There is no gene for violence. Violence is a learned behavior, and it is often learned in the home or the community from parents, family members, or friends. Children are more aggressive and grow up more likely to become involved in violence if they witness violent acts. The home is the most fertile breeding place for this situation. A major example: A child who sees a parent or other family member abused is more likely to see violence as a way to solve problems and therfore be more likely to abuse others. However, studies do suggest there is a connection between violent behavior and some inherited traits. Research has shown that impulsivity, learning difficulties, low IQ, or fearlessness can make someone prone to violence. Additionally, rates of violence vary in all groups, but are highest among males.
Psychological research has not only demonstrated that violence is learned. It has also identified the factors that put children at the greatest risk of perpetrating or being victimized by violence, along with the prevention and intervention programs that work.
Aggression is often learned at an early age. In fact, according to Reason to Hope, the 1994 report by the APA Commission on Violence and Youth, it is possible to predict from an eight-year-old’s aggressive behavior in school how aggressive that child will be in adolescence and adulthood--including whether he or she will exhibit criminal and antisocial behavior. This is why prevention programs that start early in childhood and continue throughout adolescence have the best chance for success.
Some children demonstrate a resiliency, almost from birth, that protects them from becoming violent or that makes them less vulnerable to the effects of violence. Psychological research suggests that resilience can also come from early experiences that counter the negative effects of violence. These experiences include:
The process by which violence is taught is circular: It begins in the family, expanding through the culture of the larger society in which a child grows and matures and then again is reinforced or discouraged in the family.
The search for ways to help children learn more appropriate behaviors (i.e., nonviolent responses to life stressors) requires a close look at institutional practices, public policies, and media programming that perpetuate violent attitudes, images, and behaviors.
When parents demean and strike each other or their children, when children are encouraged to be bullies or fight back on the playground, and when they have easy access to real or toy guns and other weapons, violence is being taught.
When stereotypes and prejudice frame interactions with people who are different from ourselves, the scene is being set for violence. Glorifying war and relishing violence in competitive sports may reinforce violent behavior.
When violence and sexual aggression are combined in the media, in song lyrics, in multimedia computer games, and in the vernacular, the message of violence (including sexual assault) is reinforced.
Example:
Eminem's song "Guilty Conscience"
By contrast, we reduce the chance of violence in our youth when we give them the ability to arrive at nonviolent solutions to problems by teaching them skills such as:
Parent training and support, Head Start and school-based programs, peer mentoring and support programs, individual and family counseling and therapy, and community-based programs appear to work best.
In summary, to be effective, youth violence prevention and intervention programs must:
