Effects of Violent TV Programming on Adolescent Behavior Essay

Violent behaviour is a central theme in many kinds of media. picture implant and movies depict red-faced styles as acceptable musical modes of communicating and resolving problematic social situations (Strasburger & Donnerstein, 1999). During the ordinal century, Americans were introduced to a wide variety of media technology, including videos, digital computers, video cassette players and handheld electronic machines (Anderson & Bushman, 2001). Although television is and hotshot of the many media venues, it represents the rife medium to which very younker s bemuserren atomic number 18 exposed.The 1972 report to the Surgeon General arrange that 96% of American homes guard one or to a greater extent television sets and the average home set is on much than than six hours a day and frequent view usually begins at slightly age 3 and remains relatively high until to the highest degree age 12 (1972, pp. 1-2). Kaisers submit (1999) plant that infantren spend up to 40 hours per week in front of the television. For kidskinren under the age of 7, Wright et al. (1994) comprise that media film averaged just over four hours per day. Other studies maintain concurred that the television has become a predominant medium of experience for the child.In a 1990 position paper, the NAEYC stated that the trend toward increased depiction of force out in the media jeopardizes the healthy development of evidential numbers of our nations children (1990, p. 18). The believe experience is super complex, subjective, and dependent upon the childs level of cognitive and emotional visualiseing (Wright et al. , 1994). Social scientists and policy makers have expressed concern about the potential negative impact of exposure of vehemence on children (Bushman & Geen, 1990).They have explored the negative impact longitudinally, both experimentally and observationally, and found that children as young as 2 and into adolescence atomic number 18 adversely affected by televised violence. Studies demonstrated that after viewing raving mad programs, the child behaved offensively and imitated the scenes of the untrained doings in his play (Anderson & Bushman 2001). This paper explores the current state of research in this argona and seeks for the kinship surrounded by television watching and childhood violence. Television and ViolenceThe almost recent large-scale longitudinal charter was initiated in 1994 by researchers at the Universities of California, Texas, Wisconsin, and North Carolina. The National Television Violence Study (NTVS) was deemed the largest scientific study of television violence ever undertaken (Federman, 1998). NTVS involved a three-year effort (1994-1997) to review violence in televised programme. It examined three areas of concern televised scheduling context, factors that each positively or negatively alter the risk of viewing violence, and the interactions among programming and the viewers.In this study, nearly 1 0,000 hours of televised cross-channel programming were examined using five major groupings broadcast networks, fissiparous broadcast, public broadcast, basic cable, and premium cable. The authors found that 61% of programs contain violence. By the third year of the study, in that location was more violent interaction observed across the programs analyzed. Specific to the younger child, the study found that childrens programs, as a genre, contained the greatest share (50%) of all high-risk violent interactions, as well as the highest ratio of interactions per hour (. 75) (Federman, Vol. 3, 1998, p. 175). minor-oriented cable programs such as those on Cartoon Network, Disney, or Nickelodeon contained the most high risk violent interactions (27%), compared to general-entertainment basic cable (24%), independent broadcast (19%), and premium cable (17%) (Federman, 1998). azoic morning viewing, which is primarily child-focused cartoon programming, has at least one high-risk violent pr esentation all hour. In one week, a child is exposed to at least 20 violent behavior depictions, and in one year over 1,000, if he watches three hours of early morning television a day (Federman, 1997-1998).The authors also found that over the course of three years there was little limiting in the overall number of violent programs. However, there was a significant increase (8%) in the portrayals of violent incidents per program and childrens programs continued to depict violence in animated stories (Federman, Vol. 2, 1998). In many of these violent interactions, the main character did not experience any appropriate consequences for aggressive behavior. One of the goals of the NTVS was to encourage more responsible television programming and viewing.The study emphasized the message that take ining the impact of viewed televised violence offers an probability to significantly reduce the risks to society that are posed by exposure to televised violence. spring chicken Childs Expe rience of Violence The American media is rife with portrayals of justified violence (Federman, 1997-1998). The good guy beats up the bad guy, and jape or expressions of glee follow hurtful acts. This conveys the message that assault is an acceptable way to solve problems and express frustration.Children of all ages watch television and videos on a daily basis and are exposed to acts of violence that potentially shape their way of thinking and behaving (Minow & Lamay, 1995, p. 36) Cartoons feature patterns that are more probably to encourage aggression in children, especially if they are under the age of seven (Boyatzis et al. , 1987). Aggressive behaviors, much portrayed in the genre of animation aimed at children, are confusing for the young child. The stories presented as humorous, with laughter accompanying actions that are hostile and aggressive.This may lead to a decrease in his potential charge of danger and may also foster desensitization to harmful situations (Federman, 1997-1998). Significant results revealed that televised violence is ever-changing the behavior of children (Federman, 1997-1998). Individuals of all ages learn through observation. Three important factors affect the impact of learning through mannikin. First, the more engaging and attractive the model is, the more the viewer will stay attentive the less appeal the character is, the more likely the viewer will be distracted or ignore the experience.The moment compelling factor is the repeated exposure of the modeling stimuli. As a result of repeated exposure, modeling stimuli eventually produces enduring, retrievable images (Bandura, 1977, p. 25). The third factor, the complexity of the observed experience, affects the rate of observational learning. It is based on the observers capacity to process information. However, the young child may imitate without knowing what his behavior means.Bandura suggests that neighboring(a) mimicry does not require much in the way of cognitive functioning because the behavioral counterpart is externally guided by the models action (Bandura, 1977, p. 27). Banduras research throughout the mid-sixties and 1970s with the inflatable Bobo doll demonstrated a relativeship between viewing aggressive acts of behavior and performing them. He found that children would more often choose the Bobo doll to punch after viewing a televised violent program than reading a book or choosing a quiet game. Although Banduras work on modeling has been challenged over the years, there has been strong support.Later researchers have expanded Banduras initial studies, finding that the younger the child is, the more likely he will use imitation or else than rational thinking to choose an appropriate, non-violent way of relating. Eron et al. (1972) reported a strong relationship between viewed violence at age 8 and aggressive behavior. Canton and Sparks (1984) found that pre tame children have a greater fear response than older children and react ac cordingly to what they see. Singer et al. (1999) concluded that there was a significant association tie beaming violent exposure with childrens self-reported violent behaviors.Boyatzis et al. s 1995 study of 52 elementary school children with a mean age 7 years, 9 months, showed how children reacted to watching an episode of The business leader Rangers. They found that the childs aggressive tendency and lack of fear was immediate and markedly greater following an exposure to but a single episode of The Power Rangers. (Boyatzis et al. , 1995, p. 53). Animated programming such as The Power Rangers, Ninja Turtles characterizes the hero as attractive, strong, and powerful. These characters use violence to solve problematic situations and rescue the helpless victim.The NTVS found that a preschooler who watches an average of 2 hours a day of such content will 43 be exposed to at least 10 hazardous portrayals a week, and over 500 in a year (Federman, Vol. 3, 1998, p. 163). Other studies have documented the relationship between exposure to violence and aggressive mind and action. For example, Josephson (1987) presented two television excerpts, one violent and one non-violent, to 396 third-grade boys from 13 schools. She hypothesized that there was a relationship between viewed violence and aggressive play behavior.Significance was found in increased aggressive behavior in boys who played a game of hockey after watching a violent program. Boys who scored high on characteristic levels of aggressiveness used more aggressive behaviors in their hockey game if they were in the groups that viewed violence. Furthermore, she found that the boys who watched the violent tape and were not given verbal cues about appropriateness of the behavior played more aggressively after the tape than either the boys who watched a non-violent tape, or boys who watched a violent tape but were given verbal cues that commented on appropriateness of behavior(Josephson, 1987).Children are being presented with messages that invite aggressive ways of relating to thaw situations and handle life events (Groves 2002). Current televised shows use cartoons, as well as live actors, to display forms of aggression as a means of relating to others and solving problems. A significant shift in televised programming, though, has occurred with the portrayal of aggressive behavior through more real life characterization, as illustrated in shows like The Power Rangers.The ocular experience of aggressive behavior has become more like real life to the child because rather of viewing animated characters using aggressive behavior, the child can now watch individuals similar to himself turn into violent machines (Boyatzis et al. , 1995). In this mechanical state, the portrayed behavior is violent and aggressive with the childs tendency of solving a problem. Witnessing these aggressive acts of behavior gives the child a script to construct his social interactions. Since young children creat e and store behavior that they see, viewing violence becomes a potential way of relating to an experience.Whether the televised programming is in the form of cartoons or real life, social scripts are constructed by the child and are then busy in day-to-day experiences (Groves 2002). Mitigating the Influence of Violent Television Even though there have been numerous studies documenting the impact of televised violence on the behavior of children, the television industry has been reluctant to change violent programming (Singer et al. , 1999). As a result, recent research has focused on how to mitigate the experience of what the child sees rather than waiting for the industry to change what is presented to the public.The child uses internal processes, relying on cognitive and emotional capacities, to actively understand what has been experienced. In his efforts to understand these experiences, the child will find a way to concretize the experience into either emotional or behavioral r esponses. Younger children need the assistance of another to understand what they experience because they are unable to adjust their viewing and comprehension activities in response to learning instructions (Field & Anderson, 1985, p. 91). Collins, Sobol, and Westby (1981) studied 47 children with a mean age of 7. 8 years.Children who watched a program in the presence of an adult who provided ongoing commentary showed improved comprehension of the plot and the witnessed experiences. Without adult participation, the younger children remembered only the aggressive behaviors without remembering the link to either the motive or the consequence. Huesmann et al. (1983) sampled 169 first- and third-grade children over a two-year period. The focus of the study was to mitigate the relation between aggression and television violence viewing in children through an intervention that altered the childrens attitudes about aggression and violent shows (Huesmann et al. , 1983, p. 899).They found a significant change in how the child responded to violence when the experimenter commented on the violent behavior. More children responded with appropriate answers when they were directly asked, what are the bad things that could happen when a child imitates the aggressive behavior of a character? St. Peters et al. (1991) found that the role of co-viewing by the levy with the child is beneficial. This study was conducted over a two-year period and involved the participation of 271 children, ages 3 to 5 years, and their parents.Parental comments about the televised material helped the children understand what they saw. The parents comments differentiated acceptable and non-acceptable behavior for the child. Young children need this clarification and guidance because they have relatively few internal structures to guide them in their behavior (St. Peters et al. , 1991). Kubey (1996) noted that network and cable programming are unsuitable for some children, especially the young child . No amount of adult commenting will tout ensemble mitigate what a child experiences.Monitoring and limiting a childs choice of television shows to reduce the exposure to violent behaviors is similar to monitoring a childs choice of foods to visualise health and nutrition. Children are victims to the effects of exposure to violence. Parents are critically important as a mental imagery for the child in his attempt to understand the world. Grover (2002) noted that the child who has been exposed to violence responds more favourably to a nurturing, sensitive and caring adult relationship.The more parents know about their childs changing capacities to understand the world, the better able they are to respond empathically and appropriately to the child (Garbarino, 1992). However, it is essential, as a parent is a primary resource to buffer, explain and clarify life experiences for the child that are beyond the childs capacity to understand ((Minow & Lamay, 1995). The study by Singer e t al. (1980) found that parents influenced their childrens perceptions of the importance of television by the type and amount of television viewing they had.Collins et al. (1981) found that parental commentary helped children understand the implicit program content. The longitudinal study by St. Peters et al. (1991) of 3- and 5-year-olds and their families viewing patterns found that parents viewing choices play a role in determining a childs exposure to television programs. Conclusion Young children often copy the violent actions that they have witnessed. Banduras work on modeling in the region of social learning has been significant in conceptualizing the relationship between viewing violence and subsequent behaviors.The theme for ameliorating the impact of televised violence focuses on change in parental attitudes as well as profound changes in the entertainment industry. Changing parental attitudes and behavior toward media violence is more feasible than changing the way the e ntertainment industry portrays violence. Educating parents about the childs cognitive and emotional developmental capacities has been recommended wide as one solution to lessen the potential impact of media violence.ReferencesAnderson, C, & Bushman, B. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior A meta-analytic review of the scientific literature. American mental Society, 12, pp. 353-359. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ Prentice-Hall. Boyatzis, C. J. , Matillo, G. M. , & Nesbitt, K. M. (1995). Effects of The Mighty Morphin Power Rangers on childrens aggression with peers. Child Study Journal, 25(1), pp. 45-55.