cf_Argument_Template Renee Henry

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School

Capella University *

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Course

3002

Subject

Psychology

Date

Feb 20, 2024

Type

docx

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4

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Assessment 3 Renee D Henry PSYC-FPX3002 Capella University February, 2024
Introduction Several Studies have shown that kids who spend a huge amount of their time playing violent video games are prone to getting bullied in their childhood. This form of behavior can be felt by both the perpetrator and by a victim. Victims can experience feelings of depression and anxiety in many different ways. While it's not always clear if playing violent video games can cause any form of aggression or Violent behavior it is important to consider the lasting impacts that it can have on their life. For example children and people who develop mental health issues. The APA has stated that playing such violent video games can increase a person's aggression, feelings, and behaviors. Parents should carefully monitor their child’s consumption of playing these games for hours of the day. There may be a slight difference between a person's opinion on whether playing violent video games contributes to an aggressive behavior, however research has revealed that there is a linkage to playing these sort of games and development. There should be heavy consideration when dealing with the vulnerable population. Also the impact on vulnerable groups should be considered when dealing with social and gaming interactions and kids should be protected from the harmful effects of such content (Adams et al., 2018 Arguments Parents play a vital role in how their child develops and how their child will behave in life. A study has revealed that parents does have some control over their children daily activities. If a parent allow their child to have unsupervised access to gaming that includes violent behavior it sends a message to the child that it’s ok to participate in these kinds of activities. Giving children unsupervised access to violent games is essentially permitting them to engage in behavior that they are not supposed to (Schneider et al., 2018)
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