Using Transactional Analysis to examine the role of Personal Academic Tutor and its impact on wellbeing?

Introduction: This paper explores the experience of acting as a personal academic tutor (PAT) at the University of Worcester. The researchers aimed to establish the robustness of the PAT system, with a focus on wellbeing of both staff and students. This research took place within the context of a growing concern of student wellbeing in HE. Alongside this there is a growing recognition of the importance of staff wellbeing as a means of maintaining an effective PAT system. Method: A thematic analysis (n) 26 full time employees with at least 1-year PAT experience identified 3 key themes; self, others/ systems and resilience. Subordinate themes within each include; Burden, self as context, mental health, resilience, boundaries, deployment, experience systems and support. The researchers then re-examined the thematic data through the lens of Transactional Analysis. Findings: Karpmans’ (1968) drama triangle became evident in the development within the PAT student relationship and its incumbent complexity. Recommendations: As part of PAT training the researchers would suggest using the drama triangle for staff to reflect honestly on current positions in their PAT relationships. This should present possibilities in each relationship of movement towards the winner's triangle. Through ‘challenging’ instead of ‘persecuting’ and ‘coaching’ instead of ‘rescuing’, the ‘victim’ is empowered to become a ‘survivor’. Such shifts reduce the emotional burden of the PAT while increasing student self-efficacy.