The Effects of a Transactional Analysis Training Program on Self-Esteem in Learning-Disabled Boys

Abstract

Ten learning-disabled boys, ages 10 to 12, participated in a transactional analysis training program in a special education class in an elementary school. The program included teaching basic TA concepts, role playing, and TA exercises. The Coopersmith Self-Esteem Inventory (SEI) was administered at the beginning of the program and after the six weeks of training. Behavior Rating Scales (BRF) were completed by the classroom teacher at the same times. SEI scores increased significantly, whereas no significant changes in BRS scores were observed. Data suggest that learning disabled children can learn and utilize some basic TA concepts, with a concurrent enhancement of self-estee and peer relationships.