Media Violence, Its Target Children

Children aggression and Media violence

Media violence, its target children

By

David G. Caban, MBA

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Abstract

Media violence has affected children for the past 40 plus years. Many researchers that had study the topic on the affects media violence have on children hardly mentioned the background of their samples or participants. But yet gave it credence. However, the problematic-issue within society is that media violence has gotten from bad to worse, especially within the age of technology (Brown & Hamilton-Giachristis, 2005). This not only affects children in general, but all types of children (Grimes, Bergen, Nichols, Vernberg and Fonagy 2004; Huesmann, Moses-Titus, Podalski and Eron, 2003). Media violence not only affects normal children but children with behavior and psychological disorders.

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Table of Contents

I. Title 1

II. Abstract 2

III. Media Violence and the Influence of Children 4

a. General Introduction 5

b. Children with Behavior Disorders 6

c. Problematic Issues with Media Violence 6

d. Defining Terms 7

IV. Paradigms 8

V. Literary Review 9

a. The historical trend of media violence, as it relates to society. 9

b. Targeting children 9

c. Current literature 10

d. Predisposition to violence 13

e. Psychopathic behavior and media violence 14

f. The research problem 15

VI Conclusion 15

VII. References 16

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Media Violence and the influence of Children

Media violence such as violent movies tend to influence children cognition, which affects their attitude and social behavior (Nathanson, 2004, p. 322-323); for instance, children who are excessively exposed to media violence would stem the probability of becoming more expose to other factors of media violence, that can potentially result in social violence (Chumbley & Griffith, 2006, p. 309). For example, violent video games, and sit-coms whether or not it is designed for children, and-or adolescents programming, but also, adult programming (Chumbley & Griffith, 2006). This is the result of children that are excessively exposed to media violence, in addition, poor relational environment, which involves lack of, and-or poor parenting (Borden & Horowitz, 2002, p. 392). This can develop into desensitization towards violence (Huesmann, Moise-Titus, Podalski and Eron, 2003, p. 202-203).

Some earlier researchers claimed that children diagnosis with behavior disorders react to media violence such as violent video games different than normal children (Grimes, Bergen, Nichols, Vernberg and Fonagy, 2004). Its been suggested that violence is more harmful to children with behavior disorders than normal children, however, violence is an instrumental tool design too influence population, especially children (Levin & Carlsson-Paige, 2003). Media characters are entertainers design to influence the human mind, whether the context is either serious or humor (Gonzalez, Glik, Davoudi, and Ang, 2006).

Media violence has been determined as a social role model because it influence children attitude and social behavior; however, it tends too influence more than the traditional role modeling of both parental and educational role modeling, in addition, older siblings and extended family members (Gonzalez, Glik, Davoudi and Ang, 2006, p. 190). According to Gonzalez et al., (2004), described, “The media sometimes referred to as a culture mother, culture parent, and culture home or second family” (p. 190). Therefore, media violence is a new social role model that influences the perspective of children, which affects society, as well as the individual (Bandura, 2001).

Media violence is sometimes termed as media literacy, because it’s designed to target society, especially, children and adolescents (Gonzalez, Glik, Davoudi and Ang, 2004, p. 190). This is nothing new, but rather, a problematic-issue that has permeated society. Therefore, media literacy has been for many decades aiming too influence the minds of society, especially, children (Gonzalez, Glik, Davoudi and Ang, 2004). As a result, it becomes a surrogate parental role model including the educational system, which imparts knowledge into the minds of children, which would prelude during their adolescents up to early adulthood (Gonzalez et al., 2004, p. 191; Levin & Carlsson-Paige, 2004).

The imparting of aggressive and violent behavior or perception into the minds of children could potentially result in the cultivation of negative attitude and social behavior, which most adults failed to recognized-Because of social phenomenon reason that is suggested for further exploration (Nathanson, 2004, p. 323). Is media violence a social role model that affects children’s attitude and social behavior? And, secondly, does

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media violence affect children diagnosis with behavior disorders rather than normal children?

General Introduction

Media violence is influence in two different ways, short and long-term affects. The aim is too teach children through observation how to react in similar aggressive and-or violent ways in real-life events (Huesmann, Moise-Titus, Podalski and Eron, 2003, p. 202; Levin & Carlsson-Paige, 2003). Therefore, demonstrating to children by cultivating their minds and influencing the cognitive process, this affects values and belief systems that influence aggressive and violent behavior as social acceptable behavior (Huesmann et al., 2003, p. 201-202).

This can result in the desensitization towards violence, which displays less empathy and hostile aggression within their environment; as a result, this can potentially develop anti-social behavior, for instance, cultural difference amongst peers (Grossman, 2000; Kronenberger, Mathews, Dunn, Wang, Lowe, Li, 2004). For example, the situation with Klebold and Harris both boys were disassociated amongst their peers, but were influence by media violence, which played as ONE of the pivotal roles that influences their behavior towards violence (Anderson & Bushman, 2000). Therefore, media violence not only affects normal children, but also, children that are diagnosis with behavriol disorders (Grimes et al., 2004). Furthermore, within their environment social peers, parents and other outside influences also attribute to the influx of aggressive behavior; therefore, media violence becomes more of a reinforcement model (Anderson, Berkowitz, Donnerstein, Huesmann, Johnson, Linz, Malmuth, Wartella, 2003; Huesmann et al., 2003; Bandura, 2001).

Children who are exposed to media violence are similar while witnessing a crime; children would learn through observation that both aggressive and violent behavior does work, however, potentially providing monetary rewards (Borden & Horowitz, 2002; Huesmann et al., 2003). Therefore, depending upon the individual’s culture and social environment would vary in the adaptation of criminal behavior (Gonzalez et al., 2006; Huesmann et al., 2003). Potentially, excessive exposure to media violence can affect adolescents and early adulthood, because media violence would become an additional social role model within the home (Dietz, 1998; Huesmann et al., 2003; Levin & Carlsson-Paige, 2003).

Short and long-term affects of media violence consist of three cognitive structures (Huesmann et al., 2003, p. 201-202):

1. Schemas, which instills a belief system in children that the world is a violent place.

2. Scriptive role, this is what influences both attitude and social behavior, by mirroring media violence with real life vents.

3. Normative, which is a belief system that creates the individual perspective of their environment; for example, aggressive and violent behavior is acceptable within their environment.

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Children with behavior disorders

Some researchers suggested that children diagnoses with behavriol disorders are more aggressive as a result to excessive exposure to media violence than normal children (Grimes et al., 2005). This is not implying to the contrary that media violence doesn’t stimulate aggression in children, but rather asserting that earlier researchers never mentioned that their sample of participants have been diagnosis with behavriol disorders.

Children diagnosis with behavior disorders such as Attention Deficit Hyperactivity Disorder, Oppositional Deficit Disorder and Conduct Disorder all tend to react to violent actions much differently than normal children (Grimes, Bergen, Nichols, Vernberg and Fonagy, 2004). Children with disruptive disorders react differently with common social cues contrary than normal children. For instance, within a normal social setting normal children behave and react normally, whereas, children with disruptive behavior disorders would react much differently or the opposite. Behavior disorder children tend to react much more aggressively, because their perception of the situation is interpreted much differently their social counterparts that are normal children without any behavior disorders (Grimes, Bergen, Nichols, Vernberg and Fonagy, 2004).

Therefore, while interacting with violent video games such as, Grand Theft Auto, Games of War, just too mentioned a few normal children perceived these video games as social acceptable behavior-Especially with excessive exposure (Chumbley & Griffith, 2006; Green & Krcmar, 2005; Huesmann et al., 2003). However, children with behavior disorders would perceived it much differently, for example, observing the role of the video characters as normal, but more riskier to act it or play it out (Grimes, Bergen, Nichols, Vernberg and Fonagy, 2004). In other words, children with normal behavior would understand the role portrayed by the violent media character as wrong, therefore, understanding and comprehending the differences between right from wrong. Quite the contrary, children and adolescents can become influence that wrongful behavior portrayed by violent media characters as in violent video games is socially accepted (Bandura, 2001; Bartol, 2002; Huesmann et al., 2003).

As a result, normal children as well as children with behavior disorders are becoming more and more adaptable to a culture of aggressive and violent behavior, however, children with DBD are already instilled with the concept of aggressive actions, which can potentially become even more accessible to violent behavior (Anderson et al., 2003; Grimes et al., 2004).

Problematic issue with media violence

Media violence such as movies, cartoon, children programming and video games display acts of aggression and violent behavior to either its opponent and-or victim (Huesmann et al., 2003, p. 202). Children observed such action, but it becomes inhibited within children cognition, which affects values and belief systems (Bartol, 2002, p. 126); for example, children forming thoughts of violence, schemas, attitudes, which affects social behavior and the concept that the world is a violent place (Bartol, 2002, p. 126). As a result, cultivating the minds of children that negative attitudes and social behavior is acceptable behavior; especially, while it is display within a comedy whether it is either children and-or adult programming (Chory-Assad, 2004).

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In addition, reinforcing the concept of such aggressive and violent actions is socially accepted within the environment (Murray, 2001). Therefore, such actions affect children development; such as, a concept of the world around them is a violent place. Also children's perception of the world around them, which is Schemas and cognitions that critical, thinking skills that displays aggressive and or violent behavior (Bartol, 2002; Chory-Assad, 2004; Huesmann et al., 2003; Bushman & Anderson, 2001, p. 478-479).

Furthermore, some earlier researchers suggested that most research relating children aggression with media violence never mentioned that any of their samples had prior diagnosis for behavriol disorders (Grimes et al., 2004). Therefore, creating a gap in literature, which some researchers were able to pursue, and insist that children that are diagnosis with behavriol disorders stem to display more aggressive and violent behavior than normal children (Grimes et al., 2004).

Defining Terms:

Schematic Theory

This theory suggests that children can store acts of aggressive and-or violent behavior into memory, and as a result, adapting the culture of desensitizing to both aggressive and violent behavior (Brady, 2005). This could also affect their human development such as, adolescents and early adulthood, because this affects the human brain circuitry that interacts within the brain (Anderson et al., 2003, p. 43; Fallon, 2006).

Anderson et al., (2003), described, “Priming affects are often seen as purely short-term influence. But research by cognitive and social-cognitive scientist has shown that repeated priming and use of a set of concepts or schemas eventually makes them chronically accepted” (p. 95).

The priming of aggressive thoughts and emotional behavior scripts can in facts, become the normal responses of normal children (Kronenberger et al., 2006). For example, children who are continuously exposed to media violence stem the probability of becoming more aggressive, and perhaps violent (Huesmann et al., 2003, p. 202).

Scriptive Theory:

This theory discusses on children ability to learn aggressive script that is display through the media. This is also applicable to social learning (Anderson & Bushman, 2002). This would stem any probability that children would imitate such role modeling (Anderson & Bushman, 2002). Anderson and Bushman (2002) described that scripts are constantly rehearse, and as a result, becomes goals and action plans (p. 31).

Desensitization

The desensitization towards violence is the concept of employing violence, rather than suppressing it; therefore, becoming more adaptable to violence than the contrary (Anderson, Berkowitz, Donnerstein, Huesmann, Johnson, Linz, Malmuth, Wartella, 2003, p. 96). This is a result of children excessive exposure to media violence, because as humans we become adaptable to certain environments; therefore, children would develop

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the conceptuality by instilling a belief system that the world is a violent place (Huesmann et al., 2003, p. 202). Furthermore, through continual exposure to violence the negative emotional stimulus within the brain becomes suppressed; therefore, becoming desensitize towards violence (Huesmann et al., 2003, p. 202). As a result, children would act out aggressively or perhaps violently, such as, thinking about violence, behaving violently and condoning violence (Anderson et al., 2003, p. 45; Huesmann et al., 2003, p. 202). This can result in anti-socialism, for example, socially deprive by peers, because of cultural differences (Huesmann et al., 2003, p. 202).

Gratification

Gratification describes the link between personality factors such as, risk-takers, sensational seekers, just too mentioned a few to media violence. However, this type of behavior begins at childhood (Huesmann et al., 2003). In fact, it satifies children’s, adolescents and young adult’s obsession for violence (Green & Krcmar, 2005). For example, children exposure to violence either within the home, community would stem the probability of anticipating to watch media violence, because it is a reflection within their environment, as well as their personality; for instance, hostile, emotional feelings and empathy towards violence (Green & Krcmar, 2005, p. 72; Huesmann et al., 2003, p. 202). In other words, gaining the approval that both aggressive and violent behavior is an acceptable cultural practice within their environment (Green & Krcmar, 2005, p. 76; Watson, Fischer, Andreas and Smith, 2004).

Social Aggression

Social aggression is a form of behavior that is directed in harming another person’s self-esteem, social status that imposes social harm (Horn, 2004). It can also be describe as negative facial expression, verbal rejection and other types of non-verbal communication (Horn, 2004). This can be describing in three different ways (Horn, 2004):

1. Intent to do social harm2. Displays non-verbal communication of social exclusion.3. This behavior constructs covert form of social communication with the intent

to manipulate a relationship.This type of behavior is both a social learn behavior, as well as, a personality trait

that is predisposition to violence (Horn, 2004). For example, parents that construct children values and belief system, which may include the openness to other factors of violence; such as, media violent exposure, because it gratifies the environment (Loukas, Paulos, Robinson, 2005, p. 337).

Paradigm

The paradigm will be a positivist because humans are self-interested, pleasure seekers and are rational actors (Neuman, 2003, p. 72). Also, observable this is the basis of reality; therefore, acquiring certain values and belief systems that cultivates attitude and social behavior (Neuman, 2003, p. 72). According to Neuman (2003), described,

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“Positivist researchers prefer precise quantitative data and often use experiments, surveys, and statistics. They seek rigorous, exact measures and “objective” research, and they test hypothesis by carefully analyzing numbers from the measure” (p. 73).

Therefore it is vitally important for research to analyze carefully of the type participants involve in their studies. Because of the fact, if participants such as children, adolescents and young adults have been previously diagnosis with any type of behavior disorders whether natural or from environmental then the data gathered from any given studies may not be accurate. Especially, certain particular studies correlation or determining any causal affect media violence such as violent video games with aggressive and-or violent behavior.

Literary Review Historical trend of media violence, as it relates to society.

Since the inception of television society shifted to a sociological change that has concern several researchers (Anderson et al., 2003, p. 81-82; Brown, Hamilton-Giachristis, Catherine 2005). According to Anderson et al., (2003), described “That entertainment violence can lead to increase in aggressive attitudes, values, and behavior, particularly children” (p. 82). For instance, during the inception of television in the early 1950’s children and family witness cartoon characters such as, Woody Wood-Pecker slapping the face of either its opponent or victim, which demonstrated two things (Huesmann et al., 2003):

1. That aggressive and violent behavior does work.2. Through careful observation learning how to get away with it, especially,

children, because these programs aim at children, not as much as adults.

Nowadays, the media has displayed cartoons, movies that portrayed an intense negative response of aggressive and violent behavior; for example, cartoons such as, The Kid’s Next Door, and certain cartoons that display the character of Spiderman (Cartoon Network) that demonstrates more empathy towards violence. These actions are still observable for society to witness, especially, children, because these programs are designed to target children much less adults (Chory-Assad, 2004; Levin & Carlsson-Paige, 2003). The goal is for children to become adaptable to this type of lifestyle, by demonstrating that violence is a part of our culture (Macionis, 2000). As a result, it demonstrates a social role model for children to learn through observation; also, becoming a newer sociological change that constructs negative attitude and social behavior, which is integrated socially (Anderson et al., 2003, P. 82).

Targeting children

According to Anderson & Bushman (2002) suggested while children observed media violence they are learning aggressive scripts (Anderson & Bushman, 2002, p. 31). The aggressive and violent behavior portrayed by media characters displayed characteristics of more empathy towards aggression and violence; such as, hostile acts, bitter frustration against either its opponents and-or victim (Anderson & Bushman, 2002,

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p. 31). Although in most cases it is displayed within humorous context the intent of the message influencing social aggressive behavior, such as, peer and relational behavior is rampant. However, in the movie Spiderman and Mean Girls, reveals the result of social aggression, which reinforces the negative concept handling social and relational disputes (Chory-Assad, 2004). As a result, children become adaptable by instilling a belief and value system that affects their social cognition that affects their social interactions amongst their peers (Anderson & Bushman, 2002; Bandura, 2001).

Media entertainment such as news media, sitcoms and other children programming can be harmful to children, for instance, violent graphics and other types of aggressive and violent behavior that children would observed would stimulate the arousal of aggression in children (Anderson et al., 2003, p. 82). As a result, children would become adaptable to such culture, and as a result would potentially imitate, rehearse either similar aggressive and-or violent behavior that they witness through the media (Anderson et al., 2003, p. 82; Grossman, 2000). For example, learning how to use a gun, professional wrestling which displays both verbal and physical aggressive behavior against their opponent and-or victim (Anderson & Bushman, 2002; Anderson et al., 2003, p. 83). As a result, children can develop priming aggressive thoughts, which stimulates aggressive and violent behavior that can be integrated socially (Anderson et al., 2003, p. 83; Borden & Horowitz, 2002, p. 392; Grossman, 2000).

The goal of the mass media is to target children through marketing advertisement such as toys, foods, video games and also movies, such as, Spiderman and Mean Girls (Horn, 2004). This can affect by instilling values and belief system, which develops cultures; for example, cross-feeding which is a communicational method of sending messages that identifies children role within society; such as, racial identity, as well as teaching them to hate people (Becker, 2005; Levin & Carlsson, 2003, p. 431; Huesmann et al., 2003, p. 202). As a result, this intensifies physical aggression such as, aggression and violent behavior that can have serious biophysical and legal ramification (Anderson et al., 2003, p. 83; Watson et al., 2001). For instance, teaching children to hate another culture and-or race (Levin & Carlsson, 2003, p. 431-432).

Current Literature

Studies have shown that media violence display within the home can be control if intervention on the part of the parents would have occurred sooner (Nathanson, 2004, p. 321). The problematic-issue that parents failed to intervene in the display of violence within the home, theater and-or other location that children would become more prone to view media violence (Nathanson, 2004, p. 321-322). Nathanson, (2004), described that media literacy program was designed in both the intervention and too determined how parental responsibility had previously failed, which resulted in children becoming more exposed to violence (Nathanson, 2004, p. 321). As a result, children had become more desensitize towards violence, because once exposed to media violence without any intervention can result in the adaptation towards violence, which affects children development; such as, cultivating children’s attitude and social behavior, although, it demonstrates aggressive and violence behavior, but it is demonstrated as socially acceptable behavior (Nathanson, 2004, p. 321).

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Through this process media literacy failed, because instead of playing the role modeling of explaining the harmful effects of violence it provides a false concept that aggressive and violent behavior is socially acceptable within children’s environment (Anderson & Bushman, 2002; Brown, Hamilton-Giachristis and Catherine, 2005; Nathanson, 2004, p. 321).

The aim for media literary was to teach children from kindergarten through adolescents that certain programs that displays aggressive and violent behavior are not socially acceptable behavior; however, through social phenomenal children misinterpret such notion believing the contrary, For instance, believing in the concept that both aggressive and violent behavior is acceptable behavior (Nathanson, 2004, p. 322). This concept is based on mediation, which aims was to educate children of the harmful effects of media violence; however, some researchers believe that this concept of teaching children the harmful affects of media violence has failed, because of other social phenomenon’s; such as, children environment that could had influence a negative response to the program displayed (Nathanson, 2004, p. 321). For example, the mediation of treatment was to desensitize away from violence; but instead, it increase the influence of aggressive and violent behavior, because children would tend to store and encode certain aggressive and violent behavior displayed through the media (Anderson & Bushman, 2002; Nathanson, 2004, p. 322).

As children grow older what they observed through either media, parental, family and peer violence would become more diverse and abstracted; therefore, this response becomes automatic within their perspective and social interaction (Huesmann et al., 2003, p. 202). Also, through schematics theories children cognitive schemas of their environment begins to arouse; such as, aggressive portrayal that may have been portrayed within the media is imitated by children, for instance, embracing the conceptuality that the world is a violent place; therefore, developing that perception, which instills fear and intensify the arousal of aggression (Huesmann et al., 2003, p. 202; Jipguep, Phillip-Sander, 2003; Levin & Carlsson-Paige, 2003). As a result, children would become bias to others within their social environment, which intensify the arousal of aggression this can elevate to violent behavior (Huesmann et al., 2003, p. 202). In fact, media violence portrays itself as part of the environment that portrays aggressive and violent behavior; therefore, it persuades as an instrument to influence its viewers what is reality; especially, children because children’s brain is within the developing phase (Huesmann et al., 2003, p. 202; Jipguep & Phillip-Sanders, 2003). As a result, children would stem the probability of not only becoming bias to others within their environment, but would also, portray through imitation of what was portrayed through the media (Huesmann et al., 2003, p. 202).

Media violence such as violent movies can tend to drift the minds of children away from normal development into a state of mind that distracts, as well as, imposing fear in children (Grimes et al., 2004, p. 154). For instance, violent movies such as, Spiderman and Mean Girls has similar affects on children, as do with parenting, older sibling, friends and the way children interact within their environment (Grimes et al., 2004, p. 154). This affects another form of aggression called social aggression, which inputs harm on another individual’s and-or groups social status and-or social role or both within society (Horn, 2004). However, there ahs been less literature available that determines any relation between aggression, social aggression and violent with the two

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movies called Spiderman and Mean Girls. In addition, it is the goal of this study to determine the validity and reliability of correlating this researcher’s variable with these two films. Other studies have already determined the affects that violence such as, social and media violence has on children. Therefore, media violence such as movies, violent video games, cinemas, just too mentioned a few has the similarity of interacting socially, and teaching children through observation (Huesmann et al., 2003; Jipguep & Phillip-Sanders, 2003). This not only affects normal children, but also children diagnosis with behavriol disorders (Grimes et al., 2004, p. 154-155).

The problematic-issue at hand is the study of media violence, because most of its participants lack in the awareness of suffering of what are called disruptive behavriol disorders; for instance, the State of Kansas and Great Britain performed a study of how media violence affects children; such as, cognitive schemas which distracts the attention span of children from a normal healthy development into a state of mind of aggressive arousal (Grimes et al., 2004, p. 154). According to Grimes et al., (2004), described “That within the United States children in public schools is mixed in a sense of normal children and children diagnosis with behavriol disorders” (p. 154). To differentiate between these two different types of students may not be easy, because both sets of children tend to appear normal; therefore, through test assessments and school psychologist can determine which children are normal and those who suffer from disruptive behavriol disorders (Grimes et al., 2004). Children who are diagnosis with disruptive behavriol disorders are listed as, children diagnosis with attention deficit hyperactivity disorder, oppositional deficit disorders, and conduct disorders (Grimes et al., 2004, p. 155). Grimes et al., (2004), described that children that do suffer from DBD would tend to be more affected by media violence, because of a permanent psychological disorders than normal children (p. 155). However, normal children can suffer as a result to excessive exposure to media violence, but children diagnosis with DBD have more of a vulnerability to their stimuli, because their stimuli tends to present a misinterpretation to certain social cues; for instance, normal children may react to certain social cues as expected, however, children with DBD would respond differently (Grimes et al., 2004, p. 155).

In regards to normal children these children may react to social cues in a normal sense; however, there are still affected by violence, because violence whether or not it is media or social triggers the cognitive stimuli within children (Dietz, 1998). According to Dietz (1998), described, “A wide variety of media message can act as teachers of values, ideologies, and beliefs and provide images for interpreting the world whether or not the designer are conscious of this intent” (p. 426). Therefore, media violence such as violent video games and movies does portray violence against women, such as, women as sexual objects (Dietz, 1998, p. 426). In addition, developing the conceptuality of gender identities in children, which can portray negative portrayal of women and minorities; for instance, women are often portrayed as the beautiful sex symbol, by demonstrating beauty that appeals to men (Dietz, 1998). In contrast, to men who tend to defend the women, as well as, acting out more aggressively and violently than their women social counterparts (Dietz, 1998, p. 426-427). Furthermore, white maleness figure would tend to be the superhero figure, whereas, minorities are often portrayed as the enemy (Dietz, 1998, p. 427; Levin & Carlsson-Paige, 2003).

Some earlier researchers suggested that children that are excessively exposed to media violence would also stem the probability during early adulthood of developing a

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behavriol addiction to gambling online; also, Internet addiction, such as, pornography and developing other dependant personality (Chumbley & Griffiths, 2006, p. 308; Watson et al., 2001). For instance, mood disorders, tolerance and other social conflicting activities, which can develop anti-socialism that can develop since childhood (Chumbley & Griffith, 2006). Therefore, suggesting that children and-or adolescents that are aggressive would stem a stronger likelihood of playing excessive violent video games and viewing media violence; also, potentially becoming more exposed to other factors of violence (Huesmann et al., 2003). However, to determine causal affect is very difficult; therefore, asserting a correlational affect because it involves other biopsychosocial and environmental variables that correlates with media violence (Brown & Hamilton-Giachristis, Catherine, 2005; Chumbley & Griffiths, 2006; Huesmann et al., 2003; Verlinden, Hersen, and Thomas, 2000, p. 9).

Predisposition to violence

Children who are diagnosis with the predisposition to violence would stem the likelihood of becoming expose to other factors of violence, such as, media violence, because children as well as adults have the genetic aggressive trait that has the genre of media violence (Green & Krcmar, 2005). In other words, they can better relate to other factors of violence, such as, media violence, because it is a reflection of their personality (Green & Krcmar, 2005). For example, children with personality disorders have the similar genre to the characteristics displayed in media violence (Green & Krcmar, 2005, p. 72). Although, children within most settings are intermingled together; in other words, both sets of children such as, normal children and children diagnosis with behavior disorders appear to look normal (Green & Krcmar, 2005, p. 72-73; Grimes et al., 2004).

This present as a potential problem of earlier findings, because perhaps some of the earlier researchers sample participants may have been diagnosis with behavior and psychological disorders; therefore, this may have been have been an oversight on the part of the researcher (Grimes et al., 2004; Weber et al., 2001).

Children that are diagnosis with certain types of psychopathic disorders such as, learning disorders, mental retardation, communicational disorders and pervasive developmental disorders are all categorized as children suffering from psychological behavioral disorders (Huesmann et al., 2003, p. 213; Kronenberger et al., 2004, p. 726; Grimes et al., 2004, p. 155). However, in research studies in the past studies correlating media violence with aggression and violent behavior these same disorders were categorized as children with behavior disorders (Grimes et al., 2004). In other words, non-normal children tend to react to social violence differently than normal children.

Children with behavior and psychological disorders can better relate too violence, because their stimulus reacts differently, as almost with opposite responses, whereas, normal children would not (Grimes et al., 2004). This is not to suggest the contrary, because violence does affect normal children as well as children with DBD, because their brain is still within the developmental process (Huesmann et al., 2003, p. 213). Also, children with the predisposition towards violence are affected by media violence. Media and social violence is a reflection to his or her personality or genre, because they are more prone to violence (Green & Krcmar, 2005). Therefore, social and media violence

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can become the reinforcement model to instill the cultural habit of violence (Bandura, 2001).

The aim of the mass media is to target society, especially, children (Jipguep & Phillip-Sanders, 2003; Levin & Carlsson-Paige, 2003). Demonstrating that media violence does have social influences similar to role modeling portray by both parental and educational role modeling (Dietz, 1998; Huesmann et al., 2003, p. 202).

Earlier findings showed that the results gathered from one study suggested that the results were not the same (Grimes et al., 2004, p. 160). For example, children diagnosis with disruptive behavior disorders showed more facial expression than normal children; quite the contrary, some normal children displayed similar facial features (Grimes et al., 2004, p. 170-171).

The finding gathered supported the first hypothesis, which hypothesized, Grimes et al., (2004), “The measure of consistency between participants self-reported reactions to the stimulus and observed facial expression” (p. 170). For example, children with DBD showed a higher score for facial expression for both fear and anger films, in contrast, to normal children (Grimes et al., 2004, p. 172…See Table 2). In addition, children with DBD also displayed more facial expression on enjoyment than normal children; however, this is because children with DBD express more internal emotion regardless of their emotional state of being (Grime et al., 2004, p. 172).

Psychopathic behavior and media violence

Neuropathology discusses how the brain operates; especially, how it interacts within an electrified society; for example, a similar real life event mirroring what is displayed through media violence (Anderson et al., 2003, p. 43; Funk, Baldacci, Paswold and Baumgardner, 2004, 136). Children within this setting would act on impulse; because of cultural acceptance that both aggressive and violent behavior is an acceptable form of behavior within their environment (Funk, Baldacci, Paswold and Baumgardner, 2004, p. 136). For example, within children’s stimuli both aggressive and violent behavior interacts within the environment; therefore, creating a covariance of two variables that interact (Anderson et al., 2003, p. 43; Neuman, 2003). For example, most children movies are associated with the use of a weapon, as a result, children could potentially learn through observation, which could become stored into memory (Anderson et al., 2003). Furthermore, children can imitate such negative behavior socially as a means settling any social dispute (Anderson et al., 2003). Similarity, as to what happened with both Klebold and Harris.

Children that witness violence with the use of a weapon would stem the probability of replicating such role modeling (Anderson & Bushman, 2002). This develops a semantic memory, because it involves scriptive, which are rehearse and schematics, which are stored into memory; therefore, it is unfortunately utilized to settle social disputes (Anderson & Bushman, 2002).

Media characters influence children development, because it consists on priming cognitive aggressive thoughts with real life experiences (Anderson et al., 2003, p. 44; Palmer & Young, 2003). Furthermore, both aggressive and violent behavior can have both short and long-term affects; however, depending upon the individual this problem can persist (Anderson et al., 2003, p. 44; Crocker, Muesser, Drake and Clark, 2005).

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The research problem

Earlier studies had little or none ever mentioning more information on their samples background, which is crucial while determining the level of affects that media violence has on children. However, this only affects children within an electrified society, but some societies; such as, the Fiji Islands became affected once they became exposed to media violence (Becker, 2004).

Furthermore, children within an electrified societies are affected by media violence; for example, children of color, and-or other minorities are targeted by the media (Jipguep & Phillip-Sanders, 2003; Levin & Carlsson-Paige, 2003). However, a majority of this population resides within the lower social economical statuses of society (Levin & Carlsson-Paige, 2003); therefore, intermingling with other factors that attribute towards violence; such as, poverty and poor parenting (Huesmann et al., 2003, p. 202; Levin & Carlsson-Paige, 2003).

Researchers in the past have always focus on lower social economical statuses of society to level the amount of aggression and violence. As a result, convinces the reader as well as the overall population that violence in relation to media violence exists only in certain segments of electrified population, which is NOT correct. Media violence is the same as social violence; therefore, it can exist within any population whether rich or poor.

Furthermore, children residing within middle and-or upper social classes of society can also be affected by violence, such as domestic and social violence (Huesmann et al., 2003). Media violence does exist within each different environment, poverty, middle and upper class (Huesmann et al., 2003, p. 202). But, the area of lessor consideration is the background of sample participants utilized from earlier studies, and it is recommended by this researcher to closely examine potential participants background. Because whatever results obtain includes the individual’s cultural background and perception of his or her environment (Grimes et al., 2004; Kronenberger, 2005).

Recommendation for future researchers is too determined two factors; the affects media violence such as violent video games has on two sets of children, normal children and children with behavior and psychological disorders.

Conclusion

This can result for children to become adaptable to a violent actor within society; therefore, they would act out more aggressive socially, which can potentially result to deviant, and-or criminal behavior. This not only affects social behavior, but also most especially affects biopsychosocial consequences, that can result to abnormal physical development, which has serious consequential affects. Therefore, movies such as, Spiderman and Mean Girls stem the probability of demonstrating to children how too portray aggressive, social aggression and violent behavior that can be integrated socially.

Media violence also affects children that are born with the predisposition to violent behavior, because it can become a self-gratification, which is a reflection of one’s social environment. This is also true for children who inhibit violent behavior. Therefore, media violence which is a social role model does correlates with other biopsychosocial

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variable, because it provides to society self gratification, which suggest that cultural violent behavior is an acceptable practical behavior. It is obvious that media violence can be difficult to determine any causal-affect, because of other biopsychosocial variables that already pre-existed that makes media violence more of a contributor, but rather a reinforcement to influence aggressive and violent behavior. Therefore, media violence stimulates aggression in children that can potentially result to violent behavior, because it reinforces acts of violence.

Researcher that determine that media violence has no correlational affect that stimulates aggression to children does present good argumentable assertion, because some earlier researchers never mentioned that any of their participants may be suffering from any type of social illnesses that may relate to violence. Media violence would only stimulate aggression, which can potentially enhance to violent and psychopathic behavior, especially children, because their mind is within a developmental process.

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Media Violence, Its Target Children

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