The development of kids is a very fragile process both from the early ages (less than ten years) to the puberty age (above 11 years). These young members of the society are in the phases of growth where they are always towards exploiting new things the universe has to offer them. By this, therefore, any external stimuli have the capacity of shaping what they grow up to be. One of the major concerns regarding the development of the modern day kids is the increased aggression and violent behaviors that kids display owing to their exposure to violent content in the media. The topic is still heavily contested with some researchers still claiming other factors to be the cause of the increased violent reactions among these young individuals. The scholars of this view are of the conclusion that exposure to violent material through the media has no direct correlation with anti-social and anti-civic behaviors ( Ferguson & Colwell, 2018 ). However, most of the scholars that have researched this area have ended up to settle for the observation that most of the violent behaviors in some adults and young adults have been traced back to their lives as their kids where they were exposed to violence content ( Baker-Henningham & Walker, 2018 ). The high delinquency rates among juvenile victims are also associated with the violent tendencies they were exposed to through the different media forms. Video games and movies have been identified as being the leading platforms where the kids are exposed to violent activities and actions. The paper is aimed towards understanding how these violent media sources influence the development of kids and how these violent tendencies are manifested. In having a better understanding of the problem, the paper will provide a brief description of the nature of media the kids are exposed to.
The Description of the Media
The two main media sources of violence for kids are video games and films. Video games related to all the virtual games that the kids are exposed to allowing them to control a defined environment through being given different challenges. In as much as there are many types of games including racing and other sporting activities, violent mission-based games have been the most attractive source of entertainment for the kids (Gentile, Bender & Anderson, 2017). In most of these games, the player is tasked with completing missions where they are required to complete missions through the use of weapons and fighting. In the mission, there is always the enemy that needs to be “killed” for one to be able to win (Søndergaard, 2016). In other games, there is a combat between two players (kids) whereby the winner is the one that kills the other. In films, violent-based stories show a hero who wins through violent means whereby they fight off the enemy to win a price or “save the day.” More to this is that the films and the games give a vivid reality of how these weapons are used especially guns. In games, for example, the player (kid) is allowed to use a variety of guns and select the type of bullets that can be used for the different missions (Gentile, Bender & Anderson, 2017). With the growing use of virtual reality, kids can “explore” more into these games and have a much closer reality with fighting and weapons.
Delegate your assignment to our experts and they will do the rest.
The Reason for the Increased Consumption of Violent Materials
The development in technology has been attributed to the increased effect of violent content to the kids. One of the reasons through which this has been possible is due to the ease of accessibility. Cable television has made it easy for households to access a variety of materials and with the linking of all the televisions in the house with, kids spend much of the time in their rooms watching these violent materials especially in the absence of the parents or guardians (Kumar, 2016). More to this is that kids can access different games over the stores or through the internet without having to get the consent of the parent or guardian and therefore, this makes it easy for the material to be possessed. The improved graphics in video games are making these entertainment options for kids more attractive and real. It is becoming much easier for the kids to relate the weapons and fighting techniques with real-life experiences (Gentile, Bender & Anderson, 2017).
In as much as the parents may play their parental role in restricting their kids from gaining access into these misdirecting media sources, the internet and also presence of online games that can be played even through the smartphones make the containment of this risk a challenge (Søndergaard, 2016). It is worth noting that most of the kids end u engaging in online duels where there are competitions between real players (the kids). The trill of such competitions makes these kids want more of the games.
Effects of the Violent Media on the Development of the Kids
Exposure of kids to violent content has ended up affecting their development negatively in terms of how they react with their surroundings including reactions to stressing or challenging situations and how to show emotions to others. One of the ways upon which these kids have been affected in their development is in terms of the ease of them becoming aggressive and violent. Exposure to violent films has ended up making these kids have very close relation with violence and aggression in their dealings including demanding for things even if the thing is not theirs (Calvert et al., 2017). Additionally, these kids have ended up viewing violence as the only possible solution that should be used to get them out of tough situations. The long exposure to violence missions and the need to use violence and aggression to win makes the kids develop an understanding that violence is the ultimate solution for any challenge that they are facing (Landau et al., 2015). More to this is that these kids tend to become more violent and aggressive in their dealings if they are located in an environment (at home/ community) that is also violent (Maneta, White & Mezzacappa, 2017). This is because such exposure makes the kid have the belief that violent activities in games and films can be replicated in reality. Therefore, this makes it easy for the kids to end up using violence within those around them.
Long time exposure to these films and movies make the kids finding it easy to use weapons, fight and even kill. Kids are at the development stage of their lives, and as a result, their level of curiosity is at its peak. As a result, therefore, they tend to be easily influenced by the things happening around them and also replicate the same in their day to day interactions with their peers (Dillon & Bushman, 2017). As a result, therefore, the longtime exposure to guns makes kids develop an interest in these weapons and always seek for a chance to exploit the same. Additionally, these mission games make kids find it easy and fun to fight to get revenge, winning, showing authority and even as a form of wanting to be dominating among peers and therefore, the prevalence of fighting among these kids is very high (Dillon & Bushman, 2017). Most of the kids that are in the juvenile systems for killing had their first killing exposure in films or gaming (Dillon & Bushman, 2017). By this, therefore, it is becoming more evident that the tendency of a kid to use a gun, to fight and even to commit a murder is influenced by their exposure to violent events in films and games.
Computer games have been associated with the one main advantage that is, increasing the thinking capacity of the players (Ferguson & Colwell, 2018). This is because of the many missions that the player is subjected to and the limited option that they are provided with. However, it is worth noting that these games also aid in harnessing the fight-or-flight thoughts of the player. To kids who are exposed to too much of gaming, tend to have no skill of dealing with a situation aside from running away from it or confronting it in an aggressive manner (Gentile, Bender & Anderson, 2017). By this, therefore, kids exposed to a lot of gaming end up having poor problem-solving skills including mediating and forgiving each other. This is because their only solution any situation, as defined by their games, is either to run away and hide or fight the enemy (Gentile, Bender & Anderson, 2017).
Kids exposed to these violence media sources for a long time end up lacking empathy as a social skill. Empathy is important for one to feel remorse towards others including being ready to help them when they are in a bad situation that is exposing them to pain or any other of harm. However, these games and films show a villain that has no mercy and will always have to cause pain to its victim ( Ferguson & Colwell, 2018 ). By this, therefore, it becomes very difficult for the kid to have the heart of helping any person that may seem to be in need. In the long run, this may end up leading to bullying others. This is because, aside from the kid not having remorse on other kids, there is an inner drive that makes them want to explore the fighting techniques that the game has exposed them to. As a result, the kid may end up starting picking at the young kids within the school whom they can easily fight off ( Ferguson & Colwell, 2018 ).
The anger management capacity of kids exposed to too much violence through films and games is another challenge. The games and films aid in the negative development of the kids capacity to manage stressing events including anger. The villains in the film are in most cases motivated by their anger toward revenging or even fighting for justice. By this, therefore, the kids develop an attitude that views anger as a feeling that should direct one towards aggression (Boxer, Groves & Docherty, 2015). These situations make the kids have a challenge in managing their anger which is something that they may end up growing up within the future as adults (Baker-Henningham & Walker, 2018).
The negative development attributes that these kids end up having due to violent films and games also affects their social interactions negatively. Most of such kids tend to be loners who prefer alone time where they can play more games or watch more films. More to this is that there are those that are social and interact with others, but such interactions are not retained for long. This is because these kids lack the capacity of understanding others, treating them with empathy and also the preference of violence as a solution towards dealing with any problem that tends to come across time (Calvert et al., 2017). More to this is that such kids tend to be feared by most of their peers. This is because of the bullying tendencies that make them a threat to others ( Ferguson & Colwell, 2018 ). Their preference for fighting games (which may be genuine) ends up being viewed as bullying by their peers who reduce their interaction with them. In the long run, the kids may end up finding himself alone prompting them to be more agitated.
Solution for the Problem
The only viable solution towards dealing with this challenge is by guardians and parents reducing screen time for the kids. These kids need more time to explore nature and their environment. There is a need for the kids also to foster healthy social interactions with their peers, and this will only be made possible if the screen time has been reduced (Pati, 2016). Exposure to films and games has not only been identified with exposing kids to violence but also too risky behaviors (especially young adults) such as smoking, substance abuse and irresponsible sex. By this, therefore, reducing the watching time will provide the kids with an avenue to explore other elements of development effectively (Pati, 2016).
Discussion
In as much as movies and games have been used as a form of entertainment for kids, the content presented determines the effect it will have on the kids. Increased violence content in these films has been a cause of alarm because it is associated with aggressive and violent behavior among these kids. As a result, therefore, a series of criticism has been placed against these films. The reason behind a growing challenge to monitor what the kids are watching or playing is due to the technological advancements allowing the kids to watch even at the privacy of their rooms and play even when outside the house. The main development effects that these is the increased aggressive behavior of the kids in dealing with different situations and this is due to the ease of using guns, fighting and other weapons as they are used to in the games and the movies they watch. The kids exposed to too much violence end up losing empathy for others hence making them not ready to help, and in other cases, they end up bullying their peers. Their problem-solving skills become a challenge something that makes them antisocial because the other kids cannot have them around. Reducing screen time will serve as the best solution because it will allow the kids to have some time with other kids so that they can develop social skills.
References
Baker-Henningham, H., & Walker, S. (2018). Effect of transporting an evidence-based, violence prevention intervention to Jamaican preschools on teacher and class-wide child behavior: a cluster randomized trial. Global Mental Health , 5 .
Boxer, P., Groves, C. L., & Docherty, M. (2015). Video games do indeed influence children and adolescents’ aggression, prosocial behavior, and academic performance: A clearer reading of Ferguson (2015). Perspectives on Psychological Science , 10 (5), 671-673.
Calvert, S. L., Appelbaum, M., Dodge, K. A., Graham, S., Nagayama Hall, G. C., Hamby, S., ... & Hedges, L. V. (2017). The American Psychological Association Task Force assessment of violent video games: Science in the service of public interest. American Psychologist , 72 (2), 126.
Dillon, K. P., & Bushman, B. J. (2017). Effects of exposure to gun violence in movies on children’s interest in real guns. JAMA Pediatrics , 171 (11), 1057-1062.
Ferguson, C. J., & Colwell, J. (2018). A meaner, more callous digital world for youth? The relationship between violent digital games, motivation, bullying, and civic behavior among children. Psychology of Popular Media Culture , 7 (3), 202.
Gentile, D. A., Bender, P. K., & Anderson, C. A. (2017). Violent video game effects on salivary cortisol, arousal, and aggressive thoughts in children. Computers in Human Behavior , 70 , 39-43.
Kumar, A. (2016). The Killing Screen. International Journal of Advanced Research in Management and Social Sciences , 5 (1), 212-219.
Landau, S. F., Dvir-Gvirsman, S., Huesmann, R., Dubow, E., Boxer, P., Ginges, J., & Shikaki, K. (2015). The effects of exposure to violence on aggressive behavior: The case of Arab and Jewish children in Israel. Hebrew University of Jerusalem Legal Research Paper , 16-19.
Maneta, E. K., White, M., & Mezzacappa, E. (2017). Parent-child aggression, adult-partner violence, and child outcomes: A prospective, population-based study. Child abuse & neglect , 68 , 1-10.
Pati, S. (2016). Adult film ratings to stop kids lighting up. Bull World Health Organ , 94 , 82-83.
Søndergaard, D. M. (2016). New materialist analyses of virtual gaming, distributed violence, and relational aggression. Cultural Studies? Critical Methodologies , 16 (2), 162-172.
