1. By Josh and Megan

2. Relevant Issues BullyingSocial Anxiety SchoolAcademic StressorsStigma 3. Video Clip 4. Bullying 1 in 7 Students in Grades K-12 is either a bully or a victim of bullying. It is estimated that 160,000 children miss school every day due to fearof attack or intimidation by other students. Source: National Education Association. According to bullying statistics, 1 out of every 10 students who dropsout of school does so because of repeated bullying. Many kinds of bullying from National Centre Against Bullying (NCAB)1. Physical bullying 2. Verbal bullying 3. Indirect bullying 4. Cyberbullying http://www.makebeatsnotbeatdowns.org/facts_new.html 5. Example of Bullying 6. Social Anxiety SAD is quite common among adolescents, with lifetime prevalence rates of between 5 to 15 % of adolescents in the United States. (Kashdan, T. B., & Herbert, J. D. 2001) Cognitive Behavior Therapy is one of the most popular interventions for adolescents anxiety. (Sauter, F. M., Heyne, D., & Michiel Westenberg, P. 2009) Anxiety disorders affect one in eight children. Research shows that untreated children with anxiety disorders are at higher risk to perform poorly in school, miss out on important social experiences, and engage in substance abuse. (http://www.adaa.org/living-with-anxiety/children). Characterized by: (Kashdan, T. B., & Herbert, J. D. 2001) intense fear of embarrassment Humiliation Negative evaluation by others social situations Tendency to avoid situationsKashdan, T. B., & Herbert, J. D. (2001). Social anxiety disorder in childhood and adolescence: Current status and future directions. Clinical Child and Family Psychology Review, 4(1), 37-61. Sauter, F. M., Heyne, D., & Michiel Westenberg, P. (2009). Cognitive behavior therapy for anxious adolescents: Developmental influences on treatment design and delivery. Clinical Child and Family Psychology Review, 12(4), 310-35. 7. Example of Social Anxiety 8. Case Example: Steffan 15 years old Diagnosed: Asperger's SyndromeBullied at School Working on coping skills dealing with anxiety, anger or frustrationStates he is gay Lives with mother and step father 9. Cognitive Theory Practice: Individuals with High functioning Autism/ Asperger Syndromealso exhibit deficits in the cognitive and self-regulatory processes known as executive functioning. (Grattan and Eslinger 1992) this study challenges thinking patterns and includes the use ofmetacognitive strategies, self-monitoring and self-regulation, and exposure and response situations (Solomon et al. 2004; Webb et al. 2004). Significant gains also were noted in participants demonstratedabilities to make inferences about the cause of problems and their abilities to identify potential problem solutions.Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., & Gage, N. (2010). Social competence intervention for youth with Asperger syndrome and high-functioning autism: An initial investigation. Journal of Autism and Developmental Disorders, 40(9), 1067-79. 10. Becks Model of Cognitive Theory Situation Emotion (S) Automatic Thought (s) Rational Response Outcome 11. Psychodynamic Practice All of the brilliantly understood knowledge in theworld will not make a clinician effective with adolescent clients unless he or she is able to form a good relationship with those clients (Roaten, G. K., 2011) Through empathy we can tap into areas of the personality to which the childs verbalization may not give us access (Palombo, 2001) 12. Academic Stressors Stress associated with schoolattendance, academic achievement, social rejection, and humiliation may have serious consequences on students who have other risk factors for suicide (Medina,C., & Luna, G. 2006) Students with learning andbehavioral disabilities are more likely to experience school stress (Medina,C., & Luna, G. 2006) Medina, C., & Luna, G. (2006). SUICIDE ATTEMPTS AMONG ADOLESCENT MEXICAN AMERICAN STUDENTS ENROLLED IN SPECIAL EDUCATION CLASSES. Adolescence, 41(162), 299-312. 13. Stigma Teens without adult andpeer support have an increased tendency toward suicide. Many of them feel marginalized and unaccepted (Medina,C., & Luna, G. 2006) 14. Case Example: Meghan14 years oldFather is a severe alcoholicParentified, never was taken care of by momShame & Stigma over being the daughter of an alcoholicAnxiety & stress with school work (high academic achievement with effort) 15. EBP Bond with caregiver & the needs of the self- Failure toaccommodate this position leaves the individual feeling isolated and depressed, with no self object support for ones true self. The child (and later, the adult) is on a continual search for self object experiences that will provide what is lacking As the self becomes strengthened through self object responsiveness (most notably in the therapeutic relationship), it becomes less shameful of these self object needs (Cooper & Lesser, 2011) 16. In Session Building the therapeutic alliance Use of empathy, warmth and acceptance Provide a holding environment- intense and oftenunacceptable feelings Validating and mirroring Meghans feelings Giving Meghan some control, ownership and responsibility within session (partner vs. authority) Transference and counter transference Roaten, G. K. (2011). Innovative and Brain-Friendly Strategies for Building a Therapeutic Alliance With Adolescents. Journal Of Creativity In Mental Health, 6(4), 298-314.Palombo, J. (2001). The Therapeutic Process with Children with Learning Disorders. Psychoanalytic Social Work, 8(3/4), 143-168. 17. Additional Helpful Techniques Young people may find therapeutic benefit fromexperiential approaches using art or some other form of metaphoric communication (Roaten, G.K., 2011) Sandbox , music, interactive games 18. CBTPsychodynamicTheory Overlap