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Tom Bennett's report for DfE (March 2017)

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Tom Bennett's report for DfE (March 2017)

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An independent review providing practical guidance to teachers about how to tackle bad behaviour in the classroom has been published today (24 March 2017).

Teacher and behaviour expert Tom Bennett spent several months meeting classroom teachers and leaders from a variety of schools to identify successful strategies used to tackle disruptive behaviour.

His report 'Creating a culture: how school leaders can optimise behaviour' concludes that while there is no 'silver bullet', there are a variety of strategies that can be used to tackle poor behaviour.

It also highlights that although standards of behaviour can be a challenge for schools, leadership is key to creating the right culture to tackle this issue.

Tom Bennett said:

How well students behave in school is crucial to how far they succeed, socially and academically. There are many tremendous schools doing a superb job, and some schools that could improve a great deal.

I spoke to leaders of coastal schools, inner-city schools, rural, primary, secondary, alternative provision and asked them what they did. Every school has different circumstances and challenges, but we found that some themes were almost universal: clear routines, robustly administered, high expectations and a focus on building a strong sense of identity and good relationships where children feel they belong, are safe, and are expected to do their best. That's why I called it 'creating a culture'. Because these things don't happen by accident.

We also need to acknowledge that in some schools, challenges faced are greater than in others, and in these circumstances we need to look at better ways of guaranteeing that provision, skill sets and support are available. The skills required to improve school behaviour cultures already exist within the ecosystem of schools. The challenge now is for us to collaborate as a community to do so.

The Department for Education has welcomed the report and will now use its findings to inform ongoing work to help and support schools to deal with this issue.

Edward Timpson MP, Minister for Vulnerable Children and Families, said:

Part of our plan for Britain is building a fairer society - with a good school place for every child. That means children being able to learn in classrooms that are free from disruption. Tom Bennett's report is relevant, insightful and draws on tried and tested methods that will provide real help to teachers across the country.

I would encourage all school leaders to use its practical examples to help create a positive environment that addresses the needs of their pupils.

National Association of Head Teachers General Secretary Russell Hobby said:

The design of a culture to support good behaviour is a central duty of every school leader. It requires clarity, consistency and courage. It is a conscious choice, constantly maintained. Tom's report distils practical advice from excellent schools, alongside the evidence from research, to help leaders reflect on and develop their own impact.

John d'Abbro, executive headteacher of New Rush Hall School, said:

This is a refreshingly powerful, down to earth, and practical report, which distils and recognises effective good practice. Tom makes the key point that continuous professional development in behaviour management is vital for both teachers and senior leaders and more needs to be made available. The case studies exemplify these points and further demonstrate that behaviour is a whole-school issue.

Alison Colwell, principal of Ebbsfleet Academy, which was visited as part of the review, said:

This fascinating report should be read by every school leader. It rightly emphasises the critical importance of culture, attention to detail and consistent practice, all of which are at the heart of strong and successful school leadership.

In its response to the report, the government has set out a number of measures that are being taken forward to address the points raised. These include:

reforming National Professional Qualifications to equip school leaders with the knowledge and skills they need to deal with bad behaviour. The new qualifications will be delivered from September 2017

encouraging providers to bid for funding from a pot of £75 million from the Teaching and Leadership Innovation Fund to develop and run professional development programmes tackling bad behaviour for leaders in challenging areas

revising our existing advice for schools including the mental health and behaviour guidance to ensure they support teachers and school leaders as best as they possibly can

conducting further research into what works to help young people with behavioural issues, and as such, continue to develop our long-term ambition to give control of alternative provision budgets to mainstream schools, allowing these to commission their own such provision and take responsibility for educational outcomes of their pupils

Several schools are identified in the report as exemplars of good practice. These include:

Robert Clack, Dagenham

In one of the poorest boroughs of London, children from traditionally underachieving demographics exceed national expectations, and have done so for many years. The school uses practical measures such as wall displays to emphasise achievements, school awards and other opportunities. In this way, a culture of high expectation is in place for all students, regardless of their circumstances.

New Rush Hall, Redbridge

The school's philosophy is that the most vulnerable, the most challenging pupils, need greater support, not less. The school ensures staff receive training throughout their careers to meet the needs of the student body.

Seymour Road Primary, Manchester

A school that went from requires improvement to good in just 2 years by developing good relationships with both parents and pupils. They have done this by having an open door policy for parents, a support worker who visits homes, and they have held behaviour training sessions for the parents.

Notes to editors

Since 2010 the government has introduced a range of measures to give teachers more powers to tackle poor behaviour. These include:

stronger powers to search pupils

removal of the requirement to give parents 24 hours' written notice of 'after-school' detentions

clarified teachers' power to use of reasonable force

updated advice on tough but proportionate sanctions for misbehaviour as well as ensuring schools' decisions on exclusions can no longer be overruled

ensuring that all teachers are equipped with the skills to tackle both the serious behaviour issues that compromise the safety and wellbeing of pupils, as well as how to deal with low-level disruption that stops children from learning properly

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New report with practical advice for teachers on pupil behaviour

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An independent review providing practical guidance to teachers about how to tackle bad behaviour in the classroom has been published today (24 March 2017). Teacher and behaviour expert Tom Bennett spent several months meeting classroom teachers and leaders from a variety of schools to identify successful strategies used to tackle disruptive behaviour.

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(Understanding
communication styles)

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We have recently produced a booklet about the PAC model - see here for details.
The Parent Adult Child Model (PAC) which we discuss in this article is a part of Transactional Analysis theory. Eric Berne, founder of Transactional Analysis, believed that each of us have 3 ego states (our Parent, Adult and Child). It is important to note here that the terms parent, adult and child have a slightly different meaning within the theoretical context than they do in normal, day to day language:
* Parent
The Parent ego state is comprised of the behaviours, thoughts and feelings copied from our parents, or other parental figures. Our Parent is made up of hidden and overt messages such as 'you / I should', 'under no circumstances', 'always' and 'never forget', 'don't lie, cheat, steal'. Our parent is formed by external events and influences upon us as we grow through early childhood. As functioning adults we have the ability to change the messages, but it does require awareness and effort.

* Adult.

'Adult' describes our ability to think and determine action for ourselves based upon the 'here and now'. It draws on our understanding and analysis of our external and internal environment. In addition, the Adult in us is the means by which we keep our Parent and Child in check.
* Child
This is the ego state in which individuals behave, feel and think similarly to how they did as a child. For example, a person who receives a poor evaluation at work may respond by looking at the floor, or crying, or getting angry. The Child is the expression of feelings, thoughts and emotional that are being replayed from childhood.

Developments on the Parent Adult Child theory

In more recent times, Transactional Analysis has developed beyond these Berne's early theories. The original Parent and Child components were divided to form a new model. This development introduces Controlling and Nurturing aspects of the Parent, and the Adapted and Free aspects of the Child.

Parent is now split into two ego states, as follows:
* Nurturing. Nurturing Parent represents more affirming and more pleasant qualities of what parents and society do for a person.
* Critical. Critical Parent behaviours generally represent the corrective behaviours of real parents and the prohibitive messages of society.

Adult remains as a single ego state which can draw on the resources of both Parent and Child, and negotiate between the two.

Child is now split into two ego states, as follows:
* Adapted. The Adapted Child ego state represents human response which has some negativity in it, some resistance, some reaction and some deeper hostility.
* Free. The Free Child ego state represents a playful and spontaneous part of human behaviour, from infancy to an old age.

Applying Parent-Adult-Child to day to day life

According to the theory, when we communicate with others we do so from one of our own ego states. In the list below you will see the physical and verbal behaviours and cues which can alert you to which ego state you, or the person you are communicating with, is in at that particular time:

Parent Someone in Parent may use body language that is angry or impatient such as finger-pointing, fist-clenching, "in your face". The language of the Parent may be judgmental, critical or patronising.

Adult You can tell that someone is in their Adult when they are show interest and pay attention, they are not defensive or need the be threatening in any way. A conversation with someone in Adult is reasonable, straight-forward and oriented towards solving problems. They tend to ask for information before forming opinions, such as asking "why", "what", "how", "who", "where" and "when". Individuals working from Adult use logic statements - true, false, probably, possibly. They don't force their opinions on you as if taling to a child but will offer their own thoughts in a non-dogmatic way: "I think", "I realise", "I see", "I believe".

Child An individual who is in their Child often behaves more emotionally than they do at other times, which could be sad, angry, despairing, fearful, depressed. They may use the body language of a child, such as squirming, giggling, whining, shrugging, teasing. There are many phrases that point to the Child being present, the person tends to use simple language such as "I want", "I need", "I don't care", "don't know".

Remember: when you are trying to identify ego states words are only part of the overall message.

55% is body language
38% of meaning is intonation
Only 7% of communication is the actual words spoken
The Parent Adult Child ( PAC) Model can help you to understand more clearly what is taking place between two people in a situation, as well as to help you understand yourself and your own reactions. Once you have an understanding of your own parent, adult and child you have increased choice of which ego state to adopt, which signals to send, and where to send them. This enables us to make the most of our communications and create and maintain better relationships.

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We have recently produced a booklet about the PAC model - see here for details. The Parent Adult Child Model (PAC) which we discuss in this article is a part of Transactional Analysis theory. Eric Berne, founder of Transactional Analysis, believed that each of us have 3 ego states (our Parent, Adult and Child).

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(Parent, Adult, Child)

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Transactional Analysis is a theory developed by Dr. Eric Berne in the 1950s. Originally trained in psychoanalysis, Berne wanted a theory which could be understood and available to everyone and began to develop what came to be called Transactional Analysis (TA). Transactional Analysis is a social psychology and a method to improve communication. The theory outlines how we have developed and treat ourselves, how we relate and communicate with others, and offers suggestions and interventions which will enable us to change and grow. Transactional Analysis is underpinned by the philosophy that:

people can change

we all have a right to be in the world and be accepted

Initially criticised by some as a simplistic model, Transactional Analysis is now gathering worldwide attention. It originally suffered much from the popularised writings in the 1960s. Also, summarised explanations, such as this, which can only touch on some of the concepts in Transactional Analysis, led their readers to believe that there was very little to it. Many did not appreciate the duration and complexity of the training.

Today there is greater understanding of Transactional Analysis. More and more people are taking the four to five year part-time training courses to qualify, and increasingly universities are accrediting these courses for masters degrees. Those taking training include psychiatrists, organizational and management consultants, teachers, social workers, designers, engineers and the clergy.

Today Transactional Analysis is used in psychotherapy, organisations, educational and religious settings. Books have been written for all ages, from children through to adults, by people all over the world. Transactional Analysis is truly an international theory relating to a diverse range of cultures.

Theoretical concepts within the Transactional Analysis world are constantly being challenged and developed making it a rich dynamic process. Berne died in July 1970 at the age of 60. However, Transactional Analysis has not stood still and continues to develop and change, paralleling the processes we encourage in ourselves and others.

The key concepts in Transactional Analysis are outlined below in the form of introductory information.

Transactional analysis - contracting

Transactional Analysis is a contractual approach. A contract is "an explicit bilateral commitment to a well-defined course of action" Berne E. (1966). Which means that all parties need to agree:

why they want to do something

with whom

what they are going to do

by when

any fees, payment or exchanges there will be

For example, we want the outside of our house painted, we need to find a person who will paint it and who will give us a quote for doing it. If we agree the quote, and we like him or her enough, we will no doubt employ them. We will agree a date and time, perhaps check they are insured, and choose the colour of the paint and off they go.

Sometimes contracts will be multi-handed with all parties to the contract having their own expectations. If these expectations are all congruent then fine, if not then discussing everyone's expectations will lead to greater understanding and therefore to a clear contract.

Contracts need to be outlined in positive words i.e. what is wanted, rather than what is not wanted. Our minds tend to focus on the negative and so this encourages failure. For example, how many times do we look round when someone says to us "Don't look now but......." , the same is true when we set up contracts which start "I don't want to do .............. anymore".

We have contracts about employment, how much will we be paid and when, what holidays we are due, what deductions there will be etc. In order to ensure placements are effective then different, but similar, details are required. Naturally, these details will vary dependent on the setting in which we work.

All parties need to state what are they are prepared to do. Are they able and willing to undertake what is being asked, is this appropriate? Does it fit within any statements of purpose and function? Is it legal? Do they have the competence to deliver this? Do they want to? What does each party want of the others?

In summary contracts need to be: measurable, manageable and motivational. Measurable means that the goals need to be tangible. That each party involved in the contract will be able to say in advance how they will know when the goal has been achieved. The goal will be specific and behavioural and clearly defined. The contract will also need to be manageable and feasible for all those concerned.

'Contracting' in Transactional Analysis, and indeed many other aspects of TA, provide a helpful way to understand the Psychological Contract in employment and similar organizational relationships.

transactional analysis - ego states

Transactional Analysis first order structural model

Berne devised the concept of ego states to help explain how we are made up, and how we relate to others. These are drawn as three stacked circles and they are one of the building blocks of Transactional Analysis. They categorise the ways we think, feel and behave and are called Parent, Adult, and Child. Each ego state is given a capital letter to denote the difference between actual parents, adults and children.

Parent ego state

This is a set of feelings, thinking and behaviour that we have copied from our parents and significant others.

As we grow up we take in ideas, beliefs, feelings and behaviours from our parents and caretakers. If we live in an extended family then there are more people to learn and take in from. When we do this, it is called introjecting and it is just as if we take in the whole of the care giver. For example, we may notice that we are saying things just as our father, mother, grandmother may have done, even though, consciously, we don't want to. We do this as we have lived with this person so long that we automatically reproduce certain things that were said to us, or treat others as we might have been treated.

Adult ego state

The Adult ego state is about direct responses to the here and now. We deal with things that are going on today in ways that are not unhealthily influenced by our past.

The Adult ego state is about being spontaneous and aware with the capacity for intimacy. When in our Adult we are able to see people as they are, rather than what we project onto them. We ask for information rather than stay scared and rather than make assumptions. Taking the best from the past and using it appropriately in the present is an integration of the positive aspects of both our Parent and Child ego states. So this can be called the Integrating Adult. Integrating means that we are constantly updating ourselves through our every day experiences and using this to inform us.

In this structural model, the Integrating Adult ego state circle is placed in the middle to show how it needs to orchestrate between the Parent and the Child ego states. For example, the internal Parent ego state may beat up on the internal Child, saying "You are no good, look at what you did wrong again, you are useless". The Child may then respond with "I am no good, look how useless I am, I never get anything right". Many people hardly hear this kind of internal dialogue as it goes on so much they might just believe life is this way. An effective Integrating Adult ego state can intervene between the Parent and Child ego states. This might be done by stating that this kind of parenting is not helpful and asking if it is prepared to learn another way. Alternatively, the Integrating Adult ego state can just stop any negative dialogue and decide to develop another positive Parent ego state perhaps taken in from other people they have met over the years.

Child ego state

The Child ego state is a set of behaviours, thoughts and feelings which are replayed from our own childhood.

Perhaps the boss calls us into his or her office, we may immediately get a churning in our stomach and wonder what we have done wrong. If this were explored we might remember the time the head teacher called us in to tell us off. Of course, not everything in the Child ego state is negative. We might go into someone's house and smell a lovely smell and remember our grandmother's house when we were little, and all the same warm feelings we had at six year's of age may come flooding back.

Both the Parent and Child ego states are constantly being updated. For example, we may meet someone who gives us the permission we needed as a child, and did not get, to be fun and joyous. We may well use that person in our imagination when we are stressed to counteract our old ways of thinking that we must work longer and longer hours to keep up with everything. We might ask ourselves "I wonder what X would say now". Then on hearing the new permissions to relax and take some time out, do just that and then return to the work renewed and ready for the challenge. Subsequently, rather than beating up on ourselves for what we did or did not do, what tends to happen is we automatically start to give ourselves new permissions and take care of ourselves.

Alternatively, we might have had a traumatic experience yesterday which goes into the Child ego state as an archaic memory that hampers our growth. Positive experiences will also go into the Child ego state as archaic memories. The positive experiences can then be drawn on to remind us that positive things do happen.

The process of analysing personality in terms of ego states is called structural analysis. It is important to remember that ego states do not have an existence of their own, they are concepts to enable understanding. Therefore it is important to say "I want some fun" rather than "My Child wants some fun". We may be in our Child ego state when we say this, but saying "I" reminds us to take responsibility for our actions.

contamination of the Adult ego state

The word contamination for many conjures up the idea of disease. For instance, we tend to use the word for when bacteria has gone into milk. Well, this is similar to the case with the contaminated Integrating Adult ego state. This occurs when we talk as if something is a fact or a reality when really this is a belief. Racism is an example of this. The Integrating Adult ego state is contaminated in this case by the Parent ego state. If we are white we might have lived with parents or significant others who said such things as "Black people take our jobs". Growing up it is likely, that having no real experience to go by, we believed this. We might also have been told that Black people are aggressive. In our Child ego state may well lodge some scared feelings about Black people and in this ego state we may start to believe "All Black people are scary". This would mean that there would be a double contamination of the Integrating Adult ego state. However, we would think that such statements were facts rather than beliefs and when this happens we say that this is Integrating Adult ego syntonic. That is, they fit with the Integrating Adult ego state and only those people outside of our situation and sometimes outside of our peer group or culture can see that, objectively, such beliefs are just that and therefore they can be changed.

Parent contamination

Child contamination

double contamination (Parent and Child)

Transactional analysis - descriptive model (revised 2011)

Below is a modern interpretation of the Transactional Analysis descriptive model - called the Transactional Analysis OK Modes Model.

The OK Modes Model is a relatively recent (2010/11) development of the concept, and is a more sophisticated and usable representation of the traditional PAC Transactional Analysis model.

The concept and diagram are particularly helpful tools for understanding what happens in human communications - essentially one-to-one - and what makes these communications constructive or destructive; effective or ineffective.

The Transactional Analysis OK Modes Model has been developed by leading TA practitioners and thinkers Mountain Associates (of Desford, UK) and I am grateful for the help of Mountain Associates' Anita Mountain and Chris Davidson in featuring their model in this article.

Transactional Analysis OK Modes Model

The OK Modes Model of Transactional Analysis shows how we communicate and/or behave with others.

The model consists of ten 'Modes' with a central 'Mindful Process'.

The word Mode is used to differentiate the categories of behaviour from the structural ego state model mentioned previously.

In this context the term Mode dates back to 1975, notably in an article in the Transactional Analysis Journal by Nancy Porter (now Nancy Porter-Steele).

The Mountain Associates OK Modes Model provides a visual way of representing how we behave and interact with other people. The diagram below illustrates the concept.

The OK Modes Model is easier to understand when you see the OK Corral model after the OK Modes Model explanation below.

Miniature 'OK Corral' grids are incorporated into the diagram to emphasise that:

ineffective Modes reflect and invite a 'Not OK' response, and

the four effective Modes reflect and invite an 'I'm OK, You're OK' response.

Of the ten different communication behaviour Modes:

four are effective - (prompted by the process of Mindfulness, i.e., taking account of current reality and acting accordingly)

six are ineffective.

Transactional Analysis OK Modes Model - central element

The central circle element, upon which the full model is built, is in itself a representation of effective communication. When we are in the one of the four effective Modes shown around the circle we are responsive to the present situation.

Generally when something is said from an effective Mode the response from the other person is also likely to be from an effective Mode. Equally, where a communication comes from an ineffective Mode, the invitation is for the other person to respond from one of the ineffective Modes.

Note that of course in reality there are not simply four effective ways of behaving - these descriptors are intended as a broad impression or guide rather than definitive. Also some behaviours fall between (on a 'continuum') two or more of the Modes.

Transactional Analysis OK Modes Model - full diagram

Here below is the Transactional Analysis OK Modes Model diagram fully presented, containing the central element with its four effective Modes, and the six ineffective Modes represented by 'Not-OK' miniature OK Corral grids (in red), relative to their effective counterparts (in green) within the central circle.

The model is linked to the OK Corral, since another way of describing this model is is that an 'OK to OK' (I'm OK, you are OK) communication invites an OK to OK response, whereas a Not-OK communication invites a Not-OK response.

The adjectives used in the diagram here are not definitive. For example the term 'Interfering' could instead be described as 'fussing'.

In some cases the Modes represent a 'continuum' - for instance a communication from a manager could be somewhere between Structuring and Supporting.

effective and ineffective modes
Definition of 'Effective'
By effective, we mean that:

a communication is likely to achieve the intended response or result. Information is received, necessary action(s) follow and good relationships are maintained or developed

communication will (if necessary and desired) be able to continue - either now or later

each party to the communication, whether they agree with each other (or not) or like each other (or not) maintains an I'm OK, You're OK position.

Definition of 'Ineffective'
By ineffective, we mean that any/all of the following apply:

the intended communication is not understood the person receiving the communication is themselves invited into a "not OK" position or invited to make someone else "not OK"

communication may be broken in some way and so does not continue, or it escalates to even more discomfort or misunderstanding for those involved. In extreme cases the rift may be permanent

what needs to be done is less likely to be done - or may be done incorrectly.

effective modes

To help you understand the TA OK Modes Model and to avoid having to keep scrolling back up the page, the diagram is repeated alongside the explanation below. It's the same diagram.

Note that the ineffective Modes are quite logical and easy to understand when seen as negative or unhelpful extremes of the correlating effective Modes. For example, being overly Supportive quite naturally equates to Interfering; Being overly Playful quite naturally equates to Recklessness.

Mindful Process - Not a Mode, this is a requirement or condition enabling effective Modes to be accessed/used. When we are operating mindfully, we communicate 'OK to OK' messages. We operate appropriately in the here-and-now and have access to the positive aspects of the care and structure we have received in the past and the experiences we had in childhood. As this Mindful process is here-and-now, we are able to choose which of the effective Modes of behaviour to draw from, dependent on the situation. When we are stable in this Mindful process we respond appropriately rather than 'flipping' or switching (generally unconsciously) into an Ineffective Mode.

Each of the effective Modes, dependent on the Mindful Process, communicate "I'm OK and You're OK".

Structuring Mode - This is the boundary setting Mode, offering constructive criticism. In this Mode we are caring whilst firm.

Supporting Mode - When in this Mode we are affirming and considerate.

Co-creating Mode - From this Mode we develop ways to help us live and work with others.

Playful Mode - This is the creative, fun loving, curious and energetic Mode. We can confront people playfully as a way of dealing with a difficult situation. This can diffuse a potential problem and get the message across.

When working with others we can choose where we come from (communicate from).

Effective communication happens when we are in a Mindful Process.

If someone else invites us, because of how he/she communicates to us, to go into an ineffective (red) Mode, importantly, we don't have to go there, we can instead 'cross the transaction' and come from (respond from) one of the green Modes.

ineffective modes

The ineffective (red) Modes all emanate from outdated experiences, which are not relevant or appropriate in the present.

Criticizing Mode - communicates a "You're not OK" message. When in this Mode you will believe that others cannot do things as well as you can, or perhaps only certain chosen people can. If you lead from this position you are unlikely to develop a loyal supportive team or culture.

Inconsistent Mode - As a leader we might be inconsistent in our style - changing our behaviour in unpredictable and apparently random ways. This is not helpful for followers (or leaders).

Interfering Mode - communicates a "You're not OK" message. When in this Mode the person will often do things for others which they are capable of doing for themselves. People who find it difficult to delegate might be in this Mode.

Over-adapted Mode - This expresses an "I'm not OK" or "I'm not OK and You're Not OK" message. When in this Mode we over-adapt to others and tend to experience such emotions as depression or unrealistic fear and anxiety. When in this Mode we are unlikely to make good team members and will be highly stressed if we have to manage others.

Oppositional Mode - Even when opposing others, we are not actually free to think for ourselves as we are reacting to them in the belief that we need to 'resist' them. It is important to be clear that this is not simply about being in disagreement, but a style of going against whatever others put forward.

Reckless Mode - In this Mode we run wild with no boundaries. Here we express a "You're not OK" message. At work we tend not to take responsibility for our actions and are unlikely to progress as we need a great deal of management in order to focus our energy and keep boundaries.

The OK Modes Model of Transactional Analysis was developed by Mountain Associates or Desford, UK, and first published in this format in 2011.

Transactional analysis - diagnosis

It is helpful to be able to assess or diagnose which ego state in the structural model, or which mode in the descriptive model, somebody is in. In this way we can respond appropriately as well as ensure which mode we are addressing.

However, when we work with other staff or are relating with young people, we are responding on the behavioural level. It is not always possible, or appropriate, to be undertaking more in-depth types of diagnosis. I have outlined them here though so that an understanding of the complexity of the process can be achieved.

behavioural diagnosis

Words, tone, tempo of speech, expressions, postures, gestures, breathing, and muscle tone provide clues for diagnosing ego states.

Parent mode words typically contain value judgments, Adult words are clear and definable, and Free Child mode words are direct and spontaneous. For example, a person in Adapted Child mode may cry silently, whereas when in Free Child mode we are likely to make a lots of noise. "You" or "one" usually come from Parent. This can switch even mid-sentence. If we are leaning forward it is likely we are in the posture of the Parent mode, whereas if we are in Adult mode we tend to be erect.

These are indicators not guarantees. Assessment needs to be supported by other methods of diagnosis.

social diagnosis

Observation of the kinds of transactions a person is having with others. For example, if eliciting a response from someone's caretaking Parent it is likely that the stimulus is coming from Child, though not necessarily the Adapted Child mode. Our own responses to someone will often be a way of assessing which ego state or mode they are coming from.

historical diagnosis

The person's past also provides important information. If, as a child we had feelings similar to those we are experiencing now, it is likely we are in Child ego state. If our mother or father behaved or talked in the same way that we are behaving or talking now then we are probably in a Parent ego state.

phenomenological diagnosis

This occurs when we re-experience the past instead of just remembering it. This means that diagnosis is undertaken by self-examination. This is sometimes accurate and sometimes very inaccurate as the Child ego state may be afraid to allow our Adult to know what is going on.

Transactional analysis - strokes

In Transactional Analysis we call compliments and general ways of giving recognition strokes. This name came from research which indicated that babies require touching in order to survive and grow. It apparently makes no difference whether the touching induces pain or pleasure - it is still important. On the whole we prefer to receive negative strokes than no strokes at all, at least that way we know we exist and others know we exist.

We all have particular strokes we will accept and those we will reject. For example, if we have always been told we are clever, and our brother is creative, then we are likely to accept strokes for being clever, but not for being creative. From this frame of reference only one person in the family can be the creative one and so on.

Stroking can be physical, verbal or nonverbal. It is likely that the great variety of stroke needs and styles present in the world results from differences in wealth, cultural mores, and methods of parenting.

the stroke economy

Claude Steiner suggests that, as children, we are all indoctrinated by our parents with five restrictive rules about stroking.

don't give strokes when we have them to give

don't ask for strokes when we need them

don't accept strokes if we want them

don't reject strokes when we don't want them

don't give ourselves strokes

Together these five rules are the basis of what Steiner calls the stroke economy. By training children to obey these rules, says Steiner, parents ensure that ".. a situation in which strokes could be available in a limitless supply is transformed into a situation in which the supply is low and the price parents can extract for them is high."

We therefore need to change the restrictive rules to unrestrictive ones:

give strokes when we have them to give

ask for strokes when we want them

accept strokes if we want them

reject manipulative strokes

give ourselves positive strokes

Strokes can be positive or negative:

Strokes can be unconditional or conditional. An unconditional stroke is a stroke for being whereas a conditional stroke is a stroke for doing. For instance:

"I like you" - unconditional

"I like you when you smile" - conditional

As negative strokes these might be:

"I don't like you" - negative unconditional

"I don't like you when you're sarcastic" - negative conditional

People often have a stroke filter. They only let in strokes which they think they are allowed to let in. For instance they allow themselves to receive strokes for being clever and keep out strokes for being good looking. One way to think about this to consider being out in the rain. The rain is the strokes that are available to us, both positive and negative. There is a hole in the umbrella and some of the strokes go through and we save them in a bucket to enjoy in lean times. Conversely we might use them negatively to reinforce the negative strokes we give to ourselves. Of course, some just bounce off the umbrella and we might not accept the good strokes that are coming our way. Some might come in but fall straight onto the floor.

Transactional analysis - life positions

Life positions are basic beliefs about self and others, which are used to justify decisions and behaviour.

When we are conceived we are hopefully at peace, waiting to emerge into the world once we have grown sufficiently to be able to survive in the outside of the womb. If nothing untoward happens we will emerge contented and relaxed. In this case we are likely to perceive the world from the perspective of I am OK and You are OK.

However, perhaps our mother had some traumatic experiences, or the birth was difficult or even life threatening. This experience is likely to have an effect on the way we experience the world, even at the somatic level. In which case we might emerge sensing that life is scary and might, for example, go into "I am not OK and You are not OK either".

Let's take it that the pregnancy went fine, and the birth was easy enough. What then? Well life experiences might reinforce our initial somatic level life position, or contradict it. If we were treated punitively, talked down to, and not held, we may begin to believe "I am not OK and You are OK". This might be the only sense we can make of our experiences.

Let's take another situation. Perhaps we were picked on and bullied as a child. We learnt that the way to get by was to bully others and that way we felt stronger and in control. Our behaviour then comes into the I am OK and You are not OK quadrant. Of course this may cover up our belief that we are really not OK, but nobody sees that. They just see our behaviour, and in fact we may have forgotten all about our negative feelings about ourselves as we have tried so hard to deny the pain of believing we are not OK.

These life positions are perceptions of the world. The reality is I just am and you just are, therefore how I view myself and others are just that "views" not fact. However, we tend to act as if they are a fact. Just like when somebody says "I can't do this, I'm useless". Rather than "I don't know how to do this. Will you show me?" The latter is staying with the fact that they do not yet know how to do it, whilst the former links being useless with not being able to do something.

There are a number of ways of diagramming the life positions. Franklin Ernst drew the life positions in quadrants, which he called the OK Corral (1971). We have put these into red and green to show the effective and ineffective quadrants for communication and healthy relationships. By shading in the quadrants according to the amount of time we think we spend in each we can get an idea of the amount of time we spend in each. Ernst used the term 'Corralogram' for this method of self-assessment using the OK Corral matrix.

The ok corral (franklin ernst, 1971)

Berne talked about the life positions as existential positions, one of which we are more likely to go to under stress. This is significantly different to the concept Ernst uses, i.e. that we move around them all during the day. Whilst there is some truth in this we could agree with Berne that there will be one major position we go into under stress, with perhaps another position underneath this one. These positions can change as we develop and grow. The difference between Berne and Ernst is important.

Chris Davidson (1999) writes about the three dimensional model of Okayness. All of the previous diagrams talk as if there were only one other person in the equation, when in reality there are often more. For example, the behaviour of young people in gangs may say that they believe they are okay and perhaps other gangs in their neighbourhood are okay, but an individual or gang from another neighbourhood are not okay. We often do this at work as well. We find other people who we like and then we gossip and put other people down. We are therefore saying that we believe we are okay but those others are awful (underneath this there may be a belief that we are not okay either but we feel better by putting someone else down). In this way the two dimensional model of okayness i.e. that there are only two people involved, becomes three dimensional model where there can be three or more involved.

There is also the way in which we view life itself. If we consider that there is something wrong with us, and that others are not to be trusted and are not OK either, then the world would be a scary place and we are likely to experience life as tough and believe we will only be all right if we keep alert and on the look out for danger and difficulties.

Blame model

The Transactional Analysis 'Okay Corral' can be linked to 'blame', for which Jim Davis TSTA developed this simple and helpful model. Commonly when emotions are triggered people adopt one of three attitudes relating to blame, which each correlate to a position on the Okay Corral:

I'm to blame (You are okay and I'm not okay - 'helpless')

You are to blame (I'm okay and you are not okay - 'angry')

We are both to blame (I'm not okay and you are not okay - 'hopeless')

None of these is a healthy position.

Instead the healthy position is, and the mindset should be: "It's no-one's fault, blame isn't the issue - what matters is how we go forward and sort things out." (I'm okay and you are okay - 'happy')

(With acknowledgements to Jim Davis TSTA)

Transactional analysis - the script

The script is a life plan, made when we are growing up. It is like having the script of a play in front of us - we read the lines and decide what will happen in each act and how the play will end. The script is developed from our early decisions based upon our life experience. We may not realise that we have set ourselves a plan but we can often find this out if we ask ourselves what our favorite childhood story was, who was our favorite character in the story and who do we identify with. Then consider the beginning, middle and end of the story. How is this story reflected in our life today?

Another way of getting to what script is may be to think about what we believe will happen when we are in old age. Do we believe we will be alive at 80 or 90 years old, be healthy, happy, and contented? What do we think will be on the headstone for our grave? What would we like to be on it?

Transactional analysis - driver behaviour (revised 2016)

There are a number of different perspectives on 'driver' behaviour.

Mountain Associates use a model based upon Dr Taibi Kahler's observations of clients in distress.

Dr Kahler noticed five sets of mutually exclusive behavioural cues.

Subsequently, for this discovery Dr Kahler received the 1977 Eric Berne Memorial Scientific Award.

Drivers in this context are behaviours that we move into when we start to be distressed.

Each driver is associated with a 'personality type'.

Kahler noted that there were two variants for each driver:

Be Perfect for me

Be Perfect for you

Be Strong for me

Be Strong for you

Try hard for you

Please for you

When we notice the driver in ourselves or others we can recognise that we are in the early stages of distress. This will mean that we need to address our psychological needs so that we return to a 'here-and-now' mindful process.

See more about personality types within Transactional Analysis on the Mountain Associates website.

Separately the book 'Parlez-vous Personality? Process Communication for Coaches', by Gérard Collignon, Pascal Legrand and John Parr, (2010 - Kahler Communications Europe), also offers more explanation about personality types within Transactional Analysis.

Transactional analysis - time structuring

The way in which we structure time is likely to reflect the different hungers. We all structure time in a variety of ways:

Obtaining balance means ensuring that we have sufficient time for play and intimacy and if this does not occur then it would be beneficial to explore what we might be avoiding.

Transactional analysis - games

I am sure that every one of us must have been in the situation where we have said, "Why does this always keep happening to me" or "I always keep meeting people who hurt me and then go off and leave me". Sometimes it may be that we like to help people and then it goes wrong as the person we were trying to help says that we didn't do it well enough and that we got it wrong. We might think "Well, I was only trying to help" and feel got at.

When similar situations keep happening over and over again then the term Transactional Analysis uses for this is a game. A game is a familiar pattern of behaviour with a predictable outcome. Games are played outside Adult awareness and they are our best attempt to get our needs met - although of course we don't.

Games are learned patterns of behaviour, and most people play a small number of favourite games with a range of different people and in varying intensities.

First Degree games are played in social circles generally lead to mild upsets not major traumas.

Second Degree games occur when the stakes may be higher. This usually occurs in more intimate circles, and ends up with an even greater negative payoff.

Third Degree games involve tissue damage and may end up in the jail, hospital or morgue.

Chris Davidson (2002) has argued that world politics can involve fourth degree games - where the outcomes involve whole communities, countries or even the world.

Games vary in the length of time that passes while they are being played. Some can take seconds or minutes while others take weeks months or even years. People play games for these reasons:

to structure time

to acquire strokes

to maintain the substitute feeling and the system of thinking, beliefs and actions that go with it

to confirm parental injunctions and further the life script

to maintain the person's life position by "proving" that self/others are not OK

to provide a high level of stroke exchange while blocking intimacy and maintaining distance

to make people predictable.

ways to deal with games

There are various ways to stop a game, including the use of different options than the one automatically used. We can:

cross the transaction by responding from a different ego state than the one the stimulus is designed to hook.

pick up the ulterior rather than the social message e.g. when a person says "I can't do this, I'm useless". Rather than saying, "Let me do this for you," instead say, "It sounds like you have a problem. What do you want me to do about it?" (said from the Adult ego state)

the opening message to the game always entails a discount. There are further discounts at each stage of the game. By detecting discounts we can identify game invitations and defuse them with options. (A discount is when we minimise, maximise or ignore some aspect of a problem which would assist us in resolving it. Such as saying in a whiny voice "This is too difficult for me to do", so we automatically help them).

replace the game strokes. Loss of strokes to the Child ego state means a threat to survival. We get a great many strokes from games, even if they are negative. However, if we don't obtain sufficient positive strokes, or give ourselves positive strokes, we will go for quantity rather than quality of strokes and play games to get them. This loss of strokes is also a loss of excitement that the game has generated.

Another way to think about this is to consider the game role we or the other person is likely to take. One way to discover this is to ask the following questions:

1. What keeps happening over and over again

2. How does it start?

3. What happens next?

4. And then what happens?

5. How does it end?

6. How do feel after it ends? (John James, 1973)

We can then consider the reason we might have taken up a particular role, where we might switch to, and then consider how to do things differently. We need to consider what our own responsibility is in this - if the situation is too violent for us to get involved what options to we have? We could call for help, get others to come with us to intervene and so on. We need to choose the appropriate assistance and take the action required.

Transactional analysis further information and training

Transactional Analysis is a fascinating, useful and effective model for managing, developing and helping people in business and in life generally. Transactional Analysis is also a wonderful model for increasing self-awareness and advancing self-development.

For more information about Transactional Analysis training, and its use for personal and organizational development or therapeutic applications, I can confidently recommend Mountain Associates of Desford, Leicestershire, England, telephone +44 (0)1455 824475 or email: TA at mountainassociates dot co dot uk. See the Mountain Associates website. Mountain Associates have particular expertise and experience in organizational applications of Transactional Analysis.

Refer also to the Johari Window model for personal and inter-group communications and development.

Transactional analysis books

Recommended transactional analysis books:

Working Together; Organizational Transactional Analysis and Business Performance - Anita Mountain & Chris Davidson (Gower)

TA Today - Ian Stewart & Vann Joines

I'm OK You're OK - Thomas and Amy Harris

Staying OK - Thomas and Amy Harris

Games People Play - Eric Berne

What Do You Say After You Say Hello - Eric Berne

Scripts People Live - Claude Steiner

The Total Handbook Of Transactional Analysis - Woollams & Brown

Transactional Analysis For Trainers - Julie Hay

The Transactional Manager - Abe Wagner

Please note: The technical content of this article has been authored/provided by different experts in Transactional Analysis, notably Anita Mountain and Chris Davidson of Mountain Associates. Authors/originators are indicated throughout the article. Where you use these materials please reference the authorship accordingly. See the copyright and attribution notice at the foot of this webpage.
With grateful thanks to Chris Davidson and Anita Mountain of Mountain Associates.

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Transactional Analysis is a theory developed by Dr. Eric Berne in the 1950s. Originally trained in psychoanalysis, Berne wanted a theory which could be understood and available to everyone and began to develop what came to be called Transactional Analysis (TA). Transactional Analysis is a social psychology and a method to improve communication.

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Spiral of Defensivenes

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Customise this padlet and add your own behaviour management resources

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This has a school focus but still relevant

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How to manage behaviour in the classroom

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Paul Dix offers 10 tips for teachers in managing pupil behaviour

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Behaviour Management Guru

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Without doubt the greatest personal challenge I've faced as a teacher was moving from the Sixth Form college in Wigan where I started teaching, to Holland Park School in London in my mid-20s. Having established the idea in my mind that I was a pretty good teacher, it was a massive shock to discover that in my new context, I was a novice. It was humbling. To begin with I struggled just to get a class to listen (suffering routine humiliation at the hands of a certain Year 9 class) and I went through a terrible phase (2-3years?) of being an appalling shouter, regularly losing my temper and committing various teacher atrocities (such as throwing a student's book down the stairwell and telling him to get out and never come back at the top of my voice...). I got better, grew up a bit and learned how to manage my emotions and to always be the adult in the room. But it was hard.

Later I discovered the seminal Bill Rogers' video series and watched them back-to-back. Oh, why hadn't I seen these sooner!? No contest, from all the CPD I've ever engaged with, these videos have had by far the greatest influence on me and my philosophy of teaching.

The series titles give a flavour of the Bill Rogers approach:

Positive Correction: the basic premise that teachers and schools should adopt a non-confrontational approach to discipline, based on positive teacher-student relationships, respect for the dignity and rights of individuals, choices about consequences of behaviour and encouragement for student self-discipline.

Prevention: planning for good behaviour; teaching the routines and the rules.

Consequences: have a clear structure that students understand and use to inform the choices they make.

Repair & Rebuild: the imperative to work hard to build and repair the damage that is done when things don't work out.

I can't do justice to it all in one post, but here are my highlights.

Top Ten Ideas from Bill Rogers
1. The Black Dot in the White Square:
It is often necessary to get class or individual behaviour into perspective in order to maintain a positive atmosphere in the class. In Bill Rogers' model, the black dot represents the negative, disruptive behaviour of certain individuals or the class as a whole; the white square represents the positive behaviour of the majority or the normally good behaviour of an individual. By focusing on the black dot, we are forgetting the white square. This illustrates the need to keep things in perspective and helps to avoid using sweeping statements that can harm positive working relationships

The class is awful

The group never works sensibly

The student is unable to behave

Everyone is being too noisy

This thinking made me realise I was one who would pick up on the late-comers, the noise makers and the students off-task, at the expense of reinforcing the good behaviour of the majority. Is so much healthier for all concerned to swap that around. I find it applies to homework too... focus on the bits you get in, rather than the ones you don't.
2. Using Positive Language
This is so simple but packs a punch. Instead of "will you stop talking' you say "I'd like everyone listening, please". Instead of "John, stop turning around and distracting Mike" you say "John, I'd like you facing this way and getting on with your work... thanks."

After watching Bill Rogers, I found myself saying 'thanks' all the time.. and it makes a difference.
3. Choice direction and 'when...then'
Classic parenting techniques that work brilliantly.

Jamil, you can either work quietly by yourself or you can come up and sit with me,

James, you can go next door to work with Mr Anderson or you can work sensibly with Andy as I've asked.

Richard, you can do exactly what I've asked or get a C3 detention as you were warned earlier.

When you have finished tidying up your area... then you can sit wherever you want....

This works so much better than crude belligerent 'do what I say' command language.
4. Pause Direction
Students are in the bubble of their own a lot of the time. Just because you start talking, doesn't mean they hear you. Make a deliberate pause between gaining a student's attention and a direction to ensure they have had sufficient 'take up' time. Eg. "Michael pause...David...pause...could you face this way and listen, thanks".

You gain their attention, with eye contact, before you say what you want to say. Try it....
5. Take-up Time:
This avoids the horrific teacher domineering - "come here Boy!" nonsense. Simply, "Michael...(pause to gain attention)... come up here a sec please." Then deliberately look away... talk to someone else. Michael will come. He just will. In his own time. It works - try it. It also works in the corridor. "John, come over here for sec please... then walk away to a private area, away from peers. John will follow - and not lose face." You can then have a quiet word about the behaviour without the show-down.
6. 'You establish what you establish'
This refers to the establishment phase with a new class. Right from the start, anything you allow becomes established as allowed; and anything you challenge is established as unacceptable. The classic is noise level and off-task talking. If you do not challenge students who talk while others talk, you establish that this OK; it is no good getting bothered about it later... Similarly with noise level. If you ask for 'silence' and then accept a general hubbub - then your message is 'silence means general hubbub'. If you want silence - you have to insist on it. Bill Rogers is great on this whole area of planning for behaviour; investing time in setting up routines - a signal for attention, how you come in and out of the classroom, the noise level. Talk about it explicitly and reinforce it regularly. The start of a new term is a good time.

At any point, if you are not happy with the behaviour in your lessons, you have to address it explicitly. Otherwise, the message is that you accept it.
7. Teacher Styles

Don't be an Indecisive teacher: hoping for compliance but not insisting; being timid in the face of a challenge; pleading not directing.

Don't be the opposite: an Autocratic teacher : using a power relationships to demand compliance without any room for choice. (No-one likes or wants a bullying teacher.)

Be an Assertive teacher: This teacher expects compliance but refuses to rely on power or role status to gain respect. The teacher plans for discipline, uses clear, firm direction and correction, but acts respectfully, keeping the aims of discipline clearly in mind.

In all honesty, the most common problem 'weak teachers' have, in my experience, is that they are not assertive enough; it is their Achilles heel. The tough part is that this comes with experience for many. I have learned to be assertive without being autocratic...and actually that is easier than learning to be assertive if you're not. But you have no choice - it is a key teacher skill that needs to be worked on.

8. Controlled severity - but where certainty matters more than the severity

Most great teachers establish very clear boundaries. How? Well, usually, this happens through the occasional dose of 'controlled severity'. A sharper, harder corrective tone that conveys: "No! You will not do that -EVER!" Followed quickly by a return to the normal friendly, warm tone. Ideally, the simple sharp reprimand is all that is needed - that cross tone that says: "I still love you dearly, but you know that is beyond the boundary and you know I will not tolerate it again". Most teachers regarded as 'good with discipline' only need to use the severe tone occasionally - because it works and the class remembers.

As with parenting, the art is getting the balance: not overused or generated from real anger - thus de-sensitising children OR under-used and ineffectual. In both of these cases the boundaries are hit constantly because there is uncertainty about where the boundaries are. With good 'controlled severity' the boundary is not hit so often -because the kids know exactly what will happen. Like a low voltage electric fence! You know where it is, without nagging or constant negotiation, and you know exactly what happens if you touch it - so you don't go there. The key is that the consequence is certain to happen - not the level of severity. Teachers who can never sound cross often struggle. Similarly, teachers who allow genuine anger to build up - also struggle; these are the shouters (note to younger self.) Worst of all are teachers who shout but then don't follow up with the consequences. All these groups need to seek help and get help.

9. Partial agreement (aka being the Grown-up)

Bill Rogers has a strong line on teachers being able to model the behaviour they expect. This includes not wanting the last word. Partial Agreement is an essential strategy for avoiding or resolving conflict. It means teachers not trying to have the last word, or asserting their power in a situation when a student disputes their judgement.

Student : "I wasn't talking, I was doing my work"

Teacher : "OK, Maybe you were but now I want you to press on to finish the task.

Student: "It wasn't me... it's not mine... I didn't do anything"

Teacher: "Maybe not - but we're all clear on the rules about that aren't we..and I'd like you to help me out next time, Thanks. "

The focus is on the primary behaviour, giving students take up time and a choice about consequences. Expecting compliance is key but we should not regard 'giving in' as a sign of weakness. Communicating to students that you may be wrong is an important part of building relationships whilst maintaining your authority. My pet hate is a teacher who wants his pound of flesh; is uncompromising and moans about kids 'getting away with it'. It never ever helps. (This is where I find the concept of Emotional Intelligence helpful...some teachers simply cannot bear it when asked to give ground; it is a problem they need help to recognise.)
10: Behaviour Management is an emotional issue
The overriding message that I took from Bill Rogers is to recognise explicitly that behaviour is about emotions and associated traits: confidence, self esteem, peer relationships, group acceptance, empathy, belonging, resilience, .. and all the opposites. Crucially, this is for the teacher and the students. There is just no excuse for an angry outburst that has no resolution; for forcing a child into an emotional corner through power or using sarcasm to humiliate. We are the adults. BUT -we are human and we sometimes fail to manage. Sometimes, things go wrong and as teachers we put ourselves on the line emotionally all day. No other job is like that - where you risk being burned by a teenager just because you ask them to do some work. So, Bill Rogers urges us to acknowledge our emotions - and, for me, this helped hugely.

If you do 'lose it'... acknowledge it.. "I am angry because....''; "I am raising my voice now because I'm so frustrated..." And then, after a cool-off, as soon as you can, model the behaviour you want to - calm, measured, warm, encouraging and showing you care. 'Repair and Rebuild' is a great concept. Sometimes, the trick is to take the most difficult student aside, away from a lesson and build up a rapport so that they see you as human - and you see them as more than just a naughty brat.

As with all these things, it is a question of assimilating the philosophy, practicing the strategies and changing habits over time. It takes time. But I wish I'd met Bill a lot sooner than I did!

So, a big thanks to Bill for changing my fortunes as a Teacher - via DVD. (Actually it was VHS!)

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Behaviour Management: A Bill Rogers Top 10

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Behaviour Management Strategies from Bill Rogers Without doubt the greatest personal challenge I've faced as a teacher was moving from the Sixth Form college in Wigan where I started teaching, to Holland Park School in London in my mid-20s. Having established the idea in my mind that I was a pretty good teacher, it was...