Effects of assertion training and first aid instruction on children's autonomy and self‐care agency

Strategies for promoting autonomy and a self-care agency in children were investigated in this study. Ninety-two fifth grade students were randomly assigned to one of four learning groups: assertion training; first aid instruction; assertion/first aid; and control. Results showed mixed support for autonomy being higher where either or both assertion training and first aid instruction had occurred, and support for self-care agency being higher where first aid instruction had occurred.