ERIC Number: ED411331
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Is Youth Violence Just Another Fact of Life? Some Kids Resilient; Some Kids at Risk. Clarifying the Debate: Psychology Exmaines the Issues.
American Psychological Association, Washington, DC.
Psychological research has demonstrated that violence is learned, and it has identified some factors that put children at risk of perpetrating or being victimized by violence. Because aggression is often learned at an early age, prevention programs that start early in childhood and continue throughout adolescence have the best chance for success. Some children demonstrate resilience, 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 be cultivated by early experiences that counter the negative effects of violence. These experiences, which include positive role models and events that develop self-esteem and hope for the future, promote a sense that one is in control of one's own life and can cope with whatever may happen. Research has indicated that exposure to televised violence is one of the significant causes of violence in our society. Exposure through television is but one of the ways violence is taught, but in any case, the process by which violence is taught is circular, beginning with the family and coming home to the next generation. Youth violence prevention programs must start early, educate parents and other caregivers, consider the spectrum of antisocial behavior, and include numerous components of the child's environment. (Contains 14 references.) (SLD)
Descriptors: Aggression, Early Intervention, Elementary Secondary Education, Family Influence, High Risk Students, Prevention, Program Development, Resilience (Personality), Role Models, School Safety, Self Esteem, Urban Schools, Victims of Crime, Violence
American Psychological Association, 750 First Street, N.E., Washington, DC 20002.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: American Psychological Association, Washington, DC.
Note: A joint project of the APA Office of Public Communications and the Office of Public Policy.