Abstract
This article applies role theory and thus clarifies the differences between educators and coun- sellors who use transactional analysis as a method of conceptualising their work to support growth and development of learners. Educators are seen as facilitators of growth that results from acquir- ing knowledge, skills and understanding, whereas counsellors emphasise growth resulting from in- trospection based on relational experiences with the practitioner. Furthermore, counselling inter- ventions can be differentiated into formal and informal work that show considerable differences in terms of contract, roles, levels of containment and confidentiality. Several transactional analysis models have been described in the context of formal and informal interventions. Relevant case studies have been presented to show how the concepts are applied in an educational environment. The author suggests that transactional analysis counsellors need to bring awareness into the roles that they hold and their ability to account for role differences will make their interventions more robust.
Highlights
Transactional Analysis is a rich system of psychology that has significantly evolved since the 1960’s
This case study exemplifies the principles of transactional analysis counselling from a formal perspective and demonstrates that TA is an effective tool for growth and change
This article presented a number of Transactional Analysis concepts that are useful for counsellors when working both formally and informally in an educational environment
Summary
This article applies role theory and clarifies the differences between educators and counsellors who use transactional analysis as a method of conceptualising their work to support growth and development of learners. Counselling interventions can be differentiated into formal and informal work that show considerable differences in terms of contract, roles, levels of containment and confidentiality. Transactional Analysis is a rich system of psychology that has significantly evolved since the 1960’s This process of development enabled considerable adaptability of TA that is currently applied in the fields of psychotherapy, counselling, education and organisational development. The breadth and depth of contemporary TA creates opportunities for a variety of styles to emerge and a variety of roles to be inhabited This variety is pertinent to the counselling field that underlines the multitude of roles held by a transactional analysis counsellor. This article will describe a number of concepts relevant to TA practitioners that work in education and hold a frame of reference of a TA counsellor
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