Self-understanding

제안적 구성개념(propositional construct)= a construct whose elements are open to construction in every respect. Propositional thinking is flexible thinking(유연한 사고). The person is continuously open to new experience and is capable of modifying existing constructs. In Kelly’s view, the person best equipped to deal with the environment is one who knows the circumstances under which propositional or preemptive thinking is appropriate.
고정역할치료(Fixed Role Therapy)
자기특성화 스케치(self-characterization sketch)= “If you do not know what is wrong with a person, ask him; he may tell you.” Clients are asked to imagine themselves as the principal character in a play written by a friend who knows them intimately and sympathetically. This other-person format is designed to make the task as nonthreatening as possible.
공연스케치(enactment sketch)= After the client writes the sketch, the therapist interprets it and then uses the interpretation to write an enactment sketch, which the client is asked to play. The sketch is designed to contrast sharply with the client’s current self-perception, as revealed in the self-characterization sketch, and thus to produce major changes in the client. At the same time, the enactment sketch is designed to protect the client by encouraging the belief that he or she is simply playing a fictitious character. Kelly found that, with this disclaimer, clients were willing to try out the new role and that later they began to see its implications for them and to act accordingly.
Abraham Maslow
D-love(Deficiency-love): 결핍욕구(need for deficiency)= The basic, or deficiency, need for love is a selfish concern with seeking love from others. Once this need is relatively gratified, however, we become capable of loving others. Maslow called this B-love (being-love), to distinguish it from the lower need to be loved.
B-love(being love): 성숙한 형태의 사랑(mature form of love)= or mature love, becomes possible in Maslow’s system only when the basic needs have been sufficiently gratified and the person is moving toward self-actualization.
Once the basic needs in Maslow’s hierarchy have been sufficiently gratified, the needs for self-actualization and cognitive understanding become salient. People seek to gratify their innate curiosity about themselves and the workings of the environment, to know and understand phenomena that go beyond the gratification of basic needs, to move toward realization of their own unique potentialities. But movement in this positive direction is not automatic. Maslow believed that we often fear “our best side, . . . our talents, . . . our finest impulses, . . . our creativeness”. Discovery of our abilities brings happiness, but it also brings fear of new responsibilities and duties, fear of the unknown. Maslow called this fear the Jonah complex.
For women, Maslow argued, this fear takes the form of reluctance to make full use of their intellectual abilities, because achievement is considered unfeminine and they fear social rejection. However, while Maslow’s argument may apply to some women, such fear of success is not present in all women: Piedmont (1988) found differences among women in terms of their fear of success. In comparison to women with a high fear of success, women with a low fear of success performed well on a masculine-oriented task.
For men, the motives underlying fear of success are different, because success is considered gender-appropriate behavior for males, and does not bring with it a loss in masculinity or social rejection. Instead, fear of success in men may reflect a wish to avoid the responsibilities that continued success brings, a feeling that material success somehow will not bring emotional well-being or spiritual fulfillment, or a belief that success will not bring them enough social recognition (Hoffman, 1974, p. 356).
Crawford and Marecek (1989) have criticized the concept of fear of
success in females because it implies that females have a problem; that is, fear of success is used to explain deficiencies in females’ achievement strivings and performances. Females are seen as acting against their own best interest when they fail to perform as well as they can on male-oriented tasks. Thus, females are being judged in relation to male norms and values, which assume that it is good to compete against others and to strive for success (Crawford & Marecek, 1989, pp. 151–153). As an alternative to this deficiency view, Hyland (1989) proposes that success-avoiding behavior in females occurs not because they are motivated to avoid success but because success avoidance is a compromise reflecting the desire for some other goal(s). For example, some females may avoid getting ahead so that they can make friends (Hyland, 1989, p. 668). In Hyland’s view, avoiding success is not always an irrational or self-destructive behavior, but may reflect a rational choice to sacrifice success for more important goals.
In reality, however, people do not always sacrifice one goal for another; often they have a variety of goals that they value highly and pursue simultaneously.