Male graduate students exhibited significantly more aggressiveness (interruptive behavior) than female students in both male and female professors' classes, although more male aggressiveness occurred in female professors' classes. Male students were more verbally assertive in female professors' classes only. Among students, aggressiveness was…

Assessed efficacy of behavior rehearsal procedures in assertion training. Results indicated that nonassertive subjects responded less assertively in behavior role play tests, and reported themselves more anxious than assertive subjects. The role-reversal group was least effective in modifying self-reports of assertion behaviors.…

The author suggests using role playing to help students learn to handle awkward interpersonal situations. He gives guidelines for such a classroom role playing session and offers a sampling of interpersonal conflict scenarios. (SJL)

The most effective group leaders are those perceived as highly energetic, supportive, and flexible in their style, who provide stimulation for the group and opportunity for emotional expression and closeness. This positive confronting style is contrasted with an intrusive-aggressive or challenging style. (Author/JMF)

Defines assertive, nonassertive, and aggressive behavior. Discusses assertiveness training as a technique for self-growth, staff development, and teacher effectiveness. (SK)

Application of Kohlberg's principles of moral development meets the needs of family life educators in presenting diverse, value-laden subject matters. Strategies for adapting these principles to marriage and family life courses are offered: a values clarification procedure and a presentational model aimed at enhancing assertive self-awareness.…

Tests effects of two interventions upon question-asking behavior. Both treatments decreased latency of asking the first question, but only specific instructions affected total number of bids for clarification. Women predisposed to be high in assertiveness were facilitated by any intervention. Shorter latencies were associated with more knowledge.…

A study of college students showed that asserters and males expressed more anger and aggression and nonasserters experienced more covert anger. Men scored higher than women on guilt and condemnation of anger, a reflection of the study sample rather than an actual population difference. (Author)

A model which should form the basis of minimal training in health counseling skills is presented. (JD)

The validity of the Rathus Assertiveness Schedule (RAS) was investigated by correlating it with the six Class I scales of the California Psychological Inventory on a sample of undergraduate students. Results supported the validity of the RAS. (JKS)

Describes and gives examples of the Assertive Discipline Program. Also includes guidelines for an effective discipline plan. (IRT)

Presents (1) a brief discussion of the distinction between assertion training and nonassertion training, (2) examples of management styles which are symptomatic, under certain conditions, of over-assertiveness, and (3) a short discussion concerning training procedures that can be used for nonassertion training sessions. (TA)

Describes the process of planning and implementing a women and anger group, including the theoretical framework, goals, and planning and implementation of the group. Presents a facilitator's manual for therapists, with suggestions for prescreening interviews, ground rules, identifying anger, assertiveness, values clarification, barriers to change,…

Evaluated alternate assessment methods by comparing subject assertiveness, two methods of scene presentation, and two methods of response generation in repeated measures design. For self-efficacy, printed scene plus experimenter-prepared response condition yielded significantly higher ratings than all other conditions. For outcome expectancy,…

Examined effectiveness of workshops to help first-year college students become aware of their reasons for alcohol and drug use, learn skills to resist peer pressure to drink and use drugs, and learn about assertiveness and stress reduction. Workshops did not result in significant changes in reasons for using alcohol/drugs or in alcohol/drug use…