NCJ Number
168172
Date Published
1997
Length
6 pages
Annotation
This paper identifies and discusses childhood experiences and factors that contribute to subsequent antisocial behavior, delinquency, and crime.
Abstract
The author advises that if there has been severe emotional disruption and the early external environment has been experienced as abusive, then the stage is set for the developing child to view the external world with mistrust and hostility. The children are rendered helpless to experience life in any way other than the self-destructive pattern that has been established for them. If this pattern is not interrupted and replaced with primary experiences that provide the child with a feeling of being nurtured in a safe environment, then his/her need to survive painful, overwhelming memories becomes paramount. As reality becomes more bearable in a relationship with a caring, accepting person, it is important that the children have good models of identification to strengthen their position in relationship to the world. The role of the worker will move from offering ego-provision to being ego-supportive. As the child slowly realizes the creative potential in living and is able, with support, to withstand depressive feelings, he/she can give up antisocial tendencies and identify with the positive behavioral opportunities available. Two vignettes illustrate how problem children are experienced by those around them and how certain responses from grown-ups can be helpful to their understanding of the world.