Category: Children

Essay on My Classroom Observation Experience

Over time, research has been conducted both in laboratories and classrooms to investigate how learners learn, which in turn can be considered to establish effective teaching approaches. However, these are variable and can shift as we learn more about theories and research into how learning takes place (Pritchard, 2013).

For this assignment, the practitioner observed a child examine how they acquire knowledge in different educational environments while linking to learning theories. Observations are one of the ways to conduct primary research as the data collected is first-hand. Some of the most influential scientific discoveries have been found using this method, for example, Charles Darwin observed animal and marine life in the Galapagos Islands to formulate his Theory of Evolution. The advantages of observations are that the information gathered is up-to-date and the data is unique. However, this can be time-consuming, and personal bias can affect results. It is important to understand the difference between observation and interpretation to avoid bias (Lowe and Pavel Zemliansky, 2011).

Before the observations were carried out, the practitioner gained consent from the Headteacher and the child’s parents (appendix). Ethical guidelines must always be adhered to when observing, balancing the aims of research carefully with the safety and well-being of the participant (NSPCC Learning, 2020). The policies and procedures of the school setting must also be followed. Observation notes were unnamed and stored in line with GDPR guidelines. For anonymity, the child observed is referred to as child X.

There are many different methods of observation. For this assignment, the observation was unstructured, with the practitioner being a participant so that all behavior could be recorded and minimize the Hawthorne Effect. This is where the behavior of the individual tends to change when being observed (Payne and Payne, 2009). However, there is doubt whether the Hawthorne Effect exists in children aged 8-15 years. Also, Thorndike proposed that the effect declines over time (Bauernfeind and Olson, 1973).

Child X is in year three of a mixed year three and four class of thirty children. Child X is on the SEN register for moderate learning difficulties and often requires support with their learning. Child X is currently waiting for a diagnosis of ADHD because they struggle to stay focused and listen, makes unconscious noises, and is easily distracted.

Strategies are in place to help child X, such as ignoring minor misbehavior, using a short target sheet, and participating in movement breaks (Cowley, 2006). Studies have found links between ADHD and lower academic attainment. Specific learning problems such as dyslexia and poorer cognitive ability are known to be associated with ADHD and can affect learning. While ADHD is considered a neurological condition that a person is born with, environmental conditions also play a part. Similarly, genetic and environmental pathways are both thought to play a role in the association between ADHD and the impact of educational attainment (Sellers et al., 2019).

The first observation was during a guided reading lesson in the classroom. Child X is sat at the front so that they can concentrate. At the beginning of the lesson, child X said, ‘I’m hungry.’ The teacher suggested they had a fruit snack while the previous chapter was recapped. This identifies with Maslow’s Hierarchy of Needs Theory, where the teacher ensures that the child’s physiological needs are met. This need is at the bottom of the hierarchy and is thought to be the most important and must be met to progress to the next level (Petty, 2014).

The teacher paired weaker readers with stronger readers, a Vygotskian approach which is also one of the advantages of mixed year classes. Vygotsky stated that for learning to occur, the child should be in the Zone of Proximal Development (ZPD). They can move through this, completing tasks they cannot do independently with the help of a capable peer. Child X expressed that they were disappointed to be paired with this student, but the teacher insisted. Social interaction is fundamental to Vygotsky’s Sociocultural Theory (Bekiryaz, 2015).

Child X started well and was focused, following the book with the peer. However, after nine minutes, child X started rocking on the chair, making squeaking noises and tapping the table. This could be because the learning was teacher-led. The teacher was reading to the class, resulting in a lack of engagement from child X. Constructivists believe learning is not something that can be delivered to students passively listening to a teacher (Aubrey and Riley, 2019).

The teacher halted and praised the children for demonstrating good listening. Child X stopped and pulled the chair in. The teacher praised Child X for refocusing. The impact of behaviorist, Skinner’s positive reinforcement can be seen here. Through operant conditioning, behavior that is reinforced is likely to be repeated (Aubrey and Riley, 2019). The hidden curriculum could also be recognized, where the teacher promoted the expected behavior for it to improve. These routines and behaviors should be explicitly taught in the classroom so that students know their expectations, otherwise, they could become at a disadvantage (Alsubaie, 2015).

Bandura’s Social Learning Theory was also evident. A good role model sat with child X so good behavior could be imitated (Pritchard, 2013). However, this could work the other way too, with the undesired behavior being imitated, hence careful thought is needed when pairing.

These approaches were successful for Child X. By the end of the lesson, child X and their partner had analyzed the chapter collaboratively. They also agreed to play at break time, which resulted in a positive social identity (Burke, 2018). This is particularly important for SEN children, who can sometimes be seen as ‘low status’ and not part of the ‘in-group’ (Hornsey, 2008).

The second observation was during a Maths lesson in a small side room. The group included five children working below the expected standard, so the year two curriculum was followed. This relates to Piaget’s theory which focuses on stages of cognitive development, stating that children should not be taught content until they are ready (Bates, 2019). However, this is not always realistic in schools where resources are sparse.

Evidence of Tajfel’s Social Identity Theory (Tajfel, 1974) was also seen here. This group works together for Maths three times a week. Child X was visibly excited about the lesson, which demonstrated his sense of belonging in the group and helped build self-esteem. With similar levels of attainment, the group has formed strong friendships and regularly chooses to play and work together.

Further evidence of Piaget’s Theory of Cognitive Development was observed. Children use practical resources to help them understand more abstract ideas, which add to or modify their schemas (Blake and Pope, 2008). Zoltan Dienes built upon Piaget’s idea and developed dienes. These are blocks used as concrete manipulatives to learn complex mathematical concepts (Moyer, 2001). Child X used dienes repeatedly to learn subtraction when crossing ten and completed a worksheet. Through hands-on, visual learning, child X grasped this new concept which built confidence and increased motivation.

In contrast to the lesson in the classroom, child X contributed ideas and was focused throughout. Students have a desire to learn when the learning is interesting and useful to them and activities are fun. Also, success increases self-belief and in turn motivates (Petty, 2014). Dweck states that praising effort rather than ability increases motivation and develops a growth mindset (Aubrey and Riley, 2019). Child X was praised for using dienes to work independently.

The final observation took place on a school trip to Avebury. On arrival, the children were given a picture sheet with stones to find. Child X said, ‘Wow, I love being outside!’ This links to Dewey’s Theory of Experiential Learning, where knowledge is socially constructed and based on experiences. He believed schools should prepare students for the ‘real world’ (Arthur, 2009). Dewey also believed in outdoor education with the experience linking the doing to construct meaning (Ord and Leather, 2011).

Child X’s focus and listening were far better in the outdoor environment than in the classroom and the smaller Maths group. As the teacher talked about the history, child X leaned against the stones and touched and stroked them, while listening intently, and answering questions.

Howard Gardner’s Theory of Multiple Intelligences states there are eight types of intelligence. Using this, child X would be seen to have strengths in spatial, kinesthetic, and naturalistic intelligence. Though critics point out, there is no empirical evidence to validate this theory (Pritchard, 2013).

In conclusion, the outdoor environment appeared to be the most successful learning environment for child X in terms of engagement and focus, followed by the smaller Maths group. Child X would be an ideal candidate for the forest school held at the school for small groups. While child X benefits from the small Maths group, it is not possible to offer this for more lessons due to a lack of resources, most notably staff to take them.

Child X found learning harder in the classroom, possibly because of distractions and low confidence. Experiential learning had a greater impact, which was proven when Child X answered questions correctly during formative assessments after these activities. This relates to Dewey’s Educational Theory and Kinesthetic Learning and appeals to child X’s natural inclination to be moving and have something in their hands.

Many learning theories have been identified during the observations and different approaches were used according to the learning environments to help child X learn. Unfortunately, while schools can differentiate to support those with learning difficulties, they are unable to offer individualized education. There is no one size fits all but offering varied opportunities in different learning environments can only enhance learning and child development. Future learning for child X should continue to offer these so that they receive support where needed while also continuing to become an independent learner. A future diagnosis may help meet the needs of child X so that more focused strategies could be put in place to help them further.

Bibliography

1. Alsubaie, M. (2015). Hidden Curriculum as One of Current Issues of Curriculum. Journal of Education and Practice, [online] 6(33). Available at: https:files.eric.ed.govfulltextEJ1083566.pdf.
2. Arthur, J. (2009). Learning to teach in the primary school.: Routledge.
3. Aubrey, K. and Riley, A. (2019). Understanding and Using Educational Theories. 2nd ed. Los Angeles; New Delhi; Singapore; Washington Dc; Melbourne: Sage.
4. Bates, B. (2019). Learning Theories Simplified: … and How to Apply Them to Teaching. 2nd ed. Los Angeles, Sage.
5. Bauernfeind, R.H. and Olson, C.J. (1973). Is the Hawthorne Effect in Educational Experiments a Chimera? The Phi Delta Kappan, [online] 55(4), pp.271-273. Available at: https:www.jstor.orgstable20297533 [Accessed 20 Dec. 2021].
6. Bekiryaz, M. (2015). Teaching Mixed-Level Classes with a Vygotskian Perspective. Procedia – Social and Behavioral Sciences, 186, pp.913-917.
7. Blake, B. and Pope, T. (2008). Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in Classrooms. Journal of Cross-Disciplinary Perspectives in Education, [online] 1(1), pp.59-67. Available at: https:www.people.wm.edu~mxtschTeachingJCPEVolume1JCPE_2008-01-09.pdf.
8. Burke, P.J. (2018). Contemporary social psychological theories. Stanford, California: Stanford University Press.
9. Cowley, S. (2006). Getting the buggers to behave.: Continuum.
10. Hornsey, M.J. (2008). Social Identity Theory and Self-categorization Theory: A Historical Review. Social and Personality Psychology Compass, 2(1), pp.204-222.
11. Lowe, C. and Pavel Zemliansky (2011). Writing spaces: readings on writing. Volume 2. Anderson, South Carolina.: Parlor Press.
12. Moyer, P.S. (2001). Are We Having Fun Yet? How Teachers Use Manipulatives to Teach Mathematics. Educational Studies in Mathematics, 47(2), pp.175-197.
13. NSPCC Learning (2020). Research with children: ethics, Safety and Avoiding Harm. [online] NSPCC Learning. Available at: https:learning.nspcc.org.ukresearch-resourcesbriefingsresearch-with-children-ethics-safety-avoiding-harm.
14. Payne, G. and Payne, J. (2009). Key concepts in social research. Sage.
15. Petty, G. (2014). Teaching today: a practical guide. 5th ed. Oxford, Oxford University Press.

The Outcomes Of Corporal Punishment In Children

Every child goes though that phase where they want to be on top of the world. They think they can do what they want, when they want. But then comes the mighty parents, using discipline to ensure the problem child doesn’t do this heinous act ever again. It is the job of parents to make sure their child remains as behaved as possible, eventually making them into great people in our society. But when does it become too much? Sometimes children can act so bad that the parent feels to need to inflict pain on them to make sure they learned from their mistakes, but they don’t know the potential consequences of their actions not only on the child, but to the parents themselves in extreme cases. It is one thing to discipline your child, but it is also another to straight up hit them to scare them. It is wrong and should not have any place in this world. Corporal punishment should not be allowed because it causes mental problems for the child, it sets a bad example for them to follow, and it should be banned all over the globe.

The mental well-being for a child is very important. Parents really want their kids to grow up and become successful in their adulthood. However, inflicting military-like discipline can take a huge toll on their emotions. So much so that they start to become scared for their life. According to American Psychological Association, using physical discipline can be a good way to get a child to behave in the heat of the moment, but excessive usage of this type of punishment can lead to mental issues for the child later. It also doesn’t make the child learn from what they did wrong in the first place. Likewise, the American Academy of Child and Adolescent Psychiatry made a list of potential things that a child who has experienced corporal punishment can have. These include aggressive behavior, low self-esteem, and having the urge to hit people. Both articles state that physical discipline is only a short-term solution to a child acting up, and that later down the line it influences the kid. Some of the mental health issues can be very traumatizing to the victims. It can lead to a loss of trust in others, and the parent-child relationship between them and their parents will always be strained if there is a history of corporal discipline in the family.

It would be only a matter of time before the child starts to inflict this punishment onto others. The most common example of this is bullying in school. Bullying is usually a result of extremely bad parenting with corporal punishment. “Being on the receiving end, children may learn to associate violence with power or getting one’s own way,” says Emily Cuddy, a professor of the Brookings Institute. According to Cuddy, parents who constantly hit their child results in much worse behavior by the child. The AAP also agrees with this, saying that the more children get hit by their parents, the more they feel the urge to use violence when they feel the need to. Our children shouldn’t end up having aggressive behavior, because teaching them to use violence against people to get what they want can potentially put them into jail in their adulthood.

Although corporal punishment is a bad way to discipline our kids, most parents seem to think it is alright to use it. Southern Methodist University’s research shows that most parents believe that it is okay to spank, not hit, their child to get them to behave. It is still legally permitted in 19 states to use corporal punishment against your child. The Brookings Institution also claims that physical discipline is a culturally accepted way of punishing young children. The fact that it is this accepted in our society is terrible to think about. To think that a parent would even lay a hand on their child is sickening, let alone think it is actually alright and normal to do it. Research shows that most countries do no think it is right, and they outright ban this type of behavior by parents. The United States should follow this principle and start punishing parents who do use force to discipline their child, because they could be creating more criminals and they don’t know it yet.

There are plenty of ways to prevent such acts from happening in the household. There isn’t not a way to punish a child for misbehavior without using force. A good and popular example of this is taking away their privileges. Also known as grounding them. This method is popular among parents as it is effective in that the troubled child will learn from their actions and never do it again. Another way of preventing misbehavior is to try and be a role model for them. Try and teach them how to be respectful, responsible people. This can be very beneficial to them in the future, they can end up being great people and can be responsible. These children shouldn’t have to live their life in fear.

Corporal punishment is not an acceptable way of disciplining children. It isn’t even worth using in the first place, as it can lead to unexpected but terrible things. Children are influenced by their parents/guardians, and it should remain that way but not to the extent of violence. There needs to be a line that should never be crossed by the parents. That way, we can ensure the safety and the success of the up and coming generation. That way, they can live happy lives without fear.

Corporal Punishment In Schools: Apparatus Of Mending Or Oppression

“Discipline is helping a child solve a problem, Punishment is making a child suffer for having a problem. To raise problem solvers, focus on solutions, not retribution.”

– L. R. Knost

SCHOOL – The most primary and fundamental block of learning in a person’s life, are considered to be the most sacrosanct institution of our society. But there is a question that we need to ask ourselves – Does this sacrosanctity necessarily rests upon torture and torment of innocent buds of our society?

Committee on Rights of Child in the General Comment (No. 8) defines ‘corporal’ or ‘physical’ punishment as “any punishment in which physical force is used and intended to cause some degree of pain or discomfort”.[footnoteRef:1] A 2007 study titled “Child Abuse in India” conducted by Ministry of Women and Child Development concluded that every two out of three child going to school are victims of physical abuse.[footnoteRef:2] As we are very well aware of the fact that Teaching is a cognitive activity and that’s why the learning process of a child should be on the firm base of “EDUTAINMENT” (i.e. Education + Entertainment) not on the dreadful background of child harassment and the physical abuse in the form of Corporal punishment. [1: United Nations Committee on the Rights of the Child (CRC) General Comment No. 8, The Right of the Child to Protection from Corporal Punishment and Other Cruel or Degrading forms of Punishment, (U.N. CRC/C/GC/8) March 2, 2007.] [2: UNICEF, All You Want to Know About Corporal Punishment, UNICEF India, https://unicef.in/Story/197/All-You-Want-to-Know-About-Corporal-Punishment (last visited Nov. 13, 2019). ]

Looking at the instances of corporal punishment throughout the country – the results are appalling. Their skulls are smashed against the wall, they are beaten to black and blue with sticks, they are compelled to do 150+ sit-ups, they are slapped tight on their face forcefully and ruthlessly multiple times, they are made to stand in scorching sunlight for numerous hours till they faint and fall down, they are made “murga” for hours which generates intense pain in shoulder and leg muscles. They are also subjected to verbal abuses by speaking of ill remarks about their caste/religion, shaming, ridiculing, using sarcasm and derogatory remarks that lower their dignity and self-esteem, etc.[footnoteRef:3] Worst part here is that parents who are ideally expected to have utmost concern for their offspring are either indifferent to their agonies and tears or even support the act of perpetrator. [3: HRD Ministry, Government of India, Advisory under S.35 of RTE Act, 2009 for elimination of corporal punishment in schools, National Commission for Protection of Child Rights (Mar. 26, 2014), https://www.ncpcr.gov.in/showfile.php?lid=873.]

“Spare the rod and spoil the child” is what that animates such acts. Mindset of said persons are highly irrational and hence worrisome: Harass the laggards and Punish the Petulant, with the underlying concept of deterrence.

It is the darkest lacuna and ignominy upon the justice system of our country that till date we have no efficacious legislation for combating such menace. The so called “core children law”[footnoteRef:4] of our country, as per its Section 2(21) r/w Section 82 fails to cover prohibition of corporal punishments in schools as same does not falls within ambit of child care institution. The provisions of Right to Education Act, 2009 have no strong sanctions against such perpetrators other than “weak” disciplinary actions.[footnoteRef:5] Successive National Education Policies are not properly implemented. It is also quite ironically noteworthy that our law serves well-cooked defence[footnoteRef:6] to the perpetrators in the case at hand. But it also has a limit upto causing grievous hurt and the perpetrators usually transcend that limit too by their grotesque, diabolical and ghastly acts of so called “disciplinary punishments” against these naive lives. [4: The Juvenile Justice (Care and Protection of Children) Act, No. 2 of 2016.] [5: The Right of Children to Free & Compulsory Education Act, No. 35 of 2009, § 17.] [6: The Indian Penal Code, No. 45 of 1860, § 89.]

Teachers, Parents claim their intense bona fide intention beyond such acts without even making an attempt to look into the other side and the sufferer is an innocent life, who faces long term impacts of it – destructive behaviour, vandalism, pessimism, school phobia, avoidance, anxiety, and the worst one, self-killing.

At the flag end, it is germane to pen down few suggestions and at such backdrop if we really care for ultimate bright future of these seeds of nation and do not desire to see them either as an unemployed or as a criminal, then our ideologies need renovation or in the simpler terms reconditioning. Shift has to be brought from “rod” to “understanding and discussion”. Further, the direction of aforementioned “deterrence” has to be reversed from children to perpetrators by active role of judiciary because from aforesaid discussion it is evident that legislature and executive have certainly failed.

At the conclusion, golden words of Dr. Dan Siegel may be remembered – “Too often we forget that discipline really means to teach, not to punish. A disciple is a student, not a recipient of behavioural consequences.”

The Reasons Children Become Serial Murders When Grow Up

Since the beginning of mankind there has always been the belief that children are a product of their parents, in appearances, mannerisms, vocally, talents, and career choices. Though equally in good and evil, anger and love, tenderness and aggression, have also been given incredible amounts of extensive research and study to either justify the belief or disavow it as a myth or perhaps a coincidence. Dating all the way back to Adam and Eves’ children, Cane and Able. Adam and Eve defied their Father/Creator so it would make sense that Cane Able would also be in some way or everyway the same as their parents. However, Able was kind and obedient, satisfied with his position in the family. Cane, on the hand was totally discontent, argumentative, turned out to be a killer and a deceiver. Quite a difference in comparison and because both boys were raised in near identical method it neither proves nor disproves either side of the argument. This of course was just the beginning of things to come. So, the impending argument is whether or not there can be a definite answer to long term curiosities of both men and women to prove or disprove that children are a product of their parents and children can be socially changed after such a childhood. The question to ask ourselves is; are we raising out children to be serial killers.

Abuse connotes variances in public opinion; therefore, a working definition of each subtype is required. Physical abuse is causing or allowing any nonaccidental physical injury. Sexual abuse is any type of sexual, unhealthy or criminal practice or activity. Although psychological abuse is intentional humiliation causing an emotional conflict. Then there is neglect, failing or refusing to provide adequate food, clothing, shelter, emotional nurturing, or health care. Additionally; abuse can also be defined as threatening physical injury, abandonment of a child, even drug addiction during utero.

Deeply traumatic experiences, especially during childhood, can have an even deeper impact in adult life. They can significantly shape an individual’s personality and life choices, spurring exploration into the connection between childhood abuse and criminal behavior. Not all abused children become serial killers, and not all serial killers are victims of child abuse. To be more specific, it is a very small percentage of the abuse population that become serial killers. An estimated 1500 historically as of 2000 (Newton). Even though this seems to be an astronomical number to us, it is actually a very small number when compared to the number of abused kids in the system year after year and the unknown number of unidentified children that go unreported.

According to criminologist Dr. Adrian Raine, both biological and social factors go into the making of a murderer. Both genetics and environment combined work to encourage violent behavior. IN sets of twins a variance in the enzyme monoamine-oxidase-A gene can enhance one to display violent behavior while the other shows no signs at all. However, this alone does not necessarily make a killer. But, genetics, in tandem with environmental factors such as violent childhood experiences, work together to shape an individual. The strength of a person’s character can define a person; abused or not. The choice can be made to resist most behavior. Each individual case and individual strength also carry a great deal of weight. Different combinations of genetics, biology, and the environment create different facets of criminal behavior. Personal traumas can affect behavioral choices. So, the connection between genetics, social environment, and criminal behavior appears to be real, even though it would be in varying degrees. Profiler Jim Clemente said, “Genetics loads the gun, personality and psychology take aim, and experiences pull the trigger”.

Genetics combined with personality, trauma, and the environment we live in drive a serial killer’s behavior. It is impossible to generalize the cause of criminal behavior. It is impossible to generalize the cause of criminal behavior, it would be presumptuous and inaccurate, to many variables. But the tied between child abuse and serial killers cannot be ignored. But the ties between child abuse and serial killers cannot be ignored. Each serial killer has unique traits that have been shaped by their experiences, circumstances, and mindset. So many variables and do few test subjects have shown that the creation of a serial killers in some ways still a long way from a “formula” that is relative to determining a clear concise path to becoming a murderer.

The most traumatic of all serial killers is the one that targets the entire family to be eliminated. These are actually few in numbers but create a horrific trail of slaughter and mayhem. These provide the least amount of sample testing to determine exactly the parameters involved in the creation of such a monster. Too many times the offender is killer before answers can be sought from the individual. In addition, those that survive are not quick to answer questions about their lives and backgrounds as to obtain the more detailed points in their lives. Leaving the only information to be obtained to articles and public records. This leads to trying to develop a clear and concise developmental history with too many unknown factors. Within these articles dwells the emotions and distress of each individual writer. There words are influenced by their emotions and exaggerations of the actual event can be pushed and pulled in their words, thus making the facts distorted and off balance in many cases. Writers that have children tend to over dramatize and fantasize their words to match their feels. These are also those writers that overwrite to sell papers, their writings are sometimes void of needed facts and replaced by glorified imaginary falsehoods. This creates a black hole in the attempt to accurately understand and profile future offenders. These black holes tend to lead profilers in the wrong direction, which could lead to unnecessary loss of life.

The information provided by serial killers is usually hard to verify and because they are in a fantasy type state of mine, they tend to over tell their stories or just plain lie about their pasts and general reality. All criminals are slightly or majorly suffering from insanity of some degree. To commit such atrocities against other human beings cannot in anyway, be considered as sane acts. Therefore, any and all information provided by these subjects need to be scrutinized and verified. Much of the information becomes void and unusable.

In general, the most common form of studying the “Makings of a Serial Killer” has been to study their backgrounds; parents, grandparents, social atmosphere in all areas of growth. To see if changes in homelife, school life, sports, etc., could attribute to the end product. It has long been a belief that certain life triggers have been the most critical factor in producing a serial killer. Things such as the loss of a parent, being bullied by either an adult or a fellow student. Family break-ups have also been believed to be a serious trigger in some way of turning point leading directly to the end result.

It has also been believed that parental child abuse can be directly accredited to turning other “normal” children showing no signs of disturbing behavior, into stone cold killers that cannot seem to quench their thirst for blood, if you will. Likewise, soldiers returning from combat have been shown to, in some instances, turn on a dime into a killing machine. Of course, in all cases, other circumstances and contributing factors have been or could have been a major influence in any or all of the created serial killer. In addition, defects in the brain can also alter the behavioral abilities of individuals as to not allow normal restraint when it comes to human life. However, even in this case, triggers are needed to complete the turn into acting out in a serial killing format.

There are a lot of factors involved with victim choice. It is usually attributed to past angers, rejections, or assault recognition. It is nearly impossible to make general statements of definite this and or that to the cause of such anomalies due to the magnitude of variables in each case. Each individual is made up of endless variables in life growth so this allows us only a best guess using similar common parameters to determine who the victims will be. The longer a serial killer is active the easier it becomes in identifying the pattern of choice. This is done by connecting the similarities found in each victim.

In general, though, he or she, is fulfilling a need through this kill. For example, a man who has been rejected by women would target similar aged or looking women as the object of his aggression. A woman abused of rejected could target men of similar stature or age to fulfill her desires of revenge or proof of worth. There have been cases where an adult child who lost their mother early in life find it necessary to kill the mothers of children to balance his grief with the same loss to others. Women have been known to kill out of jealousy for a man rejected her, under the assumption these other women are standing in her way. There are so many “random” killing sprees where no pattern of why the victims were chosen and the killer was gunned down never to know the reason for their choices. There have been spiritual killings to perhaps fulfill a false prophecy or to stop the coming of Satan. As one can see, there are so many possibilities as to victim choice because the mental parameters are endless.

“Organized offenders” tend to plan a lot of the elements of their attacks with great care and gathering of information long before the attacks take place. They tend to choose victims that are easier prey. Low risk targets are sought out so that the plan can go smoothly. These targets are usually strangers and fit a pre-conceived profile. Their weapons are brought in and removed to maintain the desired control and to help prevent being identified. Organized offenders while acting out a well-orchestrated fantasy have a very detailed pre-conceived sex act and are, in most cases, completed very successfully. Once they complete their fantasy, they tend to end the victims suffering quickly and methodically dispose of the body to avoid being caught. The last action was preplanned and executed with great care. They have also been known to provide information to the police without revealing their secret. Paying close attention to the news is also a way to relive the kill over and over. Collecting trophies from each act is a common way to prove and provide power to the offender.

“Dis-organized offenders” are not as cautious and generally have some mental defect that keeps them from planning their events. They are generally opportunistic and tend to choose their victims during the occasion at hand. They historically choose people already at risk of becoming a victim, such as a prostitute, thereby lessoning the effort required to complete the act. Using weapons found at the scene, they usually leave the weapons and generally don’t care about the scene itself. They engage in the sex act but usually can’t perform well and won’t complete the act. Disfiguring the body is a common act and/or removing a body part, but they are otherwise unconcerned with the body postmortem.

“Mixed offenders” displays traits from both the organized and disorganized offenders. These characteristics are not normally found together since they are so conflicting. These mixed offenders are seriously troubling to investigators and are much harder to profile. The offenders tend to be more conflicted and confused due to the struggle going on in their heads. These individuals are usually more violent and have a tendency to a higher degree of mutilation from the anger in their mind.

The “Tools of the Trade” range from ink pens to semi-trucks. One of the most used is of course the “silent knife”. These range from a small kitchen knife to a butcher knife. Another favorite has been the handgun. Of course, rifles, semi-automatics, even flare guns have been the weapon of choice. Simpler tools are the baseball bats, golf clubs, shovels, garden hoes, and of course the hatchet and ax. Power tools; saws, drills, nail guns, and yes chain saws have been used to fulfill their needs and desires. Victims have been chained to the bumper of a vehicle and drug to obliteration. Run down by trucks and construction equipment. The deranged mind is capable of using nearly anything to complete the task. A common practice by many offenders is using surgical tools to dissect living victims to enhance the pleasure of the kill.

Fifty serial killers who murdered for the primary goal of attaining sexual gratification, termed lust killer was studied to determine the prevalence of childhood abuse. Information regarding the childhood abuse sustained by each killer was obtained primarily from biographical books, newspaper articles and online sites. Abuse being categorized into physical abuse, sexual abuse, psychological in 2001. All types of abuse excluding neglect is significantly higher in the serial killer population. The prevalence of physical abuse was 36%, sexual abuse was 26%,and psychological abuse was 50%. While neglect was equally prevalent in the serial killer population as in societal norms 18%.

By definition, someone who kills or murders three or more victims in at least three separate events, with a cooling off period between kills, is considered to be a serial killer. A serial killer is probably under stress before he commits the kill and after the cathartic experience is accomplished, is a type of relief form the stress and possible satisfaction. Reports of sexual and physical abuse during their childhood could result in permanent physical brain damage and emotional instability. The high percentages in serial killers shows enough evidence to lean in the direction that serial killers might not be born to it but driven to it.

However, there are many other events in a person’s life that create conflicting issues and could be the actual trigger that causes the psychotic event responsible for the beginning of killings. One simple failure in a young adult’s life can be so devastating that when combined with abuse could be all that’s needed.

The question; “Are we raising our children to be serial killers?” is a very difficult question to answer. On one hand; we believe that it takes a combination of genetics, environment, trauma, and personality to create a serial killer. Of course, it also requires other various facotrs to be introduced into the formula to complete the monster. Each individual is unique, shaped by individual experiences, circumstances, and mindsets. In Newtons (2000) study, the percentages of abuse were 68%. The other 32% had not experience any abuse at all. So, it is a given that it does not require abuse to become a serial killer. It also has been shown that poor people raising children, middle class raising children, and rich people raising children have the same chance that a child could become a monster of murder.

Now on the other hand, 68% of serial killers were abused in their youth. This has shown to be a huge factor in become unsocial, angry, secluded from society because of the hurt. Physical abuse can cause traumatic brain injuries and altering a normally balanced chemical state into an unbalanced nightmare. In addition, psychological abuse tends to give sound reasoning to becoming a killer. Taking away compassion, sound reasoning, and the ability to love. I would conclude that there is no accurate formula to creating a serial killer. Many inconsistent factors added to consistently recognized factors are needed to develop or possibly to undeveloped the human brain to the point of becoming the monster needed to commit such atrocities.

Taking abusive behaviors out of our society; treating every individual as an equal, and with compassion, would definitely result in lowering the development of serial killers. However, I find no clear reason to believe that all serial killing will ever stop.

References

1. Davies, N. (2019, January 28). From Abused Child to Serial Killer: Investigating Nature vs Nurture in Methods of Murder. Retrieved from https://www.psychiatryadvisor.com/home/topics/violence-and-aggression/from-abused-child-to-serial-killer-investigating-nature-vs-nurture-in-methods-of-murder/.
2. Harmening, W. M. (2014). Serial Killers : The Psychosocial Development of of Humanity’s Worst Offenders. Springfield, Illinois: Charles C Thomas. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=880307&site=eds-live&scope=site
3. Harmening, W. M. (2010). The Criminal Triad: Psychosocial Development of the Criminal Personality Type. Springfield: Charles C Thomas. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=389210&site=eds-live&scope=site
4. Jalava, J., Griffiths, S., & Maraun, M. (2015). The Myth of the Born Criminal : Psychopathy, Neurobiology, and the Creation of the Modern Degenerate. Toronto: University of Toronto Press, Scholarly Publishing Division. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1014911&site=eds-live&scope=site
5. Miller, L., & Ebooks Corporation. (2012). Criminal Psychology : Nature, Nurture, Culture a Textbook and Practical Reference Guide for Students and Working Professionals in the Fields of Law Enforcement, Criminal Justice, Mental Health, and Forensic Psychology. Springfield, Ill: Charles C Thomas. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=474989&site=eds-live&scope=site
6. Mitchell, H., & Aamodt, M. G. (2005). The incidence of child abuse in serial killers. Journal of Police and Criminal Psychology, 20(1), 40–47. doi: 10.1007/bf02806705
7. Sohail, K. (2002). Myth of the chosen one : The psychology of serial killers. Retrieved from https://ebookcentral.proquest.com

The Bad Seed: Children As Serial Killers

Serial killers are a person who usually kills three or more people and they are often very depressed and disturbed in contrast with others. The serial killer is a completely different criminal. America has some of the most notorious serial killers that have shaped history, serial killers that once never even dreamed about killing anybody. Generally, serial killers murder some for their benefit or sometimes for no reason. Some people are growing up differently from others, some are in a safe environment surrounded by caring people, others in an entirely different and missed treated by others. Therefore, some serial killers’ people are made or born? Most notorious killers and assassins are known as stunning, dapper, and even charming. It’s that charm and elegance that makes them get closer to their victim’s Serial killers have many aspects and motives to kill others. The scariest thing about them is that researchers are still unsure of what makes a human being a serial killer. Some experts believe that serial killers become what they are because they have a genetic disposition or brain abnormality. Most serial killers are abused as children by a close family member – mentally, psychologically, sexually. This behavior instills feelings of shame and helplessness in the infant, feelings that they will try to instill in their victims later.

In the movie “The Bad Seed” Rhode Penmark is the main character and she is an 8-year-old girl. Rhoda started the film as a perfect little girl who loved her family. She seems very sweet and innocent and everybody adores her. Rhoda didn’t waste time revealing her split personality if her parents didn’t look. She is greedy, selfish, short-tempered and psycho. She has no conscience, and she won’t hesitate to harm or kill anyone who stands in her path to achieve her target. It is believed that she had inherited these characteristics from her grandmother Bessie Denke. Who was a well-known serial killer? By the time the details were brought together by her mother Christine, Rhodes had already killed at least two people

In this world, we can see this kind of prime example that happens daily. In the movie, the bad seed Rhode was a clever and smart girl that people are unable to discover the crime that she did. If something comes in her way, she even destroyed those things like Leroy. Who knows Rohde secret after she found out he knew her secret she burned Leroy alive? In the movie, Rhode hits her classmate with her shoes to get the medal after that Rhode snitched medal from his hand. Once she got that medal from her classmate, Claude started making a loud noise of the pain and she was scared. she kept hitting him, suddenly he fell in the water. So, Claude died drowning in the water. The first example has a similar kind of crime that happened compare to the bad seed. “According to the author Abbey White In 1998, Josh Phillips was only 14 years old, Florida was sentenced to life for killing an eight-year-old neighbor from Jacksonville”. Phillips says that the day Maddie Clifton came to play baseball, he was home alone. He agreed to play even though if his parents were not home, he was not allowed to have friends. The young girl began screaming and crying loudly after he accidentally hit her in the eye with the bat. Knowing his father’s coming soon and in fear of his reaction, Phillips dragged her into the house and strangled her for 15 minutes with a phone cord. He went on beating her with a bat, crushing her body under his waterbed mattress.

There is another example of that teenager who was riding a bicycle down a suburban street shot and killed by a 14-year-old boy in 2009. The boy told police that the crime he committed to be at the high- ranking gang member. Again, to prove his worth he shot another young person too. Similar to the movie Rhode also did the same thing to get that medal.

Christine Penmark was Rhoda’s mother and a young woman. At times when her husband was away for military duties, she felt lonely. Christine was a gentle, smooth woman. She was committed to her family and always thought before herself of Rhodes. On the other hand, she was a very selfless and loving lady especially when she was able to give up her so that no one would hurt Rhodes. She’s a woman who’s powerful inside and outside. She is battling the fact that her daughter is a murderer. She was hopeless at that time when she found out her daughter is a killer and at the same time, but she accepted the situation and trying to protect her. Christine is brave and she is trying to save her daughter’s life. This movie shows the love about mother. Mother is that person she loves you so much no matters what you have done. She is also there to protect her children. “According to the people.com News that North Carolina Mom Is Killed While Protecting Her Kids During Home Invasion: Last Words Were ‘I Love You’”. Police confirm that she died trying to protect her children from two intruders. This article and movie showed us that the mother is dedicated to love and caring for her children for a lifetime. There are no limits to her love and sacrifice toward children.

When Christina talked to her father, she found out that she was adopted, and her real mother was a serial killer. She also found out her real mother killed others for the money. Serial killers always have some kind of motive to kill others. For example, Rhode kills her classmates just to get a medal and she also killed Leroy to get rid of the proof. Some kill others for money. “According to the book A killer in the family that Ted Bundy a serial female killer, whose lives were a source of pain killed own parents to claim an inheritance”. The Arthur of the book is Amanda Howard. Besides, In this movie, Christina tried to kill Rhode to prevent her from kills no more person, but she somehow alive. In the end, a natural incident she died in the same place where she killed her classmate. She went there in the dark to get rid of the proof. One similar example from the Bollywood movie. The movie’s name is mother India. She also killed her son because her son was a druggist and killer. She killed her son to prevent him from doing crime and no more killing the innocent people.

In conclusion, “The bad seed” movie had a lot of drama and especially secret. In this movie, we can see the love of the mother toward the children. Most well-known killers and assassins are known as beautiful, stunning, and even charming. In this society, there is a lot of serial killers walking by us. It is hard to recognize them. We always have to be extra careful. serial killers are from by their condition like being abused, being poor, or mentally disturbed people become serial killers.

Media Reflection On The Problem Of Missing Children

The disappearance of Madeleine McCann alongside other children missing has been wondering in everyone’s head as to what happened to these missing children? have they been found? , will they be found?. This essay will be answering most of the questions raised about Madeleine McCann missing also the missing mysteries of other missing children whose stories were newsworthy by the media and evidence gathered by Police.

This essay will also be reflecting on how the media portrays these stories and how much is done about finding these missing children yet their disappearances go amiss. In 2007 on the 3rd of May Madeleine McCann went missing from her hotel bedroom it claims she had vanished in thin air, Madeleine was just 3 years old when she went missing, she was on holiday with her parents in Portugal.

Madeleine’s parents had taken Madeleine and her younger twin siblings who were 2 years old at the time on holiday to Portugal at a resort called Praia Da Luz. Madeleine’s parents had left Madeleine and her 2 siblings asleep whilst they went out for dinner with their friends at a Tapas restaurant. The McCann’s took turns to check up on their kids throughout dinner when it struck around 10 pm Kate McCann (Madeleine McCann’s mum) had noticed her daughter was missing. The first suspect who Police believed had been involved in abducting Madeleine was 33-year old Robert Murat.

Robert was a British-Portuguese real estate consultant. It was reported that around 9:15 pm that a man was carrying a child and was walking towards Robert Murat’s house. Nobody had noticed at 9:15 pm that Madeleine was missing as Kate McCann went to check up on her children at 10 pm,also there was absolutely no evidence that connected Robert Murat to the disappearance of Madeleine McCann.

After four months of Madeleine missing Portuguese Police had put Gerry McCann and Kate McCann who are Madeleine’s parents as suspects different stories were being shared by the media some people believed she had died in the apartment others believed that her ‘kidnapping’ was just to cover up the story to cover up her death.

Evidence that led the Portuguese Police in believing that Madeleine’s parents were behind the disappearance of Madeleine was that the McCann’s had hired a car 24 days after Madeleine went missing and the car had DNA evidence which matched Madeleine also, the fact that both of Madeleine’s parents were doctors and the Portuguese Police believed that they had given their daughter Madeleine a sedative for her to fall asleep. Police sniffer dogs from the UK were called to find Madeleine or any evidence which led to her disappearance, 15 out of 19 DNA pieces of evidence were found of Madeleine in her parents hired car even though the car was hired 24 days after Madeleine went missing.

Kate and Gerry McCann were cleared of Madeleine’s abduction in July 2008. It was then discovered after 13 years of Madeleine’s abduction that Madeleine was abducted by paedophiles in 2007 when she went missing.

In 2014 four men who resided in Praia Da Luz who were seen wandering around at the time Madeleine was abducted. Madeline’s suspected abductors were questioned but they were released as there was not enough solid evidence to link them to the abduction. Another theory was unravelled that Madeline had been abducted by a local paedophile as 38 well-known sex offenders resided in Algrave. The area Madeleine was abducted in was a magnet for paedophiles.

It was said that girls matching Madeleine’s description were seen in lots of places in Europe and Africa in 2008 Police investigated a Belgium based paedophile ring in which they believed Madeleine was abducted by them. It is said that this group had ordered a young girl and they may have taken a picture of Madeleine beforehand to sign off her disappearance.

Till this day Madeleine’s disappearance still remains unravelled. As soon as the British media found out about Madeleine headlines hit the news such as ‘The parents of a three-year-old British girl who went missing last night while on a family holiday in Portugal fear she has been abducted.’’ (The Guardian 2007).

This shocked the entire British nation as per how can a 3-year-old British girl go missing. Headlines hit the news parents were scared to take their kids on holidays parents were also scared of letting their children out of the house. Madeleine’s disappearance in Portugal became very popular and a lot of different media sources portrayed it.

Football players wore T-shirts with pictures of Madeleine, banks and local communities had plastered posters of missing Madeleine everywhere, Madeleine missing was Britain’s biggest loss ever as she was just an innocent little girl.

Madeleine McCann’s disappearance was a very high profile case for the whole of Britain. From before when Madeleine McCann went missing in 2007 up until now lots of children from under the age of 18 have gone missing but them missing has gone unreported the media did not make a big deal out of it as they did with Madeleine because she went missing on holiday in Portugal and the fact that both her parents are doctors in the UK.

In 1996 on November the 2nd a young boy named Damien Nettles, Damien was only 16 years of age when he went missing. It is reported that Damien had gone to a friend’s party he was reported missing on 3rd November Hampshire Police had not taken his disappearance seriously because they had mistakenly reported his age as 19 years old. The Police had refused to search for Damien so his family and friends gathered together to look for him, they visited local businesses for CCTV.

‘’When Mrs Nettles phoned the station a few days later for an update, she was deemed a hysterical mother. She was told she was hampering the investigation by keep calling them.’’ (Damien Nettles 2017) Damien missing was not a big deal to Hampshire police, the thought of losing her loved one and Police not helping in looking for him was very shocking and appalling for Damien’s mother. Damien’s case remains unsolved to this day.

Damien’s case was newsworthy as it was a very sensitive case but it was not as sensitive and more newsworthy as Madeleine’s disappearance because Madeleine was the daughter of two doctors and Damien was not also because Madeleine went missing on holiday and she was very young when she disappeared. Coming back on the disappearance of Damien and Madeline there were a couple of differences as Damien went missing in 1996 not much resources were available to locate Damien and Madeleine went missing in 2007 where most resources were available another reason is Madeleine was just a child and was female whereas Damien was older than Madeleine and Damien was male.

The reason behind why it is a big deal about male and female missing is that females are more likely to be kidnapped and go missing because they are most likely to be used as human trafficking around the world and are easy victims as they are vulnerable as much as males are vulnerable but with females, it is more of an intense situation. Females are also used for sham weddings to older men or men overseas.

‘’According to the latest global figures – from 2017 – 51% of people trafficked worldwide are children, 76% are female and 69% of victims are trafficked for sex.’’ (Sky News 2019)

A story that was very newsworthy for Britain was the fake kidnapping of Shannon Matthews. 9-year-old Shannon Matthews went missing from outside her school in Dewsbury on 19th February 2008 her school was half a mile away from her home. Shannon was missing for 24 days. ‘’The nine-year-old was found tethered and drugged inside the base of a double bed at relative Michael Donovan’s grotty flat almost a month after she disappeared.

An elasticated strap with a noose on the end was found in his loft and may have been used as a method of restraint when he went out. With it around her waist, Shannon would have been able to use the toilet and certain rooms, but not get out of the flat. Police described the moment they found her hidden inside a divan bed, tied with rope and drugged.’’ (The Sun 2018).

It was confirmed that Shannon’s mother Karen had organised for her daughter to be fake kidnapped just for a reward of £50,000 Karen played the victim in the whole kidnapping and was later arrested after she was found guilty of kidnapping, false imprisonment and perverting the course of justice.

When Shannon was found she was taken by social services and was given a whole new identity and Karen Matthews had the rest of her children taken off her and they were all given new identities too. This was a very newsworthy story as Shannon Matthews was just nine years old and she was a vulnerable child anything could have happened to her. Edward and Linda Bryant adopted 2 young boys named Austin and Edward; both of these boys were classified as special needs. Edwards and Linda ( adoptive parents)both received subsidies by the government for the care of the 2 boys.

Linda and Edward used to foster children after they fostered most children they adopted seven other children. In 2011 it was reported that Austin was not seen since 2005 and his brother Edward was not seen since 2001. Authorities did not check up on both boys until 2011. Officials found out that there was no trace of either of the boys after 2003 when Austin was withdrawn from a Christian school to be homeschooled. When the Bryants were confronted they claimed that both of the brothers had run away. Edward Bryant (the adoptive father) claimed that Edward ran away in 2001 at the age of 9 and Austin ran away in 2005 at the age of 7 whilst his wife Linda claimed they both ran away in 2003 at the age of 11 and 7.

Linda and Edward did not report the missing of both boys and they continued to receive money from the government for the care of both boys until their absence was noticed in 2011 by authorities. It was reported that one of the boys had been abused and was denied food, beaten locked in a truck and even been tasered. There was no trace of any of the boys, their case remains open but police believe both boys have died. Different media published different stories about the missing boys Austin and Edward.

‘’Edward and Linda Bryant have been accused of theft, forgery and several other related offences. But are they also guilty of murdering two adoptive children, then continuing to collect aid checks in their names.’’(Westword March 2011) Different stories and headings were given about the missing boys Austin and Edward; their adoptive parents were eventually arrested and were also found guilty for murdering both of the boys.

All the research that was done and the findings that were dug out about children missing have shown that not every child missing matters to the media. The media focuses on facts and evidence found by the Police that they believe will lead to the missing child, that’s why the media focuses on those stories who they feel have hope in finding these young children missing. An example of that would be Madeleine’s disappearance was given more attention because she was the daughter of 2 British doctors and she went missing in Portugal despite many efforts unfortunately to this day her disappearance remains unsolved

Every missing child’s story should be newsworthy but the media only relies on how much evidence there is to find linkings to the missing children. The essay with the evidence given answers as per to missing children. Most of the children in this essay were not found and their disappearances remain a mystery and a shock to the nation.

Media Violence and Its Negative Effects on Attitudes and Behaviors in Children and Young Adults

Introduction

Since the beginning of time humans have gone through many changes in the way we function and develop. However, there are a few things that will remain consistent throughout human history. These things include the way we consume information and our ability learn. Psychologist Albert Bandura developed the Social Learning Theory. Bandura’s theory proves that humans learn through observing behaviors and the repetition of those observed behaviors. This theory was outlined in 1963 but it is still prevalent today. The only difference is that humans are observing and learning on a whole new level. With all the advancements in technology and media we’ve seen it recent years it is safe to say that we all are influenced by entertainment media on a daily basis. With the establishment of media streaming services such as Netflix and Hulu and social mediums such as Facebook and Instagram, we are constantly absorbing content consciously and unconsciously every day. This constant ambush of influence can be positive or negative depending on the content these mediums consist of. Negative effects in attitudes and behaviors are more probable when the content consumed is riddled with violence. With current video games such as “Grand Theft Auto”, tv shows like “The Godfather”, and movies such as “Rambo” violent media is literally everywhere. The individuals that are most susceptible to violence in media are children because they are often naive and easily influenced. American author Dave Anderson once said, “Children are very impressionable.” This statement was based on a study conducted on elementary school children

Similar studies throughout the years have asked the question of if violent media can cause a child to become more violent or become insensitive to violence due to overexposure. In this experiment I chose to take this research a step further by not only examining the effects media violence has on children but also the effects it has on young adults. As far as this particular experiment children are defined as a human under the age of 18. Also for the sake of this experiment young adults are defined as humans between the age of 18 and 24. This is an intriguing topic to study because it is important that we are conscious of the effects that media has on our every day lives. It is even more important to be aware of the potential negative effects this media may have on our young people. Especially considering the fact that violent media has grown to become a heavily present form of entertainment in our current society. Gadgets such as cell phones, ipads, and laptops make media and the violence it contains more accessible than ever. This study supports the belief that the more children and young adults consume violent media, the more likely they are to develop violent characteristics and also become desensitized to violence in the real world.

Rationale

Many people may view violence in media simply as a form of entertainment such as comedy, drama, etc. Older mediums such as television shows and movies actually didn’t even contain violence primarily. Initially directors used various techniques like sound effects to suggest a violent act without physically showing any violence. Throughout the years violence has become more acceptable in our society and with the introduction of graphics and special effects television and movie directors are more likely to bring their most gruesome and violent ideas to the big screen.

Video games hit the scene heavy in the 1970’s. Since then it has become one of the most commonly used mediums in America. While there are some educational video games, almost all of the most popular games contain violence in some shape or form. Today video games may be one of the most influential mediums for children and young adults because they are the individuals that are buying and playing these video games. Video games take violent media to the next level because they are interactive. Consumers are controlling these avatars, often in 1st person, as they partake in these violent activities. These games give youth a false sense of reality because most video game avatars are immortal and whenever the player “dies” they return back to life within seconds as if nothing happened. The fact that these games are interactive directly relate to Bandura’s Social Learning Theory and the concept that humans learn from observation and repetition.

All of these factors raise the concern that violence in media is ultimately negatively affecting the attitudes and behaviors of our youth. Several scholars have studied the short-term effects that media violence consumption can have on adolescent children and young adults. Various studies have shown that children and young adults are impressionable. With the presence of violence being so prevalent in today’s media there is no wonder why a large amount of our youth find violence appealing.

Doctor Vanessa Lobue (2018) gathered and analysed two small groups of children ranging from the ages 8 and 12 years old. Each group of children were shown popular children’s movies in 20-minute segments. One group was shown movies that contained characters with guns and the other group was shown movies that had characters without guns. After viewing the movies each group was placed in a room full of toys. However, to make the experiment more interesting Lobue hid a real handgun inside a cabinet in each room. For safety purposes the guns were not loaded. 83% of the children found the handgun. 58% of the children that found the handgun decided to play with it. None of the children that viewed the non-violent movies decided to pull the trigger on the handgun. On the other hand, the children in the group who did view the violent movies chose to pull the trigger at least two to three times. Some pulled the trigger over 20 times and one child even aimed the gun at another child’s head and pulled the trigger.

There were many mixed opinions about Lobue’s study, especially since her study included giving small children access to a real gun. However, I believe her study was necessary in the efforts to understanding the effects that popular media has on children. The kids who observed movie characters with guns participated in more violent behavior than the kids that didn’t.

Studying and analysing the effects of these violent mediums are more important today than they have ever been. With the recent uprise in mass shootings, terrorist-like attacks, and gang violence it is in our best interest to find the source of theses violent attitudes and behaviors to ultimately find a solution to help prevent such catastrophic events from happening so frequently.

Literature Review

Methodology

A questionnaire will be randomly given out to 125 elementary school students, 125 middle school students, 125 high school students, and 125 college students in the Bloomington-Normal area. This questionnaire will allow us to analyze the effects of media violence in various age groups of adolescents and young adults attending college. These age groups were selected because consumers ages 5-25 are most likely to view and/or interact with media on a daily basis. This survey will be conducted in the regular classroom setting of each age group. Facilitators will be present during the survey to answer any questions, however, the intent of the survey will remain anonymous. This survey will take approximately 10-15 minutes to finish.

Independent Variables: The independent variable in this particular study is the amount of media violence consumed by each child or young adult. Media violence consumption will be measured by video game, movie, and television usage.

Dependent Variable: The dependent variables will consist of 35 questions that document each respondent’s answers towards various attitudes, behaviors, and perceptions. Response categories will be based on the Likert Scale. Each response will range from “strongly disagree” to “strongly agree”. If a respondent is indifferent about a particular behavior, perception, or attitude then they may choose the “neutral” option.

Questionnaire

These questions are opinion-based. These questions do not have a right or wrong answer. Please answer honestly. Also, refrain from writing your name on this questionnaire, all subjects will remain anonymous. Thank you in advance!

1. What is your gender?
2. How old are you?
3. How often do you play video games?
4. How often do you watch television?
5. How often do you watch movies?

The following section of this survey will consist of 35 questions regarding violence in media. Please circle the number corresponding to the term that best describes how you feel about each statement.

Children’s Experiences after Encountering their Parents Separation or Conflict

I’ve decided to discuss the children’s experiences after encountering their parents separation or conflict. Definitely, the topic is related to our group’s approved title. This aims to specify what occurrences that the children had faced. In addition, it’s for the readers to have empathy and for them to be mindful on how to deal with people who had undergone a painful event. This essay is important for us to have a better understanding regarding those children. The strongest single predictors of child outcomes are family violence and inter-parent conflict, which have direct negative effects on child wellbeing as well as indirect effects through their impact on parenting and parent mental health (Baxter, Weston & Qu, 2011; Lucas, Nicholson & Erbas, 2013). The following information involves the negative effects of parents separation or conflict to their child/ren’s wellbeing. According to Lucas, et al.(2013), ‘for example, found that the twofold increase in risk of mental health difficulties among children from separated families compared to those from intact families was fully accounted for by inter-parental conflict, mothers’ and fathers’ mental health, and socioeconomic factors.’

Interpersonal problems include poor social skills, peer rejection, problems with authority figures and parents, and lower empathy for others (McIntosh & Ralfs, 2012). This essay contains solutions to some of the given social problems. For the research method, I chose to give an open-ended survey questionnaires to thirty (30) students that I would consider suitable on the criteria or basis that I’ve made for the judgmental or purposive sampling. Additionally, I will study articles and records regarding my topic to provide accurate and reliable information. The open-ended survey questionnaires can be given to the students on a section. In other words, it’s for youths because there will be a consideration in every question. Thematic analysis will be used to analyze the data that will be collected on the chosen day of the students when they can manage to pass the survey questionnaires after 45 minutes of having it.

Children, ages 8-18, spend over 7.5 hours a day, 7 days a week using media sites outside of school (Rideout, Foehr, & Roberst, 2010). This statement gave an idea for a solution to poor social skills. A solution is the usage of social media platforms by people who might know someone that is experiencing a social problem which is a result of parents conflict or separation. All the time that children and teenagers spend on the web and more specifically social media sites, takes time away from face-to-face communication and in-person activities (Giedd, 2012). If a person is an introvert, continuous interacting or talking to them and making them feel important using social media sites may contribute to the improvement of their social skills. According to Knapp & Hall(2010), ‘Non-verbal communication is an important part of communicating and it includes facial expressions, eye contact, tone of voice as well as posture, space between individuals, etc.’ This information can be a factor for an another solution. An individual who interacts with a person who have an interpersonal problems should possess a good non-verbal communication skills.

The research essay contains some specific problems that an aware child(ren) deals with. Recommended solutions are stated. For me, being expressive using social skills are essential in our life. In addition, understanding a person’s situation is a must. Lastly, we should help and lift up anyone.

REFERENCES

1. Baxter, J., Weston, R., & Qu, L. (2011). Family structure, co-parental relationship quality, post- separation paternal involvement and children’s emotional wellbeing. Journal of Family Studies, 17(2), 86-109.
2. Giedd, J. N. (2012). The digital revolution and adolescent brain evolution. Journal of Adolescent Health, 51, 101–105.
3. Knapp, M. L, & Hall, J. A (2010). Nonverbal communication in human interaction (Seventh.). Boston, MA: Wadsworth Cengage Learning.
4. Lucas, N., Nicholson, J. M., & Erbas, B. (2013). Child mental health after parental separation: The impact of resident/non-resident parenting, parent mental health, conflict and socioeconomics. Journal of Family Studies, 19(1), 53-69.
5. McIntosh, J., & Ralfs, C. (2012). The Family Law DOORS Handbook. Canberra, Australia: Attorney General’s Department.
6. Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the lives of 8–18 year-olds. Menlo Park, CA: Kaiser Family Foundation.

Ways to Resolve a Conflict among Kids

Helping kids improve compromise capacities isn’t puzzling or complex, anyway it takes perseverance and a consistent methodology. Here investigate a few hints.

Making a rich “feelings” vocabulary is the first step. From earliest stages, start putting words to feelings. Pair words with outward appearances; it assists child with getting feeling. “When you squirm I can tell it’s frustrating getting your diaper changed. Hold on for just a minute longer.” Encourage toddlers to empathize by translating others’ body language: “That boy is upset; he’s crying because someone grabbed his toy from him. He wants it back.” With preschoolers, introduce words to name feelings associated with conflict such as: frightened, anxious, mad, scared, angry, worried, nervous, afraid, frustrated, confused, lonely, tricked, ignored, left out, embarrassed, mad, and unimportant.

Another step is to set the standard and enforce limits. As children grow, share your beliefs and goals. Affirm everyone’s right to be safe, emotionally and physically. At the point when kids are mature enough, set down standard procedures for explaining differences. Identify behaviors that are, and are not, acceptable: “It’s unacceptable to throw toys. Tell me what’s wrong.”

Being a good example is one of the critical step we should consider . Tell children they can feel any way they wish, yet they should control what they do. Represent the conduct you anticipate. In the event that you don’t need children shouting, verbally abusing, or putting down others, change your own particular manners first.

Encourage language as a problem solving tool is also important. Ask children to tell you what they want or need. Emphasize using language, rather than grunts, shoves or hits: “Tell me if you want more peas.” And remember, 18 month-old children can understand more language than they can speak. Model using language to get along with others: “Tonya, I want to build with blocks, too. May I sit by you, please?”

Step by step we should help children to cope with feelings constructively. Be on hand to help children interpret their emotions: “You seem really angry. It’s frustrating when someone gets a toy you wanted first. Crying didn’t help. Is there another toy you can play with while you wait for that one?” Show children how to address problems without aggression. Focus on behavior, not name calling, and on what can be achieved, rather than blaming or shaming. Family educators encourage parents to use “I-Feel” statements and to teach children to use them as well. Example: I feel frustrated when you grab at the book because it might tear. Next time, wait for me to ask you to turn the page.

suggesting regular peer play in a positive setting should be done. Well-supervised and developmentally appropriate peer play gives children abundant chances to practice conflict resolution. Interview program staff on how they coach children’s skills. Observe the setting to see if it is arranged to help children succeed socially. For instance, are there enough toys for children to share without heated conflict? Are there toys that encourage cooperation and turn-taking, such as wagons, puppets, blocks, pretend play items, or table games?

We can also Offer choices to toddlers. Because they are just learning about emotions and language, toddlers need more help sorting things out in conflict. They can even distract themselves with their own tantrums. Interpret first. “Screaming isn’t working. Here are two things you can do.” When given a clear choice, toddlers are better able to calm down, focus, and follow through. They’ll also need more reminders about their choices.

Take a stand against physical aggression and name-calling. Whenever aggression occurs, nip it in the bud: “I won’t let you hurt Tom. I’d never let him hit you, either. Think of another way to solve this.” Instead guide with questions. When children turn to you for help, resist separating children, isolating them in chairs, or telling them exactly what to do. Instead, coach them in the basic steps of problem solving.

Ask questions that encourage kids to analyze the situation and options. “What is the problem?” “What have you already tried to solve it?” “How did it work?” “Is there something else you can do?” After brainstorming possible alternatives, analyze the pros and cons of each solution together. By voting or verbal agreement, select and carry out a plan. If the problem recurs, go back to problem solving.

Comment on productive problem solving: “I heard you and Andy arguing over the red crayon. That was a good idea to reassure him you’d give it to him next.” Or: “I heard you telling Trisha you were angry she knocked down your block building; that was good self control.”

After conflict most kids go on about their play, but kids need assistance realizing how to patch wall. If it’s true, kids can say they are sorry. But there are other ways, too. You can ask, “If you want LaGreta to stay friends, what would make her feel better?” Sometimes a child says, “I’m sorry,” other times they give a hug, draw a picture, or give a flower. Authentic amends is what’s important, not just lip service of “I’m sorry.”

In case you’re anxious about conflict, it can turn into an unavoidable outcome. At the point when you enter a conflict circumstance previously feeling compromised, it’s hard to manage the current issue in a sound manner. Instead, you’re more likely to either shut down or blow up in anger.

Conflict resolution skills can be altogether essential to a child’s well-being and self-confidence. These conflict resolution skills are not something one is born with. We must teach our children how to resolve their differences with others so their life will be fulfilling and harmonious. The easiest way to teach these social skills begins when your child is very young. Guide our child through resolution with another kids; but before than we need to learn it too. One of those skills should be thought is humor. In certain investigates referenced that when conflict and difference mess up our relationship, funniness and perkiness can help the pressure and reestablish a feeling of association. Used respectfully, a little lighthearted humor can quickly turn conflict and tension into an opportunity for shared fun. It permits you to express what is on your mind without getting the other individual’s barriers up or offending them.

‘A 12 Year Old’ Narrative Essay about Decisions Making

At the tender age of 12, life may seem like a simple and carefree adventure, but for me, it has been a journey of learning, growth, and the often puzzling art of decision-making. As I navigate the challenges of being a pre-teen, I have come to realize that decisions, big or small, play a significant role in shaping who I am becoming.

The Candy Conundrum

One sunny afternoon, while walking home from school, I faced a dilemma that would forever imprint the importance of decision-making in my mind. With a few dollars in my pocket, I found myself standing in front of a candy store, tempted by an array of colorful treats. As I contemplated my choices, my heart raced with excitement. Should I buy a big bag of gummy bears or opt for a chocolate bar? It may sound trivial, but in that moment, the weight of my decision felt immense.

Weighing the Pros and Cons

As I stood there, analyzing the choices before me, I realized that decisions often involve weighing the pros and cons. Gummy bears were my all-time favorite, but the chocolate bar was larger and seemed to offer more value for my money. It was a tough call. I mulled over the flavors, the quantity, and the lingering taste that would remain long after the treats were gone. It was a lesson in the art of trade-offs and making choices that aligned with my desires and values.

The Fear of Missing Out

My internal debate continued, as I grappled with the fear of missing out on the other option. What if I regretted not choosing the gummy bears? What if the chocolate bar wasn’t as satisfying as I imagined? The uncertainty of the future outcomes of my choices was daunting. Little did I know that this sense of uncertainty would follow me into more significant decisions as I grew older.

Learning from Mistakes

As a 12-year-old, I’ve made my fair share of mistakes. Some decisions have led to wonderful outcomes, while others have left me with valuable lessons. There was the time I decided to stay up late to finish a video game and struggled to stay awake in school the next day. That experience taught me the importance of balancing immediate gratification with long-term responsibilities.

Seeking Guidance

I’ve also learned that it’s okay to seek guidance when faced with tough decisions. Whether it’s consulting a parent, a teacher, or a friend, getting input from others can provide valuable insights and help me see the situation from different angles. It’s comforting to know that I don’t have to face decisions alone and that there are people who genuinely care about my well-being.

The Butterfly Effect

Through my journey of decision-making, I’ve come to understand that even seemingly small choices can have a ripple effect on my life. Just like how choosing a candy can impact my mood for the day, bigger decisions can shape my future. It’s a realization that empowers me to approach choices with thoughtfulness and consideration.

Embracing Uncertainty

At 12, I’m still learning to embrace the uncertainty that comes with decision-making. The truth is, I can’t predict all the outcomes of my choices, and that’s okay. It’s all part of growing up and discovering who I am. I’ve come to accept that mistakes are opportunities for growth, and even if I make a decision I later regret, I can learn from it and make better choices next time.

Conclusion

As a 12-year-old navigating the intricate world of decisions, I’ve come to appreciate the significance of every choice I make, no matter how small. From candy store conundrums to more substantial life choices that lie ahead, I’m slowly discovering my own decision-making style. With each choice I make, I gain a deeper understanding of myself and the impact my decisions have on my journey. As I continue to grow and learn, I’m excited to see how my evolving perspective on decisions will shape the person I become.