Assignment 2: Protecting Children From Media For His 10th Bi

Assignment 2 Protecting Children From Mediafor His 10th Birthday Gre

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, February 26, 2014 , 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. Your paper should be between 4 and 5 pages in length. Include a cover page, abstract, and reference list, which should cite any information used from your assigned textbook, Kaiser Family Foundation reference, and other sources such as online course content.

Paper For Above instruction

Introduction

The proliferation of media violence, particularly in video games, has become a significant concern within modern society, especially concerning children’s behavioral and psychological development. Greg’s case exemplifies the complexity of exposure to violent video games and online violent content, highlighting the need for understanding prevalence, developmental risks, and intervention strategies. This paper explores the extent of media violence exposure among children, assesses potential developmental dangers, identifies risk and protective factors, discusses community-level interventions, and compares the effects of violent media with other forms of violence, elucidating societal costs.

Prevalence of Media Violence Exposure

Research indicates that exposure to violent media, including video games, is highly prevalent among children and adolescents across diverse demographics. Studies, including the Kaiser Family Foundation's Generation M2 report, suggest that children aged 8-18 spend significant hours engaging with media, with a large proportion playing violent video games or engaging in online violent content (Rideout, Foehr, & Roberts, 2010). Gender differences are evident, with males more likely to play violent video games than females. Racial and socioeconomic factors further influence exposure levels; however, violence in media is cross-culturally pervasive, transcending racial and socioeconomic boundaries (Gentile & Anderson, 2008). Greg, a 10-year-old boy, exemplifies the typical developmental stage where impressionability and risk-taking behaviors are prominent.

Developmental Risks of Media Violence

At Greg’s developmental level, exposure to violent media poses several risks, primarily affecting his cognitive and socioemotional growth. Cognitive implications include the potential desensitization to violence, impaired empathy, and distorted perceptions of reality where aggression appears justified or rewarding (Anderson & Bushman, 2001). Socioemotionally, constant exposure to violent content may increase aggression, reduce prosocial behavior, and foster emotional desensitization, leading to difficulty managing frustrations and conflicts (Huesmann et al., 2003). Given that a child's brain is still developing, particularly areas related to impulse control and moral reasoning, such exposure can entrench aggressive tendencies or normalize violent responses as acceptable behavior (Davis & Humphrey, 2016). Hence, Greg's prolonged engagement with violent video games and online violent content could have adverse developmental consequences if unaddressed.

Risk and Protective Factors

Not all children who play violent video games develop aggressive behaviors; thus, understanding risk and protective factors is crucial. Predisposing factors include genetic predispositions, familial environment, peer influences, and existing behavioral issues. Children with histories of familial violence or inadequate parental supervision are more vulnerable to the negative impacts of violent media (Harman et al., 2018). Conversely, protective factors such as strong parental monitoring, positive peer relationships, prosocial modeling, and involvement in structured community activities can mitigate potential risks (Ferguson, 2015). For Greg, the absence of a balanced, supervised environment combined with easy access to violent online content elevates his risk of developing aggression, but protective elements like parental education and community programs could help buffer these effects.

Possible Outcomes of Unchecked Behavior

If Greg’s exposure to violent media remains unchecked, several adverse outcomes may ensue. These include increased aggressive behavior, social withdrawal, and possible development of antisocial tendencies. Over time, unmitigated exposure may hinder emotion regulation and moral development, impacting his academic performance, peer relationships, and overall well-being (Gentile et al., 2014). In extreme cases, violent or aggressive tendencies could escalate into behavioral problems that persist into adolescence and adulthood, contributing to school violence, delinquency, or other societal issues.

Community-Level Intervention Strategies

Community resources play a vital role in addressing media violence exposure. Schools can implement media literacy programs that educate children about the differences between virtual violence and real-world consequences, fostering critical thinking (Hummer & Iarocci, 2017). Community centers and social service agencies offer extracurricular activities that promote prosocial behavior, emotional regulation, and conflict resolution skills. Additionally, mental health services can provide counseling for at-risk children exhibiting aggressive tendencies. Public health campaigns and parental education workshops can raise awareness about the dangers of violent media and promote healthier media consumption habits (Coyne et al., 2018). Collaborative efforts across these sectors can establish a support network to reduce exposure and its harmful impacts.

Recommended Plan for Greg’s Parents

Greg’s parents should adopt a comprehensive, multi-tiered approach. First, setting clear boundaries around media use, including time limits and content restrictions, is essential. They could replace violent games and online content with age-appropriate, prosocial media that encourage creativity and social skills. Parental monitoring tools and open communication foster a safe environment to discuss online activities and feelings. Engaging Greg in alternative activities such as sports, arts, and community programs can reduce time spent on violent media sources. Psychoeducation for parents about media effects and the importance of modeling appropriate media behavior is critical (Bushman & Huesmann, 2006). If necessary, consulting with mental health professionals can address underlying behavioral issues and develop coping skills. Regularly tracking Greg’s progress and adjusting strategies accordingly ensures an adaptive intervention framework.

Comparing Exposure to Video Game Violence with Other Forms of Violence

Violent media exposure and real-world violence share similarities, such as the potential to increase aggression and desensitization. However, differences are notable; virtual violence in video games tends to be portrayed in a controlled, often consequence-free environment, whereas real-world violence involves tangible harm with emotional and physical repercussions. Additionally, media violence can be a risk factor but does not directly cause violence—other elements like environment, mental health, and social norms heavily influence behavior (Ferguson, 2017). The societal costs of violent media include increased aggression, mental health issues, and potential escalation toward real violence, impacting families, schools, and communities at large.

Costs to Family, Community, and Society

The proliferation of violent media contributes to increased behavioral problems in children like Greg, which can strain familial relationships and lead to higher incidences of conflict and disciplinary issues. For communities, the normalization of violence may foster environments where aggressive behavior becomes prevalent, affecting school safety and social cohesion. Society bears economic costs related to mental health treatment, juvenile justice, and lost productivity. Comparing this with the costs associated with actual violence, such as assault or bullying, highlights that while virtual violence may not always translate directly into physical acts, the cumulative societal impact can be profound, perpetuating cycles of violence and social destabilization (Anderson et al., 2017).

Conclusion

Addressing the issue of media violence exposure among children such as Greg requires a multifaceted approach encompassing awareness, education, community involvement, and parental supervision. While violent video games are prevalent and potentially impactful during key developmental phases, protective factors like active parental engagement, prosocial activities, and media literacy are crucial in mitigating risks. Community resources and intervention strategies can further support children at risk. Comparing the effects of virtual violence with real-world violence underscores the importance of comprehensive prevention efforts that encompass societal, familial, and individual levels to foster healthier developmental trajectories for children.

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. Psychological Science, 12(5), 353-359._
• _anderson, C. A., Shibuya, A., Akiyama, R., Violent Video Game Effects on Aggression, Empathy, Prosocial Behavior, and Academic Performance: A Review of the Evidence. Psychology of Popular Media Culture, 6(2), 135–151 (2017)._
• _Coyne, S. M., Cingel, D. P., & Szarkowski, A. (2018). Parental mediation of children’s media use. In C. A. Sutton (Ed.), Child and adolescent development in the digital age (pp. 75-92)._
• _Ferguson, C. J. (2015). Does media violence predict societal violence? It depends on what you look at and when. Journal of Communication, 65(1), E1-E22._
• _Ferguson, C. J. (2017). Everything in moderation: Moderate use of screens unassociated with child behavior problems. Psychiatric Quarterly, 88(4), 807-816._
• _Gentile, D. A., & Anderson, C. A. (2008). Media violence and children: A complete guide for parents and professionals. Praeger Publishing._
• _Gentile, D. A., Coyne, S., & Walsh, D. A. (2014). Media violence, physical aggression, and relational aggression in school age children: A short-term longitudinal study. Aggressive Behavior, 40(4), 377-389._
• _Harman, S., Webb, K., & Zvolensky, M. J. (2018). Media violence and behavioral outcomes. Journal of Behavioral Addictions, 7(2), 371-382._
• _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: 1977–1992. Developmental Psychology, 39(2), 201-221._
• _Rideout, V., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the lives of 8- to 18-year-olds. Kaiser Family Foundation._