The purpose of the present study was to investigate the effect of a GROUP ASSERTIVENESS TRAINING on enhancing ASSERTIVENESS and self-esteem in a GROUP of submissive students. First, all male students of the first grade of high schools in "Ijrood" District of Zanjan Province were assessed based on Gambrill and Richy Assertion Inventory (1975). Consequently, thirty subjects with the lowest level of ASSERTIVENESS were selected as submissive students. They were randomly assigned to two GROUPs of experimental and control. The Coppersmith Self-esteem Inventory (1967) was also administered to assess these students' self-esteem. The research design was based on pretest and posttest method along with experimental and control GROUPs by random assignment. Participants in the experimental GROUP attended eight sessions of GROUP ASSERTIVENESS TRAINING program. Each intervention sessions lasted nearly ninety minutes. Data were collected before and after implementing the ASSERTIVENESS TRAINING program and were analysed by using "t" test and covariance methods. The findings indicated positive significant improvement of ASSERTIVENESS and self-esteem in submissive students in the experimental GROUP. The possible explanation for the increase in assertive behavior of the submissive students and enhancing their self-esteem might be due to participation in the ASSERTIVENESS TRAINING program which was helpful for such students.

Purpose: The present study aimed to investigate the effectiveness of GROUP ASSERTIVENESS TRAINING on creativity 5thgrade students in Tonekabon City.Method: The current study was of semi-experimental and the kind of pretest-posttest with control GROUP. The concerned community included all 5th grade students in Tonekabon in 2013-2014.The sample included 30 students selected by random multistage sampling method and were randomly divided into experiment and control GROUPs. The instruments used in this study were form "B" Torrance Test of Creativity Scale.Finding: Analysis of covariance showed that the two GROUPs are statistically significant difference for all four dependent variables. Results of this study indicate that ASSERTIVENESS TRAINING increases students' creativity.

The present investigation aimed at examining the effectiveness of GROUP life skills TRAINING (anger management, ASSERTIVENESS and relaxation) on increasing ASSERTIVENESS and decreasing anger among heart patients, after bypass surgery. For this reason, 40 heart patients 35-65 years, having first bypass, were selected randomly and assigned to two experiment and control GROUPs. In this study, "Ruthus ASSERTIVENESS" and "MMPI-2 anger" scales were used before and after life skills TRAINING. Data were analyzed with the help of one-way analysis of covariance (ANCDVA). The findings revealed that GROUP life skills TRAINING resulted in increasing ASSERTIVENESS and decreasing anger among patients (p<0/001). There wasn't significant difference between males and females patients in effective of GROUP life skill sTRAINING (p>0/05).

Background ASSERTIVENESS is one of the most important skills needed by nurses to reduce interpersonal conflict and build an effective teamwork in complex hospital environments. Objective The aim of this study was to determine the effect of an ASSERTIVENESS TRAINING program on nurses’ aggressive and adaptive ASSERTIVENESS. Methods In this interventional study, participants were 64 nurses working in hospitals of Abhar city in Iran, randomly divided into two GROUPs of intervention (n=32) and control (n=32). Assertive TRAINING program was presented as a two-day TRAINING workshop (10 hours) to the intervention GROUP, while the control GROUP received no TRAINING. Thompson and Burnham’ s Adaptive and Aggressive ASSERTIVENESS Scale were completed by the participants in both GROUPs at baseline, immediately, one and three months after the intervention. After collecting the data, Friedman, Mann– Whitney, Chi-squared, and Fisher tests were used for their analysis. Findings The mean of adaptive ASSERTIVENESS score was significantly different between the the two GROUPs immediately (P=0. 002) and 1 month after the intervention (P=0. 025). The aggressive ASSERTIVENESS scores were not significantly different immediately, 1 and 3 months after the intervention (P>0. 05), but the results of Friedman test showed a statistically significant decrease in the aggressive ASSERTIVENESS scores compared to its baseline score (P=0. 002). Conclusion The ASSERTIVENESS TRAINING program increased adaptive ASSERTIVENESS and decreased aggressive ASSERTIVENESS in nurses. Relevant authorities can design continuous and useful ASSERTIVENESS TRAINING programs to promot this valuable skill in nurses.

Introduction: ASSERTIVENESS is an important skill for nurses in order to successfully communicate with patients, families and colleagues. ASSERTIVENESS increases people's self-esteem and self-confidence, improves interpersonal communication, and leads to the development of personality and internal locus of control. The purpose of this study was to investigate the effect of the ASSERTIVENESS TRAINING program on nursing students’ ASSERTIVENESS skills.Methods: Using a quasi-experimental design, two out of three nursing classrooms held for students entering fall 2011 (n=55), and one out of two for those entering spring 2012 (n=34) were randomly selected. The former as the control GROUP was pre-tested and post-tested after two weeks. The latter as the experimental GROUP was undertaken the ASSERTIVENESS TRAINING program and was tested similarly to the control GROUP. The Gambrill & Richey ASSERTIVENESS questionnaire along with some demographic questions were used to collect data. The data was analyzed using descriptive and inferential statistics.Results: The mean of ASSERTIVENESS scores in the pre-tests in both GROUPs did not show a significant difference (P=0.6). While no statistically significant change in the control GROUP (P=0.09) was reported, a significant increase in the scores of the experimental GROUP was shown after the TRAINING program (P=0.005).Conclusion: The ASSERTIVENESS TRAINING program increased the students’ level of ASSERTIVENESS. It is recommended to investigate the effect of improving self-esteem, problem-solving and social communication skills on nursing students’ level of ASSERTIVENESS.

Introduction: Quality of Working Life is a critical concept with great importance in the life of an employee which shows an appropriate balance between work and personal life, ensuring or organizational productivity and employee’ s job satisfaction. The purpose of this study was to determine the effect of GROUP TRAINING of ASSERTIVENESS on improvement in the quality of work life of Khatam-ol-Anbia hospital staff. Methods: The method of this study is terms of purpose was applied and in term of data collection method was pseudo experimental and designed was pretest-posttest with control GROUP. The sample of the study included 30 employees who were voluntary selected and they were randomly divided into two GROUPs of 15 people, experimental and control GROUPs. ASSERTIVENESS skills were applied as the independent variable on the experimental GROUP. The data collection tool was the Walton Quality of Work Life questionnaire. The Data were analyzed with analysis of covariance. Results: The results suggested that there is a difference between experimental and control GROUPs after performing the intervention. In other words, the use of GROUP TRAINING ASSERTIVENESS has enhanced quality of work life among the employees in the post-test (p<0. 05). Conclusion: Quality of work life is very important issue in the Workplace. Organizations can use GROUP TRAINING ASSERTIVENESS and self-expression in order to improve the quality of work life and increase employees’ satisfaction.

The aim of this study was to determine and compare the efficacy of ASSERTIVENESS TRAINING Methods (assertive refusal, assertive expression and assertive commentary) on social adjustment of boy and girl students of Shahreza Guidance Course in 2005-2006 school years.240 students (120 boy students and 120 girl students) of third grade in middle school (Grade 8) were selected using stratified random selection from students of Shahreza Guidance Course as the subjects of the research. They were randomly assigned into experimental GROUPs and a control GROUP. Prior to the educational intervention, experimental GROUPs and a control GROUP were assessed by Vinelend Adaptive Behavior Scales. Only the subjects in experimental GROUPs were exposed to 10 sessions of ASSERTIVENESS TRAINING in GROUP manner. The subjects in the control GROUP received no interventions. Upon completion of the intervention, experimental GROUPs and a control GROUP were assessed once again by the aforementioned test. Data were analyzed and interpreted by covariance analysis, pair-wise comparisons (Bonferoni).Research findings showed that significant difference existed in GROUP membership variable in comparison between experimental GROUPs and a control GROUP. Significant difference existed in comparing social adjustment between boy and girl students. Also, analysis of interaction between GROUP and sex variables showed that significantly difference existed. Also, analysis of multiple comparisons of Bonferoni implied that significantly difference exists between comparisons of experimental GROUPs with control GROUP.The results point to the fact that ASSERTIVENESS TRAINING methods including assertive refusal, assertive expression, and assertive commentary are effective in modifying the social adjustment and ASSERTIVENESS TRAINING methods. These can be considered a primary and fundamental need in educational backgrounds.

Background and purpose: Homesickness is a complex cognitive, exciting and stimulating condition that comes into existence because of the individual’s transition into a new environment and it seems to present the reduction of coping strategies. This research aims to study the effectiveness of the method of ASSERTIVENESS TRAINING on homesickness of female university students.Materials and methods: This was an interventional study pre and post test study. Among 249 female freshmen, 96 students were found to be suffering from homesickness among which 60 students were randomly selected and put in the intervention and control GROUP. The information was gathered by Archer et al., homesickness questionnaire which involves 30 expressions, from 1 to 5 likert scale, and also by the researcher’s own questionnaire which involves demographic information. The pre test data were gathered within the first 2 weeks of their arrival to the dormitory. The experimental GROUP took part in 12 90-minute TRAINING sessions followed by evaluation 3 weeks after the initial testing. The data were analyzed according to Mann-Whitney test.Results: The pre- test data from the two GROUPs showed no significant difference, however, with the presentation ASSERTIVENESS TRAINING, the experimental GROUP grades were significantly higher than control the GROUP. Also, two factors of homesickness i.e., not-likening the university and strong attachment to their home did not show a difference in pre test, however, differences in post test were shown to be significant.Conclusion: The results of the study show that ASSERTIVENESS TRAINING can be effective in alleviating problems that come up after the transition of the individual into the university and their new environment.

Background and Purpose: The importance of elf-efficacy is in its effect on many human functions. Numerous studies have shown that by teaching different communication skills, self-efficacy can be improved. ASSERTIVENESS is one of these skills. Accordingly, the purpose of the current research was to investigate the effectiveness of ASSERTIVENESS TRAINING program on increasing the self-efficacy of students. Method: This study was a semi-experimental research with pretest-posttest control GROUP design. The population included all the 7th grade students of Shiraz in the academic year 2016-2017. A random sample of 80 students (40 boys and 40 girls) was selected by multi-stage clustering sampling. Then 20 students of each sex were randomly selected and assigned to either the experimental or the control GROUP. In such a way that at the end 4 GROUPs were formed (i. e. 20 girls in the experimental GROUP, 20 girls in the control GROUP, 20 boys in the experimental GROUP, and 20 boys in the control GROUP). The experimental GROUPs underwent eight 90-min sessions of intervention (ASSERTIVENESS TRAINING). Data were collected by General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) and Assertion Inventory (Gambrill & Richey, 1975). ANCOVA was used for analyzing the data. Results: Findings showed that ASSERTIVENESS TRAINING was effective in increasing the self-efficacy (F=9, P <0. 004) and ASSERTIVENESS (F=50. 02, P <0. 0001) of the experimental GROUP. No significant difference was found between the girls and the boys in terms of self-efficacy and ASSERTIVENESS. Conclusion: The present research showed that the cognitive changes caused by ASSERTIVENESS TRAINING and the exercise of "saying no" can improve students' self-efficacy and ASSERTIVENESS. Research implications for the educational systems to increase the student’ s capabilities are discussed in this paper.