Jim Wild (Ed.) - Exploiting Childhood - How Fast Food, Material Obsession and Porn Culture Are Creating New Forms of Child Abuse (2013, Jessica Kingsley Publishers) PDF

‘Keenly researched and powerfully argued, this is a clarion call for the
protection of children against insidious forms of harm. A courageous and

hugely important book.’
– Jay Griffiths, author of Kith: The Riddle of the Childscape
‘The nightmarish vision of this book is that parents have less and less
ability to influence their children as the advertising and multimedia
corporations colonise their minds. Children’s bodies and brains are being
steered towards future disease from junk food, they are desensitised
to violence and prematurely sexualised, whilst their imaginations and
empathy wither away from lack of creative play and interaction. It is
a scary story and it left me genuinely wondering whether our current
culture is itself abusing children.’
– Sue Gerhardt, psychotherapist and author of The Selfish Society
‘When adults poison children, groom them for sex or expose them to
extreme violence, we call it abuse. In this provocative and often shocking
book, child protection expert Jim Wild rallies a wide range of expert
evidence to show how “abuse” of this kind is rapidly becoming normalised
across society – in the name of economic growth. As unregulated corporate
greed threatens the physical and mental health of an entire generation,
Exploiting Childhood is a book none of us can afford to ignore.’
– Sue Palmer, author of Toxic Childhood
‘This vital book unpicks one of the tragedies of our time: the destruction of
childhood by materialism, must-have selfishness and neoliberal ideology.
From “make me a model parties” for six year old girls, complete with
manicurists, hair dressers and a bespoke catwalk, to children watching
18,000 ads a year on their bedroom tellies, the picture to emerge is both
grim and compelling. No wonder one child sex offender could so coldly
observe “the culture did a lot of the grooming for me”.
But this book also gives enormous hope. People – young and old – are
resisting, rebelling and retelling their own stories. The chapter on critical
thinking and the “hunt for assumptions” is beautifully pitched. We meet
the inner city writing group Still Waters in a Storm which is an oasis that
allows kids to regroup and rethink. And though we are reminded that the
road to change is not easy, we also learn that we can have fun along the
way – whether it is in the knowing lyrics of the rap scene or the wisdom
of Shakespeare re-expressed in New York street argot.’
– Professor Gerard Hastings, Director of the Institute
for Social Marketing and the Centre for Tobacco Control
Research, Stirling and the Open University
‘This well-evidenced and argued book exposes the pervasive and
shocking forms of commercial exploitation and abuse of children by
large corporations. Jim Wild and the expert chapter authors challenge
us to face up to the misery and exploitation caused to parents, children
and young people by these companies. The book makes a persuasive case
for ensuring that children are protected from all forms of abuse, beyond
those that our child protection systems currently recognise.’
– Brian Littlechild, Professor of Social Work, University of Hertfordshire, UK
‘This important book recognises that child protection policy and practice
has a very restricted view of what causes harm to children, and that we
need to take seriously the growing evidence about the negative impact of
commercial and corporate exploitation on children’s well-being.’
– Nigel Parton, Professor of Applied Childhood
Studies, University of Huddersfield
‘Child protection is everyone’s business – or at least it should be! This

provocative book asks whether it is time to broaden the definition of
“significant harm” because of the nature of the society we live in, the
way we do business and the implications this has for our children. It
focuses on many areas not traditionally seen as the core business of child
protection professionals and challenges us to consider how our modern
society impacts on children and their right to a safe childhood. Parents,
professionals and politicians have a responsibility to understand the
growing body of evidence concerning these risks. Agree or disagree, this
book will challenge your thinking and urge you to question how some
things in everyday life may be doing children more harm than good.’
– Trish O’Donnell, Development Manager, NSPCC
‘This book should find a place on the reading lists of all safeguarding
and children’s services workers. It moves away from the usual focus on
individual families and instead systematically examines the impact of
society-wide commercial pressures on children.’
– Dr Terry Murphy, Teesside University and
Social Work Action Network committee
‘Over 12 years of delivering Local Safeguarding Children Board (LSCB)

and single agency safeguarding training, I’ve found that attendees
always want to know a safeguarding professional’s opinions on the sorts
of dilemmas and issues discussed in this book. This is an accessible,
compelling and important book, and anyone involved in safeguarding
children should read it and be aware of these issues.’
– Jane O’Daly, Trust Safeguarding Lead, Derby Hospitals
NHS Foundation TrustExploiting Childhood
Exploiting
Childhood
How Fast Food, Material Obsession
and Porn Culture are Creating New Forms
of Child Abuse
Edited by Jim Wild

Forewords by Camila Batmanghelidjh
and Oliver James
Jessica Kingsley Publishers

London and Philadelphia
First published in 2013
by Jessica Kingsley Publishers
73 Collier Street
London N1 9BE, UK
and
400 Market Street, Suite 400
Philadelphia, PA 19106, USA
www.jkp.com
Copyright © Jessica Kingsley Publishers 2013
Foreword copyright © Camila Batmanghelidjh 2013
Foreword copyright © Oliver James 2013
Cover illustration copyright © Matt Kenyon (www.mattkenyon.co.uk) 2013
Chapter 7 copyright © Susie Orbach
All rights reserved. No part of this publication may be reproduced in any material
form (including photocopying or storing it in any medium by electronic means and
whether or not transiently or incidentally to some other use of this publication)
without the written permission of the copyright owner except in accordance with
the provisions of the Copyright, Designs and Patents Act 1988 or under the terms
of a licence issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10
Kirby Street, London EC1N 8TS. Applications for the copyright owner’s written
permission to reproduce any part of this publication should be addressed to the
publisher.
Warning: The doing of an unauthorised act in relation to a copyright work may
result in both a civil claim for damages and criminal prosecution.
Library of Congress Cataloging in Publication Data
Exploiting childhood : how fast food, material obsession and porn culture are
creating new forms of
child abuse / edited by Jim Wild ; forewords by Camila Batmanghelidjh and Oliver
James.
pages cm
ISBN 978-1-84905-368-6
1. Child welfare. 2. Child abuse. 3. Children--Social conditions--21st century. I.
Wild, Jim, 1953-
HV713.E89 2014
362.76--dc23
2013026939
British Library Cataloguing in Publication Data
A CIP catalogue record for this book is available from the British Library
ISBN 978 1 84905 368 6
eISBN 978 0 85700 742 1
I would like to dedicate this book to a range of people, organisations
and critical thinkers who have raised the spectre of new challenges
in child protection.
Contents
Foreword 9
Camila Batmanghelidjh
Foreword 11
Oliver James
Acknowledgements 14
1 Introduction 17
Jim Wild
Part 1 Commercial Exploitation

2 Arguments, Bullies and Feeling Poor: How Consumer
Culture Affects Children’s Relationships 34
Professor Agnes Nairn
3 Child Obesity and the Junk Food Marketeers 49
Tim Lobstein
4 The Science of Violent Entertainment 65
Dr Wayne Warburton
5 Changing Childhoods: Nature Deficit 86
James Hawes
6 The Myth of Choice for Children and Parents:
Why We Deny the Harm Being Caused to
Our Children 98
Renata Salecl
Part 2 Sexual Exploitation
7 The Commercialisation of Girls’ Bodies 110
Susie Orbach
8 Grooming Our Girls: Hypersexualization of the Culture
as Child Sexual Abuse 116
Dr Gail Dines
9 The Internet: A Global Market for Child Sexual Abuse 130
Sharon Girling OBE
10 Sex, Sexuality and Child Sexual Abuse 145
Professor Liz Kelly CBE
11 Children, Childhood and Sexualised Popular Culture 149
Dr Maddy Coy
Part 3 Fighting Back Against

Commercial and Sexual Exploitation
12 Helping Children to Stand Up to Society: Critical
Challenges and Culture Jamming 164
Professor Stephen D. Brookfield
13 Still Waters in a Storm: The Power of
Collective Learning 178
Stephen Haff
14 Resisting the Charm of an All-consuming life?
Riots, Rebellion and Finding New Utopias for
Children and Young People 187
Dr Adam Barnard
15 Conclusion: A New Category of Child Abuse? 202
Jim Wild
List of Contributors 207
Subject Index 211
Author Index 220
Foreword
You have to wonder why in one of the most advanced countries

in the world children continue to be violated at an epidemic rate.
Millions are physically abused, neglected, sexually abused and
emotionally traumatised. With the advancement of neuroscience
and the sophistication of brain scanning, the chronic maltreatment
vulnerable children endure shows up as functional and structural
deficits in their brains. Child abuse is a lifelong challenge. When
trauma has overpowered the child the best a child can hope for is
that one day they will acquire some mastery over it. Flashbacks,
dis-regulated emotional states, changes in immune system and
cognitive impairments can be triggered by childhood maltreatment.
Not so visible is the chronic and insidious exposure of children
to the rotten behaviour of adults. Neuropsychiatric research carried
out at University of Cambridge demonstrates that significant
damage to children’s development can be perpetuated by constant
low-level bickering, arguing, ignoring and negating within the
family home. So whilst the dramatic assaults and their impact
is now well understood, the perverted, almost normalised, harm
children are exposed to, accumulatively becomes as toxic as the
violent assaults.
The commercialisation of childhood, with children often being
perceived as desirable little adults or as children used for sexual
gratification, is adding to the mix of challenges a child in Britain
has to negotiate. It really doesn’t have to be this way. We don’t have
to harm our kids. They deserve better.
9
Exploiting Childhood
Society is, on the whole, very good at identifying the obvious

perpetrators of abuse. We have systems to bring them to justice
and to hold them accountable for the harm they do. But the
conversation we’re not having is how much children’s sense of
safety and their dignity is been assaulted through seemingly civil
structures. The computer in our households traffic horrific images
of violated children and some people switch on to be gratified.
Milder versions of this appear in billposters, on our roads and in our
magazines, disguised in adverts for clothing or drinks. It’s adults
who generate these images, who sell their products through the
sexualisation of children. Our political leaders do little to prevent
the harm done. Because children don’t vote, they can’t hold them
accountable. They don’t control the media so they’re voiceless in a
nation where adults, who are supposed to speak on their behalf,
don’t do so because they don’t think of the world from a vulnerable
child’s perspective.
I hope in reading this book we will have reflected back at us the
wrongs we have so delusionary normalised. We have to have faith
in the humanity we share in common and I can only hope that, in
reading this amazing book, we’ll have the courage to stop abuse
when we come across it.
Psychotherapist, and founder of
The Place2Be and Kids Company London, UK
10
Foreword
Oliver James
Jim Wild will outline in his introduction that the chapters in this
book will require that we broaden our concept of the fundamental
causes of harm in young people. Whilst physical and sexual abuse,
emotional neglect and other forms of maltreatment will always
be a major concern, we have to accept that the wider cultural and
economic environment is also contributing to the horrifying levels
of distress that surveys consistently find. The key factor has been
political economics.
From 1979 in Britain and from 1980 in America, Thatcherism
and Reagonomics created a form of political economy, which I
term ‘Selfish Capitalism’. It directly caused a substantial rise in
emotional problems through ramping up consumerism, unrealistic
material expectations and massive personal debts.
Selfish Capitalism has four defining features. The first is that
the success of a company is judged largely by its current share
price, rather than by its underlying strength or its contribution to
the society or economy.
The second is a strong drive to privatise collective goods, such
as water, gas and electric utilities.
The third is minimal regulation of financial services and labour
markets, including the introduction of working practices that
strongly favour employers and disfavour trade unions, making it
easier to hire and fire. Alongside this, taxes are not concerned with
the redistribution of wealth, making it easier for corporations and
the rich to avoid them, and to use tax havens within the law. There
is also a substantial increase in household debt because lenders are
11
permitted to advertise heavily to populations, leading to widespread

use of credit cards, loans and mortgages. Debt becomes a natural
state – nationally and individually.
The fourth defining feature is the conviction that consumption
and market forces can meet human needs of almost every kind.
Given these characteristics, it is not surprising that Selfish
Capitalist societies create citizens who tend to be more materialistic
than ones in relatively unselfish capitalist societies, like those in
mainland Western Europe. Materialism is placing too high a value
on money, possessions, appearances and fame. For 50 years, the per
capita spend on advertising in America has been four times that
in mainland Europe. Twice as much has been spent in the UK.
Advertising is designed deliberately to conflate confected wants
with real needs.
Materialistic people are significantly more likely to suffer the
commonest emotional problems – depression, neuroses, personality
disorders, substance abuse and eating disorders ( James 2007). It
follows that if you increase the materialism of a population, you
would expect a rise in emotional problems.
In my book The Selfish Capitalist I present evidence from the
World Health Organization’s 15-nation survey of mental illness
that there is twice as much mental illness in the materialistic
English-speaking nations compared with mainland Europe. I
also cite strong evidence that the amount of mental illness among
young people doubled between 1980 and 2007 in the UK.
Young women were particularly harmed, and in some respects,
their suffering has been that of the canaries in the ‘Selfish Capitalist
cage’. A British study of a large sample of 15-year-olds showed
that the prevalence of emotional problems from the top two social
classes rose from 24 per cent in 1987 to 38 per cent in 1999. This
rise had continued when the survey was repeated in 2006, the
proportion rising to 43 per cent.
The concerns the young women gave for their distress were
their body images, day-to-day school pressures, exams and family
problems. The body image distress is particularly pertinent. Since
the 1970s there have been studies proving that if young women are
exposed to images of exceptionally good-looking and slim other
females, they feel worse afterwards. When their male partners
are so exposed, not only are they less satisfied with their current
partner, they actually record feeling less love for them. In the
12
Foreword
largely unregulated contemporary cultures found in America and

the UK, females are exposed to huge numbers of such images daily.
It is hardly surprising if they subsequently report discontent about
their bodies.
Put crudely, we have been turned into a population of ‘Shop
Till You Drop’, ‘It Could Be You’, credit-fuelled consumer junkies.
This book demands that you take this into account when listening
to children report their anxieties and feelings of depression. It is
also a wake-up call in terms of the kind of society we have built
and the one that we should be aiming for.
Oliver James
Psychologist, journalist and author, London, UK
Reference
James, O. (2007) Affluenza. London: Vermilion.
13
Acknowledgements
First, I would like to thank those who I love dearly and sometimes
let down because of my constant activism: my partner Joan Healey,
daughters Emma, Chloe and Bridie, and granddaughters Evie
and Emily.
My friends for over 20 years, John Casson and Lynne Jones
have always been available when I needed support through good
and bad times.
Those at Jessica Kingsley Publishers, in particular, Stephen
Jones the Commissioning Editor who had several well-mannered
duels with me over the book’s title and has always been faithful to
the project, and Allison Walker the Production Editor who has
always been so hard working and available.
I want to acknowledge people and organisations that have
helped me run the events and encourage the publication. Some
simply gave me work when I have found myself having to leave
places of employment because I could not accept the lack of
ethics or blew the whistle on bad practice. Others gave me time,
support or encouragement and have influenced or inspired me into
action. They include: David Footie, Sharon Girling, Matt Kenyon,
Michael Kerman, Graham Whitehead, Mark Sobey (for doing the
right thing), Susie Orbach, Oliver James, Jo Neale, Julie Bindel,
The British Association of Social Workers, Peter Beresford, Glenis
Hurst-Robson, Damien Simpson, John Goodwin, BASPCAN,
Still Waters in the Storm, Carol Holt, Susan Wordsworth, Cindy
Campbell and Glen Dickson. Particular thanks to Professor Chris
Goddard and Professor Brian Littlechild who have encouraged me
and evaluated my projects in their own time. Liz Kelly and Maddy
Coy have always been willing to support me and are such incredibly
committed academics. I would especially like to thank everyone
at Kids Company for helping with practical resources when the
14
Acknowledgements
events leading to this book took place, and their inspirational

leader Camila Batmanghelidjh who has always given empowering
words of support. I would also like to acknowledge the amazing
Professor Gail Dines who is ahead of us all with her unique style
of teaching, ceaseless campaigning and concern about the effects
of pornography.
15
Chapter 1
Introduction
Jim Wild
This book has been written to describe the emerging problems

and dilemmas associated with the widespread and insidious
exploitation of children today, across all sections of society. You
may find some of the material shocking, perhaps provocative in
places, but its overall aim is to make you think, and question your
own assumptions about our collective responsibility for the welfare
of children in society today.
My own background is as a child protection trainer, consultant
and activist, having worked in the field of social work and child
protection for many years. In 2012 I organised a series of events
in London for child protection workers, which featured a range
of international speakers, designed to contribute new and original
perspectives on widespread harm being inflicted on children arising
from commercial activity, whether it be sexualised marketing and
publicity or aggressive marketing of junk foods.
What was striking about these events was that many
professionals who attended were profoundly moved and shocked
by much of what they heard, but their common response was, ‘But
what can we do?’ The intention of this book is to explore some of
the issues first raised in the series of events, and to think upon
the question – what can and should we be doing to address these
harmful influences, and are these encroachments into the lives of
children and young people creating new forms of harm?
It should be pointed out that many of the speakers and
contributors in this publication do not have a background in child
protection and do not speak in a unified voice. Not all would agree
17
that the concerns described within this book should be considered

as new forms of abuse, and the diversity represented within the
book is also reflected in the different styles of writing – some
dwelling on research findings and statistics, others offering a more
personally informed perspective. What all featured contributors do
share is high levels of expertise in their own particular areas of
interest, and all contribute vital evidence for the reader to consider
when reflecting on how we should be responding.
Commercial and
corporate exploitation
Children and young people live in a world where big corporations
and commercial interests employ some of the most talented and
creative individuals in their marketing and advertising companies
to devise astounding ways of influencing parents, children and
young people to part with money.
A wide range of techniques and psychological manipulations
are used by corporate and commercial interests to get children and
young people ‘onside’ – they are encouraged to eat, dress, purchase
or develop ‘aspirational lifestyles’ for a wide range of consumer
products or behave or act in ways that seem demonstrative of the
latest fashion or trend (Mayo and Nairn 2009).
In the UK the average child now watches around 17 hours
of TV a week, three out of four children between the ages of 5
and 16 have a TV in their bedroom and they watch on average
18,000 adverts each year (Beder, Varney and Gosden 2009).
Recent mobile phone technology provides a greater opportunity
for ‘personalisation’ and for corporate interests to form significant
‘relationships’ with children and young people. It is a process
built on a cycle of desire, acquisition and dissatisfaction (Salecl
2011) as new and more exciting and exclusive technology is
produced, resulting in anxiety, uncertainty and the need to uphold
and exhibit the notion of ourselves through a public display of
consumer affluence.
In the book This Little Kiddy Went to Market, Beder, Varney and
Gosden (2009) suggest that many businesses set out to deceive.
Sharon Beder claims this takes the form of:
18
Introduction
• the use of celebrities to exploit a child’s trust in authority figures

• focusing on gifts and giveaways rather than the actual product
that is being sold
• the use of jargon and culturally complex language to take
advantage of a child’s limited vocabulary
• the excessive use of emotional triggers to exploit a child’s
insecurities and gullibility.
Countries differ in their legislative action, but for the most part
global markets are relatively free in allowing the commercial
targeting of children and young people and there is little ability to
distinguish between a child of eight, a teenager and a mature adult.
Some Scandinavian countries have managed to limit commercial
targeting on TV, but in reality there are high levels of freedom
to target anyone with the wide range of electronic devices that
children and adults now use (Beder et al. 2009).
In recent times, the UK Government has responded to
growing concern expressed by parents’ and children’s organisations
relating to the sexual and commercial pressures on children. It
commissioned Reg Bailey, Chief Executive of Mothers’ Union,
to carry out an independent review entitled Letting Children Be
Children, which was published in June 2011. This could be seen as
a watershed moment.
The report made a range of recommendations including:
• providing parents with one single website to make it easier to
complain about any programme, advert, product or service
• putting age restrictions on music videos to prevent children
buying sexually explicit videos and to guide broadcasters over
when to show them
• covering up sexualised images on the front pages of magazines
and newspapers so they are not in easy sight of children
• making it easier for parents to block adult and age-restricted
material from the internet by giving every customer a choice at
the point of purchase over whether they want adult content on
their home internet, laptops or smart phones
19
• retailers offering age-appropriate clothes for children – the retail

industry should sign up to the British Retail Consortium’s new
guidelines, which check and challenge the design, buying, display
and marketing of clothes, products and services for children
• restricting outdoor adverts containing sexualised imagery where
large numbers of children are likely to see them, for example,
near schools, nurseries and playgrounds
• giving greater weight to the views of parents in the regulation of
pre-watershed TV, rather than viewers as a whole, about what is
suitable for children to watch
• banning the employment of children under 16 as brand
ambassadors and in peer-to-peer marketing, and improving
parents’ awareness of advertising and marketing techniques
aimed at children.
However, the report was seen by some as a disappointment on a
number of levels. First, Bailey himself was in no way an expert
in the areas he explored in the report and, while the report was
independent and commissioned by the Department for Education,
some questioned the appropriateness of the review being authored
by an individual with links to a faith-based organisation (though
it’s worth adding that Mother’s Union distanced itself from
involvement with the review). Second, at times his conclusions
seemed naive about such terms as ‘the watershed’ on TV, only
allowing more adult content to screen after 9pm, given many
children have access to mobile phones, laptop computers and TV
in the privacy of their own rooms. Indeed, many children and
young people are more competent and able than their parents when
working with new technology, and companies providing access to
online facilities are anxious about the implications of restricting
their customers’ right to choose.
It would also seem unlikely that with economic problems,
double-dip recessions and austerity, politicians would be interested
in restricting commercial and corporation advertising, which could
add yet another obstacle to growth in the economy.
So in many ways the Bailey report has been seen by many
as a token gesture to the concerns and debates about the issues
discussed in this book and is unlikely to have an impact as new
20
Introduction
technologies move rapidly on, allowing corporate, commercial

and sexual exploitation in a relentless pursuit of children and
young people.
The view that children and young people are captive to
consumerism is not a new concept although what is new, and what
this book aims to explore, is to suggest that commercial exploitation
should be considered a cause of ‘significant harm’ to the child – a
specialist term within child protection that distinguishes an action
to be so harmful as to constitute a form of abuse.
Below, I explain some of the basic terms and functions that
relate to child protection for those readers who are not already
familiar with them.
Child abuse
The definition of child abuse has developed and changed over
several decades as resources, training, research and testimonies of
survivors develop our understanding of what happens to children
and young people. Within the UK the definition can be seen as any
form of activity that can cause a child ‘significant harm’, which is
further clarified by four separate sub-categories – emotional abuse,
physical abuse, sexual abuse and neglect. Government guidance
must be followed by statutory and voluntary bodies. The latest
Government guidance for Local Safeguarding Children Boards
is in the publication Working Together to Safeguard Children, which
states that the safeguarding and promoting the welfare of children
is defined as:
• protecting children from maltreatment
• preventing impairment of children’s health or development
• ensuring that children grow up in circumstances consistent
with the provision of safe and effective care
• taking action to enable all children to have the best outcomes.
(HM Government 2013, p.7)
The Government has defined ‘significant harm’ as follows:
There are no absolute criteria on which to rely when judging
what constitutes significant harm. Consideration of the severity
21
of ill-treatment may include the degree and the extent of

physical harm, the duration and frequency of abuse and neglect,
the extent of premeditation, and the presence or degree of
threat, coercion, sadism and bizarre or unusual elements. Each
of these elements has been associated with more severe effects
on the child, and/or relatively greater difficulty in helping
the child overcome the adverse impact of the maltreatment.
Sometimes, a single traumatic event may constitute significant
harm, for example, a violent assault, suffocation or poisoning.
More often, significant harm is a compilation of significant
events, both acute and long-standing, which interrupt, change
or damage the child’s physical and psychological development.
(HM Government 2013, p.8)
When there are concerns that a child may be suffering significant
harm, professionals have a duty to follow procedures. This can result
in an investigation from social workers and the police to find out if
a child is suffering, or is likely to suffer, significant harm (Children
Act 1989). Court proceedings or emergency protection orders
could be taken if a child is deemed at risk of significant harm.
Every local authority has a Local Safeguarding Children
Board (LSCB), which is responsible for local arrangements for
protecting children and young people. They provide inter-agency
guidelines for child protection and have a duty to audit or regulate
the effectiveness of child protection services.
Concerns about corporate and commercial exploitation of
children and young people are not on the agenda of LSCB and
have received little attention to date. Indeed, the suggestion that
we should widen the definition of significant harm is unlikely to be
warmly greeted by services, which are already stretched at present
levels of resourcing.
However, limited resources are no reason to abandon these
questions, which must be scrutinised and explored. I am not so
naive to suggest we categorise vast numbers of children and young
people as being ‘abused’ compared to traditional notions of child
abuse: this would be insulting and completely unacceptable. I am,
however, suggesting we may need to take another look at how we
define ‘significant harm’ and widen this definition accordingly.
22
Introduction
Comparable examples of
significant harm
There is a legal duty to intervene if a child is deemed to be
suffering significant harm and below are a range of hypothetical
case examples, with which I attempt to compare and contrast the
issues between child abuse within the family and similar concerns
but within the context of commercial and corporate exploitation of
children and young people.
Clearly, we live in a world where commercialism and advertising
is a part of what we absorb day to day, and we have services that
are stretched and under resourced. Yet these examples raise critical
debates important to child protection and wider resource provision.
As the reader explores the examples, they may find the
following questions (taken from a variety of child protection texts
and modified to explore commercialism; see Brown, Moore and
Turvey 2009; Calder 2009; Horwath 2009) useful to consider.
• What is the nature of the commercial or corporate targeting
and in what context are we exploring these concerns?
• Is there an impact on the child’s health and development and
is there any objective evidence that corporate and commercial
targeting have adverse effects on children and young people?
• What is its significance – the extent of the impact on the child
or young person in the short, medium and long term?
• What are the psychological effects – on well-being, self-esteem
and identity?
• What is the level of targeting – its extent, duration and frequency?
• What ability do children and young people have to give objective
consent and informed knowledge when they are targeted?
This final question is particularly complex as many corporations
employ services of companies that claim to be able to assist
consumers in making choices at unconscious or subliminal levels
(Monbiot 2011).
23
Example 1: Food
Example 1a: Parental poisoning of a child

Anonymous but credible information has been given to
statutory services that a parent is intentionally mixing a
substance in their child’s food that will make that child ill. It
is understood the parent knows that their action is likely to
affect that child’s short- and long-term health in a negative
way. The child has no knowledge the parent is administering
this substance in their food. The parent does not administer
it every day; indeed, several days may go by and the child is
free of any poison administered by their parent. On other
occasions, the parent significantly increases the substance,
which can sometimes result in the child becoming ill and
unable to attend school.
Example 1b: A corporate food manufacturer

A food corporation produces a new processed food product
targeting children and young people. It focuses on the cheaper
end of the market and any child or young person can purchase
the products freely. The product has ingredients high in
sugar, salt and saturated fats. The targeting involves a range
of techniques and the products aim at breakfast, lunch and
afternoon ‘snacks’. They have calculated the average amount
of money children and young people have each day and price
these products within this total. However, if eaten daily by
children and young people there will be a negative effect on
their short- and long-term health outcomes. The company
markets these products rigorously through some of the most
creative advertising consultants available, suggesting these
are ‘fun’ food products. They run the ads through web-based
strategies and young people’s magazines and have a website
where young people can register an individual number from
the product and enter a ‘draw’ to obtain free tickets to music
festivals or get free downloads. The company also obtains the
services of celebrities and occasionally links the food product
they sell to new films providing a free gift and the allure of
24
Introduction
possible prizes. The company knows families are busy and

need ‘food’ that is quick, and particular branding and artwork
provides the allure of marketing the product to give strength
and energy. There are no health warnings on the product
concerned and it is one of the most popular brands amongst
7–12-year-olds. The product is sold to millions of children and
young people in the UK and around the world.
In Example 1a there is a need for statutory intervention, which will

include Section 47 investigations (UK statutory investigations to
ascertain whether a child is suffering abuse, where, should concerns
be validated, a case can be made to remove the child). There may
be a need for the parent to undergo a forensic assessment and a
protracted court case could ensue.
In Example 1b there are no major concerns about the food
manufacturer’s activities in terms of child protection. They are
free to advertise wherever they choose, to millions of children and
young people, and will employ a range of strategies and tactics to
obtain loyalty to their products and brand.
If a parent is knowingly poisoning their own child to the
extent that it may produce a negative health outcome sometime
in the future, statutory child protection systems would need to
act because this is categorised as child abuse. By comparison, to
what extent are corporations held to account when intensively
selling knowingly harmful foods to children and young people,
particularly if eating their food product/s on a regular basis will
result in problems such as obesity, diabetes, high blood pressure
and emerging heart disease? As important, at a time when children
and young people are impressionable, the standard is set for future
eating habits that will be difficult to alter.
In the UK there are major concerns about the health of children
and young people:
• Ninety-two per cent of children consume more saturated fat
than is recommended.
• Eighty-six per cent are consuming too much salt and sugar.
• Twenty-seven per cent of 15-year-olds get drunk regularly.
25
• Ninety-six per cent of children and young people do not eat

enough fruit and vegetables.
• There have been warnings of health complexities in the future
from health campaigners and the British Medical Association.
(Beder, Varney and Gosden 2009)
Are both examples so different? The first is discreet, episodic and
dangerous to a single child and undertaken by a parent who clearly
has major psychological problems. The second is undertaken
within a climate where millions of children and young people
will be influenced within a vast global market. Children and
young people who habitually eat these products daily will suffer
devastating health problems, yet this is not seen as abusive. Why
is this the case?
Example 2: Women and bodies
Example 2a: Parents’ concerning behaviour

relating to their daughter’s appearance
Parents of a 13-year-old girl are anxious their daughter
is becoming overweight, although she is well within the
parameters of the ‘normal’ range for her age. However, both
parents constantly call her derogatory names and suggest she
should stop eating as much or she will never get a boyfriend.
They have restricted her intake of food and at times only allow
her water. The mother is concerned about a ‘blemish’ on her
daughter’s face and wants her to take time off school to seek
a consultation with a cosmetic surgeon. The school staff have
increasingly become concerned about this young person who
seems to be developing early signs of an eating disorder and was
found after lunch on several occasions being sick in the toilet.
The young person is tearful and upset and recently disclosed
to a teacher she thought she was ugly and wanted to die. It has
also been discovered that the mother has recently undertaken
a course in the administering of Botox and her 13-year-old
daughter has experienced several injections to her face. The
parent has told her daughter it will enhance her beauty.
26
Introduction
Example 2b: Corporate and commercial

targeting of girls and young women
A new fashion and lifestyle magazine for young women is
about to be launched with major celebrities actively involved
in its promotion. Many of the stories and reports cover a range
of fears teenage girls seem ‘preoccupied’ with – weight, image,
clothes, relationships and celebrity information. Models in the
magazine are size zero and there are interviews with stars who
have had cosmetic surgery. Many of the features are linked to
programmes on TV that explore beauty fears, making people
younger, and individual self-esteem issues where people have
had their lives ‘transformed’ through ‘cosmetic’ re-corrective
surgery. There are also competitions that require young
women to provide email addresses, which can be sold on to
commercial interests who can then target them via mobile
phones and email.
Exploitation of women’s bodies according to Orbach is orchestrated

by ‘legitimate’ businesses:
• Bodies (particularly women’s) are becoming a site of serious
suffering and disorder (programmes linked to teen and
celebrity magazines) to the point that most young people
know intimate details of celebrities…now 88 per cent
of young women (12–16) feel anxious or unhappy with
how they look.
• Cosmetic industry is worth over £14 billion.
• A relentless desire to reshape the body (predicated by loan
companies and the cosmetic industry and linked to cosmetic
‘qualifications’) has taken place over the past ten years.
• Cosmetic surgical procedures are occupying more space on
TV adverts (growth rate of one billion a year).
(Orbach 2009)
In Example 2a there are clearly concerns that both parents are
causing this young person emotional distress by their actions.
Statutory services would need to make enquiries about this young
27
person’s welfare and the parents’ obsessive concerns. However,

commercial and corporate companies are able to constantly
project unrealistic images of what young women should look
like and suggest that certain products can lead to more desirable
outcomes. Yet while the corporate and commercial world continue
to bombard girls and young women with products they claim will
transform their lives, they have the potential to cause distress,
anxiety and the obsessive need to diet.
Example 3: Violence and pornography
Example 3a: A father teaching his son violence and abuse

A father who is known to be involved in criminal activities and
has served prison sentences for violence towards other people,
teaches his 12-year-old son ‘how to look after himself ’. He
has shown him ways of inflicting harm through close physical
contact, how to ‘use’ a knife and has recently taken him to
an isolated area to shoot handguns. The son also watches
pornography with his father, in particular films where men
humiliate women and are aggressive during sexual contact.
The father has purchased a ‘commando’ style knife for his son.
The son recently had a fight at school where his opponent was
cut with the ‘commando’ knife, was hospitalised and required
stitches. An urgent planning meeting of professionals has
been called to discuss the possibility of statutory intervention.
Professionals are concerned that the father is implicated
in the promotion of violent behaviour that is dangerous
and potentially lethal. Agencies are also anxious about the
derogatory way the son treats female peers as he was recently
suspended for making inappropriate sexual suggestions to
girls in his class.
28
Introduction
Example 3b: The corporate and commercial

legitimising of violent activities for boys
A computer games manufacturer is devising the newest and
most graphic game yet in this sector. It is aware that there
will be restrictions on selling this game to younger people,
but knows that it can use product placement techniques at
supermarkets to assist in selling the product and is aware
of ‘pester power’ techniques that enable children and young
people to obtain compliance from parents to ‘just give in’. The
company is also aware that many boys will have access to credit
cards and can devise other ways of purchasing these games.
The violence will be the most graphic ever produced and the
player will be directed by a leader of mercenaries who is the
most heroic, saving the player from death on several occasions.
The game leads to a final enactment where the ‘leader’ is about
to be attacked from behind and because the player is out of
ammunition, the only way to save him is to use a knife to cut
the throat of the enemy. The player gets points for the level of
strength used to kill the adversary and to kill him the player
must be unequivocal and the scene will be bloody. But the
player will be the winner – if you are not immediate in your
actions you lose. The game ends with the player as the hero.
According to Connell (2001) there is now a clear connection

between men and initiation into ‘violence’, and a wide range of
ways that the corporate and commercial world make products and
games that replicate and glorify violent behaviour. There is also a
wide range of computer games that boys have access to that are
vivid and realistic in war and combat. One of the latest is Call
of Duty: Modern Warfare; the violence is excessive and realistic –
men are killed in grotesque and realistic ways and the player of the
game is encouraged to replicate vivid violent actions without any
explanation or context. There is also evidence that boys as young as
eight have been watching pornography on the internet. According
to Dines (2010), ‘the power that men have over women in porn sex
is encoded into the sex acts and the physical and verbal abuse that
accompanies them’.
29
In Example 3a there are criminal concerns about the way a father

is helping his child to use a knife and gun and also major concerns
in the father accessing pornography and watching this with his
son. It would seem that both the police and child protection staff
would need to take immediate action to investigate what the father
has being ‘teaching’ his son and criminal prosecutions may follow.
In Example 3b large corporations can produce extreme violence
in computer games and through their market research specifically
target boys and young men. The internet is also a vast and open
market for children and young people to access pornography.
Whilst there is parental control software to restrict child viewing,
many young people are more competent than their parents with
computer technology and are able to access ways of turning
this software off. However, the amelioration and acceptance of
graphic, violent and relentless violence is seen as commercially
acceptable business.
Again, I pose the question: how different are these examples?
Is corporate, commercial and sexual

exploitation a form of child abuse?
In many ways this book is an attempt to raise the debate about
issues and concerns across a specific range of contexts.
Tim Lobstein explores junk food and a range of critical issues
that clearly show the link between obesity and poor-quality food
products specifically aimed at children and young people and the
likelihood of bad health outcomes.
Gail Dines considers the effects of pornography and how we
can presently only speculate the effects of hypersexualised sexual
imagery on emerging young adults and their understanding of
gender relations.
To Renata Salecl, these issues raise more fundamental
philosophical questions relating to the cultivation of endless
consumer choice, which, rather than being a positive development,
has seen children and adults become engulfed by anxiety
and uncertainty.
The juxtaposition of endless choice is how children and young
people manage where families live in acute poverty and children
and young people face constant ridicule from peers for having old
30
Introduction
or dated merchandise; Agnes Nairn’s contribution highlights the

tensions, problems and complexities of growing up poor and not
‘fitting in’.
This gives you a taste of some of what follows. I hope that you
find this book thought provoking and stimulating and, as you read
about some of the deeply concerning and widespread activities
being carried out by companies today, do keep in mind some of
the comparisons I have made in this introductory chapter about
the distinction between significant harm and commercial activity.
References
Beder, S., Varney, W. and Gosden, R. (2009) This Little Kiddy Went to Market: The
Corporate Capture of Childhood. London: Pluto Press.
Brown, L., Moore, S. and Turvey, D. (2009) Analysis and Critical Thinking in
Assessment: Change Project Pilot Resources. Dartington: Research into Practice.
Calder, M. (ed.) (2009) Sexual Abuse Assessments. Lyme Regis: Russell
House Publishing.
Connell, R. (2001) On Men and Violence. Sydney: University of Sydney.
Dines, G. (2010) Pornland. Boston, MA: Beacon Press.
HM Government (2013) Working Together to Safeguard Children. London:
Department for Education, HM Government.
Horwath, J. (ed.) (2009) The Child’s World: The Comprehensive Guide to Assessing
Children in Need (2nd edition). London: Jessica Kingsley Publishers.
Mayo, E. and Nairn, A. (2009) Consumer Kids: How Big Business is Grooming Our
Children for Profit. London: Constable & Robinson.
Monbiot, G. (2011) ‘Advertising is a poison that demeans even love – and we’re
hooked on it.’ The Guardian, Monday 24 October 2011. Available at www.
guardian.co.uk/commentisfree/2011/oct/24/advertising-poison-hooked,
accessed on 16 May 2013.
Orbach, S. (2009) Bodies. London: Profile Books.
Salecl, R. (2011) The Tyranny of Choice. London: Profile Books.
Warburton, W. and Braunstein, D. (2012) Growing Up Fast and Furious. Sydney:
The Federation Press.
31
Part 1
Commercial
Exploitation
Chapter 2
Arguments, Bullies and

Feeling Poor
How Consumer Culture Affects
Children’s Relationships
Professor Agnes Nairn
The global children’s market is estimated to be worth almost

US$2 trillion – roughly the size of India’s GDP (Lindstrom and
Seybold 2003). In the UK alone we spend an average of almost
£220,000 on a single child from birth to age 21 and this figure has
risen by 50 per cent in just three years (Liverpool Victoria Friendly
Society 2012; Smithers 2012). It is clear that bringing up children
is increasingly about buying ‘stuff ’. This development has a number
of implications for children’s well-being and this chapter looks in
particular at how marketing to children affects their relationships
with the most important people in their lives: their family and
their friends. It also shows how the stark income inequality in
the UK exacerbates the negative effects of commercialism on
children’s happiness.
The chapter is organised in five sections. The first looks at the
growing number of areas of children’s lives that are now influenced
by commercial imperatives. The second reviews the research that
shows how consumer culture is associated with family conflict,
something that has particularly negative outcomes for children.
The third looks at how heavily advertised desirable brands can
34
Arguments, Bullies and Feeling Poor
affect peer relationships and are strongly associated with bullying.

The fourth examines how those who are most economically
disenfranchised are most vulnerable to the negative effects of
consumer culture. And the final section makes some suggestions
for how those working with children and young people can help
them navigate the commercial world.
The commercialisation of
just about everything
Children now spend twice as much time in front of a screen (TV,
computer, games console, mobile phone, iPod, iPad tablet, etc.) as
they do in a classroom, and they spend 150 per cent more time
in front of a screen than with their parents (Mayo and Nairn
2009). With the exception of the BBC, the TV children watch
is funded by advertising and the ‘free’ content on the internet is
funded either by selling finely targeted advertising slots or selling
information about children’s internet behaviour to third parties so
that they, in turn, can market to them. Video games are sponsored
by brands that place subtle commercial messages within the action
scenes, and advertising on mobile phones is on the increase. So it
is clear that an enormous amount of children’s time is spent in the
company of people trying to sell them stuff.
Increasingly, children’s play is also becoming commercialised.
Between a quarter and a third of all toys are licensed, which means
that a big part of their appeal to children is simply their association
with a heavily advertised and promoted film or TV show such
as Star Wars, Spider-Man or Toy Story. At the time of writing,
Amazon has no fewer than 26,649 Spider-Man items for sale.1
What this means for children and their parents is that they have
to pay more for their toys – licensed toys cost an average of 57 per
cent more than unlicensed toys (NPD Group 2012). We pay over
half as much again for pyjamas that have Dora the Explorer on
them rather than simple stripes, spots or flowers.
The ultimate push behind this licensing trend is, of course,
not creating more inspiring, exciting toys that meet the needs
of parents or children but making more cash for shareholders of
the massive corporations that own these licenses, the biggest of
1 www.amazon.co.uk/s/ref=nb_sb_noss_1?url=search-alias%3Daps&field-
keywords=spiderman, accessed on 22 October 2012.
35
which is undoubtedly the Disney corporation. One of their most

successful ‘properties’ is High School Musical, which has made
close to US$1 billion in merchandising, a figure that dwarfs the
production cost of the original film, a mere US$4.2 million. In
2012 the ‘Mouse House’ added the Star Wars franchise to its stable
of original characters such as Mickey and Donald; Pixar favourites
including Buzz Lightyear and Nemo; and Marvel Comic heroes
like Spider-Man. They paid €4.05 billion to buy Lucasfilm, a deal
that was concluded less for the potential to make good films and
more for the cash-generating capability of the licensing, most of
which is for children’s toys (Block 2012). One Wall Street investor
who was encouraging his clients to invest in Disney at the height
of the High School Musical frenzy stated that, ‘The great thing
about having a hit like this [High School Musical ] is that there are
many different ways of monetizing that hit over and over’ (Mayo
and Nairn 2009, p.156). It is not, therefore, the welfare of children
at the heart of licensed toy marketing but a ‘monetizing’ machine.
The commercial world has intervened in children’s outdoor play
too. A recent Playday survey (2008) asked children where they
experienced adventurous play. For almost half of those interviewed
adventurous play was associated not with building tree houses or
dams but in the closely supervised and controlled environment of
a theme park. Fewer than a third now associate adventure with
outdoor natural space. This provides a stark contrast with what
their own parents said about their childhoods: only 16 per cent
experienced adventurous play in theme parks whilst 70 per cent
had done so in outdoor natural space. The economic consequences
of this dramatic shift in play habits within just one generation
are great. It costs an average family several hundred pounds to
have a day out to a theme park (even before the inevitable gift
shop visit) whilst a trip to the forest or a common is free. Again,
shareholder returns are paramount and again, Disney is at the
forefront. In 2012 Disney’s profits from theme parks increased by
10 per cent to US$3.2 billion contributing to a 30 per cent increase
in the corporation’s overall profits (US$1.8 billion net profit on
US$11 billion turnover) (Barnes 2012), making it just about the
best current investment on the US stock market.
Of course, no one is forcing us to go to theme parks or to buy
licensed merchandise, but imperceptibly we seem to have bought
into the idea (literally) that if we are not paying for something
36
for our children then it is not really good enough for them. If we
part with cash then somehow we must be better parents. A recent
example of this is the emergence of the ‘edutainment’ market,
which encourages parents to pay for DVDs such as ‘Baby Einstein’
or ‘Baby Mozart’, with the promise that plugging their child into
these expensive programmes will somehow turn them into brilliant
mathematicians or musicians. An extreme case of this broke out
in China this summer with parents paying almost £10,000 for
a summer course in Shanghai in the belief that their children
would learn to read a book in just 20 seconds (Branigan 2012).
This is an extraordinary example but a review commissioned by
the UK Government into the sexualisation and commercialisation
of childhood revealed just how pervasive the commercialisation
of parenthood has become (Bailey 2011). As parents said to the
review team:
• ‘I feel pressure from other parents – that parent’s done it, why
haven’t I and should I?’
• ‘The problem is that parents sometimes feel the peer pressure
too and often feel almost forced to buy certain products because
other parents are. They feel like bad parents if they don’t.’
We can see therefore that the children’s market is massive, growing
fast and fuelled by a handful of giant corporations answerable
to their investors. As shareholders need growth from their
investments, the monetising machine has to keep selling parents
more and more. Parents in turn are feeling the pressure. But what
effect does this have on children’s well-being? It is to this that I
turn in the next section.
Consumer culture and

family conflict
In recent research by UNICEF UK on the well-being of children
in the UK, Sweden and Spain, 8–14-year-olds were asked ‘What
makes a good day?’ and ‘What makes a bad day?’ (Nairn et al.
2011). The most common response from children of all ages and
backgrounds in the three countries was that a good day was one
spent with friends and family whilst a bad day was one where there
were fights and arguments with parents, siblings or friends. There is
37
now a solid body of research that shows how consumer culture and
advertising are closely linked in various complex but consistent
ways with disruption, tension and arguments between children,
their family and their peers. This section considers family conflict.
‘Pester power’ is exercised by children over their parents
when they nag, whine and beg to be bought something until the
exasperated parent relinquishes control over their better judgement
and purchases the toys, sweets or whatever the child is demanding.
The technique is particularly effective when exercised in a busy
shop when the parent is tired! This obviously adds to the pressure
contemporary UK parents are already under – as we saw above –
and children are acutely aware of the power they hold. The Bailey
review (introduced by Jim Wild on p.19) found that nearly a third
of children say that they will always keep on and on asking for
something they want until their parents give in (Bailey 2011).
More than half said they sometimes do this, while a mere 15 per
cent said they never pursue their pestering until their parents
submit. This is obviously irritating and annoying for parents, but it
goes deeper than that.
Pester power is strongly related to how much TV advertising
a child sees: unsurprisingly the more TV advertising a child
is exposed to the more they pester their parents for advertised
products (Buijzen and Valkenburg 2003). What is worrying,
however, is that the more children nag their parents in this way
the less satisfied they are not just with their parents but with their
lives in general (Buijzen and Valkenburg 2003). They are more
discontented and less happy. It seems that children who nag their
parents a lot are likely on average to be met with more refusals,
which not only leads to immediate disappointment and annoyance
with the parent but also becomes generalised so that life overall
seems rather tainted. American sociology professor Juliet Schor
(2004, p.55) puts it like this:
It’s important to recognise the nature of the corporate message:
kids and products are aligned together in a really great, fun
place, while parents, teachers, and other adults inhabit an
oppressive, drab, and joyless world. The lesson to kids is that it’s
the product, not your parent who’s really on your side.
Other research shows that these household negotiations,
disagreements and tensions are strongly linked not only to low life
38
satisfaction but to depression, anxiety, low self-esteem and a range

of psychosomatic symptoms (Nairn, Ormrod and Bottomley 2007).
Central to this dynamic is the way in which advertising nurtures
materialistic values in children. We now know that children
exposed to a lot of advertising tend to be more materialistic, which
means that they focus their lives on getting the latest stuff, which
they believe will make them happy, popular with their peers and
even protect them from bullying – a baseless hope as it turns out
because materialism in childhood and adulthood is strongly linked
to a range of mental health problems (Schor 2004). The dynamics
of the links between advertising, materialism, family disputes
and unhappiness are of course extremely complex and we need
more research in this area – particularly in relation to causation.
However, we can say with some certainty that children who are
depressed, left out or disenfranchised – a group that often includes
those from deprived social circumstances – are much more likely to
buy into the advertising promises that cool stuff will make things
better (Opree, Buijzen and Valkenburg 2012). Instead, however,
this leads to negativity towards parents and family conflict which
in turn actually exacerbates insecurity and low self-esteem – not to
mention putting financial pressure on the very families least able
to afford it all. It is a vicious circle.
When consumer goods assume too great an importance in
the lives of young people this also affects their all-important
relationships with their friends, which I discuss in the next section.
Brand bullying
Brands, particularly those associated with fashion and technology,
play an important and complex role in the everyday lives of
teenagers. As children enter early adolescence they begin to spend
less time with their parents and more time with their peers, and
with this comes a growing awareness of their own individual
identity and how they relate to new social groups. At this age young
people have also developed the cognitive capacity to understand
the symbolic significance of brands (Chaplin and Roedder 2005),
for example, that Gucci represents luxury whilst Primark does not,
or that the iPhone 5 has more cachet than the iPhone 4. Given the
ubiquity of brand advertising it becomes an almost natural process
for teens to incorporate brands and what they represent into their
39
own self-concept and to define themselves in part by the branded

clothes they wear and the branded technology they carry around.
Psychologists refer to this as ‘self-brand connection’ (Chaplin and
Roedder 2005). Self-brand connections also enable teenagers to
signal to others the peer groups they belong to or aspire to belong
to, as well as those they wish to dissociate themselves from. As
research for the Scottish Parliament found recently, ‘Both for boys
and girls, having the “right stuff ” – in the form of branded goods,
with labels and logos clearly displayed – was critically important
in terms of self-image and peer group status’ (DCSF/DCMS
2009, p.101).
Trainers have come to assume particular symbolic significance,
with the choice of brand an important part of teen life. As one
14-year-old explained to an interviewer in a recent study, ‘If you
got a whole gang of people wearing Lacoste, then you don’t wanna
rock up wearing Reebok’ (Isaksen and Roper 2010, p.142).
One of the reasons wearing the ‘right’ brand of trainers (in this
case Lacoste and definitely not Reebok) or other highly visible
personal apparel matters so much is because part of the psychology
of contemporary youth appears to involve the feeling of being
watched and judged. One teenager was explaining why school
uniform can be a great relief to young people because it is not
branded, and told the researcher:
if you’re in a place like this with no uniform, like just a t-shirt
and a jumper, everyone’s always gonna watch what you got on
top of your jumper and what you got below…and everyone will
always watch. (Isaksen and Roper 2012, p.190)
This living for the gaze of others can create a great deal of
pressure, and the term ‘style failure’ has been used to refer to what
happens when a young person does not succeed in having the
right brands to fit in (Croghan et al. 2006). Indeed, young people
talk of needing brands to bolster their self-esteem and to protect
themselves against social exclusion, taunts and teasing (Mayo and
Nairn 2009), a feeling that seems to be shared by their parents. In
research carried out for the Bailey review (2011) one parent told
the interviewers, ‘My eldest’s school shoes and coat were bought
out of us worrying that he may be bullied if it wasn’t the right look.’
These comments demonstrate the enormous power wielded by
brands. When we stop to think, it is an extraordinary state of affairs
40
when young people (and, indeed, their parents) can feel inadequate
without the right products and see their peers as outcasts if they
don’t have, for example, a tiny crocodile on their shoes. None of this
is logical. So why are so many of us victims? Part of it is, of course,
the result of massive advertising campaigns that serve to create
the impression that ownership of certain brands is quite simply
‘normal’. The Apple corporation, for example, spent US$691 million
on advertising in 2011 – a sum that it would take the average UK
family over 23,000 years to earn (Apple Insider 2010)! What this
massive sum buys is ubiquity. We see the Apple brand on our TVs,
on our computers, on posters on our streets, in our newspapers,
in our magazines, on our buses and trains – everywhere we go.
This ubiquity creates what psychologists call ‘false consensus’ –
that is, the mistaken impression that the brand is owned by more
people than it actually is (Bennett 1999). Advertising makes us
think that everyone has an iPad/iPod/iPhone and that if we don’t
we are somehow deviant. False consensus about brand ownership
causes particular anxiety in young people and manifests itself
as a newly identified phenomenon of FOMO (Fear of Missing
Out), which now appears in the Urban Dictionary (http://www.
urdandictionary.com/define.php?term=Fomo).
For many young people this fear is of more than missing out
– it is a very real fear of bullying and the serious psychological
consequences that can ensue. A host of studies, examined below,
have shown how brands and bullying are intimately entwined and
how damaging this can be.
‘I’ve seen kids get bullied because they have a brick for a mobile
phone,’ was a comment made by a young person in a survey by
the Children’s Commissioner and the youth group Amplify
(Children’s Commissioner for England and Amplify 2011) whilst
other research has shown that some children refuse to speak to
others if they are not wearing an ‘acceptable’ brand of trainers
(Elliot and Leonard 2004). Teachers are noticing this in schools
across the country and in a study by the Association of Teachers
and Lecturers (ATL) almost half of teachers answered ‘yes’ to
the question, ‘Have children or young people who cannot afford
fashion items and/or branded goods been excluded, isolated or
bullied by their peers?’ (ATL 2008). Dr Mary Bousted, General
Secretary of the ATL, concluded that, ‘It is incredibly sad to
hear how many youngsters are bullied or isolated for not having
41
the same clothes or accessories as their classmates…schools and

colleges should be places where all children feel equal.’
A study by the National Foundation for Educational Research
(NFER) (Benton 2011) highlighted, ‘the potential harm done to
young people when they experience bullying through “being left
out”’, which is exactly the sort of bullying that arises from brand
victimisation. The report made the damning comment that, ‘This
type of bullying is more strongly associated with poor emotional
well-being than any other type including more explicit forms such
as physical or verbal abuse’ (p.6).
The Good Childhood Report 2012 by The Children’s Society
(2012) also surveyed the relationships between peer pressure,
bullying and children’s well-being, and found that peer pressure
and no longer being friends with someone were very closely
associated with poor well-being, and that bullying, ‘has as much
power to explain variations in well-being as all the individual and
family characteristics included in the survey combined’ (p.33).
This report also found that 39 per cent of children who did not
have ‘the right kind of clothes to fit in with other people your age’,
were unhappy with their appearance compared with only 13 per
cent of those who did have the ‘right’ clothes. Moreover, there
was a clear link between the number of material items a child had
(such as brand name trainers, iPod, etc.) and their satisfaction with
their appearance.
It is clear then that brands have the power to drive wedges
not only between families but also between friends, and we have
seen that ‘brand bullying’ centres on the victimisation of children
who do not have the most heavily advertised clothes and gadgets.
Yet this story has another part and that is the role that income
inequality plays in the self-brand connections that have become
vital social currency for our youth. It is to this that we turn next.
Those who have less want more

We saw earlier in the chapter that licensed toys cost considerably
more than unlicensed toys and, of course, desirable brands also
charge a premium. A pair of UGG boots, for example, costs around
£100 whereas a remarkably similar pair with no logo bought from
Topshop, for example, will only set you back about £10 or £20.
42
The brands with big margins naturally have a big budget for
advertising and we have seen that a big advertising budget buys
the belief amongst consumers that a brand is ubiquitous and
‘cool’. Ownership of desirable brands thus comes to symbolise –
subtly and imperceptibly – not only that you belong to the cool
group but also that you have enough money to afford them.
Brand symbolism and brand bullying are therefore connected
not just with social identity but also with economic identity. We
can see this in the following comments made by a girl from an
economically disadvantaged home in Sweden. She is talking about
a clique at her school that is known – through its affinity to the
designer brand Chloe – as ‘The Chloe Gang’: ‘The Chloe Gang
likes expensive things…they think they are the best! They say – I’m
the best, I’m better than you and I have expensive things… They
have real UGGs!’ (Nain et al. 2011, p.60).
The resentment is palpable and we can see how brand bullying
involves not only rivalry between ‘in groups’ and ‘out groups’ but
also discrimination between rich and poor. Being part of this gang
signifies your ability to afford expensive brands and ‘real UGGs’.
Sweden is one of the most equal countries in the world, with a
low gap between the lowest and highest incomes. This begs the
question as to what these dynamics are like in the UK where there
is a greater gap between rich and poor than at any time since 1854,
the year that Charles Dickens wrote Hard Times (see Dorling
2011). Almost 30 per cent of children live in impoverished families
– that means 3.8 million children (CPAG 2012). What does brand
symbolism mean to them?
It is well documented that children from low-income families
watch more TV than their affluent counterparts as it is a cheap
form of entertainment in comparison with, for example, joining
sports or music clubs, which often require expensive transport and
equipment (Nairn et al. 2007). We have seen above that heavier
TV watching is strongly associated with more purchase requests
and a greater tendency to hold materialistic values, which in turn
is associated with stress in the household. In families where lack of
money already contributes to a stressful atmosphere, it is clear that
advertising can exacerbate this. We also know that UK teenagers
use brands as a kind of shield against the stigma of poverty
that exists in unequal societies. A teenager interviewed for the
Children’s Commissioner’s research, when asked why children and
43
young people feel pressure to own certain brands, replied that it is

‘because everyone else seems to have them and none of us wants to
look poor’. Her friend agreed, ‘anything to prove you’ve got money’
(Children’s Commissioner for England 2011).
The views of the young people in a completely separate study
talking about the Lacoste and Reebok trainers whose voices we
heard earlier in the chapter concur, ‘Yeah, if you came in plain
white trainers you’re more likely to get bullied…like they think
you’re poor’ (Isaksen and Roper 2008).
These findings have been echoed across many studies over
the past few years, all of which point to the intense pressure on
young people from poor backgrounds to fit into the contemporary
consumer culture and the pivotal role of brands in this endeavour.
Elliot and Leonard, for example, note in their 2004 landmark study
of children in a very deprived community in the UK, ‘If a child is
wearing branded trainers they are seen as popular and able to fit
in with their peers. These opinions are so strongly held that the
children would prefer to talk to someone wearing branded trainers
than unbranded trainers’ (Elliot and Leonard 2004, p.347).
Isaksen and Roper (2008), in a study of another deprived group,
go further, concluding that:
an inability to ‘keep up’ with the latest fashion trends (due to
restricted consumption opportunities) may result in a damaged
self-concept amongst low-income teenagers, which leads to
heightened susceptibility to consumption pressures and hence
heightens the negative socio-psychological impacts of living in
poverty. (p.1063)
They identify a vicious circle where teenagers’ self-esteem is
damaged by not being able to afford the cool brands, which in
turn makes these brands even more desirable, leading to inevitable
financial problems as they are often simply not affordable. Isaksen
and Roper go on to argue in a later paper that self-esteem has
become ‘commodified’, that is, something that can be bought
and sold with disadvantaged young people desperately trying to
‘buy’ self-worth by spending money they don’t have on heavily
advertised brands (Isaksen and Roper 2012). This is corroborated
by a 14-year-old in the UNICEF UK study (Nairn et al. 2011)
who told the researchers that the current youth climate is such in
44
contemporary UK society that, ‘You can live in a dustbin but as

long as you’ve got a Blackberry or an iPod, you’re accepted.’
This is a damning indictment of our society in which, through
the eyes of our children, what we own is more important than
social justice. So what can those working with children and young
people do to try to counteract some of these effects?
Helping children and young people

navigate the commercial world
We have seen in this chapter how advertising and branding
interacts in subtle and complex ways with a number of facets
of children’s well-being, but there are things we can do to help
children build resilience.
• The first is for adults to get to grips with new advertising
techniques, particularly those using new media, so that we can
help children navigate them and understand their intentions.
The organisation Media Smart (www.mediasmart.org.uk) has
prepared a Digital Media Pack especially for parents to explain
digital advertising techniques and it has also created a version
of The Game of Life, which allows children to understand how
advertising is created. These tools can help open up conversations
about consumer pressure and how it affects relationships with
family and friends. Getting young people to critically appraise
commercial activities is a step towards building up resistance
to pressure.
• The Bailey review found that parents felt they could not make
their voices heard and lacked the confidence to complain about
commercial activities they didn’t like. In response the media
regulators have created ParentPort (www.parentport.org.uk),
which provides a central internet portal explaining where to go
to complain about advertising, retailing, video games, films and
TV programmes. We can encourage both parents and children
to use this when they see something they don’t like and to feel
emboldened to assert their voices.
• The National Trust has joined together with a number of other
organisations around the publication of its Natural Childhood
report (Moss 2012), which is trying to get children and their
45
parents involved in simple, free-of-charge outdoor activities

such as going for a walk, which can create family bonds as
well as getting children away from screen-based, commercially
sponsored entertainment.
• At a more fundamental level, commercial pressures on young
people will be less extreme in a more equal society. Policies such
as the Living Wage supported by UNICEF UK are likely to
help, as are more radical ideas such as salary capping.
• Above all, we need to engage young people in the debate over
the commercialisation of childhood so that they can continue to
challenge big business and the effects it has on their well-being.
References
Apple Insider (2010) ‘Apple’s 2010 ad budget increases by $190 million, but
still outpaced by new sales growth.’ Available at: http://appleinsider.com/
articles/10/10/27/apples_2010_ad_budget_increases_by_190_million_but_
still_outpaced_by_new_sales_growth, accessed on 4 July 2013.
ATL (Association of Teachers and Lecturers) (2008) ‘Children are highly
influenced by brands and logos.’ London: ATL. Available at www.atl.org.
uk/media-office/media-archive/children-influenced-brands-logos-ATL.asp,
accessed on 22 October 2012.
Bailey, R. (2011) Letting Children Be Children. An Independent Review of the
Commercialisation and Sexualisation of Children. London: Department
of Education.
Barnes, B. (2012) ‘Theme park income spurs profits at Disney.’ The New
York Times, 7 February. Available at http://mediadecoder.blogs.nytimes.
com/2012/02/07/theme-park-income-spurs-profits-at-disney, accessed on
3 November 2012.
Bennett, R. (1999) ‘Sports sponsorship, spectator recall and false consensus.’
European Journal of Marketing, 33, 3/4, 291–313.
Benton, T. (2011) Sticks and Stones May Break My Bones But Being Left on My
Own Is Worse: An Analysis of Reported Bullying at School Within NFER Attitude
Surveys. November. Slough: National Foundation for Educational Research.
Available at www.nfer.ac.uk/nfer/publications/ASUR01/ASUR01.pdf,
accessed on 14 June 2010.
Block, A.B. (2012) ‘Robert Iger to Wall Street: Disney bought Lucasfilm for
“Star Wars”.’ The Hollywood Reporter, 30 October. Available at www.
hollywoodreporter.com/news/robert-iger-wall-street-disney-384543,
accessed on 3 November 2012.
46
Branigan, T. (2012) ‘Chinese parents defrauded by “perfect” education.’ The

Guardian, 28 August. Available at www.guardian.co.uk/world/2012/aug/28/
parents-china-education-children-course, accessed on 4 November 2010.
Buckingham, D., Willett, R., Bragg, S. and Russell, R. (2010) External Research
on Sexualised Goods Aimed at Children. Report to the Scottish Parliament
Equal Opportunities Committee. Scottish Parliament Paper 374. Edinburgh:
Scottish Parliament.
Buijzen, M. and Valkenburg, P. (2003) ‘The unintended effects of television
advertising: a parent-child survey.’ Communication Research, 30, 483–503.
Chaplin, L. and Roedder, J.D. (2005) ‘The development of self-brand connections
in children.’ Journal of Consumer Research, 32, 1, June, 119–129.
Children’s Commissioner for England (2011) ‘Trying to Get By’: Consulting with
Children and Young People on Child Poverty. London: Office of the Children’s
Commissioner. Available at www.childrenscommissioner.gov.uk/content/
publications/content_480, accessed on 22 October 2012.
Children’s Commissioner for England and Amplify (2011) Children, Young
People and the Commercial World. Response to the Bailey Review Call for
Evidence. London: Office of the Children’s Commissioner. Available at
www.childrenscommissioner.gov.uk/content/publications, accessed on 16
May 2013.
Children’s Society, The (2012) The Good Childhood Report 2012: A Review of
Our Children’s Well-being. Leeds: The Children’s Society. Available at www.
childrenssociety.org.uk/what-we-do/research/well-being/good-childhood-
report-2012, accessed on 22 October 2012.
CPAG (Child Poverty Action Group) (2012) ‘Child poverty facts and figures.’
London: CPAG. Available at www.cpag.org.uk/child-poverty-facts-and-
figures, accessed on 4 November 2012.
Croghan, R., Griffin, C., Hunter, J. and Phoenix, A. (2006) ‘Style failure:
consumption, identity and social exclusion.’ Journal of Youth Studies, 9,
4, 463–478.
DCSF/DCMS (2009) The Impact of the Commercial World on Children’s Wellbeing:
Report of an Independent Assessment.
Dorling, D. (2011) Injustice: Why Social Inequality Persists. Bristol: The Policy Press.
Elliot, R. and Leonard, C. (2004) ‘Peer pressure and poverty: Exploring fashion
brands and consumption symbolism among children of the “British poor”.’
Journal of Consumer Behaviour, 3, 4, 347–359.
Isaksen, K. (2010) The Impacts of the Consumer Culture and Prolific Branding on
British Adolescents: A Vicious Cycle? A Comparison between High and Low-
Income Adolescents. A thesis submitted to The University of Manchester for
the degree of Doctor of Philosophy in the Faculty of Humanities.
Isaksen, K.J. and Roper, S. (2008) ‘The impact of branding on low-income
adolescents: A vicious cycle?’ Psychology and Marketing, 25, 11, 1063–1087.
Isaksen, K.J. and Roper, S. (2012) ‘The commodification of self-esteem: branding
and British teenagers.’ Psychology and Marketing, 29, 3, 117–135.
47
Lindstrom, M. and Seybold, P.B. (2003) Brandchild: Remarkable Insights into the
Minds of Today’s Global Kids and Their Relationships with Brands. London:
Kogan Page.
Liverpool Victoria Friendly Society (2012) Cost of a Child. From Cradle to College
2012. Liverpool: Liverpool Victoria Friendly Society.
Mayo, E. and Nairn, A. (2009) Consumer Kids: How Big Business is Grooming Our
Children for Profit. London: Constable & Robinson.
Moss, S. (2012) Natural Childhood. Swindon: National Trust. Available
at www.nationaltrust.org.uk/document-1355766991839, accessed on
4 November 2012.
Nairn, A., Ormrod, J. and Bottomley, P. (2007) Watching, Wanting and Well-being:
Exploring the Links. A Study of 9-13 year olds in England and Wales. London:
National Consumer Council.
Nairn, A., Duffy, B., Sweet, O., Swiecicka, J. and Pope, S. (2011) Children’s
Wellbeing in the UK, Sweden and Spain: The Role of Inequality and Materialism.
London: UNICEF UK/Ipsos MORI Social Research Unit.
NPD Group (2012) ‘Licensed toy sales in the United States experienced growth
in first quarter of 2012.’ Available at https://www.npd.com/wps/portal/npd/
us/news/press-releases/pr_120509.
Opree, S., Buijzen, M. and Valkenburg, P. (2012) ‘Low life satisfaction increases
materialism in children who are frequently exposed to advertising.’ Paediatrics,
130, 3, 486–491.
Play England (2008) Survey by Play England. London: Playday. Available at
www.playengland.org.uk, accessed on 4 November 2012.
Schor, J.B. (2004) Born to Buy: The Commericalized Child and the New Consumer
Culture. New York: Scribner.
Smithers, R. (2012) ‘Cost of raising a child rises to £218,000.’ The Guardian, 26
January. Available at www.guardian.co.uk/money/2012/jan/26/cost-raising-
child-rises-218000, accessed on 3 November 2012.
48
Chapter 3
Child Obesity and the

Junk Food Marketeers
Tim Lobstein
This chapter describes how the food industry encourages over-

consumption of junk food, with children as its primary target.
It looks at the four areas of product marketing (price, product
place and promotion) and discusses what might be done to
protect children.
Before getting too deeply into this topic I would like to offer
some context.
First, junk food promotion is not the only cause of the
substantial rise in the numbers of overweight children in the
last three decades. Children were exposed to some forms of junk
food promotion before this period but did not consume the high
levels of soft drinks, confectionery, snacks and sugary cereals that
are eaten by children now, possibly because the prices of those
foods were relatively high, compared with income levels and
compared with the price of alternative, healthier foods. Equally,
some children nowadays are overweight without being exposed to
junk food advertising: children under two years old will have had
little exposure to advertising, but this age group has followed the
national trend for rising obesity levels. For such young children
other factors are playing a part: for example, what the parents are
eating, how this might affect the growth of the foetus, the use
of formula milks instead of breastfeeding, the use of commercial
weaning foods and other factors that affect the growth and health
of infants.
49
There are also non-commercial influences on the dietary

patterns of children, amongst which school meals and school food
environments rightly play a significant part. After the UK school
meals standards were abandoned in the early 1980s the quality of
meals began to decline, and only in the early 2000s has the quality
started to improve again – thanks to years of dedicated action by
parents and health campaigners, and a champion in the form of
celebrity chef Jamie Oliver. Additionally, overweight is not simply
a result of dietary intake but is also promoted by physical inactivity,
which in turn is a response to changing entertainment patterns,
increased use of cars and other social trends that reduce the need
for physical exertion and encourage sitting for prolonged periods.
Marketing junk food

However, among the many influences in a child’s environment
that encourage overweight, perhaps the one that embeds the best-
planned and best-funded assault on children’s health, undertaken
entirely for private gain and subject to poor regulation and
oversight, is the commercial promotion of junk food.
By ‘commercial promotion’ we mean the four ‘Ps’ of commercial
marketing: Price, Product, Place and Promotion. In all four cases
there have been significant developments in the last few decades
in the targeting of children with the least nutritious, most disease-
promoting products. We shall have a brief look at the first three
and then a longer look at the fourth, the deliberate promotional
marketing of junk food products towards children.
Price
While confectionery companies have for many years exploited the
‘pocket money’ market by providing ‘penny sweets’ in small packets
or sold loose, in lurid colours and startling flavours, the last two
decades have seen this approach extended to savoury snacks in
small portions, and to low-cost soft drinks, also sold in smaller,
ready-to-consume packs. Corner newsagents put these ‘treats’ at
children’s eye levels and hand-grabbing levels. Sadly, the low price
is matched by the low nutritional quality in virtually every case.
Caterers have also seen the potential to sell cheaper products
expressly designed to appeal to children’s love of fats and sugar.
50
Child Obesity and the Junk Food Marketeers
All too frequently, service stations, steakhouse chains and pubs offer

‘children’s menus’ that feature the lowest common denominators:
chicken nuggets, fish fingers, chips, chips, chips. Again, low price
and low nutritional quality, aimed at children.
The reason why low nutritional quality and low price seem to
go together is not immediately obvious, as low prices for a carrot,
an apple or a banana would surely argue for a better range of
pocket money treats and children’s menu items. The trouble is that
fresh foods tend to be perishable, and perishable means that they
go off before they have been sold and the profit vanishes. What a
grocer or caterer wants are products with long shelf lives, which
are not damaged in transport, do not fade or dry out and can be
prepared for service without any skill. Mass-produced foods are
the thing, and they have come to dominate the food supply. As
sales rise, the unit price gets cheaper, and sales rise still further.
Figure 4.1 below shows how prices for healthier foods have shot
ahead of the overall price paid for food eaten at home, while prices
for less healthy foods have become relatively cheaper over the last
two decades, 1992–2010.
Figure 4.1 UK price changes in foods, 1992–2010

Source: UK Government family food statistics 2012 and previous years
Product
As the previous section indicated, the nutritional quality of foods
targeting children at the very cheapest end of the range is poor,
51
to the point of encouraging dental disease, liver disease, heart

disease, diabetes and obesity.
Similar comments can be made about other products – not
necessarily the cheapest – that are designed specifically for
children, both in the retail and the catering sectors. Fast food
restaurants have promoted children’s foods for many years, often
using free toys along with cartoon characters and packaging that
is attractive to children. This isn’t the place to discuss the quality
of fast food meals, although it is interesting to note that, when the
health authorities in the city of San Francisco banned fast food
stores from giving free toys with meals unless the meals exceeded
a stated minimum level of good nutritional quality, McDonald’s
started charging one cent for a toy with a meal, rather than meet
the nutritional quality required (Huffington Post 2011).
However, most children eat food at home, and most of that
food is bought from shops and supermarkets. A survey of UK
food products sold in supermarkets and packaged with labels that
were especially attractive to children or indicated that the food
was intended for children found that the majority were of poor
nutritional quality (Branca, Nikogosian and Lobstein 2007). The
survey used the UK Government’s criteria for ‘red’ traffic light
labelling, and found that, of 368 children’s food products (excluding
soft drinks, snacks and products for special occasions):
• sixteen per cent were high in fat
• thirty per cent were high in saturated fat
• forty-six per cent were high in salt
• fifty-seven per cent were high in sugar
• seventy-seven per cent were high in at least one of the above.
Place
Over more than 20 years of campaigning by parent groups,
consumer groups and health organisations to ban the promotion of
sweets and snacks at shop tills and checkouts, the big supermarket
chains have made and broken a series of promises. ‘Chuck Sweets
Off the Check-Out’ in the 1980s achieved a number of promises
from the big retailers to introduce a minimum number of sweet‑free
52
checkouts in every store. By the end of the 1990s the number of

families using supermarkets for their daily shopping had increased,
but the sweet-free checkouts had largely disappeared and, worse,
a range of fatty and salty snacks had joined the sweets at the
checkout. New campaigns have led to some improvements, with
some supermarkets offering some checkouts free of sweets and
snacks, but at the same time soft drinks have joined the junk foods
at the till.
The theory behind the sale of such foods at the till is that
consumers can be suckers for impulse purchasing – the almost
unconscious reaction to pick up something attractive while your
thoughts are focused on checking your shopping list or finding your
purse. The companies know that items should be small, attractive,
familiar and tasty or else the impulse may not work. To get
children involved, the impulse products need to be a lower height
– preferably within the arm’s reach of a buggy-pushed child, whose
firm grasp of a product leads to a predictable struggle, just as the
parent reaches the till. A fight between public health campaigners
and supermarkets has been converted into a fight between a parent
and their child, but the winner is the supermarket all the same.
Promotion
While TV advertising to children is tolerated in most countries
(notable exceptions are Sweden and the Canadian province of
Québec), the media channels and promotional settings available
to food marketeers have expanded dramatically in the last two
decades. The following lists show just some of the opportunities
for promoting junk food to children.
Placement of online advertising

• On search engines.
• On social networking sites.
• On news sites, music sites and blogs.
• Around or on TV-on-demand.
• Around or in films and media clips viewed online.
53
• Around or in online and downloadable games, music and

other media.
• On company websites or company-owned dedicated children’s
sites.
Product placement and branding

• Product placement in TV scheduled programmes, radio
programmes, films, computer games, downloadable apps.
• Branded books, for example, counting books for pre-schoolers.
• Branded toys, for example, fast food store as a playhouse.
Branded computer games

• Interactive company-owned websites, for example, with puzzles
and games including branded objects.
• Branding on sports teams and advertising at sports and
cultural events.
• Branding on school equipment and sports kits.
Viral marketing
• Word-of-mouth and personal recommendation by consumers,
sometimes in return for payment or reward, and increasingly
encouraged in social networking sites (Tripodi 2012).
Sponsorship
• Sponsorship of TV and radio programmes, music videos.
• Celebrity product endorsement.
• Sponsorship of community and school events and contests.
• Corporate gifts of educational materials and equipment.
• Corporate support of ‘health’ campaigns, sports clubs,
school meals.
54
Direct marketing
• Promotional emails.
• Promotional sales by telephone, text messaging to mobile phones.
• Promotion and sampling schemes in schools.
Advergaming
• Branding and advertising embedded in video games and
interactive fantasy worlds, available online or for downloading.
The users may provide their contact details to marketers in return
for multiplayer interactive gaming and opportunities for rewards.
Point of sale and product promotion

• Packaging vouchers linked to discounts on videos, films, music.
• Packaging codes link to online games, social networking sites or
downloadable apps.
• Vending machine codes link to online immediate discounts.
Integrated marketing
• This includes linking film, toy and food products, and now
also including new media, for example, a breakfast cereal that
has on-pack promotion of a brand-promoting game, which is
played on a website, with matching Facebook page and Twitter
messaging. The game can be played interactively with other
people worldwide, and is downloadable as an app to play on
a smartphone.
Interactive and user-generated marketing

• This includes two-way marketing and market-shaping activities,
for example, TV adverts invite viewers to vote for different
flavours of a brand, which then gets produced and marketed. In
another example, the company launches a competition to create
a video commercial, which individuals then put on YouTube for
viral distribution.
55
In each case these are conscious decisions by food company

researchers, designers and psychologists, using taste trials, eye-
tracking, focus groups and consumer taste-test panels. Growing
sections of the advertising industry are devoted to the development
of material and techniques for capturing and exploiting children’s
natural curiosity and interest in eating. An estimate of the
commercial activities of the world’s food industries in 2001 found
that their advertising budget was some US$40 billion (Lang
and Millstone 2002). To put this figure in context, it is greater
than the entire economy (Gross Domestic Product) of Romania
or Bangladesh or any one of 145 other national economies, that
same year.
Advertising on internet sites has rapidly increased in the
last decade. In the UK the budget for internet advertising of all
products exceeded that for TV advertising in 2009, having risen
from under £200 million in 2002 to nearly £5 billion in 2010
(Phillipson 2009).
Data on children’s access to the internet are available for some
countries: figures from the UK in 2011 show that 65 per cent
of children aged 5–7 were accessing the internet through home
computers, rising to 85 per cent of UK children aged 8–11 (Ofcom
2011). These figures indicate that UK children’s access to and use
of the internet has risen some 30 per cent during a four-year
period 2007–11.
Some food company websites offer fantasy games and cartoons
targeting children, and even show videos of adverts that would
likely break the law if they were to be shown during children’s TV
in countries such as the UK and Sweden.
Promoting brand loyalty

Companies also develop their own websites to increase brand
awareness and consumer loyalty, but these activities are not usually
defined as advertising and may not be included in estimates of
advertising expenditure. Food companies’ homepages give children
an opportunity to engage with the brand (for example, become a
‘fan’). Further involvement comes when the companies’ websites
provide social contexts that display the names of a user’s friends
who are already ‘fans’ of the brand (Nielsen and Facebook 2010).
56
With 56,000 new fans joining it daily, Coca-Cola’s fan page was
rated as number 11 in the world in mid-2011, with a total of
nearly 32 million fans (Sekander 2011). It was the only food brand
with such a high ranking – the next-placed food-related brand
being Starbucks, which attracted 23 million fans, having gained
13 million in a year (Walsh 2010).
A recent development for food companies is to promote their
brand using advergames (digital games or fantasy worlds with
in-built advertising or branding). Most major food companies
have developed game-playing and fantasy video sites for young
children.1 In the USA McDonald’s advergames attracted over
4 million unique child visitors and a further 3.5 million unique
teenage visitors in 2009 (Harris, Schwartz and Brownell 2010).
Games include prompts for users to order home-delivery food
while playing the game.
Sites that offer social gaming (multi-player online games) are
expected to grow rapidly; although the games may or may not have
embedded advertising, the sites can include banner advertising and
other marketing messages showing the brand. Figures from the
USA indicate that advertisers spent an estimated US$192 million
advertising on social game sites in 2011, a 60 per cent increase over
2010 and predicted to rise a further 40 per cent in 2012 (eMarketer
Digital Intelligence 2011a).
Interacting with each child

Besides passive advertising, food companies have become ‘part of
the conversation’ using digital marketing to create, test and adjust
their marketing messages in real time, with young people learning
about new products, evaluating them and providing feedback
to the companies (Montgomery et al. 2011). A further valuable
and low cost marketing method is to encourage young people to
download or record a commercial and then distribute it to their
friends or place it on a social media site for free access. This is
termed ‘user-generated’ marketing, and its distribution is termed
1 Examples at the time of writing this report include (all accessed 24 June 2012):
• www.nestlecrunch.com/playground.aspx
• http://city.haribo.com
• www.nesquik.com/kids/games/index.aspx
• www.ricekrispies.com/en_us/pick-a-card.html.
57
‘viral’ as it relies on users to spread the messages informally. In so far

as a company has no involvement in the spread of the commercial
message, the company can deny responsibility over who is exposed
and what effect it has.
Companies increasingly design their marketing campaigns to
involve a variety of media and devices. Interactive media allow
companies to gather information and refine their marketing
approach to target the profile of their material to suit the individual
viewer. Social networking sites such as Facebook and messaging
services such as Twitter are popular with children and young
people and therefore with advertisers. Social media marketing
can increase advertisement recall, awareness of the product or
brand and purchase intent (Nielsen and Facebook 2010). Global
expenditure on advertising on social networking sites reached
an estimated US$5.5 billion in 2011 and is predicted to reach
US$10 billion annually by 2013 (eMarketer Digital Intelligence
2011b). Estimates from France and Spain indicate that online
advertising now accounts for some 13–15 per cent of all media
advertising, and is due to rise to 20 per cent by 2014 (von Abrams
2010). Combined exposure to TV and internet social networking
is also increasing: over 50 per cent of X Factor viewers in the UK
reportedly used the Facebook site at the same time as they were
watching the TV show (Calladine 2011).
An additional tool for marketeers is online behavioural
tracking, in which the company monitors individuals’ personal
interests and then advertises selected products that might interest
them. By analysing children’s social network and social groups,
the companies can directly select messages to individual children
and to linked groups of children and their social community
(Montgomery et al. 2011). The average UK teenager has over
450 Facebook ‘friends’ and the average UK young adult has over
1000 ‘friends’ (Intersperience 2011).
While in theory Facebook is used only by children over the age
of 13, in reality, evidence from the UK (Ofcom 2011) indicates
that among eight-year-olds, one child in 12 has a social media
page (most often on Facebook). Among children aged nine, this
rises to one child in every seven. The effect is that children this
young are exposed to marketing methods and messages designed
for older children (and within five years or so, designed specifically
for adults).
58
Marketing on the move

The use of mobile phones has become widespread among teenage
children. Data from the UK show that use of a smartphone
(mobile phone with internet access) is common among relatively
young age groups: among children aged 8–11, one in eight owns a
smartphone, and among children aged 5–7, a remarkable one in 50
owns a smartphone (Ofcom 2011).
As with email marketing, messages can be customised to
known users’ interests and the responses tracked. As reported by
comScore in September 2010, almost half of European mobile
users received advertising via text messages (comScore 2010). This
communication can be interactive, as customers can communicate
with food companies: for example, Coca-Cola’s new ‘cashless’
vending machines encourage mobile phone payment, and when
the customer sends a message to the company that includes a
vending machine code, the customer receives a discount that comes
directly to the vending machine as they make the purchase (Coca-
Cola 2011). Simultaneously, the company gains a phone number
belonging to a person known to be a purchaser of the product.
Smartphones have also created a new opportunity for marketing
through ‘apps’ (downloadable software applications). Mobile apps
allow food companies to communicate information about products
and help consumers to find a company’s products in stores (for
example, Kraft’s iFood Assistant app), order their products for
home delivery (for example, Pizza Hut app), or send discounts and
coupons (for example, Grocery IQ iPhone app) (Pitt et al. 2011).
Parents not in the equation?

Whatever the rhetoric of the food companies and politicians who
urge parents to be more responsible about the food children eat,
and the TV they watch, the reality is that children are directly
targeted by advertisers with little or no opportunity for parents
to intervene. That parents should be held responsible for their
children’s health is not a discussion for this chapter, but that
parent’s assumed responsibility is being undermined by direct
contact between the junk food advertisers and the child is a matter
of considerable concern.
59
The issue has been recognised for many years. In 1874, the
English Parliament passed the Infants’ Relief Act to protect
children under the age of 21, ‘from their own lack of experience and
from the wiles of pushing tradesmen and moneylenders’ ( James
1965). The Act, which absolved parents from their children’s debts,
is one of the earliest governmental policies to address children’s
unique vulnerability to commercial exploitation.
Despite the increasing evidence demonstrating the links
between children’s exposure to food marketing messages and
consequential changes in dietary behaviour, the protection of
children has become weaker as new and rapidly expanding forms
of media become available to larger numbers of children, and
companies take advantage of these low-cost, effective means of
reaching children directly.
Time for stronger rules

The advertisers are aware that they are coming in for criticism
and have come up with a number of voluntary ‘self-regulation’
proposals to avoid the imposition of statutory regulation. These
differ in different countries, and in some cases the voluntary
industry measures supplement local, stronger regulation, and in
other cases they are the only protection for children being offered.
Such voluntary, self-regulation, however, is easily reversed
when the pressure is off, and even at its best suffers from distinct
drawbacks (see below).
Why the food industry’s self-regulatory

codes are not good enough
Campaigning organisations and parents’ groups have been critical
of the voluntary measures being offered by the food industry. In
particular they state that:
1. The codes themselves are seriously flawed, in that they:
• are complex and difficult to understand and to monitor
• differ from country to country and region to region
• do not apply to all food advertisers, only those that say they
will abide by the codes
60
• only cover advertising content that is ‘directed primarily to

children’ rather than all the advertising seen by children
• do not prevent unhealthy food advertising during TV
programmes watched by the greatest number of children
• do not cover all the forms of media that children use
• do not cover all age groups of children
• consider one advertisement at a time, and not the cumulative
or compound effects of similar types of advertisements
• use criteria for deciding what is healthy/unhealthy that
suit the companies, allowing many unhealthy foods to
be advertised.
2. The administration and enforcement of the codes are grossly
inadequate because:
• the schemes rely on complaints from the public
• the decisions often give the benefit of doubt to the companies
• the decisions are usually made long after the advertising
campaign has finished
• the penalties are small and easily afforded by a food advertiser
• there is no independent monitoring to show that self-
regulation has reduced children’s exposure to unhealthy
food advertising
• there are no controls over advertising entering a country
from outside the jurisdiction, for example, via satellite
channels or via off-shore internet sites.
The UK is one of the few countries to have introduced legally
enforceable controls on advertising of junk food to children, but
these controls have weaknesses and gaps. The controls for TV only
apply to children’s dedicated channels and to programmes with at
least 20 per cent of the audience aged under 16, so programmes
watched by large numbers of children and also very large numbers
of adults (such as soaps and sports) are not included in the
controls. Second, the controls for internet have been introduced
recently, but do not apply to websites based outside the UK or
to brand messages that do not actually say the product should be
purchased – such brand messaging is not deemed to be ‘advertising’
61
in a strict sense. Mobile phones, smart apps and social media sites

are not covered at all – and that is just where the advertisers are
focusing their new campaigns.
From the industry’s view, the fatter we all are the better. Fatter
people eat more, and eating more is good for the food business.
The earlier we get fat the longer we will be eating excess food.
But the politicians and advertisers who defend the free market
economy are sacrificing our children’s health. They know what they
are doing, whatever they might say, and so we have to make it clear
that we are holding them accountable.
We know what they are doing. And although it is a struggle to
organise against the food companies’ worst behaviour, we owe it to
our children to do whatever we can.
Taking action
There is no point reading this chapter and getting anxious. Nor
is it enough to convert your anxiety into anger. What is needed is
to harness the anger and get active. There are loads of campaigns,
parents’ organisations, school groups, trade unions and professional
associations that want to protect children from the marketing
tricks of the food and soft drink industries. Here are a couple of
places to start:
• In the UK: www.sustainweb.org/childrensfoodcampaign.
• In the USA: www.cspinet.org/about/index.html (and their site
www.foodmarketing.org).
• In Australia: www.parentsjury.org.au and www.opc.org.au.
References
Branca, F., Nikogosian, H. and Lobstein, T. (2007) The Challenge of Obesity in the
WHO European Region and the Strategies for Response. Copenhagen: World
Health Organization. Available at www.euro.who.int/__data/assets/pdf_
file/0010/74746/E90711.pdf, accessed on 22 April 2013.
Calladine, D. (2011) ‘12 trends for 2012.’ Aegis Media. Available at www.
slideshare.net/NextGenerationMedia/12-trends-for-2012, accessed on 22
April 2013.
62
Coca-Cola (2011) Google Showcase Cashless Vending with Bi-Coastal Event.

Atlanta, GA: The Coca-Cola Company. Available at www.coca-colacompany.
com/press-center/company-articles/coca-cola-google-showcase-cashless-
vending-with-bi-coastal-event, accessed on 22 April 2013.
comScore (2010) ‘More than 100 million mobile consumers in EU5 received
SMS advertising.’ Press release. Available at www.comscore.com/layout/
set/popup/layout/set/popup/Press_Events/Press_Releases/2010/11/
More_Than_100_Million_Mobile_Consumers_in_EU5_Received_SMS_
Advertising, accessed on 22 April 2013.
eMarketer Digital Intelligence (2011a) ‘Social gaming market to surpass
$1 billion.’ eMarketer, 12 January. Available at www.emarketer.com/Article.
aspx?R=1008166, accessed on 22 April 2013.
eMarketer Digital Intelligence (2011b) ‘Social network ad revenues to reach
$10 billion worldwide in 2013.’ eMarketer, 5 October. Available at www.
emarketer.com/Article/Social-Network-Ad-Revenues-Reach-10-Billion-
Worldwide-2013/1008625, accessed on 22 April 2013.
Harris, J., Schwartz, M. and Brownell, K. (2010) Evaluating Fast Food Nutrition
and Marketing to Youth. Newhaven, CT: Yale Rudd Center for Food Policy and
Obesity. Available at http://fastfoodmarketing.org/media/FastFoodFACTS_
Report.pdf, accessed on 22 April 2013.
Huffington Post (2011) ‘San Francisco Happy Meal toy ban takes effect,
sidestepped by McDonald’s.’ 1 December. Available at www.huffingtonpost.
com/2011/11/30/san-francisco-happy-meal-ban_n_1121186.html, accessed
on 22 April 2013.
Intersperience (2011) ‘Twenty-somethings top online friends’ league table.’ Press
release, 23 May. Available at www.intersperience.com/news_more.asp?news_
id=34, accessed on 22 April 2013.
James, T.E. (1965) Children and the Law. Oxford: Pergamon Press.
Lang, T. and Millstone, E. (eds) (2002) The Atlas of Food. London: Earthscan Books.
Montgomery, K., Grier, S., Chester, J. and Dorfman L. (2011) Food Marketing in
the Digital Age: A Conceptual Framework and Agenda for Research. Washington
DC: American University. Available at http://bmsg.org/sites/default/
files/bmsg_report_food_marketing_in_the_digital_age_a_conceptual_
framework_0.pdf, accessed on 22 April 2013.
Nielsen and Facebook (2010) Advertising Effectiveness: Understanding the
Value of a Social Media Impression. Available at www.iab.net/media/file/
NielsenFacebookValueofSocialMediaImpressions.pdf, accessed on 22
April 2013.
Ofcom (2011) Children and Parents: Media Use and Attitudes. London: Ofcom.
Available at http://stakeholders.ofcom.org.uk/binaries/research/media-
literacy/oct2011/Children_and_parents.pdf, accessed on 22 April 2013.
Phillipson, G. (2009) UK Online Advertising – The Success Story. Internet
Advertising Bureau. Available at www.slideshare.net/vittorio.pasteris/
uk-online-advertising-the-success-story-by-guy-phillipson, accessed on
7 May 2013.
63
Pitt, L.F., Parent, M., Junglas, I., Chan, A. and Spyropoulou, S. (2011) ‘Integrating
the smartphone into a sound environmental information systems strategy:
principles, practices and a research agenda.’ The Journal of Strategic Information
Systems, 20, 1, 27–37.
Sekander, Y. (2011) ‘World’s top 100 most popular facebook fan pages.’ Available
at www.elevatelocal.co.uk/blog/worlds-top-100-most-popular-facebook-
fan-pages-08073648, accessed on 22 April 2013.
Tripodi, J.V. (2012) ‘The journey to shared value.’ Cannes, Coca-Cola press
presentation. Available at http://www.coca-colacompany.com/our-company/
the-journey-to-shared-value, accessed on 24 June 2012.
von Abrams, K. (2010) ‘Online ad spending buoyant in France and Spain.’
Available at www.emarketer.com, accessed on 22 July 2013.
Walsh, M. (2010) ‘Starbucks tops 10 million Facebook fans.’ Marketing Daily,
15 July. Available at www.mediapost.com/publications/article/132008/,
accessed on 22 April 2013.
64
Chapter 4
The Science of Violent

Entertainment
Dr Wayne Warburton
There is a long history, across cultures, of boys playing with

violence-themed toys such as spears, swords and bows and arrows.
To give just one example, historian G.R. Owst (1961) talks about
boys in Anglo-Saxon times being recorded as using, ‘a burly spear
from a ragwort stalk, and of a sedge a sword of war’. However, the
effects of such toys are still hotly debated today. On one side is
the ‘boys will be boys’ argument, which suggests that boys playing
with violence-themed toys is simply a natural part of growing
up. Hence the often stated, ‘Look at me – I played with toy guns
when I was a kid and it didn’t do me any harm.’ Some with this
view take the argument even further, by suggesting that playing
with such toys may help children ‘blow off steam’ and harmlessly
vent aggressive impulses. On the other side are arguments that
recognise the role of weapons play in setting gender stereotypes,
in normalising aggressive behaviour and in desensitising boys to
violence. According to this view, playing with such toys sets up
patterns of behaviour that may be unhelpful, and that increase
rather than reduce the likelihood of aggressive behaviour.
In this chapter I do not want to enter into the debate about
whether or not boys should be playing with violence-themed toys
or games. I will not prescribe to parents what is right or wrong for
their children – that is a decision for parents to make themselves.
Rather, to assist readers in making their own informed decisions,
I present the scientific findings about boys and violence-themed
65
entertainments and suggest a possible ‘moderate’ path that takes

into account the known findings.
To this end, we first examine whether boys prefer violence-
based toys such as guns and spears, the effects of violent toy
play on behaviour, and the impact of playing with violent virtual
weapons in video games. We also examine the effect of having
a weapons-based controller such as a replica gun in such games.
Then we examine the reasons why these effects may occur in terms
of human psychology. The chapter concludes with some practical
notes for parents and professionals who work with boys. Along
the way we also examine boys’ development at various ages. Before
we begin, however, I would like to start by stressing the positive
impacts of play and games, and outlining my overall approach to
violence-themed entertainments.
Positive impacts of play and games

Play is crucial to children’s development (Gonzales-Mena 2008),
and rough and tumble play is particularly important for boys
(Fletcher, St George and Freeman 2012). Children love to engage
with new media and techno toys, and these can have many benefits
for children, even quite young children (Warburton and Highfield
2012). It is important to remember the many positive impacts that
playing games, playing video games and interacting with media can
have for children. These include benefits to cognitive development,
language acquisition and socialisation for young children and to
peer relationships and identity formation for older children. Toys
and video games can teach key skills, can help children manage
pain, can be used for exercise and can facilitate helping behaviours
(see Warburton and Braunstein 2012 for more details). For
this reason, the many benefits of play and games should not be
forgotten as we explore their possible negative impacts.
A ‘risk factor’ approach

In the debate on the impact of violent video games, an argument
I often hear is that people play more of such games now, but there
is less violent crime, so violent video games cannot be linked with
violent behaviour. This argument assumes, wrongly, that playing
66
The Science of Violent Entertainment
such games must be the only factor involved in violent behaviour.

No credible researcher in this area would ever make such a claim.
In my experience, acts of violence (defined as behaviours that have
the aim of causing extreme harm to another) never have a single
cause. Rather, they are usually the culmination of a whole range of
factors that can put a person at greater risk of violence – aggressive
personality, attitudes approving violence, harsh early parenting,
trauma, violent peer group norms, poverty, gang membership, being
male, low IQ, violent media exposure and type of neighbourhood,
just to name a few (see Anderson and Warburton 2012). Each of
these is a ‘risk factor’ for violence, but none is sufficient alone to
cause a person to be violent. Instead, the risk of violence increases
as the number of risk factors increase. If a person has enough risk
factors, these may be sufficient to impel that person to violence in
situations that have the right triggers, such as being insulted by
another person.
It is also important to separate violence from aggression.
Violence is at the extreme end of the aggression spectrum.
However, aggressive behaviour can include any manner of hurting
another person, including teasing, hitting, smashing their things,
spreading rumours, bullying online or in person, saying hurtful
things or injuring the person in some other way.
When it comes to boys and violence-themed entertainments,
it is important to understand that the research refers to aggressive
rather than violent behaviour, and that the risk factor approach
applies. Playing with violence-themed toys or games is one factor
that can influence child behaviour, but it is one of many influences
on a child’s life, some of which may put the child at greater risk of
aggressive behaviour and some of which may reduce it. Thus, the
scientific findings need to be put into context. They should not be
over-interpreted as suggesting that playing with violent toys will
turn a child into an aggressive monster, but neither should they be
under-interpreted. Violent entertainments have a clear impact on
boys, and this can be a significant one.
67
The impact of violence-themed

entertainments on boys
Boys and toys
Perhaps the first issue we should look at is whether boys do
tend to prefer toys and games with violent themes. The research
suggests they do. A study of girls’ and boys’ toys by Blakemore and
Centers (2005) found that whereas girls’ toys tended to emphasise
attractiveness and domesticity, boys’ toys were frequently rated
as violent, exciting and a little dangerous. This preference for
violence-themed toys seems to become pronounced by the age
of 4–5 (Hellendoorn and Harinck 1997; Liss 1981), and a clear
preference for aggressive play over non-aggressive play appears to
begin around the same age, continuing through middle childhood
(Benenson, Carder and Geib-Cole 2008).
Boys’ preferences have been exploited, and to some extent
created, by advertising. One study that has demonstrated this is
by Lori Klinger and her colleagues (2001). Children aged 9–11
were asked to rate how aggressive children’s advertisements were.
Advertisements for boys’ toys were consistently rated as having
more aggressive content than other advertisements. Interestingly,
boy participants rated content as less aggressive than girls. Klinger
concluded that boys are specifically targeted with aggressive
content in advertising, and that boys may become desensitised to
aggressive media content as a result.
One particular type of toy that is heavily marketed to boys
is the toy gun. Many boys seem to be fascinated by weapons,
and especially by firearms. This is borne out by a 2001 study
from Geoffrey Jackman and his colleagues (2001), who allowed
29 groups of 8–12-year-old boys to find a real (unloaded) gun to
see what they would do. Although boys from most groups found
the gun within 15 minutes, only one boy tried to then inform
an adult, and he was mocked by the other two members of his
group. Most boys were curious, with boys from 16 of the 21 groups
that found the gun handling it, and boys from 10 of these groups
actually pulling the trigger, even some who realised the gun was
genuine. This study amply demonstrates that many boys are drawn
to guns, have trouble distinguishing real from replica weapons and
have a tendency to handle guns irresponsibly. This may explain
in part the large number of injuries sustained each year by boys
68
playing with replica guns (in one US study, there were 818 reports
of toy gun injuries in 1980–81 alone; see Tanz, Christoffel and
Sagerman 1985).
Studies that assess the psychological impact of playing with
toy guns generally take two forms. Some are experiments that let
children play with toy guns or non-violent toys, and then assess
their behaviour afterward. Such studies are removed from ‘real
world’ situations, but can remove the possibility of other factors
causing the changes in behaviour that are measured. Experiments
are therefore used to work out if one thing really causes another.
Other studies look at how much children play with toy guns in the
real world, and whether there is a correlation with how aggressive
or anti-social that child typically is. In this type of study a wide
range of ‘real world’ behaviours can be examined at one time, but
the issue of what causes what cannot be determined.
Two studies by Turner and Goldsmith in 1976 are of the first
type. They looked at the behaviour of four- and five-year-old
children playing with either toy guns, airplanes or their usual
toys. In each block of time that toy guns were used, there was a
substantial increase in anti-social behaviour (hurting someone,
smashing something, breaking a rule, swearing and being nasty,
bossy or threatening). In subsequent blocks of play with either
airplanes or the child’s usual toys, anti-social behaviour reduced,
only to spike upwards again when toy gun play was re-introduced.
Another important experiment involved 30 young men (aged
18–22) who either played the game ‘Mousetrap’ or with a pellet
gun for 30 minutes (Klinesmith, Kasser and McAndrew 2006).
Those who played with the gun had increased testosterone levels
compared with the ‘Mousetrap’ playing group, and were also
significantly more aggressive afterwards. Data analysis suggested
that playing with the pellet gun increased testosterone levels, and
that this in turn had the effect of increasing aggression.
Watson and Peng (1992) had similar findings, but used
the second method. They found that frequent toy gun play at
home was linked with a greater preference for violence-themed
toys, greater dislike for non-aggressive play and real aggressive
behaviour (as opposed to aggressive play). In this study there was
a stark difference between boys and girls, with boys being far more
aggressive. When the researchers looked at those factors that
predicted real aggressive behaviour for the whole group (boys and
69
girls), toy gun play at home, having punishing parents and violent
television exposure, were all important. However, when boys
were separated from girls, there was only one factor that strongly
predicted boys’ aggression – toy gun play at home.
Of course, guns are not the only violence-themed toys that boys
play with. Swords, bows and arrows, clubs, spears and many other
weapon-based toys are common. Research using similar methods
has also examined the impact of violence-themed toys generally,
and the findings are similar to those for toy guns. Experimental
studies have tended to look at pre-school boys and boys aged 5–8.
They typically find that after playing with violence-themed toys
(compared with toys with helping or neutral themes), boys are
rated as being more aggressive (Mendoza 1972; Potts et al. 1986),
even boys rated as being normally non-aggressive (Feshbach 1956).
An important aspect of violence-themed toys is that they
are often the result of merchandising off-shoots to successful
television series, movies and video games. They might be laser
guns used by space rangers, light sabres and pirate swords used
in popular movies, armour worn by action heroes or accessories
worn by comic book characters. As such, they are not simply
replica weapons, but objects with a history that the child knows
well (indeed, knowing about the toy is part of what makes it so
desirable in the first place). In addition, the scripts about how to
behave with the toy weapons from the relevant cartoons, movies
and television series are well known to the boys who watch them.
For this reason, one will often see boys use such toys in ways that
imitate the original users – the pirates, space rangers, super heroes
and villains – even when the characters who model the weapons
are violent on-screen.
This is a well-researched phenomenon. Early studies show
clearly that children who see a film of a model doing something
aggressive with a toy, something the children have never seen before,
will imitate that behaviour afterwards (Bandura 1973; Bandura,
Ross and Ross 1961, 1963). This is a principle known as ‘social
learning’, and has been demonstrated comprehensively for a large
range of social behaviours, not just aggression. Further research
has revealed that children are more likely to imitate ‘models’ who
they identify with, who are admired or liked, or who are seen to be
rewarded for that particular behaviour (see Bandura 1973). One
interesting study also showed that children of 6–7 years are more
70
likely to imitate aggressive behaviours involving toys and actions

they have an existing liking for (Slife and Rychlak 1982). Together
this research suggests that when toys are linked with on-screen
heroes or admired characters who use them for an aggressive
purpose, children will imitate that behaviour in their play with that
toy, and often act out the ‘scripts’ that they have learned from the
television show or movie (see Huesmann and Kirwil 2007).
The type of play that involves the most identification with screen
characters is playing video games. Here, there is a considerable
wealth of research for parents and others to draw from.
Boys and video games

Children typically start playing video games just before the age of
four (Rideout 2011), and use then accelerates, peaking in hours
per week at around the ages of 11–14 (Anderson and Warburton
2012; Rideout, Foehr and Roberts 2010; Warburton and Highfield
2012). Over 90 per cent of boys and girls over eight years play
video games (for example, Lenhart et al. 2008), but boys play for
more hours, outplaying girls about 2.5 hours to one (Rideout et al.
2010). Relevant to this chapter, research suggests that the more
hours children play video games, the more likely it is that the
games will have violent content (Krahé and Möller 2004).
Although many parents are aware that their children are
playing video games with violent content, in my experience most
are unaware of the degree of violence within the games. To give one
example, the game Grand Theft Auto is rated M17+ in the US, but
was played by 56 per cent of US children aged 8–18 in the last big
survey (Rideout et al. 2010). Apart from the obvious implications
regarding the ineffectiveness of the classification system, there are
clear developmental implications for children who play the game,
which involves strong violence, the solicitation of prostitutes to
gain life points and then the murder of those prostitutes to gain
one’s money back. Parents who see actual clips from the game
are generally discomforted and quite surprised at the themes,
levels of violence and implications for attitudes toward women.
Other games such as Manhunt are an order of magnitude more
violent again.
Apart from often not knowing the content of many popular
violent video games, many parents take false comfort from reports
71
in the popular press that the ‘jury is still out’ regarding the impact
of violent games on children’s behaviour. Media reports often
make much of the fact that there are a small number of violent
video game studies that do not find an effect, and this seems to
have led to a widespread belief that the scientific findings are
inconclusive or are disputed by many researchers in the area.
Contrary to popular belief, an overwhelming majority of violent
video game studies do find an effect, and the better designed
the studies are, the stronger the effect that they find (Anderson
et al. 2010; Anderson and Warburton 2012). The latest review of
studies by Craig Anderson and his colleagues in 2010 looked at
over 380 studies that involved a staggering 130,000+ participants.
Across the studies it was consistently found that playing violent
compared with non-violent games:
• was causally linked with increases in aggressive behaviour in the
short and long term
• was causally linked with desensitisation to violence in the short
and long term
• was causally linked with increases in aggressive thoughts
and feelings
• was causally linked with decreases in helping behaviour and
empathy toward others.
Whenever there are several hundred studies of any social
phenomenon, some will show no effect. This occurs in all scientific
research. However, when it comes to violent video game effects,
there are so many studies that do find an effect and so few that
do not, that the vast majority of active and credible researchers in
the area believe that the ‘jury is no longer out’ (Huesmann 2010;
Krahé et al. 2012; Sacks et al. 2011; Warburton 2012a). The effects
listed above have been shown in laboratory experiments, in real-
world situations, in studies following people’s behaviour across
years in time and in studies of brain activity using brain imaging
machinery. The sheer weight of the evidence is now very hard
to ignore.
A final common fallacy believed by many parents (and promoted
in the mass media) involves the idea that playing violent video
games can help children to vent their aggression in a harmless
72
environment, thus reducing the likelihood of aggressive behaviour

in the real world (Baumeister, Heatherton and Tice 1994). The
research in this area is quite clear. Behaving aggressively, whether on
a sporting field, in everyday life, or when playing games, increases
the likelihood of further aggression rather than reducing it (see
Bushman 2002; Bushman, Baumeister and Stack 1999; Bushman,
Baumeister and Phillips 2001; Geen, Stonner and Shope 1975).
These studies suggest that playing violent games is very unlikely to
reduce the likelihood of aggressive behaviour. Rather, Baumeister
and colleagues (1994) suggest that the ‘aggressive play vents
aggression’ argument is often is used as a justification for violent
video game play, giving players permission to abandon their self-
control and behave aggressively.
Video games and gender

Interestingly, many studies show that the impacts of violent video
games are similar for boys and girls. However, boys play so much
more than girls that the ‘dosage’ is often much higher, and the
impact correspondingly stronger. And this is the problem. The
effect of violent video games increases when the violence in the
game is stronger or bloodier and when the amount of exposure
accumulates over the long term (Anderson et al. 2003; Barlett,
Anderson and Swing 2009; Buckley and Anderson 2006). So, the
more time that a child plays violent games, the more it becomes a
‘risk factor’, and the less time that the child is exposed to influences
that may offset the risks (such as good parenting). For this reason,
boys have more identified problems related to playing violent
games than girls (for example, Gentile et al. 2011).
An interesting study that did find a gender difference was by
Polman and colleagues in 2008. They wanted to see whether the
interactive nature of video games increased their impact, and to
this end had children either actively played or passively watched
a video game. In this study the boys who played the violent video
games were more aggressive immediately afterwards than those
who simply watched the games. There was no such effect for the
girls, suggesting that in this group, interactivity disproportionately
affected the behaviour of boys.
73
Apart from interactivity, it is also possible that the type of game

controller used by players may enhance the impact of playing
violent video games on their thoughts, feelings and behaviours.
Realistic and replica weapon

video game controllers
A number of studies have examined the effects of realism in video
games. For example, playing games in virtual reality environments
has been shown to increase feelings of being immersed and involved
in the game compared with standard game environments (Persky
and Blascovich 2007), and games that are more advanced in terms
of graphics and realism are also linked with increased immersion,
involvement and physiological arousal (for example, Ivory and
Kalyanaraman 2007). Also, it has been shown in a number of
studies that using ‘natural controllers’ (such as the player being
wired to a video game machine and the machine mapping his/
her body movements whilst using a tennis racquet) enhance both
the enjoyment and the feeling of being immersed in the game (for
example, McGloin, Farrar and Krcmar 2011; Skalski et al. 2011).
Such controllers are also linked to better skills acquisition (for
example, tennis skill in a tennis game). The probable reason is that
such controllers, by using realistic props and movements, activate
existing knowledge stored in the person’s brain, leading to quicker
mental processing and faster acquisition of skills and behaviour
(see Gentile 2011; Tamborini and Skalski 2006). Other controllers
require the user to learn game skills from scratch.
McGloin and colleagues (2011) suggest the same principles may
extend to realistic controllers in violent video games. That is, using
a replica gun in violent video games may facilitate faster learning of
the skills and behaviours required, as well as facilitating increased
immersion and involvement in the game. This is important,
because, as Andre Melzer and his colleagues (2010) point out,
immersion and involvement in a video game increases the degree
to which players identify with the characters they play, and level of
identification with an aggressive role model is a well-established
factor in the learning of aggressive behaviour (see Huesmann et al.
2003). On theoretical grounds then, realistic weapon controllers
may increase the impact of violent video games on aggressive
74
behaviour. There are only a handful of studies that have tested this
experimentally, but these have given interesting results.
Melzer and colleagues (2010) had students in Luxembourg
play a violent video game with a standard mouse click controller
versus a remote controller that allowed embodied gestures.
Students using the remote controller ‘tended to show more hostile
cognitions’ than those using the mouse click controller (p.171).
Another study by Chris Barlett and colleagues (2007) in the US
had participants play a shooter game with both a replica gun
controller and a standard controller. Use of the replica gun resulted
in comparatively higher hostility, physiological arousal and self-
reported aggression. Markey and Scherer (2009) and Raney, Smith
and Baker (2006) also note that gun-shaped controllers facilitate
immersion into video games, thus strengthening the impact of the
game on players.
Most recently, Jodi Whitaker and Brad Bushman (2012) had
young adults play either a violent first-person shooting game or a
non-violent, target-shooting game; some played with a standard
controller and some with a replica gun controller. After playing
their allotted video game, participants shot at a human-shaped
target with a highly realistic replica gun containing 16 bullets.
Compared with other groups, those who had shot at human targets
with a replica gun had 99 per cent more headshots and were the
only group to have more headshots than other shots. They also used
33 per cent more bullets than any other group. In the non-violent,
target-shooting game, those who used the replica gun controller
made more headshots than those using the standard controller.
This study also examined the correlation between how many
hours of shooting games were typically played by participants and
behaviour in the study. Those who played more shooting games
in real life fired more shots, fired more headshots and were more
accurate at firing the realistic gun.
Although we clearly need more scientific evidence in this
area, the studies to date suggest that replica weapon video game
controllers (compared with standard controllers) probably facilitate
greater learning of skills such as shooting ability, and are probably
also linked with greater increases in the likelihood of aggression.
75
How do violence-related
entertainments cause
changes to behaviour?
We have already looked at the human tendency to imitate, but
there are several well-known psychological processes that can
explain why playing violent games or playing with weapon-themed
toys might result in changes to the way children think, feel and
behave. Most assume that the brain is made up of an ‘associative
neural network’ of concepts in memory, and that the manner in
which these concepts become linked together determines much of
what we ‘learn’ to do. This may sound very technical, but really the
concept is quite simple.
Neural networks
Human brains are ‘wiring up’ and changing every second of every
day in response to what we experience, and they do so from well
before birth right through to death. When people experience
something new, clusters of neurons (long, thin nerve cells in the
brain) are set aside to recognise that thing again. These clusters
are called ‘nodes’, and humans have nodes for all sorts of objects,
feelings and concepts. When we experience that thing again, the
node becomes activated in recognition. Nodes that are activated
together (because the two concepts the nodes represent are
experienced together) become actually wired together in the brain,
thus linking the two concepts (for example, the look of a rose
and its smell). This wiring becomes stronger every time these two
things are activated at the same time. This is a physical process that
involves the forming of electrical and chemical pathways between
neurons. The brain literally ‘wires up’ constantly in response to
what is happening in our lives.
What is important for our purposes is that substantial amounts
of information can be wired together into a ‘knowledge structure’
about a particular situation, such as what a supermarket is like,
where the groceries are usually shelved and a ‘script’ for how you
would normally behave there. In this example, when the concept
of supermarket is activated by a trigger such as the supermarket
logo, we know automatically what to do and don’t need to think
76
about it too much. We behave according to the script, almost on

‘automatic pilot’.
This is an important concept in terms of aggressive behaviour
because humans have lots of knowledge structures about situations
where aggression might be used, especially if we have a lot of
experience of those situations (for example, through living in a
war-torn country, coming from a violent home or neighbourhood,
or through experiencing violent virtual situations in the media
or a video game). When a trigger from such an environment
causes an aggression-related concept or knowledge structure to
become activated in the brain, this increases the likelihood that an
aggressive response will occur.
Activating aggressive
concepts in the brain
A famous laboratory experiment by Berkowitz and LePage (1967)
showed that the simple presence of a gun sitting on a table was
enough to cause participants to give stronger electric shocks to
other participants (that is, to be more aggressive). It was (and is)
assumed that seeing the gun activated concepts related to guns in
the memory of participants, who probably associated guns with
aggressive behaviour and responded accordingly (Berkowitz 1970,
1974). This has been called the ‘weapons effect’. Interestingly,
the presence of an object not linked with aggressive behaviour (a
badminton racquet) decreased aggressive behaviour, probably by
activating non-aggressive concepts.
The weapons effect has been replicated many times since. For
example, Craig Anderson and his colleagues showed in 1996
that simply viewing a weapon on a computer screen increased
aggressive thoughts, and in 1998 that the viewing of weapon
pictures (compared with non-weapon pictures) increased the
ability of people to recall aggression-related words.
These findings have clear implications for replica weapon toys;
how a child will behave during and after their use will probably
depend on what concepts and scripts for behaviour are linked
with those weapons in the child’s mind. Because many children
associate guns with killing and hurting and aggressive behaviour,
it is reasonable to expect that the ‘weapons effect’ would also occur
77
during play with replica weapons.This may explain why playing with
replica guns has been linked with increases in aggressive behaviour.
This type of idea is central to other relevant theories as well. For
example, according to the principles of ‘script theory’ (Huesmann
1986, 1998), toys can act as a trigger to retrieve from memory
aggressive scripts for behaviour related to the toy (for example,
if the toy is a weapon from a well-known cartoon series). Once
activated, the script is rehearsed many times in fantasy play, and,
as the aggressive behaviours are played out in more and more play
situations, the script grows to include those behaviours in an ever-
widening range of possible scenarios.
A related idea is ‘cultural spillover’ theory (Straus 1991), which
suggests that the acceptance of violence in one sphere of life (such
as in a video game or in play) legitimises it in other situations (such
as interactions with family and friends).
Emotional desensitisation to violence

When humans do something for any period, their emotional,
cognitive and physiological response to it usually lessens over time
(that is, they feel and think about that thing less, and their blood
pressure and heart rate, etc. return to normal). Humans are not
designed for prolonged arousal, and this process is one way – we
are protected from over-stimulation and over-activation. However,
such processes also mean that people become desensitised to
aggressive media, violent games and presumably aggressive
play (see Krahé et al. 2011). This is shown increasingly in brain
imaging studies (for example, Montag et al. 2011; Strenziok et al.
2011), which demonstrate that emotional responding to violent
media decreases in a relatively short period of time, and that
people with a high level of prior exposure tend to have a smaller
emotional response to violence they see (that is, they show long-
term desensitisation). In addition, because such responses would
normally trigger the process of morally assessing our experiences,
desensitisation to violence may lead to the person not considering
the moral implications of what they have seen, or of their own
behavioural responses (Bushman and Anderson 2009). This in
turn may lead to greater aggressive behaviour (Krahé et al. 2012).
78
Should we be surprised?
We have seen that boys imitate what they see, learn concepts
and scripts for behaviour through the process of ‘re-wiring’ the
brain and will tend to behave in accordance with the thoughts
and feelings that are most activated in the brain. In addition, they
tend to become desensitised to violence with cumulative exposure.
These processes underlie all social behaviours, not just aggression
(Anderson et al. 2010), and it seems that similar principles apply to
a range of violence-themed entertainments, including toys, video
games and play. So, these effects should not surprise us. Indeed,
multi-billion dollar industries are based on the assumption that
such effects reliably occur, including the advertising industry, the
toy and gaming industries and training programmes such as those
for pilots and surgeons (Krahé et al. 2012).
Summary and suggestions

Really, much of this is common sense. The things that boys are
exposed to, including toys and games, impact on the way they think,
feel and behave. This fits well with what we know about how people
acquire knowledge and behaviours, and is backed up by research
demonstrating that violence-themed entertainments for boys are
linked with increases in aggressive behaviour, hostile thoughts
and feelings, misogyny and a range of anti-social behaviours, as
well as decreases in helping behaviours and desensitisation to the
suffering of others (for example, Anderson et al. 2010; Warburton
2012a, 2012b).
Importantly, these effects are related to amount. Short-term
effects are usually mild and short-lived (typically fading after
15–20 minutes or so). However, the effects are also cumulative
(Buckley and Anderson 2006; Hasan et al. 2013). One piece of
junk food does not cause a heart attack, one cigarette is highly
unlikely to cause cancer, and playing one violent video game will
probably not change boys greatly. However, prolonged exposure
to entertainments with strongly violent themes is more likely to
have a noticeable and enduring impact. This is good and bad news
for those interested in healthy development. Smaller exposures are
not usually problematic, but parents and professionals who work
79
with children should be aware of the possible negative impacts of

prolonged exposure.
One way that we can help boys with these issues is to help
them think about toys, games and media in terms of healthy
consumption, as we do with food. Children understand the basics
of healthy eating, often from kindergarten, and should be able to
understand that some types of play and toys are better in small
quantities (like ‘sometimes foods’), and that play thay encourages
helping rather than unhelpful or hurting behaviours is a healthier
play ‘diet’. Like food, it boils down to moderation in terms of what
and how much.
By taking this moderate approach and helping children to
self-regulate and make their own good choices, we can encourage
healthy play without being overly restrictive. Of course this is not
easy, and not all responsibility can be put onto either the child or
the parent. Regulators and policy makers should also take heed
of the scientific evidence and play a responsible role in protecting
boys from certain commercial practices where they can. Merchants
and their advertisers have ensured that boys will be bombarded
with messages designed to fuel their desire for all sorts of toys and
entertainments (and especially those that are violence-themed),
and so helping a boy to swim against the tide of peer pressure
and commercial interests is never easy. It involves persistence,
spending time playing with your child and, of course, being a good
role model yourself.
Acknowledgements
I wish to thank Dr Ingrid Möller for reviewing this chapter, and
Natasha Gupta, Claudia Nielson-Jones, Tamara Nothman and Ju-
Hi Yi for their assistance with this chapter. Thanks very much to
you all.
References
Anderson, C.A. and Warburton, W.A. (2012) ‘The Impact of Violent Video
Games: An Overview.’ In W.A. Warburton and D. Braunstein (eds) Growing
Up Fast and Furious: Reviewing the Impacts of Violent and Sexualised Media on
Children. Sydney: The Federation Press.
80
Anderson, C.A., Anderson, K.B. and Deuser, W.E. (1996) ‘Examining an

affective aggression framework: weapon and temperature effects on aggressive
thoughts, affect and attitudes.’ Personality and Social Psychology Bulletin,
22, 366–376.
Anderson, C.A., Benjamin, A.J. and Bartholow, B.D. (1998) ‘Does the gun
pull the trigger? Automatic priming effects of weapon pictures and weapon
names.’ Psychological Science, 9, 308–314.
Anderson, C.A., Berkowitz, L., Donnerstein, E., Huesmann, L.R. et al. (2003)
‘The influence of media violence on youth.’ Psychological Science in the Public
Interest, 4, 81–110.
Anderson, C.A., Shibuya, A., Ihori, N., Swing, E.L. et al. (2010) ‘Violent video
game effects on aggression, empathy, and prosocial behavior in Eastern and
Western countries.’ Psychological Bulletin, 136, 151–173.
Anderson, C.A., Bartholow, B., Berkowitz, L., Brockmyer, J. et al. (2010)
Statement on Video Game Violence. Professional testimony for the Gruel
amicus curiae brief, Arnold Schwarzenegger and Edmund Brown v Video
Software Dealers Association and Entertainment Software Association, Docket
# 08-1448, Supreme Court of the United States.
Bandura, A. (1973) Aggression: A Social Learning Analysis. Englewood Cliffs, NJ:
Prentice Hall.
Bandura, A., Ross, D. and Ross, S.A. (1961) ‘Transmission of aggression through
imitation of aggressive models.’ Journal of Abnormal and Social Psychology,
63, 575–582.
Bandura, A., Ross, D. and Ross, S.A. (1963) ‘Imitation of aggression through
imitation of film-mediated aggressive models.’ Journal of Abnormal and Social
Psychology, 66, 3–11.
Barlett, C.P., Anderson, C.A. and Swing, E.L. (2009) ‘Video game effects
confirmed, suspected and speculative: a review of the evidence.’ Simulation
and Gaming, 40, 377–403.
Barlett, C.P., Harris, R.J. and Baldassaro, R. (2007) ‘Longer you play, the
more hostile you feel: examination of first person shooter video games and
aggression during video game play.’ Aggression and Video Games, 33, 1–12.
Baumeister, R.F., Heatherton, T.F. and Tice, D.M. (1994) Losing Control: How
and Why People Fail at Self-regulation. San Diego, CA: Academic Press.
Benenson, J.F., Carder, H.P. and Geib-Cole, S.J. (2008) ‘The development of
boys’ preferential pleasure in physical aggression.’ Aggressive Behaviour,
34, 154–166.
Berkowitz, L. (1970) ‘The contagion of violence: an S-R mediational analysis
of some effects of observed aggression.’ Nebraska Symposium on Motivation,
18, 95–135.
Berkowitz, L. (1974) ‘Some determinants of impulsive aggression: the role of
mediated associations with reinforcements for aggression.’ Psychological
Review, 81, 165–176.
Berkowitz, L. and LePage, A. (1967) ‘Weapons as aggression-eliciting stimuli.’
Journal of Personality and Social Psychology, 7, 202–207.
81
Blakemore, J.E.O. and Centers, R.E. (2005) ‘Characteristics of boys and girls
toys.’ Sex Roles, 53, 619–633.
Buckley, K.E. and Anderson, C.A. (2006) ‘A Theoretical Model of the Effects
and Consequences of Playing Video Games.’ In P. Vorderer and J. Bryant
(eds) Playing Video Games: Motives, Responses, and Consequences. Mahwah,
NJ: LEA.
Bushman, B.J. (2002) ‘Does venting anger feed or extinguish the flame? Catharsis,
rumination, distraction, anger, and aggressive responding.’ Personality and
Social Psychology Bulletin, 28, 724–731.
Bushman, B.J. and Anderson, C.A. (2009) ‘Comfortably numb: desensitizing
effects of violent media on helping others.’ Psychological Science, 20, 273–277.
Bushman, B.J., Baumeister, R.F. and Phillips, C.M. (2001) ‘Do people aggress
to improve their mood? Catharsis beliefs, affect regulation opportunity, and
aggressive responding.’ Journal of Personality and Social Psychology, 81, 17–32.
Bushman, B.J., Baumeister, R.F. and Stack, A.D. (1999) ‘Catharsis, aggression,
and persuasive influence: Self-fulfilling or self-defeating prophecies?’ Journal
of Personality and Social Psychology, 76, 367–376.
Feshbach, S. (1956) ‘The catharsis hypothesis and some consequences of
interactions with aggressive and neutral play objects.’ Journal of Personality,
24, 449–462.
Fletcher, R., St George, J. and Freeman, E. (2012) ‘Rough and tumble play quality:
theoretical foundations for a new measure of father–child interaction.’ Early
Child Development and Care, 1–14.
Geen, R.G., Stonner, D.M. and Shope, G.S. (1975) ‘The facilitation of aggression
by aggression: Evidence against the catharsis hypothesis.’ Journal of Personality
and Social Psychology, 31, 721–726.
Gentile, D.A. (2011) ‘The multiple dimensions of video game effects.’ Child
Development Perspectives, 5, 75–81.
Gentile, D.A., Choo, H., Liau, A., Sim, T., Dongdong, L., Fung, D. and Khoo, A.
(2011) ‘Pathological video game use among youths: a two-year longitudinal
study.’ Pediatrics, 127, e319–e329.
Gonzales-Mena, J. (2008) Foundations of Early Childhood Education. Boston, MA:
McGraw Hill.
Hasan, Y., Bègue, L., Scharkow, M. and Bushman, B. (2013) ‘The more you
play, the more aggressive you become: a long-term experimental study of
cumulative violent video game effects on hostile expectations and aggressive
behaviour.’ Journal of Experimental Social Psychology, 49, 224–227.
Hellendoorn, J. and Harinck, H. (1997) ‘War toy play and aggression in Dutch
kindergarten children.’ Social Development, 3, 340–354.
Huesmann, L.R. (1986) ‘Psychological processes promoting the relation between
exposure to media violence and aggressive behavior by the viewer.’ Journal of
Social Issues, 42, 125–140.
82
Huesmann, L.R. (1998) ‘The Role of Social Information Processing and Cognitive
Schema in the Acquisition and Maintenance of Habitual Aggressive Behavior.’
In R.G. Geen and E. Donnerstein (eds) Human Aggression: Theories, Research
and Implications for Social Policy. San Diego, CA: Academic Press.
Huesmann, L.R. (2010) ‘Nailing the coffin shut on doubts that violent video
games stimulate aggression: Comment on Anderson et al. (2010).’ Psychological
Bulletin, 136, 179–181.
Huesmann, L.R. and Kirwil, L. (2007) ‘Why Observing Violence Increases the
Risk of Violent Behavior in the Observer.’ In D.J. Flannery, A.T. Vazsonyi
and I.D. Waldman (eds) The Cambridge Handbook of Violent Behavior and
Aggression. Cambridge: Cambridge University Press.
Huesmann, L.R., Moise-Titus, J., Podolski, C. and Eron, L. (2003) ‘Longitudinal
relations between children’s exposure to TV violence and their aggressive and
violent behavior on young adulthood.’ Developmental Psychology, 39, 201–221.
Ivory, J.D. and Kalyanaraman, S. (2007) ‘The effects of technological advancement
and violent content in video games on players’ feelings of presence,
involvement, physiological arousal, and aggression.’ Journal of Communication,
57, 532–555.
Jackman, G.A., Farah, M.M., Kellermann, A.L. and Simon, H.K. (2001)
‘Seeing is believing: what do boys do when they find a real gun?’ Pediatrics,
107, 1247–1250.
Klinesmith, J., Kasser, T. and McAndrew, F.T. (2006) ‘Guns, testosterone, and
aggression: an experimental test of a mediational hypothesis.’ Psychological
Science, 17, 568–572.
Klinger, L.J., Hamilton, J.A. and Cantrell, P.J. (2001) ‘Children’s perceptions of
aggressive and gender-specific content in toy commercials.’ Social Behaviour
and Personality, 29, 11–20.
Krahé, B. and Möller, I. (2004) ‘Playing violent electronic games, hostile
attributional style, and aggression-related norms in German adolescents.’
Journal of Adolescence, 27, 53–69.
Krahé, B., Möller, I., Huesmann, L.R., Kirwil, L., Felber, J. and Berger, A.
(2011) ‘Desensitization to media violence: links with habitual media
violence exposure, aggressive cognitions, and aggressive behaviour.’ Journal of
Personality and Social Psychology, 100, 630–646.
Krahé, B., Berkowitz, L., Brockmeyer, J.H., Bushman, B.J. et al. (2012) ‘Report of
the Media Violence Commission.’ Aggressive Behavior, 38, 335–341.
Lenhart, A., Kahne, J., Middaugh, E., Macgill, E.R., Evans, C. and Vitak, J.
(2008) Teens, Video Games, and Civics. Washington, DC: Pew Internet and
American Life Project.
Liss, M.B. (1981) ‘Patterns of toy play: an analysis of sex differences.’ Sex Roles,
7, 1143–1150.
McGloin, R., Farrar, K. and Krcmar, M. (2011) ‘The impact of controller
naturalness on spatial presence, gamer enjoyment, and perceived realism in a
tennis simulation video game.’ Prescence, 20, 309–324.
83
Markey, P.M. and Scherer, K. (2009) ‘An examination of psychoticism and motion
capture ontrols as moderators of the effects of violent video games.’ Computers
in Human Behavior, 25, 407–411.
Melzer, A., Derks, I., Heydekorn, J. and Steffgen, G. (2010) ‘Click or strike:
realistic versus standard game controls in violent video games and their effects
on aggression.’ Proceedings of the 9th International Conference on Entertainment
Computing, 6243, 171–182.
Mendoza, A. (1972) The Effects of Exposure to Toys Conducive to Violence.
Unpublished doctoral dissertation. Miami, FL: University of Miami.
Montag, C., Weber, B., Trautner, P., Newport, B. et al. (2011) ‘Does excessive
play of violent first-person-shooter-video-games dampen brain activity in
response to emotional stimuli?’ Biological Psychology, 89, 107–111.
Owst, G.R. (1961) Literature and Pulpit in Medieval England. Oxford: Blackwell.
Persky, S. and Blascovich, J. (2007) ‘Immersive virtual environments versus
traditional platforms: effects of violent and non-violent video game play.’
Media Psychology, 10, 135–156.
Polman, H., Orobio de Castro, B. and Aken, M. (2008) ‘Experimental study of
the differential effects of playing versus watching violent video games on
children’s aggressive behavior.’ Aggressive Behaviour, 34, 256–264.
Potts, R., Huston, A.C. and Wright, J.C. (1986) ‘The effects of television form and
violent content on boys’ attention and social behavior.’ Journal of Experimental
Child Psychology, 41, 1–17.
Raney, A.A., Smith, J.K. and Baker, K. (2006) ‘Adolescents and the Appeal
of Video Games.’ In P. Vorderer and J. Bryant (eds) Playing Video Games:
Motives, Responses, and Consequences. Mahwah, NJ: Lawrence Erlbaum.
Rideout, V.J. (2011) Zero to Eight: Children’s Media Use in America. San Francisco,
CA: Common Sense Media.
Rideout, V.J., Foehr, U.G. and Roberts, D.F. (2010) Generation M2: Media in the
Lives of 8–18 Year Olds. Merlo Park, CA: Henry J. Kaiser Foundation.
Sacks, D.P., Bushman, B.J. and Anderson, C.A. (2011) ‘Do violent video games
harm children? Comparing the scientific amicus curiae “experts” in Brown v.
Entertainment Merchants Association.’ Northwestern Law Review, 106, 1–12.
Skalski, P., Tamborini, R., Shelton, A., Buncher, M. and Lindmark, P. (2011)
‘Mapping the road to fun: natural video game controllers, presence, and game
enjoyment.’ New Media and Society, 13, 224–242.
Slife, B.D. and Rychlak, J.F. (1982) ‘Role of affective assessment in modeling
aggressive behaviour.’ Journal of Personality and Social Psychology, 43, 861–868.
Straus, M. (1991) ‘Discipline and deviance: physical punishment of children and
other crime in childhood.’ Social Problems, 38, 133–149.
Strenziok, M., Krueger, F., Deshpande, G., Lenroot, R.K., van der Meer, E. and
Grafman, J. (2011) ‘Fronto-parietal regulation of media violence exposure in
adolescents: a multi-method study.’ Social Cognitive and Affective Neuroscience,
6, 2–11.
84
Tamborini, R. and Skalski, P. (2006) ‘The Role of Presence in Electronic Games.’

In P. Vorderer and J. Bryant (eds) Playing Video Games: Motives, Responses, and
Consequences. Maherah, NJ: Lawrence Erlbaum Associates.
Tanz, R., Christoffel, K.K. and Sagerman, S. (1985) ‘Are toy guns too dangerous?’
Pediatrics, 75, 265–268.
Turner, C.W. and Goldsmith, D. (1976) ‘Effects of toy guns and airplanes
on children’s antisocial free play behavior.’ Journal of Experimental Child
Psychology, 21, 303–315.
Warburton, W.A. (2012a) ‘Growing Up Fast and Furious in a Media Saturated
World.’ In W.A. Warburton and D. Braunstein (eds) Growing Up Fast and
Furious: Reviewing the Impacts of Violent and Sexualised Media on Children.
Sydney: The Federation Press.
Warburton, W.A. (2012b) ‘How Does Listening to Eminem Do Me Any
Harm? What the Research Says About Music and Anti-social Behaviour.’
In W.A. Warburton and D. Braunstein (eds) Growing Up Fast and Furious:
Reviewing the Impacts of Violent and Sexualised Media on Children. Sydney:
Warburton, W.A. and Braunstein, D. (eds) (2012) Growing Up Fast and Furious:
Reviewing the Impact of Violent and Sexualised Media On Children. Sydney:
Warburton, W.A. and Highfield, K. (2012) ‘Children, Media and Technology.’ In
J. Bowes, K. Hodge and R. Grace (eds) Children, Families and Communities.
London: Oxford University Press.
Watson, M. and Peng, Y. (1992) ‘The relation between toy gun play and children’s
aggressive behaviour.’ Early Education and Development, 3, 370–389.
Whitaker, J.L. and Bushman, B.J. (2012) ‘“Boom, headshot!”: Effect of video
game play and controller type on firing aim and accuracy.’ Communication
Research, 30 April.
85
Chapter 5
Changing Childhoods
Nature Deficit
James Hawes
During the last 50 years the world of childhood has undergone

dramatic changes that create new challenges in how harm to
children is considered, evaluated and regulated. In this chapter I
examine the implications of the rapid increase of screen technology
including children’s mental, emotional and physical wellbeing.
The ‘hurry virus’ (Honore 2004) is spreading a constant demand
for faster broadband speeds, fast food and instant entertainment,
yet the nation’s children are at risk of becoming slower, unfit
and sedentary, causing a whole range of emotional and physical
disabilities (Moss 2012).
Paradoxically we live in a world where there is a rise in concern
for the environment but the rapid decline in children spending
actual time in it. Fifty years ago, 75 per cent of childhood was spent
outside whereas now there is a shocking reversal of this percentage
(Louv 2008). The outside is now seen as an incidental, dangerous
or fearful place while the indoors has a greater allure. Richard Louv
(2008) wrote the heavily researched book Last Child in the Woods
and suggests that within the increasing disconnection from nature
there is a large body of research indicating that an association
with nature is good for our physical, mental and spiritual health.
Stephen Moss (2012) concurs with Louv’s findings from a UK
perspective in the Natural Childhood report he wrote on behalf of
the National Trust.
86
Changing Childhoods
Around the globe governments have been busy introducing

laws to protect children and maintain their rights while neglecting
the dangers from media and commercial companies, allowing them
child-free access (Marano 2012). This new internal threat creates
grounds for a new understanding of significant harm, safeguarding
and parental anxiety and confusion.
The captive child

The technological and internet revolution has created a seismic
shift in cultures, moving labour from physical and outdoor
manufacturing work to sedentary, office-based work. When
I was a boy, living in the country, nature was my playground. I
played in my local environment and I roamed the local fields and
rivers, building dens and imagining new and exciting adventures.
At harvest I played in the fields, making forts and towers out of
straw bales and playing with a wide range of peers. When I was
a teenager, I helped on a farm; I drove tractors and went for trips
on top of trailers stacked high with straw, ducking under trees
and cables. In contrast, I recently arranged an outdoor campfire
as part of my ten-year-old son’s birthday. Some of the boys were
clearly inexperienced in nature and were initially wary of the fire,
but after a while they became totally engaged and enchanted by
the sound, warmth, colour and engaging life outdoors. One boy
commented, ‘It’s so much better then the fires on TV!’ For the
next two hours they happily whittled sticks, chatted, cooked bread,
toasted marshmallows and watched the sparks and the night sky.
Within this sedentary and time-poor lifestyle, children
are spending less time outside and when they are inside they
are restricted. Louv (2008) cites James Clark (Professor of
Kinesiology at University of Maryland) describing these children
as ‘containerised kids’. These children move from sitting in high
chairs, to car seats and to buggies with very little active exercise.
The same author cites an experiment on physical activity for three-
year-olds by researchers at the University of Glasgow discovering
that the toddlers in the sample were only active for 20 minutes a
day. Below I highlight some of the key issues that have contributed
to the captive child.
87
Keep off the grass

Louv (2008) believes that there has been a ‘criminalisation’ of
natural play. Society has become impatient with the rowdiness
and boisterousness of children outside and has been sending clear
messages that children should be contained. Signs started to appear
like ‘Don’t play on the grass’, ‘No ball games’ and ‘Climbing trees
is prohibited’ partly driven by health and safety concerns. Children
have been left with the message that nature is dangerous – ‘you
can look but don’t touch’ – and dutifully play has retreated indoors.
Unsurprisingly, this has resulted in commercial interests benefiting
from indoor soft play centres where children are crammed into
‘containers’ to play under sanitised conditions. These centres
prevent children from getting dirty and therefore parents can rest
assured that the expensive branded clothing is preserved.
The rise of containerised play

The obesity epidemic coincides with the greatest increase in
history of organised children’s sport. (Louv 2008, p.48)
The majority of outdoor play is organised with rules and played
within boundaries and lines under the supervision of adults and
is generally competitive and combative in nature (Marano 2012).
The false perception is that if more children are involved in some
form of sport, it will be better for their health, but this has had
little impact on preventing a growing obesity problem. In the
process children lose freestyle play, which brings with it a whole
range of skills from social regulation, creativity and health benefits.
Commercially organised sport creates unique opportunities to sell
products to children and young people, including ‘junk’ food and
the latest kit.
Loss of wild spaces

Natural play spaces are disappearing with over-development, wild
spaces in the country are being lost with the onset of industrialised
farming and the green belt is being lost to the urban sprawl
with the insatiable need to lay more concrete and build more
buildings. Louv (2008) cites recent research by Robin Moore who
has monitored the shrinkage and disappearance of urban wild
88
Changing Childhoods
spaces and also a study by Sandra Hofferth from the University of

Maryland who measured a 50 per cent decline between 1997 and
2003 of children spending time in outdoor activities.
Danger – going outside is frightening!

The rise of exaggerated notions and media-influenced fear of
the outside has contributed to the speed of indoor migration.
The outdoor anxiety epidemic includes the dangers of traffic,
outdoor accidents, stranger danger, child abduction, paedophilia
and child abuse. However, statistically, as shown by several studies
cited in Moss (2012), these dangers are unfounded: traffic deaths
of children have actually fallen; being indoors is far more risky
then being outdoors, with three times more children injured by
falling out of bed then out of a tree. The same author cites other
studies that reveal that 35,000 children a year are taken to A&E
for falling down stairs. In terms of stranger danger and abuse the
most dangerous place for children is their bedroom – most sexual
abuse is carried out by family members.
Industrialised education
The education system has become a battleground of academic
competition and intensive learning. This has contributed to
education disappearing indoors where in the US 40,000 schools
no longer have breaks and in the UK unstructured break times
have been significantly reduced (Marano 2012). This industrialised
schooling has been constructed via the fast education, influencing
testing, lack of field trips and practical experiments, health
and safety issues, litigation concerns and pure lack of time.
Consequently, students who fail to contain themselves and disrupt
the system lose unstructured outdoor breaks (Southall 2007).
There are many critics of the present educational system,
including Fox (2006) who wonders if the educational system is
causing trauma to students and teachers, with an epidemic in
bullying, shaming, aggressive teaching, modern architecture and
increasing competitive environments. Gray (2009) has no doubt
that students believe that they are losing their freedom and
that education is to be endured rather than pleasurable. Within
my own work in newly built academies, several students have
89
independently referred to the school architecture and structural

system as a prison, complete with ‘exercise yard’ overlooked by the
modern, class-clad corporate structure strewn with cameras. These
students indicated that they perceive school as a kind of medicine,
confinement or punishment, in which they are serving time and
can’t wait to be released!
Another student I work with succinctly described his experience
of school by creating an acrostic for school: ‘Six Crap Hours Of
Our Life’. With these views it isn’t difficult to understand why
children are so disinterested in education. Furthermore, when
students (usually boys) fail to fit into the system they are often
excluded from the educational process or diagnosed with a medical
disorder such as oppositional defiant disorder (ODD) or attention
deficit hyperactive disorder (ADHD) (Southall 2007).
Just watch it!

A major contribution to the captive child and the migration indoors
has been screen-based media (SBM). Children and young people
have been born into a media-saturated world creating an ‘always
on’ generation (Honore 2004). The pace of change during the last
20 years has been extraordinary, with screen technology morphing
from television sets receiving terrestrial stations to 24/7 access of
images, internet, video games, online gaming and the advent of
portable devices. Many children now have entertainment hubs in
their bedrooms, and with the development of wireless internet and
portable devices, there has a been a large increase in consumption,
with recent studies suggesting that children between the ages of
8 and 18 are exposed to an average of 7.5 hours of media a day
(Monbiot 2012; Moss 2012).
Does nature dissociation harm

children and young people?
In what way does a dissociation of nature become a child protection
issue and why should we be concerned? Louv (2008) observes
that the DSM-IV (Diagnostic and Statistical Manual of Mental
Disorders) (APA 2000) contains a disorder called ‘separation
anxiety disorder’, an attachment-associated problem. He argues
that a much more pervasive anxiety in present-day society is
90
Changing Childhoods
the disconnection from the natural world, and proposes an

environmentally based definition of mental health. The migration
indoors has been caused by the above issues and aided by the
commercialisation of childhood and the medicalisation of children
to quite frightening levels.
Southall (2007), a paediatrician based in Southampton, believes
that society and pharmaceutical companies are pathologising
children, ultimately suggesting that the children have been given a
disorder because they don’t fit into the new containers that society
has created for them. Children’s spheres have been reduced from
the expanse of nature to the space of a modern house box, and
society demands that they behave like mini adults.
Loss of connection with nature

The indoor migration shift has created dissociation with nature,
where children and many adults are unable to identify common
livestock, birds and trees (Moss 2012). They have lost contact
with the origins of food and are almost shocked to think that the
plastic-wrapped meat bought in shops and McDonald’s once used
to be a living, breathing animal. This became very real when I took
a group of ten-year-old boys on a survival camp, which involved
finding and cooking our own food. The boys found a rabbit being
prepared for cooking disgusting and declared that they would
not be partaking. The ones who were brave enough to eat it were
surprised by its tastiness, suggesting it tasted like chicken!
Loss of creativity
The loss of unstructured play and outdoor learning is reducing
children’s opportunity for physical and emotional stretching,
silence, imagination, exploratory play and creativity. When children
are engaged in commercialised play, they lose the benefits of free-
range play, including learning self-regulation, social interaction
and increasing cognitive abilities (Marano 2012).
There is increasing evidence that reduction in a child’s freedom
correlates with a decline in their creativity. Peter Gray (2012) cites
Kyung Hee Kim’s three decades of research revealing a continuing
decline in children’s creativity. Evidence taken right across school
ages marks that the decline began in the mid-1980s and continued.
Kim says:
91
Children have become less emotionally expressive, less

energetic, less talkative and verbally expressive, less humorous,
less imaginative, less unconventional, less lively and passionate,
less perceptive, less apt to connect seemingly irrelevant things,
less synthesizing and less likely to see things from a different
angle. (Kim 2011, quoted in Gray)
Children’s lives are increasingly becoming over-structured by
zealous hyper-parenting, educational monitoring and restrictive
play, leaving less room for freedom, which reduces creativity
potential. When children are deprived of time to roam, they fail
to foster their imaginative potential, lose the ability to entertain
themselves and feel bored (Gray 2012).
Sleep deprivation
In my regular therapy work with teenagers, one of the common
threads is tiredness, lack of sleep and sleep disturbance. This
appears to be caused by a cocktail of delayed bedtime, bedroom
entertainment suites, adrenalin-fuelled games, constant
communication via texting and the intake of energy drinks. These
young people are finding it difficult to turn off, shut down and
relax. Recently I encountered the issue of sleep disturbance close
to home when my ten-year-old son was finding it difficult to sleep.
His friend had invited him to play Call of Duty, leaving him with
frightening images.
Anxiety and depression

Increasingly in my work with boys I have noticed what appears
to be an anxiety epidemic that often goes unnoticed. The majority
of boys who are referred to me with emotional, behavioural or
anger problems are disguising emotions that boys find it socially
unacceptable to express. These include any form of sadness, fear or
shame that they feel unable to express. This emotional restriction
may be one of the reasons why depression rates are rising fastest
among children (Marano 2012).
92
Changing Childhoods
The original ‘play station’ is nature

As noted above, the nature of childhood is changing and it is
affecting children’s mental and physical health. Louv’s (2008)
comprehensive study into child’s dissociation with nature and the
negative results creates the term ‘nature deficit disorder’ (NDD)
almost as an antidote to ADHD and other recently discovered
mental disorders. Roszak (2001) challenges the dualistic nature
of modern psychology in splitting the outer and the inner life
and urges for a more holistic practice. He proposes the notion
of ‘ecopsychology’, with a more integrated approach seeking to
connect the urban psyche with an ecological consciousness. He
proposes that healing can come from being more connected to the
earth, its cycles and rhythms.
Louv (2008) is poignant about evidence and research into
the benefits of nature when he says that few studies have been
conducted because of the lack of commercial interest. Being in
nature is free! However, the studies that have been conducted are
generally via mental health charities and health services seeking to
create lasting results and preventive measures.
Ecotherapy, a report from mental health charity Mind (2007),
highlighted that GPs are prescribing antidepressants against their
better judgement, because they feel there are no better alternatives.
However, Mind’s own research indicates that over 90 per cent
of correspondents feel that green exercise is beneficial for their
mental health. Basic mobility as against sedentary behaviour has
a positive impact on how we feel, which could include activating
endorphin and serotonin levels in the brain ( Jackson 2012).
Furthermore, researchers from the University of Glasgow found
that exercise in green spaces provides more benefits than indoor
exercise. Professor Rich Mitchell (2012) discovered that nature
provides the brain with relaxing distractions, reducing levels of
arousal. Nature allows a full sensual spectrum to be engaged and
natural sounds in particular appear to help recovery.
I consume – therefore I am!
• ‘I don’t care if she isn’t there as long as she buys me a new
phone and buys all the things that I want… Mum, works to buy
me things.’
• ‘I can’t live without my phone, I love my phone.’
93
• ‘I got £500 cash for my birthday.’

These and other such sentiments about objects and money are
some of the things that I regularly hear from the students, and yet
within the same session they admit to desperately wanting positive
attention from their parents.
Whereas in previous generations their role in life was to
contribute to the economy by working, now their role is
to contribute by becoming consumers as early as possible.
(Southall 2007, p.67)
Commercialisation has impacted on children’s engagement with
nature. In targeting youth and children, containerisation has been
essential in creating commercial opportunities. When children
are watching screens or involved in organised sports there is a
potential to sell products and, paradoxically, junk food – London
2012 recently witnessed the creation of the biggest McDonald’s
in the world! Even magazines directed at children in favour of
nature are packed with adverts for junk food, toys and films and
characters that seek to dominate nature rather then enjoy being
with it (Brown, Lamb and Tappen 2009).
Parents have forgotten to grow up!

What does parental and corporate responsibility mean today when
considering the above issues? Alongside the nature of childhood
changing, the nature of parenthood and ethical commercialism has
changed. Parents and models of parenting have been impacted by
the cult of ‘more’ (Honore 2004); they are addicted to small screens
and super-size screens, stressed, time-poor and sedentary. Many
family homes have dispensed with the table and television has
become the new babysitter and is on 24/7; gadgets help to pacify
and entertain the children, giving busy parents time to connect
on social media sites or games. Family engagement and activity is
minimal, with the majority of family time consisting of watching
television or shopping (Southall 2007).
Is parenting style undergoing a radical change with the rise
of blended and absent parenting, resulting in a loss of quality
engagement? Many children have wrap-round childcare and are
suffering from lack of attention and emotional contact. Increasingly
94
Changing Childhoods
‘pal-parenting’ is the style of choice, where insecure adults refuse

to create clear boundaries fearing upsetting their offspring and
threatening their friendship. Additionally, ‘hyper-attentive’ or ‘over-
parenting’ means that parents react to every difficultly in a child’s
day, eager to fix all their problems (Marano 2012). Alongside this,
parents’ anxiety about the above migratory effects has been replaced
by a general indoor apathy resulting in a lack of monitoring and
regulation concerning their screen behaviour. Many parents have
yet to consider the emotional and possible physical risk that SBM
causes, including early sexualisation, violence, solitary activity, lack
of social skills and risking child development. (Braunstein, Plumb
and Warburton 2012).
Safeguarding children from the

threat of commercialisation
and nature deficit disorder
It is clearly not possible to stop the tsunami of SBM and the
commercial gains that companies make from attracting children
indoors without a fundamental shift in our value base. It also
appears that in an age of austerity, environmental regulations
are been scrapped, making it easier for wild spaces to disappear,
schools, fields to be sold and brown sites to be recycled. However,
if children are going to be protected and safeguarded, does
governmental policy and regulation need to be stronger on
advertising and violent media?
Ultimately there is evidence that media stereotyping of children
is causing emotional restriction, trauma, over-sexualisation and
a reliance on aggression. Creating a culture of ‘more’ is causing
physical and psychological harm (Brown et al. 2009). Additionally,
prescribing vast amounts of medication to children raises issues of
safeguarding, where side effects are still relatively unknown and
where free natural play could be the antidote (Louv 2008).
Furthermore, is it possible to stop the migration of children
indoors? Is it possible to question the media’s insistence that
outdoors is dangerous? What is the role of media regulation
and educational policy? Honore (2004) believes that we need to
reinvent our whole philosophy of childhood to include freedom
95
and fluidity, free-range play, reduced obsession with time and the
need to mimic adults and empathise learning as a joy (Fox 2006).
The loss of freestyle outdoor play is impacting the physical
and psychological wellbeing of children, and as such it does raise
questions outlined by Jim Wild in the introduction to this book –
how can child protection become broader?
References
APA (American Psychiatric Association) (2012) Diagnostic and Statistical Manual
of Mental Disorders IV. Arlington, VA: APA.
Braunstein, D., Plumb, J. and Warburton, W. (2012) ‘Media and Social Policy:
Towards an Evidence Based Approach to Content Regulation in a Media
Saturated World.’ In W. Warburton and D. Braunstein (eds) Growing Up
Fast and Furious: Reviewing the Impacts of Violent and Sexualised Media on
Children. Adelaide: The Federation Press.
Brown, L.M., Lamb, S. and Tappen, E.D. (2009) Packaging Boyhood: Saving Our
Sons from Superheroes, Slackers and Other Media Stereotypes. New York: St
Martin’s Press.
Fox, M. (2006) The A.W.E. Project: Reinventing Education, Reinventing the Human.
Kelowna, BC: Copperhouse.
Gray, P. (2009) ‘Why don’t students like school? Well, duhhh… Children don’t
like school because they love freedom.’ Psychology Today. Available at: www.
psychologytoday.com/blog/freedom-learn/200909/why-don-t-students-
school-well-duhhhh, accessed on 28 April 2013.
Gray, P. (2012) ‘As children’s freedom has declined, so has their creativity.’
Psychology Today. Available at: www.alternative-learning.org/?p=888, accessed
on 28 April 2013.
Honore, C. (2004) In Praise of Slow: How a Worldwide Movement is Challenging
the Cult of Speed. London: Orion.
Jackson, C. (2012) ‘The joy of exercise.’ Therapy Today, 23, 6. Available at www.
therapytoday.net/article/show/3198, accessed on 20 May 2013.
Kim, K.H. (2011) ‘The creativity crisis: the decrease in creative thinking scores
on the Torrence Tests of Creative Thinking.’ Creative Research Journal, 23,
285–295. In P. Gray (2012) ‘As children’s freedom has declined, so has
their creativity.’ Psychology Today. Available at: www.alternative-learning.
org/?p=888, accessed on 28 April 2013.
Louv, R. (2008) Last Child in the Woods – Saving Our Children from Nature Deficit
Disorder. New York: Algonquin Paperbacks.
Marano, H.E. (2012) ‘A nation of wimps.’ Psychology Today. Available at www.
psychologytoday.com/articles/200411/nation-wimps, accessed on 28
April 2013.
Mind (2007) Ecotherapy: The Green Agenda for Mental Health. London: Mind.
96
Changing Childhoods
Mitchell, R. (2012) ‘Is physical activity in natural environments better for mental
health than physical activity in other environments?’ Social Science & Medicine.
Cited in C. Jackson, ‘The joy of exercise.’ Therapy Today, 23, 6.
Monbiot, G. (2012) ‘Housebroken: there’s a second environmental crisis, just as
potent as the first.’ The Guardian, November.
Moss, S. (2012) Natural Childhood. Swindon: National Trust. Available at
www.nationaltrust.org.uk/document-1355766991839, accessed on 4
November 2012.
Roszak, T. (2001) The Voice of the Earth: An Explanation of Ecopsychology (2nd
edition). Grand Rapids, MI: Phannes Press.
Southall, A. (2007) The Other Side of ADHD: Attention Deficit Hyperacticity
Disorder Exposed and Explained. Oxford: Radcliffe Publishing.
97
Chapter 6
The Myth of Choice for

Children and Parents
Why We Deny the Harm Being
Caused to Our Children
Renata Salecl
How are children and young people to manage their emotions and
aspirations in a world so engulfed by the magic of consumerism and
the internalized notion that anything and everything is possible?
From early childhood on, young people are deeply affected by
advertising as well as by the ideology that convinces them that
they can make out of their lives what they want and that everyone
can make it in today’s world. They are also under the impression
that they can make idea choices in their lives and that happiness
and self-fulfilment are what their lives are supposed to be about.
Sadly, the ideology of choice which stresses the power of the
individual has contributed to new forms of suffering that young
people experience today. From early psychoanalytic writings we
know that malaise of civilization and malaise of the individual go
hand in hand. Social changes thus affect the symptoms of malaise
people suffer from and the new symptoms people develop, of
course, affect society as a whole (Freud 1930).
In the last decade, there have been many contemporary debates
about how social changes that we experience in postindustrial
capitalism affect individuals. The ideology of postindustrial
capitalism has heavily relied on the idea of choice, freedom,
98
The Myth of Choice for Children and Parents
self‑determination and endless progress.1 The underside of this

ideology, however, has been an increase in anxiety, in the individual’s
feelings of inadequacy, and guilt for not making it in today’s world.2
Until very recently, the ideology of choice has actually functioned
very well to prevent any questioning about possible social change.
The individual was rather engaged in constant self-change—often
to the point of self-destruction.
French psychoanalyst, Jacques Lacan, pointed out that the
idea of self-destruction is very much aligned with how capitalism
functions. In recent years there has been growing interest in his
thesis that he developed in the early seventies at a lecture in Milan
that capitalism elevated the subject into the position of the master
who no longer considers him or herself as a proletarian slave,
but identifies with the ideology of endless possibilities, up to the
point of considering everything in his or her life as a matter of
choice.3 On top of this, the society in which children and young
people are now living is speeding up. Middle-class children today
are often overwhelmed by activities they need to engage in after
school, while they are also encouraged to take extra lessons for the
best results in various placement tests that will open up their best
chances for university education.
Children as well as their parents, however, not only work longer
hours and consume more and more, they also, at some point, in
a paradoxical way, start consuming themselves. Workaholism,
addiction, anorexia, bulimia and self-cutting thus become
symptoms people suffer from in the developed world. Slowly these
symptoms push them onto various paths of self-destruction. The
paradox, however, is that people seem to be oblivious to what is
happening to them and continue believing in the ideology of
endless possibilities—this is the lifestyle they are also bequeathing
to their children who not surprisingly often feel entitled to enjoy
the lifestyle they associate with enjoyment and success.
Identification with the ideology of choice has not only
contributed to the formation of new psychological symptoms
where people impose particular new forms of aggression toward
themselves, it has also encouraged various forms of social violence
1 I develop this point further in The Tyranny of Choice (Salecl 2011).

2 More on anxiety in post-industrial capitalism in On Anxiety (Salecl 2004).
3 This lecture is unpublished. The main points that Lacan developed there have
been analyzed in Lebrun (2009).
99
through which the youth are showing their rage at society at large
which, in the midst of an ideology of endless possibilities, actually
more and more limits the youth to make it in today’s world.
Self-destruction and the

problem with one’s image
What do children and young people really see when they are
looking at themselves in the mirror and are often dissatisfied
with their appearance? We know that observing oneself in the
mirror has never been easy. From Greek mythology we know the
story of Narcissus, whose fascination with the reflection of his
own image ultimately cost him his life. While Narcissus could
not stop observing his reflection, today the problem is more the
inability of people to observe themselves in the mirror. Those who
suffer from anorexia, for example, are often horrified by seeing
themselves as very fat in the mirror while in reality they might be
dangerously thin.
Japanese psychoanalyst Daisuke Fukuda has noticed a very
special relationship with the mirror, held by some Japanese girls at a
time when Japanese culture has become overwhelmingly obsessed
with ideas of beauty and when young people have become more
and more burdened with the image of an ideal body.4 One Japanese
student, for example, sought psychoanalytic help because she had
the urge to break every mirror that appeared in her vicinity. This girl
not only avoided looking at herself in the mirror, but also actively
engaged in ruining surfaces in which she could see her reflection.
The occurrence of such a painful symptom is in a particular
way linked to the changes that are happening in Japan in regard
to people’s perception of their image. In recent years Japan has
experienced a significant growth in the beauty industry. In many
public places, Japanese girls are now flooded with free newspapers
offering a complete change in their appearance. At first glance,
these newspapers look like the usual fashion magazines, but they
are full of advertising for surgical procedures with various special
offers and coupons for special discounts. Thus one’s appearance
more and more looks like a consumer object that one simply buys.
Until recently, Japanese culture reflected the view that people
4 Private conversation with author.
100
need to accept their appearances. Now one’s body is perceived as a

matter of choice.
The emergence of new psychological symptoms, of course,
cannot be taken as something that directly reflects the changes in
ideology. Thus we cannot say that Japanese girls are now breaking
the mirrors or universally trying to change their bodies. Individuals
always form symptoms in very individualized ways.
From our early childhood, however, the way we see ourselves
in the mirror is influenced by others around us and by culture in
general (see Lacan 2002). When the baby goes through the mirror
stage, it is essential that he or she identify his or her image via
the speech of the primal caregiver (see Lacan 2004). It is usually
the mother who urges the baby to recognize him or herself in
the mirror.
The authority figures around us (our parents) and society in
general also soon start acting as particular mirrors in which we start
observing ourselves. When social perceptions about body change,
we also start regarding ourselves in different ways. Susie Orbach,
in her book Bodies, shows how we perceive nakedness, weight, and
beauty differently if we live in different cultural settings (Orbach
2009). However, she also points out that these settings can mark
us in an unconscious way, which is why a person who in his or
her early childhood has been brought up with a particular attitude
toward the body might have difficulty changing when he or she
starts living in a different social context.
While some people can be deeply marked by the cultural
imprints they received in their early childhood, others might be
more susceptible to cultural changes that happen during their
life span. To this point, Orbach mentions the case of Papua
New Guinea, which in the past perceived as an ideal of beauty
a rather shapely female body (Orbach 2009). With the advent of
the international media, however, this ideal quickly changed, and
in a couple of years this country, too, started experiencing a large
increase in anorexia and bulimia.
If today we often have the impression that we can alter the way
we see reality or ourselves to conform to the way that we wish,
this freedom paradoxically has also opened doors to new forms
of ignorance; thus, it often looks that in the midst of all these
possibilities to alter our perceptions, we choose rather to turn
a blind eye and opt for not seeing at all. Why is it that in the
101
midst of presumably endless possibilities people opt for ignorance,

especially in regard to the fact that their possibilities are actually
much more limited than they think they are?
The passion for ignorance

When societies experience radical changes, we can also observe a
change in the way people (particularly children and young people)
start looking at themselves. It is as if the mirror in which they have
been observing themselves has changed, and as a result people
start looking at themselves in a different way. Let us take the case
of authorities. If we perceive authorities as a particular type of
a mirror that we look into on a daily basis—try to identify with
them, oppose them, or search for recognition from them—we can
observe a change happening when society itself gives authorities
a different role. When, for example, the ideology encourages us
to stop looking at authorities and rather take ourselves as the
ultimate master, we might become indifferent toward what others
think about us and to how our behavior affects others.
This ignorance toward others and toward society at large is today
shifting to ignorance toward oneself. Contemporary narcissism
thus seems in a particular way to predicate auto-destructive
behavior in children and young people. It is not that the individual
is primarily centered on his or her well-being. Paradoxically, in the
midst of all the information that people today have, the individual
often turns away when something seems too traumatic.
In order to understand the nature of this ignorance, it is
necessary to distinguish between ignorance and repression. When
we find something very traumatic, repression usually helps to (at
least temporarily) establish some distance from what is for us
too painful or frightening. An example might be a young person
who experienced a traumatic violent event in early childhood, but
later has no memory of it. When it comes to ignorance, however,
we deny that something is traumatic. A person behaves as if the
latter does not concern him or her. It is almost as if we have a
foreclosure at work where the subject is not marked by language.
An individual thus can have all the information on the threat or
rejection, but will behave as if nothing had happened. This kind of
ignorance, paradoxically, can contribute to an illusionary feeling of
all powerfulness.
102
The passion for ignorance is now appearing on a variety of

levels. In spite of the continuing economic crisis, most countries are
behaving as if it is just a bad dream from which they will eventually
wake up and then everything will be as usual. With the ongoing
ecological problems that are becoming more and more alarming,
we are behaving as if nothing really has to change. Indeed, as
children and young people grow into the world, what methods
of repression come into play when they are faced with startling
information about climate change or witness for themselves some
visceral sense that all is not well with the environment as they
see their own localized weather patterns disrupted and prone to
volatility? What is the cost to their psychological health to ignore
or deflect their fears about the future?
Until very recently, we also had passion for ignorance in regard
to raising social inequality in the developed world. The success of
the ideology of late capitalism has been that it created the fantasy
of possibility even in the midst of obvious impossibilities. Even the
very poor who have fewer and fewer choices would passionately
support the idea of choice.
Louis Althusser pointed out that ideology functions in such
a way that it creates a veil of obviousness (Althusser 1971). This
operation has been very strong in recent years since questioning
where capitalism is going and whether there is an alternative to the
organization of society as we know it has been almost nonexistent
in the public sphere.
How did this passion for ignorance manifest itself ? Dan Ariely
and Michael Norton conducted a study on how people perceive
social inequality (Norton and Ariely 2011). They asked participants
of a survey how much of the US wealth is in the hands of the
richest 20 percent of people, and what would be a just distribution
of wealth. People guessed that the richest 20 percent probably have
about 60 percent of all of the wealth, but that the just distribution
would be for them to have about 30 percent. In reality, however,
the top 20 percent have more than 80 percent of the wealth.
Why do people not rebel against what they actually perceive as
an unjust distribution of wealth? Why do they not, for example,
more enthusiastically support larger taxes on the rich and universal
health care? When presenting the results of the Norton and Ariely
study, The New York Times asked different commentators to explain
the lack of people’s reactions against wealth inequality, especially
103
since the majority of people imagine that in an ideal world the

inequality would be much smaller than it is (Norton et al. 2011).
While some commentators pointed out that people still have so-
called “lottery mentality” and think that they might make it in
the future, others stressed that many do not actually believe that
they will succeed; however, they imagine that their children might.
Which is why these people often do not support the idea of taxing
the rich—since they imagine that their son might become a new
Bill Gates, they do not want to punish him with higher taxes. These
people are often in denial about the possibilities their children will
have in life—especially if they are part of the lower classes.
Denial, however, is also part of today’s consumerism. The
ideology that encourages us to believe that everyone can make it
in today’s society opens up the perception that everyone can also
consume in an equal way. Thus, it is not surprising that some of the
riots that we have witnessed in the last few years had a particular
consumerist mark.
Painful passion for luxury

Looking at the faces of the children and young people who engaged
in the London riots, which were later put on the internet by the
British police, we can say that many of the rioters experienced at
least temporary satisfaction from looting the shops. Theorists who
have analyzed the issue of happiness in the last decade could have
easily observed that happiness can be at least temporarily increased
by the act of looting. The signs of obvious pleasure were everywhere
on the faces of the young looters in London that were presented
in the media. One young woman who clutched in her hands a
bunch of shoes looked as if she was experiencing a special mystical
enjoyment. A young man running with a stack of jeans was caught
by the camera, giggling happily. Another one who was carrying a
bunch of sportswear also looked as if he was in an elated state.
In collective violence, there is often a pleasure that participants
experience in transgressing social norms. The fact that someone
is part of a group often reduces anxiety and guilt, and gives the
illusion of security. The feeling of elation that participants in the
acts of violence experience is visible in many social rituals.
Violence has in the last few years also been glorified in
corporations and large financial institutions. The fact that we have
104
to destroy competition, ruthlessly search for profit, and take the

scalps of our competitors has been a constant theme for some time
in the business discourse. Psychological analysis of top players in
this world has also shown the lack of feelings of guilt and the lack
of concern for others (see Babiak and Hare 2006). A businessman
once explained to me that negotiations are most easily completed
if he throws something on the floor or makes an unexpected
aggressive gesture in another way. Ironically, the behavior of
rioters on the streets of London is not so different from those
who are running the corporations that they looted, only that they
expressed violence in a public sphere and they have been subject to
criminal sanctions.
The London riots have also shown another similarity between
the higher and lower classes—their almost religious love of luxury.
During these riots, a casual observer recorded and forwarded to the
media the conversation of some girls who were deciding what to
steal from the shops that were broken into. One of the girls asked
the other whether they should steal cosmetics from Boots (a non-
expensive drug store); the girl, however, responded that it would
be much better to loot The Body Shop since it had more expensive
products. This example shows how much even the poorest people
show a desire for luxury items and how effective advertising has
been in recent years.
Advertising often presents to children and young people desired
consumer objects with the help of the idea of transgression. Here
the sellers of sports goods and casual fashion clothes have been at
the forefront of creating important points of identification among
the poor youth. Thus, it is not surprising that among the most looted
shops in the UK were those belonging to the sportswear chain JD
Sports (see The Guardian and London School of Economics and
Political Science 2011). In recent years, JD Sports has invested
heavily in a marketing campaign to become one of the most
desired brands among British youth. An exceptional marketing
success came when the company began propagating “Gangster
chic” and “danger wear” images. Many well-known brands were
thus effectively promoting the idea that the consumer of their
products was someone who went against the regime. During the
riots, the well-known retailer of denim, Levi’s, withdrew its new
advertising poster, which showed the back of a young, aggressive
man dressed in Levi’s walking toward a large group of police who
105
were looking as if they were prepared for an attack. Underneath

this image was written “Go forth!” (Newton 2011).
At the time of the riots, one of the most worried companies
was Adidas, since a large number of rioters were dressed from head
to toe in Adidas clothes. Adidas in the last few years has become
famous for using well-known rappers in their advertising who have
had problems with the law. Not surprisingly, many young people
who were looting the stores in London looked very much like the
images of the rebels featured in recent advertising campaigns.5
What we experience as a luxury item or a luxury experience has
changed throughout history. Luxury, however, has always been in
some way linked to transgression. To perceive something as a luxury,
this object as an experience has to be in some way inaccessible,
expensive, prohibited, or otherwise hard to get. And for one person
having a desire to possess it or experience it, it is necessary that
other people want it, too. James B. Twitchell, in his book on the
history of luxury, points out that the first public examples of luxury
were church relics (Twitchell 2002). In the Middle Ages, when
churches wanted to possess some relic, they had to steal it from
another church. And later, luxury was heavily tied to theft. The
history of wars, for example, is also the history of thefts of what
was at some point perceived as an element of luxury.6
The perception of luxury has changed radically over the last few
decades. In the past, luxury items were often associated with good
quality and durability. Now, with mass production, the quality
of the object has become unimportant. Now one only buys the
name—a brand—and the object can easily be made poorly. The
idea that the object can easily be discarded and replaced by another
one has replaced the previous perception that the object’s sublime
quality relied on its durability.
We started comparing brands with a lifestyle, while at the same
time we also experienced some kind of democratization of luxury.
In the past, there existed a hierarchy of how people acquired luxury.
First the rich became fascinated by particular luxury objects, later
5 The paradox of the London riots, however, is that large firms like Adidas quickly
tried to figure out how to disassociate themselves from the rioters who were
wearing their clothes, while other lesser known fashion firms were delighted
with newspaper images of a rioter wearing their products. They took this as free
advertising, which they were happy to get.
6 An account of the history of art theft at the time of the Second Word War is
provided in Nicholas 1994.
106
the middle classes followed, and in the end the lower classes got
the chance to experience cheaper versions of those objects. A major
turning point occurred when the brands started producing a range
of less expensive items that were made immediately available to
the lower classes. Today, if someone cannot afford a Prada dress, he
or she can buy a Prada wallet or, of course, purchase a counterfeited
version. The important thing is no longer possession of an object,
but identification with what this object represents—which is why
the object can be fake, but the sublime quality related to its brand
name can still function.
The ideology of postindustrial capitalism, which addresses the
individual as someone who has endless possibilities to create a life
that he or she wants and endlessly go from one “cool” object to
another, contributed to people deciding to acquire those objects
with acts of violence. Ironically, on the one hand, capitalism today
advertises unlimited growth in profits and limitless consumption,
but on the other hand, it seems to require an extreme version of
self-restraint from those who have nothing. While those who have
nothing are constantly bombarded with new luxury items, they
seem to only be allowed to look at them from afar—or sometimes
touch them in new experience type of shops (like the famous
Apple Store where people can endlessly play with new gadgets),
but not take them to their poor homes.
Until recently, the success of ideology of choice has been that it
has, on the one hand, portrayed choice as primarily an individual
matter and, on the other hand, has created a perception that by
making the right choices one can overcome social disadvantages.
This ideology has also heavily relied on people’s feelings of guilt and
inadequacy for not making it. The turn toward self-critique, self-
destruction, and self-restraint in regard to abundance of consumer
goods has prevented people from engaging in social critique and
from attempting to think about choice as social choice—as a
mechanism that can bring about social change. However, for the
social critique to be effective, it is necessary to reinterpret the idea
of choice and to open up space to new visions about how society in
the future needs to be organized.
The legacy we are passing on to our youth should thus go less in
the direction of presenting the ideas of choice in terms of individual
consumer choices, and rather as an opening to envision different
forms of social organization that they might inhabit in the future.
107
References
Althusser, L. (1971) Lenin and Philosophy, and Other Essays. London: New
Left Books.
Babiak, P. and Hare, R.D. (2006) Snakes in Suits: When Psychopaths Go to Work.
New York: HarperCollins.
Freud, S. (1930) Civilization and its Discontents. London: Leonard & Virginia
Woolf. Authorized Translation by Joan Riviere. Ann Arbor, MI: University
of Michigan Library.
Guardian, The and London School of Economics and Political Science (2011)
Reading the Riots: Investigating England’s Summer of Disorder. Available
at www.guardian.co.uk/uk/interactive/2011/dec/14/reading-the-riots-
investigating-england-s-summer-of-disorder-full-report, accessed on 28
April 2013.
Lacan, J. (2002) Écrits: A Selection. New York and London: W.W. Norton & Co.
Lacan, J. (2004) Le Séminaire de Jacques Lacan. Livre X, L’Angoisse, 1962–1963.
Paris: Seuil.
Lebrun, J.-P. (2009) Un Monde Sans Limite: Suivi de Malaise dans la Subjectivation.
Ramonville Saint-Agne: Éd. Erès.
Newton, M. (2011) ‘Levi’s Latest “Go Forth” Ad Romanticizes Youth
Riots at the Wrong Time.’ Available at www.forbes.com/sites/
matthewnewton/2011/08/10/levis-latest-go-forth-ad-romanticizes-youth-
riots-at-the-wrong-time, accessed on 28 April 2013.
Nicholas, L.H. (1994) The Rape of Europa: The Fate of Europe’s Treasures in the
Third Reich and the Second World War. New York: Knopf.
Norton, M.I. and Ariely, D. (2011) ‘Building a better America: one wealth
quintile at a time.’ Perspectives on Psychological Science, 9, 10.
Norton, M.I., Cowen, T., Freeland, C. and Winship, S. (2011) ‘Rising wealth
inequality: should we care?’ Room for Debate. The New York Times, 21 March.
Available at www.nytimes.com/roomfordebate/2011/03/21/rising-wealth-
inequality-should-we-care?hp, accessed on 20 May 2013.
Salecl, R. (2004) On Anxiety. London and New York: Routledge.
Salecl, R. (2011) The Tyranny of Choice. London: Profile Books.
Twitchell, J.B. (2002) Living It Up: Our Love Affair with Luxury. New York:
Simon & Schuster.
108
Part 2
Sexual
Exploitation
Chapter 7
The Commercialisation
of Girls’ Bodies
Susie Orbach
Whatever children are exposed to, they have to find a way to

manage. They absorb, reject, transform and imagine on the basis of
experience or fragments of experience.
In this context, consumerism isn’t something outside of
children’s experience that happens to them or is slowly introduced.
There isn’t a clean consumption-free space that gradually changes
so that at some point children get to know about ways of being.
The world children are introduced into is busy, busy, busy with
things and with screens and moving images. If you look at the
TV, the programming for babies and children represents a
background activity – what the media people call wallpaper. There
isn’t a background of quiet. While it is not that demanding, it
nevertheless colonises the environment of the baby and the carers
and in so doing creates a particular kind of world. Consumerism
has come to constitute who we are and it is thus embedded in who
we are, in our relation to self and how we communicate.
There is no such thing as a pure space

The mother–child relationship is the most important relationship
in a child’s life. Despite many men’s involvement with their
children or the fact that there are people who jointly raise their
children and gay male couples raising children, I think it is still the
110
The Commercialisation of Girls’ Bodies
case that predominantly, the mother (or a female substitute) is the

primary parent.
If we turn now to the mother–daughter relationship, a daughter’s
first love affair is with her mother. That relationship welcomes the
infant into the world and it is the model for all relationships. It is
like an emotional imprint. How a mother relates to her baby girl
or baby boy of course will be a model; it will form a template for
relationships in the future (see Eichenbaum and Orbach 1982).
How a mother relates to her baby’s body and her own body will
become the template for how that infant, then toddler, then little
girl/little boy relate to their own body. In pre- and post-partum
clinics you can hear anxiety about the body and anxiety about
body size. Part of what is occurring now, in these time of troubled
bodies where women’s bodies are continually under assault, is that
a mother comes to relate to her own body in ways that can be
hypercritical and preoccupied.
Huge industries spend extraordinary amounts of money
destabilising women’s bodies and in very effective ways so that
women then come to have disturbed relationships with their
bodies, feeling that they are not alright, and that they should
constantly be fixing, worrying, improving, assessing, exercising,
restraining, enhancing and disciplining their bodies. This has
created a situation in which a body is increasingly felt to be unsafe.
It is not a treasured or even an ordinary place to live from but a
project that requires continual work (Orbach 2009).
This often means that insecurity around food and the body
are not choices or incomprehensible outcomes, they are actually
predictable outcomes at this point. We can predict the level of
eating difficulties; we have already seen it from this generation
of girls who are very, very disturbed in their bodies because their
mothers were disturbed.
These observations are not intended to blame the mothers at
all. I hope you understand that; I think that you probably will.
Children mimic the familial environment around food. If the
parent fusses about what their child eats – and it is hard not to
this day and age – and as well is fussing about her own food and
intake, there is a double fussing going on. It is not just an anxiety
about what the child is eating. Eating becomes fraught or an arena
for conflict. Bodies and eating are no longer straightforward; there
111
is so much anxiety that eating problems and body image problems

start horrifyingly early and abound.
Let’s take a particular example that is increasingly occurring;
young women’s use of botox. A baby’s intelligence – its emotional
intellectual intelligence – develops through reading faces. Faces
that move, faces that frown, faces that smile, faces where the noses
wrinkle up, faces where you can follow the other, faces where
questions can be read, faces where joy can be reflected and faces
where sadness can be seen are crucial for psychological development
(Orbach 2011). For a baby to absorb the facial expressions that are
a mirror to their own emotional life so that they actually internalise
the whole gamut of emotional ranges, they need to have mobile
faces that show and reflect different feelings and different energies
to play with. There is concern now amongst infant researchers
looking at how babies develop that when botox is injected around
the eyes and smile lines, the capacity of the adult to convey the
subtlety of feeling is diminished.
It is quite a serious development because instead of an infant
experiencing curiosity and liveliness in the face, there is a certain
blankness. If you look at Professor Tronic’s tapes (YouTube 2013),
the child psychiatrist in Boston who is Director of the Child
Development Unit at Harvard University, you can see what happens
when a mother presents a blank face. In the space of a minute that
child has gone from an ordinary aliveness to being depressed and
withdrawn. It tries everything to engage and interact with the
mother. Tronic does this intentionally to make a developmental
point, but if we now apply this phenomenon to a mother’s face that
is constrained by botox we can see similar results. Such problems are
not unknown to film directors, who are unable to do close ups with
their actors unless they edit in some lines and wrinkles.
Mothers are encouraged to have botox as one of the by-products
of the commercialisation of the body. If we now turn to children,
we see the intense commercialisation of the child in its particularly
gendered form in which girls and femininity are represented as
always including beautification; the way that girls are invited to
belong is through taking up these very limited images of femininity.
Many of the images of children are highly sexualised at the same
time as being extremely cute, but the saturation of pornified images
is now limiting the ways in which children and especially girls’
imagination can develop. It is not that children aren’t sexual – I think
112
we do know, since Freud, that childhood sexual desire exists –

but that isn’t the same as saying that children need to be already
perceiving of themselves as being represented in sexual poses all of
the time. If imagination is only encoded in princesses and sexual
terms for girls – the ‘Disneyfication’ if you like of life – then the
space for other inventive possibilities is limited, not just for those
girls but for the boys that they meet and culture in general.
It isn’t much better for boys. I think it is equally abusive to
represent masculinity in terms that suggest that the point of life
is to kill. Feminism fought very hard to illuminate the gendered
arrangements in which girls were brought up to be carers and
boys to be providers of economic security. That emotional–
economic arrangement (Orbach and Eichenbaum 1984) prevailed
alongside the heroic job of going to war. Boys used to be raised
to be killers. It is only recently in the West that they haven’t been
uniformly. If a boy’s emotional life is constrained in these ways, it
is similarly limiting.
If we turn to look at the TV show Toddlers in Tiaras we find
real evidence of abuse. It is possible to look at it as a freak show
but if we slow down and see what is going on we can notice that
it takes place in community buildings in various North American,
often working-class, communities. We observe girls as young as
four being put through routines to make them sexually alluring
puppets. We can observe highly elaborate hair treatments, botox,
spray tan and nails, mini stripper outfits and the coaching of pole
dancing routines.
At the other end of the market in class terms it is disturbing to
view last summer’s French Vogue with its 17 pages of paedophilic
images showing ten-year-old model, Thylane Blondeau (Daily
Mail 2011). There are many arguments about whether or not she
should have been posed in such ‘adult’ poses, but the title of the
Vogue article perhaps says it all: ‘French Vogue Fashion Spread
Features Sexy Sexy Children’. This is an older age group than
Toddlers in Tiaras, but it is as though Lolita has been reinvented to
be younger and younger. What is interesting and concerning about
this issue of Vogue is that this is not portrayed as a specialist taste;
this is representative of how girls should be.
I want to switch tack but I want to talk a little bit about another
pincer movement related to the commercialisation of the body,
113
which is the introduction of the body mass index (BMI)1 and the
construction of obesity as a disease entity, which happens to have
come from the combined efforts of the pharmaceutical and the
diet industry under the rubric of the International Obesity Task
Force (IOTF) (see Chapter 4 of Orbach 2009), which sounds very
respectable because it is part of the World Health Organization,
but is actually, in my opinion, a nefarious group that manages to
create a particular kind of conversation around obesity because
there is a lot of money to be made by making people feel that they
are really not OK in their bodies.
Fightbacks
There is a relationship between the mass eating problems that
show, like anorexia and so-called obesity, and the ones that don’t
show, such as bulimia, compulsive eating, restrained eating and
so on. These other kinds of eating problems are less visible but
affect more people than obesity. The efforts of organisations like
IOTF are percolating through our schools and making an assault
on children as young as seven, so that children are being told that
they are overweight and on their way to being obese. Their parents
are being threatened or shamed about their children’s eating and
in an extension of this madness, the state of Georgia in the US has
put children of size on billboards to humiliate them. This is akin to
what is going on in the Southern States around reproductive rights,
where people opposed to abortion are doing visual representations
of foetuses in a similar attempt to shame women by insisting they
have a sonogram of their foetus in 3D so that they really know
what they are doing.
These kinds of revolting campaigns are so obviously offensive
that people are contesting them and fighting back. There have been
women and men who have been sticking pictures on the internet
and in schools of their children with the slogan ‘For the right to love
myself inside and out’. This is a really important campaign and I
think we should be looking at the Georgia example because I believe
it is a possibility of what is coming to the UK, again, a form of
child abuse.
1 You cannot go to the doctor now and get contraception without being asked for
your BMI. It is a totally irrelevant measure. It was a statistical whimsy that was
appropriated for purposes related to commercial exploitation.
114
Pinkstinks is a London group that has been fighting against

the new pink Lego, a Lego that isn’t as complicated to put together
as the now ‘boy’s Lego’. I don’t know how Lego figured that one
out – we women are supposed to be so nimble that we can do
needlework, but somehow not nimble enough to do Lego? The
Endangered Bodies group (www.endangeredbodies.org) I belong
to works in various ways to challenge body hatred foisted on girls
and women (and increasingly, boys). We have a campaign called
Ditching Dieting (ditching_dietinglondon.endageredbodies.org);
we are working with young women in schools and youth clubs
to not simply deconstruct and understand the negative influence
of visual culture but to reshape it along their own desires (www.
shapeyourculture.org.uk), and we work with Campaign for Body
Confidence, a parliamentary group composed of other body
activists from the worlds of fashion, research, sports, family policy
and so on, in order to expand rather than constrain the possibilities
for girls and boys and women and men.
In a recent session I had with a mother of a six-year-old girl,
the mother said to me, ‘You know I really don’t think I want my
daughter to go to this new birthday party – a “make me a model”
party. The parent takes over a beauty salon, has two manicurists, two
hairdressers, lighting and catwalk.’ In despair the mother wondered
how she could handle it so that her daughter did not get the wrong
message on the one hand, and on the other hand didn’t feel like she
could not partake in culture. These are dilemmas and challenges of
things I don’t think we customarily consider as a form of child abuse,
but perhaps we should ask whether they might be.
References
Daily Mail (2011) ‘Far too much, far too young: Outrage over shocking images of the
10-YEAR-OLD model who has graced the pages of Vogue.’ Available at: www.
dailymail.co.uk/femail/article-2022305/Thylane-Lena-Rose-Blondeau-
Shocking-images-10-YEAR-OLD-Vogue-model.html, accessed 4 July 2013.
Eichenbaum, L. and Orbach, S. (1982) Understanding Women. London and New
York: Penguin.
Orbach, S. (2011) ‘ Face to Face.’ Huffington Post, 6 July.
Orbach, S. and Eichenbaum, L. (1984) What Do Women Want? New York:
Berkeley Books.
YouTube (2013) ‘Still face experiment: Dr Edward Tronick.’ Available at www.
youtube.com/watch?v=apzXGEbZht0, accessed on 28 April 2013.
115
Chapter 8
Grooming Our Girls

Hypersexualization of the
Culture as Child Sexual Abuse
Dr Gail Dines
In the spring of 2009 I was sitting in a prison, surrounded by child

rapists. All of them had been in long-term group therapy, so they
knew each other and felt very comfortable explaining in detail how
and why they had raped a child. They were all well schooled in
the language of therapy and eager to demonstrate just what good
students they were. They peppered their sentences with words like
triggered, perpetrator, post-traumatic stress disorder (PTSD),
dissociation, and recidivism. All seemed to be more upset by the
fact that they were in prison than by the reality of the devastation
they had wrought on their victims. Most of them talked about the
role porn played in their crimes, explaining how their habitual use
of hard-core mainstream porn had become boring, and they had
ultimately looked for something different, something a little more
edgy, dangerous and transgressive. That something turned out to
be the rape of a child.
I tell this story not just to point out the relationship between
pornography and violence, but also to introduce you to one of
the rapists whom I will call “Dick.” Smug, unapologetic, and
narcissistic, Dick dominated the conversation with his story of how
he set about grooming his ten-year-old stepdaughter, a process,
he said, that was not that difficult, since, “the culture did a lot of
the grooming for me.” I almost jumped out of my seat in shock.
116
Grooming Our Girls
Because I have been doing this work for many years, what stunned
me was not the horror of the story (I have heard this over and
over from the victims) but the clarity of his thinking. I had been
struggling with trying to understand how the hypersexualization
and pornification of the culture was shaping the identity of girls
and young women, and not one academic or therapist had managed
to put it as succinctly as Dick: the culture was acting as a collective
perpetrator, and our girls were being collectively groomed for
sexual victimization.
The culture as perpetrator

Take a stroll through pop culture, and what you’ll see are images of
a hypersexualized, young, thin, toned, hairless, technologically—
and in many cases surgically—enhanced young woman with a
come-hither look on her face. We all recognize the look: slightly
parted glossy lips, head tilted to the side, inviting eyes, and a body
contorted to give the (presumed male) viewer maximum gazing
rights to her body. Britney, Rhianna, Beyoncé, Paris, Katy, Lindsay,
Kim, Miley, and the thousands of nameless models who stare
out from the pages of women’s magazines, represent images of
contemporary idealized femininity—in a word, hot—that are held
up for women, especially young women, to emulate.
In today’s image-based culture, there is no escaping the image
and no respite from its power when it is relentless in its visibility.
If you think I am exaggerating, then flip through a magazine at
the supermarket checkout, channel surf, take a drive to look at
billboards, or watch TV ads. These images have now normalized the
female body as a commodity that exists to be examined, scrutinized,
dissected, and emulated. And this female body is getting younger.
In 2011, ten-year-old Thylane Blondeau seductively posed on a
bed for the French edition of Vogue, and Abercrombie & Fitch’s
2011 spring line included the “Ashley” bikini top (geared toward
children as young as eight), which comes with thick padding for
breast enhancement.
People not immersed in pop culture tend to assume that what
we see today is just more of the same stuff that previous generations
grew up on. After all, every generation has had its hot and sultry
stars who led expensive and wild lives compared with the rest of us.
117
But what is different today is not only the hypersexualization of the

image, but also the degree to which such images have overwhelmed
and crowded out any alternative images of being female. Today’s
tidal wave of soft-core porn images has normalized the porn-star
look in everyday culture to such a degree that anything less looks
dowdy, prim, and downright boring. Today a girl or young woman
looking for an alternative to the hypersexualized look will soon
come to the grim realization that the only alternative to looking
“fuckable” is to be invisible.
Media targeted at girls and women creates a social reality that
is so overwhelmingly consistent that it is almost a closed system of
messages. In this way, it is the sheer ubiquity of the hypersexualized
images that gives them power, since they normalize and publicize
a coherent story about femininity and sexuality. Because these
messages are everywhere, they take on an aura of such familiarity
that we believe them to be our very own personal and individual
ways of thinking. They have the power to seep into the core
part of our identities to such a degree that we think that we are
freely choosing to look and act a certain way because it makes
us feel confident, desirable, and happy. But, as scholar Rosalind
Gill (2009, p.106) points out, if the look were, “the outcome of
everyone’s individual, idiosyncratic preferences, surely there would
be greater diversity, rather than a growing homogeneity organized
round a slim, toned, hairless body.”
Understanding the culture as a socializing agent requires
exploring how and why some girls and young women conform
and others resist. For all of this visual onslaught, not every young
woman looks or acts as if she has just tumbled out of the pages of
this month’s Cosmopolitan or Maxim. One of the reasons for this
is that conforming to a dominant image is not an all-or-nothing
act, but rather a series of acts that locate different women and
girls at different points on the continuum of conformity to non-
conformity. Where any individual sits at any given time on this
continuum depends on her past and present experiences, as well as
family relationships, media consumption, peer group affiliations,
and sexual, racial, and class identity. We are not, after all, blank
slates onto which images are projected.
Given the complex ways that we form our sexual and gender
identities, it is almost impossible to predict with precision how any
individual will act at any one time. This does not mean, though, that
118
Grooming Our Girls
we can’t make predictions on a macro level. What we can say is that

the more one way of being female is elevated above and beyond
others, the more a substantial proportion of the population will
gravitate toward that which is most socially accepted, condoned,
and rewarded. The more the hypersexualized image crowds out
other images of women and girls, the fewer options females have
of resisting what cultural critic Neil Postman (1990) called “the
seduction of the eloquence of the image.”
Conforming to the image is seductive. It not only offers women
and girls an identity that is in keeping with the majority, but also
a whole host of “pleasures,” since looking hot does, in fact, garner
the kind of male attention that can sometimes feel empowering.
Indeed, getting people to consent to any system, even if it’s
inherently oppressive, is made easier if conformity brings with
it psychological, social, and/or material gains. But conformity
comes with a price. Girls and young women who “over-conform”
to these hypersexualized images get labeled “sluts,” and studies
show that they “often resort to self-destructive behaviors such as
drug and alcohol abuse, eating disorders, self-mutilation, academic
withdrawal, or risky sexual conduct.”
Wendy Walter-Bailey and Jesse Goodman (2006, p.282)
found that the most likely girls to be labeled as sluts are those
who, “act too casual and/or flaunt their sexuality” as well as those
who, “flirt too heavily, blossom too early, or dress too scantily.” But
here’s the problem in a hypersexualized society: conforming to
mainstream norms means girls and young women have to engage
in the very behaviors that get them labeled a slut. This is what
feminist philosopher Marilyn Frye calls the classic double bind
of the oppressed in that they are faced with, “situations in which
options are reduced to a very few and all of them expose one to
penalty, censure or deprivation” (2007, p.55).
The American Psychological Association’s study on the
sexualization of girls (2007) found that there was ample evidence
to conclude that sexualizing girls, “has negative effects in a variety
of domains, including cognitive functioning, physical and mental
health, sexuality, and attitudes and beliefs.” Some of these effects
include more risky sexual behavior, higher rates of eating disorders,
depression, and low self-esteem, as well as reduced academic
performance. These symptoms are also found in girls and women
who have been sexually assaulted, so we appear to be turning out
119
a generation of girls who have been assaulted by the very culture

they live in. While some girls and women manage to live their lives
without being sexually assaulted by an individual perpetrator, there
is no avoiding the culture. The very act of socialization involves
internalizing cultural norms and attitudes. If indeed the culture
is now one big collective perpetrator, then we can assume that an
ever-increasing number of girls and women are going to develop
emotional, cognitive, and sexual problems as they are socialized
into seeing themselves as mere sex objects, and not much else.
But pop culture is only part of the story of the sexualization of
girls. If we look at pornography, which has now become the major
form of sex education in the Western world, we see a growing
niche market that involves youthful-looking adult women being
depicted in ways that sexualize female children and present them
as eager and ripe for sex with adult men. The reason for this is
that since the advent of the internet, mainstream pornography has
become increasingly accessible, violent, and cruel, and this has led
to market saturation. One of the only peer-reviewed, empirical
studies on the content of mainstream internet porn found that
the majority of scenes from 50 of the top-rented porn movies
contained both physical and verbal abuse targeted against the
female performers. Physical aggression, which included spanking,
open-hand slapping, and gagging, occurred in over 88 percent of
scenes, while expressions of verbal aggression—calling the woman
names such as “bitch” or “slut”—were found in 48 percent of the
scenes. The researchers concluded that if both physical and verbal
aggression were combined, 90 percent of scenes contained at least
one aggressive act (Bridges et al. 2010).
Research (see Zillman and Weaver 1989) has found that
the problem for the pornographers is that consumers become
increasingly desensitized to hard-core porn and are always on the
lookout for something new and fresh. Porn director Jules Jordan,
who is known for a particularly violent brand of porn, said that even
he is, “always trying to figure out ways to do something different,”
since the fans “are becoming a lot more demanding about wanting
to see the more extreme stuff ” (2003, p.60). So one of the big
challenges pornographers constantly grapple with is how to keep
their customers interested.
It is this need to constantly find new niche products that
provides insight into why, in 2002, the Free Speech Coalition
120
Grooming Our Girls
(the lobbying organization for the porn industry in the USA)

worked to change the 1996 Child Pornography Prevention Act,
which prohibited any image that, “is, or appears to be, of a minor
engaging in sexually explicit conduct.” Arguing that the “appears-
to-be” language limited the free speech of the pornographers, the
Coalition succeeded in removing this “limitation,” and the law was
narrowed to cover only those images in which an actual person
(rather than one who appears to be) under the age of 18 was
involved in the making of the porn. Thus, the path was cleared
for the porn industry to use either computer-generated images of
children or real porn performers who, although aged 18 or over, are
“childified” to look much younger.
Since that 2002 decision, there has been an explosion in the
number of sites that childify women, as well as those that use
computer-generated imagery. Pseudo child pornography (PCP)
sites that use adults (those defined by law as 18 years of age or
over) to represent children are never called child pornography
by the industry. Instead, almost all of those sites that childify the
female porn performer are found in the sub-genre called “teen-
porn” or “teen-sex” by the industry. There are any number of ways
to access these sites, the most obvious one being through Google.
Typing “teen porn” into Google yields over 30 million hits, giving
the user his choice of thousands of porn sites. A number of the hits
are actually for porn portals where “teen porn” is one sub-category
of many, and when the user clicks on that category, a list of sites
comes up that runs over 90 pages. Moreover, teen porn has its
very own portal, which lists hundreds of sub-sub-genres such as
“pissing teens,” “drunk teens,” “teen anal sluts,” and “Asian teens.”
The competition for customers is fierce in the porn industry,
since the user, sitting at his computer and eager to begin his
masturbatory session, has a cornucopia of sites, themes, images, and
narratives to choose from. The pornographers know this, so they
attempt to pull the user in quickly by giving the sites names that are
short, to the point, and unambiguous. It is therefore not surprising
that many of the sites in this category actually have the word “teen”
in the name. When the user clicks on any one of these sites, the
first and most striking feature is the body shape of the female porn
performers. In place of the large-breasted, curvaceous bodies that
populate regular porn websites, one sees small-breasted, slightly
built women with adolescent-looking faces that are relatively free
121
of makeup. Many of these performers do look younger than 18, but

they do not look like children, so the pornographers use a range of
techniques to make them appear more childlike than they actually
are. Primary among these is the use of childhood clothes and props
such as stuffed animals, lollipops, pigtails, pastel-colored ribbons,
ankle socks, braces on the teeth, and, of course, the school uniform.
It is not unusual to see a female porn performer wearing a school
uniform, sucking a lollipop, and hugging a teddy bear while she
masturbates with a dildo.
Another technique for childifying the woman’s body is the
removal of all pubic hair so that the external genitalia look like
that of a pre-pubescent female. What is interesting is that over
the years, this technique has lost much of its signifying power, as
it is now commonplace in porn for women to remove all their
pubic hair. One of the results of this is that today, virtually every
female porn performer looks like a child. This is a shift that in
itself is cause for concern, as those porn users who are not looking
for pseudo-child images nonetheless are exposed to them when
they surf the porn sites. This normalization of a shaved pubic area
is filtering down increasingly into mainstream pop culture, with
regular articles in women’s magazines discussing the best way to
remove pubic hair, TV shows such as Sex and the City publicizing
and eroticizing the Brazilian bikini wax, and beauty salons across
the country promoting the Brazilian as a way to spice up sex.
The effect this is having on adolescent girls was made evident
to me when I spoke at the Sexual Assault Nurse Examiner
(SANE) conference in Boston in 2007. These nurses administer
rape kits on adolescents who are the victims of sexual assault,
and one of their tasks is to check for the markers of puberty, with
pubic hair being a key marker. However, I was informed that this
is no longer effective, as girls are removing the hair as soon as
it grows, something that the nurses have never seen before. In
my interviews with college-age females, I hear repeatedly that
pubic hair is considered unhygienic and a sexual turnoff by their
boyfriends, so they now wax or shave. This is probably one of the
clearest examples of how a porn-generated practice slips into the
lives of real women, no doubt because a good percentage of the
male partners have become accustomed to and aroused by images
of women in porn.
122
Grooming Our Girls
For all of the visual clues of childhood surrounding the women

on PCP sites, however, it is the written text accompanying the
images that does most of the work in convincing the user that
he is masturbating to images of sexual activity involving a minor.
The words used to describe the women’s bodies (including their
vaginas)—tiny, small, petite, tight, cute, teeny—not only stress
their youthfulness but also work to separate them from women
on other sites, since these are adjectives rarely used to describe
women in regular porn. Most striking is how many of these PCP
sites refer to the females as sweeties, sweethearts, little darlings,
cutie pies, honeys—terms of endearment that starkly contrast with
the abusive names the women on other sites are called (slut, whore,
cumdumpster, and cunt being the most popular). The use of kinder
terms on the PCP sites is a method of preserving the notion for
the user that these girls are somehow different from the rest of the
women who populate the world of porn in that they are not yet
used-up whores deserving of verbal abuse. This would explain why
so many of these websites have the word “innocent” in their names.
The reason innocence is so central to the marketing of the sites
and why the girls are portrayed as not yet sullied, dirtied, soiled,
or tainted by sex is that the promise on offer is a witnessing of
their loss of innocence. One fan of this genre, writing to a porn
discussion forum, calls this a, “knowing innocence,” which he
defines as, “the illusion of innocence giving way to unbridled
sexuality. Essentially, this is the old throwback of the Madonna
and the Whore. Therein lies the vast majority of my attraction to
this genre.” This fan and indeed many others (if their posts are to
be believed) make clear that for them, the pleasure is in watching
the (sweet, cute, petite) Madonna being coaxed, encouraged,
and manipulated by adult men into revealing the whore that lies
beneath the (illusory) innocence.
The pornographers reveal their understanding of the nature of
this spectatorial pleasure when they offer the guarantee to their
consumers that the “girls” they are watching are, “first timers,”
having their, “first sexual experience,” which, of course, leads to
their, “first orgasm ever.” One site goes so far as to promise that,
“Here you will ONLY find the cutest teen girls… Our girls are
fresh and inexperienced and very sexy in an innocent kind of way.”
It is thus no surprise that most of these sites advertise, “fresh girls
added each week,” since using the same performer twice would cut
123
into the sexual excitement of the viewer. How, after all, does one
defile an already-defiled girl?
The story of the “defilement” told on these sites is genre-
bound in that it almost always starts with an eager but innocent
girl who is gently and playfully coaxed by off-camera adult men
into performing sexually for the pleasure of the viewer. This is the
narrative informing most of the images on one site, which has
hundreds of movies available to members, as well as hundreds of
still photographs posted on the site as a teaser for non-members.
Each woman has five photographs and a written text detailing
her supposed first sexual experience. For “Natasha” the story goes
as follows:
This lil cutie came in pretending that she couldn’t wait to be
naked in front of the camera. And…we couldn’t wait to see her.
As she started to take off her clothes and show off she giggled
and smiled but we could tell she was nervous and when she
found out that naked meant showing off her snug little teen
pussy she blushed! But showing off her pussy proved to be too
much of a turn on and when we encouraged her to play with it
she could not resist. This beautiful teen girl really did have her
first time on camera and we got to watch her stroke that velvety
teen pussy.
The message that the written text conveys in this story can be
found throughout the websites in this category, as it embodies
the way in which the pornographers carefully craft a story of who
is really innocent and who is really culpable in the scenario. For
all the supposed innocence of the “lil cutie,” as evidenced by her
nervousness, giggling, smiling, and blushing, it really only took a bit
of encouragement to get her to masturbate for the camera, which
in porn-world language is another way of saying that it didn’t take
much for her to reveal the slut she really is. It is this very culpability
on the part of the girl that simultaneously divests the user of his
culpability in masturbating to what would be, in reality, a scenario
of adult men manipulating a naive girl into masturbating for the
pleasure of other adult men, himself included.
This desire on the part of users to convince themselves that they
are masturbating to images of consensual thrilling sex explains
the narrative found in another popular PCP sub-genre, namely,
124
Grooming Our Girls
incest porn. The sites that sexualize and legitimize incest run the
gamut of possible incestuous pairings (mother and son, sibling
on sibling, extended family, etc.), but without doubt, the most
common portrayal is of a father and daughter. While it is clear that
any sexual relationship between a father and his minor daughter
is rape, the sites go to great lengths to provide the user with an
alternative framing of father–daughter incest. This is especially
clear on one site, where the first thing on the home page is the
following “explanation”:
The disapproval of incest, especially between father and
daughter, is a classic example of “projection.” The alleged reason
for diasproval [sic] is that incest is the same as sexual abuse,
aggression and violence. These are all rational arguments, but
they are used to justify an irrational opinion. In fact, most cases
of incest have little to do with violence.
Indeed, if these sites are to be believed, then incest is what happens
when a seductive and manipulative “daughter” finally gets her
reluctant “father” to succumb to her sexual advances. On one site,
the reader is invited to watch, “sexy naughty girls seducing their
own fathers,” and on another, the female performers are defined as,
“sweet, irresistible angels teasing and tempting their own daddies.”
Another site asks the user to, “check out forbidden love stories,”
where sexually curious daughters are eying their fathers’ bodies
with lust. A typical story line reads:
I have fancied my father for years. I thought it was a perversion
and was afraid to reveal my emotions…. Once I saw him in a
wet dream. This was a sign. Still half asleep I went into his room
and jumped onto his bed…
Of course, it doesn’t take much to get the father to acquiesce, and
surrounding the text are images of the “daughter” being penetrated
orally, anally, and vaginally by the “father.”
In those stories where the father is seen as the active seducer,
the girls are generally only too happy to oblige. Once the sexual
“relationship” begins, it is clear that the sex was better than either
one could ever have imagined. Even in those occasional stories
where the daughter is somewhat afraid, the end result is orgasmic
sex. In one story a “daughter” explains that:
125
my mom died 3 years ago. Since then dad never brought home
a woman. Soon I started noticing very strange looks he gave
me. I was even a little afraid. One evening dad came to my
room. I was sitting on my bed. He approached me and…
A sequence of eight images surrounding the text tell the story of
a clothed, anxious girl succumbing to the sexual advances of the
father and ending up naked and orgasmic on a bed. What stands
out in this story, and indeed in most of the scenarios on these
sites, is the absence of a mother to protect the daughter from the
father’s abuse. Some of the scenarios like the above describe her as
dead, but most make no reference to a mother at all, thus creating
a family scene where the girl is isolated and at the mercy of the
perpetrating father. This lack of a mother is actually not unusual
in cases of father–daughter incest. Indeed, as Judith Herman
found in her study (2000), over half the sexually abused girls she
interviewed had mothers who were absent from the daily routine
of the family due to ill health or death. In these families, Herman
describes fathers who are controlling and patriarchal, “as the family
providers, they felt they had the right to be nurtured and served at
home, if not by their wives, then by their daughters.” For some of
these fathers, being “nurtured” extended to being sexually serviced
by their daughters, who were turned into surrogate wives even
though they were physically and mentally children. Of course, the
real-life consequences of such abuse look nothing like the fairy
tale world of incest porn, since these girls all exhibited numerous
symptoms consistent with PTSD.
The reduction of the daughter to an object to be used by the
father is most stark on one particular site (the banner reads: “Want
to Fuck My Daughter?”), which tells the story of a drunken father
pimping out his daughter to any man who will pay. The images and
the sex in the films are standard hard-core porn, but the stories
that contextualize the images tell a story of economic degradation
and poverty, with the way out being the prostituting of a daughter.
The text introducing the site reads:
Meet my daughter Janessa, she’s 19 years old and like her mom,
she is so freakin’ hot. And its no fucking secret to the world
that she loves to fuck. What a fucking slut! i think she got that
from her mom. God damn her womb is so polluted. aaanyways.
126
Grooming Our Girls
My daughter fucks some stupid guys anywhere she goes. I was

like WTF!? for free? Shit! I didn’t raise her to get fucked for
free! Well, im a bum old, and im always fucking wasted so fuck
that, now i let her fuck any guy she wants as long as the guy
pays me some cash bucks… Aww fuck that, why dont you hit
join now!!! Watch this slut take cocks for cash in my pockets.
The “daughter”—or slut, as the father constantly refers to her—
is depicted as an active and willing player in the scenarios, often
leaving her father by the roadside as she speeds off with the latest
“john”. The text makes constant reference to the father’s drinking
and poverty as a way to minimize his culpability in turning his
daughter into a prostitute, and also finds a way to put the blame on
the absent mother by mentioning her “polluted” womb.
All the sites discussed so far depict scenarios in which the
men do not use overt force to get the girl to comply with their
sexual demands, but rather seduce, manipulate, and cajole the girl
into submission. This picture actually mirrors what goes on in the
real world of child molestation, as most of the victims are subject
to a grooming process wherein the perpetrator first seduces the
child with gifts, affection, calculated acts of kindness, and offers of
friendship and/or mentoring. Having forged a bond, the perpetrator
then manipulates and exploits the emotional connection to erode
the child’s resistance to sexual activity and to ensure the child’s
silence. For perpetrators, this is a safer way than overt force, since it
does not leave visible scars, and because it is an act of breaking the
child’s will, the victim is more likely to keep the abuse hidden for
fear of appearing disloyal to the perpetrator. Moreover, the bond
acts as a kind of glue for the child, keeping her/him connected
even when the adult is perpetrating awful acts of sexual violence.
The pornographers are well aware of this grooming process, since
they do an excellent job of depicting it in their movies by showing
a whole range of techniques—from gift giving to strategic acts of
kindness, where the perpetrator poses as a kind (sexual) mentor.
Always brazen, the pornographers constantly use the word
“breaking” to refer to what they are doing to the girls.
The obvious question here is: what effect could these sites
have on the viewers? Once they click on these sites, users are
bombarded—through images and words—with an internally
consistent ideology that legitimizes, condones, and celebrates
127
a sexual desire for children. The norms and values that circulate
in society that define adult–child sex as deviant and abusive are
wholly absent in PCP, and in their place is a cornucopia of sites
that deliver the message (to the viewer’s brain, via the penis), that
sex with children is hot fun for all.
There is a wealth of research within media studies that shows
that people construct their notions of reality from the media they
consume, and the more consistent and coherent the message,
the more people believe it to be true. Thus, the images of girls in
PCP do not exist within a social vacuum, but rather are produced
and consumed within a society where the dominant pop culture
images are of childified women and hypersexualized, youthful
female bodies. Encoded within all of these images is an ideology
that encourages the sexual objectification of the female body, an
ideology that is internalized by both males and females, and has
become so widespread that it normalizes the sexual use and abuse
of females. This does not mean that all men who masturbate to
PCP will rape a child, or even be sexually attracted to a child.
What it does mean, however, is that on a cultural level, when we
sexualize the female child, we chip away at the norms that define
children as off limits to male sexual use. The more we undermine
such cultural norms, the more we drag girls into the category of
“woman,” and in a porn-saturated world, to be a woman is to be a
sexual object deserving of male contempt, use, and abuse.
References
APA (American Psychological Association) (2007) Sexualization of Girls.
Washington, DC: APA. Available at www.apa.org/pi/women/programs/
girls/report.aspx, accessed on 20 May 2013.
Bridges, A., Wosnitzer, R., Scharrer, E., Sun, C. and Liberman, R. (2010)
‘Aggression and sexual behavior in best-selling pornography videos: A
content analysis update.’ Violence Against Women, 16, 10, 1065–1085.
Frye, M. (2007) ‘Oppression.’ In P. Rothenberg (ed.) Race, Class, and Gender in the
United States. New York: Worth.
Gill, R. (2009) ‘Supersexualize Me! Advertising and the Midriff.’ In F. Attwood,
Mainstreaming Sex. London: I.B. Tauris.
Herman, J. (2000) Father–Daughter Incest. Cambridge, MA: Harvard
University Press.
Jordan, J. (2003) Adult Video News, January.
128
Grooming Our Girls
Postman, N. (1990) Consuming Images. PBS Video.

Walter-Bailey, W. and Goodman, J. (2006) ‘Exploring the Culture of Sluthood
among Adolescents.’ In Contemporary Youth Culture: An International
Encyclopedia. Westport, CT: Greenwood.
Zillmann, D. and Weaver, J.B. (1989) ‘Pornography and Men’s Sexual Callousness
Toward Women.’ In D. Zillmann and J. Bryant (eds) Pornography: Research
Advances and Policy Considerations (pp.95–125). Hillsdale, NJ: Lawrence
Erlbaum Associates, Inc.
129
Chapter 9
The Internet
A Global Market for
Child Sexual Abuse
Sharon Girling OBE
In this chapter, I describe some headline statistics relating to the

scale of internet use and abuse, as well as some of my experiences
at the forefront of combating child abuse and pornography on the
internet as a Detective Constable for the National Crime Squad
involved in the case of Operation Cathedral – a police operation
that broke up an international child pornography ring called The
Wonderland Club operating over the internet.
Some facts and figures

The internet is a global phenomenon that has clearly changed,
for the better, the lives of the majority its users. In the year 2000
the world population was 6,115,000,000 of which 360,985,492
had internet access; this is fewer than 6 per cent. By 2011 the
world population was 6,973,738,433 of which 2,405,518,376
had internet access; this is greater than 34 per cent (International
Telecommunication Union 2011).
The World Wide Web has given people of all ages, vulnerabilities
and ethnicity the ability to:
• access news and sports reports as they happen
• learn more about their specific interest
130
The Internet
• shop without the hassle of travelling, parking and queuing

• conduct their financial activity online
• book a holiday
• interact socially with family and friends all over the
world instantly
• work from their homes, and many other things.
People who were previously isolated or lonely now report that
they use the internet as an outlet, and in most instances they have
found someone who listens and engages with them – someone
to share their stories with. Even if this is not a verbal or physical
communication it is a communication none the less.
However, the downside to this technology is that people
who prey on the young and vulnerable now have the capacity to
seek them out and groom them for their own benefit. One such
person was David Hines, now a registered sex offender. Hines was
convicted for his role in The Wonderland Club, a case investigated
under the code name of Operation Cathedral. Hines lived alone
and downloaded thousands of images of child abuse. He did not
think that having a sexual relationship with a child was wrong.
When interviewed for a BBC documentary, Hines stated:
It’s great the net. New pictures to trade…it’s wonderful – it
draws you in, it sucks you in. It’s a whole world in itself. I had
people I could talk to. I had people that I could trade images
with as well. But I had friends. I’d never had so many friends. I
had friends all over the world. There were some children…we
just didn’t see it as abuse. We saw it as there were some children
involved in relationships. (BBC Panorama 2001)
Defining sexual exploitation

The term ‘sexual exploitation’ is an all-encompassing statement.
Depending on the organisation, agency or individual person,
its definition will change. This is very confusing and potentially
dangerous for children, young people and vulnerable adults.
131
The National Society for the Prevention of Cruelty to Children

(NSPCC) defines sexual exploitation as: ‘…when someone grooms
and controls a child for a sexual purpose’ (www.nspcc.org.uk).
Whereas Barnardo’s states that: ‘It is illegal activity by people
who have power over young people and use it to sexually abuse
them’ (www.barnardos.org.uk).
And the United Nations defines it as: ‘…any actual or attempted
abuse of a position of vulnerability, differential power, or trust, for
sexual purposes, including, but not limited to, profiting monetarily,
socially or politically from the sexual exploitation of another’
(United Nations no date).
It is important to note that many agencies direct the term solely
towards children and not necessarily young or vulnerable adults.
To include these groups, perhaps a suitable definition may be: ‘A
person taking sexual advantage of another for their own benefit
or gain.’
The NSPCC reports that one in six children has been sexually
abused by the time they are 16. As a child born in the 1960s I was
brought up hearing about the danger of strangers from family and
teachers. We were all wary of the man in the raincoat in the park
and reminded that we should never take sweets from a stranger.
But the NSPCC informs us that the essence of the stranger is
applicable to only 20 per cent. They highlight that eight out of
ten children (a staggering 80%) know their abuser, that is, it wasn’t
a stranger at all.
This statistic should increase substantially the number of
children rescued from abuse and escalate the number of abusers
brought to account. However, it appears that the vast majority of
children who are abused do not disclose the matter to any third
party, and this is a failing on society as a whole and not just the
police or social services.
A study published in 2012 by the Office of the Children’s
Commissioner identified 2409 victims of sexual abuse in a period
of 14 months leading to October 2011. It further reported a further
16,500 children who were at, ‘high risk of sexual exploitation’
in 2010–11. The question should be asked why these vulnerable
children are not feeling safe enough to confide in an adult.
It is important to ensure that reports and definitions relating to
sexual exploitation include the terms ‘young people and vulnerable
adults’ as well as ‘children’. In some instances the abuser’s sexual
132
The Internet
interest is increased by the vulnerability of the victim and not

necessarily their age. I can recall a case where the offender engaged
in a physical relationship with a severely vulnerable adult where his
sexual needs were met and yet he downloaded indecent images of
young boys and girls.
Child sex offending statistics

There was an enormous increase in reported child sex offending in
England and Wales between 2005 and 2010. Compare the increase
in the world population’s access to the internet (34%), to the
increase in these reported crimes and the numbers are horrifying: a
60 per cent increase in child sex offending between 2005 and 2010.
Year Number of people cautioned or

convicted for offences relating to
indecent images of children
2005 1,363
2006 1,675
2007 1,747
2008 1,888
2009 1,916
2010 2,135
Total 10,724
Source: Cafe (2011)
In 2000 the number of people cautioned or convicted for offences

relating to indecent images of children was 303. In the year 2009
the number had risen to 1,916, an increase of more than 600 per
cent (Cafe 2011).
The National Child Abuse hotline states that every year
3.3 million reports of child abuse are made in the US involving
nearly six million children. They advise that 9.2 per cent of those
reports relate to sexual abuse (303,600,000) whilst 17.6 per cent
relate to physical abuse (580,800,000) (Childhelp no date).
133
Who are the abusers?

Having determined that the abusers are not strangers, it will still
come as a shock as to who the abusers are. You only have to recall
the case in Plymouth at Little Ted’s Nursery. The abusers Vanessa
George (nursery school worker), Angela Allen (traffic warden) and
Colin Blanchard (IT consultant) met on Facebook and started
to message each other via text and email. The messages became
sexually explicit and George took indecent pictures of her own
14-year-old daughter as well as some of the children aged two to
five years from the nursery school where she worked, and sent them
to Blanchard and Allen. The three of them also befriended two
other women online, Tracy Lyons and Tracy Dawber (community
care worker).
This case was uncovered by a colleague of Blanchard’s who saw
the sexually explicit images of toddlers and babies on Blanchard’s
computer whilst looking for some business files. The four women
and one man were arrested by the police and convicted of various
offences including sexual assault of a minor, making indecent
photographs of children and distributing indecent photographs
of children.
In a case in the UK, known as Operation Ore, the occupations of
the offenders who were found in possession of indecent images was
incredible. There were over 50 people who worked within the police
service as either sworn officers or civilian staff. There was a similar
number from the teaching profession, social care environment and
those working with children via the voluntary sector.
When you consider the occupations of these offenders and the
position of trust they hold, it is no wonder that children provide the
following reasons for not reporting the abuse they are subjected to:
• ‘was frightened’
• ‘didn’t think would be believed’
• ‘had been threatened by abuser’
• ‘didn’t want parents to find out’
• ‘didn’t want friends to find out’
• ‘didn’t want the authorities to find out’
134
The Internet
• ‘didn’t think it was serious or wrong’

• ‘it was nobody else’s business’.
The history
So where did it start?
In 1996–97 one police force in the UK recovered 12 images of
child abuse from one case. As a member of the public I find myself
asking the question, ‘Should we have considered this a problem?’
As a retired police officer I answer my question with, ‘Probably
not.’ But little did I, or the rest of the policing community, know
what lurked around the corner. From early 1998 my career became
focused on policing online child abuse and to date this is still
the case.
In early 1996 a US citizen created a private group known as the
Orchid Club in which its members told each other stories about
their sexual contact with children and sent each other, via the
internet, indecent images of children. During this time one of the
members, Ronald Riva, had been sexually abusing a friend of his
young daughter and he verbally and pictorially shared the abuse
with the other members of the Orchid Club. Some of the members
requested that the child perform ‘live’ over the internet. The abuser
sought advice from one member of the group on how to teach the
young girl to insert a vibrator and suggestions were received.
In April 1996 the live online abuse of the girl took place via
a computer webcam programme known as CU-SeeMe and
the abuse was broadcast to all the other invited members. The
molestation and subsequent images included the girl having a
vibrator inserted into her vagina. The other members replied with
requests for further sexual acts. The abuser assaulted other young
girl friends of his daughter and one of them reported the incident.
The police arrested Riva and his associate Melton Myers and
searched their home addresses including their computers. Both
men received custodial sentences. An examination of the computer
seized from Riva led to the identity of the other members of the
Orchid Club, three of whom were UK citizens.
The first was arrested and no evidence was located on his
computer to support the allegations. The second was arrested
and although he admitted that he had paedophilic material on
135
his computer, none was found. He was released without charge.

This man was later arrested and convicted for the rape of his two-
year-old daughter following images of the abuse being located on
the computers of other offenders. The third man, Ian Baldock, a
computer consultant, was arrested at his home in Sussex in October
1997. His computers were examined and police located in excess
of 42,000 indecent images of children. In the six days leading to
his arrest he had disseminated 1642 images to 17 internet users.
He had logged the activity on his computer of members of the
Orchid Club as well as The Wonderland Club, of which he was
also a member.
This club had approximately 180 members worldwide from
countries including the US, Australia, the Netherlands, Portugal,
Italy, France, Austria, Germany, Denmark, Sweden, Belgium,
Canada and Norway. In some of the countries it was not an
offence to possess these images because they did not realise these
images existed.
The Wonderland Club was a group of men, all who had a sexual
interest in children. It had the following membership rules:
• Each member must possess at least 10,000 unique child
abuse images.
• Each member must agree to distribute those images to
other members.
• Each member must be introduced and approved by the members.
• A vote was cast between the club management, and if there
were any objections, your access was denied.
The Wonderland Club had a good level of security, which
was created to stop infiltration from non-members and law
enforcement. This included:
• The existence of a secret server.
• The location of the server (IP address).
• A password to log into the server.
• The member must be on the approved list.
• The member must connect from a pre-arranged internet location
and a set time.
136
The Internet
One of the members from the UK, Gary Salt, was arrested
independently in April 1998 for sexual offences against his three
stepchildren and a young family friend. The evidence gathered
from his computer assisted the investigation.
On 1 September 1998 law enforcement agencies across the
globe pulled their resources together and 108 suspects were either
arrested or visited at their home addresses simultaneously. (This
was dependent on local legislation.) From those arrests, more than
750,000 child abuse images were recovered.
In the UK 12 people were arrested, of which ten were charged.
One of the men from the UK committed suicide prior to attending
court; the remaining nine were convicted, including David Hines.
Their occupations included taxi driver, computer consultants and
Royal Aircraftsman. None of them were men in raincoats hanging
out at the park or sweetshop. The sentences varied across the globe.
In the US they received sentences of up to 30 years’ imprisonment
and in the UK the longest term of imprisonment was 30 months.
The offender Gary Salt was sentenced to 12 years’ imprisonment
for the rape and sexual assaults on his young victims. At the
conclusion of the case, the Government increased the sentencing
for those found in possession of indecent images of children and
for making or distributing them.
All of the UK offenders have subsequently been released from
prison, and a number of them have gone on to re-offend. However,
the sentences they received the second, or in some instances the
third, time they offended had not been increased. In one instance
the offender received a longer prison sentence for travelling
overseas than for distributing images of child abuse.
Costing of examination/
investigation
So how much does it cost to conduct an investigation? The UK
staffing alone for Operation Cathedral consisted of a detective
superintendent, a detective inspector, three detective sergeants,
14 detective constables, two computer consultants, and an
administrator. The total cost was in excess of £250,000. The
investigation started in April 1998 and was concluded at court in
January 2001, taking almost three years. The offenders remained
137
on bail awaiting their trial. The police had very little opportunity
to monitor their online activity.
In 1998–2001 in the homes that were searched for offences
relating to internet misuse, police found only one or two internet
active devices, which were mainly computer towers. In today’s
society these homes have many more. Not only are there towers,
but there are also laptops, tablets, smartphones, game-consoles,
televisions and other devices. This gives children, young people
and vulnerable adults, as well as offenders, access to the internet
whilst they are moving around. It affords those who prey on
the vulnerable the opportunity to locate those people and place
themselves in a position to engage with them when they are least
expecting it. I recall an incident where a voluntary boys’ club took
a group of its young male members to a national landmark and
reported their anticipated activity online along with the names of
its participants. A male offender placed himself at that location
and identified himself as a relative of another member to one of
the young boys. He called him by name and the child accepted the
unknown adult male as a person he could trust, and walked away
with him.
So, what can be done to minimise the risk of harm to children
and young people?
Advice for parents and

carers of children
Whether you are a parent, carer or a young person, the online
advice is the same:
• Know what information about yourself and your family you are
giving out and to whom you are giving it.
• Parents and carers should get involved in children’s online
activity at home or elsewhere. It is important to understand what
they are doing, the sites they are visiting, the social networking
they are members of and the people they are engaging with.
• Encourage internet use that builds on offline activities. Ask the
child or young person’s school what e-safety tools they use and
whether they can be replicated at home. Parents’ evenings are a
good opportunity to engage with the teachers regarding e-safety.
138
The Internet
• Teach children and young people to be SMART:
Safe: keep safe by being careful not to give out personal

information when you’re chatting or posting online.
Personal information includes your email address, phone
number and password.
Meeting: meeting someone you have only been in touch

with online can be dangerous, so it’s not a good idea. Only
do so with your parents’ or carer’s permission and even
then only when they can be present. Remember online
friends are still strangers even if you have been talking to
them for a long time.
Accepting: accepting emails, IM messages, or opening

files, pictures or texts from people you don’t know or
trust can lead to problems – they may contain viruses or
nasty messages.
Reliable: someone online might lie about who they are.

If you are chatting online it’s best to only chat to your
real world friends and family. Information on the internet
may not be true. Always check information with other
websites, books or someone who knows.
Tell: tell your parent, carer, trusted adult or Childline

(0800 1111) if someone or something makes you feel
uncomfortable or worried, or if you or someone you know
is being bullied online (www.kidsmart.org.uk).
• Understand that by having the GPS activated on your mobile
device it is traceable and there are apps and programmes that
allow others to identify where you are. If you upload photographs
online the location that the picture was taken is available to
others who view that image. So, if your child attends the local
sports centre and you take a picture of them and upload it to
your Google images, then a third party may identify the location
that photograph was taken and arrive at that location the
following week.
139
Social networking
Older children could be asked some basic yet thought provoking
questions, such as:
• How many social networking sites do you have a profile on?
• How many digits are in your password?
• How often do you check your privacy settings?
• Would be happy to show me your profile now?
• Would you be happy to show your profile to your future
employer, college or university?
Some facts and figures about

social networking
• There are more than 845 million active Facebook users (users
returned in last 30 days), of which 55 per cent log on to their
profile in any given day.
• Facebook is available in more than 70 languages.
• The average user has 130 friends.
• People (all users) generally spend in excess of 750 billion minutes
per month on Facebook.
• More than 7 million apps and websites are integrated with
Facebook, and on average people (all users) install apps more
than 20 million times every day.
• The platform has had 10 billion photos uploaded, of which
15 billion images are viewed daily.
• The average user is connected to 80 community pages, groups
and events.
• More than 350 million active users currently access Facebook
through their mobile devices and more than 475 mobile
operators globally work to deploy and promote Facebook
mobile products.
140
The Internet
• If Facebook were a country, it would be the third largest in the

world behind China and India (http://newsroom.fb.com).
One in three hiring managers stated that checking social media
led to the employee not getting the job, for the following reasons:
• sharing provocative or inappropriate photos (49%)
• sharing information about drinking or drug use (45%)
• poor communication skills (35%)
• bad-mouthing a previous employer (33%)
• discriminatory remarks relating to race, gender or religion (28%)
• lying about qualifications (22%).
Of those potential employers who checked a positive profile:
• Fifty-eight per cent said it gave them a good feel for the
candidate’s personality
• Fifty-five per cent liked profiles that conveyed a professional
image
• Fifty-four per cent said that information they found supported
the candidate’s professional qualifications
• Fifty-one per cent liked social media profiles that displayed a
well-rounded candidate, showing a wide range of interests
• Forty-nine per cent cited great communication skills
• Forty-four per cent said it displayed the candidate’s creativity
• Thirty-four per cent said that other people’s online
recommendations made a difference (http://thenextweb.com/
socialmedia/2012/04/18).
Children and young people should be reminded that their profile is
how others will see them and that they are at the start of their life
and shouldn’t be making a basic, life-affecting, social networking
mistake. The internet is not like a night out with friends where,
‘what happens on the night out with friends stays with friends’.
Activity conducted and uploaded onto the internet is there for life!
141
Advice for child welfare

professionals
As a professional there are some basic points to consider, should
you suspect indecent images of children are on a person’s computer.
Do:
• Inform the police as soon as it is safe to do so.
• Unplug or switch off the device if it is safe to do so.
• Make a note of the time and date, what you saw, the device you
saw it on and where the device was at the time.
• Check to see if there is any other information available to
support what you have just seen on your internal agency system
(have the children or family members mentioned anything
previously?).
Do not:
• Look at the images.
• Copy the images.
• Delete the images.
• Do anything on that device.
If you are working with a police officer, be aware that they may not
fully understand what to do so be confident to tell them that you
have some knowledge.
If you are attending the house with the police to execute a
search warrant, remind the police officer to seize all electronic
devices including those capable of storing data during the search
warrant including:
• cameras
• mobile phones
• computer games consoles
• DVDs
• USB memory sticks.
142
The Internet
So what is an indecent image of a child? The Sentencing Council

has categorised indecent images of children into five levels of
seriousness, with level five being the most serious:
• Level one: images of erotic posing, with no sexual activity.
• Level two: non-penetrative sexual activities between children,
or solo masturbation by a child.
• Level three: non-penetrative sexual activity between adults
and children.
• Level four: penetrative sexual activity involving a child or
children, or both children and adults.
• Level five: sadism or involving the penetration of, or by,
an animal.
(The Crown Prosecution Service 2012)
Offenders who are convicted of possessing, making or distributing
indecent images are sentenced according the volume of material
and the activity in the image (that is, level one to level five).1
An additional factor considered at the point of sentencing is
the age of the child; if the child in the image is under 13 years
and so those examining the images also need to age the child in
the pictures.
This is a very time-consuming process and it can take
several hours to view the thousands of images recovered from a
suspect’s computer.
Finally, as a practitioner, remember that there are many others
who are doing the same job as you. Every police force has a team
dedicated to policing child abuse online and a forensic examination
team. Both of these departments are available to assist should
you require it. Furthermore, the Child Exploitation and Online
Protection Centre also has staff who can advise you.
References
BBC Panorama (2001) ‘Wickedness of Wonderland.’ Available at: http://news.
bbc.co.uk/1/hi/uk/1167879.stm, accessed on 4 July 2013.
1 R v Oliver, Hartrey Baldwin (2003) [2002] EWCA Crim 2766; R v Oliver,

R v Hartrey and R v Baldwin [2003] 1 Cr App R 28.
143
Cafe, R. (2011) ‘Convictions for sex offences on children up 60% in six years.’
BBC News. Available at www.bbc.co.uk/news/uk-14596811, accessed on
28 April 2013.
Childhelp (no date) ‘National Child Abuse Statistics.’ Childhelp. Available at
www.childhelp.org/pages/statistics, accessed on 28 April 2013.
Crown Prosecution Service (2012) ‘Indecent Images of Children.’ Available at:
http://www.cps.gov.uk/legal/s_to_u/sentencing_manual/indecent_images_
of_children/, accessed on 4 July 2013.
International Telecommunication Union (2011) ‘The World in 2011 – ICT
Facts and Figures.’ Available at: http://www.itu.int/en/ITU-D/Statistics/
Documents/facts/ICTFactsFigures2011.pdf, accessed on 4 July 2013.
Office of the Children’s Commissioner (2012) ‘Inquiry into Child Sexual
Exploitation in Gangs and Groups – Interim Report.’ Available at: http://
www.childrenscommissioner.gov.uk/, accessed 4 July 2013.
United Nations (no date) ‘Overview.’ Protection from Sexual Exploitation and
Abuse. Available at www.un.org/en/pseataskforce/overview.shtml, accessed
on 28 April 2013.
144
Chapter 10
Sex, Sexuality and Child

Sexual Abuse
Professor Liz Kelly CBE
In these days of easy access to current information on the internet

it is all too easy to ignore the past. The sexualised representation
of women and girls was a focus of feminist critique from the
1970s, with many creative campaigns and actions addressing it.
Media representations are the subject of a paragraph in the United
Nations (UN) Convention on the Elimination of All Forms of
Discrimination Against Women (CEDAW), but sustained work
on this issue fell into abeyance from the 1990s, in part due to deep
divisions about pornography.
Simultaneously, the issue of children abused through
pornography emerged, an arena where consensus was more
possible but disconnected from the gender and equalities agenda
that underpins CEDAW. A similar disconnection can be traced
with respect to sexualisation, where the origin of the concept was
a re-awakening of feminist resistance to the (re)sexualisation of
popular culture, yet has become increasingly limited in public policy
to concerns about the ‘early’ or ‘over’ sexualisation of children and
young people. In the process we have lost important connections
– that this is not just about body image and self-esteem of girls,
but how these representations function to normalise attitudes
and behaviours that underpin both child sexual abuse and sexual
exploitation.
In 2000 we wrote a piece questioning the separation of sexual
exploitation of children from the continuum of sexual abuse in
145
childhood. It seems appropriate to revisit that theme over a decade

later, especially since there appears to be a painfully short memory
of where we have been. Rather than the image of child welfare/
protection being a pendulum swinging between over and under
intervention, I prefer the image of a clock face where each number
is a dimension of child maltreatment. Over the last four decades
only parts of the clock face have been illuminated at any particular
time, leaving the others – which continue in children’s and young
people’s lives – in the shadows, only to be ‘re-discovered’ and shed
new light on at some later point.
Concerns about the abuse of children in prostitution was a
critical issue in the late 19th century and continued in muted form
for much of the 20th century. By the end of the 1980s the issue of
sexual abuse in the family had been well and truly unearthed again,
and in the decade that followed researchers and practitioners
began to explore the wider parameters, including what was then
called ‘organised abuse’ – abuse by multiple perpetrators and
within institutions – with sexual exploitation then referring to
abuse through pornography and prostitution (see Itzin 2000). The
arena of the greatest contention in this period was undoubtedly
ritual abuse, which traversed all of these categories. The stories
that children and adults told were viewed as literally ‘incredible’
by some agencies and much of the media, with the latter endlessly
repeating a myth that the high-profile cases during the 1990s
were a ‘moral panic’. Yet a number of adults were convicted of sex
offences against children in Nottingham and Rochdale: there is
no crime of ‘ritual abuse’ to be convicted of, but both these facts
have escaped public consciousness. Since that time there have
been further convictions, and in court the ritual and even Satanic
elements have been revealed, but with minimal media coverage.
Children and adults telling the truth about sexual violation has
rarely been considered newsworthy. The disbelief contrasts sharply
with the ease with which, in the last decade, ritualised abuse has
been accepted when the victims and perpetrators have been from
minority groups. We would all benefit from reflecting on these
contrasting stories, and what they tell us about the processes of
belief, credibility and agency responses.
The understanding of sexual exploitation as child abuse through
pornography and prostitution (and more recently trafficking)
became a huge global issue, resulting in policy documents from
146
Sex, Sexuality and Child Sexual Abuse
the European Union (EU) and UN, prompted by three World

Congresses – the first in 1996 in Sweden, followed by 2001 in
Japan and 2008 in Brazil. Many states, including the UK, created
plans of action to address sexual exploitation by 2000, drawing
on exciting and innovative practice from children’s charities,
especially Barnardo’s and The Children’s Society. This history
has been virtually invisible in the resurgence of interest in sexual
exploitation, which is now framed, through the work of Office of
the Children’s Commissioner, in terms of exploitation by ‘gangs
and groups’.
What we need to be alert to here is that clock face – we
have moved through thinking in terms of ‘sex abuse rings’,
‘sex abuse networks’, ‘organised abuse’, ‘institutional abuse’,
‘sexual exploitation’, ‘commercial sexual exploitation’: all have
different inclusions and exclusions and emphases. Words
matter – they direct our attention towards some things and
away from others, influencing what we are open to seeing and
believing, creating climates of belief and disbelief. This, in turn,
has direct consequences for which children and adult survivors
feel able to speak and seek help. The Jimmy Savile case has been
remarkable and unusual in this respect, since the revelations were
unbelievable, and the tired tropes of ‘witch hunts’ and ‘moral
panics’ were flown by some journalists. Yet a climate of belief
sustained and in its wake many hundreds of adults and children
chose to tell others what had happened to them. In the process,
cases in which rumours about powerful men and organised
networks re-surfaced and are being re-investigated.
In the last few months one of the most prominent words
across print and spoken media has been ‘paedophile rings’, a
deeply problematic concept that casts large shadows on the clock
face. First, the literal meaning of paedophile is ‘lover of children’
– not an appropriate definition when we are discussing sexual
abuse of children. Second, its clinical meaning is someone whose
sexual interest is confined to children: yet we know that many
offenders – like Savile – also abuse adults. To continually call him
a paedophile makes his adult victims at worst invisible, at best less
important than the children. Last, the concept serves to otherise
and monsterise abusers – they are the strange strangers, not
those familiar to children in their everyday lives; yet we all know
that the majority of children are sexually abused by those they
147
know – family members, authority figures and peers. We also

know that the vast majority of sexual offences against children
(and adults) are committed by males. Given that the concept of
paedophile sits in tension with most of what we know about sexual
abuse, why do so many of us continue to use it?
Some have argued that the Savile case and the revelations that
continue to spin out from it represent a ‘moment’, a possibility of
shifting public perceptions about child sexual abuse.
We need to pay close attention to what happens next – each
time a bridgehead of belief has been established in the past it begins
to be dismantled, and as soon as this happens silence becomes a
preferred option for many. Re-building the bridge seems to require
beginning in a different place – remember the clock face – with the
consequence that something is lost in the process.
My hope is that in this moment we can dare to join up the
dots between abuse of children and of women, to keep more of
the clock face in view. This has begun, to some extent, through
successive governments having strategies on violence against
women and girls; but this has yet to translate into recognition of
the relevance of a gender perspective in the child welfare and child
protection fields. We need a gender perspective that recognises not
just that women and girls are disproportionately the victims of
sexual exploitation and the targets of sexualised culture, but that
men and boys are disproportionately those who exploit and abuse.
Reference
Itzin, C. (ed.) (2000) Home Truths about Child Sexual Abuse: Influencing Policy and
Practice. London: Routledge.
148
Chapter 11
Children, Childhood
and Sexualised
Popular Culture
Dr Maddy Coy
The social issue of sexualisation of popular culture exploded

into public awareness as well as policy and academic agendas in
recent times.
At the same time, debates over possible implications of
sexualisation have become more complex, with definitions of
sexualisation and how to evidence its impact often being contested
(see Gill 2011 and Coy and Garner 2012 for overviews).
At the same time, discussion has become focussed on ‘early’ and
‘premature’ sexualisation for children and young people. From this
vantage point, sexualised popular culture is itself not problematic,
only the age at which children and young people engage with
it. Generation has trumped gender as the pivot around which
commentary and campaigning revolve; feminist analyses have
become marginalised. Space for a critical perspective on gender,
in which to ask questions about how being a young woman/man
is influenced by sexualised popular culture, has been largely lost.
In this chapter, I reinstate the case for an analysis of sexualised
popular culture that recognises the importance of both generation
and gender, moving beyond populist sound and fury about the
contamination of children’s innocence. I begin by outlining
discussions about how sexualisation is defined and understood,
149
then reflect briefly on current policy frameworks and academic

perspectives, before exploring the contradictions and confusions
of approaches focussed simply around ‘age-inappropriate’
sexualisation. In the final section I suggest how a gendered analysis
can be integrated into conversations with young people.
Sexualisation: definitions
and discourses
The term ‘sexualisation’ is used to describe the mainstreaming of
sexual imagery in contemporary popular culture (Gill 2007). There
is little consensus over what constitutes sexualisation and thus
to what the term refers, although there is a common recognition
that sexual imagery and discourse has increased in volume and
visibility. Across all elements of ‘this image-based culture’ – for
example, advertising, music videos, lads’ mags – ‘the staple…is
the youthful, sexualised female body’ (Dines 2011, p.3). Several
feminist commentators have suggested that the term ‘pornification’
more accurately captures a cultural style in which the ‘codes
and conventions of pornography’ are evident (Dines 2011, p.3;
Whelehan 2000). These conventions, in brief, include: that women
and girls enjoy being sexually available for men and boys; that
the most socially prized form of masculinity is defined by sexual
conquest; and that this masculinity is shored up by the ‘collective
consumption of naked women’ (Funnell 2011, p.38). Aesthetic
codes for women and girls’ bodies that originate in pornography,
such as shaved pubic areas and breast enlargement surgery, have
also become normalised (Dines 2011; Coy and Garner 2010).
We need to consider here which social messages about gender
are in play. First is the idea that formal equality between women
and men renders feminism irrelevant and outdated (Gill 2007;
McRobbie 2009). Yet multiple inequalities persist: women are
severely underrepresented in political decision-making (Fawcett
Society 2013); the gender pay gap in the UK is 19.7 per cent
between men’s and women’s average earnings (Office for National
Statistics 2012); and violence against women, internationally
recognised as a cause and consequence of gender inequality, is
150
Children, Childhood and Sexualised Popular Culture
widespread across all communities (End Violence Against Women

2011a; Walby 2011). Discussions about what sexualisation means
for young women and men are all too often abstracted from these
realities (Coy and Garner 2012; Gill 2012).
Linked to this is the idea that using the body for profit is an
indicator of women’s empowerment (Gill 2007; Coy and Garner
2010). Many elements of sexualised popular culture have seeped
across from the sex industry, for example pole dancing classes
marketed as fitness; lap dancing as corporate entertainment;
pimping as a verb in everyday language (Coy, Wakeling and Garner
2011). All imply or involve an exchange of a female body, which
is most prized when youthful. This is lauded as an achievement of
feminism, as evidence that individual women can choose to use
their body as a commodity that brings them personal gain (Gill
2007, 2011). The same argument is used to defend the commercial
sex industry. Sexualised popular culture is, therefore, not simply
the mainstreaming of sex, but the mainstreaming of commercial
sex and of values that underpin the global sex industry (Boyle
2010). This reinforces gender as a hierarchy where women remain
defined in terms of the value of their bodies and men are entitled
to such bodies for sexual gratification. Multiple intersections with
race and ethnicity are also evident: beauty stereotypes for women’s
bodies are racialised and young black women are overtly sexualised
while black men are presented as predatory (End Violence Against
Women 2011a; Gill 2012).
This is an important point as feminist critical analyses of
sexualisation are often traduced as attempts to repress expressions
of sexuality. However, these critiques are not rooted in disapproval
of sexual enjoyment, but of how it is constructed. It is for this
reason that Rosalind Gill (2011) suggests that perhaps we should
be referring to ‘sexist’ rather than ‘sexualised’ popular culture, and
exploring intersections with race/ethnicity. If sexualised popular
culture is understood as a means of reinstating gender and race
as social hierarchies (McRobbie 2009; Dines 2011; Walby 2011),
then it should be an issue for all those concerned with social
justice. To date, policy and academic responses to sexualisation
have somewhat patchily focussed on sexism, but paid minimal
attention to how they might be shaped by race/ethnicity and class.
151
Reflections on policy frameworks

and academic perspectives
Policy responses to sexualisation in England and Wales1 have
taken a journey ‘from child protection to violence against women...
and back again’ (Coy and Garner 2012, p.289). An initial review of
children’s safety and wellbeing in the digital world (Byron 2008)
preceded a specific document on sexualisation commissioned by
the Home Office as part of their strategy addressing violence
against women. This review by Linda Papadopoulos (2010) took an
explicitly gendered approach, exploring existing research on links
between exposure to sexualised material (including pornography)
and attitudes to violence against women.The key conclusion was that
sexualised media reinforces heteronormative gender stereotyping
by portraying women and girls as sexually desirable and equating
masculine sexuality with conquest (Papadopoulos 2010). In other
words, sexualised popular culture forms a ‘conducive context’
(Kelly 2007) for violence against women and girls. This concept
refers to how combinations of social messages and locations
normalise certain practices – for example, that representations of
women embracing sexual display and men as predatory diminish
young women’s ability to resist sexual pressure (Coy 2009; End
Violence Against Women 2011a). The review team consulted
widely with women’s organisations that drew on their practice-
based evidence of working directly with young women (and for
some, also young men). These organisations recognised that how
young people perceive ‘doing’ gender profoundly influences how
they negotiate sexual encounters and relationships. For instance,
they can provide multiple, diverse examples where young women
link their experiences of sexual violence/harassment/exploitation
with messages from sexualised popular culture (Coy and Garner
2012). These examples include behaviours that appear to young
people as normalised since they are so common: ways of sexually
invading young women’s bodies that reflect recent music videos
(e.g. ‘daggering’), and notions of women and girls as possessions/
commodities that are expressed through language of ‘pimping’.
It is too simplistic to suggest that young people are passively
1 The discussion of policy frameworks here refers primarily to the Westminster

government and thus applies to England and Wales rather than all regions of
the UK.
152
mimicking actions they absorb from media; what matters is the

extent to which these chime with existing social norms and thus
appear ‘natural’ and inevitable (Gill 2012). In an evaluation of a
school-based prevention programme on sexual exploitation, one of
the themes articulated by young men about messages in sexualised
media was a link with masculinity – ‘it’s what boys do’ (Coy, Thiara
and Kelly 2011; End Violence Against Women 2011b).
The Papadopoulos review also unpicked how popular culture
reflects and reproduces gendered social norms, as there are
obligations under international human rights conventions to
address stereotyped sexualised representations of women in
the media (United Nations 2006; Papadopoulos 2010).2 Yet
despite this progressive approach to gender equality, the review
legitimised sexualised popular culture by defining it in terms of
‘adult sexuality’, which young people will one day be ready to ‘deal
with’ (Papadopoulos 2010, p.23). This shifts concern to what stage
in the life course young people ‘should’ enter a sexualised cultural
landscape rather than the sexualised cultural landscape, itself (Coy
and Garner 2012).
A change of government in 2010 brought another review,
conducted by the Chief Executive of the Mothers’ Union (Bailey
2011). While also notionally linked to the Conservative-Liberal
Democrat coalition government’s violence against women strategy,
the Bailey Review marked a change in emphasis towards defining
the ‘problem’ of sexualised popular culture solely as a matter
of age-appropriateness. There are token references to gender
stereotyping in clothes and toys but the core of the review is the
threat to childhood posed by sexualisation. As I will discuss later
in this chapter, the recommendations centre on age restrictions
on sexualised imagery/material and ensuring that advertising and
various forms of media (e.g. television and music videos) are ‘family
friendly’ (see Bailey 2011).
Alongside policy reviews, an extensive body of academic
scholarship has developed. Understandings of the possible issues
at stake have been enriched by these multiple perspectives, the
dialogue they produce and thoughtful explorations of definitions
and discourses. For the most part, though, academic research and
2 For example, the 1979 Convention of the Elimination of Discrimination Against

Women (CEDAW) and the 1995 Beijing Platform for Action.
153
theory have focussed on how sexualisation influences self-image

and notions of empowerment, neglecting how these messages
might be related to young people’s sexual practices and relationships
(Coy and Garner 2012).
The missing piece of the jigsaw in both policy and academia
is a gendered analysis that takes in not just femininity but also
masculinity (for an exception, see Garner 2012). How young women
‘do’ femininity – the ways in which they are able to engage with
or resist dominant codes and constructions – is influenced by the
expectations of others. The extent to which (young) women are able
to act with a sense of autonomy is shaped – and for many, restricted –
by how (young) men assert their greater sense of entitlement to sex.
Research on ‘sexting’ – the sending and receiving of sexual images
between young people – illustrates this well. A recent exploratory
study suggests that sexting reflects the ‘total normalisation of
sexualised communications and imagery that young people are
receiving and negotiating in their day to day lives at school and
beyond’ (Ringrose et al. 2012, p.39). Sexualised popular culture is
an important backdrop. The significance of gender is also clear and
present; girls are far more likely to be the object of ‘sexts’.The sending
of sexts throughout social networks frequently occurs without
young women’s consent, for example where sexual photographs
taken for boyfriends are widely distributed on social media. Young
people’s engagement with technology and social media is integral
here, facilitating new means to abuse and harass young women
(Funnell 2011; Ringrose et al. 2012). The authors conclude that the
practice of sexting reflects heteronormative notions where doing
‘boy’ involves sexually invading young women’s personal space
and they call for further investigation of boys and masculinity
(Ringrose et al. 2012). Yet making connections between sexualised
popular culture and sexual practices, and asking questions about
dominant forms of masculinity, are absent from much debate.
Contradictions and confusions:

sexualisation in popular discourse
The role of the media with respect to sexualisation is complicated,
not least because it is both a source of sexualised imagery but also
of concern about such images and messages (see Gill 2012 for
154
an extended discussion). Here I will suggest that in the populist

outrage about sexualised popular culture, there are two ways in
which contradictions and confusions are evident.
The first is an explicit hypocrisy in tabloid newspapers which
heap opprobrium on images and products that present a ‘danger’ to
children, despite having built a core income from sexually objectifying
(young) women. For instance, in 2010 The Sun newspaper, (in)
famous for a daily photograph of a semi-naked young woman on
Page 3, waged a campaign against the sale of padded bikinis for
girls. This resulted in the withdrawal of such products from major
supermarkets and high street shops. With headlines such as ‘Paedo
heaven on our high street’ (Hamilton 2010a) and ‘They’re kids,
not sexpots’ (Hamilton 2010b), The Sun perpetuates the idea that
children (girls) are endangered by sexualised clothing, yet remains
impervious to its own role in eroticising young female bodies.
The Daily Mail has been similarly singled out for the tension
between its incendiary crusade against the sexualisation of
children, while simultaneously running stories on its website Mail
Online – which has an average of 100 million unique readers per
month (Press Gazette 2012) – that comment lasciviously on young
women’s breasts, bodies and bikinis (Gill 2012; Robbins 2012). In
September 2012, tabloids condemned toddler ‘beauty pageants’ yet
published large photographs of young girls in bikinis and makeup
underneath headlines that made sexual allusions to ‘cavorting
provocatively’ (Eaves et al. 2012). Women’s organisations that
gave evidence to the recent Leveson Inquiry into the culture
and ethics of the media highlighted examples of this incongruity
(End Violence Against Women 2012; Object 2012). Lord Justice
Leveson’s final report called attention to:
the unfortunate juxtaposition of the article expressing outrage
at a satirical programme on paedophilia and an article
commenting on a 15-year-old’s breasts exposes a hypocrisy
in relation to the sexualisation of young girls and women that
is seen beyond the Page 3 tabloids: some have commented
on the awkward co-existence of the Daily Mail’s support for
‘traditional values’ with the Mail Online’s ‘sidebar of shame’.
(Leveson 2012, pp.663–4)
The second approach is more confused than contradictory, yet also
focusses on sexualised popular culture as a developmental issue as
155
if there were little or no impact for adult women. For example,

the ‘Let Girls be Girls’ campaign, launched in 2010 by Mumsnet,3
identifies the perils of clothing, toys and marketing that catapult
girls into adult sexual codes. Here the ways in which sexualisation
is profoundly gendered are acknowledged, as are some negative
impacts for adult women, but the focus is on making a difference
for the next generation of girls (Mumsnet no date). The Channel 4
campaign ‘Stop Pimping Our Kids’explicitly draws a developmental
line in the sand, by defending the use of sexualised imagery in lads’
mags as their ‘selling point’ which is only problematic when they
are stocked at ‘children’s eye level’ (Channel 4 no date).
Thus, the only available critique of sexualisation within
popular discourse centres on preserving children’s innocence
(Coy and Garner 2012). Policy responses have enthusiastically
taken up and built on this approach. The Bailey Review (2011)
recommended a code of practice for retailers that bars ‘scaled
down’ sexualised products for children. Another recommendation
proposes restricting advertisements featuring sexualised imagery
near schools (Bailey 2011). Such advertising has been described
as a visual form of sexual harassment (Rosewarne 2007). So, while
it is a welcome start to curb images that mainstream commercial
sex, this specific recommendation can only be a symbolic
measure. Children and young people do not only encounter such
advertisements on their way to and from school. Almost all public
space is likely to involve viewing advertisements on billboards,
buses and shop displays that feature women’s bodies in sexualised
poses. Significant proportions of young people are also exposed to
sexual and pornographic material online (see Ringrose et al. 2012
for an overview). Furthermore, as feminist campaign organisation
Object (2012) trenchantly point out, tabloid newspapers that
feature women in sexual display are regularly sold where children
can see them.
What underpins this incoherent approach is an unwillingness
to ask fundamental questions about how ongoing gender
inequalities are reflected in sexualised popular culture. In the next
and final section I outline ways to engage young people in these
questions as a means of addressing sexualised popular culture in
their everyday lives.
3 A website/online community for parents.
156
Integrating a gendered analysis into

conversation with young people
Addressing the potential harms of sexualisation – social and
individual – requires an approach rooted in children’s rights and
protection and gender equality (End Violence Against Women
2011a). While it may be more complex for young people,
with limited life experience and social autonomy, to negotiate
messages of popular culture, adults are not suddenly self-assured
and ‘empowered’ as they cross the threshold into their majority
(Gill 2012). Therefore, both generation and gender are critically
important.There are a number of potential ways in which discussions
of both can be integrated into practice with young people.
First, talking about sexualised youth culture reinforces the
notion that sexualised popular culture is itself not a problem,
only the age at which young people engage with it. While many
young people have specific relationships with music, fashion,
television, film and indeed digital technology, they do not inhabit
an entirely separate cultural field from adults. Limiting discussions
to the term – and concept – ‘youth culture’ thus seals the doors
on interrogating wider social contexts. Talking about sexualised
popular culture in a wider sense avoids stigmatising youth, and
will enable conversations about how young people make meaning
of all images and messages that they encounter.
A common suggestion is to offer young people media literacy
sessions, equipping them with skills to decode the messages they
see and discuss the artificiality of image production. This is an
another welcome start, and has a vital place in enabling young
people to think critically about sexualised media. However, as Gill
(2012) has argued, to view media literacy as an ‘inoculation’ against
harmful or negative influences assumes that their newly acquired
critical skills will cancel out any other responses that they may have
to sexualisation, for example fun, desire, humour. It also places all
responsibility for change on young people, rather than seeking to
transform popular culture itself.
Social change is urgently necessary, but in the here and now,
perhaps one means of enabling young people to explore a range of
responses is to ensure that questions about gender are at the heart
of conversations with young people. This also offers opportunities to
transform future unequal relations and hierarchies between women
157
and men. Sex and Relationships Education (SRE), or similar

classes, need to address ‘doing’ gender and conducive contexts for
violence against women and girls (Coy et al. 2010). Pressures related
to sexualisation should form a central theme here (Ringrose et al.
2012). As not all children and young people are in regular education,
these conversations need to be taking place in all youth settings.
Identifying popular culture as a site where unequal gender
norms are reinstated (McRobbie 2009), and as a conducive
context for violence against women and girls, means that we can,
and should, engage young people in an important question: how
do gendered representations in sexualised popular culture provide
templates for being a boy/man, girl/woman?4 For example, what
do they make of images that consistently show women and girls
semi-naked while men are fully clothed? How do they understand
personal and social power – the ‘relationship (if any) between
subjective feelings of empowerment and actually being empowered ’
(Gill 2012, p.737)? What meanings, if any, do they attribute to
forms of commercial sex that have become normalised leisure and
entertainment, for example lap dancing, pole dancing, ‘pimp and ho’
in music lyrics and as a party theme? How are all these reflected in
their understandings of gendered standards for sexual behaviour?
How do they view and interpret intersections of race and gender
in sexualised imagery? Finally, and perhaps most significantly, how
do they negotiate sexual consent and coercion according to what
they understand of ‘doing gender’?
Conclusion
‘Feminism [is] an unfinished project – not only for young people,
but for all of us’ (Gill 2012, p.743).
Addressing sexualisation only in terms of generation without
gender is a limited approach. Yet current popular and policy debates
around sexualisation focus only on the idea that contemporary
4 In the US, a vibrant activist movement, SPARK (Sexualization Protest:
Action, Resistance, Knowledge) was established in response to the American
Psychological Association Taskforce report (2007) on the ‘Sexualization of
Girls’ (SPARK no date). Led by young women, SPARK comprises a coalition
of individuals and organisations and uses social media to build alternatives and
challenges to sexualised representations of women and girls. Such an initiative
opens possibilities for engaging young people in feminist critique that enhances
their rejection of gendered inequalities, now and as they become adults. See www.
sparksummit.com
158
popular culture prematurely imposes ‘sexuality’ on children before

they are ready to deal with it. We need to be asking questions
about the impact of sexualisation for women and girls, and for men
and boys and how they make sense of it and act in relation to it;
how sexualisation perpetuates stereotypes about masculinity and
femininity. This then leads us to conversations about how gendered
representations across forms of sexualised popular culture form a
‘conducive context’ (Kelly 2007) for violence against women and
girls (Coy 2009; End Violence Against Women 2011a). Women’s
organisations that support survivors of sexual violence and carry
out prevention work in schools around issues of sexual consent, see
in sexualised popular culture the same messages about gender that
underpin the dynamics of violence and abuse. Approaches that
ignore the significance of gender fail to account for this.
The current emphasis on addressing sexualisation is to achieve
a ‘family-friendly’ society (Bailey 2011). If we reframe this as
‘woman-friendly’, we move closer to tackling the gendered
hierarchies that are reinforced in and through sexualised popular
culture, and offer young people a different perspective on their
present and future everyday lives.
References
American Psychological Association (2007) Report of the APA Task Force on the
Sexualisation of Girls. Washington, DC: American Psychological Association.
Available at: http://www.apa.org/pi/women/programs/girls/report.aspx,
accessed on 4 September 2013.
Bailey, R. (2011) Letting Children Be Children: Report of an Independent Review
of the Commercialisation and Sexualisation of Childhood. London: Department
for Education.
Boyle, K. (2010) ‘Introduction: Everyday Pornography.’ In K. Boyle (ed.) Everyday
Pornography. London: Routledge.
Byron, T. (2008) Safer Children in a Digital World: The Report of the Byron Review.
London: Department for Children, Schools and Families/Department for
Culture, Media and Sport.
Channel 4 (no date) ‘Stop Pimping Our Kids!’ Available at: http://sexperienceuk.
channel4.com/stop-pimping-our-kids, accessed on 12 February 2013.
Coy, M. (2009) ‘Milkshakes, lady lumps and growing up to want boobies: how
the sexualisation of popular culture limits girls’ horizons.’ Child Abuse Review,
18, 6, 372–383.
159
Coy, M. and Garner, M. (2010) ‘Glamour modelling and the marketing of

selfsexualisation: critical reflections.’ International Journal of Cultural Studies,
13, 6, 657–675.
Coy, M. and Garner, M. (2012) ‘Definitions, discourses and dilemmas: policy and
academic engagement with the sexualisation of popular culture.’ Gender and
Education, 24, 3, 285–301.
Coy, M., Thiara, R. and Kelly., L. (2011) Boys Think Girls are Toys? An Evaluation
of the Nia Project Sexual Exploitation Prevention Programme. London: Child
and Woman Abuse Studies Unit, London Metropolitan University.
Coy, M., Lee, K., Roach, C. and Kelly, L. (2010) A Missing Link? An
Exploratory Study of Connections between Teenage Pregnancy and Non-
Consensual Sex. London: Child and Woman Abuse Studies Unit, London
Metropolitan University.
Coy, M., Wakeling, J., and Garner, M. (2011) ‘Selling sex sells: representations
of prostitution and the sex industry in sexualised popular culture as symbolic
violence.’ Women’s Studies International Forum, 34, 441–448.
Dines, G. (2011) ‘The New Lolita: Pornography and the Sexualization of
Childhood.’ In M. Tankard Reist and A. Bray (eds) Big Porn Inc: Exposing the
Harms of the Global Pornography Industry. Melbourne: Spinifex Press.
Eaves, End Violence Against Women (EVAW) ‘Equality Now and Object.’ Just
the Women. London: EVAW. Available at www.endviolenceagainstwomen.
org.uk/data/files/resources/51/Just-the-Women-Nov-2012.pdf, accessed on
28 April 2013.
End Violence Against Women (2011a) A Different World is Possible: A Call for
Long-term and Targeted Action to Prevent Violence Against Women and Girls.
London: End Violence Against Women.
End Violence Against Women (2011b) A Different World is Possible: Promising
Practices to Prevent Violence Against Women and Girls. London: End Violence
Against Women.
End Violence Against Women (2012) EVAW Coalition Submission to the
Leveson Inquiry. London: End Violence Against Women. Available at
www.endviolenceagainstwomen.org.uk/resources/43/evaw-coalition-
submissionto-the-leveson-inquiry-jan-2012, accessed on 28 April 2013.
Fawcett Society (2013) Sex and Power 2013: Who runs Britain? London:
Fawcett Society. Available at: http://www.fawcettsociety.org.uk/wp-content/
uploads/2013/02/Sex-and-Power-2013-FINAL-REPORT.pdf, accessed on
1 March 2013.
Funnell, N. (2011) ‘Sexting and Peer-to-peer Porn.’ In M. Tankard Reist and A.
Bray (eds) Big Porn Inc: Exposing the Harms of the Global Pornography Industry.
Melbourne: Spinifex Press.
Garner, M. (2012) ‘The missing link: the sexualisation of culture and men.’ Gender
and Education, 24, 3, 325–331.
Gill, R. (2007) ‘Postfeminist media culture: elements of a sensibility.’ European
Journal of Cultural Studies, 10, 2, 147–166.
160
Gill, R. (2011) ‘Sexism reloaded, or, it’s time to get angry again!’ Feminist Media
Studies, 11, 1, 61–71.
Gill, R. (2012) ‘Media, empowerment and the “sexualization of culture” debates.’
Sex Roles, 66, 11/12, 736–745.
Hamilton, J. (2010a) ‘Paedo heaven on our high street.’ The Sun, 15 April.
Hamilton, J. (2010b) ‘Paedo bikini banned.’ The Sun, 14 April.
Kelly, L. (2007) ‘A Conducive Context: Trafficking of Persons in Central Asia.’
In M. Lee (ed.) Human Trafficking. Cullompton: Willan Publishing.
Leveson, B. (2012) An Inquiry into the Culture, Practices and Ethics of the Press:
Report [Leveson]. Volume 2. London: The Stationery Office.
Mumsnet (no date) ‘Let Girls Be Girls campaign.’ Available at: http://www.
mumsnet.com/campaigns/let-girls-be-girls, accessed on 12 February 2013.
McRobbie, A. (2009) The Aftermath of Feminism: Gender, Culture and Social
Change. London: Sage Publications.
Papadopoulos, L. (2010) Sexualisation of Young People Review. London:
Home Office.
Press Gazette (2012) ‘Mail Online surges past 100m browsers in August.’ Press
Gazette. Available at www.pressgazette.co.uk/mail-online-surges-past-
100m-browsers-august, accessed on 28 April 2013.
Object (2012) Leveson Inquiry: Witness Statement of OBJECT. Available at www.
object.org.uk/files/Witness%20statement%20for%20the%20website.pdf,
Office for National Statistics (2012) Annual Survey of Hours and Earnings, 2012
Provisional Results. London: ONS. Available at: http://www.ons.gov.uk/ons/
dcp171778_286243.pdf, accessed on 4 January 2013.
Ringrose, J., Gill, R., Livingstone, S. and Harvey, L. (2012) A Qualitative Study of
Children, Young People and ‘Sexting’. London: NSPCC.
Robbins, M. (2012) ‘Sex, children and Mail Online.’ New Statesman, 11 June.
Available at www.newstatesman.com/blogs/voices/2012/06/sex-childrenand
-mail-online, accessed on 28 April 2013.
Rosewarne, L. (2007) ‘Pin-ups in public space: sexist outdoor advertising as
sexual harassment.’ Women’s Studies International Forum, 30, 4, 313–325.
United Nations (2006) Secretary-General’s in-depth study on violence against women
A/61/122/Add.1. Available at: http://daccessdds.un.org/doc/UNDOC/
GEN/N06/419/74/PDF/N0641974.pdf, accessed on 2 January, 2013.
Walby, S. (2011) The Future of Feminism. Cambridge: Polity Press.
Whelehan, I. (2000) Overloaded: Popular Culture and the Future of Feminism.
London: Women’s Press.
161
Part 3
Fighting
Back Against
Commercial
and Sexual
Exploitation
Chapter 12
Helping Children to
Stand Up to Society
Critical Challenges and
Culture Jamming
Professor Stephen D. Brookfield
When we think of child protection we often focus on physical

violence, sexual abuse, and bullying. The perpetrators are usually
identifiable in the child’s family, social network, or peer group. More
recently, attention has been focused on cyber-bullying in which a
group makes someone the subject of ridicule in online forums by
posting lies designed to humiliate the target. This chapter looks at
a different, often more subtle form of abuse – ideological abuse. By
ideological abuse I mean subjecting children to a sustained battery
of images, practices, and messages that encourage an unquestioning
acceptance of dominant ideologies such as capitalism, militarism,
patriarchy, White supremacy, and heterosexism. Educationally,
one of the few recourses we have to combat this abuse is to teach
children to think critically in ways that will help them counter and
challenge these ideologies. In this chapter I examine the elements
of critical thinking and explore ways to teach it.
In June 2012 the Texan Republican Party created a stir amongst
educators in the USA by adopting an official party platform in
which they, “oppose the teaching of Higher Order Thinking
Skills (HOTS) (values clarification), critical thinking skills (that)
have the purpose of challenging the student’s fixed beliefs and
164
Helping Children to Stand Up to Society
undermining parental authority” (Republican Party of Texas 2012,

p.12). By way of contrast, the UK Department for Education
articulated governmental support for teaching critical thinking
to children (Department for Education 2008) regarding it as a
way of combating extremism and increasing political participation
(Bonnell et al. 2011). Predictably, liberals and progressives in the
USA had a field day railing against the Texan platform, but one
thing that can be said for it is that it captures how many children
and adolescents experience critical thinking exercises when they
are first introduced. Teachers, youth workers, and parents who
initiate a process of asking children and young adults to clarify the
assumptions that inform their thinking and actions, or who invite
them to be open to perspectives that they had not considered
before, both upset and challenge them. So push back, avoidance,
and resistance is certain.
I begin this chapter by exploring exactly what constitutes the
process of critical thinking that Texan Republicans so detest. I then
situate teaching critical thinking in the context of models of child
and adolescent cognitive development. The rest of the chapter
addresses how critical thinking can be cultivated in the face of
enormous and sustained ideological manipulation, particularly
militarism and capitalism. Cultivating is an appropriate gerund
to use, since so much teaching and modeling for critical thinking
takes the form of preparing the ground for future intellectual
growth. Additionally, the direction and amount of growth itself is
affected by the continued nurturance and care the plant receives.
Hunting assumptions: the

core of critical thinking
Different intellectual traditions (analytic philosophy, natural
science, pragmatism, and so on) define critical thinking in
different ways. In this chapter I draw primarily on the critical
theory tradition in which criticality is equated with being able
to uncover power and ideological manipulation. This involves
becoming aware of assumptions one has accepted about how
power is being exercised on you by others, what are abusive and
ethical uses of power you enact yourself, and what constitutes
empowerment. Critical thinking à la critical theory scrutinizes
165
these assumptions and asks questions such as when does dominant

power manipulate me? What’s a justifiable exercise of power? How
does empowerment work?
The core process in all critical thinking is hunting assumptions.
Trying to discover what our assumptions are, and then trying to
judge when, and how far, these are accurate, is something that
happens every time critical thinking occurs. You cannot think
critically without hunting assumptions; that is, without trying to
uncover assumptions and then trying to assess their accuracy and
validity—their fit with life.
Assumptions are guides to truth embedded in our mental
outlooks. They are the daily rules that frame how we make
decisions and take actions. Everyday communications are subject
to a continuous and ever-present set of assumptions. We make
assumptions about the meaning behind the words we, and others,
use, about the meaning of certain gestures, expressions or pauses,
or about how to respond to a comment. Assumptions inform our
judgments about whether or not someone is telling the truth, or
how to recognize when we are being manipulated.
As we move through each hour of each day our actions are
always based in assumptions, most of which have been confirmed
by repeated experience. I brush my teeth assuming that doing so
will prevent tooth decay and cut down on the expense and pain
of dental procedures. I choose my food for the day based on
assumptions about how healthy, or how pleasurable, eating those
foods will be. I set the thermostat and choose clothes based on
assumptions I’m making drawn from the weather report. As I
drive to an appointment I lock the back door, fill the petrol tank,
follow traffic lights, and rely on street signs or the sat-nav on the
assumption that doing all these things will get me where I want
to go in the speediest and safest way possible. All the assumptions
I’ve mentioned are held because experience has shown them to
be accurate.
Assumptions as instinctive guides to truth operate at much
deeper levels than that of daily routine, however. Many are linked to
dominant ideologies such as capitalism, patriarchy, or heterosexism,
and what critical theorists call the instrumentalization of reason
(Brookfield 2005). This is a fearsome sounding piece of academic
jargon that actually is pretty easy to understand. Instrumentalized
reasoning is described by Horkheimer and Adorno (1972) and
166
Marcuse (1964) as the kind of thinking that is most valued in

contemporary life. Basically, you reason instrumentally whenever
you try to fix a problem without ever questioning whether or not
the problem is the one that needs fixing. You reason instrumentally
when you tinker with a system—for example, how to assess
whether students are learning correctly—so as to improve it, to
make it more effective. You don’t ask whose interests are served
by solving the problem, because you’re so focused on being a good
“fix-it” kind of person.
When people think critically they question the fundamental
assumptions behind how problems are defined. They ask the big
questions of life – what constitutes learning? How do we organize
organizations and communities to encourage compassion or
fairness? What is the fundamental purpose of teaching? What
does it mean to work authentically? Needless to say, in an
instrumentalized culture asking these questions is usually seen as
either utopian, impractical, or idealistic, something we are expected
to grow out of and to regard as an annoying waste of time.
Ideological assumptions
Assumptions that spring from dominant ideologies are particularly
hard to uncover, precisely because these ideologies are everywhere,
so common as to be thought blindingly obvious and therefore not
worthy of being the object of sustained questioning. Ideologies are
the sets of beliefs and practices that are accepted by the majority
as common-sense ways of organizing the world. Some of them
operate at macro-levels, such as the democratic assumption that
majority vote is the decision-making system that most fairly
meets the most important needs of the majority. Others operate
at micro-levels, such as the meritocratic assumption that a teacher,
department head, or community leader occupies their position
because their abilities and experiences have caused them to rise to
that level.
Capitalism and democracy are two dominant ideologies that are
highly public. Children learn them in school, from the media, in
their families, and through the organizations of civil society such as
the church or local political associations. Much harder to identify
but equally influential are ideologies that are more submerged,
167
such as White supremacy, militarism, patriarchy, or heterosexism.

These ideologies all hold that leadership is best exercised by
Whites and males and heterosexuals, because these are deemed
to be smarter, more emotionally stable, and more accomplished,
and that in settling disputes the use of force is the most effective
instrumental shortcut. Legislation has ensured that these beliefs
are spoken mostly in private, off the record, or off the air.
Ideology is learned not just through the spoken or written
word, but also through behavior (what critical theorists call
practices). When we go through life seeing leadership positions
filled by Whites, particularly White men, and when no one
remarks on this fact, we are learning dominant ideology. When
a person of color, or a woman, or an ‘out’ Gay or Lesbian attains
a position of prominence or influence, and this fact is highlighted
as an example of democracy and liberty in action, dominant
ideology is also, somewhat perversely, in action. After all, when
a heterosexual White male attains the some position, his race,
gender or sexuality is rarely mentioned. This is because Whiteness,
maleness and heterosexuality are the leadership norms that we
observe everywhere and that we internalize without being aware
of it. Paradoxically, an event that seems to disrupt and challenge
dominant ideology—such as the election of a bi-racial President,
or the appointment of an African-American woman as Secretary
of State—actually confirms it, at least in the short term. The very
fact that these are exceptions, and celebrated as such, actually
confirms the enduring influence of the norm.
Learning hegemony
One other facet in learning to think critically is important to clarify.
When we think critically we are sometimes helped to realize that
the actions and beliefs we think are in our best interests are actually
harmful to us, even when we’re not aware of that fact. This is how
I connect the concept of hegemony (drawn from critical theory) to
critical thinking. Hegemony is in place when people behave in ways
that they think are good for them, not realizing that they are being
harmed and colluding in their own misery. People suffering from
anorexia assume that by not eating they make themselves more
beautiful and less unsightly, closer to the idealized body images
168
they see in advertising. People who assume that good workers need
to be available 24/7 to serve the ends of their employers think ill
health and exhaustion are natural.
So part of critical thinking is making sure that the actions
that flow from our assumptions are justifiable according to some
notion of goodness or desirability. This is where things start to
get complicated, and where questions of power arise. What if
you and I disagree about the right response to a situation? How
do we decide which is the better, more critical response? For
example, if I think capitalism rewards those who already have
and secures permanent inequity, and you think it ensures that the
spirit of individual entrepreneurship stays vigorous and therefore
is essential for the functioning of a healthy democracy, how do we
assess who is thinking more correctly? Each of us can cite evidence,
scan experience, and produce credible, authoritative individuals
who support our respective point of view. But ultimately, each
of us has arrived at our position from a mixture of analyzing our
experiences, thinking in the most critical way we can about them,
and then allying our analysis with our vision of what the world
looks like when it’s working properly.
Critical thinking can’t be analyzed as a discrete process of
mental actions that can be separated from our object of analysis,
from exactly what it is that we’re thinking critically about. If critical
thinking is understood only as a process of analyzing information
so we can take actions that produce desired results, then some of
the most vicious acts of human behavior could be defined as critical
thinking. Serial killers presumably analyze how best to take steps to
avoid detection by examining their assumptions about how to stalk
victims, hide evidence, and dispose of bodies. Religious cult leaders
think critically about how to disassociate new recruits from their
past lives and allegiances, and how then to create an identification
with the new leader. Spousal abusers can think critically about how
to beat up a partner in a way that hides bruises and overt signs of
injury, whilst making that partner feel that they deserved the abuse
and that the abuser was doing it for their own good.
169
Critical thinking in children

and young adults
Between the project of encouraging critical thinking in children
and young people, and the reality of helping people push back
against commercial exploitation and ideological manipulation, lies
the complex territory of cognitive development. The developmental
framework of Piaget, so influential in cognitive development
theory (Bjorklund 2011; Charlesworth 2008), places the capacity
for logical reasoning as typically beginning around age seven and
lasting until age 12. During this period of concrete operations,
children are purported to engage in decision-making during which
they make choices on the basis of reviewing past experience.
The period of formal operations coincides roughly with
adolescence, and during this period decision-making becomes
more complex as young people manage multiple variables and
become more aware of context. An interesting example of this is in
the first series of The Wire, the TV show that focuses strongly on
the adolescent and pre-adolescent world of Baltimore drug dealers.
In one scene Wallace, a teenage drug dealer, is helping his younger
brother do a math homework problem involving a bus that picks
up and drops off passengers at different stops. The brother can’t
get the right answer so Wallace reframes the problem in terms
of selling drug vials. His brother immediately gets the correct
answer and Wallace, in frustration, asks how he can compute that
problem correctly when it involves selling vials, but answers the
question wrongly when the problem involves passengers on a bus.
His brother simply replies, “Count be wrong—they’ll fuck you
up.” Context is all—getting the calculation right on the street is a
matter of life and death; in the classroom, totally irrelevant.
A body of work has recently built on Piaget’s ideas to propose
a stage of post-formal operations (Sinnott 2009) in which young
adults start to adapt logical patterns of reasoning to particular
contexts. Basseches (2005) argues that young adults are able to
start thinking dialectically; that is, to be able to hold in congenial
tension two ideas that seem to be diametrically opposed, but that
are both true depending on context. So, for example, someone
can believe as a general rule that one should be open, honest, and
transparent in building relationships, but be capable of lying and
manipulation when a particular situation calls for it. An adult at
170
a post-formal stage has no trouble believing that either behavior

is justified depending on context. An adolescent in a formal stage
of cognitive development, however, will have great difficulty in
accepting that both contradictory ways of behaving are appropriate
depending on the situation.
These are all hypothetical formulations and it would be foolish
to generalize all Piagetian models to children of every race, class,
gender, and culture at every stage in human history! But this body
of work does give those of us who work with children and young
people some useful pointers. First, it helps us keep in realistic
perspective what it is reasonable to expect. In early stages of
childhood, the giving of reasons represents the major conceptual
bridge children cross. The ability to provide evidence for these
reasons represents the second conceptual Rubicon of early
adolescence, together with a developing ability to judge its validity.
Thinking critically about militarism

When it comes to helping young people think critically about
dominant ideology, however, the experiential dimension of the
stage of formal operations is crucial. Ideologies of capitalism,
militarism, patriarchy, White supremacy, and heterosexism
are most effectively challenged by experience, not by rational
argument. When ideology effectively disseminates itself through
media and the micro-reality of daily conversations, it usually
takes a counter experience to prompt some critical questioning.
In this regard, bullying is a potential starting point for the analysis
of militarism. Children in the concrete operations stage are no
strangers to bullying and the majority have either been victims
of it, or onlookers witnessing it. But in the concrete operations
stage the typical response is to internalize the slurs, beatings and
critiques of others and to feel that these are both deserved and
empirically accurate.
However, with the development of formal operations the
possibility of recognizing that bullying is a generic social
phenomenon starts to emerge. Through films (Precious, Mean Girls,
Bully, The Karate Kid, Reviving Ophelia), TV shows (Glee, Bullied),
fiction (Andreas 2011), or the web (www.stopbullying.gov; www.
bullying.co.uk), adolescents can move beyond a purely personal
171
interpretation or response to consider similarities existing in cases

outside their own experience. Once generic dynamics begin to be
noticed then the work of considering causation can begin. And
then the process of tracing personal experiences back to ideological
causes becomes possible, though intensely difficult.
I believe there is a connection between militarism as an ideology
and bullying as an individually experienced manifestation of that
ideology. For the last decade in the USA where I live there has
been a relatively uncritical celebration of militarism, specifically
of making the world safe from terrorism by fighting the “War
on Terror.” I left England in 1982, partly out of disgust for the
incredibly jingoistic support of the Falklands War, and, with
uncanny regularity, I have watched as the UK and USA have
become embroiled in Middle East conflict every ten years or so.
I should say, however, that I am not a pacifist. I believe that force
sometimes needs to be met with force, and that war is sometimes
justified. I come from a military family and my parents both met
while serving in the Royal Navy. I think that in war we sometimes
see the best of human qualities as well as the worst.
As an ideology, however, militarism glorifies the use of force
for force’s sake, believes the only way to change behavior or
maintain order is through the deployment of force, justifies the
murder, torture, and rape of civilians as “collateral damage,” and
emphasizes the constant stockpiling of weapons as the best way
to secure peace. Women, the elderly, and children are typically
the least defenseless against militarism, although what constitutes
being a victim of militarism is complex. Child soldiers are clearly
victims of this ideology even as they are enacters of it.
In a militarist ideology, “the question surrounding war and
violence is not whether they will occur, but rather who will survive”
(O’Neill and Sullivan 2002, p.174). In commenting on what can
be learned from work on Mojab’s (2010) work on women, war,
and violence, Horsman (no date) documents the effects of living
under militarism: the erosion of self-confidence, the development
of feelings of blame and guilt people feel for their situations,
depression, anxiety, post-traumatic stress syndrome (PTSD), and
insomnia. Crucially, for learning, there is a fear of being punished
or humiliated for making mistakes. Now, compare how the
victims of school or neighborhood bullying talk about the way
they internalize the blame for their own bullying—the anxiety,
172
depression, insomnia, psychosomatic illnesses they endure—and a

direct causal trajectory connects an individual instance of bullying
to the ideology of militarism.
Thinking critically
about consumerism
For children and young people a crucial element in consumerism
is commodity fetishism—the worship of consumer goods. In
a commodified world people, “judge themselves by their own
market value and learn what they are from what happens to them
in the capitalist economy” (Horkheimer and Adorno 1972, p.211).
People have become so seduced by the commodities produced by
capitalism that their lives are geared to the pursuit of these and
their self-worth is bound up with their possession of them. Identity
is branded through the pursuit of branded, labeled goods, to the
extent that children and adolescents can be mugged, or even
murdered, for a particular branded jacket. Commodities (or
consumer goods) thus become, “an ideological curtain behind
which the real evil is concentrated” (Horkheimer and Adorno
1972, p.xv) as people are enslaved by the myth of economic success.
Consequently, “life in the late capitalist era is a constant initiation
rite. Everyone must show that he wholly identifies himself with the
power which is belaboring him” (Horkheimer and Adorno, p.153).
In the post-Second World War era, Fromm proposed an
analysis of capitalism that still rings remarkably true today. He
argued that the market requires people who are malleable in the
extreme to serve as consumers of its products. The more malleable
consumers are, the better they are suited to capitalism. Ideally,
global capitalism is best served by large populations that equate
living with consuming, that gain their identities from the purchase
of certain branded products, and that shy away from buying
anything too idiosyncratic or locally produced. The greater the
standardization of taste and consumption patterns across national
boundaries, the more effectively production can be streamlined and
commodities marketed. Thus, contemporary capitalism produces
children and young people, “whose tastes are standardized and can
be easily influenced and anticipated” (Fromm 1956, p.110). Such
people like nothing better than to buy the latest computer game,
173
support one of a handful of European football teams (complete

with replica kit), and watch the latest film adaptation of a graphic
novel, wearing similarly branded clothes and shoes, all the while
knowing that across the world numerous others are simultaneously
engaged in the same activity.
Under capitalism, “the market decides the value of these human
qualities” with the result that “relations between human beings…
assume the character of relations between things” (Fromm 1941,
p.140). Humanity is diminished as qualities such as a person’s
energy, skill, personality, and creativity become objectified—assets
to be sold on the market of interpersonal relations. Each person,
“sells himself and feels himself to be a commodity” (Fromm 1941,
p.140). Fromm writes that in contemporary America, “our whole
culture is based on the appetite for buying, on the idea of a mutually
favorable exchange” (1956, p.3).
Fromm’s extension of commodity fetishism into an analysis
of rampant consumerism is still accurate half a century after it
appeared. These days, contemporary commodity fetishism becomes
evident not just in external apparel, but in the actual bodies of
children. Girls in particular are bombarded by body images that
emphasize slim bodies with large breasts. The body now becomes
a commodity, one that can be shaped through anorexia, bulimia,
or breast implants into a desirable package. Not only is one’s
personality—outgoing, extroverted, what the TV sitcom How I
Met Your Mother calls a party animal “woo girl”—now seen as a
marketable commodity, but one’s body becomes an object. Self-
worth is linked to body type and personality all contained within
one marketable body/personality package.
Culture jamming
What kind of push back works best to challenge the hold of
capitalist ideology on young minds? One creative approach takes
place in shopping centers through the kinds of “culture jamming”
that occur when activists and educators insert themselves into
real-life cultural events and try to disrupt the expectations and
behaviors of those involved. One of the most dramatic, energizing,
and humorous jamming disruptions is the Reverend Billy’s Church
of the Stop Shopping. Reverend Billy (Bill Talen) stages “retail
174
interventions” in shopping malls and retail stores in the form of

church services accompanied with the Stop Shopping Gospel
Choir. His troupe performs collective exorcisms, hears public
confessions of congregation members’ shopping addictions, and
honors new Saints. He also authors guides to retail interventions
such as the “Starbucks Invasion Kit”.
In her description of Reverend Billy’s work, Sandlin (2007)
describes his intervention at a Disney store in which members
of his “Church” carried crosses with Mickey and Minnie Mouse
crucified on them. Sandlin quotes Billy as saying:
The Disney Company is the high church of retail. And that’s
why we put Mickey Mouse on the cross. We’re taking two great
organized religions [Christianity and what he calls the “Church
of Consumerism”] and grinding them together and trying
to confuse people so they can think in a new way. (Sandlin
2007, p.543)
In Sandlin’s (2007) view, “the cultural resistance that occurs as an
educational strategy within Reverend Billy’s movement by its very
nature addresses power and seeks change” (p.544).
Another real-life “field” experience that follows the logic of
culture jamming is designed to demonstrate the superficiality of
branding and deconstruct its power. Here you ask children to
visit a charity shop and buy a cheaply priced garment that has a
desirable brand label on it. The size of the garment is unimportant
because in effect you’re buying just the label. Then, you ask those
same children to go to a supermarket to buy a generic, unlabeled
item. Children take a piece of generic clothing home with them
(for example, a pair of jeans or T-shirt) as well as the charity shop
branded item. They, or you, then transfer the designer label on to
the generic, brand-less item. At school the next day they wear
their newly branded items and students take turns to try and guess
which items worn by their peers are the genuine article and which
have been artificially branded.
I did this exercise many times with my own children as they
were growing up as a way of teaching them to counter sustained
ideological abuse. Effectively it de-fetishized designer garments
by recasting them as simple pieces of fabric on which a particular
label had been fastened, rather than as semi-magical objects
175
holding the power to bestow coolness on their wearers. I remember

showing my children (who are both English as well as American),
“Here’s how we make an England football shirt.” We would repeat
the process described above but replay it using generic football
jerseys and Umbro items bought from a charity shop. Instead of
paying astronomical prices for Umbro’s replica kit, we ended up
paying pennies for an article that, to the naked eye, looked just the
same. This was a deliberate attempt to de-couple them from the
ideologically abusive belief that self-worth and desirability are tied
to external designer trappings, and also to show them the obscene
profit margins Nike, Adidas, Umbro and Puma operate under.
Conclusion
To break through ideological manipulation and help children and
young people become critically aware of how their daily decisions
and actions are connected to an unchallenged dominant ideology
is enormously complex. It requires a skillful use of mass media,
social media, and popular culture, together with interventions at
the sites (for example, shopping centers) where ideology is enacted.
References
Andreas, P. (2011) Blue Car Racer. Seattle, WA: CreateSpace Publishing.
Basseches, M. (2005) ‘The development of dialectical thinking as an approach to
integration.’ Integral Review, 1, 47–63.
Bjorklund, D. (2011) Children’s Thinking: Cognitive Development and Individual
Differences (5th edition). Belmont, CA: Wadsworth.
Bonnell, J., Copestake, P., Kerr, D., Passy, R. et al. (2011) Teaching Approaches
that Help to Build Resilience to Extremism Among Young People. Research
Report DFE-RR119. London: Department for Education, Office for Public
Management and National Foundation for Educational Research. Available
at www.education.gov.uk/publications/eOrderingDownload/DFE-RR119.
pdf, accessed on 29 April 2013.
Brookfield, S.D. (2005) The Power of Critical Theory for Adult Learning and
Teaching. Milton Keynes: Open University Press/McGraw Hill.
Charlesworth, R. (2008) Understanding Child Development (8th edition).
Belmont, CA: Wadsworth.
176
Department for Education (2008) Working Together: Listening to the Voices of

Children and Young People. London: Department for Education. Available
at www.education.gov.uk/publications/eOrderingDownload/DCSF-00410-
2008.pdf, accessed on 29 April 2013.
Fromm, E. (1941) Escape from Freedom. New York: Holt, Rinehart and Winston.
Fromm, E. (1956) The Sane Society. London: Routledge, Kegan & Paul.
Horkheimer, M. and Adorno, T. (1972) Dialectic of Enlightenment. New York:
Seabury Press.
Horsman, J. (no date) Women, Violence, and Learning: What We Can Learn From
Academic Writing. Available at www.learningandviolence.net/helpothr/
drawing.pdf, accessed on 29 April 2013.
Marcuse, H. (1964) One Dimensional Man. Boston, MA: Beacon Press.
Mojab, S. (ed.) (2010) Women, War, Violence and Learning. New York: Routledge.
O’Neill, E. and O’Sullivan, E.V. (2002 ) ‘Transforming the Ecology of Violence:
Ecology, War, Patriarchy, and the Institutionalization of Violence.’ In E.V.
O’Sullivan, A. Morrell and M.A. O’Connor (eds) Expanding the Boundaries
of Transformative Learning. New York: Palgrave.
Republican Party of Texas (2012) Report of the Platform Committee. Austin:
Republican Party of Texas. Available at www.texasgop.org/about-the-party,
Sandlin, J.A. (2007) ‘Living and Learning in the Shadow of the Shopocalypse:
Reverend Billy’s Anti-Consumption Pedagogy-of-the-Unknown as Critical
Adult Education.’ In L. Servage and T. Fenwick (eds) Proceedings of the 48th
Adult Education Research Conference. Halifax, Nova Scotia: Department of
Adult Education, Mount Saint Vincent University.
Sinnott, J. (2009) ‘Cognitive Development as the Dance of Adaptive
Transformation.’ In M.C. Smith and N. DeFrates-Densch (eds) Handbook of
Research on Adult Development. New York: Routledge.
177
Chapter 13
Still Waters in a Storm

The Power of Collective Learning
Stephen Haff
All people are welcome at Still Waters, and we have all sorts of
guests who come to visit. Some of them, I’ve learned, are pretty
famous. What’s cool is that none of us ever really know how
famous they are. We just know that they come in, write with us
and listen to our stories. I think that they understand that our
stories are just as powerful as theirs. Still Waters has helped us
feel that we can all write…(Analee, age 11)
I worked in mainstream education for over a decade. I was very
committed to my work in a Brooklyn neighborhood called
Bushwick, a beautiful and rough Hispanic ghetto, at the infamous
Bushwick High School. It was a grand, old, six-storey, red-brick
tower that looked like a prison or an antiquated mental hospital,
where students would set hallway bulletin boards on fire and pose
constant challenges to the teaching staff. Every day there were
fights in the hallways and the lunch room and classrooms, brutal,
bloody fights, heads slammed again and again on floors and chalk
boards, hands turned to claws ripping at faces, all urged on by the
screams of the delirious onlookers. I used to have to block the
classroom doorway with my body to keep the kids from running
into the hall to join a fight. I experienced a great deal of trauma in
that school.
In addition to my classroom teaching, I ran a collective called
Real People Theater, or RPT, a group of neighborhood teenagers
178
who rewrote Shakespeare, Milton, and other classics, remixing the

original text with Spanish and street slang. The success, by every
measure, was astonishing. Kids who otherwise refused to read or
write were choosing to master Shakespeare. We received huge
acclaim in the press and among renowned theater artists. The Village
Voice called us, “Nothing less than a revolution,” and The Brooklyn
Rail said we were, “One of the most respected theater collectives
in New York City.” Graciele Daniele, a revered Broadway director
and choreographer, thanked us for, “bringing theater back to life.”
We were even adopted as the official apprentice company of the
world-renowned Wooster Group. We traveled the globe. Kids who
had been barely literate attended elite colleges.
In the end, working in that school was too much and I fell
apart—the constant stress, challenge, and violence overwhelmed
me and I needed to retreat and seek refuge with my parents back in
Canada. Following three years of focused rehabilitation, surrounded
by the same loving quiet that characterized my boyhood, I needed
to go back to Brooklyn and make things right somehow. After
several teaching jobs in rough neighborhoods, I finally left the
system; I walked away, admitting that I could no longer struggle
with students as a representative of values I didn’t believe in. I felt a
need to create a situation that was healthy for me and for students
alike. So was born Still Waters in a Storm.
When I returned to Brooklyn I wanted to stay in touch with my
students, those from before and after my breakdown, so I invited
them to join me at a local pizzeria on Saturday afternoons, where
we would eat and write together and listen to each other read out
loud. There were no grades, no pressure, just an opportunity to be
heard while sharing a meal. About a dozen young people, aged
14 to 25, showed up regularly. Then two children, a brother and
sister aged six and eight whose father worked in the restaurant,
became curious about what we were doing and joined in. Soon,
more children followed them, and we had grown too big for the
pizzeria. We needed a name. After a long discussion, we chose Still
Waters in a Storm. As the kids explained, their lives were stormy,
and this was a peaceful oasis, a refuge. Here, people were kind. They
listened to each other’s stories. We moved to our present classroom
and continued to grow. Other parents saw children playing inside,
reading, and writing, and asked if their children could join.
179
Word of mouth has spread and we now serve 30 families and have
at least that many on our waiting list.
When you open the door to school it’s like a lifetime of jail. The
windows are locked and the doors are guarded down. Spitballs
are flying above you with spit hitting you. You see people picking
on people, people screaming loud, no one paying attention to
the teacher, throwing their stuff. This neighborhood is full of
gangs that start fights. But here at Still Waters is calm and
peaceful. Still Waters is a fun way to learn to read and write. It’s
not loud, and they help you a lot. When you can pay attention
you can accomplish anything. I learned to read and write here
when I was nine years old. Now I like reading a lot. The teachers
here were pushing me and encouraging me to keep going. And
the kids were the ones who said, “You can do it!” This place is
like a home. I can write about my feelings. We are like a family.
We listen to each other. We are nice to each other. (Solomon,
age 10)
Still Waters has added Latin, Shakespeare, violin, homeschooling,
and daily homework help to our offerings, and we have a stellar
roster of guest writers who work with the group on Saturdays,
including the Booker Prize-winning novelist Peter Carey, our
chief adviser and advocate. All the services are free.
Through all the growing, our fundamental ritual remains the
same. As many as 35 people gather, ages six and up, including
children, teenagers, college students, and grown-ups. We eat pizza,
and we write, about anything, in any style or genre, and any number
of words. Then, we take turns reading our writings out loud and
listening to each other. After each reading, the group responds,
not by judging or correcting or liking or disliking, but by saying
what we noticed, what we felt, what we related to, and by asking
questions that encourage fullness and precision of expression.
These responses say that we are listening with care.
My experience at Still Waters is different because there’s no
uniform, you can wear make-up and there’s no school on
Fridays. And we start school at 12.30 and finish around 3.00.
We are only nine kids and four adults, and we’re not problem
starters. There are no fights and no arguments. We start
school talking about a topic, we laugh and then we start the
180
session and we bring up conversations and sometimes we say

comments about our stories or writing or notes we took about
the book we are reading. The teachers are nice. They help you
when you need help. You could buy your food, we don’t have
to eat nasty school lunch. We are reading a great book called A
Tree Grows in Brooklyn. I really like the book. We have school
on the weekend. We get to play, have fun, and be nice to each
other. We write and we read out loud and everybody listens,
because we trust each other to talk about serious, personal stuff.
We meet famous writers, we ask questions, and we get to play
outside for a while. It’s really fun. In the future when I grow up
I want to be an artist and story writer. I love to write and draw.
It’s really awesome to become somebody new. (Lola, age 13)
The most important difference between Still Waters and my
old classrooms, beside the obvious liberation from oppressive
institutional practices such as streaming students best to worst,
high-stakes testing, limited time, silence in the classroom, and
students needing to ask permission to use the toilet or drink water,
is that I am not doing the teaching alone anymore. I have learned
to share the responsibility for giving attention by asking students
to be attentive to each other. I guide the process, but I say, and do,
less than ever before. The non-judgmental discussion reflects back
to the writer the experience that the readers had. That information
is far more valuable, both socially and academically and artistically,
than spelling corrections or grades. With an authentic reason to
write—namely, an audience who will ask for each other’s reciprocal
attention for no other reason than real interest and compassion—
there is no need to threaten or to bribe anyone.
At Still Waters, our basic algorithm is this: everybody
hears everybody.
That includes me. I am part of the group. I do wield executive
power when needed to protect the algorithm. But apart from
that, I write, I read aloud, I listen to people’s responses to what
I’ve written, I become vulnerable. This way, I not only model the
activity I’m guiding, and share responsibility for the giving of
attention, but I also receive attention.
A different life here at Still Waters: my life changed when I came
to Still Waters because I finally found peace. I started getting
better at math. Stephen Haff helped me a lot, for example:
181
he helped me in my math, my writing and my science. What is

different between Still Waters and school is that Stephen and
Doris don’t hurry us up. They tell us the opposite. They tell us
to take our time. They check our work, and they care about their
work. My classmates here at Still Waters are real friends because
we listen to each other, and because we can count on each other.
One way I can count on my friends is to come pick me up from
my house, and wait for me and walk with me to school. If the
teacher assigns a project and one kid is late, another kid will
help the late kid. We respect each other, because when I read
my work out loud to them, they listen and leave everything they
were doing to listen to me. And that makes me feel proud of
me because I’ve found friends that are real friends. My writing
has increased and improved because my friends respect me and
listen to me. I love writing! (Penelope, age 11)
Back in the city school, a successful classroom “manager” (teachers
in New York City are evaluated based on their “management”
skills) could expect the attention of obedience. “Listen up” meant
“Do as I say.” In Still Waters, on the other hand, I feel listened to
and cared for by the group, as a fellow human. Many, many times,
students at Still Waters have asserted that the group is their “other
family,” and I feel the same way.
Schoolchildren are confined in abstraction for almost their
entire childhood. Their personal, emotional lives have no place in
school, where academic work is the focus. When are they supposed
to reflect on who they are, and who they might become? When do
they have the opportunity, the time, and the necessary conditions
for deep study of themselves? A teenage girl at Still Waters wrote,
“I love this quiet room. It reminds me who I am.” But students
in city schools are actively discouraged from writing or talking
about anything too personal. If they write about their own feelings
or experiences on the final high school English exams, they will
fail. Interpersonal and intrapersonal intelligences are officially
neglected. Even if the students don’t know this consciously, their
primal intuition knows, and they suffer.
My bad thing of old school: the things that are bad of my old
school is that we are locked in for eight hours, eat lunch and
play for 30 minutes, go home at 5.00. And a lot of pressure, a
lot of mean kids, teachers are mean, they talk loud, you think
182
they scream. They say you are bad at everything. And make
you think you do no[t] know anything. They say you can not
make it, but you can. They make you feel like if you had to leave
school and be nothing. Still Waters: they let you eat. You can
have a snack in the middle of the class. In Still Waters you are
free, but you still study a lot, but less pressure. More reading,
writing and science than in school. And I am more excited to
come here, not scared. Not scared to do my writing and to spell
bad. No mean kids, they are all nice. The teachers are soft, nice
and good, and they listen. They talk nice, no screaming. They
say you can do any career, like a chef or a doctor for dogs. And
I love to write since I came to Still Waters. At my old school
I will write just two pages because I would be scared to write
what I want, and they would change what I wanted to express. I
enjoy writing to people, and when they read it and when I read
it out loud. We are connected. I have been writing about dogs,
and people love the stories. Most of them have dogs. (Roxanne,
age 8)
These are very old and obvious ideas, about neighborhood, family,
and the proverbial village, but they can be important guides, even
in an oppressive city school system that is charged with managing
over a million children. Children find the imposition of structure
by teachers and parents problematic and they’re desperate to do
things with a more flexible narrative. Perhaps this is counter-
intuitive, but I believe that real freedom is achieved by taking real
responsibility for our neighbors, that real freedom is a result of
interdependence, of caring relationships—making the connections.
Such relationships can thrive even inside the Department of
Education. I used to take my ninth graders down the street every
week to work with first graders; they would read and write stories
together, and answer each other’s questions. Volatile teenagers who
wanted to be home in bed and balked at mentoring small children
were visibly happy when they saw the little ones waving at them
and smiling, as they, the teenagers, awkwardly entered a room
whose furniture they had long outgrown. The little ones helped the
big ones belong somewhere, be needed by a real person, set them
free from a life of abstraction, free from age segregation, free from
a donkey’s burden of textbooks, free from competition with their
peers, free from measurement, free from lovelessness.
183
In school a student isn’t allowed to be friends with the teacher.

The teachers, some go just for money and don’t really care how
the students are learning. Some teachers have favorite students.
As a little girl I was smart and the teacher never passed me
and passed another girl. Teachers used to humiliate students in
front of the whole class. In school I felt like a super dumb girl
because I had low scores. Sometimes I fell asleep in class.
Because of Still Waters I love poetry and writing. We have
freedom when it comes to using our imagination. He won’t
judge our writing and won’t say it’s incorrect. He pushes us and
believes in us. He pushes where he knows we could get what we
are capable of. (Nadia, age 13)
The word “love” can make educational practitioners uneasy. We’re
accustomed to curricula. I suppose “love” sounds fanciful, or
unmanagerial. What does it mean, after all? But that very question
can be a practical one. I keep asking, every day, how best to love
the children in my care, knowing that they need to feel loved, and
to learn how to love, as much as they need to read and write and
do arithmetic; perhaps more. The novelist Richard Price described
the atmosphere at Still Waters as one of “agenda-less empathy.” I
think that is a concise and accurate definition of love.
In a regular school it’s almost like being in a jail. Schools have
alarms and cameras like a jail. In school they tell you to do
whatever they want you to do. You don’t have choice. In school
you have to beg the teacher to let you go to the bathroom. The
reason why I got out of school was because I felt like I wasn’t
learning anything. After a while I hated school and didn’t want
to go anymore. But ever since I came to Still Waters I felt
like part of me changed, not only my education but also me. I
actually found myself. When I got into Still Waters I felt like I
was free and my imagination traveled to different places I never
imagined. When I came to this place I learned stuff that I never
knew in my life.
Sometimes in my old school the teachers were in a bad mood.
The students never listened, they were always noisy, and they
didn’t let you take notes with them fooling around in school.
Still Waters is different from regular school. Stephen lets us got
to the bathroom anytime we want. We explore with him. I feel
184
like I learn everything with him. I actually do the stuff I like

to do! In science I’m learning about dreams and how the brain
works, something I always wanted to learn. I just never learned
it in high school because I couldn’t. I had to do whatever they
told me to do. They picked out topics for us. Sometimes I didn’t
know if my opinion mattered to the teachers. They ignored me.
I never used to raise my hand in high school because I thought
they probably didn’t even care. Still Waters is a new world for
me, a new chapter in my life. Whenever I feel down, my Still
Waters group comes and asks me what happens to me. I feel
like this is my second family. I care about each person in here.
I feel welcomed here. When you feel better you learn better. In
Still Waters I get to write stuff that I never knew I would say.
I write my personal writing and read it out loud, because I feel
trust and thanking everyone for listening to me. (Magdalena,
age 14)
The Still Waters ritual of writing, reading, listening, and responding
is practice in love. When the time comes to listen to each other
read our writing out loud, I remind the group, always, that one
of the greatest gifts we can give anyone else is listening—really
listening—and when we are really listening we compose our bodies,
in the same way as writers, we compose our thoughts and write
them on paper. I remind them that we are called “Still Waters,”
not “Squirmy Waters,” and that this stillness is not the immobility
of obedience, but an offering of peace and mutual respect. It is a
loving stillness, just as the silence that accompanies a reading is
not the paralyzed voice of students in fear, but a deep and sacred
hush, a loving quiet, the same loving quiet that brought me back
from depression.
Within the context of Still Waters we still need guidelines and
a loose structure.
1. You are both a guide and a member of the group. You model
full participation and vulnerability: writing, reciting, listening,
and responding.
2. You facilitate discussion by acknowledging those who want to
speak and gently but firmly insisting on, “one voice at a time.”
185
3. You protect the group from outside interference or inside

sabotage during the session. Make the boundaries, and their
rationale, firm and consistent. You’re all here to put thoughts
and feelings into words, and to reflect back to each other what
you’ve heard.
4. You remind members, as necessary, that they are to respond
by noticing details, asking questions, and making connections,
never by judging what they hear or telling anyone what to write.
5. You remind members, as necessary, that they are to refrain
from praising each other, announcing likes or dislikes. Praise
can become the goal and interfere with the writing process.
6. You never correct writing or speaking, but gradually introduce
possible ways for writers to make their self-expression more
precise or visible (metaphors, alternate vocabulary).
7. You learn by truly caring about what the students say, by
listening with compassion and patience. Writing that seems
like nonsense or offense is probably beginning to say something
that may not completely emerge until much later in the process.
8. This is also the example you set for the group: listening with
compassion and patience.
9. You learn by accepting with gratitude what the group says in
response to your own writing.
10. You learn by reaching always for fullness and clarity of
expression in your writing and speaking. You admit to
confusion and frustration in your own writing and thinking,
as a natural part of the process. You follow a student’s example
and acknowledge that you are doing so. Your humility and
effort will demystify the process for the group.
11. There is no agenda except self-expression and compassion. No
final project, no test, no homework. This is sacred time.
12. There is no vision for how the people in the group should be
as a result of this. Only the freedom to express themselves and
the responsibility to listen with compassion during this time.
The rest is up to them.
186
Chapter 14
Resisting the Charm of

an All-consuming life?
Riots, Rebellion and Finding
New Utopias for Children
and Young People
Dr Adam Barnard
This chapter offers some directions for resistance to ‘consumption’

for children and young people. It starts with the ‘promise of neo-
liberalism’ as the current economic situation that gives a ‘gilt-
edged’ promise and the construction of ‘consuming children’ and
young people. Having established the type of society that this
generation of children inherits, the discussion moves to consider
the tradition of utopian thought that provides alternative,
competing and different visions of the possibilities of childhood
and youth. The ‘impulse’ or structure of feeling presents a challenge
to the construction of the dominant idea of ‘consuming children’.
The final part of the chapter suggests some escape routes or exit
strategies from consumption through resistance.
Where are we now?

The commercialisation of childhood gives rise to emotional
distress, a rise in ‘mental health’ issues for the next generation
and the neo-liberal market agenda redefining childhood. These
changes are constructing ‘children as consumers’ as a major feature
187
of the current landscape. Children, childhood and young people

have been pushed by neo-liberalism to become objectified targets
for advertising, thought of as market opportunities, commodities
and consumers.
Neo-liberalism is now part of the current stage of ‘selfish
capitalism’, as introduced by Oliver James in the Foreword.
‘Selfish capitalism strongly promotes materialistic values and
their behavioural manifestation – compulsive consumerism’
( James 2009, p.165). James (2009) suggests emotional distress for
children and young people is more developed in capitalist societies,
and sees this form of materialism as leading to greater distress,
emotional insecurity, poor personal relationships, inauthenticity,
a lack of autonomy and lower self-esteem amongst children and
young people. The British market for children’s consumer goods
is now worth £30 billion and the commercialisation of childhood
is well-established ( James 2009). Children and young people are
the targets of an increasingly aggressive form of marketing. For
example, Nairn (2008, p.239), reviewing strategies and ways to
target young consumers, suggests:
a great deal of advertising is poorly labelled and deceptively
integrated into content. Most sites visited by children are
created for an adult audience which means 25 percent of adverts
were for dating, gambling, loans, surgery and age-restricted
products. There was also evidence of pester power, dubious ‘free’
offers and incitement to make impulse purchases using mobile
phone credit.
Selfish capitalism and its support by materialism changes
children and young people into consumers and creates an
impoverished lifestyle.
So where would the challenge against the unfulfilled promise
of consumer society offering a vacant materialism and emerge to
a valuing of childhood for children and youth? Perhaps strategies
and ways to resist consumerism and materialism offer us some
hope. Given the situation, is there a need to protect children from
corporate marketing under neo-liberal, ‘selfish’ capitalism?
188
Resisting the Charm of an All-consuming life?
Utopia
The tradition of utopian thought provides a rich and alternative
narrative or story of commercialisation. Claeys and Tower Sargent
(1999) provide a helpful guide to the tradition of utopianism
and produce a telling portrait of civilisation’s need to imagine
and construct ideal societies. They suggest, ‘Utopianism generally
is the imaginative project, positive of negative, of a society that
is substantially different from the one in which the author lives’
(Claeys and Tower Sargent 1999, p.1). They also suggest (1999)
four main historical stages in the evolution of utopian traditions.
First, religious radicalism in the sixteenth and seventeenth century
laid by egalitarian schemes of communal property holding resulting
in utopian socialism in the nineteenth century. Second, voyages
of discovery concerning virtues and vices and the corrupting
influence of increasing wealth threatening moral degeneration.
Third, scientific discovery and technological innovation held
the promise of indefinite progress and hopes and fears of future
developments. Finally, aspirations for greater social equality
emerged in the revolutionary movements of the later eighteenth
century. These traditions represent alternative ways of expressing
the utopian impulse, and utopia has a form, function and purpose
(Levitas 1990) as an alternative way of living or an alternative
sensibility or responsiveness to the prevailing or usual ideas.
So where might we find the utopia impulse that surfaces in
covert ways for and against commercialisation and consumption?
The utopia of no-place emerged through the twentieth century
as ‘home’, as the Wizard of Oz suggests, ‘there’s no place like home’.
The ‘home’ offered the possibility of care, concern, sanctuary and
nourishment. Away from the alienated world of work, from the
dangers of public life, and the threat of the outside, the home became
the utopian imaginary of a better place. The twentieth century has
seen the ‘home’ colonised not for care and concern but as the site
for consumption. The ‘home’ became the marketplace and site for
consuming the post-war proliferation of domestic consumables.
Children and young people became the essential bridge for
domestic consumption. ‘Children have become the conduits from
the consumer market place into the household, the link between
advertisers and the family purse’ (Schor 2004, p.11). The age of
189
conspicuous consumption and consumer lifestyles (Featherstone

1987) has drawn families into this consumer lifestyle.
However, there are cracks in the mirror of the false promise
of commercialism, the glimpse of other ways of living and the
possibilities of another place to a rich, human and fulfilled utopia.
The McDonaldisation of childhood

George Ritzer (1995, p.2010) has applied the German sociologist
Max Weber’s understanding of rationalisation as the dominant
form of related processes by which every aspect of human
action became subject to calculation, measurement and control.
The concept of rationalisation was thus part of Weber’s view of
capitalist society as an ‘iron cage’ in which the individual, stripped
of religious meaning (disenchantment) and moral value, would be
increasingly subject to government surveillance and bureaucratic
regulation. This surveillance and regulation is through efficiency,
prediction, control and the replacement of human labour with
non-human technology. Ritzer (1995, 2010) suggests this is a
contemporary form of McDonaldisation.
The first dimension of McDonaldisation, efficiency is the
search for ever-greater efficiency, can take many different forms,
but in ‘McDonaldizing systems, it has taken the form primarily of
streamlining a variety of processes, simplifying goods and services,
and using the customer to perform work that paid employees used
to do’ (Ritzer 1995, p.58). Calculability, the second dimension of
McDonaldisation, involves an emphasis on quantity rather than
quality. This emphasis shows up, ‘in various ways, but especially in
the focus on quantity rather than quality of products, the widespread
efforts to create the illusion of quantity, and the tendency to reduce
production and service processes to numbers’ (Ritzer 1995, p.78).
Predictability is the third dimension of McDonaldisation that:
involves the emphasis on things such as discipline,
systematization, and routine so that things are the same
from one time or place to another. Predictability is achieved
in various ways, including the replication of settings, the use
of scripts to control what employees say, the routinization of
employee behaviour, and the offering of uniform products.
(Ritzer 1995, p.99)
190
The fourth dimension of McDonaldization is the replacement

of human with nonhuman technology. The most important
element of this is control over the uncertainties created by
employees. In controlling employees, nonhuman technologies
also lead to greater control over work-related processes as well
as the finished product. The ultimate in control is reached when
employees are replaced by nonhuman technologies such as
robots. Nonhuman technologies are also employed to control
the uncertainties created by customers. The objective is to make
them more pliant participants in McDonaldized processes.
(Ritzer 1995, p.120)
From Ritzer’s generalist applications of understanding the growth
of control over many social activities, parenting, childrearing and
child protection have also been subject to McDonaldisation.
An example of the McDonaldisation of children and young
people can be found in thoughtful critiques of child protection
systems. For example, Ferguson’s (1997) perspective is based entirely
on a critique of the bureaucratic, instrumentally rational features
of modern child protection systems. With its sole emphasis on
constraint and control, it constitutes a one-dimensional, monolithic
view of developments in child welfare and social work. Child
protection is driven by the same imperatives of McDonaldisation.
Giroux (2009) presents an analysis of contemporary society
in the way neo-liberalism has marginalised and treated youth
as disposable objects. ‘In a radical free-market culture, [or neo-
liberal] when hope is precarious and bound to commodities and a
corrupt financial system, young people are no longer at risk: they
are the risk’ (Giroux 2009, p.x). For Giroux, media representations
of youth and young people confirm or support state interventions
and policies. Youth and young people have been demonised as,
‘variously lazy, stupid, self-indulgent, volatile, dangerous, and
manipulative’ (Giroux 2009, p.14). The repressive state apparatus’s
response to the summer of riots in the UK in 2011 has reinforced
this vision and understanding of youth, creating a climate of fear,
distrust and disinterest in the next generation. We no longer fear
for our children, their fate, safety, inheritance and well-being; we
fear them. Giroux (2009) charts the form of governing under neo-
liberalism as it creates youth to consume. It ‘locks up’ youth with
aggressive criminal and penal policy and ‘locks them out’ from
191
academic freedom in education, before casting youth ‘into a shadow

in the gilded age’ as the ‘age of disposability’. The disposability of
youth is the new emerging form of relations creating the possibility
of ‘significant harm’ to the next generation.
The rise of neo-liberalism and the dominance of markets with
the cutting of state provision has ended the social contract or
obligation of adult society to future generations. This relationship
has become characteristic of contemporary society for youth.
When the young do not consume, they are criminalised or
pushed into entrepreneurial schooling with the erosion of services
supporting youth, conceived as objects, and have the possibility of
challenge or action removed (Giroux 2009, p.23). The experience
of marginalised, criminalised and exploited youth has led to urban
outcasts (Wacquant 2007) or youth as ‘collateral damage’ (Bauman
2011). The current system of ‘embedded liberalism’ is usually used
to, ‘signal how market processes and entrepreneurial and corporate
activities’ are ‘surrounded by a web of social and political constraints
and a regulatory environment that sometimes restrained but in
other instances led the way in economic and industrial strategy’
for identifying neoliberalism as the new orthodoxy (Harvey 2005,
p.11). With the dominance of these ideas and ways of working,
children and young people’s horizons have been limited and their
possibilities closed down.
This new orthodoxy is reflected in state policies and the
experiences in everyday life. Donzelot (1979) provides a historical
study of the family not just as a history of everyday life but in
the family’s use as an object of social policy and intervention.
Using case studies he analyses how the family is moulded by
state intervention to fulfil specific functions. Once families are
seen to fail in their assigned roles, this acts as a trigger for ever-
more sophisticated and systematic forms of state intervention. For
example, early intervention and early help are the new watchwords
of services provided by local authorities.
Donzelot (1979) charts the shift of ‘protected liberation’,
freeing children from vulgar fears and constraints such as in
the Victorian family, to ‘supervised freedom’ in the school and
employing techniques to shepherd children into spaces that could
be closely watched. He suggests ‘what was at issue, then, was the
transition from a government of families to a government through
the family’ (Donzelot 1979, p.92). This control of state intervention
192
further worsens the repressive and oppressed situation of youth

and children. The family as a state instrument of control embeds
consumption into all activities of the private sphere.
For example, ‘having a room of one’s own’ is a desire of many
children but it also becomes a means of control. ‘Go to your room,’
for a harassed parent, becomes a way of interrupting disruptive
behaviour and consigning the child to an absent space from the
family. Once in that space the child finds solace in those material
objects within their own bedroom. The thorough saturation
of commercial commodities becomes the salve and comfort for
difficult family relationships.
The fusion of families and commodities has created a neo-
liberal orthodoxy. Against this orthodoxy, Ferguson (1997) shows
how, as knowledgeable human actors, people actively make
themselves the subjects with the ability to act and not just the
objects (passive objects) of social processes (Beck, Giddens and
Lash 1994; Berman 1983; Frisby 1985). Actively making ourselves
in the ways we see fit can work against neo-liberalism, but how can
this happen?
Resistance
In such a situation, how can children and young people resist these
processes? A utopian impulse with a political programme can
inform future developments. The promise of utopia is an unrealised
potential that can challenge the consumption-driven household,
the McDonaldised of children and young people, and bureaucratic
instrumental responses to child protection.
The changing infrastructure and neo-liberalism has opened
new spaces for children and young people to resist capitalism,
neo-liberalism and consumption (Christensen, Jansson and
Christensen 2010). It has also provoked community-based
activity, away from state regulation, such as ‘Reclaim the Streets’ to
make roads play spaces for children and young people. A ‘Do-It-
Yourself ’ ethos has developed to open spaces for convivial relations
and activities, against regulation, state supervision and control.
This ethos, sensibility and structure of feeling has problematised
understandings of childhood (Rothschild 2005) and the state’s
response to children and young people (Fox Harding 1997), and
193
lends itself to the utopian impulse for resistive politics or a happy

future filled with promise.
The development of a politics of resistance would challenge the
repressive features of culture while developing a local and global
politics predicated on new ways of expression, representation and
protest in the name of human features and dignity (Guattari and
Negri 1990). For example, the politics of resistance is expressed
well in alternative forms of contemporary culture.
Ben Drew, a British rapper, singer-songwriter, actor and
film director who performs under the name Plan B, echoes the
resistance and challenge presented to society through his work.
His lyrics are inspired by growing up in the environment of inner-
city, economically marginalised and socially excluded London. The
first song in Ill Manors, itself called ‘Ill Manors’, is a protest song
concerning the 2011 London riots. It satirises the presentation
of disadvantaged British urban youth. Plan B regularly questions
the image of British youth represented in the media, criticising
the class system, social exclusion and the lack of social justice.
He condemns David Cameron’s Conservative Party as trapping
the poor in their situation. The social divisions and exclusions are
papered over in a veneer of achievement and representations of an
inclusive Britain.
Plan B talks of a ‘folk deviling’ of young men and women from
deprived areas, and the derogatory association with the word
‘chav’. For him, this word is akin to a racist or homophobic slur,
but the media and the public at large use it to categorise these
young men and women often and openly. Depicted in the media
as benefit claimants, unemployed and petty criminals, this term
only marginalises these young people more. Plan B seeks to
highlight deprivation and disadvantage as issues that led to the
UK riots in 2011. They are not inborn, and are not characteristics
specific to a person. They stem from state indifference to the social
and economic inequalities that exist in different areas, especially
in a society such as the UK that champions consumerism over
its people.
It is from this backdrop that the promise of utopia beckons.
There are well-trodden routes to this promise in the face of
consumer capitalism. For example, the leader of Situationist
International (SI), Guy Debord, provides an alternative story.
194
Debord’s exhortation for the ‘revolution of everyday life’

was for an overarching desire for a rich life, full of passion not
passive contemplation. For Debord, contemporary society is
based on commodity production and the notion of the spectacle,
which provides a utility in the construction of a critical theory of
contemporary society ( Jappe 1999, p.3). The economy has brought
human life under the sway of its own laws rather than being
economically driven.
Debord’s understanding of the society of the spectacle, in the
first instance, is the downgrading of ‘being’ into ‘having’. The rise
of capitalism has emptied everyday life of meaning, fullness and
activity, to possession, commodities and production. With the rise
of consumer capitalism ‘having’ has been further downgraded to
‘appearing’ (Debord 1995, Thesis 17). Jappe (1999, p.5) suggests:
Debord’s analysis is based on the everyday experience of the
impoverishment of life, its fragmentation into more and more
widely separated spheres, and the disappearance of any unitary
aspects at the level of the image. Everything life lacks is to be
found in the spectacle, conceived as an ensemble of independent
representations.
For example, the rise of vapid cultural celebrity, the need to be
famous not for a lasting corpus of quality work but to just be seen
as famous, and isolated individuals ‘lost’ in the stream of spectacular
relations. The temporality of consumption has commodified time
with workers being subjected to, ‘the violent appropriation of their
time’ (Debord 1995, p.159). The leisure time of the weekend is co-
opted and commodified, set aside for consumption.
Debord’s solution is the conviction that the whole world must
be torn down then rebuilt, not under the sign of the economy but
instead under that of generalised creativity ( Jappe 1999, p.47). The
situations that are advocated were the ‘complete and authentic
construction of situations’, which meant a, ‘new urbanism in which
all the arts would be mobilised in the creation of a passion-filled
atmosphere’ ( Jappe 1999, p.59) in the creation of situations and
the ‘civilisation of play’. A playful future rather than one to buy is
the alternative story to neo-liberalism.
195
Manifesto for resistance

From the situation of ‘consuming children’, to the promise of
utopia, the McDonaldisation of childhood, the disposability
of youth and government through the family in the age of
disposability, creativity, creating situations and a ‘civilisation of
play’ offer a vision of the utopian impulse and political project to
reject neo-liberal consumerism.
Where might we find examples of the practice of utopian
principles and resistance? We can have a broad hostility to the
consumerism and materialism of the contemporary era, but where
do we find the cracks in the mirror of neo-liberalism capitalism?
Agitators, activists and artists contribute to the alternative histories,
stories and representations with the promise of utopia.
hooks (1994) examines the interplay of popular culture and
voices of diaspora (of dispersed populations) as a powerful site for
intervention, challenge and change. It is in the genre of popular
culture that production, consumption and cultural politics can
be critically developed. This politics of difference (West 1992) is
unified by the challenge to the existing structure of ideas and actions
(youth as outcasts or outlaws), the myths that are made (such as
disruptive youth) and encouraging activism for the development
of new forms of culture for distributive justice, social inclusion and
empowerment. Youth, ethnicity and gender are commodified as
an object and able to be consumed by various audiences. Against
this process is the possibility to reclaim the mental environment
from the influence of multinationals and the corporate state’s
mission to keep capitalism expanding. Understanding the roots of
domination clarifies the routes we must take to resist, and critical
thinking is the gift to realise the passage to utopia as we become
enlightened witnesses.
Routes of resistance show encouraging signs of emerging when
young people make their own protest and raise their own voices to
articulate their concerns. Plan B’s contribution to resistance is the
‘true, dark reality’ of youths’ contemporary experience. ‘Ill Manors’
is seen as the greatest British protest song in years.
Klein (2000) offers one direction for a strategic movement
against the spectacle with her No Logo and ‘culture jamming’,
which emerged in the mid-1980s. She argues that it, ‘was Guy
Debord and the Situationists…who first articulated the power of
196
a simple détournement, defined as an image, message or artefact

lifted out of its context to create and give new meaning’ (Klein
2001, p.282).
She goes on:
for years, we in this movement have fed off our opponent’s
symbols – their brands, their office towers, their photo
opportunity summits. We have used them as rallying cries, as
focal points, as popular education tools. But these symbols were
never the real targets; they were the levers, the handles. The
symbols were only ever doorways. It’s time to walk through
them. (Klein 2001, p.32)
Culture-jamming and ‘adbusting’ is the strategic response identified
by Klein (2000) that parallels the Situationists’ response to the
spectacle, and embodies the contemporary forms of détournement
that are the positive legacy of SI. Culture-jammers hacking into
corporate advertising and corporate speech make ‘pointedly
political’ messages. These alternative messages are Situationist
tools, ‘used, loaned and borrowed and in a much broader political
movement against branded life’ (Klein 2000, p.309). The power
of the visual and using the images of spectacle turned back on
itself to illuminate the contradictory, damaging and exploitative
relations. Meme War, by Adbusters editor Kalle Lasn, uses startling
images to make challenging political points and observations such
as the drug-snorting of people, the assassination of capitalism,
the romance of ‘darling, let’s go deeply into debt’, ‘fight the
nothingness’, the bowels of capitalism and the organised crime of
brand bullies. The ‘economy needs you to keep consuming’ as a
salve for the sickness of modern economics, as the discipline of
economics has become a mathematical game without practical
relevance or consequences (Lasn 2012).
‘The demand…is to build a resistance – both high-tech and
grassroots, both focused and fragmented – that is as global, and
as capable of coordinated action, as the multinationals it seeks to
subvert’ (Klein 2000, p.446). All forms of social life – schooling,
education, entertainment, leisure, politics and everyday life –
are increasingly spectacularised: banal, passive and unfulfilling.
The advent of new technologies – the internet, video games and
197
multi-media – will do nothing to abate the relentless march of

the spectacle.
Graffiti artists, anti-globalisation protestors, guerrilla gardeners,
allotment owners, co-operatives, community projects, small-scale
producers and independent creators all embody a creative impulse
that is not mediated by the spectacle. They aim at forms of creative
and artistic expression on a human scale, to challenge dominant
forms of consumption and to produce cultural, artistic and political
forms of resistance. For children and young people, an alternative
to corporate capitalism’s vacuous promises needs to be made
through alternative thinking, feeling and action of creative play.
Modest makers
A maker is a person who fashions, constructs, prepares for use, or
manufactures something – a manufacturer. Resistance to the pre-
packaged world of consumerism presents opportunities of a new
generation of makers who creatively construct a more convivial,
sensitive and alternatively purposed world. Children and young
people are producers and makers, not consuming spectators. The
legacy of making an alternative world is the one the next generation
should inherit, not a pre-packaged world of consumption. To make
differently, we need to think differently.
Children’s worlds are increasing prescribed and co-opted by the
dominant narratives of consumer capitalism. What is required is
an alternative story on the fullness of being a child, on the richness
of human potential, an alternative (re)storying on the wonderment
of creative living for the art of change. We need to re-store and
restory a full, human life, grounded in the everyday, infused with
art, creativity and making infused with a utopian impulse. Feeling
and acting also require thinking. ‘Good thinking’ is the conclusion
that Munro (2008) arrives at for effective child protection.
Good thinking, under the principle of the utopian impulse, is to
think differently.
Thinking differently provides an alternative view of the world,
a creative restorying that is perspectival (by challenging and
changing the perspective through which we view the world),
prospective (seeing things not immediately present, as a forward-
looking representational landscape), and perceptive (having or
198
showing insight, discerning, intelligent). The utopian impulse is

infused with meaning along these guiding principles. The utopian
project as a political programme for change follows the doctrine
of the three Rs – refinement, reduction, replacement (Woolf 2011,
p.204) but we might add recycle, repair, reinvigorate, repurpose.
A cluster of utopian principles informs a utopian practice and an
ethical sensibility that resists the imperatives of McDonalds and
neo-liberal consumption. For a lived experience of the everyday
fused with meaning and significance, and ethos and sensibility of
justice, it is necessary for a critique of capitalism for its disastrous
effects on the population in general and children and young
people in particular. A reconnection with alternative values, ethics
and ethos to promote human dignity and social justice alongside
different forms of representation presents different possibilities for
radically different identities, formations, creations and expressions
for children and young people to explore and enjoy.
Conclusion
The road to change is not easy and demands a level of engagement
and understanding. This chapter has reviewed the type of society
that the new generation of children and young people are to inherit.
The promise of neo-liberalism has promoted a selfish capitalism
with its disastrous consequences for children and young people. The
utopian tradition offers an alternative to this form of capitalism.
The McDonaldisation of childhood is the contemporary drive to
rationalise problematic youth and has triggered more oppressive
and authoritarian controls such as a generation of disposable youth
with highly repressive, supervised freedom. Resistance to these
forces are manifest in numerous and conflicting ways. Signposts
for these possibilities exist with alternative storying, alternative
making, creativity and thinking differently. Children and young
people have a future to make in their own image.
References
Bauman, Z. (2011) Collateral Damage: Social Inequalities in a Global Age. London:
Wiley & Sons.
Beck, U., Giddens, A. and Lasch, S. (1994) Reflexive Modernization. Cambridge:
Polity Press.
199
Berman, M. (1983) All That Is Solid Melts into Air: The Experience of Modernity.
London: Verso.
Christensen, M., Jansson, A. and Christensen, C. (2010) Online Territories:
Globalization, Mediated Practice, and Social Space. New York: Peter Lang.
Claeys, G. and Tower Sargent, L. (1999) The Utopian Reader. London: New York
University Press.
Debord, G. (1995) The Society of the Spectacle. (Translation by D. Nicholson-
Smith.) New York: Zone Books.
Donzelot, J. (1979) The Policing of Families. (Translation by R. Hurley.) London:
Hutchinson & Co.
Featherstone, M. (1987) ‘Lifestyle and consumer culture.’ Theory, Culture and
Society, 1, 18–33.
Ferguson, H. (1997) ‘Protecting children in new times: child protection and the
risk society.’ Child and Family Social Work, 2, 4, 221–234.
Fox Harding L. (1997) Perspectives in Childcare Policy. London: Longman.
Frisby, D. (1985) Fragments of Modernity. Cambridge: Polity Press.
Giroux, H. (2009) Theory and Resistance in Education: Towards a Pedagogy for the
Opposition. Westport, CT: Greenwood Publishing.
Guattari, F. and Negri, A. (1990) Communist Like Us. Paris: Semiotext.
Harvey, D. (2005) A Brief History of Neo-Liberalism. Oxford: Oxford
University Press.
hooks, b. (1994) Outlaw Culture: Resisting Representation. London: Routledge.
James, O. (2009) Selfish Capitalism. London: Verso.
Jappe, A. (1999) Guy Debord. (Translation by D. Nicholson-Smith.) Berkeley,
CA: University of California Press.
Klein, N. (2000) No Logo: Taking Aim at the Brand Bullies. London: Flamingo.
Klein, N. (2001) ‘Between McWorld and Jihad.’ The Guardian Weekend,
27 October, 30–33.
Lasn, K. (2012) Meme Wars. London: Penguin.
Levitas, R. (1990) The Concept of Utopia. London: Philip Allen.
Munro, E. (2008) Effective Child Protection (2nd edition). London: Sage
Publications.
Nairn, A. (2008) ‘“It does my head in … buy it, buy it, buy it!” The commercialisation
of UK children’s web sites.’ Young Consumers: Insight and Ideas for Responsible
Marketers, 9, 4, 239–253.
Ritzer, G. (1995) The McDonaldizisation of Society: An Investigation into the
Changing Character of Contemporary Social Life. London: Pine Forge.
Ritzer, G. (2010) McDonaldizisation: The Reader. Thousand Oaks, CA: Pine
Forge Press.
Rothschild, J. (2005) The Dream of the Perfect Child. Bloomington, IN: Indiana
University Press.
200
Schor, J. (2004) Born to Buy: The Commercialized Child and the New Consumer
Culture. New York: Scribner.
Wacquant, L. (2007) Urban Outcasts: A Comparative Sociology of Advanced
Marginality. London: Polity Press.
West, C. (1992) ‘The Postmodern Crisis of the Black Intellectuals.’ In L. Grossberg,
C. Nelson and P. Treichely (eds) Cultural Studies. London: Routledge.
Woolf, J.(2011) Ethics and Public Policy: A Philosophical Inquiry. London: Routledge.
201
Chapter 15
Conclusion
A New Category of Child Abuse?
Jim Wild
…and contemporary psychology, sociology and economic

science are all complicit in the fiasco. So the time has come
to deconstruct all the assumptive notions involved – object,
need, aspiration, consumption itself…and it is the working
processes of an unconscious social logic that must be
retrieved beneath the consecrated ideology of consumption.
( Jean Baudrillard, The Consumption Reader, p.255)
The consequence of this corporate capture of childhood
is not only being felt by children, who are becoming more
materialistic, overweight, stressed, depressed and self-
destructive. Advertising and marketing aim to make these future
citizens dissatisfied with what they have and want to consume
more. Yet the health of the planet requires us to consume less.
What is more, by undermining the critical thinking faculties
of future generations corporations are depriving them of the
ability to solve pressing social and environmental problems;
problems such as global warming, species extinction and water
shortages, which are in many ways caused or exacerbated by
those very corporations that are attempting to breed subservient
employees and dumbed-down citizens. (Beder, Varney and
Gosden 2009, p.223)
202
Conclusion
This book has attempted to pull together a diverse range of

concerns about how commercial, corporate and sexual exploitation
have negative and harmful effects on children and young people.
Its primary intention has been to pose a controversial question:
has commercial, corporate and sexual exploitation reached such
undesirable and crazed levels that children and young people are
now ‘significantly harmed’ by the effects? It is a serious question,
one that requires critical thinking and clarity of judgement in our
reflections about the sort of society we want and the values we
wish to uphold.
In the introduction I featured some adapted key questions for
social workers when considering harm being caused to children,
which I outline again below:
• What is the nature of the commercial or corporate targeting
and in what context are we exploring these concerns?
• Is there an impact on the child’s health and development and
is there any objective evidence that corporate and commercial
targeting have adverse effects on children and young people?
• What is its significance – the extent of the impact on the child
or young person in the short, medium and long term?
• What are the psychological effects – on well-being, self-esteem
and identity?
• What is the level of targeting – its extent, duration and frequency?
• What ability do children and young people have to give objective
consent and informed knowledge when they are targeted?
When considered alongside the contributions made in each
chapter, it’s clear that these issues do pose difficult questions to
those involved in child welfare and child protection today.
Inevitably the conclusions drawn by me, by the contributors of
this book and by you the reader will be subjective. We still have
yet to see the level of research and scientific study needed to fully
quantify the impact of this harm, and our response is inevitably
informed by our politics: our views on how the world should be
shaped and governed, and our own sense of what is legitimate and
acceptable in a consumer society.
203
Perhaps the most obvious area we can see the evidence is that
of junk food. It is reasonable to expect that further down the line
there will be some sort of government intervention simply on the
basis of the demands placed on the health service from obese young
people who will emerge into early adulthood with specific health
problems and life-threatening diseases – and yet those concerned
with child welfare and child protection should surely have seen
these as emerging issues decades ago? Are we not complicit in this
terrible manipulation of the minds of young people to the point
they are unable to distinguish between healthy food and items that
are, in reality, poison? Are successive governments so ‘in the pockets’
of multi-national food producers they fear the consequences of
passing robust legislation that could save lives? These questions are
real dilemmas and can give rise to feelings of powerlessness on the
part of those with responsibility for protecting children.
In a world where billions are spent to target children and young
people we should ask the following questions:
• How can professionals who work with children and young
people and parents take effective action to counter these issues?
• Do Local Safeguarding Children Boards simply ignore the
wider definitions of significant harm and challenges in this
publication and not debate the issues?
• At a local level how can we draw attention to these issues?
• With globalisation so fixed in our economies are those we elect
to govern us unwilling to take action?
• What can we do within our own private and professional lives
– whether child protection specialists, schools, communities
or families?
Many of the problems we are considering now were identified by
others decades ago.
Marcuse is the author of a now classic publication One
Dimensional Man, which was published in 1964 and offers a
critique of contemporary capitalism and communist society,
identifying a parallel rise in social repression. At the beginning of
the book he states that: ‘The people recognize themselves in their
commodities; they find their soul in their automobile, hi-fi set,
split-level home, kitchen equipment…’
204
Conclusion
Eric Fromm also raised critical issues about the sort of society
we are manufacturing in a range of publications from the late
1950s onwards. In his final publication of 1976, To Have or To Be?,
Fromm explores the hazards of materialism: ‘The overall effect of
advertising is to stimulate the craving for consumption…’
Each decade has given us great thinkers who have warned
about the perils of globalisation and a sense of dismay with the
values associated with consumerism, as well as more recently the
more dubious benefits of the internet. These individuals have for
the most part been ignored in preference of a version of society
based on one single overriding preoccupation – consumption.
One author, the late Neil Postman in his book The Disappearance
of Childhood (1982), suggested that parents can make a difference:
Specifically, resistance entails conceiving of parenting as an act
of rebellion against American culture…but most rebellious of
all is to attempt to control the media’s access to one’s children…
the first way is to limit the amount of exposure children have to
media. The second is to monitor carefully what they are exposed
to, and to provide them with a continuously running critique of
the themes and values of the media’s content…(p.153)
Whilst written in 1982, when Postman could not conceive the
range of new technologies likely to emerge over the forthcoming
decades, I think his advice still rings true in some respects whilst
always against a backdrop of overwhelming forces at work to
subvert the most dedicated parent.
We need to understand that these issues permeate the lives
of children and young people – not as episodic or isolated events
but in forms that are relentless, all-consuming and overwhelming,
as described in the chapters within this book. Their minds are
subject to constant creative and insidious forms of marketing from
companies and corporations, which many of us outside the worlds
of advertising and marketing would see as a waste of creativity and
talent: inappropriately conceived, without a moral compass and
with little or no idea of the long-term effects or consequences of
their actions.
It is my expectation that the problems highlighted in this
book will resurface again and again as they become increasingly of
concern and in need of statutory intervention or state regulation.
205
This book raises questions in relation to child welfare, but

in doing so inevitably also poses wider questions relating to the
legitimacy of unregulated neo-liberalism and its relationship to
society’s values.
In children’s services there has always been a widely held view
that early intervention can result in more positive outcomes for
children and young people; perhaps this publication is a little late
in this respect, but it is the first to suggest we are abusing and
maltreating children and young people through these practices,
and I hope it will act as a catalyst for reflection and a call to those
charged with the protection and welfare of children and young
people to take action.
References
Beder, S., Varney, W. and Gosden, R. (2009) This Little Kiddy Went To Market: The
Corporate Capture of Childhood. London: Pluto Press.
Clarke, D.B., Coel, M.A. and Housiaux, K.M.L. (eds) (2003) The Consumption
Reader. London: Routledge.
Fromm, E. (1976) To Have or To Be? New York: Harper and Row.
Marcuse, H. (1964) One Dimensional Man. Boston, MA: Beacon Press.
Postman, N. (1982) The Disappearance of Childhood. New York: Delacorte Press.
206
List of Contributors
Jim Wild is the lead trainer and founder of The Centre for Active
and Ethical Learning and editor of this publication. Jim has
spent over three decades in child protection as a frontline worker,
manager and trainer. He is editor of several publications including
Working with Men for Change (Routledge, 1998), The Value-base
of Social Work and Social Care (Open University Press, 2008) and
Fit for Practice in Child Protection (Reconstruct Training, 2004).
Jim spent two years planning three events that have led to this
publication. Some keynotes from the events are available to view
at www.activelearningcpac.org.uk
Oliver James obtained his degree in Social Anthropology at
the University of Cambridge, UK, and trained as a child clinical
psychologist at the University of Nottingham, UK. He worked as
a research fellow at Brunel University, London, before occupying
an NHS post as a clinical psychologist for six years at the Cassel
Hospital in London. He became a journalist, bestselling author
and television documentary producer and presenter. He is a
prolific writer and his latest publications include Love Bombing:
Reset Your Child’s Emotional Thermostat (Karnac Books, 2012) and
Office Politics (Vermilion, 2013).
Professor Agnes Nairn is a leading researcher, writer, consultant
and speaker on the impact of marketing on children. In addition
to award-winning academic papers, she co-authored the book
Consumer Kids (Constable, 2009), the UNICEF report Children’s
Wellbeing in the UK, Spain and Sweden and the Family and Parenting
report Advergames: It’s Not Child’s Play. She advises government
on regulatory policy and is a frequent media commentator on the
ethics of marketing to children; see www.agnesnairn.co.uk.
207
Tim Lobstein has campaigned on food issues since the 1970s,

helping author Food and Profit: It Makes you Sick followed by books
in the 1980s (Fast Food Facts, Camden Press, 1988 and Children’s
Food: The Good, the Bad and the Ugly) and subsequent work with
the UK Food Commission and the World Health Organization
promoting stronger controls on marketing food to children.
He is now Adjunct Professor of Public Health Advocacy at
Curtin University, Western Australia, and Policy Director at the
International Obesity Task Force.
Dr Wayne Warburton is a psychologist, Lecturer in Developmental
Psychology with the Department of Psychology at Macquarie
University (Sydney), and Deputy Director of the Children and
Families Research Centre. Wayne’s research and publications
primarily examine aggressive behaviour, with a strong focus on the
effects of violent media. Wayne’s most recent book, Growing Up
Fast and Furious (with Danya Braunstein, The Federation Press,
2012) describes the latest scientific findings in plain language, and
has been acclaimed by scholars, professionals and parents alike.
James Hawes is a psychotherapist living in Nottingham, UK.
He combines working with adolescents in inner-city schools
with running a busy private practice for adults. James specialises
in working with boys and men, and provides programmes and
training to help them to increase their emotional fitness.
Renata Salecl is a philosopher and sociologist. She is Senior
Researcher at the Institute of Criminology at the Faculty of
Law in Ljubljana, Slovenia. She is also Professor at the School
of Law, Birkbeck College, University of London and recurring
Visiting Professor at Cardozo School of Law, New York. Her
latest books include On Anxiety (Routledge, 2004) and Tyranny of
Choice (Profile Books, 2010). Her books have been translated into
ten languages.
Susie Orbach is a psychoanalyst, writer, activist and social critic.
She is the UK convenor for www.endangeredbodies.org, co-founder
of Psychotherapists and Counsellors for Social Responsibility, the
author of 11 books and numerous articles. She has a practice seeing
individuals and couples.
208
List of Contributors
Dr Gail Dines is Professor of Sociology and Women’s Studies

at Wheelock College in Boston, USA, where she is also chair
of the American Studies Department. She has been researching
and writing about the porn industry for well over 20 years. Gail
has written widely on pornography, media images of women and
representations of race in pop culture. She is a recipient of the
Myers Center Award for the Study of Human Rights in North
America, and is a founding member of the activist group Stop
Porn Culture. Her latest book is Pornland: How Porn Has Hijacked
Our Sexuality (Beacon Press, 2011).
Sharon Girling OBE has been at the forefront of a national and
international response to online child abuse and e-safety from which
the Child Exploitation and Online Protection Centre developed;
she worked at the Centre from its inception until retiring. She
delivers training in the area of policing techniques and internet
investigations to law enforcement practitioners and managers as
well as the private sector on a national and international level. She
was awarded an OBE in 2005 in recognition of her work.
Professor Liz Kelly CBE is Professor of Sexualised Violence at
London Metropolitan University, where she is also Director of
the Child and Woman Abuse Studies Unit (CWASU). She has
been active in the field of violence against women and children
for almost 30 years. She is the author of Surviving Sexual Violence
(University of Minnesota Press, 1989), which established the
concept of a ‘continuum of violence’, and over 70 book chapters
and journal articles. In 2000 she was awarded a CBE for services
combating violence against women and children.
Dr Maddy Coy is Deputy Director of the Child and Woman Abuse
Studies Unit (CWASU) at London Metropolitan University and
Master’s course leader. She has worked in a range of specialised
services for women and girls experiencing violence, and while at
CWASU has completed research projects on: mapping specialised
violence against women (VAW) services; men who pay for sex;
a template VAW strategy; and evaluations of specialised support
services. She has published book chapters and journal articles
on prostitution and the sex industry, and more recently on the
sexualisation of popular culture. Maddy also coordinates the
CWASU’s Master’s in Woman and Child Abuse.
209
Professor Stephen D. Brookfield is Distinguished University

Professor at the University of St Thomas in Minneapolis – St
Paul, USA. He grew up in England and is the father of two
adult children. He has written, co-authored or edited 16 books
on adult learning, critical thinking, critical theory, teaching and
discussion methods. He was worked with many organisations and
communities to help people challenge dominant ideology, and to
democratise education.
Stephen Haff is the Chief of Still Waters in a Storm, a reading
and writing sanctuary in the troubled neighbourhood of Bushwick,
Brooklyn. He has taught English and drama for 20 years at high
schools, middle schools and colleges in Brooklyn, the Bronx,
Vermont and Canada. At Bushwick High School, he co-founded
Real People Theater (RPT) with his students. The company has
received great acclaim in the worlds of education and theatre, and
has toured North America and Europe. The Village Voice called
RPT, ‘Nothing less than a revolution’. Stephen has spoken at a
number of pedagogical conferences and designed curriculum for
the City University of New York’s GearUp programme. He is on
the faculty at the Center for Social and Emotional Education.
On behalf of Still Waters in a Storm, he has opened relationships
with Essex County Youth Services Commission in Newark, New
Jersey, Scoil Mhuire, an elementary school in Dublin, Ireland and
Mountainside Elementary School in Fort Carson, an Army base in
Colorado. Stephen used to make his living writing for the Village
Voice, American Theater, BOMB and other publications, and earned
his Masters at Yale University.
Dr Adam Barnard is programme leader for Professional Doctorates
in Social Practice at Nottingham Trent University, Nottingham,
UK. His latest publication is Key Themes in Health and Social
Care (Routledge, 2011). He has worked in higher education for
over 20 years and has published articles from findings from his
research in philosophy, and political and social theory.
210
Subject Index
Abercrombie & Fitch 117 Amazon 35 Blondeau, Thylane 113,

abusers 134–5, 147–8, 169 Amplify 41 117
adbusting 197 anorexia 99, 100, 101, 114, BMI (body mass index)
ADHD (attention deficit 168, 174 114
hyperactive disorder) antidepressants 93 Bodies (Orbach) 101
90 anti-globalisation body image
Adidas 106, 176 protestors 198 commercialisation
adventurous play 36 anti-social behaviour of girls’ bodies
advergaming 55, 57 69, 79 110–15
advertising anxiety 39, 92, 99, 172 critical thinking 168,
child obesity and junk Apple corporation 41, 107 174
food 49, 53, 55–61 apps 55, 59, 62 hypersexualisation of
commercial and art 106, 198 the culture 117
corporate Association of Teachers materialism 12–13
exploitation 18, 20 and Lecturers (ATL) myth of choice 100–1
consumer culture 35, 41–2 sexualised popular
38, 39, 41, 43, 45 assumptions 166, 167–8, culture 150, 151
myth of choice 98, 105, 169 women’s body image
106 attachment 90 26–8
nature deficit 95 attention deficit body mass index (BMI)
new category of child hyperactive disorder 114
abuse 202, 205 (ADHD) 90 botox 26, 112, 113
resistance to Bousted, Mary 41
consumption 188 ‘Baby Einstein’ 37 boys
sexualised popular ‘Baby Mozart’ 37 mother–child
culture 153, 156 Bailey, Reg 19, 20 relationship 113
significant harm 24–5 Bailey report 19, 20, 38, nature deficit 90, 92
violent entertainment 40, 45, 153, 156 science of violent
68 Baldock, Ian 136 entertainment
aggression Barnado’s 132, 147 65–74, 79, 80
hypersexualisation of beauty industry 100, 101 sexualised popular
culture 120 beauty pageants 113, 155 culture 153
nature deficit 95 Beijing Platform for brain 72, 76–8, 93
science of violent Action 153 brand bullying 39–42, 43
entertainment Blackberry 45 branded goods
67–74, 77–9 Blanchard, Colin 134 brand loyalty 56–7
Allen, Angela 134 blended parenting 94 brand symbolism 43
‘always on’ generation 90
211
branded goods cont. definition 21–2 Child Pornography

child obesity and junk examples of significant Prevention Act 121
food 54, 56–7, 62 harm 23–8 child protection 22, 116,
consumer culture 43, 45 hypersexualisation of 164, 191, 198, 203,
critical thinking 173, culture 127 204
174, 175 internet and child Children Act 22
income inequality 42–3, sexual abuse ‘children’s menus’ 51
44 130–44 The Children’s Society
passion for luxury 106, the abusers 134–5 147
107 advice for child child soldiers 172
breastfeeding 49 welfare choice, myth of 98–108
breast implants 174 professionals ‘Chuck Sweets Off the
British Retail Consortium 142–3 Check-Out’ 52
20 advice for parents Church of the Stop
bulimia 99, 101, 114, 174 and carers Shopping 174–5
bullying 39–42, 67, 89, 138–40 civilisation of play 195,
171–3 costs of investigation 196
Bushwick High School, 137–8 class 104, 105, 106–7
Brooklyn 178 defining sexual clothing
exploitation commercial and
calculability 190 130–1 corporate
Call of Duty 29, 92 facts and figures exploitation 20
Cameron, David 194 130–1 consumer culture
capitalism the history 135–7 39–40, 42, 44
critical thinking 166, social networking critical thinking 173,
167, 169, 171, 173, 140–2 175–6
174 statistics 133 passion for luxury 105,
Marcuse on 204 new category of 202–6 106
myth of choice 98, 99, outdoor dangers 89 sexualised popular
103, 107 sex, sexuality and child culture 153
resistance to sexual abuse 145–8 Coca-Cola 57, 59
consumption 188, Child Exploitation and cognitive development
190, 193, 195, 196, Online Protection 170–1
199 Centre 143 collective learning 178–86
captive child 87–92 childifying 121, 122 collective violence 104
Carey, Peter 180 child obesity 49–64 commercial exploitation
CEDAW see Convention interacting with each 33–108
on the Elimination child 57–9 as child abuse 30–1
of All Forms of marketing junk food child obesity and junk
Discrimination 50–6 food 49–64
Against Women marketing on the move commercial and
celebrities 19, 24, 27, 54, 59 corporate
195 overview 49–50 exploitation 18–21
Center for Science in parental intervention consumer culture 34–48
the Public Interest 59–60 myth of choice 98–108
(CSPI) 62 promoting brand nature deficit 86–97
‘chavs’ 194 loyalty 56–7 science of violent
child abuse stronger rules 60–1 entertainment
commercial, corporate taking action 62 65–85
and sexual child pornography 121,
exploitation 30–1 130, 145
212
Subject Index
commercialisation of Convention on the depression 12, 39, 92, 119,

childhood Elimination of 172, 173
consumer culture 9, All Forms of desensitisation to violence
35–7 Discrimination 72, 78, 79
nature deficit 91, 94 Against Women designer brands 43, 107,
resistance to (CEDAW) 145, 153 175–6
consumption co-operatives 198 Diagnostic and Statistical
187–8 corporate exploitation Manual of Mental
commercialisation of girls’ 18–21, 30–1 Disorders (DSM-
bodies 110–15 corporate gifts 54 IV) 90
fightbacks 114–15 cosmetic surgery 26, 27, dialectical thinking 170
no pure space 110–14 174 diaspora 196
overview 110 creativity 91–2, 198 Dickens, Charles 43
sexual exploitation critical theory 165, 168, dietary patterns see eating
110–15 195 habits
commercial sex 151 critical thinking 164–77 dieting 28
commodity fetishism 173, consumerism 173–4 digital marketing 57
174 core of 165–7 direct marketing 55
computer games see video culture jamming 174–6 The Disappearance of
games in education 164–5 Childhood (Postman)
concrete operations stage ideological assumptions 205
170, 171 167–8 Disney corporation 36,
consent 23 learning hegemony 175
Conservative Party 194 168–9 disposability 192
consumer choice 30 militarism 171–3 dissociation from nature
consumer culture 34–48 new category of child 90–1, 93
brand bullying 39–42 abuse 202, 203 Ditching Dieting 115
commercialisation 35–7 overview 164–5 domestic consumption
family conflict 37–9 in young children and 189
helping to navigate the adults 170–1 domestic violence 169
commercial world CSPI (Center for Science Drew, Ben (Plan B) 194,
45–6 in the Public 196
income inequality 42–5 Interest) 62 DSM-IV (Diagnostic and
nature deficit 93–4 cult leaders 169 Statistical Manual of
overview 34–5 ‘cultural spillover’ theory Mental Disorders) 90
consumerism 78
commercial and culture jamming 174–6, eating disorders
corporate 196, 197 commercialisation of
exploitation 21 CU-SeeMe 135 girls’ bodies 111,
commercialisation of cyber-bullying 164 112, 114
girls’ bodies 110 critical thinking 168, 174
critical thinking 173–4, Daily Mail 155 hypersexualisation of
205 Daniele, Graciele 179 the culture 119
myth of choice 104 daughter–father incest materialism 12
resistance to 125–6 women’s body image 26
consumption 188 daughter–mother eating habits
consumer loyalty 56–7 relationship 111 child obesity and junk
consumption 187–201, Dawber, Tracy 134 food 49–50
205 Debord, Guy 194–5, 196 commercialisation
containerisation 87, 88, 94 democracy 167, 169 of girls’ bodies
contraception 114 Department for 111–12
Education 20 significant harm 24–6
213
economic identity 43 power of collective grooming of 116–29

ecopsychology 93 learning 178–86 science of violent
Ecotherapy report 93 resistance to entertainment 68,
education consumption 69, 71, 73–4
critical thinking 164–5 187–201 globalisation 204, 205
McDonaldisation of FOMO (Fear of Missing Google 121
childhood 192 Out) 41 graffiti 198
nature deficit 89–90 food Grand Theft Auto 71
power of collective child obesity and junk green exercise 93
learning 178–9, food 49–64 Grocery IQ app 59
181–4 interacting with each grooming 116–29
sexualised popular child 57–9 guilt 104, 107, 172
culture 157–8 marketing junk food guns 68–9, 70, 74, 75, 77
‘edutainment’ market 37 50–6
efficiency 190 marketing on the Hard Times (Dickens) 43
embedded liberalism 192 move 59 hegemony 168–9
emergency protection overview 49–50 helping children stand up
orders 22 parental intervention to society 164–77
emotional abuse 21 59–60 core of critical thinking
emotional intelligence 112 promoting brand 165–7
empowerment 165–6 loyalty 56–7 critical thinking about
Endangered Bodies group stronger rules 60–1 militarism 171–3
115 taking action 62 critical thinking in
endorphins 93 commercialisation of young children
environment 103, 202 girls’ bodies 111 and adults 170–1
e-safety 138 nature deficit 91 culture jamming 174–6
ethnicity 151 overview 30, 204 ideological assumptions
European Union (EU) significant harm 24–6 167–8
147 football kits 176 learning hegemony
exercise 93 formal operations stage 168–9
170, 171 overview 164–5
Facebook 55, 58, 140–1 formula milks 49 heterosexism 164, 166,
facial expressions 112 Free Speech Coalition 168, 171
‘false consensus’ 41 120–1 Higher Order Thinking
family conflict 37–9, 43, French Vogue 113, 117 Skills (HOTS) 164
192 High School Musical 36
fans 57 The Game of Life 45 Hines, David 131, 137
father–daughter incest games 66, 67 ‘home’ 189
125–6 Gangster chic 105 Home Office 152
female body 26–8, 117, gender hunting assumptions 166
150, 151, 174 see also science of violent ‘hurry virus’ 86
body image entertainment 65, hypersexualisation of the
femininity 112, 117, 118, 73–4 culture 116–29
154, 158 sexualised popular culture as perpetrator
feminism 113, 145, 150, culture 150–3, 117–28
151, 158 157–8 overview 116–17
fighting back 163–206 George, Vanessa 134
critical thinking 164–77 girls ideology
new category of child commercialisation core of critical thinking
abuse 202–6 of girls’ bodies 164–6
110–15
214
Subject Index
critical thinking about advice for parents Letting Children Be

consumerism and carers Children (Bailey
173–4 138–40 report) 19, 20, 38, 40,
critical thinking about costs of investigation 45, 153, 156
militarism 171, 137–8 Leveson Inquiry 155
172 defining sexual Levi’s 105
culture jamming 176 exploitation licensed toys 35, 36, 55
ideological assumptions 131–3 listening 185, 186
167–8 facts and figures Little Ted’s Nursery,
myth of choice 103, 107 130–1 Plymouth 134
iFood Assistant app 59 the history 135–7 Living Wage 46
ignorance, passion for social networking Local Safeguarding
102–4 140–2 Children Boards
‘Ill Manors’ (Plan B) 196 statistics 133 (LSCBs) 21, 22, 204
imitating behaviour 70–1, nature deficit 90 logical reasoning 170
79 new category of child London riots 104, 105,
impulse purchasing 53 abuse 205 106, 194
incest porn 125–6 pornography 30, 120 looting 104, 105, 106
income inequality 34, resistance to LSCBs see Local
42–5, 46 consumption 197 Safeguarding
indecent images 133–7, Children Boards
142–3 Japan 100–1 Lucasfilm 36
inequality 42–5, 103–4, JD Sports 105 luxury 104–7
150–1 junk food 49–64 Lyons, Tracy 134
Infants’ Relief Act 60 interacting with each
innocence of children 156 child 57–9 magazines 19, 27
instrumentalization of marketing junk food Mail Online 155
reason 166–7 50–6 Manhunt 71
integrated marketing 55 marketing on the move marketing
interactive marketing 55 59 commercial and
interactive media 57–8 nature deficit 88, 94 corporate
International Obesity overview 30, 49–50, 204 exploitation 20
Task Force (IOTF) parental intervention consumer culture 34
114 59–60 junk food 24–5, 50–6
internet promoting brand new category of child
access to 56 loyalty 56–7 abuse 202, 205
child obesity and junk stronger rules 60–1 resistance to
food 56, 58, 62 taking action 62 consumption 188
commercial and Marvel Comics 36
corporate knowledge structures masculinity 113, 150, 153,
exploitation 19 76–7 154, 158
consumer culture 35, 45 materialism 12, 39, 43,
internet and child lap dancing 151 188, 205
sexual abuse laptop computers 19, 20 McDonaldisation of
130–44 Last Child in the Woods childhood 190–3,
the abusers 134–5 (Louv) 86 196, 199
advice for child learning, collective 178–86 McDonald’s 52, 57, 94
welfare Lego 115 media
professionals ‘Let Girls be Girls’ critical thinking about
142–3 campaign 156 militarism 171
215
media cont. National Society for stronger rules 60–1

hypersexualisation of the Prevention of taking action 62
the culture 118 Cruelty to Children Obesity Policy Coalition
nature deficit 90, 95 (NSPCC) 132 62
new category of child National Trust 46, 86 ODD see oppositional
abuse 205 Natural Childhood report defiant disorder
sexualised popular 46, 86 Office of the Children’s
culture 152, 153, nature deficit 86–97 Commissioner 132,
155–6, 157 the captive child 87–92 147
on youth 191 changing nature of Oliver, James 50
Media Smart 45 childhood 93–4 One Dimensional Man
medicalisation of children safeguarding children (Marcuse) 204
91, 95 95–6 online advertising 53–4,
Meme War (Lasn) 197 ‘nature deficit disorder’ 56, 58
mental health 12, 39, (NDD) 93 online behavioural
91, 93 nature dissociation 90–1, tracking 58
merchandising 35, 36, 70 93 Operation Cathedral 130,
militarism 164, 165, 168, neglect 21 131, 137
171–3 neo-liberalism 188, 191–3, Operation Ore 134
mirror stage 101 196, 199, 206 oppositional defiant
mobile phones neural networks 76–7 disorder (ODD) 90
child obesity and junk neuroscience 9 Orchid Club 135, 136
food 59, 62 new media 45, 55, 66 organised abuse 146, 147
commercial and newspapers 19, 100, 156 outdoor dangers 95
corporate new technologies 197, 205 outdoor play 36, 46, 86–9,
exploitation 18, 20 The New York Times 103 95–6
consumer culture 35, NFER see National over-parenting 95
39, 41, 45 Foundation for
modest makers 198–9 Educational paedophilia 89, 147–8
moral panics 146, 147 Research Page 3 girls 155
mother–child relationship Nike 176 pal-parenting 95
110–11, 126 No Logo (Klein) 196 Papua New Guinea 101
Mothers’ Union 19, 20, nonhuman technology parental control software
153 191 30
Mumsnet 156 nutritional quality 50–2 parental poisoning 24, 25
music videos 19, 152, 153 parenting 37, 38, 94–5,
Myers, Melton 135 obesity 49–64 205
myth of choice 98–108 commercialisation of ParentPort 45
overview 98–100 girls’ bodies 114 The Parent’s Jury 62
passion for ignorance interacting with each passion for ignorance
102–4 child 57–9 102–4
self-destruction and marketing junk food passion for luxury 104–7
one’s image 100–2 50–6 patriarchy 164, 166, 168,
marketing on the move 171
narcissism 102 59 peer pressure 37, 39–42
Narcissus 100 nature deficit 88 ‘pester power’ 29, 38, 188
National Foundation overview 30, 49–50, 204 physical abuse 21, 133
for Educational parental intervention physical inactivity 50, 87
Research (NFER) 42 59–60 Piaget, Jean 170, 171
promoting brand pimping 151, 152
loyalty 56–7 pink Lego 115
216
Subject Index
Pinkstinks 115 post-traumatic stress overview 187, 199, 205

Pixar 36 disorder (PTSD) utopian thought
Pizza Hut 59 116, 126, 172 189–90
Plan B (Ben Drew) 194, poverty 30, 43, 44 where we are now
196 power 29, 98, 132, 165–6, 187–8
play 169 Reverend Billy 174–5
consumer culture 35, 36 power of collective riots 104, 105, 106, 194
nature deficit 88, 91–2, learning 178–86 ritual abuse 146
95, 96 predictability 190 Riva, Ronald 135
positive impact of 66, price 50–1 robots 191
80 Price, Richard 184 rough and tumble play 66
resistance to prison 116 RPT see Real People
consumption 195, product 51–2 Theater
198 product placement 54
point of sale 55 promotion 53–6 safeguarding children 21,
poisoning 24, 25 prostitution 146 95–6
pole dancing 151 protected liberation 192 salary capping 46
policy frameworks 152–4 pseudo child pornography Salt, Gary 137
politics of difference 196 (PCP) 121–2, 123–8 Satanic abuse 146
pop culture PTSD see post-traumatic Savile, Jimmy 147, 148
resistance to stress disorder schools 41, 50, 89, 181–4
consumption 196 puberty 122 Scottish Parliament 40
sexualisation of 149–61 pubic hair 122 screen-based media
academic Puma 176 (SBM) 35, 86, 90,
perspectives 94, 95
152–4 race 151 scripts 70, 71, 76–7, 79
definitions and rape 116, 122 ‘script theory’ 78
discourses rappers 106 Section 47 investigations
150–1 rationalisation 190 25
initiating a gendered Reagonomics 11 ‘self-brand connection’ 40
analysis 157–8 realism 74 self-cutting 99
overview 117, 149– Real People Theater self-destruction 99, 100–2,
50, 158–9 (RPT) 178–9 107
policy frameworks reason, self-esteem 39, 40, 44,
152–4 instrumentalization 119, 188
sexualisation of 166–7 selfish capitalism 11–12,
in popular reasoning 170 188, 199
discourse 154–6 Reclaim the Streets 193 The Selfish Capitalist
pornography religion 169, 189 ( James) 12
hypersexualisation of replica guns 74, 75, 77–8 Sentencing Council 143
the culture 116, repression 102, 103 ‘separation anxiety
118, 120–8 Republican Party 164 disorder’ 90
sex, sexuality and child resilience 45 serial killers 169
sexual abuse 145, resistance to consumption serotonin 93
146 187–201 sex 145–8
sexualised popular how to resist 193–5 Sex and Relationships
culture 150, 152 manifesto for resistance Education (SRE)
and violence 28–30 196–8 157
post-formal operations McDonaldisation of Sex and the City 122
stage 170–1 childhood 190–3 sex industry 151
modest makers 198–9 sexism 151
217
sexting 154 commercialisation Star Wars 35, 36

sexual abuse of girls’ bodies state intervention 192–3,
definition of child 112–13 205
abuse 21 sexualised popular statutory investigations 25
hypersexualisation of culture 149–61 stereotyping 65, 95, 152,
the culture 126 academic 153, 158
internet and child perspectives Still Waters in a Storm
sexual abuse 152–4 178, 179–86
130–44 definitions and ‘Stop Pimping Our Kids’
the abusers 134–5 discourses campaign 156
advice for child 150–1 Stop Shopping Gospel
welfare initiating a gendered Choir 174–5
professionals analysis 157–8 stranger danger 89, 132
142–3 overview 149–50, ‘style failure’ 40
advice for parents 158–9 substance abuse 12
and carers policy frameworks The Sun 155
138–40 152–4 supervised freedom 192–3
costs of investigation sexualisation Sweden 43
137–8 in popular
defining sexual discourse 154–6 Talen, Bill (Reverend
exploitation sexuality 118, 145–8 Billy) 174–5
131–3 Shakespeare, William 179 taxes 103–4
facts and figures ‘significant harm’ teen porn 121
130–1 commercial and television
the history 135–7 corporate child obesity and junk
social networking exploitation 21 food 53, 56, 58,
140–2 definition 21–2 61–2
statistics 133 examples 23–8 commercial and
outdoor dangers 89 food 24–6 corporate
sexual assault 119–20, 122 violence and exploitation 18, 20
Sexual Assault Nurse pornography consumer culture 35,
Examiner (SANE) 28–30 38, 43
122 women’s body image critical thinking 171
sexual exploitation 109–61 26–8 nature deficit 90, 94
as child abuse 30–1 Situationists 194, 196, 197 sexualised popular
commercialisation sleep deprivation 92 culture 153
of girls’ bodies SMART guidelines 139 terrorism 172
110–15 smartphones 19, 55, 59, 62 testosterone 69
definition 131–3 social gaming 57 Texan Republican Party
hypersexualisation of social identity 43 164, 165
culture 116–29 social learning 70 text messages 59
internet and child social networking 54, 55, Thatcherism 11
sexual abuse 58, 62, 140–2 theater 178–9
130–44 spectacle 195, 197 theft 106
sex, sexuality and child Spider-Man 35, 36 theme parks 36
sexual abuse 145–8 sponsorship 54 This Little Kiddy Went to
sexualised popular sports 88, 94, 105, 176 Market (Beder et
culture 149–61 spousal abusers 169 al.) 18
sexualisation SRE see Sex and Toddlers in Tiaras 113
commercial and Relationships To Have or To Be?
corporate Education (Fromm) 205
exploitation 19, 20 Starbucks 57
218
Subject Index
toys science of violent World Health

child obesity and junk entertainment Organization 114
food 52, 54 65–85 wrap-round childcare 94
consumer culture 35 activating aggressive
science of violent concepts in the X Factor 58
entertainment brain 77–8
65–71, 80 boys and toys 68–71 youth culture 157
sexualised popular boys and video games YouTube 55
culture 153 71–3
Toy Story 35 how changes to
traffic 89 behaviour are
trafficking 146 caused 76–7
‘traffic light’ food labelling overview 65–6,
52 79–80
trainers 40, 41, 42, 44 positive impact of
trauma 102 play and games
Tronic, Professor 112 66
Twitter 55, 58 ‘risk factor’ approach
two-way marketing 55 66–7
video game
UGG boots 43 controllers 74–5
Umbro 176 video games and
UNICEF UK 37, 45, 46 gender 73–4
United Nations (UN) 132, sexualised popular
145, 147 culture 150, 152,
user-generated marketing 158–9
55, 58 viral marketing 54, 58
utopian socialism 189 virtual reality 74
utopian thought 189–90, Vogue 113, 117
193, 194, 196, 198,
199 war 172
War on Terror 172
vending machines 55, 59 ‘watershed’ 20
video games wealth distribution 103–4
consumer culture 35 weapons effect 77
junk food 55, 57 Weber, Max 190
resistance to White supremacy 164,
consumption 197 168, 171
science of violent wild spaces 88–9, 95
entertainment The Wire 170
66–7, 71–5 witch hunts 147
sleep deprivation 92 women’s body image see
violence body image
desensitisation to 78 women’s organisations 152
hypersexualisation of The Wonderland Club
the culture 116 130, 131, 136
myth of choice 102, Wooster Group 178–9
104, 105, 107 workaholism 99
and pornography 28–30 Working Together to
‘risk factor’ approach Safeguard Children 21
66–7
219
Author Index
Adorno, T. 166, 173 Benenson, J.F. 68 Centers, R.E. 68

Aken, M. 73 Benjamin, A.J. 77 Chan, A. 59
Althusser, L. 103 Bennett, R. 41 Channel 4 156
Amplify 41 Benton, T. 41 Chaplin, L. 39, 40
Anderson, C.A. 67, 71, 72, Berger, A. 78 Charlesworth, R. 170
73, 77, 78, 79 Berkowitz, L. 72, 73, 77, Chester, J. 57, 58
Anderson, K.B. 77 78, 79 Childhelp 133
Andreas, P. 171 Berman, M. 193 Children’s Commissioner
APA (American Bjorklund, D. 170 for England 41, 44
Psychiatric Blakemore, J.E.O. 68 The Children’s Society 42
Association) 90 Blascovich, J. 74 Choo, H. 73
APA (American Block, A.B. 36 Christensen, C. 193
Psychological Bonnell, J. 164 Christensen, M. 193
Association) 119 Bottomley, P. 43 Christoffel, K.K. 69
Apple Insider 41 Boyle, K. 151 Claeys, G. 189
Ariely, D. 103 Branca, F. 52 Coca-Cola 59
ATL (Association of Branigan, T. 37 comScore 59
Teachers and Braunstein, D. 66, 95 Connell, R. 29
Lecturers) 41 Bridges, A. 120 Copestake, P. 164
Brockmeyer, J.H. 72, 78, Cowen, T. 104
Babiak, P. 104 79 Coy, M. 149, 151, 152,
Bailey, R. 37, 40, 153, 156, Brookfield, S.D. 166 153, 154, 156, 158
159, 160 Brownell, K. 57 Coyne, S.M. 72, 78, 79
Baker, K. 75 Brown, L. 23 CPAG (Child Poverty
Baldassaro, R. 75 Brown, L.M. 94, 95 Action Group) 43
Bandura, A. 70 Buckley, K.E. 73, 79 Croghan, R. 40
Barlett, C.P. 73, 75 Buijzen, M. 38, 39 Crown Prosecution
Barnes, B. 36 Buncher, M. 74 Service 2012 143
Bartholow, B.D. 77 Bushman, B.J. 72, 75,
Basseches, M. 170 78, 79 Daily Mail 113
Baudrillard, J. 202 Byron, T. 152 DCSF/DCMS 40
Bauman, Z. 192 Debord, G. 194–5
Baumeister, R.F. 72 Cafe, R. 133 Department for
BBC Panorama 131 Calder, M. 23 Education 164
Beck, U. 193 Calladine, D. 58 Derks, I. 74, 75
Beder, S. 18, 19, 26, 202 Cantrell, P.J. 68 Deshpande, G. 78
Bègue, L. 79 Carder, H.P. 68 Deuser, W.E. 77
220
Author Index
Dill, K.E. 72, 78, 79 Gill, R. 118, 149, 150, Jackman, G.A. 68
Dines, G. 29, 150, 151 151, 153, 154, 155, Jackson, C. 93
Dongdong, L. 73 156, 157, 158 James, O. 188
Donnerstein, E. 72, 73, Giroux, H. 191, 192 James, T.E. 60
78, 79 Goldsmith, D. 69 Jansson, A. 193
Donzelot, J. 192 Gonzales-Mena, J. 66 Jappe, A. 195
Dorfman, L. 57, 58 Goodman, J. 119 Johnson, J. 73
Dorling, D. 43 Gosden, R. 18, 19, 26, 202 Jordan, J. 120
Duffy, B. 37, 43, 45 Grafman, J. 78 Junglas, I. 59
Gray, P. 89, 91, 92
Eaves 155 Grier, S. 57, 58 Kahne, J. 71
Eichenbaum, L. 111, 113 Griffin, C. 40 Kalyanaraman, S. 74
Elliot, R. 41, 44 The Guardian 104 Kasser, T. 69
eMarketer Digital Guattari, F. 194 Kellermann, A.L. 68
Intelligence 57, 58 Kelly, L. 152, 153, 158
End Violence Against Hamilton, J. 155 Kerr, D. 164
Women 151, 152, Hamilton, J.A. 68 Khoo, A. 73
153, 155, 157, 159 Hare, R.D. 104 Kim, K.H. 91–2
Eron, L. 74 Harinck, H. 68 Kirsch, S.J. 72, 78, 79
Evans, C. 71 Harris, J. 57 Kirwil, L. 71, 78
Harris, R.J. 75 Klein, N. 196–7
Facebook 57, 58 Harvey, D. 192 Klinesmith, J. 69
Farah, M.M. 68 Harvey, L. 154, 156, 158 Klinger, L.J. 68
Farrar, K. 74 Hasan, Y. 79 Krahé, B. 71, 72, 78, 79
Fawcett Society 150 Heatherton, T.F. 72 Krcmar, M. 74
Featherstone, M. 189 Hellendoorn, J. 68 Krueger, F. 78
Felber, J. 78 Herman, J. 126
Felten, A. 78 Heydekorn, J. 74, 75 Lacan, J. 99, 101
Ferguson, H. 191, 193 Highfield, K. 66, 71 Lamb, S. 94, 95
Feshbach, S. 70 HM Government 21, 22 Lang, T. 56
Fletcher, R. 66 Hofferth, S. 88 Lasch, S. 193
Foehr, U.G. 71 Honore, C. 86, 90, 94, 95 Lasn, K. 197
Fox, M. 89 hooks, b. 196 Lebrun, J.-P. 99
Fox Harding, L. 193 Horkheimer, M. 166, 173 Lee, K. 158
Freeland, C. 104 Horsman, J. 172 Lenhart, A. 71
Freeman, E. 66 Horwath, J. 23 Lenroot, R.K. 78
Freud, S. 98 Huesmann, L.R. 71, 72, Leonard, C. 41, 44
Frisby, D. 193 73, 74, 78, 79 LePage, A. 77
Fromm, E. 173, 174, 205 Huffington Post 52 Leveson, B. 155
Frye, M 119 Hunter, J. 40 Levitas, R. 189
Fukuda, D. 100 Huston, A.C. 70 Liau, A. 73
Fung, D. 73 Liberman, R. 120
Funnell, N. 150 Ihori, N. 72, 79 Lindmark, P. 74
International Lindstrom, M. 34
Garner, M. 149, 151, 152, Telecommunication Linz, D. 73
153, 154, 156 Union 130 Liss, M.B. 68
Geen, R.G. 72 Intersperience 58 Liverpool Victoria
Geib-Cole, S.J. 68 Isaksen, K.J. 40, 44 Friendly Society 34
Gentile, D.A. 72, 73, 74, Itzin, C. 146 Livingstone, S. 154, 156,
78, 79 Ivory, J.D. 74 158
Giddens, A. 193 Lobstein, T. 52
221
London School of Office of the Children’s Sagerman, S. 69

Economics and Commissioner 132 Sakamoto, A. 72, 79
Political Science 70 O’Neill, E. 172 Salecl, R. 18, 99
Louv, R. 86, 87, 88, 90, Opree, S. 39 Saleem, M. 72, 79
93, 95 Orbach, S. 27, 101, 111, Salter, R. 164
113, 114 Sandlin, J.A. 174
Macgill, E.R. 71 Ormrod, J. 43 Sarwar, S. 164
Malamuth, N. 73 Orobio de Castro, B. 73 Scharkow, M. 79
Marano, H.E. 86, 88, 89, O’Sullivan, E.V. 172 Scharrer, E. 120
91, 92, 95 Owst, G.R. 65 Scherer, K. 75
Marcuse, H. 167, 204 Schor, J. 38, 39, 189
Markett, S. 78 Papadopoulos, L. 152, 153 Schwartz, M. 57
Markey, P.M. 75 Parent, M. 59 Sekander, Y. 57
Mayo, E. 18, 35, 36, 40 Passy, R. 164 Seybold, P.B. 34
McAndrew, F.T. 69 Peng, Y. 69 Sheikh, S. 164
McGloin, R. 74 Persky, S. 74 Shelton, A. 74
McRobbie, A. 150, 151, Phillips, C.M. 72 Shibuya, A., 72, 79
158 Phillipson, G. 56 Shope, G.S. 72
Melzer, A. 74, 75 Phoenix, A. 40 Simon, H.K. 68
Mendoza, A. 70 Piaget, J. 170, 171 Sim, T. 73
Middaugh, E. 71 Pitt, L.F. 59 Sinnott, J. 170
Millstone, E. 56 Plumb, J. 95 Skalski, P. 74
Mind 93 Podolski, C. 74 Slife, B.D. 71
Mitchell, R. 93 Polman, H. 73 Smithers, R. 34
Moise-Titus, J. 74 Pope, S. 37, 43, 45 Smith, J.K. 75
Mojab, S. 172 Postman, N. 119, 205 Southall, A. 89, 90, 91, 94
Möller, I. 71, 72, 78, 79 Potts, R. 70 Spyropoulou, S. 59
Monbiot, G. 23, 90 Press Gazette 155 Stack, A.D. 72
Montag, C. 78 Steffgen, G. 74, 75
Montgomery, K. 57, 58 Raney, A.A. 75 St George, J. 66
Moore, R. 88 Reed, C. 164 Stonner, D.M. 72
Moore, S. 23 Republican Party of Texas Straus, M. 78
Moss, S. 46, 86, 89, 90, 91 164 Strenziok, M. 78
Mumsnet 156 Reuter, M. 78 Sun, C. 120
Munro, E. 197 Rideout, V.J. 71 Sweet, O. 37, 43, 45
Ringrose, J. 154, 156, 158 Swiecicka, J. 37, 43, 45
Nairn, A. 18, 35, 36, 37, Ritzer, G. 190–1 Swing, E.L. 72, 73, 79
40, 43, 45, 188 Roach, C. 158
Negri, A. 194 Robbins, M. 155 Tamborini, R. 74
Newport, B. 78 Roberts, D.F. 71 Tanz, R. 69
Newton, M. 106 Roedder, J.D. 39, 40 Tappen, E.D. 94, 95
Nicholas, L.H. 106 Roper, S. 40, 44 Thiara, R. 153
Nielsen 57, 58 Rosewarne, L. 156 Tice, D.M. 72
Nikogosian, H. 52 Ross, D. 70 Tower Sargent, L. 189
Norton, M.I. 103, 104 Ross, S.A. 70 Trautner, P. 78
Roszak, T. 93 Tripodi, J.V. 54
Object 155, 156 Rothschild, J. 193 Turner, C.W. 69
Ofcom 58 Rothstein, H.R. 72, 79 Turvey, D. 23
Office for National Rychlak, J.F. 71 Twitchell, J.B. 106
Statistics 150
Sacks, D.P. 72 United Nations 132, 153
222
Author Index
Valkenburg, P. 38, 39
van der Meer, E. 78
Varney, W. 18, 19, 26, 202
Vitak, J. 71
von Abrams, K. 58
Wacquant, L. 192
Wakeling, J. 151
Walby, S. 151
Walsh, M. 57
Walter-Bailey, W. 119
Walter, N.T. 78
Warburton, W. 95
Warburton, W.A. 66, 67,
71, 72, 78, 79
Wartella, E. 73
Watson, M. 69
Weaver, J.B. 120
Weber, B. 78
Weber, M. 190
West, C. 196
Whelehan, I. 150
Whitaker, J.L. 75
Winship, S. 104
Woolf, J. 199
Wosnitzer, R. 120
Wright, J.C. 70
YouTube 112
Zillmann, D. 120
223

Jim Wild (Ed.) - Exploiting Childhood - How Fast Food, Material Obsession and Porn Culture Are Creating New Forms of Child Abuse (2013, Jessica Kingsley Publishers) PDF

Uploaded by

Copyright:

Available Formats

Jim Wild (Ed.) - Exploiting Childhood - How Fast Food, Material Obsession and Porn Culture Are Creating New Forms of Child Abuse (2013, Jessica Kingsley Publishers) PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Jim Wild (Ed.) - Exploiting Childhood - How Fast Food, Material Obsession and Porn Culture Are Creating New Forms of Child Abuse (2013, Jessica Kingsley Publishers) PDF

Uploaded by

Copyright:

Available Formats

‘Keenly researched and powerfully argued, this is a clarion call for the

protection of children against insidious forms of harm. A courageous and

‘Child protection is everyone’s business – or at least it should be! This

‘Over 12 years of delivering Local Safeguarding Children Board (LSCB)

Edited by Jim Wild

Jessica Kingsley Publishers

Part 1 Commercial Exploitation

Part 3 Fighting Back Against

You have to wonder why in one of the most advanced countries

Society is, on the whole, very good at identifying the obvious

permitted to advertise heavily to populations, leading to widespread

largely unregulated contemporary cultures found in America and

events leading to this book took place, and their inspirational

This book has been written to describe the emerging problems

that the concerns described within this book should be considered

• the use of celebrities to exploit a child’s trust in authority figures

• retailers offering age-appropriate clothes for children – the retail

technologies move rapidly on, allowing corporate, commercial

of ill-treatment may include the degree and the extent of

Example 1a: Parental poisoning of a child

Example 1b: A corporate food manufacturer

possible prizes. The company knows families are busy and

In Example 1a there is a need for statutory intervention, which will

• Ninety-six per cent of children and young people do not eat

Example 2: Women and bodies

Example 2a: Parents’ concerning behaviour

Example 2b: Corporate and commercial

Exploitation of women’s bodies according to Orbach is orchestrated

person’s welfare and the parents’ obsessive concerns. However,

Example 3: Violence and pornography

Example 3a: A father teaching his son violence and abuse

Example 3b: The corporate and commercial

According to Connell (2001) there is now a clear connection

In Example 3a there are criminal concerns about the way a father

Is corporate, commercial and sexual

or dated merchandise; Agnes Nairn’s contribution highlights the

Arguments, Bullies and

Professor Agnes Nairn

The global children’s market is estimated to be worth almost

affect peer relationships and are strongly associated with bullying.

which is undoubtedly the Disney corporation. One of their most

Consumer culture and

satisfaction but to depression, anxiety, low self-esteem and a range

own self-concept and to define themselves in part by the branded

the same clothes or accessories as their classmates…schools and

Those who have less want more

young people feel pressure to own certain brands, replied that it is

contemporary UK society that, ‘You can live in a dustbin but as

Helping children and young people

parents involved in simple, free-of-charge outdoor activities

Branigan, T. (2012) ‘Chinese parents defrauded by “perfect” education.’ The

Child Obesity and the

This chapter describes how the food industry encourages over-

There are also non-commercial influences on the dietary

Marketing junk food

All too frequently, service stations, steakhouse chains and pubs offer

Figure 4.1 UK price changes in foods, 1992–2010

to the point of encouraging dental disease, liver disease, heart

checkouts in every store. By the end of the 1990s the number of