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 I need a capstone on this topic meeting all of the criteria and literature review from scholarly articles. I have attached work and milestones that have already been done. a significant portion of the work has been done. needs revision to meet guidelines for the FINAL project. 

INSTRUCTOR FEEDBACK

Alexis, this submission provided a broad overview of cyberbullying. But, repeating DB1 feedback, “Within the broad topic of cyberbullying, what would your focus be?” For example, since Cummings (2017) was the only in-date reference, do you want to study anger? Thank you.

Introduction: Question or Problem Statement

Identifies the specific problem or research question to be explored and the underlying thesis

Alexis, this submission included “what kind of problems and emotional effects teenagers and children have regarding an online attack, as well as how we can stop it and propose possible ways of preventing it”. But, a Module Two Learning Objective was to “Predict the outcome of a research project with a thesis statement”. And, as stated on the Milestone One Pre-Submission Checklist, your first introductory paragraph should begin or end with this statement. A thesis statement is a logically reasoned position on a topic based on known data. Essentially, your thesis statement is your central idea. For example, to make your thesis statement clear to the reader, your paper could state something similar to “This paper argues that [fill in the blank].” This foundation tells the reader what your writing is about, and frames the literature review paragraphs that follow. For alignment and clarity, consider population, as well as diagnosis (if applicable), treatment (if applicable), and measurement(s) used. Also, keep in mind a thesis statement is best brief, narrow, and argumentative, with variables, direction, and utility in the real-world. Thank you.

Top of Form

Alexis, Module Two Learning Objectives included “Searching for and gathering pertinent research articles” to “Select and critically review and report on research relevant to chosen topic”. Unfortunately, this submission did not clearly state what is known and unknown about a specific and narrow aspect of the broad topic of cyberbullying based on the literature. One of the challenges you’ll face is finding research to support your thesis in a literature review. You are looking to objectively support an argument. Determining the language of the field of psychology to use as keywords is key to finding supportive data. Please work with a Librarian. As stated in Module Two in the Gathering Research section, you want the 5-7 articles in your literature review to be credible, vetted, and of good quality. Thus, look for recent research articles (preferably within the last 5 years) from peer-reviewed academic journals. Thank you.

Introduction: Critical Review

Clear Feedback

Alexis, a Module Two Learning Objective was “Summarizing and critically reviewing the articles and relating them to your present study”. Repeating DB1 feedback, you wanted “5 starting references [of] recency (preferably within the last 5 years; since 2015) … so that we are working with the most updated information.” Yet, this submission did not include any articles for the critical portion of the Introduction section. Also, as per the Milestone One Pre-Submission Checklist, the critical review should also help you look for flaws. The limitations of the reviewed studies should logically lead to the gap your project will fill. This should also allow you to reach a logical conclusion in the final paragraph of the introduction about what the project will focus on.

A literature review should synthesize the main overlapping ideas of multiple sources. Articles should not be presented separately. Thus, moving forward, as per the Milestone One Pre-Submission Checklist, include in synthesized form (rather than a separate paragraph for each article) design/method/procedure, sample demographics (ex. gender, age, race, SES, and education are commonly reported information), findings, limitations, generalizability, and future research/impact of each literature summarized. Thank you. 

Criterion Feedback

Alexis, a Module Two Learning Objective was “Summarizing and critically reviewing the articles and relating them to your present study”. Repeating DB1 feedback, you wanted “5 starting references [of] recency (preferably within the last 5 years; since 2015) … so that we are working with the most updated information.” Yet, this submission did not include any articles for the critical portion of the Introduction section. Also, as per the Milestone One Pre-Submission Checklist, the critical review should also help you look for flaws. The limitations of the reviewed studies should logically lead to the gap your project will fill. This should also allow you to reach a logical conclusion in the final paragraph of the introduction about what the project will focus on. A literature review should synthesize the main overlapping ideas of multiple sources. Articles should not be presented separately. Thus, moving forward, as per the Milestone One Pre-Submission Checklist, include in synthesized form (rather than a separate paragraph for each article) design/method/procedure, sample demographics (ex. gender, age, race, SES, and education are commonly reported information), findings, limitations, generalizability, and future research/impact of each literature summarized. Thank you.

Articulation of Response

Clear Feedback:

Alexis, please utilize the APA links from the Milestone One FAQs/Checklist and work with the Online Writing Center to correct the following APA style errors:

1. In APA style, an effective title should creatively summarize the main idea in about 12 words, including the studied variables.

2. APA style should utilize simple double-spacing throughout the document. You may need to edit line and paragraph settings in your word processor to remove extra automatic spacing. Use Tech Support if you need assistance with this formatting.

3. For the final submission Abstract, Abstract is centered, but should not be bold. The Abstract is always its own page 2. Do not indent the paragraph. Keep it to a single paragraph average of 150 words, with the range of 75 to 250 words generally acceptable (if all information is economically included). Include your research question, thesis statement, and hypothesis. Include summary sentences about your hypothetical study design/method/procedure, sample, findings, limitations, generalizability, and future impact/research.

4. Headings should not be numbers, chapters, or parts of the assignment. Use standard APA style headings to delineate the sections, and your content should be self-evident for including the required elements.

5. To begin your paper, start a new page, repeating your centered paper title, and start the introductory paragraph on the next line.

6. There should be no “I” or “”we”” in professional writing.

7. Reference publications should be italicized, and without extra spacing between words.

8. References should be listed by last name of the first author.


9. Every citation should have a reference, and vice versa. Only Adams (2010), Alsaker & Olweus (1986), Donegan (2012), Mason (2008), McQuade (2009), and Roosen (2007) did. There was no reference for Hirsch (2014), Smith (2010), Patchin & Hinduja (2006), Solberg & Olweus (2003). Conversely, there was no matching in-line citation for Beale (2007), Beran (2007), Cummings (2017), Haber (2011), Hinduja & Patchin (2013 or 2010), or Patchin & Hinduja (2010 or 2013). Thank you. 

Criterion Feedback

Alexis, please utilize the APA links from the Milestone One FAQs/Checklist and work with the Online Writing Center to correct the following APA style errors: 1. In APA style, an effective title should creatively summarize the main idea in about 12 words, including the studied variables. 2. APA style should utilize simple double-spacing throughout the document. You may need to edit line and paragraph settings in your word processor to remove extra automatic spacing. Use Tech Support if you need assistance with this formatting. 3. For the final submission Abstract, Abstract is centered, but should not be bold. The Abstract is always its own page 2. Do not indent the paragraph. Keep it to a single paragraph average of 150 words, with the range of 75 to 250 words generally acceptable (if all information is economically included). Include your research question, thesis statement, and hypothesis. Include summary sentences about your hypothetical study design/method/procedure, sample, findings, limitations, generalizability, and future impact/research. 4. Headings should not be numbers, chapters, or parts of the assignment. Use standard APA style headings to delineate the sections, and your content should be self-evident for including the required elements. 5. To begin your paper, start a new page, repeating your centered paper title, and start the introductory paragraph on the next line. 6. There should be no “I” or “”we”” in professional writing. 7. Reference publications should be italicized, and without extra spacing between words. 8. References should be listed by last name of the first author. 9. Every citation should have a reference, and vice versa. Only Adams (2010), Alsaker & Olweus (1986), Donegan (2012), Mason (2008), McQuade (2009), and Roosen (2007) did. There was no reference for Hirsch (2014), Smith (2010), Patchin & Hinduja (2006), Solberg & Olweus (2003). Conversely, there was no matching in-line citation for Beale (2007), Beran (2007), Cummings (2017), Haber (2011), Hinduja & Patchin (2013 or 2010), or Patchin & Hinduja (2010 or 2013). Thank you.

*

Alexis, a Module Two Learning Obje

Alexis, please utilize the APA links from the Milestone One FAQs/Checklist and work with the Online Writing Center to correct the following APA style errors:

Running head: CYBERBULLYING 1

CYBERBULLYING 9


Cyberbullying

Alexis Niel

Southern New Hampshire University

Abstract

According to Hirsch, “the perpetrators of cyber bullying are around 1 in 4 teenagers, and about 1 in 6 reports having cyberbullied anyone. More than half of the teenagers surveyed in some surveys have said they have encountered violence through social as well as digital media “(Hirsch, 2014). There are various and nuanced effects of cyberbullying. Sorrow, feeling wounded, poor mental wellbeing, school attendance is significant reasons for cyber-stalking.

2. Statement of the topic and a description of its importance and relevance:

All sorts of bullying, especially cyberbullying, can have a severe impact on our decades today. Stopping the development of technical devices in contemporary society seems inevitable. Cyberbullying can create long emotional wounds, even lethal aftermath. Recently, I’ve read enough disturbing news stories like rape, murder, and several other things that occurred as a result of cyberbullying. Mobile phones, forums, emails, social media sites, as well as other digital media are an equal and vital part of the lives of the majority. However, to get real results from this electronic equipment, cyberbullying needs to be stopped.

3. Background Information:

Cyberbullying comprises bullying, which occurs through the web, email, social media, tweets, forums, mobile phones, or some other digital technology. Two years earlier, there had been a film that brought a crazy conversation about adolescents, which is about such a young girl who had been a cyberbullying survivor. She is getting her mother’s computer for her birthday. As she joins in a social media network, whereby her peers start submitting important stuff to her account, the condition evolves. She begins to love him once she meets a guy as he sticks up for her, however when he starts to turn and writing bad stuff about her being on web, she always takes it seriously as well as loses track. Instead, by getting hooked on drugs, her excellent friend catches her attempting to attempt suicide. Cyberbullying is becoming harder to handle as technological advancements have evolved (Smith, 2010). Donegan(2012) writes, a first notable case occurred in 1998, a middle school boy in the US brought into existence a social network where he put blackmailing and threatening statements to his teacher and soon, he was bleached from the school due to the harassment, provoking, disrespect, threats. The first time, the American states like Colorado have passed anti-bullying legislation that required strict policies about bullying, including cyberbullying.

4. Research Questions/Objectives:

Thus, the purpose of this paper is to investigate what kind of problems and emotional effects teenagers and children have regarding an online attack, as well as how we can stop it and propose possible ways of preventing it. It will help those who need help, support, and actual development of the future generation, which were harmed from online stalking. In modern society, many things have changed since the 20th century.

5. Research Methods:

To answer these questions, around 20 KIMEP students, professionals, teenagers, parents, as there is an essential number of families with modern upbringing, with an equal amount of males and females approximately aged from 13 to 30 will be asked to fill out a questionnaire that includes survey and questions related to cyberbullying. Also, the data will be collected by face to face interview. Interviews are used to get the story of a participant’s cyberbullying experiences.

6. Hypothesis/Expectations:

The theory of this research is that the results will show an equal number of students, children, parents who are influenced, impacted by cyberbullying. Also, if they were cyberbullied, how they find solutions to prevent or stop, and suggestions to avoid such kinds of problems.

Chapter 2 – Literature review

The present analysis of the literature seeks to review current information on dealing with cyberbullying. The goal of such research was also to examine the literature regarding cyberbullying as well as the effect it has on young people. The cyberbullying information would be contrasted with each other and with conventional bullying. Abusers could now submit threatening emails or phone calls, post offensive messages through digital noticeboards or forums, and even create websites to spread somebody’s defamatory material. Individuals can also use texts to threaten a victim and through their mobile phones (Patchin & Hinduja, 2006). Stress management strategies are described as habits of responses; however, also feelings/behaviors which are useful towards cyberbullying and failing to do so. We distinguish among three various areas of coping: decreasing risks, addressing the issue, and latency adverse effects. A randomized trial of literature producing eight related papers was performed. Conceptually, cyberbullying includes transmitting or uploading offensive or offensive text, including images through the web (like instant messages, emails, bulletin boards, including social media sites) or any other electronic communication tools, like mobile phones (Adams, 2010). These may include stalking, intimidation, abuse, impersonation, embarrassment, trickery, even omission.

Chapter 3 – Results

The purpose of the research was to study what kind of problems and emotional effects teenagers and children have regarding an online attack as well as how we can stop cyberbullying and propose possible ways of preventing it. To find information for the study, there was one face-to-face interview with the man who is a psychologist asked to avoid publishing his identity, conducted a survey among 20 teenagers with an equal amount of males and females approximately aged from 13 to 19.

Chapter 4 – Discussion

The survey and interview were conducted to find what emotional effects teenagers and children can have after they have been cyberbullied and what preventive measures need to be taken to reduce online stalking. In a century of growing technologies, a lot of teenager’s abuse using electronic devices and don’t know that it can seriously hurt, destroy one’s life. The research paper also focuses on finding solutions from cyberbullying. Although, there are enough experts have researched online attack, this research paper has found some new interesting facts and reasonable measures to prevent cyberbullying through conducting the interview, which was taken from expert, and survey, which participants were teenagers.

Some parts of the research around cyberbullying exploitation may be repletion with blended findings. The interview with the expert indicates that stricter laws against cyberbullying do not help to decide the problem. This finding will be much as predicted and parallels what was observed in our previous studies of a scale of Global Negative Self-Evaluations (Alsaker & Olweus, 1986) as well as the global problem of conventional harassment (Solberg & Olweus, 2003). These findings show that few” new”’ victims or even abusers responded to the latest social media. Cyberbullied either to cyberbully many learners seemed to be component of an overall trend of bullying to something like a large degree when the usage of social media remains only one potential form and a type with a rather low incidence. The findings also indicate that while many cyberbullying occurs anywhere in school time, as stated in many other studies, much of the instances of cyberbullying happen within the school environment.

Solutions

Many researchers, teachers, parents concern such kinds of things like internet safety. It will be useful to introduce parents, educators, teachers with the necessary knowledge about new technologies.

The first solution is school administration should create standards and strategies with the use of technologies, providing supervision, and monitoring students’ use of computers, cell phones in schools. Many schools will benefit from implementing, including strictly enforcing specific rules in schools regarding the usage of cellphones, computers, gadgets as well as the internet.

The next approach is parental supervision, since cyberbullying often happens at home, plays critical roles, and central. Mason (2008) stated that over 30% of adolescents use the web for 4 hours or over a day, and over 50% of them recorded inadequate parental oversight in those hours. McQuade (2009) stated how 73 percent of parents, adolescents recorded setting Rules today about their children. Nevertheless, on the online operation, 37 percent of children reported being given no rules by their parents. Similarly, Rosen (2007) showed that while most parents showed restrictions on the usage of the internet for their kids, they are also not actively managing those restrictions. So, parents don’t know what their children do in the social network when they are sitting on the internet.

Chapter 5 – Conclusion

This study paper has examined the impact of cyberbullying on the younger generation and protective steps against digital bullying. The goal of the present study has been to decide whatever kind of issues children/teenagers can experience and also to show possible ways to mitigate cyberbullying. The research showed that cyberbullying could usually lead to serious health issues; it is death, addiction, anxiety, lower self-esteem, minimal academic performance. The survey also found that classrooms must use policies to punish students against cyberbullying acts, teach students about cyber-ethics, as well as supervision of the stay at home parent remains essential.

References

Adams, C. (2010). Cyberbullying: How to make it stop. Instructor. 120(2), 44-49.

Alsaker, F. D., & Olweus, D. (1986). Assessment of global negative self-evaluations and the Perceived stability of self in Norwegian preadolescents and adolescents. Journal of Early Adolescence, 6, 269–278.

Beale, A. V., & Hall, K. R. (2007). Cyberbullying: What school administrators (and parents) can do. Clearing House, 81(1), 8-12. DOI: 10.3200/TCHS.81.1.8-12

Beran, T. & Qing L. (2007). The relationship between cyberbullying and school bullying. Journal of Student Wellbeing, 1(2), 15-33

Chantelle A. Cummings (2017), I Can’t See You, You Can’t See Me: Cyberbullying: An Exploratory Study Examining this concept through the Lens of the Social Bond Theory. Int J Cri & For Sci. 1:2, 32-39. DOI: 10.25141/2576-3563-2017-2.0032

Haber, J. D., & Daley, L. A. (2011). Cyberbullying Protection Plan. Camping Magazine, 84(2), 32-37.

Hinduja, S. & Patchin, J. W. (2013). Social influences on cyberbullying behaviors among middle and high school students. Journal of Youth and Adolescence, 42(5), 711-722.

Hinduja, S., & Patchin, J. W. (2010). Cyberbullying: A review of the legal issues facing educators. Part of a special issue: Cyberbullying: Preventing School Failure, 55(2), 71-78.

Mason, K. (2008). Cyberbullying: A preliminary assessment for school personnel. Psychology in the Schools, 45, 323-348.

McQuade, C. S., Colt, P. J., Meyer, B. N. (2009). Cyberbullying. Protecting kids and adults from online bullies. Westport, Connecticut: Praeger.

Patchin, J. W. & Hinduja, S. (2010). Cyberbullying and Self-Esteem. Journal of School Health, 80(12), 614-621.

Patchin, J. W. & Hinduja, S. (2013). Cyberbullying among Adolescents: Implications For Empirical Research. Journal of Adolescent Health 53(4), 431-432.

Richard Donegan (2012). Bullying and Cyberbullying: History, Statistics, Law, Prevention, and Analysis. Retrieved January 27, 2015, from
https://www.elon.edu/docs/web/academics/communications/research/vol3no1/04DoneganEJSpring12.pdf

Rosen, L. D. (2007) Me, MySpace, and I: Parenting the Net Generation. New York: Palgrave Macmillan

Running head: CYBERBULLYING 1

CYBERBULLYING 7

Cyberbullying

Alexis Niel

Southern New Hampshire University

Cyberbullying

With the introduction of modern technology and the use of different social media platforms, cyberbullying is an aspect that is quite rampant. Cyberbullying is the art of using the internet or modern technology to intimidate, harass, or cause harm to another person. Most of the teenagers who participated in the research agreed to being bullied at least one time when using social media platforms. The rationale of this paper is to introduce us to a study that conducts the emotional effects of cyberbullying.

Statement of the topic and a description of its importance and relevance

Any form of cyberbullying always has adverse effects on the victim. Cyberbullying can create long emotional wounds for the persons who have experienced this (Cummings, 2017). Analyzing this topic is fundamental so that we can suggest ways in which it can be prevented. We will also suggest how we can deal with cases of cyberbullying in case that happens. As we follow what happens in our society today, some people have gone to as far as killing themselves because of being trolled online. Young people like teenagers and young adults need to be taught about the safe usage of online spaces. This group spends a lot of time online doing various activities. To get more information about cyberbullying, we explored more research about scholars who focused on this sensitive topic.

Background Information

Cyberbullying is the form of harassment that happens using electronic means. It is also called online bullying. This kind of trend has become prevalent, especially among young people, especially teenagers. Harmful bullying can include threats online, posting rumors, rude sexual remarks, using a person’s personal information negatively, hate speech, and using pejorative labels on people. Cyberbullying, in most instances, is done with the intent to bring harm. People who have gone through this may have low self-esteem, increased suicidal thoughts. Others may start getting scared, may fall into depression, may get angry and frustrated. Some of the people that have been cyberbullied have exited online spaces for their safety.

Awareness of cyberbullying, especially here in the United States, has been promoted due to many cases that have been announced lately. Several laws have been passed to combat the malpractice of cyberbullying. Some of the cases that have reported have extended from online bullying to physical bullying. Cases of cyberbullying can be reported to any authorities around. Cyberbullying can come in the form of trolling. The internet is the common form in online spaces where people come together to talk negatively on another person. Cyberstalking is another form of cyberbullying where a person uses various platforms online to find information about another person. This may pose potential threats to the victim. Gaining one’s sensitive information can be used negatively to harm them. Cyberstalking is considered online harassment and poses severe risks to the victim’s safety. Different researches have also shown that peer pressure is malpractice that often results from visiting several sites online.

Bullies online usually send a particular message to harass a person and may ask other online users to do the same. Defamatory, false accusations on a person may make them lose their self-esteem. Making a person the subject of ridicule online is immensely destroying a person’s character (Febriana, 2019). It’s also very humiliating to talk negatively about a person online. Many people have fallen prey to cyberbullying even if they haven’t talked about it. The kind of trauma and anxiety that comes with cyberbullying may make a person go silent for some time.

Research Questions/Objectives

The main objective of this paper is to investigate the impact of cyberbullying on teenagers and children. This is the group that could be affected most by the effects of cyberbullying. Some of the research questions that we will use are;

What are the main forms of cyberbullying experienced?

To what extent does cyberbullying affect people?

What group is commonly affected by cyberbullying?

What measures can we put in place to combat the malpractice?

How does society view cyberbullying?

How has the government handled cyberbullies?

Using these research questions, we will be able to explore the whole area of cyberbullying. Specifically, we will address the kind of problems that teenagers and children have regarding online spaces. We will also suggest ways of how cyberbullying can be stopped.

Research Methods

Data from this study will be collected from responses in the form of questionnaires. To answer these questions, 80 students from colleges and high school will be asked to fill the questionnaires. Professionals and parents will also have their own set of questionnaires to fill. This is to ensure that we can get enough feedback from teenagers as well as their parents. We will try to balance the number of females and male respondents so that we can get unbiased information. Additionally, the data will be collected through interviews for the parents and guardians and some of the respondents that have gone through cyberbullying experiences.

Hypothesis/Expectations:

Our hypotheses will have various variables under study. These variables will be measured to ascertain how they affect each other. Hypotheses formulated from the study will be to investigate the different effects of cyberbullying. Testing the hypotheses will give us the results we desire-of how far does cyber bully negatively affects the victims. The main hypothesis understudy will be to determine the emotional trauma caused by online bullying. For the victims that were cyberbullied, they will also tell us how they dealt with the situation.

Literature review

Several studies have been done to address the issue of cyberbullying. Research by Olweus & Limber has indicated that most cyberbullying happens in sites like Facebook, Instagram, MySpace, and twitter. By 2008, 93 % of the youths between 12-17 have Facebook and Instagram accounts. Other studies by Kowalski, Limber, McCord (2019), showed that most of the youth spend more time on social media than any other activity other than sleeping. The last decade has witnessed a high number of people being bullied through social media platforms. Some people say that they haven’t been directly bullied but have witnessed mean behavior online. Another study by Yurtkoru & Islamoglu(2019) has analyzed that cyberbullying represents one of the dark sides of using the internet. The increased usage of the internet and social media platforms has brought negative impacts that have given researchers an interesting topic for research. Researchers have discussed various aspects affecting the issue of cyberbullying. However, one thing is common among all these studies; the effects of cyberbullying are harmful to all the victims. No single cyberbullying incident has a happy ending. Cyberbullying is quite hard to stop in children because parents might not understand when such things are happening to their children.

(Sahni & Raja, 2017), who conducted their research in India found that celebrities have a high probability of being trolled. This is because the lives of celebrities are out there. Most of the celebrities can do nothing about it-only ignoring what the haters say. Most people will troll celebs for how they look, who they date, and what they do. A larger population of people also compares their private lives online compared to 2013(Sahni & Raja, 2017). This includes a lot of their images, location, and even contact information. Malicious people might use this information to attack people online. Parents can take precautions by not sharing confidential information about their children online. Rosewarne, in her research, noted that cyberbullies might disclose the victim’s personal data (Rosewarne, 2016). Some bullies also create fake accounts and practice impersonation, where they publish fake information about a person. Impersonation or creating fake accounts leaves a cyberbully anonymous. This will make it difficult for them to be caught and punished for their malicious behavior.

Results

The purpose of the research was to investigate the emotional effects on teenagers and children caused by bullying. To find this information, we took the answers that were obtained from the interviews and questionnaires. Most of the victims of cyberbullying described that they experienced having distress and anxiety. These reactions were connected with cyber harassment. These were the main reactions that most victims described. Other emotions expressed were such as anger, sadness, embarrassment, and self-blame.

Discussion

This survey was conducted to find out the main emotional effects that were observed from the teenagers that we interviewed. We will also suggest the preventive measures that can be recommended to people that have been bullied. Research has found that having stricter laws on cyberbullying has reduced such crimes in the country significantly. However, very few people report cases of cyberbullying in the country. Most people go through such times alone. Other studies have shown that cyberbullying happens within the school environment. Students choose on a student that they will troll. This may adversely affect one’s concentration and result in poor grades in school (Campbell & Bauman, 2018). Schools need to put stringent laws in place so that perpetrators of such events may be punished.

Solutions

It will be useful to introduce parents, educators, and teachers to the necessary knowledge about new technologies and what teenagers and children do online. School administration needs to supervise and monitor the kind of activities that students do online while in school. We have heard many cases of students committing suicide because they were trolled online by their classmates. These are deaths that could be avoided. Teachers and the whole school administration need to be vigilant about such incidents. Cyberbullying in schools should be addressed with the same seriousness that is given to physical bullying. Parents also need to be vigilant about what their kids do online since most of these cases happen right in their homes.

Conclusion

This study paper has examined the impact of cyberbullying on the younger generation and protective steps against digital bullying. The goal of the present study has been to decide whatever kind of issues children/teenagers can experience and also to show possible ways to mitigate cyberbullying. People, especially teenagers, need to adopt health approaches to dealing with cyberbullying. This includes talking to their parents and guardians about such cases. They may also report such cases to the authorities so that strict actions are taken against the perpetrators.

References

Campbell, M., & Bauman, S. (Eds.). (2018). Reducing cyberbullying in schools: International evidence-based best practices. Academic Press.

Chantelle A. Cummings (2017), I Can’t See You, You Can’t See Me: Cyberbullying: An Exploratory Study Examining this concept through the Lens of the Social Bond Theory. Int J Cri & For Sci. 1:2, 32-39. DOI: 10.25141/2576-3563-2017-2.0032 Associations among bullying, cyberbullying, and suicide in high school students Author links open overlay panelSheriBaumanaRussell B.ToomeybJenny L.Walkerc https://doi.org/10.1016/j.adolescence.2012.12.001

Febriana, S. K. T. (2019, March). Cyber Incivility Perpetrator: The Influenced of Dissociative Anonymity, Invisibility, Asynchronicity, and Dissociative Imagination. In Journal of Physics: Conference Series (Vol. 1175, No. 1, p. 012238). IOP Publishing.

Kowalski, R. M., Limber, S. P., & McCord, A. (2019). A developmental approach to cyberbullying: Prevalence and protective factors. Aggression and Violent Behavior45, 20-32.

Olweus, D., & Limber, S. P. (2018). Some problems with cyberbullying research. Current opinion in psychology19, 139-143.

Rosewarne, L. (2016). Cyberbullies, Cyberactivists, Cyberpredators: Film, TV, and Internet Stereotypes: Film, TV, and Internet Stereotypes. ABC-CLIO.

Sahni, A., & Raja, N. (2017, October). Analyzation and Detection of Cyberbullying: A Twitter Based Indian Case Study. In International Conference on Recent Developments in Science, Engineering and Technology (pp. 484-497). Springer, Singapore.

Yurtkoru, S., & Islamoğlu, G. (2019). Incivility In Digital Era: A Study On Cyberbullying. Joint Conference: 14Th ISMC And 8Th ICLTIBM-20185(2). doi: https://dx.doi.org/10.15405/epsbs.2019.01.02.6

PSY 444 Final Project Guidelines and Rubric

Overview

The final project for this course is the creation of a formal research report. Because of the course’s structure and provided resources, only quantitative
research methods are permitted.

As the final step in your journey toward your degree in psychology, you will complete a capstone that integrates the knowledge and skills you have developed in

previous coursework by creating a research paper appropriate for an undergraduate research conference. Through this capstone, you will demonstrate your

grasp of important concepts in psychology and how to appropriately conduct research. The skills used in reviewing and conducting research will be invaluable in

your future pursuits.

This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. You will be evaluated on your overall project
in determining whether you have demonstrated proficiency in each outcome.

The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality
final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final project will be submitted in Module Eight.

In this assignment, you will demonstrate your mastery of the following course outcomes:

 Assimilate classic and current research within the field of psychology by developing detailed literature reviews and presentations

 Gather, organize, and analyze acquired knowledge within the field of psychology as evidenced in an e-compendium

 Develop a conference-level deliverable depicting theoretical or empirical research and how it fits a larger body of knowledge in the research literature
of psychology


 Evaluate the appropriate research method(s) to use for the problem examined in a theoretical or empirical research project


 Describe informed conclusions that align with selected research designs and statistical analyses used in an original research project


 Analyze multifaceted ethical issues associated with the core content areas of psychology as evidenced through the creation of informed consent

forms and the use of ethical reasoning

The final project is meant for you to propose a hypothetical study. You are not and should not be conducting human-subject research for this project. It is not

necessary for the purposes of this assignment. All human-subject research requires written approval from the SNHU COCE Institutional Review Board in order to

protect the welfare and ensure ethical treatment of the subjects.

Prompt

The final project for this course is a formal research project based on one of the psychological topics listed below, or a topic of your choice (to be approved

by your instructor) and it will include the following components: abstract, introduction, methods and results, discussion, and references. Your report should

be developed as if it were being presented at an undergraduate research conference.

For your research project, select one of the following topics:

 Internet Gaming Disorder: Addictions concentration

 Autism: Child and adolescent development concentration

 Substance Abuse and Crime: Forensic psychology concentration

 Treatment Effectiveness for Veterans with PTSD: Mental health concentration

 Cyberbullying: Social psychology concentration

If you would like to research a topic not listed here, you will need instructor approval. In the Module One Discussion Topic you will identify which of the
topics above you will research, or you will need to propose a topic of your choice for instructor approval.

The purpose of this assignment is for you to explore one topic area in depth and demonstrate how you have developed the professional skills and
dispositions critical to the field of psychology over your academic career. Your research report must follow proper APA formatting.

Specifically, the following critical elements must be addressed:

I. Abstract: For the first section of your research report, you will create an abstract that is a concise summary of your research study. Include information
on your research question, subjects (if applicable), methods, results, and discussion.

II. Introduction: In this section, you will create an introduction that includes a literature review of research pertinent to the topic area you have chosen.

This section should contain the following elements, which will demonstrate your ability to interpret psychological research and develop research

questions regarding unexplored topic areas:
A. Prepare a literature review
B. Determine testable research questions with hypotheses

III. Methods and Results: For the next section of your research report, you will develop methods and results sections that inform potential readers of

how you conducted your study and what the statistical results of the study were. These sections should contain the following elements, which will

demonstrate your ability to detail the process of conducting research and to appropriately convey your results:
A. Explain the methods of how you conducted your study
B. Conduct statistical analyses as appropriate

IV. Discussion: For the last section of your research report, you will write your discussion section, which describes your interpretation of your results and

speaks to how future researchers can expound on your work. This piece should contain the following elements, which will demonstrate your ability

to detail the process of conducting research and to appropriately convey your results:

A. Interpret your results
B. Discuss any limitations or ethical issues

Your research report should be appropriately formatted following the latest guidelines for APA formatting, using in-text citations when necessary. You will
be expected to use at least 10 research articles in the topic area to support your review of the literature.

Milestones

Milestone One: Draft of Introduction

In Module Two, you will submit a draft of your introduction (including the literature review of your first five sources). This milestone is graded with the

Milestone One Rubric.

Milestone Two: Draft of Methods and Results Sections

In Module Four, you will submit a draft of your methods and results sections. This milestone is graded with the Milestone Two Rubric.

Milestone Three: Draft of Discussion

In Module Six, you will submit a draft of your discussion section. This milestone is graded with the Milestone Three Rubric.

Final Submission: Research Report

In Module Eight, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product and

should include at least 10 scholarly sources. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with

the Final Project Rubric.

Deliverables

Milestone Deliverable Module Due Grading

One Draft of Introduction Two Graded separately; Milestone One Rubric

Two Draft of Methods and Results Section Four Graded separately; Milestone Two Rubric

Three Draft of Discussion Six Graded separately; Milestone Three Rubric

Final Submission: Research Report Eight Graded comprehensively; Final Project Rubric

Final Project Rubric

Guidelines for Submission: Your research report should be at least 15 pages in length (plus a cover page and references) and written in APA format. Use double spacing,

12-point Times New Roman font, and one-inch margins. The paper will utilize at least 10 scholarly sources. Any references should be cited in APA format.

The “Possible Indicators of Success” are examples for you and the instructor of the types of concepts to look for to demonstrate proficiency. They are neither
exhaustive nor proscriptive and should be used as guides for illustrating how your capstone embodies the outcome.

PSY-444-01: Assimilate classic and current research within the field of psychology by Proficient Not Proficient

developing detailed literature reviews and presentations 100% 0%

Possible Indicators of Success
Does student demonstrate his or her ability to utilize benchmark studies with current peer-reviewed studies? Does he or she demonstrate
the ability to support the literature review with appropriate seminal work in the field?
Does student demonstrate his or her ability to concisely synthesize supporting literature in a focused direction?
Does student demonstrate his or her ability to evaluate how current and future research is informed by classic research? Does he or she
demonstrate the ability to holistically analyze the literature in the field?
Does student demonstrate his or her ability to professionally articulate how classic and current research support his or her research and
claims made?

PSY-444-02: Gather, organize, and analyze acquired knowledge within the field of psychology Proficient Not Proficient

as evidenced in an e-compendium 100% 0%
Possible Indicators of Success

Does student demonstrate his or her ability to select relevant empirically driven research that encompasses a variety of research designs
for literature support? Does he or she demonstrate the ability to select supporting research that incorporates the perspectives of different

subject areas in psychology?

Does student demonstrate his or her ability to present the findings of other peer-reviewed research publications in a logical and
unique manner?

Does the student demonstrate his or her ability to incorporate his or her personal perspective in his or her interpretation of the findings of

other empirically driven publications? Does he or she demonstrate the ability to articulate his or her unique but research-supported

perspective on the topic area?

PSY-444-03: Develop a conference-level deliverable depicting theoretical or empirical research Proficient Not Proficient

and how it fits a larger body of knowledge in the research literature of psychology 100% 0%

Possible Indicators of Success
Does student demonstrate his or her ability to narrow a relevant topic of interest to a feasible research project? Does he or she
demonstrate the ability to anticipate and account for potential issues of practicality associated with the research?
Does student demonstrate his or her ability to concisely synthesize relevant theory with established research? Does he or she
demonstrate the ability to develop research-informed research questions?
Does student demonstrate his or her ability to articulate a convincing need for investigation regarding the selected research question(s)?

Does he or she demonstrate the ability to communicate the value of the research to the field of psychology as well as society?

PSY-444-04: Evaluate the appropriate research method(s) to use for the problem examined in Proficient Not Proficient

a theoretical or empirical research project 100% 0%

Possible Indicators of Success
Does student demonstrate his or her ability to select flexible research methodology that can account for potential limitations? Does he or

she demonstrate the ability to discuss ways to address potential limitations associated with the research? Does he or she demonstrate

the ability to design or select professional research designs that are relevant to the research?

Does the student demonstrate his or her ability to design research that efficiently gathers data from participants (if applicable)? Does
it demonstrate the student’s ability to develop or utilize comprehensive data gathering materials and strategies?

PSY-444-05: Describe informed conclusions that align with selected research designs and Proficient Not Proficient

statistical analyses used in an original research project 100% 0%

Possible Indicators of Success
Does student demonstrate his or her ability to incorporate their personal perspective in their interpretation of their gathered data? Does
he or she demonstrate the ability to make unique, informed conclusions about the results?
Does student demonstrate his or her ability to predict future research into the topic area of their research?
Does student demonstrate his or her ability to convey how his or her research expands on the collective understanding of the topic area?

Does he or she demonstrate the ability to articulate the value or importance of his or her research to the field of psychology and society?

PSY-444-06: Analyze multifaceted ethical issues associated with the core content areas of Proficient Not Proficient

psychology as evidenced through the creation of informed consent forms and the use of 100% 0%

ethical reasoning

Possible Indicators of Success

Does student demonstrate his or her ability to identify ethical issues in psychological research? Does he or she demonstrate an awareness

of how research can be impacted or influenced by limitations? Does he or she demonstrate the ability to make recommendations to

account for ethical issues when conducting research?

Does student demonstrate his or her ability to adhere to ethical standards regarding research materials?
Does student demonstrate his or her ability to collect, interpret, discuss, and store qualitative and quantitative data in an ethical manner?

Does he or she demonstrate the ability to account for potential issues of ethics when gathering data from participants (if applicable)?

Does he or she demonstrate the ability to consider the needs of the participants?