Training and

Examination
Handbook
Certification in
Transactional Analysis

SAATA Office, 91, Krishna Colony, Trichy Road,

Singanallur, Coimbatore 641005 INDIA
SAATA Certification in
Transactional Analysis
Introduction

In the South Asian region professional training and certification in Transactional Analysis has
been in line with the international processes, where the first level of certification in a specific
field of application (counselling, education, organisational, psychotherapy) is Certified
Transactional Analyst (CTA) and usually takes 4 or 5 years to complete. In order to provide
milestones along this journey and also cater to those looking for shorter training and
certification, SAATA provides two intermediate certifications. They are-
• Diploma in Transactional Analysis
• Advanced Diploma in Transactional Analysis

These intermediate certifications could be an end in themselves for those who are looking for
knowledge and skills for use in personal and professional contexts. They will also provide
consolidation, evaluation, affirmation and motivation on the journey towards CTA which certifies for
professional application in the chosen field.

The trainees may have

• Diverse backgrounds and varying degrees of prior exposure to self and professional
development and to Transactional Analysis

• Different identities and goals, as they may be working towards Diploma, Advanced Diploma
and/or CTA
Therefore the groups may have changing memberships, particularly at more advanced levels of
training. The design of the programmes has been made keeping these factors in mind.
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Objectives

For the Diploma

• To provide for experiential learning and understanding of the core concepts of Transactional
Analysis
• To encourage application of the understanding to self and interpersonal interactions
• To promote the individual’s problem solving skills and develop the ability to approach
complex issues from a variety of perspectives
• To foster an attitude of professionalism, quality and ethical practice to the application of
Transactional Analysis
• To develop the ability to select appropriate theoretical frameworks and apply them to
practical situations
• To foster a commitment to ongoing study that will include current developments
• To assist in the development of independent learning skills to enable trainees to approach
new issues and topics with confidence
• To facilitate an understanding of fields of specialisation and boundaries of the fields and
levels of certification

For the Advanced Diploma

In addition to the above

• To increase the depth and breadth of understanding core Transactional Analysis concepts
with a focus on the field of specialisation
• To train in skills of listening, rapport building, contracting, diagnosis and
treatment/intervention planning
• To develop the ability to evaluate, compare and critique theoretical frameworks in order to
draw upon and choose from a wide range of potential interventions
• To apply the knowledge and skills in the field of specialisation under supervision
• To increase cultural awareness and the ability to perceive the area of specialisation in a
broader perspective
• To further personal awareness, growth and change

For those continuing to the CTA level of qualification

• Undertake a substantial piece of independent work

• Present this in writing, including demonstrating a high level of self and client analysis
• Produce evidence of a range of interventions in which clients achieve greater autonomy
through the application of Transactional Analysis
• Develop the ability to discuss theory and application
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Requirements
Diploma Advanced Diploma CTA Remarks

(Assumes diploma (Total as specified

completed. Hours in by ITAA) Hours
addition to those inclusive of those
required for diploma) required for
diploma and
advanced diploma

Training 120 (must be 300 (must be TA) 600 (300 must be Theoretical inputs,
hours TA) TA) practical
demonstrations,
skills training,
discussions, etc.

Supervision 8 of which 5 100 supervision hours 150 (75 must be Includes active
hours must be with out of which at least 50 TA-based; 40 must presentation
their primary must be with a TSTA or be with primary individually or in
supervisor PTSTA and 30 must be supervisor) groups for feedback,
with their primary confrontation,
supervisor discussion

Application On self and 350 (in TA) 750 (500 in TA) client contact in
hours interpersonal Application to client / field of
interactions (no client systems (in specialisation
specified hours - chosen field of
appropriateness specialisation
to be assessed
by their primary
supervisor)

Additional 72 as agreed 250 as agreed with 500 as agreed Inclusive of personal

hours (TA or with their their primary supervisor with their primary psychotherapy
non TA) primary supervisor
supervisor

Total hours 200 1000 2000

Written Exam Written exam as Written and oral exam Written and oral Details described
to be specified in the as specified in the ITAA exam as specified below
submitted to SAATA Diploma Training & Examination in the ITAA
SAATA Training & Handbook (With Training &
Examination changes as in SAATA Examination
Handbook Advance Diploma T & E Handbook
Handbook)
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Requirements

Supervision

It is an effective developmental process that facilitates

• Increase in clarity of concepts, skills and appropriateness of application

• Awareness of stroking patterns, discounts, rapport building, contracting, treatment

planning, pacing, timing of intervention etc.

• Identification of personal issues that might interfere with effective professional application

This is done by ongoing analysis of all aspects of work done using TA concepts, so that supervisees
are continually learning how to apply the models at a meta level as well as within the
client/practitioner relationship.

Some of the formats that can be used are

1. One to one with a Provisional Teaching and Supervising Transactional Analyst (PTSTA) or
Teaching and Supervising Transactional Analyst (TSTA), observed by other students or done
privately (particularly if confidential content is to be discussed)

2. Cascade – one student supervises another, who is in turn supervised by a PTSTA or TSTA.

3. Group – where student presents and group act jointly as supervisors (with PTSTA or TSTA there
to monitor and intervene if appropriate)

4. Peer supervision – where students supervise each other without a PTSTA or TSTA present

5. Non-TA supervision, where a different approach is applied to the TA work

The supervision sessions will allow the supervisor to form a view on the student’s

• current level of competence in applying Transactional Analysis

• awareness of the process between them and client

• ability to analyse using Transactional Analysis constructs/models

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 • willingness to accept constructive feedback from others

• degree of progress and development over time

• In addition, the cascade and group supervision permits assessment of student’s

• level of competence at applying Transactional Analysis to help a ‘colleague’

• awareness of the process between another student and their client

• ability to engage in analysis of interactions and dynamics

• skill at asking questions that stimulate awareness in others

• skill and sensitivity in giving feedback

Personal and Professional journal

This will include

• connection of theory to situations experienced, in ways that demonstrate personal and

professional insights

• references to theoretical constructs in ways that show understanding and ability to critique
(students can assume that reader already knows the theory)

• notes on how learning/insights will impact future personal/interpersonal behaviour and

professional practice

• appropriate referencing

Further details provided in Section A of written exam.

Learning Log

It provides evidence of the student’s learning during the programme from a range of sources. These
can include training sessions (TA and non-TA), supervision, interactions in personal and social life,
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learning stimulated during professional activities, reading, online forums etc.

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There is no set design for the log; students are free to maintain their log in whatever way works
best for them. It is anticipated that a student will produce 2-4 pages per month, which includes
copies of handouts received, awareness from group discussions/instruments used, feedback,
extracts from journals or books, etc. plus the student’s annotations, comments and conclusions.

Continuous Assessment

The aim is to assess students in terms of

• theoretical knowledge (Appendix I – Content Summary)

• application of Transactional Analysis
• nature of their involvement in training/supervision
• personal development and awareness

The assessment process involves

• ongoing analysis and assessment of performance/behaviour during training and

supervision sessions

• essays to demonstrate theoretical understanding, ability to critique and practical

application of Transactional Analysis

• portfolios/case studies to demonstrate competent application

• learning log and recording of personal and professional journey to demonstrate awareness
of self and growth process

Note that the ongoing analysis of performance during training does not form part of the formal
requirements. This is so that trainees feel free to raise their own concerns about their application of
Transactional Analysis without worrying that such openness on their part could have a negative
impact on their grades. However, the nature of Transactional Analysis is such that students who fail
to act on such analysis are likely to find that the same issues limit their ability to provide essays,
learning logs and portfolios to the standards required.

As with international Transactional Analysis qualifications, grading will be a simple pass or defer.
The latter is intended as an invitation to the student to consider the detailed feedback from the
marker as a guide for re-submission.
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Assessment Calendar

There is no fixed schedule for when assignments must be submitted, although from time to time
dates may be announced for students to aim at if they wish to receive their awards on specified
dates (e.g. associated with a conference).

Trainers are free to establish whatever schedules they wish, taking into account their own
preferences, the design of their programmes, and what may best suit individual students.

SAATA Assessment for award of Diploma

Purpose of the Diploma Written Examination

To demonstrate that the candidate has a clear integrated understanding of the core concepts of
Transactional Analysis theory and practice and is able to apply it effectively and ethically.

Overview of written examination

The written examination consists of two sections.

Section A

Self-portrayal of the candidate and a report on the learning experience and personal development
gained during Transactional Analysis training.

Section B: Theory and Literature

The candidate is to answer three questions on Transactional Analysis theory and practice from a
set of seven questions.

The written examination can be written in any language for which examiners are available.

Anonymity

The written examination should be anonymous. There should be no indication in the text that might
allow the candidate, the supervisor or trainer to be identified. This requirement is to protect the
candidate. If the candidate identifies his/her training institute or trainer in the written exam, it will
be automatically returned to the candidate. The identity of any individual client or organisation
used as examples to illustrate application must be disguised.
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Total length

The word limit is 6000 to 8,000 words i.e.1500 to 2000 per question. A word count should appear
on the final page. Diagrams and bibliography not to be included in word count.

Presentation

The written examination should be

• Word processed
• Presented on A4 size paper
• Printed only on one side of each page
• Double spaced throughout

Each page should

• Have good margins
• Be numbered consecutively throughout the document

Section A: Self portrayal, learning experience and personal development

The candidate is to

• Portray himself/herself describing the personal and professional context relevant to

understanding the learning experience and personal development.

• Highlight development during Transactional Analysis training reflecting on important

learning experiences which were significant for personal/professional growth and change.

• Include the context in which you plan to further your journey with Transactional Analysis.

Section B:

This is an opportunity for the candidate to demonstrate

• Knowledge of Transactional Analysis theory and literature

• Capacity to conceptualise how to apply their learning of Transactional Analysis theory.

In writing this section, the candidate is expected to

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• Answer three questions, choosing from the seven questions given below.

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 • Bring out reasons for choosing the concepts they write about.

• Define clearly the concepts, usually stating the original and any relevant later
developments. They are encouraged to state their own position and compare it with their
earlier learning.

• Acknowledge and clearly reference the source for all the material used. Use the
format of referencing followed by the Transactional Analysis Journal.

• Demonstrate their understanding of the concepts by giving examples of their

application of the same.

Questions for Section B:

1. What Transactional Analysis model or concepts do you use to understand

interpersonal relationships and communication? Explain with specific examples
how this influences your personal/ professional life?

2. What is the significance of contracting? How has the application of contracting

enhanced your personal/professional life?

3. Which Transactional Analysis concepts do you use to describe recurrent patterns?

Describe, with examples, the development of these patterns and how these can be
changed.

4. What Transactional Analysis model or concepts do you use to understand the

intrapsychic process? Explain how this has influenced you?

5. What Transactional Analysis concept do you use to analyse/ diagnose in your

personal/professional context? How has this influenced your personal/professional
life?

6. What Transactional Analysis concepts have you used in motivating yourself or

others? Explain with examples.

7. What is your understanding of growth/change? Describe how Transactional Analysis

concepts have been used to bring about growth/change in your
personal/professional life?
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Scoring of each Section and final evaluation

The sections are weighted as follows:

Section A: 25% Section B: 75%
The written examination will be declared ‘pass’ if the total score is 65% or more.

Criteria for assessment

• awareness of a broad range of concepts

• recognition of significance of concepts
• change evidenced by reported behaviours
• competence in application of theory
• coherence and organisation of material
• ethical position

Exam Submission & Exam Marking procedures

1. Evaluation is carried out by the candidate’s primary supervisor, in the form of an appraisal
to prepare the written examination in the appropriate format and of required standard.

2. When it is in their opinion of passing standard, the candidate sends the following
documents, via an email (scanned copies), as well as via courier (physical copies), to the
SAATA office
• Appendix II, the application form
• Endorsement by the supervisor (Appendix III) that the requirements of hours and
other criteria are met
• Log of all training, supervision and other relevant hours
• Proof of current and continuous SAATA membership for at least one and a half
years

3. If the requirements are met, the candidate pays the exam fee via an online transfer to the
SAATA Bank account. This would be a consolidated amount, which includes the Application
fee and the Examiner’s fee (Refer to the Fee Structure on Page 12).

4. The candidate sends a soft copy of the written examination to the VP Training &
Examination of SAATA or a person designated by the VP-T&E, who then sends it to the
examiner. (The primary supervisor will not be involved in this process even if part of the
committee and whose identity will be maintained anonymous)
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5. The examiner marks the written examination based on the criteria specified above and the
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detailed rubric provided (Appendix IV). The Consolidated Mark Statement (Appendix V) and

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 feedback are e-mailed to the VP-T&E, with a copy to the Treasurer of SAATA

7. If the examination has passed, the VP T&E sends the feedback to the candidate, who will
then be awarded the Diploma by SAATA. The identity of both the examinee and examiner
are still kept anonymous.

8. If the examination has been deferred, the examination is rewritten, using the feedback
from the examiner and the above steps 3 to 6 are followed after payment of the
resubmission fee.

9. Alternately, the candidate may apply for a revaluation along with the relevant fee. After
revaluation, the examiner sends the evaluation and feedback as per the procedure outlined
in Points 6&7.

Guidelines to the Markers

The main function of this section is to give written examination markers consistent criteria for use
in evaluation. They should bear in mind the following recommendations based on previous
experience.

The candidate has invested a lot of him or herself in the written exam, which the marker should
respect no matter how the result will be viewed and judged. While framing comments, they should
bear in mind the question: ‘How would I feel if I were the candidate or the candidate’s supervisor?’
Comments should provide specific areas of strength and weakness in the candidate.

The written examination evaluation should not include any diagnosis of the candidate. Evaluation
is an educational, not a psychotherapeutic process. The marker should avoid unqualified critical
statements and unsubstantiated value judgments. Such words as ‘insufficient’ or ‘adequate’ do
not carry enough information to give the candidate proper guidance to future progress. Remarks
should specifically address the criteria of the scoring scale.

The written examination evaluation should include positive strokes. If there is something that is
unsatisfactory or if information is missing, the comments should be specific about what is
expected, so that the candidate may learn something useful. The marker should address the
candidate directly, making the evaluation respectful and I’m OK – you’re OK process, limit the
feedback to three pages, make use of the numerical scoring scale and the guidelines provided in
this manual.

Computation of marks after revaluation

• If the difference of marks awarded by the two examiners is less than 20 then the average
mark is considered to declare the candidate passed or deferred.
• If the difference in marks is greater than 20, the examination is sent for revaluation to a
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third examiner. No extra fee is collected from the candidate.

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• The third examiner sends the evaluation and feedback to the SAATA office

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 • The candidate is declared passed if any of the two examiners have awarded 65% or above.

Fee Structure

Application Fee Examiner’s fee

Rs.2000
Written Examination Rs.1000

Re-submission with minor Rs.2000

changes/ clarification Rs. 200
required by examiner

Rs.2000
Re-valuation Rs.1000

(Note: Some sections have been adapted from the ITAA Training & Examinations Handbook and
customised to suit the SAATA region)

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 Appendix I
Diploma in Transactional Analysis

Content Summary

History and Overview: Transactional Analysis Proper

• About Eric Berne • Transactions
• Development of Transactional • Strokes
Analysis • Time structuring
• Philosophical principles • Passivity; Symbiosis; Discounting
• Transactional Analysis Organisations
• Fields of specialisation in
Game and Racket Analysis
Transactional Analysis
• Game Analysis
• Ethics
• Racket Analysis
• Autonomy
• Contracting
Script Analysis
• Life Positions
Structural Analysis • Script –definitions, formation, script
• Ego states - Structural & functional matrix
models - diagnosis
• Script Analysis
• Psychic Energy & Cathexis, Executive
• Drivers, Process script
Self & Real Self
• Boundary problems – structural & Child Development
functional • Pamela Levin
• Jacqui Schiff
(Any one model)

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 Appendix II
Diploma in Transactional Analysis
Application Letter

Date:

To,
Training and Examination Committee
South Asian Association of Transactional Analysts
c/o Asha Counselling and Training Services
91, Krishna Colony, Trichy Road,
Singanallur, Coimbatore 641005 INDIA

Subject: Diploma in Transactional Analysis Examination

I have completed all the requirements for the examination towards award of the Diploma in
Transactional Analysis. Please record my readiness to have my examination graded

I will send a copy of the examination and the examiner’s fee of Rs.__________ to the SAATA office.

Enclosed please find

• a cheque/draft for Rs.________________ payable at Coimbatore to SAATA
• endorsement by the primary supervisor
• log of all training, supervision and other relevant hours
• proof of current and continuous SAATA membership for at least 18 months

Language of examination:

Candidate’s Name _________________ Candidate’s Signature ____________________

Address___________________________________________________________________

Email id _________________________Telephone No _____________________________

FOR THE USE OF SAATA OFFICE ONLY

Name of the examiner ____________Mobile No. _______________Email id____________

Date of payment of examiner’s fees ___________Date of receipt of exam______________

Date of dispatch of exam____________Date of receipt of results, mark sheet__________

Date of Resubmission of exam (If any) __________ Date of Revaluation _______________

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2nd Examiner’s name _____________ Mobile no. _____________ Email id________________

Page

Date of dispatch of exam____________Date of receipt of results, mark sheet__________

Training and Examination Handbook : 2016 | South Asian Association of Transactional Analysts
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 Appendix III
Diploma in Transactional Analysis
Supervisor’s Endorsement Letter

Date:

To,
Training and Examination Committee
South Asian Association of Transactional Analysts
c/o Asha Counselling & Training Services
91, Krishna Colony, Trichy Road,
Singanallur, Coimbatore 641005 INDIA

Subject: Diploma in Transactional Analysis Examination – Endorsement

Candidate’s Name:__________________________________________________

Primary Supervisor’s Name:__________________________________________

As the candidate’s primary supervisor, I certify that I provided training & supervision to the
candidate from_______________(Date) to __________________.

The candidate has completed

i. _________hours of advanced TA training (120 minimum)
ii. _________hours of TA supervision (8 minimum; at least 5 with primary supervisor)
iii. _________ hours of TA training (if required as additional hours)
iv. _________hours : any other (please specify)

Total hours_________________

As a result of my personal observation and evaluation, I believe the candidate has completed all
the requirements for having his/her examination graded, including sufficient application of TA on
self and interpersonal interactions.

I have read the examination and find it to be in the appropriate format and of required standard.

Supervisor’s Signature _____________________________________________________

Supervisor’s Name________________________________________________________

Email id_________________________________________________________________
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Telephone No.____________________________________________________________

Training and Examination Handbook : 2016 | South Asian Association of Transactional Analysts
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 Appendix IV
Diploma in Transactional Analysis
Scoring of Written Examination
Criteria and scoring for Section A:

Self-portrayal, learning experience and personal development

This section is for 25 marks. 5 marks is allotted to each of the following criteria
• Self awareness
• Significance of Transactional Analysis learning
• Change through Transactional Analysis learning
• Plans to further your journey with Transactional Analysis.
• Ethical position

Criteria
Plans to
Significance of Change through
Criteria Self-awareness
TA learning TA learning
Further your Ethical position
Journey

Max.
5 5 5 5 5
Mark

High High degree of

High degree of High degree
recognition of clarity in
awareness of of clarity & Ethical position
5 significance of evidence of
range of aspects specificity in clear & significant
many aspects congruent
of self and context plans
of learning change

Awareness of High Some evidence Ethical position

Some clarity
4 many aspects of recognition of of congruent recognisable &
& specificity
self and context significance of change acceptable
in plans
few aspects of
learning Ethical position
Awareness of Evidence of
somewhat
3 some aspects of several aspects
recognisable &
self and context of change
acceptable
Some
Awareness of few recognition of Evidence of Ethical position
2 aspects of self significance of change in some inadequate &
Hazy plan with
and context few aspects of aspects acceptable
no specificity
learning

Little or no
No clarity or Ethical position
Little awareness recognition of No evidence of
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1 specificity in missing or
of self and context significance of change
plan unacceptable
learning
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Criteria and scoring for Section B: Theory and Literature

Three out of seven questions have to be answered. Each question is for 25 marks. For each
question, marks are allotted for the following criteria as shown below.
• Theoretical understanding: 9
• Referencing: 2
• Application to personal/professional Life: 12
• Coherence of presentation: 2

Theoretical understanding

Criteria

Relevance of concepts Width & depth of Clarity in theoretical

Criteria
chosen content understanding

Max. Mark 3 3 3

Concepts
Comprehensive High degree of clarity of all
appropriately chosen;
3 awareness of a broad concepts discussed; well
High recognition of
range of aspects integrated
significance

Concepts chosen
reasonably Clarity of some concepts /
Reasonable awareness aspects of concepts
2 appropriate; some
of some aspects
recognition of
significance

Concept not
appropriately chosen; Lacks clarity in understanding
1 Insufficient awareness
Little awareness of of most concepts
significance

Referencing: Maximum 2

• Relevant, sufficient and accurate referencing: 2

• Relevant but insufficient referencing: 1
• No or irrelevant referencing; 0
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Application to personal/ professional context: Maximum 12

Criteria

Integration of Thinking Change evidenced by Ethical position

Criteria concept & behaviour
application

Max. 3 3 3 3
Mark

3 All concepts Clarity in thinking; Change clearly Clear &

discussed clearly metaperspective evidenced by reported significant
demonstrated by taken into account behaviour
applications

2 Connection Some reflection Change somewhat Somewhat

between concepts evidenced by reported recognisable &
& application behaviour acceptable
plausible;
reasoning difficult
to follow

1 Little & superficial Hazy superficial Change not evidenced Missing or

connection explanation of by reported behaviour unacceptable
between concepts application
& application

Presentation: Maximum 2

• Coherent, concise and well-organised: 2

• Somewhat coherent and organised: 1
• Lacks coherence and organisation: 0

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 Appendix V
Diploma in Transactional Analysis
Consolidated Marks Statement

Maximum
Section Detail Marks awarded
marks

Self-portrayal, learning experience and personal

A 25
development

B1 B2 B3

Theoretical understanding 9

Referencing 2

Application to personal/ professional context 12

B
Presentation 2

Total for each Answer 25

Theory and literature – Total 75

Total of Section A & B 100

Examination Result (Tick one):

Pass ☐ Defer ☐

Examiner’s Comments

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Date: _________________ Signature of Examiner____________________

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