Re: Neurochemistry of violence

["Chris Robinson" <keyguy@xxxxxxxxxxxxx>]

Much of this work has been done by Bruce Perry at Baylor.  His book is
titled, Maltreated Children : Experience, Brain Development and the Next
Generation and is available through either Amazon or Barnes and Noble for
$29.00 (plus shipping and handling).  I agree that this information is
extremely important while developing child welfare policy or in determining
individual treatment plans for children who have suffered either abuse or
neglect.

Chris Robinson
-----Original Message-----
From: Randall Webber <rwebber@xxxxxxxxxxxx>
To: Child Maltreatment Researchers
<CHILD-MALTREATMENT-RESEARCH-L@xxxxxxxxxxx>
Date: Tuesday, January 19, 1999 8:29 AM
Subject: Re: Neurochemistry of violence


>I think I know the research that Roy is referring to, or at least something
>with the same theme.  More than one study has suggested that when children
>live in a consistently violent environment, whether home, school, or
>community, they develop higher levels of norepinepherine, a stimulating
>neurotransmitter (norepinephrine's close cousin, epinephrine, is also known
>as adrenaline), and lower levels of serotonin, which is though to be a
>sedating or inhibitory neurotransmitter.  Such children develop a high
>degree of vigilance, and when presented with a fight or talk situation, are
>more likely to fight, in part because their brains tell them that the
>violent response is the more appropriate.  They learn that the world is a
>violent and dangerous place, with only occasional periods of calm, whereas
>most children learn that the world is a safe place with only occasional
>periods of danger.  They also tend to interpret environmental cues in a
>more threatening manner than children who live in a more tranquil
>environment.  Naturally, this kind of behavioral tendency is much stronger
>when the child experiences a violent environment early in life (i.e., kids
>that don't ever remember feeling safe).  This kind of neurochemistry is an
>example of "hard-wiring" (relatively permanent) versus "soft-wiring", which
>is the kind of temporary vigilance/fear which a crime victim might
>manifest.  This is clearly a generality, because some victims of
>particularly traumatic crime/violence might not recover (e.g., victims of
>sustained torture, or those forced to watch the torture of their child).
>
>
>The relative levels of norepinephrine and serotonin also seem to be factors
>which at least partially explain the difference between those predisposed
>to "hot-blooded" violence and those disposed to "cold-blooded" violence.
>
>I wish I could give you the references for this work, but I am unable to
>find that file at this time.  Perhaps Roy or someone else can help with
>that.  If I find the citations, I will post them.
>
>-Randy Webber
>J. Randall Webber, M.P.H. <rwebber@xxxxxxxxxxxx>
>Director of Training and Publications
>Lighthouse Institute
>Chestnut Health Systems
>720 W. Chestnut St
>Bloomington, IL  61701
>309/829-1058 Ext 3411    309/829-4661 (fax)
>http://www.chestnut.org
>
>----------
>> From: Roy W Wilson <rwwst6+@xxxxxxxx>
>> To: Child Maltreatment Researchers
><CHILD-MALTREATMENT-RESEARCH-L@xxxxxxxxxxx>
>> Subject: Re: R: Child Discipline and Cultural Controversies
>> Date: Monday, January 18, 1999 3:04 PM
>>
>> Karen,
>> I am thinking of research (by
>> Bessell van der Kolk and others) suggesting that "trauma" induces
>> long-term changes in brain-chemistry thought to be related
>> to the symptomatology of "complex" PTSD and related DSM-IV categories. If
>> anyone is interested and doesn't already have them, I can track down the
>> citations.
>> On a less scholarly, but related note, I recently came across (but
>> have since been unable to find) a story that describes how children were
>> at one time used as reckoning devices. In order that ships would be able
>> to "get their bearings", children were taken to/near a landmark important
>> for navigation, tied to a post, and whipped in order to sear the memory
>of
>> the landmark into their minds. As I recall, this story was intended to
>> illustrate the difference between "education" and "schooling", the
>> episode being an example of the former.
>>
>> Roy
>>
>> Roy Wilson, Teaching Fellow
>> Social Foundations of Education
>> http://www.pitt.edu/~admps/fnd-d.html (Course syllabus)
>> University of Pittsburgh
>> Department of Administrative and Policy Studies
>> rwwst6@xxxxxxxx (Email address)
>>
>> On Mon, 18 Jan 1999, Karen Wade wrote:
>>
>> > Roy:  Can you clarify what you meant in the following sentence?
>> > I'm not following the "strong discipline" and brain chemistry link.
>> >
>> > Karen Wade
>> > Claremont Graduate University
>> > Claremont, CA
>> >
>> > Roy W Wilson wrote:
>> >
>> > >  Would the Scots-Irish father noted at the
>> > > beginning of this post have access to, take seriously, or accede to
>> > > evidence concerning the potential consequences of "strong discipline"
>> > > for brain chemistry?
>> > >
>> > >
>> >
>> >
>> >
>> >
>> > >
>> >
>