Psychological Literacy & Media Violence PDF

*Assessable Cranney, J. & Dunn, D.S. (2012) The Psychologically Literate Citizen. New York: Oxford University Press. Chapter 1 Psychological Literacy and the Psychologically Literate Citizen (pp. 3-12). Library call number BF77....

*Assessable Cranney, J. & Dunn, D.S. (2012) The Psychologically Literate Citizen. New York: Oxford University Press. Chapter 1 Psychological Literacy and the Psychologically Literate Citizen (pp. 3-12). Library call number BF77.P754 2012 file:///C:/Users/sarah/OneDrive/Documents/UNIVERSITY/Sem%202,%202024/PSYU3399%20--%20PACE/ Exam/exam%20reading%20-%20The_Psychologically_Literate_Citizen.pdf Psychological literacy: (McGovern et al., 2010) taking a skeptic approach to problem solving applying psychological principles to personal, social, and organizational issues in work, relationships, and the broader community; acting ethically; being competent in using and evaluating information and technology; communicating effectively in different modes and to different audiences; fostering respect for diversity; being reflective about one’s own and others’ behavior and mental processes”  psychologically literate citizen build upon their own psychological literacy integrating it with the lessons learned during their undergraduate experiences. become ethically and socially responsible problem solvers. use their psychological literacy outside of formal learning environments Controversial for 3 reasons ❖ it raises the issue of the real purpose of UG psychology education Only about 1/4 of psychology majors enter graduate professional training programs, so there must be other viable outcomes for psychology major graduates. ❖ People against the word citizen provide students with education that enables them to participate in leadership ❖ McGovern and colleagues (2010) do not really define “the psychologically literate citizen,” give the sense of a complex process that evolves over time  Halpern (2010) does define it: “Psychologically literate citizens have basic knowledge of psychology and can and will apply their knowledge of psychology to a broad range of situations” global citizen anyone who works to make the world a better place global citizenship understanding the forces that affect cross-cultural connections being committed to a global community based on human interdependence, equality, and justice  Anderson, C. A., Bushman, B. J., Donnerstein, E., Hummer, T. A., & Warburton, W. A. (2015). SPSSI research summary on media violence. Analyses of Social Issues and Public Policy, 15, 4-19. DOI:10.1111/asap.12093 file:///C:/Users/sarah/Downloads/Anal%20Soc%20Iss%20%20%20Public%20Policy%20-%202015%20-%2 0Anderson%20-%20SPSSI%20Research%20Summary%20on%20Media%20Violence.pdf Policy makers should consider: (1) revising classification systems to be both evidence-based and parent-friendly, (2) including carefully constructed media literacy content in school curricula, and (3) creating a public education campaign on the impact of media violence. “at-risk population” findings are NOT consistent Suggests aggressive individuals, younger children, or males might be more affected Yet there is no specific group more at risk than others  Type of Aggressive/Violent Behaviors Linked To Media Violence physical aggression verbal aggression relational aggression proactive (cold, calculated) aggression reactive (hot, impulsive) aggression studies have linked excessive screen time poor performance in school ADHD media violence exposure greater desensitization prosocial media can produce increases in helping behavior positive educational and socialization effects recommended that parents allow NO screen time until 2 years old limit school children’s screen time — no more than 2 hours per day Expand Media Literacy taught “critical viewing skills” in schools better interpret what they see in the media Aim is to: 1. Encourages policy makers to create and implement a scientifically based media products rating system. 2. Encourages the expansion of scientifically based media literacy programs. 3. Encourages the media industries to promote the development, evaluation testing, and distribution of more prosocial products. 4. Encourages the media industries to develop and fund public education programs concerning media effects on youth and society.  Lim, M. S. C., Agius, P. A., Carrotte, E. R., Vella, A. M., & Hellard, M. E. (2017). Young Australians’ use of pornography and associations with sexual risk behaviours. Australian and New Zealand Journal of Public Health, 41(4), 438-443. doi: 10.1111/1753-6405.12678. file:///C:/Users/sarah/OneDrive/Documents/UNIVERSITY/Sem%202,%202024/PSYU3399%20--%20PACE/ Exam/exam%20reading%20-%20use%20of%20pornography%20and%20sexual%20risk%20behaviour.pdf Pornography may influence young people’s understanding of which sexual behaviours and attitudes are normative, acceptable and rewarding. early & more frequent exposure associated with initiation of sexual behaviours at younger age median age first pornography viewing Male — 13 years Female — 16 years ever viewed pornography 100% men 82% of women 57% had viewed pornography before any sexual contact compared to heterosexual participants, GLBQQ+ were 3x more likely to watch pornography & more frequently 84% men and 19% women watched pornography on a weekly or daily basis. Job, S. R. F. (1999). The road user: The psychology of road safety. In J. Clark [Ed.], Safe and mobile: Introductory studies in traffic safety (pp. 21-55). Armidale: Emu Press. file:///C:/Users/sarah/OneDrive/Documents/UNIVERSITY/Sem%202,%202024/PSYU3399%20--%20PACE/ Exam/exam%20reading%20--%20road%20user%20and%20traffic%20safety.pdf