Sister Callista Roy

Agenda
01 Biography
Short background of Sister Callista Roy

02 Theoretical Sources
Why Sister Callista Roy conducted the adaptation theory

03 Concepts
Assumption revision basic to concepts for the 21st century

04 Theoretical Assertions
Which includes the adaptation model as well as Roy’s feedback
mechanism
Sister Callista Roy

Sister Callista L. Roy (born

October 14, 1939) is a nursing
theorist, profession, and author.
She is known for her
groundbreaking work in creating
the Adaptation Model of Nursing.
Callista Roy received her Bachelor of Arts Major in
Nursing from Mount Saint Mary’s College in Los
Angeles in 1963 and her master’s degree in nursing from
the University of California in 1966.

Roy was challenged in a seminar with Dorothy E.

Johnson to develop a conceptual model for nursing.

Sr. Callista Roy has numerous

publications, including books and
journal articles, on nursing theory and
other professional topics.
Roy and her colleagues at Roy Adaptation
Association, has critiqued and
synthesized the first 350 research
projects published in English based on
her adaptation model.
Her most famous work is on the Roy
adaptation model of nursing.
 “When push comes to a shove, we will seldom disappoint
ourselves. We all harbor greater stores of strength than we
think. Adversity brings the opportunity to test our mettle and
discover for ourselves the stuff of which we are made.”
Roy adapted the Helson's adaptation theory. Helson's work developed the concept
of the adaptation level zone, which determines whether a stimulus will elicit a
positive or negative response. According to Helson's theory, adaptation is the
process of responding positively to environmental changes. The adaptation level is
made up of the pooled effect of three classes of stimuli (any factor that provokes a
response that may arise from the internal or the external environment) :
Focal stimuli immediately confront the individual.

Contextual stimuli are all other stimuli present that contribute to the effect of the focal stimulus.

Residual stimuli are environmental factors of which the effects are unclear in a given situation.

Roy combines Helson’s work with Rapoport’s definition of system to view the person as an
adaptive system.
 CONCEPTS
SYSTEM

ADAPTATION
ADAPTATION PROBLEMS
LEVEL

CONTEXTUAL FOCAL
STIMULUS
STIMULUS

RESIDUAL
STIMULUS
COPING
PROCESSES
 4 ADAPTATION MODES

PHYSIOLOGICAL SELF-CONCEPT ROLE FUNCTION INTERDEPENDENCE

MODE MODE MODE MODE
This addresses This mode deals
The person’s with the balance
Includes basic perceptions of his people’s
adaptations to between
human needs such or her physical and independence and
as air, water, food personal self are different role
changes that occur interdependence in
and temperature included in this a person’s
regulation. mode. throughout a
lifetime. relationship with
other people.
 PHYSIOLOGICAL SELF-CONCEPT
•Nausea and/or retching and/or PHYSICAL SELF:
vomiting •Being messy, untidy, pale, tired and
Focal Stimuli •Increased sensitivity to smells underweight
•Insufficient and unbalanced PERSONAL SELF:
nutrition •Loss of Control
•Pregnancy •Weakness and tiredness
•Dissatisfaction with pregnancy
•Social isolation and loneliness
•Nausea and Vomiting •Dehydration
Contextual Stimuli ADAPTIV
•Unwillingness to be S E
pregnant T
•Focusing on fetal health I
•Relationships with spouses, M
family, colleagues, and the U
social environment
•Inability to cope with stress
L
•Insufficient adaptation to I
marriage INEFFECTIV
Residual ROLE FUNCTION INTERDEPENDENCE E
•Difficulty in adapting to •Inability to fulfill •Disrupted relationships
changes in pregnancy and responsibilities at home with spouses, family
disbelief at ability to cope with •Decreased performance at (parents, children),
the changes work or inability to go to colleagues, and individuals
•Duration of relationship with work in the social environment
husband before marriage
•Inability to care for children
Mrs. M. is a 37-year-old single mother
with two school-age children. Mrs. M.
suffered multiple facial injuries as a
result of a motor vehicle accident
several months ago. The injuries have
healed without complication, but
she has moderate residual scarring.
Assessment of Mrs. M. begins with the behaviors
manifested from the four adaptive modes. The nurse uses
observational skills, intuition, measurements, and
interviewing skills to collect data. The nurse involves Mrs. M.
in the assessment to verify the nurse’s own perceptions.
The nurse verifies that Mrs. M. has generally adapted well
following the motor vehicle accident. The exception is the
self-concept mode: some of her behaviors are ineffective
in relation to adaptation, as evidenced by Mrs. M. ‘s
avoidance of social gatherings, wearing dark glasses and
big hats, and wearing heavy makeup to cover her scars.