Level Of Assertiveness Research Articles

Perceived level of assertiveness and self-esteem of nurse interns in Enugu Nigeria

BackgroundAssertiveness and high self esteem form the most important behavioural skills for nurses in the workplace, especially to build effective team relationships and to provide quality nursing care. Material and methodsA descriptive cross-sectional study involving ninety-two (92) interns employed in tertiary institutions. Two standardised instruments were used for data collection: Rathus Assertiveness Schedule and Rosenberg Self-Esteem scale. Data were analysed using descriptive and inferential statistics. ResultsMajority of the interns have moderate level of self-esteem (55.5). Findings revealed highest scores on self-esteemitems; they felt that they had a number of good qualities (3.5 ± 0.8); felt satisfied with themselves (3.5 ± 0.7); could do things as well as most other people (3.4 ± 0.8). Level of assertiveness of the respondents was low 22.2. Non-assertiveness was observed in stating that peopletook advantage of them (−0.4 ± 2.2); avoid hurting other people’s feelings even when they feel injured (2.0 ± 1.8); not been able to say anything at times (1.8 ± 1.9) and avoiding asking questions for fear of sounding stupid (1.8 ± 2.3). There was no significant association between the level of self-esteem of the nurse interns and their level of assertiveness (x2 = 0.073 and P = 0.787). ConclusionNurse interns in Nigeria currently have relative low level of assertiveness, however their level of self esteem is moderately high. Improving these behavioural skills will improve the quality of care rendered by interns therefore these conceptsshould constitute an integral part of the basic undergraduate nursing courses.

Dynamic coupling of maternal sensitivity and toddlers' responsive/assertive behaviors predicts children's behavior toward peers during the preschool years.

We examined the extent to which dynamic coupling of (a) maternal sensitivity and (b) children's responsive and assertive behaviors toward mothers during a semistructured play session predicts children's responsive and assertive behavior toward an unfamiliar peer at 39 months and a close friend at 58 and 66 months. Maternal and child behaviors were rated in 30-s epochs during play when children were 32 months old (Time 1; N = 128; 66 girls). Children were rated on their responsiveness and assertiveness toward an unfamiliar peer in the early preschool years (Time 2) and toward a friend in the late preschool years (Time 3). Residual dynamic structural equation models showed that stronger positive contemporaneous coupling of maternal sensitivity and children's responsiveness in a given 30-s epoch of the play session predicted greater observed responsiveness toward a friend in the late preschool years, after controlling for mean levels of maternal sensitivity and child responsiveness. On the other hand, positive contemporaneous coupling of maternal sensitivity and child assertiveness predicted children's higher levels of observed assertiveness toward an unfamiliar peer in the early preschool years, after controlling for mean levels of maternal sensitivity and child assertiveness. Results suggest that the dynamic coupling of specific positive behaviors during mother-child interaction may provide children with social scripts to draw on in diverse peer contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Transformando la convivencia escolar: estrategias de innovación educativa para abordar el acoso entre agresores y víctimas en educación primaria (España)

The development of assertiveness and empathy in the school environment contributes to creating a positive atmosphere, preventing bullying, promoting socio-emotional development, and improving academic performance. Therefore, the objective of this study is to analyze the level of assertiveness and empathy in aggressors and victims in school coexistence in primary education in an urban municipality in the province of Granada (Spain), with the aim of proposing an innovative teaching practice in response to this coexistence environment and improving the quality of education. The approach was quantitative, with a descriptive design. The sample consisted of 47 participants from the 6th grade, aged between 11 and 13 years (M = 11.43; SD = 0.50), to whom the Assertive Behavior Scale for Children (CABS) and the Interpersonal Reactivity Index were applied to measure assertiveness and empathy, respectively. The results revealed that students who act as aggressors or consider themselves victims show lower levels in both competencies (3.90% aggressors, 30.30% victims, 69.70% non-victims). Therefore, assertiveness and empathy are not only independent skills but are interrelated and mutually reinforcing. Thus, to reduce aggressive behaviors and situations of victimization, it is essential to promote both assertiveness and empathy. It is concluded that by developing these skills, more effective and respectful communication is promoted, which can decrease conflicts and improve school coexistence.

Beyond delinquency and drug use: Links of peer pressure to long-term adolescent psychosocial development.

This study examined the predictors and sequelae of exposure to peer pressure from close friends in adolescence. Adolescents (99 female; 85 male) were followed from age 13 to 24 utilizing peer, parent, and romantic partner reports and observational data. Participants who were exposed to high levels of peer pressure as teens were more likely to experience higher levels of coercive behavior from romantic partners (as reported by those partners), as well as lower levels of parent-reported functional independence. All findings held even after accounting for baseline levels of teen assertiveness. Adolescents at risk for increasing exposure to peer pressure were characterized by poor-quality parent and peer relationships, as well as baseline deficits in ability to assert autonomy. Results suggest that exposure to peer pressure, aside from its potential effects on deviant or risky behavior, may reflect a powerful threat to the autonomy development process as adolescents transition from parents to peers as primary sources of support and interaction.

A - 59 An Exploration of a Passive Decision Making Style within the Cognitive Disengagement Syndrome Population and its Contribution to Social Isolation

Abstract Objective Recent research has shown that Cognitive Disengagement Syndrome (CDS) may reduce decision-making independence. In this way, CDS may include a prognosis of social disengagement due to symptoms of the disorder such as apathy, low motivation, passivity, and low energy. This poster investigates the relationship between CDS symptoms and social disengagement and explores possible treatment focuses that could increase individuals’ connection to others and the world around them. Data Selection Information regarding this poster was obtained through a review of the literature including peer-reviewed articles from 2019–2024. Articles were gathered from the Journal of Clinical Child and Adolescent Psychology, Journal of Attention Disorders, Journal of Pediatric Psychology, Child Neuropsychology, and Research in Developmental Disabilities. Informal analyses were used to determine themes including keywords such as sluggish cognitive tempo, cognitive disengagement syndrome, decision-making, social isolation, and apathy. Data Synthesis CDS is associated with lower levels of assertiveness and higher levels of passivity than in the Attention Deficit Hyperactivity Disorder Inattentive Type (ADHD-IN) population. Current research suggests CDS is associated with social isolation influenced by difficulty initiating conversations and being more likely to engage in anxious rumination during conversations. Treatment interventions for CDS should target shyness, task-unrelated thought patterns, behavioral inhibition, hyperreactivity to social stressors, socially isolating behavioral addictions, verbal inhibition, and difficulty with divided attention. Conclusions Based on conclusions drawn in this poster, future studies should examine the impact of loneliness on social initiation frequency within the CDS population. The development of a questionnaire that aims to differentiate ADHD-IN from CDS may also be useful.

Stress resistance as an indicator of psychological readiness for professional activities of modern youth

Introduction. The problem of stress tolerance does not lose its relevance today, the concept of stress tolerance is increasingly being discussed in the discourses of the European Union and international organizations. In modern conditions, a person performs responsible tasks in a difficult environment of constant exposure to psychogenic factors: physical overloads, intense work of attention, the need for continuous analysis of rapidly changing situations and their uncertainty, etc. In this regard, the problem of the importance of stress tolerance as an indicator and a possible component of psychological readiness for professional activity of modern youth is of particular relevance. The expediency of considering a single socio-psychological aspect of readiness for professional activity, which includes an inseparable set of personal formations and a state of focus on certain actions, is emphasized. Materials and methods. The respondents were 230 students of both sexes, the average age was 21 ± 2.3 years. The following diagnostic methods were used: S. Muddy's resilience test (adapted by D. A. Leontyev, E. I. Rasskazova), a stress resistance test that reveals the current level of stress (Boston stress resistance test), a method for diagnosing coping behavior in stressful situations (S. Norman, D. Endler, D. James, M. Parker), K. Zamfir’s technique modified by A.A. Reana “Motivation for professional activity”; questionnaire of volitional self-control A.G. Zverkov, E.V. Eidman (VSK), “Self-Confidence Scale” S. Reizas. The statistical reliability of the results is ensured by using the following procedures: descriptive statistics (analysis of intragroup means and standard deviations), Student's t-test. Results. The study found that 50% of students in group 1 (with a low level of resilience) have a reduced level of stress resistance, 50% of students in group 2 (with an average level of resilience) and 57.2% of group 3 (with a high level of resilience) have an average level of stress resistance. It was also established that the proper level of internal motivation, volitional self-control and assertiveness was revealed in the subjects with the highest stress resistance indicators. That is, the higher the stress tolerance indicators, the more effectively a person will be able to cope with difficulties and problems that arise on his way to the goal, the more likely he will make every effort to achieve a successful result and enjoy it. Conclusion. The results obtained suggest that the ability to withstand stress will allow a young specialist not only to cope with difficulties and problems that arise on his way to the goal but also to attach less importance to external circumstances which can have a positive impact on future professional activities.

How do victims of bullying develop depression? Testing interpersonal style to explain the victimization-depression link.

This study tested to what extent the relation between bullying victimization and future symptoms of depression could be explained by victims being more hostile and less assertive than non-involved individuals. Data came from waves 2-4 of the Dutch TRacking Adolescents' Individual Lives Survey (TRAILS). Participants' bullying experiences were assessed at age 13, interpersonal style at age 16, and depression symptoms at age 19. Mediation analyses were performed primarily on 274 self-reported victims and 1498 non-involved peers. Self-reported victims had an increased risk for depression symptoms. About a third of that risk could be explained by victims' hostile style, which was also higher than those of non-involved peers. Although victims also reported lower levels of assertiveness than non-involved peers, this interpersonal style did not mediate the link between bullying victimization and depression. Our findings suggest that high hostility, but not low assertiveness, partly explains the increased depression risk of self-reported victims. Therefore, interventions could focus on addressing hostility, to help reduce the likelihood that adolescents who have experienced bullying victimization will have more interpersonal conflicts and mental health problems in the future. Supplementary materials also include analyses for bullies and bully-victims, and for peer-reported measures.

To Study the Relationship Between Assertiveness and Job Satisfaction in the Workplace

The following study aims at establishing the relationship between assertiveness and job satisfaction in the workplace environment. Assertiveness, that involves the capability of freely advocating for one’s self and assertive rights whilst respecting other people’s rights in organizational relationships is a core interpersonal competence. Employees’ job satisfaction, on the other hand, is a critical measure of their level of satisfaction in their workplace that influences productivity, turnover and subsequently organizational outcomes. Survey questionnaire was used to obtain data from a diverse sample of employees that include the level of assertiveness and job satisfaction. Researched questions and hypotheses testing were based on correlation and one way ANOVA procedures with a view of ascertaining the nature and extent of relationship between assertiveness and job satisfaction. The present research reveals that assertiveness bears a positive though insignificant association with job satisfaction. Gender does not significantly influence job satisfaction; however, gender plays a crucial role in determining assertiveness levels. On the same note, no significant differences were found in assertiveness and job satisfaction among the age groups

Striking the balance: Assertiveness training for constructive workplace conversations in India

ABSTRACT The Assertiveness Training Program seeks to cultivate a balanced and constructive approach to workplace communication, empowering participants with the skills needed to navigate conversations effectively. Recognizing the delicate equilibrium between Assertiveness and empathy, the program emphasizes the importance of expressing one’s thoughts and needs assertively while fostering a collaborative and understanding atmosphere. An assessment is conducted for 50 employees on their Assertiveness Level and Leadership Competencies. The participants were asked to answer a questionnaire (Assertiveness and leadership competencies) before the beginning of the group training. Assertiveness. Tools: Rathus Assertiveness Schedule. Through a series of engaging workshops (8 Sessions) for employees with practical exercises, participants strike the right balance between Assertiveness and Active Listening, enabling them to communicate with confidence and receptivity. The program aims to equip individuals with tools to address conflict, provide constructive feedback, and build stronger professional relationships. By mastering the art of striking this balance, participants contribute to a workplace culture where open and respectful dialogue thrives, creating an environment conducive to innovation, teamwork, and overall organizational success.

Exploring levels of empathy and assertiveness in final year physiotherapy students during clinical placements

Empathy and assertiveness are two essential soft skills for any healthcare professional's competence and ethical development. It has been shown that empathy can be influenced throughout the training of a future healthcare professional, particularly during the clinical placement period. This research aims to assess fourth-year physiotherapy students' empathic and assertive development before and after clinical placement. A longitudinal observational study was conducted with fourth-year physiotherapy students during the academic year 2022/2023. A preliminary assessment of empathy and assertiveness levels was carried out before the start of the clinical placement and at the end of the placement using the Individual Reactivity Index to assess empathy and the Rathus Test to assess assertiveness. The results show a statistically significant difference (p ≤ 0.05) in both the empathy subscales of perspective-taking and empathic-concern between the pre- and postassessment, as well as an inverse correlation between the empathy subscale of personal distress and assertiveness. It is concluded that students show adequate results in empathy and assertiveness. However, there is some influence of clinical practice on the development of empathy, and future intervention studies need to be considered. Furthermore, students with higher levels of assertiveness have lower levels of personal distress, suggesting that assertiveness is closely related to empathy.

The Influence of Assertiveness and Social Support from Families of Social Rehabilitation Program Participants on Islamic Communication Skills in Medan Class 1 Penitentiary

Social rehabilitation program, conveying religious messages and maintaining crucial aspects of religion and society. Effective communication is needed to build good relationships with other people, convey opinions and aspirations, and resolve conflicts with social rehabilitation program participants. This research aims to see the influence of assertive communication and social support from families of social rehabilitation participants on Islamic communication skills in the Class 1 Penitentiary in Medan. Based on the results of the research and discussion, several conclusions can be drawn as follows: First, assertiveness influences the Islamic communication skills of Social Rehabilitation Program Participants in Medan Class 1 Penitentiary. The results of this research identify that the better the level of assertiveness a person has, the Islamic communication skills of the inmates of class I Penitentiary in Medan will improve. Second, family social support influences the Islamic communication skills of Social Rehabilitation Program Participants in Medan Class 1 Penitentiary. The results of this research identify that the better the level of family social support received by a prison inmate will improve the Islamic communication skills of class I Medan Penitentiary inmates. Third, assertiveness and Social Support together have a significant effect on Islamic Communication Skills in Medan Class 1 Penitentiary, Participants in the Social Rehabilitation Program.

The linear and curvilinear relationships between assertiveness and mental health: a cross-cultural perspective

ABSTRACT Eurocentric research suggests that higher assertiveness is associated with better mental health. However, it remains unclear whether this linear relationship applies to collectivistic cultures. This cross-cultural study examined the linear and curvilinear relationship between assertiveness and mental health among 410 Chinese and 360 US adults. We examined linear, quadratic, and cubic relationships through hierarchical regression analyses. In the Chinese group, results indicated a significant cubic relationship between assertiveness and both depression (R 2 = 8.82%, p < .001) and aggression (R 2 = 2.46%, p < .001), showing that an optimal assertiveness level was associated with lower depression and aggression. In the US group, higher assertiveness was associated with lower depression (R 2 = 4.24%, p < .001), but not aggression. This study highlights cultural variations in assertiveness-mental health relationships. Mental health professionals should consider cultural norms while providing assertiveness training to diverse individuals.

Investigating the Impact of Reproductive Coercion and Intimate Partner Violence on Psychological and Sexual Wellbeing.

Emerging research suggests that reproductive coercion and abuse (RCA), like intimate partner violence (IPV), is associated with poorer mental and sexual health outcomes, including greater symptoms of post-traumatic stress disorder (PTSD) and depression and poorer markers of physical and sexual health such as sexually transmitted infections, unplanned pregnancies and lowered sexual agency. Although victims/survivors of RCA report long-lasting impacts on future relationships, including fear and anxiety, little is known about impacts of RCA on anxiety and general wellbeing, nor emotional and mental components of sexual health that comprise a person's sexual self-concept. With community samples of participants in Australia, we conducted two studies to explore the impact of RCA and IPV on psychological (study 1) and sexual (study 2) health outcomes. Study 1 (n = 368) found that experiencing IPV and RCA both significantly and uniquely contributed to poorer mental health outcomes. After controlling for age and IPV, RCA significantly predicted symptoms of depression, anxiety, stress, PTSD, and reduced satisfaction with life. Study 2 (n = 329) found that IPV and RCA differentially predicted various components of sexual health. IPV predicted decreased sexual satisfaction and increased sexual anxiety, depression, and fear of sexual encounters. After controlling for age and IPV, RCA significantly and uniquely predicted lower levels of sexual assertiveness and increased sexual depression and fear of sexual encounters, but not sexual satisfaction or anxiety. We conclude that RCA is associated with significant psychological distress and a negative sexual self-concept that may impact future relationships. Screening for both IPV and RCA across settings is warranted.

European radical left foreign policy after the invasion of Ukraine: shifts in assertiveness towards Russia

ABSTRACT The 2022 Russian invasion of Ukraine has prompted a closer examination of parties’ attitudes towards the Putin regime. While research has examined the connections of the EU's far-right with Russia, less attention has been given to the stances of Radical Left Parties (RLPs). We close this gap by analysing Roll Call Votes (RCVs) in the European Parliament. Our findings indicate that RLPs displayed the lowest levels of assertiveness towards Russia before 2022, being even less assertive than other Eurosceptic groups. RLPs significantly increased their assertiveness after the invasion, bringing them closer to the EP mainstream. However, some divergence in assertiveness towards Russia existed within the RLPs before 2022 and remains relevant after the invasion, with the Traditional/Communist parties standing closer to Russia than radical New Left/Democratic Socialist parties.

The Effect of Psychodrama on the Level of Assertiveness in Neglected and Abused Adolescents

This study aims to examine the effect of psychodrama on the level of assertiveness in neglected and abused adolescents. The population of the study consisted of 21 adolescents and the sample consisted of 13 volunteer adolescents between the ages of 14-18, determined by purposeful sampling technique. The study was conducted between March - May 2017 in child support centers. Psychodrama sessions lasted twice a week for 9 weeks, each session for 3 hours; a total of 18 sessions of psychodrama were conducted. Measurements were carried out before and after psychodrama practice as pre and post-tests. Rathus Assertiveness Schedule (RAS) was used as a data collection tool. After psychodrama, the assertiveness scores of adolescents increased compared to before psychodrama.Psychodrama is an effective method to increase the assertiveness levels of adolescents.

The Impact of Imperfect XAI on Human-AI Decision-Making

Explainability techniques are rapidly being developed to improve human-AI decision-making across various cooperative work settings. Consequently, previous research has evaluated how decision-makers collaborate with imperfect AI by investigating appropriate reliance and task performance with the aim of designing more human-centered computer-supported collaborative tools. Several human-centered explainable AI (XAI) techniques have been proposed in hopes of improving decision-makers' collaboration with AI; however, these techniques are grounded in findings from previous studies that primarily focus on the impact of incorrect AI advice. Few studies acknowledge the possibility of the explanations being incorrect even if the AI advice is correct. Thus, it is crucial to understand how imperfect XAI affects human-AI decision-making. In this work, we contribute a robust, mixed-methods user study with 136 participants to evaluate how incorrect explanations influence humans' decision-making behavior in a bird species identification task, taking into account their level of expertise and an explanation's level of assertiveness. Our findings reveal the influence of imperfect XAI and humans' level of expertise on their reliance on AI and human-AI team performance. We also discuss how explanations can deceive decision-makers during human-AI collaboration. Hence, we shed light on the impacts of imperfect XAI in the field of computer-supported cooperative work and provide guidelines for designers of human-AI collaboration systems.

A Study to assess the self-esteem and assertiveness among adolescent girls studying in single sex and Co-educational school at Kottayam district.

A study was conducted to assess the self-esteem and assertiveness among adolescent girls studying in single sex and co-educational school at Kottayam district., all the questions were clear, ambiguous, understandable and feasible hence no modification was made in the questionnaire. The data collection of the main study was on to. A self-esteem and assertiveness inventory scale was given to the entire sample to assess the self-esteem and assertiveness level. Each sample took 10-20minutes to complete rating scale. The analysis of the collected data was done based on the study objectives. In the study, 60 samples were selected who met the inclusion criteria. In single sex school, the adolescent girls of 19 students (63.33%) have high self-esteem,11students (36.66%) have moderate self-esteem. In co-educational school, the adolescent girls of 18 students (60%) have high self-esteem and 12(40%) students have moderate self-esteem. In single sex school, the adolescent girls of 6(20%) students have good assertiveness,18(60%) students have uncertain assertiveness and 6 students (20%) have poor assertiveness. In co-educational school, the adolescent girls of 2 students (6.66%) have good assertiveness, 27 students (90%) have uncertain assertiveness and only 1 students (3.33%) have poor assertiveness. The mean of self-esteem in single sex school was 42.8 as that of the co-educational school was 42. The ‘t’ value obtained for unpaired ‘t’ test was 1.24. The ‘p’ value obtained was 2, which is greater than 0.05. So, there is no significant difference in the mean self-esteem of single sex school and co-educational school. They show that they both have similar self -esteem The mean of assertiveness in single sex school was 8.9 and as that of the co-educational school was 8.4. The ‘t’ value obtained for unpaired ‘t’ test was 1. The ‘p’ value obtained was 2 which is greater than 0.05. So, there is no significant difference in the mean assertiveness of single sex school and co-educational school. They show that they both share similar assertiveness.

Interactional metadiscourse in translated and non-translated medical research article abstracts: a corpus-assisted study

ABSTRACT This study examines the linguistic and rhetorical characteristics of English medical research article abstracts (RAAs), a crucial medium for the global dissemination of medical information. Two corpora were compiled for analysis: the first consisting of non-translated English medical RAAs sourced from ten leading English-language medical journals, and the second of English medical RAAs translated from ten prominent Chinese medical journals. The findings of the study reveal several key points: 1) Translated medical RAAs exhibit lower levels of tentativeness, primarily due to a significant underrepresentation of hedges (e.g. likely); 2) Translated medical RAAs display higher levels of assertiveness, as indicated by the more frequent use of boosters (e.g. significantly); and 3) No significant difference was observed between the two types of medical RAAs in terms of their use of attitude markers, indicating a similarity in the attitudinal approach when presenting medical research findings in both translated and non-translated medical RAAs. These divergences can be attributed to the unique rhetorical and disciplinary conventions that govern the dissemination of medical knowledge in China compared to Western countries, highlighting the influence of cultural and linguistic norms on scientific communication. This investigation offers novel insights into the translation of medical RAAs, shedding light on cross-cultural divergences in the presentation of medical findings and enriching the discourse on scientific communication across languages.

Features of Assertiveness of Boys and Girls with Different Coping Strategies

Introduction. The relevance of identifying the features of assertive behavior of modern young people with various coping strategies in modern society lies in effective interpersonal interaction with society. A review of research on this issue has shown that assertive behavior is a “mature” behavior aimed at countering manipulative behavior. Coping strategies in the framework of theoretical analysis seem to be an important element of assertive behavior. Purpose. To identify the features of assertive behavior of boys and girls with different coping strategies.Materials and Methods. In this study, methods such as analysis of scientific literature, observation, conversation, the use of standardized techniques (methods for diagnosing the level of assertiveness by V. Kaponi and T. Novak, methods for diagnosing personal aggressiveness and conflict by E. P. Ilyin and P. A. Kovalev) and methods of statistical data processing (descriptive statistics and the Kruskal-Wallace mathematical criterion) were used.Results. A theoretical research model has been developed, according to which assertive behavior includes cognitivesemantic, affective and behavioral components that explain in detail the features of personality interaction with society through assertive and coping behavior. The sample was divided into three groups according to the criterion of the predominant type of coping. As a result of statistical data processing, it was revealed that the level of assertiveness of respondents focused on finding social support is situational. Respondents using problem-solving strategies are characterized by a high level of assertiveness, while respondents focused on avoiding the problem have an average level of assertiveness.Discussion. The assertive behavior of young people as self-affirming behavior is interrelated with the strategies of coping behavior used. The results of the study showed that coping strategies of various orientations are typical for people with different levels of assertiveness. This indicates the high practical significance of the results obtained in any practical activity aimed at adapting a person to society

The TEI Program for Peer Tutoring and the Prevention of Bullying: Its Influence on Social Skills and Empathy among Secondary School Students

Bullying is a phenomenon that afflicts millions of students around the world, severely harming their emotional and psychological well-being. In response to this challenge, the TEI program (Tutoría Entre Iguales or Peer Tutoring) has been developed as a bullying prevention strategy, aiding students in acquiring social skills and emotional strategies for conflict resolution. The purpose of this research is to examine social skills and empathy among different actors involved in bullying (non-involved, victim, bully, and bully-victim) among secondary school students and to evaluate the impact of the TEI program on the development of relational competencies. A comparative, ex post facto study was conducted in three schools where the TEI program has been implemented (TEI schools) and three where it has not (non-TEI schools). A total of 738 secondary school students (ESO) participated in the study, using a standardized questionnaire to evaluate their perception of bullying. The results of this study demonstrate higher levels of assertiveness and empathy in the non-involved and victim groups. However, lower levels of conflict resolution skills were found in the bully-victim group. In TEI schools, a higher percentage of students not involved in bullying and a lower percentage of bully-victims were observed. Additionally, students in TEI schools scored higher in assertiveness, conflict resolution skills, social skills, and empathy. These findings highlight the importance of developing students’ relational competencies and implementing strategies for bullying prevention to create a safe, healthy, and positive learning environment in schools.