[SOLVED] High level skills in reading

SUBMISSION DETAILS  high level skills in reading
Submissions should use a 12-point Times New Roman font. (Note: This is not the default in Microsoft Word); margins should be 2.5 cm (one inch) on the top, bottom, and both sides; the right margin should be “ragged” i.e. not right justified; 1.5 line spacing should be used throughout, including block quotes and citations; the beginning of each paragraph should begin with one tab space (1.24cm – ½ inch); extra spaces or lines should not be inserted between paragraphs; one space should be inserted after a period (full stop) at the end of a sentence, with one space after periods in a reference citation; page numbering should begin with the title page, and pages should be numbered in the top right corner.
Please follow APA guidelines for referencing studies and theories where and if appropriate. The reference list is excluded from the word count, but in-text references (citations) are included.
Essays is up to 3.000 words (excluding title and references).
The proposed topic aims to:
1. To facilitate the development of high level skills in reading and interpreting primary research sources, and ability for independent learning.
2. To develop students’ knowledge of the major issues involved in peer/siblings relations, antisocial behaviour and family violence in childhood, enabling them to understand, discuss and critically evaluate the research, both within the wider framework of psychological theory and in terms of the practical implications for children, parents and schools.
3. Select and interpret primary research sources and integrate these to provide an informed analysis of peer relations and bullying in childhood.
4. Demonstrate skills in independent learning, critical analysis and presentation skills appropriate to postgraduate study.
5. Discuss and critically evaluate the research in the area of peer/siblings relationships, antisocial behaviour and family violence both within the wider framework of psychological theory and in terms of the practical implications for pupils, parents and schools.
Essays topics (please choose one):
1. Parent-Child relationships and the emergence of antisocial behaviour: critically analyse the role of the parents in the development of antisocial behaviour in childhood and in adolescence.
2. Compare and contrast sibling violence and aggression in peer relationships in childhood. Critically discuss the similarities and differences between these two types of aggression.
The essay topic is not covered in depth in this module. Below are some references in order to get you started; however, you are expected to read far more widely than this.
• Moffitt T. E, Caspi A, Harrington H, Milne B.J. (2002). Males on the life-course-persistent and adolescence-limited antisocial pathways: Follow-up at age 26 years. Development and Psychopathology.14,179–207. •
• Ryan J. P., Williams A. B., Courtney M. E., (2013). Adolescent neglect, juvenile delinquency, and the risk of recidivism. J. Youth Adolescence, 42: 454-465. •
• Siegel, L. J., & Welsh, B. C. (2014). Juvenile delinquency: Theory, practice, and law. UK: Cengage Learning. •
• Trentacosta, C. J., Hyde, L. W. Shaw, D. S., & Cheong, JeeWon (2009). Adolescent Dispositions for Antisocial Behavior in Context: The Roles of Neighborhood Dangerousness and Parental Knowledge. Journal of Abnormal Psychology. 118 (3), 564- 575. •
• Van der Woude, L. B., van der Stouwe, T., & Stams, G. J. J. (2017). Differences between risk factors for truancy and delinquency in Dutch adolescents. Children and Youth Services Review, 73, 9-14. •
• Vidal, S., & Woolard, J. (2016). Parents’ perceptions of juvenile probation: Relationship and interaction with juvenile probation officers, parent strategies, and youth’s compliance on probation. Children and Youth Services Review, 66, 1-8. •
• Young, S., Greer, B., & Church, R. (2017). Juvenile delinquency, welfare, justice and therapeutic interventions: a global perspective.BJ Psych Bulletin. 41(1), 21-29 •
• Kettrey, H. H., & Emery, B. C. (2006). The discourse of sibling violence. Journal of Family Violence, 21(6), 407-416. •
• Kramer, L., & Kowal, A. K. (2005). Sibling relationship quality from birth to adolescence: the enduring contributions of friends. Journal of Family Psychology, 19(4), 503.
• Tippett, N., & Wolke, D. (2015). Aggression between siblings: Associations with the home environment and peer bullying. Aggressive behavior, 41(1), 14-24. •
• Tucker, C. J., Finkelhor, D., Turner, H., & Shattuck, A. (2013). Association of sibling aggression with child and adolescent mental health. Pediatrics, 132(1), 79-84. •
• Tucker, C. J., Finkelhor, D., Shattuck, A. M., & Turner, H. (2013). Prevalence and correlates of sibling victimization types. Child abuse & neglect, 37(4), 213-223. •
• Tucker, C. J., Finkelhor, D., Turner, H., & Shattuck, A. M. (2014). Sibling and peer victimization in childhood and adolescence. Child abuse & neglect, 38(10), 1599-1606. •
• Wolke, D., & Samara, M. M. (2004). Bullied by siblings: association with peer victimisation and behaviour problems in Israeli lower secondary school children. Journal of Child Psychology and Psychiatry, 45(5), 1015-1029. high level skills in reading

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