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Published on: February 11, 2017
Assertiveness training in fourth- and fifth-grade children
Abstract:
An assertiveness training program for 343 fourth- and fifth-grade children was designed and evaluated. All children in 10 classrooms were randomly assigned by classroom to one of three conditions: (a) assertiveness training, (b) a control intervention, or (c) a no-treatment control. The intervention procedures were administered for 2 hours a week for 12 weeks in groups of 6 pupils each. Assertiveness was higher among classes receiving assertion training on the quality of alternatives generated on the Interpersonal Problem-solving Test, an Assertion Quiz and a Group Decision Task. Teachers reported better comportment and higher achievement and higher popularity among the assertion classes. Grade point averages increased for the pupils in the assertiveness group 1 year following the intervention. Observations indicated a greater number of student-initiated contacts with the teacher and fewer questions answered by the pupils receiving assertiveness training. The usefulness of assertiveness training as a primary prevention intervention is discussed.
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