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TTTAbb5 - Bullying: Techniques for Dealing with Taunting, Teasing, & Tormenting Post Test

Psychologist, Ohio MFT and Counselor Post Test:
Only Psychologists, Ohio MFT's and Ohio Counselors taking this course for credit need to complete these additional questions below to be in compliance with their Boards. requirements. If you are not a psychologist, Ohio MFT or Ohio Counselor please return to the original Answer Booklet. You do not need to complete the additional questions below.

Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Underlined numbers below are links to that Section. If you leave this page, use your "Back" button to return to your answers, rather than clicking on a new "Answer Booklet" link. Or use Ctrl-N to open a new window and use a separate window to review content.

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

1.2 A person becomes a bully because of how he or she has been taught to behave. What is an example of how children learn to become bullies?
2.2 What term can you call this sentence: ‘if you didn’t like me, you wouldn’t always bother me\'?
3.2 What rule is followed by bullies?
4.2 How can a student deal with prejudice in bullying?
5.2 One variation of the Expressing Feelings technique involves the use of . . .?
6.2 What are some types of feelings a student can point out by using a question to give the bully time to reflect?
7.2 What is one nice thing about using the Tone Twister technique?
Answers:

A. ‘Speaking Things as you Want Them’
B. By looking for ‘golden nuggets of truth\' in the bully’s statement
C. Humor and exaggeration
D. they live in families that communicate with each other in negative ways and so they might not know the right way to treat other people
E. Rule of Opposites
F. Can help you get some of your frustration out, while stopping the bully at same time
G. Suspicion, disappointment, distrust, dissatisfaction

Course Content Manual Questions The answer to Question 8 is found in Section 8 of the Course Content. The Answer to Question 9 is found in Section 9 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

8.2 What may be some common types of bullying received?
8.3 What were some group differences that also instigated victim/bully behavior?
9.2 What method involves asking students to write down the names of classmates who match a descriptive statement, such as ‘someone who bullies others?’
9.3 What was the goal of the Common Concern Method?
10.2 What are three things that rarely occur in the life of a bully?
11.2 According to Roberts, what two important facts must bullies learn about interactions with others?
12.2 What is the standard approach used with children and adolescents who have learning disabilities?
12.3 What must Interventions do?
13.2 What is one challenge for the newest generation of sociometric methods?
13.3 What is Deviancy Training?
Answers:

A. foster empathy among bullies for their victims and to help students take ownership of the bullying problem and responsibility for its resolution
B. gender, grade level, ethnicity, and poverty status
C. They must learn that aggression as a means of normal interaction with peers is not acceptable and bullies must understand the concept of personal boundaries and limitations.
D. Peer nomination method
E. Someone called me names, someone made fun of me, someone said mean things behind my back
F. systematic opportunities for classmates and teachers to recognize the targeted students as valuable members of their class and school
G. Praise, encouragement, humor
H. To improve assessments of children with high levels of social status so that aggressive and nonaggressive children are accurately identified
I. Social skills training
J. When norms favoring aggression are established and nourished over time

 
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