英文原文
An ego state is a way in which we think, feel and behave, making up our personality at a given time. These states are thinking and feeling as a Parent, Adult, Child. One of the most prominent aspects of the personality theory of Transactional Analysis (Berne, 1961) is the ego state concept. Eric Berne suggested that an ‘ego state’ (1961, p.17): “May be described phenomenologically as a coherent system of feelings related to a given subject, and operationally as a set of coherent behavior patterns; or pragmatically, as a system of feelings which motivates a related set of behavior patterns.” Berne developed Transactional Analysis after his training in psychoanalysis. Although Berne made major contributions to the ego state theory, he did not coin the term ‘ego’ or ‘ego state’ as the word ‘ego‘ is Latin meaning ‘I’ or ‘self’. Berne built upon Sigmund Freud’s model of the id, ego and super-ego (Freud, 1989) and adapted post-Freudian Paul Federn’s concepts of ego states, which supplemented Freud’s ideas with observable behaviour. There are two basic models of ego states: the structural model and the functional model (referred to as the behavioural model in the latest version of the ‘TA 101’ syllabus). To understand what an ego state is, referring to the two basic models helps explain and get to grips with the theory. Starting with the structural model, it uses three stacked circles and is one of the elementary units of Transactional Analysis. Each ego state starts with a capital letter to denote the difference between actual parents, adults and children as shown below. The theory suggests that our personality is divided, but not necessarily in equal proportions, into the Parent, the Adult and the Child ego states. The Parent ego state refers to the behaviours, thoughts and feelings that are copied, learned or even borrowed from our parents, parental figures, or significant others. Parental figures/significant others are not necessarily biological, but maybe someone with power, authority or influence that have had an impact on us during our childhood. These may be teachers, priests, or even movie heroes. The Adult ego state operates in the here and now and rationally processes what we are thinking and feeling, which is based on facts without interference of unconscious contamination. We are thinking and responding appropriately, displaying logical and consistent behaviour. Put simply, this is us being us, without those external influences of our Parent and Child ego states. The Child ego state is not when we are acting childish, or what others perceive as childish behaviour. It is how we behaved, thought and felt, replayed out as we did as a child. These adaptive behaviours can be immediate and act as a survival instinct within us, putting obstacles in the way of our own growth. These are archaic memories that we are unable to remember on a conscious level, but lie within our unconscious. The functional model diagrams how we use what is in the structural model, and reflects the descriptions of the component parts of the ego states. Subdividing the states and giving them behavioural descriptions enables a more explicit way of observing behaviour. The Parent is divided into Controlling Parent (sometimes still described as Critical Parent) and Nurturing Parent. The Child is divided into Adapted Child and Free Child. Controlling and Adapted are on the left of the diagram, with Nurturing and Free on the right, although not for any reason that I have been able to establish apart from it needs to go somewhere in order to diagram. Behaving, thinking and feeling in ways we have copied from our parents, like criticizing someone, I am said to be in Controlling Parent. For example, I may say something like “Don’t run out in the road” to a child. Alternatively, when I replay the behaviours my parents showed me when they tucked me into bed when I am ill, looking after and caring for me, I am said to be in Nurturing Parent. Adapting to the demands of my parents or parental figures, behaving, thinking and feeling in ways that were imprinted on us as a child, I am said to be in Adapted Child. Without parental pressures or demands, and acting as we wanted to without influence, like simply playing or making a sand castle and losing ourselves in our own world, we are said to be in Free Child. With this theory, it now starts to become clear that the theory is observable, and expands on the basic structural model. Berne (1961, p. 76) listed four ways of recognising ego states and how they manifest into observable behaviours. He called them behavioural, social, historical and phenomenological diagnosis. He suggests you could achieve a more exact diagnosis using more than one therapeutic analysis at a time, with behavioural diagnosis being the most important with the other three assisting. Observing behaviour is a way to find what ego state a person is in by listening to their words, the tone in which they are used, body language, skin tone, hand gestures, facial expressions, body posture, eye movements and so on. Observing the clues of the here and now within the counselling environment is referred to as ‘Immediacy‘. A historical diagnosis relates to interactions and experiences as a child with parents and parental figures. If decorating at my home is discussed, this can place us in our Negative Adapted Child, as I would make a groaning noise and say something like, “Oh I hate decorating, it’s boring and I can’t be bothered“. A good question for this may be “How did your parents act when they were decorating your home as a child?“ A phenomenological diagnosis may be described as re-experiencing the past, rather just remembering it. Berne (1961) states that “a phenomenological diagnosis is validated if the individual can fully re-experience in full intensity, with little weathering“. One way in which this theory could be used is by sitting in a chair, asking a parent (virtually in front of you) why he reacted the way he did with a particular experience you recall., and to see how that plays out.
中文翻译
自我状态是我们思考、感受和行为的方式，在特定时刻构成我们的人格。这些状态包括父母、成人和儿童自我状态。沟通分析心理学（Berne, 1961）人格理论中最突出的方面之一是自我状态概念。埃里克·伯恩提出，“自我状态”（1961, p.17）：“可以从现象学上描述为与给定主题相关的情感连贯系统，操作上描述为一组连贯的行为模式；或实用上描述为激发相关行为模式的情感系统。”伯恩在精神分析培训后发展了沟通分析心理学。尽管伯恩对自我状态理论做出了重大贡献，但他并未创造“自我”或“自我状态”一词，因为“自我”是拉丁语，意为“我”或“自己”。伯恩基于西格蒙德·弗洛伊德的本我、自我和超我模型（Freud, 1989），并改编了后弗洛伊德主义者保罗·费登的自我状态概念，这通过可观察行为补充了弗洛伊德的思想。自我状态有两个基本模型：结构模型和功能模型（在最新版“TA 101”大纲中称为行为模型）。要理解什么是自我状态，参考这两个基本模型有助于解释和掌握理论。从结构模型开始，它使用三个堆叠的圆圈，是沟通分析心理学的基本单位之一。每个自我状态以大写字母开头，以区分实际的父母、成人和儿童，如下所示。该理论表明，我们的人格被分为父母、成人和儿童自我状态，但不一定比例相等。父母自我状态指的是从父母、父母形象或重要他人那里复制、学习甚至借用的行为、思想和感受。父母形象/重要他人不一定是生物上的，但可能是童年时期对我们有影响的权力、权威或影响力人物。这些可能是老师、牧师，甚至电影英雄。成人自我状态在此时此地运作，理性处理我们的思考和感受，基于事实，不受无意识污染干扰。我们思考和反应恰当，展示逻辑一致的行为。简而言之，这就是我们本身，没有父母和儿童自我状态的外部影响。儿童自我状态不是我们行为幼稚或他人视为幼稚行为的时候。它是我们童年时行为、思考和感受的重演。这些适应性行为可以是即时的，作为我们内部的生存本能，阻碍我们自己的成长。这些是我们无法在意识层面记住的古老记忆，但存在于无意识中。功能模型图示了我们如何使用结构模型中的内容，并反映了自我状态组成部分的描述。细分状态并赋予行为描述使得观察行为更明确。父母自我状态分为控制型父母（有时仍描述为批判型父母）和养育型父母。儿童自我状态分为适应型儿童和自由型儿童。控制型和适应型在图的左侧，养育型和自由型在右侧，尽管没有我能确定的理由，除了需要放在某个位置以便图示。以我们从父母那里复制的方式行为、思考和感受，比如批评某人，我被称为处于控制型父母状态。例如，我可能对孩子说“不要跑到路上去”。或者，当我重演父母在我生病时给我盖被子的行为，照顾和关心我时，我被称为处于养育型父母状态。适应父母或父母形象的要求，以童年时烙印在我们身上的方式行为、思考和感受，我被称为处于适应型儿童状态。没有父母压力或要求，按照我们想要的方式行动，不受影响，比如简单地玩耍或建造沙堡，沉浸在自己的世界中，我们被称为处于自由型儿童状态。有了这个理论，现在开始清楚该理论是可观察的，并扩展了基本结构模型。伯恩（1961, p. 76）列出了四种识别自我状态及其如何表现为可观察行为的方法。他称之为行为、社会、历史和现象学诊断。他建议你可以同时使用多种治疗分析来获得更准确的诊断，行为诊断最重要，其他三种辅助。观察行为是通过倾听一个人的话语、使用的语调、肢体语言、肤色、手势、面部表情、身体姿势、眼球运动等来发现他们处于哪种自我状态的方法。在咨询环境中观察此时此地的线索被称为“即时性”。历史诊断涉及童年与父母和父母形象的互动和经历。如果讨论在我家装修，这可能将我们置于负面适应型儿童状态，因为我会发出呻吟声并说类似“哦，我讨厌装修，它很无聊，我懒得做”的话。对此的好问题可能是“你父母在你童年时装修你家时是如何行动的？”现象学诊断可以描述为重新体验过去，而不仅仅是记住它。伯恩（1961）指出，“如果个体能够以完全强度重新体验，几乎没有磨损，现象学诊断就得到验证”。使用该理论的一种方式是坐在椅子上，问一个父母（虚拟在你面前）为什么他以你回忆的特定经历的方式反应，并看看那如何展开。
文章概要
本文基于沟通分析心理学理论，探讨了自我状态的概念，特别是成人自我状态在社会学和社会结构分析中的应用。文章介绍了自我状态的定义、结构模型（父母、成人、儿童）和功能模型（控制型父母、养育型父母、适应型儿童、自由型儿童），并强调了成人自我状态在理性、事实导向行为中的核心作用。通过关键词“Adult ego state in sociology and social structure analysis”，文章总结了成人自我状态如何促进个体在社会互动中的逻辑响应和适应性，以及其在观察行为诊断中的重要性。
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：想象一下，我们每个人心里都有三个小角色：一个是像爸爸妈妈那样说话做事的“父母角色”，一个是像小孩子那样玩闹的“儿童角色”，还有一个是像科学家那样冷静思考的“成人角色”。成人角色最酷了，它帮我们在现在这个时候，用事实和逻辑来想问题和做事情，不会乱发脾气或模仿别人。比如，当朋友吵架时，成人角色让我们先听听双方怎么说，再公平地解决，而不是像爸爸妈妈那样批评或像小孩子那样哭闹。这样，我们就能更好地和朋友相处，在学校或家里都更开心！
TA沟通分析心理学理论评价：从沟通分析心理学理论来看，本文精准阐述了自我状态的核心概念，特别是成人自我状态作为理性、此时此地导向的组成部分。伯恩的理论强调，成人自我状态基于事实处理信息，不受无意识污染，这在社会学和社会结构分析中至关重要，因为它促进了个体在复杂社会互动中的逻辑决策和适应性行为。功能模型的细分进一步增强了可观察性，使得行为诊断更明确，体现了理论在实践中的可操作性和实证基础。这种分析赞美了沟通分析心理学在理解人格动态和社会行为方面的深度和实用性。
在实践上可以应用的领域和可以解决人们的十个问题：成人自我状态理论可应用于多个领域，如教育、职场、家庭咨询和社会工作。它可以解决人们的十个问题：1. 帮助学生在学习中保持专注和理性思考，减少考试焦虑；2. 协助员工在职场冲突中冷静沟通，提升团队合作；3. 促进家庭成员在争吵时使用事实对话，改善亲子关系；4. 支持咨询师识别客户行为模式，提供个性化干预；5. 增强个人在社交场合的自信和适应性，减少社交恐惧；6. 帮助领导者做出基于数据的决策，避免偏见影响；7. 辅助教师管理课堂行为，营造积极学习环境；8. 促进社区成员在公共事务中理性参与，减少冲突；9. 支持个体在压力下保持情绪稳定，提升心理健康；10. 帮助人们在日常生活中设定现实目标，实现自我成长。这些应用聚焦于目标视角和未来可能性，展现了沟通分析心理学的广泛价值。