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Thesis (M.A.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains viii, 49 p. Includes abstract. Includes bibliographical references (p. 40-49).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 137-146).

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The problem of this study is to determine the relative effectiveness of the three counseling procedures of modeling, assertive training, and modeling plus assertive training for increasing assertive behavior in low assertive junior college students.

This study concerned standardization and refinement of an instrument to measure assertiveness in adolescents, and use of that instrument to compare alternative-school students with each other and with students in a traditional school. Most instruments measuring assertiveness are normed on white adult populations. Of the few designed for adolescents, only the Adolescent Assertiveness Discrimination Test provides a tripartite breakdown of subject responses into aggressive, passive, and assertive responses. The test is unpublished and is in the process of standardization and refinement. Multiple linear regression procedures were used to test the three hypotheses. Each hypothesis was tested four times on different groups (alternative versus traditional school students; dropouts versus disciplinary referrals) and on different instruments (AADT; A Scale). Hypothesis 1, which stated that demographic variables, and their interactions with school group, were related to assertiveness, was not supported. Hypothesis 2, which stated that the demographic variables were related to assertiveness, was not supported. Investigations into which of the demographic variables singly contributed to assertiveness showed that gender was significant. Females scored higher on the AADT and males scored higher on the A Scale. Hypothesis 3, which stated that school group was related to assertiveness, was supported on all comparisons except between dropouts and disciplinary referrals on the A Scale. Traditional school students scored higher on the AADT, and alternative school students scored higher on the A Scale. However, of all groups, dropouts scored highest on the AADT.

M.A. (Clinical Psychology) / Please refer to full text to view abstract

The first purpose of this study was to determine if the effects of experiencing an assertiveness treatment group influenced the perceived attitudes toward sex roles in alcoholic women in aftercare. It was expected that alcoholic women in aftercare who had received an assertiveness group intervention, with an emphasis on awareness building, practice of assertiveness verbal responses, and sex-role exploration, would demonstrate lower masculinity scores on the BEM pre and post test (Bern, 1981) than a control group who had received usual treatment. The second purpose of this study was to determine among demographic variables and alcoholic women in aftercare, if there was a difference on the BEM pre and post test scores, among experimental and control groups. The following demographic variables were assessed: age, religiosity, ethnic background, income level, marital status, employment history, and length of treatment. There was a total of 59 women who participated in the study, ten of whom dropped out. The study was conducted across five treatment centers in Oregon. The study settings were all alcohol treatment centers which included aftercare components for women. The instrument utilized for the study was the BEM Sex Role Inventory developed by Sandra Bem in 1981. There was one experimental group which received three assertiveness sessions, and one control group which received three standard aftercare treatment sessions, in place of usual treatment. This process was repeated five times among 29 experimental and 27 control subjects. The treatment consisted of three one hour sessions which addressed three aspects of assertiveness. Data indicated that there was strong evidence that the attitude change reflected in the masculine score showed significantly more assertiveness for the experimental group than the attitude change reflected in the masculine score or the control group. There was no significant evidence of difference for the total, feminine, and demographic scores. / Graduation date: 1996

The purpose of this study was to investigate under experimental conditions whether the self-concepts of adolescents could be improved through the use of assertiveness training in the classroom. Additionally, shifting of locus of control from external to internal was measured. Pioneering aspects of the present study included the use of assertiveness training as an independent variable and the presentation of a brief treatment paradigm within a normal educational setting.The twenty-eight subjects were all sophomore and junior students at the General H. H. Arnold High School. The study was conducted during the spring of 1978.An intact group, pre-test post-test design was used. The students in one classroom were used as an experimental group and the students in the other classroom were used as a control group. The two groups were demographically equivalent. Subjects in the experimental condition participated in six assertiveness training sessions over a three-week period. The assertiveness training included exercises intended to produce increased levels of insight, training in both verbal and nonverbal behavioral components of assertion, United States Military Community, Wiesbaden, West Germany and role playing in which both oppositional and commendatory assertive behaviors were practiced. Additionally, experimental subjects received training in coping with possible adverse consequences of their assertive behavior. Experimental subjects also received education in the occasional appropriateness of not asserting one's self, as well as instruction in correcting one's own errors. The appropriate receiving of assertive responses from others was also discussed and demonstrated. Subjects in the control condition viewed neutral films during the same time period as the experimental group. Both groups of subjects were debriefed by the experimenter at the end of treatment.The measures used for each subject were the Total Positive score of the Tennessee Self Concept Scale and the Rotter Internal-External Scale, which was scored in the direction of externality. Both instruments were administered as pre-test and post-test measures.The effects of the treatment were analyzed through the use of multivariate and unvaried analyses of covariance with pre-test scores serving as covariates. The two hypotheses of differences between mean treatment group scores on the Total Positive score of the Tennessee Self Concept Scale and the Rotter Internal-External Scale were first tested simultaneously using a multivariate analysis of covariance. The null hypothesis stated that there would be no difference between the treatment and control group vectors of means based on the Total Positive score of the Tennessee Self Concept Scale and the Rotter InternalExternal Scale. The multivariate F value was computed as .1770 (p <.8390). Therefore, the null hypothesis was not rejected. Subsequent computation of univariate F values also yielded statistically nonsignificant results.Under the constraints of the present study, the following conclusions were made: (1) Assertiveness training did not produce more positive self concept than did the neutral films in the control condition. (2) Assertiveness training did not produce less externality of locus of control than did the neutral films in the control condition.Implications of these findings suggest short-term assertiveness training is ineffective for modifying self-concept and locus of control, at least within the adolescent population sampled. Future research of a similar nature should therefore focus on: (1) isolating the minimal effective treatment time, (2) additional control variables such as the measurement of effectiveness of the assertiveness training methodologies with adolescent populations, (3) comparisons between the experience levels of the subjects used, and (4) the use of assertiveness training as a technique integrated into a psychotherapeutic modality rather than as a separate and distinct methodology.