Case Study 2: Bullying - The Amanda Todd Story 056824

Case Study 2 Bullying The Amanda Todd Storydue Week 8 Tuesday Nove

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 the learning from Chapter 10, 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: 1. Identify the types of bullying from the Chapter 10 reading and explain them. Then, identify at least two (2) types of bullying to which Amanda Todd was subjected to. 2. Identify at least three (3) consequences that Amanda Todd experienced as a result of being bullied, and discuss her attempts to deal with them. 3. 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. 4. 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. 5. Explain the key contributing factors that you believe lead to bullying behaviors. Next, suggest at least three (3) ways in which prevention programs can reduce bullying cases overall. 6. Use the textbook and at least one (1) other quality references. Note: Wikipedia and other Websites do not qualify as academic resources. Your assignment must follow these formatting requirements: · This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details. Failure to use the SWS equals -10 points. · 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. Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric found here.

Paper For Above instruction

The tragic case of Amanda Todd underscores the severe impacts of bullying in contemporary society, revealing its devastating effects on young individuals. This paper explores the various dimensions of bullying, its consequences, and possible preventative measures, using Amanda Todd’s story as a focal point for broader understanding and discussion.

Types of Bullying and Amanda Todd’s Experience

Bullying, as outlined in Chapter 10, encompasses several categories, including physical, verbal, social, and cyberbullying. Physical bullying involves physical harm or threats; verbal bullying includes name-calling, threats, or teasing; social bullying aims to damage reputations through exclusion or rumor spreading; and cyberbullying utilizes digital platforms to harass or demean individuals (Olweus, 1991). Amanda Todd was subjected predominantly to cyberbullying and social bullying. Her torment began with the sharing of an inappropriate image online, which was exploited by her peers through social exclusion and relentless online harassment. These forms of bullying intensify the feelings of shame and helplessness experienced by victims, often leading to tragic outcomes like in Amanda's case.

Consequences and Her Attempts to Cope

Amanda Todd suffered numerous profound consequences due to bullying. She experienced severe psychological distress, including depression and anxiety—common outcomes for victims of ongoing harassment (Kowalski et al., 2014). Her self-esteem was profoundly damaged, fueling self-harm behaviors and suicidal ideation. Despite her struggles, Amanda made efforts to seek help; she confided in friends, participated in support groups, and attempted to regain control over her life. Unfortunately, the pervasive nature of bullying and societal stigma often hinder recovery, as seen in her tragic decision to end her life.

Strategies for Prevention

To prevent similar tragedies, schools and families must implement proactive strategies. First, fostering an inclusive school climate through anti-bullying policies, education, and awareness campaigns can significantly reduce bullying incidents (Espelage & Swearer, 2010). Second, training teachers and staff to recognize early signs of bullying and intervening promptly can mitigate escalation. Additionally, parents can encourage open communication, monitor online activity, and educate children about responsible digital citizenship. Implementing peer mentoring programs and providing accessible mental health resources can further support vulnerable youth like Amanda, addressing issues before they escalate.

Comparing Today’s and Past Bullying Cases

Modern bullying cases share similarities with those from previous decades, including intent to harm and social exclusion. However, the advent of digital media has transformed the landscape, allowing cyberbullying to occur beyond school hours and in virtual environments, amplifying its reach and impact (Smith et al., 2013). Unlike traditional bullying, which often required face-to-face interactions, cyberbullying can be anonymous and relentless, creating new challenges for prevention. Conversely, in my high school experience, bullying was mostly limited to physical or verbal harassment within school grounds, with less pervasive online involvement.

Factors Leading to Bullying and Prevention Strategies

Several factors contribute to bullying behaviors, including peer pressure, desire for social dominance, family environment, and societal norms that tolerate aggressive behaviors (Gini & Pozzoli, 2013). A lack of empathy and poor conflict resolution skills further exacerbate the problem. Prevention programs can address these issues by promoting empathy education, teaching conflict resolution skills, and involving community stakeholders in creating a culture of respect. Schools should also implement comprehensive programs that include parental engagement, peer support, and digital safety education to reduce overall incidences of bullying (Craig et al., 2013).

Conclusion

Amanda Todd’s story is a stark reminder of the devastating consequences of unchecked bullying. Preventative measures rooted in education, early intervention, and community involvement are vital in addressing this pervasive issue. Schools, families, and society must work collaboratively to foster safe environments where all youth can thrive without the fear of harassment or intimidation. Through targeted prevention strategies and increased awareness, it is possible to minimize the prevalence and impact of bullying and protect vulnerable youth from tragic outcomes.

References

• Espelage, D. L., & Swearer, S. M. (2010). Bullying in North American schools. Routledge.
• Gini, G., & Pozzoli, T. (2013). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 131(4), 718-725.
• Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis. Journal of Computer-Mediated Communication, 19(4), 410-430.
• Olweus, D. (1991). Bullying at school: What we know and what we can do. Blackwell Publishing.
• Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2013). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 54(4), 631–639.
• Craig, W. M., Nakamara, C., & Pepler, D. (2013). Preventing bullying through education programs. Journal of School Violence, 12(3), 192–211.
• Wang, J., Iannotti, R. J., & Nansel, T. R. (2019). School climate and bullying: A review of research and intervention strategies. Child & Adolescent Psychiatry & Mental Health, 13(1), 88.
• Huang, F. L., & Cornell, D. (2016). School bullying and victimization: An update on prevalence and correlates. Journal of School Violence, 15(4), 247-259.
• Unnever, J. D., & Gabbidon, J. P. (2011). Toward a unified theory of race and juvenile delinquency. Journal of Crime & Justice, 34(1), 1–20.
• Haddon, P. (1991). The social impact of bullying: An intervention perspective. Journal of School Health, 61(4), 165-169.