2nd component ( + ) + 13 + 4 + 8 + 14 ROSE + 1 + 15 +2 1st + 6 +3 component (-) +11 (+) + 16 + 9 + 10 + 7 +12 + 5 (-) Finding:
In terms of the first component, Father, Mother and the girl friend and intelligent person are given a similar identity. They are located far away from the lazy person and the bad teacher. Rose aligns Self with the boyfriend and the athletic person. All three are similar in terms of the first principal component. At this pole, all are good communicators. In terms of the second principal component, the boyfriend and the athletic person are very different. The former is possessive, the latter is sensible. Rose is unable to show a Self that is very close to any other of the sixteen elements. By general displacement, Rose judges her Self to be most like her
parents and her girl friend and the intelligent person. She is least like the lazy person, and equally least like the bad teacher. In all of this Rose retains her own self-identity. This two dimensional displacement of the sixteen elements within the construct space is a major feature of the computer program 'Ingrid'.
5.5 A PSYCHOLOGICAL PROFILE ROSE
Rose was born profoundly deaf. She is now eighteen years of age. She completed her secondary level education in a School for the Deaf and now attends a college of further education. She lives in a large house with parents who are of professional status. Rose displayed composure when introduced to the Researcher. She shows a love of her parents and an affection for the household pets. She is seldom given to anger and expresses care and concern for her parents and grandparents. Rose presents herself attractively and her command of oral speech is sufficient for a hearing person to understand and follow explanation or general conversation.
Rose can lip-read with skill sufficient for her to participate in her 'oral’ household. Rose is accomplished in fingerspelling and this underscores her comprehensive vocabulary. Rose is pleased to participate in the research and other matters of concern to the adult community. Rose can recognise the change from child to adult and has no difficulty in following conversations of a temporal or spatial nature. Rose can question a speaker carefully until she is assured of a correct understanding
of the point under discussion. Rose is quite bilingual in that she can also converse in British Sign Language. This particular skill was unknown to her parents. She holds to an opinion that she does not hate anyone but conceeds that there is an occasional dislike of some others. Rose has a good memory of names, she is prepared to work hard and concentrate long periods of time. The lazy person is assessed to give a maximum contrast to this particular quality. Rose does not maintain the previous indicated
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’high standards of literacy' when called upon to write out her 'elicited constructs'. Here spelling mistakes occur and Rose demonstrates the peculiar patterns of grammar and syntax found in the profoundly deaf. The redeeming feature of the writing, is the very descriptive nature of many of the constructs provided. Rose can discriminate when scoring these constructs and uses all the levels of assessment equally well. These constructs do have a central theme.
The correlations listed, indicate that Rose holds in very high regard 'communicating and working together'. She sees this as likely to produce helpful, likeable and happy relationships. When rating herself, Rose is very self-critical, seeing herself as sad and sometimes boring and stupid. The Researcher is not of this opinion and points to the remaining constructs which are logical, sensitive and widely descriptive.
Rose and mother talk together, but other than this, Rose sees herself as reserved. Rose has a clear attachment to the work ethic. There may be an element of
compensation in this hard work, as Rose forms a strong attachment with those regarded as intelligent. Rose places herself in this group. Rose can be very critical of herself, perhaps she sees herself in some way to blame for not achieving the University education given to all the other members of her family. Again Rose is her own detractor in suggesting that she lacks maturity, professionalism and communication skills of her own parents. All of this, does give Rose some cause to worry. This is not extreme, 'to worry' could equally be 'to have concern'. Rose sees her boyfriend as being possessive. Yet, in describing herself with both boyfriend and girlfriend, as likeable, this does offset some of her self-criticism. Additionally Rose can be happy, sometimes sad. This she shares with her friends. Rose is healthy and athletic and not given to being silly. She is sensible and intelligent, but she has some reservations in any excess of behaviour. Rose is completely truthful. She is not selfish. She has maturity and experience of travel, yet makes a final admission that on occasions she just might be given to some stupid or childish action. In all of this there is clear evidence of introspection.
Rose appears to have a construct system attuned to one prominent superordinate construct of communication. This strong construct suggests a relatively low cognitive complexity. Her world appears to be divided along the lines of, those members of family, the friends, the intelligent, who possess good communication skills. The group of individuals rejected, are the lazy and the disliked, in fact those with poor communication skills.
(This group includes the bad teacher). Those with good communication skills are likeable and happy and Rose is part of this group. Rose, in the second principal component, describes the good teacher as sensible, intelligent and not possessive. She includes herself with her boyfriend in this. Against this, the crazy person is
sometimes stupid and sometimes demanding. Rose places herself close to her mother and father and furthest from the crazy person. There is a similar gulf between Rose and the bad teacher. Rose recognises that she is in good health. In the third principal component she rejects the selfish artist. Rose presents a contradiction. She has good communication skills and is capable of giving much, yet she regards herself as a demanding person. She appears to undervalue herself and make much of the good in others. The Researcher regards this as the virtue of modesty, held by an intelligent and very attractive young person.
SELF - IN THREE DIMENSIONS