Case Study 2: Bullying - The Amanda Todd Story

Case Study 2 Bullying The Amanda Todd Storydue Week 8 And Worth 130

Recent history illustrates that bullying is a growing problem among today’s youth in the United States. Amanda Todd, for example, was only fifteen (15) years old when she committed suicide after being bullied by her peers for over a year. Watch the video titled “Amanda Todd’s Story: Struggling, Bullying, Suicidal, Self-harm” (8 min 55 s). Video Source: ChisVideos. (2012, October 11). Amanda Todd’s Story: Struggling, Bullying, Suicidal, Self-harm [Video file]. Retrieved from ; This video can be viewed from within your online course shell. Use your textbook, the Internet, and/or Strayer Library to research articles on bullying cases that occur today.

Write a two to three (2-3) page paper in which you: Describe at least two (2) types of bullying to which Amanda Todd was subjected. Identify at least three (3) consequences that Amanda Todd experienced as a result of being bullied, and discuss her attempts to deal with them. Recommend two (2) strategies that you believe Amanda’s parents, teachers, and authorities could have used in order to reduce episodes of bullying of Amanda and thus prevent Amanda’s suicide.

Compare at least two (2) similarities and two (2) differences between the bullying cases that take place today with those cases that took place when you attended high school. Explain the key contributing factors that you believe led to bullying behaviors. Next, suggest at least three (3) ways in which prevention programs can reduce bullying cases overall. Use at least two (2) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.

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; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. 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 and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: Explore the relationship of illicit drugs, gangs, and forms of delinquency. Explicate the types of prevention programs that are likely to work with high-risk youngsters. Use technology and information resources to research issues in juvenile delinquency and justice. Write clearly and concisely about juvenile delinquency and justice using proper writing mechanics.

Paper For Above instruction

The tragic case of Amanda Todd sheds light on the severe consequences of bullying and highlights the urgency for effective intervention strategies. Understanding the types of bullying she endured, her resultant challenges, and potential preventive measures can provide valuable insights into addressing this widespread issue.

Types of Bullying Amanda Todd Suffered

Amanda Todd was subjected to various forms of bullying, two of which stand out prominently: cyberbullying and social bullying. Cyberbullying involved the malicious use of digital platforms to harass, threaten, and humiliate her. An example of this was the widespread sharing of her intimate images online, which spiraled into relentless online harassment and social rejection. This form of bullying is particularly insidious because it extends beyond school grounds, following victims into their homes and personal spaces, making escape difficult. The second type, social bullying, involved rumors, exclusion, and peer rejection. Amanda experienced social isolation as her classmates and peers ostracized her, often spreading malicious rumors that damaged her reputation and self-esteem. This social rejection deepened her feelings of alienation, leading her to withdraw from social interactions and seek solace online.

Consequences and Her Attempts to Cope

Amanda Todd faced numerous devastating consequences resulting from prolonged bullying. Firstly, she suffered from severe emotional distress, including depression and anxiety, which are common responses to sustained harassment. Her mental health deteriorated significantly, leading her to self-harm and contemplate suicide, eventually succumbing to these pressures. Secondly, the psychological trauma caused her to withdraw socially, diminishing her self-confidence and ability to trust others. Thirdly, the humiliation and public exposure of her images compounded her suffering, intensifying her feelings of shame and helplessness. Despite these challenges, Amanda attempted various coping mechanisms. She confided in a few trusted individuals, sought therapy, and spoke publicly about her struggles to raise awareness. However, these efforts were insufficient to counteract the overwhelming abuse she faced, illustrating the need for broader protective interventions.

Strategies for Prevention

To prevent bullying like that experienced by Amanda, proactive strategies should involve coordinated efforts among parents, educators, and authorities. One effective approach is the implementation of comprehensive anti-bullying programs in schools that focus on fostering a positive school climate and teaching empathy, respect, and digital responsibility. Parents can also participate in educational programs that increase their awareness of online safety and cyberbullying signs. A second strategy involves promoting open communication channels between students and adults, enabling victims to report abuse early without fear of retaliation. Establishing peer mentoring programs can also empower students to support each other and intervene when witnessing bullying. These strategies can collectively create an environment that discourages bullying behaviors and encourages helpful intervention.

Comparison of Bullying Cases Then and Now

Comparing bullying from the past to current scenarios reveals both similarities and differences. One similarity is that bullying often stems from social exclusion and peer dynamics, which have persisted across decades. Both then and now, the desire for social acceptance remains a fundamental motivator. A second similarity is the role of technology in amplifying bullying—today's cyberbullying mirrors traditional forms but is enabled by social media and smartphones, making harassment more pervasive and harder to escape. The differences include the scale and immediacy; past bullying may have been confined to school hours and physical spaces, whereas today, digital bullying occurs 24/7 and reaches a broader audience instantly. Additionally, the severity has intensified with the cyber realm facilitating anonymous attacks, often leading to more relentless and damaging harassment.

Contributing Factors and Prevention Measures

Several factors contribute to bullying behaviors, including peer pressure, social hierarchies, family environment, and media influence. A lack of empathy and poor conflict resolution skills among youth further exacerbate these behaviors. To address these issues, prevention programs should focus on social-emotional learning, teaching students skills such as empathy, conflict management, and digital literacy. Schools should incorporate evidence-based programs like the Olweus Bullying Prevention Program or the KiVa program, which have demonstrated success in reducing bullying incidents. Additionally, fostering a supportive school climate through inclusive policies and involving parents can reinforce anti-bullying norms.

Lastly, community-wide initiatives that involve law enforcement and mental health services can tackle underlying issues like family violence and social inequality. Encouraging student-led anti-bullying campaigns can promote peer accountability. Overall, a multi-faceted approach that combines education, community engagement, and policy enforcement is crucial to effectively reduce bullying rates and safeguard vulnerable youth.

References

• Bradshaw, C. P., Waasdorp, T. E., & O’Brennan, L. M. (2013). The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Victimization. Journal of Educational Psychology, 105(4), 1077–1087.
• Craig, W. M., & Pepler, D. J. (2014). Insights into bullying: Developmental, social, and educational aspects. Journal of School Violence, 13(4), 373–385.
• Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the Digital Age: A Critical Review and Meta-Analysis of Cyberbullying Research. Psychology Bulletin, 140(4), 1073–1137.
• Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Blackwell Publishing.
• Salmivalli, C., & Peets, K. (2013). Bullying and Peer Relations. In S. R. Jimerson, S. S. Swearer, & D. L. Espelage (Eds.), Handbook of School Violence and School Safety: International Research and Practice (pp. 53-66). Routledge.
• Smith, P. K., & Friendship, C. (2018). Understanding and Preventing Bullying: An International Perspective. Oxford University Press.
• Sweeting, H., & West, P. (2019). School bullying, victimization, and mental health: Evidence from a longitudinal cohort study. Journal of Adolescence, 73, 76–85.
• Wang, J., Iannotti, R. J., & Nansel, T. R. (2014). School Bullying, Cyberbullying, and Psychosocial Adjustment in Early Adolescence. Journal of Adolescent Health, 55(5), 602–607.
• Yoon, J., & Bauman, S. (2010). Bullying in Schools: An examination of the Impact of School Climate and Bullying Prevention Strategies. Journal of School Violence, 9(4), 301–322.
• Zych, I., & Farrington, D. P. (2019). The Developmental Trajectory of Bullying and Cyberbullying Victimization and Perpetration: A Systematic Review. Aggression and Violent Behavior, 47, 101336.