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Early-life trauma and the psychogenesis and prevention of violence

Fonagy, P; (2004) Early-life trauma and the psychogenesis and prevention of violence. In: Devine, J and Gilligan, J and Miczek, KA and Shaikh, R and Pfaff, D, (eds.) YOUTH VIOLENCE: SCIENTIFIC APPROACHES TO PREVENTION. (pp. 181 - 200). NEW YORK ACAD SCIENCES

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Abstract

This article considers the development of violence with particular reference to family factors in violence such as the quality of the parent-child relationship. In taking a developmental approach to violence, a link is established between the maltreatment of children in an attachment context and the risk of violence via the child's capacity to envision mental states in the other. Evidence from epidemiology and neuroscience is brought to bear on this link. Finally, some studies of prevention of violence that are likely to enhance attachment and mentalizing are considered.

Type: Proceedings paper
Title: Early-life trauma and the psychogenesis and prevention of violence
Event: Conference on Scientific Approaches to Youth Violence Prevention
Location: New York, NY
Dates: 2004-04-24 - 2004-04-26
ISBN: 1-57331-525-7
DOI: 10.1196/annals.1330.012
Keywords: violence, child, adolescent, developmental approach, trauma, maltreatment, prevention, mentalization, attachment, NURSE HOME VISITATION, CHILD-ABUSE, CONDUCT PROBLEMS, ANTISOCIAL-BEHAVIOR, RANDOMIZED-TRIAL, PERSONALITY-DISORDERS, DISRUPTIVE BEHAVIOR, MALTREATED CHILDREN, AGGRESSIVE-BEHAVIOR, EARLY INTERVENTION
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/134101
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