TRANSACTIONAL ANALYSIS

PRESENTED BY
PRESENTED TO NEHA JOSHI
MR.ARUN SAHAY NEHA BAGHEL
PUJIL KHANNA
HARKIRAN KAUR
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
Continued:

“Transactional Analysis is a theory of personality

and a systematic psychotherapy for personal
growth and change”

International Transactional Analysis Association

(ITAA)
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
A Challenging philosophy
A theory of personality
A theory of communication
A theory of child development
A theory of pathology
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
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
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
 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
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
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)
 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)
Child Ego State

 Thoughts, feelings, attitudes, behavioral

patterns based on child-like emotions, impulses,
feelings we have experienced
 Child-like examples

Impulsive Happy Curious

Self-centered Pleasure seeking Eager to please
Angry Rebellious
Fearful Happy
IN SHORT

Parent - taught concept

Child - felt concept
Adult - learned concept
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
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
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
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?
P P
#2 I’ve got 11:15.
A A

C C
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 P Pfigure it out yourself?

A A

C C
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 P

A A

C C
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
 Clinical settings and in counseling
 Educational settings
 Organizations
 Communities
 Personal, family and other relationships
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.
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.