For a hypothesis to truly become a theory, it must withstand evidence provided by others who attempt to disprove it. Therefore, act as a critical reviewer of this theory and search for research findings that might contradict this theory of bullying. Does your colleague’s experiment seem testable and ethical? If not, what concerns do you have related to the experiment or the expected outcomes proposed by your classmate, and how might they be addressed? Does research seem to support this theory? Is the theory and related terminology clear and appropriate for this topic? Even if the theory seems appropriate, propose modifications to improve your colleague’s theory and provide even more support for it. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on Day 7 of the week and respond to anyone who replies to your initial post.
Have you ever been put in a situation where you felt violated because someone was saying negative things about you? A bully is someone who uses strength or power to harm or intimidate those who are weaker. Cognitive Behavioral Frame is a change behavior of a person that is bullying and changing person behavior being bullied. I want change both behaviors through positive reinforcement. Examples of why bullies bully and why they bully others: lack of companionship at home, low self-esteem, or having personal issues. My focus is to help change the mindset of the person being bullied and the person who is being bullied. My experiment I want to test is to have two people to mock a suicide. Two people are friends and then they become enemies because the one friend begins to tell lies that are very hurtful about the other friend. The friend that is being bullied begins to shut down and start having emotional feelings, she doesn’t know how to tell someone because she is afraid that things will get worse, so she runs to suicide. The moral is to stop bullying because things that are being said about someone can affect their lives and even their families lives forever. My outcome is for others to see that what you say to someone can hurt them so bad that it turns to death and their families, may never understand or know why all this happened. My first article supports my hypothesis because it talks about how teachers, classmates, friends, and family can be powerful allies in schoolwide efforts to reduce bullying. Once they see that it’s a problem they can take to interrupt it, and understand the importance of their participation because with their support they can put a stop to a deadly situation before it happens. (Mennuti, 2006) My second article was about how teachers and administrative team can get together to reduce bullying. First, they need to define what behaviors are considered bullying and what the consequences will be if the bullying is reported. They need to come up with ways to help stop the ongoing issue. They need to have follow-up meeting with the people that are being bullied to identify what the reasons are and what is going on. Bullying requires efforts from everyone in the school, and once that is put in to content it will help establish a culture of tolerance and respect, which can help reduce any numbers of problems like: teen suicide and school shootings. (n.m, 2008) My third article talked about how aggression is a common at the middle and high school levels, victims of school aggression may benefit in multiple ways from efforts to reduce it, and help parents of children that are victimized have a greater awareness of what they children are experiencing. (Duggins, 2016). My only ethical considerations is the fact that many bullies will pick on a certain group or race. My name for my theory is Cognitive Development Theory because to me bullying is a mind thing, where there is thinking on how to hurt others or overpower them and because it puts a stop to the development of others because of the things that are being done and said to them.
Reference:
Addressing the problem of bullying. (2008). Techniques, (2), 9.
Duggins, S.D., Kuperminc, G.P., Henrich, C., Smalls-Glover, C., & Perilla, J.L. (2016). Aggression among adolescent victims of school bullying: Protective roles of family & school connectedness. Psychology of violence, 6(2), 205-212. Doi:10.1037/a0039439
