Deviance Among Adolescents And Their Social Environment Essay

Deviance among adolescents in our society has many different causes and multiple theories throughout the history of criminal justice have been developed to attempt to explain, prevent and reduce incidents of status offenses and juvenile delinquency. There are theories varying from individual, to social and environmental. All of these theories have their merits and contribute in one way or another to the advancement of the understanding of juvenile delinquency and the treatment and prevention of delinquency within our society. Those that have proven to be successful we have applied in our justice system while those that are proven over time to be ineffective or defective we have discarded. There is no single theory that applies to all delinquent behavior in all situations. It is best to determine what theory may work best in each specific case based on the individual and the specific situation. Dodge’s information processing theory of social problem solving (Crick and Dodge 199 4) was developed by Kenneth Dodge in an attempt to explain the interaction between the child’s cognitive development and their social environment. This theory combines elements of both the individual and the social environment and examines how these two variables interact with each other to present a model for juvenile delinquency. During my investigation of this topic I discovered that an adapted model of Dodge’s theory existed that seemed to be more encompassing of the causes of juvenile delinquency,Show MoreRelatedIs Affiliation with Deviant Peers an Inheritable Trait?682 Words   |  3 PagesPsychology Essay The paper is addressing the theory that suggests that affiliation with deviate peers is inheritable. Phenotypic research has mainly centred on environmental associates of peer deviance. 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Control theorists believe â€Å"in the rationality of the criminal act that the individual behaves in a criminal manner for ordinary reasons, and this behavior arises out of the person’s own free will† (Moyer, 2001, 133). However, deviant behavior is prevalent in today ’s society. It is a major problem concerning adolescents all across

Cyberbullying in Schools Information for School Psychologists - Free Essay Example

Sample details Pages: 5 Words: 1630 Downloads: 1 Date added: 2019/02/15 Category Society Essay Level High school Topics: Bullying Essay Cyber Bullying Essay Did you like this example? Cyberbullying has become prevalent in schools in recent history, particularly in the last decade, due to the rise in technology and social media. More children have their own cell phones than ever before, and they are getting their first cell phones at younger ages. Bullying has always been an issue in schools. Don’t waste time! Our writers will create an original "Cyberbullying in Schools: Information for School Psychologists" essay for you Create order With the emergence of cyberbullying, the bullying now often continues after the children leave school. It is hard for children to avoid the torment of their bully, since the bully can reach them anywhere from online. Due to this, it is important for school psychologists, and other school personnel, to understand the differences between traditional bullying and cyberbullying, and understand why some students bully while other students are targets. It is also important for school psychologists to understand the laws and best practices about bullying and cyberbullying, and to have knowledge of the best intervention strategies that they can apply at their schools. This paper is meant to give a broad overview of cyberbullying, and to help understand what a school psychologists role is regarding this issue in schools. This paper will discuss the following topics in the order listed here: general definition and prevalence; comparison of traditional bullying and cyberbullying; laws in schools; middle school students; high school students; college students; gender differences; characteristics of the cyberbully; characteristics of victims; children’s perspectives of cyberbullying; peer attachment and beliefs about aggression; high school teachers and support professionals perceptions and perspectives; a school psychologists role in assessment, prevention, and intervention; Intervention strategies; and educating students about dealing with cyberbullies. General Definition Prevalence in Schools A general definition of bullying is, â€Å"A form of unprovoked, aggressive behavior that involves a real or perceived power imbalance and is either repeated or has the potential to be repeated over time† (Lawner Trezian, 2013). An extension of bullying is cyberbullying, which is a form of bullying where victims are harassed via the internet or mobile phones (Doherty Lang, 2015). Due to how fast technology is changing, a study conducted a couple of years ago could already be inapplicable to some situations and schools. In 2008, the most common methods of cyberbullying was via phone calls and text messages (Smith et al., 2008). In 2010, the most common methods of cyberbullying were computer instant messages and online discussion groups (Content Server 40, NEED TO CITE, 2010). A study in 2016 cited methods used as emails, text messages, and messenger apps including WhatsApp and Messenger. There are many forms of cyberbullying, such as the following: flaming, cyber-stalking, denigration, impersonation, outing, exclusion and harassment. The most common forms of cyberbullying seen in schools include provocative messages with threats, and harassment. (Çak?r, Gezgin Ayas, 2016) Studies have found varying percentages of students who are cyberbullied, and those who cyberbully. The numbers range from 6% to 37% of students being victims of cyberbullying, and 2% to 36% of students being cyber bullies at some point. (Çak?r, Gezgin Ayas, 2016) The most reported numbers show the actual percentage of students who cyberbully or are cyberbullied are around 15% to 20%. Another study reported that 29% of students were bullied in schools, but only 1% were purely cyberbullied. Most children who are cyberbullied are also bullied by other means in person. (Wolke, Lee Guy, 2017) Another study reports that as many as 30% of students either bully or are bullied. (Diamanduros, Downs Jenkins, 2008) The number of students involved with either bullying or being victims of bullying are high enough to warrant school interventions. Some populations are more prone to bullying and cyberbullying than others. These populations include: students who identify as LGBTQ+, students who are overweight, students with disabilities, racial minorities, and ethnic minorities. (Bradshaw, Waasdorp, OBrennan Gulemetova, 2013). Comparison of traditional bullying and cyberbullying There is a phenomenon called the Online Disinhibition Effect (ODE), which is a psychological effect in which humans in cyberspace do not have their usual inhibitions and boundaries. This phenomenon is one reason why cyber bullying continues to be a big issue. Cyberbullying is often more intense and has more severe outcomes than face to face bullying, due to the disinhibitions online. (Lapidot-Lefler Dolev-Cohen, 2015) Although face to face bullying seems to be more prevalent in schools, students who are cyberbullied are often bullied face to face, or physically, as well. Despite being less common according to statistics, cyberbullying is more relevant than face to face bullying because of the ODE, which results in more severe bullying. Cyberbullies do many cruel things, including posting offensive, humiliating, or even nude pictures and videos to social media accounts. They may post them to the victims account, or make a fake account and post it there. (Çak?r, Gezgin Ayas, 2016) Laws in Schools As of 2011 there are 36 states that have provisions in their education codes that prohibit cyberbullying specifically. In addition, 13 states have jurisdiction over off-campus matters if it creates a hostile environment. Due to cyberbullying being a relatively new issue, and because it often occurs off campus, it is challenging for schools to enforces policies with the limited amount of legal authority they have. The U.S. Department of Education has 11 key components in state bullying legislation, and one of them addresses cyberbullying. It states that school districts must provide a very clear definition of cyberbullying, and it must be easy to understand and interpret by all. (Stuart-Cassel, Springer, 2011) Also as of 2011, 25 states define cyberbullying and prohibit it, 11 states prohibit it but don’t define it, and 10 states do not mention it at all. Some states have specific laws in place to try and prevent cyberbullying from occurring in the first place. One example is,â€Å"New Hampshire state laws requires each school district to provide educational programs for students and their families on ‘preventing, identifying, responding to, and reporting incidents of bullying or cyberbullying.’† (Stuart-Cassel, Springer, 2011) In some severe situations of bullying, parents or the victim may want to take action against who they feel responsible. In 18 states, bully legislation assures that state bullying laws don’t limit their rights to make legal claims against individuals or schools. Although courts seem to side with school districts more than it does with the victims. (Stuart-Cassel, Springer, 2011) A School Psychologists role in Assessment, Prevention, and Intervention Although School Psychologists already have many roles, there are a lot of approaches they can take to combating cyberbullying in their schools. They can be effective leaders in regards to promoting awareness of the issue, and explaining the psychological impact it has on students. They can, and should, also assess for prevalence and severity of cyberbullying in their schools. They should help develop prevention programs to address cyberbullying in their schools, as well as create intervention strategies for when cyberbullying inevitably occurs. School psychologists should also be a team member with other school personnel, and help develop policies for their school districts on this ever evolving issue. Middle School students High school students College students Gender differences Many studies have tried to analyze the gender difference in and cyberbullying victims and perpetrators, and many different results have been found. A meta-analysis by called, Is There a Gender Difference in Cyber-Victimization?: A Meta-Analysis, by Sun Fan in 2016 tries to discern the actual answer from these studies. Over 40 research articles were analyzed for their results, and the overall conclusion was females are overall slightly more likely to be cyber victims, while males are more likely to be the perpetrator of bullying overall. After the authors analyzed the 40 studies from different countries, they found that culture is a compounding factor. The effect size of gender was very different between asian respondents, and Northern America/ European respondents. Males in Asia were actually more likely to be cyberbullying victims than Asian females were. While on the other hand, females in North America and Europe were more like to be cyber victims than their male counterparts. (Sun Fan, 2016) Characteristics of the cyberbully (emotional and behavioral problems?) (psychological typology?) A meta-analysis of 77 studies evaluated the predictors of cyberbullying. It was found that a typical cyberbully would fit the following profile: be an older male; have been involved with offline bullying previously; have behavioral problems; believe that their aggressive behavior is okay; be online often; be victimized offline; report many internalizing symptoms; possibly have or show symptoms of an antisocial or narcissistic personality; lack moral values and empathy; have parents with many conflicts; have parents that do not supervise them much; have a negative climate in school; lack positive peer relationships. (Guo, 2016) Characteristics of Victims The meta-analysis of 77 studies mentioned in the previous section also found that the typical victim of cyberbullying would fit the this following profile: be a female; have experienced bullying offline previously; have high levels of stress and depression; feel lonely and hopeless; be on the internet often; possible bully other people face to face; have behavior problems; be antisocial; have low self-esteem; have a positive belief or attitude about aggression; live in a negative family environment; be less committed to school; be rejected and isolated severely from their peers. (Guo, 2016) Children’s perspectives of cyberbullying Peer Attachment and beliefs about aggression High school teachers/ teachers/ support professionals perceptions perspectives Intervention strategies Studies show that the most important and appropriate way to deal with cyberbullying is through education and publicity (Lapidot-Lefler Dolev-Cohen, 2015). It is also important for educators to know and understand that cyberspace and physical space cannot be severed; bullying online can lead to physical violence and vice versa. (Lapidot-Lefler Dolev-Cohen, 2015) Another approach to combating bullying and cyberbullying in schools is to educate teachers about the dynamics of bullying, providing in-depth information about signs of bullying, and educate on the signs that specifically pertain to cyberbullying. Schools can also involve their students in coming up with a solution, as some schools have created bullying committees for students to be a part of, which can help identify bullying issues that school staff were unaware of. (Smith, 2015)

How Did Geography Affect Where Colonists Settled Free Essays

Beginning in 1607, when ambitious English colonists settled in Jamestown, and continuing until the last of the thirteen colonies was established; geography was a substantial factor in the development of colonial America. The crops that essentially saved the colonists lives, such as tobacco, rice, and indigo, wouldn’t have grown without a certain type and amount of soil to grow properly. Also, the Appalachian Mountains and the dense forests provided a barrier for the colonists, preventing them from going too far west right away, and causing the colonies to form in the arrangement they did. We will write a custom essay sample on How Did Geography Affect Where Colonists Settled or any similar topic only for you Order Now Finally, the population was the most dense in middle colonies, such as New York, New Jersey, Delaware, and Pennsylvania partly because of the mild landscape and fertile soil. Early in the 1600’s, John Rolfe and his wife Pocahontas discovered tobacco. It was soon heavily sought after in Europe, and quickly became a cash crop for Virginia. After establishing the tobacco industry in Virginia, many of the other colonies soon followed suit. Unfortunately, tobacco quickly drains the nutrients of the soil that it is planted on. Without the plentiful and fertile soil that these settlers were using, it would have been very difficult for the colonists to survive much longer. Tobacco wasn’t the only crop that the colonists discovered early on, however. In South Carolina, many rice and indigo plantations began to emerge. In order for rice to grow, it needs to be planted in a swamp, or some other sort of low-watered area. The swamps of South Carolina were a perfect place to grow rice, and was considered a rich man’s crop because of the labor it took to harvest and grow it. Without certain soil and growing conditions, it would have been very difficult for the colonists to sustain themselves in the early years of America. The natural landscape of what is now known as the United States also was a big part of how the original thirteen colonies developed. The Appalachian Mountains stretch from Maine all the way to Georgia. This mountain range prevented the first colonists from going too far west. This, in turn, made it so that the population were more dense, and there was a higher concentration of people. The dense forests of the eastern seaboard disallowed for large cities to be created right away. This geological factor forced colonists to spread out within the perimeters of the Appalachian Mountains and the Atlantic Ocean, without being too close together. Both of these factors could be overlooked easily enough, but did have a reasonable impact of the development of colonial America. Finally, the geography of the middle colonies, such as New York, New Jersey, Delaware, and Pennsylvania played a big role on the development and population of this area. In the sixteen and seventeen hundreds, the above colonies were the most populated of the thirteen establishments. There was plentiful and fertile soil, in which tobacco was heavily grown. The Susquehanna River also flowed through this region, opening the possibility of fur trade. Other minor rivers that were found in the middle colonies were gentle, which provided for easy transportation and fishing. The land in the middle colonies was broad and expansive, making it easy for even the middle class residents to create an enjoyable and profitable lifestyle. In conclusion, there were many factors that contributed to the development of the colonial America, but geography was clearly a sizable influence. If the geography of America wasn’t the way it was, the colonists who settled here may have not survived as well as they did. By the time the tobacco industry was established, and small cities began to rise, American came to realize that not only were they surviving, but they were thriving. This realization had to do with more than the fact that they had separated themselves according to religion, or put aside the issue of the Native Americans. There is no question that the lay of the land had a substantial impact on the development of not only colonial, but also current America. How to cite How Did Geography Affect Where Colonists Settled, Essay examples