Citation

Avşar F, Ayaz Alkaya S. J. Pediatr. Nurs. 2017; 36: 186-190.

Affiliation

Gazi University, Faculty of Health Sciences, Nursing Department, Ankara, Turkey. Electronic address: sultan@gazi.edu.tr.

Copyright

(Copyright © 2017, Elsevier Publishing)

DOI

10.1016/j.pedn.2017.06.020

PMID

28888501

Abstract

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.

Copyright © 2017 Elsevier Inc. All rights reserved.

Language: en

Keywords

Assertiveness; Bullying; Nursing; School health; Training