Medias Effect on Violent Behavior in Society

childrens use of media is socialized mostly in the family (cf. Bryant, 1990). Television is an essential part of family life. c overing occurs mainly with other family members, especially for young children. For instance, in one longitudinal battleground, more than 70% of the time that 3- to 7-year-old children spent watching general audience program occurred with a parent (St. Peters, Fitch, Huston, Wright, Eakins, 1991). Moreover, television habits are do worked earliest. The amount of television viewed is somewhat stable from age 3 onward, probably because it depends on family patterns that do non change quickly (Huston, Wright, Rice, Kerkman, St. Peters, 1990).The process of learning is composite and multifaceted. The child should negotiate a series of vital tasks as he or she grows. The child must(prenominal) protect a sense of attachment to mother, father, and family (Bowlby, 1988). Then the child must move through the phases of separation and individuation (Mahler, waste, Bergman, 1975). Here, the baby begins to move toward being a person (i.e., toward developing an internalized world of thought, emotion, and judgment that leave alone facilitate the baby to be autonomous and self-regulating). From thither, the child must start to deal with his or her issues of intimate identity, competition, power, and insertion in the group, elements that Freud (1933/ 1964) termed the Oedipal phase.The relationship between unconscious fantasy and the growth of the personality can be understood from the followingThe growth of the personality occurs with the festering of the perceptual apparatus, of memory as well as from the hoarded experience and learning from reality. This process of learning from reality is connected with the development and changes in unconscious fantasy. on that point is a constant struggle with the childs invincible fantasies and the encounter of realities, good and bad. (Segal, 1991, p. 26)It is also been asserted by experts that m edia is somewhat unethical for children.Television with its extreme reaching go spreads transversely the globe. Its most significant part is that of reporting the news and sustaining communication linking people around the world. Televisions most prominent, yet most stern feature is its shows for merriment. rage in entertainment is a main issue in the growth of craze in society, Violence is the exploit of ones powers to mete out mental or physical injury upon another, and exemplars of this would be rape or murder. Violence in entertainment attains the public through television, movies, plays, and novels.On July 26, 2000, officers of the American Medical Association, the American honorary society of Pediatrics, the American Psychiatric Association, the American Psychological Association, the American Academy of Family Physicians, and the American Academy of Child and Adolescent Psychiatry issued a Joint Statement on the Impact of Entertainment Violence on Children, which was subs equently endorsed by both houses of the United States Congress.At this time, well over 1,000 studiesincluding reports from the Surgeon Generals office, the National Institute of intellectual health, and numerous studies conducted by leading figures within our medical and public health organizationsour own memberspointOverwhelmingly to a causal connection between media force out and aggressive behavior in some children. The conclusion of the public health community, base on over thirty years of research, is that viewing entertainment violence can lead to increases in aggressive attitudes, values, and behavior, particularly in children. (Joint Statement on the Impact of Entertainment Violence on Children, Congressional human race wellness Summit, July 26, 2000).The effect of entertainment violence on children is complex and variable. Some children will be affected more than others. But while duration, intensity, and extent of the impact may vary, there are several measurable neg ative effects of childrens exposure to violent entertainment. We in no right smart mean to imply that entertainment violence is the sole, or even necessarily the most important factor contributing to youth aggression, anti-social attitudes, and violence. Nor are we advocating restrictions on creative activity.The purpose of this chronicle is descriptive, not prescriptive we seek to lay out a clear picture of the pathological effects of entertainment violence. But we do hope that by articulating and releasing the consensus of the public health community, we may encourage greater public and parental awareness of the harms of violent entertainment, and encourage a more honest talks about what can be done to enhance the health and well-being of Americas children (Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000).New interactive digital media have become an integral part of childrens lives. Nearly half (48%) of child ren six and under have used a computer (31% of 0-3 year-olds and 70% of 4-6 year-olds). Just under a third (30%) has played video games (14% of 0-3 year-olds and 50% of 4-6 year-olds). Even the youngest children those under two are widely receptive to electronic media. Forty-three percent of those under two watches TV every day and 26% have a TV in their bedroom (the American Academy of Pediatrics urge parents to avoid television for children under 2 years old). In any given day, two-thirds (68%) of children under two will use a screen media, for an average of just over two hours (205). (PR Newswire 10/28/2003)Moreover, children at elementary level constantly struggle between fantasy and reality can be seen in the childs deep ambivalence concerning accepting the difference between whats real and whats made up. The child frequently attempts to cloud differences, particularly those existing between the sexes and the generations. The child wants to be everything he or she wants to be his or her own cause, he or she wants to be unlimited. The child wants to be a boy and a girl to be his or her own father and mother to know everything without learning and so forth. One can readily see that TV (as well as movies and video games) can be experienced as a means to gain the delusion of gratifying those wishes.However, teachers and parents severalize that fantasy and daydreams persist to play an active, at times predominant, aspect of the childs development all through his or her formative years. In many cases, it is not until early adolescence that we see children able to assimilate their fantasies with rational thought in a way that make certain that external reality takes an increasing hold over perception, reasoning, and behavior.Although many more years are required before the child matures into a person who adeptly and constantly discriminates the internal from the external in a usually integrated fashion. It is this slow and accruing process of thought and f antasy being integrated with the resultant increase in the growth of the personality that seems to undergo the most proscription when the consumption of media images becomes extreme or defensive.Childrens animated cartoons show how outer, media-based images mimic the form of unconscious fantasy. The cartoon is a psychologically accusald, exciting portrayal of fantastic (animated) characters. Its form is simple An underdog (disguised child) comes into conflict with others (the top dog = parents or older children). There is danger, threat of destruction or death that is conquering in a witching(prenominal) and effortless fashion where pleasure and laughter are the outcome.The Coyote wants to eat the Roadrunner Elmer Fudd wants to shoot Daffy Duck. Throughout complex and irrational activities, the victim triumphs over the villain. Furthermore, there are no real consequences attendant to the use of immense aggression and force. Magically, all characters reappear in the next cartoon a nd the cycle of conflict and decree, satisfy the childs wish to overcome limitation and smallness, is repeated once more.Further, teacher in classroom can develop the childs ability to be creative, to construct a transitional space (Winnicott, 1978) within which to form new blends of inner and outer, is inhibited to the degree that the childs mind is saturated with media-based images, characters, stories, and inspiration. The child must transform the raw material of both his or her inner and outer world in a pleasing synthesis in order to feel truly knowledgeable and in charge of his or her existence. The passivity by-product of TV viewing leads to a restraint of autonomous inspiration and produces what teachers are seeing more and more anxious, irritable, angry, and demanding children who are ineffective to play and who demand to be entertained in a mode that approximates their experience of TV viewing.The use of drugs and alcohol utilize the same mechanisms as TV to achieve thei r psychological effects. As the substance users body and mind are chemically altered, deep unconscious fantasies of security, charisma, power, or limitlessness are activated. Hence, Winn (1985) was accurate in describing TV as the plug-in drug as the use of TV to fend off depression, anxiety, and conflict is identical in its function to that of drugs and alcohol.The faction of instant pleasure can be seen to plea to the universal wish to be the satisfied infant sucking at the breast a mere cry, the feed and the comfort of satisfied sleep. The reality is unfortunately much more difficult, for what we see are increasing numbers of frustrated, angry, and uncooperative children, experiencing their wishes as demands, and their hopes as entitlements.However, learning is fundamentally based on more about how to communicate effectively with children on the subject of coping with the intimidating aspects of their environment. It is significant to recognize that some level of fear is desir able and indeed may be important to survival in certain situations. On the other hand, overburdening children with fears of horrendous disasters that are either unavoidable or highly unlikely to threaten them personally may add undue stress to the procedure of growing up.Because television is one of childrens main sources of information about the world, we consider to be capable to make reasoned decisions about what to expose our children to and when. We also require being able to explain crucial features of life to them in an age-appropriate way that preserves their youthful optimism while encouraging necessary and suitable precautions.Annotated BibliographyBowlby J. (1988). A secure base Clinical applications of attachment theory. London Rutledge. This book offers the recent study in attachment theory.Bryant J. (Ed.). (1990). Television and the American family. Hillsdale, NJ Lawrence Erlbaum Associates. This book presents a current provides an updated analysis of the interaction between families and televisionFreud S. (1964). New introductory lectures on psychoanalysis (standard edition, 22). London Hogarth Press. (Original work published in 1933) The book contains summarizing presentation of some of Freuds later theory, most questioning constructs and a peculiar treatment of pistillate sexuality as well as super-ego formation.Huston A. C., Wright J. C., Rice M. L., Rerkman D., St. M. Peters ( 1990). The development of television viewing patterns in early childhood A longitudinal investigation. developmental Psychology, 26, 409-420. This book comprises current analysis of educational communications and technology.Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000. Also Available At http//www.aap.org/advocacy/releases/jstmtevc.htmThis article summarizes a clear relationship between violence in the media and violent behavior in children.Mahler M., Pine F., Bergman A. (1975). The psychologi cal birth of the human infant. New York Basic Books. The work is the revolutionary contribution to infant psychology.New Study Finds Children Age Zero to Six go as Much Time With TV, Computers and Video Games as Playing Outside One in Four Children Under Two Have a TV in Their Bedroom. WASHINGTON, PR Newswire 10/28/2003. This report presents the findings of a study which took place from September 2004 to July 2005. The article investigated childrens use of popular culture, media as well as new technologies in the home in England.Segal H. (1991). Dream, phantasy and art. London Tavistock/Routledge. This book is about Segals ideas on symbolism, aesthetics, dreams, as well as the examination of psycho thinking also she brings them vibrantly alive in an innovative integration which links them afresh to the work of Freud, Klein, and Bion.St. M. Peters, Fitch M., Huston A. C., & Wright J. C., & Eakins D. (1991). Television and families What do young children watch with their parents? Ch ild Development, 62, 1409-1423. This word analyzed a number of questions regarding the amount of viewing as well as types of programs children and parents watch alone and together.Winn M. (1985). The plug-in drug Television, children and the family. New York Penguin Books. This book is on the subject of the effects of television on children and families.