Bullying presentation
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Bullying is a specific type of aggression where one person intends to harm or disturb another person through repeated behavior over time and where there is an imbalance of power. Statistics show that 1 in 4 kids are bullied. Both victims and bullies face negative consequences, with victims experiencing depression, anxiety, and low self-esteem, and bullies being more likely to engage in criminal behavior. To address bullying, professionals from many fields must work together to implement effective anti-bullying programs and policies.
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Running head RESEARCH PROPOSAL1RESEARCH PROPOSAL5.docx
Running head: RESEARCH PROPOSAL1
RESEARCH PROPOSAL5
Research Proposal
Jamie Bass
Composition II Comment by Spencer Ellsworth: Actually Comment by Jamie Bass:
ENG102 A02
Instructor: Ellsworth
February 16, 2016
WORKING THESIS
Suicide has negatively affected the society, and unless there are mitigation strategies to curb this menace, it will continue to take the lives of many people in the society.Comment by Spencer Ellsworth: This is a good subject, but the thesis needs a little work. “Mitigation” is really generalized. Maybe more like “early intervention and general support are needed to help
EXPLANATION
Suicide is the act of human beings voluntarily taking their lives. Research has shown that it has always been caused by a sense of despair or hopelessness. All these issues may be induced by mental illness which may include Bipolar disorder or even depression. Suicide has been traumatizing and shameful to the bereaved families and many people in the society have always viewed it as a cowardice cowardly way of taking one’s life. Many suicidal persons have been haunted by their thoughts. I in many cases this is depicted as a very personal process (Goldsmith, Pellmar, Kleinman & Bunney, 2002).Comment by Spencer Ellsworh: Citations for this. Also, maybe consider that it is often an outgrowth of chronic disease or chronic pain.
In this paper, it is very much possible to look at what suicide is and the risk factors associated with suicide. It is also recommended in the research paper to dwell on mental disorder and substance abuse as risk factors that contribute to suicide as well as medical conditions and psychosocial states. The media and how it depicts suicide is also very important to research on as well as the rational suicide is a controversial statement in this topic. We will have the chance to look at the suicide methods and pathophysiology which is very important to note. After all these, prevention will be a key topic to note which involves screening for mental illness. It will also be possible to research on epidemiology, social and culture based on legislation and religious views and all about philosophy, advocacy, locations and some notable cases of suicide.Comment by Spencer Ellsworh: Fairly awkward sentence.Comment by Spencer Ellsworh: To make a good argumentation paper, you’ll have to focus on where intervention is failing right now, and how intervention can work more effectively. It’ll make for a great paper, but it’ll involve some legwork with current practices and funding of mental health intervention by federal and state governments.
SUB POINTS
Many people in the society are very much scared of taking away their lives and they are actually left to wonder how one can voluntarily manage to be suicidal. Some may be caused by illnesses with some visible symptoms and various ways to mitigate this act is by careful observation of these people. People in high risk of committing suicide often have mood disorders and .
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Bullying in schools2
Bullying is defined as repeated harmful behavior that involves a power imbalance. It can take verbal, physical, social, or psychological forms. Bullying affects about 1 in 10 Australian school children and has negative impacts on both victims and bystanders. Boys report being bullied more often than girls. With age, reported bullying declines slightly but attitudes toward victims become less supportive. Research highlights the importance of schools providing safe, caring environments and resilience-building opportunities to help prevent bullying.
Au Psy492 M7 A2 De Priest L
The document discusses the relationship between bullying, juvenile delinquency, and their causes. It states that low self-esteem, dysfunctional families, substance abuse, and observing criminal behavior can lead to both bullying and delinquency. Children who are bullied or who have incarcerated parents are also more likely to engage in delinquent acts due to mental health issues and a lack of positive role models. The document recommends addressing the issues through therapy, school counseling programs, and interventions that foster friendships and accountability.
Youth Suicide
Youth suicide is a prevalent issue in American society. Each year, approximately 400,000 high school students attempt suicide, and 12 young people between ages 15-24 die by suicide daily. The article examines common risk factors for youth suicide such as depression, sexual orientation, anger, substance abuse, and involvement in the juvenile justice system. It aims to raise awareness of the problem and need for prevention programs.
Perception of Child Abuse 2COLLEGE STUDENTS’ AND PROFESSIO.docx
Perception of Child Abuse 2
COLLEGE STUDENTS’ AND PROFESSIONALS’ PERCEPTION OF CHILD ABUSE IN CORRELATION TO STRESS
Introduction
Throughout the growth and development of society, child abuse and maltreatment has expanded into many different aspects; it occurs within socioeconomic levels, ethnic and cultural lines, all religions and all levels of education. Within the United States children are suffering from a hidden epidemic of child abuse and neglect. Every year 3.3 million reports of child abuse are made in the United States involving nearly 6 million children (a report can include multiple children). The United States has the worst record in the industrialized nation – losing five children every day due to abuse-related deaths (U.S. Department of HHS, 2011). The estimated cost of child abuse and neglect in the United States for 2008 is $124 billion (Fang, 2012). The Department of Children and Families (DCF) defines child maltreatment as any act or series of acts of commission or omission by a parent, guardian, or other caregiver that results in harm, potential for harm, or threat of harm to a child (Leeb, Paulozzi, Melanson, Simon, & Arias, 2008). There are four major categories of childhood abuse and maltreatment: physical abuse, psychological and emotional abuse, sexual abuse, and neglect (Goldman, Salus, Wolcott, & Kennedy, 2003).
According to Brian H. Bornstein, Debra L. Kaplan, and Andrea R. Perry (2007), people have stereotypes about the circumstances and consequences of child abuse, and these expectancies can influence their judgments about individuals involved in abuse cases. Heim (2000) reported that participants with a history of abuse experience greater levels of perceived stress than participants without a history of abuse. They often perceive daily stressors more severely and longer in duration than their counterparts. It is also suggested that their history of abuse compromises these participants’ abilities to cope with stress, but the researchers noted that the data from their study is inconclusive, making it difficult for them to either support or refute this claim.
The perception of child abuse is very influential to students and upcoming professionals. Society’s definition and perception will guide current social work students into practice, which is a very important factor within the professional realm of social work.
Research Question
The purpose of this study is to examine college students and professionals’ perception of child abuse and how it relates to stress. The independent variable is the college students and professionals’ perception of child abuse and the dependent variable is how it relates to stress. The operational definition of perception remains closely allied to the continually developing behavioral theory of discrimination (Schoenfeld, 1962). The operational definition of child abuse is as any act or series of acts of commission or omission by a parent, guardian, or other caregiver that results.
Running head CHILDHOOD BULLYING .docx
Running head: CHILDHOOD BULLYING 1
CHILDHOOD BULLYING 5
Childhood Bullying
GEN 499 General Education
Introduction
As crime rates increase and violence against humanity continues to permeate society, it seems nearly impossible to escape both the short-term and long-lasting effects of aggressive and violent behavior. With more money being spent on the building of prisons and less on the education, it is not surprising that violence and aggression are not only prevalent problems in adulthood but also significant problems in childhood (Cheryl, 2004). For instance, when looking at many school systems throughout the world, violence and aggression between students has commonly been regard as one of the most concerning problems for teachers for teachers, administrators and policy makers.
Thesis
The aforesaid research is aimed at evaluating how bullying behaviors are influenced by a variety of environmental and genetic factors. However, so as to understand the relations between bullying and various factors, it is important to also review literature examining relationship between aggression and these factors since bullying is a subtype of assault and there is much already known regarding aggression. Therefore, the research is meant to bring out the relationships between aggression and a variety of factors followed by relations between intimidation and these factors.
One particular type of aggression that has received increased attention in school systems over the past few decided is bullying. Frequently identified as a subtype of proactive aggression, bullying has often been defined as repeated, negative actions to deliberately harm individuals who are weaker than oneself. When comparing the defining components of bullying to aggression, reviews of the bullying literature suggest that there are five characteristics that differentiate bullying behaviors from aggressive behaviors. As per Green (2000), bullying occurs when the bully intends to inflict harm upon his victim, when aggression occurs repeatedly, when the victim does not provoke bullying behavior, when the attack occurs within a familiar social group, and when the bully is more powerful than the victim. Thus, bullying behaviors are different than aggressive behaviors in that bullying specifically focuses on roles of power, frequency and duration of aggression, and the setting in which the aggressive acts occur.
Many individuals encounter acts of violence and aggression throughout their daily lives. From the high number of violent television shows on national networks to the increased rates of school violence and school shootings, it is not surprisingly that even though we appear to be growing and evolving in our knowledge and human behavi ...
SCHOOL VIOLENCE REPORTED SCHOOL SHOOTINGSAND MAKING SCHOOLS S.docx
SCHOOL VIOLENCE: REPORTED SCHOOL SHOOTINGS
AND MAKING SCHOOLS SAFER
R
osalind
D
uplechain
,
P
h
D
University of West Georgia
R
obert
M
orris
,
P
h
D
University of West Georgia
This manuscript consists of three sections. Section one provides his
torical data on some 310 documented shootings that have taken place
on school property within the United States. Section two discusses
numerous risk factors associated with school shooters. Section three
discusses numerous strategies for creating safe schools.
Key words: U.S. schools shootings, risk factors of school shooters,
creating safe schools
School shootings are most commonly
committed by either a student who goes to
the school or by an intruder from off campus
who has a connection to someone within a
particular school. From 1760 until 2010, in the
United States alone, there have been more than
310
documented shootings on school property.
These researchers have gathered the following
historic data about these schools shootings:
Table 1.
Reported School Shootings in U.S.
*
Period of Time
Total Number of
School Shootings
)
1900 (140 year period
1760 -
25
)
1900 -
1930 (30 year period
39
1930 -
)
1960 (30 year period
45
)
1990 (30 year period
1960 -
53
— 2014 (24 year period
)**
1990
190
These data were collected from various newspa
per reports.
** Last count was October 24, 2014.
It is worth noting that America has wit
nessed four major school shootings in re
cent years - one at a university and three at
K-12 schools (public and private). In 1999,
Columbine High School was number 204
out of these 300 plus incidents. In 2006, the
Amish schoolhouse was number 236. In 2007,
Virginia Tech was number 242. In 2012, San
dy Hook Elementary School was number 300.
Since 2010, there have been at least 80
more school shootings. That’s an average of
school shootings per year from 2010 to
20
. The number of deaths in these addi
2014
tional school shootings is 86. Twenty-seven
deaths were reported for Newton, CT alone.
These figures are staggering even though
violent deaths at our schools account for less
than 1% of the homicides and suicides among
children ages 5 to 18 in the United States.
These types of tragedies touch the hearts
of every American and it is time to better un
derstand the particulars of the most horrible
of forms of school violence, school shootings.
Behaviors and Risk Factors of School
Shooters
There are several behaviors—risk fac
tors—of school shooters. All school person
nel should be aware of these risk factors as
many of them are understandable and easy to
identify.
145
146 / Education Vol. 135 No. 2
Bullying. Of course bullying and school shootings are directly linked to each other. Research by Crawford in 2001 reported that of the 37 school shootings he identified and studied, 75% of the school shooters felt bullied, threatened, or were attacked or injured by others. Several of the shooters he reported on said they experienced long-.
There has been a lot of debate over the last year about the
There has been a lot of debate over the last year about
the links between mental health and behavioural
issues in schools. This has included concerns being
raised about the use of restrictive interventions on
children with learning disabilities and political debate
about the best ways to improve behaviour in schools
and reduce the use of exclusion.
This policy briefing summarises the available evidence
for associations between trauma, challenging
behaviour and restrictive interventions in educational
settings and considers alternative approaches for
policymakers and school leaders.
Exposure to trauma is relatively common among
young people. Without appropriate support, traumatic
experiences can have severe and long-lasting effects.
Challenging behaviour and trauma are associated.
Young people who show challenging behaviour are
more likely than average to have been exposed to
trauma. In some cases, challenging behaviour is a
symptom of trauma.
Thousands of young people are subject to some form of
restrictive intervention in schools in England every year
for challenging behaviour. There is reason to believe that
these interventions have a negative impact on mental
health, irrespective of previous trauma exposure.
Young people who have experienced trauma in the past
are especially at risk of experiencing psychological
harm from restrictive interventions. For example,
exclusion and seclusion can echo relational trauma
and systemic trauma; while physical restraint can
echo physical and sexual abuse. As a result, these
interventions may cause harm and potentially drive
even more challenging behaviour.
Positive behavioural support (PBS) may reduce the use
of restrictive interventions. However, it fails to address
the wider system. It supports the young person to
manage their behaviour but does not necessarily do
anything about external circumstances that may be
causing the behaviour.
Trauma-informed schools, in contrast, seek to
minimise the trauma-causing potential of the
school environment. One aspect of this is using
less emotionally harmful alternatives to restrictive
interventions. A trauma-informed school also seeks
to maximise the healing potential of the school
environment. One way of doing this is through teaching
young people about mental wellbeing. Another way is
by creating a positive ethos, providing young people
with a direct experience of reliable attachment figures
and a safe and caring environment.
Executive summary
BRIEFING
54:
Trauma, challenging
behaviour and restrictive
interventions in schools
2
Cen
tre for M
en
tal H
ealth
B
R
IE
FIN
G
5
4
Trau
m
a, ch
allen
gin
g b
eh
aviou
r an
d
restrictive in
terven
tion
s in
sch
ools
Trauma
What is trauma?
The American Psychiatric Association’s
Diagnostic and Statistical Manual of Mental
Disorders (DSM-5) defines a traumatic
experience as one in which there is “actual
or threatened death, serious injur ...
Field Research Paper
This document summarizes research on bullying in schools. It defines bullying and explores the different roles students can play, finding most play multiple roles over time. Bullying is found to be widespread in schools, with 10-30% of students bullied or bullying others according to various studies. Specific groups like those with disabilities and LGBTQ youth experience higher rates. However, most bullying goes unreported due to victims' reluctance to tell teachers due to lack of confidence in teachers' responses or fear of retaliation. Witnesses also rarely intervene or report bullying.
What Do We Know About Teenage Intimate Partner Abuse?
1) The highest prevalence of intimate partner abuse occurs in teenage relationships, with research finding 33% of girls aged 13-17 experiencing sexual abuse, 25% experiencing physical abuse, and 75% experiencing emotional abuse.
2) Qualitative research identified several dynamics that shape and sustain teenage intimate partner abuse, including gender inequality which socializes girls to be submissive; the centrality of peer groups which increase pressure; and the normalization of subtle forms of abuse and control.
3) Accounts from girls who experienced abuse in relationships emphasized feeling they had no other choice and lacked support, indicating how dynamics of isolation and lack of alternatives can contribute to teenage intimate partner abuse.
Bullying in the classroom ats
This document discusses bullying in schools. It defines bullying as harming or scaring another person repeatedly. Bullying can take various forms, including physical, verbal, social, and cyber bullying. The document provides national statistics on bullying prevalence and effects. It notes that bullying disproportionately impacts LGBT youth. Risk factors for youth suicide are discussed, as bullying is linked to increased suicide rates. Various bullying stories and prevention strategies are also outlined.
Presentation.school rev1 (1)
This document discusses several issues relevant to adolescents' mental health and well-being, including bullying, social anxiety, academic stressors, and stigma. It provides statistics and examples of each topic. It also presents two case examples: Steffan, a 15-year-old boy with Asperger's syndrome who is bullied and questioning his sexuality, and Meghan, a 14-year-old girl struggling with her father's alcoholism, parentification, shame, and school-related anxiety. The document reviews cognitive-behavioral, psychodynamic, and other therapeutic approaches that may be helpful for working with adolescents experiencing such challenges.
Essay On School Shootings
School Shootings Essay
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Effects Of School Shootings
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Prevent Bullying At School
- Bullying occurs in all schools and negatively impacts students' learning and ability to feel safe. It is important for teachers, administrators, parents and students to pay attention to bullying, get involved to address it, and never ignore it.
- Bullying includes unwanted behaviors like teasing, threats, violence and exclusion that are intended to harm or distress other students. It can occur in person or online. Bullying often involves an imbalance of power between the students.
- To prevent bullying, schools should create a safe learning environment, clear rules against bullying, train bystanders to support students being bullied, and intervene immediately when bullying occurs. Adults must take reports of bullying seriously and address both the bullies and targets
Bullying Training -Mean Girls
The document discusses relational aggression and "mean girls" behavior among students. It defines relational aggression as manipulating social relationships through gossip, rumors, exclusion, and other social tactics. Research cited finds that 71% of youth feel bullied or persecuted in school. The document suggests ways for students to survive cliques, such as getting involved in extracurriculars and having confidence in their own identity rather than seeking approval from others.
Philosophy of Bullying PSY/105
Bullying has become commonplace and is associated with increased rates of suicide, school violence, mental illness, and diminished academic performance. Victims of prolonged bullying frequently see suicide as their only option to escape it, and many school shooters are former students who were bullied. Bullying exacerbates any existing mental health conditions and prevents both victims and bullies from learning due to increased anxiety and a primary focus on bullying respectively. Philosophers like Epicurus, Aquinas, and Aristotle would emphasize treating others with compassion through virtues like justice and kindness.
Group 6 video presentation bullying
The document summarizes a group project on bullying. It includes sections written by different group members on characteristics of bullies and victims, effects of bullying like depression and suicide, and cases of school shootings linked to bullying. It proposes an intervention plan to build self-esteem in victims and bullies through activities and counseling. Bringing the groups together is intended to show their commonalities and how positive psychology approaches could open new solutions to prevention.
Group 6 video presentation 5
The document summarizes a group project on bullying. It includes sections written by different group members on characteristics of bullies and victims, effects of bullying like depression and suicide, and cases of school shootings linked to bullying. It proposes an intervention plan bringing bullies and victims together with activities to build trust and self-esteem. Positive psychology approaches may open new solutions by addressing factors for both groups.
Senior graduation project
This document provides an overview of bullying and harassment in schools. It discusses different types of bullying like physical, verbal, emotional, and cyber bullying. It provides statistics on bullying and its link to suicide. It also profiles some students who died by suicide due to being severely bullied. The document examines reasons why people bully and steps being taken to address bullying like legislation and initiatives from the White House. School shootings linked to bullying, like the Virginia Tech shooting, are also summarized.
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