DISCOUNTING in transactional analysis PPT

Transactional Analysis

1. DISCOUNTING ( Schiffian /Cathexis Theory)

2. DISCOUNTING JACQUI SCHIFF Discount involves people minimising or ignoring some aspects of themselves, others,or the reality situation. IMPORTANCE-IT IS WITHOUT ADULT AWARENESS

3. DISCOUNTING –TA TODAY IAN STUART AND VAN JOINS Unwarely ignoring information relevant to the solution of a problem Every discount is accompanied with Grandiosity

4. DETECTING DISCOUNTS The discounting, not observable in itself, can be inferred by the person’s showing any of the four passive behavior. 1.Doing nothing 2.Over adaptation 3.Agitation 4.Incapacitation/violence

5. Detecting discounts Driver behavior always indicates a discount. Remember that when I show a driver, I am internally replaying the script belief : “ I am only OK if I try hard / please others etc. The reality is that I am OK whether or not I follow these driver messages.

6. Detecting discounts Schiff specify certain thinking disorders as clues to discounting. One of these is over detailing. Asked a simple question , the person showing this disorder will reply with a long tirade of minute details.

7. Detecting discounts Over generalization is the opposite of over detailing in which the person expresses ideas only in sweeping, global terms. Ex : “Well, my problem is something huge. People are after me. Things are getting me down”.

8. Verbal Clues One of the skills of TA is to identify discounting by listening to the words people use. The difficulty in practice is that everyday speech is full of discounts, so much so that we become desensitized to them. We need to re learn the skill of listening to what is really being said and testing each statement against reality.

9. Verbal Clues When someone says “ I can’t..”, he will most often be discounting. “I will try to…” is usually a discount, since what it implies is usually “ I will try to, but I won’t do it”. The same is true will all driver wordings. Be strong discounts are particularly common. Ex: “What you say is boring to me.”

10. Verbal Clues Sometimes, a discount is signaled by leaving out a part of the sentence. For instance, a member of the TA group may ask “I want a hug”. She doesn’t say from whom she wants hug from. She is omitting information relevant to the solution of the problem.

11. Non verbal Clues Equally important is the skill of identifying discounts from non verbal clues. A mismatch between the words being said and the non verbal signals that go with them. This mismatching is called incongruity.

12. Gallows One frequent indication of a discount is gallows laughing. Here, the person laughs when making a statement about something unpleasant. Ex: “That was silly of me, ha ha ”. In gallows, there is incongruity between the laugh and the painful content.

13. Gallows When someone gives a gallows laugh, he is making a non verbal invitation to the listener to reinforce once of his script belief. The straight response to gallows is to refuse to join in the laughing. You may also say : “That is not funny”, if you are in a situation where it is socially appropriate to do so.

14. Stroke Filter / Discount When someone gets a stroke that doesn’t fit in with her preferred stroke quotient, she is likely to ignore it or belittle it. Discounts are an internal mechanism by which people minimize or maximize (grandiosity) an aspect of reality, themselves or others. In other words they are not accounting for the reality of themselves or others or the situation.

15. Strokes Vs Discounts A discount always entails some distortion of reality unlike a straight negative stroke. You spelled the word wrong. Discount – I see you can’t spell I hate you. Discount – You are hateful. Unlike a straight negative stroke, a discount gives me no signal on which I can base constructive action.

16. Discount Matrix Discounting results in unresolved problems. Thus, if we can devise a systematic way of identifying the nature and intensity of discounting, we will have a powerful tool for problem solving. Such a tool is called discount matrix.

17. Discount Matrix Discount matrix was developed by Ken Mellor and Eric Sigmund . The discount matrix starts from the idea that we classify discounts according to three different criteria. Area. Type. Level.

18. Discount Matrix Discount matrix has three columns for the three types of discount and four rows for the four modes or levels. The wordings in each of the resulting twelve boxes indicates the combination of type and level.

19. Areas of discounting There are three areas in which people can discount: Self. Others. Situation.

20. Areas of discounting In the example, When I was sitting in the restaurant droopping because the waiter wasn’t bringing my glass of water, I was discounting myself. I was ignoring my own ability to take action to get what I wanted.

21. Areas of discounting My friend who got angry and started criticizing the waiter, was discounting not himself but the other person. In judging the waiter incompetent, he was blanking out any aspects of the waiter’s actions that might have contradicted his criticism.

22. Areas of discounting Suppose that after drooping for a while, I did turned to my friend and said: “ Well, there we are. It really isn’t fair that these other people are getting served and I am not. But then, this world is an unfair place, isn’t it?” Here, I did have been discounting the situation .

23. Thank you

24. Discount Matrix

25. Types of discounting The three types of discounting are of: Stimuli. Problems. Options.

26. Levels of discounting The four levels of discounting are: Existence. Significance. Change possibilities. Personal abilities

27. Discounting - Stimulus To discount a stimulus is to blank out perception that something is happening at all. .

28. Discounting - Stimulus I would have been discounting the stimulus of my own thirst.

29. Discounting - Problem The person who discounts a problem realizes that something is happening, but ignores the fact that whatever is happening poses a problem.

30. Discounting - Options When discounting options, the person is aware that something is happening and that it constitutes a problem. But she blanks out the possibility that anything can be done about the problem.

31. Discounting - Options As I sat drooping, I knew that I felt thirsty. I was aware that my thirst was a problem to me. But I was unawarely ignoring the many options I had, other than just sitting and hoping the waiter to respond.

32. Discount Matrix

33. Discounting- Existence In the example, I was discounting the existence of my own options to solve the problem.

34. Discounting- Significance If I had been discounting the significance of my options, I might have said to my friend: “ I suppose I could go over and ask him. But I bet asking him wouldn’t make a difference. Here, I did have realized there was something different I could do, but blanked out the possibility that his action could have any effect.

35. Discounting- Change possibilities In this case, I would have let myself realize that the option existed and that it might have results, while ignoring the possibility that anyone could actually put the option into practice.

36. Discounting- Personal Abilities Here I am aware the options exists and could bring results. I realize that some people in the world might well use that option. But I dismiss my own ability to do so.

37. Discounting Matrix Discounting matrix is compiled by listing all the possible combinations of types and levels of discount. When we do so, we will get the discounting matrix diagram.

38. Discounting Matrix - Example Suppose two friends are talking. One of them is a heavy smoker. As he lights up yet another cigarette, he is convulsed by a bout of coughing. His friend says to him : “ That’s is a terrible cough. I am concerned about you. Please give up smoking.” What might be the smokers reply if he were discounting in each of the twelve different boxes on the matrix?

39. Discounting existence of stimuli If the smoker were discounting the existence of the stimuli, he might reply: “What cough? I was not coughing?”

40. Discounting existence of problem If the smoker were discounting the existence of the problem, he might say: “ Oh, no, I am fine, thanks. I have always had a cough. He is letting himself be aware of his cough, but blotting out the possibility that this may constitute a problem to him.

41. Discounting significance of stimuli In discounting the existence of the problem, he is also discounting the significance of the stimulus. In discounting the possibility that his cough may be a problem, he is also discounting the fact that the cough may have some meaning (Significance) for him.

42. Diagonal arrows This is indicated on the matrix diagram by the diagonal arrow connecting the boxes for “existence of problems” and “Significance of stimuli”. The arrow means that one of these discounts will always entail the other.

43. Diagonal Arrows and T numbers All the diagonal arrows on the diagram has this meaning. The “T” numbers, entered at the top left of each box, are labels for the different diagonals. For instance, discounts of the existence of the problem and the significance of the stimuli corresponds to diagonal T2.

44. Discounting existence of options When we take T3, smoker is discounting the existence of options. He might show this by replying “ Well, yes, but we smokers do cough, you know?. A short lie and a happy one, that what I say, ha, ha.”

45. Discounting existence of options Now he is admitting that he has a cough and that the cough may well indicate a problem, namely that smoking can kill people. But he is blanking out the possibility that anyone can do anything to avoid smoker’s cough.

46. Discounting significance of the problem In doing so, he also blanks out any perception that the possibility of being killed by smoking is something he might be concerned about. He discounts the significance of the problem.

47. Discounting changeability of stimulus And by his denial that anything can possibly be done by anyone to get rid of a smoker’s cough, he discounts the changeability of the stimulus.

48. Discounting significance of options The same equivalence of discounts applies along the other diagonals. On T4, the smoker might say: “Well, yes, I suppose I should give up really. But I have been smoking for so long, I don’t think my giving up now is going to make any difference.

49. Discounting viability of options and person’s ability to act on options On T5, he might respond: “ Sure, you are right. I need to give up, But I can’t figure out how to do it. And on T6, the smoker might say: “Yes, I have been telling myself for ages I should throw my cigarettes and lighter away. But I just cant seem to get round to it.”

50. Discounting matrix Another feature of this matrix is that a discounting in any box also entails discounts in the boxes below and to its right.

51. Discounting - Sequence Suppose a person is discounting the existence of a problem. Since he is not allowing himself to be aware that the problem even exists, he is obviously also going to blank out any perception that the problem may be significant.

52. Discounting - Sequence Nor will he be thinking whether he or anyone else can solve the problem. He is thus discounting in the entire column of boxes related to problems. And since he is ignoring the existence of the problem, why should he consider whether there are options for solving it? Because he thus discounts the existence of options, he will also discount all the other boxes in the options column.

53. Discounting - Sequence Finally, recall that a discount of the existence of problem is equivalent to discounting the significance of stimuli, along diagonal T2. Therefore, the other two boxes below it in the stimuli column will be discounted also.

54. Discounting matrix A person discounting on any diagonal will be discounting in all the boxes below and to the right of that diagonal.

55. Activity Make up the discount matrix for this example. Wife and husband have just settled down in bed for the night. Then, in the next room, their baby starts crying. The husband says “Do you think one of us should go and see why the baby is crying?”

56. Levels of Discounting The EXISTENCE of a problem, e.g. a baby cries and the parents go to sleep. The SIGNIFICANCE of a problem “Oh the baby always cries at this time”. The CHANGE POSSIBILITIES “The baby will never be satisfied”. The PERSONAL ABILITY to actually carry out the change “You could but I can’t change the nappy”. At each level the discount can be of three types: The STIMULUS can be discounted. The PROBLEM can be discounted. The OPTIONS can be discounted.

57. Activity Work out the responses his wife might give if she were discounting on each of the diagonals in the discounting matrix. Confirm that the “hierarchy of discounts” applies.

58. Using the Discount Matrix Whenever a problem is not being solved, some information relevant to the solution of that problem is being ignored. The discount matrix gives us a systematic way to pinpointing what information is being missed. This in turn provides guidance to the specific actions we need to take to solve the problem.

59. Using the Discount Matrix When a problem remains unsolved despite efforts to solve it, this is often because the person is addressing the problem on too low a diagonal of the discount matrix.

60. Using the Discount Matrix It follows that in using the matrix as a problem solving tool, we need to begin by looking for discounts on the highest diagonal first.

61. Using the Discount Matrix We step into the matrix at the top left corner. If we discover a discount there, we need to deal with that discount before going any further downward or to the right. Because if we miss that initial discount and try to deal with a discount on any lower diagonal, our intervention will itself be discounted.

62. Example If you were the friend of a smoker and seeing him cough, you say “ I am concerned about you. Please give up smoking.” With your intervention, you have addressed the problem on the lowest diagonal of the box. The issue is whether the smoker is going to act on a specific option.

63. Example But suppose the smoker is discounting much higher on the matrix? For example, he may be diagonal T2, discounting the significance of stimulus and existence of the problem. It is obvious that he will also discount any relevance in what you have just said to him. Why should he have any investment is stopping smoking, when as far as he is aware, his smoker’s cough is not a problem.

64. Example Suppose now you wanted to help your smoking friend by systematically using the discount matrix, you would begin by checking for a discount on diagonal T1. “Are you aware that you have got a really bad cough?”

65. Example If he confirms that he is aware of the cough, you would go down to the next diagonal. You might ask “ Is that cough of yours something you bother about?” Were he to reply “No, Not really, it is something I just take for granted.” Now you have located that his discount is on T2.

66. Example This lets you know that if your smoker friend is to give up his habit, he first needs to become aware that his cough may indicate a problem He needs to realize too that his problem may be a cause of his concern.

67. Example When he were to check through the discount matrix, the real problem may be different. While lecturing, he mumbles. The students cant hear what he is saying. The discount is on diagonal T2 of the matrix. To address the problem, the lecturer simply needs to speak up.

68. Application The discount matrix was originally developed for use in psychotherapy. But it provides an equally effective tool for problem solving in organization and education.

69. Activity When you have identified the discount, consider its ego state source. Did it come from contamination? An exclusion? Or were you uninformed or misinformed? Let yourself be aware of whatever part of reality you had previously been discounting. If you need accurate or new information, get it.

70. Example A college teacher takes a class and asks student some questions to check their understanding. To his surprise, the students can answer hardly any. He told himself “These students are not working. Why they don’t have any motivation?

71. Example By assuming that the students have not been working, he is addressing a discount in the area of others on diagonal T5 or T6 of the discount matrix. He has assumed that students knew they have to work but they either don’t feel they can handle the work or just aren’t getting started?

72. Activity Now rerun the situation in your mind’s eye. When you come to the point at which you began discount, replace the discount with your full awareness of reality. How do you now act, think or feel differently? How does this alter the outcome of the situation?