Diploma in Developmental TA

Gain a formal qualification

The Diploma in Developmental Transactional Analysis is the next stage from the Certificate in Developmental TA. It has a research and critiquing focus and the expectation is that the main TA theories will be well integrated prior to commencing this qualification.  This implies that it might well take 2 or more years of study in order to focus on the Diploma. You have an option to apply the TA theory to your specialist area of interest.


Progress further

Completion of the Diploma will contribute another 25% of the requirements for the Certified Transactional Analyst (CTA) qualification if only one year has been completed prior to commencing this qualification.




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TA learning pathways

TA Pathways

Chart of qualifications

Course content overview

The Diploma in TA course has an analytical and research focus and students are expected to be able to critique and analyse TA theory as well as other non-TA theories.

The course will consist of six, two day training sessions.

The course material, research and critiquing is able to be applied to the following contexts:

Organisations, Education, Counselling as well as Consulting, Coaching & Facilitation

The Diploma in TA course is spread over one year. The modules outlined below are:

Module One  
Process Skills (core module)


Module Two  
Application to: Organisational, Counselling or Consulting Context
(optional module)

Module Three

Consulting, Coaching & Facilitating  
(optional module)


Module Four
Learning, Teaching & Training
(optional module)

Module Five

 Work Skills
(optional module)

Module Six
Research
(optional module)

Process Skills 


We will review the literature on process skills and supervision and make a critical comparison of TA and non-TA theories.

We will develop skills in analysing self and others (including teams, groups classrooms, organisations), and apply a range of TA and other concepts that illuminate the underlying psychological processes that determine the success otherwise of interactions.   

This is a core module to ensure that students have developed the theoretical knowledge, cognitive awareness and critical attitude needed to establish a process of continuing professional development as a transactional analyst.


Learning Outcomes


Cognitive outcomes for students will include the ability to compare, contrast and critique:  

  • the literature of process skills and supervision processes generally 
  • TA and other concepts for exploring the social level interactions and underlying psychological processes that occur within and between individuals, within groups, teams classrooms, etc. and within organisations and institutions.
  • models of supervision and types of intervention


Skill Outcomes 

Will include being able to:

  • prepare segments of their own cases for supervision (e.g. identify elected segments, prepare transcripts, and analyse them before presenting)
  • work as a supervisee within various models of supervision 
  • use the supervision process as a learning mechanism
  • identify instances when transference and counter-transference, projection or projective identification, or parallel processes are in operation and decide whether to work on such processes or to avoid them
  • analyse processes of contracting, including underlying psychological levels
  • use a range of interventions chosen to suit the client(s), situation and contract, and assess whether they achieve their purpose

Organisational Contexts
(options for Educational and Coaching or Counselling Context)

This module focuses on reviewing and critiquing TA and alternative approaches to organisational analysis and development, identifying the needs and selection of appropriate concepts and critiquing the choices made and outcomes achieved.

This is an optional module to allow students to undertake action research whilst applying TA in specific context, to compare the effectiveness of TA and other approaches and to build skills and cognitive ability at critiquing their own professional work.

Learning Outcomes

 
Cognitive outcomes for students will include the ability to clearly describe and critique the: 

  • up-to-date knowledge of a range of non-TA approaches currently being applied for analysing organisations/institutions
  • an understanding of other approaches in terms of TA concepts
  • familiarity with a set of criteria for assessing and selecting appropriate interventions based on a range of TA and non-TA models

Skill outcomes for students will include being able to: 


  • analyse organisational context and identify needs using a range of TA and non-TA concepts 
  • help others to analyse organisational context using a  range of TA and non-TA concepts 
  • apply TA knowledge to improve their application of TA and non-TA approaches
  • conduct action research within organisational context using TA and other models
  • critique their own performance using TA and non-TA models
  • discuss the merits and demerits of TA and other approaches with other professionals

Modules are available for those wish to apply the diploma to Educational, Counselling as well as Consulting, Coaching & Facilitation and Learning, Teaching and Training.
  

Consulting, Coaching and Facilitating

In this module we will focus on describing the intervention with the client, or organisation.  We will identify the , the process/es we use to identify the issues and the outcomes, what TA we used, as well as the rationale for our choice of approach and how we theoretically evaluate its effectiveness. 

This is an optional module to allow students to explore different processes and develop the theoretical knowledge, cognitive awareness and critical attitude needed to determine when, how and in what circumstances to apply such processes.  

Learning Outcomes

 
Cognitive outcomes for students will include the ability to clearly describe and critique the: 

  • up-to-date knowledge of a range of non-TA approaches to consulting, coaching and facilitating
  • an understanding of these approaches in terms of TA concepts
  • familiarity with a set of criteria for determining which form of intervention to use

Skill outcomes for students will include being able to: 


  • act competently and appropriately as a consultant, coach or facilitator 
  • analyse context, identify and select intervention modes using a range of TA and non-TA concepts 
  • apply TA knowledge to improve their application of non-TA approaches
  • conduct action research relating to the processes of consultancy, coaching or facilitation
  • critique their own performance using TA and non-TA models


Learning Teaching & Training

In this module we review and critique approaches to learning and teaching including latest developments in research into the functioning brain, the contributions made by TA and other approaches and the ways learning can be maximised at individual, group and organisational levels.    

This is an optional module.

Learning Outcomes

 
Cognitive outcomes for students will include the ability to clearly describe and critique the: 

  • up-to-date knowledge of a range of non-TA approaches to learning, teaching and training
  • an understanding of these approaches in terms of TA concepts
  • knowledge of a range of teaching and training options

Skill outcomes for students will include being able to: 


  • act competently and appropriately as educator, teacher or trainer
  • analyse context, identify and select intervention modes using a range of TA and non-TA concepts
  • apply TA knowledge to improve their application of non-TA approaches
  • conduct action research relating to the processes of learning, teaching and training
  • critique their own performance using TA and non-TA models
  • discuss the merits and demerits of TA and other approaches with other professionals

Modules are available for those wish to apply the diploma to Educational, Counselling as well as Consulting, Coaching & Facilitation and Learning, Teaching and Training.

Work Skills

This module focuses reviewing and critiquing TA and other approaches to work skills (such as time management, leadership creativity etc), and how these skills can be encouraged and developed.  We consider the contribution made by TA and the other approaches, consider what might be the relative pitfalls, and how they can be combined for great impact.  

This is an optional module to allow students to develop the theoretical knowledge, cognitive awareness  and critical attitude need to implement interventions that enable individuals, groups and organisations to develop such work skills.  

Learning Outcomes

 
Cognitive outcomes for students will include the ability to clearly describe and critique the: 

  • up-to-date knowledge of a range of non-TA approaches currently being applied to the development of work skills
  • an understanding of other approaches in terms of TA concepts
  • knowledge of a range of models that combine TA and other approaches to work skills

Skill outcomes for students will include being able to: 
 

  • analyse situations and identify needs using a range of TA and non-TA concepts 
  • help others to acquire works skills using a  range of TA and non-TA concepts 
  • apply TA knowledge to improve their application of TA and non-TA approaches
  • conduct action research relating to the acquisition of work skills by individuals, groups and organisations
  • critique their own performance using TA and non-TA models
  • discuss the merits and demerits of TA and other approaches with other professionals

Research

We review current thinking, critique 3 TA studies and use our self to reflect and explore how this connects to the wider cultural, political social meanings and understandings (autoethnography).

We learn how to prepare a research proposal.

This is an optional module to allow students to undertake action research whilst applying TA in specific context, to compare the effectiveness of TA and other approaches and to build skills and cognitive ability at critiquing their own professional work.

Learning Outcomes

 Cognitive outcomes for students will include the ability to clearly describe and critique the: 

  • up-to-date knowledge of a range of non-TA approaches currently being applied for analysing organisations/institutions
  • an understanding of other approaches in terms of TA concepts
  • familiarity with a set of criteria for assessing and selecting appropriate interventions based on a range of TA and non-TA models

Skill outcomes for students will include being able to: 

  • analyse organisational context and identify needs using a range of TA and non-TA concepts 
  • help others to analyse organisational context using a  range of TA and non-TA concepts 
  • apply TA knowledge to improve their application of non-TA approaches
  • conduct action research within organisational context using TA and other models
  • critique their own performance using TA and non-TA models
  • discuss the merits and demerits of TA and other approaches with other professionals

Modules are available for those wish to apply the diploma to Educational, Counselling as well as Consulting, Coaching & Facilitation and Learning, Teaching and Training.
  

Diploma in developmental TA is suitable for:


Human Resource

HR Managers, Consultants & Advisers

Organisational

Consultants,  Change Management Consultants, Development Consultants, Health Consultants and Nurses

Educational

Coaches, teachers- At all levels of the educational system.



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Study Requirements

The Diploma in Developmental TA is made up of one core module and three optional modules.



Time requirements

 
250 hrs overall study time comprising:

75 hours training
10 hours supervision
100 hours application
65 hours professional development
4000 word theoretical essay
4 portfolios aligned to modules (you may substitute an essay for 1 portfolio)
A reflective learning log covering 8 months
 
For optional University accreditation 
Reflective essays and research project viva voce



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Costs and Pre-requisites

Costs

The costs will be clarified once numbers have been confirmed and will be in the vicinity of $5,000 inclusive of G.S.T for corporate customers.  Discounts will be available for early payment.  Some negotiation might be available for hardship. Please contact Anne for clarification.

Pre-requisites

Students will have successfully completed the Certificate in Developmental TA.



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