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This review collates the empirical evidence on the behavioural effects of media violence. It assesses the content of different forms of media to which patients in secure services could be exposed. Numerous explanations for behaving aggressively are examined, using a variety of theoretical backgrounds. The effect of viewing different forms of violence on individuals' behaviour is also examined. The review includes positive influences of exposure to media violence, though the main findings are that exposure to aggressive and violent material increases aggressive thoughts, feelings and behaviour. The review presents research on violence depicted in films, video games, comic books and song lyrics, and assesses its impact on aggressive and inappropriate behaviour; it also addresses exposure to weapons. We conclude by outlining how this research could influence policy on the resources made available to forensic populations, advocating assessment of the suitability of presenting a particular piece of media violence to the individual rather than a whole population, and the possibility that individual responses to media violence can be a useful assessment tool.

This study aims to uncover in-depth examples of how emergent media affects parents’ views and socialization efforts. The study examines these views and efforts in the context of violent commercials.

The authors collected data for this paper using two studies. In Study 1, they collected data from the internet. Comments related to “violent ads” or “violent commercials” were collated and analyzed. For Study 2, they conducted in-depth interviews with mothers on their views on parental mediation and impact of media on their children.

The internet data helped develop a parental definition of violent ads and identify that parents lie on a continuum regarding their concerns about violent commercials. Further in-depth questioning of parents on the above finding led to the identification of four clusters of parents. “Media managers” attempt to control and restrict their child’s media environment while educating their child about the effects of violent commercials. “Enablers” spend abundant time co-viewing primetime TV while engaging their child in conversations on violence, but not on violent ads. To maintain harmony in the household, “Harmonizers” merely restrict viewing of violent commercials without educating their child about its effects. Finally, “Agent evaluators” are likely to co-view violent commercials, without discussing them with their child.

First, several of the parental segments (media managers, enablers and harmonizers) tend to note some concerns with violence in advertising. Importantly, this concern for violence appears to be limited to gore and use of physical weapon. Second, while parents do not have homogenous views on violent ads, those who are concerned also have differing roots of concern. This influences their mediation efforts. Third, socialization is bi-directional at times.

Many parents do not approve are the use of physical violence, use of weapons and depiction of blood/gore even in ads for movies or videogames. Advertisers might be wise to avoid such content in ads directed to children. Second, if media and marketing managers could plan to sponsor TV shows (vs placing violent ads) that offer ad-free program time, parents might respond positively. Third, as socialization is bi-directional, advertisers could consider using ad scenarios where parents and children engage with the pros and cons of a certain product or content, thus enabling parent-child conversations to make an informed decision.

Many parents notice violence in ads; policymakers could consider developing ratings for ads that consider the amount and type of violence while rating an ad. Second, a focus on increasing parental awareness on the harms of constantly exposing children to violent commercials might change the views of some parents who currently believe that a few or no violent commercials are being aired during children’s programs. Finally, parents envisage a greater role for media in their lives, and policymakers will have to suggest ways to effectively integrate media content in one’s lives rather than just suggest bans or restrictions.

The contributions of this paper include viewers’ (vs researchers’) definition of violent commercials, showcasing that parents are likely to manage media using new media options such as Netflix, and some parents are likely to co-create rules with their children.

This review aims to examine how aggression is portrayed in the media and how it can influence behavior and attitudes regarding aggression.

The authors reviewed the relevant literature and examined both physical and relational forms of aggression in multiple media forms (television, film, video games, music, books).

Across media types, evidence is found that both physical and relational aggression are portrayed frequently and in ways that may contribute to subsequent aggression. Furthermore, though there are studies finding no effect of exposure to media aggression, evidence is found that watching physical and relational aggression in the media can contribute to aggressive behavior. Prominent media aggression theories are reviewed and some of these theories are applied to relational aggression media effects.

Researchers should no longer ignore relational aggression in terms of the media, in terms of content and associations with aggressive behavior. Researchers should also focus on understudied media forms, such as music and books.

Policy makers should take careful note of the research on media and aggression when deciding on public policy and clinicians should inquire about media habits when clients show problematic aggressive behavior (physical or relational).

This paper is a valuable source of information regarding current research on media and aggression. Unlike other reviews, it focuses on multiple types of aggression (physical and relational) and multiple media types (TV, movies, video games, music, and books).

The purpose of this paper is to examine risk factors associated with Western Australian secondary school students’ involvement in violence-related behaviours.

This cross-sectional study examined data collected using an anonymous self-completion questionnaire from 542 school students aged 13-17 years. The questionnaire measured risk factors associated with being a perpetrator and/or victim of violence-related behaviours.

Gender was significantly associated with being a victim and perpetrator of violence-related behaviours. Males were significantly more likely than females to be a victim of threatening and physical violence at school, and to be a perpetrator of physical violence at school and in the community. Males were significantly more likely than females to watch violent media, with exposure to violent media associated with physically hurting someone at school. Students involved in greater acts of animal cruelty had increased odds of being involved in all forms of the violence measured.

Limitations such as the cross-sectional nature of the study and the small sample size are noted, along with suggestions for future research.

Implications of the research for practitioners working with adolescents, with a particular focus on the school setting, are discussed.

Most previously published research on adolescent involvement in violence has been conducted outside Australia, and as such, may not be directly applicable to the experiences of young people in Western Australia.

Purpose: Media violence theorists made five methodological errors, which have muddled theory construction. As such, the validity of the claim that media violence must share blame for a rise in aggression in society is suspect.

Approach: Here, the authors explain those five errors: (1) Subclinical psychopathologies interact with media messages in detectable ways. Media violence researchers never paid attention to the composition of their participant samples. Consequently, they were never aware of the inherent vulnerabilities, or immunities, to media violence of their participants. (2) Media violence researchers used convenience samples when they should have used random samples to study media violence. The nature of the research questions they were asking required the use of random samples. But, with the use of convenience samples, those samples never matched the populations they were designed to examine. (3) Media violence researchers used expansive variable lists that probably triggered family-wise interaction effects, thus reporting interactions between independent and dependent variables that were meaningless. (4) Most media violence data are correlational. So, researchers used converged data from correlational studies to infer causation. But their convergence procedures were improperly executed, which led to incorrect interpretations. (5) Media violence researchers, from the outset of their work in the 1980s, pathologized media violence first, then set about trying to find out how it presumably harmed society. Those researchers should have considered the idea that media violence is nothing more than mere entertainment for most people.

Value: In addition to questioning the claims made by media violence researchers, these five errors serve as a cautionary tale to social media researchers. Scholars investigating the effects of social media use might consider the possibility that social media are nothing more than new modes of communication.

This paper seeks to examine whether violence embedded in stories in ads can contribute to advertising effectiveness along the same lines as well‐researched ad elements such as the celebrity endorser and the physically attractive ad model. More specifically, the paper aims to assess whether violent content in an ad story adds to excitement perceptions and to overall evaluations such as the attitude toward the ad and the attitude toward the advertised product.

The paper uses an experimental approach comprising two studies in which participants were randomly allocated to ads with different levels of violence in an ad story.

The main finding is that representations of real violence (as opposed to staged violence) produced higher levels of excitement, attitude toward the story, attitude toward the ad, and attitude toward the advertised product compared with no violence. Such effects, however, were moderated by the level of congruence between the ad story and the advertised product; the highest response levels were obtained for ads with violent story content dealing explicitly with the advertised product.

The finding that violent stories in ads can have a positive charge is consonant with the assumption that violence is a narrative device that may heighten the excitement created by a story. It is also in accord with the observation that many consumers appear to relish stories with a violent content. Yet the main finding challenges existing research on violent ads in which violence consists of an image visually co‐exposed with a brand – and it questions the dominant approach in media violence research, which emphasizes the negative effects of media violence.

The purpose of this paper is to examine the effects of reconciliation and retaliation story endings on subsequent aggressive affect and behavior.

Participants took part in two ostensibly unrelated studies. The first involved reading a violent story, attributed to a biblical or secular source, which ended in either brutal retaliation or peaceful reconciliation. They then took part in a second study in which they completed measures of aggressive affect and behavior.

Participants told that their stories came from a secular source experienced a more aggressive affect than those told that their stories came from a biblical source. In terms of behavioral aggression, a significant difference in effect of the story ending on males and females emerged. Females who read the reconciliation ending had lower levels of behavioral aggression than females who read the retaliation ending. Conversely, males who read the reconciliation ending had higher levels of behavioral aggression than males who read the retaliation ending.

These findings suggest that media depictions of prosocial reactions to unprovoked aggression may not reduce aggression in men.

Results are discussed in terms of moral values espoused by women and men and suggest that anti-violence messages may be strengthened to the extent they address the values important to both.

This study extends research on violent media exposure to a burgeoning literature on reading violent content.

Purpose – The relationship of media influences and school shootings is analyzed on the background of an integrating metatheoretical framework, derived from socialization theory and a media appropriation model grounded in action theory.

Design/approach – Empirical findings and dynamic models of the significance of the media in the genesis of school shootings are integrated into the framework based on a review of the literature. Special focus is placed on the subjective functionality of the perpetrators’ prior media use, which is examined for its dependence on individual, cultural/societal, and interpersonal factors.

Findings – School shootings are a form of extreme violence where monocausal explanations fall short and cannot adequately account for the complex multifactorial causes of the phenomenon. However, we come to the conclusion that particular media do play a special role in the origination of school shootings, but in a way that can only be adequately comprehended if they are examined in connection with specific individual, socio-cultural, and interpersonal dynamics.

Originality/value – The chapter presents a conceptual frame within which possible relationships between media influence and school shootings are identified in the socialization contexts of the adolescent perpetrators.

Modern society has found its nemesis in the terrorist, fundamentalist criminals attempting to halt progress and force society back into the Dark Ages. This article aims to build on the work of Pech, arguing that many acts of terrorism are rooted in mimicry of acts of violence.

The article argues that the number of terrorist copying behaviours can be reduced through the concept of memetic engineering, which is the altering of the message that motivates terrorists and the copying of their violent activities. A model is developed for identifying and re‐engineering vulnerable constructs within the terrorist's causal algorithm.

This terrorist algorithm can be modified by: eliminating media portrayal of terrorists as freedom fighters and heroes; minimising potential causes of disinhibition; editing the terrorist's script that initiates and engenders empathy with violent acts; reconstructing the religious, cultural, and environmental support for violence as an acceptable means of communication, protest, and negotiation; reducing factors that facilitate susceptibility to the terror meme, identifying and moderating influences that initiate a state of cognitive priming for violence, and weaken the appeal of the terror meme. Introduces a diagnostic model for assessing key elements responsible for creating and sustaining terror memes.

The article describes an original and radically different approach to responding to terrorism. Essentially this means re‐engineering toxic scripts, using the mass media to moderate fundamentalist messages, re‐engineering of scaffolds that maintain some societies in cultural empathy with acts of violence, and the removal of environmental factors that enable terrorism to emerge.

Children experience trauma more often than many early childhood educators realize. As many as 26% of children experience multiple trauma events such as abuse, neglect, parental substance abuse, parental incarceration, and so forth. Trauma impacts brain development in many negative ways that may have serious consequences on the child’s ability to learn, grow socially and emotionally, and develop physically. These brain changes also change how the child will play in the early childhood classroom, and information is given to help recognize the signs of trauma in children. The early childhood educator can make trauma-sensitive modifications in the classroom to assist the traumatized child’s ability to play out the problem. School counselors can be a resource for assisting early childhood teachers when working with traumatized children. A brief description of the importance of play therapy as a developmentally appropriate method to help traumatized young children is provided.