Assertion training outcome and generalization effects under didactic vs. Facilitative training conditions

Abstract

One hundred and eleven college undergraduates (25% male) participated in one of two cognitive behavioral training programs, which included behavior rehearsal, modelling, coaching, cognitive‐restructuring, and emphasis on the transferability of skills. Neither self‐report nor behavioral outcome differences between the facilitative vs. the didactic approaches were noted. Both programs produced impressive self‐report and behavioral gains in comparison to pretest scores; these gains were maintained 1 to 2 years after the program. There was also evidence of verbal and nonverbal bilateral transfer between request behavior and refusal behavior in the short term. The generalization results were interpreted on the basis that the distinctive components of request behavior (such as enunicating a statement of a problem and a specific request) are more difficult than those of refusal behavior, such than there is transfer of request training to refusal behavior, but not vice versa. Request behavior involves the mobilization and personal initiation of a complex interaction with another person rather than the more reactive non‐compliance with the initiative of another, as is the case in refusal behavior.