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Disordered Views of Aggressive Children

American society made an unannounced site visit to the social and behavioral sciences recently in the midst of a rising national epidemic of youth violence.1-3 The unusual visit took place in hundreds of public and private forums around the United States as major institutions of local, state, and federal government turned to individual researchers, their professional organizations, and their funding agencies for science-based insights and solutions to the violence crisis. Although unannounced in the conventional sense, the collective visit certainly was not unexpected. As the National Research Council's Committee on Basic Research in the Behavioral and Social Sciences concluded almost a decade ago, "few demands on the behavioral and social sciences are more insistent than the call for knowledge on how to reduce the threat of these dangerous acts."4 Indeed, the United States has invested heavily during the past half century in scientific approaches to understanding, curbing, and preventing childhood aggression. Thus, the national violence crisis provided a natural occasion and very specific agenda for seeking a return on that investment. Those in search for an immediate solution to the violence crisis found little guidance from the scientific community. What they did find, however, was a rich foundation of data useful for thinking about solutions on a longer time horizon. Emerging from decades of scientific evidence concerning risk factors, concurrent correlates, sequelae, and life course patterns of aggression and antisocial behavior, several robust trends stood out as particularly salient.5,6 First, the majority of children engage in some form of aggressive and/or antisocial behavior during their adolescent years but desist following a limited period of experimentation. Second, the most persistent and severe patterns of antisocial and aggressive behavior often originate much earlier in life among a much smaller group of children. Third, these latter children are significantly more likely than the others to come from disadvantaged backgrounds characterized by multiple risk factors, and to perform less well on measures of cognitive, emotional, social, and nervous system functioning. Fourth, once the aggressive and antisocial lifestyles of these children develop and stabilize, they tend to be remarkably refractory to interventions. There remains