APA Council Deliberations From The 2005 Video Game Resolution

ACTION
COUNCIL OF REPRESENTATIVES
August 17 & 21, 2005
Agenda Item No. 21
Xll.
PUBLIC INTEREST
Resolution on Violence in Video Games and Interactive Media

Issue
The Council of Representatives is asked to adopt as APA policy the Resolution on Violence in Video
Games and Interactive Media (main motion). The Board of Directors recommended approval during its
June 10-12, 2005, meeting. The justification for the resolution is included as exhibit la.
The Board of Directors reviewed the September 2004 version during its December 2004 meeting and
recommended revision. The Board requested additional reference support for lines 40-47 and expressed
a concern that the references appeared to be significantly derived from members of the work group.
References(Bandura, 1977; Berkowitz, 1993) were added to support lines 40-47. With regard to using
references from members of the working group, recognized scholars in the field were recruited to serve
on the work group and, as a result, they are quoted in the resolution in addition to other researchers. The
work group in consultation with Sandra Shuliman, PhD, revised the main motion (exhibit 1) to reflect
feedback provided by the Board of Directors.
The justification for the resolution is included as exhibit la. Both the resolution and justification originated
in the Division of Media Psychology (46) under the leadership of Elizabeth Carll, PhD, past-president. The
September 2004 version, which includes revisions resulting from the March 2004 consolidated meetings,
is included as exhibit 2.
Back qround
During the March 2004 consolidated meetings, APA boards and committees were asked to recommend
APA adoption of the Resolution on Violence in Video Games and Interactive Media as Association policy.
In addition to considering whether they could recommend adoption of the resolution as APA policy,
groups reviewing the item were asked to recommend specific revisions that would assist them in being
able to recommend approval during the consolidated meetings. A conference committee meeting was
convened on March 27, 2004 to facilitate the process.
Comments were received from the Board of Professional Affairs (exhibit 3); Board of Scientific Affairs
(exhibit 4); Board for the Advancement of Psychology in the Public Interest (exhibit 5) Committee on
Lesbian, Gay, and Bisexual Concerns (exhibit 6); Committee on Division/APA Relations (exhibit 7);
Committee on Aging (exhibit 8); Committee on Women in Psychology (exhibit 9); Teachers of Psychology
in Secondary Schools (exhibit 10); Committee on International Relations in Psychology (exhibit 11); and
the Committee on Legal Issues (exhibit 12). The Board of Educational Affairs took no action on this item
and the Committee on Legal Issues did not support the resolution as written. BAPPI, CLGBC, CONA,
TOPPS and CIRP recommended approval of the resolution as APA policy.
The Committee on Division APNRelations stated that they believed CYF should solicit input from
Divisions 7, 16, 35, 37, 43, 48, 51, 53, and 54. Following the March consolidated meeting, CYF staff
brought to CODAPAR staffs attention the liaison relationships that exist between CYF and Divisions 7,
16, 37, 43, 53, & 54. These division liaisons attended CYF meetings and participated in CYF's
discussions and drafting of this resolution. The Division 35 Council Representative, who is also a
member of the Committee on Women in Psychology, provided feedback at the conference committee. All
divisions including Divisions 48 and 51 will have an opportunity to comment on this resolution through
their Council of Representative member.
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Subsequent to the consolidated meeting, COLI appointed two members to work with the Division 46
authors to address COLI's concerns. The COLI and Division 46 representatives met during the APA
convention and agreed on language.
The authors, taking all recommendations into consideration, revised the resolution and offered a rationale
(included with appropriate committee/board exhibits) for those recommendations not incorporated. CWP
reviewed the revised document and recommended approval by the Board of Directors. BPA considered
the resolution during its November meeting and recommended approval (exhibit 3a). BSA reviewed the
revised resolution during its November 2004 meeting and recommended approval (exhibit 4a). COLI
reviewed the resolution during its November 2004 meeting and COLI's comments are provided in exhibit
12a.
During an October 2003 conference call, the Board for tl~e Advancement of Psychology in the Public
Interest, acting on a CYF request, recommended that the Agenda Planning Group (AGP) approve the
inclusion of the Draft Resolution on Violence in Video Games and Interactive Media in the March 2004
cross cutting agenda.
The Committee on Children, Youth, and Families (CYF) reviewed and discussed the March 2003 draft
and the current APA Resolution on Violence in the Mass Media (exhibit 14) at its May 2003 meeting.
Elizabeth Carll, PhD, and APA Public Policy Office staff Jeff Mclntyre joined CYF for this discussion. Dr.
Carll provided the committee with information about the resolution, which Division 46 developed to
address their concerns about the impact of violence in video games on children. CYF recommended
revisions to clarify and strengthen the resolution. It was noted that it is important that the resolution be
compelling, timeless, and that it articulate what the discipline of psychology can uniquely contribute to this
area. In general, the committee supported the spirit of the resolution and agreed to review the next
iteration.
During its September 18, 2003 conference call CYF reviewed a revised draft and recommended revisions
to clarify language, and to craft "Therefore" statements that emphasize what psychology and
psychologists can do as well as the industry. Subsequent to the conference call, Division 46 revised the
resolution taking these comments into consideration. The revised draft resolution was circulated to CYF
via email, but all members were not able to comment due to the short turn around time. Suggested
revisions received were incorporated. Given time limitations, the CYF chair, Dale Kunkel, PhD, and chair
elect, Sue Limber, PhD, MLS, acting on behalf of the committee, agreed to forward the draft resolution
and justification to BAPPI.
Implementation Plan
If adopted by Council, the Resolution on Violence in Video Games and Interactive Media will be included
in the APA Policy Manual.
Fiscal Implications
None
Main Motion
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That the Council of Representatives adopts the following as APA policy:

April 2005
WHEREAS decades of social science research reveals the strong influence of televised violence
on the aggressive behavior of children and youth (APA Task Force On Television and Society;
1992 Surgeon General's Scientific Advisory Committee on Television and Social Behavior, 1972);
and
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WHEREAS psychological research reveals that the electronic media play an important role in the
development of attitude, emotion, social behavior and intellectual functioning of children and
youth (APA Task Force On Television and Society, 1992; Funk, J. B., et al. 2002; Singer, D. G. &
Singer, J. L. 2005; Singer, D. G. & Singer, J. L. 2001); and
WHEREAS there appears to be evidence that exposure to violent media increases feelings of
hostility, thoughts about aggression, suspicions about the motives of others, and demonstrates
violence as a method to deal with potential conflict situations (Anderson, C.A., 2000; Anderson,
CoA., Carnagey, N. L., Flanagan, M., Benjamin, A. J., Eubanks, J., Valentine, J. C., 2004; Gentile,
D. A., Lynch, P. J., Linder, J. R., & Walsh, D. A., 2004; Huesmann, L. R., Moise, J., Podolski, C.
P., & Eron, L. D., 2003; Singer, D. & Singer, J., 2001); and
WHEREAS perpetrators go unpunished in 73% of all violent scenes, and therefore teach that
violence is an effective means of resolving conflict. Only 16 % of all programs portrayed negative
psychological or financial effects, yet such visual depictions of pain and suffering can actually
inhibit aggressive behavior in viewers (National Television Violence Study, 1996); and
WHEREAS comprehensive analysis of violent interactive video game research suggests such
exposure a.) increases aggressive behavior, b.) increases aggressive thoughts, c.) increases
angry feelings, d.) decreases helpful behavior, and, e.) increases physiological arousal
(Anderson, C.A., 2002b; Anderson, C.A., Carnagey, N. L., Flanagan, M, Benjamin, A. J.,
Eubanks, J., Valentine, J. C., 2004; Anderson, C.A., & Dill, K. E., 2000; Bushman, B.J', &
Anderson, C.A., 2002; Gentile, D. A., Lynch, P. J., Linder, J. R., & Walsh, D. A., 2004); and
WHEREAS studies further suggest that sexualized violence in the media has been linked to
increases in violence towards women, rape myth acceptance and anti-women attitudes. Research
on interactive video games suggests that the most popular video games contain aggressive and
violent content; depict women and girls, men and boys, and minorities in exaggerated
stereotypical ways; and reward, glamorize and depict as humorous sexualized aggression against
women, including assault, rape and murder (Dietz, T. L., 1998; Dill, K. E., & Dill, J. C., 2004; Dill,
K. E., Gentile, D. A., Richter, W. A., & Dill, J.C., in press; Mulac, A., Jansma, L. L., & Linz, D. G.,
2002; Walsh, D., Gentile, D. A., VanOverbeke, M., & Chasco, E., 2002); and
WHEREAS the characteristics of violence in interactive video games appear to have similar
detrimental effects as viewing television violence; however based upon learning theory (Bandura,
1977; Berkowitz, 1993),_the practice, repetition, and rewards for acts of violence may be more
conducive to increasing aggressive behavior among children and youth than passively watching
violence on I V and in films (Carll, E. K., 1999a). With the development of more sophisticated
interactive media, such as virtual reality, the implications for violent content are of further concern,
due to the intensification of more realistic experiences, and may also be more conducive to
increasing aggressive behavior than passively watching violence on TV and in films (Calvert, S.
L., Jordan, A. B., Cocking, R. R. (Ed.) 2002; Carll, E. K., 2003; Turkle, S., 2002); and
WHEREAS studies further suggest that videogames influence the learning processes in many
ways more than in passively observing TV: a.) requiring identification of the participant with a
violent character while playing video games, b.) actively participating increases learning, c.)
rehearsing entire behavioral sequences rather than only a part of the sequence, facilitates
learning, and d.) repetition increases learning (Anderson, C.A., 2002b; Anderson, C.A., Carnagey,
N. L., Flanagan, M., Benjamin, A. J., Eubanks, J., Valentine, J. C., 2004; Anderson, C.A. & Dill, K.
E., 2000); and
WHEREAS the data dealing with media literacy curricula demonstrate that when children are
taught how to view television critically, there is a reduction of TV viewing in general, and a clearer
understanding of the messages conveyed by the medium. Studies on media literacy demonstrate
when children are taught how to view television critically, children can feel less frightened and sad
after discussions about the medium, can learn to differentiate between fantasy and reality, and
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can identify less with aggressive characters on TV, and better understand commercial messages
(Brown, 2001; Hobbs, R. & Frost, R., 2003; Hortin, J.A., 1982; Komaya, Mo, 2003; Rosenkoetter,
L.J., Rosenkoetter, S.E., Ozretich, R.A., & Acock, A.C., 2004; Singer & Singer, 1998; Singer &
Singer,1994)
THEREFORE BE IT RESOLVED that APA advocate for the reduction of all violence in
videogames and interactive media marketed to children and youth.
BE IT FURTHER RESOLVED that APA publicize information about research relating to violence
in video games and interactive media on children and youth in the Association's publications and
communications to the public.
BE IT FURTHER RESOLVED that APA encourage academic, developmental, family, and media
psychologists to teach media literacy that meets high standards of effectiveness to children,
teachers, parents and caregivers to promote ability to critically evaluate interactive media and
make more informed choices.
BE IT FURTHER RESOLVED that APA advocate for funding to support basic and applied
research, including special attention to the role of social learning, sexism, negative depiction of
minorities, and gender on the effects of violence in video games and interactive media on
children, adolescents, and young adults.
BE IT FURTHER RESOLVED that APA engage those responsible for developing violent video
games and interactive media in addressing the issue that playing violent video games may
increase aggressive thoughts and aggressive behaviors in children, youth, and young adults and
that these effects may be greater than the well documented effects of exposure to violent
television and movies.
BE IT FURTHER RESOLVED that APA recommend to the entertainment industry that the
depiction of the consequences of violent behavior be associated with negative social
consequences.
BE IT FURTHER RESOLVED that APA (a) advocate for the development and dissemination of a
content based rating system that accurately reflects the content of video games and interactive
media, and (b) encourage the distribution and use of the rating system by the industry, the public,
parents, caregivers and educational organizations.
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Walsh, D., Gentile, D. A., VanOverbeke, M., & Chasco, E. (2002, December). MediaWise video
game report card, Retrieved January 15, 2003, from
http:llwww.mediafamily.orglresearchlrepo~_vgrc_2OO2-2.shtml
Recommendation
The Board of Directors, Board for the Advancement of Psychology in the Public Interest, the Board of
Scientific Affairs, the Board of Professional Affairs, the Committee on Lesbian, Gay, and Bisexual
Concerns, the Committee on Aging, the Committee on International Affairs, the Committee on Women in
Psychology, the Committee on Children, Youth, and Families and the Executive Committee of the
Teachers of Psychology in Secondary Schools recommend approval of the main motion. The Board of
Educational Affairs took no action on this item.
Exhibits
1. Edited version, Proposed Resolution on Violence in Video Games and Interactive Media dated April
2005.
la. Justification for the Resolution dated September 19, 2004.
2. Edited version, Proposed Resolution on Violence in Video Games and Interactive Media dated
September 19, 2004.
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3. Correspondence from BPA dated April 8, 2004 and Division 46 response.

3a. Unapproved Draft Minute BPA November 5-6, 2004
4. Correspondence from BSA dated April 9, 2004 and Division 46 response.
4a. Correspondence from BSA dated November 10, 2004.
5. Correspondence from BAPPI dated March 31, 2004.
6. Correspondence from CLGBC dated April 8, 2004.
7. Draft Minute from CODA/APAR dated March 26-28, 2004.
8. Correspondence from CONA dated March 27, 2004.
9. Correspondence from CWP dated April 8, 2004 October 7, 2004.
10.Correspondence from TOPSS dated April 5, 2004.
11 .Correspondence from CIRP dated April 13, 2004.
12.Draft minute from COLI dated March 26-28, 2004
12a. Correspondence from COLI dated November 8, 2004.
13.Draft Resolution dated March 2003.
14. Current APA Resolution on Violence in Mass Media
Mary Campbell
Children, Youth, and Families Office
Public Interest Directorate
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Exhibit I
April 2005
Additions are underlined [Deletions are bracketed]
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WHEREAS, decades of social science research reveals the strong influence of televised violence
on the aggressive behavior of children and youth (APA Task Force On Television and Society;
1992 Surgeon General's Scientific Advisory Committee on Television and Social Behavior, 1972);
and
WHEREAS, psychological research reveals that the electronic media play an important role in the
youth (APA Task Force On Television and Society, 1992; Funk, J. B., et al. 2002; Singer, D. G. &
Sin.qer, J. L. 2005; Singer, D. G. & Singer, J. L. 2001); and
WHEREAS, there appears to be evidence that exposure to violent media increases feelings of
C.A., Carnagey, N. L., Flanagan, M., Benjamin, A. J., Eubanks, J., Valentine, Jo C., 2004; Gentile,
P., & Eron, L. D., 2003; Singer, D. & Singer, J., 2001); and
WHEREAS, perpetrators go unpunished in 73% of all violent scenes, and therefore teach that
WHEREAS, comprehensive analysis of violent interactive video game research suggests such
exposure a.) increases aggressive behavior, b.) increases aggressive thoughts, c.) increases
(Anderson, C.A., 2002b; Anderson, C.A., Carnagey, N. Lo, Flanagan, M., Benjamin, A. J.,
Eubanks, J., Valentine, J. C., 2004; Anderson, C.A., & Dill, K. E., 2000; Bushman, B.J., &
WHEREAS, studies further suggest that sexualized violence in the media has been linked to
increases in violence towards women, rape myth acceptance and anti-women attitudes.
Research on interactive video games suggests that the most popular video games contain
aggressive and violent content; depict women and girls, men and boys, and minorities in
exaggerated stereotypical ways; and reward, glamorize and depict as humorous sexualized
aggression against women, including assault, rape and murder (Dietz, T. L., 1998; Dill, K. E., &
Dill, J. C., 2004; Dill, K. E., Gentile, D. A., Richter, W. A., & Dill, J.C., in press; Mulac, A., Jansma,
L. L., & Linz, D. G., 2002; Walsh, D., Gentile, D. A., VanOverbeke, M., & Chasco, E., 2002); and
WHEREAS, the characteristics of violence in interactive video games appear to have similar
detrimental effects as viewing television violence; however based upon learning theory (Bandura,
1977; Berkowitz, 1993), the practice, repetition, and rewards for acts of violence may be more
conducive to increasing aggressive behavior among children and youth than passively watching
violence on TV and in films (Carll, E. K., 1999a). With the development of more sophisticated
interactive media, such as virtual reality, the implications for violent content are of further concern,
due to the intensification of more realistic experiences, and may also be more conducive to
increasing aggressive behavior than passively watching violence on TV and in films (Calvert, S
L., Jordan, A. B., Cockinq, R. R. (Ed.) 2002; Carll, E. K., 2003; Turkle, S., 2002); and
WHEREAS, studies further suggest that videogames influence the learning processes in many
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learning, and d.) repetition increases learning (Anderson, C.A., 2002b; Anderson, C.A.,
Carnagey, N. L., Flanagan, M., Benjamin, A. J., Eubanks, J., Valentine, J. C., 2004; Anderson,
C.A. & Dill, K. E., 2000); and
WHEREAS, the data dealing with media literacy curricula demonstrate that when children are
taught how to view television critically, there is a reduction of TV viewing in general, and a clearer
can identify less with aggressive characters on TV, and better understand commercial messages
(Brown, 2001; Hobbs, R. & Frost, R., 2003; Hortin, J.A., 1982; Komaya, M., 2003; Rosenkoetter,
Singer,1994)
teachers, parents and caregivers to promote ability to critically evaluate interactive media and
make more informed choices.
research, including special attention to the role of social learning, sexism, negative depiction of
BE IT FURTHER RESOLVED that APA engage those responsible for developing violent video
games and interactive media in addressing the issue that playing violent video games may
increase aggressive thoughts and aggressive behaviors in children, youth, and young adults and
that these effects may be greater than the well documented effects of exposure to violent
television and movies.
BE IT FURTHER RESOLVED that APA recommend to the entertainment industry that the
consequences.
REFERENCES
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Campaign.
American Psychological Association Task Force on Television and Society. (1992).
Report on
Commerce, Science, and Transportation Committee Hearing on "The Impact of Interactive
Brownback, Kansas.
2377-2378.
Bandura, A. (1977). Social learninq theory. En.qlewood Cliffs, NJ: Prentice Hall.
Berkowitz, L. (1993). Aq.qression: Its causes, consequences, and control. New York: McGrawHill.
385, p. 7.
Booth, L. (2001, November 26). Do you enjoy-showering with men and picking on sissies? Join
Brown, J.A. ( 2001).Media literacy and critical television viewing in education. In D.G.
Singer & J.L. Singer (Eds.). Handbook of children and the media, (681-697) Thousand Oaks,
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commitment & game preference. Children Today, 24(1 ), 12-15, 31.
Bushman, B.J., & Anderson, C.A. (2002). Violentvideo games and hostile expectations: A test of
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Calvert, S. L., Jordan, A. B., Cockin.q, R. R. (Eds.) (2002). Children in the diqital aqe: Influences
of electronic media on development. Westport, CT: Prae.qer
L. Balboni.
Carll, E. K. (1999b). Violence in our fives: Impact on workplace, home, and community. Boston,
MA: Allyn & Bacon.
Dill, K. E., Gentile, D. A., Richter, W. A., & Dill, J. C. (in press). Violence, sex, race and age in
popular video games: A content analysis. In E. Cole and J. Henderson Daniel (Eds.),
Featuring
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Schlesinger, L. B. and Revitch, E. (Eds.)Sexual dynamics of antisocial behavior. Pp. 30-49.
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aggression? Amencan Psychologist, 27, 153-263.
Journal of Adolescence, 18(1), 71-86.
Federal Trade Commission. Federal Trade Commission. Available online:
www.ftc..qovlreportslviolencel.
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Gentile, D. A., Lynch, P. J., Linder, J. R., & Walsh, D. A. (2004). The effects of violent video game
habits on adolescent aggressive attitudes and behaviors. Journal of Adolescence, 27, 5-22.
Golde, J. A., Strassberg, D.S.~ Turner, C. M., & Lowe, K. (2000). Attitudinal effects of degrading
themes and sexual explicitness in video materials, Sexua/Abuse, 12, 223-231.
Hobbs, R. & Frost, R. (2003). Measuring the acquisition of media-literacy skills.
Reading Research Quarterly, 38,( 3), 330-355.
Te(;hnology, 22(5), 18-19.
development of antisocial behavior. In Stoff, D. M., Breiling, J., et al. (Eds.) Handbook of
in video games= [video]. (Available from the Media Education Foundation, 26 Center Street,
Press.
Kirsh, S.J. (1998). Seeing the world through "Mortal Kombat" colored glasses: Violent video
Komaya, M. (2003). Media literacy for Japanese third graders (No.132, ISSN 1346-8618, pp.4560). Tokyo: National Institute for Educational Policy Research.
Lanis, K. & Covell, K. (1995). Images of women in advertisements: Effects on attitudes related to
sexual aggression, Sex Roles, 32, 639-649.
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Knapp, D. (1996, October 16). Adolescent males blamed for violent gaming trend Retrieved
January 16, 2003 from http://www.cnn.com/TECH/9610/161video..qames/
GI.
Mulac, A., Jansma, L. L., & Linz, D. G. (2002). Men's behavior toward women after viewing
sexually-explicit films: Degradation makes a difference. Communication Monographs, 69,
311-328.
Potter, W. J. (1999). On media violence. Thousand Oaks, CA: Sage Publications.
Reid, P., & Finchilescu, G. (1995). The disempowering effects of media violence against women
on college women, Psychology of Women Quarterly, 19, 397-411.
Robinson, T.N., Wiide, M.L., Navracruz, L.C., Haydel, K.F., & Varady, A. (2001).
Effectsof
controlled trial. Archives of Pediatric Adolescent Medicine, 155, 17-23.
Rosenkoetter, L.J., Rosenkoetter, S.E., Ozretich, R.A., & Acock, A.C. (2004) Mitigating the
harmful effects of violent television. Journal of Applied Developmental Psychology, 25, 2547
Singer, D.G. & Singer, J.L. (1994) Creating critical viewers; a partnership between schools and
Singer, D.G. & Singer, J.L. (Eds.). (2001). Handbook of children and the media. Thousand Oaks,
CA: Sage Publications
Sin.qer, D.G & Sin.qer, J.L. (2005). Imaqination and play in the electronic age. Cambridqe, MA:
Harvard University Pres~.
acceptance of violence against women, Psychology of Women Quarterly, 15, 49-63.
CA: Sage.
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Turkle, S. (2002). E-Futures and E-Personae. In Leach, N. (Ed.) Desi.qnin.q for a di.qital
world. London: John Wiley & Sons.
Video game industry gets an "F." (.2002, December 19). Retrieved January 16, 2003 from
http:llwww.cbsnews.com/stories12002112/191eveninqnewslmain533790.shtml
game
report
card.
Retrieved
January
15,
2003,
from
http:llwww.mediafamily.or.qlresearchlreport v.qrc 2002-2.shtml
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Exhibit l a
Justification for APA Resolution on Violence in Video Games and Interactive Media
September 19, 2004
Relevance to Psychology and Psychologists and Importance to Psychology or to Society
as a Whole
The exposure of children and youth to interactive video games with violent content and first
person shooter games using simulated weapons has been shown to increase aggressive
thoughts, feelings, and behavior and desensitize individuals to the consequences of violence.
This may have significant consequences on the emotional development of children and youth and
reinforce the option of using violence as a means of resolving conflict for children (Anderson,
C.A., 2000; Anderson, C.A., 2002b; Anderson, C.A., Carnagey, N. L., Flanagan, M., Benjamin, A.
J., Eubanks, J., Valentine, J. C., 2004; Anderson, C.A., & Dill, K. E., 2000).
Among the greatest advances in psychology and the behavioral sciences has developed from the
study of human and animal learning. Systematic research on children and adults has led to a
theory of social learning (Bandura, 1977; Berkowitz, 1993) that continues to be a dominant
influence in the field. An implication of this research is that children and adults acquire certain
attitudes and may develop aggressive behaviors under particular sets of circumstances.
Interactive video games involve mastery of the game through identification with a violent
character, active participation in the game, and rehearsal of aggressive behavior (Anderson, C.A.,
2002; Anderson, C.A., Carnagey, N. L., Flanagan, M., Benjamin, A. J., Eubanks, J., Valentine, J.
C., 2004; Anderson, C.A. & Dill, K. E., 2000; Bushman, B.J., & Anderson, C.A., 2002).
The characteristics of violence in interactive video and computer games have similar detrimental
effects as viewing television violence, however, based upon learning theory the practice,
repetition, and rewards for acts of violence may be more conducive to increasing aggressive
behavior among children and youth than passively watching violence on TV and in films. It is this
interactive quality that distinguishes interactive video games from television and film and may
therefore have more intensified effects on users (Carll, E. K., 1999). In addition, with the
development of more sophisticated interactive media, such as virtual reality, the implications for
violent content in these media are of more concern due to the intensification of more realistic
experiences. (Carll, E. K., 2003). Therefore it is important to be aware of the potential
consequences for society.
Quality and Quantity of Psychological Data and Conceptualization Relevant to It
Psychologists have a long history of providing research and evidence on the effects of viewing
media violence. The literature includes observational, naturalistic, longitudinal, epidemiological
studies, and laboratory-based experiments. Contrary to the catharsis theory, scores of
experiments have demonstrated that exposure to violent images increases rather than decreases
the likelihood of subsequent aggression. Leading psychologists such as Albert Bandura (1977)
and Leonard Berkowitz (1993) have developed an extensive body of knowledge on social
learning theories of aggression.
With the introduction of interactive video games, children, adolescents, and adults moved from
being observers of media to active participants. Early video games such as Pong, Night Driver
and Football, introduced in the 1970s, involved abstract shapes and attempted to imitate sports.
The development of aggressive games like Space Invaders included not only visual-motor skills
but also simulated shooting with accuracy. The next decade witnessed tremendous success with
Pac-man and Donkey-Kong. Finally, games such as Mortal Combat, Kaboom and Grand Theft
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Auto emerged, replete with vivid bloodletting, decapitation, and criminal activities including killing
of police, rape, and murder. The development of violent games available on the Internet such as
Ethnic Cleansing, which combine violence and racism, is also of concern. These games have
attracted not only adults, but also a young audience of boys in the ten to fifteen age group
(Gentile, D.A., Lynch, P. J., Linder, J. R., & Walsh D.A., 2004).
While the research on these violent interactive video games is not as extensive as the research
on viewing TV violence, a significant body of research literature, statistical analyses, and
summaries has developed. In addition, Bushman and Anderson (2002) have posed a General
Aggression Model describing how the repeated playing of violent video games involves learning
procedures and rehearsing them. As the skill improves, greater mastery as a violent "gamer'
reinforces one's aggression-related knowledge. Such a sequence leads to more personal beliefs
and attitudes about the value of aggression, greater desensitization to the effects of aggression,
greater development of mental action scripts of how to identify and deal with aggressive
situations, and increased perceptual alertness and internal organized mental structures about
aggression.
Likely Degree of Consensus
There is a strong likelihood of there being consensus on this resolution from all sections of APA.
The organization has a long history of concern about youth and violence in society. Currently the
sales of video games outstrip sales of all other forms of media entertainment (Kaiser Family
Foundation, Fall, 2002). Concern has arisen as to recent shootings in the schools by young
teens and the relationship to and possible influence of the violent interactive video games played
by these individuals.
APA has a history of developing initiatives to reduce violence in our society. The 1992 APA Task
Force on Television and Society, issued a report accepted by Council. The findings indicated the
positive and negative impact of television on individuals. The task force recommended changes
in public policy that would increase quality programming, non-commercial funding and support of
public television and educational uses for television.
Council has also adopted the 1994 Statement on Violence in Mass Media that addressed the
consequences of violent media on children. Recommendations included reducing the amount of
violence in programming, development of warning labels and the development and fostering of
programming that models pro-social behavior. Public education initiatives have also been
developed including the Warning Signs youth anti-violence campaign by the Practice Directorate
and the Adults and Children Together [ACT] Against Violence campaign developed by the Public
Interest Directorate.
In addition, many publications have been developed and meetings have also taken place
concerning violence prevention. An Annotated Bibliography on the Implications of Interactive
Media for Adolescents was published by the APA Public Interest Directorate (Solarz, Ed., 2002)
included a review of violent interactive media between 1995 and 2002. The review indicated that
research on the effects of violent media had not been a primary focus and were out numbered by
review articles synthesizing the body of existing literature. In view of the rapid proliferation of
violent content interactive media on the market with more children playing them, more research
into the effects, as well as possible interventions is needed.
Likelihood of the Resolution Having a Constructive Impact on Public
Opinion or Policy
The resolution converges with the significant interest by the public and policy makers in the
reduction of violence in society and with the testimonies by researchers and practitioners in the
field before various legislative groups about the effects of violence on television and in interactive
video games on the behavior of children and adults. The mandated V-chip, the Lock Boxes, the
205
rating systems, and the emergence of media literacy curricula over the past few years indicate
the need for remedies for the violence in the media.
Health policy makers have also recognized the need to curtail violence in our society as indicated
by the Surgeon General's Scientific Advisory Committee on Television and Social Behavior
(1972) and the Surgeon General's Report on Youth Violence (2001). Our nation is opposed to
media censorship by the government. Therefore voluntary control by the entertainment industry,
informed parents and caregivers, and education by the schools about violence in interactive
media facilitates a more proactive remedy. APA can play an important role in encouraging further
research to contribute to public education and the development of public policy and voluntary
control of violence in interactive media.
References
American Psychological Association. (1994). Violence in the Media. Washington, DC: Author.
Campaign.
American Psychological Association & MTV Warning Signs Youth Anti-Violence Campaign..
(1999).
American Psychological Association Task Force on Television and Society. (1992). Report on
Brownback, Kansas.
Anderson, C.A., (2002). Violent video games and aggressive thoughts, feelings, and behaviors.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Berkowitz, L. (1993). Aggression: Its causes, consequences, and control. New York: McGrawHill.
Oaks, CA: Sage Publications
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Carll, E. K. (1999). Effects of exposure to violence in interactive video games on children. New
L. Balboni.
Carll, E. K. (2003). New media technologies and social change in the 21 st century: Psychology's
Federal Trade Commission.
Federal Trade Commission. Available
online:
Gentile, D.A., Lynch, P. J., Linder, J. R., & Walsh D.A. (2004). The effects of violent video game
habits on adolescent hostility, aggressive behaviors and school performance. Journal of
Adolescence.
Huesmann, L. R., Moise, J.~ Podolski, C. P., & Eron, L. D. (2003). Longitudinal relations between
Press.
Kaiser Family Foundation (Fall, 2002). Key facts. (from the Interactive Digital Software
Association, p. 1.). Retrieved Sept. 12, 2002 from www.idsa.com/consolefacts.html
Solarz, A. L., (Ed.) (2002). An annotated bibliography of the implications of interactive media for
adolescents. American Psychological Association, Public Interest Directorate, Washington,
DC.
Surgeon General (2001). Youth violence: A report of the Surgeon General. RockvUle, MD: U.S.
207
Exhibit 2
Proposed Resolution Violence in Video Games and Interactive Media
September 19, 2004
additions are underlined, deletions are [bracketed]
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WHEREAS, decades of social science research reveals the strong influence of televised violence
on the aggressive behavior of children and youth (APA Task Force On Television and Society,
1992; Surgeon General's Scientific Advisory Committee on Television and Social Behavior,
1972); and
WHEREAS, psychological research reveals that the electronic media play an important role in the
youth (APA Task Force On Television and Society, 1992; Funk, J. B., et al. 2002; Singer, D. &
Singer, J. 2001); and
WHEREAS, there [is] appears to be evidence that exposure to violent media increases feelings of
C.A., Carna.qey, N. L., Flanaqan, M., Benjamin, A. J., Eubanks, J., Valentine, J. C., 2004; Gentile,
P.,
&
Eron,
L.
D., 2003;
Singer,
D.
& Singer,
J.,
2001 );
and
WHEREAS, perpetrators go unpunished in 73% of all violent scenes, and therefore teach that
WHEREAS, comprehensive analysis of violent interactive video game research suggests such
exposure a.) increases aggressive behavior, b.)increases aggressive thoughts, c.) increases
(Anderson, C.A., 2002b; Anderson, C.A., Carna,qey, N. L., Flana.qan, M., Benjamin, A. J.,
Eubanks, J., Valentine, J. C., 2004; Anderson, C.A., & Dill, K. E., 2000; Bushman, B.J., &
Research on interactive video games [indicates] suqaests that the most popular video games
contain aggressive and violent content; depict women and girls, men and boys, and minorities in
exaqqerated stereotypical ways; and reward, glamorize and depict as humorous sexualized
aggression against women, including assault, rape and murder (Dietz, T. L., 1998; Dill, K.Eo, &
Dill, J.C., 2003; Dill, K. E., Gentile, D. A., Richter, W. A., & Dill, J.C., in press; Mulac, A., Jansma,
L. L., & Linz, D. G., 2002; Walsh, D., Gentile, D. A., VanOverbeke, M., & Chasco, E., 2002); and
WHEREAS, the characteristics of violence in interactive video games appear to have similar
detrimental effects as viewing television violence; however based upon learning theory, the
practice, repetition, and rewards for acts of violence may be more conducive to increasing
aggressive behavior among children and youth than passively watching violence on "IV and in
films (Carll, E. K., 1999a). With the development of more sophisticated interactive media, such
as virtual reality, the implications for violent content are of further concern, due to the
intensification of more realistic experiences, and may also be more conducive to increasing
aggressive behavior than passively watching violence on "rv and in films (Carll, E. K., 2003); and
WHEREAS, studies further suggest that videogames influence the learning processes in many
learning, and d.) repetition increases learning (Anderson, C.A., 2002b; Anderson, C.A.,
Carnaqey, N. L., Flanaqan, M., Benjamin, A. J., Eubanks, J., Valentine, J. C., 2004; Anderson,
C.A. & Dill, K. E., 2000); and
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WHEREAS, the data dealing with media literacy curricula demonstrate that when children are
taught how to view television critically, there is a reduction of "IV viewing in general, and a clearer
can identify less with aggressive characters on "IV, and better understand commercial messages
(Brown, 2001; Hobbs, R. & Frost, R., 2003; Hortin, J.A., 1982; Komaya, M., 2003; Rosenkoetter,
Singer, 1994)
teachers, parents and caregivers to promote [children's] ability to critically evaluate interactive
media and make more informed choices.
research, including special attention to the role of social learning, sexism, neqative depiction of
BE IT FURTHER RESOLVED that APA engage [developers] those responsible for developing
violent video games and interactive media in addressing the issue that playing violent video
games may increase aggressive thoughts and aggressive behaviors in children, youth, and young
adults and that these effects may be greater than the well documented effects of exposure to
violent television and movies.
BE IT FURTHER RESOLVED that APA recommend to the entertainment industry that [they] th__ee
consequences.
REFERENCES
Campaign.
Report on
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behavior in the laboratory and in life. Journal of Personafity and Social Psychology, 78, 772790.
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Brown, J.A. ( 2001).Media literacy and critical television viewing in education. In D.
Singer & J. Singer (Eds.). Handbook of children and the media, (681-697) Thousand Oaks,
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CarU, E. K. (1999b). Violence in our fives: Impact on workplace, home, and community. Boston,
MA: Allyn & Bacon.
Dill, K. E., Gentile, D. A., Richter, W. A., & Dill, J. C. (in press). Violence, sex, race and a.qe in
popular video .qames: A content analysis. In E. Cole and J. Henderson Daniel (Eds.),
Featuring
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42(4):409-14.
Eron, L.E., Gentry, J.H., & Shlage!, P., (Eds.). (1994). Reason to hope: A psychological
Joumal of Adolescence, 18(1), 71-86.
Federal Trade Commission. Federal Trade Commission. Available online:
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self-concept. Journal of Communication, 46(2)~ 19-32.
Gentile, D. A., Lynch, P. J., Linder, J. R., & Walsh, D. A. (2004). The effects of violent video ,qame
habits on adolescent aq.qressive attitudes and behaviors. Journal of Adolescence, 27, 5-22.
Golde, J. A., Strassber.q, D.S., Turner, C. M., & Lowe, K. (2000). Attitudinal effects of deQradinQ
themes and sexual explicitness in video materials, Sexual Abuse, 12, 223-231.
Hobbs, R. & Frost, R. (2003). Measuring the
Readin.q Research Quarterly, 38,( 3), 330-355.
acquisition of
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development of antisocial behavior. In Stoff, D. M., Breiling, J., et ai. (Eds.) Handbook of
in video games.. [video]. (Available from the Media Education Foundation, 26 Center Street,
Press.
Komaya, M. (2003). Media literacy for Japanese third .qraders (No.132, ISSN 1346-8618, pp.4560). Tokyo: National Institute for Educational Policy Research.
Lanis, K. & Covell, K. (1995). Ima.qes of women in advertisements: Effects on attitudes related to
sexual aqqression, Sex Roles, 32, 639-649.
solutions, warnings, and mitigation through education. Joumal of Social Issues, 48, 145-171.
January 16, 2003 from http://www.cnn .com/TECH/9610/16/video.qames/
GI.
Mulac, A., Jansma, L. L., & Linz, D. G. (2002). Men's behavior toward women after viewin.q
sexually-explicit films: De.qradation makes a difference. Communication Monographs, 69,
311-328.
Phillips, C.A., Rolls, S., Rouse, A.; & Griffiths, M.D. (1995). Home video game playing in school
Potter, W. J. (1999). On media violence. Thousand Oaks, CA: Sa,qe Publications.
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Reid, P., & Finchilescu, G. (1995). The disempowerin.q effects of media violence a.qainst women
on colle.qe women, Psychology of Women Quarterly, 19, 397-411.
Effectsof
Rosenkoetter, L.J., Rosenkoetter, S.E., Ozretich, R.A., & Acock, A.C. (2004). Mitqatin.q the
harmful effects of violent television. Journal of Applied Developmental Psycholo.qy, 25, 2547m
Singer, D.G. & Singer, J. L. (1994). Creating critical viewers; a partnership between schools and
Singer, D. & Singer, J. (Eds.). (2001). Handbook of children and the media. Thousand Oaks, CA:
Sage Publications
acceptance of violence a,qainstwomen, Psychology of Women Quarterly, 15, 49-63.
CA: Sage.
http:llwww.cbsnews.comlstoriesl2002112/19/evenin.q news/main533790, shtml
Walsh, D., Gentile, D. A., VanOverbeke, M., & Chasco, E. (2002~ December). MediaWise video
.qame
report
card.
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15,
2003,
from
http://www.mediafamily.or.q/research/report vqrc 2002-2.shtml
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Exhibit 3
MEMORANDUM
To:
Mary Campbell
Staff Liaison to the Committee on Children, Youth and Families
From: Laura Kay-Roth
Staff Liaison to the Board of Professional Affairs
Date: April 8, 20004
Re:
CC-5 Draft Resolution on Violence in Video Games and Interactive Media
The action of the Board of Professional Affairs on CC-5 Draft Resolution on Violence in Video
Games and Interactive Media is summarized in the following unapproved minute.
Board of Professional Affairs

Unapproved Minutes
March 26-28, 2004
CC-5
Draft Resolution on Violence in Video Games and Interactive Media
BPA reviewed the Draft Resolution on Violence in Video Games and Interactive Media.
BPA is pleased to see the resolution and supports it in concept. However, BP,~
recommends stronger documentation throughout the resolution.
BPA suggests
clarification of the language in lines 69-71 regarding the group of psychologists to whom
the item is addressed, and requests further information regarding the. body of knowledge
about media literacy.
Finally, BPA recommends a more defined statement about minorities and video games.
Response from Division 46 under the leadership of Elizabeth Carll, PhD. The draft resolution
was revised to include additional references where available. The authors noted that there is
limited research on minorities but that this is an important matter. In an effort to begin addressing
issues "negative depictions of minorities" was added to the 4 th "Therefore, be it resolved..."
statement.
E x h i b i t 3a
UNAPPROVED MINUTES
Board of Professional Affairs Meeting
November 5-7, 2004
Item 35: Revised APA Resolution on Violence in Video Games and Interactive Media
BPA reviewed the Revised APA Resolution on Violence in Video Games and Interactive Media.
BPA noted that the revision attended to the BPA concerns with documentation and with attention
to minorities. BPA is recommending approval of the resolution.
215
Exhibit 4
April 9, 2004
MEMORANDUM
TO:
FROM:
SUBJECT:
Division of Media Psychology (46)

Committee on Children, Youth, and Families (CYF)
Board of Scientific Affairs (BSA)
CC-5, Draft Resolution on Violence in Video Games and Interactive
Media
Below is the minute from the March 26-28, 2004 meeting of the Board of Scientific Affairs
regarding CC-5, Draft Resolution on Violence in Video Games and Interactive Media:
Unapproved Draft Minute
March 26-28, 2004
BSA reviewed the draft Resolution on Violence in Video Games and Interactive Media. BSA
members discussed on page 65, lines 73-75 and recommended that it should read, "Be it further
resolved that APA advocate for funding to support basic and applied research on the effects and
mechanisms of violence in video games and interactive media on children, adolescents, and
young adults." BSA noted that other psychological theories (such as perception/cognition
research) are also important in the study of effects on violent video games and media on children.
BSA members discussed page 67, lines 85-88. The board questioned whether there is a rating
system already in place, and if so, what purpose would be served by developing a new system. If
there is a rating system, BSA members wondered if it actually solves the problem or has a
paradoxical effect of attracting some buyers. BSA recommended collaborating with other
organizations like the American Academy of Pediatrics to develop a "seal of approval" program
for these products. Finally, BSA members recommended collaborating with other groups to
develop pro-social video games.
Response from Division 46 under the leadership of Elizabeth Carll, PhD.
The resolution was revised to take into consideration the issue of basic and applied research.
However, the authors did not make any changes with regard to the recommendation for a rating
system, as they were not necessarily recommending the development of a new rating system, as
one already exists. However, the emphasis is on a system that ACCURATELY reflects the
content of the video game.
Currently, the Electronic Software Rating Board (ESRB) has a rating system for video games
which is both descriptive ( e.g. violence, strong language) and evaluative (age based for
appropriate age groups or provide cautionary advice such as parental discretion advised).
However, arcade games and Internet interactive games use self-assigned ratings developed by
the producers and distributors, which are not consistent with the ESRB rating system. Therefore,
revising and fine-tuning current systems to be consistent and accurate relating to content
concerns, as indicated below, could be a possibility.
216
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In addition, although the type of content is noted (i.e. ESRB descriptions such as violence, strong
language, mature sexual themes), it ~sn't sufficiently specific to be informative as to the actual
nature of the content. For example, are there 10 or 1000 incidents of violence? Is the violence
related to war, crime, or random anti-social graphic depictions showing the infliction of violence
being enjoyed by the perpetrators? The same issue applies to sexual themes, which could be
anything from story lines about pre or extramarital sex to graphic depictions of rape or sadomasochistic depictions connected to violence and murder.
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As the issues are complex, the authors thought it best to make a general recommendation that is
applicable to all of the above. The recommendation states, "that APA advocate (a) for the
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development and dissemination of a content based rating system that accurately reflects the
content of video games and interactive media, and .....".
BSA made recommendations about collaboration with other groups to develop a "seal of
approval" and pro-social video games. These were not included, although certainly worthy,
because they could be interpreted as a possible future commitment of resources and that was not
the intent of this resolution.
Exhibit 4a
November 10, 2004
MEMORANDUM
TO:
Division of Media Psychology

FROM:
SUBJECT:
Request to Approve the Proposed Resolution on Violence in Video

Games and Interactive Media
Below is the minute from the November 5-7, 2004 meeting of the Board of Scientific Affairs
regarding the request to approve the proposed Resolution on Violence in Video Games and
Interactive Media:
November 5-7, 2004
Agenda Item 30: Request to Approve the Proposed Resolution on Violence in Video Games and
Interactive Media
BSA approved the proposed Resolution on Violence in Video Games and Interactive Media.
Exhibit 5
MEMORANUM
TO:
FROM:
Board for the Advancement of Psychology in the Public Interest (BAPPI)
RE:
CC-5: Draft APA Resolution on Violence in Video Games and Interactive Media
DATE:
March 31,2004
At its meeting of March 26-28, 2004, the Board for the Advancement of Psychology in the Public
Interest (BAPP) reviewed CC-5: Draft Resolution on Violence in Video Games and Interactive
Media. The following unapproved draft minute outlines BAPPrs action on the item:
217
CC-5: Draft Resolution on Violence in Video Games and Interactive Media

Action: BAPPI recommends that the Board of Directors recommend that Council adopt the
Resolution on Violence in Video Games and Interactive media as APA policy.
Exhibit 6
MEMORANDUM
To:
Mary Campbell, Children, Youth, and Families Office
From: Clinton Anderson
Staff Liaison, Committee on Lesbian, Gay, and Bisexual Concerns
CC-5. Draft Resolution on Violence in Video Games and Interactive Media
Re:
The action of the Committee on Lesbian, Gay, and Bisexual Concerns on CC-5 Draft Resolution
on Violence in Video Games and Interactive Media is summarized in the following unapproved
minute
COMMITTEE ON LESBIAN, GAY, & BISEXUAL CONCERNS
UNAPPROVED MINUTES
May 26-28, 2004
CC.5. Draft Resolution on Violence in Video Games and Interactive Media. The Committee
recommended that the Board of Directors recommend that the Council adopt the Resolution on
Violence in Video Games and Interactive Media as APA policy.
Exhibit 7
Committee on Division I APA Relations
March 26-28, 2004
Cross Cutting Agenda Item #CC-5
Issue
APA boards and committees are asked to recommend APA adoption of the Resolution on
Violence in Video Games and Interactive Media as Association policy. In addition to considering
whether they could recommend adoption of the resolution as APA policy, groups reviewing the
item are asked to recommend specific revisions that would assist them in being able to
recommend approval during the consolidated meetings If necessary, a conference committee will
be convened to facilitate the process.
The Committee on Children, Youth, and Families (CYF) reviewed and discussed the March 2003
draft (exhibit 2) and the current APA Resolution on Violence in the Mass Media (exhibit 3) at their
May 2003 meeting. Elizabeth Carll, PhD, and APA Public Policy Office staff Jeff Mclntyre joined
CYF for this discussion. Dr Carll provided the committee with information about the resolution,
which Division 46 developed to address their concerns about the impact of violence in video
games on children. CYF recommended revisions to clarify and strengthen the resolution. It was
noted that it is important that the resolution be compelling, timeless, and that it articulate what the
discipline of psychology can uniquely contribute to this area. In general, the committee supported
the spirit of the resolution and agreed to review the next iteration
During their September 18, 2003 conference call CYF reviewed a revised draft and
recommended revisions to clarify language, and to craft "Therefore" statements that emphasize
218
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what psychology and psychologists can do as well as the industry. Subsequent to the conference
call, Division 46 revised the resolution taking these comments into consideration. The revised
draft resolution was circulated to CYF via email, but all members were not able to comment due
to the short turn around time. Suggested revisions received were incorporated. Given time
limitations, the CYF chair, Dale Kunkel, PhD, and chair elect, Sue Limber, PhD, MLS, acting on.
behalf of the committee, agreed to forward the draft resolution and justification to BAPPI.
Action
CODAPAR is concerned that resolutions are not reaching divisions for their input. It feels that
proposed policies and resolutions should be sent, depending on their scope, to all or relevant
divisions giving them the opportunity to review items and express their views and concerns to
their Council Representatives and/or the groups involved in developing the resolution or policy.
CODAPAR believes that this item should be referred to Divisions: 7, 16, 35, 37, 43, 48, 51, 53
and 54
Exhibit 8
Memorandum
To:
From:
Date:
Re:
The Committee on Children Youth and Families

Committee on Aging (CONA)
March 27, 2004
Cross-Cutting Agendp Item CC-5
The Committee on Aging supports adoption of the Draft Resolution on Violence in Video Games
and Interactive Media as Association policy.
Exhibit 9
April 8, 2004
MEMORANDUM
TO:
FROM:
Committee on Women in Psychology (CWP)
SUBJECT:
CC-5: Draft APA Resolution on Violence in Video Games and Interactive Media
The Committee on Women in Psychology (CWP) reviewed Item CC-5 on the Draft APA
Resolution on Violence in Video Games and Interactive Media, and provides the following
comments.
CWP recommended the following changes (bracketed material to be omitted; underlined material
to be added). CWP recommended adding: "WHEREAS boys play video .qames more than .qirls,
most qames are marketed to boys more than qirls and portray ne.qative masculine and feminine
roles;". CWP strongly supported the "whereas" statement beginning at line 31 (noting that
sexualized violence in the media has been linked to increases in violence toward women), and
suggested the following revisions: "Research on interactive video games indicates that the most
popular video games contain aggressive and violence content; depict women and qirls and
minorities in exa.q.qerated stereotypical [stereotyped] ways..." Also, CWP suggested that this
statement currently relied on unpublished work and would be strengthened by additional
references to published work. In the "therefore" statement beginning at line 73, CWP suggested
revising this statement as follows: "BE IT FURTHER RESOLVED that APA advocate for funding
to support basic and applied research, including special attention to the role of social learning
[theory], sexism, and .qender on the effects of violence in video games and interactive media on
children, adolescents, and young adults."
219
CWP appreciates the opportunity to comment on this item.

Cameron with any questions.
Please contact staff liaison Leslie
October 7, 2004
MEMORANDUM
TO:
Mary Campbell, Children, Youth, and Families Officer
FROM:
Committee on Women in Psychology (CWP)
SUBJECT:
Proposed APA Resolution on Violence in Video Games and Interactive Media September 19, 2004 Draft
The Committee on Women in Psychology (CWP) reviewed the proposed Resolution on Violence
in Video Games and Interactive Media (dated September 2003) during the March 2004
consolidated meetings and provided comments.
Division 46 (Media Psychology), which originated this resolution, revised the draft after the March
meetings, taking into consideration comments from governance groups, and recently circulated
this revision (dated September 19, 2004) for review by those groups who provided comments.
This past March, CWP had recommended several change~ (see April 8, 2004 memo from CWP).
Though Division 46 did not incorporate all the language suggested, CWP felt that the revision
addressed CWP's concerns. CWP also noted that there is clear language in the revision
regarding sexism, negative depiction of minorities and girls and women, and sexualized
aggression against women, including assault, rape and murder.
CWP is recommending approval of the Proposed APA Resolution on Violence in Video Games
and Interactive Media - September 19, 2004 Draft.
Exhibit 10
M EM
OR
ANDUM
To:
Mary Campbell, Child Youth Family Officer, Public Interest Directorate
From:
Mayella Valero, Precollege Psychology Programs Officer, Education Directorate
Date:
April 5, 2004
Subject:
The Executive Committee of the Teachers of Psychology in Secondary Schools (TOPSS)

forwards its support and recommends approval of the draft resolution.
220
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Exhibit 11
Memorandum
To:
Mary Campbell
Staff Liaison
Committee on Children, Youth, and Families
From: Joan Buchanan
Staff Liaison
Committee on International Relations in Psychology
Re:
Thank you for providing the Committee on International Relations in Psychology (CIRP) with the
opportunity to comment of the Draft Resolution on Violence in Video Games and Interactive
Media (Cross-cutting Agenda no. CC-5). At its March 26-27, 2004, meeting, CIRP moved to
recommend APA adoption of the draft resolution as Association policy.
221
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E x h i b i t 12
COMMITTEE ON LEGAL ISSUES
Draft Meeting Minute Excerpt
Hyatt Regency Crystal City, VA
March 26-28, 2004
5-e.
DRAFT RESOLUTION ON VIOLENCE IN VIDEO AND INTERACTIVE MEDIA (CC-5)

The Committee on Legal Issues (COLI) reviewed agenda item No. CC-5 "Draft
Resolution on Violence in Video Games and Interactive Media." COLI appreciates the
important concerns which have led to the development of the proposed draft APA
resolution and the importance for psychology to address factors which influence
aggressive behavior in individuals; however, COLI identified a number of significant legal
and practical concerns with the proposed resolution and concludes that adoption of such
an APA resolution in the present form would be ill-advised from a legal perspective and
premature from a practical perspective.
COLI notes that the resolution presents First Amendment issues. Specifically, lines 6263 state that "...APA advocate for the reduction of all (emphasis added) violence in video
games and interactive media." There is no definition of "violence" given in the Draft
Resolution opening "violence" to a broad interpretation to include any form of aggression
or physicality, possibly including video games of football or other contact sports. The
Draft Resolution calls for APA to "Advocate for the reduction of all violence in video
games and interactive media," without reference to the age of the consumer,
developmental stage of the consumer or other limiting feature of the consumer. This
could lend itself to a broad reading that APA is committing itself to advocacy for the
reduction of violence for media intended for purchase by adults.
COLI, while noting that there is a large body of strong research on the effects of violence
in other media on children, agreed that research on the effects of "interactive" violence
(e.g., video games) is still relatively new and small with inconsistencies and some major
gaps in the research. Especially problematic is the lack of longitudinal studies coupled
with a variety of methodological problems in the existing research that demonstrate the
need for additional research. The research used to support the proposed resolution may
be insufficient to support specific parts of the resolution. While not creating specific legal
issues, vulnerabilities in rigorous matching of available research with the assertions of the
proposed resolution may create opportunities for challenge by a sophisticated and wellresourced industry likely to perceive the resolution as a challenge to their commercial
interests.
E x h i b i t 12a
MEMORANDUM
222
To:
Maw Campbell, Staff Liaison

Committee on Children, Youth and Families
From:
Donna Beavers, Staff Liaison

APA Committee on Legal Issues
Date:
November 8, 2004
Re:
Draft Resolution on Violence in Video Games and Interactive Media (9/19/04 Draft)
The Committee on Legal Issues (COLI), during its November 5-6, 2004 meeting, revisited the
proposal for APA adoption of a Resolution on Violence in Video Games and Interactive Media in
light of the recent revision (9/19/04 draft).
When COL! reviewed the initial version of the proposed resolution (9125103 draft) during its March
2004 meeting, COLI expressed its appreciation for the important concerns that led to the
development of the proposed resolution as well as the importance for psychology to address
factors that influence aggressive behavior in individuals. However, COLI identified a number of
significant legal and practical concerns with the 9/25/03 draft proposal and concluded that
adoption of an APA resolution in that form would be ill-advised from a legal perspective and
premature from a practical perspective (see attached March 2004 COLI meeting minute).
As you know, at the request of the APA Division 46 authors of the proposed resolution, COLI
member, Julia Ramos-Grenier, PhD, met with Drs. Carll and Singer of Division 46, at the APA
Convention in Hawaii to address coLrs concerns and discuss proposed revisions that might be
responsive to those concerns. Dr. Ramos-Grenier received the revised 9/19/04 draft and COLI
was advised that her view was that the revision committee had done a good job of responding to
COLI's concerns.
The full Committee received the revised document during COLrs November meeting for review
and comment in light of COLI's expressed concerns on the earlier draft and Dr. Ramos-Grenier's
comments. There was consensus that the legal issues raised by COLI during its March 2004
meeting have been adequately addressed in the current 9/19/04 draft. However, in order to
clarify the nature of controversy and ease in implementation of the proposed resolution, COLI
suggests that consideration be given to defining the term "violence."
djb
Attachment
COMMITTEE ON LEGAL ISSUES
Meeting Minute Excerpt
Hyatt Regency Crystal City, VA
March 26-28, 2004
5-e.
DRAFT RESOLUTION ON VIOLENCE IN VIDEO AND INTERACTIVE MEDIA (CC-5)

The Committee on Legal Issues (COLI) reviewed agenda item No. CC-5 "Draft
Resolution on Violence in Video Games and Interactive Media." COLI appreciates the
important concerns which have led to the development of the proposed draft APA
resolution and the importance for psychology to address factors which influence
aggressive behavior in individuals; however, COLI identified a number of significant legal
and practical concerns with the proposed resolution and concludes that adoption of such
an APA resolution in the present form would be ill-advised from a legal perspective and
premature from a practical perspective.
COLI notes that the resolution presents First Amendment issues. Specifically, lines 6263 state that "...APA advocate for the reduction of all (emphasis added) violence in video
games and interactive media." There is no definition of "violence" given in the Draft
Resolution opening "violence" to a broad interpretation to include any form of aggression
or physicality, possibly including video games of football or other contact sports. The
Draft Resolution calls for APA to "Advocate for the reduction of all violence in video
games and interactive media," without reference to the age of the consumer,
223
developmental stage of the consumer or other limiting feature of the consumer. This
could lend itself to a broad reading that APA is committing itself to advocacy for the
reduction of violence for media intended for purchase by adults.
COLI, while noting that there is a large body of strong research on the effects of violence in other
media on children, agreed that research on the effects of "interactive" violence (e.g., video
games) is still relatively new and small with inconsistencies and some major gaps in the
research. Especially problematic is the lack of longitudinal studies coupled with a variety of
methodological problems in the existing research that demonstrate the need for additional
research. The research used to support the proposed resolution may be insufficient to
support specific parts of the resolution. While not creating specific legal issues,
vulnerabilities in rigorous matching of available research with the assertions of the proposed
resolution may create opportunities for challenge by a sophisticated and well-resourced
industry likely to perceive the resolution as a challenge to their commercial interests.
E x h i b i t 13
Proposed APA Resolution on Violence in Video Games
Division 46, Media Psychology
March 2003
WHEREAS, decades social science research reveals the strong influence of televised violence
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on the aggressive behavior of individuals (Surgeon General's Scientific Advisory Committee on

Television and Social Behavior, 1972; APA Task Force On Television and Society, 1992); and
WHEREAS, psychological research reveals that the electronic media plays an important role in
the development of attitude, emotion, social behavior and intellectual functioning (APA Task
Force On Television and Society, 1992); and
WHEREAS, the American Psychological Association has, together with the Advertising Council
and the National Association for the Education of Young Children, developed an anti-violence
public awareness campaign (Adults and Children Together [ACT] Against Violence, 2002); and
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WHEREAS, there is evidence that exposure to violent media increases feelings of hostility,
thoughts about aggression and realization, suspicions about the motives of others, and
expectations about how others are likely to deal with a potential conflict situation (Anderson, C.A.,
2000; Anderson, C.A., 2002b; Anderson, C.A., & Bushman, B.J., 2002; Anderson, C.A., & Dill, K.
224
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E., 2000; Bushman, B.J., & Anderson, C.A., 2002; Bushman, B. J., & Huesmann, L. R., 2001;
Huesmann, L. R., Moise, J., Podolski, C. P., & Eron, L. D., 2003; Johnson, J. G., et al, 2002;
Singer, D. & Singer, J., 2001); and
WHEREAS, studies suggest that showing the consequences of violence will not as readily lead to
adoption of similar aggressive behaviors. Perpetrators go unpunished in 73% of all violent
scenes, and therefore teach that violence is an effective means of resolving conflict. Only 16 % of
all programs portrayed negative psychological or financial effects, yet such visual depictions of
pain and suffering can actually inhibit aggressive behavior in viewers (National Television
Violence Study, 1996); and
WHEREAS, comprehensive analysis of violent video game research indicates such exposure a.)
increases aggressive behavior, b.) increases aggressive thoughts, c.) increases angry feelings,
d.) decreases helpful behavior, and, e.) increases physiological arousal (Anderson, C.A., 2000;
Anderson, C.A., 2002b; Anderson, C.A., & Dill, K. E., 2000; Bushman, B.J., & Anderson, C.A.,
2002; Dill, K.E., & Dill, J.C., 2003; Dill, K. E., Gentile, D. A., Richter, W. A., & Dill, J.C., 2001); and
Research on video games indicates that the most popular video games contain aggressive and
violent content; depict women and minorities in stereotypical ways; and reward, glamorize and
depict as humorous sexualized aggression against women, including assault, rape and murder
(Dill, K.E., & Dill, J.C., 2003; Dill, K. E., Gentile, D. A., Richter, W. A., & Dill, J.C., 2001;
Donnerstein, E., & Malamuth, N., 1997; Linz, D., Wilson, B. J., & Donnerstein, E., 1992;
Malamuth, N. & Donnerstein, E., 1982; Malamuth, N. & Briere, J., 1986); and
WHEREAS, studies further suggest that video games influence the learning processes in many
225
violent character while playing video games, b.) active participation increases learning, c.)
learning, and d.) repetition increases learning (Anderson, C.A., 2000; Anderson, CoA., 2002b;
Anderson, C.A. & Dill, K. E., 2000; Carll, E. K.,1999a).
THEREFORE BE IT RESOLVED that APA recommend to the entertainment industry to curb

gratuitous violence in video games, including the depiction of violence against women, because
of its negative psychological, social, and economic effects on society and human development.
BE IT FURTHER RESOLVED the APA recommend to the entertainment industry to connect the
realistic consequences of that violent behavior as the participant's knowledge of potential impact
reduces the automatic modeling and desensitization of the violence by that individual.
BE IT FURTHER RESOLVED that APA will encourage schools, other social institutions, and the
media industry to teach media literacy to children and adults to promote viewers' ability to
critically evaluate video games and other interactive media and advertising they view and thereby
enable individuals to make more informed choices.
BE IT FURTHER RESOLVED that APA encourage the entertainment industry to continue to

support adherence to a rating system that accurately reflects the content of video games and
interactive media and to encourage the use of the rating system by the public, caregivers and
educational organizations.
BE IT FURTHER RESOLVED that APA to inform the entertainment industry responsible for
developing violent video games, their commercial advertisers, legislators, caregivers, and the
public that playing violent video games may increase aggressive thoughts and aggressive
behaviors and that these effects may be greater than the well documented effects of exposure to
violent television and movies.
226
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BE IT FURTHER RESOLVED that APA recommend to industry, government, and private

foundations to support research activities examining the effects of violence in video games and
other interactive media on children's perceptions and behavior.
REFERENCES
American Psychological Association. (1993). Violence and Youth: Psycho/ogy's response: Vo/. 1:
Summary Report of the American Psychological Association Commission on Violence and Youth.
Washington, DC: Author.
Campaign.
.o
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Report on
Violence on Children." Tuesday, March 21, 2000. Hearing Chaired by Senator Sam Brownback,
Kansas.
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Anderson, C.A. (in press). Video games and aggressive behavior. Chapter to appear in D.
Ravitch and J.P. Viteritti (Eds.). Kids' stuff." Marketing violence and vulgarity in the popular culture,
Baltimore, MD: Johns Hopkins University Press.
2377-2378.
behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78, 772-790.
Boland, M. (2001, December 17). Left in the dust: Oz distribution defies video game restriction.
Variety, 385, p. 7.

commitment & game preference. Children Today, 24(1 ), 12-15, 31.
228
Bushman, B. J., & Huesmann, L. R. (2001). Effects of televised violence on aggression. In Do

Singer & J. Singer (Eds.)o Handbook of children and the media (pp. 223-254). Thousand Oaks,
CA: Sage Publications.
Entertainment Industry Hearing on "Video Game Violence: Fun and Games or Deadly Serious?"
October 6, 1999 & November 23, 1999. Hearings chaired by Senator Michael A. L. Balboni.
Carll, E. K. (1999b). Violence in our lives: Impact on workplace, home, and community. Boston,
MA: Allyn & Bacon.
Dill, K. E., Gentile, D. A., Richter, W. A., & Dill, J.C. (2001, August). Violence, race, sex and age
in video games: A content analysis. Paper presented at the annual meeting of the American
Psychological Association, San Francisco, CA.
Emes, C.E., Is Mr. Pac Man eating our children? Canadian Joumal of Psychiatry, May 1997;
42(4):409-14.
Eron, L.D., Huesmann, L.R., Lefkowitz, M.M., & Walder, L.O. (1972). Does TV violence cause
229
Joumal of Adolescence, 18(1), 71-86.
Federal
Trade
Commission.
Federal
Trade
Commission.
Available
online:
children's exposure to TV violence and their aggressive and violent behavior in young adulthood:
1977-1992, Developmental Psychology. 39(2), 201-221.
Huntemann, N. (executive producer and director). (2000). Game over'. Gender, race and violence
in video games. [video]. (Available from the Media Education Foundation, 26 Center Street,
Press.
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Johnson, J. G., Cohen, P., Smailes, E. M., Kasen, S., Brook, J. S. (2002). Television viewing and
aggressive behavior during adolescence and adulthood. Science, 295, 2468-2471.
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January 16, 2003 from http://www.cnn.com/TECH/9610/16/video..qames/
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GI.
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Effects of
Singer, D. & Singer, J. (2001). Handbook of children and the media. Thousand Oaks, CA: Sage
Publications.
CA: Sage.
Television and growing up: The impact of televised violence. Washington, DC: U.S. Government
Printing Office.
http :llwww.cbsnews.com/stories12002112/191evenin.qnewslmain533 790.shtml
game
report
card.
Retrieved
January
http:llwww.mediafamily.or.q/researchlreport v.qrc 2002-2.shtml
232
15,
2003,
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Exhibit 14
Violence in Mass Media
On the recommendation of the Board of Directors and the Board for the Advancement of
Psychology in the Public Interest, Council voted to adopt the following resolution, as amended, as
APA policy, replacing the 1985 resolution on television violence:
WHEREAS the consequences of aggressive and violent behavior have brought human suffering,
lost lives, and economic hardship to our society as well as an atmosphere of anxiety, fear, and
mistrust;
WHEREAS in recent years the level of violence in American society and the level of violence
portrayed in television, film, and video have escalated markedly;
WHEREAS the great majority of research studies have found a relation between viewing mass
media violence and behaving aggressively;
WHEREAS the conclusion drawn on the basis of over 30 years of research and a sizeable
number of experimental and field investigations (Huston, et al., 1992; NIMH, 1982; Surgeon
General, 1972) is that viewing mass media violence leads to increases in aggressive attitudes,
values, and behavior, particularly in children, and has a long-lasting effect on behavior and
personality, including criminal behavior;
WHEREAS viewing violence desensitizes the viewer to violence, resulting in calloused attitudes
regarding violence toward others and a decreased likelihood to take action on behalf of a victim
when violence occurs;
WHEREAS viewing violence increases viewers' tendencies for becoming involved with or
exposing themselves to violence;
WHEREAS viewing violence increases fear of becoming a victim of violence, with a resultant
increase in self-protective behaviors and mistrust of others;
WHEREAS many children's television programs and films contain some form of violence, and
children's access to adult-oriented media violence is increasing as a result of new technological
advances;
RESOLVED, that the American Psychological Association:
(1) urges psychologists to inform the television and film industry personnel who are responsible
for violent programming, their commercial advertisers, legislators, and the general public that
viewing violence in the media produces aggressive and violent behavior in children who are
susceptible to such effects;
(2) encourages parents and other child care providers to monitor and supervise television, video,
and film viewing by children;
(3) supports the inclusion of clear and easy-to-use warning labels for violent material in television,
video, and film programs to enable viewers to make informed choices;
233
(4) supports the development of technologies that empower viewers to prevent the broadcast of
violent material in their homes;
(5) supports the development, implementation, and evaluation of school-based programs to
educate children and youth regarding means for critically viewing, processing, and evaluating
video and film portrayals of both aggressive and prosocial behaviors;
(6) requests the television and film industry to reduce direct violence in "real life" fictional
children's programming or violent incidents in cartoons and other television or film productions,
and to provide more programming designed to mitigate possible effects of television and film
violence, consistent with the guarantees of the First Amendment;
(7) urges the television and film industry to foster programming that models prosocial behaviors
and seeks to resolve the problem of violence in society;
(8) offers to the television and film industry assistance in developing programs that illustrate
psychological methods to control aggressive and violent behavior, and alternative strategies for
dealing with conflict and anger;
(9) supports revision of the Film Rating System to take into account violence content that is
harmful to children and youth;
(10) .urges industry, government, and private foundations to develop and implement programs to
enhance the critical viewing skills of teachers, parents, and children regarding media violence and
how to prevent its negative effects;
(11) recommends that the Federal Communications Commission (FCC) review, as a condition for
license renewal, the programming and outreach efforts and accomplishments of television
stations in helping to solve the problem of youth violence;
(12) urges industry, government, and private foundations to support research activities aimed at
the amelioration of the effects of high levels of mass media violence on children's attitudes and
behavior (DeLeon, 1995).
234

APA Council Deliberations From The 2005 Video Game Resolution

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APA Council Deliberations From The 2005 Video Game Resolution

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ACTION

Resolution on Violence in Video Games and Interactive Media

That the Council of Representatives adopts the following as APA policy:

3. Correspondence from BPA dated April 8, 2004 and Division 46 response.

Board of Professional Affairs

Draft Resolution on Violence in Video Games and Interactive Media

Division of Media Psychology (46)

Division of Media Psychology

Board of Scientific Affairs (BSA)

Request to Approve the Proposed Resolution on Violence in Video

Committee on Children, Youth, and Families (CYF)

Board for the Advancement of Psychology in the Public Interest (BAPPI)

CC-5: Draft Resolution on Violence in Video Games and Interactive Media

The Committee on Children Youth and Families

CWP appreciates the opportunity to comment on this item.

Please contact staff liaison Leslie

Mary Campbell, Children, Youth, and Families Officer

Committee on Women in Psychology (CWP)

Mary Campbell, Child Youth Family Officer, Public Interest Directorate

Mayella Valero, Precollege Psychology Programs Officer, Education Directorate

CC-5 Draft Resolution on Violence in Video Games and Interactive Media

The Executive Committee of the Teachers of Psychology in Secondary Schools (TOPSS)

DRAFT RESOLUTION ON VIOLENCE IN VIDEO AND INTERACTIVE MEDIA (CC-5)

Maw Campbell, Staff Liaison

Donna Beavers, Staff Liaison

DRAFT RESOLUTION ON VIOLENCE IN VIDEO AND INTERACTIVE MEDIA (CC-5)

on the aggressive behavior of individuals (Surgeon General's Scientific Advisory Committee on

THEREFORE BE IT RESOLVED that APA recommend to the entertainment industry to curb

BE IT FURTHER RESOLVED that APA encourage the entertainment industry to continue to

BE IT FURTHER RESOLVED that APA recommend to industry, government, and private

Washington, DC: Author.

American Psychological Association Task Force on Television and Society. (1992).

televised violence. Washington, DC: Author.

Journal of Leisure Research, 21, 92-105.

Bushman, B. J., & Huesmann, L. R. (2001). Effects of televised violence on aggression. In Do

Psychological Association, San Francisco, CA.

National Television Violence Study (1996). Mediascope: Studio City, CA.

http:llwww.mediafamily.or.q/researchlreport v.qrc 2002-2.shtml

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