CURRENT RESEARCH ON

FAMILY TOPICS FOR MAINE EDUCATORS

Cycles of Development

he last edition of Family

Issues presented a relational
perspective of how we
develop as humans, as put
forward by the women and men
associated with the Jean Baker Miller
Training Institute and the Stone
Center at Wellesley College.
This edition introduces another
perspectivethat of human
development through the lens of
Transactional Analysis (TA).
Transactional Analysis is a theory of
interpersonal communication,
development, growth and change.
TA is based on mutual respect,
acceptance and the belief that

everyone has the ability to learn and

the potential to change.
Eric Berne popularized his
original ideas with the international
best seller, Games People Play (1964).
Thomas Harris expanded TAs
influence with Im OK, Youre OK in
1973. I first studied TA in an early
graduate course as a framework for
counseling. Since then the educational
and organizational applications of
TA have significantly expanded
worldwide, creating separate but
equal fields of TA. It is now widely
used in education, organizations,
training and personal development,
continued on page 2

Developmental Cycles ...... 2

Becoming: From
Conception to Birth ............ 4
Stage 1Being: Birth to
Six Months ........................ 5
Stage 2Doing and
Exploring: Six to Eighteen
Months ............................ 6
Stage 3Thinking: Eighteen
Months to Three Years ...... 7
Stage 4Identity and Power:
Three to Six Years ............. 8
Stage 5Skills and
Structures: Six to Twelve
Years ................................ 9
Stage 6Integration and
Regeneration: Twelve to
Nineteen Years .............. 10
Stage 7Recycling:
Adulthood ...................... 11
Stage 8Toward Death ... 12
Change PointsSpirals
Within Spirals ............... 13
Using Developmental Cycles
in Adult Education .......... 14

V O L U M E 11 , N U M B E R 2 , 2 0 0 3

continued from page 1

as well as in the original applications

of psychotherapy and counseling.
This Family Issues introduces the
powerful TA concept known as
Cycles of Development. Pam Levin
won the prestigious Eric Berne
Memorial Award for this contribution
to TA theory in 1984. Other TA
scholars and practitioners have
extended the application of Levins
original ideas: Jean Illsley Clarke in
parent education, Julie Hay in
organizations, and Rosemary Napper
and Trudi Newton in education. The
writings and teachings of these
brilliant women form this issue of
our newsletter.1
The idea of growth as a cycle is
common to many cultures and
religions including the Native
American medicine wheel circle,
ancient Egyptian and Persian
doctrines, Taoism and Buddhism.
What these perspectives have in
common is a cycle based on nature
a rhythmic circle of seasonal growth
and return. Berne recognized that
developmental processes begun in
childhood remain active and important
throughout our lives, challenging the
modern, technological perspective
that presents development as linear.2
T. S. Eliot perhaps states this
perspective most eloquently: we
arrive back at where we started, and
know the place for the first time.3
1

Clarke won the Eric Berne Memorial Award

in 1995 for her outstanding application of
TA theory to parent education.

Levins model also reflects Ericksons ideas

on the cyclical nature of development. Eric
Erickson was Bernes teacher and therapist;
Berne was Levins teacher.

Levin, P. (1982). The cycle of development.

Transactional Analysis Journal, 12, 2, 136-137.
Eliot, T. S. (1942). Little Gidding.

Developmental Cycles

s we move through life from

birth to death, we respond to
an internal developmental
clock or organizational
pattern that prescribes the tasks and
skills we need to learn. Pam Levin
describes these shared patterns of
growth as part of the primitive
forms we carry deep in our ancestral
memory.1 Jean Illsley Clarke
describes these developmental stages
as describable segments in growing
up. The overarching task in each
stage is to find or create an ageappropriate answer to each of four
questions: Who am I? Who are you?
Who am I in relation to others? How
do I get what I need?2

The pattern Levin describes has

seven developmental stages. The first
five stages cover the time period from
birth to about age 12. These stages
are Being, Doing, Thinking, Identity
and Skills. At about age 13 we enter
Stage 6, which is a recycling stage
called Integration.3 This stage lasts
until we are about 19 years old; it is a
repeat of the first five stages but at
twice the pace. The seventh stage
formally named Recyclingcovers
all our adult years. Over the course
of adulthood, we return to the
themes and issues of the earlier stages
with new opportunities to grow
through the developmental issues
each stage represents. We either

Center for
Parenting Education
at

www.umext.maine.edu/parentcenter

FA M I LY I S S U E S

Reprinted with permission from Hay, Julie (1996). Transactional Analysis for Trainers. Watford,
UK: Sherwood Publishing, 204.

encounter or can create opportunities

to revisit each stage as many times as
we need to.
Clarke and Dawson made two
changes to Levins stages. Levin
incorporated both the prenatal and
first six months into Stage 1. Clarke
delineated these into two separate
stages, naming the prenatal months
Becoming. Clarke also added an
end-of-life stageStage 8: Toward
Deathfor the developmental tasks
of the last phase of our lives.4 Julie
Hay added the ideas of spirals
within spirals to more accurately
reflect the complexity of how
developmental tasks and cycles are
layered in real life.5
One way to think about these
ideas is to visualize a tree. A rare few
of us are able to get all that we need
in each of the first six developmental
stages so that we grow straight and
tall. Most of us dont grow up that
way, however. When we dont get
what we need at each stage or we
arent able to accomplish the stageappropriate developmental tasks, we
end up with holes or knots or bends
in our core or trunk. These gaps or
twists may occur at one or more
stages. The adult recycling of Stage
Seven provides opportunities to
repair the holes, fill in the gaps,
unravel the knots, and unbend what
isnt true.
Eric Berne gave us another
metaphor for growth. Picture a stack
of pennies. Each penny represents a
developmental task, starting with
Stage 1 on the bottom and adding
additional pennies for each of the
tasks and stages in turn. When all the
pennies are flush and even, the
foundation of the stack is firm. You
can add any number of pennies and
they wont topple over. If, however,
one or more of the pennies that form
the base of the stack is slightly bent,
curved or irregular, then the stack
becomes skewed or starts to zigzag.
All the pennies stacked on top of the

uneven one are less secure regardless

of how true or even they are. The
uneven pennies change the direction
and balance of the stack. Recycling
offers opportunities to make the bent
pennies true and to redirect and
rebalance our developmental

stacks.6
1

Levin, P. (1982). The cycle of development.

Transactional Analysis Journal, 12, 2, 129-139.
Clarke, J. I., & Dawson, C. (1989/1998).
Growing Up Again: Parenting Ourselves,
Parenting Our Children. 2nd Ed. Center City,
MN: Hazelden, 211.
Levin originally named this stage
Regeneration. Julie Hay renamed it
Integration; Napper and Newton also use

the name Integration, as will we. To add a

bit more confusion to this, in Growing Up
Again, Clarke labeled her new Stage 8
Integration. In this publication we have
used only her subtitle, Toward Death, for
this stage.
There is evidence that recycling occurs in
earlier stages, particularly Stage 5 Skills
(age 612). Stage 6 differs in that recycling is
the primary focus. Clarke, J. I. (2003)
Personal correspondence.
4

Clarke & Dawson. 218-220, 240-242.

Hay, J. (1992). Transactional Analysis for

Trainers. Watford, UK: Sherwood
Publishing, 206-208.

Berne, E. (1961). Transactional Analysis in

Psychotherapy. New York, NY: Grove Press,
Inc. Reprinted 1975, London: Souvenir Press
Ltd., 52-53.

Interested in learning more about TA? See Julie Hay's Working It Out at Work
Understanding Attitudes and Building Relationships (Sherwood Publishing;
http://www.sherwoodpublishing.com/wow.htm); Rosemary Napper and Trudi
Newton's Tactics: Transactional Analysis Concepts for All Trainers, Teachers and
Tutors (TA Resources); Jean Illsley Clarke's Self-Esteem: A Family Affair or
Growing Up Again: Parenting Ourselves, Parenting Our Children (Hazelden); or
Ian Stewart's and Vann Joines' TA Today: A New Introduction to Transactional
Analysis (Lifespace Publishing).

V O L U M E 11 , N U M B E R 1 , 2 0 0 3

BecomingFrom Conception to Birth1

Description: The prenatal stage
lays the groundwork for all the stages
to follow. During these nine months,
if all goes well, the babys body is
developing from the genetic gift of
the egg and the sperm to a full-term
infant with all life-supporting systems
intact or ready to grow to full potential.
Simultaneously, the new being is
making life-shaping decisions in
response to the environment of the
womb and the relationship experiences
of the mother with other people and
with the baby.

Main question to be addressed:

Is it safe for me to develop fully and
be born?

Developmental Tasks:
To grow; to develop all body
systems.
To accept nourishment,
acceptance, reassurance and love.
To gain familiarity with the
mother.
To make some deep decisions
about trust.
To initiate and move through the
birth process.

Recycling: When we revisit

Becoming, we may feel more than we
think, we may need time to gestate,
to gather up our feelings and thoughts,
and to be cared for and respected for
what we are doing even though we
may not be able to articulate it well.
We may resort to being hurried.2

After birth, Becoming is

significant2
When pregnant.
When we know we are going to
experience a great change,
especially one imposed from

FA M I LY I S S U E S

outside, without sufficient

information to feel confident of
ourselves.

Clues for returning to

Becoming:
Feeling an unaccounted-for
incompleteness.

Affirmations for all ages:

You can make healthy decisions
about your experiences.
Your life is your own.
Your needs and safety are
important.
1

Jean Illsley Clarke added this stage to

Levins original developmental theory; it
precedes Levins Stage 1 (Being). Excerpted
from Clarke, J. I., & Dawson, C. (1989/1998).
Growing Up Again: Parenting Ourselves,
Parenting Our Children. 2nd Ed. Center City,
MN: Hazelden Foundation, 212, 218-220.
Reprinted by permission of Hazelden
Foundation.

Clarke, J. I. (2003). Personal correspondence.

Lack of joyfulness not otherwise

accounted for.
Stuck, not able to get started and
without words to describe that
feeling.
Any addiction or compulsive
behavior.
Believing you have to do
everything yourself;
trying to start things
and not finishing.
Self-destructive
behaviors,
recklessness,
extreme risk
taking.
Strong and intense
reactions to minor
disappointments.
Irrational fears or
chronic anxiety not
otherwise
accounted for.
Chronic
depression;
thoughts of
suicide.

Stage 1Being: Birth to Six Months

Description: This first stage is
about the experience of just being in
the world. Our acceptance is not
based on anything we do, simply on
being who we are. Being requires
environments that are trustworthy
and safe, places where our basic
needs for survival and recognition
are consistently and lovingly met.
We need to experience being secure,
wanted and loved. Stage 1 is a time
to gather strength, to build energy in
order to reach the capacity to move
into action. It is a time to take in.1, 2

Main questions to be
addressed: Is it okay for me to be
here, to make my needs known and
to be cared for?3

Developmental Tasks of the

Child:3
To cry or otherwise signal to get
needs met.

Clues for returning to Being:1, 3

When suffering a personal loss;

Feeling we have run out of gas

emotionally.

When taking care of an infant or

when pregnant; and

Questioning our adequacy,

feeling helpless, and questioning
whether others can be trusted.

In the beginning of a new

process (i.e., a new job or
relationship).

Wanting others to know what we

need without our asking; not
knowing what we need; not
needing anything; feeling numb.

Affirmations for all ages:3

Believing others needs are more

important.

What you need is important.

Not wanting to be touched, or

compulsive touching, or joyless
sexual touching.
Unwillingness to disclose
information about ourselves,
especially negative information.

Im glad youre alive.

You belong here.

You can feel all your feelings.

1

Levin, P. (1982). The cycle of development.

Transactional Analysis Journal, 12, 2, 130-131.

Napper, R., & Newton, T. (2000). Tactics:

Transactional Analysis Concepts for All
Trainers, Teachers and Tutors. Ipswich, UK:
TA Resources, 2.3-2.4.

Clarke, J. I., & Dawson, C. (1989/1998).

Growing Up Again: Parenting Ourselves,
Parenting Our Children. 2nd Ed. Center City,
MN: Hazelden Foundation, 212, 221-222.
Reprinted by permission of Hazelden
Foundation.

Hay, J. (1992). Transactional Analysis for Trainers.

Watford, UK: Sherwood Publishing, 205.

After six months, Stage 1 is

significant1

To accept touch and nurture.

When we are tired, hurt,

vulnerable, ill or under stress;

To bond emotionally, to learn to

trust caring adults and self.

During periods of rapid change

or growth;

To decide to live, to be.

Compromise: If we dont get

enough of what we need in this first
stage, we may have difficulties
focused on our right to exist.2, 4
Recycling: When we reenter Being,
we may stop doing things, stop
thinking and simply exist. We may
want to eat more frequently and
sleep more. We may have difficulty
concentrating; we seek recognition for
simply being who we are and not for
what we do. We may have heightened
needs for touching and being touched
and for renewing or developing close
relationships with others.1

V O L U M E 11 , N U M B E R 2 , 2 0 0 3

Stage 2Doing and Exploring:

Six to Eighteen Months
Developmental Tasks of the
Child:3

Boredom; seeking or developing

new motivations in life.

To explore and experience the

environment; to develop initiative.

Avoiding doing things unless

you can do them perfectly.

To develop sensory awareness

by using all senses.

Not knowing what you know.

To signal needs; to trust others

and ourselves; to get help in time
of distress.
To continue forming secure
attachments with parents,
caregivers and others who play a
significant role in the childs life.

Description: The second stage is

characterized by intense interest in and
curiosity about our surroundings.
We want to move and explore, to
touch and taste and see everything.
Our world rapidly expands and we
cant seem to get enough of it. This is
a time of finding our footing and
getting our feet on the ground in a
different way. During this phase we
learn about trust, and the extent to
which we can trust others, our
environments, our senses and what
we know. We are deciding if we can
be creative and active and get support
for doing all these things. We need
caregivers who are both consistently
available when we need security and
reassurance, and who allow us plenty
of safe spaces for free exploration.
We need to decide that its okay for
us to move out into the world, to
explore, to feed our senses and still
receive support.1, 2, 3, 5

Main questions to be
addressed: Is it safe for me to
explore and try new things and to
trust what I learn?3

FA M I LY I S S U E S

To start to learn that there are

options and not all problems are
easily solved.
Compromise: If we are thwarted
in our explorations during this stage
by inconsistent care giving or
overprotection, we may become
perpetual explorers or we may be
reluctant to enter into new situations.2, 4

Recycling: When we reenter Doing,

we may have a short attention span
and have difficulty setting goals. Our
need to be mobile and active becomes
paramount. As in our first experience
of this stage, our curiosity is
heightened as well as our intuitiveness.
We may recycle this stage by
frequently changing homes, jobs and
cars and by choosing action or
adventure-type activities for leisure
or vacation time. Or we may be scared
to do any of these. We may not care
about finishing tasks. 1, 2, 6

Clues for returning to Doing:1, 3

Thinking it is okay not to be safe,

supported, protected.
Trouble finishing tasks.

After eighteen months, Stage 2

is significant1
After being nurtured for awhile;
In any new physical setting;
As part of the creative process;
As a prelude to establishing a
new level of independence; and
When taking care of a toddler.

Affirmations for all ages:3

You can know what you know.
You can do things as many times
as you need to.
You can be interested in
everything.
You can use all your senses
when you explore.
1

Levin, P. (1982). The cycle of development.

Transactional Analysis Journal, 12, 2, 131-132.

Napper, R., & Newton, T. (2000). Tactics:

Transactional Analysis Concepts for All
Trainers, Teachers and Tutors. Ipswich, UK:
TA Resources, 2.4.

Clarke, J. I., & Dawson, C. (1989/1998).

Growing Up Again: Parenting Ourselves,
Parenting Our Children. 2nd Ed. Center City,
MN: Hazelden Foundation, 212, 223-225.
Reprinted by permission of Hazelden
Foundation.

Hay, J. (1992). Transactional Analysis for

Trainers. Watford, UK: Sherwood
Publishing, 205.

Julie Hay uses the term Exploring for this

stage a term that accurately describes the
major developmental task during this time.
Hay, J. (1995). Donkey Bridges for
Developmental TA. Watford, Hertfordshire,
UK: Sherwood Publishing.

Hay, J.(2003) Personal correspondence.

Doing issues become prominent.

Not knowing when to initiate
and when to be inactive;
reluctance to initiate.
Conflicts about whether to be
goal-directed or not have any
goals for a while.

Stage 3Thinking:
Eighteen Months to Three Years
Description: We begin to establish
a new sense of independence,
individuality and separateness in
Stage 3. We start to reason things out,
think for ourselves and solve our own
problems. We want to make room for
ourselves apart from others; whats
mine is an important theme. This is
a time of testing reality and pushing
against limits in ourselves and those
imposed by others. We may strongly
object when others impose their
decisions or ideas on us; concerns
about the control we have over
ourselves and situations are central.
No and I wont may be our
favorite words. In addition to intense
negativity, we may also express
ambivalence as we learn whether to
trust or distrust our knowing and
thinking. We may invite others to
think for us and then become furious
when they do. We need to decide
that its okay to push and test, to find
the limits, to say no, and to become
separate. Establishing that we are
important is a major developmental
task of this stage.1, 2
Main question to be addressed:
Is it okay for me to learn to think for
myself?3

Developmental Tasks of the

Child:3, 5
To establish the ability to think
for oneself; to think and solve
problems with cause-and-effect
thinking.
To test reality, to push against
boundaries and other people.
To start to follow simple safety
commands.
To express anger and other
feelings.

To separate from parents,

caregivers, and other significant
parent figures without losing
their love.
To start to give up beliefs about
being the center of the universe.

After three years, Stage 3 is

significant1
When breaking out of a
dependency relationship (with a
lover, spouse, mentor, employer
or friend);

Compromise: If we are not allowed

When learning new information;

to develop our thinking and problem

solving skills, we may find it hard to
form our own opinions or solve our
own problems later in life. This
distrust of our thinking is often
expressed as I dont know.2

When developing a new personal

position or taking a stand;

Recycling: As in our first experience

of this stage, our curiosity is
heightened as well as our intuitiveness.
We feel a need to establish a new
level of independence and
individualityour separateness.1, 4

Clues for returning to

Thinking:1, 2
Feeling angry about everything
in general; inappropriate
rebelliousness (chip on shoulder).
Fear of anger in self and others;
indirect expressions of anger
through behaviors.

When changing agreements; and

When parenting a toddler.

Affirmations for all ages:3

You can become separate from me
and I will continue to love you.
You can know what you need
and ask for help.
You can think and feel at the
same time.
1

Levin, P. (1982). The cycle of development.

Transactional Analysis Journal, 12, 2, 132.

Napper, R., & Newton, T. (2000). Tactics:

Transactional Analysis Concepts for All
Trainers, Teachers and Tutors. Ipswich, UK:
TA Resources, 2.4-2.5.

Clarke, J. I., & Dawson, C. (1989/1998).

Growing Up Again: Parenting Ourselves,
Parenting Our Children. 2nd Ed. Center City,
MN: Hazelden Foundation, 212, 225-227.
Reprinted by permission of Hazelden
Foundation.

Hay, J. (1992). Transactional Analysis for

Trainers. Watford, UK: Sherwood
Publishing, 205.

Hay, J. (2003). Personal correspondence.

Wanting to establish what is

mine and what is yours.
Lots of questions about
separateness, responsibility and
thinking (especially resistance,
contrariness, forgetfulness,
discounting/accounting,
stubbornness, procrastination
and greed).
Rather be right than successful.
Think the world revolves around
us.
Scared to say yes or no without
thinking.

V O L U M E 11 , N U M B E R 2 , 2 0 0 3

Stage 4Identity and Power:

Three to Six Years
others and needing to come off
better.

To acquire information about the

world, self, body and sex role.
To learn that behaviors have
consequences.
To discover our effect on others
and our place in groups; to learn
socially appropriate behavior.
To learn to exert power to affect
our relationships; to learn the
extent of our personal power.
To separate fantasy from reality.

Description: This fourth stage is

for discovering who we are. We
explore many aspects of our identity
and internal organizationgender,
style, roles, clothes, props, social
relationships and power. We test the
consequences of our behavior and
our capacity and ability to influence
others. To do this, we may set up
disagreements, start or repeat false
rumors and have urges to lie or
shoplift. This is also a time when the
separation between fantasy and
reality really begins. We need to
decide that it is okay to have our
own view of the world, to be who we
are, and to test our power.1, 2

Main questions to be
addressed: Is it okay for me to be
who I am, with my unique abilities?
Is it okay for me to find out who
others are and learn the consequences
of my behavior?3

Developmental Tasks of the

Child:3
To assert an identity separate
from others.
8

FA M I LY I S S U E S

Compromise: Without appropriate

guidance and support at this stage,
we may grow up to be unsure of our
role in life, or with rigid views that
limit our potential development. At
this stage, we may unsuspectingly
decide to live our life in line with
some predetermined outcome, as if
we were actors with a script or story
that dictates the limits within which
we may act. Because this script is
unknowingly created, we will have
no conscious recollection of it when
we are older. Later in life, the loss of
a job, retirement, an empty nest or
the loss of a spouse or partner may
trigger extreme uncertainty about
who we are.2, 4, 5
Recycling: Returning to this identity
stage brings up questions and issues
related to power and gender: potency
and impotency, magic, creating or
destroying, hurting and healing.
Adults recycling this stage may change
their appearance, lifestyle or work.1, 2

Identity confusionneeding to
define oneself by a job or a
relationship.
Feeling driven to achieve.
Overuse of outlandish dress or
behavior.
Wanting or expecting magical
solutions or effects.

After six years, Stage 4 is

significant1
After renegotiating a social
contract;
When carrying out a new role;
When seeking a new relationship
to family, job, or culture; and
When caring for preschool
children.

Affirmations for all ages:3

You can try out different roles
and ways of being powerful.
You can be powerful and ask for
help at the same time.
You can explore who you are and
find out who other people are.
You can learn the results of your
behavior.
1

Levin, P. (1982). The cycle of development.

Transactional Analysis Journal, 12, 2, 132-133.

Napper, R., & Newton, T. (2000). Tactics:

Transactional Analysis Concepts for All
Trainers, Teachers and Tutors. Ipswich, UK:
TA Resources, 2.5

Clarke, J. I., & Dawson, C. (1989/1998).

Growing Up Again: Parenting Ourselves,
Parenting Our Children. 2nd Ed. Center City,
MN: Hazelden Foundation, 212, 228-230.
Reprinted by permission of Hazelden
Foundation.

Hay, J. (1992). Transactional Analysis for

Trainers. Watford, UK: Sherwood
Publishing, 205.

Hay, J. (2003). Personal correspondence.

Clues for returning to

Identity:3
Having to be in a position of
power; being afraid of or
reluctant to use power.
Unsure of personal adequacy.
Frequently comparing oneself to

Stage 5Skills and Structure:

Six to Twelve Years
Description: During the six years
we initially spend in Stage 5and any
time we revisit itwe are acquiring
the skills, tools and values we need
to get by in the world. To install this
internal framework, we incorporate a
whole range of opinions and values
in order to perceive the world in a
structured, coherent way. This includes
understanding the need for rules, the
freedom that comes from having
appropriate rules, and how rules help
us get by in the world. One way we
do this is to observe others behavior
and copy whatever fits with the
identity we have chosen. Another
way is by arguing and hassling with
others ideas, behaviors and ways of
doing things. Often we want to do
things our waynot someone elses
way. We need to experiment and
make mistakes. In Stage Five we need
to decide that its okay to learn how
to do things our own way and to have
our own morals and methods.1, 2, 3
Main questions to be
addressed: How do I build an
internal structure that supports me,
as well as others? How do I develop
the competence to master the technical
and social skills I need to manage my
own life and to live in my culture?3

Developmental Tasks of the

Child:3
To learn skills, learn from mistakes
and decide to be adequate.
To learn to listen in order to
collect information and think.
To practice thinking and doing;
to reason about wants and needs.
To check out family/caregiver
rules, ideas and values, and learn
about structures and people
outside the immediate family or
familial structure.

To experience the consequences

of breaking rules; to develop
internal controls.
To disagree with others and still
be loved.
To learn what is my responsibility
and what is the responsibility of
others.
To learn when to flee, when to
flow, and when to stand firm; to
develop the capacity to cooperate.

Compromise: Failure to acquire

significant skills or values will limit
us as adults. For example, lack of a
family structure, or clear family
values, or good role models.2, 4, 5

freedom that rules can bestow.

Unwillingness to examine
personal values or morals.
Trusting the thinking of the
group more than ones own
thinking and intuition.
Expecting to have to do things
without knowing how, finding
out, or being taught how.
Being reluctant to learn new
things or be productive.

After twelve years, Stage 5 is

significant1
After updating our identity;
When learning new skills;

Recycling: Returning to this stage

When changing cultures; and

is about updating internal structures,

questioning, and relearning how to do
things. We explore new values, ideas
and behaviors. We may try on new
social roles as we let go of old ones;
making mistakes and feeling awkward
or clumsy is part of this. We may
seek contact with people outside our
usual circle of family or friends: peer
groups and same sex relationships
are major themes. We are concerned
with defining reality, dealing with
authority, arguing and judging, and
rethinking what is appropriate for our
gender. Adults returning to school or
other learning environments, or
learning skills for a new job, may be
recycling this stage.1

When caring for a six to twelveyear-old.

Affirmations for all ages:3

You can trust your intuition to
help you decide what to do.
You can find a way of doing
things that works for you.
You can learn the rules that help
you live with others.
You can learn when and how to
disagree.
You can think for yourself and get
help instead of staying in distress.
1

Levin, P. (1982). The cycle of development.

Transactional Analysis Journal, 12, 2, 133-134.

Napper, R., & Newton, T. (2000). Tactics:

Transactional Analysis Concepts for All
Trainers, Teachers and Tutors. Ipswich, UK:
TA Resources, 2.5.

Clarke, J. I., & Dawson, C. (1989/1998).

Growing Up Again: Parenting Ourselves,
Parenting Our Children. 2nd Ed. Center
City, MN: Hazelden Foundation, 212, 230233. Reprinted by permission of Hazelden
Foundation.

Hay, J. (1992). Transactional Analysis for

Trainers. Watford, UK: Sherwood
Publishing, 205.

Hay, J. (2003). Personal correspondence.

Clues for returning to

Structure and Skills:3
Needing to be part of a gang
or groupor only functioning
well as a loner.
Needing to be king or queen of
the hill.
Not understanding the relevance
of rules; not understanding the

V O L U M E 11 , N U M B E R 2 , 2 0 0 3

Stage 6Integration and Regeneration:

Twelve to Nineteen Years
Description: In this stage, we go
through the cycle againat twice the
pace. The tasks of this stage focus on
identity, separation, sexuality and
increased competence. Preoccupation
with sex and people as sexual beings
is a hallmark of this stage. Adolescents
may have turbulent body changes
and energy levels, with higher needs
for sleep. Drugs, sex and music are
topics of interest; philosophical
questions and social issues may
become more important. Teens
worry about their identity, sexuality,
appearance and their future.
For example, at about age 13 (or
at the onset of puberty) when they are
recycling the birth to toddler stages,
teens may swing from adult-style
behavior to child-like phases, or
explore without much concern for
standards. When recycling thinking
at about age 14, adolescents may
sometimes intersperse reasonable and
competent behavior with rebellious
outbursts. During the years 15
through 17, they recycle the stage of
power and identity. This typically
shows up in why and how come
questions as they incorporate new
identities and relationships, and
learn to solve complex problems.
Starting at about age 16 and
extending through 19, teens recycle
structure. Short periods of testing or
breaking rules are typical behaviors.
In Stage 6 the task is to decide that
it is okay to be a sexual person, its
okay to have a place among grownups,
and its okay to succeed.1, 2, 3, 5
Main questions to be
addressed: How can I become a
separate person with my own values
and still be okay? Is it okay for me to
be independent, to honor my sexuality
and to be responsible?3

10

FA M I LY I S S U E S

Developmental Tasks of the

Adolescent:3

Irresponsibility; difficulty making

and keeping commitments.

To take more steps toward

independence.

Looking to others for a definition

of who we are.

To achieve a clearer emotional

separation from family.

Confusion between sex and

nurturing.

To emerge gradually as a separate,

independent person with ones
own identity and values.

Unsure of maleness, femaleness

or lovableness.

To be competent and responsible

for ones own needs, feelings and
behaviors.
To integrate sexuality into the
earlier developmental tasks.

After eighteen years, Stage 6

is significant1
After developing new morals or
skills;
When preparing to leave a
relationship, job, home or locality;

Compromise: Failure to achieve this

When ending any process; and

integration will leave us somewhat

fragmented, as if somehow we have
not quite finished growing up.2, 4

When parenting teenagers.

Recycling: As grownups revisit

Stage 6 we explore many of the same
themes: sex and its importance and
integration into our lives, how our
relationships fit with and support
our adult identities and values, our
personal philosophies and positions,
and how we relate to the world. We
may also have higher sleep needs,
explore music and drugs, experiment
sexually, or speak of acting like a
teenager. We may break out of
mentor relationships and enjoy the
freedom of standing on our own.1, 2

Clues for returning to

Integration:3
Preoccupation with sex, body,
clothes, appearance, friends or
our sex role.

Affirmations for all ages:3, 5

You can know who you are and
learn and practice skills for
independence.
You can learn the difference
between sex and nurturing and
be responsible for your needs,
feelings and behaviors.
You can develop your own
interests, relationships and causes.
You can learn to use old skills in
new ways.
You can grow in your maleness,
femaleness and/or bisexualness
and still be dependent at times.
1

Levin, P. (1982). The cycle of development.

Transactional Analysis Journal, 12, 2, 134.

Napper, R., & Newton, T. (2000). Tactics:

Transactional Analysis Concepts for All
Trainers, Teachers and Tutors. Ipswich, UK:
TA Resources, 2.5-2.6.

Clarke, J. I., & Dawson, C. (1989/1998).

Growing Up Again: Parenting Ourselves,
Parenting Our Children. 2nd Ed. Center City,
MN: Hazelden Foundation, 212, 234-236.
Reprinted by permission of Hazelden
Foundation.

Hay, J. (1992). Transactional Analysis for

Trainers. Watford, UK: Sherwood
Publishing, 205-206.

Hay, J. (2003). Personal correspondence.

Unsure of our own values;

vulnerable to peer pressure.
Problems with starting and ending
jobs, roles and relationships.
Overdependence on or alienation
from family and others.

Stage 7Recycling: Adulthood

Description: As we grow out of
the teen years and enter adulthood,
we have completed one full cycle of
development. Our personality is
framed; for the remainder of our
lives we will continue to complete
and refine earlier developmental
tasks. Our developmental time clock
doesnt stop. Each repetition of the
cycle will have its own unique
qualities, rhythm and character; each
will yield different fruits. As we
recycle our perception is refined; we
grow and deepen. Each beginning of
the cycle is an important turning
pointwhether it is triggered by
natural life course events, by a crisis,
or simply by the age that we are. In
adulthood, we may play different
roles as we move through these
cycles; we may also need different
levels and kinds of support. We need
to decide to continue getting what
we need when we experience the
normal symptoms of our stages, to
carry out the tasks on the next level,
and to learn the new lessons.1, 3

Main questions to be
addressed: How will I balance my
needs for competence, intimacy,
connectedness and separateness with
the demands of caring for others,
and how will I move from
independence to interdependence?2

Developmental Tasks of the

Adult:2, 3
Any or all of the tasks for Stages
1 through 6.

To accept responsibility for

ourselves and to care for the next
generation and the last.
To find support for our own
growth and to support the
growth of others.
To expand our commitment
beyond ourselves and our family
to the community and the world.
To balance dependence,
independence and
interdependence.
To deepen integrity and
spirituality.
To refine the arts of greeting,
leaving and grieving.

Clues to adults to redo

growing-up tasks from
childhood:2, 3

Affirmations for adults:2

You can be uniquely yourself and
honor the uniqueness of others.
You can build and examine your
commitments to your values and
causes, your roles and your tasks.
You can be creative, competent,
productive and joyful.
You can trust your inner wisdom.
You can finish each part of your
journey and look forward to the
next.
You can be independent and
interdependent.
You can say your hellos and
good-byes to people, roles,
dreams and decisions.
1

Levin, P. (1982). The cycle of development.

Transactional Analysis Journal, 12, 2, 134-136.

Clarke, J. I., and Dawson, C. (1989/1998).

Growing Up Again: Parenting Ourselves,
Parenting Our Children. 2nd Ed. Center City,
MN: Hazelden Foundation, 212, 238-240.
Reprinted by permission of Hazelden
Foundation.

Hay, J. (2003). Personal correspondence.

Any or all of the clues relating to

Stages 1 through 6.
Overdependence; fear of
dependence, or being independent
to the exclusion of
interdependence.
Difficulty making and keeping
commitments.
Role inflexibility.
Fear of growing old.
Unwillingness to say hello and
good-bye; unwillingness to grieve
and then move on with life.
Living in the past; living in
the future.
Living through others.

To master skills for work and

recreation.

Not knowing or getting

what you need.

To find mentors and to mentor.

Denial and discounting.

To grow in love and humor; to

offer and accept intimacy.
To expand creativity and honor
uniqueness.
V O L U M E 11 , N U M B E R 2 , 2 0 0 3

11

Stage 8Toward Death:

Integration of Life Experiences1

Description: During the last part of

our lives, or whenever we knowingly
face death, we are called to finish
putting all the pieces together. Some
of us dont wait for the imminence of
death to do this. We do and redo this
wrapping up, this celebrating and
grieving process, throughout our
lives. This stage may be incorporated
in the normal recycling process or it
may be a stage that occurs only once.
If we have lived our lives through
all the stages and reached this last
part of adulthoodpast the hustle
and bustle of growing up, maybe
rearing our own families and caring
for the aged; past the building of our
work lives and acquiring things; past
the stage of devoting great effort to
changing the worldthen we shall
reach the stage of elder and crone.
Some call this the time when the old
ones pass on wisdom to those who
seek it.
Dying is part of living and this
stage of life could properly be called

12

FA M I LY I S S U E S

Living Until You Die. No matter

what our circumstances, this can be a
time of being in charge in a new way.
We can be in charge of how we see
ourselves and the world. We can be in
charge of what we make of every day,
to the greatest degree we are able.
We sum up what we have learned
from lifes experiences. We sharpen
our observations and come to accept
life as it is without thinking it must
be changed to suit us. We prepare to
relinquish certain responsibilities to
those we have mentored. We
understand that just about everything
has a light and a dark side. There are
no simple answers. We recognize the
demons we may have created and
devise ways to lay them to rest.
If we havent yet asked, What has
this life been about? What was my job
here? and What of that job have I
accomplished? were likely to ask those
questions now.
We take inventories. We look back
and ask, What is my unfinished
business? If I died today, what would
I regret not having said, not having
repaired, not having done, not having
been? And what will I, or what can I,
do about it now?
We are called upon to revisit not
only our beliefs about life and death,
but also our concepts of an afterlife.
What happens after our bodies give
out? This exploration usually involves
becoming clear about our beliefs,
about how a power within us connects
with a power beyond us.
We meet each day as it comes.
Development continues until we die.
The tasks of this part of life call for the
integration of the past with the present
and preparation for the future.1, 2

Main question to be addressed:

How do I complete the meaning of
my life and prepare for leaving?

Developmental tasks of the

older adult:
To prepare for death; to make
conscious, ethical preparation for
leaving.
To explore connections with
humankind and connections
with a higher power.
To reassess artificial barriers, or
judgments, that keep distance
between ourselves and others.
To adjust to and grieve the loss
of any physical and mental
capabilities.
To integrate life experiences with
personal beliefs and values.
To be willing to share our
wisdom; to be clear about what
we have wisdom about and what
we do not.
To refine the arts of greeting,
leaving and grieving.

Affirmations:
You can grow your whole life
through.
You can make your preparations
for leaving and die when you are
ready.
You can celebrate the gifts you
have received and the gifts you
have given.
You can share your wisdom in
your way.
1

Jean Illsley Clarke added this stage to

Levins original developmental theory; it
follows Levins Stage 7 (Recycling). Clarke,
J. I., & Dawson, C. (1989/1998). Growing Up
Again: Parenting Ourselves, Parenting Our
Children. 2nd Ed. Center City, MN:
Hazelden Foundation, 212, 240-242.
Reprinted by permission of Hazelden
Foundation.

Hay, J. (2003) Personal correspondence.

Change PointsSpirals Within Spirals1

evin suggests that as

important events occur, we
may begin another, smaller
cycle. Julie Hay has added
the metaphor of spirals within
spirals to capture this addition to
Pam Levins original theory of
developmental cycles. Hay suggests
that as important events occur,
whether they are positive like the
birth of a baby or negative like the
loss of a job, smaller and possibly
even smaller spirals are spun off the
major developmental stage we are in,
rather like a set of Russia dolls. These
change points or minor cycles may
last a few minutes or several years.
They indicate a need to go through
the whole cycle in relation to the
specific event.

Change points act like multipliers

to whatever else we are experiencing
and add layers of complexity and
sometimes stress. When change points
occur in stages where we are strong,
we may more easily accommodate
them. When they occur in stages that
are challenging or difficult for us, or
in stages where we may have a lot of
unfinished business, the change
points can significantly increase stress.
To illustrate, Hay uses the example
of changing jobs: We have decided to
accept a job at another company
because we will learn new skills.
Typically, when we report for work
the first day, one of three things will
happen: we are briefly shown around
and introduced to our new colleagues;
we are given work to complete

Reprinted with permission from Hay, Julie (1996). Transactional Analysis for Trainers. Watford, UK:
Sherwood Publishing, 206.

immediately; or we are sent to attend

a program to learn the skills we will
need for the work. For most of us,
none of these approaches will set up
an effective transition to this new job.
There is another option. Because
we can predict that changing jobs will
initiate its own developmental spiral,
we can use cycles of development to
design a more effective transition
process. Ideally, this process would
incorporate all the stages in the
appropriate order with some time
flexibility to allow for individual
differences on how quickly or slowly
we accomplish the major tasks of
each stage.
First, in our new job we need a
time to just bea time to get used to
our new environment and put our
personal possessions in our desk or
workstation. We need to feel
welcomed and valued by our
colleagues, especially our boss. Not
helpful is to feel pressured to start
work immediately.
Second, we want a time for
doinga time to explore at our own
pace, locate the break room, bathroom
or copy room and get a general feel
for the building. Also important in
this stage is time to meet our new
colleagues and find out what they do.
It is particularly helpful if they are
expecting us and we can meet them
one-on-one instead of in a large group.
Now we will want time to think
about our job. Getting support from
our manager or boss to do this as well
as an opportunity to share our views
about the work is central to this third
stage. A manager who allows flexibility
and individuality in how to do the
work, who answers questions and
listens to our ideas with interest
more effectively supports us in
accomplishing the tasks of this stage.

V O L U M E 11 , N U M B E R 2 , 2 0 0 3

13

Next, we are ready to create our

own identity in the job. When we are
able to set performance standards in
concert with our manager, we have a
sense of control and an element of
choice over what kind of employee we
will be. When this choice is denied
us, we are more likely to accept the
decisions of the organization
grudgingly and may even become
rebellious or unthinkingly compliant.
Now, we are ready to move on
and learn the skills required for the
work. We need to have a good idea
of the job itself, and our personal
identity within it, if we are going to
make full use of training. With this
foundation in place we can select
what we need to learn, working in
partnership with the trainer instead
of relying on them to predict our
needs. Our motivation is much higher
when we know why we are learning.
Sixth, we are ready to integrate the
earlier stages. As we undertake our
work, we bring together the completed
tasks of exploration, decision-making
and learning. Gradually we begin to
perform up to the standards. We
continue to rework parts we missed
in the earlier stages, get to know
more people, and refine our identity
in relation to the work. If we are
prevented from making these
adjustments, we will not achieve our
full potential.
Seventh, we begin the recycling
stage. We have completed our
transition into the new job. The effect
of this particular spiral will gradually
fade and we will function at our
peak level until another change
comes along.
1

Hay, J. (1992). Transactional Analysis for

Trainers. Watford, UK: Sherwood
Publishing, 206-208.

Using Developmental Cycles in

Adult Education

hen we invite groups to come

together to learn, we can
use cycles of development
to help us plan and to give
us insights into learners needs and
responses. This article is from Tactics:
Transactional Analysis Concepts for All
Trainers, Teachers and Tutors by
Rosemary Napper and Trudi Newton. It
applies developmental cycles theory to
working with adult learning groups.1
We each progress through the
developmental stages on a macro or
lifespan level. We also respond to
more immediate events on a micro
level (Hays change points). When
forming groups it is helpful to know
what stage participants are in at the
macro level as well as any stages that
are currently issues for them. This
helps us to pay attention to the group
mix and how best to interact with each
participant. We can do this by asking
participants questions before the group
begins, either through an informal
interview or a written questionnaire.
We can also assess whether any
stages are particularly appropriate or
inappropriate for our course or
program. For example, people

recycling Thinking may be attracted to

programs where they learn new ideas,
challenge old ones, and expand their
knowledge. Adults recycling
Identity may be more motivated by
personal growth courses, while those
recycling Skills may want handson or vocational-type programs.
Effective program design pays
attention to and incorporates all the
stages.
These questions can guide us in
our program design using cycles of
development:
How do we welcome adult
students or learners into our
programs or courses?
What ice-breakers can we use
to allow people to do something
successfully?
What can we give participants to
think about early in the program
in a way that involves them and
gives them permission to ask
questions and give opinions?
What opportunity can we give
new participants to consider
their identity in relation to what

Stages

Teaching/Learning Activity

Being

Warm up

Doing

Focuserreflective activitysharing experience/

brainstorming

Thinking

Input/theory/concepts/models/demonstration/rationale/
how to . . .

Identity

Applying thinking to ones own work and life experiences

Skills/Structure

Practice

Integration

Consolidating learning through projects, applications and

summaries

Reprinted by permission of TA Resources, Ipswitch, UK.

14

FA M I LY I S S U E S

they are learning?

Acquiring new skills involves
practicehow do we build this
into our program design?
How do we encourage learners
to apply their learning wisely?
How can participants be enabled
to adapt the learning to their
own style?

Supporting Adult
Learners to Learn
If we have used developmental cycles
as a way to structure a program, as
teachers or facilitators we also need
to know when and how to intervene
if learners get stuck in a particular
stage (learning activity). For learners
to move on to the next developmental
stage or learning activity, they need a
sense of completion of the
developmental task in their current
stage. There are two types of
interventions a teacher or facilitator
can make to support completion and
facilitate movement:
1.

2.

The previous developmental

stage is likely to be an area of
strength for the learner and feel
comfortable: reinforce this strength.
To help a learner move from a
stage where they are stuck, use
affirmations (see chart on page
16) to affirm the individuals
development in that stage.

more, individual and small group

Identities emerge; the leader may be
less inhibited about playing into
participants expectations or the
leaders expectations of themselves. As
the group settles more into the learning
task and begins to accomplish their
own learning it becomes more
Skillfulas does the leaderin
managing the dynamic of the group
and the curriculum.
This commitment may seem to
occasionally disrupt or regress during
the Integration phase, well into the
course. For example, the most unlikely
people are suddenly absent or are
heard to make rebellious remarks; the
class clown produces an excellent
piece of work; the challenging
subgroup at the back scatters, members
sit elsewhere and are warm and
friendly; a happy-looking participant
arrives distraught.
Any long break between meetings
may cause a change in the groups
development. At the next meeting,
they may appear to rapidly Recycle
needing to come together and be as
at the beginning, sharing events that
have happened in the interim period,
thinking ahead to whats next,
worrying about what they remember,
and gradually settling down to
develop skills.

Creating Teams, SubGroups, and Pairs

One consideration arising from Cycles
of Development might be how to
invite harmonious pairs or subgroups.
It is likely that left to their own
devices, people will gravitate to
people like themselves.
Generally a mixture of individuals
in a variety of different stages of
development or recycling will provide
the most effective group, in the sense
of being able to range widely and
with some depth. However, careful
construction of the tasks and the role
of leaders will help to minimize
conflict over differences. Therefore it
is important to value all members of
the group overtly, highlighting the
strengths of each. For example, those
who are
harmonizing, carrying out the task;
acting, risk taking, getting on
with it;
thinking, analyzing;
shaping, providing direction;
practically skilled; and
pulling it all together, finishing off.
1

Napper, R., & Newton, T. (2000). Tactics:

Transactional Analysis Concepts for All
Trainers, Teachers and Tutors. Ipswich, UK:
TA Resources, 2.7-2.12.

Group Development
Consider how a program comes into
Being. The early stages are about
Exploring or Doinghow we relate
to each other (as teachers and
participants), and what the
environment and the program are
like. As people begin to feel more
secure they begin Thinking about the
learning task, exchanging opinions
with each other, and perhaps
criticizing and challenging the group
leader. As participants and leaders get
to know each other and the program

V O L U M E 11 , N U M B E R 2 , 2 0 0 3

15

Stages

Developmental Needs

Responses to Individual Adult Learners

Being
06 months
Stage 1

Deciding to be, to live

To call out, to have needs met
To trust
To expect to have needs met

Youre doing fine.

It really is OK to ask me any timeyou have my full
permission to interrupt.
Its healthy to daydream, contemplate, reflect every
few minutes: research shows it helps learning.

Doing
618 months
Stage 2

To trust others
To learn that it is safe and
wonderful to explore
To trust your senses
To be creative and active
To get support for these needs

I like the way you ask awkward questions.

Youre excellent at creative ideas and lateral thinking.
Lets build on your creative input.
Ill support you in thinking through your ideas and
providing a rationale by pointing out some key
references.

Thinking
18 months3 years
Stage 3

To think for yourself

To solve problems
To express and handle feelings,
especially anger
To begin separation

You have worked out the detail well.

You will be able to apply your excellent thinking skills
to solving this problem.
What do you think about these?
How did you feel about these thoughts?

Identity
36 years
Stage 4

To assert your own identity

To acquire information about body,
sex, role, world
To socialize
To learn consequences
To separate fantasy from reality

You can work out what happens as a result.

I like the way you put yourself forward here.
Youve begun to work out what to do with the
information very well.

Skillfulness & Structure

612 years
Stage 5

To learn skills (and not be perfect)

To learn from your mistakes and
be adequate
To test your abilities against others
To test ideas and values beyond
families

Trial and error is the best way to truly learn.

This test is for you to get a sense of how you are doing,
it is not going to define you and your capabilities.
What can you do differently to improve your abilities?

Integration
1218 years
Stage 6

To achieve clearer emotional

separation from family
To develop independence
To integrate sexuality into identity

I believe that you can tell me accurately how you are

doing.
Tell me what you think/how youre doing.
Youve synthesized the information/ideas brilliantly.

Source: Napper, R., & Newton, T. (2000). Tactics: Transactional Analysis Concepts for All Trainers, Teachers and Tutors. Ipswich, UK: TA Resources, 2.13.
Reprinted with permission.

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