Abstract

Most adolescents are susceptible to exhibit emotional disorders due to rapid changes that occur during adolescence (Rudolph, 2002). To cope with such an issue, it is required to apply intervention programs in order to develop their competencies (Viner et al., 2012). In this study, the effect of transactional analysis on emotion regulation of 10th-grade female high school students has been examined by utilizing a quasi-experimental research (pre-test, post-test, and a control group design). Two classes have been chosen by cluster sampling and randomly assigned as the experimental and control groups. The Regulation of Emotion Questionnaire (Phillips & power, 2007) was administrated. The transactional analysis program has been hold in eight sessions for the experimental group. Both groups were reexamined for follow-up a month later. The collected data were analyzed by Multivariate Analysis of Covariance (MANCOVA) indicates a significant increase in the functional emotion regulation strategies as well as a marked decrease in the dysfunctional emotion regulation strategies. The follow-up test also revealed an adequate stability. The implications of transactional analysis program will be discussed.

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