Author: Sue Uland Stephenson
Publisher:
ISBN:
Category : Assertiveness training
Languages : en
Pages : 198
Book Description
The purpose of this study was to examine the effect of a course in assertiveness training on internalized shame in college students to determine if assertiveness training was effective in decreasing the feeling of shame in undergraduate college students. Assertiveness training was selected as the treatment to reduce shame because of the theoretical link between assertiveness and self-concept. The study was an empirical investigation of a treatment for the emotion of shame. The experimental design used for the study was a Repeated Measures ANOVA with one grouping factor (treatment) and one within subjects factor (time). The treatment grouping factor had two levels: control and experimental. The within subjects factor, time, had two levels: pre and post. There were two main effects, treatment and time, and one twoway interaction, treatment x time. The dependent variables were shame and assertiveness. The independent variables were treatment (control and experimental) and time (pre and post). The instruments used to measure the dependent variables were the Rathus Assertiveness Schedule (RAS) and the Internalized Shame Scale (ISS). The experimental subjects were 76 students enrolled in Psychology 479-570, Assertive Training Procedures. The control group subjects were 97 students enrolled in Speech 391-100, Fundamentals of Speech. All subjects in the study were enrolled at the University of Wisconsin-Stout, Menomonie, Wisconsin, during fall semester, 1987. Based on the results of the study, the following conclusion was reached: assertiveness training had a positive effect on lowering the level of internalized shame in college students. The experimental group, which had an assertiveness training class, experienced a statistically significant decrease in the level of shame compared to the control group, which did not receive assertiveness training. This study provided evidence that assertiveness training was an effective short-term therapy to reduce internalized shame in undergraduate college students.
The Effect of a Cognitive-behavioral Course in Assertive Training Procedures on Internalized Shame in College Students
Author: Sue Uland Stephenson
Publisher:
ISBN:
Category : Assertiveness training
Languages : en
Pages : 198
Book Description
The purpose of this study was to examine the effect of a course in assertiveness training on internalized shame in college students to determine if assertiveness training was effective in decreasing the feeling of shame in undergraduate college students. Assertiveness training was selected as the treatment to reduce shame because of the theoretical link between assertiveness and self-concept. The study was an empirical investigation of a treatment for the emotion of shame. The experimental design used for the study was a Repeated Measures ANOVA with one grouping factor (treatment) and one within subjects factor (time). The treatment grouping factor had two levels: control and experimental. The within subjects factor, time, had two levels: pre and post. There were two main effects, treatment and time, and one twoway interaction, treatment x time. The dependent variables were shame and assertiveness. The independent variables were treatment (control and experimental) and time (pre and post). The instruments used to measure the dependent variables were the Rathus Assertiveness Schedule (RAS) and the Internalized Shame Scale (ISS). The experimental subjects were 76 students enrolled in Psychology 479-570, Assertive Training Procedures. The control group subjects were 97 students enrolled in Speech 391-100, Fundamentals of Speech. All subjects in the study were enrolled at the University of Wisconsin-Stout, Menomonie, Wisconsin, during fall semester, 1987. Based on the results of the study, the following conclusion was reached: assertiveness training had a positive effect on lowering the level of internalized shame in college students. The experimental group, which had an assertiveness training class, experienced a statistically significant decrease in the level of shame compared to the control group, which did not receive assertiveness training. This study provided evidence that assertiveness training was an effective short-term therapy to reduce internalized shame in undergraduate college students.
Publisher:
ISBN:
Category : Assertiveness training
Languages : en
Pages : 198
Book Description
The purpose of this study was to examine the effect of a course in assertiveness training on internalized shame in college students to determine if assertiveness training was effective in decreasing the feeling of shame in undergraduate college students. Assertiveness training was selected as the treatment to reduce shame because of the theoretical link between assertiveness and self-concept. The study was an empirical investigation of a treatment for the emotion of shame. The experimental design used for the study was a Repeated Measures ANOVA with one grouping factor (treatment) and one within subjects factor (time). The treatment grouping factor had two levels: control and experimental. The within subjects factor, time, had two levels: pre and post. There were two main effects, treatment and time, and one twoway interaction, treatment x time. The dependent variables were shame and assertiveness. The independent variables were treatment (control and experimental) and time (pre and post). The instruments used to measure the dependent variables were the Rathus Assertiveness Schedule (RAS) and the Internalized Shame Scale (ISS). The experimental subjects were 76 students enrolled in Psychology 479-570, Assertive Training Procedures. The control group subjects were 97 students enrolled in Speech 391-100, Fundamentals of Speech. All subjects in the study were enrolled at the University of Wisconsin-Stout, Menomonie, Wisconsin, during fall semester, 1987. Based on the results of the study, the following conclusion was reached: assertiveness training had a positive effect on lowering the level of internalized shame in college students. The experimental group, which had an assertiveness training class, experienced a statistically significant decrease in the level of shame compared to the control group, which did not receive assertiveness training. This study provided evidence that assertiveness training was an effective short-term therapy to reduce internalized shame in undergraduate college students.
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 566
Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 566
Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
The Effect of an Assertive Training Program on College Students
Author: Mariellen Griffith
Publisher:
ISBN:
Category : Assertiveness (Psychology)
Languages : en
Pages : 256
Book Description
Publisher:
ISBN:
Category : Assertiveness (Psychology)
Languages : en
Pages : 256
Book Description
American Doctoral Dissertations
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 728
Book Description
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 728
Book Description
The Effects of Cognitive Behavioral Group Therapy on First Year College Students with Heightened Anxiety and Depressive Symptoms
Author: Iona Daniel
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 0
Book Description
Depression, anxiety, and lack of assertiveness are among the top five impediments to successful academic performance (American College Health Association, 2005). College freshmen who report mental health difficulties were targeted and invited to participate in group counseling sessions, the efficacy of which has been demonstrated (Folger, Carter, & Chase, 2004). The freshman groups, led by counselors in training and supervised by licensed psychologists, focused on psychoeducation concerning depression, anxiety, and assertiveness training. This study investigated whether psychoeducation combined with interpersonal processing enhanced first-year college participants coping skills, thus decreasing mental health problems and improving freshmen retention. In conclusion, it is important to understand why some students experience a smooth transition to college while others struggle or are not able to make the same smooth transition. This investigation will hopefully direct educators towards developing time-specific intervention programs that target students' individual needs, and ultimately generate better outcomes such as greater satisfaction with university life and higher retention rates (Becker, 2008).
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 0
Book Description
Depression, anxiety, and lack of assertiveness are among the top five impediments to successful academic performance (American College Health Association, 2005). College freshmen who report mental health difficulties were targeted and invited to participate in group counseling sessions, the efficacy of which has been demonstrated (Folger, Carter, & Chase, 2004). The freshman groups, led by counselors in training and supervised by licensed psychologists, focused on psychoeducation concerning depression, anxiety, and assertiveness training. This study investigated whether psychoeducation combined with interpersonal processing enhanced first-year college participants coping skills, thus decreasing mental health problems and improving freshmen retention. In conclusion, it is important to understand why some students experience a smooth transition to college while others struggle or are not able to make the same smooth transition. This investigation will hopefully direct educators towards developing time-specific intervention programs that target students' individual needs, and ultimately generate better outcomes such as greater satisfaction with university life and higher retention rates (Becker, 2008).
Responsible Assertive Behavior
Author: Arthur J. Lange
Publisher: Research Press (IL)
ISBN: 9780878221745
Category : Psychology
Languages : en
Pages : 352
Book Description
This valuable manual is designed for professionals who conduct assertion training groups. It is also recommended as a text for related college courses.
Publisher: Research Press (IL)
ISBN: 9780878221745
Category : Psychology
Languages : en
Pages : 352
Book Description
This valuable manual is designed for professionals who conduct assertion training groups. It is also recommended as a text for related college courses.
Assertive Behavior Training
Author: Donna M. Moore
Publisher:
ISBN:
Category : Assertiveness (Psychology)
Languages : en
Pages : 84
Book Description
Publisher:
ISBN:
Category : Assertiveness (Psychology)
Languages : en
Pages : 84
Book Description
Assertive Behavior Training
Author:
Publisher:
ISBN:
Category : Assertiveness (Psychology)
Languages : en
Pages : 220
Book Description
Publisher:
ISBN:
Category : Assertiveness (Psychology)
Languages : en
Pages : 220
Book Description
The Effectiveness of Cognitive-Behavioral Assertion Training Procedures on the Self-concept of College Undergraduates
Author: Carol F. Sisson
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 222
Book Description
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 222
Book Description
The Effect of a Training Program with College Students on Assertiveness Attitudes
Author: Mark R. Hanson
Publisher:
ISBN:
Category : Assertiveness training
Languages : en
Pages : 86
Book Description
Publisher:
ISBN:
Category : Assertiveness training
Languages : en
Pages : 86
Book Description