Assertiveness

It is estimated that around 20 per cent of the world's adolescents have a mental health or behavioral problem. The prevalence of mental disorders among adolescents has increased in the past 20–30 years; the increase is attributed to disrupted family structures, and families' unrealistic educational and vocational aspirations for their children. Assertive communication is the skill to speak and communicate in a manner that respects and look upon the rights and opinions of others while also standing up for your own rights, needs and personal boundaries. The purpose of the researchers was to find the relationship between mental health and level of assertiveness among adolescents. 80 college going students were randomly selected as the sample for research from Amity University Lucknow. Rathus assertiveness scale and Mental Health Inventory by Srivastava A. were used for assessing assertiveness and mental health among adolescents. Analysis was done using t-test to find gender differences among adolescents and Pearson r was used for assessing relation between both the variables. The result showed no significant gender difference among adolescents on assertiveness and mental health, but both the genders were found to be low assertive. Insignificant correlation was found on both the variables among adolescents. WHO (2001) has recently proposed that mental health is a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community. Three ideas central to the improvement of health follow from this definition: mental health is an integral part of health, mental health is more than the absence of illness, and mental health is intimately connected with physical health and behavior. Mental health concerns everyone. It affects our ability to cope with and manage change, life events and transitions all human beings have mental health needs, no matter what the state of their psyche. Jahoda (1958) identified certain characteristics of mental health:

Quais as situações interpessoais mais frequentes no cotidiano dos universitários?
Quais são consideradas por eles como mais difíceis ou mais fáceis de lidar?
Quais habilidades sociais os universitários devem apresentar para lidar de forma competente com essas situações?
Com base em pesquisas e conhecimentos do campo teórico-prático das Habilidades Sociais, a presente cartilha busca responder essas questões de forma didática e ilustrada, apresentando alternativas viáveis e efetivas para os estudantes bem como exercícios e informações adicionais aos que pretendem aprimorar a própria competência social.
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RESUMO. Este estudo tem o objetivo de identificar e caracterizar a produção acadêmica de publicações nacionais acerca da assertividade. Fez-se uma busca sistemática em três tipos de fontes: Banco de dados de teses e dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); Periódicos indexados nas bases de dados Lilacs, Scielo, Index-Psi/Periódicos e Google acadêmico, bem como de livros produzidos por autores que compõem grupos de pesquisa nas áreas analítico-comportamental e cognitivo-comportamental. Foram identificadas 64 publicações entre os anos de 1978 e 2014. As categorias de estudos identificadas na análise foram: 1- Teóricos, 2- Aplicados, 3- Caracterização e/ou correlações, 4- Intervenções, 5- Construção, adaptação e validação de instrumentos e 6- Outros. Os resultados indicaram um predomínio de estudos da categoria 2 (Aplicados), seguido da 3 (Caracterização e/ou correlações). A análise contribuiu para identificar perspectivas de investigações e lacunas quanto a tipos de estudos e focos das pesquisas em assertividade. Palavras-Chave: assertividade; estudo nacionais; revisão de literatura.

ABSTRACT. This  study  aims  at  identifying  and  characterizing  the  academic  production  of  national  studies  on  assertiveness. A systematic review was conducted based on three kinds of sources: (a) thesis and dissertations
database from the Coordination for the Improvement of Higher Education Personnel (CAPES); (b) indexed
journals on the Lilacs, Scielo, IndexPsi/Journals databases and Google Scholar; (c) books produced by authors who compose research groups in the behavior analysis and cognitive behavior areas. 64 studies pub-
lished between 1978 and 2014 were recovered. The study categories identified in the analysis were named
as: 1 – Theoretical, 2 – Applied, 3 – Characterization and/or correlations, 4 – Interventions, 5 – Construc-
tion, adaptation and validation of evaluation tools and 6 – Others. The results pointed to a predominance
of the category 2 (Applied studies), followed by the 3 (Characterization and/or correlations). The analysis
contributed for identifying a research agenda and gaps regarding types of studies and research focuses on
assertiveness. Keywords: assertiveness; national studies; literature review.

2 0 0 3 ) Journal of Advanced Nursing 42 , 637-644 Sexual harassment of nurses and nursing students Background. Nursing has dealt with sexual harassment long before the term was coined during the 1970s. The current study investigated sexual harassment of nurses and nursing students in Israel following new legislation against sexual harassment in the workplace. Methods. A self-report questionnaire was administered to 281 nurses and 206 nursing students (80% women) from five medical centres in Israel. Seven types of sexual harassment behaviour patterns were evaluated. Findings. Frequency of sexual harassment decreased as the behaviour became more intimate and offensive. Ninety percent of subjects reported experiencing at least one type of sexual harassment and 30% described at least four types. A significant difference was found between nurses and nursing students. Furthermore, 'severe' types of behaviour were experienced by 33% of nurses, in comparison with 23% of nursing students. Women were significantly more exposed than men to 'mild' and 'moderate' types of sexual harassment, while 35% of men vs. 26% of women were exposed to 'severe' types of harassment. However, women responded significantly more assertively than men to 'severe' sexual harassment. Conclusions. Particular attention is needed when sexual harassment occurs to male students and nurses because they may be subjected to the more offensive sexual conducts and at the same time may lack the ability to respond assertively.

Objective: the concept empowerment is difficult to understand, define and translate into different contexts. Therefore, the purpose of this paper was to analyze the empowerment concept in the midwifery context, focused on the childbearing period, aimed at clarifying its meaning in order to enable comprehension and use in clinical practice, education and research. Design: semi structured interviews and written text. Setting: prenatal clinics, delivery and maternity wards in western Sweden. Participants: nine midwives and 12 couples. Measurements and findings: a concept analysis was undertaken according to the hybrid model which consists of the theoretical, fieldwork and analytical phases. After a literature review, the concept was empirically elucidated in the fieldwork phase. The final step was to describe criteria and attributes, illustrative cases, antecedents and consequences of the concept. The following tentative criteria and attributes of empowerment in the midwifery context are described: developing a trustful relationship; starting an awareness process, making it possible to reflect on the changing situation; acting based on the parents' situation on their own terms, getting them involved and able to make informed choices; confirming the personal significance of becoming parents. Finally, empowerment in the midwifery context was redefined. Key conclusion: midwives use empowerment in education and research as well as strategies on both the micro and macro levels in practice. Implications for practice: empirical findings from the concept analysis confirm the concept's relevance in the midwifery context. Developing a trustful relationship J Giving the woman and her partner enough time. J Creating a nurturing and caring environment. J Caring for and being committed. J Maintaining parents' integrity based on mutual respect. J Providing person-to-person contact with warmth and proximity. J Being considerate. J Minimising the parents' anxiety. J Being there. J Acting so that the woman's wishes become clear. J Respecting the parents' situation. J Facilitating the parents' sense of control. J Giving appropriate information and providing the possibilities to make one's own choices.