Introducing a Meta-Metaphor for Developmental TA

by Giles Barrow

TA: Education; Schools; Staff development

This article presents, for the first time, some thoughts and ideas about the nature of developmental TA. I think that they are intriguing and I welcome other’s views about them.

BACKGROUND

I have been a member of a training group for the past couple of years. The group comprises practitioners working in the field of education and specifically behaviour support work. A recurring theme in our discussions has been to positively re-frame core TA concepts. In other words, as part of our work we routinely set about using TA ideas to account for
individual/organisational potential, promote growth and, importantly, to make TA widely accessible.

An integral dimension of our approach has been to consider how best TA ideas can be applied in non-problem-focussed ways. In other words, to seek out means of ‘mainstreaming’ TA as an approach for schools to use in developing policy and practice.  This maybe quite different from other, more familiar applications of TA. For example, common practice has been to use TA concepts in interacting with children and families identified as vulnerable. Whilst the work of the group includes this type of application, making TA a tool accessible to all remains the priority. In practice, this has led to a range of activities involving directly teaching TA to whole class groups, training staff teams in schools and nurseries and running general parent workshops based on TA.

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Other articles on TA in education:

     I’m OK-You’re OK: An Update on TA in Schools

Yeastings: Postmodern TA

by James R. Allen

TA: Postmodern TA; Postmodernism; Philosophy

In the right atmosphere, dough quietly begins to rise. Eventually, it becomes recognizable as bread. As a young child in my grandmother’s kitchen, I found this process magical. As a young adolescent, I discovered the even more magical delights of fermentation.

Something similar is happening in the world of transactional analysis. There are a number of quiet but amazing pockets of transformation. In this article, I wish to highlight three:

     Multiplicity and Unity

     Science and Hermeneutics

     Reflexivity and Detached Reflexion

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A Typology of Psychopathology and Treatment of Children and Adolescents


by James R. Allen and Barbara Ann Allen

TA: Children & adolescents; Treatment planning

Abstract
     The purpose of this article is to present an overall transactional analysis model of psychopathology in children and adolescents and a framework for rapid treatment planning. A number of authors have presented a variety of transactional analysis treatment methods, but these techniques have not really been synthesized into a larger, encompassing framework. It is the aim of this article to do so.

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     At age 3, Marie did not differentiate between people. She called no one by name and went to everyone indiscriminately. When thwarted, she went into rages that lasted for hours. During these periods she destroyed homes and injured herself and adults, hitting, kicking, punching, pulling hair, and urinating on people.

     Her three-year life history was tragic. After removal from her schizophrenic mother’s home because of neglect and abuse, she had been ejected from nine different foster homes, leaving a series of foster mothers partially bald. In some of these homes she had been sexually abused.

     In the first year of inpatient and daytreatment therapy, she went through a number of stages. She began to distinguish one person from the others and then to call him by name. A little later, she started to carry around his photograph. This seemed to give her some comfort when he was not present. When she had a temper tantrum, however, she would threaten to tear it up. Gradually, she began actively to try to please him and two others, including her foster mother at the time. She asked us to send notes home to the latter when she behaved well for even part of a day. Then, she began to talk of absent people as nurturant and began to be helpful to other children. Three months later, she tried to get her foster mother to “get rid of this bad little girl” by raging almost constantly for two days, but the foster mother held firm. With each new stage, the intensity and frequency of her aggressive, destructive behaviors lessened.

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I Don’t Need Therapy, But … Where Do I Turn for Answers? (free e-Book)


by Laurie Weiss

This free 59-page E-booklet addresses anger, grief, depression, responsibility, and personal change.

     “Even conscious, aware, growing people are often puzzled about what to do to solve specific problems in their lives. Although you may realize that you have influence over what happens to you and have been examining your life for some time, when a problem arises you want an answer, a solution, and you want it quickly. Here are answers to questions often asked by people who are growing. They are practical guidelines for getting unstuck and moving on with your life.”

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This e-booklet is a great summary of TA ideas and how you can apply them toward your own personal transformation.  It also has great information for practitioners!  To learn more about TA and to join USATAA, click the link below.

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Transactional Analysis and Social Roles

by Dr. Bernd Schmid, TSTA

TA: Personality, Social roles

Abstract

     In this article the most important TA concepts will be described in such a way that they do not automatically convey the ideas and attitudes of professional psychotherapists or even mere psychological descriptions of reality. Most of the methods of thinking or action familiar from classical TA have been retained, but are formulated in such a way that they can be specified in various areas of Society by varying professionals according to their respective roles and contexts.

The concept of role used here does not coincide with its common meaning in sociology and social psychology (e.g. Popitz, 1967). Roles are partially a question of social Standards in the sense of social patterns of expectation, but nevertheless role experience, role behavior and role relationships of people are seen as the individual’s task of creating. Understanding how to deal with roles in our Society is considered essential for Professional encounters and professionalisation.

l will first describe the concepts from the perspective of the individual. Then l will follow the concepts from the perspective of relationships.

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You may also like:

     Handling those Difficult People

     Building Community through Cooperation