Completely revised and updated, a much-needed call to action for every parent, teacher, and citizen to help our children and stop the wave of killing and violence gripping America's youth
Newtown, Aurora, Virginia Tech, Columbine. Thereis no bigger or more important issue in America than youth violence. Kids, some as young as ten years old, take up arms with the intention to murder. Why is this happening? Lt. Col. Dave Grossman and Gloria DeGaetano believe the root cause is the steady diet of violent entertainment kids see on TV, in movies, and in the video games they play—witnessing hundreds of violent images a day. Offering incontrovertible evidence based on recent scientific studies and research, they posit that this media is not just conditioning children to be violent and see killing as acceptable but teaching them the mechanics of killing as well.
Stop Teaching Our Kids to Kill supplies the statistics, interprets the copious research that exists on the subject, and suggests the many ways to make a difference in your home, at school, in your community, in the courts, and in the larger world. In using this book, parents, educators, social-service workers, youth advocates, and anyone interested in the welfare of our children will have a solid foundation for effective action and prevention of future Columbines, Jonesboros, and Newtowns.
|Sold by:||Random House|
|File size:||2 MB|
About the Author
GLORIA DEGAETANO is the originator of parent coaching and CEO of Parent Coach International. A pioneering media-literacy educator and acclaimed author and speaker, she has over thirty years of experience working with families and educators.
Most Helpful Customer Reviews
I enjoyed this book tremendously on my Nook. It highlighted key findings regarding the connection between media violence and "real world" violence. This edition has been updated and includes a revised timeline and remarks by current President Obama. The book is surprisingly easy to read even with the heavy subject matter and is organized well for a book with two authors.
This book is relevant, readable, and useable. It is relevant. It gives a comprehensive overview of the vast body of research that has accumulated on the effects of media violence on children. This research spans six decades, draws on thousands of studies of many types, done across many countries. The research has led six major bodies of professionals in the US who are concerned with the health and welfare of our children to take a stand against media violence as a national health issue. It is readable. The overview of the research is not just a dry presentation of facts. The information is presented in a context and narrative that makes it easy to read, and easy to understand the implications of the research. And, it is not just a polemic against media violence. The authors are quite clear that media violence is just one of many factors that contribute to aggressive behavior. But it is one that, as a society, we refuse to look at and address. We refuse to acknowledge that there are “side effects” to the consumption of media violence. It is useable. It includes family media literacy practices and practical guidelines to help protect our children from the effects of media violence. It includes a large resource section at the end of the book. Another great strength is the use of charts and tables to make understanding easier. Two of these are particularly notable. The first is the pyramid of violence chart on page 23. One of the major points made in this book is that the issue of violence includes FAR more than just mass killings using guns. It is the whole spectrum of violence in which our children are immersed that is of concern. The mass killings are just the tip of the pyramid, the tip of the iceberg. Second, the table on page 95 is invaluable in showing the hugely significant differences in “Basic Training” received by the military and police, and the “Basic Training“ our children receive through violent video games. It would be useful if this chart were copied and posted where ever there are people who don’t grasp these differences: churches, libraries, school libraries, teachers’ lounges, police stations, doctors offices, etc. The authors have also included what is perhaps the best overview available of the history of how our society has, and has not, dealt with the issue of media violence. This history is vital to understanding the authors’ call to action. It makes it clear that there is a pattern of “Denial and Debate” that keeps us, as a nation, from a real dialogue about the place of media violence in our culture. The authors liken this pattern to that used so successfully by the tobacco industry. There were three significant, new things I learned from this book. The first was about how video games cause us to become so immersed in them. The authors explain a model based on significant research that makes sense to me. I can see this model being played out in people I know who are immersed in games. The second is an understanding of why it is so hard to deal with the bullying and cyber bullying that is at the bottom of the pyramid of violence. As the authors explain, bullying is built on a dominator/victim form of relationship. This is the type of relationship that our children grow up watching and participating in through much of their media consumption. The prevalence of this modeling and conditioning makes the dominator/victim relationship seem normal; it is given implicit social sanction. The third take away was an understanding of how media violence impacts the development of self-identity at various ages. The authors refer to this as “The Story I Tell Myself About Myself.” This is particularly important as it interacts with the modeling of the dominator/victim relationship as an acceptable way of relating to others. If the prevalent model of relating is one of being a dominator or a victim, which story will a child choose to tell him or her self, and to act out, if possible? But the most astounding thing I learned was how many of our children and teens (8-18 years old) fall into the subgroup of gamers who fit the clinical definition of addiction, where it makes you dysfunctional in multiple areas of your life. “Estimates vary, but various studies across several nations suggest that it could be as much as 10 to 15 percent.” One study done in the US “found that 8.5 percent would classify as pathological gamers by this [clinical] definition…that’s over 3 million children seriously damaging multiple areas of their lives because of their gaming habits!” I highly recommend this book to ALL parents, teachers, politicians, public policy professionals, and anyone interested in the welfare of our children, and the strength of our society.