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Post-Test

Answer questions. Then click the "Check Your Score" button. When you get a score of 80% or higher, and place a credit card order, you can download a Certificate for 5 CE's. Click for Psychologist Posttest.

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Course 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.

Questions:

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?

Answers:

A .  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.
B. Three additional techniques are feeding back, understanding, and Name that Feeling.
C. The ‘Golden Nuggets’ technique.
D.  Asking Questions and Agreeing.
E.  Tone Twisters, Disconnected Comments, Playing the Game, Blocks, and Pushes.
F.  using the Turning Insults into Compliments technique against nonverbal meanness, and the Reverser.
G.  They make statements sound insulting and critical.


Course Article 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.

Questions

8. What is one of the major themes found in the comparison among bullies, bully/victims, and bullies?
9. What is one difference that is identified between self-identified and peer-nominated bullies?
10. What are the marker questions in identifying bullying behaviors?
11. What are the specific approaches in dealing with a student engaged in bullying behavior?
12. What are the reasons why adults need to be especially alert for signs of victimization in students with LD?
13. Why may it be unsafe to conclude that aggressive children affiliate only with other aggressive children?

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. Peer-nominated bullies reported a higher-self concept than self-identified bullies.
C.  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.
D.  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?
E. 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. victims and bully/victims reported less frequency of perceived social support; however, they placed greater importance on social support than the other groups.

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Additional post test questions for Psychologists, Ohio Counselors, and Ohio MFT’s