Normative Influence

Beginning education, puberty and marriage are three examples of normative age- graded influences in my life. Beginning school helped me to develop myself in the outside world while learning to socialize with my peers. Puberty made form an idea of what I wanted to be in life even though back then I was uncertain of the changes being reflected in myself such as body, thoughts and behaviors. However, I opted new behaviors and started thinking differently. Similarly, marriage made me jump to a second stage in my life as I learned how to be an adult. Between beginning school and puberty, marriage is a significant influence in my life as it made me gain a deeper level of matureness than what I did on puberty. It also helped me to build new perspectives about my future.

An example of a non normative event would be if a child at a young age, has their mother pass away. This type of event is not a usual event that takes place, which is one reason why this event is non normative. Another reason this event would be considered non normative is because it would disturb the normal sequence of the life cycle. An example of normative age-graded influences would be hitting puberty.

"Gender‐specific Or Common Classroom Norms? Examining the Contextual Moderators of the Risk for Victimization." Social Development 22.3 (2013): 555-79. Web. This article examines gender-specific vs. common classroom norms, and tests which were more powerful influences of rejection and peer victimization among boys and girls. The participants were 1220 elementary children from grades 4-6, ages 10-13. Different classroom settings were observed and compared, including the effects of combined and separate classes for boys and girls, as well as the norms present in normal classroom settings, with same-sex classmates, and mixed-sex classmates. The study found that with girls, the correlation between being rejected by their peers was the most prevalent in classes where bullying was common. With boys, the correlation between being rejected by their peers could not be explained by gendered classroom norms, but their bullying was directly related to the classroom’s level victimization. These finding suggest that these things in the classroom may contribute to victimization among children, especially high-risk girls. This article does an excellent job of showing how important children’s social development in a school setting is, since nearly every child goes to school and is exposed to these different experiences. Reading this may open peoples’ eyes about how our school systems effect children, and whether or not our school systems as a whole are doing something wrong. This article relates to my topic because it is about how school settings effect child development in boys and girls, and how gender-specific vs mixed-gender classrooms impact

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

Studies show the dangers in bullying and how it is on the rise especially with use of the

Informational Influence and Normative Influence are both categorized under conformity in sociology. Informational is basically when we conform to others behavior because we believe it provides information about reality. It is often when we care about getting the right answer and trying to be rational. It also deals with the "Maybe they know something I don't know" phenomenon. An example, could be choosing to eat at a busier restaurant opposed to the empty one, or imitating the locals when outside your country. In contrast, Normative Influence is when we conform to others behavior because they expect us to. This is when we believe conforming may have positive consequences, such as approval or the enhancement of our reputation, or when we believe not conforming may have negative consequences, such as disapproval or punishment. An example of Normative Influence is laughing at a joke you don't get, or agreeing with an opinion you believe in others.

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.

Even though several psychosocial theories can be used to understand the logic behind bullying, Albert Bandura’s theory of social learning provides the most effective base through which this review is focusing on. According to Bandura, human behaviour is either positive or negative and is learnt and can be unlearnt. Human beings learn through several social processes of modelling, imitation and copying and replicate what they have learnt (Carlson and Beins, 2012). The socially set institutions such as family, society, schools and peers provide channels through an individual which they may learn and internalize behaviours.

In the U.S. on a regular school day, three of ten children are involved in bullying incident. Either as the ones causing it, witnessing it, or actually being the victim of the bully (Greenya, 1). In our western culture, perfection and being unaccepted for being imperfect is becoming more and more pervasive. From as young as grade school kids are worried about being socially accepted. The trend is becoming: be the bully, or you will be the one bullied. From children to adults bullying seems to be a "desperate [way] for some people to maintain a circle of human contacts (Marano, 3)." Although children are the ones seen as being rude and mean to their peers, this same attitude is found in adults although it may be portrayed on a different

As more and more children go to school, the rates of bullying go up as time goes by. there are many times at which students suffer all the bullying that occurs within their lives. As more schools become aware of the magnitude of the bullying occurring right under their noses, there are rules created to aid the victim. There are various types of bullying and these are created to do one thing, instill superiority among the “stronger” and place a feeling of inferiority. Bullies are the ones who are detrimental to a child’s development.

Bullying can be hard to define, because research has shown that it comes in many forms which makes it difficult to find one set of characteristics that will describe a bully. Conclusively, studies have defined bullying as a set of repeated aggressive behavior that is intended to harm someone, which usually involves an imbalance of power between the victim and the perpetrator (Morgan, 2012, p. 174). Studies have shown that there are two distinct types of bullying, which is a direct form of verbal and physical aggression, and indirect, which often results in name calling, rumors and exclusion (Aluedse, 2006, p. 38). This form of peer victimization can have devastating effects on a child 's academic work and their physical and psychological well being (Limber, 2003, p. 23). In terms of gender, boys are more likely to be involved in physical bullying (direct) as for girls are more likely to be involved in indirect bullying (Wang et al, 2009, p. 371). Previous research indicates, that parents and friends are two important factors of social interaction associated with bullying and victimization among adolescences. Bullying is quite common among middle school children, because it is during this time that children go through puberty and hormonal changes. During this time students are looking to be accepted and fit into a specific group; however, when there is a lack of acceptance and esteem due to victimization, this can cause children to isolate themselves from those around them

The article that I picked is "Traditional and Nontraditional Bullying Among Youth: A Test of General Strain Theory". In general, this article impresses me a lot in which the authors distinguish the nature and causes between physical bullying and cyberbullying in a clear and understandable manner. The examples provided by the authors are convincing since they are primarily referred to real-life situations happening in American public school. The article reveals victims, particularly those vulnerable school children who are stigmatized and bullied by their fellow peers through various means (i.e. discriminating their fellow classmates by altering and calling their name inappropriately without obtaining their consent, imposing unnecessary physical pain on others that they dislike by beating up their peers by a gang of students etc.). This article is easy to follow and enables me to have a better understanding of the concepts of the two forms of bullying affecting youth in American schools.

Bullying is defined as “verbal, physical, or psychological abuse or teasing accompanied by real or perceived imbalance of power” and is usually targets what children perceive as different (Olweus, 1993). Bullying is prevalent across the nation. It has devastating effects on students each day. Bullying is a problem for all students, regardless of race, gender or class. The National Education Association reports that 160,000 children are absent intentionally from school each day because they fear being bullied whether it is an attack or just intimidation by other students. This accounts for 15% of all school absenteeism (Hunter, 2012). Dan Olweus (1993) from the National School Safety Center tells us that bullying includes three parts: (1)

Our culture emphasizes a mentality that encourages dominance and aggression. Extreme bullying, often using sexual slurs such as "gay, fag, slut and whore," is becoming a common experience for students of all ages, and in particular, for children aged 11-13.

It has been investigated that there are two main features found in bullying behavior, power-concerned to bullying and affiliation-concerned to bullying, are connected to being violent and hurting others. (Fekkes,Pijpers,& Verloove-Vanhorick;2004).