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Jim Killebrew has 40 years of clinical psychological work for people with intellectual disabilities, and experience teaching, administration, consulting, writing with multiple publications. Dr. Killebrew has attended four Universities and received advanced degrees. Southern Illinois University; Ph.D., Educational Psychology; University of Illinois at Springfield, Counseling Education; M.A., Human Development Counseling; Northeastern Oklahoma State University, B.A., Psychology and Sociology. Dr. Killebrew attended Lincoln Christian Seminary (Now Lincoln Christian University). Writing contributions have been accepted and published in several journals: Hospital & Community Psychiatry, The Lookout, and Christian Standard (multiple articles). He may be reached at Killebrewjb@aol.com.

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Thursday, December 27, 2012

Games we play

 


The shooter in Newtown, CT was said to be a gamer; spending time with the electronic games where the hunter became the winner by having the highest number of hits.  I attended a school program the other night where young children performed with classmates in the Christmas program.  I sat behind parents who had a child in the program.  The man sat through the entire program with his phone playing a game.  At one point the woman took the phone from him and snapped a few pictures of the children on stage.  When the phone returned, he promptly restarted his game and continued to play until the kid's program was completed.

 

Electronic games are like that.  Even when it does not desensitize the person with its content, it does seem to grab the person's attention to an almost addictive state.  Children have been playing the games on the market that have evolved into content that must be labeled.  Content unfit for anyone, including a mature adult.  After many hours of play, during required times of placing the game aside, children have reported they continue to think about the game and their scores and how they could "reach the next level."  That thought rumination competes directly with the "down time" activities where cognitive attention is required; it does affect memory and retention of learned material.  It pre-empts attempted learning of new skills and tends to shorten attention span and concentration.

 

Of course there are millions of children who have excellent cognitive skills and can overcome the effects of the constant barrage of more graphic games that help shape values toward more violence.  On the other hand, there are some children who tend to perseverate the material learned in those games and are unable to overcompensate and over-learn incompatible, appropriate material to replace the effects of the material internalized through repeated exposure to those games.  At this point in the games-crazed learning curve in our society, we just don't have enough empirical information to determine what, if any, more appropriate societal information is supplanted in the mind of the child at the expense of learning the more inappropriate material found in most of the action games.  Nor do we have enough information to determine which children can differentiate with appropriate decisions with actions that would counteract the effects of the conditioning of the violent material learned from the games.

 

There is no question electronic games do have an effect on the child's learning, thinking and actions, but it continues to be uncertain about which children will act on those vicariously learned actions seen in the games and which ones know the difference between non-reality and reality.  As a parent, we may think we have provided a sound reasoning as to how the effects of hours of playing the games can be turned or blunted:  We may have provided a stable, Christian home with competing, more appropriate attitudes and values counteracting the content contained in the games themselves.  But are we sure the images inside our child's mind remain imaginary or are becoming real.    

 

It is not my intent to make a sweeping generalization, but what we allow our children to spend their time with, especially hours of electronic games, is "Springtime and Harvest" and a reality experienced by us as a natural cycle of life.  We "reap what we sew" and it is always a process that is painstakingly slow.  Not every parent who works diligently to raise their child in the ways of right will always have the same results.  We know that competing factors reside in the heart of a child and there is always a chance for rebellion. 

 

Mostly, however, when children are socialized within the context of a nurturing, loving family where right and wrong are taught, along with respect for others, the chances of rebellion are slightly possible, but are exponentially greater that the child will return when he is older and will not depart from his early nurturing and training.  Further, his departure will not be to the extent it takes him to the depths of evil, but just to the brink of a searing conscience that is undergirded with the loving principles of a sound, consistent family life.  At that point he will return to embrace his sense of right as his own instead of those borrowed from his parents.

 

Committees, councils, Commissions and study groups at the highest levels will re-hash this issue of evil acted out at Newtown, CT.  But if they only looked at thousands of testimonies from families that took the time to "train up their child in the way they should go" those Commission members would find the answer right in front of their faces.  Banning guns will not be the total answer.

 
Jim Killebrew   

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