Diploma in Developmental Transactional Analysis (TA 202)
This programme is a work-based, very practical programme for those wishing to develop their competence in and professional application of transactional analysis.
It will be relevant to you if you are a coach, counsellor, teacher, trainer, facilitator, consultant, mediator, social worker, human resource professional, or any other role where you have a professional responsibility for the development of others.
It will be equally useful to anyone who wants to develop their own interpersonal skills and increase their understanding and awareness of the dynamics of childhood development, relationships, teams, families, organisations, institutions, communities, without necessarily wanting to obtain a formal qualification.
If you have previous TA training from internationally-accredited TA trainers, you may be able to join our programme at the Diploma level – otherwise this level is intended to follow on from the Certificate level studies. Please click on the link for the Certificate level if you are interested in the optional qualifications that are available for coaches and managers.
The International Centre for Developmental Transactional Analysis (ICDTA) diploma can represent the second year of studies towards the international accreditation as a Certified Transactional Analyst (CTA) and/or towards an MSc Professional Development.
TA is widely used internationally, has a robust background based on many years’ application in psychotherapy in addition to organisational consulting and training, educational, counselling and coaching specialisms.
Developmental Transactional Analysis (DTA) is the term used to refer to the non-psychotherapy applications of TA, which focus on using TA in ways that involve sharing the models or concepts with clients and working with them to increase their self-awareness, self-understanding, and hence their behavioural options.
It also involves helping clients understand the structures and processes that operate within groups, teams, families, organisations, institutions and communities – so that they can more readily influence the contexts in which they exist, and in which they may have leadership responsibilities.
This program therefore aligns with positive psychology in that the focus is on health and development rather than the psychotherapeutic emphasis on curing pathology. It is of course also suitable for psychotherapists and counsellors who wish to adopt a similar approach.
The program is led by internationally-accredited trainers, who also provide professional supervision/mentoring: this means that credits can also be applied towards accreditation by the international TA associations.
We also accept hours spent learning from our international TA colleagues, subject to some restrictions relating to training for psychotherapists rather than for developmental applications of TA.
In addition to regular workshops run in the UK, the program can be undertaken through attendance at online webinars and summer schools in various locations.
Approximately 2 Years
(Including Certificate year)
Occasional workshops in Hertford and mainly via our international webinars
Rolling programme of dates for webinars, so you can at start any time (See downloads below,
or Contact Us to discuss your options)
There are no formal academic requirements to join the program
During the program, you will be expected to submit portfolios of evidence of work that you have done, accompanied by a reflective commentary that also demonstrates theoretical understanding
Evidence submitted may be in any language but must be accompanied by reflective commentaries in English
Process Skills #
Applying TA in Context
Practitioner Skills -Consulting, Coaching & Facilitating
Practitioner Skills -Learning, Teaching & Training
Developing Skills in Others
Analysing self, others, groups and organisations, interventions, transference and counter transference, projection, models and processes of supervision, parallel process
Research methods, qualitative and quantitative research, process and outcome research, critical reviews, research within TA and comparable research elsewhere, establishing and conducting research studies
Diagnosing, selecting, planning and implementing appropriate range of TA concepts in a specific context e.g. organisational, family, educational; combining TA and other approaches, critiquing the process
How change occurs at individual, group and organisational levels, contrasting TA with other approaches
Learning by children and adults, philosophies of education and training, principles of learning, contrasting TA with other approaches
Work skills such as leadership, parenting, time management, problem solving and decision making, creativity and innovation, contrasting TA with other approaches