A TA Model of School Consultation: An Empirical Analysis

Publisher Website
Google Scholar
Abstract
A single-subject, quasi-experimental design, utilizing a classroom teacher and a disruptive student as subjects was employed. Baseline levels of the inappropriate classroom behavior of the student and of the ego states of the teacher were determined. After the teacher had received consultation and practice in using her Nurturing Parent and Free Child in interactions with the student, the student's oppositional behavior was observed to decline markedly. The changes were reported to continue for both teacher and student during a follow-up observation period. The interactional changes between the student and the teacher were qualitative rather than quantitative, and were more enjoyable to the teacher. The data appear to also support the possibility that alternating the frequency of occurrence of one ego state may not necessarily be accompanied by a change in another ego state.

This publication has 0 references indexed in Scilit: