AL-barrak 2008
King Saud University
Faculty of Nursing
Master program
Transaction analysis program for clinical
instructors at king Saud University, College of nursing
Course no\
523
Under supervision of Prof. Dr\ Elham Fayad
Prepared by \ Mofida AL-barrak
1429 H -2008G
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Introduction
The teaching-learning situations in the class-room involve interaction between the
teachers & the students. The success of a teacher may be judged through the degree of
effectiveness of her teaching which may be objectively assessed through her classroom behavior or interaction.
Transactional Analysis is a practical educational psychology that offers a way of
transforming educational philosophy and principles into everyday practice. TA
concepts provide a flexible and creative approach to understanding how people
function and to the connections between human behavior, learning and education.
Teaching them to both teachers and students is a process of empowerment, enhancing
effective methods of interaction and mutual recognition.
Any transaction has two parts: the stimulus and the response. Individual
transactions are usually part of a larger set. Some of these transactional sets or
sequences can be direct, productive and healthy or they can be devious, wasteful and
unhealthy.
Thus a systematic or objective analysis of the teacher’s classroom interaction may
provide a reliable assessment of what goes on inside the class-room in terms of
teaching and learning.
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Overall aim
Design a program for clinical instructors to apply transaction
analysis in their performance.
Intermediate objectives
After completion of this module the clinical instructors should be
able to :
1-Establish program of transaction analysis for clinical instructors, college of nursing.
2- Apply transaction analysis in their relationship with the students.
Competences:
To achieve the objective the clinical instructor should be possess the following competences.
1. Cognitive competences.
2. Emotional
competences.
3. Concealing competences
4. Communication competences.
5. Observation
competences.
6. Assertiveness competences.
7. Competences
in attitude.
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8. Application competences.
9. Evaluation competences
Specific objectives (Task)
Objective
At the end of this program the clinical instructor will be to:
1. Discuses Eric Berne theoretical basis of transaction analysis. (Cognitive )
2. Relate that everyone can think & any behavior can change. (Attitude)
3 Apply the influential model in the class that is related to
deferent ego states. (Application, communication,)
4. Engage students in transaction analysis based on adult-to-adult interaction
cues (Observation ,communication& application)
5. Criticize destructive game playing . (Observation &communication)
6. Appraise to lead students to a ‘Winner’s Life Script’. ( Assertiveness
&communication)
7. Design strokes as a motivational technique. (Observation
&communication& application )
8-Evaluate the nature of their transactions with students.( Observation
&Evaluation)
9.Operate the concept I’m OK; you’re OK on dealing with
students.(Communication, assertiveness)
10.Propose that anyone can change through interactions.(attitude and emotional)
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Group Size
All students enrolled in master degree at KSU .College of Nursing
Time Required
Time requirements for the Module should be described in
three ways.
1. The lead time required to announce or publicize the
Module's program or activity
One month
2. The time required to set up, or stage the Module's program
or activity.
Two months
3. The time required to actually implement the Module's
program or activity.
Two months
Materials Needed
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Posters
Data show
Flip chart
Pictures
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
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Films (video)
Simulation scenario
overhead projector
markers , handouts
newsprint work sheets
Physical Setting
At King Saud University, Colleges of Nursing ,Community &
Psychiatric Nursing Department
The seating must be arranged, well lighting, and numbers of
tables or chairs required for the comfort and security of the
participants must be prepared.
Resources
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Experienced trainer
Computers
Data shows
White boards
Flip chart
Video tape
Brochures
Bibliography of resource materials used
List of reference materials that may be consulted for followup activities.
 These listings also may be made available in the form of a
facilitator's guide or a participant handout.
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Promotions
Provide the reader with examples of
 Local newspaper articles
 Letters to participants
 Brochures -------etc. attached to the back of the Module.
Evaluation
Pre-post test evaluation must be done.
PROCESS
1. Preparation and Pre-planning
Prepare a sequential plan of all steps necessary to complete
the Module.
Restate the necessary time Requirements.
And indicate how the program or activity should progress.
2. Volunteer Group Activities
 The plans for refreshments,
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
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Lunches
Name tags
Room signs
Brochure development
News releases
Guides for facilitator and
Posters.
Handouts.
The duties should be listed within a time sequence.
3. Activities
Five sessions will be implemented
Session one
1. Eric Bern theory of transaction
Aim of session
After implementation of this session the participant will be able
to:
Discuss theoretical bases of Eric Bern.
Criticize destructive game playing
Time required
Two hours.
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 Lectures
 Computer
Simulation
 Discussion
 Role playing
Methods of teaching
Contents
Key Concepts
1. Ego states
Parent: part of the personality that is an interject of the parents and
parental substitutes. “Shoulds” & “oughts”.
We each have both a Nurturing Parent & a Critical Parent.
Adult:
The processor of data.
Objective.
Not emotional or judgmental; without passionate convictions.
Child: consists of feelings, impulses, and spontaneous acts.
The Natural Child- impulsive, spontaneous expressive infant
The Little Professor- unschooled wisdom of a child. Manipulative,
Egocentric and creative. Intuitive.
The Adapted Child- modifications of the Natural Child’s inclinations.
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Whines, complies, and rebels.
Clients taught how to recognize which ego state they are in.
2. Injunctions and early decisions
Injunctions are messages given to the child by the parents’ internal Child
out of the circumstances of the parents’ own anxiety, anger, frustration,
and unhappiness.
Early decisions are responses to the injunctions, motivated by the need
to be recognized by our parents, to be stroked by them, and by sheer need
for physical or psychological survival. These early decisions may have
been appropriate in certain situations in childhood, but are
inappropriate in adulthood.
As adults, we can examine these decisions and determine if we will
continue living by them.
Decision- “I’ll get you to love me if it kills me.” “I’ll disappear or kill
myself.”
Don’t be close ( or trust or love)
Decision- “I won’t get close and then I won’t be hurt.”
Don’t grow: don’t grow up and leave me. Stay a child.
Decision- “I’ll stay little and helpless.” (Anorexia Nervosa)
3. Strokes- a form of recognition
Positive strokes say, “I like you.” (words and gestures)
Negative strokes say, “I don’t like you.” (words and gestures)
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Conditional strokes say, “I will like you if or when...”
Unconditional strokes say, “I like you for being who you are.”
4. Games
An ongoing series of transactions that ends with a bad feeling for at least
one player.
Games are designed to prevent intimacy.
The life script supports early decisions & brings people the kinds of
strokes to which they are accustomed.
Games are exchanges of strokes that lead to payoffs of bad feelings and
advance the script.
TA helps people become aware of the nature of their transactions with
others so they can respond to others with directness, wholeness, and
intimacy.
Common games:
1. Poor me
2. Martyr
3. Yes, but
4. If it weren’t for you
5. Look what you made me do
6. Harried
7. Uproar
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Karpman Drama Triangle: Persecutor, Rescuer; Victim
(What distinguishes a game from a transaction is the fast “switch”
from one position in the triangle to another.)
5. Rackets
Unpleasant feelings that we experience after a game. The chronic
feelings we hold on to are often the ones we experienced with our
parents. They support early decisions and are part of a life script. (Anger
racket, guilt racket, depression racket, etc.)
6.
Life scripts
Includes parental injunctions, early decisions that resulted, games played
to maintain the early decisions, resulting rackets, and expectations of the
way we think our story will end. As children we decide is we are “O.K.” or
“not O.K.”
7. Redecisions
We can make new decisions to replace early decisions. Go back to early
childhood scenes, then from Child ego state client makes a new decision
both emotionally and intellectually.
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Session two
Aim of session
After implementation of this session the participant will be able to:
1. Engage students in transaction analysis based on adult-toadult interaction cues.
2. Appraise to lead students to a ‘Winner’s Life Script’
3. Evaluate the nature of their transactions with students
Time required
2 hours.
 Brainstorming
 Discussion
 Role playing
Methods of teaching
Contents
Clinical instructors become aware on content and functioning of
her Parent, Adult, and Child.
It allows them to find out which ego state their behavior is based on.
Examples
Contamination- when contents of one ego state are mixed with those
of another. (Parent or Child intrudes on Adult.)
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Contamination by Parent  prejudiced ideas and attitudes
Contamination by Child  distorted perception of reality
Exclusion- when rigid ego-state boundaries do not allow for free
movement between ego states, i.e. the Constant Parent (duty bound;
judgmental; moralistic)
A description (in Ego state language) of what people do and say to
themselves and to each other.
Complementary- message sent from a specific ego state gets
predicted response from a specific ego state of the other person.
Crossed- When message gets response from unexpected ego state.
Ulterior- When overt and covert message sent at same time. (More
than two ego states involved.
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Session three
Aim of session
After implementation of this session the participant will be
able to:
1. Operate the concept I’m OK; you’re OK on dealing with
students.
2. Propose that anyone can change through interactions
3. Design strokes as a motivational technique.
Time required
Two hour.
 Brainstorming
 Discussion
 Role playing
Methods of teaching
Contents
It is a humanistic psychological framework that, like many
such perspectives, offers ways of understanding;
How people grow up
How people communicate
How people see the world
The distinctive features of TA are the core beliefs
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underpinning the theoretical concepts.
To summaries these are:
that people are essentially OK, hence the ‘I’m OK - You’re
OK’ catch-phrase
that everyone can think; make sense of information,
consider options and make choices
that anyone can change, learn and grow For the most
part TA has been practiced in the context of psychotherapy
and counseling.
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Session four
Aim of session
After implementation of this session the participant will be
able to:
1. Relate that everyone can think & any behavior can change
2-Apply the influential model in the class that is related to
deferent ego states.
Time required
2 hours.
 Brainstorming
 Discussion
 Role playing Video
Methods of teaching
Contents
Role Playing
Another group member becomes the ego state with which the
client is having problems.
Analysis of Games and Rackets
Berne identified dozens of games, noting that, regardless of when, where
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or by whom they were played, each game tended towards very similar
structures in how many players or roles were involved, the rules of the
game, and the game's goals.
Each game has a payoff for those playing it, such as the aim of earning
sympathy, satisfaction, vindication, or some other emotion that usually
reinforces the life script. The antithesis of a game, that is, the way to
break it, lies in discovering how to deprive the actors of their payoff.
Students of transactional analysis have discovered that people who are
accustomed to a game are willing to play it even as a different "actor"
from what they originally were.
Analysis of a game
One important aspect of a game is its number of players. Games may be
two handed (that is, played by two players), three handed (that is, played
by three players), or many handed.
Three other quantitative variables are often useful to consider for
games:

Flexibility: The ability of the players to change the currency of the
game (that is, the tools they use to play it). In a flexible game,
players may shift from words, to money, to parts of the body.

Tenacity: The persistence with which people play and stick to their
games and their resistance to breaking it.

Intensity: Easy games are games played in a relaxed way. Hard
games are games played in a tense and aggressive way.
Based on the degree of acceptability and potential harm, games are
classified as:

First Degree Games are socially acceptable in the players' social
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

circle.
Second Degree Games are games that the players would like to
conceal, though they may not cause irreversible damage.
Third Degree Games are games that could lead to drastic harm to
one or more of the parties concerned.
Games are also studied based on their:


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Aim
Roles
Social and Psychological Paradigms
Dynamics
Advantages to players (Payoffs)
4. Post Activities
 Made post test
 Provide examples of review questions for both the facilitator
and the participants to assist in any follow up sessions as
attachments to the Module.
 Provide examples of thank you letters written to facilitators,
their employers, and all community sponsors.
 Suggest criteria to justify repeating the program or activity.
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References
Lawrence L. Applying Transactional Analysis and Personality
Assessment to Improve patient Counseling and Communication Skills
American Journal of Pharmaceutical Education 2007; 71 (4) Article 81.
Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology.
American Psychologist, 55(1), 5-14.
McAdams, D. P., Reynolds, J., Lewis, M. L., Patten, A., & Bowman, P. T.
(2001). When bad things turn good and good things turn bad: Sequences
of redemption and contamination in life narrative, and their relation to
psychosocial adaptation in midlife adults and in students. Personality and
Social Psychology Bulletin, 27, 472-483.
Persons, J. B., Davidson, J., & Tompkins, M. A. (2001). Essential
components of cognitive-behavior therapy for depression. Washington, DC:
American Psychological Association.
Novey, T. (2002). Measuring the effectiveness of transactional analysis: An
international study. Transactional Analysis Journal, 32, 8-24.
Loffredo, D. A., Harrington, R., Munoz, M. K., & Knowles, L. R. (2004). The
ego state questionnaire-Revised. Transactional Analysis Journal, 34, 9095.
Franken D. (2008): LIFESKILLS TRAINING 303: Skills for Optimum
Personal Relations Wellness Pub. Chapter 1
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