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SV - Bullying: Preventing School Violence 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.

Course Content Manual Questions The answer to Question 1 is found in Section 1 of the Course Content. The Answer to Question 2 is found in Section 2 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 According to Farrington, what is the definition of \
15.2 According to Rigby, what are seven elements associated with bullying?
15.3 What are indirect gestures of bullying?
15.4 What are examples of direct, physical bullying?
16.1 What are two methods of instruction that increase the capacity for empathy?
16.2 Although most bullying in schools occurs in the presence of other students, why is it that none of the bystanders do anything to discourage the bullies?
16.3 What is the counter argument to the observation that children who bully others tend to lack social skills and that they would achieve the ends they seek in more socially acceptable ways if they knew how?
16.4 How might providing quality education prevent bullying?
17.1 What are six common characteristics that all bullies share?
17.2 What is a bully\'s family background like?
17.3 What are the long terms affects that bullies experience?
18.1 What are SHORT term effects of victimization?
18.2 What are LONG term effects of victimization?
18.3 How might those who were victims of bullying set their own children up for victimization?
19.1 What are reactive bullies or provocative victims?
19.2 What is the family background of bully-victims?
19.3 What did Brockenbrough and colleagues learn about bully-victims that have aggressive attitudes?
20.1 What is the behavior of a passive student in Violent Level C?
20.2 What is the description of a student who is in Violent Level D?
20.3 What are the five questions that Trowbridge and Bybee provide in order for the teacher to understand conduct that may lead to violence?
22.1 How has the underlying use of sanctions to prevent bullying been challenged?
22.2 What is the No-Blame approach that was developed by English educationalists Maines and Robinson?
22.3 What is the Method of Shared Concern that was developed by Swedish psychologist Anatol Pikas?
22.4 Why do critics believe that the No-Blame Approach and the Method of Shared Concern will not work?
23.1 What is the Olweus Bullying Prevention Program?
23.2 What is the Bullying Project that was developed by Davis?
23.3 What is the main focus of the campaign Bullybusters that was developed by Beale?
23.4 What are strategies that help fashion a school culture that promotes respect, recognition, learning, safety, and positive experiences for all students?
24.1 According to Bernak, why is using force in response to violence and aggressiona bad thing in school?
24.2 Why is it important to establish an alliance when working with a violent or aggressive youth?
24.3 Of the three basic guiding principles in speaking with a violent individual, what does the Watch Thyself principle require the counselor to do?
24.4 Of the three basic guiding principles used when speaking with a violent or aggressive youth, what does the Ground Speaking principle suggest that the counselor do?
25.1 What is the aim of school-level interventions on bullying?
25.2 What are student-level interventions designed to do to help prevent bullying?
26.1 What are the two modes of bullying?

A. Desire to hurt, hurtful action, a power imbalance, repetition, unjust use of power, evident enjoyment by the aggressor, and a sense of being oppressed on the part of the victim
AA. Using force, such as police or guards on campus, might generate greater distancing and difficulties with the school between students and staff
B. Deliberately turning away or averting one\'s gaze to ignore someone
BB. Clarifying and communicating behavioral norms by developing classroom and school-wide rules that prohibit bullying and promote adult modeling of respectful and nonviolent behavior
C. Bullies often have better than average social skills and are often supported by other students who admire their capacity to dominate over others
CC. Reaching out to victims, setting and enforcing clear rules and consequences for bullying behavior, supervising students during breaks, engaging classes in discussion and activities related to bullying so that students who might otherwise watch passively will become more empowered to intervene, and encouraging active participation by parents and other adults
D. Repeated oppression of a less powerful person, physical or psychological, by a more powerful person
DD. Designed to develop social competence by changing students’ knowledge, skills, attitudes, beliefs or behaviors by using interactive teaching techniques such as role play and practice with peers
E. Menacing stares, striking, throwing things, using a weapon, and removing and hiding belongings
EE. Speak to the youth in a steady and direct tone and to choose words that will break through the emotional turmoil to foster trust between the youth and the counselor
F. Most children don’t know what to do, especially if the risk of intervening was not seen as being too great
FF. Control their physiological and emotional reactions in order to have a better chance of coming across to the student and creating more trust
G. Storytelling, in which children become sympathetically involved; and role playing in which children take the part of characters against whom there is a group prejudice
GG. It establishes a bond between the counselor and the youth, allowing them to break through strong feelings and reactions of the student so that he/she can calm down
H. Anxiety and depression, attention deficit disorder, chronic absenteeism, reduced academic performance, increased apprehension, and loneliness
HH. School-wide zero tolerance policy on bullying, students are taught how to stand up to bullies, how to get adults help, how to reach out in friendship to students who maybe involved in bullying situation, and interventions for both the bully and the victim
HH. direct (aggressive behaviors that occur in the presence of the targeted youth) and indirect (aggressive behaviors that are not directly communicated to the targeted youth)
I. Boredom is a factor that has given rise to bullying, and therefore the development of more relevant curricula and the use of teaching methods engross children and foster their child\'s interest in learning
J. Father figure is usually weak, mother tends to be isolated and may have a permissive parenting style, and the supervision of the children\'s whereabouts or activities tends to be minimal
K. Perpetuation of overprotective parenting and negative cognitions that children internalize
L. Achievement levels will be lower than their peers, depressed, inhibition with women during adulthood and problems in their sexual relationships
M. Over aggressive, destructive, enjoy dominating over others, hot-tempered, impulsive, and low tolerance for frustration
N. The underachieve in school and later perform below potential in employment settings, have at least one conviction by the age of 25, and are more likely to display aggression towards their spouses and own children
O. “Does the student\'s behavior constitute a pattern, does the student at the same way in other classes, does the student behave continually in a way that is inappropriate or aggressive for his/her age, does the students behavior consistently violate the rights of others including teachers, and may the student\'s conduct result in personal harm to either themselves or others?”
P. Children who both bully others and are bullied themselves
Q. Children who see themselves as being punished for bullying someone are often inclined to continue the bullying, especially if they think they can get away with it, and so they convert to more subtle forms of bullying
R. Parents are inconsistent and sometimes abusive, are low in warmth and lack parental management skills, and parents are use power-assertive techniques with their children
S. Persistent pattern of behavior violates major school or classroom rules and the rights of others and the pattern of behavior is recognizable and clear to teacher and peers
T. Sharing the thoughts and feelings of a victim to their bully/bullies and other bystanders to elicit an empathetic response and handing over to the group the responsibility for deciding how to the victim is to be helped and make the situation right
U. They carry weapons, use alcohol, and engage in physical fights, are hyperactive, and have attention problems
V. Avoids participating in cooperative or group instruction, withdrawn and socially detached
W. It prompts school personnel to create a school environment that is characterized by warmth and involvement, has firm limits, on acceptable behavior, consistently applies non-hostile consequences to violations of rules, and allows adults to act as both authority figures and role models
X. Students act out short skits about common bullying situations in schools to begin classroom discussions, then the principal explains to the students about the zero tolerance policy for bullying and asks the students how to take positive steps to alleviate bullying in the school
Y. Interviewer individually speaks with the bullies and victim and asks them what they can do to improve the situation and later brings together a group meeting to demonstrate publicly that the bullying has been resolved
Z. Bullies are bereft of empathy and cannot be brought to care about the harm that they are doing, and that it requires special skills of relating in a credible way to difficult studies and that many teachers do not possess these skills

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