The fate of any person is programmed at preschool age. The priests and teachers of the Middle Ages knew this well, saying: “Leave me a child up to six years old, and then take it back.”

Developing the ideas of Freud's psychoanalysis, general theory and method of treatment of nervous and mental illness, famous psychologist Eric Berne focused on "transactions" (single interactions) that underlie interpersonal relationships.

Some types of such transactions, which have a hidden purpose, he called games. In this article, we present you a summary of the book by Eric Berne "People who play games"- one of the most famous books in psychology of the 20th century.

Transactional Analysis by Eric Berne

Scenario analysis is impossible without understanding the basic, basic concept of Eric Bern - transactional analysis. It is with him that he begins his book "People who play games."

Eric Berne believes that each person has three states of I, or, as they say, three Ego states, which determine how he behaves with others and what comes out of it. These states are called:

• Parent
• Adult
• Child

Transactional analysis is devoted to the study of these states. Berne believes that we are in one of these three states at every moment of our lives. Moreover, their change can occur arbitrarily often and quickly: for example, the leader just talked to his subordinate from the position of an Adult, in a second he was offended by him as a Child, and a minute later he began to lecture him from the state of the Parent.

Berne calls one unit of communication a transaction. Hence the name of his approach - transactional analysis. Lest there be any confusion, Berne's ego-state writes with capital letter: Parent (P), Adult (B), Child (Re), and these same words in their usual, related to specific people meaning, - with a small one.

The Parent state is derived from parental patterns of behavior. In this state, a person feels, thinks, acts, speaks and reacts in exactly the same way as his parents did when he was a child. He copies the behavior of his parents. And here it is necessary to take into account two Parental components: one - descending from the father, the other - from the mother. The state of I-Parent can be activated when raising your own children. Even when this state of the Self does not appear to be active, it most often influences a person's behavior, performing the functions of conscience.

The second group of states of the Self is that a person objectively evaluates what is happening to him, calculating the possibilities and probabilities based on past experience. This state of the Self Eric Berne calls "Adult." It can be compared to the functioning of a computer. A person in the position of I-Adult is in a state of “here and now”. He adequately evaluates his actions and deeds, is fully aware of them and takes responsibility for everything he does.

Every person has traits little boy or a little girl. He sometimes feels, thinks, acts, speaks and reacts in exactly the same way as he did in childhood. This state of the Self is called "Child". It cannot be considered childish or immature, it only resembles a child of a certain age, generally two to five years old. These are thoughts, feelings and experiences that are played from childhood. When we are in the position of the Ego-Child, we are in a state of control, in a state of objects of education, objects of adoration, that is, in a state of who we were when we were children.

Which of the three states of self is more constructive and why?

Eric Berne believes that a person becomes a mature person when his behavior is dominated by the state of the Adult. If the Child or Parent predominates, this leads to inappropriate behavior and to the distortion of the worldview. And therefore, the task of each person is to achieve a balance of the three I-states by strengthening the role of the Adult.

Why does Eric Berne consider the Child and Parent states to be less constructive? Because in the state of the Child, a person has a rather large bias towards manipulation, spontaneity of reactions, as well as unwillingness or inability to take responsibility for their actions. And in the state of the Parent, first and foremost, the controlling function and perfectionism dominate, which can also be dangerous. Let's look at this with a specific example.

The man has made some mistake. If the Ego-Parent dominates in him, then he begins to scold, nag, “bite” himself. He constantly replays this situation in his head and what he did wrong reproaches himself. And this internal "pilezhka" can continue indefinitely. In especially neglected cases, people saw themselves on the same issue for decades. Naturally, at some point this turns into psychosomatic disorder. How do you understand real situation this attitude will not change. And in this sense, the state of the Ego-Parent is not constructive. The situation does not change, but mental stress increases.

And how does an adult behave in such a situation? The Ego-Adult says, “Yes, I made a mistake here. I know how to fix it. The next time the same situation arises, I will remember this experience and try to avoid such an outcome. I'm only human, I'm not a saint, I can make mistakes." This is how the Adult Ego talks to itself. He allows himself a mistake, takes responsibility for it, he does not deny it, but this responsibility is sound, he understands that not everything in life depends on him. He draws experience from this situation, and this experience becomes a useful link for him in the next similar situation. The most important thing is that excessive dramatization disappears here and a certain emotional “tail” is cut off. The Ego-Adult does not drag this "tail" behind him forever and ever. And so such a reaction is constructive.

And what does a person who is in the state of the Ego-Child do in such a situation? He is offended. Why is this happening? If the Ego-Parent takes on hyper-responsibility for everything that happens, and therefore scolds himself so much, then the Ego-Child, on the contrary, believes that if something went wrong, then it’s the mother, boss, friend, or someone else. something else. And since they are to blame and did not do what he expected, they disappointed him. He was offended by them and decided that he would take revenge, well, or stop talking to them.

Such a reaction does not seem to carry any serious emotional “tail” for a person, because he shifted this “tail” to another. But what does he get as a result? A damaged relationship with the person who is blamed for the situation, as well as the lack of experience that could become indispensable for him when such a situation repeats. And it will definitely repeat itself, because the person’s behavior that led to it will not change. In addition, it must be taken into account here that a long, deep, malicious resentment of the Ego-Child often becomes the cause of the most serious diseases.

Thus, Eric Berne believes that we should not allow the states of the Child and the Parent to dominate in our behavior. But at some point in life, they can and even should turn on. Without these states, a person's life will be like soup without salt and pepper: it seems that you can eat, but something is missing.

Sometimes you have to allow yourself to be a Child: to suffer nonsense, to allow a spontaneous release of emotions. This is fine. Another question is when and where we allow ourselves to do this. For example, at a business meeting, this is completely inappropriate. Everything has its time and place. The state of the Ego-Parent can be useful, for example, for teachers, lecturers, educators, parents, doctors at the reception, etc. From the state of the Parent, it is easier for a person to take control of the situation and be responsible for other people within the scope and scope of this situation.

2. Scenario analysis by Eric Berne

Now let's move on to scenario analysis, which is the subject of the book "People who play games." Eric Berne concluded that The fate of any person is programmed at preschool age. This was well known to the priests and teachers of the Middle Ages, who said: Leave me a child until six years old, and then take it back". Good preschool teacher can even foresee what kind of life awaits the child, whether he will be happy or unhappy, whether he will become a winner or a loser.

The script according to Berne is a subconscious life plan that is formed in early childhood mainly under the influence of parents. “This psychological impulse pushes a person forward with great force,” Berne writes, “towards his destiny, and very often regardless of his resistance or free choice.

No matter what people say, no matter what they think, some inner urge drives them to achieve that ending, which is often different from what they write in their autobiographies and job applications. Many people say that they want to earn a lot of money, but they lose it, while others get richer. Others claim to be looking for love but find hate even in those who love them."

In the first two years of life, the child's behavior and thoughts are programmed mainly by the mother. This program forms the initial frame, the basis of his scenario, the “primary protocol” regarding who he should be: “hammer” or “anvil”. Eric Berne calls such a frame the life position of a person.

Life positions as the "primary protocol" of the scenario

In the first year of life, the child develops the so-called basic trust or distrust of the world, and certain beliefs are formed regarding:

himself ("I'm good, I'm fine" or "I'm bad, I'm not okay") and

those around them, especially parents (“You are good, everything is fine with you” or “You are bad, everything is not okay with you”).

These are the simplest two-sided positions - You and I. Let's depict them in abbreviated form as follows: plus (+) is the “everything is in order” position, minus (–) is the “not everything is in order” position. The combination of these units can give four bilateral positions, on the basis of which the "primary protocol" is formed, the core life scenario person.

The table shows 4 basic life positions. Each position has its own scenario and its own ending.

Each person has a position on the basis of which his script is formed and his life is based. To refuse it is as difficult for him as to remove the foundation from under own house without destroying it. But sometimes the position can still be changed with the help of professional psychotherapeutic treatment. Or thanks strong feeling love - this most important healer. Eric Berne gives such an example of the stability of a life position.

A person who considers himself poor and others rich (I - You +) will not give up his opinion, even if he suddenly has a lot of money. It won't make him rich own assessment. He will still consider himself poor, who is simply lucky. And a person who considers it important to be rich, unlike the poor (I +, You -), will not give up his position, even if he loses his wealth. He will remain for everyone around him the same “rich” person, only experiencing temporary financial difficulties.

The stability of the life position also explains the fact that people with the first position (I +, You +) usually become leaders: even in the most extreme and difficult circumstances they retain absolute respect for themselves and their subordinates.

But sometimes there are people whose position is unstable. They hesitate and jump from one position to another, for example from "I +, You +" to "I -, You -" or from "I +, You -" to "I -, You +". Basically, these are unstable, anxious personalities. Eric Berne considers stable those people whose positions (good or bad) are difficult to shake, and such are the majority.

Positions not only determine our life script, they are also very important in everyday interpersonal relationships. The first thing people feel about each other is their positions. And then in most cases, like is drawn to like. People who think well of themselves and the world usually prefer to communicate with their own kind, and not with those who are always dissatisfied.

People who feel their own superiority like to unite in various clubs and organizations. Poverty also loves company, so the poor also prefer to get together, most often for a drink. People who feel the futility of their efforts in life usually huddle around pubs or on the streets, watching the course of life.

The plot of the script: how the child chooses it

So, the child already knows how he should perceive people, how other people will treat him, and what “people like me” means. The next step in script development is finding a plot that answers the question "What happens to people like me?". Sooner or later the child will hear a story about someone "like me." It could be a story read to him by his mother or father, a story told by his grandparents, or a story about a boy or girl heard on the street. But wherever the child hears this story, it will make such a strong impression on him that he will immediately understand and say: “It's me!”.

The story he heard can become his script, which he will try to implement all his life. She will give him the "skeleton" of the script, which may consist of the following parts:

the hero that the child wants to be like;

a villain who can become an example if the child finds an appropriate excuse for him;

the type of person who embodies the pattern he wants to follow;

plot - an event model that makes it possible to switch from one figure to another;

a list of characters that motivate the switch;

a set of ethical standards that prescribe when to be angry, when to be offended, when to feel guilty, feel right, or triumph.

So on the basis of early experience the child chooses his positions. Then, from what he reads and hears, he forms a further life plan. This is the first version of his script. If external circumstances help, then the life path of a person will correspond to the plot that has developed on this basis.

3. Types and options for scenarios

The life scenario is formed in three main directions. There are many options within these areas. So, Eric Bern divides all scenarios into:

winners

non-winners

losers.

In scripting language, the loser is the Frog and the winner is the Prince or Princess. Parents generally wish their children a happy fate, but they wish them happiness in the scenario that is chosen for them. They are most often against changing the role chosen for their child. The mother raising the Frog wants her daughter to be a happy Frog, but resists her any attempt to become a Princess ("Why did you think you could...?"). The father raising the Prince, of course, wishes his son happiness, but he prefers to see him rather unhappy than a Frog.

Eric Berne calls the winner a person who has decided to achieve a certain goal in his life and, ultimately, has achieved his goal. And here it is very important what goals a person formulates for himself. And although at the heart of their Parental programming, but the final decision is made by his Adult. And here we must take into account the following: a person who set himself the goal of running, for example, a hundred meters in ten seconds, and who did this, is the winner, and the one who wanted to achieve, for example, a result of 9.5, but ran in 9.6 seconds - this unwinner.

Who are these non-winners? It is important not to confuse with losers. They are scripted to work hard, but not to win, but to stay at the current level. Non-winners are most often excellent fellow citizens, employees, because they are always loyal and grateful to fate, no matter what it brings them. They don't create problems for anyone. These are people who are said to be pleasant to talk to. Winners, on the other hand, create a lot of problems for others, because in life they fight, involving other people in the struggle.

However, most of the troubles are caused to themselves and others by losers. They remain losers, even having achieved some success, but if they get into trouble, they try to carry everyone around with them.

How to understand which scenario - a winner or a loser - a person follows? Berne writes that this is easy to figure out by looking at a person's manner of speaking. The winner is usually expressed like this: "I won't miss another time" or "Now I know how to do it." The loser will say: “If only…”, “Of course I would…”, “Yes, but…”. Non-winners say this: “Yes, I did it, but at least I don't…" or "Anyway, thanks for that too."

Scenario apparatus

To understand how the script works and how to find the "disenchanter", you need to know the script apparatus well. By scenario apparatus, Eric Berne means common elements any scenario. And here it is necessary to remember the three states of I, which we talked about at the very beginning.

So, the elements of the script according to Eric Berne:

1. Scenario Ending: Blessing or Curse

One of the parents shouts in a fit of anger to the child: “Go to hell!” or “Damn you!” - these are death sentences and at the same time indications of the method of death. The same: "You will end like your father" (alcoholic) - a sentence for life. This is a scripted ending in the form of a curse. Forms a scenario of losers. Here it must be borne in mind that the child forgives everything and makes a decision only after tens or even hundreds of such transactions.

The winners have a parental blessing instead of a curse, for example: “Be great!”

2. Script prescription

Precepts are what needs to be done (orders), and what cannot be done (prohibitions). Prescription is the most important element of the script apparatus, which varies in intensity. Prescriptions of the first degree (socially acceptable and mild) are direct instructions of an adaptive nature, supported by approval or mild condemnation ("You behaved well and calmly", "Do not be too ambitious"). With such prescriptions, you can still become a winner.

Prescriptions of the second degree (false and harsh) are not dictated directly, but are suggested in a roundabout way. This is the best way to form a non-winner ("Don't tell your father", "Keep your mouth shut").

The precepts of the third degree form the losers. These are prescriptions in the form of unjust and negative orders, unjustified prohibitions inspired by a sense of fear. Such prescriptions prevent the child from getting rid of the curse: "Don't pester me!" or "Don't be smart" (= "Damn you!") or "Stop whining!" (= "May you fail!").

In order for the prescription to be firmly rooted in the mind of the child, it must be repeated often, and deviations from it must be punished, although in some extreme cases (with severely beaten children) only once is enough for the prescription to be imprinted for life.

3. Scenario provocation

Provocation breeds future drunkards, criminals, and other types of lost scenarios. For example, parents encourage behavior leading to the outcome - "Drink!". The provocation comes from the Evil Child or the "demon" of the parents, usually accompanied by a "ha ha". AT early age an encouragement to be a loser might look like: "He's a fool, ha ha" or "She's dirty, ha ha." Then comes the time for more specific teasing: "When he hits, it's always his head, ha ha."

4. Moral dogmas or commandments

These are instructions on how to live, how to fill the time in anticipation of the finale. These instructions are usually passed down from generation to generation. For example, "Save money", "Work hard", "Be a good girl".

There may be contradictions here. The Father's Parent says: "Save money" (commandment), while the Father's Child urges: "Bet everything at once in this game" (provocation). This is an example of an internal contradiction. And when one of the parents teaches to save, and the other advises to spend, then we can talk about an external contradiction. "Take care of every penny" can mean: "Take care of every penny so that you can drink it all at once."

About a child who is caught between opposite instructions, they say "hit in the bag." Such a child behaves as if he is not reacting to external circumstances, but is responding to something in his own head. If the parents put some talent into the "bag" and backed it up with a blessing on the winner, it will turn into a "winner's bag". But most people in the "bags" are losers, because they cannot behave according to the situation.

5. Parent samples

In addition, parents share their experiences real life implement their scenarios. It is a pattern or program that is shaped by the direction of the parent Adult. For example, a girl can become a lady if her mother teaches her everything she needs to know. real lady. Very early, by imitation, like most girls, she can learn to smile, walk and sit, and later she will be taught to dress, agree with others and politely say no.

In the case of a boy, the parental model is more likely to affect the choice of profession. A child can say: “When I grow up, I want to be a lawyer (cop, thief) like my father.” But whether or not this happens depends on the mother's programming, which says: "Do (or don't do) something risky, difficult, like (or not like) your father." The prescription will take effect when the son sees the admiring attention and proud smile with which the mother listens to the stories of the father about his affairs.

6. Scenario Impulse

The child periodically has aspirations directed against the scenario formed by the parents, for example: “Spit!”, “Slovchi!” (against "Work hard!"), "Spend it all at once!" (against "Save your penny!"), "Do the opposite!". This is the script impulse or "demon" that hides in the subconscious.

The scenario impulse most often manifests itself in response to an excess of prescriptions and instructions, that is, in response to a super-script.

7. Anti-scenario

Suggests the possibility of removing the spell, for example, "You can succeed after forty years." This magical resolution is called an anti-script, or inner release. But often in the scenarios of losers, the only anti-scenario is death: "You will receive your reward in heaven."

Such is the anatomy of the script apparatus. Scenario ending, prescriptions and provocations govern the scenario. They are called control mechanisms and take up to six years to develop. The other four elements can be used to fight the script.

Scenario Options

Eric Bern analyzes various scenarios using the examples of the heroes of Greek myths, fairy tales, as well as the most common characters in life. Basically, these are the scenarios of losers, since they are the ones psychotherapists encounter most often. Freud, for example, lists countless stories of losers, while the only winners in his work are Moses, Leonardo da Vinci, and himself.

So let's take a look at some examples of winner, loser, and loser scenarios described by Eric Berne in his book People Who Play Games.

Loser Scenario Options

The scenario "Tantalum torment, or Never" is presented by fate mythical hero Tantalum. Everyone knows catchphrase"tantalic (that is, eternal) torment." Tantalus was doomed to suffer from hunger and thirst, although water and a branch with fruits were nearby, but all the time passed his lips. Those who got such a script were forbidden by their parents to do what they wanted, so their life is full of temptations and "tantalum torments." They seem to live under the sign of the Parental Curse. In them, the Child (as a state of Self) is afraid of what they most desire, so they torture themselves. The directive behind this scenario can be formulated as follows: "I will never get what I most want."

The scenario "Arachne, or Always" is based on the myth of Arachne. Arachne was an excellent weaver and allowed herself to challenge the goddess Athena herself and compete with her in the art of weaving. As punishment, she was turned into a spider, forever weaving her web.

In this scenario, "always" is the key that includes an action (and a negative one at that). This scenario manifests itself in those to whom parents (teachers) constantly said with malice: “You will always be a homeless person”, “You will always be so lazy”, “You will always not finish the job”, “You will always remain fat”. This scenario sets off a chain of events that is commonly referred to as a "losing streak" or "bad luck streak."

Scenario Sword of Damocles. Damocles was allowed to enjoy the role of king for one day. During the feast, he saw a naked sword hanging on a horsehair above his head, and realized the illusory nature of his well-being. The motto of this scenario is: “Enjoy life for now, but know that misfortunes will begin later.”

The key to this life scenario is the hovering sword above your head. This is a program to perform some task (but the task is not its own, but the parent's, and negative). “When you get married, you cry” (in the end: either an unsuccessful marriage, or unwillingness to get married, or difficulties in creating a family and loneliness).

“When you raise a child, then you will feel in my place!” (in the end: either repeating the unsuccessful program of his mother after the child grows up, or unwillingness to have a child, or forced childlessness).

“Walk while you are young, then you will work out” (in the end: either unwillingness to work and parasitism, or with age - hard work). As a rule, people with this scenario live one day in constant expectation of misfortunes in the future. These are one-day butterflies, their life is unpromising, as a result they often become alcoholics or drug addicts.

Again and Again is the scenario of Sisyphus, the mythical king who angered the gods and for this rolled a stone up the mountain in the underworld. When the stone reached the top, it fell down, and everything had to be started again. it's the same classic example scenario "Just a little not ...", where one "If only ..." follows another. "Sisyphus" is a loser's scenario, because as he gets closer to the top, he slides down each time. It is based on "Over and Again": "Try while you can." This is a program for the process, not the result, for "running in circles", stupid, hard "Sisyphean labor".

Scenario "Pink Riding Hood, or Dowry". Pink Riding Hood is an orphan or for some reason feels like an orphan. She's smart, always ready to give good advice and to joke merrily, but she does not know how to think realistically, plan and implement plans - she leaves this to others. She is always ready to help, as a result she gains many friends. But somehow she ends up alone, starts drinking, taking stimulants and sleeping pills, and frequently contemplates suicide.

Pink Riding Hood is a loser scenario, because whatever she achieves, she loses everything. This scenario is organized around the “don’t” principle: “You can’t do this until you meet the prince.” It is based on "never": "Never ask anything for yourself."

Variants of scenarios of winners

Scenario Cinderella.

Cinderella had a happy childhood while her mother was alive. She then suffered until the events at the ball. After the ball, Cinderella receives the prize, which is due to her according to the "winner" scenario.

How does her scenario unfold after the wedding? Soon Cinderella does amazing discovery: the most interesting people for her are not court ladies, but dishwashers and maids employed in the kitchen. Traveling in a carriage around the small "kingdom", she often stops to talk to them. Over time, other court ladies also become interested in these walks. One day it occurred to Cinderella-Princess that it would be nice to gather all the ladies, her assistants, together and discuss them. common problems. After that, the "Ladies' Society for Helping Poor Women" was born, which elected her as its president. So "Cinderella" found her place in life and even made a contribution to the well-being of her "kingdom".

Scenario "Sigmund, or" If it doesn't work out this way, let's try another way.

Sigmund decided to become a great man. He knew how to work and set himself the goal of penetrating into the upper strata of society, which would become paradise for him, but he was not allowed there. Then he decided to look into hell. There were no higher strata, there it was all the same to everyone. And he gained authority in hell. His success was so great that soon the upper strata of society moved to the underworld.

This is a "winner" scenario. A person decides to become great, but those around him create all sorts of obstacles. He does not waste time overcoming them, he bypasses everything, and becomes great elsewhere. Sigmund is guided through life by a scenario organized according to the principle “you can”: “If it doesn’t work out this way, you can try differently.” The hero took a failed scenario and turned it into a successful one, despite the opposition of others. This was achieved by leaving open opportunities to bypass obstacles without colliding head-on with them. This flexibility does not prevent you from achieving what you want.

How to discover your own scenario

Eric Berne does not give clear recommendations on how to recognize your own script. To do this, he suggests contacting scenario psychoanalysts. He even writes to himself: “As for me personally, I don’t know if I still play according to other people’s notes or not.” But something can still be done.

There are four questions, honest and thoughtful answers to which will help shed light on the scenario cage we are in. These are the questions:

1. What was your parents' favorite slogan? (He will give you a clue on how to run the anti-script.)

2. What kind of life did your parents lead? (A thoughtful answer to this question will provide a clue to the parental patterns that have been forced upon you.)

3. What was the parental prohibition? (This is the most important question to understand human behavior. It often happens that some unpleasant symptoms with which a person turns to a psychotherapist is a replacement for a parental prohibition or a protest against it. As Freud said, liberation from the prohibition will relieve the patient of symptoms as well.)

4. What did you do that made your parents smile or laugh? (The answer allows you to find out what is the alternative to the forbidden action.)

Berne gives an example of a parental prohibition for the alcoholic script: "Don't think!" Drinking is a mind-replacement program.

"Disenchantor", or How to free yourself from the power of the script

Eric Berne introduces such a thing as a "disenchanter", or inner liberation. This is a “device” that cancels the prescription and frees the person from the power of the script. Within the framework of the scenario, this is a "device" for its self-destruction. In some scenarios, it immediately catches the eye, in others it must be sought and deciphered. Sometimes the "disenchanter" is fraught with irony. This usually happens in scenarios of losers: "Things will work out, but after you die."

Internal release can be either event oriented or time oriented. "When You Meet the Prince", "When You Die Fighting" or "When You Have Three" are event-driven anti-scripts. "If you survive the age your father died" or "When you've been with the firm for thirty years" are time-oriented anti-scripts.

To get rid of the scenario, a person does not need threats or orders (there are enough orders in his head anyway), but a permission that would free him from all orders. Permission is the main weapon in the fight against the script, because it basically makes it possible to free the person from the prescription imposed by the parents.

You need to allow something to your I-state of the Child with the words: “It’s all right, it’s possible” or vice versa: “You shouldn’t ...” In both cases, an appeal to the Parent (as your I-state) also sounds: “Leave him (I -Child) at rest. This permission works best if it is given by someone you trust, such as a therapist.

Eric Bern distinguishes between positive and negative permissions. With the help of a positive permission, or license, the parental prescription is neutralized, and with the help of a negative one - a provocation. In the first case, "Leave him alone" means "Let him do it," and in the second, "Don't force him to do it." Some permissions combine both functions, which is clearly seen in the case of the anti-script (when the Prince kissed the Sleeping Beauty, he simultaneously gave her permission (license) - to wake up - and freed her from the curse of the evil sorceress).

If a parent does not want to instill in his children the same thing that was once instilled in him, he must comprehend the Parental state of his Self. His duty and duty lie in controlling his Father's behavior. Only by placing his Parent under the supervision of his Adult can he accomplish his task.

The difficulty lies in the fact that we often treat our children as our copy, our continuation, our immortality. Parents are always pleased (although they may not show it) when their children imitate them, even in a bad way. It is this pleasure that needs to be brought under Adult control if the mother and father want their child to feel in this huge and complex world more confident and more happy man than themselves.

Negative and unfair orders and prohibitions should be replaced by permissions that have nothing to do with permissiveness education. The most important permissions are permissions to love, to change, to successfully cope with one's tasks, to think for oneself. A person who has such permission is immediately visible, as well as one who is bound by all sorts of prohibitions (“He was, of course, allowed to think”, “She was allowed to be beautiful”, “They are allowed to rejoice”).

Eric Berne is sure that permissions do not lead the child to trouble if they are not accompanied by coercion. A true permit is a simple "may", like a fishing license. No one forces a boy to fish. Wants - catches, wants - no.

Eric Berne especially emphasizes that being beautiful (as well as being successful) is not a matter of anatomy, but of parental permission. Anatomy, of course, affects the prettiness of the face, but only in response to the smile of a father or mother can a daughter’s face blossom with real beauty. If parents saw in their son a stupid, weak and clumsy child, and in their daughter - an ugly and stupid girl, then they will be so.

Conclusion

Eric Berne begins his bestselling book People Who Play Games by describing his main concept: transactional analysis. The essence of this concept lies in the fact that every person at any time is in one of three Ego-states: Parent, Child or Adult. The task of each of us is to achieve dominance in our behavior of the Adult ego state. It is then that we can talk about the maturity of the individual.

After describing transactional analysis, Eric Berne moves on to the concept of scenarios, which is the subject of this book. Berne's main conclusion is this: the child's future life is programmed up to the age of six, and then he lives according to one of three life scenarios: winner, non-winner or loser. There are a lot of specific variations of these scenarios.

The Berne script is a gradually unfolding life plan, which is formed in early childhood mainly under the influence of parents. Often, scripted programming comes in a negative form. Parents fill the heads of children with restrictions, orders and prohibitions, thus raising losers. But sometimes they give permission. Prohibitions make it difficult to adapt to circumstances, while permissions provide freedom of choice. Permissions have nothing to do with parenting permissiveness. The most important permissions are permissions to love, to change, to successfully cope with one's tasks, to think for oneself.

To get rid of the script, a person needs not threats or orders (there are enough orders in his head anyway), but all the same permissions that would free him from all parental orders. Allow yourself to live by your own rules. And, as Eric Berne advises, finally dare to say: "Mom, I'd rather do it my own way." published

Transactional Analysis is based on the concept of Eric Berne that a person is programmed with “early decisions” regarding life position and lives his life according to a “script” written in active participation his loved ones (primarily his parents), and makes decisions in the present time based on stereotypes that were once necessary for his survival, but are now mostly useless.

The structure of personality in the concept transactional analysis It is characterized by the presence of three ego-states: Parent, Child and Adult. Ego states are not roles that a person performs, but some phenomenological realities, behavioral stereotypes that are provoked by the current situation.

Transaction in the framework of transactional analysis is the exchange of influences between the ego states of two people. Impacts can be thought of as units of recognition, similar to social reinforcement. They find expression in touch or in verbal manifestations.

Transactions are based on a life script. This is the general and personal plan organizing human life. The scenario was developed as a survival strategy.

The main goal of the therapeutic process in the tradition of transactional analysis is the reconstruction of the personality on the basis of a revision of life positions. Big role focuses on the ability of a person to realize unproductive stereotypes of his behavior, which prevent the adoption of decisions that are adequate to the present moment, as well as the ability to form a new system of values ​​and decisions based on their own needs and capabilities.

1. Essence of E.Bern's transactional analysis

The structure of personality in transactional analysis is characterized by the presence of three ego states: Parent, Child, and Adult. Each ego state represents a particular pattern of thinking, feeling, and behaving. The selection of ego states is based on three axiomatic principles:

1. every adult was once a child. This child in each person is represented by the Child ego-state;
2. every person with a normally developed brain is potentially capable of an adequate assessment of reality. The ability to systematize information coming from outside and make reasonable decisions belongs to the Adult ego state;
3. each individual had or has parents or persons who have taken their place. The parental principle is embedded in every personality and takes the form of the ego-state Parent.

Description of ego-states is presented in Table. one.

Table 1

Ego states and typical ways of behaving and speaking

ego states		Typical behaviors, statements
Parent	caring parent	Comforts, corrects, helps "We'll do it" "Don't be afraid" "We'll all help you"
	critical parent	Threats, criticizes, orders "Are you late for work again?" "Everyone should have a schedule on their desk!"
Adult		Collects and gives information, evaluates the probability, makes decisions "What time is it?" "Who can have this letter?" "We will solve this problem in the group"
	Spontaneous child	Natural, impulsive, cunning, self-centered behavior "This is the third time this stupid letter has been on my desk" "You did it just fine!"
	Adjustable child	Helpless, fearful, conforming to norms, accommodating behavior "I'd love to, but we're going to get in trouble"
	Rebellious child	Protesting, challenging behavior "I won't do that!" "You Can't Do It"

E. Bern's Adult plays the role of an arbitrator between the Parent and the Child. Analyzing the information, the Adult decides which behavior is most appropriate for the given circumstances, which stereotypes it is desirable to refuse, and which it is desirable to include.

It is possible to diagnose ego-states in a person by observing the verbal and non-verbal components of behavior. For example, while in the Parent state, phrases like “I can’t”, “I have to”, critical remarks like “so, remember”, “stop it”, “no way in the world”, “I would be in your place”, "My dear". The physical sign of the Parent is a furrowed forehead, a shake of the head, a “menacing look”, sighs, arms crossed over the chest, stroking the other on the head, and so on. A child can be diagnosed on the basis of expressions that reflect feelings, desires and fears: “I want”, “it makes me angry”, “I hate”, “what do I care”. Non-verbal manifestations include trembling lips, downcast eyes, shrugging shoulders, expressing delight.

Verbal and non-verbal interactions between people are called transactions. A transaction is an exchange of influences between the ego states of two people. Impacts can be conditional or unconditional, positive or negative. There are transactions parallel, cross and hidden.

Parallel - these are transactions in which the stimulus emanating from one person is directly supplemented by the reaction of another. For example, a stimulus: "What time is it now?", a response: "A quarter to six." In this case, the interaction occurs between the Adult Ego states of the interlocutors. Such interactions do not have the ability to produce conflicts and can continue indefinitely. The stimulus and response in this interaction are displayed as parallel lines.

Crossed (intersecting) transactions already have the ability to produce conflicts. In these cases, an unexpected response is given to the stimulus, an inappropriate ego state is activated. For example, when a husband’s question “Where are my cufflinks?” the wife gives the answer "Where you put it, take it there." Thus, the reaction of the Parent is given to the stimulus coming from the Adult. Such cross-transactions begin with recriminations, barbs, and may end with slamming doors.

Covert transactions are distinguished by the fact that they involve more than two ego states, since the message in them is disguised as a socially acceptable stimulus, but the response is expected from the effect of the hidden message. Thus, a covert transaction contains implicit information through which others can be influenced without them realizing it.

The transaction can be carried out at two levels - social and psychological. This is typical for covert transactions, where psychological level they contain ulterior motives.

E. Bern gives examples of an angular transaction in which three ego states participate and writes that sellers are especially strong in it. For example, the Seller offers the buyer an expensive type of product with the words: “This model is better, but you can’t afford it,” to which the buyer gives the answer: “I’ll take it.” The adult salesperson is stating the facts (that the model is better and that the buyer can't afford it), to which the buyer would have to respond at the adult level that the salesperson is absolutely right. But since the psychological vector was skillfully directed by the Adults of the seller to the Child of the buyer, it is the Child of the buyer who answers, wanting to demonstrate that he is not worse than the others.

Approval in transactional analysis is understood as "stroking". There are three types of strokes: physical (such as touch), verbal (words), and non-verbal (winks, nods, gestures, etc.). Strokes are given for "existence" (that is, they are unconditional) and for "deeds" (conditional strokes). They can be positive - for example, a friendly physical touch, warm words and benevolent gestures; and negative - slaps, frowns, scolding.

Unconditional strokes are obtained, as in infancy, simply for the fact "that you are." Positive unconditional strokes are verbal (“I love you”), non-verbal (laughter, smiles, gestures) and physical (touches, caresses, cradles). Conditional strokes are given more for deeds than for the fact of existence: when a child first begins to walk, parents speak to him in an excited voice, smile, kiss; when the child spills milk or becomes naughty beyond measure, he may receive a shout, a slap or an angry look.

The next aspect of transactional analysis is the structuring of time. According to E. Bern, people structure time in six ways: leaving, (avoidance), rituals, entertainment (pastime), activities, games, intimacy (love sexual interactions).

Transactions such as rituals, entertainment or activities are aimed at achieving certain goals - structuring time and receiving influences from others. Therefore, they can be described as "honest", that is, not involving the manipulation of others. Games, on the other hand, are a series of hidden transactions leading to a certain result in which one of the players has an interest.

A ritual is a stereotyped series of simple additional transactions that are set by external social factors. An informal ritual (such as saying goodbye) is fundamentally the same, but may differ in detail. Formal ritual (such as a church liturgy) is characterized by very little freedom. rituals offer a safe, reassuring, and often enjoyable way of structuring time.

It is possible to define a pastime as a series of simple, semi-ritual additional transactions, the purpose of which is to structure a certain interval of time. The beginning and end of such an interval can be called procedures. At the same time, transactions are usually adapted to the needs of all participants in such a way that everyone can get the maximum gain during a given interval - the better the participant is adapted, the greater his gain. Pastimes are usually mutually exclusive, that is, they do not mix. Pastimes form the basis for familiarity and can lead to friendship, promote confirmation chosen by man roles and strengthening his life position.

2. Comparative analysis of psychological games according to E. Berne

"A game" - a fixed and unconscious stereotype of behavior, including a long series of actions containing weakness, trap, response, blow, retribution, reward. Every action is accompanied by certain feelings. Each action of the game is accompanied by stroking, which at the beginning of the game is more than strokes. The further the game unfolds, the more intense the strokes and hits become, reaching a maximum at the end of the game.

Games differ from pastimes or rituals in two main ways:

1. hidden motives;
2. having a win.

The difference between games is that they can contain an element of conflict, they can be dishonest and have a dramatic outcome.

Berne gives a classification of games based, in his opinion, on some of the most obvious characteristics and variables:

1. Number of players: games for two ("Frigid Woman"), for three ("Come on, fight!"), for five ("Alcoholic") and for many ("Why don't you ..." - "Yes, but...").
2. Material used: words ("Psychiatry"), money ("Debtor"), body parts ("I need surgery").
3. Clinical types: hysterical (“They are raping!”), with obsessive-compulsive syndrome (“Clutzer”), paranoid (“Why is it always like this with me?”), depressive (“I'm back to the old again”).
4. By zones: oral ("Alcoholic"), anal ("Clutzer"), phallic ("Come on fight").
5. Psychodynamic: counterphobia ("If not for you"), projective (" Parental committee"), introjecting ("Psychiatry").
6. Classification according to instinctive drives: masochistic ("If not for you"), sadistic ("Clutzer"), fetishistic ("Frigid man").

When classifying games, E. Berne uses the following qualities games.

1. Flexibility. Some games, such as "Debtor" or "I Need Surgery" can only be played on one material, while others, such as exhibitionist games, are much more flexible.
2. Tenacity. Some people give up games easily, others are much more attached to them.
3. Intensity. Some play relaxed, others are more intense and aggressive. Games are respectively light and heavy.

In mentally unstable people, these properties appear in a certain progression and determine whether the game will be quiet or violent.

All games have an important and perhaps decisive influence on the fate of the players; but some of them, much more often than others, become the work of a lifetime. Berne called this group of games "games for life". It includes "Alcoholic", "Debtor", "Hit Me", "Gotcha, Son of a bitch!", "Look what I did because of you" and their main variants (Table 2).

table 2

Characteristics of games according to E. Bern

	ALCOHOLIC	GO, YOU SON OF A BITCH!	LOOK WHAT I DID BECAUSE OF YOU
	self-flagellation	Justification.	Justifying your behavior.
	Alcoholic, Persecutor, Savior, Simpleton, Mediator.	Victim, Aggressor.
Dynamics	oral deprivation	Anger of jealousy.	The mild form can be compared with premature ejaculation, rigid form– with anger based on "castration fear".
social paradigm	Adult - Adult. Adult: "Tell me what you really think of me, or help me stop drinking." Adult: "I'll be honest with you."	Adult - Adult. Adult: "Look what you've done." Adult: "Now that you've brought this to my attention, I see you're right."
Psychological paradigm	Parent - Child. Child: "Try to catch me." Parent: "You should stop drinking because..."	Parent - Child. Parent: "I watch you all the time and wait for you to make a mistake." Child: "You got me this time." Parent: "Yes, and this time you will feel the full force of my anger."	The external psychological sign (the desire to avoid responsibility) is clearly visible. Existential Position - "I'm not to blame
	1. Provocation - accusation or forgiveness. 2. Indulgence - anger or frustration.	1. Provocation - accusation. 2. Defense - accusation. 3. Protection - punishment.
	1. Internal psychological - a) drunkenness as a procedure - rebellion, consolation and satisfaction of desire; b) "Alcoholic" as a game - self-flagellation (possibly). 2. External psychological - the ability to avoid sexual and other forms of intimacy. 3. Internal social - "Let's see if you can stop me." 4. External social - "And the next morning", "Cocktail" and other pastimes. 5. Biological - alternating exchange of manifestations of love and anger. 6. Existential - "Everyone wants to offend me"	1. Internal psychological - justification of anger. 2. External psychological - the ability to avoid awareness of one's shortcomings. 3. Internal social - PSS. 4. External social - they are always ready to catch you. 5. Biological - the exchange of angry transactions, usually between people of the same sex. 6. Existential - people cannot be trusted.	Threat often speeds up the game intimacy because "justified" anger helps to avoid sexual relations.

In these games, E. Bern clearly highlights the name, thesis, goal, roles, social and psychological paradigm, illustrations, moves and "rewards". In other games, the author singles out the thesis and antithesis.

"DEBTOR"

"Debtor", according to E. Bern, is more than a game, for many it becomes a scenario, a plan for a lifetime, But most of them play in easy game"If not for the debts", but in other respects they enjoy life and only a few play the "Debtor" in full force.

Varieties of the game "Debtor": "Try to get", "Creditor", "Try not to pay", etc. Games related to money can have very serious consequences, despite the fact that they look superficial. This happens not only because we describe all sorts of little things, but because we find petty motives in cases that people get used to taking seriously.

"HIT ME"

This game is usually played by people who seem to have "Please don't hit me" written on their foreheads. The behavior of the players provokes the opposite and the temptation is almost irresistible, and then the natural result sets in. This category can include all kinds of outcasts, prostitutes and those who constantly lose their jobs. Women sometimes play a variation of this game called "Worn Dress". Women make an effort to look pathetic, try to ensure that their income - for "good" reasons - does not exceed the subsistence level. If an inheritance falls on their heads, there are always enterprising young people who help get rid of it, giving shares in some non-existent enterprise in return, and so on. Their game is wordless, and only mannerisms and behavior seem to say: "Why is it always like this with me?"

"HORRIBLE!".

The initiator of the game is looking for injustice in order to be able to complain about them to a third participant. Thus, this is a three-player game: the Aggressor, the Victim and the Confidant act in it. Motto - "Misfortune needs sympathy." The confidant is usually a person who also plays the game.

The psychological game is a series of consecutive transactions with a clearly defined and predictable outcome, with a hidden motivation. Any specific emotional condition, to which the player unconsciously strives.

Considering the historical, cultural, social and personal significance of games, E. Berne in his book "People who play games" introduces the concept of parental programming and characterization of various life scenarios.

3. The essence of the concept of "life scenario"

Berne, in his early writings, defined the script as "the unconscious life plan". Then he gave a more complete definition: "The plan of life is drawn up in childhood, reinforced by parents, justified by the course of events and reaches a peak when choosing a path."

The concept that childhood experiences have a strong influence on adult behavior patterns is central not only to transactional analysis but also to other branches of psychology. In script theory, there is also the idea that the child makes a certain plan for his life, and not just forms the main views on life. This plan is drawn up in the form of a drama with a clearly marked beginning, middle and end.

Another hallmark of life script theory is that the life plan "culminates in the chosen alternative." The components of the script, starting with the first scene, serve to bring the script to the final scene. In script theory, the final scene is called payback for the script. The theory says that when a person plays out a life script, he unconsciously chooses behaviors that will bring him closer to the payback of the script.

Scenario is a “life plan drawn up in childhood”, therefore, the child himself decides about his scenario. On the decision to choose life scenario influence not only external factors but also the will of the child. Even when different children are brought up in the same conditions, they can make completely different plans for their lives. In this connection, Berne cites the case of two brothers who were told by their mother, "You're both going to a psychiatric hospital." Subsequently, one of the brothers became a chronic mental patient, and the other a psychiatrist.

The term " decision' is used in life script theory with a meaning different from what is usually given in a dictionary. The child makes a decision about his scenario as a result of feelings before he begins to speak. At the same time, the child uses the methods of reality testing available to him at that age.

Although parents cannot force the child to make any decisions, they nevertheless exert a strong influence on the child, conveying verbal and non-verbal messages to him. On the basis of these messages, the child forms his ideas about himself, other people and life, which form the main content of the scenario. Thus, the scenario is reinforced by the parents.

The life script lies beyond awareness, so in adulthood a person can come closest to remembering childhood through dreams and fantasies. While living his scenario decisions in behavior, a person, nevertheless, is not aware of them.

A life script has content and process. The content of each person's script is as unique as a fingerprint. While the scenario process is subdivided into a relatively small number of specific patterns.

Winner Berne called "the one who achieves the goal set for himself." By victory is understood that the goal is achieved easily and freely. Defeated is "a person who does not achieve the goal." And the point is not only in achieving the goal, but also in the degree of accompanying comfort. If, for example, a person decided to become a millionaire, became one, but constantly feels unhappy because of a stomach ulcer or hard work, then he is defeated.

Depending on the tragedy of the ending, the scenarios of the vanquished can be classified into three degrees. The loser scenario of the first degree is a scenario in which failures and losses are not so serious as to be discussed in society. For example, recurring fights at work, mild depression, or failing college entrance exams. Defeated with the second degree experience unpleasant feelings serious enough to be discussed in society. This may be dismissal from work, expulsion from the university, hospitalization due to a serious illness, etc. A third-degree scenario results in death, injury, serious illness (including mental illness), or judgment.

The person with the no-win scenario carries his burden patiently day by day, gaining little and losing little. Such a person never takes risks. Therefore, such a scenario is called banal. At work, a non-winner doesn't become a boss, but he doesn't get fired either. He, most likely, will calmly complete it to the end, receive a watch on a marble stand as a gift and retire.

Berne proposed a method by which one can distinguish the winner from the loser. To do this, you need to ask the person what he will do if he loses. Berne believed that the winner knows what, but does not say it. The defeated one does not know, but only does what he says about victory, he puts everything on one card and thereby loses. The winner always considers several possibilities, and therefore wins.

To be in a life script, to play script behavior and script feelings means to react to the reality "here and now" as if it were a world drawn in children's decisions. A person most often enters his script in the following cases.

When the situation "here and now" is perceived as stressful.

When there is a similarity between the situation "here and now" and the stressful situation in childhood.

When the "here and now" situation reminds a person of a painful situation from his childhood, and he enters the script, TA is told that current situation linked to the earlier situation with a rubber band. This makes it possible to understand why the person reacts as if they were being catapulted back into their past. Usually a person cannot consciously imagine this children's scene, therefore, he does not understand what these situations have in common. When talking with people with whom a person has a serious relationship, he identifies them with people from his past, and does this unconsciously.

Rubber bands can be attached not only to people from our past, but also to smells, sounds, certain environments, or something else.

One of the purposes of TA is to separate the rubber bands. By understanding the script, the person can be released from the original trauma and from returning to old childhood situations.

Eric Berne introduced the concept scenario signals, i.e. bodily signs indicating that the person has entered the scenario. It can be a deep breath, a change in body position and tension in some part of the body. Some TA therapists specialize in this particular area of ​​theory, the body script. Script signals are a person's replaying of his childhood decisions that he made regarding his body. For example, a man, as a child, tried to reach his mother, but found that she often moved away from him. To suppress this natural need, he began to strain his arms and shoulders. In adulthood, such a person continues to strain his body.

A person seeks to organize the world in such a way that it justifies scenario decisions. This explains, for example, why people get into painful relationships over and over again or engage in patterns of behavior that lead to punishment. When a person made his scenario decisions in childhood, it seemed to him that the only alternative to these decisions could only be a terrible catastrophe. Moreover, he did not have a clear idea of ​​\u200b\u200bwhat this catastrophe was, but he knew that it must be avoided at all costs. Therefore, every time scenario decisions are confirmed, it begins to seem to a person that they still help to avoid disaster. This is why people often say that it is easier for them to behave in the old way, while simultaneously recognizing that this behavior is self-destructive for them.

To exit the scenario, it is necessary to discover needs that are not fulfilled in childhood and find ways to meet those needs in the present.

It is necessary to distinguish between the script and the course of life. Berne wrote: "The script is what a person plans to do in early childhood, and the course of life is what actually happens." The course of life is the result four factors: heredity, external events, scenario, offline solutions.

There are four options in the script life positions:

1. I am OK, You are OK;
2. I am not OK, You are OK;
3. I am OK, You are not OK;
4. I am not OK, You are not OK.

Life position represents the main qualities (values) that a person values ​​in himself and in other people. This means something more than just some opinion about your behavior and the behavior of other people.

The child takes a life position before scenario decisions - in the first months of feeding, and then adjusts his entire scenario to it. Life position is a set of basic ideas about oneself and others, which are designed to justify the decisions and behavior of a person.

Every adult has their own script based on one of the four life positions. We are not always in the chosen position, and every minute of our life we ​​can change our life positions, although in aggregate we tend to spend most of the time in “our” position.

The child makes scenario decisions in accordance with his perception of the world around him. Consequently, the messages that a child receives from his parents and the world around him may be completely different from the messages perceived by an adult.

Script messages can be conveyed verbally, non-verbally, or both at the same time. Before the child begins to speak, he interprets the messages of other people in the form of non-verbal signals. He subtly perceives the intonation of verbal utterances, body movements, smells and sounds. Sometimes a child perceives script messages based on events taking place around him that are not dependent on the parents: loud noise, unexpected movements, separation from parents during a stay in the hospital - all this may seem to the child as a threat to his life. Later, when the child begins to understand the language, non-verbal communications remain important component scenario messages. When a parent speaks to a child, the child will interpret the script meaning of what they are talking about according to the accompanying non-verbal cues.

As already known, the child is constantly looking for an answer to the question: “How can I best achieve what I want?”. Perhaps a little girl notices that when her mother wants something from her father, she first starts cursing and then cries. The child comes to the conclusion: “To get from people, especially from men, what I want, you need to act like a mother.” In this case, the daughter imitates the behavior of the mother. Copied behavior patterns are another type of scripted message.

Scenario messages can be transmitted in the form of direct instructions (orders): “Don't bother me! Do what you are told! Get away! Faster! Do not be fancy!" The strength of these commands as script messages will depend on how often they are repeated and on the nonverbal cues that accompany them.

In other cases, the child may not be told what he should do, but who he is. Such messages are called evaluative: “You are stupid!”; "My little girl!"; "You will end up in prison!"; "You won't achieve anything!" The content of the evaluations can be positive or negative, and their strength, as script messages, will depend on the non-verbal signals that accompany them.

However, it happens that the child makes his main script decision in response to a single event that he perceives as especially threatening. Such an event is called traumatic. On the day the traumatic event occurs, the Child is "born". This means that the thoughts, feelings, and behavior patterns of an adult in a Child ego state will exactly match their thoughts, feelings, and behavior that day.

Bern notes that a person who is dissatisfied with his script may begin to act according to an anti-script - a script in reverse. The script continues to put pressure on the person, but what the script had to do well, the person does badly. And vice versa. For example, a man who, in the image of his father, was destined to be a quiet family drunkard, quitting drinking immediately leaves his family. Or a young man who was meant to be around a single mother in his old age, and therefore take care of himself and have minimal contact with girls, begins to change girlfriends every week, use drugs and engage in extreme views sports.

Parents are rarely excluded from choosing a scenario for their child. Depending on how script messages do not correspond to the child's real abilities and deny his desire to be, they can lead to the development of pathology. Pathology has various degrees and can vary from a mild degree, rarely preventing a person from using their abilities., to a strong one, when a person becomes an absurd caricature of his real self. In E. Berne, one of the books describes a way to do this: tell the child to "be happy." A similar phrase, repeated by a parent, makes the child understand that the child himself can choose a scenario for himself with which he will be happy.

Thus, the script is a life plan, reminiscent of a performance in which a person is forced to play a role. The script is directly dependent on the attitudes adopted in childhood and is recorded in the Child ego-state through transactions that take place between parents and the child.

Conclusion

Transactional Analysis is a rational method of understanding behavior based on the conclusion that each person can learn to trust himself, think for himself, accept independent solutions and openly express your feelings. Its principles can be applied at work, at home, at school, with neighbors - wherever people deal with people. The foundations of the theory of transactional analysis were described by Eric Berne.

Transactional analysis includes:

1. Structural analysis - analysis of the structure of personality.
2. Analysis of transactions - verbal and non-verbal interactions between people.
3. Analysis of psychological games, hidden transactions leading to the desired outcome - winning.
4. Scenario analysis (script analysis) of an individual life scenario that a person unwittingly follows.

Corrective interaction is based on structural analysis"ego position", which involves demonstrating interaction through technology role playing games.

Transactional analysis is effective in group work, designed for short-term psycho-correctional work. Transactional analysis provides the client with the opportunity to go beyond unconscious schemes and patterns of behavior, and, having adopted a different cognitive structure of behavior, get the opportunity for arbitrary free behavior.

Bibliography

1. Bern E. Introduction to psychiatry and psychoanalysis for the uninitiated. Simferopol, 1998
2. Bern E. Games that people play and people who play games. - Yekaterinburg: LITUR, 2002.
3. Bern E. What do you say after you say "Hello." - M., 1984
4. James M., Jengward D. Born to win. Transactional Analysis with Gestalt Exercises. Per. From English/gen. / Ed. and after. L.A. Petrovskaya - M., 1993
5. Kabrin E. Transcommunication and personal development. - Tomsk, 1992
6. Makarov V.V., Makarova G.A. Games played... in Russia. Psychological games new Russia. - M.: Academic project; 2004
7. Malkina-Pykh I.G. Directory practical psychologist. Techniques of transactional analysis and psychosynthesis. - M .: Eksmo Publishing House, 2004.
8. Osipova A.A. General psychocorrection. Tutorial. - M.: Sphere, 2002
9. Rudestam K. Group psychotherapy - St. Petersburg, Peter Kom, 1999
10. Stewart and. Joines V. Modern TA: per. from English. - Kasyanov D.D. Leningrad, 1987.

In the 60s. 20th century American psychologist E. Bern developed a model of ego-states (I-states). According to this model, a person social group at each moment of time it detects one of the states of the Self - Parent, Adult or Child. People with varying degrees of ease can move from one state to another.

Parent state. When a person begins to think, speak, act, feel, as did his parents or other people who enjoyed authority over him in childhood, he enters the state of the Parent.

The Parent State can manifest itself in two ways:

1. Critical state of the Parent. In communication, it is realized through the expression of commandments, prohibitions, norms and rules.

The leader to his referent: “When will you finally start preparing normal certificates?”

Travel agency manager to his colleague (irritated): "I can't do your job for you all the time."

2. Feeding-caring state of the Parent. In communication, it manifests itself through an expression of approval, readiness to help, obsessive care.

The teacher at the exam - to the student: "Don't worry, you will definitely remember now."

An experienced clerk to a young employee (carefully): "Let me do it for you."

Adult state. When a person soberly and businesslike weighs the facts, takes into account real situation things, uses the accumulated experience, he enters the state of the Adult.

The Adult State is useful in solving various problems, expressing business relationships, participating in discussions when it is necessary to analyze different points of view.

The firm's consultant to the client: "Are you satisfied with this solution?"

Hotel administrator - director: "I am ready to provide you with information on the equipment of the rooms by Thursday."

The state of the child. When a person acts, speaks and feels, as he did in childhood, he enters the state of the Child. This condition can manifest itself in two ways:

1. Adjusting Child. It manifests itself in obedience, guilt, isolation, "withdrawal into oneself." This behavior is focused on doing what others expect.

Referent - to the head (timidly): "And how should I have drawn up a certificate?"

Hotel administrator - director (emphasized obediently): "I completely agree with you."

2. Natural Child. The manifestation of feelings (joy, resentment, sadness, etc.) of a person in the state of a natural Child does not depend on what others want from him.

Colleague to colleague: “Well, old man, you are a genius!”

Travel agency manager to the client: “It will be a wonderful trip!”

To recognize ego states great importance has knowledge of intonations, formulations, non-verbal elements (facial expression, gestures, posture). The table compiled on the basis of the recommendations of the German specialist R. Schmidt, given in the book "The Art of Communication", helps to do this.

Characteristics of ego states

Parent State

Adult condition

Child's Condition

Ego states manifest through transactions- any verbal and non-verbal communication of at least two people.

E. Bern distinguishes three forms of the transaction: parallel, cross and hidden.

Communication can be especially effective if it is carried out within the framework of a parallel transaction, i.e. when the Child is talking to the Child, the Parent is talking to the Parent, and the Adult is talking to the Adult. In other cases, difficulties and misunderstandings are possible.

For example, if the official speaks the language of the Parent, but the visitor speaks the language of the Adult, then it is likely that misunderstandings will arise. It can be resolved in two ways: either the Parent will understand that the language of stereotypes is outdated and will try to bring his thinking and statements closer to reality, or the Adult will be able to find the Parent in himself in order to avoid conflict and will try to end the conversation in the parental language in order to safely get out of this situation.

In people's lives, especially in the family sphere, there are often clashes between the Child and the Adult, the Child and the Parent. However, cross-transactions, if used consciously and constructively, can be helpful.

Hidden transactions are the most difficult.

Let's say we have the following schema:

It is implemented in microdialog:

Salesman. This model is better, but you can't afford it. Buyer. This is where I'll take it.

The adult salesperson states "This model is better" and "You can't afford it." On the social level these words seem to be addressed to the adult shopper, so she should have responded, "You're certainly right about both." However, on a psychological level, the seller seeks to awaken the Child in her and achieves this. The customer begins to think, "Despite the financial implications, I'm going to show this guy that I'm just as good as his other customers." At the same time, the seller, as it were, accepts the response of the buyer for the response of an Adult who has decided to make a purchase.

It should be noted that there are neither bad nor good ego states. Each of them has its own advantages and disadvantages. For successful communication it is necessary to strive to freely own all states.

Very famous and wide application personality state scheme developed by Eric Lennard Burn, an American psychologist and psychiatrist. Known primarily as a developer of transactional analysis. Berne focused on "transactions" (from the English. trans - a prefix denoting movement from something to something, and English. action- "action") underlying interpersonal relationships. Some types of transactions that have a hidden purpose, he calls games. Bern considers three ego-state ("I"-state ): adult, parent and child. Coming into contact with other people, a person, according to Bern, is always in one of these states.

According to E. Bern, all these three states of personality are formed in the process of communication and a person acquires them regardless of his desire. The simplest process of communication is the exchange of one transaction, it occurs according to the scheme: the “Stimulus” of the first interlocutor causes a “reaction” of the second, which, in turn, sends the “stimulus” to the first interlocutor, i.e. almost always the "stimulus" of one becomes the impetus for the "reaction" of the second interlocutor. Further development conversation depends on current state personality used in transactions, as well as their combinations. Thus, transactional analysis is psychological model, which serves to characterize and analyze human behavior, both individually and in groups. This model includes methods that allow people to understand themselves and the peculiarities of their interaction with others.

Characteristics of ego states according to Berne

1. Parent Ego State contains attitudes and behavior adopted from outside, primarily from parents. Outwardly, they are often expressed in critical and caring behavior towards others. Like all other ego states, the state I am a parent has strengths and weaknesses.

2. Adult Ego State does not depend on the age of the individual. It is focused on the perception of the current reality and on obtaining objective information. It is organized, well-adjusted, resourceful and operates by studying reality, evaluating its possibilities and calmly calculating them.

3. Ego state of the child contains urges that come naturally to him. It also contains the nature of early childhood experiences, reactions and attitudes towards self and others. The ego state of the child is also responsible for creative manifestations personality.

When a person acts and feels like his parents did, he is in the ego state of the parent. When dealing with the current reality and its objective assessment He is in the adult ego state. When a person feels and behaves like he did in childhood, he is in the ego state of a child. At any given time, each of us is in one of these three ego states. The main features of these states are presented in table. 4.4.

In conclusion, we note that transactional analysis, founded by Eric Berne, reveals such three ego states that we have considered, in which each person can be

Table 4.4

Key Features of Parent, Adult, and Child Positions

Main characteristics		Parent	Adult
Characteristic words and expressions		"Everyone knows that you should never..."; "I don't understand how this is allowed..."	"How?"; "What?"; "When?"; "Where?"; "Why?"; "Maybe..."; "Probably..."	"I'm angry with you"; "That's great!"; "Fine!"; "Disgusting!"
intonation		accusers. Indulgent. Critical. Interrupting	reality bound	very emotional
State		Arrogant. Supercorrect. decent	Attentiveness. Search for information	Clumsy. Depressed. oppressed
Expression	Frowning. I ^satisfied Worried		Open eyes. Maximum attention	Oppression. Astonishment
	Hands to the sides. Pointing finger. Hands folded across chest		Tilt forward to the interlocutor, the head turns after him	Spontaneous, mobility (clench fists, walk, pull button)

lovek and which alternately, and sometimes together, determine the nature of external communication. It should be borne in mind that all these ego states are normal. psychological phenomena human personality.