Media representation and programming is likely to have an effect on the behavior of youth in the society and propel them towards violence. There is a necessity to explore the effect of the media and how it is portrayed in different members of society in their levels of aggression thus the general mass communication reveals the violent conditions. There are different media that the society has been introduced to over the years (Anderson et al., 2003). In today’s society, the youth are the major exposed to the media in circulation since they have become dependent on them. Since the inception of the internet and the smartphone, more youth are sucked into the life of dependency on media.
According to the references chosen for this research, the youths’ minds are prone to influence by media since they are in the developmental stage. The research explains the psychological distinctions that identify well with the issues of media influence and power to brain-train and its results showcase that insists that the more the youth engage in violent programming and video games, the more they develop a sense of aggression (Huessmann & Taylor, 2006). This final distinction basically improve the ways by which the study on identifying media influence on aggression actually provide a more definite guideline that defines how the complexity of psychological brain training actually affects the way a person thinks and behaves as a young person grows into adulthood.
The second reason the youth are most vulnerable to media influence of violence is because different conditions of human behavior actually relate with what they see and hear from different forms of media-presentations. Aggression, assault and television programming does affect the thinking of the society especially in relation to violent actions and how they use this against people they do not necessarily agree with and majority of the people who play such media that is influenced by these factors are the youth (Subrahmanyam, & Šmahel, 2012). The constructs of extensive human involvement and access to different forms of media presentations provide a definite insistence on how the brain is trained as well as how it is being guided in order to provide a structuralized indication on how the process of brain training occurs. In the past the youth had a huge influence from social structure (Groves, Prot &Anderson, 2016). However, with the recent technological advances, the media has become their primary source of knowledge and they have devoted a majority of time to the resource.
The research used different types of techniques to gather their research in a bid to ensure that the results produced helped reveal the result they were in search of. First, the use of references of actual events such as the report of Devin Moore, only eighteen years of age, who shot at and killed three men when he was taken for probing on the culpability of contributing in car stealing (Phillips, 2007). In addition to this, the media such as movies and dramas that portray the minority communities as violent, and such portrayals may prompt those victimized to decide to engage in violence to fulfil such profiling.
Most of the research source their information through a presentation of data based on a quantitative approach of methodology (Wilson, 2008). For example, the provision of a more contextual process of identifying with the context of aggression among youths and how the programs they watch or the video games they play actually affect their thinking and their behavior (Slater & Henry, 2016). On the other hand, some text make the decision to use exploratory reference provides a clear indication on how the different attitudes of children are being shaped through what they see and realize with the existence of the different elements surrounding them.
The sampling technique most preferable for use would be the use of random sampling. This type of sampling will require the use of different people of different ages within the youth brackets and understand their logic in relation to violence (Brown, 1996). The questionnaire will be distributed among them and the answers used to analyze their perception on violence. In addition, their provocation levels will be tested to determine their personal affection of violence and how much violent content they are exposed to (Gerbner, 2010). A control will be done through the exposure of some youth to no violence for a few weeks and they should be made to undergo the same tests.
The inclusion criteria will be done by ensuring that different sections within the region are represented and the randomness should include some of the minority ethnic communities such as African Americans and Mexicans (Moeller, 2001). The ethical issues that are likely to occur during the collection of the sample is the bias of using only friends since you already understand their patterns. Additionally, the collection of samples from one region may bias a certain group of people leaving out other representations within the same society (Jarred, 2001). In conclusion, ensuring the sample is as unbiased as possible will ensure the results can give a conclusion that is true. The conclusion is likely to help with future issues regarding the youth, media and their relationship with violence.
References
Anderson, C; Berkowitz, L; Donnerstein, E (et al). (2003). The influence of media violence on youth. Journal of Psychological Science in the Public Interest.
Brown, M. (1996). The portrayed of violence in the media: Impacts & implications for policy. Australian Institute of Criminology.
Gerbner, G. (2010). The Mean World Syndrome. Media Education Foundation.
Groves, C. L., Prot, S., & Anderson, C. A. (2016). Violent media effects: Theory and evidence. In H. S. Friedman (Ed.) Encyclopedia of Mental Health, 2nd Edition, Vol 4 (pp. 362-369. Waltham, MA: Academic Press.
Huesmann, L.R and Taylor, LD. (2006). The Role of Media Violence in Violent Behavior. Advance Reviews Journal.
Jarred, W. (2001). Violence in the Mass Media: Are There Negative Consequences? Queensland
Parliamentary Library Research Publication and Resources Section.
Phillips, H. (2007). Mind-altering media. New Scientist, 194(2600), 33-37.
Moeller, T. G. (2001). Youth aggression and violence: a psychological approach. Mahwah, NJ: Lawrence Erlbaum Associates.
Subrahmanyam, K., & Šmahel, D. (2012). Digital youth: the role of media in development. New York: Springer.
Slater, M; Henry, K (2016). Violent Media Content and Aggressiveness’ in Adolescents: A Downward Spiral Model. Journal of Communication and Research.
Wilson, B. (2008). Media and children’s aggression, fear and altruism. Future of Children Publication.
