| Many of us have read the astonishing statistics | | | | differentiate between sensationalism and facts. What |
| concerning the effects of TV violence on our children. | | | | are the statistics, and the reasonable precautions? If |
| And we may stand in one of two camps: Television | | | | we're constantly viewing negative input, that's what |
| is just a reaction to society -- a projection of the | | | | we'll always perceive out in the world, and that's how |
| way life is. Or television is influencing and encouraging | | | | people can become riddled with anxiety. |
| the brutality in this world. | | | | - Increased Violence. Numerous studies have |
| Either way, it can't be sugar-coated. Violence has | | | | demonstrated the correlation between increased |
| always played some role in our society whether it's | | | | aggression and increased television viewing of |
| between individuals demanding their will or on a larger | | | | violence. These date back to the 50's. |
| scale -- governments using ruthless force. So in a | | | | Television is not a terrible thing. There are numerous |
| historical sense, it's important to understand the | | | | educational programs out there for our children. And |
| impact of violence and what we've learned. These | | | | if we do our homework, there are decent |
| historical lessons have their place and their context, | | | | entertainment shows for our kids. It's all about |
| but what I'm speaking of is more the glamorizing of | | | | balance -- even with television viewing. So what are |
| violence. Whether it is life imitating art or art imitating | | | | the solutions for us as parents to combat this |
| life, it doesn't really matter. Our homes are the | | | | violence on the TV? |
| havens -- the safety net in this world. This is the | | | | - Know what our children are watching. Watch a |
| place where we buoy our kids up -- positively uplift | | | | show with them -- see what they're really being |
| them -- while teaching and minimizing the effects of | | | | exposed to. |
| outside negative influences. So if we truly do live in a | | | | - Set a time limit to television viewing. Don't let your |
| violent world, we can offer some peace to our | | | | kids have the TV on continually. Pick a few |
| children -- and if it's more a matter of perspective, | | | | pre-screened shows, something they can look |
| then aren't we focusing on the wrong things? | | | | forward to. |
| Let's look at the disadvantages of too much violence | | | | - Open Communication. Always encourage open |
| on the TV: | | | | communication with your children, and not just about |
| - Desensitization. Television nowadays is much more | | | | TV programs. If we already have a good relationship |
| realistic than it used to be because of the | | | | with them -- they will talk to us about the violence |
| advancement of special effects and computer | | | | on television, or the difference between reality and |
| animation. Due to the sometimes gratuitous nature, | | | | fantasy. These kinds of conversations will be more |
| the line between fantasy and reality can be fuzzy. So | | | | natural and open the doors to your positive influence. |
| a humph and nonchalant shrug may be the extent of | | | | - Encouragement of other activities. There are many |
| sympathy when real news of violence is shared. And | | | | opportunities for our children -- from sports to music, |
| to go even one step further, children could then be | | | | to meeting up with neighborhood kids for a soccer |
| less empathetic to the suffering of those around | | | | game. Encourage these less sedentary activities, |
| them. | | | | there are a multitude of benefits to these activities. |
| - Fear. How do you feel if you've watched a program | | | | Let's be parents that are aware and help build strong, |
| about a child abduction? I know I don't want my | | | | well-adapted children that are a positive force in this |
| children out of my sight -- I turn into a hovering | | | | world. |
| mom. While it's good to be informed, we need to | | | | |