UNIVERZA V LJUBLJANI

FILOZOFSKA FAKULTETA

ODDELEK ZA PSIHOLOGIJO

Polona OGRINC

TRENING ASERTIVNOSTI KOT METODA PREVENTIVNEGA DELA Z

MLADOSTNIKI

DIPLOMSKO DELO

Mentorica: red. prof. dr. Sonja PEJAK

Ljubljana, 2012

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ZAHVALA

Za vodenje in strokovno pomo ter predvsem spodbujanje in zaupanje pri izdelavi

diplomskega dela se iskreno zahvaljujem mentorici red. prof. dr. Sonji Pejak.

Zahvala gre tudi vsem sodelujoim na treningu asertivnosti, mladostnikom, ki me

vedno znova navdihujejo pri mojem delu.

Srna zahvala gre vsem mojim CPM-jevcem (Drutvo Center za pomo mladim), e

posebej Andreji, Gregorju in peli. Skupaj z vami se mi je vedno na bolje

poslabalo.

Posebna zahvala gre moji prijateljici Ajdi, ki me vedno spodbuja, motivira, presenea,

spravlja v smeh in ui. S teboj do konca sveta in nazaj.

Hvala moji druini, ati, mami in Katka, ki ste verjeli vame in mi zaupali.

Hvala vsem zgoraj omenjenim in e neomenjenim (deda, babi, Teja, Taja, Urka,

Darja, Martina) e enkrat! Na moji poti ste me bogatili, prispevali k smejalnim

gubicam, mi pustili prekrasne spomine in dajali sonnost mojemu ivljenju.

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POVZETEK

V diplomski nalogi je avtorica raziskovala spremembe v vedenju in na osebnostni

ravni, ki jih lahko doprinese aktivna udeleba na treningu asertivnosti pri

mladostnikih. Cilj treninga asertivnosti je, da zanejo mladostniki bolj intenzivno

razmiljati o sebi, da usvojijo takne vedenjske strategije, ki bodo delovale

povezovalno za njihove odnose z drugimi, da razvijejo uinkovite komunikacijske

veine, strategije za spoprijemanje s stresnimi situacijami, poveajo samozaupanje

in samospotovanje in tako prevzemajo odgovornost za svoje ivljenje. Biti asertiven

je e zlasti zelo pomembno za mladostnika, saj se tako uinkoviteje sooa s

socialnimi zahtevami odraslih in svojih vrstnikov. V sodelovanju z Drutvom Center

za pomo mladim se je izvedel 8 tedenski trening asertivnosti za mladostnike.

Skupino udeleencev je sestavljalo 11 mladostnikov starih od 14 do 18 let. Avtorica

je uporabila metodo akcijskega raziskovanja. Vedenjske in osebnostne spremembe

je raziskovala kvantitativno in kvalitativno. Pri kvantitativnem raziskovanju je pred in

po treningu aplicirala naslednje vpraalnike: Vpraalnik samospotovanja, SLCS-R

(Tafarodi, Swann, 1995), Vpraalnik o medosebnih teavah v mladostnitvu, VMTM

(Ingles, Torregrossa, Mendez Hifadalgo, Puklek Levpuek in Zupani, 2008) in

Vpraalnik o tipih vedenja (Chalvin, 2004). Pri kvalitativnem raziskovanju je uporabila

metodo aktivnega opazovanja z udelebo (pisanje poroil po vsakem sreanju,

zapisovanje izjav in opazovanje skupinske dinamike mladostnikov, evalvacijski

pripomoki). Rezultati so pokazali, da so mladostniki po koncu treninga izboljali

svoje samospotovanje, sami sebe so vrednotili bolj pozitivno, prepoznali in cenili

svoje pozitivne lastnosti. Nakazal se je tudi trend pozitivnih sprememb na podroju

asertivnosti. Mladostniki so poroali o spremembah, ki so jih zaznali v svojem

vedenju, v odnosu do drugih, vendar pa hipoteza ni potrjena. Prav tako se je nakazal

trend upada neasertivnih oblik vedenja (pasivno, agresivno, posredno agresivno

vedenje) v primerjavi pred treningom, vendar hipoteza ni potrjena. Preventivni

programi za mladostnike, kot je trening asertivnosti, spodbujajo osebno in

interpersonalno uinkovitost posameznika v medosebnih odnosih, in tako lahko

preventivno delujejo v izogib razvoja manj prilagojenega vedenja.

Kljune besede: asertivnost, trening asertivnosti, samospotovanje, preventivni

program, mladostnitvo.

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ABSTRACT

In the following diploma thesis the author researched changes in behaviour and

changes that occur on a personal level, which can be brought about in adolescents

by actively participating at assertiveness training. The goal of the assertiveness

training is to make adolescents think more intensively about themselves, to make

them adopt function connectively behavioural strategies their relations with others, to

create effective communicational skills, strategies for coping with stressful situations,

increase self-reliance and self-esteem, and in doing so, take responsibility for their

own lives. In cooperation with the Youth Aid Centre Association (Drutvo Center za

pomo mladim) an eight week assertiveness training was carried out. The group of

participants was comprised of 11 adolescents, between 14 to 18 years of age. A

method of action research was used. Behavioural and personal changes were

researched quantitatively and qualitatively. With the quantitative research the

following questionnaires were applied, before and after the training: Self-Liking/Self-

Competence Scale, SLCS-R (Tafarodi, Swann, 1995), Questionnaire about

Interpersonal Dificulties for Adolescents, QIDA (Ingles, Torregrossa, Mendez

Hifadalgo, 2003) and a Questionnaire about Types of Behaviour (Chalvin, 2004).

With the qualitative research a method of participant observation was used (writing

reports after each meeting, writing down statements and recording adolescents

group dynamic, evaluational accessories). The results suggest that adolescents, after

completing the training, have improved their self-esteem, have graded themselves

more positively, identified and appreciated their positive characteristics. A trend of

positive changes was also indicated in the field of assertiveness. The adolescents

reported on the changes they detected in their behaviour and in relations with others,

but the hypothesis is not confirmed. Additionally, a trend in the decline of non-

assertive forms of behaviour was indicated (passive, aggressive, indirect aggressive

behaviour) compared to behaviour before the training, but the hypothesis is not

confirmed. Preventive programmes for adolescents, such as assertiveness training,

encourage personal and interpersonal effectiveness of the individual in interpersonal

relations and can, as such, act preventively to avoid developing maladjusted

behaviour.

Keywords: assertiveness, assertiveness training, self-esteem, prevention,

adolescence.

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KAZALO VSEBINE

1.0 UVOD.............................................................................................................. 10

1.1 MLADOSTNITVO .......................................................................................... 10

1.1.1 Razvojne naloge v mladostnitvu .............................................................. 12

1.1.2 Samospotovanje ...................................................................................... 15

1.1.3 ustveni in osebnostni razvoj v mladostnitvu .......................................... 17

1.1.4 Socialni razvoj v mladostnitvu.................................................................. 21

1.2 ASERTIVNOST ............................................................................................... 24

1.2.1 Asertivnost v mladostnitvu ....................................................................... 30

1.3 TRENING ASERTIVNOSTI ............................................................................. 31

1.3.1 Uinki treninga asertivnosti........................................................................ 35

1.4 TRENING ASERTIVNOSTI ZA MLADOSTNIKE ............................................. 42

1.5 MLADINSKO DELO ......................................................................................... 44

1.5.1 Preventivna metoda .................................................................................. 46

1.6 PROBLEM IN HIPOTEZE................................................................................ 47

2.0 METODA ............................................................................................................ 50

2.1 UDELEENCI .................................................................................................. 50

2.2 PRIPOMOKI .................................................................................................. 50

2.2.1 Vpraalnik o medosebnih teavah v mladostnitvu (VMTM) ..................... 50

2.2.2 Vpraalnik samospotovanja (SLCS-R) .................................................... 51

2.2.3 Vpraalnik o tipih vedenj ........................................................................... 51

2.2.4 Poroilo ob koncu vsakega sreanja ......................................................... 52

2.2.5 Evalvacijski pripomoek Priakovanja, strahovi in lasten prispevek ...... 52

2.2.6 Evalvacijski pripomoek Tara .............................................................. 53

2.2.7 Evalvacijski vpraalnik ............................................................................... 53

2.3 POSTOPEK IZVEDBE PROGRAMA IN ZBIRANJE PODATKOV ................... 53

2.4 POSTOPEK OBDELAVE PODATKOV ............................................................ 64

3.0 REZULTATI ........................................................................................................ 65

3.1 SAMOSPOTOVANJE.................................................................................... 65

3.2 ASERTIVNOST ............................................................................................... 66

3.3 NEASERTIVNE OBLIKE VEDENJA ...