Develop an understanding of the ego state theory.

Knowledge and understanding


Critically evaluate the concept of Life script and its relevance to relational needs.

Knowledge and understanding
Learning
Application


Understand the notion of the 3Ps within the clinical framework in terms of script development and change.
Knowledge and understanding
Application
Reflection


Consider the relevance of culture and the wider environment in the development of the self and script and its relevance to therapeutic practice.

Enquiry
Learning

Written Assignment (assessing LO’s 1 - 4)
Describe the key components of TA theory of ego states and life script, drawing on the developmental processes of both. Describe how the key characteristics of these models will inform your practice. Use examples from personal experience to illustrate your understanding.

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.

This module forms one of the cornerstones of TA. It begins with an exploration of the development of the self; ego states, including historical and cultural experiences. This will include the structural models and functional models, including models of communication, transactional analysis proper, life positions and impact on self and other. Life scripts, relational needs and the development of script, cultural scripting and its influences on human development will also form the basis of this module. These concepts will be linked ethical practice and social responsibility including a recognition of environmental issues and its impact on the development of self. There will be focus on the 3 Ps, which are fundamental to security and safety for clients as well as supporting the process of change. Students will be introduced to the concepts of inquiry, attunement and involvement and its relevance to therapeutic practice. This module will provide students with the opportunity to begin to relate theory to practice as the theory is brought alive in skills practice sessions. These will take place from this point onwards in all year 1 workshops where live supervision of the skills practice will occur.

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
Erskine, Richard (2014): Beyond Empathy: Routledge
Clarkson, Petruska (2013): Transactional Analysis an Integrative Approach: Routledge
Sills, Charlotte, Hargaden, Helena (2003): Ego States: Worth Publishing
Steiner, Claude (1974): Scripts people live

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
UKCP: HIPC: Environmental, Sustainability and climate change guidelines
https://www.re-vision.org.uk/wp/wp-content/uploads/2012/09/Environmental-Sustainability-Climate-Change-guidelines3.pdf

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.