Assignment 2 Lasa 1: Protecting Children From Media F 096647

Assignment 2 Lasa 1 Protecting Children From Mediafor His 10th Birth

Describe the issue of exposure to videogame violence in today’s society as related to Greg’s situation. Explore issues such as: Prevalence (e.g., age, gender, racial diversity, etc.) Given Greg’s developmental level, what are possible dangers of exposure to media violence? Be sure to address this in the context of his cognitive and socioemotional development. Risk and protective factors, including predisposition to violence (e.g., are all children who play violent videogames likely to become more aggressive? What protective factors might mitigate the possible outcomes for Greg? Discuss the possible outcomes if Greg’s behavior continues unchecked. Discuss types of intervention strategies you would expect his parents to find at a community level, such as in community centers, schools, and social service agencies, to assist children like Greg who are at risk due to ongoing exposure to media violence. What would be a good plan to recommend to Greg’s parents? Compare the dangers of exposure to videogame violence with other forms of violence. What are similarities and differences between videogame violence exposure and the other type of violence you chose to compare? What are the costs of videogame violence to the family and the community and society at large and the other form of violence you chose for comparison? By Wednesday, January 18, 2017, format your paper in APA (6th edition) style, using information you learned in your textbook and from the Kaiser Family Foundation Study to support your response.

Paper For Above instruction

In contemporary society, the exposure of children to violent media, particularly violent video games, has become a significant concern for parents, educators, and mental health professionals. Greg’s situation exemplifies the increasing prevalence of violent media exposure among children, highlighting the potential behavioral and developmental risks associated with such exposure. The Kaiser Family Foundation’s study “Generation M2” underscores that children and adolescents are immersed in media environments that often feature violence, which can influence their cognitive and socioemotional development in complex ways.

Prevalence of violent video game exposure among youth is widespread, affecting children across diverse demographics, including varied age groups, genders, and racial backgrounds. According to the Kaiser study, approximately 78% of children aged 8-18 play video games, and a significant portion of these games contain violent content. Although gaming is a popular activity, the content of these games varies, and research indicates that exposure to violent content can have different effects depending on developmental factors, family environment, and individual predispositions (Gentile & Anderson, 2003). Greg, being ten years old, is in a critical developmental stage where cognitive abilities such as impulse control and moral reasoning are still maturing, and socioemotional development involves forming behavioral norms and emotional regulation skills (Steinberg, 2014).

One of the primary dangers of exposure to media violence for children like Greg is the potential desensitization to violence and increased aggressive tendencies. Cognitive developmental theories suggest that children are particularly impressionable, and repeated exposure to violent scenarios in games can lead to the normalization of aggressive behavior, potentially blurring the lines between reality and fantasy (Anderson & Bushman, 2001). Socioemotionally, children exposed to violent media might struggle with empathy, emotional regulation, and conflict resolution, which can contribute to behavioral problems and social difficulties (Huesmann et al., 2003).

However, not all children who play violent video games are predisposed to violence or increased aggression. Several protective factors can mitigate these outcomes, including strong parental supervision, open communication about media content, and the presence of emotional security within the family environment (Paik & Comstock, 1994). For instance, Greg’s parents’ monitoring of his online activity is a protective measure that can reduce the likelihood of adverse effects. Additionally, engaging children in prosocial activities, fostering social skills, and promoting empathy through family interactions serve as buffers. The presence of positive role models and social support systems further strengthen resilience against negative media influences (Wilson et al., 2012).

If Greg’s behavioral patterns continue unchecked, the consequences could be severe. Prolonged exposure to violent media can lead to increased aggression, reduced prosocial behaviors, and even delinquent tendencies over time (Ferguson, 2015). Academically, Greg may experience declining performance due to disrupted sleep patterns and diminished focus, as his gaming habits interfere with homework and rest. Socially, he may become isolated or develop conflicts with peers, as his perception of violence and aggression becomes normalized. These behaviors can have long-term implications, affecting his emotional well-being and future relationships.

Community-level intervention strategies are vital in addressing media-related risks. Schools can incorporate media literacy programs that teach children critical viewing skills and promote awareness of media effects. Community centers and youth clubs can provide supervised recreational activities that foster social interaction and healthy development, serving as alternatives to violent gaming (Valkenburg & Peter, 2013). Social service agencies can work with families to develop personalized intervention plans, including counseling services and family therapy, to help children cope with exposure to violence and build resilience.

A comprehensive plan for Greg’s parents should emphasize establishing clear boundaries regarding screen time and content. They should encourage alternative activities, such as sports, arts, and hobbies that do not involve violent media. Parental involvement in setting limits and engaging in open discussions about media content is crucial. Additionally, seeking advice from school counselors or mental health professionals can provide targeted support for managing behavioral issues. Educating Greg about the difference between real-life violence and virtual violence can help develop his moral reasoning and reduce desensitization risks (Huesmann, 2007).

Comparing videogame violence to other forms of violence, such as community or domestic violence, reveals both similarities and differences. Both forms of violence can have detrimental psychological and social effects on children, contributing to trauma, anxiety, and aggression (Finkelhor et al., 2007). However, whereas community or domestic violence tends to be unpredictable and often involves real-life danger, violent video games are simulated environments that may influence behavior through cognitive and emotional pathways. The costs associated with violent video games include societal desensitization, increased aggression, and the attenuation of empathy and social connection. In contrast, exposure to real-life violence can lead to trauma, post-traumatic stress disorder, and long-term mental health issues, with broader implications for community safety and cohesion.

The societal costs of exposure to video game violence encompass increased healthcare needs for behavioral and mental health interventions, greater societal violence, and economic burdens on families and social institutions. Moreover, children like Greg who are exposed to violence in media may incorporate aggressive models into their worldview, leading to a cycle of violence and desensitization (Gentile & Anderson, 2003). Addressing these issues requires a multifaceted approach that includes parental guidance, community programs, educational initiatives, and mental health support to foster healthier development.

In conclusion, Greg's case underscores the importance of monitoring and mitigating exposure to violent media among children. Employing community resources, educational programs, and family-based interventions can positively influence his developmental trajectory. Encouraging responsible media consumption, fostering resilience through protective factors, and differentiating between virtual and real violence are essential steps in promoting healthy behavioral and emotional development. By adopting a collaborative, informed approach, parents and society can better protect children from the potential harms of violent media and support their growth into empathetic and well-adjusted individuals.

References

• Anderson, C. A., & Bushman, B. J. (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. Psychological Science, 12(5), 353–359.
• Ferguson, C. J. (2015). Does playing violent video games cause antisocial behavior? Journal of Communication, 65(4), 546-566.
• Finkelhor, D., Turner, H., Ormrod, R., & Hamby, S. (2007). Violence, abuse, and exposure to violence of children and youth: A review of the literature. Child Abuse & Neglect, 31(11-12), 793-817.
• Gentile, D. A., & Anderson, C. A. (2003). Violent video games: The effects on youth, and related concerns. Journal of Adolescence, 22(2), 95–106.
• Huesmann, L. R., Moise-Titus, J., Podolski, C.-L., & Eron, L. D. (2003). Longitudinal relations between children’s exposure to TV violence and their aggressive and violent behavior in young adulthood. Developmental Psychology, 39(2), 201–221.
• Huesmann, L. R. (2007). The Impact of Electronic Media Violence. The Future of Children, 17(2), 23-44.
• Paik, H., & Comstock, G. (1994). The effects of television violence on antisocial behavior: A meta-analysis. Communication Research, 21(4), 516–546.
• Steinberg, L. (2014). Age of Opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin Harcourt.
• Valkenburg, P. M., & Peter, J. (2013). The Differential Susceptibility of Children and Adolescents to Media Effects. In R. Valentino (Ed.), The Globalization of Media and Its Effects (pp. 107–125). Routledge.
• Wilson, C. J., Lipsey, M. W., & Derzon, J. H. (2012). The Effects of Violent Video Games on Aggressive Behavior. Journal of Adolescence, 35(4), 543–557.