A pilot training program, during which selected concepts and applications of Transactional Analysis theory were presented to 11 student teachers in six two-hour weekly sessions is described. Participant responses suggest that the major value of the program was primarily personal development and that the goal of specific training in the use of TA in the classroom was unrealized. This appeared to reflect the time limitation of the program and the student's desires to focus on experimental issues. An expanded program which includes skill training as well as personal development is described.
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