No description available.

This study utilized a pre-, post-, follow-up design for comparison between treatment and control groups to determine the impact of differential treatments upon assertive behavior and locus of control in adult women. The treatments were designed to separate the following assertion training procedures: assertion training, rational-emotive techniques, and rational-emotive techniques paired with assertion training. A one-way ANOVA performed at pre-test time showed no significant differences between groups prior to treatment. Repeated measures ANOVA were computed for all times of testing across all treatments. Significant (p<.05) movement towards an internal locus of control, as measured by the Rotter Internal-External Scale, was found for the assertion/rational-emotive group and the assertion group across pre- to post-test time. No significance was found for the treatment or time/treatment interaction effects with the Rotter. No significance was found for increases in reported assertive behavior, as measured by the Rathus Assertiveness Schedule, across all times and treatments. Significance (p<.05) was found for observed assertive behavior, as measured by the Behavioral Observation Checklist, for the assertion and assertion/rational-emotive group for time/treatment interaction. The Behavioral Observation Checklist was an instrument developed by ~he researcher of this study. Spearman-Brown split-half reliability testing demonstrated the Checklist to be a reliable instrument. Inter-rater reliability was also demonstrated. / Doctor of Education

The assertive training literature has documented the effectiveness of both behavioral and cognitive methods to increase individual's assertiveness. However, the ability for such methods to enhance the generalization of treatment effects to untrained assertive response classes and the natural environment has been poor. In addition, little notice has been paid to the durability of these changes. Although the past several years have witnessed more intensive efforts by investigators to program generalization as part of their interventions, results have continued to be disappointing. A specific generalization-enhancing treatment strategy, self-directed practice, has been utilized with much success in phobic populations. This strategy, and the theoretical orientation it reflects, has been proposed for use in assertive training. The present study sought to examine the effectiveness of this method as compared to the traditional assertive training procedures and investigate the role of self-efficacy expectations in mediating initial behavior change and its subsequent generalization.

University of Macau / Faculty of Education

Addendum and errata are pasted in onto back end papers & back pages. / Copy of author's previously published article inserted. / Bibliography: leaves 451-466. / 466 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Deals with two issues: (1) teacher's implementation and utilisation of a personal safety program in South Australia (the Protective Behaviours program) and (2) what children learn about personal safety by participating in the program. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychiatry, 1996

Assertiveness is a learned fundamental interpersonal communication skill that helps individuals to meet the social demands of society. Although various personality factors associated with assertiveness have previously been studied, no recently published studies were identified in the review of assertiveness literature. The purpose of this study was to explore the relationship between assertiveness and the five factors of personality (extraversion, neuroticism, openness to experience, agreeableness, and conscientiousness), self-esteem, social anxiety, and shyness to update past research findings. Participants completed the College Self-Expression Scale, the IPIP representation of the NEO PI-R, the Rosenberg Self-Esteem Scale, the Brief Fear of Negative Evaluation Scale, and the Revised Cheek and Buss Shyness Scale. It was hypothesized that assertiveness would correlate positively with extraversion, openness to experience, conscientiousness, agreeableness, and self-esteem. Assertiveness was further hypothesized to correlate negatively with neuroticism, social anxiety, and shyness. Results revealed direct relationships between assertiveness and self-esteem, extraversion, openness to experience, and conscientiousness, as well as inverse relationships to neuroticism, shyness, and fear of disapproval. No significant relationship was found between assertiveness and agreeableness. This study aimed to advance the understanding of the complex personality structure of low-assertive individuals.