波音游戏-波音娱乐城赌球打不开

 

Pure Victim Group Intervention (Secondary School)

Introduction

In this section, the details of the pure victim group intervention are presented with real examples and videos. For better understanding, the progress of the group intervention will be divided into six stages over ten sessions: preparation, first meeting, initial stage, early mid-stage, late mid-stage and late stage.

Sessions Plan

Session Application of CBT Program Objective
1 Establish trust and rapport Because pure victims are often over-protected, they feel anxious and insecure in a new environment. It is therefore crucial to establish a trusting relationship with pure victims to ensure they feel secure in the group setting.
2 Identify group members’ emotional and behavioural responses. As pure victims feel inferior, it is important to establish a relaxed atmosphere in which members can express their emotions and behaviours and strengthen their sense of belonging to the group.
3 Distinguish group members’ patterns of attribution. Pure victims often attribute the consequences of external events to themselves, thus it is important for group members to recognise such patterns of self-attribution.
4 Educate group members about Ellis’ A-B-C concept. Use common bullying situations that pure victims often experience to facilitate discussion and help members to understand the correlation between their beliefs, behavioural responses and emotional responses.
5 Detect group members’ irrational beliefs. Assist pure victims to detect their irrational beliefs, instil them with the hope of change and increase their motivation to change.
6 Discriminate group members’ irrational beliefs. Identify group members’ irrational beliefs and their negative effect on their interpersonal relationships and emotions.
7 Debate group members’ irrational beliefs Debate group members’ irrational beliefs by discussing pure victims’ common irrational beliefs, such as, ‘I have to have one signi?cant 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 behavioural responses. Formulate effective rational beliefs and emotional and behavioural responses through the process of debate and behavioural training.
9 Behavioural assignment: assertiveness training. Because pure victims often avoid personal contact, their social skills are not fully developed. It is important to enhance their social skills, assertiveness and communication skills to enable them to re-establish personal contact with others.
10 Termination and relapse prevention. Review and praise group members on the positive changes they have made, to consolidate their successful experiences.

Case Study

Preparation for the group intervention

Case description(excerpted from Project C.A.R.E., Volume 6, 117 - 119)

First meeting of the group intervention

Case description(excerpted from Project C.A.R.E., Volume 6, 120 - 121)

Initial stage of the group intervention

Case description(excerpted from Project C.A.R.E., Volume 6, 122 - 125)

Early-mid stage of the group intervention

Case description(excerpted from Project C.A.R.E., Volume 6, 126 - 133)

Mid-late stage of the group intervention

Case description(excerpted from Project C.A.R.E., Volume 6, 134 - 136)

Late stage of the group intervention

Case description(excerpted from Project C.A.R.E., Volume 6, 137 - 138)

Back to Top

© 2019 City University of Hong Kong          Project on Children and Adolescents at Risk Education (Project C.A.R.E.)
速博| 威尼斯人娱乐场钓鱼网站| 怎么玩百家乐官网能赢钱| 澳门百家乐官网路单| 大发888娱乐城刮刮乐| 24山方位 子孙 文昌| 亚斯博彩网| 百家乐资金注码| 女神百家乐的玩法技巧和规则| 百家乐官网视频多开器| 百家乐官网平玩法几副牌| 静海县| 菲律宾太阳城网| e世博百家乐娱乐场| 茌平县| 澳门百家乐的公式| 网上玩百家乐官网游戏有人挣到钱了吗 | 智尊国际娱乐| 百家乐大赌城| 黑山县| 大发888网页登录帐号| 百家乐推锅| 金沙城百家乐官网大赛规则| 大发888投注技巧| 阳宅24山吉凶方位| 七胜百家乐官网娱乐网| 六合彩官方网| 百家乐游戏开发技术| 百家乐乐赌| 可以玩百家乐的博彩网站| 百家乐官网技巧微笑心法| 棋牌游戏平台排行榜| 鸟巢百家乐的玩法技巧和规则| 百家乐德州扑克轮盘| 太阳城百家乐软件| 订做百家乐官网桌子| 百家乐官网全讯网2| 赌球开户| 澳门赌场分布| 澳门凯旋门赌场| 威尼斯人娱乐城平台打不开|