Category: Transactional Analysis

TA In All Its Shapes and Sizes! – Leilani Mitchell

Leilani Mitchell

TA is a great tool that can be used in a range of ways, my experience is that TA therapists in particular often limit themselves to using their skills and knowledge within the therapy room, but there are many other areas we could apply what we know.

I talked about TA as a psycho-educational tool and shared some ways that we at The Link Centre facilitate learning TA concepts while inviting growth and development in our students. We mostly use these ideas when training therapists but they can be applied in many different settings.

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Space for the Soul – Reflections for Educators with Giles Barrow

Giles Barrow

Focussing on the work of Parker J Palmer this third session will consider the integration of soul and role. How many educators leave themselves at the classroom door, only to rely on technique and policy initiatives to shape how they work with students. Often we ask what is to be taught, and occasionally how to teach. Rarely are teachers encouraged to consider why they teach and fewer to consider who it is that shows up to teach. Re-connecting with an early sense of vocation, clarifying core values and living out who we are in relationship with students, is new territory for many contemporary educators.

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TA Does The Business – Richard Maun

Richard Maun

In this interview Richard talks about how TA has helped him run his own business successfully and how he uses it when coaching and delivering organisational change.

Richard is a business coach, best-selling author, hosts a weekly business radio show and has been awarded Accredited Teacher status at Cranfield University. He has taught TA skills to executives and managers and used TA to benefit hospitals, SME’s, charities and single-handed businesses. His secret mission is to write a whole book about Physis, and he’s started with chapters about it in his books Bouncing Back and Riding the Rocket.

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TA with Kids in Care: Being Part of a Therapeutic Community – Clifton Supple

Clifton Supple

Clifton Supple is Clinical Director of Physis Quantum (www.physisgroup.co.uk) recently established in Shropshire to work with children and young people who present a complex range of emotional needs, inappropriate / harmful sexualised behaviours, attachment disorders, abuse reactive behaviours and trauma.

He is intending to discuss the culture that been developed upon an explicit commitment to a whole team approach focused upon the integration of therapeutic care, educational provision and clinical components to maximise the opportunities and outcomes for the young people they support.

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TA in Short Term Primary Care Work – Frances Townsend

Frances Townsend

In this discussion Frances is looking forward to sharing some of her experience working in GP surgeries offering short term counselling of up to six sessions.

As part of the discussion Frances will consider some of the demands on the practitioner to work within a short term contract and how we might meet these. And Frances will also take some time to think about how TA theory informs and supports short term counselling work.

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Start with the Soil – Reflections for Educators with Giles Barrow

Giles Barrow

We began the series with the concept of natality – birth. Invariably overlooked by its more familiar partner – mortality – the importance of natality is most present in the process of education. Natality is all about renewal and what more obvious a way does a society engage in renewal but through how it educates the next generation.

We looked at the features of natality, the principal writers and its link with education. We also focused on the Cycle of Development as a powerful educational model. Based on the early work of Pam Levin, extended by Jean Illsley Clarke and Connie Dawson, we considered how development is essentially cycle of renewal spanning a lifetime.

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Practitioner As Cultivator – Giles Barrow

Giles Barrow

Giles has written and presented on the “Educator as Cultivator”, reflecting on his experience moving with his family from London to live and work on a farm and the steep earning curve he experienced.

Considering the role of cultivation in his own experience of learning, holding space in a way that supported him through the shame of conscious incompetence, was vital in sustaining his development.

Giles describes the need for the cultivator to be grounded in the learning relationship and be able to act courageously on our intuition that something “may be amiss”, while not intervening in a way that diminishes the learners energy and autonomy.

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