This research aims to investigate the most frequent challenging behaviors faced by preschool teachers in their classrooms and the strategies and discipline approaches they adopt against these challenging behaviors. This research is conducted within case study design, which is a qualitative research method. The study group consists of 10 different…

As a distinguished scholar over the past 45 years, Michel Hersen has left an indelible mark on the field of behavior therapy and clinical psychology. One of his most enduring legacies is his early research work in the area of social skills assessment and training, with special attention to assertiveness training. His basic analogue and clinical…

Objective: This study highlights Dr. Elsie Pinkston and colleagues' research on the effectiveness of behavior parent training and examines the application of single-parent training group (SPG) programs to three parent-child dyads exposed to distressed family circumstances. Methods: Single-system evaluation designs were conducted with two…

Reports follow-up evaluations of effectiveness of cognitive-behavior modification (CBM) and cognitive-behavior modification plus assertion training (CBM/AT) treatments in reducing Type A behavior among university faculty. CBM and CBM/AT groups continued to report significantly less Type A behavior, less speed and impatience. No differences were…

Investigated the effectiveness of cognitive-behavior modification (CBM) and cognitive-behavior modification plus assertiveness training (CBM/AT), in reducing Type A behavior among university faculty. Findings indicated that both treatments were effective in reducing Type A behavior, but that the addition of assertiveness training in the CBM/AT…

Examined therapist and client perceptions of transcripts of psychotherapy--one using facilitative conditions as treatment and one using them as intermediate variables leading to assertive training. For therapists, assertive training was estimated as more effective. The behavioral therapist was seen as more expert. For clients, no significant…

Moderately depressed females (N=26) were assigned randomly to assertion training or delay-control groups. Experimental subjects became significantly more assertive and engaged in more activities than controls, and effects of treatment continued after treatment ended. Eight weeks after treatment, the experimental subjects' scores indicated…

Evaluated cognitive, behavioral, and combined assertiveness treatments for dysfunctional job-interviewing skills. Cognitive treatment had no impact on any outcome variable. Some evidence favoring behavioral treatment appeared on cognitive assessment battery but not on behavioral battery, suggesting that cognitive improvements were not clearly…

Evaluated the effects of overt rehearsal and homework practice on covert modeling treatment of social skills. Nonassertive clients (N=79) received a combination of overt rehearsal and homework practice. Clients who engaged in homework practice and/or overt rehearsal of assertive behavior within the treatment sessions made consistently greater…

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.…

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

Outlines theoretical assumptions and research base for rational restructuring, cognitive-behavioral intervention procedure for reducing certain anxiety-related disorders, such as various forms of social-evaluative anxiety (social anxiety, unassertiveness, public speaking, test anxiety). Describes intervention procedures within consultation session…

Undergraduates (N=111) participated in one of two cognitive behavioral training programs, which included behavior rehearsal, modelling, coaching, cognitive-restructuring, and emphasis on the transferability of skills. Neither self-report nor behavioral outcome differences between the facilitative versus the didactic approaches were noted. However,…

Findings indicate that the effects of assertion training generalized to novel teacher, parent, and student situations and to the in vivo test. Structured learning training with teacher trainers produced more assertive behavior in teacher situations. Performance was differentially affected by type of participant. (Author)

Individuals given assertion training showed increases in acceptance of disability scores, self-concept/esteem scores, and social interaction skills scores when compared with individuals who did not experience assertion training. Assertion training was effective for increasing acceptance of disability in physically disabled university students.…