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THEORIES OF PERSONALITY > HARRY SULLIVAN: INTERPERSONAL THEORY > Flashcards

HARRY SULLIVAN: INTERPERSONAL THEORY Flashcards

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1
Q

the first American to construct a comprehensive personality theory

A

Harry Stack Sullivan

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2
Q

without other people, humans would have no personality

A

Interpersonal Theory

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3
Q

most crucial stage of development is

A

Preadolescence

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4
Q

children first possess the capacity for intimacy but have not yet reached an age at which their intimate relationships are complicated by lustful interests

A

Preadolescence

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5
Q

Structure of Personality

A

Tensions

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6
Q

potentiality for actions

A

Tension

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7
Q

Actions

A

Energy Transformations

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8
Q

________ transform tensions into either covert or overt behaviors.

A

Energy Transformations

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9
Q

two types of tensions

A

Needs and Anxiety

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10
Q

brought on by biological imbalance between a person and the physiochemical environment

A

Needs

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11
Q

are episodic

A

Needs

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12
Q

they are likely to recur

A

Needs

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13
Q

most basic interpersonal need

A

Tenderness

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14
Q

primary caretaker

A

“The Mothering One”

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15
Q

tenderness requires actions from at least ______

A

two people

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16
Q

concerned with the overall wellbeing of a person

A

General Need

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17
Q

tenderness is a _______

A

General Need

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18
Q

arise from a particular area of the body

A

Zonal Needs

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19
Q

vague and disjunctive and calls forth no consistent actions for its relief

A

Anxiety

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20
Q

chief disruptive force blocking the development of healthy interpersonal relations

A

Anxiety

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21
Q

complete lack of tension

A

Euphoria

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22
Q

Energy Transformations become organized as typical behavior patterns that characterize a person throughout a lifetime

A

Dynamisms

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23
Q

same as traits or habit patterns

A

Dynamisms

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24
Q

two major classes of Dynamisms

A

those related to specific zones of the body

those related to tensions

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25
the second class is composed of three categories
disjunctive isolating conjunctive
26
destructive patterns of behavior that are related to the concept of malevolence
Disjunctive Dynamisms
27
behavior pattern that are unrelated to interpersonal relations
Isolating Dynamisms
28
beneficial behavior patterns (intimacy and self-system)
Conjunctive Dynamisms
29
evil and hatred
Malevolence
30
malevolent actions often take the form of
Timidity, Mischievousness, Cruelty, or other kinds of Asocial or Antisocial Behavior
31
more specific and involves a close interpersonal relationship between two people who are more or less of equal status
Intimacy
32
intimacy is not similar with _______
Sexual Interest
33
isolating tendency
Lust
34
powerful dynamism during adolescence which often leads to a reduction of self-esteem
Lust
35
most complex and inclusive of all the dynamisms
Self-System
36
a consistent pattern of behaviors that maintains people's interpersonal security by protecting them from anxiety
Self-System
37
it is the principal stumbling block to favorable changes in personality
Self-System
38
used to reduce feelings of insecurity or anxiety that result from endangered self-esteem
Security Operations
39
a powerful brake on personal and human progress
Security operations
40
two important security operations
Dissociation | Selective Inattention
41
impulses, desires, and needs that a person refuses to allow into awareness
Dissociation
42
refusal to see things that we not wish to see
Selective Inattention
43
people acquire certain images of themselves and others
Personifications
44
three basic personifications that develop during infancy
bad mother good mother me (good, bad, not me)
45
imaginary playmates
Eldetic Personification
46
ways of perceiving, imagining, and conceiving
Levels of Cognition
47
three levels or modes of experience
prototaxic parataxic syntaxic
48
experiences that are impossible to communicate
Prototaxic Level
49
experiences that are personal, prelogical, and communicated only in distorted form
Parataxic Experiences
50
experiences are meaningful interpersonal communication
Syntaxic Cognition
51
neonates - needs that can't be communicated
Prototaxic Level
52
a person assumes a cause-and-effect relationship between two events that occur concidentally.
Parataxic Level
53
consensually validated and that can be symbolically communicate can take place
Syntaxic Level
54
stages of development
``` Infancy Childhood Juvenile Era Preadolescence Early Adolescence Late Adolescence Adulthood ```
55
infants become humans through tenderness received from the mothering one
Infancy
56
continues until the appearance of the need for playmates of an equal status. the mother remains the the most significant other person. eldetic playmates
Childhood
57
period of rapid acculturation
Childhood
58
children learn cultural patterns of cleanliness, toilet training, eating habits, and sex-role expectations
Period of Rapid Acculturation
59
ends when one finds a single chum to satisfy the need for intimacy
Juvenile Era
60
child should learn to compete, compromise, and cooperate
Juvenile Era
61
intimacy with same gender
Preadolescence
62
is the genesis of the capacity to love
Preadolescence
63
significant relationships of this age are typically
boy-to-boy or girl-to-girl chums
64
carefree time of life
Preadolescence
65
need for sexual love, advent of lustful relationships
Early Adolescence
66
both lust and love toward the same person
Late Adolescence
67
people can establish love relationship with at least one significant other person
Adulthood
68
all _____ have an interpersonal origin and can be understood only with reference to the patient's social environment
Psychological Disorders
69
they are derived from the same kind of interpersonal troubles faced by all people
Psychological Disorders
70
Psychotherapy aims to improve a patient's __________
relationship with others
71
the therapist serves as _______ becoming part of an interpersonal face-to-face relationships with the patient and providing the patient an opportunity to establish syntaxic communication with another human being
participant observer

THEORIES OF PERSONALITY (16 decks)

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