This section illustrates how to use Cognitive Behavioural Therapy (CBT) for individual counselling of a proactive aggressor. By watching these videos and instructions, social workers or counsellors will learn how to explore the purpose and the reinforcement underlying a student’s aggressive behaviour, to evaluate and challenge his/her irrational beliefs and finally help him/her to establish a ‘fair, reasonable and rightful’ belief system.
Proactive Aggressor
Chun's case
A student was reading a book, and Chun decided to bully this student. So he invited the other student to play a game with him, and when the student lost, Chun hit him. The student said he wanted to stop playing with him, and Chun said that he could do so if he gave his wallet to Chun.
Characteristics of proactive aggressor
Cognition
Believes that aggression is the way to show power
Goal-orientated
Has high IQ but overestimate own abilities
Underestimates the consequence of an action
Emotion
Lacks empathy
Calm and rational
Behaviour
Bullies the weak
Good at arguing
Action is driven by rewards/benefits
Social network
Some peers are willing to follow them
Likes to form gangs and lead gangs
Invites reactive aggressors to be subordinates
Evaluation
Because proactive aggressors lack empathy, they will rationalise their aggressive behaviour. Therefore, at the beginning of the evaluation, social workers need to understand their school lives and their perspectives on bullying. Then, social workers should explore the irrational beliefs that lead to their aggressive behaviour.
Dispute irrational beliefs and reconstruction
Use objective evidence and reasonable and legitimate ideas to counter students’ irrational beliefs
Provide empathy-training to enable proactive aggressors to reflect on the effects of their negative behaviour on themselves and their victims
Help proactive aggressors establish positive values and rational beliefs
Proactive aggressors should be given opportunities and encouraged to become involved in a wider range of prosocial life experiences, e.g. community services
