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Human beings are fundamentally social. In this discussion, we will consider connection—from attraction to dissolution, and liking to love—by providing advice regarding various relationship concerns.
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Check My Assignment!To inform your thinking on this topic, begin by reading “Transmission of Aggressions through Imitation of Aggressive Models” (Bandura, Ross, & Ross, 1961), “”From Jerusalem to Jericho”: A Study of Situational and Dispositional Variables in Helping Behavior” (Darley & Batson, 1973), “Bystander Intervention in Emergencies: Diffusion of Responsibility” (Darley & Latane, 1968), “The General Aggression Model: Theoretical Extensions to Violence, (DeWall, Anderson, & Bushman, 2011), “Group Inhibition of Bystander Intervention in Emergencies” (Latane & Darley, 1968), and “Understanding the Psychology of Bullying: Moving Toward a Social-Ecological Diathesis-Stress Model” (Swearer & Hymel, 2015).
Then, imagine that you are an educator. Describe a hypothetical incident of observed antisocial behavior (bullying, relational aggression (i.e., “mean girls”), etc.). Interpret relevant social psychological theory and research to explain the case study you outlined, and assemble key insight from research on prosocial behavior to generate a plan for addressing this specific situation.
Your initial post should be 500-1000 words in length and must contain at minimum required course resources as applicable. Additional credible references are encouraged.
Example only.
1) As you can see the assignments starts off with a hypothetical incident of an observed antisocial behavior (bullying, relational aggression (i.e., “mean girls”), etc.).
2) Interpret relevant social psychological theory and research to explain the case study you outlined, and assemble key insight from research on prosocial behavior to generate a plan for addressing this specific situation.
Good Afternoon, The incident began with what seemed to be a very harmless instruction by the teacher…separate into groups to perform the experiment. The children began separating into groups and one child was left out. The boy we will call Sam, had tattered clothes, lacked personal hygiene, and had hair that was unkept. While Sam walked from one group to another instead of simply being told no he was verbally abused. The teacher then intervened and performed the experiment with Sam which only added to the taunting. Each group organized a spokesperson that performed the initial taunting then the members of the group would join the behavior. The groups in question not only tormented Sam but seemed attempt to compete as to who could be the most hateful. The child’s clothing, and hygiene were the focus of all of the students taunting. Witnessing several instances of bullying both as a child and as an adult the behavioral similarities in both instances are undeniable. Bandura, Ross, and Ross (1961) explains aggressive behaviors are often imitated especially in the case of impressionable children. Bullying falls under similar aspects as children seeking admiration of their peers may partake in bullying behavior to both prevent themselves from being a target and assimilating into group behaviors (Swearer and Hymel, 2015). The children in each group exercised such behaviors without a simple intervention by any of the students.
Swearer and Hyme (2015) indicates Bronfenbrenner’s social-ecological framework explains several aspects of one’s life may predict possible bullying behaviors. Bandura, Ross, and Ross, (1961) suggests aggressive behaviors that may be mimic such as bullying behavior from a parent to a child can then be enacted on their victim another child. The resulting may increase the bullying child’s self-esteems as part of the process (Chin-Siang, Chien-Ping, Shuet-Wen, Chiew-Yen, ZhenHui, and Chooi, 2018). Although increased self-esteem may be a positive psychological factor, combined with bullying behaviors may lead to perpetuation of aggression. Searching for the underlying causes of children that exhibits the bullying behaviors. Simple sessions with the child or possibly the child or the child and his family may reveal underlying causes. Using Bronfenbrenner’s theory, the teacher may be able to isolate at what point the bully is being influenced.
The final area of interest with the hypothetical situation is the lack of bystanders interfering when the child Sam was bullied. Darley and Latane (1968) suggests that when groups are involved in volatile situations that individuals are less likely to get involved. Individuals ingroups may assume that other will take the lead, however a child’s popularity may become more important than achieving moral high ground. The reasons for lack of involvements may be bodily injury which may be a deterrent in the bullying environment. Children also searching for admiration for their peers by speaking up do not want to become the target. Bulling can be a difficult situation to remedy in the classroom environment as young children may not fully understand the long-term ramifications of their actions. Swearer and Hyme (2015) explains children who are bullied may suffer from anxiety and in-turn lack interest in academic achievement. The lack of interest only perpetuates the situation as the child becomes more withdrawn causing them to be bullied even more than prior events. The use of discussion groups presents intergroup interactions searching for commonality (Pettigrew,1998). The teacher as a moderator explaining the effects and persuading the children toward more respective and empathetic behaviors may achieve real change.
