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Cartoon violence is the representation of violent actions involving animated characters and situations. This may include violence where a character is unharmed after the action has been inflicted. Animated violence is sometimes partitioned into comedic and non-comedic cartoon violence. [1] Popular television programs with cartoon violence include Rick and Morty, Tom and Jerry, Looney Tunes, The Simpsons, and Family Guy.
Cartoon violence has a long history of being used to incite violence against minorities, beginning with the 1898 Wilmington, North Carolina newspaper cartoons. [2]
Opinions on the influences of cartoon violence vary. Some researchers believe that high level of violence in cartoons can make children more aggressive. [3] Their studies also found that young children tend to mimic the negative behavior they see on television. In a year, a child watching an average of 2 hours of cartoons a day will have seen 10,000 violent acts. [3] Studies have shown that watching more cartoon violence is associated with higher levels of aggression among Taiwanese children. [4] Cartoons targeted towards young children oftentimes have higher levels of violence compared to their adult counterparts. Researchers also concluded across the early and middle childhood, laboratory experiments using cartoons with comedic violence have consistently failed to demonstrate significant differences in person-oriented aggression. In contrast, field experiments have consistently shown that aggressive behavior towards peers increases following the viewing of non-comedic violent cartoons. [1] Depending on the type of cartoon, shows with cartoon violence could influence other behaviors in young children. An example of this is shown in a study where superhero cartoons were analyzed. A common theme emerged that police were not well equipped, and it is up to the heroes to take justice into their own hands. [5] This raises concern that children may perceive this theme as the real world. It is important to note that cartoon violence has become more intense and frequent in the modern age [6]
However, some researchers propose that other factors contribute to the impact of violence on children. For instance, research from 2015 has suggested that cartoon violence does not have a direct impact on children. [7]
Blumberg, Bierwirth and Schwartz argue that children possess the ability to differentiate real life from animation, as well as the ability to understand right from wrong. [8] They know that violent acts qualify as immoral and infringe on the welfare of others, therefore the violence witnessed in cartoons will register as "make believe" to children and will not be applied into their real lives. [8] Children who were affected by harmful content are often excluded from the preceding discussions. Adults create idealized opinions for the general “child” instead of basing their beliefs over the feelings and experiences of a hurt child. [9] Additionally, when trying to find how much influence a cartoon can have over the youth it is important to factor in outside influences. With technology improving the youth can now easily access the internet on a daily basis. Along with these technological improvements settings at home have changed, creating environments where often times children are left unmonitored. This adds further complications because it's hard to calculate what influencing the youth without knowing what they are consuming. [10]
There are a number of ways parents can control their children's exposure to violence. One of the most effective and common ways of prevention is restricting the number and types of programs children watch. With older children, parents might want to discuss, and explain television. This can help children to understand television material and overcome the effect TV violence has on their outlook and behaviors.[ citation needed ]
With parents growing concern for how much violence was being shown in cartoons, some initiatives were put into place. [11] The first is The Children's Television Act which requires broadcasters to air shows which are educational and provide information for the children. The second initiative is the V-chip legislation that gives parents the opportunity to block out violent shows from their television. [12] The third legislation against violent cartoons is the National Cable Television Association's TV Parental Guidelines, which is a system that rates the Television shows based on their contents. [13]
In action-adventure oriented cartoons, the most consistent avenue of addressing violence is the use of a form of fantasy violence in which no one is injured or killed on screen. In science fiction cartoons, for example, enemy forces are typically said to be robots so that they may be destroyed in bulk by the heroes without concern over killing living beings. In cases where vehicles are known to be piloted by living beings, tanks, aircraft, and other war vehicles that are destroyed in combat always allow time for the pilot to escape or bail out. Realistic firearms are often replaced with futuristic beam weapons which still seldom hit anyone. Swords and other bladed weapons may be prohibited from being used as offensive weapons but may be used defensively or be depicted as magical weapons. Guns are seen in 26% of violent incidents, specifically in cartoons based on real life. [14] Direct violence is frequently limited to hand to hand combat where directly kicking or punching another character may or may not be allowed. The majority of action adventure cartoons over the past decades have used these methods of depicting dynamic action scenes although their use has been heavily criticized as "sanitized violence". This type of violence refers to when minimal to no physical harm is shown, as well as little attention is paid to the long-term effects. [15] In rare circumstances where blood is shown it will be censored with different colors. Despite studies demonstrating that this television category has the most violence, many individuals do not consider sanitized cartoons to be violent. [15] Cartoons based on the Voltron , Transformers , G.I. Joe , and Masters of the Universe franchises (especially the versions produced during the 1980s) are notable examples using variations on fantasy violence.[ citation needed ]
Earlier cartoons demonstrated that using violence was a successful method for capturing viewership. Contemporary animated shows have adopted this approach and simply elevated the levels of violence and graphic content. [16]
Victor C. Strasburger, Amy B. Jordan and Edward Donnerstein, writing in Pediatrics, say that parents should limit the total screen time for children older than two years of age to no more than one to two hours per day. Children under two years of age should avoid watching television altogether. Televisions should be kept out of children's bedrooms and parents should watch television with their children and discuss the content. [17] Saturday morning cartoons are considered the most popular time for children to witness violence on television because cartoons have more violence than comedies and dramas. [1]
Health practitioners can also play their part by taking the time to ask their young patients how much time per day they spend with entertainment media and if there is a television or computer with Internet access in their bedroom. [17] Six or more hours of TV viewing is linked to mild to severe depression levels. [18]
Another option for parents is to be involved in what media their children are consuming. As mentioned in a previous paragraph, children's total screen time should be no more than two hours. This is two hours that a parent could use to not only monitor and bond with their child, but to also control what they are watching. Publishers Jiayu Li, Xiaoli Zhang, and Qian Du did a study on children with left-behind adolescents and the aggression they have. The study showed that nearly all who were struggling with this aggression had very little if not any relationship with their father. [19] As for a mother's absence or lack of involvement in a child's life could also lead to higher levels of aggression. [20] So, depending on whether or not cartoon violence leads to higher levels of aggression can be hard to determine with the lack of a parental figure.
Effects of cartoon violence on youth remain controversial. Research has generally been divided on this issue with no consensus reached regarding the effects of violence on behavior. [1] One such conclusion is gender does not play a crucial role to the research. An article published by Andrew J. Weaver and his team provides data showing boys do prefer to watch cartoon violence more than girls but they still both equally enjoy them. It is also mentioned that children might just have a natural likeness to watching violence. [21] Huesmann 2007 claimed watching violent cartoons can make young children more aggressive. [22] Steuer, Applefield and Smith claim children emulate cartoon characters' activities, even when they aren't depicted as being human. [23] Bandura, Ross, and Ross 1963 point out that what might seem clearly fictional to an adult might seem real to young children. [24] Blumberg, Bierwirth and Schwartz claim the impact of exposure to violence may remain regardless of whether children choose to imitate it. [8] This impact can be harmful to a child if that form of violence was an on-screen character death. With present day cartoons having an increased rate of on-screen death, if a child is not emotionally prepared this can lead to many harmful effects. But if the subject of death is handled correctly, this can give children an early positive understanding of death. [25]
Aggression is hostile and antagonistic behavior, often with the intent to cause harm, although it can be channeled into creative and practical outlets for some. It may occur either reactively or without provocation. In humans, aggression can be caused by various triggers. For example, built-up frustration due to blocked goals or perceived disrespect. Human aggression can be classified into direct and indirect aggression; whilst the former is characterized by physical or verbal behavior intended to cause harm to someone, the latter is characterized by behavior intended to harm the social relations of an individual or group.
Conduct disorder (CD) is a mental disorder diagnosed in childhood or adolescence that presents itself through a repetitive and persistent pattern of behavior that includes theft, lies, physical violence that may lead to destruction, and reckless breaking of rules, in which the basic rights of others or major age-appropriate norms are violated. These behaviors are often referred to as "antisocial behaviors", and is often seen as the precursor to antisocial personality disorder; however, the latter, by definition, cannot be diagnosed until the individual is 18 years old. Conduct disorder may result from parental rejection and neglect and can be treated with family therapy, as well as behavioral modifications and pharmacotherapy. Conduct disorder is estimated to affect 51.1 million people globally as of 2013.
Antisocial behaviours are actions which are considered to violate the rights of or otherwise harm others by committing crime or nuisance, such as stealing and physical attack or noncriminal behaviours such as lying and manipulation. It is considered to be disruptive to others in society. This can be carried out in various ways, which includes, but is not limited to, intentional aggression, as well as covert and overt hostility. Anti-social behaviour also develops through social interaction within the family and community. It continuously affects a child's temperament, cognitive ability and their involvement with negative peers, dramatically affecting children's cooperative problem-solving skills. Many people also label behaviour which is deemed contrary to prevailing norms for social conduct as anti-social behaviour. However, researchers have stated that it is a difficult term to define, particularly in the United Kingdom where many acts fall into its category. The term is especially used in British English.
Physical abuse is any intentional act causing injury, trauma, bodily harm or other physical suffering to another person or animal by way of bodily contact. Physical abuse is a type of abuse that involves physical violence, such as hitting, kicking, pushing, biting, choking, throwing objects, and using weapons. Physical abuse also includes using restraints or confinement, such as tying someone up, locking them in a room, or restraining them with drugs or alcohol. Physical abuse can also include withholding basic needs, such as food, clothing, or medical care. In addition to the physical injuries caused by physical abuse, it can also lead to psychological trauma, such as fear, anxiety, depression, and post-traumatic stress disorder. Physical abuse can occur in any relationship, including those between family members, partners, and caregivers. It can also occur in institutional settings, such as nursing homes, schools, and prisons. Physical abuse can have long-term physical, psychological, and social consequences, and can even be fatal.
Psychological abuse, often called emotional abuse, is a form of abuse characterized by a person subjecting or exposing another person to a behavior that may result in psychological trauma, including anxiety, chronic depression, or post-traumatic stress disorder.
The Bobo doll experiment is the collective name for a series of experiments performed by psychologist Albert Bandura to test his social learning theory. Between 1961 and 1963, he studied children's behaviour after watching an adult model act aggressively towards a Bobo doll. The most notable variation of the experiment measured the children's behavior after seeing the adult model rewarded, punished, or experience no consequence for physically abusing the Bobo doll.
School violence includes violence between school students as well as attacks by students on school staff. It encompasses physical violence, including student-on-student fighting, corporal punishment; psychological violence such as verbal abuse, and sexual violence, including rape and sexual harassment. It includes many forms of bullying and carrying weapons to school. The one or more perpetrators typically have more physical, social, and/or psychological power than the victim. It is a widely accepted serious societal problem in recent decades in many countries, especially where weapons such as guns or knives are involved.
Relational aggression, alternative aggression, or relational bullying is a type of aggression in which harm is caused by damaging someone's relationships or social status.
The studies of violence in radio analyzes the degree of correlation between themes of violence in media sources with real-world aggression and violence over time. Many social scientists support the correlation, however, some scholars argue that media research has methodological problems and that findings are exaggerated. Other scholars have suggested that the correlation exists, but can be unconventional to the current public belief.
Sibling abuse includes the physical, psychological, or sexual abuse of one sibling by another. More often than not, the younger sibling is abused by the older sibling. Sibling abuse is the most common of family violence in the US, but the least reported. As opposed to sibling rivalry, sibling abuse is characterized by the one-sided treatment of one sibling to another.
Childhood trauma is often described as serious adverse childhood experiences (ACEs). Children may go through a range of experiences that classify as psychological trauma; these might include neglect, abandonment, sexual abuse, emotional abuse, and physical abuse, witnessing abuse of a sibling or parent, or having a mentally ill parent. These events have profound psychological, physiological, and sociological impacts and can have negative, lasting effects on health and well-being such as unsocial behaviors, attention deficit hyperactivity disorder (ADHD), and sleep disturbances. Similarly, children whose mothers have experienced traumatic or stressful events during pregnancy have an increased risk of mental health disorders and other neurodevelopmental disorders.
Grand Theft Childhood: The Surprising Truth About Violent Video Games and What Parents Can Do is a book by Lawrence Kutner and Cheryl K. Olson. Along with psychiatrist Eugene V. Beresin, Kutner and Olson are co-directors of the Harvard Medical School Center for Mental Health and Media, a division of the department of psychiatry at Massachusetts General Hospital.
Physical or corporal punishment by a parent or other legal guardian is any act causing deliberate physical pain or discomfort to a minor child in response to some undesired behavior. It typically takes the form of spanking or slapping the child with an open hand or striking with an implement such as a belt, slipper, cane, hairbrush or paddle, whip, hanger, and can also include shaking, pinching, forced ingestion of substances, or forcing children to stay in uncomfortable positions.
Child-to-parent violence (CPV), also recognized as abuse of parents by their children, constitutes a manifestation of domestic violence characterized by the infliction of maltreatment upon parents. This mistreatment commonly manifests in verbal or physical forms.
The effects of domestic violence on children have a tremendous impact on the well-being and developmental growth of children witnessing it. Children who witness domestic violence in the home often believe that they are to blame, live in a constant state of fear, and are 15 times more likely to be victims of child abuse. Close observation during an interaction can alert providers to the need for further investigation and intervention, such as dysfunctions in the physical, behavioral, emotional, and social areas of life, and can aid in early intervention and assistance for child victims.
Verbal aggressiveness in communication has been studied to examine the underlying message of how the aggressive communicator gains control over different things that occur, through the usage of verbal aggressiveness. Scholars have identified that individuals who express verbal aggressiveness have the goal of controlling and manipulating others through language. Infante and Wigley defined verbal aggressiveness as "a personality trait that predisposes persons to attack the self-concepts of other people instead of, or in addition to, their positions on topics of communication". Self-concept can be described as a group of values and beliefs that one has. Verbal aggressiveness is thought to be mainly a destructive form of communication, but it can produce positive outcomes. Infante and Wigley described aggressive behavior in interpersonal communication as products of individual's aggressive traits and the way the person perceives the aggressive circumstances that prevents them or something in a situation.
The media and American adolescent sexuality relates to the effect the media has on the sexuality of American adolescents and the portrayal thereof.
Callous-unemotional traits (CU) are distinguished by a persistent pattern of behavior that reflects a disregard for others, and also a lack of empathy and generally deficient affect. The interplay between genetic and environmental risk factors may play a role in the expression of these traits as a conduct disorder (CD). While originally conceived as a means of measuring the affective features of psychopathy in children, measures of CU have been validated in university samples and adults.
Screen time is the amount of time spent using a device with a screen such as a smartphone, computer, television, or video game console. The concept is under significant research with related concepts in digital media use and mental health. Screen time is correlated with mental and physical harm in child development. The positive or negative health effects of screen time are influenced by levels and content of exposure. To prevent harmful exposure to screen time, some governments have placed regulations on its usage.
Since their inception in the 1970s, video games have often been criticized by some for violent content. Politicians, parents, and other activists have claimed that violence in video games can be tied to violent behavior, particularly in children, and have sought ways to regulate the sale of video games. Studies have shown no connection between video games and violent behavior. The American Psychological Association states that while there is a well-established link between violent video games and aggressive behaviors, empirical research finds there is little to no evidence connecting violent behavior to video games.
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