Interpersonal Model: Harry Stack Sullivan Development Occurs in Stages With Changing Relationships

Interpersonal Model
• Harry Stack Sullivan

• Development occurs in stages with changing
relationships
• Infancy-crying
• Childhood-learning to delay gratification of
needs
• Juvenile-cooperation,
competition
• Preadolescence-collaboration “ chum relationship”
• Early Adolescence –relationship with opposite sex
• Later adolescence –form a lasting sexual relationship
• Goal- is to develop mature and satisfactory rel that are relatively free
fromanxiety.
HILDEGARD
PEPLAU
 Mother of Psychiatric nursing
GOAL: reduce symptoms, improve social

functioning and assist the person in developing
more skills
Nursing is a
Health is the goal
process between
of nursing.
persons.
Communication is
Anxiety impedes
an essential
the development
component of
of relationships.
nursing.
Cognitive Stage of
Development
• Jean Piaget
• Explained how intelligence and cognitive
functioning develop in children
Child develops sense of
self as separate from the
Sensorimotor (birth to 2
environment and the
years)
concept of object and
permanence
• Child slowly develops concepts that people, and objects have permanence,
even though they are no longer visible
Child develops the ability to
express self with language,
Preoperational (2-6yrs old) understand the meaning of
symbolic gestures and
begins to classify objects
• Child focuses on one aspect at a time (centration) and thought often seems
illogical because child reason from one specific to another
Child begins to apply logic to
thinking, understand spatiality
Concrete operation ( 6-12 yrs and reversibility and is
old) increasingly social and able to
apply rules:however, thinking
is still concrete
• Child’s thinking is restricted to immediate and physical. School-aged
children can reason about what is but cannot hypothesize about what may
be and thus cannot think about future problems
Child learns to think and
reason in abstract terms,
Formal operation (12-15
further develops logical
years and above)
thinking, achieves
cognitive maturity
• Adolescent may confuse ideal with practical but when problem, can suggest
a number of solutions. Ability to consider moral and political issues from
variety of perspective is present.
CBT
AARON BECK (CT)

ALBERT ELLIS(RET)
 A-----------B----------C
(event) (belief) (emotional response)

Irrational beliefs
One must totally be

One should feel loved and
competent to be considered
approved by everybody.
worthwhile.
Individuals have Rejection or unfair
little ability to treatment can cause
control their catastrophic
feelings. consequences.
One is disliked when a disagreement
exist.
One should never make mistake.
Being passive in life is easier than

confronting difficulties
Problem solving and reality testing
is aimed at correcting faulty
cognition.
Develop a more realistic appraisal

of self and the world
Hans Selye- General
Adaptation Syndrome
Stage 1- Alarm Reaction

-increase level of alertness
-increase level of anxiety
-task-oriented
o Stage II-Stage of Resistance
-use of coping and defense mechanism
-psychosomatic symptoms develop
• StageIII- Stage of exhaustion
-disorganization of thinking
-disorganization of personality
-stupor/violence
Lazaru’s Interaction
Model
• Psychological stress is a relationship

between the person and the environment
that is appraised by the person as taxing and
endangering his well-being.
• Anxiety is the response to threat.
Stress
Stress is a feeling of emotional or physical tension. It can come from

any event or thought that makes you feel frustrated, angry, or nervous
 Low energy
 Headaches
 Upset stomach, including diarrhea, constipation, and
nausea
Physical Responses  Aches, pains, and tense muscles

 Chest pain and rapid heartbeat
 Insomnia
 Frequent colds and infections
 Loss of sexual desire and/or ability
 Nervousness and shaking, ringing in the ear, cold or sweaty hands and feet
 Dry mouth and difficulty swallowing
 Clenched jaw and grinding teeth
Psychological Responses
 Changes in appetite -- either not eating or eating too much

 Procrastinating and avoiding responsibilities
 Increased use of alcohol, drugs, or cigarettes
 Exhibiting more nervous behaviors, such as nail biting, fidgeting, and
pacing
 Mental health problems, such as depression, anxiety,
and personality disorders
 Cardiovascular disease, including heart disease,
Long Term Effects high blood pressure, abnormal heart rhythms,
heart attacks, and stroke
of Stress  Obesity and other eating disorders
 Menstrual problems
 Sexual dysfunction, such as impotence and
premature ejaculation in men and loss of sexual desire in both
men and women
 Skin and hair problems, such as acne, psoriasis, and eczema,
and permanent hair loss
 Gastrointestinal problems, such as GERD, gastritis,
ulcerative colitis, and irritable colon
Psychoneuroimmunological Mode
is the study of the interactions among behavioral, neural and endocrine, and immune processes
The brain communicates with the immune system through autonomic nervous system and
neuroendocrine activity.
Conversely, an activated immune system generates chemical signals (cytokines) that are perceived by
the nervous system. Thus, bidirectional pathways connect the brain and the immune system and provide
the foundation for behavioral influences on immune functions.
• Pavlovian conditioning can suppress or enhance immune responses and stressful life
experiences and emotional states (e.g., depression) are generally immunosuppressive.
These effects are biologically meaningful in that they appear to be implicated in altering
the development and/or progression of immunologically mediated disease processes.
• Thank you!!!

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Interpersonal Model

• Harry Stack Sullivan

 Mother of Psychiatric nursing

GOAL: reduce symptoms, improve social

AARON BECK (CT)

(event) (belief) (emotional response)

One must totally be

One should never make mistake.

Being passive in life is easier than

Develop a more realistic appraisal

Stage 1- Alarm Reaction

• Psychological stress is a relationship

Stress is a feeling of emotional or physical tension. It can come from

Physical Responses  Aches, pains, and tense muscles

 Changes in appetite -- either not eating or eating too much

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