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1. TRASACTION AL ANALYSIS
A theory of psychology developed by Candain- born Eric
Berne during the late1950s. And popularized by Thomas
Harris in the 1960s.
TA seeks to explain how each of us has developed into
the people we have become by understanding both the
way we view ourselves and the world.
In then examines how the perceptions manifest
themselves in our transactions with others, offering
suggestions for personal development and improved
communication along the way

2. TRASACTION AL ANALYSIS
The TA are several fundamental assumptions:
Everyone is born OK.
Each person has a right to be in the world, accepted
who they are.
Everyone is responsible for themselves.
We all seek physical and emotional nurturing so we
modify our behavior to achieve this.
There are three behavioral state we can switch
between.

3. CONCEPT OF TRASACTION AL
ANALYSIS
A model for explaining why and how:
People think like they do
People interact/ communicate with others

4. OUR BRAIN (ACCORDING TO BERNE)
Determines what we think and how we act
Has three distinct parts or Ego states
1. Parent
2. Adult
3. child

5. PARENT EGO SATE
Thoughts , feelings, attitude, behavioral
patterns based on messages or lessons learned
from and other parental or authoritarian
sources.
Should and should not, always and never.
Nurturing views (sympathetic, caring views).
Critical views ( fault finding, judgmental
views).

6. ADULT EGO STATE
Thoughts , feeling, attitudes, behavioral
patterns based on objectives analysis of
information (data, facts).
Make decisions based on logic, computations,
probabilities, etc. (not emotional).

7. CHILD EGO STATE
Thoughts , feeling, attitudes, behavioral patterns based on
child-like emotions, impulses, feelings we have
experienced.
Child-like examples
Impulsive Happy Curious
Self-centered Pleasure seeking Eager in please
Angry
Fearful

8. EGO PORTRAITS
People have favorite, preferred ego state, depicted by
larger circle in a diagram.
Parent Adult Child
P
A
C
P
A
C C
P
A

9. EGO STATES
Controlling Nurturing
Parent Parent
Adaptive Natural
Child Child
Little Professor
CP NP
Adult
“Do this!
Stop that”
“No!
Please?”
“It’s Ok.”
“Wah!”
“I wonder if… Creative ‘free
child’

10. THE THREE EGO STATES
Parent- “Do as I do”
Child- “What shall I do?”
Adult- “I will be frank with you”
We Are
Child
Adult
Parent in our Transactions.
We shift from one ego state to another in
transactions.

11. SHIFT IN EGO STATES
Parent- “Why don’t you prepare a
time-table?”
Child- “What is the point when one
cannot follow it?” – Becomes an
Adult.

12. HUMAN INTERACTION ANALYSIS
A transaction= an interaction or
communication between two people.
People send and receive messages out of and
in to their different ego state.
Types of communication, interactions.
1. Complementary
2. Crossed
3. Ulterior

13. COMPLEMENTARY “TRANSACTION”
Appropriate and Expected
Transactions indicating healthy human
relationships.
Communication takes place when
transactions are complementary.
A stimulus invites a response; this
response becomes a stimulus inviting
further response and so on.

14. COMPLEMENTARY “TRANSACTION”
Interaction, responses, action regarded as appropriate and
expected from another person.
Parallel communication arrows, communication continues.
Example1: S=What time is it? R= My watch says 12:30.
2: S= do on know where the project report is?
R= it seems to be misplaced. My secretary is searching
for it now
S
R
P
A
C
P
A
C

15. CROSSED TRANSACTION
This causes most difficulties in social situations.
“May be, you should improve your Study”.
“You always find fault with me whatever I do”
Parent-Child interaction.
S
R
A
C
P
C
A
P
S=What is the time?
R= Why don’t you
use your own watch?

16. ULTERIOR TRANSACTIONS
These are most complex transaction.
Communication has double meaning.
More than two ego-states are involved in
transaction.
TWO TYPES
1. Duplex
2. Angular

17. 1.DUPLEX :- Four ego-states are involved in
sending and receiving the message
S
R
C
A
P
P
P
P
S= Do you know what time is it?
(“are you aware, you’re late!)
R= it’s half past ten
(“I really don’t care!’’

18. Analysis of Life –position-Thomas Harris
(“I’m OK- You’re OK”)
An individual life position at any given time expresses in some
manner just how that individual is relating to others in terms of
thinking, feeling, & behaving.
You are OK
+ve
I I
am am
OK not
OK
-ve
-ve You are not OK
Attitude towards others
I am OK I am not OK
You are OK You are OK
I am Ok I am not OK
You are not OK You are not OK
Attitude
towards
Self
+ve

19. JOHARI WINDOW.
A JOHARI WINDOW PSYCHOLOGICAL TOOL CREATED BY
JOSEPH LUFT & HARRY INGHAM IN 1955 IN THE UNITED STATES.
THE JOHARI WINDOW IS A COMMUNICATION MODEL THAT CAN
BE USED TO IMPROVE UNDERSTANDING BETWEEN INDIVIDUALS.
DEVELOPED BY JOSEPH LUFT AND HARRY INGHAM (THE
WORD “JOHARI” COMES FROM JOSEPH LUFT AND HARRY
INGHAM).

20. IN EARLY PUBLICATIONS THE WORD ACTUALLY APPEARS
AS ‘JOHARI’
IT WAS DEVELOPED WHILE RESEARCHING GROUP
DYNAMICS.
TODAY THE JW MODEL IS ESPECIALLY RELEVANT
BECAUSE OF THE MODERN EMPHASIS ON SOFT SKILL,
BEHAVIOR, EMPATHY, COOPERATION, INTER-GROUP
DEVELOPMENT AND INTERPERSONAL DEVELOPMENT

21. THE JOHARI WINDOW CONCEPT &
COMMUNICATION MODEL HELPS IMPROVE
UNDERSTANDING BETWEEN INDIVIDUALS WITHIN A
TEAM OR IN GROUP SETTING. IT CAN BE USED TO
IMPROVE A GROUP’S RELATIONSHIP WITH OTHER
GROUPS

22. USING THE JOHARI MODEL, EACH PERSON IS
REPRESENTED BY THEIR OWN FOUR-QUADRANT, OR
FOUR-PANE, WINDOW.
EACH OF THESE CONTAINS AND REPRESENTS PERSONAL
INFORMATION - FEELINGS, MOTIVATION - ABOUT THE
PERSON, AND SHOWS WHETHER THE INFORMATION IS
KNOWN OR NOT KNOWN BY THEMSELVES OR OTHER
PEOPLE.

24. THE FOUR QUADRANTS ARE
ARENA: OPEN AREA (QUADRANT 1)
WHAT IS KNOWN BY THE PERSON ABOUT HIM/HERSELF AND IS ALSO
KNOWN BY OTHERS.
EXAMPLES: YOUR NAME, THE COLOR OF YOUR HAIR, THE FACT YOU OWN
A DOG.

25. BLIND AREA, OR "BLIND SPOT" (QUADRANT 2)
WHAT IS UNKNOWN BY THE PERSON ABOUT HIM/HERSELF BUT WHICH
OTHERS KNOW. THIS CAN BE SIMPLE INFORMATION, OR CAN INVOLVE DEEP
ISSUES.
EXAMPLE: FEELINGS OF INADEQUACY, INCOMPETENCE, UNWORTHINESS,
REJECTION, YOUR OWN MANNERS, THE FEELINGS OF OTHER PERSONS ABOUT
YOU,. WHICH ARE DIFFICULT FOR INDIVIDUALS TO FACE DIRECTLY, AND YET
CAN BE SEEN BY OTHERS.

26. FACADE:HIDDEN OR AVOIDED AREA(QUADRANT 3)
WHAT THE PERSON KNOW ABOUT HIM/HERSELF OTHERS DO NOT
KNOW
SUCH AS: YOUR SECRETS, YOUR HOPES, DESIRE, WHAT YOU
LIKE & DISLIKE.

27. THE UNKNOWN AREA (QUADRANT 4)
TRAITS UNKNOWN BY THE PERSON ABOUT HIM/HERSELF &
ALSO UNKNOWN BY OTHERS. THE UNKNOWN ALSO HAS
POTENTIAL TO INFLUENCE THE REST OF THE JW.

28. IN THE BEGINNING OF COMMUNICATION PROCESS,
WHEN YOU MEET SOMEONE, THE SIZE OF THE ARENA
QUADRANT IS NOT VERY LARGE, SINCE THERE HAS BEEN
LITTLE TIME AND OPPORTUNITY TO EXCHANGE
INFORMATION.
THE BASIC IDEA IS TO EXPAND THE ARENA TO BECOME
THE DOMINANT WINDOW.
HOW?
THROUGH SELF DISCLOSURE AND FEEDBACK
SOLICITATION.

30. TWO KEY IDEAS BEHIND THE TOOL:
INDIVIDUALS CAN BUILD TRUST BETWEEN
THEMSELVES BY DISCLOSING INFORMATION ABOUT
THEMSELVES.
THEY CAN LEARN ABOUT THEMSELVES AND
COME TO TERMS WITH PERSONAL ISSUES WITH THE
HELP OF FEEDBACK FROM OTHERS.

31. TAKING FEEDBACK
ONCE THE ICE BROKEN & YOUR LEVELS OF
CONFIDENCE AND SELF ESTEEM RISES, IT IS EASIER TO
INVITE OTHERS TO COMMENT ON YOUR BLIND SPOTS.
ACTIVE AND EMPATHIC LISTENING SKILLS ARE USEFUL
IN THIS EXERCISE.

32. 1.LARGER OPEN AREA
[I know you know]
Sensitive to needs of
self and also that of others.
High degree of mutual
trust, concern and respect.
Objective and
meaningful relations.
Open and authentic.

33. 2.LARGER BLIND AREA
[I DON’T KNOW YOU KNOW]
DISTRUST IN OTHERS
COMPETENCE.
RIGID OPINIONS.
FEAR OF FAILURE.

34. 3.LARGER HIDDENAREA
[I KNOW YOU DON’T KNOW]
DISTRUST.
MASKING TO MAINTAIN PERSONAL
IMAGE.
FEAR OF EXPOSURE OF OWN
INADEQUACIES.
INDIFFERENT BEHAVIOR.

35. 4.LARGER UNKNOWN
AREA
[I DON’T KNOW YOU ALSO DON’T
KNOW]
INDIFFERENT BEHAVIOR.
LOW RISK TAKING.
WITHDRAWN.
NON COMMUNICATIVE.
NO IMPORTANCE TO
INTERPERSONAL RELATIONS.

36. KEY POINTS:
IN MOST CASES, THE AIM IN GROUPS SHOULD BE TO DEVELOP THE OPEN
AREA FOR EVERY PERSON.
WORKING IN THIS AREA WITH OTHERS USUALLY ALLOWS FOR ENHANCED
INDIVIDUAL AND TEAM EFFECTIVENESS AND PRODUCTIVITY. THE OPEN AREA
IS THE ‘SPACE’ WHERE GOOD COMMUNICATIONS AND COOPERATION OCCUR,
FREE FROM CONFUSION, CONFLICT AND MISUNDERSTANDING.
SELF-DISCLOSURE IS THE PROCESS BY WHICH PEOPLE EXPAND THE OPEN
AREA VERTICALLY. FEEDBACK IS THE PROCESS BY WHICH PEOPLE EXPAND
THIS AREA HORIZONTALLY.
BY ENCOURAGING HEALTHY SELF-DISCLOSURE AND SENSITIVE FEEDBACK,
YOU CAN BUILD A STRONGER AND MORE EFFECTIVE TEAM.

37. USAGE OF THE JOHARI WINDOW
Personality- Analysis.
A
B
C
D
A – The way I think I am.
B – The way others think I am or about me.
C – My real-self.
D – Common area
(self – concept)
The persons with wider common area become highly
acceptable to individual and society at large

38. APPLICATIONS
GENERALLY USED FOR TEACHING AND UNDERSTANDING.
HOW INDIVIDUALS COMMUNICATE WITH THEMSELVES AND
WITH OTHERS.
HOW INDIVIDUAL PRESENT THEMSELVES AND TO OTHERS.
HOW INDIVIDUALS PERCEIVE THEIR PLACE IN THE WORLD

39. BENEFITS
EASY TO GRASP, FLEXIBLE OUTCOMES.
THE METHOD CATALYSES OPEN INFORMATION
SHARING.
THE METHOD WILL CREATE A SHARED
REFERENCE POINT.

40. DISCLOSURE
SOME THINGS ARE PERHAPS BETTER NOT COMMUNICATED
( MENTAL PROBLEMS, LARGE-SCALE FAILURES & YOUR SEXUAL
BEHAVIOR)
SOME PEOPLE MAY PASS ON THE INFORMATION THEY RECEIVED
FURTHER THAN YOU DESIRE OR USE IT IN A NEGATIVE WAY

41. GIVING FEEDBACK
SOME CULTURES HAVE A VERY OPEN AND ACCEPTING APPROACH
TO
FEEDBACK. OTHERS DON’T
EXERCISE OBSERVATION.
SOME PEOPLE TAKE PERSONAL FEEDBACK OFFENSIVELY.
BE SENSITIVE, AND START GRADUALLY.

42. CONDITIONS
THE INDIVIDUALS WHICH ARE EXPERIENCING THE
PROCESS MUST PROCEED FURTHER TO CREATE
DEVELOPMENT PLANS, ETC.

43. SELF PERCEPTIONS: THE JOHARI WINDOW
Openly shared
data
A’s unshared data
B’s blind spots
Unknowns in the
relationship
Future potential
B’s unshared data
A’s blind spots
Known to A
Relationship from A’s position
Unknown to A
Unknown
to
B
Known
to
B
Relationship
from
B’s
position
One way to
conceptualize
the possible
combinations of
what you
Know
about yourself
and
what others
know
about you.