EATA Newsletter

Transcription

EATA Newsletter

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EATA Newsletter N°110 June 2014
EATA Newsletter
N°110 June 2014
Here I am, one year of being Editor.
When I started this adventure, I gave myself time to keep the pace of the issues
and, at the same time, to learn how to be (or become?) Editor for our European
Association. Before I did something as part of the editorial board, but let me say,
when I first started to receive all the emails, contributions, requests of opinions,...
I realised how different the task I assumed was! And then I discovered something
else: I was enjoying it, really! The balance of this first year is full of... people. Behind all the words I am in charge to organise, like a "vigile" (a traffic policeman,
quite typical of Italy) my experience is the one of real encounters. When I receive
something from some of you, and I replay thank you, I mean it, and if you want,
when you read it, add a smile to my words, like the one of the photo. It's such a
privilege and a joy to give my contribution to EATA (all of us).
Index
WHAT IS GOING ON? Chairs Meeting – Milan 2014
A new TA Award – TAPDA
Talking about Improvisation …
Learning from each other …
Day of TA Education in Vienna
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3
4
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ROOTS TO THE FUTURE 8
Eric Berne – A Biographical Sketch8
ETHICAL PERSPECTIVES
What matters … A regular
reflection on ethical matters
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EXAMS? YES, PLEASE!
Musing on the Group Tape
Is my group “good enough?”
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My main perspective during the last year was to learn "to sail this boat" and now
it's time for some actions.
News from PTSC and COC
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Exam successes
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First, the one that you already noticed … a new colour and layout; I am not alone
in this, and for this I thank who worked so hard. Grazie!
Exam calendar
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I acknowledge this Newsletter as an important tool to "push" informations and
news about our Association, in order to spread them, and create a culture of exchange through this mean, one among others.
There will also be regular columns: one about ethics, thanks to Robin Hobbes,
and one about our history, made of many histories you will read, for which I owe
an acknowledging to Marco Mazzetti who will
take care of it. In this issue we start with Eric
Berne biography, presented by Ann Heathcote. I believe the possibility to explore and
get familiar with our roots, it's an opportunity
to value the tradition, and to give ourselves a
trampoline for the 2.0 word.
There might be other changes in the future …
like when you start to live in a new house and
you move for a while sofas, tables, cabinets,
… until you find the solution you want to stay
with. Don't worry, I will take care to make your
reading comfortable!
Please enjoy the issue.
Have a nice summer, see you soon!
Rosanna Giacometto
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Adverts19
If you like to get in contact
with EATA members and
make them get in contact
with each other, if you wish
to do something for EATA,
if your English is fluent …
There is a place for
you: NEWSLETTER
EDITORIAL BOARD!!!!!!!
If you wish to be part of
this adventure and/or you
need informations,
please contact me at
eata.editor@gmail.com.
Rosanna Giacometto,
EATA Newsletter Editor
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WHAT IS GOING ON
Chairs Meeting – Milan 2014
This year, the regular Chairs of the Committees meeting happened on 8th of March in
sunny and springful Milan.
The Executive of EATA, Chairs of the Committees, EATA Newsletter Editor and EATA
Ethics advisor had the opportunity to share the ideas and to inform each other about
ongoing projects within the Committees and about their visions for the future.
For now, we have four Committees in EATA – PTSC, COC, TA Theory Development and Research committee, Communications Committee and ECC (The
more detailed description about each Committee you can find on EATA website
http://www.eatanews.org/
During the meeting, Marco Mazzeti, EATA President, introduced to us his visions for
EATA in the future. This means that EATA should offer to its members family and warm
atmosphere, where everyone would have access to EATA‘s activities and where everyone would feel as a real part of it.
Also the tendencies of EATA would be to connect more with the other TA international
association due to success of TA.
In order to attain these goals, EATA website should be the very important mean but
also other tools (webinar, EATA shorts videos, and other means of communication).
We agreed that all EATA Committees are going to participate in this work.
Some of the other news that we discussed are:
• TA Theory Development and Research Committee starts with the project - TA
colloquium on web which will give the chance to connect people all around the
World;
• EATA Ethics Advisor will have the regular column in EATA newsletter;
• Communications Committee is working on the project – EATA short videos and
these videos are going to be available on the website.
Our meeting was very successful and we are all going to continue with work for EATA
and its members with a lot of satisfaction and joy.
Elma Omersoftić,
Chair of the Communications Committee
EATA Newsletter
is published by the
European Association
for Transactional Analysis
a non-profit association
registered in Geneva,
Switzerland.
Mailing address
EATA,
c/o M. Rauter
Silvanerweg 8
78464 Konstanz,
Germany
Fon: +49-7531-95270
Fax: +49-7531-95271
E-mail:EATA@gmx.com
http://www.eatanews.org
Editorial Board
Rosanna Giacometto
eata.editor@gmail.com
Managing Editor
Marianne Rauter
Translation
French: Armelle Brunot
German: Bea Schild
Italian: Cristina Caizzi
Russian: Olga Tuchova,
Lilit Sargsyan
Spanish: Carlos Ramirez
Frequency/Deadlines
for copy and advertising
August 20 for October issue,
December 20 for February issue,
April 20 for June issue.
Subscription
is a benefit of paying membership and is not available
separately.
Membership
is available directly
from Affiliated Associations
EATA participants to the meeting by FKR
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A new TA Award - TAPDA
By Julie Hay, March 2014
The TA Proficiency Awards (TAPAs), www.taproficiencyawards.org, have become a very significant IDTA initiative
worldwide.
We now have news of an associated award, the TAPDA—TA Personal Development Award, which is run by the
IDTA’s ‘sister’ organisation, the non-profit International Centre for Developmental TA (www.icdta.net), which is also
the body that IDTA has contracted with to provide a suite of TA qualifications that fit alongside CTA and TSTA and
can be seen as supplementary (such as university accreditations) or as stepping stones (or as stages that can lead
to the international qualifications).
As with the TAPAs, TAPDA can be taught by anyone with some knowledge of TA—the assessment for it is based on
the portfolios of evidence that the students produce—as long as they have understood the TA concepts well enough
to apply them, they receive the award. For more details, see www.icdta.net.
The first TAPDA Ceremony in Turkey
The first Transactional Analysis Personal Development Awards were given to 11 participants by Hülya Üstel on January 27, 2014 in Ankara, Turkey. Julie Hay participated in the ceremony through Skype.
After 36 hours training, participants had written a 4 month learning journal and produced a portfolio of evidence
of their personal application of TA concepts. After that long and joyful journey to their inner world, participants had
earned their right to have TAPDA.
What participants said
Meryem Beklioğlu Yerli: What I like most is that the real me buried deep inside is floating up to the surface through learning and applying TA.
Yıldız Temel; After learning about TA, I have a more positive outlook on life. Now I am braver in expressing my
feelings and thoughts to other people without being afraid of misunderstandings.
Uğur Beklioğlu; The most important change in my thoughts and therefore in my life as a result of TA training,
is accepting that everyone is unconditionally okay just because of their existence and that everyone is capable of
changing themselves at any time in their lives. This helped me to accept the differences among people and find my
core values inside.
Sibel Yıldırım; My life has two phases: before and after TA. I am truly grateful to Hülya Üstel , to her wholehearted
and genius way of understanding and teaching TA. Without her, I wouldn‘t be the person who is becoming a princess
every day.
Fatma Ceyhan; When I learned TA, I realized that generally people in my life had shaped my life. However, now I
am very happy to know that I can be the architect of my own life by applying TA to my life.
Feriha Yıldırım; I feel much more powerful now that I learned TA. I am becoming an “adult” who can take responsibilities and make her own decisions. I am much happier and less stressed now as I have learned to say “no” to the
things I do not want.
Sühendan Karauz; The most positive
change TA has created in my life is to increase my awareness; TA enabled me to
take responsibility of my actions and to
get to know myself better, which resulted
in healing me.
Okan Arıhan; I’m grateful that I have learned how to apply TA in my life, which is
the most powerful tool to understand and
change myself.
Kaan Yerli; It is a great pleasure and opportunity to learn about ourselves using
TA.
Back line from left to right: Sühendan Karauz, Yýldýz Temel, Fatma Ceyhan, Meryem
Beklioðlu Yerli, Hülya Üstel, Kaan Yerli, Bilge Yerli (daughter of Meryem & Kaan), Front
line: Okan Arýhan, Feriha Yýldýrým, Uður Beklioðlu
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What the trainer said
By Hülya Üstel, Psychologist MSc
I have been working as a psychologist for 22 years. I love psychology; it is not only
my profession but also a hobby of my life. That’s why I have always enjoyed doing my
job. I had trained in and implemented many different approaches in psychology before
I started to train in TA six years ago. I loved it and enjoyed learning it. It was like an
umbrella which covers all my knowledge. First of all, it helped me as a person. Thus,
I felt like finally I found out a main perspective in my life. I still continue to learn more
about TA, because I find it so easy to apply and powerful to make changes in my life.
As a psychologist I can still use all of the other tools and techniques in my work with TA.
My love of TA motivated me to teach it to people. In Ankara, Turkey, there was a group
of people who intended to learn about themselves more through psychology and they
invited me to teach them new ways of looking at their lives. We started to work together
and I taught them TA. They got impressed by TA and wanted to learn more; therefore,
I prepared more modules to teach them.
I shared all my preparation with Julie Hay. After she evaluated my TA teaching modules, she supported me and provided me with some supervision. We thought about the
process and structured the TAPDA together and created Transactional Analysis Personal Development Award with
reference to my training program. I am so grateful and appreciate Julie Hay’s support and encouragement.
I am extremely glad and proud that the education program I designed resulted in TAPDA and I was the first instructor
to provide this education and give TAPDA certificates in the world.
You can see an overview of the programme content that Hülya developed at http://www.icdta.net/tapda-news.html
Talking about Improvisation: forms of intuition in Milan conference 2013
By Susanna Ligabue, TSTA
On 15 november 2013, a conference entitled Improvisation: forms of intuition took place in Milan, organized by the
Centro di Psicologia e Analisi Transazionale (The Transactional Analysis and Psychology Center) and Terrenuove,
with the sponsorship of CPAT (an Italian association linked to EATA). The event, with around 200 attendees, can
be considered a natural continuation of the Milan Conference on the 30th of November, 2012 entitled The Words
of Intuition (June 2013 Eata Newslwtter). In a stimulating environment, the relationship between intuition, improvisation and cure trough transformative relationships was deepened with different languages: Transactional Analysis,
Psychoanalysis, Art Therapy, Theatre, Music, Graphic Art.
Susanna Ligabue, TSTA, introduced the morning session by discussing physis, as a primary motivation for growth
and health, connecting Eric Berne‘s perspective on intuition with Daniel Stern‘s ideas on vital forms and on primal
attunement in the mother-infant relationship. Here we can place the genesis of intuition, understood as the ability
to grasp the affective core of the ongoing relationship, and
look for creative connections with others. The language
used in the mother-infant dyad is transmodal, giving shape
to the vital force through movements, gestures, rhythms,
sounds, images and words.
Mimma della Cagnoletta, Susanna Ligabue, Cinzia Chiesa
Cinzia Chiesa, PTSTA, a psychotherapist who works with
children and adolescents, focused her participation on the
shared play between child and therapist. Connecting Berne
and Winnicott, she considers play as a mean of transforming intuition into a communicable form, as a three-dimensional language (where objects are the third dimension),
with a syntax made of movements, peculiar timing and
rhythm in the playing couple. Winnicott emphasized the
concepts of “Illusion” and “Potential Space” related to the
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development of children in structuring their
relationship with reality. When the mother is
available for children as an “object” to explore and to be with, children become confident in their creative possibilities as a resource for growing. In therapy, observing the
different ways of playing that children use, it
is possible to access script protocol issues.
Cinzia Chiesa, recalling the ideas of Marion Milner, a well-known independent British
psychoanalyst, also considers the connections between play and art, both creative
ways to give shape to one‘s own internal experience, even hidden ones.
Daniela Cristofori, Emanuela Lo Re and 4 actors performing “Playback theatre” with
a story teller from public
The relationship between art, intuition, and therapy was then expanded by Mimma Della Cagnoletta, a psychoanalyst and art therapist and founder of “Art Therapy Italiana”. Her starting point was the setting, which is a meeting
place between two worlds and that is not neutral. The therapist meets the patient with a double attitude of passive
receptivity and active intuition, opening to the world of forms and colors of the other through his/her own aesthetic
sensibility. She introduced some artistic works of her patients and a key to read the art materials, corresponding
to an evolutionary continuum: the sensory modality, the one centered on form, and the symbolic narrative one.
Through artistic creation „we express what we know, but in doing it we come to know new things“.
The connection between musical improvisation and psychotherapy was the theme of Matthias Sell, psychotherapist,
TSTA, from Hannover. Sell proposed the evocative image of „threshold experiences” , which allow us to build on that
what is often placed at the margins, that which is illusory and imaginative, not yet solved/saturated experiences. In
his perspective, musical improvisation and psychotherapy are access roads to the subconscious, allowing the activation of associative chains of that which can be connected to the dream experience. Art gives us back the non-integrated, aspects in our life as a treasure and helps us in the attempt „ to manage the unmanageable, to structure
what is not structured”. There was a rich discussion underlining how the artistic process can be an experience of
cure in and outside the therapeutic settings.
In the afternoon, the conference brought us into the world of theater. With an introduction full of suggestions, Emanuela Lo Re,TSTA, psychotherapist and actress, spoke of the “necessary presence” in the actor’s work as in psychotherapy. Quoting the principles of Stanislavski, Grotowski and Brook, she underlined the connections between
the experience of the actor’s encounter with his character, and the therapist/client encounter. In both cases the
ability to grasp and get in touch with “the soul” of the other is central, to connect with the deep aspects of mutual
experience. In the first moments, „something new happens“, not only a repetition of script/scripture signs. In this
sense, the training work of the actors, the ability to divest of anything that may hinder the encounter with the other,
freeing their creative possibilities, can be an inspiration for the growth of the therapists, to sustain the ability to be
in a relationship with deep personal experience and with that one of the patient.
Emanuela Lo Re along with Daniela Cristofori, psychotherapist, actress and director, coordinated a living performance through the Playback Theater method (founded by Jonathan Fox, a form of social theater proposing improvisation based on stories brought by the public). Daniela Cristofori mentioned the trust and respect going on with this
kind of experience, as well as the similarities with dreams . Four actors gave life to
a performance starting from a short story brought by a person in the audience. The
actors took a few seconds to identify a narrative motif in the story and to develop
their improvisation. They were running, jumping, hugging, and talking in an act full
of resonance for the audience and the first storyteller. There were two other stories
and performances.
At the end, we had the pleasure to share and experience the artistic skills of Alessandro Sanna, illustrator and winner of the Andersen Award in 2009 and in 2014 for “The
river” book. Accompanied by a piano improvisation by Matthias Sell, Sanna created
three drawings, inspired by the stories that had just been performed. His work table
was filmed by a camera, so the audience could follow him while he created: another
way of giving form to intuition. This and enriching experience has been reported on
the T.A. Journal Quaderni di psicologia Analisi Transazionale e scienze umane, n°602013 and can be seen on a Youtube video (centropsi-terrenuove Youtube).
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Learning from each other – with each other and together –
Opportunity for intercultural learning 15.03.2014
11th Day of Transactional Analysis Education in Vienna
On March 15th the Day of Transactional Analyses Education took place in Vienna. As every year the event gave
great practical impulses for the TA application. The question of intercultural encounters in learning processes nowadays concerns all kinds of societies. Especially Vienna and Austria, who have traditionally a strong impact in
connecting West- and East Europe due to their location, proposed a suitable location to discuss this question. The
conference was introduced by two main lectures. The experienced Swiss Pedagogue Jürg Schläpfer started by
remembering the valuable and interesting attitude, which the teacher should/ could show to his student when being
concerned with difficulties. He demonstrated this approach by presenting a children’s book which includes not much
text, but is consequently written in TA language. It’s the story of a little girl, who believes she cannot draw. But in the
end she learns to draw very well.
The other lecturer Katarzyna Kainacher is born in Poland, but has lived in Austria for many years. She presented
her dissertation very lively and passionately. Her project focused on the challenge of realizing intercultural learning
in a primary school. The students with lots of different mother tongues (Turkish, Albanian, Indian, English, Austrian,
Croatian, Bosnian …) presented their cultures supported by parents. This projected was based on showing reading
material in the mother tongue, food, traditional clothes and music. It was clarified that this does not only helped to
improve knowledge about other cultures but could as well stimulate the motivation to learn as a whole family. For
example the children functioned as translators for their parents.
One important result of her studies was the awareness that it is essential to master the mother tongue and to include the parents in the educational process and activities. Additionally the strive and the development of identity
are processing. Interestingly these experiences facilitate the possibility for the children to turn to another culture.
(learn another language?)
The keynotes were followed by workshops from Sylvia Schachner to the basics of TA in intercultural learning, from
Thorsten Geck focusing on intercultural
leading and from Anette Dielmann and
Günther Mohr addressing the subject
school as an organization. The workshops highlighted different aspects of
pedagogical processes.
From left to right: Jürg Schläpfer (Switzerland), Katarzyna Kainacher (Poland), Barbara
Schachner, Dr. Sylvia Schachner (both Austria), Ute Ebert, Günther Mohr (both Germany)
The organizer Sylvia Schachner talked
about chances and possibilities in multicultural classes. She works 8 weeks
as assistance for teachers in different
primary schools in Vienna. During this
time she could encourage and prepare
intercultural projects. The participants
were interested in practical answers
from TA concepts and their forms of application in education and school.
The Hamburger coach Thorsten Geck reached a large audience with his workshop to Teamwork and learning in an
intercultural context. The majority of the audience were leading persons/managers of Kindergartens and schools,
therefore leading questions found a huge interest.
Annette Dielmann and Günther Mohr were focusing on the organizational aspect of the pedagogical field. The workshop was based on the model of Günther Mohr “systemically organizational analysis”. Through interviews in schools
they gained knowledge of already existing dynamical systems. It became clear, besides all the particularities that
a school can also be seen as an organization. The dynamics of attention, roles, systematic relations, success and
problem solving show a large variety, even within similar types of schools. Concerning the systemic perspectives
such as balance and pulsation, which are external and internal lines, the study showed very different results.
Surprisingly schools develop a strong impressing inner balance which contradicts the opinion of the public.
(and proofs the contrary). Schools are considerable more developed and professionalized as always believed by the
public. At the same time schools are very interested, caused by a new generation of directors, in external requirement such as quality management, school development or school inspections.
Later on the afternoon started with a lively discussion which involved the participants of the conference. Moderated
by the future director Barbara Schachner, the podium discussion targeted the context of intercultural learning and
TA. Not only the TA idea of men with an estimating attitude towards every human and the essential need of recognition are proofed as basic preconditions to unify the different frames of references and force them into a dialogue.
Another important subject was the constraints of tolerance. The podium shared the opinion, that it is important to
have a clear positioning how women or girls are treated. The necessity, “potency” (TA concept after P. Crossman)
and insistency to include necessary intercultural values in the formulation, was an important discussion point.
The question whether intercultural learning can be seen as an expansion of the frames of references, a clear change,
a change of decision making or resignation of the previous and commitment of the absolute new and unfamiliar?
The question didn’t stay in a theoretical context, but meaningful for the necessary attitude to avoid developing degradation tendencies.
The podium participated heavily discussing the question of a vision of intercultural learning in school. It is certain
that the role of teachers will change due to multicultural requirements and the fear “to leave no child behind”. This
role will develop itself based on the change of media used for learning.
TA competencies with its variety of application mistakes can contribute in this situation. The vision of an advising
learning tutor, who combines new methods and media and includes intercultural learning systems as including the
parents, shows the great requirement. But a supplementary thought of the roles in the organization school is necessary. If the multiple-unit train school system in German speaking countries is reasonable, stays a controverse
discussed question. Another question arose: whether while speaking about intercultural subjects, the problem of
poverty should always be included. The psychological examination tends to focus on mentalities and suspect thinking and position as a cause. The conflict prevention was seen as a very practical issue. The work of prevention as
a preparation and the training of constructive conflict resolution stay necessary.
Afterwards Jürg Schläpfer und Isa Eberhard-Mammen presented further aspects of pedagogical processes. Jürg
Schläpfer introduced in his workshop the work of John Bowlby and Nola Catherine Symor. The attachment theory
from Bowlby describes how much the relationship between child and parents influence the child’s development.
The theory offers certain guiding lines for parents. Nola K. Symors dependency cycle shows connecting factors for
development impetus.
Isa Eberhardt-Mammen exposed in her workshop the issue “Presence and new authority” based on the approach
of the Israeli Haim Omer. He examined authorities like M. Ghandi and M. L. King as models and has analyzed their
actions.
The old attitude of authorities to look down at somebody and the lacking motivation to communicate and to accept
criticism should be replaced by new forms. These need to have respect and persistence. Presence can be differentiated into corporal, pragmatically, intentional, moral, systemically and internal forms. Presence and authority
corporate in a reflexive and action orientated competency.
Once again it applies that the TA has concepts for several perspectives, like the one from Omer.
The interesting thing about pedagogical conferences is the wide bow they can bend. It begins with experiences in
the Kindergarten and goes on in school as well as when adults continue learning in their professional life. Insofar,
the TA offers a wide range of application to capture the complex phenomena from different perspectives.
The conference yielded to interesting impulses for all participations.
Thanks again to Silvia Schachner and Hanne Petzl for this outstanding and caring organization.
Günther Mohr, TSTA-O, Germany
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ROOTS TO THE FUTURE
Our History
Since this issue of the EATA Newsletter, and preparing our 40th anniversary in 2016, we decided to
launch this column devoted to our TA history. We
wish to remind the readers some of the steps that
brought TA to become a well know and respected
psychological approach all around the world and
specifically in Europe.
We are starting with a biography of our founder, Eric
Berne, compiled by one of the most learned and
competent Berne’s biographers, Ann Heathcote. We
hope you will find interesting information and enjoy it
as well as we did.
Other articles documenting the pioneer times of TA
in Europe are very welcome!
Warm regards
Marco Mazzetti, EATA President
Eric Berne – A Biographical Sketch
Written and compiled by Ann Heathcote, CTA-P, United
Kingdom
Early years
Eric Berne, then named Leonard Eric Bernstein, was
born on 10 May 1910 in Montreal, Canada. He was born
into a Jewish family, who lived in a pleasant area of Montreal where half the residents spoke English and the other half French (Jorgensen & Jorgensen, 1978).
Berne’s father, David Hillel Bernstein, was a well-known
and respected doctor. He founded the Herzl Clinic, a
free clinic, for Jewish immigrants and refugees. Berne’s
mother, Sara Gordon Bernstein, was a teacher and
journalist, who encouraged the young Berne to write.
Berne’s parents were both graduates of McGill University in Montreal. Berne had one sister, Grace, who was
five years younger.
Berne admired and looked up to his father, even going
out on medical rounds with him on occasions. Perhaps
it was hardly surprising that Berne himself would later
decide to become a doctor. Berne’s father caught the
World War I Spanish influenza in 1918, which developed
into tuberculosis. Tragically he died in February 1921,
when Berne was only 10 years old. The Berne family
had been comparatively well off, living in a beautiful
home, with servants, and with their two children being
privately educated at the Montreal High School. All this
changed when Berne’s father died.
Education and early work history
Berne graduated from McGill University in 1931. He
then gained the degrees of Doctor of Medicine (MD) and
Master of Surgery (CM) from McGill University Medical
School in 1935. He undertook his internship at Englewood Hospital, New Jersey from 1935-36 and from
1936-38 he did a psychiatric residency at Yale University School of Medicine (Jorgensen & Jorgensen, 1984).
From 1938-40, Berne was an assistant physician at Ring
Sanitarium, Arlington Heights, Massachusetts, and from
1940-43 he was employed as a psychiatrist in a sanitarium in Connecticut, and concurrently as a clinical assistant in psychiatry at Mt Sinai Hospital in New York. He
also maintained a private practice.
In 1943, during World War II, Berne joined the United
States Army Medical Corps. He rose from the rank of
Lieutenant, to Captain, and then to Major. During his
time in the army, Berne was based at several different
hospitals within the United States, including Spokane,
Washington, Fort Ord, California, and Bingham City,
Utah. After he was demobbed in July 1946, Berne decided to relocate to Carmel, California, an area he had
grown to love whilst stationed at near by Fort Ord.
Development of Transactional Analysis (TA)
Berne was developing, and using in his clinical work, the
concept of ego states from around the early 1950s. At
around the same time, Berne began a regular Thursday
evening clinical seminar in Monterey, and a Tuesday
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evening seminar in San Francisco, which he used as a
testing ground for developing his new theory and methods.
In 1956, after 15 years of psychoanalytic training, Berne
was refused admission to the San Francisco Psychoanalytic Institute as a fully-fledged psychoanalyst. He interpreted the request for several more years of training
as a rejection and decided to walk away from psychoanalysis.
In 1957, Berne had two articles published where he
wrote for the first time about ego states. In the first article, entitled The ego image, Berne (1957a) differentiated
between the Adult and Child states of the ego, and in the
second article Ego states in psychotherapy he described
the Parent ego state, introduced the tripartite method of
diagramming Parent, Adult and Child ego states, and
labelled the theory “structural analysis” (1957b). Berne
made clear that his development of ego state theory
rested firmly on the foundations already laid by Federn
(1952, published posthumously) and Weiss (1950). He
concluded that what he was doing that was new was “not
necessarily the concepts, but the emphasis and development.” (Berne, 1957b, p. 300) In 1958, Berne had a
further article published, entitled “Transaction analysis:
A new and effective method of group therapy”, which
established transactional analysis as a new approach
within the psychotherapeutic literature, and which added
transactional analysis proper (i.e. the analysis of transactions), and the concepts of games and scripts to the
newly developed transactional analysis theory.
In 1958, the San Francisco Tuesday evening seminar
became incorporated as the San Francisco Social Psychiatry Seminars, in order to raise and handle funds for
the publication of the Transactional Analysis Bulletin,
which was first published in January 1962.
Berne’s seminal text Transactional analysis in psychotherapy was published in 1961. In 1964, Games people
play was published, which led to the popularisation of
transactional analysis around the world. At one point,
Berne was apparently delighted to hear that this book
had outsold Lady Chatterley’s Lover (Lawrence, 1928)
in England! (Jorgensen & Jorgensen, 1984)
Also in 1964, the International Transactional Analysis
Association was created in recognition of the growing
number of transactional analysis professionals outside
the USA.
Berne wrote two books on groups and organizations entitled The structure and dynamics of organizations and
groups (1963) and Principles of group treatment (1966).
His books Sex in human loving (1970) and What do you
say after you say hello? (1972) were published posthumously.
Work and writing schedule
Berne had an incredibly busy work schedule. He spent
Tuesday to Thursday each week in San Francisco. He
ran hospital psychotherapy groups and clinics, lectured
at the University of California Medical School and ran
two weekly evening social psychiatry seminar groups.
He taught the TA ‘101’ (introductory) course on Wednesday evenings, and had private practices in Carmel
and San Francisco. He devoted weekends to writing
(Cheney, 1971).
In all he wrote eight psychotherapy-related books during
his life time and over 56 articles and book chapters (10
of these were co-authored). He was also editor of the
Transactional Analysis Bulletin from 1962 to 1969, and
consulting editor in 1970.
Berne also travelled widely, e.g. Fiji, India, Lebanon,
Singapore, Syria and Turkey, primarily to research the
psychiatric institutes, hospitals and practices in these
countries.
Relationship with psychoanalysis
In 1941, Berne began training as a psychoanalyst at the
New York Psychoanalytic Institute and became an analysand of Paul Federn. Berne’s analysis with Federn appears to have been cut short when he joined the United
States army. After the war, he resumed his psychoanalytic training in San Francisco where he became the
analysand of Erik Erikson from 1947-49.
It is likely that at least in part Berne’s 1956 application
for membership of the San Francisco Psychoanalytic Institutes was refused as his thinking, on both the ego and
on intuition (Berne, 1977), was not in keeping with the
Freudian ‘party line’.
Allthough Berne decided to end his psychoanalytic training, in his writing he continued to use Freudian concepts
when he had no developed theory of his own in a particular area, and he compared and contrasted Freudian
10
concepts with those he himself was developing. Until
the end of his life, Berne continued to use the Freudian methodology of the couch and free association in
his individual psychotherapy work (Steiner, 1974; Solomon, 2010), although with an increased emphasis on
script analysis, rather than on psychoanalysis, as the
years progressed. His group work was very different and
particularly emphasized the theory and methodology of
transactional analysis.
A reply to a critique of transactional analysis in 1969,
succinctly sums up Berne’s attitude towards Freudian
theory:
“As to the Freudian … elements in transactional theory, I
think … Freud … [was] right, and I think I am right too, so
I am not ready to discard any of us. Therefore, there has
to be a way to get us together, which may take another
ten years to do more elegantly than I have done it so far.”
(Berne, 1969, p. 478).
Wives and children
Berne married three times in all.
First he married Ruth McRae. They had two children Ellen, born in 1942, and Peter, born in 1945. By the time
Peter was born, Berne and Ruth were already separated. They were divorced in 1946.
Then Berne met a divorced socialite, Dorothy De Mass
Way, in 1947. Dorothy had three children from her first
marriage: Robin; Janice; and Roxana (who was tragically killed in a car accident when she was aged fifteen).
Dorothy and Berne married in 1949 and had two children
together: Eric Junior (Ricky) in 1952 and Terence (Terry)
in 1955. They divorced in 1964.
When Berne was 56, in 1967, he married Torre Peterson
Rosenkrantz. They were married for only a short time
and were divorced in early 1970.
Berne’s long-term relationship with Dorothy and his
shorter relationship with Torre appear to have both been
adversely affected by his gruelling work schedule.
Berne’s personality
Berne was an astute observer and studier of human beings and their behaviour. This aspect of his personality clearly developed early, for example, Berne’s sister
(Grace) recalled that as a student Berne would spend
hours at the Montreal docks observing the alcoholics
(Jorgensen & Jorgensen, 1978).
Berne has been described variously as: “playful, scientific, intense” (Dusay, 1971, p. 43); “devilish, witty, naughty”, “very shy” and “of genius capacities” (Steiner, 1971,
p. 46); “a constant source of encouragement, enthusiasm, and support” (Harris, 1971, p. 59); and “a man of
many moods” and “direct and straight” (Levaggi et al,
1971, p. 64 & p. 69). People often had strong reactions
in response to Berne, they tended to either love him or
hate him.
According to Steiner (1971), Berne had an irrepressible
sense of humour, which was particularly evident in his
writing. For example in his article entitled ‘Who was condom?’ (Bernstein, 1940) Berne wrote about the contraceptive, the condom, and whether a man called Condom
ever existed!
He was confrontational and provocative, particularly regarding the psychiatric profession and practices of the
time. For example, in his last keynote address given in
June 1970 at the Golden Gate Group Psychotherapy
Society (Berne, 1971), with the spoof title ‘Away from
a theory of the impact of interpersonal interaction on
non-verbal participation’, Berne was critical of the antipathy of the psychiatric profession’s attitude towards
curing their patients.
Berne worked hard and played hard. He enjoyed “jumping up and down” parties (Steiner, 1971, p.47) after the
weekly seminars in San Francisco, playing poker on
Friday evenings with his Carmel friends, and swimming
and constitutionals on his favourite Carmel beach on
Sundays with his friends and children.
Final days
Berne had a heart attack on 28 June 1970. He was hospitalised and was expected to make an almost full recovery. He even spent time correcting the proofs for one of
his books. Just over two weeks later on 15 July 1970, he
experienced a second heart attack and died.
Eric Berne was only sixty when he died.
11
Berne, E. (1970). Sex in human loving. New York: Simon &
Schuster.
Berne, E. (1971). Away from a theory of the impact of interpersonal interaction on non-verbal participation. Transactional
Analysis Journal, 1(1), 6-13.
Berne, E. (1972). What do you say after you say hello? New
York: Grove Press.
Berne, E. (1977). (Ed. Paul McCormick). Intuition and ego
states: The origins of transactional analysis. San Francisco:
Harper & Row.
Cheney, Warren D. (January 1971). Eric Berne: Biographical
sketch. Transactional Analysis Journal, 1(1), 14-22.
Dusay, John M. (January 1971). Eric Berne’s studies of intuition 1949-1962. Transactional Analysis Journal, 1(1), 34-44.
Federn, P. (1952). Ego psychology and the psychoses. New
York: Basic Books.
Harris, Thomas A. (January 1971). A tribute to Doctor Eric
Berne. Transactional Analysis Journal, 1(1), 59-60.
References
Bernstein, E. Lennard (1940). Who was condom? Human
Fertility, 5, 6, 172-176.
Berne, Eric (1957a). Intuition V. The ego image. Psychiatric
Quarterly, 31, 611-627.
Berne, Eric (1957b). Ego states in psychotherapy. American
Journal of Psychotherapy, 11(2), 293-309.
Berne, Eric (1958). Transactional analysis: A new and effective
method of group therapy. American Journal of Psychotherapy,
12, 735-743.
Berne, Eric (1961). Transactional analysis in psychotherapy: A
systematic individual and social psychiatry. New York: Grove
Press.
Berne, E. (1963). The structure and dynamics of organizations
and groups. New York: Grove Press.
Berne, E. (1964). Games people play. New York: Grove Press.
Berne, E. (1966). Principles of group treatment. New York:
Oxford University Press.
Jorgensen, Henry I. & Jorgensen, Elizabeth Watkins (1978). A
selection from a biography of Eric Berne. Transactional Analysis Journal, 8(2), 176-181.
Jorgensen, Elizabeth Watkins & Jorgensen, Henry Irvin (1984).
Eric Berne: Master gamesman a transactional biography. New
York: Grove Press.
Lawrence, D. H. (1928). Lady Chatterley’s Lover. Florence:
Amereon. (Not openly published in the UK until c. 1960)
Levaggi, Jules A., Callaghan, Viola Litt, and Berger, Charles
(January 1971). A living euhemerus never dies. Transactional
Analysis Journal, 1(1), 64-70.
Solomon, Carol (2010). Eric Berne the therapist: One patient’s
perspective. Transactional Analysis Journal, 40(3-4), 183-186.
Steiner, Claude M. (January 1971). A little boy’s dream. Transactional Analysis Journal, 1(1), 46-48.
Steiner Claude (1974). Scripts People Live: Transactional Analysis of life scripts. NY: Grove Press.
Weiss, E. (1950). Principles of Psychodynamics. New York:
Grune & Stratton.
Berne, E. (1969). Reply to Dr. Shapiro’s critique. Psychological
Reports, 25, 478.
Ann Heathcote is a Certified Transactional Analyst (Psychotherapy).
She is Centre Director at The Worsley Centre for Psychotherapy and
Counselling in north west Manchester, United Kingdom. She has a long
standing passion for Eric Berne, the person. Ann can be contacted on
ann@theworsleycentre.com
12
ETHICAL PERSPECTIVES
What matters … A regular reflection on ethical matters
Hello! My name is Robin Hobbes and I’m the recently
appointed Ethical Advisor EATA. I live and work in Manchester in the UK. A big part of my job is to further develop our community’s interest in ethics and to assist the
EATA community in developing codes and practices in
their organisations that bring our shared values into a
structure that is meaningful for them. A number of affiliated organisations haven’t yet developed their own
codes and procedures and need encouraging to do so.
One way I thought this could be done is by having a regular column in the Newsletter. If you’re reading this you
must have some interest in the topic!
In this brief article I want to introduce you to the EATA
code.
All organisations affiliated to EATA must have their own
codes of ethics that are congruent with EATA’s. These
codes must be “claimed” by organisations so that they
take ownership of agreed values and have clear and
transparent ways to both implement the application of
these values to what we do as TA people and be able
manage conflicts over the application of values that
emerge from time to time.
EATA is essentially a multi-cultural European community. As a community we have shared values and purposes
and being European means we come from many places with many languages, many histories, many values,
and many thoughts on what really matters to us in the
world. This results in diversity on what we do. The way
we go through life doing what matters to us is uniquely our route but informed by the culture we come from.
EATA members have basic values that are enshrined in
the EATA code of ethics (you’ll find the EATA code here:
http://www.eatanews.org/eata-2/ethics/). This EATA
code is a general code primarily informed by the Universal Declaration of Human Rights devised by the United Nations. From the general rights we have to put into
place a way to live promoting these rights within what we
do. In the EATA code these have been elegantly reduced
to 5 basic values:
• Dignity of human beings
• Self-determination
• Health
• Security
• Mutuality
A member of EATA is essentially agreeing to these values. The code goes on to explain the principles that an
adherent to these values would follow. This again is reduced to 5 primary applications:
• Respect
• Empowerment
• Protection
• Responsibility
• Commitment in Relationship
From time to time we may not live up to these values and
principles and our community has a duty and responsibility to alert us to that and encourage us to change our
actions so that we do. Often in these sorts of situations
there is a lot at stake for those involved. I’m thinking of
where a member of our community considers a fellow
member is not living to the values and principles that
matter and wishes for them to change to live that way.
This is where our affiliated organisations come into play.
They have to devise a practical implementation of this
that has clear guidelines and procedures for managing
the day to day life of overseeing a fellow community of
TA people as they go through life being the Transactional Analysts our community promotes. I intend next time
to look in more detail on how to do this.
Robin Hobbes - EATA Ethical Advisor
Robin is contactable on robin@elantraining.org
EXAMS? YES, PLEASE!
Musing on the Group Tape
Sue Eusden and Barbara Repinc Zupancic
We decided to write this piece in response to ongoing debate in the examining community about the group tape.
I have written generally about the experience in the exams and Barbara Repinc Zupancic has written specifically
about her experience in Slovenia. We hope to clarify the expectations for assessing the group tape at exam for
supervisors, examiners and candidates.
TA has always has its identity rooted in groups. During the years of PTSC and COC there have been numerous
debates about “the group tape” - should it stay or go?
One of the major issues has been about how difficult it has been for trainees in some countries to get this type of
experience. So the group tape has stayed firmly rooted in our exam as a reflection of Berne’s work and TA methodology, but what constitutes a group tape has been stretched to hold together principle and practice. The principle of
groups as central to TA methodology and the practice of different practitioners, in different countries with different
challenges.
So the requirement now reads in the Handbook (Section 9.3.3.2):
“In all fields of specialism, one of the three tapes to be presented in the Oral Examinations must be of the candidate working in a group setting. It will demonstrate the candidate facilitating group dynamics in an effective way
and using transactional analysis in their understanding of group processes. For the purpose of the exam, a group
is defined as two or more people.
PTSC has recognised the need for flexibility in the requirement for a group recording for the CTA examination. It is
sometimes difficult to obtain permission to record groups, especially in the fields of counselling and psychotherapy.
The group recording may therefore be a personal or staff development group, training or experiential group.
The group recording must be of a group which is being led by the candidate (in other words not a piece of work done
in a group that is being facilitated by someone else).”
So these rules are where we have got to with our dialogues about the group tape. Sometimes this has led to examiners in CTA exams, particularly in Counselling and Psychotherapy exams asking the question “ how can we examine
this candidate in this field if their group tape is of a training or staff development group?” So often the challenge
for candidates is how to present the group tape to demonstrate the core competencies for your field if it is not a
straightforward counselling or therapy group you bring. The equal challenge for examiners is how to examine and
ask questions that support the candidate to evidence their competencies bearing in mind that this allowance has
been made and is acceptable.
I have witnessed creative exam boards, with the candidate, who find ways to ensure the core competences of the
field are met through the individual tapes and that the core competencies around group work and knowledge of
group processes are evidenced through the group tape. Questions can be asked of the candidate in order to make
more explicit links with their field if the examiners need further evidence of competence. Here are some suggestions:
What is the difference between setting up a staff development group and a psychotherapy group?
How might you contract differently?
How might you use TA differently in a staff development group or a psychotherapy group?
What are the difficulties in running counselling/therapy groups in your country and can you tell us what that will
mean for you as a CTA?
I am sure there are many other creative ways many of you have found to use the group tape the candidate brings to
really evaluate them as a TA practitioner. I hope in our examiner training we continue to debate the how of examining
candidates, whilst we are clear that they can bring this variety of group evidence. Our challenge as examiners is to
be creative, clear and culturally aware as we meet the candidate . The challenge for the candidate is the same, that
they can speak to their cultural context, be clear and creative in how they offer evidence so examiners can score
them in a way that honours their work, their person hood and the profession.
13
Barabara writes about her perspective from Slovenia
Is my group “good enough?”
The CTA exam is demanding and a lot of time and energy from students is needed to pass. According to conversations to some Slovenian students in contract with EATA it is obvious, they put a lot of effort to pick up appropriate
tapes, in order to achieve prescribed standards of Oral Examination (see Chapter 9 of Handbook).
Questions, usually set up by students are: “How should I find the five minutes tape, to show my competencies and
my relationship with the client? Does this tape show all necessary theoretical and practical TA concepts and how
can I present them to the examiners?”
Usually it’s not a problem to find the “correct” tape from individual therapy recorded materials. A main issue is to
select the proper group therapy tape, which will fit into the exam structure.
According to Handbook one of the three tapes to be presented in the Oral Examinations must be of the candidate
working in a group setting. For the purpose of the exam, a group is defined as two or more people. So, the students
who are working with couples or families have also the opportunity to demonstrate how they are facilitating group
dynamics in an effective way and using transactional analysis in their understanding of group processes.
Group therapy presentation is more demanding to students, who are not involved in couples or family psychotherapy. To establish their own psychotherapy group in Slovenia, is a challenge, probably due to historical and traditional
reasons. Up to the 1980’s, most group therapies has been focused into alcoholic or addicts’ treatment, within the
psychiatric institutions. Psychotherapy in general is still not recognized as a socially accepted way get help or support.
Our students in Slovenia recognise many cases when it is not possible to get the agreement of all group members
to record the therapy process. PTSC has recognised the need for flexibility in the requirement for a group recording
for the CTA examination. The group recording may therefore be a personal or staff development group, training or
experiential group.
However our students must present the tapes so they can effectively prove their understanding of TA concepts,
connected to the group dynamics including their responses to the group processes. To that end, we can follow
different groups based on TA concepts: personal development groups, preventive groups (like burnout prevention,
healthy nutrition, school for parents, mindfulness for everyday life, etc.), training groups, led by the candidate, not
by someone else.
My request is that Oral examination examiners be aware of different cultural influences and different personal bases and of other factors, which determine student’s decision, what kind of group will be presented.
Barbara Repinc Zupancic PTSTA P (Member of COC), May 2014
14
15
News from PTSC and COC
Fees for Exams and Contracts - Change from 1st July 2014
In accordance with EATA’s decision on membership fees
PTSC and COC have decided to change the fees for the
exams in line with the Numbeo system. This year the EATA Council decided to change the structure of the membership fees. Until now, EATA has followed a geographical partition, with higher fees for the
so-called “Western Countries” and lower fees for the
“Eastern” ones. Such division had well known historical
origins, which economical implications gave reason for
such a differentiation.
However, the times are changing, and EATA were looking
for a new system in order to mirror the real differences
in our economies. EATA officers identified the NUMBEO
system: Numbeo is the world’s largest database of users contributed data from cities and countries worldwide.
Numbeo provides current and timely information about
world living conditions including cost of living, housing
conditions, health care etc.
Following the 4 Numbeo groups of countries, the EATA
Council has established 4 different group of fees, which
can be seen on our website (www.eatanews.org: TA resources and links, and National Associations).
PTSC and COC hope these changes support a fairer system and have applied it to the fees for exams and contracts accordingly. The new fee structure is outlined in
the table below (all figures are in Euros) and will begin
on 1st July 2014. This means any contracts, exams or
workshops paid for on, or after 1.7.14 will be under this
new pricing. This table is also on the EATA website under Examinations/Contract and Exam Fees (http://www.
eatanews.org/contract-and-exam-fees/).
To apply for a contract change or exam you will need to
identify which Numbeo group (named in this table as Ecorate) your country is in and pay the relevant fee. Updated
versions of the contracts will be on the website from 1st
July so please print off the updated versions. All contracts and exam fees will be handled in the same way as
before and the bank details will be listed on the website
next to the fee table for simplicity.
We wish you all the very best in preparing for your
exams.
Elyane Alleysson (Chair PTSC)
Sue Eusden (Chair COC)
New Language Coordinator needed immediately.
COC are looking to appoint a new Language Coordinator for Other Countries. Sadly Marina Banic is stepping down
from her service as current LC in June 2014 and COC are looking to replace her.
If you are interested please apply to Alessandra Pierini (Supervising Examiner) at alessandrapierini@physis.org
with a short outline of your interest and a CV.
The Requirements are:
1. English proficiency: mandatory. It could be useful to know slavic languages.
2. High level of certification: TSTA. A PTSTA may be accepted in certain circumstances and if they can demonstrate
considerable relevant experience. (The rationale is to have LC free from influence that can be present if they were
still personally involved in process of certification).
3. Ideally previous experience of serving EATA or other international TA organizations.
There is support and training for this role from COC.
Appointment will start from July 1st, 2014.
Alessandra Pierini (COC, Supervising Examiner)
16
Exam successes
Congratulations!
Rome, Italy,
January 2014
CTA in the field of
psychotherapy
Abati Emiliano
Allucci Carmela
Bianchin Massimiliano
Bottura Betty
Cantarini Chiara
Caprarelli Chiara
Carlucci Tania
Carta Patrizia
Casu Silvia
Cesaratto Alessia
De Noni Anna
De Rosa Mario
De Trucco Pietro
Di Domenico Sara
Floris Davide
Latorre Gloria
Leggio Cristina
Blackpool,
April 2014
Maisto Cletomina
Marion Silvia
Massaro Anna
Moi Maria Giovanna
Nieddu Laura
Putrino Carla
Rega Salvatore
Salonis Maria Alice
Satta Cristina
Sbandi Amelia
Troilo Antonella
Veneziani Ilaria
Scipioni Annarita
Serusi Giovanna
Sgambati Maurizio
Stirone Angela
Tamponi Bruna
Trexca Maria
Vadilonga Valeria
Valenti Liria
Thanks to the examiners:
Aceti Tiziana, Adriani Mara, Andreini Cinzia, Anfuso Iris, Angelucci Iolanda, Ascenzi Arianna, Barrera Silvia, Barbon Raffaela, Bastianelli Laura,
Bergerone Chiara, Bianchini Susanna, Bove Silvana, Caizzi Cristina, Canale Ilaria, Carozza Eleonora, Ceridono Davide, Lucia Coco, Consoli Francesca, Cuzzolino Antonella, D’Aversa Claudia, De Nitto
Carla, De Luca M.Luisa, Errigo Giovannella, Fratter
Nadia, Fulignoli Paola, Giacometto Rosanna, Grossi Giuliano, Gubinelli Massimo, Liverano Antonella,
Loi Elisabetta, Lussu Carla, Maffei Sandra, Mastromarino Raffaele, Mazzuoccolo M.Grazia, Merola
Maddalena, Messana Cinzia, Messini Rita, Milizia
Maria, Panetta Silvana, Papagni Pasqua, Patrussi
Silvia, Prosperi Alessandra, Pulvirenti Amelia, Ricci
Alessandro, Riccioli Emilio, Rizzi Maria, Salvatori
Roberta, Schietroma Sara, Scoliere M.Innocenza,
Senesi Annacarla, Seriani M.Livia, Slavic Enea,
Spallazzi Domitilla, Tineri Marco, Tosato Giulia, Tosi
Maria Teresa
Observer: Emilio Riccioli, Domitilla Spallazzi
Exam supervisor: Silvia Tauriello
CTA in the field of
psychotherapy
Julie Hay
Ann Biddle
Nicoleta Gheorghe
Andrea Guerri
Josephine Murray Smith
Janine Piccirella
Pierre Sebregts
James Sweeney
Annette Terry
Ian Tomlinson
Mirko Paolinelli Vitali
Louise Witney
Margaret Webb
Sue Easman
Paula Kenny
Alexandra Piotrowska, Alison Ayres, Augusta Wolff,
Celia Simpson, Chrissie Wood, David Gibson, Debbie Robinson, Deborah Wortman, Gordon Law,
Hayley Marshall, Ian Stewart, Jane Nixon, Janni
Macfarlane, Jim Davis, Joanna Beazley Richards,
John Baxendale, John Renwick, Jules Marshall,
Julia Tolley, Daren Cesarano, Katie Banks, Lin
Cheung, Lynda Tongue, Marilyn Wright, Marion
Umney, Mark Head, Michelle Hyams-Ssekasi, Mo
Felton, Peter Flowerdew, Pietro Cardile, Rachel
Curtis, Salma Siddique, Sheila Halliday, Sue Hampton, Sue Parker Hill, Sue Spencer, Thorsten Geck,
Valerie Heppel, Cathy McQuaid, Carole Stilwell, Briony Nicholls, Robin Hobbes, Helen Rowlands, Bill
Heasman, Barbara Clarkson, Andy Williams, Will
Roberts, Debbie Jelpke
Exam supervisor: Frances Townsend
We congratulate
Anne Timpson from UK, who passed successfully her
CTA-exam in the field of psychotherapy in Fribourg,
November 2013. Her name has been omitted in the last
issue. We apologize for that.
Congratulations to
Rainer Thiele-Fölsch, Germany, for being CTA-Trainer
in the field of psychotherapy
17
Exam successes
Congratulations!
Rome, Italy,
June 21st, 2014
Autieri Liliana
Badina Irene
Bellomo Francesca
Boi Laura
Capraro Michela
Carbone Giovanna
Chiacchio Valentina
Chirico Francesca
Cioccolanti Giovanna
Cocchietto Elisabetta
Collu Simona
D’Annibale Raffaella
De Angelis Valerio
Di Benedetto Alessandro
Falasca Valentina
Ferrarelli Valentina
Fociani Federica
Gargano Germana
Gasparini Marina
Giandomenico Francesca
Giannattasio Gelsomina
Guerra Giulia
Iannini Cristina
Littera Giulio
Loddo Rita
Lorrai Mauro
Mayer Lilia
Mancusi Federica
Maselli Romina
Meloni Amalia Riccarda
Elvira
Minerva Giulia
Monni Cristiana
Pacini Francesca
Papaioannou Ioanna
Paupini Andrea
Pausich Nadia
Petracca Giulia
Pinna Valentina
Pisanu Laura
Romeo Stefania Montagna
Santos Fermino Antonia
Stefani Adriano
Vergari Grazia
Vinci Francesca
Adriani Mara, Alessandro Ilaria, Andreini Cinzia, Andreoli Simona, Anfuso Iris, Angelucci Iolanda, Arru
Paola, Ascenzi Arianna, Barrera Silvia, Barbon Raffaela, Bastianelli Laura, Bergerone Chiara, Bevilacqua, Teresa, Bianchini Susanna, Bodano Barbara,
Bove Silvana, Boscolo Fabrizio, Caizzi Cristina, Canale Ilaria, Cantarini Chiara, Caradonna Castrense,
Carozza Eleonora, Ceridono Davide, Coco Lucia,
Corrias Emilia, Cuzzolino Antonella, Lucia Coco,
Cuzzolino Antonella, D’Aversa Claudia, De Nitto
Carla, De Luca M.Luisa, Errigo Giovannella, Finistauri Mirella, Galati Daniela, Gencarelli Simona,
Giacometto Rosanna, Grossi Giuliano, Guarise Monica, Gubinelli Massimo, Iapichino Stefano, Inglese Rita, Leggio Cristina, Liverano Antonella, Maffei
Sandra, Martorello Catia, Mastromarino Raffaele,
Mazzuoccolo M.Grazia, Merola Maddalena, Messana Cinzia, Montagner Francesca, Onnis Annarita,
Papagni Pasqua, Patrussi Silvia, Pisano Pierluigi,
Pulvirenti Amelia, Ricci Alessandro, Riccioli Emilio, Rizzi Maria, Rossi Mariangela, Ruggeri Nadia,
Santucci Federica, Schietroma Sara, Scoliere M.Innocenza, Senesi Annacarla, Spallazzi Domitilla, Tabacchiera Daniela, Tineri Marco, Tosi Maria Teresa,
Vasale Massimo, Veneziani Ilaria, Viale Daniela
Observer:
Emilio Riccioli, Stefano Iapichino, Carla de Nitto,
Pierluigi Pisano, Paola Arru, Maria Rizzi, Ilaria Alessandro, Ilaria Canale, Antonella Cuzzolino, Catia
Martorello, Mara Adriani, Daniela Tabacchiera
Exam supervisor: Silvia Tauriello
Save the date for:
EATA CONFERENCE
1st TA Research and Theory
Development Conference
Beyond limits.
Verifying TA theory development through research
July 9th – 11th, 2015
Marriott Hotel Rome, Italy
©Andreas Tille CC wikipedia
CTA in the field of
psychotherapy
18
Exam Calendar
Future dates and Venues of COC oral TA examinations and TEW’s
2014
Type of exam Date
Venue
Local exam supervisor
CTA/TSTA
July 8th - 9th
Berlin
CTA Sabine.Klingenberg@abakushad.de
TSTA Sue Eusden: smeusden@gmail.com
TEW
Coordinator: Sabine.Klingenberg@abakushad.de
July 10th - 12th
Germany
CTA/TSTA
Nov. 8th & 9th
Lyon, France
CTA Sylvie Nay: examens2014.snay@gmail.com
TSTA Daniel Chernet: dc-conseil@wanadoo.fr
CTA / TSTA
Nov. 13th - 14th
Roesrath, Germany to be announced
TEW
Dec. 2nd - 4th
Salamanca, Spain
TEvW
Dec. 6th - 8th
Salamanca, Spain
2015
TEW
March 13th -15th Lyon, France
CTA/TSTA
April 8th & 9th
Edinburgh, UK
CTA Frances Townsend: francestownsend@mac.com
TSTA Mark Head: mark@thelinkcentre.co.uk
CTA/TSTA
July 7th - 8th Rome
to be announced
TEW
July 13th - 15th
Rome, Italy
CTA/TSTA Nov. 6th & 7th
Louvain La Neuve
Belgium
CTA Monique Maystadt: monique.maystadt@gmail.com
TSTA Brigitte Evrard: brigitte.evrard@gefa-asbl.be
TEW
Dec. 9th -11th
TBA
TEvW
Dec. 5th - 7th
TBA
COC Examinations: For all regulations regarding the
application and requirements for these exams please
see the training standards handbook
TEW: to attend the TEW’s contact Sabine Klingenberg,
TEW coordinator: Sabine.Klingenberg@abakushad.de
TSTA: apply to Alessandra Pierini the EATA Supervising
Examiner: alessandrapierini@physis.org: (Mail address:
Alessandra Pierini: Via di Torrevecchia 141, 00168
Rome, Italy)
Waiting list: March 2009 – COC agreed the following:
Most people are aware of the waiting list for TSTA exams
and can take individual responsibility for checking the
availability of places with the supervising examiner. The
S.E. keeps a list and if there is a place available in the
next exam site she will give them this place. The S.E. will
not accept anyone for a place if they have not completed
all requirements when they apply.
CTA: apply and send your written exam to your EATA
Language coordinators.
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20
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UKATA Registered Training establishment
Presents its third International Seminar
Beliefs: I’m OK – You’re OK?
TA, Faiths and Beyond: A World Wide Perspective
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Saturday and Sunday 4 & 5 October 2014
Friends Meeting House, opposite Euston Station, Central London
Cost: £280 + VAT, early bird: £195 + VAT (until 1 August 2014), student: £185 + VAT
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Seminar Organized and Sponsored by Wealden Psychology Institute
2 Quarry View, Whitehill Road, Crowborough, TN6 1JT
Telephone: 0044 1892 655 195 or email: john@wealdeninstitute.co.uk
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Transaction Analysis can play a vital role in communicating within, between and beyond faiths with
mutual respect. Individuals and faith-based organisations with many different beliefs can be found
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I would like to book a place on the Wealden Institute International Seminar on Saturday & Sunday 4 & 5 October 2014
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NB. Your booking will not be accepted without a deposit and is non-refundable after 4 September 2014
Wealden Psychology Institute, 2 Quarry View, Whitehill Road, Crowborough,TN6 1JT
Internet: www.wealdeninstitute.co.uk
Tel: +44 (0) 1892 655195
email: info@wealdeninstitute.co.uk
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21

EATA Newsletter

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