Jane Stubberfield

Exploring Relationships 3 – Life Positions

By the end of this session you will be able to:

Explain the four life positions

Analyse transactions

Assess the value of these two models in mentoring

This presentation looks at Transactional Analysis

First developed by Eric Berne in 1957

Much of the presentation is based on Harris, T., (1973), I’m OK – You’re OK, Pan Books

Harris, T. 1975, I’m OK – You’re OK, Pan

Parent

Adult

Child

The taught version of life. Behaviour, attitudes and precepts copied from parents and authority figures

The thought version of life. The adult works like a computer transforming stimuli into information, processing and storing information on the basis of previous experience. Objectively appraising reality and estimating possibilities and options, operation without emotion

The felt version of life. Desires, needs, feelings and behavioural patterns of childhood that come naturally to individuals

Adult

CP NP

AC FC

Critical / Controlling Parent

Establishes rules of conduct. Restrains the child. Strong, critical, authoritarian, opinionated, prejudiced, moralistic

Adult

Logical, rational, reality tester

Adapted Child

Responding to parental requests, admonitions. Complying, withdrawing, procrastinating, guilty, ashamed, embarrassed, anxious

Nurturing Parent

Supports and helps others by reassuring and doing things for them. Protective, sympathetic, caring ,giving, understanding

Adult

Assesses Parent and Child data to determine valid information and appropriate feelings and behaviour

Free Child

Can be happy or disruptive. Uncensored, spontaneous, affectionate, angry, curious, fun-loving, fearful, hurt.

P

A

C

P

A

C

Person 1: I don’t know what the world is coming to.

Person 2: You just can’t rely on anyone these days

This is a COMPLIMENTARY transaction and these two could go on all day talking like this

P

A

C

P

A

C

Person 1: What are you doing after lunch?Person 2: I’m going to be working on the agenda for the board meeting

This is a COMPLIMENTARY transaction

P

A

C

P

A

C

Person 1: Lets see if we can get back at MaryPerson 2: Yes, what shall we do, put salt in her tea instead of sugar!

This is a COMPLIMENTARY transaction

P

A

C

P

A

C

Person 1: Why haven’t you finished the project you should have done it by nowPerson 2: Oh for heavens sake, give me a break!

This is a COMPLIMENTARY transaction

P

A

C

P

A

C

Person 1: How are you doing with the project?Person 2: Oh for heavens sake, give me a break!

Adult to Adult, Child to Parent

P

A

C

P

A

C

Person 1: John, sort out this messPerson 2: What’s up with you, have you forgotten how to use your arms

Parent to child, Parent to child

P

A

C

P

A

C

Person 1: How are you doing with the project?Person 2: You should look to your own workload before you start asking me about mine

Adult to Adult, Parent to Child

Are the following transactions complimentary or crossed?

Adult to Adult – complimentary

Child to Child – complimentary

Adult to Adult – Parent to Child – crossed

Parent to Child – Child to Parent - complimentary

Berne, E., (1964) Games People Play: the Psychology of Human Relations (1978 reprint, Grove Press).

Harris, T., (1973), I’m OK – You’re OK, Pan Books

This resource was created by the University of Plymouth, Learning from WOeRk project. This project is funded by HEFCE as part of the HEA/JISC OER release programme.

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reproductions must comply with the terms of that license.Author Jane Stubberfield

Institute University of Plymouth

Title Relationships 3: life positions

Description Presentation – life positions

Date Created 06/06/2011

Educational Level 7, Masters

Keywords Mentoring, learning, development, coaching, training, advising, UKOER, LFWOER, Mentoring, learning, development, coaching, training, advising

Back page originally developed by the OER phase 1 C-Change project

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