Formal and Informal Use of TA Counselling in Education

Abstract

This article applies role theory and thus clarifies the differences between educators and coun- sellors 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 acquir- ing knowledge, skills and understanding, whereas counsellors emphasise growth resulting from in- trospection based on relational experiences with the practitioner. Furthermore, counselling inter- ventions 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.