The belief that an individual holds regarding his/her ability to control or influence the events of his/her life has been related to the adjustment of the physically disabled in the rehabilitation process. It is generally felt that those persons who assume that their actions make a difference, who have an internal locus of control orientation (I-LOC), are more successful in managing their disabilities and making the most out of their life situations. Assertion Training (AT) is a process which assists individuals in developing behaviors which enable them to express themselves directly without undue anxiety and to act in their own best interests while respecting the rights of others. Research indicates that AT is a useful therapeutic approach with a variety of populations but scant attention has been given to its effectiveness with physically disabled subjects although many of the variables considered to be critical in the rehabilitation process, such as self-concept and social interaction skills, have been shown to be positively affected by AT. The present study focused on the effects of Assertion Training on physically disabled subjects' locus of control (LOC) orientation. The dependent variables, LOC and assertiveness levels were measured by two questionnaires, Rotter's I-E Scale and the Rathus Assertiveness Schedule. A pretest-posttest control group design was used in this study. Physically disabled adults, aged 23 to 60, comprised the population. Thirty-two were randomly assigned to an experimental and a control group. Criterion measures were given to all subjects the week prior to and following the training. The experimental group received 15 hours of Assertion Training, consisting of 1 1/2 hour weekly sessions over a 10-week period. The training focused on increasing assertive behaviors utilizing a number of techniques, including role playing/behavioral rehearsal, modeling, coaching, and homework assignments. The following experimental hypotheses were tested: (H₁)Individuals given Assertion Training will show a significant difference in locus of control scores when compared to individuals who experience no special training. (H₂)Individuals given Assertion Training will show a significant difference in assertiveness scores when compared to individuals who experience no special training. (H₃)There will be a significant correlation between pretest assertiveness scores and pretest locus of control scores. (H₄)There will be a significant correlation between posttest assertiveness scores and posttest locus of control scores. Physically disabled subjects in the experimental group did not differ significantly at the .05 level of confidence in mean LOC or assertiveness scores from individuals in the control group. Internal-external locus of control and assertiveness were found to be significantly correlated. There does appear to be a significant relationship between increased assertiveness and a reduction in externality.

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).

Thesis (M.Sc.) -- Memorial University of Newfoundland. / Bibliography : leaves 47-49. Also available online.

Thesis (Ph. D.)--University of Florida, 1982. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 67-72).

Agoraphobia is the most pervasive and serious of all the phobic disorders. Marks (1969) reported that agoraphobics represent between 50%-60% of all phobic clients seen by practicing mental health professionals. The syndrome includes fears of leaving home, being in closed spaces, shopping, and traveling especially when alone. There is much fear generalization throughout the course of the disorder, and numerous other symptoms are commonly present, including panic attacks, tension, dizziness, frequent depression, depersonalization, and obsessions. The present study included a large-scale media outreach campaign directed towards gathering demographic and normative data regarding agoraphobia. Seventy individuals agreed to complete an extensive questionnaire survey. Data derived from this sample confirmed the findings presented in the literature that the majority of agoraphobics are middle-aged female housewives. A number of other demographic characteristics and scores on self-report inventories were also reported. Ten of the respondents to the questionnaire survey agreed to participate in a treatment outcome study that compared assertion training and in vivo exposure according to a multiple baseline across subjects experimental design. Dependent measures included (1) self-report; (2) self-monitoring of daily anxiety, stress-related physical symptoms, and psychotropic medication; and (3) an in vivo behavioral assessment that incorporated a behavioral duration measure, heart rate, and self-ratings of anxiety level. Results indicated that all subjects improved from pretreatment to post-treatment assessment periods on a number of dependent measures (self-report and self-monitoring). These treatment gains appeared to be maintained at three-month follow-up. Results of the behavioral in vivo assessment procedure were equivocal. There were no significant differences between the assertion training and in vivo exposure procedures on any measures of treatment outcome. Treatment subjects were compared to a no-treatment control group and showed significantly greater improvement on a number of self-report measures. Methodological problems precluded firm conclusions and competing hypotheses of demand characteristics and subject expectancies were discussed. Results were discussed within the context of the empirically derived literature and clinical reports and a model for the development and maintenance of agoraphobic behavior was presented. Directions for future research in the assessment and treatment of agoraphobia were suggested. / Ph. D.

The purpose of this study is to clarify the role of anxiety management techniques (cue-controlled relaxation, systematic desensitization) as components of an assertiveness training program. Volunteers from Utah State University and the surround ing community were randomly assigned to one of three treatment groups and a control group which were used in a pre-post change comparison design. Treatment groups consisted of: (1) cue-controlled relaxation plus assertiveness training, (2) systematic desensitization plus assertiveness training, and (3) assertiveness training extended. The control group was a delayed treatment control. All subjects were administered pre-tests with the following instruments: two self report inventories (the College Self-Expression Scale and the Rathus Assertiveness Scale) and a Behavioral Performance Test. The Behavioral Performance Test consisted of ten separate multiple stimulus role playing situations (five pre-test and five posttest) which were videotaped and rated on four performance variables: (1) verbal content, (2) percent of eye contact, (3) assertive affect, and (4) overall assertiveness. All treatment groups were exposed to four two-hour sessions of basic assertiveness training which consisted of shaping procedures (i.e. behavioral rehearsal, modeling, etc.). Treatment groups I and II were provided six additional hours of training in cue-controlled relaxation and systematic desensitization, respectively, while Group III was provided six additional hours of basic assertiveness instruction. Each of the treatment groups received equal amounts (14 hours) of training exposure over an eight-week period. At the conclusion of training, all subjects were posttested using the same measures used for pre-testing. The results of the study indicated (l) that no one treatment approach can be considered superior or inferior to the other in its effectiveness in increasing assertive behavior, and (2) that all treatment groups showed significantly greater ability to increase assertiveness than was evidenced with the control group.

The focus of the present study was the measurement of attitudes toward people acting in an assertive manner, compared to those who are acting in an aggressive or passive manner. Earlier studies suggest there are several mitigating factors on social judgments of assertiveness. These include: sex of the assertor (model), sex of the subject, the assertion situation, and the degree of empathy or consideration in the assertive response. The present study sought to investigate the roles of subject sex, model sex, and situation on social judgments of assertiveness. Further, an empathic assertive condition was included to allow a comparison between ratings of empathic assertive and assertive responses. The empathic assertive response paired assertiveness with extra consideration and understanding toward the other person.Each of 150 university undergraduate subjects (75 men and 75 women) reviewed one written vignette from each of four situations (i.e., work, class lecture, telephone solicitation, dating). Model sex and behavioral response style were randomly assigned. A 26 item personality inventory (Interpersonal Attraction Inventory) was completed by each subject for each vignette.Significant main effects were revealed for both behavioral response style and situation. Subject ratings of behavioral response style were as follows, from least to most favorable: aggressive, passive, assertive, and empathic-assertive. Subject ratings of situation were as follows, from least to most favorable: date, telephone solicitor, work, lecture. The only significant interaction was between behavioral response style and situation. There were no significant main effects or interactions for subject sex or model sex.The present results contradict earlier studies in which passive women were rated significantly more positively than assertive women. Given the time elapsed between the present data collection (1993) and the majority of earlier studies (1987 and earlier) it is possible that sex role change is responsible. In addition, results indicate that what was referred to as empathic assertion in the present study may be a socially distinct class of behavior from assertive behavior. Clearly more research is required in order to confirm a societal sex role change, differences between assertiveness and empathic assertiveness, and generalizability of the present results. / Department of Counseling Psychology and Guidance Services

Thesis (M.S.)--University of Wyoming, 2007. / Title from PDF title page (viewed on June 8, 2009). Includes bibliographical references (p. 47-50).

Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 1994. / Includes bibliographical references (leaves 269-272).