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Dr. RAM MANOHAR LOHIYA NATIONAL LAW

UNIVERSITY

2013-2014

PSYCHOLOGY

FINAL DRAFT

IMPACTS OF TELEVISION VIOLENCE ON THE

TEENAGERS

Submitted to: Submitted by:

(Dr.Purnima Agarwal) ( Shikha Gurjer)

Assistant professor Roll No. 121 SEC (B)

RMLNLU SEMESTER-1 B.A.LLB(hons)

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ACKNOWLEDGEMENT

First and foremost, we would like to thank to our teacher of this

project, Mrs. (Dr. Purnima Agarwal )for the valuable guidance and

advice. She inspired us greatly to work in this project. Her willingness

to motivate us contributed tremendously to our project. We also

would like to thank her for showing us some example that related to

the topic of our project. Besides, we would like to thank the authority

of Dr. Ram Manohar Lohiya National Law University for providing

us with a good environment and facilities to complete this project.

Also, we would like to take this opportunity to thank to our university

for offering this subject ,Psychology.). Finally, an honourable

mention goes to our families and friends for their understandings and

supports on us in completing this project. Without helps of the

particular that mentioned above, I would face many difficulties while

doing this.

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TABLE OF CONTENTS PAGE NO

1. Introduction of Media violence 03

2. Media effects theories 04

Social learning theory

Social cognitive theory

Catalyst model

Moral panic theory

3. Timing of effects 06

Immediate effects

Long term effects

4.

Psychological effects of media violence on teenagers 10

5.

Academic study of effects of TV violence 14

Mass society theory

Anomie theory

6. Guidence/prevention for controlling effects of TV violence 15

7. Suggestion for decreasing negative effects of TV violence 16

8. Questionnaires 17

9. Conclusion 19

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INTRODUCTION OF MEDIA (TELEVISION ) VIOLENCE

Research into the media and violence examines whether links between consumingmedia

violence and subsequent aggressive andviolentbehavior exists. Although somesocial

scientists support this link methodological and theoretical problems with the existing

literature limit interpretation of findings in this area. There is concern among some scholars

that media researchers may have exaggerated effects (Ferguson & Kilburn, 2009; Freedman,

2002; Pinker 2002; Savage, 2004).

Complaints about the possible deleterious effects of mass media appear throughout history,

evenPlato was concerned about the effects of plays on youth. Various media/genres,

includingdime novels,comic books,jazz,rock and roll,role playing/computer games,

television, movies, internet (by computer or cell phone) and many others have attracted

speculation that consumers of such media may become more aggressive, rebellious or

immoral. This has led some scholars to conclude statements made by some researchers

merely fit into a cycle of media-based moral panics (e.g. Gauntlett, 1995; Trend, 2007;

Kutner & Olson, 2008). The advent oftelevisionprompted research into the effects of this

new medium in the 1960s. Much of this research has been guided bysocial learning theory

developed byAlbert Bandura.Social learning theory suggests that one way in which humanbeingslearn is by the process of modelling.

MEDIA EFFECTS THEORIES

SOCIAL LEARNING THEORY

Media effects theories in modern times originated withBandura's social learning theory,

which suggests that children may learn aggression from viewing others. Modeling of

behavior was observed in Bandura'sBobo Doll experiments.Bandura showed children a

video of a model beating up a Bobo doll and then put the children in a room with a Bobo doll

to see if he/she would imitate the behavior previously seen on the video.

The findings of this experiment suggest that children tended to model the behavior they

witnessed in the video. This has been often taken to imply that children may imitate

aggressive behaviors witnessed in media. However, Bandura's experiments have been

criticized (e.g. Gauntlett, 1995) on several grounds. First, it is difficult to generalize from

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aggression toward a bo-bo doll (which is intended to be hit) to person-on-person violence.

Secondly, it may be possible that the children were motivated simply to please the

experimenter rather than to be aggressive. In other words, the children may have viewed the

videos as instructions, rather than incentives to feel more aggressive. Third, in a latter study

(1965) Bandura included a condition in which the adult model was punished for hitting the

bo-bo doll by himself being physically punished. Specifically the adult was pushed down in

the video by the experimenter and hit with a newspaper while being berated. This actual

person-on-person violence actually decreased aggressive acts in the children, probably due to

vicarious reinforcement. Nonetheless these last results indicate that even young children don't

automatically imitate aggression, but rather consider the context of aggression.

SOCIAL COGNITIVE THEORY

Social cognitive theories build upon social learning theory, but suggest that aggression may

be activated by learning and priming aggressive scripts. Desensitization and

arousal/excitation are also included in latter social cognitive theories. The concept of

desensitization has particularly gotten much interest from the scholarly community and

general public. It is theorized that with repeated exposure to media violence, a psychological

saturation or emotional adjustment takes place such that initial levels of anxiety and disgust

diminish or weaken. For example in one recent study, a sample of college students were

assigned at random to play either a violent ornon-violent video game for 20 minutes. They

were then asked to watch a 10 minute video of real life violence. The students who had

played the violent video games were observed to be significantly less affected by the a

simulated aggressive act than those who didn't play the violent video games. However the

degree to which the simulation was "believable" to the participants, or to which the

participants may have responded to "demand characteristics" is unclear (see criticisms

below). Nonetheless, social cognitive theory was arguably the most dominant paradigm of

media violence effects for many years, although it has come under recent criticism (e.g.

Freedman, 2002; Savage, 2004). Recent scholarship has suggested that social cognitive

theories of aggression are outdated and should be retired.

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CATALYST MODEL

One alternate theory the Catalyst Model (Ferguson et al., 2008) has been proposed to explain

the etiology of violence. According to the Catalyst Model, violence arises from a combination of

genetic and early social influences (family and peers in particular). However, media violence is

explicitly not considered a causal influence according to this model, considered too weak an

influence. Specific violent acts are "catalyzed" by stressful environment circumstances, with less

stress required to catalyze violence in individuals with greater violence predisposition. Given

that the Catalyst Model specifically deemphasizes media violence, this theory is directly at odds

with most learning-focused media violence researchers. The Catalyst Model is a newer theory

and has not been tested as extensively as other theoretical models.

MORAL PANIC THEORY

A final theory relevant to this area is themoral panic theory.Elucidated largely byDavid

Gauntlett,this theory postulates that concerns about new media are historical and cyclical. In

this view, a society forms a predetermined negative belief about a new medium typically

not used by the elder and more powerful members of the society. Research studies and

positions taken by scholars and politicians tend to confirm the pre-existing belief, rather than

dispassionately observe and evaluate the issue. Ultimately the panic dies out after several

years or decades, but ultimately resurfaces when yet another new medium is introduced.

TIMING OF EFFECTS

Media effects can either be immediate or long term .This distinction focusses on when the

effect occurs not on how long it lasts.

An immediate effect is one that happens during exposure to the media message . If the effect

does happen, it might last only for a short period of time (such as becoming afraid during a

movie ) or might last forever (such as learning the outcome of a presidential election), but it

is still an immediate effect because it changed something in you during the exposure .For

example , when you watch a news program , you learn about the events of the day .Or while

reading a newspaper , you immediately feel happy when you learn that your favorite sports

team won an important game. And when you watch an action/adventure film, you might

begin jumping around in your seat and wrestling with your friends. These are all immediate

effects, because something happened to you during the exposure .

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Long- term effects show up only after many exposures . No single exposure or no single

message is responsible for the effect .Instead , it is the pattern of repeated exposures that sets

up the conditions for a long- term effect. For e.g. after watching years of crime programs and

news report, you might come to believe that your neighbourhood is a high - crime

environment .No single exposure or event caused this belief : the belief is very slowly and

gradually constructed over years of exposures until one day it occurs to you that you better

buy another set of locks for your doors.

Immediate effects are much easier to notice than are long- term effects. There are two reasons

for this .First , immediate effects are fluctuations that often break through the manifestation

level. Long- term effects also take the form of changes, but those changes happen so

gradually and take so long to build up that is very difficult to notice any one of those slivers

of changes.

A second reason immediate effects are easier to notice is because they occur during an

exposure to a particular message and this makes it easy to link the effect to the media

message as a cause and conclude there was a media effect.By the time people notice a long

term effect , it is well after many mediaexposures and many other things happening in their

lives , so it is more difficult to link the effect to media exposures.

THE IMMEDIATE EFFECTS

1. BEHAVIORAL EFFECT

Imitation / copying behaviour: This is the effect that the public focuses on most when

thinking about protecting people from the influence of media violence .This is

understandable because copying behavior is very easy to spot and very easy to see the linkback to the media content . this type of effect is much more prevalent with teenagers than

adults .

Triggering novel behaviour: Triggering refers to a behaviour that is neither imitated

(mimicking a just-seen behaviour in the media) nor activated (putting in motion a previously

learned behaviour). Trigging refers to the media stimulating a person to act in a violent

manner but that person acts out in a novel way.

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Disinhibition: exposure to media violence can reduce viewers normal inhibiltions that

prevent them from behaving in a violent manner. This effect has the largest research base.

Attraction: Many people are attracted to violence, maybe not all the time, but there come

times when people want to see a violent show. If it were not for this effect violent CDs

would not sell, and horror movies would have no audiences. When you add up all the time

and money spent by millions of people each year in seeking out this kind of content, this must

be regarded as a major effect.

2. PHYSIOLOGICAL EFFECT

Fight/flight: exposure to violence can temporarily arouse people physiologically. During

exposure, a persons heart rate and blood pressure increase. These physiological changes are

the bodys way of getting ready to respond to the violence as if it were w real threat to the

viewer. This type of arousal dissipates usually within an hour after exposure.

Excitation transfer :violence presented in the media tends to arouse viewers and hence is an

energizer. People do not necessarily need to use that energy in an aggressive manner- they

can transfer that energy to other outlets. For example, people who are exposed to strongly

violent portrayal can become highly aroused (heightened heart rate) and are ready for action.

If there are sexual reminders in their environment, they will be likely stay highly aroused but

shift into a sexual mode. The arousal needs direction because arousal by itself is not guided.

If the viewers guides the energy into positive directions, then the exposure to violence will

have a prosocial value. Whatever the direction, the energy from the arousal is short-lived and

usually dissipates within several minutes after exposure.

3. EMOTIONAL EFFECT

Temporary fear: violence in films and on television can produce intense fright reactions.

Fright as an immediate emotional response is typically of relatively short duration, but it may

endure on occasion for several hours , days, or even longer. It is composed of the components

of the components of anxiety, distress and increased physiological arousal that are frequently

engendered in viewers as a result of exposure to specific types of media production.

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4. ATTITUDINAL EFFECT

Immediate creation/change of attitudes: a persons attitude can be created or changed with

as little as a single exposure. For example, researchers have shown that when people are

exposed to a violent television program, they will show an immediate drop in sympathetic

attitude.

5. COGNITIVE EFFECT

learning specific acts and lessons: people can learn behaviour patterns by watching

characters perform in the media. For example, children might watch cartoon where characters

beat each other over the head with rubber hammers and show no harm. The children do not

imitate the behaviour patterns they see because there are no rubber hammers available to

them. But this does not mean they have not learned how to perform a certain aggressive

behavioural sequence. Also they have learned that such behaviour is funny and not really

harmful to the person who is hit on the head.

LONG TERM EFFECTS

1.

BEHAVIOURAL EFFECT

Training behaviour: violent video games train players to kill. When children watch graphic

violence in the movies and on TV shows and also play realistic, violent video games, it

breaks down their natural resistance to killing. This training follows the same principles used

by the U.S military to transform peaceful young men into soldiers who must kill their

enemies. The game playing has a physical component of training that is a player are trained

in eye-hand coordination, thus practicing the ability to fire at and hit moving targets.

2. PHYSIOLOGICAL EFFECTS

Physiological habituation: this is building up or increasing physiological tolerance over the

long term. With repeated flight-or-flight responses, the human body gradually builds up a

resistance to the exposure to media violence. For example the first time people see horror

film, their bodies respond with a fight-or-flight reaction that substantially increase heart rate

and blood pressure. As they continue to view horror films over the years, the bodys reaction

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is not substantial to this stimulus the heart rate and blood pressure still increase but not as

much.

EMOTIONAL EFFECT

Cultivation of fear: There is a good deal of research support for the hypothesis that heavy

exposure to the world of television, which is saturated with violent portrayals, leads people to

construct unrealistically high estimates of the risk of victimization and a corresponding belief

that the world is a mean and violent place.

ATTITUDINAL EFFECT

Long -term reinforcement of attitudes/ beliefs: Because the media provide so many

messages of violence and because those messages are usually presented with the same cluster

of contextual factors, viewers existing attitudes about violence are reinforced over time. This

makes the attitudes stronger and therefore harder to change as time goes by.

THE PSYCHOLOGICAL EFFECTS OF MEDIA VIOLENCE ON

TEENAGERS

Abstract

Recent research has shown that connections between children playing violent video games

can cause later aggressive behavioral problems. In retrospect studies have also shown a

twelve percent increase in aggressive behavior after watching violent television as well.

Some parents and psychologists have said that there are children who benefit from the

proficiency and coordination of playing video games while others disagree. Critics of video

games claim that watching violent television is less detrimental due to the children not

physically playing out the violence. Research has also shown heavy viewers, which is four or

more hours a day, put in less effort at school, have poorer reading skills, play less friendly

with friends, have fewer hobbies and activities, and are more likely to be overweight. The

American Psychological Association says there are three major effects of watching violence

in the media (i.e.: video games/television) children may become less sensitive to the pain and

suffering of others, children may be more fearful of the world around them, and children may

be more likely to behave in aggressive or hurtful ways toward others.

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The Psychological Effects of Violent Media

Everything that children see or hear in the media early on in their lives affects them in some

way. Positive parenting role models indicate that in the best interest of our children we

should limit their exposure to violent acts. Unfortunately, violence is one of the most popular

forms of entertainment. Over sixty percent of television shows being shown in prime time

contain some form of violence. There are two very opposite sides of this issue. The media

who market the violent television, video games and other forms of entertainment argue this is

safe entertainment and the others argue that violence promotes violence

Current research tends to agree with the proponents who argue that violent media is

associated with aggressive behavior. Risky behavior by children and young adults can

include violence against others, lack of remorse for consequences. The type of faulty

thinking creates stressors in children which can lead to the onset of many different symptoms.

Children who view media violence are more likely to have increased feelings of hostility,

decreased emotional response to the portrayal of violence and injury that lead to violent

behavior through imitation. An example here would be the television show Jack Ass. There

have been several accidents related to young men attempting stunts that are done on the

show. The act of imitating what they have seen on a television show causes injury to

themselves or others around them.

The Academy of Pediatrics says More than one thousand scientific studies and reviews

conclude that significant exposure to media violence increases the risk of aggressive behavior

in certain children, desensitizes them to violence and makes them believe that the world is a

meaner and scarier place than it is. If children begin to think that this type of violence is

normal behavior these thoughts are often said to be difficult to change later on in life. This is

similar to the studies of domestic violence where children who are exposed to violence either

become offenders or victims because they believe that what they are exposed to is the norm.

One instance that brought the worry of violence in media is the Columbine incident. The two

young men that committed this act of violence were said to have played numerous hours of

violent video games. Their exposure to violence is said to have been the cause since the

children involved in Columbine came from secure home environments with active parental

influence. As with Michael Carneal, from Kentucky, who in 1997 shot and killed three of his

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classmates. He too was also said to have been a video game fanatic. Michael Breen an

attorney in the case against Michael Carneal stated in court; Michael Carneal clipped off

nine shots in a 10-second period. Eight of those shots were hits. Three were head and neck

shots and were kills. That is way beyond the military standard for expert marksmanship.

This was a kid who had never fired a pistol in his life, but because of his obsession with

computer games he had turned himself into an expert marksman (Ivory, 2003), (Hanson,

1999, p. 15). These two instances in a whole may be small evidence however, proves that

violent media play a role in such violence.

Another view from researchers suggests that performing violent acts in video games may be

more contributing to children's aggression than passively watching violent acts on television.

According to this view, the more children practice violent acts, the more likely they are to

perform violent acts (Cesarone, 1994). In most video games women are usually portrayed as

persons who are acted upon rather than as initiators of action, in the extreme they are

depicted as victims. Games such as, Grand Theft Auto promote prostitution, theft, and

violent behavior. This game encourages males to act out these behaviors to move further

along in the game. The movie the Matrix for example was said to be the triggering factor to

the violent high school students that wore trench coats. They were eventually arrested for

trying to play out their role as The One. Research has found that males play video games

more often than women which may be the producing factor of such violence in video games.

It is believed that acting out such violence as opposed to just viewing the violence causes the

children to become more familiar with how to act out violence without consequences.

On the other hand the makers of these violent types of media such as movies, video games

and television argue that violent children are drawn towards these types of violent

entertainment. These people believe that the child must have been exposed to more than just

programming in order to exhibit behaviors that they may have seen on television or in the

media. Some will argue though that the real effect is so small that in fact one hypothesis

suggests that exposure to violent media can actually provide a healthy release for the

frightening emotions of children and young adults. At the age children begin to play video

games they have not quite developed the ability to distinguish between what is reality and

what its not. This can cause young children to act upon the violence they have viewed on

television, video games and such, not knowing that what they are doing is wrong or

inappropriate.

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Unfortunately violent situations are all too common in everyday entertainment and there are

far less programming choices that are non-violent than there are violent. The National

Coalition on Television Violence reported there has been a consistent increase in the number

of violent themed video games. These games increased from fifty three percent in 1985 to

eighty two percent in1988 (Cesarone, 1994). The agreement amongst researchers on

television violence is that there is a significant increase from 3% to 15% in individuals'

aggressive behavior after watching violent television (Cesarone, 1994). Even if the choices

did exist the research has proven parents actually have no clue as to what their children watch

on television. Parents need to be attentive to the content these games have and question

whether they are appropriate for the age of their child. Parents should also monitor the

amount of time their children spend playing video games. For instance a co-workers eight

year old child said to me I watched an R rated movie one time because there were not any

parents around. In one multicultural study that was completed, found that in six different

nations young Americans had the least amount of work responsibility assigned to them. This

leads to an excess number of manufactured video games and store bought materials to

entertain them. Rather than being forced to go outside to participate in activities they are

encouraged to stay inside and watch television or play video games alone. Together these

two factors contribute to video game over usage. A study conducted in 1989, on video game

usage and content found that most of the arcade games contained antisocial values of a

violent nature (Ivory, 2001).

The only part of the issue that researchers do agree about is that violent media types are not

the only cause of children committing violent acts. The involvement of parents in what their

children watch, how the family interacts with each other, what the children are exposed to in

their environment are also indicators of how they will behave and what value system they

will follow. In 1995 one research revealed that both impulsive and reflective young adults

showed increased amounts of violent aggression towards play objects after playing violent

and non-violent video games. However, in a contradictory study it was found that there was

not a difference between children that were exposed to violent media and those who were

exposed to non-violent media. The catharsis theory disputes the claim that violent video

game content encourages aggression (Ivory, 2001). This theory suggests that the emotional

drive evoked by violent video game play reduces the chance of a child actually exhibiting

violent behavior; the childs fantasy play and imagined actions causes the child to have

reduced urges to act out aggression in actual behavior (Ivory, 2001).

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Whatever you believe, the US surgeon generals report only suggests possible short term

effects. There is no strong evidence on the long term effects of media violence. The fact is

that research is stronger towards media violence being a precursor to increased aggression in

children and young adults. This fact alone should be enough for parents to become more

involved in what their children are exposed to. According to Wartella and Reeves, Our

review found a progression from early attention to studies of media use to increasing

emphasis on issues of physical and emotional harm, and changes in childrens knowledge,

attitudes, and behaviors (Ivory, 2001).

There are some responsible companies who are taking steps to inform parents about the

content of the entertainment. Cartridge locks were developed by one company in 1990 to

prevent unsupervised access to video games. Several companies have developed their own

rating system for violence to help parents monitor their childs free time. X-Unfit and XV

(highly violent), PG and G ratings are the ratings from The National Coalition on Television

Violence to rate video game violence. With hopes that other video game makers will follow

Sega has developed their own rating system which include general, mature, and adult

audience. As for Nintendo they use the general rating that is used for movies; G, PG, PG-13

and R rated. The only problem with these ratings are that some parents are not aware of them

and stores still sell these games to children that are not old enough to be purchasing them.However, this is a helpful guide for parents that do monitor there childs form of

entertainmen

ACADEMIC STUDY OF EFFECTS OF TV VIOLENCE

MASS SOCIETY THEORY-Mass society as anideology can be accounted for by

attending to the term most often used as the polar opposite of mass, namely elite. A

form of society theoretically identified as dominated by a small number of

interconnected elites who control the conditions of life of the many, often by means of

persuasion and manipulation. This indicates the politics of mass society theorists- they

are advocates of various kinds of cultural elite who should be privileged and

promoted over the masses, claiming for themselves both exemption from and

leadership of the misguided masses.

"As technological innovation allowed government to expand, the centralized state grew in

size and importance." "Since then, government has assumed responsibility for more and more

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areas of social life: schooling, regulating wages and working conditions, establishing

standards for products of all sorts, and providing financial assistance to the elderly, the ill,

and the unemployed." "In a mass society, power resides in large bureaucracies, leaving

people in local communities with little control over their lives. For example, state officials

mandate that local schools must meeteducational standards,local products must be

government-certified, and every citizen must maintain extensivetax records. Although such

regulations may protect and enhance social equality, they also force us to deal more and more

with nameless officials in distant and often unresponsive bureaucracies, and they undermine

theautonomy of families and local communities."

Mass society theory has been active in a wide range ofmedia studies,where it tends to

produce ideal visions of what the mass media such as television and cinema are doing to the

masses. Therefore, the mass media are necessary instruments for achieving and maintaining

mass societies. "Themass media give rise to national culture that washes over the traditional

differences that used to set off one region from another." "Mass-society theorists fear that the

transformation of people of various backgrounds into a generic mass may end up

dehumanizing everyone."

ANOMIE THEORY-One important early theory that has a bearing on the presentdis-cussion of the relationship between media and crime is Robert Mertons

(1938)strain theory, or anomie

. Merton borrowed the term anomie (meaning norm-lessness) from Durkheim and followed the

Chicago School in rejecting individ-ualistic explanations of crime and looking instead to

social and structuralfactors. Like mass society theory, strain theory takes as its starting point

adecline of community and social order and its replacement by alienation anddisorder. Whole

sections of society are cut adrift, unable to conform to thenorms that traditionally bind

communities together. Yet, within this state of normlessness, society as a whole remains

more or less intact. As Durkheim(1893/1933) notes, social cohesion persists despite periodic

economic crises(such as rapid increases in prosperity for some sections of society and the

con-comitant impoverishment of others in relative terms). Social cohesion may be partly

accounted for by the pursuit of common objectives, and anomie drawsattention to the goals

that people are encouraged to aspire to, such as a com-fortable level of wealth or status. The

majority of people will conform to thesocially acceptable means of attaining those goals; for

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example, hard work anda commitment to traditional, consensual values. Through

socialization, mostcome to accept both the goals and the legitimate means of achieving them;

aprocess summed up in the notion of the American Dream. But an overempha-sis on either

the cultural goals or the institutionalized means of attaining themcan lead to social strains, and anomie

usually describes a situation where a society places strong emphasis on a particular goal, but far less

emphasis on the appro- priate means of achieving that goal. It is this imbalance that can lead

someindividuals who Merton terms innovators to pursue nonconformist or illegalpaths to

achieve the culturally sanctioned goals of success and wealth.

GUIDANCE /PREVENTION FOR CONTROLLING EFFECTS OF TV

VIOLENCE

Guidance and prevention given by the parents to their teenagers (children) are as follows -

1. Cultivating intelligent viewing implies that parents encourage children to carefully

choose the programs, restrict viewing time and help them to find fun things to do

when the set is turned off.

2. Helping teenagers learn to manage anger is a very important part of early violence

prevention.

3. Teaching children (teenagers) the goal of discipline to teach them self - control, not to

punish them.

4. Parents can watch TV with children and talk about what happens in the show in order

to prevent violence in the media from having such a strong influence on teenagers.

5. Parents or care- giver should monitor what teens watch or play.

6. Try to prevent teens from watching violent TV shows.

7. Limit the no. of hours children watch TV or play video games

. SUGGESTIONS FOR DECREASING NEGATIVE EFFECTS OF TV

VIOLENCE OR ITS IMPACTS

1.

.Ignore some behaviour that is irritating but not dangerous.

2. Taking away a privilege can help to stop bad behaviour which is influenced by

television violence.

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3. Timeout is a method that some families use to give teenagers and adults- a short

cooling off period.

4.

Monitor all of your childs media consumption - video games , television, movies and

internet.

5. With ones child , discuss and make decisions on how much your child is allowed to

play video games, listen to music or watch TV .Enforce those limits and be consistent.

6. Take time to discuss with your children the games they are playing or other media they

are watching . Ask your children how they feel about what they observe in these video

games, television programs or movies. This is an opportunity to share your feelings

and grow closer with your child.

QUESTIONNAIRES

The following list of questions were asked to the teenagers in order to personally know about

their personal views about these violent TV shows and their reaction against those shows

How these teenagers perceive things from these violent shows which are highly influential in

nature.

In my project i have broadly focussed on the GUMRAH TV show which is telecasted in the

CHANNEL V. This show is one of the most violent show which basically focuses on the

life of teenagers and the serious crimes committed by them due to some pressure from their

parents, siblings or their so called peer groups ,it is the sole culprit who mostly force them to

do which should not be done by them as it is considered immoral in our standard society and

personally bad for them also. Other factors which force teens to commit crime is the

situations and circumstances which sometimes goes out of hand and become worst and it

results in the form of crimes commited by them.

LIST OF THE QUESTIONNAIRES ARE AS FOLLOWS

1. Do the teenager watch the show regularly ?

2. What do the teenager think while watching the violent TV show , simply what

goes in their mind at the time of watching the TV show?

3.

What the teenager perceive from this violent TV show ?

4. What do the teenager feel after watching the show?

5. Is there any impact of that violent TV show on them?

6.

How do the teens react in their personal life after watching violent show?

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7. What have you seen in that show ?

8. Do they have become aggressive in their behaviour?

9.

Their personal views after watching the show?

10.Is aggression is increasing within them because of the regular watching of

those shows?

11.

Viewpoint of the teenager before watching those shows ?

12.Do some changes have come within their behaviour after watching those

shows regularly- aggression towards parents, family and friend circle ?

I have taken a teenager for a interview for my questionnaires.

Nehall (girl) of 17 years. She is in the habit of watching the GUMRAH show

regularly as she gets fully entertained by this show because of the two reasons-

This show basically deals with the teenagers life, due to this she can relate with it the

most than any other show and another reason is that this show is full of excitement

because of the element of thrill, anxiety and fear .

Answers of the questionnaires are as follows-

1. Yes the teenager watch the show regularly.

2.

The only thing which goes around in the mind of the teenager while watching

the show is what is going to happen next, they are soo much into the show

that they dont want to miss even a single scene.Their prime focus is to stay in

touch with that show at the time of watching because of the excitement n thrill

related to it.

3. The teenager perceives two things -.Firstly that we should not trust people and

another thing is that the teenager himself/herself can solve his problems in his

own ways.

4. The mindset of teenager has changed towards the people around him , though

he has become awared of the dark shade of life .

5. Yes they are influenced by the violent show, they have become more

intolerant and aggressive behaviour in comparison to the other people with

respect to people ,things and views.

6. Teens behave aggressively in their personal life as now she is getting a way to

show her like and dislike through this show. Now they are imitating and

learning how to react in a particular situation through this show.

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7. In a episode , it is viewed by the teen that a girl murders his family so that she

can marry her love and can live happily ever.

8.

Yes

9. Though the teen knows that whatever a person do in a grave anger is not right

according to the norms set by the society but still they cant think of a more

better way than handling things in their own way. The other thing which

comes in mind is that what is wrong in behaving in such a manner if i am

happy with it why do i care about other people , person forget about family ,

friends etc only thing which a person knows about is fulfilment of their

needs ,and desires.

10.Yes

11.

As such when she was not in touch of this violent show she was more calm

and tolerant in comparison to present

12.. As a person is regular in touch with the violent TV show , he/ she gets

influenced by it though he/she may or not accept this fact but it can be

observed in their behaviour. And when a person is regularly watching

something violent he /she slowly imitates that behaviour and due to this

become more and more aggressive in their life and become aggressive

towards family and friends

Personally she told me that its good to be aggressive whats wrong in that .She said

that its perfectly ok because we should not care about other people and yes a person do

make mistake and its good than only he/ she can know about the better side .She said

she personally follow being aggressive instead of being cool and calm , may be

because of the violent TV show .Earlier she used to think that this show is very wrong

, teens should not behave high- tempered but now she relates it with practicality and

follows to be a aggressive person.

CONCLUSION

In conclusion, not one research conducted could prove either positive or negative long term

outcomes of violent media. The fact of the matter is that parents should monitor and be more

attentive to their children. In the act of a busy life we all tend to forget the real life issues.

Parents need to pay more attention to their childrens lives and not sit them in front of the

television, weather it is for movies, video games, or general television shows. In my opinion

in this day and age most parents get too wrapped up in their own lives to be overly concerned

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about what their children are doing. Raising a child is hard enough in this day and age but

you add all the outside media violence and it makes it ten times harder to steer your child in

the right direction. Does that really mean violent media causes children to be violent? I

dont believe so these children get bored and should be limited to the types of media

entertainment they are exposed to. All we can do as parents is pay attention to our children .

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BIBLIOGRAPHY

BOOKS

1. MEDIA VIOLENCE AND CRIME BY ANJU KHOSLA

2.

CRIME AND MEDIA , EDITED BY CHRIS GREER

3. WIKEPEDIA

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