The document discusses Harry Stack Sullivan's interpersonal theory. Some key points: - Sullivan believed interpersonal relationships and satisfying social interactions are essential for healthy development. Anxiety arises from threats to relationships. - He described stages of personality development from infancy through adolescence centered around developing relationships and social skills. - Factors like culture, gender, age influence interpersonal communication styles between individuals. - Nurses can apply concepts from interpersonal theory like developing therapeutic relationships to help clients strengthen their social functioning and independence.

1. Interpersonal theory
PRESENTED BY-
MR.PANKAJ SINGH
SHEKHAWAT

3. BOOKS BY HARRY STACK SULLIVAN
• Personal Psychopathology.
• Conceptions of Modern Psychiatry.
• The Interpersonal Theory of Psychiatry.
• The Psychiatric Interview.
• Schizophrenia as a Human Process.

4. definition
According to Vacarolis, it is
defined as “the process of
developing trustworthy
relationship that involves the
interaction between two or
more people”.

5. Behavioural deviations

6. Two needs
satisfaction security

7. Major concept

8. anxiety
Anxiety is the feeling
of emotional
discomfort, toward
the relief or
prevention of which
all behavior is aimed.

9. Satisfaction of needs
Satisfaction of
needs is the
fulfillment of all
requirements
associated with an
individual’s
psychochemical
environment.

10. Interpersonal security
Interpersonal Security
is the feeling
associated with the
relief from anxiety. He
believed individuals
have an innate need
for interpersonal
security.

11. Self esteem
• Good me - Good me is
the part of personality
that develop in the
response to positive
feedback from the
primary caregiver

12. • Bad me - Bad me is the
part of personality that
develops in the
response to negative
feedback from the
primary caregiver.

13. • Not me - Not me is the
part of the personality
that response to
situations that produce
intense anxiety in the
child. Feeling of horror,
awe, and dread are
experienced in
response to situations.

14. Level of cognition

15. prototaxic
• Stream of consciousness
e.g. sensations, images,
feelings that flow
through the mind. Purest
form will be observed in
early months of life.
Experiences that are
impossible to put into
words or to
communicate to others
are called prototaxic.

16. parataxic
• observing casual
relationship between
events that occurs at
about the same time,
but no logically related.
Experiences that are
prelogical and nearly
impossible to
accurately
communicate to others
are called parataxic.

17. syntaxic
• Consensually validated
symbol acclivity, verbal in
nature, produces logical
order among experience
and enable people to
communicate with one
another. Experiences that
can be accurately
communicated to others
called syntaxic.

18. principals

19. Interpersonal relationship and personality
development
• In this development Sullivan was concerned
with anxiety arousing aspects of development
of interpersonal relationships during early
development. Since the infant completely
dependent on significant others for meeting
all physical and psychological needs lack of
love and care lead to an insecure and anxious
human being.

20. Social exchange, roles and games
• Three ways of viewing our relationship with
other people will helpful in understanding
both satisfying and hurtful interactions.
• Each person in the relationship wants
something from the other and the exchange
that results is essentially a trading or
bargaining one.

21. Interpersonal accomodation
• It is the process where by two persons evolve
patterns or communication and interaction
that enable to attain common goals, meet
mutual needs and build a satisfying
relationship.

22. Stages of personality
development

23. Infancy (Birth-18 months)
• GRATIFICATION OF NEEDS – During the
beginning stage, the major developmental
task for the child is the gratification of needs.
This is accomplished through activity
associated with the mouth such as crying,
thumb sucking.

24. Childhood (18 mo-6 yrs)
• DELAYED GRATIFICATION - At ages 18 month
to 6 years, the child learns that interference
with fulfillment of personal wishes and desires
may result in the delayed gratification.

25. Juvenile era(6-9 yrs)
• FORMATION OF PEER GROUP - The major task
of juvenile stage is formation of satisfactory
relationships within peer groups. This is
accomplished through the use of competition,
co-operation, and compromise.

26. Preadolescence (9-12 yrs)
• DEVELOPING RELATIONSHIPS WITHIN SAME
GENDER - The task at the Preadolescence
stage focus on developing relationships with
persons of the same sex. One’s ability to
collaborate with and show love and affection
for another person begins at this stage.

27. Early Adolescence (12-14 yrs)
• IDENTITY - During early adolescence, the child
is struggling with developing a sense of
identity that is separate and independent
from the parents. The major task is the
formation of satisfactory relationships with
members of the opposite sex.

28. Late Adolescence (14-21 yrs)
• FORMING LASTING, INTIMATE
RELATIONSHIPS - The late adolescence period
is characterized by tasks associated with the
attempt to achieve interdependence with the
society and the formation of a lasting,
intimate relationship with a selected member
of opposite sex.

29. Factors influencing
the Interpersonal
Communication

30. • VALUES, ATTITUDES AND BELIEFS - Values,
attitudes and beliefs can influence
interpersonal communication.

31. • CULTURE OR RELIGION - : Culture values are
learned and differ from society to society.
• For example: In some European countries men
may great each other with hugs and kisses.
This behavior was appropriate in those
cultures but would communicate a different
message in the United States.

32. • SOCIAL STATUS - Social status or powers have
suggested that high status persons are
associated with gestures communicate their
higher power position.

33. • GENDER - Gender influences the manner in
which the individuals communicate. Each
culture has gender signals that are recognized
as either masculine or feminine and provide a
basis for distinguishing between members of
each sex.

34. • AGE - Age influences the interpersonal
communication and it is more evident than
during adolescence. In their struggle to
separate from prenatal confines and establish
their own identify adolescents generate a
pattern of communication that is unique and
changes from generation to generation.

35. • ENVIRONMENT – Some individuals who feel
uncomfortable and refuse to speak during a
group therapy session may be open and
willing to discuss problems privately on a one-
to-one basis with the nurse.

36. RELEVANCE OF INTERPERSONAL
THEORY TO NURSING PRACTICE:
• It has a significance relevance to nursing
practice. Nurses develop therapeutic
relationships with clients in an effort to help
them generalize this ability to interact
successfully with others.
• Nurses use the concepts of sullivan’s theory to
help clients achieve a higher degree of
independent and interpersonal functioning.

37. CONCLUSION
• The interpersonal model is handicapped by
incomplete information concerning most
aspects of interpersonal relationship. As a
result many of Sullivan’s concepts and those
of later investigators lack of limitations,
however the interpersonal model has served
to focus attention on the quality of the
individuals close personal relationships as a
key factor in determining whether behavior
will be effective or maladaptive.

38. assignment
Write down the major concept of
interpersonal theory and submitted on
13/04/2017 at 12:00 PM