Demonstrate a systematic understanding and critical evaluation of the central concept of TA Psychotherapy and its relationship to clinical practice.

Knowledge and Understanding
Learning

Demonstrate an ability to creatively evaluate complex processes, making sound ethical and clinical judgements and appropriate decisions in complex and unpredictable situations within your therapeutic practice.

Enquiry
Problem Solving
Communication

Demonstrate a competent understanding of a range of therapeutic responses and critically evaluate, reflect and communicate upon the appropriateness of these with reference to therapeutic intent, the impact on the client and the process and progression of the therapeutic relationship.

Problem Solving
Reflection
Communication

Use self in the therapeutic relationship and awareness of subjectivity and inter-subjectivity.

Knowledge and Understanding
Learning

Live Viva (assessing LO’s 1 - 4)
To take place in workshop 12.
Present a 6-minute Recorded Segment and transcript from your own clinical practice, including a front sheet containing details of the contract, treatment stage and diagnosis.

You will undertake a 40-minute viva in workshop 12 and be assessed on:

Your personal and professional competence and ethical responsibility, including a clear awareness of the impact of culture and EDI

Your knowledge and competent TA application as a Transactional Analyst

Evaluation of a piece of work, including an assessment and relating it to TA theory and practice demonstrating competence as a Transactional Analyst.

Demonstrate during the examination process that you have assimilated values and principles compatible with TA such as respect, autonomy, acceptance, and positive confrontation.

Formative assessments are those ongoing assessment opportunities whereby students can gain an enhanced understanding of how well they are progressing with their learning. Any mark generated through formative assessment is for feedback purposes only and will not contribute to the overall module grade. Formative assessments also allow Facilitators to focus on the needs of the student group as well as to improve student attainment.

Formative assessments are made throughout the course; feedback is regularly given to the student regarding their participation in small and large group discussions, including strengths, limitations and areas for development in skills-based practice and exercises. In addition, Facilitator, peer and self-assessments opportunities occur twice during the academic year.

Summative assessments are used to make judgements about what students have learned from studying the module. Therefore, they contribute to the overall mark for the module and for progression or the award. Summative assessments are taken at the end of the module. For each assessment it is important to identify which learning outcomes are being assessed. Learning outcomes are the specific skills and knowledge that students expected to demonstrate because of taking a module. Summative assessment consists of essays, case studies transcript analyses, presentations and Vivas.

The module provides students with an opportunity to develop, advance and consolidate their understanding of the practice of TA Psychotherapy and offers students a focus for further development of self-reflexivity and personal style as a practitioner. The emphasis on values and principles is maintained, stressing the personal and professional dimensions and the quality of the relationship in theory and ethical practice. Students will be introduced to IPR as a method of developing their internal supervisor as well as exploring the use of supervision. The focus on the relational therapeutic operations and analysing clinical transcripts will develop students' skills further.

The purpose of the teaching and learning methods used is to facilitate the student’s ability to develop self-awareness, to offer alternative ways of thinking, feeling and behaving, so that the student becomes a robust, ethical and competent clinician with the ability to comprehend and appreciate a wide range of frames of reference.

To facilitate this process students can expect a variety of teaching and learning strategies, designed to support an integration of theory into practice, that will range from:

Didactic input
Teach back
Large and small Group discussion
Experiential exercises
Group Process
Skills sessions
Peer discussions and feedback
Personal therapy
Modelling way of being
Self-learning through reading
Journaling

The teaching throughout seeks to model by the trainers approach a contactful and contractual relationship and audio, visual and kinaesthetic learning preferences are catered for.

CORE TEXTS
Fowlie, H. and Sills, C. (Eds.): (2011). Relational Transactional Analysis: principles in practice. London: Routledge
Hargaden, H. and Sills, C. (2002). Transactional Analysis: a relational perspective. Hove: Brunner-Routledge
Hargaden, H. (Ed.) (2016). The art of relational supervision: clinical implications of the use of self in supervision. Oxon: Routledge
Hawkins, J. & Shohet, R. (1989): Supervision in the Helping Professions. Milton Keynes: Open University Press
Minikin, Karen (2023): Radical-Relational Perspectives in Transactional Analysis Psychotherapy: Oppression, Alienation, Reclamation (Innovations in Transactional Analysis: Theory and Practice): Routledge
Stark, Martha (2000) Modes of Therapeutic Action: Jason Aronson, Inc.

ITAA Journal articles – these will be referenced prior to the commencement of each module in order to reflect the changing nature of current thinking and practice in Psychotherapy

Students should make their own arrangements, using SPTI guidance, to access a suitably qualified therapist to provide the required sessions of personal therapy. Please refer to the ‘Personal Therapy’ section within the programme handbook.
Access to a PTSTA/TSTA supervisor to provide the required sessions of supervision (at a minimum ratio of 1 to 6) using SPTI guidance.