Assertiveness training with children.

Abstract

The efficacy of assertiveness training was examined by comparing it to a structured interview/empathic responding procedure and an activity-control procedure. The participants were 48 children and adolescents who were identified as nonproblematic, mildly problematic, or moderately problematic in reference to school performance, classroom behavior, and interpersonal skills. Assertiveness training resulted in enhanced effectiveness of responding on a behavioral role-play test, and these effects persisted after treatment. Generalization to nontrained role-play scenes was established, but there was no evidence of generalization to interpersonal performance in school. Training of social skills was not more effective than the other procedures in reducing self-reported anxiety or anger. The effectiveness of assertiveness training was not dependent upon age or the occurrence of problematic behavior.