Discussion Response week 7 for 6200 and 6051

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SOCW 6200: Human Behavior and the Social Environment I

Discussion 1: Moral Development Theory and Bullying

Respond to a colleague’s post by offering an additional development theory and explaining its connection to the act of bullying. Please use the Learning Resources to support your answer.

Colleague Respond: Virginia GRIFFIN

RE: Discussion 1 - Week 7

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In Kohlberg’s theory of moral development, it seems as though there are definite right and wrongs, cut and dry options versus gray areas based on feelings and situational perception rooted in personality traits. Gilligan’s theory that is more centered towards females whose basis is not only on the identity of the person but also the quality of interactions with others in offering innate emotionally based equitable treatment and care versus concrete factual equitable justice(Torres & Garcia 2019) .

Eventually self-evolving from being “self-centered” in meeting one’s own needs as a priority over others (Preconventional phase) to treating others well makes a person inherently good (Conventional phase) to essentially becoming a martyr, worldly centered where other’s needs, cares, desires, and wellbeing are a priority over one’s own (Postconventional phase). Not all reach this lofty stage, but many aspire to this ultimate level of moral development. Through maturity and life experiences, choices, and decision to the treatment and care of others eventually becomes voluntarily self-determined or self-initiated rather than societal imposed gender role expectation (Zastrow et. al 2019 p. 335-337).

In dealing with adolescent teens, many are in the self-centered, egotistical phase due to less than fully formed brain development and impulse controls (Jenkins et. al. 2017). Zastrow describes adolescence in this stage as being “other directed” (2019 p.366), meaning peer acceptance, standards and values have a greater emphasis or influences over the teen than family. Regarding bullying or cyber bullying, Brown’s article (2017) as well as Jenkin’s (2017) highlight the extreme “socio-emotional” devastation on the “victim” through repeated, “intentionally harmful” in person and/or multiple online offenses that place into question a semblance of power and control.

The anonymity of social media such as Twitter, Facebook and Instagram create a potential environment of constant vicious attacks with no apparent resolution and no way to accurately identify the “villain”. Due to the perpetual nature of social media, the widespread attacks remain alive, and the victim continually “internalizes” (Brown et al 2017) the attack until another’s reality eventually becomes their own. Whether through social media or in person bullying, the potential environment created for the victim is use of maladaptive coping behaviors or stress relievers to deal with the emotional crisis with worst case scenarios involving direct or indirect self-harming behaviors, eating disorders, or suicide ideation/intent. With the Karpman’s “drama triangle” (Lac et. al 2020: Jenkins et al 2017: Fulkerson 2019) the villain (aggressor), rescuer (peacemaker) and victim(powerless) are the self-identified or self-assigned roles people assimilate during conflict or drama with interpersonal relationships. Prior to social media, the roles were easily determined, concretely dealt with, and eventually resolved until the next conflict developed. With social media, the roles are not clear cut and divisive, not easily resolved due to multiple input and interpretations of the conflict and rarely comes to a resolution due to the perpetual nature of all forms of communication, technical or in person.

Brown,C. 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, [s. l.], v. 46, n. 3, p. 288–303 DOI 10.17105/SPR-2016-0004.V46-3.

Fulkerson, M. (2003). Integrating The Karpman Drama Triangle With Choice Theory and Reality Therapy. International Journal of Reality Therapy, 23(1), 12–14.

Jenkins,L.N.,Demary,, M. K.; Tennant,, J. (2017)Social, Emotional, and Cognitive Factors Associated With Bullying. School Psychology Review, [s. l.], v. 46, n. 1, p. 42–64, 2017. DOI 10.17105/SPR46-1.42-64

Lac, A., & Donaldson, C. D. (2020). Development and Validation of the Drama Triangle Scale: Are You a Victim, Rescuer, or Persecutor? Journal of Interpersonal Violence, 1. https://doi-org.ezp.waldenulibrary.org/10.1177/0886260520957696

Torres, V., & Garcia, Y. (2019). In a Different Voice: Psychological Theory and Women’s Development by Carol Gilligan (review). 60(3), 372–375.

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

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Discussion 2: Bullying: Cycle of Events

Respond to a colleague’s post by expanding on how the act of bullying can affect the psychological development of both victim and observer. Then offer an additional social work intervention, skill, or practice that might change this cycle of events. Please use the Learning Resources to support your answer.

Colleague Respond: Virginia GRIFFIN

RE: Discussion 2 - Week 7

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Brown’s article indicates that gender victimization of bullying bears further research and scrutiny, but boys rather than girls are more subjugated to physical violence (Brown et al 2017). In a scenario involving bullying, the drama triangle of interpersonal relationships can become blurred, causing difficultly to concretely define the victim/villain and hero roles (Jenkins et al 2017: Lac 2020). Take for instance an adolescent group home, housing children involved with complex child abuse, removed not only from the homes of their abuser but also found to be incompatible with foster care homes due to social and emotional behaviors (Ryan et al 2008), thereby requiring residential institution.

The group home houses both adolescent female and male residents in separate sections or areas. On the male side, nightly beatings occur on the younger male residents. Feelings of fear, anxiety, powerlessness are prevalent since the victim attacks are random, with no forewarning. The roommate witnessing the attack is frequently choosing peer acceptance and personal survival by not coming to the victim’s rescue, not intervening to stop the attack, and not involving residential staff lest they create an opportunity to become the next victim.

This could also cause the roommate, by observing repeatedly beatings with lack of personal intervention, to develop role confusion, deter development of acceptable coping behaviors or “social skills such as negotiation, empathy or cooperation” (Jenkins et al 2017) and create further emotional difficulties such as “isolation, fear, withdrawal, impaired attachment relationships” (Zastrow et al 2019 p.220) towards both the victim and witness.. A “villain” in a younger age group may show physical dominance and prowess over other similarly aged residents, “victims”, however when placed with older residents, their capacity/physical strengths, cognitive reasoning for self-preservation are not as advanced and roles quickly transition from villain to victim, being dominated by those more powerful.

New residents are at greater risk of victimization, ridicule, physical, mental, and emotional abuse from older residents. Thereby perpetuating negative. maladaptive and deviant behaviors of the other residents involved in being the persecutors (Ryan et al 2008).” Heroes” may be perceived as intruders and replace the victims in the abuse cycle (Brown et al 2017: Jenkins et al 2017). The survival tactic of the hero is then brought into question, conform to peer pressure to be accepted (Zastrow et al 2019. p. 366) or maintain the role of hero and assume the role of unacceptable outcast. As a social worker, thorough investigation, assessment, analysis, and evaluation of the abuse would need to be initiated before removal of the child from the home. Alternatives to residential group home placement with advocating for mental health treatments would then need to be considered to create a more positive environment for physical, mental, emotional, and spiritual healing, growth, and development of self-esteem. If residential placement is deemed the only alternative, then intensive/extensive staffing education and trainings would need to be implemented to recognize verbal and nonverbal cues of victimization, stressors or causes of anxiety, interpersonal relationship dynamics and maladaptive coping mechanism or behaviors no matter the role, victim/villain, or hero (Brown et al 2017: Ryan et al 2008).

Ryan, J. P., Marshall, J. M., Herz, D., & Hernandez, P. M. (2008). Juvenile delinquency in child welfare: Investigating group home effects. Children and Youth Services Review, 30(9), 1088–1099. https://doi-org.ezp.waldenulibrary.org/10.1016/j.childyouth.2008.02.004

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

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Responsiveness to Directions

9.45 (27%) - 10.5 (30%)

Discussion posting fully addresses all instruction prompts, including responding to the required number of peer posts.

Discussion Posting Content

9.45 (27%) - 10.5 (30%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.

Peer Feedback and Interaction

7.88 (22.5%) - 8.75 (25%)

The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.

Writing

4.72 (13.5%) - 5.25 (15%)

Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.