Teaching Transactional Analysis in a Senior Center

Abstract

An introduction to TA in a senior center is described and analyzed. Approximately 30 people attended the presentations, and evaluated them positively. Among important general considerations in teaching TA to older people are common visual and auditory impairments, wide variation among participants and their level of functioning, and access to senior populations. The importance of using the collective life experience and wisdom of older participants is emphasized.

Ego states, strokes, time structuring, transactions, and life positions were introduced. Specific attention was given to the Parent ego state, stroking and isolation, structuring time in retirement, games in group environments, Parent-Child transactions, and age as related to life positions. It was concluded that more attention should be given to applying TA to older populations.

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