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This study examined the use of transactional inquiry to help preservice and inservice teachers examine and construct their own beliefs and practices about equity in excellence for all learners. Transactional inquiry encourages teachers to identify and describe events that exemplify their developing understanding and to examine those events with their peers. The study involved three contexts: an undergraduate, campus-based literacy methods course wherein students observed and taught content reading lessons to public school students and wrote reflectively on their experiences; a field-based internship during which student teachers learned to be content reading teachers through apprenticeships with public school mentor teachers and support from university liaisons; and an alternative format session at a national literacy research conference in which participants developed their own definitions and told their own stories around equity in excellence for all. The transactional inquiries for this study revealed that racism, classism, and differential treatment of the differently abled were present within classrooms. More experienced practitioners understood and implemented the equity proficiency differently than less experienced practitioners. They were more learner-centered than teacher-centered and included more detailed ideas about working with diverse learners. (Contains 30 references and 5 figures.) (SM)

Describes process-play, an experiential training group structure that addresses the dilemma between participation in a training group and a student's right to privacy. Students participate in group training through a mask, whereby they differentially respond to certain group members on the basis of superficial characteristics. Introduces attributional bias such that students attribute group behavior to the mask instead of stable personality characteristics. (Author/JDM)

Smith et al. (1980) analyzed 475 psychotherapy studies and concluded that individuals receiving treatment were better off than 80 percent of the untreated control groups. These studies were criticized on methodological grounds, particularly for failing to enable calculation of an index of effect size. To address these methodological issues, 20 published studies cited in the Smith study, from two treatment domains, i.e., the effectiveness of client-centered therapy (N=17) and transactional analysis (N=3), were coded according to type of therapy, allegiance of investigator, diagnosis, estimation methods, comparison treatment, subject solicitation, treatment center, and source of means. Effect size and population effect size were computed according to the methodology in the original study. An analysis of the results showed a lack of homogeneity of effect size estimates. The success of client-centered therapy and transactional analysis appeared to depend on investigator bias, location of treatment, diagnosis, and presence of a comparison treatment. Specifically, these two treatment methods appeared to be most successful when applied to problems that occur in academic settings. Caution is recommended in generalizing the results of Smith's study, which overly represented academic problems and educational counselors compared to those in medical settings. (BL)

An examination of collective gaining (interaction between people in a collective and collaborative transaction in which everyone gains) in educational institutions involves comparisons with collective bargaining, two case studies, a discussion of theoretical bases, and a consideration of do's and don'ts. Collective bargaining is anti-intellectual, antagonistic, and produces unsatisfactory outcomes. Collective gaining, however, fosters communication and recognition of common goals and values. Outcomes include integrative (win-win) solutions or voluntary deference (deferring to superior claims). A case study of collective gaining in Forest Park (Illinois) shows that communication, open meetings, reduced time pressures, and unrestricted agendas enhance mutual understanding and interaction of teachers, principals, and school board members. Greater Latrobe (Pennsylvania) teachers and board members utilized a communications laboratory to resolve a dispute. Opposing sides met for several days and phases. Extensive questioning and open discussion were encouraged. Participants evaluated both gaining processes favorably. Collective gaining requires a skilled facilitator and is based on a sequence of critical events: creating readiness, communicating (which utilizes transactional analysis theory), understanding, trusting, accepting, caring, and gaining. Do's and don'ts of collective gaining involve such issues as recognizing the need for change, planning, and communications sessions. Tables provide participant evaluations and compare collective processes. (PB)

Examines the implications of applying the queuing theory to three different reference situations: (1) random patron arrivals; (2) random durations of transactions; and (3) use of two librarians. Tables and figures represent results from spreadsheet calculations of queues for each reference situation. (JMV)

Reviews various systems of psychotherapy for suitability for suicidal clients. Discusses psychoanalysis, cognitive therapy, primal therapy, transactional analysis, Gestalt therapy, reality therapy, person-centered therapy, existential analysis, and Jungian analysis in light of available treatment options. Includes 36 citations. (Author/CRR)

Describes procedure for promoting specific aspects of ego development in groups. Notes that procedure employs two visualization and art experiences and is guided by two therapeutic models, transactional analysis and existential therapy. Includes description of Loevinger's conception of ego development which provides larger framework in which to place experiences and their models and offers hierarchy of treatment goals. (Author/NB)

Challenges existing assumptions about literacy and literacy learning in an effort to both demonstrate and explore the transactive potentials of theory and methodology in the study of literacy. (HOD)

Discusses the development and description of a comprehensive framework to explain small group behavior labeled the Matrix Model. Argues that a synthesis of knowledge from the adaptive, developmental, structural, transactional, and gestalt points of view will provide a more meaningful and useful understanding of small groups. (LLL)

Reviews quantitative studies concerned with the effectiveness of transactional analysis (TA) as a method of improving interpersonal communication and promoting mental health. Describes TA in educational, occupational, and clinical settings and discusses its effects compared with other types of counseling. Proposes methodological improvements for future research. (JAC)

Previous studies have shown a relationship between desensitization/relaxation and anxiety reduction but have failed to investigate the effect on other personality variables. To determine the effects of desensitization/relaxation (SD/R) and transactional analysis (TA) on locus of control, anxiety, self-esteem, and achievement, 54 college students were assigned to either a SD/R or TA treatment group or a placebo group. Analyses of pre- and post-test scores on anxiety, self esteem, locus of control, and achievement scales indicated that a high level of anxiety was reduced significantly and a significant change from external to internal locus of control was found, irrespective of the experimental treatment received. Also, a low self-esteem was improved significantly through TA treatment. Results also revealed a significant improvement in achievement scores for the two experimental groups, but not for the control group. Thus, it appears that achievement is related to affective variables, and the educational and psychological growth of students are interdependent. (Author/JAC)

This study replicates an experimental design testing whether effects of supervisory training in transactional analysis (TA) language cues can be carried outside the laboratory setting of simulated testing into the field testing of professional work settings involving dialogues with supervisees. Transactional analysis theory presumes the communication act is metacognitive, and that individuals can select productive responses by identifying categories of word usage during interpersonal exchange. Subjects consisted of 62 graduate students enrolled in a course in supervision and school leadership. Both the experimental and control groups engaged in the standard course of instruction; however, only the experimental group received 12 training units in TA communication. Participants' responses to supervisory simulations were coded as productive or nonproductive transactions. In the field test, groups conducted conferences with teacher-supervisees that were analyzed as productive or nonproductive exchanges. Findings showed that a difference between the simulated test and the field test appears in the amount of TA training. In the simulated test, training accounted for 63 percent of variance, whereas only 20 percent of variance in the field test was attributed to training. Though TA training increases quality communication in a conference setting, various issues remain unresolved. This study signifies that dual testing lends assurance to TA training in enhancing supervisors' productive interpersonal communications. Further study should identify, under field conditions, interaction of variables resulting in more productive communication transactions. Six tables of data are appended. (CJH)