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Bullying: Techniques for Dealing with Taunting, Teasing, & Tormenting
5 CEUs Bullying: Techniques for Dealing with Taunting, Teasing, & Tormenting

CEU Answer Booklet
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs | Bullying CEU Courses

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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. Do not add any spaces.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
1 What are three reasons someone might become a bully that you might explain to a young client?
2 What are two additional uses of the Turning Insults into Compliments technique?
3 What are two techniques that can help students deal with verbal bullying and insults?
4 What is a technique you might use to help students deal with prejudice in verbal bullying?
5 What is the problem with using the words ‘should’ and ‘you’ when expressing feelings?
6 What are three additional techniques for helping students deal with verbal bullying?
7 What are five advanced techniques that students can use to deal with verbal bulling?
Answers:
A .  Three reasons are, the bully may have low self-esteem; someone else may be being mean to the bully; and the bully may not have learned the right way to treat others.
B. Three additional techniques are feeding back, understanding, and Name that Feeling.
C. The ‘Golden Nuggets’ technique.
D.  Two techniques are Asking Questions and Agreeing.
E.  Five advanced techniques are Tone Twisters, Disconnected Comments, Playing the Game, Blocks, and Pushes.
F.  Two additional uses are using the Turning Insults into Compliments technique against nonverbal meanness, and the Reverser.
G.  The words ‘should’ and ‘you’ make statements sound insulting and critical.

Course Content Manual Questions The Answer to Question 8 is found in Section 8 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
8 What is one of the major themes found in Demaray’s comparison among bullies, bully/victims, and bullies?
9 What is one difference that Cole identified between self-identified and peer-nominated bullies?
10 What are four marker questions in identifying bullying behaviors?
11 What are five specific approaches in dealing with a student engaged in bullying behavior?
12 According to Mishna, what are three reasons why adults need to be especially alert for signs of victimization in students with LD?
13 According to Farmer’s study, why may it be unsafe to conclude that aggressive children affiliate only with other aggressive children?
Answers:
A.  Farmer’s study showed that two-thirds of aggressive boys and one-half of aggressive girls affiliated in groups whose members were over 50% nonaggressive.
B. Peer-nominated bullies reported a higher-self concept than self-identified bullies.
C.  Five specific approaches include (1) making nonthreatening contact with bullies, (2) intensive listening to what the bully is saying at both the surface and metacommunicative levels, (3) laying the groundwork for the bully to begin to learn about self and creating opportunities for change, (4) giving individual attention and support, and (5) providing long-term follow up and care.
D.  What is the nature of the behavior in question?  At what rate does the behavior occur?  How does the target of the agent’s behavior respond?  How does the agent respond to the target’s attempts at self-defense against the behavior?
E. Three reasons are, the lack of social skills displayed by many children and adolescents with LD, their reluctance to seek help, and the disinclination of children to report bullying.
F. One of the major themes found in the comparisons is that in general, victims and bully/victims reported less frequency of perceived social support; however, they placed greater importance on social support than the other groups.


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