Snyder, S. (1991, Spring). Movies and juvenile delinquency: An overview. Adolescence, pp. 121-132.

OVERVIEW

"Film viewing may affect the juvenile delinquent through social processes known as social learning and instigation." Social learning involves the development of attitudes and a value system. Instigation refers to prompting to attempt a particular behavior. Do movies influence juvenile delinquents? Can movies contribute to the treatment of juvenile delinquents?

Movie attendance has been the focus of many surveys (1957, 1972, 1976, and 1983), so there are consistent data to draw from about admission to movies. All percentages are notably similar to a 1981 study showing that youth ages 12-20 comprise 40% of the American theaters audience while comprising only 19% of the population. By 1986 there were approximately twenty million owners of VCRs. In 1990, Roger Ebert determined that pre-teens ages 11-14 rent horror movies in higher numbers than any other age group. Considering that by 1985 40% of households had cable, movies have the ability to saturate a teen’s life.

Juvenile delinquency and conduct disorders are common. In 1983, 30% of those arrested for crimes such as theft, burglary, murder, arson, and aggravated assault were under age 18 (FBI, 1984). In previous studies, 88% of teens admitted to committing at least one chargeable offense.

From these two strands of information one may assume that frequent movie viewers are comprised of both normal and delinquent adolescents. A 1987 study by Villela and Markin examined film preferences among adolescents from three different social classes: suburban middle class, urban middle class, and urban poor. All favor movies with the following themes:

• Physical danger.
• Separation and individuation.
• Self-cohesion and identity.
• Commitment and success.

The urban poor prefer movies with action, dancing, violence, and horror. The two middle classes prefer action and those dealing with adolescence.

DESIGN

As indicated in the title, this research summarized studies to understand how movies may affect the juvenile delinquent.

FINDINGS

The study divides into four sections:

• Identification by the delinquent with movies.
• Film and the delinquent peer group.
• Social learning theory, film, and juvenile delinquency.
• Prosocial effects of movies.

Statements from these sections are significant:

• The delinquent moviegoer may be impressed by vivid visual presentations...and through identification become vicariously involved in the film.
• The delinquent may approve the lifestyle of antisocial film characters and reject more conventional ones (known as ‘reinforcement of values’ identification).
• The adolescent peer group is attracted to movies for several reasons:
  • It is removed from the home.
  • Other adolescents are likely to be in attendance.
  • Films provide a wide variety of human experiences.
• Movies serve as a social lubricant when the content is used in group interactions to help establish rapport.
• Adolescents accept violent or antisocial behavior by movie characters as moral, if they identify with the character.
• Positive social learning about adolescent phenomena may occur as a result of film viewing, though the demonstration of such is sparse in studies.
• More negative attitudes toward violence result if adults disapprove of the violence...whereas adult approval causes an increase in physical and verbal violence...and an increased positive attitude toward aggression. Peer approval had a lesser effect.

CONCLUSION

Films can be utilized to help improve the thinking, mood, and behavior of juvenile delinquents. It is suggested that films be used to provide examples of both appropriate and inappropriate responses to social situations. It points out how social learning through films needs to be combined with the development of more prosocial motives and higher levels of moral reasoning.

CRITIQUE AND EVALUATION

This study provides an excellent basis for using movies in instructional settings. It summarizes well several previously conducted surveys. It also offers examples of effects of some older movies that were once popular among teens and continue to be popular in video rentals.

QUESTIONS FOR REFLECTION AND DISCUSSION

1. What responsibility do teachers and youth leaders have to juvenile delinquents and individuals demonstrating pre-delinquent behavior?
2. How can one use movies for preventive and remediation of antisocial behavior?
3. Which movies could be used to discuss family breakdown and rebellion against parents? Negative peer influence? The futility of crime and social violence? Starting over with a positive lifestyle?

IMPLICATIONS

1. Movies are significant to adolescent culture, providing most of their entertainment at social gatherings. Kids see or go to movies more than parties.
2. This medium provides the most escapism for teens; it can therefore be the most controlling. They often identify with the roles portrayed. Thus, movies influence them more than just to release tension, relieve boredom, or have something to do with friends. They can assume the role of the characters they see on the screen.
3. According to Movieguide (a movie review periodical), over 550 movies are released each year. It is essential for those who work with young people to keep up with the current movies and the themes they address or exploit.
4. Parents and youth workers need to learn how to view movies objectively and selectively and pass this skill onto kids. Movies can educate viewers about teens and what they feel and provide platforms for discussion. To learn the most from a movie, it is vital not to quickly criticize the silver screen. As other forms of media used for expression and understanding by young people, movies can serve us.
5. Movies provide an opportunity for conversation with young people. It is already an accepted vehicle for build rapport with their peers.

Anne Montague cCYS