The Effectiveness of Assertiveness Training on Alexithymia and Self-Differentiation in Runaway Girls in the City of Mashhad, Iran
Bibliographic record
Abstract
Background: This study evaluates the effect of assertiveness training on alexithymia and self-differentiation in the city of Mashhad, in Iran, about runaway girls. Method: The sample consists of 24 girls (12-20 years old) The tools used in the study were: assertion questionnaire Rathus, self-differentiation scale of DSI and the Toronto alexithymia scale. The study is applied as a Quasi-experimental design with the unequal control group. The plan is similar to the control groups pretest and post-test. Results: Significance indexes Multivariate analysis (f=158.029, p<0.001) indicates that there are changes in alexithymia and self- differentiation with assertiveness training. The average assertion scores in the post-test had increased strongly (M=58.00). As well, the average self-differentiation score of the experimental group had a significant increase. The experimental group also had lower average scores of alexithymia. Conclusions: The results of the research showed that assertiveness training has a significant change in alexithymia and self-differentiation. It should be noted that the participants had run away from home due to various reasons relating to high levels of alexithymia and low levels of self-differentiation and assertiveness. During this training course, the girls with learning assertiveness made changes in the self-differentiation and alexithymia (M=196.00) (M=47).
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".