Journal of Adolescence x979 2, x39-x52

Illustrations of the use of s e l f - i d e n t i t y plots

to m e a s u r e c h a n g e w i t h y o u n g offenders
W,H, LOCKHART

After an introduction on how to derive a self-identity plot from the

element distances given in an Ingrid analysis of a repertory grid, an attempt
is made to demonstrate the usefulness of the technique both as a diagnostic
tools and as a way of monitoring changes due to therapeutic intervention.
Two examples are given, in the first instance of a disturbed, withdrawn
adolescent boy with verbal communication difficulties and in the second
of a delinquent of below average intelligence and poor reading skills.
Clinical and behavioural information is given in order to show how the
interpretation of the self-identity plots can be validated in terms of
behavioural correlates.

INTRODUCTION
In spite of the emphasis commonly placed upon individual treatment of
adolescent offenders in the residential setting it is remarkable how much
research into the effects of residential intervention is reported almost ex-
clusively in nomothetic terms, that is in terms of the differences in means,
standard deviations, etc., between various criterion groups (e.g. Cornish and
Clarke, i975). Not surprisingly such research has been strongly eritieised b y
those working in the residential field for its relative crudity and insensitivity.
T h e y have argued that while it is true that many of their youngsters do indeed
go on to reoffend after leaving their care it would be wrong to simply dismiss
such intervention as ineffective and worthless. It has been the frequent
experience of residential workers that many of their children do develop and
change for the good in all sorts of ways which are often not measured by such
etude indices as reconviction rates and paper and pencil personality tests.
T h e purpose of this paper is to demonstrate a method of measuring how a
young person sees himself in relation to various significant people in his
environment. It makes use of the young person's own ways of judging others
a,'ad in this sense is individually tailored and highly personalised; a charac-
teristic which differentiates it from most other psychological tests. It is

*Senior Psychologist, Lisnevin School, 2z Belfast Road, Newtownards, County Down,

BT23 4ET, Northern Ireland
oz4o-x97x179[o2ox39 + 14 $o2.oo!o 9 x979 T h e Association for the Psychiatric Study of Adolescents

x39
14o W.H. LOCKHART

sensitive to relatively small changes in how the young person perceives him-
self with respect to others, this makes it valuable in measuring aspects such as
the effects of residential treatment, etc.
It derives from the Repertory Grid Technique of the late George Kelly
(i955) and was developed by Maklouf-Norris (i972). The method is based on
the element distances given in Slater's Ingrid '72 computer programme for the
analysis of grids (available as part of the Grid Analysis Package at many
University Computer Centres). The elements are typically significant
people--representative of the subjects personal social environment such as
"mother", "father", "disliked teacher", etc., and also include the key
elements "myself as I am now" and "myself as I would like to be".
The constructs are the ways in which a person is likely to judge or perceive
the elements. The subject is asked to rate or rank each element on each
construct which results in a numerical matrix or grid which is then analysed
using Ingrid '72.
The Ingrid Programme gives the distances between any pair of elements a s
a ratio of the expected distance between all pairs of elements in the grid. This
measure has a minimum of o, a mean of x, and seldom exceeds 2. Element
pairs with a distance close to o are seen as being similar, with a distance close
to z as being dissimilar and with a distance close to I as being neither similar,
nor dissimilar but indifferent to each other.
Norris and Maklouf-Norris (i976) point out that we can use this measure to
examine how a person identifies himself as similar to certain people but
different from others. Their procedure is to plot all elements on two ortho-
gonal axes defined by "myself as I am now" (actual self) and "myself as I
would like to be" (ideal self), with axes intersecting at I. By looking at the
distances from actual self and ideal self simultaneously using the two axes we
obtain what they refer to as a self-identification plot. Elements at distances
dose to x on both axes do not contribute to this self-identification in that they
are neither like nor unlike either the actual or ideal self. For practical purposes
a central area between o.8 and 1.2 on both dimensions is marked by dashed
lines (see Figure I). Elements within these limits are close to the average of all
element distances and being neither similar nor dissimilar to either self-
element are not regarded as contributing to significantly to the self-identity
plot.
The description of the method so far has been somewhat technical and is,
perhaps, best illustrated by giving actual examples of its use. In Lisnevin Self-
Identification plots from a Repertory Grid have been used as part of the assess-
ment procedure, in selected cases, for some years now and has shown itself to
be both a valuable and valid instrument, it has the added advantage of being
useful for plotting changes in how a person sees himself during a course of
treatment such as residential intervention, psychotherapy, etc.
 USE OF SELF-IDENTITY PLOTS x4I
EXAMPLE t
This particular case has been chosen because of its unusual and interesting
aspects which highlight some of the advantages of grid technique.
Norman, a small frail looking, I4-year-old, arrived in the Regional Assess-
ment Centre after appearing before a Juvenile Court and being committed for
a period of residential training on the grounds that he was beyond parental
control and in need of care, protection and control. He is the only child of a
broken marriage. The marital situation had never been stable, father was in
late forties and mother late thirties at time of marriage, with mother six
months pregnant. The father had rarely lived with his wife and son during the
marriage and a legal separation was finally granted when Norman was eight
years old. After this date Norman lived with his mother who is said to have
smothered him with affection, over-indulged him and set him few limits for
his behaviour. At primary school Norman was observed to be fearful and
unhappy, with very poor relationships with his peers. The situation gradually
deteriorated so that by the time he was I2 he was refusing to attend school or
to engage in any form of social interchange outside his home. Within the
home, while he was felt to have an extremely close relationship with his
mother, he was said to have completely dominated her to the extent of
holding her a virtual hostage in the house. He was known to have attacked her
on several occasions, leaving her cut and bruised. At one time he threatened to
kill her with an axe and bury her in the back garden. Psychiatric and social
service help was requested and the first attempts at intervention were aimed
at keeping Norman at home. However, the situation failed to improve and it
was thought to be necessary to remove Norman from home and take steps for
his mother to be admitted to a psychiatric hospital because of her high levels of
anxiety and distress.
A consultant psychiatrist, in his assessment of Norman wrote: "He tends
to have an introverted and schizoid personality. It would appear that he has no
real guide lines set for his behaviour at home, and his mother over-indulged
him in the past, and is now unable to control him. It is important that he
should be socialised and encouraged to mix with his own age group".
Behavioural observations of Norman while in the assessment centre are
summed up by the following quotation from a pen picture written at the
time:

"On admission Norman was a pitiful sight, sitting pathetically and only talking
in monosyllables. He never integrated with his peers who remained fairly
tolerant and understanding. At no time would he approach staff or boys and
when spoken to he would reply, speaking out of the side of his mouth and
without opening his teeth. When in the common room he would return to the
same chair in a corner, looking and listening suspiciously to all that went on.
x42 W.H. LOCKHART

As well as sitting in a corner Norman also remained at the rear of the group,
always following behind and continuously looking around as if in fear of whom
or what might be following him.
Norman was always very untidy and it was necessary to encourage him to
wash properly, tidy his clothes, tie his shoe laces and brush his hair. He pursued
any tasks required of him slowly without doing them well. During meals
Norman was observed using his fork to eat a cereal, rarely using a knife and
when in any difficulty dividing his food with his hands. When he finished a
meal his table was usually in a mess and it was always necessary to ask him to
tidy up."
Testing on the Weschler Intelligence Scale for Children showed Norman to
be of average intelligence with high average scores on the comprehension,
similarities and vocabulary subtests and low average scores on the timed
performance subtests such as block design and coding. On the Junior
Eysenck Personality Inventory he was rated as highly introverted, with the
other scores falling within normal limits.

Method
Because of Norman's difficulties in verbal communication it was decided to
supplement the normal psychological assessment by using a repertory grid
investigation. As elements for the grid he was presented with I2 cards with
various title roles written on them and asked to choose, where appropriate, a
person to fit that title and to write the name of that person in pencil on the
card. He was also asked if he would like to include any other persons as
elements but he declined. Consequently the following element list was used:
x. Myself as others see me (social self)
2. Myself as I am now (actual self)
3. Myself as I would like to be (ideal self)
4- M y mother
5. M y father
6. An aunt
7. An uncle
8. A disliked teacher
9- A liked teacher
Io. A liked boy
I I. A disliked boy
I2. A girl who is O.K.*
Using the Self-Identification method developed by Kelly (1955) seven
constructs were elicited. This entailed presenting Norman with three cards
made up of "myself as I am now" and two other elements. He was asked to

* T h e title orginally g i v e n i n x2 above was " A liked girl" b u t as N o r m a n could t h i n k of

n o girls t h a t he liked it h a d to be modified to a " G i r l w h o is O . K . "
 USE OF SELF-IDENTITY PLOTS ,43

state in which way two elements are alike and thus different from the third,
this procedure was repeated a number of times until a suitable number of
bipolar constructs were elicited. This proved to be a difficult task for Norman
which accounts for the lower number of constructs than normal--usually
between xo and x5. The constructs were as follows:
i. Quick tempered--calm
2. Happiest person--unhappiest
3. Like best--not liked
4. Hides feelings most---open
5. Good sense of humour, plenty to talk about--no humour
6. Kind---cruel
7- Understands me best--does not understand me
Norman then ranked all the elements according to the above constructs.
The whole procedure was somewhat arduous as he took a long time in making
his decisions.
After the five week assessment period Norman was transferred to a training
school (equivalent to a former approved school) and was quickly placed in the
intensive care unit of the school. The assessment recommendations--that
Norman should be encouraged to socialise and mix with his own age group,
that he should, if necessary, be forced to participate in activities and that a
social skills training programme should be developed was implemented. He
was involved in a considerable amount of individual and group counselling.
The general atmosphere in the intensive care unit was such that, while warm,
friendly and supportive, he could not escape from personal involvement with
both staff and boys.
. Seventeen months later Norman was re-tested using the same elements and
constructs as in the first grid. This was just prior to his release from the train-
ing school to return home and seek employment. Once again the testing
PrOcedure was difficult because of his slow responses. At the time of the
second testing he had been transferred from the intensive care unit and been
living for two months in one of the open units in the school; this meant that he
had considerably more freedom and was required to cope using his own
resources to a greater degree.

Results
Both grids were analysed using the Ingrid '7 z computer program and the
differences between the grids examined using the Delta program designed for
that purpose.
The general degree of correlation between the two grids was 0-54, the major
variation.appeared to be accounted for in different rankings of the elements--
"Myself and I am now", " M y mother", and "A disliked teacher", and also in
z44 W.H. LOCKHART

changes in the use of the constructs, defined by their emergent poles as:
Hides fcelings most and good sense of humour, plenty to talk about.
Using the method described earlier a self-identity plot was drawn up for
each grid. Figure z represents the plot for the initial grid. As can be seen only
"Mother" lies closer than 0.8 units to actual self while no element lies
significantly close to ideal self. In their operational definitions Norris and
Maklouf-Norris (z976) describe such a feature as an example of Social
Alientation, i.e. there are not more than two non-self elements within a
distance of o-8 from either actual self or ideal self.
Figure 2 represents the plot for the second grid, taken after a period of
residential treatment. In this case two elements "A liked boy" and "A girl
who is O.K." have moved closer than 0.8 to ideal self while "Mother" has
moved greater than 0"8 away from actual self. "Myself as others see me"
(social self) identifies more closely with actual self and is the only element
closer than o.8 to actual self. "Father" remains unlike both actual and ideal
self.
Discussion
It would seem reasonable to suggest that had one been given only the self-
identity plot data without the other case history information on Norman it
would still have been possible to predict that he was a person operating within
2-0

1'8 -

l'G

1.4
Social self-{-
Disliked boy "{-
"{- Fat her
1"2 r
I
:6Tt]TkTd leacher
+Aunt I
I I
I'O !
1 ,~Liked 9",oo~,,r ' '
Mother -~- J-Uncle I
O.K.girlI "]-
0"8 L .... __+__ J
Liked boy
ACIuOl~ l f

0.6

0"4

0.2
I~eol tell
I I I A I I I , l I
0"0 0-2 0"4 0"6 0"8 1,0 1"2 1.4 I-6 1"8 2.0
Figure x. Example z. Self-identit3' plot, first occasion
 USE OF SELF-IDENTITY PLOTS z45
2"0

1"8

1"6;
Disliked
teocher

1"4
Actuo!
=elf + Fother
"I" SocioI
I'2 self r -I
I
I
l~isliked I
boy .f. I
I'0 +JA=.t
IL Iced+ I
l,--=he*i + I+U~ole
t Mother J
0"8

0"6 Liked boy -[-

O.K. ~rl +
0"4

0"2

0"0 "i I I I I I "~ I I I

0.0 0"2 0.4 0.6 0-8 I'0 1.2 1.4 1.6 1.8 2.0
Figure 2. Example z. Self-identity plot, second occasion.
severe behavioural constraints. Indeed it would have been possible to predict
some areas in which his behaviour would be unusual. Figure x represents a
social alienation plot which encompasses both actual self isolation and ideal
self isolation. According to Norris and Maklour-Norris (I976) such plots are
not at all common and are usually symptomatic of considerable disturbance.
Across the seven constructs used in the grid the only person Norman could
see himself as being like was his mother. He could not define himself in terms
of any other person; one would feel that for a I4-year-old boy this would be
indicative of an intense but pathological relationship. Nor could he define his
ideal self in terms of any person in his personal-social environment. He was
able to define what he does not want to be in terms of others (i.e. "Father",
',Disliked boy", and "Social self") but not what he wants to be. Such a
situation would seem to represent a rather stagnant, resistant to change
situation in which he had no one on whom to model his ideal self and thus
has little motivation for change. The one ray of hope could be the reaIisation
that the "social self is very unlike the ideal self which might provide some
motivation to seek a direction for change.
The situation as depicted in Figure 2 appears to b e somewhat healthier.
After a period of 17 months living in a close personal environment with adults
and other boys of his own age range, in contrast to the virtual hermit existence
,46 W. H. LOCKHART
which had pertained at home, two elements have moved to within 0.8 of his
ideal self, these are "A liked boy" and "A girl who is O.K.", "Father"
and "Social self" are still seen as unlike ideal self. Therefore these results
would indicate that Norman has now someone on whom to model himself,
i.e. two of his peers. The like actual self space has emptied except for "Social
self" with "Mother" having moved to a more neutral position which may
indicate that the intense but morbid relationship with mother has now broken
down. "Father" still remains unlike ideal self and is now more pronouncedly
unlike actual self. The distance between actual self and ideal self has widened
considerably which may represent self-dissatisfaction especially compared to
the situation in Figure I and may thus indicate a recognition of the need to
change. Such change is likely to be in a direction away from the present social
self.
The situation in Figure 2 may be summed up as still far from healthy with
actual self isolation being apparent, meaning that Norman is likely to feel
himself alone or apart from others--not sharing their thoughts, feelings or
behaviour, but the motivation for change and the directions in which change is
likely to take place are now discernible. He now has persons on whom he
would like to model his ideal self, he is dissatisfied with his social self and
experiences a great gulf between his ideal self and actual self. Perhaps it
would not be too far fetched to describe Norman as being either on the
threshold of change or at least demonstrating the potential for change.
In an attempt to validate the situation as depicted in Figure 2 in terms of
behavioural observation the author spoke to the staff responsible for Norman's
care while in the training school and intensive care unit. The staff in the
intensive care unit described Norman as the most changed boy who had ever
passed through the unit; from being a complete isolate he had come to engage
in and even initiate conversation and had shown himself to have a subtle sense
of humour which while often wasted on his peers, had not gone unnoticed by
the staff. The work instructor was less glowing in his assessment of Norman
but still felt that he had shown an improvement in social relationships and
could survive in outside employment. In the open unit where Norman had
s p e n t the last two months, and which is perhaps more realistic of conditions
in the outside world than the supportive environment of the intensive care
unit, the housemaster described him as being withdrawn, without any close
friendships, but as being quite capable of surviving in what can at times be a
very difficult environment. He rarely engaged in what might be described a
social conversation but was competent in essential exchanges, such as requests
for more food, cigarettes, etc. The housemaster felt that there had been some
regression in Norman's behaviour since moving from intensive care and
believed that a small group with considerable support and interest would best
suit his needs if progress in socialisation was to be continued.
 USE OF SELF-IDENTITY PLOTS x47
EXAMPLE z
Jimmy, a bright-eyed, pleasant looking Is-year-old was admitted to the
Special Unit of Lisnevin School after appearing in Juvenile Court. He had
been charged with a number of offences including burglary and maliciously
setting fire to premises. He had made a number of previous court appearances
on similar charges. He is the third child but eldest son in a family of seven.
The first xo years of his life were very unsettled as his father was a member of
the Armed Forces which meant frequent changes of address both at home and
abroad. In fact, Jimmy spent much of the first five years of his life not living
with his own family but with that of his mother's sister. On the demobilisation
of his father the whole family went to live in a housing estate in a rural town
where his father took employment as a security officer which meant irregular
working hours.
The social worker's report on Jimmy suggested considerable marital
conflict at home, especially with respect to child management, with each
parent taking a different approach to discipline. Mother was said to be lax,
over-protective and unable to control Jimmy. While father was strict and
authoritarian which often brought father and son into conflict. Jimmy
admitted to having a very bad relationship with his father.
Testing on the Weschler Intelligence Scale for Children showed Jimmy
to be of below average intelligence. He had a serious reading problem and a
very poor school attendance record because of truancy.

Method
As part of the standard procedure for boys on admission to the Special
Unit Jimmy was asked to complete a Iz element • i2 construct ranked
repertory grid. The procedure for administration and analysis was similar to
Example x. In this ease the elements for the grid were:

I. Myself as I am now (actual self)

2. Myself as I would like to be (ideal self)
3. My mother
4. M y father
5. My brother
6. My sister
7. A liked person
8. A disliked person
9. A liked teacher
io. A disliked teacher
xI. A school truant
x2. Someone who does jobs (a juvenile delinquent)
148 W. H . L O C K H A R T

The constructs elicited from Jimmy for the grid wcre:

I. Do break ins--don't do break ins.
2. Good--bad.
3. Carry on--don't carry on.
4. O.K. to gct on with--disliked.
5- Can speak to--cannot speak to.
6. Like football--don't like football.
7. Dishonest--truthful.
8. Mitch--don't mitch (i.e. truant)
9. Don't like school--like school.
IO. Like--hate.
II, Pool---not a poof.
I2. Know better--know least.

Jimmy settled quickly into the Special Unit and made good progress. As
part of the treatment programme he was offered weekly sessions of individual
client-centred counselling with the author. He accepted and attended the
sessions regularly over a seven month period. Notes made after each session
revealed that he spent a great deal of his time talking about and exploring his
relationship with his father.
Unit staff at a case conference held on him at the end of seven months
considered that he had made sufficient progress to allow him to return home to
seek employment. He appeared to have matured and showed much more
settled behaviour. He had made steady gains at reading. He was receiving
regular weekend leave at home with good reports from his parents. There was
no evidence of any further delinquent involvement. Then the machinery for
his release was set in motion.
Just prior to leaving Jimmy was asked to complete a second repertory grid
using the same elements and constructs as in the first instance. Both grids
were then analysed using the Ingrid '7 z and Delta Computer programs.

Results
The Delta program which can be used to highlight the main points of
difference between the grids gave a general degree of correlation of 0.53. The
major variation appeared to be accounted for in different rankings of the
elements "Myself as I would like to be", "Myself as I am now", " M y father"
and " M y mother" and also in changes in the use of the constructs, defined by
their emergent poles as "Carry on", "Can speak to", "Like" and "Know
better".
Self-identity plots were drawn up for both grids and are shown in Figures 3
and 4.
 USE OF SELF-IDENTITY PLOTS x49
2.0

1,8

1,6

I-4

-j- Datinquent
1.2 t
Actual
A self Truant+ 1
Disliked +
!
per=on
~q-Distlked teacher
!
I'0 I I
$i,lerl-l- +Liked garaon
+Motl,~r

I I
.~o.Li2de~ , a ;he r
0.8

0,6

0,4

0-2

~ Ideal self
0.0 -! I I I I I I I |
0.0 0"2 0"4 O.G 0.8 1.0 1"2 1.4 1"6 1.8 2.0

Figure 3. Example 2. Self-identity plot, first occasion.

Figure 3 represents the plot for the grid taken on admission to the Unit.
It can be seen that Jimmy identified his actual self most closely with two boys
described by him as a delinquent and a truant. His father, his mother and a
disliked teacher were depicted as being significantly unlike his actual self.
As in the first plot in example x (see Figure z) there is ideal self isolation. That
is none of the elements are closer than 0.8 units to the ideal self. "Delinquent"
lies greater than i.z units from ideal self and in this sense identifies the ideal
self in terms of whom he does not want to be like rather than whom he would
wish to be like.
The situation on leaving the unit, as plotted in Figure 4, has changed con-
siderably. "Brother" and "Sister" have moved towards actual self and are
now identified with actual self while "Delinquent" and "Truant", while still
in the significant region, have moved away from the actual self compared to
the first occasion. Perhaps most importantly both "Mother" and "Father"
have moved away from the unlike actual self area into the like ideal self region,
which means that Jimmy has now some one on whom to model his ideal self.
"Delinquent" remains in the unlike ideal self area while truant just fails to
reach significance.
z5o W. H. LOCKHART
2,0

1"8

1"6

1.4
DeTinque~t -{-

1"2 --
Actual self
Truant.J.l~------
10isllked
I perSOn
II
I'0
-}-ISIster
r
~Ukea perr.on
I ,Liked te~ch~f
Brother+ I -I-ioidiked tt~ol~r
0"8 .... _1
+Mother
~Fcther
0"6

0"4

0"2

0'0 Ideal self

I I I I I I I I
0-0 0-2 0-4 0-6 0-8 I'0 1"2 1"4 1"6 1-8 2"0

Figure 4. Example z. Self-identity plot, second occasion.

Discussion
The self-identity plot in Figure 3 fits the facts known about Jimmy from
his social worker's report. He was known to have a long standing involvement
in delinquency and truancy which led to his removal from home. It is not
surprising then that he identified most closely with a delinquent and a truant
since these were most closely related with his way of life for some years. He
was also known to have a poor relationship with both parents but especially
his father; this is reflected in the plot. He saw his ideal self as being unlike tile
delinquent which might reflect some desire to change his delinquent life style
but the fact that he had no one on whom to model his ideal self may help
explain the persistence of his delinquent behaviour. In fact, it had been
observed that after each previous court appearance Jimmy had made a
genuine effort to stay out of trouble, unfortunately, he was unable to maintain
this effort for more than a few weeks at a time.
It was noted earlier that Jimmy spent much of his time during counselling
sessions in exploring his relationship with his father. In doing so he became
noticeably more emphatic to his father's point of view, and the difficulties
which he experienced working irregular hours as a security officer in the
present Northern Ireland situation. This increased empathy in turn led to a
 USE OF SELF-IDENTITY PLOTS zsx
decision to become more co-operative in his behaviour towards his father
which in turn was met by a positive responseby his father by way of increased
pocket money,purchaseof fishing equipment and the inclusionof Jimmy and
his next eldest brother on fishing trips with father. There appeared to be a
general decreasein tensions, rows, etc., within the family.
This state of affairs would appear to validate the plot in Figure 4- The
situation looks a great deal more healthythan in Figure 3. Jimmy now identi-
fies quite closelywith his brother (who had no delinquent record) and his
sister and less so with his delinquent peers. He now has a clearfigureon whom
to model his ideal serf, namelyhis father and to a lesser extent his mother.
Both father arid mother have moved closer to actual self which again would
appear to be a positive feature suggesting improved relationships.
In terms of prognosis Figure 4 shows encouraging signs which would
suggest that his revised self-conceptmay now provide him with the basis of
staying out of trouble, i.e. his closer identification with non-delinquent
familymembers.This predictionhas in fact been validated, as investigationof
Jimmy's behaviour in the two and half years since he left the Special Unit
has shown that he has not been convicted of any criminal offence.He has
maintained steady employment--a job incidently secured for him by his
father and regarded by Jimmy as a further sign of his father's goodwill and
acceptance of him. The improved relationships within the family appear to
have been maintained.
Although, in fact, the results from both grids were not analysed until after
Jimmy left the Unit it would seem reasonable to suggest that had the plot
from the first grid been available it would have been a valuable assessment tool
and could have been used to suggest goals for future management. For
example, it would have highlighted his lack of identification with his parents
and shown that this would be a fruitful area for therapy if Jimmy was to be
expected to return home to live with them.

CONCLUSION
The self-identity plot derivable from an Ingrid Analysis of a repertory grid
has been shown to be a valuable tool, especially where there are difficulties in
verbal communication, or reading, both in individual diagnostic assessment
and as a method of measuring personal psychological change over a period of
time or as a result of therapeutic intervention. Its interpretation can be
validated in terms of behavioural observations.

REFERENCES
Cornish, D. B. and Clarke, R. V. G. (z975). Residential Treatment and Its Effect on
Delinquency. Home Office Research Study No. 32. London: H.M.S.O.
x52 W . H . LOCKHART
Franselta, F. and Bannister, D. (I977). A iVlanual for Repertory Grid Technlque
London and New York: Academic Press.
Kelly, G. A. (x955). The Psychology of Personal Constructs. New York: W. W. Norton
& Co.
hlaklouf-Norris, F. and Norris, H. (197z). The obsessive compulsive syndrome as a
neurotic device for the reduction of self-uncertainty. Brltishffournal of-Psychiatry
x2I, 277-88.
Norris, H. and Maklouf-Norris, F. (x976). The measurement of self-identity. In
The i~1easurement of Intrapersonal Space by Grid Technique. Slater, P. (Ed.).
Vol. x. London: Wiley.
Slater, P. (t968). Summary of output from D E L T A . Unpublished manuserlpt,
St. George's Hospital, London.
Slater, P. (x974). The reliability and significance of grids. Unpublished manuscript,
St. George's Hospital, London.
Slater, P. (Ed.) (x977). The ~leasurement of Intrapersonal Space by Grid Technique
Vol. 2 London: Wiley.
For repertory grid techniques themselves, refer to Fransella and Bannister (x977) and
Slater's two volumes (x976) and (x977).