Small Group Counseling for Reactive Aggressive, Anger-Fueled Bullying Behavior Jim Larson, Ph.D. School Psychology Program Department of Psychology University of Wisconsin – Whitewater Whitewater, WI 53190 larsonj@uww.edu and The Melissa Institute for Violence Prevention and Treatment Aggressive Patterns in Students Who Bully - I Proactive, Cool-Headed Aggression goal-oriented aggressive behaviors unprovoked intentions to exert power over others higher peer status, often “popular” overvalued use of aggression underestimates of victim impact Aggressive Patterns in Students Who Bully - II Reactive, Anger-Fueled Aggression hypervigilant for aggressive cues biased interpretation of ambiguous cues Hostile attributional bias narrow solution generation ability poor emotional understanding/regulation lower peer status high disciplinary contacts Rarely are there “pure types” Most have elements of both Importance of a good assessment Observation and FBA Self-Reports, e.g., Multidimensional School Anger Inventory or Children’s Inventory of Anger Teacher Screening Scale Teacher Screening Scale (Adapt. Dodge & Coie,1987; in HSCWA; Larson, 2002) Never Almost Always 1 2 3 4 When teased, fights back* Blames others in fights* Overreacts angrily to accidents* Uses physical force to dominate** Gets others to gang up on a peer** Threatens and bullies others** *Reactive **Proactive 5 Treatment Implications When Anger is a Key Component Essential Components for Group Treatment Emotional education and emotional regulation training for generalization Identifying and Differentiating Feeling States Recognizing Affective Continuums Rehearsal of Techniques for Regulation Treatment Implications When Anger is a Key Component Essential Components for Group Treatment Attribution re-training for generalization Challenge Hostile Attributional Biases Train Cue Recognition Strategies Use “Alternative Explanations” Practice Treatment Implications When Anger is a Key Component Essential Components for Group Treatment Social problem-solving training for generalization Train Problem-Solving Steps Rehearse Authentic Scenarios Treatment Implications When Anger is a Key Component Essential Components for Group Treatment Behavioral skills training for generalization Link to Problem-Solving Solutions Train Assertiveness Skills What is meant by TRAINING? It is one thing to know about a skill, but quite another to engage the skill in fast moving moments of stress, ambiguity, and potential danger What is meant by GENERALIZATION? Can the youth enact the skill: Across settings? Across individuals? Across multiple trigger events? …and can it be maintained over time? Implications for Training and Generalization Present to student at outset and keep reminding Insight, model, rehearse, feedback, repeat Gather multiple collaborators New situation, new location, new people Teachers, family, PO’s… Get in for the Long Haul, include Boosters Nothing happens in six weeks… Anger Coping Program Small group counseling for children 8-12 Evidenced-based, cognitive-behavioral orientation Highly collaborative with classroom teacher 18 sessions plus boosters Think First Program Small group counseling program for adolescents Research is emerging and promising 18 weeks plus boosters School focus, linked to academics and disciplinary structure See Also... SkillStreaming Aggression Replacement Training (ART) for adolescents Adolescent and child versions Anger Training Social Skills Training Moral Development Training Both at www.researchpress.com Classroom Curriculum Second Step Violence Prevention Program Promoting Alternative Thinking Strategies (PATHS) I Can Problem-Solve (ICPS) Collaborative for Academic, Social, and Emotional Learning www.CASEL.org References Larson, J. (2005). Think First: Addressing New York: Guilford Press www.guilford.com Larson, J., & Lochman, J. E. (2002). Helping aggressive behavior in the secondary schools. schoolchildren cope with anger: A cognitivebehavioral intervention. New York: Guilford Press Second Step Violence Prevention Program available at www.cfchildren.com PATHS available at www.channing-bete.com ICPS available at www.researchpress.com