The older boys had engagements that exerted some superior external forces on him since he was younger, to unwillingly participation in various activities including sexually related performances.
His naïve state or innocence did not assist him to understand the state of affairs and he often persevered decisively on a thought that it was the norm at college level. The option of forcing resist was not logical since the possibility of a win was probably nil.
Joe’s college lifestyles mainly involved work-related strains, unattended depression, anxiety and frequent physical injuries inflicted by college mates who were older. He would persevere quietly perhaps due to the fact that majority of the freshmen like him underwent similar circumstances or probably worse. This weakened his self-esteem and he felt an inferior party in the institution. The bulling and unsafe states of affairs were mainly in existence due to drug related abuses.
Joe often suffered from some obvious physical signs of bullying and physical molestation such as walking difficulties, sitting and playing difficulties due to incurred injuries. He showed the impression of strain during such common activities for instance during games. He also had constant and common long-term pains or physical irritation. Different bruises and scars marks on his body were equally an indication that he was a victim of physical bullying.
Joe underwent physical abuse such as corporal punishment, slapping and kicking particularly by those who had been accorded managerial authority to teach and maintain good institutional values among new students. The physically abusive students would therefore illegally justify their actions by insisting on the need to teach and emphasize discipline.
They forcefully and unlawfully implemented the ‘spare the rod, spoil the child’ rule, that supported physical abuses instead of physical-corrective punishments. The senior student therefore abuses the authority accorded to them to instil disciplining by teaching the right from wrong and instead instilled fear and other severe emotional effects through dictatorship and bulling.
Get your 100% original paper on any topic done in as little as 3 hours Learn More Joe lacked the courage to express obvious bullying related depression, since the situation had become a familiar situation. His lowered self-esteem would make him to observe the common behaviours of the older boys quietly and accept the situation as a cultural practice.
According to Albert Bundura’s Social Learning Theory, like Joe, most people learn through observation of state of affairs and often later imitate the happening, considering them as the norm. Eventually, physical or emotional abuses such as bullying are thus replicated and have diverse effects especially during adulthood.
Joe underwent bodily harm that included emotional, physical and sexual acts. The social learning theory indicates that the biggest effect of abusive acts such as bulling causes huge emotional effects on the victim because the acts are captured by their attention. The victim therefore has the ability to commit the observations to memory. The observations and recording of such acts function as motivational factors to committing similar acts on others.
Joe’s college lifestyle was an unpredictable state full of emotional confusions. There was evident lack of care, love and safety. Most of his time was spent alone and the loneliness was clearly a huge emotional effect that brutally damaged his mental status and lowered his social developments.
The effects of bullying are currently evident on Joe’s lifestyle although he tried to conceal the memory during his freshman period. Being silence over the bulling acts was his style of healing and he had discomforts of discussing the subject matter, besides revealing the cruelty. He would try to conceal the exploitation or negligence but it emphasized guiltiness, shame and other anomalous problems especially during his later years of college.
One of the major elements of childhood abuse evident in Joe’s life was his unpredictability behaviour. He would agonize in anger, and often aimed at asserting control instead of reacting lovingly in the aim of enhancing his social lifestyle. Currently, Joe is eager and focused on the need to instilling good behaviours in others too through action that would implant fear on them.
Some of the signs inhibited by Joe include unwarranted withdrawal reactions. He is in constant fear of an attack or nervous about the possibility of being responsible of a wrong act. He is excessively aggressive during reaction.
We will write a custom Term Paper on Troubled Adolescent due to Bullying specifically for you! Get your first paper with 15% OFF Learn More After a certain abusive period, Joe confirms the Bandura’s social learning theory through his actions. He had quietly formed the idea of college bullying behaviours by observing how they emerged and occurred. He replicates some of the bullying act on fellow students especially those in his level of study.
He therefore started to practice the acts of bullying by referencing the coded information he recorded when he was also bullied. The coded information therefore acted as a guide for his actions.
Some of the bullying acts that Joe underwent as a freshman in college such as sexual abuse were subtle. The emotional effects therefore involved constant personal humiliations, and he consequently suffers from continuous shame, or disparage. Today, he continuously demeans his colleagues during so that they could suffer similar humiliation like the one he experienced quietly.
The common bullying that Joe suffered involved calling of names and comparison to negative aspects that would rupture his ego. A was often called worthless names, yelled at, threatened or bullied.
As the social learning theory indicate, through observation, a victim of abuse such as bullying often suffers from suppressed feelings of holding back traumatizing memories and idealizing guiltiness.
Joe suffered from this reaction, to counter-attack abusive memories. He would distinctively disassociate from any known original causes or effects of bullying during a discussion. He practiced the acts of bullying as a unique ways of forgetting sources of his anger, helplessness, anxiety, despair and pain.
Bullying is the cause of Joe’s higher propensity to engaging risky behaviours today, such as drugs abuse or unprotected sexual engagements, violence or criminal responses.
The bullying made him form a cohesive dissociation from his family and friends. He is currently repellent against potential bullies and would engage criminal behaviours or contrary prefer acts that are in line with bullying traits such as drug abuse, psychic activities, and prostitution. Regardless of the low self-esteem that he suffers from, Joe often wants to be manager among colleagues.
Not sure if you can write a paper on Troubled Adolescent due to Bullying by yourself? We can help you for only $16.05 $11/page Learn More Management provides a chance to react back and revenge earlier mistreatments. Authority provides him a scapegoat to release earlier emotional tensions that he held back.
Joe has poor trust and difficulties in maintaining strong relationships. His self –esteem is lost and he has fear within, which causes difficulty in maintaining relationships. He feels dehumanized, worthlessness and suffers from a damaged personality, and therefore lacks advocacy to strive for excellence due to poor self-image.
His emotions are troubled and he lacks the ability to express emotions safely. Bulling is therefore a main source of violence, anxiousness, depression and angered personalities. The overall effect of such personalities is involvement in misbehaviours such as drug abuse.
Possible solutions to address bullying Bullied victims repress the effects, and therefore these effects reoccur easily during their later lifestyles depending on the intensity.
The effects and consequences are thus more severe and rigid to deal with. According to the social learning theory, these are learnt behaviours through observation and internalization; therefore, to shatter the irresponsible behaviours, it is important that a victim seek professional assistance.
Therapy classes and other specialized assistance help to control the emotions of the victim. Personal care is furthermore an important factor of further prevention of such abuse due to control of emotions. Neutralization of anger through control of emotions and efforts to change personal qualities is an effective effort of managing bullies and thus breaking the abuse cycle.
It might be difficult to approach a bullied individual to assist him or her since the situation might be overwhelming and confusing, but bold steps are better especially when taken earlier whenever a suspicious signs of bullied person are noted. An abused personality requires composed reassurance and categorical sustenance. A victim becomes ease and ready to share once reassurance of help is available.
Bulling is comparable to powerful experiences of stress, which persists for a while, until victims are not able to withstand. This form of stress therefore prolongs overtime and changes the way brain develops.
The person acquires the behaviour through observation of similar actions as the social learning theory indicates, and by involving professional caregivers especially adults, the stress narrows to manageable levels. This point outs that there exist appropriate intervention or support to assists victims bring back the response system to the normal baseline.
Maltreatment such as bullying is a case that is comparable to toxic stress. In order to prevent such maltreatments, there is need to understand the causes and circumstances that cause the bullies to acquire these behaviours. The four level social-ecological models assists caregivers in understanding the potential strategies for preventing such abuse at specific stages.
The theory utilizes the concept of an individual case stage and embodies it to a relationship stage, external communal relationships stage and eventually consideration of the societal factors that cans assist in solving the severe cases. The model is illustrated in the diagram below.
Figure 1: The Social-Ecological Model
Miami School District Negotiation Paper Essay
Nursing Assignment Help Table of Contents Introduction
Essentials of Negotiation
Introduction The Miami school district plans to redraw school boundaries. This will have a variety of effects on students since many of them will be forced to transfer to other schools. The parents are opposed to the move towards redrawing the school boundaries due to a number of reasons. Some of the reasons raised by the parents include compromised quality of education, increased travel time, crossing economic and cultural boundaries, property value and social effects on children among others.
This paper seeks to discuss the negotiation between the parents and the board to resolve the dispute. The paper will include negotiation process, technique and skills that the two parties could employ as well as the views that the parties could have over the effects of the students relocating to new schools.
Negotiation Negotiation is a process by which parties to a conflict engage in discussions with an aim of arriving at a position that both the parties will agree to. Christopher (2010) defines negotiation as a technique to decision making and dispute resolution. When issues arise that tend to change a status quo that involves more than one party, one or more of the involved parties may be offended by the changes.
Negotiation can then be used to seek an agreeable opinion that all the involved parties can consent to. The negotiation process will call for compromise on some or all the parties to the conflict so that a consensus can be reached (Christopher, 2010).
The parents are opposing the move by the school board because of issues that pertains to quality of education, increased travel time, crossing economic and social boundaries, property values and social effects on children. Pecora and Maluccio (2009) argue though not with respect to school but rather to placement in welfare facilities, that mobility has negative effects on the children. The effects in the facilities are however comparative to the effects in schools as both welfare facilities and schools both deals with developing and impacting the children and students.
According to Pecora and Maluccio (2009) the transfer of students from one environment to another has a negative effect on the students’ performance. It is noted that the transfer has the same effect on the performance of the affected schools. The performances of mobile students are however more affected as compared to the performance of immobile students who study in schools that are affected by student mobility.
With respect to these negative effects on student’s performance due to transfers, the parents could be justified to oppose the move by the board on grounds of its negative effect to quality of education. The transfer from one school to another also has social effect on the students.
Get your 100% original paper on any topic done in as little as 3 hours Learn More The move will break the links, friendships and relationships that the student might have formed with other students and teachers at the original institution. The movement will in this respect cause confusion to the students who might take too long to establish new relationships in the new school.
The moment of confusion before the student establishes new relationships is significant as social interactions are very important elements in the development of the child. Isolation caused by the movement can have a negative psychological effect if the child takes too long to establish new relationships. The mobility can also cause behavioral disorders due to isolation in the new school especially if the student does not adjust to the environment (Pecora and Maluccio, 2009).
Financial limitations have also been identified and cultural boundaries as barriers of school mobility. Financial limitations can limit accessibility to education if students are to be transferred at the discretion of the board of the Miami school.
The board can relocate a student to a school that could be far from the student’s home and this will translate to increased transport expenses. It could get worse if the student is from a poor background and hence cannot afford the costs to the new school. Cultural barriers also affect students when they transfer to schools in locations with new cultures.
The transfer will subject the student to a new culture which will require the student to make adjustments. If the student is unable to adjust to the new culture then his or her relationship in the new school as well as the student’s performance might be affected. The mobility to a school located further from home will also mean increased time taken by the student to travel to school as the distance to be covered will be more (Junor and Usher, 2008).
Essentials of Negotiation Since the school has made the decision to redraw its boundary and the parents are offended by the decision, there will be need to form a mechanism by which these two parties, the school board and the parents, will find a solution to their difference.
The two parties will therefore be required to meet and share their views on the positions they are taking in order to reach an agreement on the best step to be taken. For effective negotiation to take place, the two parties will need a skilled and procedural approach during their meeting. According to Auaf (n.d), effective negotiation can be achieved when skills are applied in the process of discussion.
We will write a custom Essay on Miami School District Negotiation Paper specifically for you! Get your first paper with 15% OFF Learn More Auaf (n.d.) argue that a negotiation should: produce informed consensus if possible, be efficient and positively develop the relationship that the parties experienced before. It is further argued that negotiation should be approached with a “soft stand as positional negotiations” (Auaf, n.d., p. 1) where parties are not willing to compromise often leads to unwise decisions or at times no agreement at all.
This could worsen the conflict. Both parties should during discussion focus on: the interest of both the current students and those expected to join, available options apart from transferring students upon redrawing school boundaries, the possible agreements that could be arrived at, the legality of redrawing the school boundary among others. The negotiation process should be chaired by a person perceived to be impartial in the crisis.
The person could employ the aspects of negotiation which include: “separating the people from the problem, focusing on the interests rather than the parties, generating a number of possible solutions and insisting that the desired results driven by objectives” (Auaf, 1).
Zartman (2008) argues that negotiations uses a formula that is acceptable to all the parties in a conflict and illustrate a consensus upon which a solution is to be implemented. He further adds that the negotiation process should focus on establishing justice. The legality of the cause of the conflict should be established and the solution be driven towards restoring the violated law.
The person chairing the discussions in this particular case should therefore be informed on the issues related to education policies and even the rights of children (Zartman, 2008). It is however important to note that as the parents and the school would agree to meet and negotiate on their differences over the redrawing of boundaries, there are some conditions that if taken consideration can lead to the success of the negotiation.
Christopher (n.d.) argues that for a negotiation to be more successful, the parties who in this case are the parents and the school board should both be willing to discuss the problem in order to reach a consensus. It is also important that the parties involved be dependent on each other as this is the tool that will facilitate compromise. If the parties are independent, then the dominating side will not be willing to compromise as it derives no benefits from the other party.
Other necessary conditions for a more successful negotiation include: willingness by the parties to compromise their positions, unpredictability of the result of the negotiation, existence of pressure on both parties to resolve the conflict and that the possible solution be one that is reasonable and can be easily applied (Christopher, n.d).
Conclusion The school board made a decision to redraw school boundary. The parents are offended by this move which according to them will affect their children’s welfare at school. The parents’ reasons for objecting the move by the school are reasonable as they reflect the possible negative effects that school mobility can cause to their children.
Not sure if you can write a paper on Miami School District Negotiation Paper by yourself? We can help you for only $16.05 $11/page Learn More An interactive discussion is however necessary between the school board and the parents as they are the major stakeholders in the education sector. An independent and well informed person would however be needed to reconcile the parties as they are both right in their views. The negotiation process will therefore be expected to find a solution that will be in line with education policies as well as ensuring that students are given favorable learning conditions.
References Auaf. (n.d.). Negotiation Skills. AUAF. Web.
Christopher, W. (n.d.). Negotiation. AUAF. Web.