Addressing the Gendered Dimensions of Harassment and Bullying (1 credit hour)

Program Summary:  This course explores important distinctions between bullying and harassment in the school setting.  It discusses responsibilities of school personnel and offers strategies for prevention.

This course is recommended for social workers, counselors, and therapists and is appropriate for beginning and intermediate levels of practice.

Find the reading at:  http://vawnet.org/sites/default/files/materials/files/2016-08/CIB_HarassmentBullying.pdf

Publisher:  A joint publication of the National Resource Center on Domestic Violence and National Sexual Violence Resource Center

Program Objectives:  Clarify the distinctions between sexual harassment and bullying.  Describe the responsibilities of school personnel.  Identify strategies for prevention.

Learning Objectives:  To enhance professional practice, values, skills, and knowledge by identifying key issues related to harassment and bullying in the school setting.

Review our pre-reading study guide.

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1: The Office for Civil Rights is the _____________ arm of the US Department of Education.
 
 
 
 
2: The OCR's October 2010 "Dear Colleague" letter clarified that peer-to-peer harassment is not the same as bullying.
 
 
3: When discriminatory harassment occurs at school, schools are encouraged to focus on
 
 
4: Which of the following takes precedence?
 
 
 
5: Sexual harassment is a form of sex discrimination and is illegal under
 
 
 
 
6: Bullying has been defined by
 
 
 
 
7: When schools refer to sexual harassment as bullying, they
 
 
 
8: In the case of LaShonda Davis, the US Supreme Court stated that schools are liable for  ____________ if the school officials knew about it and failed to take action (Davis v. Monroe County).
 
 
9: The Gay, Lesbian and Straight Education Network (GLSEN) conducted a national survey in 2005 and found that the most common reason students were bullied or harassed was their _____________.
 
 
 
 
10: According to the same GLSEN national survey, the second most common reason students were bullied or harassed was because they were or were thought to be
 
 
 
 
11: Stein has pointed out in her analysis of 67 anti-bullying programs aimed at middle and high school students that these programs almost universally fail to discuss issues of
 
 
 
 
12: The frequency of bullying and sexual harassment ____________ from middle school to high school.
 
 
13: Which of the following was significantly related to both bullying and sexual harassment in cross-tabulation analysis.
 
 
 
 
14: The 2010 suicide of Phoebe Prince was universally described as
 
 
 
15: Strategies for working with school personnel on important school safety issues include
 
 
 
 
 
 

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.

 

Free State Social Work, LLC, provider #1235, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Free State Social Work, LLC maintains responsibility for this course. ACE provider approval period: 9/6/2021 - 9/6/2024. Social workers completing this course receive 1 continuing education credit.

Free State Social Work has been approved by NBCC as an Approved Continuing Education Provider, ACEP NO. 6605. Programs that do not qualify for NBCC credit are clearly identified. Free State Social Work is solely responsible for all aspects of the programs.

Course Created: September 10, 2013
Filed under: Retired