The aim of this thesis is to develop the TA group counseling program which can enhance the self-esteem of the students in specialized high schools and help them to gain effective communication skills by improving their ways of aggressive communication styles and then to verify its effects. To verify the effects of the TA program I set up hypotheses as follows. First, the experience of the TA group counseling program will have positive effects on the self-esteem of the students in specialized high schools. Second, the experience of the TA group counseling program will have positive effects on the ways in which the students in specialized high schools communicate. To verify the hypotheses of this study I carried out self-esteem and communication skill tests. The subjects were the 24 students from the ○○ specialized high school in Uljugun, Ulsan City, who had low self-esteem and communication skills and volunteered to participate in this program. I divided them into two random groups of 12; one is an experimental group and the other a controlling group. As a self-esteem test tool for the pre-test I used the method developed by Rosenberg(1965) and translated by Jeon Byungje(1974). As a communication skill test tool I used PCI, the method developed to test communication skills of couples by Navran(1996) and translated by Mo Euihoi(2001), and modified in keeping with the high school students. In the case of the TA Program given to the experimental group, after having checked over and analysed various literatures and papers related to the TA program, based on the TA program for youth well-being in Chapter 3 of the book [Psychology of Teenagers and TA Program] co-authored by Je Seokbong.Seok Changhoon (2006), I constructed and developed my own TA program for my subjects. It has been modified and complemented through three consultations with a TA expert, a counseling expert and two educators. I, finally, constructed this program into a total of 8 modules of 120 minutes. Soon after having finished the program I conducted a post-test on both groups with the same self-esteem test tool and communication skill one as the pre-test. I analysed the effects per subscale by conducting ANCOVA, which controls each pre-test score as independent variables and makes post-test scores dependent variables. To complement the limits of the quantitative analysis I analysed the contents of each module Session Evaluation Questionnaire, which lets us know the psychological experiences and changes of individual participants. The results are as follows, First, the pre-test scores related to the self-esteem tests between the experimental group and the controlled group showed meaningful differences(F=23.64, p<.001) but when the differences were controlled the scores between both groups showed meaningful differences(F(1,21)=33.80, p<.001). The results of TA program showed that the post-test scores relating to the self esteem of the experimental group(M=27.42) were higher than those of the controlled group(M=22.33). This shows that the TA program has positive effects on improving the self esteem of the specialized school students. Therefore the first hypothesis that the experience of the TA program will have positive effects on self-esteem of the specialized high school students was supported. Secondly, the pre-test scores related to the communication skills between the experimental group and the controlled group showed meaningful differences(F=7.84, p<.01) but when the difference was controlled the scores between both groups showed meaningful differences(F(1,21)=33.41, p<.001). The post-test score of the experimental group(M=80.67) was higher than that of the controlled group(M=62.92). Therefore, the second hypothesis that the TA program will have positive effects on improving communication skills was supported. To verify the validity of the TA program applied in this study and to complement the limits of quantitative analysis I analysed each SEQ on 4 levels; smoothness, depth, positive-emotion and awareness-emotion. The result is that the score of the 8th module including the whole TA program was the highest out of all of 4 levels. This supports the result that the TA program had positive effects on the self-esteem and communication skills of the students. In the case of contents the score got higher in the order of stroking, ego-state analysis and transactional process. This supports the prior research insisting on the improvement of students' self-esteem through the stroke counseling method of TA. This also matches the prior research that the TA program helps students understand their own and others' personalities and has effects on self-perception and personality improvement. The results of this study show that the TA program has educational availabilities because it had positive effects on the self-esteem and communication skills of the specialized high school students. The TA program met with good results for the students with lower self-esteem and communication skills among the specialized high school students. Therefore, this study has very high values in that it provided empirical data that the TA program is the proven program best suited to help the students adapt to school. I'd like to give some tips for utilizing the results from this study and for succeeding research. First, the TA program might be useful for everyone who wants mental growth and development as well as for students with difficulties. Secondly, it is very useful and important to adjust and arrange time during the TA program. Thirdly, the efficient and suitable methods for students need to be researched in the transactional processing modules. Finally, the program leaders should meet the following qualifications; They should complete an introductory TA course, be open-minded, manage activity-based programs, use various techniques suitable for each situation and in particular lead the program suitably for cognitive levels and for the progress of the students.