Assertiveness Training Research Articles

Effect of Assertiveness Training on Low Self Esteem Among Secondary School Students in Enugu North Local Government Area, Enugu State, Nigeria

Effect of Assertiveness Training on Low Self Esteem Among Secondary School Students in Enugu North Local Government Area, Enugu State, Nigeria

A systematic review of sexual and reproductive health interventions for young people in humanitarian and lower-and-middle-income country settings

BackgroundAccessibility of sexual and reproductive health (SRH) services in many lower-and-middle-income countries (LMICs) and humanitarian settings remains limited, particularly for young people. Young people facing humanitarian crises are also at higher risk for mental health problems, which can further exacerbate poor SRH outcomes. This review aimed to explore, describe and evaluate SRH interventions for young people in LMIC and humanitarian settings to better understand both SRH and psychosocial components of interventions that demonstrate effectiveness for improving SRH outcomes.MethodsWe conducted a systematic review of studies examining interventions to improve SRH in young people in LMIC and humanitarian settings following Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) standards for systematic reviews. Peer-reviewed journals and grey literature from January 1, 2000 to December 31, 2018 were included. Two authors performed title, abstract and full-text screening independently. Data was extracted and analyzed using a narrative synthesis approach and the practice-wise clinical coding system.ResultsThe search yielded 813 results, of which 55 met inclusion criteria for full-text screening and thematic analysis. Primary SRH outcomes of effective interventions included: contraception and condom use skills, HIV/STI prevention/education, SRH knowledge/education, gender-based violence education and sexual self-efficacy. Common psychosocial intervention components included: assertiveness training, communication skills, and problem-solving.ConclusionsFindings suggest that several evidence-based SRH interventions may be effective for young people in humanitarian and LMIC settings. Studies that use double blind designs, include fidelity monitoring, and focus on implementation and sustainability are needed to further contribute to this evidence-base.

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 Effect of Assertive Training on Bullying in Junior High School

&lt;em&gt;Bullying&lt;/em&gt; merupakan fenomena yang umum dan masalah yang universal pada anak usia sekolah. &lt;em&gt;Bullying &lt;/em&gt;dapat menimbulkan efek yang serius/ negatif terhadap kesehatan mental dan kesejahteraan anak. Salah satu strategi yang dapat dilakukan untuk mencegah bullying adalah dengan latihan ketrampilan asertif. Penelitian ini bertujuan untuk mengidentifikasi pengaruh latihan asertif terhadap pencegahan bullying pada siswa SMP 28 Padang. Desain penelitian adalah Quasi eksperimen dengan jumlah sampel 81 sampel (43 Kontrol dan 38 intervensi). Intervensi yang diberikan adalah latihan asertif training dengan 5 sesi selama 30 – 45 menit, yang terdiri dari berkomunikasi dengan orang lain, menyatakan “tidak” pada pernyataan yang tidak rasional, menyatakan keluhan, memberikan penghargaan kepada orang lain dan menerima pernghargaan serta mempertegas perilaku asertif dengan sosia drama. &lt;em&gt;A&lt;/em&gt;&lt;em&gt;dolescent &lt;/em&gt;&lt;em&gt;P&lt;/em&gt;&lt;em&gt;eer &lt;/em&gt;&lt;em&gt;R&lt;/em&gt;&lt;em&gt;elationship &lt;/em&gt;&lt;em&gt;I&lt;/em&gt;&lt;em&gt;nstruments&lt;/em&gt;&lt;em&gt; (APRI) &lt;/em&gt;digunakan untuk mengukur perilaku bullying. Uji statistik yang digunakan adalah Wilcoxon dan Mann Whitney. Hasil penelitian didapatkan bahwa terdapat perbedaan perilaku bullying sebelum dan sesudah intervensi antara kelompok kontrol dengan kelompok intervensi. Dapat disimpulkan bahwa latihan ketrampilan asertif dapat dipertimbangkan sebagai intervensi yang dapat mencegah perilaku &lt;em&gt;bullying&lt;/em&gt; pada remaja.

Changes in The Signs, Symptoms, and Anger Management of Patients with A Risk of Violent Behavior After Receiving Assertive Training and Family Psychoeducation Using Roy’s Theoretical Approach: A Case Report

Mental disorders are predicted to increase every year. Patients with severe mental disorders, such as schizophrenia, often engage in violent behavior. The treatment of such patients can use general nursing treatments (anger management with physical therapy, taking medicines regularly, and verbal and spiritual methods) and specialist nursing interventions (assertive training and family psychoeducation). This case report involved 11 patients, with the majority aged between 26 and 60 years, unemployed, high school graduates, unmarried, and with previous inpatient history. Generalist and specialist nursing interventions (assertive training and family psychoeducation) use Roy’s adaptation theory and Stuart’s stress adaptation approach. Nursing interventions were conducted sequentially, starting with generalist nursing interventions, followed by specialist ones. The method used was a pre–posttest in which each patient received generalist and specialist nursing interventions, assertive training, and family psychoeducation, each consisting of five sessions. Results of assertive training therapy and family psychoeducation showed a decrease in the signs and symptoms of violent behavior as well as an improvement in the patient’s ability to overcome the risk of violent behavior. The application of Roy’s adaptation theory and Stuart’s stress adaptation approach is potentially appropriate for the treatment of patients with a risk of violent behavior. Abstrak Perubahan Tanda, Gejala, d an Manajemen Marah p ada Pasien d engan Risiko Perilaku Kekerasan Setelah Menerima Pelatihan Asertif d an Psikoedukasi Keluarga Menggunakan Pendekatan Teori Roy: St udi K asus. Gangguan jiwa secara keseluruhan diprediksikan akan semakin meningkat setiap tahunnya. Pasien dengan masalah gangguan jiwa berat seperti skizofrenia seringkali melakukan perilaku kekerasan. Penanganan pasien dengan perilaku kekerasan dapat menggunakan tindakan keperawatan generalis (mengontrol marah dengan cara fisik, minum obat teratur, cara verbal dan cara spiritual) dan tindakan keperawatan spesialis (latihan asertif dan psikoedukasi keluarga). Laporan kasus ini melibatkan 11 pasien dengan karakteristik mayoritas usia 26-60 tahun, tidak bekerja, tingkat pendidikan SMA, belum menikah, dan memiliki riwayat dirawat sebelumnya. Tindakan keperawatan yang diberikan adalah tindakan keperawatan generalis dan ners spesialis latihan asertif dan psikoedukasi keluarga dengan menggunakan pendekatan teori adaptasi Roy dan adaptasi stress Stuart. Tindakan keperawatan dilakukan secara berurutan/ bertahap dimulai dengan tindakan keperawatan generalis kemudian dilanjutkan dengan tindakan keperawatan ners spesialis. Metode yang digunakan adalah pre-posttest dimana setiap pasien mendapatkan tindakan generalis serta tindakan ners spesialis latihan asertif dan psikoedukasi keluarga yang masing-masing terdiri dari 5 sesi. Hasil penerapan terapi latihan asertif dan psikoedukasi keluarga menunjukkan terjadinya penurunan tanda dan gejala risiko perilaku kekerasan serta terjadinya peningkatan kemampuan pasien dalam mengatasi risiko perilaku kekerasan. Penggunaan pendekatan teori adaptasi Roy dan teori adaptasi stress Stuart berpotensi sesuai diterapkan pada penanganan pasien dengan risiko perilaku kekerasan. Kata Kunci : latihan asertif, psikoedukasi keluarga, risiko perilaku kekerasan, skizofrenia

PEMBERIAN RATIONAL-EMOTIVE BEHAVIOR THERAPY DAN ASSERTIVE TRAINING SEBAGAI UPAYA MENGURANGI PERILAKU AGRESIF PADA REMAJA DI PAUH PADANG

Perilaku agresif remaja di Kota Padang sudah sangat meresahkan dan bahkan sudah mengarah pada tindakan kriminal. Perilaku agresif ini dapat merugikan remaja itu sendiri, keluarga dan lingkungan disekitar mereka. Tujuan kegiatan ini adalah untuk mengurangi perilaku agresif melalui pemberian Rational Emotive-Behavior Therapy (REBT) dan Assertive Training (AT). Peserta kegiatan ini adalah remaja siswa di SMA Negeri 15 Padang dan SMA Negeri 9 Padang. Sebanyak 36 siswa dari 2 sekolah ini diberikan terapi secara berkelompok berdasarkan asal sekolah masing-masing. Kriteria peserta kegiatan adalah siswa dengan perilaku agresif dan bersedia mengikuti terapi REBT dan AT selama 2 minggu. Sebelum dan sesudah pemberian terapi, remaja diberikan kuisioner Agression Questionaire (AQ) untuk mengukur perilaku agresif yang dimiliki remaja. Data dianalisis menggunakan uji t-berpasangan (paired t-test). Hasil analisis data menunjukkan bahwa ada perubahan signifikan dalam perilaku agresif remaja sebelum dan sesudah diberikan REBT-AT. Perubahan signifikan terjadi pada perilaku agresi fisik dan permusuhan. Namun, pada agresi verbal dan kemarahan tidak ada perubahan yang signifikan. Berdasarkan hasil kegiatan, pemberian REBT-AT belum mampu mengurangi semua komponen perilaku agresif yang dimiliki remaja. Idealnya, untuk mendapatkan hasil yang maksimal, terapi harus diberikan selama 4 minggu untuk REBT dan 4 minggu untuk AT. Untuk itu, perlu evaluasi lebih lanjut selama 8 minggu untuk mengetahui apakah program ini berhasil dalam mengatasi perilaku agresif pada kelompok terapeutik ini.

Changes in The Signs, Symptoms, and Anger Management of Patients with A Risk of Violent Behavior After Receiving Assertive Training and Family Psychoeducation Using Roy’s Theoretical Approach: A Case Report

Mental disorders are predicted to increase every year. Patients with severe mental disorders, such as schizophrenia, often engage in violent behavior. The treatment of such patients can use general nursing treatments (anger management with physical therapy, taking medicines regularly, and verbal and spiritual methods) and specialist nursing interventions (assertive training and family psychoeducation). This case report involved 11 patients, with the majority aged between 26 and 60 years, unemployed, high school graduates, unmarried, and with previous inpatient history. Generalist and specialist nursing interventions (assertive training and family psychoeducation) use Roy’s adaptation theory and Stuart’s stress adaptation approach. Nursing interventions were conducted sequentially, starting with generalist nursing interventions, followed by specialist ones. The method used was a pre–posttest in which each patient received generalist and specialist nursing interventions, assertive training, and family psychoeducation, each consisting of five sessions. Results of assertive training therapy and family psychoeducation showed a decrease in the signs and symptoms of violent behavior as well as an improvement in the patient’s ability to overcome the risk of violent behavior. The application of Roy’s adaptation theory and Stuart’s stress adaptation approach is potentially appropriate for the treatment of patients with a risk of violent behavior. Abstrak Perubahan Tanda, Gejala, d an Manajemen Marah p ada Pasien d engan Risiko Perilaku Kekerasan Setelah Menerima Pelatihan Asertif d an Psikoedukasi Keluarga Menggunakan Pendekatan Teori Roy: St udi K asus. Gangguan jiwa secara keseluruhan diprediksikan akan semakin meningkat setiap tahunnya. Pasien dengan masalah gangguan jiwa berat seperti skizofrenia seringkali melakukan perilaku kekerasan. Penanganan pasien dengan perilaku kekerasan dapat menggunakan tindakan keperawatan generalis (mengontrol marah dengan cara fisik, minum obat teratur, cara verbal dan cara spiritual) dan tindakan keperawatan spesialis (latihan asertif dan psikoedukasi keluarga). Laporan kasus ini melibatkan 11 pasien dengan karakteristik mayoritas usia 26-60 tahun, tidak bekerja, tingkat pendidikan SMA, belum menikah, dan memiliki riwayat dirawat sebelumnya. Tindakan keperawatan yang diberikan adalah tindakan keperawatan generalis dan ners spesialis latihan asertif dan psikoedukasi keluarga dengan menggunakan pendekatan teori adaptasi Roy dan adaptasi stress Stuart. Tindakan keperawatan dilakukan secara berurutan/ bertahap dimulai dengan tindakan keperawatan generalis kemudian dilanjutkan dengan tindakan keperawatan ners spesialis. Metode yang digunakan adalah pre-posttest dimana setiap pasien mendapatkan tindakan generalis serta tindakan ners spesialis latihan asertif dan psikoedukasi keluarga yang masing-masing terdiri dari 5 sesi. Hasil penerapan terapi latihan asertif dan psikoedukasi keluarga menunjukkan terjadinya penurunan tanda dan gejala risiko perilaku kekerasan serta terjadinya peningkatan kemampuan pasien dalam mengatasi risiko perilaku kekerasan. Penggunaan pendekatan teori adaptasi Roy dan teori adaptasi stress Stuart berpotensi sesuai diterapkan pada penanganan pasien dengan risiko perilaku kekerasan. Kata Kunci : latihan asertif, psikoedukasi keluarga, risiko perilaku kekerasan, skizofrenia

Assertiveness Training to Improve Self Esteem Among School-Age Children with Speech and Language Disorders

Assertiveness Training to Improve Self Esteem Among School-Age Children with Speech and Language Disorders

EFFECT OF ASSERTIVENESS TRAINING ON SOCIAL WITHDRAWAL AMONG ADOLESCENTS IN SECONDARY SCHOOLS IN OWERRI MUNICIPAL IN IMO STATE, NIGERIA

This study examined the effect of assertiveness training on social withdrawal among adolescents in secondary schools in Owerri Municipal of Imo State. A quasi-experimental design with a pre-test, post-test and control group method was adopted for this study. Two research questions were used, and two null hypotheses tested at 0.05 level of significance guided the study. The population of this study comprised 2892 (1638 males and 1254 females) SS2 students from 10 public secondary schools in Owerri Municipal council of Imo State, Nigeria. The sample for the study was 32 social withdrawal students who were selected through purposive sampling technique. Two instruments were used for data collection, namely; student’s social withdrawal identification scales (SSWIS) and student’s social withdrawal tendency scales (SSWTS). The items in the instruments were validated by experts in measurement and evaluation as well as Guidance and Counseling, and the reliability of the research instruments were established using Cronbach alpha statistic with indices of 0.81 and 0.83 respectively. Data collected from the study were analyzed using mean and standard deviation to answer the research questions and analysis of covariance (ANCOVA) to test the null hypothesis. The results obtained from the study showed that assertiveness training was effective in reducing social withdrawal behaviour among adolescents at post test. The results equally indicated that assertiveness training technique was significant. Moreso, the results of the study showed that the effect of assertiveness training was slightly more effective on male students then the female students, but the difference in the effectiveness was not significant based on gender. The researcher recommended among others, that counselors and other therapists should adopt assertiveness therapy as an effective counseling technique in controlling social withdrawal among adolescents in secondary schools so as to enhance their social and academic performances. Article visualizations:

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.

Asertive Training As Character Education To Reduce Smoking Behavior Among Student In Industrial Revolution Era 4.0

Smoking is a form of delinquency at a moderate level, but can provide a tendency for adolescents to lead to more severe delinquency. According to the global youth tobacco survey (gyts) in 2014 the proportion of the age of first attempting to smoke in men aged 10-11 years was 26.7%, aged 12-13 years 43.4%, aged 14-15 years 7.3%. These data address the majority of men who smoke for the first time at the age of 12-13 years. The proportion of women who first tried smoking was 10-11 years old 18%, aged 12-13 years 4%, aged 14-15 years 21.5%. The occurrence of smoking behavior on the subject is caused by the process of modeling from the social environment, namely by seeing and observing the smoking behavior of his friends then the subject tries to imitate and follow the smoking behavior of his friends psychological intervention indeed to shape the character of students in the era of the industrial revolution 4.0 which is able to reduce smoking behavior in students as a form of preventive measures. Assertive training aims to shape the personality of students so that they are better able to reject the invitation of friends or others to take actions that refer to smoking behavior. This training is expected to be able to change the mindset of students who tend to imitate and copy the behavior of their peers. Assertive training also affects the personality of students who are still lacking the courage to refuse politely and without harming others.

PENGEMBANGANPAKET PELATIHAN PERILAKU ASERTIFDALAM HUBUNGANTEMAN SEBAYA SISWA KELAS VIII DI SMP NEGERI 9 MALANG

Abstract : The general objective in the development of this research is to produce a training packet assertive behavior in peer relationships of eighth grade students in SMPN 9 Malang, which can help counselors to provide guidance and counseling services concerning assertive behavior effectively so that students can demonstrate assertive behavior in relation to negative influences friends of the same age. The specific objective of this research is that it can produce training packet assertive behavior has accuracy, usability, convenience and attractiveness so that it can improve assertive behavior of junior high school students.This study uses a design research and development by adapting models Borg and Gall (1983), which consists of several stages, among others: (1) data collection; (2) planning; (3) developing initial products; (4) the initial product trials; (5) a revision of products based on suggestions from the field test results; (6) conduct field trials is limited; and (7) to revise the final product.Based on the results of the development, training packet assertive behavior in junior high school students peer relationships can be concluded that the training packet assertive behavior in peer relationships junior high school students theoretically and practically acceptable from the aspect of accuracy, usability, convenience, and attractiveness.The results of the study suggested that counselors should understand and learn the steps of training and training materials in the packet before applying to the students. For further research, product research and development can be followed by experimental studies to determine the effectiveness of the training packet assertive behavior in peer relationship.&#x0D; Keywords : Assertiveness training, Peer relationships

A randomized controlled trial examining the impact of individual trauma-focused therapy for individuals receiving group treatment for depression.

Adverse life events are associated with increased likelihood of depression and poorer prognosis. Trauma-focused treatments (TFT) appear to be effective in decreasing comorbid depressive symptoms. Accordingly, the aim of this study was to evaluate the effectiveness of a TFT on the memories of aversive events for individuals with a primary diagnosis of depression. A randomized controlled trial was conducted with 49 participants recruited from a 10-day outpatient group programme. All participants showed symptoms of depression with a subgroup (80%) meeting the DSM-5 criteria for a major depressive episode. Participants received treatment as usual (TAU); three additional individual trauma-focused sessions; or three additional individual assertiveness training sessions. Participants were assessed with regards to depression diagnosis and related symptoms. For participants with a major depressive episode, the addition of trauma-focused sessions significantly increased the likelihood of remission when compared to TAU, or additional assertiveness training. While no significant treatment difference was noted in depressive symptom change post-treatment, six weeks after treatment those who received an adjunct treatment were more likely to maintain treatment gains than those who received TAU. Furthermore, at 12-week follow-up, participants who received a TFT reported significantly fewer depressive symptoms than those who received assertiveness training. While differences in outcomes were minimal immediately post-treatment, differences among treatment groups increased over time. Thus, as few as three additional TFT sessions may impact positively on symptom change for people completing a group programme for the treatment of depression. Depression is the greatest cause of disability worldwide. Adverse experiences are linked with an increased likelihood of depression, more severe symptoms and poor treatment outcomes following evidence-based interventions. As few as three trauma-focused sessions can improve treatment outcomes in terms of depression diagnosis and related symptoms for individuals receiving group cognitive behavioural therapy.

Relationship between emotional intelligence, self-esteem, and assertiveness among South Indian youth: A descriptive, cross-sectional study from Karnataka.

Youth involves a lot of mental health issues. A descriptive cross-sectional study was undertaken to determine the relationship between emotional intelligence, self-esteem, and assertiveness among 432 youth (18-23 years) from selected colleges of Udupi district, Karnataka using Schutte Self-Report Emotional Intelligence Test, Rosenberg self-esteem scale, and Youth Assertiveness Scale. The mean emotional intelligence among youth was 124.99 ± 18.71, whereas the mean self-esteem and assertiveness scores were 18.48 ± 3.33 and 60.706 ± 7.077, respectively. Linear relationships among the key variables were assessed using the Karl Pearson's correlation coefficient. Self-esteem and assertiveness showed a weak positive relationship (r = 0.282 and 0.288, P = 0.001 respectively) with emotional intelligence, whereas the relationship between self-esteem and assertiveness also revealed a positive relationship (r = 0.367, P = 0.001). The significant correlation between these variables indicates a need for regular assessment among the youth. Rising self-esteem and training in assertiveness help the individual to use his emotions wisely and improve emotional intelligence.

The Counseling Techniques in Tackling the Problem of Truancy Among the Students of Uttarakhand Schools

The term behavioral problem’ refers to a type of serious abnormality in the behavior of an individual resulting into his maladjustment with the self and the environment and proving detrimental to the welfare of his self and the society. Example of such behavior is truancy, lying, stealing; temper tantrums, drug addiction and juvenile delinquency. Truancy is a behavioral problem relates with students in school at all levels of education. The researcher carried out a theoretical work by using counseling techniques in tackling the problem of truancy in schools’ of Uttarakhand, various techniques were used in resolving problem of truancy in Uttarakhand schools include Rational Emotive Behavioural Therapy (REBT) of Albert Ellis and Behavioural Modification include; modeling, assertiveness training, cognitive restructuring, behavioural modification, reinforcement both positive and negative. Effects of truancy on academic performance of the students in schools were spelt out. Various counseling implications were discussed which include; the need to form an attendance review team to catch problem of truancy as early as possible, provision of individualize support for the children in school, building a positive school culture to guide the child in school and focusing on the most essential behaviors that are noticeable in schools. Problem of truancy would definitely be solved if used all the suggested techniques and skills appropriately by a trained professional counseling.

The Effect of Group Sexual Assertiveness Training on Sexual Assertiveness of Female Students: A Quasi- Experimental Study

The Effect of Group Sexual Assertiveness Training on Sexual Assertiveness of Female Students: A Quasi- Experimental Study

A case example of solution-focused assertiveness training for the client who aims for the excellent relationship with family

A case example of solution-focused assertiveness training for the client who aims for the excellent relationship with family

Pengaruh latihan asertif dalam memperpendek lama perawatan dan menurunkan gejala risiko perilaku kekerasan

Violent behavior cause of mental disorder can occur to yourself or others, with more prevalence experienced by men than women. Assertive training can be believed that decrease of violent behavior risk. The study aims to determine the effect of assertiveness in shortening the length of treatment and reducing the risk of violent behavior symptoms in maintenance room at RSUD Banyumas. The method used was Quasi experiment pre-post test with control group with assertive training treatment. The research sample was 34 patients with risk of violent behavior, 17 respondents from the intervention group and 17 respondents from the control group by consecutive sampling. The instrument in this study used a questionnaire data of respondent demography, observation of behavior response, observation of social respond, questionnaire of cognitive respond, and observation of physic respond in the form of likert scale. Differences in risk of violent behavior are analyzed by t test. The results showed that there was no significant difference in the effect of assertive training in shortening the length of treatment (p value &gt; 0,05), but there was a decrease in behavioral response by 6,06 in the intervention group while 2,64 in the control group, a decrease in social response by 5,35 in the intervention group while 2,24 in the control group, cognitive response was 5,59 in the intervention group while 2,71 in the control group, and the decrease in physical response in the intervention group was 3,65 while 2,47 in the control group was significantly (p value &lt; 0,05) after assertiveness training. There is no effect of assertive training in shortening the length of treatment, but assertive training has proven to be effective in reducing the risk symptoms of violent behavior.

Effects of Assertion Training on First-Year University Students’ Adjustment to University Life, Identity, and Self-Acceptance

Effects of Assertion Training on First-Year University Students’ Adjustment to University Life, Identity, and Self-Acceptance

Efficacy of a group tobacco cessation behavioral intervention among tobacco users with concomitant mental illness in Kenya: protocol for a controlled clinical trial

BackgroundThe rate of tobacco use among people with mental illness is nearly twice that of the general population. Psychotropic medications for tobacco cessation are relatively expensive for most Kenyans. Behavioral counseling and group therapy are effective lower cost strategies to promote tobacco cessation, yet have not been studied in Kenya among individuals with concomitant mental illness.Methods/designOne hundred tobacco users with mental illness who were part of an outpatient mental health program in Nairobi, Kenya were recruited and allocated into intervention and control groups of the study (50 users in intervention group and 50 users in control group). Participants allocated to the intervention group were invited to participate in 1 of 5 tobacco cessation groups. The intervention group received the 5As (Ask, Advise, Assess, Assist and Arrange) and tobacco cessation group behavioral intervention, which included strategies to manage cravings and withdrawal, stress and anxiety, and coping with depression due to withdrawal; assertiveness training and anger management; reasons to quit, benefits of quitting and different ways of quitting. Individuals allocated to the control group received usual care. The primary outcome was tobacco cessation at 24 weeks, measured through cotinine strips. Secondary outcomes included number of quit attempts and health-related quality of life.DiscussionThis study will provide evidence to evaluate the efficacy and safety of a tobacco cessation group behavioral intervention among individuals with mental illness in Kenya, and to inform national and regional practice and policy.Trial registrationTrial registration number: NCT04013724.Name of registry: ClinicalTrials.gov.URL of registry: https://register.clinicaltrials.govDate of registration: 9 July 2019 (retrospectively registered).Date of enrolment of the first participant to the trial: 5th September 2017.Protocol version: 2.0.