This comprehensive essay and research paper presents a thorough examination of the history and potential future of violence on television.
Children and the Media
Examining the past and future of televised violence.
While telecasting may have negative effects on some children in certain situations, it can also be beneficial for others under different circumstances. However, for most children in typical situations, telecasting is unlikely to have a significant positive or negative impact.
The authors of the text are W. Schramm, J. Lyle, and E.B. Parker.
Our children’s lives are greatly influenced by television.
Stanford University imperative: 1969
(Schneider 66)
During the early years of television broadcasting, there was little concern regarding the potential harm caused by violence on TV and its effect on children. However, in 1961 and 1964, the Senate subcommittee on juvenile delinquency conducted studies evaluating different TV programs. These studies discovered that there had been an increase in the portrayal of violence and related activities over the previous decade. The committee concluded that this content contributed to antisocial behavior among young people, supporting psychologist Frederic S. Werthman’s claims made in his book “Seduction of the Innocent” that television was becoming a school for violence (Carter 11). As a response to riots and assassinations during the mid-1960s, President Lyndon Johnson established a national committee in 1968 aimed at investigating causes and prevention methods for violence (Carter 12). It wasn’t until 1972 when a report released by the Surgeon General prompted action after Senator John Pastore’s letter (Carter 2).
In 1969, Senator Pastore voiced his worries to the Secretary of Health and Welfare regarding the absence of definite information on the connection between televised crime and violence, as well as antisocial behavior in individuals, especially children. President Richard Nixon subsequently sent a letter to Senator Pastore expressing his endorsement.
Dear Senator,
I would like to inform you that I support the proposed annual survey investigating the potential correlation between depictions of sex and violence on television and the occurrence of antisocial behavior among young individuals.
There are many Americans who share your direct approach and have concerns about the ethical and artistic quality of various television programs and commercials.
I fully comprehend and support your severe condemnation of the misapplication of telecasting, as it possesses the ability to establish a profound personal connection with a diverse audience.
As the president of the Communications Subcommittee of the Senate Commerce Committee, you have successfully fulfilled your responsibility to increase public awareness and encourage public interest in this matter.
Sincerely,
/s/ Richard Nixon
(Carter 19-20)
The Surgeon General’s commission released a report called “Television and Growing Up: The Impact of Televised Violence” after three years and an expenditure of $1.8 Million. According to the report, watching violent television shows could potentially lead to aggressive behavior, although it did not offer any solutions or estimate the number of individuals affected. Moreover, the report used technical language that ordinary people found difficult to comprehend. Criticism arose from various quarters, including social scientists involved in the study who expressed frustration with its findings. However, in spring 1974, television networks started moving away from violent programs and instead focused on content suitable for families (Carter 2).
Since the early years of television, numerous experiments and surveys have been conducted to study and predict children’s behavior, revealing that understanding their behavior is extremely challenging (Gary 1). Programming for children becomes complex due to their diverse age groups and varying levels of development (Gary 1). To aid programming and research purposes, child-viewing populations are categorized into four groups: Preschool (up to 6), Juvenile (6-9), Pre-adolescent (9-12), and Adolescent (13+) (Gary 150).
Contrary to assumptions, research shows that children actively engage with what they see on the screen instead of passively watching television (Gary 33, Schneider 81). This active engagement raises concerns about excessive violence. Interestingly, statistics show that by the time a child completes high school, they will have spent more time in front of a TV screen(17,000 hours) than in a formal classroom setting(11,000 hours) (Schneider 4). Thus, it appears that children absorb more information from television than from teachers or parents. This statistic can be summarized by an excerpt from Plato’s “The Republic”.
“Do you not comprehend…”
The text suggests that we start with fictional stories for children, which, despite containing some truth, are considered as a whole. This narrative initiation occurs at a young age before physical preparation. Therefore, it is suggested to focus on influencing the mind first. The beginning is crucial as it shapes the character and leaves a lasting impression. It questions whether we should allow children to listen to any randomly created stories, which may introduce ideas that contradict our desired values for when they mature (Schneider 8-9).
Written more than 2200 years ago, this content from Plato remains relevant even today. Although Plato did not specifically refer to television, if one keeps television in mind while reading, the significance of the content can be the same as intended by Plato.
Research by Carter (29) suggests that children can learn aggressive behaviors from watching violent television shows, potentially leading to addiction with frequent exposure. However, there is also evidence indicating that positive behavior can be promoted through pro-social programming. A notable example comes from an episode of Jim Henson’s Muppet Babies where one character’s negligence in leaving roller skates out causes another character to get hurt (Schneider 79). This cartoon teaches a lesson similar to what parents often encourage their children to do – keeping toys put away – making it well-received. Children may be more inclined to pay attention and follow the instructions of a cartoon character on TV compared to their parents’. Additionally, they are more likely to believe and visualize something they see on television. In my own childhood, my parents would read Bible stories to me. It is a famous family anecdote that during the movie “The Ten Commandments,” I stood up and exclaimed, “It really did happen!” Consequently, presenting valuable lessons in a fun manner rather than resorting to punishment increases the likelihood of children learning and internalizing those lessons.
Recently, a new concept of telecasting evaluation systems has emerged, utilizing various methods. The most widely used system is the age-based system proposed by Jack Valenti and adopted by the Motion Picture Association of America (MPAA). Additionally, Tim Collins, the inventor of the V-chip, developed an alternative content-based system that rates programs on a scale of one to six degrees in violence, sex, and language. While some argue that Collins’ system provides more detailed information for parents, others believe that the age-based system is simpler and more accessible. Collins’ V-chip allows parents to block programs based on his evaluation system. In 1996, Congress mandated all new televisions to be equipped with this feature through the Telecommunications Act. Currently, except for news and sports programs which have different standards applied to them, the prevailing age-based system is used across all television programming. This consists of six guidelines: TV-Y , TV-Y7 , TV-G , TV-PG , TV-14 , and TV-M . The first two guidelines are specifically designed for children’s programs while the latter two are intended for general audience viewing. These guidelines aim to inform parents about program content so they can determine its suitability for their children.Not all parents actively monitor their children’s television viewing habits, which raises concerns. The ideal scenario is for parents to watch TV programs together with their child. However, if this is not possible, the V-chip plays a crucial role. With the V-chip, parents can adjust the rating settings to restrict access to TV shows they consider unsuitable.
Schneider (12) suggests that the modern era of children’s television began with Walt Disney’s Mickey Mouse Club in 1955. While this show marked a significant success aimed at kids, television has since experienced a decline. In 1974, there was a plateau in the decrease of violent content on shows, followed by further reduction. Consequently, the government now regulates children’s viewing habits due to parents’ inability to do so themselves. If this downward trend persists, what will be the outcome? Despite rating systems providing some cautionary measures, violence remains prevalent on every TV screen and even exists in reality. Blaming television violence solely for societal issues is too simplistic. To foster morally sound individuals capable of distinguishing right from wrong, it is crucial for more parents to actively engage in their children’s experiences and hold discussions about negative influences.
Plants Referenced
The book “Television and the Child: The Evolution and Fate of the Surgeon General’s Report” was written by Douglass Carter and published in 1975 by the Russell Sage Foundation, based in New York.
Garry, Ralph. For the Young Viewer; Television Programming for the Children at the Local Level. McGraw-Hill book company, Inc., NY 1962
Kelley, Jennifer. “The Television Rating System, The V-Chip and the Public.” Minneapolis Star-Tribune Online. Internet. 29 March 2000. Available at hypertext transfer protocol: //www.mediastudies.org/vchip/vchip.html.
Schneider, Cy. (1987). Children’s Television: The Art, The Business, and How It Works. NTC Business Books, IL.
