Transactional Analysis and Parent Education in the United States

Datos Bibliográficos

ID20177586
AutoresJean Illsley Clarke (autor de correspondencia)
Año2004
Volumen34
Número3
Páginas277-282
Fecha de publicación2004-07-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTransactional Analysis Journal (JOURNAL)
Identificadores de la revistaISSN: 0362-1537 • E-ISSN: 2329-5244
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1177/036215370403400313
OpenAlexW2261663726
IdiomaEN
Citas recibidas1
Referencias citadas7

Parent education programs based on transactional analysis have probably been offered in many areas of the United States, but there is no way of knowing how many, for what length of time, or by whom they were designed and presented. This article reports the author's perception of the impact of books and classes that present transactional analysis theories in language that was acceptable to the parents with whom she developed these works. Positive outcomes have been identified by several research studies and from information offered by readers and class participants, often long after the book was read or the class attended. A brief sketch of the history of parent education is included

Perception · Sketch · Transactional analysis · Transactional leadership · Coaching Methods and Impact · Computer Science · Psychology · Social Psychology · Transactional Analysis in Psychotherapy · Artificial Intelligence