Monday 31 December 2012
Wednesday 1 August 2012
The ten spiritual realms
The ten spiritual realms are part of the belief of some forms of Buddhism that there are ten conditions of life which sentient beings are subject to, and which they experience from moment to moment.
The ten spiritual realms are part of Buddhist cosmology and consist of four higher realms and six lower realms. Some schools of Buddhism see them as being external, ten different planes of existence beings can be born into, whilst others see them as states of mind that can be shifted between due to external and internal influences. The following is a description of the ten realms as mental states.
Six realms of desire
The six lower realms are Hell, Hunger, Animality, Arrogance, Humanity and Rapture. These six lower worlds arise automatically from within people’s lives in response to external surroundings. Three of the four remaining worlds are: Learning, Realization and Bodhisattva. These worlds are developed through seeking, discovering and aspiring. The tenth world, Buddhahood, is a condition of pure, indestructible knowledge.
Hell
Hell is a condition of total claustrophobic aggression, in which one perceives no freedom of action and has very little life-force (physical or mental energy). One feels totally trapped by one's circumstances, the being is dominated by anger, hatred and frustrated rage and, in extreme cases, the urge to destroy oneself and everything else. It is a very difficult realm to escape from, since the condition tends to be self-perpetuating, with intense suffering and aggression feeding each other (one's sojourn in Hell is described as being measured in kalpas). Paradoxically, although this state is characterized by claustrophobia, there is an obsession with filling up any space which may present itself, since the space itself is perceived as being threatening. The desire not to fall into this condition is a powerful incentive for people to make efforts to rise above this state in daily life.
This condition is comparable to the Buddhist world of Naraka.
Hunger
Hunger is a condition characterized by possessiveness and insatiable desires which govern one's actions, for food, power, wealth, fame, pleasure and so on. In this state one is tormented by relentless craving and the inability, even when the desire is achieved, to enjoy its fruition. This realm is characterized by a total lack of willpower and the disregard of all things except the fulfillment of desires.
This condition is comparable to the Buddhist world of the Pretas (Hungry Ghosts).
Animality
Animality is a condition in which one is governed by instinct, in which one has no sense of morality and lives only for the present moment. In this state one won't hesitate to prey on weaker beings for personal gain, and will try to attract the attentions of stronger beings in order to side with them. This realm is characterized by the total lack of good judgment and reason.
This condition is comparable to the Buddhist world of Animals.
Arrogance (or anger)
Arrogance is the condition in which one is dominated by the selfish ego, competitiveness, paranoid jealousy and the need to be superior in all things. The experiencer is a slave to his/her delusions, viewing oneself as more important than - and superior to - others. This realm is characterized by viewing other beings as potential threats. Still, the rest of the experience in this realm is generally quite pleasant as compared to the human realm.
This condition is comparable to the Buddhist world of the Asuras or 'half-gods'.
Humanity (or passionate idealism)
Humanity is the state in which the discriminating awareness and the thinking mind are most highly developed. It is characterized by ambitious passion for abstract ideals and role models, and is unique among the lower realms in providing both the potential means and the motivation to transcend suffering. It is also characterized by shortness of life, in comparison to the Deva and Asura realms, and by being extremely rare in occurrence, without refuge in the Dharma.
This condition is comparable to the Buddhist world of Humans.
Heaven (or rapture)
Heaven is the condition of pleasure, when one's desires are fulfilled and one experiences short-lived but intense feelings of joy. Unlike the true happiness of Buddhahood, however, this state is temporary and, like Humanity, easily disrupted by even a slight change of circumstances. One will inevitably descend to a lower realm once the joy dies away. This realm is characterized by not feeling negative emotions and being less vulnerable to external influences than the lower realms.
This condition is comparable to the Buddhist world of the Devas or 'gods'.
The majority of sentient beings spend most of their time moving between these six conditions of life, from Hell to Rapture, governed by their reactions to external influences and therefore highly vulnerable to all of the six lower realms, the experiencer's emotional state is totally controlled by externals. Indeed his/her entire identity is based on externals.
Four higher (noble) realms
In traditional Mahayana Buddhist cosmology, the four higher realms are four of the ten spiritual realms.
The four higher worlds are characterized by the belief that humans need to make an effort to reveal themselves from within their lives.
Learning
Learning is a condition in which one seeks some skill, lasting truth or self-improvement through the teachings of others. To access this realm, the experiencer must first develop the desire to gain wisdom and insight into the true nature of all things, free from delusion. This realm is characterized by the seeking of truth and wisdom through external sources, e.g. other people and pre-recorded information (usually texts).
This condition is comparable to the state of the Śrāvakabuddha.
Realization (or absorption)
Realization is a state in which one discovers a partial truth through one's own observations, efforts and concentration. Usually to access this realm the experiencer must first have decided external sources are inferior to internal sources, e.g. his/her own mind. This realm is characterized by the seeking of truth and wisdom through direct internal perception.
This condition is comparable to the state of the Pratyekabuddha.
The two above realms are collectively known as 'the two vehicles'. Even though these realms are based upon the desire to increase wisdom and insight, ego is still present, as these desires are primarily self-oriented.
Bodhisattvahood
Bodhisattvahood is a condition in which one not only aspires for personal enlightenment but also devotes oneself to relieving the sufferings of others through compassionate and truly altruistic actions, e.g. helping others. This realm is characterized by the feeling that happiness achieved through the benefit of others is superior to happiness achieved through the benefit of only the self.
This condition is that of a Bodhisattva.
Buddhahood
Buddhahood is the highest of the Ten Worlds, a condition of pure, indestructible happiness which is not dependent on one's circumstances. The experiencer is totally free from all delusion, suffering and anger. It is a condition of perfect and absolute freedom, characterized by boundless wisdom, courage, compassion and life force. This realm is difficult to describe and is generally only obtained through the direct internal perception of the realm of realization. This realm is characterized by not being shifted into lower realms due to external sources, and the non-reliance on external sources for happiness. This realm is manifested outwardly through the actions of the realm of bodhisattvahood.
This condition is that of a fully enlightened Buddha.
Interpenetration of the Ten Realms
Each of the Ten Worlds possesses all Ten Worlds. Each has the potential to reveal any of the others at any moment. Some sects of Buddhism believe that as people practice Buddhism they make Buddhahood the dominant state of their lives, as it acts as a kind of filter, revealing the positive aspects of the other nine worlds from Hell to Bodhisattva.
The realms are labeled the same by Buddhist sects that see them as planes of existence, the difference being the only way to shift between them is through rebirth. This is governed by karma (action and volition: the choices made during life).
http://www.sgi-uk.org/buddhism/buddhist-concepts/ten-worlds
The ten spiritual realms are part of Buddhist cosmology and consist of four higher realms and six lower realms. Some schools of Buddhism see them as being external, ten different planes of existence beings can be born into, whilst others see them as states of mind that can be shifted between due to external and internal influences. The following is a description of the ten realms as mental states.
Six realms of desire
The six lower realms are Hell, Hunger, Animality, Arrogance, Humanity and Rapture. These six lower worlds arise automatically from within people’s lives in response to external surroundings. Three of the four remaining worlds are: Learning, Realization and Bodhisattva. These worlds are developed through seeking, discovering and aspiring. The tenth world, Buddhahood, is a condition of pure, indestructible knowledge.
Hell
Hell is a condition of total claustrophobic aggression, in which one perceives no freedom of action and has very little life-force (physical or mental energy). One feels totally trapped by one's circumstances, the being is dominated by anger, hatred and frustrated rage and, in extreme cases, the urge to destroy oneself and everything else. It is a very difficult realm to escape from, since the condition tends to be self-perpetuating, with intense suffering and aggression feeding each other (one's sojourn in Hell is described as being measured in kalpas). Paradoxically, although this state is characterized by claustrophobia, there is an obsession with filling up any space which may present itself, since the space itself is perceived as being threatening. The desire not to fall into this condition is a powerful incentive for people to make efforts to rise above this state in daily life.
This condition is comparable to the Buddhist world of Naraka.
Hunger
Hunger is a condition characterized by possessiveness and insatiable desires which govern one's actions, for food, power, wealth, fame, pleasure and so on. In this state one is tormented by relentless craving and the inability, even when the desire is achieved, to enjoy its fruition. This realm is characterized by a total lack of willpower and the disregard of all things except the fulfillment of desires.
This condition is comparable to the Buddhist world of the Pretas (Hungry Ghosts).
Animality
Animality is a condition in which one is governed by instinct, in which one has no sense of morality and lives only for the present moment. In this state one won't hesitate to prey on weaker beings for personal gain, and will try to attract the attentions of stronger beings in order to side with them. This realm is characterized by the total lack of good judgment and reason.
This condition is comparable to the Buddhist world of Animals.
Arrogance (or anger)
Arrogance is the condition in which one is dominated by the selfish ego, competitiveness, paranoid jealousy and the need to be superior in all things. The experiencer is a slave to his/her delusions, viewing oneself as more important than - and superior to - others. This realm is characterized by viewing other beings as potential threats. Still, the rest of the experience in this realm is generally quite pleasant as compared to the human realm.
This condition is comparable to the Buddhist world of the Asuras or 'half-gods'.
Humanity (or passionate idealism)
Humanity is the state in which the discriminating awareness and the thinking mind are most highly developed. It is characterized by ambitious passion for abstract ideals and role models, and is unique among the lower realms in providing both the potential means and the motivation to transcend suffering. It is also characterized by shortness of life, in comparison to the Deva and Asura realms, and by being extremely rare in occurrence, without refuge in the Dharma.
This condition is comparable to the Buddhist world of Humans.
Heaven (or rapture)
Heaven is the condition of pleasure, when one's desires are fulfilled and one experiences short-lived but intense feelings of joy. Unlike the true happiness of Buddhahood, however, this state is temporary and, like Humanity, easily disrupted by even a slight change of circumstances. One will inevitably descend to a lower realm once the joy dies away. This realm is characterized by not feeling negative emotions and being less vulnerable to external influences than the lower realms.
This condition is comparable to the Buddhist world of the Devas or 'gods'.
The majority of sentient beings spend most of their time moving between these six conditions of life, from Hell to Rapture, governed by their reactions to external influences and therefore highly vulnerable to all of the six lower realms, the experiencer's emotional state is totally controlled by externals. Indeed his/her entire identity is based on externals.
Four higher (noble) realms
In traditional Mahayana Buddhist cosmology, the four higher realms are four of the ten spiritual realms.
The four higher worlds are characterized by the belief that humans need to make an effort to reveal themselves from within their lives.
Learning
Learning is a condition in which one seeks some skill, lasting truth or self-improvement through the teachings of others. To access this realm, the experiencer must first develop the desire to gain wisdom and insight into the true nature of all things, free from delusion. This realm is characterized by the seeking of truth and wisdom through external sources, e.g. other people and pre-recorded information (usually texts).
This condition is comparable to the state of the Śrāvakabuddha.
Realization (or absorption)
Realization is a state in which one discovers a partial truth through one's own observations, efforts and concentration. Usually to access this realm the experiencer must first have decided external sources are inferior to internal sources, e.g. his/her own mind. This realm is characterized by the seeking of truth and wisdom through direct internal perception.
This condition is comparable to the state of the Pratyekabuddha.
The two above realms are collectively known as 'the two vehicles'. Even though these realms are based upon the desire to increase wisdom and insight, ego is still present, as these desires are primarily self-oriented.
Bodhisattvahood
Bodhisattvahood is a condition in which one not only aspires for personal enlightenment but also devotes oneself to relieving the sufferings of others through compassionate and truly altruistic actions, e.g. helping others. This realm is characterized by the feeling that happiness achieved through the benefit of others is superior to happiness achieved through the benefit of only the self.
This condition is that of a Bodhisattva.
Buddhahood
Buddhahood is the highest of the Ten Worlds, a condition of pure, indestructible happiness which is not dependent on one's circumstances. The experiencer is totally free from all delusion, suffering and anger. It is a condition of perfect and absolute freedom, characterized by boundless wisdom, courage, compassion and life force. This realm is difficult to describe and is generally only obtained through the direct internal perception of the realm of realization. This realm is characterized by not being shifted into lower realms due to external sources, and the non-reliance on external sources for happiness. This realm is manifested outwardly through the actions of the realm of bodhisattvahood.
This condition is that of a fully enlightened Buddha.
Interpenetration of the Ten Realms
Each of the Ten Worlds possesses all Ten Worlds. Each has the potential to reveal any of the others at any moment. Some sects of Buddhism believe that as people practice Buddhism they make Buddhahood the dominant state of their lives, as it acts as a kind of filter, revealing the positive aspects of the other nine worlds from Hell to Bodhisattva.
The realms are labeled the same by Buddhist sects that see them as planes of existence, the difference being the only way to shift between them is through rebirth. This is governed by karma (action and volition: the choices made during life).
http://www.sgi-uk.org/buddhism/buddhist-concepts/ten-worlds
Monday 16 July 2012
Autonomy, mastery and purpose.
Watch this fascinating animated video. Career analyst Dan Pink explains clearly the benefits in the workplace of ensuring that people are enabled to meet the basic emotional needs of autonomy, mastery and purpose.
Saturday 16 June 2012
Wednesday 13 June 2012
Sunday 3 June 2012
Friday 1 June 2012
Improv encylopedia
http://improvencyclopedia.org/
This site lists drama games which can be used as warm ups,team building activities,icebreakers etc. The games can be adapted to a drama curriculum or used for group work - possibly at a deeper level with any age and at any level.
This site lists drama games which can be used as warm ups,team building activities,icebreakers etc. The games can be adapted to a drama curriculum or used for group work - possibly at a deeper level with any age and at any level.
TA-tutor
http://www.ta-tutor.com/
This is an excellent site with loads of resources mostly in PDF format to be used as posters,handouts or worksheets. All aspects of Transactional Analysis are explained creatively either in handout form or through written commentary and flash files. There's also a lot of humour in this site.
This is an excellent site with loads of resources mostly in PDF format to be used as posters,handouts or worksheets. All aspects of Transactional Analysis are explained creatively either in handout form or through written commentary and flash files. There's also a lot of humour in this site.
Friday 25 May 2012
Thursday 24 May 2012
Paranoid- schizoid/Depressive positions
Paranoid–schizoid position - a state of black and white thinking, where things are all good or all bad with no in between. Comes from the idea of fear and splitting. First developed by Melanie Klein to explain a stage of primitive psychological and emotional immaturity, through which the infant must pass to get to the depressive position. The position of empathy, guilt, remorse, understanding, sympathy, compassion.Under pressure people will flip back from the paranoid schizoid position to the depressive position depending on stress and anxiety. Large institutions are good at developing people’s paranoia -mostly unconsciously and people split as a defence mechanism in order to manage their environment psychically. Elizabeth Menzies-Lyth did a study of nurses working in a hospital and was able to illustrate Klein's ideas through her investigation.
Depressive position – A state of psychological and emotional maturity. First put forward by Melanie Klein. Empathy, understanding, sympathy are all depressive functions. The idea is that we can contain and hold ambivalent feelings about others in this position. It is grey thinking as opposed to black and white. We may not like a person’s behaviour, but we are able to still feel positively about the person. Melanie Klein believed that as young children we have to go through the paranoid-schizoid position in order to get to the depressive position and we flip back and forth between them as we experience stresses in life.
Depressive position – A state of psychological and emotional maturity. First put forward by Melanie Klein. Empathy, understanding, sympathy are all depressive functions. The idea is that we can contain and hold ambivalent feelings about others in this position. It is grey thinking as opposed to black and white. We may not like a person’s behaviour, but we are able to still feel positively about the person. Melanie Klein believed that as young children we have to go through the paranoid-schizoid position in order to get to the depressive position and we flip back and forth between them as we experience stresses in life.
Wednesday 23 May 2012
Tuesday 22 May 2012
Luscher colour test
http://www.colorquiz.com
http://www.kahome.co.uk
A Color Test is a very accurate personality tool. Colors represent your changing moods and hidden desires, which will help you, understand your present situation. The Color Test based on Dr. Max Luscher is one of the most precise tools of all times. According to Dr. Max Luscher, the originator of this test, each of the colors has a definite significance. The purpose of this simple, interactive test is to provide an analysis of your present situation and also help you pinpoint your actual problems in life, which might enable you to undertake suitable remedial measures.
The Color Test is an effective tool that attempts to throw light on significant aspects of the human personality. This test is based on the lifetime research conducted by Dr. Max Luscher, and successfully draws attention to areas of psychological and physiological stress in an individual’s personality. The Color Test is used extensively by physicians, particularly psychologists, as well as by researchers and corporate organizations that wish to understand the personality profile of a probable recruit. Since the 1950’s, this test has been administered by hundreds of thousands of people all over the world.
Different colors signify different traits of our personality. Let’s see the explanation for the colors used in Dr. Max Luscher’s Color Test:
Grey - You are a passive individual and most unwilling to be involved in any activity, even those that are mentally and physically stimulating. This attitude has stemmed from your past, which has been so exhaustive for you that you now seek to be totally uninvolved and have withdrawn into your own shell.
Blue - True to the meaning of this color, you are a peaceful individual, who is constantly in search of mental satisfaction and contentment, be it in your family life or work life. A sense of belongingness to the people you love reigns uppermost on your mind.
Green - You have a strong desire to achieve your rightful place in society and be recognized for your efforts. You want to be more determined and at the same time, more flexible to establish yourself even in the adverse situation that you are in. You seek self-reliance and independence.
Red - You are a really intense and passionate person with a desire to live life to the fullest. Your intense energy reflects in your animated behavior and enthusiastic way of speaking. All of your efforts are solely concentrated at success and you wish to conquer any given situation.
Yellow - You are likely to have an ongoing feeling of being stressed out in your present relationship or even work situation, and you badly need a change to relieve yourself. This makes you embark on a new journey to seek out new and circumstantially better possibilities.
Violet - You are a sentimental person, one who has a longing for emotional tenderness from a loved one. Your search for a romantic partner actually translates to a need to identify with someone and depends on a desire to gain support through your partner’s charm and social reach.
Brown - You are a person who feels bogged down by a lot of problems and actively seek a way out for emotional release. A secure atmosphere complete with physical comforts is what you really want to relax and recharge your batteries.
Black - You are an individual who definitely feels his/her present situation is not conducive to your health or your personal progress, and actively wants some way to release the pent up tension. Moreover, you are a person who simply refuses to let any other person or situation, influence your views in life.
Taking the Color Test can help an individual gauge his problems in life and where he stands and also what action needs to be taken to get out of it.
http://www.mysticscripts.com/personality-test/color-test/
http://www.kahome.co.uk
A Color Test is a very accurate personality tool. Colors represent your changing moods and hidden desires, which will help you, understand your present situation. The Color Test based on Dr. Max Luscher is one of the most precise tools of all times. According to Dr. Max Luscher, the originator of this test, each of the colors has a definite significance. The purpose of this simple, interactive test is to provide an analysis of your present situation and also help you pinpoint your actual problems in life, which might enable you to undertake suitable remedial measures.
The Color Test is an effective tool that attempts to throw light on significant aspects of the human personality. This test is based on the lifetime research conducted by Dr. Max Luscher, and successfully draws attention to areas of psychological and physiological stress in an individual’s personality. The Color Test is used extensively by physicians, particularly psychologists, as well as by researchers and corporate organizations that wish to understand the personality profile of a probable recruit. Since the 1950’s, this test has been administered by hundreds of thousands of people all over the world.
Different colors signify different traits of our personality. Let’s see the explanation for the colors used in Dr. Max Luscher’s Color Test:
Grey - You are a passive individual and most unwilling to be involved in any activity, even those that are mentally and physically stimulating. This attitude has stemmed from your past, which has been so exhaustive for you that you now seek to be totally uninvolved and have withdrawn into your own shell.
Blue - True to the meaning of this color, you are a peaceful individual, who is constantly in search of mental satisfaction and contentment, be it in your family life or work life. A sense of belongingness to the people you love reigns uppermost on your mind.
Green - You have a strong desire to achieve your rightful place in society and be recognized for your efforts. You want to be more determined and at the same time, more flexible to establish yourself even in the adverse situation that you are in. You seek self-reliance and independence.
Red - You are a really intense and passionate person with a desire to live life to the fullest. Your intense energy reflects in your animated behavior and enthusiastic way of speaking. All of your efforts are solely concentrated at success and you wish to conquer any given situation.
Yellow - You are likely to have an ongoing feeling of being stressed out in your present relationship or even work situation, and you badly need a change to relieve yourself. This makes you embark on a new journey to seek out new and circumstantially better possibilities.
Violet - You are a sentimental person, one who has a longing for emotional tenderness from a loved one. Your search for a romantic partner actually translates to a need to identify with someone and depends on a desire to gain support through your partner’s charm and social reach.
Brown - You are a person who feels bogged down by a lot of problems and actively seek a way out for emotional release. A secure atmosphere complete with physical comforts is what you really want to relax and recharge your batteries.
Black - You are an individual who definitely feels his/her present situation is not conducive to your health or your personal progress, and actively wants some way to release the pent up tension. Moreover, you are a person who simply refuses to let any other person or situation, influence your views in life.
Taking the Color Test can help an individual gauge his problems in life and where he stands and also what action needs to be taken to get out of it.
http://www.mysticscripts.com/personality-test/color-test/
Monday 21 May 2012
Improving behaviour and raising self-esteem in the classroom using Transactional Analysis
This is a great book which introduces the basic ideas of transactional analysis, including egostates and the Karpmann Drama Triangle. It illustrates ideas by using real life scenarios and situations and provides resources for teachers and schools. Every teacher should have a copy on their desk!
Transactional Analysis tutorial videos
Transactional Analysis is an incredibly useful map for teachers. Even just by having a working knowledge of the different ego states- parent, adult, child and the kind of language and behaviours associated with them will help improve your relationships and make them more functional, creating a win /win situation. For example reflecting on whether your have been too much of a Critical Parent with your students instead of a Structuring Parent . There are more complex ideas such as games, drivers and injunctions as well as the concept of personality adaptations, but these are easily understood with a little study and reflection.
I found this Excellent series on the basics of Transactional Analysis on Youtube.
I found this Excellent series on the basics of Transactional Analysis on Youtube.
Sunday 20 May 2012
Karpman Drama Triangle
Stephen Karpmann first formulated the Drama Triangle in 1968 as a way of helping people understand the kind of dysfunctional mind games they find themselves getting into with other people repeatedly. Eric Berne the founder of Transactional Analysis postulated that games are psychological patterns that relate to our scripts which we develop at a young age. Therefore our position on the triangle is related to what has happened to us in our lives and how other people have affected us emotionally. There are four scripts.
I’m Ok, you’re Ok
I’m OK, you’re not OK
I’m not, OK you’re OK
I’m not OK, you’re not Ok
The drama triangle is the dynamic in which we play out our scripts. We are acting roles in the Drama triangle because instead of asking directly to get our needs met by adult communication we play obtuse, subtle games in the hope that someone picks up what we want so we don’t have to ask directly for it, or we need to reinforce our script. People with I’m OK and you’re Ok would never technically be in the Drama Triangle, because they wouldn’t allow themselves to be drawn into a game. Each person entering into the game of the drama triangle has a predetermined motive which relates to their script.
The Karpmann Drama triangle is made up of three positions the persecutor, the victim, the rescuer.
The victim either takes on or accepts the role of a mistreated, persecuted person.
The persecutor pressures or bullies the victim.
The rescuer rushes to defend the victim, protecting them from the persecutor.
Persecutors may want power and control-e.g. I’m Ok, you’re not Ok or I’m not Ok, you’re not OK.
Victims may always feel hard done by, but are never able to tell people how angry there are, but show it in a passive-aggressive way. E.g. I’m not Ok, you’re OK.
Rescuers believe that the only way they are OK is if they are constantly looking out for others and trying to sort they’re lives out for them, often without asking first. E.g. I’m not Ok, you’re not OK.
We can start off in one position, but in the course of the game we will swap places. So a person who started off as a persecutor could become a victim and the victim could become a persecutor. When someone is being victimised they may become overly nice and try and please and placate their persecutor, thereby changing roles from victim to rescuer. The persecutor may then feel guilty and shift to the rescuer position. The persecutor might not like being found out and feel like a victim, the victim then has become rescuer then persecutor.
The game could carry on indefinitely until either someone else intervenes or people run out of energy or someone just realises what is going on and makes some kind of adult decision to get out of it. Some people stay in the drama triangle for years.
We can illustrate this in the Fairy tale of Cinderella
Cinderella is persecuted by her wicked step mother. She is a victim and martyr, spending all her time in this position and seemingly unable to change her lot in life. In the traditional story Cinders hopes, but never asks. Then miraculously, along comes the Fairy godmother and waves her magic wand. Cinderella is rescued. She is no longer the victim and she is now free of the Drama triangle, but is this really true. However unbeknown to Cinderella (because she’s so nice) she’s just become the persecutor to her wicked step mother’s victim, who now feels terrible because Cinderella looks fabulous and is going to marry the Prince. On the other hand if Cinderella wasn’t so nice she could goad her wicked step mother and enjoy the persecutory position she’s got herself into. On top of that if Cinderella became really horrible, the fairy godmother may get to feel like a victim, because Cinderella took advantage of her and manipulated her into rescuing her. Then if the wicked step mother found out about the fairy godmother she’d then see her as the persecutor to her victim. How many Drama triangles can we be in at once? Several.
What’s important to remember about the drama triangle is that even if we remain in adult and don’t join in and play the game or are just plainly oblivious to it, the other party will still believe we are part of that triangle and react to their perceived dynamic. So on one level the Karpmann Drama Triangle is very much a personal experience linked to personal fears and paranoia and previous unfinished business-our script. Even if you have a- I’m OK, you’re Ok script you can still be part of someone else’s Drama triangle.
How do we avoid getting into or being part of a triangle?
Recognise a game is going on and give yourself a pat on the back for doing so.
Avoid picking up on other people’s passive aggression e.g. “What are you sulking for?” instead “You look a bit upset, do you want to talk about it?”
Confront bullying assertively, using “I” statements and immediate language use the present tense to state how you are feeling, thinking, behaving in the present. e.g. “I feel as though I’m being told off”.
Avoid mentioning past events. “Always”, “never”, “as usual”.
Ask for what you want instead of hoping people will help you if you act helpless or whine.
Don’t interfere, ask people if they’d like some help before jumping in and sorting things out for them. http://www.angriesout.com/grown20.htm
I’m Ok, you’re Ok
I’m OK, you’re not OK
I’m not, OK you’re OK
I’m not OK, you’re not Ok
The drama triangle is the dynamic in which we play out our scripts. We are acting roles in the Drama triangle because instead of asking directly to get our needs met by adult communication we play obtuse, subtle games in the hope that someone picks up what we want so we don’t have to ask directly for it, or we need to reinforce our script. People with I’m OK and you’re Ok would never technically be in the Drama Triangle, because they wouldn’t allow themselves to be drawn into a game. Each person entering into the game of the drama triangle has a predetermined motive which relates to their script.
The Karpmann Drama triangle is made up of three positions the persecutor, the victim, the rescuer.
The victim either takes on or accepts the role of a mistreated, persecuted person.
The persecutor pressures or bullies the victim.
The rescuer rushes to defend the victim, protecting them from the persecutor.
Persecutors may want power and control-e.g. I’m Ok, you’re not Ok or I’m not Ok, you’re not OK.
Victims may always feel hard done by, but are never able to tell people how angry there are, but show it in a passive-aggressive way. E.g. I’m not Ok, you’re OK.
Rescuers believe that the only way they are OK is if they are constantly looking out for others and trying to sort they’re lives out for them, often without asking first. E.g. I’m not Ok, you’re not OK.
We can start off in one position, but in the course of the game we will swap places. So a person who started off as a persecutor could become a victim and the victim could become a persecutor. When someone is being victimised they may become overly nice and try and please and placate their persecutor, thereby changing roles from victim to rescuer. The persecutor may then feel guilty and shift to the rescuer position. The persecutor might not like being found out and feel like a victim, the victim then has become rescuer then persecutor.
The game could carry on indefinitely until either someone else intervenes or people run out of energy or someone just realises what is going on and makes some kind of adult decision to get out of it. Some people stay in the drama triangle for years.
We can illustrate this in the Fairy tale of Cinderella
Cinderella is persecuted by her wicked step mother. She is a victim and martyr, spending all her time in this position and seemingly unable to change her lot in life. In the traditional story Cinders hopes, but never asks. Then miraculously, along comes the Fairy godmother and waves her magic wand. Cinderella is rescued. She is no longer the victim and she is now free of the Drama triangle, but is this really true. However unbeknown to Cinderella (because she’s so nice) she’s just become the persecutor to her wicked step mother’s victim, who now feels terrible because Cinderella looks fabulous and is going to marry the Prince. On the other hand if Cinderella wasn’t so nice she could goad her wicked step mother and enjoy the persecutory position she’s got herself into. On top of that if Cinderella became really horrible, the fairy godmother may get to feel like a victim, because Cinderella took advantage of her and manipulated her into rescuing her. Then if the wicked step mother found out about the fairy godmother she’d then see her as the persecutor to her victim. How many Drama triangles can we be in at once? Several.
What’s important to remember about the drama triangle is that even if we remain in adult and don’t join in and play the game or are just plainly oblivious to it, the other party will still believe we are part of that triangle and react to their perceived dynamic. So on one level the Karpmann Drama Triangle is very much a personal experience linked to personal fears and paranoia and previous unfinished business-our script. Even if you have a- I’m OK, you’re Ok script you can still be part of someone else’s Drama triangle.
How do we avoid getting into or being part of a triangle?
Recognise a game is going on and give yourself a pat on the back for doing so.
Avoid picking up on other people’s passive aggression e.g. “What are you sulking for?” instead “You look a bit upset, do you want to talk about it?”
Confront bullying assertively, using “I” statements and immediate language use the present tense to state how you are feeling, thinking, behaving in the present. e.g. “I feel as though I’m being told off”.
Avoid mentioning past events. “Always”, “never”, “as usual”.
Ask for what you want instead of hoping people will help you if you act helpless or whine.
Don’t interfere, ask people if they’d like some help before jumping in and sorting things out for them. http://www.angriesout.com/grown20.htm
Here's How to Reach ME: Matching Instruction to Personality Types in Your Classroom
This book builds on ideas explored in Personality Adaptions and puts them into a school setting.
It describes the six personality types devised by Taibi Kahler and Paul Ware- Reactor, Workaholic, Persistor, Dreamer, Rebel and Promoter. It provides ideas on how to best help each personality
type in education, by describing solutions and ways of working to get the best out of each type. For example communication channels and what resources students respond to according to their personality types. In addition it provides practical support for teachers regarding their own personality types and offers ways of destressing teachers. Highly useful.
Backchat in schools and ideas for dealing with it
Back chat may be part of a school culture. If you look at Bion and his basic assumption theory, most institutions will be operating in BaF- fight or flight as opposed to BaW ( work group mode-reserved for those nice small public and independent schools). Fight or flight is what happens to a group where everyone in is concerned with survival.
“The fight-flight group assumes that it must preserve itself at all costs, and that this can be done only by fighting of fleeing from someone or something. The group has no tolerance for weakness and expects casualties since salvation of the group is more important than the need of individual members. The flight-flight leader must inspire great courage and self-sacrifice, and lead the group against a common enemy. If none exists, the leader will create one.”and “In fight the group may be characterized by aggressiveness and hostility; in flight, the group may chit chat, tell stories arrive late and any other activities that serve to avoid addressing the task at hand. The leader for this sort of group is one who can mobilize the group for attack or lead it in flight”.
This BaF corresponds with Klein’s idea of the paranoid –schizoid position where a person manages relationships and experiences through primitive defence mechanisms such as splitting , hence the schizoid part of the paranoid-schizoid. The paranoia representing the fantasy or phantasy (out of awareness) of fears and anxiety from past personal and group experiences (Transference). That is to say that people within the group split into good and bad, negative and positive, teachers versus pupils, Maths against English, SMT/SLT against staff. An interesting researched example of this is when Elizabeth Menzies Lyth did a study of nurses in a hospital and found that even with people who had gone into a work situation with the desire to care holistically for their patients ( depressive position) that is to show compassion, sympathy, empathy, understanding, guilt, shame etc all characteristics of the depressive position, under stress they moved into the paranoid-schizoid position and started to split their patients into part objects referring to them as the leg, the kidney etc., effectively depersonalising them.
Petrouska Clarkson developed the idea of the Unfinished or transferential relationship. This kind of relationship is observed in the workplace, in schools etc, whereby a person projects unfinished and unresolved resentment, dissatisfaction and anger on to a representative authority figure who is in effect a mother/father substitute and the origin of all the unfinished stuff.
The question is how do we deal with this and get through every day without becoming ill.
I think understanding the psychodynamics of the institution helps, i.e. BaF. It is an institution and you have to get over it or get out. If it’s an average secondary school it will be too big and to be honest you won’t have the power or influence to reduce its size.
Be aware that people will be in the paranoid-schizoid position and that anybody in depressive position will be attacked as the soft underbelly, if you’re a decent understanding person you may have to recognise this and move on. It happened to me!
Be aware of being drawn into the Karpmann drama triangle- persecutor-victim –rescuer- google this for an explanation. The drama triangle is where people play games with each other- read TA Today. Stay outside of this by using immediacy, depersonalising responses e.g.” I ‘d like to talk to you right now John , but I’ve got to be on duty as we haven’t got enough staff.”, waiting, using “I “statements like “I need “and “I want”. Be matter of fact- Miss Jones was unhappy with your behaviour in class and this is the time of your detention or I’m quite happy to listen to you, but I can only see you at this time. We’ll talk about it a 3.15 etc.
Most Transactional Analysis therapists when faced with a client’s anger would not recognise it, statements could include “Keep going, you doing really well.” or “Any more?” or “Have you finished?” with a dead pan voice. You need to be careful here as these statements could come across as sarcastic. The idea is for the person to hear how they’re sounding and force them to be aware that they’re the only person in the drama triangle or game. Eric Berne called this Martian thinking as Martians, not being from earth, only understand the literal meaning of things and do not pick up on the subtext i.e. the aggression, tone of voice etc. Wait for the student to say something meaningful , you don’t have to respond otherwise. “A wise man knows when to keep his mouth shut”.
A lot of the drama triangle games will seem to have parallels with symbiotic relationships experienced by people who have borderline structure and people in contact with them. A lot of young people will go through borderline arrest, in my experience depending on family background and perhaps as a reaction to the trauma of being in a damaging system and institution. This borderline structure can be encountered in secondary schools, even primary and is common in PRUs. Selective symbiosis sometimes is necessary or passive behaviours (agitation,doing nothing, overadaptation,incapacition or violence-e.g. kicking a door in or cutting up) can be escalated as the student will perceive your ignoring or your calmness as abandonment. Recognising the anger usually works. “I can see that you’re really angry and I’m just wondering if it’s me you’re angry with or someone I represent or remind you of.” “ You seem really angry right now, I’m prepared to talk to you, but I don’t talk to you like that and I expect the same respect in return, that’s the situation.” “I’m going to wait over here and I’ll be available when you’re ready to talk to me calmly.” Leave plenty of space for the student to think (take up time) and stroke any positive attempt to communicate their needs responsibly. “Thanks John, I’m really glad you’re telling me what happened, we can communicate after all.”Choose your phrasing and tone carefully as this helps avoid inviting drivers. Inviting “be strong” would be counter productive, inviting “please others” is a bit manipulative, but would be useful in the long run, see overadaptation. e.g.” I was really hoping that you’d be able to help me understand what happened.”
Again see TA Today and Personality Adaptations ( Vann Joines, Ian Stewart- Life space publishing)
Make sure you get a supervisor, counsellor to offload and process the feelings that are being brought up within you.
Remember you can’t have your cake and eat it, don’t expect an institution to be healthy psychically.
“The fight-flight group assumes that it must preserve itself at all costs, and that this can be done only by fighting of fleeing from someone or something. The group has no tolerance for weakness and expects casualties since salvation of the group is more important than the need of individual members. The flight-flight leader must inspire great courage and self-sacrifice, and lead the group against a common enemy. If none exists, the leader will create one.”and “In fight the group may be characterized by aggressiveness and hostility; in flight, the group may chit chat, tell stories arrive late and any other activities that serve to avoid addressing the task at hand. The leader for this sort of group is one who can mobilize the group for attack or lead it in flight”.
This BaF corresponds with Klein’s idea of the paranoid –schizoid position where a person manages relationships and experiences through primitive defence mechanisms such as splitting , hence the schizoid part of the paranoid-schizoid. The paranoia representing the fantasy or phantasy (out of awareness) of fears and anxiety from past personal and group experiences (Transference). That is to say that people within the group split into good and bad, negative and positive, teachers versus pupils, Maths against English, SMT/SLT against staff. An interesting researched example of this is when Elizabeth Menzies Lyth did a study of nurses in a hospital and found that even with people who had gone into a work situation with the desire to care holistically for their patients ( depressive position) that is to show compassion, sympathy, empathy, understanding, guilt, shame etc all characteristics of the depressive position, under stress they moved into the paranoid-schizoid position and started to split their patients into part objects referring to them as the leg, the kidney etc., effectively depersonalising them.
Petrouska Clarkson developed the idea of the Unfinished or transferential relationship. This kind of relationship is observed in the workplace, in schools etc, whereby a person projects unfinished and unresolved resentment, dissatisfaction and anger on to a representative authority figure who is in effect a mother/father substitute and the origin of all the unfinished stuff.
The question is how do we deal with this and get through every day without becoming ill.
I think understanding the psychodynamics of the institution helps, i.e. BaF. It is an institution and you have to get over it or get out. If it’s an average secondary school it will be too big and to be honest you won’t have the power or influence to reduce its size.
Be aware that people will be in the paranoid-schizoid position and that anybody in depressive position will be attacked as the soft underbelly, if you’re a decent understanding person you may have to recognise this and move on. It happened to me!
Be aware of being drawn into the Karpmann drama triangle- persecutor-victim –rescuer- google this for an explanation. The drama triangle is where people play games with each other- read TA Today. Stay outside of this by using immediacy, depersonalising responses e.g.” I ‘d like to talk to you right now John , but I’ve got to be on duty as we haven’t got enough staff.”, waiting, using “I “statements like “I need “and “I want”. Be matter of fact- Miss Jones was unhappy with your behaviour in class and this is the time of your detention or I’m quite happy to listen to you, but I can only see you at this time. We’ll talk about it a 3.15 etc.
Most Transactional Analysis therapists when faced with a client’s anger would not recognise it, statements could include “Keep going, you doing really well.” or “Any more?” or “Have you finished?” with a dead pan voice. You need to be careful here as these statements could come across as sarcastic. The idea is for the person to hear how they’re sounding and force them to be aware that they’re the only person in the drama triangle or game. Eric Berne called this Martian thinking as Martians, not being from earth, only understand the literal meaning of things and do not pick up on the subtext i.e. the aggression, tone of voice etc. Wait for the student to say something meaningful , you don’t have to respond otherwise. “A wise man knows when to keep his mouth shut”.
A lot of the drama triangle games will seem to have parallels with symbiotic relationships experienced by people who have borderline structure and people in contact with them. A lot of young people will go through borderline arrest, in my experience depending on family background and perhaps as a reaction to the trauma of being in a damaging system and institution. This borderline structure can be encountered in secondary schools, even primary and is common in PRUs. Selective symbiosis sometimes is necessary or passive behaviours (agitation,doing nothing, overadaptation,incapacition or violence-e.g. kicking a door in or cutting up) can be escalated as the student will perceive your ignoring or your calmness as abandonment. Recognising the anger usually works. “I can see that you’re really angry and I’m just wondering if it’s me you’re angry with or someone I represent or remind you of.” “ You seem really angry right now, I’m prepared to talk to you, but I don’t talk to you like that and I expect the same respect in return, that’s the situation.” “I’m going to wait over here and I’ll be available when you’re ready to talk to me calmly.” Leave plenty of space for the student to think (take up time) and stroke any positive attempt to communicate their needs responsibly. “Thanks John, I’m really glad you’re telling me what happened, we can communicate after all.”Choose your phrasing and tone carefully as this helps avoid inviting drivers. Inviting “be strong” would be counter productive, inviting “please others” is a bit manipulative, but would be useful in the long run, see overadaptation. e.g.” I was really hoping that you’d be able to help me understand what happened.”
Again see TA Today and Personality Adaptations ( Vann Joines, Ian Stewart- Life space publishing)
Make sure you get a supervisor, counsellor to offload and process the feelings that are being brought up within you.
Remember you can’t have your cake and eat it, don’t expect an institution to be healthy psychically.
Borderline personality disorder and borderline arrest
Borderline arrest comes from the term Borderline personality disorder. The behavioural criteria for which are more useful than the label. Many people particularly teenagers manifest some of these behaviours at some time or another, hence the term border line arrest like a cardiac arrest. You'll come across these kinds of behaviour in the classroom. Even more in PRUs and behavioural units.
Diagnostic Criteria for 308.83 Borderline Personality Disorder (DSM-IV)
• Frantic efforts to avoid real or imagined abandonment
• A pattern of instable and intense interpersonal relationships characterised by alternating extremes of idealisation and devaluation
• Identity disturbance markedly and persistently unstable self-image or sense of self.
• Impulsivity in at least two areas that potentially self-damaging e.g. Spending, sex, substance abuse, reckless driving, binge eating.
• Recurrent suicidal behaviour, gestures or threats or self-mutilating behaviour.
• Affective instability due to marked reactivity of mood e.g. Intense episodic dysphoria, irritability or anxiety usually lasting a few hours and rarely more than a few days.
• Chronic feelings of emptiness
• Inappropriate intense anger or difficulty controlling anger e.g. frequent displays of temper, constant anger, recurrent physical fights
• Transient stress related paranoid ideation or severe disassociative symptoms
Ideas for working with borderline behaviour
Injunctions are- Don’t grow up, don’t think, don’t make it, don’t be close or trust.
Driver Try hard (don’t get started, don’t finish)
Borderline behaviour is about dumping rage or to be taken care of.
Borderlines escalate a victim position and invite you to persecute or rescue.
They are afraid to venture out for fear of losing the people upon whom they feel dependent. They are also afraid of getting too close to those people for fear of being engulfed.
The borderline triad -self-activation leads to abandonment depression which in turn leads to acting out.
They act out in a way to distract themselves from their feelings.
Work from a position that the client\student is a fully capable , competent individual who is able to behave in a mature , responsible manner. On occasions when the client doesn't do this, you can confront the client by questioning why not.
Confrontations need to come from the adult ego state, by raising questions about how the client makes sense of her acting out behaviour. As you raise adult questions about the client’s behaviour, this encourages the client to use her own adult to look at her behaviour and realise that it doesn't make sense. Slowly over time the client incorporates that stance and learns to use her Adult to limit the acting out.
‘What do you think this is all about?’
‘How do you make sense of this?’
‘What would happen if you hurt someone?’
‘Would you be able to do this at work or in town?’
In many ways you are holding the position of competence that the client is not yet in a position to hold for herself
You become an auxiliary Adult ego state for the client
The less you do the more the client has to do.
As the client has to take the lead, it requires her to self-activate, which brings up the abandonment fears. The client then acts out to avoid them. Through adult confrontation, the pattern can be identified and contained.
The abandonment depression is made up of intense separation anxiety, homicidal rage and suicidal despair.
It is easy for you to project your own unresolved issues on to the client and act out your own rescuing fantasies
The borderline relates by projection.
Stay neutral and objective
Grounding techniques which help a client become aware of their physiological processes
Eating mints, physical relaxation, listening to music.
In the case of incapacitation and violence prepare in advance a series of dealing with emotional crises.e.g ice cubes held on the arm as opposed to cutting up. Team teach restraining protocols.
Remind client that is ok to feel both bad and good about someone at the same time.
Check how they receive a positive stroke to see if they redefined it as negative.
Some theorists view BPD as being a special variant of post traumatic stress disorder which affects the early and developing psyche.
Thanks to Mark Widdowson's articles in Transactions -Journal of the Institute of Transactional Analysis Winter 2004.
Diagnostic Criteria for 308.83 Borderline Personality Disorder (DSM-IV)
• Frantic efforts to avoid real or imagined abandonment
• A pattern of instable and intense interpersonal relationships characterised by alternating extremes of idealisation and devaluation
• Identity disturbance markedly and persistently unstable self-image or sense of self.
• Impulsivity in at least two areas that potentially self-damaging e.g. Spending, sex, substance abuse, reckless driving, binge eating.
• Recurrent suicidal behaviour, gestures or threats or self-mutilating behaviour.
• Affective instability due to marked reactivity of mood e.g. Intense episodic dysphoria, irritability or anxiety usually lasting a few hours and rarely more than a few days.
• Chronic feelings of emptiness
• Inappropriate intense anger or difficulty controlling anger e.g. frequent displays of temper, constant anger, recurrent physical fights
• Transient stress related paranoid ideation or severe disassociative symptoms
Ideas for working with borderline behaviour
Injunctions are- Don’t grow up, don’t think, don’t make it, don’t be close or trust.
Driver Try hard (don’t get started, don’t finish)
Borderline behaviour is about dumping rage or to be taken care of.
Borderlines escalate a victim position and invite you to persecute or rescue.
They are afraid to venture out for fear of losing the people upon whom they feel dependent. They are also afraid of getting too close to those people for fear of being engulfed.
The borderline triad -self-activation leads to abandonment depression which in turn leads to acting out.
They act out in a way to distract themselves from their feelings.
Work from a position that the client\student is a fully capable , competent individual who is able to behave in a mature , responsible manner. On occasions when the client doesn't do this, you can confront the client by questioning why not.
Confrontations need to come from the adult ego state, by raising questions about how the client makes sense of her acting out behaviour. As you raise adult questions about the client’s behaviour, this encourages the client to use her own adult to look at her behaviour and realise that it doesn't make sense. Slowly over time the client incorporates that stance and learns to use her Adult to limit the acting out.
‘What do you think this is all about?’
‘How do you make sense of this?’
‘What would happen if you hurt someone?’
‘Would you be able to do this at work or in town?’
In many ways you are holding the position of competence that the client is not yet in a position to hold for herself
You become an auxiliary Adult ego state for the client
The less you do the more the client has to do.
As the client has to take the lead, it requires her to self-activate, which brings up the abandonment fears. The client then acts out to avoid them. Through adult confrontation, the pattern can be identified and contained.
The abandonment depression is made up of intense separation anxiety, homicidal rage and suicidal despair.
It is easy for you to project your own unresolved issues on to the client and act out your own rescuing fantasies
The borderline relates by projection.
Stay neutral and objective
Grounding techniques which help a client become aware of their physiological processes
Eating mints, physical relaxation, listening to music.
In the case of incapacitation and violence prepare in advance a series of dealing with emotional crises.e.g ice cubes held on the arm as opposed to cutting up. Team teach restraining protocols.
Remind client that is ok to feel both bad and good about someone at the same time.
Check how they receive a positive stroke to see if they redefined it as negative.
Some theorists view BPD as being a special variant of post traumatic stress disorder which affects the early and developing psyche.
Thanks to Mark Widdowson's articles in Transactions -Journal of the Institute of Transactional Analysis Winter 2004.
Saturday 19 May 2012
Make a Frank Stella name sculpture
This is an activity that is based around the artwork of Frank Stella. It can be made easily using recycled materials and can work at different levels. I’ve used it with low ability pupils, kids with emotional and behavioural difficulties and gifted and talented students. It’s an open ended activity that the student can make of it what they want.
It also has a few independent elements which you can be getting on with, so you don’t need to be waiting around for things to dry before you can carry on.
I find it’s good for hard to reach kids as it helps build relationships, raise self esteem- because it centres on the identity of the young person. It fosters communication, because kids can ask for support and help as they’re going along. It also allows students to explore materials and techniques and each sculpture is unique. You don’t have to be a brilliant artist to make one as at the lower levels it’s a bout decorative effects rather than skills. A lot of kids like to make them for their parents or significant others as presents.
You will need
Cardboard from packaging-boxes etc –don’t use too thick cardboard it’ll be hard to cut.
Paint
Glitter and other odds and ends such as coloured pipe cleaners, stickers, and anything you can think of really.
PVA or a glue gun if you have one
Cardboard tubes-if you don’t have these you can use rolled up paper or cardboard.
Step 1- Name or Nickname?
Choose name to do-It’s best at minimum of 4 letters maximum 6 or7. Add an initial if not enough e.g. Amy B
Step 2- Draw out ideas
Research letter shapes, this could be done online and do some quick sketches of ideas.
Step 3-Cut out some cardboard squares and rectangles
Prepare pre-cut rectangles to draw the letters on. 7 inch square or 7 inch by 6 inch rectangles for example.
Step 4-Draw letter shapes on to card
Draw out the letter shapes on the cardboard. It helps having a pre-cut piece as the young person then has a boundary to fill instead of drawing it too small on a big piece of cardboard. You may have to do this for them and they’ll ask you or you could offer, but this is part of the relationship building.
Step 5-Cut out the shapes.
You may need to do this for them, asking for help and offering is part of the relationship building.
Step 6- Decorate the surface
Paint a background colour for each letter. By the time all letters are painted the first one will be dry and you can then think of what kind of decoration will go on top. Stripes, blobs, or distinct patterns. You could illustrate the young person's personal interests like sport or music. Sometimes random effects work. You may want to add textures like string or build out from the surface. Anything’s possible.
On top of this you could add the glitter, stickers, coloured paper shapes, jewels or even textures like string or sculpted surfaces.
Step 7- Making a background mount
Creating the background. Cut out a larger shape of cardboard this will be the mount. Make sure it’s big enough for all the letters to be laid out on it. They will overlap and don’t need to be side by side.
Decorate this in the same way as before.
Step 8- Making the stilts
While this is drying you can prepare the stilts for each letter. Cut the cardboard tubes into different lengths one for each letter.If you’re really sophisticated you can cut the tubes at angles so the letters will be in more interesting planes. I find it helps if you put a cardboard circle on each end. Allow the PVA to get tacky or use a glue one if you have one.
When they’re done you can paint them or leave them blank.
Step 9- Putting it all together
Decide which stilt you are putting on each letter. It’s a good ideas to play around with the letters and stilts to see what work best. When you’ve decided stick the stilt to the letter. A glue gun is best. If you haven’t got one use PVA, but let the glue get tacky before you stick the two surfaces together.
Step 10- Sticking the letters to the background
Stick the letters to the background. It's a good idea to play around with the shapes to see what works best.
Finished- I always put a small piece of cardboard on the back of the background mount, like a picture hook so you can pin or staple the sculpture to a wall.
TA Today -The transactional analysis bible!
TA Today(Vann Joines, Ian Stewart-Life Space publishing) is the main “bible” of transactional analysis ideas. As well as having easily to read information on different aspects of TA, it provides the reader with exercises and activities for personal and group reflection. It explains ego states, games, the script, drivers and injunctions as well as useful tools such as the discount matrix and the racket circuit. It uses case histories and real everyday examples to illustrate TA ideas. It’s the kind of book you need to keep dipping into and you can go back again and again to gather valuable insights in to how people relate to each other in the world, often disfunctionally. Most positively it offers explanations on how and why we are who we are and ways in which to move on from our pasts and how to get the best out of our relationships at home and at work.
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