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Transactional Analysis Journal

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Children's Groups: Integrating TA and Gestalt Perspectives


Keith Tudor
Transactional Analysis Journal 1991 21: 12
DOI: 10.1177/036215379102100103

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Children's Groups: Integrating
TA and Gestalt Perspectives
Keith Tudor
Abstract therapy process itself' (p.41). The develop-
Drawing on his own and others' work with ment of TA represents and reflects a shift from
children in groups, the author proposes an analytic to more humanistic perspectives on
integration of TA concepts with the Gestalt personality and child development. Shmukler
"contact" cycle. He describes educational and Friedman (1988), however, reminded us
and therapeutic work with children using that "the TA theory of personality has been
this cycle as a way of promoting positive largely based on a pathological model of
mental health. The article also suggests a development" (p.82). Clarkson (1988)
conceptual and comparative integration of acknowledged Berne's analytic roots and traced
the contact cycle with stages of child develop- Berne's discussion of child development to his
ment and phases of clinical intervention. adoption of "an object-relations approach,
albeit with an existential intent (p.87), taking
the three not-OK basic life positions from the
Within the existential/humanistic tradition of work of Klein (1932) and Fairbairn
psychotherapy philosophical assumptions rest (1944/1984)-"I'm OK, You're not OK"
on concepts related to the wholeness of the in- (paranoid), "I'm not OK, You're OK"
dividual and his or her potential for autonomy (depressive), and "I'm not OK, You're not
and social responsibility. In relation to transac- OK" (schizoid)-to which Berne added his own
tional analysis, Hagehiilsmann (1984) reviewed "I'm OK, You're OK" position.
the formation of TA theory through an an- In addition to emphasizing the Child in the
thropological and biographical exploration of grown-up person, TA has also contributed
Eric Berne and in the process summarized TA's significantly both to theories of child
philosophical basis: "The emphasis on the development-by describing ego development
capacity of human beings for interpersonal rela- in the healthy child (Klein [1980], Levin
tions, openness and intimacy; their right to self- [1974], and Schiff et al. [1975] cited in
determination and self-responsibility; the Magner, 1985)-and to work with children in
assumption of their possible deliverance from various clinical and educational settings
previous role attributions and life scripts by a (Clarkson & Fish, 1988).
therapy which works by permission as well as
Working with Children in Groups
the necessity for a partner-like relation in the
The work described in this article was
developed by Graeme Summers and me for two
The author wishes to thank Christine Embleton for her reasons: On a practical level we wanted to focus
comments on early drafts ofthis article and Dr. Petruska more attention within the TA world on work
Clarkson, Sue Fish, and Maria Gilbert at metanoia
Psychotherapy Training Institute for their encouragement,
with children, for example, by offering children
supervision, and support. He also wishes to acknowledge a TA workshop of their own at conferences;
the support and enthusiasm of his friend and colleague, on a theoretical level we wanted to explore and
Graeme Summers. with whom he ran the workshops from develop TA concepts to support such practical
which much ofthe material for this article was drawn and work. Summers (1988) reviewed this area with
who contributed to the development ofthe Gestalt contact
cycle for use with children. The author also wishes to thank reference to his work with adolescents. We
Elana Leigh. who helped run a two-day workshop for began the practical work at the 1988 European
children. TA Association (EATA) Conference with a

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CHILDREN'S GROUPS: INTEGRATING TA AND GESTALT PERSPECTIVES

workshop focused on stroking and permissions for the development of emotional literacy"
which was attended by an international group (p.167).
of children (ages 5-14). We have since run
several workshops at conferences, a two-day Integrating Gestalt
group with another colleague, and have More recently we have been interested in
presented this work to adults at a conference understanding and developing this work with
on TA in Education. children in terms of Gestalt psychotherapy. For
Work with children in groups has both pro- Clarkson (1989), ,. Gestalt practice represents
motional (promoting positive mental health) a complete body of theory and technique which
and educational (e.g., teaching emotional appears to use the major tenets of existentialism
literacy) functions as well as clinical uses. Its in the counselling and psychotherapeutic situa-
main advantages include peer group interaction, tion" (p.l3). She summarized and updated a
modeling, and feedback. Clarkson & Fish number of fundamentals of the Gestalt ap-
(1988) summarized the advantages and disad- proach, including: a dialogic therapeutic rela-
vantages of family, individual, and group work tionship, wholeness, the organismic tendency
with children in different contexts. toward self-regulation, authenticity of the
In our initial groups with children, specific psychotherapist, respect for the integrity of
material on stroking (Steiner, 1974, 1984; defense and the challenge to change, the here-
Woollams & Brown, 1978), stamps and other and-now, and the philosophical and ecological
"steps toward emotional literacy" (Steiner, fact of response-ability.
1984, p. 168) and ego states (K1eineweise, Gestalt psychotherapyemphasizesmovement
1980) was taught. We learned that, in addition toward health and healthy self-regulation and
to pre-planning and creating structure, we need- in the process challenges the medical model of
ed to respond to issues and conflicts that came symptom-diagnosis-cure. As Perls (Perls,
up in the less structured, free play time the Hefferline, & Goodman, 1951/1973) said:
children wanted. In fact, we found that the most The description of psychological health
valuable teaching was elicited from transactions and disease is a simple one. It is a mat-
in play, bearing out Winnicott's (1980) obser- ter of the identifications and alienations
vation that of the self: if a man identifies with his
it is not possible for a child of this age forming self, does not inhibit his own
[4 years] to get the meaning out of a game creative excitementand reaching towards
unless first of all the game is played and the corning solution; and conversely, if
enjoyed. As a matter of principle, the he alienates what is not organically his
analyst always allows the enjoyment to own and therefore cannot be organically
become established before the content of interesting, but rather disrupts the
the play is used for interpretation. (p.175) figure/background, then he is psychologi-
Likewise, Campos (1986) saw playas an in- cally healthy. (p. 282)
tervention in itself: "It is important to allow It follows that for adults' 'no persistingdesire
children to freely choose their play activity can be regarded as infantile or illusory" (Perls
because such play serves as a permission struc- et a1., 1951/1973, p. 347) and that for children
ture where children can express their own feel- the maturing, developmental process is one of
ings and needs in a positive setting" (p. 21). more or less contact and inhibition (Perls,
From our initial experience, in subsequent 1947/1969) or interruption (Perls et al. ,
workshops we focused more on what the 1951/1973) of that contact through ego func-
children themselves brought. Thus issues about tions (Perls et al., 1951/1973), or the contact
home (including how to deal with parents, sib- boundary in the (self) organism/environment
lings, and family) and school (in relation to field (Clarkson, 1989). It is, therefore, as
peers, teachers, bullying, etc.) as well as issues important-if not more so-to identify healthy
of self-esteem and children's powerlessness rather than neurotic processes. As Oaklander
were explored. Regardless of the content, (1982) put it: "All concepts, principles and
however, each workshop aimed to create a theoretical discussions presented in the body of
"cooperative social environment," which Gestalt literature available today can be related
Steiner (1984) described as "an ideal ecology to child growth and development (italics added)

Vol. 21, No.1, January 1991 13

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KEITH TUDOR

ACTION phase
Final CONfACT

MOBILIZATION
or excitement
phase of SATISFACTION
contact or post-contact
and completion

AWARENESS of
emerging social
or biological
need

SENSATION or fore-contact

Figure 1
Cycle of Gestalt Formation and Destruction (taken from Clarkson, 1989)

The same cycle with the concepts explained in language accessible to children is suggested:

DO/ACT

THINK

ENJOY

Figure 2
Cycle of Gestalt Formation and Destruction-for Children

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CHILDREN'S GROUPS: INTEGRATING TA AND GESTALT PERSPECTIVES

"DON'T ACT/DO"
Projection
Retroflection
"DON'T MAKE IT'

Introjection

Egotism
"DON'T ENJOY"

"DON'T KNOW"

Desensitization

"DON'T FEEL"
ENVIRONMENT
Figure 3
Cycle of Gestalt Formation and Destruction with Diagrammatic Examples
of Boundary Disturbances at Each Phase (Clarkson, 1989)-lncorporating Injuctions

as well as to child pathology" (p. 64). Integrating TA with the Gestalt Cycle
Oaklander also recognized that "behaviors or The following section describes group work
symptoms are manifestations of a search for with children in terms of the Gestalt contact cy-
health" (p. 69). Along the same lines, cle. The examples quoted are neither exhaustive
Shrnukler and Friedman (1988) connected per- or complete in that in practice there is an
sonality theory and child development through organismic ebb and flow between the phases
play: "Since play can be regarded as a central rather than each being experienced in a
developmental process, it provides an impor- discrete, static way.
tant link between understanding healthy Feel. In one workshop the children were in-
development and clinical process" (p. 82). vited to spend time in their choice of one of
Based on such theory, we took the cycle of four "feeling corners"-happy, sad, fright-
Gestalt formation and destruction, also referred ened, angry-each represented by ego state
to as the Gestalt "contact" cycle (Clarkson, faces (Kleineweise, 1980) and equipped with
1989), and developed it for use with children furniture, toys, and materials that would help
in groups (Figure 1). On a practical level it can them get in touch with that particular feeling.
be used to integrate TA concepts into the work A useful question in this phase is an action or
and can be directly taught to children. Event!Action question (a development of
Figure 2 shows the same cycle with the con- Steiner's [1984] Feeling/Action Statement),
cepts explained in language accessible to e.g., "When you tap your foot, what are you
children. These terms can be taken as permis- feeling?" In addition, individual and group
sions and their antitheses (Don't Feel, Don't process is addressed by asking "What do you
Know, etc.) as injunctions which equally well think is happening now?".
explain the interruptions (perls et al. , Know. The four feeling comers provided an
1951/1973) to the contact cycle (Figure 3). experiential way for children to feel and to

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KEITH TUDOR

identify the feeling. At other times when using thinking phase. In such role-plays children can
the ego state faces (Kleineweise, 1980) we used think through and (re)solve dilemmas such as
a more cognitive approach. Parent, Adult, and dealing with relatives who insist on a kiss,
Child were translated (mainly using a functional demanding younger brothers, and bullies at
model) as the "looking after," "thinking," and school-all from a position of "How do I get
"feeling" parts of ourselves. This was done what I want" while maintaining an "I'm OK,
in a number of ways, depending on the You're OK" stance. Through recent work with
children's ages. One popular game was to have children we have become acutely aware of our
the children draw how they look when they feel social context, in which children are often im-
like a particular ego state face they choose. mobilized in a one-down position. Clarkson
Older children were invited to write what they (1988) has suggested ways in which this creates
say or do from that position. This can be fur- ego state dilemmas in abused children.
ther developed with older children by asking Do/Act. This phase involves putting think-
them to consider transactions, for example: ing into practice, usually through problem solv-
"When you look like this (showing the ing and role-plays developed from a situation
Adapted-Rebellious Child ego state face) how of concern to a particular child, although situa-
does your mum/dad look? (asking the child to tions and conflicts arising from the children's
choose one ego state face)." During this part interaction in the workshop are also dealt with
of the workshop the question "when do you in this way. Sometimes a situation or scene is
feel angry, sad, etc." is designed to give rehearsed, or "freeze-framed," and the other
children permission to know what they feel children in the workshop are asked for sugges-
when they feel it. tions on options. This confronts the child's
Campos (1986) implicitly warned against do- deactivating projections and offers him or her
ing such work with younger children because an opportunity to integrate new information,
"they identify with their parents and lack a thinking, and modeling. Clarkson (in press)
solid 'I' identity. . . . Children will discount points out that this involves integrating and not
their own feelings and needs to satisfy a needy just "swallowing" new introjections (Peds et
parent" (p. 19). As psychotherapists and al., 195111973). In this phase children often
childcare workers the importance of knowing watch the leaders' modeling, and we stroke
the developmental stages of the children with new, experimental behavior. One of the com-
whom we work (see Table 1, p. 18) cannot be mon themes in such role-plays is children's
over emphasized. desire and need to learn how to defend and/or
Think. In work with children this phase of claim their own space. In our experience such
the contact cycle facilitates their thinking about emotional and physical invasion through "con-
what they could do-as a link between know- cerned" over-parenting is at least as common
ing and doing. Karpman's (1971) options are as neglect and needs to be recognized as poten-
used to help them consider which options they tially abusive.
have in dealing with their own feelings and with Make It. In this phase we use Steiner's (1984)
environmental pressures. In Gestalt terms this material on emotional literacy , specifically giv-
is the ego/environment boundary (Peds et al., ing and receiving stamps (Berne, 1964, 1972).
195111973) which is interrupted by parental Our aim is for the children to make full con-
"shoulds" and "oughts." In this phase tact with themselves and with others. This con-
children often need to check out what they can tact and the emotional (and physical) movement
think (and do) in different contexts. What is OK involved confronts the interruption represented
to do in a safe, protective, cooperative, social by retroflection (Peds et al., 195111973), or
environment may not be OK at home or school. turning in upon themselves. Near the end of a
One group of boys was incredulous when, in workshop each participant sits (or stands!) on
setting up a role-play and at their request, they a "stroke" chair to receive strokes from their
were allowed to swear; in the event, although peers and the group leaders. Stamps are dealt
given this literal permission, they did not use it. with in two ways. Those in the past or for peo-
The idea of different contexts, realities, and ple not present are handled by the children
frames of reference is familiar to children writing them down and "posting" them in dif-
(especially those over 7) and is crucial in the ferent colored letter boxes (red for angry

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CHILDREN'S GROUPS: INTEGRATING TA AND GESTALT PERSPECTIVES

stamps, blue for sad ones, green for frightened, (Perls et al., 1951/1973). Thus, after a par-
gold for held or undischarged happy feelings, ticular piece of work or near the end of a ses-
etc.). This encourages children to let go of their sion there may be a specific time for
stamps (sometimes they develop into long let- withdrawal. At the end of one final session in
ters!) rather than to collect them. Having done a series of children's workshops, the Gestalt
this the children are usually ready and able to cycle for children was laid out with each phase
deal with stamps they have in the present, that represented by a stepping stone; the children
is, for people in the group. They are encour- were invited to jump from one stone (phase)
aged to use the "Feeling/Action" statement to the next as they followed their own feeling(s)
Steiner (1984, p. 168) originally proposed. around the cycle. It was one of the most en-
There is also a lot of fun and play at this joyable (and breathless!) moments of the con-
stage. One group culminated in dressing up and ference, at the end of which we all collapsed
enacting a transformation scene for each child on the lawn-literally and metaphorically
which symbolized his or her journey and representing the boundary between our
change during the workshop. Children are en- Self/selves and the environment-and paused
couraged to work out their own ways of mak- for some moments, moving from a state of
ing contact and in their own time. One five- satisfaction to withdrawal as we said goodbye.
year old spoke about the two-day group through A Complete Cycle. It is possible to identify
a totemic rubber man figure. Only near the end and describe a complete cycle, developing from
of the two days did he speak for himself when the initial phase, when, for instance, a boy who
he said: "I liked this." This is a good exam- had started off in the sad feeling comer moved
ple of what Campos (1988, p. 138) called "the to the frightened comer and curled up by
totemic principle," one of four organizing prin- himself (Feeling, Knowing). The psychothera-
ciples he identified in children's play. pist stroked him for knowing that he felt
Enjoy. In terms of the Gestalt cycle and our frightened and asked him to think about what
work with children this phase is usually a mo- else he could do, other than curling up (Think-
ment (or minutes) of enjoyment expressed by ing). The boy responded by shaking and call-
a child who has "made it" or achieved what ing out (Doing) and appeared more frightened
he or she wanted in the previous phase. It is (Making It/Contact). After a while the psycho-
pure pleasure, the moment of realization that therapist, responding to the child who called
"I can do it"; it is the jump-for-joy at the end out, asked him what he wanted. The boy
of a role-play in which a young girl discovers reached out with his arms. The psychotherapist
(contacted) a new way of expressing herself so asked him if he wanted a hug; the boy nodded
that she can be assertive; it is the "stroke after- and, while being hugged and stroked, smiled
glow" when a child says, "This is the best fun (Enjoying). The boy then stood up and, slight-
I' ve ever had!" This is a phase of intimacy with ly apart from the psychotherapist, paused a mo-
oneself and the environment. Often our interven- ment (Letting Go) and looked back at her
tion at such times (and in the final phase) focuses before resuming his place in the group.
more on process; interventions are aimed at The contact cycle can be seen in operation
allowing and encouraging a pause, a time for ap- from any phase; however, if individuals begin
preciation and enjoyment before moving on, for at a phase other than Sensation, they often need
example, by saying to a child who is rushing on help retracing their steps to an earlier phase of
to the next activity, "Stop, pause, take a breath." the cycle. Thus, someone stuck at the Action
Let Go. Similarly, in this final phase it is im- phase may be responding to "Don't Do/Act"
portant to help the children experience the com- injunctions or may not have resolved the im-
pletion and closure of a particular cycle. mobilizing introjections of the previous phase.
Sometimes when groups wanted to repeat a
game or role-play we saw it as an attempt to Conclusion
reexperience that particular sensation or enjoy- This article has suggested ways of working
ment as a way of not letting go or ending. It with children using an integration of TA and
is important that good endings are facilitated Gestalt psychotherapy within a tradition which
in order to confront the invitation to symbiosis promotes a positive approach to mental health.
or, in Gestalt terms, unhealthy confluence With regard to work with children, TA literature

Vol. 21, No.1, January 1991 17

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...... ::0::
00
tTl
Table 1 ::l
Integrating TA and Gestalt Perspectives with Ages of Child Development ::r:
...,
c::
0
0
;.0
Age Phase of Interruption Injuctlon Affirmation Corrective Interventions,
Gestalt cycle (Gestalt) (TA) (Levin, 1974) Parenting exercises and play
(Clarkson, 1989) (Clarkson, 1989) (Goulding & (Schaeffer, (Described in text)
Goulding, 1976) 1981)

Q-6m. Sensation Desensitization Don't Exist For Being Unconditional •Feeling corners',
Don't Feel acceptance, evenUaction question
Feeding and
rhythm activity

6-18m. Awareness Deflection Don't Know For Doing Encouraging Kleineweise's ego
risk-taking with state faces
protection

18m.-3yrs. Mobilization Introjection Don't Think For Thinking, Confronting not Karpman's options,
For Feeling OK behavior Steiner's emotional
literacy, problem
solving, role-play

3-7 yrs. Action Projection Don't Do/Act For Power and Confronting Role-play, modelling
Identity magical
thinking

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7-12yrs. Contact Retroflection Don't Make It For Structure Encouraging Emotional literacy -
self-care, clan- stamps, fun and play
tying values
~
~.., 12-18yrs. Satisfaction Egotism. Don't Enjoy For Sex, For Unconditional Strokes
Separation acceptance.
[ confronting
racket feelings
~
~
... 18yrs.+ Withdrawal Confluence Don't let Go (For (Encouraging Stamps (letting go),
0;'
Responsibility} recycling of Goodbyes
(;- experience)
l::

[
CHILDREN'S GROUPS: INTEGRATING TA AND GESTALT PERSPECTIVES

is richer than Gestalt. Apart from Oaklander's training, is Development and Training Officer,
(1978, 1982) contributions to this area, only Hillingdon Social Services and a Research
one major article on work with children (Shub, Fellow at Kings College, University ofLondon.
1981) has appeared in the Gestalt Journal in He is also in the private practice of
the last decade, and it focused on methods and psychotherapy and has a Diploma in Gestalt
stages of intervention which are by no means Therapy and Contribution Training. Please
unique to Gestalt psychotherapy. As a contribu- send reprint requests to Keith Tudor, Manage-
tion to this lacuna in the literature, this article ment Centre, King's College, University of
suggests ways in which the Gestalt cycle of for- London, Campden Hill Road, London W87AB,
mation and destruction can be used in both a England.
conceptual and practical way in working with
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KOOPERATION STATT KONKURRENZ 12. KONGRESS der


DEUTSCHEN GESELLSCHAFT
COOPERATION VERSUS COMPETITION fOr TRANSAKTIONS·ANALYSE
COOPERATION AU LIEU DE COMPETITION zusammen mit dem
8. - 11. 7. 1991 KONGRESS der
OLDENBURG i. O. EUROpAISCHEN GESELLSCHAFT
GERMANY fOr TRANSAKTIONS·ANALYSE

12 lh CONFERENCE of the
GERMAN ASSOCIATION
of TRANSACTIONAL ANALYSIS
with
CONFERENCE of the
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of TRANSACTIONAL ANALYSIS

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deL'ANALYSE TRANSACTIONNELLE
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