This research proposal aims to study risk factors associated with female bullies. The researchers hypothesize that factors like family structure, birth order, parenting styles, self-esteem and academic achievement may correlate with girls who bully versus those who do not. They plan to survey 100 female bullies and 100 non-bullying girls in grades 4-6, examining demographics, parenting styles, self-esteem and grades. Data will be analyzed using techniques like discriminant analysis and t-tests to identify differences between the groups and support the hypotheses. The goal is to understand dynamics of female bullying to help schools address it.
Research Design and Methodology, Dr. W.A. Kritsonisguestcc1ebaf
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Research Design and Methodology, Dr. W.A. Kritsonisguestcc1ebaf
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Ang presentasyong ito ay naglalaman ng mga impormasyon tungkol sa ponemang malayang nagpapalitan sa wikang Filipino. Ipinaliwanag dito ang kahulugan, layunin at kahalagahan ng pag-aaral ng ponemang malayang nagpapalitan.
Ang presentasyong ito ay naglalaman ng mga aralin tungkol sa pagsusuri ng ponolohikal na kaanyuan ng wika. Itinatampok dito ang mga kategorya ng ponemang Filipino, kahulugan ng bawat mahahalagang termino ng paksa, paraan ng pagbigkas ng tunog ng mga ponema, ang ponemang patinig at katinig, at ang mga uri ng ponemang segmental at suprasegmental.
Ang presentasyong ito ay naglalaman ng mga impormasyon tungkol sa ponemang malayang nagpapalitan sa wikang Filipino. Ipinaliwanag dito ang kahulugan, layunin at kahalagahan ng pag-aaral ng ponemang malayang nagpapalitan.
Ang presentasyong ito ay naglalaman ng mga aralin tungkol sa pagsusuri ng ponolohikal na kaanyuan ng wika. Itinatampok dito ang mga kategorya ng ponemang Filipino, kahulugan ng bawat mahahalagang termino ng paksa, paraan ng pagbigkas ng tunog ng mga ponema, ang ponemang patinig at katinig, at ang mga uri ng ponemang segmental at suprasegmental.
RUNNING HEADER COURSE PROJECT – INTRODUCTION AND REFERENCES1.docxagnesdcarey33086
RUNNING HEADER: COURSE PROJECT – INTRODUCTION AND REFERENCES 1
COURSE PROJECT – INTRODUCTION AND REFERENCES 2
Paper Week 06
Course Project – Introduction and References
Tania Hoffman
Rasmussen College
Author Note
This paper is being submitted November 16, 2014 for Cari Beecham-Bautista, M.A. G142/SYG1000 Section 14 Introduction to Sociology.
Course Project – Introduction and References
We all want the best for our children and the children around us. The children in today’s society are the adults in tomorrow’s society. I have three children at home myself with a very supportive husband and family and friends around me. All three children have different attitudes and different behavioral issues that need addressing on a daily basis. You see the children out on the street, see the news and crimes happening all around us and don’t you wonder what is going on and why? Asking yourself, where are the parents!? I know I am guilty of just that.
Sociologists have become increasingly concerned with the ways in which families shaped children’s development and overall well-being. Sociologist’s examine the timing and duration of mothers’ poverty, single motherhood, welfare, employment, and kin coresidence through early and middle childhood. Child behavior problems are shaped by poverty and kin coresidence in early and middle childhood, and by parents use of physical punishment. Data was used on mothers and children from the NLSY, which showed strong demands of data, and provided strong tests of relationships.
A child’s behavior problems are a very important aspect of children development because it could be implicated in later adult outcomes. For example child temper tantrums could lead to later problems in life such as downward occupational mobility, erratic work lives, and divorce and separation (Caspi, Elder, and Bem 1987). Child development research find continuity between early behavior problems and later antisocial behavior (Olweus 1979; Loeber 1982), while criminological research finds continuity between behavior problems and later delinquency and crime (Farrington 1986; White et al. 1990). Such offenders in turn are more likely to suffer adult problems like joblessness, poverty, violence, and imprisonment (Nagin, Farrington, and Moffitt 1995; Farrington 1989; Hagan 1991).
Through the research in child psychology it has been determined that coercive or authoritarian control based upon force, threat, or physical punishment of children is ineffective in controlling and shaping children. What has been proved effective is inductive or authoritative control based upon reasoning, explaining, and understanding (Baumrind 1978; Boronfenbrenner 1979; Rollins and Thomas 1979).
Child development and parent child interactions have a large deal to do with social structure. For example this includes everything from parents working outside of the home which could impede parent-child interactions and increase problems. Then there i.
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
Perception of Child Abuse 2COLLEGE STUDENTS’ AND PROFESSIO.docxherbertwilson5999
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.
Assessing low-income African-American pre-schoolers’
behaviour problems in relationship to community violence,
inter-partner conflict, parenting, informal social support
and social skillscfs_742 310..324
Linda M. Oravecz*, Philip J. Osteen†, Tanya L. Sharpe† and Suzanne M. Randolph‡
*Towson University, Department of Family Studies and Community Development, Towson, †University of Maryland,
School of Social Work, Baltimore, and ‡The MayaTech Corporation, Silver Spring, MD, USA
A B S T R AC T
This study examined the relations among community violence expo-
sure, inter-partner conflict and informal social support and the behav-
iour problems of pre-schoolers, and explored how mothers’ parenting
skills and children’s social skills may mediate the child outcomes
associated with such exposure. Participants were 185 African-
American mothers and female caregivers of Head Start children who
completed study measures in a structured interview. Path analyses
revealed that greater inter-partner conflict was associated with more
internalizing and externalizing child behaviour problems. Positive
parenting was associated with fewer internalizing and externalizing
behaviours. Higher levels of child social skills were associated with
fewer internalizing and externalizing behaviour problems. Child
social skills fully mediated the relationship between community vio-
lence and externalizing behaviours as well as between informal
support and externalizing behaviours. Social skills partially mediated
the relationships between positive parenting and externalizing behav-
iours. No mediating effect was found on the relationships between
inter-partner conflict and child behaviour problems. Implications of
the findings for intervention and future research are discussed.
Correspondence:
Linda M. Oravecz,
Department of Family Studies and
Community Development,
Towson University,
8000 York Road, Towson, MD 21252,
USA
E-mail: [email protected]
Keywords: African-American,
behaviour problems, community
violence
Accepted for publication: October
2010
I N T R O D U C T I O N
In the USA, nearly one in three African-American
children live in poverty (Annie E. Casey Foundation
2008), with many living in urban neighbourhoods
characterized by deteriorating housing, crime, drug
activity and community violence (e.g. Sampson et al.
1997; DeNavas-Walt et al. 2004; Elliott et al. 2006).
Additionally, adult inter-partner conflict has been
found to be more prevalent among families coping
with poverty and its related stressors than among
more affluent families (Browne & Bassuk 1997; Scott
et al. 2002). While data relative to childhood exposure
to violence worldwide are scarce, it is estimated that
4400 people die daily from inter-personal, collective
or self-directed violence (Krug et al. 2002). Previous
research examining the impact of exposure to com-
munity violence and inter-partner conflict on child
development has found a number of socio-emotional
and adjustment problems in .
Running head CORPORAL PUNISHMENT AND PARENTING 1CORPORAL PUN.docxtodd271
Running head: CORPORAL PUNISHMENT AND PARENTING 1
CORPORAL PUNISHMENT AND PARENTING 5
Corporal Punishment and Parenting
Student’s Name
Course
Due Date
Faculty Name
Corporal Punishment and Parenting
Parenting refers to the rearing of a child all the way from the time of birth to adulthood. It implies promoting and provision of support in regards to physical, social, emotional and also the intellectual aspect of the child as he or she transgresses through the processes of development. During this period, a number of interactions between the child and the parents always deems important. Both physical and emotional interface is necessary(Lomanowska, Boivin, Hertzman, & Fleming, 2017). The two and many others in the environment interlock in seeing the child through the developmental stages. The parents thus provide grounds in which the child develops, especially in terms of behavior patterns. Molding the behavior to correct the channel for the child is central in parenting.
‘Talk is cheap’, a phrase which majority is familiarized as action is louder than words, but is this the case when it comes to parenting, especially corporal punishment(the act of punishing an individual through physical pain). Corporal punishment doesn’t have a standard which control the severity or duration of the punishment. While corporal punishment may seems like it works, there are long-term side effects we could consider beforehand. With childhood experience in corporal punishment, it can develop acceptance to pursue this parenting strategy as acceptable disciplinary action on their offspring, which the long-term effects cause depression symptoms to develop in young adults and a behavior problems in early childhood.
Corporal punishment is defined as the deliberate use of force on a child with the purpose not to harm the child but rather to inflict pain with the intention of molding his or her behavior pattern as required by the parent(Kitano, Yoshimasu, Yamamoto, & Nakamura, 2018). The intention of this force thus is not to cause injury to the child. It entails spanking, slapping, pinching of the subject. However, contrary to the intention, corporal punishment regardless of where it is applied, may lead to adverse negative effects on the child. Hence, therefore should be avoided.
Corporal is a form of violence against children. In most cases, the pain is inflicted on the child who is defenseless. He or she cannot be able to resist pain as they view themselves inferior to the person forcing the pain. Sometimes, the pain might end up overwhelming the child resulting in injury. This might further form a ground for secondary and tertiary complications. The child, viewing this as oppression of its kind may develop some behaviors contrary to the expectations(Laible, Davis, Karahuta, & Van Norden, 2019), such as violence on others, feeling of withdrawal and sometimes may lead to suicidal acts. Children are human and hence should be protected from abuse of an.
Running head CORPORAL PUNISHMENT AND PARENTING 1CORPORAL PUN.docxhealdkathaleen
Running head: CORPORAL PUNISHMENT AND PARENTING 1
CORPORAL PUNISHMENT AND PARENTING 5
Corporal Punishment and Parenting
Student’s Name
Course
Due Date
Faculty Name
Corporal Punishment and Parenting
Parenting refers to the rearing of a child all the way from the time of birth to adulthood. It implies promoting and provision of support in regards to physical, social, emotional and also the intellectual aspect of the child as he or she transgresses through the processes of development. During this period, a number of interactions between the child and the parents always deems important. Both physical and emotional interface is necessary(Lomanowska, Boivin, Hertzman, & Fleming, 2017). The two and many others in the environment interlock in seeing the child through the developmental stages. The parents thus provide grounds in which the child develops, especially in terms of behavior patterns. Molding the behavior to correct the channel for the child is central in parenting.
‘Talk is cheap’, a phrase which majority is familiarized as action is louder than words, but is this the case when it comes to parenting, especially corporal punishment(the act of punishing an individual through physical pain). Corporal punishment doesn’t have a standard which control the severity or duration of the punishment. While corporal punishment may seems like it works, there are long-term side effects we could consider beforehand. With childhood experience in corporal punishment, it can develop acceptance to pursue this parenting strategy as acceptable disciplinary action on their offspring, which the long-term effects cause depression symptoms to develop in young adults and a behavior problems in early childhood.
Corporal punishment is defined as the deliberate use of force on a child with the purpose not to harm the child but rather to inflict pain with the intention of molding his or her behavior pattern as required by the parent(Kitano, Yoshimasu, Yamamoto, & Nakamura, 2018). The intention of this force thus is not to cause injury to the child. It entails spanking, slapping, pinching of the subject. However, contrary to the intention, corporal punishment regardless of where it is applied, may lead to adverse negative effects on the child. Hence, therefore should be avoided.
Corporal is a form of violence against children. In most cases, the pain is inflicted on the child who is defenseless. He or she cannot be able to resist pain as they view themselves inferior to the person forcing the pain. Sometimes, the pain might end up overwhelming the child resulting in injury. This might further form a ground for secondary and tertiary complications. The child, viewing this as oppression of its kind may develop some behaviors contrary to the expectations(Laible, Davis, Karahuta, & Van Norden, 2019), such as violence on others, feeling of withdrawal and sometimes may lead to suicidal acts. Children are human and hence should be protected from abuse of an ...
Junco (2015, March). Engaging Students through Social Media. Featured educational session, NASPA Annual Conference, New Orleans, LA.
Engaging Students through Social Media book available here: http://goo.gl/lwCD1O
Bass LinAshley WellsWR121-25 February 7, 2018Personalities.docxgarnerangelika
Bass Lin
Ashley Wells
WR121-25
February 7, 2018
Personalities Influences of the Parents of Adolescent Children and their Style of Parenting
Introduction
The study investigated the relationship between the personalities of the parents of adolescent children and their style of parenting. The issue of parenting style and the behaviour of teenage children brings multiple perspectives from various individuals. Some perceive that being authoritarian to them may bring positive behaviour while others neglect the idea. Personality is identified as the stable complex features in which individual life pattern would be seen (Ferguson Eva Dreikurs et al 43). It is the way of relatively enduring things in which one behaves, thinks and feels. The behaviour of parents and adolescent children is related to personality. The research assessed parental personality traits that are agreeableness, extraversion, and neuroticism and derived parenting styles that are authoritarian, democratic and neglectful. The family is the bedrock of the community and it can either shape or destroy the life of a child. Though environmental factors affect personality development, parents have significant impacts on children behaviour. When a child matures to adolescent remains a child to their parents. The researcher will investigate how democratic, authoritarian neglectful parenting styles influence the personality of parents of adolescent children. Comment by Fei Li: Which study? It is a little bit weird to use an unclear study to begin your essay. It makes your readers to confuse about it. Comment by Fei Li: I think it is better to give this identification at the very beginning of the paragraph. Because it helps you to establish the context for your audiences, also adds your credibility. Comment by Fei Li: Which research again? I think it is better to mention these study and research in your body paragraphs and give more details about them for your readers. Or we will always curious about what is it and what arguments they stand for.
Background of Information Comment by Fei Li: I thin your introduction and your background information have something in common. They could be combine into one paragraph--background information. For your introduction paragraph, I think establish the most basic context for readers and clearly state your proposition statement are the most important thing. It is unnecessary to write one page long for intro.
The society has expectations of every adolescent child based on norms and values each community holds. Individuals are needed to pass through some processes and experience that conform them to societal standards. Also, the media that is television, radio, newspapers, social media and movies portray that parents have great influence on the behaviour of children from being teenagers to adulthood (Huver Rose et al 399). Therefore, parents should nurture their children well by providing necessities like clothes, shelter, food and education as while as .
Running Head ANNOTATED BIBLIOGRAPHY 1ANNOTATED BIBLIOGRAPH.docxtoddr4
Running Head: ANNOTATED BIBLIOGRAPHY 1
ANNOTATED BIBLIOGRAPHY 12
Annotated Bibliography
Liberty University
EDUC600 Human Development Across the Lifespan
Cassandra Howery
April 14, 2019
Annotated Bibliography
Camodeca, M., Caravita, S. C., & Coppola, G. (2015). Bullying in preschool: The associations between participant roles, social competence, and social preference. Aggressive behavior, 41(4), 310-321.
The source outlines and discusses different participant and their role in bullying. Its focus is on preschool children. The participant such as victims, bully, and defender of the victim and follower roles are discussed in the article to identify their association with social competence and development among children. The source is in line with the subject matter as it also explores whether the social status among children affects their relationship with others and the connection between social development and bullying.
The sources investigate bullying roles using the response of around three hundred and twenty children aged between three to six years. Other sources of information on bullying and social development were peer reports based on observation in classrooms and playground and teachers reports given on bullying. The results showed clear differences among the roles on the effect of bullying and social competence and development. The source is recommended for the study of the above subject matters as it clearly shows how different roles of participants are affected by social interaction and relationship with other children.
I give preference for this source since it involves the investigation of different roles played by different participant involved in bullying crimes. It help understands the different effect expected on the social development of varying participant in bullying. It gives varying results such as how the victim in bullying will behave differently towards social development compared to a defender of the victims. Another reason why give preference to the source is that it assesses bullying linked at a very young age of children with expectation further change of roles as they grow up.
Garandeau, C. F., Vartio, A., Poskiparta, E., & Salmivalli, C. (2016). School bullies’ intention to change behavior following teacher interventions: Effects of empathy arousal, condemning of bullying, and blaming of the perpetrator. Prevention science, 17(8), 1034-1043.
The sources examine the effect of bullying in school among children and how participants involved can change their behavior through teacher intervention. The articles also look at the impact of teacher intervention in understanding arousal, blaming and reproving of bullying affects social behavior and change of the characteristic of children towards bullying. Their intention and interest in teachers are to reduce bullying in the school as he/ she changes the children behavior. These change of behavior among children involved in bullying lead to the.
Running head ANNOTATED BIBLIOGRAPHY1ANNOTATED BIBLIOGRAPH.docxtoddr4
Running head: ANNOTATED BIBLIOGRAPHY
1
ANNOTATED BIBLIOGRAPHY
3
Annotated Bibliography
Student’s Name
Institution
Date
Campbell, W., Twenge, J., & Carter, N. (2017). Support for marijuana (cannabis) legalization:
untangling age, period, and cohort effects. Collabra: Psychology, 3(1).
The article has focused on the parties that have been advocating for the legalization of marijuana. However, it highlights some of the factors that must be considered when people start debating the legalization of marijuana. The article will be of great help to the research because it has supported the research topic by concentrating on two different arguments that will be presented. The article takes the argument for and bipartisan positions. It is therefore evident that the use of the article will have value to the research.
Hall, W., & Weier, M. (2017). Has marijuana legalization increased marijuana use among US
youth? JAMA Pediatrics, 171(2), 116-118.
Hall and Weier have focused on the effects that come as a result of legalizing marijuana. The article has touched on the two essential sides of the legalization of marijuana. The first argument is about the legalization, and this is where the legalization has already taken place. The second argument is about the effects of the legalization of marijuana on the youths in the country. The information that has been presented by the two authors is of great help to the research because it has touched on the topic of research.
McGinty, E. E., Samples, H., Bandara, S. N., Saloner, B., Bachhuber, M. A., & Barry, C. L.
(2016). The emerging public discourse on state legalization of marijuana for recreational
use in the US: Analysis of news media coverage, 2010–2014. Preventive Medicine, 90,
114-120.
The article has focused on the mood that has been created when it comes to the topic of legalizing marijuana. The authors have presented the different arguments that are evident and revolving around the topic of marijuana legalization. It is evident that the authors have tried to cover the argument that supports and the argument that opposes the legalization of marijuana. The presentation of information that touches on the topics and arguments that have been highlighted in the topic of research is proof that the article goes a long way in supporting the research topic.
Monte, A. A., Zane, R. D., & Heard, K. J. (2015). The implications of marijuana legalization in
Colorado. Jama, 313(3), 241-242.
The article has focused on a state that has already legalized marijuana. In this case, it is evident that the argument that supports the legalization of marijuana has already won and this is because marijuana is already legalized. The article is very important to the research because after knowing the effects that have along with the legalization of marijuana in Colorado, it will be easier to know if the legalization of marijuana is a good idea or not. It is with no doubt that the article will be of great help to the research..
Effect of Parenting Style on Child Behavior: A Qualitative AnalysisMuhammad Arslan
Parting styles and its impact of child behavior is core phenomena of behavioral science that needs specific
attention from researcher and practitioner around the globe. The purpose of present qualitative study is to explore
the new trend of parenting style emerging in the society and their impact on child behaviors by using
unstructured interviews trough homogeneous sampling of parents located in Islamabad and native areas. The
data gathered from unstructured interviews was transcribed and processed through thematic analysis using NVivo
10 software. The findings of study reveal the notion that ultimately behavior of child depends upon
parenting style and many factors contribute in shaping parenting style that may be external environment, support,
love, affection and opportunities. Effective communication is the ultimately outcome that is effective among
majority of parents and that can be used by parents in accessing their child behavior and adjusting their parenting
strategies
ENGL 1302Due Friday, November 18McCourtLab Six As.docxgreg1eden90113
ENGL 1302 Due: Friday, November 18
McCourt
Lab Six Assignment – Annotated Bibliography
Using 3 of the sources gathered for your Proposal Argument essay (you could use the research gathered for the Ethical Argument instead, if you’d like), prepare an annotated bibliography.
· Include the proper 4 line heading
· Title should be: Lab 6 – Annotated Bibliography
· Be sure to list the bibliographic citations for the sources in proper alphabetical order and provide the complete bibliographic citation with double spacing throughout and a hanging indent
· Include a concise annotated paragraph under each of the source citations. Remember that an annotation includes summary as well as evaluation
2
Child Day Care and Aftercare Program
Student’s name
Instructor
Course
Date
Introduction
'First generation' research on child day care and aftercare programs mostly looked at the child's impairment in isolation, while’s second generation' research tries to look at the kid's functioning within context (Baker et al., 2019). The family-centered approach emphasizes this setting by recognizing the importance of the home as the first and most influential environment for a child's development of the skills and knowledge valued in their society (Hotz & Wiswall, 2019). An essential tenet of this strengths-based strategy is that family values and customs provide the foundation for effective and long-lasting intervention.
The family-centered criteria have not been met by conventional methods, which have been criticized for not being in line with family objectives and aspirations. Rather of recognizing what families and communities already know and do, a deficit model emphasizes what they do not (Baker et al., 2019). This method results in "professionally prescribed" treatments based mostly on the assumptions of experts without the requisite comprehension of the kid within context. Thus, families are frequently given activities or programs that are not tailored to their specific needs, which might increase their already heavy workload (Hotz & Wiswall, 2019). Families of young children experience events beyond those provided by early intervention programmes that can and do influence child development and family functioning, and this deficit-based approach to intervention has been criticized for not leaving enough time for families to engage in these activities (Baker et al., 2019).
It has been suggested that studying children's activity contexts would help us better comprehend them in that environment (Hotz & Wiswall, 2019). What we call a kid's "activity settings" are the places and situations in which the youngster regularly engages in activities with others and the world around them (Baker et al., 2019). Due to a lack of studies, it is imperative that immediate steps be taken to enhance the indigenous knowledge-base of child day care and afterschool activity settings. Understanding children in their home environments will be aide.
ENGL 1302Due Friday, November 18McCourtLab Six As.docx
Research proposal..
1. Running head: FEMALE BULLIES AND RISK FACTORS
Research Proposal: Risk Factors Associated with Female Bullies
Stephanie McShan, Ashlee Monk, Kimberly Raby, Pamela Simpson
University of Central Florida
3. Research Proposal: Risk Factors Associated with Female Bullies
Background
Girls are commonly overlooked when the subject of bullying is discussed.
In most discussions the general bias is that boys are more aggressive than girls. The
misconception is that boys tend to victimize and be victims more than girls. The
background of our research proposal is to determine the percentage of girls that have ever
played a role in bullying and to identify the risk factors of being or becoming a bully..
Relational Aggression is the more common term used to define bullying. It is
described as “behavior intended to harm someone by damaging or manipulating his or
her relationships with others”(Ophelia Project, www.opheliaproject.org ) . Examples of
relational aggression are teasing, harassing, internet bullying (cyber-bullying), starting or
spreading rumors, and fighting.
The goal of our research proposal is to determine what percentage of girls fall
victim to bullying as opposed to those that are the victimizer themselves. The focus of
our group was girls in of the elementary ages 7-12 within the Seminole County School
District. The research proposal goal is to determine how often girls in this age category
have fallen victims to bullying or have actually played the role of a bully themselves. As
well as to determine any risk factors that may place a child at risk for being or becoming
a bully.
The demographics that the research proposal has determined vital to find out this
information include, age, grade, race/ethnicity, SES level, GPA and/or FCAT score to
assess for academic achievement, family situation (single parent, both parents’,
4. grandparents, foster parents, guardians), number of siblings and birth order of child,
occupation of parents, and whether there is a diagnosis of ADD or ADHD.
In order to obtain the information needed in the research proposal, there will be
two instruments utilized. Those two instruments are a self-esteem questionnaire and a
parenting-style questionnaire. Each will give vital information as to how bullying can
become an intricate part of a young girls make up in relation to their self-esteem and
parenting styles of their parents.
Problem
As stated before the purpose for the research proposal is to determine the risk
factors associated with being or becoming a bully. The problem that may occur with this
research proposal is that their may not be ample participation on the part of parents
and/or students in order to have valid data results. If for example 25 of 100 parenting
style surveys are completed and return, this does not give a broad enough representation
to make a valid generalization.
Another problem that might occur with this research is that it may be biased to
sway more people to admit to bullying or vice versa. The questionnaires that are being
completed need to have questions that have a broad scope of questions that will allow for
and equal representation of both sides. Also so that it doesn’t represent that all parents
that believe in spanking or some type of punishment automatically makes their child a
bully or a target for a bully.
Overall when creating the research proposal, the problems that may provide a
distortion of the results are: to use an unbiased instrument that allows for an assorted
5. answer pool and make sure that the instrument used (i.e. survey) is completed and
returned so that there will be enough data to make a generalization about the results.
Purpose
The purpose of this study is to identify the risk factors of bullying and to
understand the dynamics of bullying behavior among school-aged children in order for
communities to build safe and effective schools for our children. By studying these risk
factors, educators can more easily design programs that will enable all parties involved
(educators, parents, and students) to work together to ensure that schools are a safe place
for students.
Significance
There has been considerable interest in understanding divergent developmental
pathways leading to antisocial outcomes in adolescence and young adulthood, in both the
theoretical (e.g., Moffitt, 1993; Patterson, DeBaryshe, & Ramsey, 1989) and empirical
(e.g., Nagin & Tremblay, 1999; Schaeffer, Petras, Ialongo, Poduska, & Kellam, 2003)
literatures. From this work, it is clear that a pattern of chronic aggressive behavior in
childhood is a significant risk factor for antisocial behavior in later life, at least for boys.
However, the empirical literature has focused primarily on the development of boys’
aggression and has given little attention to the role of early aggression and other
disruptive behaviors in the development of girls’ later antisocial behavior (Keenan &
Shaw, 1997; Silverthorn & Frick, 1999).
A comprehensive theory of the development of antisocial behavior that is specific to girls
does not yet exist (Moffitt, Caspi, Rutter, & Silva, 2001; Silverthorn & Frick, 1999).
From the perspective of those who work with young children, however, this research
6. reflects an incomplete view of the understanding of both genders as they relate to
bullying and aggressive behavior.
The inference drawn from the research is that boys, in particular engage in bullying and
aggressive behavior, which leads to antisocial behavior later on in life, but that the
development of girls’ aggression has not been a primary focus. Recent research findings
suggest that early aggressive– disruptive behavior is a significant problem for some girls
and is a worthy target for early identification and intervention efforts. “Because of its
deleterious effects on children's development, childhood aggression has been one of the
most widely studied adjustment problems in the past several decades. Past work on
aggression has been limited in two important ways: (a) aggressive boys have received
most of the research attention, whereas aggressive girls have often been excluded from
relevant studies, and (b) forms of aggression that are salient to boys have been
emphasized, whereas forms that are salient to girls have largely been ignored (Bjorkqvist
& Niemela, 1992; Cowan & Underwood, in press; Crick & Grotpeter, 1995; Robins,
1986).
Research suggests that bullying is correlated with student absenteeism, poor academic
achievement, social isolation, and internalizing problems such as depression, anxiety, and
poor self-esteem. “The harmful effects of bullying have been documented and include
feelings of loneliness, school maladjustment, drops in grades, chronic illness, and, in the
extreme, suicide (Kochenderfer & Ladd, 1996a, 1996b; Olweus, 1993; Ross, 1996;
Turkel & Eth, 1990). Researchers also feel that children can be harmed by occasional
incidents of bullying (Stephenson & Smith, 1989; Tattum, 1989). Another factor involves
a physical or psychological imbalance of power” (Ross, 1996). Additionally, at least one
7. study shows that, for both boys and girls, early and significant aggressive behavior puts
children at a higher risk for antisocial outcomes later in life.
“Over the past decade, growing interest in girls' aggression has generated much research
activity (Pepler, Madsen, Webster, & Levine, 2005; Putallaz & Bierman, 2004),
including a proliferation of studies on relational aggression and its victims. But the topic
is still in its infancy and many questions remain”.
Definitions
For the purposes of this study, bullying is defined as cruel or aggressive behavior
that occurs over time to a weaker individual, and may include relational aggression,
which Olweus (1997) describes ad a more covert and manipulative form of bullying,
which may include spreading rumors, telling lies about another person, socially excluding
an individual, or manipulating friendships. Bullies are those that perpetrate these acts of
cruelty or aggression.
For definitions of different parenting styles, we will be adopting definitions from
Baumrind (1966). Permissive parents are characterized as being non-controlling, nonresponsive to their children, and making few, if any, demands from their children.
Authoritarian parents are characterized as being less warm in their interactions with their
children and more controlling of their children. Authoritative parents are characterized as
controlling but also warm and receptive to their children.
Other terms that need to be defined include self-esteem, which is defined as a
confidence and satisfaction in oneself. An Individualized Education Plan (IEP) is a plan
for accommodations in the school system for children with disabilities.
Research Question
8. Hypotheses
There is no significant difference in the distribution of age between girls who are
identified as bullies and girls who are not identified as bullies.
There is no significant difference in the distribution of grade levels between girls
who are identified as bullies and girls who are not identified as bullies.
There is no significant difference in the ethnicities of girls who are identified as
bullies and girls who are not identified as bullies.
There is no significant difference in the socioeconomic status of girls who are
identified as bullies and girls who are not identified as bullies.
Girls who are identified as bullies are less likely than girls who are not identified
as bullies to be living in a household with both biological parents.
There is no significant difference in the number of siblings in the households of
girls who are identified as bullies and girls who are not identified as bullies.
Girls who are identified as bullies are more likely than girls who are not identified
as bullies to be a middle child.
There is no significant difference in the occupations of parents of girls who are
identified as bullies and girls who are not identified as bullies.
Girls who are identified as bullies are more likely than girls who are not identified
as bullies to be on an Individualized Education Plan.
Girls who are identified as bullies are more likely than girls who are not identified
as bullies to have parents who are considered authoritarian or permissive.
Girls who are identified as bullies are less likely than girls who are not identified
as bullies to have parents who are considered authoritative.
9. Girls who are identified as bullies have significantly lower self-esteem than girls
who are not identified as bullies.
There is no significant difference in the FCAT scores of girls who are identified
as bullies and girls who are not identified as bullies.
Literature Review
Methodology
Research Design
For the purpose of this proposal, the design of this of this study would qualify as
correlational. The study will determine the correlation between the qualities of a
bully versus the parenting styles used on the bullies. It will also determine if the
SES, educational abilities also factor into who becomes a bully. The research
proposal also has a partial survey study designed into it as well. There are surveys
that will be completed by girls within the study and their parents. These surveys will
gather information to further give details about SES, education ability, parenting
styles and other vital information to determine if there is a direct correlation between
these line items and the characteristics of a bully.
Sampling
For this study, the target population includes all girls in grades 4-6 who engage in
bullying. The accessible population, however, includes all girls in grades 4-6 in the
Seminole County school district who engage in bullying. The target sample is 100
randomly selected girls in grades 4-6 in the Seminole County school district who engage
in bullying and a control group of 100 girls in grades 4-6 in the Seminole County school
10. district who have not been identified as bullies. The final sample will consist of the
number of the target sample who successfully complete the study.
In order to obtain the sample, the researchers intend to perform a two stage
random sampling of elementary schools in Seminole county, Florida. Seminole county
was chosen due to the demographic similarities to the overall population in the United
States (see Appendix A). Each elementary school in the district will be ordered
alphabetically and numbered sequentially starting at 1. Fifteen numbers from a table of
random numbers will then be selected and the corresponding schools will be selected to
participate in the study. The second part of this sampling method involves random
sampling of girls within these schools. From those schools, girls in grades 4-6 who have
been identified as engaging in bullying will be organized into an alphabetical list and
numbered sequentially starting at 1. One hundred numbers from a table of random
numbers will then be selected and the corresponding girls will be selected to participate
in the study. The same method will be used to randomly select 100 girls in grades 4-6
who have not been identified as engaging in bullying to serve as the control.
Instrumentation
Demographics questionnaire
This is a questionnaire about demographics that parents would complete,
including: age, grade, race/ethnicity, SES level, GPA and/or FCAT score to assess for
academic achievement, family situation (single parent, both parents’, grandparents, foster
parents, guardians), number of siblings and birth order of child, occupation of parents,
and whether there is a diagnosis of ADD or ADHD.
11. Self-Esteem
We will use the Culture Free Self Esteem Inventory, Third Edition (CFSEI-3), a
set of norm-referenced assessment inventories that measure self-reported self-esteem in
children and adolescents ages 6 years and 0 months to 18 years and 11 months. We will
use the Intermediate Form for children ages 9-12, a 67-item scale that focuses on:
Academic Self-Esteem, General Self-Esteem, Parent/Home Self-Esteem, and Social SelfEsteem. Adequate assessments of both, reliability and validity are reported in the manual.
Two kinds of reliability measures were developed, that of internal consistency,
suggesting that the instrument is consistent across categories and test-retest reliability,
which suggests that there were average correlations between test scores across all age
groups and all categories. Content items and subscales used in the CFSEI-3 were
developed through literature reviews, reviews of related tools, and factor analytic
methods; therefore, it demonstrates adequate assessments of both construct and
concurrent validity. This inventory also demonstrates that it is culturally appropriate.
Parenting Styles
We will use the Parenting Styles & Dimensions Questionnaire, a 32-item scale
that measures parenting style by determining parent reactions to child behavior. The
purpose of this measurement is to measure parenting styles along the continuum of
Baumrind’s (1989) typologies of authoritarian, authoritative, and permissive. This
questionnaire can be completed by both mothers and fathers of school-age children. Each
parent rates themselves and the parenting style of their spouse, if applicable. The scoring
key of the PSDQ will be used to classify parents into one of three parenting styles. The
scoring key will yield an overall mean score in each category of parenting style, and
12. based on this score will determine the parents’ particular style. For the authoritarian
parenting style there are fifteen items that yield a mean of seventy-five. The authoritative
style includes twelve items with means ranging from twelve to sixty. The permissive
style includes five items with a range of means of five to twenty-five. The parenting style
with the highest mean determines a particular parents’ style (Robinson et al., 1995).
Procedure
Data Analysis
Before data analysis begins, the data will be thoroughly processed. The code sheet
(see attached appendix, still incomplete until range of scores for all instruments obtained)
will be used to guide data entry, which will be manually input into NotePad. The data
will then be cleaned by a manual data entry check.
The data obtained is separated into categorical and quantitative data. The
variables treated as categorical include age, grade, ethnicity, socioeconomic status, family
situation, number of siblings, birth order, parents occupation, and presence of diagnosis
for which an IEP is developed. For each of these variables, frequency of each value will
be determined for both the group of identified bullies and the control group. The
frequency of these values in each group will then be compared and displayed via a bar
graph. Discriminant Analysis will be used to determine which attributes are more likely
to be attributed to a bully.
The quantitative variables include scores on the aggressiveness scale of the
CBCL, scores on the authoritarian, authoritative, and permissive scales of the parenting
inventory, scores on the culture-free self esteem inventory, and scores on the FCAT.
Scores from each of the groups will be displayed and compared via frequency polygons.
13. For each of the quantitative variables, SEM will be calculated for each group, and then
used to determine the Confidence Interval (CI). Additionally, the t-test for means will be
used to determine levels of statistical significance (.05), which will be used to support
hypotheses. Levels below statistical significance will be used to support null hypotheses.
The scores from the aggressiveness scale of the CBCL from both groups will then
be combined to determine a correlation exists to each of the other quantitative variables.
Regression Analysis will be employed using the Pearson Product-Moment Coefficient
and results will be displayed via scatterplots.
Threats and Controls
Potential Threats to our Research:
1. Mortation threat – if we send surveys home, we will not receive them all back
a. Possible control – large target population
b. Have questionnaires and surveys done in the classroom or school setting
2. Gathering adult information from students, such as income and parenting styles
a. Possible control – Getting involved directly with parents, ie through
conferences or telephone calls
3. Lack of privacy affecting children filling out self-esteem assessments
a. Possible control – Children filling it out one at a time alone
4. Parents being untruthful on assessments
a. Possible CBCL could help with this in that parents are not asked directly
about their parenting, only child’s behavi
5. Defining students who are “bullies”
a. Possible control – assess students for bullying behaviors
b. Use assessments and surveys such as CBCL
6. Data collector bias
a. Possible control – standardize procedures
7. Location threat a possibility
Additonal general control for threats – keep procedures standardized and consistent
15. Appendix A
People QuickFacts
Persons under 5 years old, percent, 2006
Persons under 18 years old, percent, 2006
Persons 65 years old and over, percent, 2006
Female persons, percent, 2006
White persons, percent, 2006 (a)
Black persons, percent, 2006 (a)
American Indian and Alaska Native persons, percent, 2006 (a)
Asian persons, percent, 2006 (a)
Native Hawaiian and Other Pacific Islander, percent, 2006 (a)
Persons reporting two or more races, percent, 2006
Persons of Hispanic or Latino origin, percent, 2006 (b)
White persons not Hispanic, percent, 2006
Living in same house in 1995 and 2000, pct 5 yrs old & over
Foreign born persons, percent, 2000
Language other than English spoken at home, pct age 5+, 2000
High school graduates, percent of persons age 25+, 2000
Bachelor's degree or higher, pct of persons age 25+, 2000
Mean travel time to work (minutes), workers age 16+, 2000
Seminole County
USA
6.00%
6.8%
23.4%
24.6%
11.0%
12.4%
50.7%
50.7%
83.4%
80.1%
11.2%
12.8%
0.4%
1.0%
3.5%
4.4%
0.1%
0.2%
1.5%
1.6%
14.5%
14.8%
70.1%
66.4%
46.9%
54.1%
9.1%
11.1%
15.6%
17.9%
88.7%
80.4%
31.0%
24.4%
27
Homeownership rate, 2000
Housing units in multi-unit structures, percent, 2000
Median value of owner-occupied housing units, 2000
69.5%
25.5%
$119,900
Persons per household, 2000
Median household income, 2004
Per capita money income, 1999
Persons below poverty, percent, 2004
$50,842
$24,591
8.5%
66.2%
26.4%
$119,600
2.59
2.59
$44,334
$21,587
12.7%
Business QuickFacts
Black-owned firms, percent, 2002
American Indian and Alaska Native owned firms, percent, 2002
Asian-owned firms, percent, 2002
Native Hawaiian and Other Pacific Islander owned firms, percent,
2002
Hispanic-owned firms, percent, 2002
Women-owned firms, percent, 2002
Seminole County
3.7%
5.2%
S
0.9%
4.1%
4.8%
F
7.9%
24.1%
0.1%
6.8%
28.2%
Retail sales per capita, 2002
$13,339
$10,615
(a) Includes persons reporting only one race.
(b) Hispanics may be of any race, so also are included in applicable
race categories.
NA: Not available
D: Suppressed to avoid disclosure of confidential information
X: Not applicable
S: Suppressed; does not meet publication standards
Z: Value greater than zero but less than half unit of measure shown
25.5
USA
17. References
Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child
Development, 37(4), 887-907.
Olweus, D. (1997). Bully/victim problems in school: Facts and intervention. European
Journal of Psychology of Education, 12, 495–510.