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The third issue states that Kieron 'had no friends his own age.' Many studies have been conducted about children and their friends, looking at issues such as gender, age and learning disability status. According to Sullivan

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Introduction

Psychology Assignment Word Count: 999 The Source The source is from the Daily Mail (15th December 2005). It concerns a teenager, Kieron Smith, convicted of killing another child. Psychological assumptions The first issue states that Keiron had " "eccentric" behaviour, difficulties forming social relationships, problems communicating with others and the development of strong narrow obsessional interests." It states that he had troubles in social situations. This relates to a theory by Eysenck (1964) claimed that personality type led people to commit crimes. The article also assumes that education can be linked to crime. It describes how the education system originally worked with Kieron and his family but "they failed and gave up when he reached 16". Loeber and Farrington (1998) researched a link between education and crime and found academic failure is likely to lead to criminal behaviour. The third issue states that Kieron 'had no friends his own age.' Many studies have been conducted about children and their friends, looking at issues such as gender, age and learning disability status. ...read more.

Middle

Loeber and Farrington (1998) have shown that academic failure, a low commitment to schooling and dropping out of school have all been shown to be factors effecting criminal behaviour. Farrington (1998) showed that 20% of boys with poor performance in school were convicted of violent offences as adults. Kieron only received education up to Key Stage 3, therefore Loeber and Farrington's findings relate to him. Kieron's lack of education could be the reason why he committed his crime. Issue three: Friends of children with learning disabilities This article states that Kieron's friends were younger than him. Weiner and Schneider (2002) concluded that children with learning disabilities had more friends with learning problems and fewer friends of the same age. Friends tended to be younger and of the same sex. Proximity and similar achievement levels are partial explanations for this effect. This applies to Kieron as he did not have friends his own age. ...read more.

Conclusion

The universal approach (Mrazek & Haggerty, 1994) is directed at a total population, typically a school, with the aim of reducing the incidence of disorders in that population. Curriculum-based programs, such as Second Step (Grossman et al., 1997) and Promoting Alternative Thinking Strategies (Kusche & Greenberg, 1994), promote the development of social and emotional competence by teaching social problem solving, anger management and emotion self-regulation skills in the classroom. However difficulty arises if these techniques can not be learnt. Whom children become friends with cannot be controlled, however if a child, such as Kieron, is choosing to become friends with younger children, then social skills and morality levels that are not being learnt from peers, must be learnt from parents or other role models. Bandura (1977) developed the social learning theory which could be applied. When this theory was applied in a natural way to Kieron, he was under-developed compared children his age. If Kieron had been put in set up scenarios for him to learn by watching others and experiencing right and wrong, he would have developed and would have been more able to social situations. ...read more.

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