Research Issues in Assertiveness Training.

Rich, Alexander R.; Schrøeder, Harold E.

doi:10.1037/h0078049

Cited by 211 publications

(62 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A assertividade é uma dessas habilidades, que tem sido associada a várias características de personalidade e do funcionamento interpessoal do indivíduo (Arrindell, Sanderman, et al, 1990). Trata-se uma competência social aprendida e circunstancial, ativada unicamente em contextos interpessoais, que consiste na expressão de sentimentos e necessidades pessoais de forma a obter reforço social dos parceiros de interação, quando a obtenção deste reforço está ameaçada (Rich & Schroeder, 1976). O que defi ne o comportamento assertivo é a sua validade social e cultural, ou seja, determinada resposta será assertiva se for reconhecida pelo grupo como uma autoexpressão e autoafi rmação adequada e ao mesmo tempo respeitosa do outro (Rakus, 2006), que permite a obtenção de vantagens moderadas quer para o individuo quer para o seu grupo social, a curto ou médio prazo (Marchezini-Cunha & Tourinho, 2010).…”

unclassified

Validação da versão reduzida da escala de comportamento interpessoal para adolescentes Portugueses

Vagos

Pereira

Arrindell

2014

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

ResumoEste trabalho apresenta a adaptação linguística para português da Escala de Comportamento Interpessoal -versão reduzida, e a avaliação das suas características psicométricas, em uma amostra de adolescentes tardios (dos 16 aos 21 anos; N = 872). Foi encontrada uma organização interna em quatro dimensões e uma medida geral para os dois componentes avaliados: desconforto ao ser assertivo e frequência de prática de comportamento assertivo. Todas as medidas obtiveram valores aceitáveis de consistência interna e níveis moderados de validade por relação com outras variáveis, face à versão reduzida da Escala de Assertividade de Rathus. Algumas diferenças por sexo foram observadas. Este instrumento mostrou-se útil para ser empregado na avaliação e investigação em psicologia. Palavras-chave: Validação transcultural, assertividade, análise fatorial confi rmatória, Escala de Comportamento Interpessoal -versão reduzida, adolescente. AbstractThis work presents the Portuguese linguistic adaptation of the short version of the Scale for Interpersonal Behavior and the evaluation of its psychometric characteristics using a sample of late adolescents (aged 16 to 21 years; N = 872). An internal organization of four dimensions was found along with a general measure for the two components under evaluation: discomfort while being assertive and frequency of practicing assertive behavior. All measures obtained acceptable internal consistency values and moderate levels of validity based on the relation to other variables, namely the short version of Rathus Assertiveness Scale. Some sex differences were observed. The instrument showed to be useful to be employed for evaluation and research in psychology.

show abstract

unclassified

Validação da versão reduzida da escala de comportamento interpessoal para adolescentes Portugueses

Vagos

Pereira

Arrindell

2014

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

show abstract

“…Assertiveness requires partially independent response types, depending on social, developmental or situational circumstances; the individual may possess different skills on each type of these responses and find it hard to transfer skills from one situational context to another (Eisler, Hersen, Miller, & Blanchard, 1975;Rakus, 1991). These contexts represent different levels of threat to gaining social rewards, and so assertiveness is the "skill to seek, maintain, or enhance reinforcement in an interpersonal situation (…) when such expression risks loss of reinforcement or even punishment" (Rich & Schroeder, 1976, p. 1082. As such, assertiveness is one of many social skills, which generally refer to socially performing in accordance with cultural and situational demands, in such a way as to achieve more rewarding and satisfactory social relationships, where all parts feel their human rights and value being respected (Del Prette & Del Prette, 1999).…”

Section: Introductionmentioning

confidence: 99%

A Cognitive Perspective for Understanding and Training Assertiveness

Vagos

Pereira

2016

European Psychologist

View full text Add to dashboard Cite

Assertiveness has for long been considered an optimal way of expressing oneself whilst at the same time maintaining and/or enhancing social rewards, leading to the conclusion that it should be promoted as an intra and interpersonal protective factor. Yet, little research has tried to provide a comprehensive model on assertiveness, which may better sustain why and how to train it. We propose a cognitive model for explaining how assertiveness comes to be enacted and maintained, considering the activation of previous individual schemas, how they influence the processing of social cues, which in turn influence the interactive activation of cognitive, emotional, and behavioral assertive products. The assertive behavior in turn prompts reactions from the interaction partner. This interpersonal exchange will serve to confirm previous schemas and make them more accessible when facing future social events. We further review findings that sustain the several assumptions involved in this model and proposed how it can sustain cognitivebehavioral approaches to assertive training, building on the premises that the interpersonal psychological functioning is manifested in interpersonal observed behaviors. Subsequently, new directions for the study and training of assertiveness are discussed, based on a social information processing framework and considering the current social challenges and contexts that we, as human beings, must face. KeywordsAssertiveness, cognitive model, assertive training, social information processing RUNNING-HEAD: A cognitive perspective on assertiveness 3 The historical evolution of the concept of assertiveness (for a review see Peneva & Mavrodiev, 2013) place it first as a stable and distinctive individual characteristic by which one might distinguish healthy and unhealthy persons. Afterwards, it was conceived as a method or process by which to better know and express oneself, as well as to communicate with others.Within this intra and inter-personal process perspective, the pioneer definitions on assertiveness refer to the complete and genuine expression of personal feelings, desires and needs (Salter, 2002), in the context of expressing, legitimating, opposing or making demands (Wolpe, 1973).Thus, is focused on standing up for personal rights, getting what you want, and standing up for yourself (Rakus, 1991). A responsible and empathic perspective on assertiveness followed, based on the definition of assertive rights and responsibilities. Assertive individuals have the right to express personal needs and wishes, to make informed and carefully considered decisions, to be treated with care and respect, to acknowledge having made mistakes, changed ones' mind or needing help, to decide and live in the pursuit of ones' best interest. Assertive individuals must also recognize that others have these same rights, and so take responsibility for not violating the rights of others but rather act in mutual respect, benevolent perseverance and politeness (Jakubowski & Lange, 1976). This perspective on ...

show abstract

“…Recently, a treatment regimen involving verbal instruction, modeling, behavior rehearsal, and response feedback has been used to teach effective interpersonal skill behaviors to both normal and psychiatric populations (Rich & Schroeder, 1976). This treatment regimen has This research was conducted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at the University of Wisconsin-Madison.…”

mentioning

confidence: 99%

The Effectiveness of Interpersonal Skills Training on the Social Skill Acquisition of Moderately and Mildly Retarded Adults

Bates

1980

J of App Behav Analysis

View full text Add to dashboard Cite

Sixteen moderately and mildly retarded adults were selected from a group residential facility and randomly assigned to experimental and control groups. The experimental group received a 12-session interpersonal skills training program consisting of instruction in the following areas: (1) Introductions and Small Talk, (2) Asking for Help, (3) Differing with Others, and (4) Handling Criticism. The social skills instructional package included verbal instruction, modeling, role playing, feedback, contingent incentives, and homework. As a result of this training program, moderately and mildly retarded adults acquired new social skills as evidenced by performance on a situation role play assessment. These gains generalized to untrained role play situations but did not result in significant group differences when assessed in a more natural setting (i.e., local grocery store).

show abstract

Research Issues in Assertiveness Training.

Cited by 211 publications

References 46 publications

Validação da versão reduzida da escala de comportamento interpessoal para adolescentes Portugueses

Validação da versão reduzida da escala de comportamento interpessoal para adolescentes Portugueses

A Cognitive Perspective for Understanding and Training Assertiveness

The Effectiveness of Interpersonal Skills Training on the Social Skill Acquisition of Moderately and Mildly Retarded Adults

Contact Info

Product

Resources

About