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Transactional Analysis

Eric Berne developed Transactional Analysis (TA) which focuses on ego states (Parent, Adult, Child) and how they interact through transactions. Key aspects of TA include: - Ego states are sets of thoughts, feelings, and behaviors that can be activated depending on the situation. - Transactions are how people interact and communicate through their different ego states. Complementary transactions promote open communication while crossed transactions inhibit it. - Life scripts are unconscious life plans developed in response to early parental influences that program behaviors and decisions throughout life. - Permissions and injunctions from parents establish what behaviors and feelings children are allowed or not allowed to have, influencing their life scripts. Understanding transactions and scripts can

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You cannot teach a man anything. You can only help him discover it within himself. -Galileo
Agenda Sketch of Eric Berne Origins ofTransactional Analysis What areEgo States? Detailed Explanation ofParent,Adult, Child Ego states Development ofEgo States Transactions Types ofTransactions
Transactional Analysis: An Overview
A Sketch of Eric Berne DoB:May 10, 1910; PlaceofBirth:Canada Studied Medicine & received M.D. and C.M (MasterofSurgery)- 1935 Psychiatricresidencyat YaleUniversity SchoolofMedicine - 1936 Begantraining as psychoanalystat NYPsychoanalyticInstitutein 1941 Armypsychiatrist during World WarII Practiced Group Therapy
Breakthrough on Transactional Analysis Coveted title of Psychoanalyst was withheld in 1956 SpurredEric Bernetodevelopnewapproach topsychotherapy Presented first paper on TA in 1957 -Introduced egostates Had started testing his theories on TA in the 1950`s itself in seminars
Ego States Set of consistent andcoherent patterns of thinking,feeling and behaving -Berne set: each ego state has more than one manifestation consistent & coherent: clear & integrated self-awarenessarising from diagnosis of ego-states thinking, feeling & behaving: total experiences of an individual
How were ego states discovered Interviewing Client felt likea child Consistent patternof childinbehavior; NoPretense Discovery ofChildEgoState Two-waysofthinking, feeling & behaving:Father & Own Discovery ofFather & AdultEgo States
Characteristics Experiencerecordedin brain Includesevery experience,perceptionof events & feelings associated &distortions Can be replayed& re-experienced
Ego States P A C
Set of thoughts, feelings and behaviors learntor borrowed from parents or other caretakers Parent CriticalParent – prejudicedthoughts, feelings &behaviors NurturingParent – Soft, lovingandpermission giving
P ParentVocabulary:  Should, don’t, must, always, never, now what? BecauseI said so  I’ll take careof you, poor thing, there-there, come on, give it a try Tone:  Sneering, loud, harsh, contemptuous, condescending, punishing,  sympathetic, encouraging Gesture/Posture:  Pointed finger,  shaking head,  arms folded on chest, tapping feet/fingers, Facial Expression:  smile encouragingly,  set jaw,  outthrust chin,  raised eyebrows
P Parent Don’t argue! Shame on you! Be quite! That’s really bad. Don’t worry! There there! Let me help you. Everything will be fine! Don’t youDARE ! Have somefun.
Seat of emotions, thoughts, memories from childhood Child How one responded to early experiences andthe positions one took about oneself & others Feelings of happiness, fear ,anxiety,withdrawaletc. FreeChild –Spontaneous feeling, playful, authentic,emotional Adapted Child –Comply with parental messages Rebellious Child –Does not comply with parental messages Types:
C ChildVocabulary:  Wow,  give me what Iwant,  MINE,  I wish,  I’m scared,help, Tone:  giggle, chuckle, whine, swear, yell,  fast & high-pitched, whistle, playful,  ask permission. Gesture/Posture:  slumped,  curled up,  putting up hand to ask question Facial Expression:  tears, pouting, downcast oruplifted  eyes, tilted head, wide- eyed, fluttering  eyelashes, flirtatious, admiring
C I don’t wanna!! Pleeeeeeeeaassse! I can’t! No-no-no! O! that’s fun! WOW-WEE! I want……! Yayyyy….!I don’t care! Lookhow tall my castle is! Child
Adult Orientedtowards currentrealityandobjective gathering of information No relationwitha person’s age Data processing center Solutions based on facts and not solely on pre-judged thoughts or childlikeemotions
A AdultVocabulary:  how, why, when, where, what,  alternatives, results, yes, no, caused by, statistics, facts not opinions. Tone: clear &calm, confident, factual, enquiring. Gesture/Posture:  straight (not stiff),  lean forward to listen/look,  relaxed, thinking with hand on chin,  patient. Facial Expression:  thoughtful, watching attentively,  questioning, alert, lively
Respect. Aware. Equality Rational Assertive. Open Present Objective A Sand looks interesting. Lets make a castle! Adult
Ego State Acting, thinking, feeling like your parent Dealing with current realities, gathering facts, objectivity Acting or feeling like u didwhen u were child
Examples
What will you do? Parent Controlling
What will you do? Parent Nurturing
P A C Controlling Nurturing
What will you do? Child Adapted
What will you do? Child Free
P A C Controlling Nurturing Adapted Free
What will you do? Adult
P A C Controlling Nurturing Adapted Free
Development of Ego States Child Parent Adult
P A C Development of Ego States
P A C Development of Ego States
P A C Development of Ego States
C2 A2 P2 P 1 A 1 C 1 Little Professor Pseudo-parent Proto-parent Proto-adult P A C P A 2nd Order Structural Analysis
Transactions How peopleinteract with each other Which ego state in me is talking to which ego state in you Communication can sometimes be straightforward, easy and smooth It can also jumbled, confusing and unclear Understanding of transactions can help keep communication as clear as possible
P A C P A C Examples Late for an important meeting
P A C P C Examples A Yells and scolds
P A C P A C Examples Apologizes and says ‘Sorry!’
A P A C Examples C P Scaredof Lizards. Expresses fear.
A A C Examples C P P “Don’t worry. I’ll take care”
Complementary Transactions appropriate and expected response follows natural orderof healthy human relationships lines of communication openbetweenthe transactors gestures,facial expression, bodyposture, tone included
P A C P A C Examples Late for an important meeting
P A C P C Examples A Angry- scolds
Examples A C A P C P Angry– yellsback
Examples A C A PP Apologizesmeekly C
Crossed Transactions unexpected & highly unstable inappropriate ego state activated peopleglaring, turning backs at each other or switch conversation in different direction conversationmight endas well
Comparison AC sees self as strategies used sees others as response to disapproval inferior, entitled to less equal childhood rules spontaneous, context appropriate bigger, more entitled equal Fear, guilt, aversion objective appraisal
Comparison A sees self as strategies used sees others as response to disapproval intrinsically more capable equal self & others self smaller, to be protected equal cruel, mean fine P
Agenda BriefRecap Transactions Definition Strokes TypesofTransactions Script Analysis Life Script TypesofScript Script Matrix Life Positions
Brief Summary
A -CP -NP +NP+CP +AC+FC -AC-FC NegativeControlling ParentMode NegativeNurturing ParentMode Positive Controlling ParentMode Positive Nurturing ParentMode AccountingMode Positive Free Child Mode Positive Adapted Child Mode Negative Free Child Mode Negative Adapted Child Mode EgoStates
C2 A2 P2 P 1 A 1 C 1 Little Professor Pseudo-parent Proto-parent Proto-adult P A C P A 2nd Order Structural Analysis
Strokes Strokes are any act implying recognition of another’s presence; Unit of social recognitionStrokes are like just the physical strokes given to infants, without which they will not surviveStimulation Hunger: Sensory Stimulation Eg Baby needs fondling and love Recognition Hunger: Baby grows into adulthood, need for sensory stimulation changes into need for stimulation coming from social recognition, acknowledgement, affirmation
Types of Strokes Positive Strokes: supportive of life and activity • I feel good seeing you do that •I`m very proud of you, well done! Negative Strokes: destructive of a person`s life or activity • I am sorry, I did not like it very muchConditional Stroke: For ‘Doing’ or for performance Unconditional Stroke: For ‘being; - no strings attachedPhysical Stroke: Physical touch Symbolical Stroke: Using Words
Transactions how people interact with each other which ego state in me is talking to which ego state in you like a business deal, whereone person gives something to another and in exchange gets something back Exchange types – Material or Recognition Recognition: Strokes - anytime one personrecognizes another with a smile, a nod, a frown,a verbal greeting
Transactions How peopleinteract with each other Which ego state in me is talking to which ego state inyou Communication can sometimes be straightforward, easy and smooth It can also jumbled, confusing and unclear Understanding of transactions can help keep communication as clear as possible
Transactions Transaction: Two or more Strokes Types: Complementary, Crossed or Ulterior Stroke: any time one person recognizes another with a smile, a nod, a frown, a verbal greeting
P A C P A C Examples Lateforan importantmeeting
P A C P C Examples A Yells andscolds
P A C P A C Examples Apologizesandsays‘Sorry!’
A P A C Examples C P Scaredof Lizards. Expresses fear.
A A C Examples C P P “Don’t worry. I’ll take care”
Complementary Transactions appropriate and expected response communication can continue indefinitely lines of communication openbetweenthe transactors gestures,facial expression, bodyposture, tone included
Other examples - Complementary Transactions P A C P A C P A C P A C P A C P A C P A C P A C P A C P A C
P A C P A C Examples Late for an important meeting
P A C P C Examples A Angry- scolds
Examples A C A P C P Angry– yellsback
Examples A C A PP Apologizesmeekly C
Crossed Transactions unexpected & highly unstable inappropriate ego state activated peopleglaring, turning backs at each other or switch conversation in differentdirection conversationmight endas well
Ulterior Transactions P A C P A C Transaction in which more than two ego are included Disguised under socially acceptable transaction Psychological Social
Salesman P A C P A C
Teacher – Student / Boss - Secretary P A C P A C
Gallows Transactions P A C P A C Ulterior Transactionwhich employs “an inappropriate laugh or smile” expressing anindividual’s destructivebehavior
3 Rules of Communication complementarytransactions - communicationremains open crossed transactions - communicationceases complex transactions- outcome is predicted onlyat psychological level
Allthe world’s astage And allthe men and women merely players. They have their exits and their entrances; Eachman in his time plays many parts. Shakespeare Life Scripts
Life Scripts an unconscious lifeplan – decidedon early in lifein response toearly parental influence the individualis programmed to move as it were relentlessly towards its finaloutcome followedin all majordecisions
Life Scripts unconscious– soon after script is consciously formed, it is forgotten - action perceived natural early parentalinfluence– when the influencesperceived to containhidden messages programmed – freedom circumscribed& person doesn’t know
Types of Scripts Cultural Subcultural Family
Cultural Script expected & accepted patterns ina society determined by said & unsaid assumptions believed by majority of people liketheatricalscript – themes, actors, roles,costumes
Cultural Script may change or new theme may emerge withtime might be rejecteddue to irrelevance “nationalcharacter” same drama may repeat for generations
Subcultural Script each subculture evolves owndramatic actions conflictvery common many exist inlarge & complexculture defined by geography, religiousbeliefs, gender, age etc.
Family Script passed on from Parent to Parentego state some families develop uniqueactions; insist on children playing traditionalroles transmittedfrom generation after generation
Injunctions Prohibitingmessages, usuallygiven as hiddenmessages and indirectly Such messages – expressions of disappointment, frustration, anxiety establish thedon`ts by whichchildrenhave to live Givenfrom Parent`s childego state out of awareness of their adult ego states Examples– Don`t be, Don`t need, Don`t think,Don`t be a child, Don`t belong
Counter Injunctions Parental directives on how to livein a sociallyacceptable way Messages convey the “shoulds”, “oughts”,“dos” of parental expectations Consist of certainpermissions as wellas prohibitions that assist childto exist in the society Can become drivers to the child Examples– Be perfect, Hurryup, Be strong,
Program Educationgiven by parents Through theirown examples Givento the Adult of the small childon how to livehis or her life-script Usuallyconstructive andPositive Examples– Be perfect,Hurryup, Be strong
First permission and Injunction Don’t Exist Permission: For the infantto exist If ignored,kept at a distanceetc. : willnot experience permission to live Manifestationof Don’t Exist injunction – Overt suicidal behavior, significant depression “Go away”,“Iwishyou’d never have been born”
Permission - To have and be aware of sensations Second Permission and Injunction Don’t Feel Sensations infant needs basic bodily sensations: hunger, pain, temperature and touch may not use parts of sensations, if parents upset by them mother annoyed by cries of hunger; disliked feeding learned to stop crying and suppresshis feeling of hunger
Third Permission and Injunction Don’t Feel Permission: To feel emotions infantable to express satisfaction, dissatisfaction & severe stress If parents discount his feelings, they transmit a Don’t Feel injunction childmay discount his feelingsand substitute other feelings whichhis parents approve of
Fourth Permission and Injunction Don’t Think From “the LittleProfessor” stage, individualneeds permission to think It’s important forparents to respond reasonably, clearly,and withinterest to ideas, creativityandenthusiasms of the child Discounting(ignoringand makingfun) gives Don’tThink injunction
Script matrix P A C P A C P1 A 1 C 1 2.CounterInjunction 1.Injunction 3.Program Mother Father a diagram to show the transmission of scriptmessages viewedin terms of ego-states.
Decisions & Re-decisions •TA emphasizes our ability to become aware of our decisions that governour behavior andthecapacity to makenew decisions that willbeneficially alter our courseof life •We look at the decisions made in response to parental injunctionsand counterinjunctions •Example 1-“Don’tmakemistakes” Children fear takingrisksthatmakethem lookstupid.They tend toequate mistakestofailure PossibleDecisions– “I`mscared of makingthe wrongdecision, so I simplywontdecide”
Decisions & Re-decisions •Example 2–“Don’t beclose” •Message interpreted as Don’ttrustpeople and don’t love Possible Decisions– “because itsscary toget close, i`llkeep myselfdistant” •Example 3-“Don’tbe a child” Message says– ActAdult and keep control of yourself PossibleDecisions– “I`ll takecare of othersand wont askmuch for myself. I wontlet myselfhaveall thefun”
Decisions & Re-decisions Whatever injunctions people have received, and whatever the resulting life decisions were, transactional analysis maintains that people can make substantive life changes by changing their decisions—by re-deciding in the moment. Basic assumption of TA – Anything that be re-learnt
Psychological Positions • Mentally healthy position • Realistic people; can solve problems on their own • Accepts significance of others I’m OK, You’re OK • Person feels victimized, So victimizes others • Blame others for their miseries • Delinquents & criminals – extreme: Homicide I’m OK, You’re not- OK • Feel powerless when compare with others • Leads them to withdraw, to experience depression • Severe case: suicidal I’m not-OK, You’re OK • Lost interest in living • Schizoid behavior • Extreme case: suicide or homicide I’m not-OK, You’re not-OK
A -CP -NP +NP+CP +AC+FC -AC-FC NegativeControlling ParentMode NegativeNurturing ParentMode Positive Controlling ParentMode Positive Nurturing ParentMode AccountingMode Positive Free Child Mode Positive Adapted Child Mode Negative Free Child Mode Negative Adapted Child Mode EgoStates
C2 A2 P2 P 1 A 1 C 1 Little Professor Pseudo-parent Proto-parent Proto-adult P A C P A 2nd Order Structural Analysis
Transactions Transaction: Two or more Strokes Types: Complementary, Crossed or Ulterior Stroke: any time one person recognizes another with a smile, a nod, a frown, a verbal greeting
Life Scripts an unconscious lifeplan – decidedon early in lifein response toearly parental influence the individualis programmed to move as it were relentlessly towards its finaloutcome followedin all majordecisions
Injunctions Prohibitingmessages, usuallygiven as hiddenmessages and indirectly Such messages – expressions of disappointment, frustration, anxiety establish thedon`ts by whichchildrenhave to live Givenfrom Parent`s childego state out of awareness of their adult ego states Examples– Don`t be, Don`t need, Don`t think,Don`t be a child, Don`t belong
Script matrix P A C P A C P1 A 1 C 1 2.CounterInjunction 1.Injunction 3.Program Mother Father a diagram to show the transmission of scriptmessages viewedin terms of ego-states.
Decisions & Re-decisions •TA emphasizes our ability to become aware of our decisions that governour behavior andthecapacity to makenew decisions that willbeneficially alter our courseof life •We look at the decisions made in response to parental injunctionsand counterinjunctions •Example 1-“Don’tmakemistakes” Children fear takingrisksthatmakethem lookstupid.They tend toequate mistakestofailure PossibleDecisions– “I`mscared of makingthe wrongdecision, so I simplywontdecide”
Decisions & Re-decisions •Example 2–“Don’t beclose” •Message interpreted as Don’ttrustpeople and don’t love Possible Decisions– “because itsscary toget close, i`llkeep myselfdistant” •Example 3-“Don’tbe a child” Message says– ActAdult and keep control of yourself PossibleDecisions– “I`ll takecare of othersand wont askmuch for myself. I wontlet myselfhaveall thefun”
Decisions & Re-decisions Whatever injunctions people have received, and whatever the resulting life decisions were, transactional analysis maintains that people can make substantive life changes by changing their decisions—by re-deciding in the moment. Basic assumption of TA – Anything that be re-learnt
Ulterior Transactions P A C P A C Transactionin which more thantwo egoare included Disguised undersocially acceptable transaction
Angular Transaction P A C P A C Salesman: "This one is better,but you can't affordit." Housewife: "That's the one I'll take." Social level
Duplex Transaction P A C P A C Boss: “I need you tostay late atthe office with me.” Secretary:“Ofcourse!” (with a wink) Social level Psychological level
Games People Play
Games a series of transactions-complementary (reciprocal),ulterior, proceeds towardsa predictable/definite outcome. complementaryare also said to beulterior predictable/definite:cross transaction willhappen; communicationceases: Switch feelingof guilt,anger, fear, tiredness etc.
Switch P A C P A C Boss: “You should leave, it is late.” Secretary:“OK!”(confused) Social level Reversal of role
Con the hook whichinvitesthe person into the game Boss: “Ineed you to stay late at the office withme.”
Gimmick the interest in thehook Secretary: “Of course!”(witha wink)
Cross-up the immediate sense of confusion whenthe person realizes the fact that they have been had Secretary: “OK!”(confused)
Pay-offs Instigator of the game feels justified& superior Other feels deskilled& foolish
If and only if… Ulterior Transaction Con + Gimmick Switch Cross-up Pay-off
The Formula ‘G’ C + G = R > S > X > P
Karpman Drama Triangle Victim RescuerPersecutor
Karpman Drama Triangle Victim RescuerPersecutor  Provoke others to put them down, use or hurt them  Send “helpless” messages  Act confused
Karpman Drama Triangle Victim RescuerPersecutor  Make unrealistic rules  Enforce rules in cruel ways  Pick “little” guys than people of their own size
Karpman Drama Triangle Victim RescuerPersecutor  Offer phony helpfulness to keep others dependent on them  Don’t actually help  Work to maintain Victim role, so they can be Rescuer
Some Common Games Blemish Now I’veGot you, you SOB (NIGYSOB) Rapo WoodenLeg Kick Me Schlemiel Harried
Why Play Games? gainingattentionand stimulation,whichare essential for our well being Defending againstinternalfears and old unwantedfeelings theavoidance of afeared situationby playingthe game Providing players withpseudo-intimacy
P A C P A C Thank You!

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Transactional Analysis

Editor's Notes

  • #117 http://www.ta-psychotherapy.co.uk/games.htm
  • #118 http://www.karpmandramatriangle.com/
  • #119 http://www.karpmandramatriangle.com/
  • #120 http://www.karpmandramatriangle.com/
  • #121 http://www.karpmandramatriangle.com/