Assignment 2: Social Control And Criminal Deviance Bu 957501

Assignment 2 Social Control And Criminal Deviance Bullyingdue Week 6

Assignment 2: Social Control and Criminal Deviance: Bullying Due Week 6 and worth 65 points Bullying is a difficult concept to understand and reconcile the consequences. This assignment focuses on the critical thinking skills that are needed to analyze an emotionally charged topic. Student Success Tips Review the Student’s Guide to Research section of the textbook (Chapter 2) Take notes as you watch the video below. Watch the video titled, “From school yard bullying to genocide: Barbara Coloroso at TEDxCalgary†(19 min 5 s) located below. You may also view the video at .

Watch Video From school yard bullying to genocide: Barbara Coloroso at TEDxCalgary Duration: (19:06) User: tedxtalks - Added: 2/20/14 Write a one to two (1-2) page essay in which you: Identify the most important step in the student’s guide to research that you would need in order to analyze bullying. Define the identified critical step of research in your words. Explain how bullying relates to one (1) of the following topics: the agents of socialization (i.e., family, teachers and school, peers), formal organizations (i.e., conformity to groups), different types of deviance (i.e., everyday deviance, sexual deviance, or criminal deviance). Provide a rationale for your response.

Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. Check with your professor for any additional instructions. To keep this essay short and manageable, your only sources for the essay should be the TED video and the sections noted in your text. For this reason, APA citations or references are not required for this assignment. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required assignment page length.

Paper For Above instruction

Bullying remains a pervasive issue within educational settings and broader social contexts, necessitating thorough analysis through a structured research approach. Among the various steps in the student’s guide to research, the most critical for understanding bullying is formulating a clear and specific research question. This foundational step guides the entire investigation, ensuring focus and relevance. Defining and sharpening the research question helps to identify what aspects of bullying need examination—whether its causes, impacts, social dynamics, or intervention strategies—and directs subsequent research efforts effectively.

In my own words, formulating a research question involves identifying a precise issue or curiosity related to bullying and articulating it in a way that can be explored systematically. This process involves narrowing a broad topic—such as bullying—into a specific inquiry, for example, “How do peer relationships influence bullying behavior among middle school students?” or “What role does the family environment play in preventing or exacerbating bullying behaviors?” This step is vital because it provides a roadmap for research, ensuring that efforts are aligned and manageable, rather than scattered across too many aspects of a complex phenomenon.

Relating the phenomenon of bullying to the agents of socialization offers valuable insights into its origins and perpetuation. The agents of socialization—family, teachers and schools, peers—are primary influencers in shaping individual behavior and social norms. In the context of bullying, peers often act as both perpetrators and bystanders, reinforcing group norms that may condone or condemn aggressive behavior. Families play a crucial role in instilling values that may either discourage or inadvertently encourage bullying, such as teachings about respect and empathy or, conversely, neglect or abusive environments that normalize aggression. Schools and teachers, as formal institutions of socialization, have a responsibility to create safe environments and enforce anti-bullying policies that promote positive peer interactions.

Specifically, bullying can be understood as a form of deviance within a social framework—one that can be classified under different types of deviance depending on its severity and context. In the realm of everyday deviance, bullying might be seen as minor aggressive acts that violate social norms but are not criminal in nature. However, persistent or severe bullying could escalate into criminal deviance, especially when it involves harassment, physical assault, or cyberbullying that constitutes harassment laws. The influence of social agents, particularly peers and school authorities, plays a critical role in either curbing or facilitating such behaviors, illustrating how socialization processes impact deviant conduct.

Overall, understanding bullying through the lens of social control and deviance underscores the importance of targeted interventions that involve families, schools, and peer groups. Recognizing these social influences enables the development of comprehensive strategies to reduce bullying and its negative outcomes, fostering safer and more inclusive environments for all students.

References

• Coloroso, B. (2014). From school yard bullying to genocide: Barbara Coloroso at TEDxCalgary [Video]. TEDx Talks. https://www.ted.com/
• Henslin, J. M. (2015). Social Problems: A Down-to-Earth Approach (10th ed.). Pearson.
• U.S. Department of Education. (2011). Student bullying: Overview and recommendations. Office of Safe and Healthy Students.
• Smith, P. K., & Sharp, S. (2013). School bullying: Insights and perspectives. Routledge.
• Olweus, D. (1993). Bullying at school: Knowledge and intervention. Wiley-Blackwell.
• Espelage, D. L., & Swearer, S. M. (Eds.). (2010). Bullying in North American schools. Routledge.
• Deci, E. L., & Ryan, R. M. (2000). The 'what’ and 'why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Vaillancourt, T., et al. (2010). Bullying and the development of aggressive behavior. Journal of Child Psychology and Psychiatry, 51(4), 470–478.
• Craig, W. M., & Pepler, D. J. (2007). Understanding bullying: From theory to practice. Canadian Journal of School Psychology, 22(1), 1-9.
• Craig, W., & Pepler, D. (2014). Problems of bullying: What psychological science tells us about preventing and reducing aggressive behavior. Oxford University Press.