Assertiveness Training Program Research Articles

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.

Enhancing Assertiveness Through Traditional Turkish Folk Dance

The present study investigates the effects of assertiveness training programs through folk dances on high school students’ assertiveness levels. Pre-test post-test with control group design has been used to examine. Furthermore, a questionnaire including one open-ended question asked students to learn their opinion on training and its effects on themselves. Experiment and control group participants were administered the Rathus Assertiveness Inventory, and experiment group participants received a two–hour assertiveness training program through folk dances per week over eight weeks. The study sample included 203 students who were in first grade in the same school. Results revealed that students in the experiment group had significantly higher assertiveness levels than those in the control group (P<0.05), and experiment group students defined that this assertiveness training program positively affected them and increased their awareness about themselves.

Psychosocial Status and Quality of Life among Vitiligo Patients

Vitiligo is a chronic skin disorder that may have negatively affect on patients’ self-esteem, body image, social state and quality of life. Aim: The aim of the present study was to assess the relationship between psychosocial status and quality of life among patients’ vitiligo. Design: A descriptive correlational research design was utilized to achieve the aim of this study. Setting: The study was conducted in laser unit at Benha Dermatology Hospital and in phototherapy unit at Benha University Hospital Governorate. Subject: A convenience sample of 100 patients’ vitiligo was included from the above settings for conduction of this study. Tools: Five tools used for data collection. Tool I - A structured interviewing questionnaire was used to collect data about socio demographic and clinical characteristics of the studied sample. Tool II - Self-esteem Scale. Tool III - Body image scale, Tool IV - Social problems scale, Tool V - Quality of life scale. Results: More than half of studied sample had low level of self-esteem and quality of life. While more than half of studied sample had moderate negative body image. Also, half of studied sample had moderate level of social problems. Conclusion: There was a highly statistically significant positive correlation between total body image, total social problems and quality of life. Recommendation: Stress management and assertiveness training program should be given to patients’ vitiligo to relieve the psychosocial problems and enhance coping patterns.

IMPACT OF ASSERTIVENESS PROGRAM AMONG STUDENTS OF THEFACULTY OF MEDICINE OF TANGIER (MOROCCO)

Background: Self-esteem is of great importance for positive and confident social behavior. Assertiveness is the component of self-esteem that allow that confident and forceful behavior while maintaining respect for others. Our study sought to evaluate the impact of an assertiveness training program on medical school students skills in communication and assertiveness. Method:123 first-year students (sex ratio (boys/girls):0,52) submitted to practical workshop training sessions during one month, evaluated at the beginning (T0) and the end (T1) of the training program by adapted auto-questionnaires measuring the feeling of self-efficacy when facing social situations, the assertiveness, self-esteem and also esteem in own communication capacity. Results: A significant improvement was seen in the mean scores of communications [58.51 to 64.62 i.e. + 6.11 (CI95% [4.66 7.56]). but also, in assertiveness [73.45 to 86.4 +12.95 (CI95% [10.46 15.43], for both sexes. Conclusion. Assertiveness programs have a positive impact in students self-esteem, assertiveness and communication skills. They must more seriously be considered as an important in schooling.

Pelatihan Komunikasi Asertif untuk Meningkatkan Pengetahuan Pencegahan Napza pada Siswa Sekolah Menengah Pertama YWKA II Jakarta Timur

ASSERTIVE COMMUNICATION TRAINING TO IMPROVE DRUGS PREVENTION KNOWLEDGE IN FIRST HIGH SCHOOL STUDENTS YWKA II EAST JAKARTA. The high number of drug abuse among students in DKI Jakarta is a big task for Guidance and Counseling Teachers to carry out preventive and curative efforts. The solution offered is to organize an assertive communication training program to increase drug prevention knowledge in students. This research is an experimental study to see the effectiveness of this program carried out at YWKA II East Jakarta junior high school. This study found that the implementation of an assertive communication training program was proven to increase students' knowledge of drug prevention. Based on these results, it is recommended for the government and school leaders to conduct an assertive communication training program to prevent drug abuse in students as a preventive effort that needs to be done early on, especially for junior high school students entering their early teens.

Effect of Assertiveness Training Program on Psychiatric Mental Health Nurses' Communication Skills and Self-esteem

Effect of Assertiveness Training Program on Psychiatric Mental Health Nurses' Communication Skills and Self-esteem

Effect of assertiveness program on the drug use tendency, mental health, and quality of life in clinical students of Shahrekord University of Medical Sciences

BACKGROUND:Students on campus are exposed to drug abuse and mental health disorders due to various challenges and motivating factors. This issue requires attention to interventions based on coping skills training. The present study was conducted with the aim to investigate the effect of an assertiveness program on the drug use tendency, mental health, and quality of life in clinical students of Shahrekord University of Medical Sciences in 2020.MATERIALS AND METHODS:This is a quasi-experimental study. Seventy clinical students (nursing, midwifery, and intern students) attending Ayatollah Kashani and Hajar teaching hospitals of Shahrekord were included into the study and randomly assigned into an intervention group and a control group. The assertiveness training program was implemented for eight 1-h sessions (one session per week for 2 months) for the intervention group, while the control group received no programs. Both study groups completed drug tendency questionnaire, depression, anxiety and stress scale, and quality of life questionnaire in pretest, posttest, and 2-month follow-up. The data were analyzed using SPSS software (v22), analysis of variance repeated measures, and t-test.RESULTS:The mean scores of drug use tendency (P = 0.26), stress (P = 0.31), anxiety (P = 0.29), depression (P = 0.43), and quality of life (P = 0.33) showed no statistically significant difference between the intervention and control groups in the pretest, but the scores of the drug use tendency, stress, anxiety, and depression were statistically lower and the score of quality of life was statistically higher than that of the control group in the posttest and 2-month follow-up (P < 0.05).CONCLUSION:The findings of the study showed that assertiveness skill training as a preventive program can reduce the students’ tendency to addiction and improve their mental health and quality of life. Considering the effectiveness of the program, planners and policymakers can use it to plan for reducing the youth tendency to drugs.

Effectiveness of Assertiveness Training Programme on Improving Self- Esteem Among Early Adolescents

The Study was conducted to evaluate the effectiveness of assertiveness training programme on improving selfesteemamong early adolescents. Pre experimental one group pre-test, post-test design was utilized to performthe study with simple random sampling technique. Data were collected from the early adolescents betweenthe age group of 11 to 13 years who fulfilled the inclusion criteria through Rosenberg self esteem Scale. Thefindings revealed that the paired‘t’ test value for Self -esteem score was 28.09 which was significant at p≤0.05and was highly significant at p≤0.01, p≤0.001. It showed that assertiveness training programme was effective onimproving self- esteem among the early adolescents.

Effects of a classroom-based assertion training program for Japanese junior high school students

Japanese junior high school students are experiencing increasingly serious mental health issues based on interpersonal relationships. To resolve such interpersonal relationship issues, assertion education is needed to develop a mentality of self-respect and respect for others, thus enabling a form of communication that demonstrates mutual respect. In this study, the objective was to develop an assertion training (AT) program to be practiced by homeroom teachers and then investigate its effectiveness. The participants were 344 first through third graders from public junior high schools. The AT program was administered through lessons that lasted 50 min per session. The results suggest that this AT program may be effective in enhancing the assertion skills of junior high school students and fostering respect for self and others.

Effectiveness of Emotion Regulation Training and Assertiveness Training on Resilience and Clinical Symptoms of Students with Generalized Anxiety Disorder

Background: Generalized anxiety disorder is among the most common psychiatric disorders. We aimed to compare the effectiveness of emotion regulation training and assertiveness training on resilience and clinical symptoms of students with generalized anxiety disorder. Methods: This study was a quasi-experimental pretest-posttest study with a control group. The statistical population included all 16-18 years old male high school students in Karaj who were studying in the academic year 2019-2020, of whom 75 were selected by multi-stage random sampling and assigned to two groups of 25. Participants in experimental group 1 received eight sessions of assertiveness training for 60 minutes per week. Participants in experimental group 2 received five sessions of emotion regulation training for 60 minutes per week, and participants in the control group did not receive any intervention. The Generalized Anxiety Disorder and Resilience questionnaires were used to collect data. Results: Multivariate analysis of covariance (MANCOVA) showed that both assertiveness and emotion regulation training programs increased resilience and reduced clinical signs of generalized anxiety disorder in the experimental groups (P&lt;0.001). Moreover, there was no significant difference between the effectiveness of the two training programs. Conclusion: It is suggested that assertiveness and emotion regulation training be provided for students and included in their curriculum, to enhance assertiveness and emotion regulation skills.

The Effect of Assertiveness Training Program on Civility Among Nurses at Operating Room

The Effect of Assertiveness Training Program on Civility Among Nurses at Operating Room

Facilitating pneumococcal vaccination among high-risk adults: Impact of an assertive communication training program for community pharmacists

BackgroundCommunity pharmacies are vital access points to provide a range of vaccines to adults, including pneumococcal vaccines; however, despite a growth in the number of vaccines given at these sites, the most recent rates of adults being immunized against pneumococcal disease remain below the goals set by Health People 2020. Low patient awareness is a leading reason for suboptimal vaccination rates, suggesting that a need exists to improve provider communication in recommending pneumococcal vaccination in high-risk adults. ObjectivesTo evaluate the impact of a communication training program to improve pharmacist promotion of the pneumococcal vaccine among high-risk adults in Tennessee. MethodsA multiphase training program was initiated in partnership with 2 regions of a nationwide community pharmacy chain (n = 100) focusing on improving evidence-based, presumptive recommendations related to pneumococcal vaccination. All locations were randomized to one of 3 arms on the basis of training intensity: (1) no training; (2) online training only; and (3) online and in-person simulation training. The program focused on improving evidence-based, pharmacist vaccine recommendations using health behavior theories, sales techniques, and improvisation provided through online and in-person simulation training. Changes in vaccinations (compared with the same 6-month period in the previous year) and provider self-efficacy were evaluated by Mann-Whitney U tests, chi-square tests, and general linear models. ResultsCompleting the full training program led to nominal changes in pharmacist self-efficacy across the 6 items measured (P > 0.05). Overall counts of all pneumococcal vaccines were lower (−11.3%) across all stores in the period after training; however, a small increase (2.1%) was observed in the stores that underwent the full training, versus changes of −22.0% (P = 0.084) and −9.4% (P = 0.199) in control and online-only training comparisons, respectively. ConclusionsPharmacists’ vaccine-related self-efficacy may be improved through an evidence-based communication training program, but a more holistic focus on all recommended adult vaccines may be necessary to realize meaningful improvements.

The Effect of Sexual Assertiveness Training on women’s genital self-image: A Randomized Clinical Trial

Background & aim: The genital self-image refers to women's attitudes, beliefs, and feelings about their genitalia and genital system that are involved in sexual intercourse. Sexual assertiveness is individuals' ability to meet their sexual needs. Considering the dearth of study on women�s genital self-image, this study aimed to evaluate the effectiveness of a sexual assertiveness training program on women�s genital self-image. Methods: This parallel randomized clinical trial was performed on 60 married women referred to Imam Reza Health Center in Mashhad during September and October 2016. A sample size of 30 subjects was assigned to intervention and control groups. The training classes including two 90 minutes sessions were held once a week for 2 consecutive weeks. The tools for data collection consisted of Hulbert sexual assertiveness and women�s genital self-image questionnaires. A pretest was completed in two groups at the beginning of the study and a post-test was done for both groups one week after training the intervention group. To analyze data student t-test, paired t-test, Mann-Whitney, Wilcoxon, Chi-square and one-way analysis of variance were used. Results: The score of genital self-image was the same in two groups before carrying out the intervention (z= -1.762, p= 0.780). However, following the implementation of training program the two groups showed significant differences and the score of genital self-image  was higher in intervention group (z = - 4.077, p E� 0.001).  Conclusion: Sexual assertiveness training can improve women�s genital self-image. So it is recommended to tailor training programs to enhance women's genital self-image, particularly, in women with sexual dysfunction in order to improve their sexual health.

Effectiveness of Assertive Training Program on Knowledge Regarding Prevention of Abuse among Adolescents

Effectiveness of Assertive Training Program on Knowledge Regarding Prevention of Abuse among Adolescents

A Quasi Experimental Study to Assess the Effectiveness of Assertiveness Training Program on Self Esteem and Interpersonal Communication Satisfaction among Nursing Students in Selected Nursing Institutes of Ambala, Haryana

Background: Assertiveness is an important behavior for today’s professional nurse. As nurses move awayfrom traditional roles and perceived stereotypes, it is increasingly being recognized that a nurse needs tobehave in an Assertive manner. Assertiveness is necessary for effective nurse/patient communication, it issuggested that its development may also aid the confidence and self esteem. So aim of the study to evaluateeffectiveness of assertiveness training program on self esteem and interpersonal communication satisfactionamong nursing students of selected institutes of Ambala Haryana.Methodology: Quasi-Experimental research design “Non equivalent control group pre test-post testdesign was used. Data was collected from 60 nursing students (30 in experimental and 30 in comparison)by convenience sampling technique. Standardized Rosenberg self esteem Scale and InterpersonalCommunication Satisfaction Inventory were used to collect data.Conclusion: The ‘t’ test analysis showed a significant difference before and after the administrationof Assertiveness training program. in terms of self esteem(t=11.78 and p=0.001) and Interpersonalcommunication satisfaction (t=12.78 and p=0.001) at 0.05 level of significance. Repeated measures ANOVAshows that there is a significant difference within the group in terms of self Esteem (F=4.45, p value=0.002)and Interpersonal Communication Satisfaction (F=56.60, p value=0.001) in experimental group.

Effect of Assertiveness Training on Adaptive and Aggressive Assertiveness in Nurses

Background: Assertiveness is one of the most important skills needed by nurses to reduce interpersonal conflict and build an effective teamwork in complex hospital environments. Objective: The aim of this study was to determine the effect of an assertiveness training program on nurses’ aggressive and adaptive assertiveness. Methods: In this interventional study, participants were 64 nurses working in hospitals of Abhar city in Iran, randomly divided into two groups of intervention (n=32) and control (n=32). Assertive training program was presented as a two-day training workshop (10 hours) to the intervention group, while the control group received no training. Thompson and Burnham’s Adaptive and Aggressive Assertiveness Scale were completed by the participants in both groups at baseline, immediately, one and three months after the intervention. After collecting the data, Friedman, Mann–Whitney, Chi-squared, and Fisher tests were used for their analysis. Findings: The mean of adaptive assertiveness score was significantly different between the the two groups immediately (P=0.002) and 1 month after the intervention (P=0.025). The aggressive assertiveness scores were not significantly different immediately, 1 and 3 months after the intervention (P&gt;0.05), but the results of Friedman test showed a statistically significant decrease in the aggressive assertiveness scores compared to its baseline score (P=0.002). Conclusion: The assertiveness training program increased adaptive assertiveness and decreased aggressive assertiveness in nurses. Relevant authorities can design continuous and useful assertiveness training programs to promot this valuable skill in nurses.

The Effect of Assertiveness Training on Student's Self-Efficacy

Background and Purpose: The importance of elf-efficacy is in its effect on many human functions. Numerous studies have shown that by teaching different communication skills, self-efficacy can be improved. Assertiveness is one of these skills. Accordingly, the purpose of the current research was to investigate the effectiveness of assertiveness training program on increasing the self-efficacy of students. Method: This study was a semi-experimental research with pretest-posttest control group design. The population included all the 7th grade students of Shiraz in the academic year 2016-2017. A random sample of 80 students (40 boys and 40 girls) was selected by multi-stage clustering sampling. Then 20 students of each sex were randomly selected and assigned to either the experimental or the control group. In such a way that at the end 4 groups were formed (i.e. 20 girls in the experimental group, 20 girls in the control group, 20 boys in the experimental group, and 20 boys in the control group). The experimental groups underwent eight 90-min sessions of intervention (assertiveness training). Data were collected by General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) and Assertion Inventory (Gambrill & Richey, 1975). ANCOVA was used for analyzing the data. Results: Findings showed that assertiveness training was effective in increasing the self-efficacy (F=9, P <0.004) and assertiveness (F=50.02, P <0.0001) of the experimental group. No significant difference was found between the girls and the boys in terms of self-efficacy and assertiveness. Conclusion: The present research showed that the cognitive changes caused by assertiveness training and the exercise of "saying no" can improve students' self-efficacy and assertiveness. Research implications for the educational systems to increase the student’s capabilities are discussed in this paper.

The effectiveness of assertiveness training program on psychological wellbeing and work engagement among novice psychiatric nurses.

The study aimed to assess the effectiveness of an assertiveness training program on psychological wellbeing and work engagement among novice psychiatric nurses. A quasi-experimental design was utilized (one group pre/post assessment). The study was conducted at The Abbasia hospital for mental health in Cairo, Egypt. The subjects of the study were 36 novice nurses who were starting their careers the hospital during 2017/2018. The current study used four tools for collecting the data: socio-demographic data sheet, Rathus Assertiveness Schedule, Riff's Psychological Well-Being Scale, and Utrecht Work Engagement Scale. The study results revealed a statistically significant difference between measure one and measure two intervention program regarding assertiveness skills, psychological well-being, and work engagement. Also, there was a significant positive correlation between the total mean scores of assertiveness skills and total mean scores of psychological well-being. This single-group feasibility study demonstrated that assertiveness training for novice nurses seems feasible. It may achieve a favorable outcome in developing assertiveness skills and improving psychological wellbeing. Further randomized controlled trials with more extended follow-up periods are required.

An Experimental Study to Evaluate the Effectiveness of Sexual Assertiveness Training Program on Sexual Awareness and Sexual Assertiveness among Adolescents attending selected schools in Madurai

An Experimental Study to Evaluate the Effectiveness of Sexual Assertiveness Training Program on Sexual Awareness and Sexual Assertiveness among Adolescents attending selected schools in Madurai

A Single-Session Universal Mental Health Promotion Program in Japanese Schools: A Pilot Study

A program based on cognitive behavioral therapy was developed for Japanese junior high school students aged 12–15 years. It consists of a single 50-minute session that targets a reduction in irrational beliefs, which is related to the improvement of psychological distress, such as anxiety and depression. The students were assigned to an intervention group (n = 238) and a control group (n = 277); the latter received an assertiveness training program. Students completed questionnaires including scales addressing irrational beliefs and self-esteem at pre- and post-program. The results revealed that, despite its short length, the OKS program significantly reduced irrational beliefs in the intervention group, in comparison to the control group. Moreover, both programs increased self-esteem. These findings imply the feasibility of a single-session universal mental health promotion program in Japanese schools.