Evaluation
“All the information contained in this section is for guidance only. Psious environments are therapy supporting tools that must be used by the healthcare professional within an evaluation and intervention process designed according to the characteristics and needs of the user.
Also remember that you have the General Clinical Guide in which you have more information on how to adapt psychological intervention techniques (exposure, systematic desensitization, cognitive restructuring, chip economy…) to Psious environments.”
The psychological evaluation / intervention protocol for dealing with bullying cases is usually divided into three phases.
A first evaluation phase, where information is collected on the psychological profile of the affected person (levels of self-esteem, anxiety, communication skills, problem solving skills, educational deficits of the parents, etc.) and information on the case of bullying. (type of assaults, frequency, place of occurrence, subjective assessment of the severity of the assaults, feeling of security and information about the assailants).
A second intervention phase, whose objective is usually focused on improving social skills and the degree of assertiveness (equipping the victim with effective strategies to improve their communication skills, increase their self-esteem, learn to protect and defend their rights, as well as express effectively and socially acceptable their emotions and desires to promote integration into the group).
And finally a post-intervention follow-up phase.
Assessment of victims of bullying
EVALUATION OBJECTIVES
Evaluate risk factors
Individual factors associated with the victim, such as: Low self-esteem; insufficient social skills to relate to other classmates; visible physical or cultural traits, different from those of the majority (ethnic, racial and cultural minorities); disability; anxiety disorders or other psychopathological disorders: mood disorders (depressive disorder), behavior disorders (attention deficit hyperactivity disorder, challenging disorder), adaptive disorders (with mixed alteration of emotions and behavior).
Family-related factors, such as: Inappropriate, authoritative, or negligent parenting practices; education on the margins of society; restricted family life forms (social, religious or cultural group communities); dysfunctional families; high pressure, demand and / or little objective expectations; little family communication.
Factors associated with the school, such as: Low participation in group activities; little communication between students and teachers; absence of reference authority figure in the school, profile of “good boy / girl” who never gives or gets into trouble; threats such as imposing silence on the victim on the part of the aggressor, on the part of other students, or in exceptional cases on the part of a teacher or the school itself, can lead to general behavior of self-deprivation of expression in the school environment, poor relationships with peers …
Factors associated with the case of bullying, such as: Type of assaults (insults, physical assaults, comments, teasing…); place / is where these attacks occur (patio, classroom, bathrooms…); frequency of assaults; subjective assessment of the severity of the attacks; feeling of security (possible help) and information about the aggressors (number of people against them).
Evaluate the profile of the child / adolescent
Bullying and victimization investigations [Schwartz, 2000] have identified four different types of children:
- Normal children / adolescents (neither victims nor aggressors).
- Non-aggressive victims: those who are generally victims. They show a hostile attribution style and have negative expectations of outcomes for aggression.
- Aggressive victims: Those who habitually exhibit reactive aggression. They tend to have a hostile attribution style, but no expectation of positive or negative results for aggression.
- Non-victimized offenders: Those who show proactive aggression. They have positive hopes for aggression, but do not have a hostile attribution style.
Some useful instruments for evaluation
For bullying
- Bullying and School Violence (AVE) (Piñuel and Oñate, 2007a)
- Brief Assessment Test of Bullying (TEBAE) (Piñuel and Oñate, 2007b)
- Questionnaire on School Violence (CVE) (Serrano and Iborra, 2005)
For PTSD symptoms
Childhood Post Traumatic Stress Syndrome explains that bullied children / teens develop a sense of impending danger, pervasive restlessness or nervousness, and a recurring, nonspecific type of anxiety with the permanent feeling that something terrible is about to happen to them imminently. them or their loved ones.
The harassed child / adolescent develops a hyper-reaction to frustration, or to environmental stimuli such as a strong light, a door that closes suddenly, loud noises, etc.
Post-traumatic stress syndrome in children generates extraordinary and intense irritability that the victim of bullying immediately projects on his family and colleagues.
It also causes a type of hypervigilance that consists of enormous mistrust and suspicion of the intentions of others.
Among the tests that can be used to assess post-traumatic harm among victims of bullying in childhood and youth are:
- Child Post-Traumatic Stress Disorder Reaction Index (CPTSD-RI; Pynoos et al. 1987)
- Post Traumatic Stress Scale of Bullying and School Violence (AVE) (Arce, Velasco, Novo, & Fariña, 2014)
- Diagnostic Interview for Children and Adolescents (Ezpeleta, De La Osa, Domenech, Navarro, & Losilla, 1997)
For anxiety symptoms
- Automatic Negative Thoughts Questionnaire (ATQ-30) (Hollon and Kendall, 1980. Adapted by Cano and Rodríguez, 2002).
- Bullying Anxiety Scale School Violence (Arce, Velasco, Novo, & Fariña, 2014)
- Revised Anxiety Scale in Children (CMASR-2) (Reynolds & Richmond’s, 2012)
- State-Trait Anxiety Inventory for Children (STAIC) (Kirisci, Clark, & Moss, 1997)
For symptoms of depression
- Childhood Depression Questionnaire (CDI) (Kovacs, 1992; del Barrio et al, 1999)
- School Violence Bullying Depression Scale (AVE) (Arce, Velasco, Novo, & Fariña, 2014)
- Depression Self-Rating Scale in Childhood (Birleson et al, 1987)
Others
- Profile of Educational Styles for Parents (PEE) (García Pérez and Magaz Lago, 2011 a)
- Adaptation Magellan Scales (EMA) (García Pérez and Magaz Lago, 2011 b)
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