Deck 11: Preventionauxiliary Programming

Question 1

The "Safe and Drug Free Schools" of the No Child Left Behind (NCLB: 2002) Act requires that:

A) each school implement a bullying prevention program.
B) state departments of education to monitor to the level of violence in specific schools
C) each school has at least one school counselor.
D) the automatic suspension of any child who is deemed to have engaged in two aggressive acts within a one-month time frame.

Answer 1

B

Question 2

Which of the following is one of the defining characteristics of bullying?

A) Must involve the use of physical form
B) Must include more than one perpetrator
C) A person of greater power seeks to harm another
D) The victim must demonstrate a marked decrease in academic functioning

Answer 2

C

Question 3

Proactive aggression is defined as:

A) the use of social power in committing an aggressive act.
B) the use of social media in committing an aggressive act.
C) an impulsive response to an aggressor.
D) the planned, intentional use of aggression

Answer 3

D

Question 4

Reactive aggression is defined as:

A) the planned, intentional use of aggression.
B) the use of social media in committing an aggressive act.
C) a defensive response to perceived aggression in others.
D) the use of social power in committing an aggressive act.

Question 5

Research reveals that proactive aggressors are more likely than their peers to:

A) have a close relationship with their parents.
B) have a close relationship with their teachers.
C) make the academic honor roll.
D) perceive aggression as an acceptable way to achieve goals

Question 6

Ttofi and Farrington's (2011) meta-analysis identified predictors of effective bullying prevention programs. One predictor of effective programs is:

A) the use of meetings to educate parents about bullying
B) encouraging bystander involvement.
C) the use of peer mediation.
D) use of physical punishment.

Question 7

Olweus's Bullying Prevention Program (OBPP) uses an ecological model that seeks to prevent bullying at various levels. A school-level component of the OBPP is:

A) individual counseling for victims.
B) assigning sanctions to perpetrators.
C) outreach events in the community.
D) training for staff.

Question 8

School counselors can demonstrate leadership in implementing Olweus's Bullying Prevention Program through the use of data, which may include:

A) assessing the students, teachers', and parents' views regarding the frequency of bullying.
B) recording a student's reaction upon receiving a sanction for bullying.
C) recording bullying incidents for the purposes of reporting them to legal authorities.
D) conducting interviews of perpetrators to determine why they bully.

Question 9

A school counselor who coordinates a Check-In-Check-Out Program is using which level of intervention in the School-wide Positive Behavioral Intervention and Support (SWPBIS) framework?

A) tier 1
B) tier 2
C) tier 3
D) tier 4

Question 10

Conducting classroom lessons on bullying would represent which level of intervention in the School-wide Positive Behavioral Intervention and Support (SWPBIS) framework?

A) tier 1
B) tier 2
C) tier 3
D) tier 4

Question 11

One of the justifications for creating a peer helping program is that:

A) it involves little effort to coordinate.
B) school districts can eliminate school counseling positions.
C) the help provided by peers is more effective than the help provided by trained professionals.
D) many students prefer to obtain from a peer rather than an adult.

Question 12

An assumption of many peer mediation programs is that:

A) the students who participate in the mediation process will obtain conflict resolution skills that they apply in subsequent conflicts.
B) the student mediators will suffer academically but experience in perspective-taking.
C) will be used to resolve incidents of bullying.
D) the peer mediators do not need training.

Question 13

The training for most peer mediation programs focuses on helping student mediators learn:

A) the different types of bullying.
B) to identify Freudian defense mechanisms.
C) communication, problem-solving, and negotiation skills.
D) skills to tutor fellow students.

Question 14

School counselors who coordinate peer mediation programs are encouraged to involve teachers because:

A) it may enhance the school climate by enhancing relationships between students and teachers.
B) teachers often receive instruction in conducting mediation.
C) students like teachers more than school counselors.
D) teachers are not legally liable for the results of mediations.

Question 15

A diverse group of students should be selected to serve as peer mediators because:

A) it will require less coordination for the school counselor.
B) teachers will be more likely to refer students for mediation.
C) it may increase the perspective-taking of the mediators.
D) it is required by law.

Question 16

One of the challenges of peer helping/support programs is that:

A) they must be coordinated by teachers and school counselors can only play a supporting role.
B) the peer helpers do not receive any benefits.
C) teachers are not likely to refer students to the peer helping/support program.
D) it can be difficult to ensure that the peer helpers maintain the confidentiality of helpees

Question 17

An important component in training peer helpers is to:

A) gather students' perspective on the effectiveness of teachers.
B) help them identify situations which they should refer to the school counselor
C) that they should only focus on helping friends.
D) learn to set aside their academic concerns to focus on the needs of the helpee.

Question 18

A type of results data that may be relevant for assessing the impact of a peer program is:

A) the perceptions of the students who received help from peer helpers.
B) the number of students served.
C) peer helpers' grade point average.
D) teachers' perceptions of the effectiveness of the program.

Question 19

A criticism of proponents of socio-emotional learning programs often have of school-based prevention programs, such as violence and bullying prevention programs is that such programs:

A) focus on what students should not be doing rather than promoting pro-social behaviors.
B) are ineffective because they are too comprehensive.
C) require too much teacher investment.
D) can only be implemented by trained specialists.

Question 20

In regards to socio-emotional learning programs the acronym SAFE refers to:

A) Sequencing, Active, Focus, and Explicit
B) Social, Associated, Feelings, and Emotions
C) Selective, Articulate, Fine, and Ebullient
D) Strong, Artful, Final, and Expressive