Effective Teaching-Learning Process for Training Assertive Communication Skills

Abstract

The purpose of this study was to investigate teaching-learning processes for training life skills. A life skills training program with a focus on assertive communication skills was conducted at elementary schools in Chiba prefecture and Tokyo on 278 fifth-grade students. The basic training for life skills development includes the following five stages; 1) Instruction: Learning the meaning of assertive communication skills (cognitive domain), 2) Modeling: Observing the model, 3) Practice: Participating in role-play, 4) Feedback: Receiving positive feedback and comments on their role-play from other students, 5) Reinforcement: Writing a statement declaring the intention to use assertive communication in everyday life. Cognitive domain (how to develop assertive communication skills) was used in the instruction stages, and self-efficacy formation (affective domain) was used in the modeling, practice, and feedback stages. Students were placed into one of four training programs: a cognitive and self-efficacy formation training program (80 students), a cognitive domain training program (55 students), a self-efficacy formation training program (56 students), and a program for basic development of life skills (87 students). An assertiveness scale, self-efficacy scale and self-esteem scale for children were used for evaluation before the class, right after the class, a week after the class and a month later. Formative assessment was used in class. The main results were as follows: 1) The group which adopted cognitive domain development attained skills more effectively immediately after the class. The group that adopted affective formation (self-efficacy formation) was able to attain the skills more effectively after one week, and also one month after the class. 2) It was effective to incorporate cognitive development and self-efficacy formation into the teaching-learning process when trying to develop assertive communication skills. It can be concluded from this study that, in addition to the five basic processes of life skill development, it is effective to incorporate a ‘how to develop’ assertive communication skills program as well as self-efficacy formation into the teaching-learning process for assertive communication training.