Range of Violent Behavior

Violent behavior in children and adolescents can include a wide range of behaviors:

explosive temper tantrums, physical aggression, fighting, threats or attempts to hurt others (including homicidal thoughts), use of weapons, cruelty toward animals, fire setting, intentional destruction of property and vandalism.

Factors Which Increase Risk of Violent Behavior

Numerous research studies have concluded that a complex interaction or combination of factors leads to an increased risk of violent behavior in children and adolescents. These factors include:

  • Previous aggressive or violent behavior.
  • Being the victim of physical abuse and/or sexual abuse.
  • Exposure to violence in the home and/or community.
  • Genetic (family heredity) factors.
  • Exposure to violence in media (TV, movies, etc.).
  • Use of drugs and/or alcohol.
  • Presence of firearms in home.
  • Combination of stressful family socioeconomic factors (poverty, severe deprivation, marital breakup, single parenting, unemployment, loss of support from extended family).
  • Brain damage from head injury.

Children at school:

Although the roots of child violence are varied, violent youth often share a pattern of beliefs and feelings that support their aggressive behavior. In some cases, it is relatively easy to punish the behavior, but it can be much more difficult to change the underlying thoughts and emotions of a violent child.
Aggressive students often exhibit deficits in social information processing; that is, they are likely to misinterpret social cues and misassign hostile intent to others, especially during times of stress. They are more likely than others to have some social skills deficits such as poor impulse control, low frustration tolerance, limited ability to generate alternative responses to stress, and limited insight into the feelings of self and others. Social skills training can be crucial to these students.
They also may be frequently frustrated and yet have fewer skills than others to cope with the frustration. Additional sources of frustration for these students include:

  • Disorganized or inconsistent teachers.
  • Failure.
  • Boredom.
  • Lack of positive reinforcement.
  • Irrelevant curriculum.
  • Overexposure to punishment.
  • Feelings of powerlessness.

How to Respond

When children commit acts of violence, this behavior is determined by multiple influences. Many believe that violent media create a culture which can be toxic for children. Violent video games introduce a unique feature: the individual creates and participates in the violence. However, a child, even a vulnerable child, is neither a sponge nor a blank slate. The message that violence is necessary, fun, acceptable and without negative consequences has become the norm in violent media, and particularly in violent video games. This message can be changed. Meanwhile, research to identify high risk as well as protective factors should proceed.
A nurturing, caring environment is one antidote to frustration and aggression. Teachers who are therapeutic demonstrate a high level of self-awareness and self-confidence, realistic expectations of self, and the ability to exhibit and model self-control in managing stress and frustration. Therapeutic teachers can develop the type of nurturing environment needed to establish trust and rapport with theirstudents.
Many specific strategies are available to educators to help troubled students. However, early intervention is by far the most important predictor for success. Experts agree that if comprehensive intervention is not provided by Grade 3 or 4, success in ameliorating aggression is unlikely.

Treatment

The earlier a child is identified as needing help, the better the chance of success.

Home:

Violent children usually come from violent homes. With all children, but particularly with young children, treatment must involve the entire family whenever possible. This family focus must include a realistic response to any evidence of domestic violence. Successful treatment also must enlist extended family and community support systems to supplement the work of professionals.

School:

Family preservation usually is the front line for child welfare services, but its rate of success is higher with relatively passive abused or neglected children than with aggressive ones, according to Fraser’s research. For school-age children, effective treatment must address not only family relationships but also school and peer relationships–either directly, in the residential environment, or indirectly through coordination of services. Today’s educators need new sets of skills not only to deal with violent youngsters but to create a nonviolent culture for all their students.

Residential treatment:

Treatment is expensive, and the best treatment is very expensive. But violent youngsters need intensive training to learn new interaction strategies. Family-focused residential treatment must be considered as an early option–not just a last resort. The cognitive-behavioral work that is most successful in bringing children to adopt new responses to stimuli probably works best in a residential environment. Because of experiences they’ve had in the past, and perhaps because of individual processing defects, violent children perceive hostility even when it isn’t there. They need to develop the ability to solve problems without resorting to force or coercion, to gain new information processing and communication skills. Children, especially young children, learn best in nurturing environments.

How can we prevent violent behavior in children?

Children as young as preschoolers can show violent behavior. Parents and other adults who witness the behavior may be concerned, however, they often hope that the young child will “grow out of it.” Violent behavior in a child at any age always needs to be taken seriously. It should not be quickly dismissed as “just a phase they’re going through!
Research studies have shown that much violent behavior can be decreased or even prevented if the above risk factors are significantly reduced or eliminated. Most importantly, efforts should be directed at dramatically decreasing the exposure of children and adolescents to violence in the home, community, and through the media. Clearly, violence leads to violence.
In addition, the following strategies can lessen or prevent violent behavior:

  • Prevention of child abuse (use of programs such as parent training, family support programs, etc.).
  • Sex education and parenting programs for adolescents.
  • Early intervention programs for violent youngsters.
  • Monitoring child’s viewing of violence on TV/videos/movies.

Sources: AACAP, Cultural Policy

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