Signs of love

 

Is there an ideal love? If so, will it be the same for all? In childhood, we would certainly have convinced ourselves of such a possibility. We come from different parenting environments and life experiences. The rom-coms, family dramas, and fairy tales that we grow up on are after all, tales of love. Through these varied inputs, we create our definitions about self, others and the environment including love. As each person is moulded by unique influences, I propose that we all have our own version of what ideal love is. Our shared culture and humanity may bring with it some common elements however.

In the recent weeks, I have been drawn into such definitions through my counselling and training work. I had not given this much thought earlier. For me, love means to see a person as they are, to be open to their feelings and needs. I had scarcely given that definition a second thought as to its origin and significance. However as some clients poured out their stories of love, I began to see a pattern emerge.

For some, love means to be acknowledged and adored, for another it is a form of support, while a third thinks of love as a validation of their own personality. As I went over the material that was pouring out, I could see that these definitions reflected childhood experiences and incomplete needs that people were still carrying around from a very early age.  Our intrapsychic dynamics are truly reflected in our interpersonal relationships.

The struggles that we face not being able to realize our ideal love are the defining experiences that shape our personality and invite us to grow as a person. For me, this meant identifying and honouring my feelings and “seeing” myself. I learned to be self-aware and self reliant as a result. I also learned self-care.  Our challenges with finding ideal love bring us back to ourselves and help us realize that we have the capacity to give ourselves everything that we yearn for. We are endlessly reminded of our own resources. Only then, we stop looking outside and unleash our potential.

To understand that our idea of love is a vestige of our childhood yearnings can bring in some disillusionment. If we truly explore this to the fullest, it can also be liberating. Astonishingly this means acknowledging that the love we are experiencing now could be ideal too. Perhaps it does not fit our definition of ideal love but maybe it is someone else’s idea of it and isn’t it a blessing to have that? With the myriad contours love can take, this can mean that we are always surrounded by love in some form or the other. If we give up on the thought that our definition of love is the only one and attaining that is the only route to happiness, we may just open ourselves to a treasure trove of love and joy just waiting for us to dig in and enjoy!!

Stroke economy in TA training groups

 

One of the primary goals in a TA training group is to be emancipated from the stroke economy. As we all know, Claude Steiner outlined the five restrictive rules known as the stroke economy that we have all imbibed from our culture. In addition, there are many writings on how our initiation into the stroke economy is for the benefit of capitalism and obedience to the state. The artificial scarcity of strokes created by the parenting environment coaxes human infants to submit to their caretakers eventually leading to the formation of script.

Is the goal of being liberated from the stroke economy being met in TA groups? Or are we using the same rules to the advantage of the trainers to mould and shape the trainees to their liking? These and some other important questions need to be addressed. Prima facie, there seems to be a liberal outpour of positive strokes which is very attractive for the stroke-starved trainees. The trainees become determined to conform to group norms and adhere to study goals to ward off conditional negative strokes and store up on the positive strokes. The feedback at the end of teaching practices is where the bulk of strokes are exchanged and this is the fertile ground for favouritism. If some trainees are at the mercy of the whims and fancies of the group at the moment, others have worked behind the scenes to garner favour and assure their quota of positive strokes. At the psychological level, everyone knows that it is a “you scratch my back and I will scratch yours” game except the very clueless or courageous few.  To the so-called Martian of Bernian fame, the entire process will appear dangerously hilarious.

A group of people will hurl out praises and abuses as they please while one person sits in a chair and takes it all in. The trainee in the hot seat is supposed to receive or reject strokes as needed. Meanwhile the other trainees make explicit their hidden hostilities, discounting, grandiosity, overdetailing – the entire works of psychopathology that they are carrying within. At best, the trainee in the spotlight is expected to discern discounts from strokes and gain some insight. Trainees are in the TA group because they are unable to do so in the first place. So it follows that some of them go into script either visibly or covertly and get closer to the payoff. The same applies to the stroke givers too.

It is to avoid such a perilous condition that the idea of contract exists. If personal growth and change is what TA affords, then that is plausible only when a contract is made by the trainee attending to own needs genuinely at the moment of presentation. If the trainee has the need to be celebrated and supported, then she has every right to request that. If the trainee needs to improve in a specific area or explore areas of improvement, that also is his prerogative. That freedom to choose is what makes the whole process humane rather than a gallows roadshow.  

TA is usually taught in an adult setting. As grownups we carry prior experiences and learning to the classroom. As TA trainers, we need to respect and account for that. It is important to let the person decide the pace at which they want to grow and change. Berne has cautioned us to be at least two steps behind the counselee. The same applies to the trainees. The need has to come from them.

Communication is effective only when we take into account the frame of reference of the listener. No matter how well-intentioned or potent a feedback is being handed down to the trainee, if there is no agreement by the trainee to receive it, there will not be any growth. If the 3Ps of protection, permission and potency are to be satisfied, the principles of TA have to be upheld. It is in this kind of benevolent environment that trainees can progress to autonomy and bid adieu to their scripts.