Relation between Electronic Media and Crime by Kids - Research Paper Example

Relation between Electronic Media and Crime by Kids s Learning Introduction The range of media by which children have access to has tremendously increased to date. Take the example of books, magazines, radio, and films and add the dozen of cable Ers, video games and millions of internet sites that children have access to; the big question is to do these entertainment gargets have a hand in what is seen as increased criminal activities in our societies today as compared to the times of previous generations. The truth is a dense electronic bath in which children are immersed to today have increased not only in industrialized countries, but also other societies of the world (American Psychological Association, 2002). The nation’s main concern is a bout the content and its impact to the society, and whether there is a relationship between the content children receive from the media and in particular television programs and the way children grow up to behave as responsible adults. The answer is definitely, yes. A recent study indicates that 93 percent of children who live in electrified urban centers and rural areas do have access to television sets (American Psychological Association, 2002). This is 50 percent more than those who live in areas with out electricity. Importantly, these children in urban areas do spend on average of three hours in a day watching television programs. The question is does that account for the high level of crimes in these particular areas as compared to areas where children do not have access to television sets? Shockingly, children are exposed to high levels of violent images on daily basis with many countries accounting for an average of five to ten aggressive acts per hour (American Psychological Association, 2002). Proponents of the “compass theory” have argued that there is close relationship between what the children get from the mass media particularly television programs and their behavior (Freedman, 2002). The theory provides that depending on a child`s experience, value, cultural environment, and the content they receive from the media provide an orientation, a frame of references, which determine the direction of a child’s own behavior. What should be clear is that the child does not necessarily behave copy rightly as the content was in the media but these images they see provide a model and standard for what these children may tend to consider normal and acceptable (Media Awareness Network, 2011). A common norm among children is that the more aggressive male heroes are on television programs the more fancied they are by young men from different cultural backgrounds. It not surprising that boys would chose action heroes as their role model more than any other media image known, whether religious or political leaders. These trends vary from one location to another, but significant to the subject matter is that it is stronger in high crime neighborhoods and war zones (American Psychological Association, 2002). On the contrast girls will tend to see popular stars as their role models. However, there are some elements of violence in this population, and what important is to understand that a child’s cognitive development during the early stage of growth is very important this is because young infants can be able to imitate both models as well as what they watch on the television. Children learn by seeing and imitating others and at times they and up doing things without their understanding, but what they see on television (Welsh, Siegel & Senna, 1999). Children exposed to high dosage of violence tend to grow up imitating this particular hero, whether their actions were justified or not. Some of these television programs indicate that violence is best way of solving conflicts and problems especially since they show that the movie hero always win and never gets into trouble for their violent acts, but instead applauded for their efforts (Freedman, 2002). The fact that these programs show that the movie hero is justified in one way or another for their violent acts, which act as the pillar for the children’s violent behavior as they grow up. This is because in one way or another they try to justify their violent acts, thus leading to increased chaotic behavior (Media Awareness Network, 2011). Some of the lessons children pick from television programs, which mostly are camera trick show that the hero in the film can never loose an arm, leg or die on the scene. Therefore, children want to be like these main characters, and at times end up doing stories that can either injure their friends or themselves. This makes the children to engage in dangerous activities, such as fights and wresting, which they watch in the movies and horror scenes (Welsh, Siegel & Senna, 1999). On the other hand the bad guys at all times are 100 percent justified for the violence against them (Kristen, 1999). That is the television programs portray a phenomena of good against evil. Therefore it is okay to shoot a “bad guy”. This make the children to grow up knowing that violence is the only way to revenge or get what one want, thus when they do commit this crimes (Kristen, 1999). An important element that cannot go unmentioned is the fact that these children are not only exposed to violence alone, but also acts of rape, terrorism, kidnapping and assaults by dangerous weapons. This then leaves the children with a span of curiosity; wanting to be a hero by trying what they saw on the television. This programs also go ahead to show case how these crimes and violence are planned and executed. Therefore, these children already have plan they only need replace the role played, but the characters in the programs with themselves and they are set to go (Freedman, 2002). In 2007, one of the best evidence of the role played by electronic media, particularly the television came to pass. It was the worst robbery in the history of Los Angeles. Two bank robbers who were inspired by a movie, called HEAT, and decided to take more than two hundred policeman in a street fight. This particular movie HEAT gave the two men great inspiration and not that they needed to carry out this plan (Media Awareness Network, 2011). Not only films movies and programs, but also advertisements play a very big role towards children behavior in the society afterwards. The nature and content of some advertisements do encourage children to develop a scene of curiosity. For example, through cigarette advertisement on the television is not mainly intended to encourage children to smoke; but they get the awareness on their existences, and it is this that later encourage them to taste and consequently end up being addicted to the same. Alcohol advertisement also plays the same role as that of cigarettes (Welsh, Siegel & Senna, 1999). As that is not enough, some advertisements are very persuasive advertisements make many children desire to own the product and their parents or guardians cannot, they end up engaging in criminal activities such as theft bulling or even burglary in order to own these commodities (Freedman, 2002). Another evidence that electronic media does influence the behaviors of children in the society and by influencing them to commit crimes is the 1999 act by a seven year old boy in Dallas who killed his little brother with a “close line” maneuver (Media Awareness Network, 2011). He had let see on a wrestling show. However, this has not stopped wrestling from being broadcasted and children continue to be exposed in these aggressive scenes of violence. Proponents of this subject matter argue that there is a physiological effect on media violence that leads to aggression according to them. Exposure to violent imagery is link to increase heartbeat, faster respiration and higher blood pressure. Therefore, some think that this exposure to violent images stimulates fight and response, which predispose people to act aggressively in the real world (Welsh, Siegel & Senna, 1999). Certainly, it can be argued that not all forms of crime and violence witnessed are as a result of television violence and it is also true that some children would be affected more than others by the television violence. What can also be taken for granted are the facts the effect of television violence lead this “At risk” children to be more aggressive than they would have been (Media Awareness Network, 2011). And although the group especially “at risk” might be minority viewers; they are always a majority aggressors after being influenced by the violent electronic programs (Media Awareness Network, 2011). Conclusion In sum, those who are against this debate argue that there is no any concentrate relationship between crimes committed by kids and the programs they watch. The above discussions are facts of such crimes that have been committed as a result of being inspired by the television and the debate will still continue. However, a strong concern is that the content shown to children by the mass media does not show any value to virtue moral and human life particularly when human characters are given to robots and cartoons. Advisably, the television media should step up and act as the real ambassador of moral values and virtues. References American Psychological Association (2002, September 28). TV Violence. Retrieved from www.kff.org/entmedia/upload/Key-Facts-TV-Violence.pdf. Freedman, J. L. (2002). Media Violence and Its Effect on Aggression: Assessing the Scientific Evidence. Toronto: University of Toronto Press. Kristen, H. (1999). Tale from the Scene. Retrieved from education-medias.org/.../Tales-from- the-Screen-Enduring-Fright-Rea... Media Awareness Network (2011). Retrieved from www.emsb.qc.ca/en/pdf_en/.../MNet_NR_MLW_May2511_EN.pdf. Welsh, B., Siegel, L.J. & Senna, J.J. (1999). Juvenile Delinquency: Theory practice and Law. New Brunswick, NJ: Transaction Publishers. Read More