DOCSLIB.ORG

An Examination of the Relationship Among

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Examination of the Relationship Among AN EXAMINATION OF THE RELATIONSHIP AMONG ASSERTIVENESS, MANIFEST ANXIETY, AND SELF-ESTEEM Roger N. Conaway A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 1978 Approved by Doctoral Committee Adv i sor Department of Interpersonal and *Public Communication IO- © 1978 ROGER NI ON CONAWAY ALL RIGHTS RESERVED 11 ABSTRACT Assertive communication is concerned with individuals learning cognitive, behavioral, and affective procedures for improving their interpersonal effectiveness. Training in assertive communication is required for persons who are deficient in the ability to say no, ask for favors and make requests, to express positive and negative feelings, or who experience unadaptive anxiety responses which hinder their effective interpersonal expression. To further explicate the theoretical nature of the assertiveness construct, two basic correlates to assertiveness were examined: anxiety and self-esteem. Anxiety, self-esteem, and assertiveness were correlated to determine the nature and strength of the relationships existing among the three constructs. Students in a mid-western university (N=223) were administered a questionnaire booklet containing a self-report measure of anxiety, two self-report measures of self-esteem, and three self-report measures of assertiveness. It was hypothesized that composite scores on the three measures of assertiveness would positively correlate with composite scores on the measures of self-esteem and negatively correlate with a composite score on the measure of anxiety. It was also hypothesized that the anxiety scores and self-esteem scores would negatively correlate. Canonical correlational analysis was used to examine thé relation­ ship among the six dependent variables. The three assertiveness variables were included in Set 1 and the anxiety and self-esteem variables were included in Set 2. Results clearly supported hypotheses at a signifi­ cance level of £ < .0001 on Root 1. Roots 2 and 3 were not significant. Sex differences were also indicated by discriminant analysis on the six dependent variables. A major contribution of this study was seen in establishing a closeness between effective interpersonal expression and feelings in self. Future research based on the results of the present study was also discussed. ni ACKNOWLEDGEMENTS The completion of the Ph.D. program at BGSU has been referred to in the past as close to a religious experience. Though the analogy may be extended in detail to a Messiah (in the Department of Interpersonal and Public Communication) and his disciples (those graduate students in awe about his doorway), the intensity and impressions in the program are indeed real and sincere. My sincerest and deepest thanks go to Raymond K. Tucker, dissertation advisor and personal friend. His personal assistance and guidance made the successful completion of the entire program possible. Thanks, Ray. Jim Wilcox and Don Enholm deserve special thanks for their time and effort spent reading and commenting on the dissertation manuscript. Thanks go to John Hiltner for his part on the dissertation committee as graduate representive. Many thanks to others not listed here for their assistance in the research and giving of time. The real hero is my wife, who was typist, not only for the disser­ tation, but for the many papers and projects.throughout the program. May I continue to return appreciation and love. IV TABLE OF CONTENTS Page INTRODUCTION.............................................................................................. 1 Statement of the problem ........................................................... 2 Anxiety ........................................................................................... 4 Self-esteem ................................................................................... 7 Relevant research ....................................................................... 11 Statement of hypotheses ........................................................... 17 METHODOLOGY............................................................................................... 18 Design of the study................................................................... 18 Description of dependent variables ........................................ 18 Procedure....................................................................................... 24 Subjects............................................................................... 24 Statistical analysis ....................................................... 25 RESULTS...................................................................................................... 27 DISCUSSION.................................................................................. 40 Sex differences........................................................................... 42 REFERENCES.............................................................................................. 52 APPENDICES.............................................................................................. 56 V LIST OF TABLES Page Table 1 A Summary of Various Findings and Methodological Limitations of Studies Conflicting with Theoretical Contentions ................................................................... 16 Table 2 Results of Canonical Correlation Analysis ................................ 28 Table 3 Mean, Standard Deviation, Minimum and Maximum Scores on Entire Sample (N-223) on Each Dependent Variable ........................................................................... 31 Table 4 Mean, Standard Deviation, Minimum and Maximum Scores for Males (N=103) on Each Dependent Variable and Age.................................................................................................. 32 Table 5 Mean, Standard Deviation, Minimum and Maximum Scores for Females (N=115) on Each Dependent Variable and Age............................................................................... 33 Table 6 Results of the Discriminant Analysis on Sex on the Six Dependent Variables................................................... 34 Table 7 Results of the Discriminant Analysis on Sex on the Six Dependent Variables--Standardized Discriminant Function Coefficients for Each Dependent Variable ........................................................................... 35 Table 8 Results of the Four Group Discriminant Analysis on Age on the Six Dependent Variables........................................... 37 Table 9 Number of Subjects (N), Means, and Standard Deviations of Four Age Groups on the Six Dependent Variables ....................................................................... 39 LIST OF FIGURES Page Figure 1 Discriminant analysis on sex group centroids on Function 1 plotted in discriminant space .................................... 36 Figure 2 A graphic representation of established empirical relationships among assertiveness, anxiety, and self-esteem ........................................................................................... 48 AN EXAMINATION OF THE RELATIONSHIP AMONG ASSERTIVENESS, MANIFEST ANXIETY, AND SELF-ESTEEM Chapter 1 INTRODUCTION The subject of assertiveness is currently receiving much attention in public and professional circles. Approximately 85 per cent of the extensive existing literature in professional journals on assertiveness has appeared within the last six years (Lange & Jakubowski, 1976). Assertive training workshops have mushroomed across the nation as inter­ est continues in seeking ways of reducing interpersonal communication barriers such as anger, anxiety, and low self-esteem. Assertive communication is concerned with individuals learning cognitive, behavioral, and affective procedures for improving their interpersonal effectiveness (Lange & Jakubowski, 1976). Training in assertive communication is required for persons who are deficient in the ability to say no, ask for favors and make requests, express positive and negative feelings, or who experience unadaptive anxiety responses in interpersonal expression "that prevent them from saying or doing what is reasonable or right" (Wolpe, 1973, p. 6]). Assertive training has been found to be an effective method in reducing anxiety when communicating and for improving interpersonal skills. Wolpe (1958, 1973) contends that assertive communication is incompatible with an unadaptive anxiety response. An assertive response 1 2 refers to the socially acceptable outward expression of nearly all feelings other than anxiety, placing anxiety as a fundamental theore­ tical notion regarding the assertiveness construct (Wolpe, 1973). Alberti and Emmons (1974) note a second fundamental correlate to assertiveness: the relationship between assertive communication and feelings of self-esteem: When a person becomes more able to stand up for himself and do things on his own initiative, he reduces appreciably his former anxiety or tenseness in key situations, and increases his sense of worth as a person. This same sense of worth is often lacking in the aggressive, whose aggressiveness may mask self-doubts and guilt (p.3). They suggest that the assertive individual feels confident and is fully in charge of himself in interpersonal relationships. A non- assertive individual, who is anxious or otherwise dysfunctional and does not generally succeed in interpersonal expression, will experience less of a feeling of confidence and personal worth. Statement
Load more

Recommended publications
  • Emotion, Seduction and Intimacy: Alternative Perspectives on Human Behaviour RIDLEY-DUFF, R
    Emotion, seduction and intimacy: alternative perspectives on human behaviour RIDLEY-DUFF, R. J. Available from Sheffield Hallam University Research Archive (SHURA) at: http://shura.shu.ac.uk/2619/ This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. Published version RIDLEY-DUFF, R. J. (2010). Emotion, seduction and intimacy: alternative perspectives on human behaviour. Silent Revolution Series . Seattle, Libertary Editions. Repository use policy Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in SHURA to facilitate their private study or for non- commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. Sheffield Hallam University Research Archive http://shura.shu.ac.uk Silent Revolution Series Emotion Seduction & Intimacy Alternative Perspectives on Human Behaviour Third Edition © Dr Rory Ridley-Duff, 2010 Edited by Dr Poonam Thapa Libertary Editions Seattle © Dr Rory Ridley‐Duff, 2010 Rory Ridley‐Duff has asserted his right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Acts 1988. This work is licensed under a Creative Commons Attribution‐Noncommercial‐No Derivative Works 3.0 Unported License. Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Noncommercial — You may not use this work for commercial purposes.
    [Show full text]
  • The Effect of Mobbing in Workplace on Professional Self-Esteem of Nurses
    International Journal of Caring Sciences May-August 2018 Volume 11 | Issue 2| Page 1241 Original Article The Effect of Mobbing in Workplace on Professional Self-Esteem of Nurses Mine Cengiz Ataturk University Nursing Faculty, Psychiatric Nursing Department, Erzurum / Turkey Birsel Canan Demirbag Karadeniz Teknik University Faculty Of Health Sciences, Public Health Nursing Department, Trabzon, Turkey Osman Yiıldizlar Avrasya University Faculty Of Health Sciences, Health Management Department, Trabzon, Turkey Correspondence: Mine Cengiz, Ataturk University Nursing Faculty, Psychiatric Nursing Department, Erzurum, Turkey. [email protected] Abstract This study has been conducted to investigate the effect of mobbing (psychological violence) on professional self- esteem in nurses. This study has been carried out with 188 nurses participating voluntarily in the study at Erzurum Ataturk University Yakutiye Research Hospital between 19 March and 27 July 2016. For the collection of data, an introductory information form, Negative Acts Questionnaire-Revised (NAQ-R) and Professional Self- Esteem Scale (PSES) have been used. The data were analyzed by the SPSS program with mean, standard deviation, T-test, Mann Whitney U-test. In the results of the study, it has been determined that 55.9% of nurses were under 30 years old, 74.5% were female, 51.1% were married, 40.4% had undergraduate degrees, 70.2% were service nurses, 31.4% did nursing at the institution where they had been for 3-6 years, 79.8% were working 40 hours a week. It has been seen that 40.4% of the nurses are exposed to psychological violence, exposure to negative behavior is moderate ( x̅ = 34.61±12.99) and professional self-esteem is high ( x̅ = 104.92±17.27).
    [Show full text]
  • A Historical Approach to Assertiveness
    Psychological Thought psyct.psychopen.eu | 2193-7281 Theoretical Analyses A Historical Approach to Assertiveness Ivelina Peneva*a, Stoil Mavrodieva [a] South-West University „Neofit Rilski”, Blagoevgrad, Bulgaria. Abstract A very important personal quality is to be able to advocate for yourself - your own positions, to achieve your objectives, to overcome difficulties, to be determined, but without harming the rights of others and to be able to control the aggressive impulses. The concept, which expresses these personal characteristics, is called "assertiveness". Assertiveness is a part of the personal potential. It is a prerequisite for self-actualization. The goal we set in this historical-psychological paper is to explore the genesis, development and stabilization of the term "assertiveness". In this context, we will examine, compare and analyze the positions of the leading authors on this issue. Keywords: assertive skills, assertive rights, assertiveness training, self-development Psychological Thought, 2013, Vol. 6(1), 3±26, doi:10.5964/psyct.v6i1.14 Received: 2012-04-12. Accepted: 2012-12-27. Published: 2013-04-30. *Corresponding author at: South-West University ªNeofit Rilskiº, 66, Ivan Mihailov Street, 2700 Blagoevgrad, Bulgaria. E-mail: [email protected] This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Introduction The beginning of the experimental study of assertiveness commenced in the middle of last century and it was related to clinical practice. Beck, Freeman, and Davis (2004), Lazarus (1971), Salter (2002), Ullrich and Ullrich de Muynck (1973), Wolpe (1990) and others worked in this area.
    [Show full text]
  • The Relationship Between Aggressive and Assertive
    THE RELATIONSHIP BETWEEN AGGRESSIVE AND ASSERTIVE COMMUNICATION BEHAVIORS: EXAMINATION AND SCALE DEVELOPMENT OF THE AGGRESSIVE ASSERTIVE COMMUNICATION INSTRUMENT (AACI) by VALERIE BERENICE COLES CONE (Under the Direction of Jennifer A. Samp) ABSTRACT This project considers the relationship between aggressive and assertive communication behaviors; two concepts rarely studied in tandem with one another. The goal of this project was to develop and assess the construct validity of the Aggressive Assertive Communication Instrument (AACI). In order to examine the content validity, internal consistency, and associations between the AACI and external variables, three studies were conducted. Study 1 was a pilot study designed to examine the theorized factor structure and item composition of the AACI. To assess the validity of the measure, the proposed items were correlated with individual difference variables commonly examined and associated with interpersonal conflict (i.e., agreeableness, extraversion, locus of control, and taking conflict personally). The aims of Study 2 were to further examine the factor structure and item composition of the AACI and to cross-validate the AACI with dispositional traits (i.e., agreeableness, entitlement, exploitativeness, extraversion, family communication patterns, self-esteem, and trait anger). In Study 3, convergent and divergent validity were assessed with existing aggressive and assertive measures (i.e., BAAI, BPAQ, VAS, and AI) and dispositional tendencies (i.e., conflict management style and argumentativeness). Additionally, three conditions were developed to assess how the AACI may change or differentially relate to tested variables when individuals reflected on their behavior with an acquaintance, close friend, or romantic partner. Results from these studies revealed a consistent and stable four-factor structure comprised of two assertion-related factors (i.e., direct communication and relationship orientation) and two aggression-related factors (i.e., verbal aggression and physical aggression).
    [Show full text]
  • Four Rules for Using Assertive Communication to Stand up to Bullies
    Four Rules for Using Assertive Communication to Stand Up to Bullies ✓Rule 1: Don’t go it alone. 1. A bully’s main strategy is to make a victim feel alone and powerless. 2. The best way to counter a bully’s strategy is to tell a helpful adult about what is going on and ask for that adult’s support. When a bully realizes that he/she will not be able to keep a victim isolated-that the victim is strong enough to reach out and connect with others- the bully begins to lose power. 3. Sometimes adults fail to acknowledge the seriousness of bullying, but more often, grown-ups are not aware of what is going on. 4. Telling an adult about bullying is a bold, powerful move. 5. Bullies want their victims to be too afraid to tell an adult about what is going on. That’s why they tease kids about “tattling.” See right through their game! This is just another one of the bully’s strategies for intimidating you an making you feel all alone. ✓Rule 2: Don’t wait! 1. The longer a bully has power of a victim, the stronger the hold becomes. 2. Bullying usually begins in a relatively mild form- name calling, teasing, or minor physical aggression- then becomes more serious when the bully realizes that the victim is not going to stand up for him/herself. 3. When kids ignore or do nothing about bullies, their own power slips away. ✓Rule 3: Be assertive! 1. The more bullies think they can pick on a victim without a direct response, the more they will do it.
    [Show full text]
  • Module 1: What Is Assertiveness?
    --------------------------------------------------------------------------------------------------------------ASSERT YOURSELF! ASSERT YOURSELF! Module One What is Assertiveness? What is Assertiveness 2 Myths about Assertiveness 2 The effects of being unassertive 3 How do we become unassertive 3 What stops us from being assertive? 5 How assertive are you? 6 Module summary 8 About this module 9 This information provided in this document is for information purposes only. Please refer to the full disclaimer and copyright statements available at www.cci.health.gov.au regarding the information on this website before making use of such information. entre for C linical C I nterventions Module 1: What is Assertiveness Page 1 • Psychotherapy • Research • Training --------------------------------------------------------------------------------------------------------------ASSERT YOURSELF! What is Assertiveness? We have all heard people say “You need to be more assertive!” But what exactly is assertiveness? Assertiveness is a communication style. It is being able to express your feelings, thoughts, beliefs, and opinions in an open manner that doesn’t violate the rights of others. Other communication styles you may have heard of include being aggressive, which is a style that violates the rights of others, and being passive where we violate our own rights. You have probably also heard of passive-aggressive. This is where someone is essentially being aggressive but in a passive or indirect way. For example, someone may be angry but they don’t act in an overtly aggressive way by yelling or hitting, instead they may sulk or slam a door. Passive: Violates own Assertive: Respects Aggressive: Violates rights. Others needs both own needs and rights of others. Own given priority. needs of others. needs have priority.
    [Show full text]
  • Chapter 5: Informal Fallacies II
    Essential Logic Ronald C. Pine Chapter 5: Informal Fallacies II Reasoning is the best guide we have to the truth....Those who offer alternatives to reason are either mere hucksters, mere claimants to the throne, or there's a case to be made for them; and of course, that is an appeal to reason. Michael Scriven, Reasoning Why don’t you ever see a headline, “Psychic wins lottery”? Internet Joke News Item, June 16, 2010: A six story statue of Jesus in Monroe city, Ohio was struck by lightning and destroyed. An adult book store across the street was untouched. Introduction In the last chapter we examined one of the major causes of poor reasoning, getting off track and not focusing on the issues related to a conclusion. In our general discussion of arguments (Chapters 1-3), however, we saw that arguments can be weak in two other ways: 1. In deductive reasoning, arguments can be valid, but have false or questionable premises, or in both deductive and inductive reasoning, arguments may involve language tricks that mislead us into presuming evidence is being offered in the premises when it is not. 2. In weak inductive arguments, arguments can have true and relevant premises but those premises can be insufficient to justify a conclusion as a reliable guide to the future. Fallacies that use deductive valid reasoning, but have premises that are questionable or are unfair in some sense in the truth claims they make, we will call fallacies of questionable premise. As a subset of fallacies of questionable premise, fallacies that use tricks in the way the premises are presented, such that there is a danger of presuming evidence has been offered when it has not, we will call fallacies of presumption.
    [Show full text]
  • Assertiveness Skills Being Assertive Means Being Confident Enough to Clearly and Effectively Express Your Feelings and Opinions, While Still Valuing Those of Others
    From the website: http://www.bupa.co.uk/health-information/directory/i/improving-assertiveness Assertiveness skills Being assertive means being confident enough to clearly and effectively express your feelings and opinions, while still valuing those of others. It’s important because it impacts directly on the way that you communicate and interact with other people and helps build your self-esteem. Details What is assertive behaviour? Assertiveness involves being clear about what you feel, what you need and how it can be achieved. This requires confident, open body language and the ability to communicate calmly without attacking another person. Being assertive involves the following skills. Say "yes" when you want to, and say "no" when you mean "no" (rather than agreeing to do something just to please someone else). Decide on, and stick to, clear boundaries and be confident to defend your position, even if it provokes conflict. Understand how to negotiate if two people want different outcomes. Be able to talk openly about yourself and be able to listen to others. Be able to give and receive positive and negative feedback. Have a positive, optimistic outlook. Learning to use these skills will help you to express your thoughts and feelings freely, speak up for yourself, know your rights, reason effectively and control your anger. Types of behaviour When you enter into a discussion or an argument, there are several different ways in which you might behave and react to the situation; these are known as passive, aggressive or assertive behaviours. Passive behaviour If you try to avoid any sort of conflict or feel that your views are less important than others, you’re being passive.
    [Show full text]
  • Preventing Child Sexual Abuse: a National Resource Directory And
    National Sexual Violence Resource Center A Project of the Pennsylvania Coalition Against Rape This publication was supported by Grant/Cooperative Agreement Number H28/CCH317184-05 from the Centers for Disease Control and Prevention. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention or the NSVRC. THIS PUBLICATION IS AVAILABLE IN PDF AND TEXT ONLY FORMATS ON OUR WEBSITE AT WWW.NSVRC.ORG OR BY CALLING TOLL FREE 877-739-3895. NOTE: This resource directory does not purport to contain a comprehensive list of all organizations and programs contributing to child sexual abuse prevention. The information in this resource directory was submitted by each organization for the purpose of publication in the directory. The NSVRC has edited some of this information for length, clarity, and uniformity. The NSVRC does not attest to the quality of services or the veracity of information provided by the organizations and individuals listed herein. If you are considering implementing one or more of these programs/strategies, it is important to thoroughly investigate and evaluate its appropriateness for your setting and consider other factors such as evidence of effectiveness, audience appropriateness, etc. Preventing Child Sexual Abuse Preventing Child Sexual Abuse: A National Resource Directory and Handbook National Sexual Violence Resource Center A Project of the Pennsylvania Coalition Against Rape © NATIONAL SEXUAL VIOLENCE RESOURCE CENTER 2005. ALL RIGHTS RESERVED. Preventing Child Sexual Abuse Acknowledgements The National Sexual Violence Resource Center wishes to acknowledge the following for their contributions to this publication: ❚ We thank the Centers for Disease Control and Prevention (CDC) for providing leadership, vision and funding for this project.
    [Show full text]
  • File Download
    Do As I Say: Using Communication Role-Plays to Assess Sexual Assertiveness Following an Intervention Laura M. Mercer Kollar, CDC Foundation Teaniese Davis, Emory University Jennifer L. Monahan, University of Georgia Jennifer A. Samp, University of Georgia Valerie B. Coles, University of Georgia Erin L. P. Bradley, Spelman College Jessica Sales, Emory University Sarah K. Comer, University of Georgia Timothy Worley, Murray State University Eve Rose, Emory University Only first 10 authors above; see publication for full author list. Journal Title: Health Education and Behavior Volume: Volume 43, Number 6 Publisher: SAGE Publications (UK and US) | 2016-12-01, Pages 691-698 Type of Work: Article | Post-print: After Peer Review Publisher DOI: 10.1177/1090198116630528 Permanent URL: https://pid.emory.edu/ark:/25593/s6rp7 Final published version: http://dx.doi.org/10.1177/1090198116630528 Copyright information: © 2016 Society for Public Health Education. Accessed September 28, 2021 2:44 AM EDT HHS Public Access Author manuscript Author ManuscriptAuthor Manuscript Author Health Educ Manuscript Author Behav. Author Manuscript Author manuscript; available in PMC 2017 December 01. Published in final edited form as: Health Educ Behav. 2016 December ; 43(6): 691–698. doi:10.1177/1090198116630528. Do As I Say: Using Communication Role-Plays to Assess Sexual Assertiveness Following an Intervention Laura M. Mercer Kollar, PhD1, Teaniese L. Davis, PhD, MPH2,3, Jennifer L. Monahan, PhD4, Jennifer A. Samp, PhD4, Valerie B. Coles, MA4, Erin L. P. Bradley, MPH, PhD5, Jessica McDermott Sales, PhD3, Sarah K. Comer, MA4, Timothy Worley, PhD6, Eve Rose, MSPH3, and Ralph J. DiClemente, PhD3 1CDC Foundation, Atlanta, GA, USA 2Morehouse College, Atlanta, GA, USA 3Emory University, Atlanta, GA, USA 4University of Georgia, Athens, GA, USA 5Spelman College, Atlanta, GA, USA 6Murray State University, Murray, KY, USA Abstract Sexual risk reduction interventions are often ineffective for women who drink alcohol.
    [Show full text]
  • The Effect of Assertiveness Skills Training on Reduction of Verbal Victimization of High School Students
    Special Issue INTERNATIONAL JOURNAL OF HUMANITIES AND August 2016 CULTURAL STUDIES ISSN 2356-5926 The effect of assertiveness skills training on reduction of verbal victimization of high school students Elham Gahanger Boket1, Mansoureh Bahrami 2, Lila Kolyaie 3, Seyed Adnan Hosseini4 1Counseling(MA), Azazd University, Roudehen Brench, Iran. 2Phd student of Educational Psychology, Tabriz University, Iran. 3Phd student of Educational Psychology, Tabriz University, Iran. 4Phd student of Educational Psychology, Tabriz University, Iran. Invited Professor in Farhangian University of Sanandaj. (Corresponding Author). [email protected]. Abstract The purpose of this study was to determine the effect of assertiveness skills(AS) training on reduction of verbal victimization of Tabriz high school female students in iran (Academic year of 2015-16). Thus, 50 students (25 experimental, 25 control) were selected using random clustering sampling. This study was a quasi-experimental design with pretest, posttest and control group. Data was collected using Iranian form of bullying victimization scale. In an AS training program, experimental group attended at eight 90-min sessions (one session per week), but control group never attended at any session. Data was examined using ANCOVA in SPSS. The results showed that there was a significant differences between pretest and posttest in experimental group. The findings were suggested that an AS training program decreased students’ verbal victimization as an effective intervention. Keywords: assertiveness skills training, bullying, verbal victimization. http://www.ijhcs.com/index.php/ijhcs/index Page 690 Special Issue INTERNATIONAL JOURNAL OF HUMANITIES AND August 2016 CULTURAL STUDIES ISSN 2356-5926 Introduction Schools are a place of learning and growth for most youth.
    [Show full text]
  • Assertiveness and Self-Confidence
    Assertiveness and Self-Confidence Atlantic Speakers Bureau and Human Skills Development 980 Route 730, Scotch Ridge NB Canada E3L 5L2 or P.O. Box 55 Calais, ME USA 04619 1-506-465-0990 FAX: 1-506-465-0813 [email protected] [email protected] Atlantic Speakers Bureau and Human Skills Development Student Training Manual Training Materials Atlantic Speakers Bureau and Human Skills Development TABLE OF CONTENTS Module One: Getting Started .............................................................................................................4 Workshop Objectives ................................................................................................................................ 4 Module Two: What Does Self-Confidence Mean To You? ....................................................................5 What is Assertiveness? ............................................................................................................................. 5 What is Self-Confidence? .......................................................................................................................... 6 The Four Styles .......................................................................................................................................... 6 Case Study ................................................................................................................................................. 8 Module Two: Review Questions ...............................................................................................................
    [Show full text]