Educational Transactional Analysis Research Articles

Cross-cultural Study of Teacher Passivity through the Lens of Educational Transactional Analysis

This article was previously published in the European Research Studies Journal, Volume XXIV, Issue 3B, 72-95, 2021, and we acknowledge with thanks the permission given by that journal to reproduce it here due to its TA content.
 Like IJTARP, the ESJR is a refereed open access publication. It covers a wide variety of topics in the fields of business and economics, and can be accessed at www.ersj.eu.
 We have used minimal editing, which has included formatting and English spelling.
 Purpose: The purpose of the article is to present the research results based on the concept of passivity in accordance with the assumptions of transactional analysis – one of the psychotherapeutic modalities in the humanistic school of thought. Passivity is defined as behaviors that block constructive and solution-oriented actions.
 Design/Methodology/Approach: The main research methods included diagnostic surveys and questionnaire techniques. The study used the “Reality of an Educator” questionnaire by Anna Pierzchała (2013). 441 respondents provided their answers from Guatemala, Poland, the UK and Ukraine. The differences were identified using the Kruskal–Wallis test, the equivalent of a one-factor analysis of variance (ANOVA) that is commonly used for independent samples.
 Findings: The comparative cross-cultural research on teacher passive behaviours indicated significant educational differences between countries. The lowest levels of passivity were reported in Guatemala [1] and the highest in Ukraine. The Hofstede Model of Cultural Dimensions enabled the authors to outline some generic tendencies concerning passive behaviours in the countries studied. Individually reported levels of passivity were bridged with cultural determinants resulting from teachers’ social functioning.
 Practical Implications: The study offers some guidelines for tackling teacher passivity and identifies strategies of enhancing problem-solving skills. The most common passive behaviour across all countries was overadaptation, which underlined the importance of developing teachers’ awareness of interpersonal phenomena from the point of view of transactional analysis.
 Originality/Value: The research presented has not been carried out before and at this stage has an exploratory character, indicating certain inter-culturally declared patterns and at the same time determining areas for further investigation. Transactional analysis appears to be a useful theoretical construct in the design of cross-cultural comparative studies.

Cross-cultural Study of Teacher Passivity through the Lens of Educational Transactional Analysis

Purpose: The purpose of the article is to present the research results based on the concept of passivity in accordance with the assumptions of transactional analysis – one of the psychotherapeutic modalities in the humanistic school of thought. Passivity is defined as behaviors that block constructive and solution-oriented actions. Design/Methodology/Approach: The main research methods included diagnostic surveys and questionnaire techniques. The study used the “Reality of an Educator” questionnaire by Anna Pierzchala (2013). 441 respondents provided their answers from the four countries mentioned above. The differences were identified using the Kruskal–Wallis test, the equivalent of a one-factor analysis of variance (ANOVA) that is commonly used for independent samples. Findings: The comparative cross-cultural research on teacher passive behaviours indicated significant educational differences between countries. The lowest levels of passivity were reported in Guatemala [1] and the highest in Ukraine. The Hofstede Model of Cultural Dimensions enabled to outline some generic tendencies concerning passive behaviours in the countries studied. Individually reported levels of passivity were bridged with cultural determinants resulting from teachers’ social functioning. Practical Implications: The study offers some guidelines for tackling teacher passivity and identifies strategies of enhancing problem-solving skills. The most common passive behaviour across all countries was overadaptation, which underlined the importance of developing teachers’ awareness of interpersonal phenomena from the point of view of transactional analysis. Originality/Value: The research presented has not been carried out before and at this stage has an exploratory character, indicating certain interculturally declared patterns and at the same time determining areas for further investigation. Transactional analysis appears to be a useful theoretical construct in the design of cross-cultural comparative studies.

“School Tutoring –pedagogy of dialogue programme” as a recommended preventive programme. Assumptions and use in the light of educational transactional analysis

In the middle of 2020, in the Polish system of recommending preventive programmes and promotion of mental health, a new publication “School tutoring – pedagogy of dialogue programme” was released. The programme was positively assessed by independent reviewers and obtained the second out of three recommendation levels – good practice. In this way, the offer of educational institutions support and preventive-educational activities executed by them was enlarged. The aim of this article is to present the assumptions of “School tutoring – pedagogy of dialogue programme”, taking into account the presence and significance of the system of recommending preventive measures itself. The article shall also contain a description of the procedure evaluating the quality of the aforesaid programme. The evaluation was based, among others, on the concept of educational transactional analysis.

Metafory transakcyjne i edukacja

The paper presents traditional and contemporary interpretations of the metaphor, which appears in numerous scientific disciplines and different manifestations of everyday life. Metaphors and their meaning, not only linguistic, are invariably a subject of reflection and an inspiring area of research in many fields of science and academic disciplines, including anthropology, literature studies, philosophy, pedagogy, psychology, and psychotherapy. Metaphoricity has always been present in psychotherapy: from the first works of Sigmund Freud and emergent psychoanalysis to the present day. Milton H. Erickson noticed the particular relevance of metaphors in the therapeutic process. In practice, metaphors are often used as a method of interaction in situations when a client exhibits resistance. The specific language used in transactional analysis, a psychotherapeutic concept, is full of references to the colloquial speech and terminology used in fairy tales and mythology, which is a specific trademark of this concept. This specific language creates a unique opportunity to use therapeutic metaphors. The article lists a number of such notions. Additionally, metaphors can prove to be useful in teaching and education as beneficial features of the cognitive process. Among the authors interested in both transactional analysis and its applications in education, Giles Barrow uses the metaphor of an educator as a gardener—someone who follows the development of children and young people entrusted to his care and reacts to unfavorable circumstances in the best possible way. Educational transactional analysis should exploit the possibilities offered by metaphors more frequently and to a greater extent.

Psychopedagogy of integration and authenticity: on the relationship between Gestalt therapy and Gestalt pedagogy and educational transactional analysis (part 5)

The article discusses the links between Gestalt therapy and pedagogy and transactional analysis in its educational dimension.

Application of assumptions of educational transactional analysis in the constructivist learning theory

The article presents considerations regarding the use of current assumptions of transactional educational analysis in reference of constructivist learning theory. The development of neurodidactics and the widespread use of modern information technology in education puts in a new sense the accepted EAT paradigms in current school education. The authors put a number of open questions, which aim to take further discussion and reflection.

Profilaktyka agresji w pracy nauczyciela w perspektywie edukacyjnej analizy transakcyjnej

<p class="Default"><span>Autorka, wskazując na wyniki badań dotyczące zjawiska agresji dzieci i młodzieży, przedstawia konieczność podejmowania przez szkoły bardziej skutecznych działań w zakresie profilaktyki agresji. W tym celu proponuje wykorzystanie analizy transakcyjnej jako teorii psychologicznej i jej zastosowań w edukacji jako praktyki pedagogicznej. Omawia wybrane koncepcje z zakresu edukacyjnej analizy transakcyjnej (stany Ja, transakcje, pozycje życiowe, znaki rozpoznania, dyskontowanie i pasywność) i ich powiązania z problemem agresywności. Ukazuje, w jaki sposób wiedza na temat tych koncepcji może pomoc nauczycielom w rozumieniu źródeł agresywnych zachowań uczniów, wyborze reakcji adekwatnych do sytuacji oraz kierunków działań profilaktycznych. W artykule został przedstawiony jedynie zarys problematyki, aby przedstawić potencjał edukacyjnej analizy transakcyjnej jako podstawy pracy pedagogicznej nauczycieli i wychowawców, ze szczególnym uwzględnieniem profilaktyki agresji. </span></p>

Emergence of the Educational Transactional Analyst

This article reflects on the qualities and processes that are fundamental to the formation of transactional analysis educators. The author uses her own reflections on her professional practice in South Africa to distill what might be at the heart of transformation and change within a developmental context. She considers how working from within a paradigm of nonduality can enhance the experience of transformational learning within the radical education model and become a key aspect of educational transactional analysis training and examination.

The Perspective of Using Big Data technology for the Purposes of Educational Transactional Analysis

The 21st century is the time of dynamic technological progress. This phenomenon has a direct impact on educational processes – both at the level of needs and possibilities. And in this context, it is worth taking a closer look at what Transactional Analysis and Big Data technology possibilities can offer in this area. As D. Pankowska writes, ”Educational Transactional Analysis applies the assumptions of Transactional Analysis with reference to educational goals, conditions of its efficacy, methods of didactic and educational work, attitude to problems” (Pankowska, 212, p. 23). Additionally, it is enjoying more and more interest. However, to make certain actions really efficient, it is necessary to diagnose educational reality in a detailed and multilayered way. Big Data analytics might prove useful in this task as “it allows for taking decisions on the basis of the data that have not beena vailable or useless before. Thanks to advanced analytical techniques, […] one can analyse data sources not used before, independently or together with existing and traditionally available information” (Tanaś, 2019, p. 13).

Pozytywna analiza transakcyjna

From the very beginning, transactional analysis (TA) in its psychotherapeutic dimension has been guided by the same assumptions which form the basis of positive psychology. This fact has been pointed out by a number of authors publishing in TAJ. The implementation of transactional analysis into education and its problems, models and solutions additionally increase the involvement of this concept in contemporary positive psychology. Thanks to educational transactional analysis, the school and the entire educational system can become a place that offers a chance for proper development and the realization of the potential of all agents who take part in education and upbringing (students, teachers, parents).

Edukacja medialna z perspektywy edukacyjnej analizy transakcyjnej

Zbigniew Łęski, Media education from the perspective of educational transactional analysis, Interdisciplinary Contexts of Special Pedagogy, No. 23, Poznań 2018. Pp. 103–115. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.06
 Educational transactional analysis is one of the main branches of transactional analysis – a concept, which was developed with psychotherapy in mind. Its tools and clear terminology allow for both theoretical and empirical analysis of many aspectspertaining to the specificity of human functioning in the world of new media. The article shows the possibilities of its application and presents a review of previous theoretical and empirical initiatives that deal with this issue.

Nauczyciel w koncepcji edukacyjnej analizy transakcyjnej

Transactional analysis became interested in education relatively early. One of the first articles from this area discussed similarities and differences between work of a psychotherapist and a teacher. Since then teachers and their psychological functioning in private and professional dimensions have become the focus of valuable international and Polish studies, which can even be described as pedeutology of transactional analysis. The aim of the paper is to report these – unfortunately, not well-known – achievements. The paper also presents the activity of the Research Team of Educational Transactional Analysis from Jan Dlugosz University in Czestochowa. A beneficial role of educational transactional analysis in teacher training was noticed by two renowned representatives of TA: Sylvia Schachner and Susannah Temple, whose ideas are also summarised in the paper. Outlining the scope and nature of Polish scientific papers devoted to teachers in TA, the Author hopes that they will be continued and will mark their place in Polish psychopedagogy and pedeutology.

Psychopedagogika poznania i myślenia, czyli o związkach koncepcji poznawczych z edukacyjną analizą transakcyjną (cz. 3)

The paper deals with cognitive psychology and various procedures used in cognitive therapy. In pedagogy, the cognitive approach led to the emergence of cognitive and constructivist pedagogy. The paper points at links between cognitive psychology and transactional analysis. The prospect for the presence of the cognitive approach in educational transactional analysis should be associated with appreciation of the role and significance of the Adult ego state in teaching and learning.

How to communicate effectively in graduate advising

This paper completes a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. The companion paper discussed how to establish a learning-centered working relationship where advisor and graduate student collaborate in different roles to develop the student’s competence and confidence in all aspects of becoming a scientist. To put these ideas into practice, an advisor and a student need to communicate effectively. Here, we focus on the dynamics of day-to-day interactions and discuss (1) how to provide feedback that builds students’ competence and confidence, (2) how to choose the way we communicate and avoid a mismatch between verbal and nonverbal communication, and (3) how to prevent and resolve conflict. Miscommunication may happen out of a lack of understanding of the psychological aspects of human interactions. Therefore, we draw on concepts from Educational Transactional Analysis to provide advisors and students with an understanding of the psychological aspects of graduate advising as a basis for effective communication. Case studies illustrate the relevance of the concepts presented, and four worksheets ( Supplementary Material ) support their practical implementation.

Samoświadomość nauczycieli w koncepcjach edukacyjnej analizy transakcyjnej

Samoświadomość nauczycieli w koncepcjach edukacyjnej analizy transakcyjnej

Wyznaczniki działań edukacyjnych. Perspektywa edukacyjnej analizy transakcyjnej

Wyznaczniki działań edukacyjnych. Perspektywa edukacyjnej analizy transakcyjnej

Znaczenie modelu płynności funkcjonalnej Susannah Temple (FF – Functional Fluency) dla edukacyjnej analizy transakcyjnej

The article discusses Servaas van Beekum’s attempts of developing graphic separation of struc- tural and functional models and presents the development of Susannah Temple’s concept of Func- tional Fluency (FF) and a psychometric tool called Temple Index of Functional Fluency (TIFF). It also underlines the significance of this concept in teachers’ and educators’ personal and profes- sional development and in the perspectives of educational transactional analysis

Użyteczność edukacyjnej analizy transakcyjnej w kształtowaniu kultury pedagogicznej rodziców

Użyteczność edukacyjnej analizy transakcyjnej w kształtowaniu kultury pedagogicznej rodziców

Zastosowanie map myśli w procesie dydaktycznym. Mindmapping a weryfikacja efektów kształcenia z zakresu edukacyjnej analizy transakcyjnej

This article attempts to show how the Mind Mapping method can be used in teaching and assessing the effects of education. A mind map is a multifunctional tool that could aid the educational process on many levels. Its formation allows for greater creativity and multidirectional thinking, which has a positive effect on the rate of learning and remembering information. It can also be-come an innovative way of enhancing teacher’s preparation for lessons and their actual conducting, which helps to pass the knowledge to students in an attractive form. It may also be a methodof verifying the student’s knowledge, which really streamlines the process of assessment. Insteadof reading long essays, the teacher can have an insight into students’ knowledge and skills ata glance. Four mind maps are presented in the article as examples; the maps were created by students taking an exam in educational transactional analysis. They clearly indicate that a teacher, looking at only one page, which does not take up a lot of time, can analyse the students’ way ofthinking as well as identify the areas sufficiently mastered by them and the areas in which they need some improvement.

Stany Ja diagnosty edukacyjnego

Amidst the multitude of their professional obligations, teachers also function as informal educa- tional diagnosticians. This role requires maturity and the ability to shed uncontrolled inclinations which could bias diagnoses they perform. Transactional analysis may assist with such a self- recognition task. A feasibility study on how transactional analysis can explain the differences in teachers’ con- cepts of their diagnostic duties has been carried out on a small sample of 30 post-graduate students of education. The students completed two inventories:(1)an original set of four ten-item scales labeled: Procedural (learned by assimilation), Taking a Risk (learned by doing), Theoretician (learned by discovery), and Intuitive (learned by expe- rience).(2)the Egogram representing nine categories of double-level analysis, created in the Research Group for Educational Transactional Analysis in Jan Dlugosz University in Czestochowa. The main findings of the study include the following ones: In students’ opinion, Procedural type of a diagnostician resembles mostly Adult in Adult atti- tude and is free of the Parent in Parent authoritarian flaw. The Taking a Risk diagnostician is closest to Adult in Parent, practice-oriented educator. Theoreticians are also Adult in Parent personalities supported by the Parent in Adult ethical considerations. Intuitive diagnosticians are versatile, associated with all types of Parent and Adult but not with the Childish spontaneous attitude except of certain amount of the Adult in Child’s creativity. Much more research is needed to confirm the findings and to transfer them into acting educa- tional evaluators: homeroom and subject-matter teachers, tutors, and supervisors.