““Building Resilience and VictimBuilding Resilience and Victim’’s Optimisms Optimism””

A CBT GroupA CBT Group--Based Intervention Program for Victims of Based Intervention Program for Victims of School BullyingSchool Bullying

Dr Emma Wade

Note: Illustrations from the book “Bully Busting”, by Evelyn M Field, illustrated by Andrew Bell.

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Outline1. Definitions

2. Bullying Information

3. Phases 1 and 2

4. Program Development

5. Assessments

6. Program Implementation

7. Example Activities

8. Conclusions

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Definitions

Bullying

• Repeated

• Intentional

• Power Imbalance

Resilience

Wang, Haertel, and Walberg (1994, p. 6) defined resilience as the “capacity of individuals to overcome personal vulnerabilities and environmental adversities effectively or the ability to thrive physically and psychologically despite adverse circumstances”

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Types• Called names/teased

• Hit/kicked/punched etc

• Rumours spread

• Threatened

• Isolated/ignored

• Property damaged/stolen

• Laughed at

• Remarks about family/religion/ethnicity

Prevalence• Varies across studies

• Dependant on methodology

• Anonymous self-report most reliable

• Physical bullying more prevalent in younger grades

• Emotional/psychological bullying more prevalent in older years

• Approx. 20% of Year 7s & 8s

Bullying Information

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Short-Term• Psychological symptoms

• Anxiety, depression, low self-esteem, suicidal ideation

• Social/academic issues

• Loneliness

• Truancy/early leavers

• Physical illnesses

• Poorer general health

• Specific health issues

Long-Term• Workplace problems

• Continued victimisation in the workplace

• Psychological symptoms

• Continued anxiety, depression, low self-esteem, suicidal ideation

• Social issues

• Relationship difficulties

• Feelings of isolation

Effects of Bullying (on the victims)

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Definition“When those students, who suffer repeated

victimisation by their peers, show a lack of behaviour problems (both internalising and

externalising), a lack of health problems, and a lack of perceived impact of the bullying, and

report above average life satisfaction and perceived wellness.”

Victimisation Resilience

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Participants• 867 students

• Year 7 (n = 312)

• Year 8 (n = 306)

• Year 9 (n = 249)

• 394 females (45.4%) 473 males (54.6%)

• Aged 11 to 18 years (M = 13.32, SD = 1.05)

• Independent (1), and government schools (5)

• North-Eastern region of Melbourne, Australia

Phase 1 Methodology

Materials• School Safety Survey –

Revised

• Peer Victimisation Scale

• Child Behaviour Checklist

• Perceived Wellness Survey for Youth

• General Health Questionnaire – 30

• Multidimensional Students’ Life Satisfaction Scale

• Impact of Event Scale

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Phase 1 Results

Resilient Victim

(n = 31)

Non-Resilient Victim

(n = 104)

High

Healthy Non-Victim

(n = 93)

Poor Health Non-Victim

(n = 41)Low

Victim Score

HighLow

Positive Health/Resilience

Positive Health (Resilience) scores

were based on median splits

Victimisation scores were based on quartile splits

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Participants• 111 students

• Year 7 (n = 42)

• Year 8 (n = 41)

• Year 9 (n = 28)

• 47 females (42.3%) 64 males (57.7%)

• Aged 11 to 18 years (M = 13.39, SD = 1.02)

• From the same 6 schools from Phase 1

Phase 2 Methodology

Materials• School Safety Survey – Revised

(Reversed)

• Bully Behaviour Scale

• Individual Protective Factors Index

• Life Orientation Test – Revised

• Adolescent Coping Scale

• Social Support Index

• Coopersmith Self-Esteem Inventory

• Piers-Harris Children’s Self-Concept Scale

• Social Skills Rating System

• Mayer-Salovey-Caruso Emotional Intelligence Test – Youth Version (Research Edition)

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Phase 2 Results

Significant differences between Resilient and Non-Resilient Victims on social and cognitive factors

including:

• Optimism

• Productive Coping

• Self-Concept/Self-Esteem

• Social Support

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Program Development

Building Resilience and Victim’s Optimism

An intervention program for victims of school bullying

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Program DevelopmentManuals

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Program DevelopmentSession Outline

Session 1 – Rationale for Group; Group Rules; Points System; Social Skills (tone of voice; conversing and listening); Homework.

Session 2 – Homework Review; Social Detective; Social Skills (sharing; asking to join in); Don’t be a Bully; Homework.

Session 3 – Homework Review; Social Skills (saying no); Thoughts, Feelings and Behaviours; Helpful versus Unhelpful Thoughts; Relaxation; Homework.

Session 4 – Homework Review; Anger Management; Review of Previous Sessions; Homework.

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Program DevelopmentSession Outline

Session 5 – Homework Review; Optimism; Thinking Errors; Thought Challenging; Homework

Session 6 – Homework Review; Self-Esteem; Homework.

Session 7 – Homework Review; Social Support; Social Skills (building and maintaining friendships; giving invitations; building trust); Homework.

Session 8 – Homework Review; Productive versus Non-Productive Coping; Problem-Solving Skills; Review of Previous Sessions; Homework.

Session 9 – Homework Review; Post-Intervention Questionnaire completion; Prizes; Certificates; Party.

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AssessmentsScreening Questionnaire

• School Safety Survey – Revised

• Peer Victimisation Scale

• Child Behaviour Checklist

• Perceived Wellness Survey for Youth

• General Health Questionnaire – 30

• Multidimensional Students’ Life Satisfaction Scale

• Impact of Event Scale

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AssessmentsIntervention Questionnaire

• School Safety Survey – Revised (Reversed)• Bully Behaviour Scale• Individual Protective Factors Index• Life Orientation Test – Revised • Adolescent Coping Scale • Social Support Index • Coopersmith Self-Esteem Inventory• Piers-Harris Children’s Self-Concept Scale • Social Skills Rating System • Mayer-Salovey-Caruso Emotional Intelligence

Test – Youth Version (Research Edition)

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AssessmentsDaily Diary – Page 1

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AssessmentsDaily Diary – Page 2

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AssessmentsInterviews with Participants

1. What sorts of bullying do you experience at school?2. How often is it occurring?3. Why do you think it happens to you?4. How does it make you feel – during it, and after it?5. What are you thinking when it happens and after it

happens?6. What sorts of things do you do to cope with being bullied?7. What do you think about the person/people who bully you?8. Do you think being bullied affects you more than other

students who get bullied? If so, why do you think that is?9. Do you think you will always experience bullying?10.What things do you think you need to do to make the

bullying stop?

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Program Implementation

1. Verbal Information

2. Demonstration by Group Leaders

3. Participant Practice

4. Participant Demonstration

5. Feedback and Correction

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Example ActivitiesSocial Skills

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Example ActivitiesSocial Problem Solving/Not Being a Bully

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Example ActivitiesSocial Problem Solving – Asking To Join In

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Example ActivitiesThoughts, Feelings & Behaviours

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Example ActivitiesHelpful vs. Unhelpful Thoughts/Relaxation

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Example ActivitiesAnger Management

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Example ActivitiesAnger Management

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Example ActivitiesOptimism

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Example ActivitiesOptimism

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Example ActivitiesThinking Errors

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Example ActivitiesOptimism

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Example ActivitiesBuilding Self-Esteem

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Example ActivitiesSocial Support

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Example ActivitiesSocial Support/Friendships

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Example ActivitiesCoping/Brain Teasers

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Example ActivitiesProblem Solving

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