Effects of Television on Child Development

Effects of Television on Child Development Effects of Television Shallene K Green Society looks at the effects of watching television, which raises the question- Does television harm children from an early age? Dr. John Grohol, Psy.D., an author, researcher and expert in mental health believes through research that television has a harmful effect on the development of children. He claims that it can negatively impact study skills and test scores. The research conducted by Dr. Grohol supported the claim that television has negative side effects on children by exposing them to sex and violence at an early age. Contradictory to this is that it can, and does, offer a view into other worlds by showing other cultures in a society different than a child’s own. Studies may show that exposure to television does affect a child; however, what also needs to be addressed and considered are: What programs were these children viewing? How much of an impact does a childs experiences with other outside sources of influence make on their educational performance? Surely, the data from these studies can be deemed as biased or supporting an already formed opinion that television alone was the cause of lower test scores and behavioral problems for children. Dr. Grohol supports the idea that television has a negative impact on the educational development of children. His study suggests that exposure to television resulted in low test scores. It showed that 70 percent of children with a television in their bedroom scored seven to nine points lower on a standardized test (Grohol, 2009). Dr. Grohol’s study additionally showed that childrens test scores during the testing period were lower than children excluded from the project. While evidence suggests that television negatively impacts the test scores of a child, it also has effects on behavioral and emotional development, such as aggression and anxiety, that could also have been caused by watching television (Mitrofan, Paul, Spencer, 2009). Dr. Grohol believes that a child watching television will be slower in school; therefore, leading to an unsuccessful and unproductive educational future. Another factor contributing to the effect that television has on certain individuals would be: how long was the childs interaction with the television program, what was the type of show that was being watched and how influential was a parents involvement as to what programs are available for the child. He believes that â€Å"babysitting† children with a television set deprives them of vital human interaction necessary for growth and development. Dr. Grohol explains that the sex and violence depicted in television have a detrimental effect on young minds. By monitoring and restricting the amount and the content viewed by children, their early childhood development would have a better probability of educational, emotional and social success. Researchers, like Dr. Grohol, need to take into account the effect that watching television has on the number of hours of sleep a child has every night. Sleep appears necessary for our nervous systems to work properly (Grohol, 2014). However, are children losing sleep because theyre watching too much television or is it because their brains are too stimulated to be able to fall asleep? It is far more likely that children are watching too much television at the fault of their guardians who are not regulating it. In which case, the blame for children doing poorly in school should be equally placed on guardians and not solely on television itself. When used properly, television may become a positive weapon for teachers and parents by providing children with brain stimulating educational programming instead of programs containing sexual innuendo and violent content. Television does have potential to be positive by giving children access to viewing new worlds, giving them a chance to trav el the globe, learn about different cultures, and gain exposure to ideas that they may never encounter in their own community (Boyse, 2010). The other side of this study process showed the windows of opportunity to learn about cultures around the world by gaining personal experience and applying that information to a child’s own upbringing and community. While there is reasonable evidence that shows how television can affect how a child does in school and everyday life, outside social and emotional interactions also need to be taken into consideration on their effect towards developmental success. When parents stay engaged with a child and provide guidance through educational programs, they can dictate what is appropriate for viewing and monitor the quantity watched. Television also affects children differently. When more research is studied it suggests that boys are particularly vulnerable to parental conflict, and with the combination of television, it can increase a discord in the classroom. Whereas a girl may, or may not, respond with an outburst of anger by displaying physical aggression by thinking less of themselves (Murray, Ducournau, Stein, 2005). Without parental involvement, these radical emotional portrayals are far more prominent and likely. The difference between boys and girls can be very different, and can influence h ow they react to the content of television. Keeping in mind that no two children are alike, everyone involved in a child’s life needs to stay in tune with how they are doing in school, with friends or even interactions at home in order to create the greatest chances for success. Watching too much television has the possibility of causing a drop in test scores, violent outbursts and overall struggle to develop and positively participate in society. Television is not the only contributing factor to these issues; therefore, the entirety of the blame cannot be placed solely on it. It may lead individuals to better understand how to change the choices and paths of children with proper supervision, influence and guidance. Unchecked, television has the ability to cause difficulties for children; however, if used properly it can also be a great educational asset. As technology becomes a bigger part of everyday life, it will be important to stay informed on how it works, how it helps society grow or the possible dangers that come with it. Society cannot hide from progress, but can help guide and direct choices for children today and into tomorrow. References Boyse, K., RN. Reviewed by Brad Bushman, PhD. August (2010) Television and Children Grohol, J.M., Psy.D. on 21 Feb (2009). Kids with bedroom TV sets have lower standardized test scores. Grohol, J.M., Psy.D. Jun (2014) Sleep Disorders Insomnia Hipwell, A., Murray, L., Ducournau, P., Stein, A. (2005). The effects of maternal depression and parental conflict on childrens peer play. Child: Care, Health Development, 31(1), 11-23. Mitrofan, O., Paul, M., Spencer, N. (2009). Is aggression in children with behavioural and emotional difficulties associated with television viewing and video game playing? A systematic review. Child: Care, Health Development, 35(1), 5-15. doi:10.1111/j.1365-2214.2008.00912.x

Bullying: Sociology and Socially Accepted Goals Essay

Many sociologists agree that there is no simple definition of the term deviance and proposed that deviance refers to the behaviours that violate social norms of a society. Downes and Rock, suggest that ‘deviance’ may be considered as banned or controlled behaviour which is likely to attract punishment or disapproval (1988, p. 28). Some Deviant behaviour that can be found in Schools: †¢ Bullying †¢ Fighting †¢ Graffiti †¢ Vandalism †¢ Gang Violence Theories of Deviance A number of theories related to deviance have emerged within the past 50 years (Clifford, 1960). Five of the most well-known theories on deviance are as follows: 1. Differential-association theory Control theory Labeling theory Anomie theory Strain theory 1. Differential-association theory Edwin Sutherland coined the phrase differential association to address the issue of how people learn deviance. According to this theory, the environment plays a major role in deciding which norms students learn to violate. People also learn their norms from various socializing agents—parents, teachers, ministers, family, friends, co-workers, and the media. In short, people learn criminal behaviour, like other behaviours, from their interactions with others, especially in intimate groups (Surtherland 1993). The differential-association theory applies to many types of deviant behaviour. For example, juvenile gangs provide an environment in which young people learn to become criminals. These gangs define themselves as countercultural and glorify violence, retaliation, and crime as means to achieving social status. Gang members learn to be deviant as they embrace and conform to their gang’s norms. 2. Anomie Theory Anomie refers to the confusion that arises when social norms conflict or do not even exist (Merton, 1960). Robert Merton (1960) used the term anomie to describe the differences between socially accepted goals and the availability of means to achieve those goals. Merton stressed, that attaining wealth is a major goal of Americans, but not all Americans possess the means to do this, especially members of minority and disadvantaged groups. Anomie Theory & Deviance Those who find the â€Å"road to riches† closed to them experience anomie, because an obstacle has thwarted their pursuit of a socially approved goal. When this happens, these individuals may employ deviant behaviours to attain their goals and retaliate against society. [pic] Control Theory According to Walter Reckless’s control theory, both inner and outer controls work against deviant tendencies. People may want—at least some of the time—to act in deviant ways, but most do not. They have various restraints: inner and outer. Control Theory& Deviance Travis Hirschi noted that these inner and outer restraints form a person’s self-control, which prevents acting against social norms. The key to developing self-control is proper socialization, especially early in childhood. Fro example, Students who lack this self-control, then, may grow up to commit crimes and other deviant behaviours. Internal controls Outer controls: †¢ Consciencepolice †¢ Valuesfamily †¢ Integrityfriends †¢ Morality and religious authorities the desire to be a â€Å"good person. 3. Labelling Theory arose from the study of deviance in the late 1950’s and early 1960’s. Labelling theory is concerned with the meanings people derive from one another’s labels, symbols, actions, and reactions. This theory holds that behaviours are deviant only when society labels them as deviant. A person becomes the thing they are described as being. Labelling Theory & Deviance Although, students from both groups committed crimes, the students from respectable families were perceived to be â€Å"good† because of their polite behaviour. Those from the other group are seen as â€Å"bad† because of their insolent behaviour (which was attributed to their lower-class backgrounds). 4. Strain Theory, Delinquency, and Street Gangs The Strain Theory attempts to explain how factors such as poverty, homelessness, lack of parenting and lack of opportunity are a major contributor to crime and the forming of delinquent subcultures such as gangs in schools. †¢ Delinquency is defined as failure to do what law or duty requires (Akers, Sellers, 2009). It is a behaviour that is often a result of poverty and inopportunity in a student’s life. †¢ Hence, students who cannot obtain what they need through conventional means will use unconventional means such as crime to obtain such necessities. In many cases students will find the unconventional means by joining a gang. 5. Sub-cultural Theory The Sub-cultural theory emerged from the work of the Chicago School on gangs and developed through the symbolic interactionism school into a set of theories arguing that certain groups or subcultures in society have values and attitudes that are conducive to crime and violence. †¢ Subcultural theories share the common belief that people who commit crime usually share different values from the mass of law-abiding members of society.For example, some groups of criminals might develop norms that encourage criminal behaviour.

Philosophy of mind Essay

?The theory of Dualism refers to the idea that a substance is made up of two fundamental components; mind and matter. The mind component of Dualism refers to thinking and consciousness without an extension into space, whereas, the matter component of Dualism refers to a substance which pertains physical properties which extends into space. The essential essence of the mind is thought, while the essence of the body is extension, which is examined in Renee Descartes’ Six Meditation in which he explores the ontological distinction between mind and matter. Descartes argues that God only allows us to perceive that which exists, otherwise he would be known to be deceitful. Furthermore, one can perceive two separate entities as complete things whose principal attributes exclude one another, therefore, God can also separate these entities to allow them to exist without one another. This point goes on to demonstrate that if two entities can exist in separation, regardless of whether they do or they don’t, they really are distinct of one another. Ultimately, in relation to Cartesian Dualism, the mind cannot be perceived as a substance which pertains to an extension, and subsequently matter is clearly perceived as a substance to which the mind does not pertain. Descartes goes on to highlight that due to the aforementioned reasons, the mind and body can exist separate of each other, concluding that they are distinct. a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a aa In response to Descartes’ input on Dualism, Jaegwon Kim essentially puts forward the idea that objects that are intangible, such as the mind, cannot interact with tangible objects located in space, however, they’re also unable to react causally to any other object as well. In essence, Kim aims to demonstrate that intangible things have an inability to form causal relationships in any manner with any object. Ultimately Kim suggests that due to intangible things inability to form causal relationships with other objects, it makes the ideas Dualism puts forward in relation to intangible objects, useless and invalid. Kim’s causal pairing problem causes trouble for the idea of Dualism and it renders it as useless and somewhat invalid for the reason that it demonstrates that intangible things such as the mind essentially are unable to interact with tangible objects as there is no correlation between causes and effects. Bibliography.

The Divorce Rate Of Japan - 996 Words

Divorce Ever since the 1950’s, the rate of divorce has been increasing immensely to a degree that it is becoming socially acceptable. It is losing its stigma as well. Most divorces in the world have similar reasons and statistics as to why divorce is becoming more common, but also have some differences. For instance, Japan’s divorce rate is at 27% whereas Russia has a higher divorce rate around 60% due to some of the same controversial reasons. Japan’s divorce is still fairly lower than the United States and Russia because of traditional beliefs and low marriage rate whereas the other two large countries is still increasing. Japan is one of the countries that no one expects the divorce rate to be high., however, it is considerably less comparing to the United States and Russia. The divorce rate is at a low 1.8 per total 1000 population [7] and it is increasing, but it has slowed down due to fewer couples getting married. 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