Harry Stack Sullivan's Self System, Study notes of Personality Psychology

Harry Stack Sullivan's Self System in describes model of social components, cuture and prsonality development.

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Counseling and Wellness: A Professional Counseling Journal
36
2012 Volume 3
Harry Stack Sullivan’s Self-System
Rebekah Leimgruber-Lopez
Abstract
The following article includes Harry Stack Sullivan’s interpersonal theory and more specifically, his use of
the “self-system.” This theory is mainly built out of the social context of human experiences, however
congenital factors are not denied. The social element of human growth starts with a central state of
interpersonal affiliation in infancy and endures throughout adulthood. Interpersonal connections are the
significant requirements for standard human progression. Furthermore, destructive exhibitions can be
explained by deviance, psychopathology, and immaturity.
One individual who projected a model of the social component and interaction
between culture and personality development was Harry Stack Sullivan (1892-1949).
Born in Norwich, New York, he was schooled at Smyrna Union School and continued
his higher education at Cornell University. Before working as a psychiatrist, Sullivan
was a physician experienced in internal medicine and surgery. He earned his MD in
1917 from the Chicago College of Medicine and Surgery. Sullivan expanded upon
Sigmund Freud’s theories and drew his own attention towards interpersonal
relationships. He believed that the intrapsychic factor of personality could not be
perceived directly except through interpersonal connections. These exchanges can
take place in fantasy or reality. His emphasis on the importance of interpersonal
interactions and his claims that every person has as many personalities as he has
interpersonal associations seems to anticipate the diverse insights and differentiation of
social psychology (Muuss, 1996).
This theory is mainly built out of the social context of human experiences,
however congenital or organic factors of the brain are not denied. The social element of
Rebekah Leimgruber-Lopez is a student in the M. A. Counseling program at NAU-Yuma.
Correspondence concerning this article should be addressed to Rebekah Leimgruber-Lopez at
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Counseling and Wellness: A Professional Counseling Journal 36

Harry Stack Sullivan’s Self-System

Rebekah Leimgruber-Lopez

Abstract The following article includes Harry Stack Sullivan’s interpersonal theory and more specifically, his use of the “self-system.” This theory is mainly built out of the social context of human experiences, however congenital factors are not denied. The social element of human growth starts with a central state of interpersonal affiliation in infancy and endures throughout adulthood. Interpersonal connections are the significant requirements for standard human progression. Furthermore, destructive exhibitions can be explained by deviance, psychopathology, and immaturity.

One individual who projected a model of the social component and interaction between culture and personality development was Harry Stack Sullivan (1892-1949). Born in Norwich, New York, he was schooled at Smyrna Union School and continued his higher education at Cornell University. Before working as a psychiatrist, Sullivan was a physician experienced in internal medicine and surgery. He earned his MD in 1917 from the Chicago College of Medicine and Surgery. Sullivan expanded upon Sigmund Freud’s theories and drew his own attention towards interpersonal relationships. He believed that the intrapsychic factor of personality could not be perceived directly except through interpersonal connections. These exchanges can take place in fantasy or reality. His emphasis on the importance of interpersonal interactions and his claims that every person has as many personalities as he has interpersonal associations seems to anticipate the diverse insights and differentiation of social psychology (Muuss, 1996). This theory is mainly built out of the social context of human experiences, however congenital or organic factors of the brain are not denied. The social element of

Rebekah Leimgruber-Lopez is a student in the M. A. Counseling program at NAU-Yuma. Correspondence concerning this article should be addressed to Rebekah Leimgruber-Lopez at [email protected].

Counseling and Wellness: A Professional Counseling Journal 37

human growth starts with a central state of interpersonal affiliation in infancy and endures throughout adulthood. Interpersonal connections are the significant requirements for standard human progression. Furthermore, destructive exhibitions can be explained by deviance, psychopathology, and immaturity. The individual learns to act in certain ways and adjust his conduct due to socialization and not from biological imperatives (Muuss, 1996). More important than that of sexual needs is the fulfillment of interpersonal needs. What we are and how we progress is influenced by our relationships with other people. Moreover, the effects of interpersonal contacts can be positive and negative. The rewards of interpersonal exchanges are determined upon constructive feedback. Knowing that others consider us attractive and worthwhile and value us provides a feeling of security. On the other hand, relationships are weakened when they generate a large amount of worry, more so in the first years of life. Social affiliations are mutual in nature whereby, an adolescent who already has a low amount of self-esteem and feels insufficient tends to discard welcoming gestures by others and remains skeptical (Muuss, 1996). Our sense of self is formed by the way in which those who motivate us most in our lives- treat us and see us. The self is a communal self, shaped by others and by this the self develops into the initiator of social relationships. This is called the self- system. It is an individual’s gathering of perceptions about themselves. The self-system arranges life involvements within its persona. The self-system fights off anxiety-known as a feeling of uneasiness and worry- as well as learns cultural standards and becomes a filter through which experiences are integrated in or omitted from consciousness (Muuss, 1996). One key purpose of the self-system is to provide contentment and diminish the anxiety related with the experiences of dissatisfaction that go along with the socialization procedure. Sullivan (2011) explained that anxiety appears not only as awareness of itself but also in the experience of some complex emotions such as shame, embarrassment, and guilt. The self-system tries to prevent alterations after