School and performance
Sudden reluctance to attend, repeated absences, anxiety before school, falling performance or difficulty concentrating.
Bullying and cyberbullying
Bullying support for teenagers and families in Córdoba
Bullying can affect a teenager's sense of safety, self-esteem, mood, school life and relationships. Sometimes it is visible; in other cases, it appears through withdrawal, reluctance to attend school, anxiety, mood changes or distress linked to phones and social media.
Therapy does not make the teenager responsible for solving the situation. It can help them regain a sense of safety, make sense of what happened and address its emotional impact, alongside appropriate safeguarding action by their family and school.
Sessions are available in English or Spanish, in person in Córdoba and online when age, privacy and circumstances make this appropriate.
A free, no-obligation first session of 20–30 minutes.
Sessions available in English and Spanish, in person in Córdoba and online
On this page
Understanding the situation
What do we mean by bullying?
Bullying usually involves repeated psychological, verbal, social or physical harm and an imbalance that makes it difficult for the person affected to stop what is happening. It may include insults, humiliation, exclusion, threats, aggression or sharing harmful content.
A one-off disagreement or conflict between people in a similar position may still need attention, but it is not necessarily bullying. Distinguishing the situations helps adults respond appropriately without minimising distress.
Cyberbullying takes place through social media, messaging, gaming platforms, impersonation or sharing images and rumours. It can follow a teenager beyond school hours and into spaces that previously felt safe.
Notice changes
Possible warning signs
No single sign proves that bullying is taking place. It is useful to consider whether several changes have appeared, how long they last and how much they interfere with daily life.
Relationships and behaviour
Loss of friendships, withdrawal, exclusion, irritability, sadness, tearfulness or giving up usual activities.
Physical signs and rest
Headaches or stomach aches linked to school, sleep or appetite changes, exhaustion or unexplained injuries.
Phones and social media
Fear when notifications arrive, distress linked to the phone, suddenly leaving social media or checking it constantly.
Belongings and threats
Damaged items, missing money, intimidating messages, blackmail, impersonation or content shared without consent.
Higher-risk signs
Hopelessness, statements of worthlessness, self-harm, thoughts of death or suicide require prompt and appropriate assessment.
First steps
What can parents and carers do?
If a teenager says they are being bullied, begin by listening calmly, taking their distress seriously and letting them know that asking for help was the right thing to do.
Listen without blame
Avoid interrogating, minimising or responding with advice such as “ignore it”, “fight back” or “be stronger”.
Record useful information
Note dates, places, people involved and observed changes; save messages and screenshots when this is safe.
Inform the school
Contact the class tutor, school counsellor or leadership team and agree specific safety and follow-up measures.
Avoid impulsive confrontation
Direct conflict with other teenagers or families may escalate the situation or leave the teenager more exposed.
Keep the teenager informed
Explain the steps being taken and listen to their concerns without making them responsible for solving everything.
Seek support
Ask for psychological help when distress affects sleep, education, relationships, mood or safety.
Support adapted to the teenager
How can psychological therapy help?
Support is adapted to each situation, age and young person's needs. The appropriate involvement of parents or carers and coordination with others are also considered.
Make sense of what happened
Understand the experience and reduce shame, self-blame or the belief that the teenager was responsible for being bullied.
Address the emotional impact
Work on anxiety, fear, sadness, irritability, mistrust, sleep problems or avoidance.
Rebuild resources
Strengthen self-esteem, a sense of control, emotional regulation, communication and help-seeking.
Reconnect with everyday life
Gradually return to relationships, activities and spaces that had been abandoned because of fear or distress.
Guide the family
Support without becoming intrusive, maintain routines, notice change and respond to possible signs of risk.
Coordinate when useful
With consent and respect for confidentiality, share essential information with the school or other professionals.
Digital safety
What to do about cyberbullying
Preserve evidence
Save screenshots, links, dates and usernames before blocking accounts, provided this does not increase risk.
Do not amplify harm
Avoid replying impulsively or forwarding harmful images, rumours or messages.
Protect accounts
Review privacy settings, change passwords and report harmful content or accounts to the relevant platform.
Use appropriate support
Inform the school when pupils are involved and use Spain's INCIBE 017 helpline for advice about online safety.
Safety comes first
Self-harm or suicide risk
Statements about disappearing, not wanting to live or self-harm should be taken seriously even when immediate intent is unclear. Ask calmly, remain available and seek a prompt healthcare assessment.
If there is immediate danger, a recent or ongoing attempt, a current suicide plan or safety cannot be maintained, stay with the person and call 112 or go to an emergency department. Spain's 024 helpline provides free and confidential 24-hour support but does not replace urgent healthcare.
Frequently asked questions
Frequently asked questions about bullying support
General answers for teenagers and families. Every situation requires individual assessment and appropriate safeguarding.
01Is every conflict between classmates bullying?
No. Bullying usually involves repetition, harm and a real difficulty in stopping the behaviour. However, any conflict that causes persistent fear or distress deserves attention.
02Should I contact the other teenager's family?
It is usually better to inform the school first. Unplanned contact between families can escalate the situation or leave the teenager more exposed.
03Can therapy stop bullying?
Therapy can address the emotional impact and support recovery, but it cannot replace school responsibilities or safeguarding measures. The aim is not to teach a teenager to tolerate a situation that should stop.
04What if my teenager does not want to talk?
Parents or carers can begin with guidance to understand the situation and decide how to approach it without pressure. Forcing a detailed account may undermine trust.
05What if my teenager has taken part in bullying someone else?
They may also benefit from support addressing responsibility, empathy, emotional regulation, peer pressure and alternative behaviour without reducing them to a label.
06Are online sessions available?
This is considered according to age, country of residence, available privacy, clinical circumstances and the involvement required from parents or legal guardians.
07Is therapy confidential for teenagers?
Yes, within the safeguarding limits that apply to work with minors. If there is a serious risk to the teenager or another person, protective action must be taken and essential information may need to be shared.
Sources and further reading
Sources and further reading
References used to prepare this information.
- Regional Government of Andalusia. Official procedures for bullying and cyberbullying in schools
- Spanish Ministry of Education, Vocational Training and Sports. Support service for abuse and bullying in schools
- INCIBE. What to do about cyberbullying and the 017 helpline
- World Health Organization. Youth violence, bullying and technology-facilitated violence
- Spanish Ministry of Health. 024 helpline for suicidal behaviour
Pulso en Cauce
Finding direction can begin with a conversation.
A free, no-obligation first meeting of 20–30 minutes to talk about what you need, ask questions and learn how I work. You then decide whether to continue.