Repertory Grids

This article reports on the views of 25 Mexican public high school students regarding the characteristics and pedagogical behaviors of good EFL instructors. Data was gathered using the repertory grid technique and was subjected to content analyses using an inductive development category approach. Results foregrounded the importance placed on teachers' positive personality traits.

Background
People with psychosis experience disruptions in personal identity that affect positive and negative symptoms, but the complexity of these phenomena needs to be addressed in an in-depth manner. Using the Personal Construct Theory, we examined whether distinct dimensions of personal identity, as measured with the Repertory Grid Technique along with other cognitive factors, might influence psychotic symptomatology.

Method
Eighty-five outpatients with schizophrenia-spectrum disorders completed a repertory grid, an observed-rated interview of psychotic symptoms, and measures of cognitive insight, depressive symptoms, neurocognition, and theory of mind.

Results
Structural equation models revealed that interpersonal dichotomous thinking directly affected positive symptoms. Self-discrepancies influenced positive symptoms by mediation of depressive symptoms. Interpersonal cognitive differentiation and interpersonal cognitive richness mediated the impact of self-reflectivity and neurocognitive deficits in negative symptomatology.

Conclusions
This study is the first of its kind to examine the structure of personal identity in relation to positive and negative symptoms of psychosis. Results suggest interventions targeted to improving interpersonal dichotomous thinking, self-discrepancies, interpersonal cognitive differentiation, and interpersonal cognitive richness may be useful in improving psychotic symptoms.

Concepts give structure and order to the world around us. However many learners are impeded by
the perceived difficulty of concepts presented to them, and in the mode of presentation. Students’
conceptual structures are studied in all curricular areas in the hope of remediating such
impediments to learning. Much research has also been focused on establishing the nature of
students’ alternative conceptions. Repertory Grid Analysis (RGA) possesses a powerful set of tools
which a researcher may utilise in order to examine the structures of conceptual frameworks.
Modern RGA is computer-based and models of conceptual structures can be represented in
graphical form. Protocols exist to compare the conceptual frameworks of a group of individuals and
conceptual change can be monitored in a rigorous way that is not possible with customary concept
mapping techniques.

Qualitative Grids are powerful tools for mapping interpersonal construing and provide a new method of interviewing, research and intervention into social situations. This paper introduces some of their forms after discussing the theoretical framework from which they are derived. Although they are based within Personal and Relational Construct Psychology, they can be used within any theoretical approach interested in the study and intervention into human relationships. Kelly’s sociality corollary is a deeply heuristic formulation which presages many similar concepts in contemporary use such as theory of mind and mentalization. But the corollary is open to critique and further elaboration. As originally stated, it is restricted to the construing of one other person or position in a relationship. This enables us to elaborate the Relationality Corollary that includes a person’s construing of relationships and interactions with two or more others, giving us a deeper understanding of group situations. This involves developing a conception of different levels of interpersonal construing. These can be nicely captured using Qualitative Grids and an understanding of this helps the interviewer in designing the grid form suitable for the task in hand.

La Técnica de Rejilla (TR) se origina en el seno de la Psicología de los Constructos Personales de Kelly, y ha mostrado su utilidad en el campo de la psicología clínica. En este trabajo se ilustra el uso de esta técnica, tanto en lo que respecta a administración como a análisis e interpretación psicológica, aplicada a un caso sin rasgos patológicos. Sin embargo, la TR resulta también útil a la hora de mostrar su capacidad para darnos una imagen amplia y detallada acerca de la forma como la persona se construye a sí misma y su mundo interpersonal. A pesar de su complejidad, la TR es una técnica útil para la comprensión de problemas no clínicos pero que requieran orientación.

La tecnica de rejilla es un instrumento de evaluacion de las dimensiones y estructura del significado personal que se deriva de la teoria de los constructos personales. Tanto en la version original de G. A. Kelly 1955. como en sus continuas actualizaciones, esta tecnica pretende captar la forma en que una persona da sentido a su experiencia en sus propios terminos. No se trata, por tanto, de un test convencional, sino de una forma de entrevista estructurada orientada a explicitar y analizar los constructos con los que la persona organiza su mundo. De la entrevista se genera una matriz de datos que se somete a varios analisis para revelar su estructura implicita. El programa RECORD ofrece los resultados de una forma clara y proporciona ademas una serie de graficos de facil interpretacion. Todo ello permite dibujar la estructura del mapa cognitivo del sujeto desde su propia semantica, culminando asi, con rigor metodologico, una vieja aspiracion fenomenologica. Se trata de un instrumento muy flexible que puede adaptarse a diversas areas de aplicacion: evaluacion individual, grupal, familiar y de pareja, intervencion psicoeducativa, asesoramiento vocacional, investigacion de mercados, asesoramiento empresarial, investigacion terapeutica, estudio de la estructura cognitiva de la personalidad, etc.

While in many travel situations there is an almost limitless range of available destinations, travellers will usually only actively consider two to six in their decision set. One of the greatest challenges facing destination marketers is positioning their destination, against the myriad of competing places that offer similar features, into consumer decision sets. Since positioning requires a narrow focus, marketing communications must present a succinct and meaningful proposition, the selection of which is often problematic for destination marketing organisations (DMO), which deal with a diverse and often eclectic range of attributes in addition to self-interested and demanding stakeholders who have interests in different market segments. This paper reports the application of two qualitative techniques used to explore the range of cognitive attributes, consequences and personal values that represent potential positioning opportunities in the context of short break holidays. The Repertory Test is an effective technique for understanding the salient attributes used by a traveller to differentiate destinations, and Laddering analysis enables the researcher to explore the smaller set of consequences and personal values guiding such decision making. A key finding of the research was that while individuals might vary in their repertoire of salient attributes, there was a commonality of shared consequences and values. This has important implications for DMOs, since a brand positioning theme that is based on a value will subsume multiple and diverse attributes. It is posited that such a theme will appeal to a broader range of travellers, as well as appease a greater number of destination stakeholders, than would an attribute-based theme.

Paper is introducing Repertory grid method as an objectification of Kelly´s Theory of Personal Constructs. The aim is to cover this topic from several angles of view: by introducing this relatively little known psychosemantic
research method - its background, versions and examples of use. From the point of methodology we will discuss its potential and possible obstacles. The main goal is to draw to the application potential of Repertory grid in the domain of marketing communication, more precisely in the area of
research regarding the perception of advertising and gender stereotypes.

El presente artículo se inicia con una presentación de la Técnica de la Rejilla (TR), enmarcada en el contexto de la Teoría de los Constructos Personales (TCP). A continuación, se expone la aplicación de la TR al caso de Ana diagnosticada por trastorno depresivo mayor, bulímia nerviosa y trastorno de personalidad por evitación, además de presentar otros síntomas variados. Se eligió este caso por su complejidad clínica y por la manera en que se ven reflejados los síntomas de la paciente en su estructura cognitiva, puesta de manifiesto por la TR. A pesar de que Ana pidió ayuda por iniciativa propia, en las sesiones se muestra reticiente a hablar de sí misma, por lo que la TR resultó ser un buen medio de aproximación a la visión del mundo de la cliente y un instrumento útil para formular hipótesis clínicas.

Presentamos un sistema de 45 categorías de contenido para la codificación de constructos personales, obtenidos mediante la administración de la técnica de la rejilla. Estas categorías están estructuradas en seis áreas básicas: moral, emocional, relacional, personal, intelectual/operacional, y de valores/intereses. Este es un primer estudio de fiabilidad, con una muestra de 1233 constructos, provenientes de las rejillas de 86 sujetos, codificados independientemnte por dos jueces, con los que obtenemos un grado de acuerdo muy satisfactorio.

Çalışmada George Kelly (1955) tarafından ortaya koyulan ‘Kişisel Kurgular Teorisi’nden geliştirilmiş olan Repertuar Çizelgesi (RG) metodu üzerine bir araştırma yürütülmüştür. Bu çalışmada fare (mouse) modellerinin fiziksel özellikler, biçim, işlev, tasarım, kullanılabilirlik ve malzeme gibi yönlerden değerlendirilmesi amacıyla repertuar çizelgesi çalışması gerçekleştirilmiştir. Çalışma, İTÜ Endüstri Ürünleri Tasarımı Bölümü Doktora Programı’nın EUT 619-Tasarım Araştırmalarında Uygulamalı İnsan Faktörleri Metotları dersi kapsamında Kasım-Aralık 2017’de yapılmıştır. Çalışma, yaş ortalaması 26 civarında ve eğitim durumu yüksek lisans olan 5 katılımcıyla gerçekleştirilmiştir.
Fare modelleri üzerinden yürütülen repertuar çizelgesi çalışmasında, katılımcıların ürünler hakkında kapsamlı ve çok yönlü düşünebilmesine olanak tanıdığı elde edilen tanımlamalarda görülmüştür. Çalışmada katılımcıların kurgular ve ters kutuplar için ortak tanımlamalar yapabildiği fark edilmiştir. Ayrıca katılımcıların, bazı tanımlamalarda benzer/yakın tanımlamalar da yapabildiği görülmüştür.
Abstract
In the study, an investigation was conducted on the Repertory Grid (RG) technique which was  developed by George Kelly’s Personel Construct Theory (1955). In this study, repertory grid study was carried out so as to evaluate mouse models in terms of physical properties, form, function, design, usability and material. The study was conducted in November-December 2017 within the scope of the EUT 619-Applied Human Factors Methods in Design Research course in ITU PhD Programme in Industrial Design. The study was carried out with 5 participants with a mean age of 26 and have master’s degree.
It was seen in the definitions that the repertory grid study performed through mouse models allows participants to think about the products in a comprehensive and multifaceted way. In the study, it was realized that the participants could make common definitions for constructs and opposites. In addition, it was seen that the participants could make similar definitions in some definitions.

Presented paper is introducing Repertory Grid Method as an objectification of Kelly´s Theory of Personal Constructs. The main goal is to introduce Repertory Grid as a psychosemantic research method with all of its potential and possible obstacles and point towards the application potential of Repertory Grid in the domain of marketing communication, as well as present a research of the perception of web pages as a medium for current and potential online promotion by the means of group administration of Repertory Grid Technique.

This was an investigation into the fostering of culture in Victorian government primary schools. It was written from an interpretive/constructivist perspective and used George Kelly’s RGT (repertory grid technique) and Edgar Schein’s PEMs (primary embedding mechanisms) to compare and contrast two groups of principals. One group, the TP (teaching principal) group, had significant classroom responsibilities. The other group, the NTP (non-teaching principal) group, had a significantly smaller teaching load. Eight school administrators, from the Hume Region of the State of Victoria in Australia, made up of four TPs and four NTPs were each asked to complete a suite of repertory grids as a part of the research. It was concluded from the research that there were differences in how culture is fostered by the two groups studied.

The TPs in this study had a managerial orientation and lead their schools through activities with a strategic focus. In the main theirs is a person culture which relies on them to be entirely professional in their interaction with their community (staff, students and parents). The TPs in this study felt their responsibility for students most strongly and used data to bring about change and drive the curriculum. As a group they tended to handle finances and resources bureaucratically and manage their students and staff. The TPs in this study valued the relationship with all adults with a positive link with the school.

The NTPs in this study were more likely to have a balanced administrative orientation (bureaucratic, managerial and leadership) where students and curriculum are dealt with bureaucratically and finances and resources are managed. Most NTPs have created a role culture where the plan is their mostly strongly felt responsibility. The NTPs in this study particularly valued the close personal and professional relationship with their immediate subordinate. Operationally NTPs can be distracted by mundane and/or the trivial activity.

Findings were also made which were unrelated to differences the operational models studied. These data suggest that transformational leadership takes place in a club culture environment where the administrative orientation seamlessly entwines both managerial and leadership approaches to school administration. Transformational leaders are concerned about task and relationship-maintenance with the professionals in their schools. In this study, individuals from both the TP and NTP groups demonstrated transformational leadership. Both leaders were found to be very experienced generally and to have adopted a variety of mechanisms to foster culture in their schools. At the other end of the spectrum were administrators working in school environments where there is no prevalent method of administrative orientation or the approach is predominantly bureaucratic, in these schools there was a dysfunctional relationship with a significant stakeholder and the style of leadership was transactional.

Both TPs and NTPs (who teach a little) have particular teaching situations in that they may either work in a multi-level classroom or deliver curriculum to multiple levels of the school. For those without specific experience in such environments, pre-appointment and on-going training may prove useful, and regional offices are best placed to provide this. Other useful training provided by regional office might include leading and managing change in schools, strategic planning, and how to distribute leadership; on-going contextually-sensitive coaching may help with these issues. NTPs, or their delegate, will especially benefit from training in case-management to help them cope with their welfare and behavioural management work, while all principals need proactive assistance to repair dysfunctional relationships. TPs need nuanced support to help them create adaptable curriculum to meet individual needs while NTPs would prefer curriculum better suited to meeting the needs of a large staff. NTPs need assistance to develop sophisticated data and financial management systems which will augment and underpin their planning processes contrasting with TPs who would appreciate a much simpler approach to data and financial management. Finally, it is particularly important that the second-in-charge of a school, irrespective of whether they are a member of the principal or leading teaching classifications, benefits from specific training in how to be effective in their role. This is a critical relationship, a PEM, and should not be left to chance and on-the-job training. 

Conclusions made from this study indicate that the context does matter. TPs and NTPs need differentiated support mechanisms to foster culture in their schools. Some of these mechanisms may suit pre-appointment while others may be on-going. I conclude that this has consequences for central and regional office staff, as well as personnel taking up new appointments. It was concluded that the implementation of a system-wide innovation by individual TPs will depend on how the innovation improves the educational outcomes of students in the school. In contrast, NTPs are more likely to ask how the proposed change makes running their school easier. With NTPs the education department in Victoria may be reasonably confident in promoting a one-size fits-most system PEM to a situation, but for TPs, not being too prescriptive might be the best way forward. I would assert that the adaptability of the PEM adopted by the system will be the key to its success or failure.

A doctor of education is a professional research degree so as well answering my research question I was very interested in the utility of RGT for studies of organizational culture and application of PEMs as an interpretive framework. The theoretical approach proved useful. My novel contribution to research methodology was in the use of the supplied elements (preferred and implicit poles) to identify how each participant was fostering culture in their school. These proved very useful in identifying the mechanisms by which school leaders demonstrate cultural and symbolic leadership. The evidence from this small study suggests using RGT and PEMs does not presuppose what might be done by an administrator but it does provide a method for identifying the authentic practices of that administrator. In this small study these authentic practices highlighted a focus on students and strategic planning, the maintenance of a close personal and professional relationship with a significant subordinate, and the challenge in resolving a dysfunctional relationship with any stakeholder in the school community.

The author, an experienced teaching-principal, used repertory grid technique to reflect on those tasks, professional relationships and school events impacting on his leadership. Use of supplied elements and a supplied construct facilitated the identification of the primary embedding mechanisms used to foster culture in his school, those factors most associated with his perceived effectiveness. Further reflection on these findings lead to the identification of future actions that might  be profitably undertaken at the author’s school.

In this article we present a system of 45 content categories for analyzing personal constructs elicited in the context of a repertory grid administration. These categories are divided into six basic areas: moral, emotional, relational, personal, intellectual/operational, and values/interests, as well as two possible supplemental areas: existential and concrete descriptors. We study the reliability of this classification system using a sample of 843 constructs extracted from the grids of 57 subjects and coded by two independent judges. The degree of consensus achieved is very satisfactory.

Repertory grid analysis was employed as a means of constructing representations of learners conceptions of living things (described in previous work). Experts in biology and secondary school science learners were probed for their representations of living things. Clearly, a theory is at work in the mind of the experts. The question now is: how many of the students share this theory? A record of commonality is required, and for that a social network framework is necessary. Therefore, representations were compared using the SOCIO program which measures the similarity between individuals and a visual network produced for the groups studied. This work is part of an overall project examining the learners’ innate ability to classify and categorize living things. Classification and categorization are neglected in science curricula which has implications with respect to the renewed emphasis in education on learning about biodiversity. It was found that whereas there is a commonality with re...

This paper examines and appraises a novel approach to generating shared group constructs through aggregative analysis: the application of Honey's aggregation procedure to repertory grid technique (RGT) data. Revisiting Personal Construct Theory's underlying premises and adopting a social constructivist epistemology, we argue that, whilst "implicit theories" of the world, elicited via RGT, are unique to individuals, the constructs on which they are founded may be shared collectively. Drawing on a study of workplace performance, we outline a protocol for this novel use of Honey's (1979a; 1979b) approach demonstrating how it can be utilized to generate shared constructs inductively to facilitate theory building. We argue that, unlike other grid aggregation processes, the approach does not compromise data granularity, offering a useful augmentation to traditional idiographic approaches examining individual-level constructs only. This approach appears especially suited to addressing complex and implicit topics, where individuals struggle to convey thoughts and ideas.

Four experienced teaching-principals, two men and two women, administering very small schools in Victoria, Australia completed three repertory grids, which provide the means for semi-structured interviews about their work as leaders. The grids were concerned with work tasks, professional relationships and school events. The major finding was that these four experienced teaching-principals perceived themselves to be professional and related to their schools as communities rather than organisations, and this concept was underpinned by three ideas. Each participant strongly identified with the idea of themselves as classroom teachers, each was an extremely efficient and effective manager of time, and they each controlled and nurtured a shared school agenda. Sergiovanni’s stewardship model, with its emphasis on community and professionalism, has much to recommend it as a template for individuals appointed to a teaching-principalship. For these school leaders in the present study any system-wide innovation is likely to be anticipated in terms of what it may mean for their students, their current school priorities, and the effect it may have on their school community.

The article considers a problem of a social identity construction as a result of a person’s
interaction with a social reality. The ideas of the social constructionism according to which the
structure of social identity is a result of the internalized social constructs of the personality are
taken as a basis of the analysis. Galloping social changes lead to increased requirements to the
social adaptation and, as a result, a rupture of connections between a person and a social reality. It
in turn complicates the social identity structure construction. The check of this mechanism faces
a number of problems, first of all methodological, as at the moment there is no adequate research
method of the social identity construction. The text considers such analysis methods as K. Trew’
multivariable analysis including the social identity four scales assessment; discourse analysis in M. Zavalloni's description; P. Weinreich’s analysis of identity structure constructed by J. Kelly’s
method of repertoire grid. However all three methods are nonreactive to the solution of the
objective — to elicit the internalized social constructs in the personality’s identity structure. That
is why the Author's modifies J. Kelly’s method of repertoire grid. Its description and empirical
substantiation is presented in the article.

Instructions for a useful method of working with teams, groups or families consists of a Perceiver Element Grid (Procter, 2014), a Qualitative Grid in which people are asked to enter their goals for a piece of consultation in the boxes in the Grid. Specifically, the goals are how they would like all members of the group to be able to see each other and themselves after a period of useful change. The method quickly generates a large number of the group's own positive ideas. This solution focussed method can bypass too much consideration of the conflictual material which has led the group to require consultation. The method can also be used to evaluate qualitatively the change that occurs by repeating the method at the end of the intervention, or in the interim.

La noción de conflicto mental o intrapsíquico ha sido central en varias teorías psicológicas (p. ej., psicoanálisis) e incluso fuera del ámbito clínico (p. ej., enconceptos como el de disonancia cognitiva). Sin embargo, estos conflictos no hansido definidos en términos operacionales o mensurables. Tampoco ha sido
descrita la importancia de estos conflictos con respecto a la depresión. En la
Teoría de los Constructos Personales encontramos la noción de dilemaimplicativo para designar aquellos conflictos en los que un cambio deseadoimplica, en el contexto de la red de constructos que configura su sistema personalde significados, cambios no deseados en la visión de sí mismo. Cuando estosconflictos existen en un sistema personal el cambio se ve bloqueado. Dentro delProyecto Multicéntrico Dilema se ha desarrollado una nueva forma empírica deidentificar estos conflictos utilizando la técnica de rejilla.
•
En este estudio se compara una muestra de 69 pacientes diagnosticados por
trastorno depresivo mayor con 80 controles no clínicos. Se encuentra que los
dilemas implicativos son más prevalentes en la muestra clínica (72,46%) que en elgrupo control (40%; p < .000). Además, la frecuencia en la que los encontramosen los pacientes depresivos es más de tres veces mayor que los controles. Estosresultados plantean la posibilidad de que los dilemas implicativos tengan un papelen la etiopatogénesis y/o mantenimiento de la depresión mayor. Ello contribuiríaa explicar la dificultad de estos pacientes para resolver favorablemente losestados de ánimo disfóricos.

Instructions for a useful method of working with teams, groups or families consists of a Perceiver Element Grid (Procter, 2014), a Qualitative Grid in which people are asked to enter their goals for a piece of consultation in the boxes in the Grid. Specifically, the goals are how they would like all members of the group to be able to see each other and themselves after a period of useful change. The method quickly generates a large number of the group&#39;s own positive ideas. This solution focussed method can bypass too much consideration of the conflictual material which has led the group to require consultation. The method can also be used to evaluate qualitatively the change that occurs by repeating the method at the end of the intervention, or in the interim.

Data Grid environment is a geographically distributed that deal with date-intensive application in scientific and enterprise computing. In data-intensive applications data transfer is a primary cause of job execution delay. Data access time depends on bandwidth, especially when hierarchy of bandwidth appears in network. Effective job scheduling can reduce data transfer time by considering hierarchy of bandwidth and also dispatching a job to where the needed data are present. Additionally, replication of data from primary repositories to other locations can be an important optimization step to reduce the frequency of remote data access. Objective of dynamic replica strategies is reducing file access time which leads to reducing job runtime. In this paper we develop a job scheduling policy, called TLSS (Two level Scheduling strategy), and a dynamic data replication strategy, called TLRS (Two level Replication Strategy), to improve the data access efficiencies in a cluster grid. We study our approach and evaluate it through simulation. The results show that combination of TLSS and TLRS has improved 17% over other combinations.

In this article we present a system of 45 content categories for analyzing personal constructs elicited in the context of a repertory grid administration. These categories are divided into six basic areas: moral, emotional, relational, personal, intellectual/operational, and values/ ...

This paper presents an overview of the research that I have conducted as part of my PhD studies. The objective of this research is to describe and better understand how embodiment influences and augments an audience’s experience of data representations. It explores, through creative practice, whether embodying data in alternative modalities contributes to an audience's capacity to construct meaning and empathize with the data source.

I. Every sign is "connected with three th ingsl the groundl the objectl and the inter-pretant."1 II. In Morris' analysis of the dimensions of semiotic 2 we find the semanticl pragmatic and syntactic associated respectively with the objectl the interpretant and the "sign verhicle" of a sign. II I. Bense and Wa/ther3 consider the sign as a triadic relation, the mean (Mittel) I the object (Objekt) and the interpretant (I nterpretant) considered as domains opening the perspective to a system-theoretical approach to the sign. lt is quite evident that ground (Peirce) and sign vehicle (Morris) are not identicall but related. The same goes about the mean (Bense). In the first case we had the division into three branches: pure grammarl logic proper and pure rhetoric 4 ; in the secondl the "dimensions of semiotic" (semanticl pragmaticl syntactic); in the third: repertory (Repertoire) I sphere of objects (Bereich) and field of meanings (Bedeu-tung) 5 • A strict semiotical approach should consider both the historical developement (Peirce, 1897; Morris, 1938; Bense et al. 1971.-I did not mention F. de Saussurel who considered the sign from a different perspective) and the systematical. The decision to restriet the analysis of sign from the perspective of the set theory only to repertory * will at least prevent several possible misunderstandings. No matter how .disputable this could bel the sign is represented by a relation such as S = R(M 1 0 1 I) (a) according to Bimse, or by a graphical representation such as fig. 1 accord i ng to Walther. At least in principle the relation R might be consideredl up to a pointl an intersection in the terms of set theory orl rather fuzzy set theory I so that a given sign expresses the relation between a m' ean (m)l an object (o) and an interpreter (i). This can be shown through a pictorial representation (the Venn diagram). Of coursei restricting ourselves to the repertory the sign should be considered as s = (ml 0 1 i) EM x OM x IM (ß) * "Wir haben festgestellt, daß mit der Mengentheorie tatsächlich nur Repertoire-Relationen darstellbar sind, daß aber zur mathematischen Darstellung etwa der 0-Bezüge und I-Bezüge unbe-dingt die mathematische Kategorie-Theorie (MacLane) sowie die Ordinalzahltheorie John von Neumanns besser geeignet, ja notwendig sind ," (according to Max Benses suggestion)

The repertory grid technique is ideally suited to the study of the family and might have been designed with such a purpose in mind. Many forms of the grid, including Kelly's original one, include as elements members of the person's family, with the invitation to find ways in which they are seen as similar and different. The grid is indeed a useful tool both in formal family research and in exploratory and therapeutic family interviewing. This chapter describes the method involving the use of grids in my doctoral research on families (Procter, H.G., 1978 Personal Construct Theory and the Family: A Theoretical and Methodological Study. Unpublished PhD thesis, University of Bristol).

Este estudio explora las estructuras cognitivas, entendidas como sistemas de constructos, de pacientes afectadas de bulimia nerviosa (BN). Investigaciones previas sobre los sistemas de constructos personales con sintomatología alimentaria sugieren que éstas muestran una mayor distancia entre la construcción de su sí mismo y su yo ideal, y mayor rigidez. Además, este estudio explora la presencia de dilemas implicativos (DI). Se comparó un grupo de treinta y dos mujeres con diagnóstico de BN, con un grupo no clínico de 32 mujeres aparejadas por edad. Todas las participantes fueron evaluadas utilizando la técnica de rejilla (RGT). La presencia de DIs fue más frecuente en el grupo clínico (71,9%) que en el grupo control (18,8%), y se encontró, además, mayor polarización y mayor discrepancia yo-ideal (especialmente cuanto más larga era la historia de BN). Las medidas obtenidas con la RGT pueden ser útiles para la evaluación de la construcción del sí mismo y los conflictos cognitivos en pacientes con BN, y para apreciar su papel en este trastorno. Además, esta técnica puede ser útil en la clínica para explorar el sistema de constructos de los pacientes, especialmente para identificar los DIs que puedan estar manteniendo los síntomas u obstaculizando el cambio.