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Bullying from the Bystander and Peer Perspective

CEU Answer Booklet
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs

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Course Article Questions The Answer to Question 1 is found in Section 1 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..

Questions:
1. What is the meaning of the ranges for the victimization and aggression subscales 0 to 24 and 0 to 12 for overt and relational aggression, respectively?
2. How are the Peer-estimated scores computed?
3. What is one of the major themes found in Demaray’s comparison among bullies, bully/victims, and bullies?
4. What is one difference that Cole identified between self-identified and peer-nominated bullies?
5. Why may it be unsafe to conclude that aggressive children affiliate only with other aggressive children?
6. What is one suggestion made by Rodkin for improving the social status of victimized students?
7. What are three theories which address peer-level characteristics in the bullying dynamic?
8. How can aggressive and disruptive behavior be supported by interactions with peers outside the clique?
9. What are seven common clique and popular crowd characteristics within their peer ecologies?
Answers:
A.  Higher scores indicate higher levels of victimization and aggression
B. One of the major themes found in the comparisons is that in general, victims and bully/victims reported less frequency of perceived social support; however, they placed greater importance on social support than the other groups.
C. Computed by calculating the mean rating for each student: the sum of the peer-nomination ratings for each respondent (a respondent’s self-estimation should be excluded when computing these scores) divided by the total number of respondents present, minus one (the child him/herself). Higher scores in each section indicate more experience with construct being assessed in that section.
D. 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.
E. Peer-nominated bullies reported a higher-self concept than self-identified bullies.
F.  The homophily hypothesis, dominance theory, and attraction theory.
G.  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.
H. 1. Role models; 2. strong social skills; 3. validating the popularity of others; 4. admission rules; 5. attracting the opposite sex; 6. posers; 7. power players and dominance by insult
I. The processes (i.e., ostracization, name calling, bullying) through which cliques and peer groups maintain their social boundaries. The jockeying for social power across groups can lead to animosity between distinct groups, even a climate of "open warfare" between opposing groups.

 

Course Transcript Questions The answer to Question 10 is found in Section 10 of the Course Content. The Answer to Question 11 is found in Section 11 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.

Questions:
10. What are three reasons someone might become a bully that you might explain to a young client?
11. What are five types of bullying victims?
12. What are seven steps in parents objectively assessing their child for signs of bullying behavior?
13. What are six strategies and techniques that can help students who are usually bystanders intervene in a constructive manner?
14. What are four therapeutic interventions for bystanders to internet bullying?
15. What are four specific therapeutic strategies for victims of internet bullying?
Answers:
A. 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.
B.  Three reasons are, 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. 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.
D. Four interventions are, give permission to act on feelings, decide on specific actions, provide immediate and follow up support for victims, and help bullies change in positive ways.
E. Don’t watch, don’t react, combating gossip, offering support to the victim, gathering others, creating a distraction, and confronting the bully.
F. Four strategies are avoid giving the internet bully an emotional payoff, be verbally assertive, do something unexpected, and practice necessary behaviors.

 


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