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My Child and The Screen Les enfants et les images

This Guide was developed by the Régie du cinéma du Québec under the direction of Telesforo Tajuelo. The first section of thisGuide is based in part on theories developed by Université Laval professors Estelle Lebel, Département d’information et de communication, and Marguerite Lavallée, École de psychologie.

Content Contributors Telesforo Tajuelo, PhD., Régie du cinéma Estelle Lebel, PhD., Université Laval Marguerite Lavallée, PhD., Université Laval Jean-Pierre Gagnon, Directeur de l’Administration, Régie du cinéma Charles Bélanger, Président, Régie du cinéma

Research and Graphics Support France Charest, Régie du cinéma

Content Development Advisor Benoit Gignac

Translation Helen Debussy

Graphic Design and Execution Sextans

Régie du cinéma 390, rue Notre-Dame Ouest, bureau 100 Montréal (Québec) H2Y 1T9 www.rcq.gouv.qc.ca

ISBN 978-2-551-23835-4 Dépôt légal – Bibliothèque et Archives nationales du Québec, 2009 Dépôt légal – Bibliothèque et Archives Canada, 2009

© Gouvernement du Québec, 2009

All rights reserved. Reproduction in any form whatsoever, partial or otherwise, is strictly prohibited without the consent of Les Publications du Québec. 4

My Child and The Screen Table of contentS

Table of contents

The Régie is by your side 6

Introduction: Your Child Is Smart 7

Section A: DISCOVERING A NEW WORLD OF IMAGES

Children’s needs 10 The good side of media images 10 Media images as educational tools 11 Every image has meaning 11 Media images rule 11 Violent media images 12 Learn to tell media images apart 13 What media images should my child not see? 14 Children are not all alike 21 Children’s personality… mediawise 21 Addicted to the screen 22 Media risks 25 Traumatizing effects 25 Fear 26 Being frightened is also “a bit of fun” 26 Alienating advertising 27 Can you do more to help your child negotiate media content? 29 Build a supportive environment 29 Talking always helps 30 Help your child to understand images 30 Put your child’s skills to work 31 Coping with unpleasant images 32 During viewing 33 After viewing 33 Régie du cinéma advisories 35 Internet 39 Youtube 40 Be a role model for your child 42 5

My Child and The Screen Table of contentS

Section B: the régie du cinéma and youth protection

Available resources 46 The Régie du cinéma and film rating 46 Films Ratings 48 Additional Advisory 50 “13 and over” means “13 and over” 51

Section C: Other Resources

Other film rating systems 54 Television 56 The CRTC 59 Television and parental control 61 Television: organizations and programs 65 Videogames 67 Internet and Internet filter software 69 Microsoft 71 Additional internet resources 73 Telephone services 75 Consumer protection 75 General interest resources 76 Some useful links for parents 78

Selected Bibliographical References 80

NOTE 1 : Throughout this Guide, and when the context so requires, singular masculine gender forms such as “he”, “his”, “him” and “himself” are used to denote both the masculine and feminine and the singular and plural forms.

NOTE 2 : Addresses (e-mail or website) and telephone numbers in this guide are subject to change. 6

My Child and The Screen The Régie is by your side

The Régie is by your side

Our children face today an explosive offering of images and more images – not all ­appropriate for their eyes – that they must quickly learn to interpret and manage effectively.

For some 40 years now, the Régie du cinéma has provided guidance to Quebecers on film productions offered to the public, drawing on extensive expertise that has ­earned it inter- national recognition. In particular, we have made it our task to help parents make ­informed decisions by alerting them to certain film content that is unsuitable foryounger ­ viewers.

The Régie is now proud to bring to you My Child and the Screen, a publication conceived as a natural extension of our services to the Quebec population. I hope that you will find the practical advice in this guide useful. We have made every effort to make it as easy to use as possible.

The education and development of your children is in your hands. As you rise to that ­wonderful challenge, we stand by your side to support you. That is our mission.

Enjoy your reading!

Charles Bélanger Président 7

My Child and The Screen Introduction

Introduction

Your child is smart When in front of a screen, children between the ages of 8 and 12 are exposed to “media” images, and they quickly develop certain skills that allow them to grasp the message behind the image.

At 8, your child may be partially capable of decoding the images he is watching but some barriers still exist. These limitations are frequently the result of his being unaware of the risks posed by excessive consumption of, or exposure to, “shocking” content that he is not, for want of experience or ignorance of the means employed to make these images appealing, yet ready to process.

Images help children expand and enrich their knowledge and get to discover the world around them, and are thus an inescapable building block in their development. But that purpose can easily go astray.

You can help make this visual adventure safer for your child.

First and foremost, you should be sure to create an enviroment that encourages and is conducive to open communication with your child. Secondly, you should learn to see the “good” and “bad” of media images, and become familiar with the preventive and corrective strategies that are best suited to protect your child.

We hope that the following pages will guide you on your road to becoming a confident, media-aware parent. Discovering a new world of images

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My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Children’s needs Babies are born into a universe that is rife with all manner of images. These visual stimuli provide them with ways to come into contact with the world around them.

Children, however, need to be exposed to media images that are appropriate for their age. As they grow, they need to talk about the images they see and that may not be entirely suitable for them. They also need to develop critical thinking skills and learn to discriminate among the myriad images, many of them alluring and commercially- oriented, that surround them.

All sorts of images packed in cartoons, audiovisual ads, websites, TV shows, movies and videogames are part and parcel of your child’s everyday experience of life.

The good side of media images Visual stimuli present in children’s everyday life help them construct social relationships. Young people spend a lot of time chatting and using the Internet to establish and maintain communication with each other. They visit their friends to exchange or share computer-based games, rent DVDs to watch together, take and exchange photos on the Internet, etc. Throughout, they are swimming in a sea of images.

Such devotion can only be explained by the fact that, today as always, images are more compelling than words.

A moving picture invites a careful examination of motion (facial and body gestures) that children 8 to 12 years of age, with their sharp powers of observation, cannot resist. However, it should be borne in mind that, for children in this age group, the distinction between real and imaginary is still blurry. Through media images, they are able to learn from other people’s emotions, understand social relationships, identify social conventions, etc.

An abundant exposure to visual stimuli brings children closer to the world of adults, even if their level of maturity will not allow them to understand that world fully. 11

My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Media images as educational tools It is well known that images are a valuable pedagogical tool at school; they help children discover new things, encounter different models and find out, in their interaction with others, that these models may be interpreted in more ways than one.

To help your child develop a critical eye for images: Encourage him to ask questions: Who are these pictures meant for? Why? How?

Help him realize that media images may communicate a good or bad example, and that at times we may unconsciously follow that example without our knowing.

One more tip: When talking with your child, you can try to show him that there are other things besides media images that can help him understand the world of images.

Every image has meaning Images are not meaning-neutral. Your child should learn to observe them and decode their wealth in order to become a resourceful, critical and organized “reader” of images.

In your role as a parent (or teacher), it is in your best interest to remain open to the universe of visual media and talk with your child about the images he sees.

Talk with your child about what he sees. Do not lead him toward the “correct answer”, but help him to discover that the same movie, TV show, etc., may have as many interpretations as there are people watching it.

Encourage your child to express in words his positive or negative feelings about what he has seen: this will help him make sense of it and share his experience.

Media images rule Digital imaging technologies have placed digital cameras, the Internet, cellular telephones, etc. at everyone’s reach, unleashing an unprecedented and boundless flow of images that may, if misused, pose a threat to privacy. As a case in point, it is not unusual nowadays to expose oneself, willingly and for free, in front of a webcam.

Sexual predators take advantage of these new trends, using photos and videos to single out children. They will even search for pictures of children that the children themselves or their parents have unwittingly posted. 12

My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Children have a weak spot when it comes to their own image; they crave recognition and strive to look “cool” to secure the acceptance of their peers. There is little that children will not do to ensure their sense of belonging to a group.

Violent media images A violent scene on a screen – be it on television, in a videogame, on the Internet or a movie – can disturb one child while having little impact on another. A troubling or disturbing image generally recalls a prior emotional, sensory, affective or motor experience that, at the time, the child was unable to express.

Children between the ages of 8 and 12 learn primarily through direct experience and by observing other people’s behaviour. However, they do not all react in the same way when faced with the same images. Certain general distinctions are observable in their behaviour:

boys and Girls Boys are generally more attracted to violence than girls. They show a stronger prefe- rence for violence in entertainment shows, which they watch more often and where they find male heroes with whom they identify. Children growing up in a violent environment Children are more likely to be aggressive and hostile if their own parents engage in violent behaviour. The family model bears heavily on children. Children growing up in a violent environment are therefore more vulnerable to the influence of media violence, which they take as a normal standard because that is what they live with at home.

It is understandable to worry that children exposed to media images filled with violence will become indifferent to violence in real life. But this appears to hold true only when a child becomes used to keeping his emotions to himself and finds comfort in believing that those images do not affect him.

It is sometimes hard to get your child to express his emotions; he will say that violent images do not affect him because he believes this to be the “expected” answer, or because he is unable to put it in words, or out of fear that his favourite show will be banned.

To help your child overcome his fears after viewing violent images, tell him how the images make you feel: sharing your emotions will help him understand and verbalize his own feelings, and eventually distance himself from them. 13

My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Learn to tell media images apart Only when you have learned to classify media images in terms of their effects can you aspire to provide meaningful guidance to your child. Media images may be classified into three broad types:

Harmless images: Visual media containing nothing capable of adversely affecting a child.

Tolerable images: Visual media containing socially questionable stereotypes or outright distorted (e.g. “reality shows”).

Harmful images: Visual media that is psychologically and socially disturbing.

These are the kinds of materials that the Régie du cinéma has been mandated to regulate, taking into account their probable impact and degree of social acceptance in Quebec. Films are rated by age group. The chapter about the Régie du cinéma presents the kinds of images associated with these ratings, accompanied by advice on how to handle different situations that may be cause for concern.

Remain alert and keep an eye on your child’s reactions to media content that you find tolerable. When you identify any violent content, you should set limits to the frequency and time of viewing, which should be followed by a physical activity (such as running, riding a bike or playing sports) to help your child “burn off” the extra energy that viewing this content may generate. If scenes carry a strong emotional charge (e.g. violence, including domestic and family violence), your presence will reassure the child. After your child has viewed such images, it is recommended that you talk together about the nature of the program (fiction or informational) and its content. A news report is an excellent opportunity to introduce your child to certain social and political realities in a safe and conducive environment. Take advantage of such an opportunity to show him that the images he has seen, like all images, show only one point of view of the facts. If you have just watched a fictional show, talk about that with your child, especially if the scenes were “real looking”. You can also work with your child to identify other more positive and comforting aspects in the material he has been watching.

Practice makes perfect The best way to develop your own approach in dealing with media content and your child is to determine for yourself what is acceptable or unacceptable for him. The following exercise may come in handy. 14

My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

What media images should my child not see? Rate each of the following seven images as “tolerable” or “harmful” for your child, and indicate why.

Image n° 1

Tolerable Harmful

Why?

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My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Image n° 2

Tolerable Harmful

Why?

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My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Image n° 3

Tolerable Harmful

Why?

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My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Image n° 4

Tolerable Harmful

Why?

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My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Image n° 5

Tolerable Harmful

Why?

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My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Image n° 6

Tolerable Harmful

Why?

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My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Image n° 7

Tolerable Harmful

Why?

If you ever feel at a loss, there are multiple resources to help you decide on the best course of action (see sections B and C of this Guide). Remember, however, that the decision will be up to you. Outside resources, including the Régie du cinéma, are there to help you but cannot act in your place. 21

My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Children are not all alike

In order to give your child meaningful guidance in his discovery of the world of media content, you should gain an understanding of how his mind and behaviour develop and how he reacts in front of a screen.

Children’s personality… mediawise Children between 8 and 12 years of age begin to develop their knowledge of the real world and their practical and behavioural skills. In terms of his interests and the contribution of the media to his development, your child may then fit into one of these categories of viewer:

Knowledge of the real world My child is …

The “news expert” who can name Canada’s Prime Minister and the US President, knows who Saddam Hussain was and all about the Twin Towers, knows about the war in Iraq and knows that people were arrested in connection with the Quebec sponsorship scandal; prepares news briefings for his class and claims that he has checked newspaper reports against television newsreels; The “budding naturalist” who knowingly discusses birds, giant turtles, black panthers, sharks and clown fish, electric eels, sea cucumbers, and the metamorphosis of butterflies; A “young Einstein” with a keen interest in chemical experimentation, lunar eclipses, new discoveries about Mars and other planets, mathematics and the scientific breakthroughs of astrophysicist Hubert Reeves; A “bookworm” who loves learning sophisticated new words; in this category, children newly arrived in Quebec claim to have learned French watching television, in the same way that Quebec-born children claim to have picked up their English.

Quiz: What Type of Viewer is Your Child REGARDING KNOWLEDGE OF THE REAL WORLD? My child is 22

My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Practical Skills My child is… The “personable type” who is always picking up new jokes and has learned to perform acrobatics; The sports fan who has learned to play hockey and skate, has picked up basketball moves and always knows which teams have made it to the finals; The arts and crafts aficionado who has learned how to make paper animals, sew, cook, and “assemble and disassemble stuff”; The artist who has learned to draw, paint, make puppets and do magic tricks, act and do impersonations.

Quiz: What Type of Viewer is Your Child REGARDING PRACTICAL SKILLS? My child is

Behavioural Skills My child is…

The “good citizen” who has learned to be “kind to others”, “how to make people laugh when they are sad”, and “not make the same mistakes other people have made”; The “rebel” who picks up coarse words and rough or vulgar “stuff”; The “show-off” who already “knows everything” or does not want to learn anything because “that’s for babies” or “girlish stuff”, or despises shows that are not 100% action-packed.

Quiz: What Type of Viewer is Your Child REGARDING BEHAVIOURAL SKILLS? My child is

Addicted to the screen Children’s reaction in front of a screen is not uniform. Generally speaking, children with the following characteristics will be more likely to be glued to the screen:

Easily bored children, who will find in the media the ultimate leisure activity to fulfill their desire to do something; 23

My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Restless children, who are always on the lookout for new or strong sensations;

Visual children, whose brains are hardwired to prefer visual stimuli over the written word.

If your child is spending long hours in front of the TV or playing videogames and is neglecting his studies, ask him to write down on a piece of paper the time he devotes to his school assignments (homework and projects) and to compare it to the time he spends watching television, playing games or surfing the Net. This little exercise may prove an effective wake-up call.

Try this with your child: “Timesheet”

Each day 0 - 60 min 90 - 120 min 150 - 180 min School assignments Studying Homework Projects Subtotal Media entertainment Television Internet Videogames Subtotal Other leisure activities Sports Music Friends Reading Other Subtotal 24

My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

No need to get drastic and impose a curfew. To help your child to strike a healthier balance, ask him to use a weekly planner where he can “schedule” his school assignments and plan his free time around them. Before long, your child will realize that a little “time budgeting” goes a long way in getting homework done better and faster and scoring higher at school, without encroaching on his leisure time.

Without much change in your child’s habits, you can try to steer him toward a wider range of homework-related resources (email, online maps and dictionaries, newspapers and educational websites), presenting them as pleasurable and exciting. For example, put some time aside to read with your child: children love sharing the reading experience. He will discover that a page is not long when the story is exciting, especially after he has mastered the word-decoding process.

Playing mind games (chess, crosswords, word find puzzles, riddles…) can prove a fun family activity that will develop your child’s cognitive abilities and keep the TV off.

Last but not least, encourage your child to practise sports and engage in other physical activities: this will diversify his interests and contribute to a healthy, balanced lifestyle. 25

My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Media risks

Media images are at the center of a worldwide debate concerning social values. Rather than looking at whether media images are pretty or ugly, we find them good or bad according to their perceived effects: some believe that media content is informative and educational; others claim that the media misinform, induce inaction and can even engender violence. This controversy is particularly relevant in respect of your child.

Media content, largely symbolic in nature, can help children discover and understand the world, but it can also project a distorted image of reality. In fact, media images are not always easy to understand. Content intended for an adult audience may be incomprehensible to a child. Emotionally charged content, for its part, can prove both fascinating and disturbing to younger viewers.

If your child is emotionally shocked and is unable to express his feelings in words, try to reassure him. Non-verbal gestures such as a caress or hug, or fetching a cuddly toy for him, may be all that he needs to feel secure.

Traumatizing effects Your child’s relationship with media content is complex, and varies according to (a) the type of content, (b) your child’s age and gender, and (c) the context in which viewing takes place. Children’s perception of what they see (violence, horror, eroticism, advertising, etc.) and the message behind that content will determine their emotional reactions, three of which – aggressive behaviour, fear, and vulnerability – are discussed below.

Aggressive Behaviour Aggresiveness is caused by:

Arousing images Identification with the protagonist (particularly a character of the same age and gender) Realistic violence Rewarded or unpunished violence Justified violence Violence that has no serious consequences Desensitization, a blunting of emotional responses to displays of aggression, both in the media and in real life, caused by repeated exposure to media violence (especially in videogames played on a regular basis). 26

My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Fear Fear is an involuntary and immediate reaction – both physical and psychological – in the presence of a real or imaginary danger. Generally, girls are more expressive of their fear than boys, and younger children tend to become more frightened than older ones. In children, overcoming their fears is a part of growing up that builds their self-confidence: raising children without fears is an illusion. But if they must negotiate fears that are too large for them to manage, they risk feeling incapable and developing a negative self- image. Frequently, empathy or unconscious imitation can make a child in front of the screen experience the same emotional reactions that he sees in the fictional characters. Fear reactions are normally short-lived, but at times they can linger on for a long time. Fear reactions may be heightened by:

Resemblance of media content to reality. The closer to reality a danger in the media is perceived to be, the greater the fear younger viewers will experience.

Connection of media content with existing fears. Viewing scenes in the media that connect with children’s existing fears has a higher emotional impact.

Characteristics of the media content. Producers resort to a number of tools to increase the fear effect in fiction, e.g. narrative techniques (the main character cannot see the impending danger, which is visible to the public), lighting and sound effects, the choice of music, announcements warning of horror scenes in the movie, etc.

geographical proximity of the place where danger is portrayed in the media. This fear-increasing factor is found both in news and entertainment.

Being frightened is also “a bit of fun” The sight of violence, be it real or fictional, presents us with an interesting paradox. On the one hand, it is scary; but on the other hand children and adults alike want to watch it over and over again. This phenomenon has a number of explanations, six of which are discussed below.

Excitation Transfer Watching violence evokes a fear response that causes strong excitation in the viewer; when the frightening scene is over, the great relief that overcomes the viewer is proportional to that excitation.

Sensation-seeking Watching violence satisfies a need for sensation. This need for sensation increases during childhood, peaks during the teenage years and then gradually decreases. Generally speaking, boys appear to have a greater need for sensation than girls. 27

My Child and The Screen DISCOVERING A NEW WORLD OF IMAGES

Effort to Master One’s Own Fear Confronting fictional frightening situations may provide children with a means to measure their ability to control their emotions.

The Forbidden Fruit Some children are attracted to violent or erotic media, or other content that is in any way forbidden, because it allows them to participate in exciting or aggressive behaviour in a vicarious way. These children enjoy participating vicariously in the behaviour of a superhero who contravenes social norms.

The “Me Too” Effect Children are vulnerable to peer pressure, they need to conform and “save face”. This may lead them to claim that they enjoy something, e.g. a horror movie, even if this is not true.

The Power of Stereotypes The use of sexual stereotypes is common practice in the media. Children between 8 and 12 years of age are in the process of building their identity, and are particularly avid consumers of this type of product. Identifying with a character that performs dazzling feats fires their imagination and can even lead them to imitate those actions. While there is arguably no shortage of positive role models to choose from, it is sexual stereotypes that are most abundantly offered to younger audiences.

As a parent, you can help your child distinguish between “toxic” and “less toxic” sexual stereotypes, put his need to “fit in” in perspective and encourage him in his self-improvement efforts.

Alienating advertising Nowadays, 8 to 12 year-olds behave like older teenagers (15 to 16 year-olds) used to behave in the past. Taking advantage of this development, marketers target this new market niche with product offerings (music, clothing, entertainment) whose message is focused on social relationships. Children are thus encouraged to evaluate a product based on purported product attributes that have little or nothing to do with the product itself. To protect our young from the potentially harmful effects of advertising, Canada and Quebec have adopted regulations respecting televised advertising directed at children.

Unfortunately, half-hearted enforcement has made these measures fall short of expectations:

Children are targeted by marketing strategies that make use of same-age or popular children’s characters or objects to attract their attention;

Children who watch a lot of television (and, consequently, commercials) are more likely to be influenced by advertising and exhibit a heightened taste for advertisedproducts; 28

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Commercials advertising products most likely to attract younger audiences (pop drinks, fast-food restaurants, cookies, snacks, etc.) are aired during children’s preferred viewing time.

TV commercials are often watched by unsupervised children, leaving it up to them and them alone to judge on their merits.

By the time children are 6 to 7 years of age, they begin to realize – and express – that advertising claims are not always true. But being able to make this general distinction and adopting a critical attitude toward each marketing message are not, however, one and the same thing. For the most part, children will just not stop to wonder whether the message presented to them is true or false.

Understanding the inner workings of advertising requires a very specific set of skills. Some practical notions in marketing communication can help children and adults alike gain a fuller understanding of televised advertising messages.

Engaging your child in a discussion of the difference between real life and life on TV will help you illustrate how television can “enlarge” a message through visual manipulation (fast-paced takes, larger-than-life characters), and this ability to exaggerate can also be used to sell goods and services.

Try this with your child: “Spot the Fox” When watching commercials on television, ask your child to try and discover the words that involve an exaggeration or promise beyond the actual offering, e.g.: Lose 10 pounds in two weeks! Unbeatable prices! An opportunity that won’t come again! A trip to bahamas yours for free! Hurry! Stock is going fast! Only three easy payments… While quantities last, call now! 29

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Can you do more to help your child negotiate media content?

There are other things you can do to help your child comprehend media content and manage its effects.

Build a supportive environment You can take advantage of every available opportunity to talk with your child and build bridges of frank and open communication.

Always be ready to listen when your child communicates his interests (e.g. a documentary on animals) or concerns (e.g. about a story in the news).

Tell him about your own experiences as a child; sharing your memories, even of a sad or difficult event, will encourage him to do the same.

Whenever your child states his opinion about an event or scene he has seen on the screen, ask him questions to determine his understanding of the given situation, and engage him in a search for alternative interpretations or points of view to get a broader picture.

Avoid putting down or otherwise disapproving of his opinion.

If your child ever appears reluctant to talk with you, respect his decision... but remain vigilant.

Your child may have experienced some kind of traumatic situation that he does not know how to broach or is at a loss for words to describe; maybe he is too shocked or embarrassed to talk about it. This may well be the case if your child has seen disturbing scenes in a film or other media.

Keep your eyes peeled for any opportunity that may present itself to explore the issue. 30

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Talking always helps Talking about the media images that your child has seen can help him figure out their meaning, streamline his thinking and open up his mind to new perspectives and interpretations of media messages.

You can initiate this type of conversation about:

a movie or show you are watching together on television;

a current news story with upsetting footage (e.g. avian flu, the tsunami, etc.);

violent or other shocking scenes in the media that your child has watched on his own or with you, trying to make a point of discussing his reaction and the reasons for such reaction;

a short video your child has put together for an upcoming event;

a comparison of different commercials advertising the same type of product;

a commercial featuring child characters;

websites that your child has recently visited;

newspaper comic strip characters.

Help your child to understand images It is well known that images are not objective: they illustrate ideas and are informed by a specific point of view or intention. Fully grasping this subjective nature requires a set of skills, and parents have a key role to play in helping their children develop these skills.

The meaning of life experiences is a discovery every child must make by himself, with parents assisting in its proper and full expression.

Help your child to understand images. Set aside specific times of the week to go with him to the movies, watch a DVD at home, surf the Net, read comics or books, browse magazines, play sports, etc. 31

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Try this with your child: “Give Me A Clue”

Watch together short pieces of television shows, with the volume turned off. Ask your child what kind of program he thinks it is: news or fiction, real life or fantasy... and what the people on the screen may be saying.

If your child is having trouble understanding the action or decoding gestures, try not to do it in his place or correct him too much.

Put your child’s skills to work A hands-on activity, coupled with a dialogue encouraging your child to account for his decisions, is a highly stimulating practice that will help enrich his understanding of the role images play in the media.

Suggest an activity where images may be used, such as creating a poster on an environmental theme for school.

Ask your child what pictures he intends to use to ensure that his message will be properly conveyed, and what pictures he feels would not do the job so well.

Go a bit further and ask him what reasons have led him to choose one particular picture, and to rank those reasons in order of importance.

Finally, ask him to replace the selected picture with another one that would result in a different message being conveyed.

Monitor your child’s progress, so that you can lead him to a gradually wider and more complex range of activities. Challenge his understanding of media images to develop his critical thinking skills. When watching media content, ask him: What type of program is this: fictional, news, reality TV? If a newsreel, what type of images are being used: live footage, archive material, iconic images, dramatizations, a reconstruction of events? In what type of programs is there a connection with his personal experiences? Do they provide him with clues that could help him solve his problems? 32

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What does he find most attractive in videogames: the objective in the game or its characteristics (motion, setting, colors, visual and sound effects, speed, interactivity)? Does he find in his favourite television shows, magazines and videogames any exaggerated content (sexual, ethnic or language stereotypes)?

Learn to assess your child’s growing abilities through the questions he poses:

when he asks for additional information or states a different point of view on a story that is receiving wide media coverage (e.g. the condition of viaducts in Quebec, the 9-11-2001 attacks in New York); when he inquires about the power that the media exerts on people’s opinions and attitudes; in both cases, help him look for reliable information sources (experts, specialized publications…) to answer his questions.

Coping with unpleasant images Research has found that children resort to two basic strategies to protect themselves from the emotional overcharge that troubling or disturbing media content may produce in them.

The first strategy may take a variety of forms. The child may remind himself that what he is watching is fictional and made up of special effects, or may even tell himself that he is “too old to be afraid”, etc.

The second strategy involves using various protective physical reactions. The child will shut his eyes or hide his face from the screen, turn off the television set, go sit on a parent’s lap, etc.

Children only begin to resort to the first type of strategies when attaining 8 or 9 years of age; before then, their reactions are primarily physical in nature.

Their response to frightening or disturbing media content is not always instantaneous, and at times they cannot adequately protect themselves. This is why it is so important to monitor your child’s reactions at two different times: during and after viewing. 33

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During viewing A child’s visible strategy provides parents with a good indication of the impact of the media content on the child. Remember:

It is important to be close at hand when your child is in front of the screen (Internet, films) or playing a new videogame; monitoring your child’s reaction will allow you to step in at the first sign of unusual behaviour; Your child may experience a wide range of emotions (fear, disgust, anger, anxiety, sadness, etc.); you should be alert and ready to react accordingly; When confronted with disturbing content, physically comforting your child is always a good approach. Talk to him and help him see the difference between reality and fiction.

After viewing The effect on your child of harmful or troubling media content he has seen in your absence may surface in different ways. Your child may:

feel the need to discuss the matter openly;

adopt an attitude that suggests a certain discomfort;

behave in an unusual manner.

In order to assess the situation and adopt the best course of action:

Ask your child what is troubling him, and whether there has been a specific event that has caused him discomfort; Try to identify the source of your child’s emotional reaction; Allow him to express in his own words, attitudes or gestures, what he has felt when watching the troubling content; Listen to your child’s account as objectively as possible, and remain calm; Avoid voicing any negative opinion that may make your child believe he has “misbehaved” and lead him to withdraw for fear of being punished.

At times, children remain silent when questioned. This may be due to a number of reasons, which you should try to identify. 34

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Depending on the reason you suspect to be behind their silence, you can deploy different strategies.

If you suspect that your child has disobeyed a rule: Tell him that you respect his right to privacy, and leave the door open for subsequent communication by telling him that he can come to you if he feels the need to talk about it; You can also add that rules are not imposed “just because” but to protect him from experiences that may be harmful.

If you think your child fears an overreaction on your part: Adopt an attitude as serene as possible to show him you are not upset but concerned about his unusual behaviour. Tell your child that no behaviour is bad enough to be kept a secret.

If your child seems unable to tell what he has experienced: Suggest that he make a drawing or try to express it through similar examples.

Once you have found out why your child is uneasy: Try to place the troubling images in a wider, less shocking context, in an effort to take your child’s attention away from the most disturbing aspects.

Different media content may have a troubling effect on children, depending on their age and prior experience. It will go without saying, then, that no preset prescription exists regarding the effect of media content on children. Parents are, without a doubt, best equipped to determine what type of media content poses the greatest risk for their own children. 35

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Régie du cinéma advisories The Régie du cinéma classifies films by age category. Advisories may be added to the classification as a guide for parents, particularly parents of children between 8 and 12. While the purpose of the “Not suitable for young children” advisory appearing on a film with a “General” rating is to let parents know that the film might seriously disturb children aged 7 and younger, parents should also make sure their children aged 8 to 12 will not be harmed by viewing the film.

Also, a film rated “13 and over” should not be seen by a child younger than 13 unless accompanied by an adult.

Here are four types of advisory followed by advice to assist you in handling the different situations you are likely to encounter.

1. VIOLENCe. This category of film involves scenes depicting physical violence. It includes physical violence in animated films, fiction films, documentaries, violence against animals or human beings, assaults, murders, torture, racist violence, sexual violence, etc.

When your child is confronted with fictional violence, explain to him that: what he is watching is a make-believe story; there is an element of exaggeration intended to intensify the effect on viewers and attract a larger audience; the frightening, surprising or troubling scenes he is watching are not real and his fear, surprise or anxiety will go away when the show is over; the characters are actors that we can see in other films, or even on the street if we know where they live; the scenes of destruction or mayhem have been created with special effects and studio sets, and dangerous stunts are performed by professional stuntmen;

Violence shown in the news is frequently a source of great anxiety for children, even when older than 12, because they are aware that news footage portrays real-life events that could also happen close to home. 36

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When violent scenes are shown in the news: first and foremost, strive to control your own reactions; be close to your child, ready to reassure him; answer any questions he makes; place the televised event in its geographical context; explain to your child that life is not always and everywhere as we would wish it to be; try to focus on more positive aspects of the event, if at all possible. In the case of the tsunami in 2006, for example, highlight the “wave” of generosity that followed the tragic events.

2. EROTIciSM. This category includes all subject-matter relating to eroticism and non-explicit sexuality..

If a scene falling into this category is viewed by your child, you should first ensure that he has interpreted the scene in the same way as you have. A scene where a bare-breasted woman gets up from bed may trigger no particular reaction in your child if, for example, she is a mother getting up to go check on her baby. It may well be that your child, his attention focused on the baby, has not even noticed the actress was exposing her breasts.

If viewing a scene of a sexual nature: take a little time to talk with your child about love and sexuality; underscore the importance of nudity in expressing love and sexuality; discuss with your child the different functions of sexuality (e.g., love, engagement, reproduction, pleasure).

3. COARSE LANGUAGE. This category includes filthy, uncouth and raunchy language.

Upon hearing coarse language, explain to your child that: this sort of language is impolite; this type of language does little to promote good relationships and may even put people off; there are more original ways to be funny and interesting; there is no shortage of ingenious turns of phrase in our language to express our dissatisfaction or anger (as illustrated in Seinfeld and similar sitcoms). 37

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4. HORRoR. Cold-blooded cruelty, phobias, terror, atrocities, brutality… Horror films are for children a cause of intense fear that can, on occasion, linger on for weeks, months, even years.

You need to know what it is that frightens your child, how much and for how long. Ask him what he finds most scary: conventional, grotesque, overly stereotyped horror, as seen in the gore-plentiful movie series Freddy; or rather a more realistic-looking type of horror, including deeply disturbing events or relationships that are all the more frightening because they look probable.

Regarding realistic horror, invite your child to: tell you what it is that scares him; spot the special effects used in the production; create his own horror film (if you own a camcorder): pay special attention to dressing up, using light effects (with blue lighting for the suspenseful bits) and sound effects, etc.

A special category: SOCIALLY CONTROVERSIAL ISSUES This category is used to designate media content relating to deviant or problem behaviour, including suicide, exhibitionism, drug use, hate mongering in its different forms (ethnic hate, hate against parents and teachers), glorification of street gangs, incest and other deeply disturbing events or situations.

While a film’s subject-matter, and particularly its treatment, may influence its rating, the Régie du cinéma does not use any particular advisory under this heading. It is up to parents to determine what their children should or should not be allowed to view.

In general terms, a child around 8 to 12 years of age is already aware of certain things that can occur in social life, such as discrimination on grounds of sex, ethnic origin, age and size, opposition to authority, crime, mental illness, etc., but is not necessarily capable of fully understanding them.

If your child sees scenes portraying any of the above issues: ask him if he knows or has seen similar scenes in the past to determine his understanding of the setting; provide guidance according to his response, underscoring the importance of respect, reciprocity, mutual aid and tolerance; express your disapproval of any social behaviour you find unacceptable (e.g. stealing, using drugs, etc.) 38

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Make your own choice first!

Quiz for Parents

Rate the following categories of media content according to their probable undesirable impact on your child:

Eroticism Violence

Coarse Language Horror

Ethnic Hate Suicide

Drug use Other Content 39

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Internet

Surfing the Internet places children at risk.

Their image may be used against their will (as the YouTube site clearly illustrates), and may even end up used in pornographic films;

They are unsuspecting viewers who may easily be confronted with offensive or harmful violent, pornographic or hate-inciting images;

They may fall prey to sexual predators lurking in instant messaging boards or chatrooms;

24% of young Internet users have received some form of unwanted sexual attention. Over one-third of instant messaging board users have been invited to meet face to face; 22% of them have actually met someone this way;

Millions of web pages with pornographic, violent or hateful content, or peddling plain misinformation, flood the Internet each day.

In the absence of any official form of Internet regulation, you as a parent must remain vigilant to protect your child from these risks.

You can: keep your computer in a common area in the house (kitchen, living room) rather than your child’s bedroom;

activate the “parental control” function on your Internet browser. Parental controls, while only partially effective, are easy to set up and provide basic safeguards.

regularly check the history of the websites your child has visited; alternatively, you can look at the contents of the “temp” file, which contains basically the same information. Do not volunteer information to your child about the existence of this function: he could easily delete its contents and eliminate all trace of his Internet activity;

explain to him that all uploaded content (photos, conversations, videos, etc.) could potentially be used by others for their own purposes, with embarrassing or even harmful consequences (e.g., YouTube, DailyMotion, Metacafe, Ton Tuyau, Ton Clip, etc.)

instruct him never to use his real name or open email received from strangers;

make it a rule that he should never meet an Internet “friend” in person without your prior knowledge; 40

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If you own a webcam: do not allow your child to use it when you are not around; most 8 to 12 year-olds are not aware that private images can be used – or misused – by others.

In respect of the many videogames available online, you should: inform yourself about their content by consulting the Internet or any of the resources provided in this Guide. If you identify games with offensive or unacceptable content, tell your child what games you find acceptable and which you believe not to be appropriate for his age.

Some children become addicted to game playing and spend long hours in front of the screen, on occasion to the detriment of their sleep time. This compulsive behaviour may be fueled by a desire to compete against oneself or others, a need to belong to a group and a sense of loyalty to that group, etc.

To preserve your child’s confidence and openness, let him see that you understand that game playing is important for him: ask him what it is about game playing that he loves; play with him; establish fixed times when your child is allowed to play with his friends without a time restriction.

YouTube Video sharing websites, like YouTube, Metacafe, DailyMotion, Ton Tuyau and Ton Clip, deserve careful attention. Millions of video clips, averaging one minute in length, are uploaded to these sites on a daily basis subject to no control other than after-the-fact complaints. For purposes of illustration, in October 2008 around 13 hours of video were landing on YouTube every minute. A large proportion of these clips are home productions made with a webcam mounted on a computer. Children enjoy posing in front of a webcam for a friend who then uploads the clip to the site. For them, it is only a joke. For a pedophile, it’s a jackpot.

Children need to know that they have a right to privacy and to protect their image. 41

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YouTube stands out from other home video clip (Ton Tuyau, Ton Clip, Tag Télé, Metacafe, DailyMotion) or social networking (MySpace, Facebook, Webkinz, etc.) websites for its sheer massiveness: video clips available on YouTube at any given time exceed 100 million, and the site receives one billion clicks per day.

In your role as a parent, YouTube and similar sites present a double jeopardy of sorts, being a source of concern about what your child could view and what he could upload on the site. Again, remain vigilant.

There is no ignoring the appeal of these sites among young people. You should rather strive to learn their inner workings: how to register, how to navigate the site, etc. Only then will you be able to see for yourself the scale of the phenomenon. Also, remember that help is available from many sources to guide you along the way. 42

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Be a role model for your child

Children look up to their parents and teachers, who are thus in a privileged position to influence their development. A parent who is not consciously aware of his or her own behaviour will be unable to play a positive role during their child’s formative years.

Being a role model is a full-time job that demands constant attention: at work, during leisure time… everywhere and always. It is not our beliefs alone that serve as a model to others. The age-old dictum “Do as I say and not as I do” is a good reminder.

To set a good model for your child: your everyday behaviour should be consistent with the values you wish to instill in your child; learn to identify the different types of media content and their impact on your child; make it a habit to engage your child in a discussion about the films or television shows that you have watched together;

To ensure adequate control of your child’s interaction with the media: set clear rules; involve your child in establishing them, to ensure his acceptance; encourage your child to strike a balance between media entertainment and other healthy activities; help him plan, in a reasoned manner and in accordance with established rules, the time he will devote to watching his favourite shows and doing other activities;

The suggestions provided in this Guide are much easier to put in practice than they seem to be. Slowly but surely, they will soon become second nature to you. Trust yourself and remember that the media can, if properly used, be a source of enrichment in your child’s development. You can give your child the tools he needs to take full advantage of them.

The Régie du cinéma and youth protection

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My Child and The Screen the régie du cinéma and youth protection

Available resources

There is a wealth of information you can consult before watching a film or show, or when planning specific activities involving moving pictures: TV and theatre guides, videofilm, videogame and website educational and informative guides, etc. For additional guidance, you can refer to the film ratings applied by Quebec’s Régie du cinéma and videogame ratings by the Entertainment Software Rating Board (ESRB); you may also consider the use of Internet filters. Lastly, information resources exist in respect of televised media content, as presented further on in this Guide.

The information provided below will help you better determine what television shows, films, DVDs or other media products are acceptable for your child.

The Régie du cinéma and film ratings

The Régie du cinéma (www.rcq.gouv.qc.ca) is a government agency charged with the mandate of controlling the exhibition and distribution of films in Quebec and protecting intellectual property rights in accordance with the law. It performs its mandate by rating all films bound for distribution in Quebec, irrespective of the medium in which filmic material is supported. It is through the Régie that the government fulfils its obligation to protect children and youth, in accordance with the set of social values upheld in Quebec.

Film censorship in Quebec was abandoned in 1967. Since then, the Régie has adopted the practice of classifying films by viewing age. In rating films, classifiers take into account both their subject-matter and its treatment. They look at things such as:

violence;

sexuality, eroticism;

horror, psychopathological behaviour;

controversial issues or subjects (suicide, drugs, incest, disturbing situations, etc.) 47

My Child and The Screen the régie du cinéma and youth protection

paying attention to the manner in which these elements are presented, including:

images that may be disturbing to young viewers;

impact of editing, sound and special effects;

emphasis on certain unpleasant details;

type of language used;

overall tone of the film.

All these elements are weighed within the general context of the film to determine whether they are justified or gratuitous. Every work is judged in its entirety. Classifiers also consider whether the film is realistic and true to life, as well as the likelihood of young viewers identifying with certain film characters.

You should always bear in mind, however, that the Régie plays a role that is complementary to, but distinct from, the role reserved to parents. The Régie understands that it is the responsibility of parents to ensure that any films their children watch are consistent with their own values and beliefs. 48

My Child and The Screen the régie du cinéma and youth protection

Film Ratings

The Régie du cinéma rates films distributed in Québec pursuant to the Cinema Act. Clas- sification is based on age group. This system makes it possible to protect young people while ensuring the broadest possible access to cinematographic works. Films are gener- ally evaluated in light of general social trends and the Québec social context. To this end, the Régie is guided by public opinion and the social consensus on all the issues that may inform its decisions.

The Régie classifies films according to four ratings:

“généraL” The film is appropriate for viewing, rental or purchase by persons of all ages.

Films classified as “general” are not necessarily appropriate family entertainment. The Régie du cinéma assigns this rating to films it considers are unlikely to be disturbing to children. A work concerning a topic that is only of interest to adults may receive a “general” rating if it does not contain anything that may be unduly disturbing to young children.

The Régie may add the advisory “For children” to films that are specifically aimed at preschool-aged children. If, however, a film classified as “general” is likely to damage the sensibilities of children younger than 8, the Régie du cinéma adds the advisory “Not suitable for young children” or “G-DEC.”

Films with a “G” rating contain but occasional scenes of violence; in these scenes, violence is not overly intense and is not condoned. In this connection, consideration is given to the tone and genre of the film. Scenes of violence included in a comedy or adventure film featuring a larger-than-life hero do not have the same impact on children as violence set in a more realistic film.

There may be some nudity, but love scenes remain rather discreet. Depending on the context, certain expletives are tolerated. 49

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13 + The film may be viewed, purchased or rented only by persons 13 years of age or older. Children under 13 may be admitted only if accompanied by an adult. These films contain passages or sequences that may offend the sensitivity of younger viewers.

The Régie classifies in this category films that require a certain level of maturity and judgment, and invites parents to take this advisory into account.

Teenage viewers are more aware of the artificial nature of cinematic make-believe and psychologically stronger to process more complex or dramatic films. Violence, eroticism, coarse language or horror may be a dominant feature in films receiving this rating.

The film should, however, allow viewers to make out the meaning that should be attributed to the various characters and their actions, because teenagers are not necessarily prepared to view everything. This is why certain topics (drugs, suicide, disturbing situations, etc.) and their treatment are carefully scrutinized.

16 + The film may be viewed, purchased or rented only by persons 16 years of age or older.

At 16, young people enter a transition period, leaving adolescence behind to become adults. They enjoy a growing autonomy and have generally attained a certain psychological maturity.

Films receiving this rating deal with troubling themes, situations or behaviour that are addressed in a more direct manner. They may contain graphic, disturbing scenes of violence, horror and sexuality.

18 + The film may be viewed, purchased or rented only by persons 18 years of age or older.

More often than not, “Adult-only” films are primarily concerned with the representation of explicit sexual encounters. They may also contain extreme violence, with scenes portraying hyper-realistic cruelty, torture and horror. 50

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Additional advisory

The Régie currently employs seven advisories that are explanations or information to advise viewers about one or more predominant aspects of the film. You can read about them on the Régie’s website.

1. FOR CHILDREN. Added to a “General” rating, means that the film is particularly suitable for young children.

For all other films that are deemed to pose any manner of risk to younger audiences, one of the following advisory pieces is added to the rating.

2. Not suitable for young children. Added to a “General” rating, warns that the film may be disturbing to children under eight years of age.

3. Coarse Language. Added to a 13+, 16+ or 18+ rating, alerts to vulgar or obscene language in the film.

4. Eroticism. Added to a 13+, 16+ or 18+ rating, means that the film contains scenes of a sexual nature in a proportion such that sexuality may be said to be predominant.

5. Violence. Added to a 13+, 16+ or 18+ rating, means that violence is a dominant feature in the film.

6. HorrOr. Added to a 13+, 16+ or 18+ rating, warns that the film is strongly characterized by scenes intended to provoke disgust, repulsion or fear, with particular recourse to a graphic display of mutilated bodies.

7. Explicit sexuality. This advisory, attached to 18+ ratings only, means that the film is primarily comprised of scenes of a real and explicit sexual nature. In the retail video industry, store managers are required to place all films bearing this advisory in a separate adults-only room. 51

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“13 and over” means “13 and over” The law stipulates that a film rated “13 and over” should only be viewed by those who have reached that age, but it authorizes younger children to watch it if they are accompanied by an adult. When the Régie rates a film “13 and over”, it considers that the film may be disturbing to children aged 12 and younger. Whether at the cinema or at home, children aged 8 to 12 should not view such a film unless they are accompanied by an adult.

Be with your younger child when he watches a film rated 13+. Better yet, watch it first by yourself. That way, it will be easier to determine whether the film contains any scenes that your child should not see. Encourage your child to watch films that are suitable for his age.

Because a “General” rating designates material that is suitable for all ages – and irrespective of whether any special advisory is attached to it – no reference is made in it to any “Violence”, “Horror”, “Eroticism” or “Coarse language” that may be present in the film. If, in your opinion, a film bearing a “General” rating includes any content of this nature, you can contact the Régie du cinéma, either by telephone at 1 800-463-2463 or by email at ([email protected]), and communicate your disagreement with the rating.

Other unregulated media, such as websites and videogames, may contain traumatizing or otherwise harmful images. You may want to classify this type of content yourself, using the ratings and criteria that the Régie du cinéma applies to films. Other resources

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Other film rating systems

There are other classification systems in North America, and although their labels are often visible on DVD boxes, it should be noted that in Québec, the Régie du cinéma classification is the only rating with the force of law.

Film rating in Canada Classification of films for public exhibition and the home video market is a provincial responsibility. Besides Québec, the provinces of Ontario, Manitoba, British Columbia (extends to Saskatchewan and the Yukon), Alberta (extends to the Northwest Territories and Nunavut) and Nova Scotia (extends to New Brunswick and Prince Edward Island) follow film classification systems.

Under an agreement with the classification offices in the English-speaking provinces, the Canadian Motion Picture Distributors Association (CMPDA) administers a classification system for video materials distributed in Canada. Classifications and advisories established by participating provinces are compiled to obtain an average. This average is used to determine the rating and advisories that appear on DVD boxes labelled “Canadian Home Video Rating” (CHVRS).

CHVRS categories are as follows:

G = Suitable for viewing by all ages.

PG = Parental guidance advised.

14A = Suitable for people 14 years of age or older. Those under 14 should view with an adult.

18A = Suitable for people 18 years of age or older. Those under 18 should view with an adult.

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R = Restricted to 18 years and older.

E = Exempt from classification.

Films bearing the first two ratings should generally raise no concerns for your child aged between 8 and 12. Conversely, it is strongly suggested that you do not allow him to view films rated 18A or R. Also, while 14A ratings require that you exercise caution and consider the degree of maturity of your child, it is also strongly recommended that you watch the material with your child.

Film rating in the United States There are no laws governing film classification in the United States, and participation in the system is voluntary. The industry itself, through the Motion Picture Association of America (MPAA) (www.mpaa.org), assigns ratings.

1. g Suitable for all.

2. pg Parental supervision suggested because certain elements may not be suitable for children.

3. pg-13 Strong caution advised because certain elements may not be suitable for children younger than 13.

4. R Restricted to those aged 17 and over unless accompanied by an adult.

5. nC-17 Restricted to viewers over 17.

Outside Québec, accompanying adults who have access to MPAA ratings only should bear in mind that films rated G or PG should not generally be cause for concern. Conversely, films rated R or NC-17 should be deemed unsuitable for children between 8 and 12 years of age. Films rated PG-13 call for judgment on the part of adults, who should make a determination based on the child’s degree of maturity. Generally speaking, this type of films is not entirely off-limits for children, as long as they are accompanied by an adult during the screening. 56

My Child and The Screen OTHER RESOURCES

Television

There are many resources that you can consult to obtain information about television programming and to take a closer look behind the screen (e.g. public or private ownership, popularity ratings, the role of advertising, etc.), but also to let them know of your satisfaction or dissatisfaction!

Television programming The first source of information that comes readily to mind are TV guides, a useful tool for parents to select those shows that are most suitable for their children and establish their weekly TV time routine. You can find them in the newspapers and in several specialized magazines. In addition, all TV stations have their own websites offering additional information on their programming.

How television works If you are curious to know how television works, there are a number of sources you may find useful. The Media Awareness Network website (www.media-awareness.ca/english) is a plentiful source of information for parents, teachers and children on all technical, economic and social matters relating to television. Many other websites focus on specific aspects of television (advertising, violence, etc.) or are designed to reach a particular target audience (parents, teachers, children).

Voice your opinion One major concern raised by the relationship between society and television is that we tend to accept meekly the programming practices and decisions of television executives almost as an irreversible fact of life. All too often, our vision blurred by a sense of impotence, we fail to realize that the power of the media depends, in part, on our consumer reactions and behaviour.

Your opinion counts and television stations should be aware of it. When exercising this right to be heard, remember that your opinion need not be limited to what you actually see on television: you can also voice your concerns about the role that television should perform but neglects.

The following addresses provide quick access to the programming departments of local television stations, to let them know what you think about their shows. Your individual initiative, if emulated by many others, can certainly make a difference for all. 57

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1. ARTV 7. CTV Montreal www.artv.ca montreal.ctv.ca Email address: [email protected] Email address: Tel.: 514 597-3636 [email protected] Tel.: 514 273-6311 2. Canal D www.canald.com 8. Historia Tel.: 514 938-3330 www.historiatv.com Toll free: 1 800 361-5194 Tel.: 514 938-3330 Toll free: 1 800 361-5194 3. Canal Indigo www.canalindigo.com 9. LCN www.lcn.canoe.ca 4. Canal Vie Email address: [email protected] www.canalvie.com Tel.: 514 598-2869 Tel.: 514 938-3330 Toll free: 1 800 361-5194 10. MusiquePlus / MusiMax www.musiqueplus.com 5. Cinépop www.musimax.com www.cinepop.ca Tel.: 514 284-7587 Email address: [email protected] Tel.: 514 939-5090 11. Radio-Canada Toll free: 1 877 873-7327 www.radio-canada.ca/television Email address: [email protected] 6. Canal Savoir Tel.: 514 597-6000 www.canal.qc.ca Toll free 1 866 306-4636 Tel.: 514 987-6633 Toll free: 1 888 640-2626 12. Réseau des sports www.rds.ca Email address: [email protected] Tel.: 514 599-2244 Toll-free 1 888 737-6363 58

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13. Séries+ 20. TV5 www.seriesplus.com www.tv5.ca Tel.: 514 938-3330 Email address: [email protected] Toll free: 1 800 361-5194 Tel.: 514 522-5322

14. Super Écran 21. VRAK.TV www.superecran.com www.vrak.tv Tel.: 514 939-5090 Tel.: 514 938-3330 Toll free: 1 877 873-7327 Toll free: 1 800 361-5194

15. Télétoon 22. Ztélé www.teletoon.com www.ztele.com Tel.: 514 939-5016 Tel.: 514 939-3330 Toll free 1 888 884-8666 Toll free: 1 800 361-5194

16. TéléMag Québec www.telemag.tv Email address: [email protected] Tel.: 418 670-9078

17. Télé-Québec www.telequebec.tv Email address: [email protected] Tel.: 514 790-0141 Toll free 1 800 361-4362

18. TQS www.tqs.ca Email address: [email protected] Tel.: 514 390-6035

19. TVA www.tva.canoe.com Email address: [email protected] Tel.: 514 526-9251 Toll free 1 888 428-8904 59

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The CRTC

To round off your media primer, you may want to learn about the statutes and regula- tions governing the Canadian broadcasting system and the Canadian Radio-television and Telecommunications Commission (CRTC) (www.crtc.gc.ca), the agency vested with authority to grant broadcasting licences, and establish and enforce standards relating, among other things, to:

Children’s programming;

Canadian content;

Airtime devoted to advertising.

Two sets of regulations are now well established in Canada and Quebec, one relating to sexual stereotypes, the other focusing on televised advertising targeting children.

Official regulations relating to sexual stereotypes The regulations enforced by the CRTC in this area lay down rules that govern programming content, advertising, and sex-role portrayal. The Sex-Role Portrayal Code for Television and Radio Programming sets forth nine guidelines embodying broadcasters’ commitment to:

Provide a diversified representation of individuals of both sexes; cast women and girls in a wider array of roles;

Convey a sense of the intellectual and emotional equality between the sexes;

Create awareness regarding female and male role models presented to children;

Strive to eliminate negative stereotypes and promote the portrayal of positive role models incarnating progress. 60

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Regulation of televised advertising targeting children It is estimated that, each year, four million Canadian children between the ages of 2 and 12 spend $1.5 billion of their own money and influence household purchases in the ­neighbourhood of $15 billion (Vanier Institute, 2002).

The Consumer Protection Act adopted by Quebec in 1978 is designed to regulate the ­advertising industry, and contains provisions (articles 248 and 249) that prohibit any advertising directed at children under 13 years of age.

In addition, the Canadian Association of Broadcasters (CAB) (www.cab-acr.ca) has developed a code ­relating to advertising directed at children. The code is exclusively applicable in respect of products consumed entirely or primarily by children 12 years of age or younger.

Food items (notably sodas and sweet and salty snacks) are not subject to the code ­because these products are neither exclusively nor primarily consumed by children 12 and younger.

The rules contained in the Code regulate the language, selling points and visuals of ­advertising material directed primarily at children, as well as programming and times- lots that have children as their intended viewers. The thirty-odd rules that make up the Code include the prohibition against advertising certain products and using fictional characters that are known to children (e.g. Bugs Bunny, Caillou).

Commercial advertising may not exaggerate the performance or other characteristics of the product, or lead children to believe that owning the product will provide them with any kind of advantage over other children, or incite children to buy or to urge parents to buy the product.

All advertising directed at children requires prior approval from the Canadian ­Advertising Foundation, itself an advertisers’ association. All broadcasters are required to abide by the Code.

Any violation of the codes may be reported to the entities or agencies that have ­authored and enforce them.

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Television and Parental Control

Vidéotron www.videotron.com/services/en/television/tele-inter-controle.jsp Parental Control This function allows you to: 1. Block specific times of day 2. Block specific channels 3. Block types of shows

All this may be done using your supplier-provided PIN.

A. BLOCK SPECIFIC TIMES OF DAY 1. Press on the “Settings” button twice; select the “Block Time” option; press “Select”. 2. Follow the instructions onscreen to make your choice.

B. BLOCK SPECIFIC CHANNELS 1. Press on the “Settings” button twice; select the “Block Channel” option; press “Select”. 2. Follow the instructions onscreen to make your choice.

C. BLOCK TYPES OF SHOWS 1. Press on the “Settings” button twice; select the “Block Type” option; press “Select”. 2. Follow the instructions onscreen to make your choice.

TO ACTIVATE PARENTAL CONTROL Once you have set all your channel, time and type preferences, you will need to activate the parental control function. 1. Press on the “Settings” button twice; select the “Block PIN” option; select “Activate”; press “Select”. 2. Press on the button and enter your PIN.

TO DISABLE PARENTAL CONTROL: 1. Press on the “Settings” button twice; select the “Block PIN” option; select “Activate”; press “Select”. 2. Press on the button and enter your PIN to disable (or change) this function. 3. At this point, you can also change your PIN by selecting “Change”. To unblock a specific channel, tune that channel and follow the onscreen instructions to unblock it. 62

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Bell ExpressVu www.bell.ca/support/PrsCSrvTv_VDSLHelp_Parental_LocksPrint.page

Parental Lock Setup: To lock your system, you will first need to create a password:

1. Press “Menu” on your remote and select “Parental Control”. 2. Select “System Lock” on the screen. 3. Create a password and press OK. Confirm your password and press OK again. You can use your password to lock:

specific channels;

a range of channels in a category, such as pay-per-view or adult channels;

by rating

To lock by channel or by rating:

1. Press “Menu” on your remote and select “Parental Control”. 2. Enter your password and press OK. 3. Select “Lock by Channel” or “Lock by Movie or TV Ratings”. 4. Select the channel or rating you wish to lock out (a list of ratings appears below). A checkbox will appear onscreen allowing you to confirm your selection. Select “Save”. 63

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Channel ratings (established by broadcasters):

8 + Suitable for children 8 and older, but parental supervision is advised for children between 8 and 13 years of age.

14 + Suitable for children 14 and older.

18 + Adults only.

Unrated Contains blasphemous language, violence, nudity or strong sexual content.

To lock by channel category:

Follow steps 1 and 2 above. Select “Lock PPV” to lock all pay-per-view channels. You can also select “Mask Adult Channels” to remove all adult-only channels from the channel menu.

Telus Québec www.telusquebec.com/personnel/television/fonctions/controle.asp

Parental Control The Parental Control function allows you to block access to all shows on a channel. Press the “Menu” button on your remote, select “Settings” and “Parental Control”. Then select “By Channel”. All you need to do now is enter your 4-digit Parental Control PIN and check each of the channels you wish to block. To set your changes, select “Record”. 64

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Complaints Canadian Broadcast Standards Council (CBSC) www.cbsc.ca

The Canadian Broadcast Standards Council (CBSC) plays a special role in the Canadian broadcast industry. It deals with complaints and queries from the public about Canada’s private broadcasters’ programming. You can reach them at:

C.P. 3265, Station D Ottawa (Ontario), K1P 6H8 Tel.: 613 233-4607 Fax: 613 233-4826 Toll-free 877 696-4718 Email Address: [email protected]

Canadian Radio-television and Telecommunications Commission (CRTC) www.crtc.gc.ca

The CRTC is an independent organization created to regulate broadcast and tele­ communications networks in Canada. It reports to the Canadian Parliament through the Minister of Canadian Heritage.

Ottawa (Ontario) K1A 0N2 Toll free: 1 877-249-CRTC (2782) Fax: 819 994-0218 65

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Television: organizations and programs

The Alliance for Children and Television www.act-aet.tv

The Alliance for Children and Television positively affects Canadian children’s lives by using advocacy, recognition and training to enrich the screen-based media they experience.

The ACT statement of quality provided the foundation for the Children’s Television Charter, which is currently being ratified by governments and broadcasters around the world.

Quality television is television deemed excellent in both form and content, is geared to the needs and expectations of its target viewers, and meets recognized production standards.

The content of programs should be relevant and entertaining, stimulate the intellect and the imagination, and foster openness toward others. It should also be an accurate reflection of the world in which children grow up, respecting their dignity and promoting learning.

As a Canadian agency, the Alliance for Children and Television strives to promote Canadian content in children’s programming. Although young Canadians should definitely be exposed to international programs that testify to the rich diversity of our world, they should also have access to quality productions that portray Canada, its provinces, regions and communities, as well as its institutions, heritage and culture.

“TV and me”: a Discussion program www.cca-kids.ca/tvandme

This program brings discussions about real life and television into classrooms and living rooms.

It provides parents with tools to help their children make the most of their media experiences and stand up to the challenges of everyday life. Last but not least, TV and Me provides Canadian children with opportunities to explore, discuss, and apply skills that will help them to be healthy, responsible, and media literate young Canadians. 66

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Advertising Advertising Standards Canada www.adstandards.com

Canadian Film and Television Production Association www.cftpa.ca

Association of Canadian Advertisers www.aca-online.com

Concerned Children’s Advertisers www.cca-canada.com

TV Classification systems The Canadian TV classification system www.media-awareness.ca

The TV Parental Guidelines website describes the rating system used by US television stations and networks. www.tvguidelines.org

Distribution services

Bell ExpressVu Rogers Cable 1 800 641-2311 (Quebec subscribers) 1 877 343-5745 [email protected] www.rogers.com www.bell.ca/tv Telus TV Cogeco Inc. 514 310-1212 1 819 693-5151 [email protected] Toll-free: 1 800 665-5151 www.telusquebec.com www.cogeco.ca Vidéotron Ltd 514 380-2967 or 1 866 380-2967 www.videotron.com 67

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Videogames

ESRB’s rating system There is no Quebec-based classification system dedicated to videogame ratings. Most videogames sold in Canada bear a rating assigned by the Entertainment Software Rating Board (ESRB) (www.esrb.org/ratings/ratings_guide.jsp), which include the following:

EARLY CHILDHOOD Content that may be suitable for ages 3 and older. Contains no material that parents would find inappropriate.

EVERYONE Content that may be suitable for ages 6 and older. Titles in this category may contain minimal cartoon, fantasy or mild violence and/or infrequent use of mild language.

EVERYONE 10+ Content that may be suitable for ages 10 and older. Titles in this category may contain more cartoon, fantasy or mild violence, mild language and/or minimal suggestive themes.

TEEN Content that may be suitable for ages 13 and older. Titles in this category may contain violence, suggestive themes, crude humor, minimal blood, simulated gambling, and/or infrequent use of strong language.

MATURE Content that may be suitable for persons ages 17 and older. Titles in this category may contain intense violence, blood and gore, sexual content and/ or strong language. 68

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ADULTS ONLY Content that should only be played by persons 18 years and older. Titles in this category may include prolonged scenes of intense violence and/or graphic sexual content and nudity.

RATING PENDING Titles listed as RP (Rating Pending) have been submitted to the ESRB and are awaiting final rating. (This symbol appears only in advertising prior to a game’s release.)

Content Descriptors found on the back of the box indicate elements in a game that may have triggered a particular rating and / or may be of interest or concern.

It is interesting to note that 94% of the ratings assigned by ESRB in 2008 were for games found to be suitable for younger players (EC, E, E10+ and T ratings). The remaining 6% were rated either M or AO and, as such, are not appropriate for children.

What can you do if your 8 to 12 year-old is a videogame bug?

• Prohibit all games rated M (Mature) or AO (Adults Only), which are designed for an older public (17+ or 18+, respectively). • Your judgment will be needed to decide if your child is mature enough to play games rated Teen (T). Normally, children between 8 and 12 should not be exposed to serious risks when playing games rated T, but your child may be particularly sensitive to certain types of scenes. Talk to your child, and try to tailor your suggestions to accommodate his sensitivity. • If your child is a “chain-player” with a penchant for violent games, there is a risk that he may become desensitized and indifferent to real-life violence. Negotiate with your child to introduce other activities in addition to violent game-playing. Certain sports games on the Wii gaming console, for example, promote some form of physical activity. There is, however, no magical solution: remain watchful for any undesirable side effects. • Each time your child acquires a new videogame, you may want to take at least one look at it, irrespective of the rating on the cover.

For further information, you can visit: (www.esrb.org/about/parentalcontrols.jsp). It instructs you on how to use the Parental Control features on major game consoles. 69

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Internet

While there is no regulation as such of the Internet, cybernauts are not entirely without protection:

The Canada Safety Council www.safety-council.org proposes useful online safety rules that you can take as a guideline to design your own set of homemade rules.

In respect of porn sites, the child protection tool most commonly resorted to is the use of blocking software, known as “filters”.

Commercial filtering products are many and varied, with prices ranging from $40 to $100, and provide different forms of parental control on your child’s surfing.

Some internet sites that review internet filtering software:

1. www.software.toptenreviews.com 2. www.safesurf.com 3. www.monitoringsoftwarereviews.org

4. You may also want to read the article The Truth About Internet Blocking and Filtering, downloadable at: www.wellresearchedreviews.com/computer-monitoring 70

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Free Internet filtering software the following list contains a sample of Internet filtering freeware that you can download at: www.commentcamarche.net

CONTROL KIDS Parental control filtering software that blocks access to all sites with pornographic or violent content, restricts download of certain risky material and transmission of personal data, such as email address, telephone and bank card numbers. Control Kids keeps logs of all visited sites, chat exchanges, and keyboard activity. Control Kids automatically closes pop-up windows and deletes cookie trackers. It additionally protects your PC from most spyware and malware code on the Web.

EYE KIDZ Eye Kids relies on an educational and ergonomic approach that makes it very easy to use for both parents and children.

Among other functions, Eye Kidz:

provides a filter, an Internet browser and a children’s portal; with its Artificial Intelligence-based filter, offers maximum safety and freedom for children; specifically designed for children, it is presented as a fun activity; recommends an Internet surfing schedule for children.

PRIVOSQUID Privosquid is an open-source product that blocks spyware, pop-ups, and advertising.

It contains a parental control function with a black list that places some 640,000 pornographic, violent, or otherwise unsuitable sites off-limits.

LOGPROTECT Unlike most other software products, which it complements, LogProtect does not restrict access to sites: it controls the data that your child sends through the Internet. With this product, parents need to define a list of keywords that the software will monitor.

The sole purpose of this product is to stop children from giving out their personal data, whether in a chatroom, on MSN or in an online form. LogProtect adopts an educational approach. After receiving so many alerts, your child eventually understands it is dangerous to volunteer personal data to strangers. 71

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A case apart: Microsoft (www.microsoft.com)

Back in 2006, Microsoft announced that its Windows Live service would include parental control functionality to protect children from unsuitable Internet content.

All filters discussed above are either based on:

clearly predefinedrules (e.g. Content Advisor, Microsoft’s free parental control software preinstalled in all computers); or

standards, i.e., they rely heavily on social consensus and generally accepted behaviour, as is the case with most of the filtering software presented above.

Let us take a closer look at Content Advisor, which is right there at your reach and… for free.

On your computer, go to (1) Internet Explorer; (2) From the pull-down menu, select «Tools»; (3) select «Internet Options»; and (4) open the «Content» tab.

When you enable “Content Advisor”; a box with four tabs will pop up. The first tab, “Ratings”, lets you adjust access rights in terms of Language, Nudity, Sex, and Violence, using a 0 to 4 sliding scale.

This sliding scale allows you to create your own filter parameters. For example, “Violence” is broken down into four levels:

1. Fighting; 2. Killing; 3. Killing with blood and gore; 4. Wanton and gratuitous violence.

A description of each level appears below as you move the slider. If you find that “killing” (level 2) is too vague a reference, the description below is a bit more precise: “Humans or creatures injured or killed. Rewards injuring non-threatening creatures.”

The remaining three tabs let you refine your settings to suit your filtering needs.

The approach underlying Content Advisor relies on simple, clear and precise “rules”. Its purpose is achieved by mechanically managing a limited set of facts or data. 72

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Microsoft and MSN in France : Its 2008 debut

MSN now allows parents to validate their children’s contacts. MSN France has introduced a special, free parental control function in its Windows Live Messenger.

In response to growing parent demand, MSN France has officially launched its free Windows Live parental control software. In addition to classical parental control functionality, Windows Live contains a function where parents can monitor contacts their children are authorized to interact with on Windows Live Messenger (the new MSN Messenger). Once the parental control has been enabled, children may not add new contacts without parental authorization. Windows Live Messenger has 16 million users in France, of which three million are 18 or younger. 73

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Additional Internet resources Cyberaide www.cyberaide.ca

Cybertip.ca is an online tipline for reporting the online sexual exploitation of children. Created in Winnipeg, Manitoba, in 2002, Cybertip.ca provides assistance and coordination to process complaints from the public. It determines the best action strategy in respect of a complaint and assists the public in coming into contact with the relevant law enforcement agency. Cybertip.ca receives complaints relating to child pornography, online luring, traveling to sexually exploit children, and child exploitation through prostitution.

In 2007, Cybertip.ca merged with Cyberwise.ca, a site offering advice, resources and useful links on safe Internet use. Cyberwise.ca offers, among other tools, a chatroom glossary, classroom activities, games for younger children, and a description of online dangers such as cyberbullying, child pornography and online luring.

The Cyberwise.ca website is part of Canada’s national strategy for the protection of children against online sexual exploitation created in 2004 by the government of Canada.

Task Force on Spam www.stopspamhere.ca

Canada’s Task Force on Spam conceived its website to help parents protect their children against online risks. The site provides statistics, tips and resources on spam, spyware and phishing, all of which pose a serious risk of identity theft.

Your Rights on the Internet www.droitsurinternet.ca

This site has been designed by the Université de Montréal’s Centre de recherche en droit public, with the support of the Information Highway Department of Quebec’s Sécretariat du Conseil du trésor and the Direction des ressources didactiques of Quebec’s Ministry of Education.

Internet 101 www.internet101.ca

Internet 101 is not intended as a substitute for other online resources: it is rather a “gateway” to existing websites. In addition, Internet 101 provides a compilation of presentations, safety tips and other resources developed by educational partners for the benefit of parents, teachers and law enforcers throughout Canada. 74

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Sureté du Québec www.suretequebec.gouv.qc.ca/lutte/cybersurveillance/cybersurveillance.html

The Sûreté du Québec’s Module de la cybersurveillance et de la vigie (MCV) receives, reviews and validates cybercrime complaints, collects supporting evidence and refers validated complaints to the relevant law enforcement agencies.

Vigilance sur le net www.vigilancesurlenet.com

Videotron’s Vigilance on the net program is designed to educate Québec parents and teens about the dangers of the Internet and to provide them with tools and advice on how to protect themselves.

As part of its Vigilance on the net program, Videotron is also conducting a major Québec- wide awareness-raising and education campaign targeting parents and kids aged 7 to 17.

WebAware www.bewebaware.ca

BeWebAware is a public education program on Internet safety. The objective of the program is to ensure that young Canadians benefit from the Internet while being safe and responsible in their online activities.

The goal of BeWebAware is twofold: 1. Raise awareness among parents that there are safety issues when their children go online and that they need to get involved; 2. Provide practical information and tools that will equip parents to effectively manage Internet use in the home and to teach their children to be Web-savvy.

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Telephone services

Commissioner for Complaints for Telecommunications Services www.ccts-cprst.ca

The Commissioner for Complaints for Telecommunications Services (CCTS) is an independent agency with a mandate to receive and, if necessary, resolve consumer and small business complaints relating to local, domestic long distance, and wireless telephone services and Internet access services.

PhoneBusters www.phonebusters.com

PhoneBusters is the central agency in Canada that collects information on telemarketing, advanced fee fraud letters (Nigerian letters) and identity theft complaints. The information is disseminated to the appropriate law enforcement agencies. The data collected at PhoneBusters is a valuable tool in evaluating the effects of various types of fraud on the public. It also helps to prevent future similar crimes. Consumer protection

Canadian Office of Consumer Affairs consumerinformation.ca

The Office of Consumer Affairs has decided to consolidate in a single website the best consumer information, tools and services designed by highly reliable, unbiased sources. The Consumer Information Gateway is the result of a strategic alliance bringing together over 400 federal, provincial and territorial ministries and agencies and NGOs.

The Canadian Code of Advertising Standards www.adstandards.com

For over 40 years now, the Canadian Code of Advertising Standards has set standards for acceptable advertising. 76

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Quebec’s Office de la protection du consommateur www.opc.gouv.qc.ca

The mission of the Office de la protection du consommateur is to protect consumers residing in Quebec. In this role, it provides consumer information, advocates consumers’ interests and enforces relevant legislation.

Option consommateurs www.option-consommateurs.org

Option consommateurs is a not-for-profit association whose mission is to promote and defend the basic rights of consumers and ensure that they are recognized and respected.

General interest resources

DEAL.org www.deal.org The deal.org program was started in 1997. Affiliated with the Royal Canadian Mounted Police, it is, above all else, an information and prevention tool for youth.

By addressing a variety of subjects through its website, deal.org hopes to encourage youth throughout Canada to make healthy, informed decisions and to get involved in their communities. 77

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Commission des droits de la personne et des droits de la jeunesse www.cdpdj.qc.ca

The Commission des droits de la personne et des droits de la jeunesse was created for the purpose of promoting and upholding the principles enunciated in the Charter of Human Rights and Freedoms.

Among its responsibilities, the Commission ensures the promotion and protection of the rights of children recognized by the Youth Protection Act and the Youth Criminal Justice Act.

Sainte-Justine Hospital www.chu-sainte-justine.org

Ste-Justine Hospital’s Guide Info-Parents, an annotated, thematically organized resource document, contains contact information for 300 assistance organizations, 1,500 reading suggestions for parents, children and teens, as well as 600 links to specialized websites.

Media Awareness Network (Mnet) www.media-awareness.ca

Mnet is a Canadian non-profit organization that has been pioneering the development of media literacy programs since its incorporation in 1996. Mnet members have backgrounds in education, journalism, mass communications, and cultural policy. Mnet members work in partnership with Canadian and international organizations to promote media and Internet education by producing online programs and resources.

Ligne Parents www.ligneparents.com

ParentLine is a resource for parents in Québec. Confidential, bilingual, free and available 24/7, ParentLine helps to break the isolation in which parents too often find themselves. Professional practitioners are available to help parents defuse the crises they face from day to day and answer their questions. 78

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Some useful links for parents

1. Cell Phones and Your Kids www.mediafamily.org

2. Cyberbullying Prevention Advice for Parents www.bullyfreealberta.ca

3. Cybersmart Kids : How to be cybersmart and use the Internet safely www.cybersmartkids.com

4. Early Sexualization: A Guide for Parents of Preteen Girls www.ydesfemmesmtl.org

5. effective discipline for children www.cps.ca

6. How To Talk With Your Kids About Drugs www.ottawapolice.ca

7. the Impact of Home Computer Use on Children’s Activities and Development www.cps.ca

8. Impact of media use on children and youth www.cps.ca

9. Internet Security www.rcmp-grc.gc.ca

10. Online Parental Control www.consumerinformation.ca 79

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11. Parent-Child Relationship: A New Approach www.phac-aspc.gc.ca

12. Research on the Effects of Media Violence www.media-awareness.ca

13. TV and me – For parents: Children and TV / Children and the Net www.cca-kids.ca

14. TV Viewer’s Guide: Grade schoolers www.pbs.org

15. Using the Internet with Your Children www.cca-kids.ca 80

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Selected Bibliographical References

Buckingham, D. (2000). After the Death of Childhood: Growing in the Age of Electronic Media. Cambridge, UK : Polity Press.

Cantor, J. (1998). Mommy I’m Scared: How TV and Movies Frighten Children and What We Can Do to Protect Them. San Diego, CA : Harcourt Brace.

Cantor, J. (1998). “Children’s Attraction to Violent Television Programming”. In J. Goldstein (Ed.) Why We Watch: Attractions of Violent Entertainment. New York : Oxford University Press.

Cantor, J. (2002). “Fright Reactions to Mass Media”. In J. Bryant and D. Zillmann (Eds.), Media Effects. Hillsdale, N.J. : Lawrence Erlbaum Associates.

Ekkstrom, K.M. and Tufte, Brigitte (2007). Children, Media and Consumption: On the Front Edge. Goteborg: The International Clearinghouse on Children, Youth and Media.

Fowles, J. (1999). The Case for Television Violence. Thousand Oaks, CA : Sage.

Freedman, J.L. (1984). “Effect of Television Violence on Aggressiveness”. Psychological Bulletin, 96.

Gentile, Douglas A. (2003). Media violence and Children : a Complete Guide for Parents and Professionals, Westport, C.T. : Praeger

Jacquinot, G. (1995). « La télévision : terminal cognitif », Réseaux, 13, 74.

Jacquinot, G. (2002). Les jeunes et les médias. Perspectives de recherches dans le monde. Paris : L’Harmattan.

Lebel, E. et M. Lavallée, (2008). Les pratiques et les systèmes représentationnels liés à la télévision des enfants de 7 à 12 ans, Québec, Idéa, Groupe de recherche sur les images et les représentations sociales.

Lemish, D. (2007). Children and Television. A global Perspective. Oxford : Blackwell Publishing.

Sparks, G.G., and Sparks, C.W. (2000). “Violence, mayhem and horror”. In D. Zillman and P. Vorderer (Eds.), Media entertainment: The psychology of its appeal. Mahwah, N.J. : Lawrence Erlbaum Associates.

Tisseron, S. (1998). Y a-t-il un pilote dans l’image ? Paris : Aubier. 81

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Tisseron, S. (2000). Enfants sous influences ; les écrans rendent-ils les jeunes violents ? Paris: Armand Colin, « 10/18 ».

Tisseron, S. (2007). L’intimité surexposée. Paris : Ramsay.

Tisseron, S. (2008) Virtuel, mon amour. Penser, aimer, souffrir à l’ère des nouvelles technologies. Paris : Éditions Albin Michel.

Valkenburg, P.M. (2004). Children’s Responses to the Screen. A Media Psychological Approach. Mahwah, N.J. : Lawrence Erlbaum Associates.

Valkenburg, P.M., and Cantor, J. (2000). “Children’s Likes and Dislikes of Entertainment Programs”. In D. Zillmann and P. Vorderer (Eds.), Media Entertainment: The Psychology of Its Appeal. Mahwah, N.J. : Lawrence Erlbaum Associates.

Zillmann, D. (1978). “Attribution and Misattribution of Excitatory Reactions”. In J.H. Harvey, W. Ickes, and R.F. Kidd (Eds.), New Directions in Attribution Research. Hillsdale, N.J. : Lawrence Erlbaum Associates.

Zillmann, D., Weaver, J.B., Mundorf, N., and Aust, C.F. (1986). “Effects of an Opposite-gender Companion’s Affect to Horror on Distress, Delight, and Attraction”. Journal of Personality and Social Psychology, 51.

Zuckerman, M. (1996). “Sensation Seeking and the Taste for Vicarious Horror. In J.B. Weaver and R. Tamborini (Eds.), Horror Films: Current Research on Audience Preferences and Reactions. Mahwah, N.J. : Lawrence Erlbaum Associates. Children learn, are enriched, and explore the world through images. As stimulating as they can be, images can also have unwanted consequences. My Child and the Screen is a guide for those responsible for children aged 8 to 12, to support them in assisting children in their experience of our media-based world, even when the content of what they are viewing is inappropriate. Essentially, My Child and the Screen will help you communicate effectively with children under the most favourable conditions possible.