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Fourth-year student teachers on a degree course at Roma Tre University were supervised as they conducted empirical research to introduce transactional analysis to primary schoolchildren, with the aim of developing their own self-efficacy and autonomy whilst demonstrating that the teaching of drivers (Kahler 1975) to children led to progressive development for those children of the metacognitive capabilities and self-awareness needed to make their own decisions about behavioural choices. The limitations of small sample groups are acknowledged as is the fact that the supervision came from authors whose previous work had provided the basis for the questionnaires designed and used by the students.
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