Topic-centered interaction

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The topic-centered interaction (TCI) is a concept for working in groups. The goals are social learning and the promotion of personal development.

Origin and destination

TZI was developed in the USA by the psychoanalyst and psychologist Ruth Cohn , the therapists Norman Liberman , Yitzchak Zieman and other representatives of humanistic psychology since the mid-1950s and was later developed further in Europe and India. The TZI was created against the theoretical background of psychoanalysis , group therapies and humanistic psychology and takes into account experiences from gestalt therapy and group dynamics . Ruth Cohn's original concern was to develop a concept that “enables originally healthy people to live a life in which they can stay healthy”. Health here refers not only to a person's individual well-being, but also to their political responsibility in the world.

Concept of the TCI

Axioms

The TCI concept develops on the basis of three axioms :

autonomy
“The human being is a psycho-biological unit. He is also part of the universe. It is therefore autonomous and interdependent. Autonomy (independence) grows with the awareness of interdependence (universal connection). "
Appreciation
“Reverence is due to all living things and to their growth. Respect for growth requires judgmental decisions. The humane is valuable, the inhuman is value-threatening. "
Pushing boundaries
“Free decision takes place within conditional inner and outer limits. It is possible to extend these limits. "

Postulates

The axioms lead to the postulates:

  • Be your own chairperson , the chairperson of yourself!
    This is the invitation to perceive yourself, others and the environment within the possibilities and limits and to accept every situation as an offer for your own decision.
  • Disturbances have priority!   (in the sense of “take priority”)
    “The postulate that disturbances and passionate feelings have priority means that we recognize the reality of man; and this includes the fact that our living, emotional bodies and souls are the carriers of our thoughts and actions. ”Group members are encouraged to directly and verbally reveal existing disorders .
  • In 1994 Günter Hoppe suggested the third postulate: “Deal with your external world, your globe around you and its image in you. Intervene and change what you can change in the sense of humanization! "Cohn rejected this postulate because it was not universally valid, and for his part formulated a third postulate: " Take responsibility for what you do - personally and socially! "

The postulates are not to be understood as rules, but as descriptions of reality. This means: disturbances always take priority in everyday life - whether we admit them or not. If there is a fir tree across the road, the cyclist will have to give it priority if he does not want to injure himself. Similar to the chairperson postulate: People always have responsibility for the partial power that is given to them. He is responsible for what he does and what he does not do.

The postulates are an invitation to behave accordingly.

Four factor model

TZI.png
I the individual persons with their biography and their daily form
WE the developing relationship structure of the group ( interaction )
IT the content at issue or the task the group comes together to complete
Globe   the organizational, structural, social, political, economic, ecological, cultural closer and wider environment , which determines and influences the cooperation of the group and which, conversely, is influenced by the work of the group

I, We, Es and Globe are also known as the TZI triangle. Depending on the development and course of the group process, one of the four factors is examined more closely. TCI tries to move the group forward by addressing all four factors. In the original writings of Cohn, the "it" was equated with the "theme". In the current TCI literature, a distinction is made: The highlight of TCI is not just to thematize the "it", but to bring up the four factors and their relationships.

Auxiliary rules

The auxiliary rules can favorably influence the interaction in a group. “It is important that auxiliary rules are applied tactfully and not dictatorially. Every rule can be reduced to absurdity. "

  1. Represent yourself in your statements; speak by "I" and not by "We" or by "Man". These forms suggest “hiding” behind the group or public opinion. In addition, such communication makes it easy to present hypotheses as fact contrary to their nature.
  2. When you ask a question, say why you are asking and what your question means to you. Testify yourself and avoid the interview .
    “Real questions require information that is necessary to understand something or to continue processes. Authentic information questions become more personal and clearer through the reasons for the information requests. "
  3. Be authentic and selective in your communications. Be aware of what you are thinking and feeling and choose what to say and do.
  4. Hold back from interpreting others for as long as possible. Instead, express your personal reactions.
  5. Be cautious about generalizations.
    Generalizations break the group process. They only serve the course of the conversation if they conclude a topic area in summary and lead on to a new topic.
  6. When you say something about another participant's behavior or characteristics, include what it means to you that they are who they are (i.e., how you see them).
  7. Side conversations have priority. They are annoying and are usually important. They wouldn't happen if they weren't important.
    Even if side-by-side conversations are superficially disturbing, they are usually important for the deeper levels of communication. They can bring new suggestions, highlight ambiguities, clarify misunderstandings or point out a disturbed interaction (relationship).
  8. Only one speaks at a time.
    Nobody can listen to more than one utterance at the same time. And listening to one another signals the concentrated interest for one another that keeps groups together.
  9. If more than one wants to speak at the same time, use key words to agree on what you intend to talk about.
    So all concerns are briefly examined before the group action continues.
  10. Pay attention to the body signals!
    Observe your own and other body signals.

Group leader

Your tasks are:

Recognize the topic

The leadership helps the group to recognize the main topic of the group at the moment. She puts it so that the group can work on it.

Example: The group met on the subject of "Planning a new organizational structure in the company". In the course of the conversation, however, it becomes clear that the previous old organizational structure resulted in a lot of idle time and that the employees respond to this with “internal resignation”. The TCI management recognizes that there are unfavorable values ​​behind this, for example: “The boss must always control everything.” Therefore, they then reformulate the actual topic: “What are our values? And which ones do we want to realize in the company? ”Because only when the values ​​are clear can the appropriate structure be planned.

keep the balance

The leadership helps the group to keep the balance in the TCI triangle. The areas I, We and It should be dealt with in a balanced way.

Example: The group met on the subject of "Planning a new organizational structure in the company". In the course of the conversation, however, it becomes clear that many employees feel hurt by the leadership behavior of their superiors. The TZI management recognizes that behind this are unfavorable ways of dealing with one another. That is why he reformulates the topic: “What are my skills? And what do I need to use this for the benefit of my company? ”(Be your own chairperson.) Because only motivated employees can plan a new structure and fill it with meaningful action.

We-aspects in the group are for example: cooperation, communication, decision-making, reputation and power, love and relationships, roles, competition, misunderstandings and conflicts and much more.

I-aspects in the group are for example: curiosity, courage, fear, interests, skills, values, experiences and insights, beliefs and much more.

Empower group

The leadership helps the group to increasingly take on the leadership role itself (autonomy). The group should recognize the essential topic for itself, maintain the balance itself, control the group process itself and achieve results that can be implemented together.

Square of values

Square of values ​​Topic-centered interaction
➊ positive value Balance: positive
tension ratio
← ➎ → 		➋ positive equivalent
Structure and
planning
"make" 		Flexibility in the
improvisation process
"allow"
devaluing
exaggeration
↓ ➏ ↓ 		  ↖ ➆ ↖ ↗ ➐ ↗   devaluing
exaggeration
↓ ➑ ↓
contrary opposites
↗ ➐ ↗ ↖ ➆ ↖
➌ exaggeration «Overcompensation»
→ ➒ → 		➍ contrary contrast
Rigid
regulation of
the process 		Conceptless
running

“ Self-control and allowing yourself. The treatment I give other people is closely related to the way I treat myself; ... "(Schulz von Thun)

TCI can be used wherever working groups want to improve their style of cooperation and communication. Topic-centered interaction (TZI) was described by the psychologist and communication scientist Friedemann Schulz von Thun using the four poles of a value square :

The square of values shows the role of a “participating management” in integrating their tools and their personal substance as a compass for the group management.

In the value and development square, a constructive and solution-oriented coefficient ( flexibility in the process , also known as sister virtue) is set in a positive tension ➎ for an existing quality ( structure and planning ) .

Structure and planning without flexibility in the process degenerates ➏ into rigid regulation , flexibility in the process without structure and planning wither away ➑ into allowing it to run without a concept .

There are supportive development trends ➆ ➐ for a balance between positive equivalents ➊ and ➋: Rigid regulations ➌ can become flexibility in the process ➋; and ➍ structure and planning ➊ can develop on the way over hill and dale.

In the case of impending failure , the upward direction of ➐ / ➆ is reversed: Then reproaches arise (↙ ➓ or ➉ ↘).

application

The topic-centered interaction is used in very different areas: in management, in universities, in psychological counseling and therapy, in supervision, in education, social and special education, in adult education, in pastoral care, in nursing, etc. The express goal of the TCI is not only to provide the management with tools, but also to enable groups to control themselves (chairperson postulate).

In a dissertation, Friedrich Ewert examined the influence of TCI training on the professional field of teachers who work at special needs, primary, comprehensive, vocational schools, grammar schools and in teacher training. He found a lasting effect of this training on the teaching practice of the teachers and strengthening their personality.

In his dissertation, Jürgen Tscheke examined the effects of TZI-oriented teaching with physically handicapped children and adolescents. At the student level, the establishment of trust, more intensive, more pleasurable and more conscious relationships, an increasing opening to social contacts and a multitude of joyful and bond-strengthening feelings could be recorded.

Learn TCI

TCI is taught at the Ruth Cohn Institute (RCI). Furthermore, universities and other educational institutions are sometimes authorized to offer TCI training.

The training consists of a basic training and a diploma training. The basic training includes personality development and methodology, lasts 6 1/2 weeks and ends with a certificate. The diploma course lasts about ten weeks and contains elements such as supervision , work in peer groups and further workshops on personal development and methodology. The basic training and the advanced training usually extend over several years. The license to teach in TZI is the third level of training. Your degree is achieved with the “graduation”.

Since 1987, the RCI-International has published a biannual trade journal under the title Topic-Centered Interaction .

On behalf of RCI-International, an international congress and exchange workshop is held every 2 years by one or more regions or a specialist group in the RCI.

The association “Supervison and TZI e. V. ", formerly" Association for Further Education in Supervision on the Basis of Topic-Centered Interaction e. V. ”, offers - based on the TZI certificate or diploma - a modular supervision training according to the standards of the German Society for Supervision .

literature

  • Mina Schneider-Landolf, Jochen Spielmann, Walter Zitterbarth (eds.): Handbook Topic-Centered Interaction (TZI). With a foreword by Friedemann Schulz von Thun. Vandenhoeck & Ruprecht, Göttingen 2009, ISBN 978-3-525-40152-1 .
  • Cornelia Löhmer, Rüdiger Standhardt (eds.): TZI pedagogical-therapeutic group work according to Ruth C. Cohn. Klett-Cotta, Stuttgart 1993, ISBN 3-608-95992-0 .
  • Barbara Langmaack: Topic-centered interaction. Introductory texts about the triangle. 4th edition, Beltz Psychologie-Verlags-Union, Weinheim 2000, ISBN 3-621-27233-X .
  • Cornelia Löhmer, Rüdiger Standhardt: TZI - The art of leading yourself and a group. Introduction to topic-centered interaction. Klett-Cotta, Stuttgart 2006, ISBN 3-608-94426-5 .
  • Ruth C. Cohn: From Psychoanalysis to Topic-Centered Interaction. From treating individuals to pedagogy for everyone. Klett-Cotta, Stuttgart 1975, ISBN 3-608-95288-8 .
  • Ruth C. Cohn: Take responsibility for what you do and what you don't - personally and socially. Open letter to Günter Hoppe. In: Topic-Centered Interaction. Theme-centered interaction. 8th year, issue 2, autumn 1994.
  • Günther Hoppe: “Get involved! Intervene! ”A third postulate for the TCI? In: Cornelia Löhmer, Rüdiger Standhardt (Hrsg.): Liberate for action. Sociopolitical perspectives of TZI group work. Matthias Grünewald Verlag, Mainz 1994.
  • Helmut Quitmann: Humanistic Psychology. 3. revised u. exp. Edition, Göttingen, Bern a. a. 1996, ISBN 3-8017-0908-6 .
  • Friedrich Ewert: Topic-centered interaction (TZI) and pedagogical professionalism of teachers, experiences and reflections. VS Research, Wiesbaden 2008, ISBN 978-3-8350-7010-3 .
  • Karl Josef Ludwig (Ed.): In the beginning there is relationship. Theological learning as topic-centered interaction. Mainz 1997, ISBN 3-7867-2005-3 .
  • Dietrich Stollberg : Theoretical Basics of TCI - What one must know and be able to do - and what not. In: Themenzentrierte Interaktion / TZI, Volume 28, 2014, Issue 1, pp. 89–94.

In other languages

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Web links

Individual evidence

  1. ^ A b Helmut Reiser, Walter Lotz: Topic-centered interaction as pedagogy. Matthias Grünewald Verlag, Mainz 1995, ISBN 3-7867-1891-1 .
  2. ↑ a b c Cohn: From psychoanalysis to topic-centered interaction. 1975, p. 120.
  3. ^ Cohn: From Psychoanalysis to Topic-Centered Interaction. 1975, p. 122.
  4. ↑ Hoppe: “Get involved! Intervene! ”A third postulate for the TCI? In: Cornelia Löhmer, Rüdiger Standhardt (Hrsg.): Liberate for action. Sociopolitical perspectives of TZI group work. Matthias Grünewald Verlag, Mainz 1994, p. 65 ff.
  5. ↑ Cohn: Take responsibility for what you do and what you don't - personally and socially. In: Topic-Centered Interaction. 8th year, issue 2, autumn 1994.
  6. ↑ a b Cohn: From Psychoanalysis to Topic-Centered Interaction 1975. P. 123 ff.
  7. ^ Cohn: From Psychoanalysis to Topic-Centered Interaction. 1975, p. 124.
  8. ↑ a b Friedemann Schulz von Thun: Talking to one another 2: styles, values ​​and personality development; Differential Psychology of Communication . Rowohlt Verlag GmbH, Reinbek near Hamburg July 1, 2013, ISBN 3-499-18496-6 , pp. 38ff and 188ff (accessed on April 8, 2014).
  9. ↑ Cornelia Löhmer, Rüdiger Standhardt: TZI - the art of leading yourself and a group: Introduction to topic-centered interaction . Klett-Cotta-Verlag, Stuttgart, March 2006, ISBN 978-3-608-94674-1 (accessed April 8, 2014).
  10. ↑ Friedemann Schulz von Thun 2013, chap. II 3.5. See through polarizations in discussions, p. 52f.
  11. ↑ Ewert: Topic-centered interaction (TCI) and pedagogical professionalism of teachers, experiences and reflections. VS Research, Wiesbaden 2008, ISBN 978-3-8350-7010-3 .
  12. ↑ Tscheke, Jürgen: “Until then, my heroes!” Topic-centered interaction in class with pupils with impaired physical and motor development. Klinkhardt, Bad Heilbrunn 2013, ISBN 978-3-7815-1885-8 .