TA101

Contracting

The term 'contracting' has a particular meaning in TA which is different from how we might use it in everyday life. It does refer to an agreement, but it is more extensive than a literal formal agreement and is more like the description of both partnership and the process of creating partnership. Berne explained that a contract is an agreement established through a 'here and now' understanding of what each partner needs in working together.

In educational work there are a couple of general models which can be helpful to bear in mind when thinking of contracting. First, three-cornered contracting is useful in establishing the teacher-student relationship in the context of the school. No educational relationship is two dimensional even though at times it can appear that this is the case. By identifying the third party, ie. the school as organisation, it is possible to reveal how the teacher - student dynamic is influenced by the organisational agenda. Typically, exploring the teacher - school 'contract' needs to be explained first, followed by an exploration of how the students understand their relationship with the school. Only with this clarity can the third dimension, the teacher - student relationship be realistically established.

Where the contract is overlooked, or in conflict, a second model can be useful to bear in mind; psychological distancing (N.Michlot). In this situation one of the partners is regarded as not-OK and is subject to a collusion between the other two partners. So, for example, teachers and students can slip into discussions in which the school is criticised, or students complain to senior leaders who endorse their frustrations with about a specific teacher, or leadership and subject teachers form an alliance against a particular group of students. In each instance, contracting principles are being compromised or ignored and the capacity to work in a meaningful, here and now partnership.

In establishing a working partnership using TA contracting there are several principles that need to be addressed...

Underlying Principles

Contracts may or may not be written down. A verbal contract is still a contract. The main point is that we discuss and agree why we are interacting as we work together. Contracts operate at different levels - all levels need to be clear to avoid unwitting sabotage.

The 6 Big 'P's

• Procedural
  Administrative details, such as when we meet, where, how often, who keeps notes, payment procedure and domestic arrangements regarding refreshments etc.
• Professional
  What do I offer in my professional role, what is it that the colleague needs and is this within my competency
• Purpose
  Why are we coming together, what does the colleague want to achieve, how will we know when it has been attained
• Process
  How do we intend to arrive at our purpose? how will we work together in terms of roles and responsibilities?
• Psychological
  What might occur outside of our awareness, how might either of us sabotage the process
• Physis
  How does the the purpose fit within the colleague's overall growth and development - is this an appropriate pathway to pursue with them

The 3 Dimensional 'P's

• Protection
  • procedural establishes clarity and avoids misunderstandings
  • professional implies delivering within limits of competency
• Permission
  • purpose emphasises the colleague can achieve
  • process establishes clarity about roles and responsibilities
• Potency
  • psychological dimensions are made explicit
  • physis acknowledges the wider context in which the colleague operates

The Contracting Wheel

A simple tool for reviewing the quality of an existing partnership, using contracting principles, is the contracting wheel, an example of which is illustrated below. The idea is to think about each dimension of the contract and if it has been thoroughly understood and agreed, then the segment will be shared completely and indicates a secure aspects of the contract. Where there is less agreement or discussion, then this will be where the joint work will most likely deteriorate and lead into game-playing.

You can get a blank contracting wheel here

The Principles Applied

1. Check the practical aspects of the work, eg. when and where will colleagues meet? Are notes necessary? How frequent will the triad meet and what works best for individuals in terms of time?
2. Establish a clear and overt understanding about the respective roles of the leader, team members and other partners in relation to the context of the school/organisation. This includes detailing the anticipated content of the sessions as well as what won't be covered.
3. Clarify roles and responsibilities - don't assume people know who does what. Questions to clarify respective expectations and priorities are important in gauging the extend to which individuals will be willing and able to engage with the process.
4. Consider what might get in the way of an effective partnership. What might each partner do that could sabotage the work? How might this be pre-empted or minimised?
5. Consider what might get in the way of an effective partnership. What might each partner do that could sabotage the work? How might this be pre-empted or minimised?
6. It is important that the work of each partner is linked to the overall direction and development of the school. Has this been considered by the individuals?

Useful Contracting Questions for Children and Parents

• How will you know that things are getting better?
• How is it that you have you managed so far?
• What are the things you think you do best of all?
• What are your best hopes?
• What is it you might need from others (peers, school staff/other professionals)?