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Assessment of a Cooperative-Creative Program of Assertive Behavior and Self-Concept

Published online by Cambridge University Press:  10 April 2014

Maite Garaigordobil Landazabal
Maite Garaigordobil Landazabal*
Affiliation:
País Vasco University
*
Correspondence concerning this article should be addressed to Maite Garaigordobil, Facultad de Psicología.Universidad del País Vasco. Avenida de Tolosa, 70. 20009 San Sebastian (Spain). E-mail: ptpgalam@ss.ehu.es
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Abstract

This study examined the effects of a game program of assertive behavior, helpful behavior, and self-concept in children aged 8 to 10. A pretest-intervention-posttest design was used with a sample of 126 experimental and 28 control subjects. Three instruments were administered before and after intervention: the Children's Assertive Behavior Scale, Sensitivity Scale, and the Adjective Check List. Assertive behavior, helpful behavior, and self-concept were the dependent variables. Intervention consisted of a group play-session carried out once a week during the whole academic year. The program's games encourage children to cooperate and share, as well as to develop creative play. The program included presentation, communication, help, cooperation, creativity, and emotional expression games. Results of multiple variance analyses suggest that the program caused significant improvement in assertive behavior (p < .001) and self-concept (p < .01). This paper reveals empirical evidence of the positive contribution of cooperative-creative play to child development.

Este estudio evalúa los efectos de un programa lúdico de intervención psicológica en la conducta asertiva, en las conductas de ayuda y en el autoconcepto de niños de 8 a 10 años. Se utilizó un diseño pretest-intervención-postest con 154 participantes (grupo experimental, n = 126; grupo control, n = 28). Antes y después de la intervención se administraron tres instrumentos: la Escala de Conducta Asertiva, la Escala de Sensibilidad Social, y el Listado de Adjetivos. Las variables dependientes fueron la conducta asertiva, la conducta de ayuda y el autoconcepto. La intervención consistió en la realización de una sesión de juego semanal durante un curso escolar. Los juegos del programa animan a los niños a cooperar y a compartir, además de desarrollar su juego creativo. El programa incluye presentación, comunicación, ayuda-confianza, cooperación, creatividad grupal y juegos de expresión emocional. Los resultados de los análisis de varianza múltiple indican que el programa de juego estimuló significativamente una mejora del comportamiento asertivo (p < .001) y del autoconcepto (p < .01). El trabajo ofrece apoyo empírico sobre la contribución positiva del juego cooperativo-creativo al desarrollo infantil.

Keywords

evaluation programsocial behaviorself-conceptpsycho-educational interventionchild-playevaluación de programasconducta socialautoconceptointervención psicoeducativajuego infantil
Type
Articles
Information
The Spanish Journal of Psychology , Volume 2 , May 1999 , pp. 3 - 10
Copyright
Copyright © Cambridge University Press 1999

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