Academic Critique Of Parent Involvement Model

There were three themes that emerged while I analyzed the interviews, vocabulary, parental involvement, and professional development. The findings of this case study may not be possible to use when comparing to the larger population of African American students, but I believe that the themes present might provide some insight for teachers, administrators, and parents on what causes African American to score lower on standardized testing when compared to other subgroups. These findings can help our African American students be successful on standardized testing.

Bullying often time begins early on in school age children. In order to understanding why children engage in bullying or become a victim of a bully, there are certain factors that need to be considered. Research has suggested that early socialization of children with others and home environment plays a role in displaying bullying behaviors and in victims of bullying. “ Children from harsh home environments engage in more bullying behaviors (as bullies and/or victims) than children from nurturing environments,” (Dake) The family is the initial model of socialization for children. If there’s a lack of unity, control or organization between the relationship of child and parents, then there is potential for children to act out by bullying other

Bullying is the use of force, threat, or coercion to abuse, intimidate, or aggressively dominate others. The behavior is often repeated and habitual. The perception, by the bully or by others, of an imbalance of social or physical power, which distinguishes bullying from conflict. Keeping parents informed about their child’s grades, friends, behavior, and even attitudes in school is an important tool when addressing behaviors. Working together, parents and teachers can provide a consistent approach to introduce more productive and appropriate replacement behaviors. This makes the message more likely to sink in and stick with the child. It can even help the child recognize when another child is being bullied or is a bully.

The policy document provides tools, strategies, information, and support both on local and regional levels. Through parent engagement, issues of bullying, self-esteem, and self-efficacy can be identified and tackled. From this policy, the main actors created a program that was well thought, addressed several issues arising from the problem definition stage, and tackled them specifically by providing solutions for effective implementation. Latent in this policy is the value of good parenting; the social complexity of this issue requires specificity in the established goals. From these goals, programs and initiatives are developed such as Parent Reaching Out grants, and so

That the need to fit in by participating doesn’t make them a bad person, that statement is of little consequence to the victims or their families. Excuses made by parents, bystanders, and the community no longer hold up in a legal setting. Hearing anti-bullying messages from the different adults in their lives can reinforce the message for kids that bullying is unacceptable. More than half of bullying situations (57%) stop when a peer intervenes on behalf of the student being bullied (Hawkins, Pepler, & Craig, 2001. Prevention is

This article explores the different patterns on how children become bullies. Victims of bullying are repeatedly exposed to aggressive behavior ( Lereya, Samara & Wolke, 2013). This study involved both children and parents. The research was conducted to know why some children become bullies and others don’t. According to Lereya (2013), children’s family experiences and parenting behavior before entering school help shape their capacity to adapt and cope at school. It is important to identify how parenting styles and parent-child relationship are related to victimization in order to develop intervention programs to prevent or victimization in childhood and adolescence

Over the past couple of decades, schools all across the nation have noticed a significant rise in the amount of bullying taking place among their students. “Two decades ago, bullying was often seen as a rare occurrence, where small groups of parents sought protection for their children with the school district”, stated by Vikki Healy Ortiz, writer of the article “New inclusive approach helps schools fight bullying”. However, the same cannot be said for our society in today’s world. Our modern world has advanced tremendously over the past few decades and there are even more opportunities for children to be susceptible to feeling isolated from others because they are simply unique. In today’s society, children have the potential to bully each other outside of the classroom as well.

The first common theme is non-response. Notar and Padgett noted that bullying often got worse after nothing was done about it. The authors stated that parents may not be aware how to respond and were often dismissive of the situation when their child discussed being bullied. As for teachers, they often underestimate the intensity of bullying at their schools. One alarming statistic found that school staff thought that less than ten percent of the student body was being bullied, yet thirty-three percent

The role of bullying encompasses of what actually takes place in school environments and what goes on in communities, families and agencies where children are violent. The authors looks at “A Staging Paradigm” in which the authors divided the violence in patterns and five patterns: repetitive school disruptions (pattern 1), acute case of child aggressor or victim (pattern 2), highly submissive victim or aggressive young student (pattern 3), child with self-injurious or self-defeating behavior (pattern 4), and truants and dropouts (pattern 5). It was noted that bullies are allow to do what they want because bystanders would not intervene and this creates a humiliating experience for the community and the family not to have a peaceful environment ( Weisbroth 2012).

These effects can last into the adult years and cause irreparable damage (Berger, 2007). This speaks to the importance of continued research of the topic, and the development of effective prevention and intervention strategies. This paper will discuss the findings of four studies on bullying amongst adolescents, and examine the effectiveness of parental support and prosocial behaviors as protective factors for victims.

Many children are reporting the problem of bullying to their parents and it is making an effect on many other bullies and many states have anti-bullying laws in the US so that makes a huge impact on bullying. In “ More cyberbullying victims seeking help from their parents, poll shows” written by the Associated press , the articles shows many strategies to prevent and stop bullying. The article states that, “ It wasn’t until Sarah’s mom saw the messages that the girls told her everything.” Many children are telling their parents that they are being harassed or being bullied electronically. When parents step in to stop bullying it makes an effect on bullying because then the parents go talk to a Teacher or the Principal, then that bullied is

Although schools, agencies and pediatricians can do much at the community level to mitigate bullying and its effects, the problem is clearly societal in scope. Bullying cannot be stopped with a single intervention or by a single social agency. The use of violence to solve problems is repeatedly illustrated through television and other visual media. Many parents of bullies believe that it is appropriate for their children to learn how to compete in the schoolyard and do not see bullying as an issue (Feldman Hertz, Donato, & Wright, 2013). Too many children in our society are exposed to domestic violence directed towards parents and themselves. Too many children are born into adverse family situations, including low maternal age at the birth

Parents are most likely to respond to bullying if their child suffered adverse effects linked to victimization. The authors in the article suggest that age, demographic, and parental perception of the school environment play an active role in the parental intervention. Parents who believe the school climate is comfortable, utilizing appropriate anti-bully programs, were

School bullying and bullying as a whole has become a growing concern. The need for more intervention is more recognized, as incidents of bullying and inappropriate acts towards others occur in places outside of the classroom. This literature takes a closer look at bullying in schools. Olwesus (2013) states “the field of bullying research is to some extent plagued by problems, disagreements, and unresolved issues” (p.752). Whether if anyone will agree on the root of bullying, the fact remains that bullying has to be examined at its very core to remedy the matter before it becomes a bigger concern. There is a dire need for intervention based programs to be set in place to address the fact the act of bullying has lasting effects on the bully and the victim. When intervention programs are put into place to address bullying, the act of bullying decreases due to the gained understanding of the effects.

About twenty-eight percent of student’s ages 12-18 reported being bullied at school during the school year according to the Indicators of School Crime and Safety report, by the Bureau of Justice statistics. Across thirty-nine states survey, 7.2 percent of students admit to not attending school because they do not feel safe. The importance of bullying can’t be undermined. Teachers and parents must understand the importance of looking and listening for signs and behaviors of bullying. This will help tackle the issue before it gets serious and someone gets hurt.