when I was a graduate student I wanted to be Salma from The Flintstones
to be Salma from The Flintstones
to be Salma from The Flintstones for Halloween I went to a grocery store
for Halloween I went to a grocery store
for Halloween I went to a grocery store and I bought a dog bone for my hair and
and I bought a dog bone for my hair and
and I bought a dog bone for my hair and on my way out I saw a man looking
on my way out I saw a man looking
on my way out I saw a man looking straight into my eyes almost immediately
straight into my eyes almost immediately
straight into my eyes almost immediately I knew I was in trouble the next thing I
I knew I was in trouble the next thing I
I knew I was in trouble the next thing I knew I was on the pavement with a gun to
knew I was on the pavement with a gun to
knew I was on the pavement with a gun to my head I got a hit on the head with the
my head I got a hit on the head with the
my head I got a hit on the head with the gun and my head was bleeding and I was
gun and my head was bleeding and I was
gun and my head was bleeding and I was rushed to the emergency room where I
rushed to the emergency room where I
rushed to the emergency room where I spent the night filled with fear and
spent the night filled with fear and
spent the night filled with fear and anger I wanted my attacker dead then but
anger I wanted my attacker dead then but
anger I wanted my attacker dead then but I feel compassionate with him now so I’m
I feel compassionate with him now so I’m
I feel compassionate with him now so I’m a developmental psychologist and the
a developmental psychologist and the
a developmental psychologist and the director of the kids interaction and
director of the kids interaction and
director of the kids interaction and neuro development lab much of my
neuro development lab much of my
neuro development lab much of my research program was shaped by the
research program was shaped by the
research program was shaped by the events of that night and my research
events of that night and my research
events of that night and my research looks at the neurobiology of empathy and
looks at the neurobiology of empathy and
looks at the neurobiology of empathy and how it can go awry in children with
how it can go awry in children with
how it can go awry in children with aggression today I want to share with
aggression today I want to share with
aggression today I want to share with you some insights from neuroscience and
you some insights from neuroscience and
you some insights from neuroscience and also from working with aggressive kids
also from working with aggressive kids
also from working with aggressive kids in how those insights helped me consider
in how those insights helped me consider
in how those insights helped me consider my aggressor as somebody worthy of
my aggressor as somebody worthy of
my aggressor as somebody worthy of compassion and remediation and with that
compassion and remediation and with that
compassion and remediation and with that in mind I want to share with you three
in mind I want to share with you three
in mind I want to share with you three things today the first we can identify
things today the first we can identify
things today the first we can identify neurobiological factors associated with
neurobiological factors associated with
neurobiological factors associated with aggression as early as childhood second
aggression as early as childhood second
aggression as early as childhood second these factors are not immutable they can
these factors are not immutable they can
these factors are not immutable they can be amplified or attenuated with
be amplified or attenuated with
be amplified or attenuated with experience and third perhaps most
experience and third perhaps most
experience and third perhaps most important of all if we understand how
important of all if we understand how
important of all if we understand how neurobiology and experience shape
neurobiology and experience shape
neurobiology and experience shape aggressive behavior this can help us
aggressive behavior this can help us
aggressive behavior this can help us change how we can how we treat
change how we can how we treat
change how we can how we treat aggressive people so advances in brain
aggressive people so advances in brain
aggressive people so advances in brain imaging technology such as magnetic
imaging technology such as magnetic
imaging technology such as magnetic resonance imaging or MRI have allowed
resonance imaging or MRI have allowed
resonance imaging or MRI have allowed neuroscientists to look under the hood
neuroscientists to look under the hood
neuroscientists to look under the hood of aggressive people
of aggressive people
of aggressive people and look into the inside of their brain
and look into the inside of their brain
and look into the inside of their brain and ask questions such as our brains
and ask questions such as our brains
and ask questions such as our brains different between violent and nonviolent
different between violent and nonviolent
different between violent and nonviolent people so we use structural MRI MRI to
people so we use structural MRI MRI to
people so we use structural MRI MRI to look in the inside of a living human
look in the inside of a living human
look in the inside of a living human brain and take a high-quality photograph
brain and take a high-quality photograph
brain and take a high-quality photograph we can ask questions such as how much
we can ask questions such as how much
we can ask questions such as how much gray matter does the brain contain and
gray matter does the brain contain and
gray matter does the brain contain and is that different between aggressive and
is that different between aggressive and
is that different between aggressive and non aggressive people so we also use
non aggressive people so we also use
non aggressive people so we also use functional MRI or fMRI to take a kind of
functional MRI or fMRI to take a kind of
functional MRI or fMRI to take a kind of movie of people as they participate in
movie of people as they participate in
movie of people as they participate in tasks such as um witnessing fear or
tasks such as um witnessing fear or
tasks such as um witnessing fear or distress or pain and others so here’s a
distress or pain and others so here’s a
distress or pain and others so here’s a picture of our new MRI scanner at UCR
picture of our new MRI scanner at UCR
picture of our new MRI scanner at UCR which is actually right around the
which is actually right around the
which is actually right around the corner from our formal building um and I
corner from our formal building um and I
corner from our formal building um and I use both of these techniques to look at
use both of these techniques to look at
use both of these techniques to look at why and how children become aggressive
why and how children become aggressive
why and how children become aggressive because even though the media focuses on
because even though the media focuses on
because even though the media focuses on these extreme incidents at these extreme
these extreme incidents at these extreme
these extreme incidents at these extreme instances of violence among adult males
instances of violence among adult males
instances of violence among adult males the truth is that violence later in life
the truth is that violence later in life
the truth is that violence later in life is actually quite rare in a perpetrators
is actually quite rare in a perpetrators
is actually quite rare in a perpetrators life and we can observe aggressive
life and we can observe aggressive
life and we can observe aggressive behavior much earlier as young as 2 or 3
behavior much earlier as young as 2 or 3
behavior much earlier as young as 2 or 3 years of age and sometimes even in the
years of age and sometimes even in the
years of age and sometimes even in the first year of life so in my work I focus
first year of life so in my work I focus
first year of life so in my work I focus on children with conduct disorder and
on children with conduct disorder and
on children with conduct disorder and these are problems such as aggression
these are problems such as aggression
these are problems such as aggression and bullying and hurting animals so I
and bullying and hurting animals so I
and bullying and hurting animals so I look at these children and I show them
look at these children and I show them
look at these children and I show them movies of people in pain or in distress
movies of people in pain or in distress
movies of people in pain or in distress I want to I want to understand how they
I want to I want to understand how they
I want to I want to understand how they respond to these movies so I’m gonna
respond to these movies so I’m gonna
respond to these movies so I’m gonna show you of an example of one of the
show you of an example of one of the
show you of an example of one of the images that I showed and this I did in
images that I showed and this I did in
images that I showed and this I did in collaboration with my colleagues at the
collaboration with my colleagues at the
collaboration with my colleagues at the University of Chicago just to warn you
University of Chicago just to warn you
University of Chicago just to warn you these clips were designed to elicit to
these clips were designed to elicit to
these clips were designed to elicit to demonstrate pain and to elicit empathic
demonstrate pain and to elicit empathic
demonstrate pain and to elicit empathic responses what we see is we see the
responses what we see is we see the
responses what we see is we see the engagement of a network of regions that
engagement of a network of regions that
engagement of a network of regions that are engaged in processing pain and
are engaged in processing pain and
are engaged in processing pain and distress in others and that network
distress in others and that network
distress in others and that network overlaps with a network that we have in
overlaps with a network that we have in
overlaps with a network that we have in processing pain and distress in
processing pain and distress in
processing pain and distress in ourselves and this has now been
ourselves and this has now been
ourselves and this has now been replicated in a number of labs both in
replicated in a number of labs both in
replicated in a number of labs both in adults and in children so when we show
adults and in children so when we show
adults and in children so when we show these kinds of movies to kids with
these kinds of movies to kids with
these kinds of movies to kids with conduct disorder what we see is we see
conduct disorder what we see is we see
conduct disorder what we see is we see two different patterns of behavior both
two different patterns of behavior both
two different patterns of behavior both of these patterns are very different
of these patterns are very different
of these patterns are very different from what we see in typically developing
from what we see in typically developing
from what we see in typically developing kids so in one group of kids these are
kids so in one group of kids these are
kids so in one group of kids these are kids with conduct disorder who are high
kids with conduct disorder who are high
kids with conduct disorder who are high on traits known as callous unemotional
on traits known as callous unemotional
on traits known as callous unemotional traits and these kids with this kind of
traits and these kids with this kind of
traits and these kids with this kind of profile they don’t really care about the
profile they don’t really care about the
profile they don’t really care about the emotions of other people so they might a
emotions of other people so they might a
emotions of other people so they might a child with callous unemotional traits
child with callous unemotional traits
child with callous unemotional traits might for example steal another their
might for example steal another their
might for example steal another their child’s lunch money in school or a trip
child’s lunch money in school or a trip
child’s lunch money in school or a trip a classmate in the hallway and not
a classmate in the hallway and not
a classmate in the hallway and not really care about the feelings of that
really care about the feelings of that
really care about the feelings of that child
child
child these kids are particularly problematic
these kids are particularly problematic
these kids are particularly problematic there are a really increased incidence
there are a really increased incidence
there are a really increased incidence for aggressive behavior in adulthood and
for aggressive behavior in adulthood and
for aggressive behavior in adulthood and these are the kids that we really that
these are the kids that we really that
these are the kids that we really that that we that we look out for so what we
that we that we look out for so what we
that we that we look out for so what we see when these kinds of kids look at
see when these kinds of kids look at
see when these kinds of kids look at images like that in the scanner is that
images like that in the scanner is that
images like that in the scanner is that they show an attenuated response in this
they show an attenuated response in this
they show an attenuated response in this pain processing distress network so
pain processing distress network so
pain processing distress network so that’s one group of kids the other group
that’s one group of kids the other group
that’s one group of kids the other group of kids are also diagnosed with conduct
of kids are also diagnosed with conduct
of kids are also diagnosed with conduct disorder so they have the same disorder
disorder so they have the same disorder
disorder so they have the same disorder but they’re low on these callous and
but they’re low on these callous and
but they’re low on these callous and emotional traits what we see here is
emotional traits what we see here is
emotional traits what we see here is that they’re high on what are known as
that they’re high on what are known as
that they’re high on what are known as reactive aggressive kids and these kids
reactive aggressive kids and these kids
reactive aggressive kids and these kids are they’re very emotional they’re very
are they’re very emotional they’re very
are they’re very emotional they’re very emotionally reactive and volatile and
emotionally reactive and volatile and
emotionally reactive and volatile and they often miss understand and
they often miss understand and
they often miss understand and misrepresent emotion so these kids might
misrepresent emotion so these kids might
misrepresent emotion so these kids might punch or kick or shove another kid
punch or kick or shove another kid
punch or kick or shove another kid because they feel that they’ve been
because they feel that they’ve been
because they feel that they’ve been provoked or threatened when in fact they
provoked or threatened when in fact they
provoked or threatened when in fact they haven’t so miss they miss read emotional
haven’t so miss they miss read emotional
haven’t so miss they miss read emotional information they miss read intentions as
information they miss read intentions as
information they miss read intentions as hostile or threatening when in fact
hostile or threatening when in fact
hostile or threatening when in fact they’re not so when these kinds of kids
they’re not so when these kinds of kids
they’re not so when these kinds of kids look at images of pain and distress in
look at images of pain and distress in
look at images of pain and distress in the scanner what we see
the scanner what we see
the scanner what we see is that they show an amplified response
is that they show an amplified response
is that they show an amplified response right so the second set of studies we
right so the second set of studies we
right so the second set of studies we still need to replicate that but these
still need to replicate that but these
still need to replicate that but these findings tell us that the responses here
findings tell us that the responses here
findings tell us that the responses here are very different between the two kinds
are very different between the two kinds
are very different between the two kinds of children so the second kind of kid
of children so the second kind of kid
of children so the second kind of kid would might be happening is they might
would might be happening is they might
would might be happening is they might feel threatened or defensive themselves
feel threatened or defensive themselves
feel threatened or defensive themselves so what I find remarkable here we see
so what I find remarkable here we see
so what I find remarkable here we see all of these kids with aggressive
all of these kids with aggressive
all of these kids with aggressive behavior but when we look closely at
behavior but when we look closely at
behavior but when we look closely at their neural patterns we see that they
their neural patterns we see that they
their neural patterns we see that they get to these behaviors in such different
get to these behaviors in such different
get to these behaviors in such different ways another way of saying that is to
ways another way of saying that is to
ways another way of saying that is to say that even though all three groups of
say that even though all three groups of
say that even though all three groups of children they’re seeing the same thing
children they’re seeing the same thing
children they’re seeing the same thing right they’re seeing somebody being hurt
right they’re seeing somebody being hurt
right they’re seeing somebody being hurt the person being hurt but they’re not
the person being hurt but they’re not
the person being hurt but they’re not experiencing it the same way and I think
experiencing it the same way and I think
experiencing it the same way and I think that that’s where the challenge to
that that’s where the challenge to
that that’s where the challenge to compassion lies the most difficult thing
compassion lies the most difficult thing
compassion lies the most difficult thing about being compassionate towards
about being compassionate towards
about being compassionate towards another person in particular when
another person in particular when
another person in particular when they’re antisocial and violent is to try
they’re antisocial and violent is to try
they’re antisocial and violent is to try to understand their experience in the
to understand their experience in the
to understand their experience in the way that they’re experiencing it not in
way that they’re experiencing it not in
way that they’re experiencing it not in the way that we experience it but the
the way that we experience it but the
the way that we experience it but the way that they experience it and
way that they experience it and
way that they experience it and compassion is really stepping outside of
compassion is really stepping outside of
compassion is really stepping outside of ourselves and into the experience of
ourselves and into the experience of
ourselves and into the experience of another person and I think only when we
another person and I think only when we
another person and I think only when we do that can we confront the problem of
do that can we confront the problem of
do that can we confront the problem of violence and the prevention of violence
violence and the prevention of violence
violence and the prevention of violence so I met and that’s a very difficult
so I met and that’s a very difficult
so I met and that’s a very difficult thing to do in my work also outside of
thing to do in my work also outside of
thing to do in my work also outside of work it’s difficult to feel compassion
work it’s difficult to feel compassion
work it’s difficult to feel compassion for kids who are hurting animals or who
for kids who are hurting animals or who
for kids who are hurting animals or who are aggressive it’s much easier to be
are aggressive it’s much easier to be
are aggressive it’s much easier to be compassionate with a with an anxious
compassionate with a with an anxious
compassionate with a with an anxious child or with a worried child and I’m
child or with a worried child and I’m
child or with a worried child and I’m actually I’m not always really good at
actually I’m not always really good at
actually I’m not always really good at it I’m not always able to do it but at
it I’m not always able to do it but at
it I’m not always able to do it but at times I can and it’s those times that
times I can and it’s those times that
times I can and it’s those times that are most rewarding for me and where I
are most rewarding for me and where I
are most rewarding for me and where I feel like I’m most able to grow both as
feel like I’m most able to grow both as
feel like I’m most able to grow both as a scientist and as a human being so one
a scientist and as a human being so one
a scientist and as a human being so one I think one particular instance comes to
I think one particular instance comes to
I think one particular instance comes to mind
mind
mind um when I was able to do that and here I
um when I was able to do that and here I
um when I was able to do that and here I was about to scan a nine-year-old boy
was about to scan a nine-year-old boy
was about to scan a nine-year-old boy with conduct disorder and this boy was
with conduct disorder and this boy was
with conduct disorder and this boy was aggressive
aggressive
aggressive he had a diagnosis but he was also quite
he had a diagnosis but he was also quite
he had a diagnosis but he was also quite afraid of going into the scanner he was
afraid of going into the scanner he was
afraid of going into the scanner he was visibly afraid and he was getting upset
visibly afraid and he was getting upset
visibly afraid and he was getting upset when he insisted on trying so he went in
when he insisted on trying so he went in
when he insisted on trying so he went in and we scanned him um but then he became
and we scanned him um but then he became
and we scanned him um but then he became afraid again and he started crying and
afraid again and he started crying and
afraid again and he started crying and in that moment his mother was standing
in that moment his mother was standing
in that moment his mother was standing right next to him and she went in and
right next to him and she went in and
right next to him and she went in and started hitting him and yelling at him
started hitting him and yelling at him
started hitting him and yelling at him and this was right in front of all of us
and this was right in front of all of us
and this was right in front of all of us so if you’ve never been inside an MRI
so if you’ve never been inside an MRI
so if you’ve never been inside an MRI machine let me explain it to you this
machine let me explain it to you this
machine let me explain it to you this but you’re lying on a bed and it’s dark
but you’re lying on a bed and it’s dark
but you’re lying on a bed and it’s dark inside and you’re in this narrow tube
inside and you’re in this narrow tube
inside and you’re in this narrow tube and the scanner makes a really loud
and the scanner makes a really loud
and the scanner makes a really loud noise to me it sounds like construction
noise to me it sounds like construction
noise to me it sounds like construction site is right next to your head
site is right next to your head
site is right next to your head and I want to show you a little video
and I want to show you a little video
and I want to show you a little video just to demonstrate what it’s like and
just to demonstrate what it’s like and
just to demonstrate what it’s like and imagine that you are this boy lying in
imagine that you are this boy lying in
imagine that you are this boy lying in that scanner you have to do that for an
that scanner you have to do that for an
that scanner you have to do that for an hour without moving your head so you can
hour without moving your head so you can
hour without moving your head so you can see I’ve been in this machine so many
see I’ve been in this machine so many
see I’ve been in this machine so many times but it doesn’t bother me anymore
times but it doesn’t bother me anymore
times but it doesn’t bother me anymore but you can see how people can be afraid
but you can see how people can be afraid
but you can see how people can be afraid especially kids they’ll tell me that it
especially kids they’ll tell me that it
especially kids they’ll tell me that it sounds like a dentist or like a bear
sounds like a dentist or like a bear
sounds like a dentist or like a bear trying to catch them it’s really scary
trying to catch them it’s really scary
trying to catch them it’s really scary for them so this point was in there and
for them so this point was in there and
for them so this point was in there and his mother was beating him and yelling
his mother was beating him and yelling
his mother was beating him and yelling at him and I’m not blaming the mother
at him and I’m not blaming the mother
at him and I’m not blaming the mother here that’s not my intention but I want
here that’s not my intention but I want
here that’s not my intention but I want to illustrate that this is what we’re
to illustrate that this is what we’re
to illustrate that this is what we’re doing to our children we’re punishing
doing to our children we’re punishing
doing to our children we’re punishing them and were incarcerating them and
them and were incarcerating them and
them and were incarcerating them and we’re judicata them without really
we’re judicata them without really
we’re judicata them without really explaining why without really providing
explaining why without really providing
explaining why without really providing them the context so one of you know what
them the context so one of you know what
them the context so one of you know what this illustrates is that yes there are
this illustrates is that yes there are
this illustrates is that yes there are neurobiological correlates of aggressive
neurobiological correlates of aggressive
neurobiological correlates of aggressive behavior but experience and
behavior but experience and
behavior but experience and environment matter as well the most
environment matter as well the most
environment matter as well the most effective strategies for conduct
effective strategies for conduct
effective strategies for conduct disorder are actually parent management
disorder are actually parent management
disorder are actually parent management techniques so studies from a number of
techniques so studies from a number of
techniques so studies from a number of labs have now shown that the most
labs have now shown that the most
labs have now shown that the most effective way to combat conduct disorder
effective way to combat conduct disorder
effective way to combat conduct disorder is through parent management training
is through parent management training
is through parent management training and here again we see very different
and here again we see very different
and here again we see very different kinds of responses so in the in the
kinds of responses so in the in the
kinds of responses so in the in the group of kids who are explosive and
group of kids who are explosive and
group of kids who are explosive and emotional and volatile these kids really
emotional and volatile these kids really
emotional and volatile these kids really benefit from manage parenting that’s
benefit from manage parenting that’s
benefit from manage parenting that’s warm and caring and sensitive while
warm and caring and sensitive while
warm and caring and sensitive while maintaining rules as well so these are
maintaining rules as well so these are
maintaining rules as well so these are kids that benefit from timeouts from
kids that benefit from timeouts from
kids that benefit from timeouts from very mild kinds of discipline not
very mild kinds of discipline not
very mild kinds of discipline not punishment like non Angus criminal
punishment like non Angus criminal
punishment like non Angus criminal punishment but but uh but mild
punishment but but uh but mild
punishment but but uh but mild discipline the first set of kids however
discipline the first set of kids however
discipline the first set of kids however the ones with callous unemotional traits
the ones with callous unemotional traits
the ones with callous unemotional traits they don’t really respond very well to
they don’t really respond very well to
they don’t really respond very well to that kind of to that kind of parenting
that kind of to that kind of parenting
that kind of to that kind of parenting in these kids I showed you that they had
in these kids I showed you that they had
in these kids I showed you that they had an attenuated response to other people’s
an attenuated response to other people’s
an attenuated response to other people’s pain they also have an attenuated
pain they also have an attenuated
pain they also have an attenuated response to punishment they’re not
response to punishment they’re not
response to punishment they’re not really concerned with timeout or with
really concerned with timeout or with
really concerned with timeout or with the threat of punishment so those
the threat of punishment so those
the threat of punishment so those techniques don’t work for them what
techniques don’t work for them what
techniques don’t work for them what works for them more are reward based
works for them more are reward based
works for them more are reward based parenting techniques so they’re more
parenting techniques so they’re more
parenting techniques so they’re more responsive to things like reward things
responsive to things like reward things
responsive to things like reward things like encouragement in general these kids
like encouragement in general these kids
like encouragement in general these kids are more difficult to treat and we have
are more difficult to treat and we have
are more difficult to treat and we have to use very systematic kinds of
to use very systematic kinds of
to use very systematic kinds of treatments that that target both
treatments that that target both
treatments that that target both parenting in school and peers but again
parenting in school and peers but again
parenting in school and peers but again you know both of these both of these
you know both of these both of these
you know both of these both of these approaches they suggest that we need to
approaches they suggest that we need to
approaches they suggest that we need to be caring and supportive and not
be caring and supportive and not
be caring and supportive and not punitive and not punitive without cause
punitive and not punitive without cause
punitive and not punitive without cause both of the examples that I gave you
both of the examples that I gave you
both of the examples that I gave you involved males involved aggressive males
involved males involved aggressive males
involved males involved aggressive males but it’s a mistake to think that only
but it’s a mistake to think that only
but it’s a mistake to think that only males are aggressive and it’s a mistake
males are aggressive and it’s a mistake
males are aggressive and it’s a mistake to think that only males are in the
to think that only males are in the
to think that only males are in the juvenile justice system and that we are
juvenile justice system and that we are
juvenile justice system and that we are not paying attention
not paying attention
not paying attention two males because actually females are
two males because actually females are
two males because actually females are aggressive as well and when we look at
aggressive as well and when we look at
aggressive as well and when we look at the numbers we see that incidences of
the numbers we see that incidences of
the numbers we see that incidences of female violence and female crime has
female violence and female crime has
female violence and female crime has actually increased so this is the most
actually increased so this is the most
actually increased so this is the most recent set of data and here we see that
recent set of data and here we see that
recent set of data and here we see that females a female aggression is on the
females a female aggression is on the
females a female aggression is on the rise and we see that in 1980 across
rise and we see that in 1980 across
rise and we see that in 1980 across multiple indices so weapons assault
multiple indices so weapons assault
multiple indices so weapons assault vandalism disorderly conduct women and
vandalism disorderly conduct women and
vandalism disorderly conduct women and the females were about in 19% but at in
the females were about in 19% but at in
the females were about in 19% but at in 2010 that percentage was as 28% so
2010 that percentage was as 28% so
2010 that percentage was as 28% so that’s a 50% increase so what’s
that’s a 50% increase so what’s
that’s a 50% increase so what’s happening here
happening here
happening here part of what we look at I’m starting a
part of what we look at I’m starting a
part of what we look at I’m starting a new project together with Jyoti Nanda
new project together with Jyoti Nanda
new project together with Jyoti Nanda and Steve Lee looking at females in the
and Steve Lee looking at females in the
and Steve Lee looking at females in the juvenile justice system and my approach
juvenile justice system and my approach
juvenile justice system and my approach has been to look at the brain function
has been to look at the brain function
has been to look at the brain function and brain structure and what we see in
and brain structure and what we see in
and brain structure and what we see in these females would we look at the brain
these females would we look at the brain
these females would we look at the brain function and the brain structure of
function and the brain structure of
function and the brain structure of females with aggression we see that the
females with aggression we see that the
females with aggression we see that the females are more vulnerable so what we
females are more vulnerable so what we
females are more vulnerable so what we see is with the brain networks the
see is with the brain networks the
see is with the brain networks the volume of the regions that are involved
volume of the regions that are involved
volume of the regions that are involved in perspective taking the empathic
in perspective taking the empathic
in perspective taking the empathic responding are actually smaller in
responding are actually smaller in
responding are actually smaller in females and when we look at their brain
females and when we look at their brain
females and when we look at their brain function we see similar vulnerabilities
function we see similar vulnerabilities
function we see similar vulnerabilities so here’s just one example here what you
so here’s just one example here what you
so here’s just one example here what you see is activation in two networks that
see is activation in two networks that
see is activation in two networks that are involved in perspective taking and
are involved in perspective taking and
are involved in perspective taking and mentalizing and in one network the
mentalizing and in one network the
mentalizing and in one network the females here are an orange and what you
females here are an orange and what you
females here are an orange and what you see is that they’re deactivated they’re
see is that they’re deactivated they’re
see is that they’re deactivated they’re lower in both of these kinds of networks
lower in both of these kinds of networks
lower in both of these kinds of networks so what this suggests to us that that
so what this suggests to us that that
so what this suggests to us that that it’s the females that are driving this
it’s the females that are driving this
it’s the females that are driving this behavior so there’s something about
behavior so there’s something about
behavior so there’s something about these aggressive females that maybe
these aggressive females that maybe
these aggressive females that maybe they’re a bigger risk maybe they’re more
they’re a bigger risk maybe they’re more
they’re a bigger risk maybe they’re more vulnerable we have to test this idea
vulnerable we have to test this idea
vulnerable we have to test this idea further of course but it suggests that
further of course but it suggests that
further of course but it suggests that we shouldn’t really just dismiss them we
we shouldn’t really just dismiss them we
we shouldn’t really just dismiss them we shouldn’t really just forget about these
shouldn’t really just forget about these
shouldn’t really just forget about these girls because actually in the project
girls because actually in the project
girls because actually in the project that we now have one of the things that
that we now have one of the things that
that we now have one of the things that we’re finding out is actually girls are
we’re finding out is actually girls are
we’re finding out is actually girls are punished a lot
punished a lot
punished a lot our judges are giving them longer and
our judges are giving them longer and
our judges are giving them longer and harder sentences and why like they
harder sentences and why like they
harder sentences and why like they expect them to be more empathic they
expect them to be more empathic they
expect them to be more empathic they often expect them to be more pro-social
often expect them to be more pro-social
often expect them to be more pro-social and so what what it looks like it’s
and so what what it looks like it’s
and so what what it looks like it’s happening is that judges are because
happening is that judges are because
happening is that judges are because they expect them to do better to know
they expect them to do better to know
they expect them to do better to know better they’re punishing them more
better they’re punishing them more
better they’re punishing them more harshly again and again here this is not
harshly again and again here this is not
harshly again and again here this is not helping them
helping them
helping them punishing girls is not a helpful
punishing girls is not a helpful
punishing girls is not a helpful response to violence you know where does
response to violence you know where does
response to violence you know where does this leave us where does all of this
this leave us where does all of this
this leave us where does all of this information leave us what we see here is
information leave us what we see here is
information leave us what we see here is that violence is the result of a
that violence is the result of a
that violence is the result of a combination of biological psychological
combination of biological psychological
combination of biological psychological and social factors where does it leave
and social factors where does it leave
and social factors where does it leave us we see from these data that violence
us we see from these data that violence
us we see from these data that violence is the result of a combination of
is the result of a combination of
is the result of a combination of biological psychological and social
biological psychological and social
biological psychological and social factors and when you think back to my
factors and when you think back to my
factors and when you think back to my story it should be evident that trying
story it should be evident that trying
story it should be evident that trying to continue to punish people like my
to continue to punish people like my
to continue to punish people like my attacker does not solve the problem of
attacker does not solve the problem of
attacker does not solve the problem of violence as a society we can do better
violence as a society we can do better
violence as a society we can do better when we are violent and abusive and
when we are violent and abusive and
when we are violent and abusive and dismissive towards our children we lead
dismissive towards our children we lead
dismissive towards our children we lead by example we teach them to be
by example we teach them to be
by example we teach them to be unsympathetic and uncaring the problem
unsympathetic and uncaring the problem
unsympathetic and uncaring the problem of violence I think the solution to
of violence I think the solution to
of violence I think the solution to problems or the problem of violence I
problems or the problem of violence I
problems or the problem of violence I think is not to turn our backs on these
think is not to turn our backs on these
think is not to turn our backs on these vulnerable kids but instead to keep our
vulnerable kids but instead to keep our
vulnerable kids but instead to keep our minds and our hearts open
minds and our hearts open
minds and our hearts open what we want to do is we want to make
what we want to do is we want to make
what we want to do is we want to make our kids feel understood and avowed and
our kids feel understood and avowed and
our kids feel understood and avowed and valued we want all of our children to
valued we want all of our children to
valued we want all of our children to feel understood and valued and only by
feel understood and valued and only by
feel understood and valued and only by doing that can we teach them to also
doing that can we teach them to also
doing that can we teach them to also begin to care about others we need more
begin to care about others we need more
begin to care about others we need more compassion and not cruelty in this world
compassion and not cruelty in this world
compassion and not cruelty in this world thank you
thank you
thank you you
”
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