Aggressive & Passive
Victim
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Content
Preface 1
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Preface 2
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Chapter 1:
Project Introduction
Chapter 2:
Conceptual Framework
I.
II.
III.
IV.
V.
VI.
VII.
Chapter 3:
Chapter 4:
Assessment and Research Design
I.
II.
III.
IV.
V.
Characteristics of the Research
Research Design
Targets of the Research
Research Procedure
Assessment Tools
VI.
Research Results
Proactive Aggressors
I.
II.
III.
IV.
V.
Chapter 5:
Application of Cognitive Behavioral Therapy and
Related Theories
Preparation for the Treatment Group
Contents of Proactive Aggressor Treatment Group
Case Studies
Effectiveness
Reactive Aggressors
I.
II.
III.
IV.
V.
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The Previously Defined Concept of Bullying
The Internationally Agreed Definition of Bullying and
Aggression
Types of Aggressors
Types of Victims
Forms of Aggressive Behavior
Related Theories
Counseling Strategies
Application of Cognitive Behavioral Therapy and
Related Theories
Preparation for the Treatment Group
Contents of Reactive Aggressor Treatment Group
Case Studies
Effectiveness
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Content
Chapter 6:
Aggressive Victims
I.
II.
III.
IV.
V.
Chapter 7:
Passive Victims
I.
II.
III.
IV.
V.
Chapter 8:
Application of Cognitive Behavioral Therapy and
Related Theories
Preparation for the Treatment Group
Contents of Passive Victim Treatment Group
Case Studies
Effectiveness
Practical Tips
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Chapter 9:
Application of Cognitive Behavioral Therapy and
Related Theories
Preparation for the Treatment Group
Contents of Aggressive Victim Treatment Group
Case Studies
Effectiveness
Formation of the Treatment Group
Theoretical Application
Workers’ Qualities
Basic Skills in Leading the Group
Counseling Techniques
Cooperation among Workers
Crisis Intervention
Cooperation with School and Teachers
Arrangement of the Venue
DVD User Guide
I.
II.
III.
Part I: Handlings of Aggressors and Victims
Part II: Responses in Different Scenarios
Part III: Case Studies
Chapter 10: Appendices
I.
II.
III.
Content of Appendices
Quantitative Assessment Tools
Qualitative Assessment Tools
Chapter 11: References
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Aggressive Vi
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Chapter 6: Treatment Group – Aggressive Victims
I. Application of Cognitive Behavioral Therapy and Related Theories
1. Social Information Processing Model (Please refer to Chapter 2)
Aggressive victims have a very strong sense of self-protection. Due to past experiences of being bullied, they tend
to interpret social cues negatively in the second step of the process. In the third step, they have the tendency to
retaliate to protect themselves. On the other hand, they also expect themselves to comply with the moral principles.
Due to the discrepancy between the beliefs of retaliating and complying with the moral principles, they always suffer
from the contradiction and emotional distress.
2. Attribution Theory (Please refer to Chapter 2)
The attributional tendencies of aggressive and passive victims are different, and these differences can affect their
emotions and how they react when handling a bullying situation.
When faced with a bullying situation, aggressive victims often refuse to take responsibility for what happens and
tend to attribute the consequences of their actions to external factors. Aggressive victims often complain about
“unfair” and “unreasonable” conditions and events, as it is difficult for them to control or change external factors.
What is more, in ambiguous circumstances they tend to externalize blame: they believe that the aggressor is
picking on them and does not like them, thus they become angry and are more likely to retaliate with aggressive
behavior (Camodecaet al., 2003). They blame their aggressive behavior on external factors, such as peer pressure,
which makes it difficult for them to change their behavior (Georgiou & Stavrinides, 2008).
3. Freud's Concept of Anxiety (Please refer to Chapter 2)
Aggressive victims’ inner struggles bring them a great deal of anxiety. When they are being bullied, they will feel
anxious and restless. During the process of selecting their behavioral response to bullying, aggressive victims will
experience neurotic anxiety, as they want to fight back but are afraid of being punished. Besides, when aggressive
victims are being bullied, the physical and mental harm they experience will lead to reality anxiety. When aggressive
victims choose to respond to bullying with aggressive behavior, they experience moral anxiety because retaliating
contradicts their conscience. As aggressive victims often have these three types of anxiety, they are unable to make
decisions and solve the bullying problem by themselves.
4. Theory of Cognitive Therapy on Anxiety (Please refer to Chapter 2)
Aggressive victims are often bullied by their peers and therefore become sensitive to external cues. They would
have bias in processing and interpreting information when they were on guard; they tended to receive only the
threatening messages and ignored other factual information, and therefore easy for them to reach incorrect
conclusions. They tend to exaggerate the danger of the situations they are dealing with and so often feel anxious. In
respond to the anxieties generated from cognitive bias, aggressive victims tend to fight back to protect themselves.
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5. Application of Cognitive Behavioral Therapy (Please refer to Chapter 2 for cognitive behavioral therapy)
The treatment group for aggressive victims is based on Cognitive Behavioral Therapy (CBT), coupled with the
above theoretical analysis. The structure of the 10 sessions is as follows.
Session
Application of CBT
Program objectives
1
Establish trust and
rapport.
Aggressive victims have experienced and witnessed violent incidents
in the past, which have made them emotionally anxious. Therefore, it is
crucial to establish a trusting relationship with aggressive victims and
make them feel secure in the group.
2
Identify members’
emotional and
behavioral responses.
Allow aggressive victims to recognize how they easily become emotionally
unstable and often respond thoughtlessly. These characteristics confine
their ways of doing things.
Detect members’
irrational beliefs.
Aggressive victims often struggle with their thoughts. Use the concepts of
“neurotic anxiety”, “realistic anxiety” and “moral anxiety” to explore how
members attribute, interpret, and respond to events, and thus understand
their irrational beliefs.
3–4
Educate members
about the A-B-C
concept.
The concept indicates
that the belief (B)
is the individual's
judgment of the event
(A), which affects
their emotional and
behavioral responses
(C).
5
Use common bullying situations that aggressive victims often experience
to facilitate the discussion. Allow members to observe how they interpret
the events, and how their beliefs affect their emotional and behavioral
responses, to help them identify their irrational beliefs.
Identify members’
irrational beliefs.
Introduce the concepts of overgeneralizing, black-and-white thinking, and
magnifying (the negatives) and minimizing (the positives). Allow members
to identify the unreasonableness of their irrational beliefs.
7
Challenge members’
irrational beliefs.
Workers must challenge the irrational beliefs that are often found in
aggressive victims, such as “I have to have someone I respect to love and
praise me,” “Bullies and bad people must be severely punished,” and “I
must show that I am competent, otherwise I will be looked down upon and
become worthless”.
8
Formulate new and
effective rational
beliefs with a new
set of emotional and
behavioral responses.
Formulate new rational beliefs, emotional and behavioral responses using
debate and behavioral assignments.
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Behavioral
assignment:
Assertiveness
Training.
Aggressive victims have poor problem-solving skills. They will be trained
in assertiveness to improve their interpersonal skills, which will enhance
their confidence and ability to face adversities.
10
Termination and
relapse prevention.
Review and praise the changes made by aggressive victims to
consolidate their successful experiences.
In practice, Beck's Cognitive Behavioral Therapy (CBT) provides a clear and specific theoretical framework for
workers to assess members’ core beliefs, automatic thoughts, and intermediary schemas. Therefore, workers
should employ Beck's cognitive theory to assess the cases. Moreover, Ellis's Rational-Emotive Theory, which used
the concept of event (A), belief (B), and the correlation between behavior (B) and emotion (C) specifies the twelve
irrational beliefs that arise from emotional distress and negative behavior. Ellis's A-B-C concept and irrational beliefs
are specific and clear, and the concept is therefore employed by workers in the treatment group.
II. Preparation for the Treatment Group
Each group member attends a pre-group interview prior to attending the treatment group. Questionnaire data
and interviews can reveal the cognitive, behavioral, and emotional characteristics of group members. Therefore,
workers are advised to analyze the content of the questionnaires and pre-group interviews carefully to gain insight
into group members’ characteristics, and to provide targeted counseling accordingly.
1. Questionnaire
The table below shows the clinical scores from Kin's pre-group interview. Workers can analyze the scores from
cognitive, behavioral, and emotional aspects.
Behavioral Aspect:
Rating Scale
Bullied by Peers
(Total: 105)
Aggressive Behavior
(Total: 38)
Reactive Aggression
(Total: 22)
Score
76
15
16
Kin scored 76 on the “bullied by peers” index. This high score reflects that he was in a serious bullying situation.
His “aggressive behavior” index was 15. Although this score is lower than the clinical cutoff for aggressors (male:
19, female: 18), it is considered a high score for a victim. Moreover, his “reactive aggression” index was 16, which
suggests that most of his aggressive behavior was provoked by peers, and revealed that Kin was an aggressive
victim.
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Emotional Aspect:
Rating
Scale
Anxiety/
Depression
(Total:32)
Anger
Response
(Total:16)
Anger
Personality
(Total:16)
Anger Trait
(Total:40)
Anger
Internalized
(Total:32)
Anger
Externalized
(Total:32)
Anger
Control
(Total:32)
Anger
Expressed
(Total:48)
Score
20
15
12
30
14
25
14
41
The data indicate that Kin was anxious and depressed, and with anger characteristics. However, he seldom
suppressed his emotion when he was angry (anger internalized: 14), and tended to use aggressive behavior to vent
his anger (anger externalized: 25); his ability to control his anger was also relatively weak (anger control: 14).
Cognitive Aspect:
Rating Scale
School Safety
(Total: 52)
Fairness of
School Rules
(Total: 15)
Clarity of School Rules
(Total: 20)
Score
31
9
15
The data show that cognitively, Kin did not feel that school was a safe place (higher scores indicate feeling less
safe). He also felt the school rules were not fair or clear (the higher the score, the less fair and clear the rules). It
was evident that he did not trust his teachers and school. This belief would prevent him from reporting to teachers
when he was bullied; instead, he would choose to respond to the situation with aggressive behavior.
2. Interviews with Students
Students were asked about some possible scenarios they might encounter at school. Aggressive victims have a
tendency to blame others in ambiguous situations. Therefore, some of the hypothetical situations were ambiguous
and did not state that the protagonists were being bullied by peers, whereas others were clearly bullying situations.
Students were asked to put themselves in the situation of the protagonists and indicate what their beliefs, behavior,
and emotions would be.
The following is an example of an ambiguous bullying situation:
“You were on your way to school and noticed your shoelaces were loose, so you put your school bag on the floor
and leaned over to tie your shoelaces. Your mobile phone fell from your school bag while you were placing the bag
on the floor. Your classmate walked by and happened to kick away your mobile phone. You saw the person first
looking at the mobile phone and then at you.”
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After Kin had heard what happened in the situation, he jumped to the conclusion that the person must have seen
the mobile phone fall out of his school bag and purposely came over to kick it away to upset him. Kin believed that
the person must already have ill feeling toward him, and took the opportunity to hurt him. Kin was able to come up
with other possibilities, for example, that he was careless to drop his mobile phone, or the person just happened to
be there when he dropped his phone. However, he believed that it was most likely that the person wanted to make
his life difficult. We could see that Kin tended to blame negative events on external factors; in this case, the external
factor was that the student kicked away his phone. Moreover, even if there was no clear evidence that the student
acted deliberately kicked, or that is was directed against him, Kin continued to believe the person's behavior was an
expression of hostility toward him.
Kin felt helpless and quite angry when he was asked about his emotional response to the incident (he rated his
anger as 5 on a scale of 1-10). He came up with a number of possible behavioral responses, such as ”go over
immediately to scold him”, ”stare at him angrily”, and finally “ask him why he did it”. Although this behavior may
seem relatively calm, he further indicated that he would question the person aggressively. We could see that he
often chose to respond to potential bullying situations with aggressive behavior.
When asked why he chose to respond with such behavior, he said that if he did not do so, others would think that
“he was a pushover”, “he would get away with it”, and “others would damage something else of his next time”. We
could see that Kin perceived aggressive behavior as a way to protect himself from others.
Finally, Kin thought it was all the other student's fault because “even if I accidentally dropped the phone, he should
not kick it away”. He not only believed it was the other's fault, he trusted that the person should be held responsible
and compensate him with a new phone. Once again, this belief indicates a tendency to attribute the consequences
of actions to external factors.
The following is an example of an obvious bullying situation:
“One day you walked into the toilet cubicles. You had just shut the door when you heard someone locking the toilet
door from the outside, then they poured water into your toilet cubicle and made you soaking wet.”
Kin felt extremely angry when he heard of the situation. He rated his anger as 11 on the 1-10 rating scale. He
believed the person who pulled the prank felt happy, excited, and was having fun. He believed the person did not
like him and there was animosity between them, therefore the person deliberately pulled pranks on him. He trusted
similar incidents would occur again. Kin's belief indicated he had the tendency to make hostile attributions.
Workers then asked Kin how he would respond to the incident. He said he would try to escape immediately, and
would kick the door open or shout out loud, hoping a student or teacher would hear him and release him. He would
then ask other students in the class in the hope of finding out who did it. If he found out who did it, he might respond
in one of two ways. His first response would be to hit the person until “he kneeled and begged forgiveness”. He felt
that he had to beat the person up in order for him to vent his angry emotion. We could see his desire for revenge
and he tended to respond to bullying with violence. His other response was to report the incident to the teacher and
ensure the person was punished. Although this seemed like a non-offensive way to address the issue, his focus
was on revenge rather than to ensure the person corrected his wrong deeds. Kin later mentioned that he might
not choose to inform the teacher because “it's no use telling the teacher”. It turned out that Kin had had a similar
experience in the past, when a student soaked Kin's book with a soft drink. When he reported the incident to the
teacher, the teacher only criticized the student slightly, but also told Kin that he should be careful himself. Kin felt
that the teacher had not dealt with the bullying situation seriously, thus he lost his confidence in the school. Finally,
he believed that no matter what he did, the person would continue to pick on him using similar or different tactics.
We could see that Kin had long felt hopeless and helpless as the target of bullies.
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3. Conclusion
Workers were able to gain a better understanding of Kin from his questionnaire scores and the content of his
interview. Because he believed he was the target of bullies, he easily became angry and tended to use violence to
protect himself or to retaliate. Kin was a typical aggressive victim.
Workers were then able to design group activities, such as situational questions, in accordance with the
characteristics and personal experiences mentioned in the interview. Thus, the counseling treatment could be more
in-depth and targeted to Kin's beliefs, behavior, and emotions.
III. Content of Aggressive Victim Treatment Group
(A) Session: First Session
Theme: A new beginning for leadership–Mutual understanding
Aims: 1. To build up mutual trust and a sense of security among group members and workers.
2. To enact the code of practice.
3. To share the expectations of the group.
4. To understand the content and goals of the project, and members’ roles and the aims of participation.
5. To understand the group members’ school lives and assess their inner conflicts and pressures.
Activity
Introduction to the Group
Duration
10 minutes
Objectives
1. To let group members understand the content and aims of the group and clarify their roles.
2. To reduce group members’ anxiety about participating in the group.
Procedure
1. Workers introduce themselves.
2. Group members get to know one another.
3. Workers introduce the content and aims of the project leadership training:
• To understand different thinking patterns.
• To broaden thinking techniques(multi-angled thinking).
• To develop their problem-solving techniques.
• To increase their social skills.
4. Introduction to rewards – let members know that in each session, a reward will be given to
those who pay attention and contribute to the group.
5. Consult group members on their opinions and suggestions for rewards.
6. Introduce the theme of the session: mutual understanding.
Material
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Rewards
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Activity
“Tell Us about Your School”
Duration
35 minutes
Concept
Because the emotions of aggressive victims are chaotic (Dodge, 1991), they often struggle
between obeying rules and using violence. Hence, workers use different emotion cards to
stimulate group members’ emotional cognition, to assess their inner struggle and pressure, and
to understand group members’ thoughts about bullying events.
Objective
To understand group members’ school life, assess group members’ inner struggles and
pressures.
Procedure
1. Distribute a pack of emotion cards (8 different colors) to group members (Group Material 1.1).
2. Worker picks a topic: showing group members one topic card (Group Material 1.2) at a time
• The topic cards contain pictures related to school life, i.e., place where bullying happens or
the people involved.
3. Group members show emotion cards: Show an emotion card representing their emotions that
the topic triggers them, and then share relevant experiences of their school life with the others.
• Worker can change the order of the activity to make it suitable. For example, worker
can select an emotion card first, then have group members share their corresponding
experiences at school.
Materials
Emotion cards (Group Material 1.1),
“Tell Us about Your school” topic cards(Group Material 1.2)
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Activity
My Expectations of the Group
Duration
35 minutes
Concept
Aggressive victims have often experienced or witnessed violence when growing up (Dodge,
1991), hence they have little trust in others. The first session of the group aims to build up mutual
trust and create a safe environment.
Objectives
1. To increase group members’ involvement in the group.
2. To understand and clarify group members’ expectations.
3. To enact the group's rules and codes of practice.
4. To build up mutual trust and create a safe environment.
Procedure
1. Watch the cartoon Doreamon (North and South Pole episode).
2. Distribute the “List of Expectations” (Group Material 1.3), and invite group members to choose
and enact their group expectations. Workers can prepare a blank list for group members to
write down other expectations.
3. Group members share their expectations of the group.
4. Discuss their expectations of the group and how they can be achieved.
5. Conclude and write down all the expectations and rules on a large sheet of paper, to
encourage group members to reach their expectations.
Basic rules:
• Respect yourself and others.
• Do not cause harm to yourself or others.
• Be actively involved in the group.
• Express your own opinions.
• Keep the group content and group members＇ sharing secret.
6. Distribute a bag to each group member, inside which there is a welcome card (including the
date and time of each session), and the expectation list chosen by them. Workers should ask
them to bring back the bag on the tenth session to review whether they have achieved their
expectations.
Materials
Cartoon Doreamon (The story of “The North and South Pole”).
List of Expectations(Group Material 1.3)
Large sheet of drawing paper
Bags
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Activity
Debriefing and Explanation of the Homework – “Emotional Event Record Form”
Duration
10 minutes
Concept
Because most of the aggressive victims in school have less chance of being recognized or
respected, workers should praise those who give a “positive performance” to encourage them to
keep up their good behavior and their sense of belonging. The “Emotional Event Record Form”
may be used to record their emotions and understand what emotions they are struggling with.
Objectives
1. To debrief on the group content.
2. To strengthen group members’ sense of belonging to the group.
3. To cultivate group members’ habit of finishing homework.
Procedure
1. Feedback on workers’ observations and praise those who have performed well.
2. Introduce the homework “Emotional Event Record Form”.
3. Remind group members that they may receive a reward if they finish their homework.
4. Present the “Best Performance Award” to the member who showed the most active
involvement in the group.
Materials
“Emotional Event Record Form” (Homework Assignment)
Rewards
Remarks
1. In the “Tell me about your school” activity, workers need to pay attention to the different topics and assess group
members’ inner struggles and pressures. Group members will present the different emotion cards in order, to
reflect their understanding of the topic.
2. Workers should allow time for the group members to choose the emotion cards because they may be slow to
warm up. They also tend to think there are many things in life that are uncontrollable, so being able to choose
what they want may increase their confidence.
3. When setting rules for the group, workers need to reiterate that the content is confidential so that group members
will feel it is a safe place for them to express their feelings.
4. Nobita's (Doreamon)* character is similar to that of aggressive victims, so workers can increase group members’
involvement by showing the video. However, Nobita is often bullied by Takeshi, so workers should be careful that
group members do not get labeled as Nobita, to avoid them thinking that they are similar and cannot avoid the
fate of being bullied.
*Doraemon is a manga series produced in Japan, which describes the daily life of an earless robotic cat from the
future, a schoolboy, Nobita, and their friends. Doraemon usually helps Nobita to overcome his difficulties with the
use of magic tools.
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Name：____________________
First Session Group Material 1.1:
Emotion Cards
Disdainful
Lost
Ashamed
Secure
Frightened
Peaceful
Worried
Depressed
Doubtful
Proud
Hopeful
Satisfied
Helpless
Upset
Angry
Painful
Envious
Pleased
Scared
Surprised
Happy
Relaxed
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First Session Group Material 1.2:
Name：____________________
“Tell us about your school
– Topic card”
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First Session Group Material 1.3:
Name：____________________
List of Expectations
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Name：____________________
First Session Homework Assignment:
Emotional Event Record Form
Please record three events from the past week, and reflect on how you felt and how you solved
the problems.
Date
Event
Emotion
Solution
(If you can't think of one, the
emotion words below may help
you )
Emotion words:
Ashamed, outgoing, secure, happy, satisfied, proud, calm, relaxed, hopeful, envious, afraid, anxious, troubled,
doubtful, depressed, relaxed, hurt, angry, surprised, helpless.
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(B) Session: Second Session
Theme: My tricks
Aims: 1. To understand group members’ inner struggles and pressure.
2. To investigate group members’ behavioral responses, and their aggression format.
3. To investigate group members’ strengths and their stage of moral development.
Activity
Homework Sharing: “Emotional Event Record Form” and “Threat Index”
Duration
30 minutes
Content
Aggressive victims only have a few ways to solve problems when facing difficulties (Guerra &
Slaby, 1989), while at the same time they are emotional and do not consider things fully before
reacting (Rudolph & Heller, 1997).Homework is therefore used to assess group members’
emotions and behavioral responses.
Objectives
1. To understand group members’ frequent emotions.
2. To review group members’ attributions of an event.
3. To understand group members’ behavioral responses to everyday events.
4. To broaden group members’ perceptions of an event.
Procedure
1. Group members share their homework content: “Emotional Event Record Form”.
2. Group members choose one event to share:
• Put a “Banana Label＂ on the “Threat Index＂(Class Assignment 1.1), to represent the
degree to which they feel threatened (the highest is five bananas).
• Put the “Banana Skin Label＂ on the “Threat Index＂, to represent how much they are
actually being threatened (the highest is five bananas).
3. Workers give praise and a reward to those who finished their homework and were willing to
share.
Material
“Threat Index”(Class Assignment 1.1)
Banana label, banana skin label
Back-up homework (if group members are unable to hand in their assignment, they can complete
it immediately)
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Activity
Discussion on the Short Video – “The missing cell phone”
Duration
50 minutes
Content
According to Crick and Dodge's (1994) Social Information Processing (SIP) theory, in steps two
to four, people will process information according to their own experiences. After processing
the information they will search for and choose a corresponding response. The purpose of this
activity is to assess how group members interpret information and their strategies for dealing with
it.
Objectives
1. To investigate how group members process outside information.
2. To investigate group members’ emotions after processing information.
3. To investigate group members’ possible responses.
4. To investigate group members’ strategies for dealing with the problem.
5. To investigate group members’ aggression format.
6. To investigate group members’ moral development.
Procedure
1. Play the short video – “The missing cell phone” (please refer to the DVD, Part II, Scenario 2:
The missing cell phone).
2. Group members imagine themselves as the character:
• If you were Wong Chun-Wah, to what degree would you have felt you were being
threatened? Take a “Banana Label＂ and paste it on the “Trick Index＂ (five bananas is
the highest score) (Class Assignment 1.2).
• If you were Wong Chun-Wah and you encountered the same situation, what would be your
solution? Write down three methods on a piece of paper and paste them on the “Trick
Index＂.
3. Group members paste a star label by their solution label to indicate how likely it is that they
would adopt that solution (five stars is the highest).
4. According to group members’ solutions, divide them into two groups (aggressive or rational
behavior), and investigate group members’ reasons for their solutions.
5. The two groups share their solutions and the reasons behind them. Workers summarize and
investigate group members’ thoughts and worries when choosing the solution.
Materials
Please refer to the DVD, Part II, Scenario 2: The missing cell phone
Trick Index (Class Assignment 1.2)
Banana labels, white labels, and star labels
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Activity
Debriefing and Explanation of the Homework: “Troubling Event Record Form”
Duration
10 minutes
Content
According to Crick and Dodge's (1994) SIP theory, in steps two to four, people will process
information according to their own experience. After processing the information they will search
and choose a corresponding response. The purpose of this activity is to assess how group
members interpret information and their strategies for dealing with it.
Objectives
1. To observe and record group members’ difficult experiences when interacting with others.
2. To investigate the source of the difficulties they experience when interacting with others.
Procedure
1. Debrief on workers’ observations and praise group members’ prosocial and cooperative
performance.
2. Introduce homework – “Troubling Event Record Form”.
3. Remind group members that after finishing their homework, they may earn a reward.
4. Give the best performance award to the group member who is most actively involved in the
activity.
Materials
“Troubling Event Record Form” (Homework Assignment)
Rewards
Remark
Group members may become confused trying to differentiate between the estimated threat and the real threat.
Workers need to explain the difference clearly and also let them know that the results may not be what they expect.
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Name：____________________
Second Session Class Assignment 1.1:
Threat Index
The following shows the format of the Threat Index using “Chris” as an example. When
preparing this form, workers will need to use a large amount of paper, banana and banana skin
labels, etc.
Member:
Member:
Estimated Threat
Estimated Threat
Actual Threat
Actual Threat
Member:
Member:
Estimated Threat
Estimated Threat
Actual Threat
Actual Threat
Member:
Member:
Estimated Threat
Estimated Threat
Actual Threat
Actual Threat
Member:
Member:
Estimated Threat
Estimated Threat
Actual Threat
Actual Threat
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Name：____________________
Second Session Class Assignment 1.2:
Trick Index
The following shows the format of the Trick Index using “Chris” as an example. When preparing
this form, workers need to use a large amount of paper, banana and banana skin labels, etc.
Member: Chris
Member
Estimated Threat
Estimated Threat
Trick 1 Beat him
Trick 1
Trick 2 Scold him
Trick 2
Trick 3 Follow what he told
Trick 3
Member
Member
Estimated Threat
Estimated Threat
Trick 1
Trick 1
Trick 2
Trick 2
Trick 3
Trick 3
Member
Member
Estimated Threat
Estimated Threat
Trick 1
Trick 1
Trick 2
Trick 2
Trick 3
Trick 3
Member
Member
Estimated Threat
Estimated Threat
Trick 1
Trick 1
Trick 2
Trick 2
Trick 3
Trick 3
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Second Session Homework Assignment:
Name：____________________
Troubling Event Record Form
Looking back to the events of the past week (or earlier), record the biggest difficulty you have
experienced in getting along with others.
(*Circle whichever emotions you felt at the time)
When it happened
Where it happened
(Date/Time):
(Place/Situation):
Who was involved:
Facing trouble
Estimated threat index
Actual threat index
Emotion at the time:
Ashamed/Happy/Safe/Satisfied/Proud/Calm/Relaxed/Hopeful/Envious/Afraid/Anxious/Frightened/Troubled/
Doubtful/Depressed/Painful/Angry/Surprised/Others___________
Solution proposed
Circle the final choice
1.

2.

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(C) Session: Third Session
Theme: My “devil, reality, angel”
Aims: 1. To investigate group members’ source of inner struggle and pressure.
2. To investigate group members’ strengths and stage of moral development.
Activity
Explanation of the Homework: “Troubling Event Record Form”
Duration
35 minutes
Concept
According to Cannon (1915),when people experience negative feelings or hidden aggression,
they will have a fight-or-flight response. Through the homework, workers can review group
members’ behavior or emotional responses.
Objectives
1. To investigate group members’ source of pressure when interacting with others.
2. To investigate group members’ behavior or emotional responses to the event.
Procedure
1. Group members share their homework – “Troubling Event Record Form”.
2. Workers praise those who finished their homework and were willing to share, and give them a
reward as encouragement.
Material
“Troubling Event Record Form”
Activity
“Devil, Reality, Angel” – Practical
Duration
35 minutes
Concept
After reviewing group members’ behavioral or emotional responses, workers will investigate
group members’ irrational beliefs. Because aggressive victims often feel anxious (Olweus, 1978),
workers will divide their anxiety into three kinds: reality anxiety, neurotic anxiety, and moral
anxiety (Hall,1955) to assess group members’ inner struggles, contradictions, and stage of moral
development.
Objective
To let group members understand and distinguish the concepts of devil, reality, and angel.
Procedure
1. Introduce the origin of members’ worries: devil, reality, and angel (Group Material 1.1).
Devil: I want to do that, but I am inhibited by my own conscience (neurotic anxiety).
Reality: The difficulties/dangers/threats faced in reality (reality anxiety).
Angel: The conscience speech (moral anxiety).
2. The workers describe the scenario below:
“While I am in a lesson with my favorite teacher, the classmate sitting behind me keeps
disturbing me. He keeps throwing paper balls at me but the teacher does not notice. I tolerate
it for quite a long time but the classmate does not intend to stop.”
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Procedure
3. The group members are divided into two groups for the competition: distinguish between the
devil, the reality, and the angel.
• Each group has three color cards: red represents the devil, green represents the reality, and
yellow represents the angel.
• Referring to the sentences on the topic cards (Group Material 1.2), group members try to
identify the devil, the reality, and the angel.
• Each group has to raise their color cards as fast as they can to distinguish the devil, reality,
and angel, with their corresponding explanations.
• The first group to give the correct answer scores a point, and the group with the highest
score gets a reward.
Material
Introduction paper (Group Material 1.1)
Color cards and discussion topic cards (Group Material 1.2)
Activity
“Devil, Reality, Angel” –Self-evaluation
Duration
35 minutes
Concept
After reviewing group members’ behavioral or emotional responses, workers will investigate
group members’ irrational beliefs. Because aggressive victims often feel anxious (Olweus, 1978),
workers will divide their anxiety into three kinds: reality anxiety, neurotic anxiety, and moral
anxiety(Hall, 1955) to assess group members’ inner struggles, contradictions, and stage of moral
development.
Objectives
1. To let group members understand and distinguish between the concepts of devil, reality, and
angel.
2. To let group members understand their devil, reality, and angel.
3. To investigate group members’ source of inner struggles and pressure.
4. To understand group members’ strengths and stage of moral development.
Procedure
1. Workers role-play the following situation:
“Today I brought a new game to school and had so much fun. After a while, my classmate
Hugo came over and took my Gameboy. At that time, how would I feel? How would I do?”
2. Distribute “My devil, reality, angel” worksheets(Class Assignment), for group members to
identify and write down their devil, reality, and angel.
3. Group members choose the devil, reality, or angel that they find the most troubling.
4. Workers divide members into three groups according to their choice of devil, reality, and
angel(devil group, reality group, or angel group)
5. Discussion points:
• Why is this devil/reality/angel the most troubling?
• When does the devil appear?
• When was the first time the devil appeared? Where did the event happen? Who was
involved in the event?
6. Workers debrief on group members’ most troubling events.
Material
170
“Devil, reality, angel” worksheet (Class Assignment)
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Activity
Debriefing and Explanation of the Homework –“Source of Trouble”
Duration
10 minutes
Concept
Through the homework, workers can learn more about group members’ situations and assess the
appearance of reality anxiety(reality), neurotic anxiety(devil), and moral anxiety(angel).
Objectives
1. For group members to observe and record conflicts with classmates in school and what it is
that they feel troubled by.
2. To investigate the stress and anxiety that group members experience when conflicts occur.
3. To investigate how group members get along with their classmates.
Procedure
1. Debrief workers’ observations and praise members’ performance.
2. Introduce homework – “Source of Trouble”.
3. To remind group members that when they finish doing their homework, they will be given a
reward.
4. To give the best performance award to the group member who was most involved in the group.
Materials
“Source of Trouble” (Homework Assignment)
Rewards
Remarks
1. When explaining the “devil, reality, angel” concept, workers need to use everyday examples or the examples
given in members’ homework to elaborate the concept.
2. When explaining the concept, workers also need to be careful that it is not only the devil, but also the angel, that
can hold irrational beliefs.
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Name：____________________
Third Session Group Material 1.1:
Introduction
Before an examination, Nobita is thinking…
Devil:
Go to sleep, you are feeling
too tired and can't revise
anymore!
Reality:
Mother will scold you and you
will fail the exam.
Angel:
Keep on working and get the
best result!
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Third Session Group Material 1.2:
Name：____________________
Discussion Topic Card
I am angry, I want to punch him
I am afraid of losing face
He will continue throwing things at me
The whole class will laugh at me
I will disappoint the teacher who likes me
I can't disobey an order
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Name：____________________
Third Session Class Assignment:
My Devil, Reality, and Angel
After listening to the story, what would you do in that situation? What would you consider?
Which of the following worries you most? Please put a tick in the circle.
Devil
(What I want to do, or how I want to be, but I can't)
The devil said to me
Angel
(What my conscience says)
The angel said to me
Reality
Therefore, I want…(behavior)
(Real difficulties and dangers)
Things that happened in reality
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Therefore, I want…(behavior)
Therefore, I want…(behavior)
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Third Session Homework Assignment:
Source of Trouble
Angel:
Please write about an incident
that made you feel upsetwhen
there was a conflict between
classmates atschool, and indicate
what was is that bothered you
most.
Devil:
Who was involved: ________________________
(What your conscience
says)
Where: ______________________________
When: ______________________________
What happened: __________________________
________________________________________
________________________________________
(What you want to do, or
how you want to be, but
you can't)
Reality:
(Real difficulties and dangers)
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(D) Session: Fourth Session
Theme: Getting along with people
Aims: 1. To investigate group members’ past anxious experiences when getting along with people.
2. To understand how group members interpret their relationships with others.
3. To understand group members’ degree of trust toward others.
4. To understand how group members interpret outside information.
Activity
Homework Sharing: “Source of Trouble”
Duration
20 minutes
Concept
Once they understand the source of group members’ anxiety, workers can begin to understand
the circumstances in which group members get along with others, and to assess the appearance
of realistic anxiety (reality), neurotic anxiety (devil) and moral anxiety (angel).
Objectives
1. To investigate the conflict between group members and their classmates and the things that
they feel troubled by.
2. To investigate the stress and anxiety that group members experience when conflicts occur.
3. To investigate how group members get along with their classmates.
Procedure
1. Group members share the content of their homework – “Source of Trouble”.
Sharing points:
• Group members choose the devil, reality, or angel.
• Say which one affects them most (devil, reality, or angel).
2. Workers praise and give a reward to those who finished their homework and were willing to
share.
Materials
Rewards
Backup homework
Activity
“Devil versus Angel” – Part I
Duration
30 minutes
Concept
Camodeca, Goossens, Schuengel ,and Terwogt (2003) pointed out that aggressive victims
usually attribute things to others, so when they are provoked they can easily become angry and
will retaliate or attack others. Workers need to understand how group members get along with
others, how they interpret outside information, and how they respond to provocation.
Objectives
1. To investigate how group members interpret outside information.
2. To investigate group members’ behavioral responses and emotions.
3. To investigate group members’ relationships with others.
4. To investigate group members’ trust towards others.
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Procedure
1. Workers select a situation from group members’ homework for the activity, and role-play the
content.
2. Group members need to write down their devil and angel behavioral response on a white piece
of paper, and the emotion they felt at the time.
3. After finishing the worksheet, group members need to choose their behavioral response and
main emotion, and paste them on the “Getting Along” form (Class Assignment).
4. Workers divide members into two groups according to their chosen behavioral response
(aggressive or non-aggressive).
5. Group members share and discuss their responses.
• How they interpret the situation.
• Why did they choose that response and emotion?
• How do they interpret their relationships with others?
• How much do they trust others?
Materials
“How do you get along with others?” (Class Assignment)
White labels
Activity
“Devil versus Angel” – Part II
Duration
30 minutes
Concept
Because aggressive victims often attribute things to others, when they encounter provocation
they can easily become angry and retaliate or attack others (Camodeca et al.,2003). As a result,
they are often isolated by their peers and are the most unpopular members of a group (Schwartz,
2000).Workers need to let group members understand their behavioral and emotional responses
and how they affect their relationships with others.
Objectives
1. To let group members understand their behavioral and emotional responses and how they
affect their relationships with others.
2. To broaden group members’ problem–solving skills.
Procedure
1. According to the previous activity, group members take turns to role-play their chosen
behavioral and emotional response, and others’ responses.
2. The other group guesses what they are role-playing.
3. Workers need to debrief on group members’ behavioral and emotional responses and how they
affect their relationships with others.
Materials
“How do you get along with others?” (Class Assignment)
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Activity
Debriefing and Explanation of the Homework: “Reflection on Your Thoughts”
Duration
10 minutes
Concept
After assessing group members’ anxieties about getting along with others, workers can start
to assess group members’ irrational beliefs and let them know that their thoughts affect their
behavior and emotions.
Objectives
1. To observe and record conflicts with classmates.
2. To investigate group members’ thoughts, behavior, and emotions.
Procedure
1. Debrief on workers’ observations and praise group members’ performance.
2. Introduce homework – “Reflection on Your Thoughts”.
3. Remind group members that after finishing their homework, they will receive a reward.
4. Give the best performance award to the group member who gets most involved in the group.
Materials
“Reflection on Your Thoughts” (Homework Assignment)
Rewards
Remarks
1. In the “Devil versus Angel” activity, group members will often have both rational and irrational ideas. Workers
need to listen to their sharing carefully and use group members’ rational beliefs to broaden their thoughts.
2. Workers can choose group members’ homework or their experiences of being bullied as an example, as this will
make it easier for them to imagine themselves in similar situations.
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Name：____________________
Fourth Session Class Assignment:
How do you get along with others?
Name
Behavioral
Response
Emotion
Other's response
Chris
Hit the other person
Anger
Hit me
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Fourth Session Homework Assignment:
Name：____________________
Reflection on Your Thoughts
Please write about a conflict with your classmates (this may be the same situation as described
in your last homework), and think back to your behavior and emotions at the time and what you
thought.
What happened?
Your behavior…
What did you think?
Your emotion…
Emotion words:
Shamed/Happy/Safe/Satisfactory/Proud/Calm/Relaxed/Hopeful/Envious/Afraid/Anxious/Frightened/Troublesome/
Doudtful/Depressed/Painful/Angry/Surprised
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(E) Session: Fifth Session
Theme: The A-B-C concept and “My Thoughts”
Aims: 1. To teach group members the ABC concept (A=Activating Event, B=Belief, and C=Consequence and
emotional response) and the relationship between A, B, and C.
2. To assess group members’ irrational beliefs.
Activity
Homework Sharing: “Reflection on Your Thoughts”
Time
10 minutes
Concept
According to group members’ past sharing and homework, workers need to assess group
members’ irrational beliefs and let them understand that their beliefs will affect their behavior
and emotions.
Objectives
1. To assess group members’ irrational beliefs.
2. To investigate group members’ thoughts, behavior, and emotions.
3. To investigate group members’ relationships with their classmates.
Procedure
1. Group members share their homework – “Reflection on Your Thoughts”.
Sharing points:
• Group members' thoughts, behavior, and emotions at the time.
2. Workers praise and give a reward to those who finished their homework and were willing to
share.
Materials
Rewards
Backup homework
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Activity
Introducing the ABC Concept
Time
15 minutes
Concept
Ellis (1962) thought that when people have “irrational beliefs”, it will lead to the occurrence
of negative behavior and emotions. The group will therefore use the principles of cognitive
behavioral therapy (CBT) to reduce their aggressive behavior.
Objective
To let group members understand the ABC concept.
Procedure
1. Workers use group members’ homework as an example to introduce the ABC concept
(Group Material 1.1).
2. Workers use a pack of cards and the game of poker to help group members understand the
ABC concept:
• Spades represents thoughts. Spades have the highest value among the four suits, so
thoughts represented by spades are the most important in the ABC concept.
• A red heart represents an emotional response.
• A club represents a behavioral response.
• Diamonds have the lowest value in poker, and are therefore used to represent events that
will not lead to negative behavior or emotions.
Material
ABC concept introduction form (Group Material 1.1)
Activity
Scenario: “If I Were Chris, I Would…”
Time
50 minutes
Concept
After teaching the ABC concept, workers can use different situations to help group members
understand that they may have different thoughts about the same event, which will lead them
to different emotional responses.
Objectives
1. To strengthen group members’ understanding of the ABC concept.
2. To assess group members’ irrational beliefs.
3. To help group members understand their thoughts.
Procedure
1. Group members role-play the event in situation1(Class Assignment 1.1–1.2), and ask them
to imagine what their behavioral and emotional response would be if they were Chris.
2. Workers distribute the class assignment and ask group members to write down their
behavioral and emotional responses.
3. Workers divide group members into two groups according to group members’ behavioral
responses (aggressive or non-aggressive behavior).
4. Workers should review whether group members can distinguish between their thoughts,
behavior, and emotional response, and investigate their irrational beliefs together.
5. Two groups should take turns to role-play their behavioral and emotional responses. One
group guesses what they are role-playing and the other group shares their thoughts.
6. Workers repeat steps 1-6 for situation 2(Class Assignment 1.1-1.2)
Material
182
Situations 1 and 2 (Class Assignment 1.1–1.2)
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Activity
Debriefing and Explanation of the Homework: “Application of the ABC Concept”
Time
15 minutes
Concept
After learning the ABC concept, group members need to understand their irrational beliefs
when they experience conflicts with others. Because aggressive victims often attribute things
to others (Camodeca et al.,2003),workers need to understand how group members interpret
others’ intentions.
Objectives
1. To observe and record conflicts with classmates at school.
2. To investigate group members’ thoughts, behavior, and emotional responses.
Procedure
1. To debrief on workers’ observations and praise their performance.
2. Homework introduction – “Application of the ABC Concept”.
• Workers distribute 12 irrational belief labels (Group Material 1.2) to group members, who
should choose at least one label to represent their own thoughts. Workers will already
have pasted one on their homework sheet, representing members＇ irrational beliefs.
3. Remind group members that after finishing their homework, they will be given a reward.
4. Give the best performance award to the member who shows the most knowledge about the
ABC concept.
Materials
“Application of the ABC Concept” (Homework Assignment)
Irrational belief labels (Group Material1.2)
Rewards
Remarks
1. When introducing the ABC concept, workers can use everyday examples for elaboration and let group members
see that they may have different thoughts about the same event, which will lead to different behavioral and
emotional responses.
2. Workers can use group members’ own experiences of being bullied as an example situation.
3. To assess group members’ irrational beliefs accurately, workers need to fully understand the 12 irrational beliefs
before investigating them with group members.
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Name：____________________
Fifth Session Group Material 1.1:
ABC concept
◆
Event
♠
Belief
♣
♥
Behavioral
Response
Feeling
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Fifth Session Group Material 1.2:
Name：____________________
Irrational Beliefs Labels
1. I must be loved by
significant others for
almost everything I do.
2. Certain acts are awful
or wicked, and people
who perform such acts
should be severely
punished.
3. It is horrible when things
are not the way I like
them to be.
4. Human misery is
invariably due to
external causes and is
forced on us by outside
people and events.
5. If something is (or
could be) dangerous or
frightening, it is normal
to be terribly upset and
endlessly obsess about
it.
6. It is easier to avoid
life's difficulties and
responsibilities than to
face them.
7. We absolutely need
something stronger or
greater than ourselves
on which to rely.
8. I should be thoroughly
competent, intelligent,
and successful in
everything I do.
9. Because something
once strongly affected
my life, it is inevitable
that it will affect me for
ever.
10. I must have certain
and absolute control
over things.
11. Human happiness can
be achieved by inertia
and inaction.
12. We have virtually
no control over our
emotions and cannot
help getting upset
about things.
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Name：____________________
Fifth Session Class Assignment 1.1:
Situation1
(A)
◆Event
During the lesson, the classmate sitting in front of Chris found that his pen was on Chris's desk, then
he accused Chris of being a thief….
If you were Chris, you would…
(B) ♠Beliefs
(C) ♣Behavioral Response
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Name：____________________
Fifth Session Class Assignment 1.2:
Situation2
(A)
◆Event
After going to the washroom, Chris found that his desk and school bag were full of rubbish…
If you were Chris, you would…
(B) ♠Beliefs
(C) ♣Behavioral Response
(C) ♥Feeling
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Name：____________________
Fifth Session Homework Assignment:
Application of the ABC Concept.
Please write down one conflict with your classmates. Based on different thoughts, how would
you feel and act? What do you think their purpose is?
(A)
◆Event
(B) ♠Beliefs
(C)
♣Behavioral Response
(C)
♥Feeling
Their Purpose
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(B) ♠Beliefs
(C)
♣Behavioral Response
(C)
♥Feeling
Their Purpose
(B) ♠Beliefs
(C)
♣Behavioral Response
(C)
♥Feeling
Their Purpose
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(F) Session: Sixth Session
Theme: My Irrational Beliefs
Aims: 1. To reassure group members about their irrational beliefs.
2. To let group members understand that irrational beliefs have negative consequences.
3. To create stress, and let group members feel the need to change.
Activity
Homework Sharing: “Application of the ABC Concept”
Duration
10 minutes
Concept
After learning about the ABC concept, group members need to understand their irrational beliefs
when conflicts happen, and understand their usual irrational beliefs.
Objectives
1. To assess group members’ irrational beliefs.
2. To investigate group members’ beliefs, behavior, and emotional responses.
Procedure
1. Group members share their homework “Application of the ABC Concept”.
Sharing points:
• Group members＇ thoughts, behavior, and emotional response at the time.
• Their frequent irrational beliefs.
2. Workers should compliment those who finished their homework and were willing to share, and
give rewards to encourage them.
Material
Rewards
Backup homework
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Activity
Understanding My Irrational Beliefs
Duration
30 minutes
Concept
Ellis and Bernard (2006) pointed out that when counseling young people we need to let them
understand their irrational beliefs, negative behavior, and emotional responses, to strengthen
their motivation to change and understand their own problems.
Objectives
1. To let group members understand their irrational beliefs.
2. To strengthen group members’ beliefs, behavior, and emotional responses.
Procedure
1. Group members choose the most common of the three irrational beliefs identified in their
homework.
2. Workers divide group members into two or three groups according to their irrational beliefs.
3. Each group represents their irrational beliefs on the “Behavioral and Emotional Response”
sheet(Group Material 1.1), and fills in the irrational beliefs caused by their behavioral and
emotional responses.
4. Each group writes down their irrational beliefs and behavior on a white label and pastes it on
the blackboard.
5. Each group should guess the other group's irrational belief according to the behavior and
emotional response on the sheet.
6. Each group takes turns to ask the other group questions and guess their irrational beliefs.
7. The workers can give group members hints (Group Material 1.2), to help them get more
involved in the activity and understand their own thoughts.
8. When each group has asked more than two or three questions, each group needs to guess the
other's irrational beliefs.
9. During the activity:
• Each group has 20 points
• Each hint costs 5 points
• Raising a relevant question: +10 points
• Guessing the correct thought: +10 points
• Guessing the wrong thought: -5 points
Materials
Behavioral and emotional response record form (Group Material 1.1)Hint sheet(Group Material
1.2)
Activity
Understanding Irrational Beliefs
Duration
15 minutes
Concept
Explain group members’ false beliefs in simple words and help them to understand that their
beliefs are irrational and unreasonable, to motivate them to change (Ellis & Bernard, 2006).
Objectives
1. To strengthen members’ motivation to change their beliefs.
2. To let group members understand their irrational beliefs.
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Procedure
1. Workers introduce the unreasonable side of irrational beliefs (Group Material 1.3):
• Generalizing
• Black-and-white thinking
• Magnifying the negatives and minimizing the positives.
2. Paste group members’ chosen irrational thoughts on the blackboard, group members then
identify the three types of irrational beliefs – “overgeneralizing”, “black-and-white thinking”, and
“magnifying the negatives and minimizing the positives” –and proceed to matching between
the irrational thoughts and the irrational beliefs.
Material
Introduction to Irrational Beliefs sheet (Group Material 1.3)
Irrational Beliefs sheet (refer to proactive victims in the fifth session, Group Material 1.2)
Activity
The Negative Effects of Irrational Beliefs
Duration
20 minutes
Concept
Ellis and Bernard (2006) pointed out that young people often treat negative behavioral and
emotional responses as a habit, so workers need to let group members understand the negative
effects that arise from their irrational beliefs and let them know that their “habit” can be changed.
Objectives
1. To strengthen group members’ motivation to change.
2. To let group members understand the negative effects of irrational beliefs.
Procedure
1. Workers distribute the Irrational Beliefs labels from the last session's homework back to group
members, so that they can choose their most frequent irrational beliefs.
2. Workers distribute the “Negative Effects of Irrational Beliefs” sheet (Class Assignment 1.1) to
group members to fill out according to the picture and paste it on a white label.
3. Workers divide group members into two groups according to their irrational beliefs.
4. The human-shaped worksheet (Alass Assignment 1.2) represents group members themselves.
They are told to paste the “Influence on Emotions” white sticker on the heart of the humanshaped worksheet, and paste the “Influence on Relationships with Others” sticker onto the
hands and legs. Group members’ irrational beliefs are written on the head of the humanshaped worksheet.
5. Group members share their own irrational beliefs and how they affect their emotions and their
relationships with others.
6. Invite other group members to share their thoughts about what would happen if the group
members still held their irrational beliefs in the coming six months, one year, or two years.
7. Group members share their motivation to change.
Materials
“The Negative Effects of Irrational Beliefs” worksheet (Class Assignment 1.1)
Human-shaped worksheet(Class Assignment 1.2)
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Activity
Debriefing and Explanation of the Homework: “Understanding the Unreasonable Side of
my Irrational Beliefs”
Duration
15 minutes
Concept
Once group members understand the unreasonable side of their irrational beliefs, it is time for
them to understand their own irrational beliefs and start to change their old thoughts.
Objectives
1. To strengthen group members’ motivation to change.
2. To let group members understand the negative effects of irrational beliefs.
Procedure
1. To debrief workers’ observations and praise their performance.
2. Homework introduction: “Understanding the unreasonable side of my irrational beliefs”.
3. Remind group members that after finishing their homework, they will be given a reward.
4. Give the best performance award to the group member who understands the most about the
ABC concept.
Materials
“Understanding the Unreasonable Side of my Irrational Beliefs” (Homework Assignment)
Rewards
Remarks
1. When group members are choosing their irrational beliefs, workers need to observe their choices, which may
reflect their underlying irrational beliefs.
2. In the “Understanding My Irrational Beliefs” activity, if workers cannot group the members according to the same
irrational beliefs, they can group them according to those who have made similar choices or the same choice.
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Name：____________________
Sixth Session Group Material 1.1:
Behavioral and Emotional
Response Record Form
(C) ♣Behavioral Response
(C) ♥Feeling
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Sixth Session Group Material 1.2:
Name：____________________
Hint Sheet

Why do you act in this way?

What is your intention?

How do you expect others to react?

Why do you have this feeling?

In what circumstances do you have this belief?
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Sixth Session Group Material 1.3:
Name：____________________
Introduction to Irrational Beliefs
Overgeneralizing:
Placing a lot of importance on one single negative experience, to the point where you see one
negative experience as being a sign for a never-ending pattern of negative events that you
forecast (expect) to face in the near future
Example: “My classmate didn't lend me a pensil, he must not like me.”
Black-and-white thinking:
Seeing things in black and white (in extreme terms). That is, situations or circumstances are
interpreted as being good or bad, all or nothing, positive or negative. There is no middle/
common ground.
Example: “Mother called me so she must want to check on me, she never believes me.”
Magnifying the negatives and minimizing the positives:
Exaggerating negatives, and downplaying your own, or other people's strengths and assets, or
a positive event or situation that you have experienced.
Example: “The homework seems hard, I won't be able to do it.”
“If I review the hints, I am sure I will win.”
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Sixth Session Class Assignment 1.1:
Name：____________________
“The Negative Effects of
Irrational Beliefs”
(B) ♠Beliefs
1. How much is the impact of this belief in getting along with others?(1: very little, 10 very much)
1 —— 2 —— 3 ——4 —— 5 ——6 —— 7 —— 8 —— 9 ——10
What is the effect?
2. How much do these beliefs negatively affect your emotions? (1: very little, 10 very much)
1 —— 2 —— 3 ——4 —— 5 ——6 —— 7 —— 8 —— 9 ——10
What is the effect?
3. What result do you want?
4. Are you willing to change these beliefs? (1: very unwilling, 10: very willing to)
1 —— 2 —— 3 ——4 —— 5 ——6 —— 7 —— 8 —— 9 ——10
Why?
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Sixth Session Class Assignment 1.2:
Name：____________________
Human-shaped worksheet
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Sixth Session Homework Assignment:
Name：____________________
Understanding the Unreasonable Side of
my Irrational Beliefs
(B) ♠Beliefs
1. Please identify the irrational beliefs(B):
Generalizing: _______________________________________________
Black-and-white thinking: ________________________________________
Magnifying the negatives and minimizing the positives: ____________________
2. What new behavior and feelings would help to achieve the ideal result?
(A)
◆Event
Being Made fun of
(B) ♠ New Beliefs
will be discussed during next session
Ideal Result 
(C) ♣New
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Behavior
(C) ♥New
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(G) Session: Seventh Session
Theme: Fair, reasonable, and rightful thoughts – Thinking from Multiple Angles
Aims: 1. To refute group members’ irrational beliefs.
2. To learn and apply reasonable beliefs.
Activity
Homework Sharing: “Understanding the Unreasonable Side of My Irrational Beliefs”
Duration
10 minutes
Concept
After learning about their own irrational beliefs, group members will have greater motivation to
change their old beliefs.
Objectives
1. To understand their own irrational beliefs.
2. To strengthen group members’ motivation to change.
Procedure
1. Group members share their homework: “Understanding the unreasonable side of my irrational
beliefs”.
Sharing points:
• Group members share their irrational beliefs.
• Group members＇ new behavior and emotions can help them to achieve their goal of getting
along well with others.
2. Workers give praise and rewards to those who finished their homework and were willing to
share.
Material
Rewards
Backup homework
Activity
Introduction to Rational Beliefs
Duration
10 minutes
Concept
Ellis and Bernard(2006) suggested that in the process of refuting irrational beliefs, workers
should use simple and easy to understand concepts to help group members recognize rational
beliefs. Because aggressive victims often attribute things to others and can easily become angry
(Camodecaet al., 2003), the concept of “reasonable thoughts” can broaden group members’
objective view: beliefs need to be supported by objective evidence and include other possibilities.
The concept of “fair thoughts” encourages group members to respect their own and others’
feelings.
Objectives
1. To learn about rational beliefs.
2. To distinguish their own irrational beliefs.
Procedure
1. Introduce and explain “Rational Beliefs” (Group Material).
• Fair beliefs: respect their own and others＇ feelings.
• Reasonable beliefs: beliefs can be objectively verified and there are other possibilities.
Materials
“Rational Beliefs” worksheet (Group Material)
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Activity
Debate on Rational Beliefs
Duration
60 minutes
Concept
In learning how to develop “reasonable” new thoughts, group members should use role-play to
involve them in different characters (Beck, 1995) and view an event from different perspectives,
which will help to broaden their thinking and build up more rational beliefs.
Objective
To learn and try to refute group members’ irrational beliefs.
Procedure
1. Workers choose materials related to group members’ irrational beliefs (e.g., video, news
stories) as the topic of debate and to increase their interest in debating.
2. Workers raise debate questions: Is the character in the video acting reasonably?
3. Workers divide group members into two groups, an “irrational group” and a “rational group”, for
the competition. Each group chooses two group members to represent “feelings” and the other
two to represent “logic”, then present their debate topic.
4. Debate Process:
• Group members take one minute to decide the roles within the group and five minutes to
prepare their debating points, and toss a coin to decide the order of presentation.
• Each group takes turns to reply to the other's viewpoint.
• Each group has ten minutes.
5. While group members are debating, workers need to listen attentively for the relevant points
about irrational beliefs. Through summarizing and reframing, encourage group members to
discuss the unreasonable points in their irrational beliefs.
6. After an intense debate, each member should be encouraged to express their own opinion,
and workers should debrief on all of the viewpoints expressed in the debate.
Materials
Related resources (e.g., video, news stories)
Record form for group debate (please refer to Chapter 4 - Proactive Aggressor Group, Seventh
Session, Material 1.3)
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Activity
Debriefing and Explanation of the Homework: “Application of Rational Beliefs”
Duration
10 minutes
Concept
According to Ellis and Bernard(2006),behavioral practice is one of the most important features
when counseling young people. It can help them to change their cognition, explicitly reveal their
actions, consolidate their rational beliefs, and helps workers to assess group members’ progress.
Objectives
1. To understand their own irrational beliefs.
2. To strengthen group members’ motivation to change.
3. To apply behavioral practice to change their irrational beliefs.
Procedure
1. Debrief on workers’ observations and praise group members’ performance.
2. Introduce homework – “Application of rational beliefs”.
3. Remind group members that after finishing their homework, they will be given a reward to
strengthen their motivation.
4. Give out the best performance award to the member who shows the most active involvement
in the group activity.
Materials
“Application of Rational Beliefs” (Homework Assignment)
Rewards
Remarks
1. In the debate activity, workers need to have a full grasp of group members’ irrational beliefs and listen to their
distorted thoughts attentively. Workers can change group members’ irrational beliefs through their interactions
with them.
2. In shaping new behavior, workers need to explain in what circumstances and how they apply the new behavior.
The behavioral practice must be achievable, explicit, and not complicated, otherwise group members will give up
easily.
3. In the “Debate on Irrational Beliefs”, workers may choose to show the video of the main character Kira in Death
Note (Episode Two)*, as he has similar irrational beliefs to those of group members (e.g., I must punish those
who do bad things and bully others).Kira's beliefs and behavior can then be used as the debate topic. Workers
can make use of other resources related to the debate topic to increase the interest of group members.
*Death Note is a manga series produced in Japan, which describes a high school student who discovers a
supernatural notebook, the Death Note, dropped on Earth by a god of death. The death note grants its user the
ability to kill anyone whose name and face they know, by writing the name in the notebook while picturing their face.
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Seventh Session Group Material:
Name：____________________
Rational Beliefs
Fair Thoughts
- Respect your own feelings
- Respect the feelings of those you love
- Respect others’ feelings
Reasonable Thoughts
- Make sure you have objective evidence and examples to support your thoughts
- Consider other possible thoughts
- Remember that others have their own feelings
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Seventh Session Homework Assignment:
Name：____________________
“Application of Rational Beliefs”
Part One
Please write down your irrational belief and the unreasonable and unfair views behind that particular belief:
(B) ♠Beliefs
Unreasonable View
_________________________________________________________
Unfair View
_________________________________________________________
Fair
- Respect your own feelings
- Respect the feelings of those you love
- Respect others’ feelings
Reasonable
- Make sure you have objective evidence and
examples to support your thoughts
- Consider other possible thoughts
- Remember others have their own feelings
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Part Two
In the coming week, please try the following behavior, and write down how you felt afterwards:
(C) ♣ Behavior
Your experience…
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Your feeling…
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(H) Session: Eighth Session
Theme: My Fair, Reasonable, and Rightful Thoughts
Aims : 1. To refute group members’ irrational beliefs
2. To build up and apply rational beliefs, and develop new behavioral and emotional responses.
Activity
Homework Sharing: “Application of Rational Beliefs”
Duration
10 minutes
Concept
When group members apply the behavioral exercise, they will have new experiences that will
broaden their self-awareness and attributions of an event.
Objectives
1. To understand group members’ irrational beliefs.
2. To change group members’ irrational beliefs through new experiences.
Procedure
1. Group members share their homework: “Application of rational beliefs”.
Sharing points:
• Group members＇ unreasonable thoughts underlying their irrational beliefs.
• The feelings and difficulties they experienced when practicing the behavior.
2. Group members praise and give rewards to those who finished their homework and were
willing to share.
Materials
Rewards
Backup homework
Activity
Debate on Irrational Beliefs: “Life Intersection Point”
Duration
50 minutes
Concept
Through confrontation, group members can learn to use reasonable thoughts to refute irrational
beliefs (Beck, 1995), to broaden their view, and develop more rational beliefs.
Objectives
1. To refute group members’ irrational beliefs.
2. To build up reasonable thoughts, behavioral, and emotional responses.
Procedure
1. Workers use the most frequent irrational beliefs (from the homework) as the discussion topic
and examine the unreasonable thoughts behind them.
2. Workers divide the room into two sides– a rational group and an irrational group.
3. Group members can choose to be on either side –rational or irrational –according to their
beliefs about the event, and then take a seat on that side.
4. Two groups will use “rational” thinking to refute the other group's view point.
5. While the groups are debating, workers need to listen closely to their irrational beliefs and
behavior, and direct their conversation. Take the debating points for summarizing and
reframing, and encourage them to discuss the irrational points in more depth.
6. After intense debate, workers need to debrief on the points of the debate.
Materials
Record form for group debate (Please refer to Proactive Aggressor Group, Seventh Session,
Material 1.3)
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Activity
Designing Rational Beliefs
Duration
20 minutes
Concept
After refuting their irrational beliefs, group members need to build up new rational beliefs that
will give them a new angle from which to understand things.
Objectives
To build up rational thoughts, behavioral, and emotional responses.
Procedure
1. Workers distribute the “Designing Rational Beliefs” worksheet (Class Assignment) to group
members.
2. Workers divide group members into two groups (similar thoughts in one group) to discuss
and practice their behavioral exercises to build up new rational beliefs.
Materials
“Designing Rational Beliefs” worksheet (Class Assignment)
Activity
Debriefing and Explanation of the Homework: “Application of Rational Beliefs”
Duration
10 minutes
Concept
After building up new rational thoughts, group members need to apply new thoughts, behavior,
and emotional responses to their daily lives.
Objective
1. To apply rational beliefs, behavioral, and emotional responses.
Procedure
1. To debrief on workers’ observations and praise their performance.
2. To introduce the homework, “Application of Rational Beliefs”, and paste the “Rational Beliefs”
label on the group members’ homework.
3. Remind group members that they will receive a reward if they finish their homework.
4. Give out the best performance award to the member who was most actively involved in the
group.
Materials
“Application of Rational Beliefs” (Homework Assignment)
Rational Beliefs labels (Group Material)
Rewards
Remark
When building up a new rational belief, workers should not suggest rational beliefs to the group members
immediately, because they should be encouraged to think on their own so that they can understand and apply their
new thoughts.
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Eighth Session Group Material:
Name：____________________
Rational Beliefs Labels
1. We should concentrate on our own self-respect,
on winning approval for practical purposes, and
on loving rather than on being loved.
2. Certain acts are self-defeating or antisocial, and
people who perform such acts are behaving
unwisely, ignorantly, or neurotically, and would be
better helped to change. People's poor behavior
does not make them bad individuals.
3. It is better to try to change or control things
that we don't like so that they become more
satisfactory, and, if that is not possible, we should
temporarily accept and gracefully tolerate their
existence.
4. Neurosis is largely caused by the way that we
view unfortunate events.
5. It is better to face something bravely and render
it harmless and, when that is not possible, accept
the inevitable.
6. The so-called easy way is usually much harder in
the long run.
7. It is better to take the risk of thinking and acting
less dependently.
8. Rather than always needing to do well, we would
be better off accepting ourselves as imperfect
beings, who have general human limitations and
specific fallibilities.
9. We can learn from our past experiences but not
be overly-attached to or prejudiced by them.
10. The world is full of probability and chance but
we can still enjoy life despite this.
11. We tend to be happiest when we are vitally
absorbed in creative pursuits, or when we are
devoting ourselves to people or projects outside
ourselves.
12. We have real control over our destructive
emotions if we choose to work at changing
the self-defeating hypotheses which we often
employ to create them.
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Name：____________________
Eighth Session Class Assignment:
Designing Rational Beliefs
My old feeling:
Unfair Beliefs:
Unreasonable Beliefs:
(No respect for myself or others)
(No Evidence and no other possibilities)



My New Beliefs:
New Behavior:
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New Feeling:
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Name：____________________
Eighth Session Homework Assignment:
Application of Rational Beliefs
Please write down your reasonable thoughts and behavior over the past week.
(A)
◆Event
(A)
◆Event
(A)
◆Event
(B) ♠New Beliefs
(C)
♣Behavioral Response
(C)
♥Own Feeling
Other's Feeling
(C)
♣Behavioral Response
(C)
♥Own Feeling
Other's Feeling
(C)
♣Behavioral Response
(C)
♥Own Feeling
Other's Feeling
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(I) Session: Ninth Session
Theme: Introduction and Application of “I-Message”
Aims: 1. To consolidate group members’ rational beliefs.
2. To know and apply “My Information” Self-expression Technique.
3. To raise group members’ ability to face difficulties.
Activity
Homework Sharing: “Application of Rational Beliefs”
Duration
25 minutes
Concept
When group members apply rational beliefs, workers will quantify rational and irrational beliefs
by scaling questions, to strengthen the possibility of group members applying and using their
new rational beliefs.
Objectives
1. To let group members understand the difference between rational and irrational beliefs.
2. To strengthen the possibility of group members applying and using new rational beliefs.
Procedure
1. Group members share their homework – “Application of Rational Beliefs”.
Sharing Points:
• Feedback from the behavioral exercise, including their experience and any difficulties
encountered in carrying out the behavior.
2. Group members use black labels to represent their old irrational beliefs and red labels to
represents their new rational beliefs, and paste them onto the “Changing new thoughts
index”(Class Assignment 1.1), to highlight the difference between their old and new thoughts.
3. Group members share the differences to consolidate their rational beliefs.
4. Workers praise and give a reward to those who finished their homework and were willing to
share.
Materials
“Scale of Difference between Rational and Irrational Beliefs”(Class Assignment 1.1)
Red and black labels
Rewards
Backup homework
Activity
Consolidation of Rational Beliefs
Duration
15 minutes
Concept
Through behavioral practice and the previous activity, workers need to help group members to
consolidate their rational beliefs and apply them in daily life.
Objective
To consolidate group members’ rational beliefs.
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Procedure
1. Workers distribute the “12 Rational Beliefs Card” to group members and ask them to choose
one to remind them of their rational beliefs, then put it in an eye-catching place.
2. Group members write down one sentence on the “Leadership Motto” to remind them to use
rational beliefs.
Material
“12 Rational Beliefs Card”
(Please refer to the Proactive Aggressive Victim group content, Eighth Session – Rational
Beliefs)
Leadership Motto stickers
Activity
Introduction to “I-Message”
Duration
30 minutes
Concept
Aggressive victims only have a few ways to solve problems when facing difficulties (Guerra &
Slaby, 1989), and their responses do not tend to be calm or thoroughly considered (Rudolph &
Heller, 1997).Therefore, learning the “I–Message” self-expression technique can change group
members’ interpersonal skills and increase their confidence in dealing with difficulties.
Objectives
1. To know and learn how to apply the “I–Message” self-expression technique
2. To increase group members’ abilities in dealing with difficulties.
Procedure
1. Group members introduce and explain the “I–Message” (Group Material) – “I +My Feeling+
My expectation”.
2. Workers design four situation booths, to help group members learn and apply the “I-Message”
self-expression technique.
3. Workers divide group members into two groups. Four group members will be in charge of
four different booths, the other four will be the participants.
4. Participants need to use “I–Messages” to express their feelings and expectations according
to the situation in the instruction sheet (Class Assignment 1.2).The booth supervisors play
their roles according to the instruction sheet and give marks to participants after expressing
themselves (Class Assignment 1.3).
5. When all the participants have finished all four booths, they swap places (participant and
supervisor) and repeat the above steps
6. After they have finished, group members take turns to share the difficulties and feelings
they experienced when using “I-Messages”. Workers and fellow group members choose the
group member who used the “I-Message” best, and give them a reward.
Materials
Introduction to “I–Message” sheet (Group Material)
Instruction sheet(Class Assignment 1.2)
Scorecard (Class Assignment 1.3)
Rewards
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Activity
Debriefing and Explanation of the Homework: “Applying the I-Message”
Duration
20 minutes
Concept
After learning about “I-Messages”, group members need to apply the technique in daily life
to improve their interactions with others, and to ensure they continue to use the technique in
future.
Objectives
1. To apply the “I-Message” technique in daily life.
2. To consolidate group members’ rational beliefs.
Procedure
1. Debrief on workers’ observations and praise group members’ performance.
2. Introduce the “I-Message” homework assignment.
3. Workers stick the leadership words that group members wrote during the activity on the
assignment.
4. Group members write down the scenarios, targets, and the “I-Message” sentences in
advance. Workers need to review and modify the details together with group members.
5. To enhance their motivation, workers should remind group members that they will be given a
reward after completing the homework assignment.
6. A best-performance prize is presented to the group member who showed the most active
participation in the activity.
Materials
“Applying the I-Message” (Homework Assignment)
Leadership Motto stickers
Small rewards
Remarks
1. When sharing their homework, group members may not have been successful in performing their new behavior.
Workers should encourage them to try again and apply their successful experience to help them solve problems
when trying new behavior.
2. Some group members may not yet have applied their new beliefs, or may not have been successful when they
tried. However, group members can still take part in the “Scale of Difference between Rational and Irrational
Beliefs” activity, and can predict the change in the index after changing their beliefs. Therefore, even if group
members have not yet applied or tried their new beliefs, they can still feel the positive effects the changes may
bring.
3. Workers can refer to group members’ homework or sharing to design the booth situations.
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Name：____________________
Ninth Session Group Material:
Introduction to the “I-Message”
Sentence:
I

My Feeling


My
Expectation



Express your feelings at
the beginning
Don't blame others



Express a reasonable
expectation
Others can't reach their
expectations
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Name：____________________
Introduction to the “I-Message”
Style of Expression
Eye
Contact
Speak
Firmly
Emotion:
Calm, without ups and
downs
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Name：____________________
Ninth Session Class Assignment 1.1:
Scale of Difference between Rational
and Irrational Beliefs
The following is the format for the Scale of Difference Between Rational and Irrational Beliefs.
To prepare this form, workers need to use a large amount of paper, red labels, black labels, etc.
Example Member – Chris
Example Member –
(Old Thoughts) ---------------------------- (New Thoughts)
(Old Thoughts) ---------------------------- (New Thoughts)
-3
-2
-1
0
1
2
3
-3
-2
-1
0
1
2
3
Example Member –
Example Member –
(Old Thoughts) ---------------------------- (New Thoughts)
(Old Thoughts) ---------------------------- (New Thoughts)
-3
-2
-1
0
1
2
3
-3
-2
-1
0
1
2
3
Example Member –
Example Member –
(Old Thoughts) ---------------------------- (New Thoughts)
(Old Thoughts) ---------------------------- (New Thoughts)
-3
-2
-1
0
1
2
3
-3
-2
-1
0
1
2
3
Example Member –
Example Member –
(Old Thoughts) ---------------------------- (New Thoughts)
(Old Thoughts) ---------------------------- (New Thoughts)
-3
-2
-1
0
1
2
3
-3
-2
-1
0
1
2
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Ninth Session Class Assignment 1.2:
Name：____________________
Instruction Sheet
The following is an example of the situation booth:
Booth Supervisor:
You throw your rubber at him and laugh, saying “You deserve it.”
Participants:
You throw your rubber at him and laugh, and try to express your thoughts using an “I-Message”.
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Ninth Session Class Assignment 1.3:
Name：____________________
Score Card
________________________(Name of Participant)
How effectively can he/she use the “I-Message”? (the highest score is 5)
Part One: “My Feeling”
Expression of “My Feeling”
1 2 3 4 5
Comment: ___________________________
After listening to his words, how do you feel?
___________________________________________________
Part Two: “My Expectation”
Expression of “My Expectation”
1 2 3 4 5 Comment: _________________________
Reasonableness of thee expectation
1 2 3 4 5 Comment: _________________________
Part Three: “Style of Expression”
Staying calm
1 2 3 4 5 Comment: _________________________
Eye contact 1 2 3 4 5 Comment: _________________________
Speaking firmly 1 2 3 4 5 Comment: _________________________
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Name：____________________
Ninth Session Homework Assignment:
Applying the “I-Message”
Please write down your experience and feelings after applying the “I-Message”.
Event 1
Event 1
Ta r g e t : F a m i l y / C l a s s m a t e / F r i e n d /
Other__________
Ta r g e t : F a m i l y / C l a s s m a t e / F r i e n d /
Other__________
New Thoughts(Leadership Motto sticker)
“I-Message” – My Feeling + My Expectation
“I-Message” – My Feeling + My Expectation
I say:
I say:
Experience and
feeling after applying
“I-Message”
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Experience and
feeling after applying
“I-Message”
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(J) Session: Tenth Session
Theme: Leadership Graduate Session
Aims: 1. To prevent the relapse of group members’ irrational beliefs.
2. To strengthen group members’ rational beliefs and the “I-Message” self-expression technique.
3. To consolidate the group's successful experiences and strengthen their confidence in their ability to keep
on changing.
Activity
Homework Sharing: “Applying the “I-Message”
Duration
20 minutes
Concept
The successful experience of using the “I-Message” technique should strengthen group members’
rational beliefs and help them to overcome their difficulties in getting along with others.
Objective
To strengthen and consolidate the application of “I-Messages”.
Procedure
1. Group members share their homework content: “Applying the I-Message”.
Sharing points:
• Their experience of putting the behavior into practice, including their feelings and any
difficulties they encountered.
2. Workers praise and give a reward to those who finished their homework and were willing to
share.
Materials
Rewards
Backup homework
Activity
Preventing Relapse
Duration
15 minutes
Concept
Revision of the knowledge taught in the group will help to consolidate group members’ positive
experiences and prevent the relapse of their irrational beliefs and aggressive behavior. Workers
need to fill in a reminder card for the group members according to their beliefs, and to remind
them what to do when relapses occur.
Objectives
1. To prevent group members’ relapsing into their irrational beliefs.
2. To strengthen and consolidate group members’ rational beliefs.
Procedure
1. Workers adopt an award style to revise everything that the group has learned over the past
nine weeks, and to remind group members how they should deal with irrational beliefs.
2. Workers introduce and distribute “Broadening and Reminding” cards (Group Material 1.1) and
remind group members to put them in a noticeable place, such as their purse, to encourage
and remind them in future.
Material
“Preventing Relapse” card (Group Material 1.1)
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Activity
Turning Over a New Leaf
Duration
25 minutes
Concept
After completing the activities in the ten sessions, group members need to review their positive
changes and consolidate their positive experiences, to encourage them to develop a new
perspective on things and become a new leader.
Objectives
1. To review group members’ positive changes.
2. To increase group members’ self-confidence.
Procedure
1. Workers present the “List of Expectations” from the first session, for group members to review
their expectations of the group.
2. Each member is given a colored label to represent themselves; for example, if group members
think they have reached their expectation, they can paste the label beside it.
3. Workers cut the follow sharing topics into strips, and members share their achievements:
• Most useful
• Most favored
• Most helpful to themselves
• Most meaningful
• Most influential
• The happiest when achieved
• Most wanted to share when achieved
4. Workers appreciate group members’ achieved expectations, and encourage them to keep on
changing positively.
Materials
List of Expectations (refer to first session)
Sharing topics strips
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Activity
Sharing Between Group Members
Duration
20 minutes
Concept
Apart from reviewing their positive changes, group members should continue to develop their
positive thinking, learn to appreciate and encourage others, and care about their culture.
Objective
To build up group members’ positive thinking and learn to appreciate and encourage others.
Procedure
1. Workers prepare playing cards numbered 1-9 and the king (eight group members, two
workers), then let workers and group members draw cards.
2. The person who draws the king can be in charge (to make the decisions), and assigns any two
members holding cards 1-9 to share:
• Good performance in the group
• Another person's good points
• The most appreciated side of another person
• The most memorable time in the group
• The most improved side in the group
3. Workers debrief and encourage group members to continue to make positive changes.
Materials
Playing cards numbered 1-9 and the king.
Activity
Debriefing and Distribution of Certificates
Duration
10 minutes
Objectives
1. Debrief on group content.
2. Strengthen group members’ sense of achievement.
Procedure
Workers debrief on the experience of the ten sessions, and distribute leadership certificates
(Group Material 1.2).
Materials
Leadership certificates (Group Material 1.2)
Rewards
Remark:
In the last session, workers can consolidate all of the knowledge gained and successful experiences in the group,
to leave them with positive feelings and encouragement to confront their difficulties. Workers can remind group
members that although they may encounter bullying in the future, if they apply the knowledge they have learned
and practice their new rational beliefs regularly, they can face and solve their problems with courage.
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Name：____________________
Tenth Session Group Material 1.1:
Preventing Relapse Cards
Back Side
Old beliefs
Front Side
Old Emotion
Reasonable
and fair
beliefs
New Emotion
New Behavior

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I + My Feeling + My
Expectation


Unreasonable

Old behavior
Unfair
New Experience
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Tenth Session Group Material 1.2:
Name：____________________
Leadership Certificate
Leadership Certificate
Leader: _______________
Marking Item:(Five
indicates the highest)
1. Is willing to share
2. Encourages others
3. Takes homework assignments seriously
4. Is willing to change
5. Applies rational beliefs
6. Practices rational behavior
7. Uses “I-Messages” to express feelings and expectations
Comments:
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IV. Case Studies
In this section, some of the above-mentioned activities are selected and described in detail with concrete examples,
providing an outline of the group process, case description, and workers’ analysis for each activity. For better
understanding, the treatment group sessions are grouped into four stages: first meeting, initial stage, earlymidstage, late-midstage, and late stage.
1. First Meeting of the Treatment Group
First Session: “Tell Us about Your School”
Group process and case description
Kin and other members were eager to express their views in the “Tell Us About Your School” activity. They all felt
“panic” and “troubled” at the mention of various situations. When asked about their feelings toward the school,
Kin remarked that there were “underworld activities” and many fights at the school. A lot of the other members
commented that schools were dangerous and they did not feel safe there. Members were very interested in the
topic of peer relationships and were willing to share their personal experiences of being bullied. For instance,
other students would pour soy sauce into Kin's lunch box when he was not looking. Another member said that his
pens were often stolen or broken by others. Many members felt “frustrated” and “angry”. When he heard that other
members felt incompetent at striking back or felt “overwhelmed” by conflicts with their peers, Kin commented that
he used to be bullied frequently by his peers, but was now practicing martial arts and hoped to protect himself with
his newly-learned skills.
Workers’ analysis
Even in the first session of the treatment group, Kin was eager to reveal that he was an insecure person with
many worries. His sharing clearly reflected the perspective of an aggressive victim, who often felt unsafe and very
cautious of potential danger. Therefore, he felt constantly anxious and determined to use his own way to protect
himself. This was consistent with his cognitive pre-test result. He felt the school was not a safe place and school
rules were neither fair nor clear, therefore he would not trust the teachers or the school. He chose not to report
bullying incidents to teachers and instead retaliated with aggressive behavior.
Aggressive victims often feel helpless and overwhelmed when facing bullying situations. They want to strike back
but feel incompetent to do so. Like Kin, many aggressive victims will strike back when they can no longer tolerate
the situation. The results of the emotional pre-test revealed that Kin was emotionally anxious, depressed, and had
intense anger, hence he would often choose the angry emotion card to express his emotion. He seldom suppressed
his anger and tended to vent his emotion via aggressive behavior, and had started learning martial arts to increase
his ability to protect himself.
In comparison with passive victims, aggressive victims are more willing to express themselves in the first meeting
because it is a rare opportunity for them to be listened to by others. However, workers still need to construct a
safe atmosphere for members to express their views freely in the first session. Workers must also pay attention to
members’ non-verbal expression. In general, victims need more time to warm up and tend to use more non-verbal
expression in comparison with aggressors. Members must be given space and time to express themselves. When
a member such as Kin started to review his past experiences, other members would join in and help to create a
mutual trusting relationship among members and a sense of security within the group.
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First Session: “My Expectations of the Group”
Group Activities : Session 1
(Please refer to the DVD, Part III, Aggressive victims – 1. First meeting of the treatment group. )
Group process and case description
One of the objectives of Session 1 was to understand and clarify members’ expectations of the treatment group.
Many members naturally thought and felt for Nobita, and Kin even wanted to be like Takeshi, who retaliated when
bullied. In the “Group Expectations” activity, Kin indicated his wish to find ways to deal with bullying “without
constant struggle”. Other members wanted to “feel relaxed” and not be bullied by others. They wished to “get along
with peers”. Many members had mentioned in the previous activity that they felt they were treated unfairly by their
parents and school. Workers responded appropriately to members’ expectations and by the conclusion of the
session hoped to establish an atmosphere of mutual trust and fair treatment for members. Furthermore, workers
reiterated in the summary of the code of practice that the group content was to be kept strictly confidential to
increase members’ sense of security and ease their anxiety.
Workers’ analysis
Members’ concerns and needs were indicated in their expectations. Workers provided blank paper for members to
write down any additional expectations. Kin put down “not to have to struggle constantly” as his expectation, which
reflects how aggressive victims often contradict themselves and struggle between the social ethic of non-retaliation
and retaliatory violence. Their struggle is a product of their neurotic and moral anxieties. They often feel frustrated
and helpless and do not know whether to accept the reality of being bullied or to retaliate. In fact, aggressive victims
want to “feel relaxed”, and not anxious or conflicted. A commonly expressed goal of group members was to “get
along with peers”; therefore, aggressive victims had more motivation to attend the treatment group than passive
victims.
Because members were unfamiliar with the contents of the treatment group, and victims are generally less
expressive in comparison with aggressors, workers provided the “List of Expectations” for members to choose from.
Members were given time to make their selection to create a sense of control over it and increase their sense of
efficacy.
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2. Initial Stage of the Treatment Group
Second Session: Discussion on the Short Video – “The Missing Cell Phone”
Group process and case description
Quite a few members felt angry, frustrated, and afraid when they imagined themselves in the role of Wong Chunwah during the discussion of the short video: “The missing cell phone”. Kin remarked that he would feel very angry
and would argue with the teacher. Kin believed the teacher was against him and that was why the teacher chose to
search his school bag first. Other members worried the teacher would misunderstand and think they were involved
in criminal activities, therefore they chose to clarify the matter with the teacher.
Members who frequently chose aggressive behavior as the solution would indicate a higher level of threat on the
“Threat Index”. Quite a few members wrote down both aggressive and rational types of behavior on the blank
stickers. Kin put down “allowed the teacher to search his school bag but felt angry” and “reluctantly let the teacher
search his school bag”. When members were asked to affix star stickers onto the proposed solutions, the ratio of
aggressive to rational behaviors was 50:50. Although Kin put down both an aggressive and a rational solution, in
the end he placed five stars (the highest score) next to the solution “allowed the teacher to search his school bag
but felt angry”, and only placed four stars next to the rational solution “reluctantly let the teacher search his school
bag”.
Kin mentioned in the group discussion that the teacher did not have any justification for searching his school bag
first and it only showed how unfair the teacher was. Kin believed the teacher thought he was a bad student because
of his poor academic performance; therefore the teacher accused him of stealing and searched his school bag.
Kin chose to “allow the teacher to search his school bag but felt angry” to vent his anger. Other members believed
they were “aboveboard”. They would allow the teacher to search their bag to prove their innocence. Although
some members chose to respond with aggressive behavior, they could not help but feel worried and anxious.
They worried that the teacher would punish them by giving them demerit points if they resolved the matter with
aggressive behavior. They might even be arrested for injuring the teacher.
Workers’ analysis
According to steps two to four of Crick and Dodge's (1994) SIP theory, individuals understand and interpret
information based on the characteristics of their past experiences, then search for and choose an appropriate
response. Using situational questions, workers were able to understand and assess how members interpreted
external cues and what measures they took in response to these cues. Kin interpreted the situation as the teacher
picking on him because of his poor academic performance, and therefore chose to search his school bag first when
someone lost their mobile phone. Kin's hostile attribution arose from his previous experiences. He tended to draw
unreasonable inferences (overgeneralize) based on his frequent bullying experiences. He believed that he could
trust nobody and was not liked by others. We could see that Kin had low self-esteem, and felt he had to express his
strength through aggressive behavior.
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Many of the aggressive victims, like Kin, were able to come up with both aggressive and rational behavioral
measures. Therefore, workers should observe members’ moral development to find out whether aggressive
behavior is their only cognitive response, or whether they would consider both aggressive and rational behaviors.
Workers can only strengthen members’ moral reasoning in the later group activities if they understand members’
current level of moral development. In contrast to passive victims, Kin would still choose rational behavior to resolve
his problem. He would experience a moral struggle over the consequences, such as receiving demerit points from
his teacher, if he chose to respond with aggressive behavior. This suggests that Kin's moral development was
still in the preconventional morality stage (law and order oriented) stage. Therefore, the aggressive behavior of
aggressive victims causes less harm than that of reactive aggressors, and their forms of aggression are mainly
focused on physical and verbal abuse.
The aggressive victims often felt emotionally angry, frustrated, and afraid. They held grievances against the teacher
for being wrongfully accused, and had no choice but to allow the teacher to search their school bags. They were
emotionally confused, thus in Session 3,the focus was on helping members to identify their emotions.
Third Session: “Demon, Reality, Angel”– A Self Evaluation
Group Activities: Session 3
(Please refer to the DVD, Part III, Aggressive victims – 2. Initial stage of the treatment group, and 3. Explanation by
Dr. Annis Fung. )
Group process and case description
Workers began the session by giving an in-depth description of the “demon, reality, angel” concept to help
members understand and identify their emotions. Members could easily recognize their demons and angels. While
the workers were explaining the concept, Kin said that demons often appeared in his mind and asked him to beat
up others. He was very troubled, often felt anxious, and did not know if he should beat up others. The struggles
between demon and angel made him feel helpless, so that sometimes he would listen to the demon and sometimes
to the angel. Many members worried that they would regret it if they did not listen to the angel. They thought that
teachers would punish them and ask to see their parents if they were caught starting fights.
Members were able to develop a good understanding of their own “demon, reality, angel” through the group activity.
In the situational activity, their demons would often say “Scold him, tell him to give it back”, “Chase him for it or he
won't give it back”, or “I want to make fun of him, otherwise I will not be at ease”. Angels would say “Lend it to him to
play with for a while, he may give it back to me later”, or “Put up with him, don't get angry, he only wants to play for
a while”. In the group discussion, Kin told the group that the demon had emerged in his childhood. He thought his
parents loved his older brother very much and was given all the snacks and toys at home. Even if his older brother
did something wrong, the punishment he received was much less severe, and it was unfair. The two brothers would
get into fights when they argued. Kin's father had a hot temper; he would beat his mother, brother, and himself. Kin
often felt lonely and helpless. Therefore, when faced with bullying situations at school, Kin came to believe that the
only way to reduce the chance of being bullied was to respond with violence.
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Workers’ analysis
Because the aggressive victims often felt restless (Olweus, 1978), workers used their emotions as the point of
intervention and categorized anxiety into the following three types: reality anxiety (reality), neurotic anxiety (demon),
and moral anxiety (Angel) (Hall, 1955). From members’ responses to the “demon, reality, angel” task, it was evident
that most members were able to grasp the concepts and apply them in their daily lives. Members’ demons reflected
aggressive victims’ tendency to retaliate. They would make fun of their aggressors, and wished to settle the matter
with aggressive behavior. At the same time, they worried the aggressor would not return the Gameboy to them.
Workers not only introduced the concept to members, they also helped members to understand and identify their
emotions, which helped in assessing their irrational beliefs.
In the group discussion, workers began to explore how Kin's past experiences had contributed to his irrational
beliefs. Through Kin's narration, we learned how his upbringing had made him believe the world was not fair, and he
was not treated fairly. He held grudges against the world, his family, and friends. This depressed emotion was not
taken seriously, nor was he able to express it. He became more depressed and angry as he entered adolescence.
Because Kin was brought up in an abused family, he often saw his father using aggressive behavior. Cognitively,
he agreed with using aggression as a solution. Whenever he had an argument with his brother, he would tend to
resolve it through fighting. Kin's parents employed an extreme parenting model: his father was over-strict, while his
mother was over-protecting. Therefore, Kin failed to become independent and did not know how to protect himself
properly.
Fourth Session: “Devil versus Angel” – Part I
Group process and case description
Workers selected one of the members’ homework assignments as the situational question. The situation was
“When I was using the computer, a classmate asked if he could use it. What should I do?” (Event). Some members
indicated that they would “Beat him up”, “Would rather die than let him have his way”, “Swear at him, and turn off
the computer so neither of us could use it”. They all felt angry and helpless. Workers divided members into groups
and, through sharing, they were able to comprehend one another's interpretations of the event. Kin believed that the
student came over to him and intentionally took over his computer (belief), because the student came and asked
him rather than using any of the available computers in the room, so he was very angry (emotional response). As
he believed that the student came over to bully him (belief), he would choose to punish the student by turning off
the computer, so neither of them could use it. Meanwhile, Kin felt that if he let the student use the computer he
would lose face (belief). He did not want to be looked down upon, so he would turn off the computer as a form of
retaliation (behavioral response).
Workers’ analysis
Workers needed to assess how members interpreted the external cues from a cognitive perspective, and how they
responded to provocations. In Kin's case, it was not difficult to notice that he had a tendency to attribute problems to
external factors. He believed the student wanted to take over his computer, so he reproached the student using foul
language. Kin was often bullied by others and started to develop cognitive distortions. He overgeneralized the event
and believed the student was a threat to him. In contrast to reactive aggressors, Kin was more receptive to external
cues; he noticed there were many vacant computers in the room. However, his problem-solving skills were weak,
his responses were never well thought-out, and he was always emotional (Rudolph & Heller, 1997). Therefore, he
immediately swore at the student without clarifying the situation. He even turned off the computer so neither of them
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could use it. As Kin was only able to solve his difficulties by using aggressive behavior, he easily became involved
in conflicts and was marginalized by his peers. Moreover, Kin did not trust others and easily misinterpreted their
motives.
3. The Early-MidStage of the Treatment Group
Fifth Session: “Scenario – If I were Chris, I would…”
Group process and case description
After introducing the A-B-C concept, workers utilized various situational questions to help members understand
their own beliefs, behavioral, and emotional responses. Because aggressive victims have relatively poor learning
abilities, workers would illustrate the concept using examples taken from members’ daily lives. The situational
questions were also related to members’ personal experiences. One of the situational question was: “Chris went
to the toilet. He found his drawer and school bag were filled with garbage after he returned from the toilet. If you
were Chris, you would…” (Event). Many members said they would feel “unhappy”, “angry”, or “helpless” (emotional
response), some would “beat up others” to vent their emotions, and others would “empty the garbage, then report
it to the teacher” (behavioral response). Kin thought the world was unfair and questioned why others had to pull
pranks on him (belief).Therefore, he felt had to get revenge and would beat up those who were involved (behavioral
response). Workers disseminated the “12 Irrational Beliefs” cards and asked members to select the belief(s) that
best represented their own belief(s). Many members would choose one of the following: “I have to have someone I
respect to love and praise me”, “Bullies and bad people must be severely punished”, and “One must show that he/
she is competent, otherwise he/she will be looked down upon, and become worthless”.
Workers’ analysis
After assessing members’ emotional responses, behavioral responses, interpersonal skills, and experiences
of being bullied, workers introduced the A-B-C concept to help members detect their irrational beliefs. Many
aggressive victims would misinterpret their behavioral responses as their beliefs; therefore, workers had to
monitor each individual member's progress in learning the A-B-C concept. In Session 5, workers summarized the
assessment from the previous four sessions for members to explore their irrational beliefs. Through the group
discussion, members came to realize that their beliefs could affect their behavioral and emotional responses.
Therefore, they could alter their beliefs to bring about more positive behavioral and emotional responses.
During the activity, Kin learned to recognize his cognitive distortions and that he often overgeneralized. He believed
that other people and the surrounding environment treated him “unfairly”. He would become angry whenever this
belief arose and would respond with aggressive behavior. Therefore, he chose “Bullies and bad people must be
severely punished” and “One must show that he/she is competent, otherwise he/she will be looked down upon, and
become worthless” from the 12 irrational beliefs stickers to represent his own beliefs. This reflected the high value
that Kin placed on fairness. If someone bullied him, he would retaliate with aggressive behavior, hoping not be
marginalized and despised by peers. He was also full of anger and anxiety.
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Case Background : Short temper, anxious, poor relationships with peers
Related Childhood Information
Kin was brought up in an abused family and often saw his father using aggressive behavior. Cognitively,
he agreed with using aggression as a solution. Whenever he got into an argument with his brother, he
would tend to resolve it through fighting. Kin's parents employed an extreme parenting model. His father
was over-strict, whereas his mother was over-protective.
Core Belief
I am incompetent
Hypothetical Situation/Belief/Rules
I would not be bullied again if I had the strength to fight back
Compensation Strategies
Hold grudges, take revenge Revenge, use preemptive strategies Revenge, attack on others
Situation 1
Situation 2
Situation 3
A student lost a mobile phone and
the teacher searched Kin's school
bag first
A student indicated he wanted to
use Kin's computer
Kin returned from the washroom
and found his drawer and school
bag filled with garbage
Automatic Thoughts
“The teacher thinksIam a
bad student because of my
poor academic performance,
soaccused me of stealing”
Meaning behind
Automatic Thoughts
Automatic Thoughts
“The student intentionally took
over my computer”
Meaning behind
Automatic Thoughts
I was incompetent, I was bullied
I was inferior, I was bullied
Emotional Response
Anger
Behavioral Response
“Allowed the teacher to search his
school bag but felt angry”
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Automatic Thoughts
“The world is unfair. Why do
others have to pull pranks on me?
I need to get revenge”
Meaning behind
Automatic Thoughts
I was incompetent, I was bullied
Emotional Response
Anger
Emotional Response
Anger
Behavioral Response
“Swore at him and turned off the
computer, so neither of us could
use it”
Behavioral Response
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Sixth Session: “The Negative Impacts of Irrational Beliefs”
Group Activities : Session 6
(Please refer to the DVD, Part III, Aggressive victims – 4. Early mid-stage of the treatment group, and 7.
Explanation by Dr. Annis Fung.)
Group process and case description
After members had consolidated their own irrational beliefs, workers introduced the unreasonableness of
their irrational beliefs (in “The Negative Effects of Irrational Beliefs” activity): “overgeneralizing”, “black-andwhite thinking”, and “magnifying the negatives and minimizing the positives”, to help members understand the
unreasonableness in their irrational beliefs and strengthen their motivation to change. Kin came to realize that his
original belief, “Bullies and bad people must be severely punished”, exaggerated the punishment and his power to
punish (magnifying and minimizing), which would not be fair. There were other ways for them to reform themselves
(black-and-white thinking) and violence for violence was not the only way to solve problems. Many members came
to realize their beliefs were in fact irrational and there were other perspectives, thus members were able to broaden
their thinking.
It was easier for members to comprehend the negative effects of their irrational beliefs once they could see that
they were unreasonable. Members came to realize that believing “Bullies and bad people must be severely
punished” had a negative effect on their emotions. They would agonize over it, causing them to feel anger and
undermining their relationships with peers, so that they would easily get involved in conflicts and disputes with
others. Workers then utilized “Time Projection Imagery” to help members to reflect on how it would affect their lives
in the future if their irrational beliefs remained unchanged. Kin insisted in the beginning that irrational beliefs would
not have a great effect on his relationships with others. He strongly believed that his irrational beliefs could help him
get revenge and seek justice. However, when other members reflected on how irrational beliefs might affect their
lives in the future, Kin began to realize that irrational beliefs caused him great pressure. Because of it, he could not
concentrate on his studying, which affected his academic achievement and future prospects. He started to see the
damage caused by his irrational beliefs and need for revenge.
Workers’ analysis
In the process of debating their irrational beliefs, workers first helped members to recognize the unreasonableness
in their irrational beliefs. During the activity, members were able to learn from one another and recognize their
own thinking traps so that they could apply the concept in their daily lives. For example, Kin began to understand
his belief was unreasonable, and this self-reflection increased his motivation to change. The activity “What affects
me” created peer pressure through discussion and sharing. It was easy for members to self-reflect, and thus to
understand the effect of their irrational beliefs.
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To strengthen members’ motivation to change, workers divided members into groups in accordance with their
irrational beliefs. Members found it easier to realize their different beliefs in relation to the same event. The negative
effects of members’ irrational beliefs were visualized using the human-shaped drawing. This activity helped workers
to assess members’ motivation to change. Kin initially thought his irrational beliefs had no negative effects on
his relationships with others, reflecting that his irrational beliefs were deeply rooted and he had very distorted
perceptions. As he had not yet changed his irrational beliefs, workers spent more time helping him to debate
his irrational beliefs. Moreover, workers needed to understand and assess the barriers that prevented members
from changing: was it out of fear or because of cognitive distortions? Kin believed that “people must be severely
punished for their wrong deeds”, and he would uphold this belief even if it undermined his relationships with others.
Workers could further discuss this belief with Kin in the debate about irrational beliefs. Furthermore, by using “Time
Projection Imagery”, workers could understand the reasons behind members’ motivation to change, and thereby
strengthen these motivations. Their motivations could be from their concerns about the future, or the feelings of
family members.
4. The Mid-Late Stage of the Treatment Group
Seventh Session: “Debate on Irrational Beliefs”
Group Activities: Session 7
(Please refer to the DVD, Part III, Aggressive victims – 5. Mid-late stage of the treatment group, and 7. Explanation
by Dr. Annis Fung.)
Group process and case description
Workers helped members to discriminate and then debate their irrational beliefs. By now, members had realized
the unreasonableness of their irrational beliefs so workers were able to introduce rational beliefs to members and
use the debate to help them understand them. Workers presented the concept of “fair and reasonable thoughts” for
members to adopt an objective attitude, and to think “reasonably” with objective evidence and other possibilities.
They encouraged members to value their own feelings and the feelings of others. Later on, workers used debate
and role-play to discuss members’ irrational beliefs.
Workers used clips from the cartoon “The Death Note” (Part II) to facilitate the debate competition and chose the
belief of the cartoon's protagonist, who shared similar irrational beliefs(certain acts are awful or wicked and people
who perform such acts should be severely damned), as the topic for the debate. Workers had to guide members
through the debate and help them to come up with valid arguments, otherwise the debate might easily deviate from
the topic. The unreasonableness in Kin's irrational belief was that he thought bullies must be severely punished,
for example by being expelled from school. Only such severe punishment would make Kin feel secure and fairly
treated. Workers had to use arguments put forward by other members or members of other groups to refute Kin's
beliefs, and help Kin to understand that everyone is bound to make mistakes. They encouraged Kin to perceive the
wrong deeds committed by bullies objectively, and that it was only “fair and reasonable” for the bullies to receive
appropriate punishment from teachers, rather than taking justice into own hands and punishing the bullies with
aggressive behavior.
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Workers’ analysis
Workers must have a clear understanding of members’ irrational beliefs, and need to pay attention to the distorted
beliefs that members share in the discussion. Through group interaction, members can change these irrational
beliefs with help from workers. Kin's argument reflects aggressive victims’ longing for a fair and safe environment.
Kin believed the existing school system could not foster a harmonious environment, teachers and students were not
trustworthy (belief), and he did not feel secure and safe (emotional response). Therefore, Kin chose to retaliate with
violent behavior to protect himself (behavioral response). The questionnaire data from Kin's pre-group interview
also revealed that he did not trust teachers or school. His cognitive belief was that he would feel secure only if the
bullies were “severely punished”, and even expelled from school. This narrow perspective made him even more
anxious. When his expectation of feeling secure was not met, he became angry at the school and the world. In
view of this, workers must help members to rebuild their trust in their school, and then instill hope by offering new
experiences. They came to realize that school rules were executed by principals, officers, and teachers, and they
punished students based on objective evidence. Members did not need to rely on their own means to protect
themselves. If they chose to take justice in their own hands and use “severe punishment” on others, they too would
have to take responsibility and bear serious consequences (to receive “severe punishment”). Workers helped
members to broaden their perceptions and develop alternative views, allowing them to see things objectively and to
establish new and constructive beliefs.
Eighth Session: “Designing Rational Beliefs”
Group process and case description
After the debate on irrational beliefs, members had to detect the unreasonableness in these beliefs from a fair and
reasonable perspective. Kin realized that expecting all those who did bad things to be severely punished was an
unreasonable point of view, which neglected the feelings of others. He realized that demanding severe punishment
without knowing the seriousness of the event was also unreasonable. Based on members’ “Application of Rational
Beliefs” homework assignment, workers were able to examine whether individual members understood a “fair and
reasonable” point of view, and if there were changes in their beliefs.
In addition, workers assessed each case and designed and utilized behavioral assignments to change members’
irrational beliefs. Workers prepared a behavioral assignment based on “When I encounter conflicts with peers, I
should inform others of their wrongdoing in a fair and reasonable manner. At the same time, I should appreciate
my own courage and efforts,” for Kin to practice in the following week. Kin did what the workers requested and
practiced the new belief and behavior. When he was playing basketball with his peers (event), he calmly confronted
others when they fouled in the game, and managed not to attack anyone in the process. He felt excited at being
able to implement the assignment successfully (emotional response). He realized that when he expressed his
thoughts clearly, he was able to communicate better with others and this also helped to reduce conflicts (behavioral
response). Kin's success was due to the change in his beliefs. He believed “I can express myself calmly”, therefore,
he chose to express his belief with courage rather than using aggressive behavior. This successful experience
encouraged him to be alert to such situations in the future, which strengthened the implementation of this new
belief.
The behavioral assignment provided a successful experience for Kin, which made it easier for him to construct new
beliefs, new behavior, and new feelings. Kin had gained a new experience in the debate process, which broadened
his self-knowledge and event attribution. This new experience helped him to construct a new and effective rational
belief that “people who do wrong deeds will receive a fair and appropriate punishment”. In future, he would first
calm himself, then adopt a fair and reasonable manner to solve his problems. He no longer had a short temper, and
he had fewer conflicts with others (new feelings and behavior).
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Workers’ analysis
In the debate on irrational beliefs, many members were like Kin, who would refute others’ arguments. Kin still
insisted on his irrational beliefs after the debate, which showed that he was still using his defense mechanism.
At the same time, the arguments put forward by workers and other members helped to broaden members’
perspectives. Therefore, the homework assignment “Application of Rational Beliefs” allowed members to reflect
on the unreasonableness of their irrational beliefs, and to consolidate their arguments. Workers could continue to
debate members’ irrational beliefs in Session 8 if they had not changed in this session. Furthermore, workers could
use scaling questions to measure how their existing and new beliefs affected members’ emotions, and thus assess
the changes they had made.
We could see that Kin had made cognitive changes in his homework assignment. He was able to discern
the unfairness and unreasonableness his own irrational beliefs. He was courageous enough to implement
the behavioral assignment, which reflected he had the motivation to change. The successful experience also
strengthened Kin's determination to change, to construct new beliefs, new behavior, and new feelings. Therefore,
workers must explain exactly when and how to practice the new behavior when introducing the behavioral
assignment. The behavioral assignment exercises must be achievable, specific, and not complicated, otherwise
members will give up. Upon completion, workers should invite members to share their successful experiences in
the group to increase other members’ motivation to practice their behavioral assignments. At the same time, such
sharing helps to broaden members’ perspectives, and to create a sense of achievement and satisfaction for those
who practiced the assignment.
5. Late Stage of the Treatment Group
Ninth Session: Application of “I-Messages”
Group Activities: Session 9
(Please refer to the DVD, Part III, Aggressive victims – 6. Late stage of the treatment group, and 7. Explanation by
Dr. Annis Fung.)
Group process and case description
Workers started the behavioral training and the “I-Message” training after members had constructed rational beliefs.
Workers introduced the “I-Message” – “I + My feelings + My Expectations” – for members to learn interpersonal
skills. Later on, members learned to apply the “I-Message” technique in the situational booths. The situation
exercise that Kin had was set in a classroom. A student threw an eraser at Kin and made fun of him. Kin was
emotional when he first responded and failed to express himself in a calm manner. Workers should point out areas
that need improvement when using the “I-Message”, such as remembering to keep calm and to start the sentence
with “I” to express their feelings and expectations.
Members were asked to apply the “I-Message” technique in their daily lives and share their experiences in
Session 10. Some members were able to apply the “I-Message” successfully. Lai, for instance, had an argument
with another student during the week. She applied the “I-Message”: “I feel very unhappy; I hope you and I can
discuss the matter calmly”. She was aware that it was easier for others to accept her views and understand her
feelings. Many other members had also successfully applied the “I-message” and found that they felt better when
they were able to express themselves; they no longer felt depressed and irritable. However, some members had
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encountered difficulties in using the “I-Message”. For example, Kin worried that others might ignore him when he
used the “I-Message”. Workers need to reassure members that it is normal to encounter difficulties when using the
“I-message”, then help to evaluate the cause of failure, and encourage them to keep on trying.
Workers’ analysis
Workers helped members with their behavioral training after members had reconstructed their cognitive framework.
Aggressive victims have very limited solutions when facing difficulties (Guerra & Slaby, 1989); their responses are
always emotional and never well thought-out (Rudolph & Heller, 1997). Through learning to use the “I-Message”,
members were able to improve their interpersonal skills with others members, thus enhancing their self-confidence
and ability to overcome challenges. The situations used in the group activity were based on the actual events
shared by members, so that they would closely resemble members’ real-life situations. Workers should pay
attention to whether members apply the “I-Message” correctly during the exercise, as practice is important for
success. Should members encounter difficulties in using the “I-Message” technique, workers should help them
to evaluate the possible reasons for failure. Workers should help members to debate their irrational beliefs if they
persist. Workers first need to address members’ emotional needs if they experience fear and failure during the
process, then encourage them to keep on trying.
Tenth Session: “Preventing Relapse Card”
Group process and case description
Workers again consolidated the knowledge that members developed from the group, and attributed the success
of the group to the efforts of the members. Workers helped members to review the old, learn the new, and
acknowledge their positive changes. Kin remarked that he had become fair and reasonable as a result of his newly
developed rational belief. He learned to use “I-Messages” to express his emotions. He felt that his self-awareness
had increased, and he had the courage to share his feelings with others. He no longer felt alone and was able to
understand the different views of his peers. In the past, he only knew how to retaliate with violence when he was
bullied and often ignored the consequences, but now that he had broadened his thoughts, he could see things from
different perspectives, and could come up with various solutions to solve a problem. To prevent them relapsing
into irrational beliefs and aggressive behavior after the treatment group, workers prepared a reminder card for
each member in accordance with their beliefs. Members would use this card in the future as a reminder to prevent
relapse. Members could become their “own therapist” with the help of the reminder card.
Workers’ analysis
In the final stage of the treatment group, workers prepared the end-of-group activities to help members consolidate
what they had learnt. These positive experiences could help them to confront the challenges ahead, strengthen
their confidence to sustain the improvements, and instil them with hope for the future. Workers should remind
members that even if they encounter bullying situations in the future, as long as they remember the knowledge
learnt in the treatment group, and continue to practice their newly constructed rational beliefs, they will have the
courage to confront and solve their problems. The card can also be used for relapse prevention. Kin not only
broadened his thoughts, increased his self-esteem, reduced his anxiety and anger, and minimized the use of
aggressive behavior, but his ability to confront and solve difficulties was also increased after attending the treatment
group.
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V. Effectiveness
The table below shows the data collected from treatment groups for aggressive victims among Hong Kong
secondary schools.
Aggressive victims treatment group: Result of student self-reports (pre-test – post-test)
Pre-test – Post-test
Valid sample size#
Mean difference+
t-value
Anxiety/Depression
67
2.51
3.29**
Reactive Aggressive
66
1.95
3.65**
Bullied by Peers
63
5.32
2.66**
Anger Response
66
6.17
3.00**
Anger Internalized
67
1.39
2.66**
Control of Anger
66
-1.26
-2.00*
School Safety
66
2.39
3.89**
# Valid sample size: the number of students who completed both pre- and post-tests
+ A positive value of mean difference represents a decrease of mean score while a negative one represents an
increase of mean score
*p<0.05 **p<0.01
The treatment group for aggressive victims had a significant effect. Members’ “anxiety/depression” and “bullied
by peers” indexes had decreased significantly after completion of the treatment group. Aggressive victims share
similar behavior patterns to reactive aggressors, therefore the “reactive aggressive” index also showed a significant
drop, which indicates that they reduced their use of aggressive behavior in response to bullying. There were
noticeable declines in members’ scores for “anger response” and “anger internalized”, meaning that they no longer
felt as angry in response to criticism and provocation, or suppressed their emotions. Their “control of anger” index
increased significantly, which revealed that they put more effort into controlling their anger. Finally, members’ sense
of security also improved at the completion of the treatment group.
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Chapter 7: Treatment Group – Passive Victims
I. Application of Cognitive Behavioral Therapy and Related Theories
1. Attribution Theory (Please refer to Chapter 2)
In comparison with aggressive victims, passive victims often attribute the consequences of external events to
themselves (e.g. own personality and behavior); they have irrational biases in their internalized attributions. Graham
and Juvonen (1998) found that passive victims often blame themselves, and have a tendency to blame their own
personalities. They consider themselves to be bullied because of their personality defects. Because a person's
personality is stable and uncontrollable, passive victims become more passive and will not do anything to change
their current bullying situation. Most of them have been bullied for a long time, and consider it impossible for them
to change their fate. These passive victims have more emotional problems, such as anxiety and loneliness, and
their self-esteem is also low. However, because behavior is controllable, not stable, and can be changed, it is easier
for those who see their behavior as the cause of being bullied to anticipate change, and they have fewer emotional
problems than the former type of passive victims.
2. Theory of Cognitive Therapy on Anxiety (Please refer to Chapter 2)
Passive victims always suffer from the pressure of being bullied. They tend to misinterpret others’ behavior as
threatening and thus become anxious. In respond to the anxiety generated from the misinterpretation, passive
victims tend to freeze or escape from the problems, and in return, even increase their anxiety level.
3. Application of Cognitive Behavioral Therapy (Please refer to Chapter 2 for Cognitive Behavioral Therapy)
The structure of the 10-session treatment group for passive victims is based on Cognitive Behavioral Therapy
(CBT) coupled with the above theoretical analysis.
Session
Application of CBT
Program objectives
1
Establish trust and rapport.
Because passive victims are often over-protected, they feel
anxious and insecure in a new environment. It is therefore
crucial to establish a trusting relationship with passive victims
to ensure they feel secure in the group.
2
Identify members’ emotional and
behavioral responses.
As passive victims feel inferior, it is important to establish
a relaxed atmosphere in which members can express their
emotions and behavior, and to strengthen members’ sense
of belonging to the treatment group.
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3
Distinguish members’ patterns of
attribution.
Passive victims often attribute the consequences of external
events to themselves, thus it is important for members to
recognize their patterns of attribution.
4
Educate members about the ABC
concept.
Use bullying situations that passive victims often experience
to facilitate the discussion and allow members to understand
the correlation between their beliefs, behavior, and emotional
responses.
5
Detect members’ irrational beliefs.
Assist passive victims to detect their irrational beliefs, give
them hope of change, and increase their motivation to
change.
6
Identify members’ irrational beliefs.
Identify members’ irrational beliefs and their negative effect
on members’ interpersonal relationships and emotions.
7
Debate members’ irrational beliefs.
Discuss passive victims’ common irrational beliefs, such
as, “I have to have one significant other to love and praise
me”, and “It's always easier to run away from problems and
responsibilities than to confront them”.
8
Formulate a new and effective
rational belief with a new set of
emotional and behavioral responses.
Formulate effective rational beliefs and emotional and
behavioral responses through the debate process and
behavioral exercises.
9
Behavioral assignment:
assertiveness training.
Because passive victims often avoid personal contact, their
social skills are not fully developed. It is important to enhance
their social skills, assertiveness, and communication
patterns, for them to end their estrangement from others.
10
Termination and relapse prevention.
Review and praise the changes that group members have
made, to consolidate their successful experience.
II. Preparation for the Treatment Group
Each group member receives a pre-group interview prior to attending the treatment group. Questionnaire data
and interviews can reflect the cognitive, behavioral, and emotional characteristics of group members. Therefore,
workers are advised to analyze the content of the questionnaires and pre-group interviews carefully, to gain insight
into group members’ characteristics and to provide targeted counseling accordingly.
1. Questionnaire
The clinical scores from Man's pre-group interview are shown below. Workers can analyze the scores from
cognitive, behavioral, and emotional aspects.
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Behavioral Aspect:
Rating Scale
Bullied by Peers
(Total score:105)
Aggressive Behavior
(Total score:38)
Reactive Aggressive
(Total score: 22)
Score
81
2
2
Man scored 81 on the “bullied by peers” index, indicating that she was in a serious bullying situation. However, she
scored only 2 on the “aggressive behavior” and “reactive aggressive” indexes, thus it is clear that she would not
respond to bullying with aggressive behavior. She was a passive victim.
Emotional Aspect:
Rating Scale
Anxiety/Depression
(Total score:32)
Score
27
The emotional problems of passive victims are mainly due to anxiety and depression, and Man's high score on
this index shows that she was indeed very anxious and depressed. We expected Man to be rather reticent and
low in mood at the beginning of the treatment group, therefore workers were aware that they should pay particular
attention to her emotional changes.
2. Interviews with Students
Students were asked about some possible scenarios they might encounter at school, involving either ambiguous or
obvious bullying situations. Students were asked to put themselves in the situation of the protagonists and indicate
what their beliefs, behavior, and emotions would be.
The following is an example of an ambiguous bullying situation:
“Suppose you are wearing a new pair of shoes that you really like to school today. Suddenly someone bumps into
you from behind, so that you lose your balance and slip into the gutter. Your shoes are covered with mud.”
Man believed that she was bumped into because she was standing in the middle of the road, and the individual
was in a hurry and therefore crashed into her. She trusted that it was unintentional, unlike aggressive victims,
who believe that all negative events are an expression of hostility toward them. However, Man quickly put the
responsibility on herself, and blamed herself for the incident.
After the incident, Man would go to the bathroom immediately to wipe the mud off her shoes, and would not
confront the individual who had bumped into her. She would feel unhappy and think to herself that “The whole thing
would never have happened if I’d been standing on the side of the road”. She also worried that her parents would
scold her when they saw the dirt on her new shoes. She again blamed herself for being careless. We could see she
had serious internalized attribution.
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The following was an obvious bullying situation:
“Suppose there are a few students playing in the playground. You very much want to participate, so you go up to
one of them and ask if you can join in, but you are refused.”
When Man was asked to imagine herself in this situation, she said she believed she was being rejected because
of her poor basketball skills (she assumed the students were playing basketball in the situational question). She
thought others did not want to be stuck with her on their team, because they did not like her and did not want to
play with her. Moreover, Man accepted the fact that she was incompetent, therefore being rejected by others was
only natural to her. We could see that Man tended to blame all negative incidents on herself.
She would leave as soon as she experienced the rejection. She would feel very unhappy and blame the rejection
on her incompetence. She also indicated that if she ever wanted to join them in the future, she would not dare to
ask. Being rejected had confirmed her sense of inferiority. She had lost her confidence to participate in any of the
social activities and became more withdrawn.
3. Conclusion
Passive victims, such as Man, have serious internalized attribution and often blame themselves for any negative
event (such as Man blaming her incompetency). However, unlike aggressive victims, Man would not think that
others were being hostile toward her. She often felt anxious and depressed, and did not talk much as she was
afraid the more she talked the more mistakes she made. Man would not retaliate in a bullying situation, but would
simply walk away. She would not dare to confront others as that may make a bad situation even worse, and she did
not have the confidence to solve the problem by herself.
Workers designed group activities, such as situational questions, in accordance with the characteristics and
personal experiences that Man described in the interview. Thus, the counseling treatment could be more in-depth
and targeted to Man's beliefs, behavior and emotions.
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III. Content of the Passive Victim Treatment Group
(A) Session: First Session
Theme: A New Start for Leadership
Aims: 1. To build up trust and a sense of security between workers and members.
2. To enact a code of practice and rules for the group.
3. To let participants understand the aims and content of the group and their role in the activities.
4. To share members’ expectations of the group.
Activity
Introduction to the Group
Duration
10 minutes
Objective
To increase members’ understanding of the group content and objectives.
Procedure
1. Workers explain how they selected members.
2. Workers introduce the aims and content of the leadership training program:
• To learn about thinking patterns.
• To understand their own thinking patterns.
• To broaden their thinking skills (multi-angled thinking).
• To develop appropriate social skills.
Activity
Enhancing Relationships Through Matching Number Cards
Duration
10 minutes
Objective
1. To help members get to know one another.
2. To build up a group sharing atmosphere.
Concept
As members are usually passive, at the beginning of the group the group rules should be
kept simple and body-contact activities kept to a minimum. The card activity can be used to
introduce a relaxing atmosphere and help members to remember one another's names.
Procedure
1. Ask members to introduce themselves using their preferred name.
2. Workers prepare several pairs of cards with the same number, for example pairs of threes,
fours, sixes, and nines.
3. Distribute the cards to members one-by-one but ask them not to look at the number until
told to.
4. Workers count from one to three, then tell members to look at their own cards.
5. Members then need to find the person who has the same number and call out their name
immediately.
6. When a member misses another's name three times, they need to introduce one thing
about themselves (e.g., “my favorite movie”).
Materials
Several pairs of number cards(the total number of cards should be equal to the total number
of members)
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Activity
Animal-Metaphor Psychological Test
Duration
20 minutes
Objective
To enhance members’ self-understanding.
Concept
Passive members do not usually express themselves actively and are reluctant to tell others
about their characteristics and hobbies. In the animal psychological test, members can
choose an animal picture and describe one of their own characteristics that is similar to the
animal's. If members are not able to use the animal to describe their characteristics, workers
can prompt them by offering words to describe different characteristics.
Procedure
1. Workers introduce the activity and emphasize how important it is for leaders to understand
themselves.
2. Members choose an animal picture with similar characteristics to themselves.
3. After choosing their animal, they will briefly share the reason why they have similar
characteristics to the animal. Workers should pay attention to whether members use
negative words to describe themselves and pick out their positive traits. If necessary,
workers can provide some positive words for members to express themselves.
Materials
Animal pictures (Group Material 1.1)
Activity
Code of Practice
Duration
20 minutes
Objective
1. To make clear members’ expectations of the group.
2. To enact group regulations and a code of practice.
3. To create a supportive and trusting atmosphere.
4. To encourage members to share their expectations.
Concept
Members are asked to discuss their expectations so that they can learn more about one
another and build up mutual trust. Members’ motivation to participate will be increased
through sharing and discussion.
Procedure
1. Each member is given three pieces of paper to write down:
• their expectations for joining the group;
• their expectations for the content of the group; and
• their expectations of other group members.
2. Members share their expectations.
3. Workers emphasize the importance of group regulations and enact the code of practice
with members. Members can express their views freely during the process.
4. Workers debrief on the group's expectations and code of practice according to the “Prosocial
Behavior Card”.
Materials
Three different-colored sheets of paper
Prosocial Behavior Card (Group Material 1.2)
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Activity
My Expectations of the Group
Duration
20 minutes
Objective
Members share their expected goals in joining the group.
Concept
To enhance workers’ impressions of group members and understand their expectations,
thoughts, and motivations for the group.
Procedure
1. Each member is given a “My Expectations” worksheet.
2. Workers instruct members to draw their own face and write down their characteristics on
the worksheet.
3. Workers take an instant picture of each member. Members can pose in different postures
that express their characteristics, and stick the picture on the human-shaped worksheet.
4. After this activity, workers will begin the sharing.
• Sharing expectations about the group.
• Discuss members’ expectations and help to find ways of achieving them.
Materials
Colored pens, Human-shaped worksheet (Class Assignment), Glue, Polaroid camera and film
Activity
Debriefing and Distribution of the Homework: “Animal Metaphor Characteristics
Record Sheet”
Duration
10 minutes
Objective
1. Debrief on the group content.
2. To increase the involvement of group members.
Concept
A simple debriefing will help members to remember the topic. Workers should praise
members who have shown positive performance and increase their confidence to do better.
Distributing the “Animal Record Sheet” can encourage members to pay attention to their
classmates’ characteristics and match them with different animals.
Procedure
1. Debrief on workers’ observations of each member's performance.
2. Explain homework– “Animal Record Sheet”.
• Encourage members to pay attention to classmates＇ characteristics and explain why
they used those particular animals to represent their classmates.
Materials
Animal Metaphor Characteristics Record Sheet (Homework Assignment)
Remarks
1. Most of the participants are likely to be quite passive in the first activity, due to a lack of trust and sense of
insecurity. Therefore, at the beginning workers should give them more choices to let them feel respected and
accepted.
2. The group members generally find it difficult to express themselves, therefore workers need to pay attention to
their expressions and gestures to understand their thoughts and respond to them.
3. In the process, workers should observe members’ positive behavior and praise it at once. For example, when
they try to help others, share their own emotions, experiences and thoughts, handle conflicts calmly, etc.
4. To motivate members to finish their homework, workers can tell members that they will receive a reward if they
finish their homework.
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First Session Group Material 1.1:
Name：____________________
Animal Pictures
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First Session Group Material 1.2:
Name：____________________
Prosocial Behavior Card
Pay more attention to other members and
things around you.
Listen more to other members
Listen more to other members
Use hand gestures to show support and
encouragement.
Take the first step towards more active
participation.
Feel your own and others’ thoughts.
Think and reflect on your own performance.
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First Session Class Assignment:
Name：____________________
Human-shaped Worksheet
If you were the person on the human-shaped worksheet, what would he/she be like? Please
draw your appearance and characteristics on the picture and write down your expectations from
the group in the blank space.
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First Session Homework Assignment 1.1:
Name：____________________
Animal-Metaphor Characteristics
Record Sheet
Pay attention to your classmates and friends, and match them with an animal with similar
characteristics.
1. My classmate is_________________
They share similar characteristics with this animal:
Stick the animal sticker
2. My classmate is_________________
They share similar characteristics with this animal:
Stick the animal sticker
3. My classmate is_________________
They share similar characteristics with this animal:
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First Session Homework Assignment 1.2:
Name：____________________
Animal Stickers
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(B) Session: Second Session
Theme: To increase members’ sense of belonging and self-esteem
Aims: 1. To build up members’ self-esteem.
2. To increase members’ understanding and value of themselves.
3. To motivate members to change.
Activity
Homework Sharing: “Animal-Metaphor Characteristics Record Sheet”
Duration
15 minutes
Objective
For members to assess their peers’ characteristics.
Concept
Reflect on how members think of their peers and why they chose these particular peers.
Procedure
1. Members share the content of their homework assignment –“Animal Record Sheet”.
Sharing points:
• Which three classmates did they choose?
• What different characteristics do the chosen classmates have?
• How do members get along with their classmates? Members can give examples for
elaboration.
2. Give praise and a reward to members who finish their homework and are willing to share.
Materials
Backup homework (if group members are unable to provide their homework, they can
complete it immediately)
Small rewards
Activity
Building Tower
Duration
20 minutes
Objective
To increase the coherence among members and learn about their strengths.
Concept
By encouraging members to interact and cooperate with one another, workers can observe
their communication skills and patterns of expression.
Procedure
Divide members into two groups and distribute the materials. Members need to cooperate to
build a paper tower within a limited time. The winner is the group that builds the tallest tower.
Workers will also give special rewards for cooperation, creativity, and communication.
Explanation:
• What helped your group to build the tower successfully?
• How did you divide the jobs and communicate with one another?
• What contribution did you make to achieve the mission?
Materials
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Drinking straws, tape, scissors
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Activity
Modeling Myself in Clay
Duration
40 minutes
Objective
To let members introduce themselves without pressure.
Concept
Members can introduce themselves in a relaxing environment, to reduce the embarrassment
they feel from self-disclosure and sharing in public.
Procedure
1. Workers lay out plenty of materials on the desk so that members can choose them freely.
2. Members use the materials to make a model that represents them, and that reflects their
appearance and characteristics. Workers need to emphasize that this is an individual
activity without any rules or fixed procedure – everyone has their own specialty.
3. Once finished, members share their models. After the sharing, workers should lead
members to applaud one another for encouragement. Workers will video-tape the whole
process and give a copy to members as a souvenir.
Materials
Clay, handicraft materials such as colored paper, Camera
Activity
Debriefing and Distribution of the Homework: “My Positive Energy”
Duration
15 minutes
Objective
To strengthen members’ self-esteem.
Concept
Passive victims have negative beliefs and underestimate their ability and performance,
therefore we need to open their minds to allow them to pay attention to their positive
experiences and help them to discover their internal resources.
Procedure
1. Compliment members who are open-minded.
2. Look for and compliment those who are actively involved in the group.
3. Explain the homework assignment: “My Positive Energy”. Workers should offer some
examples so that members will understand the focus of the assignment.
4. Remind members that they can earn a reward for finishing the assignment.
Materials
“My Positive Energy” worksheet (Homework Assignment)
Remarks
1. Some members may still feel uncomfortable in the group so they may not want to participate in the activities.
Therefore, workers need to be sensitive and motivate members by praising them and giving rewards.
2. In the “Modeling Myself in Clay” activity, members may be anxious about showing their models to others; they
may say they lack artistic talent, or do not know how to participate. Therefore, workers need to emphasize that
this is a creative activity.
3. Workers should appreciate the efforts of each member and should not laugh at or criticize what they create.
They need to emphasize the uniqueness of each member and find positive elements in members’ negative
descriptions.
4. In the sharing part of the activity, some members may be shy or passive and refuse to share. They may just lower
their heads and withdraw to the edge of the group. Workers can invite other members who are better prepared to
share first, but must not force them or only focus on certain members. Workers should lower members’ anxiety
and maintain a harmonious and safe atmosphere.
5. Workers can take the lead in sharing their qualities and guiding members to think from different angles, so that
they can extend their self-value and cognition.
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Second Session Homework Assignment:
Name：____________________
My Positive Energy
Everyone has potential energy – please complete the following statements and find out your unique energy.
1. My favorite part of myself is:
2. My positive characteristics are:
3. Some challenges and difficulties that I have overcome:
4. Some skills that I possess:
5. Some similarities that I have with the people I like:
6. Some successful experiences that I have had:
7. People who like me would usually describe me as:
8. Some bad characteristics that I do not have:
*Remember no matter how trivial things are, please write them down.
1.
________________________________________________________________________
2.
________________________________________________________________________
3.
________________________________________________________________________
4.
________________________________________________________________________
5.
________________________________________________________________________
6.
________________________________________________________________________
7.
________________________________________________________________________
8.
________________________________________________________________________
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(C) Session: Third Session
Theme: Thoughts and Attributions
Aims: 1. To recognize the thoughts and attribution of victims.
2. To understand people's thoughts and attributions in different situations.
3. To increase sharing and create a trusting atmosphere in the group.
Activity
Homework Sharing: “My Positive Energy”
Duration
15 minutes
Objective
1. To increase self-understanding.
2. To increase the motivation to change.
Concept
To understand members’ thoughts and judgments of their real self and pay attention to the
difference between their ideal self and real self.
Procedure
1. To encourage members to share their own positive energy.
Sharing points:
• Sharing their positive energy.
• Which positive energy do you want to possess and why?
• What methods would help you to get more positive energy?
Activity
Acting out Your Thoughts
Duration
15 minutes
Objective
To let members understand that different people use different methods to express
themselves, so they should not judge a person solely by their apparent behavior.
Concept
CBT emphasizes that our thoughts and attributions about an event affect our emotional
and behavioral responses, so that members understand the relationship between thoughts,
beliefs, emotions, and behavior.
Procedure
1. Members are divided into two teams and take turns to be the representative.
2. Workers give the representative's team a fact (e.g., the name of an occupation, food).
3. The group representative uses gestures to mime the answer and let the other members
guess what it is.
Focus of explanation:
• Let members understand that different people have different cognitions and
interpretations of the same external stimulus.
• Reflect on whether there are any methods or skills that can enhance interpersonal
communication.
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Activity
Internalized and Externalized Attributions
Duration
20 minutes
Objective
1. To use scenarios to explore members’ thoughts and behavioral responses.
2. To let members understand that internalized and externalized attributions can lead to
different behavior.
Procedure
1. Members are divided into two groups and workers provide one situation and response at a
time.
2. The two groups discuss their own and others’ thoughts and responses when facing the
situation, then write down their answer.
3. Those members who can distinguish between internalized and externalized attributions
receive a reward.
4. Workers elaborate on the relationship between attributional thinking patterns and
behavioral responses, so that members can understand their relationship.
Materials
“Internalized and Externalized Attribution” worksheet (Group Material)
“Internalized and Externalized Attribution” record sheet
Activity
Attribution Classification Questionnaire
Duration
25 minutes
Objective
1. To assess members’ attributional thinking patterns.
2. To recognize individuals’ thoughts when making attributions.
3. To recognize the effect of internalized and externalized attribution patterns on emotions
and behavior.
Concept
Passive victims’ common irrational beliefs are: 1) internalized attribution – all unfortunate
events are their own fault; and 2) externalized attribution – all unfortunate events are caused
by the external environment and cannot be changed.
Procedure
1. Members fill in the Attribution Classification questionnaire by selecting their individual
thoughts and responses to different situations.
2. Discuss and explain how internalized and externalized attributions affect emotions and
behavior.
Materials
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Attribution Classification questionnaire (Class Assignment)
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Activity
Debriefing and Distribution of the Homework:“Internalized and Externalized Thoughts”
Duration
15 minutes
Objective
1. To observe and record some of the unhappy events in members’ daily lives.
2. To help members understand their thoughts and attribution patterns.
Concept
To enhance members’ understanding of self-cognition, negative emotion, and passive
behavior.
Procedure
Members record an unhappy event and write down their feelings and thoughts at the time,
then analyze the internalized or externalized attributions in their perceptions of the event.
Materials
“Internalized and Externalized Thoughts” worksheet (Homework Assignment)
Remarks
1. Because sharing tends to be more personalized, workers need to offer unconditional positive regard and present
a non-judgmental attitude, to encourage group members and demonstrate acceptance.
2. Offering empathic understanding and a genuine caring attitude toward each member will ensure they feel loved
and respected.
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Name：____________________
Third Session Group Materials:
Internalized and Externalized
Attributions
Hypothetical Situations
Situation:
Response:
1. You help a teacher to carry loads of stuff along the
corridor and the whole class is yelling at you.
• Your classmates are wrong and want to get you into
trouble, so you inform the teacher.
2. During recess, you cross the basketball court and
suddenly a basketball hits you right in the face.
• You weren't watching what was going on on the
basketball court, so you must have got in the way of
your classmates.
3. Someone suddenly stamps on your feet in a train
compartment.
• You think it must be your fault because you were
getting in the way of others.
4. A classmate swears at you.
• Although it makes you unhappy, you don't respond.
You don't want to be disliked by others.
5. You know the whole class is going out for a trip but
they didn't invite you.
• You think you are ostracized by others, therefore
you won't be invited.
Third Session “Internalized and Externalized Attribution” Record Sheet
Group: _____________________
Internalized Attribution
Externalized Attribution
Problem 1
Problem 2
Problem 3
Problem 4
Problem 5
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Third Session Class Assignment:
Name：____________________
Attribution Classification
Questionnaire
Please think about yourself in the situations described below. How would you think and respond?
Please circle the closest response among the four choices.
Situation 1: The exam is over and everyone in the class is going out together, but only you are excluded.
How do you feel?
1.
I don't have any money for shopping so that's why I’m not invited.
2.
I don't care if they don't invite me.
3.
They are making small groups so it's their fault. Even if they invited me, I would not go.
4.
I’m not popular among the class, so I’m not surprised if I’m not invited.
Situation 2: During recess, you are in the bathroom when you discover that the door has been locked by
your classmate. How do you feel?
1.
I must have made someone angry so they did this to me.
2.
They are acting childishly.
3.
Even though they play tricks on me, I’m sure someone will come to rescue me.
4.
They play tricks on me because I’m unpopular, which is better than ignoring me.
Situation 3: During class, the teacher asks the students to get into groups for a discussion. Soon everyone
has formed themselves into groups except for you. How do you feel?
1.
I have done something terrible things in the past, so no one wants to be with me.
2.
They are always in a small group, it's really horrible.
3.
My classmates isolate me intentionally. I don't care if I’m by myself.
4.
I’m always unpopular so it's normal for them not to invite me.
Situation 4: The teacher asks the class to clean the classroom after school, but everyone leaves and only
you are left to do the cleaning up. How do you feel?
1.
I don't know how to get along with others, so my classmates don't bother to tell me when they are leaving.
2.
Everyone is selfish so they don't help each other.
3.
They did it deliberately because they are against me.
4.
I am usually bullied by others. I can't help it so I just do the cleaning up.
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Third Session Homework Assignment:
Name：____________________
Internalized and Externalized
Thoughts
Please record an unhappy event that took place this week and write down what happened and
how you felt at the time.
What happened?
_________________________________________________________________________
_________________________________________________________________________
What were your beliefs, emotions, and behavior at the time?
_________________________________________________________________________
_________________________________________________________________________
Thinking back to the event, do you attribute it as“entirely my own fault” or “others’ fault”?
Please write down your analysis.
_________________________________________________________________________
_________________________________________________________________________
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(D) Session: Fourth Session
Theme: Beliefs and Attribution Formation
Aim: To learn the “Four Steps to Truth” to reveal group members’ personal beliefs.
Activity
Homework Sharing: “Internalized and Externalized Thoughts”
Duration
30 minutes
Objective
1. To teach members to recognize whether their thinking pattern is internalized or externalized
and what the effect is.
2. To explore members’ internalized and externalized thinking patterns in depth, as the basis
for exploring irrational beliefs.
Procedure
1. Members take turns to share their homework assignments.
Sharing points:
• In your personal experience, how do internalized and externalized attributions appear?
• How it feels when internalized and externalized beliefs appear?
• The effects of internalized and externalized beliefs.
2. Workers should give support and encouragement to members, and give credit for their
sharing and valuable comments.
Materials
Small Rewards
Activity
All About Truth
Duration
45 minutes
Objective
1. To learn the concept of the “Four Steps to Truth”, and to understand the cognitive structure
underlying the systematic receiving and processing of information.
2. To let members appreciate the advantages of CBT.
Concept
People's beliefs about and emotional and behavioral responses to an event represent the
basic concepts of CBT. Using the videos of the model situations provided in the educational
set, members can observe the process of the event and different emotional and behavioral
responses, so that they can understand the thoughts and beliefs behind them. Through this
activity, members can learn some of the theory together with concrete examples, to increase
their engagement in the group.
Procedure
1. Workers explain the concept of the “Four Steps To Truth”.
Content:
• Event: ♦ represents the process of an event.
• Belief: ♣ represents their personal thoughts about the event.
• Emotion: ♥ represents their feelings about the event.
• Behavioral response: ♠ represents the consequences of the event or response.
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2. Play the short video: “Someone grabbed my potato chips” (please refer to the DVD, Part II
– Scenario 8: Someone grabbed my potato chips). Members are divided into groups, using
the concept of “Four Steps To Truth” to analyze the character's beliefs, emotions, and
consequences.
3. After writing them down, members report the results to the group.
Explanation:
• Different people have different points of view of the same event.
• The cause and effect of beliefs and behavior: beliefs affect emotions and the subsequent
behavioral response directly.
Materials
Playing cards
“Four Steps to Truth” hint cards (Group Material)
Activity
Debriefing and Distribution of the Homework: “Finding Your Personal Truth”
Duration
15 minutes
Objective
To apply the concept of “Four Steps To Truth” in personal experience.
Concept
Through the video, members will learn about the relationships between events, beliefs, and
emotional and behavioral responses and apply the concept to daily life. They will try to use
the four steps to analyze their own responses and how they get along with others, and to
consolidate their understanding of CBT and its application.
Procedure
1. Debrief on workers’ observations and praise each member's performance.
2. Explain the home work assignment – “Finding Our Personal Truth”
Materials
“Finding Your Personal Truth” worksheet (Homework Assignment)
Remarks
1. The focus of this session is on letting students understand the importance of thoughts and beliefs. From the
four different emotional and behavioral responses in the video, we can deduce their thoughts and interpretation
of the events. Members should find it easier to express themselves when the analysis is not personal to them.
Therefore, workers should prepare personalized homework for them.
2. Some members may mix up “response” and “thought”; for example, they may mistakenly identify the behavior
“want to cry” as a thought. Therefore, workers should use open-ended questions, such as “Why do you want to
cry?” to help members understand the thoughts behind the behavior.
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Name：____________________
Fourth Session Group Materials:
Hint Cards for the
“Four Steps to Truth”
◆
♣
Event
Belief
◆
♠
♣
♥
Behavioral
response
♠
Emotion
♥
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Fourth Session Homework Assignment:
Name：____________________
Finding Your Personal Truth
At the time, you could see and hear…
◊
Please write down something
that makes you blame
yourself or blame others:
_______________________
_______________________
_______________________
_______________________
_______________________
At the time, you felt...
♡
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At the time, your thoughtswere…
♧
What was your final response?
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Treatment Group - Passive Victims
(E) Session: Fifth Session
Theme: Understanding old attribution patterns and distinguishing irrational beliefs.
Aims: 1. To distinguish individual irrational beliefs and motivate people to change.
2. To build up members’ mutual trust and a supportive atmosphere and to promote their motivation and
confidence to change.
Activity
Homework Sharing: “Finding Your Personal Truth”
Duration
15 minutes
Objective
1. For each member to share his/her internalized and externalized attribution pattern.
2. To understand belief attributions to enhance individual growth.
Concept
Members can observe and understand their own attribution patterns and gain some
knowledge about other members’ irrational beliefs.
Procedure
1. Members take turns to share their homework, “Exploring Personal Truths”, and encourage
others to give feedback.
Sharing points:
• Discuss the truth of the event, personal view, feeling, and behavioral response.
• Is the cause of the event attributed to internal or external factors?
• What is the effect of internalized and externalized attributions on interpersonal
relationships, emotional status, and consequences?
2. Workers give praise to members who finished their homework and are willing to share.
Activity
Different Perceptions of the Truth
Duration
15 minutes
Objective
To understand that different people have different points of view. Through sharing, we can
broaden students’ thoughts.
Concept
Because members tend to see things from only one perspective, the aim of this activity is to
broaden their thinking patterns and encourage them to view things from different angles. The
visual illusions can help them understand that different people have different views, even of
the same picture, to emphasize the fact that subjective thoughts are not the overall truth.
Procedure
1. Workers present the visual illusion pictures.
2. Members divide into two groups and each group takes turns to say what they see in the
picture and from which angle.
3. The more the pictures are presented from different angles, the more marks will be given.
Explanation:
• Assess the surroundings and decide which angle to use.
• Each person will choose an angle that relates to their own experience.
• To let members see the advantages of viewing things from different angles.
Materials
Laptop, Illusion PowerPoint and illusion pictures
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Activity
Distinguishing Irrational Beliefs
Duration
45 minutes
Objective
1. To increase members’ knowledge about the attribution pattern underlying their irrational
beliefs.
2. To emphasize the meaning and importance of changing irrational beliefs and build up their
motivation to change.
Concept
The previous activities have gradually taught members to see how the outcome of an event
is affected by thoughts. In this activity, members can identify different types of irrational
beliefs and how they affect social and interpersonal relationship through different hypothetical
situations.
Procedure
1. Workers should read the instructions in the DVD user guidelines (Chapter 9, Book 1/2) in
advance, to grasp the content of the DVD and the thoughts and situations behind the four
responses. Then, choose one video that best suits the characteristics of the group.
2. Divide members into two groups to discuss the thoughts and feelings of the character, and
the possible consequences, and then report back to the whole group.
3. Workers help members to identify and clarify irrational beliefs.
4. To encourage members to share their personal experiences and their self-analysis of their
irrational beliefs.
Materials
Chosen DVD
Activity
Debriefing and Distribution of the Homework: “Close-up to Irrational Beliefs”
Duration
15 minutes
Objective
1. To let members reflect on their old attribution patterns and irrational beliefs, increase their
awareness of personal cognitions, and motivate them to change.
2. To reflect on their personal irrational beliefs and how they affect their emotions and social
life, to eliminate old thinking patterns and increase their determination to change.
Procedure
1. Workers debrief on the performance of each member and compliment them on their
participation.
2. Explain the homework assignment – “Close-up to Irrational Beliefs”.
Introduction to homework: members record events along with their irrational beliefs and
assess how these affect their emotions and interpersonal relationships, and finally let
members express their willingness to change.
Materials
“Close-up to Irrational Beliefs” worksheet (Homework Assignment)
Remarks
1. Because this sharing is about personal experience, workers need to create a supportive atmosphere and
emphasize that the purpose of the assignment is to promote self-understanding and growth.
2. Workers should praise members who are willing to share.
3. If members are very passive, workers can divide them into smaller groups (e.g. two groups of four) for sharing,
and reconvene the whole group at a later stage.
4. If necessary, workers can share their own experiences and let members understand that it is part of the process
of growing up, to avoid them feeling guilty.
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Name：____________________
Fifth Session Homework Assignment:
Close-up to Irrational Beliefs
1. Please give an example of events that have happened because of your irrational beliefs.
Event:
Belief:
Emotion:
Behavioral Response:
2. To what degree did this belief negatively affect your communication with others? (1: not at all affected; 10:
strongly affected)
1 —— 2 —— 3 ——4 —— 5 ——6 —— 7 —— 8 —— 9 ——10
What was affected: _____________________________________________________________
3. To what degree did this belief negatively affect your emotions? (1: very little; 10: strongly affected)
1 —— 2 —— 3 ——4 —— 5 ——6 —— 7 —— 8 —— 9 ——10
What effect did it have:___________________________________________________________
4. Do you want to change this belief? (1: Not willing to at all; 10: very willing to)
1 —— 2 —— 3 ——4 —— 5 ——6 —— 7 —— 8 —— 9 ——10
Why?_________________________________________________________________________
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(F) Session: Sixth Session
Theme: Getting rid of old attribution patterns and understanding irrational beliefs
Aims: 1. To distinguish individual irrational beliefs and attributions.
2. To increase members’ motivation to challenge and discard negative thinking patterns.
Activity
Homework Sharing: “Close-up to Irrational Beliefs”
Duration
30 minutes
Objective
1. To develop an in-depth understanding of how attribution patterns develop.
2. To distinguish individual irrational beliefs and attribution patterns.
3. To motivate members to change old thoughts and attribution patterns.
Procedure
Members share their homework “Close-up to Irrational Beliefs”.
Sharing focus:
1. Workers should notice how members interpret their irrational beliefs and the effect on
interpersonal relationships and emotions, then further investigate the relationship between
selective attention and irrational beliefs.
2. Consider the degree to which irrational beliefs affect emotions and interpersonal
relationships.
Activity
Twelve Irrational Beliefs
Duration
45 minutes
Objective
1. To provide examples of the twelve irrational beliefs.
2. To understand the characteristics of each irrational belief.
3. To understand and refute extreme beliefs.
Concept
This session will teach members to identify the twelve irrational beliefs and think about their
own irrational beliefs.
Procedure
1. Workers explain the twelve irrational beliefs.
2. Members are divided into two groups, A and B, to take part in a role-play. Group A plays
the role of someone with an irrational belief and Group B will guess what the irrational
belief is.
3. The group with the most correct answers will receive a reward.
Explanation:
• Observe members to find out what clues they use to identify irrational beliefs.
• When they are faced with irrational beliefs and behavior, how do they feel?
• Guide members to share an everyday example.
Materials
“Twelve Irrational Beliefs Contest” worksheet (Group Worksheet)
Role-play instructions
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Activity
Debriefing and Distribution of the Homework: “Twelve Irrational Beliefs”
Duration
15 minutes
Objective
1. To strengthen members’ cognition of their irrational beliefs.
2. To identify and write down their rational beliefs.
Concept
To let members inspect their own irrational beliefs, and to reflect and think in a rational way.
Procedure
1. Debrief on workers’ observations of members.
2. Explain the homework: “Twelve Irrational Beliefs”.
• Ask members to pay attention to which of the 12 irrational beliefs appears most often
and record the number of times it occurs.
• Encourage members to question and challenge their irrational beliefs so that they can
analyze events rationally and change their old beliefs.
Materials
“Twelve Irrational Beliefs” worksheet (Homework Assignment)
Remarks
1. As there are twelve irrational beliefs, members need to observe and understand them carefully. Workers must
understand each of the irrational beliefs thoroughly so that they can describe them vividly. Workers can use roleplay to illustrate the twelve different messages, otherwise members may not understand them and become bored
by the lengthy readings.
2. Because this session requires a lot of time and effort, workers should emphasize that if members can finish this
assignment they will receive a good reward.
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Name：____________________
Sixth Session Group Worksheet:
Twelve Irrational Beliefs Contest
The following are examples of the twelve irrational beliefs (Ellis, A. (1977).
Belief: I must be loved by
significant others for almost
everything I do.
Example: No matter what I do,
there is no one who loves and
appreciates me. I am useless.
1
Belief: Certain acts are awful or
wicked, and people who perform
such acts should be severely
punished.
Example: He often plays tricks
on others; he deserves to be
punished.
Belief: If something is or may
be dangerous or frightening,it is
normal to be terribly upset and
endlessly obsess about it.
Example: People have freedom
of speech, so we can't control
what they say.
Example: I must carry this bag
all the time, otherwise I will lose
it.
Belief: We absolutely need
something stronger or greater
than ourselves on which to rely.
Belief: We should be thoroughly
competent, intelligent, and
successful in all possible
respects.
Example: If I am not with Nobita,
I am bound to fail.
7
Example: Nothing I do
issuccessful; I am useless.
8
Belief: Human happiness can be
achieved by inertia and inaction.
Example: I can't even do well
in Chinese composition;I am
useless.
Example: There is no point in
thinking too much. Things are
okay and there is no need to
change.
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3
Belief: It is easier to avoid than
to confront life's difficulties and
responsibilities.
Example: No matter what I do, I
am still unpopular, so it is better
for me to ignore others.
5
Belief: We must have certain and
perfect control over things.
10
Example: If I’m not promoted to
Form 4, I am doomed to fail.
2
Belief: Human misery is
invariably externally caused and
is forced on us by outside people
and events.
4
Belief: It is horrible when things
are not the way I would like them
to be.
6
Belief: Because something once
strongly affected my life, itwill
affect itindefinitely.
Example: When I was in primary
school, I was isolated by others,
now the situation is the same in
secondary school.
9
Belief: We have virtually no
control over our emotions and
we cannot help feeling disturbed
about things.
Example: I’m unhappy andthere's
nothing I can do to change it.
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Role-Play Instructions
Situation 1:
In liberal study class, four people in the group are researching information, when suddenly the computer
crashes and all the information is lost. Tomorrow is the deadline – what will you do?
Belief of member A: We definitely need a stronger person to depend on.
Belief of member B: Unfortunate things are caused by others and circumstances; we can't change
anything.
Belief of member C: We should always worry that dangerous and unpleasant events will happen.
Belief of member D: We can't control our emotions.
Situation 2:
The school has organized an outbound competition and you are in a group of four. The competition
begins in about half an hour but you are lost – what will you do?
Belief of member A: We should punish people who do things wrong.
Belief of member B: To be a valuable person, everyone should be capable, wise, and successful.
Belief of member C: We will be happy if we are passive and lazy.
Belief of member D: Past events will not disappear; instead they will affect our present and future.
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Sixth Session Homework Assignment:
Name：____________________
Twelve Irrational Beliefs
Step 1: Try to circle the examples with irrational beliefs that are similar to yours. (1: not similar,
10: very similar)
Step 2: Please challenge the two irrational beliefs with the highest marks and state the reason.
1. Belief: I must be loved by significant others for almost everything I do.
Example: No matter what I do, there is no one who loves and appreciates me. I am useless.
1—2—3—4—5—6—7—8—9—10
Critical point:________________________________________________________________
2. Belief: Certain acts are terrible or wicked, and people who perform such acts should be
severely punished.
Example: He often plays tricks on others so he deserves to be punished.
1—2—3—4—5—6—7—8—9—10
Critical point:________________________________________________________________
3. Belief: It's horrible when things are not the way I would like them to be.
Example: If I’m not promoted to Form 4, I’m doomed to failure.
1—2—3—4—5—6—7—8—9—10
Critical point:________________________________________________________________
4. Belief: Human misery is invariably externally caused and is forced on us by outside people and
events.
Example: People have freedom of speech, so we can't control what they say or stop them from
saying hurtful things.
1—2—3—4—5—6—7—8—9—10
Critical point:________________________________________________________________
5. Belief: If something is or could be dangerous or frightening it is normal to be terribly upset and
endlessly obsess about it.
Example: I must carry this bag with me all the time, otherwise I will lose it.
1—2—3—4—5—6—7—8—9—10
Critical point:________________________________________________________________
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6. Belief: It is easier to avoid than to face up to life's difficulties and responsibilities.
Example: No matter what I do, I am still unpopular, so it is better for me to ignore other people.
1—2—3—4—5—6—7—8—9—10
Critical point:________________________________________________________________
7. Belief: We absolutely need something stronger or greater than ourselves on which to rely.
Example: If I am not with Nobita, I am bound to fail.
1—2—3—4—5—6—7—8—9—10
Critical point:________________________________________________________________
8. Belief: We should be thoroughly competent, intelligent, and successful in all possible respects.
Example: Nothing I do is successful; I am useless.
1—2—3—4—5—6—7—8—9—10
Critical point:________________________________________________________________
9. Belief: Because something once strongly affected my life, it will affect it indefinitely.
Example: When I was in primary school, I was excluded by others, and now the same thing will
happen in secondary school.
1—2—3—4—5—6—7—8—9—10
Critical point:________________________________________________________________
10. Belief: We must have certain and perfect control over things.
Example: I can't even do well in Chinese composition; I’m useless.
1—2—3—4—5—6—7—8—9—10
Critical point:________________________________________________________________
11. Belief: Human happiness can be achieved by inertia and inaction.
Example: There is no point in thinking too much. Things are okay so there's no need to change.
1—2—3—4—5—6—7—8—9—10
Critical point:________________________________________________________________
12. Belief: We have virtually no control over our emotions and we cannot help feeling upset about
things.
Example: I’m unhappy and there's nothing I can do to change it.
1—2—3—4—5—6—7—8—9—10
Critical point:________________________________________________________________
Ellis, A. (1977)
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(G) Session: Seventh Session
Theme: Refuting individual irrational beliefs
Aims: 1. To question old irrational beliefs and analyze them rationally.
2. To challenge members’ irrational beliefs and proceed to change them.
3. To explore members’ irrational beliefs in more depth, broaden their personal point of view, and develop
new rational beliefs.
Activity
Homework Sharing: “Twelve Irrational Beliefs”
Duration
25 minutes
Objective
To strengthen members’ cognition about their irrational beliefs and analyze them from
different angles.
Procedure
1. Members share their assignment – “Twelve Irrational Beliefs”.
Sharing points:
• Which irrational beliefs are similar to yours?
• Describe a relevant event that occurred during the past week.
• What effect did it have?
• What could you do differently to avoid the same problem in the future?
• What difficulties did you have in identifying or applying the new method?
2. Workers may give an extra reward to those who finished the assignment.
Activity
Three-Question Method for Broadening Beliefs
Duration
20 minutes
Objective
1. To understand the principles and function of the three questions.
2. To learn to use the three questions.
Concept
Challenging irrational beliefs and building up rational beliefs is an important part of CBT. One
of the techniques used to challenge beliefs is through questioning from workers. Because
the group members are still young, it is hard for them to fully grasp the theory. Therefore, we
simplify the technique into three questions (Wong, 2002): 1) Do you have evidence to prove
your belief is right or wrong?, 2) Is there any other possibility?, and 3) What advantage do
you have if you hold this belief? Members should be taught to question themselves to work
out if they have irrational beliefs. At the same time, workers will practice with members to help
them grasp the technique.
Procedure
1. Workers explain the principles of the “Three-Question Method for Broadening
Beliefs”(Group Material 1.1) technique and give a demonstration. "Example using the
Three-Question Method for Broadening Beliefs (Group Material 1.2)
• To find more evidence to support your own belief.
• To discover other possibilities.
• To find out the effect/function of these beliefs.
2. In group practice, use role-play to practice how to use the three question method and
broaden extreme thoughts.
Material
274
"Three Question Method for Broadening Belief ( Group Material 1.1)
"Example using the Three-Question Method for Broadening Beliefs (Group Material 1.2)
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Activity
Identifying Individual Beliefs
Duration
30 minutes
Objective
1. To strengthen members’ ability to use the three-question technique.
2. To challenge members’ irrational beliefs.
3. To help members consider other possibilities.
Concept
When members have gained some understanding of the three-question technique, workers
can begin to challenge members’ irrational beliefs. Therefore, workers will prepare cards
stating the irrational beliefs that have appeared in the group in the previous sessions.
Members will select their own irrational beliefs first, then use the three-question technique to
refute members’ irrational beliefs.
Procedure
1. Display all the “Individual Beliefs” cards and let members choose a card with a similar
belief to their own.
2. Group together members with similar beliefs.
3. Use the three-question technique to challenge “irrational thoughts”.
4. Use the three-question technique to build up rational beliefs.
5. Share their own beliefs and suggestions of how to broaden their thoughts.
Materials
“Individual Beliefs” cards (Group Material 1.3)
Activity
Debriefing and Distribution of Homework Assignment – “Broadening Individual
Beliefs”
Duration
10 minutes
Objective
To strengthen members’ ability to use the three-question technique in daily life.
Procedure
1. Choose an individual belief card as the goal for improvement.
2. Observe whether the irrational belief appears, and try to use the question technique to
broaden the belief.
3. Record the new rational belief to substitute the old belief and report them in the next
session.
Materials
“Broadening Individual Beliefs” worksheet (Homework Assignment)
Remarks
1. If members’ old beliefs remain strong, they will feel uncomfortable when facing the three-question technique, and
sometimes they will act defensively. When workers use the technique to question members, they should avoid
judging them and use other members’ views and suggestions to let them see other possibilities.
2. Workers should avoid judging members and should emphasize that “irrational beliefs” are very common.
Everyone has different beliefs and if they over-emphasize or stick firmlyto one belief it will have a negative effect.
Hence, we can use the three-question technique to help us avoid falling into negative beliefs and to broaden our
thoughts.
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Seventh Session Group Material 1.1:
Name：____________________
Three-Question Method for
Broadening Beliefs
1. Any evidence?
Logic?
Relationship between cause and effect?
2. Possibilities?
Other Reasons?
Others’ Beliefs?
3. What's the effect?
What's the advantage?
What's the disadvantage?
Will it be like that in the long run?
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Seventh Session Group Material 1.2:
Name：____________________
Examples Using the Three-Question
Method for Broadening Beliefs
The three-question method is used to dispute the 12 irrational beliefs below.
1. Belief: I must be loved by significant others for almost everything I do.
Example: No matter what I do, there is no one who loves and appreciates me. I am useless.
• Is there any evidence to prove that a useful person must be appreciated by others?
• If no one compliments you, could there be other reasons?
• What would other people think if they didn't receive appreciation and compliments from others?
• Is it possible to spend so much time worrying about what others think, that you fail to appreciate your own
abilities and achievements?
• What effect will it have if we define ourselves by how much we are complimented by others?
2. Belief: Certain acts are terrible or wicked, and people who perform such acts should be severely punished.
Example: He often plays tricks on others so he deserves to be punished.
• Is there any evidence to suggest that severe punishment is the most effective way to solve problems?
• After the punishment, does it mean that the person will feel regret and change their behavior?
• If you did something wrong, how would you expect others to treat you? (be fair/forgive you/accept you)
• What do others do to deal with and correct their mistakes?
• When someone makes a mistake and isn't punished, how do you feel? How does this belief and feeling affect
you?
3. Belief: It's horrible when things are not the way I like them to be.
Example: If I’m not promoted to Form 4, I’m doomed to failure.
• Is there any evidence to suggest that not achieving our goals is such a terrible thing?
• Is there any evidence to suggest that you can't be successful if you once failed at something?
• If others don't achieve their goals, what do you think their beliefs and resolution would be?
• Are there any other ways to continue trying to achieve your dreams and goals?
• If you aren't promoted to Form 4, what's the worst thing that could happen? What could you do to deal with it?
• If we continue to think of ourselves as a failure, what effect is it likely to have on us?
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4. Belief: Human misery is invariably externally caused and is forced on us by outside people and events.
Example: People have freedom of speech, so we can't control what they say or stop them from saying hurtful
things.
• Is there any evidence to suggest that unfortunate things are always caused by other people and
circumstances?
• Do you have any evidence that you can't change things?
• If others are being laughed at, how do they react? How do you think they feel?
• Although we can't control what people say, is there something else we can do to solve the problem?
• If you always think that you can't change things or stop bad things happening, what effect do you think it will
have on you?
• If you always believe that there are no solutions, what is the effect on you?
5. Belief: Something is or could be dangerous or frightening it is normal to be terribly upset and endlessly obsess
about it.
Example: I should carry this bag with me all the time, otherwise I will lose it.
• Is there any evidence to suggest that the thing you are worried about will happen again?
• Is it logical to think that the things you worry about will actually happen?
• Do others worry about these things like you do? How do they feel?
• If you worry too much, what effect will it have on you?
• When you worry, how does it make you feel and what do you do? Does it have any effect on you?
6. Belief: It is easier to avoid than to face up to life's difficulties and responsibilities.
Example: No matter what I do, I am still unpopular, so it's better for me to ignore other people.
• Is there any evidence to suggest that you are totally unpopular?
• Do you have evidence to suggest you will be accepted by others if you ignore them?
• Are there other people who like or welcome you?
• Is avoidance and escape the only solution? Is there any other possibility?
• If you always avoid the problem or ignore it, what effect will it have on you?
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7. Belief: We absolutely need something stronger or greater than ourselves on which to rely.
Example: If I am not with Nobita, I am bound to fail.
• Is there any evidence to suggest that we must depend on others to succeed?
• Have you had any successful experiences when no one has been there to help you?
• Why do other people not depend on stronger people to succeed? What do you think their beliefs might be?
• If the person is not there with you, what actually happens?
• If you always depend on others to be successful, what effect will it have on you?
8. Belief: We should be thoroughly competent, intelligent, and achieving in all possible respects.
Example: Nothing I do is successful; I am useless.
• Is there any evidence to suggest that everyone can solve every problem?
• Is there any evidence to suggest that one failure means you are useless at everything?
• Do you have any special skills or qualities?
• When others fail, how do they handle the situation?
• If you always expect yourself to have the ability to do and succeed at everything, what effect will it have on
you?
9. Belief: Because something once strongly affected our life, it will affect it indefinitely.
Example: When I was in primary school, I was excluded by others, and now the same thing will happen in
secondary school.
• Is there any evidence to suggest that the things that you worry about will actually happen?
• Is there any evidence to suggest that you are the same in the past and present?
• Is there anything you can do to try to change others＇ view of you?
• If others were in the same situation, how would they think? How do you think they would handle the situation?
• If you worry too much about past events, what effect will it have on you?
• If you always think about how past events have affected you, what effect will it have on your emotions and your
life?
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10. Belief: We must have certain and perfect control over things.
Example: I can't even do well in Chinese composition; I’m useless.
• Is there any evidence to suggest that not doing well in Chinese composition means you are useless?
• How do others define what's good/the best/perfect?
• Are your expectations of yourself reasonable? Might your expectations be beyond your ability?
• Does everyone think the same thing? If other people also did poorly in composition, what would they think?
• If you insist that you must always do well in everything, what effect will it have on you?
11. Belief: Human happiness can be achieved by inertia and inaction.
Example: There is no need point in thinking too much. Things are okay so there's no need to change.
• Is there any evidence to suggest that doing nothing can solve problems?
• If you don't care about anything, does it mean that good things will happen?
• Have you ever felt happy when you accomplished/overcame something?
• If you put all the problems together, would they automatically disappear?
• If you are always passive and lazy, what effect will it have on you?
12. Belief: We have virtually no control over our emotions and we cannot help feeling upset about things.
Example: I’m unhappy and there's nothing I can do to change it.
• Is it true that you can't control your emotions at all?
• Is there any evidence to suggest that you can solve problems without facing your emotions?
• When you encounter difficulties, is it easier to give up quickly?
• When others are unhappy, what are their beliefs? What methods do they use to handle it?
• If you ignore everything that's difficult, what effect will it have on you?
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Seventh Session Group Material 1.3:
Name：____________________
Individual Beliefs Card
1. I often worry about terrible things that might happen,
so I’m afraid to do anything or try new things.
2. People who do bad things should be punished.
3. Even though he only made one mistake, he is
always the bad guy and can't be trusted.
4. People who treat me badly should be punished.
5. I don't have any power to control my surroundings;
other people are stronger than me.
6. If I can't achieve my goals, I am a useless person.
7. Fate decides everything; there's nothing I can do to
control things.
8. I must take things seriously and can't make any
mistakes.
9. If you don't want people to ignore you, you must
always agree with them.
10. If no one appreciates me, I feel worthless.
11. Being isolated from the crowd is the safest way to
be.
12. I am afraid I can't reach my expectations. If I can't
achieve my goals I’m a failure.
13. I must have absolute control of everything around
me, otherwise I will feel unsafe.
14. Avoiding problems and responsibilities is better
than facing up to them.
15. No one listens to me because there's nothing about
me to be appreciated.
16. I need stronger people to help me, otherwise I can't
do anything.
17. I should be capable, wise, and successful. If there
is something I can't do, I must be incompetent.
18. No matter how hard I try, things always turn out the
same, so I might as well do nothing.
19. Past events have affected my life and they will
continue to affect me in the future.
20. We don't have the power to control our emotions,
so I can't help it if I’m not happy.
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Name：____________________
Seventh Session: Homework Assignment:
Broadening Individual Beliefs
The belief I would like to
broaden….
Three-Question Method for
Broadening Beliefs
Try asking yourself and answering the following questions. Please put a tick in the box once
you have answered the question.
1.
□Is there any evidence to prove that your belief is right and logical?
_________________________________________________________________________
2.
□Is there any other possibility?
_________________________________________________________________________
3.
□What’s the effect/function of this belief on me?
_________________________________________________________________________
Record a new belief and outcome:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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(H) Session: Eighth Session
Theme: Reinforcing and consolidating rational beliefs.
Aims: 1. To allow members to experience the positive feeling that comes from replacing their irrational beliefs with
rational ones.
2. To foster positive internal language and self-guidance to help members reinforce their rational beliefs and
application.
Activity
Homework Sharing: “Broadening Individual Beliefs”
Duration
15 minutes
Objective
To reinforce members’ ability to use the three-question technique.
Concept
Internalize the three-question technique as one of the steps in group members’ thinking
process.
Procedure
Members share their assignments.
Discussion points:
1. Review the examples of the three-question technique.
2. Members share how they have used the technique in the past week.
3. Try to replace members’ irrational beliefs with rational ones.
4. Discuss how to deepen the cognition process.
5. Workers praise members who finished the assignment and are willing to share.
Activity
“New Discoveries after Broadening Thoughts” – Role Play
Duration
30 minutes
Objective
To reinforce new, rational thinking patterns.
Concept
After members have identified more rational beliefs, workers need to help them to apply them.
Therefore, in this session, members will role-play both rational and irrational beliefs. They will
be asked to apply their new rational beliefs to the situation and think about how they could be
applied in their daily lives.
Procedure
1. Divide members into smaller groups of two or three people.
2. Members with similar irrational beliefs can be grouped together.
3. Workers will first play the role using irrational beliefs, then members will apply the threequestion technique and the chosen rational beliefs to communicate with workers.
Discussion points:
• How does it feel to use the three-question technique and rational beliefs?
• Ask members to share the difficulties they encountered in using the technique, and their
solutions.
• Discuss the difference between irrational and rational beliefs when applied to the same
event.
Materials
Rational Beliefs Cards (Group Material)
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Activity
Debriefing and Distribution of the Homework: “Discovering New Beliefs”
Duration
15 minutes
Objective
To strengthen members’ application of rational beliefs in their daily lives.
Concept
According to CBT, new beliefs need to be applied and tried out in different situations for them
to become internalized.
Procedure
1. Workers praise members’ performance.
2. Explain the homework assignment – “Discovering New Beliefs”.
In the assignment, members will record their application of rational beliefs during the
following week.
Materials
“Discovering New Beliefs” worksheet (Homework Assignment)
Remarks
1. When discussing the difficulties and failures that members encountered in using the three-question technique,
workers should pay more attention to those who are reluctant to share and lack confidence.
2. Workers should check if members’ chosen rational beliefs are appropriate for their situation, as some members
may choose new beliefs that are easy, but which may not necessarily help them to build up effective rational
beliefs.
3. Explaining how members should apply new beliefs is quite abstract; some concrete examples should be used for
elaboration and the use of role-play will help members to understand the concept better.
4. Encourage members to support and remind one another even outside the group, so that they can apply what
they have learned to school and daily life.
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Eighth Session Group Material:
Name：____________________
Rational Beliefs Cards
1. We can’t predict horrible things that may not actually
happen. We can change some things within our
ability, however, we can’t control unavoidable
disasters.
2. People who behave badly deserve an appropriate
punishment and fair judgment.
3. Everyone makes mistakes. However, just because
they behave badly once doesn’t mean they are the
bad guy forever.
4. I can’t change those people who treat me badly, but
I can control and change my view of the incident to
stop myself becoming unhappy about it.
5. I have the ability to control my beliefs and do things
to improve myself.
6. I can revise my expectations from this failure. I
appreciate my efforts and positive attitude.
7. I can control and change my beliefs about things to
make myself happy. Through trial and participation, I
can have fun and gain experience.
8. Everyone can make mistakes. It’s fine as long as we
do our best.
9. If you are sure about your decision, you should stick
to it and ignore others’ scorn.
10. I know how to value myself. I will appreciate my
effort and progress.
11. People need to cooperate and support one another.
The more people cooperate, the more powerful we
can become.
12. I will be disappointed if I can’t achieve my goals.
However, I am still successful as long as I have tried
my best.
13. We can’t control everything. Bad and good things
will always happen.
14. Avoiding difficult situations just creates more
problems. Solving the problem immediately will
avoid serious consequences.
15. I affirm my effort and improvements. I can change
my shortcomings and at the same time I can
appreciate my good points.
16. I have the ability to try to solve problems.
17. Sometimes I will fail and make mistakes, but we
can learn a lot from our failures and then make
improvements.
18. If you don’t try, you lose the chance of things
working out. If I try to get to know different people
and experience new things, I might find people that I
like and discover things that I enjoy.
19. The effects of past events are part of my
experience and I will use them as reminders and
references.
20. How we view things will affect our emotions.
Holding rational beliefs will lead to positive emotions.
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Name：____________________
Eighth Session Homework Assignment:
Discovering New Beliefs
Your old belief is belief number______________
This week, try to apply a new rational belief and record the event:
________________________________________________________________________________________
First rational belief:
Result
1:
If the new rational belief is not appropriate, do you have any other rational beliefs that you could try?
________________________________________________________________________________________
First rational belief:
Result
1:
When you tried using the two beliefs, what difficulties did you have?
________________________________________________________________________________________
Of the two beliefs mentioned above, which is more suitable for you, and why?
________________________________________________________________________________________
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(I) Session: Ninth Session
Theme: New beliefs and behavior
Aims: 1. To experience positive emotions and behavior from rational beliefs.
2. To affirm members’ positive qualities and potential.
3. To learn how to perform and behave like a leader.
Activity
Homework Sharing: “Discovering New Beliefs”
Duration
30 minutes
Objective
To strengthen the use of rational beliefs in daily life.
Concept
According to CBT, new beliefs need to be applied and tried out in different situations for them
to become internalized.
Procedure
Group members share their homework assignments.
Discussion points:
1. New experiences and feelings about applying rational beliefs.
2. What is the difference between the two rational beliefs?
3. Which rational belief is more suitable?
4. Difficulties encountered in applying rational beliefs.
5. Workers praise members who finished their assignment and are willing to share.
Activity
Turning Over a New Leaf
Duration
40 minutes
Objective
1. To encourage members to appreciate and change themselves.
2. To affirm their abilities and beliefs.
3. To enhance self-confidence.
4. To change members’ passive self-image into the positive identity of a future leader.
Concept
Rational thoughts are used to encourage passive victims to make behavioral changes and
enhance their social and communication skills.
Procedure
1. Distribute the “Turning Over a New Leaf” form to members.
2. Members choose a designated behavior they are willing to try.
3. Role-play the designated behavior.
4. Observe members’ performance and skills.
5. Use sharing and feedback to enhance social and communication skills.
Explanation:
• What difficulties do members experience when applying the new behavior?
• What are their thoughts and emotions when applying these social skills?
Materials
“Turning Over a New Leaf” form (Class Assignment)
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Activity
Debriefing and Distribution of the Homework: “Turning Over a New Leaf”
Duration
20 minutes
Objective
To apply newly-learned social skills through role-play.
Concept
Members will apply their social, self-expression, and problem-solving skills to their
interpersonal relationships.
Procedure
1. Workers should compliment members on their involvement in the group.
2. Explain the assignment:
• In the coming week, members should record a new behavior they have tried.
• They should also record their thoughts and emotions in applying the skills.
Materials
“Turning Over a New Leaf” Worksheet (Homework Assignment)
Remarks
1. In the sharing session, workers should emphasize that events and situations that have already happened are in
the past, and encourage members to “turn over a new leaf”.
2. Members should be given enough time to role-play their social skills and performance.
3. Workers should affirm members’ good points and their grasp of new skills. For example, note when members’
speak clearly, make appropriate eye contact, and use natural gestures.
4. Members can be matched in groups to encourage them to participate in more activities, such as giving greeting
cards.
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Name：____________________
Ninth Session Class Assignment 1.1:
Turning Over a New Leaf
For the following items, please place a tick in the box to indicate a behavior that you are willing
to try.
□
1.
Say hello to someone that you don’t know
2.
Talk to others actively
3.
Express your feelings directly
4.
Forgive someone who has been unkind to you
5.
Express your opinion to someone else
6.
Share you expectations of another person
7.
Smile in a friendlyway
8.
Communicate using eye contact
□
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Name：____________________
Ninth Session Homework Assignment :
Turning Over a New Leaf
For the following items, please tick a behavior that you are willing to try.
How can you achieve this?
____________________________________________________________________________
____________________________________________________________________________
1. I appreciate my (
)
□
□
3. Appreciate your own efforts □
4. Keep an optimistic mind when facing failure□
5. Have the courage to face problems □
6. Let go of things that make you unhappy □
7. Do something to relax yourself □
8. Say hello to someone you don’t know □
9. Talk to people actively □
10. Express your feelings actively □
2. Assess my expectations and plan new goals
11. Forgive someone who has been unkind to you
12. Tackle a new challenge
□
13. Face unfortunate things bravely
14. Try to face up to difficulties
□
□
15. Accept your own limitations and shortcomings
□
17. Express your views actively □
18. Share your expectations actively □
19. Smile in a friendly way □
20. Communicate with eye contact □
16. Accept something you can’t control
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(J) Session: Tenth Session
Theme: New strengths
Aims: 1. Reinforce social skills, self-expression, and communication skills.
2. Appreciate and reinforce members’ internal strength.
3. To let members know that successful experiences can be a turning point in life.
4. Provide tips for building on the foundations of the group and preventing relapse.
Activity
Homework Sharing: “Turning Over a New Leaf”
Duration
15 minutes
Objective
To encourage members to apply their new social skills in daily life.
Concept
Members should apply their social, self-expression, and problem-solving skills in their
interpersonal relationships.
Procedure
1. Members share their homework assignments.
Discussion points:
• Group members share how they applied their new behavior this week.
• Evaluate their feelings about the task and their emotional response.
• Emphasize the difficulty of the task and focus on the difference between the result and
what they expected to happen.
2. Workers should praise and give rewards to members to encourage them.
Activity
Preventing Relapse
Duration
15 minutes
Objective
1. After completing the course, members can use the “Preventing Relapse” cards to remind
them to use rational beliefs.
2. To prevent members from forgetting the content of the course.
3. Debrief on the beliefs and skills of the group.
Concept
Individual rational beliefs and talents are recorded on cards in a simple format. According to
CBT, members should keep the card in their wallet as a reminder.
Procedure
1. Workers distribute the “Preventing Relapse” card.
• Remind members of their strong points.
• Remind them of the three questions about irrational beliefs (evidence, other possibilities,
and effects), to strengthen members＇ ability to challenge irrational beliefs and develop
more rational beliefs.
2. Members read the “Preventing Relapse” card individually, to consolidate their learning and
to prevent relapse.
Materials
Preventing Relapse Card (Group Material 1.1)
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Activity
Introduction and Application of the “I-Message”
Duration
25 minutes
Objective
1. To enhance social and language skills.
2. To strengthen self-expression skills.
Concept
Passive victims lack self-expression skills and cannot easily communicate their feelings to
others. Learning to use “I-Messages” can help members to express their expectations clearly
and become more assertive.
Procedure
1. Workers explain the structure of the “I-Message” and distribute the cards.
2. Members are divided into two groups and workers provide the groups with different social
situations.
3. Each member needs to set a suitable expectation and behavior for each situation.
4. Each group will take part in a role-play using the “I-Message” to cope with the social
situations and guess the response from others.
• Learn basic social communication skills.
• Greet each other actively.
• Use eye contact.
• Keep a suitable distance.
• Use natural body language.
• Speak gently and at a suitable pace.
• Use “I＂ to start sentences and express your own feelings and views.
• Express your own expectations and views.
5. Workers give feedback to members’ on their use of language and expression.
Reflection points:
• What expectations (tone, manner, pace, and distance) do you have when you
communicate with others?
• What benefits are there from using an appropriate tone, manner, and “I-Message＂
when communicating with others?
• When expressing your feelings and thoughts in this way, how does it feel different from
the old pattern?
• How can you make others understand you better?
• What do you find difficult when applying the “I-Message＂?
• In what situations can you use the “I-Message＂?
Materials
“Social Skills” worksheet (Group Material 1.3)
"i-Message" Reminder Cards (Group Material 1.2)
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Activity
Appreciating Others’ Strengths
Duration
20 minutes
Objective
To ensure members leave with a successful experience and are motivated to make future
improvements.
Concept
As the ten sessions will soon be over, members should affirm one another's contributions and
performance.
Procedure
1. Each member takes turns to become the “Star” and accept compliments from the rest of
the group.
2. Workers should demonstrate first and talk about each member's positive qualities and
improvements. They should focus on individuals’ manner, contribution, and involvement in
the group, not their ability.
3. When the “Star” accepts others’ compliments, they should share their feelings and
experience.
Activity
My Expectations for the Future
Duration
15 minutes
Objective
To encourage members to set goals and accomplish them confidently.
Procedure
1. Distribute the “My Goal” worksheet.
2. Members share their goals and plans.
Materials
“My Goal” worksheet (Group Material 1.4)
Remarks
1. This is the last session so workers need to emphasize the changes and improvements that members have made
throughout the course.
2. Workers should also remind members to apply what they have learnt to their daily lives and develop a habit of
self-reflection to avoid reverting to their irrational beliefs.
3. To emphasize the use of the “Preventing Relapse” card and suggest members put it in a noticeable place.
4. After ten sessions together, members will have become good friends and this should help them to maintain a
supportive group.
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Name：____________________
Tenth Session Group Material 1.1:
Preventing Relapse Card
________________ ’s
(*write down member’s irrational beliefs)
Leadership reminder
My good points:
1.Evidence:
(*write down members’ good points/merits)
I can find a new rational belief
2. Possibility:
3. Effect:
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Tenth Session Group Material 1.2:
Name：____________________
“I-Message” Reminder Cards
Steps:
1. Use “I” to start the sentence.
2. Express your feeling and emotion.
3. Express your expectation.
I feel…. (Feeling/emotion)
I think/I want…. (Individual Expectation)
Example:
1. I feel unhappy when I’m not respected by others.
2. I feel sorry this has happened, but I can’t help you.
3. I feel angry. I want to be treated fairly over this.
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Name：____________________
Tenth Session Group Material 1.3:
Social Skills Worksheet
Situation:_____________________________________________
Please record different social skills that members can apply and tick those that are used.
3.
□
“I-Message” □
Listen actively □
4.
Respond by nodding head
5.
Express empathy
6.
Know how to refuse others
1.
2.
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Tenth Session Group Material 1.4:
Name：____________________
My Goal
What goal do you want to achieve in the future? Even if it seems
trivial, make your plan today and work hard to make it happen!
1. My goal is:
_____________________________________________________________
______________________________
2. What this goal means to me:
_____________________________________________________________
______________________________
3. What skills and experience do I have that will help me meet my goal?
_____________________________________________________________
______________________________
4. My action will be:
_____________________________________________________________
______________________________
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IV. Case Studies
In this section, some of the above-mentioned activities are selected and described in detail with concrete, reallife examples, including the group process, case description, and workers’ analysis of each activity. For better
understanding, the sessions are grouped into four stages: first meeting, initial stage, early-midstage, late-midstage,
and late stage.
1. First Meeting of the Treatment Group
First Session: “My Expectations of the Group”
Group Activities: Session 1
(Please refer to the DVD, Part III, Proactive aggressors – 1. First meeting of the treatment group)
Group process and case description
The atmosphere was very quiet in the first session of the treatment group. Most of the members were quite passive
and felt distant from the group (both workers and other members), and were lacking a sense of security and
confidence. Most of those who participated in the group were not particularly eloquent. They were generally quiet
and responded only with a nod, and seldom interacted or communicated with other members. Workers designed a
number of warm-up activities, such as the “matching cards”, to promote interaction between members, but found
some members were more reserved than others. Man was not active and did not want to participate in the activities.
It is important for workers to actively encourage and praise the positive behavior of members.
In the “My Expectations of the Group” activity, workers gave a human-shaped worksheet to each member to draw
their own faces on and to write down their expectations for the group. Many members chose not to draw their faces
or only drew small eyes or mouths, and rarely put down their expectations for the group. Most of them did not know
their objectives in joining the treatment group, nor did they show any interest in their surroundings. Therefore,
when asked about their expectations for the group, the usual answer was “I don't know”. At this point, workers
collected members’ human-shaped worksheets and read out their expectations. Their expectations were, for
instance, to complete the treatment group and to cooperate with other members. Quite a few members emphasized
the importance of members abiding by the rules of the group, and paying attention during group activities.
Workers need to create a safe environment for members to share their thoughts, thus it is important to stress the
confidentiality of the group.
Workers’ analysis
From a behavioral point of view, most of the passive victims lacked self-confidence and preferred to take the role of
spectator at the start of the treatment group. They were passive and withdrawn most of the time, so workers must
adjust their initial expectations of members, and give them enough space to choose to participate in the activities
so that they feel secure and respected. Because they were less expressive verbally, workers paid more attention to
their facial expressions and actions (non-verbal cues). When members showed positive behavior, such as actively
expressing themselves, or helping and encouraging others, workers praised them immediately.
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Because passive victims feel emotionally lower than aggressive victims, the atmosphere of the group was generally
calm. The participants were sensitive to their surroundings, and appeared to be depressed and insecure. Workers
should make more eye contact with members to make them feel valued and accepted. At the same time, workers
need to pay attention to their own non-verbal cues, and whether they are able to address members’ needs.
As passive victims are generally insecure, it is better if workers use the same room for each session so that it
becomes a familiar environment. They should also create a secure and trusting group atmosphere, by reiterating
the confidentiality of the group, and encouraging and appreciating members’ efforts in participating and sharing.
Moreover, workers could consider additional group activities to increase the level of trust and bonding between
members.
Workers could see that passive victims were less motivated to participate in group activities than aggressive
victims. The design of the activities should therefore take into consideration the characteristics of passive victims.
Members should be given enough freedom and choice to express themselves, for example through nonverbal
activities such as writing or drawing. When workers asked members to draw their faces on the human-shaped
worksheets, many of them drew only small eyes and mouths, which revealed members’ poor self-image and low
self-esteem. Therefore, even though they had been selected for the leadership-training program, they had difficulty
in believing they had the potential to be leaders. Although they did not have many expectations of the treatment
group, they would abide by the rules of the group. Workers’ sincerity and sense of acceptance also helped to
increase members’ motivation to participate in group activities.
2. Initial Stage of the Treatment Group
First Session: Animal-Metaphor Psychological Test
Group Activities: Session 1
(Please refer to the DVD, Part III, Passive Victims – 2. Initial stage of the treatment group, and 3. Explanation by Dr.
Annis Fung)
Group process and case description
Workers used the “Animal-Metaphor Psychology Test” to arouse members’ self-awareness and understanding.
Members chose from a selection of animal pictures and were asked to describe the characteristics that they shared
with their chosen animals. This exercise can be used to foster interaction and understanding among members.
Each member carefully made their selection, and shared the reasons behind their selection. Workers should
observe the selection process carefully. Some members might not be able to find an animal that best represented
them from the pictures provided. In this case, workers could invite these members to describe the animal that best
represented them. Because most members were not good at expressing their needs, workers’ observations and
sensitivity can help to strengthen the trusting relationship between members and themselves, and ensure members
feel respected.
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The members were all able to choose an animal with a similar personality to their own. Most members chose
turtles or rats to represent themselves. Man selected a turtle to represent her, and when workers asked Man
why, she was reluctant or did not know how to express herself. However, after repeated encouragement from
workers, Man remarked that the turtle shell could be used to protect her and give her the sense of security that she
needed. Man's effort not only encouraged others members to try to express themselves, it also strengthened the
interaction among members. When workers invited Sum to share her choice of animal and the reason behind it,
she was able to express herself calmly and informed the group that she felt like a rat because, like her, it runs away
from difficulties. Workers should praise members for their courage in expressing themselves. Such recognition
encourages members to share themselves more freely in the group.
Workers’ analysis
In comparison with aggressive victims, passive victims needed more time to adapt to the group environment and
to participate in the group activities, or to talk about their experiences of being bullied in school. Therefore, workers
should bear in mind these characteristics when designing the group activities. Workers should pace the activities
according to members’ progress and not rush into debating their beliefs, which would only induce their anxieties
towards the group. Because passive victims feel uneasy and distant in a group setting, workers should encourage
them to share and appreciate themselves, emphasize their uniqueness, and help them to identify their own positive
qualities through group activities.
To reduce members’ anxiety about self-disclosure, workers used the animal-metaphor psychology test to allow
members to choose an animal picture to describe them instead of analyzing their personalities directly. Members
were all able to choose an animal that had similar personalities to theirs. Most members chose turtles or rats to
represent them, and Man selected a turtle to represent her, which reflected her impression of herself. People's
general impression of turtles is that they are slow or timid, and for Man the turtle's shell could be used to protect
her and increase her sense of security. We could see Man was full of anxieties; she was afraid of the external
world and had a strong sense of self-protection. This was consistent with the data from the pre-test. Man's anxiety/
depression index was rather high, and she often felt bullied by peers. The other member, Sum, felt that she shared
a similar personality to a rat. Whenever she encountered difficulties, she ran away quickly like a rat, without others
noticing. Sum was also full of anxieties and worries, and she often chose to run away from her difficulties. Through
the use of animal pictures, workers could understand members’ usual emotional and behavioral responses, and
their communication patterns.
Third Session: “We are All Different”
Group process and case description
After members had begun to understand their emotional and behavioral responses, they started to distinguish their
internalized and externalized attribution patterns. Workers introduced these attribution patterns with the use of
situational questions and most of the members were able to distinguish the type of attribution in a given situation. In
the situation, “You knew everyone in the class had planned an outing after the exam but you were not invited”, Man
remarked that she often had internalized attributions and believed she was excluded by others. Man believed she
was not invited to the outing because she was always excluded and the situation could never be changed.
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Later, Man shared an experience of being bullied at school. She had lent money to another student to buy snacks
during recess, but the student then refused to pay her back. She believed the student did not pay back the
money because she was known as a timid person, so others took advantage of her. She blamed herself for all the
unfortunate things that happened to her. The activity helped Man to realize she had an internalized attributional
style.
Workers’ analysis
The situational questions and responses were designed in accordance with the events described by members, to
help them distinguish between internalized and externalized attributions. Many members realized that they had a
tendency to internalize attributions. For example, Man's cognitive structure in the hypothetical situation reflected
her tendency to internalize attributions. Her interpretation of the incident was that she was excluded because she
was no good, unpopular, and not liked by others. Man again attributed the negative situation internally when she
recalled it during the sharing session. We could see Man was used to internalizing her attributions. In subsequent
sessions, workers helped members to broaden their thinking horizon and see things from different perspectives.
We could see how passive victims were different from aggressive victims. Man would not retaliate with aggressive
behavior but blamed herself for things that happened. Therefore, she only scored two points on both the aggressive
behavior index and the reactive aggressive index in the pre-test.
The treatment group was still at an early stage and the time allocated to group sharing gradually increased over
the coming sessions, and the content became more in depth. Workers should demonstrate unconditional positive
regard and a non-judgmental attitude towards each member, and not criticize members’ attribution patterns.
3. The Early-Mid Stage of the Treatment Group
Fourth Session: “All about Truth”
Group process and case description
After the introduction of the ABC concept, workers used a situational question to develop members’ understanding
of their own beliefs, behavioral, and emotional responses. The situation was: “The teacher organizes students
into groups for project work in an English class…”. Many members considered themselves “Not popular. I live in
a different world from others, ”and “Others won't want to be in the same group with me, they despise me” (belief).
They would be disappointed and feel sad and confused; they would avoid taking the initiative and instead wait for
the teacher to make the arrangement for them. Like other members, Man thought the whole class disliked her. She
remarked that she had very few friends when she was at primary and secondary school. She dared not share her
feelings with other students and was afraid she could not keep up with their conversation; she seldom interacted
with others and, even when talking, she would not dare to look them in the eyes. Therefore, she spent her recess
and lunch break alone every day.
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Workers’ analysis
After members had learnt about internalized and externalized attribution, workers would begin to introduce the ABC
concept to help members detect their irrational beliefs. Most members were able to comprehend the relationship
between event, belief, emotional, and behavioral responses, but sometimes they would confuse the “behavioral
response” and the “belief”. For example, they easily mistook the behavior “wanted to cry” as a belief. Therefore,
workers must assist members in exploring their underlying beliefs in more depth.
Workers noticed that Man began to express her belief through the activity. Cognitively, she believed she was not
good enough so no one would want to talk to her –an idea that had developed in primary school. She was rather
passive and rarely took the initiative to make new friends. She did not have confidence in her appearance, and
neither her academic performance nor her extra-curricular activities performance was outstanding. She was seldom
given recognition or praised by her parents, so had no self-value. Because of these reasons, she found it difficult to
interact with others, and had become a loner.
Fifth Session: “Different Perceptions of the Truth”
Group Activities: Session 5
(Please refer to the DVD, Part III, Passive Victim – 4. Early mid-stage of the treatment group, and 7. Explanation
by Dr. Annis Fung)
Group process and case description
Once members had understood their attribution patterns and had a basic understanding of their irrational beliefs,
workers utilized the “optical illusion images” to broaden members’ thinking horizon and stimulate their motivation
to change. Workers invited members to share the characteristics of the animals that they chose in the “AnimalMetaphor Psychology Test” in Session 2. This time, however, workers encouraged members to explore the different
personality traits of the animals and themselves from different perspectives. The purpose of the activity was for
members to realize that subjective truth is not the whole truth, and that they had many personality traits that were
yet to be discovered. Man's group chose a turtle to represent them. Workers encouraged members to appreciate
the personality traits of this particular animal in a different way. For example, the turtle's shell can protect its body,
and being slow could mean being focused and careful. Workers helped members to discover their own strengths
and values. Man was learning to see herself from different perspectives, which allowed her to express her
appreciation of both herself and other members.
Workers’ analysis
Because members had internalized attribution sin their thinking patterns and cognitive structures, workers needed
to present the possibility of change and give members hope, to increase their motivation to change. Through the
optical illusion test, members were able to recognize that their perspective did not necessarily present the whole
truth. They recognized the benefit of seeing things from multiple perspectives and understood that their past beliefs
could be changed. They were able to think more positively and thus discover their own potential. The treatment
group became more alive and vibrant. Although members still used negative words to describe themselves (and
animals) in the beginning, through continuous learning they were able to see things from different angles. Man's
self-confidence had increased; she smiled more, and had the courage to express her appreciation towards Kai.
Workers were careful to observe the small changes in members, and praised these improvements to foster
members’ motivation to change.
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Name: Man
Age: 14 years old
Case Background: Passive and lacking a sense of safety
Related Childhood Information
Man is the only daughter at home. She has been an introvert since she was very young and it is
difficult for her to develop social relationships with her peers. Whenever she experiencesa conflict with
peers, Man tends to seek help from her mother. Her mother is over-protective and helps Man to solve
problems, thus Man has failed to learn from events and always avoids difficult situations.
Core Belief
No one likes me
Hypothetical Situation/Belief/Rules
I will never be liked no matter how much I change myself
Compensation Strategies
Avoids contact, does not express herself, escapes from dealing with problems, escapes from
making decisions
Situation 1
Situation 2
Situation 3
Classmates planned to go out
together after the exam, but Man
was not invited.
During recess, Man lent money
to a classmate to buy food, but
the classmate did not repay the
money.
In an English lesson, the teacher
divided students into groups but
Man did not have a group to join.
Automatic Thoughts
Automatic Thoughts
“My classmates definitely do not
like me and do not want to play
with me.”
“I am not liked by others, so my
classmates bully me on purpose.”
Meaning behind
Automatic Thoughts
Meaning behind
Automatic Thoughts
I was not welcomed, I was bullied
Emotional Response
Sad
Behavioral Response
Do not dare to speak up
I was not welcomed, I was bullied
Automatic Thoughts
“My classmates do not want me in
their group. They despise me.”
Meaning behind
Automatic Thoughts
I was not welcomed, I was bullied
Emotional Response
Emotional Response
Sad
Sad, worried
Behavioral Response
Do not dare to ask for the money
back from the classmate
Behavioral Response
Withdraw from the choosing of
groups and wait for the teacher to
make anarrangement for me
Cognitive Concept Chart(Beck, 1995) — Man
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Sixth Session: “The 12 Irrational Beliefs”
Group process and case description
After members had reflected on their existing attribution patterns and irrational beliefs, it was crucial for them to
detect their own irrational beliefs. Later on, workers would help members to identify their irrational beliefs, and
the negative effects of these beliefs on their relationships with others and their own emotions. Man had a basic
understanding of her irrational beliefs, which were “I have to have someone I respect to love and praise me”, and “It's
always easier to run away from problems and responsibilities than to confront them”. She often thought she was
not appreciated or liked by others, and felt like a useless person. She wished she could ignore what others thought
of her, and preferred to run away from her difficulties. She realized this belief caused great distress to her and her
relationships with others. She became passive, and rarely made friends. The more she ran away, the worse the
situation became. She felt more alone and depressed, and had low self-confidence because of it.
Workers’ analysis
Workers needed to help members to comprehend their own irrational beliefs before they could debate them. Most
members were able to detect their internalized attributional thinking patterns and cognitive structures, and identified
their most common irrational beliefs. Man was able to recognizethe negative effects of her irrational beliefs on her
emotions and social life. Man's sharing helped to foster team unity to support changes among members. Other
members were able to reflect on the negative effects of their own irrational beliefs, and this in turn increased their
motivation to change. Man, for example, responded positively when workers asked members to indicate their
willingness to change their beliefs.
Because passive victims generally have less motivation to change, workers needed to reinforce their positive
behavior. Members who took the initiative in sharing their willingness to change, or in fact tried to change, were
praised and openly encouraged. For those who were not yet ready to change, workers helped them to explore the
reasons and the obstacles behind their reluctance. However, workers should avoid using aggressive or excessive
persuasion tactics that may make members feel as though they are in the wrong if they do not change.
4. Late-Mid Stage of the Treatment Group
Seventh Session: “Identifying Individual Beliefs”
Group Activities: Session 7
(Please refer to the DVD, Part III, Passive Victim – 5. Mid-late stage of the treatment group, and 7. Explanation by
Dr. Annis Fung)
Group process and case description
After members had identified their irrational beliefs and understood the effect of them, they could start to develop
critical analytical thinking. By learning the “three-question method”, members were able to refute and debate their
own irrational beliefs. Before the debate, members were taught relaxation techniques to relax their bodies and
minds, to reduce their tension and anxiety before starting the debate. At the beginning, members may find it difficult
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to become absorbed in the activity; if so, workers could play some music to help members to feel more relaxed.
Members were calmer and smiled more after the relaxation exercises. Workers began to explain the principles of
the “three-question method” – to find evidence to support their beliefs, to look for other possibilities, and to discover
the consequences of their beliefs. Through group practice and role-play, members were able to apply the “threequestion method” to refute and broaden their irrational beliefs.
Workers led members to debate their irrational beliefs in the activity, “Identifying Individual Beliefs”. Members
were divided into two groups based on the event, belief, and behavioral and emotional responses mentioned in
their homework assignment. Members questioned one another using the “three-question method” to debate their
irrational beliefs. The event that was chosen for discussion was “If another student put garbage in your drawer,
you would…”. Many members felt afraid and helpless, and said they would quietly empty the garbage from their
drawers and not dare to mention the incident to anyone. They worried that if they told others of the incident, it would
make the matter worse, or cause them to be bullied again in the future. Because Man frequently encountered this
sort of event, she was able to identify her belief immediately as, “I am timid and always do things wrong; that's why
no one likes me”. She felt lonely, helpless, and believed no one around her would like her or want to help her, and
at the same time she was unable to face events like this on her own.
Workers divided members into two groups. Man indicated that she had no doubt she was timid and always did
things wrong. No one liked her, and that's why others bullied her. Workers invited members from the other group
to refute this belief, and guided members to find real-life evidence to support their argument and to demonstrate
the unreasonableness of Man's belief. Members from the other group pointed out that Man had a tendency to
internalize attributions and blamed everything on herself. Members remarked that the reason Man was bullied
was not necessarily because she was timid or disliked by others; they stressed that being bullied did not mean
being disliked by everyone. Each person, including Man, has his/her own talents and strengths that others would
appreciate. Workers reminded members of the strengths they had identified in the “Animal-Metaphor Psychology
Test”, and that each member was worthy of appreciation. Later on, workers coached members to reflect on the
effect of their irrational beliefs. Members’ irrational beliefs began to waver, and they started trying to establish new
beliefs.
Workers’ analysis
Workers introduced behavioral training (relaxation exercises) before the debate on members’ irrational beliefs.
The exercise allowed members to relax their bodies and minds so that they could participate enthusiastically in
the debate. Workers should clearly indicate to members how these techniques can reduce their nervousness and
anxiety. It may be helpful for workers to record the exercise for members to listen to later, and they could also
review the video clip during their homework assignments and practice them when needed. This relaxation exercise
can be particularly helpful for passive victims to relax themselves before the treatment group. Many members
reflected that the relaxation exercise helped to ease their depressed feelings.
It was much easier for members to talk about their experiences of being bullied when relaxed. Man mentioned
her irrational belief that “I am timid and always do wrong; that's why no one likes me” (the individual has to have
someone they respect to love and praise him/her). This belief had emerged during previous sessions and was
Man's most common irrational belief. Workers found this belief to be deeply and strongly rooted (cognitive aspect),
and other members shared the same belief, thus Man's event was chosen for discussion. Workers should avoid
being judgmental, but allow members to realize other possibilities through the recommendations put forward by the
rest of the group. Man had broadened her thinking during the process of the debate. She was aware that she did
not love or appreciate herself, so she felt she did not deserve to be loved and appreciated by others. This belief
made her depressed, but after the debate she began to appreciate herself and started to develop new beliefs.
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Workers should pay attention to members’ expressions and body language during the debate process. Members
may speak softly when disagreeing, or shake their heads as a self-defense mechanism. Workers should pay
attention and make it clear to members that they should use the “three-question method” to facilitate the discussion,
and the discussion should focus on their irrational beliefs rather than their behavioral responses. Members may feel
uneasy using the “three-question method”, especially when confrontation arises in the discussion. Passive victims
are not used to this type of discussion. Workers should stress that the “three-question method” is only a tool used
to broaden members’ thinking horizon. Moreover, workers should hold a group discussion and avoid direct criticism
of individual members.
Eighth Session: “New Discoveries after Broadening Thoughts” – Role-Play
Group process and case description
Once members were able to debate their irrational beliefs using the “three-question method”, workers helped them
to construct and implement effective rational beliefs, and would share the anticipated challenges and possible
solutions. Before constructing effective rational beliefs, Man employed the “three-question method” to debate her
irrational belief that “Individuals need to have someone they respect to love and praise him/her”. She realized
she had put too much emphasis on others’ praise and comments in the past, but she never valued or showed
appreciation of herself. Just because a person did not show appreciation of her did not necessarily mean he/
she did not like her –it may be that the person was not capable of expressing appreciation. Man realized if she
continued to judge herself according to someone else's affirmation, she would become depressed, and would
negate her own value. Therefore, she changed her irrational beliefs and constructed a new set of feelings and
behavior: “I acknowledge my progress and efforts; I will try to improve my shortcomings, and will appreciate my own
strengths”. Many members remarked that it was difficult for them to appreciate themselves because they could not
find anything worthy of appreciation. Workers had to teach members to appreciate themselves through the smallest
things.
Workers’ analysis
Workers could see cognitive changes in Man's rational beliefs. Man began to appreciate herself and tried to find
her self-worth. Workers had to help members to turn their rational beliefs into simple sentences, and nurtured
these beliefs so that they became part of members’ subconscious language and self-induction mechanism. Mutual
support and constant reminders can help members to consolidate their effective rational beliefs and increase their
motivation to implement them. Workers should also examine the difficulties that members experienced in using the
“three-question method” and in implementing their effective rational beliefs. Passive victims, in particular, are liable
to stop trying because of their lack of confidence and concerns about failure. Therefore, workers should empathize
with members, and at the same time help them to come up with possible solution to their difficulties by encouraging
and supporting them.
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5. Late Stage of the Treatment Group
Ninth Session: “Turning Over a New Leaf” – Role-Play
Group Activities: Session 9
(Please refer to the DVD, Part III, Passive Victim – 6. Late stage of the treatment group, and 7. Explanation by Dr.
Annis Fung)
Group process and case description
Because passive victims often avoid personal contact, their social skills are not fully developed. It is important
to help members to enhance their social skills and assertiveness, so that they can learn and establish new
communication patterns. Workers distributed the “Turning over a new leaf” worksheet and taught members
appropriate social skills, such as maintaining eye contact when speaking with others, so that members could learn
and practice these specific skills. Workers observed members’ behavior and skills during the group exercises, to
help members to understand how to express themselves. As Man did not have much experience in communicating
with others, she felt uneasy at the beginning of the exercises. Workers should be patient and allow sufficient space
and time for each member to practice. After repeated practice, most members were able to master new social skills
and became more assertive. Workers should also affirm and praise members for their efforts during the process.
Man chose several new forms of behavior before the end of this session and decided to practice them in the
coming week. These behaviors were: actively expressing her own feelings, confronting the effects of unfortunate
events in the past, and appreciating her own efforts.
Workers’ Analysis
Effective rational beliefs must be put into practice before they can be consolidated into internalized mechanisms,
therefore workers needed to reinforce members’ effective rational beliefs through behavioral training. Enhancing
passive victims’ social skills and assertiveness also improves their self-confidence and sense of ability, all of
which help to strengthen the motivation to implement effective rational beliefs. After group practice and feedback,
members clearly understood the proper way to communicate with others. For example, Man would take the initiative
to express her opinions and difficulties, and made appropriate eye contact when communicating with others; she
also expressed her willingness to implement the new behavioral exercise. It is important for workers to affirm and
praise members’ efforts and their changes.
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Tenth Session: “Preventing Relapse Card”
Group process and case description
Members shared their behavioral exercises from the past week. Man's behavioral exercise was to take the initiative
in greeting others. Although not everyone had greeted her back, Man did not feel frustrated, but instead appreciated
her own efforts in taking the first step in opening up to strangers and greeting them, and so became “A Whole New
Person”. Workers praised and affirmed Man's courage and she became a role model for the group. As the group
was about to end, workers distributed reminder cards to remind members of their effective rational beliefs and
the progressive changes they had made in the group. Workers once again praised members for their efforts and
achievements, and members also expressed their appreciation of one another and affirmed their strengths and
improvements to consolidate their successful experiences in the group.
Workers’ analysis
As this was the final session of the group, workers emphasized members’ efforts, improvements, and changes.
The treatment group was a rare social experience, particularly for passive victims. Workers should recap on the
concepts and skills mentioned in the treatment group to encourage members to practice them in the future. The
reminder cards are useful in case memories of the treatment group fade away. Members’ successful experiences
in the group may be the turning point in their personal growth. The bonds that members have established through
the group can also be used to create a support network to encourage sustainable changes and continuous
improvement. For example, Man's successful experiences in the group enhanced her self-esteem and reduced her
depression. The treatment group helped Man to turn over a new page in her life.
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V. Effectiveness
The table below shows the date collected from treatment groups for passive victims among Hong Kong secondary
schools.
Passive victims treatment group: Results of student self-report (pre-test – post-test)
Pre-test – Post-test
Valid sample size#
Mean difference+
t-value
Anxiety/Depression
52
4.27
4.85**
Bullied by peers
56
9.93
5.50**
# Valid sample size: the number of students who completed both pre- and post-tests
+ A positive value of mean difference represents a decrease of mean score while a negative one represents an
increase of mean score
*p<0.05 **p<0.01
From the two sets of questionnaires, it is evident that passive victims experienced different degrees of change.
There was a mean difference of 9.93 on the “bullied by peers” index, which indicates the effectiveness of the
treatment groups in reducing the bullying of passive victims. Scores on the anxiety/depression index decreased by
4.27 points on average. We could see that passive victims were significantly less anxious and depressed by the
end of the treatment group.
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In previous chapters, we described the content of the group sessions for treating specific subtypes of aggressors
and victims using Cognitive-Behavioral Therapy (CBT). In this chapter, we consider the practicalities of conducting
the groups in schools and highlight some areas of concern.
I. Formation of the Treatment Group
i)
To avoid the effect of labeling students, it is important to portray a positive image of the project (e.g., by using
terms such as leadership training, interpersonal relationships, etc.) to encourage participation. Schools should
try to implement award schemes to reward students who perform well, which will reinforce their positive
behavior and motivate them to continue making changes.
ii)
Scheduling the group sessions during class time will help to increase students’ motivation to participate,
improve attendance, and avoid the feeling that they are being given detention.
iii) The group sessions offer a type of treatment and the contents of the sessions are related, so it is important to
ensure coherence and hold sessions at regular times to increase members’ participation and involvement.
iv) Taking into consideration the needs and characteristics of the different groups, there should be no more than
eight students in groups designed for aggressors and no more than ten in groups designed for victims.
v) Because groups include 7th to 9th grade students, their level of maturity may vary more than their actual ages,
particularly for girls. It is therefore necessary to pay attention to the arrangement of the activities and to balance
group members’ different cognitive levels and needs.
vi) There is no obvious difference between single-sex and mixed-sex treatment groups. We generally aim to
maintain a balance of males and females to avoid the group being dominated by either sex, which should
facilitate communication among members.
vii) As some group members may already know or dislike one another, it may be helpful to consult teachers before
selecting group members, to avoid difficulties that may affect the progress and coherence of the group.
1. Proactive Aggressors Group
i)
Members of the Proactive Aggressors Group may share their own experiences of bullying in the groups, which
may involve descriptions of their gang background or other violent behavior. They may do this to enhance their
personal status and reputation in the group, and to create an authoritative image. If this occurs, workers must
intervene immediately and clearly state that illegal behavior is not allowed in the group, to avoid other group
members normalizing such illegal behavior.
ii)
Particularly in the early stages, workers should utilize material rewards to enhance participation in the group
activities. Nevertheless, workers need to evaluate the effectiveness of using material rewards from time to
time. If group members are cooperative and participate willingly in the activities, the material rewards can be
reduced gradually.
iii) Workers should pay attention to and show appreciation of members’ positive behavior, to encourage
participation in the activities. Workers can also increase the variety of activities to retain the interest of group
members and increase participation.
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2. Reactive Aggressor Group
i)
Workers need to manage group members from different backgrounds and with different personalities. Reactive
aggressors tend to have hostile external attributions and so have a strong sense of self-protection. Based on
our observations, female members tend to use less physical aggression than males, but use more negative
language or exclude others as a form of aggression.
ii)
At the beginning of the treatment group, some members may use destructive behavior to test the boundaries
of workers and other members, so the workers must present an authoritative image and treat each member
equally. Rules should be agreed with members before the treatment group so that members understand there
are limitations and restrictions, and help them to establish a rational attitude.
iii) Because reactive aggressors are relatively impulsive and easily provoked, workers need to establish conflictand risk-management procedures and ensure strong cooperation and a clear division of responsibilities. For
example, one worker may be responsible mainly for delivering the group content, while the other may be
responsible for observing group members’ reactions, encouraging participation, and handling unexpected
incidents.
iv) Reactive aggressors are easily labeled as trouble-makers, and lack appreciation and praise from others.
Therefore, workers should encourage and compliment pro-social behavior, such as speaking politely, helping
workers to clean up, and helping others. Providing them with a sense of achievement will reinforce positive
behavioral changes and motivate them to change.
v) Reactive aggressors have poor interpersonal relationships with others, so positive feedback from other group
members can be used to highlight positive experiences with their peers and improve their social skills. However,
workers must be careful to avoid members making use of this opportunity to provoke and criticize and thus
creating a negative effect on the group.
vi) Because the sessions are conducted in school, group members may have ongoing conflicts outside the group
and may bring their problems back to the group. To avoid such incidents, workers should keep in regular
contact with teachers and social workers to decide when it may be helpful to follow up on individual members
outside the group. Workers may also consider the nature of such incidents to see if they are suitable to use as
examples during group discussions, because real cases are more convincing and meaningful, and so are more
likely to enhance group members’ motivation to change.
3. Aggressive Victims Group
i)
Aggressive victims tend to have a negative attitude when invited to join the group, and are extremely suspicious
and insecure, thus it is vital to build rapport and relationships in the first session.
ii)
Workers need to be specific when expressing appreciation of group members’ efforts and good performance.
They should pay particular attention when quiet members express their views, and give appropriate feedback.
Such attention will help group members to feel that their participation and opinions are valued, and encourage
them to continue participating actively in the group.
iii) Emphasizing fairness and equality is important to group members; workers need to help them to develop a
rational and objective judgment of fairness and equality in the group.
iv) When designing and leading the group activities, it is important to ensure that members feel they have a choice.
Workers should enable group members to understand and experience that they can express their own views
and feel that they are regaining control of their own lives. For instance, workers can design various activities to
encourage members to express their views and allow their own thoughts, so that they feel safe in expressing
their views.
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4. Passive Victim Group
i)
Because passive victims lack self-esteem, they may initially adopt an observing role and avoid expressing their
own opinions and feelings. Therefore, workers should give them opportunities to participate and create a sense
of security and respect. Try not to push individuals too much, but allow them space and time to join the group.
Workers may need to increase the number of team activities to reinforce trust and coherence among group
members and encourage them to participate in the group activities.
ii)
Passive victims are sensitive toward others’ comments, so before asking group members to share, workers
need to emphasize that there are no right or wrong thoughts and create an atmosphere of mutual trust and
tolerance. If group members feel embarrassed or reluctant to share their experiences, workers can offer similar
topics for the group to discuss in the third person, or workers can share their own experience as an example, to
reduce group members’ anxieties about self-disclosure.
iii) Because passive victims have low confidence, workers need to observe group members’ performance closely
to increase their involvement in the group. Giving instant feedback and specific praise to members will enhance
their confidence. Apart from meeting in the group, workers can also observe whether group members mention
any successful experiences in their assignments. Workers can use this method to increase group members’
confidence, especially those who are particularly quiet and passive.
II. Theoretical Application
i)
As the “ABC” concept is relatively abstract, workers can make it more understandable by utilizing real-life
examples from campus or the daily lives of group members. Moreover, workers should explain the purpose and
importance of learning this concept (e.g., enabling them to get to know themselves better), to enhance their
motivation to learn.
ii)
Workers need to master the “ABC” concept themselves before starting the group, because group members can
easily confuse the event, belief, and action when sharing their own experiences. Workers need to clarify the
difference between them to help group members to dispute their irrational beliefs effectively.
III. Workers’ Qualities
i)
Acceptance: It is very important to offer ‘acceptance’ toward the proactive aggressors and aggressive victims,
as they are very often labeled as disruptive and are not welcomed by their peers. Workers should maintain
a non-judgmental attitude toward group members, and understand their behavior and the formation of their
irrational beliefs from their perspectives. Workers can also develop group members’ strengths in the group,
by appreciating and praising their pro-social behavior. This will enable them to experience positive behavioral
changes, build up trust between the workers and the group, and motivate them to continue making changes.
ii)
Patience: Workers should listen to the sharing of each group member patiently, especially victims, who have a
poor ability to express and share. Workers need to maintain patience and open-mindedness, and allow victims
time to share their own experiences.
iii) Awareness of own values: Workers should be sensitive to and aware of their own values, because the
opinions and points of view shared by the group members may be different from their own. Workers must first
understand their own values before they can utilize their own inner resources to lead the group.
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IV. Basic Skills in Leading the Group
i)
As the groups are based on CBT, workers need to understand the theoretical concept and practical therapeutic
skills, so that they can analyze members’ cognitive characteristics, help them to recognize and dispute their
irrational beliefs, and build up a set of rational beliefs and values.
ii)
Both reactive aggressors and passive victims experience fluctuating emotions and lack the social skills to
interact with others. Therefore, workers need to be patient, tolerant, and accepting of their unstable behavior
and emotions when instructing them.
iii) When conflicts occur in groups of aggressors, workers need to ensure fairness in their handling of the issue
to avoid resentment among members, and should adopt a model of “persuade others through reasoning” and
“keep people's problems separate”. Meanwhile, workers should be careful not to trigger conflicts and negative
emotions among group members when using the reward system.
iv) Both aggressors’ and victims’ emotions are very fragile and they need attention from others; therefore, workers
need to be sensitive, use positive and complimentary words frequently, and respond to each member's sharing
and conversation seriously.
v) When leading the treatment groups, workers need to be flexible and prepared to change the agenda at any
time to cope with unexpected incidents that arise during the group. If an unexpected incident has a strong effect
on members, under the condition that group members have basic mutual trust, workers should explain the
incident, and help members to learn from it and develop new methods to deal with similar situations.
vi) During the course of the treatment group, some members may be absent due to sickness, detention, tests, or
dropping out of school. However, as the treatment emphasizes the coherence of the content in the activities,
absences can have a negative effect on the group by lowering coherence and involvement in the group, and
absent members may not be able to catch up with the group's progress, Therefore, it is better for workers
to follow up on absences to find out why they failed to attend, and to help them catch up by explaining the
materials they have missed. If members are absent due to detention or school activities, worker need to consult
and discuss the issue with the student's teacher or the school.
vii) The treatment model emphasizes that members should apply what they have learnt to their daily lives. Worker
can learn more about members’ progress through their homework. However, some members inevitably forget to
complete or bring in their assignments at the beginning of the treatment group, so workers should offer praise
and rewards to those members who complete the assignment. If members find it difficult to understand the
homework, the group can revise the material before the end of class to enhance their confidence in completing
the assignment.
V. Counseling Techniques
i)
Although group members are already classified as different types of aggressors and victims, the personalities,
thoughts, emotions, behavior, and past experiences of individual members may vary. Workers need to further
understand the uniqueness and mindset of each member.
ii)
Workers need to listen actively when disputing the irrational beliefs of group members, then select relevant
points to be summarized and reframed as subjects for discussion, and let group members debate whether
or not the thoughts expressed are reasonable and fair. During the process of debating, workers should
acknowledge the reasonable and fair arguments raised by group members and dispute any unreasonable and
unfair arguments.
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iii) Workers must listen actively to the sharing by group members and offer appropriate responses, because every
sentence may reflect their thoughts, inner values, or anxieties. Appropriate and empathetic responses let group
members know that workers understand their thoughts, behavior, and feelings.
iv) When disputing the irrational beliefs of group members, the group must create pressure to force group
members to inspect their thoughts and give up their irrational beliefs. Workers can deduce the unreasonable
and unfair irrational beliefs in extreme circumstances. The aim is to broaden group members’ thoughts through
debate, and enable them to learn how to think from different angles.
v) The use of empathy is of great importance in treatment groups for both aggressors and victims. For instance,
during the first few sessions, workers can employ empathy to build relationships with group members, reduce
their defensiveness, and increase their sense of belonging.
vi) Group members may feel uncomfortable and defensive when their irrational beliefs are questioned and
challenged. Workers need to help group members to feel safe when attempting to change their irrational
beliefs, through the design of the group procedures. For instance, the individual's name can be omitted when
disputing a group member's irrational beliefs.
vii) When group members are being questioned and challenged, they may prevent workers and other group
members from disputing their irrational beliefs by sharing positive viewpoints. Workers need to be careful that
they do not mistakenly take this to mean that their irrational beliefs have been disputed. Workers can use
scaling questions to assess the extent of the changes in their thoughts, praise those who have broadened their
personal thinking, and let them know that there is room for improvement.
VI. Cooperation among Workers
i)
If two workers or more are leading a group, workers should discuss the division of labour before starting so that
they are clear about their job roles and can support each other during the sessions.
ii)
Because the group activity procedures are complex, one worker may be responsible for leading the group
activities and the other for monitoring members’ responses. In case of unexpected incidents, one of the workers
can handle the incident, while the other continues to lead the group and take care of the other group members.
VII. Crisis Intervention
i) Aggressive behavior among group members
• As proactive aggressors tend to be quite intelligent, workers should not criticize them in front of other
members, but instead give signals using eye contact or gestures. At the end of the group, talk to the individual
and reiterate the group rules. Let the group members know that aggressive behavior is not allowed, ask them
to follow and respect the rules, and make them feel they are being respected. Workers need to evaluate each
situation before deciding how best to handle it.
• It is important not just to blame group members when handling incidents of aggression among aggressive
victims. It is more appropriate to examine the reasons behind their aggressive behavior and handle the
incident in a fair manner
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ii) Interaction among group members
• If conflicts occur among group members before or outside the group, they may ignore each other during
a group session, which will affect the interactions among other members. Workers should handle such
situations with care, to avoid the group becoming a battle between two opposing parties.
• There will often be group discussions during the group activities. Workers need to assess group members＇
characters and interactions, and arrange the groups and roles in accordance with the objectives of the activity,
to ensure group members participate in the group and thus enhance the effectiveness of the activities.
iii) Distressed emotions among group members
• Some group members may feel distressed before coming to the group. For example, if a member of a passive
victim group has recently encountered a bullying incident, they may bring their negative emotions into the
group. Workers need to pay attention to any emotional changes in group members, to evaluate the risks
and seriousness of relevant incidents. Assisting group members to handle their emotions also helps to build
rapport with members.
iv) Some of the victims in the group may have encountered domestic violence or other types of abuse. If members
disclose such information, workers must listen carefully and pay attention to their emotions. Workers need to
provide immediate emotional support during the sharing, evaluate the level of risk, and discuss whether the case
needs to be followed up with the school social worker.
VIII. Cooperation with School and Teachers
i)
The treatment group requires cooperation from the school to achieve its aims and objectives. During the
project, support is needed from the school principal to set up a special team to coordinate with the workers and
follow up on the progress of the group members. Workers should provide regular progress reports to the school
to consolidate mutual trust and cooperation.
ii)
Workers will need help from the school to run the group. They should ask the school to appoint a member of
staff to provide help and support with details such as arranging a venue for sessions, preparing materials and
equipment (e.g., computer and projector), and leading students from different classrooms to participate, so that
the group can start punctually and reduce the administrative workload of the workers.
iii) Workers should maintain close contact with the school social worker, so that they can keep an eye on members’
behavior during the treatment group, and intervene or make referrals when necessary.
iv) If the workers leading the group are employed by an external organization, it is important to establish close
contact with the school. Establishing such contact helps workers to understand the school environment and
group members’ individual circumstances. This can be useful for workers in following-up on members and also
ensures the school knows more about individual cases so that they can cooperate with workers accordingly.
v) Full cooperation and support from the school and teachers is required for the treatment groups to be
successful. While the project is in progress, teachers can encourage group members to participate actively in
the group activities, pay more attention to their conditions in class, and let them feel cared for and supported.
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IX. Arrangement of the Venue
i)
Regarding the seating arrangement, it is suggested that seats should be arranged in a semi-circle. Workers
can sit or stand a few steps behind the centre of the semi-circle so that group members can all see their face,
to facilitate participation in the group. If the seats are set in a circle, workers will find it difficult to pay attention
to the facial expressions of the members sitting beside them, who in turn will only be able to see the side of
the workers’ faces and so will have less eye contact with them. These group members may easily feel ignored,
which will reduce their sense of belonging to the group.
ii)
It is helpful if the treatment group takes place in a room close to the general office, so that help can be sought
quickly in case of accidents. The windows in the room should also be fitted with window bars to ensure safety
during the treatment group.
iii) Workers need to be aware of the arrangement of the room and seating. Quiet rooms are preferred so that group
members can feel free to share their own experiences and viewpoints. It is also suggested that miscellaneous
objects and furniture should be removed from the room, or the seats set to face the windows, which will reduce
distractions and increase members’ concentration.
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The attached DVD contains17 scenarios and 4 case studies. The DVD is divided into three parts. Part I focuses
on the different subtypes of aggressors and victims; Part II examines the various responses to the same scenarios
according to the ABC concept (Ellis, 1977) and Attribution Theory (Heider, 1958); and Part III describes the
corresponding case studies from the treatment groups for proactive and reactive aggressors, and aggressive and
passive victims. The DVD has been used successfully, both in the treatment groups and in seminars for parents and
teachers. The case studies are designed to facilitate understanding of the differences between the various types
of aggressors and victims and the corresponding intervention methods, and are also very effective in clarifying the
interdependence between the anticipated event, the belief, and the consequence (i.e., the ABC concept).
I. Part I: Handlings of Different Aggressors and Victims
Part I contains four scenarios, with one of the four types of aggressors or victims as the main character in each
scenario. The contents of the scenarios include the characteristics of each type of aggressor or victim, and the
immediate and long-term interventions by teachers, social workers, and parents.
1. Targets
Teachers
When teachers handle bullying incidents, they need to assess and identify the types of aggressors and victims
according to the students’ characteristics. This section describes the methods of intervention when encountering
bullying incidents, including immediate interventions, and how to further investigate and follow up on such incidents.
The DVD also provides suggestions on improving the campus culture and relationships among schoolmates, to
improve the school’s ability to cope with bullying incidents.
Social Workers/Counselors
The DVD describes the process of intervention for social workers and the application of cognitive behavioral
therapy (CBT), including how to teach students the “A-B-C” concept and how to assess and dispute their irrational
beliefs. The content of the assessment and the focus on disputing irrational beliefs will differ according to the
different types of aggressors and victims.
Parents
Parenting styles have a profound influence on children’s personality and their ability to get along with other people.
The DVD offers various methods for handling the behavioral problems of children according to the different types
of aggressors and victims. Teachers and social workers can refer to the contents of the video clips to assist parents
in understanding how to help their children. Parents should also be encouraged to use the scenarios to reflect on
and evaluate their own parenting styles, which will help to improve their communication skills with their children and
foster harmonious parent-child relationships.
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2. Details of Contents
Scenario 1: Proactive Aggressor – Cell Phone Incident
Wai is a school bully. One day, when she sees a classmate sneakily writing an SMS in class, Wai and her gang
begin to tease her. Wai grabs her classmate’s phone and throws it back and forth to her gang, then intentionally
drops it on the floor. Although the teacher notices the incident, Wai argues that she was just trying to discipline
the classmate for the teacher. The victim does not accuse Wai because she is afraid that Wai will retaliate, so the
teacher has no reason to follow up on the incident.
Characteristics of proactive aggressors
Wai’s considerations and actions:
Cognitive:
• Detailed planning: division of labor with her gang, so that the bullying cannot easily be discovered.
• Personal benefits as the goal: Wai's aim is to demonstrate her strength.
• Good at estimating the pros and cons: Wai knows that she would not benefit from selling the phone, and that
it would be disadvantageous to her if the incident escalated.
• Overlooking the possible negative consequences: she does not consider the possibility that the teacher may
discover the truth and follow up on the incident –she assumes that she will be able to avoid blame.
Emotional:
• Calm: she does not panic even when discovered by the teacher.
• Lack of empathy: Wai gets satisfaction from teasing others and ignores her classmates＇ feelings.
Behavioral:
• Likes to challenge authority: by denying the teacher any means of following up on the incident, she gains a
sense of success.
• Self-centered: all her actions are in her own interest and she does not consider the feelings of others.
Social:
• Plays a leadership role: she is the leader of the gang and often bullies others in the gang.
• Demands that peers obey her: Wai uses threats and inducements to persuade others to do what she wants.
Teachers’ handling of proactive aggressors
On-the-spot handling of the parties concerned:
• As the proactive aggressor likes to challenge authority, they will deny it even when they know they are caught
doing something wrong. Therefore, it is more appropriate to talk with the students individually to follow up the
incident in more depth.
Subsequent handling of the parties concerned (1):
• Let the proactive aggressor know that the teacher is aware of their true intentions and won＇t be deceived by
them trying to shift the blame and responsibility onto others. The punishment should act as a deterrent, and
the aggressor should be made to understand the reason and meaning behind it, so that they are more likely to
take it seriously. This should also prevent the student from misunderstanding and resenting the teacher, and
establishing negative thoughts and relationships.
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Subsequent handling of the parties concerned (2):
• Apart from deducting conduct points or imposing detention after class, teachers can also arrange other types
of ｀punishment＇, so that the student can encounter new experiences and reflect on their behavior. For
instance, when the student is given detention, the teacher could ask the student to evaluate the negative
effects of their bullying behavior and try to get them to reflect on the other person＇s feelings to develop more
empathy. Teachers could also ask the student to participate in volunteer work or extra-curricular activities, to
help them establish positive experiences and gain a sense of achievement from something other than bullying.
Handling of other students:
• To avoid the values of the proactive aggressor affecting and spread to other students, teachers can help
students to understand the negative consequences of bullying using examples of real cases. Teachers can
also take such opportunities to promote an anti-bullying culture in the school.
Social workers’ handling of proactive aggressors
Assessment:
• Proactive aggressors focus on personal benefits, so social workers should first assess the benefits the
aggressor may obtain from bullying and the factors that reinforce and reward the aggressive behavior (e.g.,
the proactive aggressor thinks that bullying will demonstrate his/her strength),so that their irrational beliefs can
be identified.
Disputing irrational beliefs:
• Social workers can help the student to dispute their irrational beliefs from different perspectives (reasonable,
fair, rightful). From the reasonable perspective, the proactive aggressor can be asked to put himself/herself
in the victim＇s role, and evaluate the feelings of those who care for him/her. This enables the aggressor
to recognize the negative effects of bullying. From the fair perspective, because the proactive aggressor
can easily rationalize their own behavior, social workers should emphasize social rules and norms when
disputing the student＇s irrational beliefs and consider other ways of thinking about things. From the rightful
perspective, social workers can change the student＇s positive evaluation of the outcome of bullying with the
serious consequences of bullying in real life, such as the consequences of breaking school rules or the law.
Parents’ handling of proactive aggressors
Negative example:
• If parents of proactive aggressors do not discourage or even acknowledge their children＇s bullying behavior,
they may encourage and rationalize the bullying behavior and irrational beliefs of their children.
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On-the-spot handling:
• Parents should take their child＇s misbehavior seriously and need to understand the intentions behind the
behavior. The aim is to let the child realize that his/her parents care about him/her, yet disapprove of their
bullying behavior.
• Parents can express their worries and distress over their child＇s bullying, and also encourage the child to
evaluate his/her own behavior. This enables the child to feel the attention and concern of his/her parents, so
that he/she can also learn to care about others＇ feelings.
Long-term handling:
• Parents should encourage their child to make use of his/her talents in an appropriate way, and show
appreciation when they do so. This enables the child to feel their parents＇ support and appreciation and to
obtain satisfaction from behaving more positively, which will provide reinforcement to continue the positive
behavior.
Scenario 2: Reactive Aggressor – Suspected fallen photo
This scenario depicts an incident in which several classmates are looking at and discussing some photos taken
during the school picnic. Their excited discussion attracts Lau Chun-wai’s attention. When the class bell rings,
the students lower their voices and wait for the teacher. However, Lau Chun-wai thinks they are discussing and
laughing at a photo of him falling over, so he confronts them angrily. He shouts and attacks them, asking them to
hand over the photo of him falling over, which confuses his classmates.
Characteristics of reactive aggressors
Lau Chun-wai’s considerations and actions:
Cognitive
• Lau Chun-wai does not consider all the available information when receiving outside messages; he focuses
on certain kinds of sensory information. He only saw his classmates speaking softly and laughing, but did not
hear the class bell ring.
• Cognitive distortion: he thought that his classmates were circulating the photo of him falling on the floor and
were making fun of him.
• Hostile attribution: his classmates were just sharing their happy memories of the school picnic, but he thought
they were making fun of him.
• Weak problem solving skills: when encountering interpersonal conflicts, he can only respond with accusations
and aggression.
Emotional
• Impulsive: Lau Chun-wai did not wait to find out what was actually happening before attacking his classmates.
• Agitated emotion: he was unable to control his emotions even in the presence of other classmates, and
responded with aggressive behavior.
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Behavioral
• Attacks everything around: he not only attacked his classmates, but also kicked the chairs around.
• Stubborn: he insisted his classmates delete the photo and assumed they were acting maliciously.
Social
• Lack of social and communication skills: Lau Chun-wai did not know how to express own thoughts and
feelings.
• Being isolated and socially excluded: his agitated emotions and behavior made his classmates wary of
interacting with him.
Teachers’ handling of reactive aggressors
On-the-spot handling of the parties concerned:
• As the emotional responses of reactive aggressors may be harmful to themselves and their classmates,
teachers must first calm down the aggressor and remove him/her from the scene. The teacher should also ask
other students to stand aside to avoid further upsetting the aggressor.
Subsequent handling of the parties concerned (1):
• Although reactive aggressors have cognitive distortions and will make hostile attributions when interpreting
the incident, teachers should first try to understand the reasons for their agitated emotions, and show respect
and care when calming them down. Teachers should also ensure the reactive aggressor realizes that his/her
behavior is against the school rules and that they must take responsibility for what they have done and accept
appropriate punishment.
Subsequent handling of the parties concerned (2):
• Teachers can teach reactive aggressors different methods for controlling their emotions. Through sharing and
practicing various methods, the student should be able to find the best way of calming himself/herself down
and thus avoid resorting to aggressive behavior. Because reactive aggressors have often used aggressive
behavior to solve problems in the past, they may still use such behavior. Teachers need to continue to review
and evaluate the student, and show appreciation and affirmation of the student＇s efforts.
Handling of other students:
• Teachers can teach students emotional management skills, help them to understand their own and other＇s
emotions, and encourage them to accept other people. When a student has an emotional outburst, the teacher
should ask them to leave the scene, or remind them to use the emotional control methods learned previously
to calm themselves down.
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Social workers’ handling of reactive aggressors
Assessment:
• Reactive aggressors usually have a hostile attributional bias when interpreting external messages. They tend
to focus selectively on a particular sense when interpreting other people＇s intentions – as Lau Chun-wai
did when he saw his classmates discussing the photos but did not hear the class bell ring. Therefore, social
workers should first try to understand the student＇s interpretation of the incident, assess which sense they
were focusing on, and encourage them to be aware of all their senses when interpreting external messages.
Disputing irrational beliefs:
• Social workers can review the details of the incident with the student, and point out how they focused on
one particular sense. It is also important to encourage the student to consider whether there is evidence to
support their negative and extreme thoughts, then explore the possibility of other interpretations and help
the student to perceive the incident using different senses and from new angles. Social workers also need
to let the student understand that their negative and extreme thoughts will have many negative effects and
consequences, to increase their motivation to change.
Parents’ handling of reactive aggressors
Negative example:
• The parents of reactive aggressors tend to have an irritable temper and are prone to using violence to
punish their children. Because the reactive aggressor has been imperceptibly influenced by their parents
since childhood, they are likely to express agitated emotions, and even respond with aggression when they
encounter stress. If parents do not set a good example when teaching their children, they will not learn to
evaluate their behavior intuitively.
On-the-spot handling:
• Parents must first calm down their own emotions, then listen patiently to their child＇s interpretation of the
incident, so that they sense their parents＇ care and respect. Parents can encourage their child to express
his/her feelings and expectations by using the ｀I-message＇ (please refer to Chapter 5), and let him/her
learn how to respond appropriately to interpersonal conflicts. Parents can also share their own experience of
calming themselves down, and discuss other methods that the child could try.
Long-term handling:
• Parents need to talk to their child about positive ways of venting their emotions that will not harm others, such
as taking exercise.
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Scenario 3: Aggressive Victim – Why Pick on Me?
Sze is having lunch with her classmate in the cafeteria when two classmates come over and start teasing her.
Although Sze is furious, she manages to control her temper as she is afraid of being punished by the teacher.
However, her classmates carry on provoking Sze, and finally she retaliates and starts shouting at them.
Characteristics of aggressive victims
Sze’s considerations and actions:
Cognitive
• Negative and hostile thoughts: Sze does not trust her teacher or classmates, and thinks that they are against
her.
• Tends to shirk responsibility: she thinks that it is her classmates＇ fault that she lost her temper, and they are
entirely to blame for the incident.
• Strong sense of self-protection: even when her classmates were just sitting nearby, she was already on the
alert.
• Conflicting values: Sze wants to behave properly, but thinks that if she does not retaliate, the situation will
escalate.
Emotional
• Panic: Sze is constantly imagining the negative consequences of the incident.
• Anxiety: she feels anxious and impatient when provoked by her classmates.
• Deep grievances: Sze feels resentful that the classmates who provoked her were not punished.
• Unstable emotion: although her emotions were quite calm to begin with, she quickly became anxious once her
classmates approached her.
• Confused and contradictory: she often struggles between complying with moral principles and repaying
violence with violence.
Behavioral
• Protects herself in extreme ways: Sze shouted and threw things in response to the provocation.
Social
• Lack of social and communication skills: Sze does not know how to express her thoughts and feelings in
response to provocation.
• Lack of trust in people: she not only lacks trust in her classmates, she also does not believe the teacher will
handle the incident fairly.
Teachers’ Handling of Aggressive Victims
On-the-spot handling of the parties concerned:
• Because the aggressive victim feels angry and distressed about being provoked, the teacher should lead them
away from the scene to avoid being further upset by their classmates. Take them to a safe place where they
can calm down.
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Subsequent handling of the parties concerned (1):
• The teacher needs to understand the whole incident, but also needs to understand the feelings and viewpoint
of the aggressive victim at that moment. The teacher should express his/her understanding in a nonjudgmental manner, so that the aggressive victim feels the teacher＇s care and develops trust in them.
• The teacher must investigate and handle the incident fairly, to help the victim to establish trust in the school.
If the aggressive victim has also made a mistake in the incident, the student must also learn to accept
responsibility.
Subsequent handling of the parties concerned (2):
• In addition to helping the student learn how to calm their emotions, the teacher also needs to increase the
student＇s assertiveness. The teacher should teach the student to use the ｀I-message＇ to express his/her
own feelings and expectations when provoked.
• When the aggressive victim encounters setbacks in learning how to use the ｀I-message＇, the teacher should
show appreciation of the student＇s improvement, review the technique with the student and encourage them
to try again.
Handling of other students:
• Because aggressive victims lack trust in other people and possess poor social and communication skills, they
usually have few friends. Teachers can arrange activities to help classmates get to know one another and help
the aggressive victim to establish positive relationships with their classmates.
Social Workers’ handling of aggressive victims:
Assessment:
• Aggressive victims often feel anxious and uneasy. There are three types of anxiety – reality anxiety, neurotic
anxiety, and moral anxiety. Social workers can evaluate the group members＇ inner struggles, contradictions,
and stage of moral development according to these three types of anxiety (please refer to Chapters 2 and
6). Social workers can also assess the irrational beliefs of aggressive victims by exploring their previous
aggressive behavior and past experiences of being bullied.
Disputing irrational beliefs:
• Social workers need to ensure aggressive victims understand the illogical reasoning underlying their irrational
beliefs. For instance, punishment should be imposed according to the seriousness of the mistake, but this
does not necessarily mean heavy punishment. To dispute aggressive victims＇ irrational beliefs, help them
to understand through objective evidence, such as school rules or laws, that society has consensual rules
to punish those who commit misdeeds. Furthermore, social worker must let aggressive victims realize the
negative effects of their irrational beliefs, to increase their motivation to change.
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Parents’ handling of aggressive victims
Negative example:
• Parents of aggressive victims are usually poor at disciplining their children and dealing with interpersonal
conflicts. Their parenting style is often ambiguous, which makes their children feel lost and helpless.
On-the-spot handling:
• Parents need to understand their child＇s ambivalence. After comprehending the incident, parents should
maintain a non-judgmental attitude and provide emotional support to let the child feel their care and
understanding. Parents can also discuss how to solve the problem, and encourage the child to find positive
ways to solve problems and protect himself/herself.
Long-term handling:
• Parents should reinforce and appreciate their child＇s positive behavior. Parents＇ modeling and sharing of
their own experiences will teach the child that even though there are many difficulties and problems in life, it is
important to maintain a positive attitude and use a positive approach to solve problems.
Scenario 4: Passive Victim – The Broken Glasses
Keung is studying alone in a quiet area of the campus when a few classmates suddenly run up, snatch his new
glasses and start playing with them. When Keung begs them to give his glasses back, they throw them onto the
table and break them. Just at that moment a teacher passes by and asks Keung what happened, but he just says
that he broke the glasses because of his own clumsiness.
Characteristics of passive victims
Keung’s considerations and actions:
Cognitive
 The outside world is terrible: Keung hides under his desk during recess and is too scared even
to go to the toilet.
 Negative and passive thoughts: he often thinks that he is bullied because of his own
incompetence, so there is not point telling the teacher.
Emotional
 Sense of helplessness: he feels that he cannot change the status quo, and teachers, parents,
and social workers cannot help him.
 Depression: he is often unhappy.
Behavioral
 Passive and withdrawn: even if the teacher shows concern for him, he does not tell the
teacher about the bullying.
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Social
 Avoids interacting with others: Keung would rather stay at home so that he does not have to
face the outside world.
 Being looked down on: the classmates who bully him know that he will not fight back, so it is
easy to pick on him.
Teachers’ handling of passive victims
On-the-spot handling of the parties concerned:
• Passive victims feel scared and helpless after being bullied. The teacher should first lead the passive victim
away from the scene to a safer place, to reduce the victim＇s anxiety and increase their sense of security.
Subsequent handling of the parties concerned (1):
• Because passive victims are introverted and anxious, the teacher needs to provide a safe place for them to
calm down and allow time for the student to explain the incident.
• The teacher needs to help the student to establish trust and a sense of security at school. They should
reiterate that the school does not allow bullying to happen and will handle the incident in a fair manner.
Subsequent handling of the parties concerned (2):
• The teacher should help the passive victim to establish a social network and integrate into campus life, which
will enable them to build good relationships with their peers. The teacher can also explore the strengths and
interests of the passive victim, help them to develop their potential, and enhance their self-confidence.
Handling of other students:
• Teachers can encourage more positive and optimistic students to build relationships with the passive victim, to
encourage them to integrate into campus life. This will also help the victim to re-establish trust in people and
develop a sense of security.
Social workers’ handling of passive victims:
Assessment:
• Social workers should first evaluate the passive victim＇s experience of being bullied in the past and how they
respond to such incidents, and then review the effectiveness of this approach. Social workers should also
try to find out more about the disciplinary style of the victim＇s parents, and explore how they construct their
irrational beliefs.
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• Social workers should provide emotional support for passive victims and use empathy to enhance their sense
of security and trust in teachers, so that the victim will be more willing to share their experiences of being
bullied. Social workers also need to help passive victims to establish aspirations and hope for the future, to
strengthen their motivation to change.
Disputing irrational beliefs:
• Social workers can design behavioral exercises together with the passive victim, such as practicing the
｀I-message＇ in daily life. This will help the passive victim to improve their social and language skills and
strengthen their capacity for self-expression. When the victim has a successful experience, social workers
should praise and encourage them to continue the behavioral practice, to change their feelings of withdrawal
and helplessness. Social workers should also encourage passive victims to explore their own strengths, so
that they learn to value and appreciate themselves.
Parents’ handling of passive victims
Negative example:
• If parents take too much responsibility for their child – teaching them to be absent from school to avoid the
bullying problem, rather than teaching problem-solving and conflict-handling skills – the child will not learn to
resolve difficult situations and their only solution will be to escape from their problems.
On-the-spot handling:
• Parents should encourage their child to have the courage to deal with the problem. They should discuss ways
of solving the problem and practice different methods for handling interpersonal conflicts, so that they can
learn from the process.
Long-term handling:
• Because passive victims lack self-confidence, parents need to show their child a great deal of appreciation
and encouragement to help them explore their own strengths and build their self-confidence. Parents can also
encourage their child to get involved with more new activities, to change their passive character.
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II. Part II: Responses in Different Scenarios
The 13 scenarios described in Part II portray typical incidents that secondary school students may encounter
at school or at home. When students view similar incidents in the video clips, it helps them to develop a deeper
understanding of how adolescents with different beliefs respond to such situations.
1. Theories Behind the Response
Cognitive Behavioral Theory
The core theory of Cognitive Behavioral Therapy (CBT) is based on Albert Ellis’s (1977) ABC concept: ‘anticipated
event – belief – consequence’. Ellis believed that human behavior is mainly influenced by one’s beliefs, which
generate various responses. Beliefs are mainly shaped by an individual’s character, experiences, and values. When
an individual encounters an objective event, their existing beliefs determine how they interpret it and what action
they will take.
Attribution Theory
People look for explanations for the causes of events, and this cognitive process is called ‘attribution’ in psychology.
According to Heider, who first proposed Attribution Theory in 1958, there are two main types of attribution –
‘situational attributions’ and ‘dispositional attributions’. When a situational attribution is made, the cause of the
behavior is attributed to the environment or the situation in which the behavior occurred. When a dispositional
attribution is made, the cause of the behavior is attributed to the individual’s personality, attitudes, character, or
disposition.
The video clips present four types of responses, according to the ABC model and Attribution Theory.
Agitated response:
The actor in the video clips will have an irrational, hostile attributional bias when analyzing
events. People with a hostile attributional bias tend to see other people’s behavior as
hostile and aggressive when they encounter social difficulties. To protect themselves, they
counterattack emotionally and behaviorally, even when the other’s actions and intentions
are not harmful. Most reactive aggressors have a hostile attributional bias.
Dispositional attribution: The actor in the video clips will blame all problems generated by external events on
himself/herself. People with a dispositional attribution bias usually maintain very high
standards for themselves (e.g., I have to get the task completed), but when they cannot
achieve their target, they will usually attribute the failure to their own character and ability.
Many passive victims have this irrational belief. As they often doubt their own ability, their
self-confidence is low and they become anxious.
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Situational attribution:
The actor in the video clips will tend to blame everything on external factors. They think
that their problems are caused by other people and their own behavior is irrelevant. They
often complain of being treated in an ‘unfair’ and ‘unreasonable’ manner, and think that the
people around them do not understand their thoughts. Because their thoughts and behavior
make other people feel alienated and discontented, they easily offend others and have
poor interpersonal relationships.
Rational response:
Individuals with a rational response style are able to analyze their situation. They can
express their own feelings, thoughts, and expectations assertively, and are able to
establish positive and trusting relationships with others.
2. Details of Contents
A brief summary of each of the scenarios depicted in the videos is given below.
Scenario 1:Staying Behind After School
Because Chan Ho-Ming was not concentrating during mathematics class, he could not answer the
teacher’s question. The teacher was concerned that Ho-Ming was getting behind, and suggested he stay
behind after class to catch up on his work. How did Ho-Ming respond to this?
Response 1 (agitated response):
Ho-Ming tends to have irrational beliefs with a ‘hostile attribution’ bias. He thought that the teacher’s suggestion
to stay behind after class was a ‘punishment’ and was deliberately intended to cause him difficulty. Moreover, he
believed that the teacher purposely asked him questions in class to embarrass him in front of his classmates.
Ho-Ming considered the teacher’s behavior as an act of aggression against him, so he responded pre-emotively
in anger.
Response 2 (full of remorse):
Ho-Ming has irrational beliefs with an ‘internal attribution’ style. He held the irrational belief that ‘I must be able
to answer the teacher’s question accurately if I am a valuable and useful person. Otherwise, I am useless.” He
would interpret the teacher’s request for a remedial class as a ‘punishment’ and thought that it was entirely his
own fault. Ho-Ming would also ‘over-analyze’ his failure and solos confidence to participate in the next day’s
violin contest.
Response 3 (blaming others):
Ho-Ming’s irrational beliefs are due to his ‘external attribution’ style. Ho-Ming thought it was someone else’s
fault that he had to stay behind after class; for instance, he may blame the teacher for not explaining properly,
or another classmate for answering the question before him. He would complain about his ‘misfortune’ and deny
any responsibility for the incident.
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Response 4 (rational and positive thinking):
Ho-Ming is a person with rational and positive thoughts. He thought that he should be responsible for his own
study and regretted not having studied, but he also considered the violin contest the next day. After rationally
analyzing the importance of the two, he decided that the violin contest was more important at that moment, so
he proactively apologized to the teacher and expressed his own ideas and expectations.
Scenario 2: The Missing Cell Phone
Chan Chi-wah discovered his cell phone was missing from his schoolbag after P.E. class and reported it to
his teacher, Mr Lee. Mr Lee immediately informed the discipline teacher, Mr Chan, who asked to frisk and
check all the students’ schoolbags to investigate the incident fairly. One of the classmates, Wong Chunwah, was the last person to leave the classroom. How would he deal with this incident?
Response 1 (agitated response):
Chun-wah has irrational beliefs with ‘hostile attributions’. He believed that the teacher first mentioned his name
to hint that he had stolen the cell phone. Chun-wah thought the teacher was picking on him, so he used an
impatient tone when arguing with the teacher and then left angrily.
Response 2 (bearing all the responsibility):
Chun-wah has irrational beliefs with ‘internal attributions’. He thought that as he was the last one to leave the
classroom, he should be responsible for preventing the incident. Therefore, he blamed Chan Chi-wah’s loss
entirely on himself, and intended to compensate him.
Response 3 (blaming others):
Chun-wah has irrational beliefs with ‘external attributions’. He considered the whole incident to be entirely Chan
Chi-wah’s responsibility. Even though he was the last one to leave the classroom, Chun-wah would blame all the
inconvenience caused by the incident on others; for instance, if Chan Chi-wah had not brought the cell phone to
school, the teacher would not have asked to check his schoolbag, and if his classmates were not so thoughtless,
he would not be suspected. In any case, Chun-wah thought that everyone was making fun of him.
Response 4 (rational and positive thinking):
Chun-wah thinks in a rational and positive way. He was willing to co-operate with the teacher and put the
schoolbag on the desk for the teacher to check. He also felt empathy toward Chan Chi-wah, who had lost his
cell phone. He therefore convinced the other students to co-operate, so that the teacher could complete the
investigation smoothly. Although he was the last one to leave the classroom, he confidently stated that he had
not taken the phone, and would wait for the outcome of the investigation.
Scenario 3: The Speech Team’s Public Performance
The Mandarin Speech Team had the opportunity to participate in a variety show on TV. Because there
would be a chance for the students to meet the pop-singers backstage after the performance, everyone
was very excited. However, only six performers were allowed, so the teacher could only select some of the
team members. Cheung Siu-yau was one of the Speech Team members; would she be selected as one of
the performers?
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Response 1 (agitated response):
Siu-yau has irrational beliefs with ‘hostile attributions’. When she heard that she was not being selected, she
thought that the teacher was selecting his favorite students. She believed that the teacher had deliberately
failed to choose her, and saw it as an intentional and aggressive action. She felt very angry and argued with the
teacher.
Response 2 (full of remorse):
Siu-yau has irrational beliefs with ‘internal attributions’. She believed that if she was a capable team member
she ought to be selected. Failing to be picked for the team meant she was a failure, and she blamed her own
faults: her appearance wasn’t good enough, she didn’t have a wonderful voice, or she hadn’t practiced enough.
Eventually, she came to believe that she was incompetent.
Response 3 (blaming others):
Siu-yau has irrational beliefs with ‘external attributions’. On the one hand, she thought that she was good
enough to be picked for the performance. On the other hand, she thought that she had lost because someone
else had got the place by improper means: some students like to get close to the teacher, or the teacher may
prefer certain students. She thought that everything in the world was unfair.
Response 4 (rational and positive thinking):
Siu-yau thinks in a rational and positive way. Rather than taking this defeat as a failure, she analyzed it from
an optimistic perspective to find a positive meaning. When she encountered such problems, Siu-yau would not
think in a confused way; she would adopt a pragmatic and proactive approach to find the truth. So, she took the
initiative and raised her query with the teacher.
Scenario 4: Playing Computer Games before the Exam
Ah-ming is a 9th grade student with average academic achievement. However, he had recently become
addicted to playing online games and his academic results had deteriorated. Ah-ming’s parents worried
that he would not be able to enroll in the same high school for the 10th grade, so they became stricter with
him. In the evening before the first-semester exam, Ah-ming did not study, but sat in front of the computer
playing an online game and talking on the phone to his friend about it at the same time. When his father
saw what he was doing, he was very disappointed with Ah-ming. What sort of conflict would arise between
the father and the son?
Response 1 (agitated response):
Ah-ming has irrational beliefs with ‘hostile attributions’. He felt that his father looked down on him, and
considered his father’s advice and persuasion as antagonistic and intended to spoil his privacy. He became
exasperated and left the room angrily.
Response 2 (full of remorse):
Ah-ming has irrational beliefs with ‘internal attributions’. He believed that he should not make his father feel
disappointed and worried. When he failed to achieve this goal, Ah-ming blamed himself, which made him doubt
his self-confidence and ability, and he saw himself as a bad person.
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Response 3 (blaming others):
Ah-ming has irrational beliefs with ‘external attributions’. He just wanted to relax by playing his computer game,
and did not think it should be a problem. On the contrary, he thought that his father and other people forced him
to study for their own sake. He also blamed all his problems on the rest of his family, and felt that he was the
only victim. He even blamed the education system, and attributed his problems to the external environment.
Response 4 (rational and positive thinking):
Ah-ming thinks in a rational and positive way. Although he knew that he just wanted to take a break and play the
computer game for a while, he also understood why his father worried about his behavior, so he stopped playing
the game. To reassure his father, Ah-ming communicated with his father in a rational manner, explaining how he
was progressing with his study and the reason for playing the computer game.
Scenario 5: A Call from a Teacher
After school, the teacher called Sze-man’s parents to discuss her performance at school and to understand
more about her situation at home. Sze-man saw her mother talking with the teacher on the phone and was
very curious. What happened to her?
Response 1 (agitated response):
Sze-man has irrational beliefs with ‘hostile attributions’. She has the following two thoughts: 1) I must have done
something wrong at school so the teacher called my mother; and 2) when mother received the phone call from
the teacher, she must have told the teacher something bad about me. Sze-man interpreted the teacher making
the phone callas hostile, and believed her mother would take this opportunity to attack her. As a result, she felt
unhappy and got in a bad temper.
Response 2 (full of remorse):
Sze-man has irrational beliefs with ‘internal attributions’. She assumes that ‘I must have done something wrong
at school so the teacher called my mother.’ However, she also thought that to be a proper daughter, she had
to have good academic achievement and conduct. If she could not achieve this expectation, she would blame
herself. She also felt that her mother must not like her, which made her moody and unhappy.
Response 3 (blaming others):
Sze-man has irrational beliefs with ‘external attributions’. She believed that her mother was conspiring with the
teacher, and would blame her no matter what. At the same time, she also thought there were problems with
everyone around her: her classmates were forming cliques, the teacher was picking on her, and eventually she
felt that no one understood her situation.
Response 4 (rational and positive thinking):
Sze-man thinks in a rational and positive way. She would like to know more about the reason the teacher was
calling, so she asked her mother proactively to avoid any unnecessary misunderstanding.
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Scenario 6: A Dispute over Pocket Money
Sze-man’s mother found Sze-man’s wallet when she was cleaning the house, and saw that her pocket
money had gone. Her mother was curious and also concerned, so she went to look for Sze-man with the
wallet. What would be the outcome of the incident?
Response 1 (agitated response):
Sze-man has irrational beliefs with ‘hostile attributions’. When she saw her mother carrying her wallet, she
immediately saw it as hostile behavior. She believed that her mother had intentionally gone to check her wallet.
From Sze-man’s perspective, this was an intrusion of her privacy so she responded in anger.
Response 2 (full of remorse):
Sze-man has irrational beliefs with ‘internal attributions’. She thought that she should be responsible for
taking care of her brother and so had lent him money to buy his sports kit. However, she also thought that to
be a proper daughter, she should not make her mother worry about her financial status. Whenever there is a
dilemma, she will attribute the problem to herself.
Response 3 (blaming others):
Sze-man has irrational beliefs with ‘external attributions’. She blamed the problem of not having enough pocket
money on the rest of her family. As far as she was concerned, the problem was that she was given insufficient
pocket money, without facing up to her own responsibility.
Response 4 (rational and positive thinking):
Sze-man thinks in a rational and positive way. She would proactively explain to her mother why she had no
money, and express her expectation (to borrow money) in an appropriate manner. When her mother responded
to her expectation, Sze-man was able to listen with a positive and patient attitude.
Scenario 7: Talking on the Phone Day and Night
Sze-man sat on the sofa while talking on the phone, and became so excited that she often laughed loudly
and banged on the sofa. Her mother was quite upset when she saw Sze-man’s behavior in the living room.
Would Sze-man be reprimanded by her mother and how would Sze-man respond?
Response 1 (agitated response):
Sze-man has irrational beliefs with ‘hostile attributions’. She interpreted her mother’s actions as hostile, and
considered her mother’s eavesdropping while she talked on the phone as deliberate, regardless of any other
external factors.
Response 2 (full of remorse):
Sze-man has irrational beliefs with ‘internal attributions’. She would not only consider her mother’s blame a
disaster, she would also believe she was deficient in other areas.
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Response 3 (blaming others):
Sze-man has irrational beliefs with ‘external attributions’. She would not consider that there might be a problem
with her own behavior. Instead, she just attributed the cause of the event to other people.
Response 4 (rational and positive thinking):
Sze-man thinks in a rational and positive way. She understood that her own behavior caused inconvenience to
others, and admitted her own mistake honestly. However, she also had her own view of how her mother handled
the situation. Therefore, to resolve the problem she would use a rational and gentle approach to express her
feelings and expectations.
Scenario 8: Someone Grabbed my Potato Chips
Wai-lun bought himself some potato chips and a soft drink during recess. However, he came across two
senior schoolmates who grabbed Wai-lun’s snacks as a joke. At the same time, two of Wai-lun’s good
friends approached him. What would happen next?
Response 1 (agitated response):
Wai-lun has irrational beliefs with ‘hostile attributions’. He thought that anyone who approached him wanted to
grab his snacks and would hurt him. He then took out his anger on his good friends, and as a result the teacher
punished him instead.
Response 2 (full of remorse):
Wai-lun has irrational beliefs with ‘internal attributions’. He thought the senior students took his snacks because
of his own inadequacy. Wai-lun ignored the fact that the behavior of the senior students was inappropriate, and
attributed all the blame to himself.
Response 3 (rational and positive thinking):
Wai-lun thinks in a rational and positive way. He responded to his friends calmly, and told them the whole
incident. After discussing with his friends, Wai-lun made a rational decision to seek help from the discipline
teacher, instead of handling the problem by himself.
Response 4 (rational and positive thinking):
Wai-lun thinks in a rational and positive way. He was able to respond to his friends calmly and even though Wailun did not tell his friends about the incident immediately, he could still handle it in a pleasant manner.
Scenario 9: A New Immigrant Classmate
Lai-chun is a grade 8 student in a good secondary school with outstanding English academic achievement.
A new student, Lily, had recently joined the class. During the English lesson, the teacher grouped the
students into groups of five for a case study and group presentation. Lai-chun saw Lily walking towards
her. How would Lai-chun treat her new classmate?
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Response 1 (agitated response):
Lai-chun has irrational beliefs with ‘hostile attributions’. Lai-chun’s hostility made her feel that her status in class
would be threatened if the new classmate joined her group, thus she reacted angrily toward Lily.
Response 2 (isolating):
Lai-chun is a proactive aggressor. Although she didn’t want the new classmate to join her group, rather than
saying anything herself, she calmly incited other students to boycott Lily so that she would avoid being punished
by the teacher. This not only achieved the objective of aggression, it also kept Lai-chun out of the incident.
Response 3 (rational and positive thinking):
Lai-chun thinks in a rational and positive way. Although she was a little anxious about the new classmate,
Lai-chun nevertheless tried to get to know her and find out her strengths. Lai-chun patiently observed Lily’s
performance, and tried to understood her new classmate from a factual perspective.
Response 4 (rational and positive thinking):
Lai-chun thinks in a rational and positive way. She took the initiative to get to know and understand her new
classmate, and comment on Lily according to the facts.
Scenario 10: Distributing Report Card
The teacher had distributed a test paper at the beginning of the last class. The students were very anxious
when the teacher told them that some of their marks had deteriorated. What would happen when the
teacher returned the papers to the individual students?
Response 1 (agitated response):
Lee Chi-shing has irrational beliefs with ‘hostile attributions’. He thought the teacher was picking on him, and
had deliberately started distributing the papers starting with the highest mark onwards. He became agitated and
responded with an irritable temper.
Response 2 (plotting revenge):
Lee Chi-shing is a proactive aggressor. He thought his teacher was picking on him and embarrassing him in
front of the class. However, Lee Chi-shing chose a surreptitious revenge that enabled him on the one hand to
vent his hatred, while on the other hand avoiding direct conflict with the teacher, which would be punished.
Response 3 (rational and positive thinking):
Lee Chi-shing thinks in a rational and positive way. Although he was unhappy because he had expected a good
mark, he would also think calmly about whether his inference was correct or not.
Response 4 (rational and positive thinking):
Lee Chi-shing thinks in a rational and positive way. He noted how the teacher distributed the report cards and
how it made him and other classmates feel unhappy and unfairly treated. He proactively talked to the teacher to
express his feelings and expectations in a positive way.
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Scenario 11: New Semester Seating Arrangement
In the first week of the school term, Ka-man broke the school rules by having her hair dyed. As she also
refused to tie her hair up, her name was marked down by Miss Chan, the discipline teacher. Since then, Kaman thought that Miss Chan was always picking on her, and then there was a problem over changing seats.
What would happen to the relationship between Ka-man and Miss Chan?
Response 1 (agitated response):
Ka-man has irrational beliefs with ‘hostile attributions’. Although it was Ka-man who originally broke the school
rules, she distorted the facts and believed the teacher was picking on her. This view gradually generalized until
Ka-man believed that the teacher was blaming her for everything. Kary, who sat next to her on the other side,
did not take any action, but Ka-man had already decided that Kary would be against her. Ka-man thought that
the teacher had changed her seat in retaliation, so she responded in an agitated way.
Response 2 (full of remorse):
Ka-man has irrational beliefs with ‘internal attributions’. She linked up all the negative incidents and blamed
herself, until she saw her future campus life as a tragedy.
Response 3 (rational and positive thinking):
Ka-man thinks in a rational and positive way. She was aware that the ‘changing seats’ and ‘previous punishment’
were two different incidents, therefore she decided to handle it calmly and communicate with the teacher
proactively. She was able to express her own expectations and the reasons behind them rationally.
Response 4 (rational and positive thinking):
Ka-man thinks in a rational and positive way. Although she had to sit next to a classmate that she did not like,
Ka-man was also aware of other external factors. When she assessed the real effect of this incident, Ka-man
found that her good friends were sitting nearby and so she happily accepted the new seat.
Scenario 12: “Jessy”
Jessy was a new student in the class. She was short and seldom talked with her classmates, usually
concentrating on her own thing. When Jessy sat in a quiet corner of the campus during lunch, a basketball
rolled towards her. What would happen to Jessy?
Response 1 (agitated response):
Jessy has irrational beliefs with ‘hostile attributions’. She linked her own name with “bird droppings” (which
sounds like “Jessy” in Cantonese) and thought the others had deliberately given her such a nickname. She
considered that everyone was against her, so she frequently attacked others with no reason.
Response 2 (full of remorse):
Jessy has irrational beliefs with ‘internal attributions’. In a similar way to Response 1, she linked her name with
“bird droppings” and thought the others had deliberately given her a nickname. However, Jessy thought that they
gave her the nickname because she was no good and felt that she was not accepted by others.
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Response 3 (rational and positive thinking):
Jessy thinks in a rational and positive way. Although she was upset with her classmates, she took the initiative
to clarify things with her classmates instead of imagining on her own. When she had cleared things up with her
classmates, she proactively assisted them in reporting the incident to the teacher.
Response 4 (rational and positive thinking):
Jess thinks in a rational and positive way. Although she was upset with her classmate’s behavior, she would
calm down and think about whether any other external factors could have caused the incident. When she
thought of a reasonable explanation for the incident, she would help her classmates to handle it.
Scenario 13: Love Test
Eric was short, and was often made fun of by his classmates. Recently he had started dating Hazel, a pretty
girl in the next class. However, Eric noticed that Hazel’s mobile phone was always ringing, and he started
to have doubts about who was calling Hazel so often. How would Eric handle this?
Response 1 (agitated response):
Eric has irrational beliefs with ‘hostile attributions’. On the one hand, he felt that he was often made fun of by
others and had a poor self-image. On the other hand, Eric thought that as Hazel was so pretty, she could have
a better choice of boys to date. Eventually, Eric concluded that Hazel must be dating another boy. As he had
strong hostile attributions, Eric thought that Hazel did not really like him and just wanted to tease him, so he lost
his temper and broke up their relationship.
Response 2 (full of remorse):
Eric has irrational beliefs with ‘internal attributions’. Similar to Response 1, Eric concluded that Hazel must be
dating another boy. However, as Eric had very low self-esteem and felt bad about himself, he thought Hazel
must not really like him, so he simply wanted to withdraw from their relationship.
Response 3 (rational and positive thinking):
Eric thinks in a rational and positive way. He thought that as he also had female friends, it was not surprising at
all for Hazel to have male friends. He also thought there should be mutual trust between boyfriend and girlfriend.
If Eric was willing to take the initiative and ask Hazel, he knew she would tell him everything, so there was no
need to worry about it.
Response 4 (rational and positive thinking):
Eric thinks in a rational and positive way. Eric observed Hazel’s response carefully, and thought that she often
made phone calls because she had some important things going on. As a boyfriend, Eric also thought that he
should trust his girlfriend, so he decided to take the initiative to be supportive toward her.
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III. Part III: Case Studies
Part III presents case studies of the treatment groups for proactive and reactive aggressors and aggressive and
passive victims. The case studies cover different stages of the treatment group: the first meeting, the initial stage,
the early-midstage, mid-late stage, and late stage, with comprehensive explanations by Dr. Annis Fung. The case
studies should help to develop a deeper understanding of the treatment groups for different subtypes of aggressors
and victims covered in Chapter 4 to Chapter 7.
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Chapter 10: Appendices
I. Content of Appendices
1. Quantitative Assessment Tools
Appendix 1: [Reactive and Proactive Aggression Questionnaire] _Students
Appendix 2: [Peer Victimization Questionnaire] _Students
Appendix 3: [Anger Self-Report] _Students
Appendix 4: [Reactive and Proactive Aggression Questionnaire-Teacher Rating Scale] _Teachers
Appendix 5: [Peer Victimization Questionnaire] _Teachers
Appendix 6: [Reactive and Proactive Aggression Questionnaire-Parent Rating Scale] _Parents
Appendix 7: [Child Disclosure] _Parents
2. Qualitative Assessment Tools
Appendix 8: [Proactive Aggressors- Student Qualitative Study] _Students
Appendix 9a: [Reactive Aggressors- Student Qualitative Study for Males] _Students
Appendix 9b:[Reactive Aggressors- Student Qualitative Study for Females]_ Students
Appendix 10: [Aggressive Victims- Student Qualitative Study] _Students
Appendix 11: [Passive Victims- Student Qualitative Study] _ Students
Appendix 12: [Proactive Aggressors- Teacher Qualitative Study] _Teachers
Appendix 13: [Reactive Aggressors- Teacher Qualitative Study] _ Teachers
Appendix 14: [Aggressive Victims- Teacher Qualitative Study] _ Teachers
Appendix 15: [Passive Victims- Teacher Qualitative Study] _ Teachers
Appendix 16: [Proactive Aggressors- Parent Qualitative Study] _ Parents
Appendix 17: [Reactive Aggressors- Parent Qualitative Study] _ Parents
Appendix 18: [Aggressive Victims- Parent Qualitative Study] _ Parents
Appendix 19: [Passive Victims- Parent Qualitative Study] _ Parents
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II. Quantitative Assessment Tools
1. Appendix 1: [Reactive and Proactive Aggression Questionnaire] _Students
There are times when most of us feel angry, or have done things we should not have done. Please pick the most
appropriate answer indicating your situation in the past 3 months.
In the past 3 months, how often have you…
Never
Sometimes
Always
1. yelled at others when they have annoyed you
0
1
2
2. had fights with others to show who was on top
0
1
2
3. reacted angrily when provoked by others
0
1
2
4. taken things from other students
0
1
2
5. gotten angry when frustrated
0
1
2
6. vandalized something for fun
0
1
2
7. had temper tantrums
0
1
2
8. damaged things because you felt mad
0
1
2
9. had a gang fight to be cool
0
1
2
10. hurt others to win a game
0
1
2
11. become angry or mad when you don't get your way
0
1
2
12. used physical force to get others to do what you want
0
1
2
13. gotten angry or mad when you lost a game
0
1
2
14. gotten angry when others threatened you
0
1
2
15. used force to obtain money or things from others
0
1
2
16. felt better after hitting or yelling at someone
0
1
2
17. threatened and bullied someone
0
1
2
18. made obscene phone calls for fun
0
1
2
19. hit others to defend yourself
0
1
2
20. gotten others to gang up on someone else
0
1
2
21. carried a weapon to use in a fight
0
1
2
22. gotten angry or mad or hit others when teased
0
1
2
23. yelled at others so they would do things for you
0
1
2
Reactive Aggression score: 1+3+5+7+8+11+13+14+16+19+22
Proactive Aggression score: 2+4+6+9+10+12+15+17+18+20+21+23
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2. Appendix 2: [Peer Victimization Questionnaire] _Students
The statements below describe experiences that sometimes happen to people your age. Please pick the most
appropriate answer indicating the frequency of each situation in the past 3 months.
In the past 3 months, other kids…
Never
Seldom
Sometimes
Often
Always
1. broke or destroy my things
1
2
3
4
5
2. called me names
1
2
3
4
5
3. left me out of things they were doing
1
2
3
4
5
4. acted like they were going to beat me up or
hurt me
1
2
3
4
5
5. said things to put me down
1
2
3
4
5
6. gave me the “silent treatment”
1
2
3
4
5
7. beat me up or physically hurt me in some
way
1
2
3
4
5
8. giggled or laughed at me
1
2
3
4
5
9. refused to help me
1
2
3
4
5
10. spread rumors about me
1
2
3
4
5
11. did not invite me to parties, dances, social
events, etc.
1
2
3
4
5
12. stole or took things from me
1
2
3
4
5
13. said things to put down people I like or
care about
1
2
3
4
5
14. physically touched me in a way I did not
want
1
2
3
4
5
15. refused to do things with me
1
2
3
4
5
16. threatened to beat me up or hurt
1
2
3
4
5
17. would not sit near me at lunch or in class
1
2
3
4
5
18. refused to share information or materials
with me
1
2
3
4
5
19. threw things at me
1
2
3
4
5
20. said things that offended me
1
2
3
4
5
21. tried to ditch or get rid of me
1
2
3
4
5
Peer Victimization score: 1+2+3+4+5+6+7+8+9+10+11+12+13+14+15+16+17+18+19+20+21
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3. Appendix 3: [Anger Self-Report] _Students
Please pick the most appropriate answer next to each statement according to the amount of your agreement or
disagreement.
Strong
Moderate
Slight
Slight
Moderate
Strong
disagreement
disagreement
disagreement
agreement
agreement
agreement
1. I get mad easily.
1
2
3
4
5
6
2. I never feel hate towards members
of my family.
1
2
3
4
5
6
3. People should never get angry.
1
2
3
4
5
6
4. It's right for people to express
themselves when they are mad.
1
2
3
4
5
6
5. Some of my family members have
habits that bother and annoy me
very much.
1
2
3
4
5
6
6. Sometimes I feel that I could injure
someone
1
2
3
4
5
6
7. People should never get irritated.
1
2
3
4
5
6
8. At times I have a strong to do
something harmful or shocking.
1
2
3
4
5
6
9. Feeling angry is terrible.
1
2
3
4
5
6
10. It doesn't make me angry to have
people hurry me.
1
2
3
4
5
6
11. At times I feel like smashing things.
1
2
3
4
5
6
12. My parents never made me angry.
1
2
3
4
5
6
13. I hardly ever feel like swearing.
1
2
3
4
5
6
14. I hardly ever get angry.
1
2
3
4
5
6
15. I find it hard to think badly of
anyone.
1
2
3
4
5
6
16. When people are angry, they
should let it out.
1
2
3
4
5
6
17. I am rarely cross and grouchy.
1
2
3
4
5
6
18. In spite of how my parents treated
me, I didn't get angry.
1
2
3
4
5
6
19. It's useless to get angry.
1
2
3
4
5
6
20. I think little of people who get
angry.
1
2
3
4
5
6
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4. Appendix 4: [Reactive and Proactive Aggression Questionnaire-Teacher Rating Scale] _Teachers
Please pick the most appropriate answer indicating the frequency of each behavior of that student in the past 3
months.
In the past 3 months, how often have that student…
Never
Sometimes
Always
1. yelled at others when they have annoyed him/her
0
1
2
2. had fights with others to show who was on top
0
1
2
3. reacted angrily when provoked by others
0
1
2
4. taken things from other students
0
1
2
5. gotten angry when frustrated
0
1
2
6. vandalized something for fun
0
1
2
7. had temper tantrums
0
1
2
8. damaged things because he/she felt mad
0
1
2
9. had a gang fight to be cool
0
1
2
10. hurt others to win a game
0
1
2
11. become angry or mad when he/she didn't get his/her way
0
1
2
12. used physical force to get others to do what he/she wanted
0
1
2
13. gotten angry or mad when he/she lost a game
0
1
2
14. gotten angry when others threatened him/her
0
1
2
15. used force to obtain money or things from others
0
1
2
16. felt better after hitting or yelling at someone
0
1
2
17. threatened and bullied someone
0
1
2
18. made obscene phone calls for fun
0
1
2
19. hit others to defend himself/herself
0
1
2
20. gotten others to gang up on someone else
0
1
2
21. carried a weapon to use in a fight
0
1
2
22. gotten angry or mad or hit others when teased
0
1
2
23. yelled at others so they would do things for him/her
0
1
2
Reactive Aggression score: 1+3+5+7+8+11+13+14+16+19+22
Proactive Aggression score: 2+4+6+9+10+12+15+17+18+20+21+23
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5. Appendix 5: [Peer Victimization Questionnaire] _Teachers
The statements below describe experiences that sometimes happen to students and people his/her age. Please
pick the most appropriate answer indicating the frequency of each situation happened on that student in the past 3
months.
In the past 3 months, other classmates…
Never
Seldom
Sometimes
Often
Always
1. broke or destroy his/her things
1
2
3
4
5
2. called he/she names
1
2
3
4
5
3. left he/she out of things they were doing.
1
2
3
4
5
4. acted like they were going to beat he/she
up or hurt he/she.
1
2
3
4
5
5. said things to put he/she down
1
2
3
4
5
6. gave he/she the “silent treatment”
1
2
3
4
5
7. beat he/she up or physically hurt me in
some way.
1
2
3
4
5
8. giggled or laughed at he/she.
1
2
3
4
5
9. refused to help he/she.
1
2
3
4
5
10. spread rumors about he/she.
1
2
3
4
5
11. did not invite he/she to parties, dances,
social events, etc.
1
2
3
4
5
12. stole or took things from he/she.
1
2
3
4
5
13. said things to put down people he/she
likes or cares about.
1
2
3
4
5
14. physically touched he/she in a way he/
she does not want.
1
2
3
4
5
15. refused to do things with he/she.
1
2
3
4
5
16. threatened to beat he/she up or hurt.
1
2
3
4
5
17. would not sit near he/she at lunch or in
class.
1
2
3
4
5
18. refused to share information or materials
with he/she.
1
2
3
4
5
19. threw things at he/she.
1
2
3
4
5
20. said things that offended he/she.
1
2
3
4
5
21. tried to ditch or get rid of he/she.
1
2
3
4
5
Peer Victimization score: 1+2+3+4+5+6+7+8+9+10+11+12+13+14+15+16+17+18+19+20+21
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6. Appendix 6: [Reactive and Proactive Aggression Questionnaire-Parent Rating Scale] _Parents
Please pick the most appropriate answer indicating the frequency of each behavior of your child in the past 3
months.
In the past 3 months, how often have your child…
Never
Sometimes
Always
1. yelled at others when they have annoyed him/her
0
1
2
2. had fights with others to show who was on top
0
1
2
3. reacted angrily when provoked by others
0
1
2
4. taken things from other students
0
1
2
5. gotten angry when frustrated
0
1
2
6. vandalized something for fun
0
1
2
7. had temper tantrums
0
1
2
8. damaged things because he/she felt mad
0
1
2
9. had a gang fight to be cool
0
1
2
10. hurt others to win a game
0
1
2
11. become angry or mad when he/she didn't get his/her way
0
1
2
12. used physical force to get others to do what he/she wanted
0
1
2
13. gotten angry or mad when he/she lost a game
0
1
2
14. gotten angry when others threatened him/her
0
1
2
15. used force to obtain money or things from others
0
1
2
16. felt better after hitting or yelling at someone
0
1
2
17. threatened and bullied someone
0
1
2
18. made obscene phone calls for fun
0
1
2
19. hit others to defend himself/herself
0
1
2
20. gotten others to gang up on someone else
0
1
2
21. carried a weapon to use in a fight
0
1
2
22. gotten angry or mad or hit others when teased
0
1
2
23. yelled at others so they would do things for him/her
0
1
2
Reactive Aggression score: 1+3+5+7+8+11+13+14+16+19+22
Proactive Aggression score: 2+4+6+9+10+12+15+17+18+20+21+23
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7. Appendix 7: [Child Disclosure] _Parents
Following statements are about how you get along with your child. Please pick the most appropriate answer indicating
the situation at present and in the past 3 months.
Your child…
Never
Seldom
Often
Usually
Always
1. needed to have your permission to stay out late on a
weekday evening
1
2
3
4
5
2. been required to tell you where he/she was going and
who he/she would be with, before he/she went out at a
weekend night
1
2
3
4
5
3. been required to explain to you what he/she did and
whom he/she was with, if he/she had been out very
late one night
1
2
3
4
5
4. always been required to tell you where he/she was at
night, who he/she was with, and what they did together
1
2
3
4
5
5. needed to have your permission to go out at weekend.
1
2
3
4
5
6. need to tell you what he/she spent his/her money on
1
2
3
4
5
7. know who you have as friends during your free time
1
2
3
4
5
8. told you how school was when he/she got home (how
he/she did on different exams, his/her relationships
with teachers, etc.)
1
2
3
4
5
9. kept a lot of secrets from you about what he/she did
during his/her free time
1
2
3
4
5
10. hid a lot from you about what he/she did during nights
and weekends
1
2
3
4
5
11. liked to tell you what he/she had done that evening
when he/she get home, if he/she was out at night
1
2
3
4
5
Child Disclosure score: 1+2+3+4+5+6+7+8+9+10+11
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III. Qualitative Assessment Tools
1. Appendix 8: [Proactive Aggressors- Student Qualitative Study] _Students
The researcher may use the scale below to gather information about the frequency of characteristics in the
“assessment” column. The characteristics in boldface are those of proactive aggressors: the higher the frequency,
the higher the possibility that the child is a proactive aggressor.
“The following are some scenarios. Try to imagine you are the character in each story. Here is the first scenario”:
Scenario 1:
“Imagine that you and four teammates won a ball game and got a $500 bonus. Every teammate has put equal effort
into the game. Because you are the captain, you can decide how to allocate the bonus. How would you make your
decision? You will now be given $500, please allocate the money among yourself and your four teammates.”
Question
Assessment
1.
Why did you make this decision?
(Then ask “Any other reasons?”
until the student says “No”.)
Frequency of
Characteristics
Total
Remarks
Emphasizing selfbenefits
Emphasizing
relationships
Concern for others
2.
If your teammates disagreed with
your decision, what would you
do? Why?
(If the student allocated the
money equally, or the teammates
received more money, then ask,
“Some of the teammates thought
they deserved more because they
put in more effort. What would
you do? Why?”)
Self-centered
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Scenarios 2:
One day, you did not eat breakfast and forgot to bring any money for lunch. At lunchtime, some of your classmates
have arranged to have a school lunch box, and others are leaving the campus to get their lunch. You are
desperately hungry, but you have no money for lunch and have not ordered a lunch box from school. What would
you do?”
Question
1. What is the problem you are
facing in this scenario?
2. What are possible ways to solve
this problem?
3. (Continue to ask “Any more?”
until the student says “No”.)
4. Considering these different
solutions, which would you
choose to solve the problem?
Why?
5. If the above solution is not
used, which do you think is the
second-best choice? Why?
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Assessment
Frequency of
characteristics
Make sure the student
understands the scenario
Aggressive behavior
Non-aggressive behavior
Aggressive behavior
Non-aggressive behavior
Aggressive behavior
Non-aggressive behavior
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Remarks
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Scenario 3:
You are always wishing you had the latest model of cell phone, but you don't have enough money to buy it. One
day, when you are reading in the library, the schoolmate sitting next to you leaves in a hurry. You realize that he/she
forgot his/her mobile phone, which is the latest model you have been longing for.”
Question
Assessment
1. What would you do with the mobile phone?
Why?
Emphasizing
(Continue to ask “Any other methods?”
until the student says “No”.)
Frequency of
characteristics
Total
Remarks
self-benefits
1a. If the student says “Depends on whether
I know the schoolmate or not,” then ask,
“What if you know him/her? What if you
don't know him/her?”
1b. If the student says, “Look around for that
schoolmate and return the mobile,” then
ask, “If the schoolmate has already left,
what would you do?”
Emphasizing
relationships
2. If you responded in this way, what do you
think the consequences would be?
Expects positive
consequences
(Only ask students who focus more on
self-benefits in Question 1.)
(Continue to ask “Any other
consequences?” until the student says
“No”.)
Expects negative
consequences
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Scenario 4:
During recess, you see two schoolmates quarreling and then start a fight in the playground.”
Question
Assessment
Frequency of
characteristics
1. Why do you think they started a fight?
(Continue to ask “Any other reasons?” until the
student says “No”.)
1a. If the student says “Maybe because of a romantic
relationship or friendship,” then ask, “Why would
a romantic relationship make them fight? Why
would friendship make them fight?”
1b. If the student says, “Disagreement of opinions,”
then ask, “What issue do you think they have
different opinions on?”
2. What would you do when you saw this happening?
Why?
(Continue to ask “Any other possible actions?”
until the student says “No”.)
Proactive
aggressor's
mindset
Reactive
aggressor's
mindset
Rationalizes
aggressive
behavior
2a. If the student says, “Inform the teacher,” then ask
“Why?”
Does not
2b. If the student says, “Depends on whether I know
the schoolmate or not,” then ask, “What if you
know him/her? What if you don't know him/her?”
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rationalize
aggressive
behavior
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Remarks
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Scenario 5:
In your class there is a student whose behavior is weird, and as a result other students dislike him. One day, when
the classmate is in one of the cubicles in the washroom, you and several students lock the door from outside and
pour water into the cubicle. The classmate is soaked from head to toe.”
Question
Assessment
Frequency of
characteristics
Total
Remarks
Guilty
1. How would you feel after participating
in this event? (Continue to ask “Any
other feelings?” until the student says
“No”.)
Not guilty
Positive feelings
Negative feelings
2. How do you think the classmate would
feel?
(Continue to ask “Any other feelings?”
until the student says “No”.)
3. If you think the classmate would be
unhappy because of this event, would
you do the same thing next time?
Why?
(Continue to ask “Any other reasons?”
until the student says “No”.)
4. What do you think other classmates
would think of you, after this event?
(Continue to ask “Any other possible
viewpoints?” until the student says
“No.”)
5. Do you wish other classmates to think
of you in this way?
Takes the other's
perspective
Does not take the
other's perspective
Shows empathic
concern
Shows no empathic
concern
Positive appraisals
Negative appraisals
Yes
No
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6. Do you think this incident would get
you into trouble?
(Continue to ask “Any other possible
trouble?” until the student says “No”.)
Expects negative
consequences
Expects no negative
consequences
Yes – for his own
reasons
7. If the classmate did not tell on you,
would you do the same thing again?
Why?
(Then ask “Any other reasons?” until
the student says “No”.)
7a. If the student says “Depends on
whether he/she behaves better,” then
ask “What if he/she behaves better?
What if he/she does not behave
better?”
Yes – for reasons
relating
to the classmate
No – for his own
reasons
No – for reasons
relating
to the classmate
(e.g., “Because he/
she behaves better”
“Because he/she is so
poor.”)
No – to obey the rules
Yes – not afraid of
8. If the classmate told on you and the
teacher punished you, would you do
the same thing again? Why?
(Continue to ask “Any other reasons?”
until the student says “No”.)
violating the rules
Yes – to the same
victim
Yes – to other victims
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2. Appendix 9a: [Reactive Aggressors- Student Qualitative Study for Males] _Students
Situation: While arguing with your classmate, he pushes you.
not at all
a. How angry would you be in this situation?
very much
1---2---3---4---5
Why? _________________________________
The following three questions are about how you would feel, not necessarily what you would do.
not at all
b. How much would you feel like getting back at your classmate?
very much
1---2---3---4---5
Why? _________________________________
c. How much would you feel like fixing the situation?
1---2---3---4---5
Why? _________________________________
d. How much would you feel like letting off steam?
1---2---3---4---5
Why? _________________________________
The following seven questions are about what you would actually do:
not likely
very likely
e.
I would hit him as hard as I could.
1---2---3---4---5
f.
I would be angry with myself for getting into it.
I should know better than to argue with him.
1---2---3---4---5
g.
I would tell my classmate he’d hurt me, and ask if we
could talk about what was bothering him.
1---2---3---4---5
h.
I would walk away.
1---2---3---4---5
i.
I would hit someone else later.
1---2---3---4---5
j.
I would think my classmate was having a bad day.
1---2---3---4---5
k.
I would destroy something important to him.
1---2---3---4---5
The following three questions are about the long-term consequences of how you would handle the
situation. Looking back over what you would actually do, how do you think things would turn out in the
long-run?
harmful
beneficial
e.
Would the long-term effect be harmful or beneficial to you,
personally?
1---2---3---4---5
f.
Would the long-term effect be harmful or beneficial to your
classmate, personally?
1---2---3---4---5
g.
Would the long-term effect be harmful or beneficial to your
relationship with your classmate?
1---2---3---4---5
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3. Appendix 9b:[Reactive Aggressors- Student Qualitative Study for Females]_ Students
Situation: You find out a “friend” was talking about you behind your back.
not at all
a.
How angry would you be in this situation?
Why? _________________________________
very much
1---2---3---4---5
The following three questions are about how you would feel, not necessarily what you would do.
not at all
very much
b.
How much would you feel like getting back at your classmate?
Why? _________________________________
1---2---3---4---5
c.
How much would you feel like fixing the situation?
Why? _________________________________
1---2---3---4---5
d.
How much would you feel like letting off steam?
Why? _________________________________
1---2---3---4---5
The following seven questions are about what you would actually do.
not likely
very likely
e.
I would slam the door in the person's face next time they came by.
1---2---3---4---5
f.
I would do something I enjoy to take my mind off it.
1---2---3---4---5
g.
I would tell all our friends this person can't be trusted.
1---2---3---4---5
h.
I would think maybe the friend just let something slip, and the whole
thing was blown out of proportion.
1---2---3---4---5
i.
I wouldn't really care what he or she thinks.
He or she wasn't a good friend anyway.
1---2---3---4---5
j.
I would ask the friend why we couldn't talk to each other about things
that are bothering us.
1---2---3---4---5
k.
I would take it out on another friend by being short-tempered.
1---2---3---4---5
The following three questions are about the long-term consequences of how you would handle the
situation. Looking back over what you would actually do, how do you think things would turn out in the
long-run?
harmful
beneficial
l.
Would the long-term effect be harmful or beneficial to you,
personally?
1---2---3---4---5
m.
Would the long-term effect be harmful or beneficial to your
classmate, personally?
1---2---3---4---5
n.
Would the long-term effect be harmful or beneficial to your
relationship with your classmate?
1---2---3---4---5
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4. Appendix 10: [Aggressive Victims- Student Qualitative Study] _Students
(Purpose: Researcher can use the scale below to gather statistics on the frequency of students hitting the
characteristics in the assessments. The bolded ones are the characteristics of aggressive victim. The higher the
frequency, the more possible is the student an aggressive victim.)
“Here are some scenarios below. Imagine you play one of the roles.
Scenario 1
Imagine you wear a pair of new shoes to school today. You like the shoes very much, and this is the first time you
wear them. Suddenly there is a classmate crashing into you. You lose the balance and stamp on the mud, and
your shoes are then all covered with mud.”
Question
Assessment
1. Why do you think the classmate would kick
away your mobile phone?
hostile attribution
2. Do you think your classmate is intentional,
or just careless? Why do you think so?
Frequency of
characteristics
Total
Remarks
non-hostile attribution
hostile attribution
non-hostile attribution
positive feeling
(hostile attribution /
non-hostile attribution)
3. What do you think the classmate feel?
Why?
negative feeling
(hostile attribution /
non-hostile attribution)
no feeling
(hostile attribution /
non-hostile attribution)
infuriated emotion
non-infuriated emotion
4. What is your feeling?
(go to Question 6)
no feeling
(go to Question 6)
5. (If the student has infuriated emotion in
Question 4) If 1 score is not angry, and 10
score is very angry, how would you rate
your fury?
the level of fury
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aggressive method
6a. What possible reaction would you have?
(meaning behavior, not emotion) Why?
(then ask “Any other possible reaction?”
until the student replies “no”)
non-aggressive
method
retaliation
aggressive method
6b. Which reaction would you choose?
non-aggressive
method
retaliation
6c. If you react like this, what would happen at
last?
6d. Do you think the incident would happen on
you again if you do so?
7. (If the student has not chosen aggressive
method) If you scold or even hit your
classmate, what do you think would happen
at last?
8. (If the student has not chosen aggressive
method) Do you think the incident would
happen on you again if you react like this?
rationalize aggressive
behavior
does not rationalize
aggressive behavior
rationalize aggressive
behavior
does not rationalize
aggressive behavior
rationalize aggressive
behavior
does not rationalize
aggressive behavior
rationalize aggressive
behavior
does not rationalize
aggressive behavior
I have done wrong
9. Do you think anyone has done wrongly in
this incident? Why?
the classmate has
done wrong
no one has done wrong
blame the classmate
10. Would you blame your classmate?
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would not blame
anyone
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Scenario 2
On the way to school, you find your shoelaces have loosened. So you put your schoolbag on the floor, and bend
forward to tie the shoelaces. Your mobile drops out from the bag when you put it down. At the same time, your
classmate passes by and coincidentally kicks away your mobile phone. You see that person looking at the mobile
phone and then looking at you.
Question
1. Why do you think the classmate would
crash into you?
2. Do you think your classmate is intentional,
or just careless? Why do you think so?
Assessment
Frequency of
characteristics
Total
Remarks
hostile attribution
non-hostile attribution
hostile attribution
non-hostile attribution
positive feeling
(hostile attribution /
non-hostile attribution)
3. What do you think the classmate feel?
Why?
negative feeling
(hostile attribution /
non-hostile attribution)
no feeling
(hostile attribution /
non-hostile attribution)
infuriated emotion
4. What is your feeling?
non-infuriated emotion
(go to Question 6)
no feeling
(go to Question 6)
5. (If the student has infuriated emotion in
Question 4) If 1 score is not angry, and
10 score is very angry, how would you
rate your fury?
the level of fury
aggressive method
6a. What possible reaction would you have?
(meaning behavior, not emotion) Why?
(then ask “Any other possible reaction?”
until the student replies “no”)
non-aggressive
method
retaliation
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aggressive method
6b. Which reaction would you choose?
non-aggressive
method
retaliation
6c. If you react like this, what would happen
at last?
6d. Do you think the incident would happen
on you again if you do so?
7. (If the student has not chosen aggressive
method) If you scold or even hit your
classmate, what do you think would
happen at last?
8. (If the student has not chosen aggressive
method) Do you think the incident would
happen on you again if you react like this?
rationalize aggressive
behavior
does not rationalize
aggressive behavior
rationalize aggressive
behavior
does not rationalize
aggressive behavior
rationalize aggressive
behavior
does not rationalize
aggressive behavior
rationalize aggressive
behavior
does not rationalize
aggressive behavior
I have done wrong
9. Do you think anyone has done wrongly in
this incident? Why?
the classmate has
done wrong
no one has done
wrong
blame the classmate
10. Would you blame your classmate?
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would not blame
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Scenario 3
One day, when you go into a compartment of the washroom, somebody locks the door and pours water into the
compartment that makes you all wet.
Question
Assessment
Frequency of
characteristics
Total
Remarks
positive feeling
1. What do you think the other party
would feel? Why?
negative feeling
no feeling
infuriated emotion
2. What is your feeling?
non-infuriated emotion
(go to Question 4)
no feeling
(go to Question 4)
3. (If the student has infuriated
emotion in Question 2) If 1 score
is not angry, and 10 score is very
angry, how would you rate your
fury?
the level of fury
just for fun
4. Why do you think the other party
did this?
some problem with the
other party
blame on himself/herself
by accident
would
5a. Do you think this incident would
also happen on other classmates?
would not
blame on himself/herself
5b. Why?
blame on the other party
would
6a. Do you think this incident would
happen on you again?
would not
self
I have paid my
effort
it is my fault
6b. Why?
other
party
it is his/her fault
s/he is afraid
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7a. If you do not know who the other
party is, what possible reaction
would you have? (meaning
behavior, not emotion) Why?
(then ask “Any other possible
reaction?” until the student replies
“no”)
aggressive method
non-aggressive method
retaliation
aggressive method
7b. Which reaction would you
choose?
non-aggressive method
retaliation
7c. If you react like this, what would
happen at last?
7d. Do you think the incident would
happen on you again if you do so?
8a. If you know who the other party
is, what would you do? Why?
(then ask “Any more?” until the
student replies “no”)
rationalize aggressive
behavior
does not rationalize
aggressive behavior
rationalize aggressive
behavior
does not rationalize
aggressive behavior
aggressive method
non-aggressive method
retaliation
aggressive method
8b. Which reaction would you
choose?
non-aggressive method
retaliation
8c. If you react like this, what would
happen at last?
8d. Do you think the incident would
happen on you again if you do so?
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rationalize aggressive
behavior
does not rationalize
aggressive behavior
rationalize aggressive
behavior
does not rationalize
aggressive behavior
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5. Appendix 11: [Passive Victims- Student Qualitative Study] _ Students
The following are some situations that you may encounter and some typical responses. Try to imagine yourself in
these situations. I will ask you some questions about your responses to each scenario.
Situation 1:
Imagine that you are standing on the playground playing catch with another schoolmate.
You throw the ball to him/her and he/she catches it. You turn around, and the next thing you
realize is that he/she has thrown the ball and hit you in the middle of your back. The ball hits
you hard, and it hurts a lot.
Question a.
Why do you think he/she hit you in the back?
Question b.
How would you respond to him/her after he/she hit you?
Question c.
Why would you respond this way?
Situation 2:
Imagine that you see some schoolmates playing on the playground. You would really like to
play with them, so you go over and ask one of them if you can play. He/She says no.
Question a.
Why do you think he/she said no?
Question b.
How would you respond to him/her after he/she said no?
Question c.
Why would you respond this way?
Situation 3:
Imagine that you are walking to school and you are wearing brand new sneakers. You
really like your new sneakers and this is the first day you have worn them. Suddenly, your
schoolmate bumps into you from behind, so that you stumble into a puddle and your new
sneakers get muddy.
Question a.
Why do you think he/she bumped into you?
Question b.
How would you respond to him/her after he/she bumped into you?
Question c.
Why would you respond this way?
Situation 4:
Imagine that you go to the first meeting of a club you want to join. You would like to make
friends with the other kids in the club. You walk up to some of the other kids and say “Hi!”
but they do not say anything back.
Question a.
Why do you think they did not answer you?
Question b.
How would you respond to them after they didn't answer you?
Question c.
Why would you respond this way?
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6. Appendix 12: [Proactive Aggressors- Teacher Qualitative Study] _Teachers
(1) Background information
1.
How long have you been teaching at this school?
2.
What kind of work are you responsible for at the school?
3.
What do you think proactive aggressive behavior is?
Definition: Proactive aggressive behavior is defined by the perpetrator's intention and motivation and can bring the
aggressor advantages and benefits, such as authority, manipulation of others, etc. Proactive aggressors
are calm and deliberate, and are typical bullies. They have a strong desire to control other people, have
a subjective view of themselves, and lack empathy for their victims.
4.
Please describe the situation of proactive bullying in your school.
5.
Describe some specific types of behavior shown by proactive aggressors in schools.
(2) The campus life of the student
1.
How long have you known XXX?
2.
How would you describe him/her?
3.
How is his/her academic achievement?
4.
How popular do you think he/she is at school? (score 1 – 10, with 1 = very unpopular, 10 = very popular)?
Why?
5.
As far as you are aware, how many close friend(s) does s/he have at school?
6.
Does his/her friend(s) show proactive aggressive behavior? How is their relationship?
7.
How would other teachers describe him/her?
8.
As far as you know, does he/she have any experience of being bullied? What happened?
(3) The student's behavior
1.
Does he/she often have disagreements with the teachers?
2.
Has he/she ever deliberately provoked the teachers? Describe the situation.
3.
Does he/she often go along with a gang of classmates, playing the role of leader?
4.
Does he/she attract much attention in class and around campus?
5.
Are other classmates afraid of him/her in class and around campus?
6.
What is his/her attitude like during lessons?
7.
Does he/she disrupt the class during lessons? Describe what happens.
8.
Has he/she ever had conflicts with teachers or classmates? Describe the situation.
9.
How often does he/she show proactive aggressive behavior?
10.
i) once every week
ii) once every two weeks
iv) once every three months
v) other
iii) once every month
How do teachers normally handle his/her behavior? What would be his/her response afterwards?
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11.
Has he/she changed because of this?
12.
What is his/her response when he/she is punished? (e.g., not at all fearful, dismissive, scared)
13.
What do you think are the reasons behind his/her bullying behavior?
14.
What do you think he/she thinks about his/her bullying behavior?
15.
Who does he/she tend to bully most?
16.
Do you think his/her bullying behavior is influenced or encouraged by other students?
17.
How do teachers influence his/her behavior?
(4) The student's relationship with his/her parents
1.
As far as you know, what is the parenting style of his/her father?
2.
As far as you know, what is the parenting style of his/her mother?
(5) Expectations of the treatment group
What are your expectations of this project? What would you wish him/her to gain, or in what way you would like
him/her to change?
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7. Appendix 13: [Reactive Aggressors- Teacher Qualitative Study] _ Teachers
(1) Background information
1.
How long have you been teaching at this school?
2.
What kind of work are you responsible for at the school?
3.
What do you think reactive aggressors are?
Definition: Reactive aggressors are over-sensitive to the threat of the outside world, due to their selective attention
and hostile attribution bias. They often view their peers’ neutral behavior (e.g., being bumped into
accidentally) as hostile, and think others are trying to harm them. They will then become angry and may
use aggression to protect themselves or retaliate against their peers. Reactive aggressors are usually
bad-tempered and angry, and will suddenly lose control when they encounter particular incidents. They
are more likely than proactive aggressors to disrupt the discipline in the classroom and are subject to
peer rejection.
4.
Please describe the situation of reactive aggression in your school.
5.
Describe some specific types of behavior shown by reactive aggressors in schools.
(2) The campus life of the student
1.
How long have you known XXX?
2.
How would you describe him/her?
3.
How is his/her academic achievement?
4.
How popular do you think he/she is at school? (score 1 – 10, with 1 = very unpopular, 10 = very popular)?
Why?
5.
As far as you are aware, how many close friend(s) does s/he have at school?
6.
Does his/her friend(s) show reactive aggressive behavior? How is their relationship?
7.
How would other teachers describe him/her?
8.
As far as you know, does he/she have any experience of being bullied? What happened?
(3) The student's behavior
1.
In school, under what circumstances he/she will lose his/her temper? What will he/she do at the moment?
2.
When was the first time when he/she showed his/her reactive aggressive behavior?
3.
How often does he/she show reactive aggressive behavior?
4.
i) once every week
ii) once every two weeks
iv) once every three months
v) other
iii) once every month
Does his/her current reactive aggressive behavior differ from his/her past ones?
i) Become more frequent/ less frequent; worse/ better
5.
When he/she gets angry, how likely will he/she show reactive aggressive behavior:
i) Always, sometimes, seldom, never
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6.
When is his/her most impressive reactive aggressive behavior? What was he/she doing at the moment?
7.
How do teachers normally handle his/her behavior? What would be his/her response afterwards?
8.
How do other teachers handle his/her behavior? What would be his/her response afterwards?
9.
How does the school handle his/her behavior? What would be his/her response afterwards?
10.
What do you think about these handling? Did his/her situation get any better?
11.
What do you think he/she thinks about his/her aggressive behavior? What do you think are the reasons
behind his/her aggressive behavior?
12.
To who does he/she tend to show his/her aggressive behavior the most?
13.
As far as you know, does he/she have any past experience of being bullied? What happened at the
moment?
14.
Do you think his/her aggressive behavior is influenced or encouraged by other students?
15.
How do teachers influence his/her behavior? Has he/she changed because of this?
(4) The student's relationship with his/her parents
1.
As far as you know, what is the parenting style of his/her father?
2.
As far as you know, what is the parenting style of his/her mother?
(5) Expectations of the treatment group
What are your expectations of this project? What would you wish him/her to gain, or in what way you would like
him/her to change?
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8. Appendix 14: [Aggressive Victims- Teacher Qualitative Study] _ Teachers
(1) Background information
1.
How long have you been teaching at this school?
2.
What kind of work are you responsible for at the school?
3.
What do you think aggressive victims are?
Definition: When aggressive victims are being bullied or hurt, they will become specially anxious and tensed, and
will have the idea of retaliation and would likely to use violent approach. The aggressive victims may
even take the initiative to provoke others. In case of quarrel or fighting, they would declare themselves
victims and for the reason of self-defense, to rationalize their aggression. The aggressive victims usually
have more collection of offensive weapons or toys than passive victims. They would also have higher
incidence of quarrels and fighting than passive victims.
The self-valuation of aggressive victims is usually low. They often think that they are not as intelligent as
others, and have unattractive appearance and body. They often feel anxious and impatient, and are not
welcomed by their peers. It is believed that they are the unhappy group when compared to other people.
4.
Please describe the situation of aggressive victims in your school.
5.
Describe some specific types of behavior shown by aggressive victims in schools.
(2) The campus life of the student
1.
How long have you known XXX?
2.
How would you describe him/her?
3.
How is his/her academic achievement?
4.
How popular do you think he/she is at school? (score 1 – 10, with 1 = very unpopular, 10 = very popular)?
Why?
5.
As far as you are aware, how many close friend(s) does s/he have at school?
6.
Does his/her friend(s) show aggressive victims’ behavior? How is their relationship?
7.
How would other teachers describe him/her?
8.
As far as you know, does he/she have any experience of being bullied? What happened at the moment?
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(3) The student's behavior
1.
As far as you know, has he/she ever been bullied? What happened at the moment?
2.
How often will he/she be bullied by others?
i) once every week
ii) once every two weeks
iv) once every three months
v) other:
3.
What would he/she do when he/she was bullied?
4.
Would he/she respond to others’ bullies by aggressive behavior?
5.
How often would he/she respond to others’ bullies by aggressive behavior:
i) once every week
ii) once every two weeks
iv) once every three months
v) other:
iii) once every month
iii) once every month
6.
When he responded to others’ bullying by aggressive behavior, how would you handle? What would be his/
her response afterwards?
7.
How would other teachers handle then? What would be his/her response afterwards?
8.
Who would bully him/her?
9.
What do you think are the reasons he/she was bullied by others? What are the motives of the bullies?
10.
How would you handle when he/she was being bullied? What would be his/her response afterwards?
11.
How would other teachers handle when he/she was being bullied? What would be his/her response
afterwards?
12.
How would the school handle then? What would be his/her response afterwards?
13.
What do you think about these handlings?
14.
Do you think his/her victimization is influenced or encouraged by other students?
15.
How do teachers influence his/her behavior?
(4) The student's relationship with his/her parents
1.
As far as you know, what is the parenting style of his/her father?
2.
As far as you know, what is the parenting style of his/her mother?
(5) Expectations of the treatment group
What are your expectations of this project? What would you wish him/her to gain, or in what way you would like
him/her to change?
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9. Appendix 15: [Passive Victims- Teacher Qualitative Study] _ Teachers
(1) Background information
1.
How long have you been teaching at this school?
2.
What kind of work are you responsible for at the school?
3.
What do you think passive victim is?
Definition: Passive victims tend to be shorter and skinner. They are not strong enough to protect themselves from
the stronger aggressors. When they are bullied they tend to cry and withdraw themselves from others.
Passive victims are usually quiet, anxious, submissive, very sensitive and insecure. They have poor
communication skills, coping skills and interpersonal relationship. They tend to have low self-esteem
and low confidence. When they are bullied, they tend to take the blame and internalize them as own
responsibilities.
4.
Please describe the situation of passive victims in your school.
5.
Describe some specific types of behavior shown by passive victims.
(2) The campus life of the student
1.
How long have you known XXX?
2.
How would you describe him/her?
3.
How is his/her academic achievement?
4.
How popular do you think he/she is at school? (score 1 – 10, with 1 = very unpopular, 10 = very popular)?
Why?
5.
As far as you are aware, how many close friend(s) does s/he have at school?
6.
Does his/her friend(s) show behavior of passive victim? How is their relationship?
7.
How would other teachers describe him/her?
8.
As far as you know, does he/she have any experience of being bullied? What happened?
(3) The student's behavior
1.
As far as you know, has he/she ever been bullied? What happened at the moment?
2.
How often will he/she be bullied by others?
i) once every week
ii) once every two weeks
iv) once every three months
v) other:
iii) once every month
3.
What would he/she do when he/she was bullied?
4.
Would he/she response others’ bullies by aggressive behavior?
5.
Who would bully him/her?
6.
What do you think are the reasons he/she was bullied by others? What are the motives of the bullies?
7.
How would you handle when he/she was being bullied? What would be his/her response afterwards?
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8.
How would other teachers handle when he/she was being bullied? What would be his/her response
afterwards?
9.
How would the school handle then? What would be his/her response afterwards?
10.
What do you think about these handlings?
11.
Do you think his/her victimization is influenced or encouraged by other students?
12.
How do teachers influence his/her behavior?
(4) The student's relationship with his/her parents
1.
As far as you know, what is the parenting style of his/her father?
2.
As far as you know, what is the parenting style of his/her mother?
(5) Expectations of the treatment group
What are your expectations of this project? What would you wish him/her to gain, or in what way you would like
him/her to change?
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10. Appendix 16: [Proactive Aggressors- Parent Qualitative Study] _ Parents
(1) Background information
1.
What family member(s) does s/he live with?
2.
Does s/he have any sibling? How many? (If no, please skip Part 5)
(2) Understanding of your child
The questions below ask about the behavior of your children in the past three months. Please answer according to
your children's behavior at that time.
1.
How deep is your understanding to XXXXX? Please rate yourself from 1 to 10, with 1 meaning very little
understanding and 10 meaning very deep understanding.
2.
How would you describe him/her in the past three months?
3.
How is his/her behavior in the past three months?
4.
How is his/her emotion in the past three months?
5..
Has s/he ever made trouble at home in order to obtain any benefit? How did the most impressive or most
recent incident happen?
6.
What is his/her frequency and extent of making trouble at home in the past three months?
7.
To your knowledge, how many friends did s/he have in the past three months?
8.
To your knowledge, how would you describe his/her friends in the past three months?
9.
To your knowledge, what would s/he do with his/her friends together in the past three months?
10.
Has his/her teacher talked to you on his/her problem? What is it about?
11.
Continuing with the last question, do you have any corresponding method to handle the problem?
12.
Do you think the support from school is sufficient?
(3) The student's relationship with parents
1.
How is relationship with his/her father in the past three months? Please rate from 1 to 10, with 1 meaning
very bad and 10 meaning very good.
2.
How is relationship with his/her mother in the past three months? Please rate from 1 to 10, with 1 meaning
very bad and 10 meaning very good.
3.
Has s/he ever had any conflict with his/her father? How did the most impressive or the most recent
incident happen?
4.
Has s/he ever had any conflict with his/her mother? How did the most impressive or the most recent
incident happen?
5.
What is the frequency and extent of the conflict with his/her father in the past three months?
6.
What is the frequency and extent of the conflict with his/her mother in the past three months?
7.
What is his/her frequency of helping the household tasks in the past three months?
8.
What is his/her frequency of participating in volunteer work in the past three months?
9.
Has s/he ever stayed outside overnight? How did the most impressive or the most recent incident happen?
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10.
What is his/her frequency of staying outside overnight in the past three months?
11.
Do you know what s/he does if s/he stays outside overnight?
12.
Has s/he ever committed crime before? How did the most impressive or the most recent incident happen?
13.
What is his/her frequency of committing crime in the past three months?
(4) The discipline model
1.
How much time would you spend to communicate with him/her?
2.
Is s/he willing to communicate with you? Why?
3.
How would you handle when s/he has any behavioral problem?
4.
What is his/her response when you handle in this way in the past three months?
5.
Have you ever used reward to encourage his/her positive behavior? What is it?
6.
Have you ever used punishment to punish his/her negative behavior?
7.
What is his/her response when you punish him/her in the past three months?
8.
What do you think about your discipline model?
9.
What do you think about the effectiveness of your discipline model?
10.
What do you think about the discipline model of his/her father/mother?
11.
What do you think about the effectiveness of the discipline model of his/her father/mother?
(5) The student's relationship with the siblings
1. How is the relationship with his/her sibling(s) in the past three months? Please rate from 1 to 10, with 1 meaning
very bad and 10 meaning very good.
2. Has s/he ever any conflict with his/her sibling(s)? If yes, how did the most impressive or the most recent incident
happen?
3. What is the frequency and extent of having conflict with his/her sibling(s) in the past three months?
4. Would the sibling(s) be very afraid of him/her in the past three months?
5. Has s/he ever bullied his/her sibling(s)? If yes, how did the most impressive or the most recent incident happen?
6. What is the frequency and extent of bullying his/her sibling(s) in the past three months?
7. Has s/he ever obtained any benefit by bullying his/her sibling(s)? If yes, how did the most impressive or the most
recent incident happen?
8. What is the frequency and extent of obtaining benefit by bullying his/her sibling(s) in the past three months ?
9. Has s/he ever been bullied by his/her sibling(s)? If yes, how did the most impressive or the most recent incident
happen?
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11. Appendix 17: [Reactive Aggressors- Parent Qualitative Study] _ Parents
(1) Background information
1.
What family member(s) does s/he live with?
2.
Does s/he have any sibling? How many? (If no, please skip Part 5)
(2) Understanding of your child
The questions below ask about the behavior of your children in the past three months. Please answer according to
your children's behavior at that time.
1.
How deep is your understanding to XXXXX? Please rate yourself from 1 to 10, with 1 meaning very little
understanding and 10 meaning very deep understanding.
2.
How would you describe him/her in the past three months?
3.
How is his/her behavior in the past three months?
4.
How is his/her emotion in the past three months?
5.
Has s/he ever made trouble at home in order to obtain any benefit? How did the most impressive or most
recent incident happen?
6.
What is his/her frequency and extent of making trouble at home in the past three months?
7.
To your knowledge, how many friends did s/he have in the past three months?
8.
To your knowledge, how would you describe his/her friends in the past three months?
9.
To your knowledge, what would s/he do with his/her friends together in the past three months?
10.
Has his/her teacher talked to you on his/her problem? What is it about?
11.
Continuing with the last question, do you have any corresponding method to handle the problem?
12.
Do you think the support from school is sufficient?
(3) The student's relationship with parents
1.
How is relationship with his/her father in the past three months? Please rate from 1 to 10, with 1 meaning
very bad and 10 meaning very good.
2.
How is relationship with his/her mother in the past three months? Please rate from 1 to 10, with 1 meaning
very bad and 10 meaning very good.
3.
Has s/he ever had any conflict with his/her father? How did the most impressive or the most recent
incident happen?
4.
Has s/he ever had any conflict with his/her mother? How did the most impressive or the most recent
incident happen?
5.
What is the frequency and extent of the conflict with his/her father in the past three months?
6.
What is the frequency and extent of the conflict with his/her mother in the past three months?
7.
What is his/her frequency of helping the household tasks in the past three months?
8.
What is his/her frequency of participating in volunteer work in the past three months?
9.
Has s/he ever stayed outside overnight? How did the most impressive or the most recent incident happen?
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10.
What is his/her frequency of staying outside overnight in the past three months?
11.
Do you know what s/he does if s/he stays outside overnight?
12.
Has s/he ever committed crime before? How did the most impressive or the most recent incident happen?
13.
What is his/her frequency of committing crime in the past three months?
(4) The discipline model
1.
How much time would you spend to communicate with him/her?
2.
Is s/he willing to communicate with you? Why?
3.
How would you handle when s/he has any behavioral problem?
4.
What is his/her response when you handle in this way in the past three months?
5.
Have you ever used reward to encourage his/her positive behavior? What is it?
6.
Have you ever used punishment to punish his/her negative behavior?
7.
What is his/her response when you punish him/her in the past three months?
8.
What do you think about your discipline model?
9.
What do you think about the effectiveness of your discipline model?
10.
What do you think about the discipline model of his/her father/mother?
11.
What do you think about the effectiveness of the discipline model of his/her father/mother?
(5) The student's relationship with the siblings
1.
How is the relationship with his/her sibling(s) in the past three months? Please rate from 1 to 10, with 1
meaning very bad and 10 meaning very good.
2.
Has s/he ever any conflict with his/her sibling(s)? If yes, how did the most impressive or the most recent
incident happen?
3.
What is the frequency and extent of having conflict with his/her sibling(s) in the past three months?
4.
Would the sibling(s) be very afraid of him/her in the past three months?
5.
Has s/he ever bullied his/her sibling(s)? If yes, how did the most impressive or the most recent incident
happen?
6.
What is the frequency and extent of bullying his/her sibling(s) in the past three months?
7.
Has s/he ever obtained any benefit by bullying his/her sibling(s)? If yes, how did the most impressive or
the most recent incident happen?
8.
What is the frequency and extent of obtaining benefit by bullying his/her sibling(s) in the past three months
?
9.
Has s/he ever been bullied by his/her sibling(s)? If yes, how did the most impressive or the most recent
incident happen?
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12. Appendix 18: [Aggressive Victims- Parent Qualitative Study] _ Parents
(1) Background information
1.
What family member(s) does s/he live with?
2.
Does s/he have any sibling? How many? (If no, please skip Part 5)
(2) Understanding of your child
1.
How deep is your understanding to XXXXX? Please rate yourself from 1 to 10, with 1 meaning very little
understanding and 10 meaning very deep understanding.
2.
How would you describe him/her in the past three months?
3.
How is his/her behavior in the past three months? Has s/he ever any aggressive behavior?
4.
What do you think is his/her emotion in the past three months?
5.
Is s/he easily agitated? What response (behavior) would s/he have if agitated?
6.
Is s/he easily infuriated? What response (behavior) would s/he have if infuriated?
7.
Is s/he an impulsive person? What response (behavior) would s/he have if impulsive?
8.
Is s/he often unhappy? What response (behavior) would s/he have if unhappy?
(3) The student's relationship with parents
1.
How is relationship with his/her father? Please rate from 1 to 10, with 1 meaning very bad and 10 meaning
very good.
2.
How is relationship with his/her mother? Please rate from 1 to 10, with 1 meaning very bad and 10
meaning very good.
3.
Has s/he ever had any conflict with his/her father? How did the most impressive or the most recent
incident happen?
4.
Has s/he ever had any conflict with his/her mother? How did the most impressive or the most recent
incident happen?
5.
What is the frequency and extent of the conflict with his/her father?
6.
What is the frequency and extent of the conflict with his/her mother?
7.
How is his/her behavior at home? What is the frequency of helping the household tasks?
(4) The discipline model
1.
How much time would you spend to communicate with him/her?
2.
Is s/he willing to communicate with you? Why?
3.
How would you handle when s/he has any behavioral problem?
4.
What is his/her response when you handle in this way?
5.
Have you ever used reward to encourage his/her positive behavior? What is it?
6.
Have you ever used punishment to punish his/her negative behavior? What is it?
7.
What is his/her response when you punish him/her?
8.
What do you think about your discipline model?
9.
What do you think about the effectiveness of your discipline model?
10.
What do you think about the discipline model of his/her father/mother?
11.
What do you think about the effectiveness of the discipline model of his/her father/mother?
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(5) The student's relationship with the siblings
1.
2.
3.
4.
5.
6.
7.
8.
9.
How is the relationship with his/her sibling(s) in the past three months? Please rate from 1 to 10, with 1
meaning very bad and 10 meaning very good.
Has s/he ever any conflict with his/her sibling(s) in the past three months? If yes, how did the most
impressive or the most recent incident happen?
What is the frequency and extent of having conflict with his/her sibling(s)?
How would s/he respond (emotionally and behaviorally) when s/he encounters conflict with his/her
sibling(s)?
Has s/he ever been bullied by his/her sibling(s)? If yes, how did the most impressive or the most recent
incident happen?
How did s/he respond to his/her sibling(s)’ bullying?
Has s/he ever used aggressive behavior to respond to his/her sibling(s)’ bullying? How did the most
impressive or the most recent incident happen?
Would s/he be very afraid of his/her sibling(s)?
Would the sibling(s) be very afraid of him/her?
(6) The child's school life
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
How is the relationship with his/her classmates?
How many (close) friend(s) does s/he have?
How would you describe his/her friend(s)? Where did they know each other?
What does s/he do with his/her friend(s) usually?
What extra-curricular activity does s/he participate in school?
Has s/he participated in any volunteer work? What is the frequency?
Has s/he ever had any conflict with his/her classmates? How did the most impressive or the most recent
incident happen?
What is the frequency and extent of having conflict with his/her classmates?
How would s/he respond (emotionally and behaviorally) when s/he encounters conflict with his/her
classmates?
Has s/he ever had any conflict with his/her teachers? How did the most impressive or the most recent
incident happen?
What is the frequency and extent of having conflict with his/her teachers?
How would s/he respond (emotionally and behaviorally) when s/he encounters conflict with his/her
teachers?
To your knowledge, has s/he ever being bullied by the classmates? How did the most impressive or the
most recent incident happen?
What is the frequency and extent of being bullied?
Who would bully him/her usually?
Why do you think he would become the target of bullying?
To your knowledge, how does s/he respond to other's bullying (behaviorally and emotionally)?
Has s/he ever used aggressive behavior to respond to other's bullying? How did the most impressive or
the most recent incident happen?
Has s/he ever committed crime before? How did the most impressive or the most recent incident happen?
What is his/her frequency of committing crime at present?
Has his/her teacher talked to you on his/her problem? What is it about?
Continuing with the last question, do you have any corresponding method to handle the problem?
Do you think the support from school is sufficient? Why?
Continuing with the last question, do you have any suggestion?
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13. Appendix 19: [Passive Victims- Parent Qualitative Study] _ Parents
(1) Background information
1.
What family member(s) does s/he live with?
2.
Does s/he have any sibling? How many? (If no, please skip Part 5)
(2) Understanding of your child
1.
How deep is your understanding to XXXXX? Please rate yourself from 1 to 10, with 1 meaning very little
understanding and 10 meaning very deep understanding.
2.
How would you describe him/her in the past three months?
3.
How is his/her behavior in the past three months? Has s/he ever any aggressive behavior?
4.
What do you think is his/her emotion in the past three months?
5.
Is s/he easily agitated? What response (behavior) would s/he have if agitated?
6.
Is s/he easily infuriated? What response (behavior) would s/he have if infuriated?
7.
Is s/he an impulsive person? What response (behavior) would s/he have if impulsive?
8. I
s s/he often unhappy? What response (behavior) would s/he have if unhappy?
(3) The student's relationship with parents
1.
How is relationship with his/her father? Please rate from 1 to 10, with 1 meaning very bad and 10 meaning
very good.
2.
How is relationship with his/her mother? Please rate from 1 to 10, with 1 meaning very bad and 10
meaning very good.
3.
Has s/he ever had any conflict with his/her father? How did the most impressive or the most recent
incident happen?
4.
Has s/he ever had any conflict with his/her mother? How did the most impressive or the most recent
incident happen?
5.
What is the frequency and extent of the conflict with his/her father?
6.
What is the frequency and extent of the conflict with his/her mother?
7.
How is his/her behavior at home? What is the frequency of helping the household tasks?
(4) The discipline model
1.
How much time would you spend to communicate with him/her?
2.
Is s/he willing to communicate with you? Why?
3.
How would you handle when s/he has any behavioral problem?
4.
What is his/her response when you handle in this way?
5.
Have you ever used reward to encourage his/her positive behavior? What is it?
6.
Have you ever used punishment to punish his/her negative behavior? What is it?
7.
What is his/her response when you punish him/her?
8.
What do you think about your discipline model?
9.
What do you think about the effectiveness of your discipline model?
10.
What do you think about the discipline model of his/her father/mother?
11.
What do you think about the effectiveness of the discipline model of his/her father/mother?
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(5) The student's relationship with the siblings
1.
2.
3.
4.
5.
6.
7.
8.
9.
How is the relationship with his/her sibling(s) in the past three months? Please rate from 1 to 10, with 1
meaning very bad and 10 meaning very good.
Has s/he ever any conflict with his/her sibling(s) in the past three months? If yes, how did the most
impressive or the most recent incident happen?
What is the frequency and extent of having conflict with his/her sibling(s)?
How would s/he respond (emotionally and behaviorally) when s/he encounters conflict with his/her
sibling(s)?
Has s/he ever been bullied by his/her sibling(s)? If yes, how did the most impressive or the most recent
incident happen?
How did s/he respond to his/her sibling(s)’ bullying?
Has s/he ever used aggressive behavior to respond to his/her sibling(s)’ bullying? How did the most
impressive or the most recent incident happen?
Would s/he be very afraid of his/her sibling(s)?
Would the sibling(s) be very afraid of him/her?
(6) The child's school life
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
How is the relationship with his/her classmates?
How many (close) friend(s) does s/he have?
How would you describe his/her friend(s)? Where did they know each other?
What does s/he do with his/her friend(s) usually?
What extra-curricular activity does s/he participate in school?
Has s/he participated in any volunteer work? What is the frequency?
Has s/he ever had any conflict with his/her classmates? How did the most impressive or the most recent
incident happen?
What is the frequency and extent of having conflict with his/her classmates?
How would s/he respond (emotionally and behaviorally) when s/he encounters conflict with his/her
classmates?
Has s/he ever had any conflict with his/her teachers? How did the most impressive or the most recent
incident happen?
What is the frequency and extent of having conflict with his/her teachers?
How would s/he respond (emotionally and behaviorally) when s/he encounters conflict with his/her
teachers?
To your knowledge, has s/he ever being bullied by the classmates? How did the most impressive or the
most recent incident happen?
What is the frequency and extent of being bullied?
Who would bully him/her usually?
Why do you think he would become the target of bullying?
To your knowledge, how does s/he respond to other's bullying (behaviorally and emotionally)?
Has s/he ever used aggressive behavior to respond to other's bullying? How did the most impressive or
the most recent incident happen?
Has s/he ever committed crime before? How did the most impressive or the most recent incident happen?
What is his/her frequency of committing crime at present?
Has his/her teacher talked to you on his/her problem? What is it about?
Continuing with the last question, do you have any corresponding method to handle the problem?
Do you think the support from school is sufficient? Why?
Continuing with the last question, do you have any suggestion?
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References
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Project C.A.R.E - Children and Adolescents at Risk Educcation
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Project Director
: Annis Lai-chu Fung, Ph.D.
Assistant Professor, Department of Applied Social Studies,
College of Liberal Arts and Social Sciences, City University of Hong Kong
Consultant
: Prof. Adrian Raine
Richard Perry University Professor, Department of Criminology and
Psychiatry, University of Pennsylvania
Clinical Supervisors : Ho Wai Ling, Lydia
Lui Wai Ling, Winnie
Members
: Tsui Wing Ki (Executive Officer), Lee Wing Hang (Clerical Assistant),
Lam Yin Hung (Senior Research Assistant), Fan Sai Man (Research
Assistant), Leung Yik Kiu (Research Assistant), Chuah Zhi Xue
(Research Assistant), Lo Kin Fai (Social Worker), Tsang Shuk Yi (Social
Worker), Lai Kwun Lun (Social Worker), Choi Kong (Social Worker),
Chan Man Kuen (Counselor)
Organization
: City University of Hong Kong
Printed In
: September 2011
Funded By
: Quality Education Fund
ISBN
: 978-988-17052-6-6
404
Project C.A.R.E - Children and Adolescents at Risk Educcation