Psychology Research

Part one is DONE

Part Two is NEEDED ASAP

PSYC 1105

Final Assignment

Guidelines

This assignment is designed to encourage students to think about one specific topic in psychology

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Your final assignment consists of three parts. You must complete each part to receive a final grade on this assignment.

Part One – Due: October 12th, 2017

Students will select a topic in psychology that they would like to examine in greater depth. The selection of topics is almost endless, so be creative and select something that is interesting or meaningful to you. Students should write a description of their topic (approximately 500 words) and list a minimum of 3 resources that they intend to use for their assignment, including ONE refereed journal article. Your description should answer the following questions:

What is your topic?

Why did you select this topic?

What are some things that you would like to learn in your research?

Where will you find your information?

Part Two – Due: November 16th, 2017

Students will write a paper that discusses their research. All papers must be double-spaced and have 1 inch margins. Papers should be 5 to 8 pages in length not including references and appendices. At least one reference for your paper must come from a refereed journal. Other resources might include textbooks, popular literature, newspaper, magazine articles, and experts in the field. A suggested format for the paper is:

· Introduction to your topic

· Summary of your research

· Analysis of key findings

· Conclusion

· References

Final papers are due on or before Wednesday, December 7th. Papers will be submitted online through Turnitin. NO LATE PAPERS WILL BE ACCEPTED EXCEPT IN CASES OF EMERGENCY OR ILLNESS.

Part Three – November 16th, 2017

Students will present their findings to their classmates in a roundtable presentation.

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Rubric for Written Submission:

This paper comprises 10% of your final grade.

CATEGORY

50% – 59%

60% – 69%

70% – 79%

80% – 100%

CONTENT

Demonstrates limited knowledge and/or understanding of concept. Limited or incomplete summary and analysis of event.

Demonstrates some knowledge and/or understanding of concept. Somewhat detailed summary and analysis of event but lacks specific details to support reader’s understanding.

Demonstrates considerable knowledge and/or understanding of concept. Detailed summary and analysis of event

Demonstrates a thorough knowledge and/or understanding of concept. Highly detailed summary and analysis of event.

RESEARCH

Little or no research concepts to support the topic of the event. Makes limited attempts to use academic referencing
Several major errors in spelling and/or grammar

Research concepts somewhat supported the topic of the event, but the reader had to make their own connections. Sometimes uses appropriate academic referencing.
Several minor errors in spelling and/or grammar

Research concepts supported the topic of the event in a straightforward manner. Usually uses appropriate academic referencing
Few minor errors in spelling and/or grammar

Research concepts supported the topic of the event in creative ways and provided opportunities to extend concepts. Consistently uses appropriate academic referencing.
No errors in spelling and/or grammar

WRITING STYLE

Writing is limited in communicating knowledge. Length is not adequate for development.

Writes related, quality paragraphs, with
little or no details.

Writing is purposeful and
focused. Piece contains some details.

Writing is confident
and clearly focused. It holds the reader’s attention.
Relevant details enrich writing.

PLANNING OUTLINE FOR EVENT

Outline lacked clarity and was difficult for the reader to understand, and was not submitted on time.

Outline lacked clarity and was difficult for the reader to understand, but was submitted on time.

Outline was mostly clear and accurate. Submitted on time.

Outline was clear, accurate and submitted on time.

Topic Description: Bullying

Ahmed Alqassab

Psychology

St.Lawrence

Running head: TOPIC DESCRIPTION: BULLYING 1

TOPIC DESCRIPTION: BULLYING 3

Topic Description: Bullying

The topic in psychology chosen to be examined in greater depth in my research is bullying. In (“Bullying,” 2017), bullying is described as an aggressive behaviour whereby an individual deliberately and constantly causes someone else discomfort or injury. This kind of behaviour takes place in the form of words, physical contact, or other subtle actions, where the victim is typically incapable of defending themselves. According to (“What Is Bullying,” 2017), for a behaviour is considered bullying, it must be aggressive and should include a power imbalance, where the individual who bully use their physical strength, popularity, or access to humiliating information to harm or control others. As well, the behaviour must occur more than once or be probable to take place more than once. Some examples of bullying actions involve spreading rumours, making threats, physical or verbal attack, and detaching a person from a particular group on purpose.

The reason I find this topic interesting is the way bullying’s prevalence has exceeded over the years, an issue that needs to be addressed. Additionally, this behaviour causes negative psychological impacts, not only on the victims but also on the bullies as well as the society in general. According to (Schafer, 2015), the World Health Organization ranks Canada among the nations in the developed world that have the highest rates of bullying. Unfortunately, these rates have remained relatively consistent over the years, despite the calls that Canada needs to be doing better. According to PREVNet, an active non-governmental organization made of a network of Canadian researchers who work together to stop bullying in Canada, 75% of Canadians admit having been affected by bullying. Even though most learning institution and organizations have dedicated numerous resources towards prevention of bullying in Canada, the country still ranks higher than two-thirds of the Organization for Economic Co-operation and Development (OECD) countries. As well, PREVNet claims that 50% of Canadian students acknowledge that bullying is an issue at learning institutions, while 78% of Canadians believe that the efforts being put to stop the behaviour are trivial. Interestingly, the stats by the organization indicate that 60% of bullying males develop criminal records by the time they attain the age of 24. The increase in bullying prevalence may be attributed to the advance in technology, where bullying has been extended to social media sites, often called cyber-bullying (Clark, 2014).

Among the things, I would like to understand in this research is the psychology behind bullying. For example, I would like to learn the correlation between individual traits and bullying. As well, the study should attempt to find out if some external factors like peer influence, family background, societal context, and school setting are connected to bullying. Another motive of this study will be to understand the correlation between bullying/victimization and psychopathology as well as the consequences of such behaviour. As well, the study will try to research on how bullying can be handled from a psychological perspective.

For this research, I will use bullying information derived from credible sources as well as conduct interviews in settings where the behaviour has a high prevalence. For example, to understand the psychological perspective of bullying, I will use peer-reviewed journal articles such as the ones by Swearer, & Hymel, (2015), Craig, & Pepler, (2007), and Yamada, Cappadocia, & Pepler, D. (2014), among other sources. As well, I will conduct interviews with stakeholders in organizations, learning institutions, and societal settings where bullying is most prevalence. For statistics on credible data concerning the problem, I will utilize reliable data from government organizations as well as non-governmental organizations such as PREVNet and Red Cross. For instance, (“Canadian Bullying Statistics – CIHR,” 2017), will be some the useful sources of information in this study.

References

Bullying. (2017). http://www.apa.org. Retrieved 12 October 2017, from http://www.apa.org/topics/bullying/

Canadian Bullying Statistics – CIHR. (2017). Cihr-irsc.gc.ca. Retrieved 12 October 2017, from http://www.cihr-irsc.gc.ca/e/45838.html

Clark, D. (2014). The numbers behind bullying in Canada. Fairview Post. Retrieved 12 October 2017, from http://www.fairviewpost.com/2014/09/24/the-numbers-behind-bullying-in-canada

Craig, W. M., & Pepler, D. J. (2007). Understanding bullying: From research to practice. Canadian Psychology/Psychologie Canadienne, 48(2), 86.

PREVNet. (2017). Bullying Statistics and Infographics | PREVNet – Canada’s authority on bullying. Prevnet.ca. Retrieved 12 October 2017, from http://www.prevnet.ca/research/bullying-statistics

Schafer, A. (2015). Bullying Awareness Week: Canada Has Some Of The Highest Bullying Rates In The World. HuffPost Canada. Retrieved 12 October 2017, from http://www.huffingtonpost.ca/2015/11/17/bullying-awareness-week_n_8583154.html

Swearer, S. M., & Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a social-ecological diathesis–stress model. American Psychologist, 70(4), 344.

What Is Bullying? (2017). StopBullying.gov. Retrieved 12 October 2017, from https://www.stopbullying.gov/what-is-bullying/index.html

Yamada, S., Cappadocia, M. C., & Pepler, D. (2014). Workplace bullying in Canadian graduate psychology programs: Student perspectives of student–supervisor relationships. Training and Education in Professional Psychology, 8(1), 58