Ramirez, O. (2013). Survivors of School Bullying: A Collective Case Study. Children & Schools, 35(2), 93-99.

I attached the Case study. please list references APA style.

After reading the above article, write a case study analysis that describes the micro and mesosystems of each child discussed. For each of the 5 individuals highlighted, discuss their individual dimensions, variables from their microsystems and mesosystems, and how their systems’ connecting relationships affect how they cope with bullying.

Use the case study analyses and what you know about an adolescent’s physical, cognitive, and emotional/social development to provide suggestions to human services professionals when working with bullying among children.

Here is an example in how it should look… thank you in advanced

Case Study Analysis
Tammie is a 12-year-old female African American in the sixth grade and a participant in
the case study we read for class. She is shy, quiet, and sensitive. Bullies focus their attacks on her
weight. They laugh and call her names. According to school records, Tammie has a history of
transferring schools because of the bullying. She has no siblings and lives with her mother.
Tammie has no contact with her father. She enjoys spending time on Facebook, watching
cartoons, and playing board games (Ramirez 2013). Tammie’s microsystem would consist of
mother, and her mesosystem would be classmates and teachers and her online presence with
social media. Tamie’s coping strategy to deal with her bullies was to confide in her family and
friends. Once she had a problem with a bully she would seek comfort from her friend in the form
of needing a laugh. Tammie’s system affect how she copes with the bullying because she seeks
comfort from close person in her life. The things she enjoys doing outside of the classroom can
be found in the way she likes to seek comfort after being victimized by a bully.
Another participant was Sandra. She is a 12-year-old female African American in the
sixth grade. She was diagnosed with a specific learning disability. Sandra resides with her older
brother and grandmother. Although her mother lives in the same town, Sandra has no contact
with her. Sandra experiences verbal and physical abuse at school. Sandra enjoys watching
comedy programs on television and playing with her dog (Ramirez 2013). Sandra’s microsystem
would be her brother and grandmother and her dog, her immediate family. Her mesosystem
would include the school environment she is a part of. Sandra responded very similar to bullies
the way another participant, Iris, did.
Iris is a 13-year-old female Hispanic in the seventh grade. Iris is quiet and aloof. She
resides with her mother and younger sister in a three bedroom house. Iris has daily contact with
her father and feels supported by him. She enjoys watching comedy programs on television and
listening to R6iB music on the radio (Ramirez 2013). Her microsystem would be her mom and
sister and since she is Hispanic her extended family as well. Iris’ mesosystem would be her
father, the music scene she relates to, and her classmates and teachers. Sandra and Iris reported
using thought cessation and redirection. This strategy helped suppress and redirect negative
thinking. This response can be directly related to their love of watching TV. They like to escape
from reality when needed and think of something funny, interesting, etc. to get their mind off of
what happened.
Ricardo is one of the participants in the case study and he is an 11-year-old male
Hispanic in the seventh grade. People classified Ricardo as being timid and aloof. He enjoys
watching movies, playing video games, and playing sports with his friends. Ricardo lives with
his mother and two sisters, and he has regular contact with his father (Ramirez 2013). Ricardo’s
microsystem involves his mother and two sisters and his close friends that he plays sports with.
His mesosystem would consist of his father, classmates, the ones who bully him, and his
teachers. Since Ricardo lives in a house that is mainly made up of females he continuously tries
to be liked and accepted by the bullies but they continue to attack him verbally and physically.
This would be classified as using instrumental coping skills because Ricardo has the mindset that
he could eventually befriend his bullies.
The next participant was Aaron, and he is a 13-year-old male African American in the
seventh grade. Classmates classified Aaron as having an outgoing personality. Aaron is bullied
because he has a learning disability, they attack him both verbally and physically (Ramirez
2013). One main focus of attack for the bullies is to make fun of Aaron’s overbite. Aaron lives
with his mother but has no contact with his father. I would classify Aaron’s microsystem as
being his mother. With Aaron being an only child he would have a special bond with his mother.
His mesosystem would include his classmates, friends who he plays football and basketball with,
and his teacher. The way that Aaron coped with bullying was to confide in a teacher or he would
pay attention to his surroundings. I think that by being an only child and living with his mother it
is natural for him to confide in an adult. Also by being an only child you learn more about paying
attention to your surroundings because you don’t have a lot of distractions at home.

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