fei75766_ch19_610-639.indd 611  02/06/20 01:53 PM
Chapter 19     Kelly: Psychology of Personal Constructs611
Arlene, a21-year-old college student majoring inengineering, wasbalancing a
heavy academic schedule withafull-time job.Herlifesuddenly became even
more hectic when her10-year-old carbroke down. Now shefaces animportant deci-
sion. Assheinterprets herworld, sheseesthatshehasseveral choices. Shecould 
haveheroldcarrepaired; shecould borrow money topurchase anearly newusedcar;
shecould walktoandfrom school andwork; shecould askfriends fortransportation; 
shecould quitschool andmove backhome withherparents; orshecould choose 
among several other options. 
Theprocess bywhich Arlene (oranyone) makes adecision iscomparable to
those processes followed byscientists when theyapproach aproblem. Likeagood 
scientist, Arlene followed several steps ofdecision making. First, sheobserved her
environment (“Iseethatmycarwon’t run”). Next, sheasked questions (“How can
Istayinschool andkeepmyjobifmycarwon’t run?” “Should Ihavemyoldcar
repaired?” “Should Ibuyanewer car?” “What other options doIhave?”). Third, she
anticipated answers (“Icanhavemyoldcarfixed, buyanewer one,relyonfriends for
transportation, orquitschool”). Fourth, sheperceived relationships between events 
(“Quitting school would mean moving backhome, postponing orgiving upmygoal
ofbecoming anengineer, andlosing much ofmyindependence”). Fifth, shehypothe -
sized about possible solutions toherdilemma (“IfIhavemyoldcarrepaired, itmight 
costmore thanthecarisworth, butifIbuyalate-model usedone,I’llhavetobor-
rowmoney”). Sixth, sheasked more questions (“IfIbuyadifferent car,what make, 
model, andcolor doIwant?”). Next, shepredicted potential outcomes (“IfIbuya
reliable car,Iwillbeabletostayinschool andcontinue myjob”). Andfinally, she
attempted tocontrol events (“Bypurchasing thiscar,Iwillbefreetodrive towork 
andearnenough money tostayinschool”). Later, wereturn toArlene’s dilemma, 
butfirstwelookatanoverview ofpersonal construct theory aspostulated byGeorge 
Kelly. 
Overview of Personal Construct Theory
George Kelly’s theory ofpersonal constructs islikenoother personality theory. Ithas
beenvariously called acognitive theory, abehavioral theory, anexistential theory, and
aphenomenological theory. Yetitisnone ofthese. Perhaps themost appropri -
atetermis“metatheory,” oratheory about theories. According toKelly, allpeople 
(including those whobuild personality theories) anticipate events bythemeanings 
orinterpretations theyplace onthose events (Stevens &Walker, 2002). These mean -
ingsorinterpretations arecalled constructs .People existinarealworld, buttheir
behavior isshaped bytheirgradually expanding interpretation orconstruction ofthat
world. They construe theworld intheirownway,andevery construction isopen to
revision orreplacement. People arenotvictims ofcircumstances, because alternative 
constructions arealways available. Kelly called thisphilosophical position construc -
tive alternativism.
Constructive alternativism isimplied byKelly’s theory ofpersonal constructs, 
atheory heexpressed inonebasic postulate and11supporting corollaries. Thebasic 
postulate assumes thatpeople areconstantly active andthattheiractivity isguided by
thewaytheyanticipate events.Final PDF to printer