The conceptual basis of metaphor (Lakoff & Johnson, 1980/2003) is a starting point for considering the relationship between familiar transactional analysis models and the avowed transactional analysis philosophy of “I'm OK, You're OK” (and “They're OK”). Identifying some of the incongruities embedded in transactional analysis language and diagrams offers an opportunity for a fresh perspective that integrates some less wellknown transactional analysis ideas, many of which were developed by educational and organizational practitioners. A new systemic model is described that focuses on the contribution transactional analysis can make to describing and enabling an understanding of what is involved in a healthy developmental process, including growth, learning, thriving, and emotional literacy. This model is derived from an idea developed by Hewson (1990), and it identifies concepts from early and more recent transactional analysis literature that image the supporting of healthy development. It includes preventive and restorative cycles. The intention of this article is to stimulate readers to explore and discuss the notion of developmental transactional analysis and to involve everyone in a cocreative process as “transactional analysis designers” (Summers & Tudor, 2000).
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