Behavior Therapy and Cognitive Behavior Therapy are types of treatment that are based firmly on research findings. These approaches aid people in achieving specific changes or goals.
Changes or goals might involve:
A way of acting: like smoking less or being more outgoing;
A way of feeling: like helping a person to be less scared, less depressed, or less anxious;
A way of thinking: like learning to problem-solve or get rid of self-defeating thoughts;
A way of dealing with physical or medical problems: like lessening back pain or helping a person stick to a doctor’s suggestions.
Behavior Therapists and Cognitive Behavior Therapists usually focus more on the current situation and its solution, rather than the past.
They concentrate on a person’s views and beliefs about their life, not on personality traits.
Behavior Therapists and Cognitive Behavior Therapists treat individuals, parents, children, couples, and families.
Replacing ways of living that do not work well with ways of living that work, and giving people more control over their lives, are common goals of behavior and cognitive behavior therapy.
HOW TO GET HELP:
If you are looking for help, either for yourself or someone else, you may be tempted to call someone who advertises in a local publication or who comes up from a search of the Internet.
You may, or may not, find a competent therapist in this manner.
It is wise to check on the credentials of a psychotherapist.
It is expected that competent therapists hold advanced academic degrees.
They should be listed as members of professional organizations, such as the Association for Behavioral and Cognitive Therapies or the American Psychological Association.
Of course, they should be licensed to practice in your state.
You can find competent specialists who are affiliated with local universities or mental health facilities or who are listed on the websites of professional organizations.
You may, of course, visit our website (www.abct.org) and click on "Find a CBT Therapist"
The Association for Behavioral and Cognitive Therapies (ABCT) is an interdisciplinary organization committed to the advancement of a scientific approach to the understanding and amelioration of problems of the human condition.
These aims are achieved through the investigation and application of behavioral, cognitive, and other evidence-based principles to assessment, prevention, and treatment.
What Should I Know About Bullying?
Bullying is a significant problem for many children, adolescents, and adults
worldwide. Many individuals will be involved in bullying at some point during
their school years or in the workplace, either as a perpetrator, a target, a witness,
or some combination of roles. Bullying behaviors are intentionally mean
and repetitive, often leaving victims feeling unable to defend themselves. Bullying
behaviors can be:
1. Physical – includes punching, kicking, shoving, destroying objects, stealing objects, and other physical actions
2. Verbal – includes name calling, threats, and intimidation
3. Relational – includes spreading rumors and exclusion from a group
4. Electronic – includes any form of bullying that occurs online, over the phone, or via video games
Males are more likely to be involved in physical bullying, whereas females are
more likely to be involved in relational bullying. However, both genders can be involved in any type of bullying.
Bullying is often incorrectly characterized as a problem between a single
bully and a single victim. Bullying is better thought of as a group phenomenon
in which individuals may be involved in multiple roles:
Perpetrator – bullies others
Victim – targeted by bullying
Bystander – witnesses bullying
Bully/Victim – an individual who engages in bullying others is victimizedby others
Uninvolved – not involved in bullying situations
These roles are dynamic. That is, individuals move in and out of roles across
situations and over time. For example, an individual student may bully others
in elementary school, be victimized in middle school, and be a bystander in
Why Should I Be Concerned About Bullying?
Bullying significantly impacts the mental and physical health of the students involved. Specifically:
Individuals who are perpetrators of bullying are at risk for developing conduct disorder, additional aggressive behaviors, and future problems with the law.
Targets of bullying are at risk for developing depression and anxiety disorders and experiencing suicidal ideation. Targets of bullying are also at risk of experiencing a negative school climate, which could impact their ability to learn and subsequently affect their academic engagement and academic achievement.
Individuals who are both perpetrators and targets of bullying (bullyvictims) are the most impacted, and tend to experience the adverse effects that both bullies and victims experience. Additionally, bully victims are at risk for feeling reduced social support from their peers.
Witnesses of bullying can experience negative mental health effects as well. Simply by observing bullying, bystanders are more likely to experience increased feelings of vulnerability, which may prohibit them from feeling able to intervene during bullying situations. Depending on the frequency and severity of bullying situations in the school context, bystanders may also have a negative perception of the school’s climate.
What Can I Do to Reduce Bullying?
Efforts that parents and school personnel can take to help reduce bullying:
1. Create an antibullying committee that includes members from the following
groups: administrators, teachers, parents, coaches, students, nurses,
and mental health professionals. An effective committee must represent
the diverse voices in a given school.
2. Develop and follow an antibullying policy that emphasizes the use of assessment
and intervention, as opposed to strictly punitive measures (e.g.,
suspension and/or expulsion).
To best assess bullying, multiple measures should be used (i.e., selfreport and observations), and students, teachers, and parents should all complete the assessments in order to accurately capture what is happening within the school; assess for things like school climate, social relationships, and where bullying occurs within the school.
Interventions can be administered at the school-wide level (e.g., positive reinforcement for prosocial behaviors), at the small-group level (e.g., social skills instruction), and at the individual level (e.g., CBT to help restructure maladaptive thoughts and behaviors).
3. Increase awareness of the negative consequences associated with bullying through the use of videos, books, and classroom presentations.
4. Use data-based decision-making to address the school’s specific needs related
to bullying. Collect and analyze data annually because bullying behaviors
will change from year to year as group dynamics change from year to
To best utilize the data collected, classroom presentations should be conducted
by the school’s antibullying committee. It is important to share the
findings with students and teachers, as well as with parents via Parent
Teacher Organization meetings to maintain strong lines of communication
and a common understanding of the specific bullying issues at school.
5. Use data to create or select evidence-based interventions for bullying that
best address the bullying reported by students, teachers and parents. Some
examples of evidence-based bullying prevention and interventions are:
6. Develop a way to document bullying incidents and a confidential system
where students and staff can feel comfortable reporting bullying situations
(i.e., H&H Publishing, www.bullysurvey.com).
7. Avoid common pitfalls in bullying prevention and intervention, such as use
of group treatment for perpetrators of bullying or peer mediation between the
perpetrator and target of a bullying situation; these types of interventions
have been found ineffective and may in fact, be damaging.
8. To specifically help prevent relational bullying situations, involve children
in classroom activities that promote teamwork, and encourage extra-curricular
activities that will help children develop positive relationships and friendships.
Efforts that adults can take to help create resilient youth and to reduce bullying:
1. Model kind and respectful behaviors, as well as prosocial skills. Think before you speak!
2. Establish rules within the home to address bullying that occurs either at school and/or at home.
3. Keep the lines of communication open so that children can seek advice as
needed; it is helpful to ask children specific questions to better understand
how their day was (e.g., what was lunch time like, what is it like to ride the
4. Teach children how to be a positive bystander, by helping and supporting
students who are bullied; suggest using humor, finding a trusted adult, or
saying “stop” directly to the person bullying someone else to help diffuse
the situation (www.stopbullying.gov).
5. Learn about cyberbullying and communicate with children how to appropriately
use social networking sites in a safe and respectful manner
6. Monitor your child’s use of social networking (i.e., Facebook, Twitter, Tumblr,
Instagram, SnapChat, online gaming, etc.).
7. Encourage children to develop their strengths and acknowledge their positive
aspects; encourage them to do what they enjoy because special interests
and hobbies can boost their confidence, help them make friends, and
help protect them from future bullying (www.braverytips.org, www.stopbullying.
8. Advise children to stick with a friend throughout the school day across various
settings (e.g., playground, cafeteria, hallway, walking to and from
school) or staying near adults in order to stay safe
9. Help children learn how to positively and assertively resolve conflicts.
10. Develop and maintain clear, consistent, and positive communication with
school personnel, the administration, and teachers.
There are signs that children may display if they are either being bullied or
bullying others that could indicate it is time to seek out treatment or make use
an intervention program. If a child is being bullied, he or she may have
unexplainable injuries, have lost or destroyed possessions, have difficulty
sleeping, have changes in eating habits, have a decline in grades, have a loss of
interest in school or hobbies, or express self-destructive behaviors. If a child is bullying others, he or she may seem increasingly aggressive, get frequently
sent to the principal’s office, have unexplained new possessions, or
have an increased tendency to blame others for things without accepting responsibility.
For more information or to find a therapist:
Please feel free to photocopy or reproduce this fact sheet, noting that this fact sheet was writen and produced by ABCT. You may also link directly to our site and/or to the
from which you took this fact sheet