Changes in individual construing processes, as examined in terms of two repertory grids (interpersonal and behavioral), were examined for students in British institutions of higher learning, with reference to T-group or experiential learning group outcomes. There is little support for the hypotheses that predict consistent positive change in the participants' construct systems, such as convergence to self and ideal self or self-awareness. Reasons for these negative findings are discussed. Additional analyses suggest that sensitivity training may have had the effect of enabling some participants to develop greater interpersonal discrimination, whereas others seemed to show less discrimination at the end of the program. This finding is subjected to further interpretation.
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