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TRANSACTIONAL ANALYSIS PRESENTED TO MR.ARUN SAHAY PRESENTED BY NEHA JOSHI NEHA BAGHEL PUJIL KHANNA HARKIRAN KAUR

What is Transactional Analysis : 

What is Transactional Analysis Developed by Eric Berne who believed that the majority of our life experiences are recorded in our subconscious minds in an unaltered fashion and become a part of the way we behave The behavior is subconsciously designed to get reactions and determine how others feel about us. A method of dealing with behavioral disorders Can be used to manage classroom behavior if we understand that children’s acceptable and unacceptable behavior is designed to ascertain how others feel about them

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Continued: “Transactional Analysis is a theory of personality and a systematic psychotherapy for personal growth and change” International Transactional Analysis Association (ITAA)

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Our Brain (according to Berne) Determines what we think and how we act Acts like a tape recorder while recording Events Associated feelings Has 3 distinct parts or ego states Parent Adult Child

How Transactional Analysis Helps : 

How Transactional Analysis Helps A Challenging philosophy A theory of personality A theory of communication A theory of child development A theory of pathology

Assumptions of Transactional Analysis : 

Assumptions of Transactional Analysis We need physical and psychological “strokes” We make current decisions based on past premises Self-awareness is the first step in the change process We are in charge of how we think, feel, and behave. Others do not make us think, feel and behave People can change

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Philosophy of Transactional Analysis People are OKAY People can THINK for themselves People can MAKE DECISIONS for themselves People can change decisions and RE-DECIDE

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TWO BASIC PRINCIPLES Change is more likely to take place and will be more sustainable when a contract is agreed on. Positive change will occur only in an atmosphere of open communication

Areas of Analysis : 

Areas of Analysis Structural Analysis: How personality is structured. Functional Analysis – How to assess an individual’s personality Transactional Analysis Proper: Analysis of what people do and say to each other. Game Analysis: Analysis of ulterior transactions leading to a payoff Script Analysis: Analysis of specific life dramas that people compulsively play out

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Fundamental Ideas Three Ego States Parent Ego State Child Ego State Adult Ego State Four Life Positions I’m not OK; you’re OK I’m not OK; you’re not OK I’m OK; you’re not OK I’m OK; you’re OK Individuals need to feel adequate

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Parent Ego State Thoughts, feelings, attitudes, behavioral patterns based on messages or lessons learned from parents and other ‘parental’ or authoritarian sources Should and should not; ought and ought not; always and never Prejudicial views (not based on logic or facts) on things such as: religion dress salespeople traditions work products money raising children companies Nurturing views (sympathetic, caring views) Critical views (fault finding, judgmental, condescending views)

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Adult Ego State Thoughts, feelings, attitudes, behavioral patterns based on objective analysis of information (data, facts) Make decisions based on logic, computations, probabilities, etc. (not emotion)

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Child Ego State Thoughts, feelings, attitudes, behavioral patterns based on child-like emotions, impulses, feelings we have experienced Child-like examples Impulsive Self-centered Angry Fearful Happy Pleasure seeking Rebellious Happy Curious Eager to please

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IN SHORT Parent - taught conceptChild - felt conceptAdult - learned concept

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Transactional Analysis Four basic life concept I’m OK, you’re OK – ideal I’m OK, you’re not OK – get away from me I’m not OK, you’re OK – I’ll never get anywhere I’m not OK, you’re not OK – get rid of each other

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Human Interaction Analysis A transaction = any interaction or communication between 2 people People send and receive messages out of and into their different ego states How people say something (what others hear?) just as important as what is said

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Transactional Analysis Transactional analysis - Transactions between people are seen as having 3 levels: Complementary – both people are operating from the same ego state Crossed – the other person reacts from an unexpected ego state Ulterior – two ego states within the same person but one disguises the other

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Complementary ‘Transactions’ Interactions, responses, actions regarded as appropriate and expected from another person. Parallel communication arrows, communication continues. Example 1: #1 What time do you have? #2 I’ve got 11:15. P A C P A C

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Crossed ‘Transactions’ Interactions, responses, actions NOT regarded as appropriate or expected from another person. Crossed communication arrows, communication breakdown. Example 1 #1 What time do you have? #2 There’s a clock on the wall, why don’t you figure it out yourself? P A C P A C

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Ulterior ‘Transactions’ Interactions, responses, actions which are different from those explicitly stated Example#1 How about coming up to my room and listening to some music? P A C P A C

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Transactional Analysis Game analysis - ulterior motivated transactions that appear complimentary on the surface but end in bad feelings: 1st Degree games – minor upset, played socially end up with minor discomfort 2nd Degree games – more intimate end up w/bad feelings 3rd Degree games - usually involve physical injury

Areas of Application : 

Areas of Application Clinical settings and in counseling Educational settings Organizations Communities Personal, family and other relationships

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Strengths Supported by a great deal of research on the subconscious mind Promotes self-analysis and self-correction Applications go beyond the classroom, into the student’s personal lives Helps children understand their own messages and those of others Helps children avoid destructive roles that are often played in interpersonal relationships Provides a framework for communication and understanding.

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Weaknesses Only appropriate for individual guidance Cannot be used as an intervention technique Overcoming the automatic behaviors from the parent and child ego state may be difficult Cannot be applied as readily to discipline problems other than those involving verbal exchanges Students may not have the language, cognitive, or reasoning skills necessary to use this technique Making distinctions between the ego states is difficult Training for teachers can be lengthy and time consuming. Difficult to maintain throughout the year