Distance Learning: TAP Training

Transactional Analysisis a simple,easy to understand theory of personality and a path  to personal change. Over a 12 week period, TA concepts and tools are shown in clear diagrams and described in plain language. The highly interactive class is taught by experienced TA Practitioners.

The TA Practitioner program includes an overview of Transactional Analysis, as well as 4 key TA concepts:

  1. TA tools to resolve conflict and improve communication:
  2. Understand the games we play with the “Drama Triangle”
  3. Learn the “Life script” to make positive life choices
  4. Use contracts for effective change

Take this class from home on your computer! These TA tools are easily applied to your work, such as classrooms, hospitals, and individual and group sessions. When all training requirements are met, you can join USATAA to become TA Practitioner certified.

Click Here to View Flyer      TAP FAQs

Contact Catherine O’Brien TAP Instructor at: theTATeacher@gmail.com

 

Introduce Yourself to Transactional Analysis

Introduce Yourself to Transactional Analysis

44-page booklet by Leonard Campos, PhD
Second Printing, 2007
This millennial edition of Introduce Yourself to Transactional Analysis  covers the core concepts of transactional analysis in easy-to-understand terms. These include ego states, transactions, games, life scripts and other important concepts. It also helps readers to understand what they can expect of transactional analysis therapy.
http://www.ta-doctor.com/

Ongoing Training in Communication

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

by Giles Barrow

TA: Education; Schools

I’m OK – You’re OK is arguably the most enduring touchstone of Transactional Analysis (TA).

Founded by Eric Berne in the 1960s, popularised during the 1970s, many readers may recall a distant reference to TA in their professional training or a personal awareness course. Some readers might have come across references to TA more recently, and most readers may be surprised to discover that children and young people around the country are discovering about TA in classrooms. This article provides an account of how TA is experiencing a renaissance in the UK and that the central arena for this resurgence is in education.

For those readers unfamiliar with TA, it is a humanistic psychological framework that, like many such perspectives, offers ways of understanding;

  • how people grow up
  • how people communicate
  • how people see the world

The distinctive features of TA are the core beliefs underpinning the theoretical concepts. To summarise these are:

  • that people are essentially OK, hence the ‘I’m OK – You’re OK’ catch-phrase
  • that everyone can think; make sense of information, consider options and make choices
  • that anyone can change, learn and grow

For the most part TA has been practised in the context of psychotherapy and counselling. Most practitioners in the UK work in a clinical/talking therapy context. However, there have always been practitioners utilising TA in organisational and educational contexts. Over the past five years there has been a noticeable increase in the rate and range of education professionals using TA concepts in their work.

Over the past couple of years I have been involved in sharing TA ideas with hundreds of educators around the country. As a qualified Transactional Analyst in the field of education I am often invited to contribute to professional development both in terms of formal training events, as well as on-going mentoring and team teaching arrangements. Importantly this work has been in both mainstream and specialist contexts. Some examples of TA being used in special schools and units include the following:

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Other articles on TA in education:

     Introducing a Meta-Metaphor for Developmental TA

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.

______

     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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