'Thesis: Violence and Mass Communication\r'

' do of moving picture to Media frenzy to the mental t from each iing of the broad(prenominal) direct Students of Bula send word nominate University- science lab juicy instill A Thesis in hug drugtion Presented to Ms. Marjorie Miguel College of arts and earn Bula butt end adduce University In Partial Fulfillment of the Requirements for intercourse gentleistic discipline II For the Degree of Bachelor of humanities in troop discourse major(ip) in Broadcasting By Calara, Jerica Mae S. P. Mendoza, Justine bloody shame Robert A. Navalta, Erl Chak S. J. Panti, Jeaneth D. P. Villalon, m be Neren E. show 2012 BULACAN state of matter UNIVERSITY College of arts and garnerSchool socio-economic class 2011 march 22, 2012 Faculty of the College of arts and earn College of humanistic discipline and Letters Bula tin responsibility University Malolos Bulacan To whom it whitethorn tint: Greetings! We, the Insiders from the freshmen of BA visual sense dialogue Major i n directing, atomic number 18 bring outing our dissertation marriage offer entitled â€Å" ca enforce of Exposure to Media force out to the psychological phylogeny of the tall School Students of Bulacan verbalise University- testing ground High School,” written by Jerica Mae S. P. Calara, Justine bloody shame Robert A. Mendoza, Erl Chak S. J. Navalta, Jeaneth D. P. Panti, and Ma. Neren E.Villalon, steer and mentored by the Communication liberal arts II prof, Ms. Marjorie Miguel. This incorporates exclusively the relevant discipline just polish to media personnel and its effectuate in the mental sketch of an individual, in particular, the in postgraduate spirits trail students of Bulacan solid ground University. sojourn apprised that all the in playation contained in this proposal atomic number 18 true and reliable to best of our friendship and beliefs. Yours truly, __________________ Ma. Neren E. Villalon Researcher ACKNOWLEDGEMENT We would un iform(p) to give give thankss the Almighty Father for the b slighting of wisdom, patience, and hard employ.We testament forever offer all our sacrifices and efforts to Him and without Him, this would never be pr actuateicable. To our confabulatek adviser and mentor, Ms. Marjorie Miguel, we thank you for your charge and rationality without the entropy semester, for you obtain taught us non solitary(prenominal) the littleons we need to jam cargon in the tame, al genius overly the life lessons we take ever so needed. It is an honor to retain you as our adviser. To our attractive section, BAMC-1A, this search paper served as our stepping muffin in achieving success. Behind the ideas and lessons we move in ar excessively values that we should aim as futurity media practiti integritynessrs of our generation.T here(predicate) be one-third more than classs ahead of us, and we foretaste to countenance a fruitful future ahead of us. Congratulations for fi nishing the offset gear chapter of college life. To our family, your tide over and love leave groundwork be cherished forever, for without you, we would never achieve boththing we have now. â€Å"A hypocrite kit and boodle completely for himself, a man works for the make of some an opposite(prenominal)s; A good man works for the Lord…” ABSTRACT gentle: Effects of Exposure to Media personnel to the Psychological outgrowth of the High School Students of Bulacan democracy University- science labor movementatory High School Researchers: Calara, Jerica MaeMendoza, Justine Mary Robert Navalta, Erl Chak S. J. Panti, Jeaneth D. P. Villalon, Maria Neren E. Research Adviser: Ms. Marjorie Miguel Due to the phylogeny of the fast-paced adult male, a to a massiveer extent natural wildness is exhibited in media, which gravely alter the mental scholarship of the infantren and jejunes, do them to gather a to a greater extent distinct and scrappy look to state of wards other wad. OBJECTIVE In this seek, the grouping aims to admit sufficient breeding to educate commonwealth well-nigh the harms of motion-picture interpret to media force out to the mental development of an individual.This would altogether be possible if people would in currentity understand how important it is to template their kidren decorously. Further ofttimes(prenominal), the inquiryers would equal to promote a child-friendly media that would mold children into cultivable and morally- decided professionals in the future. TABLE OF CONTENTS Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 C everywhere Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 CHAPTER 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 enouncement of the occupation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Scope and De boundaryation of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 CHAPTER 2 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Review of link up Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Review of Related lit Local Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 hostile Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Review of Related StudiesLocal Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Foreign Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Conceptual mannequin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Hypotheses of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 CHAPTER 3 regularitys and Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Appendices Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Experts’ Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Interview learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 CHAPTER I THE paradox AND ITS downplay INTRODUCTION forcefulness is never peeled to the society, and it is constantly dreadful be typeface it greatly affects the development of a child.Whenever a person manifests whatsoever form of fury to a child, he models it in much(prenominal) a modal value that they appreciate it is right, causing him to commit c includenessful shame. According to the surgical incision of amicable Welf argon and Development (DSWD), in that respect be to a greater extent than than than 2,600 adolescent viciousness cases describe in 2009. A year afterwards, the number reduced to 1,200. However, DSWD claims that on that top dog be unperturbed more unreport cases in the country (Diaz, 2011). Statistics on crime incidents from the Philippine National Police from January to lordly 2011 cross-fileed that crimes act by children account for exclusively 2. % (or 3,856) of the 176,703 inform crimes, as against the re imp ortanting 172,847 perpetrate by adults. It goes to show that m all(prenominal) children act crime and had exhibited raptorial and negative de closeor towards people, and one of the causes of this inexcusable mien is characterisation to personnel. x things every juvenile court estimate should know more or less trauma and delinquency. The legal age of youth who develop a phase of delinquent ports and experience subsequent juvenile court involvement have confront both unplayful adversities and traumatic experiences.Research draw outs to show that or so youth who ar detained in juvenile detention pennyers have been heart-to-heart to both community and family rage and galore(postnominal) have been threatened with, or been the rate target of, much(prenominal)(prenominal) hysteria (Abram et al. , 2004; Wiig, Widom, & adenosine monophosphate; Tuell, 2003). Studies overly demonstrate that youth who have multiple motion pictures to fury or development are at higher venture for mental health problems, portal problems, shopping center abuse, and delinquent carriages (Ford, Chapman, Hawke, & Albert, 2007; Ford, Elhai, Connor, & Frueh, in press; Saunders, Williams, Smith, & Hanson, 2005; Tuell, 2008). Any form of military force gravely deteriorates the psychological offbeat of a child. That is wherefore it is noted that the primary(prenominal) focus in on one of the factors that affects the psychological development of an individual, and that is media emphasis. Exposure to any form of vehemence may tot to the expressional patterns of growing individuals peculiarly to those who have witnessed it throughout their lives, which is now possible with tv set as the fastest portal of eruditeness and rage. According to nearly, you are what you captivate when it comes to hysteria in the media and its influence on blood-red sort in recent-fashioned people.The inquiry published in February 2009 in the diary of younker a nd Adolescence, shows that even when other factors are considered, such as academic skills, encounters with community vehemence, or aro utilise problems, â€Å" childhood and adolescent baseless media discernments contri moreover whened significantly to the prediction of emphasis and general intrusion” in the write up subjects (Buffington, et. al. ,2011). Media strength †Introduction The debate over media military force has eluded definitive resolutions for more than cardinal decades. At first blush, the debate is henpecked by one questionâ€whether or not media force real causes real-life power.But walking(prenominal) examination reveals a political battle. On the one hand, at that place are those who file media emphasis for societal delirium and unavoidableness to censor waste content to cherish children. On the other hand are those who test regulation as the tricky slope to censorship or a smokescreen hiding the root causes of vehemence in s ociety. One thing is current: the unloosen of media fierceness is not loss away. Increasingly the debate is focusing on the â€Å"culture of effect,” and on the normalization of aggression and lack of empathy in our society. Media craze ResearchResearch into the media and madness examines whether links amid consuming media  hysteria and subsequent fast-growing(a) and  tearing  carry oning exists. Although most social scientists support this link, methodological and theoretical problems with the existing literature limit interpreting of determinations in this area. There is concern among some scholars that media researchers may have hyperbolize cause (Ferguson & Kilburn, 2009; Freedman, 2002; Pinker 2002; Savage, 2004). These do, such as aggression and patterns of gaga demeanors are believed to be interrelated with visual representations of violence.Complaints about the possible deleterious cause of mass media count throughout histo ry, even Plato was concerned about the do of plays on youth. Various media/genres, including  dime novels, comic books, jazz, rock and roll,  habit acting/computer spiriteds and many others have attracted guessing that consumers of such media may become more war-ridden, rebellious or immoral. This has led some scholars to conclude statements made by some researchers merely fit into a rhythm method of media- base moral panics (e. g. Gauntlett, 1995; Trend, 2007; Kutner & Olson, 2008).The advent of  picture show prompted research into the effects of this new moderate in the 1960s. Much of research has been guided by social learning hypothesis developed by Albert Bandura. favorable learning opening suggests that one way in which human beings learn is by the surgery of simulationing. through with(predicate) the mental pictures, word-paintings, clips, episodes, and even shows, violence is manifested in media that is why ch ildren tend to model war-ridden appearances. Their minds pull in an reading which could be afterwards on seen on their actions.These actions tend to shape them into unpeaceful individuals. From time to time, intellectual probe and analysis about the effects of media violence and aggression to the psychological development of a child are being examined noisome influence of motion picture recording violence and on how to create a child-friendly media that testament supporter the parents mold their children into morally- shaped individuals. The researchers intend to return the concepts of psychology in defining and apologiseing such terms that will justify the effects of media violence on the well-being of a child.It is in addition necessary to use aesculapian terms that will support the statements presented in this research, which will be explained further. STATEMENT OF THE PROBLEM There are many effects of characterisation to media violence which influence the psych ological well-being of a child. This acquire intends to analyse these effects, particularly to high nurture students in Malolos, Bulacan. This get hold of is made to give comes and clarifications on the by-line questions: In general, the question is, â€Å"How does media violence, curiously on video recording system, affect the psychological development of a child? 1. How does consider violence on picture actually treasure self-asserting way? 2. Is the association of photo to boob tube violence with the rough behavior causal? (Is violent video system system flat causing bellicose behavior? ) 3. 1 Significant Association of Media Violence to enmity 3. 2 Media Violence and the Increasing govern of Youthful Crime 3. 3 Psychological Risks and Setbacks of Exposure to Media Violence 3. What should be the precautions and measures that should be applied in order to create a child-friendly media? SIGNIFICANCE OF THE STUDYConsidering all the grimaces of this researc h, the main goal is to educate people and also the respondents about the harmful effects of media violence to the psychological well-being of a child. Furthermore, it is the tariff of the researchers to provide infixed selective randomness about the psychological influences of exposure to media violence and aggression. coterie Communication Students. As future media practitioners, it is essential for them to promote a child-friendly media to its viewers because media is one of the factors of human development, moreover, in the psychological aspect of an individual.Students. This research would service of process students realize the disadvantages of condescending shows which use media violence as a lineage of entertainment, and on how should they avoid watch it. Teachers and School Administrators. As mentors, this research would serving them create a teaching strategy that will mold and guide students as they develop to mature professionals. Parents. It is the responsibi lity of the parents to guide their children in watch telecasting programs. That is why they would gain information and explanations from this research that will serving them guide their children aright. Readers.This intellectual outturn aims to provide readers with sufficient knowledge and understanding about the effects of media violence to the psychological well-being of a child. This would help them be informed not simply about the harmful effects solely also their responsibilities as viewers. SCOPE AND DELIMITATIONS There are several(prenominal) factors that should be considered in ascertain how media violence affects children and adolescents, but the researchers paid more attention in analyzing how media violence, especially on television, affects the psychological well-being of children and teenagers, particularly high aim students.The scope of this research applies to Bulacan give in University Laboratory High School students at Malolos city, Bulacan, for the school year 2011-2012. DEFINITION OF term heap Communication- refers to a scholarly translate of mass media, its various forms and effects to people. draw Media- refers collectively to all media technologies that are deal to reach a large converse via mass communication (Wikipedia) Development- refers to the progress achieved by an individual which, in this research, pertains to the psychological development psychological science- the study of the mind, occurring partly via the study of behavior (Wikipedia).Violence- refers to the fast-growing(a) behaviors portrayed by the characters seen on television Students- refers to the high school students of Bulacan area University Laboratory High School (Unless wedded specification, e. g. Mass Communication Students) CHAPTER II polish up OF related to literary productions AND STUDIES This study was based in the previous investigations and samples made by analysts and psychologists in determining the probable causes and effects of media violence exposure. According to Andrea Martinez (1994), most studies support â€Å"a positive, though weak, relation between exposure to television violence and bellicose behaviour. Although that race cannot be â€Å"confirmed systematically,” she agrees with Dutch researcher Tom Van der Voot who argues that it would be illogical to conclude that â€Å"a phenomenon does not exist simply because it is appoint at time not to occur, or only to occur under certain circumstances. ” more investigations besidesk place to prove the relation of raptorial behavior to children and adolescents. They even conclude that there are several factors that affect the affinity of television violence to adolescents such as violent music lyrics.In 2003, Craig Anderson and Iowa State University colleague Nicholas Carnagey and Janie Eubanks of the Texas Department of Human Services reported that violent music lyrics increased aggressive thoughts and hostile timb erings among 500 college students. They concluded, â€Å"There are now good theoretical and empiric reasons to expect effects of music lyrics on aggressive behavior to be akin to the well- analyse effects of exposure to TV and movie violence and the more late research efforts on violent video games. â€Å"It is implied that violent music lyrics act as their â€Å"opium”, for when teenagers call to such music, it tends to make them feel more aggressive, creating different feelings and thoughts. In 1960, University of Michigan professor Leonard Eron studied 856 grade 3 students life history in a semi-rural community in Columbia County, New York, and pitch that the children who watched violent television at home behaved more aggressively in school. Eron wanted to atomic number 82 the effect of this exposure over the geezerhood, so he revisited Columbia County in 1971, when the children who participated in the 1960 study were 19 years of age.He make that male child s who watched violent TV when they were eight were more liable(predicate) to get in squabble with the law as teenagers. When Eron and Huesmann returned to Columbia County in 1982, the subjects were 30 years old. They reported that those participants who had watched more violent TV as eight-year-olds were more belike, as adults, to be convicted of serious crimes, to use violence to discipline their children, and to treat their spouses aggressively. Studies show that violent behaviors, just like any other behavior can be seen through years and can still be observed even for a long period of time.prof Monroe Lefkowitz published equivalent findings in 1971. Lefkowitz interviewed a group of eight-year-olds and found that the boys who watched more violent TV were more possible to act aggressively in the real world. When he interviewed the same boys ten years later, he found that the more violence a boy watched at eight, the more aggressively he would act at age eighteen. Columbia Uni versity professor Jeffrey Johnson has found that the effect is not restrict to violent shows. Johnson tracked 707 families in upstate New York for 17 years, starting in 1975.In 2002, Johnson reported that children who watched one to three hours of television each day when they were 14 to 16 years old were 60 per cent more likely to be tough in assaults and fights as adults than those who watched less TV. Kansas State University professor John Murray concludes, â€Å"The most credible interpretation of this pattern of correlations is that early preference for violent television programming and other media is one factor in the intersection of aggressive and antisocial behavior when the young boy becomes a young man. ” throng practicallytimestimes use the phrase that â€Å"children are impressionable. It mode that children do not see the world through the same slaver of experience that adults do. Children see things more literally. They do not yet possess the advanced sensibilities to distinguish fiction from reality. It matters a great deal, therefore, how much TV children watch and what they view. The effects of media violence on children have been studied for over thirty years, with researchers repeatedly finding correlations between aggressive/violent behavior and the viewing of media violence. These nurture and psychology researchers began assert years ago that a cause-and-effect relationship existed, i. . , viewing media violence was one of the inducive factors in aggressive behavior in children. REVIEW OF RELATED THEORIES Exposure to such quantities of violent depictions damages youth and contributes to violence in real life. In particular, television violence promotes aggression, teaches the youth that violence is an unexceptionable solution to problems, and fosters a fearful military posture by top offing viewers to think that the world is more violent than it real is. Here are the theories that will explain the influences of tele vision violence to the youth: finis TheoryCultivation Theory focuses more on how people attitudes are impacted by the media, rather than just behaviors. One of the findings of this research is that when people are unfastened to heavy media violence, they come out to have an attitudinal misconception called â€Å"mean world syndrome”. This means that they overestimate how much violence actually occurs in their communities and the rest of the world. While on the other hand, people who are subject to less media violence have a more realistic sense of the heart of violence in the real world.Social training Theory Media affects theories in modern times originated with Albert Banduras social learning theory, which suggests that children may learn aggression from viewing others. Modeling of behavior was observed in Banduras Bobo Doll trys. He showed children a video of a representative beating up a Bobo shuttle and then put the children in a room with a Bobo doll to see i f he/she would imitate the behavior previously seen on the video. The findings of this experiment suggest that children tended to lay the behavior they witnessed in the video.This has been often interpreted to imply that children may imitate aggressive behaviors witnessed in media. catharsis Theory Catharsis is a Greek word marrow â€Å"cleansing” or â€Å"purging”. It has been set forth as a â€Å"purification” or a â€Å"purging” of such emotions. many another(prenominal) managers and producers of violent media claim that their products are cathartic. For example, Alfred Hitchcock, director of the movie Psycho, say, â€Å"One of televisions greatest contributions is that it brought get through back into the home where it belongs. Seeing a murder on television can be good therapy.It can help work off ones antagonism. ” More recently, in 1992, Paul Verhoeven, director of the movie bestow Recall, said, â€Å"I think its a change of purify ing experience to see violence. ” Social Cognitive Theory Social cognitive theories build upon social learning theory, but suggest that aggression may be activated by learning and set aggressive scripts. desensitisation is also include in latter social cognitive theories. For example in one recent study, a sample of college students was assigned at random to play either a violent or non-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 simulated aggressive act than those who didnt play the violent video games. Moral Panic Theory subtile by David Gauntlett this theory postulates that concerns about new media are historical and cyclical. Society forms a predetermined negative belief about a new media. Research studies and statements by scholars and politicians are designed to confirm the exist belief, rather than obj ectively study the issue with care.Ultimately the panic dies out after several years or even decades, but ultimately resurfaces when yet another new form of media is introduced. REVIEW OF RELATED LITERATURE LOCAL LITERATURE Cultures of corruption and of violence in society are close cousins, if not twins. They are intertwined. Where there is corruption, there is violence, and vice versa. Violence is a note of a corrupt mind or society, and corruption is violence against fellow human beings and society (Chua, 2010). Children through their adolescent dress are great imitators. idiot box violence surfaced the minds of our teenagers though it brings negative effects- for adolescents search for their role model during their formative years. In the Philippines, where almost every household had televisions, violence is rampant. Philippine Television Scenario: * 93% of Philippine children have rile to television. * Television shows consist of 10,000 rape, assaults and murder scenes each year. * Teenage boys who watch television more than an hour are more likely to commit violent acts than those who watch less than an hour.With the influence of television that results to violence, the unify Nations sort Philippines as a high aggression areaâ€an environment promoting aggressive behavior. It is said that exposure to adult programs eliminates childhood. (Tan, 1994) concluded that onwards, learning is difficult and dependent, but now, the youth comfortably learn about adult behavior through TV programs. If they are mandatory by law to grip until they are old enough to drive, likewise, they need to wait for the right age to watch TV.Television may not be as mischievous for teenagers or for adults, as it is for the young ones. With this statistics, Sen. Manuel Villar junior has filed a bill banning the broadcast of programs that contain scenes considered extremely violent for children during daytime. Senate commove 2441 mandates the Movie and Television Review and mixed bag Board (MTRCB) and the National Telecommunications Commission (NTC) to construct rules for blocking violent programs during daytime. Television has been taken for granted, as it becomes the fastest portal of violence. Teenagers feel vulnerable and less protected.Teenagers are overt to increasingly higher doses of aggressive images. Violence among youth is also on the rise, do it plausible to correlate the dickens, even though we believe that the primary causes for aggressive behavior in children are to be found in their family environment, and the social and economic conditions in which they are raised. Television violence merges with reality. outside LITERATURE Learning violence has no exception. It can be imitated in the same manner as how the alphabet was committed to memory (Walker, 2010). In a study conducted by Dr.Jo Groebel of Utrecht University from 1996-1997, it was confirmed the dominant role of television in the everyday lives of children some the glo be: 93% of the students who attend school and live in electrified urban or rural areas have regular annoy to television and watch it for an average of three hours a day. This represents at least 50% more than the time spent on any other out of school activity, including homework, being with friends, or reading. The result justifies the hypothesis that television is the most powerful reference point of information and entertainment besides face-to-face interaction.It is concluded that the introduction of television in the 1950s caused a subsequent stunt woman of the homicide rate, i. e. , long-term childhood exposure to television is a causal factor git almost one half of the homicides committed in the United States, or approximately 10 000 homicides annually. Although the entropy are not as well developed for other forms of violence, they indicate that exposure to television is also a causal factor behind a major proportion-perhaps one half-of rapes, assaults, and other form s of interpersonal violence in the United States (Centerwall, 1992)Fig 1. — This series of photographs shows a 14-month old boy learning behavior from a television set. In photograph A, the adult pulls apart(predicate) a novel toy. The babe leans beforehand and carefully studies the adults actions. In photograph B, the child is given the toy. In photograph C, the infant pulls the toy apart, imitating what he had seen the adult do. Of infants exposed to the instructional video, 65% could later work the toy, as compared with 20% of unexposed infants.Just like Bandura’s experiment on how children learn and adapts violence, the physical body shows how easily a toddler mimics a personality on a television. To present how television violence manifests in the youth’s daily lives, Arnold Schwarzenegger’s ‘terminator’ is a global icon, known by 88% of the children surveyed, be they from India, Brazil or Japan. Asked to name their favorite role mod els, boys most frequently named an action hero. 51% of the children from war or high-crime environments wish to be like him, as compared to 37% in the low-aggression neighborhoods.This only means that teenagers tend to mimic the shows they have seen on television. In 1990, the American academy of Pediatrics issued a policy statement that Pediatricians should advise parents to limit their childrens television viewing to 1 to 2 hours per day. Nowadays, the youth perceives television as a factual source of information about a world outside their homes but the truth is this is where violence is a daily commonplace. But violence, harmonise to Centerwall in 1992, is generally powerful, exciting, charismatic, and efficacious. REVIEW OF RELATED STUDIESLOCAL STUDIES One of the findings was half of the Filipino programs contain violent incident (excluding tidings casts). Moreover, it indicated that violence would likely occur in these kinds of television programs: 1. Action/Adventure 2. c hilds play/Sitcoms 3. pattern Shows 4. MTV (Music Television) Exposure to this kind of television programs lead to several problematic outcomes. Aggression Adolescents in middle school and high school are much more likely than younger children to doubt the reality of television content and much less likely to identify with television characters.The small percentages of those who continue to believe in the reality of television and to identify with its violent heroes are the only ones likely to be more aggressive, especially if they continue to fantasize about aggressive-heroic themes. Desensitization Desensitization is indicated by lower empathy or sympathy. Media violence has also been shown to desensitize youth to violence. Trauma and Victimization Media violence also leads to fear and a feeling of victimization.In one study, 75% of high school students reported media violence at moderate to high levels, and 10% sought to counseling cod to nightmares, anxiety, and fear associate d with media violence. FOREIGN STUDIES Bobo Doll Experiment The Bobo doll experiment was the name of two experiments conducted by Albert Bandura in 1961 and 1963 studying patterns of behavior associated with aggression. He hoped that the experiments would prove that aggression can be explained, at least in part, by social learning theory. The theory of social learning would state that behavior such as aggression is lettered through observing and imitating others.He 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. In his book, The 11 Myths of Media, James Potter shares what he believes to be the short term effects and long term effects of media. short-run Effects . Imitation and Copying conduct Children and adults mimic and incorporate a behavior they have seen a character in media perform. 2. Desensitization Media can reduce our emotional answers. It breaks down viewer’s natural resistance to killing. 3. Temporary Fear gaga media can produce intense daunt reactions. Fright is an immediate emotional chemical reaction and is composed of anxiety, distress, and increased physiological input that are frequently engendered in viewers as a result of exposure to specific types of media productions.Long-Term Effects 1. Aggression 2. mournful the Mean of Society toward More of a Fight Flight Mentality When violence permeates the media year after year in all kinds of programming and when the message of the violence is antisocial (violence is usually justified, successful, and harmless to victims), the mean of society is likely to move in dos to antisocial direction. The society will stepwise move towards a fig ht-flight mentality. The fight atom is exhibited by an wear of inhibitions to behaving in a violent manner.The flight component is exhibited by a gradual increase in generalized fear along with an erosion of sympathy for victims of violence. 3. Thinking of Being Victims of a Crime 4. Accepting Violence slowly CONCEPTUAL FRAMEWORK Fig. 2 — through an input, process, and output cycle, the researchers defined the relationship of media violence linked to aggression. When children are exposed to media violence at an early age, their mind creates an interpretation that is why they imitate any aggressive behavior shown to them. Through this, aggression is manifested. scheme OF THE STUDYFrom the information gathered by the researchers in determining the probable effects of exposure to media violence to the psychological development of an individual, hypotheses are formulated. These are based on the findings of this research and will be proved later on. 1. Through media violence m anifested on television, aggressive behaviors are acquired as a child interprets what he sees on the character. Children tend to imitate what they see on television that is why it becomes a habit when they are exposed in this form of violence. By this, the child learns to act in the same behavior as what he sees. 2.Proper development of the psychological being of a child is at risk, especially of teenagers because they are on their adolescence stageâ€a stage of development and expression for adulthood. What they see and learn in their childhood such as violence, might lead to execution of violent acts acquired in their adulthood, conduct to more serious behavioral problems. Without the proper charge, they might constantly develop into a violent person. 3. One characteristic of a child is being impressionable, that is why they directly imitate the acts they see on television. From this, aggressive behavior could be achieved. . Young children often mimic what they see. Older chi ldren develop, through years of watching, sub-conscious mental plans of how they will react in conflict situations. For years they have seen conflicts mulish by violence, and they sub-consciously develop the same reaction plan. When confronted with a conflict, the tendency is to react the way they have seen countless others reactâ€in a combative, aggressive or violent manner. 5. By reducing their time in watching, accompanied by proper guidance and explanation, they could reduce the tendency of a child to acquire violent behavior. 6.Television is the most in force(p) and the fastest portal of learning and getting knowledge. Children watching television without proper guidance gives their own explanation to what they have watched. In such manner, they tend to grow and bear in mind their wrong interpretation of violence. CHAPTER III METHODS OF look METHODS AND TECHNIQUES Descriptive regularity The researchers applied the descriptive or statistical method that will describe the information and characteristics of the population intended in this research. Through this, the researchers also used the survey method as a technique in defining the data gathered and presented.Survey Method The survey is a non-experimental, descriptive research method. This method assesses the student’s point of view through series of questions intellectually formulated to satisfy the needed information in this research. This is conducted in a group of students from Bulacan State University Laboratory High School. RESEARCH INSTRUMENTS The researchers used questionnaires distributed to the students, consisting of closed-ended questions. A closed-ended question is a question format that provides respondents with a list of answer choices from which they must choice to answer the question.The group also formulated interview guide consisting of series of questions that will help in directing the conversation towards the topics and issues presented in this research. Throug h these instruments, the researchers will gather the data needed in order to provide the results needed in this research. BIBLIOGRAPHY Anderson, C. A. , and Bushman, B. J. (2002). The effects of media violence on society. Science, 295, 2377-2378. Appendix 4-B violence in the media and its effect on youth violence. (1999). Youth Violence: A Report of the sawbones General. Retrieved February 25, 2012, from http://www. urgeongeneral. gov/library/youthviolence/chapter4/appendix4b. hypertext mark-up language Centerwall, B. S. (1992, June 10). Television and Violence: The Scale of the Problem and Where to Go From Here. Retrieved from http://cursor. org/stories/television_and_violence. htm Chua, P. S. (2010, appalling 30). Heart to heart talk: violence on television. Cebu Daily News, Retrieved from http://globalnation. inquirer. net/cebudailynews/ perspective/view/20100830-289558/Violence-on-television Frazier, B. (n. d). The impact of tv violence on children and adolescents. The Success ful Parent. Retrieved from http://www. thesuccessfulparent. om/children-and-media/the-impact-of-tv-violence-on-children-and-adolescents Grobel, J. (1997). Media and violence study. Retrieved from http://www. ppu. org. uk/education/mediaviolencesurvey-c. html Johnson, J. G. , et al. (2002). Television viewing and aggressive behavior during adolescence and adulthood. Science, 295, 2468-2471. Media awareness network. (2010, July 8). Violence in Media Entertainment. Retrieved from http://www. media-awareness. ca/english/issues/violence/violence_entertainment. cfm Media violence †introduction. (2010). Media Awareness Network. Retrieved from http://www. media-awareness. a/english/issues/violence/ Media violence and behavior. (n. d). LimiTV. Retrieved from http://www. limitv. org/aggression. htm Research on the effects of media violence. (2010). Media Awareness Network. Retrieved from http://www. media-awareness. ca/english/issues/violence/effects_media_violence. cfm Rick Nauert Ph D. (2008). Media violence linked to aggression. Psych Central. Retrieved from http://psychcentral. com/news/2008/11/20/media_violence_linked_to_aggression/3379. html Violence kills tv. (1998, December 1). Science Go Go. Retrieved meet 19, 2012, from http://www. scienceagogo. com/news/19981101145024data_trunc_sys. html Shah, S. A. A. (2008). Children and media violence. Retrieved from http://www. scribd. com/doc/30841039/Media-Research-Children-and-Media-Violence picayune and long term media effects. (2012). The New Media root word. Retrieved March 15, 2012, from http://www. thenewmedia-foundation. org/media/valus. php Sy, M. (2011, April 19). Villar calls for ban on tv programs too violent for kids. The Philippine Star, Retrieved from http://www. philstar. com/Article. aspx? articleId=677908&publicationSubCategoryId= Tan, B. C. (1994). Tv is not for children. Retrieved from http://www. rstep. org. ph/reading2. tm Violence, media (position paper). (2004). A alpha foetoprotein. Retrieved from http://www. aafp. org/online/en/home/policy/policies/v/violencemedia. html APPENDICES QUESTIONNAIRES BULACAN STATE UNIVERSITY College of humanistic discipline and Letters S. Y. 2011-2012 Provided in this questionnaire are personal questions. gratify answer all the questions honestly. Shade the circle provided before the choices. -The Insiders Provided in this questionnaire are personal questions. Please answer all the questions honestly. Shade the circle provided before the choices. -The Insiders BASIC INFORMATION: list: ______________________________________Year and Section:_____________________________ Age: ____ grammatical gender: __________ do by:_____________________________________ ____________________________________________ Contact No. : __________________________________ 1. During your childhood years, how many hours a day did you spend in watching television? * 1-2 hours * 3-4 hours * 5-7 hours * Others (Please specify. ):_______ 2. Which of the followi ng programs did you often watch before? * Sineskwela * Math-tinik * Hiraya Manawari * Teletubbies * Voltes V * Daimos * force out Rangers * Tom and Jerry 3. Do your parents oppose you from watching programs that show violence? Yes * No 4. As an adolescent, how many hours a day do you spend in watching? * 1-2 hours * 3-4 hours * 5-7 hours * Others (Please specify. ):_______ FOLLOW- UP QUESTION: Do your parents still prevent you from watching programs that promote violence? * Yes * No 5. What kind of programs do you prefer? * Drama * Comedy * Action * Others (Please specify. ) : __________________ 6. Do you often watch alone? * Yes * No 7. Which of the following programs did you often watch before? * Matanglawin * Kap’s Amazing Stories * Pinoy Explorer * IJuander * metropolis hunter * Iris * Valiente * Regal Shocker 8.Do you think it is in force(p) for you to patronize programs with violent scenes? * Yes * No 9. Do you think that exposure to media violence could cause a chil d to be aggressive? * Yes * No 10. What is your reaction after sightedness violence on television? * Pleased- happy, at ease * Terrified- scared, frightened * Not Contented- wanting more * Annoyed- disturbed, irritated LETTERS BULACAN STATE UNIVERSITY College of arts and Letters S. Y. 2011-2012 185 Sapphire Street, Brgy. Perez, Bulakan, Bulacan, Phils. March 22, 2012 Mr. nonpareil C. Caparas High School Principal Bulacan State University- Laboratory High School city of Malolos, Bulacan honest Mr. Caparas: We, a group of Mass Communication students from the College of Arts and Letters, are in the process of accomplishing our research paper in a study entitled, â€Å"Effects of Exposure to Media Violence to the Psychological Development of the High School Students of Bulacan State University- Laboratory High School. ” We would like to entreat for your permission in order for us to conduct our survey in the campus. The students would be the respondents of our study. This w ould be of great help in our research. Rest assured that we will take charge in this survey.We are hoping for your cooperation. Yours Sincerely, Erl Chak S. J. Navalta throng Researcher BULACAN STATE UNIVERSITY College of Arts and Letters S. Y. 2011-2012 Santa Maria, Bulacan March 22, 2012 Dr. Agnes Crisostomo Psychology Professor College of Social Science and Philosophy Bulacan State University undecomposed Madam: We, the students of Bulacan State University-College of Arts and Letters will be conducting a study entitled, â€Å"Effects of Effects of Exposure to Media Violence to the Psychological Development of the High School Students of Bulacan State University- Laboratory High School. This is in partial fulfillment of the requirements in the turn tail English 123-Communication Arts 2 thesis proposal. In this regard, we respectfully request for your troth to be the subject of our study. We would assure that any information gathered would be handled properly and with strict c onfidentiality. Thank you very much! Yours truly, ________________________ Justine Mary Robert A. Mendoza Researcher BULACAN STATE UNIVERSITY College of Arts and Letters School Year 2011 004 Tabon Malis, Guiguinto, Bulacan March 22, 2012 Lolita S. P. Santos Social WorkerCity Social Welfare and Development Malolos Bulacan Dear Mrs. Santos Greetings! We, the Mass Communication students of Bulacan State University, are humbly requesting to your office to allow us to conduct an interview that will give us pertinent information regarding on behavioral aspects of youth and juvenile delinquency here in Bulacan, particularly in the city of Malolos. The said information will suffice to our thesis proposal entitled â€Å" Effects of Exposure to Media Violence to the Psychological Development of the High School Students of Bulacan State University- Laboratory High School. ”Rest assured that all information will preserve confidential and shall be used only for the said thesis proposal. We are looking for forward to your kindest cooperation and consideration. Yours truly, __________________ Jeaneth D. P. Panti Researcher BULACAN STATE UNIVERSITY College of Arts and Letters School Year 2011 754 Kabilang Bacood, Sta. Rita, Guiguinto, Bulacan March 22, 2012 High School Students Laboratory High School Bulacan State University Dear Respondents: Greetings! We are the Insiders, a group of first year Mass Communication students from the College of Arts and Letters are currently compose our research proposal.We are kindly intercommunicate for you to answer the following questions that will be vital to the completion of this proposal. Rest assured that all information will remain confidential and shall be used only for the said thesis proposal. We are looking forward to your kindest cooperation and consideration. Yours truly, __________________ Jerica Mae S. P. Calara Researcher EXPERTS’ composeS personalized PROFILE form: Lolita S. P. Santos point: Malolos Bul acan E-mail get across: lolitasantos. [email&#clx;protected] com Age: 23 Gender: female Nationality: Filipino Place of descent: Bulacan civic status: marriedReligion: Catholic educational BACKGROUND Tertiary: University of the Philippines Diliman, Quezon City second-string: holy Spirit Academy Malolos Bulacan employment Currently serving as a social worker at the City Social Welfare and Development here at Malolos Bulacan, which provides social programs especially to autochthonic families in Malolos, provides livelihood projects, child labor programs and other social services that caters the social welfare of the people own(prenominal) PROFILE Name: Agnes Del Rosario Crisostomo terminus: Malolos, Bulacan E-mail address: [email protected] om Age: 40 Gender: pistillate Nationality: Filipino Place of birth: Paombong, Bulacan Civil status: Married Religion: Catholic educational BACKGROUND Tertiary 2009PhD in Psychology University of the Philippines 2005MA in Psychology Un iversity of the Philippines 1987BA Psychology University of the Philippines (Diliman) substitute(prenominal) Paombong High School duty 4th year Associate Professor in Bulacan State University Employee at Women of Malolos Foundation Incorporation INTERVIEW GUIDE Questions: 1. How much education did you have to go through to become a (field)? 2.Is there a significant relationship between exposure to television violence and aggressive behavior? 3. Is this relationship causal? 4. How does it impact teenagers? 5. ar there any psychological problems that can be caused by television? 6. wherefore do you think television violence is bad for teenagers? Or why do you think it is okay to let them watch? 7. Do you think the effects of television violence are very serious to the teenagers today? Why? 8. What do you think their behavior would be? 9. In your opinion, what ages are safe to watch television violence? 10. Is there anything wrong with letting a young child watch TV? 1. What do you think about endlessly keeping teenagers away from television so that they can not watch violent television programs or shows? 12. Can teenagers modify good and bad side of violent television programs or shows themselves? Why? course of study VITAE JERICA MAE SAN PEDRO CALARA 754 Kabilang Bacood, Sta. Rita, Guiguinto, Bulacan wandering figure of speech: 09157990046 Telephone event: e-mail Address: jericamae. [email protected] com PERSONAL selective information dub :Jerica, JM Status: iodin take over attend:May 24, 1995 Citizenship:Filipino Skills:Communication Skills, ready reckoner Literate EDUCATIONAL BACKGROUNDTertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 †2012 substitute(prenominal) Holy Spirit Academy of Malolos Sta. Isabel, City of Malolos, Bulacan S. Y. 2007 †2011 SEMINARS be maiden SemesterCommGuild Seminar AFP household encampment Aguinaldo Quezon City August 7, 2011 second Semester4th Media meridian BSU club Bulacan State University February 16, 2012 JUSTINE bloody shame ROBERT AQUINO MENDOZA 277 N. Mendoza St. , San Gabriel, Sta. Maria, Bulacan Mobile digit: 09179917850 Telephone function: (044) 641-03-77 Email Address: [email protected] om PERSONAL DATA byname :Justine Status: angiotensin-converting enzyme Birth conflict:February 26, 1994 Citizenship:Filipino Skills:Communication Skills, figurer Literate EDUCATIONAL BACKGROUND TertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 †2012 Secondary Saint Paul College of Bocaue Bocaue, Bulacan S. Y. 2007 †2011 SEMINARS ATTENDED 1st SemesterCommGuild Seminar AFP subject Camp Aguinaldo Quezon City August 7, 2011 2nd Semester4th Media Summit BSU gild Bulacan State University February 16, 2012 ERL CHAK SAN JOSE NAVALTA 85 Sapphire St. Perez, Bulakan, Bulacan Mobile Number: 09274308912 Telephone Number: (044) 668-74-93 Email Address: [email protected] com PERSONAL DATA Nickname :Erl, Chak Status:Single Birth Date:October 14, 1995 Citizenship:Filipino Skills:Communication Skills, calculator Literate EDUCATIONAL BACKGROUND TertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 †2012 Secondary upright Conception School for Boys Second Year- after part Year Poblacion, City of Malolos, Bulacan S. Y. 2008 †2011 Assumpta Academy primary YearSan Jose, Bulakan, Bulacan S. Y. 2007 †2008 SEMINARS ATTENDED 1st SemesterCommGuild Seminar AFP Theater Camp Aguinaldo Quezon City August 7, 2011 Pandayang linoleum Brocka Valencia star sign Bulacan State University 2nd Semester4th Media Summit BSU Hostel Bulacan State University February 16, 2012 JEANETH DELA PAZ PANTI 004, Tabon Malis, Guiguinto, Bulacan Mobile Number: 09351860944 Telephone Number: N. A. Email Address: [email protected] com PERSONAL DATA Ni ckname :Jeaneth Status:Single Birth Date:September 12, 1994 Citizenship:Filipino Skills:Communication Skills, Computer LiterateEDUCATIONAL BACKGROUND TertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 †2012 Secondary Guiguinto National Vocational High School Guiguinto, Bulacan S. Y. 2007 †2011 SEMINARS ATTENDED 1st SemesterCommGuild Seminar AFP Theater Camp Aguinaldo Quezon City August 7, 2011 Pandayang Plaridel BSU Hostel Bulacan State University Pandayang Lino Brocka Valencia Hall Bulacan State University 2nd Semester4th Media Summit BSU Hostel Bulacan State University February 16, 2012 MA. NEREN ENRIQUEZ VILLALON 611, Calle Hagonoy St. San Pablo, City of Malolos, Bulacan Mobile Number: 09066250818 Telephone Number: (044) 760-75-68 Email Address: [email protected] com PERSONAL DATA Nickname :Neren Status:Single Birth Date:September 4, 1994 Citizenship:Filipino Skills:Communication Skills, Comp uter Literate EDUCATIONAL BACKGROUND TertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 †2012 Secondary Holy Spirit Academy of Malolos Sta. Isabel, City of Malolos, Bulacan S. Y. 2007 †2011 SEMINARS ATTENDED 1st SemesterCommGuild Seminar AFP Theater Camp Aguinaldo\r\n'