Media Violence Media Violence and and

Community MobilisationCommunity Mobilisation

Impacts of Screen Overexposure Impacts of Screen Overexposure on Young People's Heath : on Young People's Heath :

the Facts, the Damages, the Solutionsthe Facts, the Damages, the SolutionsMontreal, May 4Montreal, May 4thth 2011 2011

Yet, powerful industries Yet, powerful industries promotes unhealthy food promotes unhealthy food and behaviors to them and behaviors to them

with huge budgetswith huge budgets

Children & teens asked to Children & teens asked to become responsible become responsible

citizenscitizens

Two groups are obeying Two groups are obeying opposing interestsopposing interests

On one side, school was created to On one side, school was created to educate all young people so that they educate all young people so that they can participate in societycan participate in society

On the other side, TV was created to On the other side, TV was created to attract audiences to be sold to attract audiences to be sold to advertisersadvertisers

The more people in the audience, the The more people in the audience, the highr the price to be soldhighr the price to be sold

No surprise if screen No surprise if screen exposure linked to exposure linked to

numerous & various numerous & various marketing related marketing related

diseases diseases

Screen exposure is used to turn Screen exposure is used to turn

young people into consumers young people into consumers

while schools educate citizenswhile schools educate citizens

Most recent knowledge in Most recent knowledge in psychology & neurology is psychology & neurology is used to take advantage of used to take advantage of

their vulnerabilitytheir vulnerability

Marketers pay TV in order to Marketers pay TV in order to use screens to target kids & use screens to target kids &

teens as consumersteens as consumers

Patrick LeLay, CEO of TF1Patrick LeLay, CEO of TF1

• Purpose of TV: «sell brain time Purpose of TV: «sell brain time to Coca-Cola»to Coca-Cola»

• TV must not only attract more TV must not only attract more viewers...viewers...

• ...programs must also prepare ...programs must also prepare viewers to welcome viewers to welcome commercialscommercials

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Research found evidence that Research found evidence that screen exposure is linked to... screen exposure is linked to...

• Sedentarity, overweight, Sedentarity, overweight, obesityobesity• Aggression, verbal & physical Aggression, verbal & physical violenceviolence• Tobacco, drugs & acohol useTobacco, drugs & acohol use• Poor nutrition, anorexia, boulimiaPoor nutrition, anorexia, boulimia• Unhealthy body image & early sexualisationUnhealthy body image & early sexualisation• Risky sexual behaviour and attitudesRisky sexual behaviour and attitudes• Lost of empathy, compassionLost of empathy, compassion• Depression, low self esteemDepression, low self esteem• Fears, phobias, nightmares, sleep Fears, phobias, nightmares, sleep

perturbationperturbation• Criminal car driving Criminal car driving • School performance and drop-outSchool performance and drop-out• Attention deficit disorder & hyper-activityAttention deficit disorder & hyper-activity

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When advertisers and TV When advertisers and TV networks informed about networks informed about

MRDsMRDs They deny responsibility They deny responsibility TheyThey finance PR effortsfinance PR efforts to cover to cover

their influence & distract the publictheir influence & distract the public TheyThey finance media awareness finance media awareness

networks that avoid blaming themnetworks that avoid blaming them They portray themselves as They portray themselves as

victims of possible censorship by victims of possible censorship by politicianspoliticians

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Youth violence Youth violence increasingincreasing

Number of elementary school students Number of elementary school students with behavioural difficulties increased with behavioural difficulties increased by 300% (1985-2000, Qc, CSE, Feb by 300% (1985-2000, Qc, CSE, Feb 2001)2001)

Violent crime rateViolent crime rate of 13-17 years old of 13-17 years old doubled in 20 years + twice as high as doubled in 20 years + twice as high as adults (Public Safety Dept) adults (Public Safety Dept)

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Canadian Youth Crime Rate Canadian Youth Crime Rate (2006)(2006)

Ron Melchers, Criminology Professor, Ottawa University Ron Melchers, Criminology Professor, Ottawa University

•Trends: minor assaults decreaseTrends: minor assaults decrease•More serious ones — with More serious ones — with

weapons — increasedweapons — increased•Increase faster w teens 12-17 Increase faster w teens 12-17 •Rate of teens accused of Rate of teens accused of

homicide highest since 1961 homicide highest since 1961 •Aggravated assaults increased Aggravated assaults increased

even more even more

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Non violent and violent crime Non violent and violent crime rates rates

(2006, statcan) (2006, statcan)

•Canada's overall crime Canada's overall crime rate rate lowestlowest in in over 25 years over 25 years

•Youth violent crime rate Youth violent crime rate highesthighest in 45 years in 45 years

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Effect of exposure Effect of exposure to media violenceto media violence

• ImitationImitation

•DishinibitionDishinibition

•Approval for violent behaviourApproval for violent behaviour

•DesensitizationDesensitization (reduction of (reduction of empathy)empathy)

•Conditioning reflexes (videogames Conditioning reflexes (videogames rewarding kids for acting without rewarding kids for acting without thinking)thinking)

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Screen exposure vs Screen exposure vs overweight + obesity overweight + obesity

(ICIS octobre 2009)(ICIS octobre 2009)

25% of 0-16 years old affected

70% increase in 20 years Boys & girls prefer TV Girls prefer computers Boys video games

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From a public From a public health point of view health point of view

Julie Mandeville, Statcan, Le DevoirJulie Mandeville, Statcan, Le Devoir

«Cheaper to attract «Cheaper to attract people away from TV people away from TV than favoring physical than favoring physical

activity»activity»

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TV lowers metabolism TV lowers metabolism Statcan june 2008/EStatcan june 2008/Energy spent w 6 activitiesnergy spent w 6 activities

–Unpacking grocery 2,5–Typing / computer 1,8–Play cards 1,5–Reading 1,3–Watching TV 1,0–Sleeping 0,9

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Efforts by Civil SocietyEfforts by Civil Society

• For over ½ century, parents, teachers, For over ½ century, parents, teachers, scientists, health professionals, academics scientists, health professionals, academics

• Researched, documented, petitionedResearched, documented, petitioned• Requested legislation to regulate the use of Requested legislation to regulate the use of

media violence to entertain (abuse) children media violence to entertain (abuse) children • As in most fields of human activity, legislation As in most fields of human activity, legislation

seemed efficient way to reduce child abusive seemed efficient way to reduce child abusive advertising & entertainment advertising & entertainment

• Most efforts have been ignored, silenced, Most efforts have been ignored, silenced, countered, neutralised...countered, neutralised...

• WHY and HOW ? WHY and HOW ?

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Media industry : powerful Media industry : powerful enough to block child protection enough to block child protection

legislation legislation • By lobbying and bullying public deciders By lobbying and bullying public deciders • By accusing opponents of favouring By accusing opponents of favouring

censorship and endangering freedom of censorship and endangering freedom of expressionexpression

• By promising codes of conduct & self By promising codes of conduct & self regulation as smokescreens while increasing regulation as smokescreens while increasing toxic doses toxic doses

• By using the V-Chip as a way to transfer By using the V-Chip as a way to transfer responsibility for monitoring public airwaves responsibility for monitoring public airwaves to (individual) parents to (individual) parents

• By funding media literacy organisations as By funding media literacy organisations as part of a strategy to protect corporate image part of a strategy to protect corporate image and countering independent media and countering independent media education initiativeseducation initiatives

• By blaming parents for not raising their kids By blaming parents for not raising their kids properlyproperly

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1996, Dr Thomas N. Robinson 1996, Dr Thomas N. Robinson Health Research Center Stanford Health Research Center Stanford

University: SMART programUniversity: SMART program

•Student Media Awareness to Student Media Awareness to Reduce TelevisionReduce Television

•4-54-5thth graders, San Jose, graders, San Jose, CaliforniaCalifornia

•Results published in 2000Results published in 2000•Journal of the American Medical Journal of the American Medical

AssociationAssociation

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Reduction of screen Reduction of screen exposure exposure

Decrease physical and Decrease physical and verbal violence by 40 and verbal violence by 40 and 50%50%

Decrease of obesityDecrease of obesity Decrease kids’ request for Decrease kids’ request for toys (nag factor)toys (nag factor)

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10-Day Screen-Free Challenge 10-Day Screen-Free Challenge created in Québec in April created in Québec in April

2003 2003 (inspired by SMART)(inspired by SMART)

•Public Safety Departments of Public Safety Departments of Canada and Québec funded the Canada and Québec funded the Parents Association of Quebec Parents Association of Quebec Region Region

•11 elementary schools experienced 11 elementary schools experienced the Challenge 2003-04 + one the Challenge 2003-04 + one secondary schoolsecondary school

•Evaluation by parents, students & Evaluation by parents, students & teachers made public in June 2004teachers made public in June 2004

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Winning strategy must Winning strategy must includeinclude

•Teachers and parents to adopt a Teachers and parents to adopt a joint game plan joint game plan

•3 competencies for children3 competencies for children•Capacity of expression (emotions Capacity of expression (emotions

and opinions)and opinions)•Critical viewing skillsCritical viewing skills•Empathy & compassionEmpathy & compassion

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Game plan for screen Game plan for screen reductionreduction

•Students introduced to new Students introduced to new gamegame

•Students of whole school Students of whole school belong in same teambelong in same team

•Opponents include all screens: Opponents include all screens: TV, video game, computer, TV, video game, computer, GameboyGameboy

•Will face professionals working Will face professionals working behind screens for 2 industriesbehind screens for 2 industries

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Preparing the Screen-Free Preparing the Screen-Free Challenge requires :Challenge requires :

•3 months training3 months training•3 workshops with all students3 workshops with all students•3 presentations with teachers + staff 3 presentations with teachers + staff

members members •Follow up activities by teachers with Follow up activities by teachers with

their class their class •3 conferences to parents3 conferences to parents•Parents & community offered to help Parents & community offered to help

students win the game students win the game

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K-3 students training workshops K-3 students training workshops

• 4 exercises to become BRAVE : tell (fear, 4 exercises to become BRAVE : tell (fear, anger, pain) console, answer, click fear out anger, pain) console, answer, click fear out

• Follow-up by teachers (each morning + Follow-up by teachers (each morning + after recess)after recess)

• Class activities (drawing a movie scene Class activities (drawing a movie scene that scared me, drawing myself exercising that scared me, drawing myself exercising to become brave) to become brave)

• Cooperation between older and younger Cooperation between older and younger students students

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Workshops with 3-6Workshops with 3-6thth graders graders• Analogy between bacteria carried by food and by Analogy between bacteria carried by food and by

media: television, video game, music videos, film media: television, video game, music videos, film videos, songs. videos, songs.

• Introducing 3 major bacteria : V V, P V, Fear. How Introducing 3 major bacteria : V V, P V, Fear. How do they find their way into us ? Where do they do they find their way into us ? Where do they hide ? hide ?

• Students search for intoxicated productions in 4 Students search for intoxicated productions in 4 categories and pick the most influential in their categories and pick the most influential in their own school & communityown school & community

• Students offered to classify some of media Students offered to classify some of media teachers such as : Howard Stern, Jackie Chan, teachers such as : Howard Stern, Jackie Chan, Jerry Springer, Jackass, Rambo, 50 Cent, Bart Jerry Springer, Jackass, Rambo, 50 Cent, Bart Simpson, Terminator, Snoop Dog, Britney Spears, Simpson, Terminator, Snoop Dog, Britney Spears, Eminem, South Park, American Pie, etc. Eminem, South Park, American Pie, etc.

• Students write most frequent verbal abuse heard Students write most frequent verbal abuse heard everyday in their own school resulting from everyday in their own school resulting from desensitization by MEVEdesensitization by MEVE

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Workshops / 7-12 gradersWorkshops / 7-12 graders • Analogy between Titanic and human brains.Analogy between Titanic and human brains.• Underestimating the non visible part of icegerg (power of media) and Underestimating the non visible part of icegerg (power of media) and

overestimating the resistance of ship (your brain). overestimating the resistance of ship (your brain). • Media include television, videogame, music video, movies, radio, advertising, Media include television, videogame, music video, movies, radio, advertising,

etc. etc. • Introducing 3 major bacteria carried in kids: V V, P V, Fear: how did they find Introducing 3 major bacteria carried in kids: V V, P V, Fear: how did they find

their way into us, where did they hide ? their way into us, where did they hide ? • Introducing 3 more bacteria with teens : sexism, racism, consumerism.Introducing 3 more bacteria with teens : sexism, racism, consumerism.• Students search for intoxicated productions in 4 categories and name the most Students search for intoxicated productions in 4 categories and name the most

influential. influential. • Students offered to classify Howard Stern, Jackie Chan, Eminem, South Park, Students offered to classify Howard Stern, Jackie Chan, Eminem, South Park,

Jerry Springer, Jackass, Rambo, 50 Cent, Terminator, Snoop Dog, Britney Spears, Jerry Springer, Jackass, Rambo, 50 Cent, Terminator, Snoop Dog, Britney Spears, Visa ads, WWE, etc. Visa ads, WWE, etc.

• Workshops include frequent pauses allowing students to talk & write their own Workshops include frequent pauses allowing students to talk & write their own answers.answers.

• Students write the most frequent hurting words heard everyday in their school Students write the most frequent hurting words heard everyday in their school resulting from desensitization. resulting from desensitization.

• Students testify about kids, teens & adults imitating models used by media to Students testify about kids, teens & adults imitating models used by media to attract viewers: language, behaviour, clothing, food, alcohol & smoking, etc.attract viewers: language, behaviour, clothing, food, alcohol & smoking, etc.

• What could a bystander do if not desensitized ? Advice to aggressors, targets, What could a bystander do if not desensitized ? Advice to aggressors, targets, bystanders, teachers, principal, police. bystanders, teachers, principal, police.

• What could our school choose to do to improve empathy ? What could our school choose to do to improve empathy ? • How could we, as a community, oppose the commercial culture used to abuse How could we, as a community, oppose the commercial culture used to abuse

children and reduce empathy in society ? children and reduce empathy in society ?

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Impacts of the Impacts of the 10-Day Challenge 10-Day Challenge was evaluated by was evaluated by

students, parents and students, parents and staff staff

J-R Elementary School J-R Elementary School

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Number of answersNumber of answers

•653 children attended J-R in 2007653 children attended J-R in 2007

•Kindergarten : 159/180 parents Kindergarten : 159/180 parents

•1-6th grade : 193 parents1-6th grade : 193 parents

•3-63-6thth grade : 249 students grade : 249 students

•Total : 352 parents, 249 students, Total : 352 parents, 249 students, 41 staff 41 staff

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Participation in the Challenge Participation in the Challenge

and success in the turn-offand success in the turn-off

•96,5% of students 96,5% of students participated participated

•Average performance: 8.8 Average performance: 8.8 days days

•Two thirds of students Two thirds of students succeeded in turning off succeeded in turning off allall screens for 10 days screens for 10 days

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Was the Challenge found to be Was the Challenge found to be

useful ?useful ? (N = 336 Parents, 243 children, 39 staff)(N = 336 Parents, 243 children, 39 staff)

0

10

20

30

40

50

60

70

Not atall

Little Quite Very

ParentsChildrenStaff

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Mood of Children during the Mood of Children during the Challenge Challenge in % (n = 335 parents, 240 children, in % (n = 335 parents, 240 children,

38 staff)38 staff)

0

10

20

30

40

50

60

70

Much worst Worst Even Better Much better

ParentsChildrenStaff

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Physical activity & sports / Physical activity & sports / ReadingReading

(n = 335 parents, 246 children, 321 parents)(n = 335 parents, 246 children, 321 parents)

0

10

20

30

40

50

60

Muchless

Less Even More Muchmore

ParentsChildrenReading

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Parents and staff (%) noticed improvement Parents and staff (%) noticed improvement of children’s health and well being ?of children’s health and well being ?

0

10

20

30

40

50

60

Not Little Quite Much

301 parents35 staff

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Did the Challenge modify Did the Challenge modify children’s involvement in family chores ?children’s involvement in family chores ?

0

10

20

30

40

50

60

Muchless

Less Same More Muchmore

334 parents240 children

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Attention of children in class, Attention of children in class, parents implication w the Challenge parents implication w the Challenge

and quality of homework (n = 26 staff)and quality of homework (n = 26 staff)

0

10

20

30

40

50

60

Much worst Worst Even Better Much better

AttentionParents implicationHomeworks

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Homework quality improved ? Homework quality improved ? (N= 299 parents, 238 children, 18 staff)(N= 299 parents, 238 children, 18 staff)

0

10

20

30

40

50

60

70

Muchworst

Worst Even Better Muchbetter

ParentsChildrenStaff

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Increase of time spent together (parents-Increase of time spent together (parents-children) children)

according to P & C, and time spent w friends (P) according to P & C, and time spent w friends (P) in %in %

0

10

20

30

40

50

60

Bienmoins

Moins Pareil Plus Bienplus

Parents (335)

Enfants (242)

Amis (336 p)

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Reduction of fights and mean words at school / Reduction of fights and mean words at school / home home (N=235, 233, 239, 235 children) in %(N=235, 233, 239, 235 children) in %

0

5

10

15

20

25

30

35

Much Quite Little None

Fights at schoolFights at homeMean words at schoolMean words at home

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Physical violence and verbal violence in class Physical violence and verbal violence in class and during recess according to staff in % (N=34-31)and during recess according to staff in % (N=34-31)

0

10

20

30

40

50

60

Muchworst

Worst Even Better Muchbetter

Physicalviolence class

Physicalviolencerecess

Verbalviolence class

Verbalviolencerecess

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Increased children’s Increased children’s critical viewing skillscritical viewing skills (33 staff and 303 parents) in %(33 staff and 303 parents) in %

0

10

20

30

40

50

60

None Little Quite Much

StaffParents

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Exposure to TV and videogames (%) Exposure to TV and videogames (%) following the 10 days (n = 244 c 326 p)following the 10 days (n = 244 c 326 p)

0

5

10

15

20

25

30

35

40

45

As before Littlereduction

Quitereduced

Veryreduced

Accordingtochildren

Accordingto parents

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Parents agree to keep exposure Parents agree to keep exposure under 7 hours per week (N=313)under 7 hours per week (N=313)

0

10

20

30

40

50

60

No Little Quite Much

No LittleQuiteMuch

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Would they repeat the Would they repeat the Challenge ?Challenge ?

0

10

20

30

40

50

60

70

80

No Every 3 years Every other year Each year

Parents (322)Children (247)

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Good newsGood news• For parents (empowers family government) For parents (empowers family government) • For teachers (better learning + less time for For teachers (better learning + less time for

conflicts, class climate improved)conflicts, class climate improved)• For children and teens For children and teens

(+ viewing skills + awareness + protection)(+ viewing skills + awareness + protection)• Researchers (studies become known)Researchers (studies become known)• For activists (reduce the toxic influence of For activists (reduce the toxic influence of

media + responsibility by governments)media + responsibility by governments)• Experience must be shared across North Experience must be shared across North

America and EuropeAmerica and Europe

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Welcome to Montreal ConferenceWelcome to Montreal ConferenceMay 4-6, 2011May 4-6, 2011

Impacts of Screen Overexposure Impacts of Screen Overexposure on Young People's Healthon Young People's Health

The facts, the Damages, the SolutionsThe facts, the Damages, the Solutions

Hosted by YWCA Montreal, Hosted by YWCA Montreal, Edupax and ACME Edupax and ACME

   

48

Thank youThank you

ACME, Boston, April ACME, Boston, April 20102010

www.edupax.orgwww.edupax.org

Comments and Comments and questions welcome at questions welcome at

JBrodeur@edupax.orgJBrodeur@edupax.org