Teori Tingkah Laku Kognitif

dalam Kaunseling
TAJUK 7

TERAPI TINGKAH LAKU

Behavior Theory

B.F. Skinner
Skinner championed radical behaviorism, which
places primary emphasis on the effects of
environment on behavior. Skinner was also a
determinist; he did not believe that humans had
free choice. He acknowledged that feelings and
thoughts exist, but he denied that they CAUSED
our actions. Instead he stresses the cause and
effect links between objective, observable
environmental conditions and behavior.
Environmental factors can be directly observed
and changed. In 197 Skinner wrote a book
Beyond Freedom and Dignity.

4 Areas of Development

Classical Conditioning
Operant Conditioning
Social Learning Theory
Cognitive Behavior Therapy

 Classical Conditioning- (respondent

conditioning)- refers to what happens prior to
learning that creates a responds thought,
pairing. Example- knee jerks, salivation
Operant Conditioning-most of the significant
responses we make in everyday life. Examples
are reading, writing, driving a car and eating
with utensils. Positive and negative
reinforcement, punishment and extinction
techniques, illustrates how operant conditioning
in applied settings can be instrumental in
developing prosocial and adaptive behaviors.

Social learning theory is interact ional, interdisciplinary and

multimodal. It involves a triadic reciprocal interaction
among the environment, personal factors (beliefs,
preferences, expectations, self-perception and so forth),
and individual behavior. A basic assumption is that people
are capable of self-directed behavior change.

Cognitive behavior Therapy-this approach offers various

action-oriented methods to help people change what they
are doing and thinking.

View of Human Nature

The person is the producer and the product of his
or her environment
Developing producers that actually give control
to acts and thus increases their range of freedom
It aims to increase peoples skills so that they
have more options for responding
Given the techniques and skills of self change,
people have the capacity to improve their lives
by altering one or more of the various factors
influencing their behavior

Basic Characteristics and Assumptions:

Behavior therapy are based on the principles and procedures of

the scientific method. Experimentally derived principles of
learning are systematically applied to help people change their
maladaptive behavior
Behavior therapy deals with the clients current problems and the
factors influencing them as opposed to an analysis of possible
historical determinants. At times understanding of the past may
offer useful info. About the environmental events related to
present behavior
Clients involved in behavior therapy are expected to assume an
active role by engaging in specific actions to deal with their
problems. Rather than simply talking about their condition they
are required to DO something to bring about change. Behavior
therapy is an action-oriented approach, & learning is viewed as
being at the core of therapy. Although referred to as therapy this
is an education approach in which clients participate in a teachinglearning process.

Cont..

The Behavioral approach emphasizes teaching clients skills of

self-management with the expectation that they will be
responsible for transferring what they learn in the therapists
office to their everyday lives. Behavior therapy is generally
carried in the clients natural environment as much as possible.
The focuses is on assessing overt and covert behavior directly,
identifying the problem, and evaluating change. Therapists also
assess their clients culture as part of their social environments,
including social support networks relating to target behavior.
Behavior therapy emphasizes a self-control approach in which
clients learn self-management strategies. Therapists frequently
train clients to initiate, conduct, and evaluate their own therapy.
Clients are empowered through this process of being
responsible for their changes.

Cont..

Behavioral treatment interventions are individually tailored to

specific problems experience by clients. What treatment, by
whom, is the most effective for this individual with that specific
problem and under which set of circumstances?
The practice of behavior therapy is based on a collaborative
partnership between therapist and clients and every attempt as
made to inform clients about the nature and course of treatment
The emphasis is on practical applications. Interventions are
applied to all facets of daily life in which maladaptive behaviors
are to be increased
Therapists strive to develop culture specific procedures and
obtain their clients adherence and cooperation

Therapeutic Goals

The general goals of behavior therapy are to increase personal

choice and to create new conditions for learning
The clients with the help of the therapists defines specific goals
at the outset of the therapeutic process
The counselor provides rationale for goals, explain role of goals,
purpose of goals, and the clients participation in the goalsetting process
Client identifies the outcomes specifying the positive changes
that he and she wants from counseling
Client is the person seeking help, and he or she can only make
the changes in their life
The benefit effect of all identified goals are explored and
counselor and client discuss the possible advantages and
disadvantages of these goals
Client and counselor then decide to continue pursuing the
selected goals, to reconsider the clients initial goals, or to seek
the services of another practitioner

Therapeutic techniques and procedure

Client keeps record of intensity or occurrences to devise if the

therapy is working
Some assessment instruments including; self-report
inventories, behavior rating scales, monitoring self form, and
simple observation techniques
Treatment outcomes are multifaceted, changes are all or
nothing
Behavior therapy is used for a specific person not some
random therapy
Behavioral therapy can be incorporated into other approaches
Some approaches of the behavioral therapy ranges from
behavioral analysis, functional assessment model, relaxation
training, systematic desensitization, exposure therapies, eye
movement, assertion training, self-management programs,
self-direct behavior, and multimodal therapy

Operant conditioning Techniques

Some key principles of operant conditioning are: positive

reinforcement, negative reinforcement, extinction, positive
punishment and negative punishment
Positive reinforcement involves the addition of something of
value to the individual as a consequence of a certain behavior
Negative reinforcement involves escape or avoidance of
unpleasant stimuli. Individual motivated to exhibit a desired
behavior to avoid the unpleasant condition
Extinction can be used for behaviors that have been maintained
by positive reinforcement or negative reinforcement. Doing so
can eliminate certain behaviors.
Positive punishment aversive stimulus is added after the
behavior to decrease the frequency of a behavior
Negative punishment id reinforcing stimulus is removed
following the behavior to decrease the frequency of a target
behavior
Both kinds of punishment, the behavior is less likely to happen
again

Functional Assessment Model

The first step is to conduct a functional assessment using both

indirect and direct observation, and information about
antecedent events, including the time and place of the
behavior and the people present when the behavior occurs
The therapist develops hypotheses about the nature of the
problem behavior and the condition contributing to this
behavior
Hypothesized to be maintaining the problem behaviors
Negative punishment procedures may be used to decrease
problem
After treatment methods have been used its very important to
develop strategies to maintain behaviors

Relaxation Training
Clients are given a set of instructions that ask
them to relax in a quite environment and
taking deep and regular breathing patterns
Clients are suppose to let go
Clients are encouraged to actually feel and
experience the tension building up, to notice
their muscles getting tighter and study the
tension, to hold and fully experience the
tension
A normal relaxation practice lasts for 20 to 25
minutes
It helps relieve stress and anxiety

Systematic Desensitization

Clients are to imagine successively more anxiety arousing situations at

the same time that they engage in a behavior that competes with anxiety
Gradually clients become less sensitive to the anxiety arousing situations
The therapist conducts an initial interview to identify specific information
about the anxiety and to gather relevant background information about
the client
Background information gives the therapist a good understanding of the
client
Find out under what circumstances does the clients have anxiety
Therapist conducts a relaxation training before going to therapy,
Conducts anxiety hierarchy which stimuli that elicit anxiety in a particular
situation such as rejection, jealousy, criticism, disapproval, or any phobia
Desensitization begins after several sessions, client reaches complete
relaxation with eyes closed, then imagine the least anxiety arousing
scene, therapist moves progressivly up the hierarchy until the client
signals anxiety, relaxation is introduced again until little anxiety is
experienced

Exposure Therapies

Exposure therapies are designed to treat fears and other

negative emotional responses by introducing client to the
situation that contributed to such problems
In Vivo desensitization involves the client exposure to the
actual feared situation in the hierarchy in real life rather than
simply imagining situations
Flooding which refers to either in vivo or imaginal exposure to
anxiety-evoking stimuli for a prolonged period of time
Allows the anxiety to decrease on its own
Flooding can be used for many fearful anxieties such as flying,
riding in subways, riding in elevators and phobia of certain
animals
Because of the discomfort in this treatment with intense
exposure some clients may not elect these exposures

Eye Movement Desensitization and Reprocessing

EMDR

EMDR is a form of exposure therapy that involves imaginable flooding,

cognitive restructuring, and the use of rapid, rhythmic eye movement
and other bilateral stimulation to treat clients who have experienced
traumatic stress
EMDR is applied to many populations that deal with posttraumatic
stress disorders, sexual abuse victims, combat veterans, victims of
crime, rape survivors, accident victims, children, couples
It also deals with individuals that have anxiety, panic, depression,
grief, addictions and phobias
The client is instructed to visually track the therapists index finger as
they move it back and forth 12 to 24 times
Client is instructed to block out negative experience momentarily and
breathe deep and to report what he/she is imagining, feeling and
thinking
Client is asked the positive cognition and identify and body tension
Do reevaluation in next session

Assertion Training

Useful for people who cant express anger or irritation, difficult

to say no, people who are overly polite and allows others to
take advantage of them, people who find it difficult to express
affection and other positive responses, people who feel they
have no right to express their thought beliefs, and feelings and
people who have social phobias
The assumption underlying assertion training is so clients can
have the right to express themselves
A goal in assertion training is to teach clients to express
themselves in ways that reflect sensitivity to the feelings and
rights of others
Clients have the CHOICE of whether to behave assertively in
certain situations
Assertion does not mean aggression, assertive clients dont
stand up for their rights at all cost, ignoring the feelings of
others

Self Management & Self Direct Behavior

Involves psychologists being willing to share their knowledge

so that consumers can increasingly lead self-directed lives and
not be dependent on experts
Therapist teach clients skills that they will need to manage
their own lives effectively
Clients have a direct role of their own treatment, techniques
aimed at self-change tend to increase involvement and
commitment to their own treatment
Self management strategies include but limited to, self
monitoring, self reward, self contracting, stimulus control and
self as model
Five characteristics are combination of self management,
engage regularly over period of time, client make self
evaluation, use self reinforcement and a degree of
environmental support

Multimodal Therapy: Clinical Behavior Therapy

Multimodal therapy is a comprehensive, systematic, holistic

approach to behavior therapy develop
This model implies that we are social beings who move, feel,
sense, imagine and think
Multimodal is an open system, that encourages technical
eclecticism
New techniques are being introduced constantly and existing
techniques are refined
Therapist take great plain to determine what relationship and
what treatment strategies will work best with each individual
in a particular situation
Assumption of this approach is that because individuals are
troubled by a variety of specific problems it is appropriate that
multitude of treatment strategies be used in bringing about
change

Technical Eclecticism

Therapist borrow techniques from many other therapy

systems
Therapist recognize that many clients come to therapy to
learn skills, and therapist are willing to teach, coach, train,
model and direct their clients
Main function is provide information, instructions and
reactions
Therapist challenge self defeating beliefs, offer constructive
feedback, provide positive reinforcement and are
appropriately self disclosing
Failure to apprehend the clients situation can easily leave the
client feeling alienated and misunderstood

The Basic I.D.

B=Behavior
A=Affective responses
S=Sensations
I=Images
C=Cognitions

I=Interpersonal relationships
D=Drugs, biological functions, nutrition and
exercise

Role of Therapist

Therapist are very active during therapy sessions,

educators, consultants, and role models
Therapist provide information, instructions and feedback
as well as modeling assertive behaviors, challenging self
defeating beliefs, offering constructive criticism and
suggestions, offering positive reinforcement and being
appropriately self-disclosing
Therapists need to make choices regarding different
styles of relating to clients
Over the years has been learning to blend appropriate
and effective techniques with the most suitable
relationship style

RELATIONAEMOTIVE
BEHAVIOR THERAPY
(REBT)

Rational Emotive Behavioral

Therapy (REBT)
Stresses thinking, judging, deciding,
analyzing, and doing
Assumes that cognitions, emotions, and
behaviors interact and have a reciprocal
cause-and-effect relationship
Is highly didactic, very directive, and
concerned as much with thinking as with
feeling
Teaches that our emotions stem mainly from
our beliefs, evaluations, interpretations, and
reactions to life situations

View of Human Nature

We are born with a potential for both rational
and irrational thinking
We are self-talking, self-evaluating, and selfsustaining.
We have an inborn tendency toward growth
and actualization
We learn and invent disturbing beliefs and
keep ourselves disturbed through our self-talk
We have the capacity to change our
cognitive, emotive, and behavioral processes

View of Emotional
Disturbance
We learn irrational belief from significant other
during childhood
Teach clients to feel undepressed even when they
are unaccepted and unloved by significant others.
Blame is at the core of most emotional
disturbances
Irrational idea (e.g., I must be loved by
everyone) internalize self-defeating
We have a tendency to make ourselves
emotionally disturbed by internalizing selfdefeating beliefs

The A-B-C theory of

personality

Case discussion 1
Tom, a college sophomore, want to
overcomes his shyness around women. He
doe not date and even des his best to
keep away from women because he is
afraid they will reject him. But he want to
change this pattern.
Using A-B-C-D-E-F to analyze and help
Tom

Case discussion 2
Mary would like to take a course in
creative writing, but she fears that
she has no talent. She is afraid of
failing, afraid of being told that she is
dumb, and afraid of follow through
with taking the course.
Using A-B-C-D-E-F to analyze and help
Mary

Case discussion 3
Each week John comes to his sessions with a new
excuse for why he has not succeeded in following
through with his homework assignments. Either he
forgets, gets too busy, gets scared. Or puts it off
anything but actually doing something to change
what he says he wants to change. Instead of really
doing much of anything, he whines each week about
how rotten he feels and how he so much would like
to change but just doesnt know how.
What are the possible irrational beliefs, which
keep John from taking actions
What homework assignment might you suggest?

Case discussion 4
Brent feels that he must win everyones
approval. He has become a super nice
guy who goes out of his way to please
everyone. Rarely does he assert himself,
for fear that he might displease someone
who then would not like him.
What are the possible irrational beliefs?
How do you help Brent?
If Brent is Asian American, what cultural
components you might take into account?

Irrational Ideas
Irrational ideas lead to self-defeating
behavior
Some examples:
I must have love or approval from all
the significant people in my life.
I must perform important tasks
competently and perfectly.
If I dont get what I want, its terrible,
and I cant stand it.

The Therapeutic Process

Therapy is seen as an educational
process
Clients learn
To identify and dispute irrational beliefs
To replace ineffective ways of thinking
with effective and rational cognitions
To stop absolutistic thinking, blaming,
and repeating false beliefs

Therapeutic Goals
A basic goal is to teach clients how to
change their dysfunctional emotions and
behaviors into health ones.
Two main goals of REBT are to assist
clients to achieving unconditional selfacceptance and unconditional other
acceptance.
As clients become more able to accept
themselves, they are more likely to
unconditionally accept others.

Therapists function and

Role
1. Encouraging clients to discover their
irrational beliefs and ideas
2. Making connection of how these
irrational beliefs lead to emotional
disturbances
3. Challenging clients to modify or
abandon their irrational beliefs.
4. Dispute the irrational beliefs and
substitute rational beliefs and behaviors.

Clients Experience in
Therapy
A learner---learn how to apply logical
thoughts, experiential exercises, and
behavioral homework to problem solving
and emotional change.
Focus on here-and-now experiences
Not spend much time to exploring clients
early history and connecting present and
past
Expect to actively work outside the therapy
sessions.

Relationship Between Therapist

andrelationship
Clientis not required. But,
Intensive therapeutic

REBT unconditionally accept all clients and teach them

to unconditionally accept others and themselves.
(accept them as persons but confront their faulty
thinking and self-destructive behaviors)
Ellis believes that too much warmth and understanding
can be counter-productive, fostering dependence for
approval.
Therapists shows great faith in their clients ability to
change themselves.
Open and direct in disclosing their own beliefs and
values
Transference is not encouraged, when it occur, the
therapist is likely to confront it (e.g., clients believe that
they must be liked and loved by their therapists.)

Therapeutic techniques and

procedures

Cognitive methods

Disputing irrational beliefs

If I dont get what I want, it is not at the end of the world

Doing cognitive homework

Applying ABC theory in daily lifes problems
Put themselves in risk-taking situations to challenge
their self-limiting beliefs.
Replace negative self-statement to positive message

Changing ones language

It would be absolutely awful..It would be inconvenient

Using humor
Humorous songs

Therapeutic techniques and

procedures
Emotional Techniques
Rational-emotional imagery
Imagine the worst things that could happen to them

Role playing
Shame-attacking exercises
Take a risk to do something that they are afraid to
do because of what others might thinkuntil they
realize that their feelings of shame are self-created.

Use of force and vigor

From intellectual to emotional insight
Reverse role playing

Therapeutic techniques and

procedures
Behavioral Techniques
Use most of the standard behavioral
therapy approaches.

Research Efforts
Most studies focus only on cognitive
methods and do not consider emotive
and behavioral methods.

Applications of REBT
REBT has been widely applied to
several areas: anxiety, depression,
psychotic disorders, problems of sex,
love, and marriage, crisis, couple and
family therapy

COGNITIVE THERAPY

Aaron Beck
Childhood fears were handled with reasoning
Likely motivated his work with cognitive therapy
focusing on anxiety and depression
Graduated from Brown University and Yale Medical
School
Studied psychiatry and was trained as a
psychoanalyst
eventually his research led him to formulate
cognitive therapy, the focus of his career at the
University of Pennsylvania where the Beck Institute
for Cognitive Therapy and Research is housed
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Aaron Beck
Beck contended that various mental
disorders have particular cognitive
patterns and that the most effective
and lasting therapy involves
intervention into those patterns.

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Beliefs
People are not passive victims of their
inborn tendencies
People are actively creating and moving
toward goals that are vital to them
Distress occurs when people experience a
threat to their interests
The more crucial a person considers the
goal to be, the greater the response.
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Four levels of cognition

automatic thoughts,
intermediate beliefs,
core beliefs, and
schemas.

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Cognitive distortions
Distortions convert incoming information to keep
cognitive schema intact.
They use the assimilation process to maintain
homeostasis.
The information contrary to core belief is
cancelled out by the distortion process, and the
person cannot identify any disconfirming
evidence from his environment.

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Three assumptions
1. Cognitive activity impacts behavior.
2. Cognitive activity can be monitored
and changed.
3. A desired change in behavior can be
accomplished through changing
cognitions.

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Cognitive distortions
associated with distress and
maladaptive behaviors
Catastrophizing: expecting disastrous
event
Mental filtering: seeing an entire situation
based on one detail with all else ignored
Blame or assigning internal responsibility
entirely to external events
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Cognitive distortions
associated with distress and
maladaptive behaviors
All-or-nothing thinking: the person thinks
in terms of two opposite categories
Discounting the positive: person says
positives do not count
Overgeneralization: a sweeping negative
conclusion that goes beyond facts
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Counselor
Both a guide to help the client understand
how beliefs and attitudes interact with
emotions and behavior, and a catalyst
promoting corrective experiences, leading
to cognitive change, and building skills.

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Case formation
Dynamic process
Requires the counselor to generate and
test their hypotheses
Five parts:
1. problem list,
2. diagnosis,
3. working hypothesis,
4. strengths and assets, and
5. treatment plan.
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Fundamental concepts
Collaborative empiricism - the cooperative
working relationship of jointly determining goals and
seeking feedback
Socratic dialogue - a type of questioning designed
to promote new learning
Guided discovery - when the counselor coaches
the child in a voyage of self-discovery in which the
child does his or her own thinking and draws his or
her own conclusions
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Session outline

Build an agenda that has meaning for the client

Ascertain and measure the intensity of the persons mood
Identify and review presenting problems
Ask about the clients expectation for counseling
Teach the person about cognitive therapy and the clients role in it
Give information about the persons difficulties and diagnosis
Establish goals
Recommend homework
Summarize
Obtain the clients feedback

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Counseling Session Four Steps

2
3
4

Review progress bringing counselor and client up to

date. Homework assignments checked for
completion.
Four quadrants for last week
1.List high points
2.Low points
3.How week could have been better
4.Plans for next week
Set agenda for current session based on 4 point
quadrant
Clarify and set specific behavioral goals for next week

Have client summarize session as bridge to next

week: review new homework, anticipate obstacles,
evaluate session
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Stress inoculation
CBT technique that includes
Self talk
Practice tests
Visualization
Relaxation training
Deep breathing exercises

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Stress inoculation
Michenbaums 4 categories of self-talk
Preparation: what do you have to do
Confrontation: you can handle it
Coping: keep stress manageable
Reinforcing: I did it

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Donald Meichenbaums
Cognitive Behavior Modification
Focus:
(CBM)

Changing clients self-verbalizations or selfstatements

Premise:
As a prerequisite to behavior change, clients
must notice how they think, feel, and behave,
and what impact they have on others

Basic assumption:
Distressing emotions are typically the result of
maladaptive thoughts

Meichenbaums CBM
Self-instructional therapy focus:
Trains clients to modify the instructions they
give to themselves so that they can cope
Emphasis is on acquiring practical coping skills

Cognitive structure:
The organizing aspect of thinking, which seems
to monitor and direct the choice of thoughts
The executive processor, which holds the
blueprints of thinking that determine when to
continue, interrupt, or change thinking

How Behavior Changes?

3 Phases of Behavior Change

1. Self-observation

Listen to themselves, realize they

contribute to their depression through how
they think, and develop new cognitive
structures

2. Starting a new internal dialogue

See adaptive behavioral alternatives

3. Learning new skills

Teaching more effective coping skills

Coping Skills Programs

Coping skills programs Stress

inoculation training (3 phase model)
1. The conceptual phase

Creating a working relationship with clients

2. Skills acquisition and rehearsal phase

Giving coping skills to apply to stressful

situations

3. Application and follow-through phase

Transfer change to real world

From a multicultural
perspective
Contributions
Diverse populationsappreciate the
emphasis on cognition and actions
Challenge rigid thinking (e.g., should)
instead of questioning the values
Stress the relationship of individuals to
the family, community, and systems

From a multicultural
perspective
Limitations
Exploring core beliefs is important in CBTneeds to sensitive to cultural background
and context
Value working hardfeel ashamed for not living up
to the expectations; divorcebring shame to her
family

Diverse clients may be hesitant to question

their basic cultural values
Diverse clients may value interdependence
and may feel difficult to be independent

TRANSACTIONAL ANALYSIS

Transactional analysis
We do not grow absolutely, chronologically. We
grow sometimes in one dimension, and not in
another, unevenly. We grow partially. We are
relative. We are mature in one realm, childish
in another. The past, present, and future
mingle and pull us backward, forward, or fix
us in the present. We are made up of layers,
cells, constellations.
Anas Nin
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Chapter Objectives
After reading this chapter, you should be able to:
Outline the development of transactional analysis
and Eric Berne
Explain the theory of transactional analysis
Discuss the counseling relationship and goals in
transactional analysis
Describe assessment, process, and techniques
Demonstrate some therapeutic techniques
Clarify the effectiveness of transactional analysis

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Eric Berne(stein)
Born May 10, 1910 in Montreal, Canada
Graduated from McGill University 1935 with medical
degree
Became U.S. citizen and served in armed forces
1964 published Games People Play
He attributed the books success to the recognition
factor

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TA Development
Core of transactional analysis (TA) in 1954
Berne was involved in the psychoanalysis when
the patient suddenly said, Im not a lawyer, Im
just a little boy,
Sparked the idea that each of us contains a child
ego state accompanied by parent and adult ego
states.
After listening to his patients relating games for
some 30 years, Berne decided to gather some of
these into a catalog.
Led to Games People Play (1964)
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TA Development
Three years after its publication, Games People
Play (1964) had been on the nonfiction best seller
list for 111 weekslonger than any other book
that decade.
Berne attributed the books success to the
recognition factor
o some of us recognize ourselves in it,
o whereas some of us recognize other people in
the descriptions of winners and losers.

The everyday language and categories he used

came from his preferences.
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The Nature of People and

The Theory of Counseling
TA theory is a statement about human personality
Derives from four types of analysis
Structural Analysis

Analyze a persons
personality

Transactional Analysis

What people do and say

to each other

Script Analysis

The life dramas people

play out

Game Analysis

Ulterior transactions
leading to payoff
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Structural Analysis
Each person has three ego states
Parent
(nurturing or critical)

Mimics our own parents

Adult
(rational thinking)

Reality based

Child
(natural or adaptive )

Free, spontaneous
passive

The well adjusted person can choose which one is

active
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The Picture
Nurturing Parent
Let me help you
Extends hand

Critical Parent

NP

CP

You shouldnt
Pointing finger

Adult
The facts are
Attentive

Free Child
I want
Excited

FC

AC

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Adaptive Child
I did my job
Expectant

Transactional Analysis
A transaction is a unit of human communication
Complementary

Crossed

Covert

Response comes from the

ego state to which it was
addressed
Response comes from an
ego state not addressed
More than one ego state of
each person involved dishonest
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Transaction Types
P

Where are the keys?

In the drawer.

Where are the keys?

Why is it always my fault?

You should go to college.

Youre not smart enough.

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Script Analysis
Your life script usually learned from your
parents child
o

Examples: martyr, procrastinator, success, failure,

blamer, distracter

Three basic types: winner, loser, non-winner

Five Components
o
o
o
o
o

Directions from parents

Corresponding personality development
Confirming childhood decision on life
Penchant for success or failure
Pattern of behavior
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Game Analysis
There are three basic roles
o
o
o

Persecutor
Rescuer
Victim

People turn their life scripts into games

Games are a pattern of ulterior transactions
Their purpose is to maintain homeostasis
Counseling goal is to move to complimentary
transactions, not games
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Life Positions
YOU
I
OK

NOT OK

OK

NOT OK

Mature independence Battered child, criminal

Normal child,
dependent

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As a child couldnt
depend on parents

Games Clients Play

Why dont you; yes but

Most common client game

Im only trying to help

Counselors response to above

Courtroom

Counselor roped into being judge

of two people

Kick me and
NIGYYSOB

Always the victim

Double Bind

Gossiping

Talking about someone who isnt

there

Wooden leg

Try to get counselor to give up on

you

If it werent for you

Avoids responsibility

Red cross

Persecutor gets victim in trouble

then rescues

Make someone sad

Get attention by making other

jealous
2011 Brooks/Cole, A Division of Cengage
Learning

The Pursuit of Strokes

Conditional

Unconditional

Positive

I like you when ___ I like you

Negative

I dont like you

when ___

I dont like you

Structuring time in pursuit of strokes

o
o
o
o
o
o

Withdrawing: avoid any strokes

Rituals: socially determined safe
Pastimes: baseball shopping minimal
Activities: career reality more interaction
Games: stroking is manipulated
Intimacy: unconditional positive game free

Collect bad stamps to be cashed in later for free bad

behavior

Rackets

2011 Brooks/Cole, A Division of Cengage

Learning

Counseling method
The counselor as teacher
o

Teach the concepts of TA and guide the client in how to

apply them

Teach
o
o
o
o
o
o

Definition and explanation of ego states

Analysis of transactions between ego states
Positive and negative stroking
(warm fuzzies and cold pricklies)
Im OK youre OK as a goal
Games and rackets
Scripts

2011 Brooks/Cole, A Division of Cengage

Learning

Cross Cultural Applications

Eric Berne believed everyone worked in
these three ego states
Appeals to groups or cultures that prefer a
cognitive approach
The same approach is used regardless of
culture or age of client

2011 Brooks/Cole, A Division of Cengage

Learning