Assertiveness training in fourth- and fifth-grade children.
An assertiveness training program for 343 fourth- and fifth-grade children was designed and evaluated. All children in 10 classrooms were randomly assigned by classroom to one of three conditions: (a) assertiveness training, (b) a control intervention, or (c) a no-treatment control. The intervention procedures were administered for 2 hours a week for 12 weeks in groups of 6 pupils each. Assertiveness was higher among classes receiving assertion training on the quality of alternatives generated on the Interpersonal Problem-solving Test, an Assertion Quiz and a Group Decision Task. Teachers reported better comportment and higher achievement and higher popularity among the assertion classes. Grade point averages increased for the pupils in the assertiveness group 1 year following the intervention. Observations indicated a greater number of student-initiated contacts with the teacher and fewer questions answered by the pupils receiving assertiveness training. The usefulness of assertiveness training as a primary prevention intervention is discussed.
D001242:Assertiveness; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002657:Child Development; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D012917:Social Adjustment