Abstract
This article describes an experimental study carried out to test the effectiveness of a communication skills program on transactional analysis ego states and the problem solving scores of prospective teachers. The experimental group participated in training, whereas the control group had no training. The Adjective Check List and Problem Solving Inventory were applied to both the experimental and control groups before and after treatment. Analysis of covariance test results showed that Critical Parent, Nurturing Parent, Adult, and Adapted Child scores and problem solving scores changed significantly in the experimental group. In addition, one-way analysis of variance and paired t tests were used to test the durability of change in the experimental group; this showed that results remained stable over 15 weeks.
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