Abstract
The author considers the application of transactional analysis (TA) in the field of education. Initially, the focus is on the use of TA in reducing conflict in the classroom and staffroom before offering observations about its broader relevance to contemporary UK schooling. Concepts covered include the egostate model of personality, functional fluency, psychological game-playing and contracting. Finally, the author considers issues raised in considering the application of a psychodynamic framework in the context of education.
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