transactional analsis

8/18/2019 Transactional Analsis

1/26

TRANSACTIONAL ANALYSIS


2/26

TRANSACTIONAL ANALYSIS

A social interaction occurs when two personsinteract with each other, analysis of suchtransaction is called the Transactional

Analysis. Thus, transactional analysis is thestudy of social interaction between people.It is a techniue of analysin! andunderstandin! inter"personal beha#iour.

The pri$ary concepts in transactionalanalysis are e!o states, transactions,stro%es, and ways people spend their ti$e.


3/26

&'O STAT&SAn e!o state is a pattern of beha#iour that a person de#elops

as he or she !rows up, based on his or her accu$ulatednetwor% of feelin!s and e(periences.

There are three e!o states parent, adult and child.

P

PARENT

A

ADULT

CCHILD

)&RSON

ALI T Y

The parent, adultand child *)"A"C+subsyste$s.


4/26

Parent Ego

)arent e!o is a result of $essa!es people recei#e fro$ theirparents, elder sisters and brothers, teachers and others

durin! their early childhood. The parent e!o state of aperson co$prises the ud!e$ental, #alue"laden, rule$a%in!, and $oralisin! co$ponent of personality.It ise(pressed by ad#ice, ad$onitions, do-s and dont-s. Thereare two types of parent e!o states

/+ Nurturin! )arent &!o Nurturin! parent e!o re0ectssy$pathetic, protecti#e and nurturin! beha#iour not onlytowards children but also to other people in interaction.

1+ Critical )arent &!o Critical )arent e!o shows critical and

e#aluati#e beha#iour in interaction with others.Each individual has a mixture of to !arent egostates hel!fulness "nurturing ego state# andhurtfulness "Critical ego state#$


5/26

• The parent represents a $assi#e collection ofrecordin!s in the brain of external e#entse(perienced or percei#ed in appro(i$ately the 2rst

2#e years of life. Since the $aority of the e(ternale#ents e(perienced by a child are actions of theparent, the e!o state was appropriately called )arent.

• &(a$ples of recordin!s in the Adult include

• 4Ne#er tal% to stran!ers4• 4Always chew with your $outh closed4

• 4Loo% both ways before you cross the street4

• It is worth notin! that, while recordin! these e#ents,

the youn! child has no way to 2lter the data5 thee#ents are recorded without uestion and without

analysis. One can consider that these e#ents arei$posed on the child.


6/26

Adult Ego

The adult e!o state is authentic, direct,

reality based, rational, fact see%in! andproble$ sol#in!. )eople with adult e!o donot act i$pulsi#ely or in a do$ineerin!style. They assu$e hu$an bein!s as

eual, worthy and responsible. Theprocess of adult e!o state for$ation !oesthrou!h one-s own with adult e!o state

!ather rele#ant infor$ation, carefullyanaly6e it, !enerate alternati#es and$a%e lo!ical choices.


7/26

This is the be!innin! of the Adult in the s$all child. Adultdata !rows out of the child7s ability to see what is di8erent

than what he or she obser#ed *)arent+ or felt *Child+. Inother words, the Adult allows the youn! person to e#aluateand #alidate Child and )arental data. Adult as 4a data"processin! co$puter, which !rinds out decisions afterco$putin! the infor$ation fro$ three sources the )arent,

the Child, and the data which the adult has !athered and is!atherin!9

• One of the %ey functions of the Adult is to #alidate data inthe parent. An e(a$ple is

• "Wow. It really is true that pot handles should always beturned into the stove" said Sally as she saw her brotherburn himself when he grabbed a pot handle sticking outfrom the stove.


8/26

Child Ego

The child e!o state constitutes the e$otional, creati#e,spontaneous and i$pulsi#e co$ponent of personality. The

state is characteri6ed by i$$ature beha#iour. Child e!ostate re0ects early childhood conditions and e(periencespercei#ed by indi#iduals in their early years of life that is upto the a!e of : years. Three for$s of child e!o states are

Natural Child The natural child is a8ectionate, i$pulsi#e,sensuous, uncensored and curious. Ne#ertheless, he is alsofearful, self indul!ent, self centered, rebellious anda!!ressi#e.

The Little Professor% The little professor is intuiti#e,

creati#e and $anipulati#e. ;e responds to non"#erbal$essa!es and play hunches. ;e belie#es in $a!ic.

The Ada!tive Child% The adapti#e child is a trained one andis li%ely to do what parents insist on.


9/26

• In contrast to the )arent, the Child represents therecordin!s in the brain of internal e#entsassociated with e(ternal e#ents the childpercei#es. Stated another way, stored in the Child

are the emotions or feelings which acco$paniede(ternal e#ents. Li%e the )arent, recordin!s in theChild occur fro$ childbirth all the way up to the a!eof appro(i$ately : years old.

•

&(a$ples of recordin!s in the Child include• 4


10/26

Characteristics of parent, adult and

child e!o states

PARENT ADULT CHILD

Rules and las Rationalit& 'eeing( Hearingand Touching

Do)s and dont)s Estimation Ex!eriencing *o&(

+rustrationTruths Evaluation Creating

Inconsistenc& 'toring of Data ,ishing(fantasising

Ho to - +iguring out +eeling internall&

Tradition Ex!loring

Teaching Testing

Demonstrating


11/26

TY)&S O> TRANSACTIONS

A transaction is a basic unit of social interaction. Itconsists of an e(chan!e of words and beha#iourbetween two people. The heart of transactionalanalysis is the study and dia!ra$$in! of the

e(chan!es between two people. In this analysis, thelearner identi2es the e!o states that both theinitiator and the respondent e(hibit in thetransaction. There are four types of transactions

/+ Co$ple$entary transactions1+ Crossed transactions

?+ @lterior transactions

+ 'allows transactions


12/26

COB)L&B&NTARY TRANSACTIONS

Transaction can be described as a transactional sti$ulus plusa transactional response, this bein! the basic unit of socialdiscourse. The lines of transactions are parallel in aco$ple$entary transaction. In co$ple$entary transactions ,

co$$unication is co$plete and people are satis2ed.

Sti$ulus


13/26

&(a$ple of Co$ple$entary

Transactions

Hus.and % I cannot ta/e this medicine( it is.itter in taste "C0P#

,ife% 1ou should ta/e this medicine$ I ill give&ou sugar afterards "P0C#

;usband

P

A

C

P

A

C


14/26

&(a$ple of Co$ple$entary

Transactions

• To 'mall 2irls%

2irl 3% Let us !la&$ 1ou .ecome mumm& and I ill .e alittle .a.&$ "C0C#

2irl 4% No$ Let me .ecome a little .a.&( &ou !la& the

role of mumm&$ "C0C#

C

A

PP

A

C

2irl 3

2irl 4


15/26

Crossed TransactionsCrossed transactions occur when the sti$ulus and response

lines are not parallel. Crossed transactions inhibit creati#ity,free thin%in! and social interaction.Super#isor and Operator'u!ervisor% Ho man& units have &ou made .& no-"A0A#5!erator% Don)t distur. me6 hen 3 com!lete it( I illlet &ou /no a.out it$ "P0C#'u!ervisor 5!erator

)

A

C C

A

)


16/26

&(a$ple of crossedtransactions

Br. D and Br. Y

Br. D """"


17/26

@LT&RTOR TRANSACTIONS

• This co$$unication has double $eanin!. At the surfacele#el, there is a clear adult $essa!e , where as there is ahidden $essa!e on the psycholo!ical le#el. In this type oftransaction one $ay be socially acceptable on the surfacebut at the interior le#el one $ay ha#e di8erent $eanin!.


18/26

'ALLO


19/26

STROF&S• Eerne de2ned a stroke as the 4funda$ental unit of social action.4 A stro%e is aunit of reco!nition, when one person reco!ni6es another person either #erbally or

non #erbally. Eerne introduced the idea of stro%es into Transactional Analysisbased upon the wor% of Rene Spit6, a researcher who did pioneerin! wor% in thearea of child de#elop$ent. Spit6 obser#ed that infants depri#ed of handlin! " inother words, not recei#in! any stro%es " were $ore prone to e$otional and physicaldiGculties. These infants lac%ed the cuddlin!, touchin!, and handlin! that $ostother infants recei#ed.

Eerne too% Spit67s obser#ations of these infants and de#eloped theories about the

needs of adults for stro%es. Eerne postulated that adults need physical contact ust li%e infants, but ha#e learned to substitute other types of reco!nition insteadof physical sti$ulation. So while an infant needs cuddlin!, an adult cra#es a s$ile,a win%, a hand !esture, or other for$ of reco!nition. Eerne de2ned the ter$recognition-hunger as this reuire$ent of adults to recei#e stro%es.

• Eerne also reasoned that any stro%e, be it positi#e or ne!ati#e, is better than nostro%es at all. >or e(a$ple, if you are wal%in! in front of your house and you seeyour nei!hbor, you will li%ely s$ile and say 4;i.4 Your nei!hbor will li%ely say4hello4 bac%. This is an e(a$ple of a positi#e stro%e. Your nei!hbor could alsofrown at you and say nothin!. This is an e(a$ple of a ne!ati#e stro%e. Eut eithercase is better than no stro%e at all, if your nei!hbor i!nored you co$pletely.


20/26

LI>& )OSITIONS

• In the process of !rowin! up, people basic assu$ptionsabout their own self worth, as well as about the worth ofsi!ni2cant people in their en#iron$ent, that $ay or $aynot be !eneralised to other people later in life. ;arris calledthe co$bination of assu$ptions about oneself and anotherperson, a life position. Life positions tend to be $oreper$anent than e!o states. They are learnt throu!hout lifeby way of reinforce$ents for and responses to e(pressedneeds. These assu$ptions are ter$ed as 9o%eynessH. Thus,people e(press how they feel about the$sel#es and others

as bein! OF or not OF, whether they are dealin! withsubordinates, superiors and others. They also re0ect howthey feel about others as bein! OF or not OF.


21/26

Tansactional Analysis constructs the followin! classi2cations of the fourpossible life positions held with respect to oneself and others

I a$ OF """You are OF

I a$ OF """ You are not OF

I a$ not OF """You are OF I a$ not OF """You are not OF

I am not 57 0001ou are not 57 % )eople tend to feel bad aboutthe$sel#es and see the whole world as $iserable. )eople with this lifeposition tend to !i#e up. They don-t trust others and ha#e no con2dencein the$sel#es.

I am not 57 0001ou are 57 % )eople tend to feel that others are !enerally$ore co$petent than they are and !enerally ha#e fewer proble$s. They tend to thin% that they always !et 9 the short end of the stic%H.

I am 57 000 1ou are not 57% )eople tend to watch others closely becausethey thin% no one can be trusted to do thin!s as well as they can. Theyare often often do$inated by their critical parent.

I am 57 0001ou are 57% appears to be an ideal position. )eople with thesefeelin!s tend to ha#e positi#e outloo%s on life. They see$ to be happyacti#e people who succeed. They $a%e use of their happy child andnurturin! parent, while seldo$ usin! their destructi#e child or criticalparent.


22/26

Life )ositions


23/26

TRANSACTIONAL ANALYSIS O> T;&NOT OF AN OF ATTIT@&S

A' APARENT

A' APARENT

A' ANADULT

A' ANADULT

A' ACHILD

A' ACHILD

NOT OF OF NOT OF OF NOT OF OF

ICTATOR S@))ORTIJ&

COB)@T&R

COBB@NICATOR

BILF TOAST

N&'OTIATOR

O IT BY

ORB&

KCRITIC

AL


24/26

The desirable position and the one thatin#ol#es the !reatest li%elihood of

Adult to Adult transaction is 9I a$ O%You are OFH. It shows healthyacceptance of self and others. The

other three life positions are less$ature and less e8ecti#e. ;owe#er,re!ardless of one-s present lifeposition, the 9I a$ OF" You are OFH

position can be learnt. There in liessociety.


25/26

ApplicationM @tilityM Eene2ts of

Transaction Analysis

• Trainin! in transactional analysis can !i#e the people fresh insi!hts into theirown personalities, and it also can help the$ understand why others so$eti$esrespond as they do. Its $aor bene2t is i$pro#ed interpersonal co$$unication.A $ana!er can sense when crossed co$$unication occurs and then can ta%esteps to restore co$ple$entary co$$unication, preferable in the Adult"to"Adult pattern. The result would be i$pro#e$ent in interpersonal

co$$unication.• Transactional Analysis can be used as a techniue of resolution of interpersonal

con0icts. It can also help in reducin! bad feelin!s e(perienced by the parties tocon0ict by analysin! their life positions, e!o states and transaction $oti#es.

• Ey understandin! e!o states, as well as OF and not OF attitudes, we can $a%esense out of the di8erent styles that people use. So$e are so co$$on thatthey are stereotype, but prefer a $irror that distorts an i$a!e and can still

re0ect so$e truth.• Bost super#isors ha#e so$e $easure of control o#er their subordinates, it is

not unco$$on for super#isors to adopt the parental e!o state with theire$ployees. This is no surprise since parents are the 2rst people we %now withcontrol o#er us.


26/26

• At one ti$e or another, we all act out each ofthe three e!o states in the positi#e and ne!ati#e$anner. It $i!ht be fun to record a con#ersation

with so$eone and then analyse the dialo!ues inter$s of parent, adult and child e!o states to 2ndout whether they can be considered OF or notOF. This will lead to self de#elop$ent.

• Transactional analysis is an i$portant techniueof e(ecuti#e de#elop$ent. It is used in businessand industry as a way to increase the capability

of the e(ecuti#es to cope with proble$s and deal$ore sensibly with people.It tends to i$pro#eself"understandin!, i$pro#e interpersonale8ecti#eness and enhance co$$unication s%ills.

transactional analsis

Documents