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Background One factor influencing mental health is cognitive flexibility and emotion regulation. Employing adaptive strategies positively impacts the development of appropriate responses to emotional situations. Nursing students, particularly during initial patient and family interactions, may experience high stress and anxiety, often accompanied by reduced cognitive flexibility and emotion regulation. Therefore, incorporating strategies to enhance these skills, such as transactional analysis (TA) training, into nursing curricula is essential. TA is one of the theories that has provided practical solutions in the field of interpersonal relationships, increasing self-concept, and adapting to existing conditions in the field of interpersonal issues. This study aimed to evaluate the effect of TA training on cognitive flexibility and emotion regulation in nursing students. Methods This experimental study was conducted with a pre-test and post-test design with intervention and control groups among employed 80 sixth-semester nursing students from Razi School of Nursing and Midwifery affiliated with Kerman University of Medical Sciencesin southeastern Iran. The participants were included in the study via a census method and were randomly assigned to either an intervention group ( n  = 40) or a control group ( n  = 40). The intervention group received four weeks of TA training, consisting of two 90-minute sessions per week. The control group received no intervention during this period. Both groups completed the Cognitive Flexibility Inventory and the Affective Style Questionnaire before and one month after the intervention. Results Results indicated no significant difference in pre-test cognitive flexibility scores between the intervention (100.4 ± 17.38) and control groups (102.07 ± 15.53; p  = 0.065). However, post-test scores revealed a significant increase in cognitive flexibility in the intervention group (113.72 ± 10.73) compared to the control group (61 ± 16.85/101; p  = 0.001). Additionally, the intervention group exhibited a significant increase in post-test emotion regulation score (67.85 ± 7.42) compared to pre-test scores (64.58 ± 10.55; p  = 0.003). However, no significant difference in post-test emotion regulation scores was observed between the intervention and control groups (65.6 ± 10.64; p  = 0.27). Conclusion The results of this study demonstrated the efficacy of TA programs in enhancing cognitive flexibility and emotion regulation among nursing students. It is recommended that this intervention be implemented in medical education, particularly for nursing students who frequently interact with patients and may experience increased stress, anxiety, and reduced cognitive flexibility and emotion regulation during initial patient encounters. TA as an educational method, can enhance self-awareness, interpersonal relationship, and emotional regulation among nursing and nursing students in clinical setting. It can also It can be used to improve the quality of professional interactions and clinical practice of nursing students, finally enhancing the quality of nursing care.

This article is the author's acceptance speech for the 2017 ITAA Research Award, which was presented to him at the World TA Conference in Berlin in July 2017. The author argues that research is essential to the wider acceptance of transactional analysis and that research will support the expansion of TA and will act as a powerful marketing force for TA practitioners and training institutes. Therefore, it is in the interests of every member of the TA community to conduct research or actively support further TA research. The author summarizes his research into the effectiveness of TA and presents a brief synopsis of current TA psychotherapy effectiveness research. The article also includes a summary of the author's research findings regarding the distinctive features of effective TA psychotherapy and effective TA therapists. He concludes by expressing his gratitude and thanks to a number of people who have supported him on his research journey.

IntroductionCommunication skills help people have a better life. Due to the changes caused by menopause and their effects on interpersonal communication, it is essential to reinforce communication skills during this period. This study aimed to investigate the effect of communication skills training (CST) using the transactional analysis (TA) approach on menopausal women’s marital adjustment.Material and methodsThis quasi-experimental study with a parallel design was performed by the availability sampling method with participation of 46 married menopausal women. Participants were randomly assigned to two groups. The intervention group participated in eight CST sessions with a TA approach. The control group did not receive any psychosocial or educational services. Participants completed the demographic information, Queen Dam communication skills, and Spinner’s marital adjustment questionnaire before, at the end of, and one month after the training period. Data were analyzed by descriptive and analytical tests with SPSS22 software.ResultsThere was no significant difference in demographics between the groups (p < 0.05). The mean marital adjustment scores were 53.48 ±12.24, 117.70 ±11.15, and 116.52 ±10.73 before, at the end of, and one month after the intervention, respectively. The marital adjustment scores before the intervention did not differ between the two groups but significantly increased after training and in the follow-up period (p < 0.001).ConclusionsCommunication skills training with a TA approach in postmenopausal women improves marital adjustment. Therefore, it is suggested that midwives use this method in comprehensive health centers as an effective method for improving the lives of postmenopausal women.

Short-term inpatient psychotherapy based on transactional analysis (STIP-TA) in patients with personality disorders (PD) has shown to be more effective than comparable other specialized psychotherapies (OP). The aim of this study was to assess whether the higher effectiveness of STIP-TA also results in a better cost-effectiveness. Patients treated with STIP-TA were matched with patients treated with OP by the propensity score. Healthcare costs and lost productivity costs were measured over 3 years and from the societal perspective. Cost-effectiveness was represented by costs per quality adjusted life years (QALYs). Uncertainty was assessed using bootstrapping. Mean 3-year costs were €59,834 for STIP-TA and €69,337 for OP, a difference of -€9,503, 95% CI [-32,561, 15,726]. QALYs were 2.29 for STIP-TA and 2.05 for OP, a difference of .24, 95% CI [.05, .44]. STIP-TA is a dominant treatment compared to OP: less costly and more effective. We conclude that STIP-TA is a cost-effective treatment in PD patients.

The concept of the Parent ego state as initially proposed by Berne is the point from which the authors started as they expanded their understanding of the Parent from a primarily processual perspective. This concept of the Parent can be most usefully viewed in developmental terms based on the theories of Mahler and as elaborated by Scilligo and others in the form of a social-cognitive construct. The model of social-cognitive transactional analysis helps to elucidate the often complex interplay of individual efforts to regulate emotions, thoughts, and behaviors. The model also helps to illustrate how people interact in the world with others, particularly when it comes to understanding and modifying the Parent ego state in order to promote adaptation in individual, family, and community life. This vision is arguably central to work with clients, students, and others seeking to understand themselves and to grow toward more meaningful lives.