Impact of transactional analysis on emotional intelligence and the influence of certain demographic variables

The present study examined the effectiveness of TA101 course (an internationally recognized course in Transactional Analysis) on emotional intelligence among 101 participants who attended the two day course held across seven centres. The TA101 course is an introduction to Transactional Analysis (TA)...

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Bibliographic Details
Published in:IAHRW International journal of social sciences review 2019-07, Vol.7 (7-12), p.2136-2141
Main Authors: Kanchana, M, Suriyaprakash, C, Bajaj, Vaishali, Abdulla, Haseena
Format: Article
Language:English
Subjects:
Age groups
Child development
Demography
Education
Emotional intelligence
Emotions
Females
Gender
Group therapy
Intelligence
Intelligence tests
Intervention
Middle age
Occupations
Personal development
Personal relationships
Problem solving
Professional development
Psychotherapy
Quasi-experimental methods
Questionnaires
Self awareness
Self report
Training
Transactional analysis
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Summary:The present study examined the effectiveness of TA101 course (an internationally recognized course in Transactional Analysis) on emotional intelligence among 101 participants who attended the two day course held across seven centres. The TA101 course is an introduction to Transactional Analysis (TA) and provides accurate information about ТА concepts that can be applied for personal growth and development. A quasi-experimental before-and-after without control research design was used. The Schutte Self-Report Emotional Intelligence Test (SSEIT) was used to measure the changes in emotional intelligence across four dimensions. The study also examined the effectiveness of the programme on the basis of age, gender and type of occupation. The data collected across pre- and post-intervention were analyzed using t-tests. The findings showed a significant increase in the postintervention scores on all four dimensions of emotional intelligence among the participants. Specific to the demographic characteristics, participants who belonged to education and service occupations had higher post-intervention scores on the dimensions of perception of emotion, managing own emotions and utilization of emotions compared to practitioners. Descriptive analysis was conducted to examine the change in mean scores of 29 participants at pre-intervention, post-intervention and one month follow-up intervals. Increases in the mean scores on all four dimensions were observed at the one month interval compared to pre-intervention scores.
ISSN:2347-3797