Critically appraise the philosophy, theory and methodology of the Integrative and Relational schools of Transactional Analysis.

Knowledge and Understanding

Evaluate the advantages and limitations of the Integrative and Relational approach in psychotherapy with regard to specific ways of working i.e. individual, group, couples.

Learning
Enquiry

Integrate theory into practice by selecting, justifying and critically reflecting upon the use of specific interventions and techniques to facilitate curative outcomes using the methodology of each school or approach.

Application

Written Assignment (assessing LO’s 1 - 3)
Critically evaluate the features of philosophy, theory and methodology that serve to distinguish the Integrative and Relational schools recognised within TA. Which concepts are you drawn to in your approach to psychotherapy and say why. Provide examples from your personal, professional or clinical experience.

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 cover the philosophy, theory and methodology of more recent developments in TA, namely the Integrative and the Relational schools. It begins with a deeper exploration of the Integrative Approach, focusing on relational needs in the therapeutic relationship. The Relational school will focus on the theory of object relations as a way of understanding relational dynamics as they develop from the early experience with the primary caregiver through to adulthood. The second part will focus on the theories of self-psychology, and how self-object needs are played out unconsciously in relationship, paying particular attention to the role of empathy within the therapeutic relationship, including the empathic transaction. Both object relations and self-psychology will be conceptualised through a TA lens, using the 1st and second order ego state models. Finally, we will consider the contributions of Summers & Tudors to the relational approach exploring their concepts of co-creation. Students will evaluate the features of philosophy, theory and methodology that serve to distinguish the 5 approaches covered and be capable of translating between the language of one school and another. Practical applications which follow from the theory of each school and approach will provide students with the opportunity to relate theory to practice as the theory is brought alive in process and skills practice sessions.

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

Cornell, William F. & Hargaden, Helena (2020): The Evolution of a Relational Paradigm in Transactional Analysis. What’s the Relationship got to do with it? Routledge
Hargaden, Helena and Sills, Charlotte (2002): Transactional Analysis, A Relational Perspective: Brunner-Routledge
Solomon, Marion. & Siegel, J. Daniiel. (2017) How people Change. Relationship & Neuroplasticity: Norton
Tudor, Keith (2014): Co-Creative Transactional Analysis: Routledge

EATA Ethics & Professional Practice (December 2022)

UKCP Code of Ethics and Professional Practice (October 2019)

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.