OnlineCEUCredit APA Answerbook for Cyberbullying: Effective Coping & Prevention Techniques

IB - Cyberbullying: Effective Coping & Prevention Techniques 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.

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 five steps to internet safety for parents?
1.2 What is the percentage of boys and girls, in eighth grade, who participate in cyberbullying?
2.1 What are four techniques students can use to evaluate their interactions online?
2.2 According to Aftab, at what age does internet bullying peak?
3.1 What are four requirements for individuals during intervention, in the first step in recognizing common issues technique?
3.2 Under the third step in recognizing common issues technique, what are three questions a therapist may ask the students to ensure that they understood the problem?
4.1 What approach may be used by a therapist when confronting an internet bully?
5.1 What is the first aspect of empathy?
5.2 Why may a therapist find it useful to start counseling with events, rather than emotions?
6.1 What is the final step in the evaluation stage for dealing with an incident of internet bullying?
6.2 What is the 'Plant a Seed' technique used for?
7.1 What are the first two steps in the Direct Intervention stage?
7.2 What is the severity of the trauma reactions generally associated with?
8.1 What are the three low-level goals that might be appropriate to establish during the fourth step in the direct intervention stage?
9.1 What are the three steps in the ‘Attack on the Compulsion’ technique?
10.1 What is one difference between the final joint meeting to the other sessions?
10.2 What are signs that the therapist may begin shortening the joint session between the students?
11.1 What is the 'Peer Practice' technique?
11.2 What is the difference between 'aggressive' language, and 'assertive' language?
12.1 What areas are critical for skill development?
13.1 What is the 'Make a Connection' technique for?
14.1 What technique may be a helpful way to introduce simple, low-stress change ideas for increasing family involvement?

Answers:

A. 10% of the boys, and 17% of the girls
B. 1. Before you let your children go online, learn how to use the Internet yourself. 2. Be aware of what your children do online 3. Keep a good ongoing dialogue with your children. 4. Instruct your children in good ‘etiquette’. 5. Display trust in your children.
C. Around the age of 13
D. (1) The Golden Rule Test; (2) The Trusted Adult Test; (3) The Front Page Test; (4) The Real World Test
E. 1. Do you understand why the situation is a problem? 2. Do you understand why the school has become involved and called you both here? 3.Do you understand what is going to happen next, and why the adults who care about both of you are taking these steps?
F. 1. See the situation and its possible consequences objectively 2. recognize the participants level of concern
G. Understanding the content and happenings of the situation
H. The 'Up Front' approach
I. To explore potential feelings as seen from the other participant’s point of view
J. Because what happened is often easier to explore and less emotionally charged than beginning with participants’ feelings
K. Decide on individual therapy needs, and have individual discussions of common concerns
L. To help a client consider another person's point of view, specifically the bully or the person being bullied
M. 1. Encouraging separation during high stress times 2.Emphasizing recognition and avoidance of actions and situations that are particular problems to one another 3.Identifying situations and topics where positive interactions have the most potential for being valued by both clients
N. With the extent and duration of the abuse, and the coping capacity of the victim
O. One difference is that while the subjects stay very much the same, there is more of an emphasis on review of long-range development rather than just occurrences since the last session.
P. Make an all out-effort to stop the activity, state the underlying problem to yourself as well as you can, and list the disadvantages of the compulsion.
Q. A simple role-playing assertiveness technique, which is adapted to suit the internet nature of the bullying interaction
R. When both students are able to monitor, reevaluate, and revise their relationship
S. Negotiation skills, win-win outcomes, give and take relating, listening skills, conflict management, anger management, and relaxation techniques
T. Aggressive language conveys disrespect that is likely to provoke the bully further, while, assertive language conveys the idea that the client is defensible without demeaning the bully
U. The ‘Planting Seeds of Family Growth’ technique
V. For helping a bystander reduce his/her feelings of anxiety and guilt; by reaching out to the person being bullied in small supportive ways

Course Content Manual Questions The answer to Question 23 is found in Section 23 of the Course Content. The Answer to Question 24 is found in Section 24 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.

Questions:

15.1 According to John Carr, as young as what age, are children being faced with taunts or threats online?
16.1 While instant messaging, what are three rules which parents and children should consider, to protect themselves online?
17.1 According to Leff, Power, Costigan, and Manz, why does bullying often occur in playgrounds and lunchrooms?
18.1 In the survey conducted by Nansel et al., how did the students define 'being bullied' and 'not bullying?'
19.1 What is one problem in combating cyberbullying?
20.1 According to Teenangels, what can parents do to protect their children against cyberbullying?
21.1 According to a 2007 Pew study, what is the percentage of US teens that go online daily?
22.1 According to Rosalind Wiseman, how do girls differ from boys when they get angry?
24.1 What percentage of Grade 7 students in two Alberta schools have been bullied?
25.1 According to Aftab, how may school officials proactively act in stopping cyber-bullying?
25.2 What did the school system in Pasco County, Florida, put in their student code of conduct to clarify the meaning of bullying by electronic means?
26.1 What is one common motive for cyber abuse?

Answers:

A. Instant messengers must send and receive IMs only from people they know, IM senders must block strangers, IM senders must guard their identity
B. As young as 11 years old
C. ‘We say a student is BEING BULLIED when another student, or a group of students, say or do nasty and unpleasant things to him or her. It is also bullying when a student is teased repeatedly in a way he or she doesn't like. But it is NOT BULLYING when two students of about the same strength quarrel or fight’
D. Because of a lack of structured activities and a lack of structured supervision
E. Set ground rules, teach privacy, stay engaged, and keep tabs
F. Parents and kids relate to technology very differently. Most adults approach computers as practical tools while, for kids, the internet is a lifeline to their peer groups.
G. When girls are angry, they don't confront each other face-to-face
H. 61%
I. Start an anti-cyberbullying campaign that emphasizes the message that off-campus behavior can lead to escalating conflict that spills over into the schools
J. 25%
K. Jealousy
L. ‘Interactive and digital technologies or cell phones’ — will be treated as seriously as the traditional school-yard variety

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