ABSTRACT
The students at the school are between eleven and sixteen years old and come from a wide range of ethnic, cultural, and faith groups represented in the local community. The school's senior leaders were adjusting their understanding of transactional analysis (TA) and, specifically, were recognising its wider potential. Specialist staff are using Evelyne Papaux's version of the permission wheel with students struggling at school. In addition, while school leaders were highly supportive of staff using TA in their practice, models had not been more fully integrated in school policy or ethos. It seemed as if TA was a really useful idea to run alongside the progressive approach common to the school, but not within it. The comprehensive framework of behaviour modes associated with the idea of Integrating Adult complemented a wider and deeper appreciation of how TA might enrich the student–teacher relationship. In most respects the content of the workshop enhanced the staff understanding of TA in education.
