Assertiveness training in fourth‐ and fifth‐grade children

Abstract

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.

Accounting for Native/non-Native differences in IQ scores

“…Since advantage predicts future performance, the results suggest that Native children might benefit from academic readiness programs concentrating on the acquisition of verbal skills. Although evaluations of preschool enrichment, Head Start programs, and child-centered skill training have documented positive changes in IQ scores, improved self-concept, and increased motivation to achieve in school (Consortium for Longitudinal Studies, 1983;Rotheram, Armstrong, & Booraem, 1982;Zigler & Styfco, 1996), results have been less overwhelming than hoped. Reported gains often fade after the program stops, effect sizes are sometimes small, and independent investigators have sometimes failed to replicate results reported by the proponents of a particular program method (Consortium for Longitudinal Studies, 1983;Elias, 1987;Offord, 1987;Zigler & Styfco, 1996).…”

L’entraînement aux habiletés sociales d’élèves éprouvant des difficultés d’adaptation au secondaire

“…Cette absence de différence significative entre les conditions expérimentales rapportées par le QÉCSÉ peut s'expliquer par le fait que les mesures d'auto-évaluation sont généralement lentes à refléter des changements (Rotheram et Armstrong, 1980). Quant aux jeux de rôle, les sujets ayant suivi la modalité pédagogique directive démontrent un meilleur rendement dans certaines habiletés sociales.…”

Adapting Evidence-Based Interventions Using a Common Theory, Practices, and Principles

“…Social skills meetings were offered once a week in small group meetings for six weeks. Based on an adapted curriculum of an evidence-based intervention (Children’s Assertiveness Training; Rotheram-Borus, Armstrong, & Booraem, 1982), children attended small group meetings, often for several sequences of classes over time. Similar to the Collaborative for Social and Emotional Learning (http://casel.org/), we focused on the skills of emotional self-regulation, self-awareness, social awareness, problem solving, and assertive social relationship skills.…”