Bullying Mitigatation Through Behaviorist

Bullying Mitigatation Through Behaviorist

Bullying Mitigatation Through Behaviorist Approaches

Can Bullying Be Mitigated Through Behaviorist Approaches?
Behaviorism (or behaviourism) is a systematic approach to understanding the behavior of humans and other animals.[1] It assumes that all behaviors are either reflexes produced by a response to certain stimuli in the environment, or a consequence of that individual’s history, including especially reinforcement and punishment, together with the individual’s current motivational state and controlling stimuli. Although behaviorists generally accept the important role of heredity in determining behavior, they focus primarily on environmental factors.

Behaviorism combines elements of philosophy, methodology, and psychological theory. It emerged in the late nineteenth century as a reaction to depth psychology and other traditional forms of psychology, which often had difficulty making predictions that could be tested experimentally. The earliest derivatives of Behaviorism can be traced back to the late 19th century where Edward Thorndike pioneered the law of effect, a process that involved strengthening or weakening behavior through the use of reinforcement and punishment. Bullying Mitigatation Through Behaviorist

During the first half of the twentieth century, John B. Watson devised methodological behaviorism, which rejected introspective methods and sought to understand behavior by only measuring observable behaviors and events. It was not until the 1930s that B. F. Skinner suggested that private events—including thoughts and feelings—should be subjected to the same controlling variables as observable behavior, which became the basis for his philosophy called “radical behaviorism.”[2][3] While Watson and Ivan Pavlov investigated the stimulus-response procedures of classical conditioning, Skinner assessed the controlling nature of consequences and also its potential effect on the antecedents (or discriminative stimuli) that emits behavior; the technique became known as operant conditioning.

Skinner’s radical behaviorism has been highly successful experimentally, revealing new phenomena with new methods, but Skinner’s dismissal of theory limited its development. Theoretical behaviorism[4] recognized that a historical system, an organism, has a state as well as sensitivity to stimuli and the ability to emit responses. Indeed, Skinner himself acknowledged the possibility of what he called “latent” responses in humans, even though he neglected to extend this idea to rats and pigeons.[5] Latent responses constitute a repertoire, from which operant reinforcement can select.

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The application of radical behaviorism—known as applied behavior analysis—is used in a variety of settings, including, for example, organizational behavior management, to the treatment of mental disorders, such as autism and substance abuse.[6][7][8] In addition, while behaviorism and cognitive schools of psychological thought may not agree theoretically, they have complemented each other in cognitive-behavior therapies, which have demonstrated utility in treating certain pathologies, including simple phobias, PTSD, and mood disorders.
!!Bullying Mitigatation Through Behaviorist Approaches
A classic example of bullying is a scenario in which a much larger, stronger bully physically intimidates and harasses a smaller, weaker victim to steal the victim’s lunch money. You might think that the obvious solution to the bullying in this example is to punish the bully to prevent the behavior from reoccurring. It would be nice if the solution were that simple, but it often is not. The bully may receive gains from the behavior (positive reinforcement; e.g., money to buy more food at lunch or respect from peers) that outweigh the punishment. Furthermore, if the bullying has occurred over a length of time with the same victim, the victim may also develop a conditioned response. For example, suppose that the school bell signaling that it is lunch time rings just before the bully approaches the victim for his lunch money. Initially the bell is a neutral stimulus that produces no specific response. Over time, the victim may associate the bell with the fear response of being bullied, such that the bell alone triggers a fear response in the potential victim. Now the bell is a conditioned stimulus because it elicits a conditioned response. Bullying Mitigatation Through Behaviorist

Classical and operant conditioning can be used to understand why bullying occurs, as illustrated in the previous example, and to design effective interventions to reduce bullying behavior. In this discussion, you will use classical or operant conditioning to propose a strategy to mitigate bullying.

To Prepare:
Review this week’s Learning Resources on the behaviorist perspective and classical and operant conditioning.
Pay particular attention to the meaning of the terms in each type of conditioning. Classical conditioning terms include: UCS (unconditioned stimulus), UCR (unconditioned response), NS (neutral stimulus), CS (conditioned stimulus), CR (conditioned response). Operant conditioning terms include positive reinforcers, and negative reinforcers, and punishers.
Select one conditioning approach and use it to propose a strategy to mitigate bullying.
Operationalize the characteristics of your strategy. For example, if you selected the classical approach, identify which aspects of your strategy represent the UCS, UCR, NS, CS, and CR.  If you selected the operant approach, identify which aspects (or operants) of your strategy represent positive reinforcers, negative reinforcers, and/or punishers. Bullying Mitigatation Through Behaviorist

FP 6103 assessment 4 paper

Question

Write a 6–8-page professional development plan for your work as a nurse educator.

Learning never stops for the nurse educator. Lifelong learning is necessary to stay current both in the practice world and in education. Nurse educators need to have a plan for their own continued professional development that will help them maintain and advance their skills both as nurses and as educators.

<pstyle=”margin-bottom: 1em;=”” padding:=”” 0px;=”” border:=”” outline:=”” font-family:=”” “avenir=”” lt=”” w02=”” 55=”” roman”,=”” arial,=”” sans-serif;=”” font-size:=”” 17px;=”” position:=”” unset;=”” overflow:=”” visible;=”” color:=”” rgb(34,=”” 34,=”” 34);=”” letter-spacing:=”” normal;”=””>The nursing profession needs nurse educators to educate more nurses, to introduce and educate about evidence-based practice changes, and more than ever, to join with our colleagues in other health care disciplines to exchange ideas and engage in interdisciplinary learning. As educators, we must continue to learn, be certified, and function at a high level to ensure continued growth for the nursing profession.  FP 6103 assessment 4 paper

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By successfully completin g this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze the historical evolution of nursing education.
Describe forces (social, economic, political, or institutional) that may influence the nurse educator role.
Competency 3: Analyze professionally established nurse educator competencies and models.
Describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy.
Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education.
Assess abilities to meet goals, achieve professional development, and maintain ethical practices.
Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
Discuss development of a leadership role in a chosen area of nurse educator focus.
Competency 6: Develop a plan for engaging in scholarship in an established area of expertise.
Develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role.
Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
Develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired. FP 6103 assessment 4 paper
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.

Write a 6–8-page professional development plan for your career as an MSN-prepared nurse. The professional development plan should include the following:

Introduction: A brief introductory paragraph that clearly states the purpose of the paper.
Area of focus: A description of your specific area of focus in nursing education, the position that you wish to obtain, and the educator competencies that you will need as an MSN-prepared nurse.
Professional goals: A statement of your specific professional goals (a minimum of three) and discussion of their relationship to your nurse educator philosophy.
Influences: A brief description of any additional forces (social, economic, political, or institutional) that may influence your nursing education role.
Analysis: An analysis of how you will carry out scholarship activities as an MSN-prepared nurse and a specific plan for scholarship based on a model.
Leadership role: A discussion of specific ways (a minimum of two) that you will develop a leadership role in your chosen area of focus.
Development plan: Specific plans for professional growth and any additional education, certifications, or training to be acquired.
Reflection: A reflection in a concluding paragraph on your abilities to meet goals and achieve your professional development plan and ethical practice.
Additional Requirements

Your assessment should meet the following requirements:

Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
APA format: Use correct APA format, including running head, page numbers, and a title page. Citations and references (if used) are to be in correct APA format.
Format: Submit your assessment as a Word document.
Length: 6–8 double-spaced pages, not including the title page and references page.
Font and font size: Times New Roman or Arial, 12 point. FP 6103 assessment 4 paper

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Discussion: Managerial Levers Model

Discussion: Managerial Levers Model

Organizational strategy includes the organization’s design, as well as the managerial choices that define, set up, coordinate, and control its work processes. As discussed in Chapter 1, many models of organizational strategy are available. One is the managerial levers framework that includes the complementary design variables shown in Figure 3.3. Optimized organizational designs support optimal business processes, and they, in turn, reflect the firm’s values and culture. Organizational strategy may be considered as the coordinated set of actions that lever- ages the use of organizational design, management control systems, and organizational culture to make the orga- nization effective by achieving its objectives. The organizational strategy works best when it meshes well with the IS strategy.

This chapter builds on the managerial levers model. Of primary concern is how IS impact the three types of managerial levers: organizational, control, and cultural. This chapter looks at organizational designs that incorpo- rate IS to define the flow of information throughout the organization, explores how IS can facilitate management control at the organizational and individual levels, and concludes with some ideas about how culture impacts IS and organizational performance. It focuses on organizational‐level issues related to strategy. The next two chapters complement these concepts with a discussion of new approaches to work and organizational processes. Discussion: Managerial Levers Model

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Chief Executive Officer

Chief Operating Officer

Director, Industry

Solutions Unit

Director, Organization Infrastructure

Director, Strategic

Initiative Unit

Director, Major

Markets

Director, New Growth Markets

India

APAC

Emerging Markets

Europe

UK

USA

Business Process

Outsourcing Solutions

SME Solutions

Financial Solutions

Process Excellence

Resource Management

Shared Services

Technology Excellence

Multiple units

FIGURE 3.2 Tata Consultancy Services. Source: “TCS Plans New Organizational Structure” (February 12, 2008), http://www.livemint.com/Companies/2ODg7L1mCcRlFow K1ktX5N/TCS‐plans‐new‐organisational‐structure.html (accessed August 20, 2015). Discussion: Managerial Levers Model

c03.indd 57 11/26/2015 6:22:12 PM

http://www.livemint.com/Companies/2ODg7L1mCcRlFowK1ktX5N/TCS%E2%80%90plans%E2%80%90new%E2%80%90organisational%E2%80%90structure.html%20
58 Organizational Strategy and Information Systems

Information Systems and Organizational Design Organizations must be designed in a way that enables them to perform effectively. Different designs accomplish different goals. This section examines organizational variables. It focuses on how IS are designed in conjunction with an organization’s structure. Ideally, an organizational structure is designed to facilitate the communication and work processes necessary for it to accomplish the organization’s goals, and the use of IS is often the way coordination and workflow are done. The organizational structures of Cognizant and TCS, while very different, reflect and support the goals of each company. Perhaps intuitively, organizational designers at those companies used organizational variables described in Figure 3.3 to build their structures. Those variables include decision rights that underlie formal structures, formal reporting relationships, and informal networks. Organizational processes are another important design component discussed in more detail in Chapter 5. Discussion: Managerial Levers Model