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Transcript of Media Influence
The developmental theories that illustrate this thought process are Erik Erikson’s Psychosocial theory, Lev Vygotsky’s Sociocultural theory, and Albert Bandura’s Social Learning theory. The work these three individuals did focus in on human behavior. They continued to ask the question “why” humans do what they do, and did what they just did. To the average person trying to pin point the answer to the “why” question is like trying to find a needle in a hay stack. Some would ask the question again, “why bother.” Although, these three men were just a few among many that studied human behavior, they appear to have an overlapping conscience. Addressing Media and its Influences Within the Classroom Media's Influence
Adolescent Sexuality Sexual media that targets adolescents encourages the thought that it is alright for teenagers to participate in sexual activities. The media promotes sex before marriage, multiple sexual partners, and teenage pregnancy. Children are taught values that are ethically wrong and are pushed to make decisions they should not make because the media sells fake scenarios to them as "real-life" and they believe it.
Students should be encouraged to discuss these issues in class so they can help each other make the right choices. Teachers should also have guest speaker role models that come in and talk to the students about the dangers of sexual media and having sex too early. Influence on Adolescent's Those who view sexual media are more likely to experiment than those who are not
Develop a false sense of gender roles
Encourages children to try things they aren't ready for
Feel as if they must be sexually active to be popular or well-liked
Can cause body image issues where children strive to "look perfect" through unhealthy means (eating disorders, dieting, laxatives)
Often not made aware of the consequences so they make choices that result in STD's or teen pregnancies
Introduced to dangerous sexual activities that can cause injury or death References Berk, L. E. (2012). Infants, Children, and Adolescents (7th ed.). Boston: Pearson Education, Inc.
Plumb, L. (2010). The negative influences of inaccurate media portrayals of adolescent girls. , (), . Retrieved from http://www.mcelmeel.com/curriculum/yalit/2010plumb_negativeinfluences.html Ethical Issues of Adolescent-Targeted Media The youth of America are bombarded with images and messages through media outlets such as billboards, television shows, movies, and magazine articles. Messages such as “adolescent sexuality is the norm” are infiltrated into the minds of adolescents through popular culture.
Although media influence is unavoidable, there are ways teachers can address negative media influences and incorporate positive media in the classroom. Messages portrayed through media can be counteracted by encouraging media literacy. Teachers can give students the tools needed to apply critical thinking in regards to the influences of media. Instead of accepting the messages of media, students can analyze why media portrays people the way it does and the motivations behind portraying these images and messages. Teachers can also prompt classroom discussions about the influences of media. When students are allowed an active role in discussions then they feel empowerment and better prepared to make decisions about the message they receive from media influences. Incorporating positive media in the classroom also counteracts negative media. Teachers can suggest popular books, movies, and televisions shows that portray strong adolescent role models. The psychosocial theory by Erikson place the main emphasis on normal development as it relates to one’s culture. Vygotsky’s Sociocultural theory places the focus on children developing their minds through a socially mediated process. That many cognitive processes and skills are socially transferred from more knowledgeable members of society to children.
The Social Learning theory by Albert Bandura summed it all up by accepting the fact that children model their behavior after what they see. But most importantly he saw that children don’t just react to their environment, they also self-organize, self-reflect, and self-regulate, (Berk, 2012). All of this is done by the human race for survival.