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Social Committee
- Terms of Reference:
The remit for the Social Committee is to develop ideas and liaise with the Director of MIP on how to action and implement the ideas put forward by the committee.
- Responsibilities:
* To work closely with all the committees of MIP, senior trainers and directors of MIP with the objective of putting forward ideas and new ventures with regards to social events, activities and ideas throughout MIP.
* The committee will work closely with all categories of membership of MIP to “sound out” ideas with regards to social events etc within MIP.
* The committee will be responsible for dialoguing with the Webmaster of MIP and the Director of MIP to make sure ideas and social events are advertised not only at MIP but also on the MIP website.
* The Chair of the committee will need to submit a short annual report at the time of MIP AGM.
- Membership:
* The membership of the committee should be a minimum of 3 members and no more than 5 members.
* Membership should be drawn from the general membership of MIP.
* The Chair should be in place no longer than 3 years and the AGM will then elect a new chair.
* There needs to be a quorum of at least 2 members.
* A consensus decision-making process will normally be followed
- Timeframe
* The committee should meet at least two or three times a year.
* The duration time of the committee will be determined by this specific committee, e.g. one to two hours.
* The committee may meet online or at MIP, which ever is suitable for the membership of the committee.
Shame – the forgotten emotion
Shame, more than any other emotion, can be seen as the enemy within. It is for many the forgotten emotion. Indeed in research for this article, I was starkly reminded of the of the little that is written in the literature on the consequences of shame or even what shame is as an emotion. Freud, for example, concentrated on the subject of guilt rather than shame and from my own discipline it is only in recent times that Transactional Analysts have written on shame in any real depth. In some ways this is a strange phenomena, that so little has been written on the subject.
Perhaps though, the major reason for the ignoring of shame in this sense is that most often a person’s response to shame is to hide and withdraw, to retreat and remain isolated. The last thing a shamed person wants to do is to open up and be ‘seen’ by people.
“Shame is an internal, excruciating experience of unexpected exposure, it is a deep wound felt primarily from the inside, it divides us from ourselves and others” (Erskine 1993)
Or, in T.A. terms we can see shame as an: “internal expression of an interpsychic conflict between a reactive child ago state and an influencing parent ego state”. (Erskine 1993)
Shame is the consequence of a rupture in early relationships, it is one of the most painful of emotions and for most people who feel shame, they want so desperately to ‘not be seen’, to many it is the very focus of attention that is so crippling for them in their everyday lives. Indeed the moment attention is solely focused on them, they fight so desperately to withdraw and will do ‘anything’ to not feel the feelings that are around by ‘being seen’. The defences to the above may include freezing, trying to be perfect, intellectualising, smiling or creating another self to deal with the world.
The major script belief for dealing with shame is “something is wrong with me”. This decision that something is basically wrong with their very being was made by the person early in their life in response to being traumatized by the ‘other’ in the significant relationship. It is the internalisation of the ‘shamer’s’ message “something is wrong with you” which is changed significantly by the shamed person/child to “something is wrong with me”. This process usually begins early in childhood and it may take the shamed child numerous traumatic experiences before the “something is wrong with you” message becomes the “something is wrong with me” decision.
The parent in this process, by placing the total responsibility for the rupture of the relationship on the child, will by definition set up a process where the child will be faced with great internal/external pressure to decide that there is something wrong with them. The alternative to voice or even feel that it could be the parent that was wrong would be so overwhelming, especially as they were dependent on their early survival from the significant other.
This internal early belief system “something is wrong with me” then becomes the basis or core of the script system. It becomes the base from which the child then builds on in their development. It is based on the myth to which the shamed child has bought into and becomes pervasive throughout their life. Indeed the myth becomes, for the person, as powerful as any existential decisions about themselves. This is how they see and feel themselves to be, this is what they are and how they exist. They fundamentally believe that: “something is wrong with me”.
The question then, for any therapist/counsellor in dealing with a person who feels so shamed and so fundamentally believes the above, is how we facilitate the person to realise that something is right with them, not essentially wrong, and how we do this in a way that is not reinforcing the shame or replicating the early ruptured relationship?
The answer lies in the relationship between the therapist and the client, it is through this relationship that the person can tell their story. It is through the relationship with the therapist that the person can, maybe for the first time, feel that they are validated for being them – that they are normal and that there is not anything wrong with them and never has been. It means the therapist attuning with the client, validating even their smallest hurts and anxieties, it means for the therapist to somehow get themselves ‘into the skin of the client’. Most of all it means that the therapist stays alongside the clients in a respectful contact oriented manner.
It may also mean that the therapist actively takes the responsibility for any break in the therapeutic relationship. Most therapeutic breaks occur when the therapist fails to attune to the client’s affective or non-verbal communication. Thus it may be necessary for the therapist to take full responsibility for not understanding the client’s phenomenological experiences, for not validating or valuing the person in front of them.
The methodology then for therapy with a person who feels existentially and irrevocably shamed is through Contact, Inquiry, Attunement and Involvement, the four basic tenets of any relationship contact oriented therapy. It is through the above, with respectfulness, that the antidote to shame will be found.
Bob Cooke TSTA is the founder of The Manchester Institute For Psychotherapy England We provide Psychotherapy and Counselling.We also run comprehensive Psychotherapy,Counselling, and Supervision trainings.As well as the above we run a vibrant CPD program. https://mcpt.co.uk Or call 01618629456
Research Project of Low Cost Therapy at MIP 2011 – 2013
Transactional Analysis – Review
Why Transactional Analysis
Ian Stewart TSTA — TA therapist talking about TA and its influence today.
Transactional Analysis Ego state test
Take the Ego state test, it may be surprising!
Transactional Analysis
www.transactional-analysis.org
There is no time limit to this questionnaire. It will probably take around 10 minutes to complete. The more spontaneous and honest you can be, the…
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Psycotherapy and Psychotherapy Training in Chorlton Manchester UK
The Manchester Institute for Psychotherapy (formerly The Life Stream Centre) was established in 1987 and moved to Chorlton in September 1988 where we have been ever since!
We have been in 454 Barlow Moor Road, Chorlton, for the last two decades – it has been an enormously enriching and challenging time.
The Institute is a four storey building comprising of twelve rooms and Two Training Rooms.
Over 18 Psychotherapists and Counsellors work from The Institute – most have been with us for many years.
For over 25 years we have offered a wide range of services to the community from Individual Therapy to Group Therapy and Personal Development Courses.
In 1993 we also established a Training Arm to the services we offer and to that end we have been training people to be psychotherapists since that time to the present day.
Recently we have extended our services by training people in the areas of Clinical Supervision and Child and Adolescent Studies.
In fact we now offer counselling and therapy to children as well as adults.
We are proud of our achievements and the services we have grown over the years, and we are specifically pleased to be serving such a vibrant community as Chorlton, where we feel we truly belong!
If you are interested in Transactional Analysis click here
Thank you.
Bob Cooke
(Founder of MIP)
Transactional Analysis Psychotherapy Manchester institute for Psychotherapy
The This is an overall description of the modules that make up The Manchester Institute for Psychotherapy Transactional Analysis four year course.It outlines a comprehensive Psychotherapy Training Programme-over the four years.The Training is recognised by the UKCP and EATA as well as the United Kingdom Association for Transactional Analysis.If interested in this course please contact the Institute or request a Prospectus through this site.
| Year one | Year Two | Year Three | Year four |
| Fundamentals of TA –Philosophical foundations of TA – Contracts | – Contracts Ethics Profess Practice | Contracting and Assessment | Contracting and clinical evaluation |
| Ego StatesEgo state analysis | Personality AdaptationsHuman experience and nature of the therapeutic relationship | Diagnosis and Treatment Planning | Mental Health ModuleResearch studies. Psychopathology, neurophysiology, memory, diversities, ethics and legal issues |
TA and Defence Mechanisms
|
Classical Approach | Child Parent ego states – Parent EgoChange, Facilitation of human change | Diagnosis & Treatment (D&T)Obsessive Compulsive Personality |
| Script and Script analysis & Maintenance | Redecision Approach | Child Parent ego states – Child Ego | D & T Schizoid personality |
| TA and Defence Mechanisms – Transactions rackets and games | Integrative Approach | Visiting Speaker
sexual abuse training |
D & T Borderline Personality |
| TA and defence Mechanisms – 3 P’s | Cathexis Approach | Groups and Couples – Practical TA | D & T Narcissistic Personality |
| Human Development – Comparative Approaches to Psychotherapy Core Concepts | Relational approach | Research in Psychotherapy3 days. Basic research techniques, investigation and evaluation. | D & t Histrionic Personality and Antisocial Personality |
| Human Development-Model of the person, Child Dev | Diversity- gendered and culturally influenced dev | Transference and Countertransference Projective Identification | D & T Paranoid Personality |
| Human Development- Recognition Hungers | Reflective Clinical Endorsements | Formal and Peer assessment | D & T Passive Aggressive Personality |
| Formal/ peer assessment | Formal/peer assessment | Mental health familiarisation placement 20 hrs |
Eric Berne Award winning articles
EBMSA and EBMA Winners
Articles can be found in :
TAB
= (Transactional Analysis Bulletin)
TAJ
= (Transactional Analysis Journal)
Eric Berne Memorial Scientific Award
Year: 1971
Name: Claude Steiner
Subject Area/Area of Contribution: Script Matrix
Publications: “Script and Counterscript,”
TAB, 5(18), 133-135 (1966).
Year: 1972
Name: Stephen B. Karpman
Subject Area/Area of Contribution: Drama Triangle
Publications: “Fairy Tales and Script Drama Analysis,”
TAB, 7(26), 39-43 (1968).
Year: 1973
Name: John M. Dusay
Subject Area/Area of Contribution: Egograms
Publications: “Egograms and the ‘Constancy Hypothesis’,”
TAJ, 2(3), 37-41 (1972).
Year: 1974
Name: Aaron Wolfe Schiff and Jacqui Lee Schiff
Subject Area/Area of Contribution: Passivity and the Four Discounts
Publications: “Passivity,”
TAJ 1(1), 71-78 (1971).
Year: 1975
Name: Robert and Mary Goulding
Subject Area/Area of Contribution: Redecision and Twelve Injunctions
Publications: “New Directions in Transactional Analysis: Creating an Environment for Redecision and Change,” in
C. J. Sager and H.S. Kaplan (Eds.),
Progress in Group and Family Therapy (pp. 105-134) (1972); “Injunctions,
Decisions, and Redecisions,”
TAJ, 6, 41-48 (1976).
Year: 1976
Name: Pat Crossman
Subject Area/Area of Contribution: Protection
Publications: “Permission and Protection,”
TAB, 5(19), 152-154 (1966).
Year: 1977
Name: Taibi Kahler
Subject Area/Area of Contribution: Miniscript and Five Drivers
Publications: “The Miniscript,”
TAJ, 4(1), 26-42 (1974).
Year: 1978
Name: Fanita English
Subject Area/Area of Contribution: Rackets and Real Feelings: The Substitution Factor
Publications: “The Substitution Factor: Rackets and Real Feelings, Part I,”
TAJ, 1(4), 27-32 (1971).
Year: 1979
Name: Stephen B. Karpman
Subject Area/Area of Contribution: Options
Publications: “Options,”
TAJ, 1(1), 79-87 (1971).
Year: 1980
Name: Claude Steiner
Subject Area/Area of Contribution: The Stroke Economy
Publications: “The Stroke Economy,”
TAJ, 1(3), 9-15 (1971).
Year: 1980
Name: Ken Mellor and Eric Schiff
Subject Area/Area of Contribution: Redefining and Discounting
Publications: “Discounting,”
TAJ, 5, 295-302 (1975); “Redefining,” TAJ, 5, 303-311 (1975).
Year: 1981
Name: Franklin H. Ernst, Jr.
Subject Area/Area of Contribution: The OK Corral
Publications: “The OK Corral: The Grid for Get-On-With,”
TAJ, 1(4), 33-42 (1971).
Year: 1982
Name: Richard G. Erskine and Marilyn J. Zalcman
Subject Area/Area of Contribution: Racket System and Racket Analysis
Publications: “The Racket System: A Model for Racket Analysis,”
TAJ, 9, 51-59 (1979).
Year: 1983
Name: Muriel James
Subject Area/Area of Contribution: Self-Reparenting
Publications: “Self Reparenting: Theory and Process,”
TAJ, 4(3), 32-39 (1974).
Year: 1984
Name: Pam Levin
Subject Area/Area of Contribution: Developmental Cycles
Publications: “The Cycle of Development,”
TAJ, 12, 129-139 (1982).
Year: 1987
Name: Carlo Moiso
Subject Area/Area of Contribution: Ego States and Transference
Publications: “Ego States and Transference,”
TAJ, 15, 194-201 (1985).
During the period 1988 through 1993, no Eric Berne Scientific Memorial Awards were presented. Qualifications for
the award were broadened to include four areas of contribution: 1) Theory, 2) Research, 3) Practice applications, and
4) Comparison and/or integration of TA theory or practice with other theories or approaches. The name of the award
was changed to the Eric Berne Memorial Award in Transactional Analysis and the first new awards were given in
1994.
Eric Berne Memorial Award in Transactional Analysis
Year: 1994
Name: Sharon R. Dashiell
Subject Area/Area of Contribution: Practice Applications
Title: Psychotherapy with the Parent Ego State
Publications: “The Parent Resolution Process: Reprogramming Psychic Incorporations in the Parent,”
TAJ, 8, 289-
294 (1978).
Year: 1994
Name: John R. McNeel
Subject Area/Area of Contribution: Practice Applications
Title: Psychotherapy with the Parent Ego State
Publications: “The Parent Interview,”
TAJ, 6, 61-68 (1976).
Name: Vann Joines
Subject Area/Area of Contribution: Integration of Transactional Analysis with Other Theories and Approaches
Title: Integration of Paul Ware’s Theory of Personality Adaptations with Redecision Therapy, Developmental
Theory, Traditional Diagnosis, and TA Theory.
Publications: “Using Redecision Therapy with Different Personality Adaptations,”
TAJ, 16, 152-160 (1986);
“Diagnosis and Treatment Planning Using a Transactional Analysis Framework,”
TAJ, 18, 185-190 (1988).
Year: 1995
Name: Peg Blackstone
Subject Area/Area of Contribution: Comparison and Integration of Transactional Analysis Theory and Practice with
Other Theories and Approaches
Title: The Dynamic Child: Integration of Second-Order Structure, Object Relations, and Self Psychology
Publications: “The Dynamic Child: Integration of Second-Order Structure, Object Relations and Self Psychology,”
TAJ, 23,
216-234 (1993).
Name: Jean Illsey Clark
Subject Area/Area of Contribution: Practice Applications
Title: Applied Transactional Analysis in Parent Education.
Publications:
Self-Esteem: A Family Affair (1978), San Francisco: Harper Collins; Self-Esteem: A Family Affair
Leader Guide
(1981), San Francisco: Harper Collins; Bredehoft, D. J., “An Evaluation Study of Self-Esteem: A
Family Affair with High-Risk Abusive Parents.”
TAJ, 20, 111-117 (1990).
Year: 1996
Name: Alan Jacobs
Subject Area/Area of Contribution: Theory
Title: Transactional Analysis and Social Applications
Publications: “Autocratic Power,”
TAJ, 17, 59-71 (1987); “Nationalism,” TAJ, 20, 21-228 (1990); “Aspects of
Survival: Triumph over Death and Onliness,”
TAJ, 21, 4-11 (1991); “Autocracy: Groups, Organizations, Nations,
and Players,”
TAJ, 21, 199-206 (1991).
Year: 1997
Name: Fanita English
Subject Area/Area of Contribution: Theory
Title: Hot Potato Transmissions and Episcript
Publications: “Hot Potato Game,”
TAJ, 8, 77-82 (1969).
Year: 1998
Name: James Allen and Barbara Allen
Subject Area/Area of Contribution: Theory
Publications: “A New Type of Transactional Analysis and One Version of Script Work with a Constructionist
Sensibility,”
TAJ, 27, 89-98 (1997); “Narrative Theory, Redecision Therapy, and Postmodernism,” TAJ, 25, 327-334
(1995); and “A Typology of Psychopathology and Treatment of Children and Adolescents,”
TAJ, 27, 256-264
(1997).
Name: Richard G. Erskine and Rebecca L. Trautmann
Subject Area/Area of Contribution: Comparison and integration of transactional analysis with other theories and
approaches
Publications: “The Process of Integrative Psychotherapy,” in
The Boardwalk Papers [B. B. Loria, Ed.], 1993);
“Transference and Transactions: Critique from an Intrapsychic and Integrative Perspective,”
TAJ, 21, 63-76 (1991);
“The Therapeutic Relationship: Integrating Motivation and Personality Theories,”
TAJ, 28, 132-141 (1998); “Ego
State Analysis: A Comparative View,”
TAJ, 11, 178-185 (1981); “Ego Structure, Intrapsychic Function, and
Defense Mechanisms: A Commentary on Eric Berne’s Original Theoretical Concepts,”
TAJ, 18, 15-19 (1988);
“Methods of an Integrative Psychotherapy,”
TAJ, 26, 316-328 (1996); “Inquiry, Attunement, and Involvement in the
Psychotherapy of Dissociation,”
TAJ, 23, 184-190 (1993); “Shame and Self-Righteousness: Transactional Analysis
Perspectives and Clinical Interventions,”
TAJ, 24, 86-102 (1994); and R. G. Erskine, Theories and Methods of an
Integrative Transactional Analysis: A Volume of Selected Articles
(TA Press, 1997).
Year: 2002
Name: Leonhard Schlegel
Subject Area/Area of Contribution: Theory and His Contributions to Spreading TA in Europe
Publication: “What Is Transactional Analysis?”
TAJ, 28, 269-287 (1998).
Year: 2003
Name: Michele Novellino
Subject Area/Area of Contribution: Unconscious Communication in Transactional Analysis
Publication: “Unconscious Communication and Interpretation in Transactional Analysis,”
TAJ, 20, 168-172 (1990).
Year: 2004
Name: Pearl Drego
Subject Area/Area of Contribution: Permission Ritual Therapy
Publications: “Changing Systems through Correlations of Injunction Inventories,” from P. Lapworth (Ed.),
The
Maastricht Papers: Selections from the 20
th EATA Conference
(pp. 5-19), Amersfoort, The Netherlands: European
Transactional Analysis Association. Also
Building Family Unity through Permission Rituals: Permissions and Ego
State Models
, Bombay: Alfreruby Publishers.
Year: 2005
Name: Graham Barnes
Subject Area/Area of Contribution: The Circularity of Theory and Psychopathology with Specific Identification in
the Construction of Schizophrenia, Alcoholism, and Homosexuality.”
Publications: Chapters 5 and 6 of Graham’s doctoral dissertation, “Psychopathology of Psychotherapy: A
Cybernetic Study of Theory” (Royal Melbourne Institute of Technology, Melbourne, Victoria, Australia) and
“Homosexuality in the First Three Decades of Transactional Analysis: A Study of Theory in the Practice of
Transactional Analysis Psychotherapy,”
TAJ, 34, 126-155 (2004).
Year: 2006
Name: Ted Novey
Subject Area/Area of Contribution: “Measuring the Effectiveness of Transactional Analysis: An International
Study,”
TAJ, 32, 8-24 (2002).
Year: 2007
Name: Helena Hargaden and Charlotte Sills
Subject Area/Area of Contribution: New theory, Relational transactional analysis. Chapters 4 and 5 in Hargarden,
Helena, and Sills, Charlotte,
Transactional Analysis — A Relational Perspective, Hove: Brunner-Routledge, 2002.
Name: Bernd Schmid
Subject Area/Area of Contribution: New theory, role concept. Transactional analysis and social roles. In G. Mohr &
T. Steinert (Eds.),
Growth and change for organizations: Transactional analysis new developments 1995-2006 (pp.
32-61). Pleasanton, CA: International Transactional Analysis Association. (Original work published 1994)
Year: 2008
Name: Gloria Noriega Gayol
Subject Area/Area of Contribution: New theory, mechanisms for transmitting transgenerational scripts. Works cited:
“Codependence: A Transgenerational Script,” October 2004
Transactional Analysis Journal, and “Construcción y
Validación del Instrumento de Codependencia (ICOD) para Mujeres Mexicanas [Construction and Validation of the
Codependency Instrument (ICOD) for Mexican Women],” April 2002
Revista Salud Mental
What Is Supervision
There are many areas of Supervision; Clinical Supervision, Counselling Supervision, Organisational Supervision, Educational Supervision and indeed Coaching Supervision. On this site we will be providing articles, blogs etc., on all areas of Supervision, though specifically Psychotherapy and Counselling Supervision. Clinical Supervision, which covers both the Psychotherapy and Counselling worlds is a relatively new profession. If we look back at the 1950’s/1960’s we see that Clinical Supervision was mainly used in the area of Psychoanalysis and Psychodynamic World. By the 1970’s/1980’s the teaching and nursing professions started to explore the use of Supervision in their professional practices. Both of these professions use Supervision mainly as an educative discipline rather than an interpretive and analytical discipline. With the emergence of psychotherapy and counselling post 1950’s we see the proliferation of Supervision into these disciplines.
Also we saw in the 1980s the inclusion of Supervision into the Managerial and Occupational Sectors.
Clinical Supervision for Psychotherapy and Counselling has come of age in the 21st century and we see that there has been a huge number of books and articles written on the subject of Supervision within the last three decades.
A recent definition of Supervision which I like is “Supervision is a working alliance between two professionals where supervisees offer an account of their work, reflect on it, receive feedback, and receive guidance if appropriate. The object of this alliance is to enable the worker to gain in ethical competency, confidence and creativity as to give the best possible services to clients”. (Inskipp and Proctor, 2001,)
It is fair to say that the major players in any Clinical Supervision is:
- The Supervisor
- The Supervisee/Therapist
- The Client
Within this framework Supervision is primarily focused on the Supervisor helping the Supervisee/Therapist to develop their specific skills in the service of the client.
There are many models, tools, and techniques as well as information to help the Supervisor in this process.
Two specific models that are useful in this context are :
- The “Seven-eyed Model” sometimes called the Process Model. This model was developed by Peter Hawkins and Robin Shoet in their book “Supervision in the Helping Professions” (1989)
- The “IDM Model” which is a Professional Developmental model created and developed by Stoltenberg and Delworth 2001 and written extensively about in their book called an “Integrative Developmental Model” (2000).
The “Seven-eyed Model” or Process Model is specifically useful in providing a map for the Supervisor to know where they are, at any time, within the Supervisor relationship with the Supervisee.
What is also particularly useful when using this model is the focusing on the particular “Modes” that the Supervisor/Supervisee will visit.
Mode’s within this Model
Mode 1 – The Supervisor within this Mode will be focusing on helping the Supervisee sharpen their “Behavioural Observation” when working with the clients.
Mode 2 – The Supervisor, when focusing on “Mode 2” will be facilitating.
The Supervisee to look at the strategies, goals, contracts, and treatment plans – direction for the client. In this Mode there will be an emphasis on the nuts and bolts of interventions within the therapeutic relationship.
In other words “Why” the Supervisee/Therapist decided to use that specific intervention at that specific time within the therapy relationship.
Mode 3 – The Supervisor when focusing on “Mode 3” will be helping the Supervisee to concentrate on the “Dance” between the Supervisee and the Client in the therapy relationship.
In other words to look at the transference projections of the client on the therapist within the therapy relationship.
The use of metaphor and imagery are useful techniques for this particular stage.
Mode 4 – The Supervisor when focusing on “Mode 4” will be looking particularly at the counter-transference of the Supervisee/Therapist within the therapy relationship of themselves and the client.
Mode 5 – The Supervisor in “Mode 5” will be looking at the relationship between the Supervisor and Supervisee within the Supervisors Office.
Mode 6 – The Supervisor in “Mode 6” will be looking specifically at his own counter-transference within the Supervisor/Supervisee relationship.
Mode 6 and Mode 5 are useful Modes to look at the “Parallel Process” between the Supervisor/Supervisee and the Supervisee/Therapist and their client.
Mode 7 – The Supervisor in this Mode will help the Supervisee concentrate on the Organisational and wider Environmental restraints on the Supervision.
This “Seven-eyed Model” provides a comprehensive and systemic model for examining the process of Supervision. It will be useful for Supervisors and Supervisees alike.
Another Supervision Model which compliments this model is the “IDM Model”, first postulated, as said above, by Stoltenberg and Delworth (2000).
This Model is a Professional Developmental Model.
The authors of this Model put forward the case that for effective Supervision to take place, the Supervisor needs to be aware of the Professional Developmental needs of the Supervisee/Therapist.
Also the Supervisor needs to be aware of the use of “Parallel Process” as a major tool within Supervision.
If the Supervisor is aware of such concepts as parallel process and the two models mentioned above then I believe more effective Supervision is likely to take place.
Other models, such as the “Procedural Model” and the “Tasks of Supervision” are also useful in the art of Supervision.