The purpose of this study was to determine if the psychological concepts of Transactional Analysis, Structural Analysis, the Basic Life Position for most people, and Recognition Hunger described by Eric Berne, would effectively serve as content for psychological curriculum for seventh grade students. Teachers of six experimental groups received six hours of training and instructed students twice a week for three weeks. The six control teachers received no training and conducted guidance activities in the homeroom periods. Using the dependent variables of the pre- to posttest change scores on the Tennessee Self-Concept Scale and the pre- to posttest change scores on the Adult Scale of the TA Ego State Scale, a one-way analysis of variance was applied to determine if there were significant differences between the change scores of the experimental and control groups. No significant results were obtained on either of the dependent variables. However, significant results were obtained on the Rebel Child Scale and on the Nurturing Parent Scale of the TA Ego State Scale as a consequence of the treatment. The study concluded with recommendations for further investigation of transactional analysis as a psychological curriculum for public schools to meet students needs for affective education. (Author/HLM)