Transactional analysis by Eric Berne. Interactions

Psychologist-consultant.

Psychologists, psychotherapists, coaches from all over the world consider transactional (synonyms: transactional, transactional) to be one of the most transparent and understandable models describing personality and communication processes.

The theory and concept of transactional analysis by Eric Berne

Transactional Analysis (TA)- a system of knowledge, the main ideas of which were developed by the American psychiatrist Eric Berne and a number of his like-minded people, which makes it possible to describe and analyze human emotions, thoughts and behavior and, consequently, intrapersonal conflicts, as well as social interaction of people.

Transactional analysis absorbed the ideas of three main directions of psychology of the 20th century: psychoanalysis, behavioral direction and humanistic psychology. At the same time, it was fundamentally important for Eric Berne that the theory he created met the criteria of understandability and transparency.

What does this mean? First of all, the model and the theory that describes it must be understandable to people who do not have a special psychiatric and/or psychoanalytic education. Therefore, the entire wealth of intrapsychic processes and the description of interpersonal communication should be presented in simple language.

Further, the therapeutic process, strategy and tactics of therapy must be clear to the client. In contrast to classical psychoanalysis, where the role of the therapist can be assessed as the position of an authority on the client’s psyche, i.e. as if “from above”, for transactional analysis, a characteristic feature of psychotherapy conducted by a transactional analyst is the position of the therapist next to the client.

At the beginning of his professional career, Eric Berne, an American psychiatrist, adhered to the psychoanalytic concept, studying, among other things, with Erik Erikson. Subsequently, having received several refusals for membership in the Psychoanalytic Institute of San Francisco, Berne moved further and further away from the ideas of orthodox psychoanalysis. He noticed visually distinguishable selves of individuals. He defined them as ego states.

In a personality, three ego states can be distinguished: Parent, Adult and Child (in some translated literature in Russian, Child). Each ego state involves a specific set of emotions, thoughts and behaviors. More information about ego states can be found at the link.

Berne's view of the human psyche is based on the undeniable importance of such a fact as contact between people. Lack of physical or emotional stimulation can lead to severe illness and even death. Thus, one of the most important needs of every person is the need for recognition. Berne introduces the term "stroking" as the most general term for contact, which can take a wide variety of forms from a casual nod when meeting a neighbor at the elevator to a declaration of love.

According to Berne, "stroking can be considered a unit of measurement of social action." The exchange of strokes is a transaction, or otherwise, a unit of social communication. Examples of transactions from life.

Transactional analysis of interactions is an analysis of units of social communication from the point of view of the ego states of each of its participants.

Referring to similar thoughts that probably visited each of us, it is important to note that Eric Berne was convinced that every person is born a “prince” or “princess”, and in the process of growth and upbringing becomes a “frog”. And then the goals of transactional analysis are changes in the client’s personality.

To achieve the goal, it is important to reverse the process, to make the client aware of his life, how he makes this or that choice, comes into contact, to what extent the principles and beliefs that guide him in life are his personal, or were they imposed in the present moment are no longer relevant, and sometimes even harmful for this particular individual.

Turning a client into a “prince” or “princess” in practice means developing the ability to be aware of what is happening to him, which also includes awareness of pure sensory sensations, the ability to see reality without distortion of perception caused by old traumas or fantasies about future, and also to develop the ability for spontaneity, for choosing from a full palette of feelings, thoughts and modes of behavior such a response to the outside world that fully reflected the adequacy of the stimulus, without modifying it.

Methods and techniques of transactional analysis

A distinctive feature of transactional analysis is the contract between the client and the therapist. By Eric Berne, a contract meant a precisely defined and agreed upon treatment plan. James and Jongward, in their book Born to Win, define a contract as “an agreement with oneself and/or someone else to change.”

The use of the contract method assumes equality between the client and the therapist, which can be interpreted as follows: they both understand the goals of therapy, ways to achieve goals and share responsibility for the course of therapy. Focusing on the goals of change more than on the problem itself allows you to direct internal resources to solve it, and not just to diagnose and study.

The theory of transactional analysis allows us to distinguish the following sections:

• Analysis of personality structure (structural models of the first and second orders, functional model of ego states);
• Analysis of communications from the point of view of transactions (transactional analysis of communication, stroking, forms of time structuring);
• Analysis of preferred games and rackets as ways to confirm script beliefs;
• Analysis of the client according to the concept of scenarios (life positions, scenario messages, orders and decisions, type of scenario process, driver analysis).

Conducting therapy within the framework of transactional analysis involves the use of techniques generally accepted in humanistic psychological counseling, for example, empathy (active listening, when we invite the client to express his thoughts and feelings and, as it were, tune in with him, empathically reflecting both the content of the client’s speech and emotions, unconditional positive acceptance of the client, congruence, which involves the therapist's response without defense, manipulation or pretense) and confrontation as respectful challenging of the client's beliefs or passive behavior.

Areas of application of transactional analysis

Because of its clear structure, clarity, and transparency, transactional analysis has found wide application in clinical settings, education, managerial psychology, and organizations.

In the clinical field, transactional analysis is effective as a method of psychotherapy in the treatment of addicted patients. The Schiff School of Cathexis, using the reparenting method based on transactional analysis, conducts successful therapy for mentally ill patients. Treatment is based on the idea that madness is the result of personality-destroying messages from parental figures.

In education and organizations, a transactional analyst can act as a trainer, working with the social interaction of participants in educational or production processes. The work focuses on teaching participants how to effectively solve problems rather than analyzing the scenario processes of each group member.

Thus, knowledge and application of transactional analysis allows you to understand and change yourself, your social behavior and interaction in different areas of life.

Bibliography.

According to transactional analysis theories, which was proposed and developed at the beginning of the last century by the American psychotherapist Eric Berne, our art of speaking convincingly, thinking adequately, feeling and reacting to what is happening is determined by one of our three ego states - Child, Adult or Parent.

Our ego states are our psychological reality. Each of them has a certain value for us. All three as a whole and each of them individually are extremely important for our survival and equally necessary for fruitful life and communication.

Transactions are the building blocks of our relationships

In order to analyze our verbal or nonverbal communication more easily, Eric Berne proposed breaking down the entire process of interaction between people into elementary pieces - transactions. A transaction, as a unit of communication, describes single interactions between people taking into account three ego components.

According to Bern's structural analysis, communication between two people is always a contact of certain states of their I. When one of the participants in the dialogue sends a stimulus to the other, and the other reacts to this stimulus with at least one of his I-states, communication can be considered completed. If one I-state from each is enough for interlocutors to communicate, such a transaction is called simple.

Considering what states of our Self are involved in communication and how they interact, a transaction can be classified into one of three types:

1. Complementary or complementary
2. Intersecting or cross
3. Hidden

Complementary or complementary transactions

Since we are all different, in the process of communication some of the states remain active, interacting with each other as basic or complementary, while others do not manifest themselves noticeably to us. In the figures below, the simplest complementary transactions are indicated by parallel lines.

In Fig. 1, the arrows display active ego states between the two spouses. Although there are all three ego states in communication, one plays an active role on each side. The stimulating complementary influence (stimulus) is directed from the husband’s “I am the Parent” state to the wife’s “Child” state (PP). Her reaction is in the opposite direction, from the “I-Child” state to the “Parent” state of her husband (ReP).

Thus, the complementary impact in our example is a parallel transaction proceeding according to the PP – ReP scenario. Ideally, such a transaction schematically reflects the relationship in the family, when the husband takes care of his wife in a fatherly way, and she accepts such care with gratitude.

Berne called complementary or complementary transactions in which the stimulating effect emanating from one of the interlocutors is complemented by a corresponding reaction from the other participant in the communication. In this case, the stimulus vector and the reaction vector coincide. Example: “What time is it?” – stimulus, “Twenty minutes to seven” – reaction. Complementary transactions are common when the “Adult” I-states of interlocutors are in contact.

Important: As long as the transaction is executed as complementary, it can develop indefinitely, regardless of its content, since the situation completely suits both parties and does not contain grounds for conflict.

Three basic ego states are capable of compiling 9 different types of simple complementary transactions - PP, PB, PPe, BP, BB, BPe, ReP, ReB, ReRe. (Fig. 2).

In practical work, psychologists distinguish:

Three types of complementary equal transactions in which communication occurs between the same states of the participants in the dialogue (PP, BB, ReRe):

• Along the RR lines we usually scratch our tongues and repeat platitudes: ...Youth have lost all shame - I completely agree...
• Via BB lines – we are in contact at work: ...Give me that screwdriver - Take it... or exchange operational information: …What time is it now? - Midnight...
• Along the lines of ReRe - we love and indulge in entertainment: …Let's go to the cinema? - Great idea…

The lines connecting the I-states in all the listed cases in Fig. 2 are parallel to each other.

1. Unequal transactions arising in situations of guardianship, care, suppression or admiration.

Overlapping or cross transactions

If the arrows of stimulus and response intersect, then such interactions in the language transactional analysis of communication are called intersecting or crossing. An overlapping transaction occurs when, in response to a stimulus from one of the interlocutors, directed towards one ego state of the interlocutor, the latter reacts on behalf of his other ego state.

Overlapping transactions are one of the most likely sources of interpersonal conflict.

- Husband to wife: “Where did you put my cufflinks?”.

— Wife: “When was the last time you remembered where you put your thing?”.
RW’s reaction – the wife’s “Parent” mentors the “Adult” husband.

There is an intersecting transaction BB – PB. The ground has been prepared for the development of conflict.

- Husband to wife: "Where's my tie?".
Stimulus BB – the “Adult” of the husband addresses the “Adult” of the wife.

— Wife: “Why do you always try to blame me for everything?”.
ReR’s reaction – the wife’s “Child” pouts offendedly and calls out to the husband’s “Parent”.

It is clear that further conversation about the tie becomes impossible, since, in the language of psychotherapy, there is a classic “transfer” of emphasis from problems at the everyday level to the level of relationships. We have before us an intersecting transaction of the 1st type BB – ReP. Transactions of this kind are the main source of our everyday conflicts.

Beginning with mutual reproaches at the everyday level, cross-transactions often end in violent quarrels, accompanied by door slamming and rapid changes in ego states for each of the parties to the conflict.

- A colleague: “Don’t you know if the boss is holding a planning meeting today?”.
Stimulus BB– The “Adult” of one of the employees addresses the “Adult” of another, of equal status.

— Second colleague: “I know, but when will you be able to answer such questions for me?”.
Reaction RRe– The “Parent” of the colleague to whom the stimulus was addressed, in the tone of a patron, teaches the “Child” of the colleague who asked the question.

Crossing transaction type 2 BB – RR, corresponding to the described situation is illustrated in Fig. 2b. Such transactions in psychiatry correspond to countertransference reactions. They often fuel conflicts in their personal lives and on diplomatic grounds.

Important: Overlapping transactions are a sign of a breakdown in communication and potential conflict. Proceeding rapidly, such conflicts, as a rule, quickly fade, but will continue to occur until their cause is found and eliminated.

Three basic ego states according to transactional analysis theories are decomposed into 9 x 9 = 81 different schemes for implementing simple transactions. After deducting 9 complementary transactions, 72 options remain. – A bit much even for a transactional analyst.

At the “applied” level of an ordinary person, for a productive analysis of the structure of relationships, it is quite enough to learn to recognize and operate with the 4 most common schemes of paired transactions of the same level:

1. BB – ReR is a variant of the transfer reaction (example in Fig. 2a).
2. BB – PP – a variant of the countertransference reaction (example in Fig. 2b).
3. ReR - BB is a reaction of irritation that characterizes the state of a person who expects sympathy and receives dry facts instead.
4. RR – BB – insolence. Instead of the expected complaint, the author of the stimulus hears a response, which he perceives as a challenge and appeals to facts.

Hidden transactions

Hidden transactions turn out to be more complex in their understanding and structure, when people say one thing and mean another, or are completely unaware of which of the three Ego components they are currently speaking on behalf of. Two or more self-states are involved in such transactions at different levels. The initial “premise” in a hidden transaction is disguised as an externally neutral stimulus, while the response is expected in the form of a hidden message.

By participating in hidden transactions, participants in a dialogue convey information in an implicit form. At the same time, the author of the stimulus expects to influence the interlocutor in a way that he is not aware of. The hidden transaction is executed at two levels. One of them is the external, conscious social level, in which two Adult interlocutors participate in communication. The second is hidden, psychological, in which the Child of one interlocutor is provoked by one of the I-states of the second interlocutor. Initiative at a hidden level stimulates the Adult of one interlocutor, but the outcome is always determined by the reaction of the Child of the other.

Hidden transactions can be angular or double. As an example of a hidden transaction, Eric Berne considers a corner transaction involving three ego states. Sellers use corner transactions especially actively and successfully in their line of work.

Example of corner transaction 1:

— Salesperson in a wristwatch store: “Of the models that you have already seen, this one is, of course, better. But you’re unlikely to afford to buy it.”.
VR stimulus.

- Buyer: “You have a bad opinion of me, this is exactly the model I chose for myself”.
ReB reaction.

Having entered the Adult state, the seller, outwardly addressing the buyer’s Adult, dryly states a fact that corresponds to reality: “This model is better, but it’s too much for you.” At the same time, when pronouncing the phrase, the seller skillfully shifted the psychological emphasis, directing the stimulus to the buyer’s Child (CP). The child readily accepts the challenge (ReV), and, demonstrating that he is no worse, “agrees” with his Adult to buy an expensive watch.

Example of corner transaction 2:

— Restaurant waiter: "What will you drink?"
VR stimulus.

— Visitor: “I wasn’t planning on drinking at all, I love your cuisine - I came in for a snack... Perhaps cognac”.
ReB reaction.

Externally, communication takes place on the Adult-Adult line. At the same time, the waiter’s Adult provokes the visitor’s Child, as if hinting: “How can it be that such a respectable guest is not ready to allow himself to forget about his problems for an hour and relax a little?” (VR). As a result: The child of a restaurant visitor literally forces his Adult to order cognac from the waiter. The visitor’s answer in this case comes from the Child and contains a hidden subtext: “I will prove to you, waitress, that I am no worse than others.”

Example of a double transaction:

- He: “How about some tea, I’m all alone here, and I live nearby?”

- She: “The idea is brilliant. I was wet and chilled to the bone.”.

This is a classic double flirting transaction in which his Adult takes the initiative. The ending of the game was determined by her spontaneous, impulsive Child.

The ultimate goal of transactional analysis is to learn to distinguish in which position the Self is at any given time. Recognizing the Self-state in others is quite simple if you pay attention to certain words and phrases, gestures, intonations, and facial expressions.

While in the “Parent” state, a person likes to utter commitment phrases: “I must,” “I can’t,” or criticize and instruct others in an instructive or threatening tone: “If I were you...”, “I will end this once and for all.” “,” “We shouldn’t forget that...”, “My dear, this should stop...”. At the non-verbal level, the “Parent” state manifests itself with hands crossed on the chest, in a condescending stroking of the interlocutor on the shoulder or head, a contrite sigh or shaking of the head, wrinkles appearing on the forehead.

The Child’s condition is easily diagnosed by statements in which feelings, fears, wishes predominate: “I want”, “this pisses me off”, “I hate this”, “... to hell”. Non-verbally, the child manifests himself in trembling lips, active gestures, shrugging shoulders, downcast gaze, and frank expressions of delight.

An adult identifies himself in his surroundings with the phrases “I can - I can’t”, “this is appropriate”, “from my point of view” and the like. His gestures are leisurely and restrained, his tone is judicious.

Communication is a joy

Ideas transactional analysis by Eric Berne will take on visible and tangible outlines for you when they are supported by personal experience. By carefully observing the verbal and nonverbal behavior of others, over time you will learn to recognize and diagnose ego states as easily as reading your favorite book.

From this moment on, games with your triune Ego, from dangerous diving among the sharp reefs of chaotic transactions, will turn into an exciting, and most importantly, pleasant and conscious journey under a sail filled with a tailwind. You will learn to communicate even with those people whom you previously avoided and make one unexpected and pleasant discovery: communicating with almost any person can bring true pleasure.

1. Bern Eric Transactional analysis and psychotherapy

   Book

   ... BerneEricTransactionalanalysis And psychotherapy Translation from English St. Petersburg, publishing house, 1992. 224 p. The book about transactionalanalysis... New York Translation from English BERNEEricTRANSACTIONALANALYSIS AND PSYCHOTHERAPY Translation from English Translator...

2. Eric Burn group treatment

   Document

   The legacy of the famous American psychologist and psychiatrist ErikaBerna. Even against the impressive background of such... to the author of this book: “Healing the soul. Transactionalanalysis V psychotherapy" and “Games People Play.” Phenomenon...

3. Eric Berne games that people play (psychology of human relationships)

   Abstract of the dissertation

   EricBerne EricBerne Transactionalanalysis V psychotherapy"

4. Eric Berne games that people play (psychology of human relationships) (1)

   Abstract of the dissertation

   EricBerne Games that people play (Psychology... (THE PSYCHOLOGY OF HUMAN RELATIONSHIPS) EricBerne Games People Play (... intended as a continuation of my book " Transactionalanalysis V psychotherapy". However, I assume that the new edition...

American psychologist Eric Bury(1910-1970) created an independent psychotherapeutic direction, which became widespread throughout the world under the name transaction analysis. Word transaction is translated as interaction, and accordingly the concept of “transactional analysis” implies the analysis of interaction, or, more simply, communication between people.

Like all leading American psychotherapists, Bern has extensive training: he is a psychologist, a psychiatrist, and a psychotherapist.

As always, let's first look at some important biographical facts that will help us better understand the scientist's personality (including what influenced his formation and led him to certain achievements).

His full name is Eric Leonard Bernstein. He was born in Montreal in 1910. He lived in Canada for the first 20 years. He loved his parents, but especially his father, who left a special impression on him. His father was a doctor, a surgeon. He tried to help people not only with surgery, but also with his medical knowledge in general, especially those who did not have money for a qualified doctor. In the future, Eric Berne (having moved to America, he shortened his surname in the American manner), dedicated his first book to his father, writing the words on the title: "To my father, a doctor for the poor." He was very proud that his father, on his own initiative, went through poor neighborhoods and helped people who could not afford a good doctor. He often took Eric with him. And he accepted this ascetic work of a real doctor in the spirit of our zemstvo doctors.

Eric was nine years old when his father died. For him it was a very big loss and real psychological trauma. He writes little about this, but the pain of loss is felt in his mentions. He quickly grew up and felt that he should take up the baton of a doctor helping the poor.

Even while visiting patients with his father, Eric realized how important psychotherapy is in the work of any doctor, what an important role communication plays in helping people, and that many patients suffer not so much from physical ailments, but from a lack of communication and mutual understanding, especially with loved ones . And all his further work was aimed at studying psychoanalysis and other psychological approaches, which made Bern an excellent specialist in providing scientific assistance to people in organizing proper communication with each other.

After his father's death, he begins to help his mother. His mother was a journalist and editor. She has to work very hard to support her family. From her, Eric adopted hard work and a conscientious attitude to work. And therefore Bern’s enormous work was not a burden to him; he worked easily, beautifully and enthusiastically. And at the end of his life Berne wrote: “The art of living is to walk the earth like a prince, scattering ripe apples, and the art of dying is to finish your apple and say to others: “Enjoy what I left you.”

But let's return to his biography. In 1935, Bern graduated from the Faculty of Medicine, which his father also graduated from at one time (he reverently follows in his footsteps), but he is increasingly attracted by psychological problems. And, naturally, within the framework of medicine, he goes into psychiatry in order to connect psychology and medicine. The word “psychotherapy” was used very little back then, especially in Canada. It was still in its infancy. In America it developed faster than in Canada. In addition, Montreal was the center of a French-speaking province, where literature on psychology and psychotherapy arrived in limited quantities and was increasingly in English or German. (It must be said that psychiatry is a fairly young science, and psychotherapy is even younger.)

Berne expressed his thoughts perfectly, his love for the literary word, and his good style he adopted from his mother. At the age of 11, he began writing various stories (mostly for children), and, as an adult, he continues this passion of his - he writes popular science and sometimes children's books (for the soul), which, it should be noted, were successful. Apparently, then what he will later call a “script directive” is already taking shape. That is, a certain life scenario adopted by a person in childhood from loved ones (mainly in the parental family), which guides him throughout his life.

In 1941, he joined the Army Medical Corps as a psychiatrist. It was his army experience that contributed to his development as a psychotherapist. Let us remind you that we went through the same thing Perls and Reich who, precisely in military hospitals, begin to encounter various post-traumatic phenomena that could not be explained only from a neurological point of view. They begin to look for other new trips. On the one hand, these manifestations could not be clearly attributed to the field of psychiatry, since the person did not show obvious deviations from the norm, on the other hand, there were phobias, fears, obsessive thoughts, and various “obsessions.” Now we can say that this is a psychotherapy zone.

This army practical school forced Bern to develop natural powers of observation and intuition. With a large number of constantly arriving patients, there was no time left for theorizing and thinking about diagnoses for a long time. It was sometimes necessary to quickly answer questions that were not answered in textbooks or in his training course, and to make important decisions in the shortest possible time, for example, about the suitability of patients to continue military service after hospitalization. Such conditions required developed intuition and, on the other hand, contributed to its development. Bern understood this and worked in this direction, coming up with a lot of interesting exercises to develop it.

Berne, like Perls and Reich in similar conditions, begins to carefully study psychoanalysis, trying to find answers in it that traditional psychiatry and neurology did not give him. However, each of them (and each in its own time) discovers that traditional psychoanalysis also does not provide comprehensive answers, therefore, having accepted many of its provisions, they begin its own modifications: Perls creates Gestalt therapy, Reich - character analysis And bodily psychotherapy, and Eric Bern - transaction analysis.

You may encounter disputes about the correct Russian transcription of the word “transactional”: transactional, transactional, transactional and even transactional. All of the above options are acceptable. For ease of use, transactional analysis is often referred to by the acronym TA.

Having created his own direction in psychotherapy, Berne, of course, remains a psychoanalyst (albeit a non-classical one). His famous TA scheme "Child" - "Adult" - "Parent" constructed by analogy with the psychoanalytic scheme "It»- "I "-"Super-I ».

The orthodoxies of psychoanalysis consider TA to be a profanation of psychoanalysis, its unacceptable simplification, but it is precisely this simplification that has helped to incredibly expand the use of many psychoanalytic approaches.

Perhaps the “parental script” also played a role here: his father was a “doctor for the poor,” and Eric wanted to make at least some of the approaches of expensive psychoanalysis accessible to poor people and to many psychotherapists.

Berne was the first to use a group version of psychoanalysis (again simplified).

He became involved in group therapy by accident. In the military hospital, drinking was strictly prohibited, but patients bought almost cases of some kind of lotion and drank it. Bern did not like to complain to his superiors and threaten disciplinary action and decided to hold an explanatory conversation about the dangers of drinking lotion. And that’s when his talent as a storyteller was discovered. The listeners came with a bored look, but left inspired and, unexpectedly for Bern, turned to him with a request to conduct such conversations with them on other topics.

They simply realized that they were interested in communicating with this person. And it didn’t matter what topic he would speak on, they wanted to get together again in one company and feel the atmosphere of friendliness and warmth and listen to a wise man who does not yell at them, does not lecture them, but talks calmly and shows concern for them. He didn’t just say that drinking (especially lotion) was harmful, he brought them to other problems, tried to show that even in their, in this military, hospital life, there are many interesting things that they pass by, that they can develop themselves , build interesting relationships, that each person can be read like a book, etc. And he realized that group work, if you create a good atmosphere of interaction, can bring success that cannot always be achieved in individual work. Later, he gradually began to introduce more and more psychoanalytic elements into this “talk therapy” with patients, which were gradually formalized in TA.

After demobilization with the rank of major, Bern began extensive practice and at the same time consulted with outstanding psychoanalysts. Why? Well, firstly, because in civilized countries there are quite strict criteria for each profession. In particular, it is believed that you can become a psychoanalyst only by completing your own course of psychoanalysis, experiencing everything that your patients will experience.

But Berne's desire to meet all these professional requirements also coincided with the fact that he really wanted to better understand himself and his interpersonal problems. The fact is that by this time he had already had three unsuccessful marriages.

He believed, like a real psychoanalyst, that the reasons should be sought first of all in oneself, to see if he has similar algorithms for problems with different partners. Very often, when our children decide to divorce or separate from someone, we rush to immediately take their position. And sometimes the same problem arises with other partners. This means that the problem is in themselves, and as long as we blame others, we will increasingly make our children unable to find their own happiness. However, we often apply this approach to our own interpersonal problems, aggravating them by our reluctance to look for reasons in ourselves. Berne decided to find these reasons in himself through psychoanalysis.

However, it was this personal experience that served as one of the reasons for his departure from traditional psychoanalysis. He realized that he did not find the answer in him: “What is it about me that I cannot get along with anyone? It seems like he’s so contactable, patients love him, colleagues love him, students love him, but in his personal life it doesn’t work out.” He begins to look for the answer to this question for himself. The truly powerful developments are those that a person comes up with when trying to solve his own problem; then the approach becomes practical, working, and not just a beautiful theory.

Berne believes that although psychoanalysis is more effective than traditional neurological and psychiatric approaches, it is still too schematic and the specialist must improve his own intuition more, but not just like that, but for a more creative application of the basic principles of psychoanalysis, which must be freed from too rigid petty detailing. And he develops his own system for developing intuition, and then (in the 50s) the so-called structural analysis. This is how Bern's original psychotherapeutic system is formed, the basis of which is ego state theory.

Bern means that in each of us there are three ego states(as a rule, one of them dominates in each person, but they can change and interact). They are all present, but with varying degrees of severity. These are the “Child” state, the “Adult” state and the “Parent” state. Among them, only the “Adult” state is rational, which can also be the case in a ten-year-old child. What is it? State "Adult"- when a person thinks realistically (there is a realistic acceptance of the problem and a realistic attempt to solve it).

Our inner "Child" always categorical: “I want (I don’t want), and that’s it!” (Close to Freud’s “Id.”) It is balanced by the internal “ Parent” (“You must - you must not”, “You can - you cannot”, “Decent - indecent”). (Close to the “Super-Ego”.) And only our inner “Adult” (close to the “Ego”) looks at the situation realistically, trying to find a reasonable compromise between the states (requirements) of the “Child” and “Parent”. And yet TA is not just a simplified analogy of psychoanalysis, but has an important difference - according to Berne, and Child, And Parent, And Adult- not different structural divisions of personality, but different states of the same “I” (Ego-state).

And moreover, it must be said (and this is very important) that from time to time these positions can be quite healthy, because in us, to some extent, both the “Child” must be capricious, and the “Parent” must read notations. But the main thing is that in the end it is the “Adult” who makes the decision.

If you only follow the lead of “I want”, nothing good will happen. If you are guided only by “should”, formal principles will “dry up” living relationships with other people and the person himself, and “crush” normal life.

How many people, with their principles in the interests of raising children, have actually pushed them away from themselves or even ruined their destinies! That is, the “Adult”, calling the “Child” to consciousness, must also say to the “Parent”: “Principles are for man, not man for principles.”

In 1960, Berne's book “Transactional Analysis in Psychotherapy” was published. True, first, in 1957, he published a policy article in the American Journal of Psychotherapy. This is remarkable. Why? Because in America there are many different psychological and psychiatric journals, but there are very few serious (academic) ones. Such publications have always had a very serious editorial board, and publication in it means some recognition of the value of ideas and immediately draws attention to the author.

In 1964, Berne published his new book which has become very popular, including among us. And in 1966, his manual for psychotherapists appeared "Principles of Group Treatment."

Bern's book “What do you say after you say hello?” we called It is published together with the first, where the first part goes "Games People Play", and second - "People who play games". In this part he reveals his so-called theory of scenario analysis. That is, an analysis of the life scenario: why it arose and how it can be corrected. (It must be said that Bern also had a book "Sex in Human Love" but in Russia it remained little noticed, since, starting from the title, the book was placed on the shelves of sexological literature. And it, in essence, was also devoted to psychiatry and psychotherapy.)

Bern dreamed of creating a psychotherapeutic concept that would provide a complete cure for a person’s problem in a minimum amount of time. Therefore, his TA was often criticized as an unacceptable simplification of psychoanalysis. Berne did not hide the fact that he tried to make those psychoanalytic approaches that he considered effective and accessible. He called one of his books “Psychoanalysis for the Uninitiated.” (It was also published here, written clearly and in good literary language.)

Despite his great popularity, only at the end of his short (60 years) life did he receive full recognition of his ideas, including academic recognition, because the number of specialists using his method in psychotherapy and psychiatry was rapidly increasing.

Transactional analysis is based on Eric Berne's concept that a person is programmed with “early decisions” regarding life position and lives his life according to a “script” written with the active participation of his loved ones (primarily parents), and makes decisions in the present tense, based on stereotypes that were once necessary for his survival but are now largely useless.

The personality structure in the concept of transactional analysis is characterized by the presence of three ego states: Parent, Child and Adult. Ego states are not roles that a person plays, but certain phenomenological realities, behavioral stereotypes that are provoked by the current situation.

A transaction, within the framework of transactional analysis, is the exchange of influences between the ego states of two people. Impacts can be thought of as units of recognition, similar to social reinforcement. They find expression through touch or verbal expressions.

Transactions are based on a life script. This is a general and personal plan that organizes a person’s life. The script developed as a survival strategy.

The main goal of the therapeutic process in the tradition of transactional analysis is the reconstruction of the personality based on the revision of life positions. A big role is given to a person’s ability to understand unproductive stereotypes of his behavior, which interfere with making decisions that are adequate to the present moment, as well as the ability to form a new system of values ​​and decisions based on his own needs and capabilities.

1. The essence of transactional analysis by E. Bern

The personality structure in transactional analysis is characterized by the presence of three ego states: Parent, Child and Adult. Each ego state represents a distinct pattern of thinking, feeling, and behaving. The identification of ego states is based on three axiomatic provisions:

1. every adult was once a child. This child in every person is represented by the ego state Child;
2. Every person with a normally developed brain is potentially capable of an adequate assessment of reality. The ability to systematize information coming from outside and make reasonable decisions belongs to the Adult ego state;
3. each individual had or has parents or persons replacing them. The parental principle is embedded in every personality and takes the form of the ego-state Parent.

Descriptions of ego states are presented in Table. 1.

Table 1

Ego states and typical ways of behaving and speaking

Ego states		Typical behavior and statements
Parent	Caring parent	Comforts, corrects, helps “We will do this” “Don’t be afraid” “We will all help you”
	Critical parent	He threatens, criticizes, orders, “Are you late for work again?” “Everyone should have a schedule on their desk!”
Adult		Collects and provides information, assesses probability, makes decisions “What time is it?” "Who might have this letter?" "We will solve this problem as a group"
	Spontaneous child	Natural, impulsive, cunning, self-centered behavior “This is the third time this stupid letter has been on my desk” “You did it just great!”
	Adapting Child	Helpless, fearful, conformist, compliant behavior "I'd love to, but we'll get in trouble"
	Rebellious child	Protesting, challenging behavior "I won't do that!" "You can't do this"

In E. Bern's work, the Adult plays the role of an arbiter between the Parent and the Child. Analyzing the information, the Adult decides which behavior is most appropriate to the given circumstances, which stereotypes it is desirable to abandon, and which it is desirable to include.

It is possible to diagnose ego states in a person by observing the verbal and nonverbal components of behavior. For example, while in the Parent state, phrases like “I can’t”, “I have to” are uttered, critical remarks like “so, remember”, “stop this”, “no way in the world”, “I would if I were you”, "My dear". The physical sign of the Parent is a furrowed brow, shaking the head, a “menacing look,” sighs, crossed arms, stroking the other’s head, etc. A child can be diagnosed on the basis of expressions that reflect feelings, desires and fears: “I want”, “makes me angry”, “I hate”, “what do I care?” Nonverbal manifestations include trembling lips, downcast gaze, shrugging, and an expression of delight.

Verbal and non-verbal interactions between people are called transactions. A transaction is an exchange of influences between the ego states of two people. Impacts can be conditional or unconditional, positive or negative. There are parallel, cross and hidden transactions.

Parallel transactions are transactions in which a stimulus emanating from one person is directly complemented by the reaction of another. For example, stimulus: “What time is it now?”, response: “A quarter to six.” In this case, the interaction occurs between the Adult Ego states of the interlocutors. Such interactions do not have the ability to produce conflicts and can continue indefinitely. The stimulus and response in this interaction are displayed as parallel lines.

Cross (intersecting) transactions already have the ability to produce conflicts. In these cases, an unexpected reaction is given to the stimulus, and an inappropriate ego state is activated. For example, when my husband’s question “Where are my cufflinks?” the wife gives the answer “Where you put it, take it there.” Thus, the Parent’s reaction is given to the stimulus emanating from the Adult. Such cross-transactions begin with mutual reproaches, caustic remarks, and can end in slamming doors.

Covert transactions are distinguished by the fact that they involve more than two ego states, since the message in them is disguised as a socially acceptable stimulus, but a response is expected from the effect of the covert message. Thus, an implicit transaction contains implicit information through which one can influence others without them realizing it.

The transaction can be carried out at two levels - social and psychological. This is typical for hidden transactions, where at the psychological level they contain ulterior motives.

E. Berne gives examples of corner transactions in which three ego states are involved and writes that sellers are especially strong in it. For example, the Seller offers the buyer an expensive type of product with the words: “This model is better, but you can’t afford it,” to which the buyer responds: “That’s what I’ll take.” The seller at the Adult level states the facts (that the model is better and that the buyer cannot afford it), to which the buyer would have to give an answer at the Adult level - that the seller is certainly right. But since the psychological vector was skillfully directed by the Adult of the seller to the Child of the buyer, it is the Child of the buyer who responds, wanting to demonstrate that he is not worse than others.

Approval in transactional analysis is understood as “stroking.” There are three types of strokes: physical (such as touching), verbal (words) and non-verbal (winks, nods, gestures, etc.). Strokes are given for “existence” (that is, they are unconditional) and for “actions” (conditional strokes). They can be positive - for example, friendly physical touch, warm words and friendly gestures; and negative - spanking, frowning, scolding.

Unconditional strokes are received, as in infancy, simply for the fact “that you exist.” Positive unconditional strokes can be verbal (“I love you”), non-verbal (laughter, smiles, gestures) and physical (touching, caressing, cradling). Conditional strokes are given more for actions than for the fact of existence: when a child first begins to walk, parents speak to him in an excited voice, smile, kiss; when a child spills milk or becomes capricious beyond measure, he may receive a shout, a slap or an angry look.

The next aspect of transactional analysis is the structuring of time. According to E. Berne, people structure time using six ways: care (avoidance), rituals, entertainment (pastime), activity, games, intimacy (loving sexual interactions).

Transactions such as rituals, entertainment or activities are aimed at achieving certain goals - structuring time and receiving influences from others. Therefore, they can be designated as “honest,” that is, not involving manipulation of others. Games are a series of hidden transactions leading to a certain result in which one of the players has an interest.

A ritual is a stereotypical series of simple additional transactions that are determined by external social factors. An informal ritual (for example, farewell) is fundamentally the same, but may differ in detail. Formal ritual (such as church liturgy) has very little freedom. Rituals offer a safe, reassuring, and often enjoyable way of structuring time.

We can define a pastime as a series of simple, semi-ritual additional transactions, the purpose of which is to structure a certain interval of time. The beginning and end of such an interval can be called procedures. In this case, transactions are usually tailored to the needs of all participants in such a way that everyone can receive the maximum payoff during a given interval - the better adapted the participant, the greater his payoff. Pastimes are usually mutually exclusive, that is, they do not mix. Pastimes form the basis for acquaintance and can lead to friendship, help confirm a person’s chosen roles and strengthen his position in life.

2. Comparative analysis of psychological games according to E. Bern

"A game" - a fixed and unconscious pattern of behavior, including a long series of actions containing weakness, trap, response, blow, retribution, reward. Every action is accompanied by certain feelings. Each action of the game is accompanied by stroking, which at the beginning of the game is more numerous than strokes. As the game progresses, the stroking and hitting becomes more intense, peaking late in the game.

Games differ from pastimes or rituals in two main ways:

1. ulterior motives;
2. presence of winnings.

The difference between games is that they can contain an element of conflict, they can be unfair and have a dramatic outcome.

Berne gives a classification of games based, in his opinion, on some of the most obvious characteristics and variables:

1. Number of players: games for two ("Frigid Woman"), for three ("Come on, fight!"), for five ("Alcoholic") and for many ("Why don't you..." - "Yes, But...").
2. Material used: words (“Psychiatry”), money (“Debtor”), body parts (“I need surgery”).
3. Clinical types: hysterical (“They’re raping!”), with obsessiveness syndrome (“Blubber”), paranoid (“Why does this always happen to me?”), depressive (“I’m back to my old ways again”).
4. By zone: oral (“Alcoholic”), anal (“Blubber”), phallic (“Come on, let’s fight”).
5. Psychodynamic: counterphobia (“If it weren’t for you”), projecting (“Parental Committee”), introjecting (“Psychiatry”).
6. Classification according to instinctive drives: masochistic (“If it weren’t for you”), sadistic (“Blubber”), fetishistic (“Frigid Man”).

When classifying games, E. Bern uses the following qualities of games.

1. Flexibility. Some games, such as Debtor or I Need Surgery, can only be played on one material, while others, such as exhibitionist games, are much more flexible.
2. Tenacity. Some people give up games easily, while others are much more attached to them.
3. Intensity. Some play relaxed, others are more tense and aggressive. Games can be light or hard accordingly.

In mentally unbalanced people, these properties manifest themselves in a certain progression and determine whether the game will be quiet or violent.

All games have an important and perhaps decisive influence on the fate of the players; but some of them, much more often than others, become the work of a lifetime. Berne called this group of games “games for life.” It includes “Alcoholic”, “Debtor”, “Hit me”, “Gotcha, you son of a bitch!”, “Look what I did because of you” and their main variants (Table 2).

table 2

Characteristics of games according to E. Bern

	ALCOHOLIC	GOT IT, SON OF A BITCH!	LOOK WHAT I DID BECAUSE OF YOU
	Self-flagellation	Justification.	Justifying your behavior.
	Alcoholic, Persecutor, Savior, Simpleton, Mediator.	Victim, Aggressor.
Dynamics	Oral deprivation	The anger of jealousy.	The soft form can be compared with premature ejaculation, the hard form - with anger based on “fear of castration”.
Social paradigm	Adult – Adult. Adult: “Tell me what you really think of me, or help me stop drinking.” Adult: “I’ll be honest with you.”	Adult – Adult. Adult: “Look what you did.” Adult: "Now that you've brought it to my attention, I see you're right."
Psychological paradigm	Parent – ​​Child. Child: "Try to catch me." Parent: "You should stop drinking because..."	Parent – ​​Child. Parent: “I watch you all the time and wait for you to make mistakes.” Child: “You caught me this time.” Parent: “Yes, and this time you will feel the full force of my anger.”	An external psychological sign is clearly visible (the desire to avoid responsibility). Existential position – “I have nothing to blame
	1. Provocation - accusation or forgiveness. 2. Condescension – anger or disappointment.	1. Provocation - accusation. 2. Defense - prosecution. 3. Protection - punishment.
	1. Internal psychological – a) drunkenness as a procedure – rebellion, consolation and satisfaction of desire; b) “Alcoholic” as a game – self-flagellation (possibly). 2. External psychological – the ability to avoid sexual and other forms of intimacy. 3. Internal Social – “Let’s see if you can stop me.” 4. External social – “And the next morning”, “Cocktail” and other ways of spending time. 5. Biological - alternating exchange of manifestations of love and anger. 6. Existential – “Everyone wants to hurt me”	1. Internal psychological – justification for anger. 2. External psychological – an opportunity to avoid awareness of one’s shortcomings. 3. Internal social – PSS. 4. External social – they are always ready to catch you. 5. Biological - exchange of angry transactions, usually between people of the same sex. 6. Existential – people cannot be trusted.	The game is often accelerated by the threat of intimacy, since "justified" anger helps to avoid sexual relations.

In these games, E. Bern clearly highlights the title, thesis, goal, roles, social and psychological paradigm, illustrations, moves and “rewards.” In other games, the author distinguishes between thesis and antithesis.

"DEBTOR"

"Debtor", according to E. Bern, is more than a game, for many it becomes a script, a plan for their whole life. But most of them play the easy game "If not for debts", but in other respects they enjoy life and only a few play in "The Debtor" in full force.

Varieties of the “Debtor” game: “Try to get it”, “Creditor”, “Try not to pay”, etc. Games related to money can have very serious consequences, despite the fact that they look superficial. This happens not only because we describe all sorts of little things, but because we discover petty motives in matters that people are accustomed to taking seriously.

"HIT ME"

This game is usually played by people who seem to have "Please don't hit me" written on their foreheads. The behavior of the players provokes the opposite and the temptation is almost irresistible, and then the natural result comes. This category can include all kinds of outcasts, prostitutes and those who constantly lose their jobs. Women sometimes play a variation of this game called "Tattered Dress." Women make efforts to look pathetic, trying to ensure that their incomes - for “good” reasons - do not exceed the subsistence level. If an inheritance falls on their head, there are always enterprising young people who help get rid of it, giving in return shares of some non-existent enterprise, etc. Their play is wordless, and only their manners and behavior seem to say: “Why does this always happen to me?”

"HORRIBLE!".

The initiator of the game is looking for injustice in order to be able to complain about it to a third participant. Thus, it is a three-player game: there is an Aggressor, a Victim and a Trustee. Motto: "Misfortune needs sympathy." The confidant is usually the person who is also playing the game.

A psychological game is a series of transactions following one another with a clearly defined and predictable outcome, with hidden motivation. A win is a certain emotional state to which the player unconsciously strives.

Considering the historical, cultural, social and personal significance of games, E. Berne in his book “People Who Play Games” introduces the concept of parental programming and characteristics of various life scenarios.

3. The essence of the concept of “life scenario”

Berne in his early works defined the script as “an unconscious life plan.” Then he gave a more complete definition: “The life plan is drawn up in childhood, reinforced by parents, justified by the course of events and reaches its peak when choosing a path.”

The concept that childhood experiences have a strong influence on adult behavior patterns is central not only to transactional analysis, but also to other areas of psychology. In script theory, in addition, there is an idea according to which the child makes a certain plan for his life, and does not just form basic views on life. This plan is written in the form of a drama, with a clearly defined beginning, middle and end.

Another distinctive feature of life script theory is that the life plan “culminates in a chosen alternative.” The components of a script, starting with the first scene, serve to lead the script to the final scene. In script theory, the final scene is called the payoff for the script. The theory says that when a person plays out a life scenario, he unconsciously chooses behaviors that will bring him closer to the outcome of the scenario.

Scenario- this is “a life plan drawn up in childhood,” therefore, the child himself makes the decision about his own scenario. On the decision to choose life scenario Not only external factors influence, but also the will of the child. Even when different children are brought up in the same conditions, they can make completely different plans for their lives. In this regard, Byrne cites the case of two brothers, to whom their mother said: “You will both end up in a mental hospital.” Subsequently, one of the brothers became a chronic mental patient, and the other a psychiatrist.

The term " solution"in life script theory is used with a meaning different from that usually given in the dictionary. The child makes decisions about his script as a result of feelings before he begins to speak. At the same time, the child uses reality testing methods available to him at that age.

Although parents cannot force a child to make any decisions, they nevertheless have a strong influence on the child by conveying verbal and nonverbal messages to him. Based on these messages, the child forms his ideas about himself, other people and life, which form the main content of the script. Thus, the script is reinforced by the parents.

The life scenario lies outside the limits of awareness, therefore in adulthood a person can come closest to childhood memories with the help of dreams and fantasies. Living out his scenario decisions in behavior, a person, nevertheless, is not aware of them.

A life script has content and process. The content of each person's script is as unique as their fingerprints. While the scenario process is divided into a relatively small number of specific patterns.

The winner Berne called “the one who achieves the goal he has set for himself.” Victory means that the goal is achieved easily and freely. Defeated- this is “a person who does not achieve his goal.” And the point is not only in achieving the goal, but also in the degree of accompanying comfort. If, for example, a person decided to become a millionaire, became one, but constantly feels unhappy due to a stomach ulcer or hard work, then he is defeated.

Depending on the tragedy of the ending, the scenarios of the defeated can be classified into three degrees. The first-degree loser scenario is a scenario in which failures and losses are not serious enough to be discussed in society. For example, repeated quarrels at work, minor depression or failure in exams when entering college. Those defeated with the second degree experience unpleasant feelings that are serious enough to be discussed in society. This could be dismissal from work, expulsion from the university, hospitalization for a serious illness, etc. A third-degree scenario results in death, injury, serious illness (including mental illness), or trial.

A person with a non-winner scenario patiently carries his burden day by day, winning little and losing little. Such a person never takes risks. Therefore, such a scenario is called banal. At work, a non-winner does not become a boss, but he is not fired either. He will most likely finish it calmly, receive a watch on a marble stand as a gift, and retire.

Berne proposed a way to distinguish the winner from the loser. To do this, you need to ask the person what he will do if he loses. Bern believed that the winner knows what, but does not talk about it. The loser does not know, but only talks about victory, he puts everything on one card and thereby loses. The winner always takes into account several possibilities, which is why he wins.

To be in a life scenario, to act out scripted behavior and scripted feelings means reacting to reality “here and now” as if it were a world drawn in children’s decisions. A person most often enters his script in the following cases.

When the situation “here and now” is perceived as stressful.

When there is a similarity between the here and now situation and a stressful situation in childhood.

When a here-and-now situation reminds a person of a painful situation from his childhood and he enters a scenario, TA says that the current situation is connected to an earlier situation using a rubber band. This allows us to understand why a person reacts as if he was catapulted back into his past. Usually a person cannot consciously imagine this childhood scene, so he does not understand what these situations have in common. When talking with people with whom a person has a serious relationship, he identifies them with people from his past, and does this unconsciously.

Rubber bands can be tied not only to people from our past, but also to smells, sounds, a certain environment or something else.

One of the purposes of TA is to disconnect rubber bands. Through understanding the script, a person can be freed from the original trauma and from returning to old childhood situations.

Eric Berne introduced the concept scenario signals, i.e. bodily signs indicating that a person has entered a scenario. This could be taking a deep breath, changing your body position, or tensing some part of your body. Some TA therapists specialize in this particular area of ​​theory—the body script. Script signals are a person’s replaying of his childhood decisions that he made in relation to his body. For example, a man, as a child, tried to reach his mother, but found that she often moved away from him. To suppress this natural need, he began to tense his arms and shoulders. In adulthood, such a person continues to strain his body.

A person strives to organize the world in such a way that it justifies scenario decisions. This explains, for example, why people repeatedly engage in painful relationships or engage in patterns of behavior that lead to punishment. When a person made his scenario decisions as a child, it seemed to him that the only alternative to these decisions could only be a terrible catastrophe. Moreover, he did not have a clear idea of ​​what this catastrophe was, but he knew that it must be avoided at all costs. Therefore, every time the scenario decisions are confirmed, it begins to seem to the person that they still help to avoid a catastrophe. This is why people often say that they find it easier to behave in their old ways, while simultaneously admitting that this behavior is self-destructive for them.

To get out of the scenario, it is necessary to discover the needs that were unfulfilled in childhood and find ways to satisfy these needs in the present.

It is necessary to distinguish between the script and the course of life. Berne wrote: “The script is what a person planned to do in early childhood, and the course of life is what actually happens.” The course of life is the result of the interaction of four factors: heredity, external events, script, and autonomous decisions.

There are four options in the scenario life positions:

1. I-OK, You-OK;
2. I am not OK, You are OK;
3. I'm OK, You're not OK;
4. I am not OK, You are not OK.

Life position represents the main qualities (values) that a person values ​​in himself and other people. This means more than just some opinion about your behavior and the behavior of other people.

The child makes his life position earlier than the scenario decisions - in the first months of feeding, and then adjusts his entire scenario to it. Life position is a set of basic ideas about oneself and others, which are designed to justify a person’s decisions and behavior.

Each adult has his own scenario, based on one of the four life positions. We are not in our chosen position all the time, and every minute of our life we ​​can change our life positions, although in the aggregate we tend to spend most of our time in “our” position.

The child makes scenario decisions in accordance with his perception of the world around him. Consequently, the messages that a child receives from his parents and the world around him may be completely different from the messages perceived by an adult.

Script messages can be transmitted verbally, non-verbally or in both ways at the same time. Before a child begins to speak, he interprets other people's messages in the form of nonverbal signals. He subtly perceives the intonation of verbal statements, body movements, smells and sounds. Sometimes a child perceives script messages based on events happening around him that do not depend on his parents: loud noise, unexpected movements, separation from parents while in the hospital - all this may seem to the child as a threat to his life. Later, when the child begins to understand language, nonverbal communication remains an important component of script messages. When a parent talks to a child, the child will interpret the script meaning of what they are saying according to the accompanying nonverbal cues.

As is already known, the child is constantly looking for an answer to the question: “How can I best achieve what I want?” Perhaps the little girl notices that when her mother wants something from her father, she first starts swearing and then cries. The child comes to the conclusion: “To get what I want from people, especially men, I need to act like my mother.” In this case, the daughter copies the mother's behavior. Copied behavior patterns are another type of script messages.

Script messages can be transmitted in the form of direct instructions (orders): “don’t bother me! Do what you're told! Go away! Hurry up! Do not be fancy!" The strength of these orders as script messages will depend on how often they are repeated and on the nonverbal cues that accompany them.

In other cases, the child may be told not what he should do, but who he is. Such messages are called evaluative: “You are stupid!”; "My little girl!"; “You will end up in prison!”; “You won’t achieve anything!” The content of evaluations can be positive or negative, and their strength as script messages will depend on the nonverbal cues accompanying them.

However, it happens that a child makes his main scenario decision in response to one single event that he perceives as especially threatening. Such an event is called traumatic. On the day the traumatic event occurred, the Child is “born”. This means that the thoughts, feelings and behavior patterns of an adult in the Child's ego state will exactly correspond to his thoughts, feelings and behavior that day.

Bern notes that a person dissatisfied with his script may begin to act according to the anti-script - the opposite script. The script continues to put pressure on the person, but what the script should have done well, the person does poorly. And vice versa. For example, a man who, in the image of his father, was destined to be a quiet family drunkard, quits drinking and immediately abandons his family. Or a young man who was meant to be close to a single mother in old age, and therefore take care of himself and have minimal contact with girls, begins to change girlfriends every week, use drugs and engage in extreme sports.

Parents rarely shy away from choosing a scenario for their child. Depending on the extent to which script messages do not correspond to the child’s real abilities and deny his desire to be, they can lead to the development of pathology. Pathology has different degrees and can vary from a mild degree, which rarely prevents a person from using his abilities, to a strong one, when a person becomes an absurd caricature of his real self. E. Berne in one of his books describes a way to do this: tell the child “be happy.” " A similar phrase, repeated by a parent, makes it clear to the child that the child himself can choose a scenario for himself with which he will be happy.

Thus, a script is a life plan, reminiscent of a play in which a person is forced to play a role. The scenario directly depends on the positions adopted in childhood and is recorded in the ego-state Child through transactions that occur between parents and the child.

Conclusion

Transactional analysis is a rational method of understanding behavior based on the conclusion that every person can learn to trust himself, think for himself, make his own decisions and openly express his feelings. Its principles can be applied at work, at home, at school, with neighbors - anywhere people deal with people. The basics of transactional analysis theory were described by Eric Berne.

Transactional analysis includes:

1. Structural analysis - analysis of personality structure.
2. Analysis of transactions - verbal and non-verbal interactions between people.
3. Analysis of psychological games, hidden transactions leading to the desired outcome - winning.
4. Script analysis (script analysis) of an individual life scenario, which a person unwittingly follows.

Corrective interaction is based on a structural analysis of the “ego position”, which involves demonstrating interaction using technology role-playing games.

Transactional analysis is effective in group work and is intended for short-term psychocorrectional work. Transactional analysis provides the client with the opportunity to go beyond unconscious patterns and patterns of behavior, and, by adopting a different cognitive structure of behavior, gain the opportunity for voluntary free behavior.

Bibliography

1. Bern E. Introduction to psychiatry and psychoanalysis for the uninitiated. Simferopol, 1998
2. Bern E. Games that people play and people who play games. – Ekaterinburg: LITURE, 2002.
3. Bern E. What do you say after you say "Hello." - M., 1984
4. James M., Djengvard D. Born to win. Transactional analysis with gestalt exercises. Per. From English/general / Ed. and after. L.A. Petrovskaya - M., 1993
5. Kabrin E. Transcommunication and personal development. - Tomsk, 1992
6. Makarov V.V., Makarova G.A. Games played... in Russia. Psychological games of new Russia. – M.: Academic project; 2004
7. Malkina-Pykh I.G. Handbook of a practical psychologist. Techniques of transactional analysis and psychosynthesis. – M.: Eksmo Publishing House, 2004.
8. Osipova A.A. General psychocorrection. Tutorial. - M.: Sfera, 2002
9. Rudestam K. Group psychotherapy - St. Petersburg, Peter Kom, 1999
10. Stewart and. Joins V. Modern TA: trans. from English - Kasyanov D.D. Leningrad, 1987.