Transactional Analysis Certification Exams

An Opportunity to Learn

Bibliographic Data

ID20178398
AuthorsMarco Mazzetti (corresponding author)
Year2009
Volume39
Issue4
Pages270-275
Publication date2009-10-01
Open AccessNo
TypeARTICLE
VenueTransactional Analysis Journal (JOURNAL)
Journal identifiersISSN: 0362-1537 • E-ISSN: 2329-5244
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1177/036215370903900402
OpenAlexW1995064195
LanguageEN
Citations received2
References cited1

This article presents some theoretical reflections on transactional analysis certification processes and exams. Exams are considered as both an evaluation process and a learning experience. The author discusses the relationship between evaluation and power and stresses the value of a clear distinction between the two. During certification exams, there is a clear difference in power: examiners can pass or defer candidates. There is no reciprocity, although reciprocity does exist in the overall process because each participant (examiner, candidate, sponsor, etc.) explicitly accepts being evaluated by others. The main concepts discussed are: exams are learning experiences for everyone who participates in them; to promote a good learning experience, all individuals must accept reciprocity in evaluation; and it is possible to promote and maintain reciprocity in evaluation even with awareness that power is un-equal. The main goals of certification exams are considered from the perspective of the evaluation of candidates, examiners, and the training system. Three examples of dysfunctional exam boards are described

Certification · Management · Transactional analysis · Transactional leadership · Computer Science · Personality Disorders and Psychopathology · Psychology · Social Psychology · Transactional Analysis in Psychotherapy · Artificial Intelligence

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