In this incident, Youth 4 was approached by another

student who often bullied him. The bully began to tease Youth 4 and threatened to beat him up. Youth 1 stepped in and told the bully to stop and that the bully should not hit Youth 4 because Youth 1 would back him up. Youth 1, Youth 4, and their friends then proceeded to walk away from the bully who did not end up hitting Youth 4. Youth 1 was very happy to have been able to intervene on behalf of Youth 4 and readily shared GSK1120212 the incident at the subsequent group when reviewing assertiveness homework. This was also used as an example of “mobilizing your forces” for Youth 4, as it demonstrated that he could call on friends in situations where he previously felt isolated. Toward the end of the group, Youth 1 also began to participate in more role plays, suggesting a growing confidence and social efficacy. At posttreatment, Youth 1 reported a remission of his SAD diagnosis and did not report any recent bullying incidents. Overall, he had a better outlook on his ability to handle bullying and reported that bullying was only mildly impacting his mood, relationships with friends and family, and school performance. Video 3 illustrates a similar example where a youth is the target of cyber bullying.

The youth calls on her brother for support and to brainstorm options. In Video 4, the girl describes the experience she had to the GBAT-B group. The group leader reminds the group of the TRAP/TRAC skills and illustrates how to brainstorm options www.selleckchem.com/products/ch5424802.html and then select a helpful, active choice. Her TRAP acronym reveals a tendency to isolate and push others away: trigger (kids took her phone and falsely texted under her name), response (embarrassed, confused), avoidant pattern (go home and crash on bed, forget about it because

I felt bad, ignore my best friend because I didn’t want to talk to anyone). Her active choices each had pros and cons, but had the potential to move her in a positive direction: (a) finding the person who took the phone and tell him or her off, (b) leaning on friends instead of ignoring them, (c) telling an 4-Aminobutyrate aminotransferase adult and (d) go for a run. Youth 2 of the group was a 12-year-old, Caucasian seventh-grade boy who had a preexisting diagnosis of Asperger’s disorder. His parents were divorced and his mother had full custody. The mother (high school graduate) was currently unemployed, and the father (college graduate) worked in the sciences, combining to earn between $20,000 and $30,000. At pretreatment, Youth 2 met criteria for subclinical SAD and self-reported anxiety symptoms. He reported a long history of bullying and described mostly name-calling, such as “Nerd,” “Four eyes,” and various homophobic slurs. Youth 2 endorsed difficulty maintaining friendships and attributed his social difficulties to bullying, stating that his classmates “constantly” made fun of him.