Fixed Role Treatment: Enacting Alternative Scenarios

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Abstract
Kelly's (1955) theoretical constructs were applied in the design and implementation of a program of Fixed Role Treatment in which a teacher educator sought to subsume the personal construct systems of 15 experienced teachers. Fresh construct avenues were set out in alternative teaching scenarios. These roles were devised to be quite different from those ascribed to each teacher on the basis of their repertory grid delineations of the teacher I am and pupils. The teachers adopted their roles as fully as possible for ten consecutive teaching days and then repeated the grid. The FOCUS program analysed each grid to present tree diagrams for the elements and constructs and SOCIOGRIDS compared each teacher's pre- and post-test grids to produce a measure of similarity. A mode grid was also extracted for the whole group on each occasion. Considerable movement was indicated and pupils came to be construed much more positively. Though the effects of suggestion are difficult to isolate, most of the teachers attributed increased feelings of potency and self-contact to their role enactments.

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