Thesis (M.A.)--Eastern Illinois University. / Includes bibliographical references (leaves 20-21).

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

Thesis (B.A.(Hons.)) -- University of Adelaide, Department of Psychology, 1980.

M.A. (Psychology) / The lack of research relating to the influence of self assertive behaviour on the general functioning of children can be seen as one of the most important reasons for the initiation of this study. Consequently, the goal of this investigation was mainly to evaluate the influence of a Transactional Analysis programme, 'TA for Tots' on the self assertive behaviour of a group of children. The development of social skills during childhood provides the theoretical background to the current study. The social development of the child during middle childhood with specific reference to the influence of parents and the peer group, is emphasised. In addition, relevant l.iterature is discussed relating to the therapeutic management of deficient social skills. The theoretical. orientation of Transactional. Analysis and its relation to the development of the individual personality is also discussed. The sample consisted of 32 children, who live at a children's home, and whose ages range from seven to eleven years. Subjects were selected according to specific criteria on the Children's Personali ty auestionaire. They were then randomly assigned to four groups, consisting of three experimental groups and one control. group. Two of the experimental groups were exposed to the Transactional Analysis Programme. The SUbjects in the third experimental group were only exposed to group discussions and activities, while the control group received no experimental attention. Self assertive behaviour was observed by three independent observers. The content of the programme focused on the identification of any negative thoughts, emotions and behaviour within an interpersonal context and the communicatIon thereof, which resembles the definition of self assertive behaviour

M.S.

The present investigation expanded on the template matching approach (Cone, 1980) to empirically evaluate whether assertiveness is associated with interpersonal success among a group of fourth grade boys. Using popular sociometric status as an index of success in interaction, the performances of 15 popular boys were compared with those of 15 rejected boys in a role-play measure of social behavior. An observation code containing behaviors traditionally associated with assertiveness was compared to a code containing inductively generated behaviors. Popular boys demonstrated significantly higher levels of traditional and inductive behaviors. Total scores on the inductive behavioral, code correlated significantly with self-reported assertiveness, while total scores on the traditional code did not. On an evaluative measure of assertive, aggressive and submissive response alternatives, the two groups showed no significant differences. The utility of the template matching method in empirical target selection and validation was underscored. / Master of Science

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.

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The research dealt with the implementation of Gestalt play therapy for the treatment of the sexually abused primary school child who experiences problems to maintain himself. The need for research on the theme originated from the researcher's experience with sexually abused primary school children. The aim of the research was to render therapeutic support to the primary school child through Gestalt play therapy, in order to explore the influence of such support on the child's maintaining behaviour. The applied research design was used for this purpose. For the purpose of the research, one sexually abused child who experienced problems to maintain himself was identified by means of purposeful sampling. During each Gestalt play therapy session the child was brought into contact with his senses. Conclusions as well as recommendations were formulated as a result of the research. / Social Work / M. Diac. (Play Therapy)