A Group Assertive Training Program for Elementary Schoolchildren

Abstract

Utilizing two treatment and two control groups, 80 fourth grade elementary schoolchildren participated in an assertive training experiment comparing 8 vs. 16 contact hours of training. Both training groups performed significantly better than the control groups on all post and follow-up assessment measures. At follow-up, self-report measures of assertiveness and teachers' ratings of students' behaviors revealed significant differences between treatment and control groups, and marginally significant differences between the 8 vs. 16 hour groups. These findings are discussed, with recommendations for future investigations.