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

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). For the control group, no significant change was found in the pre-test and post-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.