Transactional

Analysis
Presented By

Arun T. Ravindran
Roll No.: 04
MBA (IB)
School of Management Studies
 Transactional Analysis
• Transactional Analysis is a social psychology.
• TA is a theory of personality.
• A method to improve communication.
• It has wide application in Organizational and
communication training, education, counseling.
 Contents
• Introduction to Transactional Analysis
• Roots of Transactional analysis
• Different Ego States
• Kinds of Transactions
• Strokes
• Applications of TA
• Conclusion
 Transactional Analysis
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
– we all have a right to be in the world and be accepted
Roots of Transactional Analysis
Throughout history, and from all standpoints: philosophy,
medical science, religion; people have believed that each
man and woman has a multiple nature.

In the early 20th century, Sigmund Freud first established

that the human psyche is multi-faceted, and that each of us
has warring factions in our subconscious.

In 1951 Dr Wilder Penfield began a series of scientific

experiments.
 TA Theory and Model
• TA is developed by Eric Berne in 1950’s
According to Berne, verbal communication,
(particularly face to face) is at the centre of
human social relationships and psychoanalysis.

His starting-point was that when two people

encounter each other, one of them will speak to
the other. This he called the Transaction
Stimulus. The reaction from the other person he
called the Transaction Response.
 TA - Model

Transaction
Stimulus

Agent Respondent
Transaction
Response
TA Structural Model – Ego States
 Parent Ego State
• This is a set of feelings, thinking and behavior that we have
copied from our parents and significant others.
• 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
• For example, we may notice that we are saying things just
as our father, mother, grandmother may have done, even
though, consciously, we don't want to.
 Adult Ego State
• The Adult ego state is about being spontaneous
and aware with the capacity for intimacy.
• Our 'Adult' is our ability to think and determine
action for ourselves, based on received data.
• When in our Adult we are able to see people as
they are, rather than what we project onto them.
 Child Ego State
• The Child ego state is a set of behaviors, thoughts
and feelings which are replayed from our own
childhood.
• 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.
• Perhaps the boss calls us into his or her office, we
may immediately get a churning in our stomach and
wonder what we have done wrong.
 Clues and signals in ego states
Parent
Physical - angry or impatient body-language and expressions, finger-pointing,
patronizing gestures,
Verbal - always, never, for once and for all, judgmental words, critical words,
patronizing language, posturing language.

Child
Physical - emotionally sad expressions, despair, temper tantrums, whining
voice, rolling eyes, shrugging shoulders, teasing, delight, laughter, speaking
behind hand, raising hand to speak, squirming and giggling.
Verbal - baby talk, I wish, I dunno, I want, I'm gonna, I don't care, oh no, not
again, things never go right for me, worst day of my life, bigger, biggest, best,
many superlatives, words to impress.

Adult
Physical - attentive, interested, straight-forward, tilted head, non-threatening
and non-threatened.
Verbal - why, what, how, who, where and when, how much, in what way,
comparative expressions, reasoned statements, true, false, probably, possibly,
I think, I realise, I see, I believe, in my opinion.
Descriptive Model - TA
 Descriptive Model - TA
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 is engulfing and
overprotective.
• Negative Adapted Child -
expresses an "I'm not OK"
message.
• 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.
 Descriptive Model - TA
Effective Modes
• Positive Nurturing Parent -
communicates the message "You're
OK“.
• Positive Controlling Parent -
communicates the message "You're
OK".
• Positive Adapted Child -
communicates an "I'm OK"
message.
• Positive Free Child -
communicates an "I'm OK"
message.
• Accounting mode - communicates
"We're OK" messages. The Adult is
able to assess reality in the here
and now.
 Transactions & Strokes
• Transactions are the flow of communication,
and more specifically the unspoken
psychological flow of communication that runs
in parallel.
• Strokes are the recognition, attention or
responsiveness that one person gives another.
Strokes can be positive (nicknamed "warm
fuzzies") or negative ("cold pricklies").
 Kinds of Transactions
There are basically three kinds of transactions:

1. Reciprocal/Complementary (the simplest)

2. Crossed
3. Duplex/Covert (the most complex)
 Reciprocal or Complementary Transactions
A simple, reciprocal transaction occurs when both partners are addressing
the ego state the other is in. These are also called complementary
transactions.
• Example 1
A: "Have you been able to write the report?“
B: "Yes - I'm about to email it to you." ----(Adult to Adult)

• Example 2
A: "Would you like to skip this meeting and go watch a film with me
instead?“
B: "I'd love to - I don't want to work anymore, what should we go and see?"
(Child to Child)

• Example 3
A: "You should have your room tidy by now!" (Parent to Child)
B: "Will you stop hassling me? I'll do it eventually!" (Child to Parent)
 Crossed Transactions
Communication failures are typically caused by a 'crossed transaction' where
partners address ego states other than that their partner is in. Consider the
above examples jumbled up a bit.
• Example 1a:
A: "Have you been able to write that report?" (Adult to Adult)
B: "Will you stop hassling me? I'll do it eventually!" (Child to Parent)
is a crossed transaction likely to produce problems in the workplace. "A" may respond
with a Parent to Child transaction.
For instance:
A: "If you don't change your attitude, you'll get fired.“
• Example 2a:
A: "Is your room tidy yet?" (Parent to Child)
B: "I'm just going to do it, actually." (Adult to Adult)
is a more positive crossed transaction. However there is the risk that "A" will feel
aggrieved that "B" is acting responsibly and not playing their role, and the conversation
will develop into:
A: "I can never trust you to do things!" (Parent to Child)
B: "Why don't you believe anything I say?" (Adult to Adult)which can continue
indefinitely.
 Duplex or Covert transactions
Another class of transaction is the 'duplex' or 'covert'
transactions, where the explicit social conversation occurs in
parallel with an implicit psychological transaction.
For instance,
A: "I need you to stay late at the office with me." (Adult words)
body language indicates sexual intent (flirtatious Child)

B: "Of course." (Adult response to Adult statement).

winking or grinning (Child accepts the hidden motive).
 Strokes
In Transactional Analysis compliments and general ways
of giving recognition is called strokes.
• Strokes can be positive or negative:
"I like you“
"I don't like you"
• Strokes can be unconditional or conditional. An
unconditional stroke is a stroke for being whereas a
conditional stroke is a stroke for doing. For instance:
"I like you" - unconditional
"I like you when you smile" - conditional
• As negative strokes these might be:
"I don't like you" - negative unconditional
"I don't like you when you're sarcastic" - negative
conditional
 Applications of TA
TA can be used to address important issues in:
– Initial and continuing teacher education
– Institutional climate and culture
– Developmental and educational needs
– Self esteem building
– Parent education
– Student motivation
– Staff morale and teacher well-being
– Blocks to learning and teaching
– Behavior management
 Conclusion
Transactional analysis is developing area in
psychoanalysis. Projective tests, reaction
questionnaires and research have found that TA
training can lead to more positive attitudes
towards: work; family; psychological self; other
people; self-directedness; accomplishment;
physical self and interpersonal relationships; and
it can also lead to increases in morale, self-
concept, work efficiency and quality of customer
treatment.
Questions?
Thank you!!!