All About Bullying, psychology homework help

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What is your experience with bullying? (as an observer, a victim, or a bully yourself)

How do schools, families and society contribute to the incidence of bullying?

What are some effective strategies that you think can reduce the incidence of bullying?



(a complete answer should include a well developed paragraph for each question).  A well developed paragraph includes a topic sentence, several sentences to support the topic, and a concluding sentence.


Please cite within the answer. If you could find a page number on these pdfs, then cite (Berger, pg #). If not, cite (Berger, 2015).



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WHAT WILL YOU KNOW? What helps some children thrive in a difficult family, school, or neighborhood? Should parents marry, risking divorce, or not marry, and thus avoid divorce? What can be done to stop a bully? When would children lie to adults to protect a friend? JOE POLILLIO/GETTY IMAGES The Nature of the Child The child’s budding independence fosters growth, with parental guidance still important even though the specifics may change. The Nature of the School-Age Children Erikson’s insights: Industry versus inferiority • Characterized by tension between productivity and incompetence • Proposes children judge themselves as competent or incompetent, productive or useless, winners or losers • Self-pride dependent on others’ view The Nature of the Child Freud: Latency – Emotional drives are quiet and unconscious sexual conflicts are submerged. – Children acquire cognitive skills and assimilate cultural values by expanding their world to include teachers, neighbors, peers, club leaders, and coaches. – Sexual energy is channeled into social concerns. What would you list as signs of psychosocial maturation over the years of middle childhood? The Nature of the Child Self-concept • Contains ideas about self that include intelligence, personality, abilities, gender, and ethnic background • Gradually becomes more realistic, specific and logical • Is dependent on social comparison Culture and Self-Esteem Academic and social competence are aided by realistic self-perception. • Unrealistically high self-esteem • Unrealistically low self-esteem High self-esteem not universally valued. • Australians, Chinese, Japanese • Praise for process, not for person or static qualities is most beneficial. Resilience Resilience Involves capacity to adapt well to significant adversity and to overcome serious stress Suggests differential sensitivity Important components Resilience is dynamic. Resilience is a positive adaptation to stress. Adversity must be significant. Dominant Ideas About Resilience, 1965-2012 1965: All children have the same needs for healthy development. 1975: All children are not the same. Some children are resilient, coping easily with stressors that cause harm in other children. 1985: Factors beyond the family, both in the child (low birthweight, prenatal alcohol exposure, aggressive temperament) and in the community (poverty, violence), can harm children. 1995: No child is invincibly resilient. Risks are always harmful—if not in education, then in emotions; if not immediately, then long term. 2005: Focus on strengths, not risks. Assets in child (intelligence, personality), family (secure attachment, warmth), community (schools, after-school programs), and nation (income support, health care) are crucial. 2012: Genes, family structures, and cultural practices can be either strengths or weaknesses. Differential sensitivity means identical stressors can benefit one child and harm another. Dominant Ideas About Resilience, Today 2014 All children have the capacity to grow despite many impediments, a phenomenon called “ordinary magic.” However multiple, accumulated stresses make resilience difficult. JOE POLILLIO/GETTY IMAGES Cumulative Stress Death and Disruption Children are astonishingly resilient. This girl is in a refugee camp in Northern Syria in 2013, having fled the civil war that killed thousands in her community. Repeated stress Makes resilience difficult Is more devastating than isolated major stress Includes such things as frequent moves, changes in caregivers, disruption of schooling Resilience and Stress: Coping Coping measures reduce impact of repeated stress. Interpretation of family situation Development of friends, activities, and skills Participation in school success and after-school activities Involvement in community, church, and other programs Resilience and Stress: Coping Social support and religious faith Network of supportive relatives is a better buffer than having only one close parent. Grandparents, teachers, unrelated adults, peers, and pets can lower stress. Use of religion, which often provides support via adults from the same faith group. JONKMANNS/LAIF/REDUX NAFTALI HILGER/LAIF/REDUX Same Situation, Far Apart: Praying Hands Differences are obvious between the Northern Indian girls entering their Hindu school and the West African boy in a Christian church, even in their clothes and hand positions. But underlying similarities are more important. In every culture, many 8-year-olds are more devout than their elders. Families and Children Genes affect half or more of the variance for almost every trait. •Influence of shared environment (e.g., children raised by the same parents in the same home) shrinks with age •Effect of nonshared environment (e.g., friends or schools) increases RADIUS IMAGES/MASTERFILE Shared and nonshared environments Families and Children Remember! Children raised in the same households by the same parents do not necessarily share the same home environment. Changes in the family affect every family member differently, depending on age and/or gender. Most parents respond to each of their children differently. Family Function and Family Structure Family structure Legal and genetic relationships among relatives living in the same home; includes nuclear family, extended family, stepfamily, and others Family function Way a family works to meet the needs of its member Families provide basic material necessities, to encourage learning, to help development of selfrespect, to nurture friendships, and to foster harmony and stability. Needs of Children in Middle Childhood Families help children. •Provide basic material necessities •Encourage learning •Help them develop self-respect •Nurture friendships •Foster harmony and stability Continuity and Change No family always functions perfectly. Children worldwide fare better in families than in other institutions. School-agers value continuity and having fathers at home. Stability challenges occur in military families. Diversity of Family Structures Nuclear family Consists of a father, a mother, and their biological children under age 18 Tends to be wealthier, better educated, healthier, more flexible, and less hostile Contains biological and adoptive parents who are ideally dedicated to their children Diversity of Family Structures Single-parent family Consists of only one parent and his or her children under age 18 Have children who fare worse in school and in adult life than most other children Are often low-income and unstable, move more often and add new adults more often in single-mother households Involve more than half of all contemporary U.S. children who will live in a single-parent family before they reach age 18 Diversity of Family Structures Extended family Family consisting of parents, their children, and other relatives living in one household This includes one in six U.S. families in 2010; particularly common when children are small Family structure less costly and more common in lowincome households Polygamous family Family consisting of one man, several wives, and the biological children of the man and his wives Rare and illegal in U.S. Divorce Divorce: Three facts • U.S. leads world in rates of divorce and remarriage. • On average, children fare best, emotionally and academically, with married parents. • On average, divorce impairs children's academic achievement and psychosocial development for years, even decades Insight from scholars • Marriage commitments need to be made carefully, to minimize the risk of divorce. • Once married, couples need to work to keep the relationship strong. • If divorce occurs, adults need to minimize transitions and maintain a child’s relationships with both parents. • In middle childhood, schools can provide vital support for children who are experiencing family change. Does this mean that everyone should marry before they have a child, and then stay married? The case for nuclear families is not as strong as it appears. Some benefits are correlates, not causes. • Correlation between child success and married parents occurs partly because of who marries, not because of the wedding. • Income correlates with family structure. Shared parenting is important in every nation • Parental alliance • Shared parenting Connecting Family Structure and Function Generally function best Better educational, social, cognitive, and behavioral child outcomes Selection effects and parental alliance Positive effects beyond childhood Some reported benefits are correlates. GREG ELMS/GETTY IMAGES Two-parent families DAVID MAXWELL/THE NEW YORK TIMES/REDUX Connecting Family Structure and Function Adoptive and same-sex parent families Typically function well; often better than average nuclear families Vary tremendously in ability to meet child needs Stepfamilies Some function well; positive relationships more easily formed with children under 2; more difficult with teenagers Solid parental alliance more difficult to form Child loyalty to parents often undermined by disputes Connecting Family Structure and Function Generally lower income, more health problems, less stability Often involve grandchildren with health or behavioral problems who are less likely to succeed in school Receive fewer services for children with special needs DANNY GOLDFIELD Grandparent family (skipped-generation family) Connecting Family Structure and Function Single-parent families • On average, structure functions less well for children • Lower income and stability • Stress from multiple roles • Benefit from community support • More common in U.S. than in many nations Family Challenges Two factors increase the likelihood of dysfunction in every structure, ethnic group, and nation. • Low income or poverty • High conflict Family Challenges Poverty: Family-stress model Crucial question to ask about any risk factor is whether or not it increases the stress on a family. Adults' stressful reaction to poverty is crucial in determining the effect on the children. Effects of poverty are cumulative; low SES is especially damaging during middle childhood. Reaction to wealth may create externalizing and internalizing problems in middle childhood. Family Challenges Conflict Family conflict harms children, especially when adults fight about child rearing. Fights are more common in stepfamilies, divorced families, and extended families. Although genes have some effect, conflict itself was the main influence on the child's well-being. E.HANAZAKI PHOTOGRAPHY/FLICKR RF/GETTY IMAGES No Toys Boys in middle childhood are happiest playing outside with equipment designed for work. This wheelbarrow is perfect, especially because at any moment the pusher might tip it. The Peer Group Child culture Particular habits, styles, and values that reflect the set of rules and rituals that characterize children as distinct from adult society • • • • • Fashion Appearance Peer culture Attitudes Independence from adults Passed down to younger children from slightly older ones Friendship and Social Acceptance Friendship •School-age children value personal friendship more than peer acceptance. •Friendships lead to psychosocial growth and provide a buffer against psychopathology. •Gender differences – Girls talk more and share secrets. – Boys play more active games. Friendship and Social Acceptance Older children Demand more of their friends Change friends less often Become more upset when a friendship ends Find it harder to make new friends Seek friends who share their interests and values Popular and Unpopular Children Popular children in U.S. Kind, trustworthy, cooperative Athletic, cool, dominant, arrogant, aggressive (around fifth grade) Unpopular children in U.S. Neglected Aggressive-rejected Withdrawn-rejected Bullying JRICHARD HUTCHINGS/PHOTOEDIT—ALL RIGHTS RESERVED Bullies and Victims Repeated, systematic efforts to inflict harm through physical, verbal, or social attack on a weaker person Someone who attacks others and who is attacked as well Also called a provocative victim because he or she does things that elicit bullying, such as stealing a bully's pencil HENRY KING/GETTY IMAGES Bully-victim Types of Bullying Physical (hitting, pinching, or kicking) Verbal (teasing, taunting, or name-calling) Relational (destroying peer acceptance and friendship) Cyberbullying (using electronic means to harm another) Causes and Consequences of Bullying Causes –Genetic predisposition or brain abnormality –Parenting/caregiving environment –Peers Consequences –Impaired social understanding, lower school achievement, relationship difficulties –Depression Successful Efforts to Eliminate Bullying The whole school must be involved, not just the identified bullies. Intervention is more effective in the earlier grades. Evaluation of results is critical. Children's Moral Values Many forces drive children’s growing interest in moral issues. Child culture Personal experience Empathy Children show a variety of skills Making moral judgments Differentiating universal principles from conventional norms Children’s Moral Values Kohlberg's levels of moral thought Stages of morality stem from three levels of moral reasoning with two stages at each level. 1. Preconventional moral reasoning: Emphasizes rewards and punishments 2. Conventional moral reasoning: Emphasizes social rules 3. Postconventional moral reasoning: Emphasizes moral principles Children’s Moral Values Criticisms of Kohlberg Pros • Child use of intellectual abilities to justify moral actions was correct. Cons • Culture and gender ignored. • Differences between child and adult morality not addressed. What Children Value Prosocial values among 6- to 11-year-olds Caring for close family members Cooperating with other children Not hurting anyone intentionally Adult Versus Peer Values Protect your friends. Do not tell adults what is happening. Conform to peer standards of dress, talk, and behavior KIDSTOCK/GETTY IMAGES Not Victims An outsider might worry that these two boys would be bullied, one because he is a member of a minority group in this New Jersey school, and the other because he is disabled. But both are well liked for the characteristics shown here: friendliness and willingness to help and be helped. Developing Moral Values Throughout middle childhood, moral judgment becomes more comprehensive. Psychological and physical harm; intentions and consequences taken into account Peer effects on morality (Piaget) Transition from advocating for retribution to restitution between ages of 8 and 10 years Benefits of Time and Talking Conversation on a topic may stimulate a process of individual reflection that triggers developmental advances. Raising moral issues, and letting children discuss them, advances morality 8/29/2012 1. Introduction 2. Fact or Fiction? 3. The Peer Group 4. Families and Children 5. The Nature of the Child 6. Closing Thoughts 2 1 8/29/2012 Socioemotional Development Fact or Fiction? Fiction Fact 1. School-age children typically are more self-critical than they were when they were younger. 2. Children in a shared home environment tend to react to family situations in a similar way. 3. Acceptance by their peer group is more important to school-age children than having a few close friends. 4. Bullying during middle childhood seems to be universal. 3 The Culture of Children What are some factors that shape a culture of children? culture of children: The particular habits, styles, and values that reflect the set of rules and rituals that characterize children as distinct from adult society. Popular and unpopular children Friendship and social acceptance Children learn how to be a good friend. aggressive-rejected children are disliked because they are antagonistic and confrontational. Gender differences persist in activities. Boys and girls want best friends. Withdrawn-rejected children are disliked because they are timid and anxious. Friends chosen for common interests, values, backgrounds. Culture of Children Social awareness Social cognition is the ability to understand social interactions, including the causes and consequences of human behavior. 4 2 8/29/2012 Social Acceptance Relationship between being liked and being thought popular friendship is a symmetrical, one-to-one relationship. Popularity is a group concern. 70 60 Does being popular relate to being personally liked for girls in grade school and middle school? 50 40 30 20 10 5 7 9 Grade 5 Children’s Moral Codes How did 133 9-year-olds respond to a moral dilemma? Repair Harm or Hurt the Transgressor? Average Scores (Maximum 3) on Broken Window Plus Two New Stories Percent Who Chose to Repair Harm Percent Score 100 2.9 90 2.7 80 2.5 60 50 40 30 20 10 0 At first An hour later Two weeks later Eight weeks later Source: Leman % Björnberg, 2010. Source: Leman & Björnberg, 2010. 70 2.3 2.1 1.9 1.7 1.5 At first An hour later Two weeks later Boy-boy Mixed sex Eight weeks later Girl-girl No interaction 6 3 8/29/2012 Bullies and Victims What are some possible long-term consequences? bullying: Repeated, systematic efforts to inflict harm through physical, verbal, or social attack on a weaker person. bully-victim: Someone who attacks others and who is attacked as well. Shared and Nonshared environment What are some parent-driven and individual-driven influences on siblings in a family? Shared parent influences Nonshared individual influences moves job changes for parent(s) divorce family’s socioeconomic status age genes resilience gender school and afterschool activities neighborhood peers 8 4 8/29/2012 Family Function and Dysfunction family function: The way a family works to meet the needs of its members. family structure: The legal and genetic relationships among relatives living in the same home. What do children age 6 to 11 need from their families? Material necessities Although children eat, dress, and sleep without help, families can furnish food, clothing, and shelter Learning Families can support, encourage, and guide education Self-respect Because children become self-critical and socially aware, families can provide opportunities for success Peer relationships Families can welcome friendships Harmony and stability Families can provide protective, predictable routines 9 Family Trouble The Weight of Family Conflict Low-income, high conflict High-income, high conflict Financial stress increases conflict and vice versa, affecting family function and structure Parental pressure on the children to excel causes stress in middle childhood The effects of poverty are cumulative This may lead to children’s drug use, delinquency, and poor academic performance in high school Low SES may be especially damaging to children ages 6 to 11 10 5 8/29/2012 Psychoanalytic Theory How do children ages 6 to 11 enact the theories of Erikson and Freud? Boys stink. Girls stay away! 11 Self-Concept What factors affect how children perceive themselves in middle childhood? Social comparison The tendency to assess one’s abilities, achievements, social status, and other attributes by measuring them against those of other people, especially one’s peers. 6 8/29/2012 Coping and Overcoming What are some accumulated stresses that children experience? Stresses Experienced by New Orleans Children as a Result of Hurricane Katrina Had homes damaged in the storm Had moved Had been separated from a primary caregiver Had transferred to a new school Had lost a family member or friend Had a parent who was unemployed Had been separated from a pet Percent 10 20 30 40 50 60 70 Source: Survey data gathered by Howard J. Osofsky et al., of Louisiana State University; reported in Viadero, 2007, p.7. resilience: The capacity to adapt well to significant adversity and to overcome serious stress. 13 Closing Thoughts In what ways do children build their social competence/skills during middle childhood? 14 7 8/29/2012 8
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Explanation & Answer

All about bullying
What is your experience with bullying? (As an observer, a victim, or a bully yourself)
Bullying is a process that is systematic in inflicting harm to somebody who is weaker
or different regarding race, physical stature or even disabilities. I being an observer of
bullying know that it can get very frustrating and depressing for an individual as one has to
persevere the repeated attacks of name-calling and being provoked (Berger, 2015). The bully
who is the perpetrator of the attacks is a very egocentric person who seems to be like a go...


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