Assertiveness Training Seminars
The goal of our Assertiveness Training seminar is to enable participants to learn to express their rights, requests, opinions, and feelings honestly, directly, and appropriately without violating the rights and self-esteem of others.
Each
Assertiveness Training Institute training
seminar begins with a self-assessment that
enables individuals to understand their personality.
We delve into each person’s strengths,
weaknesses and stress areas to help people understand
what makes them “tick.” We then
begin the process of enabling participants to
understand how to
communicate
more effectively with others. Through various
activities and assertiveness training exercises, participants
then begin to recognize other communication
styles and the best way to communicate to them.
Here is when the process of becoming more assertive
truly takes shape – by understanding the
needs of other communication styles, participants
learn how to express their opinion and stand
up for their interests regardless of who they
are dealing with.
For more information on our
assertiveness training seminars
contact us
here.
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A consistent relationship also seems to exist
between social competencies and indecision. Phillips
and Bruch (1988), for instance, found that shy
students, both male and female, were more indecisive
than those who were not shy. Furthermore, the authors
determined that shyness was negatively correlated both
with the expression of interests, particularly
regarding those professions requiring interpersonal
skills, and with the active search for information
necessary to activate the decisional processes.
In this respect, the authors stated that concerns that
centered on the self and on passive behaviors in
relational contexts (often associated as predictors of
negative other-evaluations) combine to keep anxiety
levels high and to strengthen the association between
anxiety and indecision. Analogously, Kinnier, Brigman,
and Noble (1990) observed that individuals who were
more easily influenced by family pressures and who
were not able to cope effectively with the
interference of significant others were more
indecisive when facing problems concerning career
decision making.
Similarly, Arnold (1989) found that decisional levels
and levels of psychological well-being were strongly
correlated. Finally, Nota and Soresi (1998)
highlighted how, in a group of 319 students about to
choose a university course of study, those who were
very indecisive also felt greater levels of discomfort
in situations in which assertive behaviors might be
required.
In this regard, it must not be forgotten that a career
decision-making task requires the person who is making
the decision to interact with many individuals who
might hinder or support his or her choices. Such
individuals include parents, teachers, peers, and
friends, all of whom may either create barriers to or
facilitate the formulation and achievement of the
person's objectives (Lent, Brown, & Hackett, 2000).
Other potential facilitators may include people who
have the necessary information regarding training
offered by different universities, the staff of
offices and firms who might supply information and
data on prospective jobs and work opportunities,
people who might collaborate on and help with career
decision making, and so on. One's social skills,
especially in the area of assertiveness, must be used
to adequately formulate requests in different
contexts, to express clearly one's wishes and
aspirations, to manage pressures and resist
intrusiveness, and, ultimately, to make autonomous and
conscious decisions (Furnham & Rawles, 1994; Nota &
Soresi, 1997).
These observations have led us to consider that, in
addition to the usual approach to university
vocational guidance, some training courses aimed at
augmenting assertiveness skills could be proposed,
especially to students who are indecisive due to,
among other things, low social competencies.
We expected that an assertiveness training program
would positively affect the social competencies of
Italian high school students about to make the
transition to the university. As part of this
transition, these students are required to commit to a
particular Italian faculty, a process analogous to
choosing a major for American students.
Only about 50% of Italian students who begin their
university studies actually graduate. There may be
several reasons for such high dropout rates, including
the fact that some classes have optional attendance
policies and that students are given great leeway in
scheduling their required exams. This high dropout
rate may also be the result, in part, of students
making poorly informed decisions regarding their
course of study.
Thus, we predicted that improving students'
decision-making abilities would be associated with a
more active search for the information needed to make
choices and that the presence of a more positive
interior dialogue about oneself would be related to
the ability to reflect with greater insight on one's
future. Higher assertiveness competencies should
therefore be related to lower levels of indecision for
these students.
Source: Laura Nota
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Related: Assertiveness Training Program
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