Transactional Analysis

All about…
Transactional Analysis
Includes Training & Workshop Materials
by: Kevin K. Dhillon (HRM)
Kevin Kulwant Dhillon
kvndhillon@gmail.com

…..“Every morning in Africa, a gazelle
wakes up, it knows it must outrun the
fastest lion or it will be killed. Every
morning in Africa, a lion wakes up, it
knows it must run faster than the
slowest gazelle, or it will starve. It
doesn't matter whether you're the lion
or a gazelle-when the sun comes up,
you'd better be running” Christopher
McDougall

What is T.A?
 Developed by Eric Berne who believed that the majority of our life
experiences are recorded in our subconscious minds in an unaltered
fashion and become a part of the way we behave
The behavior is subconsciously designed to get
reactions and determine how others feel about us.
 A method of dealing with behavioral disorders
 Can be used to manage classroom behavior if we understand that
children’s acceptable and unacceptable behavior is designed to
ascertain how others feel about them
Meaning:
“Transactional Analysis is a theory of personality and a systematic
psychotherapy for personal growth and change”

Introduction - I
• Transactional analysis (TA) is a powerful tool to
bring about human well being.
• In an age when Emotional Quotient (EQ) has taken
over Intelligence Quotient (IQ), Transactional
Analysis (TA) is a tool to understand ourselves better
and enrich our personality , to meet the demands
that this ever-changing world
A transaction is an exchange of communication
(verbal or non-verbal) between two people or
within oneself.
An analysis of these transactions, gives us clues to
our personality, and helps us change ourselves.

Introduction - II
Transactional Analysis is a practical educational
psychology that offers a way of transforming
educational philosophy and principles into
everyday practice.
TA concepts provide a flexible and creative
approach to understanding how people
function and to the connections between
human behavior, learning and education.
Teaching them to both teachers and students is
a process of empowerment, enhancing
effective methods of interaction and mutual
recognition.

Introduction - III
Educational TA is both preventive and restorative. TA
concepts are developed and used with people of all
ages and stages of development in their various
social settings.
The aim is to increase personal autonomy, to support
people in developing their own personal and
professional philosophies and to enable optimum
psychological health and growth.
Transactional Analysis is a powerful tool in the hands of
organizational development specialists through build a
common strategy and build a functional relationship

Continue:-
• It assists in understanding human behavior and is
helpful in motivating, counseling, interviewing- in
fact anywhere where communication plays an
important role.
• It is also a personality and psychotherapy for
personal growth. It has wide applications in Clinical
Psychology, organizations and education.
• Books have been written for all ages, from children
through to adults, by people all over the world.
Transactional Analysis is truly an international
theory relating to a diverse range of cultures.

Area of Analysis
Structural Analysis: How personality is structured.
Functional Analysis – How to assess an individual’s
personality
Transactional Analysis Proper: Analysis of what
people do and say to each other.
Game Analysis: Analysis of ulterior transactions
leading to a payoff
Script Analysis: Analysis of specific life dramas that
people compulsively play out

Fundamental Ideas of TA
 Three Ego States
Parent Ego State
Child Ego State
Adult Ego State
 Four Life Positions
I’m not OK; you’re OK
I’m not OK; you’re not OK
I’m OK; you’re not OK
I’m OK; you’re OK
 Individuals need to feel adequate

Assumptions of TA
We need physical and psychological “strokes”
We make current decisions based on past
premises
Self-awareness is the first step in the change
process
We are in charge of how we think, feel, and
behave. Others do not make us think, feel and
behave
People can change

Images

TA outline
• It is a theory of personality and a systematic
psychotherapy for personal growth and
personal change.
• As a theory of personality, it describes how
people are structured psychologically. It uses
what is perhaps its best known model, the ego-
state (Parent-Adult-Child) model to do this.
• The model makes us understand how people
function and express themselves in their
behaviors.
• As a theory of communication it extends to a
method of analyzing systems and organizations.Kevin Kulwant Dhillon

• It offers a theory for child development, where it
ties in very neatly with the Freudian
developmental stages -oral, anal, phallic.
• It introduces the idea of a "Life (or Childhood)
Script", that is, a story one perceives about ones
own life, to answer questions such as
"What matters",
"How do I get along in life" and
"What kind of person am I".
This story, TA says, is often stuck to no matter the
consequences, to "prove" one is right, even at
the cost of pain, compulsion, self-defeating
behavior and other dysfunction(wrong-action).

Philosophy of TA
 People are OKAY
 People can THINK for themselves
 People can MAKE DECISIONS for
themselves
 People can change decisions and
RE-DECIDE

Key ideas of TA
TA emphasizes a pragmatic(practical)
approach, that is, it seeks to find "what
works”
TA is primarily concerned with the following:
1. Analysis of Self Awareness
2. Ego States
3. Analysis of Transaction
4. Stroking
5. Analysis of Life Position

Workshop I
Analysis of Self Awareness
1. Open Self 2. Blind Self
3. The Hidden Self 4. Unknown Self
Johari Window (Joseph Luft & Harrington Ingham)

B. The Ego-State ( Parent-Adult-Child)
PAC model
At any given time, there are three ego-states that people
consistently use:
1. Parent ("exterior-psychic"): a state in which people behave,
feel, and think in response to an unconscious mimicking of how
their parents (or other parental figures) acted, or how they
interpreted their parent's actions.
- A huge collection of recordings in the brain of unquestioned
or imposed external events perceived by a person in his
early years
– Filled with values, injunctions, shoulds/oughts, good & bad
– The individual feels, thinks, acts, talks, & responds just as
one of his parents did when he/she was little
– Always functioning
– Equivalent to Freud’s Superego

Parent Ego State
 Thoughts, feelings, attitudes, behavioral patterns
based on messages or lessons learned from parents
and other ‘parental’ or authoritarian sources
 Should and should not; ought and ought not; always
and never
 Prejudicial views (not based on logic or facts) on
things such as:
• religion dress salespeople
• traditions work products
• money raising children companies
 Nurturing views (sympathetic, caring views)
 Critical views (fault finding, judgmental,
condescending views)

2. Adult ("neo-psychic"): a state in which people
behave, feel, and think in response to what is going
on in the "here-and-now," using all of their
resources as an adult human being with many years
of life experience to guide them.
This is the ideal ego state, and learning to strengthen
the Adult is a goal of TA. While a person is in the
Adult ego state, he/she is directed towards an
objective appraisal of reality.
– Most rational & reality-oriented
– Principally concerned with transforming stimuli into
pieces of info & processing & filing that info on the
basis of previous experience
– Reacts to stimuli as it is actually experienced
– “A computer processing info without significant
basis”
– Equivalent to ego

Adult Ego State
 Thoughts, feelings, attitudes, behavioral
patterns based on objective analysis of
information (data, facts)
 Make decisions based on logic,
computations, probabilities, etc. (not
emotion)

3. Child ("archaeo-psychic"): a state in
which people revert to behaving, feeling
and thinking similarly to how they did in
childhood.
– The little boy or girl within us who feels,
thinks, acts, talks, & responds just the way
he/she did as a child at a certain age
– Equivalent to Id
When analyzing transactions we are really looking at
the dialogue between ego states

Child Ego State
 Thoughts, feelings, attitudes, behavioral
patterns based on child-like emotions,
impulses, feelings we have experienced
 Child-like examples
Impulsive Pleasure seeking
Self - centred Rebellious
Angry Curious
Fearful Eager to please
Happy

Important Points regarding TA
• There is no "universal" ego-state; each state is
individually and visibly manifested for each person.
• Ego states can become contaminated.
• Ego states also do not correspond directly to
thinking, feeling, and judging, as these behaviors are
present in every ego state.
• Berne suspected that Parent, Adult, and Child ego
states might be tied to specific areas of the human
brain; an idea that has not been proved.
• In more recent years the three ego state model has
been questioned by a marginal TA group in Australia,
who have devised a "two ego-state model" as a
means of solving perceived theoretical problems:Kevin Kulwant Dhillon

Transactions and Strokes
• Transactions are the flow of communication, and more
specifically the unspoken psychological flow of communication
that runs in parallel.
• Transactions occur simultaneously at both explicit and
psychological levels. Example: sweet caring voice with sarcastic
intent(making fun or lightly taken up). To read the real
communication requires both surface and non-verbal reading.
• Strokes are the recognition, attention or responsiveness that
one person gives another.
• Strokes can be positive or negative..
• Transactions can be experienced as positive or negative
depending on the nature of the strokes within them. However,
a negative transaction is preferred to no transaction at all,
because of a fundamental hunger for strokes.
• The nature of transactions is important to understanding
communication.

Workshop II
Explore your Life Positions
The ok corral (Franklin ernst, 1971)
• I’m not OK – You’re OK (-,+)
• I’m Not OK – You’re Not OK (-,-)
• I’m OK – You’re not OK (+,-)
• I’m OK – You’re OK (+,+)
–The most healthy life position

Our Brain (According to Berne)
 Determines what we think and how we act
 Acts like a tape recorder while recording
 Events
 Associated feelings
 Has 3 distinct parts or ego states
 Parent
 Adult
 Child

Workshop III
Explore your personality
• CP = CRITICAL PARENT
• NP = NURTURING PARENT
• A = ADULT
• NC = NATURAL CHILD
• LP = LITTLE PROFESSOR
• AC = ADAPTED CHILD

Parent Ego State
• Everyone develops a Parent ego state when as
children they absorb certain attitudes and ways
of behaving from parental figures. When you feel,
think, or act as you saw your parents (or other
authority figures) act when you were little, you
are in your Parent ego state.
 Controlling Parent: ‘No body can leave until this
report is furnished’
Nurturing Parent: ‘I am sorry you are not feeling
well today. Would you like to go to see the doctor

Continue (Parent Ego state):
• Sometimes parents treat their children in a loving way,
speak to them, offer shelter and protection or take care
of them in other ways. We call this nurturing
behaviour. If it is nourishing, it helps children grow.
• While in your parent ego you may act either a
controlling, sometimes critical way or in a nurturing,
sometimes loving way.
• While in our parent ego we respond automatically
almost as if a tape recording were playing in our heads
and directing our words and actions

The Adult Ego State
Although we respond automatically when in our
Parent, we respond analytically when in our
Adult. Whenever you are gathering information,
reasoning things out, estimating probabilities,
and so on, you are in you Adult ego state. The
Adult ego state has nothing to do with age, little
children has Adult ego states too. For example
when three years old Sean says: ‘I bet Kevin is
home, I see his car’, he is using his Adult ego,
since he estimates probabilities on the basis of
facts Kevin Kulwant Dhillon

The Child Ego State
Even though you are an adult, you have a Child
inside you. While in your Child ego state, you
feel and act like the little person you once were
and includes the mental recordings of your:-
o Early experiences
o Reactions to these experiences, and
o Learned view of yourself and other people

Cont: The Child ego state
Just as the Parent has different aspect, so does the
child. According to T.A. Theory, the child develops
into three parts:-
1. Natural Child - NC
2. Little Professor - LP
3. Adapted Child - AC
 The natural child (NC) is spontaneous, energetic,
feeling curious, loving, uninhibited. It is the part of
us that feels free and loves pleasure. When you are
in your NC, you transact freely and openly.

Adapted Child - AC
AC is developed when you learn to change (adapt)
your feelings and behaviour in response to the
world around you. Learned feelings of guilt, fear,
anxiety, depression and envy are characteristics of
AC. The pride you feel when somebody praises you
for good performance often comes from AC.
It is through adaptations that we originally become
socialized – able to cooperate with others and live in
groups. Through socialization we learn to take turns,
to share, to be friendly, to be concerned about how
something feels to others. We must learn these
skills to get along socially. It is our AC which says
‘please’ and ‘thank you’ to customers.

Cont: Adapted child
However, AC can become the most troublesome part
of our personalities; it is the part that may feel not
OK if we are:- frightened when we must speak; hurt
when someone criticizes our doings, hurt when
things don’t go our way at a meeting..
As a child you probably have learned to adapt in
different ways, as a grown-up, you may still
occasionally react the same way to a project
deadline. From their AC, people often react to
external demands by:- Complying, sulking, or
avoiding situations.
Is the AC that may:- try to please everyone in its
department; turn its back on people with problems;
or procrastinate by putting off work until deadline
passes Kevin Kulwant Dhillon

The little Professor - LP
Is the ‘thinking’ part of the Child – thinking without
knowing all of the facts believed to be needed. It
is creative, intuitive, and manipulative. With LP a
child psyches out a situation and seems to have
an inborn ability to:- dream up new ideas; ‘pull
the right strings’ to reach desired goals; intuitive
sense what to do as if by magic.
LP is able to:- come up with unusual concoctions;
put familiar things together in new ways; imagine
new ideas, products, solutions.

Cont: Little Professor
LP ‘thinking’ can be free of rigid boundaries. For
example a four (4) years old Sean knew just the right
tone of voice to use in saying things like; ‘I guess I’ll
have to go to bed hungry tonight’, so that his parents
quickly came up with cookies and a glass of milk. He
also knew how to increase the probability of being
served his favourite jam by dropping ‘subtle’
compliments like: Sean: ‘’Hey, Mom, do you know
that I really don’t like this cookies?’’ Mom: ‘’What?
You don’t like it?’’ Sean: ‘’No. I don’t like it. I love it’’.
Grown-ups have LP too. The LP figures out how to
manipulate others. (Give example at work place)

Analyzing of Transaction
Whenever people communicate, a transaction
takes place between their ego states. They
transaction may be classified as:-
 Complementary or open – both people are
operating from the same ego state (continuous
and ongoing)
 Crossed or blocked – the other person reacts
from an unexpected ego state (closed off or
diverted)
 Ulterior or duplex– two ego states within the
same person but one disguises the other
(hidden or disguised)

The process of analysis is simple – a diagrammatic
representation of the ego states are used
P Parent
C child
A adult

Open Transaction: When you send a direct message
and get an expected response.
P
CC
A A
P

There are following possible types of
crossed interaction
P
CC
A A
P
Big Little

CROSSED or BLOCKED if the person responds on a level
other than the one on which he or she is addressed.
P
CC
A A
P
Big Little

Big parent addresses Little child (“you always think you can get
away with things,, but just wait..everyone gets what they
deserve in the end”), & Little’s adult responding in turn to Big’s
adult (“my observation is that people don’t always get what they
observe”)
P
CC
A A
P
Big Little

Ulterior or Duplex Transactions
Ulterior Transactions, like blocked transactions,
are generally undesirable. An ulterior
transaction happens when a person appears to
be sending one kind of message but is secretly
sending another. The real message is disguised.

Data Exchange in Adult / Adult Transaction:
1. What is the yearly salary for this job?
2. It starts at USD 35,000.
P
CC
A A
P
1
2

Sympathetic Parent / Parent Transition:
1. Those children really miss their father.
2. Yes, let’s take them to the park for a little fun.
P
CC
A A
P
1
2

Playful Child / Child Transaction:
1. I really like you.
2. I like you too.
P
CC
A A
P
1
2

Child / Nurturing Parent Transaction:
1. I’m so worried about my son I can’t concentrate on this
report.
2. You can leave work early to go by the hospital and see him.
P
CC
A A
P1
2

1. Boss: What time is it?
2. Secretary: You’re always in such a hurry!
P
CC
A A
P
1
2

1. Husband: Can you take the car to be serviced today?
2. Wife: Today I iron. Sean expects a birthday cake. The dog
has to go to the vet and now you want me to take the car in!
Are you crazy?
P
CC
A A
P
1
2

1. Boss: I need 25 copies of this report for the board
meeting this afternoon. Can you get them for me?
2. Secretary: Aren’t you lucky you’ve got me around to
take care of you?
P
CC
A A
P
1
2

Scientist A:There may be some variables we
haven’t considered for this experiment.
Scientist B:So what, who cares around here?
P
CC
A A
P
A
B

Injunctions and Drivers
• TA identifies twelve key injunctions which people
commonly build into their scripts. These are
injunctions in the sense of being powerful "I
can't/mustn't ..." messages that embed into a child's
belief and life-script:
• Don't be (don't exist), Don't be who you are, Don't
be a child, Don't grow up, Don't make it in your life,
Don't do anything!, Don't be important, Don't
belong, Don't be close, Don't be well (don't be
sane!), Don't think, Don't feel.
• In addition there is the so-called episcript, "You
should (or deserve to) have this happen in your life,
so it doesn't have to happen to me." (Magical
thinking on the part of the parent(s).)

• Against these, a child is often told other
things he or she must do.
• There is debate as to whether there are
five or six of these 'drivers':
• Please (me/others)! Be perfect! Be Strong!
Try Hard! Hurry Up! (Be Careful! is
disputed)
• Thus in creating his script, a child will often
attempt to juggle these, example: "It's
okay for me to go on living (ignore don't
exist) so long as I try hard".Kevin Kulwant Dhillon

• This explains why some change is
inordinately difficult.
• Driver behavior is also detectable at a
very small scale, for instance in instinctive
responses to certain situations where
driver behavior is played out over five to
twenty seconds.
• Broadly, scripts can fall into Tragic, Heroic
or Banal (or Non-Winner) varieties,
depending on their rules.

Ways of Time Structuring
There are six ways of structuring time by giving
and receiving strokes:
1. Withdrawal
2. Ritual
3. Pastimes
4. Activity
5. Games
6. Intimacy

1. Withdrawal
This means no strokes are being exchanged
2. Rituals
A ritual is a series of transactions that are complementary
(reciprocal), stereotyped and based on social
programming. Rituals usually comprise a series of strokes
exchanged between two parties.
For instance, two people may have a daily two stroke ritual,
where, the first time they meet each day, each one
greets the other with a "Hi". Others may have a four
stroke ritual, such as:
A: Hi!
B: Hi! How do you do?
A: Getting along. What about you?
B: Fine. See you around.

• The next time they meet in the day, they may not
exchange any strokes at all, or may just
acknowledge each other's presence with a curt
nod.
Some phenomena associated with daily rituals:
• If a person exchanges fewer strokes than
expected, the other person may feel that he is
either preoccupied or acting high and mighty.
• If a person exchanges more strokes than
expected, the other person might wonder
whether he is trying to butter him up or get on
good terms for some vested interests.
• If two people do not meet for a long time, a
backlog of strokes gets built up, so that the next
time they meet, they may exchange a large
number of strokes to catch up.

3. Pastimes
• A pastime is a series of transactions that is complementary
(reciprocal), semi-ritualistic, and is mainly intended as a
time-structuring activity. Pastimes have no covert purpose
and can usually be carried out only between people on the
same wavelength. They are usually shallow and harmless.
Pastimes are a type of Smalltalk.
• Individuals often partake in similar pastimes throughout
their entire life, as pastimes are generally very much linked
to one's life script and the games that one often plays.
• Some pastimes can even be understood as a reward for
playing a certain game. For example, Eric Berne in Games
People Play discusses how those who play the "Alcoholic"
game (which Berne differentiated from alcoholism and
alcoholics) often enjoy the "Morning After" pastime in which
participants share their most amusing or harrowing
hangover stories.

Activities (Work)
• Activities in this context mean the individuals
work together for a common goal. This may be
work, sports or something similar. In contrast
to Pastimes, there is a meaningful purpose
guiding the interactions, while Pastimes are
just about exchanging strokes. Strokes can
then be given in the context of the
cooperation. Thus the strokes are generally
not personal, but related to the activity.

Games and their analysis
Definition of game
A game is a series of transactions that is
complementary (reciprocal), ulterior, and proceeds
towards a predictable outcome. Games are often
characterized by a switch in roles of players towards
the end. Games are usually played by Parent, Adult
and Child ego states, and games usually have a
fixed number of players; however, an individual's
role can shift, and people can play multiple roles.
Berne identified dozens of games, noting that,
regardless of when, where or by whom they were
played, each game tended towards very similar
structures in how many players or roles were
involved, the rules of the game, and the game's
goals. Kevin Kulwant Dhillon

Each game has a payoff for those playing it, such
as the aim of earning sympathy, satisfaction,
vindication, or some other emotion that
usually reinforces the life script. The antithesis
of a game, that is, the way to break it, lies in
discovering how to deprive the actors of their
payoff.
Students of transactional analysis have
discovered that people who are accustomed to
a game are willing to play it even as a different
"actor" from what they originally were.

Analysis of a game
Three quantitative variables are often useful to
consider for games:
1.Flexibility: The ability of the players to change the
currency of the game (that is, the tools they use to
play it). In a flexible game, players may shift from
words, to money, to parts of the body.
2.Tenacity: The persistence with which people play
and stick to their games and their resistance to
breaking it.
3.Intensity: Easy games are games played in a relaxed
way. Hard games are games played in a tense and
aggressive way. Kevin Kulwant Dhillon

Based on the degree of acceptability and
potential harm, games are classified as:
1.First Degree Games are socially
acceptable in the players' social circle.
2.Second Degree Games are games that
the players would like to conceal(hide),
though they may not cause irreversible
damage.
3.Third Degree Games are games that
could lead to drastic harm to one or
more of the parties concerned

Contrast with rational
(mathematical) games
• Transactional game analysis is
fundamentally different from rational or
mathematical game analysis in the
following senses:
• The players do not always behave
rationally in transactional analysis, but
behave more like real people.
• Their motives are often ulterior

Some commonly found games
Here are some of the most commonly found themes of
games described in Games People Play by Eric Berne:
• YDYB: Why Don't You, Yes But. Historically, the first
game discovered.
• IFWY: If It Weren't For You
• WAHM: Why does this Always Happen to Me? (setting
up a self-fulfilling prophecy)
• SWYMD: See What You Made Me Do
• UGMIT: You Got Me Into This
• LHIT: Look How Hard I've Tried
• ITHY: I'm Only Trying to Help You
• LYAHF: Let's You and Him Fight (staging a love triangle)
• NIGYYSOB: Now I've got you, you son of a bitch
• RAPO: A woman falsely cries 'rape' or threatens toKevin Kulwant Dhillon

Philosophy of TA
• People are OK; thus each person has validity, importance, equality of
respect.
• Everyone (with only few exceptions) has full adult capability to think.
• People decide their story and destiny, and this is a decision that can
be changed.
• Freedom from historical maladaptations embedded in the childhood
script is required in order to become free of inappropriate,
inauthentic and displaced emotion which are not a fair and honest
reflection of here-and-now life (such as echoes of childhood
suffering, pity-me and other mind games, compulsive behaviour, and
repetitive dysfunctional life patterns).
• TA is goal-oriented, not merely problem-oriented.
• The aims of change under TA are autonomy (freedom from childhood
script), spontaneity, intimacy, problem solving as opposed to
avoidance or passivity, cure as an ideal rather than merely 'making
progress', learning new choices.

Kinds of transaction
Reciprocal or Complementary Transactions
• A simple, reciprocal transaction occurs when both partners are
addressing the ego state the other is in. These are also called
complementary transactions.
• Example 1
• A: "Have you been able to write the report?"
• B: "Yes - I'm about to email it to you." ----(This exchange was Adult to
Adult)
• Example 2
• A: "Would you like to skip this meeting and go watch a film with me
instead?"
• B: "I'd love to - I don't want to work anymore, what should we go
see?" (This exchange was Child to Child)
• Example 3
• A: "You should have your room tidy by now!" (Parent to Child)
• B: "Will you stop hassling me? I'll do it eventually!" (Child to Parent)
• Communication like this can continue indefinitely. (Clearly it will stop
at some stage - but this psychologically balanced exchange of strokes
can continue for some time).

Crossed Transactions
Communication failures are typically caused by a 'crossed transaction'
where partners address ego states other than that their partner is in.
Consider the above examples jumbled up a bit.
• Example 1a:
• A: "Have you been able to write that report?" (Adult to Adult)
• B: "Will you stop hassling me? I'll do it eventually!" (Child to Parent)
• is a crossed transaction likely to produce problems in the workplace.
"A" may respond with a Parent to Child transaction. For instance:
• A: "If you don't change your attitude, you'll get fired."
• Example 2a:
• A: "Is your room tidy yet?" (Parent to Child)
• B: "I'm just going to do it, actually." (Adult to Adult)
• is a more positive crossed transaction. However there is the risk that
"A" will feel aggrieved that "B" is acting responsibly and not playing
their role, and the conversation will develop into:
• A: "I can never trust you to do things!" (Parent to Child)
• B: "Why don't you believe anything I say?" (Adult to Adult)
• which can continue indefinitely.Kevin Kulwant Dhillon

Ulterior or Duplex or Covert
transactions
• Another class of transaction is the ‘ulterior’ or
'duplex' or 'covert' transactions, where the explicit
social conversation occurs in parallel with an
implicit psychological transaction. For instance,
• A: "I need you to stay late at the office with me."
(Adult words)
• body language indicates sexual intent (flirtatious
Child)
• B: "Of course." (Adult response to Adult
statement).
• winking or grinning (Child accepts the hidden
motive).

Phenomena behind the transactions
Life (or Childhood) Script
• Script is a life plan, directed to a reward.
• Script is decisional and responsive; i.e., decided
upon in childhood in response to perceptions of the
world and as a means of living with and making
sense of the world. It is not just thrust upon a
person by external forces.
• Script is reinforced by parents (or other influential
figures and experiences).
• Script is for the most part outside awareness
• Script is how we navigate and what we look for, the
rest of reality is redefined (distorted) to match our
filters.

Redefining and Discounting
• Redefining means the distortion of reality when we
deliberately (but unconsciously) distort things to match
our preferred way of seeing the world. Thus a person
whose script involves "struggling alone against a cold
hard world" may redefine others' kindness, concluding
that others are trying to get something by manipulation.
• Discounting means to take something as worth less than
it is. Thus to give a substitute reaction which does not
originate as a here-and-now Adult attempt to solve the
actual problem, or to choose not to see evidence that
would contradict one's script. Types of discount can also
include: passivity (doing nothing), over-adaptation,
agitation, incapacitation, anger and violence.

Thank you

Transactional Analysis

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