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This article considers further developments and an expansion of the learning imagoes model since “Identifying Educational Philosophy and Practice through Imagoes in Transactional Analysis Training Groups” (Newton, 2003) was published 10 years ago. Contributions from colleagues are reviewed and discussed, including ideas about theory, practical applications, and ways of thinking about training that have been stimulated by the concept.

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Trudi Newton

Author Biography
Trudi Newton is a Teaching and Supervising Transactional Analyst (education), writer, researcher, and consultant working nationally and internationally with educators to facilitate radical learning and community development. She can be contacted at Langley Cottage, Chelmondiston, IP9 1HS, United Kingdom; email: . The author wishes to thank Rosanna Giacometto, psychologist and Provisional Teaching and Supervising Transactional Analyst (psychotherapy). Rosanna works as a trainer in the Specialization School for Psychotherapists of the Pontifical Salesian University of Rome and within the project “Invisible Wounds,” Caritas of Rome. She has worked for many years in schools with teachers, students, and families and is currently writing about her combination of the learning imagoes and social-cognitive transactional analysis models. Rosanna generously shared her ideas, giving consent to including them in this article. Thanks also to Masumi Aonuma, Chiho Asai, Michiko Kawanami, and Naoko Toyoda, members of an educational transactional analysis learning group in Osaka, Japan, who kindly provided their reflections on using the learning imagoes model. Their book, Developing an Effective Style of Education, was published for the 2013 ITAA Conference in Osaka, Japan.
 

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