To Live Is to Know,to Know Is to Change: Change in Personal Construct Psychology and Psychological Constructivism

This article deals with the subject of personal change. As such, one could be tempted to say that it deals with psychology as a whole: What else should psychology be concerned with? But this is not exactly how things are, as I will argue by answering a first question: Is psychology, as a discipline, mainly concerned with the study of human change? To a second question—whether personal construct theory (PCT) in particular is mainly concerned with the study of human change—I give an affirmative answer, after some necessary qualifications. I would like to dwell particularly on answering a third question: Can the way personal construct theory deals with change be regarded as centering around a peculiarity? I am convinced that the revolutionary and cutting-edge nature of PCT can be fully appreciated only by pinpointing and highlighting such a peculiarity. In discussing this, I find it convenient to answer a last question: Is the way PCT deals with change akin to the way other theories handle it? After having discussed personal change as it is treated in PCT, I give a bird's eye view of the contribution of personal construct psychology to the fields of psychology more concerned with change—namely, developmental and educational psychology. The last part of the article will focus on the role of change in clinical psychology, and on what Kelly pointed out as the focus of convenience of his theoretical construction: personal construct psychotherapy as a relational process aimed at favoring a personal change.     

The Social and Personal Identities Scale: A Measure of the Differential Importance Ascribed to Social and Personal Self-Categorizations

A new measure sensitive to differences in the importance that people ascribe to their social (group) and personal identities is described. The Social and Personal Identities (SIPI) scale distinguishes between the interpersonal level of self which differentiates the individual as unique from others, and the social identity level of self whereby the individual is identified by his or her group memberships. In contrast to perspectives that emphasize the context-dependence of self-conception, our measure was designed to capture individual differences in participants' readiness to categorize themselves using group and personal self-categories as measured by the degree of importance or centrality assigned to each. Factor and reliability analyses support the scale's stability as a two-factor structure with high internal consistency, and these factors are modestly correlated. Results from six studies substantiate the scale's criterion and construct validity.     

The Mystery of Frightening Transcendent Experiences: A Rejoinder to Nancy Evans Bush and Christopher Bache

In this essay, I review Christopher Bache's (1994) perinatal account of near-death experiences (NDEs) and suggest that it does not go far enough. I then present a new model, bliss/abyss, derived from the study of mysticism; show that pleasant and frightening NDEs can be accommodated within the model; and discuss the predictions that can be drawn from the new theoretical framework. The implication for near-death research is that there may be several types of frightening NDEs beyond the three types recently identified by Bruce Greyson and Nancy Evans Bush (1992). I emphasize understanding the powerful emotional force that ensures that all frightening experiences, whether NDEs, perinatal, or spontaneous, have a taste of hell. Extending Bush's intuition, I argue that both pleasant and frightening transcendent experiences intimate the ultimate reality through the colored glasses of bliss and horror respectively. Finally, I suggest areas for further research.     

The Mutuality of Change and Personal Growth in Analytic Relations: Commentary on Paper by Lauren Levine

This discussion explores the ways in which the multiple roles that analysts assume in their training years and beyond (analyst, patient, supervisor, supervisee, student, and teacher) are complementary and mutually enhancing. I suggest that our patients' personal growth, expanded and enhanced sense of self, and healing of old wounds are integrally linked to our own. Our work with our patients informs our personal analytic work, which expands our work with patients, deepening our capacity for knowing ourselves and others, in a continuous mutually enriching loop of psychoanalytic exploration.     

Identification During Imposed Change: The Roles of Personal Values,Type of Change,and Anxiety

Using a person‐situation perspective, we explain what happens to individuals' identification with a collective in the context of a change. We propose that given the anxiety that often emerges during change, individuals' personal values (conservation and openness to change) interact with type of change (imposed vs. voluntary) in predicting identification following change. In a pilot, longitudinal field study (N = 61, 67% female) of an imposed university campus relocation, we measured employees' values and identification with the university before and several months after the relocation. In two lab experiments (Study 1: N = 104, 91.3% female; Study 2: N = 113, 75.2% female), we manipulated a change to be either imposed or voluntary and compared the relationships between values and identification across types of change. In Study 2, we also measured anxiety from the change. When change was imposed (all three studies), but not when voluntary (Studies 1 and 2), individuals' conservation was positively, and openness negatively, related to individuals' post‐change identification. The effects emerged only for individuals who experienced change‐related anxiety (Study 2). Our findings demonstrate that individuals' identification with a changing collective depends on the amount of anxiety change elicits and on the particular combination of their values and type of change.     

Change and Management of Complex Services: The Ethno-narrative Form to Support Good Living and Working Together

Nowadays, managing change in complex services requires that middle management re-designs its objects and professional practices, in order to cope with new needs. It seems therefore crucial to activate training settings that allow managers to: (1) develop research and analytical skills on their own work practices and professional objects; (2) face and manage conflict, related to every change, that represents an opportunity to reflect and review one's own practices; and (3) build new and shared repertories of managerial practices, able to support a better form of living and working together within the management community. Moving from these hypotheses, inside the setting of a training intervention conducted in an educational service, the article discusses a specific tool used to generate opportunity of exchange, and reflection, within a challenging framework of change.     

Identity Status Change Within Personal Style Clusters: A Longitudinal Perspective From Early Adulthood to Midlife

Differences in identity stability and change from age 36 through 42 to 50 were examined between three male and female personal style clusters extracted at age 27. We expected, first, the identity statuses to consistently differ between the clusters and, second, those with the least mature identity to move closer to others during midlife. Differences between the personal style clusters were discovered on all identity statuses across ages. Although significant personal style × age interactions were not detected, some evidence of pace-of-development differences emerged for women: Initial differences in identity maturation between the female groups partially leveled off by midlife. In men, early adulthood identity maturation in the conflicted group was however followed by a re-decline in later midlife.