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TTT - 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.


1.1 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?
2.1 What term can you call this sentence: ‘if you didn’t like me, you wouldn’t always bother me\'?
3.1 What rule is followed by the bullies?
4.1 How can a student deal with prejudice in bullying?
5.1 One variation of the Expressing Feelings technique involves the use of . . .?
5.2 What is one way to minimize the risk of a bully from trying to make a client feel worse?
6.1 What are some types of feelings a student can point out by using a question to give the bully time to reflect?
7.1 What is one nice thing of using the Tone Twister technique?
8.1 What is one way an Anti-Meanness group or club could organize to keep track of their progress?
9.1 What may the group analyze and ask each other for the first part of the anti-meanness test?
9.2 What results from practicing the anti-meanness test?
10.1 What are some ways to treat all peers with complete respect, especially when they are acting their worst?
11.1 What are some behaviors in the Behavioral Changes checklist?
11.2 What are some conversation opener statements you may suggests to parents, who want to talk to their children about being bullied?
12.1 What are some examples of the one dimensional victim?
13.1 What may some parents do to their child because they are so intent on having a popular child?
14.1 What in general can be an effective way to make a bully lose focus?

A. ‘Speaking Things as you Want Them’
B. 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
C. By looking for ‘golden nuggets of truth\' in the bully’s statement
D. Rule of Opposites
E. To choose your (a client’s) words carefully
F. Humor and exaggeration
G. Can help you get some of your frustration out, while stopping the bully at same time
H. Suspicion, disappointment, distrust, dissatisfaction
I. \
J. To have each member keep an Anti-Meanness chart
K. By not taking meanness seriously, and talking only to the good part of people with compliments, questions, agreements, reversers, I-statements, feeding back, naming feelings, golden nuggets, tone twisters, disconnected comments, playing the game, blocks, and pushers
L. The client and his/her friends could be much better prepared for encounters with bullying and meanness at school
M. ’Do you ever see kids getting picked on or beaten up at school?’, ‘Tell me more about the kinds of situations you see.’, ‘Is there a lot of name-calling?’
N. The student shows symptoms of stress such as nail-biting, sleep disturbances, stuttering, bedwetting, or emotional extremes
O. Push their child towards those who may be a negative influence
P. Using humor
Q. The girl who develops earlier than her classmates, boys who are smaller than most of their classmates, students who excel academically

Course Content Manual Questions The answer to Question 18 is found in Section 18 of the Course Content. The Answer to Question 19 is found in Section 19 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.


15.1 What may be some common types of bullying received?
15.2 What may be the least common types of bullying received?
16.1 What method involves asking students to write down the names of classmates who match a descriptive statement, such as ‘someone who bullies others?’
16.2 What is the most important limitation of anonymous self-report surveys from a counseling standpoint?
17.1 What are three things that rarely occur in the life of a bully?
18.1 According to Roberts, what two important facts must bullies learn about interactions with others?
18.2 Who are critical links in stopping and changing the aggressive behaviors exhibited by bullies?
18.3 According to Roberts, what are two of the most critical components of working with bullies?
19.1 What is the standard approach used with children and adolescents who have learning disabilities?
19.2 According to Pearl, what should interventions provide students with LD?
20.1 What is one challenge for the newest generation of sociometric methods?
20.2 Using Farmer et al.’s sample, what is the difference of aggressive boys from aggressive girls?
21.1 What might children who are physically weak exhibit?
22.1 By knowing their students\' social status, peer groups, friends, and enemies what do successful teachers guide children toward?
23.1 What does PBL require students to do?
24.1 According to Smith and Sharp, when is a student considered to be ‘bullied?’
24.2 What type of bullying does direct Direct (overt) aggression includes?
25.1 What is an example of effectively utilizing community resources to reduce antisocial behavior?
27.1 What are the four types of bullying?

A. someone attacked me, someone threatened me with a weapon, someone used a weapon to hurt me
B. Someone called me names, someone made fun of me, someone said mean things behind my back
C. That they yield estimates of the prevalence of bullying but do not help counselors identify the specific students involved in bullying
D. Peer nomination method
E. 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.
F. Praise, encouragement, humor
G. To provide long-term counseling services and provide the long-term support necessary for change
H. School counselors
I. Systematic opportunities for classmates and teachers to recognize the targeted students as valuable members of their class and school
J. Social skills training
K. Boys have a wide base of reputational support that draws from but extends beyond children like themselves, and girls had a narrower base of support consisting mostly of girls like themselves
L. To improve assessments of children with high levels of social status so that aggressive and nonaggressive children are accurately identified
M. Higher levels of moral reasoning, show warmth, and anticipate interpersonal problems
N. Internalizing behaviors, lack prosocial skills, and have low self-worth and perceptions of social competence
O. Student is being bullied or picked on when another student says nasty and unpleasant things to him or her. It is also bullying when a student is hit, kicked, threatened, locked inside a room, sent nasty notes, and when no ever talks to him
P. Actively discuss and analyze problems, form hypotheses, and create personal learning issues.
Q. Multisystemic treatment
R. Physical fighting, verbal threatening behavior, face-to-face confrontation
S. physical, verbal, relational, and damage to property

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