Effect of the Creative Drama-Based Assertiveness Program on the Assertiveness Skill of Psychological Counsellor Candidates

By Gündogdu, Rezzan | Kuram ve Uygulamada Egitim Bilimleri, Spring 2012 | Go to article overview

Effect of the Creative Drama-Based Assertiveness Program on the Assertiveness Skill of Psychological Counsellor Candidates


Gündogdu, Rezzan, Kuram ve Uygulamada Egitim Bilimleri


Abstract

The purpose of this quasi-experimental research is to study the effects of the creative drama-based assertiveness program ICDBAP] on the assertiveness skill of Psychological Counselling and Guidance IPCG] department students. The opinions of experimental group students on the program were obtained through the CDBAP evaluation form. The sample of this research is the first year students attending in the PCG department of Ak-saray University-Faculty of Education in the academic year 2010-2011. In this research "Rathus Assertiveness Schedule IRAS]" developed by Rathus and adopted into Turkish by Voltan-Acar was used in order to measure the dependant variables. The study was carried out with 23 students in total, including 12 in the experimental group and 11 in the control group. At the end of the CDBAP, which has been continued for 10 weeks, it was seer that the experimental group's assertiveness points raised from the pre-test towards the post-test and that it ncreased at a significant pace comparing to the control group's assertiveness points. On the other hand wher the opinions regarding CDBAP were reviewed, it was seen that the program was effective and that the need for orograms with such content comes into the picture

Key Words

Assertiveness, Creative Drama, PCG students, Creative Drama-Based Assertiveness Program ICDBAP] opinions on CDBAP

The individuals primarily use 3 behavioural patterns while expressing their emotions and thoughts. These are defined as the behaviours involving shyness, assertiveness, and aggressiveness (Torucu, 1994). In other words, some individuals are shy and have some difficulty in expressing themselves, and as a result, they are uneasy to show their emotions and cannot defend their rights. Some are aggressive. They try to communicate with their environ- ment with these aggressive behaviours and may disregard the people and their requirements for their own purposes (Mc Whirter & Voltan-Acar, 1998, p. 194). While an aggressive individual meets his/her needs for that time, they may become an unwanted person among the people around him/her. A shy individual may experience some social, psychological and physiological dissatisfaction since they cannot completely meet his/her needs (Voltan-Acar, 1980c). In addition, the assertiveness is the way to defend rights without looking down on others and ignoring their rights (Alberti & Emmons, 1998).

The explanations that some people are less assertiveness than others focus on some basic assumptions. These include: (i) The first assumption: Undue anxiety prevents the assertiveness (Wolpe & Lazarus, 1966 as cited in Ugürol, 2010, pp. 31-32). (ii) The second assumption: An individual who is not assertive lacks of the talents necessary for it (Lazarus, 1971 as cited in Ugürol, 2010, pp. 31-32). (iii) The third assumption: People assess the outcomes, which they expect before demonstrating assertive and shy behaviours, and choose the one seeming the most appropriate for this outcome (Fiedler & Becah, 1978 as cited in Ugürol, 2010, pp. 31-32).

The ability to establish interpersonal healthy relationships is deemed as a social skill (Ari, 1989; Deniz, 1997). Calderella and Merrell (1997) define the assertiveness skills as one of the aspects of social skills in the detailed study for which they performed to classify the dimensions of social skills. Therefore, one of the basic social skills, "assertiveness" plays an important role in the interpersonal relationships (Ari, 1989; Deniz, 1997).

For the youth, to learn about the differences between shy, assertive and aggressive behaviours, to gain assertive skills and to master in these skills are the ways thereby they can improve self-expression and increase individual responsibilities for their behaviours (Alberti & Emmons, 1998; Galassi & Galassi, 1977). Students lacking of assertive skills may not withstand the pressure by their peers, and as a result, may lose their self-respect. …

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