Бесплатный фрагмент - Bullying recovery

Disclaimer

This material is provided for informational and educational purposes only. It is not intended to serve as a substitute for professional medical advice, diagnosis, or treatment. Always seek the advice of a qualified healthcare provider with any questions regarding a medical condition.

The Psychology of Bullying Victims: Effects on Mental Health and Strategies for Resilience

Bullying constitutes a form of violence that can manifest as both physical and verbal aggression. It encompasses hostile behaviors intended to humiliate, isolate, and subjugate another individual. Victims of bullying can be found among both children and adults, and the repercussions are particularly profound, often resulting in enduring emotional, psychological, and social wounds.

What constitutes bullying?

Bullying is a systematic, repetitive, and intentional form of aggressive behavior designed to harass, humiliate, or insult another individual. It may encompass physical violence (such as beatings and pushing), verbal abuse (including insults and threats), social isolation, and the spreading of rumors.

Bullying can manifest in diverse social contexts, including schools, universities, workplaces, and online environments. Special attention must be given to cyberbullying, where hostility is conveyed through digital platforms, significantly affecting psychological well-being.

2. Psychological ramifications of bullying

The experience of bullying can profoundly affect the mental health of victims. Let us examine the primary psychological consequences:

2.1. Diminished self-esteem and self-confidence

One of the most profound consequences of bullying is the victim’s diminished self-esteem. Continuous humiliation and insults aimed at the victim instill doubt regarding their worth, abilities, and appearance. This can result in the emergence of complexes and an internalized sense of inferiority.

Consequences: Low self-esteem may lead to challenges in forming healthy interpersonal relationships and a diminished confidence in one’s strengths and abilities. In certain instances, this can evolve into enduring complexes that persist throughout an individual’s life.

2.2 Anxiety and Depression

The persistent stress linked to bullying can result in the emergence of anxiety disorders and depression. Victims of bullying frequently endure ongoing fear, apprehension regarding potential subsequent assaults, isolation, and loneliness.

— Anxiety: a concern for one’s physical or mental health, apprehension regarding potential rejection or humiliation, often accompanied by physical manifestations such as insomnia, headaches, nausea, and tachycardia.

Depression: Persistent humiliation can result in a diminished interest in life, reduced activity levels, and pervasive feelings of hopelessness and despair.

2.3. Social Isolation

Victims of bullying frequently endure rejection and social isolation, particularly when the bullying transpires in a school or workplace setting. This can result in social withdrawal, the avoidance of new relationships, and a deficiency of support from peers.

— Emotional isolation: Victims often withdraw from social interactions, feeling unable to trust others or fearing additional assaults. This can result in loneliness and a diminished sense of social identity.

— Evading environments where bullying transpires: An individual may start to steer clear of school, work, social gatherings, or even specific individuals.

2.4 Post-Traumatic Stress Disorder (PTSD)

The traumatic experience of bullying can result in the onset of post-traumatic stress disorder. This condition is characterized by anxiety attacks, recurrent reliving of the traumatic event, nightmares, avoidance of situations reminiscent of the bullying, and hypervigilance.

— Symptoms of PTSD include intrusive memories of the bullying experience, nightmares, difficulty concentrating, heightened anxiety, and apprehension towards new social interactions.

2.5. Behavioral Issues

Victims of bullying may also exhibit behavioral issues, including aggression, self-destructive tendencies, or even self-directed violence (e.g., self-harm).

— Self-destruction: Emotions of powerlessness and despair may result in self-harm, efforts to inflict physical injury upon oneself, or even suicidal ideation.

— Aggression towards others: Victims of bullying may occasionally redirect their aggression towards others, particularly individuals they perceive as weaker.

3. Factors that exacerbate the effects of bullying

Not all victims of bullying endure identical psychological consequences or to the same extent. This variation is influenced by several factors:

— Personality traits: Individuals possessing high emotional resilience, supportive familial structures, and robust interpersonal relationships may be more adept at managing the repercussions of bullying.

— Family support: The presence of a supportive family that aids in comprehending your circumstances can alleviate your distress. In contrast, the absence of familial support or, worse, instances of family violence can exacerbate the trauma.

— Duration and intensity of bullying: the greater the duration and intensity of the bullying, the more detrimental the consequences for the psyche.

— External circumstances: Elements such as the availability of social support and a congenial atmosphere at school or work can significantly influence recovery.

4. Strategies for addressing the trauma associated with bullying

4.1. Psychotherapeutic Approaches

Psychotherapy is among the most effective methods for assisting victims of bullying in managing the psychological repercussions. Depending on the circumstances and the severity of the trauma, the following approaches may be employed:

— Cognitive Behavioral Therapy (CBT) assists patients in identifying and altering negative thought patterns that intensify depression, anxiety, and fears. Additionally, CBT addresses issues related to low self-esteem and social isolation.

— Acceptance and Commitment Therapy (ACT): assists individuals in embracing their feelings and experiences, enabling them to coexist with these emotions rather than resist them, while concentrating on values and objectives despite the presence of pain.

— Exposure therapy: In the context of post-traumatic stress disorder, it alleviates anxiety and fear by encouraging the patient to gradually and safely confront traumatic situations or memories.

4.2 Support Networks

Support groups, particularly for individuals who have encountered bullying, can be immensely beneficial. In these settings, participants can share their experiences, recognize that they are not alone, and receive support from others who have faced similar challenges.

4.3. Education and Enlightenment

A crucial aspect involves educating victims and their surroundings on recognizing bullying and preventing its recurrence. Information campaigns, assertiveness training, and effective communication empower individuals to advocate for themselves and safeguard their rights.

4.4 Assistance from Family and Friends

The role of family and loved ones in supporting victims of bullying is indispensable. Emotional support, non-judgmental listening, and fostering a safe and nurturing environment at home can greatly expedite the recovery process.

4.5. Pharmacological intervention

In instances where the repercussions of bullying result in significant psychological disorders, such as depression or anxiety disorders, medication may be advised. Antidepressants or anxiolytics may be prescribed to alleviate symptoms of anxiety and depression, particularly when used in conjunction with psychotherapy.

Psychotherapeutic approaches for individuals affected by bullying

Psychotherapeutic intervention plays a crucial role in the recovery process for victims of bullying. Bullying inflicts severe psychological repercussions, including depression, anxiety, diminished self-esteem, and post-traumatic stress. The assistance of a psychotherapist can greatly expedite recovery, enabling victims to manage the aftermath of violence and reintegrate into normal life.

Depending on the individual experiences, symptoms, and personal attributes of the patient, a range of psychotherapeutic approaches is employed. Let us examine the primary methods that can be effective in treating and supporting victims of bullying.

Cognitive Behavioral Therapy (CBT)

Cognitive behavioral therapy is among the most prevalent psychotherapeutic approaches employed to assist victims of bullying. CBT emphasizes the modification of negative thoughts and beliefs that may arise from bullying, substituting them with more constructive and positive alternatives.

— Objectives of CBT for victims of bullying:

— Correcting distorted thoughts: Victims of bullying frequently distort reality (e.g., “I’m worthless,” “I’ll always be alone”), and therapy assists in transforming these negative beliefs.

— Addressing low self-esteem: Cognitive Behavioral Therapy (CBT) seeks to enhance self-confidence and rehabilitate self-esteem.

— Coping skills training: Utilizing cognitive techniques, the patient acquires the ability to manage anxiety, depression, and other adverse emotions through healthier strategies.

— Cognitive Behavioral Therapy methods:

— Cognitive restructuring: examining and modifying automatic thoughts associated with bullying to enhance your self-perception and worldview.

— Behavioral activation: cultivating positive habits, assisting in the overcoming of social avoidance, and promoting an active lifestyle.

— Relaxation and breathing exercises: employing techniques to alleviate anxiety, including deep breathing and progressive muscle relaxation.

2. Acceptance and Commitment Therapy (ACT)

Acceptance and Commitment Therapy (ACT) emphasizes the acceptance of painful emotions and experiences instead of striving to eliminate them, while also encouraging commitment to actions that align with personal values.

— ACT objectives:

— Embracing your emotions: In contrast to other approaches, ACT does not seek to alter or repress traumatic experiences, but rather to accept and recognize them.

— Alleviating psychological distress: Victims of bullying frequently attempt to evade negative emotions, which only intensifies their experiences. Acceptance and Commitment Therapy (ACT) assists individuals in reconciling with what cannot be altered and encourages them to act in accordance with their values.

— Commitment to action: instructing the bullying victim to navigate life despite their fears and anxieties, and to make choices that prioritize what is significant to them.

— ACT methodologies:

— Mindfulness: cultivating the capacity to remain in the present moment, observing emotions and thoughts without judgment.

— Distancing techniques: instruct the patient to separate themselves from their thoughts and emotions, perceiving them merely as experiences rather than as determinants of their identity.

— Value orientation: support in recognizing and articulating personal values and objectives that will act as a framework for decision-making.

3. Humanistic Psychotherapy

Humanistic psychotherapy emphasizes the acknowledgment of the individual’s intrinsic value and potential. In the context of bullying, this approach assists the patient in reclaiming their self-worth as a person deserving of love and respect.

— The objectives of humanistic psychotherapy:

— Restoring self-esteem and self-confidence: Victims of bullying frequently experience a diminished sense of self-worth, and the objective of humanistic therapy is to reinstate a feeling of individuality and importance.

— Empathy and acceptance: fostering a secure environment in which the victim of bullying can openly articulate their emotions without the apprehension of being judged.

— Self-actualization: striving to transcend trauma and attain personal objectives, cultivating potential.

— Approaches to humanistic psychotherapy:

— Client-centered therapy fosters an environment of support and acceptance, both from the therapist and the group, when applicable. The therapist’s empathy, acceptance, and authenticity cultivate a space where the patient feels secure in expressing themselves.

— Existential labor: concentrating on discovering life’s significance, embracing fear and suffering, and rejuvenating inner resilience.

— Innovative approaches: art therapy, employing symbols and imagery for self-expression and alleviation of experiences.

4. Psychodynamic psychotherapy

Psychodynamic therapy is founded on the premise that numerous emotional difficulties stem from unconscious experiences linked to early childhood, interpersonal relationships, and internal conflicts. Within the framework of bullying, this approach proves beneficial for examining the fundamental causes of fear, anxiety, and feelings of inferiority.

— Objectives of psychodynamic therapy:

— Awareness of unconscious conflicts: recognition of internal conflicts and traumas linked to the patient’s personal history (for instance, conflicts with parents or early experiences related to social belonging).

— Addressing traumatic experiences: engaging with the impact of bullying and aggression, which may have deeper origins and reverberations in earlier phases of life.

— Understanding defense mechanisms: examining how the patient shields himself from emotional distress (e.g., evading social interactions) and uncovering the underlying factors of these defense mechanisms.

— Methods:

Transference: The therapist may leverage their relationship with the patient to reveal concealed emotions and experiences that the patient might project onto others or the bullying scenario.

— Interpretation of unconscious processes: an analysis of dreams, symbols, and associations to comprehend how bullying may be connected to prior experiences and internal conflicts.

5. Group therapy and support group sessions

Group therapy can be highly effective for victims of bullying, as it enables them to feel connected to a community and receive support from others who have undergone similar experiences. The reciprocal sharing, acknowledgment, and encouragement within the group cultivate a sense of belonging and alleviate feelings of isolation.

— Objectives of group therapy:

— Emotional support: receiving assistance from individuals who comprehend your experience and are willing to share their own.

— Social skills and adaptation: enhancing self-perception within a social context and fostering confidence in interpersonal relationships.

— Alleviating feelings of loneliness: recognizing that the individual subjected to bullying is not isolated in their experiences.

— Methods:

— Mutual support: group members can exchange their experiences and emotional sentiments, gaining assistance from one another.

— Discussion of specific situations: a collaborative understanding of how experiences of bullying can be transformed into a resource for personal development.

Cognitive Behavioral Therapy

Cognitive Behavioral Therapy (CBT) for victims of bullying seeks to alleviate distress, enhance self-esteem, and cultivate skills that empower individuals to respond more constructively to aggressive behavior. The following outlines the fundamental principles and techniques applicable in CBT for those who have experienced bullying in school, workplace, or other social environments.

1. Characteristics of the bullying issue and its repercussions

— Psychological stress

Victims of bullying frequently endure anxiety, fear, guilt, and shame, along with depressive symptoms and difficulties with sleep and appetite.

Low self-esteem and “learned helplessness” — the perception that one is unable to affect the situation — may emerge.

— Social alienation

Individuals who have experienced bullying frequently shy away from social interactions due to a fear of additional hostility; they tend to become reclusive and distrustful.

— Cognitive distortions

Victims of bullying often cultivate negative automatic thoughts such as, “I’m a loser,” “No one will protect me,” and “I’ll never become self-confident.”

This may result in persistent self-devaluation and heightened sensitivity to external criticism or aggression.

— Physiological responses

Anxiety and depression may manifest with symptoms such as elevated heart rate, headaches, muscle tension, and panic attacks.

2. Objectives of Cognitive Behavioral Therapy in Assisting Victims of Bullying

— Decreased levels of anxiety, depression, and feelings of helplessness

— Cultivate a more authentic perception of yourself and your abilities.

— Enhance the sense of security, encompassing both physical and emotional aspects.

— Alteration of maladaptive cognitive frameworks

— Explore the impact of persistent thoughts (“There is something wrong with me,” “Everyone seeks to humiliate me”) on your emotional well-being.

— Gradually cultivate more positive and constructive attitudes (“I possess strengths,” “I can learn to withstand bullying”).

— Developing behavioral competencies

— Instruct on the skills of assertive communication, refusal (the capacity to say “no”), and establishing boundaries.

— If feasible, assist in establishing a secure social environment by seeking support from adults at school, human resources, or management at work, among others.

Enhanced self-esteem and confidence

The psychotherapist assists the patient in identifying personal resources and fosters successful experiences in safeguarding their interests and personal boundaries.

3. Fundamental components and methodologies of CBT for bullying

3.1. Psychoeducation

— Information regarding the nature of bullying: its definition, the reasons aggressors select their “victims,” and avenues for seeking assistance.

— Comprehending the connection between thoughts, emotions, and behaviors: elucidating to the patient how detrimental beliefs regarding themselves and the world can exacerbate internal distress and hinder the pursuit of solutions.

3.2 Recognizing and altering negative automatic thoughts

— Journal of thoughts and emotions: the patient documents instances when he experiences fear, humiliation, and anxiety, noting the thoughts that emerge during those moments (“I will never manage,” “Everyone looks down on me”).

— Addressing cognitive distortions: “mind reading” (the assumption that others harbor negative thoughts), “catastrophizing” (anticipating the worst possible outcome), “generalization” (believing that if one person has offended you, then everyone will).

— Development of alternative rational beliefs: “The fact that I was humiliated in the past does not imply that all individuals are aggressive,” “I can seek support and learn to advocate for myself.”

3.3 Behavioral Activation and Skill Development

— Confident demeanor

— Role-playing games: simulating bullying scenarios (or potential conflicts).

— Employ safe phrases, gestures, a measured tone of voice, and the capacity to assertively decline or request assistance.

— Exploration of particular strategies to evade perilous circumstances, locate witnesses, or seek assistance.

— Exposure to stimuli (if necessary)

If an individual avoids school, office meetings, social media, and similar environments due to bullying, a “gradual exposure” approach may be employed. In this method, the individual, in collaboration with a therapist, learns to safely and progressively re-enter those “zones” where they experience feelings of threat.

It is essential to concurrently enhance self-support skills while responding calmly to potential provocations.

— Enhancing social connections

— Collaboratively design constructive activities (sports, clubs, volunteering) to enable the patient to rebuild self-esteem and cultivate healthy relationships.

— Engaging in support groups (either online or in person) where individuals who have faced bullying provide mutual support.

3.4 Techniques for Relaxation and Stress Management

— Breathing exercises (such as slow, deep breathing “4-4-6”).

— Progressive muscle relaxation (as per Jacobson).

— Mindfulness: redirecting focus to the present moment, observing thoughts and emotions without identifying with them.

4. The significance of the environment and social support

— Engaging parents (in instances of bullying at school)

A therapist can elucidate to parents the significance of acknowledging their child’s emotions, the necessity of engaging with the school administration, and the pursuit of external support (such as transitioning to a more conducive environment, lodging complaints with higher authorities, etc.).

— Engagement with educators, human resources services, and administration

In instances of workplace or school bullying, it is crucial to engage the relevant authorities to address the systemic causes rather than solely focusing on the “victim” at the level of their self-perception.

— Group therapy or support groups

Sharing experiences fosters a sense of “normalization,” allowing individuals to recognize that they are not alone in confronting bullying.

You can acquire anti-bullying skills collaboratively and engage in role-playing scenarios.

5. Efficacy of Cognitive Behavioral Therapy and Anticipated Outcomes

— Decrease in anxiety and depressive symptoms

Patients who have undergone a course of CBT report a reduction in panic attacks, nightmares, and recurring flashbacks associated with the bullying incident.

Enhanced self-esteem and confidence

— Engaging with negative attitudes such as “I’m a loser” or “I’m weak” fosters the development of a healthier self-image, allowing individuals to recognize their intrinsic worth.

— Skills for providing constructive feedback

The patient acquires the ability to differentiate between criticism and bullying, respond appropriately to provocations or threats, and effectively seek support from administration, colleagues, and friends.

— Potential reduction or cessation of bullying

When a victim alters their behavioral pattern — becoming more confident, seeking support, and establishing boundaries — it becomes increasingly challenging for bullies to persist in their harassment. This shift may prompt bullies to change their tactics or recognize the futility of their actions. In certain instances, systemic interventions are required, such as contacting management or transferring to different educational institutions.

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Below are various exercises and techniques applicable in cognitive behavioral therapy (CBT) for individuals who have experienced bullying. All examples are general and can be tailored to the specific age (child, adolescent, adult), context (school or workplace bullying), and unique characteristics of the client.

1. Journal of reflections and sentiments

Target:

— Instruct the victim of bullying to observe and identify the relationship between circumstances, negative automatic thoughts (NATs), and emotional or behavioral responses.

— Identify the primary “triggers” (locations, individuals, occurrences) that heighten anxiety or fear.

How to execute:

Recommend that the client maintain a notebook (or utilize a designated table) to document distressing episodes or situations pertaining to bullying.

— Document the date and time, location, or context, the emotions experienced (anxiety, fear, humiliation), the intensity of these emotions (0–10), and the thoughts that emerged (“I’m weak,” “They’re mocking me again; it will always be this way”).

— Then encourage them to articulate alternative, more realistic thoughts (“Yes, it’s unpleasant, but I have already implemented effective measures,” “I have the right to protection”).

Comment:

Maintaining a diary consistently aids in monitoring your well-being, enhancing your mastery over negative beliefs, and progressively substituting them with more positive alternatives.

For children and adolescents, simplified diary formats featuring images or mood stickers may be utilized.

2. Stop-Thinking Method

Target:

— Disrupt the cycle of negative or catastrophic thoughts commonly experienced by victims of bullying.

— Instruct on swiftly transitioning from a “spiral” of anxious thoughts to more balanced assessments.

How to execute:

When a client recognizes that he is “stuck” in thoughts such as “I will never cope” or “Everyone around me despises me,” he should mentally (or vocally) assert to himself, “Stop!”

— Envision a physical or visual representation of cessation — such as a stop sign against a red backdrop, a sharp noise, or an imaginary whistle.

Then deliberately redirect your focus to another subject — such as engaging in a brief breathing exercise (3–5 deep breaths), or articulating a more rational thought aloud (“This is merely a thought, not a fact”).

Comment:

The “Stop Thoughts” technique should be practiced beforehand to ensure it occurs automatically in real situations.

— Effective as a component of a comprehensive framework for addressing negative beliefs.

3. Role-playing (engaging in conflict scenarios)

Target:

— Instruct the client in assertive behavior, equipping them with the skills to uphold boundaries and respond to provocations calmly and without aggression.

— Rehearse particular phrases or actions that may assist in a bullying scenario.

How to execute:

The therapist and client engage in a discussion regarding a real or potential scenario (e.g., at school: “I am being shoved in the hallway and ridiculed”; at work: “A colleague is subjecting me to public humiliation during a meeting”).

— Assign roles: the therapist assumes the role of the “aggressor,” while the client portrays themselves; at times, roles may be reversed to allow the client to view the situation from the “other side.”

— Explore various methods of response:

— Quiet departure (a strategy to create distance).

Assertive (“Please refrain from speaking to me in that tone; it is quite unpleasant”).

— Requesting assistance (summoning witnesses, reaching out to a teacher/supervisor).

— In conclusion, reflect on the sensations that emerged, identify what contributed to your increased confidence, and consider other reactions that merit further practice.

Comment:

Teenagers are generally open to engaging in role-playing when they perceive that the therapist is supportive of their perspective.

“It is crucial not to compel a child or adult to engage in a challenging conflict if they are not yet prepared. Progress can be made gradually.”

4. Compilation of “My Rights” and “My Strengths”

Target:

To enhance self-esteem, to assist an individual in recognizing their inherent right to be respected, safeguarded, and treated with dignity.

— Remind them of their own accomplishments, skills, and resources that may be overlooked under the strain of bullying.

How to execute:

— Request that the client compile a list of their rights: “I have the right to say ‘no’, ” “I have the right to seek assistance if I am being bullied,” “I have the right to report bullying to management,” and so forth.

— Compile a list (5–10 points) of your strengths or accomplishments (even minor ones): “I possess strong drawing skills,” “I can occasionally be quite stubborn,” “I successfully maintain a friendship with my deskmate,” etc.

— Explore the client’s emotions when revisiting these lists.

— Promote affirmation: “At this moment, you recognize your rights. How might this empower you in a bullying scenario?”

Comment:

You may position the list of “My Rights” / “My Strengths” in a prominent location (such as at home or in a diary) to ensure that the patient reviews it regularly.

5. Behavioral Studies

Target:

— Examine and challenge maladaptive thoughts (“If I report bullying, no one will support me,” “If I assert myself, they will target me even more”).

— To cultivate new experiences that instill confidence.

How to execute:

— Recognize a negative mindset or apprehension: “I hesitate to inform my class teacher because I believe he will take no action, and the situation will only deteriorate.”

— Design an “experiment”:

The client attempts to reach out to the teacher, HR, or supervisor to request assistance or to report an incident of bullying.

— Prior to the experiment, document the anticipated outcomes (what adverse consequences are expected).

— Execute an experiment: implement the action in practice.

— Based on the results, juxtapose the forecast with reality: “What transpired?”, “How did individuals respond?”, “Was it truly ‘even worse’?”

Comment:

“It is essential for the patient to select relatively ‘safe’ measures, avoiding any risk of direct physical aggression.”

If the experiment proves successful, it dispels the notion that “No one can help me.” Conversely, if it is unsuccessful, the therapist and I will examine the factors that may have interfered and consider alternative approaches.

6. A forthright letter to the “aggressor” (or a letter that may not necessarily be dispatched)

Target:

— Articulate repressed emotions (anger, resentment, fear) and outline how an individual would prefer to engage with the “bully” (or group of bullies) without direct confrontation.

— Establish your personal boundaries and emotions.

How to execute:

— The client composes a letter (on a computer, on paper, in a journal) to the individual who has wronged him.

— In the letter, you may include:

— Description of the bully’s behavior: “When you demeaned me in front of everyone…”

— The emotions the client encountered: “I experienced humiliation, fear, anger…”

— Client’s preferred treatment: “I wish to be left alone and have my boundaries honored.”

— Determine the appropriate course of action for this letter: destroy it, retain it, or, if preferred (and if circumstances permit), present it to the recipient or a consultant/psychologist.

Comment:

The exercise enables you to express repressed emotions, articulate them, and recognize that the victim also “has a voice.”

7. Progressive muscle relaxation (PMR) and respiratory techniques

Target:

— Mitigate the degree of anxious arousal that emerges when contemplating a potential encounter with “aggressors” or recalling past assaults.

Provide the client with a self-regulation tool that is available at all times (before bedtime, after a conflict, during panic attacks).

How to perform (PMR — abbreviated version):

— Begin in a comfortable position, either seated or reclined.

— Continuously tense and relax the muscles in various areas of the body (feet, shins, thighs, abdomen, chest, arms, shoulders, neck, face). Maintain the tension for 5–7 seconds, then promptly relax.

— Simultaneously, concentrate on the contrasting sensations of tension and relaxation.

— Engage in multiple cycles of deep breathing, observing how your body gradually relaxes.

Comment:

Regular practice (5–10 minutes daily) fosters the establishment of a “relaxation habit,” thereby diminishing overall stress levels.

8. “Map of Available Support and Resources”

Target:

Recognize that the individual has (or may have) support from friends, family, educators, colleagues, or public and online communities that can be contacted.

— Formulate a detailed strategy for reaching out to “safe” individuals or organizations.

How to execute:

Request the client to create a “map”: he is positioned at the center, encircled by circles or cells that denote the names of individuals (or services) capable of offering support (parents, a friend, a psychologist, the HR department, a human rights organization).

— Identify the appropriate contacts and the circumstances under which to reach out to them (for instance, in the event of a physical threat — a teacher, a school psychologist, or law enforcement; in cases of workplace bullying — management, a trade union representative, or legal counsel).

— Develop an “action plan”: specify how to reach out to these individuals, the precise language to use, and the documents or evidence to prepare (such as screenshots of correspondence and recordings of conversations), if required.

Comment:

“It is essential for the client to recognize that seeking assistance is not an indication of weakness, but rather a proactive measure of self-preservation.”

9. “Journal of Success” or “Journal of Gratitude”

Target:

— Redirect your attention from a negative self-image and worldview, and cultivate the ability to recognize the positive, even in the face of bullying.

— Foster motivation for change and enhance self-esteem.

How to execute:

— Document 1–3 “small successes” or aspects for which the client feels gratitude each day (e.g., “Today I confidently told the bully, ‘Leave me alone,’” “I experienced improved sleep,” “I shared my anxiety with the psychologist”).

— Regularly revisit the entries to acknowledge progress and recognize that life extends beyond bullying.

Comment:

— Beneficial for clients with low self-esteem who are overwhelmed by negativity. It fosters the practice of identifying positive elements in life.

10. Appeal to principles and objectives

Target:

— To assist the victim of bullying in recognizing that there are more significant goals and values in life beyond merely “avoiding bullying.”

— Foster intrinsic motivation to develop, acquire knowledge, enhance professional competencies, and cultivate relationships with others.

How to execute:

— Request the client to articulate what holds long-term value for him (education, creativity, career, family, friendship).

— Compare these values with the current situation: “What actions can I take to persist in pursuing this goal despite bullying?”

If a client recognizes that bullying hinders their ability to uphold significant values (such as participating in a club or working effectively), strategies can be formulated to surmount these obstacles (such as reaching out to the club leader or relocating classes to a more secure environment, etc.).

Comment:

“It is essential for the client to understand that bullying need not define their entire existence; a future exists in which they can fulfill their potential.”

General Recommendations

Begin with the most straightforward and secure exercises for the client, such as a thought diary, brief relaxation techniques, and a list of entitlements.

— Tailor to age: for children and adolescents, employ more visual and engaging formats.

— Sustain motivation: commend any incremental progress, highlight positive transformations (diminished fear, improved sleep quality, etc.).

— Incorporate into daily routines: exercises should be conducted consistently, not merely “during a session.”

Involve parents or guardians if bullying involves children; contact administrative authorities if bullying occurs in the workplace.

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Below is a simulated example of a cognitive-behavioral therapy session (approximately 45—60 minutes) with an adolescent who has experienced bullying at school. This session outline can also be modified for an adult client facing bullying in the workplace or within any other community. The objective is to illustrate how the therapist and client can collaboratively address negative thoughts, intense emotions, and the pursuit of more constructive behavioral patterns.

1. Commencement of the session (5–10 minutes)

— Initiating communication and salutation

— Therapist (T): “Hello, Anna. It is a pleasure to see you. How have you been? How was your week?”

— Anna (A): “Hello… To be candid, it has been somewhat challenging. The children at school mocked me once more during gym class.”

— A brief “status update”

— T: “Could you please share the emotions and thoughts that emerged for you at that moment?”

— A: “I felt dreadful. My immediate thought was that I was inadequate, that they all perceived me as weak.”

— Elucidation of session objectives

— T: “I recognize that this is a recurring issue, and it can be quite frustrating. Let us take the opportunity today to explore the thoughts that emerge when you experience bullying and discuss potential responses. Additionally, we can practice some skills to enhance your confidence. How does that sound?”

In this session, the therapist provides the client with an opportunity to discuss recent experiences, concentrating on a particular incident of bullying that transpired recently.

2. Core segment (20–30 minutes)

2.1. Examination of negative automatic thoughts

— Examination of a particular episode

— T: “Let us review the events that transpired during gym class, step by step. Could you provide a more detailed description of the scene?”

— A: “During warm-ups, several of my classmates began to whisper and laugh while pointing at me. I instantly thought, ‘Here I am, as pathetic as ever. They will never cease.’”

— Recognition of thoughts and emotions

— T: “When this thought emerged — ‘I’m pathetic, they will never cease’, what emotions did you experience?”

— A: “A sense of shame and sadness overwhelms me; I long to disappear into the earth. The anxiety that this state will persist is suffocating.”

— T: “Kindly evaluate on a scale from 0 to 10 the intensity of these feelings.”

— A: “Likely 8 or perhaps 9…”

— Alternative perspectives

“Let us examine whether those in your vicinity genuinely perceive you as ‘pathetic.’ What does your real-life experience indicate? Are there circumstances in which you receive support?”

— A: “I have a few friends who support me and advise me to disregard it.”

“So, not everyone in your vicinity is negative. Might it be that some of those individuals were laughing merely because someone else initiated it, rather than due to any perceived ‘worthlessness’ on your part?”

— A: “Perhaps… None of them approached me directly to say anything unkind. They merely laughed among themselves.”

At this stage, the therapist assists the client in recognizing that the belief “everyone thinks I’m pathetic” is a generalization and that the client possesses a resource point, such as friends and support.

2.2. Behavioral Practice (Role Modeling)

— Tabletop role-playing game

“Consider a similar scenario occurring during your next gym class. Let us engage in a role-play to explore how you might respond if you wished to assert yourself or establish boundaries.”

— A: “Understood, but I am uncertain of my ability to do so.”

— T: “Let us attempt this. I will assume the role of the ‘laughing classmates’ and make an offensive remark. You should respond in a composed manner, refraining from profanity, yet conveying your point clearly.”

— Scenario

— T (playing the “offender”): “Ha-ha, observe this amusing blunderer!”

— A (tentatively, yet earnestly): “I kindly ask that you refrain from insulting me. Your words are distressing; please cease.”

— T: “What emotions arise when you articulate these words?”

— A: “I am concerned, yet I believe I am making an effort to express that I am experiencing pain.”

— Feedback

— T: “It is commendable that you expressed your stance. They may find it amusing, but you have unequivocally stated that this situation is unacceptable for you. Do you believe this could influence your emotions amidst the bullying?”

— A: “I believe so; indeed, I will feel less powerless.”

It is essential to analyze how the client feels, whether the idea was effectively communicated to the “aggressor” in a role-playing context, and whether it is feasible to reinforce a confident tone and gestures.

3. Consolidation and discussion of assignments (5–10 minutes)

— Overview of shifts in perception

— T: “Today, we observed that you are experiencing the thought: ‘I’m pathetic, they’ll never stop.’ We endeavored to explore an alternative perspective: is everything truly that hopeless? What insights did you generate?”

— A: “I have come to understand that at times it may seem as though everyone is opposed to me; however, in truth, there are individuals who stand by my side. Perhaps if I demonstrate that I will not remain silent, it will deter them.”

— Homework

“Consider maintaining a thought journal for the upcoming week whenever you encounter an unpleasant situation at school. Document the circumstances, your emotions, your reflections, and any efforts to seek support from others. Is there anything else you would like to explore?”

— A: “I can attempt to inform my homeroom teacher about the bullying I am experiencing. I previously feared he would not assist, but perhaps it is preferable to speak up rather than remain silent.”

— T: “Excellent. Please document your predictions: ‘What could occur if I reach out to the teacher?’ We will review the outcomes in our next session.”

— Enhancing affirmative experiences

— T: “I observed your remarkable bravery today in agreeing to participate in the role-playing game. How are you feeling?”

— A: “I am somewhat fatigued, yet I believe I have formulated a plan. This is preferable to merely succumbing to fear.”

— T: “Excellent, you truly performed admirably.”

4. Conclusion (2–5 minutes)

— Optimistic disposition

“Thank you for your openness and commitment to personal growth. Please remember, if you find the anxiety overwhelming, you can employ the Thought Stop technique or practice deep breathing, as we discussed in our previous meeting.”

— A: “Indeed, I will make an effort to remember.”

— Consensus regarding the forthcoming meeting

— T: “I look forward to our meeting next week to discuss the outcomes of your experiments and your reflections in the thought journal.”

It is essential to conclude the session on a positive note, reassuring the client that they are making progress and are not alone in their challenges.

Key aspects of such a session

— Structured: at the outset of the session — a status assessment and a brief agenda, in the middle — engagement with a specific scenario (thought analysis, role-playing), and at the conclusion — assignments and a summary.

— Addressing automatic thoughts: the therapist assists the client in recognizing when they engage in self-deprecating dialogue (“I’m pathetic”) and exploring alternative perspectives.

— Practicing behavioral skills: role-playing exercises, assertive statements, and demonstrations of safe behavior in bullying scenarios.

— Enhancing self-esteem: the therapist highlights positive developments, assisting the client in recognizing that he or she is not required to “remain silent” and “suffer.”

— Home practice: maintaining a thought diary and conducting “experiments” by seeking assistance from a teacher or friends — these activities provide the client with tangible experiences of transformation.

Cognitive Behavioral Therapy (CBT) for victims of bullying seeks to alleviate emotional distress, foster a sense of safety, restore healthy self-esteem, and cultivate effective skills for engaging with bullies and their surroundings. The following are the primary positive outcomes attained during or after CBT for bullying victims.

1. Alleviation of anxiety and depressive symptoms

— Transitioning from “constant fear”: Clients observe that daily anxiety — “that they will insult me again” or “I will not manage if they begin” — starts to diminish.

— Alleviation of depressive symptoms: feelings of hopelessness and depression diminish, interests gradually resurface, and both mood and sleep improve.

— Alleviating stress intensity: relaxation techniques, mindfulness practices, and “stop-thoughts” assist in swiftly managing episodes of panic and the apprehension of a potential new attack.

A teenager who once feared navigating the school corridors can now stroll through them with composure, no longer startled by the laughter of fellow students after a series of sessions.

2. Developing a more accurate perception of oneself and the circumstances

— Correction of negative automatic thoughts: beliefs such as “I am inadequate and feeble,” “Everyone perceives me as a failure” are substituted with more balanced alternatives (“I possess strengths,” “Not everyone is hostile,” “I can seek protection or support”).

— Enhanced self-esteem: clients start to recognize their accomplishments and distinctive attributes, appreciating their talents and positive traits.

— A decrease in the “negative information filter”: individuals cease to interpret jokes or glances as malicious mockery; anxious vigilance diminishes.

A patient who felt he was “perpetually out of place in social settings, and it was evident to all” realizes that he has friends with whom he feels at ease, and that his discomfort arises solely in the presence of a select few aggressors.

3. Enhancing assertive behavior skills and safeguarding your boundaries

— The capacity to respond to provocations: the skill of communicating in a composed yet assertive manner, requesting an end to the insults, and engaging with authorities (teachers, HR, management) without experiencing guilt or shame is perfected.

— Transitioning from avoidance to proactive measures: Rather than merely retreating or concealing themselves, clients can formulate concrete strategies to safeguard their well-being (e.g., seeking assistance from friends or lodging a formal complaint).

— Enhanced communication skills: an individual learns to differentiate constructive criticism from bullying and to recognize when to disengage from an aggressor to prevent escalating the conflict.

An adult employee who has quietly endured a colleague’s mockery can, following cognitive behavioral therapy, assertively yet courteously halt the “jokes” by stating: “I find such comments unappealing; please refrain from continuing.”

4. Enhancing social support and cultivating healthy relationships

— Proactive pursuit of allies: clients start to recognize that they are not isolated, can reach out to others (friends, colleagues, parents, teachers), and discover support in the external environment.

— Reduced self-isolation: the notion “I am ashamed to seek help as it indicates my weakness” dissipates, replaced by the realization that requesting support is a rational response in a bullying scenario.

— Rebuilding trust in individuals: When, through experimentation, a person observes that certain individuals in their vicinity are willing to assist, a more optimistic perspective on the world is cultivated.

A teenager who previously shunned class activities due to fears of bullying gradually starts to engage in collaborative projects, outings, and assembles friends for extracurricular pursuits.

5. Overall stabilization of the emotional landscape and enhancement of life quality.

— Minimizing the “mental space” for bullying: individuals cease the incessant replay of offensive incidents, concentrating instead on unkind remarks or possible humiliations.

— Resumption of full activity: academic performance or workplace productivity is reinstated, and the inclination to participate in hobbies, sports, and social interactions with friends intensifies.

— A sense of being the “architect of existence”: rather than adopting the role of a victim who simply responds to adversities, an individual perceives the ability to formulate their own strategies, select the surroundings in which they thrive, and establish aspirations for the future.

A client who had previously withdrawn from a social club due to apprehension about ridicule resumes attendance — she is now more assured in her capacity to uphold her boundaries and, consequently, begins to relish her favorite activity.

6. Possible cessation (or reduction) of bullying

— Altering the victim-aggressor dynamic: When victims adopt a more assertive stance, aggressors diminish in power, as bullying typically preys on those who exhibit helplessness.

— Environmental reaction: when educators, administrators, and parents are alerted to instances of bullying, “adult” conflict resolution strategies frequently come into effect, resulting in a reduction of bullying behavior.

— Formulating strategies to evade perilous situations: if transformation within the team is unattainable (due to a lack of effective support from higher management), the client may opt to transition to a different environment (another school, department, or company), perceiving this not as an “exile,” but as a deliberate decision for their own safety.

A schoolboy, frequently targeted by a group of bullies, engages in discussions with his teacher regarding a change of seating. He establishes agreements with friends to take breaks together and observes a significant reduction in overt attacks.

7. Personal development and enduring impacts

— Enhancing resilience: Individuals who have faced bullying and participated in cognitive behavioral therapy frequently report acquiring skills that benefit them in later stages of life (in professional settings, at university, and in personal relationships).

— Cultivating empathy and critical thinking: Individuals who have experienced bullying and addressed it in therapy often gain a deeper understanding of aggression and become adept at identifying the early indicators of unhealthy relationships.

— Understanding personal boundaries: an individual gains greater awareness of their preferences and aversions, enabling them to safeguard their principles and comfort in interactions with others.

A graduate who had previously experienced bullying in school, through cognitive behavioral therapy, learned to swiftly evaluate a potentially toxic environment within a new group and avert being “scapegoated” by responding promptly and establishing boundaries.

Conclusion

Cognitive behavioral therapy provides victims of bullying the opportunity to:

— Reevaluate harmful beliefs regarding yourself and the world (“I deserve to be mocked,” “Everyone loathes me”).