Effect of Transactional Analysis Training on Self-Knowledge and Its Constituent Ego States in School Counsellors

IF 1.3 Q3 PSYCHOLOGY, CLINICAL

Counselling & Psychotherapy Research Pub Date : 2026-04-07 DOI:10.1002/capr.70109

Mehravar Javid, Fatemeh Talebi, James Sexton, Shima Tondar, Negar Tabibian

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引用次数: 0

Abstract

Background

Developing self-knowledge and ego state regulation is essential for counsellors' professional growth and therapeutic effectiveness. Transactional Analysis (TA) training offers a structured approach to fostering self-knowledge, yet empirical evidence among practicing school counsellors remains limited.

Aims

This study examined the effectiveness of TA-based group training in enhancing overall self-knowledge and its dimensions—Adult, Parent and Child ego states—among school counsellors in Iran.

Method

From a pool of 68 volunteers, 30 eligible counsellors were randomly assigned to an experimental group (n = 15) or a control group (n = 15). A pre-test/post-test randomised controlled design was employed using a 29-item Self-Knowledge Questionnaire. The intervention consisted of 10 weekly 2-h TA sessions focusing on ego state awareness and self-reflection. The control group received no intervention during the study period but was offered the training afterward. Data were analysed using MANCOVA, controlling for pre-test scores.

Results

The TA group showed statistically significant improvements in total self-knowledge and across all ego state dimensions (Adult, Parent, Child) compared with the control group (Hotelling's Trace = 1.04, F (3, 23) = 10.00, p = 0.001, η² = 0.51). Univariate follow-up analyses confirmed large effect sizes, particularly for the Child ego state (η² = 0.48) and total self-knowledge (η² = 0.47).

Conclusions

Findings suggest that TA training effectively enhances counsellors' self-knowledge and awareness of ego states, which may contribute to improved emotional regulation and counselling competence.

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交易分析训练对学校辅导员自我认知及其构成自我状态的影响

背景发展自我认知和自我状态调节对辅导员的专业成长和治疗效果至关重要。交易分析（TA）培训提供了一种结构化的方法来培养自我认识，然而在实践的学校咨询师中，经验证据仍然有限。目的本研究考察了以助教为基础的团体训练在提高伊朗学校辅导员整体自我认知及其维度——成人、父母和儿童自我状态——方面的有效性。方法从68名志愿者中，将30名符合条件的咨询师随机分为实验组（n = 15）和对照组（n = 15）。采用测试前/测试后随机对照设计，采用29项自知问卷。干预包括每周10次2小时的TA会议，重点是自我状态意识和自我反思。对照组在研究期间没有接受任何干预，但在研究结束后进行了培训。使用MANCOVA分析数据，控制测试前分数。结果与对照组相比，TA组在总体自我认知和各自我状态维度（成人、父母、孩子）上均有显著改善（Hotelling’s Trace = 1.04, F (3,23) = 10.00, p = 0.001, η2 = 0.51）。单变量随访分析证实了大的效应量，特别是儿童自我状态（η2 = 0.48）和总自我认识（η2 = 0.47）。结论助教培训能有效提高咨询师的自我认知和自我状态意识，有助于提高情绪调节能力和咨询能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Counselling & Psychotherapy Research PSYCHOLOGY, CLINICAL-

CiteScore

4.40

自引率

12.50%

发文量

期刊介绍： Counselling and Psychotherapy Research is an innovative international peer-reviewed journal dedicated to linking research with practice. Pluralist in orientation, the journal recognises the value of qualitative, quantitative and mixed methods strategies of inquiry and aims to promote high-quality, ethical research that informs and develops counselling and psychotherapy practice. CPR is a journal of the British Association of Counselling and Psychotherapy, promoting reflexive research strongly linked to practice. The journal has its own website: www.cprjournal.com. The aim of this site is to further develop links between counselling and psychotherapy research and practice by offering accessible information about both the specific contents of each issue of CPR, as well as wider developments in counselling and psychotherapy research. The aims are to ensure that research remains relevant to practice, and for practice to continue to inform research development.