In teaching positively assertive responses for interpersonal situations requiring such responses, subjects were assigned to either a Videotaped Modeling, Practice Control, Bibliotherapy, or Positive-thinking Control group (ns = 10 college students). There was a significant over-all increase in level of assertiveness from pretest to posttest, and a significant effect of group. An analysis of the adjusted posttest means indicated that the Videotaped Modeling and Practice Control Groups were significantly more effective than the Positive-thinking Control Group, and the mean posttest score of the combined treatment groups was significantly different from that of the control group.
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