Questions:

1. What can be computed either additively or as mean scores and they can also be treated as weighted factor scores?
2. What is Rigby’s definition of bullying?
3. What are seven ways to prevent bullying by educating students?
4. What are the two subtypes of bullies?
5. What is a typical family background for a victimized child?
6. Which disorders most commonly are seen in bully-victims?
7. What are Bemak’s six intervention principles for working with school bullies?
8. What are four approaches to dealing with incidents of bullying in schools?
9. What is more effective in preventing bullying than focusing on the behavior to be eliminated?
10. How can holding regular classroom meetings for students reduce bullying behavior?

A. Parents may avoid conflict because they believe their child would not be able to cope. However, by avoiding conflict parents fail to teach their child appropriate conflict resolution skills.
B. Encouraging cooperativeness, promoting empathetic feelings, modeling and rewarding prosocial actions, developing control over anger, teaching social skills, teaching students how to help others, and providing quality education.
C. Bullying involves a desire to hurt + hurtful action + a power imbalance + (typically) repetition it + an unjust use of power + evident enjoyment by the aggressor + a sense of being oppressed on the part of the victim.
D. Scale scores
E. The two subtypes of bullies are popular aggressive bullies, who do not encounter significant social stigma stemming from their aggression, and unpopular aggressive bullies, who are typically rejected or neglected by other children and may use aggression as a way to get attention.
F. Oppositional-conduct disorder, depression, and attention deficit disorder and the most commonly seen disorders in bully-victims.
G. Four approaches to dealing with incidents of bullying are, the use of sanctions, mediation, the no-blame approach, and the method of shared concern.
H. Classroom meetings can help increase students' knowledge of how to intervene, build empathy, and encourage prosocial norms and behaviors.
I. Having a simultaneous focus on constructing a positive context that is inconsistent with bullying and coercion is more effective than focusing on the behavior to be eliminated.
J. Bernak’s six intervention principles are: success, realistic goals, short-term interventions, teaming, culturally appropriate, and interdependence.

Questions:

11. What is a demerit according to the speaker’s school?
12. How can teachers ensure that students know and understand the school policy on bullying?
13. What does the speaker emphasize to junior high-aged children in regard to their futures?
14. Using a checklist to see how often students witness and/or report bullying, teachers can get a feel for how much bullying happens. What is another outcome of these checklists?
15. An audience member mentioned that it is difficult to deal with elementary-aged girls who switch roles from bully to victim.  What did the speaker say could make the situation easier to handle?

A. "It’s all about choices. Drugs, alcohol, misbehaviors, defying authority, it’s all about choices. And if you don’t start making better choices now, it’s going to affect what you can or cannot do in high school and in life. So if you don’t like where you’re going now, choose something different."
B. Anything that a teacher feels is against school rules.
C. Students read and sign a contract explaining the definition and consequences of bullying.
D. The speaker noted that the audience member seemed to be reactive to the individual situations instead of making a blanket statement about how bullying will not be tolerated.
E. Students get to see what the seriousness of consequences for bullying is.