Children aggression and Media violence 1

Media violence, its target children

By

David G. Caban, MBA

 Children aggression and Media violence 2

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.
 Children aggression and Media violence 3

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
 Children aggression and Media violence 4

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
 Children aggression and Media violence 5

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.
 Children aggression and Media violence 6

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).
 Children aggression and Media violence 7

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
 Children aggression and Media violence 8

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 harm
2. 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,
 Children aggression and Media violence 9

“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,
 Children aggression and Media violence 10

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).
 Children aggression and Media violence 11

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
 Children aggression and Media violence 12

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
 Children aggression and Media violence 13

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
 Children aggression and Media violence 14

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).
 Children aggression and Media violence 15

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
 Children aggression and Media violence 16

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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