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The topic of child abuse in the media on the example of the media in the Altai Territory. Journalists help UNICEF fight violence in schools

Armed attacks on schoolchildren in Perm and Buryatia and the murder of a HSE student committed by a Baumanka student stirred up society. What is the reason for teenage and youth aggression, have there become more mentally unstable people, and what can be done right now to prevent another tragedy? Psychiatrists, psychologists, sociologists, lawyers and teachers discussed these issues at a round table in Izvestia.

mental instability

Izvestia: What is behind the aggression of teenagers and their destructive behavior - social causes, protest or just an unhealthy psyche?

Zurab Kekelidze, Director General of the National Medical Research Center for Psychiatry and Narcology named after N.N. V.P. Serbsky” of the Ministry of Health of Russia, chief freelance specialist psychiatrist of the Ministry of Health of the Russian Federation: Of course, what happened in Perm and Buryatia is connected with mental state attackers. But here we need to talk not only about the state of a particular person, but also about the situation as a whole.

Zurab Kekelidze

Raising a child should be a system, and a break always leads to sad consequences. There are different types of personality - they have long been described. Some people are easily suggestible, manageable, while others, on the contrary, try to manipulate other people. And society as a whole should try to control the behavior of teenagers and young people. It is necessary to create such a system in the school and beyond, so that human values are in the first place. This is called education - not only at home, but also school, public.

Anatoly Kucherena, lawyer, chairman of the public council under the Ministry of Internal Affairs of the Russian Federation: Sometimes it seems that we are in some kind of chaos. See how the ant community lives, who performs what function, what an ant family is. Everything is clearly structured and hierarchical. You can nod to imperfect laws, imperfect power. But this is secondary. The main thing is the environment in which the child is placed. The first thing he sees is mom and dad, if it's a complete family. Customs, habits, traditions, conversations - he absorbs all this like a sponge. If there is negativity, rudeness, irritation in the family, the norms of decency are not observed, over time the child will begin to demonstrate the habits of family members.

But this doesn't just apply to families. Look who is standing at the entrance in schools, listen to how they talk: “What are you doing? Where are you going?" These are CHOP employees. I understand that we don’t have others, but why can’t we say the same thing, but with a smile. Children entering the school should be met by friendly people, there should not be irritation, because this in any case affects the behavior of a teenager.

And society, teachers, parent committees should take it for granted that there is a certain percentage of children with mental disabilities. And you have to think about how to work with them.

Maria Novikova, psychologist, researcher at the Antisocial Behavior Laboratory, HSE Institute of Education: The culture of the fist and the hierarchy in which the one who is higher is right is everywhere in society. The school as an institution of this society is now reproducing such a system of relations.

Maria Novikova

A lot comes from the family. Research shows that among children who bully their classmates at school, the majority are brought up in families where there is violence, and not necessarily physical. In such families, the “master” has the right to put pressure on those who are dependent on him, and they do not have the right to vote or defend their position. The child sees that the mother is dependent on the father and often becomes the object of his attacks, that the mother breaks down on older children, the older ones break down on the younger ones. And he finds himself an object of attack at school. Unlike simple aggression, bullying is always an attack on someone who is weaker than you.

Yakov Turbovskoy, teacher, expert on juvenile delinquency: When I tried to find out the causes of juvenile delinquency, I found that in a school with 800-1000 students, there are 5-6 such children. It's a tiny percentage, right? And the school, as a rule, reported as follows: "We overlooked, missed, talked rudely, put the wrong person on duty." Moreover, mothers and teachers explained what happened solely by the situation itself: “It happened and it happened that way.”

I traveled all the children's colonies from Chukotka to Kaliningrad. An amazing thing: when there are 500, 600, 1000 people in a colony, it turns out that juvenile delinquents have similar typological characteristics.

For example, out of a thousand convicted adolescents, 97 are characterized by poor school performance. This means that the child has low self-esteem, he is looking for an environment where they behave and evaluate differently, where he can imagine himself differently. Poor school performance is a social factor in personality formation.

Moreover, I looked at the work of the school from the colony, and it turned out that the school forms children who are potentially ready for criminal activity. The child comes to school, wants to study, but after two years the desire disappears. And a person who does not want to study is potentially ready for illegal actions.

Yakov Turbovskoy

Izvestia: Does this mean that each child needs an individual approach?

Yakov Turbovskoy: Yes. But it is impossible to ensure an individual approach of a teacher to a student without providing individual approach to the teacher. We do not form a single teacher individually: passed the exams - the teacher. What kind of teacher is he? He does not know how to keep discipline, build relationships. The government still cannot realize that it is not the economy that determines the existence of the people, but education and culture. This is where the most important thing comes from. We are trying to save on what cannot be saved.

Izvestia: Have there been more mentally unstable children in the adolescent environment?

Yakov Turbovskoy: Certainly!

Zurab Kekelidze: Yes. And I will explain the reasons for this. If we talk systematically, then care for the child should begin a month before the parents submit an application to the registry office.

But according to statistics, 18% of smoking women, having learned about pregnancy, do not quit smoking, and children are born with nicotine addiction. Women's clinics should have days that concern men. Knowledge of women about men and men about women is simply dense. Surrogacy is a separate issue because surrogate mother wants to make money first. Five years after we came into contact with this problem, we realized that we should not give them money for food - you need to bring ready-made perishable products, because they save on food! Therefore, the fetus suffers. It's just a way for her to make money.

The same goes for donor eggs and sperm. No one is seriously interested in the heredity of donors.

Psychiatrists and neurologists say that the achievements of obstetrics and gynecology are theirs headache. We learned how to nurse 600-gram children, the heart and lungs work. But with artificial insemination, the formation of the nervous system occurs outside the womb, which has its consequences.

From zero and up

Izvestia: Is it possible to somehow reduce the percentage of mentally ill children?

Zurab Kekelidze: Now a psychiatrist examines a child prophylactically from the age of three, up to three years - a neurologist. But there are disorders that are visible from the first year of life. Therefore, it is necessary that preventive examinations of a psychiatrist be at an early age.

In addition, a psychologist is required in kindergarten. If a child has certain deviations, a completely different approach to education is needed. A psychologist in a kindergarten should observe children, their behavior: they play alone, they play with others - there are a lot of factors that must be taken into account.

We are now trying to introduce the subject "psychology" into the school. About 10 years ago we gathered directors of schools in the Central Administrative District of Moscow. I asked from what year such an item is needed. I assumed that from the fifth. They said: "No, from the third." "Grass" is brought in at four, or even earlier.

Izvestia: When will psychology lessons appear in the school curriculum?

Zurab Kekelidze: Our center has already written textbooks on psychology from grades 3 to 11. There are workbooks for students with questions and answers. Everything has been submitted to the Russian Academy of Education and Children's Ombudsman Anna Kuznetsova for review. By the end of February, we expect to receive a review in order to make changes. After that, we intend to give benefits to the Ministry of Education. And after the assessment of the Ministry of Education, it will be possible to implement. But we still need those who will teach. And they also need textbooks. We will do this together with the Ministry of Education.

Another program has also been written - for refresher courses for teachers every five years. All this needs to be implemented. The school should have people who will help the child grow up.

Yakov Turbovskoy: A terrible event happened - the students chopped each other. What else needs to happen to shout: “Sentry, it’s time to do something!” I agree with what you are suggesting.

Izvestia: No one doubts the need for psychologists. But perhaps teenagers would have given up armed attacks if they had known about the legal consequences.

Anatoly Kucherena: Terrible legal nihilism and legal illiteracy lead to what we see today. All the troubles in our society - from the very bottom to the very top - due to the fact that few people understand even elementary issues. As part of the work of the public council under the Ministry of Internal Affairs of Russia, we held meetings with schoolchildren and teachers on the subject of knowledge of the Constitution.

Anatoly Kucherena

Izvestia: And what is the level?

Anatoly Kucherena: Of course, they were preparing, but the level of their knowledge is really a problem. It's not just about students, it's about everyone. During my professional career, I have done a lot of cases and I can say that a person is defeated only because he does not know his rights. This applies to both criminal and civil law cases. He does not know what and how to say, how to protect himself from his opponent.

Izvestia: Now in many regions, due to cuts in the system of the Ministry of Internal Affairs, the position of inspectors for minors is disappearing. Could the lack of inspectors be one of the reasons for the attacks?

Anatoly Kucherena: It is clear that the inspector performs a preventive function, but registration is not always fair, and a protest arises. We dealt with some situations when a minor is registered because he climbed some kind of pipe. This is also wrong. I do not think that it is necessary to reduce the juvenile inspectors, because they carry out an important mission. But they are also in a difficult position. The inspectors say: “How will we go to the family? Who will let us in? How can we prevent something? There are complex problems here and a systematic approach is needed.

Could the tragedy have been avoided?

Izvestia: If these schools - in Ulan-Ude and Perm - had high-quality professional psychologists, would they be able to prevent attacks?

Maria Novikova: Statistics show that about 3/4 of the “school shooters” around the world were victims of bullying or school bullying, which was quite long and hard. We, as teachers, psychologists and representatives of related professions, cannot but touch on this topic. At school, she is now very acute.

Just a month ago, the HSE Institute of Education finished collecting research data by region. Among the 1,500 respondents, only 30% had never experienced bullying as a victim. 2/3 experience this, some more often, some less.

It would be strange for me to say that psychologists in schools could not correct the situation. But here the work of a psychologist is supposed to be very different from that which we have in the education system. Unfortunately, a few years ago, the position of psychologist was no longer necessary in the staff of schools. He was not at school in Ulan-Ude. But even if there is a psychologist, then, as a rule, there are more than 1 thousand children.

What can he do even with the highest qualifications? Among other things, he has a lot of paper administrative work. He ends up testing at the beginning of the year, testing at the end of the year, and sharing the results with parents at meetings. It happens that these results do not even go anywhere further.

There are effective programs around the world to deal with bullying at the school level, with school violence. They cover all elements of the school community, work with parents and teachers, which is also very important.

Izvestia: Will such programs appear in Russian schools?

Maria Novikova: We really hope that anti-bullying programs will be introduced in the near future. They work in many countries, in Scandinavia for 30 years.

The Russian program is now at the development stage. You can not take a foreign one and mechanically drag it. We must conduct research throughout Russia, we must understand what to focus on. I really hope that our programs will start working in the next two years.

speak and show

Izvestia: Should we talk about attacks in schools? There is an opinion that the more this is discussed in the media, the higher the risk that the tragedy will happen again.

Zurab Kekelidze: Every year at the Serbsky Institute on Mental Health Day we hold seminars for the media. Society reacts to such tragedies depending on how the events are covered. No one says that you need to tell a lie, absolutely not. But there is the concept of "sparing". It is very important how everything is presented. After all, someone wants to repeat.

Yakov Turbovskoy: There is another reason for what is happening. From the TV screen, blood flows endlessly, the price of human life has become negligible. What games do our children play? Where are we heading, what kind of society are we building, what do we want, what are we proud of? We do not have a single teacher today, whose name would be significant for the whole nation. For 20 years we have not created works of art about the hero of our time. And who is this hero? The school is losing to television. We cannot resist him. I can't stop screaming that a systemic solution is needed. The state must intervene. You can't swear, you can't smoke, and shed blood on the screen - please. I would very much like us to see the forest for the trees, to see that this particular case highlights our social disadvantage.

Network control

Izvestia: Can they cause aggression certain groups in social networks? Can virtual violence turn into real?

Natalia Minaeva, psychologist, lecturer at the Institute of Industry Management (IOM) of the RANEPA: In my opinion, a lot of time on social networks is mainly spent by children who do not receive something in the family - the same attention. Parents have no time to listen to their child. Mom works, is busy with household issues, dad also works a lot or drinks. Children communicate on social networks, compensating for the lack of love and attention in the family.

Natalia Minaeva

I teach psychology and psychodiagnostics at the Presidential Academy. And I can say that our psychological literacy is at zero. Guys at the age of 17-18 come to the university and do not even know the basic - four types of human temperament. When I ask if there is a psychologist at school, about 60% of the guys answer that there was a psychologist and conducted career guidance. The rest do not even know that the school has a psychologist. To the question: “Did you turn to the school psychologist in case of problems?” Most of the guys answer in the negative.

I already adult daughter, she, like most young people, from time to time communicates with friends on the VKontakte network, and then tells me that in addition to news, she sees photos with scenes of violence on this social network. Even for an adult, such photographs have an extremely negative impact, injure the psyche. What then to say about the psyche of adolescents? Why is no one in control of social media?

Maria Novikova: As soon as there were attacks on schools in Perm and Buryatia, many began to say that it was necessary to introduce access to the Internet with a passport. That teenagers should not be allowed on the Internet before the age of 15. How can you not let them in?

But I agree that there should be content filtering, because not everyone wants to see dismemberment.

Maria Novikova: Here again the question arises of the relationship between parents and children. If they have a trusting relationship, they can talk, the parent can use this, no matter how strange it may sound, to their advantage. There is a chance that the child will come to his mother and say: “I saw something at a classmate, look.”

The parent should be ready for any information, for any conversation. And maybe then he will have time to help and prevent the tragedy. Almost always, those who attack in schools give advance warning in one way or another: sometimes they speak directly, sometimes in hints.

Zurab Kekelidze: Also, behavior.

Maria Novikova: When the Columbine shooting happened in 1998, the internet was in its infancy. But the guys who started the shooting and then shot themselves, corresponded for several months, discussing the preparations for this. Nobody cared.

Our guys also corresponded, there were warnings on the Web: “Don’t go to school tomorrow, there will be meat.” And no one paid attention to this either, so let's not build illusions about ourselves. Although 20 years have passed.

Izvestia: Zurab Ilyich, you traveled to Perm and Ulan-Ude. What was done wrong there, what moments were missed?

Zurab Kekelidze: In Perm, one of the attackers was registered with a psychiatrist, and no one imagined that this could happen. It's not about how they got into the school, but about the fact that they agreed to do it.

I also asked, but did not receive an answer: is the use of the Internet taught as a subject in school? There is informatics, but as far as I know, no one tells what is happening on the Internet, what sites are there. But the Internet is a separate world. Be sure to learn how to navigate it. You can show the way where to go and where not to go.

Maria Novikova: This is necessary, because there is cyberbullying, there are many people with a penchant for pedophilia who find victims on social networks. The child needs to be taught simple rules. Most importantly: everything that you posted on the Web, whether it's a photo or words, ceases to belong to you.

Don't read diaries

Izvestia: What are the signs of problem children?

Natalia Minaeva: They tend to have problems with interpersonal communication. It can also be hyperactivity - the child cannot sit still for a long time. Or closedness. Behavior is always visible.

Izvestia: What advice can parents and children have on how to resist bullying?

Maria Novikova: More than half of parents are unaware that their children are being bullied at school. It's very big role the class teacher plays, the relationship of the parent with him is important so that you can come and talk. Indeed, in a modern school, he spends more time with the child than his own mother.

One more piece of advice: all efforts and attention should be directed to building and maintaining a trusting relationship with the child. Do not hack into children's pages on social networks, do not read diaries without the permission of children.

The ideal case to aim for is that when the page is launched, the parent has the right, as the person legally responsible for the child, to say, “I need passwords. I swear I only use them in a life-and-death situation." It happens that children disappear, and it is not clear how to look for them. In this situation, the parent can go into correspondence, but if they just have a desire to follow what is happening in the child's life, this is no longer the most honest way.

It is highly desirable that the parent's child "friends". If for some reason the child says that this is not possible, you can ask an adult friend, family member with whom the child has a trusting relationship. Let him “friend” him, and if something egregious happens, from the point of view of an adult, he will let you know.

And it is also important for the child how it is customary in the family to talk about experiences, emotions. When someone feels bad, does he come, share, or seek support from family members.

The problem of influencing human behavior worries both specialists who use the media for the purpose of advertising, propaganda, etc., and psychologists who are concerned about the large-scale impact on a person's personality from information technologies. Is it possible to change people's behavior with the help of mass media? If the answer is yes, this opens up huge opportunities for personality manipulation, a person becomes a puppet in someone's hands. However, not everything is so simple, and there are many factors that mediate and limit the impact of mass communications on behavior. How much effort in the form of advertising and social campaigns is spent, for example, on the modification of such behavior as smoking, but many people continue to smoke! Promoting a healthy lifestyle is also not always effective. At the same time, socially disapproved forms of behavior are assimilated much more efficiently.

From the point of view of the impact on the behavior of the audience, the following problems can be distinguished:

the problem of actualization of socially undesirable forms of behavior, primarily violence and sexual deviations, as well as suicide (auto-aggression);
the problem of the formation of socially desirable forms of behavior, such as healthy lifestyle life, helping behavior, safer sex, building a strong family, having children, etc.

For a number of reasons, the first problem has received wider coverage in research.

Mechanisms of influence of QMS on behavior

The following psychological mechanisms of the influence of mass communications on behavior can be distinguished:

excitation; an increase in the level of general arousal due to observation of the behavior of the TV character, especially aggressive or sexual;
imitation (imitation). Humans tend to learn observable behaviors and then replicate them in appropriate situations. The tendency to imitate is especially strong in children, since this is one of the oldest ways of transmitting social experience to new generations;
reinforcement (operant conditioning); reinforced behavior is more likely to be reproduced. In this case, reinforcement can be a reward for the hero, receiving attention from other people or persons of the opposite sex, as well as the approval of the observed behavior from the immediate environment of the viewer himself;
disinhibition (disinhibition) - as a result of observing the behavior of TV heroes, previously taboo or restrained forms of behavior, for example, a tendency to violence or suicide, can be released. It is known that after television reporting on a case of suicide, the number of cases of suicide increases, especially among adolescents;
desensitization; those. loss of sensitivity as a result of frequent observation to observed forms of behavior, for example, to violence, suffering of victims, terrorist attacks;
sensitization - an effect opposite to desensitization; in some people, on the contrary, there is an increased sensitivity to observed suffering, so that they cannot bear the observation of such scenes;
catharsis; this term is associated with a psychoanalytic approach to understanding the impact of the media on behavior and means liberation from arousal, and primarily from aggressive or sexual impulses, as a result of viewing the relevant scenes.

The problem of demonstration of violence in the media

"Violence" usually refers to intentional physical harm to another person. Episodes of accidental infliction of pain, psychological abuse, researchers do not take into account.

Studies on the impact of violent demonstrations are usually viewed in terms of the following theories:

theories of social learning;
cultivation theories;
psychoanalysis.

From the point of view of social learning theory, the demonstration of violence in the media leads to the simulation of similar behavior in real life, especially in children and adolescents. A. Bandura's experiments with the Bobo doll clearly demonstrated the effectiveness of modeling. In these experiments, Bandura made a short film in which a woman scolds, kicks, and even hits a large rubber Bobo doll with a hammer. Then he showed this film to a group of preschool children. A control group was shown a non-violent video, while another group did not watch any video at all. Then each group of children was brought to a room containing a Bobo doll. The children of the first group, who watched the video with aggressive behavior, immediately began to reproduce the actions seen in the film: hit the doll, hit it with a hammer, etc. In the control groups, children did not demonstrate violent behavior, but played quietly (Fig. 3.9).

Rice. 3.9. "Games" of children with a Bobo doll (2nd, 3rd row of photos) after watching a movie with violence (1st row of photos)

It is noteworthy that children imitated the model more actively if the model's behavior was rewarded (for example, with a candy), and to a lesser extent - if the model's behavior was punished.

An example from practice. Quite often there are feature films with a plot in which the main characters are thieves or gangsters, nevertheless they are shown quite positively and the viewer begins to empathize with them, wishes that they could escape from the police ... If the viewer’s wishes are justified and the criminals successfully hide, for example, in Mexico, and live happily ever after on stolen money - we get a simulation effect with positive reinforcement. Especially if the process of bank robbery is shown in great detail. This is already a textbook on robbery ...

Naturally, for an adult, modeling works more indirectly than for children. Watching a movie with karate scenes does not lead to instantaneous playback, as children do. However, A. Bandura demonstrated the presence of cognitive changes as a result of modeling. The subjects were given to watch scenes of rape, and before viewing and after it were asked to evaluate what punishment should be given for rape. After watching the film, the punishment offered by the subjects for committing rape was reduced, and this applied not only to men, but also to women. Thus, A. Bandura demonstrated that watching scenes of violence and cruelty, which abound on television, contributes to a change in viewers' attitudes and leads to an assessment of violence as a natural form of behavior.

Learning through observation, according to the social learning model of A. Bandura, includes four main processes:

1) attention - for the simulation to occur, the observer must pay attention to this form of behavior. Attention depends both on the characteristics of the stimulus (functional value of behavior, attractiveness, distinctness, suitability) and on the characteristics of the observer himself (his past experience, habits, motives, attitudes, sensory abilities, etc.);
2) preservation - memorization of the modeled behavior. The storage of information about behavior can occur in a figurative or verbal form. Conservation is facilitated by: repetition of behavior in practice; imaginary repetition of behavior; connection of new behavior with past experience of the observer; the observer's motivation for learning, etc.;
3) production - the embodiment of behavior in action. The effectiveness of production depends on the abilities of the observer, as well as on his ability to correct - sensitivity to feedback and the ability to correct behavior based on it;
4) motivation: not all modeled forms of behavior are realized in action. There must be adequate motivation for implementation. Motivation can be influenced by the reinforcement of the model, as well as by the internal positive assessment of the behavior by the person himself.

Thus, in order for behavior modeling to take place, it is necessary that the viewer pay attention to the behavior of the model; remembered this way of behavior; had the appropriate motivation to reproduce the modeled behavior, and also had the abilities necessary for one hundred reproduction.

As a result of modeling, new form behavior, and already existing, but taboo forms of behavior can be disinhibited. Thus, watching films with episodes of violence can lead to the disinhibition of a person's aggressiveness and the removal of the taboo on its manifestations.

In addition, there may be a generalization effect as a result of viewing scenes with scenes of violence - the extension of the observed behavior to other situations or the use of other ways of violent behavior than was shown in the film. For example, after watching an action movie in which the hero fired from a machine gun, a person may punch or kick someone. In addition, an increase in overall arousal levels after watching action films may result in faster activation and more aggressive responses than in normal situation. Therefore, it is not so easy to prove the existence of a connection between the episode observed in the film and the subsequent aggressive behavior.

Simulation efficiency factors. The efficiency of modeling is affected by both the features of the model and the characteristics of the personality of the observer.

Factors that increase the efficiency of modeling from the side of the model (compositions of QMS products):

the attractiveness of the character demonstrating the model; the attractiveness of the hero enhances the viewer's identification and tendency to imitate him. An unattractive character, on the other hand, reduces the likelihood of imitation and thus the effectiveness of the simulation;
the violence seems justified in terms of the plot;
violence is not followed by retribution (criminal acts do not cause repentance, are not condemned, are not punished);
the criminal actions of the hero are rewarded (for example, a hero who shows cruelty receives power, money, love of women, etc.). Often in films, the violence of the good guy is shown as justified and rewarded, while the violence of the bad guy is punished, so the violence of the "good guy" is even more dangerous than the violence of the "villain";
demonstrating the value of the use of force is a form of reinforcement for violence. When a person, especially a child, sees that disagreements are most effectively resolved by forceful methods, he decides that violence is a completely effective way to resolve conflicts in real life;
the negative consequences for the victim are minimal (in many films, the characters after severe beatings are safe and sound), which will create the illusion of "safety" of violence;
the scene of violence seems realistic to the viewer. This is especially true for young children who have not yet learned to distinguish between reality and fictional scenes, so scenes of cruelty can have an extremely negative effect on them.

Personal factors - characteristics of the recipient. The following features of the viewer's personality can reduce or increase the effectiveness of violence modeling:

empathy (negatively correlated with addiction to violence). People with high levels of empathy tend to become sensitized to violence;
the desire for novelty and the search for thrills (positively correlated with addiction to violence);
level of aggressiveness (positively correlates with predilection for violence);
age: the strongest modeling effect is manifested at the age of 8 to 12 years;
a person's initial level of arousal, which may have arisen for some other reason, may enhance the effectiveness of the simulation and lead to the reproduction of violent behavior.

According to the theory of cultivation, the demonstration of violence changes a person's attitudes, and his ideas about the world and people's relationships are built on television reality. Unlike social learning theory, cultivation theorists emphasize the viewer's interaction with perceived reality rather than passive learning. However, the more often a person is exposed to mass communications, the more his ideas about the world begin to approach the image of the world that is shown by the media, even if his initial beliefs were different. Research by Gerbner and colleagues has shown that the more television people watch, the more they perceive the world as a dangerous place and people as criminals. However, studies have not proven whether the change in attitudes is due to the frequent consumption of television products, or whether people who are anxious, prone to fear, are more likely to watch television to confirm their ideas about the world.

The psychoanalytic approach to the problem of demonstration of violence in the media differs from the theories of social learning and cultivation, as it defends the point of view that there are benefits from viewing scenes containing violence. From the point of view of psychoanalytic theory, a person constantly experiences the influence of repressed instincts - Eros and Thanatos - i.e. sexual and aggressive impulses. These impulses can build up and eventually break through the ego's defenses. Watching violence on television, a person experiences liberation from these impulses - experiences catharsis. Thus, his tension and tendency to show aggression in real life is reduced.

If the theory of social learning suggests an increase in violence after watching programs containing violence and cruelty prices, then the psychoanalytic approach, on the contrary, predicts a decrease in aggressiveness and violent forms of behavior after watching such programs. However, in experimental studies, social learning theory is more often confirmed. In some cases, it is concluded that in relation to children and adolescents, the theory of social modeling is more applicable, while in relation to adults, especially men with a high level of aggressiveness, the theory of catharsis may sometimes turn out to be correct.

Coping strategies and protection from television violence. It is very difficult to fully protect yourself or a child from the perception of violence in the media. Basically, of course, the issue of protecting children from the perception of violence on television is raised. The introduction of legislation limiting the time of showing certain films does not solve the problem, since, firstly, children often watch TV at "non-childish" times, bypassing all prohibitions; secondly, many films and programs, even news ones, which are shown during the daytime, also contain a sufficient number of scenes of violence.

The problem of violence in the media is also complex because violence is not always clearly present in some products of mass communications. For example, violence can be found in popular songs, computer games, entertainment programs, and even sports broadcasts. Therefore, completely eliminating violence from the media is an unrealistic task, rather, we need to teach people to cope with the consequences of its perception.

The following approaches can be used to reduce negative effects:

video violence limiter (V-chip) - a special device that turns off the TV when showing scenes of violence. However, any prohibitions, as you know, only increase desire, and smart children will surely be able to bypass contraptions;
discussions about the films they have watched, the violence in them, can reduce the tendency to reproduce the behavior seen. The combination of discussions with essay writing proved to be especially effective. Apparently, comprehension of one's own experience and experiences increases empathy and reduces the tendency to aggression;
systematic desensitization - a well-known method of psychotherapy in the case of phobias, can also be used to treat media-induced fears in children;
cultivation of empathy. Since people with a high degree of empathy are less prone to violence, the development of empathy is a kind of coping strategy in dealing with modeling violence. Some techniques can increase the viewer's empathy for TV characters, for example, showing the victim's face close-up; stimulation of identification with the victim, not with the perpetrator;
training programs that combine the above methods (discussions, desensitization, empathy development) can also be successfully applied to the therapy of children and adolescents.

Harris R. Decree. op.
Gerbner G „ Gross L, Morgan M., Signorielli N. Living with television: The dynamics of the cultivation process // Perspectives on media effects. Hillsdale, N. J.: Lawrence Eribaum Associates, 1986, pp. 17–40.

Subjectchild abuse in the media on the example of the media in the Altai Territory

Bessarabova Alexandra, 8th grade student

Scientific adviser: Vishnyakova Natalya Nikolaevna

KGBOU "Regional Pedagogical Lyceum - boarding school",

Regional Center for Distance Education of Disabled Children

(Altai Territory, Barnaul)

Relevance of the problem

The problem of violence and child abuse in modern Russia is one of the most acute and urgent. The child is easily harmed. Children cannot protect themselves physically; their very survival depends on adults.

Harsh treatment of children and neglect of their interests can have various types and forms, but their consequence is always: serious damage to the health, development and socialization of the child, often a threat to life, not to mention the violation of the rights of the child.

The prevalence of child abuse in the family, despite the hidden nature of its individual forms, is quite significant, as evidenced by statistics. About 2,000 children under the age of 14 are beaten by their parents, which ends in death for many, 50,000 leave their families, 6,000 leave orphanages and boarding schools. In total, 25-26 thousand minors annually become victims of criminal attacks, of which about 2 thousand die, 8-9 thousand are injured.

In modern society, the media play an important role in shaping people's ideas about social problems, social phenomena and processes. Most often, people learn about cases of child abuse, crimes, terrorist acts, etc. from television news, newspapers, radio broadcasts and Internet site messages.

On the one hand, the media is one of the sources (a kind of broadcaster) necessary information to enlighten and educate society. On the other hand, the media reflect the current situation in the world, in Russia, in the Altai Territory in terms of protecting children from abuse.

When covering the problem of child abuse, the media focuses public attention on dramatic cases of child abuse. Stereotypes and prejudices arise from this, negative emotions appear.

We see that in newspapers, news stories, talk shows, in the Internet space they use topics related to aggression, violence and cruelty against different people.

Experts say that society actually knows little about child abuse in the family, about its prevalence.

Object of study: child abuse

Item: reflecting the problem of child abuse in the media

Targetwork: Examine how the media portrays the issue of child abuse

Task: identify typical perceptions when covering the problem of child abuse in the media

The basis of the work is the results of the analysis of the websites of news agencies and regional print media covering the topic of child abuse in the Altai Territory for January - September 2015. The analysis of Internet publications of regional newspapers was used: "Altaiskaya Pravda", "Evening Barnaul", " TVNZ in Altai”, as well as websites of information agencies: Official website of the Altai Territory, Amik-ru, NPO 22, Infodom-Altai. In addition to these media, the programs of the regional TV channel Katun-24 were analyzed.

Studies show that the social problem of child abuse is not an important issue from the point of view of the Russian media. When covering the problem of child abuse, the media focuses on dramatic, cruel cases.

In this regard, we decided to conduct a study on the reflection of the problem of child abuse in the media on the example of the media in the Altai Territory.

Main terms of this study:

Child abuse is any intentional action or inaction on the part of parents, persons replacing them, as well as persons obliged to supervise a child that caused harm to the physical or mental health child or as a result of which the natural development of the child was disturbed or a real threat to his life or health arose.

Child abuse is any intentional act against a child that infringes on his constitutional rights and freedoms as a citizen, causes him physical pain and harms or contains a threat of harm to physical or personal development.

Media (Mass media) - a channel for disseminating information (through print, radio, television, cinema, Internet sites, sound recording, video recording) in order to assert the spiritual values of a given society and provide an ideological, political, economic or organizational impact on people's assessments, opinions and behavior .

Social perceptions of society about child abuse.

In recent years, child protection has been one of the important issues of social policy. Russian Federation. The President and the Government of the Russian Federation have set tasks to take systematic measures in the field of combating crimes against children, ensuring their safety, organizing the timely detection of family problems, creating an infrastructure for preventive work, preventing social orphanhood and ensuring the rights and legitimate interests of orphans and children, left without parental care .

The results of the study "Family and Parenthood in Modern Russia", which was conducted by the Institute of Sociology of the Russian Academy of Sciences at the request of the Foundation for the Support of Children in Difficult Life Situations, indicate that physical punishment are the norm in Russian families. The rule prohibiting physical punishment is either ignored or is seen as humanitarian, but more as a guide to the future. To date, child abuse, including physical, psychological and sexual abuse, as well as the neglect of the basic needs of the child is widespread and does not meet with due opposition and condemnation in society. Often, child abuse is hidden and only revealed in extreme cases.

About half of the respondents (46.0%) stated that they were subjected to physical punishment in childhood. 51.8% of modern parents have resorted to physical punishment in educational purposes; 1.8% say they did it often, 17.8% sometimes, and 31.4% rarely. Only 36.9% of the respondents are sure that physical punishment is harmful and should be excluded from the practices of education; almost a third of the respondents (33.6%), although they recognize the harm of physical punishment, believe that in some cases they can be used. About a fifth of the respondents believe that in some cases physical punishment can even be beneficial for the child, and 5.6% are convinced that it is impossible to do without it.

This study showed that in Russia people have different points of view on the issue of physical punishment for educational purposes: some recognize this method, others believe that physical punishment should be in the family until a certain age of the child, others say that physical punishment is not allowed. admit.

People also do not know that violence is not only a physical impact. Many people think that violence is the threat of an object, the threat of being kicked out of the house, or being starved. And only a few consider that a slap below the belt is also violence. Some people think that slapping, locking a child alone in a room, forcing a child to study extra classes or exercise This is also cruelty. Another part considers refusing to speak or cursing as violence. The following conclusions follow from the obtained results:

The population believes that some "soft" forms of physical abuse, such as slapping or pulling on the ears, although they are violence, are acceptable and can be used for educational purposes.
The prohibition policy is not seen as violence by the population. For example, a ban on walking is not considered as such, although it is fraught with forcible retention at home. Most do not consider banning television or denial of pocket money as violence.
A significant part of the population does not consider some forms of physical abuse as violence. Slaps have already been mentioned above, the same “contradictory” category includes a slap on the back of the head, which about half of the population does not consider violence.
From the point of view of the majority of the population, scolding a child with a rude swear word or refusing to communicate with him also cannot be qualified as violence. To summarize, it turns out that verbal aggression is considered by the majority as violence only if it contains threats of radical action - expulsion from the house, the use of some sharp object, such as a knife. If such threats do not sound, then scolding, abuse are not considered violence.

Modern parents believe that they raise their children better than their grandparents raised them. It can be said that the attitude of society towards violence and cruelty is slowly changing.

Coverage of the social problem of child abuse by the media on the example of publications in the Altai Territory

The media are newspapers, magazines, TV and radio programs, Internet sites. As part of this study, the method of analyzing Internet publications of regional newspapers was used: Altaiskaya Pravda, Vecherniy Barnaul, Komsomolskaya Pravda in Altai, as well as websites of news agencies: Official website of the Altai Territory, Amik-ru, NPO 22, Infodom - Altai. In addition to these media, the programs of the regional TV channel Katun-24 were analyzed.

The search criteria for the analyzed publications were the phrases “child abuse”, “child abuse”.

A total of 42 materials were analyzed ( total where the phrases “child abuse”, “child abuse” are used).

The number of materials devoted to the topic of child abuse in the media of the Altai Territory was distributed as follows: Altaiskaya Pravda - 3 publications, Vecherny Barnaul - 2 publications, Komsomolskaya Pravda in Altai - 6 publications, Official website of the Altai Territory - 4 articles , Amik - ru - 10 articles, NGOs 22 - 6 articles, Infodom - Altai - 9 articles, TV Katun - 24 - 2 stories. The leaders were the site Amik-ru, Infodom-Altai and the Internet portal of the newspaper "Komsomolskaya Pravda in Altai".

We considered how many and which articles published in these media were devoted to the topic of child abuse. They were grouped into 4 themes: domestic violence against children, crimes against children, child abuse laws, prevention of child abuse (activities).

Media (mass media)	Child abuse in the family	Crimes against children	Child Abuse Laws	Child Abuse Prevention (Activities)
Official website of the Altai Territory
"Evening Barnaul"
Komsomol truth in Altai
"Altai Truth"

Three topics received the most media attention: crimes against children (10 publications), domestic violence against children (9 publications) and prevention of child abuse (21 publications).

The publications of the newspaper "Altaiskaya Pravda" cover more crimes against children living in the Altai Territory - 4 publications. Legislation and preventive measures are not reflected at all.

There are only 2 publications in the Vecherny Barnaul newspaper - one of them is about the work of the All-Russian Children's Helpline and one is about a crime against a child. Issues related to the formation of an intolerant attitude towards physical punishment were discussed there, positive examples are given of changing the situation in the family, where the main method of education was physical measures of influence on the child.

As the study showed, journalists from the regional news agency Amik-ru cope best with the task of covering all aspects of the problem of child abuse. They are a real public platform from which any person can speak, expressing their opinion on the problem of child abuse. When covering complex, controversial problems and phenomena, different points of view are almost always given. In one of the publications, the reader is told about bills in the field of child abuse, as well as comments on them.

Unlike the publications of the newspapers Altaiskaya Pravda and Vecherniy Barnaul, the Komsomolskaya Pravda na Altai newspaper contains information not only on the types of violence against children, statistics on crimes against children, the actions of social services to prevent this problem, but also as many as 4 publications devoted to crimes against children. Also, journalists in materials devoted to child abuse are critical of the punishment of persons who have committed crimes against children. Since, in their opinion, today the legal system is imperfect and parents or persons replacing them can, at best, get off with a “fine” or lose their parental rights. In the articles of this newspaper, one can trace the idea that society is tolerant of manifestations of cruelty towards children.

When covering the problem of child abuse, the Infodom-Altai news agency pays attention to measures to prevent child abuse. But there are 3 materials that talk about physical violence. Almost every article describes: “beating”, “burning with cigarette butts”, “quilting with a boiler cord”, “locking on long time in the cellar of the house”, etc. Mostly these actions were performed by parents with alcohol addiction, single mothers. Journalists noted that in most cases the problem of child abuse occurs in dysfunctional families.

When covering the problem of ill-treatment, the Official website of the Altai Territory highlights how more parties prevention of this problem.

It should be noted that not all materials containing the phrases “child abuse”, “child abuse” were devoted to the topic of child abuse. Often these phrases were mentioned in the list of other childhood problems - neglect and homelessness, abandonment, social orphanhood, prevention of family troubles, etc. As the analysis showed, the number of publications on the problem of child abuse is insignificant. The main topics of publications relate to cruel cases of violence against children in the family, assistance to children who have suffered from abuse, as well as police actions against citizens who have committed crimes against children. In materials describing cases of child abuse, journalists highlight the most dramatic situations.

It also seems negative to us that in almost all articles that touch on this topic, the authors frankly demonstrate the results of violent influence (photographs showing visible injuries to a child, or a detailed verbal description of them).

So, having reviewed and analyzed for 2008-2011. the most famous newspapers and news agencies of the Altai Territory, we can conclude:

Attention in the media of the Altai Territory is most of all topics: with family violence against children, crimes against children, prevention of child abuse.
The media, when talking about child abuse, pay attention to dramatic, sensational reports and articles.
The problem of child abuse is limited to physical abuse. Thus, the population does not have complete information.
There is no information at all on such issues: what to do in case of child abuse, who to ask for help in cases, about the responsibility of citizens for actions directed against children, about the rules of safe behavior.

The problem of child abuse in modern society is perceived differently. The perception of the social problem of child abuse depends on the prevailing stereotypes, social perceptions in society, and the influence of the media. To date, research results suggest that in Russian families, physical punishment is a sustainable practice of influencing children. Therefore, many authors write that it is necessary to change the attitude of society towards the problem of child abuse and form an intolerant attitude towards corporal punishment.

The media should work not to reduce child abuse, but to make people understand what it is and do everything to stop it!

Literature:

Problems of violence against children and ways to overcome them / Ed. E.N. Volkova - M .: Publishing house Peter, 2008.-144p.
Report on the results of the study "Family and parenthood in modern Russia" [Electronic resource]: Access mode: http - Head. from the screen.
Report on the results of the study "Culture of education, encouragement and punishment of children in Russian families" [Electronic resource]: Access mode: http //www.fond-detyam.ru/?node=21&lang=ru - Head. from the screen.

Keywords

PERCEPTIONS OF VIOLENCE IN THE MEDIA/ COGNITIVE / AFFECTIVE AND BEHAVIORAL SPHERES OF PERSONALITY/ PERSONALITY / PERCEPTION AND EVALUATION OF MEDIA VIOLENCE/ COGNITION / EMOTIONS / PERSONALITY TRAITS

annotation scientific article on psychology, author of scientific article - Zubakin Maxim Vladimirovich

The article analyzes psychological theories, which allow you to describe and understand the impact of violence in the media on the audience, the main areas of research are considered. The introduction provides definitions of violence in the media by foreign and domestic authors, differentiates the use by researchers of the concepts of "influence" and "effects" in describing and explaining the consequences perceptions of violence in the media audience. The following is a summary of the concepts of "aggression-catharsis", transference of arousal and priming, theory of use and gratification, as well as mood management, social learning and cultivation. Studies of the problem of media violence are conditionally divided into two groups. The first group is united by the fact that research attention is focused on how the audience and individuals perceive violence in the media, as well as on some external factors that are involved in this process. The second group includes studies that consider perceptions of violence in the media in connection with the individual and personal characteristics of the audience. At the same time, both groups included studies that study not only the impact of traditional media (television, movies, music videos), but modern media (Internet, computer games, social networks). The first problem raised in this article is the traditional predominance of the socio-psychological approach to the study of violence in the media over the general psychological one. It is noted that cognitive, affective and motivational structures of consciousness are involved in the perception of scenes of violence, which are not necessarily associated with aggression and hostility. The second problem is the fragmentation of studies of the impact of violence in the media on the cognitive, affective and behavioral spheres of the audience in connection with personality traits.This article deals with some psychological theories, concepts and lines of research explaining the effects of media violence on audience and attractiveness of violence scenes in the mass media. Introduction of the article focuses on the analysis of media violence concepts of different researchers. The author of the article postulates the difference in the use of the terms "influence" and "effects". Then there is a brief review of the concepts ("aggression-catharsis", "priming") and the theories ("cue arousal theory", "uses and gratifications theory", "mood management theory", "social learning theory", and "cultivation theory"). The studies of media violence are divided into two groups. One group of researchers focuses on how the audience and/or individuals perceive and evaluate media violence. The other group studies the relation of the media violence perception and individual differences and personal traits of the spectators. The article presents the analysis of researches on the traditional (television, movies, musical video, radio) and contemporary media (the Internet, computer games, social networks). The first problem of the article concerns the traditional prevalence of the socio-psychological approach to the media violence research in comparison with the cognitive and personality approaches. It is noted that the cognitive, affective and motivational structures of consciousness (which are not always related to aggression and hostility) are included in the perception and evaluation of violence scenes. The second problem are discrete researches on media violence effects on thoughts, emotions and behavior of the spectators in connection with their personality traits .

The text of the scientific work on the topic "Violence in the Media: Theories and Research"

BULLETIN OF THE PERM UNIVERSITY

2017 Philosophy. Psychology. Sociology Issue 4

UDC 070:159.923

DOI: 10.17072/2078-7898/2017-4-584-595

VIOLENCE IN THE MEDIA: THEORIES AND RESEARCH

Zubakin Maxim Vladimirovich

Perm State National Research University

The article provides an analysis of psychological theories that allow us to describe and understand the impact of violence in the media on the audience, the main areas of research are considered. The introduction provides definitions of violence in the media by foreign and domestic authors, differentiates the use by researchers of the concepts of "influence" and "effects" in describing and explaining the consequences of the perception of violence in the media by the audience. The following is a summary of the concepts of "aggression-catharsis", transference of arousal and priming, theory of use and gratification, as well as mood management, social learning and cultivation. Studies of the problem of media violence are conditionally divided into two groups. The first group is united by the fact that research attention is focused on how the audience and individuals perceive violence in the media, as well as on some external factors that are involved in this process. The second group combines studies that examine the perception of violence in the media in connection with the individual and personal characteristics of the audience. At the same time, both groups included studies that study not only the impact of traditional media (television, movies, music videos), but modern media (Internet, computer games, social networks). The first problem raised in this article is the traditional predominance of the socio-psychological approach to the study of violence in the media over the general psychological one. It is noted that cognitive, affective and motivational structures of consciousness are involved in the perception of scenes of violence, which are not necessarily associated with aggression and hostility. The second problem is the fragmentation of studies of the impact of violence in the media on the cognitive, affective and behavioral spheres of the audience in connection with personality traits.

Keywords: perception of violence in the media, cognitive, affective and behavioral spheres of personality, personality traits.

MEDIA VIOLENCE: THEORIES AND INVESTIGATIONS

Maxim V. Zubakin

Perm State University

This article deals with some psychological theories, concepts and lines of research explaining the effects of media violence on the audience and attractiveness of violence scenes in the mass media. Introduction of the article focuses on the analysis of media violence concepts of different researchers. The author of the article postulates the difference in the use of the terms "influence" and "effects". Then there is a brief review of the concepts ("aggression-catharsis", "priming") and the theories ("cue arousal theory", "uses and gratifications theory", "mood management theory", "social learning theory", and "cultivation theory"). The studies of media violence are divided into two groups. One group of researchers focuses on how the audience and/or individuals perceive and evaluate media violence. The other group studies the relation of the media violence perception and individual differences and personal traits of the spectators. The article presents the analysis of researches on the traditional (television, movies, musical video, radio) and contemporary media (the Internet, computer games, social networks). The first problem of the article concerns the traditional prevalence of the socio-psychological approach to the media violence research in comparison with the cognitive and personality approaches. It is noted that the cognitive, affective and motivational structures of consciousness (which are not always related to aggression and hostility) are included in the perception and evaluation of violence scenes. The second problem are discrete researches on media violence effects on thoughts, emotions and behavior of the spectators in connection with their personality traits.

Keywords: perception and evaluation of media violence, cognition, emotions, personality traits.

About Zubakin M.B., 2017

Introduction

As a rule, violence in the media is considered within the subject field of social psychology in the context of the study of aggression. Meanwhile, this problem is of a general psychological nature, since any media information is processed by consciousness, which involves cognitive, affective, motivational and personal structures.

It is important to note that the concepts of "violence" and "aggression" are related, but not identical. S.N. Enikolopov (2001) defined the concept of "violence" as "the use of force, resulting in damage to basic human needs or even life in general, lowering the level of their satisfaction below what is potentially possible. The threat of violence is also violence." E.P. Ilyin (2014) classifies demonstrations of murders, fights, beatings, swearing, and profanity as violence in the media. B. Cerrier (1980) defined "dramatic violence", which is shown on television as "an open display of physical force (with or without a weapon, against oneself or others), forcing one to act against one's will under the threat of mutilation and / or death as part of plot" [cit. according to: 4, p. 488-489]. R. Harris (2003) understands media violence as a demonstration of causing intentional physical harm to a person, excluding scenes of accidental pain, psychological violence and vandalism in relation to someone else's property, since their subjective perception varies greatly. The aggressive essence (hostility) of the behavior of media characters should be obvious to the audience.

One more remark needs to be made regarding the term "influence", which is used in the psychology of the media. Researchers use two terms: "influence" and "effects". Their meaning is synonymous, and the difference in usage is connected with the theoretical-empirical orientation of the researcher. The term "influence" is more commonly used to describe the overall impact of the media on an audience within the humanistic or phenomenological paradigms, while the term "effect" is used to describe the results of research within the neobehavioral or cognitive paradigms. In this article, the terms are used as the authors of the analyzed theories and studies.

Main theoretical approaches

There are several theories that describe and explain the mental and behavioral consequences of showing scenes of violence in the media.

The oldest theory is 3. Freud (1923) about the unconscious instinct of self-destruction and death, which is associated with sex and aggression. Sex and aggression rely on unconscious motives. However, they are directed to the area of consciousness in the form of threatening impulses that attack a person's ideas about himself. Consciousness pushes these motives back into the unconscious. This conflict causes, on the one hand, a state of anxiety and anxiety, and on the other hand, sublimating or substitutive behavior that hides open sexuality or aggression. In this regard, S. Feshbach (1961) proposed the concept of "aggression - catharsis". According to her, the consumption of scenes of violence and / or sex in the media and movies replaces real aggression or sexual activity in everyday life and leads to release from internal tension and anxiety reduction. Violent scenes in the media can also evoke fantasies in viewers of dealing with their abusers in real life, which reduces tension.

J. Blumler and E. Katz (1974) proposed a theory of use and satisfaction to explain audience choice of media content. According to this theory, a person in the process of interacting with the media actively and independently determines what information to consume. His choice is determined by the desire of the individual to satisfy his needs. In line with this approach, D. Zillmann (1988) formulated the theory of mood management. Turning to media products is associated with the desire to get rid of a bad mood and feel better. M. Mares et al. (2008) studied movie preferences by different age groups. The study found that young people are more likely to experience negative emotions and prefer films that are scary, violent, entertaining and relieve boredom. Elderly people, on the contrary, are focused on maintaining emotional stability and prefer melodramas and romantic films. D. Zillmann (1991) discovered the activation (excitation) transfer effect. Its essence is that the state

the arousal that comes from watching movies with scenes of violence or sex in the short term leads to an increase in any subsequent emotions. Arousal can increase fear, sexual desire, or anger. If, after watching scenes of violence, frustration sets in, then irritation, anger intensify and the likelihood of aggression increases.

J.I. Berkowitz (2007) relied on the idea of priming: people's perception of a stimulus or situation triggers the process of recalling ideas, images, and feelings that have a similar meaning. They can activate certain forms behavior. Scenes of violence activate negative images, memories, feelings and patterns of aggressive behavior, which can increase hostility and lead to aggression.

A. Bandura (1983) defines aggression as a form of social learning. Humans learn aggression in two ways. First, as a result of learning through direct rewards for aggressive behavior. Second, by observing other people who are rewarded for being aggressive. In the second case, the important factors that contribute to learning are: the experience of real-life aggression, arousal, the attractiveness of aggressive film characters and the viewer's identification with them, the reinforcement of violence in the film or the approval of screen violence by significant others. The frequent "consumption" of movies by children and adults in which attractive and likable characters kick and punch others and shoot and kill those who stress them out leads to learning that violence is an acceptable way to resolve conflicts.

S. Ball-Roceach and M. DeFleur (1976) proposed their theory of the large effect of the impact of ASP on the audience: the media affect both the cognitive and emotional processes of the audience and the delayed effect on behavior. With regard to violence, this integrative approach is represented by G. Gerbner's theory of cultivation. It focuses on the image of reality formed by the media audience. According to this theory, the more time a person spends in front of a television or movie screen, the more his ideas about reality and the image of social reality will coincide with the reality of the mass media. In a study of viewers who often "consume" scenes of violence in the media,

image was found terrible world". They overestimate the scale of crime in society and the likelihood of becoming a victim of violence or crime, they consider the world to be bad and full of dangers. The cultivation of ideas about the world is influenced by: the intensity of TV viewing, viewing motives, assessment of the reality of media products, as well as age and gender, anxiety level, coping strategies and personal experience of the viewer.

According to another integrative model - cognitive-behavioral - violence in the media increases arousal, activates thoughts and feelings of an aggressive nature (priming), demonstrates new types of aggressive reactions, weakens prohibitions on aggression, leads to a decrease in sensitivity to the suffering of the victim and forms the viewer's idea of reality. Each of these effects, individually or together, can lead to an increase in the aggression of the audience in everyday life.

Cognitive, Emotional and Behavioral Effects of Media Violence

J.I. Berkowitz (2007) and B. Kreichy (2003) highlight 1) the immediate and short-term effects of media depictions of violence on violent behavior and 2) the long-term effects of repeated exposure to media violence. Immediate effects include imitation crimes; the statistics of crimes after violent sports events (boxing, fights without rules), news and TV films with scenes of violence are studied. It has been shown that reports of violence in the news, violence in feature films and TV programs have a small but statistically significant effect on the increase in violent crime. Short-term effects include primarily aggressive behavior. However, not always after the demonstration of scenes of violence, the audience shows aggression. W. Bushman and R. Geen (1990) showed that scenes of violence in a movie cause aggressive feelings and thoughts in the audience. The more violent the scenes shown were, the higher the audience's blood pressure(physiological arousal): the more they expressed anger and they had more specific thoughts of an aggressive nature. J.I. Berkowitz, B. Kreikhi noted several important conditions, in which the perception of scenes of violence in the media can lead to aggression: 1) the meaning that the viewer ascribes

observed behavior - he must clearly understand the aggressive essence of the observed scenes; 2) demonstrating the positive consequences of aggressive behavior or not punishing violence on the screen; 3) the lack of demonstration of the negative consequences of violence (suffering of the victims), the depiction of aggression justified or pursuing a noble goal; 4) identification of the viewer with the aggressor; 5) the inability of the viewer to distance themselves from film violence or to realize its unreality. J.I. Berkowitz (2007) identifies two additional short-term effects of media violence: desensitization (emotional dulling) and disinhibition. Desensitization is manifested in the fact that frequent consumption of violence in the media leads to a decrease in physiological arousal in response to theatrical and real aggression. Disinhibition involves the weakening of the viewer's prohibitions on the manifestation of aggression. J.I. Berkowitz attributes these effects to the concept of priming. Long-term effects include the formation of ideas about society and other people (cultivation according to G. Gerbner), the acquisition of aggressive inclinations and the formation of aggressive social scenarios. B. Kreikhi (2003) additionally notes the impact of pornography on aggression and sexual violence. The consumption of pornography is associated with aggression and violence against women, as viewers develop a tolerant attitude towards rape.

R. Harris (2003), R.J. Harris and F. Sanborn (2013) identify six main effects of media violence on audiences: fear and anxiety, modeling, sensitization, desensitization, and cultivation. D. Bryant, S. Thompson (2004) identified behavioral, affective and cognitive consequences of exposure to scenes of violence in the media. They referred to behavioral consequences as arousal, catharsis, disinhibition or disinhibition, imitation, and desensitization; to affective - a reaction of fright and fear; to cognitive ones - changing attitudes towards violence and ideas about the world (cultivation).

P. Winterhoff-Spuck (2015), after analyzing American and European studies, formulated the following conclusions. Viewers choose programs with acts of aggression and violence because they expect to enjoy themselves. As a rule, programs and films with violence are

evokes in the viewer a specific internal dynamics of "tension - release of tension", which leads to a feeling of pleasure. At the same time, viewers remember aggressive behavior patterns, especially if aggression is justified or committed by positive characters in the name of a good cause. Under certain circumstances, viewers may use these models in real-life interaction, aided by malicious intent, frustration or irritation, and lack of punishment or social stigmatization for aggression.

V. Krähe et al. (2011) showed that video clips with scenes of violence lead to desensitization - empathy for victims of violence decreases. R.A. Ramos et al. (2013) found empathy for victims of violence on the TV screen among young men if they were warned about the reality of the events shown. At the same time, empathy for victims of violence decreased if they were warned that they would be presented with fictions of violence in the form of TV shows and clips. D. Unz et al. (2008) showed that scenes of violence on TV news evoke negative emotions in viewers. Contrary to previous studies, viewers were more likely to experience emotions of anger, sadness, disgust, contempt, rather than fear. J. Glascock (2014) studied the effects of media consumption on verbal aggression, taking into account demographic and social factors. He found that only frequent rap consumption was associated with verbal aggression. For the manifestation of verbal aggression, gender, parental upbringing, belonging to ethnic or social group.

E.P. Ilyin (2014) believes that violence in the media is one of the main factors that influence the level of aggression and the manifestation of aggression in society. Therefore, in a review of studies, he cites data in favor of the thesis about the influence of scenes of violence on the aggressiveness of the audience. A separate issue for E.P. Ilyin notes the effects of computer games with violence. He believes that the passion for such games leads to increased negativism in adolescents, resentment, heightened self-esteem, and also lowers the threshold of frustration. In general, at present, the interest of researchers is shifting to the study of violence on the Internet and computer games. C.A. Anderson et al. (2010) conducted a meta-analysis of studies on the effects of violence in video games. It has been shown that video games with violence can act as a risk factor - there are aggressive

strong thoughts and affects, increased physiological arousal and the likelihood of aggressive behavior, reduced sympathy for the victims of violence, there is a tendency to prosocial behavior. A. Lang et al. (2012) studied experienced and novice computer players in "3D Shooter", where the player in the first person takes part in virtual battles and murders. Significant effects of video game violence have been found on emotional condition players. Beginners and experienced players felt excited, experienced pleasant feelings and pleasure, but for beginners, their severity was stronger. These results supported the desensitization hypothesis of experienced video game players. W. Bösche (2009, 2010) found the effects of violent video games on the activation of aggressive scenarios and gaming rivalry scenarios in men.

Despite the discovered negative consequences of the passion for computer games with violence, a number of authors obtained different results. C.J. Ferguson and S.M. Rueda (2010) presented study participants with a cognitive task, and after failing to solve it, they offered to play computer games with scenes of violence. It was found that the game leads to a decrease in depression and hostile feelings, and not to an increase in aggression. S.A. Oswald et al. (2014) also studied the subjective experience and motivation of online computer game players. They found that subjects indicated positive emotional experiences (decreased negative emotions such as boredom, frustration, stress), on the social orientation of interaction in the game and the development of purposefulness. People using computer games on the Internet satisfy the needs of the individual for autonomy, competence and connectedness.

A.A. Luzakov and N.V. Omelchenko (2012), N.V. Omelchenko (2009) studied the attitude towards computer games in the paradigm of psychosemantics. They analyzed two factors of psychosemantic assessments of computer games. Both of them were ambivalent: they included psychosemantic assessments with opposite signs. Initially, the first factor was interpreted as "aggressive masculinity - peaceful femininity" (N.V. Omelchenko, 2009), which reflects the ambivalence of assessments, but does not explain the attractiveness of computer games for respondents, despite the negative response to them.

wearing. A.A. Luzakov and N.V. Omelchenko (2012) believe that the game actualizes the archaic levels of mental regulation, where logical contradictions are irrelevant. This factor was reinterpreted as "The possibility of realizing socially disapproved needs." The second factor was originally interpreted as "Complexity - unusual" (N.V. Omelchenko, 2009). Later A.A. Luzakov and N.V. Omelchenko (2012) reinterpreted it as "the possibility of full involvement in the game." The presence of such a category in the everyday minds of the players allows them to distinguish between games that can give the experience of full involvement in virtual reality, from those that do not have such an effect. Gamers satisfy socially unapproved needs (aggression, hostility, dominance) and the need to expand the world, get new experiences and achieve a “state of flow” (in terms of M. Csiksent-mihalyi).

Personality and media violence

Despite the predominance of studies of the impact of violence in the media on the audience, a number of authors focus on the audience themselves, on their internal features and traits.

V. Gunter (1980) showed that limited observation in studies of the effect of catharsis is due to the cognitive abilities of viewers: only people with a developed imagination and fantasy are able to release accumulated anger when watching scenes of violence, and individuals who do not have a vivid imagination are not able to survive catharsis [cit. . according to: 2].

R. Tamborini, J. Stiff and C. Heidel (1990) found the type of viewers who often experience the effect of sensitization in response to the perception of violent scenes in the media. They turned out to be people with a high level of empathy and wandering imagination, anxiety, prone to neurotic confusion, humanistically oriented and emotionally receptive.

B.J. Bushman (1995) found that aggressiveness as a personality trait of viewers influences movie genre preferences. Highly aggressive viewers are more likely to choose movies with a high content of violence than low aggressive viewers. After watching a movie with scenes of violence, they experienced more anger and showed aggression towards a partner when performing a task together. B.J. Bushman and

R.G. Geen, (1990) found that viewers with high levels of aggressiveness and hostility were more likely to have aggressive thoughts and emotions after watching violent movies than viewers with low levels of aggressiveness.

Another trait that is associated with media violence is the desire for novelty and thrill seeking. This trait is defined as "the search for diverse, new, complex and intense sensations and experiences, the desire to take physical, social, financial or related risks in order to obtain such an experience" . M. Zuckerman (1996) found a correlation between the search for sensations and the preference for watching violent scenes on TV. S.C. Baneijee et al. (2008) studied the effect of sensation seeking on the appeal of movies to viewers. Attractiveness was described in terms of mood (positive/negative) and arousal (high/low). It has been found that viewers with high sense-seeking, as opposed to low-sense sense-seeking viewers, are attracted to exciting movies. Another study by S.C. Banerjee et al. (2009) correlated aggressiveness, sensation seeking, and risk behaviors (fighting and delinquency, alcohol and drug use, risky driving) in college students with a preference for television programs and television series with verbal aggression.

S.D. Conrad and R.S. Morrow (2000) studied viewers with borderline mentality: impulsive, fearful of social isolation and loneliness, angry, unstable in interpersonal relationships, with dissociative disorders, abusing psychoactive substances. They are willing to physically abuse their partner in interpersonal relationships after TV reports of parents who abandoned their children. B.J. Bushman and A.D. Stack (1996) found that viewers with an internal locus of control and reactance tend to be more interested in violent movies when they are preceded by restrictive warnings.

S.N. Enikolopov, Yu.M. Kuznetsova and N.V. Chudnova (2014) studied the personal aggressiveness of active Internet users in 2005 and 2011. . In 2005, they found that the so-called Internet culture did not tend to

We are physically aggressive, do not approve of violence in private and public life. They have a cyclothymic character accentuation and a blurred identity, which can lead to aggression and conflict. Aggressive behavior of Internet deviants, online rogues or hackers is usually directed at people who, as they think, are not carriers of Internet culture. Subjects 2011. showed less aggressiveness than the subjects of 2005. Perhaps due to a decrease in anonymity. At the same time, the subjects in 2005 and 2011 were less aggressive than the control group. The Internet is more likely to attract the “lazy and curious” than the aggressive ones.

C.B. Fadeeva (2010) found in adolescents a connection between computer addiction and preference for violent video games with high aggressiveness, rigidity, anxiety, and frustration.

T.V. Yakovleva (2010) studied the relationship between aggressiveness and preference for feature films in adolescents. Subjects with a high level of observed aggressiveness more often chose the genres of "action" and "horror". They turned out to have hyperthymic, excitable and demonstrative types of accentuations and positive correlations on the scales of physical, indirect and verbal aggression (according to A. Bass and A. Darki). Scenes of violence on the screen attracted adolescents with increased extraversion and neuroticism (according to G. Eysenck). High aggressiveness among adolescents correlated with low empathy and indifference to the suffering of victims of violence on the screen.

I.V. Belasheva (2013) studied the effects of negative (documentary TV shows with scenes of violence) and positive (educational TV shows) media information on the neuropsychological state of university students depending on the characterological psychotype. After a daily two-hour consumption of programs with violence during the week, an increase in the level of hostility, aggressiveness, anxiety, hysteria, asthenia, vegetative and obsessive-phobic disorders, emotional depression and a decrease in mental stability were found. These effects are most pronounced in subjects of the schizoid and cycloid psychotype. Subjects of the hysteroid and epileptoid psychotype are more susceptible to the information impact of a positive orientation.

In the work of O.P. Belaya and O.V. Chursinova (2012) studied the concept of aggressive behavior

research using the construction of subjective semantic spaces in younger and older adolescents with different levels of aggressiveness. Role-playing positions were used as incentives for evaluation by the SD method: “A person demonstrating aggressive behavior”, “A person not demonstrating aggressive behavior”, “I myself”, “Favorite movie character”, “Typical TV character”, “Favorite TV show hero”. It was found that the most differentiated image of aggressive behavior is presented in low- and high-aggressive younger adolescents. And in older highly aggressive adolescents, the image of aggressive behavior becomes simpler. In general, adolescents have a negative attitude towards aggressive behavior, but they evaluate their favorite characters who demonstrate aggression on television positively.

Based on the review of theories and empirical studies, the following conclusions can be drawn. First, the main theoretical approaches are centered around the problem of aggression. The cognitive, affective and personality characteristics of the audience considered in these theories in connection with violence in the media are primarily associated with aggression. There are few theories and studies in which the point of reference is not aggression. Perhaps that is why there are few works that reveal the positive effects of media violence on viewers or raise the problem of viewers' ambivalent attitudes towards media violence. Secondly, it should be pointed out that there are significantly fewer studies that examine the role of personality factors, self-esteem, cognitive and emotional processes in the perception of violence in the media, compared with studies of the effects of violence in the media on the audience and viewers. Thirdly, there is a diversity of studies that take into account internal factors in the perception of violence in the media. This does not allow building a general picture of the interaction of the cognitive and affective spheres of the audience in connection with violence in the media. New conceptual and empirical studies of the problem of violence in the media are needed, which would be carried out in an integrative way.

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The date of the manuscript receipt 14.09.2017

Zubakin Maxim Vladimirovich

Senior Lecturer, Department of Developmental Psychology

Perm State National Research University, 614990, Perm, st. Bukireva, 15; e-mail: [email protected] ORCID: 0000-0002-1805-7764

About the author

Zubakin Maxim Vladimirovich

Senior Lecturer of the Department of Developmental Psychology

Perm State University, 15, Bukirev str., Perm, 614990, Russia; e-mail: [email protected] ORCID: 0000-0002-1805-7764

Please cite this article in Russian-language sources as follows:

Zubakin M.V. Violence in the media: theories and research // Bulletin of the Perm University. Philosophy. Psychology. Sociology. 2017. Issue. 4. S. 584-595. DOI: 10.17072/2078-7898/2017-4-584-595

Please cite this article in English as.

Violence in the media is a topic of constant debate. Series, movies and videotapes abound with scenes of violence. Whether we're dealing with Rambo, Class of 84, or crime chronicles, violence is a constant in our media. Every day we can contemplate murders, attacks, fights, destruction on our TV screen. Children encounter these embodiments of horror at a very early age. Aggressive impulses are also widely represented by various computer games in which people are killed, planes are shot down, or even atomic wars are staged. Games like this scare us. We are shocked that nothing better can be found as a means of abreaction of our need for play than seeing these horrific events on the screen. Doesn't this have an effect on our children destructive influence, passes without a trace for their psyche?

The answer to this question is hotly debated. According to research, showing violence on television leads to an increase in the "contagion" of aggression. Strictly speaking, however, the research data only indicate an increase in excitability and a tendency to participate in war games. Whether children become more aggressive and unruly in their daily lives is unknown. In connection with the question of the influence of the media on the psyche of children, the following can be said.

The determining factor in this case is the nature of the reaction of children to the scenes of violence, their impression and the resulting psychological processes. It would be an extreme simplification to think that the child imitates the scenes he saw on the TV screen on a one-to-one scale. If examples were so contagious, schoolwork would be a huge success with children. Their reactions to the scenes of aggression broadcast on television are mixed. Direct imitation is just one form of response.

Another well-known form of response is rejection. The scene of violence looks so repulsive that the child refuses to perceive it. He closes his eyes, focuses on the positive aspects of the film, and ignores the violence. This behavior is his protection. Such a spontaneous reaction is characteristic of quite a few children. The terrible is not fixed by consciousness.

The next form of reaction is virtualization: when they see a scene of violence, children ask themselves if they are dealing with reality or fiction. The approval of the film as a fiction allows them to watch it without harming their psyche. Everything that is played out before their eyes is not much different from a fairy tale. A terrifying story that chills the blood in the veins is true, but what does it have to do with reality? Children show an extraordinary sensitivity to falsehood and, therefore, the ability to distinguish between real and fictional from a very early age. They easily distinguish between the real and the scriptwriter's. Violence seen in films tends to fall into the fictional category. Negative impact such scenes on the restraining centers are most often minimal, although they lead the children to some excitement.

The next form of reaction should include disgust. Many children, when contemplating scenes of violence, think in moral categories: they are indignant, frightened, their rejection of violence intensifies. In the case of this type of reaction in children, it is not aggressive tendencies that increase, but, on the contrary, a negative attitude towards violence. The film refreshes a problem that concerns them personally and which they have to solve themselves.

Finally, there is a kind of behavior that comes down to imitation. Children in this category are looking for role models in films. What they see is brought to life. Three 3rd graders forcibly brought a girl to their home. Taking advantage of the absence of their parents, they tied her to the bed and set out to "fuck" her. They had the most vague idea of what it was. They, without undressing, tried to lie on top of the girl and make jerky movements.

It is clear that the corresponding scene in the video served as a model for such behavior. This case of imitation of rape without sexual action as such is a consequence of the desire to imitate. The boys wanted to repeat the scene they captured on video. The video awakened their dormant instincts.

Video production and scenes of violence recorded by the media can affect children's consciousness. The only question is how much of an effect they actually have and how much they contribute to increased aggressiveness. Do video films serve as a kind of school of aggressive behavior for children, or is their role reduced to nothing more than abreaction of already accumulated aggressive impulses?

Three other 3rd graders kidnapped their classmate after school on Wednesday. They dragged her to the farm and locked her in a rabbit pen. She was told that she would now be hanged. She was pushed a piece of stale bread through the gap between the boards, sprinkled with water and told that it was her dying meal. In front of the girl, dumbfounded with fear, they tied a rope to the crossbeam and told her to get ready: her last hour had come.

Despite the fact that the boys eventually abandoned their intention, the experience of these actions was extremely difficult for the girl. When the boys were subsequently asked what made them think of hanging their classmate, they replied in embarrassment, "A story in Sunday school." The Sunday school teacher told the children a story in which each of the characters was tied to a pillory and hanged as punishment. Contrary to the intentions of the teacher, the children drew their own conclusion from the story, deciding that this was a means of eliminating persons they did not like. Since they classified this girl as objectionable, it was decided to fulfill their plan.

However, a study of the life history of these boys revealed that they already had distinct aggressive tendencies. Even in kindergarten, the leader of this group of boys was distinguished by increased aggressiveness in communicating with his peers: once he hit one girl on the head with a jacket, she ran home crying and refused to return that day.

This example shows that the media are far from the only factor influencing the psyche of children; to explain acts of violence solely by the negative impact of watching violent scenes would be an extreme simplification. The aggressive tendencies that many children have and the pleasure they receive from their satisfaction pushes them to look for heroes, under the guise of which it would be easier for them to show their aggressive tendencies. Their aggressive potential is looking for a form for its release. The determining factor is not the degree of violence depicted, but the degree of involvement of the child in it, the angle from which he perceives it, the very nature of his perception. What are we dealing with: rejection, emphasizing the fictitiousness of the staging with subsequent distancing, or do we have a clear desire to imitate? The idea that children blindly copy scenes of violence is psychologically naive and is based on a simplistic understanding of the child's soul. The child's psyche is too multilayered to assimilate the aggressive impulse purely passively. She has a whole range of possible mental reactions at her disposal - direct imitation of the hero-rapist is just one of many. As a rule, it is associated with the presence of aggressive tendencies already present in the child and the search for a hero whose aggressive deeds could be imitated.

This case shows that the prototypes of the use of violence can be drawn from the most unexpected sources. It is an oversimplification to call videos and the media the main culprits in increasing the aggressiveness of children and adolescents. The imitation of video scenes does not prevent children from looking in their environment or in appropriate conditions among their loved ones for opportunities to abreact their latent aggressive tendencies. The depiction of scenes of violence in videos or the media have a fatal effect only if they are in demand by the mind of the child, looking for samples for their behavior in the area of violence. With the exception of certain black market videos featuring scenes that shock even adults, the effect of videos and media images on children's minds is relatively harmless in itself. They produce a different effect on difficult, weak-willed and extremely aggressive children. If for children with a healthy psyche, when they see something terrible on the screen, either distancing (realization of the unreality of what is shown on the screen) or repression or a desire to close their eyes to everything terrible seen on the screen is characteristic, unbalanced children see this as an opportunity for an outlet for their aggressive tendencies. Although not the cause of child aggression, media violence is nevertheless an excuse for some of the youth. Such children identify with the Ninja or Homeboys because of their desire to find a role that allows them to avoid latent aggressive tendencies. Horror films and media reports of catastrophes are sources of imagery and fantasy for desperate, socially disadvantaged and street children. The hope that a ban on horror films will stop the wave of violence is extremely naive. As already seen in the Sunday school example, violent scenes, role-playing settings, and imagery can be found in any setting. Children and adolescents with appropriate motivation look for them everywhere and strive to imitate them. Containment centers suppress not only the images of horror films, but also the desire to imitate the seen scenes of violence. For children with a healthy psyche, encountering violence in the media does not at all lead to the immediate collapse of their moral superstructure.

Horror films and computer games place new demands on parents and teachers in terms of raising children. As in the past when teaching children how to behave on the street, we need to teach them how to handle these games and media responsibly. To anathematize these games and horror films threatens to lose control over this world of experiences and experiences of the child. An excessively moralistic, condemning position of adults leads to children avoiding any discussion of this topic with adults. The excited and preoccupied attitude of adults seems to them hysteria. Due to the fact that the vast majority of children and adolescents have an unmistakable ability to distinguish reality from fiction, prohibitions and notations do not cause them anything but yawns. “This is your problem,” they think to themselves and calmly surrender to the charm of violence that comes through in these games. The only consequence of the intransigence and intransigence of parents is that children withdraw into themselves, having lost the desire to share their interests with their parents. Parents and educators get access to this area of interest for their pets only if they do not interfere in anything. This means that instead of tearing their hair out and being horrified, they themselves get acquainted with video products and take part in computer games, and only after that discuss their experiences with children. It's one thing to express one's own admiration or horror, it's another thing to show what position one should take in relation to this way of killing time. The best approach should be recognized as a reasonable approach, in which computer games are perceived not as a satanic obsession, but as a form of pastime that allows you to feel aggressive tendencies and the fascination with violence in yourself. Children need to feel that parents also perceive violence as a possible stereotype of behavior and are forced to constantly suppress it.

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