Demonstrate a critical awareness of the importance of the real and the transferential relationship.

Learning
Enquiry
Analysis

Demonstrate an understanding of the use of self as a medium for change in training and practice.

Communication
Application

Demonstrate a critical awareness of the relevance of the constructs in this module to TA Psychotherapy.

Learning
Analysis

Demonstrate the independent learning ability to evaluate the significance of these concepts to your development as a TA practitioner. Application

Application
Reflection

Written Assessment (assessing LO’s 1 - 4)

Critically explore the importance of an understanding of transference, countertransference and projective identification to your practice and development as a Transactional Analyst. Which concepts do you emphasises in your clinical practice, including your thinking about the social and cultural dimensions of the use of self in the therapeutic relationship.

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 will focus on the dynamics relating to transference/countertransference and projective identification. Aspects of the unremembered past, often those aspects that are not readily accessible to language become enacted in the relationship. It is through engagement in this process with a client that the therapist uses their countertransference reactions to make sense of early relational deficit, confusion and conflict, working contractually to support and bring about change. We will explore how the Child and Parent manifest transferentially in the therapeutic relationship by considering the various domains of transference, ruptures, reenactments and the erotic transference. There will be a focus on the use of supervision, including the parallel process and supervisory relationship. Students will have a clear sense of their approach as we explore in this module the one, one and a half and two person (inter-subjectivity) psychological model and what the use of the self means in the therapeutic relationship across these different approaches.

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

William F. Cornell (2018): At the Interface of Transactional Analysis, Psychoanalysis, and Body Psychotherapy: Clinical and Theoretical Perspectives: Taylor & Francis LTD

Cornel, W. F. and Hargaden, H. (Eds).s From Transactions to Relations: the emergence of a relational tradition in transactional analysis. Haddon Press

Fowlie, H. and Sills, C. (Eds.): (2011). Relational Transactional Analysis: principles in practice. London: Routledge

Hargaden, H. (Ed.) (2016). The art of relational supervision: clinical implications of the use of self in supervision. Oxon: Routledge

Minikin, Karen (2023): Radical-Relational Perspectives in Transactional Analysis Psychotherapy: Oppression, Alienation, Reclamation (Innovations in Transactional Analysis: Theory and Practice): Routledge

Mann, D. (1999): Erotic Transference and Countertransference (Clinical Practice in Psychotherapy): 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.