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Bullying: Techniques for Dealing with Taunting, Teasing, & Tormenting
Bullying: Techniques for Dealing with Taunting, Teasing, & Tormenting - 10 CEUs

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Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs

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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.

1. What are the reasons someone might become a bully that you might explain to a young client?
2. What are the additional uses of the Turning Insults into Compliments technique?
3. What are the 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 the additional techniques for helping students deal with verbal bullying?
7. What are the advanced techniques that students can use to deal with verbal bulling?
8. What are the anti-meanness steps?
9. What are the concepts for helping students work together to deal with bullying?
10. What are the methods for helping students cope with doubts?
11. What are the common short-term effects of bullying on the victim?
12. What are the types of bullying victims?
13. What are the steps in parents objectively assessing their child for signs of bullying behavior?
14. What are the strategies and techniques that can help students who are usually bystanders intervene in a constructive manner?
A.  intervening and the anti meanness test and role playing.
B.  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.
C.  the one dimensional victim, the physically challenged victim, the passive loner victim, the aggressive loner victim, and the accidental victim.
D. feeding back, understanding, and Name that Feeling.
E. Don’t watch, don’t react, combating gossip, offering support to the victim, gathering others, creating a distraction, and confronting the bully.
F.  Listening when the student talks about his or her friends, observing how the student treats siblings, talking to teachers and other parents, monitoring the media diet, looking out for jealousy, not choosing the child’s friends, and watching for sudden signs of affluence.
G. The ‘Golden Nuggets’ technique.
H.  Asking Questions and Agreeing.
I.  not returning meanness with meanness; using the techniques found in this course to interrupt and confuse a bully who is using meanness to hurt others; and thinking about a situation after it happens, if you were not able to figure out what to do at the time. 
J.  Tone Twisters, Disconnected Comments, Playing the Game, Blocks, and Pushes.
K. Low self confidence, depression, abnormal fear and worries, sleep disorders, nervous habits, frequent crying, bed-wetting, poor appetite or digestive problems, school problems and rage. 
L.  using the Turning Insults into Compliments technique against nonverbal meanness, and the Reverser.
M.  The words ‘should’ and ‘you’ make statements sound insulting and critical.
N.  Making a Commitment, Airing Doubts, and the Opposites technique.

Course Content Manual Questions The Answer to Question 15 is found in Section 15 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..

15. What is one of the major themes found in the comparison among bullies, bully/victims, and bullies?
16. What is one difference that is identified between self-identified and peer-nominated bullies?
17. What are the marker questions in identifying bullying behaviors?
18. What are the specific approaches in dealing with a student engaged in bullying behavior?
19. What are the reasons why adults need to be especially alert for signs of victimization in students with LD?
20. Why may it be unsafe to conclude that aggressive children affiliate only with other aggressive children?
21. What is one suggestion made for improving the social status of victimized students?
22. What are the suggestions that could be made to teachers looking to reduce bullying in the classroom?
23. How could school counselors implement PBL as a group counseling technique for a bullying intervention?
24. What are the recent insights into conceptualizing bullying?
25. What are the theories which address peer-level characteristics in the bullying dynamic?
26. What was behavioral difference was noticed between the competitive and cooperative settings?
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. 1. Identify five to seven students who could benefit from group counseling. 2. Develop a problem scenario that students will solve. In writing the case, first consider the objectives of the group. Then determine questions that you want students to research. Develop a realistic scenario that will lead students to ask those questions and that will meet the group's objectives. 3. Conduct a minimum of five group counseling sessions utilizing the process of PBL that was described earlier. 4. Evaluate the group to determine if objectives were met.
C. Peer-nominated bullies reported a higher-self concept than self-identified bullies.
D. The homophily hypothesis, dominance theory, and attraction theory.
E. Rodkin suggests establishing a buddy system in which at-risk children are paired with another child who can model more skilled social interactions. It is also important that paired friends or "buddies" are capable of serving a protective function (e.g., are physically strong, prosocial) for the victimized child.
F.  (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.
G.  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?
H. defining and assessing bullying and peer victimization are complex tasks; bully-victim behaviors fall along a continuum; and relational aggression does not account for sex differences in aggression.
I. 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.
J. closely monitor bullying and the peer ecology; take an active role in eliminating bullying; and enforce zero-tolerance policies in an authoritative manner.
K. general, victims and bully/victims reported less frequency of perceived social support; however, they placed greater importance on social support than the other groups.
L.  In Menesini’s study, the results indicated that the two games elicited different patterns of behavior in the participants. Both bullies and victims made use of more collaboration and regulation in the cooperative setting than in the competitive setting and, in general, the absolute level of interaction was higher during cooperation than during competition.

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