Thesis (D. Min.)--Ashland Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 230-238).

Thesis (D. Min.)--Ashland Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 230-238).

This research details a series of questionnaire and experimental studies investigating the structure of unassertiveness and the link between unassertiveness and depression. Seven studies with sample sizes greater than 100, were carried out. Study one focused on the design and validation of a questionnaire to measure understanding of assertive rights and assertive responsibilities. Test retest, reliability, split half reliability, internal consistency, construct validity and content validity were found to be adequate. Study two validated an amended version of the above scale. Changes in scoring method resulted in increased reliability and validity. Study three replicated and expanded Chan's (1993) study and investigated the construct of assertion in a British population, the relationship between assertiveness and assertion related rights and responsibilities and how all of these factors related to emotional disorder. Levels of understanding of assertiveness rights and assertiveness responsibilities were correlated with depression, state and trait anxiety. A step-wise regression revealed the four factors of assertion related to high levels of depression and high levels of state and trait anxiety. Study four determined the factors of depression and their predictive ability of a lack of assertiveness. Depression was factor analysed and a step wide regression demonstrated that only cognitive factors were predictive of a lack of assertiveness. Study five focused on the design and psychometric testing of a scale to measure the presence of cognitive distortions. The data collected was used to demonstrate the same forms of validity and reliability found in study one and two. Study six considered the possibility that the cognitive components of depression proposed in the literature are also present in those who lack assertiveness. Both experimental and questionnaire techniques are implemented. Stroop testing was utilised to assess attention biasing, computerised free recall memory tasks were used to assess memory biasing and cognitive depressive aetiology were assess by questionnaire. Comparisons were made between a high depression group, a low depression group a high assertion group and a low assertion group. The results demonstrate that episodes of unassertiveness are generated by an interaction between continual unassertive specific life experiences and a critical unassertive related incident. The continual presentation of negative assertion related incidents throughout life generates the activation of dysfunctional assertion related attitudes, which in turn generate and are maintained by a negative cognitive triad. Study 7 is a clinical trial, which looked at the components of study 6 in a population of 30 individuals who had been diagnosed unassertive by a clinician and were participating in an assertion training class. In this study the participants were tested before and after an assertion training course, to assess the changes that occur as a result. of assertion training. These finding corroborate that the factors found in study six generalise to a clinical population. These studies have highlighted that unassertiveness has a greater cognitive emphasis than previously thought. As a consequence of these findings a cognitive model of unassertiveness is presented.

Thesis (M.A.)--Kutztown University of Pennsylvania. / Source: Masters Abstracts International, Volume: 45-06, page: 2778. Typescript. Includes bibliographical references (leaves 23-24).

The purpose of this study was to determine if a didactic approach to assertion training (AT) that focused on cognitive skills was as effective as a behavioral approach to assertion training in a study population of overweight women who resided in an American military community in Germany. The study sought to determine if the two approaches differed statistically significantly in effecting decrease in degree of discomfort and increase in response probability of making an assertive response when in a stressful interpersonal situation.A review of assertive literature reflected a preponderance of studies that utilized college students, psychiatric in-patients or hospitalized patients as subject populations. Thus, a non-college and non-psychiatric in-patient population of overweight women, depicted in the literature as non-assertive and unhappy, was selected as the study's population.The 23 subjects were volunteers from self-help weight loss groups who professed difficulty in their dieting efforts. The subjects were randomly assigned to either the didactic approach group or the behavioral approach group.The didactic approach to AT focused on the cognitive aspects of AT with little interaction or overt involvement on the part of the subject. The behavioral approach to AT utilized the behavior therapy techniques of rehearsal, role play, practice, modeling, and combinations thereof with active participation on the part of the subject.The design of the study was a two factor mixed design with repeated measures on one factor (pre- and post-test scores). The dependent variables in the study were the scores on the measures of degree of discomfort and response probability on the Gambrill and Richey Assertion Inventory (GRAI), a self-report measure of assertive behavior.Difference of means t tests disclosed no statistically significant differences for pre-test scores on the GRAI or demographic data measures between the two groups. A repeated measures analysis of variance was computed for both degree of discomfort and response probability measures; there were no statistically significant differences between the groups at the .05 level of acceptance. However, statistical significance was found at the .01 level for trials on both measures.The conclusion reached was that since the two approaches did not differ statistically significantly in outcome measures there was no real difference between the two approaches to AT. The findings of statistical significance on trials reflects that both approaches increased assertiveness at a greater than chance level of confidence. The success of the didactic approach offered support for concluding that one can learn or change psychologically while only sitting, looking, and listening.Implications of the study include: (1) the behavioral approach to AT need not be the only presentation method to effect assertive change in the subject and (2) a didactic approach to AT or other aspects of human behavior may be of importance in that the method allows for larger groups of subjects and therefore, a more efficient use of therapeutic time and resources. In addition, (3) do we often place too much emphasis on the need for the individual to be involved or "active" in our processes to reflect or demonstrate internal change?Recommendations for possible replication of this study included:Include a third treatment group that utilizes a cognitive-behavioral approach to further investigate the cognitive aspects of the treatment. 2. If a similar population is used, obtain three and six month post treatment data relative to assertiveness and weight loss to test treatment effectiveness over extended periods of time. 3. Include an IN VIVO assertive experience to investigate if the didactic approach effectively transfers to real life situations.

No description available.

No description available.

No description available.

No description available.

The current study was designed to examine preschool girls' physical and verbal assertion in the presence of varying numbers of boys. Two girls from each of 12 classes were asked to play in three play groups: One that contained six girls (all girls playgroup), one that contained four girls and two boys (majority girls playgroup), and one that contained two girls and four boys (minority girls playgroup). The frequency of episodes of physical and verbal assertion were analyzed across the three playgroups. Unexpectedly, there was no significant difference in the frequency of physical and verbal assertion between the three playgroups. The results did not support the hypothesis; however, there was a strong positive relation between the two most sociable boys' levels of physical assertion and the two target girls' level of physical assertion in all three playgroups. Results are discussed in terms of the need for a more complex model of understanding boys' influence on girls.