Formal and Informal Use of TA Counselling in Education
Main Article Content
Abstract
We thank the previous publishers for permission to re-publish this article, which previously appeared as Jusik, P. (2017) Formal and Informal Use of TA Counselling in Education. Edukacyjna Analiza Transakcyjna, 6, 67-85. We have retained the structure and referencing of that article.
This article applies role theory and thus clarifies the differences between educators and counsellors who use transactional analysis as a method of conceptualising their work to support growth and development of learners. Educators are seen as facilitators of growth that results from acquiring knowledge, skills and understanding, whereas counsellors emphasise growth resulting from introspection based on relational experiences with the practitioner. Furthermore, counselling interventions can be differentiated into formal and informal work that show considerable differences in terms of contract, roles, levels of containment and confidentiality. Several transactional analysis models have been described in the context of formal and informal interventions. Relevant case studies have been presented to show how the concepts are applied in an educational environment. The author suggests that transactional analysis counsellors need to bring awareness into the roles that they hold and their ability to account for role differences will make their interventions more robust.
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