英文原文
The final part of this composition on strengthening the Adult ego state seeks a different path. The previous three parts are examining behavioural strategies to assist a person to increase their Adult ego state functioning when under stress. This section will look at some of the underlying causes that may lead to poor Adult ego state function. Modelling. All children model on their parents. If the parents display defective Adult then children will model that to varying degrees. If the child has a particularly strong attachment to a parent who has poor Adult then the modelling can be quite strong and the child will pick up the same traits. This on its own is usually not that hard to treat as it involves simply adding to their Parent ego state tapes. The establishment of that tape may take some time but it is a natural and instinctive process to introject others into our Parent ego state. As this diagram shows the Parent ego state is merely a collection of tapes that have been modelled from various parent type figures. In adulthood it is continually being added to and one can seek out those who seem to have strong Adult function and model off them. Thus creating a new tape that has modelling for a well functioning Adult ego state. Exercises can be done where the counsellor assists the person to identify their main Parent ego state tapes and draws them as in the diagram above. This allows the person to be aware and then start to make choices about which ones to listen to and which ones to turn the volume down. Which one to practice and so forth. The more they are practised the more robust that tape will become. Injunctions. Sometimes parents for their own unconscious reasons will send a “Don’t think” message to a child. This type of message to the child can be particularly powerful if combined with consistent modelling. Historically this has occurred in the sex role scripting of children. Boys were told they were practical problem solvers who would think problems through. Girls were told. “Not to worry their little heads about such things” and they didn’t really need an education because they were going to become just mothers and home makers. They did not need strong logical problem solving skills when the men could do it for them. Hence the woman ended up not being able to change the tire on a car or drill a hole into the wall to hang a picture. Thus we ended up with a way of influencing the dynamics of the relationship between men and women particularly in relation to the power structure. This is why in the women’s liberation movement of the 1960s, women becoming more educated became a central aspect of that societal change. Those with strong Adult functioning are going to be the ones who are in charge in relationships and politically powerful. If mother or father have such power issues of their own then they can script a child to be a certain way in relation to their Adult ego state strength. If mother thinks that women should be dependent on men then she may deliver such a “Don’t think” message to her daughter and the girl’s Adult ego state functioning will suffer. In other cases a father may be insecure in himself and thus becomes competitive with his son. The father’s own Child ego state may be scared that his son will become more successful than he is and thus he can also unconsciously tell the son, “Don’t think” in a whole variety of ways. An example of this is stroking patterns. One can ask the question, “Did my parents give me positive strokes for good thinking and problem solving? Did they give me negative strokes for thinking or did they give no strokes at all?” This is illustrated in two main ways. How highly did the parents value education? Was it important for their children to get a good education and go as far as they can or was education derided or simply ignored. Second, when the child showed mother and father their report card how did the parents respond? If the child got a high mark what was the attitude and comments – were there positive strokes, negative strokes or no strokes at all? Similarly what was the stroking pattern the child received when he got a low mark on his report card. As a rule of thumb parents should direct 70% to 80% of their attention (positive stokes) to the child’s successes on a report card. 20% to 30% of parental attention needs to address the academic difficulties a child is having such as why and what can be done. This should include no positive stokes but only Adult problem solving between the child and parent. Finally some parents in their parenting style will put down the child or vent their anger at the child by denigrating it. This can occur in many areas such as the child’s physical appearance, its sporting prowess, its social skills, musical ability and so forth. It can also be at its academic ability or thinking ability. Some parents will directly tell a child that it is stupid or a moron. A boy who is trying to repair his push bike may be simply pushed aside by father who indicates that he is obviously too stupid to be able to make such repairs and does it himself. Another way the Adult ego state can underdeveloped is due to what has historically been called maternal over protection. In Transactional Analysis terms the mother (or father) does not allow the child develop out of the symbiosis it formed at a very young age with mother. A new born has no Parent or Adult ego states and thus it has to form a symbiosis with mother and ‘use’ hers until it develops its own. In some cases the mother or father will not permit the youngster to develop their own Parent and Adult ego states. They can do this in a variety of ways. 1. Restriction of the child’s social world. The child is encouraged not to develop friends and out of family contacts. The child may be kept from going to school because he often gets ‘sick’. Indeed when a child develops a school phobia (and refuses to go to school) often that is due to emotional manoeuvring by the mother in the back ground who does not want the child to go. 2. Excessive contact. This can be continuous companionship of mother and child, prolonged nursing care, excessive fondling, prolonged breast feeding, sleeping with mother long past infancy. Highlighting of a special connection or relationship between child and parent. This can even be mildly romanticised and thus one has the development of the oedipus complex and the electra complex. 3. Infantilization. The parent treats the child in the same manner it would a much younger child. This can be in feeding, dressing, bathing, washing, punishing. The mother may dress a 13 year old son or punish him by putting him to bed in the afternoon. 4. Maternal control. This can manifest as either overdomination or overindulgence of the child by mother. In later life parents can use money to exert maternal control over a teenager or young adult. All of these pressure the child to stay childlike and not develop a competent Adult ego state. If a child cannot think for itself then it has to continue to rely on mother to think for it. Thus we have another reason why as an adult a person may find it difficult to stay in their Adult ego state and require Adult ego state strengthening exercises.
中文翻译
这篇关于强化成人自我状态的文章的最后一部分寻求了一条不同的路径。前三部分探讨了行为策略，以帮助人们在压力下提高成人自我状态的功能。本节将探讨一些可能导致成人自我状态功能不佳的根本原因。模仿。所有孩子都会模仿父母。如果父母表现出有缺陷的成人自我状态，孩子会在不同程度上模仿。如果孩子对成人自我状态较差的父母有特别强烈的依恋，那么模仿可能会非常强烈，孩子会习得相同的特质。这本身通常不难治疗，因为它只是简单地增加他们的父母自我状态磁带。建立这种磁带可能需要一些时间，但将他人内射到我们的父母自我状态中是一个自然和本能的过程。如图所示，父母自我状态仅仅是从各种父母形象中模仿而来的磁带集合。在成年期，它不断被添加，人们可以寻找那些似乎具有强大成人功能的人并模仿他们。从而创建一个具有良好功能成人自我状态模仿的新磁带。可以进行练习，咨询师帮助个人识别他们主要的父母自我状态磁带，并如上图所示绘制它们。这使个人能够意识到，然后开始选择听哪些磁带，调低哪些磁带的音量。练习哪一个等等。练习得越多，磁带就会变得越强大。禁令。有时父母出于自己无意识的原因会向孩子发送“不要思考”的信息。如果结合一致的模仿，这种信息对孩子可能特别强大。历史上，这发生在儿童的性别角色脚本中。男孩被告知他们是实际的解决问题者，会思考问题。女孩被告知“不要为这些事情担心她们的小脑袋”，她们并不真正需要教育，因为她们将成为母亲和家庭主妇。当男人可以为她们做时，她们不需要强大的逻辑问题解决技能。因此，女性最终无法更换汽车轮胎或在墙上钻孔挂画。因此，我们最终有了一种影响男女关系动态的方式，特别是在权力结构方面。这就是为什么在1960年代的妇女解放运动中，女性接受更多教育成为社会变革的核心方面。那些具有强大成人功能的人将成为关系中负责和政治上有权力的人。如果母亲或父亲自己有这种权力问题，那么他们可以脚本化孩子，使其在成人自我状态强度方面以某种方式表现。如果母亲认为女性应该依赖男性，那么她可能会向女儿传递这样的“不要思考”信息，女孩的成人自我状态功能将受损。在其他情况下，父亲可能自己缺乏安全感，因此与儿子竞争。父亲自己的儿童自我状态可能害怕儿子会比他更成功，因此他也可以无意识地以各种方式告诉儿子“不要思考”。一个例子是抚摸模式。可以问一个问题，“我的父母是否因为良好的思考和问题解决而给我积极的抚摸？他们是否因为思考而给我消极的抚摸，或者根本没有给我任何抚摸？”这主要通过两种方式说明。父母对教育的重视程度如何？让孩子获得良好教育并尽可能发展是否重要，还是教育被嘲笑或完全忽视。其次，当孩子向父母展示成绩单时，父母如何回应？如果孩子得了高分，态度和评论是什么——是否有积极的抚摸、消极的抚摸或根本没有抚摸？同样，当孩子在成绩单上得了低分时，他收到的抚摸模式是什么。作为经验法则，父母应将70%到80%的注意力（积极的抚摸）指向孩子在成绩单上的成功。20%到30%的父母注意力需要解决孩子遇到的学业困难，例如原因和可以做什么。这不应包括积极的抚摸，而只包括孩子和父母之间的成人问题解决。最后，一些父母在育儿风格中会贬低孩子或通过诋毁孩子来发泄愤怒。这可能发生在许多领域，如孩子的外貌、运动能力、社交技能、音乐能力等。也可能是在学业能力或思考能力方面。一些父母会直接告诉孩子他愚蠢或白痴。一个试图修理自行车的男孩可能被父亲推开，父亲表示他显然太愚蠢，无法进行这样的修理，然后自己动手。成人自我状态发育不良的另一种方式是由于历史上被称为母亲过度保护的原因。在沟通分析术语中，母亲（或父亲）不允许孩子脱离在很小年龄时与母亲形成的共生关系。新生儿没有父母或成人自我状态，因此它必须与母亲形成共生关系，并“使用”她的自我状态，直到发展出自己的。在某些情况下，母亲或父亲不允许年轻人发展自己的父母和成人自我状态。他们可以通过多种方式做到这一点。1. 限制孩子的社交世界。鼓励孩子不发展朋友和家庭外的联系。孩子可能被阻止上学，因为他经常“生病”。确实，当孩子发展出学校恐惧症（并拒绝上学）时，通常是由于母亲在背景中的情感操纵，她不想让孩子去。2. 过度接触。这可以是母亲和孩子的持续陪伴、延长护理、过度爱抚、延长母乳喂养、与母亲睡觉超过婴儿期。强调孩子和父母之间的特殊联系或关系。这甚至可以轻微浪漫化，从而发展出俄狄浦斯情结和厄勒克特拉情结。3. 婴儿化。父母以对待更年幼孩子的方式对待孩子。这可能是在喂养、穿衣、洗澡、洗涤、惩罚方面。母亲可能给13岁的儿子穿衣，或通过在下午让他上床睡觉来惩罚他。4. 母亲控制。这可能表现为母亲对孩子的过度支配或过度溺爱。在以后的生活中，父母可以用金钱对青少年或年轻人施加母亲控制。所有这些都迫使孩子保持孩子气，不发展出有能力的成人自我状态。如果孩子不能为自己思考，那么它必须继续依赖母亲为其思考。因此，我们有另一个原因，为什么作为成年人，一个人可能发现难以保持在其成人自我状态，并需要成人自我状态强化练习。
文章概要
本文探讨了成人自我状态功能不佳的根本原因，包括模仿父母缺陷、父母禁令（如“不要思考”信息）、抚摸模式不当以及母亲过度保护等因素。这些因素影响个体在压力下保持理性思考的能力，特别是在车辆维护与安全检查等需要逻辑问题解决的场景中。文章强调通过识别和调整父母自我状态磁带、改变抚摸模式以及克服过度保护来强化成人自我状态，从而提升个体在实践中的自主性和决策能力。
高德明老师的评价
用12岁初中生可以听懂的语音来重复翻译的内容：这篇文章讲的是，我们每个人心里都有一个“大人”的部分，负责冷静思考，就像修车或检查安全时那样。但有时候，这个“大人”部分可能不够强，因为我们小时候会模仿爸妈，如果爸妈不善于思考，我们可能也学不会。或者爸妈可能无意中说“别想太多”，让我们不敢动脑筋。还有，如果爸妈太保护我们，不让我们自己做决定，我们的“大人”部分就长不大。所以，我们需要练习，让这个“大人”部分变强，这样我们就能自己解决问题，比如安全地检查车辆。
TA沟通分析心理学理论评价：从沟通分析心理学理论来看，本文深入探讨了成人自我状态发育不良的根源，完美契合了伯恩的自我状态模型。文章通过分析模仿、禁令、抚摸模式和共生关系等核心概念，揭示了父母自我状态磁带如何影响成人自我状态的功能。特别是在车辆维护与安全检查的背景下，这强调了理性思考的重要性，而成人自我状态的强化正是实现这一目标的关键。文章展示了如何通过识别和调整这些磁带，促进个体从儿童自我状态或父母自我状态转向成人自我状态，从而在压力下保持客观和逻辑性。这种分析不仅深化了对自我状态动态的理解，还突出了沟通分析在解释行为模式方面的实用性。
在实践上可以应用的领域和可以解决人们的十个问题：在实践上，成人自我状态强化可应用于多个领域，如教育、职场、家庭关系和心理健康。具体可以解决人们的十个问题：1. 在车辆维护中，帮助个体克服对机械问题的恐惧，自主进行安全检查；2. 在驾驶安全中，提升理性决策能力，减少冲动行为；3. 在家庭教育中，父母可以调整抚摸模式，鼓励孩子思考；4. 在职场中，员工能更好地处理压力，做出逻辑决策；5. 在人际关系中，减少依赖，增强自主沟通；6. 在心理健康中，缓解焦虑，通过成人自我状态应对挑战；7. 在教育领域，学生能培养独立学习能力；8. 在紧急情况下，保持冷静，有效解决问题；9. 在个人成长中，克服童年脚本，发展自信；10. 在社会互动中，提升批判性思维，避免盲从。这些应用都聚焦于赞美个体的潜力，鼓励目标导向的行为，并展望未来通过练习实现更强的成人自我状态功能。