• conf_logo

© 2018 by UATA. ,  For Questions /  Contact us at conference.ta@gmail.com



Modern TA in the 21st century means applying TA in a current societal context. The speech will show a case example of working with TA in a multilevel perspective: This includes contracting processes in a more cornered system, coaching with TA, inspiring teams from a TA perspective, using TA-role theory, intervening with TA and evaluating the results. So the personal, the team and the organizational level of a context is addressed.


TA also means to look at oneself as the process facilitator for others. What are the own characteristics? Do they fit to the coached system?


Günter Josef Mohr, Germany, DGTA

Training and Supervising Transactional Analyst, Author of "Ego and Mindfulness", "Individual and Organisational TA for the 21 Century", "Growth and Change for Organizations". Coach for systemic and multulevel coaching. Member of the Editorial Board of the International Journal of TA Research, the Transactional Analysis Journal and Zeitschrift für Transaktionsanalyse. Senior Coach DBVC and BDP, Supervisor BDP.

Modern Transactional Analysis in practice



We spend so much time learning therapeutic interventions, techniques and skills. Much of our training and research is devoted to this.

But how actually do we set up a space where this change can take place? How do we encounter our clients in the space of our practice, the space of our professional actions, the space of our encounter with our own self.

Let us look at the aspect of this space of encounter- this space in which the therapy takes place. Let us examine the different factors that go into defining this space. Let us look at using this space effectively to cultivate a garden where change and transformation can take place.

Ravi Welch, M.S. (Psychology), Teaching Psychotherapist/Supervisor, Dharma Teacher

Ravi Welch discovered TA for the first time in 1972 when his Parents did their CTA Exams in California. They went on to get their Teaching Membership in 1976, sponsored by Jacqui Schiff in Cathexis Institute, California. A year later Ravi moved to California to train in Cathexis Institute and later study Psychology. His training is varied in the fields of TA, Neo-Reichian Body Therapy and Hypnosis. Today Ravi has an Institute with his wife in Wackernheim, Germany. He also teaches Zen Buddhism as a Dharma Teacher of the Johanneshof Quellenweg Zen Center in the Black Forest.

Intimate Space: establishing a space where therapeutic change can take place



Assistant at the Department of General, Child, Forensic Psychiatry and Narcology
He has been working at the Department since 1991.

He graduated from Kyiv Medical Institute named after O.O. Bogomolets in 1982, passed internship for the speciality "Psychiatry" in the clinical psycho-neurological hospital named after I.Pavlov.
In 1985, he was specializing in the field of "Psychiatry" in Minsk at the Department of Psychiatry at the Institute of Postgraduate Education. From 1986 to 1989, he was a postgraduate student at the Research Institute of Forensic Psychiatry named after V. Serbskiy, Moscow. From 1989 to 1991 he worked as a psychiatrist, an expert in the forensic-psychiatric department of the Hospital named after Pavlov.

At the department he is the mentor of the courses of thematic postgraduate education, specialization and pre-certification cycles in the specialties "Child psychiatry", "Forensic psychiatric examination".
He is the author of  7 papers on forensic psychiatric examination of minors and co - author of the textbook "Pediatric psychoneurology" (edited by professor L. Bulakhova, 2001).

Biopsychosocial approach in child psychiatry


Sue Eusden_edited.jpg

Supervision is a helping relationship about helping relationships. My research has demonstrated that asking for help can be challenging for helping professionals. What are the implications of: the supervisee struggling to ask for help? the supervisor struggling? How do we build supervisory relationships that facilitate seeking rather than hiding or performing? Sue will present a new model on asking for help, developed from her grounded theory research.

Sue Eusden, TSTA-P, Psychotherapist, Supervisor, Trainer – United Kingdom.  Sue runs a psychotherapy and supervision practice in the Cotswold’s, Bristol and Edinburgh. She works with both adults and young people. Her passions are understanding and working with primitive processes and relational possibilities. She is interested in transformative learning and relational aspects of adult learning/teaching.

The challenges of asking for help in supervision