The Effects of Assertive Training on Self-Concept and Anxiety

Percell, Lawrence P.

doi:10.1001/archpsyc.1974.01760160052011

Cited by 65 publications

(25 citation statements)

References 7 publications

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“…In addition to basic research on the relationships between unassertiveness and anxiety, there is evidence that assertiveness training is an effective treatment in reducing anxiety symptoms (Hedquist & Weinhold, 1970;Hoffmann, Kalkstein, & Volger, 1977;Percell et al, 1974;Warren, 1977;Workman, Bloland, Grafton, & Kester, 1986). In addition to basic research on the relationships between unassertiveness and anxiety, there is evidence that assertiveness training is an effective treatment in reducing anxiety symptoms (Hedquist & Weinhold, 1970;Hoffmann, Kalkstein, & Volger, 1977;Percell et al, 1974;Warren, 1977;Workman, Bloland, Grafton, & Kester, 1986).…”

Section: Treatment Outcomementioning

confidence: 99%

“…Outside of studies focusing on disorder-specific symptoms, there is evidence that unassertiveness is associated with other transdiagnostic factors that are broadly related to psychopathology, such as lowered self-esteem and selfconcept (Bijstra et al, 1994;Percell et al, 1974;Riggio, Throckmorton, & DePaola, 1990;Riggio, Watring, & Throckmorton, 1993;Tolor, Kelly, & Stebbins, 1976). Outside of studies focusing on disorder-specific symptoms, there is evidence that unassertiveness is associated with other transdiagnostic factors that are broadly related to psychopathology, such as lowered self-esteem and selfconcept (Bijstra et al, 1994;Percell et al, 1974;Riggio, Throckmorton, & DePaola, 1990;Riggio, Watring, & Throckmorton, 1993;Tolor, Kelly, & Stebbins, 1976).…”

Section: Self-esteemmentioning

confidence: 99%

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Assertiveness training: A forgotten evidence‐based treatment.

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Goldstein

Goldfried

2018

Clinical Psychology: Science and Practice

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The current article discusses assertiveness training, a once highly popular area of investigation that has been neglected in recent years by the field of psychotherapy. A substantial body of research indicates that assertiveness is a relevant factor associated with a variety of clinical problems, populations, and contexts, and that assertiveness training is a valuable transdiagnostic intervention. Despite its demonstrated importance, research on assertiveness and assertiveness training as a standalone treatment within clinical psychology has diminished drastically. We review the history of assertiveness training, revisit early research evidence for assertiveness training in treating various clinical problems, discuss the current status of assertiveness training, consider issues of clinical implementation, and comment on how the variables accounting for unassertiveness map onto the NIMH RDoC funding priorities.

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Section: Treatment Outcomementioning

confidence: 99%

Section: Self-esteemmentioning

confidence: 99%

Assertiveness training: A forgotten evidence‐based treatment.

Speed

Goldstein

Goldfried

2018

Clinical Psychology: Science and Practice

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“…Therapies such as assertive training that are aimed at ameliorating clients' and patients' social-skill deficits have been carefully evaluated both in analogue studies (e.g., Hersen, Eisler, Miller, Johnson, and Pinkston, 1973;Kazdin, 1974;McFall and Marston, 1970) and in clinically oriented investigations using group comparison designs (e.g., Percell, Berwick, and Beigel, 1974) and single case experimental strategies (e.g., Hersen, Turner, Edelstein, and Pinkston, 1975 Lillesand, 1971;McFall and Marston, 1970;McFall and Twentyman, 1973) and by Hersen and his colleagues with unassertive psychiatric inpatients . In addition, specific strategies for remediating dating-skill deficiencies in college students have been evaluated (e.g., Christensen and Arkowitz, 1974;Curran, 1975;Curran and Gilbert, 1975;Twentyman and McFall, 1975).…”

mentioning

confidence: 99%

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹

Bornstein

Bellack

Hersen

1977

J of App Behav Analysis

218

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The effects of social‐skills training consisting of instructions, feedback, behavior rehearsal, and modelling were examined in a multiple‐baseline analysis in four unassertive children. The treatment was effective in that the behaviors selected for modification changed markedly. The effects of treatment generalized from trained to untrained items (interpersonal situations requiring assertive responding) and gains were maintained at the two‐ and four‐week followup probe sessions. In addition, overall assertiveness in all subjects increased from baseline assessment to the conclusion of treatment and into followup.

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“…Social skill deficits have been related to poor selfesteem (percell, Berwick, & Beigel, 1974), external locus of control (Nowicki & Strickland, 1971), and depression (Lazarus, 1968;Wolpe, 1971Wolpe, , 1973. As social skill deficits appear to contribute to diminished positive social reinforcement, various investigators have considered the paucity of social reinforcement in interpersonal situations as an antecedent to depression (Frey, 1976;Lazarus, 1971;Lewinsohn, 1975;Wolpe, 1971).…”

Section: Aal Skills and Adaptive Functioningmentioning

confidence: 99%

Social Skills Assessment and Training with Children

et al. 1983

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A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher. This limited facsimile edition has been issued for the purpose of keeping this title available to the scientific community. ISBN 978-1-4899-0350-1 ISBN 978-1-4899-0348-8 (eBook) All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher Ellin and Karen To my parents, Anna and Gilbert, and my grandparents In memoriam, to my mother, Sibyl Wood, and my grandmother, Lora Franz Nicole and Michelle U affective-sociaI" cunicula of all schoolchildren. Ideally, this critical area of child development will be systematically taught in all schools as a standard and natural part of the educational process.A book such as this one requires a multitude of talents, the help of friends, and often hidden, but nevertheless vital, resources. We would first like to express our deepest appreciation to Karen Marchione, who conducted countless social skills training sessions, and because her intelligence, sensitivity, and clinical expertise helped refine this book's contents. Our gratitude is warmly extended to Sharon Foster, who provided a cogent, incisive, and detailed review of the draft, and whose feedback contributed greatly to the final form of the book. We would also like to extend much deserved thanks to Lollie

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The Effects of Assertive Training on Self-Concept and Anxiety

Cited by 65 publications

References 7 publications

Assertiveness training: A forgotten evidence‐based treatment.

Assertiveness training: A forgotten evidence‐based treatment.

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹

Social Skills Assessment and Training with Children

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The Effects of Assertive Training on Self-Concept and Anxiety

Cited by 65 publications

References 7 publications

Assertiveness training: A forgotten evidence‐based treatment.

Assertiveness training: A forgotten evidence‐based treatment.

SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS1

Social Skills Assessment and Training with Children

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SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹