Teen Suicide and BullyingPlease read pages 109 - 110 for Kohlberg and Gilligan, then pages 95 - 100 for Erikson's psychosocial dilemmas at different stages of life. Read pages 457 - 458 for readings on Suicide.Coon et al. (2022) discuss the difficulties teenagers face in establishing their own identity, many problems stem from the unclear standards about the role adolescents should play within society. Coon et al. (2022) also explains that teenagers experience ambiguity, or unclear interpretations when defining their roles. This adds to their confusion of a clear and solid sense of self.More and more often we are seeing cases presented in the media about teens who have taken their own lives as a result of bullying and cyberbullying (Wang, 2016). Coon et al. (2022) have argued that adolescence is a tumultuous time. However, Karen Horney’s theory explains that basic anxiety occurs because we live in a hostile world. An example in Wang (2016), report of a suicide by a 13-year-old girl in response to racial and social prejudice against perceived sexual orientation. ReferencesCoon, D., Mitterer, J.O., & Martini, T. (2022). Introduction to psychology: Gateways to mind and behavior (16th ed.). Cengage Learning.Wang, Y. (2016). After years of alleged bullying, an Ohio teen killed herself. Is her school district responsible? The Washington Post. For this week’s main post, answer all of the following questions. Be sure to include factual, properly cited information in your post.How much does emotional turbulence versus social hostility count as an explanation for teen suicide? Or is it a combination of the two?Drawing upon Kohlberg’s theory of stages of moral development, Gilligan’s theory of caring, and Erikson’s psychosocial stages theory, discuss reasons why an adolescent might turn to suicide.Using one of these theories, suggest how to help a teen who has been a victim of bullying.

General education teachers are an integral part of the process when it comes to executing the IEP and meeting the needs of students with disabilities. Special education teachers and general education teachers must collaborate closely when planning instruction, and in the documentation, store, and communication of student information. Ensuring this is done efficiently and with regard to legal and ethical standards is essential. The use of technology can play a significant role in implementing collaborative and co-teaching strategies and in completing required documentation.Allocate at least 1.5 hours in the field to support this field experience.Because this course does not require you to have a fingerprint clearance card, your field experience must be completed before or after school, or during another designated time when students are not present.In person or via phone, interview a certified general education teacher specific to a grade range relevant to your program of study. Be prepared to take notes, as these will be submitted as part of the assignment deliverable.In the interview, address the following.Discuss the similarities and differences among students with and without disabilities.Describe the characteristics of various disabilities and their educational implications for students at your school.Explain the effects disabilities can have on students’ academic and social development, attitudes, interests, and values.Describe how factors such as cultural diversity and human issues affect students with disabilities.Explain how you address the unique learning needs of students with disabilities in the classroom, including those students with culturally and linguistically diverse backgrounds.Explain strategies you use when collaborating and co-teaching with special education teachers. Include discussion of why it is important to view the special education teacher as a co-teacher rather than a behavior enforcer or aid in the classroom.Describe how you use various types of technology to support students with disabilities.Describe the legal responsibilities you have to protect the rights and privacy of students with disabilities. Include discussion of IDEA, procedural safeguards, FERPA, HIPAA, etc. Include examples of some dilemmas associated with upholding these standards.Discuss how you collaborate with special education teachers to communicate, create, and store student documentation.Describe one or two of your favorite co-teaching strategies.In 250-500 words, consider what you learned from the interview and discuss the following:Describe how technology can be used to facilitate collaboration, co-teaching, and recordkeeping between special education teachers and general education teachers. Provide real-world examples to support your ideas.Discuss legal and ethical challenges that special education teachers and general education teachers must consider when collaborating and sharing student information. Describe strategies that can be employed to ensure that you maintain confidentiality and legal guidelines in your personal professional practice.Describe a co-teaching strategy you would like to apply in professional practice and explain how it supports effective collaboration and learning for students with disabilities. Provide real-world examples to support your ideas.Consider all of the interviews you completed for your field experiences. Summarize what you learned about applying collaboration and co-teaching strategies in professional practice to meet the needs of students with disabilities.