two colleagues by offering an additional development theory and explaining its

 two colleagues by offering an additional development theory and explaining its connection to the act of bullying. Please use the Learning Resources to support your response. 
1- jo
I will focus on Kohlberg’s theory of moral development for the purposes of this discussion. Kohlberg’s developmental process begins with the Preconventional level where actions are motivated exclusively by self-interest. An individual behaves solely on the basis of whether he or she will receive a punishment or a reward for their actions. The second stage is the Conventional stage; actions are governed by a person’s desire to fit in and conform to societal expectations. The Postconventional stage is considered the ultimate moral achievement. At this level of moral reasoning, actions are dictated by what the individual considers to be right and just and much less consideration is given to the opinions or reactions of others (Zastrow, Kirst-Ashman, & Hessenauer, 2019).
According to the Monique Burr Foundation (n.d.) children may bully other children as a way of gaining power and attention. They often lack empathy and believe their needs are more important than the needs of others. They intentionally target other children they perceive as weak, and therefore easy targets. Children who bully may suffer from low self-esteem and see bullying others as a way of making themselves feel more important. If the child or adolescent is still in Kohlberg’s preconventional stage of moral development, they may not see any problem with their bullying, they are simply taking what they want (their reward), which is power over their peers, and their sense of entitlement tells them they are justified in doing so. They may have also witnessed an older sibling bully other people and get away with it, so they are not inhibited by the fear of punishment.
In past years, children only had to worry about being bullied in certain situations, such as when they went to school or to a physical location where they might encounter a bully. Now that cyber victimization has become a thing, a bully can potentially reach a victim at any time or at any place. Making matters worse, it is very easy now to make the bullying episode public. Pictures or cruel words meant to torment a victim can now be shared with anyone who has internet access. According to Brown, Demaray, & Tennant (2017), the emotional damage caused by cyberbullying is far worse than that caused by traditional face-to-face bullying. The intent of traditional bullying and cyberbullying are the same – to harass and intimidate the victim – but with the advent of social media, the bully now has a much larger audience to perform in front of, and increased access to the victim, giving him or herself even more perceived power.
References
Brown, C. F., Demaray, M. K., Tennant, J. E., & Jenkins, L. N. (2017). Cyber victimization in high school: Measurement, overlap with face-to-face victimization, and associations with social-emotional outcomes. School Psychology Review, 46(3), 288–303. doi:10.17105/SPR-2016-0004.V46-3.
Jenkins, L. N., Demaray, M. K., & Tennant, J. (2017). Social, emotional, and cognitive factors associated with bullying. School Psychology Review, 46(1), 42–64.
Monique Burr Foundation for Children (n.d.) Bullying Series – Why Children Become Bullies. Identifying, Intervening, Surviving and Preventing Bullying Series: Part 5. Retrieved from https://www.mbfpreventioneducation.org/bullying-series-why-children-become-bullies/
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning
2-  susy
Post an explanation of one moral development theory and its connection to the act of bullying. Be sure to frame your explanation within the context of cyber and other bullying that persists in social media and communication technologies that adolescents use. Also explain how bullying has changed and how it has remained the same in light of modern technology
Making moral decisions involves deciding whether to act morally or unethically. It outlines what is right and bad in the choices we make in life. Moral decisions can range from very significant to modest ones made every day. Although moral growth can occur at any stage of life, adolescence is a crucial time for it. People finally have the freedom to decide and act independently during these periods. Frequently, the ideals formed during this phase continue to be relevant throughout life (C.H. Zastrow, 2019). This clarifies the theory of moral development.
According to Kohlberg’s thesis, level 2 is the conventional level, where moral judgment is predicated on following socially accepted norms. Between the ages of 10 and 13, this level frequently happens. There is a tremendous desire to win the approval of others and to fit in. Although moral norms are starting to become internalized, they are still determined by what other people say rather than by what oneself decides (C.H. Zastrow, 2019). 
Bullies frequently display traits from the standard level. Bullies frequently seek approval from their peers and aggressively taunt others. Bullying can occur in a variety of settings, including schools and online forums. Bullies frequently learn how to bully from their classmates, through social media, or from their parents at home. Bullying has altered in that it can now be carried out by people all around the world via technology and social media. The fact that bullies are frequently aggressors, have low self-esteem, and seek acceptance from others remains a constant in bullying. Bullies sometimes display mental health conditions like ADHD, ADD, and anxiety.