the VOLUME 9: Issue 3: SUMMER 2019 TRANSACTIONAL ANALYST UNITED KINGDOM ASSOCIATION FOR TRANSACTIONAL ANALYSIS’ QUARTERLY MAGAZINE

CONTENTS News and views From the Editors, Ali Bird & Celia Simpson ...... 2 News items: congratulations CTAs, Diplomas, Welcome new members ...... 2 DSR Committee news by Bena Armitage ...... 3 Obituary: Barbara Lalljee by Sue Brady and Celia Simpson ...... 3 What has EATA done for us? by Beren Aldridge ...... 4 EBMA 2019: Ray Little ...... 6 Focus on: Research Data collection – don’t put the cart before the horse by James Sweeney...... 8 Ethics and training: data collection, case studies and essays by James Sweeney...... 11 Focus on Research: Letter to the editors ‘The mystery of question 13’, Little Quick Fix Series response by James Sweeney...... 12 Reviewed by Celia Chambers, Listing of research articles published in page 16 the Transactional Analyst 2010-2019 ...... 14 Research Committee Update...... 15 Book reviews introduced by Marion Umney ...... 16 Little Quick Fix: Research Question by Zina O’Leary reviewed by Celia Chambers...... 16 Little Quick Fix: Research Proposal by Zina O’Leary reviewed by Celia Chambers...... 16 Little Quick Fix: Know the Numbers by John MacInnes reviewed by Celia Chambers ...... 17 Improving services for Transgender and Gender Variant Youth by Tiffany Jones reviewed by Liza Heatley ...... 17 Diversity and social responsibility Culture and cross-cultural therapy by Elizabeth Bradshaw ...... 19 Student writing Applying the Discount Matrix to pregnancy loss by Carolyn Duffin ...... 21 Using illustrative cards to work creatively by Claire Bowers...... 26 New writing Asperger’s in (and outside) the therapy room – 11 by Dr Peter Flowerdew...... 29 Columns Creative writing and therapy by Dee Longhurst ...... 34 Film scripts by Anoushka Beazley...... 35 Reflections Poem: Writing as therapy by Alison Chippindale...... 36 Advertising...... 37 Contact pages...... 49

ISSN 2046-2689 News and views

NEWS & VIEWS

ELLO AND WELCOME to this quarter’s Desert Island Discs: ‘Don’t put me in a box – I’m a magazine. This issue is focused on research with cultural mongrel.’ Harticles brought together by UKATA’s Research Anoushka Beazley’s ‘Film Scripts’ column continues to Committee. Particular thanks go to James Sweeney. delight with an amusing and astute coverage of The activities of the Research Committee over the past mainstream TV and Netflix programmes with a TA year and into the next are outlined on page 15 – you are perspective. While Dee Longhurst’s column, ‘Creative encouraged to get involved. James and the team have Writing & Therapy’, beautifully illustrates how creative been working hard to gain access for members to writing can allow us to enter the world of the client. psychotherapy-related research and other academic The next focus for the magazine will be ‘eco therapy.’ journals and have been increasing social media presence Hayley Marshall and Giles Barrow are bringing together with Twitter, Facebook, podcasts and so on. a wealth of articles on this area which, despite it being The articles in this issue are aimed at trainees and around for a good long while, is now getting the attention others involved in the process of research rather than on it deserves. The abundance of material they have been any research projects recently undertaken. One article, working on means that we will be running this over two focusing on ethics, looks at the difference in application issues. Two issues which will mark the beginning of our of ethical codes for therapy work with clients and those 10th anniversary year as the Transactional Analyst for undertaking research, or writing essays and case magazine! A great start to the next decade. studies. Another article cautions against the pitfalls of Thank you once again to all our contributors to this letting data gathering get in the way of your actual quarter’s issue. Enjoy. Ali Bird and Celia Simpson research strategy and design. [email protected] The ‘Letter to the editors’ (Vol 8:4) – The Mystery of [email protected] Question 13 – is responded to on page 12 by James Sweeney. AWARDS Celia Chambers reviews some ‘how to’ books on DIPLOMA research which Marion Umney, book reviews editor, Karen Macmillan wishes had been published before she took her research Denise Longhurst Masters degree. This Little Quick Fix series tackles the CTA basic but tricky areas of research – the research question; Joanna Groves the research proposal; the numbers – with a simple and Claire Daplyn accessible approach. Carol Remfrey Foote We also have more student writing in this magazine. Yinka Junaid Carolyn Duffin – at the end of her Foundation Year, with Catrina Topham RTE Physis Scotland – writes an important piece looking PTSTA at the painful experience of pregnancy loss through the Ales Zivkovic lens of the Discount Matrix, the five stages of grief and Sylva Jollife cultural discounting. Thank you Carolyn for sharing your TSTA (P) thinking on an area seriously under-addressed by the Rachel Curtis therapeutic community. Kerri Warner Claire Bowers – in her final year at RTE Red Kite Training – is creative and effective in using a family WELCOME NEW MEMBERS boardgame ‘Dixit’ to help understand the attachment Rebecca Elston patterns of her clients. (NB other boardgames are Amy Miles available!) Angela McGough Elizabeth Bradshaw a member of the effective Hilary Beach Diversity and Social Responsibility Committee considers Neo Holden-Anderson how the therapeutic relationship is central to the cross- Laura Williams cultural encounter. She cites an inspirational role model, Nina Manning poet, Imtiaz Dharker, who proclaimed on BBC Radio 4’s Maria de Ridder

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DSR COMMITTEE NEWS formation, I am extremely proud and privileged to have been elected THANK YOU and hello! In order to meet UKATA’s as the new Chair and have been objective to ensure inclusivity of its membership given the opportunity to continue Awithin the TA community, the Diversity and Social working with such a professional Responsibility Committee was formed in January 2015. and enthusiastic group of members. Karen Minikin was a driving force behind the I would also, as my first action as establishment of the committee and its founding Chair. Chair, like to express the Now, after over four years of her dedication, hard work appreciation and thanks to the DSR and professional leadership, sadly Karen has decided to Committee for all the hard work step down from her role as Chair. Thankfully she will and great progress they have made so Bena Armitage remain as a member of the committee and will continue far. I too will continue to put my efforts into maintaining to bring her innovative, strategic thinking and valuable the high standards that Karen has set for us and am expertise that will enable us to build and grow on the looking forward to continuing being solid foundation that she so tirelessly helped to create. part of a great team! As one of the DSR Committee founding members Bena Armitage, myself, and having been involved in the work since its Chair, Diversity and Social Responsibility Committee

OBITUARY Barbara Lalljee 21 December 1939 – 6 July 2019

By Sue Brady By Celia Simpson

N DECEMBER 2003 I met Barbara MET BARBARA at a CPD group – when I joined Jenny Thomas’s we were staying in the same hotel Itraining group. We completed our Iand she brought out a bottle of fizz training together, both successfully and nibbles! So she, Sue and I sat gaining CTA status in York, 2007. The down together to share some down following year we attended the TEW in time. I was newly a PTSTA looking for Ljubljana. Over the years we remained training opportunities, and Barbara friends, attending various conferences invited me to do my very first training and training days together. Two years weekend, which I taught on ago, we went to the Berlin conference together. She psychotherapy and spirituality. I was welcomed into was looking forward to this as she had not returned to her lovely house, and nurtured with her cooking and Berlin since leaving it as a small child. her company. The group was engaged with the When Jenny Thomas retired, and it looked as if material and we had some interesting discussions on there would be no transactional analysis training our own experiences of religion and how that has establishment in Wales, Barbara set up a training influenced our spirituality. Barbara also wanted to institute which was run from her home located in the participate, and gave me helpful feedback on the beautiful county of Ceredigion. She planned to retire weekend. this year. However, ill health prevented her from I loved being on her farm in Wales, particularly as training for the last two years, and her institute was my maternal roots are from the Rhondda Valley. I handed to Ros Sharples, one of her former trainees, understand Barbara used to drive a horse and carriage based in Pembrokeshire. along the narrow lanes, with a big hat on – she must I have always appreciated Barbara’s generosity of have cut quite a dashing figure! spirit. When we trained together Jenny opened her Barbara was very encouraging and helpful when I home to us, we stayed overnight and shared food. was developing 101 courses to take TA into the Barbara’s contribution was always most welcome. She community in Merseyside, and subsequently starting was an excellent cook. Whenever I visited her, I up Red Kite Training. She stayed over with us here in always left with some produce from her garden or Liverpool several times. homemade jam or marmalade. Barbara was a warm, kind-hearted and generous Barbara was a true friend and her contribution to soul, full of wisdom and humour. the furtherance of transactional analysis in Wales Our thoughts are with her family, friends and all those cannot be underestimated. people she has touched.

THE TRANSACTIONAL ANALYST SUMMER 2019 3

News and views

What has EATA done for us?

BEREN ALDRIDGE presents a delegate’s view of the inner workings of EATA.

‘All right... all right... but apart from better sanitation and different to UKATA. While UKATA has individual medicine and education and irrigation and public health members like you and I, EATA’s members are the 44 (and and roads and a freshwater system and baths and public counting) regional, national, international or special order... what have the Romans done for us?’ interest groups that have practicing TA members across (Reg, 33AD) Europe. So I cannot join EATA as an individual; I can only join EATA, by joining an organisation which is, itself, N MY WAY home from the EATA Council a member of EATA, like UKATA. meeting, exams and European conference, an EATA represents all European countries, so it has a Oeight-day extravaganza of Ukrainian hospitality, Council which meets once a year for three days, where I couldn’t help thinking of the immortal words of John delegates from each country meet to discuss the business Cleese’s character, Reg, in Monty Python’s Life of Brian. of EATA and to make decisions. A country has one or two I was embarrassed to have been a TA practitioner for delegates, depending on how many affiliated members of such a long time, without fully appreciating what EATA EATA there are in the country. In the UK there are three does for us. organisations based here who are members of EATA I have always known I was a member of EATA, but whose membership’s interests are represented by your perhaps because my membership fee is hidden in my two delegates, Barbara and myself. UKATA subscription, I wasn’t clear about what being a One is UKATA, and if you are reading this, you are a member of EATA meant to me. It was something that had member of EATA through your membership of UKATA. always been there in the background since I started One is the Scottish TA Assocation (STAA), and the other training, but I was passive about it. Much the same way I is the International Association of Relational TA (IARTA). had been a passive member of the European Union, until There is a fourth UK TA organisation that is a member of someone tried to take it away from me in 2016. EATA, the Institute of Developmental TA (IDTA); this is My experience of the World Conference in Berlin in considered a special interest group (SIG), and as such is 2017 and then my Training Endorsement Workshop represented by a separate delegate for all SIGs. (TEW) to become a PTSTA in Croatia, brought me into EATA represents the interests of nearly 8000 TA contact with a wealth of European colleagues who shared practitioners from as far west as Spain to as far east as the same passion (TA) as I did. Since 2016 I have become Russia and from Norway in the north to Turkey in the an increasingly passionate European, and my interest in south. When I attended the EATA Council meeting in becoming one of the two UK delegates to EATA Ukraine in June, I was incredibly impressed by the way (alongside Barbara Clarkson), was partially born out of forty people from across Europe, sat together in a large my desire to show that no-one can take us out of Europe. circle and methodically went about the democratic, Beyond that feeling, I knew I wanted to understand collective process of making decisions on how EATA will how EATA worked, and to support and promote its work. fulfil its role in the coming year. It was carefully chaired EATA was founded in July 1976, following the success by the out-going EATA President, Krispijn Plettenberg, of the first international TA conference in Europe in 1975. who made sure that all voices were heard in an OK:OK EATA is a not-for-profit organisation, registered in way. When decisions were made by delegate voting, Geneva, but with its offices in Germany. Like UKATA, everyone applauded the process regardless of whether EATA has one paid member of staff, in this case an the outcome had gone the way our national associations administrator called Marianne Rauter, and otherwise all wished it to. its functions are carried out by volunteers. Every country has different requirements for TA Also, like UKATA, EATA has a managing committee. In practitioners to meet to enable them to work in one of our UKATA’s case we call this our Council, of which four fields. A key aim of EATA is to ensure that our Bev Gibbons is our Chair; in EATA’s case this is called the certification process enables CTAs to be considered as Executive Committee, and Peter Rudolph is the President. professionally qualified throughout Europe. This requires Again like UKATA, EATA has a series of committees that careful consideration, so that a proposal that might seem ensure all EATA’s functions operate smoothly. like a no-brainer for UK members, doesn’t have There is one fundamental way in which EATA is significant and unintended implications for members

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‘EATA’s Theory Research and National Development Committee is work[ing] to Associations develop the first randomised control trial General (RCT) of TA as a treatment method.’ Assembly EATA Theory and Council Research to support TA activity, managing the examination and Development certification process, and increasing communication Committee between TA associations. All these years I was taking for Communication Professional granted that there is (for example) an EATA Handbook Training and Committee that determines the rules for my professional Standards development. I had (naively) never thought about the Executive Committtee Committee committees that work to build, maintain and revise such a complex system and to make it run smoothly. Commission of Just one impressive current example is the Theory Certification Research and Development Committee’s work to develop European the first randomised control trial (RCT) of TA as a Connection treatment method. It was enormously impressive to hear Committee Task forces the detailed work that EATA is supporting across Europe to develop this long-term project. It will require hundreds of thousands of Euros of grant support, from the EU and other bodies, but once completed will provide us all with an evidence base from which to justify our work. I feel privileged to have the opportunity to represent your interests within EATA, and I plan to keep you all from Kyrgyzstan for example. connected to EATA’s work in the coming years. I hope the Some people have expressed frustration that they feel next time you take an exam, or sign a training contract, EATA makes decisions in an incredibly slow way. It can or consider the requirements for your training, you’ll take years for a change to work its way from a proposal to think of the hundreds of volunteers, and the thousands of being ratified by the annual Council meeting, and then to volunteer hours that have, since 1976, constructed the be voted on at the annual General Assembly in the framework within which our European community following year. As a delegate this year I saw, and could operates and thrives. feel frustrated by this glacial pace. But, greater than my My professional identity has been radically enhanced frustration was my appreciation for how EATA’s business through meeting and working with colleagues from has to move slowly to allow the implications of proposals across the continent, and yours can be too. Maybe after to be fully considered, and for every delegate’s views (and reading this you’ll think about how you can visit a therefore country’s views) to be heard. conference or training or examination outside of the UK. As a delegate I am expected to join one of EATA’s Perhaps the World Conference in Birmingham will give committees, that work throughout the year to carry out you a taste for being an active member of our European EATA’s operations. EATA has three core aims: (and World) Community. AND, if you want to get to • To promote knowledge and research on transactional Europe by train I’ll be happy to plan your journey with analysis, to develop its theory, and to ensure agreed you. I plan to travel overland to all my future EATA standards of practice. meetings. Let’s stay in Europe, but at the same time stay • To promote cooperation in Europe in the field of out of airplanes. We can all be supporters of the glaciers transactional analysis. in Europe! • To connect the affiliated members of EATA through their national, regional, international or specialist TA Beren Aldridge PTSTA, has a private Associations. practice in Kendal, and is founder of the It is EATA’s various committees which do this, and therapeutic community, Growing Well, many other tasks. The diagram above shows the various which combines organic growing with committees in the context of the wider organisation of mental health recovery. He is UKATA’s EATA. EATA delegate. Committees are supporting research, providing grants [email protected]

THE TRANSACTIONAL ANALYST SUMMER 2019 5 News and views

EBMA 2019: Ray Little

Ray Little was the worthy recipient of the 2019 Eric Berne Memorial Award presented this summer at the Southeast Institute/USATAA/ITAA Conference in North Carolina*

AY LITTLE HAS been honoured with the 2019 Eric Berne Memorial Award (EBMA) for his Rdevelopment of relational transactional analysis theory over the last 15 years. In particular, he won for his work on ego state relational units in the transference- countertransference matrix. On learning about his award, Ray said, ‘To be honoured with the 2019 EBMA is both exciting and overwhelming for me. Writing is not my forte, something that it seems others do not believe! Therefore, this award has particular meaning for me. Writing has been the most significant way to reach out to as many members of the TA community as I could in order to share my ideas and theoretical struggles in the service of clinical effectiveness. However, the main motivation for writing Ray Little (second from left), with previous EBMA winners, left has been to understand for myself the deeper processes to right: Steve Karpman, Servaas van Beekum, Gloria Noriega involved in my clinical and supervisory work. I have been Gayol, Jean Clarke, Bill Cornell, and Vann Joines. touched to understand that my writing has been used and TSTA (Slovenia); Danijela Budisa Ubovic, PTSTA referenced widely.’ (Serbia); and Jo Stuthridge, TSTA (New Zealand). The The articles on which the award to Ray is based following are edited excerpts from their nominating include the following: statement. • Little, R. (2006). Ego State Relational Units and Ray Little has focused on and expanded Eric Berne’s Resistance to Change. Transactional Analysis Journal, ego state theory to develop the notion of ego state Vol. 36, No. 1, pp. 7-19. relational units. In addition, he has integrated • Little, R. (2011). Impasse Clarification within the psychodynamic concepts, particularly object relations, Transference-Countertransference Matrix. into TA theory. He has developed a deeper theoretical Transactional Analysis Journal, Vol. 41, No. 1, pp. 23- understanding of the transference-countertransference 38. matrix within TA. Ray’s writing has contributed to a • Little, R. (2013). The New Emerges Out of the Old: An theoretical and clinical understanding of a relational Integrated Relational Perspective on Psychological orientation to the practice of TA, working in the here and Development, Psychopathology, and Therapeutic now of the transference-countertransference matrix. He Action. Transactional Analysis Journal, Vol. 43, No. 2, has developed the theory of impasse by adding the pp. 106-121. concept of the needed and repeated components of the • Little, R. (2016). Transference-Countertransference transference to his body of work. Focused Transactional Analysis. In R. Erskine (Ed.), The articles and book chapter cited for this EBMA Transactional Analysis in Contemporary Psychotherapy (pp. 27-54). London: Karnac Books. ‘For his capacity to be creative while The nominating group was headed by Tom Burton, staying thorough and scientific in his CTA (Canada), and included Richard G. Erskine, TSTA development of the concept of ego (Canada); Janice Dowson, TSTA (Canada); Birgitta Heiller, TSTA (UK); Andy Williams, TSTA (UK); Amaia state relational units in the transference- Mauriz-Etxabe, TSTA (Spain); Anna Emanuela Tangolo, countertransference matrix, Ray Little TSTA (Italy); Marco Mazzetti, TSTA (Italy); Emilia Maria was considered a worthy recipient.’ De Micheli, TSTA (Italy); Elyane Alleysson, TSTA (France); Ulrike Muller, TSTA (Germany); Gregor Zvelc,

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have been translated into several languages, highlighting identify the ego state relational units, particularly as they their relevance to TA psychotherapists and counsellors in manifest within the therapeutic dyad, and the desired a number of countries. outcome is the modification and integration of these Ray began his 2006 TAJ article entitled ‘Ego State maladaptive schemas into Adult ego state functioning. Relational Units and Resistance to Change’ with the In this article, Ray introduced the notion of optimal following statement: ‘Working relationally with clients neutrality to describe the therapist’s stance within the entails actively using the therapeutic dyad. This involves clinical dyad. He also examined early psychological paying particular attention to the transference- development, highlighting the pathology that results in countertransference matrix as a medium for inviting ego state relational units that emerge out of trauma and growth and development in the client’ (p7). He combined developmental deficit. In addition, he commented on object relations theory (with its deep understanding of the what he considers to be the process of therapeutic action intrapsychic and the transference-countertransference when working with the unconscious processes of the matrix) with transactional analysis and its theory and transference-countertransference matrix. He also description of the behavioral and transactional discussed how the client’s new experience emerges out of manifestations of these dynamics. With this integration, old, familiar ways of relating. This article represents a he has enriched TA theory, leading TA psychotherapists further integration of a relational approach with and counsellors to more effective therapeutic methods for transactional analysis. resolving clients’ emotional enactments of early In his book chapter, ‘Transference-Countertransference childhood relational disruptions (what Berne referred to Focused Transactional Analysis,’ Ray continued the as ‘games’). development of his ideas of working within the Ray has adroitly addressed the notions of resistance, transference-countertransference matrix and integrated regression, and the fear of retraumatization, thereby this with TA theory, offering clinical examples to offering new therapeutic perspectives for TA demonstrate his therapeutic approach. He explored psychotherapists and counsellors to consider. Most further how to support the new way of being emerging importantly, he has advanced Berne’s theory of three ego out of the old relational patterns and games. Ray focused states with the hypothesis that Child and Parent ego on the theory and methods that he sees as facilitative in states are always bonded as ego state relational units. His transference-countertransference focused TA and concepts have helped many TA psychotherapists to examined how a version of the past is alive in the present understand clients’ unconscious, preverbal dynamics and and that transference is an alloy of past and present. to facilitate change in their life script by working both Ray’s trilogy of articles and his book chapter articulate with archaic experience and within a new therapeutic several advancements in the practice of transactional experience. analysis. He builds on Eric Berne’s theories by: In his 2011 TAJ article, entitled ‘Impasse Clarification • developing the concept of ego state relational units Within the Transference-Countertransference Matrix,’ • refining the concepts of transference and Ray articulated two types of relationship that emerge in countertransference (a topic that Berne did not the therapy relationship: the repeated relationship and articulate) as composed of both the needed and the needed relationship. He also identified the repeated relationship therapeutically required relationship, which consists of • outlining the methods of a relational transactional working with both the repeated and the needed analysis. transference-countertransference matrices. He wrote that In making public the award, EBMA Committee Chair the goal of therapy is the integration and resolution of the Lis Heath said, ‘I want to acknowledge the committee impasse that emerges within these transference- members for the thoughtful consideration and countertransference matrices. He provided clear commitment that they gave to this important review examples that aid the TA psychotherapist and counsellor process. In the words of one of them, Sander Reinalda, in navigating the sometimes treacherous arena of “The EBMA should reflect the actual growth and recent transference and resulting countertransference. developments within TA. For his capacity to be creative In his 2013 TAJ article, entitled ‘The New Emerges while staying thorough and scientific in his development Out of the Old,’ Ray defined an integrated relational of the concept of ego state relational units in the transactional analysis perspective. He described how the transference-countertransference matrix, Ray Little was mind develops from various relational experiences and is considered a worthy recipient”.’ constructed of numerous relational schemas. In his Those of you who would like to contact Ray may do so writings, psychopathology is viewed as consisting of by emailing him at [email protected] various Child-Parent ego state relational units, which in *This article was first published in The Script, July 2019, prior to the award more severe cases constitute characterological structures. being presented, with thanks to the ITAA for allowing the Transactional From Ray’s perspective, the goal of treatment is to Analyst to republish using the pictures taken at the award ceremony.

THE TRANSACTIONAL ANALYST SUMMER 2019 7 Focus on: Research

Data collection – don’t put the cart before the horse JAMES SWEENEY says too much emphasis on data collection bypasses the significant prior processes that determine what data needs to gathered.

HEN I SPEAK about research a common already know the next question we might then ask is – is response I hear is that research is about data our question answered? For example the classic Theories Wcollection often with a reference to CORE, a of Emotion within Neurology – these have evolved over method of collecting data (Barkham, Mellor-Clark, et al, the years and Panksepp (2004) did not pay much 2006) or that research is intimidating, academic and attention to them in his book Affective Neuroscience boring. The comments I have heard are, of course, only because he had found better ways to address the anecdotal and cannot constitute research(!) A BACP questions around the study of emotion. Another example definition of research is, ‘A systematic process of enquiry of this from the literature was the rejection by psychology, that leads to the development of new knowledge.’ (BACP beginning in the 1920s, of the ‘inner causes’ of behaviour. 2018, p109). These ‘inner causes’ were regarded as pseudoscientific However, the focus on data collection as encapsulating because they were not empirically observable (Panksepp, the meaning of research misses important aspects of the 2004, p10). It was not until the mid 1970s that research process. The collection of data is at the end of researchers in psychology began to reject this as a purely several prior processes that are very significant and in behavioural focus which turned to a more cognitive themselves determine what data will be collected and in approach. This in its own way is now being overtaken by what manner. Research strategy, design, methodology the advances in Affective Neuroscience which are and ethics are all prior considerations. However, a providing the means to explore the ‘inner causes’ of research process needs to start with a question that you behaviour. want an answer to, regarding some aspects of your Within our own field of psychotherapy it is possible to knowledge. What is it that you want to know? For think of the work of Berne, Perls and Rogers as a example, is there any evidence for the existence of ‘ego’ response to rejection of the earlier psychoanalytic and ‘ego states’ and what does this evidence tell us about understanding of the human being and also a rejection of the nature of these two concepts. Do they have an the scientific approach based on logical positivism. existence at all or, are they something completely The point that I want to make here is that systematic different? Freud, being a neurologist, had hoped to find a study of the existing literature is a key process in carrying physiological basis for his tripartite understanding of the out research. It depends on the capacity for deep person: id, ego and superego. ‘Ego states’ are regarded reflection, the application of critical analysis and by many as a metaphor for our understanding of what we evaluation of the results of our studies and observe in clients. Another question might be about how understandings. In training, the increasing focus on do we understand the process of change? What do we research is not about teaching us to be researchers – this mean by ‘script’ and becoming ‘script free’? How do we is a separate task and requires its own training and also think of these concepts? requires its own ethical structures. However, it is If we have a question or even an idea of an area that interests us then the next question needs to be – what do ‘If we have a question or even an idea of we already know? This is the key aspect of research activity and in a research paper forms the ‘literature an area that interests us then the next review’. Unless we know what has already been said and question needs to be – what do we what has already been researched in terms of data having been analysed our collection of data might be already know? This is the key aspect of unnecessary. It could be said that the collection of data research activity and in a research which is not needed is in itself unethical because it is paper forms the “literature review”.’ inevitable that in many circumstances research poses risks to the participants. Once we have explored what we

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Focus on: Research

important to note that there is considerable overlap us. It is then important to learn about what has already between the skills of therapists and the skills of been said about the questions we have. The next process researchers. This is because the core of our work is rooted is to develop a critical analysis of our own understanding in reflection, self-reflection and an analytical and and the understanding of other writers and this then evaluative approach to our work and our understanding leads us to come to a more measured, practical and of it. These are precisely the skills of any researcher focused understanding of the questions we want to ask. whether working in mathematics, social science or This then provides the basis of how we might answer psychotherapy. those questions. Our research strategy, design and A further point to make here is the process of our methods depend on this question and also on our therapeutic endeavour involves engaging with our judgments about what is knowledge and what we mean clients, ourselves and what goes on between us in that when we say that something exists – for example, ego co-creative space. It involves reflecting on our encounter, states or some process like discounting. making notes, reviewing and evaluating the impact of the It is also important to realise that the process we bring encounter for the client and for ourselves. We then take to learning and to research is often embedded in our our reflections into supervision for further reflection, script and so can interfere with our learning. So our analysis and evaluation as we work towards our way of capacity to engage in Adult around our approach to being with our client. research, the UKATA Diploma and the CTA examination This process involves all the cognitive skills of learning will be an important factor in success in those areas and (Schon, 1987; Marton and Booth, 1997; Moon, 2004) that in our work as a therapist. are required at graduate and postgraduate level. However, when I engage with trainees I often see a References struggle to make connections between learning as a BACP (2018). BACP Ethical Guidelines for Research in the therapist and learning in a more formal academic Counselling Professions. BACP. Lutterworth, BACP. context. This point raises some interesting issues from a Barkham, M., J. Mellor-Clark, J. Connell, J. Cahill (2006). script process perspective. There is extensive research ‘A core approach to practice-based evidence: A brief indicating that one of the determining factors for learning history of the origins and applications of the CORE-OM is students prior experience of learning (Prosser and and CORE System.’ Counselling and Psychotherapy Trigwell, 1999). Our prior experience of learning has Research, 6(1) pp3-15. been shown to have a major impact on the perception of Berne, E. (1966). Principles of Group Treatment. our learning environment and also a major impact on our Freemantle: Freemantle Publishing approach to learning; poor prior learning experiences Marton, F., Booth, S.A. (1997). Learning and awareness. tend to result in the application of superficial as opposed New Jersey: Psychology Press to in depth approaches to learning (Marton and Säljö, Marton, F., Säljö, R. (1976). ‘On Qualitative Differences in 1976). Learning: I—Outcome and Process*.’ British Journal of These research outcomes from the research in the Educational Psychology, 46(1) pp4-11 Learning and Teaching discipline translate very easily Moon, J. A. (2004). A handbook of reflective and into transactional analysis theory. We know from Berne experiential learning: Theory and practice. London: (1966) and many other TA writers how through various RoutledgeFalmes processes we distort reality so the world appears to Panksepp, J. (2004). Affective neuroscience: The support our assumptions about it. I hear this when foundations of human and animal emotions. Oxford: OUP trainees say to me, ‘I was rubbish at school’, ‘I am not Prosser, M., Trigwell, K. (1999). Understanding learning academic’, ‘I am not clever’, ‘this is too difficult for me’. and teaching: The experience in higher education. An interpretation of this can be a move into Child with a Buckingham: OUP. corresponding set of transactions with tutors and training Schon, D. A. (1987). Educating the Reflective Practitioner: establishments as parental figures. There is, therefore, Toward a New Design for Teaching and Learning in the potential for the recreation of the pedagogical experience Professions. New Jersey, US: Wiley. of our childhood and adolescence. Whereas, what is called for is an Adult experience of learning where the trainee takes responsibility for their learning which is not James Sweeney PTSTA(P), a pedagogy but an androgogy. Therefore, it is important PGCert(HE), has a research Masters as a trainee to reflect on your own script process around in Counselling Studies. He is learning and challenge yourself to explore and practice currently Chair of the Research being in Adult around your learning. Committee. James is a Fellow of the Higher Education Academy, and was It is important to think of research as an approach to formerly Treasurer, UKATA Council. answering questions about something that is of interest to

THE TRANSACTIONAL ANALYST SUMMER 2019 9 Focus on: Research

Ethics & training: data collection, case studies and essays

Ethics must be an integral part of our research activities as it impacts heavily on our research strategy, design and implementation, says JAMES SWEENEY.

S UKATA AND EATA members, and trainees in you are a member of that organisation that you look at transactional analysis, we are bound by the EATA the following publications: the ‘Ethical Framework’ AEthical Code (EATA, 2012), where working (BACP, 2018b) which has within it a specific section for ethically is seen as a continuous demand both in our ‘Research’ and ‘Ethical Guidelines for Research’ (BACP, professional and private lives. The principles supporting 2018a) to which I will refer. our practice are the philosophy of TA and the supporting BACP and society generally believe that all human and principles of open communication, contractual method animal research should involve both independent ethical and ‘do no harm’. In addition, to this we must also now review and appropriate governance of the research ensure that our practice in the UK complies with the process. Furthermore, it is not likely that an academic ‘Guide to the General Data Protection Regulations journal will publish an article which does not (GDPR)’ (ICO, 2018). demonstrate that the ethical issues raised by the study In this article I will not deal with GDPR but it does have been adequately attended to and part of this will apply to all our work where personal data is used in involve an expectation that there has been an appropriate essays, case studies, collection of outcome data, practice submission to an Ethics Review Committee. At present, as audit and published research. far as I am aware, neither UKATA, UKCP nor BACP have Although bound by our Ethical Code we need to be such committees. As a consequence of this if we wish to aware that this code relates to our work in the context of carry out ‘research’ in terms of collecting data from therapy and training and not to the context of our work as participants for the purposes of publishing an article in a researchers. journal we will need to have membership of an institution A first point of difference between the ethics relating to or university that has an Ethics Review Committee. therapy and those of research is that in a therapy contract Alternatively, if you have access to the Health Research we set out services we will provide whereas in research Authority (HRA) because you work for the NHS or a the provision of a service is not the objective. It may be related institution then you can make an application to that the client might benefit from the research contract the Review Ethics Committee of the HRA. but there may also be harm; for example, the collection of Various institutions have published ethical guides for data could negatively impact the therapy. The potential research; for example the Social Research Association for harm in this area demands our ethical attention. (SRA) has produced ‘Ethical Guidelines’ (SRA, 2003), and Within any given research project there can be many British Psychological Society has produced the ‘Code of possibilities for harm. This may be to the participant, the Human Research Ethics’ (BPS, 2014). researcher or more generally. For example, another area I have begun to set out above some of the differences of possible harm relates to the implications of publication of the research which has the potential to harm society, a ‘A first point of difference between the specific group within society or the participant. Clearly, our Ethical Code, although the base of our way of ethics relating to therapy and working, is not sufficient when we are collecting data for those of research is that in a therapy purposes other than therapy. contract we set out services we will We can look for guidance from the UKCP but there is nothing definite in terms of a research code of ethics provide, whereas in research the published by UKCP. This is not surprising as the UKCP is provision of a service is not the not a research institution. One counselling organisation which has produced extensive advice and ethical objective.’ guidance in the area of research is the BACP. I suggest if

10 THE TRANSACTIONAL ANALYST SUMMER 2019 Focus on: Research

between ethics within a therapy framework and ethics ‘The protection of participants is an within a research framework. The principles of ethics do not change. However, the context of the contract is important focus of attention in research fundamentally different within a research context. The because the researcher is asking basic code of the SRA sets out five basic elements (SRA, something from the participant 2003, p3): 1. Obligations to society: there is a societal duty to work and what is provided will then form a responsibly within the law of the society in which we basis for publication. The potential for live. 2. Obligation to funders and employers: our relationship harm to the client and others is therefore with funders and employers should be such that they increased.’ do not compromise the commitment to morality and the law. 3. Obligations to colleagues: without compromising 1 and stance against doing harm. We may need to follow up 2 above, our procedures and findings should be open with our participants to find out the impact of their to collegial review, and there should be a concern for participation and put in place some form of support. safety and security of colleagues in the conduct of There will need to be transparency as far as this is research. possible. Obtaining informed consent will involve the 4. Obligations to subjects: we have a duty to protect preparation of a detailed Participant Information Sheet participants from undue harm when participating in which can be thought of as the terms of the contract. It is research. This requires voluntary and fully informed also important to give consideration to how the consent is consent. Care should also be taken to be inclusive. obtained so that it will respect the participants’ autonomy. 5. Ethics Committees and IRBs (Institution Review Submissions to an ethical review panel can be tedious Boards) are considered essential to good ethical and these panels also have their own ethical issues, but practice. their application forms can help us focus on the areas of our project that need ethical attention. There is some There is considerable focus on the context of research useful information in the Appendices of the ‘BACP which is within general ethical principles like ‘do no Ethical Guide for Research’: Appendix A summarises the harm’. The protection of participants is an important key ethical issues to address; Appendix B provides good focus of attention in research because the researcher is guidance for a contract and for the Participant asking something from the participant and what is Information Sheet. provided will then form a basis for publication. The Having set out a brief overview of the ethics potential for harm to the client and others is therefore surrounding research many trainees will be asking increased. whether this applies to their essays which involves There are many ethical issues in research and I want reflecting on client work as well as theory, and does this to focus on two, first, informed consent, and second, apply to their case studies, transcripts, CTA written confidentiality. Both of these are linked and familiar to us examination and oral examination. Furthermore, how as therapists but take on greater significance in a might the above apply to a research project which they research context. In our therapy work, we agree to keep undertake while training? The BACP sees its guidelines client information confidential subject to contract, applying to research defined as: ‘a systematic enquiry or consent and the law. However, in collecting research data experiment to advance knowledge’ (BACP, 2018a, p8) we will not keep the data confidential in the sense that it On this basis we can exclude the activities referred to forms the basis of an article which will be published. earlier and this means that their ethical management falls Although, of course, we do take steps to ensure within our Ethical Code (EATA, 2012). The BACP participants in research will not be identifiable. It is specifically points out that the guidelines do not apply to: therefore important to consider how the client’s • routine monitoring, auditing or quality assurance to confidentiality is protected. This may impact how we do support practice our research as well. • information gathering for the purposes of It is therefore important that we provide sufficient accreditation which is provided confidentially for a information so the participant can make a free and confidential setting informed decision whether to participate or not. So they • summaries, assessments and other information need to have details of the study and know in detail how derived from case notes or records which are the data will be used and how their confidentiality will be provided confidentially to the organisation for the protected. We will need to be explicit about how we will purposes of training or disciplinary matters. avoid harm to participants, and take a positive and active (BACP, 2018a, p10).

THE TRANSACTIONAL ANALYST SUMMER 2019 11 Focus on: Research

There is further advice for trainee and student researchers in Section 9 of the ‘Ethical Guidelines for Research in Counselling Professions’ (BACP, 2018a, p84). Letters to the Editors As a consequence, it is important to note that where trainees engage in data collection for studies that will be published, research ethics should apply in full. Where the The letter below, looking for guidance on ‘Question 13’ – projects are undertaken for the purposes of ‘assessment’ the research question – of the CTA exam, was first within a teaching and learning environment and in effect published in the Transactional Analyst Vol 8(4) p3. A will not be published but read by tutors in a confidential response by the Chair of the Research Committee, setting then the application of specific Research Ethics James Sweeney, follows. does not apply. However, with essays, case studies, transcripts and the collection of outcome data, the points Dear Editors, made earlier around explicit informed consent, The mystery of Question 13 Participant Information Sheets and formal consent are important and need to be followed. Trainees, training s a trainee writing the CTA exam and struggling organisations and placements need to ensure detailed with the mandatory research question I was very information is provided to clients so they are fully aware Ainterested in reading James Sweeney's article in of the use to which their data will be put and the specific the Transactional Analyst, Summer 2018, Vol 8(3) p6-7. I context in which it will be used. In the past blanket found Sweeney's article interesting and was especially permissions have been sought for the use of ‘client data inspired by his clarity and the three aspects of research. for the purposes of training and supervision.’ In my view He made the whole topic of research interesting, relevant this is not in accordance with our philosophy and ethical and accessible. guide and neither would it be in accordance with GDPR. I had also been hoping for some guidance and help as In conclusion, ethics must be an integral part of our I am not at all clear about the focus of ‘question 13’ and research activities because in practice it impacts heavily what is being looked for by the examiners. Sweeney said on our research strategy, design and implementation. that the introduced research question is designed to help Within the trainee situation we need to bring to bear the focus on research. He then goes on to say, 'However, thoroughness of attention to our obligations to the there is little guidance on how this question should be participants but where publication is not envisaged or the approached nor is there much guidance on what skills impact on the client’s therapy is minimal then the ‘basic and knowledge are required to answer the question.' I elements’ referred to earlier can in effect be managed would certainly agree with him. Sweeney did share the within the setting of our clinical work. results of his investigating (research) and explains the skill levels required for writing the CTA exam and References research question and the reasoning, which is helpful. BACP 2018a. BACP Ethical Guidelines for Research in the However, I remain not at all clear about the focus of the Counselling Professions. In BACP ed. Lutterworth, BACP question and what is being looked for by the examiners BACP 2018b. Ethical Framework for the Counselling in terms of content rather than style or quality. Professions. Lutterworth, BACP The question in question is: 'Describe a research BPS 2014. Code of Human Research Ethics. Leicester, BPS. project you are aware of or have been involved in and EATA 2012. EATA Training and Examinations Handbook. discuss the implications for transactional analysis theory Section 3 Ethics and Professional Practice. Geneva, EATA. and/or practice.' ICO 2018. Guide to the General Data Protection Originally I approached this CTA question with Regulations(GDPR). Available at: https://ico.org.uk/for- interest and enthusiasm. As I began to engage with it my organisations/guide-to-data-protection/guide-to-the- interest quickly turned to confusion and then frustration. general-data-protection-regulation-gdpr/ I still am not clear what is wanted. Am I to demonstrate [Accessed22/07/2019]. my ability to critique a research project, or just describe a SRA 2003. Ethical Guidelines. London, Social Research research project? Am I demonstrating my understanding Association. and awareness of research methodology?, of data collection?, of how the research is presented? Is it about James Sweeney PTSTA(P), PGCert(HE), has a research Masters in my ability to think critically about research/ a piece of Counselling Studies. He is currently research? Is the main focus on my demonstrating my Chair of the Research Committee. ability to relate the research to TA theory and/or practice? James is a Fellow of the Higher Is there any space for curiosity which is such a key Education Academy, and was formerly component of research and therapy? How do I do this Treasurer, UKATA Council. meaningfully within 1300 words... and more.

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It would be really helpful to have an article addressing the author of the research paper and what that author has some of these areas in this magazine. Any thoughts discovered in their own findings. The findings, discussion gratefully received. and conclusion of the research paper will be a rich source One last comment to the editors of the magazine, I of material to write a critical essay addressing question think the Transactional Analyst is an excellent publication 13. – I always find something really inspiring in every issue. It is also important to be able to relate the research to Thanks for your hard work. TA theory and critique and evaluate that relationship. Yours, Anonymous In conclusion, I have much sympathy for the comment that it is difficult to do justice to the essay title in so few words. However, my experience of this issue is that this A RESPONSE TO THE ABOVE FROM JAMES SWEENEY: can help me focus on what matters. What do I want to say? I think it helps to remember you do not have to Dear Editors, cover all aspects of the topic, you have choice. Tell a story on a point that interests you where you can show off your I would like to reply to the letter, ‘the Mystery of skills in critical analysis, synthesis, reflection and Question 13’ in the Autumn 2018 issue (vol8[4]p3) of the evaluation of your topic. I have used the technical words Transactional Analyst. First, I would like to thank the for the cognitive skills that are required, you may not Correspondent for their thoughtful and reflective have been taught these explicitly but they are part and comments around my article in the Summer issue parcel of our training. I would also point out that many of (vol8[3]), ‘What do we mean by Research?’ I also want to the points I make apply to the whole of the written say that I can understand the need to ask pertinent examination. questions about what is required by the question. So thanks to the correspondent for their letter and The first response I have is that holding on to and thanks to the Editors for allowing me to reply. expressing your curiosity is an important aspect of answering this question. I will answer some of the Warmly questions raised but to do this more fully I will be writing James Sweeney an article about these issues regarding Question 13 of the PTSTA(P) FHEA CTA Written Examination in due course. For me the question lacks clarity in letting examinees know what is required and beginning the question with the word ‘describe’ may mislead, although the question goes on to ask for ‘implications’. Yet the question is not specific around the cognitive and reflective skills that will need to be demonstrated. Therefore my approach to this is to wonder about the criteria that will be used to mark the writing. This information can be found on the two written examination scoring sheets. In my view these criteria need to be used to guide the answering of this question. As for research methodology, I do not think that examinees can be expected to critique this from a technical perspective as I would be surprised if this were being taught at any depth. If, of course, you have the technical knowledge there is no reason why you cannot critique methodology. However, I do believe examinees will have the required knowledge to critique the research strategy from a philosophical approach. For example, by and large our approach is humanistic, how then do we evaluate studies whose strategy is scientific? I believe examinees have the skills and knowledge to critique and evaluate and produce a synthesis of their own views on the basis of what other authors have written. This critique will be based on the views of authors you know, the authors quoted and critiqued by

THE TRANSACTIONAL ANALYST SUMMER 2019 13

Focus on: Research

Listing of research articles published in the Transactional Analyst 2010-2019

Volume 1-1: Winter 2010/11 Volume 4-3 Summer 2014 Where’s the evidence? Why did the chicken cross the road & other matters relevant by Ali Bird to TA research by Carole Stilwell A brief history of psychotherapy research:1 Volume 4-4 Autumn 2014 by Dr Juan Delport How to find research material by James Sweeney Volume 1-2: Spring 2011 A brief history of psychotherapy research:2 Volume 5-2 Spring 2015 by Dr Juan Delport Reviewing and critiquing TA research papers Anthropological culture of TA by Dr Mark Widdowson by Dr Salma Siddique Review: Research Committee 2014-2015 by James Sweeney Precision Driver testing – a research tool Making sense of how to research by Mandy Atkinson by Stefan Sandström UKATA Research Prize 2015: The winning Volume 1-3: Summer 2011 essay by Fiona Cook A brief history of psychotherapy research:3 UKATA Research Essay 2016 by Dr Juan Delport Volume 1-4: Autumn 2011 Volume 6-2 Spring 2016 Depression in the frame by Mark Widdowson Keynote address: Defining culture by Dr Mark Widdowson. The space between things – research methodologies Volume 6-3 Summer 2016 Dr Salma Siddique Research Committee update 2015-2016 by Celia Chambers In conversation with Mark Widdowson by Carole Stilwell Volume 2-1:Winter 2011/12 Strength in numbers – why taking data matters CORE thinking by Gordon Huntley by Celia Chambers Volume 2-4: Autumn 2012 Engage your curiosity now by Emma Haynes TA: an evidenced-based therapy by 2020? Call for research participation: Perinatal distress research by Mark Widdowson by Emma Haynes Lifecycle of a research project: Tiff ten years on Integrated family support using TA as an evidence-base by Dr Susannah Temple by Marie Marlow Has research affected your practice? IJTAR’s first seven years by Julie Hay An interview with Professor Del Loewenthal CBT or TA – what was effective for me? by Laura Stead by James Sweeney Embrace our simple humanity - research project combining Life, the universe, research and everything by Carole Stilwell Behavioural Economics and TA by Mary Dees Grace notes: Autoethnography as a research approach Volume 3-1: Winter 2012-13 by Dr Salma Siddique Internet addiction: the pragmatic case study of Ed. by Dr Matt Shorrock Volume 7-3 Summer 2017 US perspective: effectiveness of psychotherapy Research Committee update 2016- 2017 by Celia Chambers by Barbara Monk-Steel Hidden learning outcomes by James Sweeney Grace notes: Research has its own agenda Anger management data by Nathan Gould by Dr Salma Siddique A change gauge by Ros Sharples Volume 3-2: Spring 2013 Using the Discount Matrix with sex offenders Ways to look and learn in professional practice by Joanna Beazley Richards and Amy Brown by Dr Salma Siddique Pilot research invite: dyslexia and therapists by Jan Baker Volume 3-3: Summer 2013 Assessing assessment by James Sweeney How to be the best you can be by Dr Mark Widdowson Volume 3-4: Autumn 2013 Volume 8-3 Summer 2018 A recipe for a practice evaluation by Carole Stilwell Research Committee update 2017-2018 by Celia Chambers UKCP 4th Annual Research Conference review What do we mean by research? by James Sweeney by James Sweeney Data, data, data: why numbers are important by Celia Volume 4-1 Winter 2013-14 Chambers The Noose and the Net: confessions of an Internet addict The relational edge of evidence by Rosalind Sharples by Dr Matt Shorrock EMTAG 2017 Research by Rowena Lucas and Ros Sharples

14 SUMMER 2018 THE TRANSACTIONAL ANALYST Focus on: Research

Research Committee Update

A brief update on the Research Committee’s activities over the past year and what’s to come in the next.

HO ARE WE? The current members of the ‘Our mission statement is: “To promote Committee are Celia Chambers, Nikki James, the growth and development of WRos Sharples James Sweeney, Elvin Aydin Keles and Antoinette Davey. We aim to meet four times a year research, and support evidence-based either face to face or by Skype/Zoom. We are moving to practice and practice-based evidence, meet regularly on Skype/Zoom and also catch up annually at the UKATA National Conference. There’s within the TA community.”’ been a lot of work going on during this year and here are some of the areas we have been focusing on. And at the 2019 UK TA Conference, Celia and James Media presence presented a questions and answers conference workshop Celia Chambers is active in maintaining our presence on which we believe was useful to the participants. Our Twitter and Facebook. We are in the process of setting up observation from this is that there is a substantial need podcasts to share resources and provide information to amongst trainees for training in writing at Master’s level members. We are proposing to interview prominent and also for training in understanding the role of people within the TA community and within research in research in learning. order to promote research among members. The committee is currently engaged in a project to We write articles for the Transaction Analyst and produce guidance for members regarding the collection contribute to the annual research issue in the summer. of data for practice audit as opposed to the collection of data for research. And we hope we should be able to Essay prizes publish this within the next six months. We have withdrawn the research grant due to the lack of applications and we have sought to extend the number of Come join us essay prizes to encourage students to engage in research There is a considerable amount of work being undertaken as an academic activity in itself as opposed to data by the committee. We are a group of people who are collection. We have assessed this year’s essay passionate about research and its promotion in our competition and have had five successful essay entries. community and the promotion of TA outside of our Please send us your essays and see the website for community, we are also always looking for new members details, next year’s competition is now open! for the committee. We are open to suggestions from any members, trainees and trainers as to what their needs are Journal access around research and we are open to explore what we can No doubt some will remember that the Committee had do to assist in meeting those needs. There are resources pursued trying to obtain TAJ access for members and this on the website which you can use. was unable to be brought to fruition. However, we have just announced to members that we now have online access to the Journal of Humanistic Psychology and If you want to contact the committee use: after Christmas we will have access to the Journal of the Society for Psychotherapy Research. James Sweeney is [email protected] still pursuing how access to TAJ could be obtained, at or you can use Twitter or Facebook UKTAResearch. least for trainees, at a lower cost. Check out our Facebook page or join our mailing list Conference, videos, guidance for up to date research information. At last year’s conference James Sweeney and Celia Chambers made a ‘TA video talk’ with the help and encouragement of Anita Webster. The video is now on the website.

THE TRANSACTIONAL ANALYST SUMMER 2019 15 Book reviews

REVIEWS Introduced by MARION UMNEY

HE THEME FOR this issue is Little Quick Fix Series research and, as many of you Tknow, my view of research is Little Quick Fix: Research Question that anything which provides knowledge, evidence or argument is by Zina O’Leary a form of research and enriches our knowledge and understanding of the Published by Sage Publications, 2018 topic concerned. However, I am aware that for transactional analysis and other Little Quick Fix: Research Proposal psychotherapies, if we are to be given the place we deserve in the mental health profession, it is essential that by Zina O’Leary we address the issue of evidence basing our practice and providing research to support the theoretical bases on Published by Sage Publications, 2018 which our work relies. Having just finished marking several CTA case studies, where one of the compulsory questions is about research I am acutely aware that knowledge and understanding of the importance and implications of Little Quick Fix: Know Your Numbers research is patchy. I hope this issue of the magazine and the reviews of research-based literature which follow will by John MacInnes help, even in a very small way, to address that. For that reason I have selected books for this issue Published by Sage Publications, 2018 which are more directly linked to research as it is conventionally understood. First, Celia Chambers has reviewed a few of the books from the series A Little Quick Fix, published by Sage. I don’t Reviewed by CELIA CHAMBERS have any of these but from Celia’s reviews I am beginning to wish they had been available when I was doing my Little Quick Fix: Research Question research masters. They sound an invaluable resource for by Zina O’Leary the beginner researcher as well as the more experienced researcher who has come up against problems (as we all his book is a quick, accessible, step-by-step guide do). Anything which takes the mystique away from the to creating a useful research question, covering research process to my mind must be good! Teach stage of the process, and presenting plenty of At the other end of the research process are the books good advice suitable for beginners and old hands alike. which are written as a result of research findings, either to O’Leary has made it as simple as possible for the add to the body of knowledge and understanding of a reader to apply the book’s concepts to their own specific topic, or to assist in integrating research into practice. The domain. For instance, before each chapter she offers a 10- final book reviewed here is of the second variety and second and 60-second summary of key principles to covers a topic which, I confess, I am more ignorant about ensure the reader knows what to expect, and after each than I would like. The topic is transgender and gender chapter there is a checkpoint section that helpfully variant identity, and particularly as it affects young people. synthesises the preceding content. Liza Heatley, our reviewer has a special interest in this The author explains what a good research question topic and is already knowledgeable and experienced in this should look and feel like in a lucid and unpretentious area, so it is a privilege to have her review for this manner, including effective examples of questions that magazine. I learned a lot from simply reading the review would or wouldn’t be good to work with. I felt that the and I am sure that will be true for others. examples of inappropriate research questions were Happy reading (and researching)! particularly valuable, as these could help aid the reader Marion Umney, TSTA, in avoiding the most common pitfalls and [email protected] misunderstandings.

16 THE TRANSACTIONAL ANALYST SUMMER 2019 Book reviews

Through various exercises, the reader is given ample introduced – for instance, subdivisions of pizza are used opportunity to begin practising the process of creating a to explain the principles of fractions. The only time I felt research question, and I particularly liked how O’Leary an example slightly missed the mark was when MacInnes provides practical suggestions on how and where to find used a table of 2016 US election data (white versus non- inspiration – often using everyday examples to prompt white voters for Trump and Clinton) to explain how six ideas. different kinds of comparison could be performed Overall, this is an excellent little book, and I will between the percentages. While I appreciate the value of definitely be referring back to it next time I need to using a real-world data set, the slightly odd phrasing that synthesize the perfect research question. resulted in some of the comparisons, coupled with the magnitude of the numbers concerned, made the example Little Quick Fix: Research Proposal harder to grasp than it needed to be. In this instance, I by Zina O’Leary. Little Quick Fix: Research Proposal is a wondered if a better approach might have been to superb follow-on to the Little Quick Fix: Research introduce a simple ‘toy’ example to fix ideas, and then to Question book, providing clear and practical advice on reinforce the concepts using a real-world example (such how to assemble a research proposal. O’Leary manages to as the voting data set). convey effectively the importance of writing a robust All in all, I found Little Quick Fix: Know Your Numbers proposal, while also being permissive and understanding to be concise, well-written, and an easy read. I would of the struggles of the process. recommend it to anyone who wants to improve their O’Leary sets out concisely and transparently what the confidence in interpreting numbers and data, whether in key components of a research proposal typically look like, the media, their own research, or everyday life. and the best ways to locate information when something is unclear, or you are unsure how to proceed. In CELIA CHAMBERS BCBA, BACP reg, particular, she provides many useful questions and ideas BSc(Hons)(Psychology),MSc is an Applied Behaviour to help the reader problem solve and to identify a Analyst. She works with children with autism and learning desirable direction to move in. disabilities. She is former Chair of the UKATA Research In keeping with the rest of the Little Quick Fix series, Committee. one of the most valuable features of the book is the use of pre- and post-chapter summaries, coupled with regular opportunities for the reader to practice the relevant skills Improving services for Transgender for themselves. As always, these sections are laid out in and Gender Variant Youth. an inviting manner, and provide enough information for Research, policy and practice for the reader to feel like they’ve learnt something, without health and social care professionals being overwhelming. Another small but mighty book in the Little Quick Fix by Tiffany Jones series, packed with useful information from the first to the very last page. Published by Jessica Kingsley, 2019 Little Quick Fix: Know Your Numbers by John MacInnes. Little Quick Fix: Know Your Numbers Reviewed by LIZA HEATLEY is a helpful refresher guide to understanding basic data and numbers, including fractions, percentages, ratios, HIS BOOK IS a guide for those working with and tables. MacInnes adopts a reassuring and supportive Transgender or Gender Variant youth in the 18-25 tone throughout the book and acknowledges how tricky it Tage group in the fields of mental, physical and can often be for non-experts to work with numbers. sexual health in addition to education. It includes direct However, one of the book’s key takeaway messages is reports and experiences of young people. The book, that a solid understanding of basic maths can be helpful authored by Tiffany Jones (Associate Professor at in a surprisingly wide range of situations. Macquarie and La Trobe Universities, Australia) is based The book is laid out well, with regular summaries of on research from the Western democratic nations – mostly the key concepts, along with numerous exercises for the New Zealand and Australia. In line with the book, for the reader. In my opinion, these ‘check your understanding’ purpose of this review I will use the umbrella term of sections are one of the book’s main strengths, as they Transgender or Trans* to denote Transgender and Gender provide the reader with opportunities to put the different Variant Youth. The book’s remit is to detail what techniques into practice. professionals and families need to know about these MacInnes generally does a very good job of identifying areas and what can be done to support young people appropriate settings to frame the concepts being identifying as Trans,* based on research and experience.

THE TRANSACTIONAL ANALYST SUMMER 2019 17

Book reviews

I found that this book gives a unique view of this ‘The book contains a fascinating complex and challenging field and some of the difficulties facing professionals who come into contact comparison of support for Trans* legal with Transgender youth alongside some of the problems rights in various countries including encountered by Trans* people accessing services. I liked some bizarre and shocking facts. ’ it and I believe it will be very useful to students, therapists and researchers who are seeking a better understanding of this client group. On a practical level, Jones offers some helpful Dysphoria as the diagnostic criteria. This helped to direction for ways to approach Trans* clients. This reduce stigma around Trans* issues. includes making no assumptions about the identity of an The book contains a fascinating comparison of support individual; respecting the self-perception of the for Trans* legal rights in various countries (p168) individual and never assuming a binary model of gender including some bizarre and shocking facts. For example, (male or female) or sexuality (heterosexual or while Sweden was the first country to allow Trans* people Lesbian/Gay). To stress the importance of this, the study to legally reassign their sex, until 2013 there was also a identifies that around 50% of young people identify in a strict sterilisation policy in force on the grounds that binary gender and around 50% as non-binary including Trans* people were mentally unfit to care for a child. more than one gender, pan or no gender. Furthermore, it Even now in both Sweden and Switzerland, Trans* highlights the difficulties when service providers don’t individuals have to be sterilised in order to marry as understand non-binary identities or conflate being Trans* legally recognised men or women. It seems that with being gay or lesbian. It’s always useful to remember discrimination, and even persecutory treatment remains that gender and sexuality are separate matters. rife across the world despite the progress that has been In terms of mental health provision, Transgender youth made in terms of legal protection in many nations. may be wary of practitioners and services due to historic Recommendations are offered at the end of each misunderstanding or poor treatment including fear of chapter for specific services. These focus on staff ‘conversion therapy.’ Trans* people are more likely to training, development and attention to human rights. In experience mental health problems than the general schools particularly the inclusion of gender issues in population with increased anxiety, depression, self-harm teacher training is recommended (although for me, and suicide rates. Research in New Zealand (Clark et al, training across all the professions is needed); flexibility re 2014) found Transgender young people four times more school uniforms and use of toilets and an emphasis on likely than cisgender (those whose sense of personal using the preferred name and pronouns of the individual. identity and gender corresponds with their birth sex) Jones cites the main themes for improvement across youth to experience depression. These issues can be the different services are to achieve better understanding erroneously attributed to the individual’s experience of of Trans* youth including training, treating people gender dysphoria, but co-morbid conditions exist respectfully, co-ordinating care collaboratively, providing alongside and/or separately from a Trans* identity. more and better information and to facilitate sector However, it’s important to point out that many Trans* reform. Jones also signposts professionals to the World people lead fulfilling, joyful lives and Jones et al (2015), Professional Association for Transgender Health who cite 63% of those over the age of sixteen and identifying publish the Standards of Care for guidance (WPATH as Trans* as being satisfied with their life in general. guidelines). Hardly rocket science, but it’s worth pointing out that protective factors include support from family, support References networks, work or education and engaging in gender www.wpath.org/publications/soc affirming activities all of which assist people to achieve Clark, et al (2014). ‘The health and well-being of this satisfaction. Family rejection, poverty, homelessness, transgender high school students: Results from the New and joblessness all increase the risk of self-harm, suicidal Zealand adolescent health survey’, Journal of Adolescent ideation and poor mental health. Jones says that mental Health 55(1),pp93-99 health practitioners can offer support and validation to Jones, T. (2015). Policy and Gay, Lesbian, Bisexual, young Trans* people if it is otherwise absent in their life. Transgender and Intersex students Cham. Heidelberg, The terminology of Gender Identity Disorder used in New York, Dordrecht and London: Springer DSM IV contributed to the pathologising of Transgender . issues in the twentieth century. A giant leap forward LIZA HEATLEY, PTSTA (P) works within the NHS for the occurred in 2013 with the publication of DSM-V which West of England Specialist Gender Identity Clinic and in removed gender identity from a chapter including private practice as a Psychotherapist, Supervisor and paraphilias and sexual dysfunction citing Gender Trainer. Liza runs workshops on Gender Variance.

18 THE TRANSACTIONAL ANALYST SUMMER 2019 Diversity and Social Responsibility

Culture and cross-cultural therapy

ELIZABETH BRADSHAW explores the importance of transactional analysis and the therapeutic relationship within a transcultural domain.

MTIAZ DHARKER, 65, was in line to be the first Mazzetti (2010a), explains how transactional analysis Asian, Muslim or Pakistani person and second was intended as a cross-cultural instrument: Iwoman to become Poet Laureate in the position’s 350- ‘Berne’s structural analysis of Parent, Adult and Child year-long history. She has written about religion, identity, ego states, provides a hypothesis for which neuroscience culture and feminism. She was born in Lahore to is now providing evidence. conservative parents but moved to live in Glasgow as a The need for a sense of agency and decision-making child and studied locally. On Desert Island Discs (BBC present in all cultures is recognised in the contract, Radio 4) in 2015, Dharker said: ‘I am a Pakistani Scottish discussed and agreed between client and therapist. Calvinist Muslim, adopted by India and married into The philosophical principle of OKness enables Wales . . . Don’t try to put me in a box . . . I’m a cultural therapists to respect the cultural world view of the client, mongrel.’ their own understanding of their problems, causes and I was impacted by the comments of Imtiaz Dharker as explanations for their circumstance.’ she described her cross-cultural background ascribed to Strokes are described by Berne as a human her upbringing in several countries. Here was someone motivational system, common to all cultures. Mazzetti, who truly understood cultural influence, who has adopted while working with refugees, noted that ‘strokes helped neither the victim nor persecutor role in relation to the people to restore a positive sense of personal identity.’ different cultures she experienced. Rather, she integrated In referencing the script, Mazzetti explained that he these as described in her comments: ‘Don’t put me in a had not met anyone, from any part of the world, who was box’, ‘I’m a cultural mongrel’. ‘not able to tell the story of their life, its crucial turning I also thought of how cultural differences could impact points, to make sense out of it, and, if necessary, change the therapeutic alliance and how transactional analysis it.’ has addressed this. A quote from Berne helps clarify: Of physis, Mazzetti is explicit in his view that in the ‘The writer has had the privilege of visiting mental transcultural sphere we can trust this force that drives hospitals in about thirty different countries in Europe, people to grow, progress and do better. For therapists, the Asia, Africa and the islands of the Atlantic and Pacific, issue is forming an alliance with it. and has taken the opportunity of testing the principles of Mazzetti recognised that TA has traditionally structural analysis in various racial and cultural settings. acknowledged ethical dimensions and human rights Their precision and predictive value have stood up rather across the transcultural domain. well under particularly rigorous conditions requiring the services of interpreters to reach people of very exotic Universalism, cultural relativism and ethnocentrism mentalities.’ (Berne, 1961) In conclusion, Mazzetti describes the most challenging aspect of working in a context where the therapist and Mazzetti and TA as a cross-cultural instrument client are from quite different cultural environments, as Berne’s theory, transactional analysis, is deeply rooted in that of finding a balance, between ‘universalism’ and neuroscience and is species-specific rather than culture ‘cultural relativism’. A universalistic attitude means to specific. believe that all human beings are the same, and the way to understand and heal them must, obviously, be the ‘Of physis, Mazzetti is explicit in his view same too. However, there is an implicit risk of ethnocentrism: in that in the transcultural sphere we can this case ‘our’ system (whoever ‘we’ may be), appears as trust this force that drives people to ‘the’ system. On the other hand, a relativistic attitude can grow, progress and do better. For lead to a general legitimising of cultural differences, including gender inequality or dangerous traditional therapists, the issue is forming an habits (eg FGM). alliance with it.’ TA seems to be universalistic enough to function in quite different cultural environments.

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Berne, E. (1962). Classification of positions. Transactional ‘I admire Imtiaz Dharker’s ability to Analysis Bulletin, 1(3):23. integrate the different cultures Berne, E. (1972). What Do You Say after You Say Hello: and grow from her encounters, to The Psychology of Human Destiny. New York: Grove Press Mazzetti, M. (2010a). Cross-cultural transactional become neither victim nor analysis. The Psychotherapist, 46:23-25 persecutor. Nor, it would seem, has she Sills, C. and Hargaden, H. (2003). Ego States (Key Concepts in Transactional Analysis, Contemporary Views). been boxed in by intergenerational Duffield: Worth Publishing injunctions.’

The ‘cultural mongrel’ Returning to Imtiaz Dharker, she did not accept the role of Poet Laureate preferring to continue to write what interested her, rather than be contained. Another fear of being boxed in, perhaps. Her comments nonetheless resonated with me and with my own ‘cultural mongrel’. I admire her ability to integrate the different cultures and grow from her encounters, to become neither victim nor persecutor. Nor, it would seem, has she been boxed in by intergenerational injunctions.

Victimisation and intergenerational injunctions This sense of victimisation is highlighted by Hargaden, in an unpublished seminar paper, where the author describes her own sense of un-belonging, otherness, loss of agency and role of victim. What impacted me was the recognition that each victim has within them a persecutor. In the cross-cultural dimension, the victim of forced migration, historical or current crises retains an image of the perpetrator (their persecutor) but in turn, having left that scene retains a role as victim and in turn persecutes the historical or current perpetrator or former persecutor. For different cultures, the victim/persecutor re-enacts the intergenerational battles of their antecedents via the injunctions passed down through the generations.

The therapeutic relationship In the therapy room, working with a client from a different culture, being able to mirror the client’s sense of otherness, enables the client to bring into the space, a sense of self that cannot be brought into any other context. In this interaction, both therapist and client are changed. Elizabeth Bradshaw, Dip TA Practice, The therapeutic relationship is central to the cross- Dip. Trauma Therapy, has a small cultural encounter – and the availability of the therapist private practice in Wadhurst, East to be transformed inside the therapeutic relationship. Sussex; she also volunteers as a counsellor in East Sussex NHS Trust, References within the Perinatal Mental Health Berne, E. (1961). Transactional Analysis in Psychotherapy. Group New York: Grove Press

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Applying the Discount Matrix to pregnancy loss

CAROLYN DUFFIN analyses her personal experience of pregnancy loss through the lens of the Discount Matrix, the five stages of grief and cultural discounting.

N ESTIMATED ONE in four pregnancies in the • Problems – discounting problems is intrinsically linked UK ends in miscarriage (Tommy’s, 2019), however, to stimuli. If a person is discounting their own or others’ Aif you were to search the back catalogue of the feelings regarding a problem, then the problem almost Transactional Analysis Journal using search term ceases to exist; it has been discounted. ‘miscarriage’ you would find one article (Wasserman, • Options – discounting the options available to an 1993), a book review. My personal history, of four individual is the inevitable outcome of discounting miscarriages and two ectopic pregnancies, and no stimuli and problems. There can be no acceptance of successful pregnancies, gives me perhaps an options if an individual has already discounted the understandable interest in the subject; and particularly a feelings and the problem itself. desire to explore my own behaviour and experiences Modes of discounts are classified as: further through transactional analysis theory. • Existence – the individual discounts the possibility that Virtually every theory within transactional analysis they have any options available to them, ie, they only see would provide useful insight; however, I have chosen to one path. focus on discounting and Ramos Grochot’s (2018) work • Significance – the individual does not perceive the on correlating the Discount Matrix (Mellor & Schiff, available options as being relevant to their situation. 1975) to the five stages of grief (Kübler-Ross, 1969). In • Change possibilities – the individual may determine particular, I explore whether that correlation can be that the options available will not help. applied to pregnancy loss. Through the process of writing • Person’s ability to act – the individual may recognise this paper, I also became interested in the role that the options available and know that they may help; society plays in reinforcing discounting behaviour. I have however, they discount their own ability to act on them therefore also briefly touched on the impact that cultural and therefore remain with the same course of action (or discounting might play in the grief stages, drawing on inaction). Pearl Drego’s 1983 work on Cultural Parent. These classifications were summarised by Mellor & Discounting Schiff (1975) to display a hierarchical relationship of Discounting was introduced by Aaron & Jacqui Schiff as discounting incorporating areas, types and modes. The part of their study on passive behaviours (Schiff & Schiff, resultant Discount Matrix is shown below (see Fig 1). 1971). At the time, they defined discounting as a Within a therapy setting, the hierarchy demonstrates ‘functional manifestation of either a contamination or an that if a client presents at a particular point in the matrix, exclusion’ (Schiff & Schiff, 1971, p73) In other words, the then all points to the right of the grid also apply (eg, if person is misconstruing the problem, actions and feelings the client is in T1 and discounting that he/she has any around it, or is actively ignoring them. A later study feelings regarding a situation, then it follows that they (Mellor & Schiff, 1975) expanded the discounting are also discounting that there is a problem and that definitions and understanding and introduced a hierarchy there are options available). Similarly, there is a diagonal and behavioural model known as the Discount Matrix. link demonstrating the relationship between the modes As part of the Discount Matrix, Mellor & Schiff (1975) and the types. In terms of treatment, a therapist would classified discounts into areas, types and modes: aim to work on a client’s discounts from the highest Areas have three classifications, whereby the individual possible level and work down to the lower right of the can discount their self, others, or the situation. grid. This approach could be linked to the familiar Types of discounts are subdivided into: saying, ‘the first step is admitting you have a problem’. • Stimuli – both internal stimuli (eg, a person’s feelings) Exploring discounting behaviour can be applied to any or external stimuli (eg, awareness of another’s feelings) presenting issue; however, Ramos Grochot (2018) can be discounted. proposed that Kübler-Ross’s (1969) stages of grief could

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Figure 1: Discount Matrix, Mellor & Schiff, 1975

Figure 2: Ramos Grochot, 2018, p76

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be correlated to the Discount Matrix hierarchy as ‘My own discounting of the situation, illustrated below (see Fig 2). Just as the original Discount Matrix runs hierarchically my feelings and the options available to from the top left corner to the bottom right corner (Mellor me were undoubtedly impacting my & Schiff, 1975) so too, argues Ramos Grochot, do the ability to successfully grieve.’ stages of grief. This structure and relationship made sense to me from my own experience of ‘traditional’ grief; however, I was interested in applying the theory to an under-researched area of ‘ambiguous loss’ (Boss, 1999) discounts’. The personal and cultural examples are all and in particular, my own experiences of multiple statements/thoughts/internal messages that were mine or pregnancy losses. made to me about my losses and therefore, may not be applicable to other individual cases. Ambiguous loss Pregnancy loss is included as one of the ‘four types of Discount Matrix Stage – T1/T2: Discount of existence grief nobody told you about’ (Epstein, 2019) and is and significance of stimulus and discount of existence of summarised under the heading of ‘Loss of dreams or problem. expectations/dealing with hopes and dreams going Stage of Grief – Denial: a rejection of the fact that this unfulfilled’. Unlike the death of a (previously living) situation is happening to them. person, pregnancy loss, especially early losses, can be Grief example – Following a terminal diagnosis, a patient hidden. Within Western cultures, there are no formalised may react with an initial shock (Kübler-Ross, 1969) and rituals to mark the event and acknowledge that there has express, or feel, ‘this can’t be happening to me’. in fact been a loss. I’m struck by the difference with the Personal Discount (Pregnancy loss) – Similar to the experience in India where one of my employees suffered ‘standard’ grief example, my initial feeling following from an early miscarriage and was immediately granted a every loss was, ‘This can’t be happening; there must be three-month paid leave of absence to grieve. The another explanation’ I also frequently expressed, ‘I’m miscarriage was not hidden, and her colleagues shared fine’ thereby completely discounting the existence and her loss and supported her grieving. By contrast, I went significance of the internal stimulus of my true feelings. to the hospital and was back at work the same day. In Cultural Discount (Pregnancy loss) – ‘Miscarriage is very retrospect, it is perhaps understandable that I felt the common, it’s just one of those things’; ‘At least you know need for personal therapy, although I find it interesting you can get pregnant’. that I presented with depression and didn’t mention my NB: Ramos Grochot (2018) does not include T1 in her pregnancy losses for several months. My own discounting classification of the Grief stage, Denial. I have included of the situation, my feelings and the options available to it here as I believe that if a Client is denying the me were undoubtedly impacting my ability to existence of stimuli (eg, his/her feelings about the loss) successfully grieve. then this would seem to fit with Kübler-Ross’s (1969) One persistent discount I experienced was ‘Shouldn’t explanation of the Denial phase. you be over it by now?’ This was both internal and reinforced by other people. This led me to the role that Discount Matrix Stage – T3: Discount of change society plays in our grieving process and the cultural possibilities of stimulus, the significance of the problem discounts that are prevalent. Unfortunately, I could not and the existence of options. find any transactional analysis resources addressing Stage of Grief – Anger: Feelings of anger and rebellion cultural discounts, so I have hypothesised using Pearl often directed at others. Drego’s work on Cultural Parent (Drego, 1983). As Grief example – A family member may blame others for discounting only happens from the Parent and Child ego the death of a loved one (eg, the quality of hospital care states (Lapworth & Sills, 2011) it may follow that cultural provided). discounting would happen from ‘Etiquette’ (Parent ego Personal Discount (Pregnancy loss) – ‘Why do child state within Cultural Parent) which defines the ‘thinking, abusers have no difficulty having children? How is that behaving and valuing in a particular society’ (Drego, fair?’ 1983, p225) as well as the ‘Character’ (Child ego state Cultural Discount (Pregnancy loss) – ‘It’s just one of those within Cultural Parent) which includes our socially things.’ programmed emotions (Drego, 1983). The below demonstrates the correlation between Kübler-Ross’s Discount Matrix Stage – T4: Discount of possibility to stages of grief (1969); Mellor & Schiff’s hierarchy of react differently, possibilities to resolve the problem and discounts (1975) with my own examples added to reflect the significance of options. ‘pregnancy loss personal discounts’ and ‘cultural Stage of Grief – Bargaining: both Ramos Grochot (2018)

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and Kübler-Ross (1969) identify this stage with ‘magical Summary thinking’ where a client will seek to regain control and In conclusion, I believe the Discount Matrix can be a understanding of the situation. very effective tool to work with all kinds of grief, Grief example – A client may believe that if they pray including ‘ambiguous loss’. The structure and hierarchy hard enough, they can change a terminal diagnosis. could prove a valuable tool when working to understand Personal Discount (Pregnancy loss) – ‘Next time, I’ll have a client’s thoughts, feelings and beliefs regarding loss, acupuncture/not tell anyone until 12 weeks/do X exploring the discounts from a T1 to a T6 journey. differently and it will be different.’ As stated in the introduction, pregnancy loss is not Cultural Discount (Pregnancy loss) – ‘You put on a lot of explicitly addressed within the Transactional Analysis weight recently, I read that that can cause early Journal, nor was I able to find any reference to books miscarriage. Maybe you should try and lose it before which might include it. Grief itself is also not a common trying again?’ topic and given the reality of death this seems to be a real gap in providing guidance to therapists. This gap was Discount Matrix Stage – T5: Discount of personal also evident in my exploration of cultural discounts. capability to solve problems and the viability of options. While this area may be covered in publications covering Stage of Grief – Depression: As the reality of the loss is cultural life scripts (eg, Mazzetti, 2010). I believe there accepted, the Client may despair at the situation and would be value in researching this area further, especially their inability to change anything. in terms of understanding how society may reinforce our Grief example – ‘Why did this happen to me?’ own personal discounts. Personal Discount (Pregnancy loss) – Similar to the ‘standard’ grief example, my feelings and internal ELOW IS A personal poem that I wrote over a year messaging was, ‘Why me?’; ‘If I’m not a Mum, then who ago before I began TA training. Looking at it now, am I?’; ‘I’ve failed at life’. BI’m struck by just how many discounts I have Cultural Discount (Pregnancy loss) – ‘It’s not the end of made in this particular journey. the world’; ‘There’s more to life than children’; ‘You should be over it by now’. Part of Me

Discount Matrix Stage – T6: Discount of person’s ability I knew you from the first moment I saw those two lines to act on options. Stage of Grief – Acceptance: A gradual recognition of the Overwhelming love person’s ability to deal with the reality following an initial My love discount of this possibility (Ramos Grochot, 2018). I stroked you Grief example – This was/is a very painful experience, but Talked to you it happened. Confided in you Personal Discount (Pregnancy loss) – I can relate to the My child initial feeling of not wanting to accept that I could follow a different path and, I may not be fully there yet. I let you down Increasingly though, I can believe, ‘I can’t change what I couldn’t protect you happened, but I don’t have to be consumed by it’. Nourish you Cultural Discount (Pregnancy loss) – ‘I’m glad you’re over I wanted to but I couldn’t it.’ I failed you

One important fact regarding the above, is that I failed at life Kübler-Ross never intended the stages of grief to be interpreted as a linear process; nor was it a requirement It’s not what we would expect to see of ‘successful’ grieving that everyone go through every Your HCG levels are not doubling stage. Further, it is possible for people to jump back and Not viable forward in their stages (Kübler-Ross, 1969). No heartbeat Based on my own experience, I believe the same I’m sorry principles can be applied to the Discount Matrix. I may have presented with ‘Depression’ however, had the At least you know you can get pregnant therapy not uncovered the lower matrix discounts and It’s not the end of the world worked with those (in some cases triggering Denial and It is totally normal Anger), then my journey to ‘Acceptance’ may have been It’s probably for the best much longer. There must have been something wrong

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References It’s nature’s way Boss, P. (1999). Ambiguous Loss. First ed. London, England: Harvard University Press Nature’s way of what? Drego, P. (1983). The Cultural Parent. Transactional What did I do? Analysis Journal (TAJ), 13(4), pp224-227 What did I not do? Epstein, S. (2019). PsychologyToday.[Online] Available at: www.psychologytoday.com/gb/blog/between- No, I don’t have children the-generations/201904/four-types-grief-nobody-told-you- No, but I have my dogs – default smiley face to bury the about?eml grief that no one wants to see [Accessed 17 April 2019]. No, I couldn’t have them Kübler-Ross, E. (1969). On Death and Dying. New York: Scribner My body killed them Lapworth, P., Sills, C. (2011). An Introduction to Transactional Analysis. Second ed. London: SAGE Sorry, not what you wanted to hear? Publications Mellor, K., Schiff, E. (1975). Discounting. TAJ, 5(3), pp295- It’s fine, I’m out the other side 302 Oh, don’t worry, it’s fine to ask Mazzetti, M., 2010. Eric Berne and Cultural Script. TAJ, Yes it was hard, but I’m fine now 40(3-4), pp187-195. I’m fine Ramos Grochot, M. C. (2018). Death and the Grieving I’m fine Process: Transactional Analysis Contributions. International Journal of Transactional Research & Practice, I’M NOT FINE 9(2), p72. Schiff, A. W., Schiff, J. L. (1971). Passivity. TAJ, 1(1), pp71- I miss every single one of you my babies 78 I miss my hopes and dreams Tommy’s, 2019. Pregnancy-statistics/miscarriage. [Online] I miss your hopes and dreams Available at: https://www.tommys.org/our- I miss you and always will miss being your mum organisation/charity-research/pregnancy- statistics/miscarriage You are part of me. [Accessed 27 April 2019]. Wasserman, L. W. (1993). Book Review: Waiting: A Diary of Loss and Hope in Pregnancy. TAJ, 23(1), pp51-53

Carolyn Duffin has just completed her Foundation Year with Physis Scotland

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Using illustrative cards to work creatively

CLAIRE BOWERS shares how she began to use cards from a family boardgame to explore attachment issues with clients

LASHBACK TO CHRISTMAS 2017, I learnt about cope without him and his behaviours and overt care of the boardgame ‘Dixit’, by Libellud Games*. In short her reinforced this belief. Fthe game, which ‘leads you and your friends and Each time Marie experienced an authentic ‘need’, eg family on a journey through your imagination’, requires the need for comfort, when emotional, or the need for players to tell a short story from the cards they are dealt. reassurance when anxious, she reported feeling a sense Other players then choose the card that they feel best of panic and would often report friends and family telling meets their own interpretation. her ‘you have nothing to feel anxious or depressed about’ In playing the game with friends and family, I was at these times. curious about the range of interpretations that people Although Marie had no words to express her feelings gave. I was also frustrated by the fact that my or needs – and would become anxious in sessions – I interpretation, often so clear to me, was not always would often find myself feeling a sense of extreme understood by others! The cards evoked in me, not only sadness after being with her, which I believe was a verbal interpretations but also, at times, emotional concordant countertransference response to her historical responses to the beautiful imagery. I began to explore lack of having her feelings tolerated (Clarkson, 1991, how I could use these cards to work with clients. p101; Hargaden & Sills, 2008, p60, p136). Throughout this essay I will present ways in which I Aware that I needed to be able to hold these feelings have used these cards in client work, particularly for for her, and help her become aware of them in herself, I exploring attachment to others, and considerations for presented her with a set of Dixit cards to explore and doing so. All examples are shared with client permission invited her to select ones that expressed how she felt. On but all names and identifiers have been changed. discovering this was an effective (and affective) tool for Marie, it was something we repeated throughout the Using the card images to deepen affect and deconfuse therapy when she struggled to find words to express her the Child ego state feelings. A card, showing a girl carrying an oversized ‘Interventions that deepen affect include empathetic wrapped gift from one such occasion is explored below. responding and enquiry into the affect the client is Marie selected this card and when asked to describe it, expressing. . . well-timed interpretation can also deepen stated that ‘the box is so beautifully wrapped and pretty affect, particularly hidden feelings or those being to look at… yet the girl carrying it looks really defended against.’ (Widdowson, 2010:262) uncomfortable… and I don’t think there is anything in it Marie presented with depression, anxiety and that’s heavy.’ Using this card, we explored possibilities of addictive behaviours. She had difficulty in expressing why the box might be hard to carry – even though it looks her emotions healthily and making her needs known. beautiful from the outside. We worked together to propose Marie exhibited severe separation anxiety (Bowlby, ideas for what might be inside that was making it heavy, 1983, p27) and was unable to separate from loved ones, unbeknownst to people around her. Marie hypothesised expressing a fear of catastrophe at the thought of being that the box may contain ‘scary things’ that were ‘too big’ alone. Initially, Marie was unable to understand from for the girl to carry and that she might need help with where this fear originated but on exploration, we learnt them. We talked about how the girl might feel; initially that she was unable to separate from her mother at Marie stated that she felt she would be scared and school. Her mother would also become very upset and overwhelmed, before realising that she might be ‘sad that Marie felt the need to comfort her. no-one was helping her’. Using this, we were able to Marie and her husband had complementary scripts, progress the work towards a self-reparenting exercise resulting in a symbiosis being formed which continued (James, 1974, p37; Wain, 2018) and replace the the attachment behaviours formed in childhood (Stewart injunctions that included ‘don’t feel’ ‘don’t have needs’, & Joines, 2012, p218). She believed that she couldn’t ‘don’t grow up’ and ‘don’t be you’ with permissions such

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as ‘it’s ok to ask for help when you feel anxious’, ‘it’s ok Emma continued to make her needs and desires to have and show emotion when you feel sad’, ‘it’s ok to known. We used her newly strengthened Adult ego state do things for yourself.’ to create a set of attributes that were desirable to her as As the affect deepened in the therapeutic relationship forming part of her Parent ego state before updating her and Marie began to express what she was feeling and Parent ego state with new messages that soothed and needing in words, change began to happen and the supported her Child ego state (James, 1974, p33). second-degree impasse (Mellor, 1980, p217) that resulted Emma chose another card to represent this safe and in the disavowing of her own needs and inability to nurturing part of herself and chose to keep it in her purse develop a sense of autonomy and independence was as a reminder. resolved. Using images to explore generational scripts Using images to explore the content of ego states and ‘Life scripts can be transmitted from one generation to the personify safe (and unsafe) attachment figures next ... Emma presented with anxiety and panic attacks that They may also play certain rigid roles within the family.’ were limiting her daily life. She stated that she had (Noriega, 2004, p312) ‘internal voices’ putting her down and making her feel bad about herself, others and the world. I introduced her One of the most valuable and powerful ways of using to ego states and we began exploring the introjected the cards was to create a family constellation (Hellinger, messages (Perls et al, 1951, in Hargaden & Sills 2003, 1998 in McQuillin and Welford, 2017) to explore how p85) in her Parent ego state and the fixated beliefs behaviours had been passed down through a client’s (Novey et al, 1993, in Hargaden & Sills, 2003, p221) in family in the form of ‘Hot Potatoes’ (English, 1969) and her Child ego state. transgenerational scripting (Noriega, 2004). While I am Having briefly explained first order structural ego unwilling to share a photograph of the completed states to Emma, I asked her to think about any messages constellation due to its sensitive and identifying nature, I that she had received as a child that came to mind when will discuss below the steps that I took (McQuillin and she was experiencing the ‘internal voices’. She struggled Welford, 2013) to do this. I provided Emma with a set of Dixit cards and asked Contracting and protection her to find any that reminded her of parents, caregivers Having formulated a treatment plan and established a and influential people from her childhood. She chose a firm therapeutic relationship with Heather, I began to card with a darkened forest scene and small ghosts and notice historical patterns emerging in terms of what she we explored it together. was sharing with me. Emma explained that she did not feel she had had Heather had a history of alcohol and drug abuse and appropriate caregivers in her past – that they felt this behaviour was also present in her mother and ‘ghostlike’ to her and she was unable to draw on ‘useful’ siblings. It had been normalised by the family unit and information from them. She also explained that there messages regarding alcohol being the only option for were times when her caregivers had been ‘frightening’ coping mechanisms had been passed down through the and abusive. Holding this card, Emma was able to recall generation (Noriega, 2004, p315). messages including ‘you ruined my life’, ‘I’m disgusted Heather and I spoke at length about her goals for by you’, ‘you’re a slapper’. These toxic messages had therapy before contracting to explore the bonds between been introjected into Emma’s Parent ego state as a result different family members and ‘unhealthy’ messages and of not having full, attuned and empathetic contact with behaviours that had been passed down. It was important these caregivers (Perls 1978, in Hargaden & Sills, 2003, to make Heather aware that she may discover some p89). painful and difficult revelations about herself and others; We discussed the internal reactions of scare and shame and for me to be confident enough that I could provide associated with these messages which led to the sufficient Protection (Steiner, 1968, p63; Tudor, 2016, p56) discovery of the card representing Emma’s Child ego for her, and for myself in supervision, throughout this state; this was of a child sitting on the floor surrounded process (McQuillin and Welford, 2013, p358). by a ‘fort’ of play cubes, with his face half covered by his arms and holding a pair of binoculers. The process Emma then became able to talk about what her ‘little I encouraged Heather to look through a set of Dixit cards self’ needed in terms of comfort and protection – she to find cards that represented different members of her began to be able to express the feelings, needs and family. Due to not knowing her family beyond her desires that had been repressed in childhood and healing parents, Heather chose to begin at a parental level and began (Retief and Conroy, 1997, p45). work down to her grandchildren but exploration can

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begin much further back. pp128-141 Each card and associated family member was Clarkson, P. (1991). ‘Through the Looking Glass: discussed in detail and each family member given the Explorations in Transference and Counter Transference’ in respect that they deserved. I also felt it important to Transactional Analysis Journal 21(2) pp99- 107 provide Heather with sufficient Protection to express any Conroy, B. and Retief, Y. (1997). ‘Conscious Empowerment anger and hurt held towards the family members. Therapy: A Model for Counselling Adult Survivors of Injunctions, permissions and counter injunctions were Childhood Abuse’ in Transactional Analysis Journal 27(1) identified for each member in addition to colluding pp43- 48 behaviours, abusive patterns and secrets (McQuillin and English, F. (1969). ‘Episcript and the “Hot Potato” Game’ in Welford, 2013, p358). Each card was glued to a large Transactional Analysis Bulletin 8(32) pp77 - 82 sheet of paper with names, descriptions, histories and Dr. Findlay, L. (2014). ‘Recovery: Twelve Steps to Life behaviours of each family member. Beyond Addiction’. Accent Press: Abercynon Hargaden, H. and Sills, C. (2003). Key Concepts in The outcome Transactional Analysis: Ego States. Worth Publishing: Heather, who found this work hugely healing, used it for Great Britain her Alcoholics Anonymous Step 4 – ‘Make a searching Hargaden, H. and Sills, C. (2002). TA a Relational and fearless moral inventory of ourselves’ (AA in Finlay, Perspective. Routledge: East Sussex 2014, p56). She identified family histories and patterns James, M. (1974). ‘Self Reparenting: Theory and Process’. that she realised she had passed on to her own children. Transactional Analysis Journal 4(3) pp32 – 39 Heather became aware of points at which she had Mellor, K. (1980) ‘Impasses: A Developmental and discounted the effects of her drinking and drug taking Structural Understanding’. Transactional Analysis Journal behaviours on her children and grandchildren and made 10(3) pp213-220 a decision to begin to heal these ruptures by seeking out McQuillin, J. & Welford, E. (2013). ‘How Many People Are new alternatives for moving forward. Gathered Here? Group Work and Family Constellation Theory’. Transactional Analysis Journal, 43(4) pp352-365 Summary Noriega, G. (2004) ‘Co-dependence: A Transgenerational In using the cards, I have learnt the importance of Script’. Transactional Analysis Journal 34(4) pp312- 322 providing Protection for the clients in terms of any Steiner, C. (1968). ‘Transactional Analysis as a Treatment feelings and memories that the card evokes and Philosophy’. Transactional Analysis Bulletin 7(27) pp61- 64 contracting around how the cards will be used. Stewart, I. and Jones, V. (1987). TA Today: A New If you choose to use these, be aware that clients may Introduction to Transactional Analysis. Nottingham: want to keep the cards: Emma chose to keep a card in Lifespace Publishing her purse and Heather kept her family constellation. In a Tudor, K. (2016). Permission, Protection and Potency: The closing therapy session, she told me that she planned to Three Ps Reconsidered. Transactional Analysis Journal, burn it to signify coming to the end of her 12 steps and 46(1) pp50-62 having a new start. Wain, C. (2018). An Introduction to the Brain and the I believe that TA offers itself to a high level of creativity Development of the Child Ego State, the Second-order as a psychotherapeutic modality due to the metaphor of Structural Model of Ego States and Stern’s (1985) Senses the Child ego state. Working creatively with these cards of Self. Training Notes, Red Kite Training involves using intuition to support the client to access the Widdowson, M. (2010). Transactional Analysis: 100 Key nonverbal or suppressed parts of themselves which, in Points and Techniques. East Sussex: Routledge turn, enables them to ‘express the inarticulate speech of the heart’ (Hargaden & Sills, 2003, p199). We are then *‘Dixit’ http://en.libellud.com/games/dixit-8-harmonies) able to use the therapeutic relationship to explore what arises, and use therapeutic techniques, in addition to the transference and countertransference relationships to integrate the positive aspects of the experience into the Adult ego state for reflection and meaning making (Tudor in Hargaden & Sills, 2003, p216). Claire Bowers, is a 4th year student with RTE Red Kite Training. She has a References Diploma in Psychotherapeutic Counselling. As a former early years Bowlby, J. (1983). Attachment and Loss, Vol 1: Attachment. teacher, parent to young children and New York: Basic Books trainee psychotherapist she loves Chiesa, C. (2014). ‘On the Seashore of an Endless World, combining her love for TA with Children Play,’ in Transactional Analysis Journal, 44(2) creative techniques.

28 THE TRANSACTIONAL ANALYST SUMMER 2019 New writing

Asperger’s in the therapy room – 11

In the eleventh of his series of articles about working with clients who have been, or may be, diagnosed with Asperger syndrome, PETER FLOWERDEW continues to consider social and intimate relationships.

HE WAY ASPIES make friends or join a group is of the ‘steps’ which I described in article 9 in this series different from the way NTs do. I wanted to capture (the Transactional Analyst, Vol8[2], p26), to create the Tand explore this within a TA model and I found a qualities of trust and warmth within the relationship. way in Berne’s concept of time structure. So, in the next Many of my clients trust too easily. They trust people few articles, I present a way to model the growth of who are not trustworthy. Others can be slow to trust those personal relationships in the NT world and then look at who are inclined to be kind and supportive to those how this differs in the Aspie world. around them. Because Aspies have difficulty recognising people’s attitudes towards them, they often default to Spotting the Games ‘you are probably going to hurt me too, so why bother?’ My practice has evolved around helping people to Both script and neurobiology – ‘software’ and ‘hardware’, develop relationships; to make friends, to find and to as I generally call them – are involved here, and it pays develop close, rewarding relationships, and, in particular, to address them separately as far as possible. So, I will to find a life partner. So, when I was first thinking about look on the development of a relationship from the the issues I will cover in this article, I was thinking only perspective of ‘a journey marked by a growing degree of in an NT context and envisaged a title something like: trust’. ‘From, “hello”, to, “will you marry me” – a relational journey’. At this point I will clarify that in my practice I Structure in the way we use time use the word ‘marriage’ to denote a quality of relationship and a mutual understanding between two people; without assumptions or implications around legal Withdrawal or other formal contractual arrangements, or sexuality or – Mental separation from others in physical proximity gender. I do, unfortunately, find our language short of Rituals words to describe degrees or nuances in relationships – Stylised and predictable exchanges, especially and therefore define the meaning I intend in the context. greetings and farewells So, I use ‘marriage’ to identify a relationship between two people who self-identify as ‘committed life partners’, in Pastimes whatever way that is lived. As you will see, I think TA has – Semi ritual/repetitive conversations, eg the weather a lot to offer in helping people to identify what qualities indicate a ‘good’ relationship – one with potential to Activities bring joy and delight into their world. The theories and – Communication and energy directed towards a goal models that I use are now inclusive of Aspies, giving Rackets and Games another dimension to diversity. – An exchange of ulterior transactions; a replay of The elements of theory I use are: childhood strategies • Eric Berne’s (1961) six ways of structuring time (1961): which provides a framework that identifies patterns in Intimacy relationships with which to describe and monitor this – Candid, open, mutual communication; non- journey exploitative • Richard Erskine’s Relational Needs (1997) – which – Authentic feelings identify what a ‘good’ relationship looks like; Table 1: Time Structuring – based on Woolams and Brown, • the concept of strokes (Berne 1964, 1971), and the use 1978 (derived from Berne’s definitions in his first book (1961)

THE TRANSACTIONAL ANALYST SUMMER 2019 29 New writing

I intend to use this table as a way of identifying ‘growth’ in a relationship. The most significant category Psychological advantage in the list is the one Berne called ‘Games’ and which I This is the internal 1. Maintains script psychological advantage label as Rackets and Games in this table. Berne’s ideas changed with each book that he wrote; the word Game 2. Avoids uncomfortable or This is the external psychological advantage means something different in his first book (1961), to his ‘difficult’ situations last book (1972). Later authors developed and extended the theory, notably English (1971; 1972; 1976) with her concept of a Racket. The place that Rackets and Games Social advantage have in this sequence is so significant that I devote this article to detailing the different formulations used by 3. Getting close to another but This is the internal social Berne and others, both for clarity of thinking and for the in an inauthentic way advantage benefit of the different perspectives they provide. This is quite a chunk of theory but I hope that readers will find it 4. The drama means there is This is the external social advantage interesting and stimulating in its own right, and a source always something to talk about of insight when helping clients to move out of self- defeating or destructive patterns of relating. What I offer here is given in the same spirit in which Berne offered his 5. Experiencing intense strokes This is the biological PAC model; it is useful (Berne, 1961, p30). advantage

The conceptualisation of Games 6. The experience reinforces our This is the existential Berne referred to Games in each of his books, but the life position advantage concept evolved over the nine years that he was writing the books. Here, I identify five distinct ways to think of Games. I will introduce two more in another article. Table 2. Berne’s ‘Advantages to Playing Games’ (1964) Berne was interested in the social and psychological likened it to a game of chess: ‘first move, response; significance of chains of transactions; ‘where a second move, response; third move, response; transactional stimulus from X elicits a transactional checkmate!’ (Berne, 1961, p236) response from Y; this response becoming a stimulus for X, Berne gave a number of gains that individuals get from and X’s response in turn becomes a new stimulus for Y.’ engaging in these exchanges (ibid: pp102-103) in this (Berne, 1961, pp86-87) first book; to my mind, there is a clearer exposition in Games People Play (1964, pp56-57). These advantages, as A sequence of ulterior transactions. he refers to them in the later book, are summarised in In his first book he used the word ‘Game’ to refer to a Table 2. I think it important to note that this list of series of ulterior transactions: ‘a game is not an attitude ‘advantages’ refers to a sequence of ulterior transactions nor a pastime, but a goal-directed set of exploitative – ‘with no switch involved’ (Berne, 1961, p107; 1964, complementary transactions’ (Berne, 1961, pp107). He p47). His comments, like: ‘games are necessary and

Person 1 Person 2 Person 1 Person 2

a) First Order P P b) Second Order P P Symbiosis Symbiosis

A A A A

C C C P P A A C C Person 1 excludes C: Person 2 excludes P and A: ‘Excluded Child’ ‘Excluding Child’

Figure 1. Description of games. A game is an interlocking of two scripts, each based on archaic needs not met (based on Berne, 1961, p215; compare with Schiff et al, 1975, p6)

30 THE TRANSACTIONAL ANALYST SUMMER 2019 New writing

desirable, and the only problem at issue is whether the The Drama Triangle games played by an individual offer the best yield for It wasn’t Berne who introduced the ‘switch’ as an him’; and ‘some games are urgently necessary for the element of a Game, it was Stephen Karpman in a maintenance of health in individuals’ (Berne, 1966, p61) Transactional Analysis Journal article in 1968. The – indicate that we are a long way from the destructive associated diagram, the Drama Triangle, has escaped the relational dynamics that we bring to our clients’ TA fold and is widely used by other therapeutic awareness and encourage them to change. modalities and in commercial settings. In his model, see Fig 2, three inauthentic roles, each Complementary scripts: symbiosis involving a stereotypical discount, are identified. In his first TA book Berne (1961), also suggested that Stepping into the roles is equivalent to entering a ‘partners are drawn together by the intuitive assumption symbiosis, but this diagram can also represent the that their scripts are complementary’; and it involves interactions between three people. It is primarily used to drama: ‘[Person1] is seeking a [Person2] who will best identify where one or more of the ‘players’ switches roles; play the role called for by [Person1’s] script, and [Person changes their position on the triangle. The existence of 2] seeks a leading [Person 1] to play the role adapted to the switch becomes the defining characteristic of a Game. [Person 2’s] protocol.’ (Berne 1961, p 215). In Fig 1, I Recognising that the Persecutor and Rescuer are both indicate that this description is compatible with the Parent roles and the Victim is a Child role reveals the concept of symbiosis. symbiosis behind the diagram. The arrows can also seen I follow the Schiffs, in understanding that the to be representing transactions between the ‘descriptive’ individuals experience themselves as being in Adult (‘this ego states behind the roles. The switch in roles involves is normal isn’t it?’) while they are actually in Parent or ‘a person responding from a different ego state to the one Child, which is a description of ‘contamination’. So, addressed’, ie a crossed transaction; and the momentary symbiosis therefore involves both exclusion and confusion, will usually result in the second person also contamination, as shown in the diagram. switching ego states in their turn. The First Order symbiosis diagram illustrates the Eric Berne captures all this in his ‘Formula G’, Fig 3. dependency bond, which is healthy in the form of a This was introduced in What Do You Say After You Say mother-baby bond, but not between two adults. This Hello, his final book, written in 1970 and published in symbiosis is characterised by asymmetry in the 1972: ‘Games are sets of ulterior transactions, repetitive in dependency. The responsibility and the power in the nature, with a well-defined psychological payoff. Since an relationship is extremely asymmetrical in the symbiosis, ulterior transaction means that the agent pretends to be and is symmetrical in a healthy intimate relationship. doing one thing while he is really doing something else, Second Order structural symbiosis is more disabling all games involve a con.’ than First Order symbiosis. The Child ego state involved So far this is compatible with the descriptions is younger, is less resourced, than the one involved in the illustrated in Fig1 and Fig2. First Order symbiosis. All symbiosis is established in ‘… but a con only works if there is a weakness it can infancy. (cf Schiff, et al, 1975) hook into, a handle or “gimmick” to get hold of in the I suggest that being invited into a Game (Classical) is respondent, such as fear, greed, sentimentality, or the same as being invited into symbiosis (Cathexis). irritability. After the “mark” is hooked, the player pulls

Persecutor Rescuer Typically over rigid in applying rules Presents as being helpful but actually creates (you should/ought/must) anger used to obtain dependency compliance Masks their anxiety that ‘it will all go wrong if I Negative Controlling Parent don’t take over’ as concern for the other. (over-bearing, over-critical, abusing power) I+U- Negative Nurturing Parent (smothers, over-involved, over-responsible) i+U-

Victim Presents as helpless when not. Negative Adaptive Child I-U+

Figure 2: Karpman’s Drama Triangle, 1968

THE TRANSACTIONAL ANALYST SUMMER 2019 31 New writing

Formula G: ‘Whatever fits this formula is a game, and whatever does not fit it is not a game’ (Berne, 1972, p23)

The formula is C+G = R>S>X>P This expands as: Con + Gimmick = Response >> Switch >> Cross up >> Payoff

Which represents:

My script We step into the ‘needs’ hook = drama triangle, >> Switch >> Cross up >> Payoff into your OR equivalently script ‘needs’ we move into symbiosis

Figure 3: Description of Games

A Game is a racket that has gone unstable

Con + Gimmick = Response >> Switch >> Cross up >> Payoff [only after the switch is it a game]

Fanita English gave a name to the stable situation, before a switch, which may last minutes or years, or which may never happen: she called it a ‘Racket’

Con + Gimmick = Racket Switch Game Payoff

English, F. (1972) Rackets and real feelings, Part 2. TAJ, Vol2(1)pp23-25; English, F. (1976) Racketeering. TAJ. Vol6(1) pp78-81

Figure 4: Description of Games

Time structuring: NT and Aspie

When people are in pairs or in groups they will engage in one of the following six ways of structuring time:

Withdrawal – Mental separation from others in physical proximity More risk experienced: Rituals Anxiety – Stylised and predictable exchanges, especially greetings and farewells

Pastimes – Semi ritual/repetitive conversations, eg the weather

Activities More reward – Communication and energy directed towards a goal available: Pleasure Rackets and Games – An exchange of ulterior transactions; a replay of childhood strategies

Intimacy – Candid, open, mutual communication; non-exploitative – Authentic feelings

The subjective balance between anxiety and potential pleasure depends on personal lived experience, ie script

Figure 5: The journey through time structuring: balancing risk and reward

32 THE TRANSACTIONAL ANALYST SUMMER 2019 New writing

some sort of switch in order to get his payoff. The switch is Summary of the series followed by a moment of confusion or crossup while the mark tries to figure out what has happened to him. Then ‘Asperger’s in (and outside) the therapy room’ both players collect their payoffs as the game ends. The payoff, which is mutual, consists of feelings (not Five articles reframing Asperger’s as a different kind of mind: necessarily similar) which the game arouses in both the Introduction to the series agent and the respondent. Unless a set of transactions has Flowerdew, P. (2016 a) Asperger’s in the Therapy these four features, it is not a game – that is, the Room. the Transactional Analyst 6(2): pp20-21 transactions must be ulterior so that there is a con, and the Medical Diagnosis vs neurobiological difference con must be followed by a switch, a crossup, and a payoff. Flowerdew, P. (2016 b) Asperger’s in the Therapy This can be represented by a formula. Room –2 the Transactional Analyst 6(3): pp37-40 C + G = R > S > X > P (Formula G) The psychology of Asperger’s C + G means that the con hooks into a gimmick, so that Flowerdew, P. (2016 c) Asperger’s in the Therapy the respondent responds (R). The player then pulls the Room –3 the Transactional Analyst 6(4):pp 27-29 switch (S), and that is followed by a moment of confusion The psychology of Asperger’s continued or crossup (X), after which both players collect their Flowerdew, P. (2017 a) Asperger’s in the Therapy payoffs (P). Whatever fits this formula is a game, and Room –4 the Transactional Analyst 7(1): pp23-27 whatever does not fit it is not a game.’ Sensory and perceptual issues So, if we can only name this sequence as a Game after Flowerdew, P. (2017 b) Asperger’s in the Therapy the switch has occurred, what do we now call the Room –5 the Transactional Analyst 7(2): pp37-42 situations diagrammed in Fig. 1 and Fig. 2? Interestingly, Fanita English gave the answer in the same year that the Aspie TA game formula was published: a ‘Racket’ A Transactional Model for Mindblindness So, now we define Fig. 1 and Fig. 2 as describing a Flowerdew, P. (2017 c) Asperger’s in (and outside) the Racket and, very importantly, we define Table 1 as Therapy Room– 6. the Transactional Analyst 7(3) describing ‘The benefits of playing Rackets’. Clients A structural model that incorporates neurodiversity generally see Rackets as positive. It is not simple to get Flowerdew, P. (2017d) Asperger’s in (and outside) the them to give them up. However, they do see Games as Therapy Room– 7. the Transactional Analyst 7(4) negative, because of the unpleasant payoff. Degrees of OKness The final diagram (Fig. 5 above) is my starting point Flowerdew, P. (2018a) Asperger’s in (and outside) the for asking ‘how do we build trust that will open up the Therapy Room– 8. the Transactional Analyst 8(1) opportunity for intimacy? How do we avoid the false Steps to Change: weaponizing the discount matrix intimacy created when we deploy our defences and play Flowerdew, P. (2018b) Asperger’s in (and outside) the our rackets? Therapy Room-9. the Transactional Analyst 8(2) That is the next article Recovering/Discovering Awareness: Measuring ‘cure’. Flowerdew, P. (2019a) Asperger’s in (and outside) the References Therapy Room–10. the Transactional Analyst 9(1) Berne, E. (1961/1986). Transactional Analysis in Social and Intimate Relationships/1: Spotting the Psychotherapy . New York: Grove Press (Castle Books). Games Flowerdew, P. (2019b) Asperger’s in (and British edition - 1975/1996 Souvenir Press outside) the Therapy Room–11. the Transactional Berne, E. (1964). Games People Play. London: Andre Analyst 9(3) Deutsch Berne, E. (1971). Sex in human loving. London: Deutch Berne, E. (1972). What Do You Say After You Say Hello? New York: Grove Press ISBN 0394479955 & Reading: Corgi.(1975) ISBN 0-552-09806-X English F. (1971). The Substitution Factor: Rackets and real feelings Part 1. Transactional Analysis Journal. Vol1(4), Peter Flowerdew PhD, CTA(P), PTSTA(P), has a private practice in pp27-32 Bristol. He is Principal Trainer at English F. (1972). Rackets and real feelings Part 2. Contact Point an RTE based in Bristol; Transactional Analysis Journal. Vol2(1), pp23-25 and Principal Supervisor at Help! English F. (1976). Racketeering. Transactional Analysis Counselling, a charity providing Journal. Vol6(1), pp78-81 counselling and psychotherapy to Erskine, R.G. (1997) Theories and Methods of an young people. Integrative Transactional Analysis [email protected]

THE TRANSACTIONAL ANALYST SUMMER 2019 33 Column: Creative writing & therapy

down and pick up my grater instead. ‘How about zest?’ I smile, sweetly. When life gives She nods and I gradually begin to grate her outer skin. As the flakes drop away, I begin to see goodness. I notice each groove and imperfection and I wonder where these marks came from. I feel sad that life has made her a lemon, and that me lemons she cannot imagine being anything else. Beneath the skin I touch the bitter white layer with my fingers. Bitter, bitter, bitter… DEE LONGHURST uses creative writing to yuck! ‘Be a lemon with me!’ she suddenly shouts and I think, ‘No, enter the world of her client. no, no, I can’t...’ She sits expectantly, staring at me. I pause, thinking. NTIL NOW I have primarily talked about ‘It’s OK to be a lemon,’ I say and I smile at her reassuringly. creative writing in therapy from the perspective She smiles back at me and I realise we have made a small Uof the client. Here, I would like to illustrate how connection. I decide to put the grater down and let her be a creative writing can also be used by supervisors and lemon. supervisees as a way of exploring transference and Later that night, I pour myself a gin and tonic. I chop a neat countertransference. Creative writing can be effective in slice of lemon but I refuse to put it into my glass. helping to identify problems or puzzles in the therapy ‘Let’s make lemonade,’ I say to Little Me. room, and exploring ways forward. And we do. In the early stages of working with my client Beatrice – not her real name – I struggled to get a sense of who she On reading the piece back to myself, I could see our was, before or after her life changing injury. I had relationship more clearly and in particular I noted my difficulty relating to her in the therapy room and this was countertransference. I decided to take my piece of writing a new experience for me. I struggled to find anything I to supervision. Together we explored my client’s position liked about Beatrice, despite looking for her vulnerable of Victim on The Drama Triangle, and we looked at my Inner Child – as my college tutor had once suggested we inclination to Rescue Beatrice. We explored my resistance do in these situations. I was at a loss as to how to connect to being a Victim, and I thought about the Parent with her, and how to move the therapy forward. messages I had received as a child. I realised I had I explained to my supervisor that I was struggling to internalised some strong messages from both parents get a sense of who Beatrice was and what was going on telling me it wasn’t OK to be bitter about life events. between us. With gentle curiosity, my supervisor My supervisor encouraged me to step more into enquired what type of fruit my client would be. Without a Beatrice’s world, as difficult as it seemed. She reassured moment’s hesitation, I told her she would be a lemon. me it was OK to be a lemon with her and play ‘Ain’t it As a supervision group we considered what it meant to Awful’ in order to make a connection with her. What be a lemon, and my supervisor playfully enquired as to Beatrice had been through was indeed awful, and by who else spits Beatrice out. Although it was helpful to attempting to Rescue her, I had not met her emotionally. explore all of this in the session, I felt there was more to My supervisor’s suggestion of using writing was a real be discovered. There was something about my own turning point, not only for my relationship with Beatrice process that I needed to reflect more on. My supervisor but for my personal and professional development too. I invited me to write creatively about lemons to help me understood Beatrice’s perspective much more, and I uncover more. Between supervision sessions, I wrote the deepened my own understanding of myself. I was able to following piece. make changes to my professional practice as a result. I no longer wish to turn lemons into something sweeter and When life gives me lemons... more palatable. As it turns out, I see the value in them ‘Let’s make lemonade,’ I say excitedly. She sits rigid, yellow just the way they are. and hard-skinned. ‘They made me a lemon,’ she responds bitterly. Dee Longhurst, Dip TA Practice, is a final ‘Oh, I see,’ I say, empathically. ‘Then how about lemon year student at Wealden Institute, East meringue pie?’ Sussex. She has a BA degree in English & She looks at me, disbelief in her eyes. ‘Can’t you see I’m Creative Studies and a Masters in Creative just a lemon?’ she says, angrily. Writing & Personal Development. Dee has a ‘Yes, I’m sorry, I can. I’m very sorry you’re a lemon,’ I say. I private practice in West Sussex. reach in my bag for my knife. I wonder if it’s the right type of www.deniselonghurst.co.uk blade. I decide it’s too sharp and I change my mind. I put it

34 THE TRANSACTIONAL ANALYST SUMMER 2019 Column: Film scripts

OTHER, FATHER, SON – BBC 1. The ambition of this eight-part drama is palpable Body counts Macross multiple discourses: politics, sex, family, disability and war, for starters. The fact that it skilfully manages to present a compulsive, though at times, From Netflix to mainstream TV abrasive watch can be much attributed to the gifts of actor Billy Howle who plays Caden. The poignant second ANOUSHKA BEAZLEY analyses the stories order symbiosis between Caden and his father Max, playing out on our screens. played by Richard Gere, a media mogul with the prime minister’s number on speed dial is at the story’s centre. Despite the title this remains a story about a father and UEEN OF THE SOUTH – NETFLIX. I like a his son. Max is an unstoppable lone force, while his body count. There I said it. It’s how I roll. And I emotionally troubled ex-wife, played by Helen Cory, Qunderstand how easy it is to think that I may be helps out at a homeless shelter as Caden slips further putting the face of my mother upon bloody, gratifying behind the mask of drugs and sexual dominance; images of violence and death, but this is not about my A1 desperately clawing for his father’s approval. Max’s gone wild with a chainsaw (not all of it); this is about recklessness towards the truth and purpose of his physis. Based on the book La Reina del Sur by Artura newspapers is no different to his attitude towards Caden Pérez-Reverte, Teresa Mendoza is livin’ the dream of an and his expectations for him to become the man he thinks arse-fondled, low-paid waitress going nowhere in Mexico he should be. Max would argue he is simply ‘being a when she meets the love of her life. But what is the cost man,’ pretty new European wife half his age and new of balancing out her avoidant attachment style (Erskine, baby on the way notwithstanding. Tragedy hangs from 2009) with a secure attachment drug runner for the the outset and ensues in the climactic first episode. A Mexican cartel? Soon Teresa finds herself in over her family torn apart long ago from the inside, is now ripped head before she can say pinche pendejo (look it up). She from the outside too leaving open wounds within which is barely surviving in a world where people are not who scathingly human family dynamics are all set to fester. they say they are, the authorities in whom they trust are The backstory heralds a shift in political power, a fresh corrupt, lying dictators and life seems to be one new government, but the power games are old with the Herculean test after another – ah the heady world of final power play about how much truth is too much and escapism – but despite everything, and in a male- who shall decide. This confirms, if nothing else, that it is dominated world, this girl wears her physis right on her not simple to be who we want to be, man or woman, sleeve and, what’s more, she plays no games. None. especially when Max’s truth, the legacy of a hot potato Inspired by real life players of the Sinoloa cartel, Teresa (Woods, 2000) from a disciplinarian Nazi era, can never may be on the golden triangle but she is firmly off the be Caden’s truth, a little boy lost in the body of a man. drama triangle, refusing to engage in ulterior transactions Howle is magnificent and the hospital scene with him of any kind. She is a woman who says what she means and Cory will have viewers aghast. and speaks from the heart, at times to her detriment. An anti-heroine whose physis is so strong and so determined LACK MIRROR – BANDERSNATCH – NETFLIX. to live life, she is both inspiring and exhilarating. Her As a child books were my salvation and I had a desire to play the hand she has been dealt without Bguilty pleasure for a special variety which allowed engaging in games may reveal to us the exact point you to roll a dice and choose how the narrative could where the fictional risk ends and the real risk of living progress. As a kid all too familiar with the feeling of our life begins. Season 4 would suggest I’m not the only powerlessness, the power in my choosing was one rooting for Teresa. transformative. We try to encourage our clients to own their power so ‘[Teresa’s] desire to play the hand they can make their own decisions and Charlie Booker she has been dealt without attempts the same with his new offering in an interactive feature length episode of Black Mirror. The viewer is in engaging in games may reveal to control all the way along – or are they? Various story us the exact point where the fictional routes lead to a choice of possible endings, hours of pre- shot footage designed to give the viewer the idea that risk ends and the real risk of they have choices. living our life begins.’ Booker’s stylistic-heavy premise will be a trip for some and nightmare for others. What if we don’t know what we want?

THE TRANSACTIONAL ANALYST SUMMER 2019 35 Column: Film scripts Reflections

ENTLEMAN JACK – BBC1. Long before we were advising our clients that journaling their Gthoughts might be a good idea it was 1832 in Poem Halifax and Anne Lister was penning her four-million word diary written in code, the inspiration for Sally Wainwright’s frothy period dramedy, giving us another By Alison Chippindale wonderful female pioneer to admire, and let’s be honest, there can never be too many. Suranne Jones is Anne Writing as Therapy Lister, landowner during the industrial revolution, where Once before I was a poet, she rides her horse like Calamity Jane and her women poems pouring out of me, without cliterference. Lister is too modern for her era, over a hundred in an ecstatic, perhaps sadly even for ours, but that doesn’t mean we emotional three months, don’t need her. Behind the soft velvet curtains of early mornings, capturing ideas, Regency, Wainwright deftly reshapes our sexual selecting words. A joy. mainstream and it is long overdue. Living briefly with our only daughter, References having left the big household of eight, Berne, E. (1966). Transactional Analysis in Psychotherapy. the daily contact of a relationship, New York: Grove Press to give myself Berne, E. (1972). What do you say after you say hello?: space and time to be, breathe, think, feel, The psychology of human destiny. before diving back into togetherness, New York: Grove Press. stronger in my self. Erskine, R. (2009). Life Scripts and Attachment Patterns: Theoretical Integration and Therapeutic Involvement. TAJ. And here I am again, 39(3), pp207-218. reflecting endlessly in sad new freedom. Karpman, S. (1968). Fairy tales and script drama analysis. Transactional Analysis Bulletin 7(26), pp39-43. He died nineteen months ago, Schiff, A.W. & Schiff, J.L. (1971). Passivity. TAJ, 1(1), our two daughters grown and gone, Schiff, S. (1977). Personality Development And Symbiosis. an empty house. Transactional Analysis Journal. 7(4), pp310-316 Woods, K. (2000). Passion, the Natural Child and the “Hot As I lie on my yoga mat, a poem suddenly comes, Potato.” Transactional Analysis Journal. 30(4)pp299-302. words pressing to be written.

A position statement, a summary, making sense of huge loss, life since.

Since then many more poems, like a journal, recording thoughts, discovering new insights, how I feel, expressing with clarity, precision.

Therapy for a woman living alone, missing her beloved husband, with whom so many ideas were explored, played with, laid to peaceful rest.

Anoushka Beazley is training at The Berne. She works in primary care Alison Chippindale BA(Hons) Oxon MA Soc.Admin. at a GP practice and in private practice Co-counselling & therapy led to a career as a work- in London. She is also a novelist, and winner in construction. Now retired, her poetry, on has an MA in Creative Writing and a bereavement, ageing etc, including her new collection, BA(Hons) in Film. Mug without a handle is at www.manderlaytherapy.com https://www.alisonchippindalepoet.co.uk

36 THE TRANSACTIONAL ANALYST SUMMER 2019

TA 101 A two day introduction to Transactional Analysis. 2nd & 3rd July 2019 CHILD TRAINING COURSES FOUNDATION CERTFICATE An in depth introduction to the theory of Transactional 4 DAY COURSE: Analysis. Can be done as a stand alone year or can be INTRODUCTION TO accredited towards your ongoing training in TA. COUNSELLING CHILDREN Starting September 2019 AND YOUNG PEOPLE The course is based upon the first DIPLOMA in PSYCHOTHERAPEUTIC stage of the BACP’s Counselling COUNSELLING Young People (CYP) training A three year qualification leading to accreditation and/or curriculum. It gives counsellors the ongoing training hours towards further TA training. Starting October 2019 basic skills and competences to begin working with young people. DIPLOMA in TRANSACTIONAL ANALYSIS PSYCHOTHERAPY Recognition of your 4 year training in TA in preparation CERTIFICATE IN to become a Certified Transactional Analyst. THERAPEUTIC WORK WITH October 2019 CHILDREN AND YOUNG PEOPLE EXAM GROUP 11 days training over 3 monthly Preparing for both the written and oral exam and fulfilling weekends the criteria to become a Certified Transactional Analyst The Course has received Advanced 1 day a month in 5 month blocks. Specialist Training recognition by Next group October 2019 The National Counselling

Society DIPLOMA in COUNSELLING Commences 28th May 2019 SUPERVISION A 6 day course to enable experienced counsellors and psychotherapists to develop the knowledge base and acquire the practical skills required to offer competent and ethical clinical supervision to counsellors. The course has received Advanced Specialist Training recognition by The National Counselling Society (NCS) Starting from September 2019 For more information please contact The Ellesmere Centre for Psychotherapy and Training: Email: [email protected] Tel: 01482 702571

COURSES 2019

Our courses combine theory and practical techniques to use straight away

An Introduction to Acceptance and Commitment Therapy (ACT) 30 September & 7 October 2019, CPD Hours: 11

This course introduces you experientially to this research-based, behavioural model that incorporates mindfulness into everyday life. You will finish the

course with techniques that you can use straight away. ACT is a great model for short-term, directive work for clients with single issues such as anxiety, depression, OCD and stress.

An Introduction to Working with Couples

14 & 21 October 2019, CPD Hours: 11 Want to learn how to work with couples but have no idea where to start? This course focuses on the two fundamental principles of couples work; bringing

safety into the room and moving the couple into connection. Learn how to do this in practical ways using Imago Relationship Therapy, TA and ACT.

Intermediate Training in Acceptance & Commitment Therapy (ACT) Starts 4 November 2019, CPD Hours: 36

This highly-recommended training follows on from the Introduction to ACT course at The Affinity Centre. It is primarily aimed at practicing counsellors,

psychotherapists and psychologists who want to introduce the ACT model into their client work and consists of six one-day sessions over a six-month period.

ROOMS AVAILABLE TO HIRE Join our supportive community of like-minded therapists. Rooms are available to hire at The Affinity Centre with a referral system and great pricing structure. Find out more at https://affinitycentre.co.uk/work-with-us/

Find out about everything else! Sign up to our monthly newsletter at https://affinitycentre.co.uk

Cheadle Office The Affinity Centre Wilmslow Office 7A High Street Psychotherapy – Supervision – Training 29a Water Lane Cheadle Wilmslow Stockport SK8 1AX [email protected] Cheshire SK9 5AR 0161 282 0259 https://affinitycentre.co.uk 01625 529 099

Exam Group A new Exam Group in Leeds - for for those preparing those who have achieved UKATA Diploma level and are for CTA Exam working towards CTA Exam.

What happens in the group? A brand new exam prep group in Leeds The group meets for 8 days during 2019/20; 1 weekend in September and a further 6 Saturdays throughout the academic year. Beginning with a clear learning and development contract, members of the group will put together a personal development plan with the CTA exam as the end goal. Each Exam Group day will be an agenda day set by the attendees. Activities can include: • planning or writing sections of the case study • Mock exams • How to choose an exam tape • Understanding the exam process • Exam preparation and coaching • Personal process work How to I join the group? Attendees are likely to have completed 4 years of clinical training and be ready to plan, or have already started, their CTA case study. Group members are likely to be at UKATA Diploma level or equivalent.

The trainers, Lin Cheung PTSTA(P) and Andy Williams TSTA(P), are experienced senior therapists and supervisors who have successfully supervised candidates through both the written and oral exam process. They have examined at CTA level regularly in the UK and overseas.

Dates for 2019/20 are: Sat/Sun 7 & 8 Sept2019 and the following Saturdays: 19 Oct and 30 Nov 2019, 25 January 2020, 4 April, 16 May and 20 June 2020.

BRAND NEW! Membership of the Exam Group is £800 for the year. New Supervision The group takes place at The Horsforth Centre, Group with Andy North West Leeds 10.00am - 5.00pm. If you would like to book or for more information, Williams TSTA(P) starting on get in touch using the details below. Mondays from Autumn 2019. Contact us for more information.

0113 2583399 [email protected] www.tatraining.org

A dynamic day of discussion and development Sex and We look forward to seeing returning and new friends at our 2019 venue; the Mercure Leeds Parkway Hotel, North West Leeds. LS16 8AG. Sexuality,

Includes 5 hrs of CPD (Suitable for UKCP, CTA and BACP) and is an excellent opportunity to Self and meet other professionals.

A warm, inclusive welcome to all therapy practitioners, counsellors, psychologists and Relating therapists of any persuasion. We especially welcome TA practitioners from all fields. Saturday 9 November 2019

For further information or to book visit North East Transactional Analysis www.netaconf.wordpress.com, email Conference – Leeds [email protected] or call 0113 2583399 £68 per delegate

Keynote Speaker Pamela Gawler-Wright, Director of the BeeLeaf Institute for Contemporary Sponsored by UKATA Psychotherapy in London Open Space Therapy Offering communication and personal awareness training across the South-East

BRAND NEW TA research Motherhood and Mental Illness Understanding what it is and how to treat it with Dr Emma Haynes PTSTA(P) Friday and Saturday 22/23rd November 2019

This two-day workshop provides an understanding of perinatal mental illness including its prevalence and effects, and standard treatment options. It will offer:-

• up-to-date research on neuroscience and epigenetics • barriers to treatment and why these play such an important part in the illness • how as TA psychotherapists can treat this common and devastating illness • experiential as well as theoretical training • Dr Haynes’ client work and the research she conducted

It will highlight why TA works so effectively and the specific areas of TA that are useful, as well as those that are not. Dr Haynes will highlight her thinking on ethical practices and the need for good supervision.

Participants attending the full course will be awarded a certificate of attendance for CPD

Fees: Individuals £170 until 1st September 2019 then £200.00. Fees Organisations: £210 to 1st September 2019 then £250

Venue: The Friends Meeting House, Chichester, W Sussex PO19 1NX Contact Helen Davies on 07976 605949 or [email protected] for full booking details.

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The Berne Institute

Training in in all fields of Transactional Analysis at the Centre of England

Director: Adrienne Lee BA TSTA

UPGRADE YOUR CTA TO MSc Masters’ Degrees in TA Psychotherapy, TA Educational, TA Organisational

MSc by Accreditation of Prior Learning (APL) If you have already qualified as CTA you are eligible to apply for the award of MSc via Accreditation of Prior Learning (APL). You may begin the APL process at any time of year. The APL is primarily achieved through a presentation at a Professional Excellence Workshop (PEW). Enquiries for MSc via this route to Mark Widdowson via [email protected]

MSc/CTA Training You can also join our well-established training courses which lead to CTA/MSc. Students follow our existing TA training course (twenty days part-time training per year), which leads to a diploma and/or the CTA examination. The final written and oral exams for the CTA are also the final exams for the award of the MSc.

Formal enrolment on the Masters’ course normally takes place at the beginning of the third year of post- Foundation training. If you have already completed some TA training, you may be eligible to enter the course in a more advanced year. Our website will give you full information on admission and other course details.

For further details of all training courses, information on our programme of workshops, seminars and other TA events, please contact: The Course Registrar, The Berne Institute, Berne House, 29 Derby Road, Kegworth DE74 2EN, 01509 673649, Website www.theberne.com Email [email protected] The Berne Institute – Promoting Excellence, Autonomy & Homonomy

§

The Berne Institute

PROFESSIONAL EXCELLENCE WORKSHOPS

6/7/8 September 2019, 6/7/8 March 2020,

4/5/6 September 2020

Professional Excellence in Transactional Analysis for those preparing for endorsement and exams and for those who want to enhance their professional skills and knowledge in TA The PEWs - run regularly twice per year since 1992 – have been a springboard from which many participants have gone on to gain success in EATA/ITAA CTA and T/STA examinations. They are also valuable preparation for the EATA/ITAA Training Endorsement Workshop (TEW). These workshops offer an excellent opportunity for advanced training and supervision. Sharpen TA skills and network with colleagues in a supportive group setting.

The workshop leaders are Adrienne Lee, Ian Stewart, and Mark Widdowson, TSTAs. With in-depth experience of the PEW format, they offer an outstanding environment for learning and are committed to continual development of the PEWs—and they hugely enjoy leading each workshop!

Workshop format typically includes: Multi-level supervision, Tape presentation, Discussion of theory and ethics, Practice exams, Supervised teaching, Personal work..

Personal therapy time is available, within contractual boundaries, giving opportunity to deal immediately with any personal issues that may arise in the course of the day’s work. CTA trainees can log the hours spent at the PEW as Advanced TA Training and/or supervision, as specified in EATA regulations. Qualified TA professionals can count the hours as CPD.

Cost £445. Payment in UK £ only, Eurocheque, I.M.O., or UK bank cheque to The Berne Institute. Venue: PEWs are held at The Berne Institute, Nottingham, UK. Please arrange your own accommodation and/or ask for directions, lists of accommodation/arrangements for staying overnight at Berne House. Booking: The Academic Registrar, The Berne Institute, Berne House, 29 Derby Road, Kegworth DE74 2EN 01509 673649 www.theberne.com The Berne Institute – Promoting Excellence, Autonomy & Homonomy

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Expert Training in a nurturing and

progressive environment in south Liverpool

TA 101 courses

6th & 7th July 2019 Celia Simpson (tbc) February 2020 Carol Wain 4th & 5th July 2020 Celia Simpson . Full TA Psychotherapy Training

We are a UKATA Registered Training Establishment and offer training up to the CTA in Psychotherapy. We include certificated exit points which enable UKCP and BACP routes. Most of our training is delivered through team teaching, and we work co-creatively with contemporary Transactional Analysis. The trainers are Carol Wain CTA, MSc, PTSTA (P), UKCP Reg. (Principal Trainer) Hayley Marshall CTA, MSc, PTSTA (P), UKCP Reg. Celia Simpson PGCE, PhD, CTA, PTSTA (P), UKCP Reg. (Consultant Trainer).

For more information see www.theredkite.net or contact Brian Simpson (Business Director) at [email protected] Facebook: www.facebook.com/RedKiteTherapyandTraining

A dynamic day of discussion and development Sex and We look forward to seeing returning and new friends at our 2019 venue; the Mercure Leeds Parkway Hotel, North West Leeds. LS16 8AG. Sexuality,

Includes 5 hrs of CPD (Suitable for UKCP, CTA and BACP) and is an excellent opportunity to Self and meet other professionals.

A warm, inclusive welcome to all therapy practitioners, counsellors, psychologists and Relating therapists of any persuasion. We especially welcome TA practitioners from all fields. Saturday 9 November 2019

For further information or to book visit North East Transactional Analysis www.netaconf.wordpress.com, email Conference – Leeds [email protected] or call 0113 2583399 £68 per delegate

Keynote Speaker Pamela Gawler-Wright, Director of the BeeLeaf Institute for Contemporary Sponsored by UKATA Psychotherapy in London Contacts

UKATA COMMITTEES 2018-2019 UNIT 4, SPRING GARDENS, PARK LANE, CROWBOROUGH, EAST SUSSEX TN6 2QN ETHICS & PROFESSIONAL PRACTICE (EPPC) Tel/Fax: 01892 664615 Chair Ian Argent (Chair) Email: [email protected] Web: www.uktransactionalanalysis.co.uk Enid Welford Carol Wain UKATA COUNCIL 2017-2019 Helen Davies PRINCIPAL OFFICERS Nicky Worrall Chair of UKATA Bev Gibbons Jane Nixon [email protected] [email protected] Vice Chair of UKATA David Gibbons DIVERSITY & SOCIAL RESPONSIBILTY (DSRC) [email protected] Treasurer Chair Bena Armitage Chris Horton Karen Minikin [email protected] Cari Bishop Jones Secretary Elizabeth Bradshaw Rosalind Sharples [email protected] Sue Brady Elizabeth Heatley UKATA COUNCIL 2018-2019 ORDINARY MEMBERS TRAINING & ACCREDITATION STANDARDS(TASC) Susan Arslan Jan Baker Chair Sue Brady Michelle Hyams-Ssekasi Richard Bamford John Henderson Consultant Pietro Cardile John Renwick Jim Davis Paul Robinson Hannah Smith Karen Minikin John Paradise EX OFFICIO (non-voting at UKATA council meetings) [email protected] Office Manager: Shelley Walker [email protected] Te l : 0 1 8 9 2 6 6 4 6 1 5 MEMBER SERVICES (MSC) (incl. website, marketing) The administrator deals with all aspects of the Chair Jan Baker UKATA administration and membership. She is Rob Hardy mostly the first point of contact for members and the Rowena Lucas general public. Rosalind Sharples

RESEARCH COMMITTEE (RC) Chair James Sweeney Celia Chambers Antoinette Davery Nikki James Elvin Aydin Keles Ros Sharples [email protected]

THE TRANSACTIONAL ANALYST SUMMER 2019 49

Contacts

FINANCE COMMITTEE (FC) OTHER CONTACTS Chair Chris Horton Carolyn Scholes EATA Representatives: James Sweeney Beren Aldridge Karen Taylor Barbara Clarkson [email protected] CONFERENCE COMMITTEE (ConCom) Attends EATA meetings, reports to UKATA and IDTA Chair Susan Arslan Council and can serve on EATA committees. Jan Baker UKCP Representatives: SAFEGUARDING OFFICERS GROUP Phil Anthony Chair Deborah Wortman Linda O’Hern Debi Davidson [email protected] Michelle Hyams-Ssekasi Attend UKCP meetings, report to UKATA council and Daniel Kunkujang UKCP/HIPS committees Jean Lancashire Holly Simmonds EATA Supervising Examiners Evelyne Papaux EXAM COMMITTEE [email protected] Chair Kathie Hostick Frances Townsend EATA English Language Exam Coordinator Marilyn Wright Rachel Curtis Julia Tolley Cholena Mountain UKATA Written Exam Coordinator (P) Jan Baker Jan Baker [email protected] UKATA Bursary/MITT OPERATIONAL REVIEW TASK GROUP Pippa Fairhead Celia Chambers Pam McConnell Jim Davis Jacky Wright David Gibbons Chris Horton Bob Hunter Bev Rayner Paul Robinson James Sweeney

RTE CONSULTATION PANEL Lin Cheung Websites Kathie Hostick UKATA: www.uktransactionalanalysis.co.uk Frances Townsend EATA: www.eatanews.org Mark Head ITAA: www.itaaworld.org TAJ: www.itaaworld.org Carol Lucas UKCP: www.psychotherapy.org.uk

50 THE TRANSACTIONAL ANALYST SUMMER 2019

Contacts

THE TRANSACTIONAL ANALYST

Editor: Ali Bird. [email protected] M.07789 397556 Assistant Editor: Dr Celia Simpson [email protected] Reviews Editor: Marion Umney [email protected] Editorial Board: Ali Bird, Celia SImpson, Valerie Heppel, Robin Hobbes, Melanie Lewin, Steff Oates, Marion Umney. The Transactional Analyst is designed and produced by Ali Bird. Printed digitally by AL Mailing, Ashford, Kent www.al-mailing.co.uk T.01233 664770

ADVERTISING RATES

Publishing dates and advertising copy deadlines The Transactional Analyst is published quarterly.

Copy deadline for editorial: 1 October; 1 January; 1 April; 1 July All editorial copy should be emailed to: [email protected]

Copy deadline for advertising: 15 October; 15 January; 15 April; 15 July for publication the following month. All advertising should be emailed to: [email protected]

UKATA Display Advertising (to be supplied exact size) Full page (250 x 165 mm) £80 member/£110 non-member Half-page (115 x 165 mm) £50 member / £80 non-member Quarter-page (115 x 80 mm) £35 member / £65 non-member The Transactional Analyst Copyright © 2019 UKATA ISSN 2046-2689 Contact the UKATA Administrator for a reference The publishers accept no responsibility for the content or number and details of where to send the inserts. accuracy of this publication or any websites advertised in it. All rights reserved. No part of this publication may be [email protected] reproduced in any form or by any means, including www.uktransactionalanalysis.co.uk photocopy or any information storage and retrieval system, mechanical or electronic, without the permission of the editor and, where appropriate, the author. Please address any requests for permission to use material in the first instance to [email protected] The Transactional Analyst is published by the United Kingdom Association for Transactional Analysis (UKATA). UKATA is affiliated to the European Association of Transactional Analysis (EATA) and is a member organisation of the United Kingdom Council for Psychotherapy (UKCP).

THE TRANSACTIONAL ANALYST SUMMER 2019 51