Presented to

Ma’am Rabia
Nehan Naseer
Saleha Ahmed
Saman Imtiyaz
 An act of physical force that causes or

is intended to cause harm. The damage

inflicted by violence may be physical,
psychological, or both
MEDIA
VIOLENCE
 “Visual portrayals of
acts of physical
aggression by one
human or human-like
character against
another”
 Here are nine distinct
forms of violence
1. Physical violence
2. Sexual violence
3. Emotional violence
4. Psychological violence
1. Spiritual violence
2. Cultural violence
3. Verbal Abuse
4. Financial Abuse and,
5. Neglect
Physical violence occurs when someone
uses a part of their body or an object to
control a person’s actions.
Sexual violence occurs when a person
is forced to unwillingly take part in
sexual activity.
Emotional violence occurs when
someone says or does something to
make a person feel stupid or worthless.
Psychological violence
occurs when someone
uses threats and causes
fear in an individual to
gain control.
Spiritual (or religious) violence occurs
when someone uses an individual’s
spiritual beliefs to manipulate,
dominate or control that person.
 Cultural violence occurs
when an individual is
harmed as a result of
practices that are part of her
or his culture, religion or
tradition.
Verbal abuse occurs when
someone uses language,
whether spoken or written, to
cause harm to an individual.
 Financial abuse occurs when
someone controls an
individual’s financial resources
without the person’s consent or
misuses those resources.
 Neglect occurs when
someone has the
responsibility to provide
care or assistance for an
individual but does not.
Often blow up in anger at small
incidents.
Have a poor self-image
May have a family history of
violence
May be cruel to animals and/or
children
May have a fascination with
weapons
 May think its ok to solve conflicts
with violence
 Often use physical force during
arguments
 Often use verbal threats such as I
will slap your mouth off, I will kill
you
 Are very controlling of others
 May have unrealistic expectations
 May say things that are
intentionally cruel and hurtful in
order to degrade. humiliate
others
 Tend to be moody and
unpredictable
 This theory was advanced by Albert Bandura as an
extension of his Social learning theory .
 The theory states that when people observe a
model performing a behavior and the
consequences of that behavior, they remember the
sequence of events and use this information to
guide subsequent behaviors.
 Depending on whether people are
rewarded or punished for their
behavior and the outcome of the
behavior, the observer may choose to
replicate behavior modeled.
 Media provides models for a vast
array of people in many different
environmental settings.
 Human Human Symbolizing
agency capability Capability

Self- Self-
Vicarious
regulation reflective
Capability
Capability Capability
 Social cognitive theory is proposed in
an agentic perspective, which suggests
that, instead of being just shaped by
environments or inner forces,
individuals are self-developing, self-
regulating, self-reflecting and
proactive.
Specifically, human agency operates within three modes.
 Individual Agency: A person’s own influence on the
environment.
 Proxy Agency: Another person’s effort on securing the
individual’s interests.
 Collective Agency: A group of people work together to
achieve the common benefits.
 Intentionality: Individuals’ active decision on engaging in
certain activities;
 Forethought: Individuals’ ability to anticipate the outcome
of certain actions;
 Self-reactiveness: Individuals’ ability to construct and
regulate appropriate behaviors;
 Self-reflectiveness: Individuals’ ability to reflect and
evaluate the soundness of their cognitions and behaviors.
 Human beings are featured
with advanced neural systems,
which enable individuals to
acquire knowledge and skills
by both direct and symbolic
terms
 Four primary capabilities are
addressed as important
foundations of social cognitive
theory: symbolizing capability,
self-regulation capability, self-
reflective capability, and
vicarious capability.
 People are affected not only by direct experience but also
indirect events.
 Instead of merely learning through
laborious trial-and-error process,
human beings are able to
symbolically perceive events
conveyed in messages, construct
possible solutions, and evaluate the
anticipated outcomes.
 Human beings can evaluate their thoughts and actions by
themselves, which is identified as another distinct feature
of human beings.
 By verifying the adequacy and soundness of their thoughts
through enactive, various, social, or logical manner,
individuals can generate new ideas, adjust their thoughts,
and take actions accordingly.
 One critical ability human being featured is to
adopt skills and knowledge from information
communicated through a wide array of mediums.
 By vicariously observing others’ actions and its
consequences, individuals can gain insights into
their own activities.
 Vicarious capability is of great
value to human beings’ cognitive
development in nowadays, in
which most of our information
encountered in our lives derives
from the mass media than trial-
and-error process.
Media contents studies

Media effects studies

Public health

Morality
MEDIA CONTENTS
STUDIES
 Heavily repeated images
presented in mass media
can be potentially
processed and encoded
by the viewers (Bandura,
2011).
 Media content analytic
studies examine the
substratum of media
messages that viewers
are exposed to, which
could provide an
opportunity to uncover
the social values
attached to these
media representations.
  Social cognitive theory is
pervasively employed in studies
examining attitude or behavior
changes triggered by the mass
MEDIA media.
 As Bandura suggested, people can
EFFECTS learn how to perform behaviors
STUDIES through media modeling. SCT has
been widely applied in media
studies pertained to sports, health,
education and beyond.
  For instance, Hardin and
Greer in 2009 examined the
gender-typing of sports
within the theoretical
framework of social
cognitive theory, suggesting
CONT… that sports media
consumption and gender-
role socialization
significantly related with
gender perception of sports
in American college
students.
 Miller's 2005 study found
that choosing the proper
gender, age, and ethnicity
for models ensured the
success of an
AIDS campaign to inner
city teenagers
 This occurred because
participants could identify
with a recognizable peer,
have a greater sense of self-
efficacy, and then imitate the
actions to learn the proper
preventions and actions.
 Social cognitive theory emphasizes a
large difference between an individual's
ability to be morally competent and
morally performing.
 Moral competence involves having the
ability to perform a moral behavior,
whereas moral performance indicates
actually following one's idea of moral
behavior in a specific situation.
Moral competencies include
 What an individual knows?
 What an individual is capable of ?
 What an individual's skills are?
 An individual's awareness of moral rules and
regulations
 An individual's cognitive ability to construct
behaviors
As far as an individual's
development is concerned,
moral competence is the
growth of cognitive-sensory
processes; simply put, being
aware of what is considered
right and wrong.
 By comparison, moral
performance is influenced by the
possible rewards and incentives
to act a certain way for example, a
person's moral competence might
tell them that stealing is wrong
and frowned upon by society
LIMITATIONS
 In series TV
programming, according
to social cognitive theory,
the awarded behaviors of
liked characters are
supposed to be followed
by viewers
 Punished behaviors are
supposed to be avoided
by media consumers.
 In most cases, leading role in TV
shows are less likely to experience the
long-term suffering and negative
consequences caused by their risky
behaviors, which could potentially
undermine the punishments conveyed
by the media, leading to a modeling of
the risky behaviors.
 in most cases, protagonists in TV shows are less likely to
experience the long-term suffering and negative
consequences caused by their risky behaviors, which could
potentially undermine the punishments conveyed by the
media, leading to a modeling of the risky behaviors.
 which could potentially undermine the punishments
conveyed by the media, leading to a modeling of the risky
behaviors.
 Provides a useful perspective.
Given the ubiquity of the
media and young people’s
seeming immersion in it, the
significance which
Bronfenbrenner places on
daily or “molar” activities is
particularly useful.
 For instance, how “molar”
activities reflect development,
differences in age, gender,
context, time and place.
 When considering
development how it is
influenced and what it
influences, ability, skills,
behaviour, relationships and
the development of identity all
have a place.
 Bronfenbrenner allows us to see
young social media users situated
in a multi-layered context. From
here we see users subject to
influences that operate in their
daily lives; from immediate to
more abstracted contextual forces
 The young social media user sits
at the innermost level of the
system. This system involves
interactions with peers, family,
education provider and
neighbourhood.
 At the meso level,
connections with other
social contexts are made. At
this level, those from the
user’s microsystem interact
with other nodes of
influence; a friend may
attend a different school or
college and interact with
others who do not belong to
the user’s network
Young people are often affected by
influences which are outside their
control and experience. In the
exosystem influences like parental
employment, school internet
policy, and government regulation
will affect social media use and the
outcomes.
Norms, attitudes, and
values of a young social
media user are influenced
by others, but the norms,
attitudes and values of
young people can, in turn,
influence others.
 Biological theory focuses primarily on human
psychological characteristic to explain the genesis
and shaping of aggression. Form this biological
point of view aggression has been explained in
term of instincts and hormones
 Instincts.
 Instincts: Animal ethologists view aggression as an
instinct.
Lorenz (1963) says that the instinct
of aggression in animal serves
three primary functions
1. To balance the distribution of
animals of the same species
against the available supporting
environment.
 CONT…
2.To drive interspecies
combat that results in the
selection of the “fittest”
animals for reproduction .
3. To drive intraspecies
combat associated with
mating selections what
organisms that are
adapted for
extraspecies fighting, as
well as intraspecies
challenges.
Freud (1933) proposed that humans are ruled
by two instinct. One of these is “Eros” for life in
Spain instinct which include the libido that
cause people to create and prolong life. The
other is “Thanatos”, or the death instincts,
which urges people to work toward
disintegration and the destruction of self and
others.
 Freud Said that humans need to aggress to relieve
hostility and to push the death wish away from
themselves .
 Hormones are also important in creating
aggression. Most important in this regard is the
male sex hormone testosterone, which is associated
with increased aggression in both animals and in
humans.
 Testosterone levels are much higher in men than in
women.
 Testosterone is not the only biological factor linked
to human aggression. Recent research has found
that serotonin is also important, as serotonin tends
to inhibit aggression. Low levels of serotonin have
been found to predict future aggression.
 Violent criminals have lower levels of serotonin
than do nonviolent criminals.
Desensitization:
Children who witness
considerable media violence
can become desensitized —
or less shocked by violence,
less sensitive to the pain and
suffering of others, and less
likely to show empathy for
victims of violence.
Fear:
Fear is another result of
media violence.
Children and adults
can become anxious
and even traumatized
by the violence they
see on TV and in
movies.
Messages
Media violence
gives children the
message that
aggression and
violence are
acceptable
solutions to
conflicts and
problems.
 Youths who look at violent scenes afterward
demonstrate more aggressive conduct, mind-set,
and emotions than those who do not.
Media influence is the actual force exerted by a
media message, resulting in either a change or
reinforcement in audience or individual beliefs..
 Increases in children’s aggressive behavior are now
generally agreed to be a consequence of the child’s
learning scripts for aggressive behavior, cognitions
supporting aggression, and aggression-promoting
emotions through the observation of others
behaving violently.
 Increases in children’s aggressive
behavior following the observation
of violence are owing to 3 other
quite different psychological
processes:
 (1) the priming of already existing
aggressive behavioral scripts,
aggressive cognitions, or angry
emotional reactions
 (2) simple mimicking of
aggressive scripts; and
 (3) changes in emotional arousal
stimulated by the observation of
violence
 There are many possible risk factors. The extent to
which they have an influence on crime or
victimization will depend on the particular situation.
Here are just a few examples:
 Negative attitudes, values or beliefs
 Low self-esteem
 Drug, alcohol or solvent abuse
 Poverty
 Children of parents in conflict
with the law
 Homelessness
 Presence of neighborhood crime
 Early and repeated anti-social
behaviour
 Lack of positive
role models
 Lack of services
(social,
recreational,
cultural, etc.)
 Unemployment/u
nderemployment
 Family distress
 Racism
 Mental or physical illness
 Low literacy
 Leaving institutional/government
care (hospital, foster care,
correctional facility, etc)
 Family violence
PROTECTIVE FACTOR
 There are many possible
protective factors. The
extent to which they have
an influence on the
prevention of crime or
victimization will depend
on the particular situation.
 Here are just a few examples:
 Positive attitudes, values or
beliefs
 Conflict resolution skills
 Good mental, physical, spiritual
and emotional health
 Positive self-esteem
 Good parenting skills
 Parental supervision Strong
social supports
 Community engagement
 Problem-solving skills
 Positive adult role models,
coaches, mentors
 CONT..
 Healthy prenatal and
early childhood
development
 Participation in
traditional healing and
cultural activities
 Good peer
group/friends