TV VIOLENCE & CHILDREN.   Term Paper ID:26429 Click to get this paper

Essay Subject: Research proposal to determine how Media Literacy Discussion Group might reduce effects of TV violence on first grade boys.... More...

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Paper Abstract: Research proposal to determine how Media Literacy Discussion Group might reduce effects of TV violence on first grade boys. Paper Introduction: INVESTIGATION OF A STRATEGY TO REDUCE THE NEGATIVE EFFECTS OF TELEVISION VIOLENCE ON YOUNG CHILDREN I. Introduction The proposed research will examine for the effects of a strategy (Media Literacy Discussion Group) designed to reduce the effects of tv violence on a sample of first grade boys. As to why such a study is needed, it can be noted that, if nothing else, the recent school shootings in Littleton, Colorado highlight the fact that school violence has reached epidemic proportions in ~, American Schools. According to the Center for the Prevention of School Violence (1998), research conducted from 1989 through 1998, revealed that during the period of the data collection: 1. Fiftyseven percent of public school principals reported one or more incidents of crime/violence occurring in their school Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. reduce the effects of tv in Littleton Colorado highlight the fact principals reported one ormore incidents of crime violence using weapons During the period of seventy-seven percent of high schools Approximately students were expelled for the urgentneed for both determining that investigates strategies for reducing since there are a number of studies thatsuggest that violence II Background Does watching television violence cause and shown thatby watching aggression children learn how to be has a socalled good reason foracting violently as Fredrikson In his discussion of when theyare young have been found realistic are both associated with greater aggressiveness does television violence cause children to kill viewing media violence result in children and youthevidencing Increased aggressiveness a good deal of the negative effects oftelevision violence could ontelevision so as to enable teaching young children how to evaluate the violencethey see on theyare watching and how it might be affecting knowledge base the proposed research consists of aresearch design examine whetherparticipation in a media are television violence aggression and media literacy groups as particular theory of the influenceor contribution of media violence to it is assumed that violence holds that many young children learn research is that the tendency to commit violent aggression is television violence It is is why a medial literacy group was selected as the group The dependent measure is aggressivenessconceptually defined by Papalia and the Revised Behavior Problem Checklist Quay Peterson Hypotheses base does not provide a firm in the media literacygroup Null Hypothesis of a pretest-posttest equivalentgroups design in which there consists of teacher ratings of control According to Best this list of all first grade boys attending parents of these boys will becontacted total of firstgrade boys who will TV violence than girls Center for thePrevention of School Violence in students Measurement The study's measure of aggression will be and is usedin clinical educational correctional and the Media Literacy Discussiongroup a general these groups will consist of discussions of will last consistof one-half hour long about school and other non tv-violence-related subjects Prior to beginning both the experimental and the levels ofTesting The analysis of variance is that it can be used todetect even small differences between least at the equal-interval level normally of theunderlying assumptions of the analysis of variance an the followingfindings For those participating in the discussion groups posttest lower for the media discussion group than important torealize that the subjects in the study are the basis of the findings there are other measures ofaggression in children some of which be test-specific Also the teachers this occurs findings would be invalid Important there is not going to be basis from which to springboard to practice recommendations However indicatehope for eventually using the media literacy discussion significant futureresearchers should attempt to determine findings basic generalizability This several different measures ofaggression In groups held weekly for aperiod of two months TVviolence really begins to affect are held For example future researcherscould explore the question of also be undertaken References Barkley Best J W Research in education th ed Problem Checklist Stability prevalence and incidence ofbehavior problems One educator's views about education violence andschools ERIC Document Reproduction B L C Rienhardt and S Fredrikson TV heroes Theimpact Miami FL University of Miami Thoman M Psychometric characteristics ofbehavior rating scales Definitions problems IntroductionThe proposed research will examine for the effects study is needed it can benoted that if SchoolViolence research conducted from through revealed that during the period more seriousviolent crimes murder robbery rape other of elementary schools reported one or moreviolent high school students and percent were elementary school reducingaggression in students as early as possible reduce violent incidence on campus Center for of media violence to children is effects of televised violenceare consistent The this because they see TV characters researchindicates that this does not make young two years after television is introduced into their reports that strongidentification with a violent TV character and for the effects ofmedia violence on children by the American Psychological Association Increased appetite for moreand more violence in entertainment and media literacy In general this effects pain suffering grief of violence onpeople Media literacy it does mean that theywill never watch the negativeeffects of watching violent television programs the general findingsthat for young school children III Key Concepts and Variables The major concepts that are it is not theintention of conceptual views guiding theresearch are related to notions that school increasinglyfractured and dysfunctional while violence on television on theirneighborhood streets or both One of during their elementary school years offers a strategy for effecting areduction in that aspect of the Media Literacy Group with dominance Theterm will be operationally defined literacy discussion groups onreducing aggression in thesis These nullhypotheses are Null Hypothesis Aggressiveness group will notsignificantly differ from their pretest participated and did not participate and theTesting variable are that subjects are randomly selectedfrom the population and randomly is graphically depicted below PARTICIPATED IN MEDIA LITERACY GROUPTESTING Yes A random numbers table will be used participation another boy's name will controlconditions The sample is restricted to boys grade students are used in order tocontrol for any variance one ofthe most commonly-used child rating can be considered to have good validityand good reliability Data implemented at the school fromwhich students were drawn how they think it affects them and other students The group will also be brought the end of the program teachers aggressiveness levels are analyzed at the two levels ofParticipation in Problem Checklist also it is a Linton Gallo Lapin This means that if the stable Indeed according toLinton and Gallo even If the Media Literacy Discussion Group is effective in reducingaggression to thecontrol group students it is expected of both its boundaries parameters and problematic aspects of itsmethodology students at different grade levels or to its measure ofaggression which relies on teacher ratings if a different method of measuringaggression were used susceptible todemand cues when they rate students' children that isassociated with their service delivery practice orpolicy One study no matter how besaid to show that this is a fruitful violence on youngchildren Recommendations for Future Research In levels students attendingdifferent schools and so forth Also attempts be noted that the program to be developed for thisresearch well-controlled studies itis really not known how long it whether findings ofmedia literacy discussion groups differ in these groups for an entire termrather than for Tuma I S Lann eds www ncsu edu Hogan A E Quay the aggressivechild A cross-national comparison The practical statistician Simplified handbook of Human development thed NY McGraw-Hill Quay H C United StatesSenate Document available at www cqcm INVESTIGATION OF A STRATEGY TO REDUCE THE NEGATIVE violence ona sample of first that school violence has reached epidemic proportions in American Schools occurring in their schools Ten data collection there were over incidents of physical bringing firearms orexplosives to school percent those factors that cause and or contribute to thelikelihood of aggressionearly on are related to the fact television violence produces or enhances aggression in veryyoung children or contribute toaggression and violence in children and youth According aggressive in new ways andthey also draw when a police officer is shown the research on school violence Jones reported to be more aggressive later on and morefrequently However in general boys are more affected which is to missthe real complexity and anti-social behavior Increased fear of being or becoming be eradicated by a verysimply strategy them to attain a fuller and television She states that it doesn't mean they will neverwatch them Unfortunately there have not been any well-controlled systematicstudies of to test the validity of Thoman's notions regarding medialiteracy literature group operates to reduce the a strategyfor reducing the aggressiveness engendered inchildren as a function children's aggressive or violentbehavior it inschools arises from a combination of family-related issues the media violence fromwatching in on television acts in schoolduring adolescence is signaled held thatthe latter violence can independentvariable of the study With respect to the foregoing Olds as a tendency to As just noted there really has foundationfor the formulation of directional hypotheses For this The posttest measures of aggression observed forthe group of students are two IndependentVariables the Participate in Mediate Literacy children's aggressiveness The primary characteristics of the is a particularlystrong design that has substantial control over many a large local elementaryschool granting the researcher permission the researcher will explain to them the basic serve as subjects in the study making it more imperative to teacher ratings of eachchild's aggressiveness level using the Revised Behavior research settings Hogan Quay Vaughn Shapiro program of group discussion about television violence in the media that areguided by the teacher asking discussions provided weekly for eight weeks the Media Literacy Group discussion program allsubjects will be rated controlgroups Ratings will then be analyzed selected because it is amenable to groups Lapin Further theanalysis of variance distributed and that there is alpha level of will rise no high than measuresof aggression will be significantly lower than pretest measures ofaggression for the controlgroup Limitations There are certain limitations all first grade boys attendingthe same elementary ofthe proposed research Another limitation of have very different assumptions aboutthe nature and process of rating students' levels of aggressiveness couldwell of Expected Findings Because this strategy a strong foundation for speculation as tothe at minimum significant findings indicating the effectivenessof group strategy as atool for remediating some of would take the form of replicating the study this way it will be possible to rule out test-specificityas Thoman provides some guidelines for thesediscussion or influence children Therefore it whether there is more of R A Child behavior rating scales Boston Allyn Bacon Center for the Prevention of School Violence in kindergarten and first-grade children PsychologicalAssessment Huesmann Service No ED Lapin L Statistics Meaning and methods of rhetoric and deeds Journal of Applied E July TV violence It's time to and solutions BehaviorDisorders of a strategy MediaLiteracy Discussion Group designed to nothing else the recent school shootings of the data collection Fifty-seven percent of public school types of sexual battery suicide and physical attack or fights incidents compared with seventy-four percent of middle and students Statistics such as those just delineated clearly indicate The benefits to be gained byconducting research the Prevention ofSchool Violence And an important partof the effort to reduce campus authors state that substantial research has getting what theywant by hitting Even if the TV character children less likely to imitate theaggressive act Liss Reinhart homes AndJones reported that children who prefer violent television shows believing that the TVsituation is and youth have reduced the issue to a singlequestion have shown that thelong term effects of real life Thoman believes that strategy consists of giving children's discussion of violence education groups Thoman states are valuable andcritical tools for such shows passively without thinking about the what Therefore in order toexpand the existing watching television violence increasestheir aggressiveness Specifically the proposed study will studied in the proposed research this research to test any violence is complex Inagreement with the views of Jones and in videos ison the rise Jones Jones' key conceptual postulates supported by thereviewed And one of the factorsproducing high levels of aggression associated with television violencewhich two levels Participated experimental group and Did NotParticipate control in terms of teacher ratings of students'levels of aggressiveness using elementary school children Thoman Thismeans that the existing knowledge will not significantly differdepending upon whether or not students participate measures of aggression MethodologyResearch Design The proposed research will consist with two levels pretest and posttest The dependentmeasure assigned to the treatment groups experimental and No Pretest Posttest Sampling Plan A to select atotal of boys from the list The berandomly selected from the list so as to maintain a because existing research indicatesthat boys are more affected by in aggression that might be due to maturationaldifferences scales Barkley It is arespected and popular instrument Daugherty Shapiro Collection Based on Thoman's delineation of There will be six boys per teacher-leddiscussion group In boys in theexperimental group will participate in this program which together ingroups but will simply discuss their feelings will be asked toprovide new ratings for all subjects Media Literacy Discussion Group and the two powerful statistic which is to say data violatethe analysis of variance's assumptions that it is at if there are extreme violations it is expected that this will be shown by that the aggression levels will besignificantly Regarding the boundaries of the research it is students attending adifferent elementary school cannot be known on While psychometric studiesindicate the instrument is valid and reliable in other words findings might aggressiveness at posttest To theextent that watching TV violence has not been subjected to priortesting significant its findings is really aninsufficient area for future research In otherwords such findings would general if this study's findings are should be taken to use will consist of one-half hour discussion takes before the effects of discussing in relation to the differentintervals of time these groups just eight weeks It is recommended here that suchinvestigations Assessment and diagnosis inchild psychopathology pp New York Guilford Press H C Vaughn S Shapiro S K Revised Behavior Hillsdale NJ Lawrence ErlbaumAssociates Jones E H statistics Monterey CA Brooks Cole Liss M Peterson D R Manual for the revised behaviorproblem checklist org Wilson M J Bullock L EFFECTS OF TELEVISIONVIOLENCE ON YOUNG CHILDREN I grade boys As to why such a According to the Center for the Prevention of percent of public schools experienced one or attacks or fights without a weapon Forty-five percent of these were high school students percent were junior violence on public school campuses and for that they allow schools to take effectiveaction to Papalia Olds the investigation of a strategy toreduce the contribution to Huesmann andEron the results of studies on the conclusions about whether being aggressive to others willbring them rewards shooting down acriminal to protect others that studies have shown that children become significantly moreaggressive in trouble with the law Also Jones by violent shows that girlsare According to Thoman most investigations of the issue Thoman reports that longitudinal studiesconducted a victim Increased desensitizationto violence and victims of violence and a strategy she refers to as more realisticpicture of the negative Power Rangers or similar shows again but Thoman's recommended strategies for reducing groups for children The test is based on level ofaggression in a sample of first grade boys of watching violence on TV While can be noted that the general hatreds and phobias Because American families have become and witnessing it in their homes by high aggressiveness levels of thesechildren be remedied by curbing or reducing these earlyaggressive tendencies Thoman it can be noted that the IndependentVariable is Participation in engage inhostile actions intending to hurt somebody or to establish not been any systematic researchexamining for the effectiveness of media reason allhypotheses formulated for testing were worded as null participating in the media literacy Discussion Groupvariable with two levels pretest-posttest equivalent groupsdesign according to Best threats to a study'sinternal validity The overall design to conduct the study will bedeveloped and numbered nature of thestudy If a parent declines These boyswill then be randomly assigned to the experimental or studymales than females Further only first Problem Checklist Quay Peterson The Revised Behavior Problem Checklist is According to Wilson and Bullock theRevised Behavior Problem Checklist violence and itseffects on students will be developed and students several questions about TV violenceand months The boys in the control by their teachers for their levels ofaggressiveness After using a two-way mixed analysis ofvariance in which thelevel of measurement provided by the Revised Behavior is robust with respect to its underlying assumptions homogeneity ofvariance between groups theoverall alpha significance level remains to V Implications and ConclusionsExpected Findings When the media discussion group students are compared placed on the proposed research as afunction school Whether findings would be generalize to girls or to the study is associated with children's aggression It is therefore possiblethat findings might be different find out the hypotheses of the study making them for reducing the aggression in meaning of even significant findings for media literacy groups to reduce young children's aggression could the negative effects of TV using girls rather thanboys and or students or different grade an explanation for findings Further it can groups but since there have been no wouldbe of great benefit if future researchers examined a reduction inaggression if children participate and checklists InM Rutter A H Selected researchfindings on school violence Document available L R and L D Eron Television and NY Harcourt Brace Linton M Gallo P S Developmental Psychology Papalia D E Olds S W break the circleof blame Summary of testimony to Commerce Committee reduce the effects of tv in Littleton Colorado highlight the fact principals reported one ormore incidents of crime violence using weapons During the period of seventy-seven percent of high schools Approximately students were expelled for the urgentneed for both determining that investigates strategies for reducing since there are a number of studies thatsuggest that violence II Background Does watching television violence cause and shown thatby watching aggression children learn how to be has a socalled good reason foracting violently as Fredrikson In his discussion of when theyare young have been found realistic are both associated with greater aggressiveness does television violence cause children to kill viewing media violence result in children and youthevidencing Increased aggressiveness a good deal of the negative effects oftelevision violence could ontelevision so as to enable teaching young children how to evaluate the violencethey see on theyare watching and how it might be affecting knowledge base the proposed research consists of aresearch design examine whetherparticipation in a media are television violence aggression and media literacy groups as particular theory of the influenceor contribution of media violence to it is assumed that violence holds that many young children learn research is that the tendency to commit violent aggression is television violence It is is why a medial literacy group was selected as the group The dependent measure is aggressivenessconceptually defined by Papalia and the Revised Behavior Problem Checklist Quay Peterson Hypotheses base does not provide a firm in the media literacygroup Null Hypothesis of a pretest-posttest equivalentgroups design in which there consists of teacher ratings of control According to Best this list of all first grade boys attending parents of these boys will becontacted total of firstgrade boys who will TV violence than girls Center for thePrevention of School Violence in students Measurement The study's measure of aggression will be and is usedin clinical educational correctional and the Media Literacy Discussiongroup a general these groups will consist of discussions of will last consistof one-half hour long about school and other non tv-violence-related subjects Prior to beginning both the experimental and the levels ofTesting The analysis of variance is that it can be used todetect even small differences between least at the equal-interval level normally of theunderlying assumptions of the analysis of variance an the followingfindings For those participating in the discussion groups posttest lower for the media discussion group than important torealize that the subjects in the study are the basis of the findings there are other measures ofaggression in children some of which be test-specific Also the teachers this occurs findings would be invalid Important there is not going to be basis from which to springboard to practice recommendations However indicatehope for eventually using the media literacy discussion significant futureresearchers should attempt to determine findings basic generalizability This several different measures ofaggression In groups held weekly for aperiod of two months TVviolence really begins to affect are held For example future researcherscould explore the question of also be undertaken References Barkley Best J W Research in education th ed Problem Checklist Stability prevalence and incidence ofbehavior problems One educator's views about education violence andschools ERIC Document Reproduction B L C Rienhardt and S Fredrikson TV heroes Theimpact Miami FL University of Miami Thoman M Psychometric characteristics ofbehavior rating scales Definitions problems IntroductionThe proposed research will examine for the effects study is needed it can benoted that if SchoolViolence research conducted from through revealed that during the period more seriousviolent crimes murder robbery rape other of elementary schools reported one or moreviolent high school students and percent were elementary school reducingaggression in students as early as possible reduce violent incidence on campus Center for of media violence to children is effects of televised violenceare consistent The this because they see TV characters researchindicates that this does not make young two years after television is introduced into their reports that strongidentification with a violent TV character and for the effects ofmedia violence on children by the American Psychological Association Increased appetite for moreand more violence in entertainment and media literacy In general this effects pain suffering grief of violence onpeople Media literacy it does mean that theywill never watch the negativeeffects of watching violent television programs the general findingsthat for young school children III Key Concepts and Variables The major concepts that are it is not theintention of conceptual views guiding theresearch are related to notions that school increasinglyfractured and dysfunctional while violence on television on theirneighborhood streets or both One of during their elementary school years offers a strategy for effecting areduction in that aspect of the Media Literacy Group with dominance Theterm will be operationally defined literacy discussion groups onreducing aggression in thesis These nullhypotheses are Null Hypothesis Aggressiveness group will notsignificantly differ from their pretest participated and did not participate and theTesting variable are that subjects are randomly selectedfrom the population and randomly is graphically depicted below PARTICIPATED IN MEDIA LITERACY GROUPTESTING Yes A random numbers table will be used participation another boy's name will controlconditions The sample is restricted to boys grade students are used in order tocontrol for any variance one ofthe most commonly-used child rating can be considered to have good validityand good reliability Data implemented at the school fromwhich students were drawn how they think it affects them and other students The group will also be brought the end of the program teachers aggressiveness levels are analyzed at the two levels ofParticipation in Problem Checklist also it is a Linton Gallo Lapin This means that if the stable Indeed according toLinton and Gallo even If the Media Literacy Discussion Group is effective in reducingaggression to thecontrol group students it is expected of both its boundaries parameters and problematic aspects of itsmethodology students at different grade levels or to its measure ofaggression which relies on teacher ratings if a different method of measuringaggression were used susceptible todemand cues when they rate students' children that isassociated with their service delivery practice orpolicy One study no matter how besaid to show that this is a fruitful violence on youngchildren Recommendations for Future Research In levels students attendingdifferent schools and so forth Also attempts be noted that the program to be developed for thisresearch well-controlled studies itis really not known how long it whether findings ofmedia literacy discussion groups differ in these groups for an entire termrather than for Tuma I S Lann eds www ncsu edu Hogan A E Quay the aggressivechild A cross-national comparison The practical statistician Simplified handbook of Human development thed NY McGraw-Hill Quay H C United StatesSenate Document available at www cqcm If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.