Bullying: What Every Adult Needs to Know

Order instructions 

Watch the following video Bullying: What Every Adult Needs to Know. Be sure to take notes as you watch as you will apply what you learn to the following questions:

  1. At times we have heard bullies say that they did not intend to cause any problems with their peers and that they were merely having fun. They may indicate that the child who says they are the victim of bullying is overreacting. How should schools or other adults respond to this statement?
  2. Compare the characteristics of those who are bullies to the victims of bullying. Describe a scenario that could result in a bullying incident when children with these characteristics come into contact with each other.
  3. How can teachers and parents be involved in monitoring bullying behavior and what actions should they take if they suspect a child has become the victim of bullying?
  4. Describe an intervention program that you would develop to address the behavior of children who are bullies and explain your rationale.
  5. Discuss how issues of gender and diversity might be reflected in bullying incidents of bullying.

Submit your response to the W4: Assignment 2 Dropbox by Week 4, Day 7. Your response should be 3-5 pages long and include a cover page and reference list.

Paraclete Press. (2003). Bullying: What Every Adult Needs to Know. Alexander Street. Retrieved from http://search.alexanderstreet.com.libproxy.edmc.edu/psychology-counseling/view/work/1779396

Assignment 2 Grading Criteria
Maximum Points
Explained appropriate response to statements made by bullies that their behavior was not intended to be bullying and that victims are overreacting.
16
Compared characteristics of bullies and victims and described how bullying might occur when these children with these characteristics intersect.
16
Discussed monitoring and actions that teachers and parents can implement to address bullying.
16
Described an intervention program for bullies.
16
Discussed the role of gender and diversity in bullying.
16
Wrote in a clear, concise and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
20
Total:
100

Order instructions 

Identifying Misleading Information in an Argument

“Identifying Misleading Information in an Argument”

  • Consider the following argument: There are many arguments for the elimination or modification of current U. S. drug laws, but one of the most persuasive involves what negative effects drug laws are having on society in comparison with the effects of the drugs themselves. In the past ten years, most forms of drug use have dropped significantly, especially among teens. Despite this, non-violent drug offenders accounted for 21.1 percent of the federal prison population. First time drug offenders serve, on average, a sentence three months longer than kidnappers, nine months longer than burglars, and thirty-three months longer than sex abusers. In 1992, the average cost of keeping an inmate in either state or federal prison was about $20,000 per prisoner per year. The United States has the highest incarceration rate in the world, with 455 prisoners per 100,000 population. It is maintaining these prisoners at great expense in an environment where they are unlikely to develop a socially constructive attitude. Perhaps it is time that we reconsider our attitudes toward those who choose to use drugs; failure to do so may cost society even more than it already has.
    • Determine whether or not the argument uses any deceptive statistics. Give your opinion on whether or not the argument has persuaded you. Explain why or why not.
    • Determine the primary ways in which statistics or authority are used in your current position in developing persuasive arguments, and provide examples of such use.

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