Relationships/Environment and Networks, sociology  task

Relationships/Environment and Networks, sociology

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

 

 

Question Description
Ramirez, O. (2013). Survivors of School Bullying: A Collective Case Study. Children & Schools, 35(2), 93-99.

I attached the Case study. please list references APA style.

After reading the above article, write a case study analysis that describes the micro and mesosystems of each child discussed. For each of the 5 individuals highlighted, discuss their individual dimensions, variables from their microsystems and mesosystems, and how their systems’ connecting relationships affect how they cope with bullying.

Use the case study analyses and what you know about an adolescent’s physical, cognitive, and emotional/social development to provide suggestions to human services professionals when working with bullying among children.

Here is an example in how it should look… thank you in advanced

ANALYSIS
Case Study Analysis
Tammie is a 12-year-old female African American in the sixth grade and a participant in
the case study we read for class. She is shy, quiet, and sensitive. Bullies focus their attacks on her
weight. They laugh and call her names. According to school records, Tammie has a history of
transferring schools because of the bullying. She has no siblings and lives with her mother.
Tammie has no contact with her father. She enjoys spending time on Facebook, watching
cartoons, and playing board games (Ramirez 2013). Tammie’s microsystem would consist of
mother, and her mesosystem would be classmates and teachers and her online presence with
social media. Tamie’s coping strategy to deal with her bullies was to confide in her family and
friends. Once she had a problem with a bully she would seek comfort from her friend in the form
of needing a laugh. Tammie’s system affect how she copes with the bullying because she seeks
comfort from close person in her life. The things she enjoys doing outside of the classroom can
be found in the way she likes to seek comfort after being victimized by a bully.
Another participant was Sandra. She is a 12-year-old female African American in the
sixth grade. She was diagnosed with a specific learning disability. Sandra resides with her older
brother and grandmother. Although her mother lives in the same town, Sandra has no contact
with her. Sandra experiences verbal and physical abuse at school. Sandra enjoys watching
comedy programs on television and playing with her dog (Ramirez 2013). Sandra’s microsystem
would be her brother and grandmother and her dog, her immediate family. Her mesosystem
would include the school environment she is a part of. Sandra responded very similar to bullies
the way another participant, Iris, did.
Iris is a 13-year-old female Hispanic in the seventh grade. Iris is quiet and aloof. She
resides with her mother and younger sister in a three bedroom house. Iris has daily contact with
ANALYSIS
her father and feels supported by him. She enjoys watching comedy programs on television and
listening to R6iB music on the radio (Ramirez 2013). Her microsystem would be her mom and
sister and since she is Hispanic her extended family as well. Iris’ mesosystem would be her
father, the music scene she relates to, and her classmates and teachers. Sandra and Iris reported
using thought cessation and redirection. This strategy helped suppress and redirect negative
thinking. This response can be directly related to their love of watching TV. They like to escape
from reality when needed and think of something funny, interesting, etc. to get their mind off of
what happened.
Ricardo is one of the participants in the case study and he is an 11-year-old male
Hispanic in the seventh grade. People classified Ricardo as being timid and aloof. He enjoys
watching movies, playing video games, and playing sports with his friends. Ricardo lives with
his mother and two sisters, and he has regular contact with his father (Ramirez 2013). Ricardo’s
microsystem involves his mother and two sisters and his close friends that he plays sports with.
His mesosystem would consist of his father, classmates, the ones who bully him, and his
teachers. Since Ricardo lives in a house that is mainly made up of females he continuously tries
to be liked and accepted by the bullies but they continue to attack him verbally and physically.
This would be classified as using instrumental coping skills because Ricardo has the mindset that
he could eventually befriend his bullies.
The next participant was Aaron, and he is a 13-year-old male African American in the
seventh grade. Classmates classified Aaron as having an outgoing personality. Aaron is bullied
because he has a learning disability, they attack him both verbally and physically (Ramirez
2013). One main focus of attack for the bullies is to make fun of Aaron’s overbite. Aaron lives
with his mother but has no contact with his father. I would classify Aaron’s microsystem as
ANALYSIS
being his mother. With Aaron being an only child he would have a special bond with his mother.
His mesosystem would include his classmates, friends who he plays football and basketball with,
and his teacher. The way that Aaron coped with bullying was to confide in a teacher or he would
pay attention to his surroundings. I think that by being an only child and living with his mother it
is natural for him to confide in an adult. Also by being an only child you learn more about paying
attention to your surroundings because you don’t have a lot of distractions at home.

 

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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