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SOCW 6200: Human Behavior and the Social Environment I Discussion 1: Moral Development Theory and Bullying B

    

SOCW 6200: Human Behavior and the Social Environment I

Discussion 1: Moral Development Theory and Bullying

Bullying is not a new phenomenon, but social media and communication technologies have introduced a breadth and depth to which public shaming, targeted taunting, and bullying have manifested. For this Discussion, consider how bullying has changed and how it has remained the same in light of modern technology.

Post an explanation of one moral development theory and its connection to the act of bullying. Be sure to frame your explanation within the context of cyber and other bullying that persists in social media and communication technologies used by adolescents. Also explain how bullying has changed and how it has remained the same in light of modern technology. Please use the Learning Resources to support your answer.

Discussion 2: Bullying: Cycle of Events

Bearing witness to trauma has its own set of consequences. Watching repeated episodes of bullying can evoke strong emotional and behavioral responses from an adolescent. During the impressionable stage of social development in adolescents, these experiences can contribute to a change in perception about the ways people should and do treat each other. Furthermore, ongoing exposure to this behavior can jeopardize an adolescent’s healthy social development. For this Discussion, consider how the act of bullying experienced by one adolescent may change the experience of another who witnesses it.

Post a scenario that illustrates how bullying experienced by one adolescent may change the experience of another who witnesses it. Then address the availability of any social work intervention, skill, or practice that might change this cycle of events. Please use the Learning Resources to support your answer.

Please follow the rubric

SOCW_6200_Week7_Discussion Rubric

Responsiveness to Directions

9.45 (27%) – 10.5 (30%)

Discussion posting fully addresses all instruction prompts, including responding to the required number of peer posts.

Discussion Posting Content

9.45 (27%) – 10.5 (30%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.

Peer Feedback and Interaction

7.88 (22.5%) – 8.75 (25%)

The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.

Writing

4.72 (13.5%) – 5.25 (15%)

Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.

Required Readings

Here is the link to all 3 article 

https://drive.google.com/drive/folders/1MquOHEpLyEnfknPUwPOEF-J_buYMPgO2?usp=sharing

Benavides, L. E. (2014). Spiritual journey from childhood to adolescence: Pathways to strength and healing. Journal Of Religion & Spirituality In Social Work, 33(3/4), 201–217. doi:10.1080/15426432.2014.930628

Brown, C. F., Demaray, M. K., Tennant, J. E., & Jenkins, L. N. (2017). Cyber victimization in high school: Measurement, overlap with face-to-face victimization, and associations with social-emotional outcomes. School Psychology Review, 46(3), 288–303. doi:10.17105/SPR-2016-0004.V46-3.

Jenkins, L. N., Demaray, M. K., & Tennant, J. (2017). Social, emotional, and cognitive factors associated with bullying. School Psychology Review, 46(1), 42–64.

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L.  (2019). Understanding human behavior and the social environment (11th ed.). Boston, MA: Cengage Learning.

  • Chapter 8, “Social Development in Adolescence”  (pp. 361-409) 

Chapter 8 

Clayton Sharrard/Photo Edit 362 Understanding Human Behavior and the Social Environment

of Laura’s, She detests going to church. Her parents have often called her “stupid” and negatively compared her to her brother, who they believe can do no wrong. This dispar-agement of Laura has in many ways become a self-fulfilling prophecy. She repeated a grade in elementary school, seldom studied, and often received failing grades. In school, she saw herself as a failure and hung out with other students who viewed themselves as failures. In high school, she frequently skipped school and partied. Eight weeks before graduation, she was expelled for skipping too much school. Her parents and the school system had tried numerous times to motivate Laura to apply herself in school; she even had a number of individual sessions with three different social workers and a psychiatrist. Laura’s parents are especially irate when she leaves home for three or four days at a

time and parties in an abandoned house in the inner city of Milwaukee. She has lied to her parents about her sexual activities, when the truth is she has a variety of partners. For-tunately, she is taking birth control pills; however, she does not always use a condom to protect herself from sexually transmitted diseases. Some of Laura’s male friends are putting pressure on her to become a prostitute so that there will be more money to buy drugs and party. Laura and her friends have had several encounters with the police for shoplifting, running away from home, drinking liquor under age, kicking police officers while being arrested, and driving in high-speed auto chases after radar detected they were speeding. Laura is asking herself a number of questions: Should she prostitute herself? Or should she stop associating with her friends and try to make peace with her parents by getting a high school education and a better-paying job? Whenever she has tried to achieve the middle-class goals of her parents, they have criticized her as being a failure. She won-ders what her chances are of heading in a better direction this time. The one thing she has found enjoyable in life is partying with her friends, but she realizes her friends are getting her in trouble with the police. She is worried that cutting ties with her friends will result in living a life in which she will be continually rejected and put down by others. She wants a better-paying job but realizes her chances are not good, especially because she hasn’t completed high school. She wants a one-to-one relationship with a caring male, but because she has a low self-concept, the only thing she feels that males will find attrac-tive about her is sexual intercourse. This is one reason she has had multiple sex partners. She is increasingly concerned that being so sexually active is not right and may result in her acquiring a sexually transmitted disease (such as AIDS). What should she do about all of these concerns? She is deeply perplexed and confused.

A Perspective

This chapter will focus primarily on the social changes and some social problems encoun-tered by A 

Perspective

This chapter will focus primarily on the social changes and some social problems encoun-tered by adolescents. The social growth from puberty to age 19 involves a number of passages: from being dependent on parents to becoming more independent, from adjust-ing to puberty to establishing a sexual identity, from beginning to date to serious dating and perhaps marrying, from being a child with parents to sometimes parenting children, from earning money from babysitting to having a full-time job or attending college, from buying baseball gloves and playing ball to buying a car, and from drinking soda to drinking beer and hard liquor and experimenting with drugs. The pressures and stresses of this time period produce many casualties who suffer from a variety of problems.

Copyright

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