Community Health Journal

Community Health Journal

The Effectiveness of a Cognitive-Behavioral Approach to Assertiveness Training on the Self-Esteem and School Self-Concept of Adolescent Boy Victims of Bullying

Document Type : Original Article

Authors
A Akbari balootbangan 1
S Talepasand 2
AM Rezaei 3
I Rahimian boogar 4
1 1- Ph.D. Student, Dept. of Educational Psychology, Semnan University, Semnan, Iran.
2 Associate prof, Dept. of Psychology and Educational Science Semnan University, Semnan, Iran.
3 3- Associate prof, Dept. of Educational Psychology, Semnan University, Semnan, Iran.
4 Associate prof, Dept. of Clinical Psychology, Semnan University, Semnan, Iran.
10.22123/chj.2019.163723.1211
Abstract
Introduction: Today, the victimization of teenagers in schools is one of the most important social harms in schools. Therefore, the purpose of this study was to determine the effectiveness of cognitive-behavioral methods of assertiveness training on self-esteem and school self-concept among adolescent victims of bullying.
Materials and Methods: The statistical population included 14- to 17-year-old boy students in public schools in Tehran during the academic year 2018-19. A total of 40 subjects (20 in the control group and 20 in the experimental group) were randomly assigned to one of the two groups: experimental group and control group. Using a pilot, pre-test, post-test, and a one-month follow-up on the control group, Hartler's victimization and Rosenberg self-esteem and school self-concept questionnaires were completed. Then, experimental testing of assertiveness training was performed in eight sessions on the experimental group, and after the completion of the sessions the post-test was presented to both groups. Finally, a one-month follow-up was carried out. Analysis of repeated measurements was used for data analysis.
Results: The results showed that the cognitive-behavioral assertiveness training program made a significant difference in self-esteem (F=6.918 and p=0.003) and school self-concept (F=6.489 and p=0.003) between the two groups in the three stages of evaluation. This means that cognitive-behavioral assertiveness training helped bullying victims promote their self-esteem and self-concept.
Conclusion: Based on the results of this study, the cognitive-behavioral assertiveness training program was found to be effective on the self-esteem and school self-concept of adolescents aged 14 to 17 years. Therefore, it can be used to improve adolescents' skills. It is also important to inform parents, teachers, administrators and others professionals about the effectiveness of this kind of training.
Keywords
Assertiveness Training
Self-Esteem
School Self-Concept
Victim
Adolescent Boy
  1. Heinze HJ. Beyond a bed: Support for positive development for youth residing in emergency shelters. Children and Youth Services Review 2013;35(2):278-86.
  2. Akbari-balootbangan A, Talepasand S. The Factorial Structure and Psychometric Properties of Bullying Prevalence Questionnaire in Secondary Schools. J Educ Community Health 2015;2(2):10-9.[Persian]
  3. Lambert SF, Copeland-Linder N, Ialongo NS. Longitudinal associations between community violence exposure and suicidality. Journal of Adolescent Health 2008; 43(4):380-6.
  4. Espelage DL, Holt MK. Suicidal ideation and school bullying experiences after controlling for depression and delinquency. Journal of Adolescent Health 2013; 53(1):S27-S31.
  5. Crapanzano AM. (Dissertation). Understanding Bullying Participant Roles: Stability across School Years and Personality and Behavioral Correlates. New Orleans: University of New Orleans;‏ 2010: 1.
  6. O’Moore M, Kirkham C. Self‐esteem and its relationship to bullying behaviour. Aggressive behavior 2001;27(4):269-83.
  7. Tsaousis I. The relationship of self-esteem to bullying perpetration and peer victimization among schoolchildren and adolescents: A meta-analytic review. Aggression and violent behavior 2016;31:186-99.
  8. Fanti KA, Henrich CC. Effects of self-esteem and narcissism on bullying and victimization during early adolescence. The Journal of Early Adolescence 2015;35(1):5-29.
  9. Roeleveld W. The relationship between bullying and the self-concept of children. Social Cosmos. 2011;2:111-6.
  10. Juklová K, Ulrichová M. Changes of handicapped and other students self-concept and mutual attitudes as a result of their directed interaction. Procedia-Social and Behavioral Sciences 2011;29:1228-35.
  11. Van Gundy K. Gender, the assertion of autonomy, and the stress process in young adulthood. Social Psychology Quarterly 2002;65(4):346-63.
  12. Houbre B, Tarquinio C, Thuillier I, Hergott E. Bullying among students and its consequences on health. European Journal of Psychology of Education 2006;21(2):183-208.
  13. Schwartz D, Chang L, Farver JM. Correlates of victimization in Chinese children's peer groups. Developmental Psychology 2001;37(4):520-32.
  14. Peneva I, Mavrodiev S. A historical approach to assertiveness. Psycho Thought 2013; 6(1):3-26.
  15. Makinde BO, Akinteye AJ. Effects if Mentoring and Assertiveness Training on Adolescents' Self-Esteem in Lagos State Secondary Schools. Int'l J Soc Sci Stud 2014;2:78-88.
  16. Percell LP, Berwick PT, Beigel A. The effects of assertive training on self-concept and anxiety. Archives of General Psychiatry 1974;31(4):502-4.
  17. Tannous FG, Alkhawaldeh MK. Effectiveness of Assertiveness Training in Improving Self Esteem and Adjustment among Victims of Bullying Students. Direst: Edu Sci 2014; 41(1):421-44.
  18. Tannous F. The effectiveness of assertiveness training in improving self-esteem among a sample of students with low emotional-behavioral traits. Journal of Adult and Non Formal Education 2015;3(1):55-61.
  19. Esamorad A. A Comparative Study of Social Behavioral Pathology among High School Students in Tehran. QJRES 2016; 9(31):211-26. [Persian]
  20. Martin MM, Anderson CM. Aggressive communication traits: How similar are young adults and their parents in argumentativeness, assertiveness, and verbal aggressiveness. Western Journal of Communication (includes Communication Reports) 1997;61(3):299-314.
  21. Kokkinos CM, Kipritsi E. The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents. Social psychology of education 2012;15(1):41-58.
  22. Austin S, Joseph S. Assessment of bully/victim problems in 8 to 11 year‐olds. British journal of educational psychology 1996;66(4):447-56.
  23. Akbari Balootbangan A, Talepasand S, Mohammad Rezaei A, Rahimian Boogar. Psychometric Properties of Harter’s Victimization Scale in Middle Schools Students. J Saf Promot Inj Prev 2016; 4(4):207-16.[Persian]
  24. Zimprich D, Perren S, Hornung R. A two-level confirmatory factor analysis of a modified Rosenberg self-esteem scale. Educational and Psychological Measurement 2005;65(3):465-81.
  25. Akbari BA, Rezaei AM. Construction and Validation to Self-Discovery Scale (SDS) Based on Different Theories of Personality in Students. Journal of clinical psychology 2014; 6(3):55-68. [Persian]
  26. Chen Y-H, Thompson MS, Kromrey JD, Chang GH. Relations of student perceptions of teacher oral feedback with teacher expectancies and student self-concept. The Journal of Experimental Education 2011;79(4):452-77.
  27. Afsharizadeh SA, Karashki H, Naserian H. Psychometric Properties of School Self-concept in Primary Students of Tehran. Journal of psychological models methods 2013; 3(11):53-66. [Persian]
  28. Schacter HL, White SJ, Chang VY & Juvonen J “Why me?” Characterological self-blame and continued victimization in the first year of middle school. J of Clin Child & Ado Psycho, 2015; 44(3): 446-55.‏
  29. Kapcı E. Bullying type and severity among elementary school students and its relationship with depression, anxiety and self esteem. Ankara University, Journal of Faculty of Educational Sciences 2004;37(1):1-13.
  30. Mohammad khani SH. Life Skills. 3nd ed. Tehran: Rasaneh Takhassosi Publisher; 2017: 13-7. [Persian]
  31. Ünal S. Evaluating the effect of self-awareness and communication techniques on nurses’ assertiveness and self-esteem. Contemporary nurse 2012; 43(1):90-98.‏
  32. Bahri N. The effect of assertiveness training on self-esteem of female students. Payke Noor 2008; 8(1):124-37. [Persian] https://www.sid.ir/fa/journal/ViewPaper.aspx?id=155622
  33. Lin Y-R, Shiah I-S, Chang Y-C, Lai T-J, Wang K-Y, Chou K-R. Evaluation of an assertiveness training program on nursing and medical students’ assertiveness, self-esteem, and interpersonal communication satisfaction. Nurse education today 2004;24(8):656-65.
  34. Asadnia S, Sepehrian Azar F, Saadatmand S, Feizipour H, Zareie F, Banihashem Shishavan M R. Analyzing the Effectiveness of Assertiveness Training Program on Reducing Social Anxiety Disorder Symptoms and Improving Shyness. J Urmia Univ Med Sci 2013; 24(9):673-681. [Persian]
  35. Sert AG. (Dissertation). The Effect of an Assertiveness Training on the assertiveness and self-esteem level of 5th Grade Children. Ankara: Middle East Technical University; 2003: 25.