Chapter 11 of the course textbook examines cultural aspects of moral development, Kohlberg’s moral reasoning theory, and Gilligan’s alternative approach to Kohlberg.
Reflect on what you have read about the related issues of bullying in schools and teen suicide and consider these materials in light of your experience with bullying, both as a child and, if applicable, as a parent or adult observing this activity among school-age children.
Then locate and review one anti-bullying program with an Internet presence. For this assignment, address the following items, being mindful of your emotional and intellectual responses to bullying and the exercise of asymmetrical power among school-age children:
1) Summarize your thoughts and feelings about bullying and teen suicide as pathologies of moral development in middle childhood.
2) Describe how Kohlberg’s model can be applied to bullying programs in schools.
3) Then explain Gilligan’s critique of, and alternative to, Kohlberg’s approach, evaluating tensions between the two approaches and what each approach brings to an analysis of bullying.
4) Compare and contrast the two approaches with respect to bullying behavior and specifically to bullying behavior among girls versus boys. Do you believe different theoretical tools are necessary to analyze female versus male cases? Why or why not?
5) Finally, evaluate how successfully the program you found on the Internet addresses and accounts for and applies knowledge about moral development as theorized by Kohlberg, Gilligan, and others. How do theories of moral development inform action to prevent and treat the consequences of bullying?
Your paper should be 1500 words in length. Support your analysis and evaluation with references to the textbook readings as well as to no fewer than two peer-reviewed, scholarly sources that focus on the two theorists in question.
IMPORTANT NOTES YOU NEED TO CONSIDER BEFORE WRITING THIS PAPER
I’ve been thinking about bullying and teen suicide as pathologies of moral development in middle childhood. I think they are both caused by a failure to understand the consequences of our actions, which is what happens when children don’t get enough guidance from their parents or teachers–they just do whatever they want without thinking about how it affects anyone else.
Bullying and teen suicide are pathologies of moral development in middle childhood. Both bullying and teen suicide are a problem in middle childhood because they are a pathology, which is an abnormal condition or disease.
Bullying is defined as repeated physical or psychological attacks on another person who cannot easily defend himself or herself (Walsh & Hossler). The bully has more power than the victim; however, this may not always be true depending on how much strength each person has physically or mentally respectively. Bullies often use intimidation tactics such as threats of violence to get what they want from others by making them afraid to refuse whatever request has been made by their tormentor(s). Bullying can also happen online through social media platforms such as Facebook Messenger where teens can post hurtful comments about others without having any personal connection with them whatsoever (Walsh & Hossler). This type of cyberbullying can lead children/teens into depression because they feel alone even though there’s someone out there who would love nothing more than helping them feel better again if only those same people weren’t so busy making fun of everything about themselves.”
3 bulleted points summarizing your thoughts and feelings about bullying and teen suicide as pathologies of moral development in middle childhood.
In summary, bullying and teen suicide as pathologies of moral development in middle childhood can be understood within a developmental framework that emphasizes the interplay between cognitive abilities, social skills, and emotional regulation. The literature suggests that these constructs are fluid over time and vary based on one’s stage of life. For example, when it comes to emotional regulation, younger children may be more capable at times but still struggle with regulating their emotions due to unique personality traits or environmental factors. Furthermore, social skills are also influenced by environmental factors such as peer pressure; however this does not necessarily mean that children who lack these skills will develop them later in life than those who do not experience bullying or peer pressure every day at school (or anywhere else). This analysis demonstrates how bullying and teen suicide are not so much problems of morality but rather moral development errors which occur when a child is unable to adequately cope with external stressors like peer pressure
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