TRANSACTIONAL ANALYSIS BULLETIN Supplement #1 OUTLINE FOR AN INTRODUCTORY COURSE IN TRANSACTIONAL ANALYSIS AND SOCIAL DYNAMICS By Erie Berne, M.D. with the assistance of the Directors and Members of The San Francisco Social Psychiatry Seminars Published by Transactional Analysis Bulletin P.O. Box 5747 Carmel, California Copyright 1962 by the San Franci , sco Social Psychiatry Seminars, Int.
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TRANSACTIONAL ANALYSIS BULLETIN
Supplement #1
OUTLINE FOR AN INTRODUCTORY COURSE IN TRANSACTIONAL
ANALYSIS AND SOCIAL DYNAMICS
By Erie Berne, M.D.
with the assistance of the Directors and Members of
The San Francisco Social Psychiatry Seminars
Published by
Transactional Analysis Bulletin
P.O. Box 5747
Carmel, California
Copyright 1962 by the San Franci,sco Social Psychiatry
Seminars, Int.
I. "i, . , .'. ~ ,,'"''' ''' '.
FOREWORD
This outline is baaed .- s·even years of teaching transac-t')n
tional analysis and social dynamics, particularly Course 101 of
the Seminar Curriculum, which has been taught two or three times
a year for the past five years. The students have been drawn
from the following professions: psychiatry, psychology, psy-
chiatric social work; psychiatric nursing, education, sociology,
criminology (parole and probation) and pastoral counselling.
Similar courses have been given to psychiatric residents at
Langley-Porter Clinic, Stanford-Palo Alto Hospital, Mount Zion
Hospital, and to the staffs of various state hospitals and cor
rectional institutions in California~ The responses of about
500 students have gradually indicated how to ,present the · intro
ductory material most productive"ly"_
Thanks are due to the following for sharing with the author
what they have learned dur:-ing their teaching experiences: Dr .•
George Bach (Pepperdine College), Mrs. Iva Blank {California
Institution for , Women) , Mr. Wil:J.iam Collins (Soledad .Correc
tional Facility), Mr. Joseph Concannon (U.S. Naval Hospital,
Oakland), Dr. Franklin Ernst (California Medical Facility, Men
docino, Dewitt, and Stockton State Hospitals), Dr. Kenneth
Everts (Pacific School of Religion & Contra Costa County Mental
Health Program), Dr. Howard Fradkin (San Francisco State Col~
lege), Dr. Robert Goulding (Roseburg VA Hospital), Mr. Paul
McCormick (Alameda County Probation Department), Miss Barbara
Rosenfeld (SFSPS), Dr. R.J. Starrels (SFSPS).
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SUGGESTIONS
Most of the material in this curriculum is covered in the
basic text, Transactional Analysis in P~ychotherapy (Grove
Press, New York, i961). There are some items, howeverj for
which no printed material is yet available. Lecture 5, Struc
ture and Dynamics of Groups; will be possible only for those
who have attended the Seminars regularly; since the material
up to this time has been entirely oral. Similarly with some
of the details about games in Lecture 3.. These strictUres will
be remedied with the forthcoming publication by Lippincott of
The Therapy of Ailing Groups, and by Grove Press of Games
People Play. Both these books should be available by late
1962 or early 1963.
(1) The course is planned for eight lectures of two
hours each, but the material is organized so that it can be
adequately presented in each case in forty-five minutes if
necessary, leaving 15 minutes for discussion ,at a one hour
series • . The more leisurely presentation is preferable, how
ever, leaving ample time for questions. This gives the
audience a chance to reorient themselves from conventional,
usually psychoanalytic, ways of thinking.
(2) If the number of lectures has to be cut, it is pre
ferable to omit certain topics altogether and concentrate on
absorption of the elementary principles rather than attempting
to cram everything into less time. The first four lectures will
serve for a briefer course with graduate students, and these
can be split into eight one hour lectures for instruction at the
undergraduate level. Lectures 1,2,3,4, and 7 can also'j,~e adapted
for one or two day workshops. The theoretical material is
well suited to programming teaching machines.
(3) It is not easy for the student to get a useful
grasp of the system from lectures alone, and he should be
advised to have the text available.
3
(4) The instructor should make free use of the bladk
board, and if the coutse is repeated he ~ay want to construct
other visuai aids.
(5) Each point shoUld be adeqtia~ely illustrated by clini~
cal material offered sometimes befo~e and sometimes afte~ the ~
point is made. The fresher and more recent the examples~ the
more spontaneously they will be presented and the more they
will impress the audience. The examples should be simple, con
cise, convincing, and shorn of irrelevancies, The instructor
should not be chary with colloquialisms, as this is a collo
quial system, and he should avoid words of more than two syl
lables wherever possible. He should be talking to the Child
in his listeners as much as to the Adult.
(6) It should be remembered that this is an Introductory
Course in Transactional Analysis, which is not the place for
comparing irrelevant experiences or carrying on polemics. The
instructor is offering a great deal of specific information
in a relatively short time. Discussion not directly related
to learning the basic principles should be postponed until an
advanced seminar can be activated, or until the social hour
after the meeting. It has been found more productive and in
viting to handle this as a formal teaching assignment rather
than as a basis for discussion groups.
Lecture 1.
Lecture 2.
Lecture 3.
Lecture 4.
Lecture 5.
Lecture 6.
Lecture 7.
Lecture 8.
THE CURRICQLUM
Personality Structure
The Dynamics of Personality
Multip+e Ego States
Social Dynamics
Structure and Dynamics of Groups
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Tape Recording (Applied transactional analysis)
Group Therapy
Clinical Application and Advanced Theory
BIBnk lined pages are interleaved so that the instructor
can make memos of clinical illustrations from his own ex
perience. In addition to the text, he should be familiar
with pertinent material that has appeared in the Transactional
Analysis Bulletin.
Abbreviations
A
A-A
C
Adult
Adult to Adult, etc.
Child
GA Game analysis
P Parent
SA Structural analysis
TA Transactional analysis
Ego ,States
Le ~ture 1
PERSONALITY STRUCTURE
5
Clinical Illustrations: Inconsistent systems of feeling &
behavior
Repertoire:
A Natural Classification:
Three types, with diagram
(a) Penfield 11-~()
(b) Sensory deprivation gj; ~~~
Natural order downward: Progressive effects of alcohol
~ Transactions: ,
Complementary:
Crossed:
Stimulus & response, unit of social action
A-A Work: "Pass the hammer."
P-P Judgmental: Ain't It Awful
C-C Play: sex, delinquencies, break windows
P-C Taking care: sick husband
COP'o/~rse : ( '"~ sick wife
If P-C won't give way to C-P when appro
priate, or if switches when inappropriate
(P-C in courtship to C-P after marriage),
trouble ensues.
"Where are my cuff links?" "Don't shout."
A-A
Transference:
(Type I)
Countertrans:
P-C
A-A "It's a fact."
c-p "Don't criticize me."
A-A "What does that mean?"
(Type II) P-C "Don't ask questions."
Rule of communicctiop; · rr vectors cross, communication broken.
C()nver~e: If 'comrnuni~ation broken, look for cross.