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Key facts
| Type | Weekly Classes |
|---|---|
| Location | Oxford |
| Address | Ewert House Ewert Place Summertown Oxford |
| Dates | Mon 24 Sep to Mon 29 Oct 2012 Day: Monday Time of meeting: 9.30am-3.00pm Number of meetings: 6 |
| Subject area(s) | Psychology and Counselling |
| CATS points | 10 |
| Fees | From £340.00 |
| Application status | Course ended |
| Course code | O12P917PCW |
| Course contact | If you have any questions about this course, please email ppweekly@conted.ox.ac.uk. |
Overview
Transactional Analysis is a psychological framework useful for trainers, coaches, teachers, managers, consultants, counsellors, psychotherapists, parents, and for many other roles – and in life itself. This course provides a coherent set of concepts from psychodynamic, behavioural and cognitive perspectives underpinned with humanistic values. It is recognised internationally, for those who wish to go on and learn more – and is complete as an overview in itself.Description
This popular and participative programme provides a considered overview of current transactional analysis concepts, and illustrates these not only with examples from a range of everyday situations but also by inviting participants to illuminate the models from their own experiences.TA is a psychological framework which was developed in the 1950s by Dr Eric Berne. In the present day is provides an in depth training leading to qualifications in four areas – education, organisational applications, psychotherapy and counselling. All of these contexts will be touched upon during this programme and information provided as to further training. TA will be put in its historic context as a psychodynamic and humanistic framework - and as a theory communication, a social psychology and a theory of systematic psychotherapy.
It is essential to commit to attending ALL sessions when registering. This course is constructed of cumulative learning blocks and students missing sessions are seriously disadvantaged. Assessment is through five written pieces as the course progresses.
Programme details
Week One – initial overview:the interpersonal and the intrapsychic-introductions and analysis of learning wants and needs
-Life positions and the relationship to the inner and outer worlds
-Assertiveness
-Autonomy
-contracting – concepts and practice
-historical perspectives of psychological frameworks and TA
-assumptions and principles of TA
Week Two – the impact of the interpersonal world from infancy on
-Recognition and contact hungers
-Relationship between strokes and life positions understanding and observing how people interact
-Functional ego states
-Transactional Analysis proper
-Being in charge
-Stimulus hunger
Week Three – the inner world generating interactive behaviours
-Structural ego states
-the relationship between structural and functional ego states
-Transference and projection distinguishing the interpersonal and the intrapsychic
-time structuring
-Structure hunger
-racket and authentic feelings
- Intrapsychic processes and the racket system concept
Week Four– acting out inner beliefs
-Repeating patterns
-Game analysis other ways of defending the self
-Discounting and Accounting
-Passive Behaviours
-Grandiosity and minimising
-Tangential transactions
Week Five – maintaining our life positions
-Drivers
- mini-scripts
-Relationship of ego states to drivers
-Working Styles - underlying the repeating patterns
-Scripts and script formation
-Autonomy
Week Six – integrating our learning via the developmental process
-Cycle of child and adult development
- exploring a meta model of growth and change
-Review TA concepts as a whole
-Review initial learning goals
Background Reading:
Berne, E., What do You Say After You Say Hello (Grove, 1972)
Hay, J., Transactional Analysis for Trainers (Sherwood, 1996)
Hay, J., Working it Out at Work (Sherwood,1993)
Illsley Clarke, J., Growing Up Again (Hazleden, 1989/98)
James, M., Born to Win Addison (Wesley, 1971)
Napper, R. & Newton, T., TACTICS (TAResources, 2000)
Steiner, C., Scripts People Live (Grove NY, 1974)
Stewart, I. & Joines V., TA Today (Lifespace Publishing, 1987)
Staff
Ms Rosemary Napper
Role: Tutor
Rosemary Napper is a training and supervising transactional analyst in the fields of organisational develpment, education and counselling. Currently...more
Course aims
Course Aim:The purpose of this programme is for participants to gain an overview of key concepts relating to the psychological theory of Transactional Analysis, and how this is used in organisational development, counselling and psychotherapy, and also in a wide range of educational contexts.
Course Objectives:
that by the end of the programme the participants will have :
1. a clear understanding of the core concepts of TA
2. awareness of examples of how these concepts are applied in different contexts
Assessment methods
Assessment is ongoing with five written pieces from a possible list of twelve - the answers need to demonstrate an accurate grasp of theory, illuminated by at least one example each, and illustrated by diagrams where possible. You may choose one or more relevant contexts eg workplace, an organisation, the family, counselling, coaching, learning, teaching or training, or personal development: two sides including diagrams maximum per item.Students will also be eligible to receive the ‘TA 101’ – this is an internationally recognised certificate issued by the Institute of Transactional Analysis indicating that the person certified has a basic overview of TA concepts. This is only issued on the basis of 100% attendance or written notes if sessions, and therefore concepts, are unexpectedly missed.
Teaching methods
Each session will involve participants in practical activities and in drawing on experiences off the course, in order to illuminate theoretical concepts in practice. Theoretical input will be provided through lecturette, diagrams, and demonstration and will be illustrated by examples from different areas of application by professionals. Learners will be required to be involved in discussionIf any learner is unexpectedly absent then other learners will be expected to show what they know by briefing the absentee.
Teaching outcomes
1. begin to analyse past situations with reference to TA concepts2. consider future events and intentions in the light of TA concepts
3. recognise contexts where using TA may be useful
Apply for this course
Sorry, this course is not currently accepting applications. If you have any questions about this course, please use the course enquiry form.