Bell Relationship Inventory for Adolescents™ (BRIA™)

By Morris D. Bell, PhD

Bell Relationship Inventory for Adolescents™ (BRIA™)

Benefits

A quick, convenient way to evaluate psychological disturbance and relationship problems in preteens and teens

Ages

11 to 17 years

Admin Time

10-15 minutes

Format

Self-report

Norms

Based on a sample of 815 preteens and teens from public schools and clinics, with equal numbers of boys and girls, from various ethnic backgrounds

Publish Date

2005

Qualifications

Level C required.
About Qualification Levels

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Kit

BRIA Kit

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Product #: W-453

BRIA Kit

Includes 25 AutoScore Forms; Manual for the Bell Object Relations and Reality Testing Inventory (BORRTI); Manual Supplement for the BRIA

$107.00

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Forms

BRIA AutoScore™ Form (Pack of 25)

Show details for BRIA AutoScore™ Form (Pack of 25)

Product #: W-453A

BRIA AutoScore™ Form (Pack of 25)

$40.00

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Manuals & Resources

BRIA Manual Supplement

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Product #: W-453B

BRIA Manual Supplement

(Included in Kit; required for use of the BRIA)

$23.50

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Bell Relationship Inventory for Adolescents™ (BRIA™)

Bell Relationship Inventory for Adolescents™ (BRIA™)

BY MORRIS D. BELL, PHD

With adolescents, the presenting problem may be academic, emotional, or behavioral, but the solution is often interpersonal. If you look at the teenager's interpersonal world, you'll have a better chance of understanding his or her school performance, emotional issues, and behavior.

Evaluate adolescents in context

The Bell Relationship Inventory for Adolescents (BRIA) offers a quick and convenient way to evaluate psychological disturbance and interpersonal relationship problems in preteens and teens. It gives you a glimpse into the interpersonal world of the adolescent, providing a context in which to view data obtained from achievement, neuropsychological, and personality tests.

Assess attachment, social functioning, and emotional bonds

Fifty items, covering five scales, measure the adolescent's ability to maintain a stable sense of identity and appropriate emotional bonds with others:

Alienation
Lack of trust, difficulty with intimacy, feelings of alienation

Insecure Attachment
Sensitivity to rejection, fears of separation and abandonment

Egocentricity
Lack of empathy, self-protectiveness, tendency to control and exploit

Social Incompetence
Social discomfort, shyness, difficulty making friends

Positive Attachment
Satisfaction with current relationships with peers and parents

Test in Just 10 to 15 Minutes

Completed in just 10 to 15 minutes, the BRIA provides standard scores and percentiles for each scale. Norms are based on a sample of 815 children and teens (11 to 17 years of age), 705 from public schools and 110 from clinics and residential treatment centers. The sample includes roughly equal numbers of boys and girls from various ethnic backgrounds.

Identify teens having trouble with interpersonal connections
due to trauma, NLD, or PDD

In schools or clinics, the BRIA can be used to identify preteens and teens who are likely to have difficulty with interpersonal relationships. It may be especially helpful in assessing youngsters who have experienced trauma, as well as those with nonverbal learning disability, Asperger's Syndrome, or other conditions in which interpersonal connections are problematic. By revealing deficits in object relations, the BRIA can also help distinguish between conduct disorder, borderline personality disorder, mood disorders, and psychosis. In addition, the Positive Attachment scale can inform treatment planning by uncovering feelings of support that might moderate difficulties indicated by pathological scores on the other scales.

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Memory and Concentration Problems Following Physical Trauma

Alice was a 15-year-old girl referred because of ongoing symptoms following an unprovoked physical assault by another girl. The assault resulted in head injury and loss of consciousness. Alice was unable to attend school, complaining of memory and concentration difficulties. An evaluation was requested to rule out traumatic brain injury that would complicate treatment for her already-diagnosed PTSD and depressive symptoms. The BRIA was included to inform treatment recommendations.

Neuropsychological testing found no evidence that Alice suffered brain injury. Her cognitive problems could be explained by her PTSD and depressive symptoms.

Alice’s BRIA responses revealed a pathological score (65T) on Insecure Attachment, indicating excessive concern about being hurt in relationships, high interpersonal sensitivity, fear of rejection, and inability to tolerate loss or separation. Yet she also had an above-average score (56T) on Positive Attachment, suggesting that despite her emotional vulnerability, she did have some satisfying and worthwhile relationships. Her other BRIA scores, within normal limits, revealed feelings of social competency and ability to engage in routine social interactions.

Based on Alice’s BRIA scores, treatment focused on helping her cope with the reality of the assault and on the overgeneralization of her related fears. Her BRIA scores suggested that Alice’s premorbid personality included vulnerabilities concerning separation and individuation—which may have intensified the psychological impact of the assault. Thus it was also recommended that psychotherapy focus on her choice of friends and the emotional needs that drive these relationships. 

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