Efeitos diferenciais sobre a escolha de respostas assertivas em contextos experimentais hipotéticos

• Ano de defesa: 2025
• Autor(a) principal: Valcacer-Coelho, Ana Elisa
• Orientador(a): Coelho, Cristiano
• Banca de defesa: Pedroso, Reginaldo , Azevedo, Gleiton Nunes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Psicologia
• Departamento: Escola de Ciências Sociais e da Saúde
• País: Brasil
• Palavras-chave em Português: Assertividade; Comportamento de escolha; Adolescentes; Habilidades sociais
• Palavras-chave em Inglês: Assertiveness; Choice behavior; Adolescents; Social skills
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/5225

Significant changes occur during adolescence and young adulthood, especially regarding the acquisition of autonomy and important decision-making. We highlight the role of social skills in this process, questioning whether young people are prepared to interact assertively in various social situations. Studies on social skills in young people point out the importance of developing such skills, since their absence can lead to interpersonal and psychological difficulties. Social skills training programs have shown positive results, helping to improve communication, assertiveness, and coping with challenging social situations. The present study aimed to correlate responses in the Assertive Skills Inventory (IHA) with choices in assertive response training, and to verify the effect of different training configurations on the construction of different stories. Thirty-three undergraduate students aged 18 to 24 were submitted to five phases, with application of the IHA and the experiment with Baseline 1, Training 1, Baseline 2 and Training 2. In Training 1, participants were divided into three groups: corresponding, which praised assertive choices and criticized non-assertive ones; non correspondent, which criticized assertive choices and praised non-assertive ones; and random, which praised half of the assertive choices and criticized a non-correspondent other half, in a random manner. In Training 2 all participants were subjected to correspondent consequences. The results showed an increase in assertive responses between LB 1 and the training 2 for the correspondent and random groups. Significant correlations were found between IHA scores with Baseline 1 and Training 2 for the set of participants, and with Training 1 for correspondent and non-correspondent groups. The data suggest that the present trainings may be promising for the development of new assessments and interventions in assertive skills.