Abstract
Parent education programs based on transactional analysis have probably been offered in many areas of the United States, but there is no way of knowing how many, for what length of time, or by whom they were designed and presented. This article reports the author's perception of the impact of books and classes that present transactional analysis theories in language that was acceptable to the parents with whom she developed these works. Positive outcomes have been identified by several research studies and from information offered by readers and class participants, often long after the book was read or the class attended. A brief sketch of the history of parent education is included.