ASSESSING THE EFFECTIVENESS OF ASSERTIVENESS PROGRAM ON DEPRESSION, ANXIETY AND STRESS AMONG HIGH SCHOOL STUDENTS

Background: Characteristics of adolescence are being noted to shape and develop the emotional, social and cognitive growth. Emotional state is richer in adolescence. Irritability, depression, anxiety and aggression are observed in adolescents. Assertiveness is a structured intervention approach which is used to improve the effectiveness of social relations. This study was conducted to determine the effectiveness of assertiveness program on depression, anxiety and stress of high school female students. Methods: This study was conducted in 2010-2011 educational year in selected high schools of Isfahan, Iran. 126 students in second year of high schools were randomly selected and participated in this study. The students were divided in two groups of trial (63 students) and control (63 students). The assertiveness program was trained during 8 sessions in the trial group and after 8 weeks posttest was performed in both groups. Data was then analyzed through statistical tests. Findings: Chi-square and Mann -Whitney U showed no significant differences in demographic variables of both groups (P 0.05), whereas there was a significant difference in the trial group (P<0.05). Independent sample T test showed no significant differences in mean score of stress before intervention between the two groups, but 2 months after intervention, despite the decrease of mean score of stress, this differences was not significant in trial group (P=0.09). Conclusion: Applying assertiveness program for high school students leads to decrease of student’s depression, anxiety and stress. High school years are one of the most sensitive periods of human life. Based on the safety, affordability, effectiveness and efficiency of these programs, performing these methods is suggested for controlling high school students’ depression, anxiety and stress.