◒ egogram studio
Two views of one profile

Your egogram,
on one page.

Answer the questions or draw your own, with the graph beside your controls.

Using the workspace

36 questions: answer one statement at a time in the left panel. Previous, Next and the question selector let you review any answer. The graph appears in the right panel once all 36 answers are complete. After that, changing an answer updates it immediately. Selecting a bar takes you to questions for that aspect.

Draw your own: the five categories each have a prominence slider controlling the whole bar. CP, NP, FC and AC also have a balance slider, ranging from entirely constructive to entirely limiting. Adult has one prominence slider and stays unsplit. The graph updates as you move a control.

Optional behaviour labels sit in a small expandable section under the drawing controls. Select a bar to choose labels for that aspect. There are no extra reflection stages or circular diagrams. On larger screens, questions or controls and the graph remain side by side. On small screens they stack vertically.

How questionnaire weighting works

  1. Answers are coded internally: Never = 0, Rarely = 1, Sometimes = 2, Often = 3, Almost always = 4.
  2. Four items are averaged for each of nine aspects. Divide each sum by 16 to obtain its internal aspect value between zero and one.
  3. For CP, NP, FC and AC, category prominence is the mean of the constructive and limiting values. Each aspect therefore contributes half its own value to the total category span.
  4. Adult uses its single aspect average as its full category span.
split category span = (constructive mean + limiting mean) / 2
constructive contribution = constructive mean / 2
limiting contribution = limiting mean / 2
Adult span = Adult mean

All five categories have the same maximum total span. Four Adult questions and eight questions in each split category do not automatically give different display allowances. Averaging coded frequency responses assumes equally spaced response options for this descriptive exercise; it does not establish psychometric validity.

The toggle changes position, not weighting

Updated · above & belowTraditional · stacked
Constructive contribution extends above the X-axis; limiting contribution below. Compare their combined extent.The same two lengths are stacked above the X-axis, with constructive on top and limiting underneath.
Adult is one continuous neutral length centred across the axis.The same Adult length sits wholly above the axis.

No contribution changes length when you switch views. The two visible halves of centred Adult are halves of one unsplit quantity; the lower half is not negative Adult. There is no numerical axis, diagnostic threshold or negative-score subtraction.

If all answers are “Sometimes”: all five categories have the same total length. In the updated view, all five reach equally far above and below the baseline; Adult’s two halves are neutral. In the stacked view, all five total heights are equal. The app reports a uniform response pattern rather than inventing a strongest or weakest ego state.

Drawing and questionnaire results have different origins

A self-drawn profile directly expresses your judgement of each category’s prominence and balance. It is not an average of answers. An entirely constructive category can use its full prominence allowance, just as Adult can. Drawing prominence is not a percentage of time.

If you have completed the questions, switch to Draw your own and select “Use my answers as a starting point”. The category means and constructive/limiting ratios are copied, preserving the original graph exactly. Subsequent slider changes are marked Personally revised; the original answers remain in the exported record.

Labels and interpretation

A question-derived chart previews one behaviour label per aspect: the highest item response at Sometimes or above, with ties resolved by question order. The response frequency and Q number appear alongside it. A tooltip includes up to two selected labels. Selecting the bar lets you review the relevant questions.

A drawing uses only labels you select or write. Labels are possible expressions, not conclusions about the source of behaviour. “Highest” and “lowest” in the caption refer to endorsement averages in this set of statements, not inner strength or capacity. Small differences should not be overinterpreted.

Reading the smaller Adult bar

The companion bar rearranges the same egogram pattern: Parent at the top, Adult in the centre and Child at the bottom. Green areas are labelled “positive contamination”, Steve Spittle’s proposed term for constructive Parent or Child contributions. Hatched areas mark limiting response patterns that may be worth exploring.

Each Parent area averages the matching CP and NP responses; each Child area averages the matching FC and AC responses. Adult remains unsplit. The five areas are scaled together to show their relative share. Select a coloured area to review its related answers. “Consistently endorsed”, “Mixed responses” and “Little endorsement” describe the pattern across those statements, not certainty that contamination has occurred.

The diagram points to possible areas for reflection. It cannot show that a particular response came from an internalised Parent or Child message, so the coloured areas are not a contamination score or clinical assessment. In a self-drawn profile, the same areas follow your sliders and no questionnaire evidence is implied. Why this interpretation is shown.

Save, export and older profiles

Save profiles in this browser, download the displayed chart as an SVG, print it, or export a full JSON profile. JSON exports can be imported later. No answers or notes are sent to a server.

Earlier current-wording V3 and V4 profiles can still be opened. Their answers are unchanged, while both chart views use the corrected weighting. Older drawings are converted by preserving their category averages and constructive/limiting ratios. Any earlier reflection entries are retained in the export, although those extra stages are no longer part of the interface.

The older V2 questionnaire is not relabelled with today’s questions. Browser data can be cleared by browser settings; export a copy if you want independent storage.

References

Harvard author–date style. These sources support the concepts indicated, not validation of this questionnaire or visualisation.

Berne, E. (1957) ‘Ego states in psychotherapy’, American Journal of Psychotherapy, 11(2), pp. 293–309. doi:10.1176/appi.psychotherapy.1957.11.2.293.

Berne, E. (1961) Transactional analysis in psychotherapy: A systematic individual and social psychiatry. New York: Grove Press.

Berne, E. (1964) Games people play: The psychology of human relationships. New York: Grove Press.

Cook, R. (2022) ‘Connection, hungers, and time structuring: A relational, inclusive, and transpersonal development of autonomy’, Transactional Analysis Journal, 52(4), pp. 279–294. doi:10.1080/03621537.2022.2115641.

Dusay, J.M. (1972) ‘Egograms and the “constancy hypothesis”’, Transactional Analysis Journal, 2(3), pp. 37–41. doi:10.1177/036215377200200313.

Functional Fluency International (2022) FFI starter pack. Available at: functionalfluency.com (Accessed: 12 October 2026).

Heiberger, R.M. and Robbins, N.B. (2014) ‘Design of diverging stacked bar charts for Likert scales and other applications’, Journal of Statistical Software, 57(5), pp. 1–32. doi:10.18637/jss.v057.i05.

Stewart, I. and Joines, V. (1987) TA today: A new introduction to transactional analysis. Nottingham and Chapel Hill: Lifespace Publishing.

Stewart, I. and Joines, V. (2012) TA today: A new introduction to transactional analysis. 2nd edn. Melton Mowbray and Chapel Hill: Lifespace Publishing. Second-edition contents and introduction.

Temple, S. (2004) ‘Update on the functional fluency model in education’, Transactional Analysis Journal, 34(3), pp. 197–204. doi:10.1177/036215370403400302.

Temple, S.F. (2002) The development of a transactional analysis psychometric tool for enhancing functional fluency. PhD thesis. University of Plymouth. Available at: University of Plymouth Research Portal.

Source verification: detailed functional distinctions and intuitive drawing were checked in Stewart and Joines (1987, pp. 22–29). The 2012 contents confirm functional analysis begins on p. 23, Adult and egograms on p. 28, and the distinction between functional behaviour and thinking/feeling on p. 31; the full 2012 chapter has not been checked. Berne’s autonomy passages were checked in Games people play (1964, pp. 178–180). Temple’s 2004 publication is referenced for its model; practical mode descriptions are paraphrases informed by FFI (2022). Cook’s specific proposal was verified in the published abstract, not by a full-text reading. Page numbers are not transferred between editions.

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