Ethical and Cultural Issues Arising from the Psychology of Terrorism- 3 Credit Hrs.

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SSE6hrs - School Shootings: Ethical & Confidentiality Boundary Issues Post Test

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 Why do many community members avoid the families of shooters?
2.1 What are three disorders students who witness a school shooting firsthand but escaped physically unscathed experience?
3.1 What are three factors of psychosocial problems?
3.2 According to Newman, what is pivotal to this first factor of rampage school shootings?
3.3 What are characteristics that the media often portrays a shooter as?
4.1 What are two part of the Violence Risk Assessment technique?
4.2 What are behaviors to look for on the Violence Risk Assessment checklist for ELEMENTARY school age children when considering violating the client confidentiality boundary?
4.3 What are behaviors to look for on the Violence risk assessment checklist for HIGH SCHOOL age children when considering violating the client confidentiality boundary?
5.1 What does SRO meaning?
6.1 Olweus’ program focuses on treating an entire school for a bullying problem. What are steps involved in the Olweus’ program?

Answers:

A. Raynaud’s syndrome, post traumatic stress syndrome, and panic disorder
B. Fear of community stigmatization
C. The perception of marginalization, bullying, and exclusion
D. Mental illness, suicidal ideation, family problems
E. An assessment checklist for elementary age students, focuses on high school students
F. Small, skinny, overweight, with glasses or acne, socially awkward or withdrawn
G. Consistently does not listen to authority figures, pays no attention to the feelings or rights of others, mistreats people and seems to rely on physical violence or threats of violence to solve problems
H. Has trouble paying attention and concentrating, often disrupts classroom activities, does poorly in school, frequently gets into fights with other children in school
I. Give out a school wide questionnaire to assess the baseline incidence of bullying, this helps provide a momentum for students to help solve the problem, follow up the questionnaire with a school wide conference to discuss the results and share best practices with school staff
J. School resource officers

Course Content Manual Questions The answer to Question 11 is found in Section 11 of the Course Content. The Answer to Question 12 is found in Section 12 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:

8.1 What are factors that increase the risk of violent behavior?
9.1 What may be two ineffective strategies to reduce youth violence?
9.2 According to Reddy, what determines whether an alarming behavior or communicated threat could be indicative of violent action?
11.1 What are subtle violent behaviors at school?
11.2 What may be categories of violence?
12.1 What may be the social/contextual risk factors in SAVRY?
13.1 What percentage of children in school account for 80% of discipline problems?
15.1 Who should work together at school to prevent violent crimes?
16.1 According to Worden, what are four tasks towards the resolutions of a loss due to school violence?

Answers:

A. Peer counseling, peer mediation
B. Having access to identified victims, the ability to acquire weapons, increased environmental stress, disconnection and alienation from mainstream culture, high levels of anger and frustration, and use of drugs and alcohol
C. Teasing, name calling, bullying, and other forms of intimidation and harassment
D. Assessing the student's motivation for making the threat or engaging in the behavior, the student's other communications and behaviors, consistency between the student's communications and behaviors, any unusual interest in violence, evidence of planning violent behavior, the student's mental condition, the student's cognitive ability to formulate and execute a violent act, the student's recent losses or perceived failures, others' perception of the individuals potential for violence, and other relevant factors in the student's circumstances
E. Peer delinquency, peer rejection, stress and poor coping, poor parental management, lack of personal/social support, community disorganization
F. Physical violence, sexual and gender violence, media violence, cultural-racial violence, political-economic violence, violence of silence
G. Accept the reality of the loss, work through to the pain of grief, adjust to an environment in which the deceased is missing, emotionally relocate the deceased and move on with life
H. 8%
I. School administrators, counselors, teachers, students, parents