EATA Newsletter 115 February 2016 PDF

1
EATA Newsletter N115 February 2016
EATA Newsletter
N115 February 2016
Editorial
Deal all,
welcome to this new issue of our Newsletter.
Its amazing how, on the footsteps of the next Conference in Geneva, we have here a lot of contributions
from the past EATA Conference in Rome about research. Like a huge sound, we are still hearing (actually
reading!) its waves.
Many news from Europe about initiatives and great
progresses in expanding and knowing more about TA,
new TA books, Robin Hobbes perspectives on ethics,
together with the always precious info about exams will
be available here.
As sometimes sadly happens, we will gather in this issue around two dear transactional analysts who passed away: Michael Reddy and Giuliano Greco. Our af-
fection and respect to them and to their families, friends

and dear ones.
As you might have been used in reading this pages, I
always called you to be actively involved in reading
and sending contributions to this Newsletter. Well, now
there is a special call: the Newsletter needs a NEW
EDITOR. I came to the end of my commitment, in July
it will be three years, so its time to change and keep
going on with someone else. So, please come forward
and follow the official call published in this issue for
more indications.
As always, enjoy what you read and remember: its
about US, ALL.
Thank you.
Rosanna
Index
Editorial 1
New chair of TDRC 2
EATA Newsletter editor 2
WHAT IS GOING ON? 3
EATA Exams in Russia 3
The refugee crisis 5
From Eata Conference, 2015 6
Research Corner 22
Book Corner 29
Ethics by Robin Hobbes 32
Obituaries 34
Exam successes 38
Exam calendar 42
Adverts 43
APPOINTMENT OF NEW CHAIR OF TDRC

Dear Colleagues,
The current Chair of TDRC will end her
term in Geneva, July 2016. Therefore
TDRC wish to
Thank you in advance for your attention and please consider this exciting
opportunity to be part of such work for
our Community.
appoint a new Chair elect to take over

the role. The post will be for four months
as Chair elect (until
TDRC Committee
31th of October 2016), then 3 years as

Chair. This could then be extended for
a further 3 years. The
1. To promote a culture of research

within the TA community and to encourage both quantitative and qualitative research.
Chair of TDRC must be TSTA and proficient enough in English. The person
appointed will be
invited to join the TDRC meetings in
July 2016 in Geneva (4-6th July).
TDRC are calling for colleagues who
wish to stand for the position. The
Chair will have a good knowledge of
Research Methodology, and will focus
on the aims of the TA Development and
Research Committee, which are 2 fold:

To promote and support research

work in TA
To promote and support further developments in TA theory
If you are interested, please send

a letter of interest and CV to the
current
Chair,
Laura
Bastianelli
(lbastianelli.eata@gmail.com).
The
closing date will be 30th of April 2016.
November 2015
Job Description:
2. To open the dialogue between TA

and other approaches or methodologies.
3. To find ways to enhance the credibility of TA in academic and government bodies.
4. Chair the meetings of the TA Development and Research committee,
ensuring that there is a clear agenda and clear minutes recorded for
Council.
5. To be a member of the Scientific
Committee for all EATA conferences and Trainers meetings
6. To devise and administer the
budget of the committee with the
support of the Treasurer.
EATA Newsletter
is published by the
European Association
for Transactional Analysis
a non-profit association
registered in Geneva,
Switzerland.
Mailing address
EATA,
c/o M. Rauter
Silvanerweg 8
78464 Konstanz,
Germany
Fon: +49-7531-95270
Fax: +49-7531-95271
E-mail:EATA@gmx.com
http://www.eatanews.org
Editorial Board
Rosanna Giacometto
eata.editor@gmail.com
Translation
French: Armelle Brunot
German: Bea Schild
Italian: Cristina Caizzi
Russian: Olga Tuchova,

Lilit Sargsyan
Spanish: Carlos Ramirez
Frequency/Deadlines
EATA NEWSLETTER EDITOR

EATA NEWSLETTER EDITOR
We are looking for a new EATA Newsletter Editor.
The current EATA Newsletter Editor will end her term in Geneva, July 2016.
Therefore we wish to appoint a new Newsletter Editor to take the role over.
A proficient enough level in English is required.
The person appointed will be invited to join the Council meeting in Geneva (4-6th July
2016).
If you are interested, please send a letter to the current Newsletter Editor, Rosanna
Giacometto (eata.editor@gmail.com).
The closing date will be 31 May 2016.
for contributions and adverts

September 10 for October issue,
January 10 for February issue,
May 10 for June issue.
Subscription
is a benefit of paying membership and is not available
separately.
Membership
is available directly
from Affiliated Associations
WHAT IS GOING ON
EATA Exams in St. Petersburg, Russia
Perhaps as reader you did not know, that EATA exam went to Russia. Exam has been held in Saint Petersburg in November of 2015. It was big success with more than 20 members of EATA including examiners and
candidates! I am happy to mention that event was fully international. Our candidates and examiners were
from different Europe countries such as Russia, Holland, Slovenia, UK, France, Italia, Ukraine, and Swaziland. All of us were so brave to make these exams, in some way, in the face of our complex world. We have
learned a lot from this event. First thing is that it possible to organize this event in Russia insipid of some
obstacles. Another great thing is that people is full of curiosity. They loved to learn through their own experiences and
defined reality by themselves. I would like to thanks Sue
Eusden, Chair of the COC of EATA and observer of EATA
Alessandra Pireini for their kind support during all period of
time and coordinator from Russia Elena Soboleva.
Our examiners: Marijke Arendsen Hein, TSTA (P,C) Holland, Hanna Parhodko PTSTA, (P), Ukraine, Boris Volodin,
PTSTA, (P ) Barbara Repinc Zupani, Slovenia, PTSTA, (P
), Paula Dishman, UK, PTSTA (P ) Liselotte Fassbind- Kech,
TSTA (C ), Swaziland, Dmitri Shustov, TSTA (P ), Russia
Armelle Brunot, PTSTA (P ), France, Ekaterina Bulgakova
PTSTA (P ), Ukraine, Diana Kononova, Russia, Nadezhda
Zujkova, PTSTA (P ), Russia
Council of SITA as organizations: President of SITA, members of the Council Marina Sokovnina, Alevtina Kravtsova,
( fantastic she was a candidate for examiners at the same
moment) Victoria Trofimova, Inna Kochurova, Elena Soboleva .
Our volunteers: Tatiana Williams, Irina Beliavtsova, Jlia
Gradova.
Our translators: Anna Filinskaya, Sergey Makov, Oksana
Nizhevskaya, Alexander Shustov, Elena Smolonogina
Of cause our newborn CTA Tatiana Agibalova, Alevtina
Kravtsova, Victoria Dvojnishnikova Russia, Zarina Sevalneva Ukraine.
For me as Russian Delegate in EATA Council it was a big
honor to initiate EATA exam in Russia, we did it!
Some words from participants:
Zarina Sevalneva Ukraine
I would like to thank Council of SOTA for the organization of
the CTA we exam in St. Petersburg.
You are the first who discovered and showed the way for
new opportunities for Eastern Europe. You created safe
space for open communications, removing language barriers. SITA has gave permission to colleagues from
the eastern region to move forward and achieve excellence result to develop Transactional Analysis in collaboration with their European counterparts. Through your courage to be the first professional organization
and care with an open mind about the participants I felt safe, relevant and important. It was a very valuable
support in the certification process.
Boris Volodin, PTSTA (P), Russia

My few lines, even if I show some stilted, but for me it really is: This is one of the most important events in
my professional life. A wonderful combination process is incredibly
personal and professional depth.
It did not take much time from Call for examiners for SPB Exams to
my decision I am going too. I was a little anxious when I bought
plane ticket, because I knew now is for real. Although I had several
experiences being member of Mock Exams, this was my first experience at real CTA exam. Russian colleauges did great job, colleauge Elena Soboleva was available for me and my friend Armelle
from France all the time with information about Visa procedure,
getting in to SPB and our accomodation. Two days in beautiful SPB
just as a tourist, gave me enough energy to be active at Exams.
Russian people were nice, willing to help and talk. Unfortunattely
right at that time plane from SPB crashed and all city was mourning. Seeing people who loose their relatives and thinking about world situation now intensified my thought
about my role in TA world and how I can influence life of others in Ok-Ok position. And this happened - I was
able to see how people from different countries, cultures, language groups, religions and different habits
can form good exam athmosphere - from exam preparation, examiners dinner to exam celebrations. It was
a pleasure to welcome new CTA colleauges from Russia and Ukrajine and to see good work of all people,
taking care for smooth Exams, from National Association and from COC. I was happy also for myself, for my
learning experiences and also for meeting old and new colleauges. This exams were also a historic moment
for EATA, because they were held first time in Russia and maybe I can influence our national organisation to
follow them. Barbara Repinc Zupani, Slovenia
Elena Gamzina, President of SITA
Idea to organize EATA exam in Russia was brought to the Council of SITA by Elena Soboleva, our Delegate
in EATA. I am very prodded that SITA could realized it. Exam was held! This forum was a fellow like-minded
practitioners of TA. I am happy that all candidates passed exams and became CTA they deserved it.
Many thanks for our colleagues for their support. We could not hold exam without them. Many thanks to
Marijke Arendsen Hein and Lizelot Fasbin Kech for workshops. It was a gift for all who use TA method in
practice.
Those who will take CTA in a future took a part in MOC exam . It was a good opportunity to test themselves.
I think many of us were inspired of it. We all lived a wonderful dining experience!
I would like to say see you again very soon!
Elena Soboleva, EATA delegate
The refugee crisis

Dear EATA Colleagues
I, like many of you, have been impacted by the pain and suffering of the refugees crisis across the world at
the moment. Many of you will have been involved in responding to the situation in a range of different ways
depending on which country you live in and I know some of you are doing amazing things out there. Thank you
to all of you who are taking action.
In the UK we have few refugees but people trying to get here. At The Link Centre we have been collecting
things and sending them out to various locations to help people in crisis. I have set up a Facebook Page,
https://www.facebook.com/TransactionalAnalystsRefugeeResponse/ so that we can support each other in
helping others. At the moment we have 361 people in the group and it is mostly me posting things but the idea
is that we can all post things on there, to support, encourage and work together on this. Because of the type
of Facebook account that it is you might not get all the postings unless you click on it so best to also friend me
on my other Facebook account Leilani Mitchell Link Centre
I have also set up free online emotional support for the volunteers who are working face to face with the refugees as they are getting burnt out. I am offering some free online training and free supervision. If you would
be willing to give any time to this for free please let me know and if you could offer training, supervision or the
online emotional support to the volunteers or if you just want to know more email me on leilani@thelinkcentre.
co.uk. EATA have very generously donated 350 towards the cost of an online platform for training purposes
for this project.
I have also set up an Amazon Wish list where you can buy things that will be delivered to me ( as long as you
tick the box) and I will get stuff out to refugees in need:
http://www.amazon.co.uk/gp/registry/wishlist/ref=nav_wishlist_btn
Thanks in advance, in community we have the strength to change things
Warm wishes
Leilani Mitchell MNCS (Acc).
The Link Centre
From Eata Conference, Rome, July 2015

Rome, Italy
June, 19th 2015

Creating
a Network: Transactional Analysis in Universities
Maria Teresa Tosi (Ed.), Enrico Benelli, Kristina Brajovic, Carla de Nitto, Cesare Fregola, Henning Schulze, Mark
Widdowson
We are very pleased to offer the transcript of a round table held at the first EATA conference devoted to Research
and Theory Development, in Rome, 9-11 July 2015: Beyond limits. Verifying the development of TA theory through
research.
The round table on Creating a network: Transactional Analysis in Universities had the aim to offer a space to some
professors that teach Transactional Analysis at European universities to discuss issues like: creating research network, strength and weakness of Transactional Analysis in academic contexts, experiences about teaching TA and
so on.
That interesting dialogue, moderated by Resi Tosi (TSTA,P), was enlivened by Enrico Benelli (PTSTA, P), Kristina
Brajovic Car (CTA, P), Carla de Nitto (TSTA, P), Cesare Fregola (PTSTA, E), Henning Schulze (TSTA, O), and Mark
Widdowson (TSTA, P).
We hope the readers will enjoy the richness of the presenters work and thinking and will feel stimulated to get involved in some of the projects or directions indicated by them.
Resi Tosi:
It is a big success to be here, to talk about transactional analysis in universities, because as we know, transactional
analysis has especially developed outside of academic circles and big research centers. This specific, peculiar story
of transactional analysis presents some advantages and disadvantages: among the advantages I see the creativity
and freedom through which transactional analysis was developed by Berne and many other authors, the importance
given to clinical work and practice and the possibility to develop four fields of specialization based on the transactional analysis model. Among the disadvantages of that story I see the fragmentation between schools, approaches
and especially the isolation of transactional analysis in the scientific world.
I think very important to develop that idea of the social construction of knowledge, which this morning McLeod was
talking about. So if we want to co-construct this knowledge we need to create networks, scientific networks. Maybe
we have to leave a little bit that cowboy approach of the first TA authors, that sometimes Jim Allen is talking about,
which we are also proud of and, probably, we need to shift to a more collaborative approach, to be a network. This
panel is significant because these colleagues that brought transactional analysis into universities curricula will offer
us an overview of their work and collaboration in scientific contexts.
I was impressed by your CVs, you are doing a wonderful work in some universities, teaching and working with research on and with TA. I was also interested in the way you think of research, because you seem to have different
ideas about what is research, about what it is for, and how you can use it in different areas and fields of competence.
So, Im looking forward to hearing from you!
Carla de Nitto:
I'm Carla de Nitto, TSTA in the Psychotherapy field. I teach in the Faculty of Science of Education at the Pontificial
Salesian University (UPS) in Rome (www.unisal.it). This University, even if it is localized in Rome, it is not an Italian
university because it belongs to the Pontificial State, so it is a foreign university in Italy. UPS is characterized by
being an international University: it is attended by students coming from more than 130 different countries in the
world, that are spokespersons of different realities and cultures. I feel very stimulating to teach in this special context because the variety of areas from which our students come, with different training and motivations, stimulates
me to readapt my teaching in order to promote the application of theoretical concepts in different realities, so that
everyone could understand and carry out his/her learning in his/her own context of belonging.
In this University I teach different disciplines related to clinical and dynamic psychology at large; particularly, Dynamic psychology, Clinical psychology, Models of intervention in clinical psychology and community, Relational
dynamics and team work; I also lead the Laboratory on Models of intervention where Transactional Analysis is the
workhorse.
TA is one of the theoretical models that I assume as frame of reference in my different courses because of its versatility and multiple perspectives: its motivational theory, its personality, developmental and psychopathological theory
and finally its theory of methods. So, all of this becomes for me a fil rouge in my teaching; I also consider a big
challenge to play with TA concepts and considering a larger theoretical perspective, and I would be glad to share
with you all and to know your ideas on this issue. For example: How do you frame Berne and his theory within the
Dynamic Psychology? And how within the Ego's Psychology? In addition, how do you compare TA concepts, for
example script concept, to different theoretical models?
Another part of my professional training: I'm Psychotherapist, Supervisor and Teacher in different schools of psychotherapy, one of this is in the Pontificial Salesian University, that I directed for eight years, where Transactional
Analysis is one of the principal theoretical and application models.
Concerning one of the stimuli in this round table, our principal research's topics, I share with you some of that where
was involved as Professor in the thesis at different level, first degree, License and also Ph.D. One of the first one
was the "script" concept, a compile-type search finalized to analyze the evolution of the concept in TA literature;
other researches, empirical-type, were finalized to study the relationship between TA concepts and other theoretical
constructs: for example, between "Don't Feel" Injunction and alexithymia, or between Ego states according the Social-Cognitive TA and other concepts, as injunctions, applied to different fields. This kind of research follows a long
line of research promoted by Scilligo on Ego states, Counter-Injunctions and Injunctions (Bastianelli, et al., 2004;
Guglielmotti, et al., 2004; DAversa et al., 2004; Bove et al., 2004; Caizzi, et al, 2004; Foc, de Nitto et al., 2005;
Ceridono et al, 2005; Giacometto et al., 2006; Bastianelli et al., 2006; Ceridono et al., 2008; de Nitto et al., 2008).
My favorite area of research is on the therapeutic process and its effectiveness.
I' m happy to see now, sitting among you as participant in this Conference, one of the persons that I followed in his
Ph.D.; he used the Social-Cognitive TA (SCTA) (Scilligo, 2009) to study the impact of war on the construction of the
Ego states, in a sample coming from the land of the Balkans, using a specific questionnaire on Ego states.
In synthesis, ranging from theoretical researches - to validate constructs, and empirical ones, - especially correlational studies, we saw how Transactional Analysis can be used to promote positive processes in different applicative
contexts, for example within religious communities, or applied to the parental training. TA, because of the versatility
of its concepts, lends itself well to quantitative and qualitative research.
Kristina Brajovic Car:
I will continue and tell about my professional context that is a bit different and I would like to explain about why I
think that system of higher education in Serbia deserves a major developmental support. Therefore, I will tell a story
from a point of view of my personal work done in the research and professional activities. For me, getting a degree,
even on the bachelor level, assumed defending a thesis, and that quantitative research was a mandatory at that
time for psychology students. Since at the time, I was involved already into TA, I have chosen to test some concepts
of TA. Almost simultaneously I have been learning and studying about the concepts of TA and following the route of
a researcher. I want to share with you the results of this research that was about the the couples and satisfaction
indicators. I would say that it is important finding that even the complementary ego-states profiles, could be the
aspect of relationship satisfaction, that was opposed to theoretical hypothesis stated by Dusey (Dusey, K. 1985).
I started from his hypothesis in order to test it in the empirical way, using a couple of relational questionaries that
measures satisfaction with the Ego-states questionnaire, ESQ revised (Loffredo et al. 2004). We, as researchers
must often remind ourselves about the inherent risk to reductionist nature of quantitative paradigms of confirming
the hypothesis. In other words, the assumptions that the research is having on its mind when creating the instruments and methodology, influence also the possible questions and choosing of the participants. On the other hands,
when I have made an interpretation of the mentioned results, there are the hypothesis that are confirmed and on
the other side there were a lot of satisfactory couples among participants that could not fit in the hypothesis that
were the grounding of the research. There I dared to ask the question how come there are significant number of
participants who are just satisfied in their relationship but outside of the TA known interpretative frame of reference?
So, the empirical research could be valid, and in the same time the results (or better to say an answers) that you
were wanting to come in the research arent coming. And when that happens, you have many of options. One of
them is to conduct similar research with other methodology, not only quantitative methodology, but also qualitative
methodology. The problem is that usually master or even PhD programs demands the imperative of quantitative re-
search methodology application. On the other side TA theory development calls for more creativity and innovation in
research in different ways in terms of making interviews not just surveys, and also in terms of extensive conceptual
analysis between TA and different approaches. For example, how can TA look like from another prospective, how
can it be looked through the eyes of social constructionist viewpoint? Research must a be a search, not just a way
to confirm our hypothesis, but to build theory, to ask challenging theoretical questions. That is my route of future
development as researcher, but in the same time, I am also a teacher involved in teaching two groups of students,
for Communication Science and also for the Psychology students. TA has a lot to offer as a theory for the Communication Science students, because it provide them with useful concepts to analyze group dynamics, to understand
what is going on in the classes, to improve their social skills, etc. When it comes to education of psychology students, TA has a huge, important base in education of clinicians, especially in terms of self- reflection and capacity
for meta- level of analysis of the future practitioner.
Enrico Benelli:
I am Enrico Benelli, CTA-P, Phd, Adjunct professor of Dynamic Psychology at Padua University, Adjunct Professor
of Research in Psychotherapy and Multidimensional Diagnostic Assessment at Chieti Pescara University.
As for case study research, my research projects on the effectiveness of TA therapy through systematic case study
research have been funded in 2013 and 2014 by EATA. My aim is to spread systematic research within Italian institutes of Transactional Analysis, through hermeneutic single case efficacy design (HSCED). In particular, I believe
that HSCEDs can demonstrate the effectiveness of TA psychotherapy and support recognition of TA within the
worldwide community of psychotherapists and researchers in psychotherapy. In fact, HSCED represents the most
comprehensive set of methodology that allows practitioners to conduct research within their clinical setting, and
investigate psychotherapy as it is really delivered, ecologically rather than within the laboratory setting. Recently,
I published a systematic review on HSCED research, presenting different levels of methodological stringency to
conduct HSCED studies, according to the amount of available resources (Benelli et al., 2015).
As for neurosciences applied to psychotherapy, I investigated neural correlates of emotional regulation (Benelli et
al., 2012) and results suggest that emotional regulation is modulated by the retrosplenial cortex, a neural area that
then was generally not associated to emotional regulation. This area is associated to the activities of autobiographical memory, semantic memory and the default mode network. In particular, this area appears to be associated with
the function of best predicting the consequences of our behaviour, based on past experiences. This is probably a
neural correlate of the TA concepts of Script, script beliefs, script decision, frame of reference, and so on. My last
studies investigated the biophysiological correlates (heart rate and skin conductance) of psychotherapeutic relationship, measuring patient and therapist synchronicity in a short term TA psychotherapy which focused on recall,
reappraisal and redecision of archaic relational trauma.
Cesare Fregola:
I was thinking about the fact that, since a while ago, I carry out research activities a little by chance and that, in the
meantime, I have developed an interest for TA.
I have completed the path to become PTSTA in the Educational Field, in order to examine in depth the more general
topics on learning, because I often told myself that, when one has something to do with emotional variables, their
link with learning environments is a garden to be explored.
Within my educational bases, a little as a mathematician, a little as a pedagogist, emotional variables captured my
attention in regards to the interactions that I have had with students or adults and particularly with the teachers
attending my courses.
Teachers, as part of their role, have the task of acting intentionally on the emotional variables and because of that I
have questioned myself on how these might influence both the motivation and facilitation of learning. Thus, various
explorations led me to focus on how the relation with ones own learning might be inspired and guided to become
a filigree that supports the development of knowledge, both can-do and can-be, of the person in order to express
oneself in the best possible way while learning.
I have asked myself at times, whether it is possible to optimize the learning process thanks to reinforcement-based
didactic paths only as it often happens in schools, or whether it is possible to build a village for learning to give and
receive conditioned or unconditioned strokes as well as to develop some sense of Self-efficacy and influence the
Autonomy by means of an educative contract, thanks to TA.
I have also asked myself if it is possible to retrieve ones lost motivation without feeling not-ok or even activating
discounting processes that might be recorded in ones student history.
Lastly one more frequent question I have asked myself and we[1] have asked ourselves, concerns the integration
between the contents, the learning objective, and the teachers relational modalities to study whether these can be
connected to the teachers personal style or specific competences that can be developed (Emmerton and Newton,
2004; Hay, 2009).
Thanks to these questions that I was initially considering somewhat abstract, I started to realize that TA continued
to give structure, shape and direction to the paths that a teacher can pursue to influence the emotional variables in
a useful way for scholars results as well as for the development of the person.
Starting from 2005 with time, the questions I was asking myself went from being untied to being structured, thus
highlighting a problematic situation getting more and more defined. A situation related to the training I carry out for
future teachers, working teachers and trainers as well. The first research hypothesis were in fact concerning how
to integrate the emotional variables with other variables: cognitive, meta-cognitive, relational, psychomotor. To then
study how, by influencing learning and ones study results, it is possible to intervene indirectly on Autonomy meant in
a Bernian way (Berne, 1971 , Montuschi, 1993), as well as more directly on Self-efficacy (Bandura, 2000). The main
goal of the research thus became that of developing capability, skills, and competences of both future and working
teachers, organizing themselves around their own can-become within the social complexity that characterizes our
times (Fregola, 2012.a).
An initial criticality that still lingers a little, concerns the research of the TA contents mastery level, useful to teachers
on the basis of an educational contract based on ethical criteria and within the boundaries of the educational field.
I have hypothesized that this criticality may also have some personal significance for me as I have carried on my
path for becoming CTA in the educational field, as well as the preparation of the TEW with a group of colleagues of
different fields but mainly the clinic field.
I could observe how my preparation was going to be defined in the educational field with its specificities but by
elimination, also by something regarding the focus that other fields put to the core of the help relationship. The forewarning to stay within the boundaries brought me initially to slow down the interaction with some emotional variables
and pay attention to what not to do, which activities to not carry out (Barrow e Newton, 2015; Napper , 2015).
Comprehension, knowledge and awareness combine as in a kaleidoscope and can stop in the here and now
thoughts, sentiments and behaviors that get organized with a phenomenology that lets the observed behaviors be
reconducted to known phenomena. On these premises the first research concerned Drivers.
The first questionnaire was validated by a significant sample of 1,800 subjects circa, on the whole newly graduated
students preparing for a professionally qualifying exam. The same questionnaire slightly modified, has started giving
important results also in the education of the students of the Mathematics Didactic for integration course I teach[2].
I realized that the students learned to identify some core aspects of the Drivers, as well as recognize them in action
within the learning process. They have found many advantages in the study planning, study-related activities as
well as in the management of those internal phenomena that obstruct learning. The same processes that trigger
when the Drivers automatism starts. Even if in a pedagogic way, by focusing on the behavioral procedure, Allower
transactions have been used for the various Drivers Profile (Fregola, 2007).
With the first thesis [3] we have defined the research protocols regarding the Drivers in action, while children undertook the learning process of calculation procedures (Fregola 2010.a, 2015.a).
From the need of having a support in hypothesising about Drivers in action we realized that it was possible to
re-elaborate some questionnaires for all the age groups. From this we developed the systematic research that let
us build valid questionnaires for each year of primary school, middle school, high school and recently preschool.
These questionnaires are structured with items that use cartoons as well as other stimula-situation able to allow the
children reactions to activate and for them to infer on the Drivers in action (Fregola 2015.b).
In the beginning I have said that I am a researcher by chance.
I come from the world of educative research; the goal of this research is mainly guided by taking educational decisions that are more likely to be effective for learning.
Educational research focuses mainly on the ideation, the design and the experimentation of tools, procedures and
processes that are useful to build effective learning environments, and on the development of other approaches that
predominantly refer to the research-action (Trombetta e Rosiello, 2000). One of the critical points in the educational
research is about how to keep in balance the complexity of the bonds between quantitative and qualitative aspects.
After the work on Drivers that allowed us to validate the tools, the procedures and processes of the research, the
arrival of our work is constituted by repertoire of learning situations, within which various TA contents have been
experimented in learning-teaching processes [4].
Our heuristic research, both empirical and qualitative, conducts the students to link the educative aspects with the
didactic ones, keeping in mind the peculiarities of TA, being aware of the line between educational research and
psychological research, the specificity of both, the areas of possible conflict and the ones of possible synergy. The
attention on the boundaries between educative and didactic actions, often shows us the necessary attention needed
to make the two worlds communicate. Co-creating adequate methods that allow the action between the two disciplinary references became an objective of our research. We intend to explore those zones of proximal development
(Vygoskij, 1990) and the learning theories that on the educative and didactic side are at risk of being considered
only as a possible metaphor, rather than a valuable resource to use in the teaching profession (Olmetti Peja, Fregola, Zona, 2015).
A qualitative research we brought forward was published recently. Our students prevalently belong to the generation
APP, the one after the digital natives. We realize that the immersion in learning criteria are often different from those
of the digital migrants generation. Some of the situations can be observed directly, for instance the class-life participation modalities, the focus time of students, abstraction processes, reading modalities, actions in problem-solving
situations, decision making, the use of imagination and fantasy [5].
We do not yet have many elements, but the hypothesis that the diffused Cultural Parent might be an element of
contamination for the Adult, both in the intergenerational integration process and in the interpretation of the current
social situation is very strong and rigorous.
We have validated it with a significative sample of our own students and intercepted 8 observable behavioral categories (Fregola, 2015.c) that can, somehow, support this hypothesis and open up an integrated study that might
request an international synergy between various TA fields.
Henning Schulze:
Hello, I am Henning Schulze and I am from Germany, I am a professor of Marketing and Services Management at
the THD Technische Hochschule, University of Applied Sciences at Deggendorf Its a small university with about
five and a half thousand students, where I also serve as a psychological advisor to the students. Actually, I am the
president of German Association of TA, DGTA. I also work outside the university with and within organizations, with
single persons and groups as a coach and supervisor, trainer and counsellor. I love scientific work. I think I am the
only one on this board that does not do empirical work. My work is a descriptive hermeneutical ones.
The TA training in the university I do since 1999. I came to TA not by chance, but by my own decision. I began to
study Economics and Services Marketing. When I tried to understand the marketing market psychology I failed. So
I began with a second study: the study of psychology. Here I had my first contact to TA and it was possible for me
to understand what happened between people in markets as well as in organizations. From that time on, I started
to work using the concepts of TA. In my doctoral dissertation, I did research on internal marketing of service organizations and the opportunities to implement TA. Today my research primary is about leadership, burnout, resilience
and relationship in service organizations.
Since 1999 I use to give 101s as a part of the curriculum of the service management courses in my university. As I
know it is the first and up to now the only TA course fixed in a curriculum in a business administration study all over
Germany. In Germany it is hard to implement TA courses in universities.
Mark Widdowson:
I grew up in a deprived area and I was the first person in my family to go to University. When I was growing up, the
only people I knew who had been to university were my schoolteachers and family doctors. Currently I work at the
University of Salford, which is in Greater Manchester. At Salford, we have a very high proportion of students who
are the first in their families to go to university and who come from poor, deprived backgrounds and my colleagues
and I at Salford are very proud of that. I work in the department of Counselling and Psychotherapy. Counselling
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and Psychotherapy is typically a middle class and elitist profession. What is happening at Salford is that we are
attracting young people who come from such deprived backgrounds, and bringing a new generation of counsellors
and therapists into the world and I am very proud to be part of that.
In the UK, counselling and psychotherapy tend to be viewed as one and the same thing: we do not draw a distinction between them. Also, counselling and psychotherapy are a separate discipline, and are not automatically considered to be a sub-division of Psychology. I am not a psychologist- I am a psychotherapist. At Salford, we have a
bachelor degree program and a master degree program in Counselling and Psychotherapy. At the University where
I teach, we currently do not have very much TA in the curriculum but I do introduce students to TA and each summer
I run a TA101 which is open to all of our students. The feedback from students is excellent, and the students who
complete the 101 always do a very good job of promoting TA! I am part of the school of Nursing, Midwifery, Social
Work and Social Sciences, and also do a few lectures on TA for 3rd year nursing students. The school has a firm
commitment to multi-disciplinary working and training our students in communication skills equipping them with
skills and knowledge which will enhance their personal and professional resilience.
40% of my workload is research. Salford encourages pragmatic research, and my own research has largely been
focused on depression and case study research. I am also interested in looking at the process and mechanisms of
change; I want to find out what specifically is effective, what we can do to make the therapy more effective, on the
micro, intervention-by-intervention level.
Resi Tosi:
It has been really interesting to know your diverse activities in universities and the different types of research you
are involved in. Now I want to ask you, in your opinion, which are the strengths and which are the weaknesses of
Transactional Analysis as a model to be taught in University?
Mark Widdowson:
Ok, I think that there are a couple of things here. One of strengths is that Transactional Analysis is very easily understood; we have very simple concepts. But in some respects, this can be a weakness. It is not unusual for people
to think that the accessibility of TA means it is superficial, but TA is far from being superficial. I also think that we
must update the language of the TA, because if we talk about old concepts which are no longer part of everyday
language then TA becomes less accessible. Because culture and language are changing, so we must adapt the
language of TA. We cannot stay with the language of 1960s California anymore. In my view, one weakness of TA
is that we do not have enough research. Most universities want to teach their students models of therapy that have
substantial bodies of evidence to support them. Until we have more evidence of the effectiveness of TA, I think that
we will struggle to get TA firmly accepted within academia.
Henning Schulze:
In Germany the most weakness of TA is its low awareness in the academic world. This we find especially in the
academic world of psychologists. It comes from the time of 70s and 80s were TA was pop psychology in Germany.
It has been used like a Mickey Mouse psychology and a lot of older deciders in the academic world as well as in
organizations had first contact with TA at that time.
In the field of business administration out of the universities TA today has a much more better awareness. Inside it
is hard as I mentioned.
A really strength of TA is that it is easy to grasp and therefore it is easy to teach. Like me in the time of my studies the
students understand the concepts (I call them maps) very quick and they learn to use them in fields like marketing,
personnel development, conflict management in leadership processes and so on.
Carla de Nitto:
From my perspective, teaching TA model in the University context, in psychological disciplines, offers many vantages and opportunities for students.
11
First of all, TA is configured as articulated and coherent theory that provides frames useful to understand human
beings and their diseases and to found a specific theory of methods: as I said before, we can easily identify a motivational theory, a personality/developmental theory, a psychopathology theory and a method theory. I consider this
various facets to teaching TA in different disciplines, with different foci in different courses.
In addition, TA uses a "simple" language, sometimes even intuitive, to explain intrapsychic and interpersonal processes and then it lends itself well to explain complex concepts, so as personality structure, in a learning environment where students are going to start to construct theoretical frame to understand human beings and their
relational dynamics. The "simplicity" of language is a value from my point of view; at the same time, teaching TA, I
think relevant to point out the "complexity" of this model, showing how personality theory is strictly interlinked to motivational theory so as it is to psychopathology theory. All of them together are relevant to identify a consequential
theory of methods and for change. It is useful to make explicit this kind of linking to help them integrate concepts
(de Nitto, 2006), reducing the risk to trivialize the model, with an improper use of the TA, transforming a "simple"
language in a "simplistic" model. This is one of the misuses of TA, that is responsible, from my point of you, to take
TA out of academic world.
Another valid reason to teach TA in university is linked to its different fields of application. I strongly believe that is
important to offer to future psychologists, that maybe are not so clearly oriented, a fan of possible application of
theoretical models. TA provides four defined fields. So I think could be useful to know that TA can be used even in
organizational and educational field in addition to psychotherapy and counseling field; in fact, I think that we need
to emphasize in the future the contribution that TA offers even in those fields that are less evident, especially in our
country.
Seems that you are talking mostly about how TA is useful for clients and for practitioners. And I just want to add
another perspective noticing that the strengths of TA are not just in the empowerment of the clients, but also from
the perspective of practitioners and researchers. We shall not forget that TA is the most interpersonal psychotherapy, and one that is the most open to interaction. Maybe from one point of view is less and from another point of
view more interactive, but at least we have 3 different schools of thoughts and techniques within TA all of which are
well developed in practice and supported by the literature. So I think this is really one of the benefits from which we
are starting to compose the research and I think also that aside the empirical research that is needed for validation
of theory, also we as practitioners or scientists need validation. We need to think and to open a dialog in between
disciplines and in between theories and modalities, because for example in other theories (social constructionism,
collaborative therapy and relational theory) I found concepts, that are similar to the concepts of TA in our days and
in my dissertation, for example, I wanted to discuss about the connections of TA and other contemporary author
from the different paradigms support which was received with enthusiasm by my co-authors, colleagues coming
from different paradigms. So it seems there is a clash that we must be aware that even in science there could be
obstacles and we should put more effort in our voices and agreements to make connection between theories. It
is not welcomed from all the points of views. The concept in question is about a reflecting team, very important
technique for doing supervision in systemic practice and therapy (Anderson & Goolishian, 1990). You work with the
family and there is a team that is observing your work with the family and these things move and you change places
and the family is discussing about how is treated by the practitioners. So if you can call the same principles and
do the same analysis and if you can change places between clients and us and the clients can reply to questions
about the way is treated and diagnosed it is very similar to Bernian groups conducted in the psychiatric clinic of
San Francisco (1966). So I made these connections and study in depth about it even thought it was a taboo among
social constructionist.
Enrico Benelli:
Teaching Dynamic Psychology in University, I feel inspired by three principles that permeate Berne's theoretical
foundation of TA, that I consider to be one of the major strengths of TA. First, to connect psychodynamic theories
and neurosciences. Second, to make theory close to the phenomenological experience, connecting concepts to
everyday life and language. Third, to disseminate psychotherapy principles to as many people as possible. I think
that teaching TA I facilitate students to assimilate the principles of psychoanalytic theories (classic pulsional, ego
psychology, object relation, self psychology, relational and interpersonal psychology), enabling them to connect
theories to their experience and enhancing their ability to reflect on their own life.
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Despite these strengths, I think that Transactional Analysis in Italy has not an adequate recognition within Universities. In Italy, we have two academic fields that encompass psychotherapy and psychotherapy research: clinical
psychology (M-PSI/08, mostly behavioural cognitive oriented) and dynamic psychology (M-PSI/07, mostly psychodynamic oriented). It is not so clear where Transactional Analysis could be placed, probably we represent a bridge
between these two approaches. At the moment, our major weakness is that TA does not have a solid and recognized
tradition of research, and without such background it is not possible for TA to gain a place within University. Fortunately, I think that TA training structure is one of the most developed and would allow a rapid integration between
training and systematic case study research.
Cesare Fregola:
I think that the Educational Field has important perspectives in a time where learning is influenced by complex
contexts that put us in the condition of researching beyond the methodological, technical and scientific rigour of
reference, the criteria that might activate a discussion on certain relevant paradigms of the different fields.
Learning and educative processes restructure themselves in complex contexts. The complexity generates discomfort because the complex systems structure defines some conditions attributable to uncertainty, to the simultaneity
of some events and to the occurrence of paradoxical and sometimes contradictory situations (Morin, 2000). The
traditional didactic knowledge doesnt seem to be enough to govern the learning processes, whereas TA seems to
offer a bundle of methodological opportunities that concern those very themes that place some psychology fundamentals, the ok-ness philosophy and other constructs in synergy with the Educational Sciences (Fregola, 2010.b).
The challenge of complexity is an anthropological one, it is not a simple change of paradigm for the multiplicity of
the intertwining dimensions.
Our research aims at integrating TA among the competences of teachers so that working with students would be
more effective, with the goal of facilitating the definition of a relationship that they have with their own learning, and
that shows itself with the possibilities to learn to learn the complexity and within complexity. For the teachers involved in our research it was possible to observe the following advantages:

They can take advantage of some extra elements to better understand themselves and meet the other as a person, before to meet them as a student or parent or colleague or school manager. This can be achieved without
necessarily entering the borders of the deep self-knowledge, remaining within the observable inner, those inner
areas that lay between the possible knowledge and the awareness of knowing ones other self, the situations.
They are able to integrate the competences in the teaching-learning process of disciplines: mathematics, language, history or science...
They are facilitated in managing intercultural processes, as well as communication. Some figures are still fundamental, those of mediators for instance, but where it was possible to share some educative processes of the
school supported by TA competences directly with the mediators, the results were clearly evident.
They are able to build professional networks that integrate to support directly or indirectly the didactic activity
of the school. A relevant example: when there are children with learning difficulties at school, one of the critical
points for the special ed teacher[6] is his/her integration in the network of the other roles in the school as well as
other experts such as psychologists and psychopedagogists. If the child is named Giorgio every person, every
professional uses his name, but by the description of Giorgios needs by each different professionist, it often
looks as if each is talking about a different child.
I believe that a separate consideration concerns the evaluation system of the school. I have learnt, and am still
learning about the power of the learning evaluation model and of our EATA training. The experience of these last
few days in Rome is my second one as an examiner. I have had confirmation of the potential that might be there in
regards to the grading logic in which the whole scholar evaluation is reduced; to prove that the well known phrase
that not everything that counts can be counted, but also that everything that can be counted, counts.
The difficulties: I perceive it is quite hard for TA to become a system discipline. My experience was possible because there has been an academic who gave room to methodologically rigorous experimentation of the pedagogic
13
research, planning the careful inspection of experimentation and re-elaboration for each hypothesis, starting from
the teachers system of competences. The weakness is that in order to develop a system integration of the teacher
competences, it might be necessary to develop a systematic research with predetermined costs and modalities
which are not sustainable within one or more chair.
Resi Tosi:
It seems that you do not think that Transactional Analysis has intrinsic weakness, you do think that it has intrinsic
validity. You think that Transactional Analysis has something theoretically important to offer, in different fields and
ways, in this sense suggesting a very positive perspective.
Carla de Nitto
I find stimulating your reflection on our responses: you said that there are not intrinsic limits in the theory of TA. I
take this opportunity to add another aspect that I wish to share with you now.
I spoke a moment ago about the risk of an over-simplification of TA model, considering it a weakness. Listening to
your comment I add another weak point: even if we may count on a coherent and solid theory and methodology in
TA, we reserve very little room to an open dialogue with other theoretical approaches, to share ideas, for example,
on theoretical relevant concept in TA, as script, Self, Ego, etc. Therefore I state that we, as Transactional Analysts,
need to open this kind of dialogue, in order to share and come to a commune knowing in the scientific community.
An additional challenge could be to dialogue more also among us, as TA community, in order to develop TA theory
taking into account the recent discoveries in this field: a concrete example is the dialogue that we opened on the
Ego state concept according the Social Cognitive TA that will have a room also in this Conference:
the Drafting Committee of our (IFREP) journal, Psicologia, Psicoterapia e Salute shared some selected articles of
the Social Cognitive Transactional Analysis model (Scilligo, 2004; Scilligo, 2006; De Luca, M.L., Tosi, M.T. (2011)
with national and international TSTA, opening a dialogue on the Ego State concept in SCTA asking them to answer
four questions, for ex., to check the continuity between the concept of Ego state in TA and in SCTA, and three more
questions. We have had a wonderful and stimulating feedback, really challenging and rich. We published it in one
special issue (AA.VV., 2014), in Italian and in English, and it will be discussed also in this Conference. I hope that
we could continue that kind of theoretical discussion in an open way to contribute to the deepening of TA theory.
I conclude identifying one aspect that in my opinion in TA theory requires additional explicit clarification, the motivational theory: I assume that Bernian motivational theory has been proposed basically on intuitive side. I think
that today the time is ripe to use theoretical reflections to clarify motivational roots, so that TA may acquire further
theoretical consistency in the dialogue with other models.
Resi Tosi:
Im asking one last question, also to the audience. What is your vision for the future of Transactional Analysis in
universities, in research, and in the scientific community?
Mark Widdowson:
There is a simple answer to this, and it is Just do more research. I think that the future of TA can only be guaranteed
by doing more research into the effectiveness of TA. I think that if we do not radically increase the amount of research we produce as a community, then we will suffer. I realise that many people dont do research because they are
busy and dont have the time, but maybe they could contribute a few hours. If all you can give is a few hours, that is
fine, you dont have to do all the research project by yourself but you can help those who are doing research- there
will always be tasks that someone can do with the few hours they have available, and doing something like that is
a big help to those who are doing research. We cannot do it alone- research relies on the help of a lot of people. I
think that the future of TA depends on the active participation of as many members of the TA community as possible
in getting interested in and getting involved in research.
14
Henning Schulze:
My vision of TA is that it will get more recognition in German Universities and in our academic world. Perhaps one
day we will teach TA in our universities as you colleagues from Italy and Great Brittan do today. To achieve that we
have to go a long way. We have to do empirical work as well as descriptive hermeneutical work and we have to
publish the results of our work in journals and books much more than we did until the mid of the ninetieths of the last
century. In DGTA we work a lot on that point.
I by myself publish scientific articles and books about TA in organizations, marketing, leadership and so on since
1991.
Thank you.
Carla de Nitto:
I consider a stimulating and very rich challenge to combine qualitative and quantitative research. In the Psychotherapy field, for example, my field of specialization, I consider relevant to use two different perspectives at the same
time, looking at data coming from the direct interaction with the patient, co-constructed with the person, - qualitative
aspects - and data coming from the results of questionnaires in an on-going process quantitative aspects (Bianchini, de Nitto, 2014). This dialogue could promote efficacy in the therapeutic intervention, monitoring the process
from different sides, so that for example, data coming from some questionnaire for example on the therapeutic
alliance - could light areas not so clearly considered in the real experience with the patient and truly informative
on that kind of relationship in that moment; a small example of combination between qualitative and quantitative
research in practice.
In addition, I strongly support the importance of identifying processes involved in change, specifically how to promote growing processes in different fields, working together to validate TA as intervention model. It seems this is
one of the points we all stressed in this Round Table; you, Cesare, was talking about it in the educational field. I
believe that this could be a common point for us in all TA fields.
Recently there was a great initiative, that the written exams should be somehow developed into a certain case
study research. Maybe one of the efforts to enlarge research aspects is to put more focus on providing a basic
research training within advanced TA training program, and also to be more demanding on the aspects of the research knowledge criteria during the examination of practitioners for certification. By that I meant just to give some
directions to practitioners on how to act as researchers, or how to present something that they already have as
valuable result of a qualitative research methodology. Ok, it is important to create new TA based instruments but it
is important also to use other validated instruments from a different theoretical grounding to validate some of our
core concepts. Therefore, if you want to validate one concept you need to use it with different instruments, coming
from different prospective that is describing the same or similar psychological phenomenon. For example, defensive
mechanisms, personality measures, etc. Otherwise, we are repeating the same knowledge and you are not adding
anything new. Therefore, this is what I wanted to say. More studies, more quantitative research, and stimulation
research courses. In addition, during the processes of instrument validations one should be open to collaboration
with the researchers from other countries and cultures.
Enrico Benelli:
The future of TA, at least in Italian universities, needs a strong cooperation among researchers, TA Institutes of training and TA practitioners. We can reach this goal by creating Psychotherapy Practice Research Networks (see for
an example http://www.med.uottawa.ca/pprnet/eng/). A research network can produce HSCED studies which can
be used to spread the knowledge of TA theory and practice among students, to spread knowledge on activities of TA
institutes, to collect data from clinicians in an ecological way, to make data available to researchers within university,
creating a virtuous cycle that can strengthen TA.
TA has also to overcome its insularity, that is the tendency to spread TA research and knowledge only within TA
environments, creating an isolated community. This has been a problem also for others models, such as psychoa-
15
nalysis, humanistic and family therapies. These three models have reacted to their tendency to insularity and they
started to plan and conduct researches. Today, together with the cognitive behavioural model, they are recognized
as the four main stream of psychotherapy (see the special issue of Psychotherapy Research for the 25th anniversary of the Society for Psychotherapy Research).
Cesare Fregola:
Everything was said about the experiences regarding both qualitative and quantitative research, their exploration
and integration. I would like to propose only one remark: as it was said this morning, looking for educational alliances starting from the value of the difference gives value to the difference and the specificities between fields. It
also requires an intentional search for synergy, as well as one for the conflict areas which do exist, they cant not be
there, but they are relevant areas.
On one end there are, in a continuum, the areas of conflict, the dissipative and critical ones, the ones of the extreme
prejudice; while on the other end lie the areas of possible synergy.
Thus I think that TA may give a relevant contribution, but for this to happen there is a need for intentionality, which
might be perhaps referred to some pedagogic education. Meaning that if a goal is not declared and only the heuristic
aspect is used, what is empirical is at risk of becoming a coincidence and getting out of coincidences is useful, but
then again a swallow doesnt make a summer.
For this reason a rigorous research methodology might be necessary. Certainly yes! As a mathematician I am
observing those research that do not only use the Aristotelian logic - that of truth and false - but also a fuzzy logic meaning confused logic. Sure in TA confused stands for something completely different, while for a mathematician
it is the idea that between black and white there are infinite shades of gray and to position ourselves on the suitable
shade - which is always complex - might need an important research effort.
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setting, IAT Journal - I n. 1
35. Olmetti Peja, D., Fregola, C., Zona, U., (2015), Introduzione ai processi e alle teorie dellapprendimento, Roma:
Amazon.
36. Scilligo, P. (2004). Defining Ego States in relational and developmental terms. EATA Newsletter. 79, pp. 7-13.
37. Scilligo, P. (2006). Correlati analitico-transazionali degli stati dellIo in termini dimensionali nella rappresentazione cognitive-sociale del S e dei processi relazionali. Psicologia, Psicoterapia e Salute, 12, 2, 113-158.
38. Scilligo, P. (2009). LAnalisi Transazionale Socio-Cognitiva. Roma: LAS
39. Vygoskij, L., (1990), Pensiero e linguaggio. Ricerche psicologiche, a cura di Mecacci L., Roma-Bari: Laterza.
Note
[1] It is researches that I have directed with the Prof. Daniela Olmetti Peja, Prof Fabio Bocci and Prof. Umberto
Zona for the Chair of Experimental Pedagogy, Pedagogy and Special Education and the Chair of General Didactic
for the Degree Course of Primary Education Science of the Education Science department of the Roma Tre University. In particular I have coordinated the Experimental Pedagogy Laboratory.
[2] The Didactic of Mathematics for Integration course concerns the education for future Preschool and Primary
school teachers for the Degree in Primary Education Science of the Human Science Department of LAquila University.
[3] The experimentation was carried out in two fourth grade classes with 9 year old children by Silvia Romano.
[4] We have created a newsletter, EducATional, in italian, where students display their own work. It is a work in
progress where papers are made available for exchange, feedback and distribution. The news letter can be viewd
at http://issuu.com/mathetica/docs/educational_1/1?e=8276221/14916441
[5] It is some of the life skills. Identified by the WHO, by which they were defined as abilities/skills that allow one to
acquire a versatile and positive behavior, thanks to which it is possible to efficiently face the requests and challenges of everyday life within complexity.
[6] In Italy, a special ed teacher is a figure that supports those who have learning difficulties of various typologies
and forms.
18
What we can learn

Reflections on the EATA Conference on Research, Rome 2015
As we look forward now to the next EATA conference in Geneva, we can think too about last summers conference
in Rome.
The Scientific Committee (chaired by Laura Bastianelli, with Enrico Benelli, Gnter Hallstein, Roland Johnsson, Susanna Ligabue, Barbara Loi, Gnther Mohr and Trudi Newton), discussed what we can learn from that experience,
looking both at the conference itself Verifying the development of TA Theory and Practice through Research and
at the process during the conference.
In the previous Newsletter we celebrated the success of the Rome conference: organized by the joint venture of
seven Italian associations and made possible by the voluntary work of many colleagues in the Organizing Committee.
We had 500 participants and, with 23 workshops of 120 min, 36 workshops of 90 min, 45 brief papers of 30 min
and 7 posters, a total of 111 presentations. We conducted two evaluations. First an evaluation following certain
transparent criteria of the presenters proposal (PPE) and secondly an evaluation of the presentations, using the
EPEF15 format, and we have since evaluated the evaluation so as to improve it in future.
We value having created a lively, research-based dynamic that most often felt like genuine sharing and exchange
with indicators for developments in the future. The input from non-TA speakers (John McLeod and Omar Gelo) was
important and challenging for us as a community. The conference has been a substantial undertaking, a challenge
from different perspectives where, we believe, everyone gave her/his contribution out of a basic loving, respectful
attitude, that was essential in some lively debates we experienced.
Some of the challenges we considered
the subject: Research in TA is a developing field of interest (sometimes looked on suspiciously), and the idea was
to increase both the openness toward non-TA research frames of reference and to share TA peoples practice in
research in the different fields; to make the research more suitable, accessible, useful and easy, if possible.
the kind of organization we needed to set up the conference, considering the large number of people eager to
present their contribution and attending the event. The challenge was also how to connect the choice to invite big
names, well-known experts in the research field, and to build a common ground through the plenary sessions,
with the willingness to participate more directly even in the collective and larger moments. While recognising that
plenaries need to be well prepared and moderated, we could say people had the opportunity to enjoy (or to tolerate
) the different learning cultures that coexist inside the TA community.
language: in international meetings like this one, how can we manage the language issue: where, when and how
to translate; using international English and also leaving space for the different native languages (increasing the
availability of simultaneous translation, at least for plenaries and large groups, could help).
building clear contracts: to allow good communication processes and clear boundaries, networking between SC
and OC, with joint/shared spaces at different levels, building in opportunities for contact and exchange between
presenters and delegates, including informal sessions such as early-morning process groups. All this can be improved.
Results from the final plenary
In the final plenary we asked people to discuss in groups for each field.
The psychotherapy field had a larger number of participants but in every group the discussion was lively and competent. We share here some general results.
The need for connection was underlined in every field both with other (outside EATA) sources of research (institutes,
associations, theory, and practice of research) and inside EATA (among different fields), and connecting different
countries experiences.
The greatest effect of this conference for everyone has been the opportunity to meet and talk with other transactional analysts, to share information, ideas and possibilities.
19
We discussed potential ways of networking and supporting

each other. There is already a great amount of research and
theory advance being done, that can be connected with every
field.
In response to the question: What ideas and new development in TA theory did you find relevant for your field and practice? answers were:

update our TA terms into more everyday language of the

21st century, e.g. not "negative controlling parent" but "orienting parent (C-E)
the need for translation in the application of theory from

one field to another (C-E)
consider the impact the educational field can have on

others who are not informed about its range; for instance,
Discussion group during the plenary
the workshop combining SCTA and Learning Imagoes, attended by PTSTAs who have little knowledge of learning theory, inside or outside TA. (E)
to dare to use research as a plus and to connect research with quality development (O)
to share and compare examples of research done in the same field and in different fields (C-E-O-P)
to define which kind of research we do or want to do, and find different modes to do research (see Gelo and
McLeod proposal) (P)
need for empiric validation of theory constructs and clinical practice (P)
networking on specific issues e.g. depression, anxiety and others (P)
to connect research to practice e.g. intervention-research (P-C-O)
and for the question: What ideas about the importance of doing research and how to do it in your field and
practice did you get from the conference? answers were:
little research is done for counselling until now; important to have more research connected to our everyday
work: e.g. starting with a question, searching for the results, blind evaluation of sessions to be evaluated from
psychotherapists and counsellors and discuss the outcomes (C)
defining and explaining types of research. (Omar Gelos keynote address was very useful in this). Education
research is very different from clinical research, partly in methodology e.g. group as opposed to individual studies (E)
to publish in IJTAR and in TAJ to make research available outside the TA world through Sage. (We also observed that the green lines on Gelos analysis were shorter than for other fields but longer in proportion to the size
of the field i.e. educators are submitting relatively more papers!) (E)
to make known educational research that is going on in different countries. This highlighted what we called two
kinds of translation into other languages and also into different fields and how to keep abreast of each other
in our awareness and for sharing information and ideas.(E)
making learning the focus of study this means not only research on schools etc but also research on the
educational process in TA training (E)
to overcome prejudice about research and to dare to use research as a plus (O)
to overcome the prejudice about the difficulties of doing research and overcoming the financial scarcity with
mutual cooperation (P-C)
increase the process to connect theory and research and to look for integration of TA with different models (P)
to dare to connect different fields (P)
and finally, for the question: What practical suggestions would you give to EATA to sustain research development in your field and practice? answers were:
20
to research the development of the four fields in different countries and see how to interpret the differences (C)
to research the development of counselling in the different countries (C)
to show different perspectives and approaches to counselling e.g. by using as a model Widdowson's article on
How to do a case study(C)
use our EATA website as a resource tool for material on research, development and practice.(C)
establish educational networks, to connect people doing similar work, networking and supporting each other.
There is a fair amount of research being done and educational theory development in several countries (E)
offer support and reduce the sense of isolation of some practitioners. (E)
be proactive, continue the discussion by email with a view to putting forward proposals to EATA. (E)
network with students and trainees as well as qualified practitioners (O-P)
to use more web possibilities: social media, webinars, publications (e.g. free access to TAJ) (O-P)
to connect the existing resources (Schools, professionals, Institutes, publications etc) (P)
connect research with training, using trainees as a resource (e.g. integrating research with CTA exam format)
(P-C)
To close, a sentence from Joseph Beuys: we are the revolution. We learnt from the conference that it is real challenge to get a diverse and international picture about research and not only to focus on English language journals
and literature. Also we felt the cultural change of today, from the previous orientation to focus on big names in the
psychological contexts, towards a democratic competence approach carried by each presenter and participant.
And the most important thought (from the close of Wilma Buccis interview with Bill Cornell, on research) Keep
raising questions
Trudi Newton and Susanna Ligabue,
on behalf of Scientific Committee
21
Research Corner
Report on EATA
theory development and research committee survey results
Doc dr. Brajovic Car, K. (BIHOTA, Bosnia), Golovan, G. (UATA, Ukraine), Ilic, M. (MonTA, Montenegro)
TDRC 2015 Survey results presentation
Methodology and Goals
TDRC, starting from 2014, became a registered user of on-line research and survey platform - Question Pro. Since
the membership of EATA is geographically widely distributed, such platform seemed as the most practical tool for
quick and effective surveying among active members about their research experience and knowledge. The initial
(start up) survey was conducted with an aim to gather information about used and recommended instruments and
research protocols in TA. Over 6000 members were reached during the period of six months.
The EATA Theory Development and Research Committee (TDRC) was established after the Council in Oslo, in July
2013. The tasks of the TDRC have been redefined and broaden
Previously research committee activities were mainly aimed to the support of the research activities of the individual members and research teams and the promotion of the importance of the research culture and efforts among
practitioners
Since the newly established TDRC has now, more then ever, members that are affiliated to a Universities in their
countries, we added some additional tasks to the regular ones. One of these is the project to provide continuously,
throughout the year, support for the members who conduct high quality research from the experienced researchers
as supervisors in all phases of the research creation so that EATA research granted project could produce relevant
research as well as theoretical development of TA modality. Committee activities are in that sense the connection
among researchers from different countries interested in similar topics, or to suggest adequate supervisor for the
researchers who need assistance in their research work.
One of the decisions of the Committee was to register EATA to an on-line based research platform that could facilitate research progress. EATA TDRC Committee now has as its resource a Question-Pro survey account. It is a year
long membership that allows access to the software developed for a large scale on-line research (up to 10000 interviewees) with multiple possibilities for question generations, both closed and open ended questions. The program
also performs by itself the basic descriptive statistics and is compatible with Excel and SPSS program (Statistical
Package for Social Science) in terms of exportation of data from one program to the other that have more analytical
possibilities for advanced statistics (like SPSS).
One of the priority task for this year is to make visible and available valid and well tested instruments, both for research and practice, based on TA theory and concepts. We see it as a starting point at the moment, to inform members
about what is already well researched and known and could be chosen for future research projects (whether it is just
a reliable instrument or a standardized test with the decoding manual for interpretation of the results).
That is why we call and appeal to all EATA members who identify themselves as an active researcher, in any of the
four field (in past, present or future) to take part in this survey (which is just an inquiry for informative purpose, and
not a research in itself). You were all invited to participate via e-mail invitation linked to the Question-Pro platform
and provide us with the valuable information in your knowledge.
The important condition relevant to this inquiry is that tests and/or instruments that you suggest are based on TA
theory, or that it was used in correlational or comparative studies design that were administered to the same sample group with TA based questionnaires and other theories based instruments that produced important results and
increased the development of TA theory.
22
Sample
The research sample consisted of 106 participants and it was deliberate, non-random. The respondents were
researchers from different countries all over Europe (the majority of respondents were from Italy, Germany, Great
Britain, France).
Methods and instrument for data collection

Used method in this research was survey method. The data were collected through online survey platform, called
Question Pro. Questions are intentionally made to provide as more information about relevant instruments which
researchers use. The questions were mainly open and provided variety of data .
The collected questionnaires were analyzed through qualitative and quantitative method of analysis. With the aim
to collect and display as exhaustive data we used qualitative method. The main approach to the analysis of content
was stating significant responses from the open questions and categorization of answers found in the questionnaires
(raw data were put in usable categories). Method of analysis included simple descriptive statistics (frequencies and
percentages).
The research was conducted during the final quarter of 2014.
Data analysis and interpretation

Research results have given a lot of material that can be interpreted and used for in practical purposes.
The first question showed frequency of research conducting. From the total number of completed questionnaires
(106), only 74 respondents answered to: How often do you conduct research? The chart below represents percent
of answers in every category.
Graph 1 - Distribution of responses to the question:

As we can see most of the respondents said (39%) that have never done research, while about 30% think of themselves as active researchers, engaged from weekly to annual level in the various research activities. Significant
number of participants 20% has chosen the category other as their answer. Among explanations we can find
retired researchers and members who conduct research from time to time less frequent then once per year, only
when they are part of a research project team.
23
When it comes to the preferred and used methodology among members the results suggest that the qualitative methodology dominates current research practice among EATA members. There is only 43 (40.56 %) respondents who
answered to this question. The table below shows participants categorized in two main categories according to their
answers.
Table 1 Distribution of answers about used methodology

26 out of total answers are about qualitative methods, compared to 17 answers about quantitative methods. From
the quantitative spectrum of methods interviewees are naming correlational studies and test validation. Most of the
interviewees named interview as used research method. This response can not be interpreted unambiguously without realizing the possibility that it represent confusion between clinical interview and research interview. Next most
frequent answer about used research methods is - case study. Also, mentioned by the members are observation, action research, grounded theory and ethnography. The least frequently mentioned form of methodology is web based
research practice (only 2 answers without any specification).
Members that have taken the survey in their practice have used the following instruments based on TA theory. The
order in instrument listing represents the frequency of answers, starting from most to least frequent :
This result shows that Italian researchers have very active role in validation of TA instruments and their usage.
Only 42 of respondents or 39.6 % of the whole sample answered question about where and how they found information about valid TA instruments. The most important answers you can find on the graph below.
Graph 2 - Distribution of answers to the question:
We can see that the most frequent answers are TA training and Personal conversations. Also there were popular
such answers as TAJ, ITAA web-site , IJITAR, Books , Internet . The lowest rate had following answers: EATA
web-site , Information from TDRC, Supervision, Journals in National associations, Universities, National and
International conferences.
24
The respondents named the most frequently used TA instruments. On this question responded only 41 (38.7%) of
the sample. 17% of respondents misunderstood the question and named their preferred TA concepts and research
articles. The graph shows the frequency of responses to this question.
Graph 3 Distribution of answers about most frequently used instruments
We discovered that 62% of respondents how answered this question use research instruments in English, 33%
of respondents in Italian, 19% of respondents in German. The other languages for using of research instruments
were named by by the significantly smaller number of respondents (Serbian, French, Romanian, Bosnian, Croatian, Dutch, and Hungarian). This result was expected because instruments are generally created in the most
widespread languages. English is the most used for the existing instruments. Other developed TA community also
created their version.
Graph 4 Distribution of answers about most frequently used instruments
Important part of research was to find out whether the respondents are those who have worked on significant TA
instruments. Distribution of answers for this question are given in the table below:
25
Table 2 - Distribution of responses to the question:
15 (14.2%) respondents of the sample positively answered to this question. That probably shows number of respondents who were included in process of creation some important TA instruments which are used in research and
practice. 24.5 % of respondents did not have that experience probably like the most of others who did not respond
to this question (61.3 %). From the responses of those who have had research experience in this area we have
compiled a list of the instruments that they have worked. Most of listed instruments are widely used but there are
some scales who are constructed for personal and specific usage (with untested validity marked with * ).
In the next section it is presented willingness of survey participants to share the instrument on which they have
worked. Only one-fourth of sample answered to this question. We categorized the responses into main categories
presented in the following chart. Majority of those who responded gave positive answer. We can say that most respondents who have been part of team that created an instrument want to share their work and to make it visible
and more usable. From 26 respondents who answered to this question, 18 of them would share their instrument
unconditionally. 6 respondents gave conditionally positive answers. It is important to point out dilemmas which are
expressed in answers. Respondents cited barriers of legal rights to share their documents and need to clarify copyrights issues. Also they stated that some instruments need some modifications before publishing.
Graph 4 - Distribution of responses to the question:
26
Through the next question respondents gave recommendation for usage of TA instruments.
Only 35 % of all survey participants responded to the following question: Based on your research experience, which
TA instruments would you recommend to a colleague? Most of people who responded are those who are very familiar with TA instruments and researchers with experience. All participants who responded on this question have
recommended instruments which have great value according to their opinion. It must be noted that there was a
number of invalid answers who were excluded from the analysis.
The recommended instruments are (listed from the highest frequency):
P. Drego Injunction scale, personal style and driver questionnaire (validated transation and factor structure in Serbian - in preparation for publication, research project in SATA.
Manualized TA treatment for depression: Widdowson, M. (2011). Depression in the frame: key therapeutic tasks in
the treatment of depression. The Transactional Analyst, pp.5-11.
Evaluation of Adherence: Appendix 7: Template of Therapist Adherence Checklist;Appendix 8: Template of Supervisors Adherence Checklist, Widdowson, M. (2012). Appendix on IJTAR 3, 1 p. 53-59.
Scilligo P., et al. (1999-a). Il questionario ESPERO: la misurazione delle ingiunzioni e delle controingiunzioni. Psicologia Psicoterapia e Salute. vol. 5, p. 137-166.
ANINT Scilligo, P. (2000). Il questionario ANINT-A36: uno strumento per misurare la percezione di s. Psicologia
Psicoterapia e Salute. Vol. 6, p. 1-35.
Scilligo, P. (2005). Una definizione multidimensionale degli stati dellIo. Le superfici a otto cluster della SASB e il
questionario ANINT-A36 (cap. 9). In Scilligo, P. La nuova sinfonia dei molti S. Roma: LAS
Brajovi Car K, Hadi Pei, M (2012). The Devolopment of Psychodiagnostic Instrument based on Ego sate, Impass and Drama Triangle Concepts (ZESUI), 2nd EATA TA Research Conference, 12-13 Novembar, Luton, UK,
41-54. http://www.taresearch.org/uploads/1/2/2/9/12294841/
Boholst, F.A. (2002). A life position scale. Transactional Analysis Journal, 32(1), 28-32.
Evans, C., Mellor-Clark, J., Margison, F., Barkham, M., Audin, K., Connell, J. and McGrath, G. (2000). CORE: clinical outcomes in routine evaluation. Journal of Mental Health, 9(3): 247-255.
Fraley, R. C., Waller, N. G., & Brennan, K. A. (2000). An item-response theory analysis of self-report measures of
adult attachment. Journal of Personality and Social Psychology, 78, 350-365.
Gavrilov-Jerkovi, V., Budia, D., Leki-Babi, N., & olovi, P. (2010). The Assessment of Injunctions (SSZ-scale).
In: Biro, M., Smederevac, S., Novovi (Ed.) Procena psiholokih i psihopatolokih fenomena, CPP, Beograd, 123140.
Hawkes L. (2007). The permission wheel. Transactional Analysis Journal, 37(3), 210-217.
Joines, V. (2002). Joines personality adaptation questionnaire (3rd ed.). Chapel Hill, NC: Southeast Institute for
Group and Family Therapy.
Conclusions
Conclusions that are drawn from the survey can be significant for future treating of this important field. Important and
not so optimistic conclusion is that conducting researches is not common activity for EATAs members.
Unfortunately, only few transactional analysts invest their energy in research projects. Results suggest that research potential of global EATA community is still week, and needs to be supported by strategically planed actions.
There are a lot of instruments in only few languages. Some parts of European TA community could be a good example to emulate how to do researches for the whole EATA community.
According to results we revealed that there are many people who want to share and distribute their developments.
It could be great resource for insertion of researches in common practice of transactional analyst.
The culture of research is strongly supported through personal contact and integration into training. More attention
needs to be given to development and promotion of researches through research project collaboration that will include more national associations on a multi - cultural research projects.
27
Support by TDRC
Dear EATA members,
TDRC would like to inform you that you can get support by TDRC in case if you would like to apply for any European
grant for your research project. TDRC will work to provide external consultants for consultation in budget planning
and applications for different European research grants. If you are interested, you can contact TDRC eataresearch@gmail.com
On behalf of TDRC,
Ganna Golovan
28
Book Corner
Transactional Analysis in
Contemporary Psychotherapy
by Richard G. Erskine, PhD
Published by Karnac Books, London (SBN 13: 9781782202639)
Available either electronically or in paperback through www.Karnacbooks.com
Richard Erskine has edited a book entitled Transactional Analysis in Contemporary Psychotherapy that has recently (2016) been published by Karnac Books,
London. The book describes and illustrates the developments and refinements
in Transactional Analysis theory and methods that have emerged since Eric
Berne published Transactional Analysis in Psychotherapy in 1961.
The various chapters are written by William F. Cornell (USA) , Elana Leigh
(Australia), Ray Little (Scotland), Gloria Noriega Gayolm (Mexico), Amaia Mauriz-Etxabe (Basque Country, Spain), Karen Minikin (UK), John R. McNeel (USA),
Charlotte Sills (UK), Jo Stuthridge (New Zealand), Moniek Thunnissen (The
Netherlands), Maria Teresa Tosi (Italy), Keith Tudor (New Zealand), Tony White
(Australia), and Richard Erskine(Canada). James R. Allen has written the Froward.
Over the past 50 years many concepts and methods have emerged in the Transactional Analysis literature. Some
concepts have been refined and expanded, various methods have been subject to clinical experimentation, and
some ideas are no longer used. This book reflects those developments and refinements. It includes contributions
from several authors, each of whom presents his or her unique focus on they teach TA and use the concepts in their
psychotherapy practice.
This book addresses the therapeutic effectiveness of various methods in TA and covers a variety of topics such as:
unconscious experience; transference-countertransference; the therapists transparency; transgenerational scripts;
psychotherapy of Child ego states; psychological games; the self-destructive client;
an integrative/relational approach to the psychotherapy of obsession; gender psychopolitics; and psychotherapy
from a social-cognitive perspective. This book is written for both psychotherapists and counsellors who want to learn
and refine their knowledge of contemporary TA methods that are most effective with todays clients.
Various Transactional Analysts have praised this book:
Gordon Hewitt (New Zealand) said, Richard Erskine has brought together contributions from many of the most
respected thinkers and writers among modern Transactional Analysts. The chapters written for this book give many
thoughtful perspectives on the place of TA in the work of the writers, accompanied by vignettes, which give insights
into their practice. Transactional Analysts, trainers, and trainees are likely to find that this book changes the way
they work.
Marco Mazzstti (Italy) has written, From the first pages I was captured and fascinated by this great book. It combines both new ideas with solid and profound views of classical TA theory. In each chapter the various methods are
presented with their historical roots and in their lively actuality, complete with real case examples. This book spoke
to both the TA historian in me and my passionate wish to be up-to-date as a practitioner.
Vann S. Joines (USA) has said, This book offers many excellent examples of how TA is being applied in contemporary psychotherapy, and its usefulness as a model for understanding relational dynamics. I highly recommend it
to you.
Julie Hay (UK) has describer this book as a significant addition to the Transactional Analysis literature and a fascinating updating and extending of previous materials of the range of well-known TA authors. Frequent case studies
bring the concept to life whilst also demonstrating the individualist nature of psychotherapy and the richness of the
different approaches.
This book is available as a paperback or e-book from Karnac Books, London,
The web site is: www.karnacbooks.com
29
30
Into TA
Into TA: a comprehensive textbook on transactional analysis is to be published in
November. Here the four co-authors/editors, Bill Cornell, Anne de Graaf, Moniek
Thunnissen and Trudi Newton reflect on their experience of working together
and relate the themes of their new book to those of the Rome conference, theory
development and research.
If you decided to write a new, original TA text book where would you start? We
asked this question at the beginning of our workshop at the EATA conference in
Rome what would you choose from the richness of TA concepts as a starting
point and how would you develop it further? The response was enthusiastic
people had different answers, all demonstrating the flexibility of TA. In fact the
whole atmosphere of the workshop, with its 70-80 participants, showed a real
engagement with the idea of a comprehensive textbook that includes all fields and
relates TA to other psychological approaches as well as being as up-to-the-minute
as possible on developments in theory. We were glad to share our experience in
such a group we had worked together for a year and a half on this English versi- The contribution is published
on of the book and it was encouraging and refreshing to hear colleagues responses. again with the right cover of
the book
When Anne de Graaf and Moniek Thunnissen decided to write the original Dutch text
they had several complementary reasons. They wanted to create a book for both beginning and more advanced TA
students, to open up our windows to the world of other modalities, and to include how practitioners apply TA in their
daily work. The differentiation in the various chapters (into basic and further TA theory) meant the book could be
used in TA 101 courses, in preparing for the CTA or TSTA exam and by non-TA professionals. Monieks involvement
in the field of mental health also motivated the project, to make TA more widely recognized.
Anne:
The success of the book in the Netherlands and our feeling that we had produced something unique encouraged
us to propose an English translation to make it available for readers around the globe. Once we had a publishing
agreement we thought about giving the content a more international flavour, with contributions by TA practitioners
worldwide, giving the reader that global perspective that is so great about TA. So we invited Trudi and Bill to team
up with us. We produced a translation and asked them to read it and give us their feedback. We didnt then foresee
what a fruitful process we entered at that moment!
Trudi:
I remembered seeing the article in Script (December 2013) about the publication of a new Dutch TA book; then, visiting the TA-Academie in the Netherlands, I saw a copy. I dont read Dutch but I could see how innovative it was by
the diagrams and because there was a large practice section including all four fields. I felt very excited to become
part of this project and at the same time a bit overwhelmed at the scope . . . Bill, what was your response?
Bill:
When I signed on I thought I would be doing some editing and checking of the translationfamiliar tasks for me,
given all the editing I do for the TAJ. But once the four of us got started, the project morphed into something quite
different, something much more exciting. Each of us took on particular segments of the book for authoring and
editing. These were then sent to the full team to read. We met regularly by Skype to talk through our differences
(sometimes quite vigorously!) and arrive at a consensus.
Trudi:
When we had just started some of the language and ways of describing concepts such as OK-ness led to the
question, whose voice is this? As we talked we began to realise we were in it together Bill and I were not only
language editors, we became co-authors. I think this changed the book a lot and brought some new perspectives.
We also anglicised some of the personal names in examples, but not all we wanted these too to have an international flavour. But some of our debates showed up real language differences and cultural differences in the way
TA is used and thought about . . .
Anne:
The talks we had were marvellous. Sometimes discussions were about the words we wanted to use. For instance,
we choose not to use the wording racket feeling, with its Mafioso connections and replaced it by inauthentic feeling. At other times we talked extensively about the development of TA over the years. For instance, the chapter
about discounting and passivity was completely re-written, based on very forceful debates we had about the history
of ITAA and its dealing with the Cathexis Institute. You can look forward to reading that. These are just two examples
of the great talks we had.
Trudi:
A key moment of the Rome workshop was the spontaneous assent from participants when we talked about that
change in wording . . .
Bill:
As a TAJ co-editor, Im grown accustomed to the challenges of translating writing from one language to another. TA
language is highly idiosyncratic to American English. So translating TA terms into other languages can be a real
challengethen when they are translated back into English, they can be very hard to recognize! The cultural differences were more subtle, and we kind of stumbled along gradually recognizing our cultural influences as we discovered quite different interpretations of various TA concepts. These differences required a good bit of talking through.
Trudi:
I think the result of all this debate is a multi-layered book that brings together lots of current thinking as well as
hands-on practice. Moniek, what do you hope for in response from readers?
Moniek:
My hope with the book is that it will promote TA in mental health practice. A recent large research study in the
Netherlands on the effectiveness of psychotherapy for personality disorders showed a 3-month inpatient TA-based
program as the most successful approach. My hope is that INTO TA helps to get TA more and more accepted as an
effective method of psychotherapy worldwide.
In his keynote address in Rome Professor Omar Gelo noted that in the TA community we mostly talk to ourselves
our research findings and successful interventions should be more widely known, and we should be more open to
scientific debate. One area that is important for us is being part of that global community of TA professionals who
are passionate about evaluating and improving their practice and often developing theory as a result. In Part 2 of
the book we take readers into this exciting area where questioning ones practice is a normal way to develop and
grow. To mention a few contributors: the new president of ITAA, C. Suriyaprakash, writes about how he works to
facilitate an enterprise in India to grow healthy again. Jo Stuthridge, from Australia, describes using her own counter-transference as a pathway to understanding script. Liselotte Fassbind-Kech from Switzerland allows readers to
watch how she counsels an overburdened woman. And in South Africa, Karen Pratt uses TA with community care
workers - an inspiring story.
Trudi: In the workshop, as we each talked about some part of the book, at the same time we showed what was
important for us in the process. For Moniek it was collaboration, the excitement to meet colleagues with the same
endeavour, intellectually and personally, to write an inspiring book on a subject which is very close to my heart; for
Anne, it was making a difference, to meet soul-mates on their/our way to create a better world, using TA. For me,
in the end, studying and teaching TA is not a goal in itself. The question is: Will TA professionals around the globe
be able to use it to make this world a better place? Bill emphasised the wide scope and context of TA, creating a
book that is not based in any single model of TA practice. This book is a wonderful melding of theory and practice.
It is the first TA book to represent all four fields of practice as co-equal. That is the accomplishment of which I am
most proud. And for me, as well as the enjoyment of working together, it was being part of the evolving nature and
theories of TA, I like the way we up-dated the Cultural Parent to reflect where (and how) we are now.
31
Ethics by Robin Hobbes

Rome, Italy,
July 8thon
2015
Being
a
Hearing Board
In this series of articles on ethical procedures and practices we have looked at mediation and arbitration as
being voluntary procedures for managing complaints. In this article we are going to look at the quasi - judicial
structure of a Hearing Board. The alternative to voluntary procedures is a Hearing Board. Here the structure
of a group of peers (and sometimes lay people) as a semi-judicial. board is used to evaluate the complaint
complaint. I am going to look at the Hearing Board from the perspective of being a member of the Board. What
it is, who is on it, what it does and how to prepare yourself if you are going to be a Board member.
What is a Hearing Board?

First of all lets look at the sort of circumstances in which the response of an Ethics Committee to a complaint
is to provide a Hearing Board. A Hearing Board is more like a court so an Ethics Committee will have criteria
where a Hearing Board is required. In EATAs case a Hearing Board must be put into place where a possible
outcome from a Hearing could be a restriction to practice order such as a practitioner being required to cease
practicing for a period of time while having personal therapy and/or supervision or a suspension or expulsion
from EATA. These are serious cases where serious malpractice such as inappropriate relationships are alleged. Also if the complainants, one or both, will not engage in mediation or arbitration an Ethics Committee
might decide that a Hearing Board is appropriate. Here the situation is less serious and may not result in
restrictions on a professional members practice.
What is its Purpose?

A Hearing Boards purpose is to adjudicate and reach a judgement on a complaint made about the behaviour
of a member of a TA Association. The behaviour complained about must be potentially viewed as unethical. TA
Associations use their Ethical Codes to help in identifying the ethicality of the behaviour alleged.
It is designed to facilitate a fair and just procedure in which both parties (the complainant and the complained
against) can put their case. It will have a clear structure for its operation such as start and finish times, who
attends, in what order the proceedings happen and so on. They have a clearly defined order of presentation
and time limits for that presentation. Usually the complainant presents their case and are questioned by the
Board then the complained against presents their defence and are questioned. The questioning of the two
parties is both done by the other party and by the Board. Each participant will have equal opportunity to put
their case and allowed some sort of support in order to do this. (This can include a lawyer or other person
speaking for either party).
There will be rules as to what constitutes evidence, what can be included as evidence and what cannot. It has
clearly defined powers and will be required to only exercise those powers it is defined as having. It is important
that Associations have these powers clearly defined so that all parties know what can happen. The powers of a
Board will include being able to expel or suspend a member or require a member to undertake types of supervision but, for example, it is unlikely to have powers to impose a fine on someone. (In some cases Boards do
have the authority to requires payment of compensation to an offended party). Each TA Association will have
its own structures and procedures for its Hearing Boards that will be made available to all involved.
Who is on a Hearing Board?

The membership of a Board is clearly defined. Usually it is comprised of Transactional Analysis peers who are
both directly engaged in the field of the practitioner who is appearing before them but are also neutral and do
not have any prior involvement with either party. They are usually very experienced TA practitioners. Some
TA organisations also have a lay person on their Boards. This is a non-TA person who represents the typical
member of the public who might use the type of TA service the Board is examining. This provides a normalisation of the adjudication process of the Board through the input of a non-professional. Usually the Board is
32
comprised of 3 or 4 people. There is, of course, always a Chairperson who is the leader of the process, and
then two or three other persons.
How to Prepare if you are Asked to be a Board Member

If you are asked to be on a Board it will be a recognition of the view your community has of you. You will have
been perceived as a valued member of your TA world and your community considers you to have the ability
to undertake a demanding, difficult and challenging task. You want to familiarise yourself with the structure of
the Board you are joining. Is it clear both how you will operate and what powers you have? If not then get the
clarity you need.
Youll receive all the evidence prior to the Hearing itself. The reading and absorbing of this evidence can be
very demanding. Usually the Board will get together for a phone conference before the Hearing to agree what
the charge/s are that they are investigating. Its a good idea to put this into simple behavioural sentences.
You want to put the Hearing into a frame of did the complainant do what is alleged? And what are the ethical
implications if they did?
Sometimes there is no disagreement on the behaviours but disagreement on the ethicality of them. At other
times there is disagreement on what actually happened. Where there is a dispute on matters of fact you will
have to decide on the basis of probability. What probably happened?
Its not unusual for both parties to submit evidence that is not relevant to the behaviours you are assessing and
you will have to read the submitted evidence within the frame of how does this relate to the charge/s made?
Where what is submitted doesnt relate to the charge then put that aside. As you read the evidence think about
where you are clear and where you need further information. This will be useful both in discussion with Board
members and questions you may have for the parties involved.
Your job is not just to decide if the behaviours complained about happened you also have to reach a judgement
about the significance and ethical implications of those behaviours. This can get into complex judgements that
are best approached through discussion with your fellow Board members. Almost always it is not easy to make
an unambiguous evaluation. You have to balance the nuances of good and bad, right and wrong, to reach a
judgement. If you reach a judgement that the allegation happened and that it was unethical you then have
to decide a sanction. What is a fair and just sanction to apply to this case? What types of sanctions can the
Board legitimately apply? (This relates to the defined powers of the Board). Again this is done in discussion
with your Board.
Three other things to keep in mind. Firstly it is a difficult and challenging task so get support for yourself in this
role. By the very nature of being a Board member you have to take a decision that more than likely will be unpopular with one or both parties and that you will be uncertain about so get support. Secondly keep focussed
and do not let yourself be drawn into extraneous matters that arent relevant to the allegation/s. It is easy to
get drawn into non-relevant or new factors coming to the surface in the questioning. In the interests of justice
you must stay only focussed on the original charges. If additional focusses of concern arise they must, in the
interests of justice, be dealt with by a separate hearing in which all parties can prepare to competently address
them. Finally it is easy, where you are judging a peer, and you think they acted unwisely and unethically, to
want to undertake an assessment of their therapeutic competence. This is very difficult, if not impossible, for
you to do in the stressful environment of a Hearing. I think, at best, you can get an idea about how a practitioner manages the stress of a Hearing. If you want information on therapeutic competency to help you in the
sanction/s you might apply get a third party to assess the therapist dont do it yourself.
Conclusion
A Hearing Board is integral to the professional credibility of TA. It requires committed TA people who are willing
to do service to our community by putting considerable time aside to ensure that TA and its practitioners are
accountable in what they do. They have to engage in evaluating their peers and to take, at times, difficult and
challenging decisions. Without people willing to put their integrity out there our community would cease to
function effectively. Maybe you would be willing to serve our community this way I hope so.
33
Obituaries
Michael Reddy
Dr Michael Reddy died on 25th November 2015
whilst on holiday with his family in the Caribbean.
He was 82 years old. Michael was originally a Jesuit priest, a Clinical and Counseling Psychologist
and the first TA Teaching Member (now TSTA) in
the UK. He trained in the USA, primarily with Bob
and Mary Goulding, and has inspired and developed Transactional Analysis training in the UK.
It was Michael Reddy who formed a steering
group with Margaret Turpin, Alan Byron, John
Allaway and others, and then founded the Institute of Transactional Analysis (now UKATA) in
1974 and was its first Chair. As one of the Founder Members and Member of the first Council,
I was inspired by his leadership and grounded
commitment. I remember those meetings in North London where with laconic, good humour and sharp perception he was able to see the issues clearly and outline
the options for us. His inspirational vision and calm presence motivated us to ensure that TA accreditation and Training would flourish. He took this vision beyond the UK to Europe as a whole and must be given credit for helping
to establish TA in the rest of Europe, founding the European TA Association (EATA) in 1976 and becoming its first
President. The success of these organisations today owes much to the determination, vision and high standards of
Michael Reddy.
I remember the TA training workshops that he ran in London together with such people as Ken Mellor, George
Thompson, Jacqui Schiff and Shea Schiff in the 70s and 8os and can remember the way he would sometimes
stand behind someone, put his hands firmly on their shoulders and speak the words that the part underneath was
not saying. What insight and wisdom he had!
Michael Reddy then focused on Organisational work and became a leading figure in the development of counseling in the workplace and made a huge contribution to the EAP field in the UK and outside. He was the founder of
ICAS, which became a highly esteemed and successful international EAP and wellness organization with over 400
employees around the world.
After AXA PPP purchased ICAS in 2007, Michael threw himself into new ventures. Keen to move beyond individual
employee support to addressing toxic management and cultural issues, he developed a Human Capital Management audit for businesses to gain a systemic view of their people as both their biggest risk and asset. It was these
two key concerns the employee and the work environment that he was engaged with until his passing. His last
published pieces are available to download on his blog: www.thewatchmanpublishing.com.
Michael was always well liked, highly respected and admired. All the organisations that he helped to found were
dedicated to excellence and integrity and, I think, all the individuals he inspired hold his calm, grounded presence
as solid bedrock for growth and the courage to change. Michael will be sadly missed and always honoured for his
generous contribution to the development of Transactional Analysis in Europe. He leaves a wife, Mercedes, a son
and a daughter and two grandchildren.
Adrienne Lee TSTA

The Berne Institute
34
Remembering Michael Reddy

Reflecting on the origins of the European Association for Transactional Analysis Michael Reddy wrote (EATA
Newsletter, June 1984): EATA began in a bar. At any rate, I like to think it did. To be precise, it was the bar of
the Club Mediterrane in Villars in the summer of 1975. At least I think it was. There were three of us drinking
in there Arnold van Westering, Konstanz Robertson-Rose and myself. I think it was me anyway.
As was evident from the good attendance at this first European TA-conference in Villars, Switzerland, arranged by ITAA, there were many Europeans already well into TA by 1975. Michael remembered from his bar
stool: Then, all of a sudden, we discovered: there are probably a couple of hundred of us: and seventy or so
are already gathered in the Yoga Room of the Club Mediterrane to seriously discuss the founding of EATA.
I was one of those seventy or so, a newly graduated psychologist from Sweden as well as a fresh graduate
from Ted Noveys TA 101 at Villars. In the fall of 1975 I was to go with my friend and colleague Roland Johnsson to California and Western Institute for Group and Family Therapy to train TA with Bob and Mary Goulding.
The conference in Villars was my first direct exposure to the international TA community. The spark ignited in
me by the Villars conference lit a fire that is still burning in 2016. Meeting Bob and Mary, Jacqui Schiff, Fanita
English, Jack Dusay, Ted Novey, Muriel James and many others provided nuclear energy that is still delivering.
Meeting the two first European Teaching and Supervising Transactional Analysts, Gisela Kottwitz and Michael
Reddy, inspired a future TA-career that Im still living.
Michael Reddy, yes it truly was him, started EATA. Not alone, but if there is ever a bronze statue, diamond medal, or golden memorial recognition for the Primal TA-leader of Europe, it must go to Michael. Not that I think
Michael would care much for bronze, diamond, or gold, but if the prize would somehow make people amused
I think hed approve. We were two candidates who wanted to represent Sweden in that Yoga room, Berit Roberts Jones and myself. We agreed that Berit would be part of the Steering Committee until 1976, and I would
be the Swedish delegate to the first EATA Council to be formed in 1976. Michael Reddy was the natural chair
person. I worked with Michael on the EATA Council and then until I passed my TSTA exam in 1984. Michael
was my supervisor.
Michael passed away in the Caribbean in late fall of 2015 at age 82. I dont know how many of the seventy
or so from Villars are still alive and active in TA. I am, I think, and Id like to share a few memories of Michael.
Three aspects of Michaels leadership style impressed me profoundly: Late and crisp decision making, constant and humorous process awareness, and his can-of worms technique to curb unruly discussions.
The first council members knew how to talk. In many languages and on any topics. We hadd all learned not to
be easily discounted. Carlo Moiso, Margaret Turpin, Raymond Hostie, Salomon Nasielski and many more had
clever ideas and excellent verbal skills.
All of us 2 wanted to have our say in shaping EATA. If a meeting lasted for three days, Michael let us talk for
two and a half. Nothing was settled, and chaos panic was near. Then, on the last afternoon, when everyone
was exhausted, Michael brought everything together, with crystal clear logic, and suggested obvious resolutions, point by point, that were quickly decided upon. In the end we all got our individual recognition needs met,
and collectively we managed to build a foundation strong enough to hold what is today the worlds largest TA
organization.
Michael was a real transactional analyst. He was aware of what was going on at the same time as it happened.
He knew how to use humor in bulls eye transactions to express his awareness. Humor is a powerful language
of awareness, and Michael spoke it fluently. At one time Roland and I went knocking on Michaels hotel door
somewhere in Europe. Michael was preparing for an important meeting, and we were a bit anxious to disturb
him with our not-so-important questions. But we knocked, Michael said come in!, and we entered. To our
surprise Michael was preparing himself by playing a card game of solitaire.
Not knowing what to say I asked him if he was winning. He gave me a surprised look back and said: Of
course, why else would I play? We all burst into laughter.
Now to the can of worms. In council meetings, when our Little Professor ego states became too magnanimous
with world-improving but irrelevant new observations, Michael would very kindly look at the would-be prophet
and say: Well, lets not open that can of worms right now Smile, end of discussion, and the road ahead
could be seen once more.
Michael visited us in Sweden. The first time he supervised the first TA101 that Roland and I taught. Michael
35
was Rolands supervisor too. The feedback we got was short and precise: You guys are so nice you could
get away with murder. So much for the importance of process relative to content. He also taught us something else at that time. His plane was delayed because of fog, and he actually came half a day later that we
had contracted. We asked him if he might reduce his fee accordingly. He did not agree since he had been
on his way, and he was not responsible for the delay. We did not argue the point, and we learned to value
our own time as teachers.
Michael and I had similar family situations. Our wives were both from other countries, and we both had two
children, one boy and one girl. When I told him of my daughter, the youngest one, just being born he congratulated me and said that now we both had perfect lives. And added, with a smile, of course.
Then Michael outgrew EATA. Too many rules kept changing too fast and too often for his liking. At least thats
what he told me. For many years I lost sight of him and only knew that he was successful in building his
own counselling organization. And that he had switched his focus from clinical psychology to management
development and industrial consultation. He didnt leave us without guidance however. His 1987 book The
Managers Guide to Counselling at Work is still standing among the TA books in my book shelf. I regard it as
the best non-TA TA-book written, and I have often used it in my teaching work.
Then one day in 2002 he suddenly returned to Sweden. It was the day after my 30 seconds on top of the Parnassus mount in Lund Cathedral with laurel leaves crowning my head and thousands of eyes watching. Pure
coincidence of course, but somehow fitting as my doctoral 3 dissertation had been on TA-therapy. Michael
was travelling around to look up old TAfriends, and my wife and I were indeed happy to see him for brunch
at our home while we were still carried high by the excitement of my academic promotion the day before.
Michaels timing was perfect. Of course.
Afterwards I drove him to the train station where he would leave for Copenhagen Airport. The line at the
ticket machine was long, and we had to run down the stairs and out on the platform. Seriously out of breath
Michael just made it before the train doors closed. He smiled and managed to gasp: Another victory! And
then he was gone.
EATA stays. At least I think it does. I hope so. Michaels EATA legacy has an important role to play also in
our troubled times. That I know.
January 10, 2016
Thomas Ohlsson
36
Giovanni Greco
Giovanni Greco, 61 years old, Chairman and Director of the School of
Transactional Analysis (SIFP), suddenly passed away on Sunday the
22nd of November.
Psychologist and psychotherapist with multiple interests, he operated
across several fields in his profession: from labour to education, from
organizations to clinical work. He was consultant for major Italian and
multinational industrial groups and he was active in the health field
and for several institutions for quality assessment in education. He
was also engaged in responsibility roles in the professional politics as
vice chairman of SIPAP (Italian society of psychologist of the professional area) and as a member of the specific Board of ENPAP (National
Institute for Assistance to Psychologists).
The other side of his soul, the least known to the most, was theatre.
Graduated at the dramatic arts academy, he played and directed in
the most famous Italian theatres.
His last achievement, as a summary of his multiple skills, was founding the school of psychotherapy and taking it to its current functional
level. Today the school is at its 4th year.
His kindness, intelligence, enthusiasm and the vision and originality of his ideas will be terribly missed.
Scuola di Analisi Transazionale SIFP - Rome
37
38
Exam successes
Congratulations!
Nivelles, Belgium, November 7th, 2015

CTA Successful Examinees:
TSTA Successful Examinees:
Lesaffre Claude
Huschens Anne
TSTA(E)
Prcheur Gwnola
Reinalda Sander
TSTA(C)
Vassas Virginie
Quenet Yannick
TSTA(E)
Lanque Huguette
Hoeben Linda
TSTA(P)
Ladeuze Myriam
Miglietti Yves
Van Loon Florence
Thanks to
Fraczek Anna
Smelkowska Alicja
Thanks to exam supervisors
Bobrowska Izabella
Christine Chevalier
Robinson Louise
Isabelle Taquin
Bishop Jones Carole
Monique Maystadt
Kodzic Danijela
And COC observer Jill Hunt
39
Exam successes
Congratulations!
Rsrath, Germany, November 13th, 2015

CTA Successful Examinees:
Birgit Bauer
Drte Keske
Anette Tugend
Eva Bobst
Anette Krause
Heike Veit
Ute Bork
Ute Krger
Manuela von Germeten
Axel Brandhorst
Katrin Krone
Andra Wehmeyer
Mike Breitbart
Regina Lehmann
Wolfgang Wei
Nicole Brck
Guglielmo Menon
Katharina Widmer-Kser
Daniela Dietl
Christiane Ne
Christiane Wstner
Gabriela Egeli
Petra Reinecke
Angela Zimmermann
Daniela Felber
Sabine-Inken Schmidt
Radmila Pikorov
Corinne Germanier
Jutta Schlzel
Jelena Vrsaljko
Willy Gerster
Ruth Schwabe
Aleksandra Piotrowska
Hans-Peter Gesell
Matthias Selke
Helen Charles-Edwards
Claudia Horstmann
Birgit Suhre
Sarah Willis
Dagmar Keller
Martin Thiele
TSTA Successful Examinees:

Marion Umney
TSTA(P)
Andy Williams
TSTA(P)
Frances Townsend
TSTA(P)
Federica Guglielmotti TSTA(P)
TTA Successful Examinees:

Simonetta Caldarone TTA(P)
Thanks to
Thanks to EATA observer Lynda Tongue
And the exam co-ordinators:
Sabine Klingenberg
Ilse Brab
Mayke Wagner
Theresia Bttner
40
Exam successes
Congratulations!
TEW / TEvW in Paris, France, December 2015

New CTA trainers
Participants TEW
Alessandra Prosperi
Participants TEW
Silvana Bove
Valerie Gagelin
Claudia Visone
Christina Petrescu
Castrenza Caradonna
Anna Krieb
Corinne Aubert
Gerry Pyves
Christiane Froidevaux
Francesca Vignozzi
Elisabetta Volpini
Irene Massai
Thanks to
Thanks to TEW / TEvW co-ordinator
Sabine Klingenberg and her staff:
Christine Chevalier
Sylvie Rossi
Bernd Kreuzburg
Robin Hobbes
Elyane Alleysson (COC observer)
Pierre Sebregts
Anna Settanni
Manon Bongers
Elie Le Sergent
Manuel Beguier
41
Exam successes
Congratulations!
Special exam Rome, Italy, January 23rd, 2016

CTA Successful Examinees in the field of psychotherapy:
Armellini Arianna
Gallucci Anna
Prencipe Sara Maria
Berti Elisa
Gentile M. Luisa
Prestifilippo Alessia
Brancaccio Elena
Grif Danira
Puccinelli Silvia
Brundu Barbara
Ielpo Pietro
Rega Roberta
Caltagirone Fabio
Lepore Fabiana
Rinaldi Eleonora
Careddu Anna Bonaria
Losciale Marilisa
Santi Chiara
Corbo Valeria
Marchegiani Marco
Sapienza Raffaella
Coronella Filomena
Missi Flavia
Sarli Sara
DAlessandro Elvira
Muraca Ramona
Sassu Anna Rita
DErrico Giuseppe
Muzzo Giuseppina
Savoca Sara
Dalla Pietra Martina
Oliveri Letizia
Schirru A. Maria Sabrina
De Roma Enza
Oppo Laura
Spirito Franca
Di Nuzzo Giuseppa
Porru Antonella
Thomann Laura
Fanello Melania
Poscia Vanessa
Thanks to
Thanks to organisation team around
Susanna Bianchini
and COC observer Christine Chevalier
St. Petersburg, Russia, November 2015
CTA Successful Examinees in the field of psychotherapy:

Tatiana Agibalova
Alevtina Kravtsova
Victoria Dvoinishnikova
Zarina Sevalneva
42
Exam Calendar
Future dates and Venues of COC oral TA examinations and TEWs
2016
Type of exam Date
TEW
Venue
March 19th 21st Krakow, Poland
CTA/TSTA
March 30/31
Hinkley, UK

CTA Trainer Exams
Local exam supervisor
Coordinator: Sabine.Klingenberg@abakushad.de
CTA Frances Townsend, francestownsend@mac.com
TSTA Mark Head, mark@thelinkcentre.co.uk
July 4th-6th Geneva, Switzerland Coordinator: Sabine.Klingenberg@abakushad.de
CTA/TSTA
July 5th - 6th
Geneva, Switzerland CTA TBA

TSTA Christine Chevalier, cc@atorg.com
TEW
July 11th 13th
Geneva, Switzerland Coordinator: Sabine.Klingenberg@abakushad.de
TSTA
September 1st
Dhaka, Bangladesh
TEW
October 17th-19th Santiago di Compostela
CTA/TSTA
Nov 10th-11th
Rsrath, Germany
Lanet Chin: iboc@itaaworld.org

TBA
CTA/TSTA
Nov 10th-11th
Montpelier, France

CTA Jean Maquet, jeanmaquet@free.fr

TSTA Christine Chevalier, cc@atorg.com
TEW
Dec. 2nd 4th
Sarajevo

COC Examinations: For all regulations regarding the
application and requirements for these exams please
see the training standards handbook
TEW: to attend the TEWs contact Sabine Klingenberg,
TEW coordinator: Sabine.Klingenberg@abakushad.de
TSTA: apply to Evelyne Papaux the EATA Supervising
Examiner: coc.supervising.examiner@eatanews.org
Waiting list: March 2009 COC agreed the following:

Most people are aware of the waiting list for TSTA exams
and can take individual responsibility for checking the
availability of places with the supervising examiner. The
S.E. keeps a list and if there is a place available in the
next exam site she will give them this place. The S.E. will
not accept anyone for a place if they have not completed
all requirements when they apply.
CTA: apply and send your written exam to your EATA
Language coordinators.
Adverts
National UK Transactional Analysis Conference 2016
Friday 1st Sunday 3rd April 2016, Hinckley
A warm invitation to the 2016 conference including three days of workshops, events and networking in Hinckley, Leicestershire. This year we have an exciting themed Saturday evening event as well as a live band on
Friday evening.
Our theme is what do we do after
we say Hello, Bonjour, Salam, Hola,
Shalom, Namaste?
The 2016 UK National Conference
will be held 1st 3rdApril 2016 at
the Hinckley Island hotel, Hinckley,
Leicestershire. It is located just off
the M69, this modern hotel is 6.9 miles from Nuneaton and 9.8 miles from
Bosworth Battlefield Heritage Centre.
The conference attracts up to 250
delegates from all fields of TA including psychotherapists, counsellors,
organisational consultants, educators, coaches and others. The conference offers something for all from the
newest beginner to advanced practitioners across all fields. The itinerary includes:

A range of exciting and diverse workshops
Presentations and keynotes from Keri Phillips, Mark Widdowson and Leilani Mitchell
A Laughter Workshop for all conference attendees
CPD programme runs Friday am
Connections Group
Bookshop
Welcome drinks reception Friday evening announcing the UKATA medal winners, research grant and research essay winners
Saturday night drinks receptions celebrating all new CTAs and TSTAs who have qualified over the past
year followed by a Bollywood themed dinner and party
To book you place at this years exciting conference or for more information or to book please go to
www.uktaconference.wordpress.com
If you would like to sponsor this event please email: conference @uktransactionalanalysis.co.uk
43
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EATA Newsletter N115 February 2016

fection and respect to them and to their families, friends

EATA Newsletter N115 February 2016

APPOINTMENT OF NEW CHAIR OF TDRC

appoint a new Chair elect to take over

31th of October 2016), then 3 years as

1. To promote a culture of research

To promote and support research

To promote and support further developments in TA theory

If you are interested, please send

2. To open the dialogue between TA

EATA NEWSLETTER EDITOR

for contributions and adverts

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

Boris Volodin, PTSTA (P), Russia

EATA Newsletter N115 February 2016

The refugee crisis

EATA Newsletter N115 February 2016

From Eata Conference, Rome, July 2015

June, 19th 2015

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

9. Berne, E., (1971), Analisi transazionale e psicoterapia, Astrolabio: Roma.

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

What we can learn

EATA Newsletter N115 February 2016

We discussed potential ways of networking and supporting

update our TA terms into more everyday language of the

the need for translation in the application of theory from

consider the impact the educational field can have on

networking on specific issues e.g. depression, anxiety and others (P)

to connect research to practice e.g. intervention-research (P-C-O)

to dare to connect different fields (P)

EATA Newsletter N115 February 2016

to research the development of counselling in the different countries (C)

network with students and trainees as well as qualified practitioners (O-P)

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

Methods and instrument for data collection

Data analysis and interpretation

Graph 1 - Distribution of responses to the question:

EATA Newsletter N115 February 2016

Table 1 Distribution of answers about used methodology

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

Table 2 - Distribution of responses to the question:

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016

EATA Newsletter N115 February 2016