Defending Norms and Secondary School Bullying (1 CE)

$14.99
In stock
SKU
1309CE

Number of Credits: 1

This course is for: Clinical Psychologists, Counselors, and Marriage & Family Therapists

Course By: Ken Springer, PhD

Content By:  Laninga-Wijnen, L., van den Berg, Y. H. M., Mainhard, T., & Cillessen, A. H. N. (2021). The role of defending norms in victims' classroom climate perceptions and psychosocial maladjustment in secondary school. Research on Child and Adolescent Psychopathology, 49, 169-184. https://doi.org/10.1007/s10802-020-00738-0

Course Description: Recent studies have identified a "healthy context paradox" in which the the victims of bullying experience greater adjustment difficulties in more positive classroom environments. The present study examined whether this paradox is observed in positive classroom environments where there are norms for defending the victims. Two types of classroom norms were studied: Descriptive norms (the average extent to which students defend the victims of bullies) and popularity norms (the extent to which more popular students defend the victims of bullies). Based on questionnaires administered to 7th through 10th graders, the authors identified a healthy context paradox for descriptive norms, in that victims of bullying viewed their classroom climate as more negative and showed poorer adjustment in classrooms where there were stronger descriptive norms for defending them. In contrast, victims of bullying viewed their classroom climate as more positive and showed better adjustment in classrooms where there were stronger popularity norms for defending them. The results have implications for bullying-related interventions that focus on changing classroom norms related to defending the victims of bullying.

Learning Objectives:

  1. Understand the healthy context paradox and how research on this topic is extended by the present study
  2. Describe the main findings of this study concerning the ways descriptive and popularity norms affect secondary students' responses to bullying
  3. Integrate the strengths and limitations of the study, and summarize the clinical implications for bullying-related interventions

Course Outline:

  • Read and understand The role of defending norms in victims' classroom climate perceptions and psychosocial maladjustment in secondary school
  • Review the Course Description and Learning Objectives
  • Describe how and why descriptive and popularity norms were expected to affect secondary students' responses to bullying
  • Integrate the study's key findings, strengths, limitations, and clinical implications
  • Work through the post-test questions, using the article as the sole basis for your answers
  • Revisit the article for any missed questions and/or to better understand how descriptive and popularity norms each affect secondary students' responses to bullying

Approvals:

Association for Advanced Training in the Behavioral Sciences is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Association for Advanced Training in the Behavioral Sciences maintains responsibility for this program and its contents.

Association for Advanced Training in the Behavioral Sciences has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5750. Programs that do not qualify for NBCC credit are clearly identified. Association for Advanced Training in the Behavioral Sciences is solely responsible for all aspects of the programs.

Florida Board of Clinical Social Work, Marriage & Family Therapy and Mental Health Counseling - #50-11015

Florida Board of Psychology #50-5452

NYSED:

Social Workers: Association for the Advanced Training in the Behavioral Sciences is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0112.

Counselors: Association for the Advanced Training in the Behavioral Sciences is recognized by the New York State Education Department's State Board for Mental Health Counselors as an approved provider of continuing education for licensed counselors #MHC-0165.

Marriage Family Therapists: Association for the Advanced Training in the Behavioral Sciences is recognized by the New York State Education Department's State Board for Marriage Family Therapists as an approved provider of continuing education for licensed Marriage Family Therapists #MFT-0077.

The sponsor of this program has been approved to offer Continuing Education credit for Certified Addiction Specialists (CAS) in accordance with the American Academy of Health Care Providers in the Addictive Disorders. Approval No. 20-1420.

Continuing Education licensing requirements vary by jurisdiction, are not always well defined and may even supersede the rules of a national accreditation organization. We recommend you contact the applicable state licensing board or accrediting organization for the latest regulations and specific requirements of your state when considering our programs for Continuing Education credit.

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More Information
Board ApprovalsAmerican Psychological Association (APA), NBCC, Florida Board - Social Work, MFT, Counseling, and Psychology, NYSED - Social Work, MFT and Counseling Only, American Academy of Health Care Providers in the Addictive Disorders
CE FormatOnline, Text-Based