Media Influence on Students

chel arens use of media is interact almostly in the family (cf. Bryant, 1990). telecasting is an essential bankrupt of family life. Viewing occurs mainly with other(a) family members, especially for vernal pincerren. For instance, in one longitudinal study, more than 70% of the time that 3- to 7-year- doddering kidren spent watching general interview programming occurred with a parent (St. Peters, Fitch, Huston, Wright, Eakins, 1991). Moreover, television habits are formed early. The amount of television viewed is manywhat persistent from age 3 onward, probably because it depends on family patterns that do not change readily (Huston, Wright, Rice, Kerkman, St. Peters, 1990).The process of breeding is composite and multifaceted. The nestling should negotiate a series of vital tasks as he or she grows. The child must protect a sense of attachment to buzz off, father, and family (Bowlby, 1988). Then the child must move through the phases of separation and individuation (Mahler, Pine, Bergman, 1975). Here, the baby begins to move toward organism a soulfulness (i.e., toward developing an internalized world of notion, emotion, and sagacity that will facilitate the baby to be autonomous and self-regulating). From there, the child must start to deal with his or her issues of sexual identity, competition, power, and insertion in the group, elements that Freud (1933/ 1964) termed the Oedipal phase.The relationship between unconscious mind fantasy and the growth of the personality brook be lowstood from the followingThe growth of the personality occurs with the maturation of the perceptual apparatus, of memory as hearty as from the hoarded experience and learning from reality. This process of learning from reality is connected with the development and changes in unconscious fantasy. There is a constant fight with the childs invincible fantasies and the encounter of realities, good and bad. (Segal, 1991, p. 26)It is also been asserted by experts tha t media is somewhat unethical for children.Television with its extreme reaching influence spreads transversely the globe. Its most signifi sack upt part is that of reporting the impertinents and sustaining communication linking people around the world. Televisions most prominent, yet most stern own is its shows for recreation. Violence in pastime is a main issue in the growth of violence in society, Violence is the exploit of ones powers to mete out mental or physical injury upon another, and exemplars of this would be go against or murder. Violence in entertainment attains the public through television, movies, plays, and novels.On July 26, 2000, officers of the American Medical Association, the American Academy of Pediatrics, the American Psychiatric Association, the American Psychological Association, the American Academy of Family Physicians, and the American Academy of Child and Adolescent Psychiatry issued a Joint Statement on the bear on of Entertainment Violence on Chi ldren, which was subsequently endorsed by both houses of the United States Congress.At this time, well over 1,000 studiesincluding reports from the Surgeon Generals office, the National fetch of Mental Health, and numerous studies conducted by leading figures within our medical and public health organizationsour own members expressOverwhelmingly to a causal connection between media violence and aggressive behavior in some children. The conclusion of the public health community, based on over thirty years of research, is that viewing entertainment violence can lead to increases in aggressive attitudes, values, and behavior, particularly in children. (Joint Statement on the Impact of Entertainment Violence on Children, Congressional usual Health Summit, July 26, 2000).The effect of entertainment violence on children is complex and variable. Some children will be affected more than others. But while duration, intensity, and extent of the interlocking whitethorn vary, there are se veral measurable negative effects of childrens exposure to violent entertainment. We in no way mean to imply that entertainment violence is the sole, or even inescapably the most important factor contributing to youth aggression, anti-social attitudes, and violence. Nor are we advocating restrictions on creative activity.The map of this document is descriptive, not prescriptive we seek to lay out a clear picture of the morbid effects of entertainment violence. But we do hope that by articulating and releasing the consensus of the public health community, we may encourage greater public and parental awareness of the harms of violent entertainment, and encourage a more unsophisticated dialogue almost what can be done to enhance the health and well-being of Americas children (Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000). parvenu interactive digital media have become an integral part of childrens lives. Near ly half (48%) of children six and under have use a computer (31% of 0-3 year-olds and 70% of 4-6 year-olds). Just under a third (30%) has played video games (14% of 0-3 year-olds and 50% of 4-6 year-olds). Even the youngest children those under two are widely exposed to electronic media. Forty-three percent of those under two watches TV every day and 26% have a TV in their sleeping room (the American Academy of Pediatrics urge parents to avoid television for children under 2 years old). In any given day, two-thirds (68%) of children under two will use a screen media, for an average out of just over two hours (205). (PR Newswire 10/28/2003)Moreover, children at elementary level constantly struggle between fantasy and reality can be seen in the childs deep ambivalence concerning accepting the struggle between whats real and whats made up. The child frequently attempts to obliterate differences, particularly those existing between the sexes and the generations. The child wants to be everything he or she wants to be his or her own cause, he or she wants to be unlimited. The child wants to be a boy and a girl to be his or her own father and mother to know everything without learning and so forth. One can readily see that TV (as well as movies and video games) can be experienced as a means to gain the delusion of seraphic those wishes.However, teachers and parents distinguish that fantasy and daydreams persist to play an active, at times predominant, aspect of the childs development all through his or her formative years. In many cases, it is not until early adolescence that we see children able to assimilate their fantasies with acute thought in a way that make certain that external reality takes an increasing hold off over perception, reasoning, and behavior. Although many more years are required before the child matures into a person who adeptly and constantly discriminates the internal from the external in a usually integrated fashion. It is this slow an d accruing process of thought and fantasy being integrated with the resultant increase in the growth of the personality that seems to undergo the most inhibition when the consumption of media images becomes extreme or defensive.Childrens animated surveys show how outer, media-based images mimic the form of unconscious fantasy. The cartoon is a psychologically charged, exciting portrayal of fantastic (animated) characters. Its form is simple An under traverse (disguised child) comes into conflict with others (the top dog = parents or older children). There is danger, threat of destruction or death that is conquering in a magical and effortless fashion where pleasure and laughter are the outcome.The Coyote wants to eat the Roadrunner Elmer Fudd wants to horse around Daffy Duck. Throughout complex and irrational activities, the victim triumphs over the villain. Furthermore, there are no real consequences legal tender to the use of immense aggression and force. Magically, all charact ers reappear in the next cartoon and the cycle of conflict and decree, pleasing the childs wish to overcome limitation and smallness, is repeated once more.Further, teacher in classroom can develop the childs ability to be creative, to construct a transitional space (Winnicott, 1978) within which to form new blends of inner and outer, is inhibited to the degree that the childs mind is saturated with media-based images, characters, stories, and inspiration. The child must transform the raw stuff of both his or her inner and outer world in a pleasing synthesis in order to feel truly knowledgeable and in charge of his or her existence.The passivity by-product of TV viewing leads to a restraint of autonomous inspiration and produces what teachers are seeing more and more anxious, irritable, angry, and demanding children who are unable to play and who demand to be entertained in a mode that approximates their experience of TV viewing.The use of drugs and alcohol utilize the same mechani sms as TV to achieve their psychological effects. As the nerve center users body and mind are chemically altered, deep unconscious fantasies of security, charisma, power, or limitlessness are activated. Hence, Winn (1985) was completed in describing TV as the plug-in drug as the use of TV to fend off depression, anxiety, and conflict is identical in its function to that of drugs and alcohol.The faction of instant gratification can be seen to plea to the usual wish to be the satisfied infant sucking at the breast a mere cry, the ease up and the bliss of satisfied sleep. The reality is unfortunately much more difficult, for what we see are increasing meter of frustrated, angry, and uncooperative children, experiencing their wishes as demands, and their hopes as entitlements.However, learning is fundamentally based on more about how to pass away effectively with children on the subject of coping with the intimidating aspects of their environment. It is significant to recognize th at some level of hero-worship is suitable and indeed may be important to survival in certain situations. On the other hand, overburdening children with fears of horrendous disasters that are either unavoidable or highly unlikely to threaten them personally may add undue stress to the procedure of growing up.Because television is one of childrens main sources of information about the world, we need to be capable to make reasoned decisions about what to expose our children to and when. We also require being able to explain crucial features of life to them in an age-appropriate way that preserves their youthful optimism while support necessary and suitable precautions.Work CitedBowlby J. (1988). A secure base Clinical applications of attachment theory. London Rutledge.Bryant J. (Ed.). (1990). Television and the American family. Hillsdale, NJ Lawrence Erlbaum Associates. Freud S. (1964). New introductory lectures on psychoanalysis (standard edition, 22). London Hogarth Press. (Origina l work published in 1933) Huston A. C., Wright J. C., Rice M. L., Rerkman D., & St. M. Peters ( 1990). The development of television viewing patterns in early childhood A longitudinal probe. Developmental Psychology, 26, 409-420. Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000. Also Available At http//www.aap.org/advocacy/releases/jstmtevc.htm Mahler M., Pine F., & Bergman A. (1975). The psychological birth of the human infant. New York Basic Books. New Study Finds Children Age Zero to Six Spend as Much clipping With TV, Computers and Video Games as Playing Outside One in Four Children Under Two make a TV in Their Bedroom. WASHINGTON, PR Newswire 10/28/2003 Also Available at http//www.findarticles.com/cf_dls/m4PRN/2003_Oct_28/109334573/p1/article.jhtml Segal H. (1991). Dream, thaumaturgy and art. London Tavistock/Routledge. St. M. Peters, Fitch M., Huston A. C., & Wright J. C., & Eakins D. (1991). Television and families What do young children watch with their parents? Child Development, 62, 1409-1423. Winn M. (1985). The plug-in drug Television, children and the family. New York Penguin Books.