Ramirez, O. (2013). Survivors of School Bullying: A Collective Case Study. Children & Schools, 35(2), 93-99. I attached the Case study. please list references APA style. After reading the above article, write a case study analysis that describes the micro and mesosystems of each child discussed. For each of the 5 individuals highlighted, discuss their individual dimensions, variables from their microsystems and mesosystems, and how their systems' connecting relationships affect how they cope with bullying.Use the case study analyses and what you know about an adolescent's physical, cognitive, and emotional/social development to provide suggestions to human services professionals when working with bullying among children.Here is an example in how it should look... thank you in advancedANALYSIS Case Study Analysis Tammie is a 12-year-old female African American in the sixth grade and a participant in the case study we read for class. She is shy, quiet, and sensitive. Bullies focus their attacks on her weight. They laugh and call her names. According to school records, Tammie has a history of transferring schools because of the bullying. She has no siblings and lives with her mother. Tammie has no contact with her father. She enjoys spending time on Facebook, watching cartoons, and playing board games (Ramirez 2013). Tammie’s microsystem would consist of mother, and her mesosystem would be classmates and teachers and her online presence with social media. Tamie’s coping strategy to deal with her bullies was to confide in her family and friends. Once she had a problem with a bully she would seek comfort from her friend in the form of needing a laugh. Tammie’s system affect how she copes with the bullying because she seeks comfort from close person in her life. The things she enjoys doing outside of the classroom can be found in the way she likes to seek comfort after being victimized by a bully. Another participant was Sandra. She is a 12-year-old female African American in the sixth grade. She was diagnosed with a specific learning disability. Sandra resides with her older brother and grandmother. Although her mother lives in the same town, Sandra has no contact with her. Sandra experiences verbal and physical abuse at school. Sandra enjoys watching comedy programs on television and playing with her dog (Ramirez 2013). Sandra’s microsystem would be her brother and grandmother and her dog, her immediate family. Her mesosystem would include the school environment she is a part of. Sandra responded very similar to bullies the way another participant, Iris, did. Iris is a 13-year-old female Hispanic in the seventh grade. Iris is quiet and aloof. She resides with her mother and younger sister in a three bedroom house. Iris has daily contact with ANALYSIS her father and feels supported by him. She enjoys watching comedy programs on television and listening to R6iB music on the radio (Ramirez 2013). Her microsystem would be her mom and sister and since she is Hispanic her extended family as well. Iris’ mesosystem would be her father, the music scene she relates to, and her classmates and teachers. Sandra and Iris reported using thought cessation and redirection. This strategy helped suppress and redirect negative thinking. This response can be directly related to their love of watching TV. They like to escape from reality when needed and think of something funny, interesting, etc. to get their mind off of what happened. Ricardo is one of the participants in the case study and he is an 11-year-old male Hispanic in the seventh grade. People classified Ricardo as being timid and aloof. He enjoys watching movies, playing video games, and playing sports with his friends. Ricardo lives with his mother and two sisters, and he has regular contact with his father (Ramirez 2013). Ricardo’s microsystem involves his mother and two sisters and his close friends that he plays sports with. His mesosystem would consist of his father, classmates, the ones who bully him, and his teachers. Since Ricardo lives in a house that is mainly made up of females he continuously tries to be liked and accepted by the bullies but they continue to attack him verbally and physically. This would be classified as using instrumental coping skills because Ricardo has the mindset that he could eventually befriend his bullies. The next participant was Aaron, and he is a 13-year-old male African American in the seventh grade. Classmates classified Aaron as having an outgoing personality. Aaron is bullied because he has a learning disability, they attack him both verbally and physically (Ramirez 2013). One main focus of attack for the bullies is to make fun of Aaron’s overbite. Aaron lives with his mother but has no contact with his father. I would classify Aaron’s microsystem as ANALYSIS being his mother. With Aaron being an only child he would have a special bond with his mother. His mesosystem would include his classmates, friends who he plays football and basketball with, and his teacher. The way that Aaron coped with bullying was to confide in a teacher or he would pay attention to his surroundings. I think that by being an only child and living with his mother it is natural for him to confide in an adult. Also by being an only child you learn more about paying attention to your surroundings because you don’t have a lot of distractions at home.

SAMPLE DOC ATTACHED, PEVIOUS ASSIGNMENTS ATTACHED: U3A1, U5A1, AND U7A1Context:The purpose of this assignment is to complete the final draft of the forensic evaluation that you selected in u05a1 from the following four options:Competency to confess (waive Miranda rights).Sanity at the time of the offense charged (insanity).Independent medical evaluation (IME) for psychological damages.Juvenile court evaluation for amenability for treatment.Instructions:In this final draft of your forensic evaluation, you will expand upon your work in u07a1—most importantly, adding a diagnosis and opinion section. The final paper should include your work from u05a1 as well as the new information that follows (a forensic evaluation generally has all of these elements, although some evaluators may provide more background information on the evaluee than others—many examples of forensic evaluations are provided in Chapter 19 of your textbook):IntroductionInformed ConsentBackground InformationBriefly describe the fictional evaluee's social, educational, occupational, substance use, medical, and psychiatric history.Include mock collateral information that you obtained during the course of the evaluation.Mental Status ExaminationUsing a formal mini-mental-status exam , describe your mock client's performance on domains such as orientation, immediate recall, attention and calculation, recall, language, judgment, ability to abstract, and intelligence.Interview QuestionsTest BatteryDiagnosisProvide a thorough DSM-5 diagnosis for your mock evaluee.OpinionProvide a defensible forensic opinion that relates to the legal question asked.Justify your opinion.Use the Sample Forensic Evaluation (linked in Resources) to assist in your preparation of the assignment. Note that your forensic evaluation does not require this level of detail in the background history.Additional Requirements:In addition to the preceding objectives, your assignment should meet the following requirements:Written communications are free of errors that detract from the overall message.Formatting: current APA style and format.Length of paper: 10–12 pages.Font and font size: Times New Roman, 12 point.