NATIONAL INSTITUTE OF FASHION TECHNOLOGY BENGALURU (2015 -2017)
APPLIED ORGANISATIONAL BEHAVIOUR (AOB) MFM SEMESTER- II
Assignment One Transactional Analysis: Ego States and The Four Life Positions
BY Léa Chery - MFM/EXC/JJ-16/07 Pranpratim Ron Bhuyan - MFM/15/40
Under the guidance of Dr. Sanjeev Malage
Declaration
We hereby declare that the report entitled Transactional Analysis: Ego States and Four Life Positions submitted to NIFT Bengaluru is a record of original work done by us under the guidance of Dr. Sanjeev Malage, Associate Professor, FMS, National Institute of Fashion Technology, Bengaluru, and this project work is submitted in the partial fulfilment of the requirements for the award of the degree of Masters of Fashion Management. The results embodied in this report have not been submitted to any other university or institute for the award of any degree or diploma
Léa Chery
Pranpratim Bhuyan
MFM/EXC/JJ-16/07
MFM/15/40
01/02/2016
01/02/2016 2 of 34
Acknowledgement
We would like to express our sincere gratitude to Dr. Sanjeev Malage for his continuous support, his patience, motivation, and immense knowledge. His guidance helped us in all the time of research and writing of this report. We would also like to thank our fellow classmates for the stimulating discussions, brainstorming sessions and the sleepless nights we were working together to meet the deadlines.
Léa Chery
Pranpratim Bhuyan
MFM/EXC/JJ-16/07
MFM/15/40
01/02/2016
01/02/2016 3 of 34
Executive Summary
This report provides a succinct account on the theory of Transactional Analysis
which was founded by Eric Berne in the 1950s and 1960s and has been evolving ever since. The objective of TA is to provide better understanding of how people relate to one another, so that they may develop improved communication and human relationship.
The report starts with a brief introduction into the concept of Transactional Analysis followed by a detailed account of the Structural and the Functional Ego States in individuals. Here, all the ego-states namely Parent, Adult and Child and their respective sub-compartments have been explored. For each of the ego-state, a short explanation followed by its consequences has been submitted.
Following that, a brief account has been presented on the Contamination and Exclusion of Ego-States, with sections on Parent Contaminated Adult, Parent Contaminated Adult with Blocked Out Child, Child Contaminated Adult with Blocked Out Parent and Blocked out or Decommissioned Adult.
The report then sheds light upon the subject of Analysis the Transactions by analysing the nature of Complimentary Transactions, Crossed Transactions and Ulterior Transactions, with suitable examples from the workplace.
The report then finally, lays a concise account on the concept of the Four Life Positions suggested by Eric Berne (I’m OK, You’re OK, I’m OK, You’re not OK, I’m not OK, You’re OK and I’m not OK, You’re not OK)
The report concludes with a closing statement on the implications and importance of Transactional Analysis in the current organisational setting and how it is beneficial in various walks of life.
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Table of Contents Declaration .................................................................................................................... 02 Acknowledgement ........................................................................................................ 03 List of Illustrations & Tables........................................................................................ 06 Assignment Brief ......................................................................................................... 07 Chapter 1: Transactional Analysis (TA) ...................................................................... 08 Chapter 2: Ego States: Structural Ego States ........................................................... 09 Chapter 3: Ego States: Functional Ego States .......................................................... 10 3.1 The Critical Parent ............................................................................................... 11 3.2 The Nurturing Parent ........................................................................................... 12 3.3 Adult .................................................................................................................... 13 3.4 Natural Child ....................................................................................................... 15 3.5 Adapted Child ..................................................................................................... 17 Chapter 4: Contaminated and Excluded Ego States ................................................. 19 4.1 Parent Contaminated Adult ................................................................................. 19 4.2 Parent Contaminated Adult with Blocked Out Child ............................................ 20 4.3 Child Contaminated Adult with Blocked Out Parent ........................................... 21 4.4 Blocked out or Decommissioned Adult ............................................................... 22 Chapter 5: Analysing Transactions ............................................................................ 23 5.1 Complimentary Transactions .............................................................................. 23 5.2 Crossed Transactions ......................................................................................... 25 5.3 Ulterior Transactions ........................................................................................... 26 Chapter 6: Four Life Positions ................................................................................... 28 6.1 I’m OK, You’re OK .............................................................................................. 29 6.2 I’m OK, You’re not OK ........................................................................................ 30 6.3 I’m not OK, You’re OK ........................................................................................ 31 6.4 I’m not OK, You’re not OK .................................................................................. 32 Conclusion ................................................................................................................... 33 Bibliography & References ......................................................................................... 34 5 of 34
List of Illustrations and Tables Illustrations Illustration 01: Structural Ego State Model ................................................................... 09 Illustration 02: Functional Ego State Model.................................................................. 10 Illustration 03: Dominant Critical Parent Ego State ...................................................... 11 Illustration 04: Dominant Nurturing Parent Ego State .................................................. 12 Illustration 05: Adult Ego State .................................................................................... 13 Illustration 06: Dominant Natural Child Ego State ........................................................ 15 Illustration 07: Dominant Adapted Child Ego State ..................................................... 17 Illustration 08: Sub-compartments of Adapted Child Ego State ................................... 17 Illustration 09: Ideal P-A-C Ego States ......................................................................... 19 Illustration 10: Double Contamination ......................................................................... 19 Illustration 11: Parent Contaminated Adult with Blocked out Child ............................... 20 Illustration 12: Child Contaminated Adult with Blocked out Parent .............................. 21 Illustration 13: Blocked out or Decommissioned Adult ................................................ 22 Illustration 14: Ideal Transaction (Adult to Adult) ......................................................... 23 Illustration 15: Adult to Adult Transactions .................................................................. 24 Illustration 16: Parent to Parent Transactions .............................................................. 24 Illustration 17: Child to Child Transactions .................................................................. 24 Illustration 18: Parent to Child Transactions ................................................................ 24 Illustration 19: Child to Parent Transactions ................................................................ 24 Illustration 20: Different types of Crossed Transactions .............................................. 25 Illustration 21: Duplex Ulterior Transaction .................................................................. 26 Illustration 22: Angular Ulterior Transaction ................................................................ 27 Illustration 23: The OK Corral (Four Life Positions)...................................................... 28 Tables Table 01: Critical Parent Ego State Characteristics ...................................................... 11 Table 02: Nurturing Parent Ego State Characteristics .................................................. 12 Table 03: Adult Ego State Characteristics ..................................................................... 14 Table 04: Natural Child Ego State Characteristics ......................................................... 16 Table 05: Adapted Child Ego State Characteristics ...................................................... 18
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Assignment Brief Come up with the narration and the consequences of the following. 01. Critical Parent 02. Nurturing Parent 03. Adult 04. Adapted Child 05. Natural Child 06. Parent Contaminated Adult with Blocked Child 07. Child Contaminated Adult with Blocked Parent 08. Blocked Adult 09. Complimentary Transactions 10. Crossed Transactions 11. Ulterior Transactions 12. I’m OK, You’re OK 13. I’m OK, You’re not OK 14. I’m not OK, You’re OK 15. I’m not OK, You’re not OK
Additional Information Work in groups of 2 to stimulate discussions Can be either typed or hand-written submission
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Chapter 1 Transactional Analysis (TA) Transactional Analysis is a theory developed by Dr. Eric Berne in the 1950s. 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
•
We all have a right to be in the world and be accepted Transactional Analysis (TA) is a personality and psychotherapy for personal growth.
It has wide applications in Clinical Psychology, organisations and education also. Dr.Eric Berne, the originator of TA, considers a transaction as the unit of social intercourse. A transaction consists of a transactional stimulus (TS) and a transactional response (TR). TS is the behaviour (verbal or nonverbal) produced by one person in acknowledgement of the presence of others when two or more people encounter each other. TR is the response to TS by another person. It is beneficial to study TA as it has received great popularity and a wide appeal because on a well developed psychoanalytical theoretical base and it uses very simple, understandable, everyday terminology. Transactional Analysis involves the analysis of ego-states; analysis of transactions, life-positions and life-script analysis, stroking, time-structuring and games analysis.
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Chapter 2 Ego States: Structural Ego States Ego states are a set of related behaviours, thoughts and feelings that make up our personality at a given time. Eric Berne defined an ego-state as a consistent pattern of feeling and experience directly related to a corresponding consistent pattern of behaviour. So, Berne is saying that each ego-state is defined by a combination of feelings and experience that consistently occur together.
Illustration 01 Structural Ego State Model
When someone is thinking, feeling and behaving in a way copied from their parent, or parental figures, they are said to be in their Parent ego state. A person thinking, feeling and behaving as they did during their childhood is said to be in their Child ego state. Behaviour, thoughts and feelings which are here and now responses are said to those of the Adult ego state. Putting the three ego-states together, we get the three-part ego-state model of personality (Illustration 01).
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Chapter 3 Ego States: Functional Ego States The Functional Ego state model refers to a description and process of the ego states and their respective ways of behaving. These ego states may or may not represent the relationships that they act out. For example, in the workplace, an adult supervisor may take on the Parent role, and scold an adult employee as though he were a Child. Or a child, using the Parent ego-state, could scold her actual parent as though the parent were a Child.
Illustration 02 Functional Ego State Model
Within each of these ego states are subdivisions. Thus Parental figures are often either more nurturing (permission-giving, security-giving) or more criticising (comparing to family traditions and ideals in generally negative ways); Childhood behaviours are either more natural (free) or more adapted to others. These subdivisions categorise individuals' patterns of behaviour, feelings, and ways of thinking, which can be functional (beneficial or positive) or dysfunctional/ counterproductive (negative). The three basic functional ego states are the fundamental manifestations of the personality that are useful for helping a person live a full life in all senses. In general, they fulfil adaptive functions and are used above all for survival, but also to live. Each of the three ego states are functionally manifested in their own way. It is simple; people essentially need to be able to be cared for, to be able to care for others and to be able to individuate.
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3.1 The Critical/Controlling Parent The Parent ego state is a collection of memories that have been recorded in early years. Parental and social expectations are logged into the brain as the person
Critical Parent
perceives them. The messages are sometimes verbal,
Nurturing Parent
sometimes experiential and sometimes only assumed. 3.1.1. Narration of a Critical Parent Ego State The Critical Parent Ego State map contains all
Illustration 03 Dominant Critical Parent Ego State
the critical parental messages given to the child. The younger a child is, the more receptive they are to these messages. The OK Controlling Parent is generally protective, sets limits and defines value and reality. While on the other hand, the Not-OK Controlling Parent can be critical, punishing, discounting and persecutory. 3.1.2 Consequences of a Critical Parent Ego State The Critical Parent (CP) makes people feel that they, not just their behaviour, are Not OK. Thus, CP behaviour attacks people’s personalities as also their behaviours. When people are in their Critical Parent ego-state, they are very evaluative and judgemental. They are always ready to respond with a “should” or “ought” to almost anything people tell them. These people are very dogmatic and controlling. Typical characteristics of a Critical Parent Ego State can be observed in the table below. Clues from
Critical Parent
Words
should, must, don’t, good, bad
Tones
harsh abrupt, authoritative
Gestures/Mannerisms
finger pointing, arm crossing
Facial Expressions
rolling eyes, furrowed brow, scowling
Table 01 Critical Parent Ego State Characteristics 11 of 34
3.2 The Nurturing Parent The Parent ego state which exhibits a person’s nurturing side and can be soft, loving, and permission giving, is called the Nurturing Parent ego state.
Critical Parent
Nurturing Parent
3.2.1 Narration of a Nurturing Parent Ego State Nurturing Parent represents more affirming and more pleasant qualities of what parents and society do Illustration 04 Dominant Nurturing Parent Ego State
for a person. The OK Nurturing Parent is generally warm, loving, comforting, caring and gives
permissions. The OK Nurturing Parent can be over-protective, rescuing, and smothering. 3.2.2 Consequences of a Nurturing Parent Ego State The Nurturing Parent (NP) is that part of the person that is understanding and caring about other people. The behaviour is loving and warm. It protects and nurtures. It gives advice and guidance. It is encouraging and supporting. While behaviour from NP may set limits on and provide direction for people’s behaviour, it will not put these people down and make them feel Not Ok as individuals. Every individual should update his Parent ego-state by retaining some and rejecting some other values. If individuals do not update their parent, they may be carrying some junk in it which consists of things like prejudices and this certainly affects the capacity for making probability judgements on the basis of reality. Typical characteristics of a Nurturing Parent ego-state are:Clues from
Nurturing Parent
Words
don’t worry, let me help you, there there
Tones
soothing, consoling, loving
Gestures/Mannerisms
pat on the arm, nodding encouragely
Facial Expressions
smiling, proud eyes 12 of 34
Table 02 Nurturing Parent Ego State Characteristics
3.3 The Adult The Adult ego state develops after both the Parent and the Child ego states have began to develop. This state begins to develop from about ten months of age. The function of this state is to update both Parent data and Child data by continuous examination of these data with respect to actual reality. Thus only those taught concepts and felt-concepts applicable and appropriate to the present are accepted. Thus the Adult state is said to be the "thought-concepts" of life. This ego state is not related to the person’s age, more to a developmental state. It is a logical, rational way of contacting reality. The Adult ego state is “principally concerned with transforming stimuli into pieces of information and processing and filing that information on the basis of previous experience” (Berne, 1961).
Recordings of data acquired through exploration and testing
Adult
“Thought”concept of life
Illustration 05 Adult Ego State
3.3.1 Narration of an Adult ego-state Adult ego-state reflects “thought” concept of life. There is no emotion in Adult. A professor lecturing in the class, a scientist presenting his data at a seminar, a manager making a decision at work, are all operating from Adult ego-state. Adult ego-state is based upon reasoning, seeking and providing information and problem solving. Individual interacting with Adult ego-state views people as equal, worthy and responsible human beings. It is based on rationality. Adult is characterised by logical thinking and rational decision making.
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3.3.2 Consequences of an Adult ego-state Individuals operating from the Adult ego-state take the emotional content of their Child ego state and the value laden content of their Parent ego-state and check them out in the reality of the external world. Adult evokes behaviour that would be described simply as logical, reasonable, rational, unemotional, factual and calculating. It tries to upgrade decisions by seeking facts, processing data, estimating probabilities and holding factual discussions. Individuals behaving from their Adult ego-state are examining alternatives, probabilities and values prior to engaging in behaviour. Adult behaviour generates mutual respect. Adult ego-state can be identifies by verbal and physical signs which include thoughtful concentration and factual discussion. The process of Adult formation goes through one’s own experience and continually updating parental injunctions by verifying. Sometimes parents do not practise what they preach and show inconsistency in their actions. For example, parents teach their kids never to tell lies but they may at the same time ask their children to respond the phone call saying, “tell them I’m not at home”. The child’s Adult observes this discrepancy and determines that the parental teaching is Not Ok as far as the lies are concerned. The Adult then updates the Parent data to determine what is valid and what is not. The Adult ego-state is that part of the individual which is reality oriented and problem-centred. It attempts to take life’s experience as data and rationally deal with them. Typical characteristics of an Adult ego-state are:-
Clues from
Adult
Words
how, when, where, I understand
Tones
calm, clear, even
Gestures/Mannerisms
level eye contact, absence of fidgeting
Facial Expressions
Open, thoughtful Table 03 Adult Ego State Characteristics 14 of 34
3.4 The Natural Child Child ego-state reflects the “felt” concept of life. It is the recording of internal events, the responses of the individual to what he sees and hears and feels. Child ego-state is the centre of all one’s emotions, feelings and creativity. It is
Natural Child
the source of one’s energy, curiosity and intuition. It is the site of one’s early experiences including one’s preferred
Adapted Child
way to get attention from authority figures. It is the most important ego-state in terms of actual control over one’s life. Characteristics of Child ego-state include conformity, depression, dependence, anxiety, fear, love and hate. Physical and verbal clues that the
Illustration 06 Dominant Natural Child Ego State
individual is acting in the Child ego-state are silent compliance, attention seeking, temper tantrums, giggling and coyness. The Child egostate is characterised by non-logical and immediate actions which result in immediate satisfactions. Child ego states reflects early childhood conditions and experiences perceived by individuals in their early years of life in the process of growing up. The child is inept, clumsy, without understanding and ability to construct meanings. It takes life as it comes in stride. Child ego-state contains the early recordings of imagination, spontaneity and excitement. it includes feelings of joy and love as well as feelings of frustration, inadequacy and helplessness. 3.4.1 Narration of a Natural Child ego-state Natural Child is the Free child or the uninhibited, joyful and spontaneous part in one’s personality. It represents the way one is when one is born-natural, loving, carefree, dependent and trusting. This part of one’s personality knows no rules and consequently operates without regard for others and is unconcerned about their reactions.
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3.4.2 Consequences of a Natural Child ego-state The Natural Child is affectionate, impulsive, fearful, self-centred, aggressive and may emerge in many unpleasant roles. Cracking a joke or enjoying music, telling a story or being creative in any way, feeling curious, or anxious, or sad, or mad, or glad etc. are functions of this ego-state. The NC exhibits more positive feelings like joy, surprise, sympathy, strut, love, hope and kindness. The Natural Child ego state represents a playful and spontaneous part of human behaviour, from infancy to an old age. The infant may receive enjoyment from playing with a spoon and the adult may find enjoyment from golfing or cruising in the Andamans. A person may be 5 years old or 50 years old but throughout life he or she plays or can be playful or thinks playfully and joyously. That is the Natural Child doing its thing. Typical characteristics of an Natural child ego-state are:-
Clues from
Natural Child
Words
I wish, wow, love, hate
Tones
joyful, noisy, energetic
Gestures/Mannerisms
exaggerated movements, uninhibited
Facial Expressions
bright eyed, smiling freely
Table 04 Natural Child Ego State Characteristics
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3.5 The Adapted Child The Adapted Child is the part of our personality that has learned to comply with the parental messages
Natural Child
we received growing up. We all adapt in one way or
Adapted Child
another. Sometimes when we are faced with parental messages that are restricting, instead of complying with them, we rebel against them. This becomes our Rebellious Child ego state. This can be seen as an
Illustration 07 Dominant Adapted Child Ego State
alternative to complying. It is still, however, a response to the parent messages, and so it is a kind of adaptation all its own. 3.5.1 Narration of a Adapted Child ego-state
Adapted child is fashioned to Parental demands. Fully conforming to parental wishes and desires. The
Compliant Child (CC)
further two sub-compartments in AC are CC (Compliant Child) and RC (Rebellious Child). CC is complying with parental expectations. From an early age, the individual makes adaptations to help him to get along with and get
Natural Child Rebellious Child (RC)
attention from authority figures, for instance, saying “thank you”, “sorry” at appropriate times, not making personal comments about others in public.
Illustration 08 Sub-compartments of Adapted Child ego-state
Some individuals learn when they are young that the best way to get along is always to say “yes” and never to apply their better judgement, experience, or knowledge. Some individuals learn when they are young that a a good way to get attention is to procrastinate. If he gets attention, even though negative, the same behaviour continues. “Do exactly what you’re told” type of treatment thus gives rise to “Yes sir” type of subordinates.
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3.5..2 Consequences of a Adapted Child ego-state Adapted Child when overly inhabited, often becomes the troubled part of personality. Rebellious Child (RC) is characterised by negativity and rebellion. Others feel they get attention when they are “naughty”. Such individuals carry over this behaviour to their organisations and constantly fight and rebel against bosses and organisations. RC experiences anger, fear and frustration. Another functional aspect of the Child ego-state is the “Little Professor” which is the intuitive part of one’s personality that senses things about other people in a flash. it gives very brilliant and non-logical insights for problem solving. Typical characteristics of an Adapted child ego-state are:Clues from
Adapted Child
Words
please, sorry, I can’t, try
Tones
complaining, surly, monotone
Gestures/Mannerisms
head tilted to one side, fidgeting, slouching
Facial Expressions
pouting, downcast, not engaged
Table 05 Adapted Child Ego State Characteristics
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Chapter 4 Contaminated and Excluded Ego States 4.1 Parent Contaminated Adult In an ideal situation, the P-A-C circles are shown as separate, just touching each other (Figure 09). In the phenomenon of contamination, the circles overlap (Figure 10).
P
P Prejudice
A
A
Delusion
C C Illustration 10 Double Contamination Giving rise to Prejudice & Delusion
Illustration 09 Ideal P-A-C ego-states
When Parent is contaminated by Adult, the inevitable result is “prejudice” since unexamined data is externalised as true. For instance, “blue-eyed people usually cheat others” is a belief or “left handed people are more brilliant than right-handed people”. All such beliefs are externalised in transactions on the basis of pre-judgment, before reality data (Adult) is applied to them. The individual mind becomes biased or prejudiced when his curious enquiries do not get answered. Such individuals tend to believe parental teachings more than their own eyes and ears since they find it safe to rely on the security-giving parents. Unquestioned obedience to parental authority may sometimes lead to Parent-contaminated Adult giving rise to prejudice. 19 of 34
4.2 Parent Contaminated Adult with a blocked out Child Parent contaminated Adult in this situation takes a decision that the Child part in his personality is not OK. It is so not OK that it has to be excluded all together from his personality structure. Thus, the child is blocked-out. This figure also shows personality structure of an individual who is dutybound. “Work, work and work only” - “all work and no fun” thus this individual turns out to be a workaholic. 4.2.1 Consequences of Parent Contaminated Adult with a blocked out Child A Parent contaminated Adult is simply duty
Illustration 11 Parent Contaminated Adult with a blocked out Child
dominated. He can never enjoy himself, nor can he allow others to enjoy. He tries to block out the child not only in self, but gradually in others too. This type of individual has hardly any events of happiness recorded in his brain and his sub-compartment of Natural Child is very very small. Through conscious efforts by his Adult he can try to establish a value of being loving and affectionate and thus develop a habit of not blocking the child in self and others. Once he develops an insight and awareness about his functional problem, he can consciously strive for building a satisfactory life in the present.
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4.3 Child Contaminated Adult with a blocked out Parent In this situation, the Child contaminated Adult takes a decision that the Parent part in his personality is not OK. It is so not OK that it has to be excluded all together from his personality structure. Thus, the Parent is blocked-out. The figure (Illustration 12) shows personality structure of an individual who is without conscience. This condition develops in the individual whose parents or parental figures were very brutal and terrifying or on the contrary, so stupidly lenient and indulgent that there is no other go but to shut them off or block them from the individual’s life. On the psychological level, the Parents are non-entity for the individual: he has finished them all.
Illustration 12 Child Contaminated Adult with a blocked out Parent
4.2.1 Consequences of Child Contaminated Adult with a blocked out Parent When the individual excludes the painful Parent, he also excludes whatever little “good” there may be in the Parent. This individual does not have available to his current transactions any tapes which supply data related with social control, appropriate lists of “do’s” and “don’ts” or “should” and “shouldn’t”. Thus he has no cultural norms to refer to, neither has he any conscience left in his personality that can pinch him for any of his misbehaviour and wrong-doings. When the Parent is being blocked-out, no amount of Parent beating on his Child can create any feelings of shame, remorse, embarrassment or guilt in him and the situation then becomes worse. This is typical of the psychopath.
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4.4 Blocked out or Decommissioned Adult In this situation, the person's Adult is not functioning, and therefore he is out of touch with reality. His Parent and Child come on straight, frequently in a jumbled mixture of archaic data, a jumbled replay of early experiences that do not make sense now because they did not make sense when they were recorded. 4.4.1 Consequences of Blocked out or Decommissioned Adult The person who has a blocked-out Adult (Illustration 13) is psychotic. Illustration 13 Blocked out or Decommissioned Adult
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Chapter 5 Analysing Transactions Transactional analysis is related with the way in which individuals interact with each other. It explains the mechanism that takes place when people are having conversation or are trying to exchange their thoughts, feelings and ideas with each other. Thus, TA essentially refers to the analysis of interactions between people. Transactional Analysis involves the study of the social transactions between people and it deals with determining which part of the multiple-natures individual is being activated, Parent, Adult or Child. 5.1 Complimentary Transactions A transaction is complimentary when communication continues on parallel lines between individuals and the lines of stimulus and response are parallel. Thus, the message transmitted from one ego-state elicits an expected and appropriate response from the proper ego-state of the other individual. The transactions are complementary because both are acting in the perceived and expected ego-states. Usually, in such a case, both individuals are satisfied, everyone feels OK and the communication is complete. Complementary transactions can take place between A-A, P-C, P-P and so on.
P
P S
A
A R
C
C Illustration 14 Adult to Adult Transactions Ideal Transaction
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5.1.1 Instances of Complimentary Transactions in an Organisation I. Adult - Adult Transaction (Illustration 15) S: Do you know where the Project report is? R: It is kept in my cabin. My secretary will get it to you. Illustration 15
S: Your work on the last presentation was excellent. R: Thank you. II. Parent - Parent Transaction (Illustration 16) S: Students are becoming so lazy these days. R: These are signs of the times. Illustration 16
III. Child - Child Transaction (Illustration 17) S: Let’s role-play this situation. I’ll be manager and you
Illustration 17
be my worker R: Oh no! I want to be the manager.
IV. Parent - Child Transaction (Illustration 18) S: Look how many mistakes you’ve made in this report. R: I’m sorry Sir, it won’t happen again. Illustration 18
V. Child - Parent Transaction (Illustration 19) S: I’m afraid, I have to redo the entire report again. R: Don’t worry Sir, I’ll take care of it. Illustration 19 24 of 34
5.2 Crossed Transactions The lines of stimulus and response cross each other in case of crossed transactions. Whenever the stimulus and response cross on the P-A-C transactional diagram, communication stops. Transactions become uncomplimentary. The message sent by one ego-state is responded to form an incompatible, unexpected ego-state of another person. The inappropriate response generates feelings of hurt and ager and the individuals, instead of coming closer, divert from each other. Crossed transactions are the source of much interpersonal conflict in an organisation. Crossed transactions have many possible dysfunctional consequences for the organisation. 5.2.1 Instances of Crossed Transactions in an Organisation (Illustration 20) S: What is the time? R: Why don’t you use your own watch? S: Where did you get these mangoes? R: Why, what’s wrong with them? S: How are you late again these week again? R: How dare you speak to me like that?
Illustration 20 Different types of Crossed Transactions
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5.3 Ulterior Transactions The ulterior type of transactions are most complex because the communication has double meaning as more than one ego-states are involved in them. When ulterior message is sent, the literal and intent meanings are not one and the same. Ulterior message if often disguised in a socially acceptable way. On the surface level, the communication has a clear Adult message, whereas it carries a hidden message on the psychological level. Ulterior transactions like crossed transactions are undesirable as they damage interpersonal relationships. Ulterior transactions can be of two types: 5.3.1 Duplex In the duplex type of ulterior transactions, four ego-states are involved in sending and receiving the message rather than two ego-states. Some instances are:
Illustration 21 Duplex Ulterior Transaction
S: Do you know what time it is? (“Are you aware, you are late!”)… R: It’s half past ten (“I really don’t care!”)… S: Come to my office and we shall find a solution for your problem. (“You should never come whining to me with your troubles. Find an answer yourself.”)… R: Yes Sir, I’ll have to. (“I know I’m getting paid for it, but I am just helpless”)…
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5.3.2 Angular In angular type both social and psychological level transactions arise from the adult ego-state of the sender. In marketing, salesmen often tend to use angular transactions to promote sales. While giving rational information about the various products they also show some emotion to initiate buying. In angular transaction, the “angling” of the communication is always deliberate and in Adult awareness. It is important to note the use of broken line to signify the psychological ulterior covert nature of communication at this level. Since human tendency is to react to what is unexpressed, the angular type of transaction can be used extensively by any one wishing to persuade or convince others. An instance can be: S: This pen set is the best but it costs a little more than what you can afford (“See it’s good but you can’t have it”)… R: That’s the one I’ll take (“I’ll show you what I can afford and what I can’t! ”)…
Illustration 22 Different types of Angular Ulterior Transaction
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Chapter 6 Four Life Positions The concept of life positions is another basic idea from transactional analysis theory. Life positions works with the assumption that we choose very early on in our life, before age 2, a basic stance towards ourselves and other people. It represents the fundamental stance a person takes about the essential value he or she perceives in him or herself and other people. Once a child has taken up a favorite position, they're likely to construct the rest of their world view to match that life position. One could therefore also see a life position as one of the first script decisions a person makes.
Based on the messages received and the decisions made, a young child develops a basic life position. We call these “existential positions” because they influence how we view our own and others existence. The following diagram is called "The OK Corral" by Franklin Ernst. It shows the four basic life positions we can assume:
Illustration 23 The OK Corral (Four Life Positions)
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6.1 I’m OK, You’re OK Most babies are born in the position of feeling OK about themselves and OK about others. If things go well they will be able to maintain that position throughout their life. This helps form the basis for a healthy life script.
6.1.1 Characteristics of I’m OK, You’re OK •
Healthy, optimistic and confident attitude towards self and others.
•
As a realistic assessment, it means that in my opinion I am OK in spite of my deficiencies. I will neither punish myself for these deficiencies nor totally I will ignore their existence. Other people too have deficiencies but this does not mean that they are second class citizens and cannot be trusted.
•
Conflicts and criticism tackled from this life position aim to achieve results with underlying message that I care considerably about you to argue and fight with you rather than criticise you to belittle you.
6.1.2 Behavioural Attributes of I’m OK, You’re OK •
A person accepts others in spite of their shortcomings and feels OK about himself despite not being perfect.
•
Well thought of.
•
Makes good impression
•
Able to give orders forcefully.
•
Self respecting.
•
Independent- able to take care of self.
•
Can be strict if necessary.
•
Firm but just.
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Appreciative.
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Cooperative.
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Friendly.
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Affectionate.
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Understanding.
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6.2 I’m OK, You’re not OK If a child is treated badly or abused, this may result in his or her feeling helpless, powerless, and angry, and he or she may move into a position of believing “I'm OK, You're Not OK.” Such an individual may build a life on this angry position and continually prove to himself or herself that others are not OK. This position involves a lack of trust in others and makes it difficult for the person to form and maintain intimate friendships or relationships.
6.2.1 Characteristics of I’m OK, You’re not OK
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I am better and you are no good.
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Attitude of superiority and distrust.
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Operating from critical parent and also, nurturing parent ego state.
6.2.2 Behavioural Attributes of I’m OK, You’re not OK
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Comes over as distrustful, arrogant superior. Thinks that others are inferiors.
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Can complain if necessary.
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Able to give orders forcefully.
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Independent.
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Can be indifferent to others.
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Can be strict if necessary, critical of others.
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Businesslike.
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Hard to impress.
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Always gives advice.
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Bossy.
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Dominating.
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Impatient with others’ mistakes.
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6.3 I’m not OK, You’re OK If a child is not well cared for and receives script messages that decrease his or her sense of self-worth, that child might move into the position of feeling like he or she is not OK while others are OK. This position also leaves the person with difficulty feeling good about himself or herself both in the work arena and in forming trusting and lasting relationships.
6.3.1 Characteristics of I’m not OK, You’re OK •
Feeling powerless, depressed and inferior.
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Self deprecating and readily accepts criticism and negative strokes from others.
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Cannot accept the positive strokes easily. Will discount the positive stroke by saying, "No, I could have done better." "I don't think that I look as good as you describe me."
6.3.2 Behavioural Attributes of I’m not OK, You’re OK •
Recognised by attitudes of depression, powerlessness and inferiority. Thinks that others are better.
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Apologetic.
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Normally gives in.
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Very anxious to be approved of.
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Touching and easily hurt.
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Lacks self-confidence.
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Very respectful of authority.
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Passive.
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Unaggressive.
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Meek
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6.4 I’m not OK, You’re not OK When things really go wrong during childhood, a person might end up in the existential position of “I'm Not OK, You're Not OK.” This is the life position of despair. The person in this position has great difficulty seeing the good in anyone and has trouble having any hope for the future.
6.4.1 Characteristics of I’m not OK, You’re not OK •
It is the black outlook.
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Fortunately not frequently encountered.
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If a person demonstrates this image for a long time, he is likely to show extreme apathy and will not be productive.
6.4.2 Behavioural Attributes of I’m not OK, You’re not OK •
A position of thorough hopelessness and despair.
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Can be indifferent to others.
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Critical of others.
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Can complain if necessary.
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Able to doubt others.
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Irritable, skeptical.
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Impatient with others’ mistakes.
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Often unfriendly.
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Bitter.
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Complaining.
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Cold and unfeeling.
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Frequently angry.
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Conclusion Transactional Analysis is a fascinating, useful and effective model for managing, developing and helping people in business and in life generally. Transactional Analysis is also a wonderful model for increasing self-awareness and advancing self-development. TA is now a well-established approach used widely in psychotherapy, counselling, education and organisational development and other areas. As well as providing a theory of personality, Transactional Analysis offers a range of models that can be used to explain communication and relationships. These models can help identify what goes wrong in communication and how to interact for a better outcome. The therapeutic applications of TA focus on providing opportunity for individuals to change repetitive patterns. These patterns, the result of early childhood decisions which in TA are referred to as ‘script’ limit an individual’s potential. TA focuses on how script manifests itself in day-to-day life and how we can move beyond it to improve the quality of our lives. Used with individuals, couples and groups, TA is effective with a wide range of therapeutic issues. Unique in the depth of its theory, this process allows for the individuality of both therapist and client. TA is also beneficial in settings such as organisational training and consultancy, parenting, education, personal development and coaching. Many TA concepts are simple to learn and apply, making them very accessible and effective.
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Bibliography and References Harris, T. A. (1973). I'm OK, you're OK. New York: Avon. Berne, E. (1964). Games people play; the psychology of human relationships. New York: Grove Press. Goldratt, E. M., & Cox, J. (1992). The goal: A process of ongoing improvement. Great Barrington, MA: North River Press. Covey, S. R. (2005). The 7 habits of highly effective people: Personal workbook. London: Simon & Schuster. Buelens, M. (2006). Organisational behaviour. London: McGraw-Hill. Bono, E. D. (1985). Six thinking hats. Boston: Little, Brown. Woollams, S., & Brown, M. (1978). Transactional analysis. Dexter, MI: Huron Valley Institute Press. Hargaden, H., & Sills, C. (2002). Transactional analysis: A relational perspective. Hove, East Sussex: Brunner-Routledge. Goldhaber, G. M., & Goldhaber, M. B. (1976). Transactional analysis: Principles and applications. Boston: Allyn and Bacon. Hay, J. (2000). Transactional analysis: Introductory course (TA101). Watford: Sherwood.
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