RESEARCH PAPER

Annotated Bibliography

Camodeca, M., Caravita, S. C., & Coppola, G. (2015). Bullying in preschool: The associations between participant roles, social competence, and social preference. Aggressive behavior, 41(4), 310-321.

The source outlines and discusses different participant and their role in bullying. Its focus is on preschool children. The participant such as victims, bully, and defender of the victim and follower roles are discussed in the article to identify their association with social competence and development among children. The source is in line with the subject matter as it also explores whether the social status among children affects their relationship with others and the connection between social development and bullying.

The sources investigate bullying roles using the response of around three hundred and twenty children aged between three to six years. Other sources of information on bullying and social development were peer reports based on observation in classrooms and playground and teachers reports given on bullying. The results showed clear differences among the roles on the effect of bullying and social competence and development. The source is recommended for the study of the above subject matters as it clearly shows how different roles of participants are affected by social interaction and relationship with other children.

I give preference for this source since it involves the investigation of different roles played by different participant involved in bullying crimes. It help understands the different effect expected on the social development of varying participant in bullying. It gives varying results such as how the victim in bullying will behave differently towards social development compared to a defender of the victims. Another reason why give preference to the source is that it assesses bullying linked at a very young age of children with expectation further change of roles as they grow up.

Garandeau, C. F., Vartio, A., Poskiparta, E., & Salmivalli, C. (2016). School bullies’ intention to change behavior following teacher interventions: Effects of empathy arousal, condemning of bullying, and blaming of the perpetrator. Prevention science, 17(8), 1034-1043.

The sources examine the effect of bullying in school among children and how participants involved can change their behavior through teacher intervention. The articles also look at the impact of teacher intervention in understanding arousal, blaming and reproving of bullying affects social behavior and change of the characteristic of children towards bullying. Their intention and interest in teachers are to reduce bullying in the school as he/ she changes the children behavior. These change of behavior among children involved in bullying lead to the social development of the young children in the community that they would embrace as they grow up.

The source uses two approaches to implement the anti-bullying program incited by the different school to study the effect of bullying on social development in young children. The discussion in school was aimed at coming up with a report on how they feel the teachers arouse their empathy, who to blame the victims and how they condemn their behavior. The teacher used phase such as bullying will not be tolerated in school to tries and change the behavior of the victims of a bully. These show how the source is useful in understanding and using in the study of bullying effect on the social development of young children. The sources are recommended to use in the above subject matter since the result show that the intention of making the participants feel empathy of the behaviors and condemning their acts towards each other has increased their plan to stop their behavior. These show their need to change their social behavior that in turn leads to feeling interaction and cooperation in the society.

Healy, K. L., Sanders, M. R., & Iyer, A. (2015). Parenting practices, children’s peer relationships and being bullied at school. Journal of Child and Family Studies, 24(1), 127-140.

The article focus on the parent effort and relationship in up bring his/ her children both socially and emotional in developing social skills to his children’s. It also emphasizes on the parent offering support toward children developing the relationship with other children as well as children’s peer relationship in school and bullying in school. The source shows that parent has an excellent role to play towards the social development of their children when exposed to bullying. It also shows that school only intervenes in reducing bullying in school; thus, the role of social development left to parenting. The article indicates that school bullying has a severe mental impact on the life of children. The article uses children age of five and twelve involving their parents to conduct their survey about social development and bullying among young children.

The sources are useful in the study of the above subject matter since it shows the impact of parenting towards the social development of children in creating friendship, interaction, and emotional control in society. The above facts of parenting are known to determine children risk to bullying. According to the source, parents have a complete measure of their children social behavior and pear creation. The article implies that children who are mostly bullied in school are as a result of poor expose in peer relationship than non-bullied children. The source also show-parenting discrimination among his/ her children contributes to bullying in school. These sources the best when referring to bullying and social development of children since it discusses the role-play by the teacher, parent, and the child toward bullying in school and social life.

Jenkins, L. N., Demaray, M. K., & Tennant, J. (2017). Social, emotional, and cognitive factors associated with bullying. School psychology review, 46(1), 42-64.

Jenkins, Tennant, and Demaray ray their focus on the characteristic of the peer who engages in bullying roles, measurement of bullying role, understanding of children behavior that limited interaction with others as well as the role of peer and adult in reducing or preventing bullying. The source also focuses on social support and wellbeing of a victim of bullying in school. Their interest involves emotional and cognitive factors of children involved in bullying and others misfortune thus making it a relevant source to provide information on the subject matter.

The main article purpose is to understand the significant relationship between bullying experiences such as victims and emotional, social and cognitive factors that affect the development of children. It pays attention to the social skills of children such as interaction, cooperation, and taking responsibility. The emotional difficulties experience by bullying victims includes having school problems, challenges in internalizing problem and personal change. In cognitive factors, they concentrated in an executive functioning skill such as victim’s flexibility and emotional regulation as well as inhibitory factors.

The source shows that both boys and girls at school experience social and emotional difficulties when associated or become victims of bullying. Bullying role affects cognitive factors leading t change of behaviors of children as they grow. The article emphasizes the importance of determining social development effect associated with bullying. Its focus on consideration in providing social and emotional support to children exposed to the risk of becoming victims of bullying. These enhance their social development such as cooperation and interaction although they expose to harassment.

Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Psychology, health & medicine, 22(sup1), 240-253.

According to Menesini and Salmiyalli bullying is an expression of violence among children. They emphasize that bullying is an act aggressiveness carried out by individuals or a group toward victims who cannot defend themselves. The article is useful in understanding the behaviors associated with children involved in bullying activities in school. The authors analyze different characteristics that stipulate bullying such as intentionality, repetition of specific actions and imbalance of power.

The sources also focus on the different level of bullying experience among children and how it affects their social interaction and relationship with others over time. It also distinguishes bullying based on gender differences to give a clear view of how boys and girls are affected in term of social grow, interaction, and relationship within the community. These make it the best site to understand how different gender copes with bullying and which gender is more involved in bullying under what circumstances.

I recommend these sources since it indicates a well different type of bullying involved with children and how each affects their social interaction in society. The articles also show how long each kind of bullying last thus showing its implication on one social life and development. These show the effect of behavior change expected to the involved participants and how long it might last before they improve their social interaction. The sources conducted its surveys on young children in school in western countries and lower and middle incomes countries. These ensured it had a wide coverage of the information on bullying and social development among children.

Mishna, F., Khoury-Kassabri, M., Schwan, K., Wiener, J., Craig, W., Beran, T., ... & Daciuk, J. (2016). The contribution of social support to children and adolescents' self-perception: The mediating role of bullying victimization. Children and Youth Services Review, 63, 120-127.

The source focuses on children perception towards themselves as victims of bullying and social support perception. It emphasis how bullying participants think about their self-perception as well as social perception. It shows how the social support and own perception contribute toward social development. The source is preferred since it concentrates on children at a young age and youths who are more victims of bullying.

The source is recommended for the subject matter above as it discusses how self-perception with social support from society helps improve the social development of the victimization. The articles help understands how victimization about social support contributes to social development and well-being of children. It employs a multidimensional model of self-esteem to link up bullying and social support as well as global perception.

The article shows that social support perception of a victim of bullying is associated with three perceptive that include his physical appearance in the society, his global self-worth, and social acceptance. The article study also finds out that social support is highly linked with self-perception and any previous victimization of the participants. These indicate that a child subject to bullying, his reaction towards social development in the community is affected by his/ her perception toward social support. The study also emphasizes the importance of developing program and invention strategies to prevent bullying to young children. The source also recommends the establishment of a strong relationship at the early age of children to improve social interaction and cooperation as they grow up. These make the best source to use when referring to bullying and social development of young children.

Parcel, T. L., & Bixby, M. S. (2016). The ties that bind: Social capital, families, and children's well‐being. Child Development Perspectives, 10(2), 87-92.

The article concentrates on building a social bond between children and parents to promote the social development of their children as well as prevent children bullying. Its emphasis on the importance of social capital in enhancing children adjustment to social life and his development of cognitive factors. It explains how a strong social bond helps the transfer of social value and norms from parent to children depending on the social class of their parents. The source indicates that family social life has a significant impact on the social development of their children. It encourages the parent to pay attention to their children changes in behavior to enhance child development. The source examines parenting working condition and home environment relationship towards child social development, making it one of the best site to study.

The source is useful in understanding how different form of capital such as human, culture, and financially contribute to children social behavior that in turn promote youth bullying each other. The way a child is to rise taking into consideration the surrounding environment affects their social interaction and cooperation in the society. According to the source, their social capital, as well as their parenting social bond, cultivates bullying among children during child development. The study shows that the role-play by their fathers towards their social capital contribution in the families affects their children social life. This is because most of the children are seen to copy or inherit their parent's character and behavior. These promote bullying among children if their parents are also bully and eventually affect their social development. It makes it a better source in understanding social development among children.

Wolke, D., & Lereya, S. T. (2015). Long-term effects of bullying. Archives of disease in childhood, 100(9), 879-885.

According to Wolke and Lereya bullying is terms as an abuse of power and is an aggressive behavior carried out by most of the peer repeatedly. They suggest that bullying is used as a rite of passage that promotes certain social development behaviors and characteristic to the involved victims. The article focus on the importance of bullying on the social development of children as it outlines the risk involved both physical and mental to the victims.

The source is useful as it examines both the positive and negative effect of bullying towards the social development of children. According to the source bullying on the positive side helps in the social development of children by forming strong social relationship group in the community. It is also useful in integrating children of different diversity towards social interaction and cooperation in society. These help children towards social cohesion within the nation as well as boost their interaction behavior in the community.

The source also criticizes how society ignores the risk associated with bullying. The articles analyze how the health professional ignore the threat of bullying and lack to address the danger it may cause on the social development of young children. The negative side of bullying is that it make because the mental problem on children exposed to bullying. According to their study, young age children who are casualties of harassment fear interaction and cooperation with others in the society due to the thinking that other children will also bully him/her thus limiting social development. I recommend this source since it discusses both the positive and negative side of bullying towards social development.

References

Camodeca, M., Caravita, S. C., & Coppola, G. (2015). Bullying in preschool: The associations between participant roles, social competence, and social preference. Aggressive behavior, 41(4), 310-321.

Garandeau, C. F., Vartio, A., Poskiparta, E., & Salmivalli, C. (2016). School bullies’ intention to change behavior following teacher interventions: Effects of empathy arousal, condemning of bullying, and blaming of the perpetrator. Prevention science, 17(8), 1034-1043.

Healy, K. L., Sanders, M. R., & Iyer, A. (2015). Parenting practices, children’s peer relationships and being bullied at school. Journal of Child and Family Studies, 24(1), 127-140.

Healy, K. L., Sanders, M. R., & Iyer, A. (2015). Parenting practices, children’s peer relationships and being bullied at school. Journal of Child and Family Studies, 24(1), 127-140.

Jenkins, L. N., Demaray, M. K., & Tennant, J. (2017). Social, emotional, and cognitive factors associated with bullying. School psychology review, 46(1), 42-64.

Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Psychology, health & medicine, 22(sup1), 240-253.

Mishna, F., Khoury-Kassabri, M., Schwan, K., Wiener, J., Craig, W., Beran, T., ... & Daciuk, J. (2016). The contribution of social support to children and adolescents' self-perception: The mediating role of bullying victimization. Children and Youth Services Review, 63, 120-127.

Parcel, T. L., & Bixby, M. S. (2016). The ties that bind: Social capital, families, and children's well‐being. Child Development Perspectives, 10(2), 87-92.

Wolke, D., & Lereya, S. T. (2015). Long-term effects of bullying. Archives of disease in childhood, 100(9), 879-885.