Assignment: Reverse Timeline

Once a child or adolescent engages in violent or aggressive behavior, the behavior is very difficult to change. This is partly because aggression often works as a strategy for children and adolescents to get what they want, and it is self-reinforcing. There are several evidence-based strategies for helping children and adolescents control themselves and refrain from violent or aggressive behavior. It is important to understand which strategy would be most effective given the needs of the children or adolescents, their culture, their situation, and the amount of support they may or may not receive from their parents or guardians. Consequently, one primary focus in working with parents of aggressive children or adolescents is to help them learn how to say “no” and to stay firm, despite their child’s or adolescent’s violent or aggressive behavior.
Something else to consider in treating violent or aggressive behavior is when interventions need to be implemented. As a child or adolescent grows up, there may be warning signs, such as subtle or overt behaviors that could ultimately lead to more severe violent or aggressive behaviors.
For this Assignment, review the multimedia program Aiden Carter Reverse Timeline. This is a case study of a young man named Aiden and how events in his life led to his aggressive behavior and his violent acts. Consider what possible interventions or strategies, if implemented at different points of his life, might have changed the course of events.
Disclaimer: Please note that the pictures and story of Aiden Carter depict graphic details of school violence that may be disturbing. Please consult your faculty if you experience trauma related to the media. If after consultation you feel you need further services, please contact the Walden Counseling Center.
The Assignment (2–3 pages):

• Select one childhood age in Aiden’s timeline. Describe one intervention that, if implemented at that age, might have potentially changed the course of events and explain how.
• Select one adolescent age in Aiden’s timeline. Describe one intervention that, if implemented at that age, might have potentially changed the course of events and explain how.
• Describe two parent/guardian interventions that, if implemented, may have potentially changed the course of events and explain how.
• Justify your choice of interventions using the week’s resources and the current literature.

Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the week’s resources for this course.

Required Readings

Duffy, A. L., Penn, S., Nesdale, D., & Zimmer‐Gembeck, M.J. (2017). Popularity: Does it magnify associations between popularity prioritization and the bullying and defending behavior of early adolescent boys and girls?. Social Development, 26(2), 263-277.

Howard, K. A. S., Budge, S. L., & McKay, K. M. (2010). Youth exposed to violence: The role of protective factors. Journal of Community Psychology, 38(1), 63–79.

As you review this article, focus on the protective factors related to youth violence.

Liu, J. (2011). Early health risk factors for violence: Conceptualization, evidence, and implications. Aggression and Violent Behavior, 16(1), 63–73.

As you review this article, focus on the risk factors that might be associated with aggressive and violent behavior.

Copeland-Linder, N., Lambert, S. F., & Ialongo, N. S. (2010). Community violence, protective factors, and adolescent mental health: A profile analysis. Journal of Clinical Child and Adolescent Psychology, 39(2), 176–186.

As you review this article, consider the protective factors associated with community violence. Focus on how this might inform your professional practice.

Patchin, J. W., & Hinduja, S. (2018). Deterring Teen Bullying: Assessing the Impact of Perceived Punishment From Police, Schools, and Parents. Youth Violence And Juvenile Justice, 16(2), 190-207.

Richardson Jr, J. B., & Vil, C. S. (2016). ‘Rolling dolo’: Desistance from delinquency and negative peer relationships over the early adolescent life-course. Ethnography, 17(1), 47- 71.