The document provides an overview of Transactional Analysis theory as developed by Eric Berne in the 1950s and expanded upon by others since. It discusses the key concepts of ego states (Parent, Adult, Child), transactions between people from different ego states, and the modern subdivision of ego states into more detailed categories. Transactional Analysis aims to understand personality, communication patterns, and repetitive behaviors through analyzing stimuli and responses between people's ego states.

1. home | about/terms | contact | index | site map
Search
related materials
body language - theory, signals, meanings
david grove's clean language methodology
emotional intelligence (EQ)
erik erikson's life-stage theory
faciliating change and decision-making
love and spirituality at work
neuro-linguistic programming (nlp)
personality theories, models and types
the psychological contract
transactional analysis - advanced
See alphabetical index for more materials, ideas and resources.
See subjects in categories.
See archive of additions and updates.
See the businessballs communityfor more materials, sharing, publishing, promoting, connecting, etc.
home » self/personal development » transactional analysis
transactional analysis
Eric Berne's Transactional Analysis - early TA history and theory
Transactional Analysis is one of the most accessible theories of modern
psychology. Transactional Analysis was founded by Eric Berne, and the
famous 'parent adult child' theory is still being developed today.
Transactional Analysis has wide applications in clinical, therapeutic,
organizational and personal development, encompassing communications,
management, personality, relationships and behaviour. Whether you're in
business, a parent, a social worker or interested in personal development,
Eric Berne's Transactional Analysis theories, and those of his followers, will
enrich your dealings with people, and your understanding of yourself. This
section covers the background to Transactional Analysis, and Transactional
Analysis underpinning theory. See also the modern Transactional Analysis
theory article.

2. roots of transactional analysis
Throughout history, and from all standpoints: philosophy, medical science,
religion; people have believed that each man and woman has a multiple
nature.
In the early 20th century, Sigmund Freud first established that the human
psyche is multi-faceted, and that each of us has warring factions in our
subconscious. Since then, new theories continue to be put forward, all
concentrating on the essential conviction that each one of us has parts of
our personality which surface and affect our behaviour according to
different circumstances.
In 1951 Dr Wilder Penfield began a series of scientific experiments.
Penfield proved, using conscious human subjects, by touching a part of the
brain (the temporal cortex) with a weak electrical probe, that the brain
could be caused to 'play back' certain past experiences, and the feelings
associated with them. The patients 'replayed' these events and their
feelings despite not normally being able to recall them using their
conventional memories.
Penfield's experiments went on over several years, and resulted in wide
acceptance of the following conclusions:
The human brain acts like a tape recorder, and
whilst we may 'forget' experiences, the brain still
has them recorded.
Along with events the brain also records the
associated feelings, and both feelings and events
stay locked together.
It is possible for a person to exist in two states
simultaneously (because patients replaying
hidden events and feelings could talk about them
objectively at the same time).
Hidden experiences when replayed are vivid, and
affect how we feel at the time of replaying.
There is a certain connection between mind and
body, i.e. the link between the biological and the
psychological, eg a psychological fear of spiders
and a biological feeling of nausea.
early transactional analysis theory and model

3. In the 1950's Eric Berne began to develop his theories of Transactional
Analysis. He said that verbal communication, particularly face to face, is at
the centre of human social relationships and psychoanalysis.
His starting-point was that when two people encounter each other, one of
them will speak to the other. This he called the Transaction Stimulus. The
reaction from the other person he called the Transaction Response.
The person sending the Stimulus is called the Agent. The person who
responds is called the Respondent.
Transactional Analysis became the method of examining the transaction
wherein: 'I do something to you, and you do something back'.
Berne also said that each person is made up of three alter ego states:
Parent
Adult
Child
These terms have different definitions than in normal language.
Parent
This is our ingrained voice of authority, absorbed conditioning, learning and
attitudes from when we were young. We were conditioned by our real
parents, teachers, older people, next door neighbours, aunts and uncles,
Father Christmas and Jack Frost. Our Parent is made up of a huge number
of hidden and overt recorded playbacks. Typically embodied by phrases
and attitudes starting with 'how to', 'under no circumstances', 'always' and
'never forget', 'don't lie, cheat, steal', etc, etc. Our parent is formed by
external events and influences upon us as we grow through early
childhood. We can change it, but this is easier said than done.
Child
Our internal reaction and feelings to external events form the 'Child'. This
is the seeing, hearing, feeling, and emotional body of data within each of
us. When anger or despair dominates reason, the Child is in control. Like
our Parent we can change it, but it is no easier.
Adult

4. Our 'Adult' is our ability to think and determine action for ourselves, based
on received data. The adult in us begins to form at around ten months old,
and is the means by which we keep our Parent and Child under control. If
we are to change our Parent or Child we must do so through our adult.
In other words:
Parent is our 'Taught' concept of life
Adult is our 'Thought' concept of life
Child is our 'Felt' concept of life
When we communicate we are doing so from one of our own alter ego
states, our Parent, Adult or Child. Our feelings at the time determine which
one we use, and at any time something can trigger a shift from one state
to another. When we respond, we are also doing this from one of the three
states, and it is in the analysis of these stimuli and responses that the
essence of Transactional Analysis lies. See the poem by Philip Larkin about
how parental conditioning affects children and their behaviour into
adulthood. And for an uplifting antidote see the lovely Thich Nhat Hanh
quote. These are all excellent illustrations of the effect and implications of
parental conditioning in the context of Transactional Analysis.
At the core of Berne's theory is the rule that effective transactions (ie
successful communications) must be complementary. They must go back
from the receiving ego state to the sending ego state. For example, if the
stimulus is Parent to Child, the response must be Child to Parent, or the
transaction is 'crossed', and there will be a problem between sender and
receiver.
If a crossed transaction occurs, there is an ineffective communication.
Worse still either or both parties will be upset. In order for the relationship
to continue smoothly the agent or the respondent must rescue the
situation with a complementary transaction.
In serious break-downs, there is no chance of immediately resuming a
discussion about the original subject matter. Attention is focused on the
relationship. The discussion can only continue constructively when and if
the relationship is mended.
Here are some simple clues as to the ego state sending the signal. You will
be able to see these clearly in others, and in yourself:
Parent
Physical - angry or impatient body-language and expressions, finger-
pointing, patronising gestures,

5. Verbal - always, never, for once and for all, judgmental words, critical
words, patronising language, posturing language.
N.B. beware of cultural differences in body-language or emphases that
appear 'Parental'.
Child
Physical - emotionally sad expressions, despair, temper tantrums, whining
voice, rolling eyes, shrugging shoulders, teasing, delight, laughter,
speaking behind hand, raising hand to speak, squirming and giggling.
Verbal - baby talk, I wish, I dunno, I want, I'm gonna, I don't care, oh no,
not again, things never go right for me, worst day of my life, bigger,
biggest, best, many superlatives, words to impress.
Adult
Physical - attentive, interested, straight-forward, tilted head, non-
threatening and non-threatened.
Verbal - why, what, how, who, where and when, how much, in what way,
comparative expressions, reasoned statements, true, false, probably,
possibly, I think, I realise, I see, I believe, in my opinion.
And remember, when you are trying to identify ego states: words are only
part of the story.
To analyse a transaction you need to see and feel what is being said as
well.
Only 7% of meaning is in the words spoken.
38% of meaning is paralinguistic (the way that
the words are said).
55% is in facial expression. (source: Albert
Mehrabian - more info)
There is no general rule as to the effectiveness of any ego state in any
given situation (some people get results by being dictatorial (Parent to
Child), or by having temper tantrums, (Child to Parent), but for a balanced
approach to life, Adult to Adult is generally recommended.
Transactional Analysis is effectively a language within a language; a
language of true meaning, feeling and motive. It can help you in every
situation, firstly through being able to understand more clearly what is

6. going on, and secondly, by virtue of this knowledge, we give ourselves
choices of what ego states to adopt, which signals to send, and where to
send them. This enables us to make the most of all our communications
and therefore create, develop and maintain better relationships.
modern transactional analysis theory
Transactional Analysis is a theory which operates as each of the following:
a theory of personality
a model of communication
a study of repetitive patterns of behaviour
Transactional Analysis developed significantly beyond these Berne's early
theories, by Berne himself until his death in 1970, and since then by his
followers and many current writers and experts. Transactional Analysis has
been explored and enhanced in many different ways by these people,
including: Ian Stewart and Vann Joines (their book 'TA Today' is widely
regarded as a definitive modern interpretation); John Dusay, Aaron and
Jacqui Schiff, Robert and Mary Goulding, Pat Crossman, Taibi Kahler, Abe
Wagner, Ken Mellor and Eric Sigmund, Richard Erskine and Marityn
Zalcman, Muriel James, Pam Levin, Anita Mountain and Julie Hay
(specialists in organizational applications), Susannah Temple, Claude
Steiner, Franklin Ernst, S Woollams and M Brown, Fanita English, P
Clarkson, M M Holloway, Stephen Karpman and others.
Significantly, the original three Parent Adult Child components were sub-
divided to form a new seven element model, principally during the 1980's
by Wagner, Joines and Mountain. This established Controlling and
Nurturing aspects of the Parent mode, each with positive and negative
aspects, and the Adapted and Free aspects of the Child mode, again each
with positive an negative aspects, which essentially gives us the model to
which most TA practitioners refer today:
parent
Parent is now commonly represented as a circle with four quadrants:
Nurturing - Nurturing (positive) and Spoiling (negative).
Controlling - Structuring (positive) and Critical (negative).

7. adult
Adult remains as a single entity, representing an 'accounting' function or
mode, which can draw on the resources of both Parent and Child.
child
Child is now commonly represented as circle with four quadrants:
Adapted - Co-operative (positive) and Compliant/Resistant (negative).
Free - Spontaneous (positive) and Immature (negative).
Where previously Transactional Analysis suggested that effective
communications were complementary (response echoing the path of the
stimulus), and better still complementary adult to adult, the modern
interpretation suggests that effective communications and relationships are
based on complementary transactions to and from positive quadrants, and
also, still, adult to adult. Stimulii and responses can come from any (or
some) of these seven ego states, to any or some of the respondent's seven
ego states.
modern transactional analysis - recent TA theory
and development here
transactional analysis books
Recommended transactional analysis books:
TA Today - Ian Stewart & Vann Joines
I'm OK You're OK - Thomas and Amy Harris
Staying OK - Thomas and Amy Harris
Games People Play - Eric Berne
What Do You Say After You Say Hello - Eric
Berne
Scripts People Live - Claude Steiner
The Total Handbook Of Transactional Analysis -
Woollams & Brown

8. Transactional Analysis For Trainers - Julie Hay
The Transactional Manager - Abe Wagner
see also
Love and Spirituality in the Workplace - bringing
compassion and humanity to work
The Psychological Contract
Erikson's Psychosocial Development Theory
Assertiveness and building self-confidence
Emotional Freedom Techniques (EFT)
Motivation
Facilitation theory and techniques
Emotional Intelligence (EQ) principles
The Four Agreements - Don Miguel Ruiz
Johari Window model
Neuro-Linguistic Programming (NLP)
Personality theories and types - Jung, Myers
Briggs, Keirsey, Belbin, etc
Reiki healing, therapy, training and history, and
the seven chakras
Stress causes and stress relief
search businessballs website
Search
e.g. swot analysis, change management, cv template, team building...
browse categories
business/selling amusement/stress relief
sales, marketing, strategy, business management funny and inspirational stories, quotes, humour

9. glossaries/terminology personal development
glossaries, dictionaries, acronyms, lists of terms personal development, self-discovery, self-help, life balance
human resources leadership/management
recruitment and selection, training, job interviews delegation, motivation, change management
teambuilding/games writing/communicating
activities, games, icebreakers, quizzes, puzzles cv templates, reference letters, resignation letters
lifestyle/environment diagrams and tools
climate change, sleeping aids, reiki free templates, samples, resources, tests and quizzes
The use of this material is free provided copyright (see below) is acknowledged and reference or link
is made to the www.businessballs.com website. This material may not be sold, or published in any
form. Disclaimer: Reliance on information, material, advice, or other linked or recommended
resources, received from Alan Chapman, shall be at your sole risk, and Alan Chapman assumes no
responsibility for any errors, omissions, or damages arising. Users of this website are encouraged to
confirm information received with other sources, and to seek local qualified advice if embarking on
any actions that could carry personal or organisational liabilities. Managing people and relationships
are sensitive activities; the free material and advice available via this website do not provide all
necessary safeguards and checks. Please retain this notice on all copies.
© Alan Chapman 1995-2011. Transactional Analysis theory was developed by Dr Eric Berne in the
1950s.
Vol. 33, No. 1, January, 2003 15
Transactional Analysis Theory: the Basics
Carol Solomon, Ph.D.
Abstract
This article is written to acquaint readers
with basic transactional analysis theory and
to provide a beginning understanding about
how these concepts can be used in real life.
I first learned about Transactional
Analysis from Dr. Eric Berne when I
studied with him in Carmel, CA beginning
in 1966. Quickly, I learned the value of this
simple language as I began to understand my

10. own life script. I became intrigued with my
newfound ability to see how I was interacting
with the people around me and how they
interacted with me. I’ve been talking the
language of TA ever since. For those of you
who are not familiar with it, here are the basics.
Ego States
Each of our personalities is made up of
various parts: the Parent, the Adult, and the
Child ego states. These ego states can be
diagrammed as shown in Figure 1.
The Parent ego state is a set of thoughts,
feelings, and behaviors that are learned or
“borrowed” from our parents or other caretakers. The Parent ego state can be divided into
two functions. One part includes the nurturing
side and can be soft, loving, and permission
giving. This is called the Nurturing Parent ego
state. It can also set limits in a healthy way.
The other side of the Parentego state is called
the Critical Parent. (It is also sometimes called
the Prejudiced Parent.) This part of our
personality contains the prejudged thoughts,
feelings, and beliefs that we learned from our
parents. Some of the messages that we hold in
our Parent ego state can be helpful in living
while other Parent messages are not. It is useful
for us to sort out what information we carry

11. around in our heads so we can keep the part
that helps us in our lives and change the part
that does not.The Adult ego state is our dataprocessing center. It is the part of our
personality that can process data accurately,
that sees, hears, thinks, and can come up with
solutions to problems based on the facts and not
solely on our pre-judged thoughts or childlike
emotions.
The Child ego state is the part of our personality that is the seat of emotions, thoughts, and
Parent
Adult
Child
Figure 1
Ego States
P
A
CCAROL SOLOMON
16 Transactional Analysis Journal
feelings and all of the feeling state “memories”
that we have of ourselves from childhood. We
carry around in our Child ego states all of the
experiences we have had, and sometimes these
childlike ways of being pop up in our grown-up
lives. This can be fun when we are in a situation in which it is safe and right to play and enjoy
ourselves. It can be a problem when our
Child view of the world causes us to distort the
facts in a current situation and prevents our
Adult ego state from seeing things accurately.

12. The Child ego state can also be divided into
two parts: the Free Child ego state (also referred to as the Natural Child) and the Adapted
Child ego state (which also contains the Rebellious Child ego state).
The Free Child is the seat of spontaneous
feeling and behavior. It is the side of us that experiences the world in a direct and immediate
way. Our Free Child ego state can be playful,
authentic, expressive, and emotional. It, along
with the Adult, is the seat of creativity. Having
good contact with our own Free Child is an essential ingredient for having an intimate relationship.
When we adapt in ways that make us
less in touch with our true selves (our Free
Child), we decrease the amount of intimacy we
are able to have in our lives.
The Adapted Child is the part of our personality that has learned to comply with the parental
messages we received growing up. We all
adapt in one way or another. Sometimes when
we are faced with parental messages that are
restricting, instead of complying with them, we
rebel against them. This becomes our Rebellious Child ego state. This can be seen as an
alternative to complying. It is still, however, a
response to the parent messages, and so it is a
kind of adaptation all its own.
Let's take a very simple example of a child
playing in the sand and look at how the different content develops in the different ego
states:
Nurturing Parent: Go ahead, play and have
fun!
Critical Parent: Now, don't you DARE get

13. yourself all messy!
Adult: This sand looks really interesting. I
can make a castle.
Free Child: WOW! Look how tall my castle
is!!!!!
Adapted Child: I better not get my clothes
all dirty.
Rebellious Child: I don't CARE if I do get
dirty! (While dumping a bucket of sand on
her head)
Understanding ego states is the basis for understanding transactional analysis theory. In the
following section we will look at different ways
of identifying what ego state you or someone
else is using so you can become adept at recognizing these aspects of personality and behavior. As
you watch people move from one
ego state to another, you can literally see them
change right before your eyes!
How to Tell What Ego State You Are Using
There are several ways to tell what ego state
you are (or some one else is) using. Pay attention to tone of voice, body posture, gestures,
choice of words, and emotional state. If the
tone of voice is soft and soothing, this is a sign
that the speaker is using a Nurturing Parent ego
state. If, on the other hand, the tone is harsh
and critical or threatening, then the speaker is
probably using a Critical Parent ego state. An
even and clear tone of voice usually comes
from an Adult ego state, while an especially

14. cheerful or emotion-laden tone of voice is
likely to be coming from the Free Child. The
Adapted Child may sound either whiney or like
a good girl (or boy) saying just what is expected of her or him.
Similarly, there are gestures that signify that
someone is using Parent (the warning, wagging
finger), Adult (thoughtful expression, nodding
head), or Child (jumping up and down). There
are also specific words that tend to come from
one ego state more than from the others. The
Parent is most likely to use expressions such as
“Pay attention now” or “You should always do
it this way,” while language belonging to the
Adult ego state is likely to sound evenhanded
(“This information might be useful to you”) or
simply factual (“Will you tell me what time it
is?”). The Child is most likely to use short
expressive words like “WOW!” “Yeah!” or
“Let's go!” When you pay attention to these
behaviors and to how you feel, you will be able
to tell what ego state you or someone else is
using.TRANSACTIONAL ANALYSIS THEORY: THE BASICS
Vol. 33, No. 1, January, 2003 17
Let's look at ways in which an understanding
of ego states can help you in your current life.
Suppose we take a common problem and apply
knowledge of ego states to the solution. The

15. feeling of loneliness is a natural experience.
Everyone feels lonely from time to time. People
ask, “How can I connect with others? How can
I make more friends?”
You can use your knowledge of ego states in
a social situation to maximize your chances of
making new connections. Let your Nurturing
Parent take your Child to a party. Reassure
yourself by saying things like, “This might be
fun. Let's see what interesting people we might
be able to meet!” Leave your Critical Parent at
home. Smile at people. When others talk to
you, use your Nurturing Parent to make supportive comments and to offer strokes. Use your
Adult to ask questions, showing the other person that you are interested in him or her. Allow
your Natural Child to be intuitive and to figure
people out. Your Child ego state can connect
with others not only sharing in the pleasure of
jokes that are funny, but sometimes finding
humor in ordinary situations as well. You might
find others opening up to you. We all need
warmth and positive strokes; if you offer some
of them to others, it is likely that some will
come back your way. These elements of nurturance, support, a show of interest, and
playfulness are often how friendships begin.
Change does not necessarily come quickly or
easily. Change takes practice. Your transactional analysis therapist can help you with this.
But once you start making changes that move

16. your life in a positive direction, you can expect
more positive changes to follow.
Transactions
Another important transactional analysis
concept is that of transactions. Transactions are
about how people interact with each other,
specifically, which ego state in me is talking to
which ego state in you. You may have noticed
that sometimes communication continues in a
straightforward, easy way that seems to go
smoothly. But at other times, things seem to get
all jumbled up, confusing, unclear, and unsatisfying. An understanding of transactions
can help you keep your communication with
others as clear as you would like it to be.
Straight transactions (or complementary
transactions): We can diagram simple, straight
transactions as shown in Figure 2.
P
A
C
P
A
C
P
A
C
P

17. A
C
Adult: “Will you tell me what time it is?”
Adult: “Yes, it is four o’clock.”
Parent: “You have to go to bed right now!”
Child: “Please … Can’t I just finish this
show?”
Figure 2
Straight TransactionsCAROL SOLOMON
18 Transactional Analysis Journal
The first example is easy to understand. In
the second example the two people are not in
agreement, however the communication is
clear. Both are examples of straight transactions; the arrows are straight or parallel. When
people use straight (or complementary)
transactions, communication can continue
indefinitely. It is when people cross transactions
that communication breaks down.
Crossed transactions: We can diagram a
crossed transaction as shown in Figure 3.
Here we see two different examples in which
communication breaks down. In the first, the
respondent comes from a Child ego state instead of Adult, thereby crossing the transaction.
The speaker has two options. She can either
stay in her Adult ego state and try again to hook
the Adult in the responder (“I didn't mean to
rush you. I really just wanted to know the

18. time”), or she can get hooked and move into
her Parent ego state and respond that way (e.g.,
saying angrily, “Why do you have to be so
sensitive?”). In the second example, the respondent comes from a Critical Parent ego state to
cross the transaction, and this communication
breaks down. There are many other ways to
cross transactions.
When we learn to recognize and differentiate
between straight and crossed transactions we
increase our ability to communicate clearly
with others. Conversations made up of straight
transactions are more emotionally satisfying
and productive than conversations that have
frequent crossed transactions.
Becoming an expert at recognizing ego states
and straight and crossed transactions takes time.
In the beginning you will need to pay close
attention to what is going on both inside
yourself and with others. With practice, identifying various ego states and different kinds of
transactions becomes second nature. Learning
these new skills can be interesting and helpful.
It can also be fun!
Strokes
Eric Berne defined a stroke as a “unit of
human recognition”. A stroke can be a look, a
nod, a smile, a spoken word, a touch. Any time
one human being does something to recognize

19. another human being, that is a stroke. Babies
need strokes to survive.
Strokes can be positive or negative. Most of
us like positive strokes better than negative
ones. It feels better to hear “I love you” than to
P
A
C
P
A
C
P
A
C
P
A
C
Adult: “Can you tell me what time it is?”
Adapted Child: “Why are you always
rushing me?”
Adult: “Can you tell me what time it is?”
Critical Parent: “You’re always late, anyway,
why would you even care?”
Figure 3
Crossed TransactionsTRANSACTIONAL ANALYSIS THEORY: THE BASICS
Vol. 33, No. 1, January, 2003 19
hear “I hate you.” But when children are not

20. able to get positive strokes, they will make their
best effort to get the negative ones, since
negative strokes are better than no strokes at
all. This is the reason that some people grow up
being more comfortable with negative stroking
patterns. The kind of stroking patterns we develop tend to support our basic, existential life
position, a stance in life that reflects how we
feel about ourselves in relation to others.
Strokes can also be unconditional or conditional. Unconditional strokes are those that
come to us just for being. They are a very rich
kind of strokes. Babies who get lots of positive,
unconditional strokes really thrive. And adults
who have a good base of positive unconditional
stroking thrive as well.
Conditional strokes are given for what we
do, for what we accomplish, or for a particular
trait that we happen to possess. Thus, they are
based on some condition. Conditional strokes
can fill important needs. If I sing well, or get a
good grade, or do a good deed, and someone
recognizes me for that, they are giving me a
positive conditional stroke. If people tell me
that I am pretty or that they like my dress, they
are giving me a positive conditional stroke.
These strokes can feel very good and they fill
us up in different ways than do positive
unconditional strokes.

21. But there are ways that conditional strokes
can be limiting, too. If we relate to others or
they relate to us in ways that show us that we
are only OK in their eyes when we behave in
certain ways, this cuts down on the spontaneity
in the relationship. In the long run, this can
limit pleasure, intimacy, and creativity.
Pay attention to the kind of strokes you most
like to get and learn ways to ask for them. Yes,
it is OK to ask for strokes, and asking does not
diminish the value of the stroke you get!
Usually the more you give, the more you get!
The most harmful kind of stroke is the unconditional negative stroke. These strokes convey to us
that we are not OK. And there is no
condition that this is based on. The unconditional negative stroke says that the core of
who we are is just not OK. This kind of message and stroking pattern early in life can
seriously impact a person's view of himself or
herself; it can be damaging to the person's selfesteem and even impact his or her will or desire
to live.
When negative strokes are conditional, they
are a bit less harmful than the unconditional
negative ones. At least the person can believe
that there is something good about himself or
herself, since the negative strokes are limited to
certain specific characteristics or behaviors. “I
hate when you yell like that” is more limited in
its negative impact than “I hate you!”
It is interesting to look at how different

22. stroking patterns affect how people feel in relationships. Following are two examples of
relationships with very different stroking patterns.
The first is an example of a relationship with
negative and conditional stroking patterns; the
second an example of a relationship in which
positive and unconditional strokes abound.
Lisa and Ben had been married for about ten
years. Ben had never been able to fully accept
Lisa for who she is. Ben wanted a partner who
could join him in his many athletic endeavors.
The only time Lisa received positive strokes
from Ben was when she joined him in jogging
or mountain biking. But because he was a much
better athlete than she, these activities were not
much fun for her. Lisa enjoyed putting on elaborate dinner parties and playing the piano. But
Ben discounted Lisa's strengths looking through
his lens of athletics. He would comment on her
accomplishments saying, “Yeah, but all you
ever want to do is eat and sit around.” Lisa
received positive conditional strokes from Ben
only when she complied with his wishes. She
longed for the unconditional positive strokes (“I
love you, honey”) and the conditional positive
strokes (“What a great cook you are!”), but
those rarely came. She found it difficult as well
to stroke Ben in positive ways. It is easy to
understand why Lisa and Ben felt some relief,
in addition to their anger and grief, when they

23. decided to end their relationship.
Margaret and Claire had been together for
more than 20 years. They had much in common
having met in graduate school when they were
both working on PhDs in sociology. Margaret
and Claire loved everything about each other.
They loved how smart the other was, theyCAROL SOLOMON
20 Transactional Analysis Journal
appreciated each other's gentle loving ways,
and they shared the same values. Where there
were differences, they saw those as strengths
that were complementary to each other. Margaret was extremely outgoing while Claire was
quite shy. Instead of fighting about these differences, they saw them as “balancing things out”
in their relationship. Margaret and Claire exchanged many positive strokes in their relationship, both
the conditional (“She is so smart”)
and the unconditional kind (“I love her with all
my heart”). They used straight transactions
when they argued, fighting fairly and getting
problems resolved.
Life Scripts and Early Decisions
A life script is an unconscious life plan based
on decisions made in early childhood about
ourselves, others, and our lives. These decisions made sense when we were young and
often helped us adapt in the world of our childhood. They do not always make sense when we
are adults, but until we discover what our early
decisions were, we often repeat the patterns that
prove those early decisions to be true.
For example, I met Kathleen when she was

24. 27, a bright, beautiful, creative young woman
who was ruining her life with alcohol and debt.
She had been a successful ballerina in her teenage years, and I wondered about her seeming
lack of success now. “Life sucks” she told me
through her tears. “People say I'm smart and
pretty and have so much going for me, but I feel
like a total failure.” How did this come to be, I
wondered? As we explored her past we
discovered that the success she experienced as a
young girl hardly felt like success at all. When
she was the thinnest girl in the ballet company,
her teacher wanted her to be thinner. When she
could do a double pirouette, her teacher wanted
her to do a triple. There were many examples of
her not being “perfect enough” over a period of
many years. Kathleen decided, “I’m never good
enough. I’ll never be successful enough. I give
up.” And when she quit dancing, she stuck to
her decision of “I give up” and never reached
for any more success in her life. It was years
later that I met her, drinking and despairing of
ever being able to feel good about herself and
badly in debt. This is an example of how a life
script takes hold and how it can influence our
lives until we are able to see our own early
decisions clearly and understand how they
made sense at the time they were made.

25. We all receive many messages from our parents and other caretakers as we are growing up.
While parents are usually our main caretakers,
many people are raised and tremendously influenced by grandparents, older siblings, hired
nannies, and others. These messages come
from all the ego states of our caregivers, and
they come to us in many different forms. Messages are conveyed through touching and holding or
hitting and neglect. They can be sent verbally, either gently with interest or gruffly with
disgust. And we hear and interpret these messages and make decisions about ourselves and
our lives based on what we experience.
As children, we try to make sense of our
world (and our first world is really the world of
our family), and we try to figure out how to best
fit in with the people around us. We are all
born with an innate need to be connected to
other human beings. Without our ability to
bond with our caretakers and their desire to
bond with us as infants, we would not survive.
We each have an inborn set of personality characteristics that make some of us more sensitive
and some of us more bold. Some of us tend to
be more fearful, meek, or shy, while others are
braver and bounce back more quickly. These
inborn variables have a lot to do with how we
are able to respond to the people and events of
our childhood.
The early decision (or sets of early decisions)
is the most important part of our life script. We
received certain messages (both directly and indirectly) from our parents and other caretakers
about how we should be to obtain strokes from

26. them. As we get older we receive even more
messages from a wider circle of people who are
important in our lives, including grandparents,
siblings, and teachers. It is what we do with
these messages that is so important. We make
decisions about ourselves and our lives that
allow us to adapt as best we can to the
particular situation in which we find ourselves.
Children who are well loved and clearly
wanted will be able to make positive scriptTRANSACTIONAL ANALYSIS THEORY: THE BASICS
Vol. 33, No. 1, January, 2003 21
decisions on which to base the rest of their
lives. Those decisions might be, at the earliest
stages, a sense that “I’m good” and “I’m lovable” and later, based on mother’s or father's
acknowledgment of a job well done, “I’m
smart” or “I’m competent.” These are the kinds
of early life decisions that are the building
blocks of a healthy and satisfying life script.
Other children receive negative or mixed
messages and may decide that there is something wrong with them. Although these decisions may
make sense to the child at the time,
they will not serve him or her well in the future.
For example, if a father who is angry at his
young son over some small mishap yells, “I
can't believe you could be that stupid!” that
child might decide “I’m dumb” or “I’ll never do
anything right.” And this decision can be the
basis for an unhappy (or limiting) life script.

27. Usually the decisions that we make are based
not on a single message or event, but on the
continual repetition of that message during our
growing up years. The repeated messages support our belief in the early decision we have
made.
What makes some people able to withstand
negative script messages and turn out pretty
much OK while other people are so drastically
affected by similar messages? There are two
things that affect how we react to our childhood
situations. One is the constitution and personality with which we are born. A sunny, resilient,
outgoing child will be able to withstand
negative parenting better than a depressed or
withdrawn child. The other is a matter of how
much support a child has from others. The
child who is yelled at by father will be better
able to withstand that assault if mother is there
to mitigate the effect of those harsh words
(“Don't you listen to him, you are a really smart
boy!)
As children we are amazingly resilient and
seek out the healthy parenting we need. The
little boy just described, for instance, might
show his grandfather a homework paper and
bask in grandfather's praise, or he might soak
up his teacher's admiration when he raises his
hand in class. He thus finds ways to gain
experiences that balance the negative messages

28. from his father and allow him to grow up
feeling good about himself when all is said and
done.
Existential Positions
Based on the messages received and the decisions made, a young child develops a basic
life position. We call these “existential positions” because they influence how we view our
own and others existence. There are four basic
life positions. These are:
I'm OK, You're OK
I'm OK, You're Not OK
I'm Not OK, You're OK
I'm Not OK, You're Not OK
Most babies are born in the position of feeling OK about themselves and OK about others.
If things go well they will be able to maintain
that position throughout their life. This helps
form the basis for a healthy life script.
If a child is treated badly or abused, this may
result in his or her feeling helpless, powerless,
and angry, and he or she may move into a
position of believing “I'm OK, You're Not OK.”
Such an individual may build a life on this angry position and continually prove to himself or
herself that others are not OK. This position
involves a lack of trust in others and makes it
difficult for the person to form and maintain intimate friendships or relationships.
If a child is not well cared for and receives
script messages that decrease his or her sense of
self-worth, that child might move into the

29. position of feeling like he or she is not OK
while others are OK. This position also leaves
the person with difficulty feeling good about
himself or herself both in the work arena and in
forming trusting and lasting relationships.
When things really go wrong during childhood, a person might end up in the existential
position of “I'm Not OK, You're Not OK.” This
is the life position of despair. The person in this
position has great difficulty seeing the good in
anyone and has trouble having any hope for the
future.
However, even people in this position can
change. They can grow to understand the life
experiences that led them to have this view and
can learn ways to change those early decisions
that support these negatives beliefs. Since we
are almost all born in the position of “I’m OK,CAROL SOLOMON
22 Transactional Analysis Journal
You're OK,” we can get back to that belief even
if our life experiences have led us to feel
differently. It is worth searching to understand
how you have been influenced by the events in
your own life so that you can come back to a
place of knowing that both you and other
people are OK.
Transactional Analysis in Your Life
Understanding transactional analysis can

30. help you understand yourself better. It can also
help you see more clearly how you interact with
others. One of the things that sets transacttional
analysis therapy apart from some other
therapies is the belief that we are each responsible for our own future, regardless of what
happened to us in the past.
If you see things in yourself that you do not
like or that do not serve you well, transactional
analysis provides some tools to help you
change. You can begin to change by deciding,
for example, what kind of Parent ego state you
would like to have and then practice using and
developing that part of yourself. You can decide what ego state you would like to use more
of and which one you might want to use less of.
Would you like to use your Adult ego state
more often? Or perhaps you use your Adult almost all the time and would like to practice using your
playful Child ego state. You can practice giving certain kinds of strokes and asking
for the kind of strokes you want to receive. By
paying attention to different kinds of transacttions, you can exert some control in conversations to
make sure that communication proceeds
in an honest, uncomplicated, straightforward
way.
Many people use transactional analysis in
therapy because they want help in changing
patterns in their lives that feel bad or are not
productive. These are usually script patterns
based on early decisions made during childhood. A therapist who uses transactional analysis can
help you discover elements of your life
script and can help you change your patterns.

31. Those early decisions that you made when you
were young made a lot of sense at the time, but
they may not really make sense at all anymore.
You can change them now and make choices
that allow you to live the life you want to live.
That is what transactional analysis is all about.
This article is a brief overview designed to
give beginning readers a basic understanding of
the building blocks of transactional analysis.
Those who are interested in knowing more, and
understanding this theory in greater depth, are
encouraged to read some of the books described in the annotated bibliography at the end
of this journal.
Carol Solomon, PhD., is a Teaching and
Supervising Transactional Analyst (clinical)
and a psychologist in private practice in San
Francisco. In addition to her psychotherapy
practice, she is at work on a book about the
ending of intimate relationships. Please send
reprint requests to her at 3610 Sacramento St.,
San Francisco, CA 94118, USA; email:
drcsol@pacbell.net . Vol. 33, No. 1, January, 2003 15
Transactional Analysis Theory: the Basics
Carol Solomon, Ph.D.
Abstract
This article is written to acquaint readers
with basic transactional analysis theory and

32. to provide a beginning understanding about
how these concepts can be used in real life.
I first learned about Transactional
Analysis from Dr. Eric Berne when I
studied with him in Carmel, CA beginning
in 1966. Quickly, I learned the value of this
simple language as I began to understand my
own life script. I became intrigued with my
newfound ability to see how I was interacting
with the people around me and how they
interacted with me. I’ve been talking the
language of TA ever since. For those of you
who are not familiar with it, here are the basics.
Ego States
Each of our personalities is made up of
various parts: the Parent, the Adult, and the
Child ego states. These ego states can be
diagrammed as shown in Figure 1.
The Parent ego state is a set of thoughts,
feelings, and behaviors that are learned or
“borrowed” from our parents or other caretakers. The Parent ego state can be divided into
two functions. One part includes the nurturing
side and can be soft, loving, and permission
giving. This is called the Nurturing Parent ego
state. It can also set limits in a healthy way.
The other side of the Parentego state is called
the Critical Parent. (It is also sometimes called

33. the Prejudiced Parent.) This part of our
personality contains the prejudged thoughts,
feelings, and beliefs that we learned from our
parents. Some of the messages that we hold in
our Parent ego state can be helpful in living
while other Parent messages are not. It is useful
for us to sort out what information we carry
around in our heads so we can keep the part
that helps us in our lives and change the part
that does not.The Adult ego state is our dataprocessing center. It is the part of our
personality that can process data accurately,
that sees, hears, thinks, and can come up with
solutions to problems based on the facts and not
solely on our pre-judged thoughts or childlike
emotions.
The Child ego state is the part of our personality that is the seat of emotions, thoughts, and
Parent
Adult
Child
Figure 1
Ego States
P
A
CCAROL SOLOMON
16 Transactional Analysis Journal
feelings and all of the feeling state “memories”
that we have of ourselves from childhood. We

34. carry around in our Child ego states all of the
experiences we have had, and sometimes these
childlike ways of being pop up in our grown-up
lives. This can be fun when we are in a situation in which it is safe and right to play and enjoy
ourselves. It can be a problem when our
Child view of the world causes us to distort the
facts in a current situation and prevents our
Adult ego state from seeing things accurately.
The Child ego state can also be divided into
two parts: the Free Child ego state (also referred to as the Natural Child) and the Adapted
Child ego state (which also contains the Rebellious Child ego state).
The Free Child is the seat of spontaneous
feeling and behavior. It is the side of us that experiences the world in a direct and immediate
way. Our Free Child ego state can be playful,
authentic, expressive, and emotional. It, along
with the Adult, is the seat of creativity. Having
good contact with our own Free Child is an essential ingredient for having an intimate relationship.
When we adapt in ways that make us
less in touch with our true selves (our Free
Child), we decrease the amount of intimacy we
are able to have in our lives.
The Adapted Child is the part of our personality that has learned to comply with the parental
messages we received growing up. We all
adapt in one way or another. Sometimes when
we are faced with parental messages that are
restricting, instead of complying with them, we
rebel against them. This becomes our Rebellious Child ego state. This can be seen as an
alternative to complying. It is still, however, a
response to the parent messages, and so it is a

35. kind of adaptation all its own.
Let's take a very simple example of a child
playing in the sand and look at how the different content develops in the different ego
states:
Nurturing Parent: Go ahead, play and have
fun!
Critical Parent: Now, don't you DARE get
yourself all messy!
Adult: This sand looks really interesting. I
can make a castle.
Free Child: WOW! Look how tall my castle
is!!!!!
Adapted Child: I better not get my clothes
all dirty.
Rebellious Child: I don't CARE if I do get
dirty! (While dumping a bucket of sand on
her head)
Understanding ego states is the basis for understanding transactional analysis theory. In the
following section we will look at different ways
of identifying what ego state you or someone
else is using so you can become adept at recognizing these aspects of personality and behavior. As
you watch people move from one
ego state to another, you can literally see them
change right before your eyes!
How to Tell What Ego State You Are Using
There are several ways to tell what ego state
you are (or some one else is) using. Pay attention to tone of voice, body posture, gestures,
choice of words, and emotional state. If the

36. tone of voice is soft and soothing, this is a sign
that the speaker is using a Nurturing Parent ego
state. If, on the other hand, the tone is harsh
and critical or threatening, then the speaker is
probably using a Critical Parent ego state. An
even and clear tone of voice usually comes
from an Adult ego state, while an especially
cheerful or emotion-laden tone of voice is
likely to be coming from the Free Child. The
Adapted Child may sound either whiney or like
a good girl (or boy) saying just what is expected of her or him.
Similarly, there are gestures that signify that
someone is using Parent (the warning, wagging
finger), Adult (thoughtful expression, nodding
head), or Child (jumping up and down). There
are also specific words that tend to come from
one ego state more than from the others. The
Parent is most likely to use expressions such as
“Pay attention now” or “You should always do
it this way,” while language belonging to the
Adult ego state is likely to sound evenhanded
(“This information might be useful to you”) or
simply factual (“Will you tell me what time it
is?”). The Child is most likely to use short
expressive words like “WOW!” “Yeah!” or
“Let's go!” When you pay attention to these
behaviors and to how you feel, you will be able

37. to tell what ego state you or someone else is
using.TRANSACTIONAL ANALYSIS THEORY: THE BASICS
Vol. 33, No. 1, January, 2003 17
Let's look at ways in which an understanding
of ego states can help you in your current life.
Suppose we take a common problem and apply
knowledge of ego states to the solution. The
feeling of loneliness is a natural experience.
Everyone feels lonely from time to time. People
ask, “How can I connect with others? How can
I make more friends?”
You can use your knowledge of ego states in
a social situation to maximize your chances of
making new connections. Let your Nurturing
Parent take your Child to a party. Reassure
yourself by saying things like, “This might be
fun. Let's see what interesting people we might
be able to meet!” Leave your Critical Parent at
home. Smile at people. When others talk to
you, use your Nurturing Parent to make supportive comments and to offer strokes. Use your
Adult to ask questions, showing the other person that you are interested in him or her. Allow
your Natural Child to be intuitive and to figure
people out. Your Child ego state can connect
with others not only sharing in the pleasure of
jokes that are funny, but sometimes finding
humor in ordinary situations as well. You might
find others opening up to you. We all need

38. warmth and positive strokes; if you offer some
of them to others, it is likely that some will
come back your way. These elements of nurturance, support, a show of interest, and
playfulness are often how friendships begin.
Change does not necessarily come quickly or
easily. Change takes practice. Your transactional analysis therapist can help you with this.
But once you start making changes that move
your life in a positive direction, you can expect
more positive changes to follow.
Transactions
Another important transactional analysis
concept is that of transactions. Transactions are
about how people interact with each other,
specifically, which ego state in me is talking to
which ego state in you. You may have noticed
that sometimes communication continues in a
straightforward, easy way that seems to go
smoothly. But at other times, things seem to get
all jumbled up, confusing, unclear, and unsatisfying. An understanding of transactions
can help you keep your communication with
others as clear as you would like it to be.
Straight transactions (or complementary
transactions): We can diagram simple, straight
transactions as shown in Figure 2.
P
A
C

39. P
A
C
P
A
C
P
A
C
Adult: “Will you tell me what time it is?”
Adult: “Yes, it is four o’clock.”
Parent: “You have to go to bed right now!”
Child: “Please … Can’t I just finish this
show?”
Figure 2
Straight TransactionsCAROL SOLOMON
18 Transactional Analysis Journal
The first example is easy to understand. In
the second example the two people are not in
agreement, however the communication is
clear. Both are examples of straight transactions; the arrows are straight or parallel. When
people use straight (or complementary)
transactions, communication can continue
indefinitely. It is when people cross transactions
that communication breaks down.
Crossed transactions: We can diagram a
crossed transaction as shown in Figure 3.

40. Here we see two different examples in which
communication breaks down. In the first, the
respondent comes from a Child ego state instead of Adult, thereby crossing the transaction.
The speaker has two options. She can either
stay in her Adult ego state and try again to hook
the Adult in the responder (“I didn't mean to
rush you. I really just wanted to know the
time”), or she can get hooked and move into
her Parent ego state and respond that way (e.g.,
saying angrily, “Why do you have to be so
sensitive?”). In the second example, the respondent comes from a Critical Parent ego state to
cross the transaction, and this communication
breaks down. There are many other ways to
cross transactions.
When we learn to recognize and differentiate
between straight and crossed transactions we
increase our ability to communicate clearly
with others. Conversations made up of straight
transactions are more emotionally satisfying
and productive than conversations that have
frequent crossed transactions.
Becoming an expert at recognizing ego states
and straight and crossed transactions takes time.
In the beginning you will need to pay close
attention to what is going on both inside
yourself and with others. With practice, identifying various ego states and different kinds of
transactions becomes second nature. Learning

41. these new skills can be interesting and helpful.
It can also be fun!
Strokes
Eric Berne defined a stroke as a “unit of
human recognition”. A stroke can be a look, a
nod, a smile, a spoken word, a touch. Any time
one human being does something to recognize
another human being, that is a stroke. Babies
need strokes to survive.
Strokes can be positive or negative. Most of
us like positive strokes better than negative
ones. It feels better to hear “I love you” than to
P
A
C
P
A
C
P
A
C
P
A
C
Adult: “Can you tell me what time it is?”
Adapted Child: “Why are you always
rushing me?”

42. Adult: “Can you tell me what time it is?”
Critical Parent: “You’re always late, anyway,
why would you even care?”
Figure 3
Crossed TransactionsTRANSACTIONAL ANALYSIS THEORY: THE BASICS
Vol. 33, No. 1, January, 2003 19
hear “I hate you.” But when children are not
able to get positive strokes, they will make their
best effort to get the negative ones, since
negative strokes are better than no strokes at
all. This is the reason that some people grow up
being more comfortable with negative stroking
patterns. The kind of stroking patterns we develop tend to support our basic, existential life
position, a stance in life that reflects how we
feel about ourselves in relation to others.
Strokes can also be unconditional or conditional. Unconditional strokes are those that
come to us just for being. They are a very rich
kind of strokes. Babies who get lots of positive,
unconditional strokes really thrive. And adults
who have a good base of positive unconditional
stroking thrive as well.
Conditional strokes are given for what we
do, for what we accomplish, or for a particular
trait that we happen to possess. Thus, they are
based on some condition. Conditional strokes
can fill important needs. If I sing well, or get a
good grade, or do a good deed, and someone

43. recognizes me for that, they are giving me a
positive conditional stroke. If people tell me
that I am pretty or that they like my dress, they
are giving me a positive conditional stroke.
These strokes can feel very good and they fill
us up in different ways than do positive
unconditional strokes.
But there are ways that conditional strokes
can be limiting, too. If we relate to others or
they relate to us in ways that show us that we
are only OK in their eyes when we behave in
certain ways, this cuts down on the spontaneity
in the relationship. In the long run, this can
limit pleasure, intimacy, and creativity.
Pay attention to the kind of strokes you most
like to get and learn ways to ask for them. Yes,
it is OK to ask for strokes, and asking does not
diminish the value of the stroke you get!
Usually the more you give, the more you get!
The most harmful kind of stroke is the unconditional negative stroke. These strokes convey to us
that we are not OK. And there is no
condition that this is based on. The unconditional negative stroke says that the core of
who we are is just not OK. This kind of message and stroking pattern early in life can
seriously impact a person's view of himself or
herself; it can be damaging to the person's selfesteem and even impact his or her will or desire
to live.
When negative strokes are conditional, they
are a bit less harmful than the unconditional

44. negative ones. At least the person can believe
that there is something good about himself or
herself, since the negative strokes are limited to
certain specific characteristics or behaviors. “I
hate when you yell like that” is more limited in
its negative impact than “I hate you!”
It is interesting to look at how different
stroking patterns affect how people feel in relationships. Following are two examples of
relationships with very different stroking patterns.
The first is an example of a relationship with
negative and conditional stroking patterns; the
second an example of a relationship in which
positive and unconditional strokes abound.
Lisa and Ben had been married for about ten
years. Ben had never been able to fully accept
Lisa for who she is. Ben wanted a partner who
could join him in his many athletic endeavors.
The only time Lisa received positive strokes
from Ben was when she joined him in jogging
or mountain biking. But because he was a much
better athlete than she, these activities were not
much fun for her. Lisa enjoyed putting on elaborate dinner parties and playing the piano. But
Ben discounted Lisa's strengths looking through
his lens of athletics. He would comment on her
accomplishments saying, “Yeah, but all you
ever want to do is eat and sit around.” Lisa
received positive conditional strokes from Ben
only when she complied with his wishes. She

45. longed for the unconditional positive strokes (“I
love you, honey”) and the conditional positive
strokes (“What a great cook you are!”), but
those rarely came. She found it difficult as well
to stroke Ben in positive ways. It is easy to
understand why Lisa and Ben felt some relief,
in addition to their anger and grief, when they
decided to end their relationship.
Margaret and Claire had been together for
more than 20 years. They had much in common
having met in graduate school when they were
both working on PhDs in sociology. Margaret
and Claire loved everything about each other.
They loved how smart the other was, theyCAROL SOLOMON
20 Transactional Analysis Journal
appreciated each other's gentle loving ways,
and they shared the same values. Where there
were differences, they saw those as strengths
that were complementary to each other. Margaret was extremely outgoing while Claire was
quite shy. Instead of fighting about these differences, they saw them as “balancing things out”
in their relationship. Margaret and Claire exchanged many positive strokes in their relationship, both
the conditional (“She is so smart”)
and the unconditional kind (“I love her with all
my heart”). They used straight transactions
when they argued, fighting fairly and getting
problems resolved.
Life Scripts and Early Decisions
A life script is an unconscious life plan based

46. on decisions made in early childhood about
ourselves, others, and our lives. These decisions made sense when we were young and
often helped us adapt in the world of our childhood. They do not always make sense when we
are adults, but until we discover what our early
decisions were, we often repeat the patterns that
prove those early decisions to be true.
For example, I met Kathleen when she was
27, a bright, beautiful, creative young woman
who was ruining her life with alcohol and debt.
She had been a successful ballerina in her teenage years, and I wondered about her seeming
lack of success now. “Life sucks” she told me
through her tears. “People say I'm smart and
pretty and have so much going for me, but I feel
like a total failure.” How did this come to be, I
wondered? As we explored her past we
discovered that the success she experienced as a
young girl hardly felt like success at all. When
she was the thinnest girl in the ballet company,
her teacher wanted her to be thinner. When she
could do a double pirouette, her teacher wanted
her to do a triple. There were many examples of
her not being “perfect enough” over a period of
many years. Kathleen decided, “I’m never good
enough. I’ll never be successful enough. I give
up.” And when she quit dancing, she stuck to
her decision of “I give up” and never reached
for any more success in her life. It was years

47. later that I met her, drinking and despairing of
ever being able to feel good about herself and
badly in debt. This is an example of how a life
script takes hold and how it can influence our
lives until we are able to see our own early
decisions clearly and understand how they
made sense at the time they were made.
We all receive many messages from our parents and other caretakers as we are growing up.
While parents are usually our main caretakers,
many people are raised and tremendously influenced by grandparents, older siblings, hired
nannies, and others. These messages come
from all the ego states of our caregivers, and
they come to us in many different forms. Messages are conveyed through touching and holding or
hitting and neglect. They can be sent verbally, either gently with interest or gruffly with
disgust. And we hear and interpret these messages and make decisions about ourselves and
our lives based on what we experience.
As children, we try to make sense of our
world (and our first world is really the world of
our family), and we try to figure out how to best
fit in with the people around us. We are all
born with an innate need to be connected to
other human beings. Without our ability to
bond with our caretakers and their desire to
bond with us as infants, we would not survive.
We each have an inborn set of personality characteristics that make some of us more sensitive
and some of us more bold. Some of us tend to
be more fearful, meek, or shy, while others are
braver and bounce back more quickly. These

48. inborn variables have a lot to do with how we
are able to respond to the people and events of
our childhood.
The early decision (or sets of early decisions)
is the most important part of our life script. We
received certain messages (both directly and indirectly) from our parents and other caretakers
about how we should be to obtain strokes from
them. As we get older we receive even more
messages from a wider circle of people who are
important in our lives, including grandparents,
siblings, and teachers. It is what we do with
these messages that is so important. We make
decisions about ourselves and our lives that
allow us to adapt as best we can to the
particular situation in which we find ourselves.
Children who are well loved and clearly
wanted will be able to make positive scriptTRANSACTIONAL ANALYSIS THEORY: THE BASICS
Vol. 33, No. 1, January, 2003 21
decisions on which to base the rest of their
lives. Those decisions might be, at the earliest
stages, a sense that “I’m good” and “I’m lovable” and later, based on mother’s or father's
acknowledgment of a job well done, “I’m
smart” or “I’m competent.” These are the kinds
of early life decisions that are the building
blocks of a healthy and satisfying life script.
Other children receive negative or mixed
messages and may decide that there is something wrong with them. Although these decisions may
make sense to the child at the time,

49. they will not serve him or her well in the future.
For example, if a father who is angry at his
young son over some small mishap yells, “I
can't believe you could be that stupid!” that
child might decide “I’m dumb” or “I’ll never do
anything right.” And this decision can be the
basis for an unhappy (or limiting) life script.
Usually the decisions that we make are based
not on a single message or event, but on the
continual repetition of that message during our
growing up years. The repeated messages support our belief in the early decision we have
made.
What makes some people able to withstand
negative script messages and turn out pretty
much OK while other people are so drastically
affected by similar messages? There are two
things that affect how we react to our childhood
situations. One is the constitution and personality with which we are born. A sunny, resilient,
outgoing child will be able to withstand
negative parenting better than a depressed or
withdrawn child. The other is a matter of how
much support a child has from others. The
child who is yelled at by father will be better
able to withstand that assault if mother is there
to mitigate the effect of those harsh words
(“Don't you listen to him, you are a really smart
boy!)
As children we are amazingly resilient and

50. seek out the healthy parenting we need. The
little boy just described, for instance, might
show his grandfather a homework paper and
bask in grandfather's praise, or he might soak
up his teacher's admiration when he raises his
hand in class. He thus finds ways to gain
experiences that balance the negative messages
from his father and allow him to grow up
feeling good about himself when all is said and
done.
Existential Positions
Based on the messages received and the decisions made, a young child develops a basic
life position. We call these “existential positions” because they influence how we view our
own and others existence. There are four basic
life positions. These are:
I'm OK, You're OK
I'm OK, You're Not OK
I'm Not OK, You're OK
I'm Not OK, You're Not OK
Most babies are born in the position of feeling OK about themselves and OK about others.
If things go well they will be able to maintain
that position throughout their life. This helps
form the basis for a healthy life script.
If a child is treated badly or abused, this may
result in his or her feeling helpless, powerless,
and angry, and he or she may move into a
position of believing “I'm OK, You're Not OK.”

51. Such an individual may build a life on this angry position and continually prove to himself or
herself that others are not OK. This position
involves a lack of trust in others and makes it
difficult for the person to form and maintain intimate friendships or relationships.
If a child is not well cared for and receives
script messages that decrease his or her sense of
self-worth, that child might move into the
position of feeling like he or she is not OK
while others are OK. This position also leaves
the person with difficulty feeling good about
himself or herself both in the work arena and in
forming trusting and lasting relationships.
When things really go wrong during childhood, a person might end up in the existential
position of “I'm Not OK, You're Not OK.” This
is the life position of despair. The person in this
position has great difficulty seeing the good in
anyone and has trouble having any hope for the
future.
However, even people in this position can
change. They can grow to understand the life
experiences that led them to have this view and
can learn ways to change those early decisions
that support these negatives beliefs. Since we
are almost all born in the position of “I’m OK,CAROL SOLOMON
22 Transactional Analysis Journal
You're OK,” we can get back to that belief even
if our life experiences have led us to feel

52. differently. It is worth searching to understand
how you have been influenced by the events in
your own life so that you can come back to a
place of knowing that both you and other
people are OK.
Transactional Analysis in Your Life
Understanding transactional analysis can
help you understand yourself better. It can also
help you see more clearly how you interact with
others. One of the things that sets transacttional
analysis therapy apart from some other
therapies is the belief that we are each responsible for our own future, regardless of what
happened to us in the past.
If you see things in yourself that you do not
like or that do not serve you well, transactional
analysis provides some tools to help you
change. You can begin to change by deciding,
for example, what kind of Parent ego state you
would like to have and then practice using and
developing that part of yourself. You can decide what ego state you would like to use more
of and which one you might want to use less of.
Would you like to use your Adult ego state
more often? Or perhaps you use your Adult almost all the time and would like to practice using your
playful Child ego state. You can practice giving certain kinds of strokes and asking
for the kind of strokes you want to receive. By
paying attention to different kinds of transacttions, you can exert some control in conversations to
make sure that communication proceeds
in an honest, uncomplicated, straightforward

53. way.
Many people use transactional analysis in
therapy because they want help in changing
patterns in their lives that feel bad or are not
productive. These are usually script patterns
based on early decisions made during childhood. A therapist who uses transactional analysis can
help you discover elements of your life
script and can help you change your patterns.
Those early decisions that you made when you
were young made a lot of sense at the time, but
they may not really make sense at all anymore.
You can change them now and make choices
that allow you to live the life you want to live.
That is what transactional analysis is all about.
This article is a brief overview designed to
give beginning readers a basic understanding of
the building blocks of transactional analysis.
Those who are interested in knowing more, and
understanding this theory in greater depth, are
encouraged to read some of the books described in the annotated bibliography at the end
of this journal.
Carol Solomon, PhD., is a Teaching and
Supervising Transactional Analyst (clinical)
and a psychologist in private practice in San
Francisco. In addition to her psychotherapy
practice, she is at work on a book about the
ending of intimate relationships. Please send
reprint requests to her at 3610 Sacramento St.,

54. San Francisco, CA 94118, USA; email:
drcsol@pacbell.net .