Increase in assertiveness and actualization as a function of didactic training.

Abstract

This study attempted to determine whether didactic training could increase level of assertiveness and actualization. Sixty-five low assertive undergraduate students were randomly assigned to one of five groups. All groups except a no-treatment control group were exposed to three 20-minute video tapes during the course of 1 week. Group 1 was exposed to the didactic principles of Rogerian theory. Group 2 was given the didactic principles of assertiveness theory. All subjects were given a test battery administered before treatment, after treatment, and again at a 3-week follow-up. The didactic training of Rogerian theory and the didactic training of assertiveness each caused an increase in the level of actualization (p < .01) and in the level of time competence (p < .01) at posttesting and at follow-up (p < .01); the effect of didactic training was significantly greater than the increase caused by inspiration or expectation. Didactic training, however, did not affect assertiveness. The applications for classroom teaching and for counseling intervention, as well as the implications for future research, are discussed.

Assertion and defense mechanism preference.

“…In conclusipn, the assertion literature has seemingly reached an important crossroads wherein existing theoretical formulations are now recognized as incomplete and untested (Galassi & Galassi, 1978). At the same time, investigations of organismic or individual variables such as actualization (Goddard, 1981), state anxiety (Pentz, 1981), and locus of control (Schwartz & Higgins, 1979) are in the ascendant. These developments, in conjunction with the findings of this study, may reintroduce for the counseling practitioner the importance of understanding the underlying motivations and character styles that distinguish even "clinically normal" individuals.…”

Using the personal orientation inventory to measure change in student self-actualization

“…Similar studies involving didactic intervention suggest that the effects are long term. Goddard (1981), working with a tertiary student population, actually observed further increases in scale scores over an extended period.…”

Leading to inspire others: charismatic influence or hard work?

“…inspirational motivation, hope inspiration). Goddard (1981) viewed hope as inspiration and Cutcliffe (2006) investigated the concept of hope inspiration. Chamorro‐Premuzic (2006) suggested that although creativity has a long history in psychology, it has recently been conceptualized as inspiration.…”