Transcript HM_13_9

HM 13-9
1.
2.
According to Weiten and Lloyd (2003),
assertiveness training involves five key steps.
Understand what assertive communication
is: People who are not assertive must learn to
recognize assertive behavior and to distinguish it
from submissive and aggressive behavior.
Monitor your assertive communication: Find
out where you are not assertive; try to discover
the who, what, and which of your lack of
assertiveness.
HM 13-9
3.
4.
5.
Observe a model’s assertive communication:
Find someone who is assertive in areas you need
to be assertive, and learn from them.
Practice assertive communication: You may
need to work up to actual assertive behavior, so
you can practice through imagination, role playing,
and shaping.
Adopt as assertive attitude: Developing an
attitude is more important than trying to learn
specific behaviors, because attitudes are more
likely to generalize across situations.
HM 13-9



Students may not be aware of the types of behaviors
that are considered assertive and may confuse
assertiveness and aggressive behavior.
Galassi, DeLo, Galassi, and Bastein (1974) developed
the College Self-Expression Scale (HM 13-9) to
measure assertiveness in college students.
Weiten, Lloyd, and Lashley (1991) reported that the
scale has high reliability and validity and does not
correlate with aggression scores.
HM 13-9


For scoring purposes, the responses to the following
items must be reversed (0=4,1=3,3=1,4=0):
3, 6, 8, 9, 11, 13, 15, 16, 19, 20, 21, 22, 23, 25, 26,
27, 29, 30, 31, 35, 36, 40, 41, 42, 43, 45, 46, 48, 49.
After reversals, add all 50 responses together.
Although males may score slightly higher, the
difference is not enough to derive different norms.
Weiten, Lloyd, and Lashley reported the following
norms:
Assertive: 146-200 Intermediate: 104-145
Nonassertive: 0-103