University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1976 Philosophies of assertiveness Earl Peter Malarchick The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Malarchick, Earl Peter, "Philosophies of assertiveness" (1976). Graduate Student Theses, Dissertations, & Professional Papers. 5917. https://scholarworks.umt.edu/etd/5917 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. PHILOSOPHIES OF ASSERTIVENESS by Earl P. Malarchick B.A., University of Montana 1973 A professional paper presented in partial fulfillment of the requirements for the degree of MASTER OF ARTS UNIVERSITY OF MONTANA 1976 Approved by: Chbirman, Board of Examiners , Graduate School Date UMI Number; EP36718 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT Ot**«rt*Iion Pi*<i*hiog UMI EP36718 Published by ProQuest LLC (2013). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQwsf ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346 ACKNOWLEDGMENTS Thanks to all who have had the courage and caring to share with me experiences, hopes, ideas, peaks and valleys. Thanks to all who have taken my dreams seriously, who have given me criticism, support, and positive expectations, as well as a model to follow. Where Do We Go From Here Well, son. I'll tell you: Life for me ain't been no crystal stair. It's had tacks in it. And splinters. And boards torn up. And places with no carpet on the floor— Bare. But all the time I 'se been-a-climbin' on. And reachin' landin's. And turnin' corners. And sometimes goin' in the dark Where there ain 't been no light. So, boy, don't you turn back. Don't you set down on the steps 'Cause you finds it kinder hard. Don't you fall now— For I'se still goin', honey, I'se still climbin', And life forme ain't been no crystal stair, (King, 1967, p. 143) n TABLE OF CONTENTS Page Acknowledgments...................................................................................................... 1i I. Assertiveness: Theoretical Background and Definition. 1 II. Some Assumptions of Assertion Theorists ............................ 6 Assertiveness is a subjective variable ....................... 6 Assertive behavior is a specific kind of behavior . 6 Assertive behavior will reduce one's general level of anxiety, allow for more meaningful relationships, self-respect, and social adaptivity ...................................... 8 Behaviors don't exist in isolation, but interact with each other forming patterns .................................... 13 Assertive behaviors facilitate more psychological life space.................................................................................. 14 III. "Being" as an Assertive Orientation ..................................... 16 Personal growth is an important criterion in being a sse rtiv e .................................................................................. 16 The pursuit of personal growth is a process that involves trust and risks .................................................... 18 Others have an impact upon one's personal growth. 20 Personal growth will be partially affected by a know­ ledge of assertive interpersonal rights .............................. 22 Personal growth will be partially affected by a know­ ledge of assertive interpersonal responsibilities . 23 Limitations of an assertive personal growth orientation 26 IV. Assertive Personal Growth Communication ............................ 28 Before being assertive, a person must have an accurate understanding of the situation ........................................ 28 Some characteristics of an effective response ................. 30 m TABLE OF CONTENTS (Continued) Page An overview of communication techniques .............................. 40 V. Summary .......................................................................................................... 42 Appendix I ............................................................................................................... 47 Appendix II.............................................................................................................. 52 Appendix I I I.......................................................................................................... 55 IV This paper explores the theoretical background and definitions of assertiveness and examines the philosophical assumptions of assertive­ ness. Then, the relationship of personal growth to assertiveness will be examined. Finally, communication techniques will be discussed in reference to enhancing one's personal growth through being assertive. I. Assertiveness: Theoretical Background and Definition Initial theoretical background influencing assertiveness can be traced back to the work of Ivan Pavlov. Pavlov attempted to determine the characteristics of the nervous system that made it possible for ani­ mals and people to adjust adaptively to changing conditions in the environment. He postulated that there are two aspects of the nervous system: (1) inherited, and (2) conditioned (Fensterheim and Baer, 1975, p. 22). By inherited characteristics Pavlov recognized that biological forces influence sensitivity to stimuli, the level of energy, and the tendency for various moods, like depression and aggressiveness. He demonstrated that these inherited characteristics can be modified, affected, and changed through life experiences. Pavlov's finding was that a person needs an active relationship with his environment. He indicated that changes in the environment need corresponding changes in the nervous system. The ability to learn to adapt to one's environment Pavlov termed a "conditioned reflex". Two major processes that influence the ability to form conditioned responses are those of "excitation" and "inhibition". In an excitory State, the brain process has a heightened activity which facilitates the formation of new conditioned responses. In the inhibitory state there is a dampening process which decreases brain activity and the ability to formulate new conditioned responses. Salter (1949), whom many theorists consider as the founder of beha­ vioral therapy, began using the Pavlovian concepts of "excitation" and "inhibition" to treat psychological disorders. He postulated that people are action-oriented and emotionally free when excitory processes dominate inhibitory processes. Salter views psychological health as the proper balance of these two processes. Wolpe (1958) proposed that the term "assertiveness" be used in place of the term "excitation". He defined assertiveness as the "outward expression of practically all feelings other than anxiety." Wolpe (1958, 1969) indicates that anxiety inhibits interpersonal re­ sponsiveness. He postulates that a person knows what he should do but is "blocked" from full expression because of his anxiety. In facili­ tating assertiveness, Wolpe is attempting to establish an "excitory" dominance over "inhibitory" processes by restricting the anxiety that blocks the "excitory" processes. Lazarus (1971), utilizing the theoretical background of Pavlov, Salter, and Wolpe, further developed the concept of assertiveness. He defines assertiveness as "emotional freedom". In training a person to be "emotionally free", Lazarus emphasizes the "recognition and appro­ priate expression of each and every affective state" (Lazarus, 1971, p. 116). He refers to "assertive behavior" as primarily denotative of only that aspect of assertiveness concerned with standing up for one's rights. Standing up for one's rights involves: ...(1) knowing your rights; (2) doing something about it; and (3) doing this within the framework of striving for emotional freedom. (Fensterheim and Baer, 1975, p. 25) Lazarus (1971) indicates that insight into affective states isn't enough. In addition to recognizing and being in touch with emotions, he states that a person needs to learn to express their feelings in a "mature and honest" fashion. Current writings view assertive behaviors mostly in terms of being a "social skill" (Alberti and Emmons, 1975; Austin and Phelps, 1975; Smith, 1975; and Spector, 1973). Spector (1973), for example, deli­ neates assertiveness as a social skill that is related to other social skills. She indicates that an assertive response may include elements from other related social skill areas. The following diagram depicts Spector's (1973) analysis of this relationship. Confrontation in Co<lian<a>Ian E n M h jr Fig. 1. Relationship of Assertive Skills to Other Social Skills. assertion involves statements which accurately point out discrepancies in another person's behavior. The empathetic component involves the recognition and respect