Self-instructional training for assertive-refusal behavior

Abstract

The present study evaluated self-instructional training (SIT) for assertiverefusal behavior and investigated two variables which have been considered important determinants of attitude change: discrepancy and involvement. Forty nonassertive college women were randomly assigned to one of four conditions: High Assertion SIT, Moderate Assertion SIT, Behavioral Insight (placebo), and Delayed Treatment Control. The SIT conditions reflected two levels of discrepancy. Involvement was investigated as a within-subjects factor. SIT was significantly more effective than no treatment or placebo control on several measures including a behavioral test and self-reports of thoughts and behaviors. No generalization of treatment effects was found on two nonlaboratory measures. The high level of discrepancy advocated in the High Assertion condition was not detrimental and led to significantly greater behavioral change than the Moderate Assertion condition. The few significant effects for involvement reflected differential response to the placebo condition. Results highlighted the continued necessity of assessing nonspecific treatment effects.