Transactional Analysis Journal

Martin Heidegger, the author of Existence and Being (1939) often considered the father of “authenticity,” formulated concepts of realness and genuine human existence that gave birth to the development of self growth programs that have been referred to as the “me” generation. Heidegger's emphasis was upon “self-being” which could be achieved only through acts of freedom and responsibility. The individual, according to Heidegger, is a “center for responsibility and becomes truly human through acceptance of responsibilty.”

Redecision Therapy is used in a 5-session workshop with college students to enhance their parenting skills through personal change and growth. Restructuring of the individual student's internal Nurturing Parent to become more accepting of self and of potential offspring is emphasized. Sessions focus on such topics as understanding TA concepts, childhood experiences and associated decisions, building self-esteem, and constructing one's own future in fantasy. The university milieu with its peer relationships, homework assignments, and value for learning experiences contributes to the success of the workshop.

TA theory and approaches are utilized in a 21-day in-patient program in the alcoholic rehabilitation unit in a large metropolitan hospital. TA concepts, including and not limited to ego states, games, the script matrix, the racket system, are presented in a lecture series, similar to an introductory course in Transactional Analysis (TA 101). During the classes, patients are encouraged to begin applying to themselves the various concepts, e.g., by making and discussing their own egogram, role-playing the use of ego states in stopping drinking. The history and changes in therapy of one patient are described.

Prevention, often meaning early detection and cure, stems from a medical model, still in vogue in mental health circles. While valuable, certain contradictions occur with its use, and the positive, high-level functioning model takes us further in grappling with and defining conditions to avoid or cure. A paradoxical condition exists, and may be made solvable by a paradoxical approach. In order to be able to resist the effects of tragedy we need to know how the victim feels. By suggesting how to be a victim, we generate the energy to function at our most positive level.

Describes an 8-meeting workshop which teaches such TA concepts as stroke theory, levels of discounting, and parenting skills, to groups of 12–20 parents and others involved in child care. Comments briefly on who can use the approach and on it's history. Outlines the 5-step conceptual framework as the basis for the approach. Discusses such aspects of the workshop as it's uniqueness, the facilitation process employed, training of facilitators, and related information.

Six areas are singled out as useful bases for analysis in comparing different theoretical approaches to social learning: 1. general focus of the theory, 2. sources of motivation, 3. stages of development, 4. process of development and learning, 5. organization of personality, 6. content of what is learned. Several general approaches are compared: Psychoanalysis (in general and including bioenergetics), Behaviorism (including rational emotive and symbolic interactionism), Humanistic/experiential (including client centered and gestalt), and Transactional Analysis. Part I will discuss the differences and similarities of the approaches in the way each deals with the six areas, Part II discusses 3 of the major assumptions of learning theory, and Part III will discuss particular contributions each has made to TA and the new ways TA has expanded and developed these concepts.

Contrasts the Adlerian concept of a “Gegenspieler” (the one against who one's life is played) with the proposed concept of the “Folgenspieler” (the one after whom one models one's life). Describes the learning process of “imprinting” as the possible basis for establishment of the Gegenspieler and the Folgenspieler. In therapy, it is important that the therapist identify the client's Gegenspieler and understand the benefits or liabilities accruing to the client from this. The therapist may often become the client's Folgenspieler as the therapy progresses. However, as the therapeutic process continues its course, an integral and essential aspects is the eventual relinquishing of the Folgenspieler as autonomy is neared.

Here is a system of combined therapy for the modification of conduct. Its structure is based on Transactional Analysis, Goulding Method and Self-reparenting (James Method).

Clients presenting unsolved problems are asked, after identifying possible courses of action, to fantasize themselves at some specified future time. They then are directed to develop separate scenarios, each based on a different course of action, for that future. Each ego state responds to each fantasized alternative condition, and a decision selected, based on the responses of the ego states and their evaluation of the decision. The exercise is useful for identifying key steps from the present to the desired future outcome, and a number of aspects and issues of therapeutic relevance become evident. In particular, potential sources of sabotage by either the person or by the therapist's intervention can be recognized and averted. The general approach readily incorporates a variety of therapeutic interventions, e.g. Gestalt and hypnotic techniques.

The Feeling Wheel is designed to aid people in learning to recognize and communicate about their feelings. It consists of an inner circle with 5 sectors and two outer concentric circles. The sectors are each labeled with the name of a primary feeling, viz., mad, sad, scared, joyful, powerful, and peaceful. The outer rings contain names of secondary feelings related to the primary ones. The wheel has proven useful in assisting clients to learn how to identify, to express, to generate, and to change feelings. Suggestions for employment of the Feeling Wheel are provided.

Roles in a 4-member family are contractually reversed for a specified period of time, e.g., for mid-afternoon to evening, and typically include a meal time and a bedtime. The children adopt the role of parent and the parents adopt the role of children. The experience clarifies many of the differences in perception and attitudes which are often sources of misunderstanding in the family. An increase in mutual understanding and support, identified as nurturance, is reported. Precautions, designed to avert potential difficulties incurred in implementing the “upside-down day,” are provided, e.g., restriction of television viewing to that period before stations announce subsequent programs are designed for older viewers.

Clarifies differences between rackets and games. Games are considered to be ulterior, exploitative designs for seeking out, justifying and maintaining unpleasant feelings and beliefs in order to support one's environment and ensure its predictability. Rackets, more general and pervasive processes, originate out of existential level feelings and beliefs, whereas games are primarily psychological and social level devices. Games, “racketeering,” and internal processes are employed in rackets. Games involve a switch, while rackets and internal processes do not. All serve to protect against spontaneous feelings and actions experienced as painful and anxiety provoking in childhood.

Player 1, initiating a transactional game, proposes a double-bind, to Player 2 by saying, “If you really love me, you will ignore this major problem (in my behavior) that is capable of destroying our relationship.” Player 2 fails to recognize the linguistic linkage, and continually attempts, by overlooking the pathology, to prove to Player 1 that the love is real. Player 1 does not change, Player 2 discounts his/her own feelings, and stalemate occurs.

An arrest-in-development at the symbiotic stage characterizes borderline conditions. Use of this model, rather than the more familiar triadic Parent-Adult-Child, facilitates work with these clients. Adaptation to powerful figures is not a new response for them. A recognition important for the therapist to retain is that the dynamics and structural aspects of the borderline are consistent, rather than being chaotic as their appearance often suggests. Describes a “cookbook” approach developed for working with borderlines. The approach emphasizes analyzing: 1. observable power plays; 2. acting out; 3. symbiosis, and 4. ego splitting and ego boundaries. Elements of the cookbook are discussed in detail, and illustrative examples provided. Appropriate and effective variations of each element are described, together with the necessary caveats.

Describes a broad treatment strategy for the game “Allergic,” designed to incorporate both medical and psychological treatments. The steps of the approach include medical evaluation, patient and family psychological/script assessment, development of hypotheses and relevant interventions about “family rules,” plan a physical health regimen, intervene directly in the Allergic game employing hypotheses formed from observation of the patient and the family, and development and implementation of individual contracts for specific goals for the patient for the ensuing 3 to 5 years. This approach is adaptable to the clinical orientation of the therapist and to the family members available for treatment.

Emphasizes the critical significance of the 1st interview with offenders, and attributes failures late in treatment to errors made by the therapist during the initial interview. Emphasizes the necessity of the therapist establishing clearly that s/he is willing only to address what the client is doing at this time to prepare his/her mind for the commission of offenses now. Describes specific approaches for establishing therapeutic rapport with the client sufficient to warrant continuation of the therapeutic process with the client. Missing a 2nd interview and failure to address every aspect of issues relating to the client's antisocial behavior or ideation are bases for discontinuation of therapy. Readmission to therapy is contingent upon specific recommendations from the referral source.

Elaborates the point of view that strokes tailored to the specific needs of the individual toward whom they are directed enhances the potency of the strokes. Just as individuals differ in the types of strokes they are most responsive to, the kinds of strokes an individual needs vary with changes in circumstances. Although strokes may be directed to a particular ego state, it is the Child who is the real recipient of all strokes. When a specific stroke need is answered with an unspecific stroke, the receiver may experience an invitation to feel “bad.” Possible options for the receiver in such instances are considered. Authentic needs are contrasted with false specific needs arising from rackets. Suggestions for modification of outmoded and non-useful patterns of specific stroke needs are included.

Provides a framework within which supervisors of clinical trainees can organize their approaches to supervision according to the trainee's level of professional skill. Stages of learning which are identified include acquiring skills, building confidence, gaining an identity as a therapist, refining treatment planning, resolving countertransference issues, and integrating multiple theories into clinical practice. Each stage is discussed and specific suggestions provided to facilitate effective supervision appropriate to the stage. Typical questions to encourage development of the trainee at each stage are included, as are points meriting specific observation and consideration.