After this fourth bullying module, the group then resumes the tra

After this fourth bullying module, the group then resumes the traditional GBAT curriculum (Chu et al., 2009), which turns the focus on preventing depressed and anxious

mood that comes from repeated experiences with bullying. To illustrate how GBAT-B can be applied in natural school settings, we describe findings Staurosporine solubility dmso from a pilot group of middle school students who were referred to the school’s counseling office for bullying-related distress. Each youth (or family) had reported a school incident that qualified for an HIB investigation. After completing the school’s mediation and intervention process, the HIB officer referred youth who continued to exhibit mood and anxiety problems related to bullying. Interested youth and parents completed an IRB-approved

ABT-263 in vivo assenting/consenting process, and completed diagnostic interviews and self-report questionnaires (symptoms, impairment, group satisfaction) at pre- and posttreatment. Five seventh-grade students (ages 12 to 13) participated in a 14-week GBAT-B group. The students were ethnically diverse (three White, one Hispanic, one biracial White and Hispanic) and from middle- to upper-middle-class families (total family income ranged from $20,000 to $100,000). They were drawn from a large, ethnically diverse, public middle school in a mid-Atlantic state. Clinical profiles are summarized in Table 1. There were no exclusion criteria. The group was co-led by two female advanced psychology doctoral students (ages 26 and 29; one Caucasian, one Hispanic) who were psychology doctoral students with experience in delivering CBT interventions for internalizing youth. Therapists received weekly supervision by a licensed clinical psychologist (the first author) utilizing videotape feedback. Group meetings were held in the guidance office at school and consisted of 14 weekly meetings confined to 38-minute class periods. Multidimensional

assessments were collected pre- and posttreatment to assess diagnostic, symptom severity, and functional impairment. Diagnosis was assessed using the Anxiety Disorders Interview Schedule for DSM-IV–Child Interview (ADIS-IV-C; Silverman & Albano, 1996), conducted by independent evaluators trained to reliability (k ≥ .80 for all diagnoses). Clinician Edoxaban severity ratings (CSR) ranged from 0 (no impairment) to 8 (disabling impairment), with 4 indicating the threshold for clinical diagnosis. A bullying screener (i.e., ADIS-Bullying) was developed and added to assess type, frequency, intensity, and location of the child’s bullying experiences, and the level of impairment associated with bullying incidents using the same CSR scale. Anxiety symptoms were assessed with youth and parent report using the Screen for Childhood Anxiety Related Emotional Disorders (SCARED; Birmaher, Khetarpal, & Brent, 1997), a 41-item measure where symptoms are rated on a 3-point scale from 0 (not true or hardly ever true) to 2 (often true).

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