STRUCTURED LEARNING TRAINING (SLT)

for unassertive and aggressive children

OVERVIEW

Structured Learning Training (SLT) is a program which is designed for both unassertive and aggressive children to help them have more positive assertive interpersonal interactions.  In the program, students attend a series of three training sessions which use direct instruction and modeling techniques to help students learn about assertive interactions.  A randomized, experimental evaluation of the program found that it was effective in increasing students' assertive interactions with teachers, peers, and parents.  This program impact was observed in both students who were unassertive and those who were aggressive prior to the program.

DESCRIPTION OF PROGRAM

Target population: High school students who are either unassertive or aggressive when interacting with others

In the Structured Learning Training (SLT) program, unassertive or aggressive students attend three in-school sessions lasting approximately an hour each.  During sessions, students listen to audiotapes which explain what assertiveness is and give examples of assertive interactions.  Students then have some time to rehearse and practice assertive interactions with a group leader and also have the chance to practice assertive behavior with group leaders between SLT session.

EVALUATION(S) OF PROGRAM

Pentz, M. A. W. (1980).  Assertion training and trainer effects on unassertive and aggressive adolescents. Journal of Counseling Psychology, 27(1), 76-83.

Evaluated population: 90 ninth grade students at a suburban high school.  49 of the students met the study criteria for "unassertive" behavior and 41 met criteria for "aggressive" behavior.  Fifty-two percent of the sample was female and the mean age of students was 14 years.

Approach: Teachers at the school first selected 100 students for the program based on either unassertive or aggressive interactions with those students.  Students were observed and assessed using the Syracuse Scales of Social Relations.  Those who were consistently scored by at least 2 of their 4 teachers as unassertive or aggressive were included in the study.  After meeting criteria for the study, students were matched on sex and assertiveness, either unassertive or aggressive, and then randomly assigned to 1 of 10 conditions.  These conditions varied based on the student's aggressiveness, and the type of training that the student received; the conditions were SLT with teachers, parents, or students as trainers, verbal instruction, or a control condition.  Students in the SLT intervention conditions received three 55-minute long sessions led by teachers, students, or parents who emphasized their connection to the student's situation in different ways.  The students leading the sessions emphasized their assertive interactions with teachers, parents emphasized their assertive interactions with their own children, and teachers emphasized their assertive interactions with fellow teachers.  During each session, students listened to recorded assertive interactions, modeled and rehearsed assertive interactions during the session, and continued practicing assertive interactions between sessions.  Students who were assigned to the verbal instruction condition attended one session in which they met with teachers and heard the same recorded assertive interaction tape, but did not take part in modeling behavior.  The control group did not receive any intervention.  For pre- and post-test assessment, students were given a self-report measure of assertive behavior, were asked to respond to an audiotape interaction, and were unknowingly placed in a real-life situation in which they had to interact with a teacher who rated their behavior. 

Results: At pre-test, there were no differences between groups on any measure, indicating that the groups were equivalent.  At post-test, students in the intervention groups were more likely to be assertive than those in the verbal instruction only and control conditions.  When students interacted with teachers, those whose sessions had been led by teachers performed more assertively than the other groups.  Both aggressive and unassertive students were rated as being more assertive than those in the control and verbal instruction conditions. 

Note: Analyses were not designed to adjust for the effect of clustering within schools.

SOURCES FOR MORE INFORMATION

References

Pentz, M. A. W. (1980).  Assertion training and trainer effects on unassertive and aggressive adolescents. Journal of Counseling Psychology, 27(1), 76-83.

Program also discussed in the following Child Trends publication(s):

Hair, E. C., Jager, J., & Garrett, S. (2001).  Background for community-level work on social competency in adolescence: Reviewing the literature on contributing factors.  Report prepared for the John S. and James L. Knight Foundation.

Program categorized in this guide according to the following:

Evaluated participant ages: 14 / Program age ranges in the Guide: adolescence

Program components: school-based

Measured outcomes: social and emotional health and development

 KEYWORDS: Adolescent (12-17), High School, School-Based, Behavioral Problems, Aggression, Education, Skill Training, Suburban, Social/Emotional Health.

Program information last updated 11/29/07

© Child Trends 2004