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"Andrea's Named Hellos" (HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 7 pages, 2
drawings/figures (1 in color), References. Copyright 2009. Andrea wanted
to get better grades in school so that she could go onto college.
Writer said: “OK, here’s what you can do.
Learn and write down the first and last names of every person in each
class. While you are learning and writing down these first and last
names in your own records, names of people, start also to give a named
hello to each person you already know and visit long enough for them to
answer your named hello with a hello back to you. As you learn more
names and have attached the names to the person in the classroom, give
more named hellos: ‘hello Sarah’, ‘hi Saul’, ‘hi Rebecca’, etc. At first
you will be giving a lot more named hellos than you get back, but within
a week or so of giving a named hello they will be giving you back your
name in a hello to you. One or two in a class may even ask you for your
name and say hello to you by name. Some people who have done this make a
seating diagram of their class with first and last names of every class
and tally who exchanged names. A way to keep track is to write a
person’s name and then draw a circle around it for your hello and then
another circle around it if you got a named hello back.”
The
"Can We Say The Hellos Now?" (HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 8 pages, 4
drawings/figures (3 in color), References. Copyright 2009. "Writer was
invited by a kindergarten teacher to attend one of her classes 5 months
after the initial visit. Soon after that first visit the teacher
instituted a program in her kindergarten class for her 5 year old
students to exchange named hellos with each other a few times a week.
About an hour into the writer's second kindergarten visit, one of the
students asked her: "Can we say the hellos now?" Shortly thereafter, the
20 five-year-old students were seated on a rug in a circle. Starting
first with Billy, teacher had each one go around the circle to give a
named hello to each other of his classmates. .... "
"Organized Pandemonium"
(HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 11 pages, 6
drawings/figures (3 in color), References. Copyright 2009. "In the fall
of 1971, with the sanction of school administration, this writer taught
an eight week course to 12 members of the faculty of 100 of a local high
school. The reason for the course was to prevent the expected annual
spring campus riot. Titled 'Transactional Analysis for Classroom
Teachers' the cornerstone of the course was for those who met together
in the classrooms to know each others' first and last name, and give
each other a 'Hello (Hi)' with name, 'a named hello.' This named hello
exchange and classroom seating diagram exercise was the opening activity
of the first and each of the following classes."
"A Sea Of Unknown Faces In Public Schools" (HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 7 pages, 2
drawings/figures (1 in color), References. Copyright 2009. "Having ever
larger numbers of (unknown) individuals to contend with every few years
while at the same time being educated (learning?) is a distraction to
the learning process. The business of moving to another room setting,
teacher, and another set of people, hour after hour, can be taxing, let
alone disruptive as the sea of (unknown) faces in direct contact with
the person grows and grows, let alone be distracted by legalized
in-house pornography ('sex education') and confrontations with
situational values teachings at odds with the values about right and
wrong taught at home."
"The I'm OK, You're OK Classroom:
Exchange of Named
Hello Greeting Exercises in Public Education Classrooms"
(HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 48 pages, 25
drawings/figures (12 in color), Footnotes, References. Copyright 2009.
"Transactional Analysis For Classroom Teachers" was taught to 12 high
school teachers. They taught the same material to one of their selected
classes at the local high school. One of the in class exercises was the
exchange of named hellos. Parent-Adult-Child diagram was taught. And the
principles of their social dynamics with each other was taught, and how
to both graphically represent in the OK Corral what had happened to them
in any particular event, and socially to better regulate their behavior,
i.e. get-on-with (GOW) or get-away-from (GAF) or get-rid-of (GRO) or
get-nowhere-with (GNW).
"Transactional Analysis in the OK Corral: Grid for What's Happening"
(HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 18 pages, 7
drawings/figures (1 in color), Footnotes. Copyright 2008. This is a discussion about the
four classes of outcome: Get-On-With (GOW), Get-Rid-Of (GRO),
Get-Away-From (GAF), Get-Nowhere-With (GNW).
a. The
Get-On-With (GOW) outcome of a social encounter occurs when the
personal experience of the particular person closes with an I-Am-OK
and You-Are-OK.
b. The
Get-Rid-Of (GRO) outcome of a social encounter occurs when the
personal experience of the particular person closes with an I-Am-OK
and You-Are-Not-OK.
c. The
Get-Away-From (GAF) outcome of a social encounter occurs when the
personal experience of the particular person closes with I-Am-Not-OK
and You-Are-OK.
d. The
Get-Nowhere-With (GNW) outcome occurs when the personal experience
of the particular person closes with I-Am-Not-OK and You-Are-Not-OK.
"Transactional Analysis in the OK Corral: Grid for What's Happening"
poster
(PDF)
By Franklin H. Ernst Jr., M.D. / 3 color chart highlighting the
ways for dealing with social encounters. Copyright 2008.
"Third
Circle / The Diagramed Parent: Eric Berne's Most Significant
Contribution"
(HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 17 pages, 15
drawings/figures, Footnotes. Copyright 2008.
Berne's most significant contribution was in
differentiating between the two categories of "Grown-up" inside the
person. Previous to Berne, there had been no tool available by which to
picture and reliably tell apart: (a) the nurturing-disciplining
qualities that make for hominess (also sometimes called
"rigidity-of-character") and (b) the objective, straightforward,
on-the-level, computed thoughtfulness in the same person, including the
acts of reasoning out, reasonableness in behavior and in personally
selecting the best times for the Child in this same person to come out
and “play.” By showing that there is an aliveness (this is the essence
of an ego state) in being objective (Adult) and an aliveness in
the nurturing-disciplining (Parent) functions within a person,
Berne distinctly identified these two unique major classes of ego states
in the person. The Parent and the Adult were separate
entities, differently organized, separatable personality structures
living inside the skin of the same person, each serving a uniquely
different set of functions. Then and only then did it become possible
to validate the authenticity of the childhood manifestations (Natural
Child and Adapted Child) that continue throughout life to show up in
each one of us. Then and only then, after this Parent structure had been
differentiated from the Adult ego state, did it become possible to
identify and verify that it is healthy to keep and nurture and take care
of the Child-self within the person. Then it was possible to see that
efforts to squash out, eradicate, “get-rid-of” childhood traits is not
in the best interest of the person. For example the desirability that
fingernail biting “be gotten rid” of is unsupported by verifiable
clinical information. By sorting the Adult thinking from the Parent
thinking it became possible to define with a very considerable precision
what “social control” means, i.e., personal behavior controlled by one’s
own reasoning Adult.
"Handbook
of Listening / Transactional Analysis of the Listening Activity", Second
Edition
(HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 144 pages, 28
drawings/figures, Table of Contents, Footnotes. Copyright 2008. This is an in depth
discussion about listening. Chapters topics include: "Listening
Defined," "Listener Ego States," "Childhood Development and Listening,"
"Transactional Analysis of Listening," "Game Moves and the Listener,"
"Manipulating Listeners," "Adult Procedures for Better Listening,"
"Listening Efficiency," "Formulations, Prescriptions, and Learning
Procedures for Listeners," "Glossary."
"The
Outline of the Activity of Listening, Transactional Analysis of the
Listening Activity"
(HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 40 pages, 1 diagram, Table
of Contents. Copy right 2006. This is an introductory guide to the listening activity.
"Leaving
Your Mark"
(HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 40 pages, Table of
Contents, Bibliography. It is proposed in this paper that wall marking
is to give yourself away. To not mark is to not give yourself away.
"Giving-yourself-away" is contrasted to "sharing" and what euphoniously
is called "Giving-OF-oneself." Giving-yourself-away is the opposite of
sharing.
"Personality Functions" poster
(PDF)
Written
by Franklin H. Ernst Jr., M.D. / 3 color chart showing the functions
of the personality.
EGO STATES AND THEIR FUNCTIONS
The three
categories of ego states each have different functions. These are listed
next.
I.
Parental functions are classifiable into:
Nurturing--both physical and emotional, and
Disciplining--prohibiting, limiting and training.
1.
Parental functions are for the purpose of nurturing and disciplining the
Childhood ego state. Disciplining parent is sometimes referenced as
“prejudiced Parent” or “critical Parent.”
II. Adult
functions are:
Information input: "Tell-me-what-happened."
Information organizing: "Give-me-a-minute-to-think."
Solution
producing: "The best-approach-to-this situation-now-is."
1. These
have to do with the "here-and-now" situation.
III.
Childlike ego functions are:
A.
ADAPTIVE to Parental influences and training, and as such are either,
Rebellious--defiant in adaptive nature or
Compliant--believing, memorizing in nature.
B. NONADAPTIVE, "natural-Child"
functions, e.g., spontaneity.
"Getting
Well With Transactional Analysis: Get-On-With, Getting Well and Get (to
be) Winners"
(HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 21 pages, 9
drawings/figures, Bibliography, and footnotes.
Copyright 2008. Techniques that
increase the frequency of Get-On-With resolutions of encounters with
others can be called “prescriptions for getting well,” and can be used
for “getting well mechanical style.” ... .
For example,
“Give more thank-you’s to more people. And you can start doing it now.”
The Adult of the identified person at first is not practiced in the
technique of Okaying another person in order to secure a reciprocated OK
for himself. The Adult in the person at first “feels stiff.” Often when
first trying out “Get Well Mechanical Style” the person says: “It feels
phony. I feel like a phony. I feel insincere when I am doing it.” But
after some practice, this person committed to “getting well” quite often
says: “I feel OK now when I am giving these thank you’s and I see the
other person warming up back to me. It works.” ... .
For those to whom “get-well mechanical style” is strange, there is this
to say: Get-Well Mechanical Style is a functional form of the Adult ego
state in the person leading the inside “troubled Child” to obtain a
GET-WELL (of the symptom), “Get well first.”
Some of the prescribed techniques (“prescriptions”) are: (1)
“Get-a-level (head),” (2) “Gently rub you teeth over each other,” (3)
“Give with more audibles (vocals) when listening,” (4) “Give a named
Hello to 15 people a day,” (5) “Make-a-(name)-Seating-Diagram at your
meetings and in your classrooms,” (6) “Give him his name more often.”
"Coercive
Feelings; Psychological Rackets in the OK Corral"
(HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 10 pages, 6 drawings,
figures, Bibliography, footnotes.
Copyright 2008. A
“coercive feeling” is one which places a burden, (blame for the
feeling) on the other person, for example: “You make me feel guilty.”
Feelings which can be used for coercive purposes include: Tears,
Rage, Anger, Guilt, Desperation, Anxiety, Helpless, Tired, Confused,
Scared, and Hurt. Eric Berne M.D. called coercive feelings
“rackets.” This paper describes how to understand, diagram,
and handle psychological rackets, i.e. emotional blackmail,
coercive feelings.
"Fourth
Millennium of the Alphabet and the Transactional Analysis Diagram"
(HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 10 pages, 9
drawings/figures, footnotes.
Copyright 2008. During the 2,000,000 year history of mankind, it is
reasonable to assume that only minor evolutionary changes have occurred
in the anatomic, physiologic, and neurological apparatus of the human.
Therefore, the burst of technical skills during the last 3,000 to 5,000
years is the result of other than physical or chromosomal change. It is
proposed here that this burst has been the result of two sets of
inventions and that Transactional Analysis may well be a third. The
first is the relative simplification of the information codification
process, and the second is the relative simplification of the
dissemination of codified information. ... In addition to being a method
of psychotherapy and an organization, transactional analysis is a
scientific theory of social behavior and a theory of personality
structure. As a theory it meets the criteria of (1) duplicability of
results by different persons, and (2) teachableness to students. The
main advantage of teaching this theory of the pair of three stacked
circles is that the complexities of almost any (social) situation can be
vastly reduced. The use of this alphabet-type diagram (this schematic
representation of human and social events) is worth a “thousand words.”
"The Game
Diagram"
(HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 36 pages, 27
drawings/figures, footnotes, references.
Copyright 2008. A game is defined as a
recurring set of transactions with ulterior transactions, concealed
motivation, a gimmick and a payoff. Game moves are made of a series of
ulterior transactions. An ulterior transaction is made up of a social
level and psychological level. These ulterior transactions occur between
people and are of two types: angular and duplex. An angular ulterior
transaction originates from one ego-state and is aimed at two ego-states
of the other person. A duplex ulterior transaction originates from two
ego-states and is aimed at two ego-states of the other person.
There are four classes of ulterior transactions in each game. They are:
the tentative angular ulterior (Move #1 in a game), the committed
angular ulterior (Move #2 in a game), the tentative duplex ulterior
(Move #3 in a game), and the committed duplex ulterior (Move #4 in a
game). These classes of ulterior transactions are referred to here as
game moves. Each game move has both social level and a psychological
level. The psychological level contains the ulterior aspect of the
particular transaction.
"OK
Corral, Grid for What’s Happening. Eric Berne Memorial Scientific Award
Acceptance Speech / Boston, August 14, 1981"
(HTML)
(PDF)
Written by Franklin H. Ernst Jr., M.D. / 23 pages, 20
drawings/figures, footnotes. Copyright 2008.
"Unaccustomed as I am to
being at Transactional Analysis meetings, it gives me great pleasure to
accept this award. There have been a number of distinguished people
preceding me who have received this award. However, the most important
person to me is the person in whose honor this award is given, the
founder and first president of this organization, Eric Berne, M.D."
"Thanks is also extended to
the organization's members for selecting the OK Corral: Grid for
What's Happening to receive this honor. It is now referred to as the
“Grid for What's Happening” inasmuch as it is a diagram with an
associated body of theory which describes what happens between people in
their encounters with each other. One class of outcomes of people
encounters is to "get-on-with." But get-on-with is only one of the ways
people relate to each other. The other three ways are also equally
important and valuable as well as describing what people really do with
each other."
"On my way here to Boston I had an awe inspiring experience driving thru
western Massachusetts. Never have I seen a lightning display such as the
one that I saw Tuesday evening, three days ago: Stockbridge, Woronoco,
Chicopee, Springfield, Palmer. It was like an omen. One hundred fifty to
two hundred bolts of lightning; two dozen bolts of lightning within one
hundred yards of my car as we drove here; two to three inches of rain
and all of this occurring in a half hour of time. I have never seen this
before and many years ago I lived in Worcester for a year."
"In accepting the award this
evening for the “Grid for What's Happening” I want to show you the Grid
and how it is drawn. It is a rectangular enclosure divided into four
equal sized quadrants. The horizontal line divides the enclosure into
upper and lower halves. This is the "I am" axis of this OK Corral. The
arrow pointing to the left is the "I am not OK" side and the arrow
pointing to the right is the "I am OK" side. "I am OK" to the right
stands for example: "I am going ahead, moving ahead in my life.” The "I
am not OK" to the left, stands for "I am regressing, moving backward in
life.” .... ."
"Our Letter", a newsletter
(link button)
Written by Franklin H. Ernst Jr., M.D. and Franklin "Harry"
Ernst III. Thirteen newsletters written on topics ranging from
local matters to international matters. Includes drawings, figures, and
maps.
"Guide
To The User Friendly OK Corral: Grid for
What's Happening"
(HTML) (PDF
new)
(PDF original)
Written by Franklin H. Ernst Jr., M.D. / 4 pages, 26 drawings.
Copyright 2006. You can't say anything the other person won't take as
either an OK or a NOT-OK. Events between people conclude with each
experiencing a sense of personal OK or NOT-OK and also about the other
party being OK or NOT-OK. These experiences and the results on the
person, what happens to him next, are what the OK Corral shows how to
figure out and sort. Note: the PDF file is an original image of the
initial printing.
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