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34 Cards in this Set
- Front
- Back
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Discuss specific ways in which Sullivan's early experiences, especially during preadolescence, may have influenced his theory of personality.
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As a preschool child, Sullivan had no acquaintances except a number of imaginary friends. At the age of 8.5 years old he formed an intimate relationship with a 13 year old. This relationship transformed his previous isolated life. It is believed the two had a homosexual relationship. His presumed sexual orientation hinder his career and ability to have his theories recognized in the psychology field. This prejudice prevented him from being recognized as “America's foremost psychiatrist of the first half of the 20th c” pg 213.
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Compare and contrast Sullivan's:
a) Tension of needs Con't .... |
a) definition - are tensions brought on by biological imbalance between a person and physiochemical environment, both inside and outside the organism” pg 217.
- Episodic, meaning once needs are satisfied their power diminishes for a period of time however needs can resurface and the cycle continues. - Result in productive actions. - Have a biological ingredient but generally originate from our interpersonal experiences. General needs take a holistic approach to a person’s well being. This type of needs are required in order for an individual to survive: ex. water, oxygen and food. As opposed to zonal needs which target specific parts of the body. Early in life the various zones in the body begin to play a role interpersonal relations. |
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Compare and contrast Sullivan's:
b) Tension of anxiety |
Anxiety is more vague than needs. There is no set course of action to alleviate anxiety.
Origin stems from the process of empathy being passed from mother/father to child. Parents also are unable to relieve a child’s anxiety. -”chief disruptive force blocking the development of healthy interpersonal relations” - produces behaviours that: a) inhibit an individual from developing the skills to learn from their past mistakes. b) person will continue to strive toward obtaining a childish sense of security. c) overall anxiety prevents an individual from developing the ability to learn from previous experiences. - people strive to avoid anxiety because of the painful nature. - difference of fear -anxiety is roots are connected to complex interpersonal activities that are not easily identifiable. On the other hand, it is often easy to determine the exact cause to fear. Anxiety itself does not have any positive value. However if transformed into a different type of tension, like fear |
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Give examples of how the malevolent dynamism may affect a young child.
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Child may attempt to hide any visible signs of requiring the need of tenderness. This in turn may cause parents to limit their affection toward the child. The child then will develop a negative view of the world.
Timidness is another behavior that can be outwardly displayed as a form of malevolence. Other antisocial or asocial behavior are also signs. This includes: mischievousness or cruelty. Dynamism - trait or habit patterns. 2 classes. 1 - ZONal - related to specific parts of the body. 2 - Related to tensions - 3 catergories. a) disjunctive - destructive behaviour that are related to the concept of malevolence. b) isolating - behaviour unrelated to interpersonal relations. ex lust. c) conjunctive beneficial behaviour patterns. ex. intimacy or self-system. |
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Distinguish between Sullivan's concepts of:
a) Intimacy b) Lust |
a) develops out of previous need for tenderness however it is much more distinct in nature. A close relationship with another person is also required. Intimacy is capable of relieving anxiety and loneliness. It also has the ability for one to avoid anxiety and is in itself a rewarding experience that healthy people wish to obtain.
b) Alternatively, ___ does not require two individuals to exist. It has the capability of being exhibited as autoerotic behavior. This need is satisfied by sexual gratification. This is a strong dynamism present in adolescence. This kind of experiences are often rejected by the target of affection and in turn increase anxiety and lower one’s feeling of self worth. An adolescent may misidentify their feelings of ___ as the feelings one has toward someone in an intimate relationship. |
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Identify the major dynamisms of Sullivanian theory.
1) Malevolence 2) Lust con't |
1) disjunctive - destructive behaviour that are related to the concept of malevolence.
Characterized by the feeling of living among one’s enemies. Originate - age 2-3 when actions previously had brought about maternal tenderness are now ignored or met with anxiety and pain. 2) Alternatively, lust does not require two individuals to exist. It has the capability of being exhibited as autoerotic behavior. This need is satisfied by sexual gratification. This is a strong dynamism present in adolescence. Lustful experiences are often rejected by the target of affection and in turn increase anxiety and lower one’s feeling of self worth. An adolescent may misidentify their feelings of lust as the feelings one has toward someone in an intimate relationship. |
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Identify the major dynamisms of Sullivanian theory.
3) Intimacy 4) Self-System |
3) conjunctive beneficial behaviour patterns.- develops out of previous need for tenderness however it is much more distinct in nature. A close relationship with another person is also required. Intimacy is capable of relieving anxiety and loneliness. It also has the ability for one to avoid anxiety and is in itself a rewarding experience that healthy people wish to obtain.
4) conjunctive beneficial behaviour patterns. Most complex dynamism. strives to prevent anxiety by exhibiting unchanging pattern of behavior in order to conserve an individual’s sense of interpersonal security. Develops at around the age 12 - 18 mths. (earlier than intimacy). Develop strategies to maintain homeostasis and limit anxiety. Creates a “built-in warning system”. This has both positive and negative effects. One one hand it can help to limit one’s anxiety. However, if an individual never experiences anxiety type of activities they may become resistant to change and evolve. |
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List and describe the basic personifications of interpersonal theory.
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1) Bad-Mother, Good-Mother
2) Me Personifications 3) Eidetic Personifications |
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describe the following basic personification of interpersonal theory.
1) Bad-Mother, Good-Mother |
Similar to Klien’s good/bad breast. It stems from the infant’s negative experiences with the bad-nipple, as the nipple is not able to satisfy the child’s hunger needs. Bad-mother incompasses anyone directly involved in the nursing activity including the father giving a bottle. It comes down to not being fed not the actual representation of the mother. Good-mother personification is formed after development of the bad-mother. It is based on the gentle, tender caring behaviour of the mother.
Bad---- - anxious nature of mother. Good---- - calm, tender nature. Both can be projected on to the same person. |
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describe the following basic personification of interpersonal theory.
2) Me Personifications |
The following 3 me personifications develop at mid infancy:
1) bad___: Stems from experiences of punishment and disapproval. The anxiety brought about from this experience is what leads the child to see himself as bad. 2) good___: Rooted in the rewards and approvals a child experiences. This activity is able to reduce anxiety and in turn the child learns to develop a good-me personification. 3) not-___ : This personification is due to severe anxiety. The child will attempt to disassociate themselves from their actions and may even deny the experiences. In adults, this can be expressed in dreams or even schizophrenic episodes. Sullivan saw nightmares as a warning of severe anxiety looming beneath the surface. The above are building blocks to the self personification. All of the personifications develop out of interpersonal activity with another person |
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describe the following basic personification of interpersonal theory.
3) Eidetic Personifications |
Characterized as interpersonal relationships with imaginary friends or unrealistic traits imagined by the child. THis is done to protect the self-esteem. These relationship play the same importance as relationships with real people. The projected imaginary traits of another person can conflict in interpersonal relations. They can also restrict dialogue and limit a persons ability to function at the same cognitive level.
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Name the three modes of cognition described by Sullivan.
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a) Prototaxic Level
b) Parataxic Level c) Syntaxic Level |
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Define the following mode of cognition described by Sullivan.
b) Parataxic Level |
b) Prelogical experiences. In other words, the person assumes there is a conicidental cause and effect relationship between two events. Easier to describe than prototaxic level however the meaning behind it is still unclear. Example: Child sees connection between saying please and candy as the link to receiving candy. Most of adults behavior occurs is due to parataxic thinking.
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Define the following mode of cognition described by Sullivan.
c) Syntaxic Level |
c) Experiences that when communicated are consensually validated by both the receiver and sender of the message. Example: Words are agreed upon terms to identify specific objects in a culture. A person first syntactic level experience occurs when the individual is able to identify the word in the same context as the adult.
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Define the following mode of cognition described by Sullivan.
a) Prototaxic Level |
a) Most primitive experiences. Impossible to describe experiences that are hard to define. They are the subjective experiences that happen to a newborn. The child can feel hunger and this in turn results in observable action like crying. However the infant does not see the relationship between the feeling and action. These actions surpass conscious recall.
Adults who experience this level of experience see it in the form of momentary images, feelings moods and impressions. It can also take the form of primitive images in a dream. The person may describe the feeling as a strange sensation that they are unable to put into words. |
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Discuss the importance of anxiety in Sullivan's theory of personality.
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It is more vague than the tension of needs. There is no consistent action connected to relieve anxiety.
Anxiety stems from process of empathy from the parent to child. Early in life the various zones in the body begin to play a role interpersonal relations. Tension of anxiety: Anxiety is more vague than needs. There is no set course of action to alleviate anxiety. Origin stems from the process of empathy being passed from mother/father to child. Parents also are unable to relieve a child’s anxiety. -”chief disruptive force blocking the development of healthy interpersonal relations” - produces behaviours that: a) inhibit an individual from developing the skills to learn from their past mistakes. b) person will continue to strive toward obtaining a childish sense of security. c) overall anxiety prevents an individual from developing the ability to learn from previous experiences. - people strive to avoid anxiety because of the painful nature. |
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List the Sullivanian epochs:
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a) Infancy
b) Childhood c) Juvenile Era d) Preadolescence e) Early Adolescence f) Late Adolescence g) Adulthood |
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describe the characteristics of the following Sullivan epoch:
a) Infancy |
0 - 2yrs (Until child is able to communicate aka syntaxic speech has been achieved).
Significant others: Mothering one. Require support from another person in order for their primary needs to be met in order for them to survive. Interpersonal process: Tenderness Infant becomes human because of tenderness they receive from the mothering figure. Built in protections: Apathy and solent detachment. Allow child to fall asleep even if they are hungry. Feeding satisfies hunger and tenderness needs. Important learnings: Good mother/Bad mother, good me/bad me.The tenderness stems out of the cooperative nature between the mother and infant. At this point, the infant sees the mother as both able to satisfy and deny their needs. Language development: Autistic language aka private language is the initial stage of communication. In forms of facial expressions and different phonemes. |
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describe the characteristics of the following Sullivan epoch:
b) Childhood |
b) Start of syntaxic language until the child builds relationships with peers.
The child is also able to differentiate and see the role other people have in his life. labels good or bad behavior by imitating the parents. T The labels stem from the child’s own behaviour and cultural social and moral values. It no longer comes from the absence or presence of anxiety. Children now are able to express the same tenderness toward others. The mother-child relationship becomes two sided. Develops a relationship based on the mutual satisfaction of needs. Imaginary Friend; This relationship allows the child to have secure relationship w/o anxiety. This is not a sign of pathology. The nonthreatening relationship can aid in the child’s ability to develop healthy relationships with friends later on in life. Preoccuation: Strategies designed to prevent anxiety or avoid situations that create fear by attempting to take the focus of the present and instead reflect on a more rewarding previous experience. At this point in time, the malevolent attitude is at the highest point. Child is becoming aware of the restrictions society sets on their freedoms. |
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describe the characteristics of the following Sullivan epoch:
b) Childhood con't |
b) 2 - 6 yrs.
Significant others: Parents. Mother is dominant figure in child’s life. The previous dual personifications of the mother are now melded into one and provide the infant with a more realistic view of the mother. The me-personification also combines into one single dynamism. interpersonal process: Protect security thru imaginary playmates. Important learnings: Syntaxic language. At this stage the child’s vocabulary expands and develops culturally relevant skills like: self-maintenance, eating habits and sex-role expectations. Children also learning the following two processes: Dramatization: Act like authority figure. Example mimic behavior of parents, teachers. |
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describe the characteristics of the following Sullivan epoch:
c) Juvenile Era |
c) This stage occurs when the child’s needs to connect with their peers becomes present. The child will connect with one single chum.
This relationship satisfies their need for intimacy. Number of children see competition as an important tool needed to be successful. Compromise if overdone can hinder a child’s interpersonal relationships in the future. Cooperation is characterized as the skills needed to get along with others. It is a critical step needed to ensure the child has the ability to socialize. At this point the child will build relationships with peers who are seen as their equals. They are able to increasingly communicate with the outside world on the syntaxic level. By the end of the stage the child will have developed orientation toward living. This ensures they are better equipped to handle their own anxiety, satisfy their own tenderness needs and zonal needs. |
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describe the characteristics of the following Sullivan epoch:
c) Juvenile Era con't |
c) 6 - 8.5yrs
Significant others: Playmates of equal status Interpersonal process: Orientation toward living in the world of peers. Important learnings: Competition, compromise, cooperation. |
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describe the characteristics of the following Sullivan epoch:
d) Preadolescence |
d)
At this point the child has the ability to form an intimacy. In the past the relationships were egocentric and based on the interest and needs met of the self. Now the child expresses interest in the needs of another person. Characteristic of this phase is the ability to love. The consensual validated relationship between two people can be formed at this stage. This relationship is usually with a person of the same gender who is the same age or social status. Peer acceptance is an important factor at this stage. Bonds formed between chums allow the individual to freely express emotions without fear of judgement or humilation from the audience. This free exchange of ideas allows the individual to become more human and have a wider acceptance of people in general. Stage of life that is carefree. This stage the child can express self-less love. Experiences at this phase play an important role in future personality development. |
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describe the characteristics of the following Sullivan epoch:
d) Preadolescence con't |
d) 8.5 - 13 yrs
Significant others: Single chum Interpersonal process: Intimacy Important learnings: Affection and respect from peers |
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describe the characteristics of the following Sullivan epoch:
e) Early Adolescence |
e)
Characterized by lustful relationships and infactuation of genital regions. Initmacy is still a need that is desired to be satisitfed however the lust need is now present. Lust is a biological dynamism. Therefore the child may initially sexually tease the opposite sex before developing the ability to relate to them on an intimate level. Turning point in personality development. The person has the ability to emerge from this stage with the power to direct their intimacy and lust dynamisms or not. |
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describe the characteristics of the following Sullivan epoch:
e) Early Adolescence con't |
e) 13 - 15 yrs. Commences at the onset of puberty until the need for sexual love with one person.
Significant others: Several chums. Interpersonal process: Intimacy and lust toward different people. Important learnings: Balance of lust, intimacy and security operations. This balancing act can cause stress and conflict in the following three ways: 1) In north american cultural genital activity is often intertwined with feelings of anxiety, guilt and embarrassment. 2) Feelings of self-doubt, uncertainty and ridicule can be brought about when attempting to form an intimate relationship with a peer. 3) Conflict between intimacy and lust are often present at early adolescence. Sexual tension can often take over the need to satisfy their intimate desires. |
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describe the characteristics of the following Sullivan epoch:
f) Late Adolescence |
f) Starts when the person has both intimacy and lust feelings toward the same person.
End is characterized by the persona begin able to form a lasting love relationship. Character that stands out at this phase is the merging of the dynamisms: intimacy and lust. It is no longer the biological drive that brings people together but the mutual love and ability to love unselfishly.. Expansion of syntactic mode occurs where the person can relate to different individuals. Their opinions and beliefs are validated or repudiated. Mature person has developed the capacity to love.” Others tend to only go through the motions of being in love to maintain security”pg 232. |
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describe the characteristics of the following Sullivan epoch:
f) Late Adolescence con't |
f) 15 - onwards
Significant others: Lover Interpersonal process: Fusion of intimacy and lust Important learnings: Discovery of self and the world outside of self. |
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describe the characteristics of the following Sullivan epoch:
g) Adulthood |
Characterized as successfully having a love relationship with one significant person.
People who have achieved this stage no longer require psychiatric counseling. Mature people are able to perceive other people’s anxiety, needs and security. They operate on the syntaxic level. Find life interesting and exciting. |
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Explain the process of psychotherapy from the perspective of interpersonal theory.
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Sullivan saw psychotherapy as a process to improve a person’s relationships with others. The main role of the therapist is to facilitate the process and act as a participant observer. The therapist plays a part in interpersonal, face-to-face relationship with the patient. And helps to provide the patient a venue to develop syntaxic communication.
Important note: Therapists are experts and do not play the role of friends in the therapeutic process. Sullivan aimed to answer the following 3 questions: 1.” Precisely what is the patient saying to me? 2. How can I best put into words what I wish to say to the patient? 3. What is the general pattern of communication between us?” pg 235 |
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1.Name and briefly discuss the two classes of dynamisms.
1. Zonal 2. Related to tensions (3 categories). |
1. related to specific parts of the body.
2. 3 categories. a) disjunctive - destructive behaviour that are related to the concept of malevolence. b) isolating - behaviour unrelated to interpersonal relations. ex lust. c) conjunctive beneficial behaviour patterns. ex. intimacy or self-system. |
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Explain the difference between:
A) tenderness B) intimacy |
A) Is the most interpersonal need. An individual develops the need for tenderness stems from the mothering one. In order for this need to be meet actions are required by at least two people. One person to receive the tenderness and another to provide the tenderness. It is a general need as a opposed to a zonal need. Hands are capable of satisfying the general need of tenderness.
B) develops out of previous need for tenderness however it is much more distinct in nature. A close relationship with another person is also required. Intimacy is capable of relieving anxiety and loneliness. It also has the ability for one to avoid anxiety and is in itself a rewarding experience that healthy people wish to obtain. |
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List three characteristics of the juvenile stage and explain why they are important for later development.
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Significant others: Playmates of equal status
Interpersonal process: Orientation toward living in the world of peers. Important learnings: Competition, compromise, cooperation. Number of children see competition as an important tool needed to be successful. Compromise if overdone can hinder a child’s interpersonal relationships in the future. Cooperation is characterized as the skills needed to get along with others. It is a critical step needed to ensure the child has the ability to socialize. |
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Explain the importance of healthy development during the preadolescence.
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At this point the child has the ability to form an intimacy. In the past the relationships were egocentric and based on the interest and needs met of the self. Now the child expresses interest in the needs of another person.
Characteristic of this phase is the ability to love. The consensual validated relationship between two people can be formed at this stage. This relationship is usually with a person of the same gender who is the same age or social status. Peer acceptance is an important factor at this stage. Bonds formed between chums allow the individual to freely express emotions without fear of judgement or humilation from the audience. This free exchange of ideas allows the individual to become more human and have a wider acceptance of people in general. Stage of life that is carefree. This stage the child can express self-less love. Experiences at this phase play an important role in future personality development. |
