Transactional Analysis Certification Exams: An Opportunity to Learn

Abstract

This article presents some theoretical reflections on transactional analysis certification processes and exams. Exams are considered as both an evaluation process and a learning experience. The author discusses the relationship between evaluation and power and stresses the value of a clear distinction between the two. During certification exams, there is a clear difference in power: examiners can pass or defer candidates. There is no reciprocity, although reciprocity does exist in the overall process because each participant (examiner, candidate, sponsor, etc.) explicitly accepts being evaluated by others. The main concepts discussed are: exams are learning experiences for everyone who participates in them; to promote a good learning experience, all individuals must accept reciprocity in evaluation; and it is possible to promote and maintain reciprocity in evaluation even with awareness that power is un-equal. The main goals of certification exams are considered from the perspective of the evaluation of candidates, examiners, and the training system. Three examples of dysfunctional exam boards are described.

Get full access to this article

View all access options for this article.

References

Berne

(1994). Principles of group treatment. Menlo Park, CA: Shea Books. (Original work published 1966).

EATA Ethics Committee. (2006, October). EATA ethical code. EATA Newsletter, 87, 13–21.

EATA Professional Training Standards Committee. (1989). Training and examinations handbook (1st ed.). European Association for Transactional Analysis.

EATA Professional Training Standards Committee (1993). EATA training and examinations handbook (2nd ed.). European Association for Transactional Analysis.

EATA Professional Training Standards Committee. (1997). EATA training and examinations handbook (3rd ed.). European Association for Transactional Analysis.

EATA Professional Training Standards Committee. (2003). EATA training and examinations handbook (4th ed.). European Association for Transactional Analysis.

EATA Professional Training Standards Committee. (2008). EATA training and examinations handbook (5th ed.). Retrieved 1 October 2009 from http://www.eatanews.org/handbook.htm.

Ligabue

(2007). Valutazione e qualityà della formazione alla relazione di cura [Assessment and quality in training to care relationship]. Quaderni di Psicologia, Analisi Transazionale e Scienze Umane, 47–48, 13–44.

Mazzetti

(2005, February). Some ideas about new TSTA exams. EATA Newsletter, 82, 12–13.

10.

Mazzetti

(2007). Come avere valutatori efficaci? La reciprocità nel processo valutativo. L'esperienza EATA [How can we have effective evaluators? Reciprocity in assessing processes. The EATA experience]. Quaderni di Psicologia, Analisi Transazionale e Scienze Umane, 47–48, 135–143.

11.

Newton

(2003). Identifying educational philosophy and practice through imagoes in transactional analysis training groups. Transactional Analysis Journal, 33, 321–331.

12.

Sills

(2004, June). A revolution in TSTA qualification?. EATA Newsletter, 80, 4–7.

13.

Tosi

M. T.

(2007). L'approccio delle associazioni internazionali di analisi transazionale (EATA-ITAA) alla valutazione della formazione e prospettive future [TA international associations (EATA-ITAA) approach to the training assessment: Future perspectives]. Quaderni di Psicologia, Analisi Transazionale e Scienze Umane, 47–48, 123–133.