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I became an educational transactional analyst almost by accident. TA was proving very effective in my counselling work and I had joined a psychotherapy training group – because that was the only TA training that was available in the UK nearly thirty years ago. I had no idea when I started that it was possible to actually qualify in the education field, but when I discovered that it was I could see how all my previous professional experience (social work and social work training, youth work, women’s groups, community development projects, adult education courses) could be framed in that way. Once I became a certified as an educational transactional analyst, however, things soon changed. The evident usefulness of TA in schools, particularly in behaviour support, and the network of people bringing the ideas into teaching meant that I was in demand even though I had never been a school teacher. But that didn’t matter – educators of all kinds were avid for ways of sharing TA in their work and were also realising what a difference it made to them personally in increasing their sense of self-worth and professional competence.

Od analizy transakcyjnej w edukacji do edukacyjnej analizy transakcyjnej: osobiste spotkanie