Introduction: Life skills such as assertiveness may improve psycho-social ability and consequently can improve self-esteem. The aim of this study was to determine the effect of assertiveness training on first-grade schoolgirls' self-esteem in Tehran.Methods: This quasi-experimental study was conducted on 80 first-grade schoolgirls in Tehran who was selected by multistage cluster sampling method. First Cooper Smith’s self-esteem Inventory (SEI) was fulfilled by 410 qualified students. Then students, who obtain less than moderate in SEI, divided randomly into two control and intervention groups. For intervention group, we carried out a two-hour group training program for eight sessions. Two weeks later both intervention and control group fulfilled SEI for comparing. Gathered data was analyzed in SPSS v.16 software by using descriptive and analytic statistic. P-value<0.05 was considered significant.Results: Most of students were living in two-parent families (93%) and only 5% of them were the only child in family. Also finding showed there was significant difference between self-esteem of students in intervention and control group after assertiveness training. Before training intervention, the independent t-test indicated that there was no difference between the experimental and control groups in term of the amount of self-esteem in the students, but this amount increased in the experimental group after the intervention in comparison to before the intervention from 27.57±3.08 to 34.23±5.91 (p<0.05). In addition, there was difference between dimension of self-esteem, the highest rank referred to educational dimension and the lowest rank referred to social dimension.Conclusion: According to the results, it seems more counseling services and life skill training in workshop especially assertiveness training, is required to improve students' self-esteem. It may lead to increase knowledge and improve skill and therefore, improve mental health.

This paper researches the effect of assertiveness training on the social skills of pre-university female students.In this semi-experimental research 50 Students from Varzagan schools were randomly selected and then assigned in to two experimental (25 Students) and control (25 Students) groups. In this study, Matson social skills scale was used and data were analyzed by one way analysis of covariance (Ancova).The findings revealed that Assertiveness Training has positive and significant effect on social skills. These data implicitly indicate that the application of assertiveness training in academic environments has a significant effect on the improvement of the students social skills and their life (p<0/001).

The purpose of this study was to investigate the effect life skills training on decreasing anxiety and increasing self-extension of first year high school girl in behbahan province. The samples consist of 80 girls student which were chosen via cluster randomly and divided to control and experimental groups randomly. We used katels anxiety questionnaire and assertion Scale for Adolescents (A.S.A) to collect data in pre-test. Then the experimental group participated in 18 weeks and one section (90 minutes) every week. This study was experimental type (pre test, post test). Data analyzed by Multivariate Analysis Of variance (MANOVA) AT PVALUE (p<0/05) Revealed: There were significant differences between experimental group and control group, whith meant that life skills training had affected the decrease in anxiety and increasing self-extension.

The research investigated the effects of training positive thinking skills on grade 1 female high school students’ self-expression. It was of pre-test post-test type having control group. 30 students were selected through multi-step cluster method from among all Grade 1 female high school students studying at 1392-93 scholastic year in Tehran; and they were randomly assigned to two groups of control and experimental. Then, the experimental group was trained positive thinking skills during 8 90-minute sessions. The instrument was Gambrill and Richie’s self-expression questionnaire which was administrated to both groups through 3 steps of pretest, posttest and follow-up (one month). The data were analyzed using ANOVA. Results indicated that there was significant difference between self-expression mean of the control and experimental groups; and the effects of the treatment or intervention have been stable. It can be concluded that training positive thinking skills can be a way to increase students’ self-expression and self-confidence.

This research aims at comparing the effectiveness of training skills of parents in problem solving and expressiveness on the social adaptation and educational progress of their children. This study was conducted randomly on 24 high school boys in Somehsara. The research method was semi- experimental proper to diminutions. The means of research were questionnaires relating to social adjustment of high school students (AISS) (Sinha and Sink, 1993). (b) the average of the lessons of these students in grade one in high school to analyze the achieved data, first the averages and standard deviations were used and then for testing hypothesis analysis of the variance of a few variables was used. The research results showed that the program of parents' expressing skill has had influence on the increasing of the social adaptation and educational achievement of their students. Problem solving skill has had influence on children' social adaptation, but it hasn't had any influence on their educational achievement. The Findings of this research can be applied to students` educational progress, growth and advancement of social adaptation.

The present research aimed to investigate the effects of a self-assertiveness training program and different parenting styles in female first grade high school students in Tehran. Students were selected from 14 education authorities as designated by the Iranian Ministry of Education. All students had enrolled during the academic year 2005 - 2006. The aims of the present research were twofold: First, to compare self-assertiveness in students with different parenting styles and second, to examine the effects of a self assertiveness training program in students. The sample, using a cluster sampling method consisted of 450 students of whom 40 were selected to take part in the training program. All subjects completed the Assertiveness Inventory (AI) and a 76 item inventory measuring parenting style. Subjects completed these questionnaires twice before and after the training program. Statistical analyses showed that there was a significant difference between the extend of self-assertiveness of students in families with different parenting styles. The greatest difference was in connection with "little control and too much love". It was further found that students who scored low on self assertiveness measures can benefit significantly from self-assertiveness programs. 

This study aimed to examine group assertive training on social anxiety, social skills and academic success of male second level students in Iranshahr high schools. The design of the study was quasi-experimental, and of pretest-posttest-with-control group kind. The population of the study included second grade high school students in the academic year 2010-2011 consisted of 943 members and the sample included 70 students selected via multistage cluster sampling method that were involved in two groups: experimental and control. The instruments used in this study were Eisler & Miller Social Skills Rating Scale and Watson & Friend's Anxiety Scale. The obtained data were analyzed using multi-variable variance (Manova). The results showed that there was a significant difference among three the groups in the case of the three variables. The obtained results of this study demonstrated that group assertive training increased social skills and academic success and decreased social anxiety.

This research has studied the effects of life skills training on personal relationship, self esteem and assertiveness of blind girls at isfahan Fatemeh Zahra blind rehabilitation center in 2007.This has been a sub experimental research and used pre-test, post-test plan with a control group. The used tools in this research about subscale of personal relationship come from exciting intelligence questionnaire of Brad berry and Griaves-self-esteem questionnaire of Rosenberg assertiveness questionnaire of Alberti and Emmons and researcher constructed demographic questionnaire. Whole blind girls of this rehabilitation center made researching statistical community. So, the girls of 20 to 40 years old received attention for researching, because, they could understand the sessions better.26 girls selected randomly among them and arranged in 2 experimental and control groups Life skills taught to experimental group during 9 sessions, each 2 hours and 2 sessions in a week. multivariate analysis of variance result showed that that life skills training had meaningful and positive effect on self-esteem and assertiveness of blind girls of experimental group (P£0/001), but had no meaningful effect on their personal relation- ships (P³0 /05).

This study compared the effectiveness of the self-assertiveness training and problem solving on the aggression and adaptation has been done. Method in this study, experimental design, pre-test, post-test and control groups respectively. The study of 500 from all girls’ students in first year high school that was 250 accidentally Ramsar city that who people from randomly selected fully Eysenck adaptation questionnaire responded. The 80 people who score high aggressive and maladapted are selected. Finally 45 people with high mark have been completely random in three 15-man group that had a pilot training program and problem solving an assertive training in six 90-minute session to receive a workshop style sessions. And at the end of sessions from three groups the post test was performed. Data collected for testing hypotheses of this study, using multivariate analysis of variance statistical test was analysis Theory analysis showed: The effect of self-assertiveness training and problem solving on adaptation and aggression isn't different. Problem solving skills training is effective in reducing of aggression Problem solving skills training is effective on increasing the adaptation Self-assertiveness training is effective in reducing high aggression Self- assertiveness training is effective on increasing of adaptation. In general, effectiveness of self-assertiveness & problem-solving on aggressiveness is more of adaptation.