Assertive Communication Skills Research Articles

How to deal with refractory risk factors that depend on behavior?

IntroductionHealth-related behavior correlates in critical ways with the current epidemic of chronic diseases. Modifiable behaviors increase the risk of chronic disease. Despite there are well-identified behaviors, efforts at behavior change are clinically-challenging and frequently ineffective.ObjectivesWe aim to establish how the current evidence and latest neuroscientific knowledge about behavioral change allow the most reliable assessment of patients with refractory health-related behaviors that negatively impact health outcomes.MethodsWe performed a literature review using Pubmed databases and UpToDate. The search included “behavioral change” and “health-related behavioral change”[MeSH Terms].ResultsHabitual behavior consists of behavioral patterns operating below conscious awareness and acquired through context-dependent repetition. Behavioral change is a complex multi-level field of intervention. The Health Belief Model allows a careful description of the patient’s perceived vulnerability, perceived disease severity, self-efficacy, and change motivation. The identification of social variables is critical since they correlated with poor health outcomes, particularly in chronic diseases. Temperament and character traits can have a strong influence on the difficulty of changing habitual behavior. Psychopathology, if present, must be addressed because it can be a notable factor of behavior instability and correlates negatively to health outcomes. Assertive and efficient communication skills in the clinical context are imperative. Motivational interviewing skills can allow effective behavioral change.ConclusionsInterventions addressing behavior change require careful, thoughtful work that leads to a deep understanding of the nature of what motivates people. Intervention based strategies focused on behavioral change must undergo further investigation in the future.DisclosureNo significant relationships.

The Association between Entrepreneurial Perceived Behavioral Control, Personality, Empathy, and Assertiveness in a Romanian Sample of Nascent Entrepreneurs

In today’s global context, entrepreneurship is recognized as the engine of sustainable economic growth, competitiveness and employment in the economy of any nation. In order to improve the measures aimed at encouraging the creation of new businesses, an enhanced understanding of the drivers of nascent entrepreneurship seems essential. Drawing on planned behavior theory and the approach of entrepreneurial perceived behavioral control (PBC) as a motivational antecedent in starting a new business, the current study seeks to understand how the personal characteristics of the entrepreneurs influence entrepreneurial PBC. Three types of characteristics were assessed in a sample of 212 Romanian nascent entrepreneurs: personality traits (Big Five model), empathy, and assertiveness. The hierarchical multilinear regression analysis, in which entrepreneurial PBC was treated as a dependent variable, showed that the model with the highest explanatory power for the variance of results of entrepreneurial PBC included characteristics from all three levels: personality traits—Neuroticism, Extraversion, and Openness; empathy—personal distress and perspective-taking; and adaptive assertiveness. Additionally, the findings showed that adaptive assertiveness provides an effect over and above personality factors and empathy on the entrepreneurial PBC. The practical implications of these findings indicate that to enhance the effectiveness of entrepreneurship education programs, components aiming to enhance internal personal resources of entrepreneurs (such as assertive communication skills) should be added.

HUBUNGAN ANTARA KEMAMPUAN KOMUNIKASI ASERTIF DENGAN KEJADIAN PERILAKU AGRESIF PADA REMAJA

Aggressive behavior is an action that aims to dominate or behave destructively by using verbal or physical strength aimed at the object. Aggressive behavior can occur at any stage of age including adolescents. Emotional development in adolescence causes adolescents to have a high desire for something, where this period is a critical period and a time of rebellion. One of the factors that influence the aggressive behavior in adolescents is the ability to carry out assertive communication. The purpose of the study was to determine the relationship between assertive communication skills and aggressive behavior in adolescents. This study used descriptive correlation design with cross sectional approach. The sample of 42 was recruited using simple random sampling in SMA 5 Kota Kediri. The result showed that there most a half respondent (40,5%) have good assertive communication skills with moderate levels of aggressive behavior. Based on Chi Square: ρ-value 0,000< 0,05 it has been recognized that there is a correlation between assertive communication skills and aggressive behavior in adolescents. Based on the results of these studies it is expected that parents or the school will provide education about the importance of assertive communication and can be a role model for adolescents in behaving so that the incidence of aggressive behavior and juvenile delinquency can be reduced.

Organisational empowerment and assertive communication behaviours: a survey of Jordanian newly qualified nurses.

Newly qualified nurses (NQNs) face several challenges in their early years of practice. Being empowered and able to speak up against unsafe practice are two important pillars for practising nursing safely and competently. Little research has examined the potential correlation between those two dimensions in the context of NQNs in Jordan. To investigate the correlation between NQNs' perceived structural empowerment in their work setting and their willingness to challenge unsafe practice in some hypothetical clinical scenarios. A cross-sectional survey involved 233 NQNs, who completed a self-administered questionnaire between January and March 2016. Participants reported moderate levels of both perceived structural empowerment and willingness to speak up against unsafe practice. There was a statistically significant positive correlation between the total structural empowerment score and the mean score for speaking up against unsafe practice. The findings highlight the impact of peer, managerial and overall organisational support on enabling NQNs to become more empowered and assertive. Concrete, collaborative and organisation-wide efforts must be considered to foster greater empowerment of NQNs, but also revisiting work priorities to include supporting and advocating assertive communication skills among the more vulnerable of the newly qualified cohort.

Organisational empowerment and speaking up against unsafe practice: the case for newly qualified nurses in Saudi Arabia

Background/aims Nurses' sense of empowerment and ability to speak up against unsafe clinical practice are crucial to patient safety and staff wellbeing. However, research examining these attitudes among newly qualified nurses is lacking. This study aimed to investigate perceptions of organisational empowerment and willingness to speak up against perceived unsafe practice among newly qualified nurses in Saudi Arabia. Methods A questionnaire was completed by a convenient sample of 83 newly qualified nurses in the Eastern Province of Saudi Arabia. Descriptive statistics and Spearman's correlation coefficient (rho) were used for data analysis. Findings The nurses reported moderate levels of both empowerment and willingness to speak up against unsafe practice. There was a statistically significant correlation between the participants' total structured empowerment score and their speaking up score. Willingness to speak up against potentially unsafe practice was also correlated with participants' perceived access to support at work. Conclusions These findings highlight the need to support newly qualified nurses to develop their level of empowerment and assertive communication skills. Nurse managers, educators and peers must therefore consider practical strategies to help build and sustain newly qualified nurses' sense of work empowerment and assertiveness.

Reconciling Assertive Communication Skills With Undergraduate Nursing Education: Qualitative Perspectives From British and Saudi Newly-Graduated Nurses

PurposeAssertive communication skills are key to establishing and safe effective teamwork. Nursing education has long been recognized as important for providing the future workforce with high-calibre interpersonal skills, including assertive communication ones. Newly-graduated nurses are in a unique position to reflect on both their undergraduate nursing education and its contributions to their current communication practice. The aim of this research was to explore newly-graduated British and Saudi nurses’ views on the contributions of their undergraduate nursing education towards learning and practising assertive communication skills. MethodA total of 96 newly-graduated British and Saudi nurses completed a survey with qualitative, open-ended questions between 2015 and 2017. The nurses reflected on learning and practising assertive communication skills during their undergraduate nursing education, and in their current clinical role. The nurses’ qualitative responses were analysed using thematic analysis. ResultsThree major themes were identified from data analysis: “Drivers for speaking up”, “The pedagogical context of speaking up” and “Ways of building self-confidence”. DiscussionUndergraduate nursing education across both the UK and Saudi Arabia emphasizes the need to acquire the skills to communicate assertively in clinical settings. However, the nursing education received by the participants fails to address key operational skills which would help the nurses to translate such awareness into practice. Education and training must be matched by the elimination of implicit sanctions against speaking up in both educational and work settings. Future research needs to examine not only the operational skills that are necessary to challenge poor practice, but also the contributions of personality traits towards faster acquisition of assertiveness skills.

The Effect of Nursing Communication Skills Training on Satisfaction of Patients Undergoing Hemodialysis

Background: Communication skills of nurses include two important verbal and non-verbal communication dimensions and have of great importance in hemodialysis patients. This study aimed to investigate the effect of nursing communication skills training on satisfaction of patients undergoing hemodialysis.
 Methods: This quasi-experimental (pretest and posttest design) was carried out on 64 nurses working in the dialysis ward and 90 hemodialysis patients in the hospitals affiliated with Alborz University of Medical Sciences. In this study, nurses and patients were selected by convenience and randomized sampling methods, respectively. In this regard, subjects were selected from the hemodialysis wards of Bahonar, Rajaei and Shariati hospitals in Karaj.
 Results: Most nurses were female (76.7%) and the age range of the participants was 23-54 years. Nurses achieved a high score in all dimensions of communication skills and a high total score of communication skills after the intervention, and none of them obtained a low score. There was a significant increase in nurses' communication skills after the intervention, compared to before the intervention (106.98±4.18 and 117.97±3.35) (P<0.001). Moreover, the results showed a significant change in nurses’ perception after the intervention in various dimensions of communication skills, such as ability to receive and send messages, emotional control, listening skills, nurses' insight into the communication process and assertive communication skills, compared to before the intervention (66.90±5.15 and 95.62±5.34) (P<0.001).
 Conclusion: Studying communication skills in the form of educational workshops could increase these skills in nurses and clinical personnel in general. More importantly, improved communication skills in nurses could increase patient satisfaction, which is the ultimate goal of healthcare centers.

Identitas Etnik dan Asertivitas Mahasiswa Suku Sunda

The study was conducted to determine effect of ethnic identity on assertiveness of Sundanese students. The role of students who should be critical and responsive to various things, but less prominent in Sundanese students in consequence of existence of cultural rules require maintaining communication prefer to harbor personal opinions and feelings. The demands of role and acculturation occur on campus lead to high quality of ethnic identity negatively affecting assertive communication skills. The research uses correlational quantitative methods. The results showed the number of Sundanese students with a high level of ethnic identity tended to be more than the low level of ethnic identity. While the quality of assertive communication is high or low is not much different. Using the simple regression calculation method shows that ethnic identity has a positive effect on the assertiveness of Sundanese students.

Communication skills and their association with self-reported academic performances of Nigerian pharmacy students

Background. Effective communication is an important attribute for practising pharmacists worldwide. However, little is known about the effects of communication skills on pharmacy students’ academic performances in Nigerian pharmacy schools. Objectives. To identify the distribution of two communication skills, i.e. assertiveness and reticence, among pharmacy students and the association of these skills with the students’ academic performances. Methods. Seven pharmacy schools were randomly sampled in this study. A validated 18-item questionnaire measuring communication constructs, assertiveness and reticence was distributed to eligible students after ethical approval had been obtained. The questionnaire adopted a 5-point Likert scale for responses. Demographic details and self-reported academic performances in the most recent pharmacy examinations were also collected. Descriptive and regression statistics were reported for the distribution of these communication skills and student factors that influence performances, respectively. Results. Pharmacy students ( n =1 550) were surveyed. Students were more assertive (mean 3.40) than reticent (mean 3.30) in their communication. Female students were more reticent and less assertive than male students ( p ≤0.05), but age had no influence on either construct. Being highly assertive was associated with higher grade performances in the three courses examined ( p ≤0.027 for each course). However, for clinical pharmacy, lower reticence scores were associated with better academic performances ( p =0.035). Regression analysis showed that assertive pharmacy students were less likely to report lower grades in all three courses ( p ≤0.004) and reticent students were more likely to report lower grades in only clinical pharmacy ( p =0.042). Conclusions. Assertive and reticent communication skills were present among Nigerian pharmacy students. Being assertive and reticent, as well as students’ gender, age and marital status, were associated with the students’ self-reported academic performances.

Development of assertive communication skills in nursing preceptorship programmes: a qualitative insight from newly qualified nurses.

Being able to speak up is a prerequisite for establishing safe communication in healthcare settings. The nursing preceptorship programme represents an opportunity for newly qualified nurses to develop and practise assertive communication skills. To examine newly qualified nurses' views on how nursing preceptorship programmes contribute to shaping their assertive communication skills. 42 newly qualified nurses from four acute hospital trusts in east England completed open-ended questions included in a cross-sectional survey. Participants' qualitative comments were analysed using thematic analysis. Three themes related to speaking up during the nursing preceptorship programme emerged: enthusiastic versus sceptical, the role of a supportive working culture, and logistical challenges. Nursing preceptorship programmes can develop newly qualified nurses life-enhancing assertive communication skills if they provide inspiring preceptors who act as role models, create a supportive working culture and support nursing preceptors to deliver effective preceptorship. It is imperative that nursing preceptorship programmes are adapted to enable newly qualified nurses to learn and practise assertive communication skills.

A Cross-Sectional Survey of British Newly Graduated Nurses' Experience of Organization Empowerment and of Challenging Unsafe Practices.

Newly graduated nurses perceive the transition into their new professional role as highly stressful, which may affect their organizational empowerment and assertive communication skills. This study examined newly graduated nurses' perceived level of organizational empowerment, as well as their perceived assertive communication skills, in given hypothetical scenarios. A cross-sectional survey was conducted among 84 newly graduated nurses in four hospitals in eastern England. The study took place between 2015 to 2016. Fifty-one nurses completed the survey, for a 61% response rate. The participants reported a moderate level of organizational empowerment but a high level of perceived assertive communication skills. A statistically significant correlation was found between the participants' total empowerment average score and their average score on the given hypothetical speaking up scenarios. The findings underscore the importance of empowering newly graduated nurses in their work settings and its association with consolidating their assertive communication behavior. J Contin Educ Nurs. 2018;49(10):474-481.

Propuesta de intervención educativa para la prevención de la conducta suicida en adolescentes en la ciudad de Manizales (Colombia)

El objetivo de este estudio fue realizar una intervención educativa para la prevención de la conducta suicida en adolescentes entre los grados 6º a 8º de un colegio de la ciudad de Manizales, en el departamento de Caldas, Colombia. Se realizó un estudio cuasi experimental, que contó con una población de 103 participantes. Se cuantificaron en la población variables demográficas. Adicionalmente se aplicaron la escala de Riesgo Suicida de Plutchik, la encuesta mito o realidad, escala de Asertividad de Rathus, y escala de autoestima de Rosenberg. Seguidamente se realizó una intervención educativa en 8 sesiones, con los estudiantes participantes divididos en 4 grupos. Un mes después se aplicaron nuevamente los cuestionarios mencionados. En la aplicación de los cuestionarios, antes de la intervención educativa, se encontró un 42,7% de riesgo suicida, en mayor proporción 56,9% de autoestima baja, en mayor proporción 68,9% de asertividad confrontativa, y 2,9 en el cuestionario sobre mitos alrededor del suicido. Después de esta intervención se encontró: factor de riesgo suicida de 6,8%, en mayor proporción autoestima alta en 45,1%, en mayor proporción 44,7% presentaron asertividad confrontativa, y 4,5 en el cuestionario sobre mitos. La prueba t para grupos apareados mostró en todos los casos un aprendizaje significativo (p< 0.001). Como conclusión, la investigación resaltó la importancia de que los jóvenes reconocieran y fortalecieran las habilidades sociales, tengan comunicación asertiva y destrezas intelectuales con el fin de reducir el riesgo suicida en la población estudiantil.

Be outspoken and overcome stigmatizing thoughts (BOOST): a group treatment for internalized stigma in first-episode psychosis

ABSTRACTBackground: Internalized stigma is associated with a broad array of negative outcomes for people experiencing psychosis. The current article provides an overview of a novel group-based intervention for reducing internalized stigma (Be Outspoken and Overcome Stigmatizing Thoughts [BOOST]) that combines cognitive behavioural techniques with peer support in first-episode psychosis.Methods: BOOST is an eight-session group intervention that combines cognitive restructuring, assertive communication skills and peer support. Results are presented from a small pilot non-controlled open-label study of 15 participants at an early intervention for psychosis programme.Results: Thirty-three percent of participants discontinued BOOST before completing the intervention. Those who completed BOOST experienced significantly improved internalized stigma (d = .76), self-esteem (d = 1.20) and satisfaction with life (d = 1.27).Conclusions: Results from this small pilot study suggest that BOOST is not only effective at improving internalized stigma, but also at improving self-esteem and satisfaction with life. Further evaluation of BOOST in a randomized controlled trial is ongoing, and further investigation of the role of combined peer support and cognitive behavioural intervention is warranted as a method of reducing internalized stigma.

Be a Mom: Formative Evaluation of a Web-Based Psychological Intervention to Prevent Postpartum Depression

A formative evaluation (consisting of two phases: a scoping literature review and a focus group with mental health professionals) was conducted to inform the design of a web-based intervention to prevent postpartum depression, in terms of its characteristics and content: the Be a Mom program. The results showed that the web-based intervention should be short-term, delivered postnatally, and grounded in cognitive-behavior therapy principles. Moreover, the intervention should include weekly sessions targeting basic contents: motherhood changes, reorganizations and emotional experience; cognitions, self-criticism, and self-compassion; parenting values, social support, and assertive communication skills; couple relationship, negotiation and conflict resolution skills; and postpartum depression signs and professional help-seeking. These results may improve the Be a Mom’s adequacy, implementation success, and effectiveness.

3. Learning Modules in a Support Group Context for Caregivers of Individuals with Alzheimer’s Disease and Related Dementias

The majority of community dwelling individuals with dementia have informal caregivers. With the risk of developing care related stress, it is important for community agencies, like the Alzheimer Society of Kingston (ASK), to provide support, resources, and information. The goal of this intervention was that caregivers of individuals with Alzheimer’s disease and related dementias (ADRD) would improve physical, social, and mental well-being. A search of the literature, as well as surveys of support group facilitators, forty caregivers, and consultation with ASK helped determine information relevant to the caregivers. The purpose of this project was to develop learning modules on: a) using a problem-based strategy to assist with daily activities of the person they are caring for; b) self-care strategies; c) positive coping strategies; d) assertive communication skills, and e) home environment safety to be delivered during caregiver support groups. The module on a problem-based strategy to assist with daily activities was pilot tested, utilizing five caregivers. It was found that the learning module was approximately 30 minutes over the stated timeframe and the case study component of the module was ineffective. Recommendations include implementing the module as two parts. Furthermore, additional research is needed on the impact of the modules on caregiver stress and burden.

Modeling Interpersonal Correlates of Condomless Anal Sex among Gay and Bisexual Men: An Application of Attachment Theory.

The existing literature has identified that beliefs about the interpersonal meaning of condom use are a significant predictor of condomless anal sex (CAS). Some have suggested that condom use in this context may function as a form of nonverbal communication. This study utilized attachment theory as a framework and tested a hypothesized model linking adult attachment to CAS through communication skills and condom expectancies. An online survey was completed by 122 single, HIV-negative gay and bisexual (GB) men living in the U.S. They completed measures of adult attachment (anxious and avoidant), condom expectancies regarding intimacy and pleasure interference, communication skills, self-assessed mate value, and recent CAS with casual partners. There was a significant, positive bivariate association between anxious attachment and receptive CAS. In path model analyses, two over-arching pathways emerged. In the other-oriented pathway, anxious attachment, self-perceived mate value, and emotional communication predicted the belief that condoms interfere with intimacy. In turn, intimacy interference expectancies were positively associated with the odds of receptive CAS. In the self-oriented pathway, assertive communication skills mediated a link between avoidant attachment and the belief that condoms interfere with sexual pleasure. Pleasure interference expectancies were positively associated with the odds of insertive CAS. The findings highlight the importance of relational or interpersonal concerns in sexual risk-taking among single GB men. Attachment theory may serve as a framework for organizing these interpersonal correlates of CAS. Results are consistent with the conceptualization of condom use as a form of nonverbal attachment-related behavior. Implications for sexual health and risk-reduction interventions are explored in this context.

Risky Sexual Behavior and Its Determinants among Orphan and Vulnerable Children in Addis Ababa, Ethiopia

Back Ground: Risky sexual behavior among orphans and vulnerable children and its associated physical, psychological and social consequences is becoming a major public health concern globally. Objectives: To assess the prevalence of risky sexual behavior and its determinants among orphan and vulnerable children in Addis Ababa. Methodology: A community based cross sectional study was conducted on three support and care giving organizations for orphans and vulnerable children in Addis Ababa, Ethiopia from March to June 2014. A total of 422 orphan and vulnerable children were selected using systematic sampling. Data were collected using pre tested self-administered questionnaire. Logistic regression was used to analyze the data. Result: A total of 407 (96.4%) respondents participated in this study. Among them 112 (27.5%) had sexual intercourse in their life time, of these 50 (44.6%) started sex before the age of 15, 94 (83.9%) had forced sex, 84 (75.0%) had multiple sexual partners, only 16 (14.3%) used condom the first time they had sex and 96 (85.7%) participated in transactional sex. Females were about 3.25 (2.67 - 7.3) times more likely to engage in risky sexual behavior than male respondents, double orphans had 4.32 (2.45 - 9.54) odds of risky sexual behavior compared to their counterparts. Those respondents who had knowledge of HIV transmission and prevention were less likely to be involved in risky sexual behavior 0.58 (0.41 - 0.93). Conclusion: Orphan and vulnerable children are at a higher likelihood of risky sexual behavior. Intervention targeted at multilevel such as orphan survival training, assertive communication skills, sexuality education and education about HIV risk perception, physical, psychological and human right protection, social support, and economic access for basic needs need to be given consideration.

Developing Managerial Skills Through Coaching: Efficacy of a Cognitive-Behavioral Coaching Program

Managerial coaching is currently seen as an effective leadership practice facilitating learning process of the employees for performing better and being more effective in organizations. This article builds on recent research on the importance of the managerial coaching by empirically investigating the effects of a cognitive-behavioral coaching programme over mid-level managers. Due to the similarities between managerial coaching behaviors and transformational leadership behaviors, we have adopted the transformational leadership model as theoretical framework for evaluating management behaviors. The study used a pre-posttest approach to test the effects of the coaching program especially designed for 23 mid-level managers having as responsibility the supervision of production teams in a multinational organization. The major aims of the program consisted of: developing managerial coaching skills, assertive communication skills, motivation of subordinates. Overall, the analysis of results elicited an increase of scores in the leadership behavior dimensions measured by multifactor leadership questionnaire that are part of the managerial coaching skills. Besides, the effectiveness perceived as an indicator of performance was significantly higher upon completion of the coaching program. Findings suggest that coaching, as a professional development method, has great potential to contribute to the managerial behaviors that facilitate development at subordinate level, as they are captured by some transformational and transactional scales. Such knowledge can be informative for practitioners as well in developing effective managers and leaders and understanding and managing employee attitudes and behaviors in organizations.

Comunicación asertiva y trabajo en equipo: Resultados de un programa de intervención en los supervisores de una empresa

The study aimed to determine the effect of the implementation of the program Manage your Talent in competence assertive communication skills and teamwork. A quasi-experimental research design was used with pre-test - intervention - post-test with control group. The sample included 28 supervisors of a private company, 13 in the experimental group and 15 in the control group. A type of purposive sample was used. The results suggest a positive impact of the program to significantly increase competition achievement assertive communication (U = 3.5, Z = 4.58, *** P <.000), just as in effective dialogue dimensions (U = 8.0), feedback (U = 10.0), conflict resolution (U= 7.0) and non-verbal communication (U = 4.0), the skills of this competence in the highest increase was recorded were effective dialogue and nonverbal communication. In the other, the increase was lower. Regarding competition teamwork (U = 0.00, Z = 4.837, *** P <.000), just as in the dimensions (U = 9.0), Goal Achievement (U = 15.0), democratic environment (U= 12.0) and decision making (U = 7.0). The skills of this competence in the highest increase was recorded were the subject property, democratic environment and goal achievement. Minor increase in decision-making for managing consensus.

Genetic and Behavioral Influences on Received Aggression During Observed Play Among Unfamiliar Preschool-Aged Peers

Peer victimization appears heritable, but it is unclear whether the traits that confer genetic risk require time and familiarity with a perpetrator to manifest or whether novel and brief interactions can lead to received aggression that demonstrates similar genetic risk. We examined 20-minute, peer-play interactions between 5-year-olds, pairing one twin at a time with an unfamiliar, same-sex peer. Received aggression was defined as being the target of aggression (physical or verbal) from the play partner. We found that children receiving aggression were more aggressive during the interaction and gave more commands. Results demonstrated that dominant genetic effects explained 32% of the variance in received aggression. Thus, there appears to be an underlying genetic risk for being aggressed against, even by an unfamiliar peer in a novel situation. We also provided evidence supporting evocative gene–environment correlations between genetic risk (propensity toward aggression) and the likelihood of receiving aggression. These results have implications for the importance that social skills and assertive communication skills training may have in decreasing aggressive interactions between young children.