• Review the case study below:

On the second day of eighth grade, an older girl shoved Emily into the road. Thinking she was playing, Emily shoved her back. Rumors began circulating within the school, and Emily gained a reputation as being aggressive. The older girl was part of a group of girls who continued to spread rumors about Emily; they also began stalking her during gym class. Some of the teachers, believing the rumors about Emily, accused her of bullying the other girl, and cautioned her parents about her behavior.Roughly once every 2 weeks, Emily’s parents would meet with the principal to try to convince him that Emily was the victim. No one in authority admitted that bullying existed at the school. Nothing was done.For 3 years, the bullying continued with silent phone calls, threats, and occasional physical incidents. Each time after Emily or her parents complained, the teachers would glare at her in the hallway. After the bully graduated, the rest of the group of girls continued the bullying. Once, when they cornered Emily against the wall, a teacher approached them and threatened Emily with further punishment if she continued her behavior. The teacher then sent the other girls back to class.

  • Analyze the scenario in the case study using either Social cognitive theory or social networks and social supports by considering how the model or theory you selected might be used to explain and address the bullying behavior in the scenario.
  • Post an explanation of how Social cognitive theory or social networks and social supports might explain the bullying behavior in the case study. Then explain how the bullying behavior might be addressed within the framework of the theory or model you selected. Support your response with specific references to the Learning Resources.


  • Course Text: Glanz, K., Rimer, B. K., & Viswanath, K. (Eds.). (2015). Health behavior: Theory, research, and practice (5th ed.). San Francisco, CA: Jossey-Bass.
  • Chapter 9, “How Individuals, Environments, and Health Behaviors Interact”
  • Chapter 8, “Introduction to Models of Interpersonal Influences of Health Behavior”
  • Chapter 10, “Social Networks and Social Support”
  • Chapter 11, “Social Networks and Health Behavior”


  • Course Text:Motivational Interviewing in Health Care
  • Article: Rook, K. S. (2015). Social networks in later life: Weighing positive and negative effects on health and well-being. Current Directions in Psychological Science, 24(1), 45–51. doi:10.1177/0963721414551364
  • Article: Sluzki, C. E. (2010). Personal social networks and health: Conceptual and clinical implications of their reciprocal impact. Families, Systems, & Health, 28(1), 1-18.
  • Article: Webber-Ritchey, K., Taylor-Piliae, R. E., & Loescher, L. J. (2018). Physical activity in parents of young African American children: The application of social cognitive theory. Research and Theory for Nursing Practice, 32(1), 63–81


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