1. 1 Transactional Analysis A Newer Analytical Approach Text: Chapter 11

2. 2 Transactional Analysis  Developer: Eric Berne  Historical development  View of human nature - Motivated by three fundamental needs:  Stimulus hunger  Structure hunger  Position hunger. 2

3. 3  Stimulus hunger - the need to be affirmed/ recognized by others - The need to receive strokes - Can be positive or negative - Strokes result in either good or bad feelings called stamps which can be cashed in when enough are collected  Structure hunger - the need to structure time effectively/maximize the number of strokes received. 3

4. 4 Ways of structuring time: 1.Withdrawal - safe, avoids risk 2.Rituals and pasttimes - low risk, non- involving social interactions, pleasantries 3.Activities - work, hobbies which bring strokes 4.Games - interactions based on unwritten rules designed to create pay off; usually covert and dishonest; common problem in relationships 5.Intimacy - an honest, game-free relationship with mutuality, no exploitation. 4

5. 5  Position hunger - The need to have our fundamental life decisions validated and affirmed - To be told we are either OK or not OK - Early in life we make basic decisions about self and others: “I’m OK.” or “I’m not OK.” “You’re OK.” or You’re not OK.” - This decision serves as the basis for a script which we use to structure time and seek strokes  TA belief: We can overcome early experience and write healthy scripts. 5

6. 6 6 Structure of Personality - Thinking and responding influenced by our parent’s way of interacting with us - Filled with values, injunctions, shoulds & oughts, and behaviors internalized from childhood.  Personality is composed of three ego states:  The Parent, the Adult, and the Child  The Parent ego state: P

7. 7 The Parent is subdivided into 2 parts:  The Nurturing Parent - Internalized messages that were loving, supporting and accepting - Results in adult nurturing responses  The Critical Parent - Internalized messages that were rejecting, controlling, and judgmental - Results in adult critical responses. 7

8. 8 8 - The objective part of personality - It processes information - Has no feeling - Asks factual questions: what, when, why? - Mediates between Parent and Child - Focuses on decision-making - Presents situations in an organized and intelligent way. A  The Adult ego state:

9. 99 - Child-like; reflects the little boy/girl that never grows up - Reflects child-like feelings - Is fun-loving, affectionate, selfish, mean, playful, whiny, manipulative, spontaneous - Is divided into 2 parts:  The Natural/Free Child - impulsive, pleasure-seeking, uninhibited, aggressive, rebellious, creative, affectionate, etc. C  The Child ego state:

10. 10  The Adapted Child - Ignores own instincts and tries to please parents - Duplicates reactions individuals had toward parents in childhood including feelings, such as guilt, fear, and anger - It complies, procrastinates, negotiates  To be healthy, one must balance responses and ego states appropriately  People are generally in one ego state or another  Comparison between id, ego, and superego and ego states.

11. 11 Development of Maladaptive Behavior  Contamination - When Adult ego state is interfered with by the prejudicial or irrational ideas of the Parent. (Parent contaminates Adult)  Example: All young people today are going to the dogs  This is a statement coming from the critical Parent, but is stated with the belief that it is a fact. Ego State Boundary Problems

12. 12  Contamination - When the Adult ego state is interfered with by the archaic feelings of the Child. (Child contaminates Adult)  Example: I’m no good, can’t do anything right  This is a statement coming from the archaic Child, but is stated as if it were a fact.

13. 13  Exclusion - When one or more ego states are effectively prevented from operating.

14. 14 Games  A reoccurring set of transactions  Superficially rational with a concealed motive  A series of transactions with a gimmick or negative pay off  Sometimes called ulterior transactions  Are played compulsively over and over  Basically dishonest, involves the avoidance of intimacy  Usually supports one’s life position regarding self and others.

15. 15 Rackets  Habitual ways of feeling  Originating in the experiences we had in growing up  Often are unpleasant feelings that we hold on to after playing games  Become a basic part of life’s script  The Guilt Racket, the Depression Racket, the Worry Racket  Convinces one of his/her not OK position.

16. 16 Injunctions  Parental messages that tell children what to do and how to be  Stem from parent’s own anxiety, frustration, unhappiness  Children decide to accept or challenge injunctions  Examples: don’t be, don’t succeed  When children decide to accept negative injunctions, this leads to maladaptive behavior.

17. 17 Life Positions  Early in life, individuals take a position regarding their intrinsic worth and that of others  Environmental experiences influence these positions  Four life positions: 1.“I’m okay - you’re okay.” 2.“I’m okay - you’re not okay.” 3.“I’m not okay - you’re okay.” 4.“I’m not okay - you’re not okay.”

18. 18 Scripts  A personal life plan which dictates behavior  Formed early in life in reaction to important experiences such as the injunctions one is exposed to  Relates to these questions: “Who am I?”, “What am I doing here?”, and “Who are all those others?”.

19. 19 Functions and Goals of Therapy  Structural analysis - analyze client’s ego states  Are you a “Constant Parent”?  Are you a “Constant Adult”?  Are you a “Constant Child”?  Perhaps use egogram - a diagram portraying the energy one expends in each ego state. What the therapist does.

20. 20 Analysis of Transactions – functional analysis  Diagnosing the ego states that emerge in a social interchange  Three kinds of transactions: 1.Complimentary transactions 2.Crossed transactions 3.Ulterior transactions.

21. 21 Complimentary Transactions  Lines of communication are parallel  Communication can proceed smoothly and indefinitely. A P C PPP AAA CCC

22. 22 Crossed Transactions  Lines of communication are crossed  Communication is broken off  Relationship breaks down. A P C PPP AAA CCC

23. 23 Ulterior Transactions  Two messages are sent, one overt, the other implied and unspoken  Can lead to repetitive game playing. A P C PPP AAA CCC

24. 24 Analyze Games  Why don’t you - yes, but...  Seduction  Uproar  Blemish  Look how hard I tried  Cops and robbers.

25. 25  Analyze injunctions and client’s response to injunctions  Common injunctions (Goulding) - “Don’t.” - “Don’t be.” - “Don’t be a child.” - “Don’t be close.” - “Don’t be well.” - “Don’t succeed.” (“Don’t do well.”).

26. 26  Analyze scripts and decisions carried over from childhood  Analyze predominant life position based on understanding injunctions and scripts  Change script, early decisions, and life position through redecision: an emotional, intellectual, and behavioral process which takes place in therapy session  TA is also a contractual approach.