Brain Scans of Children Hint Why Some Are Aggressive and Antisocial
Researchers discovered that compared to the normally-growing children, those with upsetting behavior disorders were found to have ''gray matter in the amygdala and hippocampus,'' areas linked to ''processing emotion and developing memories.''
The problems in the behavior of a nine-year-old child tend to appear quite different compared to a teenage individual.
However, what if, before any serious delinquency and rule-breaking, the brain function of a young child, as well as his reward-seeking behaviors, could give clues on whether antisocial behavior, aggression, or violence might later develop?
Two studies from the University of Pennsylvania led by Rebecca Waller and Florida International University led by Samuel Hawes looked into the question, observing children displaying specific traits. These traits were considered to be callous-unemotional, or CU traits, usually characterized by the absence of empathy, reduced sensitivity to emotions of others, and not feeling guilty even when they break a rule.
Early problems in behavior, according to Waller, are undeniably a growing concern among parents. She also said that the extensive notion with this study is to see if there are differences in the brain at an early age, before the onset of serious types of delinquency.
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Observing the Brains of Children, 9 to 11 Years Old
Data from the Adolescent Brain Cognitive Development or ABCD Study of the National Institutes of Health were observed since 2015. The researchers are considering 12,000 children aged nine to 11 years old and are monitored for ten years, starting with the volume of gray matter in the brain.
The researchers discovered that compared to other children, those with upsetting behavior disorders were found to have gray matter in the amygdala and hippocampus, areas linked to processing emotion and developing memories.
This study is published by Waller and Hawes in the journal, Biological Psychiatry: Cognitive Neuroscience and Neuroimaging. It proposes that early problems in behavior appear in the brain frequently, regardless of the existence or lack of CU traits.
In the second research, which the American Journal of Psychiatry published, the authors focused on what they call the "reward behavior," where they observed the function of the brain as participants of the ABCD Study anticipated and eventually received a reward.
The study authors discovered that relative to a normally growing youth, those experiencing disorders with their behaviors, which include those who have CU traits, had reduced activity in the reward network of their brain while waiting for their prize, but improved brain activity the moment they attained it.
According to Hawes, the main objective of this study is to determine neural risk markers that can be utilized to report personalized intervention and treatment initiatives.
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The Possibility to Require Different Interventions
Links between environmental hints and rewards signify a key aspect of learning. Additionally, insight into how the process unfolds is vital, not just for understanding healthy growth against challenges to typical socialization and growth, but for molding behaviors as well, in more favorable manners.
It means that different children may need various forms of intervention. Wells explained that not all children who have behavioral problems are the same.
There are some vital subgroups that have different things happening at the neural level, and these people might require different options of treatment.
Among other characteristics, future research will assess what's going on in the brain when such losses take place.
The study authors then said that their work would help to come up with fresh treatments for behavioral problems reported by what's known about the function of the brain, as well as structure in such disorders.
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Aug 04, 2020 06:30 AM EDT
