Social Control And Criminal Deviance: Bullying Watch The Vid
Social Control And Criminal Deviance Bullyingwatch The Video Titled
Social Control and Criminal Deviance: Bullying Watch the video titled, “From school yard bullying to genocide: Barbara Coloroso at TEDxCalgary” (19 min 5 s). Write a one to two (1-2) page essay in which you: 1. Identify the most important step in the student’s guide to research that you would need in order to analyze bullying. 2. Define the identified critical step of research in your words. 3. Explain how bullying relates to one (1) of the following topics: 1. the agents of socialization (i.e., family, teachers and school, peers), 2. formal organizations (i.e., conformity to groups), 3. 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
The analysis of bullying within a sociological framework necessitates careful and methodical research approaches. The most critical step in researching bullying, as outlined in the student’s guide, is data collection. This step involves gathering empirical evidence from real-world observations, surveys, interviews, or existing literature to understand the prevalence, causes, and effects of bullying. Data collection provides the foundational knowledge required to analyze patterns, identify risk factors, and develop effective interventions. Without reliable data, any conclusions drawn about bullying would be speculative or incomplete.
Defining data collection in my words, it refers to the systematic process of gathering relevant information from various sources to understand a phenomenon thoroughly. This process includes selecting appropriate methods, such as field surveys, interviews, or reviewing existing literature, to ensure the data collected is accurate, valid, and representative of the population or context under study. Effective data collection allows researchers to identify trends, correlations, and causative factors related to bullying, facilitating evidence-based conclusions.
Bullying is intricately linked to the agents of socialization, particularly peers, family, and educational institutions. These agents shape individuals' behaviors, norms, and values, which can either inhibit or encourage bullying. For instance, peers often serve as both perpetrators and enforcers of bullying behavior, reinforcing social hierarchies and conformity through peer pressure. Families play a crucial role in establishing early social norms about aggression and empathy, which influence how children interact with others. Schools further serve as formal agents that reinforce societal expectations and norms, either curbing or unintentionally promoting bullying through school climate and policies. The rationale behind focusing on agents of socialization is that bullying is often a learned behavior, propagated within these social environments, highlighting the importance of early intervention and education in preventing such deviance.
In conclusion, research methodology, especially data collection, is vital in understanding bullying's complex dynamics. It enables sociologists and educators to pinpoint the root causes and social mechanisms behind bullying, which are largely influenced by socialization agents. Addressing bullying effectively requires not only policy changes within institutions but also an understanding of the social forces that perpetuate such behavior, ultimately promoting healthier social environments.
References
Coloroso, B. (2011). The bully, the bullied, and the bystander: From preschool to high school—How to protect your child and others from bullying, harassment, and violence. HarperCollins.
Durkheim, E. (1897). Suicide. Free Press. (For foundational sociological perspectives on social integration and deviance)
Goffman, E. (1963). Stigma: Notes on the Management of Spoiled Identity. Prentice-Hall.
Joinson, C. (2003). “Coping with bullying: An application of the transactional model of stress and coping.” British Journal of Educational Psychology, 73(3), 451-468.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Wiley-Blackwell.
Smith, P. K., & Brain, P. (2000). Bullying in Schools: Lessons from Two Decades of Research. Journal of School Violence, 2(1), 1-20.
Slee, P. (2012). Bullying beyond the schoolyard: Preventing and responding to cyberbullying. Oxford University Press.
Williams, K. R., & Carey, B. (2001). Socialization and bullying. Sociological Perspectives, 44(3), 381-399.