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Document2.docx
Presentation.pdf
Document2.docx
Use first person writing and provide references sparingly as the point is to convey a personal story that reflects your career and personal journey of learning and understanding the topic for professional growth.Organize your report using headings that delineate your main ideas associated with your experience pertaining to the (A) The Learning Process (B) Professional Identity and Practice (C) Social Justice and Mission . Include a summary/reflection in which you reflect and summarize on the advocacy project process and how your group worked together. Reflect on your overall experience for the Group Advocacy Project based on the following areas and guiding questions: The Learning Process: To what extent did work on your selected topic impact you personally? How might it influence what you are currently doing in your community? What resources/new learning impacted you the most? How did your work on the topic challenge your opinions, ideas, or questions about the topic or the populations you serve? What did you learn from any of your group members that personally impacted you? Was this good or bad? What did you learn about yourself from that experience? Professional Identity and Practice: What did you learn about the role and functions of a counselor as a result of this project? What did you learn about yourself in the process of exploring the topic and also in the process of working in the team? Who are some key people in your community/setting who you can identify that are critical to your success for translating your ideas relating to this project into practice? Social Justice and Personal Mission: What do you plan to do as a result of the project and when do you plan to do it? What are some steps associated with your goals? What are some barriers, personally or professionally, that you might face in implementing work associated with the project? What are some societal or cultural challenges from a systemic point of view for creating sustainable change and it what ways might you dedicate efforts toward meeting these? Revisit some of the information you learned about your profession in the first course. Some of resources might include ethics, professional organizations, or advocacy groups. Reflect again on the guiding questions presented above. In what ways, if any, does your work align or highlight professional image/identity and any specific areas important in our field?
Presentation.pdf
Bullying Cassie Gates Ayana Young Christina Cox LaTisha Green
Lamar University
Abstract/Overview of Presentation
Bullying in American schools is a significant problem, occurring approximately every seven minutes, with one in three students facing bullying on a weekly basis. This behavior has long-term effects on both the victims and bystanders, as well as the overall school environment. While bullying was once considered a normal part of growing up, experts now recognize it as a power imbalance with serious negative effects on mental health. The repercussions of bullying can be extensive, leading to anxiety, depression, and other psychological issues, as well as decreased life satisfaction. Factors such as age, gender, race, socioeconomic status, sexual orientation, and disabilities can influence the severity and motivations behind bullying. Bullying prevention programs have been created to tackle this issue, and schools are increasingly adopting these programs. However, it's essential to understand the nature of bullying, the characteristics of those involved, and other influential factors before implementing a bullying prevention program in a school, as per national organizations' recommendations.
Objectives/Plan of Action
Objectives • Is there a difference in bullying behavior (bullying and victimization) between male and female children?
• What are the long-term effects of bullying among children
• What effective preventative steps are in place for bullying among children
Plan of Action • Develop an action plan with parents/caregivers and school officials. • Create strategies that will effectively assure safety in the present situation and future
situations. • Acknowledge parent/guardian concerns or frustrations over the bullying situation. • Discuss communication strategies with parents/guardians via email, phone, or in person
meeting. • Remain focused on possible solutions moving forward
Outlined approach to Advocacy/ Group project
Understanding the impact of bullying:
• Long-term effects on victims and bystanders
• Understanding the role that each gender plays in bullying
Factors influencing bullying:
• Age, gender, race, appearance, sexuality and disabilities
• Environmental and influential behaviors
Advocacy strategies:
• Collaborating with schools, teachers, and parents
• Forming progress assessments
• Workshops and trainings
SMART goals / assessment tools
Smart goal: • To assess the effectiveness of a school-based bullying prevention program in reducing the prevalence
of bullying incidents among students aged 10-14 over a one-year period. This allows for evaluations to be made on said programs measuring the effectiveness along with identifying the long-term effects it has on the children in this age group.
Assessment tools:
• Pre- and Post-Implementation Surveys: Surveys administered to students, teachers, and parents to gather data on bullying incidents, perceptions of school safety, and the effectiveness of the prevention program.
• Behavior Incident Reports: School records of reported bullying incidents, including details such as type of bullying behavior, frequency, and individuals involved, to track changes in bullying incidents over time.
• Mental Health Assessments: Pre- and post-assessment of students' mental health using standardized measures to understand the impact of bullying on their psychological well-being.
Evaluation Process / data / Referrals
• Present programs and resources for mental health support for parents and children to community centers, school districts, and boys and girls clubs.
• Utilize counselors, teachers, parents, and medical providers to refer students to support programs and mental health resources.
• Utilize teachers to provide feedback on bullying and improved behavior.
• After school programs for social skills building.
Gaps/ Limitations/ Importance need/population/supportive research
• Need for more diverse and inclusive research that considers the intersectionality of factors such as race, gender, sexual orientation, and socioeconomic status in relation to bullying experiences. Understanding how these intersecting factors influence the dynamics of bullying and its impact on mental health is crucial for developing targeted interventions.
• The role of digital and online platforms in facilitating bullying behaviors among children aged 10-14 is an area that requires further investigation. With the increasing prevalence of cyberbullying, there is a need for research that explores the unique challenges and impacts of online bullying on this specific age group.
• Mental health issues often go unnoticed until they become severe.
• There is often a shortage of counselors, psychologists, or psychiatrists available to adolescents ages 10-14
• Students may feel embarrassed or ashamed to seek help due to stigma.
• Students often lack basic knowledge about mental health and coping strategies.
• Parents might not be adequately informed or involved in their children's mental health care.
• Mental health services may not be culturally sensitive or accessible to all students.
• Schools may lack effective systems for handling mental health crises.
• There is often a lack of follow-up care after initial mental health interventions.
References/Appendix About bullying. (2024, March 12). Youth Violence Prevention. https://www.cdc.gov/youth-violence/about/about-bullying.html
Anderson, M., & Anderson, M. (2024, April 14). Teens, Social Media and Technology 2018. Pew Research Center. https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/
Assistant Secretary for Public Affairs (ASPA). (2022, December 13). Get help now. StopBullying.gov. https://www.stopbullying.gov/resources/get-help-now
Bullying & Cyberbullying Statistics | American SPCC - Risk Factors of Bullying. (2022, July 5). American SPCC. https://americanspcc.org/bullying-statistics- information/
Lembo, V. M. R., dos Santos, M. A., Feijó, M. C. B., Andrade, A. L. M., Zequinão, M. A., & de Oliveira, W. A. (2023). Review of the Characteristics of Boys and Girls Involved in School Bullying. Psicologia: Teoria e Prática, 25(3), 1-19.
Monks, C. P., Smith, P. K., & Kucaba, K. (2021). Peer victimisation in early childhood; observations of participant roles and sex differences. International journal of environmental research and public health, 18(2), 415.
Monopoli, W. J., Margherio, S. M., Evans, S. W., Xiang, J., Brickner, M. A., & Langberg, J. M. (2020). Risk and Protective Factors for Peer Victimization in Adolescents with ADHD. Journal of School Violence, 19(2), 234-247. https://doi.org/10.1080/15388220.2019.1660181
Ms, E. L. (2024, January 19). Why does bullying happen? Healthline. https://www.healthline.com/health/mental-health/what-is-a-risk-factor-for- bullying#understanding-the-risk-factors%E2%80%8B
National Education Association. (n.d.). How to identify bullying | NEA. http://www.nea.org/home/53359.htm
NCES Blog | Measuring Student Safety: New data on bullying rates at school. (n.d.). https://nces.ed.gov/blogs/nces/post/measuring-student-safety-new-data-on- bullying-rates-at-school#:~:text=More%20specifically%2C%20bullying%20was%20reported,percent%20of%20high%20school%20students.
Rubino, M. (2024, January 2). The bullying kids face in 2024. Pleasant Hill, CA Patch. https://patch.com/california/pleasanthill/bullying-kids-face-2024
Simmons, J. A., & Antshel, K. M. (2021/06//). Bullying and Depression in Youth with ADHD: A Systematic Review. Child & Youth Care Forum, 50(3), 379- 414. https://doi.org/10.1007/s10566-020-09586-x
Valera-Pozo, M., Flexas, A., Servera, M., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2021). Long-term profiles of bullying victims and aggressors: a retrospective study. Frontiers in psychology, 12, 631276.
- Slide 1: Bullying
- Slide 2: Abstract/Overview of Presentation
- Slide 3: Objectives/Plan of Action
- Slide 4: Outlined approach to Advocacy/ Group project
- Slide 5: SMART goals / assessment tools
- Slide 6: Evaluation Process / data / Referrals
- Slide 7: Gaps/ Limitations/ Importance need/population/supportive research
- Slide 8: References/Appendix
Document2.docx
Use first person writing and provide references sparingly as the point is to convey a personal story that reflects your career and personal journey of learning and understanding the topic for professional growth.Organize your report using headings that delineate your main ideas associated with your experience pertaining to the (A) The Learning Process (B) Professional Identity and Practice (C) Social Justice and Mission . Include a summary/reflection in which you reflect and summarize on the advocacy project process and how your group worked together. Reflect on your overall experience for the Group Advocacy Project based on the following areas and guiding questions: The Learning Process: To what extent did work on your selected topic impact you personally? How might it influence what you are currently doing in your community? What resources/new learning impacted you the most? How did your work on the topic challenge your opinions, ideas, or questions about the topic or the populations you serve? What did you learn from any of your group members that personally impacted you? Was this good or bad? What did you learn about yourself from that experience? Professional Identity and Practice: What did you learn about the role and functions of a counselor as a result of this project? What did you learn about yourself in the process of exploring the topic and also in the process of working in the team? Who are some key people in your community/setting who you can identify that are critical to your success for translating your ideas relating to this project into practice? Social Justice and Personal Mission: What do you plan to do as a result of the project and when do you plan to do it? What are some steps associated with your goals? What are some barriers, personally or professionally, that you might face in implementing work associated with the project? What are some societal or cultural challenges from a systemic point of view for creating sustainable change and it what ways might you dedicate efforts toward meeting these? Revisit some of the information you learned about your profession in the first course. Some of resources might include ethics, professional organizations, or advocacy groups. Reflect again on the guiding questions presented above. In what ways, if any, does your work align or highlight professional image/identity and any specific areas important in our field?
Presentation.pdf
Bullying Cassie Gates Ayana Young Christina Cox LaTisha Green
Lamar University
Abstract/Overview of Presentation
Bullying in American schools is a significant problem, occurring approximately every seven minutes, with one in three students facing bullying on a weekly basis. This behavior has long-term effects on both the victims and bystanders, as well as the overall school environment. While bullying was once considered a normal part of growing up, experts now recognize it as a power imbalance with serious negative effects on mental health. The repercussions of bullying can be extensive, leading to anxiety, depression, and other psychological issues, as well as decreased life satisfaction. Factors such as age, gender, race, socioeconomic status, sexual orientation, and disabilities can influence the severity and motivations behind bullying. Bullying prevention programs have been created to tackle this issue, and schools are increasingly adopting these programs. However, it's essential to understand the nature of bullying, the characteristics of those involved, and other influential factors before implementing a bullying prevention program in a school, as per national organizations' recommendations.
Objectives/Plan of Action
Objectives • Is there a difference in bullying behavior (bullying and victimization) between male and female children?
• What are the long-term effects of bullying among children
• What effective preventative steps are in place for bullying among children
Plan of Action • Develop an action plan with parents/caregivers and school officials. • Create strategies that will effectively assure safety in the present situation and future
situations. • Acknowledge parent/guardian concerns or frustrations over the bullying situation. • Discuss communication strategies with parents/guardians via email, phone, or in person
meeting. • Remain focused on possible solutions moving forward
Outlined approach to Advocacy/ Group project
Understanding the impact of bullying:
• Long-term effects on victims and bystanders
• Understanding the role that each gender plays in bullying
Factors influencing bullying:
• Age, gender, race, appearance, sexuality and disabilities
• Environmental and influential behaviors
Advocacy strategies:
• Collaborating with schools, teachers, and parents
• Forming progress assessments
• Workshops and trainings
SMART goals / assessment tools
Smart goal: • To assess the effectiveness of a school-based bullying prevention program in reducing the prevalence
of bullying incidents among students aged 10-14 over a one-year period. This allows for evaluations to be made on said programs measuring the effectiveness along with identifying the long-term effects it has on the children in this age group.
Assessment tools:
• Pre- and Post-Implementation Surveys: Surveys administered to students, teachers, and parents to gather data on bullying incidents, perceptions of school safety, and the effectiveness of the prevention program.
• Behavior Incident Reports: School records of reported bullying incidents, including details such as type of bullying behavior, frequency, and individuals involved, to track changes in bullying incidents over time.
• Mental Health Assessments: Pre- and post-assessment of students' mental health using standardized measures to understand the impact of bullying on their psychological well-being.
Evaluation Process / data / Referrals
• Present programs and resources for mental health support for parents and children to community centers, school districts, and boys and girls clubs.
• Utilize counselors, teachers, parents, and medical providers to refer students to support programs and mental health resources.
• Utilize teachers to provide feedback on bullying and improved behavior.
• After school programs for social skills building.
Gaps/ Limitations/ Importance need/population/supportive research
• Need for more diverse and inclusive research that considers the intersectionality of factors such as race, gender, sexual orientation, and socioeconomic status in relation to bullying experiences. Understanding how these intersecting factors influence the dynamics of bullying and its impact on mental health is crucial for developing targeted interventions.
• The role of digital and online platforms in facilitating bullying behaviors among children aged 10-14 is an area that requires further investigation. With the increasing prevalence of cyberbullying, there is a need for research that explores the unique challenges and impacts of online bullying on this specific age group.
• Mental health issues often go unnoticed until they become severe.
• There is often a shortage of counselors, psychologists, or psychiatrists available to adolescents ages 10-14
• Students may feel embarrassed or ashamed to seek help due to stigma.
• Students often lack basic knowledge about mental health and coping strategies.
• Parents might not be adequately informed or involved in their children's mental health care.
• Mental health services may not be culturally sensitive or accessible to all students.
• Schools may lack effective systems for handling mental health crises.
• There is often a lack of follow-up care after initial mental health interventions.
References/Appendix About bullying. (2024, March 12). Youth Violence Prevention. https://www.cdc.gov/youth-violence/about/about-bullying.html
Anderson, M., & Anderson, M. (2024, April 14). Teens, Social Media and Technology 2018. Pew Research Center. https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/
Assistant Secretary for Public Affairs (ASPA). (2022, December 13). Get help now. StopBullying.gov. https://www.stopbullying.gov/resources/get-help-now
Bullying & Cyberbullying Statistics | American SPCC - Risk Factors of Bullying. (2022, July 5). American SPCC. https://americanspcc.org/bullying-statistics- information/
Lembo, V. M. R., dos Santos, M. A., Feijó, M. C. B., Andrade, A. L. M., Zequinão, M. A., & de Oliveira, W. A. (2023). Review of the Characteristics of Boys and Girls Involved in School Bullying. Psicologia: Teoria e Prática, 25(3), 1-19.
Monks, C. P., Smith, P. K., & Kucaba, K. (2021). Peer victimisation in early childhood; observations of participant roles and sex differences. International journal of environmental research and public health, 18(2), 415.
Monopoli, W. J., Margherio, S. M., Evans, S. W., Xiang, J., Brickner, M. A., & Langberg, J. M. (2020). Risk and Protective Factors for Peer Victimization in Adolescents with ADHD. Journal of School Violence, 19(2), 234-247. https://doi.org/10.1080/15388220.2019.1660181
Ms, E. L. (2024, January 19). Why does bullying happen? Healthline. https://www.healthline.com/health/mental-health/what-is-a-risk-factor-for- bullying#understanding-the-risk-factors%E2%80%8B
National Education Association. (n.d.). How to identify bullying | NEA. http://www.nea.org/home/53359.htm
NCES Blog | Measuring Student Safety: New data on bullying rates at school. (n.d.). https://nces.ed.gov/blogs/nces/post/measuring-student-safety-new-data-on- bullying-rates-at-school#:~:text=More%20specifically%2C%20bullying%20was%20reported,percent%20of%20high%20school%20students.
Rubino, M. (2024, January 2). The bullying kids face in 2024. Pleasant Hill, CA Patch. https://patch.com/california/pleasanthill/bullying-kids-face-2024
Simmons, J. A., & Antshel, K. M. (2021/06//). Bullying and Depression in Youth with ADHD: A Systematic Review. Child & Youth Care Forum, 50(3), 379- 414. https://doi.org/10.1007/s10566-020-09586-x
Valera-Pozo, M., Flexas, A., Servera, M., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2021). Long-term profiles of bullying victims and aggressors: a retrospective study. Frontiers in psychology, 12, 631276.
- Slide 1: Bullying
- Slide 2: Abstract/Overview of Presentation
- Slide 3: Objectives/Plan of Action
- Slide 4: Outlined approach to Advocacy/ Group project
- Slide 5: SMART goals / assessment tools
- Slide 6: Evaluation Process / data / Referrals
- Slide 7: Gaps/ Limitations/ Importance need/population/supportive research
- Slide 8: References/Appendix
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