Some elements were chosen trial on repertory grid literature; for example, ‘self’, self’ and are often used in repertory grid studies (Winter, 2003; Fransella, ‘ideal ‘others’ Bell & Bannister, 2004). Elements were also chosen based on the relevant topic of psychosis. The same elements were used across participants to allow analysis across multiple grids; however, individuals elicited their own constructs as a way of exploring personal meaning. The elements were presented to participants on separate cards. Participants were asked to think of specific people they knew for elements 5, 9 and 10.The constructs in the present study were elicited using the triadic opposite method (Epting, Suchman, & Nickeson, 1971). Participants were presented with three of the above elements at a time and asked what way are two of these similar but somehow “In different from the third?” (e.g. Strong). There are no formally accepted ways of selecting which elements are presented to participants using the triadic method, with the three elements usually selected at random. Once the construct has been elicited from the participant, the three elements are then replaced ready for the next iteration. When a construct had been elicited, participants were then asked what the opposite of the elicited construct was (e.g. Weak), and which construct end they preferred. This process was repeated using further triads of elements randomly selected, until 10 construct pairs were identified as this number tends to be sufficient for gaining an of the individual’s construct system on a particular topic (Ryle & Breen, 1972). The construct pairs were then written on cards and placed at each end of a table. For each of the elicited constructs, participants then rated each element on a 10-point scale (e.g. 0 = Strongest, 10 = Weakest) by positioning the element cards in their preferred order. Intervention
Some elements were chosen on repertory grid literature; for example, ‘self’, ‘ideal self’ and ‘others’ are often used in repertory grid studies (Winter, 2003; Fransella, Bell & Bannister, 2004). Elements were also chosen based on the relevant topic of psychosis. The same elements were used across participants to allow analysis across multiple grids; however, individuals elicited their own constructs as a way of exploring personal meaning. The elements were presented to participants on separate cards. Participants were asked to think of specific people they knew for elements 5, 9 and 10.The constructs in the present study were elicited using the triadic opposite method (Epting, Suchman, & Nickeson, 1971). Participants were presented with three of the above elements at a time and asked “In what way are two of these similar but somehow different from the third?” (e.g. Strong). There are no formally accepted ways of selecting which elements are presented to participants using the triadic method, with the three elements usually selected at random. Once the construct has been elicited from the participant, the three elements are then replaced ready for the next iteration. When a construct had been elicited, participants were then asked what the opposite of the elicited construct was (e.g. Weak), and which construct end they preferred. This process was repeated using further triads of elements randomly selected, until 10 construct pairs were identified as this number tends to be sufficient for gaining an of the individual’s construct system on a particular topic (Ryle & Breen, 1972). The construct pairs were then written on cards and placed at each end of a table. For each of the elicited constructs, participants then rated each element on a 10-point scale (e.g. 0 = Strongest, 10 = Weakest) by positioning the element cards in their preferred order. Intervention trial
CPP_paper_accepted_manuscript.docx