Health Policy And Bioethics Telehealth And Ethical Issues

NUR 562 Health Policy Bioethics: Telehealth and Ethical Issues As populations around the world continue to grow, it becomes more evident that health services provided worldwide are not growing at the same rate and instead will continue to put further strain on existing health disparities, and create new ones. In the United States alone, access to healthcare is a crucial topic of discussion principally as the American government continues to create initiatives and legislation such as the 2010 Affordable Care Act. Although, the United States has come a long way to legally create access to care to all its citizens, there is a disparity in the number of individuals that in actuality receive healthcare due to the geography of cities and the nation. Presently, telehealth is recognized as the use of remote healthcare that includes non-clinical services, provider trainings, administrative meetings, and continuing medical education in addition to clinical services through different modes of technology over distances (Krupinski, Bernard, 2014). Telehealth, creates an opportunity to increase access and the quality of care to individuals without general means of transportation and individuals in rural communities everywhere around the world. Telehealth in conjunction to advanced practice nursing, also referred to as telenursing, creates an opportunity to make an even greater impact and make the use of telehealth more feasible in many respects. In the same way telehealth canShow MoreRelatedHealth Care Reform : Ethical Challenges3141 Words   |  13 Pages Health Care Reform: Ethical Challenges in the Era of Change Claire A. Piepkorn University of Wisconsin Oshkosh â€Æ' Abstract Our country is at the beginning of a greatly anticipated and much needed health care reform. Such a transition brings to the forefront numerous important ethical issues. Many of us have been privy to the gloomy statistics about the high cost of our health care system and some of its less than stellar outcomes. The purpose of this paper is not to grumble about theRead MoreEthical Challenges in the Era If Health Care Reform3236 Words   |  13 PagesEthics, Law, and Policy Vicki D. Lachman Ethical Challenges in the Era Of Health Care Reform n truth, the United States is at the beginning of a long overdue and a much needed health care reform. We have seen the dismal statistics about our high cost health care system and some of the less than stellar outcomes (e.g., infant mortality) (Callahan, 2011; World Health Organization [WHO], 2011)). The purpose of this article is not to complain about the current health care system, but insteadRead MoreMedicare Policy Analysis447966 Words   |  1792 PagesI 111TH CONGRESS 1ST SESSION H. R. 3962 To provide affordable, quality health care for all Americans and reduce the growth in health care spending, and for other purposes. IN THE HOUSE OF REPRESENTATIVES OCTOBER 29, 2009 Mr. DINGELL (for himself, Mr. RANGEL, Mr. WAXMAN, Mr. GEORGE MILLER of California, Mr. STARK, Mr. PALLONE, and Mr. ANDREWS) introduced the following bill; which was referred to the Committee on Energy and Commerce, and in addition to the Committees on Education

Infant Attachment Essay - 1434 Words

Introduction Infant attachment is the first relationship a child experiences and is crucial to the child’s survival (BOOK). A mother’s response to her child will yield either a secure bond or insecurity with the infant. Parents who respond â€Å"more sensitively and responsively to the child’s distress† establish a secure bond faster than â€Å"parents of insecure children†. (Attachment and Emotion, page 475) The quality of the attachment has â€Å"profound implications for the child’s feelings of security and capacity to form trusting relationships† (Book). Simply stated, a positive early attachment will likely yield positive physical, socio-emotional, and cognitive development for the child. (BOOK) Correlation of Infant Attachment to Development†¦show more content†¦In an experiment comparing positive attachment to positive self-esteem, it was concluded that, â€Å"securely attached children were likely to develop a positive working model of self †. (p 2505, The Internal Working Model of the Self, Attachment, and Competence in Five-Year-Olds). Conversely, the same study proved children with poor attachment, had a more difficult time in social interactions. (p 2505, The Internal Working Model of the Self, Attachment, and Competence in Five-Year-Olds). The positive working model is one component to help create positive socio-economic development for the child. Cognitive Development Similar to physical and socio-emotional development, cognitive development is increased with a secure attachment between the parent and child (E, 806). Increasing importance is being associated with the â€Å"mothers’ verbal responsiveness, which are important for the emergent language and cognitive skills† (Increase in maternal Education, 3). According to a recent study from Arizona State University, researchers concluded infants with an insecure attachment were less â€Å"focused during storybook interactions† and therefore experienced less stimulation as the secure mother/child dyad. (F,445). Additionally, the mothers of the insecure children were â€Å"less warm and supportive† and â€Å"less stimulating of cognitive development thanShow MoreRelatedThe Attachment Styles Of Infants1312 Words   |  6 PagesAttachment is the emotional connection we share with those whom we feel closest (Lilinfield, 2012), especially primary caregiver. Infant attachment styles were quantified by The Strange Situation test that has been developed by Mary Ainsworth (Peterson, 2012). There are three styles of attachment which are secure attachment (Type B), insecure avoidant attachment (Type A) and anxious- ambivalent insecure attachment (Type C). Adults with Type B attachment secure relationship was characterised by intimateRead MoreStages Of Attachment Of The Infant s Attachment1211 Words   |  5 PagesStages of attachment. Another of Bowlby’s contributions is his proposal that the infant’s attachment to caregiver develops in stages attuned to the infant’s co gnitive and emotional development. As described by Broderick Blewitt (2015), a bond emerges from the affect between mother and child in the first two months as the infant signals their needs by clinging, smiling, and crying. During this stage infants are not yet attached to anyone and do not discriminate between caregivers. Between theirRead MoreHow Infant Attachment Is Affected By Mother Infant Relationship1427 Words   |  6 Pageshave an effect on a developing infant’s ability to grow an attachment and a bond with said parent. This holds especially true for the bond between the mother and the infant, be it that on average the mother-infant dyad spends the most one-on-one time together comparatively. According to Raval and colleagues (2001), a parent’s state of mind influences their sensitivity in caregiving behavior, which then has an effect on the child’s attachment pattern/strategy. There are a wide variety of other factorsRead MoreA Study On Infant Mo ther Attachment1493 Words   |  6 PagesInfant-mother attachment was first proposed by Bowlby (1958) and was further explored by Ainsworth and Bell (1970) in a Strange Situation study where they categorized infant-mother attachment into three which are secure, avoidant and ambivalent. In this context, attachment can be defined as an interaction between a child and a mother which implies affections that is observable through the act of the child to seek for proximity or contact with the mother (Dallaire Weinraub, 2005). Nevertheless,Read MoreInfant Attachment Is The Bond Between An Infant And Their Caregivers2241 Words   |  9 PagesInfant attachment is the bond between an infant and their caregivers. An infant’s early attachment to their primary caregiver (PCG) is often seen as the foundation for all future development (Fairbairn, 1952). Individual difference perspectives have focused greatly on the predictive power of attachment because parents want to raise healthy, we ll-adjusted, normal children and are often concerned about the extent to which their parental upbringing skills can impact their child’s future. AttachmentRead MoreAttachment Between An Infant And A Caregiver1278 Words   |  6 PagesSecure, Avoidant, Ambivalent and Disorganized Attachment Theories Attachment between an Infant and a Caregiver Human nature has evolved in ways that allow for people to develop deep connections with one another. These connections are always extremely vulnerable in the very early stages of our infancy. From the moment we are born, we innately seek to forge an attachment with our caregivers; mostly because without it, we would not survive. Evidently, we are biologically programmed to bond with ourRead MoreAttachment Among Infants And How Their Stages Of Attachment With Their Caregivers921 Words   |  4 PagesAttachment is an affectional tie that an infant forms with a caregiver—a tie that binds them together in space and endures over time [1]. Though attachment can be formed in different ways. Attachment can be used in a relationship, such as, a women growing extreme feelings for a man and the feeling is mutual, but the women begins to always wanting to be around. Though, this essay will not cover intimate relationships. This essay will be covering attachment among infants and how t heir stages of attachmentRead MoreEarly Infant Attachment And Subsequent Development1005 Words   |  5 PagesAnalyze the research on early infant attachment and subsequent development. The infant-caregiver relationship is vastly important to the proper and healthy development of an infant and throughout the duration of the infant’s life. However, the types of relationships attained through attachments as well as socialization goals vary across cultures (Gross, 2011).Secure infant attachments are however, extremely important to overall healthy psychosocial development and prosocial behavior and can be analyzedRead MoreEffects Of Infant Attachment On Child Development2168 Words   |  9 PagesEffects of Infant Attachment on Child Development Parents play many significant roles in their child’s life, including teacher or guidance, playmate, disciplinarian, caregiver, and attachment figure (Benoit, 2004). However, the most important role for parents is as an attachment figure, which can predict the child’s later social and emotional outcome. The first six months, therefore, is the most crucial period for parents and infants to develop this connection. Many people often have mistaken attachmentRead More Theories of Attachment: The Importance of Bonding with Infants and Toddlers1196 Words   |  5 PagesTo infants, the world is a brand new experience full of new sights and sounds, and their parents are their first teacher who educates them about the new environment around them. In addition, they learn about their surroundings through touch which is an important part of the way infants observe this strange new world. Babies and toddlers learn about the way relationships are formed through becoming attached to their parents and bonding with them. Infants and toddlers love hugs, kisses, gentle caresses

Children’s Literature and Literacy Samples †MyAssignmenthelp.com

Question: Discuss about the Childrens Literature and Literacy. Answer: A childhood without books that would be no childhood. That would be like being shut out from the enchanted place where you can go and find the rarest kind of joy. The above quoted lines of Astrid Lindgren clearly articulate the need as well as the importance of the various literary works related to the genre of childrens Literature. In the opinion of many people Literature forms an important aspect of life and offers an outlook or a form of escape from the mundane realities of life (Fellowes Oakley, 2014). Therefore, many school as well as colleges their students to inculcate the habit of reading various literary works on a regular basis (Gamble, 2013). The genre of childrens Literature can be defined as the genre of Literature which includes stories, books, magazines, and poems that are enjoyed by children (Frank, 2014). The entire cannon of childrens Literature is divided into two broad categories namely genre or the intended age of the reader (Oakley et al., 2013). It is to be noted that the various literary texts related to the genre of childrens Literature not only entertains the children but also contributes to the literacy education of the children (Oakley, 2011). This essay will try to analyze the significance of childrens Literature in the literacy education of the children. In the opinion of Sonya Hartnett I believe that the only lastingly important form of writing is writing for children. It is writing that is carried in the reader's heart for a lifetime; it is writing that speaks to the future. This particular statement of Hartnett provides a pertinent account of the objective of the literary works related to the genre of Childrens Literature. It is normally seen that the mind of the children is very impressionable and therefore the concepts as well as ideas which are taught to them at a tender stays with for a very long time (Dorfman Cappelli, 2017). It has been proven scientifically that the rate of the development of the brain is the fastest in the children in the age group of 0-8 years of age in comparison to the other age groups (Dorfman Cappelli, 2017). Therefore, the things which the children come across at this tender are likely to leave a lasting impression on them for a very long time (Oakley, 2016). Thus, the various books and other liter ary works related to the genre of childrens literature are not only intended to familiarize the children about the various aspects of the world but also to provide them an effective vocabulary of sufficient words so that they are able to communicate with their peers and family members in an effective manner (McGillis, 2013). It is normally seen that the major problem which the majority of the children face at the young age is the problem of communication. In the opinion of many people the major reason for this their lack of knowledge about the relevant words which are required for the purpose of communication (Oakley, 2016). Thus, many people advise the children to read as many books as possible so that they develop their stock of words in a bid to communicate better with their peers and also with their family members. Talking about the place as well as the importance of Literature in the lives of the individuals Saxby (1967) says Literature entertains. It allows, too, for the re-creation of thoughts, sensations, dreams, feelings, fears, aspirations. It causes awe and wonder. It can bring joy..Literature is life, illuminated and sweetened by the artist. It is significant to note that the present day writers of the childrens Literature books also intend to provide the same kind of entertainment to the children with their books related to the genre of childrens Literature (Nikolajeva, 2015). However, it is often seen that the various people try to dispense the various literary works related to the genre of Childrens Literature as non-significant and consider that the children should not waste their time on the reading of those irrelevant materials (Van Coillie Verschueren, 2014). A pertinent reply to this is provided by P.L. Travers in the book Mary Poppins, Don't you know that everybody's got a Fai ryland of their own?. In addition to this, many people are of the opinion that the various books and literary works related to the genre of childrens Literature help the children to cultivate their imagination which is likely to help them in the later part of their lives (Fellowes Oakley, 2014). Thus, with this inherent purpose the children are taught are inculcate the habit of regularly reading the various books and literary works related to the genre of Childrens Literature (Fellowes Oakley, 2014). The picture books which are prescribed to the younger children by the Australian Curriculum for the education of the children also helps them to develop their attention span and also to develop an interest in the various literary works related to the genre of childrens Literature (Fellowes Oakley, 2014). There are various kinds of literary works related to the genre of childrens Literature the primary ones among them being picture books, short stories especially written for children, non-fiction or content books, wordless books, predictable books, interactive books and others depending on the chronological age as well as the mental age of the children concerned (Van Coillie Verschueren, 2014). However, it is often seen that the most popular kinds of books among the children are the picture books. The picture books are especially designed for the younger children with the aim to inculcate their reading habits and also their imagination power and it is with this purpose that the Australian curriculum has recommended these books for the children (Fellowes Oakley, 2014). The various pictures incorporated in the books are designed in such a manner so as to leave a lasting impression on their mind. A typical example of this is the picture book versions of the famous literary works like C inderellas Tale, Arabian Nights and others which form a part of the Australia Curriculum for the children (Stephens McCallum, 2013). The short stories are another popular genre amount the children wherein the children are familiarized with the various forms of primary literature (Zipes, 2013). Another significant aspect of the various short stories included in the Australian Curriculum is that they develop the imagination level of the children and provides them with a window through which they can think and imagine new things (Fellowes Oakley, 2014). Storytelling is one of the most common methods used by the various teachers as well as the parents not only to pass the leisure time of the time but also to teach them new valuable things about the world around them (Fellowes Oakley, 2014). In the opinion of many people the various fairy tales as well as the stories told by the parents and the teachers have inherent multiple meanings which the children begin to understand only after they have attained a particular level of maturity (Wilson Short, 2012). For example, the fairy tale Cinderella is often interpreted by the children as just a fable however once they grow up they realize that the fairy tale has some gruesome truths about the modern world as well (Wilson Short, 2012). Thus it can be said that the various stories as well as fairy tales introduce the children to the harsh realities of the modern world in a subtle manner. Another significant advantage of the stories is that it helps the children to ignite their creativity a nd also imagination (Carpenter, 2012). The various stories as well as picture books also help in the development of the language skills and the vocabulary of the children in a significant manner. In the opinion of many people the development of literacy is one of the major functions of the various stories as well as the pictures books and therefore the various educational institutions for the children in the nation of Australia should try to incorporate them in their curriculum (Fellowes Oakley, 2014). The mental as well as the chronological growth of the children is the most in the age group of 1-8 years of age and therefore effective development of curriculum in the school in which these children study is very important (Fellowes Oakley, 2014). In addition to that, the contribution made by the parents by means of storytelling and providing the children with various kinds of picture books and other non-fiction books is also very significant (Fellowes Oakley, 2014). It is to be noted that the various schools as well as the parents need to develop and follow effective strategies for the literacy growth and development of the children in this particular age group (Carpenter, 2012). For example in the age bracket of 1-4 years the children should be encouraged to develop their literacy through the help of the various kinds of picture books and other kinds of easy reading materials (Van der Pol, 2012). It is significant to note here that many a time the parents as well as the teachers will find that the children are unable to understand the meaning of the pictures in the picture books or their underlying themes (Van der Pol, 2012). Therefore, it those kinds of scenarios the teachers or the parents are required to have patience and explain the theme as well as the meaning of the pictures which form the core of the picture books (Oakley et al., 2013). For the children belonging to the age group of 4-6 years of age it is advisable that they should be encouraged to read the various kinds of semi-picture as well as non-fiction books which will not only add to their vocabulary but also contribute in a significant manner to their literacy (Bland, 2013). It is to be noted that at this particular stage the children become very inquisitive and therefore they tend to ask a lot of questions regarding the works which they are reading and it is here that the role of the parents and the teachers become very significant in explaining the relevant things to the children (Bland, 2013). For the age group 6-8 the children should be encouraged to read short stories and other kind of books which is likely to add to the knowledge as well as the literacy of the children (Mallan, 2017). It is at this particular stage that the mental growth of the children is the most and therefore they should be encouraged to read more books which will add to their literacy. Furthermore, it is to be noted that the books which the children read should be properly selected for them as it seen that if a particular book is provided to the children which are unable to comprehend then the child might lose interest in the process of reading and therefore the process of reading instead of adding to the knowledge as well as literacy of the child will destroy the reading interest of the child in a significant manner (Fellowes Oakley, 2014). Therefore, the Australian curriculum should take into consideration these factors and also the mental growth and development of the children for the fo rmulation of the syllabus and the growth of literacy. The various educational institutions need to carefully select the books which are a part of their curriculum for the above mentioned reasons. In the opinion of Sipe (2012), the various school authorities as well as the parents need to consider five factors while making a child read a particular book. The five factors are firstly invitations, whereby the child is invited to offer his or her interpretations for the literary work (Sipe, 2012). Secondly, encouragements wherein the child is encouraged to think about the ideas which he or she has learnt in the book (Sipe, 2012). The third step is probes wherein the educator is required to probe the child about the meaning which he or she has derived from the book (Sipe, 2012). The fourth step is predicting questions wherein the educator encourages the child to think the things which might happen next in the story (Sipe, 2012). Finally, the factual questions stage wherein the educator is required to ask the questions to the child which he o r she might be able to answer (Sipe, 2012). It is to be noted that these five stages help to develop not only the reading acumen of the students but is also likely to enhance the literacy of the children in a significant manner. Therefore, it can be said that the Australian curriculum should consider these five factors for the selection of the books for their syllabus. Therefore, from the above discussion it becomes clear that the childrens literature form an important cannon of literature and the children should be encouraged to read the various diverse books and literary texts of this particular genre in a bid to develop not their reading habits but will also add to their vocabulary. In addition to that, the reading of these books is also likely to add to the literacy of the children in a significant manner. The mental as well as the chronological development of the children is the maximum at the age bracket of 1-8 years of age. Therefore, the various educators as well as the parents should carefully select the reading materials of the children belonging to this particular age bracket. References Bland, J. (2013).Children's Literature and Learner Empowerment: Children and Teenagers in English Language Education. AC Black. Carpenter, H. (2012).Secret gardens: a study of the golden age of children's literature. Faber Faber. Dorfman, L. R., Cappelli, R. (2017).Mentor texts: Teaching writing through children's literature, K-6. Stenhouse Publishers. Fellowes, J., Oakley, G. (2014). Language, literacy and early childhood education (2nd ed.). Melbourne, VIC: Oxford University Press. Frank, H. (2014).Cultural Encounters in Translated Children's Literature. Routledge. Gamble, N. (2013).Exploring Children's Literature: Reading with Pleasure and Purpose. Sage. Mallan, K. M. (2017). Children's literature in education. InOxford Research Encyclopedia of Education. Oxford University Press. McGillis, R. (2013).Voices of the other: Children's literature and the postcolonial context. Routledge. Nikolajeva, M. (2015).Children's literature comes of age: toward a new aesthetic(Vol. 4). Routledge. Oakley, G. (2011). Preservice teachers creating digital storybooks for use in early childhood classrooms. In E-Learning (EL 2011) IADIS Multi conference on Computer Science and Information Systems Proceedings, Rome. https://www. iadisportal. org/ihci-2011-proceedings. Oakley, G. (2016). A closer look at spelling in the primary classroom/Grace.Primary English Teaching Association Australia (PETAA) Oakley, G., Howitt, C., Garwood, R., Durack, A. R. (2013). Becoming multimodal authors: Pre-service teachers' interventions to support young children with autism. Australasian Journal of Early Childhood, 38(3), 86. Sipe, L. R. (2012). Revisiting the relationships between text and pictures.Children's Literature in Education,43(1), 4-21. Stephens, J., McCallum, R. (2013).Retelling stories, framing culture: traditional story and metanarratives in children's literature. Routledge. Van Coillie, J., Verschueren, W. P. (2014).Children's literature in translation: Challenges and strategies. Routledge. Van der Pol, C. (2012). Reading picturebooks as literature: Four-to-six-year-old children and the development of literary competence.Children's Literature in Education,43(1), 93-106. Wilson, M. B., Short, K. G. (2012). Goodbye yellow brick road: Challenging the mythology of home in childrens literature.Children's literature in education,43(2), 129-144. Zipes, J. (2013).Sticks and stones: The troublesome success of children's literature from Slovenly Peter to Harry Potter. Routledge.

The Impact of Media Violence free essay sample

The Impact of Media Violence While violence is not new to the human race, it is an increasing problem in modern society. With greater access to firearms and explosives, the scope and efficiency of violent behavior has had serious consequences. Day after day children and adolescents are exposed to violent media including television programs, movies, and video games; as a result there appears to be a strong correlation between these and aggressive behavior within vulnerable at risk segments of youth. People need only look at the recent school shootings and the escalating rate of youth homicides among urban adolescents to appreciate the extent of this ominous trend. However, The American Academy of Pediatrics (AAP) has created a list of recommendations to address television aggressiveness. The causes of youth violence are multifactorial and include such variables as poverty, family psychopathology, child abuse, exposure to domestic and community violence, substance abuse and other psychiatric disorders, researches claim that childrens exposure to media violence plays an important role in the etiology of violent behavior. We will write a custom essay sample on The Impact of Media Violence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Unfortunately, not only violent images on television but also movies, have inspired people to set spouses on fire in their beds, lie down in the middle of highways, extort money by placing bombs in airplanes, rape, steal, murder, and commit numerous other shootings and assaults. The Academy of Pediatrics says: â€Å"More than one thousand scientific studies and reviews conclude that significant exposure to media violence increases the risk of aggressive behavior in certain children, desensitizes them to violence and makes them believe that the world is a ‘meaner and scarier’ place than it is. It increases aggressiveness and anti-social behavior, makes them less sensitive to violence and to victims of violence, and it raises their appetite for more violence in entertainment and in real life. Another important fact, is how media violence is especially damaging young children (under 8) because they cannot easily tell the difference between real life and fantasy. Violent im ages on television and in movies may seem real to these children and sometimes viewing these images can even traumatize them. In addition, risky behavior by children and young adults can include violence against others, lack of remorse for consequences. The type of faulty thinking creates stressors in children which can lead to the onset of many different symptoms. Children who view media violence are more likely to have increased feelings of hostility, decreased emotional response to the portrayal of violence and injury that lead to violent behavior through imitation. An example that the Child Development Institute gives is the television show â€Å"Jack Ass†. There have been several accidents related to young men attempting stunts that are done on the show. The act of imitating what they have seen on a television show causes injury to themselves or others around them. According to a research of the American Psychological Association, a typical child in the U. S. watches 28 hours of TV weekly, seeing as many as 8,000 murders by the time he or she finishes elementary school at age 11, and worse, the killers are depicted as getting away with the murders 75% of the time while showing no remorse or accountability. Such TV violence socialization may make children immune to brutality and aggression, while others become fearful of living in such a dangerous society. By the time the average child is 18 years old, they will have witnessed 200,000 acts of violence and 16,000 murders. Acts of minors killing across the United States is sadly becoming trendy and familiar. School shootings are tragic and yet that is all that is said about them. It seems as though words of action to stop such tragedies are just that. Educated experts study reasons why such crimes take place, but the findings are rarely put into action. In 2001, Time’s article shows how 15 year old high school freshman Charles Andy Williams methodically shot and killed two classmates and wounded 13 others, smiling as he went and stopping at least once to reload the revolver he used in the attack before being taken into custody by sheriffs deputies. He was held without bond and he was charged, appropriately, as an adult with murder (Tragedy at Santee 2001). The violence and content that the media of the country displays to children causes hidden irreversible damage that most deny. Unfortunately, violent situations are all too common in everyday entertainment and there are far less programming choices that are non-violent than there are violent. A media violence statistic shows that the level of violence during Saturday morning cartoons is higher than the level of violence during prime time. There are 3-5 violent acts per hour in prime time, versus 20-25 acts per hour on Saturday morning. This fact alone should be enough for parents to become more involved in what their children are exposed to. The American Academy of Pediatrics (AAP) has created a series of suggestions to address television violence. It suggests that physicians talk openly with parents about the nature and extent of viewing patterns in their homes. Consequently, parents should limit the amount of television children watch per day from the average 3 to 4 hours, which is double the amount of recommended hours, to 1 to 2 hours. They will compel their children to do something more productive like reading a book or playing outside. In limiting TV time, parents also need to monitor what programs their children are watching and restrict the viewing of violent programs. Just because a child is not watching as much violence, does not mean he or she still cant be influenced by it. Another way to keep children away from excessive media violence is to teach them alternatives to violence. â€Å"Parents should not be so quick to let their children plop down in front of a TV set. They should interest their children with something much more productive and exciting to do† (Huesmann L. R. 218). However this task is complicated and it is important for children to be given the proper support in dealing with issues of violence. If not, they could end up like one of the thousands of criminals sent to prisons and on death row for mindless and unnecessary acts of violence. Finally, physicians should make parents and schools media literate, meaning they should understand the risks of exposure to violence and teach children how to interpret what they see on television and in the movies, including the intent and content of commercials. In doing so, children may be increasingly able to discern which media messages are suitable. Schools and homes should teach children conflict resolution. The American Academy of Child and Adolescent Psychiatry, along with medical organizations, has been a strong advocate for television ratings and installation of chips to block certain programs. Physicians, in their role as health promoters, should become more active in educating the media to become more sensitive to the impact of violence on youth. The content of television is becoming increasingly vulgar and totally unnecessary. Murder, rape, profanity, crimes of all varieties as well as abuse are displayed on television, in movies, etc, just for the purpose of entertainment. Several precautions exist currently to help with the media violence issue and there are various more things that can still be done. Parental advisory labels, television rating systems, movie ratings are fluent and abundant. Even though the causes of youth violence are multifactorial, parents definitely play a significant role in their children’s education, that’s why they need to pay more attention and not sit them in front of the television weather it is for movies, video games, or general television shows. In addition, it is important the education to continue with each passing generation in order to avoid misfortunes like the ones mentioned before. Works Cited Media Violence. Pediatrics. Web. 03 Dec. 2011. lt;http://pediatrics. aappublications. org/content/95/6/949. shortgt;. The Impact of Media Violence on Children and Adolescents: Opportunities for Clinical Interventions. American Academy of Child amp; Adolescent Psychiatry. Web. 03 Dec. 2011. lt;http://www. aacap. org/cs/root/developmentor/the_impact_of_media_violence_on_children_and_adolescents_opportunities_for_clinical_interventionsgt;. Facts and Figures about Our TV Habit. Raw Living Foods Lifestyle ChiDiet. net. Web. 03 Dec. 2011. lt;http://rawlivingfoods. typepad. com/1/2009/12/facts_and_figur. htmlgt;. Charles Andy Williams TIME. Breaking News, Analysis, Politics, Blogs, News Photos, Video, Tech Reviews TIME. com. Web. 03 Dec. 2011. lt;http://www. time. com/time/nation/article/0,8599,101847,00. htmlgt;. Violence in th e Media Psychologists Help Protect Children from Harmful Effects. American Psychological Association (APA). Web. 03 Dec. 2011. lt;http://www. pa. org/research/action/protect. aspxgt;. Huesmann L. R. , Moise-Titus, J. , Podolski, C. L. , amp; Eron, L. D. Longitudinal relations between childrens exposure to TV violence and their aggressive and violent behavior in young adulthood: 1977-1992. Developmental Psychology, Vol. 39, No. 2, pp. 201-221. The Psychological Effects of Violent Media on Children. Psychology Classroom at AllPsych Online. Web. 03 Dec. 2011. lt;http://allpsych. com/journal/violentmedia. htmlgt;. Tragedy at Santee. House Editorial. The Washington Times. 03 Dec. 2011.