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Media Violence

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Media Violence – Friend or Foe
Denise Zurawski
Ashford University

Media Violence – Friend or Foe Psychologists are concerned regarding the amount of violent behavior that children and even adolescents watch in their own homes through TV programs, video and computer games, even the music that they listen to. Children as well as adolescents are susceptible to these acts of violence that they witness, believing that this is the way of the world. Too much violence in a show or movie may have them believing that such behavior is acceptable and even normal. Observing too much violence in any form can have children as well as adolescents believing that this is a precise interpretation of real life. The American Academy of Pediatrics notes that
“American children between 2 and 18 years of age spend an average of 6 hours and 32 minutes each day using media (television, commercial or self-recorded video, movies, video games, print, radio, recorded music, computer, and the internet)” (Media Violence, 2001).
A significant part of this media disclosure includes acts of violence, which if believed, could very well be acted out by our youths. Research has shown that when children watch media violence, especially if the characters (the bad guys) are portrayed as attractive and not held accountable for their actions, children may be adversely affected, and act out the aggressive behavior seen on TV. As stated in one article the authors note,
For decades, researchers have studied the effects of exposure to violent media on aggression in children. The evidence from these studies have been reviewed numerous times, and nearly all have reached the same conclusion--exposure to media violence can increase aggression. (Bushman, Gollwitzer, & Cruz, 2015)
Though an aggressive act on TV may be short lived, its influence can stay with a child for a long time.
Further research is questioning the effects of media use and ADHD-related behaviors. Attention Deficit Hyperactive Disorder (ADHD) is a common disorder for many, which relates with harmful educational, social, and individual consequences. “Approximately 37% of school-aged children receiving special education services have been diagnosed with ADHD either as a primary or secondary disability” (Children and Adults with Attention Deficit Hyperactivity Disorder [CHADD], 2005). Contingent on the level of hyperactivity, students may find it hard to play quietly, wait their turn to speak or even complete a task in school or at home.
Numerous theories have been put forthright to explain how media use could prompt ADHD-related behaviors. Violent content and the fast pace of entertainment media may account for ADHD-related behaviors. As noted, acts of violence can be found in television programs, movies, and video games. In expanding how media violence can affect ADHD-related behaviors, in their paper the authors’ state,
The violence-induced script hypothesis argues that because violence is characterized by impulsive behavior (i.e., no inhibition of antisocial behavior), exposure to such violent acts may activate a behavioral script of poor self-control. Activation of such a script, in turn, may result in attention problems, hyperactivity, or impulsivity, which are assumed to result from poor self-control. (Nikkelen, Valkenburg, Huizinga, & Bushman, 2014)
It would seem that violent media use is more clearly associated with impulsivity over attention problems and hyperactivity. “One of the main characteristics of aggression is the inability to inhibit inappropriate behaviors, thus to act impulsive” (Nikkelen, Valkenburg, Huizinga, & Bushman, 2014). In another hypothesis the authors went on to explain the effects of fast-paced media on the development of ADHD-related behaviors stating,
The scan-and-shift hypothesis, states that fast-paced media, by the frequent use of cuts and edits, teach the child an attentional style of scanning and shifting. Such an additional style may hinder the child in tasks that require sustained attention, such as doing homework. (Nikkelen, Valkenburg, Huizinga, & Bushman, 2014)
Children who have ADHD often skip from assignment to assignment without finishing any of them. They feel stuck by any task that takes longer than the time they are able to maintain focus. Adolescence is an important chapter in a teenager’s life. This phase of a teenager’s life is geared towards forming a healthy romantic relationship.
In a recent study, it was found that the average teen is exposed to multiple media types each day, totaling more than 7.5 hours, when TV, music, movies, magazines, and the internet were taken into account. (Friedlander, Connolly, Pepler, & Craig, 2013)
Portable media and tablets make it easier for teenagers’ on the go to listen to their music or surf the internet. Countless programs do not distinguish between an individual’s suitable and unsuitable behavior. In his article Mwema states,
Studies have shown that teens that watch a lot of sexual content on television are more likely to initiate intercourse or participate in other sexual activities earlier than peers that don’t watch sexual explicit shows. (Mwema, n.d.)
The best way to avoid this situation is for the parents to step up and downgrade the influence of the media contents to their teen. Parents can make use of the persuasive ideas from TV to educate their teenager to think critically. There are those researchers who believe that media violence can affect teenagers. It is believed that physical dating violence behaviors can have low key effects, for example, slapping or pushing, to severe, such as, kicking, punching, even throwing objects. Exposure to aggressive media can and does send the wrong message to teenagers just starting a relationship. According to one article on the risk factors for teen dating violence, after widespread research the authors’ state,
Our findings suggest that extensive and persistent exposure to aggressive acts in the media shapes adolescents’ beliefs about the use of aggression with a partner, generally leading them to be more accepting of violence and increasing the risk of violent behavior in the dating couple. (Friedlander, Connolly, Pepler, & Craig, 2013)
It has been argued that “media images serve as models for romantic behavior and increase adolescents’ beliefs that violence is an acceptable way to resolve conflict” (Friedlander, Connolly, Pepler, & Craig, 2013). Once again, the parent should step up and educate their teen to think critically. However, there are those few who disagree with the majority. There are those that just reject the scientific proof of data with regards to the effects of violence in the media. “People who love to consume violent media might feel uncomfortable when they are exposed to research evidence showing that violent media can have harmful effects” (Bushman, Gollwitzer, & Cruz, 2015). Some people believe that media violence may affect others, not themselves. These same people believe that violent media does not pertain to themselves as they show no signs of aggression or violence after watching something violent on TV. People may inaccurately believe they can lessen angry feelings and aggressive urges by using violent media. “Some claim that violent video games are good for children because they teach useful skills such as eye-hand coordination and quick decision making” (Bushman, Gollwitzer, & Cruz, 2015). The authors go on to say,
Generally, studies show that people will go to great lengths to defend importantly held beliefs and values, including engaging in selective searches for information that supports their position, engaging in biased information processing and perception, and selectively attending to and remembering biased information. (Anderson, Andrighetto, Bartholow, Begue, Boxer, Brockmyer, & Warburton, 2015) In his article Bailey states that psychologist Patrick Markey and colleagues state that
“Movie violence has dramatically increased in the past 50 years, and that depictions of gun violence in PG-13 movies have tripled in the last 27 years. Controlling for possible confounders such as age shifts, poverty, education, incarceration rates, and economic inequality, they report, “Contrary to the notion that trends in violent films are linked to violent behavior, no evidence was found to suggest this medium was a major (or minor) contributing cause of violence in the United States” (Bailey, 2015)
There are a number of reasons for denying the fact that violence in the media does not affect adults as well as children of all ages. People, as well as some professionals, will exercise their right to defend and go to great extents to support their beliefs and values. In their paper the authors quoted The American Academy of pediatrics as stating,
Exposure to violence in media, including TV, movies, and video games, represents a significant risk to the health of children and adolescents. Extensive research evidence indicates that media violence can contribute to aggressive behavior, desensitization to violence, nightmares, and fear of being harmed. (Bushman, Gollwitzer, & Cruz, 2015)
Upcoming studies could survey opinions about the desensitizing and alarming effects of violent media on children as well as adolescents. There is an increasing fear with regards to the quantity and form of media violence that children and adolescents are open to everyday. To ban TV, toys, and video games will not solve the problem. “Through media, popular toys and video games violent images are consistently present in children’s lives starting at a very young age” (Erwin & Morton, 2008). Straightforward and candid discussions with children about TV shows when one individual abruptly harms another can be a significant move in encouraging peace instead of accepting violent behavior. It is up to us as parents to adopt critical thinking skills in our children beginning at an extremely young age, explaining the difference between fantasy and reality.
On a final note,
“There can be no science without doubt. Scientists deal with probabilities, and they can never be 100% certain of anything. However, there is a big difference between the type of uncertainty that arises from working with statistics and probabilities and the type of uncertainty that is created by using various tactics to form “clouds of doubt”. (Bushman, Gollwitzer, & Cruz, 2015)
For the sake of argument, let us take away the surveys and experiments, the pros and cons, and one fact remains. Media violence, be it from TV, movies, print, music, or games can still influence the youth of America into believing this is the way of life.

References
Anderson, C.A., Andrighetto, L., Bartholow, B.D., Begue, L., Boxer, P., Brockmyer, J.F., &…Warburton, W. (2015). Consensus on media violence effects: Comment on Bushman, Gollwitzer, and Cruz (*2015). Psychology Of Popular Media Culture, 4(3), 215-221. doi: 10. 1037/ppm0000063 Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu
Bailey, R. (2015). Kill Pixels, Not People. Reason, 46(9), 16-17. Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu
Bushman, B.J., Gollwitzer, M., & Cruz, C. (2015). There is broad consensus: Media researchers agree that violent media increase aggression in children, and pediatricians and parents concur. Psychology Of Popular Media Culture, 4(3), 200-214. doi: 10. 1037/ppm0000046 Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu
Children and Adults with Attention Deficit Hyperactivity Disorder. (2005). Comments and regulatory recommendations for the notice of proposed rulemaking of June 2, 2005 (70 Fed. Reg. 35781). Individuals with Disabilities Education improvement Act, P.L. 108-446. Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu
Erwin, E., & Morton, N. (2008). Exposure to Media Violence and Young Children with and Without Disabilities: Powerful Opportunities for Family-Professional Partnerships. Early Childhood Education Journal, 36(2), 105-112. doi:10, 1007/s10643-008-0276-x Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu
Friedlander, L.J., Connolly, J.A., Pepler, D.J., Craig, W.M. (2013). Extensiveness and persistence of aggressive media exposure as longitudinal risk factors for teen dating. Psychology Of Violence, 3(4), 310-322. doi: 10. 1037/a00329 Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu
Media Violence. (2001). Pediatrics, 108(5), 1222. Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu
Mwema, A. (n.d.). Effects of Media Violence on Children. Pediatrics for Parents. Volume 27, Numbers 9 & 10. Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu
Nikkelen, S.C., Valkenburg, P.M., Huizinga, M., & Bushman, B.J> (2014). Media use and ADHD-related behaviors in children and adolescents: A meta-analysis. Developmental Psychology, 50(9), 2228-2241. doi: 10. 1037/a0037318 Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu

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