Violence In The Media; How It Affects Children

Media affects on children

Violence in the media; how it affects children and adolescents. By David Caban

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Abstract

Media violence, which is a social role similar to both the parental and educational role, that plays in different types of environment, especially, within the home. Media violence affects children in ways that affect their social skill development that would benefit their educational and critical development. It affects children in certain areas, such as, biosocial, and psychosocial behavior (Borden & Horowitz, 2002). Biosocial because it affects the physiological anatomy such as; the heart, brain, and the central nervous system, which in lieu, affects their social development within their environment (Jarrett, 2005). Psychosocial behavior, because media violence which intensifies an earlier arousal of aggressive behavior, especially in children, as well as induces seizures, insomnia, and impairing interest in educational development (Anderson & Bushman, 2002). This research would focus on other violent social setting that this learner strongly believes that is contributed to media violence as it intensifies aggressive behavior in children. Therefore, determine that media violence would just stimulate aggression, because it reflects both their social environment, as well as, their social learning process. Also, demonstrating any causal affect that media violence stimulates aggression can be difficult for the sole reason, because of other social phenomenal factors that contribute children to intensify aggression. Therefore, showing a correlation affect rather than a causal affect of media violence stimulating aggression amongst children. There is sufficient empirical evidence relating media violence stimulating aggressive behavior in children already exposed to other social violent setting, than

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media violence showing any causal affect stimulating aggression in children. However, this particular study relating causal affect of media violence stimulating aggression in children does need further exploration. Children developed their aggressive behavior either through genetic predisposition and-or their social environment through social inhibition (Watson, Fischer, Andreas, and Smith, 2001). That affects their cognitive response, which affects their social surroundings, which would potentially determine the behavriol outcome of children.

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Table of Contents I.

Title

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Abstract

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III.

Table of Contents

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IV.

Social Cognitive Theory in relation to media violence.

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a. Cognitive Theory in relation to violent behavior.

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b. Children becoming exposed to media violence

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c. The byproduct and physiological affects to violence

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Media influences on society

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a. Intended reason why the media teach violence to children.

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b. Social development of children as it relates to media violence.

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VI.

Conclusion, further research, and recommendation

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VII.

Reference

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Social Cognitive Theory in relation to media violence The Social Cognitive Theory developed by Albert Bandura is based on social learning process that influences behavior through observation learning and vicarious reinforcements (Bandura, 2001). As a child they would actively construct ideas, or concepts based on their social environment (Macionis, 2000). Usually, it is constructed based on biosocial experiences, which has a causal affect during the developing periods of the child’s life (Borden et al., 2002). Therefore, as a child is becoming exposed to media violence the child would learn first-hand through observational learning, and through reinforcement children could learn a new behavior, which enhances the child’s perception of their social environment (Strauss, 1999). Within this context would begin to identify not just the social roles displayed by either parents, an-or older siblings, but also the roles displayed through the media characters within a social setting such as, learning on how to socially embrace violent behavior. The child socially learns through the social roles displayed within the home, environment and would become adaptable through the cultural nature within its environment, because probably the child’s physiological predisposition such as; genetic traits, brain, which is in the earliest phases of development along with other social influences (Bordens et al. 2002). In other words, the child would become adaptable to the violent nature of displayed through the media (Vold et al., 2004). Therefore, the social constructive development within the child’s mind would experience an internalized concept of adapting to the type of behavior that is displayed through media characters,

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even in children’s programming, which could reflect their social environment. For example, if a child plays an excesses amount of either violent video gaming, and exposed to media violence, the media becomes the role model for the child (Anderson et al., 2000; Bushman, 1998; Green et al., 2005). The child would recognize the social role of the media characters displayed, and the general principles that are socially acceptable within that particular environment. Therefore, the child through observational learning begins to develop, attempt too replicate the social roles displayed by media characters within that social environment (Anderson et al., 2000). In lieu; the child through social constructivism, especially during the early stages of development could understand their potential opportunity to mimic, or later duplicate-become the social roles that was displayed by either; violent media characters, parental abuse, and-or other abusive siblings (Merrill et al., 2005). Children’s early social development within a violent setting; such as, media violence, or an abusive environment is in correlation to a teacher role modeling within a school setting, which is the basis of social constructivism (Anderson, 2002; Bandura, 2001). For example, student observed the lesson that is taught, and children would expand their perception of learning that develops a better understanding of their social identity within their environment. Therefore, within the social setting such as, the home environment the child could socially learn from their parental role modeling, as well as, other roles played within their cultural settings (Anderson et al., 2002). Although; cultural behavior existing within the home and school settings children develop through cognition social constructivism, which develops attitudes and social behavior (Borden et al., 2002, pg. 176).

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The childhood observation and the surrounding social influences the child would become adaptable within that environment (Bandura, 2001). Bandura et al., (2001), mentioned, “Agency thus involves not only the deliberation ability to make choices and action, but the ability to give shape to appropriate courses of action and to motivate and regulate their execution “(p. 8). The agency itself is the human individuality, which has the ability to make certain choices that determines cause of action. The parental role falls subject to this operation, as well as the child. Because, of the fact that the child is exposed to a violent social setting, which in lieu, becomes influential through their parental roles. It is this learners professional opinion that a similiarization exist between two variables media violence and secondly, parental consensus of exposing their children to media violence. Therefore, the child through either their parental genetic trait, and-or social inhibition within their social environment would perform in a similar manner, which is a social behavior that was initially influenced of their parents (Bandura, 2001). This is in comparison to children first becoming exposed to media violence. Children first become aware of violence through violent sit-coms, movies, violent video gaming, and-or other types of violence that is displayed through the media (Anderson et al., 2000; Green et al., 2005). A social influence that has correlating affects to media violence such as; subcultural violence can play a pivotal role influencing children that are already exposed to violence, in lieu, could potentially become exposed to other violent setting, because it is a reflection of their environment (Anderson et al., 2002). Therefore, by cultivating their biosocial behavior would become a mirror image reflecting their social surroundings, which is the reflection of violence (Bandura, 2001, pg. 166).

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Children raised within a social violent setting would stem the likelihood of behaving violently therefore; within this context media violence is a correlation, although it would stimulate aggression leading to violence, because within such settings it is considered socially accepted (Strauss, 1999). This reaction of social behavior is initiated through the physiological predisposition, and-or the social inhibition that affects certain stimuli, especially within children, and-or adolescents (Bandura, 2001; Barkan, 2001, pg. 166). Therefore, responding to physical threats rather than avoiding physical contacts, would impedes pure social reasoning, as well as educational and critical development (Anderson et al., 2002). Some behavior theorist believe that individual residing within the lower-social economical environments are predominately derived from distinct minority racialcultures such as; Hispanics, African Americans, some White that tend to be acceptable to different acts of violence (Watson et al., 2004). These groups tend to defend their honor, dignity, and masculinity therefore; through social influencing the younger males tend to respond through their social cultural belief system through violent means, which is considered socially, accepted within their environment (Barkan et al., 2001, pg. 166-167). As a result, would potentially develop either deviant and-or criminal behavior (Barkan, 2001, pg. 167). However, such disbelief was imminent, because some individual’s or citizens residing in certain urban settings believe the contrary that either “fist fighting”, behaving aggressively leading to violence was wrong (Barkan, 2001, pg. 167). Similarity, to family violence within either middle and upper social class, which in most cases go unknown, and unimpeded discourse; because either lack of reporting, and-or lack of complaining (Barkan et al., 2001, pg. 166-167). Iterate the act of violence whether it is

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subcultural of violence, or family violence does have correlating affects to media violence, because of the assessable nature that relates to societal biosocial behavior (Barkan, 2001, pg. 168). The Social Cognitive Theory is also viewed from an Agentic perspective that is described by Albert Bandura (2001). This is determined within a human capacity to control over both the nature, and quality of one’s life within the essence of humanness. In other words, the human social development process operates within an array of phenomenal, as well as functional consciousness (Bandura, 2001). Social development especially within children is constructive through an array of social influences, physiological traits, and social inhibition (Bandura, 2001). Consciousness, is best defined of the individual’s and-or society social awareness of their surroundings, as well as identifying both of their social identify, and social environment (Macionis, 2000). Bandura et al., (2001), mentioned, “Personal agency operative within a broad network of social structural influence. In these Agentic transactions, people are producers as well as products of social system” (p. 1). Therefore, the social cognitive theory centers on three types of agency: first, direct personal, proxy, and collective agency (Bandura, 2001). Through these three modes of agency this learner would correlate the influence of violence displayed both in the media, as well as within the social context within the home regardless; if the environment is already embedded with violence, or non-violence (Bandura, 2001). The relations between the three human modes to media violence are as follows: direct personal is the individual within their social environment desire to play violent video games, and-or interest in watching violent sit-comes, and-or movies (Felson, 2005).

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This is not to say that the individual is already violent; but rather media violence interest an arousal affect on both the individual, and-or society (Bandura, 2001). The proxy agency is the depending factors that basis upon others to satisfy, and-or to fulfill what one individual cannot fulfill within a reasonable amount of time (Bandura, 2001). In relation to media violence is when parents allow their children to view media violence as means substituting parental or guardian roles. For example; some parents claim that those video game programs such as; game cube, Xbox, and other extracurricular activity involving elements of violence is a good or great babysitter. At this point parents may not realized that the characteristics displayed through either video game, and-or unsuitable media entertainment, which may involve certain elements of violence are role models to their children (Anderson et al., 2000; Bandura, 2001). Such modeling can become a source of influence to their children, which could replicate through social-interaction amongst their peers (Bandura, 2001). Although it may reflect the negativity that is constituted non-social behavior however, within a social setting that is exposed to cultural violence that may be viewed as commonality (Barkan, 2001). Therefore, the probability of children exposed to violent social setting would also stem the likelihood of embracing media violence because of the social gratification (Green et al., 2005), but could potentially become either deviant, and-or criminally (Anderson et al., 2000; Vold et al, 2004). This is not to say that media violence is the only social means of becoming aggressively violent in nature, but it would enhance the influence of becoming violent through social learning means, as well as reflecting and enhancing the negative aggressive responses that exist within a social setting or community that culturally embraces violent behavior (Chory-Assad, 2003). Which is a perfect example of

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communities whether within urban settings, and suburban setting that is constituted as subcultural of violence (Anderson et al., 2000). In the social environment that is non-violent could potentially inhibit genetic composition or predisposition that is influential to media violence. Through means of social influence of not just one social peer-individual, but rather other peers, that would share a commonality (Chory-Assad, 2003). A peer, within this context is referring to schoolmates as children, adolescents, and other social counterparts. Lastly, is collective agency, which is common-interest that exists within groups, such as; peer groups, or other social counterparts (Chory-Assad, 2003). Media violence tends to produce replicates, audiences especially children are expected to adopt certain characteristic roles, which are displayed throughout children programming. In other words, becoming more adaptive by mimicking media characters (Chory-Assad, 2003). However, does it interest children and adolescents because of their ethnic background, and because of their earlier developmental phases of their brain? Contrary to adults with hereditary violence as their culture, but would also inhibit such cultural accepted practices to their offspring. The influential mechanism of media violence could potentially become the ultimate goal of both mind and social cultivation, which is the ultimate goal for corporations to influence society, especially children (Watson et al., 2004). This is because the role of the character institutes a social learning concept to influence the individuality, and society (children) to socially behave (Bandura, 2001). Social dynamics and phenomenal is the center ideology behind the social cognitive theory that can explained the dynamics involved with social influences as to

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why either the individual, and-or society respond, based on their social environment. Also, this plays a pivotal role in shaping, cultivating, and socially developing the human agency within its environment (Bandura, 2001). In regards to media violence and negative social influence of children there tends to stem a correlation to instigate hyperactivity in children, and enhance aggressive cognition (Grimes et al., 2004). Through a process of repetitive media displayed viewing on television, witnessing how different characters displaying violent acts, which could potentially affect either a causal affect to children first-time exposed to violence, and a correlation to children already exposed to other violent behavior, but reinforcing the thought process (Weber et al., 2006). Through this process it would stimulate aggression, and not have any causal affect, because individual’s likewise animals already have certain levels of aggression through genetically (Jipguep et al., 2004). Weber et al., (2006), mentioned “Elaborative content analysis revealed that the favored narrative is a human perpetrator enjoying repetitive acts of justification violence involving weapons that result in some blood shed to the victim” (p.40). This imagery is viewed to the public through a repetitive process. Therefore, intended means to influence more aggressive cognition would become highly probable (Weber et al., 2006). The probability of not only children, but also, adolescents, and young adults to become more adaptable to aggressive script initially portrayed through media characters could be socially duplicated in a regular social setting (Weber et al., 2006, pg. 40). Earlier findings had determined that such concept would inhibit the child’s cognitive process, which could potentially develop more cognitive aggression (Weber et al., 2006, pg. 40). As a result, would stem

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the probability of the child, and-or adolescent to develop violent behavior, especially later in life (Chory-Assad, 2003). Violent video games along with media violence tend to enhance aggressive inhibition that would affect children’s cognitive development, which would in lieu, impede social development, that would enhance academically, as well as developing critical thinking (Anderson et al, 2000; Bandura, 2001). Because it influence the arousal of the stimuli could develop a causal affect for the child during the earlier stages of life’s development, because earlier findings discovered a causal linking, linking media violence with aggression (Anderson et al., 2002; Bandura, 2001). However, it is a correlation to older children, and teenagers that had already been affective by violence to respond in anger, bitter frustration, jealousy that would result in a negative social response (Weber et al., 2006). Researchers had determined that children and adolescents that are exposed to media violence could potentially develop either short or long term increase in aggression that is abnormal to the normal level of aggression (Anderson et al., 2002). Short term aggression affects would display in a social action such as; initiating through an arousal that can leads to anger, frustration. The long term affects display a quicker response to anger, bitter frustration, and would tend to become lesser interest in education (Weber et al., 2006, pg. 41). As a result, this could develop into mood-swings, temperament, becoming less reasonable, especially within their social setting (Webster et al., 2006, pg. 41). Quite the contrary based on any causal affect however; a correlation between media violence and aggression has always been determined (Weber et al., 2006). In fact, it has been determined that violent video games would have lessor arousal affect on aggression,

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only when players lack of understanding the game. However, once comprehending the game would prove the opposite especially in children and-or adolescents. This concept is dependant upon two variable; the individual ability to comprehend the game, and secondly, the violent content or characters in the game (Weber et al., 2006 pg. 42). Violent video games are marketed through several media outlets with certain ratings such as; rated “M” for maturity, “T” for Teens, and rated “E” for everyone (Weber et al., 2006, pg. 40). However, it still stems as a problematic issue of children, and-or teens gaining access. Also, stemming the probability of stimulating aggression, because of its correlation of how it gratifies children, and-or adolescents already immune to violence (Green et al., 2005). In other words, it satisfies individual’s arousal, as it is similar to any individual gaining access to satisfying any common type of sensation (Green et al., 2005). In regards to children this would stimulate their cognitive aggression, because of the earlier phases of brain development, especially during the earlier phases of childhood. In similarity to adolescents (teenagers), young and older adults that are addictive to media violence children may do likewise (Bushman, 1998). Cognitive Theory in relation to violent behavior Parents or guardians that do not monitor their children while the child is playing violent video games, or other violent media entertainment, is because of other social influences-Such as; single parenting, which presents potential social phenomenal that can be conflicting, and the lack of parenting. However, while the child is playing video games, and-or viewing other media programs that are unsuitable is viewing either by himself or herself, or with a friend (Borden et al., 2002, pg. 293).

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Cognitive, which is a thought process of one social environment, also determines their social setting. For example; a violent setting of parental abuse and drug induce setting, the child would identify within such setting such as, drugs, and media violence are Ok, in lieu, and this would develop their social inhibition to replicate what they observed of their parents (Borden et al., 2002, pg. 293). Similarity, children and adolescent genetically inhibit attitudes attributing their social behavior (Borden et al., 2002, pg. 176-177). This cultivates one’s personal identity within specific setting, such as, poverty environment, which unfortunately attributes to violence. Because, of historical roots leading back to social economical deprivation which produces lessor opportunity for survival, the environment would develop not only culture to reflect deprivation, but also inhibiting a violent culture (Vold et al., 2004, pg. 167). This violent culture expresses several different social phenomenal, which intensity’s aggression within society, especially children (Borden et al., 2002, pg. 293). Through these subcultures media violence would tend to both penetrate through society, as well as society replicating norms such as; subculture of violence, domestic violence both variables that are both genetically, as well as inhibited socially (Borden et al., 2002, pg. 292-293). Therefore, media violence becomes a contributor, reinforcement, which in a violent social setting would be considered a correlation (Anderson et al., 2000). This is how influential behavior is imposed to others within their social environment, which would ultimately develop other types of violent behavior, which includes the exposure to violence in the media. Violent behavior is a social learning process that has different ways on how it is taught to children. For instance, according to Borden (2002) social facilitation, this is the performance of enhancing certain behavior

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upon others (p. 293). Excessive exposure to media violence a child would learned how to play the video by observing others, such as, parents, sibling, friends, and other influential actors (Borden et al., 2002, pg. 381). Linking with aggression which is also a social learned behavior therefore; knowing and understanding how characters are played within a violent video game the child will socially learned the process, and develop techniques on how to defeat his or her opponent (Borden et al., 2002, pg. 381). As a result, the child does not realize the physiological and psychological consequences that would impede the child’s social development, which would reflect the child’s interaction with others within their social environment. According to Borden (2002) explained that children, or any individual would learn aggressive behavior through a learning process. Aggression can be learned through two distinct process (Borden et al., 2002, pg. 381), direct reinforcement and punishment, and observational learning. Direct reinforcement and punishment precedes direct personal, which is one of the human agency elements of the Social Cognitive Theory (Bandura, 2001). Direct reinforcement is provided through social learning that influences aggression behavior that is imposed to other children, and-or any individual within their social environment (Borden et al., 2002, pg. 381). Punishment is used through the process of witnessing on how to defeat your opponent through violent video games, also through schematic which is scriptive that a child can socially learned through either media character, within this context, displaying violent acts; verbal aggression, and other violent acts, which is a social learning process that a child can potentially display within their social environment (Bandura, 2001). Similarly, children and adolescents witnessing a crime such as; robbery, car theft, drug transaction,

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just too mentioned a few (Borden et al., 2002, pg. 381). They have witness that aggression does work, which would develop the social concept that crime would do likewise therefore; developing both social facilitation of witnessing the performance of criminal behavior, and acts of aggressive attitudes which can culminate in developing criminal behavior (Borden et al., 2002, pg. 293). Through peer influencing this conduct can enhance the personal reinforcement of influencing aggressive behavior. Through this study it develops a causal affect, which is developing the social influence of behavior so, that the environment could replicate criminal behavior (Borden et al., 202, pg. 381-383). In relation to media violence demonstrates a similar type of social learning behavior, which was developed to socially enhance aggression that could potentially teach a child and adolescents the acts of criminal behavior (Borden et al., 2002, pg. 391-392). Children becoming exposed to media violence Children becoming exposed to violence through the means of media violence have always been debatable issues between several different researchers. Some implicated that media violence has causal affect that stimulates aggression in children, while viewing media violence (Anderson et al., 2000). While others contend the opposite position relating media violence having no causal affects stimulating any form of aggression, which affects the child’s cognitive aggression that would suffer severe biosocial ramification (Green et al., 2005). Indeed, there have been several studies, which does need further exploration focusing on the two variables, media violence and aggressive behavior in children.

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Children exposed to violence are generally exposed in several different ways however; within this context this learner will discuss two variables; media and social violence (Green et al., 2005). Because, prior studies determined the existence of both causal affect and correlation of children developing cognitive aggression while viewing media violence, however, both studies were performed in two different types of settings. One is within the social environment within the home that is non-violent, and the second children already exposed to other forms of violence (Chory-Assad et al., 2003). Children that are already exposed to media violence; such as, violent video gaming, cartoon violence, and other forms of character violence displayed in the media have been imminent. For example, the access of television, music box, Internet access, which are sources that display elements of violence that may not be suitable for children (Anderson et al., 2000; Eiden et al., 1999). This learner is not suggesting that media has only violence to offer too children, no, and that the media is not good at all, it is just that certain programming display characters role models that has social learning affects (Green et al., 2005). Although, it has been advertise of remote control ability to prevent children access, but once children become exposed to any form of violence, as by nature individual including children would thrive on adapting to other types of violence (Green et al., 2005). Therefore, children that are educated in technology can figure out ways to gain access, which would stem the likelihood of becoming more exposed to violence. In this synerio it is media violence that will not have any causal affect, but now a correlation because now the child can relate to violence. In reality children and adolescents would gain access to individual’s interest, which is the human agency operating within its

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collective agency (Bandura, 2001). Collective agency is just the individual functioning with both the individual’s and group’s interest, which is a part of the Social Cognitive Theory (Bandura, 2001). Therefore, this derives from the peer influence, which is culturally inhibited through the adaptation to one’s social environment (Bandura, 2001; Macionis, 2000). However, the collective agency is a social influence of individual’s, and-or society gaining access beyond their restrictive parameters is influence through peer means. But also, through social stressors which exemplifies a biosocial density of anger, bitter frustration, because of one’s difficulty of attaining their gratification to view violent satisfaction (Green et al., 2005). It is a mirror image view through Internet access to violent programming, violent video games which gratifies the individual’s satisfaction (Bandura, 2001). There have been earlier findings determining that children’s first exposure to violence is within the home (Eiden, 1999). Violent settings stem the probability of developing their children to become adaptable to that violent setting, which would develop the likelihood of becoming exposing to other types of violence (Anderson et al., 2002, Watson et al., 2004). Once exposed to violence it would develop the cognition aggression, which is the priming aggressive thoughts, therefore; it becomes a reflection of their environment (Anderson et al., 2002; Eiden, 1999). Aggressive cognition is hostile thoughts that are intensifying through aggressive interactions such as, media violence, because it develops an aggressive concept in the child’s memory (Anderson et al., 2002). This develops the process of scriptive behavior, which is the script theory that suggests that when children observed violence in the media they can socially learned from the script. As a result, it becomes a social role, which

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would guide the child’s behavior, which affects social interaction and proper development (Anderson et al., 2002). The failure of proper social development would stem the probability of developing of desentization that potentially develops antisocialism during childhood, which could develop into depression, fear, and other psychosocial illnesses (Anderson et al., 2002). The byproduct and physiological affects of violence The physiological affects that media violence has on children and adolescents has severe biosocial repercussions, because it affects both their biosocial and psychosocial development of the child such as; heart, brain, and the central nervous system, which affects their social behavior (Jarrett, 2005). For example, an earlier studied shown how media violence affects brain waves that not only affected the brain, but also the central nervous system. This study showed 71 participants that where adolescents that while playing violent video games had their brain scanned through an MRI Scanner (Jarrett, 2005). While expose to the violent content within the video game the scanner revealed the anterior cingulated cortex, amygdale and emotional region where suppress (Jarrett, 2005). This process would suppress the cognitive pattern of rationale, and replace it with the cognitive aggression that would increase aggression, which in lieu, while playing the violent video game this method worked effectively while eliminating their opponent (Chory-Assad, 2004; Jarrett, 2005). Studies also had shown suppression of certain physiological chemistries within the amaygdala such as; positive emotion, empathy, and the cognitive rationale, which is a behavior method of human reasoning (Chory-Assad, 2004; Jarrett, 2005).

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Individual’s exposed to media violence would tend to displayed an arousal, aggressive cognitive responses, which intensify the aggressive impulse within the individual (Chory-Assad, 2004). Therefore, the exposure to media violence can change the normal functionality of the brain to resemble populated adolescent that are diagnosed with disruptive behavior disorder (Jarrett, 2005). Similarity, study where compared with other adolescents or participants in this research that while watching violent movie drama, video gaming revealed a lower frontal lobe activation, which is similar diagnosis to adolescents that where diagnosis with disruptive behavior disorders (DBD) (Jarrett, 2005). According to Jarrett et al., (2005), mentioned, “In contrast, healthy participants not exposed to violent TV or games did not show this reduced frontal activation” (p. 62). The physical affects of the brain, and amaygdala is when the anterior cingulate cortex along with the amaygdala is suppressed. Once suppressed along with the cognitive rationale process it would tend to show little or no empathy toward either individual, andor society. Also, the lacking of dopamine, which is a chemical substance within the central nervous system (CNS), which is the human reasoning, but it too becomes suppress during the interaction of playing violent video games (Jarrett, 2005). In other words, while the individual is exposed to media violence while playing a violent video game the individual is within a similarity to a combative role (Felson, 1996; Jarrett, 2005; Jipguep, 2003). In fact, this is the social learning process of learning violent behavior that can potentially affect the typical social role within society (Felson, 1996; Jarrett, 2005). Violent motive is the act of defeating your opponent, or victim while playing violent

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video games. Also, developing negative responses of anger, frustration while imposing harm to your opponent, or victim (Bartol, 2002, pg. 210; Jarrett, 2005). Within the region of the amaygdala that while viewing violence it would activate other areas within the brain circuitry such as; arousal/attention, detection of threat, episodic memory encoding, and retrieval, and motor programming (Jarrett, 2005). The affect this would have on children is that it would precipitate an indicator of a threat perception that would be very harmful to the child’s brain developmental process (Jipguep, 2003). Which develops a long-term memory storage of fear, therefore, once the innocence (children) becomes more exposed to violence, and-or other forms of violence the child could potentially develop posttraumatic stress disorder (PTSD). This can result in serious biosocial and psychological consequences during early adulthood (Jipguep, 2003; Vold et al, 2004, pg. 165). According to Murray et al., (2006), mentioned, “These activities patterns are important because they demonstrate that viewing video violence selectively activates the right hemisphere and some bilateral areas that collectively suggest significant emotional processing of violent works”. This is not to consider just a causal-affect, but more of a correlation of children that are already exposed to media violence, and having a predisposition to violence. This concept perhaps determines that other violent notion had already pre-existed and media violence is a mirror-reflection of the individual’s social environment, or their cognitive perception (Murray, 2006). Media violence carries the tendency of role modeling that demonstrates the learning effectiveness that children can potentially display within their social setting (Barkan, 2001). If it were a non-violent setting would still demonstrate similar affects however; non-violent settings may embrace media violence without realizing the

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potential consequences through its influence (Murray, 2006). Embracing the conceptuality enhancing the subcultural violence theory, which is violent behavior, is a cultural accepted practice within a social setting. Media influence on society Societies are becoming more acceptive to media violence, because the media tends to describe the social role fabric of society, and what is reality (Trend, 2003). In other words, society is taught not to think for itself, but rather, the media describing to society what is within your environment (Vold et al, 2004, pg. 331-332). The media is in fact the main mechanism that is utilized by political and corporate ideologist, and interests too influence society to become socially implicit, as well as becoming more aggressive that can potentially lead into violent behavior (Trend, 2002). Society is becoming violent through the interest of both political and corporation that stem to gain economically however; levels of aggression are a part of both human and animal behavriol instinct (Borden et al., 2002, pg. 366; Trend, 2003). Through the process of imposing media attention to society, society can develop the potentiality of becoming either deviant, and-or criminally but certainly instilling fear within society, especially in children (Anderson et al., 2003). Media violence has causal affect tendency to stimulate aggression especially amongst children, and adolescents. Although, individual may have already been exposed to other social violence they would tend too view media violence to stimulate their aggression (Felson, 2005). Therefore; media violence becomes more of a correlation to a society that culturally accepts violent behavior however; in regard to children that are not exposed within a violent setting could triggered a genetic trait of violence, if the child has

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the predisposition, but once becoming exposed could have a causal affect (Felson, 2005). Causal affect or causation is similar to correlation because it includes variables such as; psychological, sociological, and physiological variables contributing to potentially develop violent social behavior (Vold et al., 2004, pg. 29). For example; a child first becoming exposed to violence without the understanding between right from wrong, but could potentially replicate the schematic, which is the script portrayed through the media, but the child would integrate within their own social environment (Anderson et al., 2002). The social development children heavily exposed to media violence would be considered causal affect, which is a correlation involving bio and psychosocial variables (Vold et al., 2004, pg. 53-54), because the child is developing into the social role through their cognitive process of learning violent behavior (Anderson et al., 2002, pg. 31; Vold et al., 2004, pg. 165). Whereas; society exposed to other factors of violence, that would view media violence for self-gratification, which is influence within their social environment. Gratification presents a relationship between two variables, media violence, and violent social setting, because the two share a commonality. In other words, media violence relates to society that is already affected by violence (Green et al, 2005). Therefore, violence through aggression is stimulated, and anything other than media violence is not socially accepted within that environment. Therefore, non-violent programming would not be interested to view within a violent social setting, only media violence stems to be more interesting (Green et al., 2005). Through this process media violence would only stimulate more aggression, as it correlates within a violent setting. Planning or cultivating society is to have the political powers to control society, without such leverage, society would not respond, because society would not become

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aware (Green et al., 2005; Watson, 2002). The central key planning of society is to become culturally accepted within society through political, cultural, and economic means that benefit society (Jipguep, 2005). Understanding how violence relates to the human nature and how nature benefits through violence is one enticing element to create philosophy to inspire society, which could potentially culminate in controlling the two important variables of society, and that is social and mind control. Those that have such power, influence, and authority would be the political mainstream, which is the arm of government, and corporations, including banking systems that benefit the government and corporate interest (Watson et al., 2004). The United States and other developed nations is integrated with a culture which is the main element to socially influence violence through the means called the media, as well as other means that would stimulate aggression leading into violence (Jipguep et al., 2003). Cultures are constructed through belief system, and values. But, society has inhibited those other cultures different as being deviant, and-or criminally. This is because the media tend to influence society that such society, or societies are either deviant, and-or criminally. Also, violent video games would construct characters portraying different cultural ethnic groups from other societies that have been depicted through the media such as, news as being both deviant, and criminally (Chory-Assad, 2003). Through such concept it can affect the physiological aspect of society for example; through the brain function, which stores memory capability such as: learning socially what one observed, and retain it and through the cognitive process begin to develop intentional behavior, which reflects socially (Ansary, 2005). In lieu, to the fact

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that society is suffering from the illness of violence and there is hardly much remedy to cure such illness. What is commonly exposed through media is violence therefore; impeding healing process; by stimulating aggression within society, which would perpetuate the illnesses of excessive aggression too, influence violence within society through the means of media violence. Media violence does have potential adverse affects such as; increased violent behavior, decreased physical activity and fitness (Anderson et al., 2000). In lieu; it intensify other physiological affects such as; increased cholesterol levels at a younger age group, increased sodium intake, as well as repetitive strain injury, which is usually related to playing violent video games (Anderson & Bushman, 2002). Some researcher claimed that media violence induces insomnia, photic seizures, impairs educational performance, as well as increasing sexual activity at a younger age, and increasing violent behavior (Anderson & Bushman, 2002). Violence also increases the chances of drug intake; such as, alcohol, nicotine, which can potentially attribute to other drug exposure (Grimes et al., 2004). Media violence also attributes too decreased attention span, because of the intensified arousal interest of the child to focus more on video and media, rather than educational development. (Grimes et al., 2004). This also contributes to decreased family connection, because violent video games tend to replace most of the parental modeling within the home (Grimes et al., 2004). Also, parallel to care giving facility such as; recreational and community settings that influence video gaming that impose acts of violence. As a result, the child would become desensitize, because of the affects of the media violence would tend to cultivate the brain, and cognitive development of the child,

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which affects attitude that attributes negative social behavior. Therefore, instead of social behavior displaying attitudes of positive characteristics, it would tend too display a negative cognition of the child to develop a social behavior that either replicate through schematics that displayed either a deviant, and-or criminal behavior (Weber et al., 2006). This is what the media characteristics tend to display (Jipguep, 2003). Some earlier researcher speculated that the intent, which harbors corporation to sell video violence materials, was through the interest of uncontrollable means. Leaving no vacuum for checks and limits on information for users, which are predisposed of either deviant and-or criminal behavior the unlimited access? The intent leans no accountability for any neither intended, nor unintended incident, which may bring through cyberspace. Therefore; leaving the child to undergo social phenomenal dimension, this develops a newer social role, through learning a newer social behavior, through a new role model called cyberspace, while the parent focuses on other social influences for means of economic goals and entertainment. The child is learning from a different role model. Intended reason why the media teach violence to children The intended reason why children are influential to violent behavior may be for several reasons, however, one must view the western culture in relation to violence (Trend, 2003). In other words, violence is not a deviation from a social norm, but rather a norm (Trend, 2003). Therefore, violent representation would be viewed throughout the media in every different media outlets, because it is a social norm behavior within our society, as well as that is sells for corporate and governmental profitability (Hepburn, 1995, Trend, 2003).

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In other words; the sale of media products that reflects violent media character such as; GI Joe, Ninja Turtles, professional wrestlers, just too mentioned a few are images designed to market children to potentially learned, and displayed similar attitudes portrayed through these characters (Levin et al., 2002; Trend, 2003). As a result, it has driven children farther from social rehabilitation, and social development that would be profitable for both the children, their future and their environment (Levin et al, 2003). But, it has been a profitable to both the corporate and film industry (Hepburn, 1995; Jipguep, 2003; Trend, 2003). The fact that violence is a part of the westernized culture would be demonstrated to society, especially to children. And, the two vehicles that would transport the message; is through the educational system, as well as the media that creates, produce children programming. Since the deregulation in the early 1980’s Congress allowed corporation to manufactured, market products that do reflect the images of violent characters displayed within the media, especially violent children programming (Levin et al., 2003; Trend, 2003). Therefore, whether or not the social environment of the child is exposed to other factors of violence should not impede media violent contents displayed throughout children programming (Trend, 2003). Because, of the fact it has always been the media goal too captivate the attention of the public’s mind it would continue to displayed violent imaging especially, within children programming for the sole purpose to cultivate the child’s mind since it is within the developing phases (Jipguep, 2003; Trend, 2003). In lieu; media violence has adopted two social roles that stem to captivate the public’s mind, especially children; role modeling, and a social learning model that is designed to

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influence children to intensify aggressive behavior, which could potentially impedes social and educational development (Jipguep, 2003; Trend, 2003). Borden et al., (2002), mentioned, “This violence affects the attitudes of at least some children in their interactions with peers, and the more violence they see, the more aggressive their interaction style. This effect is strongest for children in neighborhood where violence is commonplace; the TV violence evidently serves as reinforcement” (p. 171). Therefore, children that are either exposed to other factors of violence, and secondly, violence is considered a cultural norm, violent scene within the media would be the reinforcing mechanism that will stimulate aggression in children (Borden et al., 2003, pg. 171-172). Media displays a pivotal role shifting within the child’s mind cognition determining the thought, what is the world around them? Therefore; as a result society is given this misconception since childhood that either the world around them or their social environment is a violent and unsafe haven (Jipguep, 2003). As a result, children are becoming more fearful, more aggressive, become adaptable too criminal behavior, anger, because of their perception of their world around them that was provided to them by the media (Trend, 2003). Social development of children exposed to violence within a violent setting. The social development of children begins within a social considerable environment during the beginning phases of the child’s life. However, the child development is a continual process, and in affect plays significant multiple diverse roles, especially when a child is exposed to media violence. In other words, media violence has

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become child’s social development both within most homes, and care giving facilities (Merrill et al., 2005) Media violence Pivots the child’s cognitive aggression, which can potentially develop into a violent behavior, because similarity to domestic violence, which is subcultural violence the child can socially learn to become aggressively violent through the social role of violent media character displayed in the media (Anderson, 2002, Merrill et al., 2005; Watson, 2004). Which in lieu; develops their influence to respond within a language that is socially identify within their social environment. Similarity, racial discrimination against other cultural racial ethnic groups, would develop the child perception, perspective to become likewise through either social inhibition, and-or predisposition. This observational behavior is first demonstrated through parental role (Borden et al., 2002). This is either replace or reinforce through media characters displaying the white characteristics, which portrays the good guy or hero, while the bad character displaying a minority, and-or Middle Eastern characteristics (Chory-Assad, 2003). The cognitive neoassociation theory is a study on how aggressive thoughts, emotions, and behavior tendencies, which is link together in memory (Anderson et al., 2002, pg 30). Witnessing media characters acts of violence-whether psychological, andor biosocial, displays to the child that such behavior is socially accepted within their own social environment (Anderson et al., 2002). Therefore; the child could potentially become adaptable to similar types of violence, because they would socially learned through the scriptive role displayed through the media characters (Anderson et al., 2002, pg. 30-31; Watson, 2004). Similarity to adolescents that had already encountered violence through

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either gang-interaction, other social interaction, and-or within their home setting through either parental, sibling abuse or both (Merrill et al., 2005). Adolescents would potentially become exposed to other forms of violence such as, media violence, which can potentially have social repercussion in early adulthood (Bushman, 2004). The initial phases of violence which is precipitated through a type of social script theory (Anderson et al., 2002, pg. 31), which is the development of the violent video nature. This develops a process called the cognitive schematics, which is scriptive that a child can socially learned, and would perceive of their “self”, this is a normal process through a cognitive approach of a child identifying the world around them (Merrill et al., 2005). Through this process influences the cognition aggression, which influences a social response-attitude that initiates the social behavior that exists within a relationship (Merrill et al., 2005). For example; a child whether under the guidance of either parent or older sibling viewing media violence the violent character within the media plays a role model that the child may perceived as socially accepted. This is through the child’s cognitive approach while viewing, perceiving the world around them, which in this synerio depicts the child’s socially learning, and developing violent techniques. Regarding the social development of children first social interaction relies upon the parental role, but replacement model stems to be the media violent characters displayed within children programming, and violent video game (Anderson et al., 2002). Depending upon the certain role model displayed by either parent whether it is violent, or non-violent would determined the offset of the child’s social behavior (Merrill et al., 2005). However; it is similar to other social dynamics role such as; both older and other siblings, peer-groups who are usually influential at a latter developing phase (Merrill et

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al., 2005). But, the processing is initially stems from the central role, which is the parental role (Merrill et al., 2005). Merrill et al., (2005), mentioned, “The model specific parental interpersonal schemata guide their interpretation of children’s action, thereby influencing their behavior toward children” (p. 983). Thereby, the probability of the child once entering into adulthood becoming involved with either child, and-or spousal abuse would stem a much higher negative affect. This is in lieu, too the social developing process that was imposed through the influencing of the child during the early developing phases of childhood (Merrill et al., 2005). There is less empirical evidence linking media violence to latter development of either child, and-or spousal abuse however; this does need further exploration. Although, there is sufficient evidence linking other social violence correlating with media violence, which could have potential outcomes of violent behavior during their childhood, adolescents and adulthood (Merrill et al., Watson, 2004). Conclusion, further research and recommendation Media violence affects children in several different ways; children already exposed to other factors of violence, and children in non-violent social-settings. Also, media violence would be a reinforce mechanism to children and adolescents that are already exposed to other violent factors (Anderson et al., 2002; Borden et al., 2002). As a result, children develop the desensitization that can result to antisocialism (Anderson et al., 2002). Merchandise, products such as television, computer internet games, X-box, gamecube, just too mentioned a few are leading media mechanism that tends to influence

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society, especially children. Society that embraces violent behavior have the ideological tendency to become exposed to other forms of violence such as, violent video games, cinemas, and other media outlets that displayed acts of violence. The scripts that are displayed through the characters role in media violence have become the dominating social role modeling to influence societal attitude, which culminates social behavior (Borden et al., pg. 176). Also, once a child becomes heavily exposed to media violence it would have tendencies of biosocial ramification once children enter the adolescents and adulthood (Anderson et al., 2002). Violence is a part of human and animal culture, because of the nature of aggression that pre-exist since the inception of society. However, aggression exists in certain levels of human nature, but depending upon the individual’s, and-or society predisposition in relation to aggression can determine the outcome. The problematic-issue is that media violence has a tendency too stimulate aggression especially, among children. Children already exposed to other violent factors such as; subculture of violence within a home, and community violence would tend to become exposed to other factors of violence such as, media violence (Anderson et al., 2002). It is evident that media violence influences a social role that intends society to replicate such role. Media violence has also become an additional role model within the home, and other social care giving facilities-Whether or not it is exposed to other types of violence (Watson et al., 2002). Further exploration is suggested for future research in examine two variables; media violence and secondly, children within both social environments, such as; single-

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parent and the traditional two-parent homes too determined whether or not if any causalaffect exist between media violence and aggression in children. This would perhaps determine if there is a correlation, because most researchers determined single-parent homes are more resilience to a violent setting than the traditional social setting. In contrast, to children reared within a traditional two-parent home, which provides a better opportunity of examining two different social background of the parents that can potentially determine any genetic predisposition of the child’s outcome once exposed to media violence (Watson et al., 2004). Whatever different contrasts between these variables this learner is determined to research within these areas, and hoping to discover some results, which would benefit this learner’s dissertation. Recommendation this learner would suggest for parents in non-violent social setting is to examine a closer look of their children’s television, and video game, computer habit, which is the children influential mechanism of children becoming expose to media violence. Also, avoiding their children from developing the habitual practices of violent video games, which are displayed in almost every electronic retail outlet, which is the leading media mechanism that influences children's social behavior. Influencing children attitude and social behavior should be govern by either parental and guardian social role modeling. And, adults should recognize by becoming more informed on how the media tends to supersede their parental role model, in regards to forming, cultivating their child’s attitude that precipitates their social behavior-Which could potentially supersede both their parental and educational role model. The atrocities children could potentially develop an aggressive cognition that can lead into a violent

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aggressive behavior, which could potentially lead into deviant, and-or criminal behavior (Vold et al., 2004).

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Strauss, Roger A. (2002). Using Sociology-An introduction from the applied and clinical perspectives (3rd Ed.). Rowman & Littlefield Publishers, Inc. Trend, D. (2002). Merchants of death: Media violence and American Empire. Harvard Educational Review, 73, 285-308.