Summarize the post .
For each discussion activity, you are responsible for posting a reply to at least one postings made by your classmates.
After you have made your original post, read some of the posts from your classmates and construct two reply post of 100-150 words that responds to three of your group-mate’s original posts. Your reply post should be written such that it does one or more of: identifies something that you find especially interesting or insightful about your classmate’s original post; poses an engaging and relevant question and/or builds on the ideas from your classmate’s original post; raises a real-life experience or observation that you feel would be relevant to illustrate or help further develop an idea or point in your classmate’s original post.
Please note that you will need to make an original post before you can read and respond to your peers’ posts.
Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 100-150 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the readings used, and references used in post below or other outside literature.
Raise additional questions or points of discussion to stimulate further discussion.
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA 7 Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.Taking a role in online discussion.Taking a Role in Online Discussions Below are some roles that anyone in an online discussion can fulfill in order to help move an online discussion forward in productive ways. See if you can determine what role is required in your online discussion and then write a message that takes on that role. Devil’s Advocate • Takes opposing points of view to those currently under discussion Pollinator • Travels to other groups, reads their postings and summarizes points made in other groups not made in home group. Facilitator • Comments on the groups process (e.g. “Perhaps we should all remember to put a subject line in our messages.”) • Encourages others to participate, • Starts a thread or an idea on the topic, if the discussion lags. Summarizer / Discussion Weaver • Summarizes the discussion for the group at specific intervals in 1 or 2 short paragraphs. Usually summarizes twice per week or if the discussion lags • Reminds others about what has already been discussed. • Asks the group what issues have been concluded and what ones are still to be discussed. • Relates ideas in posted messages to one another. Researcher • Assumes responsibility for looking at what is available on the net, journals etc. and brings ideas back to the group. Responder Replies to others and builds on the ideas of others. This is a role that everyone in the group must perform for every discussion.
POST-1 (Kaitlynn Piche)
Theories that examine why children commit parricide or why adults commit filicide often involve psychological, social, and situational factors.
Social learning theory suggests that individuals learn behaviours by watching and observing others. In this case, their prime influencers would be those in the family setting. If children witness violence within the household, they may begin to associate it with a conflict resolution method. They may begin to believe that aggression is an acceptable way to address their problems, which can turn their sense of violence into extreme manners, such as parricide. In the case of parents who commit filicide, they may have grown up in environments where children were seen as burdens or objects to control, which can cause them to potentially mirror these actions with their children.
Strain theory argues that societal pressures or the failure to meet certain goals can create significant strain. When an individual experiences this significant amount of strain, they risk the possibility of them lashing out violently. Adolescents in parricide cases may be under a heavy amount of stress due to their home situations or psychological feelings. Parents who commit filicide might have been driven by an immense amount of responsibilities and a lack of support. If the strain continues to build, the individual may lose all control and lash out violently as a form of release.
Attachment theory focuses on the importance of attachments in early life, which will shape a child’s development for the future. In cases where children are not fortunate enough to experience these attachments, it may cause them to have difficulty forming attachments later in life. These children may begin to resent their parents, causing them to commit parricide, especially if they believe it is their only way out. Parents who fail to develop secure attachments in their early life may develop resentful feelings toward their children, which can sometimes develop into situations like filicide.
As these theories all emphasize different factors that can influence an individual to commit parricide or filicide, the main focus is the family environment, whether that is functional or dysfunctional. Many cases of parricide or filicide stem from environments where emotional needs go unmet, stress builds up, or violence has become normalized. These theories underline the importance of early and positive interactions as a family while recognizing that violence is not an appropriate way to deal with challenges. Mental health is also a commonality in both parricide and filicide cases. The manner in which mental health issues stem plays a significant role in these violent acts. Both children and parents are often grappling with unaddressed mental health needs, sometimes exacerbated by generational cycles of trauma. This violent cycle of untreated mental health issues contributes to violent acts.
Programs with goals for teaching communication and conflict-resolution skills within families can allow parents and children to develop tools to manage difficult situations and emotions. Improving access to mental health resources can mitigate factors seen as early onset issues to committing parricide and filicide. Resources in schools can be especially helpful for children who struggle to open up to their families. It can be used as an anonymous way for them to deal with their issues at home. Understanding these theories also emphasizes the importance of providing supportive and corrective resources within families.
Dawson, M. (2015). Canadian trends in filicide by gender of the accused, 1961-2011. Child Abuse & Neglect, 47, 162-174.
Heide, K. M. (2017). Parricide encapsulated. In F. Brookman, E. R. Maguire, & M. Maguire (Eds.), The Handbook of Homicide (pp. 197-212). Wiley Blackwell.
POST-2(Emily Terranova)
The two theories that come to mind are the strain theory and the social learning theory. These two theories, discussed in unit 5, help me understand how certain homicides, such as parricides and filicides evolve. Firstly, the strain theory, rooted in sociological criminology, tries to explain why people might engage in violent behaviours. This theory analyzes the dynamics between offenders and victims, understanding how certain personal and societal pressures influence violence (Brookman, 2005). When applied to parricides and filicides, the strain theory suggests that stressful family dynamics, conflicts, and expectations can compel children and parents to become extremely violent. Children may act out under severe emotional stress caused by their family, after feeling/being neglected, and even experiencing physical or emotional abuse from parents. When a child deals with these issues they may be more likely to act out and choose violence as a last resort to relieve themselves of certain situations and feelings (Heide, 2017).
Additionally, the social learning theory also explains why certain children or parents turn to violence. This theory highlights how individuals learn certain behaviours from others, including family members, friends, and those commonly around them (Brookman, 2005). If a child grows up witnessing abuse in his/her household, they grow up thinking these reactions to problems are normal. Therefore, children who grow up experiencing or witnessing abuse may be more likely to act out in similar ways toward their future children. There are many commonalities in the explanations for both why children kill parents and why parents kill children. These similarities have to do with themes of family dynamics, social pressures, and learned behaviours. Both types of homicides are usually rooted in unstable, abusive, or highly stressful family environments that cause both children and parents to act out.
Certain prevention methods may reduce rates of filicides and parricides. Access to mental health resources for both parents and children can help diagnose and address feelings of depression, anxiety, and trauma. These are three characteristics that often drive parents and children to act out and lose touch with reality. Similarly, youth support programs are a safe place for children to talk about family issues and personal struggles. As a child, having this kind of support can be life-changing, reducing the chances of children choosing violence in future situations. Lastly, early intervention in domestic violence or abuse cases is crucial. Teachers, counsellors, and medical professionals must do their best to report signs of abuse as soon as they are noticed. When a child or parent is at risk, support services will be contacted and able to intervene in these dangerous situations. While there are a variety of other options to reduce the risks of child and parent homicides, implementing these three practices/initiatives can produce a healthier and safer family environment.
References
Brookman, F., Maguire, E. R., & Maguire, M. (2017). The Handbook of Homicide. John Wiley & Sons.
Heide, K. M. (2017). Parricide encapsulated. In The Handbook of Homicide (eds F. Brookman, E.R. Maguire and M. Maguire), pp. 197-212. https://doi-org.subzero.lib.uoguelph.ca/10.1002/9781118924501.ch12
POST-3 (Ava Matsumoto)
The theories that come to mind in understanding how parricide (children killing their parents) or filicide (parents killing their children) evolve are primarily social learning theory and strain theory (unit 05). Social learning theory suggests that crime is learned and imitated through the environment one lives in. This theory helps to understand homicide, as children who are raised by abusive parents may begin to see this behaviour as normal and reciprocate violence in response to conflict. Strain theory highlights the burden individuals face due to being unable to achieve societal goals. A child who feels the strain of being trapped in an abusive family may resort to killing their parents to get free. This also relates to filicide, as many parents who kill their children are under extreme stress due to issues such as severe mental illness (Heide, 2017).
There are commonalities in the explanations for parricides and filicides. One of the similarities I have observed between the types of homicide is that they both root from dysfunctional family settings or environments (Dawson, 2015). Mental health issues, psychological stressors, and exposure to violence are commonly observed factors leading to parricides and filicides (Dawson, 2015).
Accessible mental health services catered specifically to these types of homicides are a potential prevention initiative (Dawson, 2015). Parenting support and child support programs for those growing up in dysfunctional households may be a positive way to prevent homicide or reoffenders (Heide, 2017).
References
Dawson, M. (2015). Canadian trends in filicide by gender of the accused, 1961-2011. Child Abuse & Neglect, 47, 162-174.
Heide, K. M. (2017). Parricide encapsulated. In F. Brookman, E. R. Maguire, & M. Maguire (Eds.), The Handbook of Homicide (pp. 197-212). Wiley Blackwell.
LABEL POST -1 AS (Kaitlynn Piche)
Post -1 summary reply WRITE in 8-12 lines also add personal opinion it should be personal opinion about other post and also add creative attractive question. Do not use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
Label post -2 as (Emily Terranova)
Post -2 summary reply WRITE in 8-12 lines also add personal opinion it should be personal opinion about other post and also add creative attractive question. Do not use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
Label post -3 as (Ava Matsumoto)
Post -3 summary reply WRITE in 8-12 lines also add personal opinion it should be personal opinion about other post and also add creative attractive question. Do not use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
Grading criteria is
Criteria A+ Discussion Post
Reply
Post
(4-5 points)
All response posts engaged classmates in further dialogue on the topic.
Length guidelines met; writing clear and compelling; poses an engaging and relevant question and/or builds on the ideas from a classmate’s original post OR raises a real-life experience or observation relevant to illustrating or further developing an idea or point in a classmate’s original post.please start reading instructions mam
and guidelines and you have to answer to this i am proving the grading rubrics everything write in own words and do not use AI AND CHATGPT AS MAM HAS THE SOFTAWARE TO DETECT.EACH AND EVERY LINE and each and every single word.
I Have also attached the grading rubric photo which is in form of image grading rubric is very much important you have to follow each and every instruction very carefully.
only these sources which i have provided you have been provided in post for post1 and reference for post which are provided only those no outsource has to be used.
I have attached the grading rubric for student reply post.