scholarly journals EVALUATE THE EFFECTIVENESS OF ASSERTIVENESS TRAINING MODULE ON ASSERTIVE BEHAVIOUR, SELF ESTEEM AND INTERPERSONAL COMMUNICATION SATISFACTION AMONG NURSES WORKING IN SELECTED HOSPITALS: A PILOT STUDY

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Mr Sunil awate ◽  
Dr. J Rukuman Rukuman
Keyword(s):  
Interpersonal Communication ◽  
Negative Correlation ◽  
Self Esteem ◽  
Communication Satisfaction ◽  
Control Group ◽  
Training Module ◽  
Post Intervention ◽  
Assertiveness Training ◽  
Weak Negative Correlation ◽  
Experimental Group

ABSTRACT Assertiveness is not something that is inherited. Assertiveness is a skill that anyone could learn if he decided to, lack of assertiveness is only rooted to the way of dealing with others you got used to, this way may be letting go of your rights or fear of standing up for yourself. Being assertive requires only thing, your decision. The research design used for this study was quasi-experimental, pre-test post-test control group design. Total 60 Nurses who met inclusive sampling criteria were selected and allocated 30 to experimental group and 30 control group by using non-probability, convenient sampling technique. The data was collected by using socio-demographic data, Rathus Assertiveness Schedule for assertiveness, Rosenberg Self Esteem Scale for self-esteem and interpersonal communication satisfaction inventory for interpersonal communication satisfaction respectively. The Participants of the experimental group were administered Assertiveness training module in 7 sessions, each day one session and outcome variables were measured at three points in time; before intervention, 7th day after intervention and one month after intervention. The data was collected from November 2019. The effect of intervention was analyzed by repeated- measures ANOVA. The calculated student independent ‘t’ test value of (t = 6.484, P = 4.45) for assertiveness, (t = 5.440, P = 2.65) for self-esteem and (t = 7.119, P = 5.427) for interpersonal communication satisfaction at the post intervention 2 shows that there was significant improvement in nurses’ level of assertiveness, self-esteem and interpersonal communication satisfaction after the administration of assertiveness training in experimental group than in control group. Assertive behaviour and self-esteem had weak negative correlation in both groups experimental group & control group at post intervention 2. Assertive behaviour and interpersonal communication satisfaction also had a weak negative correlation

scholarly journals EVALUATE THE EFFECTIVENESS OF MOTIVATIONAL PACKAGE ON ENHANCING SELF-ESTEEM AND MAINTAIN ABSTINENCE, IN ALCOHOL DEPENDENT ADULTS IN A SELECTED DE-ADDITION CENTRE: A PILOT STUDY

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Mr. Praveen L Subravgoudar ◽  
Dr. J Rukumani rukumani ◽  
Dr. J Rukumani rukumani
Keyword(s):  
Public Health ◽  
Health Problem ◽  
Public Health Problem ◽  
Self Esteem ◽  
Control Group ◽  
Post Intervention ◽  
Intervention Level ◽  
Abstinence From Alcohol ◽  
Experimental Group ◽  
Alcohol Dependent

ABSTRACT Alcohol dependence is a major health problem in every society, and in both developed and developing countries. It is usually referred to as the third most serious public health problem. Alcohol is a dangerous drug, which has been domesticated by traditionsthat predate history. It is intimate with our social life. Alcohol is a major public health problem today. In last three decades, many surveys have been carried out in India to assess the prevalence and co-morbidity of alcohol and drug uses. Important finding of these studies is that alcohol was the commonest substance used, i.e., 60-98%. The research design used for the study was quasi-experimental research design. Total of 60 alcohol dependent adults, who met inclusion sampling criteria, were selected and randomly allocated 30 to experimental group and 30 to control group with the help of computer-generated random sequence numbers. Level of self – esteem and maintaining abstinence from alcohol among the alcohol dependent adults was assessed by using Rosenberg Self-Esteem Scale and URICA Scale respectively. The participants of experimental group administered motivational package in 6 sessions, each day one session. Outcome variables were measured at three points in time; before intervention, 7th day after intervention, and one month after intervention. Effects of the intervention were analyzed by repeated-measures ANOVA. Results shows the that Motivational Package was effective in enhancing Self-Esteem and maintaining abstinence, in alcohol dependent adults in a selected de-addition centre. A significant positive correlation (r = 0.0888) was found between post intervention level of self-esteem and maintaining abstinence from alcohol among adults in the experimental group and a significant negative correlation between (r = -0.487) was found between post intervention level of self-esteem and maintaining abstinence from alcohol among adults in the control group. The study concludes that Motiv

Impact of social skills training on self-esteem among male and female adolescent students

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Seema G. B. ◽  
G. Venkatesh Kumar
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Skills Training ◽  
Self Esteem ◽  
Female Adolescent ◽  
Control Group ◽  
Post Intervention ◽  
Male And Female ◽  
Adolescent Students ◽  
Experimental Group

The adolescent years are transforming at all levels: physical, emotional, social, cognitive and behavioral. Helping professionals have searched for ways for adolescents to acquire the skills necessary to face these many changes. Parents, educators and adolescents have tried to do what they can ,not only to survive ,but to make the most of major life transition that occurs from age 10-18 (Arnett, 2000). This study was done to investigate the effect of social skills training on self esteem among male and female adolescent students. The sample consisted of 200 (100 male and 100 female) adolescent students, were selected randomly and divided into experimental and control groups. The experimental group received social skills training in 10 sessions, but the control group didn't attend the sessions. Rosenberg Self Esteem Scale by Rosenberg (1965) was administered in pre and post intervention to measuring Self esteem. Results revealed that social skills training has significantly enhanced self esteem in the selected sample of experimental group and gender did not have differential influence on enhancing self esteem due to social skills training.

Assertiveness Training for Coaches: The Issue of Healthy Communication between Coaches and Players

1982 ◽  
Vol 4 (2) ◽  
pp. 107-114 ◽  
Author(s):  
Thomas W. Miller
Keyword(s):  
Interpersonal Communication ◽  
Cognitive Model ◽  
Self Esteem ◽  
The Self ◽  
Future Research ◽  
Training Module ◽  
Important Ingredient ◽  
Assertiveness Training ◽  
Sport Activities

Communicative dimensions of the coach/player relationship can have a pro-found impact on the self-esteem of the adolescent personality involved in sport activities. Assertiveness training as a part of standardized coaching clinics can be an important ingredient in improving the coach/player relationship. A n assertiveness training module is outlined with emphasis on a specific precept cognitive model which has been shown to improve the quality of interpersonal communication. It has favorable applicability to the coach/player interaction. Issues of import for future research together with measures to assess the effectiveness of assertiveness training for coaches are discussed.

scholarly journals Reducing Aggression by Developing Emotional and Inhibitory Control

2021 ◽  
Vol 18 (10) ◽  
pp. 5263
Author(s):  
Miriam Romero-López ◽  
María Carmen Pichardo ◽  
Ana Justicia-Arráez ◽  
Judit Bembibre-Serrano
Keyword(s):  
Psychosocial Development ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Generalized Linear Mixed Model ◽  
Emotional Control ◽  
Control Group ◽  
Post Intervention ◽  
Mixed Model Analysis ◽  
Intervention Measures ◽  
Experimental Group

The objective of this study is to measure the effectiveness of a program on improving inhibitory and emotional control among children. In addition, it is assessed whether the improvement of these skills has an effect on the reduction of aggressive behavior in pre-school children. The participants were 100 children, 50 belonging to the control group and 50 to the experimental group, aged between 5 and 6 years. Pre-intervention and post-intervention measures of inhibitory and emotional control (BRIEF-P) and aggression (BASC) were taken. A Generalized Linear Mixed Model analysis (GLMM) was performed and found that children in the experimental group scored higher on inhibitory and emotional control compared to their peers in the control group. In addition, these improvements have an effect on the decrease in aggressiveness. In conclusion, preventive research should have among its priorities the design of such program given their implications for psychosocial development.

scholarly journals The Influence of Coaches’ Communication on The Level of Players’ Pre-Competitive Anxiety and Selfesteem

2016 ◽  
Vol 56 (2) ◽  
pp. 129-142
Author(s):  
Peter Kačúr
Keyword(s):  
Educational Program ◽  
Self Esteem ◽  
Control Group ◽  
Intervention Period ◽  
Lower Intensity ◽  
Somatic Anxiety ◽  
Competitive Anxiety ◽  
Cognitive Anxiety ◽  
Experimental Group ◽  
Mastery Approach

Summary The purpose of the study was to evaluate the influence of coaches` communication discourse determined by educational program Mastery Approach to Coaching (MAC) on changes of players` level of pre-competitive anxiety and self-esteem. The research was applied on 10 coaches of collective sports and 161 players. For diagnosing, the level of cognitive, somatic anxiety and selfesteem was used standardized questionnaire CSAI-2R. Players of experimental group decreased level of intensity of cognitive (p = 0.004) and somatic anxiety as well as frequency and increased level of selfesteem intensity (p = 0.021) and frequency during intervention period. After three months’ experiment period players of experimental group experienced lower intensity (p = 0.000) and frequency of cognitive anxiety as well as lower intensity (p = 0.012) and frequency (p = 0.037) of somatic anxiety than players in control group. Players of experimental group perceived direction of self-esteem intrusions (p = 0.041) as well as intrusions of cognitive and somatic anxiety more positively than players of control group after intervention period.

scholarly journals Effectiveness of using a role playing strategy in developing dialogue skills in a language subject for students in the third grade intermediate in Hafr Al-Batin: فاعلية استخدام استراتيجية لعب الأدوار في تنمية مهارات الحوار في مادة لغتي لدى طلاب الصف الثالث المتوسط بحفر الباطن

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Mohammed bin Majed bin Shariah al - Shammari
Keyword(s):  
Role Playing ◽  
Self Esteem ◽  
Third Grade ◽  
Control Group ◽  
Control Groups ◽  
Teaching Role ◽  
Third Grade Students ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The aim of this study was to identify the effectiveness of teaching role playing strategy in developing dialogue skills in the immortal language of the intermediate third grade students. To achieve the objectives of the study, the researcher used the semi-experimental method by designing the two equal groups. The sample contains 51 students, 26 students for the control group and 25 students for the experimental group. The researcher used the statistical treatments using the SPSS program, The study has resulted in The results showed that the level of dialogue skills on the student scale among the average third-grade students in the experimental and control groups was medium. The mean of the two groups was on all dialogue skills (2.23). The skill of expressing the opinion is one of the most common dialogue skills, (2.25), while the skill of listening and listening is second, with an average of (2.24), followed by self-esteem in third place with an average of 2.23. Finally, ). In addition, there were statistically significant differences at the level of α 0.05 0.05 in post-performance in all dialogue skills (self-esteem, good listening and listening, respect for others, expression of opinion). In the light of its findings, the researcher made a number of recommendations.

scholarly journals Pelatihan Teknik Asertivitas untuk Meningkatkan Self-Esteem Korban Bullying

2016 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Amalia Hana Firdausi ◽  
Maria Goretti Adiyanti
Keyword(s):  
Primary School ◽  
Peer Interactions ◽  
Self Esteem ◽  
Control Group ◽  
Test Design ◽  
Post Test ◽  
Bullying Victims ◽  
And Control ◽  
Experimental Group ◽  
Quasi Experiment

The purpose of this study is to examine the effect of assertiveness techniquestraining to improve bullying victims’ self-esteem. This study was a quasi experiment withuntreated control group with pre-test and double post-test design. The data werecollected by using adaptation instrument of Peer Interactions in Primary School (PIPS)Questionnaire, assertiveness scale, and self-esteem scale. The subjects were 18 students in4 th -5 th grade who are indicated as bullying victims and have self-esteem scores categorizedin low to moderate levels (8 students in experimental group and 10 students in controlgroup). The result of the Mann Whitney U test showed that there was no difference inself-esteem scores between the experimental and control group during the pretest (p >0.05). After being treated, the differences in self-esteem scores were significant with Z = -3.113; p = 0.002 (p < 0,01) between the experimental group and control group, in which themean score of self-esteem in the experimental group was higher than the control group

scholarly journals The Effectiveness of a Program Based on the Strategy of Positive Education in the Development of Self-Esteem of Kindergarten Children with Learning Difficulties

2014 ◽  
Vol 8 (1) ◽  
pp. 214
Author(s):  
Khadega M. Badraldien
Keyword(s):  
Education Program ◽  
Learning Difficulties ◽  
Self Esteem ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Positive Education ◽  
Normal Children ◽  
Before And After ◽  
Experimental Group

The results of several studies have shown that children with learning difficulties suffer from low selfesteem compared to normal children, which may affect their integration with their normal peers, social adaptation, and their academic superiority in subsequent years. Positive education is one of the modern strategies in education which is intended to focus on the positive and desirable behavior of the child rather than focusing on the negative or bad behavior. The present study aimed to find out the effectiveness of a program based on the strategy of positive educationin the development of self-esteem for children who suffer from learning difficulties. The study used the pre-academic skills scale to diagnose and sort children with learning difficulties and the self-esteem scale to determine the level of appreciation for children with learning difficulties for themselves before and after the implementation of the program. Overall, the results of the study indicated that the positive education program helped in developing children’s self-esteem and appreciation for themselves. The results showed that children of the experimental group had better selfesteem than the control group, and the positive education program had a significant impact on the development of self-confidence and self image. The results also indicated that the experimental group was better in integration and social interaction than the control group. The study recommended using the strategy of positive education not only with normal children but also with those with learning difficulties. The study also recommended that parents' and teachers' awareness of the importance of positive education and its impact on the growth of the child's personality and abilities should be enhanced. 

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