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TA 202: Advanced Transactional Analysis Course

Introduction

Through our four-year educational program in transactional analysis, we provide an opportunity for trainees to acquire foundational competencies in psychotherapy following the guidelines of the European Association of Transactional Analysis (EATA) and the International Transactional Analysis Association (ITAA). Upon completing the education, trainees prepare for the written and oral examination in transactional analysis at EATA or ITAA. With the obtained certification, they seek a license for psychotherapeutic practice from the Croatian Chamber of Psychotherapists.

The Advanced Education Program in Transactional Analysis will unfold across several levels. The program consists of workshops and seminars, but there is also a concurrent requirement that the trainee is engaged in personal psychotherapy, reads prescribed literature, participates in accompanying activities (such as peer supervision, additional professional education, and conferences), and, upon starting to work with clients, is involved in a regular supervision process.

An overview of your training pathways

1st year

The theoretical content is designed like a funnel. In the first year, fundamental concepts from TA are thoroughly covered through experiential exercises, and essential competencies in understanding the theory and developing fundamental skills such as being present in the here-and-now, empathetic listening, and similar are expected to be gained.

2nd year

In the second year, the concepts are connected with client work, and all phases of treatment are thoroughly reviewed.

Thus, the fundamental competencies acquired during the second year of education are the ability to link theory with examples, the ability to negotiate and plan treatment, and the development of competencies related to the therapeutic relationship.

3rd and 4 years
In the third and fourth years, the theory is linked with specific topics and areas of work (such as anxiety, depression, trauma) through its implementation in the psychotherapeutic process.
Throughout all four years, trainees are encouraged to prepare for the examination in various ways. One way will be through writing essays on given topics aligned with the written part of the exam for transactional analysts. However, there will also be many other methods – through seminars, using oneself in the educational group, and so forth.

During this education, trainees are encouraged to:

  • Engage in equal relationships where they will expose their thoughts and feelings and be open to hearing themselves and others.
  • Critically reflect on the theory and their work.
  • Actively participate in the education, where they will be expected to prepare for each workshop and express their reflections on the topic during the workshop.
  • Learn and offer constructive feedback to colleagues, through which they will provide support and give directions for progress according to their perception of them.
  • Be involved in personal psychotherapy parallel to the education.
  • Openly supervise their work and bring up ethical questions and dilemmas.
  • Recognize and learn from ruptures.
  • Learn through relationships with colleagues from the group, the primary educator, the therapist, the supervisor, and the clients.
  • Develop a new career that will demand personal and professional change.

Important:

  • The applicant must hold relevant certificates and have prior minimum one year working or volunteering experience with people.
  • The applicant should possess sufficient knowledge of the English language to actively participate in workshops and comprehend the reading materials.
  • A TA 101 certificate.
  • A minimum of one year of working or volunteering experience with children, young people, and/or adults.
  • A diploma degree in accordance with the Croatian Act of Psychotherapy – article no. 6. If the person is required to study the Propedeutics of psychotherapy, they must complete the program prior to application.
  • Submission of the application form.
  • The selection process will have two phases: an group workshop for the applications followed by individual interviews with the course trainer for those selected for the second phase.
Would you like to learn more about the theory and practice of Transactional Analysis?

Or are you considering becoming a psychotherapist in the TA practice area and want to know more?

Contact us if you have questions about our TA 101 or TA 202 course.

We will open application in spring 2024.

Length: 9 weekends over one academic year and 3 – 6 online seminars

Times: Fri 16:30 – 20:00 and Sat 9.30 – 17:00 with a three-day annual workshop Friday-Sunday from 9.30 – 17.00

Mode: Face-to-Face in Zagreb

Costs: 2.400 €  

More Information? Contact us.

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Meet your course leaders

Tatjana Gjurković

Croatia

Psychologist, registered play therapist-supervisor (RPT-S), certified transactional analyst-psychotherapist (CTA-P), and teaching and supervising transactional analyst (TSTA-P) with the EATA and ITAA. She gained her initial work experience in a kindergarten, where she recognized the importance and necessity of working with children and parents. This led her to specialize further in play therapy in addition to her education in transactional analysis.

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Maja Sedmak Cvelbar

Slovenia

Psychologist, psychotherapist, and provisional teaching and supervising transactional analyst (PTSTA-P). She studied psychotherapy at Institute IPSA (Institute for Integrative Psychotherapy), where she now collaborates as a teacher and supervisor. She previously worked in a school providing advisory and psychological support to students. For nearly ten years, Maja has been working in private practice with adults and children, with a passion for working with adolescents. She has extensive experience in dealing with anxiety disorders and trauma. Maja is also the president of the Slovenian TA Association (Slovenia).

Website: www.osebna-terapija.com

Alessandra Pierini

Italy

Psychologist, psychotherapist, teacher, and supervising transactional analyst (TSTA-P, O) with the EATA and ITAA. For over twenty years, she has worked with children in clinical and educational contexts. Alessandra is the founder and co-director of Physis (a center providing psychotherapy, counseling, and education in TA in Rome), where she practices privately with children, adults, and groups and leads a Master – TA psychotherapy course for working with children.

Website: www.physis.org

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Ana Grego Stojović

Germany

Holds a degree in psychology and is an integrative psychotherapist. Her psychotherapeutic and supervisory work is based on an integrative relational approach with individuals and groups, including integrative psychotherapy focused on mindfulness and compassion (MCIP), humanistic psychology, and psychodynamic influences. Her predominant working style relies on attachment theory, polyvagal theory knowledge, self-psychology, and trauma theory.

Website: anagrego.com

Melita Mihajlović Košak

Slovenia

Holds a degree in psychology,is a certified transactional analytic psychotherapist (CTA-P) and a provisional teaching and supervising transactional analyst (PTSTA-P). She works in a private practice and collaborates with the Institute for Integrative Psychotherapy and Counseling, Ljubljana. Additionally she is educated at Bangor University, UK, in Mindfulness-Based Cognitive Therapy (MBCT) and she teaches mindfulness. Since 2007, she has been running mindfulness-related programs at the IPSA institute: an Integrated Stress Management Program and a Preventive Program for Depression.

Barbara Repinc Župančić

Slovenia

Educator and sociologist of culture. She studied psychotherapeutic school transactional analysis at the Institute for Integrative Psychotherapy and Counseling in Ljubljana (IPSA). She has received the titles of Certified Transactional Analyst (CTA) and Provisional Teaching and Supervising Transactional Analyst (PTSTA) from the European Association for Transactional Analysis (EATA). For ten years, she worked in various contexts of social work (with troubled adolescents, addicts, and family violence) in a crisis center for youth and adults. She has additional knowledge of trauma work and is a specialist in psychotherapy for children and adolescents. At IPSA, she conducts workshops and supervisions for TA students. Additionally, she supervises counselors in Associations and school counselors. She is a member of the Examination Committee in EATA.

Website: www.psihoterapevt.si

Tanja Krist

Slovenia

Certified transactional analysis psychotherapist, provisional teacher, and supervisor (PTSTA-P). She has been working in her private practice in Slovenia since 2012, specializing in treating individuals with depression, anxiety, trauma, and personality disorders. Tanja is also a professor of physical education, a Level 1 EMDR practitioner, and a member of the European Association for Transactional Analysis (EATA) and the International Transactional Analysis Association (ITAA). She also works with musicians and athletes on psychological preparation. In her practice, she uses a relational approach and bodywork. Cultural diversity and cultural scripting are part of her research and learning.

Website: teloinpsiha.si

Danijela Budiša Ubović

Serbia

Ph.D. holder in Psychology, a certified Transactional Analyst, and a provisional educator and supervisor in the field of psychotherapy.

Website: danijelabudisa.com

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Fabiola Santicchio

Italy

Clinical psychologist, psychotherapist, and provisional teacher and supervisor of transactional analysis (PTSTA-P). She works in Southern Italy (Potenza) in her private practice, employing individual and group settings. She leads supervisory groups (online and in-person) with psychotherapists from other approaches and transactional analysts from different countries. She is particularly interested in the psychodynamic approach of TA, psychoanalysis, ethics-related themes, and learning processes through supervision. She is pursuing an additional academic degree in philosophy and ethics. She enjoys communicating with colleagues from other countries and cultures and organizes international TA training and supervision.

What makes our courses unique

For us, each participant is distinct, and we strive to understand and embrace this individuality. Our goal is to support and foster the growth of your innate potential. When we interact during our educational sessions, we recognize that every participant comes with their own life experiences, accumulated knowledge, and skills from diverse educational backgrounds. We deeply respect and value this, which is why, when imparting knowledge and skills, we always consider the unique experiences and insights of each individual. We view this as their foundation and seamlessly integrate it into the collective needs of the group and the overarching goals of education. Simply put, our ethos in all our endeavors is a person-centered approach.

This philosophy underpins our educational sessions, making them both experiential and transformative. We aim to inspire each participant to uncover facets of themselves they may still need to be aware of or capabilities they have yet to realize. We urge you to merge your prior knowledge and experiences with our insights, allowing holistic integration into your professional practice. Time and again, our methods have proven effective in ensuring that new knowledge and skills are learned and deeply ingrained.

Our diverse programs, from lectures and exercises to discussions and demonstrations, are crafted with your needs in mind. We endeavor to address prevalent needs we've identified, either through our experiences or from interactions with professionals like yourself. Our content is tailored to satisfy various requirements, be it acquiring fresh knowledge, seeking emotional support, mastering new skills, or other pertinent demands.

Feedback from countless evaluations has consistently highlighted how participants feel seen, acknowledged, and cherished in our programs, a testament to why so many choose to return.