M.A. (Psychology) / The lack of research relating to the influence of self assertive behaviour on the general functioning of children can be seen as one of the most important reasons for the initiation of this study. Consequently, the goal of this investigation was mainly to evaluate the influence of a Transactional Analysis programme, 'TA for Tots' on the self assertive behaviour of a group of children. The development of social skills during childhood provides the theoretical background to the current study. The social development of the child during middle childhood with specific reference to the influence of parents and the peer group, is emphasised. In addition, relevant l.iterature is discussed relating to the therapeutic management of deficient social skills. The theoretical. orientation of Transactional. Analysis and its relation to the development of the individual personality is also discussed. The sample consisted of 32 children, who live at a children's home, and whose ages range from seven to eleven years. Subjects were selected according to specific criteria on the Children's Personali ty auestionaire. They were then randomly assigned to four groups, consisting of three experimental groups and one control. group. Two of the experimental groups were exposed to the Transactional Analysis Programme. The SUbjects in the third experimental group were only exposed to group discussions and activities, while the control group received no experimental attention. Self assertive behaviour was observed by three independent observers. The content of the programme focused on the identification of any negative thoughts, emotions and behaviour within an interpersonal context and the communicatIon thereof, which resembles the definition of self assertive behaviour

The research presented in this thesis has focussed on exploring buyer- supplier relationships from a human perspective. To date, researchers across the globe have studied buyer-supplier relationships and endeavoured to find means to try to make them better. This has led to many new relationship development programmes initiated by companies and new concepts introduced by academics for the betterment of buyersupplier relationships. The focus of academics has been in trying to study buyersupplier relationships from various factors, viz. power, opportunistic behaviour, unethical behaviour, partnerships, collaborations, etc. All these endeavours have focussed on using technology or business processes in order to streamline operations and create environments, which would foster partnerships or collaborations. One aspect not usually given prominence in these studies has been the presence of humans in the relationship as representatives of the transacting companies. Giving this more focus, the researcher feels that organisational culture plays a very strong role in the way organisations operate, and when two organisations transact with each other the individual culture is bound to play a role in the way the transaction is conducted. The individual culture of the organisation also depends upon the humans in the organisation. Since, the focus of the research was on exploring the buyer-supplier relationships from a human perspective, the research sought this perspective from people working in purchasing or sales functions in different companies. The information was collected by conducting "Phenomenological Interviews" with focus on "critical incidents" affecting the relationship. The information was analysed for themes which led to the need to study buyer-supplier relationships from two perspectives: 1) game-like behaviour, 2) discretion, humans have in the relationship. The presence of game-like behaviour and humans in the relationship led the researcher to study the concepts of "Transactional Analysis" and check for the feasibility to transfer the concepts from a therapeutic setting to buyer- supplier relationships. The research has been successful in exploring issues affecting buyer-supplier relationships. A methodology for aligning supply chains by taking into account human issues has been proposed. The methodology comprises a relationship framework that is used for studying buyer-supplier relationships on a macro- level based on the levels of satisfaction the entities have with each other. Since high levels of dissatisfaction lead to various change- inducing transactions or game-like behaviour between the entities, the framework identifies the status of the relationship, and can be used to gauge what's going to happen to it, once the transaction is over. The concepts of Transactional Analysis and the tools associated with it, viz. Drama Triangle analysis and structural modelling are useful in studying the dynamics of the transactions from the human perspective and also from a psychological perspective.

Stress is a problem in today's world and adolescents are not exempt from suffering its ill effects. Currently no stress management courses are offered as part of the formal guidance programme in high schools or in the community. This pilot study is an attempt to construct a stress management course based on the concepts of Transactional Analysis. The course was implemented with a multi-racial, standard eight group of nine boys and girls. The course was evaluated qualitatively and quantitatively. The quantitative measures proved to be inappropriate to this study and did not render any useful information. The study found that the scholars expressed that they had changed in their handling of their daily stressors as a result of the course. Personal growth had also taken place. The findings of this research are discussed in terms of the important implications they have for school guidance programmes.

No description available.

The focus of this study is on the development of an original script designed to introduce concepts of structural and transactional analysis to elementary school children. Included in Chapter One are reviews of Transactional Analysis and the PAC communication model. Classroom application of Transactional Analysis principles is examined in Chapter Two. Chapter Three examines needs and characteristics of young children. Qualities of good children's literature are discussed in relationship to the selection and explication of script material. The manuscript appears in Appendix B. This report accepts evidence that Transactional Analysis training can be an additive part of the elementary school curriculum. It further proposes that story material conscientiously designed for young children could prove effective and entertaining training vehicles for Transactional Analysis concepts.

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study focused on the plight of teachers in the challenging traumatic context of high-risk schools on the Cape Flats, Western Cape, South Africa. Study aims were to measure the stress and burnout of educators and analyse the effect of three different interventions using psycho-educational workshops. Forty-three educators in three secondary schools took part for 15 hours in total over 10 weeks, as well as a control group of 20 teachers. Interventions were grounded in trauma release exercises (TRE), transpersonal psychology (TP) and transactional analysis (TA) practice, and can be conceptualised as primarily physical, emotional and cognitive approaches to stress and burnout prevention. In a mixed-methods study based on the transactional stress model, quantitative data comprised statistical analysis of stress, personal, work and learner-induced burnout and well-being, at the pre- and post-intervention stages. An analysis of the text coding of the educators’ stress, burnout, coping and well-being accounts followed. The study then focused on qualitative thematic analysis of the focus group interviews. Perceived stress was significantly different between the three intervention groups and control group and learner burnout was significantly reduced in the TRE (p=0.02) and TA (p=0.02) groups. There were trends for stress and burnout reduction for the TP group. Coding analysis focused on the intra-and inter-individual TRE, TP and TA tools that had an impact on educators in their efforts to cope with stress and burnout. Focus group interviews gave thematic insights into physical, emotional and cognitive responses to stress and burnout interventions on the individual, interpersonal and organisational levels and revealed new perspectives on classroom competency, with educators taking more responsibility for discipline in the classroom, their greatest stressor. This study indicated that TRE, TP and TA interventions offer educators in high-risk schools physiological, affective and cognitive approaches to dealing with threat and trauma, assisting with stress and burnout reduction, facilitating renewed insights into classroom competency. / AFRIKAANSE OPSOMMING: Hierdie studie het gefokus op die toestand van onderwysers in die uitdagende, traumatiese konteks van hoë-risiko skole op die Kaapse Vlakte van die Wes-Kaap, Suid-Afrika. Die doelstellings van die ondersoek was om stres en uitbranding by onderwysers te meet en om die invloed van drie verskillende intervensies, in die vorm van psigo-opvoedkundige werkswinkels, te analiseer. Drie-en-veertig opvoeders in drie sekondêre skole het oor 10 weke vir 15 uur in totaal deelgeneem, sowel as ‘n kontrolegroep van 20 onderwysers. Die ingrypings is gegrond in die praktyke van trauma-ontladingsoefeninge (trauma release exercises [TRE]), transpersoonlike sielkunde (transpersonal psychology [TP]) en transaksionele analise (transactional analysis [TA]), en kan hoofsaaklik as fisiese, emosionele en kognitiewe benaderings tot die voorkoming van stres en uitbranding gekonseptualiseer word. In ’n gemengde metode studie gebaseer op die transaksionele stresmodel, het die kwantitatiewe data bestaan uit statistiese analises van stres, persoonlike, werks- en leerdergeïnduseerde uitbranding en welstand, vóór en ná die ingrypings. Dit is gevolg deur ’n analise van die tekskodering van die opvoeders se verslae oor hulle stres, uitbranding, behartiging en welstand. Die studie het hierna gefokus op ’n kwalitatiewe tematiese analise van die fokusgroeponderhoude. Waargenome stres het beduidend tussen die drie intervensiegroepe en die kontrolegroep verskil en leerderuitbranding het beduidend in die TRE (p=.02) en TA (p=.02) groepe verminder. Daar was tekens van vermindering van stres en uitbranding in die TP groep. Koderingsanalise het gefokus op die intra- en inter-individuele TRE, TP en TA gereedskap wat ’n impak op opvoeders gehad het in hulle pogings om stres en uitbranding te hanteer. Fokusgroeponderhoude het tematiese insigte oor die fisiese, emosionele en kognitiewe reaksies op stres- en uitbrandingsingrypings op die individuele, interpersoonlike en organisatoriese vlak verskaf, met onderwysers wat groter verantwoordelikheid geneem het vir dissipline in die klaskamer, wat hulle vernaamste stressor is. Hierdie studie dui daarop dat TRE-, TP- en TA-ingrypings aan opvoeders in hoë-risiko skole fisiologiese, affektiewe en kognitiewe benaderings bied om bedreiging en trauma te hanteer. Dit dra by tot ’n vermindering van stres en uitbranding en fasiliteer nuwe insigte in klaskamerbevoegdheid.

Thesis (MA (Afrikaans and Dutch))—University of Stellenbosch, 2005. / The question about how the reader persona is realised in HIV/AIDS documents, how readers appreciate this persona, as well as what effect it has on the eventual text appreciation occurred as a direct result of Claatje ter Hoeven’s study, “Auteurs- en lezersrollen in wervende tekste: Drie deelstudies naar personae in Zuid-Afrikaanse bankbrochures” (2002).

The purpose was to verify ego states as objectively identifiable phenomena and the influence of early parent-child relationships on their identification using an audio tape of recorded examples of ego states, Thompson's Ego State Tape (EST), and the Roe-Siegleman Parent-Child Relations Questionaire (PCR). No relationship was found between SAT scores and scores on the EST, nor between PCR and EST scores. It was concluded that possibly (1) no relationship existed between how children perceive their parents and the identification of ego states, and (2) that the PCR might not be sampling child rearing practices relevant to the identification of ego states.

The subject-matter of my thesis is interrogation tactics, i.e. a process when an interrogator choses a specific method which should help him to reach the goal of the interrogation - true and full testimony. The whole thesis is divided into five chapters that are again divided into sections. The introduction chapter describes the basic terms which are crucial for understanding and appreciation of the thesis. Second chapter gives reader an overview on Czech current effective regulation in Criminal Code compared with German current effective regulation and with regulation which was effective on Czech territory in 1873. In the third chapter I dealt with preparing of an interrogation, i.e. analytical a synthesis part, their mutual cohesion and also with different opinions of authors' regarding the problematic whether to divide the preparing of interrogation into phases or not. There are described particular phases of interrogation, in the fourth part that is an introduction, a monologue and a dialog. Each part is described in particular section. In section called dialog I have tried to describe each interrogation tactic, e.g. psychological influence on somebody who is lying. In the end of this chapter I also describe documentation about the process and about results of an interrogation. The least, fifth,...

Transactional Analysis, or TA, has been used for more than four decades to enhance interpersonal relationships and promote personal growth through counselling and psychotherapy. It has been used to advantage in organisations, principally in the business world. It was thought at the outset of this study that TA could also be of benefit to schools.The aim of this study was to find out whether TA methods could be used in schools to improve student outcomes in science and mathematics, to enhance interpersonal relationships and to promote positive behaviour. The study trialled TA by using it with a group of at-risk students to discover whether its use would bring about positive change.A group of ten at-risk students became part of a mentoring programme, using TA. This programme focussed on the behaviour and academic progress of the students, and sought to empower them to make positive changes. This group referred to as the sample group, was compared with a control group. The Adult ego-state (thinking) was promoted in the students in order to shift their 'locus of control' from their Negative Adapted Child ego-state, the source of much non-productive, inappropriate and rebellious behaviour.The study upheld the reliability and validity of the questionnaires used, namely the Questionnaire on Teacher Interaction, the Coopersmith Self-Esteem Inventory (School Form) and the Mooney Problem Checklist. The study prompted the construction of an informal test, the Ego-State Questionnaire, which proved to be informative.Poor attendance and school behaviour records were good indicators of a student's 'at-risk' status. At-risk students were found to be already achieving below their potential in science and mathematics at entry to secondary school.The mentoring programme ran for six months, and at the end of this the sample group had improved behavioural records and increased self ++ / esteem. Their number of perceived problems had dropped dramatically, and their academic results were improved.Interpersonal relationships between the sample group and their science teachers were better than the interpersonal relationships with their mathematics teachers, indicating a continued difficulty with abstract ideas at the end of the programme and a need to run such programmes over a longer time span. Interpersonal relationships did improve out of school with parents and peers. Clear preferences were indicated for what students preferred in the behaviours of their ideal teacher: understanding, helping/friendly, leadership and strict behaviours.Encouragement of Adult ego-state was shown to be an appropriate and productive approach to the improvement of academic and behavioural outcomes for at-risk students in science and mathematics. The study also showed that at-risk young people had a lower than average Nurturing Parent ego-state available to them.Teachers rated their TA101 course highly, and found that it gave them a fresh perspective on classroom difficulties. Both teachers and students benefited from the use of TA in this study.