The short answer to the 'who studies TA?' question is - almost anyone who works with people. TA has four recognised fields of application: psychotherapy, counselling, education, and organisational development. So the people who study it are therapists and counsellors, but also teachers, coaches, HR professionals, managers, social workers, nurses, and people who are simply curious about what makes human beings tick.

If you have never done a TA101, you may be wondering : what happens on the course? And is it worth two days (or 12 hours) of your time? We give an overview of the TA101 content and an idea of what to expect on the course.

Supervision gives you formulation, perspective, and clinical accountability, and it is irreplaceable. But there is a difference between discussing a case and being witnessed in the experience of carrying it. In supervision, you report what happened and receive another mind on the problem. What is harder to reach is the felt sense of being in the room with a couple - the roles you were drawn into, the feelings that arrived uninvited, the shifts in your posture and attention th

Balint groups sit somewhere between supervision, group dreaming, transference and countertransference exploration and something more elusive. They create a particular kind of space where the ordinary details of clinical work - a throwaway comment from a client, a moment of irritation, confusion or affection - suddenly become rich material for thinking.

The course framework is rooted in TA's concept of life script; the early decisions we make about ourselves and the world, often formed before we had the language to question them. Andy reflects on something that will feel familiar to many practitioners: that when a child feels misunderstood by the humans around them, they often turn elsewhere. To a pet. To a tree. To the garden. There's something about the wider world that is different.

Eating-body distress is rarely about food. Debbie Thomson explores why a relational and attachment-informed approach changes everything about how therapists understand and work with this client group.

A five-part series exploring what it takes to hold the complexity of couples work — drawing on Gottman, Tavistock, Kleinian and Jungian thinking, alongside Brad McLean's own integrative TA model.

There is often a moment in couples work when the atmosphere shifts. Not dramatically — just a tightening of tone, a small recalibration of posture. And you realise the work is asking something different of you.

Over the years, I’ve noticed that supervision rarely produces dramatic breakthroughs. More often, it produces subtle recalibration — a formulation softens, an assumption loosens, an emotional response becomes clearer. Occasionally it unsettles certainty. Sometimes it restores it. The question, for me, is not whether supervision was useful. It is what happens next.

With a clear philosophical grounding, technique becomes more integrated and responsive — a way of expressing something more fundamental about how we work with people.

If you’ve ever facilitated or participated in a therapy group, you’ll know that some groups seem to “click” in a way that others don’t. Something subtle but palpable begins to form — a sense of we. It’s the difference between a circle of individuals and a living, breathing organism.

Working with groups offers counsellors and psychotherapists a powerful way to deepen their practice. From personal growth to transferable skills and creative connection, here are five reasons why learning to work with groups is a great next step in your professional development.

April 2025 newsletter for therapists - this issue - global mental health policy and support for menopausal women.

March 2025 newsletter for therapists - this issue - Discrimination-related depression and Music as pain relief.

February 2025 newsletter for therapists - this issue - postpartum depression and bullying and harassment in the creative industries.

Nea Clarks series of workshops on the theme of ADHD in the Therapy Space