• Erickson’s
o Trust vs. Mistrust (infant 0- 1 ½) trust developed if caregivers give affection, love, care, attention, and reliability.
... [Show More] (Feeding)
o Autonomy vs. Shame (toddlers 1 ½ - 3) kids need to develop a sense of personal control. (Toilet Training)
o Initiative vs. Guilt (children 3-6) children need to have power to explore their environment and not receive disapproval from parents. (Exploration)
o Industry vs. Inferiority: (school aged kids 6-12) Kids dealing with new social and academic demands. Success leads to a sense of competence. (School)
o Identity vs. Role Confusion (teens 12-20) Teens need to develop self-identity and personal identity to stay true to themselves. (Social Relationships)
o Intimacy & Solidarity vs. Isolation (young adults 20-30) Young Adults need to form intimate, loving relationships. (Relationships)
o Generativity vs. Self-Absorption: (adults 30-65) Need to create/nurture things by having children. (Work & Parenthood)
o Integrity vs. Despair (elderly 65+) Need to look back and feel fulfilled by accomplishments; have wisdom and no regrets (Reflection on Life)
• Sullivan Personalities are influenced during childhood and mostly by the MOTHER.
• Therapeutic Communication: goal directed, professional, scientifically based. The goal is to get information so that you can plan care for the patient.
o Active Listening
Clarifying: promotes understanding of the patient’s statement
Restating: repeating the same key words the patient has just spoken to echo their feelings. (Ex: If a patient remarks, “My life is empty…it has no meaning,” additional information may be gained by restating, “Your life has no meaning?”)
Reflecting: helps people understand their own thoughts better; summarizes (Ex: For example, to reflect a patient's feelings about his or her life, a good beginning might be, “You sound as if you have had many disappointments.”)
Exploring: use of open-ended questions or statements to allow the patient to express
thoughts/feelings. (Ex: “Tell me more…”, “Give me an example of…”)
• Communication Technique Examples in Different Scenarios
o For Suicidal Patients: “These thoughts are very serious Mr. Adams. I do not want any harm to come to you. Can you tell me what you were feeling and if there were any circumstances that led you to this decision?”
o For Patients who start Crying: Stay with your patient and reinforce that it is all right to cry & offer
tissues. “You seem upset, what are you thinking right now?”
o For Patients who say they “don’t want to talk”: “Its alright. I would like to spend time with you. We don’t have to talk.” Or reapproach at a later time, “Our 5 minutes is up. I will be back at 10am and spend another 5 minutes with you.”
o For Patients who ask the nurse to keep a secret: Nurses cannot make such promises, as it may be important to share that information with other staff for safety reasons. “I cannot make that promise Mr. Adams as it might be important for me to share it with the other staff”.
o Non-Verbal:
Tone of voice (tone, pitch, intensity, stuttering, silence, pausing)
Facial expressions (frown, smile, grimaces, raises eyebrows, licks lips)
Posture (slumps over, puts face in hands, taps feet, fidgets with fingers)
Amount of eye contact (angry, suspicious or accusatory looks, wandering)
Sighs/Hand gestures (fidgeting, snapping fingers)
Yawning [Show Less]