Cover
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Teen
Violence: Does violent media make violent kids?
By TERESA MALCOLM
NCR Staff
As shocking episodes of youth
violence unfold in one all-American community after another -- Pearl, Miss.;
Paducah, Ky.; Littleton, Colo.; and now Conyers, Ga. -- grief and
incomprehension fuel a demand for answers, an explanation of how young people
from seemingly good homes and average backgrounds could commit such
astonishingly brutal deeds.
Video games, TV shows and movies, music and Web sites that
celebrate violence figure high on the list of the usual suspects.
By any measure, these forms of popular culture have an enormous
impact on shaping the imaginations of young people. Yet for some who study the
situation in times of calm as well as crisis, the predictable thrust and parry
of media critics and defenders that follow the latest tragedy often raises all
the wrong questions.
Suspicions of direct cause-and-effect are important. Did scenes of
a student shooting his classmates in the movie The Basketball
Diaries, for example, push a given child to walk into school and start
shooting? However, experts say such thinking may obscure the more pervasive
social effects of violent programming.
The mean world syndrome
The impact may not be on potential perpetrators, but on the
rest of the population, who begin to believe that violence is inevitable, that
crime is everywhere and that they must be afraid, said Sr. Elizabeth
Thoman, a member of the Sisters of the Humility of Mary and executive director
of the Center for Media Literacy in Los Angeles, Calif.
Thomans center produces media literacy programs for schools
across the country.
She said the public fear generated by media violence -- the
mean world syndrome -- shows up in all sorts of socially toxic
ways, from a diminished sense of community to tough on crime
legislation, from barred doors to the death penalty.
Perspectives such as Thomans, however, have been largely
shunted to the sidelines in the aftermath of Littleton and now Conyers, Ga.,
where six students were injured May 20 when a sophomore opened fire.
In the wake of the Littleton shootings, most commentators directly
implicated movies, music, video games and the Internet in the actions of Eric
Harris and Dylan Klebold. The killings became the focal point of a Senate
committee hearing on violent media.
President Clinton convened a summit and promised an ongoing
national campaign against youth violence, while Vice President Al Gore
announced a new agreement with on-line providers to restrict violent material,
changes that would honor the lives of those who were killed.
While politicians declared there was a clear consensus on the
detrimental effects of media violence on youth, executives of entertainment
industries cautiously deflected criticism: It takes an already disturbed young
person to move from watching a violent movie or playing a first-person
shooter video game to killing real people, they said.
Independent media critics such as Thoman say that what is needed
is something deeper and more systematic, including grassroots education for
both children and adults, leading them to question their own media choices and
making them aware of the ways they can be manipulated in a pervasive media
culture. Parishes and schools are ideal places to begin this education, they
say.
The U.S. bishops have addressed the issue in the form of a 1998
document, Renewing the Mind of the Media, which is now being
developed into a 12-minute video.
Henry Herx, head of the bishops Office of Film and
Broadcasting, said that parents may have a certain lack of
imagination about how much media has changed since their childhood.
When they were kids, they were watching rather stylized
violence, Herx said. They werent involved with the kind of
up-front, intense depiction of violence and sexuality that I think really does
shake young people.
Thoman, however, faults Renewing the Mind of the Media
for dealing with the issues of sex and violence in the same document. It
focuses heavily on the problem of pornography and uses the same three
levels of concern of hard-core, soft-core and frivolous portrayals for
both sexuality and violence.
There is a pleasure factor to sexuality, where there is no
pleasure factor to violence, Thoman said. When you lump those
things together, its hard to separate what is legitimately pleasurable in
human sexuality from the problematic aspects of violence. ... We shouldnt
feel positively about violence.
Renewing the Mind of the Media calls on government to
reassert regulatory functions over the media in the public
interest. It suggests writing letters to media outlets and setting up
discussion groups in dioceses, parishes and Catholic education, as well as
dialogues with media and business leaders.
A recent update of a 1993 document from the U.S. Catholic
Conferences Committee, Family Guide for Using Media, also
outlines ways for parents to examine the values being promoted in the media in
light of Catholic teaching and asks them to look at ways the media manipulates
or shows bias.
With large corporations controlling much of the media, the
ordinary person feels powerless, said Sr. Mary Ann Walsh, spokesperson
for the U.S. bishops. Sure I can turn my television off, but is there
some way of saying that these are public airwaves?
Walsh said churches are in a position to mobilize public opinion,
particularly as an interfaith effort. The Catholic, Protestant, Jewish
and Muslim communities have to form coalitions to combat any mistaken
idea that only splinter groups object to media exploitation, Walsh said.
What a young father views
Thoman said the question of what parents are watching is
overlooked in the debate that springs up periodically about the effects of
media violence on youth. Of particular importance, she said, are young fathers.
How does a young man who has grown up with action movies and video games
suddenly change his viewing habits when he has a 2-year-old boy? she
asked.
While he may think that he grew up watching violence and turned
out OK, he needs to question if the violence in the media and the culture is
the same today. Does entertainment satisfy him without shocking him? Does
he go for ever more adrenaline-rushing images?
Thoman said that boys high schools, particularly those run
by religious orders of men, need to address the role of media literacy and the
development of masculine images in a media culture, beyond simply telling boys
and young men not to watch such entertainment.
According to Thoman, one of the most successful examples of local
efforts to cope with the impact of the media can be found in Bemidji, Minn.,
where the elementary school of St. Philips Parish has been taking
the bull by the horns and really seeing media as a ministry.
Building on the media literacy lessons taught at every grade level
in the school, the students of the St. Philips theater group helped write
and produce a humorous video -- The No-Skills Family Watches TV --
that has been widely distributed in the area as a teaching tool.
The video, with all the roles played by students, opens in a board
room, where advertisers and producers discuss how they will get the viewer to
stay to the commercial -- by using jolts like kisses, humor and
violence. Quicken the pace with a car crash -- shoot the driver -- naked
people in the back seat! one character exclaims.
The wise, long-suffering cat of the No-Skills family
offers commentary as the humans gather, entranced, in front of the television.
A Manipulation Control Center monitors the viewers through
binoculars, delivering jolts to get them to the commercials. The ads are clever
parodies with fake products and celebrity endorsements, like the basketball
player who shills Hypie Anti-Gravity Shoes: You can have it
all -- power, money friends and status. Dont waste one more moment being
pathetic.
According to Sandra Pascoe Robinson, media literacy educator at
St. Philips, the humor has been an important tool to break through
peoples defensiveness. I have found that talking about media
awareness is such an emotionally charged topic, she said. Laughing about
the No-Skills Family provides a springboard for conversation.
Theres a knee-jerk reaction -- I dont have a problem,
and dont ask me to turn off the TV. But as soon as the humor is
there, the guards are down and we can talk, she said.
First-graders as critics
Robinson has found the most receptive audiences in very young
children. Even children in older grades already have their viewing patterns
established, she said. Im finding the first-graders to be
incredibly astute at looking at their shows and critiquing them, Robinson
said.
Robinson noted how the children at St. Philips have carried
their newfound media skills into their homes. They are encouraged to see
critiquing the media as a way of taking care of their younger brothers and
sisters -- to see this as a collective responsibility, she
said.
The children are also bringing the message back to their parents.
There are some parents struggling with their own issues with media, and
this is part of the very emotional response I get at times, Robinson
said. She said one mother told of how her elementary school-age daughter
challenged her fathers preference for action films, leading to dialogue
about the violence in the movies he was bringing home.
Many parents are naive about what messages their children are
receiving, said Robinson, a mother of three children in their late teens and
early 20s. All TV, all movies are educational, she said. What
are they learning? If you step back and look critically, some of the messages
are very frightening. ... Violence is entertaining, sex is no big deal, the
more things I have the happier Ill be -- those are the three big messages
I see.
Robinson recalled a lesson she gave to a third-grade class at
another parochial school. When she brought up video games, two boys way
in the back jumped up and machine-gunned the class, she said. The
response was strong and automatic and violent. That was part of their favorite
video game.
She questioned media leaders who say that the violent
entertainment they produce has no effect. In that half-hour program there
are 25 commercials -- because media is an effective way to sell things,
she said. So how can they say theyre not selling violence as
entertainment, as fun, as funny?
In late April, the Center for Media Literacy launched a Web site
funded by grants from religious communities and devoted to the topic of
violence and the media (www.medialit.org/Violence/indexviol.htm). The
center was literally in the midst of uploading pages when the story
from Littleton broke, Thoman said. The stories of the killers media
influences -- music, video games and the Internet -- began to hit the
newscasts, and the latest round of public debate fired up again.
Thoman has not seen the nature of that debate change much since
1993, when the center launched a campaign on media violence. After the
Littleton experience, we still hear the same questions -- does watching
violence cause violence? she said.
Meanwhile, news coverage of Littleton has provided ample
opportunities to view the media packaging the center seeks to demystify.
Within hours of Littleton, we heard about the teen rampage or
the Rocky Mountain tragedy, Thoman said. Every station
found a way to package this thing with music and drama.
With techniques familiar from the Gulf War to Kosovo,
its more than just reporting the news, its reporting the news
in a way thats entertaining, so youll be there when the commercials
are on, she said.
For a copy of the video and discussion guide for Renewing
the Mind of the Media, call the U.S. Bishops Office for Publishing and
Promotions at (800) 235-8722. For a copy of The No-Skills Family Watches
TV, contact St. Philips School Conflict Management Program at (218)
751-4938.
National Catholic Reporter, May 28,
1999
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