For your Signature Assignment in this course, you will prepare a scholarly investigation into an issue in early childhood development that is of interest to you. This may be the issue that you wish to further develop in your capstone project that you want to get involved with in an internship, or simply a question or issue that you are currently dealing with and that you wish to find out more about.

This issue should be one that impacts the lives of families and children. And, you will need to look at this from a development point of view. You are encouraged to choose an issue that is important to the children you deal with in your job, or in your community. Chapter 1 of your text identifies many crucial issues vital to healthy child development and how practices and policies can help or hinder the success of each child to reach full developmental potential. Topic hints: child abuse, developmental impact of socioeconomic disparity, ethnic and cultural differences in development, childhood exposure to traumatic events, single and working parents, and many more!) In the previous weeks of this course, you have already gathered research and ideas from the resources and assignments you have completed.

In your paper, you will address the following questions:

1. What is the problem? How widespread is it? Subject: Does bullying affect adolescent development?

2. How does this problem impact human development from the prenatal period through early childhood?

3. How does this problem impact the physical, cognitive, language, and socioemotional development from the prenatal period through early childhood?

4. What factors in the family and larger environment relate to this problem in a positive or negative way?

5. How can public agencies and schools help prevent or deal with this issue?

Length: 10-12 pages

References: Include a minimum of five scholarly resources( I only have 4)

Ettekal, I., & Ladd, G. W. (2017). Developmental continuity and change in physical, verbal, and relational aggression and peer victimization from childhood to adolescence. Developmental Psychology, 53(9), 1709–1721. https://doi-org.proxy1.ncu.edu/10.1037/dev0000357

• This reference shows a study about children and their peer groups who succumb to victimization. It notes that the aggressors are either naturally aggressive or are victims of aggressive behaviors. Sometimes, they can be both. The study also explores the gender factor and how it affects aggression and behavior. It breaks down the factors by subgroups.

Lee, K. S., & Vaillancourt, T. (2018). Longitudinal associations among bullying by peers, disordered eating behavior, and symptoms of depression during adolescence. JAMA Psychiatry, 75(6), 605–612. https://doi-org.proxy1.ncu.edu/10.1001/jamapsychia…

• This article addresses the physical appearance issue of being bullied. Many people are bullied due to physical appearances, so as a result adolescents develop eating disorders. A study was conducted on the most vulnerable kids, most crucial developmental stages: grades 7-11. A study was done on depressive symptoms, eating disorder behaviors, and bullying by peers to see if there is a correlated relationship between all the factors.

Lee, Y., Liu, X., & Watson, M. W. (2016). The Timing Effect of Bullying in Childhood and Adolescence on Developmental Trajectories of Externalizing Behaviors. Journal OfInterpersonal Violence, 31(17), 2775–2800. https://doi-org.proxy1.ncu.edu/10.1177/08862605155…

• Data shows that the effect of aggression and delinquency can be stopped. Services were being offered to offset the ongoing aggression in children and adolescents but it was most effective for older child because of their cognition and ability to understand consequences. Also explained that many of the programs offered only focus on the bullying actions and does not address the delinquency. Which causes problems for the aggressor in the future.

Letendre, J., Ostrander, J. A., & Mickens, A. (2016). Teacher and Staff Voices: Implementation of a Positive Behavior Bullying Prevention Program in an Urban School. Children & Schools, 38(4), 237–245. https://doi-org.proxy1.ncu.edu/10.1093/cs/cdw032

• Adult intervention decreases the amount of peer bullying. Adult intervention also increases the intervention of other peers being victimized. Children feel safe in intervention when the adults are privy to what is going on and are proactive in trying to stop it. Positive Behavioral Intervention and Supports or PBIS is a program that is implanted in the schools to train staff how to deal with acts of bullying. The training teaches staff how to include the children in the movement to stop bullying. Teachers use the Stop, Talk, and Walk method. This method was tested using groups of 3 to 7 participants. Each group was educated within 60 to 90 minutes on how to promote positive implementation of the Stop, Talk, Walk movement. The overall findings helps us to understand the factors that worked in the implementation of the PBIS curriculum and the suggestions for future modifications of the intervention. The groupings allowed opportunities to learn new strategies for future implementation and problem solving.

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