The effectiveness of assertiveness training for school-aged children on bullying and assertiveness level

Abstract

Purpose The aim of this study was to determine the effectiveness of an assertive training for school-aged children on peer bullying and assertiveness. Design and methods A quasi-experimental design using pre- and post-testing was conducted. Data were collected using a demographic questionnaire, an assertiveness scale, and the peer victimization scale. The training program was comprised of eight sessions which were implemented to intervention group. Results Descriptive characteristics were not statistically different between the groups (p>0.05). The peer victimization victim dimension results show that post-test mean scores of the students in the intervention group were lower than the pre-test mean scores (p 0.05). A comparison of the mean pre-test/post-test scores of peer-victimization bully dimension of the students' intervention and control groups revealed that the mean post-test scores of the students in the each group decreased (p>0.05). Conclusions An assertiveness training program increased the assertiveness level and reduced the state of being victims, but did not affect the state of being bullies. Practice implications The results of this study can help children acquire assertive behaviors instead of negative behaviors such as aggression and shyness, and help them to build effective social communication.