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  • The TA 101 is the introductory course of Transactional Analysis and is designed to give the participant an overview of TA theory. You will gain understanding of why you do what you do, and why others do what they do. This theory will improve all relationships, at home, with friends, and in the workplace.

    This is the first step to going on to the advanced module study in Transactional Analysis.

  • Early in his work in the development of Transactional Analysis, Dr Eric Berne observed that as he watched and listened to people he saw them change.   There were simultaneous changes in facial expression, vocabulary, gestures, posture and bodily functions which cause the face to flush, the heart to pound, the breathing to become rapid, or the voice and demeanour to become that of a child. The individual was the same person in terms of bone structure, skin texture, hair colour and clothing as before.  So what had changed? What had happened to the person sitting opposite him?   From these early observations Berne developed the building blocks of TA called ego states which are the basis of TA theory.

    What Are Ego States?

    In order to understand changes in behaviour we must be aware of what is happening inside a person. The personality can be divided into three parts, each part consisting of a set of related thoughts, feelings and behaviours. These parts are called ego states.   Each person has three ego states called the Parent, Adult and Child, which are diagrammed as a set of three stacked circles. In TA, the ego states are always capitalised to distinguish them from actual parents, adults or children.

  • Eric Berne called a Transaction the unit of social intercourse. Any exchange of strokes is therefore a transaction.

    A transaction consists of two strokes: a stimulus and a response. The stimulus is the message instigated by the sender and the response is the message returned by the receiver. Thus, a sender may ask: “What’s for dinner?” (stimulus) and a receiver may reply: “spaghetti” (response).

     What are Social Level Transactions?

    Social level transactions are overt. They are the obvious words and gestures used which can be observed by anyone. Transactions can have a covert or hidden message.  These are psychological transactions.  

    In this Module you will learn about what happens in communication, and how to maintain communication on a complimentary level. Learning these skills helps enormously to improve and maintain relationships of all descriptions. Partner, parent and child, friendships, and work relationships.

  • When Eric Berne thought about the way people structure the greater part of their time, he thought chiefly about the kinds of games they play. Games in this sense have a serious sense, with something like the intensity of the Casino tables, or the football field. In such games there are definite moves and rules, penalties and most importantly, excitement.

    The games people play, according to Berne’s theory, almost always end up yielding ‘bad’ feelings. Games help people to structure time, to get strokes (usually negative), provoke and provide stimuli and prove to people that they are still alive, all in the service of preventing warmth, belonging and human closeness.

     Games are based on discounts.  Abe Wagner claims that it takes two discounts to play a game. A game cannot start if there is no discount on the part of the first player, and it cannot continue without a further discount on the part of the second player. Discounts can be conveyed non-verbally as well as verbally. An enticing smile or a frown, a lowering of the eyelids, a provocative gesture, may all be non-verbal discounts, which invite a second player into the game.

    We have all played games at some point in our relatiosnhips. In this Module you will learn how to stop playing games yourself and be game free...and how to deal with others who are attempting to play a game with you.

    Eric Berne,s book, Games People Play was a best seller for many years.

  • Our first language is the one we are born with – our feelings: we cry out our needs, act startled when scared, redden our faces in anger when frustrated and smile when contented. These are our normal healthy reactions to external stimuli, our internal experience, and the only way we know how to communicate with those giants who pick us up and do things to us. Sometimes they do what we asked them to and at other times they just don’t seem to understand or care. So, being smart – though limited in muscle-power, money, mobility and mentality – we soon learn what feelings our caretakers respond to and we switch on that feeling instead. Therefore, as we mature we may express our feelings in four different ways: reactive, rubberband, character and racket.

    Reactive feelings are often referred to as our ‘real’ feelings, because they are healthy feeling reactions to reality in the here and now.

    A rubberband feeling snaps us back to a past emotion. An example is, when looking at old photos, we re-experience the feelings we had on the day the photos were taken.   This can be a happy reliving of an old memory or it can tie in with a racket.

    One way to ask yourself if you use a racket is to think about yourself as a child...what did you do to get what you wanted, for example an ice cream, if you were first told No!

    Examples might be, cry, tantrum, sulk, get angry, plead, etc.

    This Module explores all the ins and outs of Rackets. 

  • Eric Berne observed that no matter what people thought they were doing with their life, they all seemed driven to go a certain way to some pre-determined end. Each person decides in childhood a plan of how they will live and die, according to early life experiences, and what will happen in between; this is their script. This plan or script was nearly all decided before the age of six.

    This script is a life drama that a person may be unaware of but feels compelled to live by. Each individual lives out their script within their own society, environment and family.   Cultures, families and individuals all have their own dramatic patterns; all follow plans or scripts of a way to be.

    Each person’s script can be likened to a theatrical script having a cast of characters, acts, scenes, themes and plots which all move through to a climax and end with a final curtain-call or finish; this is the payoff of the script. As Shakespear said, "all the world is a stage. "These scripts may resemble an adventure, tragedy, a dull play, a romance or a joyful comedy. These life dramas can vary in destructiveness, non-productiveness or constructiveness; each one is unique.

    The good news is that negative scripts can be changed and new positive scripts can be put in place.

  • This Module gives those who work in a clinical setting many new tools and ways use TA theory to treat clients, so that the clients can make the changes they are wanting to make. 

    On completion of this Module you will have learned the skills in;

    Treatment   Options


    Ego State Analysis

    Script Analysis

    Racket Analysis

    Stroke Analysis

    Developmental Analysis

    Redecision Therapy

    Regression Work

    Inner Child Work

    Parts Party

    Self Reparenting

    Reparenting (less often)

    Self Esteem and Assertion

    Relaionship Therapy and some of Imago therapy.

    Working with Groups

    Family  Sculpting

    Dream Work

    Anger Work

    Visualisation / Meditation

    Spirituality path work

  • Why is it transference important in the therapeutic relationship?

     It assists the therapist to understand the past in terms of the origins of conflicts and difficulties, and to observe the ways that the past is alive in the present. (bit like a “living laboratory”).

    Therapists are presented with opportunities to “re-experience with their clients certain aspects of their presenting past; in which the effects of the past can be reviewed; and through which the effects can be to some extent adapted to the new circumstances of the present and future.”

     Carlo Moiso (TAJ, July, 1985) analysed the transference relationship as “a relationship in which the patient, in order to reexperience parent-child or primitive object relationships projects onto the therapist his own Parental Ego State (P1 or P2).

    The therapeutic relationship is the main aspect which brings change and understanding transference is essential. 

  • We all have personality types or adaptions. In this Module you will discover what your adaption types are, and for those working in a clinical setting, you will learn how to work with your client's personality adaptions.

    General outcomes:

    For the trainee to;

    be conversant with Personality Adaptation theory as part of the overall theory of TA             incorporating other modalities.

    be able to make differential recognition of personality.

    be able to analyse personalities and make treatment plans.

    have gained knowledge of self-personality adaptations.

    Contact can be made with the client through one of three doors - thinking, feeling or behaviour. We call this the Open Door and different personality adaptations have different open doors. So this is one good reason for working out the personality adaptation/s of clients, i.e., in order to find out what is the best approach, to get in touch with their thinking, or feeling or behaviour.

  • As children grow they go though developmental stages. Each stage has needs, and the stages are recycled throughout our lives. Therefore as adults these needs are still present.


    For the trainee to:

    experience some of the different child developmental theories, neurological                                     and psychological through the early years.

    see and become familiar with a brief outline of the main psychoanalytical child                         development theories.

    develop the knowledge of the main TA child developmental theories.

    To apply knowledge of developmental stages to own self knowledge and the therapy of others.

  • Self-Reparenting is a procedure for updating and restructuring the Parent ego state and nurturing the inner Child. It includes both a theory and a process and is related to Berne’s differentiation between parental behaviour and behaviour that comes from the Parent ego state.

    Self-Reparenting is learning to use one's own Nurturing Parent to care for and love one's own inner Child.

    For counsellors and therapists this module will give you the tools to do inner Child work with clients.



  • General objectives:

    For the trainee to:

     To make a diagnosis using Axis 1 and 11 of a person’s psychological capacities.

     To make a Multiaxial Classification of the person

     To gain skills that would help them work successfully with people who have impaired psychological functioning which is independent of the physical state of their body, in order to successfully help them effect change in their psychological functioning.

     To know the scope of one’s personal capacities and to refer to appropriate sources when the client requires more than one can offer.

     To recognise when the client needs more help than one can offer, and to refer the client appropriately.

  • All of us, in our process of growing up have made many early decisions about how we need to behave, what we need to do and not do, in order to survive. Decisions about..."What do I need to do; how do I need to be, in order to be OK here". These decisions might have made perfect sense, and worked, when young, but do not work well as an adult. Redecision therapy works to change early non-functioning decisions to healthy adult decisions to live with.

    General Goals:

    For the trainee to:

    Understand the history and development of Redecision Therapy

    Develop knowledge of Redecision Therapy, and its importance and place in TA theory and practice.

    Use the knowledge of Redecision Therapy to facilitate clients’ making therapeutic changes.

    Use various techniques within Redecision Therapy.


  • This course will show you how to create the relationship of your dreams. These skills are not only for your partner relationship, but also for all relationships. Children, family, friends and work relationships. 

    We will start the course with improving communication and showing you how to resolve issues and make the changes you desire without fighting. 

    This course is designed ideally for couples to work through together, however, if only one person is interested in doing the course then that one person can make a great deal of changes in the relationship. One person can change what they do, put the new skills into practice, and changes will occur. When the other person starts to experience the changes, they may then become interested in learning the skills as well and start the course. 

    This course is also ideal for singles who want to correct past mistakes and be ready to start a new relationship with improved skills. Ideal also for young people who are getting ready to start their first relationship. A great gift to give your young adult to get them started to create a wonderful happy relationship. 

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