Respond To Colleagues By Offering Additional Development

Respond A Colleagues By Offering An Additional Development Theory And

Respond a colleagues by offering an additional development theory and explaining its connection to the act of bullying. Please use the Learning Resources to support your response. Social learning theory is a moral development theory that suggests that behavior can be learned (Zastrow et al., 2019). While thinking of the social learning theory, you can use an example of bullying to illustrate the definition. Children can be brought up in a home where parents use positive reinforcement and manners and respect, but a child can still become a bully.

Even though the “right” behavior is taught in the home, the influence of peers can cause a child to learn how to behave negatively in their social environment (Zastrow et al., 2019). Also, if a child is being treated poorly at home, they could harbor those emotions and take them out on other children. We see in mass media that most times that bullies have a poor home life which affects their mood and causes them to lash out at their peers. Sometimes it is to seek attention from anyone. Bullies can also learn from other bullies.

Meaning, that they will see a peer treat another peer poorly and begin to chime in on the negativity. Cyberbullying has taken over in modern times due to social media (Brown et al., 2017). Social media allows people that are essentially strangers to comment on your life and say negative things. People you know are also able to make anonymous accounts where they can say negative things as well. This is often done during adolescent stages and between school-aged children.

There have been many cases where cyberbullying has had a negative result on the victim sometimes causing them to end their life. According to Brown et al., traditional bullying and cyberbullying differ in many ways (2017). Before social media, victims of bullying could go home and have some hours where they are not being harassed or taunted. However, with cyberbullying, the victim can be reached 24/7. As I previously stated, these bullies can make numerous accounts and continue to be negative towards the victim.

Now bullies can technically follow someone home, distract them from their school and other activities. Even though the activities of bullying may differ, it still has the effects of psychological, emotional, and possible physical harm. Brown, C. F., Demaray, M. K., Tennant, J. E., & Jenkins, L. N. (2017). Cyber victimization in high school: Measurement, overlap with face-to-face victimization, and associations with social–emotional outcomes. School Psychology Review, 46(3). doi:10.17105/spr-.v46-3

Zastrow, C., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

Paper For Above instruction

In addition to social learning theory, the Ericson's Psychosocial Development Theory provides valuable insights into understanding the behavior of bullies, particularly through its emphasis on identity formation and peer influence during adolescence. Developed by Erik Erikson, this psychosocial theory posits that individuals go through specific stages in life, each characterized by a central conflict that must be resolved for healthy development. During adolescence, the key stage is "Identity vs. Role Confusion," where peer relationships play a crucial role in shaping self-concept and social behavior. When this stage is troubled, individuals might seek to assert their identity through negative behaviors such as bullying, which they perceive as a means of gaining recognition, dominance, or belonging within a peer group (Erikson, 1968).

The connection between Erikson’s theory and bullying becomes evident when considering the developmental need for peer acceptance during adolescence. For some youths, engaging in bullying acts—whether physical, verbal, or cyber—can be a misguided attempt to establish a strong social identity or assert dominance over peers, especially if they face internal conflicts or lack self-esteem. Bullying behavior, in this context, can serve as an external validation tool amidst the turbulent process of identity formation (Juvonen & Graham, 2014). When adolescents are unsure about their role or status within their social groups, they may resort to bullying as a way to mask insecurities and seek peer approval.

Furthermore, Erikson’s theory emphasizes the importance of social relationships and the influence of external factors on development. If a young person lacks positive role models or experiences inconsistent support from family or community, they may be more vulnerable to engaging in antisocial behaviors like bullying. This aligns with findings that many bullies come from environments where they feel powerless or neglected, and bullying becomes a method of exerting control or gaining respect (Olweus, 2013).

Cyberbullying can be viewed through Erikson's stage as an extension of identity struggles, amplified by the anonymity and pervasive nature of social media platforms. Adolescents use online spaces to experiment with different facets of their identity; however, if their real-world self-esteem is fragile, they might act out in harmful ways online to cope with feelings of inadequacy, thereby exacerbating the cycle of bullying (Kowalski et al., 2014). This phenomenon demonstrates how developmental concerns about identity development are intricately linked to the emergence and sustenance of bullying behaviors.

In sum, Erikson's psychosocial theory offers a comprehensive framework for understanding the developmental roots of bullying. It highlights the importance of healthy identity development and supportive social environments in mitigating aggressive behaviors. Interventions aimed at strengthening adolescents’ sense of self and promoting positive peer interactions may serve as effective strategies in preventing both traditional and cyberbullying. Recognizing the developmental stage of adolescents as critical for identity exploration underscores the importance of fostering environments that provide acceptance and support, thereby reducing the likelihood of bullying and its devastating consequences.

References

• Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.
• Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of peer influence. Educational Psychologist, 49(3), 159-172.
• Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Cyberbullying among college students: The role of the internet in children’s social development. Journal of College Student Development, 55(2), 121-135.
• Olweus, D. (2013). Bullying at school: What we know and what we can do. Wiley-Blackwell.
• Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.