Transational Analysis, Scope,Types,Applications, limitations and criticism, Usages in a very simple and Lucid language . One basic approach to study interpersonal relations in an organisational system is transactional analysis. This analysis deals with understanding, predicting and controlling interpersonal relationships.

1. TRANSATIONAL ANALYSIS
BR.SARATH THOMAS BAPH, MSW
sarathcthomas@gmail.com, 9495873890
BR.SARATH THOMAS BAPH, MSW
sarathcthomas@gmail.com, 9495873890

2. INTRODUCTION
The study of human behavior is very complex and
complicated concept. It is affected by the
psychological factors such as perception,
learning, personality and motivation.
• In addition to these factors, individual behaviour
affects and affected by the behaviour of others.
Our Target here is to analyze and improve,
the interpersonal relationships.
One basic approach to study interpersonal
relations in an organisational system is
transactional analysis.
This analysis deals with understanding, predicting
and controlling interpersonal relationships.

3. • Transactional Analysis is
one of the most
accessible theories of
modern psychology.
• Transactional Analysis
has wide applications in
clinical, therapeutic,
organizational and
personal development,
encompassing
communications,
management, personality,
relationships and
behaviour.

4. THE MIND: AN INVISIBLE
REALITY
•When a thought takes place, where does it
take place..?
• When an object is perceived, where is it
perceived..?
•When an action takes place, where does it
initiate..?
•Where is the mind located.?

5. • MIND is a private sphere to which no one but the
owner has access. No one else can know our mind.
They can only interpret what we consciously or
unconsciously communicate.
• The mind does not occupy a space at all. It can be
directly observable only by the person who owns it.
Only the person him or herself can think his
thoughts, feel his emotions and suffer his pain.

6. The human being is a psychological unity has an exterior
and interior dimension.
The twisted mind and the deprived spirit can make us
physically sick.
The body can affect mind and Mind can affect the body.

7. PROPONENT OF TAPROPONENT OF TA
• Eric Berne (May 10, 1910 –
July 15, 1970) was a
Canadian-born psychiatrist.
• Born in Montreal,Canada.
• His father died when he was
young and he was primarily
raised by his mother.
• He was married 3 separate
times all ending in divorce.
• During WWII, he served as
an Army psychiatrist in Utah,
where he started practicing
group therapy.
• Moved to California after the
war and resumed the
psychoanalytic training he
had started before the war.

8. 3 PHILOSOPHICAL PREMISES OF TA
1.People are OK; thus each person has validity,
importance, equality of respect
2. Everyone has the capacity to think.
3. People decide their story and destiny, and these
decisions can be changed.
Therefore:
– people can change
– we all have a right to be in the world and be
accepted

9. Günther Mohr, TA, www.mohr-coaching.de
Transactional-
Analysis
(Berne and
first Generation)
Behavioral Th.
(Skinner,
Bandura)
Individual-
psychology
(Adler)
Analytic
Psycholgy
(C.G. Jung)
Psycho-
Analysis
(Freud)
Psycho-
drama
(Moreno)
Hypno-
therapy
(M. Erickson)
Gestalt-
therapy
(Perls)
NLP
(Neuro-
Linguistic
Programming
Client-
centered th.
(Rogers)
Theory-
Development
of TA
since
1980
Systemic
Approaches
Family
Constel-
lations-
(Hellinger)
Fieldspecific
conzepts
(Organisation,
Education,
Counseling,
Therapy)

10. PERSONALITY STRUCTURE
THE HEART OF TA
Each individual personality is divided into three separate and
distinct sources of behavior
EACH OF US IS REALLY THREE
PEOPLE!!!!

11. Person
Organisational world
roles
Professional
world roles
Private world
roles
Community
world roles

12. WHAT IS A SOCIAL TRANSACTION?
A social transaction happens when two or more
people encounter each other.
– The transaction happens when one or both either speak
or acknowledge the presence of the other. This is called
the Transactional Stimulus.
– Then when the other party responds by saying or doing
something in return it is reffered to as the Transactional
Response.
A social transaction happens when two or more
people encounter each other.
– The transaction happens when one or both either speak
or acknowledge the presence of the other. This is called
the Transactional Stimulus.
– Then when the other party responds by saying or doing
something in return it is reffered to as the Transactional
Response.

13. TRANSACTIONAL ANALYSISTRANSACTIONAL ANALYSIS
• A model for explaining why and how:
– People think like they do
– People act like they do
– People interact/communicate with others
• Based on published ‘psychological’ work such as:
– Games People Play (Dr. Eric Berne)
– I’m OK - - You’re OK (Dr. Tom Harris)
– Born to Win (Dr. Dorothy Jongeward)

14. Our Brain (according to Berne)Our Brain (according to Berne)
• Determines what we think and how we act
• Acts like a tape recorder while recording
1) Events
2) Associated feelings

15. Ego Portraits
People have favorite, preferred ego
state, depicted by larger circle in a
diagram
Parent Adult Child
P
A
C
P
A
C
P
A
C

16. TRANSACTIONAL ANALYSIS
• Transactional analysis is a technique used to help
people better understand their own and other’s
behaviour, especially in interpersonal
relationships.
• It is a good method for understanding
interpersonal behaviour.
• Seeks to explain how each of us has developed
into the people we have become by
understanding everything around us
• A model for explaining why and how people
think, act and interact like they do
• Transactional analysis is a technique used to help
people better understand their own and other’s
behaviour, especially in interpersonal
relationships.
• It is a good method for understanding
interpersonal behaviour.
• Seeks to explain how each of us has developed
into the people we have become by
understanding everything around us
• A model for explaining why and how people
think, act and interact like they do

17. IMPORTANT ASSUMPTIONS MADE BY TA ARE
 Everyone is born ok.
 Each person has a right to be in this world and to be
accepted as they are.
 Everyone is responsible for themselves
 All seek physical and emotional nurturing so our
behavior is modified to achieve this

18. TRANSACTIONAL ANALYSIS IS PRIMARILY
CONCERNED WITH FOLLOWING:
1. Analysis of self awareness
2. Analysis of ego states
3. Analysis of transactions
4. Script analysis
5. Analysis of life positions
6. Stroking
7. Games

19. 1. ANALYSIS OF SELF AWARENESS
• The interpersonal relationships are composed of
interself.
• Self is the core of personality pattern which provides
integration.
• Self awareness is an important concept, it describes the
self in terms of image, both conscious and unconscious.
• Joseph Luft and Harrington have developed a diagram
to look at one’s personality including behaviours and
attitudes that can be known and unknown to self and
known and unknown to others.
• This diagram is known as the JOHARI WINDOW.• It
comprising of 4 parts
• The interpersonal relationships are composed of
interself.
• Self is the core of personality pattern which provides
integration.
• Self awareness is an important concept, it describes the
self in terms of image, both conscious and unconscious.
• Joseph Luft and Harrington have developed a diagram
to look at one’s personality including behaviours and
attitudes that can be known and unknown to self and
known and unknown to others.
• This diagram is known as the JOHARI WINDOW.• It
comprising of 4 parts

20. JOHARI WINDOW

21. 2. ANALYSIS OF EGO STATES
In the TA model a person is considered in 3 parts:
Parent
ego-state nurturing
critical
Adult
ego-state
Child
ego-state
rebellious
adapted
free
Everyone has three ego states based on
their childhood experiences and role
models

22. Critical
Parent
Nurturing
Parent
Adult
Adapted
Child
Natural
Child
Lecturing, Judging, Traditions, Criticizing, Should & Don’t
Consoling, Sympathy, Advising, Guides, Taking Care Of
Objective, Data, Rational, Problem Solving, Less Emotion
Manipulative, Submissive, Conform To Adult Expectations
Playful, Impulsive, Curious, Creative, Fun, Rebel

24. ChildChild
Adapted - Co-operative (positive) and Compliant/Resistant (negative).
Free - Spontaneous (positive) and Immature (negative).
• When parent rules are being recorded the internal feelings of
the Child state are also developing.
• The child state includes the evaluation of the experience with
seeing, hearing, and feeling data.
• These are recorded as “OK” or “Not OK” feelings.
• This is the seeing, hearing, feeling, and
emotional body of data within each of us.
When anger or despair dominates reason,
the Child is in control.

25. Parent
• Parent is now commonly represented as a circle with four quadrants:
• Nurturing - Nurturing (positive) and Spoiling (negative).
• Controlling - Structuring (positive) and Critical (negative).
• This is our ingrained voice of authority, absorbed conditioning,
learning and attitudes from when we were young. We were
conditioned by our real parents, teachers, older people, next door
neighbours, aunts and uncles.
• Typically embodied by phrases and attitudes starting with 'how to',
'under no circumstances', 'always' and 'never forget', 'don't lie, cheat,
steal', etc, etc. Our parent is formed by external events and
influences upon us as we grow through early childhood.

26. ADULT
• The adult stage is developed through gathering
information and creating a thought concept of life.
• It takes information from other stages and
processes it to validate it.
– Example: The discovery that it is in fact unsafe to run in
the street. This information was instilled in the parent
state.
• The adult in us begins to form at around ten
months old, and is the means by which we
keep our Parent and Child under control. If we
are to change our Parent or Child we must do
so through our adult.

28. Personality Operation
• Berne believed that people have the
rationality and freedom to make decisions and
solve their own problems
• The well adjusted person allows the situation
to determine which ego state is in control
attempting to strike a balance between all
three.

29. RELATIONSHIPS
• Child to Child
• Parent to parent
• Child to Adult
• Adult to Parent
• Adult to Adult

30. Using this as Educators..Using this as Educators..
As educators you must find clues to help you
decide what internal state the students are
operating from.
– Examples on following slides…

31. The parent stage is in action if…
• Physical: Furrowed brow, pursed lips,
pointing index finger, head wagging, the
“horrified look”, foot tapping, hands on hips,
arms folded across chest, sighing…
• Verbal: Always, Never, For once and for all,
Judgmental words, critical words, patronizing
language

32. The ego-states and some typical expressions
• Words: you should, must,
never; you cannot do that;
that’s childish; everybody
knows that; how could
you?; proverbs, idioms,
moralising comments
• Voice: sharp, decisive,
strained, impatient,
patronising, dressing-down
• Gesture, mimicry, attitude:
• Point-finger arouse,
eyebrow high, head
trembling, shoulders stiff;
Critical
Parent (cP)
nurturing
Parents (nP)
Words: good, nice, lovely, you
poor,
We’ll arrange/ manage this,
what kind of wishes do you
have?, can I help you? Don’t
worry, don’t get angry, ...
Voice: with love, smooth,
comforting, attentive, soothing
Gesture, mimicry, attitude:
Body towards the receiver,
arms are
moving towards the r., stroking
the other’s hair, with
understanding, …

33. The adult stage is in action if…
• Physical: The face of the student will not be
blank or dull, but the eyes, face and body will
move continually with short periods of non
movement showing they are listening.
• Verbal: Why, what, how, who, where, when,
how much, in what way, comparitive
expresions, reasoned statements, true, false,
probably, possibly, I think, I realize, I see, I
believe…

34. • Words: what, why, how, where, who; correct;
practical; what are the facts?; What follows?;
What is necessary, what fits?; I conclude …
• Voice: objective, balanced, correct, monotone
• Gesture, mimicry, attitude: thoughtful, observant,
open, eye contact, upright, open-minded,
interested, perceptive, testing, concentrated
Adult (A)

35. The child stage is in action if…
• Physical: Tears, pouting, temper tantrums,
high pitch whining, rolling eyes, shrugging
shoulders, teasing, laughter, hand raising for
permission to speak, nail biting, giggling…
• Verbal: Baby talk, I wish, I don’t know, I want,
I’m gonna, I don’t care, Oh No, things never go
right for me, worst day of my life, bigger,
biggest, best…

36. Free child
(fC)
Rebellious
child (rC)
adapted
child (aC)
Words: Great!, nice!,
*$!###great!; I need…; I don’t
like …; I’m angry,
Voice: loud, free, energetic
Gesture, mimicry, attitude:
Laughing, direct anger,
crying, bright-eyed, open
mouth, lively, excited, relaxed,
playful, spontaneous,
curious, expressing feelings
Words: phh; i didn’t do it;
no!!; you must be joking!;
Why me?; I won’t take
that; quit that!; you’re
nuts!; that’s none of
your ...........business!
Voice: defiant,
demanding, moody, loud,
grumbling
Gesture, mimicry, attitude:
Closed up, chin and lips
forward, sticking the
tongue out,
refusing, protesting
Words: thank you, please, perhaps, I hope so, i
would like to…, I don’t know, I’ll try, that’s unfair,
it’s always me…
Voice: monotone, humble, tearful, soft, pleading
Gesture, mimicry, attitude: restrained, sad,
closed, hanging shoulders,, crossed arms and
legs, shrugging, shy, fearful, gives in easily

37. DISCUSS..??
– What types of language and ways of
speaking/communicating would you associate with the
different ego states?
– Negative controlling parent
– Positive controlling parent
– Negative nurturing parent
– Positive nurturing parent
– Positive free child
– Negative free child
– Positive adaptive child
– Negative adaptive child
– We all have stored memories or “tapes” that we quickly can invoke based on certain stimuli.

38. DISCUSS
• As social workers, being students of ‘people’,
sensitive to feelings and emotions, not
anxious to rush into a presentation until they
know the kind of person they are dealing
with.
• Understand people:
–Have one thing in common: they’re different, so
what appeals to one person may not work with
another

39. 3.ANALYSIS OF TRANSATIONS
A transaction is a basic unit of social
interaction.
The heart of transactional analysis is
the study and diagramming of the
exchanges between two persons.
• Thus where a verbal or non verbal
stimulus from one person is being
responded by another person a
transaction occurs.
• Transactional analysis can help us
to determine which ego state is most
heavily influencing our behaviour
and the behaviour of the other
people with whom we interact.

40. 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
• Types of communication, interactions
1) Complementary
2) Crossed
3) Ulterior

41. ANALYSIS OF TRANSATIONS
Complementary ‘Transactions’
• Interactions, responses, actions regarded as appropriate and
expected from another person.
• Parallel communication arrows, communication continues.
P
A
C
P
A
C

42. Complementary ‘Transactions’ cont’d
Example 2:
P
A
C
P
A
C
#1 You’re late again!
#2 I’m sorry. It won’t
happen again.

43. Crossed ‘Transactions’
• When a transaction gets an unexpected response from an unexpected ego state in
the other person. 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
figure it out yourself?
Eg. 2. Do you know where the xray is?
It is right where you left it. Can t you remember anything?‟
P
A
C
P
A
C

44. Ulterior ‘Transactions’
• Interactions, responses, actions which are different from
those explicitly stated
• Example: Eg.1) Do you know where the xray is?I cant find
anything when I need it.(Looks sad and pouts a little)
• 2)Don t worry I will find it for you(Gives an affectionate‟
look and touch).
P
A
C
P
A
C

45. 4.ANALYSIS OF LIFE POSITIONS

46. • I am OK, you are OK: It appears to be an ideal life
position. People with this type of life position have
confidence in themselves as well as trust and
confidence in others.
• • I am OK, you are not OK: This is a distrustful
psychological positions. This is the attitude of those
people, who think that whatever they do is correct.
• • :I am not OK, you are OK This is a common
position for those people who feel power less when
they compare themselves to others.
• • I am not OK,, you are not OK: people in this
position tend to feel bad about themselves and see
the whole world as miserable. They do not trust
others and have no confidence in themselves.

47. INEFFECTIVE MODES
• Negative Controlling Parent - communicates a
"You're not OK" message, and is punitive.
• Negative Nurturing Parent - communicates a
"You're not OK" message. When in this mode the
person will often do things for others which they are
capable of doing for themselves. When in this mode
the person is engulfing and overprotective.
• Negative Adapted Child - expresses an "I'm not
OK" message. When in this mode the person over-
adapts to others and tends to experience such
emotions as depression, unrealistic fear and anxiety.
• Negative Free Child - in this mode the person runs
wild with no restrictions or boundaries. In this mode
they express a "You're not OK" message.

48. Intonations: It’s the Way You Say It!
Placement of the emphasis
Why don’t I take you to dinner tonight?
Why don’t I take you to dinner tonight?
Why don’t I take you to dinner tonight?
Why don’t I take you to dinner tonight?
Why don’t I take you to dinner tonight?
Why don’t I take you to dinner tonight?
What it means
I was going to take someone else.
Instead of the guy you were going with.
.
Do you have a problem with me?
Instead of going on your own.
Instead of lunch tomorrow.
Not tomorrow night.

49. REMEMBER......
• when you are trying to identify ego states: words are
only part of the story.
• To analyse a transaction you need to see and feel
what is being said as well.
• Only 7% of meaning is in the words spoken.
• 38% of meaning is paralinguistic (the way that the
words are said).
• 55% is in facial expression.
• There is no general rule as to the effectiveness of any
ego state in any given situation (some people get
results by being dictatorial (Parent to Child), or by
having temper tantrums, (Child to Parent), but for a
balanced approach to life, Adult to Adult is generally
recommended.

50. • Let’s focus for a moment on Paralinguistic
Communication.
• Paralinguistic communication is the study of
voice and how words are said. When you open
your mouth to speak, you reveal much about
yourself that often has nothing at all to do with
the words you are speaking.
• Paralinguistic signals and cues refer to every
element and nuance of your speech.
Paralinguistic communication can be much
more subtle than other forms of nonverbal
communication.

51. • For example, a loud, booming voice is not at
all subtle. However, a firm voice that conveys
conviction is more nuanced than a pointing
finger, big gestures, or invading someone's
personal space. Here are some common
paralinguistic vocal cues and examples:
• Rate/Speed
– to establish instant vocal rapport and a
more subtle connection, speak at a rate or
speed similar to the person you are
communicating with in conversation.
• Rhythm
– No matter what your native language is, if
you match the rate and rhythm of speech of
the slowest speaking person, it will be
easier to communicate and connect on a
paralinguistic level.

52. Examples continued…
• Inflection/Vocal Variety
– Inflection refers to variations in pitch. Too much inflection can
undermine credibility. Too little will be boring and monotonous.
• Quality
– Quality usually refers to the vocal characteristics that allow
you to differentiate one voice from another. Is a person's
voice small, feminine, or shaky; thin, throaty, or aloof;
tense, flat, grating, nasal, harsh, or shrill? All of these
represent different vocal combinations of rate, pitch, and
volume. Each will determine how you choose to transact
with them.
• Intensity/Tone
– This reveals the emotion behind the words being spoken.

53. Examples continued…
• Volume
– Research indicates that confidence, assertiveness, and boldness
are reflected in louder speech. This doesn't mean that you go
around speaking loudly but if you need to "raise the stakes" or
occur more assertive, raising your vocal volume will help you to
do this.
• Pitch
– A high-pitched voice can often time sound squeaky or childlike.
Many people associate lower pitches with greater credibility,
maturity and authority. It is important to note that the pitches you
choose to speak on most should be in your most powerful vocal
range. Even though a lower pitched voice is often considered
more credible, you should never force your voice so low that you
lose vocal power or vocal focus.

54. 5. STROKES
 Whenever a human being does something to recognise
another human being, it is called a stroke.
 Can be positive or negative.
 Can be conditional or unconditional.
 Conditional strokes given for what we do or what we
accomplish or the trait what we possess.
 Unconditional stroke are negative strokes.
1Positive strokes : the stroke one feel good, is a positive stroke.
Recognition, approval are some of the examples.
2. Negative strokes: a stroke one feel bad or not good is a
negative stroke. negative strokes hurt physically or
psychologically.
3.Mixed strokes: a stroke may be of a mixed type also.
Example :the boss comment to a worker “you did an
excellent job inspite your limited experience.

55. Permissions and Injunctions
• Permissions
– Positive messages given to a child.
– Do not limit people in any way.
• Injunctions
– Negative messages.
– More powerful.
– May become the basis for destructive scripts.

56. 6. SCRIPT ANALYSIS
• In a layman’s view ,a script is the text of play, motion picture, or a radio or TV
programme.
• In transactional analysis a person’s life is compared to a play and the script is the
text of the play.
• According to Eric Berne,” a script is an ongoing programme, developed in early
childhood under parental influence which directs the individual behaviour in the
most important aspects of his life.
• Berne believed that everyone makes a life script (life plan) by age 5.
• Determines how one interacts with others.
• Based on interpretations of external events.
Component Parts of Script
1.Directions from parents
2. Patterned personality development
3. A confirming childhood decision about identity
4. inclination for either success or failure
5.A pattern of behaviour

57. GOALS
Identify and restore distorted and damaged ego
states.
Use the adult ego state with its reasoning
powers.
Alter inappropriate life scripts.
Adopt a position of “I’m OK, You’re OK.”

58. Your own experience
• Think about situations in your life, where you are using elements of the
different ego-states while communicating.
• What kind of experience have you made?
– What did you say? What did the other person say?
– What kind of non-verbal signals were sent?
– What was your inner reaction? (feelings, impulse to act or
speak)
– How have you and the other person behaved?
– How successful was the communication?
– which of your reactions have been appropiate/ which not?
• If you are thinking about a problem in your profession, try to distinguish
your sentences, which you are planning to say in such, which will be
appropriate to the parent-ego, to the child-ego and to the adult ego; it will
be a good preparation to avoid misunderstanding or conflicts.
• You will see, if you reflect like this, that it is usually possible to identify the
ego-state: through your behaviour, both you and your partner have an idea
of what ego-state you are in and what state you provoke in the other
person (you can draw conclusions from your automatic reaction to the
other person’s ego-state).

59. CONCLUSION
Transactional Analysis is effectively a language within a
language; a language of true meaning, feeling and motive.
It can help you in every situation, firstly through being able to
understand more clearly what is going on, and secondly, by
virtue of this knowledge, we give ourselves choices of what
ego states to adopt, which signals to send, and where to send
them.
This enables us to make the most of all our communications and
therefore create, develop and maintain better relationships.

60. Limitations and Criticisms
• Limited in its effectiveness when used alone.
• Criticized for its simplicity, structure, and
popularity.
• Does not emphasize the authenticity of the
counselor.
• The research behind the approach is relatively
weak.
• The approach has not developed much since
Berne’s death in 1970.

61. useful books about transactional analysis
TA today - ian stewart & vann joines
The best introduction and modern guide to Eric
Berne's Transactional Analysis theories. Absolutely
fascinating, brilliantly written and explained.
Games people play - eric berne
By the founder of Transactional Analysis, a simple and
illuminating book about people's behaviour. We all
play these games...
what do you say after you say hello - eric berne
Another enlightening and significant book by the
founder of Transactional Analysis, Eric Berne.

62. “social work intervenes at the points where people interact
with their environments. Principles of human rights and
social justice are fundamental to social work.

63. Social workers should uphold and
defend each person’s physical,
psychological, emotional and
spiritual integrity and well-being.
Social work must remain a
human activity and creative
activity that uses imagination,
empathy and commitment as
well as reason and evidence
and engages with people’s
emotions and vulnerabilities
as well as their rights and
obligations to ensure social
protection for the society.

64. CONCLUSION
social workers are really the shock
absorbers of the society
They are absorbing the people’s
sufferings, pains, wounds as part of
themselves.

65. “The spirit of the Lord is upon me because He has
chosen me to bring good news to the poor. He has
sent me to proclaim liberty to the captives and
recovery of sight to the blind: to set free the
oppressed”

66. Remember ….
we are not come to be served but
to serve and to give life to redeem
many people.