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GNED500: Social Analysis Report Assignment Outline: Teenage…
GNED500: Social Analysis Report Assignment Outline: Teenage Cyberbullying
Using the topic “Teenage Cyberbullying “as the Social Analysis shown below.
Answer the following components:
1. Introduction
Identifying and defining the social problem
Connecting the social problem to the GNED500 course and concepts from at least three chapters of the textbook
Locate themselves personally or professionally
2. Social Analysis
o Conduct a social analysis using the Triangle Model in the textbook
? At least one ideology and one social structure/institution must be included in the analysis
link either an ideology or social structure/institution to the social problem being examined in the report
? explain how individuals are connected to the social problem
o Present a diversity of perspectives on the issue and support your arguments with research from credible academic sources (see annotated bibliography for proposal)
Conclusion
o Summarize main points of the analysis on the social problem
o Outline two brief recommendations for social action
? Recommendations must be appropriate and within the scope of the group’s ability (SMART goals; specific, measurable, assignable, realistic, timely)
Social Problem: Teenage Cyberbullying
We have selected Teenage Cyberbullying because it involves harmful and pervasive actions carried out by individuals in a larger social context. This indicates that cyberbullying is not solely an individual problem but a societal one. It is a widespread issue that affects numerous children and is not limited to isolated incidents. The rise of the digital age and the widespread use of social media platforms have provided people with opportunities to engage in inappropriate behavior, leading to the growth of cyberbullying. Cyberbullying can have serious outcomes, such as mental health issues, social alienation, and, in extreme circumstances, even suicide. Consequently, addressing cyberbullying requires collective action as it is a social problem. Furthermore, teenage cyberbullying can be considered a matter of social justice because it disproportionately affects underrepresented groups. Biases, stereotypes, and prejudices present in society can contribute to cyberbullying, with individuals being targeted and victimized based on factors such as skin color, gender, sexual orientation, or disability. The existence of systematic injustice and prejudice hampers the social development and well-being of marginalized communities. To tackle teenage cyberbullying effectively, it is essential to challenge prevailing attitudes and work towards creating a society where everyone can live without harassment and harm.
Outline: Triangle Model
Dominant Ideologies
This dimension is concerned with the ideologies that dominate society and influence people’s attitudes and views. Dominant beliefs including sexism, homophobia, racism, and ableism play a key influence in the setting of teenage cyberbullying. Sexism is the targeting of people based on their gender, promoting harmful presumptions. Homophobia causes LGBTQ+ teens to be harassed, fostering a feeling of isolation. Racism shows itself through racist remarks and hate speech, disproportionately harming people of marginalized racial or ethnic backgrounds. Ableism leads to cyberbullying of people with impairments, propagating stereotypes and further excluding them. In the context of cyberbullying, these attitudes perpetuate discrimination and prejudice, resulting in harm and victimization. As a result of these ideas, certain people may continue to be rejected and targeted. Examining the repercussions of these beliefs helps in addressing and eliminating the prejudiced attitudes and ideas that drive cyberbullying.
Social Institutions
This aspect looks at how different social institutions deal with or support cyberbullying. Social networking sites, schools, the Ministry of Education, legal frameworks, governments, and families all have a significant impact on how teenagers experience cyberbullying. Social networking sites play a crucial part since cyberbullying is common on these platforms, and their policies and enforcement procedures impact how it is treated. Schools and the Ministry of Education shape students’ experiences through their rules and responses to cyberbullying situations. Legal frameworks define cyberbullying offenses and establish legal repercussions, helping to a safer online environment. Governments can help by prioritizing education, awareness campaigns, and support services. Families’ support and involvement play an essential role in combating cyberbullying through education, monitoring, and emotional support. Evaluating these organizations’ policies, practices, and support systems allows for an assessment of areas for improvement and the development of effective strategies to prevent and combat cyberbullying.
Individuals and Communities
Group dynamics, peer pressure, and social norms all contribute to teenage cyberbullying. In social groups, individuals often follow group norms and acquire the attitudes and behaviors of their peers, including prejudiced or discriminatory ideas. Peer pressure encourages teens to engage in cyberbullying to fit in or earn acceptance. Furthermore, societal norms are important because societies that accept or normalize cyberbullying contribute to its prevalence. Knowing these relationships makes it simpler to identify the underlying causes of cyberbullying and develop solutions that promote compassion, tolerance, and respect.
