Bullying presentation

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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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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.

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herbertwilson5999

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 ...

Running head CHILDHOOD BULLYING .docx

joellemurphey

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-.

SCHOOL VIOLENCE REPORTED SCHOOL SHOOTINGSAND MAKING SCHOOLS S.docx

anhlodge

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 ...

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