No description available.

Thesis (M Ed (Human Resources Studies)) --University of South Australia, 1994

Thesis (Ph.D)--University of Wollongong, 2003. / Typescript. Includes bibliographical references: leaf 366-409.

No description available.

Thesis (Ph.D.)--University of Western Australia, 2008.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 132-135).

Empirical investigation of the tenets of Object Relations Theory is recent. This study of the theoretical convergence between Object Relations Theory and Personal Construct Theory brought a new direction to the empirical investigation. It was hypothesized that individuals who displayed a well developed level of object relations, as measured by Object Relations Theory, would also display a highly adaptive blend of cognitive complexity and ordination, as described by Personal Construct Theory, and vice versa. A correlational analysis of personality measures on 136 college students approached but did not attain statistical significance. Results indicated no significant theoretical convergence between Object Relations Theory and Personal Construct Theory. Further research is warranted only if greater variability in sample age, life experience, and psychopathology is assured.

This thesis describes a research study that examined how collaborative reflective practice with three staff members in a middle years school affected their psychological constructs of what constitutes a good school. Using an action research design, the study made use of personal construct psychology and the methodology of repertory grid technique. Repertory grid results were analyzed using methods developed from personal construct theory (cluster analysis, principal components analysis and messy change grid analysis). This permitted insight into the nature and processes of changes that occurred. These processes were examined in light of Leithwood’s work on teacher development and Fullan’s thoughts on educational change. Using these models as an analytical framework, an evaluation was made of the potential uses and value of repertory grid technique in middle schools. The technique aligns well with the Leithwood and Fullan models and has notable benefits and advantages to offer the field of educational leadership.

This thesis describes a research study that examined how collaborative reflective practice with three staff members in a middle years school affected their psychological constructs of what constitutes a good school. Using an action research design, the study made use of personal construct psychology and the methodology of repertory grid technique. Repertory grid results were analyzed using methods developed from personal construct theory (cluster analysis, principal components analysis and messy change grid analysis). This permitted insight into the nature and processes of changes that occurred. These processes were examined in light of Leithwood’s work on teacher development and Fullan’s thoughts on educational change. Using these models as an analytical framework, an evaluation was made of the potential uses and value of repertory grid technique in middle schools. The technique aligns well with the Leithwood and Fullan models and has notable benefits and advantages to offer the field of educational leadership.

The thesis is based on the notion that a person's behaviour is largely a result of the interplay between his beliefs and values. A model is described which ccmbines Personal Construct Theo~J (as a means of describing beliefs) and Multi-Attributed Utility Theory (as a means of describing values) in order to predict purposive choice behaviour. The model is applied to choice of records, books, clothes and role behaviours and is found to predict choices with a high degree of accuracy. Prediction using personal constructs is shown to be superior to that using supplied dimensions. Furthermore, construct weights elicited by a lottery tech~que are shown generally to be purposespecific and to give better predictions of behaviour than UIUt weights. The model is then used to investigate the sentencing of offenders by magistrates and is again found to predict behaviour with a high degree of accuracy. The data also indicate the problems inherent in using verbal measures of construct similarity since the same words may be used differently and different words may be used similarly. Claims for the model's broad applicability are illustrated by using the model to reformulate the concepts of 'attention' and 'role' and a means of operationally defining role conflict is suggested.