A classic example of bullying is a scenario in which a much larger, stronger bully physically intimidates and harasses a smaller, weaker victim to steal the victim’s lunch money. You might think that the obvious solution to the bullying in this example is to punish the bully to prevent the behavior from reoccurring. It would be nice if the solution were that simple, but it often is not. The bully may receive gains from the behavior (positive reinforcement; e.g., money to buy more food at lunch or respect from peers) that outweigh the punishment. Furthermore, if the bullying has occurred over a length of time with the same victim, the victim may also develop a conditioned response. For example, suppose that the school bell signaling that it is lunch time rings just before the bully approaches the victim for his lunch money. Initially the bell is a neutral stimulus that produces no specific response. Over time, the victim may associate the bell with the fear response of being bullied, such that the bell alone triggers a fear response in the potential victim. Now the bell is a conditioned stimulus because it elicits a conditioned response.

Classical and operant conditioning can be used to understand why bullying occurs, as illustrated in the previous example, and to design effective interventions to reduce bullying behavior. In this discussion, you will use classical or operant conditioning to propose a strategy to mitigate bullying.

To Prepare:

• Review this week’s Learning Resources on the behaviorist perspective and classical and operant conditioning.
• Pay particular attention to the meaning of the terms in each type of conditioning. Classical conditioning terms include: UCS (unconditioned stimulus), UCR (unconditioned response), NS (neutral stimulus), CS (conditioned stimulus), CR (conditioned response). Operant conditioning terms include positive reinforcers, and negative reinforcers, and punishers.
• Select one conditioning approach and use it to propose a strategy to mitigate bullying.
• Operationalize the characteristics of your strategy. For example, if you selected the classical approach, identify which aspects of your strategy represent the UCS, UCR, NS, CS, and CR.  If you selected the operant approach, identify which aspects (or operants) of your strategy represent positive reinforcers, negative reinforcers, and/or punishers.

PART 1- Does an individual’s membership in a diverse population define his or her personality, or does the personality determine the diverse populations to which the person will belong?

PART 2- What is the significance of diversity when everyone is diverse in some way? 

PART 3- Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:

1. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2. Describe how you will apply that learning in your daily life, including your work life.
3. Describe what may be unclear to you, and what you would like to learn.

PART 4- 

Option 1: Diversity Identity Self-Evaluation Paper

Read the University of Phoenix Material: Diversity Case Study located on the student website. The case study serves as an example of the diversity within self-identity.

Write a 700- to 1,050-word self-evaluation paper about your diversity identity.

Include the following information in your self-evaluation:

· A minimum of five diverse groups you belong to

· Significance of belonging to the diverse groups

· Assumptions others may make about you based on the diverse groups you belong to

· How these assumptions affect your own self-identity.

Format your paper consistent with APA guidelines.

Option 1: Diversity Identity Self-EvaluatRead the University of Phoenix Material: Diversity Case Study located on the student website. The case study serves as an example of the diversity within self-identity.