Social-Emotional Competencies as a Tool for Educational Safety: A Transactional Analysis Perspective
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This article addresses the issue of social-emotional competencies (SEC) as a key resource determining the educational safety of adolescents, situating the results of a pedagogical experiment within the conceptual framework of Educational Transactional Analysis (ETA). The experiment involved 48 students aged 13–14 who were active participants in computer gaming culture; the experimental group (N = 24) completed 20 hours of Aggression Replacement Training (ART). Analysis of data from the Social Skills Questionnaires (SSQ and OSSQ) demonstrated an increase in competencies in the experimental group, with no analogous changes observed in the control group. The interpretative lens adopted in this article is Transactional Analysis, and specifically the ego-state model: participation in ART appears to strengthen the Adult ego-state function, manifested in greater reflectiveness, self-control, and capacity for emotional regulation. The article argues for the systemic integration of social-emotional learning (SEL) programmes into national curriculum frameworks as a component of universal prevention.
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References
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