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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.
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Questions: 1.1 What are the three anti-meanness steps? 2.1 What are two concepts for helping students work together to deal with bullying? 3.1 What are three methods for helping students cope with doubts? 4.1 What are 10 common short-term effects of bullying on the victim? 5.1 What are five types of bullying victims? 6.1 What are seven steps in parents objectively assessing their child for signs of bullying behavior? 7.1 What are six strategies and techniques that can help students who are usually bystanders intervene in a constructive manner?

Answers: A.  Two concepts are intervening and the anti meanness test and role playing. B.  Five types of victims are the one dimensional victim, the physically challenged victim, the passive loner victim, the aggressive loner victim, and the accidental victim. C. Don’t watch, don’t react, combating gossip, offering support to the victim, gathering others, creating a distraction, and confronting the bully. D.  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. E.  The three steps are: 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.  F. 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.  G.  Three methods are Making a Commitment, Airing Doubts, and the Opposites technique.

Course Content Manual Questions The answer to Question 8 is found in Section 8 of the Course Content. The Answer to Question 9 is found in Section 9 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 "Test" link. Or use Ctrl-N to open a new window and use a separate window to review content. (Because many computers will not accept "Cookie-Type Programs," when you close this page, your answers will not be retained. So if working in more than one session, write your answers down.)

Questions 8.1 What are five specific approaches in dealing with a student engaged in bullying behavior? 9.1 According to Mishna, what are three reasons why adults need to be especially alert for signs of victimization in students with LD? 10.1 According to Farmer’s study, why may it be unsafe to conclude that aggressive children affiliate only with other aggressive children? 11.1 What is one suggestion made by Rodkin for improving the social status of victimized students? 12.1 What are three suggestions that could be made to teachers looking to reduce bullying in the classroom? 13.1 How could school counselors implement PBL as a group counseling technique for a bullying intervention?

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. 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. 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. D.  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. 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. Three suggestions are: closely monitor bullying and the peer ecology; take an active role in eliminating bullying; and enforce zero-tolerance policies in an authoritative manner.