Transactional Analysis acquired the image of popular psychology in its time due to the desire of its founder Eric Berne to ensure that in theory in TA the client himself should understand the basics of this therapeutic approach well. Modern transactional analysis, as presented by Ian Stuart and Vann Joynes in their joint book Modern Transactional Analysis, differs from the understanding of TA by its founder. In their book, Stuart and Joines were able to consistently present information about what approaches and methods currently exist in TA, so that at the moment the book is used as a manual for teaching TA. According to the authors, it is possible to study transactional analysis from the book both in a group and individually, but for the full development of TA, one should still choose a group teaching method, and for practicing psychotherapy, one must pass the so-called 101 and 202 courses. Currently, there is the International Association for Transactional Analysis and the European Association of TA, within which a specialist can be trained and certified as a therapist in transactional analysis. Modern Transactional Analysis can now be used as a TA teaching aid. Stuart and Joynes provide many exercises to explore this method of psychotherapy in their own experience.

Three TA schools

It is worth noting the emergence of two branches in TA therapy. The first is New Solution Therapy, founded by the Goulding family. The main difference from the classical school in the “new solution therapy” created by the Gouldings is the attitude towards the peculiarities of accepting parental introjects or prescriptions. Berne wrote on this occasion that they are “sewn in” to the child by paternal figures without any decisions from the Child, while the Gouldings believed that the person makes decisions himself and is able to change them later.

Secondly, this is the school of Cathexis or the school of passivity, the founders of which were the Shif family. It arose as a result of work with the hebephrenic form of schizophrenia, and the method of work was called Reparenting (rebirth). The meaning of therapy was to work on the re-education of people with schizophrenia. Therapists built their work in such a way as to suppress the negative part of the destructive state of the Parent and form a new state.

A key concept in transactional analysis is always the concept of ego states.

Ian Stuart believes that today, to understand the essence of transactional analysis, it is necessary to study the theory of ego states, which became the basis of TA. Eric Berne was one of the students of Sigmund Freud, and his concept is often compared to classical psychoanalysis's concept of mental structures. The superego is compared to the Parent, the Id is the Child, and the ego is seen as analogous to the Adult ego state. However, the difference is expressed in several key aspects: for example, in the fact that if Freud spoke about some abstract structures, then Berne stated about specific patterns of behavior. If we take into account the state of Re (Child), then we can see the reactions of a person similar to his childhood behavior, with those patterns of behavior or emotional reactions that he showed in childhood. These patterns of behavior have been deposited in his memory, and now, when a person enters this state, his mental processes change, so that he begins to use the reactions that he was used to in childhood.

Ego state theory as part of popular psychology

Since the publication of the most popular book by E. Berne, transactional analysis has acquired the status of popular psychology in the eyes of the public, the reason for this was the desire of the author of transactional analysis to make it accessible to everyone. Hence the simplified terminology. However, since the foundation of the concept, transactional analysis has been commercialized and has become one of the branches of popularized psychology. In part, E. Bern achieved his goal, but, on the other hand, in transactional analysis, many began to pay attention only to the simple components of the model, not paying due attention to other elements of the concept, which have a much deeper basis. A simplified model of ego states became popular, where it was believed that Ego-Child meant being in emotional states, Ego-Adult meant being thinking, Ego-Parent meant evaluating. Ian Stuart, in his book Modern Transactional Analysis, expresses a critical position on the current situation, since such an approach devalues ​​transactional analysis in the eyes of other therapeutic schools.

Eric Berne identified three states in structural analysis, but for a better understanding it is necessary to consider functional analysis, which includes five states. Since the study of the structural state helps us to learn only about the content, and the functional analysis is used to find out, to understand how the states are used.

Functional analysis and its components:

• Controlling Parent
• Nurturing (Caring) Parent
• Adult
• Rebellious Child
• Adaptive Child
• Free Child

Every person had situations in childhood when, for example, you behaved the way adults expect you to, holding back natural emotional reactions. For example, you, as a child, did not like the neighbor's son, but your parents demanded that you be polite, and you were forced to comply, this is what is called an adaptive Child. Or, when the parents turned away, you could kick the sleeping cat, despite the prohibitions of the parents, and this behavior was called the rebellious Child, but in modern transactional analysis this ego state is not so common, and therefore many authors refer to it as an adaptive Child. Also, all sources mention the Free Child, this is the state when we act as we want, when there is no suppression of emotions, if we want, we cry, etc.

In addition, each of its states has its own negative and positive format. Ian Stuart gives an example of when we use the prescriptions given to us by our parents in adulthood. We use courtesy in communication, look around when we cross the road - these elements of behavior can be regarded as a positive influence of the Child's ego state, since we do all this automatically, without wasting energy. However, sometimes a person experiences emotional difficulties before performing on stage due to the fact that there is an injunction in his Adapted Child that he should not “stick out”, and now every time he is forced to perform, he is lost.

In general, when using the labels “negative” or “positive”, denoting functional ego states, the authors mean only their impact on the “here and now”, that is, how useful the learned behavior pattern is in the current situation.

From oversimplification to more complex designs

For a convenient understanding of the organization of human experience in transactional analysis, a second-order structural analysis model is used. The ego-state of the Parent as the experience learned from the parents is first of all divided into the structure of the second order, that is, P-3 B-3 and D-3. The essence of this approach is that when we receive parental instructions, we remember our real parents, and when they issue instructions, they could also be in different ego states. Ego P-3, i.e. the Parent in the Parent, means that in our experience it is recorded how mother or father issued a prescription, being themselves in the ego of the Parent, and passed on the experience received from their parents. This is how aspects of culture are formed and transmitted, this is how we learn the experience of many generations. Ego-state B-3 - Adult in Parent - these are the mental constructions that our parents used to describe reality. They could be wrong, but in the current situation it was a description of reality, based on existing knowledge. Parental figures and their behavior, assimilated by us into our Parent ego, could also be in the Child state (in this case P-3) in interaction with us, and could also transmit part of the instructions in this ego state, in this case the instructions were assimilated non-verbally , taking into account emotional states. If the mother “sulked” at the child when she wanted to get something from him, then this behavior model was recorded in his D-3. Or, for example, when the child was crying, and the mother was annoyed with him, due to some of her own reasons, being herself in the state of the Child, then the instruction “do not show emotions” could be learned on a non-verbal level.

As for the Adult Ego-State, it is not divided, since we, being in the Adult state at the moment, are in the “here and now” state and are aimed at resolving current problems and collecting information. Therefore, the Adult ego remains indivisible and is referred to in second-order structural analysis as B-2.

Just as in the Parent's ego-states, second-order structural analysis divides the Child's experience into three components. The ego of the Parent in the Child (R-1) is often called the Magical Parent in modern transactional analysis, because as children we also already have certain ego states, and while in the Parent state, the child often uses a magical description for the purpose of self-motivation. With such magical interpretations of information received from parents, children store knowledge. The Ego of the Parent in the Child is the fantasy of what will happen if they don't do what the parents say. The ego of the Child in the Child is like a nesting doll, when the therapist works with memories, he may encounter a six-year-old Child who has fallen into the ego of a Three-year-old Child, and so on. The ego of the Child in the Child is those desires and fears that were present when we were children, most often in preverbal age, which is why this ego state in modern transactional analysis is often called the somatic Child.

In transactional analysis, the real self and the executive self are also singled out. People can be in an emotional state of a Child, but at the same time be in a behavioral state of an Adult. When the power over behavior is in one state, then we talk about the executive self, if a person experiences a different ego state, then we can talk about the real self.

The use of second-order structural analysis has only the analytical meaning of studying a person's memories, but by observing people in their interaction with others, we can only talk about a functional ego state. If we look a little deeper and talk about structures, then we can find out about this only by analyzing in detail the memories of a person.

Analysis of ego states

In transactional analysis, four methods are used to understand and diagnose ego states, including the use of therapeutic interventions, but this is mainly behavioral diagnosis. The purpose of behavior analysis is to observe:

• Facial expression
• tone of voice
• Gestures
• body posture
• words

Using observation, it is possible to find out the state of a person with a greater probability. Behavioral diagnosis is used first and helps to determine the condition with greater accuracy. However, a transactional analyst can also use social diagnosis. If there is an interaction, then a person, observing how he himself reacts, in what state he is, can determine from what state they turned to him. If your appeal is reacted from the Free Child, then it can be assumed that you were in the Nurturing Parent, and vice versa, if your appeal was reacted from the state of the Adult, then most likely you were in the state of the Adult.

In the setting of a psychotherapeutic session, it is also possible to use a historical diagnosis. Historical diagnosis is the study of the actual current state and comparison with the experience of experiencing it in childhood.

The Concept of Psychopathology in Transactional Analysis

To assess the role of pathology in influencing the ego-state of a person, two concepts are used in transactional analysis: these are contamination (inclusion) and exclusion.

Bern, following Freud, introduced the concept of cathexis - energy. He believed that being in one ego state or another is provided by this energy and that cathexis can flow freely from one state to another. The freer the cathexis flows, the more flexible the personality becomes, and the more effective it becomes to adapt to changing events.

Each ego-state of a person has its own framework that limits their manifestations. However, a situation often occurs when the boundaries become less dense and one ego state is superimposed on another. Such layering is also provided by the overflow of cathexis. This intersection of ego states, or their layering, is called contamination in transactional analysis. There are three types of contamination: this is the layering of the Parent on the state of the Adult, the layering of the Child on the state of the Adult, and the mixing of these two ego states at once, layering on the state of the Adult - the so-called double contamination.

An example of Parental contamination can be the case cited by Stewart when Meige says: "You need to do what they say and not show your emotions to people." When Parental prescriptions are mixed with a real Adult ego state (such as "The world is terrible", "No one can be trusted") and at the same time a person believes that these statements are a reflection of reality, then he is in contamination.

If a person is in only two ego states, and the third is so compressed by boundaries that cathexis cannot penetrate the density of barriers, then in transactional analysis this is called an exception.

There can be only three types of exclusion in accordance with the number of ego states. When a person is incapable of being in the Child ego state, he also becomes incapable of enjoying life, the person turns off childhood memories and often looks cold. In the case of the exclusion of the Adult state, the person is always in the Parent-Child dialogue, and is unable to realistically assess the situation. Also, among the criminal elements, the exclusion of the Parent with his moral attitudes is often found.

In addition, there is an exclusion of two ego states at once, in this case a person is always in one ego state, then it is called constant, excluding.

Ego-states in interaction, analysis of transactions

Eric Berne described transactions as any interaction of people, in his book he asks the reader what people do after they say "Hello". Any interaction between two people that means that one person notices the presence is called a transaction. Berne called the unit of interaction a transaction.

In transactional analysis, three types of interaction are considered: these are intersecting transactions, parallel and hidden transactions.

First of all, it is important to consider parallel transactions. If in interaction a person produces a response from the ego state that was addressed, then communication continues and can last an infinite number of times - this is the first rule of communication. This is what is called a parallel transaction. For example, when a person addresses the Child of another from his Parent state, and the other responds with a Child-Parent transaction, then in this case we are dealing with a parallel transaction, or what Berne called a complementary transaction.

The second variant of communication is an intersecting transaction. If you made a transaction, but received a response from a completely different ego state, then this is called a crossing transaction, in which case the communication ends. This is one of the most common communication problems. For example, you turned from the Adult state to the Adult state of the interlocutor, but he answered from the Parent's ego, turning to your Child's ego, then the communication is interrupted.

Hidden Interactions

There is also such a type of interaction as hidden transactions. Eric Berne argued that in order to understand the essence of communication, it is necessary to pay attention to the psychological, hidden component of the transaction, and suggested that you imagine yourself as a Martian who has descended to earth and has no idea about the essence of human communication. Transactions often take place at two levels: the social, overt, and psychological, hidden levels. For example, the main stimulus can be directed at the open level from the state of Adult to the state of Adult, at the psychological level the transaction was different: Parent - Child, this transaction remained hidden, the same is observed in the response, this type is called a double hidden transaction. Stewart gives the example of a husband asking his wife "Where's my shirt?" - she answers “I put it in the closet”, at first glance, a B-B transaction, but if we consider a behavioral diagnosis, we will see a change in emotional states, both in the Parent and in the Child. In addition, another type of hidden transactions is noted - corner transactions. The essence of this type of interaction lies in the fact that on an open level, the initiator of interaction directs the transaction from B to B, but on the psychological level it is an Adult-Child transaction, thereby provoking a communication partner to respond from the Child's ego. In order to determine hidden transactions, it is necessary to observe the non-verbal signals of a person, since it is from there that hidden psychological messages come.

Stimulus hunger or craving for strokes

Claude Steiner in his book described stroking as an important form of stimulation of each other, without which human life is impossible. Previously, the transaction was described as a unit of interaction, and as a result of this interaction, people receive strokes.

Studies have shown that people have a so-called stimulus hunger. The presence of this hunger suggests that a person needs strokes. Since childhood, since birth, the child needs physical touch, hugging, stroking. The lack of such stroking leads to the fact that the child develops poorly. In studies of children who grew up in an orphanage, in comparison with children who grew up at home, it was revealed that children who receive more strokes and parental warmth become more successful, and children from an orphanage have a large number of psychological problems.

Growing up, we continue to need stimulus hunger, strokes, but now we are replacing physical strokes with social ones. Now we can receive strokes with any interaction, it tells us "I notice you."

Stroking can be divided into conditional and unconditional, positive and negative, verbal and non-verbal.

Problems with accepting strokes

Stewart in his book shows several problems associated with the issuance of strokes. One of the manifestations of stroking is when a person at the end of stroking betrays his depreciation. Such stroking is called false. Another type of problem associated with giving strokes is the so-called plastic strokes, where a person gives out excessive and insincere strokes.

There are also several types of problems associated with receiving and accepting strokes. There is a stroke filter. We skip only those strokes that are important and valuable to us. Stewart gives an example of his own response to a stroke, when he evaluates as a weak stroke of a person who has just flipped through his book, and as a highly valuable same stroke of a person who has read the book from cover to cover.

In turn, Claude Steiner points out 5 types of prohibitions most people have on strokes caused by parenting, the purpose of which is to create the impression that the number of strokes is limited, and it is forbidden to distribute them just like that:

• do not give strokes when they should be given
• don't ask for strokes when you need them
• don't take strokes when you need them
• don't turn down strokes when you don't need them
• don't stroke yourself.

In modern transactional analysis, not everyone agrees with Steiner's concept of the need to form a person's belief that it is possible to give and receive strokes in unlimited quantities.

Steiner believed that when we take a stroke, we store it in the so-called “Bank of strokes” and, when we need it, we can take it out and use it for self-stroking, however, strokes tend to deplete over time and therefore it is necessary to be able to constantly replenish the “bank” . The Makarovs also argue in their book that having a large “Bank of strokes” enables a person to become more successful and achieve greater goals in his life.

Structural hunger

One of the types of needs identified by Berne is the desire for structuring time, or structural hunger. When we start working in a group, there may be some emotional discomfort at first, or a feeling of anxiety due to the lack of a clear structuring of time in the group. Each person begins to structure their time in the group in their own way. In total, according to Berne, there are six types of time structuring. It is believed that the lower the list of time structuring, the higher the psychological risk, but the strokes become more powerful.

Withdrawal is a type of time structuring in which a person does not physically perform any actions, and it is impossible to diagnose his ego state. At the same time, he is in reflection on the situation in the group.

Rituals - every person is taught certain rituals during childhood, such as greeting, etc. Higher in stroking than grooming, but also higher in psychological risk.

Pastime - communication between group members takes place without touching the current situation in the group, but more often about something that is not here and now. For example, men can play a game where they discuss brands of cars, and women can play children.

Activities - in the group begin actions aimed at achieving a specific goal.

Games are a type of time structuring when transactions are used both at the social and psychological levels.

Intimacy - this pastime implies the ability to sincerely express feelings, while if problems only arise during games, then the expression of feelings during intimacy, for example, anger, leads to their resolution. In this understanding, intimacy implies the sincerity and authenticity of a person.

List of used literature:

1. Bern E. People who play games [electronic format] // URL: http://www.e-reading.club/book.php?book=87124 (Accessed 12/25/15)
2. Goulding R, Goulding M. [Goulding R., Goulding M.] Psychotherapy of a new solution. Theory and practice [electronic format] // transl. from English. Moscow: Klass, 1997. URL: http://www.koob.ru/goulding_mary/psihoterapiya_novogo_resheniya (accessed 12/25/15)
3. Makarov V.V., Makarova G.A. Transactional analysis - eastern version [electronic format] // M.: Academic project, OPPL 2002. URL: http://www.koob.ru/makarova_v/transactional_analysis (accessed 25.12.15)
4. Malkina-Pykh I.G. Handbook of practical psychologist // M.: Eksmo, 2009.
5. Malkina-Pykh I.G. Techniques of transactional analysis and psychosynthesis // [electronic format] [b.i.] [b.g.] URL: http://www.koob.ru/malkina/trans_analysis (accessed 25.12.15)
6. Stuart Ya. , JonesW. Modern transactional analysis”// transl. from English. [electronic format] ed. Lobachevsky V. SPb., 1996. URL: http://www.koob.ru/ian_stewart/sovremenniy_trans_analiz (accessed 12/25/15)
7. Steiner K. Scenarios of people's lives. School of Eric Bern // St. Petersburg: Peter 2003. URL: http://www.koob.ru/steiner_k/ (accessed 12/25/15)

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Since the time of Eric Berne (died 1970), transactional analysis has grown and changed dramatically. However, the basis remains the same - the ego-state model and the concept of a life script.

Personal change in modern TA is viewed from the point of view of the decision model. At the heart of all therapy in modern TA is the belief that these early decisions can be changed.

In modern TA therapy, the client and therapist are mutually responsible for achieving the goals of the contract. These goals are aimed at providing an exit from the script and achieving autonomy.

Relationships in modern TA therapy are based on the premise that all people are OK, while the client and therapist are treated as equals and on the same level. In TA therapy, the principle of open communication is observed, which is that the therapist and client speak plain language and use ordinary words. In addition, the client is encouraged to read TA books or take an introductory course. If the therapist makes any notes in the course of work, then they are always open to the client. Thanks to all these approaches, the latter is well aware of everything that is happening and takes an active part in the therapy process.

The main goal of therapy in modern TA is its orientation towards personality change. Understanding personality problems is not seen as an end goal. On the contrary, awareness of them is a tool for changing personality. Change, on the other hand, consists of making a decision to change, and then an active process to implement it.

Goals of change in modern TA. Autonomy.
Eric Berne believed that the ideal is autonomy. He did not define this concept, but noted that autonomy<характеризуется высвобождением или восстановлением трех человеческих качеств: осознания, спонтанности и интимности>.

Awareness is the ability to see, hear, feel, taste and smell things as sensory impressions, just as a newly born baby does. The conscious person does not explain or filter his feelings about the world so that they fit the definitions of the Parent. At the same time, he is in close contact with his bodily sensations and external stimuli.

As we grow, most of us are systematically taught how to silence awareness. We are taught a utilitarian attitude to various things, an assessment of our own behavior and the behavior of other people. For example, suppose I am attending a concert. While the musicians are playing, I can internally play this monologue:<Эта вещь написана, кажется, в 1856 году. Они играют слишком быстро. Хотел бы я знать, когда все это кончится? Сегодня нужно пораньше лечь спать, завтра так много работы…>. If I allow myself to become aware of what is happening, then I will turn off this inner voice, I will listen only to music and enjoy it.

Spontaneity is the ability to choose from all possible variety and range of feelings, thoughts and behaviors. Just as a conscious person feels the world, so does a spontaneous person react to it: directly and openly, perceiving separate parts of reality and not distorting it to please the Parental definitions.
Spontaneity suggests that a person is free to respond from any ego state. At the same time, he can think, feel and behave like an adult, using the Adult ego state. If desired, he can enter his Child and resurrect in himself those creative abilities, that intuition and intensity of feelings that he possessed in childhood. He may also react from the Parent, thereby reenacting the thoughts, feelings, and behaviors he has learned from his parents or parental figures. And regardless of the ego state he uses, the spontaneous person will be free to choose how to respond to a particular situation, and will not follow outdated Parental rules.

Intimacy. Intimacy is an open expression of feelings and desires between me and another person. At the same time, the expressed feelings are authentic or genuine. Thus intimacy excludes the possibility of racketeering and games. Being in intimacy, a person will shift into his Free Child, having previously made sure that his actions are safe due to the conclusion of a contract with an Adult and the implementation of the necessary protection by the Parent.

Freedom from the script. Although E. Berne never wrote about it directly, by autonomy he meant the same thing as freedom from the script. Most TA theorists share this view. Thus, we can offer the following definition: autonomy is behavior, thoughts and feelings that are a reaction to reality<здесь и теперь>rather than script beliefs.

You can ask:<А разве эго-состояние Взрослого — это не определенный набор поведений, мыслей и чувств при реакции на <здесь и теперь>? Does being autonomous then mean being in the Adult all the time?> The answer to this question is<нет>. We have already seen that a spontaneous person can sometimes, in responding to<здесь и теперь>be in the Child or Parent ego state. With autonomy, the choice of the ego-state of response occurs freely. When a person is in a script, on the contrary, he will move from one ego state to another in accordance with his limited childhood ideas about life and script beliefs.

Although autonomy does not mean being permanently in the Adult, it nevertheless involves processing all incoming information about the world with the help of the Adult ego state, as well as turning on the Adult awareness when choosing the ego state necessary to respond. Being autonomous is difficult at first, as autonomy offers many more choices than a script. Intimacy may also feel less comfortable and predictable at first than games or racketeering. With practice, autonomous ego-state selection becomes freer and easier. In time it can become so quick and natural that the Adult ego-state will include the characteristics of a positive Child and a positive Parent. Berne coined the term integrated Adult for this state.

Problem solving. An autonomous person solves problems, and is not in a state of passivity. In this case<решение проблем>includes not only thinking in order to solve a problem, but also involves effective action aimed at achieving the task.
Expressing authentic feelings also contributes to problem solving. Therefore, in modern TA, great importance is given to the development of emotional literacy, emotional intelligence.
When a person is busy solving problems, he adequately perceives and reacts to reality. Thus, he does not ignore reality or distort it, which means that he is free from the script.

Three TA schools. In modern TA, there are three schools, each of which has its own theoretical model and set of therapeutic techniques. Few TA therapists currently belong to any one of these three schools. In general, in order to pass examinations and receive professional accreditation, a therapist must demonstrate an understanding and mastery of the techniques of all three schools.

As an internationally certified TA therapist, I am proficient in the techniques of all three schools.

classical school so called because it most closely adheres to the approach that was developed in the early years of the TA by E. Berne and his colleagues. These therapists use a wide range of analytic models to enhance understanding of the Adult and at the same time arouse the interest of the Child. Basic classical school techniques: Drama triangle, egograms, stroke profile, selection and so on.

Thus, in the classical approach, the client's first step is to develop his ability to understand how he creates problems for himself. He then contracts to change his behavior to shed old script patterns and achieve autonomy. It is believed that when the client changes his behavior, he also begins to feel differently, although changing his feelings is not the main task of the classical school.

Particular attention in the classical school is given to group treatment, and the group process is considered as the main method. At the same time, it is assumed that during the interaction of the client with the members of the group, the problem with which the client came to therapy is played out, which, in turn, is associated with playing situations unresolved in childhood. The role of the therapist is to facilitate the development of the group process and then to introduce the group members to techniques that help them become aware of their games, rackets, and script patterns that they display while interacting with other group members and the therapist.

From the point of view of the classical school, one of the important tasks for the therapist is to give the client new Parent messages. Pat Crossman suggested<три пи>(three English words starting with the letter<пи>): the permission, protection and strength (power) that the therapist must provide in order to achieve an effective result.

By giving permission, the therapist is giving the client messages that actively contradict the script's commands or negative counter-commands. These messages can be conveyed verbally, for example:<Не работай так много!>. The therapist may also formulate other messages. If the client accepts the therapist's permission, then in the Child he must perceive the therapist as the Parent and as more powerful and possessing more power (power) than the real parent, from whom the negative messages originally come from. The client must also see that the therapist is able to provide protection against any damaging consequences that he fears may come from disobeying the parent's negative commands.

School of re-decision making. Bob and Mary Goulding have come up with a new therapeutic method that combines TA theory and Gestalt therapy techniques. The Gouldings note that early decisions are made more by feeling than by thinking. Therefore, in order to exit the script, the person must re-contract with the Child's feelings at the time of the early decision, express those feelings, and change the old decision into a new one. This can be achieved through fantasy or dream work, or through early script work in which the client recalls and relives an early traumatic event.

Re-decision therapists are more likely than other TA practitioners to emphasize personal responsibility. In this regard, the therapeutic contract is seen not as a two-way agreement between client and therapist, but as a commitment by the client to himself. The therapist acts as an observer and<дает клиенту разрешения>. The client himself<разрешает>feel and behave differently. Similarly, strength is seen as a quality already present in the client, rather than as a condition provided by the therapist.

Therapists in this school often work with groups but do not focus on the group process. The therapy in this case takes place one on one, and the rest of the group is a witness and gives positive strokes that enhance the process of change.

While expressing feelings is paramount, therapists in this school also believe that the client needs to understand what is going on. The work on the feelings is immediately followed by the analysis of the Adult. It is also important for the client to conclude a contract to change their behavior and strengthen their new solutions.

School of Cathexis. The Cathexis School (CATHEXIS - the psychic energy postulated by Berne to explain shifts from one ego state to another) - and its founders, the Schiffs, made important contributions to TA theory. Early on, the Schiffs created their Cathexis Institute as a center for the treatment of the mentally ill, using a method they called parenting or re-education. Its essence lies in the fact that madness is the result of the destructive and inconsistent messages of the Parent. The client is invited to return to their infancy, while suppressing the ego state<сумасшедшего Родителя>depriving him of all his energy. Then he is given a chance to change his upbringing, in which case the therapist acts as a positive and consistent Parent. Fortunately, this time the process of upbringing and growth proceeds much faster than in life. However, re-education means that fully matured<младенец>will for some time depend to a large extent on its new<матери>and<отца>. Thus, with such an approach, the therapist must ensure the safety of treatment and organize psychiatric support. At the beginning of the Cathexis School, the Schiffs officially adopted their<детей>, some of whom are well-known theorists, therapists and teachers in contemporary TA.

The Schiff method has also proved to be effective in therapy with mentally healthy clients. When studying with them, special attention is paid to constant work with distortions and ignorances. Instead of being passive, people are encouraged to think and act to solve their problems. Intensive care in reeducation is not suitable for working with healthy clients, however, the therapist of this school may enter into a contract with his client for<воспитание>. In this case, he indicates in the contract that the client can always meet with him and he will act as<замещающего родителя>by providing the client with new positive definitions instead of limiting messages that may come from real parents.

When Schiff therapy is carried out in a group, the group must be a reactive (responsive) environment. This means that all its members, including the therapist, are responsive to each other's actions. If you do something that I don't like, then I have to tell you directly about it. If someone in the group is acting passively or ignoring something, the rest should fight against it and call for an active solution to the problem. In this case, the struggle does not mean the Persecution, but includes a direct demand on the other person, based on the position of I+Thou+. The person who enters the fight genuinely cares about himself and his partner. To better understand this process, Shaa Schiff uses the phrase<заботливая конфронтация>.

Outside three schools. Some of the important achievements of modern TA come from outside the three schools. Examples are Erskine and Saltzman's Racket System and Keiler's mini-scenario concept. Each of these theoretical models has its own well-defined therapeutic approach.

One of the important positive features of modern TA therapy is its ability to incorporate ideas and techniques from other therapies that have proven to rival the theoretical foundations of TA. As a result, the modern TA therapist has a large and flexible set of different techniques that can be used depending on the needs of the client. Most TA practitioners have also received training in other areas and have brought their experience to TA therapy. We mentioned this when talking about the TA-Gestalt combination. TA therapists also use concepts and techniques drawn from psychoanalysis, bioenergetics, neuro-linguistic programming, systems theory, and many other fields depending on the background and interests of the therapist. However, the ego state model and life script theory are always at the heart of the organizational principles that guide TA in the use of these various techniques and methodologies.

Sincerely, Irina Letova.

Information from a lawyer. On the basis of the Federal Law of the Russian Federation "On Copyright and Related Rights" (as amended by the Federal Laws of July 19, 1995 N 110-FZ, of July 20, 2004 N 72-FZ), copying, saving on a hard drive or other way of saving works posted in this section, in archived form, is strictly prohibited.

These texts are presented for informational purposes only. By copying and saving texts, you assume all responsibility in accordance with the current legislation of the Russian Federation.

If you use the ideas or materials of Irina Letova's articles, you must indicate the source of the information - the website www.site

Ian Stewart, Van Joines

"MODERN TRANSACTIONAL ANALYSIS"

WRITING THE SCENARIO OF OUR LIFE

scenario process

So far, in Part IV of the book, we have analyzed the content of the life script, and in this and the next chapter we will look at the script process, how we live it in time.

An analysis of the life script has revealed one interesting fact, which is that there seem to be only six basic patterns of the script process. Whether I am Chinese, African, or American, I will live my script according to one or more of these six patterns, which also apply to any age, gender, education, or upbringing. For the first time, six types of scenario implementation were developed by Berne. After that, some changes were made to its classification by several TA theorists, in particular Taibi Kaler.

Six scenario processes. There are six known scenario process patterns: Not yet; After; Never; Always; Almost; Open end. Each of these patterns has its own theme, describing the particular way in which a person lives their script. Berne illustrated each theme with an ancient Greek myth.

The "not yet" scenario. If I live my script according to this pattern, the slogan of my life is: "I can't be happy until I'm done with the job." There are numerous variations of this scenario, but each contains the idea that something good won't happen until something less good ends. For example: “I must fully understand myself before I can change”; "Life begins after forty"; “When I retire, I can travel”; "In another life, I will be rewarded according to merit."

Like all themes, the Not Yet pattern is experienced for both short and long periods of time. For example, Jonathan says:

“When the kids grow up and leave the house, I will have time to rest and do what I want.” While waiting for the realization of his "Not yet", he lives the same pattern day after day for short periods of time. He can say to his wife: "I'll come and have a drink with you, wait until I wash the dishes." The "not yet" pattern even shows up in Jonathan's phrase structure, in which he often uses introductory sentences. For example: "I told my wife - keep in mind, I said the same thing only yesterday to my daughter - we need to do something with the house." He interrupts himself to add another thought that has come to mind. By constructing sentences in this way, Jonathan reaffirms his adherence to the "Not yet" pattern: "Before I can rest, I must have time to do everything."

In ancient Greek mythology, Hercules had the script "Until"

To become a demigod, he had to perform a number of difficult tasks, one of which was to clear the dung of the Augean stables.

Scenario After. The "After" pattern represents the reverse side of the process in the "Until" scenario. The person who executes the "After" scenario follows the mottos: "I can enjoy today, but tomorrow I will have to pay for it"; “Great party! But tomorrow I will have a headache”; “After marriage (marriage), life consists of only obligations”; “The day starts early for me, but by the evening I get tired.” The person following the "After" scenario will often use the sentence structure of the first and third examples.

The "After" scenario can be illustrated by the myth of Damocles, the Greek king, who was feasting all the time, with a sword hanging over his head by a horsehair. One day he looked up, saw a sword, and since then he has not found peace, living in constant fear that the sword might fall. Like Damocles, the person with the After script believes that he can have fun today, but tomorrow there will be retribution.

Scenario Never. The theme of this scenario is: "I never get what I most want."

For example, Andrew claims that he would like to have a close relationship with some woman, but he never went to a place where he could meet unfamiliar women. He often thought about going to graduate school, but he hadn't done anything about it yet.

Andrew's "Never" scenario is like Tantalus, destined to be thirsty and hungry forever. Standing in a pool, around the edges of which are dishes and a jug of water, he cannot reach them.

Tantalus does not realize that he only needs to step aside. A person who has a “Never” scenario also does not understand: in order to achieve your goal, you just need to take the first step towards the goal. However, he never does it.

No characteristic sentence pattern was found for this type of scenario. However, people with the "Never" script often repeat themselves, day after day, talking about their difficulties.

Scenario Always. A person with an "Always" script wonders, "Why does this always happen to me?" This scenario corresponds to the ancient Greek myth of Arachne, a skilled embroiderer. She foolishly entered into an argument with the goddess Minerva, challenging her to an embroidery contest. The angry goddess turned her into a spider doomed to weave its web forever.

Let's say Martha follows the "Always" pattern. She married three times and divorced twice. The first time she married a quiet, calm and not very sociable man, whom she left after telling her friends that she wanted to live with a more energetic man. However, to the surprise of her friends, she soon announced her engagement to another man, an exact copy of her first husband. Their marriage also did not last long. Martha's third husband is a quiet, calm person, and she is already starting to complain about him to her friends. People with the "Always" pattern can play out this scenario like Martha, exchanging one unsatisfactory relationship, job, place of residence for similar ones.

One scenario is to maintain the initial unsatisfactory position instead of achieving a better one. A person with an "Always" script might say, "I'm not doing well with this therapist, but I think we'll work, and I hope something works out." Martha often uses one sentence pattern that is typical of the "Always" scenario. She starts talking about one thing, then interrupts the phrase and talks about another, and so her thought endlessly jumps from one subject to another:

“I came to you in order to ... oh yes, on the way to you I met a friend who ... - yes, by the way, I have some money with me and ... ".

Scenario "Almost". Sisyphus angered the Greek gods. He was forever doomed to roll a huge stone up the mountain. When he almost reached the top of the mountain, the stone slipped out of his hands and rolled back to the foot. Like Sisyphus, the person with the "Almost" scenario says, "This time I almost got it."

Fred borrows a book from his friend. Giving it back, he says; Thanks for the book. I have read it all except the last chapter. When Fred washes the car, he does it almost to the end, leaving the wheels dirty. By living his script for a long time, Fred almost got a promotion. Although he approached the chief's chair, he did not become it. Every time an opportunity is given to take the boss's seat, Fred fails to show himself during the interview.

Berne called this type of script "Over and Over Again". However, subsequent writers have found that all patterns are relived over and over again, and so the name "Almost" has been adopted.

Taibi Keiler put forward the idea that there are two types of "Almost" pattern. He calls the pattern described by us above "Almost - 1 type". "Almost-type 2" is typical for people who reach the top of the mountain, but instead of leaving the stone and resting, such people do not notice that they are at the top. They immediately look for a higher mountain and immediately begin to push their stone up onto it. This is repeated endlessly.

A person with the Almost Type 2 pattern will achieve significant success. Janet, for example, did well in school and went straight to college. Even before the successful graduation from the university, she had already decided to continue her studies in graduate school. Now she works hard to become a member of one scientific society. Despite the envy of her colleagues, Janet does not at all believe that she has achieved anything. After becoming a member of the society, she tells her friends about her intention to become a professor. This will require even more work, so Janet does not have any time to communicate with friends.

There are several types of sentences that indicate that they belong to the "Almost" scenario. A person can start a sentence, then move on to another topic of conversation and end it, for example: "Today I would like to tell you about ... by the way, I have some material that I want to distribute to you now."

In addition, a person with an "Almost" script might make several positive statements followed by one negative statement, such as "The trees are beautiful in autumn, aren't they?

And the sun is so bright. However, the air is cold.

Open Ended Script (Open Script). This pattern resembles the Until and After scenarios in that it has a dividing point after which everything changes. To a person with an open script, time after this point seems empty, as if part of the theatrical script had been lost.

Alfred, after 40 years of service, recently retired. He spends time at home among his awards and marble watches, while he wants to have a good rest. But instead of enjoying the rest, for some reason he feels restless. What should he do?

How to fill your time? Anna says goodbye to the youngest of four children when he, having become an adult, leaves the house, while she breathes a sigh of relief. After many years, it will not be necessary to take care of the house and take care of the children! However, after a few days, Anna feels lost. Without the household chores associated with the children, she feels confused and does not know what to do next.

An open script can be lived for a short or long time. Some people generally set themselves only short-term tactical goals. Therefore, having reached them, they rush about, not knowing what to do until the next goal appears.

Then they again set themselves the tactical task of achieving something, and the whole process is repeated anew. The motto of the open script is: "After reaching the next goal, I do not know what to do next."

This pattern is reminiscent of the myth of Philemon and Baukis, an elderly married couple who earned the favor of the gods by giving them shelter as weary travelers in their home, while others denied them shelter. As a reward for their kindness, the gods extended their lives by turning them into trees growing side by side with intertwining branches.

A combination of scene themes. Each person exhibits all six patterns of the scripting process, but for many of us, one of them is dominant. Jonathan basically developed the 'Not Yet' script, Martha lives the 'Always' script and so on.

Some combine two patterns in their behavior. Usually one of them is the main, the second is the subordinate. For example, people with the "Almost Type 2" scenario may exhibit the "Not yet" pattern, which is true in the Janet example. Her motto is:

“I can't rest until I reach the top. But I will never reach it, because there is always another peak somewhere. That's why I can never rest." The person who combines the "Not Yet" and "Never" scenarios is following the belief, "I can't have fun until I've finished my work. But I'll never finish it, so I'll never be able to have fun." Other common combinations are After and Almost Type 1 scenarios, as well as Always and Never. Try to develop typical mottos for these combinations yourself.

The origin of the scripting process. Why are there only six themes in the scripting process? Why are they applicable to everyone? No one can give exact answers to these questions. Finding solutions to these problems is a promising area of ​​research in TA. In general, we have an idea of ​​how the scripting process is transmitted from parents to children. It appears to be part of a counterscript, passed down mainly by copying the parents.

Breaking the patterns of the scenario process. If you were dissatisfied with your scripting process, then you can get out of it. In TA, this goal is achieved most easily. It is necessary to start by identifying your script patterns, becoming aware of them, and then, exercising control of the Adult over your behavior, destroy these patterns.

If your main pattern is the "Not Yet" scenario, break it down with joy and enjoyment before the job is done. For a person with an "After" script, the way out of the scripting process is to live and enjoy today, having previously decided that he will also enjoy tomorrow. For example, if you're at a party, drink to your heart's content, but not too much so that you don't have a headache the next day. To break the Never pattern, decide what you really want. Make a list of five things you can do to fulfill your desire, and then do one of those things every day. If you're living the "Always" theme, realize that you don't have to keep repeating the same mistakes. If you want, you can quit a job that doesn't satisfy you, change a bad relationship, or find a new place to live. You can get out of the Almost Type 1 pattern by making sure you get things done. If you're cleaning a room, don't leave it untidy; if you're reading a book, read all the chapters.

To break the Almost Type 2 pattern, do something enjoyable and celebrate any success you achieve. Make a list of your goals and cross them off when you reach them. Do not strive for the next goal without achieving the previous one.

If you believe you have been given an open-ended script, be aware that your parents unknowingly gave you a gift. Since the final pages of your original script have been lost, you are free to write your desired ending.

Every time you act against your script pattern, you loosen it up for the future, making it easier for you to get out of your old script theme later on.

The pattern of your scripting process. Review the above descriptions of the different types of scenario process. Choose the pattern or patterns that suit you best. Will you feel comfortable if you act according to this pattern or patterns? If not, then develop five behaviors that go against your scripting process. Start their implementation immediately, doing one point a day.

Work until you are satisfied with the changes that have taken place.

Ian Stewart, Van Joynes Modern Transactional Analysis. Socio-psychological center. St. Petersburg 1996

The first monograph on transactional analysis, which became a classic text and the main source in this direction. The book contains the entire coherent theory of E. Berne, and not only its main blocks, deployed in subsequent publications - the analysis of games and scenarios - but also aspects that the author does not describe in his other books. Designed for psychologists and psychotherapists.

Eric Berne. Introduction to Psychiatry and Psychoanalysis for the Uninitiated
The book of the famous American psychiatrist, published for the first time in Russian, is a kind of encyclopedia of psychology and psychiatry, which tells about the organization of the psyche, life goals and ways to achieve them, the problems of the influence of mental factors on bodily health, the causes of nervous breakdowns, drug addiction and mental illness, family relationships and the formation of child's personality.

EricBerne . Games People Play
Before you is one of the fundamental cult books on the psychology of human relationships.
The system developed by Bern is designed to save a person from the influence of life scenarios that program his behavior, teach him to "play" less in relations with himself and others, gain true freedom and encourage personal growth. In this book, the reader will find many useful tips that will help to understand the nature of human communication, the motives of one's own and others' actions, and the causes of conflicts. According to the author, the fate of each of us is largely determined in early childhood, but in adulthood it may well be realized and controlled by a person if he wants to. It was with the publication of this international bestseller that a “psychological boom” began in our country, when millions of people suddenly realized that psychology can be incredibly interesting.

Eric Bern. People who play games
From the sensational work of Eric Berne, millions of people first learned that they play games, and often by no means by the rules, and it is the wrong choice of behavior script that dooms them to chronic failure. The bestsellers of the famous American psychiatrist completely turned our view of "human problems" and offered a completely new approach that allows us to maintain mental health.

Eric Bern. Group treatment
“Many people naively believe that somewhere there is Santa Claus, who, with the help of magic, will save them from life-disfiguring complexes, harmful inclinations, and psychological trauma. But the years go by, Santa Claus is still gone, and the desperate turn to a psychotherapist ... "

These reflections of the author introduce the problems of the book, which occupies a special place in the scientific and creative heritage of the famous American psychologist and psychiatrist Eric Berne. Even against the impressive backdrop of his classic works such as Know Thyself, Healing the Soul and many others, Group Healing stands out as a kind of encyclopedia of psychotherapy, which has absorbed all the many years of experience of a doctor and scientist.

Ian Stewart, Vann Joines. Modern transactional analysis
This book for the first time in Russian gives a complete picture of the theory and practice of modern transactional analysis.
The material built on specific exercises will be of interest both to specialists in the fields of psychology, medicine, psychotherapy and sociology, and to a wide range of readers.

Harris T.A. I'm ok, you're ok
This book is the result of a search for an answer for those people who need hard facts to understand how consciousness works, why we do things the way we do, and how to stop doing things if we want to. The answer lies in one of the brightest trends in psychology - transactional analysis. He gave a new answer to those who are oriented towards change rather than establishing order, people who want to transform, to transform themselves. It is realistic because it confronts the patient with the fact that he is responsible for everything that happens in the future, regardless of what happened in the past...

Mary Goulding, Robert Goulding. New Solution Psychotherapy
The book of well-known American psychotherapists in a lively and fascinating way describes an original method that allows you to quickly and painlessly change what poisons our lives and interferes with effective work or full-fledged communication.
Many examples from the author's psychotherapeutic practice will convince you that it is never too late to reconsider your life and make a different decision.

Muriel James, Dorothy Jongward. Born to win
The roles that we choose or the roles that someone chooses for us ... The right and freedom of choice given to us from birth - what should we do with them: give them to the environment, near and far, or, finally, use ourselves? Everyone decides for himself who he prefers to be - the Winner or the Defeated. So read on and choose...

Rainer Schmidt. The art of communication
An excellent monograph on business communication and the application of transactional analysis in production activities.

Materials found in the public domain on the Internet.
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In psychological counseling, transactional analysis (the terms “transactional analysis”, “transactional analysis”, TA are often used) is referred to as an existential (or “existential-humanistic”) direction.

Eric Bern

Eric Lennard Bern (1910-1970) was born in Montreal, Canada (his real name was Eric Lennard Bernstein). He received his MD from McGill University in 1935 and did a residency in psychiatry at Yale University from 1936 to 1941. After two years as a clinical assistant in psychiatry at Mount Zion Hospital in New York, he entered the military. Like many other psychiatrists and psychologists who worked with the military, Berne discovered group therapy and began to develop his own approach. After leaving the service in 1946, he settled in Carmel, California, and returned to the study of psychoanalysis with Eric Erickson at the San Francisco Psychoanalytic Institute. Berne first took up psychoanalysis in 1941 at the New York Psychoanalytic Institute, his analyst was Paul Federn. Eugene Kahn and Wilder Penfield were also his teachers. By Bern's own admission, he was strongly influenced by Nathan Ackerman, Martin Grotjan and Benjamin Weininger.

In the early 1950s Berne's ideas were already far from psychoanalysis, and in 1956 he was denied admission to the San Francisco Psychoanalytic Institute. His ideas about transactional analysis, which were developed and put into practice during this period, were first published in an address to the meeting of the Western Chapter of the American Group Psychotherapy Association in 1957. Under the title "Transactional Analysis: A New and Effective Method of Group Treatment", the article was published in magazine American Journal of Psychotherapy in 1958. In the 1957 issue of the same journal, the article "I-states in psychotherapy" was published.

Berne's first book "Mind in Action" ( The Mind in Action, 1947) was republished under the title Layman's Guide to Psychiatry and Psychoanalysis(1968). Following the book "Transactional Analysis in Psychotherapy" ( Transactional Analysis in Psychotherapy, 1961) came out "The Structure and Dynamics of Organizations and Groups" ( Structure and Dynamics of Organizations and Groups,1963b) and Principles of Group Treatment ( Principles of Group Treatment, 1966). However, his book "Games People Play: The Psychology of Human Relations" ( Games People Play: The Psychology of Human Relationships, 1964) became a bestseller in a short time, and to Berne's own surprise, and contributed to the popularity of transactional analysis. By the time of Berne's death, two manuscripts were ready for publication: "Sex in Human Love" ( Sex in Human Loving, 1970) and "What do you say after you say hello?" ( What Do You Say After You Say Hello?,1972). Selected writings by Berne were prepared and published by Claude Steiner and Carmen Kerr under the title Beyond Games and Scripts (Claude Steiner & Carmen Kerr, Beyond Games and Scripts,1976).

In addition to private practice, Berne held a number of other duties, including as a consultant in psychiatry to the Chief Medical Officer of the US Army; a psychiatrist at the San Francisco Veterans Administration Mental Hygiene Clinic; lecturer in group therapy at the Langley Potter Neuropsychiatric Institute; visiting group therapy instructor at Stanford Palo Alto Psychiatric Hospital; visiting psychiatrist at Mount Zion Hospital.

In 1962, Berne established a bulletin Transactional Analysis Bulletin and became its editor, later in 1971 this publication grew into a magazine , which began to come out under the auspices of the International Transactional Analysis Association (International Transactional Analysis Association, ITAA).The association was established in 1964 on the basis of the San Francisco Social Psychiatry Seminars, which Bern had been conducting since 1958. Subsequently, these seminars became the department ITAA entitled San Francisco Transactional Analysis Seminar(see James, 1977).

Recently a book has been published on Berne's life, his contributions to theory and practice, and his influence on the development of psychotherapy (Ian Stewart, 1992).

Formation and development

As noted, Berne received training in psychoanalysis. He seems to be dissatisfied with the passivity and long duration of psychoanalytic treatment: he writes of his "ten years of passive, interpretation-based 'psychoanalytic group therapy' followed by two years of existential group therapy" and then for eight years "active transactional group treatment" (1963b, p. 73). However, he did not reject psychoanalysis, feeling that "in many cases the most appropriate treatment is formal traditional psychoanalysis" or modified psychoanalytic psychotherapy; however, such intervention does not fit the group situation (Berne, 1966). Transactional analysis, as a broad general approach, can serve as a preparation for psychoanalysis or other specific approaches.

Berne's ideas were formulated and tested at a seminar in Carmel ( the Carmel Seminar) in the early 1950s. Berne reports that he began to use these ideas "with some regularity" in the autumn of 1954, and by 1956 "the need for transactional and play analysis and their principles was in full force, the need arose for a more systematic, continuous therapeutic program" (1961 , p. 244).

Most of Bern's writings, as well as his work experience, are directly related to group therapy, or, as he preferred to say, group treatment. This was the main reason why Berne's transactional analysis was not included in the first edition of this book. Oversimplification for publicity purposes was an additional reason for its absence from the second edition. Transactional Analysis is presented in this edition in accordance with Berne's original writings, written for serious study. Berne also worked with individual clients, so his main book, published in 1961 with the subtitle "Systematic Individual and Social Psychiatry" ( Systematic Individual and Social Psychiatry), dedicated to individual and group therapy. Individual therapy can be useful in preparing a person for group treatment, in parallel with it or after it.

Although Berne's book, The Games People Play, sold huge copies, Thomas Harris (1969), a mainstream psychiatrist, contributed to the transactional analysis literature by publishing his own book, I'm OK - You're About. "kay" ( I "m OK - You" re OK). Two years later, another attempt was made to popularize transactional analysis by Mariel James and Dorothy Jongevord - "Born to Win: Transactional Analysis with Gestalt Experiments" ( Born to Win: Transactional Analysis with Gestalt Experiments, Muriel James & Dorothy Jongeward, 1971).

Philosophy and concepts

"The transactional theory of personality is at the same time a theory of life." Each person is born "with the ability to develop their potential for the benefit of themselves and society, to work productively, creatively and enjoy life, to be free from psychological problems" (Berne, 1966, p. 259). However, starting from the very first days of life, the child may face difficulties. These difficulties and subsequent obstacles can prevent the fullest realization of the individual's potential.

personal development

The human body is distinguished by the need for various forms of contact with other people and receiving reactions from them in the process of interaction. This need is called stimulus hunger.The first form of manifestation of this need in a small child is tactile hunger that is, the need for physical intimacy. Lack of adequate physical contact increases susceptibility to disease and even leads to death; a state like hospitalism, was first identified by Rene Spitz (1945) in children living in orphanages.

The need for close physical contact persists throughout life, so the individual constantly strives for physical closeness with other people. At the same time, quite early on, people learn a simple truth: you can’t get everything you want, so the search for compromises begins, the adoption of other forms of contact. Tactile hunger transforms into hunger for recognition(recognition hunger), that is, a simple confirmation of one's existence by other people, a "verbal touch". The facts of such recognition are called strokes by analogy with the physical strokes of children as a manifestation of affection. Stroking is the basic unit of social interaction; the exchange of strokes is transaction.

The third form of stimulus hunger is structural hunger,or the need to organize and fill time to avoid boredom. "The question is, what's next? In everyday terms, what can people do after exchanging greetings?" (Berne, 1964, p. 16). Or, in the language of one of Bern's books, "What do you say after you say hello?" (Berne, 1972), "The eternal problem of man is the structuring of waking hours. In an existential sense, the function of all social life is to enlist mutual support in the implementation of this project" (Berne, 1964, p. 16). (The ways in which people fill time will be discussed below in the section on social interaction.) hunger for arousal is the desire or preference to structure time in interesting and exciting ways. Structural hunger is leadership hunger.Leaders organize activities and programs through which people can fill and structure their time.

Personality structure

The personality structure consists of three parts. The three states of "I" represent Parent, Adult and Child. (Capital letters are used to denote a self-state as opposed to real people.) "The term 'self-state' is intended to refer to states of mind and their corresponding patterns of behavior as they occur in nature" (Berne, 1961, p. 30). Each individual includes all three I-states, which manifests itself in different, often contradictory, sets of behavioral stereotypes. These sets of behaviors are referred to as Parent, Adult and Child.

I am the state of the Parent. I-state of the Parent originates from exteropsyche, involving activities for identification. All adults had real parents (or those who replaced them) who influenced their behavior through exteropsychic functioning. Such behaviors are referred to as "Parental Behavior", indicating that individuals are in a state of mind that was inherent in one of the parents in the past, responding to external stimuli in a similar way, for example, with the same posture, gesture, utterances, feelings, etc. To put it in the language of transactional analysis, "everyone carries his parents within him."

Berne's Parent is not like Freud's Superego, although the Superego represents one aspect of the Parent, the parental influence. Parental influence is not an abstract concept; it is the result of direct, real transactions with parents. Parental influence consists not only in prohibitions, but also in permissions, encouragement, guardianship and commands. Parental influence leads to the fact that individuals react to the surrounding reality in the way that their parents would like; thus, the reactions of the Parent correspond to the actual reactions of the parents. The main function of Parent is the same as the real parent of children. In addition, the Parent does many things automatically, freeing the Adult from making unimportant decisions.

I am the adult state."Every person with sufficient brain function is potentially capable of adequate reality testing" (Berne, 1961, p. 35). I-state of the Adult reflects neopsychic functioning. The Adult Self-State focuses on processing data and evaluating probabilities. Figuratively speaking, "There is an Adult in every person." An adult is necessary for survival in this world. In addition, this state regulates the activities of the Parent and the Child, serves as an intermediary between them.

I am the state of the Child. Every Adult was once a child, the echoes of childhood appear in later life as the Child Self-state, archeopsychic I am a state The child is under the inhibitory, permissive or provoking influence of the Parent. He is separate from the Parent, is an independent person, does not combine with the Parent, but does not necessarily oppose him. Figuratively speaking, "in each of us lives a little boy or a little girl."

The child does not correspond to the Freudian id, but is influenced by it. In particular, the Child is well organized in contrast to the chaotic state of the Freudian Id. The behavior of the Child is not immature Childishness, but rather Childishness.A child has three forms of manifestation: natural The child has charm and intuition, spontaneity and creativity; behavior adapted The child is modified or inhibited by Parental influence; rebellious The child resists parental control.

These three I-states can be depicted as three non-overlapping, but contiguous circles arranged vertically, which reflects their difference from each other and the usual incompatibility. The parent is at the top, its function is ethical guidance; The adult interacts with reality; The child is a receptacle and sometimes a riot of archaic tendencies. These three hypostases form the moral hierarchy. The Parent is its weakest link, and the Child is its strongest. This relationship is clearly visible in alcoholism: the Parent is the first to switch off, soon the reins of power pass to the Child, who holds them for a long time and leaves last. The same sequence is observed during falling asleep: the Parent goes into a drowsy state, while the Child manifests itself in dreams. However, these are not the topographical parts of the individual, as the Superego, Id and Ego are often perceived, nor are they concepts like Freudian terms; they are simpler, more economical, "empirical and behavioral realities" (Berne, 1966, p. 216).

Parent, Adult and Child have equal rights, each of these manifestations has its place in normal life. The need for analysis and restructuring arises only when a healthy balance is disturbed.

Personality functions

The three personality systems mentioned above respond differently to stimuli. The parent (exteropsyche) attempts to reinforce external ("borrowed") standards. An adult (neopsyche) is engaged in the processing and storage of information received from stimuli. The child (archeopsyche) reacts more impulsively to weakly differentiated stimuli. Each of them perceives stimuli differently and reacts in accordance with their perception. These three systems interact with each other, with Parent and Child reproducing the relationship of the individual with the parents.

Psychic energy, or cathexis,flows from one I-state to another; the currently activated state has executive branch in other words, it determines the behavior of the individual. The active state is said to feed unbound energy; inactive state powered bound energy.There is also free cathexis, passing from one I-state to another; the sense of the Self is in a state charged with free cathexis. The executive, or active, state, as a rule, is characterized by unbound cathexis in combination with free.

Each I-state has boundaries separating it from the other two, which reflects their representation in the form of non-overlapping circles. Changes in I-states depend on the permeability of their boundaries, on the cathectic characteristics of each state, as well as on the forces acting on each of them. Therapy must take into account all these factors when inducing changes in self-states.

Four life positions

The child is faced, as noted above, with the need to come to a compromise in meeting their needs, or stimulus hunger. In the period from 4 to 7 years, the child finds compromises that affect his subsequent relationships. The child makes specific decisions - very specific decisions that can be fixed in time and space - and then, based on these decisions, takes a position in relation to himself and others, defending this position from external threats and doubts. Life position is the main determinant of the life scenario (see below). (In fact, position and scenario appear to stem from the same early experiences, not from each other at all.)

The four positions are based on two opposites: "I-others" and "okay-not oky". As a result, the following options are possible:

1. I'm ok; you're ok.

2. I'm OK; you're not OK.

3. I'm not OK; you are OK.

4. I'm not okay; you're not okay.

"I" can be extended to the group - "we". "You" can refer to "they" or to specific groups such as men or women. "OK" can mean any specific good, "not OK" can mean any specific evil.

The first position in life is a good, or healthy, successful position ( Healthy success). The second is the position of arrogance inherent in reformers, for example, missionaries, district attorneys, other "virtues". Allegorically, such a position is called "getting rid of people." In less healthy individuals, it can lead to paranoid states and homicide. The third position, depressive, also leads to self-isolation of the individual from others, in particular by entering closed institutions or committing suicide. Figuratively speaking, this is a "departure from humanity." The fourth position is barren and schizoid. It inevitably leads to causticity or aesthetic suicide. According to Berne, such suicides are the result of a lack of strokes in childhood, leading to depression and despair. It can also be called "knocking yourself down" ( knocking yourself off), and the reasoning of such patients is called "coupons" ( trading stamps) [Stamps that are attached to the product and can be exchanged for the product. - Note. transl.](see below).

social interaction

Social interaction provides an opportunity to satisfy structural hunger, or structuring time, as well as to satisfy stimulus hunger, or receive recognition, strokes from others. The unit of social interaction is the transaction. It includes transactional stimulus from the person who initiates the transaction, in any way affecting another person, and transactional reactions.Transactions are analyzed in terms of sources of stimuli and responses, that is, from whom they come, from the Parent, Adult or Child. The simplest transactions are Adult-Adult, that is, from the Adult of one individual to the Adult of another and vice versa. Next in complexity is the Child-Parent transaction, usually in the form of a request.

Transactions can be complementary or overlapping.Additional transactions occur naturally in a healthy relationship. They are of different types: Adult-Adult, Parent-Parent, and Child-Child transactions are optional; they also include transactions Parent-Child and Child-Parent. Complementary transactions underlie a smooth interaction.

Intersecting transactions lead to breaks in communication. The most common and most unfavorable in terms of continuing communication is the situation when the Adult of one addresses the Adult of the other, and this other reacts in the person of his Child to the Parent of the initiator of the interaction. The reaction of the Parent to the Child of the other belongs to the second type of crossed transactions. In the first case, the answer to the question: "Do you know where my cufflinks are?" will sound like this: "You always blame me for everything." The reaction of the second type will be the following: "Why don't you look after your own things? You're not a child anymore." There are seventy-two types of overlapping and only nine types of complementary transactions. Transactions can also be divided into simple and hidden (involving two I-states and affecting both social and psychological aspects), the latter can be angular (36 types) or double (6480 types). A detailed discussion of these issues is omitted here. There are about 15 types of transactions that take place in the course of normal social interaction.

Transactions happen in series. They may include material programming, social programming and individual programming.Material programming structures time through activity or procedures and deals with the material external reality. Procedures are called simple additional Adult transactions. They are of interest only insofar as they make it possible to recognize even more complex forms of social interaction. Social programming includes rituals and pastime.Activities, rituals and pastimes are three of the four main ways of structuring time. Fourth way - games, which are the result of individual programming (that is, individual stereotypes and behavioral sequences "prescribed by unspoken norms and rules"; Berne, 1964, p. 17). There are two other extreme variants of social behavior: on the one hand, detachment, and on the other hand, closeness.

Rituals. Rituals refer to socially prescribed forms of behavior in standard social situations. These are additional parent transactions. They satisfy the need for recognition and stroking. Probably the most common ritual is the "Hello-Goodbye" behavioral sequence. The deprivation of symbols of recognition is the essence of rudeness. Various degrees and types of recognition are known. Letters from fans are a depersonalized form of confession; a more personal form is live applause or a bouquet of flowers after the performance. In verbal terms, recognition ranges from the usual "hello" to "how are you?". Options are possible from a simple recognition of the presence of a person, through the recognition of feelings, sensations and personality, to the manifestation of personal interest. "Acknowledgement alone, however, is not enough, because after the performance of the rituals there is tension and anxiety. The real problem of social interaction is what happens after the rituals" (Berne, 1961, p. 85).

Pastime. Procedures and rituals are stereotyped and therefore predictable. Pastime options are more diverse. They can start and end with rituals and take longer than rituals. Pastimes often fill time while a person is waiting for a meeting or activity to start, or at a party. Pastimes can contribute to the process of social selection as they bring together people with similar interests or interest in each other, often leading to more complex relationships (games) or the beginning of friendships. The pastimes are extremely varied and have their own names, such as "Men's Talk", "Ladies' Talk", "Did You Know", etc. They can be classified in various ways. Pastimes are additional transactions. In addition to the other benefits already mentioned above, pastime can reaffirm an individual's role and strengthen their position (see list of four positions). Pastimes can be pleasurable in and of themselves, or, especially for neurotic individuals, they can simply be a way of passing the time. However, they are not associated with special excitement.

Games. Pastimes and games belong to classes(engagements); they are located between activities and rituals, on the one hand, and closeness with another. If pastime is a direct transaction, then games can be classified as hidden. Transactions in games are optional and involve rewards. "Procedures may be successful, rituals effective, pastimes profitable, but they are all sincere by definition; they may involve competition, but not conflict, their end may be sensational, but not dramatic. At the same time, each game, on the one hand , basically dishonest, but, on the other hand, its result is dramatic, and not just exciting" (Berne, 1964, p. 48). Games have nothing to do with "entertainment"; they are sullenly serious, like card games. Sales involve the presence of a game, they are called so: "insurance game", "real estate game", etc., up to "fraud game"; war is also a game.

Games have their own names: a hundred of them are listed and described in the book "Games People Play" (Berne, 1964), from A (Addict,"Addicted") to Y(You've Got to Listen"You must listen"). Numerous other games were revealed later. The couple's favorite game is called "If it weren't for you" with its social variant "If it weren't for him". The wife derives a number of benefits from this game, including getting rid of an overwhelming or frightening task, manipulating her husband, gaining information to structure and fill social relationships with other women.

The most common game in groups is "Why don't you... - Yes, but...", which can be played by any number of participants. The player denoted by "he" retorts "Yes, but...": "A good player can oppose the rest of the group for as long as he likes, until others get bored, then "he" wins" (Berne, 1961, p. 104). This game is not played under the pretext of obtaining help or information, but with the hidden purpose of admonishing and indulging the Child who upsets the Parent.

Games perform a range of functions; they fill a large part of social life. In order to avoid the boredom of pastime and not expose themselves to the dangers of intimacy, people resort to games for stimulation and social reinforcement, or stroking. As with pastimes, people who play the same games stick together.

Games refer to double transactions and involve two levels, social and psychological, the latter being hidden. The benefit is on a psychological level, in the form of feelings, good or bad. The repetition of the game leads to the collection of certain feelings, "coupons", which turns into "racket".Some people need certain games to maintain mental health. "Their dynamic function is to maintain mental balance, and their frustration leads to an outburst of anger or a state which in transactional analysis is called despair"(Berne, 1961, p. 108), this condition is more like existential despair than depression.

The benefits of some games are feelings of guilt, inadequacy, resentment, fear, pain and anger, this is the "sale of coupons." The self-justification of these feelings constitutes a racket. Games are designed to manipulate others, so the player is expected to express those feelings and take meaningful actions related to their own life scenario without feeling guilty. Games, like procedures, rituals and pastimes, are mastered in the family. While the last three are directly taught by parents, games are usually learned indirectly or by imitation. They are passed down through generations.

Proximity."Pastime and play replace real life with true intimacy" (Berne, 1961, p. 86). Intimacy involves intense, deeply personal programming that breaks down the limitations of social stereotypes and hidden limitations. "Society does not tolerate sincerity except in personal relationships" (Berne, 1964, p. 172); closeness is a personal matter. Intimacy affects the natural Child. She is free to play. “Fortunately, the rewards of intimacy, which is or should be the most perfect form of human life, are so great that even the most played partners leave the game unhindered and happy if the right person is found to form an intimate relationship” (Berne, 1964, p. 62).

In order to be able to rise above the game and enter into intimacy, a person must have sufficient consciousness and spontaneity to get rid of the compulsive desire to play games and, therefore, freely choose and express feelings emanating from the Parent, Adult or Child. Exiting the game requires freedom from the influence of family and parents, thanks to which the game was mastered.

Scenarios. Games are organized in scenarios. "In an operational sense, a script is a complex set of transactions that are inherently repetitive, which in reality does not always appear, since a complete cycle may require a lifetime" (Berne, 1961, p. 116). It is an unconscious life plan based on a decision made in early childhood. The earliest experience of scenario formation is called protocol,it originates from the experience of communication with parents and their influence; later he is exposed to the myths and fairy tales that the child is introduced to. In subsequent years, it is somewhat suppressed, but it reappears in the preconscious as script part to change(script proper).The variable part of the scenario is modified in accordance with reality and manifests itself in adaptation which is played out in life and in group treatment. All three forms are included in the term scenario.Other varieties include operational scenario, which follows from the adaptation, and also secondary adapted script, which serves production script life. In addition, there is usually anti-script,or counterscript, which is a safer and more constructive plan than exciting, but often destructive scenario, and which is interspersed with the script. The counter-script can also determine the lifestyle, while the script is responsible for the inevitable fate, which for outside observers may seem like a complete surprise.

Although the script as a life plan is designed to last a lifetime, it can be played in shorter versions every year or even a week, sometimes several times during a single group session or for a few seconds. Scenarios can be constructive or tragic. A common tragic scenario stems from a childhood belief in the existence of a good Santa Claus who, at the right time, will bring success and happiness. When a person despairs of waiting, he can seek help from a psychotherapist. Scenarios are closely related to life positions, in particular the Santa Claus scenario has to do with the "I'm not okay" position; you're OK and can lead to the results discussed above in the discussion of the four positions.

Scripts dominate social interactions, which are thus influenced by scripted early experiences. Games are selected according to the scenario, transactions are selected according to the games. The environment is selected according to its participation in transactions; for more stable relationships, the selection is made according to the willingness to participate in the games; for closer relationships, people are selected for their ability to play roles in the scenario. There is always an element of fate in a person's life scenario. A person is a prisoner of his script if he fails to somehow overcome this addiction. Thus, the decision made in childhood determines the whole life of a person and how he meets death.

Psychopathology

The general pathology of mental disorders is divided into structural and functional. Structural pathology includes anomalies in the mental structure of the Parent, Adult and Child. There are two common types - exception and infection.

At exception one of the I-states, in order to protect itself, excludes others and begins to determine behavior. In cases of "compensated" schizophrenia, the Parent excludes the archeopsyche of the Child. In a prudent scientist, the predominant self-state is Adult. In narcissistic, impulsive personalities, the Child excludes the Parent and the Adult. If two I-states are excluded, they are said to be written off(decommissioned).At contagion one of the I-states invades the Adult. Contamination of the Adult by the Parent leads to a certain bias. The intrusion of the Child into the Adult is observed in delirium. Dual infection involves the simultaneous invasion of the Adult Parent and the Child.

The second type of psychopathology is functional.In functional pathology, the boundaries of the "I" are permeable, which leads to lability (fluctuations) of cathexis from one I-state to another. However, the mobility of cathexis can be observed in the absence of defects in the boundaries of the "I". Stagnation of cathexis occurs when it moves too slowly. The boundaries of the "I" can be rigid or almost impenetrable; this is a necessary exclusion condition. The development of psychopathology begins with the trauma of self-states in childhood; the earlier the injury occurs, the more serious the consequences are possible.

"Symptoms are manifestations of a single, defined self-state, active or excluded, although they may be result conflicts, interactions or contagions between different self-states. The first symptomatic task in structural analysis is thus to identify the self-state responsible for the manifestation of the symptom" (Berne, 1961, p. 61)

The hallucinations usually come from the Parent. Delusions, as a rule, are observed as a result of infection (contamination) by the Child of the Adult, therefore, delusions are often perceived as I-synthonic with the Adult, as experiences of the Adult. After the cessation of infection, delirium may persist, but the person is aware that these experiences have no real basis; they become I-dystonic. "Borderline symptoms" (derealization, depersonalization, alienation, feelings of unreality, already experienced, and so on) result from "violations of the boundary between Adult and Child" (Berne, 1961, p. 63). All these symptoms are schizoid in nature.

"In hypomania, there is an exclusion of the Parent by the Child with the participation of the infected Adult, therefore neopsychic (Adult), although disturbed, judgments prevail. If the mania progresses, the Adult and Parent are defeated by the charged psychic energy of the Child, who receives ample opportunities for his violent activity" ( Berne, 1961, p. 66).

The symptoms of conversion hysteria stem from the Child being excluded by the Adult through repression. In general, however, in neurosis the Parent is the enemy. Character disorders and psychopathy are also manifestations of the Child in cooperation with the Adult; impulsive neurosis is also rooted in the Child, but without the participation of the Adult or the Parent.

Functional psychoses include all conditions commonly diagnosed as manic-depressive and schizophrenic, but instead of the usual nosological classification in terms of structural conditions, they are subdivided into active and latent"An active psychosis is one in which the Child has executive power and is experienced as the 'true 'I'" while the Adult is written off" (Berne, 1961, p. 139). In other conditions, such as mild depression, hypomania, character disorders, and paranoia, the Adult is infected by the Child and cooperates with him, but is not written off. These disorders can develop into active psychosis. In latent psychosis, which includes compensated psychoses, ambulatory psychoses, remission psychoses, and pre-psychotic or borderline states, the Adult has executive power and is experienced as the "true self" although infected and/or temporarily written off.

Diagnosis involves defining a self-state based on behavior. "I-states clinically manifest themselves in two forms: as cathexis-charged consensual states of mind experienced as the 'true 'I'"; or as intrusions, usually latent or unconscious, into the activities of the current 'true 'I'"" (Berne, 1961, p. 71). Diagnosis requires direct observation coupled with intuitive sensitivity to involuntary as well as voluntary and social behaviors. The manner of carrying oneself, for example, "a confident turn of straight shoulders" or "a graceful maternal arch of the neck", betrays the attitude of "I", in this case the Parent. Gesticulation, as well as voice and vocabulary, indicate the current self-state.

All I-states have four basic properties: executive power, adaptability, biological fluidity and mentality. A complete diagnosis requires that all four conditions be considered and analyzed. Behavioral the diagnosis is based on demeanor, voice, vocabulary, and other characteristics. It is confirmed social,or workers, a diagnosis that takes into account the behaviors corresponding to the self-state in response to social stimuli. Historical the diagnosis requires additional confirmation; it takes into account the memories and statements of the individual regarding specific roots or prototypes of behavior in the past. Diagnosis in terms of standard classification is not therapeutically justified. Therapy is based on a structural diagnosis.

Therapeutic process

Goals of therapy

Although the following statement is in the context of group treatment, it also applies to individual treatment.

"Given the generally accepted view that psychiatric patients are in a state of confusion, the task of psychotherapy is thus to bring them out of their confusion by well-planned activities of analysis and synthesis. In the most general terms, these activities will include decontamination, restoration of cathexis , reorientation and clarification" (Berne, 1966, p. 213).

Transactional Analysis is not content with improvement or progress making Frogs out of patients, it aims to heal and turn schizophrenics into non-schizophrenics, or Frogs into Princes or Princesses (see Berne, 1966, p. 290).

In structural terms, therapy attempts to stabilize and decontaminate the Adult; under his leadership, an early decision of the Adult, which led to a psychopathological position, can be revised, relations with the Parent can be restored. An "I'm OK" attitude can be adopted; you are ok. On the other hand, Berne (1961) seems to recognize symptom control, symptom relief, and social control as goals in neurosis therapy, but "the main goal of transactional analysis is structural readaptation and reintegration" (p. 224).

Stages of psychotherapy

The therapeutic process requires, firstly, restructuring and, secondly, reorganization. Restructuring "consists in the clarification and definition of the boundaries of the "I" through such processes as diagnostic purification and disinfection." Reorganization consists in "the redistribution of cathexis through the selectively planned activation of specific Self-states in order to establish the hegemony of the Adult through social control. Reorganization is usually characterized by the re-education of the Child, with the correction or replacement of the Parent. After the dynamic stage of reorganization, there is a secondary analytical stage when they try to remove the Child from confusion (Berne, 1961, p. 224). In psychotherapy, several steps or stages are distinguished, and therapy can end with the success of any of them. The term "transactional analysis" refers to the whole process, although it is also called one of the stages.

1. Structural analysis. Structural analysis includes a descriptive study of I-states in the directions discussed in the section on psychopathology in order to decontaminate the Adult, to define the boundaries of the "I", to strengthen the control of the Adult. "The purpose of this procedure is to restore the dominance of reality-testing I-states (Adult) and free them from contamination by archaic and alien elements of the Child and Parent" (Berne, 1961, p. 22). It is possible that further treatment after structural analysis is no longer required. A patient with a sufficiently strong "I" or Adult "I", as a rule, reacts by activating the Adult Self-state, becoming more rational and objective, both in relation to himself and the surrounding reality. The result is a stabilization in which executive power passes to the Adult, and the Parent and Child states can be invoked when desired.

2. The variable part of transactional analysis. After structural analysis, therapy may be completed, the patient may be referred for psychoanalysis or proceed to transactional analysis. The task of transactional analysis is social control; "in other words, it is about controlling the individual's tendency to manipulate others in a destructive and harmful manner, as well as his tendency to blindly respond to the manipulation of others" (Berne, 1961, p. 23). The natural environment for transactional analysis is the group. Transactions are analyzed in terms of their complementarity or intersection, as well as their meaning to the participants. The therapy may end at this point.

3. Analysis of pastimes and games. The analysis of extended transactions is carried out within the framework of pastime, which is assigned to the initial stages of group therapy, as well as games. An individual's games are evaluated in terms of primary benefits (external and internal), secondary benefits, social and biological benefits (replacing isolation with stimulation). The goal of game analysis is freedom from playing in intimate relationships, or, in practical terms, the freedom to choose games, who you play or don't play with, and how far you go in your game. Transactional group treatment focuses on game analysis.

4. Scenario analysis. Scenarios are played out in a group. The task of script analysis is "to close the old show and put on a better one," or to free the patient from the obsessive experience of the original catastrophe on which the script is based. "Because scenarios are too complex and full of individual characteristics, it is impossible to conduct an adequate scenario analysis within the framework of group therapy alone" (Berne, 1961, p. 118).

Scenarios may not appear anywhere except in an advanced group or in dreams. The Scenario Matrix provides assistance in identifying and understanding the scenario. "The script matrix is ​​a diagram for illustrating and analyzing directives (messages) passed from parents and grandparents to the present generation. A large amount of information can be compressed and elegantly presented in a relatively simple image" (Berne, 1972, p. 279). This technique allows the patient to see how the parents' and grandparents' self-states and their directives were transmitted and rooted in his own self-states.

In patients who turn to a psychotherapist, life scenarios are more often tragic than constructive. The goal of therapy is to help the patient overcome the script by establishing Adult control over their lives. This does not mean that the Adult functions with the exception of the corresponding states of the Parent and Child. This is a stable state in which an individual is able to fill this or that state with psychic energy at will. Moving away from the script gives a person the opportunity to live in the real world. The most effective way to take the patient out of the scenario is through individualized treatment, which provides the most effective example of the anti-scenario. Further work is needed to achieve a lasting effect. Intervention is carried out in the form of permission for the Child not to succumb to parental provocations and instructions.

5.Relationship analysis. Relationship analysis deals primarily with marital relationships and ties or emerging ties. It is carried out in the presence of both stakeholders, although the patient sometimes perceives this as an attempt to exert pressure on decision making.

In some cases it may be necessary second-order structural analysis, which includes the recognition and analysis of complex self-states. Parent, for example, includes maternal and paternal elements, each of which has its own Parent, Adult, and Child components. The Child Self-State includes the Parent, Adult, and Child components, the latter being an archaic Self-State within the overall Child Self-State.

Application and technique

The psychotherapist is guided by three slogans, as Berne calls them, which are borrowed from medicine.

"1. The main thing is not to harm. First of all, the therapist must not cause harm. Intervention should be carried out only when necessary and to the extent necessary.

2. The healing power of nature. The body has an internal desire for health, both psychological and physical aspects. The task of the psychotherapist is to remove obstacles to natural healing and growth.

3. I only heal, God heals. The psychotherapist helps the patient, but God heals him; in other words, the psychotherapist carries out the most appropriate intervention in this case, avoiding harm or pain to the patient, nature does the rest" (Berne, 1966, pp. 62-63).

Before therapy, an agreement or contract is made. Patients are asked why they came to the psychotherapist. If patients can clearly state what they want, the therapist suggests that they attend several sessions to evaluate his methods of work. The first tasks set by the patient and accepted by the psychotherapist may be symptomatic relief or social control. The psychotherapist may have a very different goal, but the achievement of it is postponed for a while until the contract is signed. Thus, the contract is not discussed before the start, but during the course of therapy and changes during the course of treatment.

The methods and techniques of transactional analysis, however, are not very clearly described. (Bern himself did not systematically discuss them.) The method is illustrated by the results of specific interventions or brief fragments, which are not even transcripts, but only a reconstruction of the interview. At the same time, the emphasis is on the individualization of treatment. Berne (1961) wrote, "Unfortunately, it is very difficult to make any recommendations other than general suggestions for working with people who are, by definition, extremely individual" (p. 152).

The general method consists of: 1) identifying, indicating and labeling the primary sources of behavior in terms of I-states or their infection, followed by their disinfection through explanation (structural analysis), and 2) identifying, specifying and labeling transactions, pastimes, games and scenarios (transactional analysis). This involves learning: in particular, the patient "has been taught to distinguish between the reactions of his Parent, Adult and Child, respectively, to what the therapist and others tell him" (Berne, 1961, p. 151). Patients are taught the basics of the theory and concepts of self-states, games, etc., already at the first interview.

1. First of all, learn to distinguish the Adult from the Child; The parent will show up later.

2. Wait for the patient to provide at least three examples or diagnostic illustrations before introducing the appropriate concept system.

3. Subsequently, the diagnosis of the Parent or Child should be supported by concrete historical material.

4. Realize that the three self-states are to be taken literally, as if the patient contained three different people. The therapist must also recognize their own three I-states and their influence on therapy.

5. It must be assumed that each patient has an Adult; the problem lies in feeding it with psychic energy.

6. The child is distinguished not by childishness, but by childishness. The child has potentially valuable qualities.

7. The patient must experience the Child Self-state, and not just remember his experiences (regression analysis).

8. Pastimes and games are not habits, attitudes, or random events; they constitute the bulk of the patient's activities.

9. "The ideal would be a precise hit on the bull's eye, an acceptable and meaningful intervention for all three aspects of the patient's personality, since they all hear what is said" (Berne, 1961, p. 237). Intervention is conscious of all three I-states.

10. A beginner is likely to have some difficulty learning the terminology, but this is a predictable part of learning any new system.

The psychotherapist must conduct interested observation, relying on all the senses, in particular on sight and hearing. "Observation is at the heart of all good clinical work and takes precedence over technique" (Berne, 1966, pp. 65-66). The psychotherapist notes the onset of vegetative manifestations, in particular redness, palpitations, sweating, tremors, as well as the emergence of such feelings as tension, arousal, rage, crying, laughter, sexual manifestations, carefully observes the manner of holding, posture, movements, gestures, facial expressions , twitching of individual muscles, pulsation of blood vessels, local vasomotor and pyloromotor phenomena, swallowing. Facial expressions and gestures can give away "hidden" thoughts through incongruity with words or with each other.

Visual observation should be supplemented by attentive listening, including sounds accompanying the patient's story: coughing, sighing, crying or laughing. A more subtle auditory observation may require the psychotherapist to pay full attention to the detriment of the visual, in order to be able to follow the timbre, rhythm, intonation of speech, and analyze the patient's vocabulary. Patients speak in three voices, depending on the activated Self-State: Parent, Adult, or Child.

These observations are extremely important and should precede the application of the techniques. In addition, personal interest and concern for the patient and his well-being are paramount.

Therapeutic actions

In the process of conducting group therapy, Bern considers eight categories of therapeutic operations, or basic techniques, of transactional analysis. Each is accompanied by certain recommendations. The first four operations are considered simple interventions.The rest are interpositions, the purpose of which is to strengthen the Adult by placing something between him and other I-states (Parent and Child), so that it is more difficult for the patient to slide into the state of Parent or Child.

1. Inquiry. Questioning is conducted to clarify clinically important points. This technique is used only if the therapist is sure that the patient's Adult is answering him. As a rule, the questioning is carried out only to obtain the information needed at the moment, otherwise the patient may start the game of "taking a psychiatric history."

2. Specification. The purpose of this technique is to fix some things in the patient's mind: the therapist agrees with what was said, repeats (mirrors) the patient's words or informs him about it. The technique is used to prevent the patient from denying what is said or implied, or as a preparation for an explanation.

3. Confrontation. In confrontation, the therapist uses previously received information, showing its inconsistency. The task is to feed the uninfected parts of the patient's Adult Self-state with psychic energy. If successful, the patient will respond with insight. The technique is used when the patient is playing the "fool" or when he is unable to recognize the inconsistency of information.

4. Explanation. Explanation is used to reinforce, decontaminate, or reorient the Adult in the patient. The technique is used when the patient is sufficiently prepared, when the Adult is ready to listen to the psychotherapist; it can also be used when the patient hesitates between playing and addressing himself. Explanations should be brief, otherwise the "psychiatry - transactional type" game may start.

5. Illustration."An illustration is a story or comparison that follows a successful confrontation, with the aim of reinforcing the results achieved and mitigating possible undesirable effects" (Berne, 1966, p. 237). Illustrations may be given immediately after the confrontation, or they may be delayed "from ten minutes to ten weeks" so that the patient can calm down and only then receive an additional push. Illustrations should be light, lively or with a touch of humor; moreover, they must be understandable not only to the Adult, but also to the Child of the patient. Thus, the illustrations are used subject to the attention of the Adult and in such a way that the Child can also hear it. Moreover, the psychotherapist must be sure that the Parent will not prevail in the patient. In addition, illustrations are also used to make the patient understand that therapy does not always take place in a solemn atmosphere. Keep in mind that the therapist should not be the only one who laughs at the joke.

6. Confirmation. As the Adult strengthens, the patient provides material to support his confrontation, which the therapist subsequently reinforces with confirmation. The technique is used provided that the Adult is strong enough to prevent the Parent from using information against the Child or the Child from using it against the therapist. This technique should not be used in case of failure of the previous confrontation and illustration.

7. Interpretation. If the techniques discussed above have energized and decontaminated the Adult, resulting in a stronger and more competent adult, the therapist can proceed to the final stage of pure transactional analysis, crystallizing the situation and providing the patient with symptom relief and social control. Even if it is not possible to get the Child out of the state of confusion, the patient can continue on the path of improvement, provided that the Adult has executive power. However, the psychotherapist may delay crystallization until the Child has been brought out of the confusion by the psychodynamic interpretation of orthodox psychoanalysis. Another alternative would be to postpone interpretation until the Adult can be stabilized. The latter may be preferable, since the patient will be able to successfully function in daily life, while simultaneously raising a "family". Psychoanalysis suggests the need to defer improved functioning until the completion of therapy.

Interpretation "is related to the pathology of the Child. The child presents to the psychotherapist his past experiences in a coded form, and the task of the psychotherapist is to decode and neutralize them, eliminate distortions, help the patient regroup experiences. In this process, the decontaminated Adult is the best assistant" (Berne, 1966, pp. 242-243).

The Child resists, the Parent also resists the interpretation, coming to the defense of the Child. Interpretation should only be used when the patient's Adult is on the therapist's side, and the Adult with executive power, and also when the therapist does not directly oppose the Parent or demand too much from the Child. The Adult should act on behalf of the therapist, and the therapist should use his intellect, but not resort to intellectualization.

8. Crystallization.

"The technical task of transference analysis is to bring the patient into a state in which the therapist's crystallizing statements are effective. Crystallization is a characterization of the patient's position from the point of view of the Adult psychotherapist, addressed to the Adult patient" (Berne, 1966, p. 245).

In effect, the patient is told that he can stop playing or can function normally if he wants to. And the choice remains with the patient. Child and Parent must be properly prepared. The Child and Adult are on good terms, so the Child accepts crystallization. The Parent may resist watching the Child's health, and this resistance must be overcome. The patient must not be pushed; if this is done, his psychological state may indeed improve, but at the same time somatic symptoms will appear, up to a broken leg. Transactional analysis ends with crystallization, whether or not interpretation has been used.

In all these therapeutic operations, the psychotherapist is advised to follow three steps behind the clinical material, never looking ahead. Although a real chance to move forward should not be missed, the psychotherapist "should not forcefully overcome resistance except to test a hypothesis, well thought out and quite specific" (Berne, 1966, p. 248). In addition, in all his activities (except for certain types of confrontation), the psychotherapist must avoid overlapping transactions; in other words, the psychotherapist should direct the intervention to that of the patient's self-states that is more likely to respond to it.

With most patients, the therapist functions as an Adult, although the patient sometimes wishes to see him as a Parent. From time to time, the therapist may still function as a Parent, in particular by giving the patient permission to do a favorite thing or instructing him to complete some task; thus, the psychotherapist frees the patient from unwanted parental prohibitions and instructions. When the therapist functions as an Adult, the patient may perceive him as his Parent. Once the patient accepts his own Adult, he no longer needs the therapist's Adult, and therapy ends.

When working with patients with schizophrenia, intervention modifications are required. The therapist may be forced to function as a Parent rather than an Adult for most, if not all, of the treatment. How the Parent Therapist Provides support(even simple stroking), uses belief,comfort and instruction.Child-level interventions (when the therapist functions as the patient's Child) are justified only in the treatment of children; this should not be done as a joke. "The transactional analyst cannot afford to cheat in any form, as long as it is enough to start playing with the patient" (Berne, 1966, p. 249). In all such situations, whether the therapist is acting as Adult, Parent or Child is not a game.

"If a psychotherapist tries to play the role of a psychotherapist, he will not be able to achieve much with susceptible patients. He must be psychotherapist. Considering it necessary to provide parental support to this or that patient, the psychotherapist does not play the role of a parent; it releases its own parent self-state. An excellent test would be an attempt to "demonstrate" in the presence of a colleague his Parenthood in relation to a patient for whom he does not have parental feelings. Noticing the game, the honest patient will soon point out the differences between the comforting parent and the role played as the comforting parent" (Berne, 1961, p. 233).

Regression analysis. In addition to these eight therapeutic operations, regression analysis is sometimes used and very useful. "The optimal situation for readaptation and reintegration of the personality as a whole involves the emotional statement of the Child in the presence of the Adult and the Parent" (Berne, 1961, p. 224). To do this, all three I-states must be conscious; in this regard, when manifestations of the Child are detected, hypnosis and drugs are canceled. In psychoanalysis, an interpretation of the indirect manifestations of the Child is carried out, which is insufficient. In transactional analysis, the call to the Child is made in the waking state. "Reasoning and experience suggest that the Child expresses himself most freely in front of another Child" (Berne, 1961, p. 225). Regression analysis is based on this belief. The resulting material can be examined in detail together with the patient.

Duration and scope

duration. The duration of treatment naturally varies depending on the individual patient and the severity of their problems. In some cases, transactional analysis is very short, in particular when it is required to conduct a maintenance session for a patient who has undergone therapy; when the problems are relatively small. In other cases, the treatment will be understandably longer, for example, when character disorders or other similar pathologies are identified. Transactional analysis can be used successfully in individual therapy, and it also works well in group therapy situations.

Application area. Transactional analysis can be used for a variety of conditions, from marital and marital problems to neuroses and personality disorders. However, regardless of the specific pathology, it is extremely important that the patient is able to grasp, understand and learn to use the concepts and principles of transactional analysis. Since transactional analysis as a process relies heavily on learning by the therapist and learning by the patient, a prerequisite is the ability of patients to comprehend and use the acquired skills. Patients with a significantly impaired learning ability (particularly due to a psychological disorder or reduced intelligence) will not benefit from the intervention. In addition, it is important that the patient be prepared to enter into a contract to participate in therapy and fulfill the associated responsibilities. Patients who do not wish to enter into such a contract are unlikely to be suitable candidates for transactional analysis, regardless of their problems and the severity of the condition.

Case Study

The example below is taken from Berne's Transactional Analysis in Psychotherapy (Berne, 1961, pp. 248-261). The patient, who complained of "depression" with sudden onset and difficulties in communicating with her teenage son, had already undergone therapy: Alcoholics Anonymous, hypnosis, psychotherapy combined with Zen and yoga. "She expressed a special disposition towards structural and transactional analysis and soon came to exercise social control over the games that took place between her and her husband, and between her and her son. The formal diagnosis sounded like schizohysteria." The proposed material contains a summary and comments by Berne on the course of therapeutic sessions. The designation "Dr. K" corresponds to Bern himself, a psychotherapist.

The patient arrived on time for the first interview. She stated that she had seen other psychotherapists, but became disillusioned and called the municipal clinic, where, after a conversation with a social worker, she received a referral to Dr. K. She was asked to continue the story, during which appropriate questions were asked in order to clarify her psychiatric history. The patient stated that she had been suffering from alcoholism for ten years, for which she had been treated by Alcoholics Anonymous. She traces her drinking history to the development of her mother's psychosis when the patient was 19 years old. At the same time, according to the patient, she first developed depression. Prior psychiatric intervention was discussed. Preliminary demographic information was obtained: the patient was a local native, she was 34 years old, married once, Protestant, housewife, has a secondary education, her husband is a mechanic. We also found out the profession of the father, the duration of the marriage, the difference in age with brothers and sisters up to a month, the age of the children. Pre-traumatic interviews showed that the father was a heavy drinker and the parents divorced when the patient was 7 years old.

The medical history indicated frequent headaches, numbness of the arm and leg on one side, but there were no seizures, allergic manifestations, skin diseases, or other somatic disorders with obvious psychiatric roots. It was noted at what age the patient experienced injuries, operations and serious illnesses. A survey was conducted on the subject of severe psychopathology in childhood, in particular sleepwalking, nail biting, nightmares, stuttering, stammering, enuresis, thumb sucking and other preschool problems. The school anamnesis is briefly analyzed. Exposure to chemicals, in particular drugs and harmful substances, has been noted. A thorough study of the patient's mental status was carried out, in conclusion she was asked to retell any dream she remembered. Here is what she said: "The husband was pulled out of the water. His head was injured, and I screamed." The patient reported that she often heard inner voices calling her to recovery, and once, two years ago, she heard a voice "from outside". This satisfied the requirements of taking a preliminary history, after which the patient was allowed to talk about whatever she liked.

Discussion

The history taking was carefully thought out to give the patient the impression that she had the initiative in the conversation, the therapist, on the other hand, was simply showing curiosity without following a formal plan for collecting information. This means that the patient was able to structure the interview as she saw fit; she did not have to play the "psychiatric history taking" game. Due to complaints of numbness, the patient was referred to a neurologist for examination.

The neuropathologist suspected cervical osteochondrosis, but did not prescribe specific treatment. The patient conducted this interview in the spirit of a psychological examination. She spontaneously stated that she craved approval and wanted to rebel "like a little girl" against "her adult part". She said the "little girl" looked "childish". It has been suggested that the patient allowed the "little girl" to come out instead of reining her in. The patient replied that it sounded ridiculous: "I love children. I know I can't live up to my father's expectations, I'm tired of it." It was also about the "expectations" of her husband. All these expectations merged for her into general "parental expectations", which she practically perceived as her own. She sees the two most important "parents" in her life, her husband and father. She behaves seductively towards her husband and is aware that she did the same towards her father. When her parents divorced, the patient thought (at age 7), "I could keep him." Thus, the problem was not only an unwillingness to obey, but also a seductive attitude towards parent figures.

Discussion

The patient's predisposition to structural analysis is quite obvious. She independently draws the line between the "little girl" and the "adult part", is aware of the subordination of the "little girl" to some people, whom she refers to her parents. In this case, it was only necessary to reinforce this triplicity in some non-directive way. With many other patients, this had to be postponed until the third or fourth session and even beyond.

She resents people who tell her what to do, especially women. This is another reaction to the "parents". She mentions the feeling of "moving up". She is pointed out that this is how a little girl should feel, that is, this is a manifestation of the Child. She replies: "Oh my God, it's true! You said that I could see a small child .... It's hard to believe, but I understand it. When you say this, I feel like I don't want to go: a little girl in overalls.. .. Very funny. You are being pulled by your right hand and you are angry ... I do the same with my own son. I do not approve when I think: "I am not judging, I know how he feels." This is not me and my mother doesn't approve. the same the parent part you were talking about? I'm a little scared by all this."

At this stage it was explained to the patient that there was no mystery behind these diagnostic judgments.

Discussion

The patient encountered the phenomenological reality of the Child and enriched her behavioral, social and historical reality, which was discussed during previous interviews. These signs point to the advisability of continuing transactional analysis.

"This week I was happy for the first time in fifteen years. I don't have to look for the Child, I see him in my husband, in other people. I have problems with my son." Playing with her son was not exactly explained, but quite clearly in terms of the Parent (her disapproval and determination), the Child (her charm and dissatisfaction with his stubbornness), and the Adult (her gratitude when her son finally did the task). It was emphasized that the adult approach (based on reason) is more promising than the parental approach (persuasion).

Discussion

The patient has begun the modifiable part of transactional analysis, so the concept of social control is introduced.

The patient reports that the relationship with her son is getting better. Performed a regression analysis to obtain additional information about the Child. The patient notes: "The cat soiled the rug, and they blame me and make me clean it. I deny my guilt and stutter at the same time." In the discussion that followed, she noted that Alcoholics Anonymous and the Anglican Church require attendance at "services." For this reason, she refused to participate in their work. At the end of the session, she asks, "Is it okay to be aggressive?" Answer: Do you want to know my opinion?" She understands that she must decide such issues herself, as an adult, without asking parental permission, and answers: "No, I do not want to."

Discussion

During the session, some elements of its script are found. It can be foreseen that she will try to repeat the scene with the cat in an adapted form with the therapist. Her question, "Is it okay to be aggressive?" is probably the first step towards adaptation. This gives the therapist an opportunity to reject the game and reinforce the Adult in it. The patient has made great strides in understanding structural and transactional analysis, so she is well prepared for group therapy. The group she is supposed to be in is predominantly female.

Dream. "I look at myself and say: it's not so bad." She liked being in the group, but for the rest of the week the patient felt uncomfortable. She recalled some episodes from childhood, including homosexual games. "Oh! That's why I didn't like Alcoholics Anonymous. There were two homosexual women, one of whom called me sexy." She complained of vaginal itching. "My mother and I slept together, and she caressed me."

Discussion

The manifest content of the dream was assessed as adult, which indicates a favorable prognosis. The experience of being in a group activated sexual conflicts, this was their first sign.

After the group meeting, the patient was very agitated. "Everything changes very quickly. How did they manage to make me laugh and blush? Things are getting better at home. Now I can kiss my son, and recently my daughter climbed into my lap for the first time. I can't be a good lover when everything is monotonous."

Discussion

The analysis of the patient's family games... became possible as a result of social control by the Adult. Obviously, the children noticed the improvement in control and for the first time in a long time felt that she would be able to maintain her position, and reacted accordingly. Her arousal in the group and her statement about the impossibility of being a good mistress with the sameness indicates that she is playing a sexual game with her husband.

The experience of the group during the same week clearly showed that the patient needed parental figures for some of her games. A new member appeared in the group, a man, a social worker by profession, his profession made a strong impression on the patient. She asked him what he thought they should be doing here. She was told that she should know better since he had just arrived and this was her third session. She replied that she was offended when she was told what to do; at the same time, despite her experience, she asks for the opinion of a beginner, since he has special training: there is an attempt to start the game. The interpretation has been successful. She admits that she tried to recruit a suitable candidate for the role of the Parent.

She was amazed by the group's regression analysis. This made her think about the fear of mental illness, especially with her mother in the hospital. She herself dreamed of a graceful gate leading to a beautiful garden. From the age of five, she imagined the gardens of Eden in this way. The material indicates that the garden was "adapted" to the gates of the hospital where the mother, whom she visited many years ago, was staying. This experience in the group allowed the patient to be told that she would probably like to go to the hospital to get rid of responsibility.

She had visited her mother only once in the last five or six years, and was advised to do so again. This sentence was formulated in such a way that there was no doubt: it was made by an Adult, not a Parent. Any hint that she was a bad girl was avoided because she did not visit her mother. She was able to appreciate the importance of such a visit as an exercise for her Adult and a means of preventing future problems between her Parent and Child in the event of the mother's death. The acceptance of the proposal was evidenced by the spontaneous provision of new information. It turns out that her husband never washes his hair and always explains it with something, and she accepts his explanations. He hasn't washed in months. According to the patient, this does not really bother her. The therapist suggested that she knew about this when she got married. The patient denied this.

She stated that she had always been more afraid of sick animals than sick people. This week her cat got sick, at first she was not afraid of him. Once, when she was little, her father hit her, and her dog rushed at him, he threw the dog aside. The patient told her children that her mother had died. When she thought of her mother, she began to drink. Once she was told that her father tried to poison her mother when she was eight months pregnant. The doctors saved the patient and thought that the mother would die, but she survived. The aunt who told her the story added: "Your life has gone awry since you were born."

Discussion

It's unclear what all this could mean. In any case, it is clear that the patient is working through some complex conflicts with her mother. Maintaining social control in the case of a sick cat indicates that a visit to the mother may take place in the near future.

"To be honest, I'm afraid to visit my mother because I might want to stay there." The patient asks herself the question: "Why do I exist? Sometimes I doubt my own existence." The marriage of her parents was forced, and she always felt unwanted. The therapist suggested that she bring a copy of her birth certificate.

Discussion

The patient is currently preoccupied with existential problems. Her Adult is obviously not in the best shape, because the Child doubts her existence, her right to exist and the form of this existence. The birth certificate is a written confirmation of the fact of her existence, it should make a strong impression on her Child. After establishing social control, the patient will learn that she can exist in any form convenient for herself, in connection with which her desire to "escape" to the hospital should weaken.

She described her husband's drinking game. The AA organization advised her to calm and please him, this upset her greatly. She acted completely differently. "I once stated that I would send him to the hospital as he couldn't take care of himself, and since then he has stopped drinking." According to her husband, he tried to help her stay sober, so he drank himself. It happened because he had been drinking heavily for a week, she wanted to hit him, but her hands hurt, so she sent him away.

It follows that their secret marriage contract is partly based on the belief that he will drink and she will act as a savior. This game was backed up by Alcoholics Anonymous, which served the patient well. Refusing to act as a savior and turning to stalking, she stopped the game, as a result, her husband stopped drinking. (Apparently, the game resumed due to the feeling of insecurity last week.)

All this was presented to the patient. Initially, she said, "It couldn't have been part of the marriage contract because neither of us were drinking when we got married." Later, during the same interview, she suddenly said: "And I knew that he did not wash his hair when we got married, but I did not know that he drinks." The therapist said that unwashed hair was also part of a secret marriage contract. She reacted to this with skepticism. Then she thought a little and said: "My God, of course yes, I knew that he drinks. When we were at school, we drank with him."

It turned out that in the early years of their marriage, they played the game of turning off the alcoholic. If she drank, her husband did not drink; if he drank, she was sober. Their relationship was originally based on this game, which they subsequently stopped, and now it takes considerable effort to forget about it.

Discussion

This session helped to clarify the structure of her marriage for the patient, showing the time and effort involved in continuing marital games and, at the same time, the considerable effort that was required to suppress these games without conscious control.

There was a month break for summer vacation. The patient returned with a sore shoulder. She visited her mother, who drove her away. This created a sense of hopelessness in the patient. She started having olfactory hallucinations. She smelled gas in the office, but then she came to the conclusion that it smelled like soap. This gave rise to a discussion of her mental activity. During recent yoga sessions, she began to have almost eidetic images. She saw gardens and wingless angels in every detail, bright and colorful. She recalled seeing these images as a child. In addition, Jesus Christ appeared to her with her son. They looked like they were alive, flowers and trees appeared before her mind's eye. In real life, as she walks through the park, she likes to talk quietly to the trees and flowers. The aspirations expressed in these visions were discussed with the patient. Emphasizing the poetic and artistic aspects, the therapist recommended that she write poetry and try to paint with her fingers. She brought her birth certificate with her, and doubts about her existence began to bother her much less.

Discussion

These phenomena and auditory manifestations, which she mentioned earlier, do not necessarily carry a disturbing meaning. They indicate a desire that arose in childhood to restore relations with parents. In the usual approach, she would have had a "supportive" intervention to help her suppress this psychopathology and rise above it. Structural Analysis provides another opportunity that requires a certain amount of courage to allow the troubled Child to express himself and benefit from these constructive experiences.

She went to her doctor and he prescribed rauwolfia for her high blood pressure. She told her husband that she was going to paint with her fingers, he got angry and said: "Take the pastel!" After her refusal, he began to drink. She is aware that the Concern Game is in progress and feels despair at being drawn into it. At the same time, she says that if she does not support her husband's game, he will fall into despair, it is difficult for her to make the right choice. In addition, she notices that the gate in front of the beautiful garden is very reminiscent of the gate of the kindergarten, where her mother sent her as a child. Thus, the following problem arises: how to distinguish the effect of psychotherapy from the effect of rauwolfia. She is ready to help with this.

She loses interest and feels tired. She agrees that this may be a side effect of the drug. She reports several family quarrels, which she had previously kept quiet about, and claims that she began to drink not after her mother's mental illness, but after these scandals.

A decisive step was taken at this session. During psychotherapy sessions, the patient usually sat with her legs wide apart and bare. She again complains about a lesbian woman from the AA organization. She complains that men also show interest in her. She does not understand what this is connected with, because she herself does not provoke it in any way. When told about her manner of sitting, the patient expressed great surprise. She was also told that she had probably been in the habit of sitting like this for many years, so that what she perceived as the aggressiveness of others was in fact the result of her own overtly seductive posture. At the next meeting of the group, she was silent almost all the time, and when asked what happened, she answered that the words of the attending physician had greatly upset her.

Discussion

This is a critical session. At the cost of giving up a normal family life, the patient gained many benefits, primary and secondary, by playing games with her own husband and other men and women. The primary extrinsic gain is the avoidance of satisfying sexual relationships. If you refuse these benefits, you can try to establish a marital relationship that would reward her in full. The present symptomatology testifies to schizoid elements in her Child. Hysterical elements are most clearly manifested in the socially acceptable game "Dynamo" ("Noble Wrath"). Hence the diagnosis of schizohysteria.

In this case, the therapist tried to avoid the names of the games because she was too sensitive to bear such direct statements. The game was simply described to her without a name. At the same time, in fairly advanced groups, it is known under the name "Dynamo of the first degree." This is a classic game of hysterical personalities: rude, "unintentional", seductive exhibitionism, with indispensable surprised protest and playing offended innocence with a corresponding reaction from others. (As previously noted, "Third-degree Dynamo", the most malignant form of such a game, often ends in a court or morgue.) The main therapeutic problem at the moment is whether the patient is sufficiently prepared, whether the relationship between her Child and the psychotherapist is well analyzed enough to successful confrontation. In this sense, her life and the lives of her children depend on the opinion of the psychotherapist on these issues. If she chooses to get angry and refuse to intervene, the opportunity to heal may be lost for a long time, perhaps forever. If she accepts this opinion, the effect can be significant, since it is this game that is the main obstacle to marital happiness. The therapist, of course, did not take the risk of raising this issue without the certainty of success.

The therapist returns after a two-week vacation. The confrontation went well. The patient describes being sexually harassed by her father when she was a teenager and her stepmother pretended to be asleep. He molested other children as well, but his stepmother always protected him. She attributes this episode to her own seductive behavior. This situation, in her opinion, led to the fact that sex began to be perceived as something shameful and dirty. She says that because of this feeling she has always been reserved with her husband and has tried to avoid physical intimacy with him for the same reason. She understands that the games she plays with him are an attempt to avoid sex, since she cannot afford to enjoy it, sex is only a burdensome duty for her.

Discussion

The patient is clearly shocked by the therapist's directness, but is grateful to him because the prospect of her marriage is now clear and it is clear what can be done to improve it.

The patient announces that this is her last session. She is no longer afraid that her husband will find her dirty or vulgar if she seduces him. She never asked his opinion, but she herself decided that he thought that way. This week she had changed her attitude towards him, and he reacted with grateful surprise. For the past few days, he's been coming home whistling merrily, something he hasn't done in years.

She realized something else. She always felt sorry for herself and tried to arouse the sympathy and admiration of others as a cured alcoholic. She realizes that it was a cripple game. She feels ready to try playing it her way. In addition, she now began to treat her father differently. Perhaps her own contribution to seduction is much more than one might think. The remark about her too-short skirts offended her, but it also helped. "I never admitted that I wanted sex. I always thought I needed 'attention'. Now I admit that I want sex." This week she visited her father, who was in a hospital in another city. She was able to assess her visit quite objectively. Now she feels that she broke up with him, that she does not need him. That is why she managed to establish a sexual relationship with her husband. She feels that this transference was resolved through the mediation of a psychotherapist who at first took the place of her father for a while; however, now she no longer feels the need for him. She is free to talk to her husband about the suppression of her sexual feelings as the root cause of the symptoms, as well as sexual feelings for him. He said he agreed and shared her feelings. After all these reflections since the last visit, she had a dream in which a beautiful, calm and majestic woman appeared to her, after which the patient felt renewed. The children have also changed completely; they look contented, calm and benevolent.

Her blood pressure dropped, the itching went away. The psychotherapist suggested that her improvement was due to medication. She replied, "No, I don't think I would have noticed, I have taken this medicine before. After it I get tired and nervous, but now I feel completely different."

She reports that she draws not with her fingers, but with pencils. She likes it, she seems to be learning to live. "I no longer feel sorry for people, I feel that they should be able to do it too if they want to. I no longer feel like I'm the worst of everyone, although this feeling has not completely disappeared. I don't want to go to a group anymore, I'll have a better time with my husband. It feels like we are starting a new life when he comes home whistling, everything is great. I will try to cope on my own for three months, if I feel bad, I will call you. I do not feel "nervous": I have referring to psychosomatic symptoms, guilt and my fear of discussing sex etc. It's wonderful, all I can say. I can't explain my feelings of happiness, but I feel that we (you and I) worked together on this. my relationship with my husband is now more intimacy and harmony, he even began to look after the children. I feel a little guilty towards Alcoholics Anonymous for using them in "Cripple".

The patient was directly asked if structural analysis and game analysis helped her, to which she answered in the affirmative. In addition, she added: “And also the script. For example, I said that my husband has no sense of humor, and you replied: “Wait a bit, you don’t know him, and he doesn’t know you because you played games and played out their scenarios. You don't know yet what each of you really represents." You were right, because now he had a sense of humor, and his absence was part of the game. I like my family, my home, and I am grateful to you for that. I I am writing poetry again and can express my love for my husband. I used to refrain from doing this." The time allotted for the session has expired. The therapist asked, "Would you like a cup of coffee?" She replied: "No thanks, I already drank. I told you about how I feel now, I'm glad I contacted you. Thank you for everything."

General discussion

It is hardly worth taking this impressive success skeptically, warily, with pursed lips, despite the obvious roughness of the presentation of the material. The patient herself has already answered many of the questions that might come to the mind of the sophisticated reader.

A few days before the end of the patient's three-month probation, she wrote the following to the therapist: "I'm fine. I don't need to take medication, I stopped taking blood pressure pills a month ago. Last week we celebrated my thirty-fifth birthday "My husband and I went on vacation without the kids. Magical water, majestic trees. My God, if I could draw them! We saw a giant turtle, it was very interesting to watch it, it crawled so gracefully. ... My husband and I are great friends we get along with a friend. Compared to the past, it's day and night. We have become closer, more attentive to each other, I can be myself. The inability to behave as I want has always depressed me. I had to be polite, etc. He still comes home whistling. It is much more useful for me than any medicine. I am glad that you suggested painting to me. You have no idea how it helps me. My condition is improving, soon I am going to try to paint with paints. Children find my drawings good and advise to make an exhibition. Next month I'm going to learn how to swim, because I've never been able to swim. As the deadline approaches, I start to get a little scared, but I am determined to learn how to swim. If I can learn to keep my head underwater, that alone will be a great achievement. My garden is very good. You helped me with this too. I go there twice a week for a few hours and no one minds. You know, I think I've been treated better.

I did not intend to write so much, but as it turned out, I have something to tell you. I will let you know about my swimming progress. With love from all of us."

This letter showed the following:

The improvement in the patient continued after discontinuation of drugs that reduce blood pressure.

Improvement in the husband and children of the patient continued after the cessation of psychotherapy. It should be added that the husband now began to wash his hair.

The least that can be said about this case is that it represents an escape into a healthy family life. The only legitimate clinical requirement for transactional analysis is that results be as good as, or better than, any other psychotherapeutic approach given the time and effort involved. The improvement was maintained at 1-year prospective follow-up."

Conclusion and evaluation

Conclusion. Transactional analysis divides the personality into three self-states: Parent, Adult and Child. The child comes from actual childhood experiences, the Parent represents the real parents - their behavior and influence, both in terms of prohibitions and encouragements. The Adult represents the exploration of reality, regulates and mediates the interactions between Parent and Child. Any behavior can be associated with one of these self-states. At an early age, a child resolves certain problem situations in some ways, leading to the formation of an attitude towards himself and life, a life position. The child's life becomes a process of affirming or justifying this position with the elimination of threats hanging over it. There are four main life positions that affect the individual himself and his environment.

1. I'm ok; you're ok.

2. I'm OK; you're not OK.

3. I'm not OK; you are OK.

4. I'm not okay; you're not okay.

The individual, unless he avoids social contact, uses social interaction to satisfy stimulus hunger, which includes the need for contact, recognition, and structure to organize his time. These contacts include activities, rituals, simple transactions, pastimes, and games. All of them are influenced by the life position of the individual, his life scenario, or plan, which follow from the decision made by the Child under the influence of the parents. An independent individual is able to rise above the game and live in natural closeness with others.

Psychopathology includes disorders in self-states and their interactions stemming from a tragic life scenario. Psychotherapy, or transactional analysis, attempts to overcome these disorders, to free the individual from this tragic scenario, through structural analysis (self-state analysis), transactional analysis, game analysis, and scenario analysis.

Transactional analysis is considered quite simple. Bern himself pointed to its simplicity and the obligatory nature of only five terms - Parent,Adult,Child,games and scenarios- which can be taught to patients in two or three sessions.

Grade. This seeming simplicity is at the same time the greatest problem and the main shortcoming of transactional analysis, which prevents its recognition as a serious professional method of psychotherapy. This "simplicity" has become the reason for the wide popularity of the approach. Literally hundreds of his followers have been trained in short courses and seminars where they teach highly simplified terminology and concepts, so their understanding of the theory and practice of transactional analysis is very limited. The simplest form of transactional analysis has become a mass therapy for those who easily master its terminology.

While this situation suits many, it has at least two drawbacks. First, some therapists who do not understand Bern's approach well can be directive and manipulative in their actions. As a result, transactional analysis can become a mass game, the benefit of which is the fee of the clinician or consultant. Perls (1969) wrote: "The actual game they play, compulsively attributing each sentence to a Parent or Child, remains unnamed." Secondly, in general practice, some therapists may teach their clients the game of "psychiatry - transactional analysis", which consists in describing their own behavior and the actions of other people from the position of the Parent, Adult or Child, and also taking into account the game, which in this case has place. This labeling process hinders or even prevents actual understanding or therapeutic outcome.

This popularization of transactional analysis has led to its rejection by many specialists. Carson (1977), for example, in a brief review of papers presented at an international conference on transactional analysis, wrote:

"The curious mixture of popular psychology, original jargon, superficial thinking, graphic excess and a spirit of fun that has characterized this 'movement' from its early days is here again ... which rests on such a fragile, amateur basis" (p. 531).

Such criticism of Berne's transactional analysis is completely unfair. This is a fairly complex system, it is an example of an elegant presentation of one of the most difficult theories. The theory and practice of this approach is not easy to master. This therapy is not easy, although at first glance it seems quite simple. Berne (1966) warned against oversimplification.

"Transactional theory is simpler and more economical than many other psychotherapeutic theories, but its clinical use requires conscientious study; special skill is needed in the advanced stages, where transactional analysis merges with psychoanalytic and existential therapy" (pp. 216-217).

Berne's lack of attention to technical issues partly explains the variety of techniques used by people who call themselves transactional therapists, especially those who lack a detailed acquaintance with Berne's theory. In addition, some of Berne's associates and followers subsequently moved away from his methods or introduced something new to them, so a wide variety of techniques are currently used in transactional analysis, from psychoanalytic to psychodrama and gestalt techniques.

Berne had the advantage of psychoanalytic training and practice as the basis for working with his patients. He was extremely cautious in his approach to treatment (although his clinical intuition allowed for such interventions that would seem reckless if performed by others). He was sincere with his patients, showed obvious care and attention. He observed, listened, followed the expression of his patients, often just reacting, not giving advice or starting treatment; as he gained experience, he became more and more active.

At the same time, Berne's penchant for understandable terminology, along with calls for simplicity, the use of myths and metaphors, caused a misinterpretation of his approach, its excessive simplification, and the use of terminology as jargon. In fact, transactional analysis is far from five of the above terms. In his book on group treatment, Berne provides a glossary of 127 terms (nearly 100 terms are listed in the book). "What Do You Say After You Say Hello?"), many of which are common words with modified meanings. In addition, there are numerous terms or phrases, often metaphors, which are called "colloquial expressions" ( colloquialisms).All this, combined with the catchy names of the games, leads to the development of a special language, understandable only to those who speak it. Thus, it can be argued that there is no technical terminology in the system, there is a developed jargon that is used to replace technical (often psychoanalytic) and sometimes generally accepted terms.

For this reason, it is rather difficult to assess the contribution of Bern himself. Isn't transactional analysis psychoanalysis enriched with new terminology? Does the new terminology help to better understand what is happening? Does this terminology contribute to the practice of psychotherapy? Let's discuss each of these questions.

1. Berne admits that his theory is consistent with the basic concepts of psychoanalysis. His system, however, is not simply a translation of psychoanalysis into new terminology. Undoubtedly, there is a connection between the Parent, Adult, Child Self-states with Freud's Superego, Ego, and Id, but they are not the same. Although Freud recognizes the influence of early experiences in infancy and childhood on later life, he does not detail the mechanisms of influence. Bern does it. His concept of the life script goes beyond psychoanalysis. Also, complementary to psychoanalysis is Berne's focus on interpersonal behavior rather than a concern only with intrapersonal factors.

2. Using new vocabulary and terminology to refer to old concepts has both advantages and disadvantages. Berne's writings are much easier to read than those of Freud and other psychoanalysts, and much more interesting, judging by their popularity. The use of myths, metaphors and analogies often allows one to penetrate the essence of things. The analysis of social behavior in terms of rituals, pastimes, games contributes to the understanding of what happens in social interaction. Equally useful is the comparison of a life plan with a scenario. Dramatic and theatrical language often sheds light on the behaviors in question.

However, analogies and metaphors can sometimes be taken literally, and labels and categories of behavior tend to substitute for a true understanding of specific and unique aspects of individual behavior and stereotyping. Much of the current practice in transactional analysis is to use terminology as jargon. It is difficult to object to expressing complex meaningful ideas in simple words, but when these words are newly created and picked up by the masses, they can replace ideas and concepts. Individuals with their behavior fit into a specially prepared Procrustean bed. Berne was lucky with terminology in part because his metaphors and analogies were good; he notes how pronounced the parallels are between "real" and social games. However, there are always differences between a map, no matter how good it may be, and the territory that it represents.

Berne was convinced that he had made his own contribution to the development of psychotherapy. He emphasized the concept of a person's life script and the script matrix, which schematically depicts the origin of a script from its adversity.

"Even if the origin of ... scenario directives is different in each individual case, the scenario matrix nevertheless remains one of the most useful diagrams in the history of science, accommodating the entire plan of human life and inevitable fate in a simple, understandable and accessible drawing, which is easily check and which also contains instructions on how to change life" (Berne, 1966, p. 302).

And further: “Scenario analysis is the solution to the problem of human destiny, it tells us (finally!) that our destinies are for the most part predetermined, and the free will of most people is nothing more than an illusion” (Berne, 1972, p. 295 ). (He notes, however, that the script is more flexible than the genetic apparatus, is influenced by external factors and life experiences, and can be changed with the help of psychotherapy.) However, Berne points out that "psychiatric analysis of the script is only a few years old, so in at present there is not a single case of clinical observation of the full life scenario" (Berne, 1972, p. 296).

3. Berne proved himself to be an effective psychotherapist, but it is impossible to prove that this is due to the theory he developed. He relied on his theory as the basis for a short-term diagnostic evaluation and, using his theoretical concepts, could predict the future behavior of patients. "Any apparently trivial event," he wrote, "lasting only a few seconds, can tell the patient's whole life story to a receptive psychotherapist" (1972, p. 301). That's probably how it is. Berne himself was a receptive psychotherapist with a well-developed intuition. All too often, however, predictions have come true or "confirmed" by patients because they cannot fail to come true because of the psychotherapist's perception and interpretation of what they see and hear, and also because of suggestion.

Transactional Analysis teaches patients to name, analyze and interpret their own behavior and the behavior of others in terms of system terminology and concepts. Therefore, it is not surprising that patients live up to the therapist's expectations. The question remains whether we are talking here about evidence in favor of the theory itself or whether we have the result that should have been expected. Patients of psychotherapists who have the gift of persuasion are usually ready to support the theories of their psychotherapists. Bern draws attention to the everyday language of his system, but for the people who encounter it, this language is not the language of everyday communication.

What can be said about the scientific side of Bern's approach? Research on self-states and their significance for the functioning of the individual is found in large numbers in the transactional analysis literature (e.g., Heyer, 1987). As some authors have noted (Dusay & Dusay, 1984), "there is considerable interest in evaluating the basic concepts of transactional analysis" (p. 431). "Self-states and egograms (profiles of self-state functioning) are of particular interest to researchers" (Dusay & Dusay, 1989, p. 439).

On the other hand, there is relatively little research on transactional analysis as a form of therapy. Berne himself (Berne, 1961) presented the first results of such studies. According to him, in the period from September 1954 to September 1956, work was carried out with 75 patients, 23 of whom were in a pre-psychotic, psychotic or post-psychotic state. Of these 23 patients, two (9%) continued to deteriorate and voluntarily admitted to the hospital; three (13%) had no changes or minimal changes; the condition of 18 (78%) patients improved. From 1956 to 1960, about 100 people completed the full course of treatment (at least 7 weeks in a row with a prospective follow-up of 2-3 years), of which 20 people were in a pre-psychotic, psychotic or post-psychotic state. "In most cases, the treatment ended with the patients, their families and the psychotherapist noting improvement. In three unsuccessful cases, the patients voluntarily entered the hospital. All patients had previously been hospitalized" (Berne, 1961, p. 337). Berne regarded these results as favorable in comparison with the results of other approaches.

Since Berne's first post, there has been a lot of research on transactional analysis. Some positive results have been obtained (see summary of key studies, Dusay & Dusay, 1989). At the same time, as already mentioned, there are a limited number of studies on the therapeutic aspects of the intervention, the main attention of researchers is usually attracted to other aspects of transactional analysis, so the effectiveness of this approach requires further practical study and verification.

Despite the paucity of empirical research, interest in transactional analysis continues unabated. The International Association for Transactional Analysis continues to grow with new members. The European Association for Transactional Analysis is promoting this approach in Europe. Magazine Transactional Analysis Journal published over two decades, continues to be the main periodical source of information about transactional analysis, its theory and practice. A number of interesting works can be found in the modern literature on egograms (Dusay, 1986), the integration of transactional analysis with Gestalt therapy (Goulding, 1987, 1992; Goulding & Goulding, 1978), and other approaches (eg, psychodrama). All this is done with great enthusiasm, and transactional analysis retains its place and role in modern psychotherapy.

As for the future of transactional analysis, this is what Dusay & Dusay (1984) suggested over a decade ago.

"The future of transactional analysis is seen as a shift in attention to action, emotive, and energetic models in order to correct the over-focus on 'understanding', resulting in a balance between affect and cognition. The history of transactional analysis is one of rapid evolution towards newer, more effective techniques, and The structural concepts of self-states, transaction (unit of social interaction), script, or game theory will not be discarded, but techniques aimed at stimulating change can and should be restructured from a primary emphasis on understanding and insight (which are also important) to a more empirical and emotive approach" (p. 443).

This statement accurately reflects the developments in transactional analysis over the past decade and, in addition, allows you to look into its future for years to come.

In conclusion, I would like to say once again that transactional analysis is very different from most theories and has a number of advantages over them, since it is open about the concepts and terms used. In its simplest form, it is also much more understandable and therefore more attractive and useful, at least in terms of temporary results. Serious researchers as well as practical psychotherapists will find Berne's writings very valuable. Bern had an exploratory mindset and high productivity. He observed people and their behavior with interest, possessed a developed clinical intuition. A number of his observations can be easily described in ordinary language, without resorting to the special terminology of the system he created. Regardless of the terminology used, Berne's observations deserve close attention.