Assertive Training Techniques Research Articles

MODEL PENGEMBANGAN TEKNIK ASSERTIVE TRAINING DENGAN RATIONAL EMOTIVE BEHAVIOR THERAPY (SIGNATORY) TERHADAP PENINGKATAN KEPERCAYAAN DIRI ANAK DI PSAA NUGRAHA KOTA BANDUNG

Technique Development with Rational Emotive Behavior Therapy (REBT) is the result of psychosocial therapy technology engineering in the form of combining Assertive Training techniques with Rational Emotive Behavior Therapy (REBT) to increase children's self- confidence. The addition of the Rational Emotive Behavior Therapy (REBT) model aims to reduce client cognitive distortions so that there is an increase in self-confidence due to positive thinking and attitude. This study aims to explain the results of the implementation of the development of Assertive Training techniques with Rational Emotive Behavior Therapy (REBT) to increase children's self-confidence. This research uses a quantitative approach with Single Subject Design (SSD) type of A-B-A reversal. The subjects in the study were FT and IM. The target behaviors observed in this study are resilient in facing difficulties, doing tasks, expressing opinions or questions and maintaining concentration. The validity test of the measuring instrument uses face validity, while the reliability test uses percent agreement. The data analysis used is a visual analysis consisting of analysis within conditions and between conditions. The interim research results show that during the intervention or treatment has an influence in increasing children's self-confidence. The number of frequencies and durations shows an increase, then the direction of the graph goes up and the level changes between conditions which shows the meaning of improving. Researchers are currently still measuring the second baseline condition (A2) as a control for intervention conditions. Keywords: Development of Assertive Training Techniques with REBT, Children with Low Self- Confidence.

The Effectiveness of Assertive Training Techniques to Increase Self-Confidence of Vocational High School Students

Self-confidence is an attitude that must be possessed by every individual in carrying out daily life. The purpose of this study was to determine the effectiveness of group counseling assertive training techniques in increasing students' self-confidence. The population of this study is class XI students of SMK Negeri 6 Yogyakarta majoring in beauty 2, SPA and beauty therapy, and travel business which amounted to 94 students and the research sample amounted to six students. The approach used in the research is quantitative. Pre-experimental research design with one group pretest and posttest design model. The data were analyzed using the paired sample t-test formula with the results showing that group counseling services for assertive training techniques are effective for increasing student self-confidence. The highest increase in aspects of student confidence is seen in the optimistic aspect. The results of this study can be a reference for guidance and counseling teachers or counselors in schools in providing group counseling services to overcome the problem of low student confidence and for further research it is recommended to follow up with individual counseling services.

Improving Interpersonal Communication Skills through Group Guidance with Assertive Training Techniques

This study aims to demonstrate the effectiveness of group mentoring services utilizing assertive training techniques in enhancing the interpersonal communication skills of students. A quasi-experimental design was employed, with a sample of twenty students from a public junior high school in Indonesia, evenly divided into experimental and control groups using probability sampling with simple random sampling techniques. Interpersonal communication skills were assessed using instruments developed by the researchers and evaluated by experts. Data analysis involved the Wilcoxon signed-rank test and Kolmogorov-Smirnov. The results indicate a significant increase in the interpersonal communication skills of the experimental group students, with their average scores increasing from 67.2 before receiving group counseling services to 123 after implementing assertive training techniques. In contrast, the control group's average scores increased from 87.1 to 105.6 after the same intervention. This study highlights the effectiveness of group mentoring with assertive training techniques in enhancing students’ interpersonal communication skills, contributing valuable insights to the field of educational psychology and counseling.

Teknik Assertive Training Melalui Cyber Counseling untuk Mengurangi Perilaku Bullying pada Siswa MTsN

This study aims to reduce bllying behavior in schools and determine the effectiveness of counseling service through cyber counseling witf assertive training techniques. The unwise use of social media in adolecents, result in the rampant copy-paste of bullying behavior in tehir real lives. The subjects of this study were 14 MTsN 2 mMedan students. The experimental group consisted of 7 students adn a control group of 7 students. The research uses quantitative strategis in the form of quasi experiemental design with research design in the form of pre-test post-test manage group design. The facts collection equipment used on this observe were: Likert scale quetionnaire. The evalution used is the independent simples test. The Independent samples test is a statistical technique to measure the average evalution of unbiased of independent agenciaes with a purpose to determine whether the average of the 2 groups is significant after being given a service or treatment. The outcomes of SPSS through the independent samples test show that in the coulmn equal variancess assumed the cost of sig (2-tailed) is 0,001< 0,05 this means that assertive training trough cyber counseling is effective in reducing bullying behavior in schools.

Efektivitas Konseling Cognitive Behavior Teknik Latihan Asertif Untuk Mereduksi Perilaku Merokok Pada Siswa SMA

<em><span lang="EN-AU">This study aims to determine the application of cognitive behavior counseling techniques of assertive training to reduce smoking behavior in high school students. The method used in this study is experimental. Sampling using purposive sampling technique. Data collection collected a smoking behavior questionnaire. The data analysis technique used parametric statistical analysis, namely by using the Paired-Sample T-Test with the help of the SPSS For Windows version 25.00 program. This research method aims to determine the effect of cognitive behavior counseling on assertive training techniques to reduce smoking behavior in high school students. The design of this study was the Pretest-Postest Control Group Design which was carried out on students in the control class and the experimental class. This research focuses on the changes produced by cognitive behavior counseling, assertive practice techniques to reduce smoking behavior in high school students with the data collection technique used, namely a questionnaire. Based on the significance test, it was found that the significance value was 0.000 where 0.000 </span><span lang="EN-AU">˂</span><span lang="EN-AU"> 0.05, where the Application of Cognitive Behavior Counseling Assertive Training Techniques</span><span lang="IN"> is Effective</span><span lang="EN-AU"> for Reduce Smoking Behavior in High School Students.</span></em>

The Assertive Technique of Online Group Counseling on Student Academic Resilience

Academic resilience, namely the ability of students to achieve academic success, even in situations that pressure and prevent them from achieving success. The reality on the ground shows that after implementing online learning, the level of student resilience tends to be low, so to overcome these problems, students need special guidance from counselors. This study aims to provide an overview of changes in student behavior in attending Onelin lectures after group counseling using assertive techniques. This research belongs to the type of quantitative research using class action methods. The subjects involved in this study were six students who experienced decreased resilience during the lecture process. Data collection in the study was carried out using observation, interview, documentation, and questionnaire methods. The data obtained in the study were then analyzed using percentage analysis techniques. The results of the research analysis showed that there was an increase in students' pre-test and post-test scores during the research cycle. The results show that 33% of students have high resilience in completing eight semesters of lectures, 50% have moderate resilience and can complete education in 9 semesters, and 17% have low resilience. These results then show that, in general, the application of group counseling assertive training techniques can significantly restore resilience in students, which is shown by the attitude of surviving and struggling to survive in various situations that interfere with the achievement of learning outcomes.

Upaya Meminimalisir Tingkat Glossophobia Melalui Konseling Kelompok Teknik Assertive Training Pada Siswa Kelas X SMAS Katolik Budi Murni 3 Medan

There were students in class X SMAS Catholic Budi Murni 3 Medan. When the group assignments consisted of 5 people in 1 group, almost every group there were students who did not participate actively, avoided or chose to remain silent. This study aims to minimize the level of glossophobia through group counseling with Assertive Training techniques for class X students at SMAS Catholic Budi Murni 3 Medan. The type of research used is counseling guidance action research (PTBK). The population determined was class X students and the sampling technique in this study used purposive sampling. Based on the sampling technique, 8 students were determined as research subjects. The data collection tool used is the glossophobia scale, the results of the instrument validity test are 31 valid items from 40 items, and the instrument reliability is 0.893. The results showed that the level of glossophobia before being given group counseling services with assertive training techniques had an average score of 74.7%, after being given services the average score was 51,6% in the first cycle and the second cycle the average score was 40,7%. The conclusion of the study was that 87.5% of students experienced an increase in scores, namely being in the low category, so this research was successful and was carried out in only 2 cycles. It can be concluded that group counseling with assertive training techniques can minimize the level of glossophobia in class X students of SMAS Catholic Budi Murni 3 Medan.

Application of Assertive Training for the Ability to Control Anger in Patients with Violent Behavior

Objective: To be able to provide comprehensive nursing care to patients with violent behavior by applying assertive training techniques. Method: This research method used a qualitative descriptive design with a nursing care process approach including assessment, diagnosis, planning, implementation, and evaluation, which was carried out for 3 days in the Tanjung Room BLUD of the Banjar City Hospital. Enforcement of nursing diagnoses and nursing interventions refers to the IDHS, SIKI, and SLKI, and nursing evaluations are documented using the SOAPIER method. Researchers intervened in the application of assertive exercises with the study population being patients with violent behavior, with the inclusion criteria of patients with a diagnosis of violent behavior and cooperative patients. Accidental sampling technique: this study used one patient with violent behavior. The analysis technique uses interview transcripts and triangulation. Result: The results of this case study show that after being given assertive training technical interventions for 3 days with a duration of 10–20 minutes a day, the problem of nursing violent behavior towards patients was resolved, marked by the patient being able to control anger verbally. assertive training, assertive training therapy, which generally makes the client comfortable, seen from the client's side, is also cooperative and prefers to socialize and talk to other people around him. Conclusion: After nursing care was carried out at the BLUD of the Banjar City Hospital for Ms. S in the Tanjung room with a medical diagnosis of paranoid schizophrenia from March 29 to March 31, 2023, the authors concluded that assertive training is proven to be able to control the anger of patients who experience violent behavior. The benefits will be maximized if done regularly and gradually. So that nurses can carry out these non-pharmacological interventions to control anger in patients with mental disorders with violent behavior problems.

Penerapan asas kesukarelaan dalam konseling kasus pacaran beresiko pada remaja

Problems experienced by adolescents in courtship relationships are risks that tend to lead to negative impacts. Adolescent volunteerism must seek help to solve problems in courtship. The counseling process in adolescent education can accompany and direct adolescents toward problem-solving. The purpose of this literature review research is to know the implementation of the principle of volunteerism in counseling, the impact of risky courtship on adolescents, and the application of the principle of volunteerism in counseling cases of risky courtship in adolescents. The method used in this article is a literature review. The research data is sourced from data mining techniques with a literature review. The result of this literature review is that the implementation of the principle of volunteerism in counseling takes place based on volunteerism and without being forced both by the counselor and the counselee. The impact of at-risk courtship on adolescents consists of physical, psychological, and social impacts. Applying the principle of volunteerism in counseling cases of risky courtship in adolescents is carried out by the counseling process. The counseling process is divided into three stages, namely, the initial stage of counseling, the middle stage, and the final stage of counseling. In the early stages of counseling, the counselor builds a good relationship and communication with the counselee, accompanied by an assessment and delivery of the principle of volunteerism for data mining related to counseling problems. The middle stage of counseling is the core stage of counseling activities which is accompanied by the intervention of behavioral approach counseling with one of the behavioral approach techniques, namely assertive training techniques for handling cases of risky courtship. In the final stage of counseling, the counselee makes decisions for themselves based on consideration of alternative solution options provided by the counselor.

Improve Students' Assertive Behavior using Assertive Training Techniques in Tenth Grade Students of Adhyaksa Jambi

Improve Students' Assertive Behavior using Assertive Training Techniques in Tenth Grade Students of Adhyaksa Jambi

Group Counseling’s Effectiveness Using Assertive Training to Reduce Bullying Victims' Anxiety in High School

The impact caused by bullying behavior is reducing student concentration, decreased learning achievement, difficulty socializing, children become timid, often anxious to mental disorders. One way that can be done to reduce bullying anxiety among students is to provide group counseling services using assertive training techniques. The purpose of this study was to reveal differences in bullying anxiety of experimental group students before and after participating in group counseling using assertive training techniques, bullying anxiety of control group students before and after participating in group counseling without special treatment, and to reveal differences in bullying anxiety of experimental group students who participated in group counseling using assertive training techniques with control groups without special treatment. This research is Quasi Experiment. The sample of this study was 12 students for the experimental group and 12 students for the control group. The sample technique used was purposive sampling. The statistical analysis of the data used in this study was nonparametric statistics. There was a significant difference in bullying anxiety in the experimental group before and after participating in group counseling services using assertive training techniques, there was a significant difference in bullying anxiety in the control group before and after being given group counseling services without special treatment, there were differences in bullying anxiety in the ex-group bullying anxiety. Group counseling services are provided using assertive training techniques with control groups provided group counseling services without special treatment. Thus, group counseling services using assertive training techniques are effective in reducing student bulllying anxiety.

The development of individual counseling guidelines for assertive training techniques to improve student assertiveness in state senior high schools in Yogyakarta

This study aims to produce an individual counselling guide for assertive training techniques in State Senior High Schools in Yogyakarta. This research is research and development using the Borg & Gall development model, which was conducted through seven stages: preliminary research and data collection, planning, initial product development, early-stage trial, revision of early-stage trial, field trial, and field trial revision. Data collection methods used a questionnaire on the feasibility of assessing material experts, media experts, guidance and counselling teachers, and students' assertive behaviour scale. The data analysis technique used in this research is descriptive quantitative. This study resulted in (1) individual counselling guidelines, which consisted of an introduction, behavioristic approach, assertive nature, assertive training, implementation of assertive training techniques, conclusions, references, and attachments. (2) Assertive training technique guidebook can be categorized as “very good” with a final percentage value of 84.6%, 78% by material experts, and 88,3% by media experts. (3) The results of the field trial of three guidance and counselling teachers got a percentage value of 85.3%, which included the “very good” category, and the results of the main field trial of ten guidance and counselling teachers got a percentage value of 87.1% in “very good” category.

Pengaruh Teknik Assertive Training terhadap Rasa Percaya Diri Siswa

The lack of self-confidence can hinder the development of students. The aim of this research is to find out whether assertive training techniques effect on students' self-confidence at MTs Negeri 1 Palembang. The method used in this research is a one group pretest posttest design. The population in this study was class VIII students at MTs N 1 Palembang with a sample of 10% of the total number of class VIII students, namely there were 30 samples. Data collection techniques in this study used a questionnaire and observation. This study focuses on the effect of assertive training on students' self-confidence. From the results of data analysis, the average pre-test 74.83 and the average post-test is 77.7. Tcount is -4.735 with a Ttable value of 2.045. The results obtained indicate an increase in the average value after the post-test. Thus, it can be concluded that the assertive training influences increasing the confidence of the students of MTs N 1 Palembang.

TEKNIK ASSERTIVE TRAINING DALAM PENDEKATAN BEHAVIORISTIK DAN APLIKASINYA KONSELING KELOMPOK: SEBUAH TINJAUAN KONSEPTUAL [ASSERTIVE TRAINING TECHNIQUES IN BEHAVIORISTIC APPROACHES AND ITS APPLICATIONS GROUP COUNSELING: A CONCEPTUAL REVIEW]

The purpose of this study was to describe assertive training techniques in the behavioristic approach and its application to group counseling. This research uses literature study method. The findings of the research are assertive training techniques are closely related to the behavioristic approach because the main purpose of assertive training is to convey well what is in the victim's heart, which causes discomfort so that it will have an impact on behavior change between these individuals. Assertive training techniques can be applied in group counseling which consists of three stages, namely the initial stage, the working stage, and the final stage.

TEKNIK ASSERTIVE TRAINING SECARA DARING UNTUK MENINGKATKAN SELF ESTEEM SISWA KELAS VII SMP NEGERI 2 SOREANG

Self-esteem is a form of individual assessment of himself as an individual who has the ability, meaning, value and competence. Stepping on the transition period from elementary school to junior high school, every individual needs an adjustment to the new environment, one of which is that each individual must be able to show good behavior in the community, but if the individual has not been able to assess how far the individual assesses himself then will have an impact on the emergence of conflicts that come from within him and judge something irrationally which will have an impact on emotional disturbances that can affect his relationships with other people. The purpose of this study is that students are able to assess themselves, be able to socialize and be able to communicate well. This study uses descriptive qualitative by analyzing existing data by describing in detail. This study uses respondents totaling 6 seventh grade students at SMP Negeri 2 Soreang by looking at the results of observations that have been made tend to have self-esteem low. For this reason, it is necessary to provide BK services withtechniques assertive training for 3 meetings via video calls media WhatsApp which are supported by the results of interviews and observations showing changes from within students who are able to assess themselves, are able to think positively and can adapt well.Keywords: Assertive Training Techniques, Self Esteem

Meningkatkan Self Esteem Korban Bulliying melalui Teknik Assertive Training

Islamic boarding schools are salaf educational institutions that uphold the values ​​of akhlaq al-karimah. However, it is very unfortunate, in the pesantren there is also bullying experienced by a student who has physical retardation and a slow way of thinking. Bullying received by the victim in the form of insults, ridicule and ridicule. The bullying causes the victim's self-esteem to decrease so that the victim tends to withdraw from the environment and is afraid to mingle with his friends. The condition of low self-esteem can be seen from the scale score given by the researcher to the counselee before the action is taken, namely 36. The score belongs to the category of low self-esteem. This study aims to increase the self-esteem of victims of bullying by using assertive training techniques. The research method used is action research. The results showed that the condition of the victim's self-esteem increased although not significantly after the action in cycle I. The score from the given scale was 61, the score was included in the category of moderate self-esteem. In the reflection of the first cycle, the counselor prepares for better treatment in the second cycle, until a score of 89 is obtained on the scale given by the counselor to the counselee after handling the second cycle. From the data obtained, it can be concluded that the self-esteem of victims of bullying can be increased by using assertive training techniques

Teknik Assertiveness Training dalam Penurunan Perilaku Kekerasan pada Pasien Skizoprenia di RS. Jiwa Prof. Dr. Muhammad Ildrem Medan

Violent behavior is a form of aggressive or violent behavior that is shown verbally, physically or both to an object, other person or self that leads to the potential to be destructive or actively causes pain, danger and suffering. Assertiveness training is the application of behavioral training with the aim of assisting individuals in developing direct ways of relating in interpersonal situations. The increasing number of schizophrenic mental patients with violent behavior will have an impact on families and communities in the form of an economic burden and a decreased quality of life in carrying out daily activities. Qualitative research with assertiveness training technique is carried out as an application of behavioral training with the aim of helping individuals develop ways of direct contact in interpersonal situations. Based on the stages of applying assertive training techniques through group guidance, it shows that there is an increase in the patient's ability to express every problem he is facing. So it can be concluded that the implementation of assertive training techniques in revealing real patient problems through group activity guidance in hospitals. Hospital of Prof. Dr. Muhammad Ildrem Medan there have been developments and improvements.Violent behavior is a form of aggressive or violent behavior that is shown verbally, physically or both to an object, other person or self that leads to the potential to be destructive or actively causes pain, danger and suffering. Assertiveness training is the application of behavioral training with the aim of assisting individuals in developing direct ways of relating in interpersonal situations. The increasing number of schizophrenic mental patients with violent behavior will have an impact on families and communities in the form of an economic burden and a decreased quality of life in carrying out daily activities. Qualitative research with assertiveness training technique is carried out as an application of behavioral training with the aim of helping individuals develop ways of direct contact in interpersonal situations. Based on the stages of applying assertive training techniques through group guidance, it shows that there is an increase in the patient's ability to express every problem he is facing. So it can be concluded that the implementation of assertive training techniques in revealing real patient problems through group activity guidance in hospitals. Hospital of Prof. Dr. Muhammad Ildrem Medan there have been developments and improvements.

Group Counseling with Assertive Training Techniques to Self Confidence Adolescents

This research aims to see the increase in students’ self-confidence by using group services with assertive training techniques. The method used in this study was a quasi-experimental method with a non-equivalent control group design. The sample in this study were twelve students, aged 13-14 years at SMP Muhammadiyah 3 Depok Yogyakarta. The instrument used in this study was a self-confidence scale. Analysis of the data used Wilcoxon test analysis and Mann-Whitney test. The results of the study showed that group guidance services with assertive training techniques had an effective effect on increasing student self-confidence. This can be seen from the increased self-confidence of students in the experimental group which has increased compared to the control group who was not treated with Assertive training techniques.

TEKNIK PELATIHAN ASERTIF UNTUK MENINGKATKAN ASERTIVITAS TERHADAP PERILAKU SEKSUAL DALAM BERPACARAN

One technique that can be applied to increase assertiveness is assertiveness training. This study aims to determine the effect of assertive training techniques to increase assertiveness on sexual behavior in dating by using a pre-experimental approach with pre-test and post-test Control Group Design as well as non-probability sampling techniques and then analyzed by bivariate and multivariate analysis. The results of the independent sample t test for the level of assertiveness showed that the value of p = 0.001 with a test value of t = 7.394, which means that there is an effect of assertive technique training on the assertiveness level of adolescents in sexual behavior. The mean value in the provision of assertive technique training is known to be 4.09 and the mean value to the control is 0.36, this means that there is a change in the value of the assertiveness level of assertiveness towards sexual behavior in dating.

SELF-ESTEEM DEVELOPMENT OF VOCATIONAL HIGH SCHOOL STUDENTS IN INDONESIA: DOES GROUP COUNSELING WITH ASSERTIVE TRAINING TECHNIQUE HELP?

Self-esteem contributes to an individual’s mental health and quality of life because it determines who they are, activities they do, as well as their personality. This study aimed to describe the development of students’ self-esteem through group counselling intervention with an assertive training technique. Employing a true experimental method with the pretest–posttest control group design, this study involved 191 students as the samples following Isaac and Michael at an error level of 5% of the total population of 420 students. From the self-esteem questionnaires, it was found that 28 students belonged to the low self-esteem group. Then, interventions were carried out in six sessions outside of class hours, with a duration of 90 minutes for each session. The data were obtained through the Coopersmith Self-Esteem Inventory (CSEI) instrument with a reliability value of .92, and analyzed using the Mann-Whitney two mean discrimination test. The results showed that students who were given group-counselling interventions with assertive training technique were better than those in the control group. Therefore, assertive training technique helps restore students' awareness of their rights to have a happy and esteemed life. Besides, assertive training technique helps renew students' confidence in the functioning of their minds and belief in their abilities in facing life challenges.