Bullying
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Dave was being bullied by a classmate at his new school. His grades started dropping and he began coming home with unexplained injuries. When his mother asked what was wrong, Dave said he didn't want to go to school anymore. After investigating, his mother discovered Dave was being bullied by the principal's son. The document then discusses the Anti-Bullying Act of 2013 and defines different types of bullying, including verbal, physical, emotional, social and cyber bullying. It provides reasons why bullies bully and tips on how to avoid bullies.
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Mock exam rationale + pitch
This document outlines Destiny Greenwood's rationale for creating a promotional video on bullying prevention for pre-teens and teenagers. Their target audience research found that video is the preferred medium and bullying is a widespread issue. Two sources of inspiration for the project were statistics on bullying prevalence and an emotional anti-bullying video Destiny saw previously. The charity Mind, which aims to reduce bullying and promote mental health, is the client. Three story ideas are presented involving characters being bullied at school or online and dealing with the consequences. The second idea, about a depressed teenage boy being secretly bullied, is selected to pitch as most relevant.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Seminar on bullying for teachers by bien lugo
The document discusses bullying statistics and issues in schools. Some key points:
- Bullying affects millions of students every year, with many missing school due to fear of bullying. Cyberbullying is also increasing.
- Most students witness bullying, but teachers only intervene in a small percentage of cases. Bullying often goes unnoticed by adults.
- Bullying has serious negative impacts on both victims and bullies, including lower grades, depression, anxiety, and even suicide. It can continue into adulthood if left unaddressed.
- Schools need comprehensive anti-bullying programs and policies to protect students, including clear rules, adult supervision, and teaching students how to report issues safely.
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The document discusses bullying prevention training and provides information about different types of bullying, including physical, verbal, social, and cyberbullying. It notes that bullying can negatively impact victims' feelings and mental health. The document recommends ways for students, teachers, and parents to prevent and address bullying, such as telling bullies to stop, getting help from adults, and monitoring children's internet use. It also includes case studies about students being bullied and suggests ways counselors and teachers can help in such situations.
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NameInstitutionProfessorDateCase study of Alicia and M.docx
Name:
Institution:
Professor:
Date:
Case study of Alicia and Montford.
Alicia and Montford.
As the mental health service coordinator for both Alicia and Montford, I have investigated there bad grades and can attribute the low grades to their living conditions. It is important to bring to light the exact conditions that the two siblings stay in, first, they live in a homeless compound and their parents are generally people who have given up hope and also given up responsibility of their 6 &7 year old son and daughter. Parents are expected to supervise their young ones daily activities including their education to ensure that they are brought up upright and also have good morals. In the homeless institution, Alicia’s and Montford’s parents are not obliged to take care of their young ones since basic facilities such as food, shelter and care is provided by the state through the homeless institution.
Neglect of the children by their parents has resulted has resulted in their drop in school grades. A homeless institution is also not a good environment to bring up young children since they share the same environment with social wrecks such as drunks and drug addicts. This people communicate mostly in foul language based on their environment. The two children have adapted this foul language which can be explained by their swearing and foul language between the parents and other next of kin and relatives.
Before creating a problem solving strategy it is important to identify the problems to ensure that the correct resolutions are identified. The current and past living conditions of Alicia and Montford which have negatively affected their character and social skills. The parents have neglected them and have no major input in their education or social interactions. Lack of a permanent home has also resulted in the children’s behavior and bad performance in school. This neglect has resulted in the children’s studies dipping due to lack of parental supervision. The homeless institution is also not a good environment to bring up 6 & 7 year old children due to the characters found in such institutions are generally bad mannered and can only influence children negatively. The parents have also shown a disregard to the welfare of their children neglecting their education and social life, they are therefore one of the main causes of the children’s non performance in education and even socially. Getting them to a children’s home where the parents can visit them will help the kids get away from bad influences since their parents are irresponsible and one of the causes of the neglect.
To solve the problem, the children should e sent to special schools where they will be given special attention to help them improve their social skills and education. Special institutions provide such young children with basic needs thus ensuring they do not waste their energy in thinking about food or shelter. They also provide constant supervision thus can help supervise .
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
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Mock exam rationale + pitch
This document outlines Destiny Greenwood's rationale for creating a promotional video on bullying prevention for pre-teens and teenagers. Their target audience research found that video is the preferred medium and bullying is a widespread issue. Two sources of inspiration for the project were statistics on bullying prevalence and an emotional anti-bullying video Destiny saw previously. The charity Mind, which aims to reduce bullying and promote mental health, is the client. Three story ideas are presented involving characters being bullied at school or online and dealing with the consequences. The second idea, about a depressed teenage boy being secretly bullied, is selected to pitch as most relevant.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Seminar on bullying for teachers by bien lugo
The document discusses bullying statistics and issues in schools. Some key points:
- Bullying affects millions of students every year, with many missing school due to fear of bullying. Cyberbullying is also increasing.
- Most students witness bullying, but teachers only intervene in a small percentage of cases. Bullying often goes unnoticed by adults.
- Bullying has serious negative impacts on both victims and bullies, including lower grades, depression, anxiety, and even suicide. It can continue into adulthood if left unaddressed.
- Schools need comprehensive anti-bullying programs and policies to protect students, including clear rules, adult supervision, and teaching students how to report issues safely.
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The document discusses bullying prevention training and provides information about different types of bullying, including physical, verbal, social, and cyberbullying. It notes that bullying can negatively impact victims' feelings and mental health. The document recommends ways for students, teachers, and parents to prevent and address bullying, such as telling bullies to stop, getting help from adults, and monitoring children's internet use. It also includes case studies about students being bullied and suggests ways counselors and teachers can help in such situations.
Social skills development
This document discusses social skill development and deficits in social skills that are often seen in autism spectrum disorders (ASD). It addresses several theories of social development and then defines six areas of social skill deficits in ASD, including difficulties with social-emotional reciprocity, nonverbal communication, relationship development and maintenance, stereotypical behaviors, adherence to routines, and sensory reactivity. Examples are provided to illustrate challenges with social communication, social initiation, social reciprocity, and social cognition that individuals with ASD may face. References are included at the end.
NameInstitutionProfessorDateCase study of Alicia and M.docx
Name:
Institution:
Professor:
Date:
Case study of Alicia and Montford.
Alicia and Montford.
As the mental health service coordinator for both Alicia and Montford, I have investigated there bad grades and can attribute the low grades to their living conditions. It is important to bring to light the exact conditions that the two siblings stay in, first, they live in a homeless compound and their parents are generally people who have given up hope and also given up responsibility of their 6 &7 year old son and daughter. Parents are expected to supervise their young ones daily activities including their education to ensure that they are brought up upright and also have good morals. In the homeless institution, Alicia’s and Montford’s parents are not obliged to take care of their young ones since basic facilities such as food, shelter and care is provided by the state through the homeless institution.
Neglect of the children by their parents has resulted has resulted in their drop in school grades. A homeless institution is also not a good environment to bring up young children since they share the same environment with social wrecks such as drunks and drug addicts. This people communicate mostly in foul language based on their environment. The two children have adapted this foul language which can be explained by their swearing and foul language between the parents and other next of kin and relatives.
Before creating a problem solving strategy it is important to identify the problems to ensure that the correct resolutions are identified. The current and past living conditions of Alicia and Montford which have negatively affected their character and social skills. The parents have neglected them and have no major input in their education or social interactions. Lack of a permanent home has also resulted in the children’s behavior and bad performance in school. This neglect has resulted in the children’s studies dipping due to lack of parental supervision. The homeless institution is also not a good environment to bring up 6 & 7 year old children due to the characters found in such institutions are generally bad mannered and can only influence children negatively. The parents have also shown a disregard to the welfare of their children neglecting their education and social life, they are therefore one of the main causes of the children’s non performance in education and even socially. Getting them to a children’s home where the parents can visit them will help the kids get away from bad influences since their parents are irresponsible and one of the causes of the neglect.
To solve the problem, the children should e sent to special schools where they will be given special attention to help them improve their social skills and education. Special institutions provide such young children with basic needs thus ensuring they do not waste their energy in thinking about food or shelter. They also provide constant supervision thus can help supervise .
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
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3. Warning signs of being bullied include coming home with damaged belongings, injuries, losing interest in activities, and feelings of helplessness or wanting revenge.
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This document provides a staff directory for CYC (Center for Young Children) as of February 2013. It includes the names, roles, backgrounds, and interests of 16 staff members working in various classrooms/rooms at CYC. The staff have a variety of experiences and educational backgrounds working with children from infancy through elementary school ages. Their personal interests include things like dancing, music, sports, crafts, cooking, and spending time with family and friends.
Instructions Read the case study to inform the assignment that foll.docx
Instructions: Read the case study to inform the assignment that follows.
Case Study: Ana
9th grade, Age 14
Background Information
Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.
Medical Information
Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.
School History
Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.
Attendance
Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time.
Grade 8 (last academic year)
Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.
Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.
Grade 9 (current academic year)
Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.
Testing and Evaluation
Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.
Woodcock-Johnson III Tests of Achievement
Please see attachment.
Classroom Teacher Input
Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that f ...
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9th grade, Age 14
Background Information
Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.
Medical Information
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School History
Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.
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Grade 8 (last academic year)
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Woodcock-Johnson III Tests of Achievement
Please see attachment.
Classroom Teacher Input
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Bullying
- 1. BULLYING PAGSANAHAN NATIONAL HIGH SCHOOL
- 2. Dave used to be a consistent honor pupil when he was still in kindergarten. Then, the family moved to a city when his father became a supervisor of the company where he is working. It was the middle of school year and Dave, now 8, had to be transferred to a new school, a few distant away from where they are living. It was a totally different surrounding for Dave; new classmates, new teachers, and new friends. In the first few weeks, it was fine. Then, something weird happened. He felt sick in the morning. His grades started to drop. He had unexplained cuts or bruises. Then, one afternoon, after arriving from school, he told his mother: “I don’t want to go to school anymore.”
- 3. Sarah was completely baffled. When they were still in the province, Dave really liked going to school. But now, he didn’t want to school which is just nearby. She asked her son but he won’t say anything. The mother instinct said there was really something wrong with her son. No, it wasn’t about her son but something must have been done to him in order for him to be reclusive. After doing some sleuth – asking Dave’s friends – she found out that her son was being bullied by one of his classmates, the son of the school principal.
- 4. “Bullying is a symptom of a deeper problem. It should never be tolerated. Through the Anti-Bullying Act, we provide a platform for young victims to speak up and seek help. Quality education and a safe and positive learning environment go hand in hand.” – Senator Juan Edgardo “Sonny” Angara
- 5. Philippines The Republic Act 10627 or the Anti-Bullying Act of 2013 was signed into law by President Benigno Aquino III on September 6, 2013.
- 7. PAGSANAHAN NATIONAL HIGH SCHOOL Punishments of Bullying are as follows: 1st offense- reprimand 2nd offense- 1 day suspension 3rd offense- 3 day suspension 4th offense- expulsion
- 8. Bullying “any severe or repeated use by one or more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property.”
- 10. Physical Bullying hitting kicking the victim pushing someone...or even just threatening to do something stealing, hiding, or ruining someone's things hazing, harassment, humiliation Making someone do things he or she doesn't want to do.
- 11. Emotional/ Social Bullying spreading rumors excluding in games , activities talking behind others back
- 12. Cyber Bullying Cyber bullying is when someone (or a group of people) uses technology to verbally, socially or psychologically bully.
- 13. Cyber Bullying
- 14. Why bullies bully? Bullies bully because they are insecure and they have problems in life.
- 15. How to avoid bullies? Don't be afraid to stand up for yourself! If you are with a group of other kids, stick up for one another. Take some of the bullies power away. Avoid getting too emotional. Don't let the bully know how angry and scared you are. Tell your teacher or a school principal about the bullying Ignore the bully. Most bullies want a reaction, so don't give them the satisfaction. Pretend like you don't hear them and keep walking.
Editor's Notes
- The law requires all elementary and secondary schools in the country to adopt an anti-bullying policy.
- This law characterizes bullying as
- Verbal bullies use words to hurt or humiliate another person. Verbal bullying includes
- This type of bullying includes
- Emotional bullying are things such as
- Act confidant and tell the bully to stop.