Cognitive-Behavioral Skills Building to Alleviate the Mental Health Effects of Bullying Victimization in Youth

Abstract

Bullying is a long-standing problem with relatively few intervention options for individual youth who have experienced it and have adverse mental health concerns. Depression, anxiety, and suicidal ideation are major consequences of bullying victimization. Although few evidence-based interventions have been put forth to address bullying victimization at the individual level, cognitive-behavioral therapy (CBT) and cognitive-behavioral skills building (CBSB) have been well researched for mental health concerns in youth. The purpose of the current article is to examine the theoretical framework of cognitive theory for individuals who have experienced bullying. Previous work that has addressed CBT for bullying interventions is described. Specific examples of how CBSB components could be applied to a bullying intervention program for youth are discussed. Ultimately, providing a theoretical framework to address this public health concern sets the stage for future intervention research. [ Journal of Psychosocial Nursing and Mental Health Services, 59 (5), 15–20.]

An Adaptation of the COPE Intervention for Adolescent Bullying Victimization Improved Mental and Physical Health Symptoms

“…The adaptations to the COPE program were as follows. First, psychoeducation on bullying has been found to be important in bullying prevention programs for both the parents and child and thus bullying psychoeducation was added to the first week's material (Hutson et al, 2018(Hutson et al, , 2021. Content, such as emotional regulation and social skills training, which were already included in the COPE program, were strengthened by including examples of bullying situations and role-playing to practice the newly acquired skills (Lee et al, 2015).…”

“…If we consider the case of a child who experiences bullying, they may think to themselves “It’s true- I am stupid,” which leads to feelings of sadness and decreased self-esteem, which leads to the behavior of keeping to themselves at school and not making new friends. If we can interrupt those negative thoughts and change them into a more neutral thought of “that kids doesn’t like me, but I know I’m not stupid” this can lead to more positive feelings and behaviors (Hutson et al, 2021).…”