The Importance and Benefits of Incorporating Assertiveness Training While Designing Co-curricular Activities for Students

Abstract

In 1975, the US psychologist Robert P. Liberman introduced assertion or personal effectiveness training at community health centres. Assertiveness training (AT) involves structured learning that aims at behaviour modification of individuals within groups. The rationale for providing assertiveness training is based on two key assumptions: The first is that assertive behaviour is confident problem-solving behaviour, marked by open communication and feedback, as opposed to aggressive or passive behaviours, which are considered potentially pathological and less optimum for performance in competitive and stressful situations. The second is the belief that altering expression of emotion will lead to corresponding affective states (felt emotions) in the mind. This paper focuses on how recent advances in neuroscience lend credence to this second key assumption and builds a case for incorporating appropriate forms of assertiveness training while designing co-curricular activities for students at any level.