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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 London bombings on 7 July 2005 highlighted the prevailing terrorist threat to the UK. The present study addressed the psychological response of a community (n=294) indirectly exposed to the attacks to discern the broader impact and effects of terrorism. Qualitative content analysis was used to develop a profile of emotions and responses to the attacks. This was supplemented by the use of linguistic analysis demonstrating the enormous heterogeneity and complexity of responses to terrorism. In light of previous work on the wider impact of terrorism, the present study highlighted a relatively restrained impact of terrorism. Notwithstanding this observation, responses were marked by negative emotions, with increased use of references to others than for self. Responses also highlighted the use of psychological distancing more among white than Asian respondents, and the importance of religion, both as a supportive factor and perceived cause of the attacks, with references more prevalent among Asian respondents. Although the ubiquitous nature of negative emotions also slightly heightened reports of perceived risk, the ability of respondents to use methods of social orientation helped their ability to recover, and may be crucial in helping harness unified community‐based responses to terrorism.

The current study aimed to investigate potential sex differences in the use of verbal aggression in romantic relationships.

The current study used meta‐analytic methodology to analyze 20 studies to understand gender differences in the use of verbal aggression in romantic relationships.

The results found that women used more verbal aggression than men in romantic relationships; however, overall levels of verbal aggression use were relatively high regardless of sex.

Limitations of the current research, such as calling for less exploratory research and the need for theories grounded in human coupling research, and suggestions for future research are provided.

Advice for clinicians and practitioners regarding verbal aggression in romantic relationships is discussed with particular emphasis on the possibility of including measures against verbal aggression in interventions on positive couple communication.

The current study adds to the literature by addressing which sex uses more verbal aggression in romantic relationships and providing a critical review of the existing literature with recommendations and limitations of the field.

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 chapter will explore the development of a research project which seeks to capture the experiences of young disabled people who are undertaking a programme with The Comedy Trust. The programme seeks to address the barriers encountered by disabled young people when entering the world of work and to encourage more inclusive recruitment practices. The authors seek to highlight how comedy can be used not only as a tool to promote social justice but also as a research method. The chapter is based on co-produced piece of research which brings together a young disabled person (Harry Georgiou), a careers lead and inclusion mentor based within a special school (Sarah Spoor), a community operations and fundraising manager based within The Comedy Trust (Charlene Davies) and a university academic (Marie Caslin). For all of the team the authors' central aim is to ensure that young disabled people's voices are heard throughout this chapter and the authors will outline how they hope to achieve this. The authors are currently at the very early stages of their project, and with this chapter, the authors hope to provide an insight into the lessons we have learnt so far.