Explain the punishment of offenders.
Understand the goals of punishment.
2.Be familiar with the different forms of the criminal sanction.
3.Explain how different factors affect the sentencing process.
4.Discuss the problem of unjust punishment.
2
“Bullying in Middle School with African American Males
Ages 11-14”
Miranda Johnson
Voorhees College
Dr. Louis Howell
Senior Capstone
February 1, 2022
BACKGROUND
Bullying has long been considered a rite of passage to toughen up children, as well as an important part of growing up in the American educational system and culture. While many countries accept bullying as a normal part of life for children and teenagers, the effects of bullying can last a lifetime for both the victim and the bully, according to new research. Many anti-bullying intervention works focused on teacher interventions because they are the most familiar with their students and have the ability to immediately alter bullying behaviors and victimization “There are Teachers have a significant impact on student conduct, therefore whether and how they respond in cases of bullying is critical. Bullying has detrimental consequences for students, thus it must be avoided in schools. Bullying is commonly defined as repeated acts of purposeful abuse or intimidation with an element of actual or perceived strength imbalance. Bullying can hurt a child’s health and happiness (Shamsi, et al, 2019). Bullied children may become depressed, with low self-confidence and self-esteem. Bullying, on the other hand, can lead to self-harm and suicide. During the school year, almost 25000 of children of age 12 – 15 are bullied, according to retrospective research (Shamsi, et al, 2019). Bullying has also led to school absences, with 19 percent of males and 25 percent of girls reporting absences.
Objectives of the study
The objective of this study was to figure out why bullying occurs in schools. It also intends to clarify the following points: 1 Find out how they deal with bullying. 2 Determine how bullying impacts the academic performance of the bullied children. 3 Describe the methods in which teachers can intervene. The main objective for the research about bullying survey is to identify and quantify a range of factors, such as bullying rates, student and staff attitudes toward bullying, different types of bullying and to address them.
Research Questions
How to prevent bullying? Where do bullying come from? How is bullying different now from ten years ago.
Research Methodology
This study will employ descriptive (survey) research as a method of investigation. A descriptive (survey) study determines and describes the current state of affairs. It can also compare the perspectives of two subgroups on various issues and themes. The reason for using survey research for this study is that it is the most effective method for gathering relevant data to answer the research question posed in the research question: “What are the experiences, perceptions, and attitudes of third graders in the Academic Interdisciplinary Academy toward bullying?” This research will use descriptive research with two subgroups of students: those who have been bullied and those who have not been bullied. To collect data on students’ attitudes toward bullying, the researcher will use a self-administered Bullying in Schools 18 report form. Because the researcher recognizes that some of the third graders being questioned may have difficulties grasping some of the questions due to limited reading comprehension, the questionnaire will be read to them for clarification. The questionnaire’s oral reading approach will boost participant response (Aboagye, et al., 2021).
Discussion
In the research it has been discovered that bullying is a growing problem in schools around the world, causing physical and mental health issues in youngsters (Shamsi, et al. 2019). Physical, verbal, and cyber bullying are examples of bullying (Shamsi, et al, 2019), and the prevalence of bullying varies by group and location. Bullying is most prevalent in early childhood and continues to rise in later school (Shamsi, et al, 2019). Bullying occurs 65.4 percent of the time outside of schools, 32 percent at school canteens, 25.5 percent in classrooms, and 11.8 percent in restrooms (Shamsi, et al, 2019). Bullying that begins in early infancy can last well into adolescence and leave lasting wounds. Bedwetting, stomachaches, headaches, low self-esteem, and depression are all symptoms of bullying. Bullying leads to depression in 73.9 percent of cases, followed by headaches in 69.6% of cases, low self-esteem in 68 percent of cases, and suicidal thoughts in 24.8 percent of cases (Shamsi, et al, 2019). As a result, bullying in schools is increasingly being recognized as a serious public health issue around the world. Bullying is posing rising problems to the educational system, wreaking havoc on academic performance, student health and well-being, and safety (Shamsi, et al, 2019). As a result, teachers must continue to be on the front lines in dealing with children’s behavioral issues. This necessitates extensive knowledge of the mechanics of school bullying to correctly identify, intervene, and prevent such events (Nickerson, 2019).
A number of meta-analyses have been published that synthesize the results of a large number of anti-bullying intervention evaluations. Evaluations from a range of countries, as well as elementary and secondary school students, are included in these meta-analyses (Smith, et al, 2018). They claim that anti-bullying measures can help reduce bullying in schools, while the data is mixed. Several clear themes emerge from the research, indicating the types of strategies that are most likely to minimize and eradicate bullying in schools.
Policies in schools to prevent and respond to bullying can be classed as “preventative” or “responsive.” Preventative solutions try to prevent bullying from occurring in the first place, whereas reactive strategies address the issue once it has occurred. Both techniques aren’t mutually exclusive: reaction strategies, for instance, aim to avoid future bullying incidents (Kim, et al, 2018). Nonetheless, for the sake of clarity, the two sorts of methods are explored separately here. Anti-bullying rules at schools, on the other hand, must be sufficiently thorough to be effective. Many anti-bullying rules in schools include gaps, according to a variety of content evaluations.
Conclusion
Bullying prevention in schools and other organizations helps reduce bullying. Bullying, particularly physical bullying, can lead to school absences, depression, and even death
Bullying in schools should be prevented, and significant measures to prevent bullying from an early age are essential (Sabramani, et al., 2021).
References
Kim, Y. S., & Leventhal, B. (2018). Bullying and suicide. A review. International journal of adolescent medicine and health, 20(2), 133-154
Nickerson, A. B. (2019). Preventing and intervening with bullying in schools: A framework for evidence-based practice. School mental health, 11(1), 15-28.
Shamsi, N. I., Andrades, M., & Ashraf, H. (2019). Bullying in school children: How much do teachers know? Journal of family medicine and primary care, 8(7), 2395.
Smith, P. K., Smith, C., Osborn, R., & Samara, M. (2018). A content analysis of school anti?bullying policies: progress and limitations. Educational Psychology in Practice, 24(1), 1-12
Stephens MM, Cook-Fasano HT, Sibbaluca K. (2018). Childhood bullying. Implications for physicians. AmFam Physician.; 97(3): 187-92.
Albertson, M. C. G. (2021). The Effects of a Comprehensive Bullying Prevention Program Accompanied by a Peer Support Team on Students’ Social Emotional Wellness and School Climate in Middle School (Doctoral dissertation, University of West Georgia).
Sabramani, V., Idris, I. B., Ismail, H., Nadarajaw, T., Zakaria, E., & Kamaluddin, M. R. (2021). Bullying and its associated individual, peer, family and school factors: evidence from Malaysian national secondary school students. International journal of environmental research and public health, 18(13), 7208.
Aboagye, R. G., Seidu, A. A., Hagan, J. E., Frimpong, J. B., Budu, E., Adu, C., … & Ahinkorah, B. O. (2021). A multi-country analysis of the prevalence and factors associated with bullying victimisation among in-school adolescents in sub-Saharan Africa: evidence from the global school-based health survey. BMC psychiatry, 21(1), 1-10.
2
“Bullying in Middle School with African American Males
Ages 11-14”
Miranda Johnson
Voorhees College
Dr. Louis Howell
Senior Capstone
February 1, 2022
BACKGROUND
Bullying has long been considered a rite of passage to toughen up children, as well as an important part of growing up in the American educational system and culture. While many countries accept bullying as a normal part of life for children and teenagers, the effects of bullying can last a lifetime for both the victim and the bully, according to new research. Many anti-bullying intervention works focused on teacher interventions because they are the most familiar with their students and have the ability to immediately alter bullying behaviors and victimization “There are Teachers have a significant impact on student conduct, therefore whether and how they respond in cases of bullying is critical. Bullying has detrimental consequences for students, thus it must be avoided in schools. Bullying is commonly defined as repeated acts of purposeful abuse or intimidation with an element of actual or perceived strength imbalance. Bullying can hurt a child’s health and happiness (Shamsi, et al, 2019). Bullied children may become depressed, with low self-confidence and self-esteem. Bullying, on the other hand, can lead to self-harm and suicide. During the school year, almost 25000 of children of age 12 – 15 are bullied, according to retrospective research (Shamsi, et al, 2019). Bullying has also led to school absences, with 19 percent of males and 25 percent of girls reporting absences.
Objectives of the study
The objective of this study was to figure out why bullying occurs in schools. It also intends to clarify the following points: 1 Find out how they deal with bullying. 2 Determine how bullying impacts the academic performance of the bullied children. 3 Describe the methods in which teachers can intervene. The main objective for the research about bullying survey is to identify and quantify a range of factors, such as bullying rates, student and staff attitudes toward bullying, different types of bullying and to address them.
Research Questions
How to prevent bullying? Where do bullying come from? How is bullying different now from ten years ago.
Research Methodology
This study will employ descriptive (survey) research as a method of investigation. A descriptive (survey) study determines and describes the current state of affairs. It can also compare the perspectives of two subgroups on various issues and themes. The reason for using survey research for this study is that it is the most effective method for gathering relevant data to answer the research question posed in the research question: “What are the experiences, perceptions, and attitudes of third graders in the Academic Interdisciplinary Academy toward bullying?” This research will use descriptive research with two subgroups of students: those who have been bullied and those who have not been bullied. To collect data on students’ attitudes toward bullying, the researcher will use a self-administered Bullying in Schools 18 report form. Because the researcher recognizes that some of the third graders being questioned may have difficulties grasping some of the questions due to limited reading comprehension, the questionnaire will be read to them for clarification. The questionnaire’s oral reading approach will boost participant response (Aboagye, et al., 2021).
Discussion
In the research it has been discovered that bullying is a growing problem in schools around the world, causing physical and mental health issues in youngsters (Shamsi, et al. 2019). Physical, verbal, and cyber bullying are examples of bullying (Shamsi, et al, 2019), and the prevalence of bullying varies by group and location. Bullying is most prevalent in early childhood and continues to rise in later school (Shamsi, et al, 2019). Bullying occurs 65.4 percent of the time outside of schools, 32 percent at school canteens, 25.5 percent in classrooms, and 11.8 percent in restrooms (Shamsi, et al, 2019). Bullying that begins in early infancy can last well into adolescence and leave lasting wounds. Bedwetting, stomachaches, headaches, low self-esteem, and depression are all symptoms of bullying. Bullying leads to depression in 73.9 percent of cases, followed by headaches in 69.6% of cases, low self-esteem in 68 percent of cases, and suicidal thoughts in 24.8 percent of cases (Shamsi, et al, 2019). As a result, bullying in schools is increasingly being recognized as a serious public health issue around the world. Bullying is posing rising problems to the educational system, wreaking havoc on academic performance, student health and well-being, and safety (Shamsi, et al, 2019). As a result, teachers must continue to be on the front lines in dealing with children’s behavioral issues. This necessitates extensive knowledge of the mechanics of school bullying to correctly identify, intervene, and prevent such events (Nickerson, 2019).
A number of meta-analyses have been published that synthesize the results of a large number of anti-bullying intervention evaluations. Evaluations from a range of countries, as well as elementary and secondary school students, are included in these meta-analyses (Smith, et al, 2018). They claim that anti-bullying measures can help reduce bullying in schools, while the data is mixed. Several clear themes emerge from the research, indicating the types of strategies that are most likely to minimize and eradicate bullying in schools.
Policies in schools to prevent and respond to bullying can be classed as “preventative” or “responsive.” Preventative solutions try to prevent bullying from occurring in the first place, whereas reactive strategies address the issue once it has occurred. Both techniques aren’t mutually exclusive: reaction strategies, for instance, aim to avoid future bullying incidents (Kim, et al, 2018). Nonetheless, for the sake of clarity, the two sorts of methods are explored separately here. Anti-bullying rules at schools, on the other hand, must be sufficiently thorough to be effective. Many anti-bullying rules in schools include gaps, according to a variety of content evaluations.
Conclusion
Bullying prevention in schools and other organizations helps reduce bullying. Bullying, particularly physical bullying, can lead to school absences, depression, and even death
Bullying in schools should be prevented, and significant measures to prevent bullying from an early age are essential (Sabramani, et al., 2021).
References
Kim, Y. S., & Leventhal, B. (2018). Bullying and suicide. A review. International journal of adolescent medicine and health, 20(2), 133-154
Nickerson, A. B. (2019). Preventing and intervening with bullying in schools: A framework for evidence-based practice. School mental health, 11(1), 15-28.
Shamsi, N. I., Andrades, M., & Ashraf, H. (2019). Bullying in school children: How much do teachers know? Journal of family medicine and primary care, 8(7), 2395.
Smith, P. K., Smith, C., Osborn, R., & Samara, M. (2018). A content analysis of school anti?bullying policies: progress and limitations. Educational Psychology in Practice, 24(1), 1-12
Stephens MM, Cook-Fasano HT, Sibbaluca K. (2018). Childhood bullying. Implications for physicians. AmFam Physician.; 97(3): 187-92.
Albertson, M. C. G. (2021). The Effects of a Comprehensive Bullying Prevention Program Accompanied by a Peer Support Team on Students’ Social Emotional Wellness and School Climate in Middle School (Doctoral dissertation, University of West Georgia).
Sabramani, V., Idris, I. B., Ismail, H., Nadarajaw, T., Zakaria, E., & Kamaluddin, M. R. (2021). Bullying and its associated individual, peer, family and school factors: evidence from Malaysian national secondary school students. International journal of environmental research and public health, 18(13), 7208.
Aboagye, R. G., Seidu, A. A., Hagan, J. E., Frimpong, J. B., Budu, E., Adu, C., … & Ahinkorah, B. O. (2021). A multi-country analysis of the prevalence and factors associated with bullying victimisation among in-school adolescents in sub-Saharan Africa: evidence from the global school-based health survey. BMC psychiatry, 21(1), 1-10.
