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CHAPTER 17 Sister Callista Roy 307

MAJOR CONCEPTS & DEFINITIONS—cont’d

at a given time and is formed from internal percep- activities such as clubs or hobbies (Andrews,
tions and perceptions of others’ reactions” (Roy & 1991, p. 349).
Andrews, 1999, p. 107). Its components include the The major roles that one plays can be analyzed by
following: (1) the physical self, which involves sen- imagining a tree formation. The trunk of the tree is
sation and body image, and (2) the personal self, one’s primary role, or developmental level, such as a
which is made up of self-consistency, self-ideal or generative adult female. Secondary roles branch off
expectancy, and the moral-ethical-spiritual self. The from this—for example, wife, mother, and teacher.
group identity mode “reflects how people in groups Finally, tertiary roles branch off from secondary
perceive themselves based on environmental feed- roles—for example, the mother role might involve
back. The group identity mode [is composed] of the role of parent-teacher association president for a
interpersonal relationships, group self-image, social given period. Each of these roles is seen as occurring
milieu, and culture” (Roy & Andrews, 1999, p. 108). in a dyadic relationship, that is, with a reciprocal
The basic need of the group identity mode is identity role (Roy & Andrews, 1999).
integrity (Roy & Andrews, 1999).
Interdependence Mode
Role Function Mode
The role function mode “is one of two social modes “The interdependence mode focuses on close rela-
and focuses on the roles the person occupies in tionships of people (individually and collectively)
society. A role, as the functioning unit of society, is and their purpose, structure, and develop-
defined as a set of expectations about how a person ment . . . Interdependent relationships involve the
occupying one position behaves toward a person willingness and ability to give to others and accept
occupying another position. The basic need under- from them aspects of all that one has to offer such
lying the role function mode has been identified as love, respect, value, nurturing, knowledge,
as social integrity—the need to know who one is skills, commitments, material possessions, time,
in relation to others so that one can act” (Hill & and talents” (Roy & Andrews, 1999, p. 111).
Roberts, 1981, pp. 109–110). Persons perform pri- The basic need of this mode is termed rela-
mary, secondary, and tertiary roles. These roles are tional integrity (Roy & Andrews, 1999).
carried out with both instrumental and expressive be- Two specific relationships are the focus of the
haviors. Instrumental behavior is “the actual physical interdependence mode as it applies to individu-
performance of a behavior” (Andrews, 1991, p. 348). als. The first is with significant others, persons
Expressive behaviors are “the feelings, attitudes, likes who are the most important to the individual.
or dislikes that a person has about a role or about the The second is with support systems, that is, oth-
performance of a role” (Andrews, 1991, p. 348). ers contributing to meeting interdependence
needs (Roy & Andrews, 1999, p. 112).
The primary role determines the majority of
behavior engaged in by the person during a par- Two major areas of interdependence behaviors have
ticular period of life. It is determined by age, sex, been identified: receptive behavior and contributive
and developmental stage (Andrews, 1991, p. 349). behavior. These behaviors apply respectively to the
Secondary roles are those that a person “receiving and giving of love, respect and value in
assumes to complete the task associated with a interdependent relationships” (Roy & Andrews,
developmental stage and primary role (Andrews, 1999, p. 112).
1991, p. 349).
Tertiary roles are related primarily to second- Perception
ary roles and represent ways in which individuals “Perception is the interpretation of a stimulus and the
meet their role associated obligations . . . Tertiary conscious appreciation of it” (Pollock, 1993, p. 169).
roles are normally temporary in nature, freely Perception links the regulator with the cognator and
chosen by the individual, and may include connects the adaptive modes (Rambo, 1983).