Understanding the individual. Transactional Analysis (T.A.) A psychoanalytic theory of psychology developed by psychiatrist Eric Berne in the late 1950’s.

Understanding the individual

Transactional Analysis (T.A.)

A psychoanalytic theory of psychology developed by psychiatrist Eric Berne in the late 1950’s

Very useful for Analysing interactions with others Improving communication with

others

Transactional Analysis: ~Essential Principles

People’s interactions are made up of transactions

These involve a stimulus and response

Transactional Analysis: Essential Principles

Earliest transactions includeStimulus: I cryResponse: I get fed Stimulus: I wet my nappyResponse: My nappy is

changed

Transactional Analysis: Essential Principles

3 Ego States: Parent Adult Child

P

A

C

(T.A.) The Parent

Unconsciously acting in similar ways to our parents

Can be: Nurturing:

permission, security, guidance

Critical: controlling

(T.A.) The Adult

Living in the present and responding to situations through rational thought.

(T.A.) The Child

Unconsciously reverting to childhood behaviours

Primitive Impulsive Demanding Creative

Transactional Analysis

Three Basic Concepts: Parent, Adult and Child

Transactions: Among P, A and C P < -- > P A < -- > A C < -- > C There are 9 possible transactions

Transactional Basis

Id – Pleasure PrincipleEgo- Realistic PrincipleSuper-Ego- Ethical Principle

We Can be:

Child Adult Parent in our Transactions. We shift from one ego state to

another in transactions.

THE MIND

Id, ego, and superego Id: pleasure seeker

first division of the mind to develop contains two biological drives: sex and

aggression id’s goal is to pursue pleasure and satisfy the

biological drives Pleasure principle

id operates according to the pleasure principle

satisfy drives and avoid pain, without concern for moral restrictions or society’s regulations

THE MIND (CONT.) Id, ego, and superego

Ego: executive negotiator between id and superego second division of the mind, develops from the id

during infancy ego’s goal is to find safe and socially acceptable

ways of satisfying the id’s desires and to negotiate between the id’s wants and the superego’s prohibitions

large part of ego is conscious smaller part is unconscious

Reality principle satisfying a wish or desire only if there is a

socially acceptable outlet available

THE MIND (CONT.)

Id, ego, and superego Superego: regulator

third division of the mind develops from the ego during early childhood

superego’s goal is to apply the moral values and standards of one’s parents or caregivers and society in satisfying one’s wishes

moral standards of which we are conscious or aware and moral standards that are unconscious or outside our awareness

The Three Ego States

Parent- “Do as I do”Child- “What shall I do?”Adult- “I will be frank with

you”

THE MIND (CONT.)

Anxiety uncomfortable feeling that results from inner

conflicts between the primitive desires of the id and the moral goals of the superego

id, superego conflict ego caught in the middle ego’s continuous negotiations to resolve conflict

causes anxious feelings ego uses defense mechanisms to reduce the

anxious feelings

THE MIND (CONT.)

Defense mechanisms Processes that operate at unconscious levels and

that use self-deception or untrue explanations to protect the ego from being overwhelmed by anxiety

Two ways to reduce anxiety: can take realistic steps for reducing anxiety use defense mechanisms to reduce anxiety

THE MIND (CONT.) Defense mechanisms

Rationalization involves covering up the true reasons for actions,

thoughts, or feelings by making up excuses and incorrect explanations

Denial refusing to recognize some anxiety-provoking

event or piece of information that is clear to others

Repression involves blocking and pushing unacceptable or

threatening feelings, wishes, or experiences into the unconscious

THE MIND (CONT.) Defense mechanisms

Projection falsely and unconsciously attributes your own

unacceptable feelings, traits, or thoughts to individuals or objects

Reaction formation involves substituting behaviors, thoughts, or

feelings that are the direct opposite of unacceptable ones

Displacement involves transferring feelings about, or response

to, an object that causes anxiety to another person or object that is less threatening

THE MIND (CONT.)

Defense mechanisms Sublimation

Type of displacement, involves redirecting a threatening or forbidden desire into a socially acceptable one

Exercise:Have you ever been a ‘difficult’ client?

Think of a time when you were very unhappy with a service you were receiving e.g. retail, hospitality, medical, etc.

How did you respond to this? How were you treated? How was the situation resolved?

What is a ‘difficult’ client?

The non-stop talker The do-nothing client The self-sabotaging client The victim The angry client The boundary pusher The chaos merchant The aggressive client

What makes a ‘difficult’ client?

When your needs and the client’s do not coincide

When the client is unclear about expectations

When client has problems with managing socially acceptable behaviour

When client is stressed When client is unwell

Four life positions

The phase "I'm OK, You're OK" is one of four life positions that each of us may take. The four positions are:

1. I'm Not OK, You're OK2. I'm Not OK, You're Not OK3. I'm OK, You're Not OK4. I'm OK, You're OK

TA Life Positions

I’m not OK, you’re not OK

‘This is terrible, we’ll never succeed’

TA Life Positions

I’m not OK, you’re OK

‘I wish I could do it as well as you do’

TA Life Positions

I’m OK, you’re not OK

‘You’re not doing it right, let me show you’

TA Life Positions

I’m OK, you’re OK

‘We’re making

good progress here’

Shift in Ego States

Parent- “Why don’t you prepare a time-table?”

Child- “What is the point when one cannot follow it?” – Becomes an Adult.

(T.A.) Transactions

3 Kinds of Transaction:

Complementary Crossed Ulterior

(T.A.) Transactions

Complementary:‘What time is it?’‘Three o’clock.’

Types of Transactions

Complementary Transactions: Appropriate and Expected Transactions indicating healthy human relationships.

Communication takes place when transactions are complementary. A stimulus invites a response; this response becomes a stimulus inviting further response and so on.

(T.A.) Transactions

Crossed:‘What time is it?’‘Forget about what time it

is, get that report finished.’

Types of Transactions (Con..)

Crossed Transaction: This causes most difficulties in social situations.

“May be, you should improve your teaching”.

“You always find fault with me whatever I do” Parent-Child interaction.

(T.A.) Transactions

Ulterior‘What time is it?’‘What time do you think it

is?’‘Beer o’clock?’‘Exactly!’

(T.A.) Strokes

Strokes are the recognition one person gives another

These begin in infancy as hugs Later in life become more

verbal/abstract

(T.A.) Positive strokes

Praise Positive feedback Compliments Expressions of appreciation Good reports

(T.A.) Negative strokes

Non-constructive criticism Negative judgements Insults Expressions of disapproval Bad reports

(T.A.) Games

Crooked or covert exchanges of strokes

Regularly repeated interactions with ulterior motives

Often the players of these games are not conscious they are doing this

But sometimes they are!

(T.A.) Games

An example of games some Employment Consultants play:

“I’m only trying to help you!”

“What would you do without me?”

(T.A.) Games

A good example of a game that we are all familiar with is:

‘Why don’t you/Yes but…’

‘Why don’t you/Yes but…’

How to stop the game Stop making suggestions! Review how your sessions with

client progress. Need to change format?

Remember, within reason, some approaches are worth giving a second – or third - go

TA: How to use it

Be aware of your own ego state as well as the client’s

Try and stay in the Adult state Be aware of any Games being

played If a Game is being played, find a

fresh approach that seeks to engage the Adult in the client

T.A. Final Thoughts

Be aware of your own language/posture Keep discussions result focussed Beware going into Parent mode Some attempts at rapport building may

become parent-child interactions if you are being unconsciously patronising

Stick to the agreed Plan as much as you can

Typical Games

Between A shop keeper and a house wife:“ This one is better, but you cannot afford it”

Between A Teacher and a Student:“This is a good topic, but you cannot handle it.”

Between an Expert and a Candidate:“What you just said is totally wrong”

.

Drama triangle

The drama triangle is a psychological and social model of human interaction in transactional analysis (TA) first described by Stephen Karpman,

The person who is treated as, or accepts the role of, a victim

The person who pressures, coerces or persecutes the victim, and

The rescuer, who intervenes out of an ostensible wish to help the situation of the underdog

Drama triangle An example would be a welfare caseworker whose official

function is to get clients off welfare and to support themselves with jobs. If the caseworker does anything to prolong the dependency relationship, she is not really helping but "Rescuing."

There may be subtle or overt pressure from her agency not to have too many successful clients.

For the drama triangle to come into full flower, one of the players must shift positions. For example, a Victim may become a Persecutor complaining of getting too much help, not enough help, or the wrong kind of help. A Rescuer may become a Persecutor, complaining that the clients don't appreciate her enough.

Officials at the welfare agency may take a role in the game, Rescuing staff and clients as long as they play along quietly but Persecuting any staff who start showing good results.

Transactional Analyst

Claude Steiner says:

... the Victim is not really as helpless as he feels, the Rescuer is not really helping, and the Persecutor does not really have a valid complaint.

”

Dreaded Drama Triangle (DDT)

Moving beyond the Dreaded Drama Triangle (DDT) and the roles of Victim, Persecutor and Rescuer and to cultivating the skills and abilities associated with the roles of Creator, Challenger and Coach that make up The Empowerment Dynamic.

David Emerald “The Empowerment Dynamic

TED framework

Victim = Creator. Persecutor = Challenger,Rescuer = Coach.

A Creator thinks what is long-term goal or vision is. Creators are outcome-oriented as opposed to problem-oriented.

Persecutor = Challenger is a person or situation that forces you to clarify your goal.

Challengers encourage us to get clearer about what it is we do want, then focus our efforts towards moving closer to that goal.

The Empowerment Dynamic

Instead of Rescuing someone, a Coach asks questions that are intended to help the individual to make informed choices.

A Rescuer, by definition solves a Victim's problems, which keeps the Victim powerless and dependent upon the aid of others.

A Coach asks questions that enable the individual to see the possibilities for positive action, to focus on what they do want instead of what they

don't want.

A Coach uses compassion and questions to help a Creator develop a vision and action plan.

A Coach provides encouragement and support, in place of “rescuing” actions.

The Empowerment Dynamic

Coaches see victims as Creators in their own right and meet them as equals.

This process interrupts the drama cycle and puts the former victim in the powerful position of Creator where they make informed choices and focus on outcomes instead of problems.