This article describes an ongoing, largely voluntary educational project for children and adolescents called the Transactional Analysis Proficiency Award for Children and Young People (TAPACY). Its aim is to teach transactional analysis concepts as tools that youngsters can use to increase their self-esteem and social skills. The authors review the related literature prior to explaining the ideas and philosophy behind the project and how it is expanding into related awards for teachers and educators (TAPATE), helpers and assistants (TAPAHA), and caregivers and parents (TAPACP). They describe how transactional analysis concepts can be shared as gifts, the importance of multiparty contracting, the processes from teaching through assessment to awards, the use of transactional analysis supervision, and typical examples of outcomes for the young participants.
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