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T A
D i a g r
a m s
Adapt and
modify for your
own needs
1. Edit these diagrams according to your
own needs
2. “Paste Special” them into Word as a“Picture (Enhanced Metafie!”
"n Word 2#$# % Paste &ptions ' "n Earier) go to
Edit Menu * Paste +pecia and seect
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2#$$. TA +tudent
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/ o n
t a m
i n a t
i o n s
0rom +tewart 1
oines) TA Today
($345! p.6#
Parent
/ontamination
A
A
A
/hid
/ontamination
Dou-e
/ontamination
,edrawn -y ,o- an To)
2#$$. TA +tudent
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+ e c
o n
d &
r d e r
+
t r u c t u r a
M
o d e
0rom +tewart 1
oines) TA Today($345! p.7$
Parent (P2)
A
Adult (A2)
Child (C2)
C1
P1
A1
C3
P3
A3
C3
P3
A3
C3
P3
A3
C3
P3
A3
"ntro8ected parents and parent9figures)
each with his:her own Parent) Adut
and /hid ego9states. "dentity and
num-er wi ary with the indiidua.
(Adut not su-diided!
Parent in the /hid (;Magica Parent
Adut in the /hid (;=itte Professor
/hid in the /hid (;+omatic /hid
,edrawn -y ,o- an To)
2#$$. TA +tudent
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D r a m
a T r i a
n g
e
Deeoped -y+tee >arpman)in Woams 1
?rown@
Transactiona
Anaysis ($354!
pp.$72.
P R
V
Drama Triangle(also called the Racket or Game
Triangle to emphasise the discounting
aspects of the three positions)
P R
V
H
W
Racket
Each person as one or two
favourite positions in the drama
triangle and will seek out
others who will exchangestrokes from complementary
positions
Here a Hus!and (H) " Wife
(W) adopt helper (R) and
helpless (#) positions$
exchanging complementary
transactions that stroke each
other%s not&' position
P R
V
H
W
Game
The Racket !ecomes a Game
when one or !oth participants
shift positions on the rama
Triangle and gain a Racket
*eeling payoff
Here Wife (W) moves to+ersecutor (+) and Hus!and to
#ictim (#) when the hus!and%s
earlier rescuing proves
ineffectual (the strokes dry up)
W
H
,edrawn -y ,o- an To)
2#$$. TA +tudent
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+ y m
-
i o s
i s
P2
A2
C2
P1
A1
C1
P2
A2
C2
P1
A1
C1
,edrawn -y ,o- an To)
2#$$. TA +tudent
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" m p
a s s e
D i a g r
a m s
Deeoped -y
>en Meor) inWoams 1 ?rown@
Transactiona
Anaysis ($354!
pp.$56.
P2
A2
C2
First Degree
(Structural)
P3
A3
C3
1
P2
A2
C2
P3
A3
C3
2
Secnd Degree
(Structural)
P2
A2
C2
P1
A1
C1
3
Third Degree
(Structural)+howing three arieties
C2
P2
A2
P3
A3
C3
FC
AC
3
First Degree
(Functinal)
Third Degree
(Structural)Bistorica
5' C 6 7 2 $ ?irth
C23
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2#$$. TA +tudent
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+ t r u c t u r a
" m p a s s e
D i a g
r a m
( M e
o r
!
Deeoped -y
>en Meor) from(“"mpasses” in
oume of
+eected Artices
from TA $35$94#!
pp.77C977!.
P2
A2
C2
P1
A1
C1
P!
A!
C!
Type $
Type 2
Type 7
Pease Edit to
Four &wn
Geeds(and deete this Gote 9 ,o-!
"mpasses were
originay descri-ed
as degrees) as in
“0irst Degree"mpasse”) -ut Type is
now used.
Note
,edrawn -y ,o- an To)
2#$$. TA +tudent
8/19/2019 Tadiagrams 2007 10 Powerpoint
8/28
'
%
"% "'"'
HA0
HGW
H&W
H,&
Beathy PositionDepressie Position
0utiity Position Paranoid Position
/ o
r r a
o g
r a m
Deeoped -y
0ranIin Ernst)cited in +tewart 1
oines) TA Today
($345! p.$2.
Fou
GAF@ Het Away 0rom
GOW@ Het &n With
GNW@ Het Gowhere With
GRO@ Het ,id &f
Legend: Life Positions
U+ Fou
I+ "
U Fou
I ",edrawn -y ,o- an To)
2#$$. TA +tudent
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E g o g
r a m
Deeoped -y acI
Dusay) cited in+tewart 1 oines) TA
Today ($345! p.24
Note@Dusay
8/19/2019 Tadiagrams 2007 10 Powerpoint
10/28
Amost Geer
+edom
&ften
0reJuenty
suay
Amost Aways
Amost Geer
+edom
&ften
0reJuenty
suay
Amost Aways + t r o I
i n g
P r o
f i e
Deeoped -y
im Mc>enna./ited in +tewart 1
oines) TA Today($345! p.4#
Note@Mc>enna
8/19/2019 Tadiagrams 2007 10 Powerpoint
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, a c I
e t + y s
t e m
Deeoped -y
,ichard ErsIine
1 Mariyn
Kacman) citedin +tewart 1
oines) TA Today
($345! p.22$
Racket S"stem
Sc%ipt 'eliefs ( Feelings Rac$et) *ispla)s Reinfo%cing e,o%ies
'eliefs A-o&t
$ +ef
2 &thers
7 Luaity of =ife
$. &-sera-e ?ehaiours
(styised) repetitie!
2. ,eported "nterna
Eperience (somatic
aiments) physica
sensations!
7. 0antasies(?est 1 Worst!
E,otional e,o%ies
(“Trading +tamps”!Proide Eidence
and ustification
Int%aps)c/ic
P%ocess0
0eeings ,epressed at the
Time of +cript Decision
,edrawn -y ,o- an To)
2#$$. TA +tudent
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+ c r i p
t D e c
i s i o n
+
c a
e
Wooams 1
?rown)Transactiona
Anaysis ($354!
pp.$C29$56.
* *on2t
*E *on2t E3ist
*4 *on2t -e 4o&
*5 *on2t -e a !/ild
*G *on2t G%o6 Up*S *on2t S&cceed
In7&nction Legend:
*I *on2t -e I,po%tant
*' *on2t -elong
*! *on2t -e !lose
*W *on2t -e Well Sane0
*# *on2t #/in$*F *on2t Feel
PO Please Ot/e%s
'P 'e Pe%fect
#5 #%) 5a%d
'S 'e St%ong
5U 5&%%) Up
*%i"e%s Legend:
5U
'S
PO'P#5
*#
*W
*
*G
*5
*E
*S
*F
*!
*I
*4
Permission(&> to N!
"n8unction(Don
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D i s c o u n
t M
a t r
i
,ef
,edrawn -y ,o- an To)
2#$$. TA +tudent
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M i n i s c
r i p t
Deeoped -y
Tai-i >aher./ited in +tewart 1
oines) TA Today
($345! p.$C6
Movement through the miniscript@“Miniscript theory does not predict any
specific seJuence of moement from
one position to another. Each indiidua
has her own typica patterns.” p.$C5
1 *RI8ER
("'"0!
Go feeings
9 'LAER
("'9!
Typica racIets@
?amefu) triumphant)
euphoric) spitefu)
-ameess) furious
S#OPPER
("9'!
Typica racIets@
Huity) hurt) worried)
-anI) confusion)
em-arrassed
; *ESPAIRER
("99!
Typica racIets@
Worthess) unwanted
hopeess) cornered)
unoed) futie
,edrawn -y ,o- an To)
2#$$. TA +tudent
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T
i m e +
t r u c t u
r i n g
P i e /
h a r
t
+tewart 1
oines) TA Today($345! pp.3936
Withdrawa(carrying on an interna
monoogue!
"ntimacy(epressing authenticuncensored feeings!
,ituas(pre9programmed
socia interaction!
Hames(transactions
where -oth end
feeing -ad!
Pastimes(taIing a-out
something) -ut not
doing!
Actiities(doing something) or
panning to do it!
#o edit) press At and cicI 1 drag at the sametime) to moe the ine to the desired ange. Koom
in to maIe any fina edits to get the edges right,edrawn -y ,o- an To)2#$$. TA +tudent
8/19/2019 Tadiagrams 2007 10 Powerpoint
16/28
&riginay) the Program
was shown as coming
ony from the same se
Parent as the chid (as
shown here!. Gow it
recognised that -oth
parents can transmit
Program messages
+ c r
i p t M a
t r
i
Wooams 1
?rown)Transactiona
Anaysis ($354!
pp.$55.
Note:
P
A
C
$um
P
A
C
%u
P
A
C
Dad
Don
8/19/2019 Tadiagrams 2007 10 Powerpoint
17/28
+ c r
i p t M a
t r
i
Deeoped -y
/aude +teiner./ited in +tewart 1
oines) TA Today($345! p.$23.
P
A
C
$ther
P
A
C
%uP
A
C
Father
D o n
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P
A
C
Colleagues
P
A
C
Harold
P
A
C
Wife
/ocreatie
+cript
Matri
+ummers) H. and Tudor)
>. (2###! /ocreatie
Transactiona Anaysis.
Transactional Analysis
Journal 30:1 pp.23-40
“&ur horiOonta diagram
does not represent eJuaity
in parent9chid reationships."t is intended to emphasiOe
our ongoing capacity to
infuence and -e infuenced.
The matri can -e used to
map mutua infuences at
any stage in the ife cyce
and -e -e appied to arious
situations in which we may
-e more or ess powerfu
than the others -y irtue of
status) Inowedge) financia
resources) age or
discrimination -ased on
cass) disa-iity) gender)
race) seua orientation) and
so on.”
?e +trong?e Perfect
?e +trongPease &thers
?e +trong
?e Perfect
TaIe great care:foow rues
?e away from home
DrinI to rea
0riends GetworIing?e carefu of ,eputation
Bome is a remote haenWorI is first priority
?e reasona-e (unemotiona!
?e sef sufficient
?e +trong
?e Perfect
Don
8/19/2019 Tadiagrams 2007 10 Powerpoint
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+ c r
i p t B e
i
Adapted from
+ummers 1 Tudor) in/orne 1 Bargaden.
0rom Transactions
to ,eations (2##6!
p.$$3
C
P
A
C
P
A
C
P
A
C
P
A
C
P
A
C
P
A
C
P
A
0emae +cottish
"rish 0emae
Protestant /athoic
,edrawn -y ,o- an To)
2#$$. TA +tudent
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T h e r a
p y
T r i a
n g
e
Aen) P. The
Therapy Triange) Atoo for diagnosis
and therapy. TA 22@
$) 4967
?WorIahoic
(&-sessie:/ompusie!
?E PE,0E/T
?E +T,&GH
"9F'
Th
0
A
0/GP 0/GP
'/P
&-sessie:/ompusie Adaptation
Th
Dou-ter
(Paranoid!
?E PE,0E/T
?E +T,&GH
"'F9
0
A
GP GP
Paranoid Adaptation
ThDisapproer
(Passie9Aggressie!
T,F BA,D
(?E +T,&GH!"9F9
Th
0
0/
GP GP
Passie9Aggressie Adaptation
A
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A p p e
t i t e
M o
d e
+ h o w
i n g
t h e
+ e
f w
i t h / o r e a n d
+ c r
i p t A r e a )
T h e
n
h e a
t h y
A p p e
t i t e
P a
t h s a n
d t h e
B e a t
h y
P s y c
h o
o g
i c a
B u n g e r
P a
t h s
ody ?oiston) in
Appetite Path ModelWorkin !ith "scape
#atch $esolution !ith
%lients Who &se 'rus
and AlcoholTA > Go C$ Autumn
2##$ p.3
Cre Sel&
nheathy Appetite Paths =eading to Tragic &utcomes
5ealt/) Appetite Pat/s eeting Ps)c/ological 5&nge%s and No&%is/ing t/e !o%e Self
+timuus Bunger "ncident Bunger
,ecognition Bunger +eua Bunger
/ontact Bunger +tructure Bunger
Ho /raOy
Barm +ef Barm &thers
Scri#t
,edrawn -y ,o- an To)
2#$$. TA +tudent
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P 2 T r a n s
f e r
e n c e
Mioso) in /orne 1
Bargaden. 0romTransactions to
,eations (2##6!
p.7
a
!
c
d
a interna diaogue- pro8ected structure
c socia transaction
d transference message (uterior transaction!
(The Parent of the therapist is shown as a dotted ine
to indicate that its actua eistence or significance is
discounted -y the patient!
,edrawn -y ,o- an To)
2#$$. TA +tudent
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T h e
n
d e . e
o p e
d
+ e
f
Bargaden 1 +tis)
TransactionaAnaysis) A
,eationa
Perspectie (2##2!
p.26
;+pit9off< core sef
QQQQQQQQ "mpermea-e
diision in A$ and P$
impies a more
fragmented sef
C2
P2
A2
/0
+0&
10&
+02
102
+3
/3,edrawn -y ,o- an To)2#$$. TA +tudent
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T h e
/ o
h e s
i . e
+ e
f
C2
P2
A2
/0
+0&
10&
+02
102
+3
13
/3
Bargaden 1 +tis)
TransactionaAnaysis) A
,eationa
Perspectie (2##2!
p.2
A# indicates an adeJuateycohesie sef
NNNN.. Permea-e
diision in A$ and P$
indicates the possi-iity
of integration
,edrawn -y ,o- an To)
2#$$. TA +tudent
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T h e
/
u t u r a
+ e
f
P2
A2
+0&
10&
+02
102
+3
13
/3
Bargaden 1 +tis)
TransactionaAnaysis) A
,eationa
Perspectie (2##2!
p.33
,deali4ed image of stereotypical
elements of culture
/onforming$ conventional
5!elonging% adaptation
+arents% conscious and
unconscious feelings a!out their
cultural identity
,nfant%s innate temperament
,ntro-ected denigrating in-unctions
Re-ected 5unaccepta!le% elementsof cultural identity
56ot '% self accepts denigrating
stereotype
7ense of cultural identity
(for example !i&racial8 female8 middle class),edrawn -y ,o- an To)2#$$. TA +tudent
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E p e r i e n c
i n g
" n t e r n a
i s e
d
+ c
r i p t M e s s a g e s
Wooams 1
?rown)Transactiona
Anaysis ($354!
pp.$54.
How to !e
comforta!le
in misery
P2
A2
C2
$um Dad
Don
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+ o
c i a = e . e
a n
d
P s y c h
o o g
i c a
= e . e
/ o m m u n i c a
t i o n
PetrusIa /arIson)
“Hroup "mago and the+tages of Hroup
Deeopment” TAJ
(ol. 21 )o.1* anuary
$33$
A
P
/
A
P
/
Hroup =eader
,edrawn -y ,o- an To)
2#$$. TA +tudent
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Hroup
=eader
+ef Those &thers
“ + u
- m a
r i n e
” D i a g r a m
"ncompete
,edrawn -y ,o- an To)