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Questions:
1.
What can be computed either additively or as mean scores and they can also be treated as weighted factor scores?
2.
What is Rigby’s definition of bullying?
3.
What are ways to prevent bullying by educating students?
4.
What are the subtypes of bullies?
5.
What is a typical family background for a victimized child?
6.
Which disorders most commonly are seen in bully-victims?
7.
What are Bemak’s intervention principles for working with school bullies?
8.
What are approaches to dealing with incidents of bullying in schools?
9.
What is more effective in preventing bullying than focusing on the behavior to be eliminated?
10.
How can holding regular classroom meetings for students reduce bullying behavior? |
Answers:
A. Parents may avoid conflict because they believe their child would not be able to cope. However, by avoiding conflict parents fail to teach their child appropriate conflict resolution skills.
B. Encouraging cooperativeness, promoting empathetic feelings, modeling and rewarding prosocial actions, developing control over anger, teaching social skills, teaching students how to help others, and providing quality education.
C. Bullying involves a desire to hurt + hurtful action + a power imbalance + (typically) repetition it + an unjust use of power + evident enjoyment by the aggressor + a sense of being oppressed on the part of the victim.
D. Scale scores
E. popular aggressive bullies, who do not encounter significant social stigma stemming from their aggression, and unpopular aggressive bullies, who are typically rejected or neglected by other children and may use aggression as a way to get attention.
F. Oppositional-conduct disorder, depression, and attention deficit disorder and the most commonly seen disorders in bully-victims.
G. the use of sanctions, mediation, the no-blame approach, and the method of shared concern.
H. Classroom meetings can help increase students' knowledge of how to intervene, build empathy, and encourage prosocial norms and behaviors.
I. Having a simultaneous focus on constructing a positive context that is inconsistent with bullying and coercion is more effective than focusing on the behavior to be eliminated.
J. success, realistic goals, short-term interventions, teaming, culturally appropriate, and interdependence. |
