Group Assignment

On
Transactional Analysis
For
Personal & Managerial Counselling

Option A Group 13 Triad

Faculty: Prof. Dr. I S F Irudayaraj
Course: Managerial Counselling (MGCDH15-2)

Submitted By

Balaji Rao
SID: DH 15005 ; SMS ID: 2231405

Smitha Yadav
SID: DH15134 ; SMS ID: 2231375

Nutan Kumar Medapureddi

SID: DH15097; SMS ID: 2231395

Batch: XLRI PGCHRM – 20

Centre: Begumpet – Hyderabad
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 Assignment Contents

Ch. No Name of the Topic Covered Page Nos.

001 Introduction to the subject called Counselling 003

002 Introduction to Personal & Managerial Counselling 004

003 Introduction to Approaches / Schools of Counselling 005

004 Basic Framework of What and How of Transactional 006

Analysis

005 Principles & Process of Transactional Analysis through a Case 007

006 Do’s and Don’ts in Transactional Analysis Counselling 008

Process

007 Appendix : 4 Cases of Transactional Analysis – Report Only 009

008 List of References & Bibliography – Electronic / Print 010

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 Chapter 001
Introduction to the subject called Counselling
Counseling is the activity of the counselor, a professional who counsels people (gives them assistance, advice and
guidance), especially on personal problems and difficulties. The dictionary describes counseling as provision of
advice or guidance in decision-making, in particularly in emotionally significant situations. Counselors help their
clients by counseling them. Counselors also help clients explore and understand their worlds and so discover
better ways of thinking and living.
A common factor in most counseling situations is that the client is demoralized, distressed or otherwise in a
negative state of mind about something. Counseling can be for one person or a group (typically couples and
families) and may be delivered through a number of methods, from face-face dialogue, group work, telephone,
email and written materials.
Counseling is largely a voluntary activity whereby clients must wish to change and collaborate willingly with the
counselor. Early counseling activity in some cases involves bringing referred clients to this point of readiness.

Results of counseling can include:

Insight and understanding of oneself, with greater self-awareness.
Changing of one's beliefs and mental models.
Increased acceptance and appreciation of oneself.
Increased emotional intelligence.
Increased ability to control oneself and one's urges.
Development of skills and abilities that require self-management.
Improved motivation towards actions that are good for one's self.
Understanding of others and why they act as they do.
Increased appreciation and care for others.
Improvement in relationships with others.
Changing of relationship with family, friends and others.
Making amends for past negative actions.
In summary, counseling typically leads to resolution of a living problem, learning of some kind and/or
improvements in social inclusion. Counseling is also a profession, with national associations and control bodies,
who, along with academics, have explored its detail further.
The general public tends to view counselling as a remedial function and emphasizes immediate goals, such as
problem solution, tension reduction and the like .counselee may refer to the resolution of a particular conflict or
problem situation. Counselling in its spirit and essence is generative it aims at assisting the individual to develop
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such that he becomes psychologically mature and is capable at realizing his potentialities optimally. The
Secondary school counselling needs a meaningful, realistic, practical frame of reference constituent with the short
term nature at school counselling.

Chapter 002
Introduction to Personal & Managerial Counselling
Personal counselling is an opportunity to resolve problems, improve understanding and learn new skills. It
provides a supportive and confidential environment where you can talk openly about your concerns and feelings.
Counselling is not giving advice, or solving your problems for you. It is understandable that one might wish that
another person could solve her/his problem(s), but no one can presume to know with sufficient certainty what is
best for another person. This is especially true when considering difficult, complex or emotionally troubling
situations. Many people will, at some point in their lives, find themselves in the role of a counsellor without
having a true understanding of the concept of counselling or what the role of the professional counsellor entails.
There is a big difference between a professional counsellor and a person who uses some counselling skills as part
of their role, for example their role as a friend or colleague. A professional counsellor is a highly trained
individual who is able to use a different range of counselling approaches with their clients. Nobody knows! To be
more accurate, nobody knows in advance. Each year we talk with hundreds of McMaster students who encounter
unforeseen problems that interfere with their academic performance and/or emotional well-being. University
students are capable, talented, intelligent and resilient people, but they are not immune to pressure. In fact, the
academic stress caused by the challenge and competition that characterize most university programs can magnify
other difficulties that students experience, and can stir up any emotional vulnerabilities they may already have -
sometimes even if they have already dealt with them in the past. According to one professional body, we all need
a sympathetic ear at some time in our working lives to help us with a personal problem. It could be about work
and working relationships or career choices or problems on the job or health or it could be about a home problem
that affects work. Whatever it is, if you're a manager and it affects your people, it affects their work. And that
means it affects you. So you just can't ignore it. But, if you don't have the right skills, your intervention could
make matters worse. And a little problem becomes a big problem. That's why, to keep your people functioning
healthily, you need the people maintenance skills of counselling.
There are a number of key skills that you need to master in order to be competent in counselling skills. These
include:
· understanding what the counselling approach to people problems is
· knowing how to identify people problems and address them
· being able to set up and run a successful counselling meeting
· being skilled in showing empathy to others
When you need to take action over employees' unsatisfactory work performance or conduct, but dismissal is not
justified, the options include counselling, discipline, warnings, and possibly suspension and fines or withholding
pay. It is important to choose the action that is appropriate to the circumstances of each case. In the ultimate
analysis, we have various approaches in which to deal with people in typical Industrial situations. To sum up,
these are:
Institutional-Transactional.
Paternalistic.
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Legal-Impersonal.
Benevolent
Whatever the choice, the understanding of people will always give us an advantage to influence the situation in
favor of the desired goals.

Chapter 003
Introduction to Approaches / Schools of Counselling
There are several types of counselling that follow similar lines to the various different types of psychotherapy.
Each model has its own theory of human development and its own way of working. Some practitioners work in
an ‘eclectic’ way, which means that they draw on elements of several different models when working with clients.
Others practice a form of ‘integrative’ counselling, which draws on and blends two or more specific types. From
the client’s point of view, perhaps the most obvious difference between the types of counselling is whether the
counsellor is directive (suggesting courses of action and perhaps giving ‘homework’ exercises) or non-directive
(with the client taking the lead in what’s discussed). They are all non-directive, except for gestalt and cognitive
behavioral counselling.
Psychodynamic counselling
This is based on the idea that past experiences have a bearing on experiences and feelings in the present, and that
important relationships, perhaps from early childhood, may be replayed with other people later in life. It translates
the principles and insights of psychoanalysis and psychoanalytic psychotherapy into once-a-week counselling.
The counsellor usually aims to be as neutral a figure as possible, giving little information about him or herself,
making it more likely that important relationships (past or present) will be reflected in the relationship between
the client and the counsellor.
Client-centered or person-cantered counselling
This is based on the principle that the counsellor provides three ‘core conditions’ (or essential attributes) that are,
in themselves, therapeutic. These are: • empathy (the ability to imagine oneself in another person’s position) •
unconditional positive regard (warm, positive feelings, regardless of the person’s behavior) • congruence (honesty
and openness). Again, the counsellor uses the relationship with the client as a means of healing and change.

Transpersonal counselling
This is an integrative and holistic approach that utilizes creative imagination. It assumes a spiritual dimension to
life and human nature. It also presupposes the interconnectedness of all beings with a higher spiritual power, and
specifically addresses the bridge between the two. Its basic belief is that whatever the hardships of human
experience, the core essence, or soul, remains undamaged.
Gestalt counselling
This is a more directive type of counselling, focusing on gestalten (patterns of thought, feeling and activity). It
encourages people to have an active awareness of their present situation, and also incorporates communication
that goes beyond words. A key part of gestalt counselling is the dramatization, or acting out, of important
conflicts in a person’s life. This could involve using two or more chairs, for instance, so that they can physically
take up different positions to represent different aspects of themselves.
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Transactional analysis counselling
Transactional Analysis counselling emphasizes people’s personal responsibility for their feelings, thoughts and
behavior. It believes people can change, if they actively decide to replace their usual patterns of behavior with
new ones. The counsellor offers: • ‘permission’ (for new messages about yourself and the world) • ‘protection’
(when changing behavior and thoughts feels risky) • ‘potency’ (to deliver what he or she promised). Planning the
goals of the counselling is part of the process. The focus is on uncovering the ‘life scripts’ (life plans) that reflect
the messages the client was given as a child. The counselling teaches the client to identify in which of the
following modes he or she is operating, at any given time: • the ‘child’ (replaying their childhood) • the ‘parent’
(copied from parents or parent-figures) • the ‘adult’ (appropriate to the present situation).

Chapter 004
Basic Framework of What and How of Transactional Analysis
Transactional Analysis is a theory developed by Dr. Eric Berne in the 1950s. Originally trained in psychoanalysis,
Berne wanted a theory which could be understood and available to everyone and began to develop what came to
be called Transactional Analysis (TA). Transactional Analysis is a social psychology and a method to improve
communication. The theory outlines how we have developed and treat ourselves, how we relate and communicate
with others, and offers suggestions and interventions which will enable us to change and grow.
Transactional Analysis is underpinned by the philosophy that: people can change and we all have a right to be in
the world and be accepted. Initially criticized by some as a simplistic model, Transactional Analysis is now
gathering worldwide attention. It originally suffered much from the popularized writings in the 1960s. Also,
summarized explanations, such as this, which can only touch on some of the concepts in Transactional Analysis,
led their readers to believe that there was very little to it. Many did not appreciate the duration and complexity of
the training. Today there is greater understanding of Transactional Analysis. More and more people are taking the
four to five year part-time training courses to qualify, and increasingly universities are accrediting these courses
for master’s degrees. Those taking training include psychiatrists, organizational and management consultants,
teachers, social workers, designers, engineers and the clergy.
Today Transactional Analysis is used in psychotherapy, organisations, educational and religious settings. Books
have been written for all ages, from children through to adults, by people all over the world. Transactional
Analysis is truly an international theory relating to a diverse range of cultures. Theoretical concepts within the
Transactional Analysis world are constantly being challenged and developed making it a rich dynamic process.
Berne died in July 1970 at the age of 60. However, Transactional Analysis has not stood still and continues to
develop and change, paralleling the processes we encourage in ourselves and others. We each have internal
models of parents, children and also adults, and we play these roles with one another in our relationships. We
even do it with ourselves, in our internal conversations.
Parent: There are two forms of Parent we can play. The Nurturing Parent is caring and concerned and often may
appear as a mother-figure (though men can play it too). They seek to keep the Child contented, offering a safe
haven and unconditional love to calm the Child's troubles. The Controlling (or Critical) Parent, on the other hand,
tries to make the Child do as the parent wants them to do, perhaps transferring values or beliefs or helping the
Child to understand and live in society. They may also have negative intent, using the Child as a whipping-boy or
worse.
Adult: The Adult in us is the 'grown up' rational person who talks reasonably and assertively, neither trying to
control nor reacting aggressively towards others. The Adult is comfortable with themself and is, for many of us,
our 'ideal self'.
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Child: There are three types of Child we can play. The Natural Child is largely un-self-aware and is characterized
by the non-speech noises they make (yahoo, whee, etc.). They like playing and are open and vulnerable. The
cutely-named Little Professor is the curious and exploring Child who is always trying out new stuff (often much
to their Controlling Parent's annoyance). Together with the Natural Child they make up the Free Child. The
Adaptive Child reacts to the world around them, either changing themselves to fit in or rebelling against the
forces they feel.

Being a Controlling Parent invites the other person into a Child state where they may conform to your demands.
There is also a risk that they will be an Adaptive 'naughty child' and rebel. They may also take opposing Parent
or Adult states. Be a Nurturing Parent or talking at the same level as the other person acts to create trust. Watch
out for crossed wires. This is where conflict arises. When it happens, first go to the state that the other person is
in to talk at the same level. For rational conversation, move yourself and the other person to the Adult level.

Chapter 005
Principles & Process of Transactional Analysis through a Case
TA practice is founded on a set of views about people and goals of change (Stewart and Joines, 2012: 6–8). The
philosophical assumptions of TA can be summed up in three statements: • People are OK. • Everyone has the
capacity to think. • People decide their own destiny, and these can be changed.
From these assumptions there follow two guiding principles of TA practice:

• Contractual method. • Open communication.

The TA practitioner, said Eric Berne, needs to be a ‘real doctor’. Berne was not suggesting that only medical
doctors should become transactional analysts. He meant that the TA professional must be prepared to take on
certain responsibilities expected of a medical doctor (Berne, 1966: xvii). The ‘real doctor’, said Berne, must: • be
oriented first and foremost towards curing his patients • be able to plan his treatment so that at each phase he
knows what he is doing and why he is doing it • take sole responsibility for his patients’ welfare within the area of
his professional competence. Transactional Analysis is first and foremost a therapeutic tool for positive change
and growth. It can be used either in therapy for the individual concerned or on a more surface level for problem
solving in everyday life.
Case Study
Sometimes the script issues of parents can predispose an otherwise fluent child to become increasingly dysfluent,
as is illustrated by the following case. Ryan was a 9.5 year old boy with very mild dysfluencies consisting of
occasional repetitions of initial syllables. There was no indication of struggle, no secondary characteristics, nor
any self-consciousness about his speech. Ryan’s mother was beside herself, desperately worried that she had done
something to cause these dysfluencies. From the outset it was evident that Ryan’s mother was far more concerned
than the severity of the problem warranted. During the case history interview, Ryan’s mother revealed that there
was a positive family history of stuttering. Her younger brother had stuttered as a child and was still stuttering as
an adult. I spent several sessions with Ryan’s mother in order to better understand the source of her extreme
concern. During our third session together, Ryan’s mother revealed the following "shameful" story. When she
was a child of about 7, she recalled an incident that had occurred. The family, including her 4 year old brother,
had assembled at the table for a typical family dinner. During these occasions there was much spirited
conversation and considerable competition between her brother and herself for the attention of their parents. She
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was already clearly aware that her brother stuttered, although she did not have any particular understanding about
the problem. She was aware intuitively that her brother’s dysfluent speech behavior was something that made her
parents upset and uncomfortable. On the particular occasion that she remembered so vividly, there was more than
the usual competition for talk-time, and she interrupted her brother frequently to get her parents’ attention. At one
point her mother turned toward her, looked at her severely and said, "If you don’t stop interrupting your brother
you are going to make him stutter!" She recalled this incident tearfully. She had come to feel that she was
somehow cursed as person who causes young boys to stutter. When her own son had produced some normal and
unremarkable dysfluencies, she seized upon them immediately as evidence that she was again creating a stutterer.
As we pursued this theme over several sessions, it became clear that the prestige moment which established
Ryan’s mother as a "creator of stutterers" was not really a single incident. It was a repeated theme, which when
reinforced over an extended time, established her belief that she was the cause of her brother’s stuttering. Now,
armed with the critical understanding of an adult, she was able to comprehend what her mother had really meant.
Merely to stop interrupting her brother. That realization coupled with specific information about stuttering, how it
is transmitted and how it is not, allowed her to relieve herself of the burden of responsibility for both her brother
and her son. Subsequently Ryan’s dysfluencies disappeared. This particular case should make us mindful that
when we counsel parents about how to react and respond to their children’s stuttering, we should also discuss
their responses to other children in the family.

Chapter 006
Do’s and Don’ts in Transactional Analysis Counselling Process
Life scripts are defined within the field of Transactional Analysis and as such are often viewed within the frame
of the parent-adult-child model. Script messages are seen as coming from:
Modelling: Visible ways adults and peers behave.
Attributions: Being told 'you're just like...'
Suggestions: Hints and encouragement such as 'Always do your best'.
Injunctions: Demands to do or not do things.
T.A. identifies twelve key injunctions which people commonly build into their scripts. These are injunctions in
the sense of being powerful. I can't/mustn't ... messages that embed into a child's belief and life-script:
Don't be (don't exist) don’t be who you are
Don't be a child don’t grow up
Don't make it in your life don’t do anything!
Don't be important don’t belong
Don't be close don’t be well (don't be sane!)
Don't think don’t feel.

However the General Dos of Counseling’s also are

 Request to talk with your friend in private. This may help minimize embarrassment and defensiveness.
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  Openly acknowledge that you are aware of their distress.
 Speak directly and honestly and acknowledge you are sincerely concerned about their welfare.
 Take your friend seriously - 80% of persons who die by suicide give warning of intent.
 Be available to listen, to talk, to be concerned, and refer to resources.
 Directly ask if your friend has been thinking about suicide. Asking this question WON'T increase their
risk.
 Talk with someone else (e.g., a counselor) about your concerns.
 Listen carefully to why your friend is troubled and try to see the issue from their view without necessarily
agreeing or disagreeing.
 Attempt to identify the problem and explore options to deal with the problem.
 Take care of yourself as the helper - get emotional support.
 In a crisis, consider options for restricting the person's access to lethal means.

Chapter 007
Appendix: 4 Cases of Transactional Analysis – Report Only

Transactional Analysis is a systematic tool for personal growth and development. In Transactional Analysis
counselor does counseling for developing adult ego states of the client. Though all time an individual behaves,
thinks and feels from different ego states like as parent, adult or child ego states. Besides these, we can structure
our time with the help of different techniques such as withdrawal, activity, rituals, past time, games, rackets and
intimacy. There is a contract between client and counselor in the counseling session. By using Transactional
Analysis and proper contract client can achieve his goal easily and maintain a peaceful life by improving his adult
ego state.
The Parent Ego State
(Case Study One)
Bob was the leader of his group of friends and it was he who always set the time that they should meet, where
they should go and what they ‘should do’. He often shook his finger at his friends reprovingly. People in his circle
of friends eventually got fed up of him and many left the group.
(Case Study Two)
Mary and Joan were good friends and they went everywhere together. When Joan’s mother died it was Mary who
looked after her and often put her arm around Joan saying such words as ‘Don’t worry about things. I will help
you with all your work; I love you a lot you know’.
The above then, are examples of a controlling parent behavior and a nurturing parent behavior, of the Parent Ego
state
The Adult Ego State
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(Case Study One)
James decided to go and see his aunt who lived in the next town – as he had never left his town before, he had to
get his map out to work out how he would get there – this he did successfully and he got to his aunt’s house at the
time he said he would. Thus we can see that James used his adult ego state to work out logically, given the facts,
how to solve a given problem. The Adult Ego State emerges around six months in the child and is concerned
primarily with appraising facts, reasoning, thinking, evaluating and responding to available data. It is described by
many Transactional Analysis writers like a computer, concerned only with rationality and logic.
The Child Ego State
(Case Study One)
When john’s mother died when he was three years old, he was too young to really understand what had happened,
he just felt hurt that his mother had gone away. When he was fifteen years of age, John had a hard time trusting
women – he often complained that women left him and let him down a lot when he most needed them. Other
people felt that women were really good to him and helped him a lot.
(Case Study Two)
Fiona when a small girl could get her father to do anything she really wanted. Indeed as she grew up she was very
good at managing to get men to do what she wanted. Later, she was fired from several jobs by her bosses who
said they felt she was manipulating them.

Chapter 008
List of References & Bibliography – Electronic / Print
Websites

itaaworld.org
usataa.org
ericberne.com
eatanews.org

Books

Scripts people live by Claude Steiner

Born to Win by Muriel James and Dorothy Joungward
Games people play by Eric Berne
I’m okay you’re okay by Tom Harris
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Staying OK by Tom Harris
Shadow above the object by Christopher
Integrative psychotherapy action by Richard Erskine

Magazines

TA Magazine
TA Practioner
Claire newton

Blogs

C Volution
Goodtherapy

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