Toward a task analysis of assertive behavior.

Abstract

The present stud)' analyzed the components of assertive behavior. Asscrtiveness problems were conceptualized in terms of a task analysis of the topography of competent responding. One hundred one subjects who spanned the range of assertivcncss, measured by McFall's Conflict Resolution Inventory, responded to three sets of situations requiring refusal of an unreasonable request. Content knowledge of an assertive response, delivery of the response under two conditions, heart rate, sclf-perccivcd tension, and the incidence of positive and negative self-statements were assessed. Differences on these variables between low-, moderate-, and high-assertive groups were analyzed to determine the nature of the response deficit in nonassertivc subjects. Low-assertive subjects differed from moderate-and high-assertive subjects on a role-playing assessment requiring them to deliver an assertive response, but they did not differ from moderate-and high-assertive subjects on their knowledge of a competent response or on hypothetical delivery situations. No significant differences in heart rate were observed between low-, moderate-and high-assertive subjects; however, higher self-perceived tension was found in low-compared to moderateand high-assertive subjects. A greater number of negative and fewer positive self-statements were reported by low-compared to moderate-and high-assertive subjects. The present behavior task analysis study is recommended as a clinical assessment study preliminary to investigations comparing behavior change interventions.Response acquisition approaches to assertion training are based on a skill-deficit model. According to this view nonassertive subjects are people with specific limited capabilities in a specific set of social situations. This approach is best characterized by McFall and Twentyman (1973), who wrote that The therapeutic objective is to provide patients with direct training in precisely those skills in their response repertoires. Very little attention is given to eliminating existing maladaptivc behaviors; instead, it is assumed that as skillful, adaptive responses are acquired, rehearsed, and reinforced, the previous maladaptive responses will be displaced and will disappear, (p. 199) A basic question has remained unresolved in response acquisition approaches, namely,The authors wish to thank Pam Kcgg, Robert Setty, Jacob Pankowski, Jim Miser, and Alex Brailman for their help in running subjects and collecting dala; Richard McFall for providing materials lor the present investigation; and Richard McFall and Donald Meichenbaum for providing helpful criticism of the article.Requests for reprints should be sent to Robert Schwartz,

Identifying events that impact self-efficacy in physics learning

“…Jessica and Lisa work together, checking that the proposed velocity-time graph is consistent with the horizontal line they have drawn for the acceleration-time graph (turns [18][19][20][21][22]. At the end of the episode we see Gina attempting to use the velocity information to find displacement using the area under the velocity-time graph (turns [26][27][28][29][30][31].…”

“…When we extend this segment we also see a social persuasion opportunity unfolding for Gina in the final lines of the segment (turns [23][24][25][26][27][28][29][30][31][32][33]. She may remember Lisa's interruption later and judge her ability to write the expression for displacement from an area under the curve based upon this experience.…”

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“…It is not enough to know how to behave assertively (Schwartz & Gottman, 1976); an assertive performance requires other personal and situational conditions (Derry & Stone, 1979), which should be considered in training assertiveness.…”

Emotions and Stress in Persons with Coronary Disease

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