Review
The goal of this book is to make people aware of what the prolific use of violence in television, movies, and video games is doing to our children. Teaching Our Kids to Kill calls to the table the makers of this violence to address the myriad scientific research on the subject--research that couldn't make it clearer how solid and deadly the link is between this kind of graphic imagery and the escalating incidences of youth violence--and understand and change what they are doing and the dangerous effects their products are having on our children.
Using this book, parents, educators, social service workers, youth advocates, and anyone interested in the welfare of our children will have a solid foundation for effective action. We give you the facts--what's behind the statistics, how to interpret the copious, empirical research that exists on the subject, and the many ways to make a difference in your own home, at school, in your community, in the courts, and in the larger world--so that we all can work together to help end this problem and create a safer environment in which to live. If by doing this we can prevent future Paducahs, Jonesboros, and Littletons, it will be well worth it.

Lt. Col. Dave Grossman
Gloria DeGaetano


Review
The goal of this book is to make people aware of what the prolific use of violence in television, movies, and video games is doing to our children. Teaching Our Kids to Kill calls to the table the makers of this violence to address the myriad scientific research on the subject--research that couldn't make it clearer how solid and deadly the link is between this kind of graphic imagery and the escalating incidences of youth violence--and understand and change what they are doing and the dangerous effects their products are having on our children.
Using this book, parents, educators, social service workers, youth advocates, and anyone interested in the welfare of our children will have a solid foundation for effective action. We give you the facts--what's behind the statistics, how to interpret the copious, empirical research that exists on the subject, and the many ways to make a difference in your own home, at school, in your community, in the courts, and in the larger world--so that we all can work together to help end this problem and create a safer environment in which to live. If by doing this we can prevent future Paducahs, Jonesboros, and Littletons, it will be well worth it.

Lt. Col. Dave Grossman
Gloria DeGaetano


Book Description
There is perhaps no bigger or more important issue in America at present than youth violence. Jonesboro; Paducah; Pearl, Mississippi; Stamps, Arkansas; Conyers, Georgia; and, of course, Littleton, Colorado. We know them all too well, and for all the wrong reasons: kids, some as young as eleven years old, taking up arms and, with deadly, frightening accuracy, murdering anyone in their paths. What is going on? According to the authors of Stop Teaching Our Kids to Kill, there is blame to be laid right at the feet of the makers of violent video games (called "murder trainers" by one expert), the TV networks, and the Hollywood movie studios--the people responsible for the fact that children witness literally thousands of violent images a day.

Authors Lt. Col. Dave Grossman and Gloria DeGaetano offer incontrovertible evidence, much of it based on recent major scientific studies and empirical research, that movies, TV, and video games are not just conditioning children to be violent--and unaware of the consequences of that violence--but are teaching the very mechanics of killing. Their book is a much-needed call to action for every parent, teacher, and citizen to help our children and stop the wave of killing and violence gripping America's youth. And, most important, it is a blueprint for us all on how that can be achieved.

In Paducah, Kentucky, Michael Carneal, a fourteen-year-old boy who stole a gun from a neighbor's house, brought it to school and fired eight shots at a student prayer group as they were breaking up. Prior to this event, he had never shot a real gun before. Of the eight shots he fired, he had eight hits on eight different kids. Five were head shots, the other three upper torso. The result was three dead, one paralyzed for life. The FBI says that the average, experienced, qualified law enforcement officer, in the average shootout, at an average range of seven yards, hits with less than one bullet in five. How does a child acquire such killing ability? What would lead him to go out and commit such a horrific act?


From the Inside Flap
There is perhaps no bigger or more important issue in America at present than youth violence. Jonesboro; Paducah; Pearl, Mississippi; Stamps, Arkansas; Conyers, Georgia; and, of course, Littleton, Colorado. We know them all too well, and for all the wrong reasons: kids, some as young as eleven years old, taking up arms and, with deadly, frightening accuracy, murdering anyone in their paths. What is going on? According to the authors of Stop Teaching Our Kids to Kill, there is blame to be laid right at the feet of the makers of violent video games (called "murder trainers" by one expert), the TV networks, and the Hollywood movie studios--the people responsible for the fact that children witness literally thousands of violent images a day.

Authors Lt. Col. Dave Grossman and Gloria DeGaetano offer incontrovertible evidence, much of it based on recent major scientific studies and empirical research, that movies, TV, and video games are not just conditioning children to be violent--and unaware of the consequences of that violence--but are teaching the very mechanics of killing. Their book is a much-needed call to action for every parent, teacher, and citizen to help our children and stop the wave of killing and violence gripping America's youth. And, most important, it is a blueprint for us all on how that can be achieved.

In Paducah, Kentucky, Michael Carneal, a fourteen-year-old boy who stole a gun from a neighbor's house, brought it to school and fired eight shots at a student prayer group as they were breaking up. Prior to this event, he had never shot a real gun before. Of the eight shots he fired, he had eight hits on eight different kids. Five were head shots, the other three upper torso. The result was three dead, one paralyzed for life. The FBI says that the average, experienced, qualified law enforcement officer, in the average shootout, at an average range of seven yards, hits with less than one bullet in five. How does a child acquire such killing ability? What would lead him to go out and commit such a horrific act?


From the Back Cover
The goal of this book is to make people aware of what the prolific use of violence in television, movies, and video games is doing to our children. Teaching Our Kids to Kill calls to the table the makers of this violence to address the myriad scientific research on the subject--research that couldn't make it clearer how solid and deadly the link is between this kind of graphic imagery and the escalating incidences of youth violence--and understand and change what they are doing and the dangerous effects their products are having on our children.
Using this book, parents, educators, social service workers, youth advocates, and anyone interested in the welfare of our children will have a solid foundation for effective action. We give you the facts--what's behind the statistics, how to interpret the copious, empirical research that exists on the subject, and the many ways to make a difference in your own home, at school, in your community, in the courts, and in the larger world--so that we all can work together to help end this problem and create a safer environment in which to live. If by doing this we can prevent future Paducahs, Jonesboros, and Littletons, it will be well worth it.

Lt. Col. Dave Grossman
Gloria DeGaetano


About the Author
Lt. Col. Dave Grossman is the author of On Killing: The Psychological Cost of Learning to Kill in War and in Society. As a West Point
psychology professor and professor of military science, Grossman trains medical and health professionals on how to deal with and prevent killing. He was the lead trainer for mental health professionals in the aftermath of the Jonesboro shootings, and has been a lead witness in several murder cases, including that of Timothy McVeigh and Michael Carneal.

Gloria DeGaetano is a nationally recognized educator in the field of media violence, and the author of the critically acclaimed Screen Smarts: A Family Guide to Media Literacy.


Excerpt. © Reprinted by permission. All rights reserved.
IT'S A VIOLENT WORLD AFTER ALL

In a full-page ad in the June 13, 1999, Sunday New York Times, the National Funding Collaborative on Violence Prevention said this: "It should not have taken the Littleton tragedy to focus the nation's attention and energies on preventing violence. . . . It should have been enough that children and adults in our society are victims of violence every day. . . . What is it about violence that we refuse to understand?" Indeed, what does it take to get us as a nation to see that there is a problem? Unfortunately, the increasing number of Littleton-like horror shows is what it takes. Does this make sense? And the problem with our reaction to the Littleton massacre is that we isolate the event; we separate out the actions of Dylan Klebold and Eric Harris from all the violence that is out there, and we in turn lose sight of what the National Funding Collaborative on Violence Prevention refers to as our "culture of violence."

Let's face it, we live in a violent world. We can see it in many aspects of our surroundings, and if we miss it we have a chance to see it played out again and again in the media. There have been countless books and studies on violence in our society and on how to prevent it and what it all means; there will, no doubt, be countless more. But this book is about how that violence, as it is dramatized on-screen in all its various forms, affects our children and conditions them to be more violent than they would naturally become without being exposed to it. Many have reduced this issue to a chicken-and-egg question: does violence on-screen make people violent, or is that violence merely mirroring what is actually taking place every day on our streets and around the world? We think the former, and we have the evidence to prove it. The point is that kids are not naturally violent; they are not born that way, despite what we may think. There are many factors in what makes anyone violent, but the overwhelming proof says that the entertainment industry, through violent programming and video games, is complicit in conditioning our youth to mirror the violence they see on-screen. Much like soldiers, children can and do become learned in this behavior, not by drill sergeants and trained military professionals, but by what they see around them. It seems logical to most of us but is still hotly contested by certain interest groups, and especially in the many levels of the entertainment industry.

But before we present the facts on the negative effects of screen violence on children--how and why it is making them violent--we need to first look at the overall trends of violence at home and abroad--our culture of violence. Essentially, around the world there has been an explosion of violent crime. Experts may disagree on what the statistics mean--many even suggest that all is getting better, not worse--but, in spite of vastly more effective lifesaving technology and techniques, as well as more sophisticated ways of battling crime, the rate at which citizens of the world are attempting to kill one another has increased at alarming rates over the years. According to InterPol, between 1977 and 1993 the per capita "serious assault" rate increased: nearly fivefold in Norway and Greece; approximately fourfold in Australia and New Zealand; it tripled in Sweden; and approximately doubled in Belgium, Denmark, England-Wales, France, Hungary, Netherlands, and Scotland. In Canada, per capita assaults increased almost fivefold between 1964 and 1993. And in Japan, in 1997, the juvenile violent crime rate increased 30 percent.

First and foremost, we must cut through the statistics, which are often easy to misread, and demonstrate just how violent we are and what kind of world our impressionable children are growing up in. Any discussion of the effects that screen violence has on our children must be seen through the lens of our society at large. Also, in order to tackle the seemingly insurmountable problem of violence in our world, we must first see what's actually going on. If we can't be convinced that the rate of violence is increasing, we are not, obviously, going to make a priority of tackling the issue. No problem means no need for a solution.

According to FBI reports, crime is down 7 percent. We are experiencing a slight downturn in murders and aggravated assaults, bringing us back to the crime rates of about 1990. But that is far from the full story. To gain a useful perspective on violent crime--among both youths and adults--the view must cover a long enough time period to clearly identify a trend. Up or down variations over a year or two are meaningless.

FROM THE PUBLISHER

There is perhaps no bigger or more important issue in America at present than youth violence. Jonesboro; Paducah; Pearl, Mississippi; Stamps, Arkansas; Conyers, Georgia; and, of course, Littleton, Colorado. We know them all too well, and for all the wrong reasons: kids, some as young as eleven years old, taking up arms and, with deadly, frightening accuracy, murdering anyone in their paths. What is going on? According to the authors of Stop Teaching Our Kids to Kill, there is blame to be laid right at the feet of the makers of violent video games (called "murder trainers" by one expert), the TV networks, and the Hollywood movie studios—the people responsible for the fact that children witness literally thousands of violent images a day.

Authors Lt. Col. Dave Grossman and Gloria DeGaetano offer incontrovertible evidence, much of it based on recent major scientific studies and empirical research, that movies, TV, and video games are not just conditioning children to be violent—and unaware of the consequences of that violence—but are teaching the very mechanics of killing. Their book is a much-needed call to action for every parent, teacher, and citizen to help our children and stop the wave of killing and violence gripping America's youth. And, most important, it is a blueprint for us all on how that can be achieved.

In Paducah, Kentucky, Michael Carneal, a fourteen-year-old boy who stole a gun from a neighbor's house, brought it to school and fired eight shots at a student prayer group as they were breaking up. Prior to this event, he had never shot a real gun before. Of the eight shots he fired, he had eight hits on eight different kids. Fivewere head shots, the other three upper torso. The result was three dead, one paralyzed for life. The FBI says that the average, experienced, qualified law enforcement officer, in the average shootout, at an average range of seven yards, hits with less than one bullet in five. How does a child acquire such killing ability? What would lead him to go out and commit such a horrific act?

FROM THE CRITICS

VOYA