Human Behavior and the Social Environment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
SOCW 6200: Human Behavior and the Social Environment I
Discussion 1: Moral Development Theory and Bullying
Bullying is not a new phenomenon, but social media and communication technologies have introduced a breadth and depth to which public shaming, targeted taunting, and bullying have manifested. For this Discussion, consider how bullying has changed and how it has remained the same in light of modern technology.
Post an explanation of one moral development theory and its connection to the act of bullying. Be sure to frame your explanation within the context of cyber and other bullying that persists in social media and communication technologies used by adolescents. Also explain how bullying has changed and how it has remained the same in light of modern technology. Please use the Learning Resources to support your answer.
Discussion 2: Bullying: Cycle of Events
Bearing witness to trauma has its own set of consequences. Watching repeated episodes of bullying can evoke strong emotional and behavioral responses from an adolescent. During the impressionable stage of social development in adolescents, these experiences can contribute to a change in perception about the ways people should and do treat each other. Furthermore, ongoing exposure to this behavior can jeopardize an adolescents healthy social development. For this Discussion, consider how the act of bullying experienced by one adolescent may change the experience of another who witnesses it.
Post a scenario that illustrates how bullying experienced by one adolescent may change the experience of another who witnesses it. Then address the availability of any social work intervention, skill, or practice that might change this cycle of events. Please use the Learning Resources to support your answer.
Please follow the rubric
SOCW_6200_Week7_Discussion Rubric
Responsiveness to Directions
9.45 (27%) – 10.5 (30%)
Discussion posting fully addresses all instruction prompts, including responding to the required number of peer posts.
Discussion Posting Content
9.45 (27%) – 10.5 (30%)
Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Peer Feedback and Interaction
7.88 (22.5%) – 8.75 (25%)
The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.
Writing
4.72 (13.5%) – 5.25 (15%)
Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.
Required Readings
Here is the link to all 3 article
https://drive.google.com/drive/folders/1MquOHEpLyEnfknPUwPOEF-J_buYMPgO2?usp=sharing
Benavides, L. E. (2014). Spiritual journey from childhood to adolescence: Pathways to strength and healing. Journal Of Religion & Spirituality In Social Work, 33(3/4), 201217. doi:10.1080/15426432.2014.930628
Brown, C. F., Demaray, M. K., Tennant, J. E., & Jenkins, L. N. (2017). Cyber victimization in high school: Measurement, overlap with face-to-face victimization, and associations with social-emotional outcomes. School Psychology Review, 46(3), 288303. doi:10.17105/SPR-2016-0004.V46-3.
Jenkins, L. N., Demaray, M. K., & Tennant, J. (2017). Social, emotional, and cognitive factors associated with bullying. School Psychology Review, 46(1), 4264.
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Boston, MA: Cengage Learning.
Chapter 8, Social Development in Adolescence (pp. 361-409)
Chapter 8
Clayton Sharrard/Photo Edit 362 Understanding Human Behavior and the Social Environment
of Lauras, She detests going to church. Her parents have often called her stupid and negatively compared her to her brother, who they believe can do no wrong. This dispar-agement of Laura has in many ways become a self-fulfilling prophecy. She repeated a grade in elementary school, seldom studied, and often received failing grades. In school, she saw herself as a failure and hung out with other students who viewed themselves as failures. In high school, she frequently skipped school and partied. Eight weeks before graduation, she was expelled for skipping too much school. Her parents and the school system had tried numerous times to motivate Laura to apply herself in school; she even had a number of individual sessions with three different social workers and a psychiatrist. Lauras parents are especially irate when she leaves home for three or four days at a
time and parties in an abandoned house in the inner city of Milwaukee. She has lied to her parents about her sexual activities, when the truth is she has a variety of partners. For-tunately, she is taking birth control pills; however, she does not always use a condom to protect herself from sexually transmitted diseases. Some of Lauras male friends are putting pressure on her to become a prostitute so that there will be more money to buy drugs and party. Laura and her friends have had several encounters with the police for shoplifting, running away from home, drinking liquor under age, kicking police officers while being arrested, and driving in high-speed auto chases after radar detected they were speeding. Laura is asking herself a number of questions: Should she prostitute herself? Or should she stop associating with her friends and try to make peace with her parents by getting a high school education and a better-paying job? Whenever she has tried to achieve the middle-class goals of her parents, they have criticized her as being a failure. She won-ders what her chances are of heading in a better direction this time. The one thing she has found enjoyable in life is partying with her friends, but she realizes her friends are getting her in trouble with the police. She is worried that cutting ties with her friends will result in living a life in which she will be continually rejected and put down by others. She wants a better-paying job but realizes her chances are not good, especially because she hasnt completed high school. She wants a one-to-one relationship with a caring male, but because she has a low self-concept, the only thing she feels that males will find attrac-tive about her is sexual intercourse. This is one reason she has had multiple sex partners. She is increasingly concerned that being so sexually active is not right and may result in her acquiring a sexually transmitted disease (such as AIDS). What should she do about all of these concerns? She is deeply perplexed and confused.
A Perspective
This chapter will focus primarily on the social changes and some social problems encoun-tered by A
Perspective
This chapter will focus primarily on the social changes and some social problems encoun-tered by adolescents. The social growth from puberty to age 19 involves a number of passages: from being dependent on parents to becoming more independent, from adjust-ing to puberty to establishing a sexual identity, from beginning to date to serious dating and perhaps marrying, from being a child with parents to sometimes parenting children, from earning money from babysitting to having a full-time job or attending college, from buying baseball gloves and playing ball to buying a car, and from drinking soda to drinking beer and hard liquor and experimenting with drugs. The pressures and stresses of this time period produce many casualties who suffer from a variety of problems.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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