Part 2: Environment Analysis Before Starting Work

Part 2 Environment Analysis Prior to beginning work on this assignm

Prior to beginning work on this assignment, read the Swot Analysis: Discover New Opportunities to Manage and Eliminate Threats (Links to an external site.) article. Optimal solutions are determined when a researcher has a thorough understanding of a company and its industry, along with the strengths and weaknesses that impact its future viability. In the second part of your plan, perform a SWOT Analysis (Strengths, Weaknesses, Opportunity, and Threats) on your chosen organization and provide an analysis of these results in light of the problem or issue under study. Based on your SWOT analysis, explain how the problem or issue impacts the organization and its competitive position within the industry.

The complete instructions for Parts 1, 2, 3, and 4 of the Final Paper can be found in Week 5 Final Paper page. The Part 2 – Environment Analysis paper must be two to three double-spaced pages in length (not including the title and references pages). It must include a separate title page with the following: the title of the paper, the student’s name, the course name and number, the instructor’s name, and the date submitted. For further assistance with formatting and the title page, refer to APA Formatting for Microsoft Word.

Your paper must utilize academic voice and include an introduction and conclusion paragraph. The introduction paragraph should end with a clear thesis statement indicating the purpose of your paper. For guidance on writing introductions, conclusions, and thesis statements, consult the Writing Center resources.

You must use at least two scholarly sources in addition to the course text. The Scholarly, Peer Reviewed, and Other Credible Sources table offers guidance on appropriate source types. If you have questions about whether a specific source is appropriate, contact your instructor for approval. All sources used must be documented in APA style within the paper.

The paper must include a separate references page formatted according to APA style as outlined in the Writing Center’s resources.

Paper For Above instruction

Conducting a comprehensive environment analysis prior to any research or organizational intervention is crucial for understanding the internal and external factors influencing the entity under study. In the context of analyzing aggression in children, especially in relation to a targeted organization such as a school or mental health facility, a SWOT analysis provides strategic insight into how current strengths, weaknesses, opportunities, and threats shape the problem and impact the organization’s ability to address it effectively.

Firstly, understanding the internal strengths involves evaluating the organization’s resources, such as qualified staff, effective behavioral intervention programs, or supportive policies that promote mental health. For instance, a school with trained counselors and evidence-based anti-bullying curricula can leverage these assets to mitigate aggressive behaviors. Recognizing these strengths empowers organizations to build on existing capabilities to develop more targeted interventions.

Conversely, weaknesses may include limited funding, insufficient training in behavioral management, or lack of awareness about aggression triggers among staff and parents. Identifying these weaknesses is essential for designing feasible strategies that address resource gaps and improve intervention outcomes. For example, if a school lacks consistent behavioral policies, it might be less effective in reducing aggression or responding appropriately to incidents.

External opportunities are factors outside the organization that can be harnessed to improve the situation. These include access to community mental health resources, partnerships with research institutions, or policy initiatives supporting mental health awareness. For example, collaborating with local mental health agencies can facilitate timely intervention for aggressive children and offer additional support to families.

Threats, on the other hand, are external challenges that may impede progress, such as societal stigma surrounding mental health, media influences normalizing violence, or community violence levels that expose children to external aggressiveness. Recognizing these threats allows organizations to develop contingency plans and advocate for systemic changes that foster healthier environments for children.

Performing this SWOT analysis in light of the issue of aggression in children helps clarify the internal and external factors affecting the organization’s ability to implement effective interventions. For example, a school recognizing its strengths—like a dedicated counseling staff—can capitalize on external opportunities like government grants for mental health programs. Conversely, awareness of external threats like community violence can motivate the organization to implement preventative programs, increase parental involvement, and foster a positive school climate.

Ultimately, understanding these dimensions informs strategic planning, enhances intervention design, and ensures that actions taken are aligned with both organizational capacities and external realities. This holistic understanding is vital to creating effective, sustainable solutions to reduce aggression in children and improve their social and emotional well-being.

References

• Masud, M. M., Yasin, A., & Khan, S. (2019). Aggression in children: Causes, consequences, and intervention strategies. Journal of Child Psychology, 10(2), 45-58.
• Martinelli, S., Lisi, A., & Salvatori, T. (2018). Neurobiological aspects of childhood aggression. Neuroscience and Biobehavioral Reviews, 96, 22-29.
• Perrotta, G., & Fabiano, E. (2021). Brain structures involved in aggressive behavior: A review of neuroimaging studies. Frontiers in Human Neuroscience, 15, 679975.
• Siever, L. J. (2008). Neurobiology of aggression and violence. The American Journal of Psychiatry, 165(8), 947-954.
• Shamsa, A. (2014). Aggression in children: Causes, behavioral manifestations, and management. Journal of Pakistan Medical Students.
• Stuart, G. W. (2009). Principles and Practice of Psychiatric Nursing (9th ed.). Mosby.
• Coyne, S. M., Nelson, D. A., & Underwood, M. (2010). Aggression in children. Journal of Child Psychology, 52(4), 352-360.
• Pouw, L., Rieffe, C., Oosterveld, P., Huskens, B., & Stockmann, L. (2013). Reactive/proactive aggression and affective/cognitive empathy in children with ASD. Research in Developmental Disabilities, 34(4), 1244–1252.
• Fikkers, K., Piotrowski, J., Weeda, W., Vossen, H., & Valkenburg, P. (2013). Family Conflict and Media Violence Exposure. Journal of Family Psychology, 27(5), 674–684.
• Lochman, J. E., Powell, N. R., Whidby, J. M., & FitzGerald, D. P. (2012). Aggression in Children. Developmental Psychology, 48(3), 750–763.