Violence Among Teens and Young Adults

Violence among teens and young adults nation wide appear to be on the increase and may as believed by some be reaching endemic proportions. Is it simply bullying or is the violence indicative of something much more involved? Is this problem as resent research may suggest be related to brain chemistry and an immature prefrontal cortex and as such are we too quick to blame adolescents for incidents we adults believe could have been easily avoided? Is it related to cultural difference, stress, or a history of social conditioning? What can be done about this increasing concern and who is responsible for the reverse of this trend? Biochemical differences within the brain may in part be responsible for teen and young adult violence. Since the birth of functional magnetic resonance imaging (f MRI) recent comparison studies have pointed out a difference in the teen vs. adult prefrontal cortex of the brain responsible for executive functioning that brings about reasoning skills, planning and voluntary behavior. MRIs have shown in teens that the skull thickens but the brain is 90% that of an adults. The brains over-all breadth is stable but the components change in size and shape. There are also alterations in neurons that are involved in decision making, judgment and impulse control. These studies have suggested an underdeveloped prefrontal cortex in adolescents and young adults and as such brain function that support cognitive control of behavior are not yet mature. (Beatriz Luna, director of the Laboratory of Neuro-cognitive Development at the University of Pittsburgh). Leslie Sabbagh (science journalist specializing in medicine and aerospace) states that in every day life general overtaxing of the prefrontal cortex may undermine executive function, impairing planned behaviors and choices that suggest why adolescents exhibit impulsive or thoughtless behavior. Conjointly, Luna comments it is easier for adults to suppress bad responses to peer pressure then teens as adults are better able to keep themselves in line, rather than succumbing to temptation. Susan F. Tapert, (associate professor of psychiatry at the University of California, San Diego investigating spatial working memory in teens ages 12 to 14 and ages 15 to 17) suggests that this age group becomes much less efficient when they are stressed with overwhelming responsibilities. Further, adolescents who feel overwhelmed are inclined to make bad decisions. Only at the end of adolescence, Tapert states, is spatial working memory more efficiently distributed across brain regions. Violent behavior as suggested by researchers Daniel Strueber, Monika Lueck and Gerhard Roth (Hanse Institute for the Advance study in Delmenhorst Germany and at the Institute for Brain Research at the University of Bremen) never erupts from a single cause. Rather it appears to result from a complex web of related factors. Some of these factors appear to be neuro-chemically inherited, some due to damage to the frontal cortex. Others may be anatomical and yet others are manifest through childhood experience or environmental conditioning. The greater gender at risk for outward physical aggression appears within males. In many animal species, male aggression has been closely linked to testosterone levels. In humans, the association seems slight however researchers have found significantly higher levels of

testosterone in violent offenders as compared with nonviolent offenders. Notably, of those females who exhibit increased aggression they too have been shown to have higher levels of testosterone. It is known that testosterone is subject to substantial fluctuation and increase for example in males just prior to competitive sporting activities. This level remains higher for a greater length of time among winners but seems to decrease rapidly among the losers. Unremitting competition and notably conflict in general may accordingly permanently alter testosterone levels. Commonly, in accordance with Strueber, Lueck and Roth male testosterone levels seem to peak in the late teens and remain high until the mid-20s exactly the age group in which male aggression and violence are most common. Low levels of serotonin known to be an inhibitory and fear-reducing chemical in the brain may also be linked to antisocial and impulsive acts of violence. Comparatively, those with decreased serotonin levels are also proven to suffer from depression with among other symptoms that of impulsivity, irritability and fear. Psychologist James Dabbs of Georgia State University suggests that biochemical differences maybe genetic or behaviorally linked to environmental factors. As an example, the most severe and early cases of abuse and neglect in childhood may have a permanent impact upon the reduction of serotonin levels within the brain that in turn may point to a greater risk for predisposed violent and/or explosive behaviors. These psychosocial risk factors may include serious deficiencies in early parent-child relationships such as failure to thrive cases, neglect, physical/sexual abuse, inconsistent parenting, persistent parental conflict, break-ups, loss in the family, parental criminality and poverty relations can over the course of time lead to severe developmental disorders such as lowered impulse control, lack of empathy and reduced capacity for resolving conflict. Because of diminished reasoning skills teens most often fail to appropriately weigh risks against benefits. With a reduced capacity for conflict resolution and reasoning adolescents and young adults may more readily turn to potentially destructive coping behaviors such that of responding to peer pressures, cutting, violence, promiscuity, alcohol and/or other drug abuse in order to quell interpersonal conflict or to more greatly enhance feelings of well being. More aptly they appear to choose impulsively greater more pleasurable gains such that again of alcohol/drugs, cutting or promiscuity as hormones (endorphins) are released during a period of development when the pleasure center (nucleus accumbens) of the brain is said to be more well developed then that of the prefrontal cortex. Understanding the limitations and capabilities of the teen and young adult brain is imperative for education and psychological assessment. Current strategies for reversing the trend of violence in teens and young adults within school and home settings seem incomplete and/or may be inconsistently utilized. As we are all affected by the violence, I believe we are all responsible for reversing the trend by taking a closer look as to whether we are contributing to the problem or helping overcome it. For now the following are empirically supported recommendations for helping adolescents and young adults avoid unhealthy risks:

1. Create a de-stressed learning environment for children while they develop increasing endogenous control. 2. Reduce and/or more closely monitor work loads such that of homework or multitasking activities. 3. Protect those who are teased or those who may standout with learning disabilities, cultural or behavioral differences through physical presents and intervention. 4. Teach empathy, tolerance, understanding and anger management. 5. Teach adequate communication and conflict resolution skill. 6. Encourage the use of intuition when reasoning skill capacity appears limited or impacted by irrational consequential benefits. 7. Offer well reasoned arguments for resisting risky behaviors as well as factual evidence and examples of social norms. Offer safer alternatives. 8. Remove or limit opportunities that promote risky behaviors such that of alcohol or drug use. Implement a higher drinking age; limit the number of peers who can accompany young drivers. 9. Encourage the use of self-binding contracts such as in not cutting, hurting self or others or engaging in promiscuity or attending unsupervised parties. 10. Encourage the development of recognizing early warning signs that may signal immediate or pending danger. before it is too late i.e. raising of voice, clenching of fists, tightening of jaw, feelings of isolation, loss of appetite, insomnia, irritability, lack of concentration, feelings of helplessness or hopelessness. 11. Encourage the development of healthy vs. unhealthy behaviors through exposure to media that may be emotionally evocative. 12. Encourage the use of outside support systems such that of Human Service Agencies, physicians, and therapists who can offer financial assistance/monitoring, pharmaceutical and cognitive behavioral therapies. 13. When using discipline or implementing consequences, give back that which you have taken in self-esteem or self worth by pointing out both the incorrect behavior as well as behaviors that have previous been performed well. 14. Encourage the use of positive self-talk. 15. Get involved in your teenagers life. Stay involved despite their resistance, which are often no more then attempts at protecting their pride/ego while seeking healthy independence.