Naughtiness in the Adolescent Stage - Assignment Example

Sociology Question Name Institution Course Date 1. ` Examples of fairy tales include the hero with a thousand faces, the princess and the pea, the ugly duckling, the little match seller and Hansel and Gretel. Fairy tales have positive effects on children since they encourage imagination and creativity (Calhoun, Rojek and Turner, 2005). They also have disciplinary effects to children since they educate on the message of unity and love and respect for elders. Some fairy tales teach on the subject of honesty and respect which instil discipline on children. However, disciplinary effects of fairy tales depend on the content of the stories and the messages they convey. Some fairy tales carry obscure and unusual messages that are not healthy for children. 2. There is a corresponding relation between the rise of the expert, and the fall of the mother (Hale and Finn, 2010). Mothers are expected to rear their sons to be experts in their lives. For many years, there has always been an emphasis on the significance of motherhood to national wellbeing. Although fathers also have a responsibility in raising experts, mothers are considered to take part in the advice and direction of experts. It is reported that mothers in particular are subject to a fall in their confidence and authority that affects the rise of the expert. Mothers are often blamed for masculine crisis. 3. Naughty boys are endearing since they are considered independent as they tend to do things their own way. They are creative and sensitive to pain and injustice which can lead to generosity (Hale and Finn, 2010). Also, naughty boys are admired in school and at home due to their conviction and determination despite being loud, obnoxious and insistent. Moreover, naughty boys say what is on their mind without any fear and have energy that is admirable. However, naughty adolescent are scary since they tend to be sly, devious and untrustworthy. They are in a stage where they may not know what they are doing and can make mistakes that may affect their future. 4. Naughty behaviour in young people becomes disturbing when they are at their adolescent years. Many parents are concerned about the naughtiness of their children especially when they hit their adolescent stage. Although naughtiness in the adolescent stage is considered normal, it tends to be at the peak (Hale and Finn, 2010). At this stage they tend to be physically or verbally aggressive, get into trouble, break rules more frequent and refuse to follow parent’s requests. During adolescent stage between the ages of 14-17, the naughtiness of children is at peak. However, it is reported that males tend to start being naughty at an earlier stage compared to females (Hale and Finn, 2010). In addition, their naughtiness stage is considered to last for longer years compared to females. 5. My primary school classmates had some behaviour that was problematic to teachers and other children. Their behaviour caused stress to people around them. Being naughty in school in order to fit in a group of other children resulted to them being suspended in school. Their behaviour was mostly based on them playing out of their identities in order to fit in or be popular among other children. “Fitting in” in terms of class, race and gender played a major role in developing behaviour that was unacceptable in school. Behaviours such as not listening to teacher’s instructions, acting violently towards other children and breaking the rules was a problem to teachers and other children to the extent that it caused other children to change schools. 6. Teachers have the responsibility of maintaining harmony and preventing misbehaviour in the classroom. In order classroom activities to run smoothly, it is important to establish some rules. The purpose of behaviour management strategies is to encourage a positive, caring classroom community that ensures smooth learning, self-motivation and positive teachers-students relationship (Calhoun, Rojek and Turner, 2005). Without fair and consistent rules, classrooms will not be a suitable place to learn. Therefore, behaviour management strategies are necessary and desirable in every classroom since they support teachers in setting up a supportive classroom environment. 7. Today, schools are no longer using corporal punishment in disciplining children. It is believed that corporal punishment was not a good strategy to help students. It was a form of physical punishment that had damaging effects on children (Calhoun, Rojek and Turner, 2005). Corporal punishment has been replaced by other mechanisms of control and punishment that teachers and parents see deem fit. For instance, some new mechanisms that have replaced corporal punishment include reward and discipline mechanism and isolation method. These new mechanisms are less authoritarian and damaging and are able to keep bad behaviours from escalating without using physical punishment. 8. The zero tolerance policy gives permission to school officials to give specific harsh punishments such as suspension and expulsion to students who break school rules. The policy applies irrespective of the situation, the reason for breaking rules or history of student’s discipline. There are circumstances that warrant the use of the zero tolerance policy (Calhoun, Rojek and Turner, 2005). For instance, the policy should apply to any student who brings weapon to school or any alcohol or drugs. Behaviours such as frequent fighting and threatening students and teachers should result to zero tolerance policy. Insubordination such as talking back to a teacher and criminal activities should warrant expulsion or suspension. 9. It is reported that more boys engage in crimes and are more stress compared to girls due to the culture of masculine identity. Boys are taught to be rough and tough and are not expected to express their emotions which make them to be delinquent. In order to have a strong masculine reputation, males are taught common masculine traits toughness and dominance which make them perceive violence as ordinary behaviour (Hale and Finn, 2010). Men are expected to show toughness which can be stressful for them since they can’t show their emotions. They are expected to be authority figure and to show physical aggression which is connected to the increase in criminal activities among men. 10. There are many reasons why people commit crime. Some researchers argue that criminal behaviours are learnt just like any other social behaviour which others say that committing a crime is a choice (Calhoun, Rojek and Turner, 2005). An individual can commit crime due to social influences such as poverty, association with criminals and family situation. Social factors such as parental relations, substance abuse, unemployment, peer pressure and lack of education are the major reasons why people commit crime. However, all every person in such social situations commits crime. It narrows down to the choices people make (Calhoun, Rojek and Turner, 2005). Criminal behaviours are learnt from social settings but the process an individual undergoes in deciding to offence depends on choices. 11. In the United States, there is increase in school violence which has led to the introduction of military style security measures. With the introduction of these measures, there is a debate of whether they are acceptable in school setting. Although such measures make schools safer, they may be detrimental to the students. Military style security measures tend to increase worries and fears among students which can affect their school performance. They make the schools feel like prisons and students feel like prisoners. However, it is reported that these measures have the ability to reduce violence in schools and create a safe environment for learning (Calhoun, Rojek and Turner, 2005). Therefore, they are acceptable means of dealing with school violence. 12. Today, there is a troubling cultural trend that is creating confused and violent boys which has increased school shootings (Hale and Finn, 2010). Our society is condemning boy’s behaviours which have resulted to them reaching their teenage years in massive confusion of their correct identity. The norm of male identity has limited the natural development of young men and has led to stunted behavioural growth. This norm has condemned their actions in their early development years which have reinforced the message that their identity is shameful. This has led to behaviours that are witnessed today such as school shootings. 13. Today, the word slut has lost its power and is being used to destroy the reputation of girls. The use of the word slut is considered sexual harassment but the society today condones these humiliations. In the past, when a girl was called slut, it meant that her chances of marriage was compromised (Hale and Finn, 2010). Slut-bashing was used moderately. Today, a girl can be referred to as slut due to reasons such as her dressing, facial expression or make-up use. Slut tends to destroy the reputation of girls as it affects their collage and school years. It leads to harsh mark and result to unhealthy coping like drug use. 14. According to the ancient myths about femininity, female were expected to have traits such as gentleness, empathy and sensitivity, compassion, tolerance and deference. Girls were expected to have these characters and failure to possess them led to them being referred to as bad girls (Hale and Finn, 2010). Today, the ancient myths about femininity are being remobilized. Girls who do show any of the predestined feminine characteristics are considered new bad girls. Feminine behaviours were regulated and policed and determined by queer philosophers. Concepts such as behaviour, clothing and appearance, traditional roles and personality differentiated between a good girl and a bad girl (Hale and Finn, 2010). The world today has constructed the behaviours, personality and clothing that females are required to have, failure to do so lead to them being referred to as bad girls. References Calhoun, C., Rojek, C. & Turner, B. (2005). The Sage handbook of sociology. London Thousand Oaks, Calif: Sage Publications. Hale M. and Finn S. (2010). Masculinity and Femininity in the MMPI-2 and MMPI-A. U of Minnesota Press. Read More