Bataller, Bryan T.

Faigal, Frances Ella G.

Harry Stack Sullivan

Dynamisms
• Energy transformations become organized as typical behavior patterns that characterize
a person throughout a lifetime.
• Dynamisms; a term that means about the same as traits or habit patterns.
Two major classes:
1. Those related to specific zones of the body, including the mouth, anus, and genitals.
2. Those related to tensions.
This second class is composed of 3 categories:
• Disjunctive dynamisms include those destructive patterns of behavior that are related to
the concept of malevolence;
• Isolating dynamisms include those behavior patterns (such as lust) that are unrelated to
interpersonal relations;
• Conjunctive dynamisms include beneficial behavior patterns, such as intimacy and the
self-system.

Malevolence
• The disjunctive dynamism of evil and hatred, characterized by the feeling of living
among one’s enemies.
• It originates around age 2 or 3 years when children’s actions that earlier had brought
about maternal tenderness are rebuffed, ignored, or met with anxiety and pain.
• Malevolent actions often take the form of timidity, mischievousness, cruelty, or other
kinds of asocial or antisocial behavior.

Intimacy
• Intimacy grows out of the earlier need for tenderness but is more specific and involves a
close interpersonal relationship between two people who are more or less of equal status.
• Intimacy; is a dynamism that requires an equal partnership, it does not usually exist in
parent-child relationships unless both are adults and see one another as equals.
• An integrating dynamism that tends to draw out loving reactions from the other person.
• Also, helps us avoid anxiety and loneliness, it is a rewarding experience that most healthy
people desire.

Lust
• An isolating tendency, requiring no other person for its satisfaction.
• An especially powerful dynamism during adolescence, at which time it often leads to a
reduction of self-esteem.
• In addition, lust often hinders an intimate relationship, especially during early
adolescence when it is easily confused with sexual attraction.

Self-System
• It is the most complex and inclusive of all the dynamisms.
• A consistent pattern of behaviors that maintains people’s interpersonal security by
protecting them from anxiety.
• However, it develops earlier than intimacy, at about age 12 to 18 months.
• Security operations: These are the behaviors designed to reduce interpersonal tensions,
and include:
Dissociation: This includes all those experiences that we block from awareness.
Selective inattention: This involves blocking only certain experiences from awareness.

PERSONIFICATION
Bad Mother
• The this personification, in fact, grows out of the infant’s experiences with the bad-
nipple: that is, the nipple that does not satisfy hunger needs.
• It is not an accurate image of the “real” mother but merely the infant’s vague
representation of not being properly fed.

Good Mother
• After the bad-mother personification is formed, an infant will acquire a good mother
personification based on the tender and cooperative behaviors of the mothering one.

Me Personifications
• During Middle infancy the infant acquires three me personifications (bad-me, good-
me,and not-me) that form the building blocks of the self personification.

BAD ME
• The bad-me personification is fashioned from experiences of punishment and disapproval
that infants receive from their mothering one.
• Like all personifications, the bad-me is shaped out of the interpersonal situations.

GOOD ME
• The Good -me -Personification results from infants’ experiences with reward and
approval.
• Infants feel good about themselves when they perceive their mother’s expressions of
tenderness.

NOT ME
• At the not-me personification an infant denies these experiences to the me image so that
they become part of the not-me personification.
• These shadowy not-me personifications are also encountered by adults and are expressed
in dreams, schizophrenic episodes, and other dissociated reactions.

Eidetic Personifications
• Not all interpersonal relations are with real people; some are eidetic personifications: that
is, unrealistic traits or imaginary friends that many children invent in order to protect
their self-esteem.
• Sullivan (1964) believed that these imaginary friends may be as significant to a child’s
development as real playmates.
• Eidetic personifications, however, are not limited to children; most adults see fictitious
traits in other people.
• Eidetic personifications can create conflict in interpersonal relations when people project
onto others imaginary traits that are remnants from previous relationships.

LEVELS OF COGNITION
Prototaxic Level
• Impossible to communicate
• The earliest and most primitive experiences of an infant take place on a Prototaxic level
• A newborn child feels hunger & pain and this experience result in observable action.

Parataxic Level
• Parataxic experiences are prelogical and usually result when a person assumes a causes &
effect relationship between two events that occur coincidentally.

Syntaxic Level
• First instance of Syntaxic cognition appears whenever a sound or gesture begins to have
the same meaning for parents as it does for a child.
• This level becomes more prevalent as the child begins to develop formal language.

STAGES OF DEVELOPMENT

Infancy
• From birth to about age one or 18 to 24 months, the child age birth begins the process of
developing.
• Sullivan believed that an infant becomes human through tenderness received from the
mothering one.
• Eventually the infant discriminates between the good-nipple and the bad nipple: the
former being associated with relative euphoria in the feeding process; the latter, with
enduring anxiety.
• When mounting tension occur, the infant loses the capacity to receive satisfaction, but the
need for food, of course, continues to increase.
• Finally, as tension approaches terror, the infant experiences difficulty with breathing.
• Apathy and somnolent detachment allow the infant to fall asleep despite the hunger.
• Around mid infancy, infants begin to learn how to communicate through language.
• This period of infancy is characterized by autistic language, that is, private language that
makes little or no sense to other people.

Childhood
• The era of childhood begins with the advent of syntaxic language and continues until the
appearance of the need for playmates of an equal status.
• The age of childhood varies from culture to culture and from individual to individual, but
in Western society it covers the period from about age 18 to 24 months until about age 5
or 6 years.
• During this stage, the mother remains the most significant other person, but her role is
different from what it was in infancy.
• The good-mother and bad-mother personifications are usually retained on a parataxic
level.
• Now they label behaviors as good or bad in imitation of their parents.

Juvenile Era
• It begins with the appearance of the need for peers or playmates to satisfy the need for
intimacy.
• In United States, the juvenile stage is roughly parallel to the fire 3 years of school, around
5 to 6 and ending at about 8 1/2.
• Sullivan believed that a child should learn to compete, compromise & cooperate.
• The juvenile age, child must learn to cooperate with others in the real world of
interpersonal relationship.
 Preadolescence
• Preadolescence, which begins at age 8 1/2 and ends with adolescence, is a time for
intimacy with one particular person, usually a person of the same gender.
• Sullivan called this process of becoming a social being the “quiet miracle of
preadolescence”, a likely reference to the personality transformation he experienced
during his own preadolescence.
• The outstanding characteristic of preadolescence is the genesis of the capacity to love.
• Sullivan believed that preadolescence is the most untroubled and carefree time of life

Early Adolescence
• Begins with puberty and ends with the need for sexual love with one person. It is marked
by the eruption of genital interest and the advent of lustful relationships.
• Sullivan believed that early adolescence is a turning point in personality development.
• *The person either emerges from this stage in command of the intimacy and lust
dynamisms or faces serious interpersonal difficulties during future stages.

Late Adolescence
• Late adolescence begins when young people are able to feel both lust and intimacy
toward the same person, and it ends in adulthood when they establish a lasting love
relationship.
• Late adolescence embraces that period of self-discovery when adolescents are
determining their preferences in genital behavior, usually during secondary school years,
or about ages 15 to 17 or 18.
• The outstanding feature of late adolescence is the fusion of intimacy and lust.

Adulthood
• Successful completion of late adolescence culminates in adulthood, a period when people
can establish a love relationship with at least one significant other.
• Sullivan had little to say about this final stage because he believed that mature adulthood
was beyond the scope of interpersonal/psychiatry.
• Mature adulthood of other people's anxiety, needs & security.

PSYCHOLOGICAL DISORDER

• He believes that Psychological Disorders happens because of the Social Environment of

PSYCHOTHERAPY

• Face-to-Face relationship with Patient