accepting the concept that we have the ability to change these disturbances significantly Recognizing that our emotional problems largely stem from irrational beliefs Clearly observe beliefs Seeing the value of disputing such self-defeating beliefs Therapeutic Process According to Ellis (2001 b; Ellis & Harper, 1997), we have a strong tendency not only to rate our acts and behaviors as â€Å"good† or â€Å"bad,† â€Å"worthy' or â€Å"unworthy,† on the other hand likewise to rate ourselves as a total person on the basis of our performances.These marks found one of the main sources of our emotiona l assistances. As a result, most rational emotive behavior therapists have the general goal of teaching clients how to separate the evaluation of their behaviors from the evaluation of themselves their essence and their totality Pearce and how to accept themselves in spite of their imperfections. Therapist's Function and Role The therapist has specific tasks, and the first step is to show clients how they have incorporated many irrational absolute â€Å"should,† â€Å"oughtn't,† and â€Å"musts. Moreover somewhat dispute clients' irrational beliefs and encourages clients to engage in activities that will counter their self-defeating beliefs and to replace their rigid â€Å"musts† with preferences. A second step in the therapeutic process is to validate how clients are keeping their emotional disturbances active by continuing to think illogically and unrealistically. In other words, because clients keep re programming themselves and the client's responsible for their own psychological problems. The Third Step helping clients modify their thinking and minimize their irrational ideas.Even though it is unlikely that we can entirely eliminate the tendency to think irrationally and reduce the frequency of such thinking. Lastly, step in the therapeutic process is to challenge clients to develop a rational philosophy of life so that in the future they can avoid becoming the victim of other irrational beliefs. Embark upon only specific problems or symptoms can give no assurance that new illogical fears will not emerge. REBUT focal point here-and-now experiences and clients' present ability to change the patterns of thinking and emoting that they constructed earlier.The therapist does not apply much time to exploring clients' early history and making inspections between their past and present behavior unless doing so will aid the therapeutic process. Nor does the therapist usually explore clients' early relationships with their parents or siblings. Instead, the therapeutic process stresses to clients that they are presently disturbed because they still believe in and act upon their self- defeating view of themselves, other people, and the world.Cognitive Approaches Grounded on the idea that Psychological Disorder are characterized by dysfunctional thinking based on dysfunctional beliefs Usually incorporate a persuasive cognitive methodology in the therapeutic process. Demonstrate to clients in a quick and direct manner what it is that they are continuing to tell themselves. Teaches client's how to deal with these self-statements so that they no longer believe them, encouraging them to acquire a philosophy based on reality. REBUT relies heavily on thinking, disputing, debating, challenging, interpreting, explaining, and teaching.Disputing Irrational beliefs ; Disputing irrational beliefs. The most common cognitive method of REBUT consists of the therapist actively disputing clients' irrational beliefs and teaching them how to do this challenging on their own. Clients go over a particular â€Å"must,† absolute â€Å"should,† or â€Å"ought† until t hey no longer hold that irrational belief, or at least until it is diminished in strength. Doing cognitive homework Clients are expected to make lists of their problems, look for their absolutist beliefs, and dispute these beliefs.Functioning homework, clients are encouraged to put themselves in risk- taking situations that will allow them to challenge their selecting beliefs. Where in client with a talent for acting who is afraid to act in front of an audience because of fear of failure may be asked to take a small part in a stage play. Bibliographer Assigning clients readings that will be Motivating and Instructional for dealing with their presenting Problem. However Therapist/Counselor assign Self Help Books to Read and Also Suggest to Read a Inspiration Inspirational Literatures.Cinema Therapy – Similar to bibliographer, Cinema T herapy Involves assigning client to watch a movie that will speak to the problem issue. Labeling Cognition Philosophical questioning and direction questions, Some client find it helpful in identifying and label distorted thinking to reduce it sway on them. Counselor/Therapist will reinforce to help the client to practice labeling distorted hinging in session so that clients can transfer this skill to their everyday lives.Arbitrary inference: † Jumping to conclusions† Selective Abstraction: † Filtering out the Positive† Personalization: † All Boys are like that† Magnification and minimization: † Emphasizing the negative and Ignoring the positive†. Personalization: † Exaggerating one's responsibility or misinterpreting neutral comments†. Dichotomous Thinking: â€Å"Black and White† Misleading: † Attaching an extreme or personalized label to a person or situation†. Mind Reading: † Assuming negative tho ughts and intentions on the part of others†.

Comprehensive Strategic Management Case Study Example | Topics and Well Written Essays - 1750 words

Comprehensive Strategic Management - Case Study Example ’s low salary-pegged tourism marketing strategy is a viable cost advantage and results to increasing Haiti’s competitiveness in tourism (Witcher 4). Haiti’s pro poor tourism programs train the residents to be good tourist guides. The government’s inclusion of poor residents in the nation’s policymaking decisions ensures the poor have better chances of finding jobs, especially tourist guide jobs. The tourism programs include the St. Lucia Heritage Tourism Programme (Kolbe et al.6). Haiti gained differentiation advantage (Freeman 85). In 2013, research showed that Haiti has unique products for tourists being offered in the diversified packaging. Haiti culture and lifestyles has attracted and retained many tourists who desire to go back for holidays every year. The neighboring countries that are regarded as Haiti’s competitors dwarf the uniqueness and hospitability of the Haitians. For instance, Dominican Republic’s culture differs from the Haiti’s culture (Tiudor 5). Research shows that the Haiti visitors recall the most meaningful portion of their Haiti visit is the friendly and accommodating attitude of the residents. The majority of the tourists, including the visiting working class and middle class visitors, felt at home and enjoyed the warm hospitality of the Haitian residents. In 2013, another differentiation strategy is inviting Haiti friends and relatives to visit. Recent research showed 62 percent of Haiti tourists visited their fr iends and family members (Kolb et al. 10) There are future strategies that will help gain future cost advantage (Hitt, Ireland, and Hoskisson, 81). The government can involve its citizens by encouraging people to invite their friends and relatives to visit Haiti in 2014 and future. Such encouragement will reduce the government’s paying for tourism promotion activities, which are very expensive in terms of labor and advertising. This can be done by advertising Haiti’s Catholic fiestas to the world starting in

An Investigation of Safety Practices in the Saudi Arabia Construction Research Paper - 1

An Investigation of Safety Practices in the Saudi Arabia Construction Industry - Research Paper Example accidents 17 2.6.2 Continuous safety practices by top management 19 2.6.3 Continuous safety practices by safety professionals 20 2.7 Measurement of safety performance 20 3. Project Plan, Methods and Techniques 24 3.1 Project Plan 24 3.2. Methods and Techniques 24 3.2.1. Sampling 24 3.2.2. Data Collection 25 3.2.3. Data Analysis 25 3.3. Skills and Experience 26 3.4. Time Scale 26 List of References 27 1. Introduction 1.1 Background Saudi Arabia has experienced rapid growth over the last few decades. In 2011, the GDP growth rate was 3.8% (TradingEconomics, 2011). This is roughly an average for the 21st century with lows having occurred during 2002-2003 and 2010 and highs during the mid 2000s. Exports at present are over 200,000 million SAR and over 90% of these are oil exports, which account for 75% of government revenue. The rapid growth is therefore mainly due to increases in the kingdom’s oil revenues. ... The construction industry engages in designing, constructing and maintaining unique buildings. In Saudi Arabia, its growth in recent years has been remarkable, especially due to increased foreign investment from international companies seeking to expand their businesses. According to Saudi Arabia’s Infrastructure Report for the second quarter of 2011, Saudi’s construction industry is set to grow by 4% in 2011, and it will continue to grow at this rate for the next four years (Roberts, 2011). In particular, during the period 2011 to 2015, Saudi Arabia’s residential building construction is set to grow at a rate of 7.2% (Saudi Entrepreneurship, 2011). The Saudi construction sector is the largest and fastest growing in the Gulf region. The government is completing the establishment of six economic cities; it has invested almost SR513.8 billion during the period October 2008 to April 2009, and it is expected to spend around SR1.5 trillion over the next half decade (U S-SA Business Council, 2010). However, the construction industry is also one of the most highly hazardous industries. Its unique nature, difficult work-site conditions, human behaviour, and poor safety management are the main causes of accidents (Koehn and Chih-Shing 1995, 261). Unfortunately, despite the construction evolution in Saudi Arabia, the work methods, equipment and procedures are still unsafe. As an example, in a recent incident in Riyadh in January 2011, it was reported that three workers were killed and eleven were left injured when scaffolding collapsed (Abbas, 2011). Several other highly publicised accidents at construction sites have also taken place in Saudi Arabia in recent years. Regulations do exist but many

Recycling as an alternate form of energy Essay Example | Topics and Well Written Essays - 1750 words

Recycling as an alternate form of energy - Essay Example Japan has already drawn up the sunlight plan, the main focus of which was solar energy that produced around 130,000 kilowatts of electricity. Nuclear Energy: Thermonuclear plants utilize Hydrogen2 (Deuterium) and 3 (Tritium) for its reactions, Hydrogen 2 is obtained from sea. Hydrogen is obtained form lithium, which is obtained from recycled batteries. The reaction between hydrogen 2 and 3 leads to production of Helium atom and neutron. This reaction is an exothermic reaction, thus releasing large amount of energy in the reactors. This reaction is known as Nuclear Fusion (The energy Story). It forms the basic reaction if power plants. Nuclear energy has its own share of advantages and disadvantages. It is cheaper, produced massive amount of energy and the raw material of which is easily available. But the most important challenge in the existing world of nuclear power is to get rid of the nuclear waste. Why is Recycling Important Recycling is not only required to protect the resources, but it will be more significant since it will lay in big way to reduce the natural resources pressure. Recycling is significant since it saves: 1. Raw Materials: Recycling will lead to the reduction in the need for raw materials such as metals, forests and oil and thus leading to reduction of impact on the environment. The level of our consumption in the UK is already having a significant impact on the environment and communities across the world, and alarmingly, UK is consuming an increasing quantity of raw materials. 2. Reduces our impact on climate change: Even though recycling uses energy but it also reduces the climate emissions and it is reported that recycling a material also uses less energy that manufacturing the virgin materials. A recent study done for the Government by the consultants ERM, and a study carried out for the government-funded Waste and Resources Action Programme (WRAP). This study reported that the relative greenhouse gas savings in UK is from recycling for paper/cardboard, glass, plastics, aluminum and steel. 3. Generates Cash: After collection, the recycled materials is separated and blended at materials recycling facilities and then sent to reprocessors such as paper mills, glass factories or plastic recyclable. Here the waste is

Open Ended, Must Be Related to Deserts Research Paper

Open Ended, Must Be Related to Deserts - Research Paper Example Though the Death Valley reaches 134Â °F, under fair weather the Mojave Desert appears to boast off its sparing potential to allow some two hundred indigenous species of plant to thrive upon its creamy vastness, alluding that somewhere, somehow, beauty and hope toward conducive livelihood still exist. With salt flats and metal deposits, one essentially wonders how this might bring industriousness out of probable inhabitants yet seeing the way history has shaped this form of land, it amply seems more rewarding to preserve the features of classical worth which the concerned multitude are aware of. Given the seldom opportunity to explore the Mojave Desert, I would definitely run into the trees and the rest of the thriving nature around, not minding how less diverse they have often been. To bask in the beating sun in the day and feel the heart of the desert in the manner by which its collective substance responds to rays and rays of energy should prove quite worthwhile. Knowing that it i s this side of the world and nature that is rarely visited by leisure or feel-good tripping moments, people must be pondering of an advantage to acquire from the contemplative scenario of the Mojave Desert by night. In my case at least, there could be anticipating a point of pure meditation, if not bliss, sitting outside a humble tent or simply holding breath to give way to a unique sensibility and connection with the sound of certain exotic creatures lurking nearby. By Sylvia Plath’s creative description of its truth, vivid and figurative alike, in the poem ‘Sleep in the Mojave Desert’, she expresses ‘I think of the lizards airing their tongues - In the crevice of an extremely small shadow – And the toad guarding his heart’s droplet – The desert is white as a blind man’s eye, Comfortless as salt. Snake and bird doze behind the old masks of fury.’ Consequently, one recognizes the desert’s wild life that is rather mo re sensitive and reserved than aggressive. It might just be in this occasion that the Mojave Desert reveals its sentimental value before it transforms to another kind of freedom at daybreak. Imagining myself lying on such a spot of expanse to experience a special respiration away from the urban community within this setting, I could picture an atmosphere filled with throbbing as if the desert possesses a spiritual force inviting a desert or every remainder of loneliness in me to join its contained solace then grasp further an understanding of its treasure or capacity for comfort and salvation despite the strangeness of immensity attached with it. The Mojave Desert is never silent though it will never communicate in terms of the human language yet it certainly speaks from the soft spot channeled through the sound, smell, and touch made by the breathing ground, the peculiar bushes, and other plants with all the living reptilian creatures in its keeping. For both events whether sunup o r sunset, it occurs that my physical presence in this desert would amount to a profound engagement with the earth in the purest of natural state, undisturbed by any trace of mankind. While the chief indicators of the desert as in the Joshua-tree and the Desert Spanish Bayonet, a narrow-leafed yucca show the Mojave Desert’s generosity in maintaining their prominence, such splendor I think is in every way a privilege to be part of especially as it radiates

Honor words Essay Example | Topics and Well Written Essays - 250 words

Honor words - Essay Example I am here now and so happy that I choose to honor my words. I read one time that words are powerful. People can choose to believe me or not based on how I act after I tell them something. It is my hope that I can be seen as a person that can be trusted. A person that when I say something, I honor those words, no matter how hard it might be. I must say that it is hard to always do what is right. It is harder to always do what we say, but it is sometimes more easy to just change my mind. If I truly believe in my dream, however, I will continue to honor my words and show people that when I say something, I mean it. You, my teacher, have asked me how I respect my words. I think about this a long time. My simple answer is that I need to respect myself first. I look in the dictionary and find the word integrity. This means, to me, that I need to be honest with myself and others, even when nobody sees what I do. When I think of my words, then, I need to respect what I say and shows others that I am loyal, honest, and a person who will work hard to follow through on what I

Introduction to criminal justice system Essay Example | Topics and Well Written Essays - 1500 words

Introduction to criminal justice system - Essay Example nal Justice Act of 2003, Section 148, a Crown court is not to pass a community sentence except as a last resort, if the seriousness of the crime merits it3. The Magistrate Court and Crown Court are both courts of first instance and deal with criminal law offences. All criminal offences initially come to the magistrate Court, however the summary offences are dealt with here while offences that are classed as triable are sent up to the crown Court. Offences fall into two primary categories – summary offences where a defendant may not be entitled to a trial by jury and indictable offences which include serious charges such as murder and manslaughter4. Summary offences dealt with at the Magistrate Court include less serious ones such as traffic offences or failure to pay taxes and will generally include all cases, including triable offences, where the defendant has opted for a summary trial. However, the Crown Court hears those cases involving indictable offences which include the category of serious offences such as rape or murder. Approximately ninety six percent of criminal cases are dealt with summarily at a magistrates Court.â⠂¬ 5 The legal system is essentially an adversarial one and thus expensive; for example studies conducted on divorce have revealed that adversarial litigation costs 66 percent more than mediation.6 In the conventional legal environment, lawyers are trained to adopt an adversarial position in regard to the opposite party and the formal, court based, procedural environment that is laden with codes and rules of conduct. In a criminal trial, one of the most important rights that will accrue to any person accused of a crime is the constitutional right to every aspect of the due process of law that will ensure that his or her guilt is established by proof beyond a reasonable doubt.7 The due process of law is the right accorded to every person alleged to have committed a crime to be treated fairly when involved in a legal action. The notion that

Reading notes Essay Example | Topics and Well Written Essays - 250 words - 2

Reading notes - Essay Example Leadership has no one best way; it is a contingency approach as per the situation for best results. Effectiveness of leadership depends on the situation, demographics and other characteristics. Mix in leadership approach as per the situation is the best form of strategy to attain the desired goals, mitigate complexities, uncertainties along with meeting the organisational expectations. Contingency theory of leadership is one of the vital concepts for the organisational life Leadership in practice demands innovation and quality social movements to strengthen diversity. Transformation in leadership which is driven from front results in better outcomes. Leadership is about building a world for the people through innovation and diversity for the purpose of collectivism Leadership is based on the theory and practice for a better world to develop the skills for the significance of organisational life. Leadership is related to the concept of knowing, doing and then

Paper #6 Essay Example | Topics and Well Written Essays - 500 words

Paper #6 - Essay Example The end of the Cold War, the changing nature of conflicts since the early 1990s had increased the level of debate over the direction of United States foreign policy. As a consequence of 9 /11 the foreign policy of the United States changed markedly, with the invasion of Afghanistan to remove the Taliban regime and close the Al – Qaeda bases situated there. The Bush administration had previously being criticised for having isolationist tendencies yet in the immediate aftermath of 9 /11 sought greater levels of international co- operation in its self-proclaimed war on terror. The invasion of Afghanistan seemed to have successfully removed the Taliban regime and weaken Al – Qaeda. United States foreign policy has often attempted to gain influence with other countries by establishing strong economic links with them. There have been various reasons for doing so. The United States needs strong economic links as trade is vital for wealth creation both domestic and for foreign trading partners. The strategy of gaining influence through trading with foreign countries was a consequence of the Inter – war period in which American isolationism failed to prevent the Second World War. After the Second World War the onset of the Cold War added urgency to such links as a means of preventing the spread of Communism to Western Europe, South East Asia, Japan, and the Middle East. The United States already a strong economic relationship with Latin America. The economic links with the Middle East and to Western Europe were considered to be highly important due to the need for oil supplies and proximity to the Soviet bloc respectively. The Marshall Plan was developed to shore up the shattered Western European economies after the Second World War, and greatly contributed to Post-war reconstruction, most notably the West German economic miracle. Similar economic aid was given to Japan, which assisted its economic

Oxford Guide to British and American Culture Essay Example for Free

Oxford Guide to British and American Culture Essay I would like to talk about the culture dictionary, more specifically about the Oxford Guide to British and American Culture. The importance of such dictionaries became unquestionable when the culturological approach to the study of languages appeared. This approach means the unity of the language and culture. To acquire a language, a person should have the knowledge of special features of communication, behavior, people’s mind, habits, values, traditions in the country which language he/she learns. Surely, the history and specific features of the particular country are embodied in its language. A language is a part of a culture. So the more you know culture of a particular country, the more you understand its language. In the most of dictionaries you can find cultural information and culture words. For example, â€Å"Whitehall† and â€Å"fly-fishing† in the Macmillan Dictionary and Thesaurus online, â€Å"Big Ben† in the Longman Dictionary of Contemporary English online. КÐ °Ã'€Ã'‚Ð ¸Ã ½Ã ºÃ ¸ Ð ºÃ °Ã'€Ã'‚Ð ¸Ã ½Ã ºÃ ¸Ã¢â‚¬ ¦.. But if we compare these words with the same words in the Oxford Guide to British and American Culture, we will see that the second dictionary gives us more information and explanations about particular words and even gives us a lot of illustrations. So I would like to talk about this dictionary. It is published by the Oxford university press. This is the most up-to-date Guide to British and American culture that gives us an insight into what’s important in both countries today, what’s popular, and what people feel strongly about. It’s written for learners of English, in language that’s easy to understand. This Guide includes 10 000 entries of such areas as history, monuments, legends, festivals, music, food, shopping, literature and so on. It also includes special entries with extra vocabulary on topics such as advertising, football, beer and soap operas. This vocabulary is highlighted in dark type. So let’s look at entries of this dictionary and find out what information we can find there. Entry words or phrases are in dark type. Almost Each entry has grammar information. ( a part of speech, if it is a noun (countable or uncountable, plural or single, if it is a verb, transitive or intransitive), information about the usage of this word or phrase. Many words have the derivatives section which is marked by the special symbol. Many words have a transcription and in some entries we can see both British and American pronunciation. And we can see the information bout a stress. Many words have subject, regional or stylistic labels. If we look at some entries we can see the number in round brackets. It indicates what sense this meaning refers to. For example, the word Manhattan in this entry has the number one. It means that this word is given in the first sense. Many entries have words that are marked by the special symbol ( a star). It indicates an item with its own entry. In this dictionary there are special notes that can help to find out not only the meaning of a particular word but also offer the vocabulary on this topic. The vocabulary is highlighted in dark type. Above some head words we can see numbers. They distinguish separate entries for people, places, etc with the same name. In entries that give the information about people we can see numbers in round brackets that indicate birth and death dates or birth of a living person. In this dictionary there are a lot of â€Å"dummy† entries referring to main entries elsewhere. It can help to find a particular word if you know only its abbreviation. Also the entry gives information about an abbreviation. In some entries there are variants of head words (entry words) and explanations of uncommon words used in entry. There are a lot of examples of their usage in italic type. Many words have many senses. So in entries we can see separate numbered parts. In entries there are cross-references to contrasted entries and related entries. Also this dictionary is very good because it has a lot of illustrations and well-known quotations associated with a character or a person and extracts of famous poems. In this Guide there are boxes with additional information. In entries we can see cultural connotations. Inside front cover we can find information about abbreviations, symbols and labels used in the Guide. Inside back cover there is information about pronunciation and phonetic symbols. In this Guide there are colour pages on history and institutions of Britain and the USA (Maps, history, political parties, education, the Legal System and so on) Using this Guide you can get ideas of what to read. You can choose from lists of books that won the Booker and other prizes plus suggestions for further reading. In conclusion, Id like to say that the Oxford Guide to British and American Culture is a great choice for people who want to find out as much as possible about the culture of Great Britain and the USA without visiting these countries.

The book of Ruth

The book of Ruth In the book of Ruth, the name Ruth itself means mercy. In the context of the book this mercy is to show that Gods grace and mercy is for all the people in Israel. Ruth was a poor woman and on top of all she was as well a foreigner which made her life more difficult. However, during her difficult time she was helped by another woman and helped her overcome her difficulties. This woman was older and through her experience in life was able to listen and give advice to Ruth. In return Ruth offered to her extreme loyalty. Ruth story is a historical novel which is based on real people and it signifies and points out a story of courage in difficult situations. It is set in the period of the Judges before the birth of King David however there is evidence that it was in reality written much later so much so about the time when the two tribes of Judah were set free and were allowed to go to Jerusalem. The story is divided in four episodes each exploring Ruths life. The first episode was about Ruth and Naomi that go to Bethlehem. This first act which can be regarded as a prologue discusses how Naomi and her family went to Moab. Naomi was Israelite and lived with her family, however an unfortunate event occurred. A storm destroyed their grain and there was famine among most of the people including Naomis family. This famine led such a family to go to leave their home, Naomi with her family had to go and live in another country, specifically that of Moab. Naomi with her husband had two sons and later they got married. Due to circumstances Naomis husband and sons die. Heavy hearted she sees fit that she returns to Bethlehem. Naomi had two daughters in law who were Ruth and Orpah. The three women ended up being widows and in ancient Israel there were not allowed to remarry because their dead husbands were still considered to be families. However one must keep in mind that the daughters in law were not Israelites, unlike Naomi they were Moabites which were considered bitter enemies. So much so, there a few battles between them. This is so because the Israelites regarded the Moabites as inferior because according to hem they originated from an act of incest between Lot and his oldest daughter. This led to the believe, that the Moab nation was tainted. Naomi, regarding all this hatred among the two groups believed that her daughters in law Ruth and Orpah would not go to Bethlehem with her. However Naomis hope was not completely lost. Orpah decided to be in Moab among her people, but Ruth saw things in a different light. Ruth shared the same grief and loneliness that Naomi was facing and this led her to accompany Naomi and return with her to Bethlehem. The second episode of the book of Ruth takes a different shape. Naomi was a widow but still she had family connections. On top of that both Naomi and Ruth were women of initiative; they did not believe that things were going to happen by themselves. Case in point, at that times women mostly took action in food management and production and Ruth took part in gleaning the barley so that she and Naomi survive. Naomi had a relative on her husbands side, who he was rich and went by the name of Boaz. As Ruth usually did, she had to do gleaning in order to survive and she ended up gleaning in a field belonging to Boaz. She came and gleaned in the field behind the reapers. As it happened, she came to the part of the field belonging to Boaz, who was of the family of Elimelech. Just then Boaz came from Bethlehem. (Ruth Episode 2:1-7) One must notice that in such an event, Ruth uses the phrase as it happened; this signifies the meaning that God indented this scene to happen. This phrase is often used in the bible to bestow the greatness of God to establish such scenes. Also, Naomi and the people of Bethlehem saw that Boaz was a good match for Ruth and encouraged her to him. Naomi believed that Ruth was good enough for Boaz as she was a good woman and respected, all her problems would cease if she just could have a rich husband. She saw through Boaz that he was perfect for Ruth, for he had a good nature, respected as well, rich and obligated to help them as he was a relative of Naomi. Boaz was a go-el who had a duty to aid the respective family if the husband died. Like Naomi believed, Boaz helped Ruth so much so, he went through many ordeals to gain extra grain for her, protected her and saw that she was properly fed. Through his help and care, God was opening a branch for destiny to occur. The third episode takes place at the threshing floor which is a perfect time of the year as the harvest would have been brought in and weather would still be warm. Naomi thought that this was the last chance that Ruth had to marry Boaz so it was here that she devised a plan for Boaz to propose to Ruth. Ruth thought that the idea of her marrying Boaz was mere fantasy because she was a poor Moab woman while he had high status and rich however she still listened to Naomi and she heeded her words. When Boaz had eaten and drunk, and he was in a contented mood, he went to lie down at the end of the heap of grain. Then she came stealthily and uncovered his feet, and lay down. Ruth dressed well, perfumed herself and waited until Boaz had eaten a good meal. Afterwards, Boaz went to sleep and Naomi went near his place and lied down next to him. cover her with his blanket This phrase suggests that since Boaz is the go-el, a kinsman, Ruth has the right to demand marriage so this phrase suggests marriage. Boaz agreed however he had some dire news that his cousin was a much closer kinsman than he is. Boaz had to deal with his cousin before he could marry her and he had to do everything in order so there would be no questioning about the legality of the marriage. Ruth slept and stayed next to Boaz till the morning and returned to Naomi. Naomi was eager to know whether she would marry him, but she was not alone as so was Ruth eager to know whether they will marry or not. This leads to the fourth and final episode of Ruths book. As what happens in every place, the villages come to know what is happening as Boaz, the next morning, was already met by the nearest kinsman of Naomis family. However due to some negotiations concerning land finally Ruth and Boaz got married and they had their son Obed being the father of Jesse who was the father of David, who he united Israel to its greatness. Blessed be the Lord, who has not left you this day without next of kin. May his name be renowned in Israel! He shall be to you a restorer of life and a nourishment for your old age. For your daughter-in-law who loves you, who is more to you than seven sons, has borne him. Then Naomi took the child and laid him in her bosom, and became his nurse. (Ruth Episode 4:1-22) As one can see, the book of Ruth deals with how family continues throughout generations amplifying their greatness as the former Ruth was a woman who had no children but events folded in such a way that she became the great grandmother of David. It also puts forth a message about dealing with problems. In the beginning Ruth had nothing left, only Naomi however she embraced the little she had and did not lose hope. Even a poor Moab woman as Ruth through Gods aid was able to fulfil her destiny. The religious aspects of the Book of Ruth deal also with practicality. All the themes conveyed such as love, generosity and most importantly to trust in each other brings out the meaning that no matters how badly events occur, goodness exists and it is achieved through effort and hard work. Given this fact, one can understand why the book of Ruth was written. Gods purpose may be fulfilled in many ways, some of them even unexpected. Gods love is for everyone and not only to the people of Israel. The story reveals Gods character in His faithfulness in regards to chosen people. Ruth is Gods instrument to bless the nations. Old Testament narratives reveal the character of God and he is revealed as the provider of the helpless. In the book of Ruth, God provides Boaz, the nearest kinsmen to ultimately meet Ruth. Boaz becomes Ruths husband and also reclaims the rightful home for Naomi. Boaz is one who redeems; he redeemed Ruth as she was a victim of poverty, she was unprotected and no one provided for her. The story provides a lesson on love and kindness. As we see from the very beginning, in the first episode, Ruth gave everything she had for Naomi her mother-in-law. This shows Ruths sacrificial character, so much so, Boaz noticed Ruth ability to give more than to receive back. Case in point, in the book of Ruth; it is stated that; Against the dark moral and ethical backdrop of the Judges period, the foreigner Ruth emerges as a paradigm of loyal love and of the kind of person the Lord is looking for to populate his covenant community. The tragedy of the beginning sets the story in motion as then there is the will to search for a special something that will restore balance. Naomi and Ruth are stricken by tragedy and this leads them to no hope of provision as they were childless. Naomi considers herself cursed by God, she sees no hope of security but then everything changes by Gods will through Ruth. A hero is someone who sacrifices his own needs to help others; Ruth is a heroine and saves Naomi. She sacrifices her security and the likelihood of marriage to remain loyal to Naomi however Naomis rule changes and adapts throughout the story. In the beginning she tries her best to dissuade Ruth to come with her to Bethlehem. However later on, when she accepts the fact that Ruth will accompany her, she wants her to marry Boaz. She even provides a plan on how to do so; this makes Naomi a complicated character throughout the story. When this change of attitude occurs, Naomi regards herself as vessel to bring about Gods voi ce. She actively prepares Ruth and Boaz for marriage and does her best in doing so. Even though the book is entitles Ruth, the story revolves around Naomi and her perspective. However, one cannot pass unnoticed the fact that is about God and His loving kindness to act as a provider for Ruth and Naomi. References: Books: Hubbard RL., JR., The Book of Ruth, Library of Congress Cataloging-in-Publication Data Websites: http://www.wcg.org/lit/bible/hist/ruth1.htm http://www.womeninthebible.net/1.13.Ruth.htm http://www.americanbible.org/absport/news/item.php?id=151

Case Study of Personal Constructs Theory (PCT)

Case Study of Personal Constructs Theory (PCT) Title/Abstract In this study we aim to provide an analysis of a subjects problems using the Personal Constructs Theory (PCT) suggested by Kelly. The subject is a 35 year old female full time employee working in the same company as the researcher and has shown no barriers to construing. The subjects problems with her relationships have been determined using the Repertory grid interview and we discuss results and provide an analysis of the findings following the interview and data collection. The interview was done to identify elements within the clients relationships and all interview limitations have been considered for the study. We provide an analysis of Personal Constructs Theory in general giving a brief overview of its main premises and principles and then move on to its applications including the Grid interview technique on our client. We discuss the results and analyse the findings accordingly. Introduction George Kellys Personal Construct Theory (PCT) emphasises that the world is perceived by a person according to the meaning the person applies to it and the person has the freedom to choose a meaning according to what he or she wants (Kelly, 1955). Thus a person has the freedom to choose a meaning in terms of which he perceives the world and can apply alternative constructions or meanings to his past, present and future events. Thus a person is not a victim of his events but can liberate himself from unpleasant events by reinterpreting and redefining them. According to Kelly (1955) PCT attempts to explain why a man does what he does and is a theory about how the human process flows, how it strives in new directions as well as in old, and how it may dare for the first time to reach into the depths of newly perceived dimensions Kelly states that a persons processes are psychologically channelized by the ways in which he anticipate the events'(1955). Here, the subject is the process and the individual is a behaving organism who may need an external force to initiate an event. The processes include those of self-definition and relationships with others, and how we interpret events around us as well as the events we perceive and tasks at hand (Kelly 1955). Kelly based his theory of PCT on man as the scientist model and the basic points were as follows: the individual creates his or her own ways of seeing the world and interprets events according to how he perceive them the individual builds percepts and constructs; these constructs are organized into systems, or group of constructs which embody relationships; two or more systems may contain the same events, yet the events are separate from any of the systems; any individuals systems have a definite foci The term construct is a concept that represents the view a person has constructed about the world as he experiences it. Constructs also represent the way a person is likely to construe the world and the construct system as a whole represents the history and predisposition to perceive the world in a particular way. Kelly also distinguished between social reality, individual reality and communality. Individuality denotes that every individual differ from each other in how they construct or perceive the world, communality refers to the underlying similarities or common elements in perception and how the construction of experience in one person is similar to that of another (Kelly, 1955). Social reality is perception of how one person construes the construction processes of another person and how they are involved in a social role. Personal construct theory has been used in several sociological and scientific disciplines and it has been emphasised that social reality and communality should be considered along with the individual or personal reality and both have to be considered together in developing an understanding of the psychological processes (Dalton, 1992). The theory of Personal Constructs, points out that it is our personal psychological constructs that make the world predictable. We use construct systems to help in perception of the world and respond to all situations according to these perceptions. Our construct systems help us to make sense of the world, to make it predictable, to draw conclusions about causes and effects and we learn from experiences and adjust our behaviour accordingly (Fransella, 1995). Kelly wrote that the construct systems influence our expectations and perceptions and reflect our past experiences according to which we shape our future expectations. For example since we known from our past experiences that winters are cold, we would take adequate measures of protection during winter because we expect winters to be cold. However according to Kelly, our construct systems grow and change and are not static and are either confirmed or challenged when we are conscious. We adapt and immunise our constructs according to the situation and alter our feelings according to our experiences. We also tend to think and react according to our construct systems and some constructs represent values and key relationships which are difficult to change and fixed whereas some other constructs are less complex and more flexible and adaptive. The truth about the world as understood and experienced determines the nature of the construct system. Construct systems are not generally judged according to any objective truth and depend on an individuals personal feelings, perceptions and choices (Dalton, 1992). One individuals construct system may be different from anothers and when there is a general disagreement in constructs, it is generally denoted by prejudice or preconception. Although conflicts and differences of opinions are unpleasant, these events help us to understand differences in people and help us to learn how other people perceive things (Stevens, 1996). However construct systems change and may not be altogether internally consistent. People may react or perceive things differently even in similar circumstances and this is normal as there is a certain degree of internal inconsistency in perception of events. Distortions of judgement due to internal inconsistency of personal constructs can be harmful for a person as he may suffer from personal distress. The extent to which one person can appreciate and react to another persons constructs is a measure of empathy or how one perceives another (Banister, 1985). One persons construct system may be markedly different from another p ersons constructs yet one should be able to infer the other persons construct in order to empathise and develop a sense of social oneness and responsibility. Kellys theory is one of the most effective theories in social research and helps to provide a psychological explanation of social similarities and differences. The applications of Kellys theory of Personal constructs are wide and varied as it helps to provide mathematical representations of constructs systems. Construct systems are multidimensional mathematical models and a persons language is used to classify his or her experiences. Kelly developed a number of mathematical models and representations of construct systems and tested hypotheses that followed from basic personal construct theory (Fransella and Bannister, 1977). To understand peoples personal construct systems the repertory Grid Interview technique was developed, also known as the Role Construct Repertory Test. The repertoire of constructs that a person develops represents some form of perception, judgement or evaluation and is always comparative. Thus judgement of anything good is in comparison with the concept of bad. Thus in using a Grid interview three elements are considered and then two are paired in contrast with a third. The theory of personal constructs can be applied to personal experiences and relationships and so parents, relations, friends, colleagues and the individual are largely responsible for the formation of constructs (Smith et al, 1995; Kalekin-Fishman et al, 1996). Kelly elicited a patients constructs, rated the different elements on the constructs and used the resultant grid to point out to the client what his primary problems or concerns were. This helped to decide which therapy would be important and helped to determine the progress and effectiveness of therapy. For example one could find the two elements in a personal relationship of a patient and his mother and use this technique to find out differences between a patients perception of himself and what his mother would like him to be. The patient would then be encouraged to provide a self description and work through means of making his relationship with his mother more pleasant and productive. If there are paranoid elements recognised in a patients perception of himself or his relationships, appropriate therapeutic interventions are suggested. The Repertory Grid interviewing technique was developed by Kelly to overcome some of the methodological limitations of the interview method. The main steps of the Grid technique include 1. Selecting a set of elements – this could be anything from relationships to issues and the elements could be people involved in these relationships with the client. 2. The elements are taken in groups of three and the client is asked to pair two of them separating the third according to a special characteristic (Adams-Webber, 1983). Thus here the differentiation is done according to constructs determined by the client and is done on a bipolar scale with the interviewer setting up the question but the client determining the content (Anderson, 1987). The constructs are examined in some detail and after the interview the constructs are made into scales of 1-5 and the interviewee is expected to rate every element for every construct on this scale. The result is a matrix and this is then analysed statistically to show the client his problems and how they can be tackled. The statistical analysis helps to give measurements of individual people characteristics and compares peoples perceptions before and after the interview. The Grid is thus a statistical, and content free process and although the interviewer initiates its functions, it is the patient who drives it allowing him to come out with his own perceptions thus giving the process a freedom from any interviewer bias and allows complete transparency(Anderson, 1987). Since it is also a standardised interviewing technique any interviewer can read the interview and understand its implications. Russell and Cox (2003) and Morrison (1991) have stressed on the importance of repertory grid in the analysis of individual perceptions. Considering Kellys constructivist alternativism, we can assume that all our present perceptions of the world could be subject to changes and revisions and accordingly our perceptions of people and subsequently our interpersonal relationships could also be changed according to this principle. Method A 35 year old female colleague, Marie Oliver was selected for the interview process. The client was having some relationship problems, especially with her work colleagues and has been showing maladjustment along with problems of anxiety, depression and lack of productivity at work. The participant was apprised of the purpose of the interviewing and was asked to participate suggesting that participation in the interview would help her in overcoming her personal problems. A Repertory Grid Interview was done and the first step was identifying elements or grid components. For this all the possible elements including people in relationships were identified. Thus elements are work colleagues known to the participant and to the researcher, and the participant used triad method with the elements to create constructs around any one chosen topic. Elements were then compared by asking participant to take 3 elements and ascertain where 2 are similar and 1 is different, and the participant was en couraged to continue until all possible combinations were exhausted of 3 elements from the set of 10. The instruction given in this case was , choose any three of these known people and group two of them together separating a possible third to show why two of them are similar and how they differ from the third person. This process was used to identify similarities and differences of individuals until the participant ran out of constructs. Several mini-grids were developed in advance to ensure that the participant was comfortable with the process of grid construction. Then the Participant followed the process, generated the first grid, to ascertain whether each element is more like the similarity pole or difference pole by marking with x or o respectively. The participant then generated a second grid to rate each element on each of the 10 constructs using 1-5 point scale, but presented the grid to experimenter without ratings, experimenter then created the final grid as the participant. The main aim and purpose of the interview was agreed with the participant and views about other work colleagues were thus taken. The participant was fully informed from outset regarding the possibility that the revelations from the Grid Interview could be unsettling for her. However for these purposes, participants consent form was also signed in advance and the constructs were then set up on the grid allowing to be revealed. In the process of the interview, the researcher made notes on participant behaviour and perceptions as verbally revealed. In this case, the participant Marie was asked to identify the elements in her workplace that could be considered in her relationships with colleagues. Marie identified 10 colleagues at her workplace and separated two of them as distinct from a third. The common points and the differences were noted. Each of the 10 constructs chosen were rated on a 1-5 scale and the grids were created with similarity and difference poles marked by x or an o. This was done in case of determining constructs and relationships with work colleagues. After the formation of a grid, an analysis was drawn up. Findings/Analysis The two assumptions of the Grid Interview by Kelly were as follows: 1. If we can identify an individuals construct map there is a strong possibility we can predict that individuals behaviour. 2. We may be able to modify an individuals map, and therefore behaviour, by some form of training. The two aspects of the Repertory Grid are 1. Elements which are the objects of an individuals thinking and to which they relate their concepts or values. These elements may be people with qualities like effective, unprofessional, etc or they may be objects or abstract, concrete concepts like the interview or a test 2. Constructs are the qualities used to describe the elements in our personal, individual relationships thus a person is effective because he has a pleasant relationship with his staff which reflects personal construct as applied to the element of an effective individual The main elements in an analysis when a grid is applied to an individual are: 1. The results relate to that individual alone 2. Only one grid has to be analysed for an individuals report. 3. A grid scoring form is used to perform the analysis The Findings and Analysis help us to probe the following questions: To what extent was the study helpful in understanding the participants view of the topic of examination? Identification and justification of apparent areas of understanding and lack of understanding Is a pattern of understanding evident? How does the analysis link with the notes made prior to completing grids on expected areas of degree of understanding? What is the meaning revealed by the participants choice of elements and constructs? Do the elements and constructs reveal a similar or different view of the topic of analysis chosen? What does the degree of the match imply? Was the study any more helpful when conversation elaboration was also used as an extended method? Is some analysis of new understandings reached during feedback conversation helpful for the process? What do the notes and quotes as revealed by the client suggest? The findings are given as follows: Degree of similarity Elements (Mostly worked together with these individuals) Close agreement on 4, 5, 6 – elements Less agreement on 9 – element (Mostly worked separately with these individuals) Little agreement on 1,2,3,7,8,10- elements with different negative personal experiences working with E7 and E8 on particular projects. Degree of similarity – Constructs Close agreement on 6 – constructs (professional conduct). Upon discussion, views were similar regarding the meaning of professional conduct and who could be trusted. Less agreement on 1,3,4,5,7,9 – constructs. Upon discussion, researcher and client shared similar/same definitions of each construct. Differences in definitions regarding Constructs Little agreement on 2,8,10 constructs. Upon discussion, our definitions were different, hence our measurement of each element came from a different understanding of constructs. The elements identified by Marie were individuals at the workplace and Marie revealed that she worked closely with elements 4, 5 and 6 although had less agreement with element or colleague 9. Marie revealed that she has worked separately and had negative personal experiences with colleagues identified as elements 1, 2, 3, 7, 8 and 10 although she said she was working on the same project with two of these negatively perceived colleagues 7 and 8. Mari suggested a close agreement with 6 on professional conduct and said that her views with 6 were similar regarding professional conduct, friendships and trust issues as to who in the office should or should not be trusted. Marie suggested that her constructs were either in contrast to or were not compatible with those of 1, 3, 4, 5, 7 and 9 elements or colleagues identified. Marie and the researcher had some discussions on the nature and definition of particular perceptions and constructs and the general definition of these identified by th e researcher were similar to that of the subject. The subjects perceptions, feedback and opinions on the constructs were noted separately. Marie identified that two of the colleagues were friendly and amicable and compared with the other person who in contrast has been described as unfriendly and not easy to get along with. The Repertory Grid Scoring sheet is drawn as follows: Pairs similarities 1 2 3 4 5 6 7 8 9 10 empathy Work culture attitude friendliness knowledgeable Team orientedness Good style appearance leadership helpfulness The process of producing the Repertory Grid can be broken down into the following steps: Step One The participant Marie identifies ten colleagues whom she knows well. Among these ten colleagues Marie should go along well with at least two of them ideally. Step Two – Marie is given six pieces of card or paper on which she is asked to write the names of the people she has identified. These are the elements described. A number can also be added to the card/paper to signify description and added at the head of column on the scoring sheet. Alternatively, the name itself of the element identified can be entered on the scoring sheet as well. Step Three – Three cards are selected, for example 1, 2 and 3, and Marie is asked to identify some aspect related to these colleagues behaviour which makes two of the three people selected different from the third. The construct word or phrase is written in the top left side of the vertical columns. In the top right side of the vertical columns is written the description of the person one who is different from the other two. This process of obtaining constructs from the three people is continued until no further constructs or perceived characteristics could be elicited from the participant. Step Four – Once the constructs have been completely elicited and entered on the scoresheet, the cards are returned. Each element person is then given a score on a scale of 1 to 5. A score of 1 or 2 is allocated to those who are suited to the description in the left-hand column, the column with the description of the pair. Scores of 5 or 4 are allocated to those who match with the description in the right-hand column, the description of the odd person out Step Five – A different set of three cards is then selected, cards 4, 5 and 6 and the process in steps 3 and 4 is repeated, ensuring that the description of pairs is recorded in the left-hand column and a score of 1 or 2 relates to the pairs similarity and score points of 4 and 5 relate to the description of the single person. A score of 3 is average score. A score of at least one 1 and one 5 is helpful when allocated usually from the set of three people for whom the constructs are being elicited. Step Six – Step five is repeated and the various combinations of the elements are aimed to be covered until the participants run out of perceived characteristics or constructs that could be entered on the card. After the grid consideration, the grid scoring sheet is used to record the views of the participant for each element against each construct which has been offered. The data collected is then subject to analysis. A manual analysis can generate and extract considerable information from the grid and all the constructs are related to the personal characteristics of each work colleague considered in the study by Marie. Step Seven – In this case study we consider the behavioural aspects of work colleagues of Marie which is related to their overall friendliness, therefore at the end of the grid Marie is asked to rate the elements in a single, given construct over a scale of friendly to unfriendly. The scoring for friendliness is then compared with other individual aspects to highlight differences and to provide indicators for friendliness. Step Eight – The scores for each construct are obtained by marking the difference for each element against the general friendliness figure. Step Nine – In this phase, we analyse the various constructs on the basis that if the score is low the aspect measured is significant in the ranking for friendliness It is the duty of interviewer to remain without any bias and to refrain from giving any suggestion to the participant on what constructs should be drawn. Forming the constructs is entirely dependent on the participant and the researcher has no role in its formation. They must be according to the thoughts and perceptions of the individual who is being interviewed in this case, Marie although the constructs must be clear, meaningful. Here the analyst has helped her in one or two cases when she couldnt describe the construct and sought help of the analyst to come out with the right word. After the constructs are listed against the elements, the grid results are scored and are ready to be used for analysis. From the example used in this study -the aspects which go towards the behavioural skills of colleague at work, are identified as follows: Has empathy with other colleagues Has a proper work culture and attitude Has an ethical sense Is friendly and amicable Is knowledgeable and professional Always has a good style and appearance Is a team oriented person Is a leader in the group Comes out with fresh new ideas Is helpful and cooperative Discussion In this study we selected Marie Oliver, a 35 year old colleague who was suffering from some initial maladjustment in the workplace. Marie was asked to participate in the Repertory Grid Interview process to identify the reasons of her problems, categorise them and come out with possible suggestions. The approach taken was qualitative analysis by using the Personal Constructs theory developed by Kelly and a final analysis using scoring sheet and identifying elements through the Repertory Grid Interview technique. Marie was asked to select characteristics and constructs of persons in her workplace. She identified the most desirable and friendly characteristics in her colleagues against the least desirable ones. The notes taken during conversation with Marie reveal that Marie felt she got along only with a few colleagues only three as mentioned. There were basic differences in professional ethic and conduct with at least two colleagues she was working in collaboration with. The behavioural skills Marie identified as important in defining her good relationship with the colleagues are empathic characteristics in others; any concept of an ideal colleague is also associated with being able to follow a proper work culture and having a proper attitude. Having an ethical sense, a sense of justice and being knowledgeable, professional with a good sense of humour are also identified as important characteristics in a proper friendly colleague. Marie indicated that being friendly, amicable and with good style and appearance has been noted in at least two of her colleagues and this is stark contrast to a third colleague she identified and with whom she doesnt seem to get along. If we consider Kellys perspective of constructive alternativism, it is possible to have alternative perceptions as our perceptions of the world depend completely on our personal constructs. Marie also identified leadership skills, helpfulness and cooperativeness, being able to come out with fresh ideas and following a proper work culture as important aspects of professional behaviour and gave high scores on these aspects to at least two of her colleagues. Overall, a Repertory Grid Interview on Marie showed that she has good and easygoing relations with two of her colleagues but doesnt seem to go well with many of them. The negative implications of the findings which suggest why Marie did not get along with most of her colleagues and seem to show anxiety and depression symptoms as well as dissatisfaction with her workplace were revealed in her perception of constructs on most of her colleagues. Marie suggested that some of her colleagues were low on cooperativeness and helpfulness, friendliness and proper professional attitude making the atmosphere competitive and hostile. The dynamics of Maries actual relations with her colleagues were thus revealed using this Grid interviewing procedure and Maries own perception of her work situation, perception of her situation and role in the office, and perception of her relations with her colleagues and her job were also revealed through this study. As Morrison (1991) used the repertory grid technique to understand nurses perception of care and their evaluation of caring attitudes in nursing, Maries perception of her work culture could easily reveal her ideal understanding of a workplace and what she sought in her colleagues. Her inner constructs, precepts and how she saw the world as an individual were revealed and so were her expectations in the future. Considering Maries perceptions, some psychological counselling to improve her working and professional relationships was recommended. Limitations: The methodological limitations and concerns of interview as a means of knowing peoples construct system were many, as noted by Kelly. These are: 1. Interview Bias – sometimes the interviewer and the school he belongs to whether behaviourist or psychoanalytic could determine the way the session goes and this undermines the objectivity and validity of the study 2. Dependence on the interviewer – the role of the therapist should be minimal and the therapist should just be a tool to facilitate self perception according to Kelly. Most individuals have the capacity to understand his or her problems and any overdependence on the researcher should be avoided. 3. There may be problems with measuring and predicting individual or group characteristics. Although psychology seeks to understand laws of human behaviour, large scale studies showing correlations of different behaviour may not be helpful for study of personal constructs which is based on the understanding of individuals or a small group of people. These methodological limitations have been kept in mind while conducting the interview and interviewer bias and any dependence on the interviewer has been kept to a minimum. Interviewer intervention has also been minimal. Conclusion: In this discussion, we set out with an overview of the Personal Constructs Theory proposed by Kelly (1955). We discussed the different tenets of the constructs theory, the inconsistency of personal constructs and how constructs tend to vary in different people or in same people in different situations. Thus situational factors seem important in constructs and perceptions on other people. Individual constructs form the construct systems and Kelly established the grid method to determine the different elements in a social situation that can be considered as responsible for an individuals disturbed social relationships. In our study of Marie Oliver, a 35 year old employee, her social relationships and possible disturbances were studied using the Repertory Grid Interview technique and her analysis of good and bad characteristics of ten of her colleagues were indicated on the card given to her. The scores were drawn up and according to the analysis the desirable characteristics that Marie perceived in some of her workmates and not in others, were found out. Maries behavioural problems and her unique relationships with her colleagues are then analysed suggesting whether Marie needed any further psychological help for her anxiety, depression and other work related maladjustments. Bibliography Kelly, George Alexander The psychology of personal constructs / George A. Kelly. London : Routledge in association with Centre for Personal Construct Psychology,London, 1991, c1955. Dalton, Peggy. A psychology for living : personal construct theory for professionals and clients / Peggy Dalton and Gavin Dunnett. Chichester : J. Wiley Sons, 1992. University of London. An application of personal construct theory (Kelly) to schizoid thinking. University of London, 1959. Fransella, Fay. George Kelly / Fay Fransella. London : Sage, 1995. Anderson, N. Personality assessment in the graduate milkround interview : A personal construct psychology perspective and study using repertory grid technique. Birmingham : University of Aston Management Centre, 1987. Fransella. F, Bannister. D. 1977. A Manual for Repertory grid technique. Academic Press. London. Bannister, P et al. (1994) Qualitative Methods in Psychology Buckingham: Open University Press. Bannister, D. (1985) (Ed) Issues and approaches in personal construct theory London: Academic Press, 1985 Stevens, R (1996) Understanding the Self London: Open University Sage. Kalekin-Fishman, Devorah. and Walker, Beverley. (1996) The Construction of Group Realities: culture, society and personal construct theory. Malabar: Krieger. Bannister, D. Mair, J. (1968) The Evaluation of Personal Constructs London: Academic Press Smith JA, Harre R, Van Langenhove (1995) Rethinking Methods in Psychology London: Sage. Jack Adams-Webber (Editor) (1983) Applications of Personal Construct Theory Academic Press. The emergence of new intentions in subjective experience: A social/personal constructionist and relational understanding Journal of Vocational Behavior, Volume 64, Issue 3, June 2004, Pages 485-498 Mary Sue Richardson Per Case Study of Personal Constructs Theory (PCT) Case Study of Personal Constructs Theory (PCT) Title/Abstract In this study we aim to provide an analysis of a subjects problems using the Personal Constructs Theory (PCT) suggested by Kelly. The subject is a 35 year old female full time employee working in the same company as the researcher and has shown no barriers to construing. The subjects problems with her relationships have been determined using the Repertory grid interview and we discuss results and provide an analysis of the findings following the interview and data collection. The interview was done to identify elements within the clients relationships and all interview limitations have been considered for the study. We provide an analysis of Personal Constructs Theory in general giving a brief overview of its main premises and principles and then move on to its applications including the Grid interview technique on our client. We discuss the results and analyse the findings accordingly. Introduction George Kellys Personal Construct Theory (PCT) emphasises that the world is perceived by a person according to the meaning the person applies to it and the person has the freedom to choose a meaning according to what he or she wants (Kelly, 1955). Thus a person has the freedom to choose a meaning in terms of which he perceives the world and can apply alternative constructions or meanings to his past, present and future events. Thus a person is not a victim of his events but can liberate himself from unpleasant events by reinterpreting and redefining them. According to Kelly (1955) PCT attempts to explain why a man does what he does and is a theory about how the human process flows, how it strives in new directions as well as in old, and how it may dare for the first time to reach into the depths of newly perceived dimensions Kelly states that a persons processes are psychologically channelized by the ways in which he anticipate the events'(1955). Here, the subject is the process and the individual is a behaving organism who may need an external force to initiate an event. The processes include those of self-definition and relationships with others, and how we interpret events around us as well as the events we perceive and tasks at hand (Kelly 1955). Kelly based his theory of PCT on man as the scientist model and the basic points were as follows: the individual creates his or her own ways of seeing the world and interprets events according to how he perceive them the individual builds percepts and constructs; these constructs are organized into systems, or group of constructs which embody relationships; two or more systems may contain the same events, yet the events are separate from any of the systems; any individuals systems have a definite foci The term construct is a concept that represents the view a person has constructed about the world as he experiences it. Constructs also represent the way a person is likely to construe the world and the construct system as a whole represents the history and predisposition to perceive the world in a particular way. Kelly also distinguished between social reality, individual reality and communality. Individuality denotes that every individual differ from each other in how they construct or perceive the world, communality refers to the underlying similarities or common elements in perception and how the construction of experience in one person is similar to that of another (Kelly, 1955). Social reality is perception of how one person construes the construction processes of another person and how they are involved in a social role. Personal construct theory has been used in several sociological and scientific disciplines and it has been emphasised that social reality and communality should be considered along with the individual or personal reality and both have to be considered together in developing an understanding of the psychological processes (Dalton, 1992). The theory of Personal Constructs, points out that it is our personal psychological constructs that make the world predictable. We use construct systems to help in perception of the world and respond to all situations according to these perceptions. Our construct systems help us to make sense of the world, to make it predictable, to draw conclusions about causes and effects and we learn from experiences and adjust our behaviour accordingly (Fransella, 1995). Kelly wrote that the construct systems influence our expectations and perceptions and reflect our past experiences according to which we shape our future expectations. For example since we known from our past experiences that winters are cold, we would take adequate measures of protection during winter because we expect winters to be cold. However according to Kelly, our construct systems grow and change and are not static and are either confirmed or challenged when we are conscious. We adapt and immunise our constructs according to the situation and alter our feelings according to our experiences. We also tend to think and react according to our construct systems and some constructs represent values and key relationships which are difficult to change and fixed whereas some other constructs are less complex and more flexible and adaptive. The truth about the world as understood and experienced determines the nature of the construct system. Construct systems are not generally judged according to any objective truth and depend on an individuals personal feelings, perceptions and choices (Dalton, 1992). One individuals construct system may be different from anothers and when there is a general disagreement in constructs, it is generally denoted by prejudice or preconception. Although conflicts and differences of opinions are unpleasant, these events help us to understand differences in people and help us to learn how other people perceive things (Stevens, 1996). However construct systems change and may not be altogether internally consistent. People may react or perceive things differently even in similar circumstances and this is normal as there is a certain degree of internal inconsistency in perception of events. Distortions of judgement due to internal inconsistency of personal constructs can be harmful for a person as he may suffer from personal distress. The extent to which one person can appreciate and react to another persons constructs is a measure of empathy or how one perceives another (Banister, 1985). One persons construct system may be markedly different from another p ersons constructs yet one should be able to infer the other persons construct in order to empathise and develop a sense of social oneness and responsibility. Kellys theory is one of the most effective theories in social research and helps to provide a psychological explanation of social similarities and differences. The applications of Kellys theory of Personal constructs are wide and varied as it helps to provide mathematical representations of constructs systems. Construct systems are multidimensional mathematical models and a persons language is used to classify his or her experiences. Kelly developed a number of mathematical models and representations of construct systems and tested hypotheses that followed from basic personal construct theory (Fransella and Bannister, 1977). To understand peoples personal construct systems the repertory Grid Interview technique was developed, also known as the Role Construct Repertory Test. The repertoire of constructs that a person develops represents some form of perception, judgement or evaluation and is always comparative. Thus judgement of anything good is in comparison with the concept of bad. Thus in using a Grid interview three elements are considered and then two are paired in contrast with a third. The theory of personal constructs can be applied to personal experiences and relationships and so parents, relations, friends, colleagues and the individual are largely responsible for the formation of constructs (Smith et al, 1995; Kalekin-Fishman et al, 1996). Kelly elicited a patients constructs, rated the different elements on the constructs and used the resultant grid to point out to the client what his primary problems or concerns were. This helped to decide which therapy would be important and helped to determine the progress and effectiveness of therapy. For example one could find the two elements in a personal relationship of a patient and his mother and use this technique to find out differences between a patients perception of himself and what his mother would like him to be. The patient would then be encouraged to provide a self description and work through means of making his relationship with his mother more pleasant and productive. If there are paranoid elements recognised in a patients perception of himself or his relationships, appropriate therapeutic interventions are suggested. The Repertory Grid interviewing technique was developed by Kelly to overcome some of the methodological limitations of the interview method. The main steps of the Grid technique include 1. Selecting a set of elements – this could be anything from relationships to issues and the elements could be people involved in these relationships with the client. 2. The elements are taken in groups of three and the client is asked to pair two of them separating the third according to a special characteristic (Adams-Webber, 1983). Thus here the differentiation is done according to constructs determined by the client and is done on a bipolar scale with the interviewer setting up the question but the client determining the content (Anderson, 1987). The constructs are examined in some detail and after the interview the constructs are made into scales of 1-5 and the interviewee is expected to rate every element for every construct on this scale. The result is a matrix and this is then analysed statistically to show the client his problems and how they can be tackled. The statistical analysis helps to give measurements of individual people characteristics and compares peoples perceptions before and after the interview. The Grid is thus a statistical, and content free process and although the interviewer initiates its functions, it is the patient who drives it allowing him to come out with his own perceptions thus giving the process a freedom from any interviewer bias and allows complete transparency(Anderson, 1987). Since it is also a standardised interviewing technique any interviewer can read the interview and understand its implications. Russell and Cox (2003) and Morrison (1991) have stressed on the importance of repertory grid in the analysis of individual perceptions. Considering Kellys constructivist alternativism, we can assume that all our present perceptions of the world could be subject to changes and revisions and accordingly our perceptions of people and subsequently our interpersonal relationships could also be changed according to this principle. Method A 35 year old female colleague, Marie Oliver was selected for the interview process. The client was having some relationship problems, especially with her work colleagues and has been showing maladjustment along with problems of anxiety, depression and lack of productivity at work. The participant was apprised of the purpose of the interviewing and was asked to participate suggesting that participation in the interview would help her in overcoming her personal problems. A Repertory Grid Interview was done and the first step was identifying elements or grid components. For this all the possible elements including people in relationships were identified. Thus elements are work colleagues known to the participant and to the researcher, and the participant used triad method with the elements to create constructs around any one chosen topic. Elements were then compared by asking participant to take 3 elements and ascertain where 2 are similar and 1 is different, and the participant was en couraged to continue until all possible combinations were exhausted of 3 elements from the set of 10. The instruction given in this case was , choose any three of these known people and group two of them together separating a possible third to show why two of them are similar and how they differ from the third person. This process was used to identify similarities and differences of individuals until the participant ran out of constructs. Several mini-grids were developed in advance to ensure that the participant was comfortable with the process of grid construction. Then the Participant followed the process, generated the first grid, to ascertain whether each element is more like the similarity pole or difference pole by marking with x or o respectively. The participant then generated a second grid to rate each element on each of the 10 constructs using 1-5 point scale, but presented the grid to experimenter without ratings, experimenter then created the final grid as the participant. The main aim and purpose of the interview was agreed with the participant and views about other work colleagues were thus taken. The participant was fully informed from outset regarding the possibility that the revelations from the Grid Interview could be unsettling for her. However for these purposes, participants consent form was also signed in advance and the constructs were then set up on the grid allowing to be revealed. In the process of the interview, the researcher made notes on participant behaviour and perceptions as verbally revealed. In this case, the participant Marie was asked to identify the elements in her workplace that could be considered in her relationships with colleagues. Marie identified 10 colleagues at her workplace and separated two of them as distinct from a third. The common points and the differences were noted. Each of the 10 constructs chosen were rated on a 1-5 scale and the grids were created with similarity and difference poles marked by x or an o. This was done in case of determining constructs and relationships with work colleagues. After the formation of a grid, an analysis was drawn up. Findings/Analysis The two assumptions of the Grid Interview by Kelly were as follows: 1. If we can identify an individuals construct map there is a strong possibility we can predict that individuals behaviour. 2. We may be able to modify an individuals map, and therefore behaviour, by some form of training. The two aspects of the Repertory Grid are 1. Elements which are the objects of an individuals thinking and to which they relate their concepts or values. These elements may be people with qualities like effective, unprofessional, etc or they may be objects or abstract, concrete concepts like the interview or a test 2. Constructs are the qualities used to describe the elements in our personal, individual relationships thus a person is effective because he has a pleasant relationship with his staff which reflects personal construct as applied to the element of an effective individual The main elements in an analysis when a grid is applied to an individual are: 1. The results relate to that individual alone 2. Only one grid has to be analysed for an individuals report. 3. A grid scoring form is used to perform the analysis The Findings and Analysis help us to probe the following questions: To what extent was the study helpful in understanding the participants view of the topic of examination? Identification and justification of apparent areas of understanding and lack of understanding Is a pattern of understanding evident? How does the analysis link with the notes made prior to completing grids on expected areas of degree of understanding? What is the meaning revealed by the participants choice of elements and constructs? Do the elements and constructs reveal a similar or different view of the topic of analysis chosen? What does the degree of the match imply? Was the study any more helpful when conversation elaboration was also used as an extended method? Is some analysis of new understandings reached during feedback conversation helpful for the process? What do the notes and quotes as revealed by the client suggest? The findings are given as follows: Degree of similarity Elements (Mostly worked together with these individuals) Close agreement on 4, 5, 6 – elements Less agreement on 9 – element (Mostly worked separately with these individuals) Little agreement on 1,2,3,7,8,10- elements with different negative personal experiences working with E7 and E8 on particular projects. Degree of similarity – Constructs Close agreement on 6 – constructs (professional conduct). Upon discussion, views were similar regarding the meaning of professional conduct and who could be trusted. Less agreement on 1,3,4,5,7,9 – constructs. Upon discussion, researcher and client shared similar/same definitions of each construct. Differences in definitions regarding Constructs Little agreement on 2,8,10 constructs. Upon discussion, our definitions were different, hence our measurement of each element came from a different understanding of constructs. The elements identified by Marie were individuals at the workplace and Marie revealed that she worked closely with elements 4, 5 and 6 although had less agreement with element or colleague 9. Marie revealed that she has worked separately and had negative personal experiences with colleagues identified as elements 1, 2, 3, 7, 8 and 10 although she said she was working on the same project with two of these negatively perceived colleagues 7 and 8. Mari suggested a close agreement with 6 on professional conduct and said that her views with 6 were similar regarding professional conduct, friendships and trust issues as to who in the office should or should not be trusted. Marie suggested that her constructs were either in contrast to or were not compatible with those of 1, 3, 4, 5, 7 and 9 elements or colleagues identified. Marie and the researcher had some discussions on the nature and definition of particular perceptions and constructs and the general definition of these identified by th e researcher were similar to that of the subject. The subjects perceptions, feedback and opinions on the constructs were noted separately. Marie identified that two of the colleagues were friendly and amicable and compared with the other person who in contrast has been described as unfriendly and not easy to get along with. The Repertory Grid Scoring sheet is drawn as follows: Pairs similarities 1 2 3 4 5 6 7 8 9 10 empathy Work culture attitude friendliness knowledgeable Team orientedness Good style appearance leadership helpfulness The process of producing the Repertory Grid can be broken down into the following steps: Step One The participant Marie identifies ten colleagues whom she knows well. Among these ten colleagues Marie should go along well with at least two of them ideally. Step Two – Marie is given six pieces of card or paper on which she is asked to write the names of the people she has identified. These are the elements described. A number can also be added to the card/paper to signify description and added at the head of column on the scoring sheet. Alternatively, the name itself of the element identified can be entered on the scoring sheet as well. Step Three – Three cards are selected, for example 1, 2 and 3, and Marie is asked to identify some aspect related to these colleagues behaviour which makes two of the three people selected different from the third. The construct word or phrase is written in the top left side of the vertical columns. In the top right side of the vertical columns is written the description of the person one who is different from the other two. This process of obtaining constructs from the three people is continued until no further constructs or perceived characteristics could be elicited from the participant. Step Four – Once the constructs have been completely elicited and entered on the scoresheet, the cards are returned. Each element person is then given a score on a scale of 1 to 5. A score of 1 or 2 is allocated to those who are suited to the description in the left-hand column, the column with the description of the pair. Scores of 5 or 4 are allocated to those who match with the description in the right-hand column, the description of the odd person out Step Five – A different set of three cards is then selected, cards 4, 5 and 6 and the process in steps 3 and 4 is repeated, ensuring that the description of pairs is recorded in the left-hand column and a score of 1 or 2 relates to the pairs similarity and score points of 4 and 5 relate to the description of the single person. A score of 3 is average score. A score of at least one 1 and one 5 is helpful when allocated usually from the set of three people for whom the constructs are being elicited. Step Six – Step five is repeated and the various combinations of the elements are aimed to be covered until the participants run out of perceived characteristics or constructs that could be entered on the card. After the grid consideration, the grid scoring sheet is used to record the views of the participant for each element against each construct which has been offered. The data collected is then subject to analysis. A manual analysis can generate and extract considerable information from the grid and all the constructs are related to the personal characteristics of each work colleague considered in the study by Marie. Step Seven – In this case study we consider the behavioural aspects of work colleagues of Marie which is related to their overall friendliness, therefore at the end of the grid Marie is asked to rate the elements in a single, given construct over a scale of friendly to unfriendly. The scoring for friendliness is then compared with other individual aspects to highlight differences and to provide indicators for friendliness. Step Eight – The scores for each construct are obtained by marking the difference for each element against the general friendliness figure. Step Nine – In this phase, we analyse the various constructs on the basis that if the score is low the aspect measured is significant in the ranking for friendliness It is the duty of interviewer to remain without any bias and to refrain from giving any suggestion to the participant on what constructs should be drawn. Forming the constructs is entirely dependent on the participant and the researcher has no role in its formation. They must be according to the thoughts and perceptions of the individual who is being interviewed in this case, Marie although the constructs must be clear, meaningful. Here the analyst has helped her in one or two cases when she couldnt describe the construct and sought help of the analyst to come out with the right word. After the constructs are listed against the elements, the grid results are scored and are ready to be used for analysis. From the example used in this study -the aspects which go towards the behavioural skills of colleague at work, are identified as follows: Has empathy with other colleagues Has a proper work culture and attitude Has an ethical sense Is friendly and amicable Is knowledgeable and professional Always has a good style and appearance Is a team oriented person Is a leader in the group Comes out with fresh new ideas Is helpful and cooperative Discussion In this study we selected Marie Oliver, a 35 year old colleague who was suffering from some initial maladjustment in the workplace. Marie was asked to participate in the Repertory Grid Interview process to identify the reasons of her problems, categorise them and come out with possible suggestions. The approach taken was qualitative analysis by using the Personal Constructs theory developed by Kelly and a final analysis using scoring sheet and identifying elements through the Repertory Grid Interview technique. Marie was asked to select characteristics and constructs of persons in her workplace. She identified the most desirable and friendly characteristics in her colleagues against the least desirable ones. The notes taken during conversation with Marie reveal that Marie felt she got along only with a few colleagues only three as mentioned. There were basic differences in professional ethic and conduct with at least two colleagues she was working in collaboration with. The behavioural skills Marie identified as important in defining her good relationship with the colleagues are empathic characteristics in others; any concept of an ideal colleague is also associated with being able to follow a proper work culture and having a proper attitude. Having an ethical sense, a sense of justice and being knowledgeable, professional with a good sense of humour are also identified as important characteristics in a proper friendly colleague. Marie indicated that being friendly, amicable and with good style and appearance has been noted in at least two of her colleagues and this is stark contrast to a third colleague she identified and with whom she doesnt seem to get along. If we consider Kellys perspective of constructive alternativism, it is possible to have alternative perceptions as our perceptions of the world depend completely on our personal constructs. Marie also identified leadership skills, helpfulness and cooperativeness, being able to come out with fresh ideas and following a proper work culture as important aspects of professional behaviour and gave high scores on these aspects to at least two of her colleagues. Overall, a Repertory Grid Interview on Marie showed that she has good and easygoing relations with two of her colleagues but doesnt seem to go well with many of them. The negative implications of the findings which suggest why Marie did not get along with most of her colleagues and seem to show anxiety and depression symptoms as well as dissatisfaction with her workplace were revealed in her perception of constructs on most of her colleagues. Marie suggested that some of her colleagues were low on cooperativeness and helpfulness, friendliness and proper professional attitude making the atmosphere competitive and hostile. The dynamics of Maries actual relations with her colleagues were thus revealed using this Grid interviewing procedure and Maries own perception of her work situation, perception of her situation and role in the office, and perception of her relations with her colleagues and her job were also revealed through this study. As Morrison (1991) used the repertory grid technique to understand nurses perception of care and their evaluation of caring attitudes in nursing, Maries perception of her work culture could easily reveal her ideal understanding of a workplace and what she sought in her colleagues. Her inner constructs, precepts and how she saw the world as an individual were revealed and so were her expectations in the future. Considering Maries perceptions, some psychological counselling to improve her working and professional relationships was recommended. Limitations: The methodological limitations and concerns of interview as a means of knowing peoples construct system were many, as noted by Kelly. These are: 1. Interview Bias – sometimes the interviewer and the school he belongs to whether behaviourist or psychoanalytic could determine the way the session goes and this undermines the objectivity and validity of the study 2. Dependence on the interviewer – the role of the therapist should be minimal and the therapist should just be a tool to facilitate self perception according to Kelly. Most individuals have the capacity to understand his or her problems and any overdependence on the researcher should be avoided. 3. There may be problems with measuring and predicting individual or group characteristics. Although psychology seeks to understand laws of human behaviour, large scale studies showing correlations of different behaviour may not be helpful for study of personal constructs which is based on the understanding of individuals or a small group of people. These methodological limitations have been kept in mind while conducting the interview and interviewer bias and any dependence on the interviewer has been kept to a minimum. Interviewer intervention has also been minimal. Conclusion: In this discussion, we set out with an overview of the Personal Constructs Theory proposed by Kelly (1955). We discussed the different tenets of the constructs theory, the inconsistency of personal constructs and how constructs tend to vary in different people or in same people in different situations. Thus situational factors seem important in constructs and perceptions on other people. Individual constructs form the construct systems and Kelly established the grid method to determine the different elements in a social situation that can be considered as responsible for an individuals disturbed social relationships. In our study of Marie Oliver, a 35 year old employee, her social relationships and possible disturbances were studied using the Repertory Grid Interview technique and her analysis of good and bad characteristics of ten of her colleagues were indicated on the card given to her. The scores were drawn up and according to the analysis the desirable characteristics that Marie perceived in some of her workmates and not in others, were found out. Maries behavioural problems and her unique relationships with her colleagues are then analysed suggesting whether Marie needed any further psychological help for her anxiety, depression and other work related maladjustments. Bibliography Kelly, George Alexander The psychology of personal constructs / George A. Kelly. 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(1985) (Ed) Issues and approaches in personal construct theory London: Academic Press, 1985 Stevens, R (1996) Understanding the Self London: Open University Sage. Kalekin-Fishman, Devorah. and Walker, Beverley. (1996) The Construction of Group Realities: culture, society and personal construct theory. Malabar: Krieger. Bannister, D. Mair, J. (1968) The Evaluation of Personal Constructs London: Academic Press Smith JA, Harre R, Van Langenhove (1995) Rethinking Methods in Psychology London: Sage. Jack Adams-Webber (Editor) (1983) Applications of Personal Construct Theory Academic Press. The emergence of new intentions in subjective experience: A social/personal constructionist and relational understanding Journal of Vocational Behavior, Volume 64, Issue 3, June 2004, Pages 485-498 Mary Sue Richardson Per