Dorothy E. Warner’s research while affiliated with Massachusetts General Hospital and other places

The effects of violent video game exposure on youth aggression remain an issue of significant controversy and debate. It is not yet clear whether violent video games uniquely contribute to long-term youth aggression or whether any relationship is better explained through third variables such as aggressive personality or family environment. The current study examines the influence of violent video game exposure on delinquency and bullying behavior in 1,254 seventh- and eighth-grade students. Variables such as parental involvement, trait aggression, stress, participation in extracurricular activities, and family/peer support were also considered. Results indicated that delinquent and bullying behavior were predicted by the child's trait aggression and stress level. Violent video game exposure was not found to be predictive of delinquency or bullying, nor was level of parental involvement. These results question the commonly held belief that violent video games are related to youth delinquency and bullying.

This research examined the potential relationship between adolescent problem behaviors and amount of time spent with violent electronic games. Survey data were collected from 1,254 7th and 8th grade students in two states. A “dose” of exposure to Mature-rated games was calculated using Entertainment Software Rating Board ratings of titles children reported playing “a lot in the past six months,” and average days per week of video game play. Analyses were conducted using simultaneous logistic regression for binary outcome variables, and simultaneous multiple linear regression for continuous outcome variables, controlling for a series of potential confounders. M-rated game dose predicted greater risk for bullying (p

This article presents a DVD-based educational program intended to help pediatric residents and practicing pediatricians recognize and respond to adolescent depression in busy primary care settings. Representatives from pediatrics and adolescent medicine, child and adolescent psychiatry and psychology, and experts in the creation of educational mental health programs met to design a multimedia approach to improving the mental health diagnostic skills among pediatric residents. The authors chose depression as the initial topic because of its relatively high prevalence among children and adolescents, and evidence suggesting that pediatricians may have difficulty diagnosing this disorder in the primary care setting. The authors created a 30-minute DVD program featuring depressed adolescents and experts in child psychiatry and adolescent medicine. After viewing the DVD, residents in the training program, as well as practicing pediatricians, completed a standardized survey to assess the usefulness and attractiveness of this approach to pediatric education. The survey results support the potential value of this type of material and the feasibility of similar programs in addressing an array of mental health concerns in pediatric residencies. Participants found the program useful and indicated interest in receiving more educational programs in this format. The authors suggest that the relative ease with which initiatives such as this media-based approach can be implemented make this educational technique appropriate and feasible on a large scale for programs throughout the nation and for a variety of mental health concerns.

Public policy efforts to restrict children's access to electronic games with violent or sexual content are often predicated on assumptions about parental concerns. As an initial step in determining whether those assumptions are accurate, the authors conduct focus groups of 21 adolescent boys and 21 of their parents or guardians to explore parents' concerns, compare parents' and children's perceptions, and see whether these are consistent with the focus of proposed legislation and other public policy efforts. Parents' primary concern is that games not interfere with their children's schoolwork, social skills, and exercise. They worry about exposure to violent content, but definitions of and opinions about what is harmful vary and may not match proposed public policies. (Contains 1 table.)

Numerous policies have been proposed at the local, state, and national level to restrict youth access to violent video and computer games. Although studies are cited to support policies, there is no published research on how children perceive the uses and influence of violent interactive games. The authors conduct focus groups with 42 boys ages 12 to 14. Boys use games to experience fantasies of power and fame, to explore and master what they perceive as exciting and realistic environments (but distinct from real life), to work through angry feelings or relieve stress, and as social tools. Boys did not believe they had been harmed by violent games but were concerned that younger children might imitate game behavior (especially swearing).

To compare the video and computer game play patterns of young adolescent boys and girls, including factors correlated with playing violent games. Data collected in November/December, 2004 from children in grades 7 and 8 at two demographically diverse schools in Pennsylvania and South Carolina, using a detailed written self-reported survey. Of 1254 participants (53% female, 47% male), only 80 reported playing no electronic games in the previous 6 months. Of 1126 children who listed frequently played game titles, almost half (48.8%) played at least one violent (mature-rated) game regularly (67.9% of boys and 29.2% of girls). One third of boys and 10.7% of girls play games nearly every day; only 1 in 20 plays often or always with a parent. Playing M-rated games is positively correlated (p < .001) with being male, frequent game play, playing with strangers over the Internet, having a game system and computer in one's bedroom, and using games to manage anger. Most young adolescent boys and many girls routinely play M-rated games. Implications for identifying atypical and potentially harmful patterns of electronic game use are discussed, as well as the need for greater media literacy among parents.