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Exercise 5.1 Practising Process Analysis

Look at the grid which you elicited when you did Exercise 3.2. Go through the

process issues, under the headings of ‘topic’, ‘elements’, ‘constructs’, and

Table 5.1 Characterising constructs

Construct Type

Would require careful planning

of application form, reading

up on things

– I could start without

any special preparation

Behavioural

Requires dedication,

commitment, heart

– Requires a cool head Unremarkable?

Not a bandwagon or a fashion:

could really make a difference

to other people who need me

– Just the current fashion,

may sound good but not

really genuine

Core construct

Men rarely do this – Men as likely to do

this as women

Propositional.

Might be useful in

a counselling setting

Has its stresses; am a bit

nervous of it

– Any problems

encountered wouldn’t

be stressful

Affective

My learning would be

through people who want

to help me

– My learning would be

through people just doing

their own thing

Attributional

Best for me in the long run – Won’t do quite so much

for me

Evaluative

The topic was ‘How I might spend the next year’, by a mature student with a general degree in

psychology currently finishing a postgraduate diploma in education. He was particularly

interested in what would be the best choice so far as his personal development was concerned. The

elements were

. a year’s voluntary work

. a job in a secondary school

. register for an MPhil/PhD

. register for an MA in educational psychology

. look after their baby while his wife supported the family

and, given the developmental flavour to the grid, two self elements:

. me as I am now

. me as I intend to be.

‘ratings’ described in Section 5.3.1, and try to remember anything which

happened under these headings when you conducted that interview.

. How many of these involved procedural mistakes on your part? Don’t worry

if there were a lot of those. You improve with practice!

. How many issues can you remember? Probably not many, particularly if

your first grid was some time ago.

. If you can, talk to the colleague from whom you elicited that grid. Can s/he

help you to remember anything else that’s worth noting about the process?

Remember: process analysis needs doing soon after the grid was elicited. If

you don’t plan to do any further analysis for a while (perhaps because you’re

doing a series of grid interviews), it’s useful to make notes of your impressions

of the process shortly after the interview took place. And, unless there is some

special reason why you can’t, always consider discussing your process

impressions with the interviewee.

Now return to Section 5.3.2 and carry on

reading.

Exercise 5.2 Practising Eyeball Analysis and

Construct Categorisation

Working with the grid in Appendix 2 (the one you used for Exercise 4.1), carry

out an eyeball analysis; in other words, answer the following questions:

(a) What the interviewee is thinking about:

. How did the interviewer negotiate the topic with the interviewee?

. What was the qualifying statement?

(b) How the interviewee represented the topic:

. What were the elements?

. How were they agreed?

(c) How does the interviewee think?

. What are the constructs?

(d) What does the interviewee think?

. What kind of scale is used, and how would you characterise the ratings?

(e) Look at the supplied elements and constructs

. At an initial glance, which element seems as though it received the most

similar ratings to the supplied element?

. Similarly, form a quick impression of which construct seems to have

received the most similar ratings to the supplied construct.

(f) Draw your conclusions

. What are the main points, bearing in mind any process analysis you

have already conducted?

Now check your answers and reasoning in

Appendix 1.4.

Exercise 5.3 Characterising Constructs

Glance again at the grid produced in Appendix 2. How would you

characterise the constructs? Which would you want to explore in more

detail with the interviewee because they appear to be

(a) core

(b) propositional

(c) affective

(d) evaluative

(e) attributional?

Now check your impressions in Appendix 1.5.