The effects of rational emotive based assertiveness training on the levels of irrational beliefs and assertiveness of fifth-grade primary school

In this study, the effects of rational emotive based assertiveness training onthe levels of irrational beliefs and assertiveness of fifth-grade primary schoolstudents was examined.The research was carried out on total of 69 fifth-grade primary schoolstudents, consisting of 34 students in the experimental group and 35 students in thecontrol group. The subjects were elected among 210 fifth-grade students attendingthe Aydınlıkevler Primary School in the centre of Ankara during 2005-2006academic year.In the research, irrational belief levels of the students were measured byIrrational Beliefs Scale developed by Çivitçi (2003), assertiveness levels weremeasured by Assertiveness Inventory developed by Topukçu (1982). In order todecide whether the irrational beliefs scale is compatible with the fifth-grade students,the researcher also made reliability and validity studies.Rational emotive based assertiveness training programme was implementedto the experimental group for 9 weeks (one session per week). However, noprocedure was applied to the control group. The two scales were implemented bothto the control and experimental groups before and after the treatment . The dataobtained before and after the treatment were analysed by means of RepeatedMeasures Technique.Following findings were obtained in this research:1. Rational emotive based assertiveness training programme was effective indecreasing the irrational beliefs levels of the students.2. Rational emotive based assertiveness training programme was not effective inincreasing the assertiveness levels of the students.