Title The Effect of Moomin Stories as Teaching Materials for Transactional Analysis

Author(s) Ikeda, Fumihito

Citation 高等教育ジャーナル : 高等教育と生涯学習, 21, 17-27

Issue Date 2014-03

DOI 10.14943/J.HighEdu.21.17

Doc URL http://hdl.handle.net/2115/56830

Type bulletin (article)

File Information No2103.pdf

Instructions for use

Hokkaido University Collection of Scholarly and Academic Papers : HUSCAP J. Higher Education and Lifelong Learning 21 (2014) 高等教育ジャーナル─高等教育と生涯学習─ 21（2014）

The Effect of Moomin Stories as Teaching Materials for Transactional Analysis

Fumihito Ikeda*

Institute for the Advancement of Higher Education, Hokkaido University

Abstract ─ Transactional Analysis (TA) is a theory of personality and a systematic psychotherapy for personal growth and personal change. Because TA can enhance students’ practical abilities of communication and career design, it should be learned as a liberal art. However, it is difficult to teach TA to every student, so I introduced the Moomin stories as teaching materials for TA because the stories are agreeable to everyone and the intention is shared with the goal of TA. TA has seven areas, so I constructed seven units of two lessons each, one for explaining each area and the other for analyzing the story using the area’s knowledge and skills. The effect was assessed via a ques- tionnaire, and the results indicated that analyzing the stories was superior to analyzing oneself with regard to the following five points: easiness, objectivity, carefreeness, deep reflection and variety. However, I need to improve the point of correctiveness. In the future, the effects must be assessed statistically and a follow-up survey needs to be designed.

(Revised on 28 January, 2014)

Introduction the priority of which is moving from selecting jobs to designing life plans. Because TA supports us and help us Transactional analysis (TA) is a theory of personality to understand all lives from the cradle to the grave and and a systematic psychotherapy for personal growth change our life scripts for self-realization, it goes well and personal change (Stewart & Joines 1980). Among with today’s career education. many psychological approaches, TA is outstanding in the However, it is difficult to teach TA not only to depth of its theory, the wide variety of its applications, students who are interested in understanding individuals and its ease of learning. There are mainly two merits but also students who are not. Furthermore, there are for teaching TA as a liberal art (Izumi 2012). One is a students who hate or hesitate to reveal themselves to social need for the liberal arts since they now need to be others, or do not want to look into themselves. Therefore practical. TA is useful to gain practical knowledge and I introduced the Moomin stories as teaching materials skills for understanding individuals and communicating for TA. The Moomin stories were written by Tove with others. The other is the need for career education, Jansson (1914-2000) for children. The series consists of

＊） Correspondence: Institute for the Advancement of Higher Education, Hokkaido University, Sapporo 060-0817, Japan E-mail: [email protected]

―17― Fumihito Ikeda: The Effect of Moomin Stories as Teaching Materials for Transactional Analysis

9 books, one of which is a collection of 9 short stories. one is “I’m O.K. with me or not O.K. with me,” and the The other 8 books each consist of one main story. In the other is “You are O.K. with me or not O.K. with me.” Moomin stories over 100 characters appear and the main It is very simple idea, and easy to understand. In the characters of the Moomin family become independent second unit we examined the ego state, and its balance through interactions with others. One of the goals of related to the tendency of our life positions. In the third, TA is also independence through interactions with we discussed the transactions that create the basic unit of others, so the Moomin stories go well with TA learning. social discourse among ego states. A stroke is a cognitive I hoped to achieve three main effects by introducing unit of existence that contains not only discourse but the Moomin stories as teaching materials for TA. The also body touching, body language, expressions and first is friendliness for everyone. Everyone knows the so on. We progressed to the kind of strokes and their Moomins well and feels warmth toward them. Therefore rules in the fourth unit. In the fifth unit we learned the the Moomins help many students feel comforatable with games that form the patterns of strokes. In the sixth unit TA automatically. The next is that the Moomin stories we examined the time-structuring theory, which deals afford objectivity to students, because their objects of with our six ways of using time contained in the games. analysis are the Moomins, not themselves. The last is Finally, we considered the lifescript, which has its that the Moomin stories enable students to analyze many beginning and processes decided by us at a quite young distinctive characters. The more we analyze various age. individuals, the more we can understand individuals There were 93 students registered for this class, deeply from various viewpoints. consisting of 87 freshmen, 3 sophomores and 3 juniors. Of them, 60 were humanities students and 33 science students. The 60 humanities students consisted of 45 Method females and 15 males, and the 33 science students 13 females and 20 males. Of the 93 students, 90 attended I adopted “Tales from Moominvalley” (Jansson 12 or more of the 15 lessons, and were designated the 2010) as an actual teaching material for TA because this “students” of this class. book is the only collection of short stories. The main As a typical example of the teaching method, I stories have so many characters and complicated plots would like to introduce the short story ‘A Spring Tune’ that students must take much time to understand only because only two characters appear in this story. I will the plots and cannot go on to analyze them. On the other explain the TA theory below based mainly on “TA hand, each short story has only a few characters and a Today” (Stewart & Joines, 1980) and the two textbooks simple plot, so students can easily analyze it. (JTAA 2011a & b) of the NPO Japan Transactional In TA, there are four analytical methods (ego states, Analysis Association (JTAA). transactions, games and life scripts) and three theories (strokes, life positions and time structuring), and TA is constructed using these 7 areas. In one lesson (90 min) I Unit 1: Life positions explain one of the areas, and in the next lesson students analyze one of the short stories by using the area’s Our life positions are divided into four types by two knowledge and skills. I introduced such units 7 times, axes: I’m O.K. or not O.K. with me and You’re O.K. covering all the areas. or not O.K. with me, that is, both I and you are O.K. Because the areas are closely connected, we can with me (position I), I’m not O.K. but you’re O.K. with start from any area we want to. In general, the symbol me (position II), I’m O.K. but you’re not O.K. with me of TA is the ego-state model, so this is the entryway into (position III) and both I and you are not O.K. with me TA. However, the idea of the ego state is difficult to (postion IV). We do not always stay in only one position. understand for many students because almost all of them We move form one position to another depending on learn psychology for the first time in this class. Therefore the situation; however, we have a tendency to want to I started the first unit from the life-position theory, which stay in one of the postions more than in the others. This divides our stance regarding our lives into two axes: tendency is chosen by us mainly through the relationship

―18― J. Higher Education and Lifelong Learning 21 (2014) 高等教育ジャーナル─高等教育と生涯学習─ 21（2014） with our parents when we are quite young. In this no response. The night comes and the new moon arises. unit, the students first conducted the “OK-gram self- He wishes for the new moon to find Teety-woo instead examination” (JTAA 2009, pp.4) to comprehended their thinking about a new tune or a new road. At that time, tendencies. Then I explained what the life positions were. Teety-woo suddenly appears from the nearly bushes. In the next lesson, they were divided into groups of three Snufkin offers to play his mouth organ, or to speak about to five members, and examined ‘Spring tune’ from the his trips to Teety-woo. But Teety-woo declines his offers viewpoint of the life positions. because he is awakened to live his own life by being Snufkin and a creep are the characters of this story. named by Snufkin. Snufkin understands Teety-woo’s Snufkin is a boy who loves solitude, music and trips. One thought, and lets Teety-woo go. When Snufkin looks up of his hobbies is playing tunes with his mouth organ. The into the night sky while lying on the bank of the river, the creep is a small creature Snufkin meets on his way to spring tune comes back to him completed: the first part Moominvalley. The creep does not have a name because is expectation, the next two parts are spring sadness, and he is so small. An outline of the story is presented below. for the rest just colossal delight at being alone. One evening towards the end of April, Snufkin This story can be divided five parts from the walks to the Moominvalley and a new tune is nearly viewpoint of transactions. The first part is from the completed in his head. It has four parts: one is beginning to their first encounter. This scene has no expectation, the following two parts are spring sadness, transaction because Snufkin passes his time alone. The and the last is just the great delight of walking alone and second part is from their encounter to their first good- liking it. It becomes dark, and he pitches his tent near a bye. In this scene they transact with each other. The third small river. He makes a fire, cooks his simple supper on is from their first good-bye to their second encounter. In it and eats it, then he waits for the completion of the tune. this scene no transaction appears because Snufkin spend However he cannot compose because the creep watches his time alone again. The fourth is from their second him closely from the opposite side of the river. He tries encounter to their second good-bye because they transact to shoo it away but in vain. The creep dives into the river with each other again. The last part is from their second and comes to his side. The creep says how much all small good-bye to the completion of the spring tune. In this creatures admire him. Snufkin gives up his composing scene Snufkin becomes solitary again. and talks with the creep against his will. The creep The students discussed the life positions in each part. demands that Snufkin name him, play his mouth organ, In the first part, Snufkin enjoys his solitary journey and and speak of his trips. He dislikes these demands and does not consider any other person so he is in position I. keeps his mouth shut. At last the creep realizes he is a In the second part, he denies Teety-woo’s thoughts by his nuisance and says good-bye to him. At that time Snufkin view, so he is in position III. In the third part, he turns his realizes he was unkind to the creep, and proposes about life position to II because he denies himself. In the fourth the name ‘Teety-woo’ to him. The creep cries the name and fifth parts he returns to position I because he accepts sadly and ecstatically, then disappears suddenly. The next Teety-woo and himself. On the other hand, Teety-woo morning Snufkin goes on walking to Moominvalley but is in postion II in the second part, because he discounts he cannot recall his new tunes and feels sick because he his existence and admires Snufkin deeply. In the fourth remembers the conversation with the creep the previous part, he changes to position I by being named. Their life night. Then he goes back to the place where they met that positions in each part are summarized in Table 1. night and calls Teety-woo again and again, but there is

1 the fourth part, he changes to position I by being named. Their life positions in each part are summarized in 2 Table 1. 3 4 TableTable 1. 1: Snufkin’s Snufkin’s and and Teety-woo’s Teety-woo’s life life positions positions 5 1st part 2nd part 3rd part 4th part 5th part Snufkin position I position III position II position I position I Teety-woo - position II - position I - 6 7 Unit 2: Ego states 8 We have three different sets of feelings, thoughts and behaviors, and each set is a different ego state. One 9 set is a copy of our parents’ or parent figures’ established―19― for us as children. This set is called the parent ego state 10 “P.” On the other hand, we have memories of our own sets of feelings, thoughts and behaviors in childhood of 11 our parents or parent figures. This set is called the child ego state “C.” Furthermore, we have a set that is 12 independent of P and C, and this set allows us to be rational and to deal with the situation here and now 13 appropriately. This set is called the adult ego state “A.” 14 P has two characters. One disciplines and controls the child for the child’s good; this is the function of the 15 controlling parent “CP.” The other protects and nurtures the child for its own good; this is the function of the 16 nurturing parent “NP.” C has also has two characters. One obeys or disobeys the parents for his/her own sake; 17 this is the function of the adapted child “AC.” The other acts instinctively for his/her own sake; this is the 18 function of the free child “FC.” A cannot be divided by functions. Thus, there are five ego functions: CP, NP, A, 19 AC and FC. A graph that shows each strength and weakness is called an “egogram.” 20 In this unit, the students first conducted the “egogram profile self examination” (JTAA 2009, p. 1) to 21 comprehended their egograms. Then I explained what the ego states and the ego functions were. In the next 22 lesson, the students were divided into groups of three to five members, and examined Snufkin’s and Teety-woo’s 23 ego functions in each part. In the first part, Snufkin acts freely, so he is mainly in the FC state. In the second part, 24 he denies Teety-woo by his standards, so he acts based on CP. In the third part, he suffers the qualms of 25 conscience, and the conscience originates in his CP, so he is in AC. In the fourth part, he comes to accept 26 Teety-woo’s situation rationally (A), and reveals his feelings frankly (FC), and he offers to speak to him about 27 his travels and to play his music for Teety-woo’s benefit (NP). In the fifth part, he returns to FC. On the other 28 hand, Teety-woo admires Snufkin and disparages himself, so he is in AC in the second part. In the fourth part, he 29 accepts what Snufkin says and does rationally with A, and tells him his thoughts frankly (FC). The changes of 30 their ego functions are summarized in Table 2. 31 32 Table 2: Snufkin’s and Teety-woo’s ego-functions 33 1st part 2nd part 3rd part 4th part 5th part Snufkin FC CP AC A+FC FC Teety-woo - AC - A+FC - 34 35 Unit 3: Transactions 36 The transaction in TA is the idea of analyzing our dialogue with others based on the ego state and the ego 37 functions. That is, it analyzes from which ego state or ego function and to which ego state or ego function we 38 talk to each other. There are three types of transactions: complementary, crossed and ulterior, and the ulterior is 39 classified into two: angular and duplex. An example of a complementary transaction is follows. 40 Mother: “Wake up! Hurry!” 41 Her son: “I’ll wake up now.” 42 The mother says it from her CP to her son’s AC, and her son replies from his AC to her CP. An example of 43 a crossed transaction is like this. 44 Mother: “Wake up! Hurry!” 45 Her son: “See my situation, please!” 46 The mother says it from her CP to her son’s AC, but her son replies from his AC to her A, or like this. 47 Mother: “Wake up! Hurry!” 48 Her son: “You, too!” (from CP to AC). 49 In an ulterior transaction, both an overt or social-level message and a covert or psychological message are 50 conveyed at the same time. An example of an angular ulterior transaction is follows. 51 Mother: “My son has a high fever...”

3 Fumihito Ikeda: The Effect of Moomin Stories as Teaching Materials for Transactional Analysis

Unit 2: Ego states and he offers to speak to him about his travels and to play his music for Teety-woo’s benefit (NP). In the fifth We have three different sets of feelings, thoughts part, he returns to FC. On the other hand, Teety-woo and behaviors, and each set is a different ego state. One admires Snufkin and disparages himself, so he is in AC set is a copy of our parents’ or parent figures’ established in the second part. In the fourth part, he accepts what for us as children. This set is called the parent ego state Snufkin says and does rationally with A, and tells him his “P.” On the other hand, we have memories of our own thoughts frankly (FC). The changes of their ego functions sets of feelings, thoughts and behaviors in childhood are summarized in Table 2. against our parents or parent figures. This set is called the child ego state “C.” Furthermore, we have a set that is independent of P and C, and this set allows us to be Unit 3: Transactions rational and to deal with the situation here and now appropriately. This set is called the adult ego state “A.” The transaction in TA is the idea of analyzing our P has two characters. One disciplines and controls dialogue with others based on the ego state and the ego the child for the child’s good; this is the function of the functions. That is, it analyzes from which ego state or controlling parent “CP.” The other protects and nurtures ego function and to which ego state or ego function we the child for its own good; this is the function of the talk to each other. There are three types of transactions: nurturing parent “NP.” C has also has two characters. complementary, crossed and ulterior, and the ulterior is One obeys or disobeys the parents for his/her own sake; classified into two: angular and duplex. An example of a this is the function of the adapted child “AC.” The other complementary transaction is follows. acts instinctively for his/her own sake; this is the function Mother: “Wake up! Hurry!” of the free1 child the “FC.” fourth Apart, cannot he changes be divided to position by functions.I by being named. TheHerir life son: positions “I’ll in wake each uppart now.” are summarized in 2 Table 1. Thus, there3 are five ego functions: CP, NP, A, AC and The mother says it from her CP to her son’s AC, and FC. A graph4 that shows each strength andTable weakness 1: Snufkin’s is and Teetyher- woo’sson replieslife positions from his AC to her CP. An example of a 5 called an “egogram.” 1st part 2nd part crossed3rd part transaction4th partis like this. 5th part In this unit, Snufkinthe students position first conductedI position the III positionMother: II “Wakeposition up! Hurry!”I position I “egogram profile Teetyself -examination”woo -(JTAA 2009,position p.1) IIto Her- son: “Seeposition my situation, I please!”- comprehended6 their egograms. Then I explained what The mother says it from her CP to her son’s AC, but 7 Unit 2: Ego states the ego states8 and Wethe have ego three functions different setswere. of feelings,In the thoughtsnext and behaviors,her son replies and each from set is his a different AC to egoher state.A, or One like this. 9 set is a copy of our parents’ or parent figures’ established for us as children. This set is called the parent ego state lesson, the10 students“P.” On were the other divided hand, intowe have groups memories of three of our to own sets of Mother:feelings, thoughts “Wake and up! behaviors Hurry!” in childhood of five members,11 our and parents examined or parent Snufkin’s figures. This and set Teety-woo’s is called the child egoHer state son: “C.” “You, Furthermore, too!” (fromwe have CP a setto AC).that is 12 independent of P and C, and this set allows us to be rational and to deal with the situation here and now ego functions13 inappropriately. each part. This In setthe is first called thepart, adult Snufkin ego state acts “A .” In an ulterior transaction, both an overt or social- freely, so14 he is mainlyP has in two the characters. FC state. One In disciplinesthe second and part, controls the levelchild for message the child’s and good a ;covert this is the or functionpsychological of the message are 15 controlling parent “CP.” The other protects and nurtures the child for its own good; this is the function of the he denies16 Teety-woo nurturing by parent his standards, “NP.” C has so also he has acts two based characters. on One oconveyedbeys or disobeys at the the same parents time. for his/her An exampleown sake; of an angular 17 this is the function of the adapted child “AC.” The other acts instinctively for his/her own sake; this is the CP. In the18 third function part, he of suffersthe free childthe qualms “FC.” A cannotof conscience, be divided by functions.ulterior Thus, transaction there are five is egofollows. functions: CP, NP, A, and the conscience19 AC and originates FC. A graph in thathis showsCP, so each he strengthis in AC. and Inweakness is calledMother: an “e “Mygogram.” son has a high fever...” 20 In this unit, the students first conducted the “egogram profile self examination” (JTAA 2009, p. 1) to the fourth21 part, comprehended he comes to their accept egograms Teety-woo’s. Then I explained situation what the egoDoctor: states and “That’s the ego functions worrisome. were. In Bring the next him here, right rationally22 (A), lesson, and thereveals students his were feelings divided into frankly groups (FC),of three to five members,now!” and examined Snufkin’s and Teety-woo’s 23 ego functions in each part. In the first part, Snufkin acts freely, so he is mainly in the FC state. In the second part, 24 he denies Teety-woo by his standards, so he acts based on CP. In the third part, he suffers the qualms of 25 conscience, and the conscience originates in his CP, so he is in AC. In the fourth part, he comes to accept 26 Teety-woo’s situation rationally (A), and reveals his feelings frankly (FC), and he offers to speak to him about 27 his travels and to play his music for Teety-woo’s benefit (NP). In the fifth part, he returns to FC. On the other 28 hand, Teety-woo admires Snufkin and disparages himself, so he is in AC in the second part. In the fourth part, he 29 accepts what Snufkin says and does rationally with A, and tells him his thoughts frankly (FC). The changes of 30 their ego functions are summarized in Table 2. 31 32 TableTable 2. 2: Snufkin’s Snufkin’s and and Teety-woo’s Teety-woo’s ego-functions ego-functions 33 1st part 2nd part 3rd part 4th part 5th part Snufkin FC CP AC A+FC FC Teety-woo - AC - A+FC - 34 35 Unit 3: Transactions 36 The transaction in TA is the idea of analyzing our dialogue with others based on the ego state and the ego 37 functions. That is, it analyzes from which ego state―20― or ego function and to which ego state or ego function we 38 talk to each other. There are three types of transactions: complementary, crossed and ulterior, and the ulterior is 39 classified into two: angular and duplex. An example of a complementary transaction is follows. 40 Mother: “Wake up! Hurry!” 41 Her son: “I’ll wake up now.” 42 The mother says it from her CP to her son’s AC, and her son replies from his AC to her CP. An example of 43 a crossed transaction is like this. 44 Mother: “Wake up! Hurry!” 45 Her son: “See my situation, please!” 46 The mother says it from her CP to her son’s AC, but her son replies from his AC to her A, or like this. 47 Mother: “Wake up! Hurry!” 48 Her son: “You, too!” (from CP to AC). 49 In an ulterior transaction, both an overt or social-level message and a covert or psychological message are 50 conveyed at the same time. An example of an angular ulterior transaction is follows. 51 Mother: “My son has a high fever...”

3 J. Higher Education and Lifelong Learning 21 (2014) 高等教育ジャーナル─高等教育と生涯学習─ 21（2014）

The mother says it from her A to the doctor’s A in his heart, because the creep demands that he play his on a social level, because she is merely transmitting mouth organ or to speak about his journeys, but he does information about her son. However, the doctor replies not want to play for or speak to the creep. Thus, at the from his A to AC, because he sympathizes with her. That psychological level, the following words seem to be is, he replies to her psychological level message “I’m exchanged. anxious about my son’s safety.” An example of a duplex The creep: “I would like you to play your mouth ulterior transaction is as follows. organ.” (from AC to CP). Husband (social level): “Do you know where my hat Snufkin: “I don’t want to play it for you!” (from CP to is?” (from A to A). AC). His wife (social level): “You said you lost it last week.” (from A to A). The creep: “I would like you to speak about your However, at the psychological level, the following journeys.” (from AC to CP). messages are exchanged. Snufkin: “I don’t want to speak about them to you!” Husband (psychological level): “Don’t tamper with my (from CP to AC). things!” (from CP to AC). Therefore, this conversation is a duplex ulterior His wife (psychological level): “You’re really transaction without A. The creep always speaks to 1 Doctor: “That’s worrisome. Bring him here, right now!” determined2 Theto blame mother yoursays itfailure from her on A me!”to the (fromdoctor’s A on Snufkina social level,and Snufkinbecause she replies. is merely transmitting 3 information about her son. However, the doctor replies from his A to AC, because he sympathizes with her. That AC4 to CP).is, he replies to her psychological level message “I’m anxious aboutOn my the son’s other safety.” hand, An examplethe characteristic of a duplex conversations In this5 unit,ulterior after transaction I explained is as follows. this, the students in the fourth part are like these. 6 Husband (social level): “Do you know where my hat is?” (from A to A). were divided7 into groupsHis wifeof three (social to level): five “You members said you lostand it last week.”Snufkin: (from A “I’mto A). back because I would like to talk with analyzed some8 examplesHowever, ofat the each psychological kind of level,transaction. the following messages are you!”exchanged. (from FC to FC). 9 Husband (psychological level): “Don’t tamper with my things!” (from CP to AC). In the next10 lesson, theHis studentswife (psychological were dividedlevel): “You’re into really determinedTeety-woo: to blame “I’m your glad failure to onhear me!” that!” (from (fromAC FC to FC). 11 to CP). groups of12 three to Infive this membersunit, after I again,explained and this examined, the students were divided into groups of three to five members and the transactions13 analyzed between some examplesSnufkin of eachand kindTeety-woo of transaction. in In the nextTeety-woo: lesson, the students “Do youwere understanddivided into groups what of I mean?” (from 14 three to five members again, and examined the transactions between Snufkin and Teety-woo in the second and the second15 andthe the fourth fourth parts. parts. In the secondIn the part, second the characteristic part, the conversations areAC like to these. A). 16 The creep: “Your mouth organ is in the knapsack, isn’t it?” characteristic17 conversationsSnufkin: are “Yes.” like these. Snufkin: “I see, I see. Good for you.” (from A to AC). The creep:18 “Your mouth organ is in the knapsack, isn’t 19 The creep: “… because you have gone on a lot of journeys.” it?”20 Snufkin: “I haven’t.” Snufkin: “You want to hear music, don’t you? Or a Snufkin:21 “Yes.” Both of these conversations are from A to A and complementarystory?” in social (fromlevel. However, A to AC). in both of them 22 Snufkin replies in a huff so he gets angry with the creep in his heart, because the creep demands that he play his 23 mouth organ or to speak about his journeys , but he does not wantTeety-woo: to play for “Aor speak story? to theThat creep. sounds Thus, good!”at the (from AC to 24 psychological level, the following words seem to be exchanged. The creep:25 “… becauseThe creep: you “I have would gonelike you on to aplay lot your of mouth organ.” (fromA). AC to CP). journeys.”26 Snufkin: “I don’t want to play it for you!” (from CP to AC)All. their conversations in the fourth part are 27 Snufkin:28 “I haven’t.”The creep: “I would like you to speak about your journeys.”complementary (from AC and to CP) accompany. A very often. In addition, 29 Snufkin: “I don’t want to speak about them to you!” (from CP to AC). Both30 of theseTherefore, conversations this conversation are from is a Aduplex to A ulterior and transactionthe withoutoccasions A. The when creep alwaysSnufkin speaks speaks to Snufkin to Teety-woo are complementary31 and in Snufkinsocial level.replies. However, in both of them increased. These characteristics are summarized in Table 32 On the other hand, the characteristic conversations in the fourth part are like these. Snufkin replies33 in aSnufkin: huff so “I’m he backgets because angry Iwith would the like creep to talk with you!”3. (from FC to FC). 34 Teety-woo: “I’m glad to hear that!” (from FC to FC). 35 36 Teety-woo: “Do you understand what I mean?” (from AC to A). 37 Snufkin: “I see, I see. Good for you.” (from A to AC). 38 39 Snufkin: “You want to hear music, don’t you? Or a story?” (from A to AC). 40 Teety-woo: “A story? That sounds good!” (from AC to A). 41 All their conversations in the fourth part are complementary and accompany A very often. In addition, the 42 occasions when Snufkin speaks to Teety-woo are increased. These characteristics are summarized in Table 3. 43 44 TableTable 3. 3: The The characteristics characteristics of of transactions transactions between between Snufkin Snufkin and and Teety-woo Teety-woo 45 2nd part 4th part all complementary, and accompanied by type all duplex ulterior without A A very often characteristic The creep always speaks to Snufkin Snufkin speaks to Teety-woo often 46 47 Unit 4: Strokes 48 A stroke is defined as a unit of recognition. We need strokes given by others, or rather, we cannot live 49 without them. Strokes are classified into three ―21―viewpoints: physical or mental, positive or negative, and 50 conditional or unconditional. A physical stroke is a recognition with a body touch such as a rub, hug, embrace, 51 slap, spank, tap, hit and so on. On the other hand a mental stroke is a recognition with words, gestures, 52 expressions, postures and so on. While a positive stroke is a recognition of welcoming others, a negative stroke 53 is not doing so. A conditional positive stroke is such a recognition as “You are good if you do your homework 54 soon.” and an unconditional positive one is such a recognition as “I love you.” Both of them are also verbal

4 Fumihito Ikeda: The Effect of Moomin Stories as Teaching Materials for Transactional Analysis

Unit 4: Strokes and the students were divided into groups of three to five members and examined what kind of stroke each A stroke is defined as a unit of recognition. We need example was. Next, they conducted the “Strokes self- strokes given by others, or rather, we cannot live without examination” (JTAA 2009, pp.3) to learn their tendencies them. Strokes are classified into three viewpoints: in the stroke economy. Then I explained what the physical or mental, positive or negative, and conditional stroke economy was. In the next lesson, the students or unconditional. A physical stroke is a recognition with were divided into groups of three to five members, and a body touch such as a rub, hug, embrace, slap, spank, examined Snufkin’s and Teety-woo’s stroke profiles in tap, hit and so on. On the other hand a mental stroke is a each part. Only the second and the fourth parts have recognition with words, gestures, expressions, postures strokes between them. In the second part, Snufkin and so on. While a positive stroke is a recognition of conveys messages such as “I don’t want to play music.” welcoming others, a negative stroke is not doing so. or “I don’t want to speak about my journeys.” through A conditional positive stroke is such a recognition as language, attitudes, expressions and so on. These are “You are good if you do your homework soon.” and an conditional negative mental strokes. Furthermore, he is unconditional positive one is such a recognition as “I love unwilling to give positive strokes to the creep, so he is you.” Both of them are also verbal strokes. On the other restricted by the 1st rule of the stroke economy. On the hand, a conditional negative stroke is a recognition such other hand, the creep gives Snufkin strokes based on his as “I will not forgive you unless you apologize.” and an worship of Snufkin via language, attitudes, expressions unconditional negative one is such a recognition such as “I and so on. These are unconditional positive mental hate you!” We are happy to be given positive strokes by strokes. He cannot ask Snufkin for positive strokes such others, but it is difficult because we are controlled by the as “Please play your mouth organ.” or “I want you to five rules of stroke economy: 1. Don’t give strokes when speak about your journeys.” so he is bound by the 2nd you have them to give. 2. Don’t ask for strokes when you rule of the stroke economy. In the fourth part, Snufkin need them. 3. Don’t accept strokes if you want them. 4. accepts Teety-woo completely with mental strokes, so Don’t reject strokes when you don’t want them. 5. Don’t these mental strokes are unconditional and positive. give yourself1 strokes.strokes. On Parents the other use hand, these a conditional rules as negative a way stroke is Furthermore,a recognition such he as is “I free will notfrom forgive the strokeyou unless economy. On the 2 you apologize.” and an unconditional negative one is such a recognition such as “I hate you!” We are happy to of controlling3 betheir given children. positive strokesKnowing by others, that strokesbut it is difficultare becauseother we hand, are controlled Teety-woo by the also five accepts rules of Snufkinstroke with mental 4 economy: 1. Don’t give strokes when you have them to give. 2. Don’t ask for strokes when you need them. 3. essential and5 inDon’t short accept supply, strokes the if childyou want soon them. learns 4. Don’t to rejectget strokesstrokes, when you but don’t the want strokes them. are5. Don’t conditional give yourself because he denies them by performing6 strokes. in Parents ways usethat these parents rules asdemand. a way of controlling theirSnufkin’s children. Knowing offers that such strokes as areplaying essential the and mouth in organ and 7 short supply, the child soon learns to get them by performing in ways that parents demand. In this8 unit, basedIn this on unit, Maslow’s based on Maslow's hierarchy hierarchy of needs, of needs , I explainspeakinged that about strokes hisare essentialjourneys to accomplish because selfhe is busy living I explained9 thatrealization strokes andare gave essential an explanation to accomplish of the eight selfkinds of strokes.his ownAfter that,life. I Thereforeshowed some Teety-woo’s examples of st rstrokesokes, are mental, 10 and the students were divided into groups of three to five members and examined what kind of stroke each realization11 and examplegave an was. explanation Next, they conducted of the eight the “Strokes kinds ofself -examinationpositive” (JTAA and 2009, conditional, pp.3) to learn and their he tendencies is also free from the 12 in the stroke economy. Then I explained what the stroke economy was. In the next lesson, the students were strokes. After13 that,divided I showedinto groups some of three examples to five members, of strokes, and examined stroke Snufkin’s economy. and Teety Table-woo’s 4 stroke shows profiles this. in each 14 part. Only the second and the fourth parts have strokes between them. In the second part, Snufkin conveys 15 messages such as “I don’t want to play music.” or “I don’t want to speak about my journeys.” through language, 16 attitudes, expressions and so on. These are conditional negative mental strokes. Furthermore, he is unwilling to 17 give positive strokes to the creep, so he is restricted by the 1st rule of the stroke economy. On the other hand, the 18 creep gives Snufkin strokes based on his worship of Snufkin via language, attitudes, expressions and so on. 19 These are unconditional positive mental strokes. He cannot ask Snufkin for positive strokes such as “Please play 20 your mouth organ.” or “I want you to speak about your journeys.” so he is bound by the 2nd rule of the stroke 21 economy. In the fourth part, Snufkin accepts Teety-woo completely with mental strokes, so these mental strokes 22 are unconditional and positive. Furthermore, he is free from the stroke economy. On the other hand, Teety-woo 23 also accepts Snufkin with mental strokes, but the strokes are conditional because he denies Snufkin’s offers such 24 as playing the mouth organ and speaking about his journeys because he is busy living his own life. Therefore 25 Teety-woo’s strokes are mental, positive and conditional, and he is also free from the stroke economy. Table 4 26 shows this. 27 28 TableTable 4. 4: The The characteristics characteristics of ofstrokes strokes between between Snufkin Snufkin and and Teety-woo Teety-woo 29 2nd part 4th part conditional, negative, mental unconditional, positive, mental Snufkin bound by the 1st rule free from the stroke economy unconditional, positive, mental conditional, positive, mental The creep/Teety-woo bound by the 2nd rule free from the stroke economy 30 31 Unit 5: Games 32 The games in TA are psychological. A game is a transaction advancing towards an assumed end with bad 33 feeling. The game is repeated unless we find we are―22― in a game and escape from it. All games have a formula. A 34 game is started by at least two persons, one an instigator and the other a sucker. The instigator has a hidden 35 motivation to manipulate the sucker, and the sucker has a weakness to fall into the trap. Next, they transact with 36 each other, and the transactions look like A to A complementary transactions on the social level but are duplex 37 ulterior transactions in fact. The duplex ulterior transaction in a game is called a game diagram. After some 38 transactions, it occurs that the sucker’s ego-state changes suddenly and the roles of the instigator and the sucker 39 convert abruptly. There are three roles in a game: persecutor, victim and rescuer. The relationship among these 40 roles is called a drama triangle. At the change their transaction becomes a crossed one, so the transactions stop. 41 This stoppage confuses both of them and they feel bad. 42 In this unit, I explained the above and showed some examples of games. The students were divided into 43 groups of 3 to 5 members and examined each formula, diagram and triangle. After that, I explained nine typical 44 games and presented an example of each. They discussed which game each example corresponded to. In the 45 next lesson, they analyzed the transactions between Snufkin and the creep from the viewpoints of the formula, 46 diagram and triangle of games in groups. The instigator is the creep and the sucker is Snufkin because when 47 they met because the creep always speaks to Snufkin. As for the diagram in the second part, I have analyzed the 48 subsection “Unit 3: Transactions” already. The transition point is when Snufkin names the creep Teety-woo. 49 Before it Snufkin denies the creep’s covert demand euphemistically, so Snufkin acts as a persecutor and the 50 victim is the creep. After it, Teety-woo need not admire Snufkin and Snufkin is sorry that he denies Teety-woo’s 51 demands. Therefore Snufkin changes into a victim and Teety-woo changes into a persecutor. This change is the 52 drama triangle of this story and creates their ego states abruptly as shown in Table 2. This shows their confusion. 53 At last, Snufkin regrets what he did to Teety-woo, and Teety-woo also regrets he wasted his time. Teety-woo 54 recognizes his life thus far has been of no use, so his hidden motivation is to prove that his life position is the

5 J. Higher Education and Lifelong Learning 21 (2014) 高等教育ジャーナル─高等教育と生涯学習─ 21（2014）

Unit 5: Games analyzed the subsection “Unit 3: Transactions” already. The transition point is when Snufkin names the creep The games in TA are psychological. A game is a Teety-woo. Before it Snufkin denies the creep’s covert transaction advancing towards an assumed end with bad demand euphemistically, so Snufkin acts as a persecutor feeling. The game is repeated unless we find we are in and the victim is the creep. After it, Teety-woo need a game and escape from it. All games have a formula. A not admire Snufkin and Snufkin is sorry that he denies game is started by at least two persons, one an instigator Teety-woo’s demands. Therefore Snufkin changes into and the other a sucker. The instigator has a hidden a victim and Teety-woo changes into a persecutor. This motivation to manipulate the sucker, and the sucker change is the drama triangle of this story and creates has a weakness to fall into the trap. Next, they transact their ego states abruptly as shown in Table 2. This shows with each other, and the transactions look like A to A their confusion. At last, Snufkin regrets what he did to complementary transactions on the social level but are Teety-woo, and Teety-woo also regrets he wasted his duplex ulterior transactions in fact. The duplex ulterior time. Teety-woo recognizes his life thus far has been of transaction in a game is called a game diagram. After no use, so his hidden motivation is to prove that his life some transactions, it occurs that the sucker’s ego-state position is the second one, that is, while Snufkin is O.K. changes suddenly and the roles of the instigator and the with me, I’m not O.K. with me. The weakness of Snufkin sucker convert abruptly. There are three roles in a game: is kindness by not being totally harsh with the creep. persecutor, victim and rescuer. The relationship among These are the formulas of this story. Table 5 summarizes these roles is called a drama triangle. At the change their them. However, they can escape from the game because transaction becomes a crossed one, so the transactions Snufkin decides to go back and meet Teety-woo again. stop. This stoppage confuses both of them and they feel bad. In this unit, I explained the above and showed Unit 6: Time structuring some examples of games. The students were divided into groups of 3 to 5 members and examined each According to TA, we structure our own lives in formula, diagram and triangle. After that, I explained six ways by using time: withdrawal, rituals, pastimes, nine typical games and presented an example of each. activities, games and intimacy. We are in withdrawal They discussed which game each example corresponded when we will not exchange strokes with others although to. In the next lesson, they analyzed the transactions we can do it. Rituals are the way of using time for between Snufkin and the creep from the viewpoints of customary communication like greetings, congratulatory the formula, diagram and triangle of games in groups. speeches, memorial addresses and so on. Pastimes are The instigator is the creep and the sucker is Snufkin when we make trifling conversation with others. The because when they met because the creep always speaks conversation has no purpose, but activities have some to Snufkin. As for the diagram in the second part, I have purpose. We exchange strokes with others to accomplish

1 second one, that is, while Snufkin is O.K. with me, I’m not O.K. with me. The weakness of Snufkin is kindness 2 by not being totally harsh with the creep. These are the formulas of this story. Table 5 summarizes them. 3 However, they can escape from the game because Snufkin decides to go back and meet Teety-woo again. 4 5 TableTable 5. 5:The the game game between between Snufkin Snufkin and and Teety-woo Teety-woo 6 Instigator Sucker Transaction Change Confusion End Before the change, the creep The creep and is a victim and The ego-state of A to A his hidden Snufkin and his Snufkin is a the creep changes complemental at Both of them motivation to weakness of persecutor. After from AC to the social level, regret what they prove his life kindness to it, the creep A+CP, and that of but ulterior AC to did. position is the others. changes into a Snufkin changes CP complemental 2nd one persecutor and from CP to AC. Snukin changes into a victim. 7 8 Unit 6: Time structuring 9 According to TA, we structure our own lives in six ways by using time: withdrawal, rituals, pastimes, 10 activities, games and intimacy. We are in withdrawal―23― when we will not exchange strokes with others although 11 we can do it. Rituals are the way of using time for customary communication like greetings, congratulatory 12 speeches, memorial addresses and so on. Pastimes are when we make trifling conversation with others. The 13 conversation has no purpose, but activities have some purpose. We exchange strokes with others to accomplish a 14 purpose. Games were already explained in “Unit 5: Games.” Intimacy arises from heart-to-heart relations. In 15 such relations we can transact with each other frankly. This time is one of the goals of TA. 16 In this unit, I showed some examples of using time, and the students in groups examined which of the six 17 ways of using time each example was. In the next lesson, they analyzed the time structuring of Snufkin and the 18 creep/Teety-woo. Time structuring can be applied where strokes are exchanged, so in this story the second and 19 fourth parts fall under this condition. In the second part, Snufkin replies to the creep’s greeting unwillingly at 20 first. He is apt to stay inside of himself through their talks and takes a part in a game with the creep. On the 21 other hand, the creep exchanges greetings with Snufkin, and after that he enters into the game with Snufkin. 22 However, in the fourth part, they express their feelings and thoughts to each other frankly. They accept each 23 other, so their relation is an intimacy. Table 7 summarizes this. 24 25 Table 7: The change of time structuring between Snufkin and the creep Teety-woo 26 2nd part 4th part a few rituals and mostly games and Snufkin mostly intimacy withdrawal The creep Teety-woo a few rituals and mostly games mostly intimacy 27 28 Unit 7: Life scripts 29 According to TA, we already constructed our own life plans when we were quite young while we were 30 greatly influenced mainly by our parents and parental figures. After that, we live reinforcing the plans. This plan 31 is called a life script, but this script does not reflect real situations because our A did not work correctly while 32 we were infants. One of the final goals of TA is rewriting such a distorted life script toward a script that can 33 demonstrate our capabilities and talents as full grownups. Our life scripts are classified into three types: winner, 34 loser and non-winner. A winner is a person who accomplishes his/her declared purpose and makes the world a 35 better place as a result. A loser is a person who cannot accomplish a declared purpose and feels uncomfortable 36 with the world as a result. A non-winner is a middle of the roader. He/She does not take risks, so he/she has no 37 big wins but also no big losses. A child constructs the script while being influenced mainly by the parents. The 38 child and the parents have P, A and C, too, and messages are conveyed from the P of the parents to the P of the 39 child, from the A of the parents to the A of the child, and from the C of the parents to the C of the child. The 40 child’s script is mostly fixed by how the child receives the messages. This diagram of the messages is called a 41 script matrix. The messages from the P of the parents to the P of a child are called counterinjunctions, those 42 from the A of parents to the A of a child are called programs and those from the C of parents to the P of a child

6 Fumihito Ikeda: The Effect of Moomin Stories as Teaching Materials for Transactional Analysis a purpose. Games were already explained in “Unit 5: is a middle of the roader. He/She does not take risks, so Games.” Intimacy arises from heart-to-heart relations. In he/she has no big wins but also no big losses. A child such relations we can transact with each other frankly. constructs the script while being influenced mainly by This time is one of the goals of TA. the parents. The child and the parents have P, A and C, In this unit, I showed some examples of using time, too, and messages are conveyed from the P of the parents and the students in groups examined which of the six to the P of the child, from the A of the parents to the A of ways of using time each example was. In the next lesson, the child, and from the C of the parents to the C of the they analyzed the time structuring of Snufkin and the child. The child’s script is mostly fixed by how the child creep/Teety-woo. Time structuring can be applied where receives the messages. This diagram of the messages is strokes are exchanged, so in this story the second and called a script matrix. The messages from the P of the fourth parts fall under this condition. In the second part, parents to the P of a child are called counterinjunctions, Snufkin replies to the creep’s greeting unwillingly at first. those from the A of parents to the A of a child are called He is apt to stay inside of himself through their talks and programs and those from the C of parents to the P of takes a part in a game with the creep. On the other hand, a child are called injunctions. Typical injunctions are the creep exchanges greetings with Snufkin, and after classified into twelve types: “Don’t exist,” “Don’t be that he enters into the game with Snufkin. However, in you,” “Don’t be a child,” “Don’t grow up,” “Don’t make the fourth part, they express their feelings and thoughts it,” “Don’t do anything,” “Don’t be important,” “Don’t to each other frankly. They accept each other, so their belong,” “Don’t be close,” “Don’t be well,” “Don’t relation is an intimacy. Table 6 summarizes this. think” and “Don’t feel.” The former 6 injunctions are heavier than the latter 6, and if the former ones affect 1 second one, that is, while Snufkin is O.K. with me, I’m not O.K. with me. The weakness of Snufkin is kindness 2 by not being totally harsh with the creep. These are the formulaus strongly,s of this we story. tend Table to adopt5 summarize a losers script.them. On the other Unit 7: Life3 scriptsHowever, they can escape from the game because Snufkin decideshand, to if go the back latter and meet ones Teety affect-woo again. us strongly, we tend to 4 5 Table 5: the game betweenadopt Snufkin a andnon-winner Teety-woo script. If we are comparatively free 6 According to TA, we already constructed our own from them, we tend to adopt a winner script. Although Instigator Sucker Transaction Change Confusion End life plans when we were quite young while we were these injunctions do not allow a child to feel, think and Before the greatly influenced mainly by our parents and parental change,act theas creephe/she likes freely, counterinjunctions offset the The creep and is a victim and The ego-state of figures. After that, we live reinforcing the plans.A to This A injunctions. The counterinjunctions are home discipline, his hidden Snufkin and his Snufkin is a the creep changes complemental at Both of them motivation to weakness of persecutor. After from AC to plan is called a life script, but this script doesthe not social reflect level, manners, social rules andregret so whaton, theyand the C of the prove his life kindness to it, the creep A+CP, and that of but ulterior AC to did. real situations becauseposition is theour A didothers. not work correctly changesparents into doesa Snufkin not allow changes the child to exist unless he/she CP complemental while we were infants.2nd one One of the final goals of TA is persecutorobeys theseand counterinjunctions.from CP to AC. Though there are many Snukin changes rewriting such a distorted life script toward a script intocounterinjunctions, a victim. five of them particularly affect a that can demonstrate7 our capabilities and talents as full child’s selection of life scripts. These are, “Be perfect,” 8 Unit 6: Time structuring grownups.9 Our life Accordingscripts are to classifiedTA, we structure into ourthree own types: lives in six “Beways strong,”by using time:“Try withdrawal,hard,” “Please rituals, others” pastimes, and “Hurry up.” 10 activities, games and intimacy. We are in withdrawal when we will not exchange strokes with others although winner, loser11 weand can non-winner. do it. Rituals areA thewinner way of is using a person time for customaryThese communication are called “Drivers.” like greetings, A programcongratulatory is a procedure that who accomplishes12 speeches, his/her memorial declared addresses purpose and so andon. Pastimesmakes are whenneeds we maketo be trifling executed conversation to live within a others. society, The such as how to 13 conversation has no purpose, but activities have some purpose. We exchange strokes with others to accomplish a the world14 a betterpurpose. place Games as awere result. already A loserexplained is ain person“Unit 5: Games.”tie Intimacya shoelace, arise show from toheart exchange-to-heart relation greetings,s. In how to ride a who cannot15 accomplishsuch relation s awe declared can transact purpose with each andother feelsfrankly. This timebus, is and one ofso the on. goals of TA. 16 In this unit, I showed some examples of using time, and the students in groups examined which of the six uncomfortable17 wayswith ofthe using world time eachas a example result. wasA non-winner. In the next lesson, they analyzedIn this the unit, time structuringI explained of Snufkin the above and the things first, and 18 creep/Teety-woo. Time structuring can be applied where strokes are exchanged, so in this story the second and 19 fourth parts fall under this condition. In the second part, Snufkin replies to the creep’s greeting unwillingly at 20 first. He is apt to stay inside of himself through their talks and takes a part in a game with the creep. On the 21 other hand, the creep exchanges greetings with Snufkin, and after that he enters into the game with Snufkin. 22 However, in the fourth part, they express their feelings and thoughts to each other frankly. They accept each 23 other, so their relation is an intimacy. Table 7 summarizes this. 24 25 TableTable 6. 7: The The change change of of time time structuring structuring between between Snufkin Snufkin and and the the creep creep Teety-woo Teety-woo 26 2nd part 4th part a few rituals and mostly games and Snufkin mostly intimacy withdrawal The creep Teety-woo a few rituals and mostly games mostly intimacy 27 28 Unit 7: Life scripts 29 According to TA, we already constructed our own life plans when we were quite young while we were 30 greatly influenced mainly by our parents and parent―24―al figures. After that, we live reinforcing the plans. This plan 31 is called a life script, but this script does not reflect real situations because our A did not work correctly while 32 we were infants. One of the final goals of TA is rewriting such a distorted life script toward a script that can 33 demonstrate our capabilities and talents as full grownups. Our life scripts are classified into three types: winner, 34 loser and non-winner. A winner is a person who accomplishes his/her declared purpose and makes the world a 35 better place as a result. A loser is a person who cannot accomplish a declared purpose and feels uncomfortable 36 with the world as a result. A non-winner is a middle of the roader. He/She does not take risks, so he/she has no 37 big wins but also no big losses. A child constructs the script while being influenced mainly by the parents. The 38 child and the parents have P, A and C, too, and messages are conveyed from the P of the parents to the P of the 39 child, from the A of the parents to the A of the child, and from the C of the parents to the C of the child. The 40 child’s script is mostly fixed by how the child receives the messages. This diagram of the messages is called a 41 script matrix. The messages from the P of the parents to the P of a child are called counterinjunctions, those 42 from the A of parents to the A of a child are called programs and those from the C of parents to the P of a child

6 J. Higher Education and Lifelong Learning 21 (2014) 高等教育ジャーナル─高等教育と生涯学習─ 21（2014） presented examples of the twelve injunctions, five drivers driver. In the fifth part, Snufkin can complete his spring and some programs. The students were divided into tune and Teety-woo starts to live his own life, so the groups of 3 to 5 members and examined each example. wishes of both of them are fulfilled. Thus, they could Next, they conducted the “Drivers self-examination” rewrite their non-winner scripts as winner ones. Table 7 (JTAA 2009, pp.7) to learn their tendencies with regard summarizes the above analysis. to the strengths of the five drivers. In the next lesson, they analyzed the changes of each life script of Snufkin and Teety-woo. Before the change of the game in the Results third part, Snufkin hopes for solitude and tries to shoo the creep away, so “Don’t belong” and “Don’t be close” of The effect of this class was assessed with a the latter 6 injunctions affect him. Furthermore, because questionnaire after the end of last unit by our e-learning he thinks firmly that he must not play the spring tune system. The questions were the five given below, and unless it is completed naturally, the “Be perfect” driver they were answered with free descriptions for each one. affects him strongly. This life style is what he wants but (a) How were you impression and image of the shuts others out; however, it is impossible to live without Moomin stories changed by having taken this class? any relations with others. Therefore his life script at this (b) How did your interpretation of the Moomin stories time is a non-winner. On the other hand, at this time the change by learning TA in this class? creep says to Snufkin that he is too tiny to be named, so (c) How did your understanding of yourself change by he has the “Don’t be important” injunction. Furthermore, having taken this class? because he says to Snufkin in the fourth part that he had (d) In the case of learning TA, do you think about what not felt, thought and behaved as an individual, “Don’t differences there were between analyzing yourself think” and “Don’t feel” of the latter 6 injunctions work and analyzing the Moomin stories? on him at this time. As for drivers, he never stopped (e) Through this class, what did you learn?How will 1 likes freely, counterinjunctions offset the injunctions. The counterinjunctions are home discipline, manners, speaking to2 Snufkin,social rules and and when so on, Snufkin and the C lapses of the parentsinto a does not allow you the childmake to use exist of unless that in he/she your obeys future these life? 3 counterinjunctions. Though there are many counterinjunctions, five of them particularly affect a child’s selection long silence,4 heof feels life scripts. sad. TheseSo “Try are, “Behard” perfect”, and “Be“Please strong”, “Try hard”,Item “Please 4 assesses others” and the “Hurry effect up.” of These Moomin are stories as others” work5 oncalled him. “Drivers.” In addition, A program he has is no a procedure clear purpose that needs to beteaching executed tomaterials live in a society,for TA, such so as Ihow will to discusstie a the effect 6 shoelace, how to exchange greetings, how to ride a bus, and so on. in life, so 7he has alsoIn this a non-winner unit, I explained script the aboveat this things time. first, and based presented on examplesthe answers of the to twelve this question. injunctions, Of five the 93 students, 8 drivers and some programs. The students were divided into groups of 3 to 5 members and examined each After the change9 example. of the Next,game, they no conducted conspicuous the “Drivers injunction self-examination” 75 answered(JTAA 2009, this pp.7) question. to learn their The tendencies answers with contained the six is observed.10 Snufkinregard tooffers the strengths what Teety-wooof the five drivers. may Inwant, the next lessonindices, they analyzedof comparison the changes presented of each lifebelow: script of 11 Snufkin and Teety-woo. Before the change of the game in the third part, Snufkin hopes for solitude and tries to but will not12 forceshoo it theupon creep Teety-woo. away, so “Don’t So belong”“Please and others” “Don’t be close” of1. the whether latter 6 injunctions it is analyzed affect him.easily Furthermore, or not works on 13him inbecause a good he thinksmanner, firmly not that as he a mustdriver. not playOn the spring tune 2.unless whether it is completed it is analyzed naturally, objectively the “Be perfect” or not 14 driver affects him strongly. This life style is what he wants but shuts others out; however, it is impossible to live other hand,15 Teety-woowithout any says relations to Snufkin with others. that Therefore he needs his lifeto script at this3. timewhether is a non-winner. anyone Oncan the analyze other hand, it in at athis carefree manner 16 time the creep says to Snufkin that he is too tiny to be named, so he has the “Don’t be important” injunction. hurry to live,17 butFurthermore, he does becausenot hurry he says to toignore Snufkin Snufkin. in the fourth part that and he had discuss not felt, it with thought others and behaved easily as an So “Hurry18 up” worksindividual, on “Don’t him in think” a good and “Don’t manner, feel” not of theas lattera 6 injunctions4. whether work on ithim causes at this ontime. to As reflect for drivers, on oneselfhe deeper 19 never stopped speaking to Snufkin, and when Snufkin lapses into a long silence, he feels sad. So “Try hard” and 20 “Please others” work on him. In addition, he has no clear purpose in life, so he has also a non-winner script at 21 this time. After the change of the game, no conspicuous injunction is observed. Snufkin offers what Teety-woo 22 may want, but will not force it upon Teety-woo. So “Please others” works on him in a good manner, not as a 23 driver. On the other hand, Teety-woo says to Snufkin that he needs to hurry to live, but he does not hurry to 24 ignore Snufkin. So “Hurry up” works on him in a good manner, not as a driver. In the fifth part, Snufkin can 25 complete his spring tune and Teety-woo starts to live his own life, so the wishes of both of them are fulfilled. 26 Thus, they could rewrite their non-winner scripts as winner ones. Table 7 summarizes the above analysis. 27 28 TableTable 7. 7:The The changes changes in inthe the lifescripts lifescripts of Snufkinof Snufkin and and the thecreep cree Teety-woop Teety-woo 29 Before the change After the change Injunctions: “Don’t belong” and “Don’t be close” get Winner Script by being almost free Snufkin Driver: “Be perfect” from injunctions and driver Life script: Non-winner Injunctions: “Don’t be important,” “Don’t think” and “Don’t feel” get Winner Script by being almost free The creep Teety-woo Driver: “Please others” from injunctions and driver Life script: Non-winner 30 31 Results 32 The effect of this class was assessed with a questionnaire after the end of last unit by our e-learning system. 33 The questions were the five given below, and they―25― were answered with free descriptions for each one. 34 (a) How were you impression and image of the Moomin stories changed by having taken this class? 35 (b) How did your interpretation of the Moomin stories change by learning TA in this class? 36 (c) How did your understanding of yourself change by having taken this class? 37 (d) In the case of learning TA, do you think about what differences there were between analyzing 38 yourself and analyzing the Moomin stories? 39 (e) Through this class, what did you learn?How will you make use of that in your future life? 40 Item 4 assesses the effect of Moomin stories as teaching materials for TA, so I will discuss the effect based 41 on the answers to this question. Of the 93 students, 75 answered this question. The answers contained the six 42 indices of comparison presented below: 43 1. whether it is analyzed easily or not 44 2. whether it is analyzed objectively or not 45 3. whether anyone can analyze it in a carefree manner and discuss it with others easily 46 4. whether it causes on to reflect on oneself deeper 47 5. whether it enables one to analyze various persons 48 6. whether it is analyzed correctly 49 With regard to the first index, 19 students thought analyzing the Moomin stories was superior to analyzing 50 oneself, whereas 5 students thought analyzing oneself was superior. The main reason for the former opinion was

7 Fumihito Ikeda: The Effect of Moomin Stories as Teaching Materials for Transactional Analysis

5. whether it enables one to analyze various persons of their feelings, thoughts and behaviors in various 6. whether it is analyzed correctly situations; however there was little such information With regard to the first index, 19 students thought about each character. The former one described the analyzing the Moomin stories was superior to analyzing clearness of the psychological features as a merit. Table 8 oneself, whereas 5 students thought analyzing oneself summarizes the numbers for each index. was superior. The main reason for the former opinion was that the psychological features of each character were described clearly. On the other hand, the main Discussion reason for the latter opinion was that they would understand well because it was themselves. Hereafter, the As the result of the questionnaire, we found students who thought that analyzing the Moomin stories that analyzing the Moomin stories had more merits was superior to analyzing oneself are called “the former” than analyzing oneself for learning TA. These merits and the students who thought the opposite are called were also effects of the Moomin stories as a teaching “the latter.” With regard to the second index, the number material for TA. In particular, most students pointed out of the former was 55 and that of the latter was 0. The objectivity as the Moomin stories’ merit. This merit is former’s main reason was that if one analyzed oneself, considered to correlate with the first and third indices, there would be many biases such as averting one’s eyes because analyzing others allowed them to analyze both from one’s hated features, desiring to be a certain way, objectively and in a carefree manner, and the objectivity distorting the self image and so on. However, in the case made it possible for them to analyze easily. Furthermore, of a story, such biases would not exist. For the third indices four and five correlate with each other, because index, the former group consisted of 12 students and the analyzing various characters enabled them to reflect on latter one none. The main reason for the former opinion themselves deeply. In the future, I plan to clarify these was that they felt resistance to revealing themselves. For correlations among the indices statistically and need to the fourth index, the former consisted of 16 students and examine the effects quantitatively. For example, one the latter none. The main reason for the former opinion practical way to clarify these correlations is by checking was that by analyzing various unique characters they the frequency of co-occurrence of the answers. could find1 they had3. manywhether aspects anyone that can theyanalyze had it in nota care everfree manner and Ondiscuss the it withother others hand, easily the problem of whether the 2 4. whether it causes on to reflect on oneself deeper recognized.3 With regard5. whether to the it enables fifth oneindex, to analyze the former various persons analysis of the Moomin stories was correct remains. In group consisted4 of 6.14 studentswhether it isand analyzed the latter correctly none. The fact, each short story dealt with in this class has little 5 With regard to the first index, 19 students thought analyzing the Moomin stories was superior to analyzing main reason6 wasoneself, that whereas the former 5 students group thought felt analyzing that while oneself was superior.information The main about reason each for the character. former opinion Therefore was we should 7 that the psychological features of each character were described clearly. On the other hand, the main reason for they could8 analyzedthe latter many opinion unique was that characters they would inunderstand case of well becauseconsider it was thethemselves. main stories Hereafter to, solvethe students this problem.who However, the Moomin9 stories,thought they that analyzingcould analyze the Moomin only stories one personwas superior tothis analyzing results oneself in a are new called difficulty “the former as” andthe themain stories are 10 students who thought the opposite are called “the latter.” With regard to the second index, the number of the in the case11 of analyzingformer was 55themselves. and that of theFurthermore, latter was 0. Thethere former ’s maintoo reasoncomplex was thatfor ifa one TA analyzed beginner oneself, to analyze.there To solve was comment12 thatwould analyzing be many biases many such characters as averting affordedone’s eyes from one’sthis newhated problemfeatures, desiring the students to be a certain should way be, divided into 13 distorting the self image and so on. However, in the case of a story, such biases would not exist. For the third the opportunity14 index, to gain the former a practical group consisted skill in of real 12 students life. For and the lattergroups one none. analyzing The main reason only forone the offormer the opinion characters through 15 was that they felt resistance to revealing themselves. For the fourth index, the former consisted of 16 students the last index,16 onlyand the one latter student none. The had main the reason former for the opinion, former opinion wasthe thatmain by analyzingstories. variousThen theunique information characters they on the character whereas 1217 hascould the latterfind they one. had Themany main aspects reason that they was had thatnot ever recognizedwill increase. With regard and to they the fifth will index, be theable former to analyze it more 18 group consisted of 14 students and the latter none. The main reason was that the former group felt that while in case of19 analyzing they could oneself, analyzed they many had unique plenty characters of memories in case of the Moomincorrectly. stories, However, they could in analyze this case, only one the person merit of analyzing 20 in the case of analyzing themselves. Furthermore, there was comment that analyzing many characters afforded 21 the opportunity to gain a practical skill in real life. For the last index, only one student had the former opinion, 22 whereas 12 has the latter one. The main reason was that in case of analyzing oneself, they had plenty of 23 memories of their feelings, thoughts and behaviors in various situations; however there was little such 24 information about each character. The former one described the clearness of the psychological features as a 25 merit. Table 8 summarizes the numbers for each index. 26 27 TableTable 8. 8: Which Which is issuperior, superior analyzing, analyzing the the Moomin Moomin stories stories or oneselfor oneself for forlearning learning TA? TA? 28 easiness objectivity carefreeness reflection variety correctness Moomin 19 55 12 16 14 1 stories oneself 5 0 0 0 0 12 29 30 Discussion 31 As the result of the questionnaire, we found that analyzing the Moomin stories had more merits than 32 analyzing oneself for learning TA. These merits were―26― also effects of the Moomin stories as a teaching material 33 for TA. In particular, most students pointed out objectivity as the Moomin stories’ merit. This merit is 34 considered to correlate with the first and third indices, because analyzing others allowed them to analyze both 35 objectively and in a carefree manner, and the objectivity made it possible for them to analyze easily. 36 Furthermore, indices four and five correlate with each other, because analyzing various characters enabled them 37 to reflect on themselves deeply. In the future, I plan to clarify these correlations among the indices statistically 38 and need to examine the effects quantitatively. For example, one practical way to clarify these correlations is by 39 checking the frequency of co-occurrence of the answers. 40 On the other hand, the problem of whether the analysis of the Moomin stories was correct remains. In fact, 41 each short story dealt with in this class has little information about each character. Therefore we should consider 42 the main stories to solve this problem. However, this results in a new difficulty as the main stories are too 43 complex for a TA beginner to analyze. To solve this new problem the students should be divided into groups 44 analyzing only one of the characters through the main stories. Then the information on the character will 45 increase and they will be able to analyze it more correctly. However, in this case, the merit of analyzing various 46 characters disappears. Thus the groups should report their results to each other. 47 Although I demonstrated some merits of using the Moomin stories to learn TA, I have not yet evaluated the 48 learning effects of using the stories for learning TA. Judging from the answers to questions (c) and (e) of the 49 questionnaire, almost all of the students felt that they could understand themselves better than before and they 50 wanted to apply their knowledge of TA to their lives after the class. Thus, it appears that using the stories to 51 learn TA helped them them to understand themselves and TA more deeply than if they were not used. However, 52 this remains to be verified. 53 54 Summary

8 J. Higher Education and Lifelong Learning 21 (2014) 高等教育ジャーナル─高等教育と生涯学習─ 21（2014） various characters disappears. Thus the groups should for such improvement, it should be considered that TA report their results to each other. education be introduced to the liberal arts. In that case, Although I demonstrated some merits of using the we must increase the number of the teaching staff who Moomin stories to learn TA, I have not yet evaluated are able to teach TA practically. TA affords its beginners the learning effects of using the stories for learning TA. the opportunity to learn psychology in a comparatively Judging from the answers to questions (c) and (e) of the short time, unlike other approaches (Izumi 2012), so we questionnaire, almost all of the students felt that they can also train staff members in a comparatively short could understand themselves better than before and they time. wanted to apply their knowledge of TA to their lives after the class. Thus, it appears that using the stories to learn TA helped them to understand themselves and TA more References deeply than if they were not used. However, this remains to be verified. Izumi, M. (2012), “Let’s realize “Speaking of education, it’s TA”,” JTAA NEWS, Vol.35, No.5, a special number on School Education, 8-9 Summary Jansson, T. (2010), Tales from Moominvalley, translated by Thomas Warburton, reprint edition, Square Fish In this paper, I showed that there were five merits JTAA (2009), Worksheets for Transactional Analysis, to using the Moomin stories as a teaching material for NPO Japan Transactional Analysis Association, TA: 1. the possibility of easy analysis, 2. the possibility 2009 of objective analysis, 3. the possibility of analyzing and JTAA (2011a), Textbook for class-1 Transactional discussing the results with others in a carefree manner, Analysis Experts, NPO Japan Transactional Analysis 4. the possibility of reflecting on oneself deeply, and 5. Association, 2011 the possibility of analyzing various characters. As shown JTAA (2011b), Textbook for class-2 Transactional in the “Introduction”, the students who learn TA are Analysis Experts, NPO Japan Transactional Analysis expected to make use of the knowledge and the skills to Association, 2011 improve their personal relations and their career design Stewart, I. and Joines, V. (1980), TA Today, a new in the future. To examine the efficacy of this class, I will introduction to Transactional Analysis, 2nd revised do a follow-up survey. edition, Lifespace Publication If the knowledge and the skills of TA are useful

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