Desensitization to Violence: A Parent’s Role

In today’s digital age, the question of whether children, adolescents, and young adults are becoming desensitized to violence, hatred, and intolerance may be rhetorical. Exposure to violent and negative content on various media platforms can have a profound impact on how people (especially, possibly, children) perceive and react to real-world violence. Let’s discuss desensitization, its origins, its impact on empathy, and some strategies parents can incorporate to mitigate its effects.

What is Desensitization?

Desensitization refers to the reduced emotional and physical response to a situation, circumstance, or even an event after being exposed to it repeatedly. For example, when children are exposed to frequent violent content, especially violence committed by people against other people, on media sites or platforms (e.g., TV, video games, YouTube), they may become less sensitive to the pain and suffering of others. Research shows that this exposure can lead to lower emotional responses to real-life violence, less empathy, more aggression, and a greater acceptance of using violence to solve problems (Mrug et al., 2016).

Origins of Desensitization

Desensitization has its roots in psychology, particularly through the work of Albert Bandura. In the 1970s, Bandura’s social learning theory (SLT) demonstrated that children tend to imitate what they see, especially from influential sources like television (Su et al., 2010). Thus, according to Bandura’s SLT, repeated exposure to violent media can lead to desensitization. Many studies have since supported Bandura’s findings and support the theory that children who are regularly exposed to media violence tend to exhibit higher levels of aggression and are more likely to engage in criminal behavior as adults (Media violence, 2009).

Impact on Empathy

Desensitization to violence can significantly impact empathy—the ability to understand and share the feelings of others (Mrug et al., 2015). When children are repeatedly exposed to violent content, they may start to see violence as a normal part of life and become less responsive to the pain and suffering of others (Media violence, 2009). Studies have shown that regular exposure to violent media can lead to a decrease in empathetic responses (Su et al., 2010). This reduced sensitivity can impact social behavior and could increase the chances of aggressive and antisocial actions (Pittaro, 2019).

Strategies for Parents

Given the pervasive nature of violent media content, there are several positive steps parents can take to help protect their children from its potential effects. Here are some strategies to consider:

  1. Monitor Media Consumption: Keep track of children’s media content and set limits on screen time. This includes television, movies, video games, and social media. Explore the Thrive Professional Resource guide for more tips on managing screen time (page 17).
  2. Promote Media Literacy: Educate children about the impact of media violence. Media-literacy programs can equip children with skills, so they can distinguish between reality and fiction and understand the consequences of violent actions and behaviors. Explore the National Association for Media Literacy Education’s Parent’s Guide to Media Literacy and other resources here.
  3. Encourage Positive Media Choices: Encourage children to engage with non-violent media content. Provide access to educational programs, documentaries, and prosocial video games. Using these types of alternatives can help foster positive behavior and attitudes.
  4. Model Appropriate Behavior: Children often imitate their parents’ behavior. Parents can positively influence their children’s behavior by modeling empathy, kindness, and non-violent conflict resolution.
  5. Create Open Communication Channels: Establish an environment where children feel comfortable discussing what they see in the media. This enables parents to address any concerns and provide guidance on interpreting violent content.
  6. Use Parental Controls: Utilize parental control features on devices and streaming services to help restrict access to inappropriate content.

Many consider desensitization to violence a growing concern for future generations. While we cannot control the world’s violence, we can take actionable steps to manage what is viewed in our homes. As we strive to be mindful of the media our children consume and foster open discussions, we can support our children’s healthy emotional and psychological development and help nurture a generation of people who value kindness and understanding.

References

American Academy of Pediatrics. (2009). Media violence. Pediatrics, 124(5), 1495–1503. https://doi.org/10.1542/peds.2009-2146

Mrug, S., Madan, A., & Windle, M. (2016). Emotional desensitization to violence contributes to adolescents’ violent behavior. Journal of Abnormal Child Psychology, 44(1), 75.  https://doi.org/10.1007/s10802-015-9986-x

Mrug, S., Madan, A., & Wright, R. A. (2015). Emotional and physiological desensitization to real-life and movie violence. Journal of Youth and Adolescence, 44(5), 1092.  https://doi.org/10.1007/s10964-014-0202-z

Pittaro, M. (2019, May). Exposure to media violence and emotional desensitization. Psychology Today. https://www.psychologytoday.com/us/blog/the-crime-and-justice-doctor/201905/exposure-media-violence-and-emotional-desensitization

Su, W., Mrug, S., & Windle, M. (2010). Social cognitive and emotional mediators link violence exposure and parental nurturance to adolescent aggression. Journal of Clinical Child and Adolescent Psychology, 39(6). https://doi.org/10.1080/15374416.2010.517163

One-on-One Activities with Your Young Child

One-on-one activities are back-and-forth social interactions that you can engage in with your child. These activities can help foster a sense of safety, trust, and freedom in your child and encourage them to explore the world. Having positive interactions with your child allows them to build a secure bond with you and lays the foundation for healthy social-emotional and cognitive development (Maternal, Infant, & Early Childhood Home Visiting Technical Assistance Resource Center, n.d.). One-on-one time with your child also can expand your child’s vocabulary and contribute to their school readiness (Pempek & Lauricella, 2017). When you spend individual and focused time with your child, you let them know that who they are and what they do matters to you. In addition, spending one-on-one time together provides you with an opportunity to see your child as a unique individual with their own ideas and preferences. During your time together, you can also model positive behaviors, and your child can learn how to handle various situations by watching you. Being consistent and intentional in your personalized interactions with your child lets you and your child form memories together and create a deeper connection with each other.

Benefits of One-on-One Bonding with Your Child

  • Builds a trusting relationship between you and your child
  • Increases your and your child’s happiness and secure attachment
  • Provides the opportunity for you to model positive behaviors
  • Teaches your child how to control their body and emotions when bonding through play
  • Shows you how your child may handle various social and emotional situations
  • Helps your child develop appropriate and desirable social skills
  • Offers opportunities for you to learn effective methods to engage, teach, and/or discipline your child
  • Fosters an environment in which you can talk to and learn about your child—their interests, challenges, ambitions
  • Cultivates opportunities for you to encourage your child’s risky play (e.g., wrestling, climbing, moving fast) while minimizing hazards and, thus, supporting their healthy development
  • Decreases the likelihood of your child exhibiting troubled behaviors as they grow older

Bonding with your child allows you to learn about them in the following ways:

  • Behavioral and emotional cues (e.g., rubs eyes when tired)
  • Interests (e.g., unicorns, dinosaurs, planets, trains)
  • Likes and dislikes (e.g., favorite songs, book preferences, what frustrates them)
  • Personality traits (e.g., sensitive, persistent, active, cautious)
  • Soothing preferences (e.g., hugs, kisses, rocking)
  • Temperament (e.g., activity level, adaptability, reactivity)

Types of One-on-One Interactions

Adapted from Take Root Home Visitation Activity Cards, by Clearinghouse for Military Family Readiness at Penn State, (2019, May).

Face-to-Face. These activities encourage you to make eye contact with your child and connect with them through daily activities (e.g., eating, dressing, diapering) or childhood games such as peek-a-boo and patty cake.

Play With Words, Sounds, and Numbers. These activities will help you expand your child’s vocabulary, encourage them to interpret pictures and sounds, and support them as they discover patterns and build math skills.

Pretend Together. These activities will help your child explore their imagination as they seek to understand the world around them.

Quiet and Calm Together. These activities help you and your child learn soothing techniques and make time to slow down and lower your stress levels.

Move Together. These activities help you get physically active with your child. Your child can become aware of their body—how it bends, stretches, and moves—and ultimately, learn how to control their body.

Touch, Taste, Smell, Hear, See. These activities encourage your child to explore their curiosity and identify their preferences. Your child can learn and understand different sensations and bodily cues, and you can ask them questions about objects in their environment.

Lead and Follow; Follow and Lead. These activities can offer opportunities for you to play games that gently guide your child’s behaviors and help them learn to give and/or follow instructions.

Explore Your Community. These activities help you and your child get to know the people, places, organizations, landmarks, recreational centers, clubs, and other “gems” in the neighborhood that offer opportunities for family fun.

One-on-One Activities with Your Infant (Birth to 1 year)

  • Administer skin-to-skin contact
  • Roll and move across the floor
  • Engage in feeding and changing
  • Talk to your child
  • Read board books
  • Take outdoor walks
  • Use puppets
  • Explore different textures and objects
  • Make silly faces
  • Play with sensory toys
  • Participate in baby yoga
  • Engage in mirror play*
  • Play hand games (e.g., peekaboo, patty cake)
  • Practice crawling, walking, and climbing
  • Listen to music
  • Play tracking games with lights and sounds
  • Catch bubbles
  • Dance together

*Note: The activities presented in these lists are only suggestions. If an activity is in opposition to your cultural norms or cultural preferences, please disregard it and consider other age-appropriate activities to complete with your child.

One-on-One Activities with Your Toddler (1 to 3 years)

  • Show affection and give attention
  • Read books
  • Sing songs
  • Play outdoors or on the playground
  • Play with water
  • Play the naming games
  • Paint (e.g., finger, water, bath)
  • Make chalk art
  • Play sand games
  • Fish
  • Play with balloons
  • Play matching games
  • Teach to ride a balance bicycle/tricycle
  • Build and run obstacle courses
  • Play running and jumping games
  • Conduct scavenger hunts or treasure hunts
  • Go on nature walks
  • Garden and pick fruit
  • Play with mud

One-on-One Activities with Your Preschooler (3 to 5 years)

  • Cook and eat together
  • Care for a pet
  • Create new traditions
  • Go on imaginary adventures or create stories together
  • Go to the movies
  • Build a fort
  • Play instruments
  • Have tea parties and picnics
  • Go to museums
  • Conduct science experiments
  • Play memory games
  • Play with play dough, slime, clay, kinetic sand
  • Do arts and crafts
  • Take trips to parks and zoos
  • Have a dance party
  • Teach a new hobby
  • Exercise
  • Engage in sports and activities

Additional Resources

The Thrive Initiative offers a range of programs and resources to empower parents and caregivers of children from birth to 18 years of age. Age-appropriate and developmentally appropriate activities and information on forming connections with your children can be found within each of the four core Thrive Universal Programs:

Playing Games with Your Child
Play is Purposeful!
Moving to Thrive
Cooking to Thrive
Breathe to Thrive

References

American Academy of Pediatrics. (2021) American Academy of Pediatrics offers parents tips: 14 ways to show your child love on Valentine’s Day and every day. https://www.aap.org/en/news-room/news-releases/aap/2021/american-academy-of-pediatrics-offers-parent-tips-14-ways-to-show-your-child-love-on-valentines-day-and-every-day/

Brussoni, M., Olsen, L. L., & Sleet, D. A. (2012, August 30). Risky play and children’s safety: Balancing priorities for optimal child development. International Journal of Environmental Research and Public Health, 9(9), 3134-3138. https://doi.org/10.3390%2Fijerph9093134

Children’s Bureau. (2018, October 12). Bonding activities for parent and child.https://www.all4kids.org/news/blog/bonding-activities-for-parent-and-child/

Maternal, Infant, & Early Childhood Home Visiting Technical Assistance Resource Center. (n.d.). Parent-child interaction and home visiting. Health Resources and Services Administration. https://mchb.hrsa.gov/sites/default/files/mchb/programs-impact/parent-child-interaction.pdf

Milteer, R. M., Ginsburg, K. R., Council on Communication and Media Committee on Psychosocial Aspects of Child and Family Health, Mulligan, D. A., Ameenuddin, N., Brown, A., Christakis, D. A., Cross, C., Falik, H. L., Hill, D. L., Hogan, M. J., Levine, A. E., O’Keeffe, G. S., & Swanson, W. S. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty. Pediatrics, 129 (e204-e213). https://doi.org/10.1542/peds.2011-2953

National Center for Fathering. (n.d.). 3 benefits of one-on-one time. https://fathers.com/blog/involvement/3-benefits-of-one-on-one-time/

Pempek, T. A., & Lauricella, A. R. (2017, July 14). Chapter 3 – The effects of parent-child interaction and media use on cognitive development in infants, toddlers, and preschoolers. Cognitive Development in Digital Contexts. 53-74. https://doi.org/10.1016/B978-0-12-809481-5.00003-1

Pruett, K. (2015, July 15). The value of spending one-on-one time with your children: Forging quality time with each child. Psychology Today. https://www.psychologytoday.com/us/blog/once-upon-child/201507/the-value-spending-one-one-time-your-children-0

Rudick, S., Fields, E., Glisson, R., Butts-Dion, S., Lewis, E. F., Elliott, K., Mackrain, M., & Poes, M. (2020). How home visiting can support parent-child interactions. Education Development Center. https://www.edc.org/sites/default/files/uploads/HVParentBrief.pdf

Stewart-Henry, K., & Friesen, A. (2018). Promoting powerful interactions between parents and children.National Association for the Education of Young Children. https://www.naeyc.org/resources/pubs/tyc/aug2018/promoting-powerful-interactions