1) Dr. Robert Agnew developed General Strain Theory from Merton's Strain Theory. It focuses on negative relationships and delinquency resulting from anger or other negative emotions.
2) General Strain Theory groups strains into three categories: failure to achieve goals, removal of positive stimuli, and presence of negative stimuli. Each refers to relationship type.
3) Strains are linked to delinquency as a way to correct situations, ease strain, protect positive stimuli, neutralize negative stimuli, or seek revenge.
Topic of Sociology, Crime and Deviance, Norms and Crime/Deviance, Introduction, Legally Deviant Behavior, Illegally Deviant Behavior, Criminal Behavior, Reasons People Commit Crimes and deviance, Deviance and crime, Group deviance, Three views of deviance, Biological, Psychological, Sociological, Structural-Functionalist Perspectives, Reinforcement theories, Differential association theory, Social conflict perspectives, Symbolic integrationists perspectives, Labeling theory, William Chambliss Experiment, Experiment by D.L Rosenhan, Crime, Crime Classification, Types of Crime, How is crime reported?, Recording Crime, Measures of crime, CRIME AND GENDER, CRIME AND AGE, ETHNIC GROUP/ETHNICITY, INSTITUTIONAL RACISM, Crime And Ethnicity, Crime And Social Class, Occupational Crime, Professional Crime Corporate Crime, Computer Crime, The criminal justice system, Police Duties, The criminal justice system, Justifications of punishment, Retributive justice, Social control
Presentation of Erving Goffman`s dramaturgical approach.
SEMINAR FOR FIRST-YEAR PHD/EDD STUDENTS - FALL 2009 & WINTER 2010 University of Calgary
I will be happy to share the full text for this presentation if you need it. Contact me avatarnadezda@gmail.com
After three decades of research, three major psychological theories of crime have emerged: psychodynamic theory, behavioral theory and cognitive theory. Learning these criminology theories and how to put them into practice is a component of an online Bachelor of Science in Criminal Justice degree program.
Topic of Sociology, Crime and Deviance, Norms and Crime/Deviance, Introduction, Legally Deviant Behavior, Illegally Deviant Behavior, Criminal Behavior, Reasons People Commit Crimes and deviance, Deviance and crime, Group deviance, Three views of deviance, Biological, Psychological, Sociological, Structural-Functionalist Perspectives, Reinforcement theories, Differential association theory, Social conflict perspectives, Symbolic integrationists perspectives, Labeling theory, William Chambliss Experiment, Experiment by D.L Rosenhan, Crime, Crime Classification, Types of Crime, How is crime reported?, Recording Crime, Measures of crime, CRIME AND GENDER, CRIME AND AGE, ETHNIC GROUP/ETHNICITY, INSTITUTIONAL RACISM, Crime And Ethnicity, Crime And Social Class, Occupational Crime, Professional Crime Corporate Crime, Computer Crime, The criminal justice system, Police Duties, The criminal justice system, Justifications of punishment, Retributive justice, Social control
Presentation of Erving Goffman`s dramaturgical approach.
SEMINAR FOR FIRST-YEAR PHD/EDD STUDENTS - FALL 2009 & WINTER 2010 University of Calgary
I will be happy to share the full text for this presentation if you need it. Contact me avatarnadezda@gmail.com
After three decades of research, three major psychological theories of crime have emerged: psychodynamic theory, behavioral theory and cognitive theory. Learning these criminology theories and how to put them into practice is a component of an online Bachelor of Science in Criminal Justice degree program.
A 2015 presentation by Victoria Costello, science journalist, author and mental health advocate, demonstrating how lay advocates can access and incorporate scientific evidence into their family and community advocacy for mental health for all. References Victoria Costello's memoir, A Lethal Inheritance, A Mother Uncovers the Science Behind Three Generations of Mental Illness, published by Prometheus in 2012. Presented on May 29, 2015 at the annual meeting of Parent Professional Advocacy League in MA. Website: http://www.mentalhealthmomblog.com
Intergroup biasHewstone, Miles; Rubin, MarkPress the Escape ke.docxmariuse18nolet
Intergroup bias
Hewstone, Miles; Rubin, Mark
Press the Escape key to close
Willis, Hazel
Press the Escape key to close
Annual Review of Psychology53 (2002): 575-604.
Key Words conflict, discrimination, prejudice, social categorization, stereotyping
* Abstract This chapter reviews the extensive literature on bias in favor of ingroups at the expense of out-groups. We focus on five issues and identify areas for future research: (a) measurement and conceptual issues (especially in-group favoritism vs. out-group derogation, and explicit vs. implicit measures of bias); (b) modem theories of bias highlighting motivational explanations (social identity, optimal distinctiveness, uncertainty reduction, social dominance, terror management); (c) key moderators of bias, especially those that exacerbate bias (identification, group size, status and power, threat, positive-negative asymmetry, personality and individual differences); (d) reduction of bias (individual vs. intergroup approaches, especially models of social categorization); and (e) the link between intergroup bias and more corrosive forms of social hostility.
INTRODUCTION
Intergroup bias refers generally to the systematic tendency to evaluate one's own membership group (the in-group) or its members more favorably than a nonmembership group (the out-group) or its members. Bias can encompass behavior (discrimination), attitude (prejudice), and cognition (stereotyping) (Mackie & Smith 1998, Wilder & Simon 2001). More precisely, this group-serving tendency can take the form of favoring the in-group (in-group favoritism and/or derogating the out-group (out-group derogation). Use of the term "bias" involves an interpretative judgment that the response is unfair, illegitimate, or unjustifiable, in the sense that it goes beyond the objective requirements or evidence of the situation (see Brewer & Brown 1998, Fiske 1998, Turner & Reynolds 2001). Intergroup bias is a general, but not a universal, phenomenon (see Hagendoorn 1995, Hagendoorn et al. 2001), and contemporary social psychology has contributed to a more differentiated and context-dependent view of bias.
In the limited space available we focus on five specific issues. We review first, measurement and conceptual issues; second, the competing claims of currently prominent theories of bias; third, some key moderators of bias, especially those that exacerbate bias; fourth, theory and research on interventions to reduce bias; and, finally, we consider the link between intergroup bias and more corrosive forms of social hostility. We are forced to give a selective overview, and we highlight more recent developments as well as perspectives that we feel offer a unified perspective on why bias occurs, how it is moderated, and what can be done to reduce it.
MEASUREMENT AND CONCEPTUAL ISSUES
Measures of Intergroup Bias
Forms of intergroup bias range from prejudice and stereotyping, via discrimination, injustice, perpetuation of inequality and oppres.
Presenter: Amanda B. Nickerson, Ph.D.
From: Alberti Center for Bullying Abuse Prevention, Colloquium Series (September 30, 2015)
More: gse.buffalo.edu/alberticenter
Emotional Display Rules and EmotionSelf-Regulation Associat.docxjack60216
Emotional Display Rules and Emotion
Self-Regulation: Associations with Bullying and
Victimization in Community-Based After School
Programs
PAMELA W. GARNER
1* and TIFFANY STOWE HINTON
2
1
George Mason University, USA
2
Virginia Commonwealth University, USA
ABSTRACT
We explored linkages among different components of emotional competence and bullying and
victimization in children enrolled in community after school programs. Seventy-seven children were
recruited from after school programs and their display rule knowledge for sadness and anger was
evaluated. Their emotion self-regulation skills and bullying experiences were also assessed. Knowl-
edge of display rules for sadness was a negative predictor of physical victimization whereas
emotional lability/negativity was positively related to bullying. Boys bullied more than girls and
family income was negatively related to bullying and emotional lability/negativity and positively
associated with emotion self-regulation. Emotion self-regulation mediated the relation between
family income and bullying. Analyses also suggested that bullies and bully-victims had poorer
emotion self-regulation skills than non-bullies/victims or victims. Copyright # 2010 John Wiley &
Sons, Ltd.
Key words: emotions; bullying; victimization; after school programs
INTRODUCTION
In the US, between 10 and 29% of school children have been involved in bullying,
either as a bully, a victim, or both (National Center for Education Statistics, 1995;
Olweus, 1978). These experiences come in the form of physical violence or as relational
behaviours such as gossip, teasing, or social exclusion (Crick & Grotpeter, 1996). Bullying
declines across the elementary school years, but the bullying that occurs during this time
may be especially damaging (Eslea & Rees, 2001). Moreover, stable identification as a
bully or victim may be already established by the later school years (Kochenderfer-Ladd,
Journal of Community & Applied Social Psychology
J. Community Appl. Soc. Psychol., 20: 480–496 (2010)
Published online 29 July 2010 in Wiley InterScience
(www.interscience.wiley.com) DOI: 10.1002/casp.1057
* Correspondence to: Pamela W. Garner, New Century College, George Mason University, 4400 University Drive,
MSN 5D3, Fairfax, VA 22030. E-mail: [email protected]
Copyright # 2010 John Wiley & Sons, Ltd. Accepted 1 July 2010
2003). Consequently, identifying the early correlates of bullying and victimization may
provide important insights into the mechanisms underlying the development of
problematic peer behaviour. Current formulations of bullying, and increasingly of
victimization, have focused on the view that problematic peer relationships may result
from maladaptive processing of social and emotional cues (Lemerise & Arsenio, 2000).
For example, despite the fact that bullies and victims are at risk for long-term behavioural
problems (Prinstein, Boergers, & Vernberg, 2001; Sourander, Helstela, Helenius, & Pih ...
School Bullying 1School BullyingAnthony Cerv.docxkenjordan97598
School Bullying | 1
School Bullying
Anthony Cervantes
DeVry University
BULLYING
Bullying is the deliberate abuse by use of force to dominate over another person. It entails the forceful authority over another person to inflict physical or mental pain in a given social setting. Bullying has existed since time immemorial with the vice being common among the school setting especially in the youthful adolescent stage. The vice evolves to not only include the only physical doings but all acts that aims at intimidating another person in the desire to gain forceful authority over someone. It can be attributed partly to ego, self esteem and the desire to get action by use of aggression without prior understanding or mutual correlation of the parties involved.
Various forms of bullying exist since the time immemorial with the cyber bullying emerging as a modern form of bullying in the digital world. With the broad classification of bullying falling under physical bullying, verbal bullying, covert bullying and the presently cyber bullying. All of this actions regarded in the desire of action by use of force or the unreasoned reaction towards the loss of intended action. A physical bully will involve the physical inflicting of pain towards another person by kicking, hitting, pushing, pinching hitting, damage of property and tripping over another person due to aggression. Its commonly a vice found in schools with its social environment likely to breed depression and suicidal thoughts. Peer influence in the desire to maintain ego would thus make up person to inflict physical pain be it to the other person or to physically destroy property in the intention to hurt.
Verbal bullying is a psychologically intended way of inflicting pain to another person. Only a personality will feel the pain of an insult, intimidation, calling of nicknames that are humiliating to the other person and the deliberate racist remarks that that are all forms of abusing another person verbally.
Another form of bullying is the covert bullying that involves the indirect way of tarnishing the name of an individual or a given body of interest. Margitics, F.(2012) It’s usually indirect and may sometimes be left unrealized in the event of tarnishing someone’s reputation and the exclusion of someone in an indirect way so as to harm the other person socially. Negative physical gesturing towards someone may be left unnoticed by the person being bullied while it deliberately creates a negative image of the individual to the people involved.
In the modern era comes the cyber bullying, which usually involves the direct to target analogy to harm the person intended, it may involve the sending of defamatory messages and the deliberate harassment of a person by use of cell phones and the exclusion of a person from a social networking space so as to hurt the person emotionally.
Bullying can be in depth arise from the way nature relates with social being of an.
Effects of Attachment on Condom Use Attitudes and BehaviorJohn Sakaluk
Sakaluk, J. K., & Gillath, O. (November, 2013). Paper presented at the annual meeting of the Society for the Scientific Study of Sexuality, San Diego, CA.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. • Dr. Robert Agnew’s General Strain
Theory evolved from Merton’s Strain
Theory (Lilly et al.,2011).
• The Strain theory differs from Social
Control theory and the Social Learning
theory on their definition of :
Types of social relationships that
lead to delinquency
Motivation for delinquency
Manofdepravity.com
(Agnew,1992)
3. Strain Theory focuses on:
•Negative relationships with
others
•Delinquency as the result of
pressure by negative states such
as anger and other negative
emotions as a result of negative
relationships (Agnew,1992)
FoxNewsLatino.com
4. The General Strain Theory groups several types of strains
under three main categories. Each category refers to the
type of relationship with others.
1) Strain as the failure to achieve positively valued goals:
A) Difference between the aspirations/expectation and actual
achievements: Influenced by factors such as social class,
intelligence, physical attractiveness, physical ability, etc.
B) Difference between the expectations and the achievements:
These expectations are created by the individual as ideal
goals based on the understanding of what he/she should be
able to achieve
C) Difference between just/fair outcomes and the actual
outcome: This strain is based on the individual’s
understanding of what he/she considers fair (Agnew,1992).
5. 2) Strain as the removal of positively valued stimuli from
the individual
Kavaliro Staffing Services.com
Caused when a positively valued stimuli is removed and the
result is delinquency. This criminal behavior may present itself as
an attempt to prevent the loss of the stimuli, obtain a
replacement for the stimuli or as an act of revenge for the loss
of the stimuli (Agnew,1992). Examples of this strain are the loss
of a close friend, end of a relationship, being laid off from a
job, etc. (Lilly et al.,2011)
6. 3) Strain as the presentation of negative stimuli
It is based on the actual or anticipated
presentation of negative or noxious stimuli .
Examples of negative and/or noxious stimuli are
physical and sexual abuse, child neglect,
domestic violence, dangerous school, etc.
Agnew’s General Strain Theory states that
noxious stimuli could promote aggression and
other negative outcomes .
Agnew explains that noxious stimuli could
cause juveniles to engage in delinquent
behavior as a way to escape or avoid the
negative stimuli, terminate the negative stimuli
or seek revenge against the negative stimuli
Justiceforchildren.org
(Agnew,1992).
7. Links between strain and delinquency
•Negative affect, especially anger, promotes
the desire to correct a situation, making
delinquency a possible option
•Delinquency may be used to ease strain
caused by the failure to achieve positively
valued goals,
•Delinquency may be used to protect or
retrieve positive stimuli
•Delinquency may be used as a tool to
neutralize negative stimuli
•Delinquency may be used as a tool of revenge
for the inability to achieve, protect or retrieve
positively valued goals (Agnew,1992). NBC33News.com
8. References
Agnew, R., Dr. (1992). Foundation for a General Strain Theory of
Crime and Delinquency. Criminology, 30(1), 47-87. Retrieved from
http://courses.missouristate.edu/karlkunkel/soc540/agnew.pdf
Lilly, J. R., Cullen, F. T., & Ball, R. A. (2011). Criminological Theory,
Context and Consequences (5th ed.). Thousand Oaks, CA: SAGE.