.:: DIPLOMA IN TRANSACTIONAL ANALYSIS

The professional training in Transactional Analysis leads to certification in European Association for Transactional Analysis and International Transactional Analysis Association. Training also leads to European Certificate of Psychotherapy within European Association for Psychotherapy.

The next training in Slovenia will start in November 2007. International training programmes are available upon requests.
For more informations about training see our training brochure: Training in Transactional Analysis – Training Brochure

CONTENTS OF PROFESSIONAL TRAINING IN TA

The training is logically organised around four main themes. The first year of the training will be devoted to basic TA theory and its impact on personal experience of each trainee. The second year will cover psychotherapy methods and principles, the third year specific modalities of TA and working with specific disorders. The fourth year is devoted to integration of the theory and integration within practitioner. Different approaches to TA will be explored and also relationship of TA with other schools of psychotherapy. The focus is also on developing trainee’s unique style as practitioners. The fifth year is optional and is devoted to exam preparations, advanced theory and continuing professional development.
Each topic in the following programme consists of two days of training.

FIRST YEAR – ‘THEORY OF PERSONALITY AND PSYCHOPATHOLOGY, FOCUS ON EXPERIENTAL WORK’

AIMS:
- Learn about core theoretical concepts of Transactional Analysis
- Personal experience of transactional analysis through group process, individual therapy in
the group, experiential exercises and essay writing

CONTENTS:

1. EGO STATES
2. ANALYSIS OF TRANSACTIONS AND TRANSFERENCE
3. MOTIVATIONAL THEORY IN TA
4. SCRIPT ANALYSIS
5. RACKET ANALYSIS
6. GAME ANALYSIS
7. EMOTIONS IN TA
8. CHILD DEVELOPMENT AND TRANSACTIONAL ANALYSIS
9. SYMBIOSIS, PASSIVITY AND DISCOUNTING
10. TA IN DIFFERENT FIELDS OF PRACTICE (TA in Psychotherapy, Counselling, Organisations and Education)


SECOND YEAR
‘PSYCHOTHERAPY METHODS AND PRINCIPLES’

AIMS:
- Gain knowledge of TA psychotherapy methods and specific techniques
- Learning through lectures, experiential exercises, group process, case presentations,
supervision, essay writings

CONTENTS

1. CONTACT AND THERAPEUTIC RELATIONSHIP
3. CONTRACTS IN TA PSYCHOTHERAPY
4. TREATMENT PLANNING IN TA
5. TRANSFERENCE AND COUNTERTRANSFERENCE IN TA
6. METHODS OF INTEGRATIVE TA (Inquiry, Attunement and Involvement)
7. THERAPEUTIC OPERATIONS (Berne, Sills and Hargaden)
8. DECONTAMINATION AND STRENGTHENING OF THE ADULT
9. PSYCHOTHERAPY OF CHILD EGO STATE (Redecision therapy, Deconfusion)
10. PARENT INTERVIEW AND THERAPY (McNeil, Erskine)

THIRD YEAR
‘TA MODALITIES AND PSYCHOTHERAPY OF SPECIFIC DISORDERS’

AIMS:
- Learn how to apply TA in different settings (couple, family therapy, group psychotherapy)
- Learning the specifics of working with different psychic problems and disorders

CONTENTS

1. COUPLE THERAPY IN TA
2. FAMILY THERAPY IN TA
3. GROUP PSYCHOTHERAPY AND TA
4. WORKING WITH DEPRESSIVE AND SUICIDAL CLIENTS
5. TA AND NEUROTIC DISORDERS
6. CUMULATIVE AND ACUTE TRAUMA, WORKING WITH DISSOCIATION
7. SHAME AND SELF-RIGHTEOUSNESS
8. PERSONALITY ADAPTATIONS
9. BORDERLINE, NARCISSISTIC AND SCHIZOID DISORDERS
10. OPTIONAL THEME (Treatment of eating disorders, drug addiction, sexual dysfunctions, psychosis)

FOURTH YEAR

‘INTEGRATION OF TA WITH OTHER SCHOOLS AND INTEGRATION WITHIN THE THERAPIST’

AIMS:
- Gain knowledge of different schools in TA and of relationship of TA with other psychotherapy modalities.
- Focus on personal integration of each trainee. Basic question: How the theory, supervision and personal therapy affect my work as practitioner?
- Preparations for exam through case discussions and supervision of tapes

CONTENTS

1. RESEARCH IN PSYCHOTHERAPY AND TRANSACTIONAL ANALYSIS
2. INTEGRATIVE TRANSACTIONAL ANALYSIS
3. REDECISION SCHOOL
4. CATHEXIS SCHOOL
5. TA AND PSYCHOANALYSIS
6. CHILD-PARENT RELATIONSHIP AND ATTACHMENT PATTERNS
7. TA AND COGNITIVE-BEHAVIORAL THERAPY
8. TA AND BODY THERAPY
9. INTEGRATION OF THE THEORY AND INTEGRATION WITHIN THERAPISTS
10. OPTIONAL THEME (TA and EMDR, Spirituality and psychotherapy)


FIFTH YEAR (OPTIONAL)

‘PREPARATION FOR EXAMS AND CONTINUING PROFESSIONAL DEVELOPMENT’

AIMS:
- Consolidate learning and experience
- Preparation for exam through supervision of tapes, mock exams, case study and transcript discussions
- Stimulate professional development of students (writing of articles, research, advance theory discussions, theory development and refinement, seminar presentations of students)

CONTENTS:
Contents will be contracted at the beginning of each workshop and/or in advance. There will be also some theoretical input that will be negotiated with the group. The structure in this year is more on trainees than on tutors.


Methods of learning

Courses will combine the structured learning with the expectation of self-directed learning by the student.
A typical training session (hour and a half) will include theoretical presentation of the material, experiential exercise connected with the material presented and discussion about experience and theory presented.
The methods will include:
1.) Didactic lectures (such as ego states theory);
2.) Discussions about the concepts or personal experiences;
3.) Experiential exercises (individually, in pairs or small groups);
4.) Leading the process group
5.) Supervision and discussion of clinical cases and tapes, which trainees will bring in the training
6.) Using videos of psychotherapy sessions (for example ITAA tapes) and tapes which are relevant to the specific workshop
7.) Individual therapy in the group (in psychotherapy marathons)
8.) Written work (essays) and/or research projects
9.) Therapy presentations

Understanding of the theory is essential to the practice of psychotherapy, but any theory should not be seen as ultimate ‘truth’. So in the training students will be encouraged to study alternative theories and contrast them with the theory they are studying. In the fourth year of the study there will be specific focus on integration of TA with other approaches and developing of the personal style to psychotherapy (integration of the trainee). Here is important to have in mind main aspects of development of psychotherapist:
- Theory
- Personal therapy and experience
- Supervision
- Working with clients
All these aspects influence each other and are of the main importance to the development of therapists. In the training I would like to create a space for trainees to reflect on basic questions which are important to personal integration of the therapists and take in account described aspects:
- How has clinical experience changed your theoretical orientation?
- How has learning new theory changed your therapeutic methods?
- How does your integration of personal history, theory, supervision, and clinical
experience affect the therapy you do today?

Core skills of psychotherapy can only be effectively learned experientially. Such skills include: listening, clarifying, challenging in a supportive way, self-reflection in action, helping the client to deepen contact with their experience...
Experiential learning will include for example demonstration of specific skill (such as reflective listening) and then practice of the skill in pairs. So students can practice the skill and receive and give feedback regarding their exercise. Other experiential learning my include:
- Therapy in the group (teacher or a group member acting as therapist and a group member
being the client)
- Group process in which members authentically interact with each other
- Group process in small groups (three or four people), in which trainees interact with each
other and practice the role of the therapist
- Experiential learning through supervision

   
 
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