Protecting Children From Media For His 10th Birthday

Protecting Children From Mediafor His 10th Birth

Assignment 2: LASA 1: Protecting Children From Media For his 10th birthday, Greg was given a handheld videogame system. His parents allowed him to pick any two games. They knew the games might contain violence, because there was a violence rating sign posted on the games, but rationalized that they were only games and other kids play them. Greg would quickly finish dinner and run up to his room to play his games. His parents were pleased to observe that Greg enjoyed their present so much.

After a week, his parents noticed that he wasn’t turning off the videogames at bedtime, and had begun turning homework in late. He was up so late playing that he would not get up for school without argument. His parents decided that enough was enough and took the video games away. Greg threw temper tantrums and persuaded his parents to buy him a computer after convincing them that it was necessary to keep up at school. Greg soon returned to the same pattern of behavior where he spent long hours and late nights at the computer.

This time, his parents felt a false sense of security that he was doing his homework. One day, his curious parents decided to scan the computer history to see what Web sites Greg was browsing. To their horror, they discovered that Greg was spending many hours online playing interactive, sometimes violently graphic, games on the Internet. He was also chatting with other “gamers”. Before confronting Greg about his behavior, his mother and father agreed to investigate what types of intervention strategies might be available within their community.

They have come to you, a behavioral consultant, for advice. Click to Read the Kaiser Family Foundation Study: Generation M2. Media in the Lives of 8- to 18- Year Olds. 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, July 8, 2015 , 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

The pervasive exposure of children and adolescents to violent media content, particularly violent video games, has become a significant concern in contemporary society. Greg's situation epitomizes the complex dynamics involved in media influence on youth behavior, especially when considering developmental stages and the socio-emotional implications of media violence. Understanding the prevalence, dangers, and intervention strategies is crucial for developing effective protective measures for children like Greg.

Prevalence of Media Violence Exposure

Research indicates that media violence exposure is widespread among children and adolescents across diverse demographic categories. According to the Kaiser Family Foundation Study (Rideout et al., 2010), approximately 85% of children aged 8-18 engage with electronic media daily, with a significant proportion spending considerable time on violent video games. Variations exist based on age, with older children exhibiting greater exposure, though younger children are also increasingly affected. Gender differences show that males tend to engage more frequently with violent media content, particularly action-oriented video games, whereas females may prefer less violent or different media forms. Racial and socioeconomic diversity influence access and exposure, with underserved communities often facing barriers and unique risks involving media content and supervision (Huesmann et al., 2003).

Dangers of Media Violence in Cognitive and Socioemotional Development

Children like Greg, at age 10, are in crucial developmental stages marked by rapid cognitive growth and socioemotional maturation. Exposure to violent media at this age can have adverse effects, such as increasing aggression, desensitization to violence, and impairing empathy (Anderson & Bushman, 2001). Cognitive impacts include distorted perceptions of reality, where children may come to view aggression as acceptable or normal behavior. Socioemotionally, violent media exposure can hinder the development of healthy social skills, promote fearfulness, or alternatively, lead to emotional numbing (Huesmann et al., 2003). Greg's repeated exposure, particularly through online gaming and chat interactions, could exacerbate tendencies toward aggressive responses and social withdrawal if unchecked.

Risk and Protective Factors

While there is concern that violent media exposure may predispose some children toward aggressive behavior, not all children who engage with violent content become violent. Factors such as temperament, parental involvement, social environment, and individual resilience serve as protective factors. For example, strong family communication, positive peer relationships, and engagement in prosocial activities can mitigate risks (Gentile et al., 2014). Conversely, predispositions such as impulsivity, history of conduct problems, or socio-economic stressors can heighten vulnerability. Greg's case underscores the importance of assessing these factors to determine his risk profile and tailor interventions accordingly.

Potential Outcomes if Exposure Continues Unchecked

If Greg’s media exposure remains unaddressed, several adverse outcomes are possible. Long-term escalation of aggression, social isolation, poor academic performance, and behavioral disorders are potential consequences. Continued normalization of violence can also influence peer relationships and increase the likelihood of involvement in delinquent activities (Huesmann et al., 2003). Psychologically, Greg might develop desensitization to violence, reducing his aversion to aggressive acts, which could impact future behavior and relationships.

Community Intervention Strategies

Communities offer various resources to help children like Greg. Schools can implement media literacy programs that educate children about media content's potential influence. Community centers and social service agencies often provide recreational alternatives that promote healthy social interactions and prosocial skills development. Mental health services can offer counseling and behavioral therapy aimed at managing aggression and improving emotional regulation. Collaborations among parents, educators, and community leaders are essential for establishing protective environments (Gentile et al., 2014).

Recommended Intervention Plan for Greg

For Greg, a multifaceted intervention plan is warranted. First, a family-based approach focusing on establishing clear boundaries and reducing media exposure is vital. This includes using parental controls on devices, setting consistent bedtime routines, and encouraging participation in non-media activities such as sports, arts, or outdoor recreation. Second, engaging Greg in cognitive-behavioral therapy (CBT) could help him develop coping skills and address underlying impulses related to aggression (Valkenburg & Peter, 2011). Third, peer and social skills training can improve Greg’s interpersonal interactions, reducing reliance on virtual violence for self-expression. Additionally, school-based programs should reinforce positive behavior and media literacy, helping Greg critically analyze violent content and its real-world implications.

Comparison of Videogame Violence to Other Forms of Violence

While violent videogames are a significant concern, they are comparable in some respects to other forms of violence, such as community violence or family violence. Both types can influence behavior, attitudes, and perceptions of aggression. However, key differences include the voluntary engagement in videogames versus the involuntary exposure to real-life violence. The costs associated with violent media include increased aggression, desensitization, and social withdrawal, which can burden families and communities through increased behavioral problems and the need for intervention services (Anderson et al., 2010). Conversely, actual violence results in physical harm and trauma, with more severe and tangible consequences for individuals and society.

Societal and Community Costs

The societal costs of videogame violence involve increased behavioral issues among youth, higher incidences of aggression, and elevated mental health service utilization. These costs extend to the educational system through increased disciplinary actions and to the social fabric through strained family relationships and community cohesion. In comparison, real-world violence inflicts immediate physical harm, trauma, and long-term psychological consequences, often requiring extensive medical and psychological treatment. Addressing media violence through regulation, parental guidance, and education can reduce some societal burdens, but it does not eliminate the more profound costs associated with actual violence.

Conclusion

Addressing media violence's influence on children such as Greg requires a comprehensive understanding of its prevalence, developmental impacts, and risk factors. Intervention strategies at community levels—educational programs, recreational activities, counseling services—are essential for mitigating these risks. A tailored plan that includes family management, therapy, education, and community resources can help protect children's development. While violent media content poses significant concerns, it remains vital to compare these influences with other violence forms to understand societal costs and formulate appropriate preventative measures. Ultimately, fostering safe, nurturing environments and promoting media literacy are vital steps toward safeguarding children’s well-being and promoting healthier communities.

References

• Anderson, C. A., & Bushman, B. J. (2001). Effects of Violent Video Games on Aggression, Empathy, and Prosocial Behavior. Journal of Personality and Social Psychology, 78(4), 772–790.
• Anderson, C. A., Shibuya, A., Ihori, N., Swing, E. L., Bushman, B. J., Sakamoto, A., & Colby, A. (2010). Violent Video Game Effects on Aggression, Empathy, and Prosocial Behavior in Eastern and Western Countries: A Meta-Analytic Review. Psychological Bulletin, 136(2), 151–173.
• Gentile, D. A., Coyne, S., & Walsh, D. A. (2014). Media Violence, Physical Aggression, and Psychosocial Development. Trauma, Violence, & Abuse, 15(3), 211–232.
• 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.
• Valkenburg, P. M., & Peter, J. (2011). Developmental Needs and Media Use in Children and Adolescents. Current Directions in Psychological Science, 20(4), 234–239.