October 2004
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Entertainment Media Violence: Roles for Extension ProfessionalsKimberly Greder Amina Charania Iowa State University
Do the above statistics present cause for alarm? Why are these acts occurring? What can Extension professionals, parents, and other adults do to lessen this violence? This article highlights research findings related to entertainment media violence, the process used to develop and evaluate a national satellite series on this topic, and practical applications for Extension educators. The Impact of Entertainment Media Violence on Children and Families, a national satellite series produced in 2001 by Iowa State University Extension, is a form of scholarship that demonstrates land-grant universities' ability to be responsive to societal needs (Norman, 2001). Violence in America: Whose Responsibility Is It?Violence has historically played a role in entertainment. However, there's growing consensus that media violence has become more frequent, graphic, sexual, and sadistic <http://www.media-awareness.ca/english/index.cfm>. Parents blame network television, movie, and videogame producers, and they in return blame parents. Media producers say they produce what Americans say that they want, that they are practicing freedom of expression, that it is parents' responsibility to know what their children are viewing, and that the research on entertainment media violence has flaws. Politicians have become more familiar with the research on this subject, are concerned about the potential negative effects, and are putting more regulations in place (McCain, 2000). However, regulations will only be meaningful if they are enforced--at the store and at home. Violence in Entertainment Media: What Does the Research Say?Violence in television programs and movies and its impact on children and families is not a new topic. Thirty years ago, Jesse Steinfeld, then Surgeon General of the United States, warned Americans about the negative effects of television violence on the emotions and behaviors of children, "It is clear to me that the causal relationship between [exposure to] televised violence and antisocial behavior is sufficient to warrant appropriate and immediate remedial act ion... there comes a time when the data are sufficient to justify action. That time has come" (Surgeon General's Scientific Advisory Committee, 1972). Additionally, six major medical groups warn of harmful effects of media violence on children (Congressional Public Health Summit, 2000). Studies show there is a stronger relationship between viewing violence in television programs and movies and aggressive behavior, than there is between asbestos and cancer, and calcium intake and bone mass (Bushman, 2001). Over 1,000 research studies in the past 50 years reveal there is a relationship between viewing violence in television programs and movies and aggressive behavior in children, youth, and adults. However, young children are most vulnerable to the effects of media violence because they:
Research has shown three major effects of viewing violence on television:
Criticisms of ResearchDespite numerous studies conducted on this topic, critics claim that the research is flawed and that there are other societal forces (e.g., lack of parental involvement, poverty, teenage alienation, peer group) that have led to the increased violence in America. Criticisms include that many of the studies were lab experiments and cannot be generalized to the real world, the connection between media violence and violent behaviors in viewers has not been empirically established, and most behavior is multi-determined (Fischoff, 1999). Violent Television ProgramsA typical American child spends an average of 28 hours a week (nearly 3 to 4 hours a day) exposed to television outside of school. When looking at total use of media, children between the ages of 8-18 spend more than 40 hours a week using some form of media (e.g., television, music, video games) (Roberts, Foehr, Rideout, & Brodie, 1999) outside the classroom and often as an individual effort. Time spent watching television programs and playing video games is time that children could use to read for pleasure, take a nature hike, play an instrument, or interact with family members. The National Television Violence Study (1996-98), through analyzing 8,000 hours of television and cable broadcasting, found that 60% of the programs on television were violent. Of this 60%, 4% did not show any anti-violent themes, and 40% of violent acts were perpetrated by the "good characters". When the violent acts were conducted by "bad characters," over 40% of the bad characters went unpunished. Seventy-three percent of the violence perpetrators did not show any remorse for their violent actions, and 55% of the victims did not show any pain or suffering due to violence inflicted on them. In addition, 40% of the violent acts were portrayed as humorous (Houston et al., 1992). Children may be exposed to as many as 5 violent acts per hour during prime time and an average of 26 violent acts per hour during Saturday morning children's programs. Thus, an average American child will have seen about 8,000 murders and more than 100,000 other assorted acts of violence, by the time they graduate from elementary school (Huston et al., 1992). Violent Video GamesAlthough television serves as the main source of media consumption for children, children are increasing their video game use. Approximately 10% of children ages 2-18 play video games over 1 hour each day (Roberts et al., 1999), and boys aged 8-13, on average, play video games over 7.5 hours each week (Roberts et al., 1999). In 2000, the revenues of video and computer games were as great as those of the retail software industry and significantly greater than that of the domestic film industry. According to 4th grade girls, their favorite video games are violent ones (Buchman & Funk, 1996). Andersen and Dill (2000) found that use of violent video games was related to aggression and delinquency, and the time spent playing video games was negatively related to academic achievement. Sixty to 90% of the most popular video games portray violence. Andersen (2001) also found that playing a violent video game for as little as 20 minutes causes a decrease in prosocial, helping behaviors and an increase in the following:
How Do Children Learn to Become Aggressive?Observational LearningObservation, imitation, and trial and error are key strategies used by children to learn to speak language--and to learn violence. Adults have always been models for observation; however, the extent of role modeling provided by adults has changed with industrialization and technological advances. With the advent of television, movies, and video games, parents are only one source of role modeling. Children spend many hours learning from television, movie, and video game characters. Combined, these media characters tap the audio, visual, and tactile modes of learning, thus making them very stimulating and appealing to young audiences. As a result, if caution is not taken, these media can minimize the presence of parents, teachers, and other adults in the community as role models. However, it is important to note that family attitudes and social class are stronger determinants of attitudes toward aggression than is the amount of exposure to TV. Therefore, parents have the opportunity to mitigate the potential negative effects of media violence (Huesmann, 2001). Observational learning is stronger when the identification with the character is based more on wishful thinking than on similarity with the character (Huesmann, 2001). Examples of identification with non-similar characters are popular animated violent video games and television programs. There are a number of instances where children have imitated the violent acts they see in video games and television programs in real life in terms of shooting and other violent acts in school, neighborhood, and at home. Repeated exposure over time strengthens the learning of observed violent acts. Besides observational learning, operant conditioning, a very important type for long-term learning, can play its part, especially in video games. In video games the child is an active learner as he or she makes things happen by choosing the response, targeting towards it, and finally making it happen. Moreover, this habituation becomes stronger as his or her violent response, such as shooting the target, fighting, and hitting, is reinforced by earning additional points. An Extension Response: "The Impact of Entertainment Media Violence on Children and Families," a National Satellite SeriesBased on the growing research and societal concern regarding violence portrayed via entertainment media, Iowa State University Extension produced and broadcasted a four-part national satellite series (October 8, 22 and November 5, 19, 2001): "The Impact of Entertainment Media Violence on Children and Families," to 175 sites across the nation. The use of satellite technology allowed the program to be offered in several sites (rural and urban) across the nation simultaneously. As a result, a greater number of people participated in the program than if the program had been offered in only one site. In addition, travel costs were minimized for participants if the satellite program was offered in their community. This satellite series brought together nationally recognized experts in the field of entertainment media violence to provide reliable information and practical suggestions to Extension and other family professionals. Approximately 1,800 professionals and parents were reached through this series. The Logic Model--A Framework for Measuring Program OutcomesTo help describe what was done, how it was done, and the short-term outcomes that are associated with the satellite series, the logic model framework was implemented. The logic model describes the sequence of events that links program investments to results (University of Wisconsin Extension, 2002) and is the foundation of outcome-based evaluation. The purpose of the logic model is to clarify and make precise each element of the program and help identify the process and outcomes of the program. Graphically, the logic model illustrates the relationship of the parts to its whole and helps to summarize the program processes (inputs, activities, outputs) and program outcomes (Table 1).
ResultsOutputs
OutcomesThe satellite series was evaluated to assess the extent of change in participants' and site facilitators' knowledge, attitudes, and behaviors related to potential negative effects of entertainment media violence for children and families. Short-Term OutcomesThe percentages reported below are rounded up to the nearest percent and reflect individuals who completed the evaluation forms immediately following the satellite series. Given that the response rate is low (25% for participants; 17% for facilitators), care needs to be taken in interpreting the findings so they are not generalized to the total number of individuals who participated in the satellite series. The low response rate could be due to the extensive length of the series (four programs over a 1-month period) and that there was no requirement for participants to complete the evaluation forms or for local site facilitators to return the evaluation forms to the originating institution.
Long-Term OutcomesA follow-up evaluation was conducted in March 2002, 4 months following the last satellite broadcast (November 19, 2001) to assess the extent to which the information shared during the satellite programs was retained and/or resulted in action steps taken by participants. Participants and facilitators who shared their e-mail addresses on the attendance sheet at the end of the series were sent an e-mail message asking them to complete a follow-up survey located at the Web site created for the series. When participants submitted their responses their e-mail addresses and names were not identified with their responses. The follow-up survey reported:
One hundred one participants responded to the electronic survey. A paired t-test was run to assess any significant change in attitude and knowledge before, immediately after, and 4 months after the program. The results indicated that the extent to which entertainment media violence affected children negatively was rated significantly higher (p=<.001) by participants immediately after the program (M=2.881, SD=.355) than before the program (M=2.535, SD = .558). The extent to which entertainment media violence affected children negatively was rated significantly higher (p<.001) by participants in the 4-month follow-up survey (M=2.861, SD=.375) than before the program (M=2.335, SD=.558). While the survey ratings immediately after the program were slightly higher than the 4-month follow-up responses, there was no significant difference between the ratings of these two surveys, indicating that in the 4 months between the end of the series and the follow-up survey the participants did not perceive any additional shift in attitude regarding the negative effects of entertainment media violence. A majority of participants who responded to the e-mail survey indicated that they planned to continue the activities they identified they would do immediately following the series (listed above), as well as form local committees to address issues related to entertainment media violence and include information in agency and community newsletters. Participants also stated that they need additional support to find funds to help develop educational programs about entertainment media violence (e.g., funds for staff time, resources, etc.) and brief fact sheets/handouts to disseminate to parents, volunteers, and professionals. A large number of participants expressed the seriousness they felt towards the issue of entertainment media violence after participating in the series. A majority of other responses indicated appreciation for the research shared, the media literacy content, the suggestions shared for parents and professionals working with children, and the information regarding various implications of entertainment media violence for different age groups of children. Lessons Learned for Producing a National Satellites SeriesQualitative responses to the surveys (at end of the series and 4-months later) helped to inform the suggestions below for future satellite programs.
Recommendations for Extension ActionRole of Extension Professionals in Educating About Entertainment Media ViolenceExtension has a history of assisting parents and other adult caregivers in understanding influences on child development, of speaking up for the needs of children and families, and of helping families and communities critically think about public issues affecting their lives. Mass media (e.g., newspaper articles, radio talk shows, cable television, Web sites) have long been major vehicles for Extension to share research and practical implications for families and professionals. Satellite broadcasts continue to serve as a cost-effective way to share this information, as well. This satellite series was one strategy to increase professionals' and parents' awareness and understanding of the issue, critically think about the issue, and begin to take action steps to address the impact of entertainment media violence on children and families. Suggestions for Extension Professionals
Messages Extension Should Share with Families
Additional ResourcesAdditional resources on entertainment media violence can be retrieved from <http://www.extension.iastate.edu/families/media/resources.html>. ReferencesAmerican Psychological Association. (1985). Violence on television: What do children Learn? what can parents do? Iowa State University. Retrieved July, 7, 2003, from: http://www.apa.org/pi/pii/vio&tv.html Anderson, C. A. (2001). The impact of violent video games. Iowa State University. Retrieved June 10, 2003 from http://www.extension.iastate.edu/families/media/program.anderson.html Anderson, C., & Dill, K. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78(4), 772-790. Buchman, D. D., & Funk, J. B. (1996). Video and computer games in the 90's: Children's time commitment and game preference. Children Today, 24, 12-16. Bushman, B. (2002). The impact of violent television programs and movies. Iowa State University. Retrieved June 10, 2003 from: http://www.extension.iastate.edu/families/media/presenters.html Congressional Public Health Summit (2000). Joint statement on the impact of entertainment violence on children. Retrieved June 10, 2003 from: http://www.aap.org/advocacy/releases/jstmtevc.htm Fischoff, S. (1999). Psychology's quixotic quest for the media-violence connection. Journal of Media Psychology, 4(4). Retrieved September 20, 2000, from: http://www.calstatela.edu/faculty/sfischo/violence.html Huesmann, R. (2001). The psychology of media violence: Why it has a lasting impact on children. Iowa State University. Retrieved June 10, 2003, from: http://www.extension.iastate.edu/families/media/program.huesmann.html Huston, A. C., Donnerstein, E., Fairchild, H., Feshbach, N. D., Katz, P.A., Murray, J.P. et al. (1992). Big world, small screen: The role of television in American society. Lincoln, NE: University of Nebraska Press. The Impact of Entertainment Media Violence on Children and Families. (2001). Retrieved June 10, 2003, from: http://www.extension.iastate.edu/families/media McCain, J. (2000). John McCain on families and children. June 10, 2003, from: http://www.issues2000.org/Social/John_McCain_Families_&_Children.htm Media Awareness Network. (2003). Retrieved June 10, 2003, from: http://www.media-awareness.ca/english/issues/violence/violence_entertainment.cfm Norman, C. L. (2001). The challenge of Extension scholarship. Journal of Extension [On-line], 39(1). Available at: http://www.joe.org/joe/2001february/comm1.html Oliver, M. B. (1994). Portrayals of crime, race and aggression in "reality based" policy shows: A content analysis. Journal of Broadcasting and Electronic Media, 38, 179-192. Roberts, D.F., Foehr, U.G., Rideout, V.G., & Brodie, M. (1999). Kids & media @ the new millennium. Menlo Park, CA: Kaiser Family Foundation. Rogow, F. (2001). Media literacy: A potent antidote to media violence. Retrieved May 19, 2003, from: http://www.extension.iastate.edu/families/media/presenters.html The State of Children in America's Union: A 2002 Action Guide to Leave No Child Behind. Children's Defense Fund. Retrieved July 7, 2003, from: http://www.cdfactioncouncil.org/actionguide/ Surgeon General's Scientific Advisory Committee on Television and Social Behavior, Television and Growing Up. (1972). The impact of televised violence. Washington, DC: U.S. Government Printing Office. University of Wisconsin Extension. (2002). Program development and evaluation: The logic model. Retrieved June 10, 2003, from: http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html This article is online at http://www.joe.org/joe/2004august/a4.shtml. Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property of the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational or training activities. Inclusion of articles in other publications, electronic sources, or systematic large-scale distribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org. If you have difficulties viewing or printing this page, please contact JOE Technical Support. |