1st Edition
Educational Transactional Analysis An international guide to theory and practice
Section 1: Educational TA: Encouraging infants, children and young people
A preventive and developmental perspective of Jaoui’s Permission Wheel,
Using Transactional Analysis with Children and Young People in Specialist Provision
Snow-White or the triumph of beauty
Contracts in School: the practice of TA in the classroom
The conquest of Silence: educational itineraries
Family constellations work in schools, and its links with TA
Meditation, TA & Learning
Introduction to the second section
Section 2: Educational TA: Bringing out the best in ourselves and colleagues
Becoming a Teacher - a TA Approach to Personal and Professional Development.Relational needs in educational contexts
The Teacher Makes the Difference
School development: the role of the Teacher in modern school
Introduction to the third section
Section 3: Educational TA: Going public, growing communities
Educational Operations: A Transactional Analysis Technique for Educators,
Leading learning
What Transactional Analysis Adds to Adult Education
Building community, inspiring, and empowering people in post-apartheid South Africa
Using Transactional Analysis to be an Effective Leader as an Educator within Organisations
Tools for creating rapport with oneself and others (Keywords with messages)
Section 4: Educational TA: Theory, Politics & Philosophy
Educational TA: A Political Perspective
Metaphor and meaning: resilience and power in relational learningEducational Transactional Analysis: Underpinning assumptions, principles and philosophy
Section 5: Educational TA: A Retrospective
The journey from teaching TA to becoming a transactional analysis educator
Biography
Giles Barrow (TSTA-E) began his career as an English teacher in the UK. He has subsequently worked in specialist provision and support services and has written a number of publications on learning, teaching, education and transactional analysis.
Trudi Newton (TSTA-E) discovered transactional analysis around 30 years ago and has since enjoyed introducing others to it through training, supervision and personal connection. She also writes and consults with other educators to enable radical learning and community development.
