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Assertiveness training in fourth- and fifth-grade children

M J Rotheram, M Armstrong, C Booraem

    American Journal of Community Psychology
    |October 1, 1982
    PubMed
    Summary
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    Assertiveness training for elementary students improved problem-solving skills and academic performance. This program enhanced social skills and classroom behavior, demonstrating its value as a primary prevention strategy.

    Area of Science:

    • Child Psychology
    • Educational Interventions

    Background:

    • Assertiveness is a key social skill for children's development.
    • Early intervention programs can foster positive behavioral and academic outcomes.

    Purpose of the Study:

    • To design and evaluate an assertiveness training program for fourth and fifth graders.
    • To assess the impact of assertiveness training on problem-solving, behavior, and academic achievement.

    Main Methods:

    • Randomized controlled trial involving 343 students across 10 classrooms.
    • Intervention delivered weekly for 12 weeks in small groups.
    • Assessed assertiveness using standardized tests, quizzes, and group tasks.

    Main Results:

    • Assertiveness training enhanced the quality of alternatives generated in problem-solving tasks.

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  • Teachers reported improvements in comportment, achievement, and popularity for students in the training group.
  • Academic performance, measured by grade point averages, increased one year post-intervention.

    • Conclusions:

    • Assertiveness training is an effective primary prevention strategy for elementary students.
    • The program positively influenced social skills, academic outcomes, and classroom interactions.
    • Further research can explore long-term effects and broader applications of assertiveness training.