Document Type
Oral Presentation
Campus where you would like to present
SURC Ballroom B/C/D
Start Date
21-5-2015
End Date
21-5-2015
Keywords
Behavioral Skills Training, Assertiveness, College Students
Abstract
Assertiveness skills are related to a variety of life factors including stress levels, social relationships, social fears, and anxiety. Previous research has shown that engaging in nonassertive behavior can have negative effects, and assertive behaviors can lead to a healthier life (Eldeeb, Enstar, & Eldosoky, 2014; Elliot & Gramling, 1990; Morgan, 1974; Larijani, Aghajanie, Baheriraei, & Neiestanank, 2010). The purpose of the current research was to determine if behavioral skills training (BST) was effective in teaching assertiveness skills to college students and if the skills would generalize to novel situations. BST is a method for teaching skills that uses instructions, modeling, rehearsal, and feedback. In the current study, BST was used to identify and teach nine different assertive behaviors and help the participants differentiate between nonassertive, assertive, and aggressive behavior. The current study used a multiple baseline design to implement the BST intervention for three participants. It is expected that participants will show an increase in assertiveness skills, and that those skills will generalize to novel scenarios.
Recommended Citation
Warrington, Savannah and Lovett, Sadie, "An Evaluation of Behavioral Skills Training to Teach Assertiveness Skills to College Students" (2015). Symposium Of University Research and Creative Expression (SOURCE). 144.
https://digitalcommons.cwu.edu/source/2015/posters/144
Poster Number
54
Department/Program
Psychology
Additional Mentoring Department
Psychology
An Evaluation of Behavioral Skills Training to Teach Assertiveness Skills to College Students
SURC Ballroom B/C/D
Assertiveness skills are related to a variety of life factors including stress levels, social relationships, social fears, and anxiety. Previous research has shown that engaging in nonassertive behavior can have negative effects, and assertive behaviors can lead to a healthier life (Eldeeb, Enstar, & Eldosoky, 2014; Elliot & Gramling, 1990; Morgan, 1974; Larijani, Aghajanie, Baheriraei, & Neiestanank, 2010). The purpose of the current research was to determine if behavioral skills training (BST) was effective in teaching assertiveness skills to college students and if the skills would generalize to novel situations. BST is a method for teaching skills that uses instructions, modeling, rehearsal, and feedback. In the current study, BST was used to identify and teach nine different assertive behaviors and help the participants differentiate between nonassertive, assertive, and aggressive behavior. The current study used a multiple baseline design to implement the BST intervention for three participants. It is expected that participants will show an increase in assertiveness skills, and that those skills will generalize to novel scenarios.
Faculty Mentor(s)
Sadie Lovett